What do students know and understand about the Holocaust?

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Executive summary 3 considerable support in helping students develop a deeper and more meaningful understanding of this subject across a range of historical and spiritual, moral, social and cultural (SMSC) perspectives. This report also suggests that, to improve young people’s understanding of the Holocaust, more curriculum time is required. Given the encouraging emphasis placed on Holocaust education by the current government, it is notable that the subject has never been more susceptible to the prospect of reduced curriculum time, both for 11 to 14 year olds and for those 14 to 18 years olds taking examination courses. Recommendations Chapter 8 offers a detailed exploration of the major considerations and recommendations that result from this study. Salient among these are: 1. More emphasis needs to be placed on developing teachers’ – and by extension, students’ – substantive and conceptual knowledge of the Holocaust. Attention must be given to ensuring academic scholarship and research informs classroom practice in accessible, age-appropriate and pedagogically creative ways. 2. Continuing professional development (CPD) for teachers should focus on what key knowledge and conceptual understanding is required to enable young people to make deeper meaning from the Holocaust. For example, if students have limited knowledge (e.g. if they believe that Hitler solely was responsible) then it is impossible for them to develop deeper understanding (e.g. about broader levels of complicity and collaboration across Europe) or, importantly, to assess the significance of such knowledge for contemporary society. 3. The Prime Minister’s Holocaust Commission Report (Cabinet Office 2015) correctly states that teachers need greater access to CPD. It is essential, however, that this CPD is qualityassured, research-informed and rigorous. 4. A simplistic ‘lessons from’ approach to the Holocaust should be avoided. It risks becoming tokenistic when not actually grounded in substantive historical knowledge and it may prevent critical and deeper understanding of the Holocaust. 5. It is important for all those working in this field, especially teachers, to distinguish between commemoration and education. Meaningful education entails knowing and understanding key aspects of the Holocaust, and grappling with difficult and complex issues. 6. The new National Memorial and Learning Centre must take serious account of the findings of this research. In particular, the Learning Centre – as a site of cultural pedagogy – must work towards redressing dominant myths, misconceptions and inaccuracies in British popular culture and society. 7. To ensure that young people learn about the Holocaust meaningfully, attention must be given to progression in students’ learning across all key stages of the National Curriculum and in a range of relevant subjects and curriculum frameworks (including religious education, English, SMSC). In this respect the ‘spiral curriculum’ advocated by the UCL Centre for Holocaust Education deserves serious consideration. 8. A need exists to conduct more specific research into teaching and learning about the Holocaust. In particular, case studies of classroom practice would prove invaluable. 9. If Holocaust education is to improve, it is imperative that more evaluation studies are conducted which examine the impact of educational interventions or programmes on teaching and learning. Offering solutions: The UCL Centre for Holocaust Education Located within the world’s leading university for education, the work of the UCL Centre for Holocaust Education is underpinned by extensive research, acclaimed pedagogical expertise and engagement with leading historians. As a result, the Centre is uniquely placed both to address the challenges presented by the findings and recommendations of this research and to support the Government and its Holocaust Memorial Foundation in positively shaping the future of Holocaust teaching and learning in England. www.ioe.ac.uk/holocaust
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Page 1 and 2: CENTRE FOR HOLOCAUST EDUCATION What
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Page 5 and 6: iv About the UCL Centre for Holocau
Page 7 and 8: vi Foreword by Sir Peter Bazalgette
Page 9 and 10: viii Foreword by Professor Yehuda B
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Page 13: 2 Executive summary ■■ Many stu
Page 17 and 18: Olivia Hemingway, 2014
Page 19 and 20: 8 Introduction ■■ What forms of
Page 21 and 22: 10 Introduction the fate of the Jew
Page 23 and 24: 12 Introduction two reasons here in
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Page 35 and 36: 24 Methodology Of particular note w
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Page 39 and 40: 28 Methodology Vocabulary test We e
Page 41 and 42: 30 Methodology Table 2.2 Breakdown
Page 43 and 44: 32 Methodology Focus group details
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54 Collective conceptions of the Ho
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102 Preface often socially construc
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Emile Holba, 2014
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106 Who were the victims? students
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108 Who were the victims? Figure 5.
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110 Who were the victims? statement
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112 Who were the victims? first ins
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114 Who were the victims? shipped o
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118 Who were the victims? the war,
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120 Who were the victims? (Longeric
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122 Who were the victims? many of J
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124 Who were the victims? First Wor
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126 Who were the victims? asking
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128 Who were the victims? unending
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130 Who were the victims? different
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132 Who were the victims? the Nazi
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134 Who were the victims? and Read
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136 Who were the victims? many stud
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172 When and where did the Holocaus
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Appendix 1: The Survey 225 Appendix
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Appendix 1: The Survey 227 How do y
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Appendix 1: The Survey 229 Word qui
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Appendix 1: The Survey 231 Explorin
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Appendix 1: The Survey 233 Do you r
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Appendix 1: The Survey 235 42. Who
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Appendix 1: The Survey 237 The Nazi
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Appendix 1: The Survey 239 64. What
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Appendix 1: The Survey 241 71. If y
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Appendix 1: The Survey 243 Returnin
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Appendix 1: The Survey 245 87. Have
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Appendix 2: Attitudinal scales used
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Appendix 3: Coding frameworks for f
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Appendix 3: Coding frameworks for f
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Appendix 4: Schools that participat
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Appendix 5: Schools that participat
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Appendix 6: Multiple regression ana
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References 259 Assmann, A. (2010)
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References 261 Carr, E.H. (1964) Wh
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References 263 Emler, N. and Ohana,
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References 265 Howitt, D. and Crame
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References 267 Levstik, L.S. (2000)
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References 269 Resnick, L.B. (1989)
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References 271 Snyder, T. (2009)
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References 273 Yeager, E., Anderson
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Centre for Holocaust Education UCL
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What do students know and understand about the Holocaust?

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