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RISE Project Curriculum

With the support of the Lifelong Learning Programme of the European Union

AGREEMENT NUMBER: UK/12/LLP-LdV/TOI-584PROJECT NUMBER: 2012-1-GB2-LEO05-07950

Refugee Interactive Skills for EmploymentLeonardo da Vinci – Transfer of Innovation

Outcome No. R5 Adaptation of Curricula, Learning Content and Games Narrative –Curriculum Framework (Ireland, United Kingdom and Germany)

Workpackage No. WP3 Work package Title Adaptation of Curricula, Learning Content and Games Narrative

Authors All partners, TIC LeadStatus (F: final; D: draft; RD: revised draft): FDFile Name: Curriculum Framework Final Draftdocument.docx

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This project has been funded with support from the European Commission.This publication reflects the views only of the authors,

and the Commission cannot be held responsible for any usewhich may be made of the information contained therein.

Version History tableVersion no. Dates and comments1 2013-11-12- Initial Full Draft (Edits & Track Changes for UoE to be incorporated & approved by UoE)2 2013-11-27–Second Draft3 2014-03-19 –Revised Draft4 2014-10-23 – Final Draft

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RISE PROJECT CURRICULUM FRAMEWORK

(Contains basic and independent level information)

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Module 1: IT Skills

Skills Gap Addressed Level Learning Objectives

Basic ICT Skills

Basic

-To be able to demonstrate basic ICT Skills in the knowledge of the parts of a computer and its applications;

-To demonstrate a working knowledge of the main features of a computer and their application;

-To produce letters, to be able to communicate using emails and word

-To show a working understanding of a range of software programmes and social media to a workable level, with support

Research and Participation

-To be able to demonstrate participation in the Information and Communication Society through the application of research and investigative activities

Digital Citizenship -To demonstrate an understanding of the definitions of the 9 elements of Digital Citizenship; communication, commerce, law, rights, security, access, literacy, etiquette, health and wellness.

-To demonstrate a knowledge of how to stay safe online

Research and Participation

Inde

pend

ent

-To demonstrate an understanding of the risks and benefits of online research and participation

-To demonstrate the use of research and investigative skills for job search and job application purposes

Basic ICT Skills -To be able to complete, save and upload a CV to a job search website

-To be able to complete, save and distribute a job application and covering letter

-To be able to prepare a PowerPoint presentation to a specified theme for a job interviewDigital Citizenship -To demonstrate a working knowledge of the nine elements of digital citizenship and how these can be

applied to developing employability and digital skills

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Module 1: IT Skills

1.1 Basic ICT Skills

Basic

Learning Objectives Curriculum Content Activities

To be able to demonstrate basic ICT Skills in the knowledge of the parts of a computer and its applications;To demonstrate a working knowledge of the main features of a computer and their application;To produce letters and documents using word and related tools

Introduction to ICT and document creation -Create letter and tables in word using tools-Create CV in word using various text and formats

1.1 Basic ICT Skills

Independent


Digital Skills: To be able to complete, save and upload a CV to a job search website,To be able to complete, save and distribute a job application and cover letterTo be able to prepare a PowerPoint presentation to a specified theme for a job interview

Understanding the Use of Computers and Social Media to research and apply for jobs

-Complete job application process uploading CV and cover letter-Create PowerPoint presentations-Research jobs online, utilise new skills

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Module 1: IT Skills

1.2 Research and participation

Basic


Participation in the Information & Communication Society:To be able to demonstrate participation in the Information and Communication Society through the application of research and investigative activities.

