The TES RE Group is a great source of lesson ideas and inspiration and is the place to share best practice and get your questions answered by your peers. This is also where you go to debate the latest issues in the teaching of RE.
We're teaching a Holocaust unit based around the HEDP CPD (best, most useful course I've ever been on!).
Following school policy I want to do an assessment at the end of the unit, but I feel really uncomfortable about this, although I'm not sure why.
Do any of you teach & assess a holocaust unit & what do you do? What skills do you look for in these assessments?
Thanks for feeling uncomfortable and reflecting on what you are teaching and how. There are survivors today who are probably still wondering what happened and why it happened to them. Some things are not easy to quantify. This probably doesn't help on assessment. If I had to do something like that, I'd get them to design a memorial to the Holocaust and explain the symbolism, etc.
I do a levelled assessment and an exam.
If you want to PM me I can e mail you copies over.
On the exam I use some pictures (tame ones) as stimulus for them to write theri feelings about what they've learnt.
I also teach about Rwanda and how we have not learnt from the Holocuast and they have to write a letter to the Prime Minister explaining why the continuation of such atrocities is wrong.
I've just finished a unit about the Holocaust and have given them an assessment where they have to design a day's events for Holocaust Memorial Day. If you PM me I can email it to you if you like (It's not mine - I'll confess now but stolen from my NQT!).
A problem I've found has been that students have done the usual "say everything I know about this subject" instead of actually completing the task.
A colleauge used to ask students to write an essay entitled "Where was God at Auschwitz?" although this wasn't levelled.
Glad the HEDP is good - I'm booked to go on it soon.
Thanks for all these offers, great to have a starting point!
I want to develop the aspects of Jewish religion during the holocaust, Passover in the ghettos for example. Are there any good resources for me to learn more about this from? I feel my subject knowledge is lacking in this area!
I do a levelled assessment as part of our suffering unit in Year 8. It is on the resources section here if you would like to take a look.
What do you do for the lessons? I am very aware that my SOW for holocaust is nowhere near good enough.
Would people mind loading their lessons onto the TES resources section so we can see what other people are doing and do our best to make sure we are teaching this sensitive but vital issue the best we can?
We have normally assessed this with a poetry based assessment focusing on the ethics of the holocaust and asking the question, has humanity learnt?.
Next year however, because we have changed the timings of it to attract GCSE sign ups the assessment will be just before HMD. So we are going to do a musuem task. Each class (of which there are 12) will be given a topic ranging from the camps, survivours, Rightous Among the Nations ect. and within the classes they will be split into 5 groups. They need to produce a muesum display based on thier project and incorperate ethics into it. We are then going to put on an evening with drama, dance and music along with a survivour to speak - inviting parents and students with the final part of the evening being the students standing by their displays to talk to visitors.
The focus of the assessment will be on the fact based aspect but also on recognising the sensitivities of what you can or should display. This ties in really well with what the Auschwitz museum are doing at the moment particulalry with the Roma & Siniti gypsy display.
Our year 9's have the opportunity to visit the Jewsih Museum in London to meet with a survivour and our KS4&5 students have the oppurtunity to go to Poland and visit Auschwitz. We also have a Holocaust memorial in the classroom of doves on the ceiling (some named and some annoymous). This project was decided on by the current year 9's when we were looking at memorials and whether it was right or necerssary to remember it.
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