In a follow up to his previous post in this series on the importance of learning about the Holocaust in primary schools, Gary Mills offers seven practical strategies and a wealth of resources for teachers.
In Part 1, I argued that primary pupils can, and should, engage with Holocaust-related learning in ways that are developmentally appropriate and preparatory rather than overwhelming. In this second post, I want to move from rationale to practice, offering teachers strategies for how this can be done with care, clarity and confidence.
Let me begin with a reassurance:
You do not need to be a Holocaust specialist to teach foundational ideas well – although I would encourage you to read and develop your own subject knowledge for teaching about this topic (see suggestions for further reading at the end of this blog). What matters is a clear purpose, thoughtful resourcing, and trust in your professional judgement as a primary educator.
- Start with Themes Children Already Understand
What is clear to me is that by Years 5 and 6, pupils have a well-developed understanding of moral and social concepts drawn from everyday school and family life. Holocaust education at this stage should build from these familiar concepts rather than starting with historical abstraction.
Children can meaningfully explore:
- Fairness and unfairness
Pupils regularly negotiate issues of fairness—rules in games, classroom expectations, or perceptions of justice. This provides a natural entry point into understanding how societies define and enforce what is “fair,” and how systems themselves can become unjust. - Kindness, empathy and moral choice
Children can already reflect on choices: when it is easy to be kind, and when it is difficult. This opens up discussion about how individuals respond to pressure, authority, or social norms. - Identity and difference
Exploring names, families, religions and traditions helps pupils understand identity as something meaningful and personal—laying groundwork for later understanding of antisemitism. - Belonging and community
What does it mean to belong? What does it feel like to be included—or excluded? Pupils can connect this directly to their own lives before extending it to the past. - Exclusion, bullying and prejudice
Children have direct experience of exclusion, whether minor or more serious. This provides a powerful conceptual bridge to understanding how exclusion can become normalised. - Courage and standing up for others
Pupils can reflect on when it is difficult to challenge unfairness, introducing early thinking about bystanders, perpetrators and helpers.
These are not simplifications of Holocaust education—they are its foundations. At primary level, the goal is not to “cover” the Holocaust as an event, but to help pupils understand how ordinary societies can move from everyday prejudice to systematic exclusion and the consequences of these developments.
Importantly, most children have experienced moments of exclusion or unfairness themselves. These lived experiences provide a powerful bridge into historical understanding, without requiring exposure to traumatic content.
- Use Human Stories, Not Historical Surveys
There is power in narrative. A single, carefully chosen story can provide a safer and more meaningful entry point than a broad overview of events. Narrative allows pupils to connect emotionally and cognitively, fostering empathy while avoiding abstraction or overwhelming detail.
Story-based approaches might include:
- The life of a Jewish child before and during the Nazi period
Focusing on the experiences of one child can help pupils understand the disruption of ordinary life, the impact of discrimination, and the gradual escalation of persecution. This approach should emphasise the richness of pre-war life as well as the changes brought by Nazi policies. Careful text selection is essential; avoid texts such as The Boy in the Striped Pyjamas (John Boyne), which risk creating misconceptions or false equivalences. - Refugee narratives focusing on leaving home and adapting to new places
Stories of displacement can help pupils explore themes of loss, resilience, identity, and belonging. These narratives can build connections between historical events and contemporary issues, supporting pupils to reflect on what it means to seek safety and start again in unfamiliar environments. - Diaries, letters, or photographs that reveal everyday experiences
First-hand or near-contemporary sources allow pupils to encounter authentic voices and perspectives. Diaries and letters, in particular, can highlight the concerns, routines, and emotions of young people, helping learners to see individuals rather than anonymous victims. Photographs can prompt discussion but should be selected and contextualised carefully to avoid sensationalism. - Objects such as toys, books, or personal belongings to anchor learning
Artefacts provide a tangible connection to the past and can stimulate curiosity and enquiry. Exploring who owned an object, how it was used, and why it mattered can help pupils construct meaningful historical narratives rooted in human experience. Objects can also serve as a starting point for creative and reflective activities. - Literary texts such as When Hitler Stole Pink Rabbit (Judith Kerr)
High-quality children’s literature can offer age-appropriate access to complex histories. Texts like Judith Kerr’s work present the perspective of a child refugee with sensitivity and clarity, enabling pupils to engage with themes of exile, adaptation, and family life while maintaining historical integrity. - Selected extracts from child-centred novels (e.g. Michael Morpurgo or Morris Gleitzman’s Once), used with care
Extracts rather than whole texts can be carefully chosen to suit the maturity and readiness of the class. Teachers should provide strong contextual framing, helping pupils distinguish between fictionalised elements and historical realities. These texts can be powerful for exploring moral choices, survival, and human agency when used critically and thoughtfully.
