The Development of a TY Module Which Celebrates Traveller

Heritage, with Particular Emphasis on Traveller Caravan

Woodcraft

Stephen Duffy G00324453

Submitted for the Award of

Bachelor of Science (Hons) in Education

(Design Graphics and Construction)

To
Galway-Mayo Institute of Technology, Letterfrack

Research Supervisor: Dr. Pauline Logue Collins

Readers: Susan Rogers & Anthony Clare

Programme: Design Technology Education

Module Title: Dissertation

Date Submitted: 23, March 2018 Commented [PL1]: Electronically sign the form and date it
PLAGIARISM DISCLAIMER
Student Name: Stephen Duffy
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Construction)
Year: 4th
Module: Dissertation
Assignment Title: An Exploration of the Potential of Discovery Learning
Methodologies for the Effective Teaching of the
Topic of Adhesives and Finishes in Materials
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Due Date: 23/03/2018
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2
TITLE

The Development of an Intercultural Transition Year Module Which Celebrates Traveller

Heritage, with Particular Emphasis on Traveller Caravan Woodcraft

ABSTRACT

Irish Travellers are frequently stereotyped in a negative light in modern Irish society.
Unfortunately, part of Travellers’ daily lives is their experience of racism-denial of their
identity. More often than not, this is due to misunderstandings of Traveller history and
culture. Second level education has a role to play in intercultural inclusion. With that in
mind, this research aims to promote the intercultural inclusion of the Travelling
community. Specifically, this dissertation explores the possibility of developing a cross-
subject TY Construction Studies (CS) module, which celebrates Traveller history and
culture. The learning output of this TY module is a crafted model of the traditional
Traveller Bow top caravan. Methodologically, secondary research is employed in this
dissertation, involving a literature analysis study of Traveller history and culture,
traditional caravan craftsmanship, interculturalism, TY module development, and the CS
syllabus. In terms of structure, the dissertation first examines the history and heritage of
the Irish Traveller, including the skills involved in the creation of a traditional Bow top
caravan. Next it examines the themes of discrimination and interculturalism in the 21st
century classroom. Lastly it explores the development of a cross-subject CS TY module
with reference to the CS syllabus and NCCA intercultural guidelines. Two key
recommendations arising from this research are that: 1) prior foundational knowledge of
the subjects Materials Technology (Wood), Technical Graphics and Mathematics is
preferable, for a successful outcome, and 2) the developed TY module will be pilot-tested
in a second-level school. It is the hope of the author that the post-test, final version of this
original TY module will be available to school nationally, assisting schools to create a more
intercultural learning environment for Traveller students in the Irish classroom.
KEY WORDS: Traveller Heritage, Caravan Woodcraft, Interculturalism, Transition

Year, Construction Studies.

3
1. INTRODUCTION

Travellers are an ethnic minority in Ireland and have lived on the margins of

mainstream Irish society for centuries (Keefe, 2016). Efforts have been made to assimilate

the nomadic group into mainstream culture by settling them into government housing and

enforcing school attendance (Norris, 2005). Yet even living among settled people, they

face ongoing discrimination on a daily basis (McGorrian, 2013). It is due to this racism and

the communities’ traditional values that many Traveller children do not finish secondary

level education in Ireland (O'Connell, 1997). According to John Brennan in 2015 only

thirteen percent of Traveller children finished second level education in Ireland, compared

to the ninety percent of the general population (Brennan, 2015). From working with

Traveller children in past placements the author of this paper found this to be a worrying

fact as they believe every child deserves to have an education and should see it through.

For this reason, the author has decided to create a Transition Year Module Which

Celebrates Traveller Heritage with Particular Emphasis of Traveller Caravan Woodcraft,

which would hopefully encourage Traveller children to continue out their second level

education whilst educating others about traveler culture.

The author is currently in his final year of study on the BSc in Education (Design Graphics

and Construction) (Honours) degree programme in (GMIT) Letterfrack, the completion of

which will qualify the author to teach the subjects of Materials Wood and Technology and

4
Technical Graphics for junior cycle, along with Construction Studies and Design

Communication Graphics for senior cycle in Irish secondary schools.

The aim of this study is, to develop a transition year module which will celebrate Traveller

heritage, and utilizes traditional Traveller caravan woodcraft methods in an intercultural

based learning environment.

The objectives of this dissertation, which forms the structure of the paper, are:

 To conduct a literature review on the history and heritage of the Irish Traveller and
develop a comprehensive account of traditional and contemporary caravan
woodcraft techniques in Ireland.
 To investigate intercultural education in Ireland and the effect it has on the holistic
development of students from the Traveller Community.
 To develop a Transition Year (TY) module, in the context of a traditional caravan
woodcraft project, based on guidelines by the National Council for Curriculum and
Assessment (NCCA), which efficiently promotes an intercultural learning
environment.

The research methodology adopted for this dissertation is secondary research. A critical

literature review of publications relating to historical and contemporary caravan woodcraft

techniques in Ireland, is conducted. Publications available from traditional caravan crafters,

museums, website (such as the Paveepoint and itmtrav websites) and Pinterest pages are

examined. The theme of interculturalism is explored in the context of Irish Traveller

education. Lastly, TY module development is investigated from the perspectives of the

historical development of TY and of TY development guidelines provided by the NCCA.

