Migrant. Workers. Education for Employability and Local and Global Citizenship. Learning for Life and Work Integrated Activity:

Transcription

1 Learning for Life and Work Integrated Activity: Migrant Workers Education for Employability and Local and Global Citizenship

2 Migrant Workers Learning for Life and Work Integrated Activity: Migrant Workers Education for Employability and Local and Global Citizenship Introduction The Northern Ireland Curriculum aims to empower pupils to achieve their potential and to make informed and responsible choices and decisions throughout their lives as individuals, as contributors to society and as contributors to the economy and environment. This unit on migrant workers encourages pupils to think critically in terms of the changing nature of the Northern Ireland economy and society and the challenges and opportunities these changes bring. Activity Overview The purpose of this integrated activity is for pupils to consider issues of diversity and cultural identity and to investigate the local impact of the global market and the experiences of workers who have come from other countries to Northern Ireland. It explores terms and aims to deepen understanding of issues and challenges that face migrant workers. Diary writing is a core activity in this integrated unit, allowing pupils to look at these issues and challenges from the viewpoint of the Polish Martynowicz family. Using role-play, pupils learn to empathise with migrant workers and their families. Migrant Workers and Learning for Life and Work Learning for Life and Work (LLW) is a statutory requirement in the Northern Ireland Curriculum. LLW has four components, Home Economics, Personal Development, Education for Employability and Local and Global Citizenship. Migrant Workers is a collaborative unit which provides for the development of the cross-curricular skill of Communication and connects the strands and statutory requirements of two areas of Learning for Life and Work: Local and Global Citizenship Investigate factors that influence individual and group identity; Investigate ways in which individuals and groups express their identity; Investigate how and why conflict, including prejudice, stereotyping, sectarianism and racism may arise. Education for Employability Investigate the local impact of the global market; Practise presentational and self-marketing skills. 1

3 LLW: Migrant Workers The resource is aimed at Key Stage 3 pupils and identifies aspects from the Thinking Skills and Personal Capabilities framework that are most relevant to each session. It is envisaged that this resource will form part of a collaborative unit for Key Stage 3 Learning for Life and Work and as such will require planning and coordination across the strands involved. For the purposes of classroom management, this unit has been divided into four parts. It is estimated that the entire unit will take four hours, but individual school contexts will dictate the length of time required for this resource. Contents page Session 1: Who are Migrant Workers?...3 Session 2: The Family...7 Session 3: The Interview Session 4: Society Resources

4 Who are Migrant Workers? Session 1 3

5 LLW: Migrant Workers Session 1: Who are Migrant Workers? Learning Intentions Pupils will be learning about: the concept of migrant workers; the terms used to describe people from other countries; and the factors that may motivate a migrant worker to leave their home country. Pupils will be able to: prioritise reasons why people leave their home country to come to Northern Ireland. Skills... Capabilities Thinking, Problem-Solving and Decision- Making is evident through: Searching for meaning and deepening understanding pupils clarify their understanding of the various concepts and terms around the issue of migrant workers. Examining evidence pupils consider information given to them and analyse and classify the information in Resources 1 and 3. Developing a line of reasoning pupils think about why people from other countries might decide to come and work in Northern Ireland. Communication Talking and Listening Using ICT (extended activity) Success Criteria Success Criteria should be agreed by the teacher and pupil, for example: Resources: Migrant Workers PowerPoint Presentation (Resource 1) Download from Match the Terms (Resource 2) Push and Pull (Resource 3) Who Can Work in Northern Ireland? (Resource 4) Working in Northern Ireland (Resource 5) Movement of People (Resource 6) Migrant Labour Spreadsheet (Resource 7) Download from Northern Ireland Statistics and Research Agency Pupils will demonstrate understanding of the concept of, and terminology surrounding, migrant workers. Pupils will prioritise reasons why people leave their home country to come to Northern Ireland. 4