The key pedagogical principle here is connection, not shock. Pupils should encounter the past through empathy and curiosity—asking questions like: What mattered to this child? What changed? How did it feel?
At the same time, teachers must be confident in what to leave out. At primary level, it is not appropriate to include:
- detailed study of death camps or extermination
- graphic images or survivor testimony describing violence
- decontextualised statistics or overwhelming numbers
Even seemingly symbolic imagery—such as barbed wire or piles of shoes—can be deeply unsettling without the framework older students possess and even then there are pedagogical challenges in using such sources. Thoughtful selection is therefore a critical part of ethical teaching.
- Develop Early Disciplinary Thinking
Holocaust education in primary schools is not only about values; it is also about introducing pupils to the discipline of history.
Children can begin to understand that:
- History is constructed from evidence, not simply “stories from the past”
Pupils can be introduced to the idea that history is not fixed or given, but built from traces of the past that have survived. What we know depends on what evidence exists and how it is interpreted. This helps children move beyond seeing history as a set of told stories and towards recognising it as a discipline grounded in enquiry. - Sources such as diaries, photographs and artefacts tell us different things
Different types of sources offer different kinds of information. A diary might reveal thoughts and feelings, a photograph might show details of setting or appearance, and an artefact can suggest how people lived or what they valued. Pupils can learn that no single source gives a complete picture, and that combining sources deepens understanding. - Historians ask questions and interpret evidence
Children can begin to see historians as active investigators who ask purposeful questions about the past. Rather than simply accepting information, historians examine evidence, look for patterns, and make reasoned interpretations. Pupils can practise this by asking their own questions and considering possible answers based on available sources. - Accounts are shaped by perspective and context
Pupils can explore how people’s experiences, positions, and the time in which they lived influence the accounts they leave behind. This supports an understanding that sources may reflect particular viewpoints or limitations, and that different people may experience and describe the same event in very different ways. - Individual stories are often based on multiple real experiences
When engaging with narrative or literary texts, children can learn that a single “story” may draw on many real lives and testimonies. This helps them appreciate both the value and the limits of narrative, recognising that such stories can represent broader experiences without being a direct account of one person’s life.
For example, when pupils encounter a narrative such as Leo Stein (in the Journey exhibition), teachers can frame learning by asking:
- How do we know this story?
- What might be real, and what has been constructed?
- Why might historians create composite characters?
This supports pupils in building early historical literacy, preparing them for more complex analysis at Key Stage 3.
- Build Meaningful Cross-Curricular Connections
Holocaust-related learning sits most powerfully within a wider curriculum framework. Rather than being isolated, it can deepen and enrich existing areas of study.