5
The limitations of this research are that only secondary research is conducted with no

primary research due to time limitations.

2. IRISH TRAVALLER HISTORY AND HERITAGE: CARAVAN WOODCRAFT

Irish Travellers have been a part of Irish society for centuries, according to Aoife Eibhlin

Bhreatnach, they are a distinctive indigenous nomadic minority living and working

alongside the majority settled population, with a long-shared history, traditions, language,

culture and customs (Bhreatnach, 2003). This is backed up by Paveepoint which states the

unique Traveller identity and culture, which is based on a nomadic tradition, sets Travellers

apart from the rest of the population (Point, Pavee, 2015). According to Alexa Keefe Irish

Travellers live in a parallel world to the general population, where gender roles and an

nomadic lifestyle have kept them separate from the larger Irish community even as their

freedom to roam has become increasingly reduced (Keefe, 2016). Conferring to the All-

Ireland Traveller Health Study (2010), there are 36,224 Travellers in the Republic of

Ireland, with a further 3,905 in Northern Ireland (Our Geels, 2010). The 2011 Census

shows there was a sharp decline in the number of Travellers in temporary accommodation

such as caravans and mobile homes (Barry, 2012). Almost 84 per cent of the Traveller

population lived in permanent housing in 2011 (Central Statistics Office, 2011). This

would mean the remaining 16 per cent still moves from place to place in mobile homes

without electricity and running water, the largest Catholic minority of the country is almost

illegal, often maligned and faced with prejudices (Kaufmann, 2016). The Travelling

Community in Ireland has a deeply fascinating and mysterious history, built upon years of
6
nomadism. An exploration of the history of this community uncovers a unique heritage,

including traditional caravan woodcraft.

2.1 HISTORY OF THE IRISH TRAVELLER

The Traveller Heritage website states that the historical origin of the Irish Traveller is hard

to say and that it is often mistaken that Travellers came about because of the great famine

(1845-1852) in Ireland (Traveller Heritage, 2016). There’s a common misconception that

Travellers split from settled people at the time of the Great Famine as they were failures or

misfits, because either they or their ancestors couldn’t cope during the time of the famine

(Russell, 2017). In a recent study of Irish Traveller genetics scientists from the Royal

College of Surgeons in Ireland, University College Dublin, the University of Edinburgh

and the Hebrew University of Jerusalem, discovered that the separation began 360 years or

approximately 12 generations ago (RTE, 2017). Therefore, they had split socially from the

general population of Ireland more than 180 years prior to what was previously thought

(The Journal, 2017). Although the split between Travellers and the general population

happened long before the famine, it’s still not clear as to what event, or events caused the

divide (RTE, 2017). Helleiner (2000) writes that

(a)ccording to Nan Joyce a Traveller activist and author “Travellers have existed
before the famine stating “some of my ancestors went on the road in the Famine
but more of them have been travelling for hundreds of years – we’re not drop outs
like some people think. The Travellers have been in Ireland since St Patrick’s time,
there is a lot of history behind them though there is not much written down – it’s
what you get from your grandfather and what he got from his grandfather.

7
Travellers often live in makeshift campsites, in direct contrast to the general population in

Ireland (Phelan, 2017). They are direct descendants from a group of nomadic craftsmen

that would have worked from their caravans, with the name "tinker" a reference to the

sound of a hammer hitting an anvil, though this reference is now considered offensive

(MacWeeney, 2012). There clearly was a group of Travellers who played an important role

in Irish society and Irish economy (Gréine, 1931). Tinsmithing is still practiced today by a

small number of Travellers, some class are even being taught passing the knowledge on to

the next generation (Aodha, 2017). Most of the Travellers traditional crafts such as spoon-

mending, tinsmithing and paper making have gone by the way as a result of urbanization

and the introduction of plastic and industrial technology (Mayo Ireland Ltd, 2016).

The historical and cultural heritage of the Traveller Community, including the nomadic

lifestyle, trades, language, music, storytelling, and devotion to religion and beliefs

continues to define this unique ethnic group today, as we shall now see.

2.2 CULTURE AND HERITAGE OF THE IRISH TRAVELLER

On March 1st, 2017 the Travelling community was formally recognized as an ethnic

minority group in Ireland, after they had campaigned for many years to have their unique

heritage, culture and identity formally recognized by the State (O'Halloran & O'Regan,

2017). Travellers have always traditionally lived a Nomadic lifestyle, from the old tradition

of living and working in wood crafted caravans and travelling the country, to living in more
8
modern caravans (Sligo Traveller Support Group, n.d.). More recently, many Travellers

choose to live fixed in accommodation, such as staying permanently on one site in caravans

or living in houses (Department of the Environment and Local Government, 1998).

Although a Traveller maybe living in a house they are still seen a Traveller, and nomadism

is still a part of Traveller identity, whether Travellers choose to practice nomadism

regularly or not (Coates, 2015). According to a report by the Irish Traveller Movement, in

2006, the majority of Travellers would still like to engage in nomadism for some part of

the year (Holland, 2006).

Travellers have their own language which is known as Cant, Gammon or Shelta, these can

also be seen as different dialects (Tandl, 2013). The language has roots in the old Irish

language which was spoken pre- 1200’s but also has an influence from English also

(Binchy, 2008). It is seen by some Travellers as the last thing that they have left, that gives

them their antiquity (Traveller Heritage , 2016). It is unclear how widely spoken this

language is within the Traveller community (Binchy, 1985). Perhaps living a nomadic

lifestyle throughout different parts of the country from their caravans, would have

developed their language over a long period of time.

