The original 10-module learning path for Deaf youth workers, delivered in International Sign with accessible support text.

EUDY Academy Core Curriculum

Meet the platform. Learn what youth work is and why this curriculum matters for Deaf youth.

How to use this e-learning

Welcome to EUDY Academy. This is a learning platform for Deaf youth workers. Each module has video lessons in International Sign. Below each video you will find key points and a full text version. You can go at your own speed. At the end of each module there is a short quiz. You need to log in to save your progress. The Materials section is open for everyone — no login needed.

Learning objectives

This curriculum covers 10 topics. You will learn about youth work, learning methods, facilitation, inclusion, and more. By the end you will be able to plan a workshop, run it, and evaluate it. Each module builds on the previous one. When you finish all modules and pass the quizzes, you can receive a certificate.

Youth work

Youth work is about supporting young people in their personal development. It takes place outside the formal education system — in youth clubs, summer camps, international exchanges, and community projects. A youth worker is not a teacher. They are a guide who helps young people discover their strengths, build confidence, and participate in society.

Non-formal education

There are three types of learning. Formal education happens in schools and universities — you get grades and diplomas. Non-formal education is structured and planned, but there are no exams. Workshops, training courses, and youth exchanges are non-formal. Informal learning happens every day — you learn from friends, from experience, from making mistakes. EUDY Academy uses non-formal education methods.

Why is this important for Deaf youth work?

Deaf young people often face barriers in mainstream youth work. Activities are designed for hearing people. Information is in spoken language. Deaf youth workers who understand Deaf culture and sign language can create spaces where Deaf young people feel welcome and understood. This curriculum gives you the tools to do that.

What is EUDY Academy?

Understand how people learn. Explore learning styles and intercultural learning.

What is learning?

Learning means changing. When you learn something, you think differently, feel differently, or do something new. People learn best when they feel safe, when the topic matters to them, and when they can be active. Reading a book is learning. But so is practising a skill, having a discussion, or making a mistake and trying again.

Intercultural learning

When people from different countries and cultures meet, they bring different values, habits, and perspectives. Intercultural learning means becoming aware of these differences, respecting them, and finding ways to work together. In Deaf youth work this is very common — you meet people who use different sign languages, come from different backgrounds, and have different experiences of being Deaf.

Learning styles

Everyone learns differently. Some people learn best by watching a demonstration. Others need to try it themselves. Some prefer to discuss and reflect. The cone of learning shows that we remember about 10% of what we read, but 90% of what we do and explain to others. That is why good workshops use many different methods — videos, group work, practice, discussion.

Non-formal education in practice

In non-formal education, the learner is at the centre. The facilitator does not give lectures. Instead, they create activities where people can experience, reflect, and learn from each other. After every activity, there is time for reflection: What happened? How did you feel? What did you learn? What will you do differently next time?

Learning

Build your skills as a facilitator. Learn about group dynamics and leadership.

Facilitation skills

Facilitation is a skill you can learn and improve. A good facilitator listens carefully, asks good questions, and makes sure everyone can participate. Preparation is important — know your programme, your materials, and your group. But also be ready to change your plan if something is not working. Professionalism means being respectful, starting on time, and communicating clearly.

Roles: trainer, facilitator, mediator

These three roles are different. A trainer has expert knowledge and teaches it to others. A facilitator does not need to be an expert in the topic — their job is to guide the group process so people learn from each other. A mediator steps in when there is a conflict and helps the people involved find a solution. In youth work, you often switch between these roles.

Presentation skills

When you present in front of a group, keep it visual. Use pictures, not long text on slides. Make eye contact with your audience. If you sign, be clear and use a comfortable speed. Practice your presentation at least once before the real session. If you feel nervous, that is normal — it gets easier with experience.

Group dynamics

When a group comes together, they go through stages. First they are polite and careful (forming). Then there may be disagreements (storming). After that the group finds its rhythm (norming) and works well together (performing). As a facilitator, you need to recognise which stage the group is in. Some people dominate discussions, others stay quiet. Your job is to create balance — invite quiet people to share and gently manage those who talk too much.

