Lesson plans and guidance for
promoting Gypsy Roma Traveller
awareness in the primary classroom.
“Traveller pupils are still the group most at risk in the education
system. They are the one minority ethnic group which is too often
‘out of sight and out of mind’ ” (Ofsted, 2003)
“Discrimination against Gypsies and Travellers appears to be the
last ‘respectable’ form of racism”
(CRE - now Equality and Human Rights Commission, 2003)
"I'm proud of being Gypsy because it's me and my family”
(Shane - aged 14, 2006)
Key Stages 2 and 3
--SR Healthy Schools Team, Hove Park Mansions, Hove Park Villas, Hove BN3 6HW
Tel: 01273 293530 Email: [email protected] Fax: 01273 295392
SRE P
This resource was produced in partnership with:
East Sussex Traveller Education Team in consortium with Brighton & Hove
c/o Marshlands Primary School, Marshfoot Lane, Hailsham BN27 2PH
Lesson plans and guidance for promoting
Gypsy Roma Traveller awareness in the
primary classroom.
Contents:
Page
Introduction and context ………………………………………
1
Getting the most out of this package…………………………
3
Key Stage 1 Lesson Plans ..…………………..……………..
4
Key Stage 2 Lesson Plans ……………………………………
8
GRT True or False Quiz ………………………………………
14
Rainbow Play …………………………………………………... 15
Resource list ……………………………………………………
17
Useful web sites ……………………………………………….. 19
Produced by the Brighton & Hove Healthy Schools Team, in partnership with the East
Sussex Traveller Education Team, January 2009.
1
Introduction and context:
Gypsy/Roma is the largest minority ethnic community in the European Union with
approximately 12 million people. In the UK, Gypsy Roma and Irish Travellers are
recognised minority ethnic communities and number approximately 300,000. They are
also the most marginalised communities and continue to suffer extreme levels of
prejudice and discrimination.
Traveller pupils are still the group most at risk in the education system. They are the
one minority ethnic group which is too often ‘out of sight and out of mind. (Provision and
Support for Traveller pupils - Ofsted 2003)
Discrimination against Gypsies and Travellers appears to be the last ‘respectable’ form
of racism’ - 2003 CRE (now Equality and Human Rights Commission)
Nearly 9 out of every 10 children and young people from a Gypsy background have
suffered racial abuse and nearly two thirds have also been bullied or physically
attacked. (Children’s Society Report 2007)
The current situation of Gypsy, Roma and Traveller communities cannot be fully
understood without an understanding of the history of these groups. The Gypsy, Roma
and Traveller population have been the victims of social exclusion, marginalisation and
in some cases genocide for five centuries. Contemporary research has confirmed that
Gypsies, Roma and Travellers have suffered the most discrimination and are the largest
’stateless’ minority ethnic group in Europe. The roots of this social and racial divide can
be traced back to the sixteenth century when social attitudes towards Gypsies, Roma
and Travellers changed from benevolence to distrust and prejudice; this is largely
attributed to the fact that their practices of healing and fortune telling were viewed as an
antithesis to the teachings of the Church, which was becoming increasingly dogmatic in
response to the threat of popular uprising. In this climate of social, political and religious
flux, the Gypsy, Roma and Traveller communities became an increasing target for
racism and universal intolerance of the communities and their lifestyle was commonplace by the end of the sixteenth century. (p6. Gypsy Roma Traveller Achievement
Programme 2008)
Gypsy/Roma and Travellers of Irish Heritage are identified in Britain as minority ethnic
groups and identified as such in the 2000 Race Relations (Amendment) Act. This act
places a positive duty on all public authorities to: promote equality of opportunity,
eliminate unlawful discrimination and promote positive relationships between people of
different groups.
This resource has been produced to support the development of primary age children’s
awareness and understanding of Gypsy Roma Traveller people; to provide opportunities
to challenge myths and tackle prejudice and also to celebrate the richness that Gypsy,
Roma Traveller communities bring to our everyday lives.
The Gypsy Roma Traveller resource supports the cultural diversity theme within the
PSHE Curriculum framework. In particular Strand B ‘Preparing to play an active role as
citizens’ and Strand D ‘Developing good relationships and respecting differences
between people’.
2
In all schools, regardless of whether Gypsy Roma Travellers are on roll or not, the
curriculum needs to affirm Gypsy Roma Traveller cultures and history. This needs to be
ongoing.