Travellers have a rich tradition of music in their community, which is largely

undocumented but still survives among Traveller in Ireland and the UK (Cummings, 2011).

In very private communities with very few outsiders the oral tradition of exchanging

information is very strong and self-made entertainment is very common (Daly, 2007). In

the past Travellers were revered for their unique style of singing and playing music and
9
had influenced many Irish musicians such as the famous Christy Moore (Admin, 2015,

Daly, 2017). Travellers played a role as bearers of culture, music and storytelling, as whilst

travelling in their caravans for work they brought songs and stories from parish to parish

(Pavee Point, 2015).

The majority of Irish Travellers are Roman Catholics and are very devoted to their religion,

with most being christened, married, and buried in the church (Griffin, 2002). Travellers

often wear icons of religious figures and relics of various saints, where as some believe in

various omens that portend good or bad luck or some specific event with many Travellers

have a strong belief in the power of healers and old cures for illnesses (Countries and their

Cultures, 2017).

Travellers lifestyles have been historically underpinned by a preference for self-

employment and a diverse range of economic activities and many still are today (Peelo,

2008). Travellers geographical mobility, and the ability to offer multiple necessary services

to small communities which otherwise would have had no access to, has characterized the

travelling community (Meredith, 2006). Working and living from their caravans Travellers

provided trades such as tinsmithing, horse-trading, seasonal agricultural labour, and door-

to-door sales of domestic wares, whilst also being able to develop new skills to fulfil the

needs of rural communities (Meredith, 2006, Bhreatnach, 2003). Therefore, Travellers

ability to move and adapt made them become more economically viable, and without the

horse drawn caravan this could not have happened. It is this aspect of the traditional

10
woodcraft of Traveller caravans, that is of particular interest to this dissertation. In the

following section a detailed study of Traveller caravan craftmanship with be presented.

2.3 TRADITIONAL CARAVAN WOODCRAFT

Traveller horse drawn caravans provided an important structure for women as it was the

set area in which they reared their children (Okely, 1983). The caravans’ domestic

arrangements were fixed in the interiors with a wide shelf (Image 1), the collapsible seating

and, when a surplus of boys crowded the inside, the caravan itself provided sheltered

bedding for them underneath (The Irish Times, 2005).

Image 1, Bow Top Caravan Interior

11
Caravans were usually commissioned by Travellers following a special occasion such as a

wedding or the birth of a child (Cairns, 2017). At a high rate for the time and it could have

taken somewhere between six months to a year to complete the manufacture of the caravan

(S.L.Holloway, 2004). Popular materials for the caravans included oak, ash, elm, walnut

and pine (Cairns, 2017). There are typically six styles of caravan these include the Port-

cart, the Reading, the Ledge, the Bow top, the Open lot and the Burton (Watkins, 2016)

(Image 2). The one that was most popular with Irish Travellers was the Bow top style

caravan (Anon., 2017). Therefore, we will be looking mainly at this style of caravan

woodcraft.

Image 2, Types of Traveller Caravan

12
The Bow top caravan is possibly the most recognizable style, and is also the lightest

(Cairns, 2017). It was the final development of the construction of the Traveller caravan,

it had a light weight canvas top supported by a bowed wooden frame, usually with carved

and decorated front and back walls constructed of thin tongue and groove boards (Cairns,

2017, Mort, 2017). The roof under the canvas was lined with chenille, Welsh plaid” or

Tartan fabric much like the felt carts used by the Mongols travelling community (Gervers,

2009). Often the top was insulated with carpet or felt because of its light weight top, it was

less likely to turn over. Its green canvas top was also less noticeable when parked in a

wooded area. As stated earlier Travellers rarely built their own caravans, although they

sometimes participated in the carving and painting of the wagons. Some of the best

decorations were done by the Travellers.

In most modern designs of the bow-top caravan constructions traditional materials are often

replaced with lighter lower cost materials which are faster to use, such as most of the

wooden roof runners being replaced with a thicker waterproof fabric (Image 2). A modern

hitch and chassis have replaced the traditional horse hitch and wooden wheels to

accommodate for the twenty first century (Lemke, 2006) (Images 3&4).

13
 Image 3, Bow Top Caravan Modern Exterior

Images 4 and 5 Traditional and Modern Bow Top Caravan Exteriors

Although changes have been made, much of the style and essence of the traditional caravan

still remains, as does its appeal.

While, later the paper will propose how a contemporary approach to traditional caravan

craftmanship can be integrated into Traveller education, in mainstream schools, firstly, in

14
order to set the context for such an educational initiative, this paper will discuss and analyze

interculturalism in Ireland and its effect on the Travelling community today.

3. DISCRIMINATION OF IRISH TRAVELLERS AND INTERCULTURALISM

In light of the historic and contemporary experience of discrimination suffered by

Travellers, the promotion of interculturalism is necessary for the holistic development of

Traveller students today. This section begins with a discussion on Traveller discrimination

and its impact on education and identity, and then goes on to explore the potential of

intercultural education, referring to the National Council for Curriculum and Assessment

(NCCA) guidelines for post primary schools.

