Spring &
Summer 2015
“opening new doors
in teaching and learning”
Classics
Teacher Courses
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opportunities.” City of London Boys School, December 2014
“ The course was inspiring and I look forward to using the new ideas in my teaching.”
St Albans High School, December 2014
“ Very informative. Incredibly detailed and gained valuable insight.”
Exmouth Community College, November 2014
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Classics
Contents
2
Course code
Course title
Page
6114
Leading Learning in Classics: Leading and Managing a successful and dynamic
Classics Department
5
6218
AS/A Level Latin Summer 2015 Conference
6
6219
GCSE Latin Summer 2015 Conference:
outstanding learning for outstanding outcomes
8
6220
AS/A Level Classical Civilisation Summer 2015 Conference
10
6175
Managing the Challenges of Teaching GCSE Latin in Limited time
11
6221
Achieving Success in GCSE Classical Civilisation
12
5544
Starting teaching AS/A2 Classical Civilisation:
a course for teachers new to AS/A2 Classical Civilisation
13
6176
AS/A Classical Civilisation:
outstanding teaching and learning in AS/A Classical Civilisation to raise attainment levels
14
6035
Achieving Well in AS Classical Civilisation:
teaching Homer’s Odyssey and Women in Athens and Rome
15
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Classics
Course Leaders and Conference Speakers
Dr Edward Bispham is Tutorial Fellow in Ancient History, Brasenose
College and Associate Professor in Ancient History, Faculty of Classics,
Oxford. His research interests fall broadly into three categories at the
moment: the history, archaeology and epigraphy of Italy, especially
the impact of the Roman conquest; the political and cultural history
of the Roman Republic; early Roman historiography. He is Co-Director
of the Sangro Valley Project (Phase II), with Prof. Susan Kane, of
Oberlin College, Ohio. His latest publications include Rome and
Antium: Pirates, Polities and Identity in the Late Republic, in
Integration and Identity in Roman Italy, Roselaar S (eds.), (EJ Brill
2013), The ‘Hellenistics of Death’ in Central Italy, in The Hellenistic
West, Prag JRW, Quinn J (eds.), (Cambridge University Press 2013) and
The Roman Republic, 264-44 B.C., (Routledge 2012).
Robert Grant is the Head of Classics at Nottingham High School. He
has been teaching for 15 years and has been in his current post for 11
years, running a department of three Classicists. He has taught Latin,
Greek, Classical Civilisation & Ancient History during his career and
has been an examiner for OCR for 12 years. During that time he has
marked a variety of Latin papers at both GCSE & A Level and has been
a team leader on a GCSE paper for the last 5 years. He has also
directed two summer Schools for the ARLT and has led several
workshop sessions at both ARLT summer schools and refresher days
in recent years. In the last couple of years, Robert has also presented
at BMCA Teacher training events and taught at the JACT Latin
Summer School.
Professor Barbara Graziosi is Professor of Classics at Durham
University and Director, for the Arts and Humanities, of the Institute
of Advanced Study. She is a classicist and cultural historian with a
special interest in ancient Greek and Roman literature, biography, and
the reception of Greece and Rome from antiquity to the present. She
is the author of Inventing Homer, and co-author, together with
Johannes Haubold, of Homer: The Resonance of Epic and Iliad VI: A
Commentary. She is currently working on The Olympian Gods: A
History, and directing a major research project, funded by the
European Research Culture, on how the poets of Greece and Rome
were imagined and represented from antiquity to the present. She
regularly contributes to arts programmes on BBC radio and television
and is a regular reviewer for the Times Higher Education Supplement.
Ashley Carter is senior examiner for Classics, an experienced teacher
of more than 30 years, and author of a range of Classics text books
which are used widely in schools.
Henry Cullen teaches Classics at Winchester College. He was
previously at Tonbridge School, where latterly he was acting Head of
Department. He has taught Latin, Greek and Classical Civilisation at all
levels from beginner to Oxbridge, tutored school-age and adult
learners on restricted timetables, and organised Latin clubs for
primary schools. He is Director of Studies for the JACT Greek Summer
School held annually at Bryanston School, and is co-author of (with
John Taylor and Michael Dormandy) Latin Stories: A GCSE Reader
(BCP, 2011) and (with John Taylor) Latin to GCSE (BCP, forthcoming).
Professor Philip Hardie is Senior Research Fellow, Trinity College, and
Honorary Professor of Latin, Cambridge. His research interests include
Latin literature, especially poetry; The reception of Latin literature,
especially in the Renaissance and Neo-Latin poetry. Key publications
include The Last Trojan Hero. A Cultural History of Virgil’s Aeneid (I. B.
Tauris 2014), Rumour and Renown: Representations of Fama in
Western Literature (Cambridge 2012) and Classical Literary Careers
and Their Reception, co-edited with Helen Moore (Cambridge 2010).
Holly Eckhardt is Head of Classics at Manchester Grammar School
where she teaches Latin, Greek, Gratin, Classical Civilisation and some
Ancient History across the school. She has managed departments in
two other schools, including a co-educational boarding school. She
has examined A level Latin and Classical Civilisation, and is currently
an examiner for the International Baccalaureate. She has helped to
develop the new IB Classical languages curriculum and is involved
with the preparation of teachers for its implementation in both faceto-face and online workshops. She has also co-authored a translation
and commentary of Euripides’ Iphigeneia at Aulis with John Harrison.
Dr Sushma Malik is a lecturer in Ancient History at The University of
Manchester. She gained her PhD in Classics from The University of
Bristol. Her thesis examined the relationship between Nero and the
Antichrist in late antiquity, and its subsequent revival in the
nineteenth century. Her research interests include the Emperor Nero
and his reception in history, early Christianity and early Christian
thought, particularly on the Antichrist and the history and
historiography of Imperial Rome and the Neronian inﬂuence on the
Decadent Movement of the nineteenth century, particularly Oscar
Wilde.
Professor Catharine Edwards was made Professor of Classics and
Ancient History at Birkbeck, University of London in 2006. She was
previously a Reader in the Department of Classics and Ancient History
at the University of Bristol (where she was also a research fellow for
three years in association with a Leverhulme-funded research project
on Receptions of Rome in the nineteenth and twentieth centuries).
Her work focuses on the cultural history of the Roman world,
particularly Rome in the early principate, as well as aspects of its
reception in later centuries. She is particularly interested in the ways
in which conceptions of gender and other aspects of personal and
social identity operate through, and are inﬂected by, language.