Establishing a safe learning environment will be essential to enable children to explore
this potentially sensitive and challenging topic (see ‘Getting the most out of this teaching
package’ – for more information).
Definitions:
“Traveller” is an umbrella term used to cover several minority groups including; Gypsies,
European Roma, Irish Travellers, Fairground (Showmen), Circus, New Travellers and
those dwelling on the waterways. The usual reference to these groups now is “Gypsy
Roma Traveller” or “GRT”
Gypsy Roma Traveller pupils may choose to retain their ethnic identity even if they have
stopped travelling. Most Gypsy Roma Traveller families now live in houses, often due
to a shortfall in site provision.
This resource has been piloted in several Brighton and Hove schools.
References:
The Inclusion of Gypsy, Roma and Traveller Children and Young People’
Ref. 00063-2008DOM-EN
The Gypsy, Roma and Traveller Achievement Programme July 2008
Traveller Education Team (East Sussex Traveller Education Team in consortium with
Brighton & Hove) website
Gypsy Roma Traveller History month website
Special Thanks to:
Julie Bennett – Traveller Education Team (East Sussex Traveller Education Team in
consortium with Brighton & Hove)
Bola Georgiades – Hertford Junior School
Sarah Jackson – St Luke’s Junior School
Laura King – Stanford Infants
Catherine Tanner – Cedar Centre
3
Getting the most out of this resource:
Preparation:
 Use the support materials to develop your awareness of the context and history
of Gypsy Roma Travellers.
 Watch the DVD resources to develop your understanding of the views and
cultural experiences of adults and children from the Gypsy Roma Traveller
community.
 Inform parents beforehand about this topic (via newsletters etc).
 Visit the local Traveller Education Team website (via Brighton and Hove
Education Online> Central Services> Traveller Education).
 If necessary:
Contact Healthy Schools Team for support and training
Contact Traveller Education Team for support and training.
Teaching and Learning:
 Review the learning environment – are there structures and routines (eg ground
rules; thought walls and communication boxes) in place to enable children to
explore this potentially sensitive and challenging topic (see support materials
‘Establishing a safe learning environment’).
 Guide children via ground rules about the right to pass and how much to share in
public setting.
 Use the support materials to reflect on ‘preferred terms and language’ and model
within your practice.
 Use year group planning time to rehearse possible questions and answers (see
support materials ‘Answering Difficult Questions).
 Reflect on how to challenge stereotypes and prejudice (see support materials
‘Some key skills for challenging prejudice’).
 Include opportunities to explore the cultural and artistic contributions of Gypsy
Roma Travellers ( see Gypsy Roma Traveller Month
website:www.grthm.co.uk/culture.html)
 Develop understanding by using key texts as class stories and/ or as part of
Guided reading.
 Review school resources – are there books and artefacts in the school that
reflect Gypsy Roma Traveller culture?
Development:
 Keep up to date with developments and resources;
 Contact the Healthy Schools Team and/or Traveller Education Team for support
and related training
 Share good practice and contacts via the Healthy Schools Network meetings
(contact the HST for details).
4
Gypsy, Roma, Traveller Awareness Lesson Plan – Key Stage 1
Lesson Title: All the same all different.
Number in series: 1 of 2
Intended lesson length: 45 minutes
Previous learning: SEAL theme ‘New Beginnings’: exploration of similarities and
difference.
Objective:
D4: To identify and respect similarities and differences between people including
physical appearance, culture, family, religion and language.
D9: To respond positively to the diversity and similarity of individuals and groups,
including questioning stereotypes.
Intended learning outcomes / success criteria:
I feel good about the ways we are similar in the group and the ways I am different.
I can tell you some ways in which I am the same as and different from my friends.
I know that there are similarities and differences between every child in the class.
I can tell you about my home and a Gypsy, Roma, Traveller child’s home.
Materials / resources: images of homes; images of Gypsy, Roma, Traveller homes –
from Traveller’s Homes Teachers resource photo Pack (Suffolk) and Gypsy and
Traveller Picture Library ( Durham); Something Else by Kathryn Care and Chris Riddell
;selection of picture book resources ( see book list); persona doll if available.
Activities:
Guidance for teachers:
All lessons begin with: ground rules/
Introduce mini-module. Explain that we are
rights and responsibilities – recap use of
going to be thinking about ourselves and
communication boxes/thought walls for
finding out about others – and we will be
any questions that arise.
learning how we are all similar and different
Be prepared that some children may
and how we are all special in different ways.
share that they are Gypsy, Roma,
Traveller children for the first time in
these lessons.