3.1 DISCRIMINATION OF IRISH TRAVELLERS

In Ireland there has been steadfast, consistent, terrible institutional discrimination levelled

against the Travelling community in the education system (Twomey, et al., 2015). In the

past Education policy promoted a segregated model of establishment (Bhopal, 2004). This

meant that in many schools Travellers were placed in special all-Traveller classes with one

Teacher who accommodated for all Traveller children irrespective of age in one classroom

(Paveepoint, 2010). Evidence has shown that Traveller-only schools and classes have

created poorer outcomes for Travellers, with many leaving school without any formal

qualifications and with low levels of literacy and numeracy (ITM, n.d.).

15
What about children from the Travelling community today? According to (CSO, 2002)

54.8 percent of members of the Travelling community only received a primary education,

with 63.2 percent of Traveller children leaving school before the age of fifteen. In 2016,

only 13 percent of Traveller children completed their second-level education compared to

92 percent in the settled community (English, 2016). In 2017 that number rose from 13

percent to 16 percent of Travellers completing their Leaving Certificate (RTE, 2017). It is

clear that the number of Traveller children completing second level education is on the rise,

but why are there still such a high level of Traveller children leaving school without at least

a secondary level education?

The author’s experience of teaching and working with Traveller children, in a post primary

context, suggest that many factors are at play. Many students do not have much

encouragement from their parents to stay in school. There could be many reasons for this,

one of which includes “their own poor educational attainment and, for many, their negative

experience in school, illiteracy, and the widespread experience of exclusion” (Government

Publications Office, 2006). Another reason was peer pressure; if one the students’ friends

had left school early they would too, as they are a close knit community they feel like they

have to stick together.

Regrettably many Traveller children believe that their identity will pose a problem for them

in school (Derrington, 2008). Additionally, it is difficult for Travellers to see the positive

outcomes in staying on in mainstream education as many Travellers experience

discrimination in trying to obtain employment (Paveepoint, 2010). Looking at those aged

16
25 to 64 years and in private housing, there is a huge difference between Travellers and

non-Travellers in the percentages at work, with figures of only 11 percent for Travellers

compared to 66 percent for non-Travellers (Watson, et al., 2017). According to a workplace

survey in 2005, they found that one in four workers would be unhappy to have a Traveller

working alongside them (The Irish Times, 2005).

This dissertation argues that intercultural education offers a positive alternative to

discrimination; in the next section the theme of intercultural education will be examined,

including its importance in the education of students from the Travelling community.

3.2 INTERCULTURAL EDUCATION

Intercultural education, is essentially about positive interaction, understanding and respect.

It is about ensuring that cultural diversity is acknowledged and catered for within the

classroom. It is about inclusion for minority ethnic groups by design and planning, not as

a default or add-on. It further acknowledges that people should have the freedom to keep

alive, enhance and share their cultural heritage (NCCRI, 2009). It is education, which

promotes equality and human rights, challenges unfair discrimination, and promotes the

values upon which equality is built (NCCA, 2006).

Multiculturalism on the other hand is the preservation of different cultures or cultural

identities within a unified society, as a state or nation (Dictionary.com, 2010). Although

each cultural group does not necessarily have engaging interactions with each other

(Schriefer, 2017). In 2012 David Cameron declared that multiculturalism has not worked
17
in the United Kingdom, shortly after Chancellor Angela Merkel declared it had completely

failed (Modood & Meer, 2012).

Assimilation, in contrast, is a process by which ethnic and racial distinctions between

groups disappear because one group is absorbed into another group’s culture or because

two cultures blend to form a new culture (Ferrante, 2008). This was something the Irish

government tried to do to the Travelling community, by supplying them with houses called

tigeens there was hope that the Travelling community would eventually integrate with the

rest of the population (Browne, 2001).

In 2017 the Irish State made a formal recognition of Irish Travellers as an indigenous ethnic

minority after the Travelling community had campaigned for many years to have their

unique heritage, culture and identity formally recognized by the State (RTE, 2017). The

Taoiseach Enda Kenny had said that it should help Traveller families have a better future

with less negativity, exclusion and marginalization (Quann, 2017).

In 1994, the Salamanca Statement on Principles, was drawn up. It proclaims that every

child has a fundamental right to education, and must be given the opportunity to achieve

and maintain an acceptable level of learning. Every child has unique characteristics,

interests, abilities and learning needs. Education systems should be designed and

educational programmes implemented to take into account the wide diversity of these

characteristics and needs. Those with special educational needs must have access to regular

schools which should accommodate them within a child centered pedagogy cap able of

18
meeting these needs. Regular schools with this inclusive orientation are the most effective

means of combating discriminatory attitudes, creating welcoming communities, building

an inclusive society and achieving education for all; moreover, they provide an effective

education to most children and improve the efficiency and ultimately the cost-effectiveness

of the entire education system (UNESCO, 1994).

It is important to create an intercultural classroom as creating a positive and engaging

classroom atmosphere for all students is one of the greatest tools teachers can use to

encourage children's learning (Conroy, 2009). By fostering a culturally inclusive learning

environment, it encourages all students – regardless of age, gender, ethnicity, religious

affiliation, socioeconomic status, sexual orientation or political beliefs – to develop

personal contacts and effective intercultural skills (GIHE, n.d.). It means that students can

learn in a supportive environment free from prejudice and discrimination. It also means

students have opportunities to explore cultures and beliefs that may be different from their

own (NSW, 2017). It is clear that there is a lot to be gained from creating a culturally

inclusive classroom.