Natural curriculum links include:
- Religious Education: Jewish identity, beliefs, and community life before the war
Pupils can explore Judaism as a living religion with rich traditions, practices, and community structures. This includes learning about festivals, family life, places of worship, and cultural identity, helping children understand Jewish life as diverse and meaningful rather than defined solely by persecution. Emphasising pre-war normality and vibrancy builds a more accurate and respectful foundation for later historical study. - PSHE: bullying, respect, diversity, and moral responsibility
Learning can be connected to pupils’ own experiences of relationships and behaviour, helping them reflect on prejudice, exclusion, and the consequences of harmful actions. Discussions can focus on fairness, standing up for others, and the importance of kindness and inclusion, supporting children to consider their own responsibilities in creating respectful communities. - English: narrative writing, diary entries, perspective-taking, and character study
Through carefully selected texts and sources, pupils can develop their literacy skills while deepening historical understanding. Writing tasks such as diary entries or letters enable pupils to imagine viewpoints and articulate emotions, while character study encourages close reading and inferential thinking. Perspective-taking should be supported with strong contextual grounding to ensure historical sensitivity and accuracy. - Art: symbolic representation, memory objects, and personal storytelling
Artistic responses can provide a reflective and non-verbal means for pupils to engage with complex themes. Activities might include creating symbolic images, designing memory boxes, or responding to artefacts through drawing and mixed media. This allows children to express understanding, empathy, and interpretation in ways that are developmentally appropriate and personally meaningful. - SMSC/British Values: tolerance, individual liberty, and respect for difference
This learning can support pupils in reflecting on fundamental values such as respect, freedom, and equality. By considering how prejudice and discrimination developed historically, pupils can better appreciate the importance of protecting rights and valuing diversity today. Structured discussion can encourage thoughtful engagement with concepts such as justice, belonging, and the responsibilities of individuals within a democratic society.
This integrated approach supports what is often described as a “spiral curriculum,” where pupils revisit key ideas—identity, belonging, justice—at increasing levels of complexity over time.
- Communicate Clearly with Parents and Carers
Parental communication is an essential—and sometimes overlooked—aspect of teaching sensitive history.
Schools should:
- inform parents in advance of planned lessons
- clearly explain the educational rationale
- outline exactly what will (and will not) be covered
- reassure families that no graphic content will be used
- invite questions or conversations
In practice, most parental concerns stem from misconceptions. When it is made clear that primary Holocaust education focuses on identity, fairness and belonging—not atrocity—support is typically very strong.
- Connect to the Contemporary World—Carefully
Today’s pupils grow up in a world where they are exposed, often indirectly, to news about war, displacement and injustice. Avoiding difficult history altogether can leave children without the tools to make sense of what they encounter.
Age-appropriate historical learning provides:
- vocabulary to describe injustice and prejudice
- emotional distance from current events
- frameworks for understanding human behaviour
- opportunities to ask thoughtful, structured questions
In this sense, Holocaust education is not only about the past—it is part of helping children navigate the present with greater confidence and understanding.
- Develop Your Own Subject Knowledge
One of the most common concerns among primary teachers is entirely understandable: “Do I know enough to teach this well?”
The Holocaust is a vast and deeply studied subject, with a substantial body of historical and educational literature. It is neither realistic nor necessary for primary teachers to become specialists. However, developing secure, foundational subject knowledge is essential for teaching with confidence and care.
This does not mean mastering every historical detail. Instead, it involves building a clear understanding of:
- the context of Nazi Germany and the role of antisemitism
- how discrimination and exclusion developed over time
- the diversity of Jewish life in Europe before the war
- the experiences of individuals and families, particularly children
- how historians use evidence, testimony and interpretation
Equally important is pedagogical subject knowledge—understanding how to teach this history appropriately to younger pupils. This includes knowing:
- what content is suitable—and what is not—at primary level
- how narrative, artefacts and personal stories can support learning
- how to avoid common misconceptions or harmful simplifications
- how to frame learning around concepts such as identity, fairness and belonging
There is, of course, a vast array of literature available, and it can feel overwhelming at first. The key is to start small and build gradually. Engaging with a handful of well-chosen, research-informed texts and organisations can make a substantial difference to both confidence and classroom practice.
Developing subject knowledge helps teachers to avoid common pitfalls, such as:
- presenting the Holocaust as a single, inevitable event rather than a process
- relying on decontextualised or emotionally overwhelming material
- reducing complex histories to simplified moral lessons
- unintentionally reinforcing myths or misconceptions
Even modest engagement with high-quality scholarship can significantly strengthen teaching. Over time, this builds not only confidence, but also a deeper sense of professional responsibility and trust in one’s own judgement.
