The Peak Tramand @Shuyuanclassics!

Hong Kong: Home to the Star Ferry, the Peak Tram and @ShuyuanClassics! by Anastasia Christou

‘Classics in Hong Kong’ is not a phrase co-educational, bilingual school, based in our respective courses. With this aim in one comes across on a regular basis, so Pokfulam, offering a Chinese and English mind, students can choose to study when I was asked to write this article on immersion education. It was established classical Chinese outside their formal my experiences of teaching Classics in in 2000 and includes Foundation Year to timetable as a co-curricular activity from Hong Kong specifically and my Grade 12, now totalling around 1400 Grades 5 to 9, studying a selection of perspective on Classics in Asia generally, students, who aim to graduate from the classical Chinese texts that cover literature, I was delighted at the opportunity. school with a bilingual International history and philosophy. The Chinese I joined The Independent Schools Baccalaureate (IB) Diploma (DP) in Classics team consists of two members of Foundation Academy (The ISF Academy, English and Putonghua. In addition to the staff, who work tirelessly and energetically Hong Kong) just over two years ago, school’s usual curriculum, the Shuyuan to create tailor-made courses for their having studied, trained and taught Classics Program was set up, ‘based on the students, happily resulting in a steady rise in London previously. When the prospect classical Chinese learning sanctuary and in student uptake: thirty-four Grade 5 arose of teaching the subject I love on the the Platonic Academy, the goal of which students; twenty Grade 6 students; other side of the globe, it was an offer I is independent study and enquiry under twenty-two Grade 7 students; eight Grade could not refuse, out of curiosity if the guidance of a master’ (ISF Academy, 8 students; and eleven Grade 9 students nothing else! Although my teaching 2017a). In essence, it is a programme for 2017/18. As with all courses that run experiences on my Asian adventure thus offering extension courses, projects during students’ own time, the challenge is far have been quite different and often involving higher education institutions to ensure that the students are able to unfamiliar, I still passionately believe that and opportunities for student-led, maintain their commitment to the subject Classics is equally important everywhere: academic research. Within the auspices of whilst competing commitments arise and appreciating the achievements of the the Shuyuan Program are the following whilst maintaining a healthy school/life ancients; questioning human nature and specialist subject areas: Science and balance, especially in the very competitive the world we live in; and learning from Discovery; Global Politics; and Classics; and highly demanding climate of Hong heroes and villains, mortals and all offering selected students the chance Kong schools. immortals. After all, the Ancient Greeks to pursue interests beyond the usual I always find it deeply fruitful and and Romans played an important role curriculum, which challenge them and fascinating to speak with my Chinese both in the West and the East, with complement their other studies. Classics colleagues about their courses interaction between the civilisations Now to focus on the Classics and practice, learning much from them in across the ages; Alexander the Great’s provision at my school. Within the every discussion and as we try to link our empire is of course one such example of Classics department, there is a Chinese subjects, investigate possible collaboration the mutual intellectual, political and Classics team and a Western Classics team, and ensure consistency across our teams. economic exchange between the western the latter of which I am privileged enough This is an experience that I feel is unique and eastern worlds. to be leading. There is much collaboration to my school and one which I am very First, I will introduce my school and between our two teams and we both aim grateful for. In considering the bilingual the programme I am involved with in for our students to be able to connect with setting of The ISF Academy and its order to put my teaching experience here and appreciate the foundations of Chinese constant aim to bridge Chinese and in a more meaningful context. The ISF and Western culture through the study of English, I feel that embracing and Academy is an independent, classical artefacts, texts and languages in connecting Chinese and Western Classics

The Journal of Classics Teaching 18 (36) p.29-36 © The Classical Association 2017. This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits Downloaded non-commercialfrom https://www.cambridge.org/core re-use, distribution,. IP andaddress: reproduction 170.106.40.139 in any, on medium, 29 Sep 2021 provided at 10:35:24 the original, subject workto the isCambridge unaltered Core and terms is properly of use, availablecited. The at written 29 https://www.cambridge.org/core/termspermission of Cambridge. https://doi.org/10.1017/S2058631017000204 University Press must be obtained for commercial re-use or in order to create a derivative work. is one way of achieving this, a belief fresh ideas to the team. Similar to my and running some whole-school Classics which the school’s management holds mentoring trainee Classics teachers back events. also. As a result, our whole-school in the