According to (Quish, 2008) conflict of interests underpins the education system in Ireland.

The conflict occurs between those that are mainly concerned with academic achievement

and those that are concerned with holistic education. Here teachers are often caught in the

middle and are expected to achieve on both counts. Everyone has met someone that has a

well-developed personality though they may not have had great success academically and

19
vice versa. It could be said here that both views are as strong as each other, as it is important

for students to achieve academically but also for them to develop holistically.

The National Council for Curriculum and Assessment (NCCA) has developed Intercultural

Education in the Post-Primary School, Guidelines for Schools (2006). These guidelines

provide guidance for teachers and school management on:

1. Mediating the curriculum in a way that reflects cultural diversity

2. Making the curriculum as accessible as possible for children from ethnic minority

groups

3. Enhancing the intercultural experience of all pupils

4. Creating an inclusive school culture.

The guidelines are designed to provide information for teachers and schools on ethnic and

cultural diversity, racism and intercultural education as well as a practical resource that

teachers can use in their everyday planning and teaching. It includes a range of exemplars

based on classroom practice showing how to use an intercultural approach in a wide range

of Junior Certificate subjects and a comprehensive resource list for teachers to access

further information and teaching resources (NCCA, 2006).

It can be argued that a contributing factor to the low levels of achievement of Travellers in

Education is the lack of visibility of Traveller culture within the school system. This may

add to the feeling of isolation experienced by Traveller children, thus losing the students’

sense of belonging.
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One possible demonstration of intercultural education, proposed in this dissertation, is the

creation of a TY module, based on the woodcraft of a traditional Traveller caravan, that

would give Traveller children a greater sense of belonging within the school environment.

This TY module would seek to promote the holistic development of Traveller children, by

celebrating their culture, gain high level woodwork craftsmanship skills, and also

encourage them to finish out their secondary education. Furthermore, it would help to

educate non-Traveller students about the culture of Travellers, removing any stigma or

racist feelings towards Travellers. Overall, this could potentially be one small step towards

an accepting intercultural society where all races and cultures are equal. This will be the

focus of the following discussion.

4. DEVELOPMENT OF TRANSITION YEAR MODULE

In this section this paper presents an original contribution. Firstly it will outline the

historical background of Transition Year. Then it will discuss current TY requirements

outlined by the NCCA. Finally, it will present an in-depth TY module plan, that include

details pertaining to curriculum and assessment, and appropriate teaching and learning

methodologies, for an intercultural TY module designed to practically educate students in

relation to the knowledge and skills required in the crafting of the Traveller caravan.

4.1 BACKGROUD TO TRANSITION YEAR

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TY was introduced by the Minister for Education Richard Burke. The motivation behind

its development was a concern with the overly academic nature of senior cycle education

(Smyth, et al., 2004). Its first phase was introduced as a pilot project in September 1974,

however, it was not until September 1994 - in its third phase - that the option was turned

in a programme and was introduced into mainstream schooling (Pobalscoil na Trionoide,

2017). The Department of Education and Science Circulars M31/93 and M47/93 specify

that from the beginning of the school year 1994/95, a TY will be recognized as the first

year of a three-year senior cycle and that the NCCA will keep the guidelines under review

from 1995 onwards (Dennehy, 2000).

Today TY is designed to act as a bridge between Junior Cycle and Senior Cycle by

facilitating the smooth transition from the more dependent learning of the Junior Cycle to

the more independent self-directed learning required for the Senior Cycle (Citizens

Information, 2014). The goals of TY are:

1. Education for maturity with the emphasis on personal development including social

awareness and increased social competence;

2. The promotion of general, technical and academic skills with an emphasis on

interdisciplinary and self-directed learning, and

3. Education through experience of adult and working life as a basis for personal

development and maturity (Department of Education and Science, n.d.).

22
In a 2013 study by Aidan Clerkin, of the Educational Research Centre, St. Patrick’s

College, Dublin, found that 81 percent of all schools in Ireland offered the TY programme

(Clerkin, 2013). He also found that these figures rose to 83 percent among non-designated

disadvantaged schools, but among designated disadvantaged schools it was 76 percent. Mr.

Clerkin stated his findings raised questions such as whether more should be done to

encourage students from a broader range of socio-economic backgrounds into the

programme (The Irish Independent, 2013). Perhaps there needs to be more encouragement

of Traveller students to opt to do the programme?

In a 2014 survey of students in senior cycle found the TY programme was compulsory in

18 percent of schools of students surveyed (ISSU, 2014). It also found that of those schools

where the programme was optional 89 percent of students still opted to do the year, and of

all these students 95 percent received the opportunity to sample new subjects or study new

modules. In a 1999 confidential report it was found that students that had chosen to do TY

had received higher Leaving Cert results compared to those who hadn’t (Walshe, 1999).

Although this is still true today the value of TY lies in its separation from State exams and

rote learning, its emphasis on project work and subject sampling, all of which are slogans

of the new Junior Cycle curriculum (Holden, 2014).

