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Many thanks to Susan Brownlie, who has put together this helpful resource document for those interested in following up on the Using Holocaust Fiction in the Classroom webinar presented by Dr Paula Cowan and Professor Henry Maitles, University of the West of Scotland, in association with SATE, on 19^th of August, 2020. You can view the webinar here: https://www.youtube.com/watch?v=ddgJwZkQQNQ

Resource List

 Webinar References: Academic Research and Pedagogical Guidance

• Cowan, P. & Maitles, H. (2017) Understanding and Teaching Holocaust Education, London: Sage.
• Doherty, R. (2019) Only half of adults know what antisemitism means, Jewish Chronicle, 15 March, p.1.
• R. (2007) Boyne’s Dangerous Tale, Jewish Chronicle, 23 March, p.53
• Eckmann,M.,  Stevick, D,  & Ambrosewicz-Jacobs, J.(2016) Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders, Berlin: Metropol.
• Holocaust Educational Trust Teaching Guides (Primary, English and Drama)

https://www.het.org.uk/images/downloads/Primary/A_Guide_for_Primary_School_Teachers.pdf

(contains a recommended reading list and useful guidance on The Boy in the Striped Pyjamas)

https://www.het.org.uk/images/downloads/Resources/Teaching_the_Holocaust_in_English.pdf

(contains a recommended reading list for different age groups and a copy of David Cesarani’s Literary Review article from 2008 on The Boy in the Striped Pyjamas)

https://www.het.org.uk/images/downloads/Resources/Teaching_the_Holocaust_in_Drama.pdf

• IHRA (2016) Working Definition of Antisemitism,

https://www.holocaustremembrance.com/working-definition-antisemitismAbout

• Gilbert, R. (2010) Grasping the Unimaginable: Recent Holocaust Novels for Children by Morris Gleitzman and John Boyne, Children’s Literature in Education, 41:355-366.
• Gray, M. (2014) The Boy in the Striped Pyjamas: A blessing or a curse for Holocaust Education? Holocaust Studies 20(3): 109-136
• IHRA (2019) Recommendations for Teaching and Learning About the Holocaust

https://holocaustremembrance.com/sites/default/files/inline-files/IHRA-Recommendations-Teaching-and-Learning-about-Holocaust.pdf

• Kokkola, L. (2003) Representing the Holocaust in Children’s Literature. Routledge: London.
• Lipstadt, D. (2019) Antisemitism: Here and Now, Melbourne and London: Scribe.
• Majaro, N. (2014) Looking for Ideology in Children’s Fiction Regarding the Holocaust, New Review of Children’s Literature and Librarianship, 1:1-14.
• C. (2014) Second Thoughts, Prism 6: 127.
• Rich, J. & Pearcy, M. (2018) The Boy in the Striped Pajamas: Critical Analysis of a Film Depiction of the Holocaust, The Social Studies,109(6): 294-308.
• Teo, H. (2015) History, the Holocaust and Children’s Historical Fiction, TEXT Special Issue 28,

http://www.textjournal.com.au/speciss/issue28/Teo.pdf

• UNESCO & OSCE (2018) Addressing Anti-Semitism Through Education: Guidelines for Policymakers, Paris: UNESCO, Warsaw: OSCE.

https://unesdoc.unesco.org/ark:/48223/pf0000263702

 Webinar References: fiction and non-fiction

• Boyne, John (2006) The Boy in the Striped Pyjamas, David Fickling Books.
• Glatshteyn, Yankev (2007) Emil and Karl, Scholastic Children’s Books.
• Gleitzman, Morris (2005) Once, Puffin Books (the Once series will comprise 7 novels, the final book, Always, will be published in 2021).
• Morpurgo, Michael (2007) Waiting for Anya, Egmont Children’s Books.
• Morpurgo, Michael (2007) The Mozart Question, Walker Books.
• Palacio, RJ (2019) White Bird: A Graphic Novel, Penguin Random House.
• Spiegelman, Art (2003) The Complete Maus, Penguin Books.

 

Additional Recommended Reads

• Folman, Ari (2018) Anne Frank’s Diary: The Graphic Adaptation, Penguin Random House.
• Fried, Hédi (2019) Questions I am asked about the Holocaust, Scribe Publications.
• Palmer, Tom (2020) After the War: From Auschwitz to Ambleside, Barrington Stoke.
• Rosen, Michael (2020) The Missing: The True Story of My Family in World War II, Walker Books.
• Volavková, Hana, ed. (1993) … I never saw another butterfly … Children’s Drawings and Poems from Terezin Concentration Camp, 1942-1944, Schocken Books Inc.