6 Session 1: Who are Migrant Workers? The purpose of this session is to introduce pupils to the term migrant workers. Pupils may have misconceptions as to what the term means, and it is important that they understand the possible reasons for people wanting to come to work in Northern Ireland and where these people come from. ACTIVITIES 1.1 Show the Migrant Workers PowerPoint Presentation (Resource 1) to the class. The presentation can be downloaded from the Learning for Life and Work section of The full presentation and subsequent activities should last around one hour. 1.2 Explain to pupils that they may have had pre-conceived ideas as to what these terms mean but that it is important that they clarify their understanding so that they can engage in the other activities in this group of lessons. The first two slides should be used to spark class discussion on what a migrant worker is and the sort of jobs that they do. Slides 3 and 4 explore some of the pre-conceived ideas that pupils may have about migrant workers looking a certain way or only working in certain jobs. By discussing these slides pupils should come to realise that migrant workers can be found in any sector and may come from anywhere around the world. Slide 5 looks at some of the terms that are used to refer to people who come to live in Northern Ireland. In pairs, ask pupils to work through Match the Terms (Resource 2) to help them understand some of the terms on the slide and as a class discuss what each of the terms on the slide means. 1.3 When looking at Slide 8, explain that there are PUSH and PULL factors at play in a migrant worker s decision to come to Northern Ireland. Arrange the class into groups of four and distribute a few copies of Push and Pull (Resource 3) to each group. The pupils fill in their push and pull factors on the resource and then agree on how to prioritise and categorise these factors. Ask one person from each group to feedback on their prioritised choices. Discuss their answers as a class. You may wish to talk about the following points if they have not been raised already by pupils. Possible Pull Factors: Higher salaries in Northern Ireland. Euro/ exchange rate. Living costs lower rent in Northern Ireland compared to other areas in the British Isles. Active recruitment for shortage occupations recruiting by an employer who has a skills shortage. Opportunity for career development for example, a nurse or doctor may have more opportunity to develop skills in a hospital in Northern Ireland. Opportunity to experience living in a different country. To accompany spouse their spouse or partner is from Northern Ireland or came here to study or work. Possible Push Factors: Lack of employment opportunities for example, high unemployment in their native country. Perceived poor standard of living. Limited opportunities for career development. Limited opportunities for study. 5

7 LLW: Migrant Workers In groups of four, the pupils discuss what the push and pull factors might be with particular reference to people that the pupils know. Use the following questions to help pupils develop their critical thinking skills: Are the people better off in every way here? What are the consequences for the countries that the people are leaving? DEBRIEF Pupils should reflect as a class on: What they have learned. Why is it important. What they found interesting. 1.4 Slides look at how easy or difficult it is for people to come to live in Northern Ireland. Distribute the information sheet, Who Can Work in Northern Ireland (Resource 4), and discuss with the class. (These slides should be updated from the NISRA website demography/default.asp18.htm.) Give the pupils time to examine and analyse the information provided on these slides. Then in pairs they should complete the table in Working in Northern Ireland (Resource 5) to clarify and deepen their understanding. Extension ICT Task: Introduce pupils to the ICT task (on slide 13). Using Microsoft Excel, pupils will illustrate trends in migration to Northern Ireland. Distribute Movement of People (Resource 6) to each pupil and ask pupils, working individually or in pairs, to create a pie chart, bar chart and a line graph from the figures provided. Examples of how to display the information can be found on Resource 7 which can be downloaded from 6

8 Session 2 Session 2: The Family7

9 LLW: Migrant Workers Session 2: The Family Learning Intentions Pupils will be learning about: the challenges and opportunities that diversity and inclusion present in local and global contexts. Pupils will be able to: manage information within a specific context by selecting reasons why migrant workers come to Northern Ireland (builds on what was learned in Session 1); manage information by sorting and structuring information to complete a diary entry. Skills... Capabilities In this session the emphasis is on Managing Information, which is evident through: Prioritising ideas and information to complete Constructing Walls activity. Selecting appropriate information for the think, pair, share activity. Sorting out thoughts and ideas using the Mind Movies activity. Communicating with a sense of purpose and audience in the Diary Entry activity. Resources: Family Update 1 (Resource 8) Supporting our Reasons (Resource 9) Family Update 2 (Resource 10) Migrant Diary (Resource 11) Communication Talking and Listening; Reading to Gather Information; Writing Success Criteria Success Criteria should be agreed by the teacher and pupil, for example: Pupils will write a diary entry which illustrates the hopes and fears of a member of a migrant family. Pupils will use language in the diary entry that is appropriate to the context of the task. 8

10 Session 2: The Family The purpose of this session is to help pupils empathise with individuals leaving their home country to come to Northern Ireland. The class will be introduced to the Martynowicz family from Poland and be given some background information about them. Each pupil will write a diary from the perspective of one of the family members and will add to the diary throughout the integrated unit. This provides an opportunity for assessing Communication. ACTIVITIES 2.1 Introduce the class to the Martynowicz family using Family Update 1 (Resource 8). Ask the pupils to use an atlas or the internet to find a map of Poland in Europe, and to gather information on Poland using the internet or encyclopedias. Pupils should each record two facts they find interesting about Poland. Record these facts on the whiteboard. 2.2 Use the Constructing Walls activity to identify and prioritise the most important reasons the family might have for moving to Northern Ireland. Ask each group to discuss the following question: What are the possible reasons the family might have for moving to Northern Ireland? They should write each of the possible reasons on a post-it note. Then in their groups, the pupils decide on the most important factors for the Martynowicz family. They construct a wall with their post-its on the blank sheet of paper. The most important factors form the bottom line, the least important factors the top. Ask the groups to feed back on the factors they consider most important using Supporting our Reasons (Resource 9). More Job opportunities Support available Family Ties Learn English Education Better wages What is a Constructing Wall and how does it work? Divide the class into groups or pairs. Provide each group or pair with an A3 or A4 piece of blank paper and some post-it notes. Each group or pair should write down answers to the questions asked. 9