The NCCA was first established on a statutory basis in 2001. Before that, it was a non-

statutory organization for over 20 years (NCCA, NA). One of its important roles is advising

schools and teachers on the designing, writing and delivery of TY modules. They have

23
developed a template for a forty-five-hour Transition Unit to help teachers develop these

units (NCCA, NA).

This paper’s proposed module is based on the NCCAs Transition Unit template and is a

cross curricular twenty-hour module, integrating the students’ previous Junior Cycle

knowledge and skills. Students work collaboratively to design and construct a traditional

Bow-top Traveller caravan.

4.2 CURRICULUM AND ASSESSMENT

The main aim of this proposed TY module is to construct a traditional Traveller caravan

using traditional woodcraft methods which celebrates Traveller history and heritage. This

module is based around Phenomenal Education, a methodology recently adopted by the

Finnish education system (Garner, 2015).

Phenomenon based teaching and learning use the natural curiosity of children to
learn in a holistic and authentic context. Holistic real-world phenomena provide the
motivating starting point for learning, instead of traditional school subjects. The
phenomena are studied as holistic entities, in their real context, and the information
and skills related to them are studied by crossing the boundaries between subjects.
Phenomena are holistic topics like human, European Union, media and technology,
water or energy. This enables students also to learn 21st century skills like critical
thinking, creativity, innovation, team work and communication” (Silander, NA).

Instead of one subject being taught, multiple subject areas from the Junior Cycle will be

brought together to complete the task of constructing the traditional caravan, in line with a

model of cross-disciplinary and integrative education. Traveller history is explored to

enlighten students about the historical background of the caravan and its importance for
24
the travelling community. Skills from Materials Technology (Wood) will be incorporated

in the construction of the caravan. Problem solving skills from Technical Graphics and

Mathematics will be utilised to design the technical aspects of the caravan. Physics will be

explored in the context of the manipulation of materials whilst creating the caravan, whilst

also looking at the forces used in maneuvering it. Home Economics and Art will also be

incorporated when examining interior and exterior design.

4.3 STRATEGIES FOR IMPLEMENTATION

A key feature of TY should be the use of a wide range of teaching and learning

methodologies and situations (Department of Education and Science, n.d.). There are many

different teaching and learning methodologies set out by the NCCA for TY; this paper will

look at: personal responsibility in learning, activity-based learning, group work, project

work and research.

Personal responsibility in learning, is taking charge of one’s own learning. It entails

completing assignments on time, studying for tests, taking the responsibility for one’s own

learning mistakes or failures, and performing to the best of one’s ability. Personal

responsibility recognizes the importance of parents and teachers as learning partners but

puts the student in charge (Pleasval, NA). Personal responsibility learning is also a key

skill for Senior Cycle students, being responsible for their own learning needs. By bringing

this into the planning of the TY programme it will help students to mature for the step into

their Senior Cycle.

25
Activity Based Learning on the other hand is a methodology where children of different

ages are grouped together in one class and learn at their own pace through teacher-

facilitated exercises (Education Innovations, 2015). Bringing activity based learning into

the proposed module will enhance students psychomotor skills, oracy skills, problem

solving skills (to mention by a few), helping with the holistic development of the student.

Moreover, the module - incorporating collaborative strategies - will help the students to

become used to working with others and find the confidence to voice their own opinion,

via discussion and debate teaching strategies.

Group work can be an effective method to motivate students, encourage active learning,

and develop key critical-thinking, communication, and decision-making skills, but without

careful planning and facilitation, group work can frustrate students and teachers and feel

like a waste of time (Davis, 2009). By assigning tasks to small groups the teacher will be

able to keep track of what exact learning is taking place for each student. As a process of

keeping updated with students’ progress, students will be given work diaries in which they

will document at the end of each class what they have learned and what progress their

group had made in the days lesson. They will also be asked to write one improvement they

could make to help with their progression in the following lesson. The teacher will read

these diaries and look out for ways in which each group has changed their approaches to

new tasks.

Project-based learning helps students apply what they learn to real-life experiences and

provides an all-around elevating education (Edutopia, 2008). By researching first and

26
learning about Traveller heritage and history around the caravan and then being able to

receive first-hand experience on making a caravan, students will have a much more

enriched learning experience. They will receive a deeper understanding of what it meant

to live in horse drawn caravans and the develop expertise in making one. By completing Commented [PL2]: Best to stick to the ‘ Traveller caravan’
term since you use that all along

the caravan, they will also gain skills in research and development where they will have to

research information on the topic area and come together to design and create their own.

4.4 THE PROPOSED TY MODULE

The first requirement for the proposed TY Module is to determine (by means of school

planning) the profile of the students that will be in the class, and plan accordingly. The

completion of the Junior Cycle is specified as a module pre-requisite, hence previous

knowledge and skills, of students can be determined as a starting point for learning (see

Table 1).

Table 1, Class Profile

List of Topics: Caravan Woodcraft

Subject: Construction Studies
Methods
Pupil Year Group: Transition Year No. of Pupils: 18
No. of Lessons: 20 Length Of Lessons: 1 Hour
PREVIOUS LEARNING
KNOWLEDGE SKILLS
 Successful completion of Junior Cycle  Junior Cycle use of hand tools, power
Materials Technology (Wood) syllabus tools and measuring
 Successful completion of Junior Cycle  Junior Cycle Mathematic geometry
Mathematics calculation expertise
 Successful completion of Junior Cycle  Junior Cycle technical drawing
Technical Graphics syllabus expertise

27
  Basic knowledge of traditional  Limited identification of caravan types
caravans and their woodcraft

The learning outcomes of this module have been developed with careful consideration of

the TY syllabus and the Leaving Certificate Construction Studies (CS) syllabus. The twelve

appropriate Learning Outcomes for this module are displayed in Table 2.

