The Schools Committee awards prizes for the best research paper submitted for the PGCE in Classics at King's College London, the University of Cambridge and the University of Sussex.
Pietro Cannatella (Cambridge): Student and teacher perceptions of the value of Total War: Saga in motivating KS3 students in an all-boys state school.
Alex Hall (Sussex): Using Comprehensible Input teaching methods to develop Gratin pupils' ability in identifying case endings and declension.
Callista McLaughlin (King's College London): Leading with Literature: Engaging Year 9 in translation work with the Dido and Aeneas saga in Latin to GCSE 1.
Eleanor Barker (Cambridge): Gaining understanding of different perspectives in Virgil’s Aeneid through creative writing: an action research project with a sixth form Classical Civilisation class in a mixed comprehensive.
Rosie Sykes (King’s College London): Can studying a topic through a reception studies approach improve the quality of Year 7 students’ creative responses to the ancient world?
Emanuela Venditti (Sussex): Using Comprehensible Input in The Latin Classroom To Enhance Language Proficiency
Simon Atkin (Sussex): Introducing authentic materials alongside a reading-approach Latin course
Millie Gall (Cambridge): Study in the use of embedded readings to improve the accessibility and understanding of Latin literature at A-level
Claire Speers (King's College London): How can teachers effectively use student dialogue to drive engagement with ancient drama? An analysis of a Year 12 Classical Civilisation class studying Aristophanes’ Frogs.
Shane Forde: The use of modern poetry to encourage students to reflect on ancient poetry in the original
Max Day: Boudicca, broken bones and behaviour management
Eleanor Vale: An examination of teacher questioning in a Year 8 Classics Class
Jonathan Barnes (Cambridge): Teaching diversity through Classics
Jessica Platt (Sussex): How far does choice theory succeed, within Classics, as a form of differentiation within the classroom?
Katharine Russell (KCL): Read like a Roman: teaching students to read in Latin word order
Rowan Newland (Cambridge), 'Closing the gap.' Understanding the difficulties two year 10 boys have with reading Latin stories.
Lottie Mortimer (Sussex), portabam, portabas, portabat: Revolutionising rote-learning by utilising sound and movement to introduce the imperfect and perfect tenses
Emily Evans (KCL), Gamification in a Year 10 Latin classroom: Ineffective “edutainment” or a valid pedagogical tool?
Harriet Hoath (KCL): How do different types of gaols and feedback affect motivation?
Louise Walker (Cambridge): The impact of using Memrise for learning Latin vocabulary on a class of eight under-motivated year 11 students.
Olivia Upchurch (Cambridge): An investigation into pupil perceptions of Roman women while learning Latin from the Cambridge Latin Course
Olivia Sanchez (KCL): Differentiation: Exploring ways of introducing sources to a mixed- attainment Ancient History GCSE class
Jay Weeks (Cambridge): Primary School Latin: an evaluation of the methods and motivations for the teaching and learning of Minimus
Eleanor Nicholl (KCL): Differentiation strategies for teaching a new Latin grammar point to a mixed ability class