Warm up: In pairs – look carefully at each
others hands (or hair) – what is the same;
what is different? Feedback and scribe ideas
on a large outline of a hand and display.
Display from this activity acts as a useful
Celebrate the differences described.
reminder /recap for future activities.
Activity 1:
Think, pair, share: think about key questions
about the concept of ‘home’.
 What does ‘home’ mean? What is it
like? What happens there? What
would you expect it to look like? What
would you expect to find inside? Who
is there? How does ‘home’ make you
feel?
Feedback and scribe ideas.
Ask: What is the best thing about your
home? What are you proud of?
As a class: Show an image of a house – ask NB Most Gypsy, Roma, Travellers live
in houses (see introductory notes).
what is the same/different to your home?
Show an image/model of a Gypsy, Roma,
Traveller’s caravan - what is the
same/different to your home?
5
Explain: today we are going to learn
something about the lives of Gypsy, Roma,
Travellers.
Briefly model task –select a photo and briefly
discuss the similarities and differences
between your homes and the ones in the
pictures.
Task:
In pairs /small groups look at 3 photos and
talk about the similarities and differences
between your homes and the ones in the
pictures. Choose one difference and one
similarity to share with the class.
Highlight ground rules that refer to
respectful communication – no put
downs etc.
Read picture book about a Gypsy, Roma,
Traveller child and/or use a persona doll of a
Gypsy Roma Traveller child.
Ask: What have you learnt today?
What have you found out about being the
same as someone else? What have you
found out about being different?
Read Something Else by
Kathryn Care and Chris Riddell
Assessment opportunities:
Can children describe how they are the same
as their friends and how they are different?
Are the children able to recognize that being
different can be a positive and enriching
experience?
6
Gypsy, Roma, Traveller Awareness Lesson Plan – Key Stage 1
Lesson Title: Sticks and Stones
Number in series: 2 of 2
Intended lesson length: 45 minutes
Previous learning: SEAL theme ‘New Beginnings’: exploration of similarities and
difference; SEAL ‘Say No to Bullying’.
Objective:
D4: To identify and respect similarities and differences between people including
physical appearance, culture, family, religion and language.
D9: To respond positively to the diversity and similarity of individuals and groups,
including questioning stereotypes.
Intended learning outcomes / success criteria:
I feel good about the ways we are similar in the group and the ways I am different.
I can tell you some ways in which I am the same as and different from my friends.
I know that there are similarities and differences between every child in the class.
I know that it is wrong to tease someone because they are different and I am developing
the ability to support others when someone is being unkind to them.
Materials / resources: feelings fans; Angelina DVD: The Lucky Penny- episode
‘Angelina and Anya’; picture book resources (see book list); persona doll if
available.
Activities:
Guidance for teachers:
All lessons begin with: ground rules/ rights
Recap lesson 1. What did we find out
about being the same and being different? and responsibilities – recap use of
communication boxes/thought walls for any
questions that arise.
Warm up:
With a confident volunteer (or with class
Model giving positive status to differences
persona doll) model looking at similarities
and similarities.
and differences between child and
Persona Doll could be used very effectively
teacher’s face.
In pairs: look carefully at each others faces in this lesson. The Ethnic Minority
Achievement Service ( EMAS – formerly
– what is the same – what is different?
Feedback and scribe examples around an SEAL sometimes loan persona dolls)
Contact: EMAS Tilbury House, Florence
image of a face and display.
Place, Brighton BN1 7GU; tel: (01273)
Ask: What have we found out about our
507367; [email protected]
faces?
How does it feel to be the same/different to Be prepared that some children may raise
issues of racism, sexism and homophobia
your classmates?
in this discussion about similarity and
difference.
Activity 1:
We have just talked about each other in a
positive way and celebrated how we look.
Sometimes children call each other
Cross the circle; stand in designated areas
names. These are called put downs.
Think, pair share: what kind of things have of the room.
you heard?
Ask the children to indicate if they have
ever been called a name/ and if they have
ever called someone a name?
Highlight – how often it is how we are
7
different that gets put down.
How do you think someone feels who is
put down?
Think, pair, share. Use feelings fans to
show feelings.
Ask for volunteers to set up a freeze frame
of a playground incident – eg one person
calling a name; one person looking upset;
one bystander.