U.K., I have found it greatly In terms of our courses, we now initiatives have been met with positive refreshing and energising to work with offer a Western Classics course to Grade support. For example, the school bases these colleagues, relishing the opportunity 6 students as a year-long, co-curricular itself on core values, referred to as ‘The to reflect on my own practice and on what activity, which aims to provide students Eight Virtues + One’ (ISF Academy, we are doing and trying to achieve with with an introduction to the Ancient 2017b), which aim to provide a moral our Western Classics programme. Our Greeks and the Romans, covering the compass for the whole school community first teaching fellow was a Romanist, who usual audience-capturing and gory topics, and are grounded in Chinese culture, but led scansion workshops for our Latinists; such as gladiators, mythology and the also have modern-day relevance and helped in team resource development; Olympics. As Grade 6 is the first year of importance. Over the course of the and designed a whistle-stop tour of Greek secondary school, we felt it was important approaching academic year, we will be and Roman history, literature and to give keen Grade 6s some weekly circulating presentations on these philosophy for some Grade 9 students exposure to Western Classics in the hope embedded virtues, with each virtue given during their private study time. Our that they would develop a healthy in English, Chinese, Latin and Ancient second teaching fellow was a Hellenist, obsession with the ancients and continue Greek, thus aiming to connect ancient who impressively completed her PhD, with at least one of our classical courses and modern, east and west. entitled The Greek Reception of Alexander the at secondary school! We also run a Western Classics course for Grade 7 and 8 students during their weekly ‘Big Learning Afternoon’ (BLA) time, covering aspects of Ancient Greek and Roman daily life, from slavery to society, from entertainment to education and from military to meals. The two courses are complementary to each other and have entry requirements based on students’ prior reporting data, specifically their ‘Commitment to Learning’ (CTL) scores, which are scores given by teachers to reflect each student’s effort in their subject. For both courses, we use purpose-made booklets, consisting of varied tasks, glossaries and fun activities. We focus on collaborative work, independent research and interactive presentations, with lots of peer and self-assessment opportunities as the students’ work is not formally assessed or reported on. This is in the hope that the courses will have more enjoyment and less stress associated with them, thus attracting a wider audience, especially with the courses being outside the students’ usual timetable. Initially, we started the Western Classics course as a joint Grades 6, 7 and 8 course. However, we found that the age gap was too large to cater for and challenge all the students appropriately, but we also found that the high demand for the course from Grade 6 parents and students meant that we could create a In the Western Classics team, we Great, during her time with us, conducted separate Grade 6 course. For 2017/18, we have two permanent members of staff two mock archaeological digs on ISF have nineteen Grade 6 students, and seven and one teaching fellow who is with us for Academy soil and implemented our new Grade 7 and 8 students. As these are ‘extra a six-month or one-year placement. Thus Primary School initiatives. Our current courses’, we have found that far, we have been privileged enough to teaching fellow is a philosopher, who is communication and promotion are more have three such fellows, who brought continuing our Primary Classics important than ever in ensuring that their own classical expertise, interests and campaign, aiding in course development students and their parents are aware of the

Downloaded30 from https://www.cambridge.org/core. IP address:Hong 170.106.40.139 Kong: Home, on to 29the Sep Star 2021 Ferry at, 10:35:24the Peak, subjectTram and to the@ShuyuanClassics Cambridge Core !terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/S2058631017000204 courses and their content, but also know Ancient Rome and Egypt come to Hong month, which is then shared with the about the deadlines and requirements for Kong’s shores! Some local field trips whole school and promoted on the signing up to them. include the Hong Kong Museum of school’s learning platform, Moodle. Despite covering the Romans and History’s ‘Mare Nostrum: Roman Navy Monthly Shuyuan Classics Calendar the Ancient Greeks in their IB Middle- and Pompeii Exhibition’ (Hong Kong presentations thus far have included: Years Program (MYP) Individuals and History Museum, 2017) in August 2016 Ancient Sport; Classical Clashes Societies (I&S) (International and the Hong Kong Science Museum’s (comparing the epic battles at Zama and Baccalaureate, 2017) lessons in Grade 6, ‘Eternal Life: Exploring Ancient Egypt Red Cliffs); International Mother we have found that our students generally Exhibition’ (Hong Kong Science Language Day; Ancient Technology have less of an initial idea about or Museum, 2017) in October 2017. (comparing the Antikythera Mechanism instinctive interest in the Ancient Greeks Excitingly, another potential trip of ours with the Chinese seismoscope); and Romans when compared to their