Social Policy Report

Policy report
Abstention from the electoral voting process:

Educating for the future:
Author: Tom ODea
Student number: 113223019
Contents
Introduction........................................................................................................... 4
Research methods................................................................................................. 5
Irish voter turnout statistics...................................................................................6
Research on voter abstention.............................................................................. 10
Voter registration..................................................................................11
Constitutional convention recommendations.......................................11
Historical background.......................................................................................... 12
Political education teaching in Ireland.................................................................13
Political teaching 1966-1997................................................................13
Research on civics education 1971......................................................13
Political teaching 1997-2014................................................................14
Current policy on CSPE........................................................................................ 14
Syllabus & Guidelines...........................................................................14
Department of education sample policy on CSPE.......................................14
Delivery schedule for CSPE..................................................................20
Research on CSPE.................................................................................20
The future of CSPE................................................................................20
Academicss view(s) on CSPE/citizenship education..............................20
Politicians views on CSPE....................................................................21
Political content of CSPE...................................................................................... 22
RECOMMENDED PLANNING SCHEDULE FOR UNITS 3 (Unit 3 The State)
......................................................................................................................... 24
Political secondary education teaching in an international context.....................25
European Union policy recommendations............................................25
Policy drivers in the EU.........................................................................25
International voter turnout research....................................................26
Austria.................................................................................................. 26
Belgium................................................................................................ 27
Recommendations............................................................................................... 29
Conclusion........................................................................................................... 31
References........................................................................................................... 32
Appendices.......................................................................................................... 35
Appendix 1........................................................................................... 36
Appendix 2........................................................................................... 37
Appendix 3........................................................................................... 38
Appendix 4......................................................................................... 135

Appendix 5......................................................................................... 150
Introduction
With the exception of Switzerland, turnout in general elections in the republic of Ireland is
now the lowest in Western Europe. This report will first assess the Irish population
participation in the election process of public representatives to the Dil, and also in
referenda pertaining to constitutional issues. The rationale for this report has stemmed from
conspicuously low turnout in recent referenda and general elections, and the recommendation
of the constitutional convention to lower the voting age from 18 to 16, and the downgrading
of social, civic and political education (CSPE) to a non-examined, non-compulsory subject in
2017, CSPE is currently taught from year one to three in secondary schools, on completion of
year three there is a state examination as part of the junior certificate award.
This report also looks at research carried out on abstention from the voting process and the
reason for the abstention. It is the responsibility of a citizen of a democracy to partake in the
selection process of political representatives. Elected politicians at both national and MEP
(member of European parliament) level are involved in the policy making process, these
policies effect the whole population disregarding which or whether they took part in the
voting/election process, policies on health, welfare, education, environmental issues, taxes, to
mention but a small few. Dahl argues all members of a democracy must have equal and
effective opportunities for making their views known to the other members as to what the
policy should be Dahl (1998, 37).
The main purpose of this report is to analyse the policy on the teaching of political education
in the secondary school sector, and investigate if the time allotted to the teaching of the
subject area, is adequate to create a good working knowledge of politics and the political
system, to increase participation in the voting process.
In Ireland political education was first introduced to the secondary school curriculum in 1966,
this was taught as part of the subject module civics. In 1997 civics was replaced by the
subject module CSPE which stands for, civic, social and political education, this is still the
current subject on the three year junior cycle curriculum to date. The total teaching time over
the three year duration is seventy hours, there is an examination paper at the end of the third
year of the course which is worth 40%, and the other 60% is achieved through a project or
course work assessment. The teaching of CSPE covers seven concepts, Rights &
Responsibilities, Human Dignity, Stewardship, Development Democracy, law and

interdependence. It is not taught in the senior cycle curriculum.
Research methods
This report was carried out as part of the programme of the M.Soc.Sc.(social policy) School
of Applied Social Studies, University College Cork, between September 2013 and January
2014. The proposed aim of the report was to highlight the decline/abstention in the voting
turnout in general/presidential elections and referenda. And to analyse the policy for the
teaching of political education in the Irish secondary school system. The research methods
applied for this report was, quantitative, secondary, desk based research.
Irish voter turnout statistics

In parliamentary democracies voting is the only route open to citizens to influence politics or
policies. In the last referendum, on the 4th of October 2013 on the abolition of the Seanad and
the formation of a new court of appeal the turnout was 39.15% of the registered voting
population. The referendum prior to that was the childrens referendum 10 th of November
2012 the turnout was 33.49% of the registered voting population, on the 31 st of May 2012
there was the fiscal treaty referendum here the turnout was 50.60% of the registered voting
population. In the presidential election in 27 of October 2011, 3,191,157 was the number of
people registered to vote in Ireland out of this number only 1,790,438 used their vote. The
turnout in the last general election was 69.19% up 2.79% from the 2007 general election. The
number of people eligible to vote in the 2011 general election 3,209,244.CSO (2011).
Referendum October 2013
[Abolition of seanad & formation of new court of appeal]
Voters
Non-voters
Referendum November 2012
[Childrens referendum]
33.49
Voters
Non-voters
66.51
Referendum May 2012
[Fiscal treaty referendum]
Voters
49.4
Non-voters
50.6
Presidential election October 2011
Voters
1,400,719
Non-voters
1,790,478
2007 General election
120
100
80
60
33.6
Non-voters
Voters
40
66.4
20
0
Voters
2011 General election
Non-voters
120
100
80
60
30.79
Non-voters
Voters
40
69.19
20
0
Voters
Non-voters
Trends in turnout in electoral contests in Ireland over the last two decades show an increasing
level of voter abstention. Over a period of four general elections (1969, 1973, 1977 and
1981), turnout was at 76 to 77 per cent steady state. Since 1981, however, all the movement
that has taken place has been downwards. With the exception of Switzerland, turnout in
general elections in Ireland is now the lowest in Western Europe.CSO (2002)
Research on voter abstention

If we look at research carried out on the topic of voter abstention it may enlighten us as to the
causation of peoples detachment from the voting process.
In a survey of public opinion carrieed out for the European Commission
Representation in Ireland, The report is based mainly on an analysis of a survey
carried out in the aftermath of Nice referendum 7 June 2001.Of a quota sample of
1245 adults The most frequent subjective explanation given for abstention was lack of
information and lack of understanding of the issues. Sinnot 2011.
The total number of the electorate registered to vote in the referendum being referred to
above was, 2,867,960; the number that voted was 997,826.
The results of research conducted by Millward Brown IMS, on behalf of the
Department of Foreign Affairs following the result of the Lisbon Treaty referendum on
June 12
th
2008. The quantitative research consisted of a national opinion poll of
2,101 adults aged 18+. All respondents were on the electoral register and all were
Irish citizens i.e. eligible to vote in the recent referendum. Turnout for the Lisbon
Treaty referendum was 53%.
The
main
reason
for
abstaining
in
this
referendum
was
lack
of
understanding/knowledge (46%), which is far in excess of any other voluntary or

circumstantial reason given for not voting. Brown (2008, p. 12).
A survey on voter participation and abstention in the 2011 general election was included in
the Quarterly National Household Survey by the central statistics office, the found,
Of those who did not vote, 11% said that the main reason they did not vote was that
they were not interested in politics and 10% said that they were disillusioned with
politics. CSO (2011).
Voter registration
The National Youth Council of Ireland commissioned SPSS Ireland in June 2008 to conduct
a national survey of young people between the ages of 18 and 25.SPSS interviewed 1,020
young people from around the country aged between 18-25 years of age in August 2008.
Approximately 93.4% of the participants in the survey identified themselves as Irish. The
main findings of the survey relating to voter participation:
Only 71.2% of young people aged 18-25 were registered to vote.

