Professional Documents
Culture Documents
To
Galway-Mayo Institute of Technology, Letterfrack
Date Submitted: 23, March 2018 Commented [PL1]: Electronically sign the form and date it
PLAGIARISM DISCLAIMER
Student Name: Stephen Duffy
Student Number: G00324453
Programme: Bachelor of Science (Hons) in Education (Design Graphics and
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
Technology Wood.
Due Date: 23/03/2018
Additional Information:
I understand that plagiarism is a serious academic offence, and that GMIT
deals with it in accordance with the GMIT Policy on Plagiarism.
I have read and understood the GMIT Policy on Plagiarism and I agree to
the requirements set out therein in relation to plagiarism and referencing. I
confirm that I have referenced and acknowledged properly all sources used
in preparation of this assignment. I understand that if I plagiarize, or if I
assist others in doing so, that I will be subject to investigation as outlined in
the GMIT Policy on Plagiarism.
I understand and agree that plagiarism detection software may be used on
my assignment. I declare that, except where appropriately referenced, this
assignment is entirely my own work based on my personal study and/or
research. I further declare that I have not engaged the services of another to
either assist in, or complete this assignment.
Signed:______________________________________
Date:________________________________________
2
TITLE
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
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
which would hopefully encourage Traveller children to continue out their second level
The author is currently in his final year of study on the BSc in Education (Design Graphics
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
The aim of this study is, to develop a transition year module which will celebrate Traveller
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
museums, website (such as the Paveepoint and itmtrav websites) and Pinterest pages are
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,
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
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
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
(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.
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
Although a Traveller maybe living in a house they are still seen a Traveller, and 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
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
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
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).
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
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
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
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.
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
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
Although changes have been made, much of the style and essence of the traditional caravan
While, later the paper will propose how a contemporary approach to traditional caravan
14
order to set the context for such an educational initiative, this paper will discuss and analyze
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
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,
92 percent in the settled community (English, 2016). In 2017 that number rose from 13
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
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
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
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
non-Travellers in the percentages at work, with figures of only 11 percent for Travellers
survey in 2005, they found that one in four workers would be unhappy to have a Traveller
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.
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
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
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
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
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
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
classroom atmosphere for all students is one of the greatest tools teachers can use to
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
2. Making the curriculum as accessible as possible for children from ethnic minority
groups
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
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.
20
One possible demonstration of intercultural education, proposed in this dissertation, is the
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
In this section this paper presents an original contribution. Firstly it will outline the
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
relation to the knowledge and skills required in the crafting of the Traveller caravan.
21
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
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
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
1. Education for maturity with the emphasis on personal development including social
3. Education through experience of adult and working life as a basis for personal
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
programme (The Irish Independent, 2013). Perhaps there needs to be more encouragement
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
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
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
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
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
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
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
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
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,
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
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.
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
knowledge and skills, of students can be determined as a starting point for learning (see
Table 1).
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
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,
29
Table 4, Differentiation Strategies of Scheme
DIFFERENTIATION STRATEGIES
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
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
education in Ireland and the effect it has on the holistic development of students from the
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
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
6. LIST OF REFERENCES
Admin, 2015. Great piping tradition of Irish Travellers recorded in new film Coppers and Brass.
[Online]
Available at: https://www.irishpost.com/entertainment/great-piping-tradition-of-irish-
travellers-recorded-in-a-new-film-coppers-and-brass-60040
[Accessed 14 March 2018].
Aodha, G. N., 2017. Over 6 months after Traveller ethnicity was recognised - what has
changed?. [Online]
34
Available at: http://www.thejournal.ie/traveller-ethnicity-six-months-3558551-Sep2017/
[Accessed 14 March 2018].
Bhopal, K., 2004. Gypsy Travellers and Education: Changing Needs and Changing Perceptions.
British Journal of Education Studies, 37(3), p. 494.
Binchy, A., 1985. Shelta: A Historical and Contempory Analysis. 1 ed. Dublin: National Institute
for Higher Education Dublin.
Binchy, A., 2008. Researching 'Shelta', the Travellers' Language. Folklore of Ireland Society,
76(1), p. 250.
Browne, V., 2001. Considering what it means to be a Traveller. The Irish Times, 1(1), p. 1.
Clerkin, A., 2013. Growth of the ‘Transition Year’ programme nationally and in schools serving
disadvantaged students, 1992–2011. Irish Educational Studies, 23(2), pp. 197-215.
35
Coates, D., 2015. Capabilities and marginalised communities: The case. [Online]
Available at: https://www.econstor.eu/bitstream/10419/147531/1/857483390.pdf
[Accessed 14 March 2018].
Conroy, M. A., 2009. Creating a Positive Classroom Atmosphere: Teachers' Use of Effective
Praise and Feedback. Beyond Behavior, 18(2), p. 18.