may be to Beijing’s China Museum of International Philosophy Day; Fun U.K. counterparts. Nevertheless, we have Science and Technology to visit the Festivals (comparing the Roman Saturnalia capitalised on this opportunity for some upcoming ‘EUREKA. Science, Art and with the Chinese Winter Solstice); cross-curricular collaboration by Technology of the Ancient Greeks International Poetry Day; Great Empires delivering Latin and Ancient Greek tasters Exhibition’ (China Museum of Science (comparing Alexander the Great and and a Classics competition with the whole and Technology, 2017). Emperor Qin); International Democracy grade via these I&S units. On pondering For the first time, the Chinese and Day; and New Beginnings (comparing the this observation further however, we Western Classics teams have joined Western and Chinese traditional thought that this may perhaps be due to forces to teach a timetabled calendars). our Hong Kong students having less ‘Comparative Classics’ course to five Moreover, we have presented some exposure to Western history around them; Grade 9 students, who have bravely (but Shuyuan Classics sessions for staff on being further from Europe and its wisely!) chosen to be our mega- professional development days, languages; and there being a slimmer classicists/guinea pigs alongside their explaining our courses and initiatives to chance of them stumbling over a Roman formal MYP subjects. With this course, our colleagues. These sessions proved to road in Britain on the weekend or we aim to bring together the cultures and be worthwhile not only for advertising exploring an Ancient Greek site whilst on literary works of the great ancient our subjects, but also for reaching out their summer holiday, being about a civilisations of the Greeks, the Romans for any cross-curricular, collaborative four-hour flight away. On the other hand, and the Chinese in translation. opportunities with other faculties. For some of our students have a keen interest Comparative units to be covered in the example, the English Faculty invited me in all things classical from the outset, as two-year course are Ancient into their Grade 11 and 12 English one Grade 11 student enthusiastically Historiography, Ancient Art, Ancient Literature lessons to give workshops on puts: ‘I study Classics for the same reason Philosophy and Ancient Poetry. Classical Euripides’ Medea, one of their chosen set why we study Shakespeare, and guess texts will include: the epic poetry of texts. Likewise, being included in the what Shakespeare studied? That’s right, Homer and Vergil, as well as the Shijing Mathematics Faculty’s Pi Night was the Classics! Ancient Greek and Latin are poetry compilation; the histories of excellent fun; we had Greek alphabet languages that shed light on two of the Herodotus, Suetonius and Zuo Zhuan; Sudoku and Ancient Greek greatest civilisations in human history. and the philosophies of Plato and mathematician games in our corner! We Although they are languages and cultures Confucius. Through studying the various have also tried to be pro-active in sharing of the past, we still encounter them every literary and visual sources, we hope that Western Classics resources and news day in Romance languages, literature and our students will explore the intricate with colleagues, wherever relevant. In high art.’ relations between culture, literature and addition, by arranging speakers to come Furthermore, whilst the Percy Jackson thought in the ancient Western and in to give talks on various topics, we have and Harry Potter series are popular among Eastern worlds. Both Classics teams are been able to build contacts for colleagues our students, not many of them have very excited to be co-planning and in other subjects. For example, we asked watched Classics-related films, seen co-teaching this course, as well as Lingnan University’s Professor Nado to Ancient Greek or Roman artefacts up learning from each other along the way, present a lecture on ‘An Introduction to close or visited ancient sites in the West. so watch this space for more Sino- Philosophy’ to interested ISF Academy As a result, we have a monthly Classics Greek-Roman relations and comparative staff, parents and students, after which Film Club, featuring some of the usual work ahead! she was invited back to give a talk to the epics on rotation with popcorn provided, In the same vein, we have run other Grade 11 Theory of Knowledge from Disney’s Hercules to Clash of the comparative and collaborative Classics students. Other talks we have organised Titans (2010), which all Secondary initiatives, which have been met with keen have been ‘Classics at Cambridge: A students and staff are welcome to attend. interest and received positive feedback Hong Konger’s Perspective’ to Furthermore, we run overseas trips from students and staff alike. Every encourage more students to study annually, alternating between Rome and month, we have brought together two Classics at university level, and ‘It’s All Athens, for Grade 9 to 12 Classicists, classical events or related topics, based Greek to Me!’ to introduce the value of bringing the Roman Colosseum and around an international celebration or a Ancient Greek before launching it as a Athenian Acropolis to life for them. We Western and/or Chinese classical new subject at The ISF Academy last have also been lucky enough to have had anniversary occurring in that respective year.