Only 64% of young people between 18-21years of age were registered to vote.
National youth council of Ireland (2008)

A survey on voter participation and abstention in the 2011 general election was included in
the Quarterly National Household Survey by the central statistics office, the found
The turnout of younger people increased considerably. In the 2002 survey 50% of
those aged between 18 and 24 said they voted in the general election, compared with
62% in 2011.
Over one third of respondents who did not vote in the 2011 general election were not
registered to vote
While 45% of non-voters in the youngest age category (18-34 years) were not
registered to vote, this compares with just 13% of those aged 55 and over. CSO
(2011).
Constitutional convention recommendations

Constitutional convention
The first report of the convention on the constitution
(i)
Reducing the voting age to 17.
A majority of the Convention members favoured a change to the Constitution to
lower the voting age and, if making such a change, a majority opted for a
reduction to 16 years of age.
Convention of the constitution (2013)
Historical background
The recurring theme in the research is lack of understanding/knowledge/information of issues
being decided upon in which the abstained from voting, so we will proceed to examine our
policy on political education teaching from its inception to currently, to see if it is the weaklink in the causation of voter abstention due to lack of understanding/knowledge/information
1966: Civics first introduced into post-primary schools.
1984-1992: Civic education under different names mentioned in various documents: Issues
and Structures (1984); Report of the Board: Social, Political and Environmental
Education(1987); Guide to the Junior Certificate(1989) and Education for a Changing World
(Green Paper) (1992).
1992-1993: A feasibility study conducted among 17 schools to ascertain the appropriateness
and effectiveness of the draft Junior Certificate CSPE course. This project was jointly
organised by Trcaire and the Curriculum Development Unit (CDVEC).
1993-1996: Pilot introduction of CSPE syllabus to 139 schools. This pilot project was a joint
initiative of the Department of Education and the NCCA. The present syllabus reflects the
experience of this pilot project.
1996-1999: CSPE introduced into the Junior Cycle Curriculum by Minister for Education,
Niamh Breathneach. First examined in June 1999.
1997-2000: CSPE becomes a mandatory subject for all first year students. CSPE examined
nationally in 2000.
Political education teaching in Ireland

Political teaching 1966-1997
In 1966 the subject of civics was introduced to the Irish secondary school curriculum.
Department of education (1966). For the purpose of this report the pieces only relevant to the
political teaching aspect of civics shall be highlighted (please see appendix 1, section 5 and 6)
these are as follows, our system of government; election; formation of government; the
powers and functions of the Dil and seanad; and the powers of the executive, of the
Taoiseach; of the president, and the council of state. Local Dil constituency or
constituencies; present state of representation; local T.D.s-who they are and what their
functions are; the most recent Dil elections some analysis of voting; local senators who
they are and what are their functions; how they were elected, if a local representative should
be a minister or parliamentary secretary, what his special functions are, and the functions of
his department. The functioning of government; government departments and there functions;
the civil service. These are section five and six of the broad outline plan to be covered in first
year as recommended by the department of education, in total they outline nineteen sections
to be covered. They then go on to state, having thus laid the foundations in the first year, we
can proceed to national civics and international civics in the second and third year. Civics was
a non-examinable subject. OMalley (1967), (See Appendix 2).
Research on civics education 1971

The International Association for the Evaluation of Educational Achievement (IEA) carried
out international survey of student characteristics in the domain of civics education. The Six
Subject Study and was conducted in 1971 with samples of 14-year-olds in eight countries
(Finland, Germany, Ireland, Italy, the Netherlands, New Zealand, Sweden and the USA).
Findings from this study indicated that Irish students had a relatively poor grasp of
democracy, and had relatively conservative views, compared with their counterparts in the
other seven countries. A second study was carried out in 1999. It was designed to build on the
1971 study and provide up-to-date information about the civic knowledge, attitudes, and
actions of 14-year-olds, Ireland did not participate. Educational research centre (1971).
Political teaching 1997-2014

In 1997 CSPE Civic, social and Political education replaced civics; it is a compulsory subject
from year one to three of secondary school, Assessment in CSPE is carried out in two modes,
a Report on an Action Project or a Course-Work Assessment Book is worth 60%, an
examination paper at the end of the third year of the course is worth 40%.
Current policy on CSPE

Syllabus & Guidelines
The guidelines for teachers (2005) as set-out by NCCA [National council for Curriculum and
assessment] (See Appendix 3) are the guidelines to be used in conjunction with the CSPE
syllabus as set out by the department of education and skills (See Appendix 4).
Department of education sample policy on CSPE

Second Level Support Service (SLSS) Professional development services teachers (PDST) in
conjunction with the National development plan (NDP) and the department of education have
available to schools a policy specific to the delivery of CSPE (See Appendix 5). The
following is a sample of that policy for the delivery of CSPE.
Civic, Social and Political Education (CSPE) Sample Policy School Y
Civic, Social and Political Education aims to prepare students for active participatory
citizenship.
Aims and Objectives

Aims:
Through active exploration and study of citizenship at all levels (personal, local, national,
global) in the context of contemporary social and political issues, Civic, Social and Political
Education aims to:
1. Make students aware of the civic, social and political dimensions of their lives and the
importance of active, participative citizens to the life of the state and all people;
2. Encourage and develop the practical skills which enable students to engage in active,
participatory social interaction, and to adopt responsible roles as individual, family member,
citizen, worker, consumer, and member of various communities within a democratic society;
3. Develop the autonomous potential of students as socially literate, independent and selfconfident young people;
4. Encourage students to apply positive attitudes, imagination and empathy in learning about,
and encouraging, other people and cultures;
5. Enable students to develop their critical and moral faculties in agreement with a system of
values based in human rights and social responsibilities;
6. Develop knowledge and understanding of processes taking place at all levels of society
which lead to social, political and economic decision making
Objectives:
1. Students will experience/develop a broad range of knowledge, concepts, skills and
attitudes/values related to active citizenship.
2. The students will learn through a variety of active learning methodologies, where the
emphasis is on learning by doing.
3. Students will develop a command of a variety of citizenship skills through activities such
as: research, group-work, simulation and action.
Curriculum Plan
Within the CSPE curriculum, students are required to learn the following seven concepts:
Rights and Responsibilities,
Human Dignity,
Stewardship,
Development,
Democracy,
Law, and Interdependence.
Students are required to also complete two actions over the three years of the Junior Cycle. In
School Y we have a policy of completing an action in First and Second Year.
Below are highlighted two different approaches teachers may use as a guide to plan each
Years work:
Option 1: RECOMMENDED PLANNING SCHEDULE USING A

CONCEPT
APPROACH
YEAR 1 Introduction to CSPE, Rights & Responsibilities and Stewardship
Action Project*
YEAR 2 Development Democracy & Law Action Project*

YEAR 3 Interdependence & Assessment Revision
Action Project*
Option 2: RECOMMENDED PLANNING SCHEDULE FOR THE FOUR

UNITS
UNIT 1 The Individual and Citizenship September to February (Year 1)
Action Project*
UNIT 2 The Community February (Year 1) to November (Year 2)

Action Project*
UNIT 3 The State Ireland November to June (Year 2)

Action Project*
UNIT 4 Ireland and the World September to April (Year 3)