Ask the children: What can we do if
someone calls us a name? What can we
do if we see some one else being called a
name? What could we do if we have called
someone a name?
Briefly role-play their ideas.
Feedback and discuss safe strategies.
Activity 2:
Watch Angelina DVD.
Key questions to think about while
watching: who is the new person? How is
her family different to the other villagers?
How is she the same? What happens?
What does Angelina do? Why do you think
the harvest mouse is blamed?
Discuss key questions.
Hot seat key characters (have some
prepared questions).
Think, pair, share: how would you
welcome someone new into class?
Model a ‘put up’. Ask class for other ideas
– scribe.
In pairs: give each other a put up.
During the week – focus on put ups.
Share a picture book with a focus on an
aspect of Gypsy Roma Traveller life.
Could record strategies with a digi-cam
and display as visual cues to reinforce
learning.
Link to whole school policies; previous
SEAL lessons eg Say No to Bullying week.
Watch DVD more than once.
Some boys may have reservations about
the DVD but pilot schools reported very
positive responses once they watched the
story.
Assessment opportunities:
Can the children recognise that it is unkind
to tease someone because they are
different?
8
Gypsy, Roma, Traveller Awareness Lesson Plan – Key Stage 2
Lesson Title: Children’s Rights
Number in series: 1 of 2
Intended lesson length: 45 minutes
Previous learning: SEAL units exploring similarity and difference; Say No to Bullying.
Objective:
B1: To understand the consequences of anti-social and aggressive behaviours, such as
bullying, racism, homophobia, on individuals and communities.
B14: Develop a sense of fair play including respect for the processes of law and the
rights of others.
B16: Reflect on spiritual, moral, social and cultural issues using imagination and
empathy for others.
Intended learning outcomes / success criteria:
I can tell you about the differences between us.
I can celebrate these differences.
I can think about other people's experiences
I can recognise when someone has been treated unfairly.
Materials / resources: ‘For Every Child’ the rights of the child in words and
pictures (UNICEF); Sticks and Stones DVD; Gypsy Roma Traveller Young People
CDROM; white boards; ‘True, false, not sure’ cards; agree/disagree; not sure
cards; poem: ‘Rainbow Play’.
Activities:
Guidance for teachers:
All lessons begin with: ground rules/ rights
Introduction: Introduce mini-topic –
and responsibilities – recap use of
explain ‘I can’ statements.
communication boxes/thought walls for any
questions that arise.
Be prepared that some children may share
that they are Gypsy, Roma, Traveller
children for the first time in these lessons.
Warm up:
Individually record on white boards three
‘Me’ ideas. Model examples (eg a hobby;
Chinese birth year; a skill). Set time limit.
Share with a partner – find one difference;
one similarity.
Feedback – what was this like?
Easy/difficult? Any surprises?
Guide children to write down aspects of
themselves that they are comfortable to
share in the class setting.
Highlight – how we have similarities and
differences – and these enrich our class
and school community.
Make link to School Charter /golden rules
regarding respect for difference; and right
to feel safe and valued.
Rights of the Child: Hand out excerpts
from ‘For Every Child’ – in pairs and
decide which right they think is most
important.
Class teacher tally children’s choices.
Limit number of excerpts. Include for
example: Right to shelter (No.24); Right to
protection from harm and abuse (No.19);
Freedom of expression (No.13); Right to
own language and/or religion (No.30).
9
Children briefly explain choices.
Ask: do you think you have these rights?
Explain – now going to learn about a group
of children who feel just like you that these
rights are important but they don’t feel they
have these rights.
Watch Gypsy, Traveller Young People
CD ROM – section on UN rights.
Briefly listen to reactions.
Watch Sticks and Stones DVD.
Introduce – DVD made in our area about
and by Gypsy, Roma, Traveller children –
about their experiences.
Whilst watching – individually record on
white boards one thing these children like
about going to school / and one thing they
don’t.
Reactions? Discuss key questions.
Make link to Rights of the Child activity –
ask do you think these children have their
rights?
Highlight that children on this CDROM also
believe that children should have certain
rights. Highlight that they have different
accents to most children in south of Britain.
If time permits watch DVD more than once.
Volunteers make a freeze frame from the
DVD to show its key message. Class
members ‘thought track' key characters.
Gypsy, Roma, Traveller - True or False
activity:
In pairs read and fill in True or False
activity about Gypsy Roma Travellers. Set
time limit.