Introduction to the use of the Internet -Utilising search engines-Understanding benefits and risks of internet, downloading files, etc-Researching a prospective employer

Independent


Participation in the Information & Communication Society:To demonstrate an understanding of the risks and benefits of online research and participationTo demonstrate the use of research and investigative skills for job search and job application purposes

Participating in the Information and Communication Society

-Writing emails-Understanding safety and security online-Traffic card activity to identify safe and unsafe online behaviour

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Module 1: IT Skills

1.3 Digital Citizenship

Basic


To demonstrate an understanding of the definitions of the 9 elements of Digital Citizenship; communication, commerce, law, rights, security, access, literacy, etiquette, health and wellness.To demonstrate a knowledge of how to stay safe online

Introduction to Digital Citizenship -Matching exercise of elements of digital citizenship to examples-Complete quiz at listed website-Play ViPi Staysafe game to test online safety knowledge

Independent

Learning Objectives Curriculum Content ActivitiesTo demonstrate a working knowledge of the nine elements of digital citizenship and how these can be applied to developing employability and digital skills

Understanding Digital Citizenship -Understanding principles of digital citizenship –complete definitions and example table-Play ViPi Staysafe game, research Facebook, Goggle+ and Twitter-Utilise resources at listed website re benefits and risks of social media

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Module 2: Vocational Skills

2.1 Job Preparation

Skills Gap Addressed Level Learning ObjectivesConfidence Development

Basic

-To be able to talk about hopes and fears

-To be able to identify related feelings and emotions

-To set daily and weekly goals, identifying the necessary steps to achieve them and learning the skills and timemanagement to implement a successful routine.

CV & Cover Letter Writing Skills

-To be able to identify the core components of a CV & cover letter

- To complete a drag & drop CV & cover letter exercise

-To complete a drag & drop Cover letter exercise

Professional Profile Development

-To be able to identify career areas of interest

-To be able to identify general job profiles and related terminology

-To identify personal motivations

Confidence Development

Ind

epen

dent

-To recognise and discuss personal skills and qualities which promote self-esteem and confidence

-To identify and differentiate between short and long term goals

-To determine the necessary steps to achieve short-term goals

CV & Cover Letter Writing Skills

-To be able to structure and format a CV & cover letter using appropriate phrases & vocational terms for industry specific areas

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Professional Profile Development

-To be able to categorise career areas of interest and related experience and skills

-To be able to identify learning type

-To recognise and identify transferrable skills

-To identify short-term job prospects and recognise the immediate and long-term benefits gained for career progression.

-To be able to develop a basic ‘Elevator Pitch’1

1 An elevator pitch is a clear and concise message about who you are, what your skill set is and an opportunity to convey the benefit you bring (or could bring) to an organization.The term itself comes from a scenario of an accidental meeting with someone important in the elevator. If the conversation inside the elevator is interesting and value adding, the conversation will continue after the elevator ride or end in exchange of business card or a scheduled meeting.

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http://en.wikipedia.org/wiki/Business_card


Module 2: Vocational Skills – 2.1 Job Preparation

2.1.1 Confidence Development

Basic Level

Learning Objectives Curriculum Content ActivitiesTo be able to talk about hopes and fearsTo be able to identify related feelings, emotions and strengthsTo set daily and weekly goals, identifying the necessary steps to achieve them and learning the skills and time management to implement a successful routine.

Hopes and FearsIntroduction to common examples of hopes and fears when searching for work. Exploration of individual hopes and fears, identifying the feelings and emotions that accompany them.GoalsDefinition of goals and routine, importance of, Identification of a goal for that day/week and the steps needed to achieve it.Exploration of time management skills to set up an effective routine.