11 LLW: Migrant Workers 2.3 Pupils explore the Martynowicz family s concerns using a Mind Movies activity What is a Mind Movies activity and how does it work? Pupils close their eyes while you or another pupil reads the Martynowicz Family Updates (Resources 8 and 10). Introduce pupils to the concept of empathy. Then ask pupils to imagine what is happening to the family, what they are thinking, what their worries, fears, desires, needs are, etc. The pupils discuss what they imagined in groups or as a whole class. Record their ideas and display them on the whiteboard. Explain to the pupils that they will continue to add to the diary throughout this integrated unit, and it will be an ongoing piece of work that can provide an opportunity for assessing Communication. 2.4 Diary Entry (1) The Martynowicz family have decided to record this life changing move in a diary. Introduce pupils to the idea of writing a diary from the perspective of the mother, father, daughter or son. Explain to the pupils that they will write an entry in their diary to show how they feel about moving to Northern Ireland. Distribute copies of Migrant Diary (Resource 11) to the class, and ask them to read through the task instructions. Below is an example of a diary entry. JULY Dear Diary, This is the first time I have ever had a diary and I am not really sure what you or I are supposed to do. I suppose I should introduce myself, my name is Ola Martynowicz, I am 13 years old and I currently live in Gorzow, Poland. I have lived here all my life with my dad, Piotr, my mum Magda and my annoying little brother Kuba. I really like living in Gorzow, I have lots of friends and most of my teachers are pretty good. However, my life is suddenly going to be very different because tomorrow all my family are getting on a plane to go to Belfast, Northern Ireland. I have found it on the map and it looks really far away. I have never been outside of Poland before and by tomorrow I will be in a different country where everything is new and strange. 10

12 Session 3 11 The Interview

13 LLW: Migrant Workers Session 3: The Interview Learning Intentions Pupils will be learning about: selection and recruitment procedures; and the necessary skills and qualities needed to secure employment. Pupils will be able to: select appropriate criteria when choosing candidates for interview; examine options and make choices when selecting a candidate for the post; and work effectively as a team member adapting behaviour and language to suit situations in the role play activities. Skills... Capabilities In this session the emphasis is on Working with Others, which is evident through: Listening actively and sharing opinions when selecting candidates for interview. Adapting behaviour and language when roleplaying the interview. Communication Talking and Listening Resources: Family Update 3 (Resource 12) BrightPrice Job Description (Resource 13) Completed Application Forms (Resource 14) Selection of Candidates for Interview (Resource 15) Interview Scorecard (Resource 16) Decision Making Diagram (Resource 17) Success Criteria Success Criteria should be agreed by the teacher and pupil, for example: When selecting a person for the job they should be able to explain the process of selection and reasons for appointment. 12

14 Session 3: The Interview The purpose of this session is for pupils to understand the recruitment and selection procedures in a large organisation. Working in groups, pupils role-play the recruitment and selection procedures and learn to examine options and make and justify choices. Using prepared documents, the lesson will lead to a role-play of an interview situation in which the most suitable candidate will be offered a job as a General Customer Assistant with BrightPrice Supermarket. ACTIVITIES 3.1 Read Family Update 3 (Resource 12) to the class. Divide the class into groups. Give each group a copy of BrightPrice Job Description (Resource 13) for the vacant position, together with the Completed Application Forms (Resource 14) of three candidates. Using Selection of Candidates for Interview (Resource 15) they must select two of the candidates to interview. Using the information they already have the groups must: discuss and record the five most important things to do when preparing for an interview; come up with six questions to ask during the interview; choose three pupils to role-play the interviewers and ensure that they are well-prepared for taking on this role; and prepare the selected candidates for interview (one from each group). 3.2 Each group then sets up their interview panel and carries out the interview role-play. The interview panel can use the Interview Scorecard (Resource 16) to keep a note of how well each candidate performs. 13

15 LLW: Migrant Workers 3.3 Once the interviews have taken place, the panel must select one person for the job and justify their choice of candidate, weighing up the pros and cons using the Decision Making Diagram (Resource 17). 3.4 Diary Entry (2) Explain to the class that Piotr was successful in his job interview and now has a job at BrightPrice Supermarket. Ask pupils to make another entry into the diary that they began in the last session. This diary entry should express how they now feel as the family is beginning to become established in their schools, jobs and local community. They could explore the following issues: Has Piotr s new job increased the family s sense of security? Have the pupils faced any situations at school where they felt nervous? How did they deal with it? Have they shared any good news with the family? 14

