At a time when Classical subjects are in a perilous position in both the school and university curriculum, it is vital that Classics educators in the secondary and tertiary sectors work together to share information effectively. One such area requiring careful and coordinated partnership is the setting of entry requirements to undergraduate courses. Doing this well necessitates the communication of which types of qualifications meet these requirements and the promotion of inclusive and alternative pathways to widen access to the study of Classical (and related) subjects in Higher Education.