Table 2, Learning Outcomes of the TY Module

LEARNING OUTCOMES OF SCHEME

 Discuss the history and heritage of the Travelling community and the importance
of the Bow top caravan
 Compare and contrast the different values, beliefs and cultures of others outside
their own cultural norms
 Explain and demonstrate the different caravan woodcraft methods
 Classify and identify different types of traditional horse drawn caravans
 Operate and safely use various hand tools and power tools
 Distinguish between natural and manmade timbers
 Describe the different bending of wood procedures
 Solve given tasks using spatial intelligence
 Construct an accurate representation of a Bow top caravan
 Sketch solutions to design and construction problems
 List bi-lingual words relating to technical terminology
 Work individually or cooperatively as part of a group

During the course of this module students will be able to develop and practice their literacy,

numeracy, oracy and graphicacy skills. With a host of new vocabulary students will be able

to develop their literacy skills, creating mind maps and creating research posters for the

module. Finding appropriate angles and solutions to any problems that may arise would

develop students’ skills in geometry and trigonometry and overall numeracy skills. This
28
would also link with students’ graphicacy skills, bringing real life problems into a

Technical Graphics drawing and a Mathematics equation (which is rarely done in schools

yet are so closely linked). The development of students oracy skills will also come into

play. With a large amount of students working on the one project at one time the key to

success will be communication and being able to work cooperatively as part of a group,

and to present findings to peers. For a list of proposed strategies for literacy, numeracy,

oracy, and graphicacy, within the module, see Table 3.

Table 3, Strategies of the Scheme

LITERACY NUMERACY ORACY GRAPHICACY

STRATEGIES STRATEGIES STRATEGIES STRATEGIES

 Posters (Labeled)  Converting cm/m

 Word Wall to mm  Oral Icebreaker  Worksheets/Drawings
 Annotated work  Measuring objects  Group work  Physical Projects
sheets  Adding, subtracting  Presentations of  Images
 Writing on and dividing line work  Posters
whiteboard each measurements  Peer  Solidworks Models
day (key words,  Using scales in demonstrations  Sketched Solutions
recaps etc.) drawings (video, visualizer)  Video (Looking at
 Mind Maps  Use of related  Group discussions objects from different
 Working mathematical  Student feedback perspectives)
Drawings equations

As in every learning environment, differentiation among students is crucial to ensure all

students get the most from the lesson. Careful consideration of intercultural inclusion is
prioritized, however, gender inclusion, SEN strategies and mixed ability strategies must
also be planned for. See table 4, for a full list of the differentiation strategies utilized in
the TY module.

29
 Table 4, Differentiation Strategies of Scheme

DIFFERENTIATION STRATEGIES

 Ideally plan for a mixed group of Traveller children,

Intercultural Inclusion
Gender Inclusion
SEN Strategies
Mixed Ability Teaching Strategies
settled Irish, and possibly European/ Other children:
peer presentations
 Cultural celebrations/ a ‘culture day’
 Open design aspects for each cultural background
 Inclusive worksheets
 Open discussions on cultural aspects relating to subject
area.
 Scope for personal/cultural design
 Mixed gender class
 Mixed gender seating plan
 Gender neutral project/images/models
 Mixed gender groups for group work on caravan
 Gender equal questioning
 SEN identification in the class & appropriate SEN
strategies
 Off yellow background and comic sands text used in
PowerPoints and worksheets
 Images and simple step by step animations
 Short bullet point format of information
 Mixed Ability Group
 Individual Assistance
 Partially completed worksheets for weaker students
 Peer tutoring (buddy system)
 Higher order drawing questions for advanced students
 Online video recaps for students to view if struggling

The following ten-week scheme of work provides a detailed description of the proposed
TY CS module, and includes key elements such as: the general topics, curriculum and
syllabus breakdown, teaching strategies and assessment strategies (see table 5 below).

30
 Table 5, TY CS Module Scheme of Work

LESSON/ TEACHING ASSESSMENT

WEEK CURRICULUM/ SYLLABUS CONTENT
TOPIC STRATEGIES STRATEGIES

 Introduction to traditional caravan woodcraft  Instructional explanation  Student Participation

Fastening and its history  Brainstorm  Higher order questioning
Methods of  Research and design into traditional caravan  Concept questioning  3 things I learned today
1 woodcraft  Prior knowledge gauge  Traffic Light exit cards
Different
Materials  Trailer preparation  Discovery learning  One Minute Paper
 Adding floor joists  Guided instructional learning
 Construct floor base
Cutting  Demonstration  Projects checked visually
 Recap of previous learning  Group pair work  Peer assessment
Frame  Framing lower side walls  Use of Models  Student presentation recap
2  Adding ply siding
Construction  Mark out pieces on visualizer.  Make Practice Quiz
 Building jig for corbels  Recurring slideshow video  Traffic Light exit cards
Jig Construction  Construct corbels

