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.
Introduction and context:
Gypsy/Roma is the largest minority ethnic community in the European Union with approximately 12 million people. In the
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 common-place 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
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’.
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
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
- 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).
Gypsy, Roma, Traveller Awareness Lesson Plan – Key Stage 1
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Lesson Title: All the same all different.
Number in series: 1 of 2
Intended lesson length: 45 minutes
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Previous learning: SEAL theme ‘New Beginnings’: exploration of similarities and difference.
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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.
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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.
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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.
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Activities:
Introduce mini-module. Explain that we are going to be thinking about ourselves and finding out about others – and we will be learning how we are all similar and different and how we are all special in different ways.
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.
Celebrate the differences described.
Activity 1:
Think, pair, share: think about key questions about the concept of ‘home’.
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 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?
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.
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
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Guidance for teachers:
All lessons begin with: ground rules/ rights and responsibilities – recap use of 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.
Display from this activity acts as a useful reminder /recap for future activities.
NB Most Gypsy, Roma, Travellers live in houses (see introductory notes).
Highlight ground rules that refer to respectful communication – no put downs etc.
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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?
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Gypsy, Roma, Traveller Awareness Lesson Plan – Key Stage 1
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Lesson Title: Sticks and Stones
Number in series: 2 of 2
Intended lesson length: 45 minutes
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Previous learning: SEAL theme ‘New Beginnings’: exploration of similarities and difference; SEAL ‘Say No to Bullying’.
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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.
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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.
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Materials / resources: feelings fans; Angelina DVD: The Lucky Penny- episode ‘Angelina and Anya’; picture book resources (see book list); persona doll if available.
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Activities:
Recap lesson 1. What did we find out about being the same and being different?
Warm up:
With a confident volunteer (or with class persona doll) model looking at similarities and differences between child and teacher’s face.
In pairs: look carefully at each others faces – what is the same – what is different?
Feedback and scribe examples around an image of a face and display.
Ask: What have we found out about our faces?
How does it feel to be the same/different to your classmates?
Activity 1:
We have just talked about each other in a positive way and celebrated how we look.
Sometimes children call each other names. These are called put downs.
Think, pair share: what kind of things have 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 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.
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Guidance for teachers:
All lessons begin with: ground rules/ rights and responsibilities – recap use of communication boxes/thought walls for any questions that arise.
Model giving positive status to differences and similarities.
Persona Doll could be used very effectively in this lesson. The Ethnic Minority Achievement Service ( EMAS – formerly SEAL sometimes loan persona dolls) Contact: EMAS Tilbury House,
Be prepared that some children may raise issues of racism, sexism and homophobia in this discussion about similarity and difference.
Cross the circle; stand in designated areas of the room.
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.
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Assessment opportunities:
Can the children recognise that it is unkind to tease someone because they are different?
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Gypsy, Roma, Traveller Awareness Lesson Plan – Key Stage 2
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Lesson Title: Children’s Rights
Number in series: 1 of 2
Intended lesson length: 45 minutes
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Previous learning: SEAL units exploring similarity and difference; Say No to Bullying.
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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.
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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.
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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’.
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Activities:
Introduction: Introduce mini-topic – explain ‘I can’ statements.
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?
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.
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?
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.
Plenary:
Volunteers read ‘Rainbow Play’ (from a Native American legend).
What is the message of this play?
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
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Guidance for teachers:
All lessons begin with: ground rules/ rights and responsibilities – recap use of 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.
Guide children to write down aspects of themselves that they are comfortable to share in the class setting.
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).
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
If time permits watch DVD more than once.
‘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’.
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).
This will provide opportunities for children to understand the rich cultural contribution Gypsy, Roma, Traveller people.
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Assessment opportunities:
Can the children recognise and celebrate each others similarities and differences?
Can they recognise when someone has been treated unfairly?