Action Project*
Revision
*Students are required to undertake TWO Action Projects over the three years of the junior
cycle. Students are also required to submit either a report on ONE of their Action Projects or
a course-work assessment booklet for assessment purposes. The table above is purely a
reminder that Action Projects can take place at any time and therefore opportunities for
action should be taken where possible, rather than adhering to a prescribed schedule.
Staffing
New teachers to CSPE Department
Each new teacher to the CSPE Department should receive a copy of these guidelines. Any
new teachers to CSPE should be paired with a more experienced teacher, who would
volunteer to support/advise their colleague in the teaching of CSPE.
Management should provide planning time for these meetings especially in the first term of
the school calendar.
Class Organisation Policy

CSPE is:
1) A compulsory class for all Junior Certificate students
2) All classes are mixed ability
3) Active learning methodologies should be an integral part of the
teaching of CSPE
Class Organisation Procedures

1) Roll call
2) Seating Plan
3) All students to have textbook and Journal
4) Set clearly defined tasks
5) Vary the methodologies
6) Consistently check understanding and comprehension
7) Review work covered
8) Set homework
Textbooks and Course Materials Policy

CSPE resources should be placed in the Workroom Press to provide easy accessibility to the
entire department.
A record of all resources should be compiled, updated each year.
A sign in/sign out sheet should be introduced to allow staff to access resources easily.
4
Homework Policy
1) Some form of homework to be assigned each night to reinforce
learning
2) Homework is suitably challenging and has positive learning outcomes
3) Homework should encourage effort and pride in the work produced
4) Students should strive to meet all deadlines
Homework Procedure
As per school policy.
Assessment Policy
1) The exploration of each concept will consist of continuous assessment
and a final examination
2) Assessment may be partially written and action based
3) Set examinations will be at Christmas and Summer for both
first/second Year students
4) Pre-Junior Certificate examinations for all 3rd Year students
Assessment Procedures/Examination Requirements

All 1st/2nd Year CSPE Teachers should:
1. Collect 1st/2nd year RAPs/CWABs for their relevant classes from the
filing cabinet in September each year
2. Each 3rd Year student is entitled to choose which RAP/CWAB they
wish to submit for their Junior Certificate
3. Teachers should photocopy the RAP/CWAB proforma booklet and
within class time students re-write their chosen RAP/CWAB with
guidance, advice from the class teacher
4. Each RAP/CWAB must be the students own individual work
5. Students revise/amend their work and then write up their final
RAP/CWAB
6. The final drafts are filed away in the filing cabinet for safety
7. The actual RAPs/CWABs are placed in the blue plastic envelopes
supplied by the SEC, students complete Form P2. All completed
RAPs/CWABs are then passed directly to the Examinations Secretary.
Record Keeping Policy

1. Accurate and up-to-date records are available to Parents/Class
teachers
2. All RAPs/CWABs are to be completed fully and stored by the Department and
available for inspection.
Record Keeping Procedures

1. Using teachers Journal effectively
2. Record of Attendance
3. Homework completion
4. Grades achieved
5. Completion of school reports
Reporting Policy
1. Keep parents informed of student progress
2. Report students of concern to middle management
3. Refer to School Policy in Staff handbook
Reporting Procedures
1. Journal
2. Year Head referral
3. Commendation Slips
4. End of term reports
5. Parent/Teacher meetings
Timetabling Policy
1. Continuity of CSPE teachers from year to year
2. As far as possible CSPE trained teachers should be used more resourcefully
3. Adequate planning time should be provided as allocated to other departments
4. In-service provision to be made available with follow up time for
department development (new teachers of CSPE, curriculum development, etc.)
5. Where possible teachers of CSPE should meet class for another subject. This will be
facilitated on Tuesdays at lunchtimes
Department of education
Delivery schedule for CSPE

70 hours in total teaching time over the three year junior cycle.
Research on CSPE
Research carried out by Roe (2011) on young people in the junior and senior cycle found that
they would like it to be taught in a more structured way, restructured, taught differently and
allocated more time.
The future of CSPE

From 2017, CSPE will be assessed as a short course and not as a Junior Certificate subject
examination (Framework p.24). This means that the group of students starting first year in
September 2013 will be the last group to follow the current CSPE syllabus and to take the
CSPE Junior Certificate examination at the end of third year. From September 2014, schools
can either decide to offer the new NCCA short course in CSPE (100 hours) or to address the
relevant learning (including Statements of Learning, Nos 7, 9 and 10, p. 6 of the
Framework) through other curriculum components, learning activities and experiences.
NCCA (2012, p.13).
Academicss view(s) on CSPE/citizenship

education
Callan (1999) observes that, a high and widely shared level of commitment to democratic
values coincides with declining trust in existing democratic (or semi democratic) institutions.
Gamarnikow and Green (2000) question the power of the individual as an change and
questions whether the education of future in citizenship will be enough to sustain democracy
and promote social inclusion.
Political literacy, a critical understanding of democracy and democratic political institutions
and systems, is a key component of citizenship education Harris (1995). Education facilitates
voting by providing resources that making voting and in particular, the preparation for voting
easier. The resources in question are knowledge and equally, if not more importantly the
skills to process politically relevant information Lyons & Sinnott (2003).
In 1966 with the establishment of free second level education, the subject of civics was
introduced, it was mandatory but non-examined secondary school subject, its primary aims
were to inculcate values such as civic responsibility, moral virtue, patriotism, and law
abidingness Gleeson & Munnelly ( 2003).
Politicians views on CSPE

Garret FitzGerald (2003) described the CSPE syllabus as remarkably timid in relation to its
political component and suggested that it is a fair bet that this document must have been
written by an exceptionally cautious civil servant.
Political content of CSPE

This report will now focus in on the political content of CSPE; we first look at the seven core
concepts of CSPE,
RIGHTS AND RESPONSIBILITIES
HUMAN DIGNITY
DEVELOPMENT
DEMOCRACY
STEWARDSHIP
LAW
INTERDEPENDENCE
The central concept of Civic, Social and Political Education is citizenship. The seven
concepts named above are explored and examined by students in the quest for greater
understanding of this central concept. This course in education for and through citizenship
allows for a flexible approach in its teaching. Regardless of the approach chosen when
teaching CSPE, the seven concepts are an integral part of this course and students are
required to have a broad and basic understanding of each of these at the end of three years.
For the purpose of this report, we will now hone in on the concept that is instrumental to the
political teaching of CSPE, which is democracy (see table 1).(under the concept law the
cover houses of Oireachtas, but for the brevity of this report we shall exclude this concept).
Table 1
T O PI CAL
ISSUES
Trade Unions
Minister
Dil/Seanad
Voting
Councillor
Student Councils
Constitution
Local Authorities
Northern Ireland
DEMOCRACY
Students should be aware that

through
the
democratic
process, at all levels of society,
every individual can exercise
power through participation.
Participation at an individual
or group level represents a
central right and responsibility
in an ordered democratic
society. Non participation or
exclusion
can
lead
to
alienation, apathy and lack of
responsibility on the part of
the individual.
T O PI C AL
ISSUES
Taoiseach
Elections
Citizens
Senator
President
T.D.
P.R.
Referendum
Political Parties
Local/National/Global
The CSPE syllabus then divides this course into four units of study. The seven concepts dealt
with earlier are fundamental to each of these units. One or more of the concepts feature in
each individual unit of study.
The four units are. The Individual and Citizenship 1; The Community 2; The State Ireland.
Ireland and the World 4; The unit that this report is focusing on is unit 3; The state Ireland
(see table 2).
Table 2
T O PI CAL
I SS U E S
Garda
Rules
Justice
Law
Judges
Courts
Seanad
Democracy
Elections
Referendum
Reconciliation and
Peacebuilding
Unit three
THE STATE IRELAND
The State can be seen as a
large grouping of
communities. Any individual
or community can
seek to influence what
happens at a national level by
accessing representative and
participative state
structures.Through
participation in community
groups, organisations, local
government and other
structures, we can influence
T O PI CAL
I SS U E S
President
Minister
Rights & Responsibilities
Northern Ireland
P.R.
Voting
Taoiseach
The Dil
Responsibilities
Local Government
Political Parties
Constitution
both important issues of

national development and
decisions made at national
level which have an impact
on individuals and local
communities. As citizens, we
should have a basic
understanding of the political
system and structures in
Ireland. We are responsible
for the election of
representatives at local,
national and European level,
for the observance of law
and order and for any
changes to the constitution.
The concepts of Rights and
Responsibilities,
Democracy and Law
underpin much of the content
of this unit.
RECOMMENDED PLANNING SCHEDULE FOR