Dr Matthew McCullagh teaches Classics at St Paul's School, London.
He was previously a lecturer and Research Fellow at Cambridge,
specialising in linguistics and philology, and has also taught at UCL
and Royal Holloway. St Paul’s has a thriving Classical department, with
results in Greek and Latin GCSE, AS and A2 over the past three years
consistently averaging in the 90s % A* or A. He is the author of a
number of articles and is currently working on a monograph on the
Greek aorist passive.
Professor William Fitzgerald is Professor of Latin Language &
Literature at King’s College London. After a BA at Oxford in Classics
(1974) he took a PhD at Princeton University in Comparative
Literature (1981) and then taught in the States for many years, at the
University of California (San Diego and Berkeley). He returned to the
UK in 2003 to teach at Cambridge and moved to King’s in 2007. His
research has focused mainly on Latin poetry, but has also taken in
Latin prose (Pliny the Younger and Apuleius) as well as topics in
comparative literature and classical reception. Recent publications
include ‘The Slave as Minimal Addition in Latin Literature’, in Reading
Ancient Slavery (2013).
@keynotecourses
continued overleaf
Email
[email protected]
3
Classics
Course Leaders and Conference Speakers
Katherine Radice is Head of Classics at Westminster School and is an
experienced examiner for both OCR and the PreU. She is the coauthor of OCR’s AS Latin OxBox (OUP), of Advanced Latin: Materials
for A2 and Pre-U (BCP), and Ovid: Amores III, a selection (BCP).
Mark Robinson is Head of Classical Civilisation and History at Barton
Peveril Sixth Form college, where over 100 students study AS/A2 Class
Civ. He has been teaching for twenty years, with a particular interest
in engaging students with innovative and interactive lessons. Last
year students at his college exceeded national benchmarks for high
grades as well as achieving 100% pass rates, as well as achieving
Oxbridge success. He is also an SLE (Specialist Leader of Education).
He has ten years of experience in reviewing work in schools and
colleges, training teachers in lesson activities, as well as leading
educational trips to the Bay of Naples.
James Russell. The EPQ is an important recent development in 6th
form teaching in recent years. The qualiﬁcation is becoming
increasingly valued by Universities. James is the Head of Year 13 and
also in charge of the EPQ at Stockport Grammar School. Last year a
number of pupils achieved top grades.
Anna Simmonds has been teaching A Level Classical Civilisation in the
state sector for 12 years. She currently teaches at Barton Peveril Sixth
Form College in Hampshire, which is one of the largest colleges in the
country. Anna has been an examiner for GCSE and A-Level, and a
‘setter’ for the Thinking Skills paper for Cambridge International
Examinations. She has been Subject Leader for AS/A2 Classical
Civilisation for six years, and is currently an examiner for AQA AS
Classical Civilisation. She has initiated and cultivated many
educational collaborations with organisations such as RIBA, the
Ashmolean Museum, the University of Southampton and the
University of Oxford. For many years Anna has also been organising
and leading student trips in the UK and overseas.
John Taylor was for many years Head of Classics at Tonbridge School.
He is the author of numerous language books including Essential
GCSE Latin, Latin Beyond GCSE and Greek to GCSE. He is co-author
(with Henry Cullen and Michael Dormandy) of Latin Stories: A GCSE
Reader and (with Henry Cullen) of the forthcoming Latin to GCSE. He
has been a Chief Examiner for OCR, Chair of JACT Council and both
Director of Studies and Director of the JACT Greek Summer School.
Dr Kathryn Tempest is Senior Lecturer in Latin Literature and Roman
History at the University of Roehampton. In her teaching and
research she focuses on the literature and history of the Roman
Republic and early Empire. She has published many articles on Cicero
and is the author of Cicero: Politics and Persuasion in Ancient Rome
(Bloomsbury, 2011), and Hellenistic Oratory: Continuity and Change,
edited with Christos Kremmydas (Oxford University Press, 2013).
4
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Paul Thompson is Deputy Head (Academic) at Manchester Grammar
School, where he teaches Latin, Greek and Classical Civilisation, and
line manages all heads of department. During his career at the School
his previous roles have included being Head of Classics, Head of
Middle School and Head of Sixth Form. He has been a Principal
Examiner in A-level Greek, and worked with QCA on the development
of AEA Latin, for which qualiﬁcation he has also been Assessor. He has
served on JACT Council, led a number of CPD workshops for Classics
teachers and had articles and reviews published in Classical Quarterly
and the JCT.
Alastair Thorley is the Head of Classics at Stockport Grammar School.
The school has a department of four full-time Classics teachers. He
teaches Latin and Classical Civilisation at all levels of the school. After
its introduction 14 years ago, Classical Civilisation remains strong at
the school with around 100 pupils studying the subject at GCSE and
40 continuing to AS/A level. Alastair has taught GCSE Classical
Civilisation for 17 years. He currently marks the Epic and Myth paper
for OCR and AS Classical Civilisation for AQA.
Dr Caroline Vout is currently University Reader in Classics; Fellow of
Christ’s College, Cambridge. As a cultural historian and art historian,
she has a particular interest in the Roman imperial period and its
reception Power and Eroticism in Imperial Rome, Cambridge
University Press, 2007, The Hills of Rome: Signature of an Eternal City,
Cambridge University Press, 2012, Sex on Show: Seeing the Erotic in
Greece and Rome, London and Berkeley, 2013. She has published
academic articles in, among others, the Journal of Roman Studies,
Arion, Ramus, Art History, Journal of the History of Collecting,
Proceedings of the Cambridge Philological Society and contributed
chapters and reviews to numerous collections of essays and
companions. Forthcoming publications include Roman Funerary Art
and the Rhetoric of Unreachability, in J. Elsner and M. Meyer (eds.)
Art and Rhetoric (CUP), Art and the Decadent City, in Bartsch et al.
(eds.)
Emanuela Zanda is a member of the Classics Department at
Stockport Grammar School. Over recent years she has successfully
expanded the department’s presence on the school’s Virtual Learning
Environment. She has developed interesting and successful resources
for each year group. She teaches both Latin and Classical Civilisation
to A Level.
532974 or book online at www.keynote.org.uk
Leading Learning in Classics:
Leading and Managing a successful and dynamic
Classics Department
NEW
COURSE
course code:
Course description & aims
Venue & date
We are delighted to oﬀer this Leadership course, led jointly by Holly Eckhardt, Head of
Classics, Manchester Grammar School, and Paul Thompson, Deputy Head (Academic),
and former Head of Classics, Manchester Grammar School.