Davis, B. G., 2009. Tools for Teaching. In: J. Bass, ed. Tools for Teaching. San Francisco: Wiley
and Sons, p. 190.
Department of Education and Science, n.d. Transition Year Programmes – Guidelines for
Schools. [Online]
Available at: https://www.education.ie/en/Schools-Colleges/Information/Curriculum-and-
Syllabus/Transition-Year-/ty_transition_year_school_guidelines.pdf
[Accessed 20 November 2017].
Department of the Environment and Local Government, 1998. Accomodation Options for
Travellers, Dublin: housing.gov.
36
Derrington, C., 2008. Challenges and Barriers to Secondary Education: The Experiences of
Young Gypsy Traveller Students in English Secondary Schools. Cambridge University Press ,
7(1), p. 6.
English, E., 2016. Traveller Education: Just 13% of Traveller children complete second-level
education. [Online]
Available at: http://www.irishexaminer.com/ireland/traveller-education-just-13-of-traveller-
children-complete-second-level-education-425272.html
[Accessed 17 November 2017].
Ferrante, J., 2008. Sociology. In: C. Calderia, ed. A Global Perspective. Belmount: Thomson
Learning Inc., p. 249.
Gardner, H., 1993. Multiple Intelligences. In: H. Gardner, ed. The Theory in Practice. New York:
Basic Books, p. 9.
Gervers, M., 2009. Felt and “Tent Carts” in The Secret History of the Mongols. The Royal
Asiatic Society , 7(1), pp. 93-116.
GIHE, n.d. Designing Culturally Inclusive Learning and Teaching Environments. [Online]
Available at: https://www.griffith.edu.au/__data/assets/pdf_file/0011/184853/Creating-a-
Culturally-Inclusive-Classroom-Environment-mcb2.pdf
[Accessed 17 November 2017].
37
Government Publications Office, 2006. Report and Recommendations for a Traveller
Education Strategy, Dublin: Stationery Office.
Gréine, P. M., 1931. Irish Tinkers or "Travellers". Folklore of Ireland Society , 3(2), p. 175.
Griffin, C., 2002. The Religon and Social Organisation of Irish Travellers on a London Caravan
Site. White Horse Press , 6(1), p. 45.
Helleiner, J., 2000. Irish Travellers: Racism and the Politics of Culture. In: Irish Travellers:
Racism and the Politics of Culture. Toronto: University of Toronto Press, p. 29.
Holland, K., 2006. Most Travellers would like to be nomadic, report finds. [Online]
Available at: https://www.irishtimes.com/news/most-travellers-would-like-to-be-nomadic-
report-finds-1.1036955
[Accessed 14 March 2018].
Kaufmann, B., 2016. The Travellers. In: C. Killip, ed. The Travellers. Berlin: DruckVerlag Kettler,
p. 2.
Kincheloe, J. L., 2004. Multiple Intelligences Reconsidered. In: J. L. Kincheloe, ed. Multiple
Intelligences Reconsidered. New York: Peter Lang Publishers, p. 87.
Lemke, T., 2006. The New Gypsy Caravan. In: M. Lemke, ed. The New Gypsy Caravan. New
York: American Vardo, pp. 23-25.
MacWeeney, A., 2012. Documenting The Irish Travellers: A Nomadic Culture of Yore. [Online]
Available at:
http://www.npr.org/sections/pictureshow/2012/11/05/164364134/documenting-the-irish-
travellers-a-nomadic-culture-of-yore
[Accessed 18 October 2017].
McGorrian, C., 2013. Frequent mental distress (FMD) in Irish Travellers: Discrimination and
bereavement negatively influence mental health in the All Ireland Traveller Health Study.
McGill, 50(4), p. 559.
39
http://www.ncca.ie/en/Curriculum_and_Assessment/Inclusion/Intercultural_Education/
[Accessed 11 November 2017].
NCCA, NA. National Council for Curriculum and Assessment (NCCA). [Online]
Available at: https://www.education.ie/en/The-Department/Agencies/National-Council-for-
Curriculum-and-Assessment-NCCA-.html
[Accessed 20 November 2017].
Norris, M., 2005. Housing and Accommodation of Irish Travellers: From Assimilationism to
Multiculturalism and Back Again. Social Policy and Administration, 39(7), p. 2.
40
Okely, J., 1983. The Traveller-Gypsies. In: The Traveller-Gypsies. Cambridge: Cambridge
University Press, pp. 31-32.
Phelan, K., 2017. A Brief History of Irish Travellers, Ireland’s Only Indigenous Minority. [Online]
Available at: https://theculturetrip.com/europe/ireland/articles/a-brief-history-of-irish-
travellers-irelands-only-indigenous-minority/
[Accessed 12 March 2018].