Downloaded from https://www.cambridge.org/core. IP address:Hong 170.106.40.139 Kong: Home to, onthe 29 Star Sep Ferry 2021, the at 10:35:24Peak Tram, subject and @ShuyuanClassicsto the Cambridge Core! terms of use, available at 31 https://www.cambridge.org/core/terms. https://doi.org/10.1017/S2058631017000204 score across all subjects on a student’s last report. This is mainly as a necessary differentiator due to the high demand for the subject, but also because a high commitment is certainly needed when students are learning Latin in their own time. Students can continue Latin in Grade 9, but on timetable, to eventually sit the Cambridge IGCSE Latin examination (Cambridge International Examinations, 2017) in Grade 10. Students therefore study Latin alongside their formal MYP subjects, receiving four hours and fifty-five minutes of lesson time per fortnight in Grade 9 and four hours and thirty minutes in Grade 10. For 2017/18, Now to elaborate on the place of with two hours of lesson time per week. we have six Grade 9s and five Grade 10s. Latin and Ancient Greek at my school For 2017/18, we have nine Grade 8 Over the two years, students finish the and our provision for both. The continual students. As always, the hope of these CLC and cover the Cambridge IGCSE justification of classical languages in Latin courses is that the students will syllabus. For the language paper (1hr schools is universal, Hong Kong being no develop an appreciation for the 30mins, 50%), students translate an different. In response to any doubter or contributions of the Romans to the unseen prose passage of around 120 opposer of Classics at The ISF Academy modern world and expand their English words and complete a comprehension on or elsewhere, I would say that whilst they vocabulary via derivation work, whilst some more Latin prose, with some may think that Latin and Ancient Greek improving their understanding of English derivation questions asked also. For the are ‘dead’ languages, they are in fact grammar. Unlike the Western Classics literature paper (1hr 30mins, 50%), until immortal and live around us, not only in courses, Latin is always reported on and June 2019 at least, students study Vergil’s the languages we speak, but also in a has all the expected vocabulary tests, Aeneid and a selection of Cicero’s works, variety of professions and disciplines. written translations and comprehension examining the content of the written texts Likewise, I would say that if the sheer assignments per stage. and considering the authors’ styles and enjoyment and satisfaction of studying Latin in Grades 7 and 8, occurring the social, political and historical context, these languages do not suffice, their value twice a week plus homework, is a with one ten-mark, opinion-based also lies in a host of skills that the study considerable extra-curricular question asked for each author. of Latin and Greek develops and the deep commitment, which parents and students I have found that the Cambridge insight it gives into English language and have queried and which we have explained IGCSE is a sound precursor of IB DP Western culture and history in general. is indeed appropriate and necessary for Latin as it is rigorous and demanding. The The appeal of impressing universities is a language learning and in order to reach expected quality of IGCSE students’ very popular motivation for studying the required standard for the Latin Latin is high and the required syntax, Classics among ISF Academy parents and examinations to come. In fact, Latin at morphology and vocabulary lists are students. The ISF Academy used to begin in Grade substantial, especially after four short Latin is the most established of our 8, but I moved the beginners’ class down years of Latin and when English might be course offerings, having produced its first a year to Grade 7, so that students would a second or third language, after set of IB DP results in the summer of have more years of Latin leading up to the Cantonese and/or Putonghua in the case 2016. Happily, student numbers for Latin challenging Cambridge IGCSE in Grade of ISF Academy students. With little to are sharply rising, likely due to an 10; a decision which I feel has paid no formal training available for increasing ISF Academy student body and dividends on student confidence and Cambridge