The leadership and management of a Classics department is a unique and challenging
role. This course will cover the vital aspects of inspirational leadership and eﬀective
management to create a highly successful Classics team. Together we will examine the
“big” issues faced by Heads of Classics, suggest ways to lead and develop your staﬀ,
explore methods to promote your department within the wider context of the school
and investigate approaches to improve the learning and performance of our students.
The course is designed for all Heads of Classics, and will also be of beneﬁt for those
currently applying for Heads of Classics Department posts.
Course Leaders
“ Excellent, detailed and thought provoking with a wide range of activities. ”
University College School, June 2014
Programme
10.00 – 11.15am: Leading
•
•
•
•
the Classics Department: The Big Questions
What makes an eﬀective Head of Department?
What makes an eﬀective Head of Classics?
What are the implications of the changes to KS4 and KS5 for Classics?
How can the curriculum be planned via eﬀective schemes of work to ensure
progression?
• How can you hone your organisational and time management skills?
• How can you prepare for inspection?
11.15 – 11.30am:
11.30 – 12.45pm:
•
•
•
•
•
Leading (and managing) your staﬀ
Inspiring, motivating and monitoring members of your department
Coaching staﬀ who need support or who are reluctant to change
Observing colleagues eﬀectively
To delegate or not to delegate…
Coping in a small department
12.45 – 1.30pm:
1.30 – 2.30pm:
•
•
•
•
Discussion: coﬀee break
Lunch and informal discussion
Managing the managers to develop your department
Establishing departmental vision and ethos
Utilising your budget to its greatest eﬀect
Getting your own way
Building and promoting your department
2.30 – 2.45pm:
2.45 – 3.30pm:
6114
London
Thursday 30 April 2015
Holly Eckhardt
Paul Thompson
(see pages 3 & 4 for full biographies)
Who should attend?
✔ All Heads of Classics Departments
✔ Aspiring Heads of Classics
Departments
✔ Senior Leaders responsible of
Classics
Beneﬁts of attending
By the end of the course,
delegates will have:
✔ Increased their understanding of
the challenges faced by the Head
of Classics
✔ Enhanced their ability to manage
staﬀ to improve teaching and
learning
✔ Developed ways to ensure senior
leadership support of their
department
✔ Reﬂected on methods to manage
student performance
Discussion: afternoon tea
Managing the performance of students
• Using relevant data to monitor progress, set targets and plan subsequent lessons
• Using data eﬀectively to give students regular feedback and how to encourage them
to respond to feedback
• Using data eﬀectively to show the results of teaching and learning
3.30 – 3.45pm:
•
•
•
•
•
Interviews and Interviewing potential candidates
Finding a suitable post
Writing your CV
Preparing for the demonstration lesson and interview
Deciding if you want the job
What to look for – eﬀective questioning to ascertain whether or not the person
you’re interviewing is right for your students, your department, your school
keynote educational
Email
[email protected]
course code: 6114
5
AS/A Level Latin Summer 2015 Conference
conference code:
Conference Description and Aims
We are delighted to once again oﬀer our AS/A Latin conference, NEW for
summer 2015, which promises to be another informative, stimulating and
enjoyable conference for all AS/A Classics teachers, Heads of Classics and
others involved in promoting Classics at AS/A level.
The conference for summer 2015 focuses both the A2 set texts for 2016 –
2017 as well as the current AS texts. All the sessions on prescribed texts
are led by leading experts.
This year we are pleased to welcome for the ﬁrst time to the conference
Professor William Fitzgerald (King’s College London) who will be leading
sessions on Ovid Metamorphoses 111. and Catullus Poems and Dr Ed
Bispham (Brasenose, Oxford), leading the Tacitus Annals 4 session. We
welcome back also Professor Philip Hardie (Trinity College, Cambridge) and
look forward to his session on selected extracts from Virgil, Aeneid VI. Dr
Kathryn Tempest (University of Roehampton) will be leading a session on
Cicero De Imperio, with Dr Catharine Edwards (Birkbeck College, London)
taking the Pliny session.
We are also pleased to welcome once again Katherine Radice (Westminster
School) and Dr Matthew McCullagh, who will be leading respectively
workshop sessions on teaching unseen translation and the new A2 Greek
Set Text, Sophocles, extracts from Antigone.
Robert Grant, (Head of Classics, Nottingham High School, Latin examiner),
new to the 2015 conference, will be taking part of the ﬁnal session, sharing
eﬀective approaches to accessing the top grades in AS/A latin.
Ashley Carter, will once again be chairing the day, and will be giving updates
on the new developments at GCE and GCSE in Classics. Ashley, will be
available throughout the day for discussion or questions. As ever, Hellenic
Books will be exhibiting at the conference
The text sessions, will be tailored to focus on key AS/A Latin points, and it is
expected that teachers will gain new insights into each of the texts. There
will also be time for questions and short discussion during the sessions.
NEW
CONFERENCE
6218
Venue & date
London
Friday 19 June 2015
Speakers include:
Professor William Fitzgerald
King’s College London
Dr Ed Bispham
Brasenose, Oxford
Professor Philip Hardie
Trinity College, Cambridge
Dr Kathryn Tempest
University of Roehampton
Dr Catherine Edwards
Birkbeck College, London
Katherine Radice
Westminster School
Dr Matthew McCullagh
St Paul’s School
Robert Grant
Nottingham High School
Beneﬁts of attending
By the end of the course,
delegates will have:
✔ Gained new insights into each
of the texts
✔ Explored the latest thinking and
updates in A Level Latin
✔ Developed greater knowledge
of essay writing techniques
✔ A greater understanding of the
new A2 set texts for 2016/17
6
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Programme
10.00 – 10.45am: Ovid
•
•
•
•
•
Metamorphoses III. 511 – 733: Professor William Fitzgerald
Key features and themes in the text
Ovid’s treatment of these themes
Is there humour in these lines?
Stylistic features in Ovid
The latest thinking and updates
10.45 – 11.30am: Option
Strand 1
OPTION 1A
Tacitus, Annals 4, Sections 1-3, 7-12, 39-41, 57-60
• Key features and themes in the text
• Ovid’s treatment of these themes
• Is there humour in these lines?