41
Quann, J., 2017. Ireland recognises Travellers as ethnic group. [Online]
Available at: http://www.newstalk.com/Ireland-recognises-Travellers-as-ethnic-group
[Accessed 17 November 2017].
Quish, D., 2008. The inclusive school and interculturalism. Association of Secondary Teachers,
Ireland, 26(5), p. 23.
RTE, 2017. Irish Travellers split socially from settled people in 1600s - study. [Online]
Available at: https://www.rte.ie/news/2017/0209/851399-irish-traveller-genetics/
[Accessed 18 October 2017].
RTE, 2017. Taoiseach: Travellers 'a people within our people' as ethnicity recognised. [Online]
Available at: https://www.rte.ie/news/2017/0301/856293-travellers-etnic-status/
[Accessed 17 November 2017].
Russell, C., 2017. Study on ancestry of Irish Travellers details genetic connection to settled
community. [Online]
Available at: http://www.thejournal.ie/traveller-community-study-rcsi-3231070-Feb2017/
[Accessed 12 March 2018].
S.L.Holloway, 2004. Rural roots, rural routes: discourses of rural self and travelling other in
debates about the future of Appleby New Fair, 1945–1969. Rural Studies, 20(2), p. 149.
Schriefer, P., 2017. What’s the difference between multicultural, intercultural, and cross-
cultural communication?. [Online]
Available at: https://www.springinstitute.org/whats-difference-multicultural-intercultural-
cross-cultural-communication/
[Accessed 11 November 2017].
The Irish Independent, 2013. More students opting for transition year – but disadvantaged
losing out. [Online]
Available at: https://www.independent.ie/irish-news/more-students-opting-for-transition-
year-but-disadvantaged-losing-out-29091606.html
[Accessed 20 November 2017].
The Irish Times, 2005. Traveller wagon puts down roots at museum. [Online]
Available at: https://www.irishtimes.com/culture/traveller-wagon-puts-down-roots-at-
museum-1.514947
[Accessed 18 October 2017].
The Irish Times, 2005. Workplace survey shows traveller discrimination. [Online]
Available at: https://www.irishtimes.com/news/workplace-survey-shows-traveller-
discrimination-1.1184316
[Accessed 17 November 2017].
The Journal, 2017. Study on ancestry of Irish Travellers details genetic connection to settled
community. [Online]
Available at: http://www.thejournal.ie/traveller-community-study-rcsi-3231070-Feb2017/
[Accessed 18 October 2017].
Twomey, A., Communications Officer & Pavee Point, T. a. R. C., 2015. Travellers would thrive
if they were given the opportunity. [Online]
Available at: http://www.irishexaminer.com/viewpoints/analysis/travellers-would-thrive-if-
43
they-were-given-the-opportunity-314393.html
[Accessed 17 November 2017].
Walshe, J., 1999. Transition year pupils get better Leaving Cert scores. [Online]
Available at: https://www.independent.ie/irish-news/transition-year-pupils-get-better-
leaving-cert-scores-26131662.html
[Accessed 20 November 2017].
Watson, D., Kenny, O. & McGinnity, F., 2017. A Social Portrait of Travellers. [Online]
Available at: https://www.esri.ie/pubs/RS56.pdf
[Accessed 17 November 2017].
https://www.google.ie/search?biw=1366&bih=613&tbm=isch&sa=1&ei=sH8VWsfLK6uDg
AayhLmIBQ&q=bowtop+caravan+plan&oq=bowtop+caravan+plan&gs_l=psy-
ab.3...243633.244952.0.245601.5.5.0.0.0.0.199.651.1j4.5.0....0...1c.1.64.psy-
ab..0.1.101...0i30k1j0i10i24k1.0.K0LMtXUbLco#imgrc=iVo_2iW3H62NmM:
https://owlcation.com/humanities/The-Gypsies
44
Image 3: Bow Top Caravan Modern, YouTube, 14/3/2018
https://www.google.ie/search?q=bowtop+caravan&source=lnms&tbm=isch&sa=X&ved=0ah
UKEwjHua_bqNLXAhViLcAKHbVEBL4Q_AUICigB&biw=1366&bih=613#imgrc=IQo50
TAkOCER3M:
https://www.google.ie/search?tbm=isch&q=bowtop+caravan+traditional&spell=1&sa=X&ve
d=0ahUKEwik1OvVqtLXAhUhBsAKHaLvCEQQvwUIOygA&biw=1366&bih=613&dpr=1
#imgrc=-S1cIXeXvSlusM:
Image 5: Modern Bow Top Caravan Exterior, Greg’s Gypsy Bow Tops, 14/3/2018
http://www.gregsgypsybowtops.co.uk/gallery/
45