IGCSE Latin in Asia, on the back of a barrage of initiatives and results. Another change to Latin teaching restricted online access due to my school a forceful promotional campaign by our and learning at my school was the switch not being an international school and very team! When I started at The ISF to using the CLC rather than the Oxford few schools offering Latin at this level or Academy, we had eight Latin beginners, Latin Course (OLC). This was because I at all in Hong Kong, I found that it was an whilst for 2017/18, we have thirty-eight. found that the students were not very enjoyable, manageable yet slightly arduous Students can begin Latin in Grade 7 as a enthused or engaged with the OLC, but experience to acquaint myself with the bi-weekly, co-curricular activity, using also that the interactive Cambridge School nuances and expectations of this Books I and II of the Cambridge Latin Classics Project (CSCP) website examination. However, we have been able Course (CLC) and with two hours of (Cambridge School Classics Project, to make an arrangement with the Hong lesson time per week. Students can then 2017) and CLC e-learning software are Kong Examinations and Assessment choose to continue with Latin in Grade 8, resources that are too good not to utilise. Authority to sit the examination every again as a bi-weekly, co-curricular activity, We have also introduced a requirement to year thus far. The establishment of the using Books II and III of the CLC and starting Latin, namely high average CTL Association of South-East Asian Classics

Downloaded32 from https://www.cambridge.org/core. IP address:Hong 170.106.40.139 Kong: Home, on to 29the Sep Star 2021 Ferry at, 10:35:24the Peak, subjectTram and to the@ShuyuanClassics Cambridge Core !terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/S2058631017000204 Teachers (ASEACT) and subsequent HL Latin compared to SL. In addition, as enjoy Latin and achieve well. collaborative sharing between its students are only allowed to choose three Furthermore, the NLE means that all our members has done a lot to aid us IGCSE HL and three SL subjects, the Latinists have something tangible when Latin teachers and our students. competition is even greater between finishing their Latin careers, if only a year In contrast, when preparing to teach students’ subject choices, with HL or two long. IB DP Latin, I gratefully attended the subjects being subjects that students Ancient Greek is only a year old at Category 1 and 2 Classical Languages would most likely pursue at university The ISF Academy, but has already seen a workshop at Wellington College (UK) in level. As a school, we are not quite there pleasing set of American National Greek October 2015. I found this professional yet in terms of the demand to offer both Examination (NGE) (National Greek development opportunity extremely SL and HL Latin. Exam, 2017) results. Not as advanced as useful and beneficial, especially for Happily, we also have our second the NLE, this examination is not online, networking; becoming familiar with the Latin DP Extended Essay this year. The but is still multiple-choice, has the same assessment criteria; discussing approaches first essay was on ‘How does Cicero sense of achievement and the rewards to teaching the syllabus; seeing sample attempt to overcome xenophobia in the associated with it and is just as well- work; and as an introduction to the IB Pro Archia?’ and the current essay is on received by the relevant parties. The first generally and the Latin course specifically. ‘How does Book I of Ovid’s Amores examination level is very doable with only In Grades 11 and 12 at The ISF criticise the exploitation of women a slight amount of extra reading and Academy, students can study Latin as a inherent in amatory relations at that learning for the students to do. As with Group 2 IB DP option at Standard Level time?’