Class use True/False/Not sure cards to
share thoughts. (All answers True except
first one). Rectify any misconceptions.
Name – calling activity:
Link to Rights of the child – hands up who
has ever been called a name/ who has
called someone a name.
In pairs: Why do you think children do
this?
How does it feel?
What can you do if it happens to you / if
you see it happening to someone else?
If time permits: Use agree / disagree / not
sure cards to respond to statements about
name – calling.
‘The Travelling People’ by A. Wormington,
S. Newman and C. Lilly (Hackney and
Newham) has material that supports this
activity.
If appropriate, make links to History topic
‘The Tudors’.
Link to school policies and SEAL work on
‘Say No to Bullying’.
10
Plenary:
Volunteers read ‘Rainbow Play’ (from a
Native American legend).
What is the message of this play?
If time permits children could explore this
play through different media (eg art and
dance). One of the pilot schools made a
presentation in assembly. (See Healthy
Schools web site on Brighton & Hove
Education online for examples).
What have you learnt from this lesson?
How would you welcome someone new
into class?
Try to include opportunities during this
mini-topic to review the ‘Gypsy, Roma,
Traveller History Month’ website
http://www.grthm.co.uk/culture.html
This will provide opportunities for children
to understand the rich cultural contribution
Gypsy, Roma, Traveller people.
Assessment opportunities:
Can the children recognise and celebrate
each others similarities and differences?
Can they recognise when someone has
been treated unfairly?
11
Gypsy, Roma, Traveller Awareness Lesson Plan – Key Stage 2
Lesson Title: Children’s Rights
Number in series: 2 of 2
Intended lesson length: 45 minutes
Previous learning: SEAL units exploring similarity and difference
Objective:
B1: To understand the consequences of anti-social and aggressive behaviours, such as
bullying, racism, homophobia, on individuals and communities.
B14: Develop a sense of fair play including respect for the processes of law and the
rights of others.
B16: Reflect on spiritual, moral, social and cultural issues using imagination and
empathy for others.
Intended learning outcomes / success criteria:
I can tell you about the differences between us.
I can celebrate these differences.
I can think about other people's experiences
I can recognise when someone has been treated unfairly.
I know more about the life, culture and history of Gypsy, Roma, Traveller people.
Materials / resources: A Beginner’s Guide to Gypsy and Traveller Young People
CDROM; Booklet: The Travelling People; Traveller’s Homes Teachers resource
pack (Suffolk) and Gypsy and Traveller Picture Library (Durham); coloured
squares of paper; post-its.
Activities:
Guidance for teachers:
Introduction: Introduce mini-topic – explain All lessons begin with: ground rules/
rights and responsibilities – recap use of
‘I can’ statements.
Recap lesson 1 – what did you find out last communication boxes/thought walls for
any questions that arise.
week?
Warm up:
Group activity:
Hand out a small, coloured square of paper
to each pupil.
Give everyone the same colour except two
children – give a different colour (eg all have
yellow, one has green, one has red- ensure
that these are confident, resilient children).
Ask the children to get into groups.
 Ask the main group how they knew
which group they were in.
 Ask the odd ones out what it felt like.
 Ask main groups how they felt
towards those who were different.
 Did anyone invite you?
 How does it feel to be outside the
main group?
 Have you ever felt like an outsider?
 Can you think of any groups that
might feel like outsiders?
12
Today we are going to find out more about
the lives and experiences of Gypsy,
Roma, Travellers.
Think, pair, share:– discuss what are you
proud of (self/home/family)?
Share. Highlight and celebrate the
similarities and differences.
Photocard activity:
Model looking for similarities and
differences between homes in the pictures
and your own.
If possible display on Interactive White
Board.
In pairs/small groups: Look at photocards
of Gypsy, Roma, Traveller families. Talk
about the similarities and differences
between your homes and the ones in the
pictures. Choose one difference and one
similarity to share with the class.
Set time limit.
Children feedback similarities and
differences.
Ask: Do you have more or less in common
with Gypsy, Roma, Traveller children than
you expected?
Check understanding of terms ‘prejudice’
and ‘discrimination’.
Explain that due to the high levels of
prejudice and discrimination that Gypsy,
Roma, Traveller people experience – some
children hide their culture in school.
As we found out in lesson one there are
many misconceptions about Gypsy, Roma,
Traveller people. We are going to learn
some more about Gypsy, Roma, Traveller
people’s lives, history, culture and customs.