UNITS 3 (Unit 3 The State)
Unit 3 The State Ireland, as laid out in table 2 has to be covered in the period, November to
June (Year 2)
Political secondary education teaching

in an international context
European Union policy recommendations
The EU (European Union) policy on the teaching of civics/citizenship education comes in the
form of recommendations, there objective is to guide member states in the framing of their
policies, legislation and practice on the teaching of education for democratic citizenship. The
document Council of Europe (2010),(appendix 6), states (section 1,subsection 3 p.7),
Education for democratic citizenship focuses primarily on democratic rights and
responsibilities and active participation, in relation to the civic, political, social, economic,
legal and cultural spheres of society, The go on to state (section 3, subsection 6) Member
states should include education for democratic citizenship and human rights education in the
curricula for formal education at pre-primary, primary and secondary school level as well as
in general and vocational education and training. Member states should also continue to
support, review and update education for democratic citizenship and human rights education
in these curricula in order to ensure their relevance and encourage the sustainability of this
area.
Policy drivers in the EU

In a study carried out on EDC (Education for Democratic Citizenship) the examined the EDC
policies in Europe, the stated one of the EDC policy drivers of the Western Europe region is
due to participation the decreasing engagement and participation in political and civil
society locally and nationally, manifested in the low numbers of people voting in local,
national and European elections. There is particular concern about the lack of interest and
involvement of young people and young adults in public and political life, what has been
termed a democratic deficit. Brza et al.(2002,p.55)
International voter turnout research

If we look at research carried out on the voting participation of other countries (Table 3), we
see that Ireland is ranked eight, so we will examine the method of political education applied
in the top two countries in the table, Austria and Belgium.
Table 3
Austria
Belgium
Denmark
Finland
France
Germany
Iceland
Ireland
1940s
95.70
93.07
86.03
76.61
79.92
78.49
88.30
72.98
1950s
95.32
93.15
81.77
76.49
80.00
86.91
90.75
74.34
1960s
93.79
91.31
87.37
85.01
76.62
87.05
91.26
74.26
1970s
92.34
92.97
87.51
77.84
82.35
90.93
90.34
76.45
1980s
91.51
95.62
86.04
73.89
71.83
87.30
89.40
72.88
1990s
83.59
91.47
84.35
67.40
68.43
79.65
87.17
68.45
2000s
80.46
91.35
86.09
67.28
62.36
75.83
85.42
64.84
Source: Delwit (2012, p.12)
Austria
Since the start of the 2001/02 academic year, a new compulsory subject, History and Civics Education
was introduced in to Austrias academic secondary schools, the AHS. Civics education is now a
compulsory subject in years 5, 6,7 and 8 (pupils aged 15-18). Previously, pupils undertook history and
social science as a compulsory subject, but this did not include much in the way of political or civic
instruction. The new civics programme is targeted at teaching the sort of behaviour which is appropriate
in a democratic society. Teaching aims to encourage an interest in politics and political involvement and
identification with democratic and constitutional values. It includes the teaching of controversial issues,
although these will be presented as such: the curriculum will emphasise helping pupils to make up their
own minds and to become politically emancipated. The Austrian school laws encourage a reasonable
balance between national, European and international topics. EURYDICE (2002, p.1).
The policy for the teaching of civics in Austria (Appendix 7) states Austrian schools have to make
appropriate provision for the civics education of their pupils and students. Civics education is a
prerequisite both for individual development and for the development of society as a whole. Austrian
Federal Ministry of Education and Cultural Affairs
Belgium
Belgium is a federal state composed of three Communities, three Regions and four language
areas. Flemish/Dutch-speaking Community, French-speaking Community, German-speaking
Community Pudar et al.(2012, pp.27-28).As a result of the constitutional revision in 1988
the three communities have their own education systems.
Civic education is a cross-curricular theme in the French-speaking community of Belgium.
The basis for its teaching can be found in a decree of 1997, which sets the priorities for preprimary, primary and secondary education. The decree states the following objectives:
1. To promote self-confidence and the development of each pupils personality.
2. To enable all pupils to make the most of their knowledge and to acquire the competencies
to learn throughout life and to take an active part in economic, social and cultural life.
3. To prepare all pupils to become responsible citizens, capable of contributing to the
development of a society which is democratic, unified, pluralistic and open to all cultures.
4. To assure that all pupils have equal opportunities in all areas of social life.
In the Dutch speaking community, Education for Citizenship is part of the compulsory core
curriculum in Flanders. This curriculum is a legal obligation for every primary and secondary
school. In primary education, Education for Citizenship mainly forms part of the world
orientation learning area. In secondary education, Education for Citizenship is a compulsory
cross-curricular theme. The cross-curricular approach is considered to be the most
appropriate way of presenting this subject matter as it allows for the school as a whole to
provide opportunities to educate its youngsters to become critical, constructive and active
citizens. The approach provides a cost-effective means of keeping the curriculum up-to-date
by allowing for the introduction of topical issues without revising the entire curriculum. It
also gives greater breadth and balance to the curriculum and opportunities to make
connections within it. As Education for Citizenship is a cross-curricular theme,
implementation is the responsibility of the school.
Education for citizenship in Flanders aims to allow young people to explore society based on
their own impressions, opinions and questions. It is approached from three interwoven
angles: the political and judicial area, the socio-economic area and the socio-cultural area.
The subject is about acquiring knowledge and insight but also about values education. There
is emphasis on young people being citizens now with rights and responsibilities, as opposed
to learning to become good citizens of the future. It is a mandatory subject and taught for 2
hours per week. EURYDICE (2002, p.2).
Belgium has consistently had a high turnout: in the 18 elections to the national Parliament
from 1945 to 1999 an average of 92.5 per cent of the electorate participated, and turnout has
never dropped below 90%. Rose (2004, p.18)
Recommendations
Jeffers,G.,OConnor., (2008) point out, student-teachers of CSPE as well as more established
enthusiasts come back, time and time again, to the flawed thinking that implies that any
subject can flourish within the present Junior Cycle curriculum with a single class period per
week. 40 minutes of CSPE time per week, they point out, offer insufficient time to engage
seriously and systematically with active methodology. The also highlight the following points.
CSPE has a low status in many schools.
Teachers with little interest in the subject are often conscripted to teach it.
There is a very high turnover rate of CSPE teachers from year to year.
Where leadership shows interest and commitment to the subject and where teachers
volunteer for and participate in in-service education, the subject can flourish.
70 hours over 3 years is regarded as insufficient time to do justice to the subject,