. The process of researching and the NLE, some gap-filling and a brisk (SL), receiving five hours and fifty essay writing for each student was very pace are still needed, especially as the minutes of lesson time per fortnight in different, yet equally interesting and NGE usually takes place even earlier than both grades. For 2017/18, we have two valuable to be a part of. It was highly the NLE, in February. Grade 11 students and one Grade 12 rewarding to witness the individual Students can begin Ancient Greek in student. In DP Latin, students are learning journeys of the students, from Grade 9, 10, 11 or 12 as a weekly, expected to apply their linguistic skills and deciding on their areas of interest to co-curricular activity, using Part One of grammatical knowledge to translating an drawing their conclusions based on their John Taylor’s Greek to GCSE, with an hour unseen passage from Ovid’s Metamorphoses own literary analysis and academic of lesson time per week. For 2017/18, we for Paper One (1hr 15mins, 35%). For research. The whole Extended Essay have six beginners, only one of which Paper Two (1hr 30mins, 45%), students process is certainly excellent preparation already studies Latin. If students wish to are expected to respond to selections for students for university study. continue with Ancient Greek and sit the from their Vergil (The Aeneid) and Tacitus All ISF Academy Latinists sit the next level of the NGE, they then attend (The Annals) set texts until May 2018, and annual American National Latin twice a week in order to cover the Vergil (The Aeneid) and Caesar (The Gallic Examination (NLE) (National Latin increased content and difficulty, finishing Wars) thereafter until 2021, answering Exam, 2017a) at various levels, depending Part One and also covering Part Two of comprehension, translation, scansion and on their stage of Latin. The NLE is John Taylor’s textbooks. I do feel literary analysis-style questions. The final well-received by all relevant parties: the however, that there is a considerable jump component of DP Latin is the Research students enjoy the multiple-choice, online, between the first and second NGE levels. Dossier (20%), which is the internal quiz-like approach to Latin testing; the For 2017/18, we have five intermediates, assessment, whereby students select parents feel pride over their children only two of which do not already study relevant primary sources and produce achieving ribbons, medals and certificates Latin. As with Latin, Ancient Greek is detailed annotations on their sources in in Latin; and the school management also always reported on and has all the response to their chosen inquiry question. welcome the opportunity for healthy expected vocabulary and translation tests Research Dossiers completed by ISF competition and achievement, both per chapter. Academy students include: ‘To what among our Latin scholars and between Initially, the beginner Ancient Greek extent was Nero’s legislation beneficial to schools on an international level. course was open to Grade 8 students and the common Roman people?’; ‘How did However, for each level there is extra above. However, I found that the Augustus consolidate his power through reading and learning for the students to challenge of a completely new language exercising religious traditions in the early do. Although the NLE has a document and alphabet was too much for Grade 8s years of his rule?’; and ‘What does the that roughly aligns each examination and their busy Middle School lives, hence Second Pompeian Style of mural art tell level’s syllabus with the relevant CLC raising the grade requirement to Grade 9 us about middle-class Roman tastes in the stages (National Latin Exam, 2017b), we upwards. Nevertheless, it has been early Roman Empire?’. must ‘fill in the gaps’ and race forward gratifying to see older students taking up a In terms of IB DP Latin at Higher somewhat when approaching the classical course despite not doing so earlier Level (HL) versus SL, there is more examinations in March, which is only on their Secondary School journeys. As a unseen translation; more lines of two-thirds into the academic year and any completely new subject, the challenge for literature with a long, personal response Latin course at The ISF Academy. us is still to advertise it and its value as question; the Research Dossier is longer Teaching some of the catch-up grammar much as possible and make clear that with more sources required; and in isolation does feel very against the Ancient Greek is both a stand-alone supplementary reading is expected. Thus, intended inductive CLC approach. course, but also one that complements more time is also needed on timetable for Nevertheless, students manage fine, still Latin and/or Western Classics.

