learning for life and work integrated activity: migrant...

Migrant WorkersEducation for Employability and Local and Global Citizenship

Learning for Life and Work Integrated Activity:

Migrant Workers

11

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 OverviewThe 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 WorkLearning 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 infl uence individual and

group identity; • Investigate ways in which individuals and

groups express their identity;• Investigate how and why confl ict, 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.

Migrant WorkersEducation for Employability and Local and Global Citizenship

Learning for Life and Work Integrated Activity:

Introduction

LLW: Migrant Workers

2

LLW: Migrant Worker

2

Cont

ents

The resource is aimed at Key Stage 3 pupils and identifi es 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.

Session 1:Who are Migrant Workers? ...............3

Session 2:The Family ............................................................7

Session 3:The Interview .................................................. 11

Session 4:Society .................................................................... 15

Resources ........................................................... 19

page

Session 1

Who

are

Mig

rant

Wor

kers

?

3

Session 1: Who are Migrant Workers?


4

Skills ... CapabilitiesThinking, 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 CriteriaSuccess Criteria should be agreed by the teacher and pupil, for example:• 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.

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.

Resources:• Migrant Workers PowerPoint Presentation

(Resource 1)Download from www.nicurriculum.org.uk

• 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 www.nicurriculum.org.uk

• Northern Ireland Statistics and Research Agencywww.nisra.gov.uk/demography

4

ACTIVITIES

Session 1: Who are Migrant Workers?

5

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 www.nicurriculum.org.uk. 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 fi rst 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 fi ll 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.

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.

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.

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.

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?

1.4 Slides 10-12 look at how easy or diffi cult 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 www.nisra.gov.uk/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 fi gures provided. Examples of how to display the information can be found on Resource 7 which can be downloaded from www.nicurriculum.org.uk.


6

DEBRIEFPupils should refl ect as aclass on:• What they have

learned.• Why is it important.• What they found

interesting.

Session 2:

The Family7

Session 2

Session 2: The Family


Skills ... CapabilitiesIn 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.

Communication• Talking and Listening; • Reading to Gather Information; • Writing

Success CriteriaSuccess 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.

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 specifi c 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.

Resources:• Family Update 1 (Resource 8)

• Supporting our Reasons (Resource 9)

• Family Update 2 (Resource 10)

• Migrant Diary (Resource 11)

8

Session 2: The Family

9

ACTIVITIES2.1 Introduce the class to the Martynowicz family using Family Update 1 (Resource 8). Ask the pupils to use an atlas or the internet to fi nd a map of Poland in Europe, and to gather information on Poland using the internet or encyclopedias. Pupils should each record two facts they fi nd 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).

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.

Support

available

Better wages

Learn English

Family Ties

More Job opportunities

Education

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.

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.

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.


10

JULY

Dear Diary,

This is the fi rst 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.

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.

Session 3 T

he

Inte

rvie

w

11

Session 3: The Interview


Skills ... CapabilitiesIn 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 role-

playing the interview.

Communication • Talking and Listening

Success CriteriaSuccess 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.

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.


• 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)

12

Session 3: The Interview

13

ACTIVITIES3.1 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 fi ve 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.

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.


14

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?

Session 4

Soci

ety

15

Session 4: Society


Skills ... CapabilitiesIn 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.

Communication• Reading for Understanding• Talking and Listening.

Success CriteriaSuccess 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.

Learning Intentions

Pupils will be learning about:• possible reasons for prejudice and ways of

dealing with confl ict;• 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.


• Role-Plays (Resource 19)

• Pros and Cons (Resource 20)

16

Session 4: Society

17

ACTIVITIES4.1 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 defi ne 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 fl ag.– We may use our appearance to show our identity.– We may use our appreciation of types of music to refl ect our identity.– We may refl ect our identity through religious affi liation.– We may refl ect 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 defi nition.

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.


18

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 fi nal 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 fi nal diary entry in their adopted role. They should use the following structure for the fi nal 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.

DEBRIEFPupils should refl ect as aclass on:• What they have

learned.• Why is it important.• What they found

interesting.

Res

ourc

es

19

Resource 1a Migrant Workers PowerPoint Presentation

20 LLW: Migrant Workers / Session 1

1 2

3 4

5 6

7 8

Resource 1b Migrant Workers PowerPoint Presentation

21LLW: Migrant Workers / Session 1

9 10

11 12

13

Resource 2 Match the Terms


Refugee

Migrant Worker

Immigrant

Asylum Seeker

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 fi ll 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.

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.

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.

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.

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.

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.

PUSH FACTORS PULL FACTORS

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 Offi ce 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 SlovakiaLatvia 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 fi ll the post in any other way.

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, http://europa.eu/abc/european_countries/, 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 Offi ce

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

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 fi ndings.

TASK 1Open an Excel spreadsheet and enter the fi gures 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 fi gures into a new spreadsheet and using Chart Wizard, display this information in a

Bar Chart.

TASK 2Enter these fi gures into a new spreadsheet and, using Chart Wizard, create a line graph to illustrate

the movement of people to and from Northern Ireland since 1991. Underneath your line graph state

three observations about migrant workers in Northern Ireland you have made from looking at your

graph.