-Picture categorisation exercise for hope and fears-Completion of ‘strengths’ table-Completion of short-term goal planner

Independent Level

Learning Objectives Curriculum Content ActivitiesTo recognise and discuss personal skills and qualities which promote self-esteem and confidenceTo identify and differentiate between short and long term goalsTo determine the necessary steps to achieve short-term goals, weekly planning and to-do lists

Personal Skills and QualitiesGoals and planning

-List and discuss personal skills & qualities and examples which promote self-esteem & confidence-List and discuss past experiences which positively reflect skills & qualities-Identify individual long-term goals.-Completion of weekly planner and to-do lists

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2.1.2 CV & Cover Letter Writing Skills

Basic Level

Learning Objectives Curriculum Content ActivitiesTo become familiar with the and be able to identify the core components of a CV & cover letterTo complete and personalise a CV template

An introduction to CV & Cover letter writing

-Completion of table on CV rules and etiquette exercise-Matching exercise on CV content-Completion of CV template

Independent Level

Learning Objectives Curriculum Content ActivitiesTo be able to structure and format a CV & cover letter using appropriate phrases & vocational terms for industry specific areas

Structuring a CV & Cover letter.Appropriate phrases & vocational terms for CV & Cover letter writing.

-Answering questions on CVs-Completion of truth & false table for CV rules and content-CV Crossword-Completion of CV and cover letter templates

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2.1.3 Professional Profile Development

Basic Level

Learning Objectives Curriculum Content ActivitiesTo be able to identify career areas of interestTo be able to identify general job profiles and related terminologyTo identify personal motivationsTo develop an ‘Elevator Pitch’ to present your skills and abilities

Identifying career areas of interestMotivationDeveloping personal presentation skills (elevator pitch)

-Completion of dream jobs worksheet-Assessment of individual likes and dislikes using a short interest inventory2

-Completion of motivation checklist-Completion of ‘Elevator Pitch’ exercise

Independent Level

Learning Objectives Curriculum Content ActivitiesTo be able to categorise career areas of interest and related experience and skillsTo understand be aware of all forms of motivationTo be able to develop and deliver an ‘Elevator Pitch’

Identifying career areas of interestIdentifying potential areas of employment in interest inventory quizRefinement of an ‘Elevator Pitch’

-Identifying goals using dream jobs exercise career areas of interest-Completion of detailed interest inventory quiz-Identify internal and external motivations-Preparation, practice and refinement of an ‘Elevator Pitch’

2 An Interest Inventory is a self-assessment tool, used in career planning that assesses one's likes and dislikes of a variety of activities, objects, and types of persons; the premise is that people in the same career have similar interests.

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2.2 Job Seeking


Job SearchBa

sic-To begin to learn about the job search process

Job Application -To begin to learn about applying for a job

Interview Skills -To begin to learn about the interview process

Job Search

Inde

pend

ent -To learn about and increase knowledge job search process

Job Application -To learn about and increase knowledge of applying for a Job

Interview Skills -To learn about and increase knowledge of interview preparation and skills

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Module 2: Vocational Skills – 2.2. Job Seeking

2.2.1 Job Search

Basic Level

Learning Objectives Curriculum Content ActivitiesTo begin to learn about the job search process Begin to learn about where to job search

and identify ideal job and related aspects (location, duties, culture, etc)

-Research potential job opportunities, role requirements-Identify where to job-seek- job centre, website, employment agencies, newspapers

Independent

Learning Objectives Curriculum Content ActivitiesTo learn about and increase knowledge of the job search process Identify and refine job-seeking avenues

and employment needs-Identify future training and development needs for employment, volunteering, courses etc-Identify more detailed avenues of job-seeking, create LinkedIn profile-Refine needs in identifying ideal job

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2.2.2 Job Application

Basic

Learning Objectives Curriculum Content ActivitiesTo begin to learn about applying for a job Begin to learn about where to apply for a

jobBegin to understand various ways to apply for a jobBegin to understand the process of completing an application form

-Identify personal strengths, seek external input-Research and discuss 6 different ways to apply for a job.-Download / get basic job application form to complete

Independent

Learning Objectives Curriculum Content ActivitiesTo learn about and increase knowledge of applying for a job Examine and identify transferrable skills

and various sectorsIncrease understanding of requirements for applying for a job i.e. CVs, covering letter, person spec , job description and references