Downloaded from https://www.cambridge.org/core. IP address:Hong 170.106.40.139 Kong: Home to, onthe 29 Star Sep Ferry 2021, the at 10:35:24Peak Tram, subject and @ShuyuanClassicsto the Cambridge Core! terms of use, available at 33 https://www.cambridge.org/core/terms. https://doi.org/10.1017/S2058631017000204 As mentioned previously, we have As well as ‘getting the classical word On reflecting on the jam-packed two directed considerable efforts to infiltrating out’ early among the students, ISF Academy years it has been and the exciting times the Primary School, which has been more parents have been instrumental in raising ahead, it would be apt to mention the doable as the Primary and Secondary the profile of Western Classics at the school ASEACT in more detail, which we Schools share the same campus and both and helping our course numbers grow from founded on the back of a successful management teams are very supportive of strength to strength. Thus, we have run an FOBISIA Job Alike Workshop on any Classics collaboration. One initiative annual programme of sessions for any ‘Teaching Classics in Asia’ at Tanglin has been Shuyuan Storytelling, by which all interested parents to introduce them to Trust School in February 2016. At this Grade 3, 4 and 5 students have a monthly Latin and Ancient Greek; showcase our workshop, the first of its kind, we shared session with our teaching fellow during lesson materials, including the CLC’s our experiences of teaching Classics in their allocated library time. During these e-learning software; and outline our courses Asia thus far and also discussed key issues, sessions, students listen to and interact and initiatives. The sessions have been such as: examinations; use of ICT; how to with various audio clips from the well-attended by Primary and Secondary promote our subject; and how to design University of Cambridge Classical Tales parents alike, with the highest turnout being and implement dynamic programmes and (Lister, 2017). Last year, all three grades thiry-one. We have also appeared at some engaging lessons. Since then, I was listened to stories from the Metamorphoses: of the Head of School’s Parent Coffee honoured to host the first ASEACT Tales of Change selection, including: Mornings to promote our subject and conference in February 2017; I have Creation, whereby students completed explain our Classics provision. In circulated termly CPD bulletins, compiled storyboards and made their own Pandora’s considering some parents’ perception of from best teaching practice and model boxes; King Midas, whereby students the place of Classics in Asia, two ISF student work shared by ASEACT participated in a quiz; and Arachne, Academy parents supportively affirm that members; I have visited member schools whereby students held a debate between studying a Western Classics course ‘helps to observe Latin lessons; and we have Athena and Arachne. Students enjoyed children who are raised in Eastern families arranged Skype Symposia, where IGCSE listening to the animated professional become more familiar with Western culture students from Kellett School and The ISF storytellers and learning about Greek and thus become educated, global citizens!’ Academy each prepared and shared myths: ‘I really liked the fantasy element and it ‘broadens the learning of our children literature paper ten-markers, which very and that it was something out of the in Asia, so that they are not just familiar with much benefitted the students in terms of ordinary.’ Teachers also approved of their Chinese culture, but that their minds are articulating their ideas, sharing their students’ learning beyond the usual extended to appreciate Western culture and knowledge and realizing that they were curriculum: ‘It’s great to expose the kids to history too, hence enhancing the not alone in their IGCSE Latin these classic stories.’ Going forward, only diversification of our children’s thinking.’ endeavours! Grades 3 and 4 will receive these sessions, mainly due to the curriculum pressures in Grade 5, not wanting to spread our teaching fellow too thinly and prioritising other Classics initiatives for Grade 5. With our weekly Grade 5 Western Classics Club, we aim to get students engaged and interested in the classical world in the hope that they will take up a classical course in the Secondary School, seeing as Grade 5 is the final year of the Primary School. Club activities have included: arts and crafts, such as making mosaics and paper Parthenons; films and quizzes; and storytelling. The club has been so popular that we will be running it twice next year to be able to accommodate more students, with twenty-five students in each club and hoping to include some Lego, armour and jewellery-making too! Moreover, we have tried to make as many guest appearances in the Primary School as possible. For example, I was excited to be a guest reader to a Foundation Year class during the ‘Primary Love of Reading Week’ and went along with some Aesop’s Fables and matching visual aids! Similarly, my colleague was keen to dress up as a centurion to promote the Western Classics Club!