Leadership and self-confidence

Leadership does not mean telling people what to do. A good leader supports others, shares responsibility, and listens to the group. Self-confidence is important for leadership — and it grows with practice. Every time you facilitate a session and it goes well, your confidence grows. As a Deaf youth worker, you are a role model. Young Deaf people need to see that Deaf people can lead.

Competences of a facilitator

Create safe, inclusive spaces. Understand different backgrounds and safeguarding.

Ethics and values

Ethics in youth work means treating every person with respect and dignity. Be professional — this means keeping boundaries, being fair, and not showing favouritism. Remember that Deaf people are a diverse group. Do not assume that everyone has the same experience, the same sign language skills, or the same background. Ask, listen, and learn.

Backgrounds of participants

Your participants will have very different backgrounds. Some grew up in Deaf families, others are the only Deaf person in their family. Some are BIPOC, some are LGBTQ+, some have additional disabilities. Their economic situations are different. Their educational experiences are different. Good youth work recognises this diversity and adapts. This is called differentiation — adjusting your approach so everyone can participate and learn.

Safeguarding

Safeguarding means making sure young people are safe — physically, emotionally, and online. At the start of every workshop, set ground rules together with the group. Rules like: respect each other, what happens here stays here, it is OK to step out if you need a break. Your organisation should have a safeguarding policy. There should always be a contact person if someone feels unsafe.

Inclusive attitude

Inclusion is not a checklist. It is an attitude. It starts with checking your own assumptions and biases. Do not guess what people need — ask them. Make sure participation is truly possible for everyone, not just theoretically allowed. This might mean changing the pace, offering different ways to participate, or adjusting the physical space.

Inclusive materials

The materials you create should reflect the diversity of your group. Use pictures that show people of different backgrounds, skin colours, genders, and abilities. Think about deafblind participants — use high contrast, large text, and tactile materials where possible. Choose examples that work across cultures. Avoid jokes or references that only make sense in one country. Test your materials with different people before you use them.

Inclusion and diversity

Explore many working methods. Learn to create your own. Make them inclusive.

Working methods — examples

A working method is a structured activity that helps people learn. There are many types. Icebreakers help people relax at the start. Role plays let people practise real situations. Group discussions help people share opinions. Gallery walks let people move around and read posters. Brainstorming collects ideas quickly. Each method works better for certain goals. Choose the one that fits what you want to achieve and who is in your group.

How to create a working method

You can create your own working methods. Start with a clear goal: what should participants learn or experience? Then design the steps. Every good activity has three parts: an introduction (explain what will happen), the activity itself (participants do something), and a reflection (discuss what happened and what was learned). Write clear instructions. Think about timing. Test it with a friend or small group before you use it in a real workshop.

Inclusive working methods

When you design an activity, think about who might be left out. Not everyone can read fast. Not everyone can stand for long. Not everyone sees well. Offer different ways to participate — some people prefer to draw, others prefer to sign, write, or act. Make sure the physical space works for signing: good lighting, clear sightlines, enough space. If you have deafblind participants, work with their support persons to adapt the activity.

Didactics and working methods

Find good information. Learn to check if sources are reliable.

Where to find information

There are many good resources for youth work. Compass is a free manual from the Council of Europe with activities about human rights — available online. The EUDY Academy Materials section on this platform has workshop guides, templates, and activities. Previous EUDY projects also produced useful materials. The Council of Europe, Salto-Youth, and Erasmus+ platforms have many more resources. Always check if a resource fits your group and your topic.

Reliability — is this information true?

Not everything you find online is true. Disinformation is false information that someone shares on purpose to mislead people. Misinformation is false information that someone shares by mistake — they believe it is true. Before you use any resource, ask: Who wrote this? When was it published? Is there evidence? Can I find the same information from a different source? Teach your participants to do the same. Critical thinking is an important skill for youth workers.

Resources

Plan a full workshop from start to finish. Set aims, choose methods, manage time.

