RISE Curriculum Modules

1. IT Skills –Basic ICT Skills, Research & Participation, Digital Citizenship

2. Vocational Skills –Job Prep, Job Search & Job Development

3. Intercultural Communication -Verbal and Non-Verbal

4. Services- Asylum system, Daily Life, Labour Market

5. Rights & Responsibilities –Employment Rights, H&S, Professional Conduct

Curriculum Structure

• Lesson plans contain info & suggested activities, which reflect learning content of games

• Curriculum modules be used in flexible, dip in manner in conjunction or separate to the 4 games

• Each sub-module correlates to content of computer games to reinforce learning

• Modules are intended as supplementary alternative material to an established curriculum

Sub-Modules

Module 1 IT Skills

Research & Participation

Basic IT Skills

Digital Citizenship

Module 2 Vocational Skills, Job Seeking

Job Search

Job Application

Interview Skills

Module 2 Vocational Skills, Job Preparation

Confidence Development

CV & Cover Letter Writing Skills

Professional Profile Development

Sub-Modules

Module 2 Vocational Skills, Professional Job Development

• Reviewing Learning Process & Targets & Deadlines

Module 2 Vocational Skills, Personal Job Development

• Job Performance , Understanding Company Hierarchy & Structure & Developing work-related competencies

Sub-Modules

Module 3 Intercultural Communication, Verbal

• Sub-module 3.1.1 Formal & Informal Communication

• Sub-module 3.1.2 Direct & Indirect Communication

Module 3 Intercultural Communication, Non-Verbal

• Sub-module 3.2.1 Body Language

• Sub-module 3.2.2 Cultural Awareness

• Sub-module 3.2.3 Intonation

Sub-Module Breakdown

Module 4 Services

• Understanding the Asylum Process

• Organising Daily Life

• Entry into the Labour Market

Module 5 Rights & Responsibilities

• Rights & Responsibilities in the Workplace

• Employment Contracts

• Understanding Terms & Conditions of Employment

Lesson Plans & Games

Email Know How

• IT Skills

• Vocational Skills

• Intercultural Communication (formal & informal)

Getting There

• Intercultural Communication

• Services

• Rights and Responsibilities

Lesson Plans & Games Correlation

Interview Expert

• Vocational Skills, (Job Preparation, Job Seeking, Job Development),

• Intercultural Communication (Verbal and Non-Verbal),

• Rights and responsibilities (Employment Rights & Rights, Professional Conduct)

Risky Business

• Verbal Intercultural Communication

• Services – Entry into the Labor Market

• Rights and Responsibilities - Health & Safety

15.10.14 15.10.14

Student Developed Added Value Games

Purpose of Trainers’ Handbook:

1. To make trainers/tutors fully aware of the blended learning approach of the RISE project

2. To provide guidance on how to utilise the curriculum and the interactive games in conjunction with one another to maximise the learning content

3. To provide a cohesive structure to the delivery of the content of the curriculum together with the learning of the interactive games.

4. To provide instruction as to the technical application of the games and adaptability/ modification of content by trainers/tutors

Project Piloting of Resources

• Piloting undertaken in Ireland, UK & Germany with refugees and asylum seekers over the Summer and Autumn, 2014

• Total of 25 participants took part in refugee and migrant support centres

• Curriculum lesson plans and 4 games tested with assistance of a trainers to simulate a blended learning class

• Feedback was give to game developers and curriculum developers

Pilot Group Profiles

Ireland Piloting Group

Amount: 7 Participants (6 men, 1 woman)

Age: Between 19-40 years of age

Status: Convention Refugee, Asylum Seeker, Former Refugee, Undocumented

Nationalities: Ukraine, Cameroon, Afghanistan, Zimbabwe

Employment Status: 1 participant currently employed

Language Skills: Mixed literacy; 1 participant very low literacy, 3 high, 3 intermediate

Computer Skills: 6 participants were computer literate, 1 participant was not computer literate

Irish Pilot Group Quotes

Irish Pilot Group Participants:

• “This course has been good, I learnt a lot about job interviews, communication skills, proper emailing, a reason to learn and making decisions for an employment environment, proper official body language to be used in offices during the interviews and so much more. Brilliant course.”

• “The RISE project course has been beneficial to me. It has helped me attain skills in email, job interviews, digital skills and to be familiar with the Irish and EU statutory rights.”

German Participants profile

12 participants took part in the piloting. 4 men and 8 women, ages ranging from 19 to 45

The participants were all unemployed

All participants were computer literate (with various level: from middle-low to middle-high)

Language skills: 4 have good German and low English language skills; 8 have low-to no German language skills, among them 1 has low to-no English language skills and 7 good English language skills

All participants have Convention Refugee status

Countries of origin: Kosovo, Nigeria, Afghanistan, Syria

Trainers' Comments on Handbook and Curriculum (German Group)

Handbook:

One gets quickly a comprehensive impression of the project and its products

Suggestion: include screen-shots of the games by their descriptions

Curriculum

very flexible: adaptable to the heterogeneous character of the refugees groups

Curriculum in combination with the games can give good results

description of some activities too short

UK - Piloting

• 1 group in Nottingham and 1 in Birmingham

• 7 refugees across both groups + 1 trainer in Birmingham

• Piloted the 4 games over a number of weeks

• To pilot the curriculum we delivered some workshops using selected lesson plans

UK Piloting Feedback

• Found games useful

• The games were engaging

• Lessons delivered added vital information relating to the use of the games