16 Society Session 4 15

17 LLW: Migrant Workers Session 4: Society Learning Intentions Pupils will be learning about: possible reasons for prejudice and ways of dealing with conflict; working with others through brainstorming and role-play; and selecting information for a diary entry. Pupils will be able to: make connections with ideas and information through the role-play activity; and make ideas real by acting out situations in the role-play activity. Skills... Capabilities In this session the emphasis is on Being Creative, which is evident through: Seeking out ideas and asking questions in the brainstorming activity. Making connections with ideas and information through the role-play activity. Making ideas real by acting out situations in the role-play activity. Seeing opportunities to transfer learning in the diary entry activity. Resources: Family Update 4 (Resource 18) Role-Plays (Resource 19) Pros and Cons (Resource 20) Communication Reading for Understanding Talking and Listening. Success Criteria Success Criteria should be agreed by the teacher and pupil, for example: Pupils will demonstrate understanding through an effective role-play. Pupils will select relevant information to use in a diary entry. 16

18 Session 4: Society The purpose of this session is to focus on society and attitudes that may exist concerning people from other countries coming to work in Northern Ireland. The concept of identity is explored and clear understanding sought for prejudice and discrimination. Pupils engage in role-plays that allow them to experience the challenges and emotions that members of the Martynowicz family may face. Pupils continue to make a diary entry from the perspective of the family member they have chosen to be which shows the impact of change on the family since coming to Northern Ireland. Examples of Definitions: Prejudice: Prejudging someone because of a difference. Discrimination: Acting on a prejudgement. Stereotyping: Believing that all people act or behave in a similar way because they have a shared identity. ACTIVITIES 4.1 Distribute Family Update 4 (Resource 18) to the pupils to recap on the family s situation. 4.2 In groups, ask the pupils to brainstorm answers to the question, What is Identity? in the context of migrant workers and people from other countries living in Northern Ireland. They could display their ideas on a spider diagram, which may include words/phrases such as: Who I am Personality Individual characteristics. Prompt Questions How would you define identity? Pupils might suggest that identity is who we are and how we see ourselves. Does identity only apply to an individual? Pupils might suggest that it can be individual or group How is identity expressed? Suggestions may include: We may identify with a particular flag. We may use our appearance to show our identity. We may use our appreciation of types of music to reflect our identity. We may reflect our identity through religious affiliation. We may reflect identity in the sports we enjoy. We may use our language to show our identity. What are possible barriers to expressing identity? Suggestions may include: Ignorance Anxiety Fear Unfamiliarity Being uncomfortable 4.3 Divide the class into three groups and ask each group to take one of the terms prejudice, discrimination or stereotyping, and come up with a definition. 17

19 LLW: Migrant Workers Explain to pupils that the role-plays they are about to engage in involve them being creative and experimenting with ideas and questions. Divide the class into four groups. Give each group one card from Role-Plays (Resource 19). While the pupils participate in the role-play, ask them to identify examples of prejudice, stereotyping, and discrimination. They then discuss how these issues may be resolved. 4.4 Using Family Update 4 (Resource 18) the pupils should weigh up the pros and cons of living in Northern Ireland for the family. Ask them to record their ideas on Pros and Cons (Resource 20). This list and the discussion generated around it should be used as a springboard for the final diary entry. 4.5 Diary Entry (3) Give pupils some time to discuss the issues and feelings raised in the role-plays; this will help them complete their final diary entry in their adopted role. They should use the following structure for the final diary entry: Paragraph 1: Family discussion on life in Northern Ireland. How have their lives changed? Paragraph 2: The advantages of life in Northern Ireland for family members as individuals and as a group. Paragraph 3: The disadvantages of life in Northern Ireland for family members as individuals and as a group. Paragraph 4: Write about the decision on whether to stay in Northern Ireland, go back to Poland or move somewhere else. DEBRIEF Pupils should reflect as a class on: What they have learned. Why is it important. What they found interesting. 18

20 Resources 19

21 Resource 1a Migrant Workers PowerPoint Presentation LLW: Migrant Workers / Session 1

22 Resource 1b Migrant Workers PowerPoint Presentation LLW: Migrant Workers / Session 1 21

23 Resource 2 Match the Terms Read the stories about each of the following people. Can you match the labels with the people in the stories? My name is Matthias. I am 14 years old. My family had to leave Somalia a year ago after a member of my family was killed. My father had to fill in forms and people listened to his story to see if he was telling the truth. They thought we would be in danger if we went back, so we are allowed to stay in Belfast. Asylum Seeker My name is Piotr. I came to Northern Ireland because the clothing factory where I worked in Poland closed down. I found a job here as a retail assistant. I earn a much higher wage here than at home and can send money home for my family every month. Immigrant My name is Renata. I came from Latvia to work as a dressmaker for a local franchise three years ago. I have three children who are all at school here. I have recently moved to a four-bedroom house in Moira and have bought myself a car. I am very happy here and have many friends, so I plan to stay in Northern Ireland. Migrant Worker My name is Sharif. I escaped from Iran where I was in great danger because of my Christian belief. I am applying to the British Government for asylum so that I can stay here and work. Refugee 22 LLW: Migrant Workers / Session 1