Model reading and reviewing information
and presenting about Gypsy, Roma,
Travellers.
For example: review information about
where Gypsy, Roma, Travellers live (from
Travelling People booklet), write three key
facts on post-its.
Ensure there is a range of differentiated
information.
13
In pairs /small groups:
Read and review information ( from ‘The
Travelling People’) and photographs (
Traveller’s Homes pack) about: Romany
Gypsies; Irish Travellers; Scottish
Travellers; Welsh Travellers; New
Travellers; Bargees; customs and traditions;
Showmen and Circus people; where
Travellers live; traditional occupations.
Children write three key facts on post-its
and share on a class display.
See Healthy Schools Team website on
Brighton and Hove Education on-line for
resources.
Visual Image activity:
In pairs: Children consider a range of visual
images (for example: Gypsy, Roma,
Traveller flag; a wheel; a vardo; a map of
India etc) and explain what they symbolise.
Share.
Ask: What have you learnt from this
lesson?
What will you take away from this lesson?
Assessment opportunities:
Can the children recognise and celebrate
similarities and differences between
themselves?
Can the children talk about some aspects of
the lives and experiences of Gypsy, Roma,
Traveller people?
14
Gypsy, Roma, Travellers – True or False?
Task: Read these statements carefully and decide if you think it is
true, false or you are not sure.
All Gypsy, Roma, Travellers live in caravans.
It was a crime punishable by death to be a Gypsy,
Roma, Traveller in Tudor times.
Thousands of Gypsy, Roma, Travellers were murdered
in the 1940s by the Nazis in the Holocaust.
Some Travellers don’t like being called a ‘Gypsy’.
Many Gypsy /Travellers are very careful about
cleanliness and have special rules for washing clothes
and preparing food.
The term ‘Gypsy Roma Traveller’ describes many
groups of people including: English and Welsh Gypsies;
Irish and Scottish Travellers; Fairground families; Circus
families; New Travellers and Bargees and other families
living on boats.
All Gypsy, Roma, Travellers are individuals.
15
Gypsy, Roma, Travellers – True or False?
ANSWER SHEET
All Gypsy, Roma, Travellers live in caravans.
F
It was a crime punishable by death to be a Gypsy,
Roma, Traveller in Tudor times.
T
Thousands of Gypsy, Roma, Travellers were murdered
in the 1940s by the Nazis in the Holocaust.
T
Some Travellers don’t like being called a ‘Gypsy’.
T
Many Gypsy /Travellers are very careful about
cleanliness and have special rules for washing clothes
and preparing food.
T
The term ‘Gypsy Roma Traveller’ describes many
groups of people including; English and Welsh Gypsies,
Irish and Scottish Travellers, fairground families, circus
families, New Travellers and Bargees and other families
living on boats.
T
All Gypsy, Roma, Travellers are individuals.
T
16
Rainbow Play
Red:
I am in charge of all of you. Red is after all the colour of blood and fire.
Orange:
You big-headed, red faced fool. I am the colour of health. I fill oranges,
carrots and pumpkins with goodness.
Yellow:
My you orange idiot. Yellow is the colour of sunshine and warmth. Surely I
am the best.
Blue:
Hey you sickly jaundiced colour you! I am the colour of sky and water, how
important is that?
Purple:
Important, you puny thing: Never. I am the colour of kings. The colour of
power.
Green:
Be quiet you show off. I am the colour of grass, trees and plants. Without
me the world would be dull and uninteresting.
Indigo:
You idiot. You are the colour of slime. I am the colour of peace.
Rain:
Oh you foolish silly colours. Why do you argue and call each other names?
Don’t you know that each of you has a special purpose that is unique and
different? On your own, you are nothing more than one colour. It is only if
you join together that you are able to make a really beautiful rainbow.
Native American Poem.
17
Resource list for Gypsy Traveller Awareness lesson plans
Key stage 1
Traveller’s Homes Teachers resource Pack (photopack)
Minority, Ethnic and Traveller Achievement Team
Suffolk County Council 2006
Contact: Traveller Education Support Service
01473 583529/ 583530
Gypsy and Traveller Picture Library (CDROMs of photos)
Celebrating diversity and promoting race equality
Durham County Council
The Travelling People, by Anthea Wormington, Sian Newman and
Chris Lilly. Hackney, Newham and Tower Hamlets Traveller education Services,
ISBN 09538008-3-0., tel. 02073646478
Something Else by Kathryn Care and Chris Riddell
Puffin
ISBN 0-14-054 907-2
DVD Angelina Ballerina ‘The Lucky Penny’
Episode ‘Angelina and Anya’
A selection of picture books:
For example:
Ruby’s Rabbits, Norfolk Traveller education Service, ISBN 1899728057, £6.99,
telephone 01603766133
Sean’s Wellies, Norfolk Traveller education service, tel. 01603 766133, £6.95
Where’s Mouse? Cardiff Traveller Education Service 02920790211, £3 (available in
big book form at the bargain price of £3.50).