Define your aim

Before you plan anything, write down the aim of your workshop in one sentence. For example: 'Participants will understand their rights as Deaf people in Europe.' The aim answers one question: what will participants take away from this workshop? A clear aim helps you choose the right methods, materials, and structure. If you cannot explain the aim in one sentence, it is too complicated.

Define learning outcomes

Learning outcomes are more specific than the aim. They describe what participants will be able to do after the workshop. Use action words: 'Participants can explain three rights from the UNCRPD.' 'Participants can create an inclusive icebreaker activity.' Write 3 to 5 outcomes per workshop. They help you plan your activities and evaluate if the workshop was successful.

Define methodology

Methodology means your overall approach to the workshop. Will it be mostly discussion-based? Hands-on practice? A mix of presentations and group work? In non-formal education, the methodology is usually interactive and participatory — people learn by doing, not by listening to lectures. Think about your aim and your group. A workshop about practical skills needs practice. A workshop about values needs discussion and reflection.

Using resources

You do not need to invent every activity yourself. Use existing resources from Compass, EUDY projects, Salto-Youth, and other sources. But do not use them without thinking. Adapt them to fit your specific group. Change the examples to be relevant to Deaf culture. Translate into International Sign if needed. And always give credit to the original author — this is both professional and required by most open licenses.

Choose working methods

Now choose the specific activities for your workshop. Each activity should connect to one of your learning outcomes. Mix different methods — some active (moving, role play), some reflective (discussion, writing), some creative (drawing, building). Think about energy levels through the day. After lunch people are tired — use an energiser. At the end of the day, do something calm and reflective.

Make a programme

Write your programme as a timetable. Start and end time for each activity. Include coffee breaks and lunch. Be realistic with time — activities almost always take longer than you expect. Add 10 minutes extra for each session. For Deaf participants, also think about visual fatigue. Watching someone sign for a long time is tiring. Plan short breaks between intense visual activities.

Materials and space

Make a complete list of materials: markers, flipchart paper, sticky notes, projector, printed handouts. Check the room before the workshop. Is the lighting good for signing? Is there enough space for group activities? Can everyone see each other? Are there power sockets where you need them? Prepare everything the day before or early in the morning. Arriving to a room that is ready makes a big difference.

Creating a resources list

At the end of your workshop, give participants a resources list. This is a short document with links, books, videos, and organisations where they can learn more. Keep it short — 5 to 10 items. Include a mix of types: some videos for visual learners, some websites for readers, some organisations they can join. Share it digitally so they can click the links.

Using the activity form

The activity form is a standard template from the EUDY Academy handbook. When you create a good activity, document it using this form. Write the title, the aim, step-by-step instructions, how much time it takes, what materials you need, and any tips. This makes it easy to share with other youth workers. Your activity might end up in the EUDY Academy Materials library for others to use.

Workshop design

Learn to debrief sessions, evaluate workshops, and reflect on your work.

Debriefing a session

After every activity, take time for debriefing. This is a structured conversation where participants reflect on what just happened. Start with facts: What happened during the activity? Then feelings: How did you feel? Then learning: What did you learn? And finally application: How will you use this in real life? Without debriefing, an activity is just a game. With debriefing, it becomes a learning experience.

Evaluation of a workshop

At the end of a workshop, you need to evaluate it. Did you achieve your aims? Did participants reach the learning outcomes? Use different methods to collect feedback. Written questionnaires work, but in Deaf groups also use signed feedback, visual evaluation tools (like mood scales or target boards), and group discussions. Make sure evaluation is accessible — not everyone writes easily in English.

Evaluation of the project

Project evaluation is different from workshop evaluation. It looks at the bigger picture. Did the whole project achieve its goals? What was the impact on participants over time? What worked well? What would you change? Project evaluation is important for funders (like the EU), for your organisation, and for future planning. Document everything — numbers, stories, feedback, photos. This helps you and others learn from the experience.

Evaluation

Put it all together. Run your workshop. Handle time, conflicts, and real situations.

