Abstract
This article reports on the first two phases of a project to promote the classics through English at Key Stage 3, a scion of the Cambridge Schools Classics Project. We discuss the primary importance of speaking and listening in the English classroom both for the individual and the collective, and reflect on the power and importance of using classic tales in English as a means of promoting good-quality oracy. We comment on the precarious position of both oracy and story in the 2014 national curriculum. We report on the impact of a project during which student teachers were introduced to classical oral storytelling and encouraged to use it in their teaching. Findings suggest that the student teachers recognised oracy and storytelling as fundamental to their developing pedagogy and that they saw the need to promote oracy.
Original language | English |
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Pages (from-to) | 60-71 |
Number of pages | 12 |
Journal | Changing English |
Volume | 22 |
Issue number | 1 |
Early online date | 30 Jan 2015 |
DOIs | |
Publication status | Published - Jan 2015 |
Keywords
- storytelling
- national curriculum
- initial teacher education (ITE)
- oracy
- student teachers
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Dive into the research topics of 'Talking Together, Learning Together: The Story of English PGCE Student Teachers’ Adventures in Classics'. Together they form a unique fingerprint.Profiles
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Dr Lorna A Smith
- School of Education - Associate Professor in Education
- Educational Futures Network
- Centre for Teaching, Learning and Curriculum
Person: Academic , Member