-Identify transferable skills-Visit job centre and recruitment agencies. Identify suitable employment opportunities-Identify various employment sectors (private, public, voluntary)-Research companies and organisations for each sector-Complete more detailed job application forms

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2.2.3 Interview Skills

Basic

Learning Objectives Curriculum Content ActivitiesTo begin to learn about the interview process Begin to learn about how an interview

works and the importance of a good interview

-Discuss and compare job interview processes in home country versus present country-Research the skills and etiquette required for a successful interview-Make a list of common interview questions

Independent

Learning Objectives Curriculum Content ActivitiesTo learn about and increase knowledge of interview preparation and skills

Examine preparation tips and techniquesCommon interview questions

-Discuss past job interview experiences-Research first impression tips-Prepare for an imagined job interview and make a check list for your preparation(Journey to interviewPlanning what to wearResearching the company)-Compile a preparation list, including potential questions and answers and questions for the interview panel

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2.3.1 Job Development - Professional


Reviewing learning progress

Basic

- Identification of professional goal and learning needs: Awareness of personal targets

- Considering and planning of further education: Get information about the further education possibilities relevant to jobs

Time Management and Deadlines

- To highlight the importance of time-management: to discuss / consider the time needed for tasks

Reviewing learning progress

Inde

pend

ent

- Finding own way to acquire competences on the job: to develop own strategy for learning

- Identification of professional goals and learning needs: to consider goals and needs according to own work sector

- Considering and planning of further education: to plan further education in phases and steps (eventually within own company)

Time Management and Deadlines

- Time-management: to self-plan own work-phases / to give priorities to work-tasks

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Module 2: Vocational Skills – 2.3. Job Development - Professional

2.3.1 Professional Development

Basic Level

Learning Objectives Curriculum Content ActivitiesIdentification of professional goal and learning needs: Awareness of personal targetsConsidering and planning of further education: to get information about the further education possibilities relevant to jobTime-management: to discuss / consider the time needed for tasks

Define own work aims and plan of the own vocational learning process

-Prioritising professional goals, creating a timeline for 1, 5 & 10 years’ time-Meeting with experts explaining the national further education system-Complete time management and activity setting exercise

Independent Level

Learning Objectives Curriculum Content ActivitiesFinding own way to acquire competences on the job: : to develop own strategy for learning’Considering and planning of further educationTime-management of work tasks

Explore training opportunitiesDevelop time management and task setting skills

-Research educational and training courses-Identify hard and soft skills related to training courses- Read well-structured information material about national vocational system-Create task lists and explore time management related to specific professions using case studies examples

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2.4.1 Job Development - Personal


Job performance (Me)

Basic

-Understanding hard and soft skills in the workplace

-Managing your workload and stress coping mechanism

Understanding a company and hierarchy structure (Company)

-To become familiar with the office system / hierarchy and the correlating staff responsibilities

-Do’s and don’ts: to understand the basic rules and regulations of the office/companyDeveloping work related competences (Colleagues)

-Social and team-working relations

-Managing expectations and norms in the workplaceJob performance (Me)

Inde

pend

ent

-Managing your workload and stress coping mechanisms

Understanding a company and hierarchy structure (Company)

-Who is who: to be aware of the informal internal channel

-“Dos and don’ts”: to understand informal rulesDeveloping work related competences (Colleagues)

-Social and team-working relations

-Managing expectations and norms in the workplace

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Module 2: Vocational Skills – 2.4 Job Development - Personal

2.4.1 Personal Development

Basic Level

Learning Objectives Curriculum Content ActivitiesTo become familiar with the office system / hierarchyDo’s and don’ts: to understand the basic rules and regulations of the office/companyManaging cultural expectations and norms: to understand the national cultural work and norms

Understanding organisational structuresDeveloping an awareness of work-related skills

-Explore hard and soft skills adjectives and examples-Complete organogram/organisational plan to understand company/organisation structure and hierarchy-Complete work related skills table and discuss in pairs/groups