• Stylistic features in Ovid
• The latest thinking and updates
Dr Edward Bispham
11.30 – 11.50am: Discussion:
11.50 – 12.40pm: Option
coﬀee break
Strand 2
OPTION 2A
Cicero, De Imperio Sections 27 – 45
• Key features of the text
• Brief historical/oratorical/political context
• Cicero’s portrayal of Pompey
• Stylistic features in the speech
• The latest thinking and updates
Dr Kathryn Tempest
12.40 – 1.30pm: Lunch
and informal discussion
1.30 – 2.20pm: Workshop
Strand 1
WORKSHOP 1A
AS / A2 Language: Take One Unseen
• Traditional approaches to unseen translation versus a creative
approach
• The development of the skills and knowledge base required
• Establishing a synthesis between language and literature work
Katherine Radice
2.20 – 2.25pm: Discussion:
2.25 – 3.15pm:
afternoon tea
Workshop Strand 2: A2 Verse Set Texts
WORKSHOP 2A
Virgil, Aeneid VI. 77-132, 268-332, 384-416, 450-476, 637-702, 788823, 854-887 (with the rest of the book read in translation)
• Key features of the text
• Aeneas’ purpose in visiting the Underworld
• Virgil’s depiction of the Underworld: is there a moral perspective?
• Stylistic features in Book 6
• The latest thinking and updates
Phillip Hardie
OPTION 1B
Pliny, Letters 1. 12, 2.1, 2.20, 3.14, 9.6, 9.19, 9.33
• Key features of and themes in the prescribed letters
• Pliny’s treatment of these themes
• Pliny’s personality
• Stylistic features in the Letters
• The latest thinking and updates
Dr Catherine Edwards
OPTION 2B
Pliny, Letters 1. 12, 2.1, 2.20, 3.14, 9.6, 9.19, 9.33
• Key features of and themes in the prescribed letters
• Pliny’s treatment of these themes
• Pliny’s personality
• Stylistic features in the Letters
• The latest thinking and updates
Dr Catherine Edwards
WORKSHOP 1B
A2 Greek Literature: Sophocles, Antigone 1-99, 441-525, 635-780
• Background to the play
• Staging
• Analysis of the set sections
• Ideas for essays and extension work
Matthew McCullagh
WORKSHOP 2B
Catullus Poems 31, 39, 45, 46, 50, 51, 64 (Extracts), 65, 72, 75, 76, 77,
84, 85, 87, 92, 101, 109
• Key features of the poems
• The personality of Catullus
• Why do we still read Catullus today?
• Stylistic features in Catullus
• The latest thinking and updates
Professor William Fitzgerald
3.15 – 4.00pm: The
New AS/A and GCSE Latin Speciﬁcations: Ashley Carter
Accessing the Top Grades in the Set Texts: Robert Grant
•
•
•
•
•
Update on the new GCE
The new GCSEs (OCR and WJEC)
The WJEC Certiﬁcates
Handling style questions; dealing with literary style
Techniques in essay writing
3.45pm: Discussion,
afternoon tea and depart
@keynotecourses
Email
[email protected]
conference code: 6218
7
GCSE Latin Summer 2015 Conference:
outstanding learning for outstanding outcomes
conference code:
Conference Description and Aims
We are delighted to oﬀer the GCSE Latin Summer 2014 Conference, which
promises to be a stimulating, thought provoking and informative conference
for all GCSE Latin teachers, Classics subject leaders, and others involved in
promoting Latin at GCSE level.
The conference focuses on key aspects of GCSE Latin, each session of which
will be led by leading experts in the ﬁeld. This year, we are pleased to
welcome John Taylor to lead sessions in the conference this year, including
tackling the Language papers. John will be known to many for his work as
Chief Examiner for GCSE Latin, Chair of JACT Council and as former Head of
Classics at Tonbridge School. We also welcome back Henry Cullen
(Winchester School) who will lead an important and very timely session on
Preparing for the New GCSE Speciﬁcations and on the GCSE Verse Sext Texts
Option A, and Katherine Radice (Head of Classics, Westminster School)
taking sessions this year on the Prose Text B, and on Learning and Retaining
in teaching GCSE Latin .
We’re also delighted to welcome for the ﬁrst time Robert Grant (Head of
Classics, Nottingham High School, GCSE Latin Examiner) who will be leading
sessions on the Verse Set Texts Options B and on strategies to bring to life in
teaching the Prose Set Texts A.
The day as always oﬀers opportunities for all delegates to participate in
short discussion sessions, and to meet up and discuss with colleagues.
As usual, Hellenic Books will be exhibiting.
NEW
CONFERENCE
6219
Venue & date
London
Thursday 25 June
Speakers include:
John Taylor
Tonbridge School
Henry Cullen
Winchester School
Katherine Radice
Westminster School
Robert Grant
Nottingham High School
Who Should Attend?
✔ Heads of Classics
✔ All teachers of GCSE Latin
✔ Teachers new to teaching GCSE
Latin
Beneﬁts of attending
By the end of the course,
delegates will have:
✔ Developed new techniques for
exam success
✔ Gained new insights into each
of the texts
✔ Learned how to make lessons
more engaging
✔ Gained new insight into
successfully writing about
literary texts
✔ Explored electronic texts and
revision tools
8
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532974 or book online at www.keynote.org.uk
Programme
10.00 – 10.45am: Tackling
the Language papers: John Taylor
• Teaching and clarifying grammar
• Successful vocabulary acquisition
• Developing translation skills
• Common pitfalls
10.45 – 11.05am: Discussion:
11.05 – 12.05pm: Option
coﬀee break
Strand 1
OPTION 1A
Preparing for the new GCSE Speciﬁcation
• An overview of the changes and their ramiﬁcations
English to Latin and Grammar Questions
• Demystifying and familiarising: integrating English to Latin
into the everyday routine
• Exercises to reinforce weaker candidates’ grammatical
knowledge
• Using grammatical analysis and English to Latin to stretch the
top end
• Not necessarily dry and dusty: ideas for injecting a bit of fun
Henry Cullen
OPTION 1B
Learning and Retaining in GCSE Latin
• Understanding as a ﬁrst step
• Maximising exposure
• Past papers as a springboard
WORKSHOP 1A
Teaching the Prose Texts A: Caesar, Cicero & Tacitus - how to
bring the texts to life and how students can access the top
grades
• The importance of putting the texts into context
• Equipping students to handle literary appreciation questions
• Using electronic texts & revision techniques
• Producing & utilising key resources
Robert Grant
WORKSHOP 1B
Teaching the Prose Text B: Pliny
• Common diﬃculties
• Prioritising the content
• What to do and when?
