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Planning for Gypsy Roma Traveller History Month

This document focuses on the planning and organization of events and activities for Gypsy Roma Traveller History Month. It covers publicizing strategies, timescales, stakeholders involved, and themes. The aim is to promote community cohesion, oral history, role models, and identity through various mediums such as music, dance, and poetry.

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Planning for Gypsy Roma Traveller History Month

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  1. Planning for Gypsy Roma Traveller History Month Rocky Deans GRTHM London Steering Group

  2. Priorities • Publicising events and activities • Timescale • Who are to be involved in the organisation of events and activities? • Theme? • Evaluation

  3. Publicising events and activities • Local Media • Press Office • Libraries • Museums • Youth Clubs

  4. Timescale • Jan – March planning/meetings • March – April – Publicity • April – May – Final preparation with schools

  5. Who are to be involved in the organisation of events and activities? • GRT community • Teachers/TAs • Youth Workers • Local Voluntary organisations • Libraries • Museums • Children & young people

  6. Theme? • Community Cohesion • Oral History • Role Models • Music • Dance • Poetry • Identity

  7. By community cohesion, we mean working towards a society in which • there is a common vision and sense of belonging by all communities; • the diversity of people’s backgrounds and circumstances is appreciated and valued; • similar life opportunities are available to all; • strong and positive relationships exist and continue to be developed in the workplace, in schools and in the wider community Alan Johnson

  8. 3 Key Questions • What do you know about the context of your school in respect of community cohesion? • Have you planned and taken an appropriate set of actions to promote community cohesion? • What impact are you having? “Inspecting maintained schools’ duty to promote community cohesion: guidance for inspectors”, page 5

  9. Community Cohesion • Evaluate the impact of the actions in the areas of faith, culture and ethnicity, and socio-economic differences • Involve learners in the evaluation • Do learners have an understanding of common values? • How do they feel about working alongside people from different communities SEF Section 6e – How effectively do leaders and managers promote community cohesion?

  10. Evaluation • What is it that I want to promote /achieve? • What are the needs of the school/pupils/GRT community? • How will impact be measured? • What are the outcomes?

  11. Workshops 1. Exhibition - Where/what/cost/who do you speak to? Timing and planning. What to do with the exhibition afterwards. 2. Inclusion of Roma, fairground and circus - How do we ensure inclusivity of all Gypsy Roma Traveller groups? 3. Assemblies - How can we introduce Gypsy Roma Traveller themes sensitively in assemblies to KS2, KS3, KS4 and what are the main considerations? 4. Art, Music and Dance - How can you incorporate art, music and dance into cross curricular activities? Include resource suggestions.

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