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Gypsy, Roma, Traveller Awareness Lesson Plan – Key Stage 2
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Lesson Title: Children’s Rights
Number in series: 2 of 2
Intended lesson length: 45 minutes
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Previous learning: SEAL units exploring similarity and difference
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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.
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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.
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Materials / resources: A Beginner’s Guide to Gypsy and Traveller Young People
CDROM; Booklet: The Travelling People; Traveller’s Homes Teachers resource pack (
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Activities:
Introduction: Introduce mini-topic – explain ‘I can’ statements.
Recap lesson 1 – what did you find out last 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?
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.
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?
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.
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.
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?
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Guidance for teachers:
All lessons begin with: ground rules/ rights and responsibilities – recap use of communication boxes/thought walls for any questions that arise.
If possible display on Interactive White Board.
Check understanding of terms ‘prejudice’ and ‘discrimination’.
Ensure there is a range of differentiated information.
See Healthy Schools Team website on Brighton and
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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?
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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.
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It was a crime punishable by death to be a Gypsy, Roma, Traveller in Tudor times.
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Thousands of Gypsy, Roma, Travellers were murdered in the 1940s by the Nazis in the Holocaust.
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Some Travellers don’t like being called a ‘Gypsy’.
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Many Gypsy /Travellers are very careful about cleanliness and have special rules for washing clothes and preparing food.
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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.
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All Gypsy, Roma, Travellers are individuals.
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Gypsy, Roma, Travellers – True or False?
ANSWER SHEET
All Gypsy, Roma, Travellers live in caravans.
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F
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It was a crime punishable by death to be a Gypsy, Roma, Traveller in Tudor times.
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T
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Thousands of Gypsy, Roma, Travellers were murdered in the 1940s by the Nazis in the Holocaust.
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T
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Some Travellers don’t like being called a ‘Gypsy’.
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T
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Many Gypsy /Travellers are very careful about cleanliness and have special rules for washing clothes and preparing food.
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T
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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.
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T
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All Gypsy, Roma, Travellers are individuals.
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T
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Rainbow Play
Red:
I am in charge of all of you. Red is after all the colour of blood and fire.
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.
Resource list for Gypsy Traveller Awareness lesson plans
Key stage 1
Traveller’s Homes Teachers resource Pack (photopack)
Minority, Ethnic and Traveller Achievement Team
Contact: Traveller Education Support Service
01473 583529/ 583530
Gypsy and Traveller Picture Library (CDROMs of photos)
Celebrating diversity and promoting race equality
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
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, karentaylor43205@aol.com ISBN 0-9547922-0-3,
Monday Morning, Hertfordshire TEP , 01992
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
Resource list for Gypsy Traveller Awareness lesson plans
Key stage 2:
Traveller’s Homes Teachers resource Pack (photopack)
Minority, Ethnic and Traveller Achievement Team
Contact: Traveller Education Support Service
01473 583529/ 583530
Gypsy and Traveller Picture Library (CDROMs of photos)
Celebrating diversity and promoting race equality
Contact: EMTAS (Ethnic Minority and Traveller Achievement Service, Durham
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
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
Useful Websites
Guidance for Traveller Education
Includes document to download:
July 2003 Aiming High: Raising the Achievement of Gypsy Traveller Pupils
Also a useful book resource list.
Includes document to download:
December 2003 Provision and Support for Traveller Pupils
Committee for Racial Equality – includes Strategy for Gypsies and Travellers
Information about Traveller Culture and Issues
Includes literacy plans to raise Traveller awareness. Makes use of texts which relate to Traveller culture and history (suitable for KS1 & KS2).
Run by Friends, Families and Travellers. Includes ‘Beginners guide to Gypsies and Travellers’
Young Gypsy-Traveller Resources and Reports
A very useful site including lots of information about useful resources.
Gypsy Roma Traveller History Month
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:
Gypsy Roma Traveller Leeds
Scottish Traveller Education Service
Devon Traveller Education service