12.10 – 1.00pm: Workshop
1.00 – 2.00pm: Lunch
Option Strand 1 (with reference to both OCR Anthology and CLA options)
and informal discussion
2.00 – 2.55pm: Workshop
Option Strand 2
WORKSHOP 2A
Engaging with the GCSE Verse Set Texts
Option A (OCR Anthology)
• What? When? Why? The importance
of context and author ‘aims’
• Talking about ‘style’: why has the
author bothered?
• Tackling the 10-mark and 8-mark exam
questions
• Revision tactics: the big picture vs the
small details
Henry Cullen
2.55 – 3.00pm: Discussion:
3.00 – 3.45pm: Achieving
•
•
•
•
Katherine Radice
afternoon tea
Katherine Radice
WORKSHOP 2B
Teaching the Literary Verse Texts Option
B: enabling students to access Virgil and
equipping them to understand the
nature of epic poetry
• Setting this section in the wider
context and why this is important
• Handling epic similes eﬀectively
• Helping students to spot style points
• Dactylic Hexameter, scansion and how
to use it
Robert Grant
WORKSHOP 2C
Teaching Sources
• Understanding Roman life in its
historical context
• Writing successfully about core and
unseen primary sources
• Getting the most from visual resources
and inscriptions
• Developing informed personal
response and modern comparisons
A*/A in GCSE Latin: John Taylor
Accuracy in unseen translation and comprehension
Writing successfully about literary texts
Focused revision
Top tips for the exam room
keynote educational
Email
[email protected]
conference code: 6219
9
AS/A Level Classical Civilisation
Summer 2015 Conference
Keynote Speakers
The day focuses on key aspects of teaching AS/A Classical Civilisation. We are pleased to welcome
the esteemed Dr Carrie Vout (Christs College, Cambridge) to lead what promises to be a very
informative, interesting, and enjoyable session on how ancient art can tell us much about how an
ancient society perceived itself. We welcome also Dr Shushma Malik (Manchester University) to
speak on ancient historians and what they tell us about ancient history, and we are delighted to
welcome back Professor Barbara Graziosi (Durham University) to lead a session on love, important
inter-personal relationships in ancient epic and tragedy. All the sessions will be tailored to focus on
those key issues and aspects of particular focus for AS/A Classical Civilisation teachers.
Programme
10.00 – 10.45am: Keynote
1: “Love in ancient literature”:
Barbara Graziosi
• Love, in the wider sense, is a key theme in ancient literature
and one which frequently features in examination questions
• How love and lust have an important eﬀect on both plot and
character
• Barbara Graziosi will examine a number of the most important
inter-personal relationships in ancient epic and tragedy.
10.45 – 11.30am:
Workshop Strand 1
Workshop 1A: Lessons from the examiners:
Alastair Thorley
• The mind of an examiner – what is the marker looking for?
• How to write answers which encourage the marker to give high
marks
• How to incorporate lessons learned from marking examination
scripts into your teaching
Workshop 1B: The EPQ: strategies to successfully
introduce and supervise the EPQ: James Russell
• How to advertise and promote the EPQ
• How to advise candidates on picking useful topics/titles
• Tips on marking the EPQ
11.30 – 11.50am:
Discussion: coﬀee break
11.50 – 12.50pm: Keynote 2: “What does ancient art teach us
about the values, priorities and attitudes of ancient
societies?” Carrie Vout
12.50 – 1.50pm:
Dr Carrie Vout, Dr Shushma
Malik, Professor Barbara
Graziosi & Alistair Thorley
(see pages 3 and 4 for full biographies)
Who should attend?
✔ All Heads of Classics Departments
✔ All teachers of AS/A Classical
Civilisation
✔ Teachers new to AS/A Classical
Civilisation
Lunch and informal discussion
1.50 – 2.35pm: Keynote
3: Option Strand
Option 1: Creative, engaging approaches to teaching
AS/A Classical Civilisation: Alastair Thorley
• Using diﬀerent approaches, new creative ways which work
with a diverse range of students
• Targeting the top grades – encouraging pupils to read around
• Avoiding the bottom grades – how to help pupils read and
understand examination questions
Option 2: Incorporating a Virtual Learning Environment
into Classics teaching: Dr Emanuela Zanda
• Which resources to upload to a VLE
• How to encourage pupils to use a VLE
• Learning opportunities oﬀered by a VLE to stretch and support
2.35 – 3.30pm: Keynote
4: “What do ancient historians tell us
about ancient history?” Shushma Malik
• How did the diﬀerent ancient historians regard the process of
writing history?
• What is the eﬀect on ancient historians of the society within
which they are writing?
3.30 – 3.40pm: Afternoon
tea and Depart
• Pupils are often given questions on what ancient art reveals
about ancient society
• Ancient art is an important medium through which we can
appreciate the views of ancient societies – eg: attitudes to
women, the gods, death, being human
• Ancient art can tell us much about how an ancient society
perceived itself
10
conference code: 6220
Call 01625
6220
London
Friday 26 June 2015
We are delighted to oﬀer this AS/A Classical Civilisation conference, brand NEW for Summer 2015,
which promises to be an engaging, thought provoking and informative conference for all AS/A
Classical Civilisation teachers, Classics HODs, and others involved in promoting Classical Civilisation
at AS/A level.
The day also oﬀers opportunities for all delegates to participate in short discussions and to meet up
and discuss with colleagues.
conference code:
Venue & date
Conference Aims
In addition the conference oﬀers a range of workshops focusing on a number of diﬀerent aspects of
teaching including, EPQs, best opportunities when using a VLE, practical, creative teaching
strategies and examiner feedback. This year, we are pleased to welcome Head of Classics at
Stockport Grammar School, Alistair Thorley and his team, to lead the teaching workshop sessions.
NEW
CONFERENCE
532974 or book online at www.keynote.org.uk
Managing the Challenges of Teaching
GCSE Latin in Limited time
Course description & aims
Venue & date
Latin teaching often, these days, has to be squeezed into already-busy timetables or
delivered in twilight sessions. This course will tackle key questions about how students
can be brought up to GCSE level (or equivalent) in limited time. It will provide practical
advice for structuring a fast-track language course and will suggest priorities for
preparing students for examinations. It will be of beneﬁt to teachers who are already
entering students for qualiﬁcations and to those considering doing so.