Independent Level

Learning Objectives Curriculum Content ActivitiesManaging stress in the workplaceKnowing the roles of each person within the workplaceUnderstanding informal rules and behaviourConsidering expectations and norms in workplace

Dealing with workplace stressUnderstanding roles in the workplaceCompany´s formal and informal rules (understand)Workplace culture, attitudes and issues

-Discuss and explore workplace stress in pairs/small groups-Complete company structure and correlating responsibilities table-Complete workplace rules table-Complete table re workplace issues

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Module 3: Intercultural Communication

3.1. Verbal


Formal and Informal uses of Communication

Basic

-To be able to differentiate between formal and informal phrases and words, having a basic awareness of their appropriateness to level of relationships and the workplace

Direct and Indirect styles of Communication

-To be able to differentiate between direct and indirect styles of communication, including examples of phrases & requests

Formal and Informal uses of Communication

Inde

pend

ent -To understand and practice the usage of appropriate formal and informal phrases in context of workplace culture, email

communication, conversation etc

Direct and Indirect styles of Communication

-To understand and be able to use context appropriate indirect or direct communication styles as well as phrases in workplace culture

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Module 3: Intercultural Communication – 3.1 Verbal

3.1.1 Formal & Informal Uses of Communication

Basic Level

Learning Objectives Curriculum Content ActivitiesTo be able to differentiate between formal and informal phrases, having a basic awareness of their appropriateness within different contextsTo be able to identify relationship types based on the formality of language used

Formal and informal phrases in context of workplace culture

-Identify inappropriate sentences in written formal language exercise-Select formal words/phrases exercise-Listening exercise – identify type of relationship based on language used in conversations

Independent Level

Learning Objectives Curriculum Content ActivitiesTo understand, practice and apply the usage of appropriate formal and informal phrases in context of workplace culture

Formal and informal phrases in context of workplace culture

-Identify formal/informal phrases exercise –group work-Create own examples-Identify formal and informal email communication-Create dialogues in pairs from selection of phrases provided

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Module 3: Intercultural Communication – 3.1 Verbal

3.1.2 Direct and Indirect Styles of Communication

Basic Level

Learning Objectives Curriculum Content ActivitiesTo be able to differentiate between direct and indirect styles of communication, including examples of phrases & requests

Direct and indirect styles of communication, including examples of phrases & requests

-Making requests and enquires exercises-Polite refusals exercises-Role-playing situations

Independent Level


To understand and be able to use context appropriate indirect or direct communication styles as well as phrases in everyday exchanges and workplace culture

Indirect or direct communication styles in everyday exchanges and workplace culture

-Worksheet group work –communication styles-Making requests, refusals and making plans-Communication in a meeting

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Module 3: Intercultural Communication

3.2. Non-Verbal


Body Language

Basic

-To have an awareness of culturally appropriate body language, including greetings and eye-contact

Cultural Awareness -To be able to identify cultural customs and norms relating to employment and everyday orientation including aspects such as gender equality, class and social inclusion

Intonation -To have an awareness of cultural signifiers surrounding voice volume, intonation and delivery in the workplaceTo identify correct interview protocol from picture and description exercises

Body Language

Inde

pend

ent

-To develop a stronger understanding of appropriate usage of body language in one-on-one or group scenarios

Cultural Awareness -To develop a stronger understanding of hierarchical relationships in the workplace and the communication most appropriate

Intonation -To develop a stronger understanding of appropriate usage of voice volume and intonation in one-on-one or group scenarios

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Module 3: Intercultural Communication – 3.2 Non Verbal

3.2.1 Body Language

Basic Level

Learning Objectives Curriculum Content ActivitiesTo have an awareness of culturally appropriate bodylanguage including greetings and eye-contact

An introduction to culturally appropriate body language

-Picture based exercises to identify hand gestures-Interview body language-Mirroring and cues