especially when timetabled on the basis of a single period per week.
The lack of a sufficiently structured follow-up into senior cycle further weakens the
subjects status Jeffers.
In a study carried out on EDC (Education for Democratic Citizenship) by Brza et

al.(2002,p.23-24), the examined the EDC policies in Europe, (Ireland was in the western
Europe group) there analysis revealed the following discrepancy in civics teaching in Ireland
(CSPE)
too little time allotted in the weekly timetable
Consultation Event (2013) makes the following observations/recommendations for CSPE
Worry about the move away from the obligatory status of CSPE
Need for senior cycle follow on (Politics and Society) would really serve to embed
the short course
Include reference to voting systems.
Haughey (2013) in her report recommended
Reform the Civic Social and Political Education (CSPE) course,
It should be taught in an engaging way to foster critical thinking about politics.
Encourage critical citizen engagement and familiarise students with the Constitution
and political system.
A survey carried out by Nexus makes the following recommendations
Teachers should only be assigned to CSPE who have expressed an interest in teaching
the subject and have received some training;

CSPE should be positioned in a time slot that ensures it does not suffer from class
time erosion;
CSPE teachers should know their students through other subject class contact time;
A positive profile for CSPE must be developed in the school and in the staff room;
Where possible all efforts should be made to ensure teachers take the same class
group for CSPE through from first year to the Junior certificate exam. Butler (2003)
In Roes (2011) study of young people in the Junior and senior cycle, one of the issues that
came up was that,
CSPE allocated more time.
Conclusion
The area covered by CSPE is quite large and, the fact that the teaching time is only seventy
hours over the three year life of the subject, tends to lend itself to the fact that it is virtually
impossible to cover in-depth any of the subjects as laid out in the syllabus as set-out by
NCCA [National council for Curriculum and assessment]. As we have seen from research
carried out the major contributing factor to abstention is lack of understanding of the issues
they were being asked to vote on. The importance of political education has been highlighted
by Kathleen Lynch, who has noted that, social scientific education plays a key role in
informing people as to how social and political institutions operate and of the importance of
political institutions in shaping our society. She highlights that such an education plays a
role in developing the skills of critical analysis that enable people to make an informed,
considered and effective contribution to their Society,Lynch (00). In the recommendations
section, the recurring theme is the time allocated to the teaching of CSPE. Lyons & Sinnot
(2003) in their study, state, Education facilitates voting by providing resources that make
voting, and in particular, the preparation for voting easier. The resources in question are
knowledge and, equally if not more importantly, the skills to process politically relevant
information. So therefore we need to increase teaching time for CSPE,
References
Austrian Federal Ministry of Education and Cultural Affairs.Vienna. Political Education
Department. [Online] Available at:
www.eduhi.at/dl/Grundsatzerlass_Politische_Bildung_englisch1.doc
Brza,C. et al.,2004. All-European study on education for democratic citizenship Policies,

Council of Europe [Online].Available at:
htpp://www.coe.int/t/dg4/education/.../AllEuropeanStudyEDCPolicies_En.pdf
Brown,M.,2008. Post Lisbon Treaty Referendum research findings

September 2008. on behalf of the Department of Foreign Affairs.[online] Available at:
htpp://www.rte.ie/news/2008/0910/lisbonsurvey.pdf
Butler.P., Redmond,D., 2003.Report on survey of principals and teachers. Nexus research

co-operative. [Online]. Available
at:htpp//www.ncca.ie/.../Civic,_Social_and_Political_Education_Report_on_Surv...
Council of Europe Charter on Education for Democratic Citizenship

and Human Rights Education,2010. SI CM/Rec(2010)7,Strasbourg: Directorate of Education
and Languages Council of Europe.
Callan,E.,1997. Creating citizens: Political education in a Liberal demoracy. Oxford: Oxford
University Press.
CSO,2002. Voter Registration And Participation Module. [Online]. Available at:
htpp://www.cso.ie/en/qnhs/qnhsmethodology/voterregistrationandparticipationmodule/
CSO,2011. Quarterly national household survey, voter participation. [Online]. Available at:
htpp:// www.cso.ie/en/media/csoie/releasespublications/.../voterq22011.pdf
Delwit,P.,2013. The end of voters in Europe? Electoral turnout in Europe since WW II.
Open journal of political science, January,3 (1), p 48.[Online]. Available at: htpp://
www.scirp.org/journal/PaperInformation.aspx?PaperID=27433
Dahl, R.A., 2000. On Democracy. New Haven:Yale University Press.

Department of education, 1966.Notes on the teaching of civics: general principles. Dublin:
National Library
Draft junior Cycle CSPE short course Consultation Event (2013).Dublin.[Online]

Available
at:http://www.ideaonline.ie/sites/default/files/invitation_cspe_consultation_301013.pdf
EURYDICE, 2002. Citizenship Education across Europe. Education Information network

in Europe [Online] Available at: htpp://
www.nfer.ac.uk/shadomx/apps/fms/fmsdownload.cfm?file...
Educational research centre,1971, Background: Previous Surveys of Civic and Citizenship

Education.Ireland: Available at: htpp:// www.erc.ie/index.php?p=116
Gamarnikow,E. and Green, A.2000. Social capital and the educated

citizen,in:D.Lawton,J.Cairns, & R.Gardiner (Eds) Education for citizenship
(London, Continuum).
Gleeson J with Munnelly, J., Developments in citizenship education in Ireland: context,
rhetoric and reality, paper read at International Conference on Civic Education, New
Orleans, November 2003.
FitzGerald, G (2003) Putting Politics on the Educational Agenda in The Irish Times, 17th
May 2003.
Jeffers,G., 2008. Some challenges for citizenship education in the Republic of Ireland. In:
Jeffers,G.,OConnor,U., eds.2008.Dublin: Institute of Public Administration.
Education for citizenship and diversity in Irish contexts,pp.1-11.
Haughey, N., 2013. Report of a consultation with civil society representatives and citizens on
Irelands Participation in the Open Government Partnership.Available at:
htpp://per.gov.ie/.../Final-Report-on-a-Consultation-with-Civil-Society-Represe...
Lynch, K. (2000) Education for Citizenship: The Need for a Major Intervention in
Social and
Political Education in Ireland Unpublished paper from CSPE Conference, Bunratty
Co. Clare,
September 2000.
Lyons,P.,Sinnott,R.,2003. Voter turnout in the republic of Ireland. Dublin:

Institute for the study of social change public opinion & political behaviour
research programme.
NCCA National council for Curriculum and assessment.Guidelines for

teachers.2005.Ireland:The stationery office.Available at:
htpp://www.education.ie/en/...and-Syllabus/...-/Syllabuses.../jc_cspe_guide.pdf
NCCA National council for Curriculum and assessment. A framework for the junior
cycle.2012.Ireland: Department of Education and Skills.Available at:
htpp://www.juniorcycle.ie/.../How-will-schools-provide-for-CSPE-in-the-new-F...
NYCI National youth council of Ireland .,2008. Voter participation section of the national
survey on young people.[Online] Available at:
htpp://www.voteat16.ie/.../voteat16.../Voter_Participation_National_Survey_FINAL.pdf
OMalley,D.,1967. Minister for education, Dil Eireann debate. Dail ireann:Dublin.
[Online].Available at: oireachtasdebates.oireachtas.ie Current Debates Dil
Debates 1967
Pudar,G., Suurp,L., Williamson,H., Zentner,M.,2012. Youth policy in Belgium. Budapest:

Council of Europe. CMJ(2012)9
Roe,S.,2011. A consultation with young people on the reform of the junior cycle.
[Online] Ireland.Office of the Minister for children and youth affairs. Available at:
htpp://www.ncca.ie/.../Junior_Cycle/Junior_cycle.../Dil_na_ng_report_.pdf
Rose,R., 2003.Voter turnout in Western Europe, voter turnout in the European

union member countries. [Online]. Available at: htpp://
www.idea.int/publications/voter_turnout_weurope/.../Chapter%202.pdf
Sinnott,R.,2003.Attitudes and behaviour of the Irish electorate in the referendum on the treaty
of Nice. European commission representation in Ireland. [Online]. Available at:
htpp://www.ucd.ie/dempart/workingpapers/nice1.pdf
Harris,C.,2005. Citizenship & participation: democratic citizenship education in Ireland. The

Adult Learner the journal of adult and community education in Ireland, pp 47-53. Available
at: www.aontas.com/.../the-adult-learner-2005-citizenship--participation/
Appendices
Appendix 1
Appendix 2
Ceisteanna
Questions. Oral
Answers. - School
Civics Course.
Dil ireann Debate

Vol. 231 No. 7
Page
of 50
36
Wednesday, 29 November
1967
51.
Mr. Andrews:
asked the Minister for Education if he will consider reviewing the course
in civics in the schools with special reference to the possibility of introducing a new civics
handbook for school children and a full-time course in civics being introduced for
examination purposes.
Minister for Education (Mr. O'Malley):
The course in civics was introduced in postprimary schools in September, 1966, and, like the courses in other subjects, it will be subject
to continuous review.
The production of school texts is a matter for the publishing firms. I do not consider any
action on the part of my Department is demanded in this matter at present.
The subject civics forms an essential part of the revised Intermediate Certificate course and is
required to be taught for at least one class period weekly. I feel, however, that the whole basis
on which the subject was introduced would be destroyed if it were made an examination
subject.
Appendix 3
ntroduction
CSPE
INTRODUCTION
2
CONTEXT
ivic, Social and Political Education (CSPE) was introduced as an obligatory subject in the
Junior Certificate Curriculum in 1997. Since then a variety of resource materials and
guidelines have been made available to teachers. These guidelines now present teachers with all
aspects of the CSPE programme and its assessment in a comprehensive fashion.
These guidelines draw upon the experience of teachers in implementing the syllabus and reflect the
various changes that have been made to the assessment instruments in recent years. As with all
syllabus guidelines, they are not prescriptive. Teachers exercise professional judgement in choosing
the teaching and learning strategies that will support the achievement of the objectives of the Civic,
Social and Political Education syllabus.
THE AIMS OF CIVIC, SOCIAL AND
POLITICAL EDUCATION
Through active exploration and study of citizenship at all
levels (personal, local, national, global) in the context of
contemporary social and political issues, this course aims
to
make students aware of the civic, social and political
dimensions of their lives and the importance of active,
participative citizens to the life of the state and all
people
encourage and develop the practical skills which enable
students to engage in active participatory social
interaction, and to adopt responsible roles as
individuals, family members, citizens, workers,
consumers, and members of various communities
within a democratic society
develop the autonomous potential of students as
socially literate, independent and self-confident young
people
encourage students to apply positive attitudes,
imagination and empathy in learning about, and
encountering, other people and cultures
enable students to develop their critical thinking skills
in agreement with a system of values based in human
rights and responsibilities
develop knowledge and understanding of processes
taking place at all levels of society which lead to
social, political and economic decision-making.
THE AIMS OF THE GUIDELINES
These guidelines aim to
support teachers in planning a three year programme of
study
encourage the use of a wide range of active learning
methodologies in CSPE
assist teachers in planning and organising appropriate

Action Projects with their students
encourage appropriate cross-curricular linkages
provide support for the assessment of CSPE by means
of draft sample questions, sample answers and criteria
for assessment.
PLEASE NOTE
These teacher guidelines should be read in conjunction
with the Civic, Social and Political Education (CSPE)
syllabus. All information provided in these teacher
guidelines is correct at the time of publication. Teachers
should, however, consult all current circular letters
regarding CSPE issued by the Department of Education
and Science and the State Examinations Commission.
CSPE
ection one
an overview of CSPE
3
AIMS
Civic, Social and Political Education aims to develop active
citizens with:
A sense of belonging. Students will only choose to
become active participants in their communities if they
feel a sense of attachment to them. Social inclusion and
matters of identity and values are addressed in CSPE.
These are the affective dimensions of active citizenship.
A capacity to gain access to information and
structures relating to the society in which they live.
Students need a basis of information and knowledge
upon which they can consider action, and do so with
confidence. This is the cognitive dimension of active
citizenship.
An ability and confidence to participate in
democratic society. Practising citizenship is about
taking meaningful action of some kind. To achieve this,
the syllabus states that over the three-year duration of
the course in Civic, Social and Political Education
students should undertake at least two
class/group/individual action projects. This is the
pragmatic dimension of active citizenship.
OBJECTIVES
The objectives of CSPE are outlined in terms of
knowledge, concepts, skills and attitudes/values. An
appropriate vehicle for the achievement of these objectives
within CSPE is active, participatory class-work where the
emphasis is on learning-by-doing.
1. KNOWLEDGE
Through their work in CSPE, students should acquire basic
knowledge and a broad understanding of the following:
Citizenship
What is citizenship about? What does it mean to be an
active citizen? What is the core of citizenship? Which

dimensions apply to me?
Human rights, freedoms and responsibilities
What are human rights? How are they applied in my
society? How do we reconcile a conflict of human rights?
How do the Universal Declaration of Human Rights and
the United Nations Convention of the Rights of the Child
influence citizenship today?
Participation
How can I get involved? How can I influence change? How
can I make a difference?
Sustainable development
What does it mean to be a temporary owner or steward of
the planet? How can I play a part in protecting the
environment?
Democratic system
What does it mean? How does it work? Who are the key
players?
Globalisation
How do my actions as an individual affect others? What
does it mean to live in an interdependent world? Do I
understand the web of links that exist across communities
CSPE
AN OVERVIEW OF CSPE
4
ivic, Social and Political Education (CSPE) is a Junior Certificate course in active citizenship
based on human rights and social responsibilities. The Universal Declaration of Human Rights
and the United Nations Convention on the Rights of the Child are the two key documents which
underpin this course.
CSPE has been part of the Junior Certificate core curriculum in all post-primary schools since
September 1997. It is a short course and should be timetabled for approximately 70 hours over the
three years of the junior cycle, which typically works out at one 40-minute class period per week.
The Domains of Citizenship
Affective Domain
(feeling)
Pragmatic Domain
(doing)
ACTIVE
PARTICIPATORY
CITIZENSHIP
Cognitive Domain
(knowing)
and borders, and how an action that takes place in one area
can have an effect on another? How is globalisation
affecting my life and the lives of others?
Contemporary issues/current affairs
What are the topical issues/events now? How do they affect
me and my community?
2. CONCEPTS
The central concept of the CSPE course is citizenship.
Through the units of study the students should come to
understand how the seven concepts (see below) serve to
inform and clarify the concept of active participatory
citizenship.
3. SKILLS
In exploring the concepts, units, themes, topics and issues
in CSPE, students should have the opportunity to develop
and practice the skills of active participatory citizenship,
such as:
CSPE
5
Identification/awareness skills
reading and reviewing
gathering facts
asking questions
interviewing people
writing letters
making telephone calls
carrying out surveys
Analysis/evaluation skills
collating facts
identifying other views and judging them
designing a booklet
preparing graphs/diagrams
Communication skills
listening to others
discussing issues
presenting a point of view
resolving conflict
negotiating with others
making appointments
writing a letter
using a computer
briefing speakers
Action skills
agreeing to take on an issue
identifying steps to be taken in tackling an issue
setting up a meeting room
providing refreshments
disseminating information
preparing materials
Civic, Social and Political Education
seeks to be affective and to equip pupils with the
skills and understanding of processes which enable
them to see, decide, judge and act. Its employment of
active and co-operatively structured learning
methodologies enable and empower the pupil to
become an active and participative young person.
(Department of Education, Civic, Social and Political Education
Syllabus, Government of Ireland, Dublin, 1996)