Course Leaders
“ Very Helpful – lots of excellent ideas and detail. ”
Exmouth Community College, November 2014
Programme
10.00 – 10.30am:
•
•
•
•
What is ‘limited time’?
Assumptions & compromises
Choosing a qualiﬁcation (OCR or WJEC)
Choosing a coursebook: strengths and weaknesses of available options
10.30 – 11.00am:
•
•
•
•
Before setting out
Planning an accelerated course
Approaches to Vocabulary
12.00 – 12.45pm:
Teaching Grammar
•
•
•
•
•
•
•
•
•
•
•
•
•
Henry Cullen & John Taylor
(see pages 3 & 4 for full biographies)
Who should attend?
✔ Heads of Classics
✔ Teachers of Latin
✔ Teachers considering entering
students for GCSE Latin
✔ Developed ways to plan an
accelerated course; what to
prioritise
✔ Been provided with practical
advice for structuring a fasttrack course
Clarifying the principles
The importance of patterns and building-blocks
What do students ﬁnd most diﬃcult?
The role of English-to-Latin work
✔ Developed ways to prepare
students in limited time for
examinations
Lunch and informal discussion
1.45 – 2.30pm: Tackling
London
Monday 18 May 2015
✔ Enhanced their ability to
manage the challenges of
limited time for GCSE Latin
Building from day one: tiered vocabulary lists
Creative approaches to vocabulary learning
The role of derivatives
The most diﬃcult and the easily confusable
What words are the most frequently-encountered?
12.45 – 1.45pm:
6175
By the end of the course,
delegates will have:
Discussion: coﬀee break
11.15 – 12.00pm:
course code:
Beneﬁts of attending
Key ﬁrst steps: getting students reading Latin quickly
Suggested scheme of work & order of language teaching
What to prioritise; what to gloss over
The role of independent study; online resources
11.00 – 11.15am:
NEW
COURSE
unseens
Most frequently encountered accidence and syntax
Familiarising students with story patterns
Tips for the exam hall
Top 10 mistakes
2.30 – 3.15pm:
Teaching the set texts in limited time
3.15 – 3.45pm:
Plenary/Q & A
• The transition to reading ‘real’ Latin
• The role of context and key themes in bringing the texts to life
• Discussing style, and writing about it in the exam
• A chance for general discussion and contribution from delegates
@keynotecourses
Email
[email protected]
course code: 6175
11
Achieving Success in
GCSE Classical Civilisation
This course aims to stimulate ideas to make your lessons successful, resulting in improved results at GCSE. The
morning sessions will focus on publicising Classical Civilisation and on teaching ancient literature eﬀectively,
whilst the afternoon focus will be on attempting to bring ancient societies to life for the pupils.
We will look at the printed and visual resources on oﬀer and also consider how to make best use of the
learning opportunities oﬀered by the Internet. We will also look at Controlled Assessment.
The course is designed for all teachers of Classical Civilisation, including those looking to introduce Classical
Civilisation in their schools.
Classical Civilisation: Overview; strategies, structures, planning for
• In this session we will look at how to advertise, defend and explain the subject to pupils,
parents and school leaders. We will look at what Classics there is at KS3 and how best to use
the students’ experience.
• Identifying the essential elements of outstanding practice in teaching GCSE Classical
Civilisation
• Planning for success – how to structure your two year course to produce excellent schemes of
work that stimulate, motivate and demonstrate outstanding progress
• How to inspire and motivate students of all abilities
10.50 – 11.10am: Discussion:
11.10 – 12.10pm: Teaching
coﬀee break
Ancient Literature Topics: with emphasis on Homer
Although the teaching examples will be drawn from Homer, the techniques we will discuss will
be relevant for other ancient literature topics.
• Creative approaches to help students learn and respond to the content of the story – how to
make useful notes, using images, Lego animation, plays
• The danger of using “The Odyssey” video
• Diﬀerentiation techniques to enable all students to access the content-heavy topic
• Success in the examination – a discussion on common mistakes
This session is designed to help you plan a successful approach to teaching Homer. We will look
at ways to help the pupils learn and respond to the content of the story by using a variety of
diﬀerent approaches. This topic is content-heavy and we will look at how to vary approaches to
take into account the diﬀerent learning styles of pupils.
There will be time to discuss common mistakes in the examination and also for questions on the
marking process.
12.10 – 1.10pm: Using
sources to help imagine Roman society
• A range of creative and eﬀective sources and methods to help the pupils imagine what it must
have been like to live as a Roman.
• Clips from “Gladiator” and how best to use them
• A01, A02, A03 context questions in the examination: practical strategies to help students
acquire the skills to achieve well in these questions
In the examination the pupils often need to be able to write from the point of view of a Roman.
We will discuss how best to help them to do this.
1.10 – 2.00pm: Lunch
and informal discussion
2.00 – 3.00pm: Teaching
London
Wednesday 17 June 2015
Course Leader
Alastair Thorley
Pompeii: bringing the ancient city to life
Who should attend?
✔ Teachers new to Classics
✔ Teachers considering
introducing GCSE Classics
✔ All teachers of Classics
Beneﬁts of attending
✔ Improved results at GCSE
Classical Civilisation
✔ How to make the most of each
lesson
✔ Increased uptake for GCSE
Classical Civilisation
✔ Improved experience for
teachers and pupils
✔ Learning and discussing
creative teaching ideas
✔ Increased attainment for pupils
of all abilities
We will look at how to analyse and respond to the archaeological evidence.
• Creative approaches including using Google Earth
• Looking at the resources on oﬀer to teachers and how best to make use of them
• How to answer essay questions and how to apply the mark scheme
We will also look at how examination essays are marked. The pupils need to be aware of how
the mark scheme is applied.
3.00 – 3.15pm: Discussion:
3.15 – 3.45pm: Controlled
afternoon tea
Assessment
We will ﬁnish the day by looking at the three diﬀerent phases of Controlled Assessment –
teaching, preparation and writing. The session will examine the role of the teacher in each
phase.
• How much help to give your students
• Ensuring the preparation for the controlled assessment is suﬃciently varied
12
course code: 6221
6221
(see page 4 for full biography)
10.00 – 10.50am: GCSE
success
course code:
Venue & date
Course description & aims
Programme
NEW
COURSE
Call 01625
532974 or book online at www.keynote.org.uk
You will receive an additional set of
electronic resources with this course
Starting teaching AS/A2 Classical Civilisation:
a course for teachers new to AS/A2 Classical
Civilisation
Course description & aims
Venue & date
The increasing popularity of AS/A level Classical Civilisation has led to it being taught by
specialists in a wide range of subjects. This course aims to support non-specialist
teachers of AS/A Classical Civilisation as well as those new Classicist teachers who have
just started teaching the subject.