Independent Level

Learning Objectives Curriculum Content ActivitiesTo develop a stronger understanding of appropriate usage of body language in one-on-one or group scenarios

Appropriate usage of body language -Picture based exercises to identify hand gestures-Interview body language-Mirroring and cues

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3.2.2 Cultural Awareness

Basic Level

Learning Objectives Curriculum Content ActivitiesTo be able to identify cultural customs and norms relating to employment and everyday orientation including aspects such as gender equality, class and social inclusion

Introduction to cultural customs and norms relating to employment

-Universal norms grid exercise-Cultural issues in the workplace-Mix & match activity

Independent Level

Learning Objectives Curriculum Content ActivitiesTo develop a stronger understanding of hierarchical relationships in the workplace and the communication most appropriate

Examination of the hierarchal relationships in the workplace and the appropriate communication to use

-Workplace situations- identify correct response activity-Comparing cultures exercise -pair-work-Consequence mapping exercises

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3.2.3 Intonation

Basic Level

Learning Objectives Curriculum Content ActivitiesTo have an awareness of cultural signifiers surrounding voice volume, intonation and delivery in the workplaceTo identify correct interview protocol from picture and description exercises

-An introduction to cultural signifiers surrounding voice volume, intonation and delivery in the workplace-Correct interview protocol

-Oral sounds for intonation use-Listening to audio recordings of intonation use-Mix & match exercises of intonation and meanings

Independent Level

Learning Objectives Curriculum Content ActivitiesTo develop a stronger understanding of appropriate usage of voice volume and intonation in one-on-one or group scenarios

-Appropriate usage of voice volume and intonation in one-on-one or group scenarios

-Audio examples and exercises-Conversation example exercises to complete-Intonation examples and intended meanings

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Module 4: Orientation of Services and Processes


Understanding the Asylum Process

(Basic level only)

Basic

- To become aware of the documentation & status requirements for asylum and residency in the new country

- To be able to identify the first steps to take in the asylum process

- To be able to identify the appropriate people /organisations to assist help in the initial stages of the asylum processAdjusting to Daily Life

- To be able to identify possible differences between expectations and reality of living conditions in the new country

- To be able to identify and discuss the (difficult) living conditions in the accommodation facilities for asylum seekers

- To be able to identify the appropriate people / organisations to assist with the initial settling-in period and how to engage these services/organisations

Entry to the Labour Market

-To understand about legal permission to work

-To be able to identify support services for job-seeking and job preparation

-To be able to identify personal job interests/volunteering interests

Adjusting to Daily Life

Inde

pend

ent - To have a level of orientation of the locality and an understanding of national government structures

- To be able to discuss receiving assistance from others, volunteers

- To be explore and discuss looking for private accommodation

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Entry to the Labour Market

- To learn how to get foreign educational achievements recognised

- To be aware of courses supporting the entry in the labour market

- To be aware of relevant support organisations for employment training

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Module 4: Services

4.1 Understanding the Asylum process and the steps involved

(Please note: Basic level provided only for this sub-module)

Basic Level

Learning Objectives Curriculum Content ActivitiesTo be made aware of the importance of the asylum procedure and the necessary steps involved in gaining residencyTo be able to identify the first steps to take in the procedure for granting the right of asylumTo be able to identify the appropriate people / support organisations when applying for asylum

Steps before and during the procedure for granting the right of asylumInformation about organisations supporting asylum seekersInformation about the key organisations/institutions involved in the initial asylum application and basic information about their roles

-To develop an understanding of the asylum process and support organisations available to asylum seekers/refugees

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Module 4: Services

4.2 Adjusting to Daily Life

Basic Level

Learning Objectives Curriculum Content ActivitiesTo be able to identify possible differences between expectations and the reality of life in new countryTo be prepared for possible uncertainty of statusTo be able to identify the (difficult) living conditions in the accommodation facilities for asylum seekersTo be able to identify the appropriate people /support organisations to assist with the settling in period

