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![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() Learning About the Holocaust
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![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() English - GCSE CourseworkThis guide has been written to help you speak, read and write about Anne Frank and the Holocaust for coursework in GCSE English exams. It is written for students in England and Wales, doing assessed work in English in Key Stage 4 of the National Curriculum (GCSE). But it may be of interest to students of English generally. Suggested ActivitiesThe activities here are suitable for work in Key Stage 4 of the English and Welsh system, but may also be appropriate to students in Key Stage 3, as well as for pupils in other education systems. They are organized under three of the category headings for coursework in the AQA specification for GCSE English (there are other coursework categories to which the subject of Anne Frank and the Holocaust is not relevant):
To see the coursework requirements for these three categoriest, click on the link below. Speaking and ListeningExplaining, Describing, NarratingPrepare and present a short item for a children's TV or radio magazine program (e.g. Blue Peter, Newsround) about Anne Frank or the Holocaust. This should be to coincide with an anniversary (Anne's birthday) or other event (such as Holocaust Remembrance Day). Your task is to give a short account, suitable for a young audience. This could be done in pairs, groups or individually. Some things to think about are these:
You may wish to record this presentation onto audio or videotape. You may even wish to edit this, to produce a more concise broadcast. Exploring, Analysing, ImaginingThis can be done as a rôle play in which participants choose a rôle, and give evidence to a tribunal. When they are not in rôle, they can put questions to witnesses. After the Second World War, the Allies held a tribunal (a special kind of investigation and trial) to investigate and punish the war crimes of the Nazi leaders. Many people gave evidence about the Holocaust. If Anne Frank had survived the war, what evidence would she have given? This task can be adapted to fit other situations in which people are persecuted. Sometimes, there really has been a tribunal, but often this has not happened. Some real world examples are the South African Truth and Reconciliation Commission or the International Tribunal into war crimes in the former Yugoslavia (the alleged war crimes happened in the former Yugoslavia, but this tribunal meets in the Hague, in the Netherlands). Discussing, Arguing, PersuadingA word of caution: where people (including children) hold views which have emotional rather than rational causes, then attempting persuasion may be a waste of time. Often teachers have more success with discussions about things which children know and care about, but not so deeply that the heart overrules the head. It is sometimes easier to debate school uniform or homework than abortion or racism. On the other hand, since racist attitudes are often picked up, uncritically, from family or peers, then it can make sense to challenge them. Simply attacking or ridiculing the person who expresses a racist, or seemingly racist, view is unlikely to help him or her to change. Teachers can readily find an appropriate subject for discussion - the possibilities are almost infinite, so here you will find one example, which can readily be adapted. This can be done as an informal or more formal and structured debate. (Some students like a formal and competitive debate, with rules and assigned rôles for speakers. This can also be a way of ensuring that all students take part.) Integration or Separation - Can we create a multicultural Society in the UK?Depending on the teacher's awareness of his or her students, this task might assume that a multi-cultural society is a good thing, and debate about how to achieve it. Other groups might be able to discuss whether such a society is a good thing. Here are some points you might wish to consider:
MediaYou will find detailed guides to particular tasks for studying media elsewhere on this site. Click on the link below to find these resources: Here are some ideas for other tasks that use Anne Frank and the Holocaust as a theme.