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/Management

3,645

Construction 1,235

Entertainment 45

Retail 430

Transport 335

Table 2: Top 10 countries of origin of migrant workers to Northern Ireland

2003–2006

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

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 fi gures for

Northern Ireland from 1991 to 2008.1991-1992

1992-1993

1993-1994

1994-1995

1995-1996

1996-1997

1997-1998

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2,823 2,668 -469 -1,886 4,684 -1,032 -1,785 -4,815 -2,227 -1,875 85 -996 821 6,671 9,895 9,806 5,743

Resource 7 Migrant Labour Spreadsheet


Employment category

Total numbers in Northern Ireland

021,1 srehtOManufacturing 2,275Food Processing 905

530,1 ytilatipsoH548 erutlucirgA084 htlaeH

Administration/Management 3,645Construction 1,235

54 tnemniatretnE034 liateR533 tropsnarT

Migrant labour by employment category

Others

Food Processing

HospitalityHealth Agriculture

Entertainment

TransportRetail

Construction

Administration/Management

Manufacturing

713,1 anihCCzech Rpublic 1,338

684,2 aidnI853,1 aivtaL

Lithuania 4,987Philippines 1,524

020,21 dnaloP506,3 lagutroP964,3 aikavolS768 eniarkU

Net Migration figures for Northern Ireland 1991-2008

-6,000-4,000-2,000

02,0004,0006,0008,000

10,00012,000

1991-1992

1992-1993

1993-1994

1994-1995

1995-1996

1996-1997

1997-1998

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

Series1

Top 10 countries of origin of migrant workers

02,0004,0006,0008,000

10,00012,00014,000

China

Czech

Repu

blicIndia

Latvi

a

Lithu

ania

Philippin

es

Poland

Portug

al

Slovakia

Ukraine

Series1

1991-1992 1992-1993 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008

2,823 2,668 -469 -1,886 4,684 -1,032 -1,785 -4,815 -2,227 -1,875 85 -996 821 6,671 9,895 9,806 5,743

Table 1: Breakdown of A8 Migrant Labour by employment category

Table 2: Top 10 countries of origin of migrant workers to Northern Ireland

Table 3: Net Migration fi gures for Northern Ireland 1991-2008

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 qualifi ed nurse and has worked part time at the local health centre for fi ve 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 fi nd 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.

Resource 9 Supporting our Reasons


Our opinion

Our

supporting reason

Opposing thoughts

Our defence



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 fi rst 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 fi nds a job that she is qualifi ed 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 Offi ce and the children are entitled to places in school.

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 FRAMEParagraph 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 WORDSworried afraid community fear

anxious opportunities nervous language

isolated lost anticipation school

unknown strange friends new

neighbours travelling homesick excited



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.

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.

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.

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 fi nd, or explaining how they can get the best from a special offer. You will also support warehouse staff with deliveries, fi ll promotion ends and merchandising units as well as ensuring that the aisles are tidy and clear. This means you must have a friendly, fl exible 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 defi nitely 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 fl exible 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.

Resource 14a Completed Application Forms


Appl ica t ion Form

Resource 14b Completed Application Forms


Appl ica t ion Form

Resource 14c Completed Application Forms


Appl ica t ion Form

Resource 14d Completed Application Forms


Appl ica t ion Form

Resource 14e Completed Application Forms


Appl ica t ion Form

Resource 14f Completed Application Forms


Appl ica t ion Form

Resource 14g Completed Application Forms


Appl ica t ion Form

Resource 14h Completed Application Forms


Appl ica t ion Form

Resource 15 Selection of Candidates for Interview


TASK 1Selection 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.

TASK 2Preparation 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.

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?

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.

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

Quality of response to questions

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Candidate Name

Excellent Very Good Good Poor

Appearance

Body language (e.g. handshake, eye contact, posture during interview)

Verbal communication skills

Quality of response to questions

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Resource 17 Decision Making Diagram


Candidate 1 Pros

Cons

Candidate 2 Pros

Cons

Candidate 3 Pros

Cons

ReasonablenessRating

The best decision considering all 3 options:



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 fi nd 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 fi nd 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?

Resource 19a Role-Plays


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.

Piotr’s ProblemWHAT 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.


Resource 19b Role-Plays

Magda is working as a nurse in a busy Accident and Emergency department in Belfast. She is fi nding 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.

Magda’s ProblemWHAT YOU NEED TO DO?Each member of the group must


° Magda

° staff member (x2)

° manager


group, you could have more staff

members or another manager who

gives advice to the manager that

Magda approaches.





Resource 19c Role-Plays

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.

Kuba’s ProblemWHAT YOU NEED TO DO?Each member of the group must


° Kuba

° classmates (x2)

° teacher


group, you could include more

classmates.





Resource 19d Role-Plays

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.

Ola’s ProblemWHAT YOU NEED TO DO?Each member of the group must


° Ola

° friend (x2)

° classmates


group, you could include more

classmates.





Resource 20 Pros and Cons

Staying in Northern Ireland

Pros

Cons

Go back to Poland

Pros

Cons

Moving somewhere else

Pros

Cons

Why was a decision necessary?

The best decision considering all 3 options:

ReasonablenessRating

learning for life and work integrated activity: migrant...

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