SERA Cycle 1 Introduction and Courses

Project n° 580247-EPP-1-2016-1-FR-EPPKA3-IPI-SOC-IN Context of Imp lementation This programme is designed to help teachers working in prisons and similar correctional facilities to create a series of activities when working with sentenced learners with traits of radicalisation. The SERA programme includes 3 cycles of a four-week programme with 30 hours of lectures and activities every week that makes a total of 120 hours per cycle and 360 hours in total. Before going in class and starting any activity or delivery of any lecture, the users of this manual shall read the following points as it will help in the design of the coming weeks. Every cycle will last four weeks and the whole SERA pedagogical programme is designed to last over 3 cycles, which would last twelve weeks. The teacher/trainer should prepare the lesson outlines to ensure that all the necessary material is provided and that films, sources and exercises will be well accepted and understood by the learners that are to be involved in the SERA programme. This programme provides guiding points and exercises, as well as the approximate indication of duration of every exercise. Nonetheless the coordinator of the lectures can vary the provided guidelines according to the respective unique context. Original lesson plans, as recommended in this manual could be adapted due to various contextual circumstances, such as number of recipients, material, cultural issues or other factors. Any recommendations should be provided to SERA team for eventual improvement on the initial programme. Cycle 1, 2 and 3 are downloadable from http://euro-cides.eu/SERA/ The SERA programme aims at working on various needs of the individual learner. Inspired by Maslow’s and Pinto’s pyramid s, SERA grouped the various needs in 7 colours. Every colour targets specific needs as indicated in Table 1. In the outline of the pedagogic sequences it is possible to notice that every activity could be integrated in different categories of needs. SERA identified these needs in colours and three of these colours were associated with every pedagogical input. The colours indicate that each activity includes aspects of the indicated needs. The colours were randomly chosen and are there only to act as a legend, which should help the teacher to identify which activity could be adopted to the given teaching programme.