Concepts
Needs/Wants UDHR
Rights & Responsibilities UNCRC
Democracy
Voting/PR/Elections
Ministers/TDs
Taoiseach/Tnaiste
Local Government
Northern Ireland
Stewardship
Recycling
Pollution/Litter
Waste Management
Interdependence
EU UN
Council of Europe
Fair Trade
Development
Local Community
Developing World
Law
Constitution
Legislation
Garda/Courts
Human Dignity
Travellers
Racism/Asylum Seekers
Disability
CITIZENSHIP
CSPE
6
4. ATTITUDES AND VALUES

Students will be encouraged to recognise values and develop positive attitudes in relation to
themselves, other people, the environment and the wider world. Through their work on this course
pupils will be given opportunities to reflect upon and recognise the beliefs and values which
underlie their attitudes and actions as individuals and as members of groups or communities. The
values of this course, expressed in the attitudinal objectives below, are based on a commitment to
human rights, individual social responsibilities and democracy.
Commitment to active citizenship

Concern for human rights
Care for the environment
Respect for human dignity
Concern for the common good
Openness to resolve conflict non-violently
Willingness to act responsibly
Practice of tolerance
Courage to defend a point of view
Willingness to change ones opinions and
attitudes in the light of discussion
and evidence
Respect for the rule of law
Commitment to oppose prejudice, inequality

and social injustice.
CSPE
7
ACTIVE LEARNING
It is difficult to imagine students becoming active citizens
if their learning about citizenship has been entirely passive.
The students must be given opportunities to become active
citizens within their classroom, school, community and
beyond. The emphasis within CSPE is on active learning
methods. These methods enable students to experience
what being an active citizen is really like.
ACTION PROJECTS
Action projects have been designed to help students to
develop the skills of active citizenship. The key word here
is ACTION. An Action Project involves the following
steps:
students investigate an issue as a class
students reflect collectively on what they might do in
response to that issue
students agree upon an action and carry it out, e.g. carry
out a survey, organise a campaign, invite a guest
speaker, organise a visit, publish a booklet, etc.
students evaluate their action and learning.
Action projects are not traditional projects where students
research their own individual topic and present their
findings in a scrapbook.
CSPE AND ASSESSMENT
Student performance in CSPE is assessed and certificated
as part of the Junior Certificate examination. It is a
common level course.
Assessment in CSPE is carried out in two modes:
Note that only 40% of the marks are awarded for the Junior
Certificate examination paper in CSPE.
As 60% of the marks are awarded for work relating to the
students Action Projects, it is very important that students
spend sufficient time taking action over the three years of
the course and have opportunities to develop the skills of
report writing.
1. Submission of either
a Report on an Action Project (RAP)
or 60%
a Course-Work Assessment Book (CWAB).
2. An examination paper at the end of the
third year of the course 40%
Citizenship is about creating what ought to

be rather than adapting to what is .
The essential task of citizenship is not to
predict the future, it is to create it.
(Introduction to Citizenship Programme, Forige,
National Youth Development Organisation, 1994)

CSPE
8
HISTORY
OF
CSPE
1966 Civics first introduced into post-primary schools by the
Minister for Education, Donagh O Malley.
1984-1992 Civic education under different names mentioned in various
documents: Issues and Structures (1984); Report of the
Board: Social, Political and Environmental Education (1987);
Guide to the Junior Certificate (1989) and Education for a
Changing World (Green Paper) (1992).
1992-1993 A feasibility study conducted among 17 schools to ascertain
the appropriateness and effectiveness of the draft Junior
Certificate CSPE course. This project was jointly organised
by Trcaire and the Curriculum Development Unit
(CDVEC).
1993-1996Pilot introduction of CSPE syllabus to 139 schools. This pilot
project was a joint initiative of the Department of Education
and the NCCA. The present syllabus reflects the experience
of this pilot project.
1996-1999 CSPE introduced into the Junior Cycle Curriculum by
Minister for Education, Niamh Breathneach. First examined
in June 1999.
1997-2000 CSPE becomes a mandatory subject for all first year
students. CSPE examined nationally in 2000.
CSPE
ection two
course content
9
The central concept of Civic, Social and Political Education

is citizenship. The seven concepts named above are
explored and examined by students in the quest for greater
understanding of this central concept. This course in
education for and through citizenship allows for a flexible
approach in its teaching. Regardless of the approach
chosen when teaching CSPE, the seven concepts are an
integral part of this course and students are required to
have a broad and basic understanding of each of these
at the end of three years.

Two possible approaches are outlined here.
2.1 THE CONCEPT APPROACH
Below are the syllabus definitions of the seven concepts,
surrounded by various key terms/words that can be
associated with them. Each term or word represents
potential learning opportunities connected to the concept,
which, when developed in greater depth will give students
an understanding of what the concept is about. Attached to
each concept you will note the phrase Topical Issues.
Topical issues provide excellent opportunities for students
to explore and develop their understanding of the concepts.
This concept approach need not necessarily be sequential.
A recommended time scale based on the concept approach,
related to age and ability, is outlined on page 13. However,
this time scale should only be regarded as a suggestion.
CSPE is happening all around us, and the flexibility on
which this course has been built allows for these
opportunities to be seized and dealt with in the classroom at
the appropriate time.
CSPE
COURSE CONTENT
10

HUMAN DIGNITY DEVELOPMENT
CITIZENSHIP
DEMOCRACY STEWARDSHIP
LAW
INTERDEPENDENCE
TOPICALISSUES
Trade Unions
Minister
Dil/Seanad
Voting
Councillor
Student Councils
Constitution
Local Authorities
Northern Ireland
Taoiseach
Elections
Citizens
Senator
President
T.D.
P.R.
Referendum
Political Parties
DEMOCRACY
Students should be aware that
through the democratic process, at all
levels of society, every individual can
exercise power through participation.
Participation at an individual or group level
represents a central right and responsibility in
an ordered democratic society. Nonparticipation