24 Resource 3 Push and Pull Why do people from countries like Poland, Portugal, Slovakia and the Philippines choose to come to Northern Ireland to work? Discuss with your group and see how many PUSH and PULL factors you can come up with. PUSH FACTORS PULL FACTORS These are things that make people want to leave their own home country. These are things that make people want to come to Northern Ireland. LLW: Migrant Workers / Session 1 23

25 Resource 4 Who Can Work in Northern Ireland? European Economic Area nationals do not need to ask for permission to move here to live and work. These include people from the European Union (EU), from the European Free Trade Area (including Norway, Iceland and Liechtenstein), and from Switzerland. The latest accession countries, Bulgaria and Romania (A2) are treated differently from the A8 countries. Nationals from these countries are free to be here but need work permits for most forms of employment. Students from abroad are entitled to work part time. They often help as language assistants in schools. Nationals from the new EU Accession States are entitled to freedom of movement in the other EU states but must register with the Home Office UK Border Agency when they take up employment. These include people from what are termed the A8 Countries, which joined the EU in May 2004: Czech Republic Lithuania Estonia Poland Hungary Slovakia Latvia Slovenia (Cyprus and Malta, who also joined in 2004, are not subject to these restrictions and are treated like states that joined previously.) Work Permit Holders are foreign nationals from countries other than those already mentioned. Permits will only be issued when the employer has demonstrated that they have been unable to fill the post in any other way. 24 LLW: Migrant Workers / Session 1

26 Resource 5 Working in Northern Ireland Using the information provided, for each of the following countries, write YES or NO in each of the columns to see who can freely work in Northern Ireland. You might want to use this website, to remind you about the countries in the European Union. Country of Origin Member of European Union Member of European Free Trade Area Member of EU Accession States (A8 Country) Needs permission to work in Northern Ireland Must register with UK Home Office Needs a work permit to work in Northern Ireland China Czech Republic Denmark France India Latvia Lithuania Malta Norway Philippines Poland Portugal Romania Slovakia Ukraine LLW: Migrant Workers / Session 1 25

27 Resource 6 Movement of People Migrant Workers in Northern Ireland Lots of research has been carried out on the recent increase in migrant workers coming to Northern Ireland. The Northern Ireland Statistics and Research Agency (NISRA) and other researchers have carried out studies on migrant workers. These tables show some of their findings. TASK 1 Open an Excel spreadsheet and enter the figures from Table 1. Using Chart Wizard, convert this information into a pie chart so that you can clearly see the areas of employment taken up by migrant workers from the A8 countries and which of these are the most and least popular. Enter the Table 2 figures into a new spreadsheet and using Chart Wizard, display this information in a Bar Chart. Table 1: Breakdown of A8 Migrant Labour by employment category Employment category Total numbers in Northern Ireland Others 1,120 Manufacturing 2,275 Food Processing 905 Hospitality 1,035 Agriculture 845 Health 480 Administration/ 3,645 Management Construction 1,235 Entertainment 45 Retail 430 Transport 335 Table 2: Top 10 countries of origin of migrant workers to Northern Ireland China 1,317 Czech Republic 1,338 India 2,486 Latvia 1,358 Lithuania 4,987 Philippines 1,524 Poland 12,020 Portugal 3,605 Slovakia 3,469 Ukraine 867 TASK 2 Enter these figures into a new spreadsheet and, using Chart Wizard, create a line graph to illustrate the movement of people to and from Northern Ireland since Underneath your line graph state three observations about migrant workers in Northern Ireland you have made from looking at your graph. Table 3: Net Migration takes account of all the people who leave Northern Ireland and those who come to Northern Ireland from anywhere else in a given year. In Table 3 there are the Net Migration figures for Northern Ireland from 1991 to ,823 2, ,886 4,684-1,032-1,785-4,815-2,227-1, ,671 9,895 9,806 5, LLW: Migrant Workers / Session 1