Talking about hopes and fears

Information about the living conditions during the first time of the asylum procedure

Information about possible key persons helping during the first time

-Positive & Negative experiences discussion-Daily life challenges and ways of structuring it-Support services and information identification

Independent Level

Learning Objectives Curriculum Content ActivitiesTo obtain information about language classes and identify other opportunities to learn/improve language skillsTo be able to get relevant information sources e.g. to look for private accommodation

Information about language courses

Information about how to move into private flats

-Orientation of a town/city/country-Receiving assistance-Finding a home and relevant support services

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Module 4: Services

4.3 Entry to the Labour Market

Basic Level

Learning Objectives Curriculum Content ActivitiesTo be made aware of local employment training organisationsTo be able to identify employment support organisations and methods of engagementTo be made aware of all necessary documentation for entitlement to work (tax forms, etc.)

Identifying personal work interests -Discussion of personal legal status-Support services to locate and engage with-Discussion re professional experience, etc (pair-work)

Independent Level

Learning Objectives Curriculum Content ActivitiesTo be aware of status types (entitlements) and working requirementsTo learn how to achieve educational qualification recognition within the new country and the necessary - To be aware of courses supporting the entry in the labour marketTo be aware of relevant support organisations for employment training

Information about status types and entitlements (requirements for working)

Information about possibilities to recognise educational achievements

Information about courses to be prepared for the labour market entry

-Professional status, formal & informal experience.-Preparing for entry into labour market, volunteering opportunities.-Recognition of foreign qualifications, support organisations etc.

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Module 5: Rights & Responsibilities

5.1. Employment Rights


Employment Contracts

Basic

Introduction to employment contracts for an employee, implied terms etc

Understanding terms and conditions of employment - rights and responsibilities

What should terms and conditions of employment contain?

Understanding your role as an employee

Understanding job descriptions

Employment Contracts

Inde

pend

ent

Employment contracts, statutory rights etc

Understanding terms and conditions of employment - rights and responsibilities

Terms and conditions of employment

Understanding your role as an employee

The induction process

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Module 5: Rights and Responsibilities

5.1 Employment Rights

Basic Level

Learning Objectives Curriculum Content ActivitiesTo be able to demonstrate an understanding of your rights as an employee and/or as an agency workerTo be able to demonstrate an understanding of what should be contained within an employment contractTo demonstrate an understanding of what is covered by the terms and conditions of employment

Introduction to employment rights

Introduction to what should be contained in a contract of employment, e.g. contract hours, sick pay, holiday entitlement etc

Introduction to terms and conditions of employment

- Identify the individual statutory rights and simple definitions- Discuss simple scenarios regarding employment rights and what employer/employee should do-Create a simple contract of employment-Discuss and identify implied terms

Independent Level

Learning Objectives Curriculum Content ActivitiesTo be able to demonstrate an understanding of contracts of employmentTo be able to demonstrate understanding of what is meant by terms and conditions of employment and implied terms/

More in depth look at what is contained in an employment contractExamine terms and conditions in different contractsThe use of external agencies for the protection of employment rightsThe role of trade unionsInduction processes

-Categorise statutory rights and non-statutory rights exercise-Discussion of scenarios regarding statutory rights and samples of good/bad practice re terms and conditions of employment-Create a written statement of employment-Role-play induction processes and employment issues

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5.2 Workplace Health and Safety


Health and Safety in the workplace

Basic

-To be able to demonstrate an understanding of what is meant by H & S in the workplace and why it is an important issue in any company.