Picture Books

• Elvgren, Jennifer (2014) The Whispering Town, Kar-Ben Publishing.
• Dauvillier, Loïc (2014) Hidden: A Child’s Story of the Holocaust, First Second.
• Vander Zee, Ruth (2003) Erika’s Story, Creative Paperbacks.

University of the West of Scotland: School-based Holocaust Education in Scotland

• Vision Schools Scotland

https://www.uws.ac.uk/research/research-impact-influence/holocaust-education-vision-schools-scotland/

• Level 11 Module in Citizenship and Holocaust Education

https://www.uws.ac.uk/media/5108/level-11-module-in-citizenship-holocaust-education.pdf

 

 

On the 20th of September, SATE are delighted to be hosting an evening seminar with Professor Sue Ellis of the University of Strathclyde. Professor Ellis will explore current policy challenges whilst also looking at evidence on effective teaching approaches. She will also focus on the way aspects of literacy, language and literature contribute to pupils’ social, emotional and intellectual wellbeing.

Professor Ellis has a strong commitment to knowledge exchange and to research that directly supports improved literacy outcomes for pupils. The recurring themes in her work concern literacy and equity, policy implementation and teacher development. She is the co-author of the highly-regarded report Closing the Attainment Gap in Scottish Education published by the Joseph Rowntree Foundation in 2014.

You can sign up for this event at https://www.eventbrite.co.uk/e/sate-seminar-how-success-in-literacy-and-language-improves-wellbeing-tickets-37562945782.

See you there!

Founded in 2009, the National Writing Project UK aims to deepen understanding about what writing is, what it can do for teachers, and how the process of writing can be more meaningfully managed in schools. It is a not-for-profit co-operative, a network of teacher’s writing groups run by teachers for teachers, and a research project that aims to explore writing and find out further answers to the question, ‘What happens when teachers gather together to write and share their writing?’ 

Each meeting of a writing group gives teachers a chance to share ideas, resources and approaches to teaching creative writing, with members leaving each session with something new to try with their classes. In addition, the National Writing Project UK reports attending a writing group boosts confidence both in teaching writing and in teachers writing for themselves.

Currently there are twenty-one NWP UK writing groups meeting regularly in England. In October, for the first time, a Scottish branch of the Project will launch in Scotland.

On Wednesday October 11^th, a Glasgow branch of the NWP will hold their launch event at Springburn Academy in Glasgow. Simon Wrigley, co-founder of the NWP UK, will be in attendance. He will give a brief introduction to the NWP and the research it carries out, before leading us in a session of prompted writing. We will end with a discussion of strategies for encouraging creative writing in the classroom.

All teachers of writing ­­- primary, secondary and tertiary – are warmly invited to attend. Below is an outline of the launch event. If you are a keen writer or a nervous writer, a teacher of writing and think joining the Glasgow NWP writing group might be for you, please come along! All welcome.

Any questions or queries, or to let us know that you intend to come, please get in touch with Lisa Hamilton, English Teacher at Springburn Academy on;

gw17hamiltonlisa@glow.ea.glasgow.sch.uk

Or connect with Lisa on Twitter @MissHamiltonEng

National Writing Project – Glasgow Branch Launch event

Wednesday 11^th October, 4pm.

4:00 Welcome and Introductions; NWP – the evolution of this teacher-led, research project – the evidence so far – experiential learning of writing for UK teachers interested in 

• exploring their own process – half-termly opportunities to write in a trusted group, 
• reflecting on the changing nature of writing and learning, 
• networking with other NWP groups, and collecting evidence of the effect of teacher-owned CPD on well-being, agency and pedagogy

4:10 Sampling common NWP practices: quick writing exercises including free-writing or ‘automatic writing’

4:30 More sustained writing practice

4:45 Listening and responding to others’ writing, sharing your own writing, discussing how to develop meaningful/ discovery writing across the curriculum: –

• free-writing, 
• writing alongside pupils, 
• initiating, developing and sustaining writing journals and writing groups

5:00 Questions, further discussion and future dates and venues of Glasgow NWP

5:15 Finish 

 

 

We are delighted to announce our first South Ayrshire SATE Seminar, on the 6th of September at 4.15pm in Marr College, Troon.

The approach taken will be to recognise and value your expertise as English teachers and to enable you to import understanding of autism into your classroom practice.

This session will provide an overview of the autism spectrum. There will be particular focus on the potential strengths of and challenges for autistic learners. Autistic thinking and information processing will be explored. There will also be an emphasis on the impact of the environment and the importance of wellbeing in relation to learning. There will be a focus on practical approaches, useful resources and the opportunity for discussion.