Introduction to participants

The first minutes of a workshop are the most important. They set the tone for everything that follows. Start by introducing yourself — who you are, why you are here. Then explain the programme: what will happen today. Agree on ground rules together. Then do an icebreaker activity so participants get to know each other. Keep it light and fun. People who feel comfortable at the start will participate more during the whole workshop.

Time management

Time management is one of the hardest skills for new facilitators. Use a visible timer or clock. Start on time, even if not everyone is ready. If an activity takes longer than planned, you have two choices: stop it and move on, or continue and skip something later. Plan which activities are essential and which are flexible. Never skip breaks — people need them for energy, for visual rest, and for social connection.

Differentiating

In any group, participants have different experience levels and learning needs. Some have facilitated many workshops before. Others are complete beginners. Differentiating means adjusting your approach. Give extra explanation or support to those who need it. Offer more advanced options for those who are ready. You can do this by having different levels in an activity, by pairing experienced people with beginners, or by offering optional extra tasks.

Conflict management

When people work together, conflicts happen. A disagreement about ideas is healthy and can lead to good discussion. But if it becomes personal or emotional, you need to step in. Stay calm. Acknowledge the conflict: 'I see there is a disagreement. Let us take a moment.' Listen to all sides. Do not take sides. Remind the group of the ground rules. If the conflict is serious, talk to the people involved privately during a break.

Safeguarding in practice

During a workshop, keep an eye on how participants are feeling. Watch for signs that someone is uncomfortable, withdrawn, or upset. If you notice something, check in with them privately. Make sure people know how to report concerns — have a visible poster with the contact person. If someone reports a safeguarding issue, follow your organisation's procedure. Do not try to solve it yourself. Listen, document, and refer to the safeguarding officer.

Case studies

Case studies are stories about realistic situations. For example: 'A participant refuses to work with another person because of their background. What do you do?' Case studies help you practise handling difficult situations before they happen in real life. In this module, you will work through several case studies in groups. There is no one right answer — the goal is to think about your options and discuss them with others.

Facilitating a workshop

Use AI tools to help you prepare workshops and create materials.

What AI can do for you

AI tools like ChatGPT can help youth workers in many ways. They can help you write workshop descriptions, create new activity ideas, translate text into simple English, or plan a programme. But AI is a tool, not a teacher. It does not know your specific group or context. Always check the output. Change it to fit your needs. Use your own experience and knowledge to improve what AI suggests.

Writing good prompts

The quality of AI output depends on the quality of your prompt. A prompt is the instruction you type into the AI tool. Be specific. Instead of 'Give me an activity', write: 'Create an icebreaker activity for 15 Deaf young people aged 18–25 about human rights. The activity should take 20 minutes. Instructions should be visual, not text-heavy.' The more context you give, the better the result. You can also ask AI to improve its own answer: 'Make this simpler' or 'Add a reflection question'.

AI for working methods

You can use AI to brainstorm new activities. Give it your topic and learning outcome, and ask for ideas. You can also give it an existing activity and ask it to adapt it for a different group size, age, or context. AI is good at generating many options quickly. But always read the output critically. Does it make sense for Deaf participants? Is the language simple enough? Would it actually work? Test it before using it with a real group.

AI for workshop design

You can ask AI to create a full workshop programme. Give it your aim, learning outcomes, total time, group size, and any special needs. AI will generate a programme with activities, timings, and materials. This is a useful starting point. But remember: AI does not know your specific participants. It does not understand Deaf culture unless you explain it. Use the AI output as a draft, then adapt it with your own knowledge and experience.

Critical thinking about AI

AI is powerful but not perfect. It can give wrong information, outdated facts, or biased suggestions. It might use language that is not inclusive, or suggest activities that do not work for Deaf groups. Always check what AI gives you. Ask yourself: Is this correct? Is this appropriate? Is this inclusive? Also think about privacy. Do not type personal information about your participants into AI tools. And remember: AI should support your work, not replace your professional judgement.