WritingThere are many ways in which the subject of Anne Frank and the Holocaust can be approached as a task in Original Writing. The huge range of texts already published show what is possible - any one of these could be a model for you to copy. This part of the guide will briefly suggest how the subject is suitable for writing in different forms. Audience, context and purposeWhen you write seriously you should think about your audience, the context in which they will read what you write, your purpose in writing and what you have to say. You need not find something original - it may be better to write well what has already been said or written by others. Form, conventions and structureThis should lead you to think about the form in which you are going to write. Do you wish to write factually, or produce an imaginative work (although Anne Frank and the Holocaust are real subjects, you can still create fiction out of them)? Do you wish to write text to be read as print or heard as a TV or radio broadcast? Should it be narrative, description, dramatic dialogue or something else? And when you settle on a form, you may wish to use established conventions of that form. In a narrative, for example, you might choose to speak as narrator (using the first personal pronoun "I") or give an impersonal account (using names and the third person pronouns "he, him; she, her; they, them"). In a documentary broadcast, you might want to make statements direct to the audience, to be given as a voice-over or introduction by a talking head. And you should also think about the structure of what you write - how is it to be organized, especially so that its shape is clear to teachers or assessors of your work. What follow are suggestions for tasks. The list is only suggestive - add, adapt or ignore it if you have a better idea. Print Texts
Film and Broadcast Texts
New Media
Further Guidance on WritingWhat Do I Have To Do?You are required to write for specific audiences and to explore, imagine or entertain. Apart from this there is no restriction on what you may do. You should not think of writing as a school task. Try to write what might really be written and published in the outside world. Write about what you know, and in forms which you know. Make sure your work is original - that is, not the same as everyone else's. This guide will suggest some helpful approaches. Please note that for some exam courses, your work must be in your own handwriting. Some of the tasks outlined here are suitable for writing by hand. You may still, if you wish, use a PC for drafting and planning. Written and Spoken TextsYou do not have to write to be read on the page (though your teacher and examiners will read your work in this way). You may write a script for performance on stage, or to be broadcast on radio or television. Much of the writing in the real world is for broadcast media. You may write drama, but could also write a script for a documentary broadcast. You could script a news broadcast (like Newsround), using episodes from Anne Frank's diary. What is important, is that you show awareness of your audience. Write Real Texts for Real AudiencesDon't write things which you have only ever met in school. Write things which you would like to read. Write in forms which you know. Think carefully about your readers - make your style suitable for them. Why not try to get your work published? Write a letter to a magazine which you read, for example. Presenting Your WorkWhether you use the PC or write by hand, set your work out to look like the kind of text you are trying to write - use suitable layout and type, as far as possible. Use a style of writing or speech which is appropriate: read real published texts to find out what this is. You may use illustration or paste in pictures. Coursework requirements for AQA GCSE EnglishThis is not the only syllabus for students taking GCSE, but all will have some similar elements to those here, as the syllabus is based on the National Curriculum. Speaking and Listening (En1)Candidates will be assessed on three units of work which cover the following clusters of skills:
This range must be sampled in a variety of formal and informal contexts, and should involve each candidate in individual, paired and/or group work. A unit of work may consist of a number of different, but coherently linked, activities. The three assessments should summarise the candidate's best work across the range of Speaking and Listening (En1) activities and within a variety of contexts, and should be drawn from the teacher's complete records of the candidate' s oral work throughout the course. The En1 Assessment Form allows teachers to record coverage of range and context alongside brief details of activities within each unit of work. Suitable activities within planned units of work might include:
Analysing, discussing, arguing and persuading, might involve
Media (En2/3)This response should demonstrate the candidate' s ability to analyse, review and comment on features of media texts such as magazines and newspapers, radio and television programmes, and films. This response must be assessed for both En2 and En3 as indicated in the mark schemes in Appendix 6. Although practical and/or oral activities may be valuable in preparing this response and may be used to provide evidence in one or more units of the candidate' s Speaking and Listening (En1) assessment, the submitted response must be a substantial piece of written work which demonstrates the candidate' s ability to respond to text through analysis, review and comment. Suitable examples of work might include:
Where, for example, a film or video version of a text is the subject of a coursework response, there should be analysis and review of the medium as well as of the written text. Original Writing (En3)This response should demonstrate the candidate' s ability to write for one or more specific audiences for purposes such as explaining, imagining or entertaining. There is no restriction on content, form or genre. Suitable examples of work might include:
In some circumstances, several short pieces of writing might be included as one assignment, e.g. letters on a common subject or issue from different viewpoints. Lengthy projects or disparate items must not, however, be submitted. Copyright in teaching resources and materials on this site belongs to the East Riding of Yorkshire Council.
Please acknowledge intellectual property rights by giving the URL of any pages you use, and/or include
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EAST RIDING of YORKSHIRE COUNCIL School Improvement Service, County Hall, Beverley, East Yorks. HU17 9BA.
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