The course will provide a range of eﬀective, innovatory and engaging teaching strategies
for teaching the key topics across both examination boards, to give teachers conﬁdence
in their delivery of the course. Delegates will leave with a wealth of practical strategies
to fast track their experience in the key areas of challenge for teachers from a
non-classics background.
The day will oﬀer truly practical, tried and tested strategies to use assessment as a
powerful tool to raise student attainment.
Course Leader
“ Very well organised with good resources and Excellent teaching strategies. ”
JFS, June 2014
Programme
10.00 – 10.45am: Structuring Your Course: what is the best way to go about
delivering this course?
•
•
•
•
The big picture – how to turn the speciﬁcation into an eﬀective course structure
Key issues: delivering, teaching learning, assessment, results success
The key challenges of the course
Teaching the essential skills students need to get the best results
10.45 – 11.00am:
11.00 – 12.30pm:
•
•
•
•
•
•
•
•
1.30 – 2.45pm:
Lunch and informal discussion
Teaching Rome
Eﬀective teaching strategies for engaging with Augustan Rome
Augustan Rome and key sources
The Aeneid and Augustan propaganda
Identifying the key diﬃculty points when teaching Augustan Rome
A2 examination skills; gaining the marks at A2
2.45 – 3.00pm:
3.00 – 3.30pm:
•
•
•
•
Teaching Civilisation, Epic and Ancient Athens
Identifying the key learning challenges
Engaging students with innovative and interactive lessons
Cultural context of the texts
How to introduce the key themes in Greek Epic; which are the most eﬀective
strategies?
Linking themes to passages
Resources available for Greek Epic
Examination skills with a focus on Greek Epic at AS – gaining the marks for Epic
Teaching Ancient Drama and Ancient History – some strategies
12.30 – 1.30pm:
•
•
•
•
•
Discussion: coﬀee break
Discussion: afternoon tea
Outstanding Teaching and Learning in AS/A Classical Civilisation
course code:
5544
London
Wednesday 10 June 2015
Mark Robinson
(see page 4 for full biography)
Who should attend?
✔ Teachers new to teaching AQA
or OCR AS/A Classical
Civilisation
✔ Teachers with specialisms in
other areas who are looking for
practical ideas
✔ Heads of Classics
Beneﬁts of attending
By the end of the course,
delegates will have:
✔ Gained strategies to maximise
their students’ success across the
ability range
✔ Developed interesting and
stimulating strategies for teaching
Classical Civilisation from scratch
✔ Gained a clearer understanding of
the cultural context within which
the texts are set
✔ Gained a greater knowledge of
resources available for Classical
Civilisation teaching
✔ Considered eﬀective revision and
examination techniques
Embedding planning, assessment and teaching strategies into a scheme of work
Eﬀective essay writing strategies
Stretching the most able and raising attainment of borderline candidates
Using IT and innovative strategies to engage and motivate students to raise
attainment and examination performance levels
• Where to ﬁnd additional support to continue your professional development
keynote educational
Email
[email protected]
course code: 5544
13
AS/A Classical Civilisation: outstanding teaching
and learning in AS/A Classical Civilisation to raise
attainment levels
course code:
Course description & aims
Venue & date
This course is led by two experienced AS/A Classical Civilisation teachers and examiners,
is designed for all teachers looking to raise their student attainment levels, progress,
and results in A-level Classical Civilisation.
The day will oﬀer delegates a variety of teaching and learning approaches, ideas and
strategies proven to enhance student understanding and raise levels of attainment to
those crucial top grades.
Course Leaders
“ The detailed presentation and handouts were very much appreciated.
Excellent presenters too! ” D’Overbroeck’s College, November 2014
Programme
10.00 – 11.00am:
•
•
•
•
Setting the tone: introducing Classical Civilisation to students
Eﬀective and engaging starters; capturing students’ interest in the subject
Making Classical Civilisation relevant
Communicating the ‘Big Picture’
How to boost initial student knowledge and understanding
11.00 – 11.15pm:
11.15 – 12.30pm:
Discussion: coﬀee break
Teaching literary texts
• Identifying the essential elements of outstanding teaching of literary texts
• Examples taken from Homer’s Odyssey, Virgil’s Aeneid, Aristophanes’ Women at the
Thesmophoria and Aeschylus’ Persians
• Eﬀective strategies for comparing and accessing texts
• Strategies for engaging students in their learning of literary texts
12.30 – 1.30pm:
1.30– 2.30pm:
Lunch and informal discussion
Teaching sources: how to engage with sources
• Ways to help students understand historical texts and apply them to questions
• Ideas to get your students relating original sources to historical issues and context
• Examples taken from Herodotus’ Histories, Aeschylus’ Persians, sources on women in
Athens and Rome, Architecture and Sculpture
2.30 – 2.35pm:
2.35 – 3.10pm:
•
•
•
•
•
14
Skills and strategies
Developing students’ essay skills: how to get the best out of your students
Student-led learning: how to give responsibility for learning to your students
‘Demonstrating progress’: making sure that all learners learn
Extending the able and drawing along the less able: practical strategies
Using IT in an innovative and interactive way to extend learning
3.10 – 3.45pm:
•
•
•
•
•
Discussion: afternoon tea
Preparing students for examination
Answering examination questions eﬀectively
Supporting less able candidates through assessment
Common errors and misconceptions
Preparing students for the A/A* target
Improving students’ examination technique
course code: 6176
Call 01625
532974 or book online at www.keynote.org.uk
6176
London
Friday 12 June 2015
Mark Robinson
& Anna Simmonds
(see page 4 for full biographies)
Who should attend?
✔ Heads of Classics Departments
✔ All teachers of AS/A Classical
Civilisation
✔ Teachers new to AS/A Classical
Civilisation
Beneﬁts of attending
✔ Engaged with new ideas,
approaches to motivate, inspire
and challenge students
✔ Learned how to boost initial
subject knowledge and
understanding
✔ Developed practical strategies to
stretch and challenge the very
able students, while supporting
the less able student
✔ Developed practical strategies to
enhance students’ examination
performance
✔ Gained resources and ideas to
use in an ‘excellent’ lesson
✔ Considered eﬀective revision and
examination techniques
Achieving Well in AS Classical Civilisation:
teaching Homer’s Odyssey and Women in Athens and Rome
course code:
Course description & aims
Venue & date
This NEW course is aimed for all teachers of AS Classical Civilisation of both AQA and OCR
speciﬁcations who are looking to introduce new units into their portfolio of options or to refresh
their teaching approaches to these units.