28 Resource 7 Migrant Labour Spreadsheet Table 1: Breakdown of A8 Migrant Labour by employment category Total Employment category numbers in Northern Ireland Others 1,120 Manufacturing 2,275 Food Processing 905 Hospitality 1,035 Agriculture 845 Health 480 Administration/Management 3,645 Construction 1,235 Entertainment 45 Retail 430 Transport 335 Migrant labour by employment category Transport Retail Entertainment Construction Administration/ Management Health Others Hospitality Agriculture Manufacturing Food Processing Table 2: Top 10 countries of origin of migrant workers to Northern Ireland China 1,317 Czech Rpublic 1,338 India 2,486 Latvia 1,358 Lithuania 4,987 Philippines 1,524 Poland 12,020 Portugal 3,605 Slovakia 3,469 Ukraine ,000 12,000 10,000 8,000 6,000 4,000 2,000 0 Top 10 countries of origin of migrant workers China Czech Republic India Latvia Lithuania Philippines Poland Portugal Slovakia Ukraine Series1 Table 3: Net Migration figures for Northern Ireland ,823 2, ,886 4,684-1,032-1,785-4,815-2,227-1, ,671 9,895 9,806 5,743 Net Migration figures for Northern Ireland ,000 10,000 8,000 6,000 4,000 2, ,000-4,000-6, Series1 LLW: Migrant Workers / Session 1 27

29 Resource 8 Family Update 1 A family called Martynowicz (pronounced Mart-no-vich) live in Gorzow (Gor-shov) Poland. The father Piotr (Pi-ot) works in a clothing factory called Stilon. The mother, Magda, works as a nurse. Their children Ola, aged 13, and Kuba (Kooba), aged 11, are both settled in school and seem to enjoy their life. Piotr has worked at Stilon since he left school and he is well respected and enjoys his job, but his wages are low and he wants to give his children better opportunities. He enjoys watching movies and reading and this has helped him to pick up a little English. Magda is a qualified nurse and has worked part time at the local health centre for five years. She would really like to work in a hospital but the nearest one is too far away and she knows that the wages would not cover her transportation or child-care costs. Magda studied English while training to be a nurse and she can communicate very well in English. Ola likes to help out on her grandparents farm and she would like to be a vet when she leaves school. She has lots of friends and she is involved in the local drama and athletics club outside school. She really enjoys watching American TV and this has helped her to improve her understanding of English, she is able to read and write a little and she can converse well. Kuba loves football and takes every opportunity to get involved in a game. He would really like to join a club but there are none in the local area. He wants to be a PE teacher when he leaves school. He is always reading about English football teams and this means he is able to read, write, talk and understand English quite well. The family live in an apartment block; it is quite old and needs renovated. The family spend a lot of time together and they enjoy visiting other family members. About a year ago Piotr s brother, Thaddeus, and his family moved to Belfast to find new jobs that would give them a better lifestyle. Piotr s brother is encouraging Piotr to move to Belfast. He thinks that the Martynowicz family would settle very well in Northern Ireland. 28 LLW: Migrant Workers / Session 2

30 Resource 9 Supporting our Reasons Our opinion Our supporting reason Opposing thoughts Our defence LLW: Migrant Workers / Session 2 29

31 Resource 10 Family Update 2 Magda and Piotr begin to discuss the possibility of moving to Belfast. They both want better lives for their family, and Thaddeus tells them this can be achieved by moving. Magda knows that she can earn a lot more as a nurse in Belfast and she would be able to work in a hospital. Magda and Piotr ask other people who have moved to Northern Ireland or who have family living there and everyone says that there are better opportunities for the whole family if they move. Magda and Piotr speak to their children about the possibility of moving. At first both children do not want to move as they will miss their friends and family and they do not want things to change. The family begin to think about what they need to do if they want to move. Magda starts to look on the internet for nursing jobs in Belfast. She finds a job that she is qualified for and applies for it. Piotr asks his brother about job opportunities. Thaddeus tells him that he would be able to get a job in a supermarket that would pay him a lot more than he earns now and that he could work nights and earn more and save on childcare. After about six weeks Magda gets called for an interview. She goes to Belfast alone for the interview, she stays with Thaddeus and he shows her around Belfast and introduces her to some of his friends. Magda is successful in her interview and she has to start in four weeks. She goes home and the family decide to move. They now have to start thinking about planning their move. As they are from an A8 country Magda and Piotr only need to register with the Home Office and the children are entitled to places in school. 30 LLW: Migrant Workers / Session 2

32 Resource 11 Migrant Diary Imagine that you are one of the members of the Martynowicz family. You will write an entry in their diary, which records their thoughts and feelings about leaving Poland and coming to live in Northern Ireland. You will continue to add to this diary at different stages throughout this theme. You can use the writing frame and key words list below to help you create your diary entry WRITING FRAME Paragraph 1: Introduction of self and family and plans to move. Paragraph 2: Fears about moving, what is being left behind (friends, school, pets etc). Paragraph 3: Wondering what Northern Ireland will be like differences, what family have said. Paragraph 4: Sense of excitement, changes in job, school, housing, food. Opportunities the move will bring. KEY WORDS worried afraid community fear anxious opportunities nervous language isolated lost anticipation school unknown strange friends new neighbours travelling homesick excited LLW: Migrant Workers / Session 2 31