H & S roles and responsibilities

-To be able to demonstrate knowledge and understanding of employers’ and employees’ responsibilities for Health and Safety

H & S signs -To be able to demonstrate knowledge and understanding of common examples of Health and Safety signage

Health and Safety in the workplace

Inde

pend

ent

-To be able to demonstrate an awareness and understanding of the most common risks in the workplace and of the process of risk assessment

H & S roles and responsibilities

-To be able to demonstrate knowledge and understanding of employer and employee duties and responsibilities

H & S signs -To be able to demonstrate skills in research and identification of Health and Safety signs used in the workplace

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5.2 Workplace Health and Safety

Basic Level

Learning Objectives Curriculum Content ActivitiesTo be able to demonstrate an understanding of what is meant byH & S in the workplace and why it is important in any companyTo be able to demonstrate knowledge and understanding of employers’ and employees’ responsibilities for Health and SafetyTo be able to demonstrate knowledge and understanding of common examples of Health and Safety signage

Basic, broad outline of the Health and Safety at work act and reasons for having itDuties, roles and responsibilities under the Health and Safety at work actExamples and definitions of commonly used Health and Safety signage – examples taken from different types of employment

-Discuss H&S laws as a class- Conduct online research into H&S at work info with a partner to find example scenarios-Match H&S signs to correct definitions in pairs or alone

Independent Level

Learning Objectives Curriculum Content ActivitiesTo be able to demonstrate an awareness and understanding of the most common risks in the workplaceTo be able to demonstrate knowledge and understanding of employer and employee duties and responsibilitiesTo be able to demonstrate skills in research and identification of Health and Safety signs used in the workplace

Risks present in the workplace, relating to different job types, such as factories, office, retail, cateringWho is responsible for different aspects of health and safety at work – employers and employees responsibilitiesComprehensive range of health and safety signs, including less commonly used ones

-Discussion and online research for different sectors and correlating H&S legislation-Use resources at provided link for group work on H&S at work-Match H&S signs to definitions-Students provided with scenarios and must identify which H&S laws/acts have been broken

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5.3 Professional Conduct


Professional conduct in the workplace

Basic

-To be able to demonstrate an understanding of professional standards, disciplinary procedures , employment standards and what constitutes an infringement

Understanding company hierarchies

-To be able to demonstrate an awareness of what a company structure/hierarchy is and what it is for

Professional conduct in the workplace

Inde

pend

ent To demonstrate a thorough understanding of the development and remit of a code of conduct to assure

professionalism in the workplaceUnderstanding company hierarchies

-To demonstrate a understand the roles and remits of company structures and hierarchies and the responsibilities at each level

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Basic Level

Learning Objectives Curriculum Content ActivitiesTo be able to demonstrate an understanding of professional conduct and disciplinary proceduresTo be able to demonstrate an awareness of what a company structure/hierarchy and the roles and responsibilities within it is and what it is for

Study of a range of sample disciplinary procedures to gain an in -depth understanding of standards and infringementsTo demonstrate an understanding of the difference between professional and unprofessional conduct in the workplaceDefinition and discussion of professionalismPerceptions of unprofessional conductWhen and who to address formally or informally, when to dress formally, informally, the correct language for different situations (refer back to language module)Understanding a company structure/hierarchy

-Discuss values for professional conduct and identify unprofessional conduct examples-Role-play scenarios in the workplace - discuss unprofessional conduct-Identify a simple, common company structure and discuss roles & responsibilities

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Independent Level

Learning Objectives Curriculum Content ActivitiesTo demonstrate an understanding of the development and remit of a code of conduct to assure professionalism in the workplaceTo demonstrate a thorough understanding of the roles and remits of company structures and hierarchies and the responsibilities at each level

What is a code of conduct?What should it contain?How can it be used to protect an employee, as well an employer?Understanding different management roles within the workplaceWho to go to for helpWho to go to make a complaintWho is able to discipline you and for what?Appeals procedures and tribunals

-Explore and discuss a range of sample disciplinary procedures-Role-play scenarios where there has been unprofessional conduct and disciplinary procedures-Students to produce case studies and discuss who was right & wrong in each-Students to design a company/organisational structure of preference and discuss the roles & responsibilities for the structure

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