ABSTRACT
This chapter, focusing on the mythology project at The Bemrose School, Derby, showcases classical mythology as a catalyst for functional literacy, oral fluency and cultural literacy for students who are learning English as an Additional Language, particularly in the case of refugee students and members of the Roma-Slovak community. In so doing, it shows Classics expanding from its traditional position as a discrete subject on the curriculum. The authors explore the development of pupils' Tier Two vocabulary and reciprocal reading skills during three phases of engagement with Homer's The Odyssey in English: pre-reading, while-reading and post-reading.