33 Resource 12 Family Update 3 The family moved to Belfast 4 weeks ago, they stayed with Thaddeus and his family for two weeks after which they rented a house close to the Hospital. As the children are settled in school and Magda is beginning to get established in the hospital, Piotr has applied for a job as a night time assistant in BrightPrice. He has been called for interview, he knows that he will be in competition with local people for the job, but he feels that he is capable and has the necessary skills and qualities to meet the job s requirements. The children have enrolled in school and Magda has started work. She is currently working in the Accident and Emergency Department following an induction period in a range of both medical and surgical wards. 32 LLW: Migrant Workers / Session 3

34 Resource 13 BrightPrice Job Description The biggest part of your job is simply to be there to help our customers - perhaps taking them to a product they cannot find, or explaining how they can get the best from a special offer. You will also support warehouse staff with deliveries, fill promotion ends and merchandising units as well as ensuring that the aisles are tidy and clear. This means you must have a friendly, flexible approach. You will be involved in lots of different areas, from stock rotation to working on the tills and be supportive of other colleagues in delivering an excellent customer shopping experience at all times. So you will definitely need a can-do attitude and bags of initiative and enthusiasm. We are looking for someone who is: Passionate about retail. Focused on the customer and strives to understand them better than anyone. Driven to achieve results through determination and commitment. Committed to treating people in a fair and consistent way. Willing to roll their sleeves up to get things done. Determined to respond energetically to customer feedback. Motivated to work in partnership with others to achieve individual and team objectives. Adaptable and flexible to thrive in a 24/7 business. Devoted to seeking feedback on their performance and investing time in their own development. Within your job you will need to perform the following tasks: Maintain excellent store standards. Achieve customer service target levels. Deal with customers in a friendly and positive manner. Ensure compliance with food safety standards. Deal with disputes and customer complaints in a constructive and positive way. Detect and prevent shoplifters. Carry out duties of a checkout assistant where applicable. Issue exchange and refunds brought to the Customer Service desk. LLW: Migrant Workers / Session 3 33

35 Resource 14a Completed Application Forms Application Form 34 LLW: Migrant Workers / Session 3

36 Resource 14b Completed Application Forms Application Form LLW: Migrant Workers / Session 3 35

37 Resource 14c Completed Application Forms Application Form 36 LLW: Migrant Workers / Session 3

38 Resource 14d Completed Application Forms Application Form LLW: Migrant Workers / Session 3 37

39 Resource 14e Completed Application Forms Application Form 38 LLW: Migrant Workers / Session 3

40 Resource 14f Completed Application Forms Application Form LLW: Migrant Workers / Session 3 39

41 Resource 14g Completed Application Forms Application Form 40 LLW: Migrant Workers / Session 3

42 Resource 14h Completed Application Forms Application Form LLW: Migrant Workers / Session 3 41

43 Resource 15 Selection of Candidates for Interview TASK 1 Selection of Candidates for Interview Study the application forms on Resource 14 and then use the table to help you decide who is suitable to be selected to come for an interview. Candidate Name Yes No Interview? Is he/she available to work night shifts? Is he/she willing to work overtime? Does he/she have relevant experience? Will he/she look after our customers well? Will he/she work well as part of a team? Is he/she passionate about retail? Is his/her written communication good? TASK 2 Preparation for Interviewing the Selected Candidates As a group you must come up with a list of six questions you will ask the candidates you have selected for interview. Use both the job description and the candidates application forms to help you decide what the questions should be. Each candidate must be asked exactly the same questions. Q1 Q2 Q3 Q4 Q5 Q6 You must now choose three people from the group who will form the interview panel. Each member of the panel should ask two questions. 42 LLW: Migrant Workers / Session 3

44 Resource 16 Interview Scorecard Candidate Name Excellent Very Good Good Poor Appearance Body language (e.g. handshake, eye contact, posture during interview) Verbal communication skills Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Quality of response to questions Candidate Name Appearance Body language (e.g. handshake, eye contact, posture during interview) Verbal communication skills Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Excellent Very Good Good Poor Quality of response to questions LLW: Migrant Workers / Session 3 43

45 Resource 17 Decision Making Diagram Reasonableness Rating Candidate 1 Pros Cons Candidate 2 Pros Cons Candidate 3 Pros Cons The best decision considering all 3 options: 44 LLW: Migrant Workers / Session 3