Where’s My Teddy? Durham and Darlington Education Service for Travelling
children, ISBN 09538322-1-x, £5.35, activity pack £16.00, 01740 656998.
Collette goes to School by Karen Taylor, [email protected] ISBN 09547922-0-3,
Monday Morning, Hertfordshire TEP, 01992 553703. (Available in book big form).
Models of caravans or trailers:
“Knockabouts” supply wooden toys and jigsaws; they produce a range of
Traveller resources eg. Large tray jigsaws, small lorry and trailers, trailer
counting and sorting set and a fairgrounds range.
Telephone 01842 762560 for a catalogue.
A selection of jigsaw packs (showing the inside and outside of a traditional vardo
and a modern trailer; images of Gypsy Roma Traveller lifestyle) available from
Durham County Council Ethnic Minority and Traveller Achievement Service Tel:
01740 656998.
18
Resource list for Gypsy Traveller Awareness lesson plans
Key stage 2:
Traveller’s Homes Teachers resource Pack (photopack)
Minority, Ethnic and Traveller Achievement Team
Suffolk County Council 2006
Contact: Traveller Education Support Service
01473 583529/ 583530
Gypsy and Traveller Picture Library (CDROMs of photos)
Celebrating diversity and promoting race equality
Durham County Council
Contact: EMTAS (Ethnic Minority and Traveller Achievement Service, Durham)
Tel: 01740 656998
The Travelling People, by Anthea Wormington, Sian Newman and
Chris Lilly. Hackney, Newham and Tower Hamlets Traveller education Services,
ISBN 09538008-3-0., tel. 02073646478
The Beginner’s Guide to Gypsy and Traveller Young People CDROM
Community Base
113 Queen’s Road
Brighton BN1 3XG
www.Gypsy-Traveller.org
For Every Child – UNICEF rights of the child in words and pictures.
Red Fox ISBN 978-0-099-40865-9
(Also part of the Disability Equality Education Resource pack – sent out to all Brighton
and Hove primary schools.)
Sticks and Stones DVD
Made by East Sussex Traveller Education Service.
Copies available from: East Sussex Traveller Education Service,
c/o Marshlands School Hailsham.
19
Useful Websites
Guidance for Traveller Education
www.standards.dfes.gov.uk/ethnicminorities/raising_achievement/whats_new
Includes document to download:
July 2003 Aiming High: Raising the Achievement of Gypsy Traveller Pupils
Also a useful book resource list.
www.ofsted.gov.uk
Includes document to download:
December 2003 Provision and Support for Traveller Pupils
www.cre.gov.uk
Committee for Racial Equality – includes Strategy for Gypsies and Travellers
Information about Traveller Culture and Issues
www.kented.org.uk/ngfl/literacy/traveller/main.html
Includes literacy plans to raise Traveller awareness. Makes use of texts which relate to
Traveller culture and history (suitable for KS1 & KS2).
www.Gypsy-Traveller.org
Run by Friends, Families and Travellers. Includes ‘Beginners guide to Gypsies and
Travellers’
http://www.gypsy-traveller.org/cyberpilots/adult_section/resources_report.htm
Young Gypsy-Traveller Resources and Reports
A very useful site including lots of information about useful resources.
Gypsy Roma Traveller History Month
http://www.grthm.co.uk/culture.html
This site provides lots of useful information about the history and cultural contribution
made by Gypsies, Roma and Travellers.
Many of the Gypsy Roma Traveller Services have websites with lots of useful
information and resource lists. Including:
East Sussex Traveller Education Team
https://czone.eastsussex.gov.uk/specialneeds/travellerchildren
Gypsy Roma Traveller Leeds
http://www.grtleeds.co.uk/index.html
Scottish Traveller Education Service
http://www.scottishtravellered.net/index.html
Devon Traveller Education service
http://www.devon.gov.uk/travellers_education.htm
20