What do students know and understand about the Holocaust?

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Appendix 4: Schools that participated in the survey 253 Table A4.1 Overview of schools that participated in the survey Region School type Faith FSM (% eligible) BME (%) East Midlands East of England London North East North West South East Community school Academy sponsor led Academy converter Academy sponsor led Academy sponsor led Academy converter Community school Academy sponsor led Foundation school Community school Foundation school Academy converter Academy converter Academy converter Academy converter Academy converter Voluntary aided Voluntary aided Foundation school Academy sponsor led Academy converter Voluntary aided Academy converter Voluntary controlled Academy converter Community school Academy sponsor led Academy sponsor led Community school Foundation school Community school Academy sponsor led Voluntary aided Voluntary controlled Community school Academy converter Voluntary aided Independent Academy converter Academy converter Academy sponsor led Academy converter Community school Community school Academy sponsor led Community school Community school Voluntary aided Academy converter – – – Christian – – – – – – – – Christian – – Jewish Roman Catholic Church of England – – Roman Catholic – – – – – – – – – – – Roman Catholic – – Roman Catholic Roman Catholic Church of England Roman Catholic – – – – – – – – Roman Catholic – 24.8 29.7 5.4 33.7 27.5 10.5 30.8 45.7 33.2 25.3 37.3 15.6 5.7 26.9 21.5 7.1 38.7 46.7 42.2 35.5 23.0 31.3 33.4 79.0 10.1 18.3 48.4 60.1 38.5 36.3 61.2 25.3 17.7 18.0 38.0 12.7 45.0 No data 12.4 22.4 33.1 20.1 9.8 21.1 53.9 24.6 28.3 9.4 1.2 2.1 42.5 23.6 10.7 17.4 11.4 9.3 48.5 51.7 8.6 19.9 11.6 26.8 11.5 35.5 1.9 50.7 85.0 50.1 27.4 59.0 67.4 16.4 68.3 13.7 9.4 0.7 2.8 0.0 0.7 78.0 15.1 4.5 4.5 53.7 8.5 28.9 No data 45.6 3.2 8.3 4.4 7.5 3.0 36.4 17.5 13.4 17.7 21.0 www.ioe.ac.uk/holocaust
254 Appendix 4: Schools that participated in the survey Region School type Faith FSM (% eligible) BME (%) South West West Midlands Voluntary aided Academy converter Academy sponsor led Community school Academy sponsor led Academy converter Academy converter Academy converter Academy converter Academy converter Academy sponsor led Community school Academy converter Voluntary aided Academy converter Voluntary aided Foundation school Academy converter Roman Catholic – Christian – – – – – – – – – – Roman Catholic – Roman Catholic – – 13.2 21.6 51.7 26.6 50.2 28.5 13.3 19.8 11.1 18.9 37.8 45.5 52.0 14.0 34.0 57.7 14.5 21.9 9.4 1.8 7.2 12.5 63.9 2.0 9.3 1.9 7.7 12.6 31.4 76.0 79.3 7.9 41.5 81.9 2.9 20.9 Yorkshire and the Humber Academy converter Academy converter Academy converter Community school Academy converter Academy sponsor led FE college – Roman Catholic – – – – – 28.8 15.7 19.4 17.5 14.7 48.9 No data 42.4 11.0 4.1 3.7 30.5 81.1 No data FSM refers to the percentage of students in receipt of free school meals. Key to school types ■■ Academies are publicly funded independent schools. They get money direct from the government, not the local council. Academies don’t have to follow the national curriculum. Sponsor-led academies are usually underperforming schools that are allocated to a sponsor (e.g. businesses, universities). A converter academy is often a high-performing school that has voluntarily converted to academy status. ■■ Community schools are controlled by the local council and are not influenced by business or religious groups. ■■ Faith schools can be different kinds of schools including voluntary-aided schools and academies, but are associated with a particular religion. A voluntary-aided faith school receives funding from a religious organisation. ■■ Foundation schools are similar to community schools, but they have more freedom to change the way they do things than community schools do. ■■ Grammar schools are run by the council, a foundation body or trust – they select all or most of their pupils based on academic ability and there is often an exam to get in (see Department for Education 2015).
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CENTRE FOR HOLOCAUST EDUCATION What
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What do students know and understan
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iv About the UCL Centre for Holocau
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vi Foreword by Sir Peter Bazalgette
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viii Foreword by Professor Yehuda B
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x
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2 Executive summary ■■ Many stu
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4
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Olivia Hemingway, 2014
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8 Introduction ■■ What forms of
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10 Introduction the fate of the Jew
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12 Introduction two reasons here in
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14 Introduction Figure 1.1 Variatio
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16 Introduction Holocaust are never
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18 Introduction ■■ the inclusio
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20 Introduction ■■ The chapter
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24 Methodology Of particular note w
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26 Methodology were asked questions
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28 Methodology Vocabulary test We e
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30 Methodology Table 2.2 Breakdown
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32 Methodology Focus group details
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34 Methodology How were the focus-g
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38 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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116 Who were the victims? With the
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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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140 Who were the perpetrators and w
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172 When and where did the Holocaus
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Page 213 and 214: Olivia Hemingway, 2014
Page 215 and 216: 204 Considerations and recommendati
Page 236 and 237: Appendix 1: The Survey 225 Appendix
Page 238 and 239: Appendix 1: The Survey 227 How do y
Page 240 and 241: Appendix 1: The Survey 229 Word qui
Page 242 and 243: Appendix 1: The Survey 231 Explorin
Page 244 and 245: Appendix 1: The Survey 233 Do you r
Page 246 and 247: Appendix 1: The Survey 235 42. Who
Page 248 and 249: Appendix 1: The Survey 237 The Nazi
Page 250 and 251: Appendix 1: The Survey 239 64. What
Page 252 and 253: Appendix 1: The Survey 241 71. If y
Page 254 and 255: Appendix 1: The Survey 243 Returnin
Page 256 and 257: Appendix 1: The Survey 245 87. Have
Page 258 and 259: Appendix 2: Attitudinal scales used
Page 260 and 261: Appendix 3: Coding frameworks for f
Page 262 and 263: Appendix 3: Coding frameworks for f
Page 266 and 267: Appendix 5: Schools that participat
Page 268 and 269: Appendix 6: Multiple regression ana
Page 270 and 271: References 259 Assmann, A. (2010)
Page 272 and 273: References 261 Carr, E.H. (1964) Wh
Page 274 and 275: References 263 Emler, N. and Ohana,
Page 276 and 277: References 265 Howitt, D. and Crame
Page 278 and 279: References 267 Levstik, L.S. (2000)
Page 280 and 281: References 269 Resnick, L.B. (1989)
Page 282 and 283: References 271 Snyder, T. (2009)
Page 284 and 285: References 273 Yeager, E., Anderson
Page 286: Centre for Holocaust Education UCL
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What do students know and understand about the Holocaust?

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