46 Resource 18 Family Update 4 The family has now been in Northern Ireland two months and everything is going quite well. Both parents are working and the children are starting to feel more comfortable with their command of English. The family has begun to explore Belfast together, when they can find time. They have made some friends at work, at school and within the Polish community. The whole family are attempting to make Belfast their home because they feel they can have a better quality of life. To do this they have to feel comfortable enough to express their identity. All members of the family have had some problems adjusting to life in Northern Ireland; it is very different for them. Some members have come across prejudice, discrimination and stereotyping. Each member has managed to deal with these in different ways. They find it useful to share their thoughts and feelings with each other because they know that it is those that are closest to them that truly understand how they feel. So as a family they discuss their identity in Northern Ireland and the effects prejudice, discrimination and stereotyping could have on them as a family and as individuals. After talking and listening to each other they must decide whether their move to Northern Ireland has been a good or bad thing. Will they continue to stay where they are, will they go back to Poland or will they move some where else? LLW: Migrant Workers / Session 4 45

47 Resource 19a Role-Plays Piotr s Problem Piotr is working as a night time assistant in BrightPrice. He is enjoying the work and is pleased that he is getting paid well. His English is still limited but he is able to follow instructions and communicate orally. His manager believes he is doing a good job and has singled him out for special praise. However, some of his fellow workers do not like that the manager has praised Piotr and they have started to call him names. Piotr thinks a lot of his fellow workers are prejudiced because they see him as being different. As a group you must act out a situation where two or three other workers are calling Piotr names. Then you must also act out how this can be resolved. Try out a number of different ideas to resolve this, for example Piotr might speak to his manager and the manager may then speak to the other workers. WHAT YOU NEED TO DO? Each member of the group must take on one of the following roles: Piotr supermarket worker (x2) manager If there are more than four in a group, you could have more staff members or another manager who gives advice to the manager that Piotr approaches. You will have ten minutes to prepare your role-play. Then you must act it out within four minutes. 46 LLW: Migrant Workers / Session 4

48 Resource 19b Role-Plays Magda s Problem Magda is working as a nurse in a busy Accident and Emergency department in Belfast. She is finding that she has to learn as she goes along and everyone is too busy to answer her questions. Her communication skills are very good but she is not getting the opportunity to get to know many of her colleagues as her shift times keep changing and she is working in many different teams. Magda feels she is being discriminated against because other people work in the same teams all the time. She feels this is affecting her ability to do the best job she can. As a group you must act out a situation where Magda tries to ask two or three other members of staff some questions and they are too busy to give her answers. Then you must also act out how this can be resolved. Try out a number of different ideas to resolve this, for example, Magda might speak to her manager, and her manager may offer some solutions. WHAT YOU NEED TO DO? Each member of the group must take on one of the following roles: Magda staff member (x2) manager If there are more than four in a group, you could have more staff members or another manager who gives advice to the manager that Magda approaches. You will have ten minutes to prepare your role-play. Then you must act it out within four minutes. LLW: Migrant Workers / Session 4 47

49 Resource 19c Role-Plays Kuba s Problem Kuba has started his new school and he is coping well in the classroom. He is able to participate in the activities and the other children treat him just the same in front of the teacher. However, at playtime he is ignored by the other children. They do not invite him to play in their games even though he has approached them asking to join in. He is feeling a little lonely and left out, he thinks the other children are unsure of him because they have labelled him as being a migrant, but he knows he is just the same as them. As a group you must act out a situation where Kuba tries to get involved in games with two or three other children, but they do not include him. Then you must also act out how this can be resolved. Try out a number of different ideas to resolve this, for example, Kuba might speak to his teacher and the teacher may speak to the children. WHAT YOU NEED TO DO? Each member of the group must take on one of the following roles: Kuba classmates (x2) teacher If there are more than four in a group, you could include more classmates. You will have ten minutes to prepare your role-play. Then you must act it out within four minutes. 48 LLW: Migrant Workers / Session 4

50 Resource 19d Role-Plays Ola s Problem Ola has settled well into school. She is keeping up with the work and she is making new friends. Her friends include her in games and conversations and they are curious about her. One lunchtime she takes out her packed lunch and the other girls are shocked by what is in her lunch box. It has some food that is common in Poland, such as krupnik (a barley soup with vegetables and smoked meat) and faworki (pastry twisters). The girls at the lunch table make fun of Ola s lunch. She does not want to involve the teacher as she knows the girls are just curious. She would like to resolve the situation herself. As a group you must act out a situation where Ola takes out her lunchbox and the girls at the table react in a rude way. Then you must also act out how Ola will resolve this situation. Try out a number of different ideas to resolve this problem. WHAT YOU NEED TO DO? Each member of the group must take on one of the following roles: Ola friend (x2) classmates If there are more than four in a group, you could include more classmates. You will have ten minutes to prepare your role-play. Then you must act it out within four minutes. LLW: Migrant Workers / Session 4 49

51 Resource 20 Pros and Cons Reasonableness Rating Why was a decision necessary? Staying in Northern Ireland Pros Cons Go back to Poland Pros Cons Moving somewhere else Pros Cons The best decision considering all 3 options: 50 LLW: Migrant Workers / Session 4

52 A CCEA Publication 2010