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

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

Workshop design

Module content