Downloaded34 from https://www.cambridge.org/core. IP address:Hong 170.106.40.139 Kong: Home, on to 29the Sep Star 2021 Ferry at, 10:35:24the Peak, subjectTram and to the@ShuyuanClassics Cambridge Core !terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/S2058631017000204 Twitter has been another facilitator state of affairs without reference to the for networking and sharing with other past: it has shaped every aspect of our schools and the international Classics existence, materially, intellectually, family. We were very happy when philosophically and spiritually.’ Villanova University (Pennsylvania) contacted us via Twitter to arrange a Skype Anastasia Christou is Head of meeting between their Classics Shuyuan Western Classic undergraduates and our students; once Programme at The ISF Academy, again, showing our ISF Academy students Hong Kong that the Classics world is bigger than they may think, which our use of Massolit [email protected] (Massolit, 2017) with its online lectures has also helped with. References

Advocating Classical Education. (2017, August 8). Advocating Classical Education. From Advocating Classical Education: http://aceclassics.org.uk/

Cambridge International Examinations. (2017, August 8). Cambridge International Examinations: Programmes and Qualifications. From Cambridge International Examinations: http://www.cie. org.uk/programmes-and-qualifications/ cambridge-igcse-latin-0480

Cambridge School Classics Project. (2017, August 8). Cambridge School Classics Project Online Resources. From Cambridge School Classics Project: www.cambridgescp.com

China Museum of Science and Technology. (2017, August 8). China Museum of Science and ASEACT member schools include: With the exciting establishment of the Technology: EUREKA. From China Museum of Tanglin Trust School, Singapore; Kellett Ancient Civilisations Forum (Hellenic Science and Technology: http://erevna. School, Hong Kong; The French Republic, 2017) and the Advocating minedu.gov.gr/index.php/en/news/834-two- exhibitions-of-ancient-technology-in-athens- International School, Hong Kong; The Classics Education (ACE) (Advocating and-beijing-in-collaboration-with-the-china- French International School, Bangkok; Classical Education, 2017) project this year, museum-of-science-and-technology-of-beijing The French International School, I hope that the championing of the classical Singapore; The Taipei European School, world, both in schools and on a world stage, Hellenic Republic. (2017, August 8). Hellenic Taiwan; North London Collegiate School, will only get bigger and stronger…per aspera Republic: Ministry of Foreign Affairs: Athens Jeju; and The ISF Academy, Hong Kong. ad astra! We are certainly trying to do our bit Declaration on the establishment of the Ancient Some recent detrimental news affecting and our best for Classics teaching and Civilizations Forum. From Hellenic Republic: some ASEACT member schools has been learning here in Asia, at both The ISF Ministry of Foreign Affairs: http://www.mfa. the withdrawal of Oxford Cambridge and Academy and at all ASEACT member gr/en/current-affairs/statements-speeches/ RSA’s (OCR) approval for international schools, to educate, engage and enthuse the athens-declaration-on-the-establishment-of- the-ancient-civilizations-forum.html schools to sit the newly reformed GCSE next generation of Classicists! and A Level qualifications. However, To conclude with the fitting words of Hong Kong History Museum. (2017, August some better news is the introduction of the Head of School at The ISF Academy, 8). Hong Kong History Museum 2016 Exhibition. IB MYP Classical Languages, whose guide Dr Malcolm Pritchard, who sums up the From Hong Kong History Museum: http:// was published in April 2017 and which value of Classics in schools, in Hong hk.history.museum/en_US/web/mh/ should lead nicely into IB DP Classical Kong and beyond: ‘As education is a exhibition/2016_past_01.html Languages. Time will tell how these process of progressive change that takes developments will impact Classics in our us from infancy to maturity, retaining the Hong Kong Science Museum. (2017, August 8). schools, but we will find strength in collective experience and wisdom of Hong Kong Science Museum; Eternal Life Exhibition. From Hong Kong Science numbers; look forward to more humanity must sit at the heart of what Museum: http://hk.science.museum/ms/ conferences and further collaboration, and how we learn. The very roots of our el2017/eindex.html such as some more inter-school philosophies, laws, culture, even our competitions; and hope to keep the language, are to be found in the Classics. International Baccalaureate. (2017, August 8). ASEACT empire expanding! In fact, we cannot understand our present IBO Middle Years Programmes. From International

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