A Final Word on Confidence — and Professional Growth
Primary teachers play a vital role in shaping not just what pupils know, but how they begin to think about the past and their place within it.
It is worth reiterating:
You do not need to tell the whole story.
You do not need to “teach the Holocaust” as a complete unit.
Instead, your role is to help children begin to understand that:
- prejudice can grow if it is not challenged
- identity and belonging matter deeply
- individual choices have moral significance
- history is made up of real people whose experiences still speak to us
However, confidence in teaching does not come from simplification alone—it also comes from secure subject knowledge and ongoing professional learning. The more we understand the historical context, the scholarship, and the pedagogical debates surrounding Holocaust education, the more assured and thoughtful our teaching becomes.
Approached in this way, teaching at primary level becomes not a daunting responsibility, but a meaningful and manageable opportunity—one grounded in both strong pedagogy and growing expertise.
Key References and Further Reading (Selected)
There is a substantial body of scholarship on Holocaust education, and it can feel difficult to know where to begin. The following selection provides high-quality professional source material for teachers.
Books and resources for teachers
- Szejnmann, C‑C., Cowan, P. & Griffiths, J. (eds.) (2018). Holocaust Education in Primary Schools in the Twenty‑First Century: Current Practices, Potentials and Ways Forward. Springer.
- Cowan, P. & Maitles, H. (2019). Understanding and Teaching Holocaust Education. Sage.
– Includes a dedicated chapter: Chapter 8: Teaching the Holocaust in Primary Schools - Foster, S., Pearce, A. & Pettigrew, A. (eds.) (2020). Holocaust Education: Contemporary Challenges and Controversies. UCL Press.
– Includes discussion of pedagogical debates, misconceptions, and curriculum issues, with relevant insights for progression from primary into secondary. - Schweber, S. (2004).Making Sense of the Holocaust. Teachers’ College Press.
– A valuable exploration of how the Holocaust is interpreted and taught in educational settings. - UCL Centre for Holocaust Education
Research-informed guidance, classroom resources, and professional development programmes for teachers. - National Holocaust Centre & Museum (NHCM)
High-quality primary-focused materials, including The Journey, alongside teacher training and guidance. - Historical Association (Primary History journal)
Articles and practical guidance from leading scholars on teaching sensitive and complex histories in primary classrooms. - Holocaust Memorial Day Trust (HMDT)
Accessible, age-appropriate materials that support themes of remembrance, identity and community.
Texts to Use with Pupils (Ages 9–11)
Careful text selection is crucial. The following list provides strong starting points for use with older primary pupils.
- Judith Kerr – When Hitler Stole Pink Rabbit
– A highly accessible narrative focusing on a Jewish child’s experience of displacement and exile, foregrounding family life, identity, and change. - Morris Gleitzman – Once (selected extracts only)
– Can be powerful when used carefully, focusing on character voice, perspective, and questions of truth and storytelling rather than traumatic detail. - Michael Morpurgo – The Mozart Question
– A short, reflective text that allows pupils to explore memory, storytelling, and intergenerational understanding. - Tom Palmer – After the War
– Suitable for upper KS2, particularly in linking refugee experience, resilience, and post-war lives, though it requires careful framing by the teacher. - Anne Frank – The Diary of a Young Girl (adapted or selected extracts)
– Should focus on life in hiding, voice, and identity, rather than the circumstances of death
A Closing Reflection
Developing expertise in Holocaust education is not about reaching a fixed endpoint. It is an ongoing process of engagement—with history, with scholarship, and with the ethical responsibilities of teaching.
Primary teachers already bring the most important qualities to this work:
- a deep understanding of children’s learning
- a commitment to care and safeguarding
- a capacity to make complex ideas accessible
When these are combined with thoughtful subject knowledge and carefully chosen resources, teaching about the Holocaust at primary level becomes not only possible—but profoundly worthwhile.