Capping  Recap corbels jig construction  Instructional video  Presentation (Student)

 Add corbels  Motor Skills  Cutting review by peers
3 Angles Cutting  Capping lower side walls  Peer demonstration  Assessment of projects
 Construct upper side wall frame  Peer Lessons  Think Pair Share
Drilling  Problem Solving  Traffic Light exit cards
 Adding upper side wall frame
Cutting  Recap on upper side wall frame construction  Learning by doing  Student poster presentation
 Construction of end wall frame with widow  Brainstorm  Worksheet hand up
4 Drilling and cargo hold frame  Presentation  Jeopardy
 Construction of front wall frame with door  Paired Problem Solving  Note Review
Structures frame.  Examples  Traffic Light exit cards
 Add center bed frame support

31
 Nail Gun  Wall frame construction recapped  Grab Bag  3 things I learned today
 Introduction to use of nail gun  Divide and Conquer  Assessment of paired work
5 Cladding  Introduction to cladding  Peer demonstration  Peer corrections
 Sheet front and end walls  Video demonstration  3:2:1
Cutting  Socratic Seminar  Traffic Light exit cards
 Sheet side walls
Capping  Nail gun recapped  Board work Model  Worksheet hand up
 Side wall cladding continued  Sealing Demonstration  Higher order questioning (Socratic
6 Nail Gun  Capping recapped  Higher order questioning seminar)
 Capping upper side walls  Project Work  Observation of projects
Surface prep  Introduction to orbital sander  Scaffolding  Traffic Light exit cards
 Sanding and sealing
Jig making  Sanding and sealing continued  Send a Problem  Peer demonstration with higher order
 End arch jig construction  Peer demonstration questioning
7 Arches  Creating end arches  Paired Problem Solving  PBL worksheet hand up
 Adding end arches  Task Rotation (mixed ability)  Taboo
Runners  Project  Traffic Light exit cards
 Applying runners
 Introduction to bending wood  Jigsaw  Student video demonstration of work
Bending wood  Creating hoops (lamination)  Group paired work  Observation of work
8  Corbels revised for window sills  Student video demonstrations  Summarize Lecture
Trim
 Creation and addition of trim as designed  ZDF Vygotsky  Traffic Light exit cards
week 1  Challenges Set
Wood carving  Recap on bending wood  Guided Instruction  Socratic Seminar
 Wood carving on trim  Learning from others  Inspection of students’ work
9 Fastening  Hanging doors  Active discovery learning  Double Time Line
Methods  Installation of windows  Paired buddy system  Traffic Light exit cards
 Installation of canvas roof  Big Idea
 Recap on previous learning  Time Line  Higher order questioning
10 Finishing  Addition of interior  Student demonstration  Visually assessing work
 Surface preparation  Higher Order Questioning  Poster Presentation
 Applying finish  Poster Presentation  Exit survey

32
5. CONCLUSION

The aim of this study was to develop a TY module which would celebrate Traveller heritage,

and utilize traditional Traveller caravan woodcraft methods in a manner in which facilitates an

intercultural based learning environment. This literature-based secondary research explored the

history and heritage of the Irish Traveller and developed a comprehensive account of traditional

and contemporary caravan woodcraft techniques in Ireland. It investigated intercultural

education in Ireland and the effect it has on the holistic development of students from the

travelling community. In terms of originality, it developed a comprehensive TY module,

scheme of work, in the context of a traditional caravan woodcraft project, based on guidelines

by the National Council for Curriculum and Assessment (NCCA), in order to effectively

promote an intercultural learning environment.

It is remarkable to see that the Travelling Community in Ireland has a deeply fascinating, yet

mysterious, history built upon years of nomadism, and oral traditions, along with s distinctive

and strong religious belief system, and to note that so little of this unique tradition is

documented. With respect to craftsmanship. this paper suggests that much of the traditional

style and essence of the Traveller caravan remains evident in more modern versions.

The discrimination of Travellers in the past and present, is well documented, with implication

for educational engagement. There is a clear challenge of inclusion for the education system

today, given that the figures for this minority group are significantly lower than that of the

general population.

33
This dissertation argues that a contributing factor to the low levels of achievement of Travellers

in education is the lack of visibility of Traveller culture within the school system. This may

add to the feeling of isolation experienced by Traveller children, thus losing the students’ sense

of belonging. This paper proposes that creating a intercultural TY module, based on the

woodcraft of a traditional Traveller caravan, would give Traveller children a greater sense of

belonging within the school environment. It would significantly assist in evolving students’

holistic development by celebrating their culture while also encouraging them to finish out

their secondary education. Furthermore, it would help to educate non-Traveller students about

the culture of Travellers, challenging any potential stigma, prejudice or racism. Overall, it is

hoped that the practical output from this research, namely a TY module that can be readily

adapted for any second level school, will be a small step towards an accepting intercultural

society where all races and cultures are equal.

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Image 1: Bow Top Caravan Interior, Pinterest, 14/3/2018

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Image 2: Types of Traveller Caravans, Pinterest, 16/3/2018

https://owlcation.com/humanities/The-Gypsies

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Image 5: Modern Bow Top Caravan Exterior, Greg’s Gypsy Bow Tops, 14/3/2018

http://www.gregsgypsybowtops.co.uk/gallery/

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