Course Leader
“ The input from a current examiner was invaluable. The course leader’s enthusiasm and
mastery of the subject material was impressive. ” Redborne Upper School, June 2014
The course is designed to develop teaching and learning strategies to raise attainment in both
higher and lower ability students for Homer’s Odyssey. In addition, the course oﬀers workshops
that explore techniques to increase the understanding of the lives of women in Athens and Rome,
through analysis of sources in translation.
Delegates will learn how to go about introducing the new units of Women in Athens and Rome;
how to prepare students for assessment and examination, and will take away revision strategies
and materials designed to improve performance across all units.
Programme
10.00 – 11.00am: Teaching
Homer’s Odyssey: narrative techniques and cultural context
The principal focus of the unit for the AQA and OCR speciﬁcations is on literature, society and
values. The unit is also concerned with history and archaeology. This session will explore
teaching strategies aimed at enabling an understanding of:
• Oral composition and its cultural context
• Narrative techniques and the structure of the plot
• How the key themes inform us of the cultural context and values implicit in the Odyssey
11.00 – 11.20am:
11.20 – 12.15pm:
Discussion: coﬀee break
How to achieve high grades in Homer’s Odyssey
• Exploring analysis and evaluation: teaching strategies that enable students to access high level
descriptors
• How to encourage students to make connections between themes
• Presenting a logical argument: exploring methods that will help students to improve the
selection, organisation and structure of their arguments
Revision strategies and examination preparation for questions on
Homer’s Odyssey
12.15 – 12.45pm:
•
•
•
•
Types of questions and teaching approaches to prepare students
Supporting your students to access the top grades
Revision strategies and techniques to use in the classroom
What the examiner is looking to see in responses
12.45 – 1.45pm:
1.45 – 2.45pm:
Lunch and informal discussion
Teaching Women in Athens and Rome
• Introducing the AS AQA unit on the social history of Athens and Rome to your Classical
Civilisation programme
• Exploring material culture in supporting the teaching of sources on the lives of women in
Athens and Rome
• Teaching strategies to enable students to link the sources to the historical context in which
they were produced
• Accessing Aristophanes: teaching strategies to enable students to understand the literary
context of the play ‘Women at the Thesmophoria’
• How to structure the delivery of the unit: schemes of learning and using relevant and engaging
supporting materials
2.45 – 3.00pm:
3.00 – 3.45pm:
•
•
•
•
Discussion: afternoon tea
Revision, Examination Strategies for Women in Athens and Rome
An overview of eﬀective revision materials and exercise
Revision strategies and techniques to use in the classroom
Supporting your students to access the top grades
What the examiner is looking to see in responses
@keynotecourses
Email
6035
London
Friday 22 May 2015
Anna Simmonds
(see page 4 for full biography)
Who should attend?
✔ Classical Civilisation teachers of
all levels and experience
✔ Teachers and Classics Subject
Leaders who are looking to
introduce new units to their
Classical Civilisation
programme
Beneﬁts of attending
By the end of the course,
delegates will have:
✔ Gained strategies to maximise
their students’ success in the
2015 examinations
✔ Signiﬁcantly increased their
understanding and knowledge
of these areas
✔ Engaged with new ideas and
strategies for teaching these
and other themes
✔ Developed genuinely
interesting and stimulating
teaching strategies
✔ Considered eﬀective revision
and examination techniques
You will receive an additional set of
electronic resources with this course
[email protected]
course code: 6035
15
BOOKING FORM
Classics: Teacher Courses
Bookings:
• Telephone us on 01625 532974
• Book online at www.keynote.org.uk
• Fax us on 01625 532524
• E-mail us on [email protected]
• or return the booking form to us at the address given below.
You will receive a specially prepared file of course notes, teaching materials and
resources on every course.
Further information on this and other events arranged for Spring and Summer
2015 may be found on our website at www.keynote.org.uk
Course Details:
Course details will be sent out to you about 10 days before the course, after
receipt of payment or official order. Please telephone us if you have not received
them by this time.
No of places
Keynote Educational courses are held at conveniently located 3 and 4 star hotels
or equivalent meeting venues. All course members will receive clear directions to
and details of the venue.
Please feel free to photocopy and re-distribute this brochure as necessary
Course code
Cost
Venue(s) & date(s) - please tick box
6114
£269+VAT
❑ London Thursday 30 April
6218
£289+VAT
❑ London Friday 19 June
Option Strand 1
Option Strand 2
Workshop Strand 1
Workshop Strand 2
6219
£289+VAT
❑ London Thursday 25 June
Option Strand 1
Workshop Strand 1
Workshop Strand 2
6220
£289+VAT
❑ London Friday 26 June
Workshop Strand 1
Keynote 3 Option Strand
❑ 1A
❑ 2A
❑ 1A
❑ 2A
❑ 1B
❑ 2B
❑ 1B
❑ 2B
❑ 1A
❑ 1A
❑ 2A
❑ 1B
❑ 1B
❑ 2B
❑ 1A
❑1
❑ 1B
❑2
6175
£269+VAT
❑ London Monday 18 May
6221
£249+VAT
❑ London Wednesday 10 June
5544
£249+VAT
❑ London Wednesday 10 June
6176
£269+VAT
❑ London Friday 12 June
6035
£249+VAT
❑ London Friday 22 May
❑ 2C
Payment Details:
❑
❑
I enclose a cheque made payable to KEYNOTE EDUCATIONAL LTD for the amount:
I would like my School/College to be invoiced for the amount:
Please use the following order number:
Contact Name:
Name(s) of delegates:
Course No:
Name(s) of delegates:
Course No:
Name(s) of delegates:
Course No:
School/College Name:
Address:
Postcode:
Telephone:
Delegate email: (to be used for all correspondence)
Keynote Educational Limited
PO Box 130 . Wilmslow . SK9 1WD
t. 01625 532974 f. 01625 532524 e. [email protected]
www.keynote.org.uk
@keynotecourses
keynote educational
Bookings are accepted subject to availability and to the terms
and conditions located on our website and the confirmation
of booking. Keynote Educational Ltd reserves the right to
amend the programme where circumstances dictate.