or exclusion can lead to
alienation, apathy and lack of
responsibility on the part of the
individual.
CSPE
11
TOPICALISSUES
Developing World
Food
Poverty
Equality
Reconciliation
Conflict
Gender
Stereotyping
Unemployment
Education
Lack of Basic Needs
Travellers
Famine
Disability
Homelessness
Shelter
Basic Needs
Discrimination
HUMAN
DIGNITY
Students should be aware of the
dignity which should be accorded
to every individual as a human
being, and of how the provision of
basic needs (e.g. food, health,
security, education) is vital
to human dignity.
TOPICALISSUES
Human Rights
Poverty
Respect
Older People
Refugees
Racism
Bullying
Animals
Prejudice
Travellers
Organisations
Disability
Homelessness
Equality
Wants
Needs
UNCRC
UDHR
Responsibilities
RIGHTS AND
RESPONSIBILITIES
Students should be aware that every
individual is entitled to basic social, cultural,
economic, civic, religious and political rights and
to the protection of these rights. Denial of human
rights results in the domination and oppression of
people. Responsibilities go hand in hand with the
rights accorded to individuals. Every person is
responsible for his/her actions towards other
people and is responsible for the
safeguarding of other peoples
rights.
TOPICALISSUES
United Nations
World Debt
Fair Trade
War/Conflict
Technology
Trade
Aid
Media
Refugees
Asylum Seekers
Terrorism
European Union
Council of Europe
Globalisation
Peacebuilding
International Groupings
INTERDEPENDENCE
Students should be aware of the interrelatedness of all
human life at the individual, community, national and global
levels. The actions of individuals can have effects, sometimes in
places and situations they have never seen, e.g. the effects of the
purchases we make as consumers on economies, businesses and the
environment, and the effects of our votes in elections on
developments at local, national and international levels. Absence
of an understanding of interdependence leads to an
isolated, powerless and self-interested view
of events.
CSPE
12
TOPICALISSUES
Change
Planning
Compromise
Negotiation
Controversy
Conflict
Improvement
Fair Trade
Local Development Plan
Community
Local Government
Developing World
Underdevelopment
DEVELOPMENT
Development can be defined as a process of
improvement (social, economic, cultural, political)
to meet the needs in peoples lives at all levels. Students
should be aware that development is usually planned and
can often be influenced through the democratic process.
They should also be aware that the process of
development is complex, often controversial, and
one where planned solutions do not always
meet the needs of all parties
involved.
TOPICALISSUES
Ombudsman
Protection
Criminal Law
Garda Siochana
Houses of
Oireachtas
Witness
Community
Rights
Judge
Civil Law
Court System
Solicitor
Reconciliation
Neighbourhood
Watch/Community
Alert
Victim Support
Rules
Consumer Rights
Justice
Laws
Prisons
Barrister
LAW
Students should be aware that laws and
rules serve important purposes in any community
or society. They order and set out common codes of
conduct for relationships between individuals, and between
individuals, groups and society as a whole. They are a means
through which we ensure that the rights of individuals are
protected and promoted. They inform us of our rights and of our
responsibilities for the observance of those rights. Laws and rules
are subject to change. Changes in laws may reflect developments
in society or may result from the actions of individuals. A belief
in justice and fairness is basic to the process of developing,
implementing and valuing laws. Lawlessness and ignorance
of the value of laws results in the denial of the rights of
each and every individual and a decline in the
quality of life in communities and society.
CSPE
13
TOPICALISSUES
Global Warming
Reduce
Recycle
Reuse
Repair
Litter
Environment
Incinerators
Sustainable Development
G8 Summit
Tidy Towns
Pollution
Nuclear Energy
Green Flag
Resources
Wind Farms
Conservation
Responsibility
Ozone Layer
Acid Rain
STEWARDSHIP
Students should be aware that, as individuals born

on the planet, every person becomes a temporary owner
or steward entrusted and empowered with its care and
maintenance. Absence of stewardship leads to the belief that
our role in relation to the natural world, the environment,
other peoples and cultures is incidental or just for our own
use and benefit. This results in phenomena such as
unnecessary depletion of resources, pollution of the
environment and diminishment of
cultural heritage.
* Students are required to undertake TWO Action Projects
over the three years of the junior cycle. Students are also
required to submit either a report on ONE of their Action
Projects or a course-work assessment book for assessment
purposes. The table above is purely a reminder that Action
Projects can take place at any time and opportunities for
action should be taken where possible, rather than adhering
to a prescribed schedule.
RECOMMENDED PLANNING SCHEDULE USING A CONCEPT APPROACH
YEAR 1
Introduction Human Rights & Stewardship Action Project*
to CSPE Responsibilities
Human Dignity
YEAR 2
Development Democracy Action Project* Law
YEAR 3
Interdependence Action Project* Assessment Revision
CSPE
14
TOPICALISSUES
Needs
Wants
Actions
Effects
Resolving Conflict
Dignity
Equality
Human Rights
Responsibilities
Consequences
UDHR
ECHR
UNCRC
Recycling
Litter
Stewardship
Environment
School
Individual
UNIT ONE
THE INDIVIDUAL AND
CITIZENSHIP
Every individual is important and unique, but what does it

mean to be a citizen? What is our civic, social and political
dimension? We can achieve an understanding of citizenship by
exploring and applying it in various contexts, for example, the
individual, the family, the school, the local/national/international
community, government, the environment and the world of
work. Building skills for citizenship is inseparable from
personal development. All of the concepts outlined earlier
are relevant to this unit of the course, but of
particular importance are the concepts of
Human Dignity and Stewardship.
TOPICALISSUES
Structures
Rights
Dignity
Family
Local Planning
Local Government
Participation
Negotiation and
Reconciliation
Controversy
Diversity
Conflict
Prejudice
Community
Belonging
Identity
Development
Responsibilities
UNIT TWO
THE COMMUNITY
We are all members of various communities, for

example, the family community, the school community,
the local community. Comparison of communities enables
identification of similarities and differences between them.
Communities are characterised and can be described by different
phenomena, e.g. their origins, their membership, the rights and
duties of their members and the organisations they contain.

People participate in and are represented in many communities
through particular structures and procedures. Development
and improvement is an important aim of most
communities. All of the concepts are relevant to
this unit of the course, but of particular
importance is the concept of
Democracy.
2.2 THE UNIT APPROACH
he CSPE syllabus divides this course into four units of study. The seven concepts dealt with
earlier are fundamental to each of these units. One or more of the concepts feature in each
individual unit of study. This section takes a closer look at each of these units and, again, various
key words associated with potential learning opportunities are attached to the units.
The four units are: 1. The Individual and Citizenship 3. The State Ireland
2. The Community 4. Ireland and the World.
CSPE
15
TOPICALISSUES
Garda
Rules
Justice
Law
Judges
Courts
Seanad
Democracy
Elections
Referendum
Reconciliation and
Peacebuilding
President
Minister
Northern Ireland
P.R.
Voting
Taoiseach
The Dil
Responsibilities
Local Government
Political Parties
Constitution
UNIT THREE
THE STATE IRELAND
The State can be seen as a large grouping of

communities. Any individual or community can
seek to influence what happens at a national level by
accessing representative and participative state structures.
Through participation in community groups, organisations,
local government and other structures, we can influence both
important issues of national development and decisions made at
national level which have an impact on individuals and local
communities. As citizens, we should have a basic understanding
of the political system and structures in Ireland. We are
responsible for the election of representatives at local,

national and European level, for the observance of law
and order and for any changes to the constitution. The
concepts of Rights and Responsibilities,
Democracy and Law underpin much of
the content of this unit.
TOPICALISSUES
Peacebuilding
MEP
Trade
Media
European Commission
European Union
European Parliament
Council of Europe
Rights &
Responsibilities
Global Citizen
United Nations
Influence
Underdevelopment
Interdependence
UNIT FOUR
IRELAND AND THE
WORLD
States seldom exist in isolation from other states. Why
do they group? How do states group? These questions can
be explored through study of Irelands membership of
international groupings, for example, the European Union, the
Council of Europe and the United Nations. Through
participation in larger groupings, countries such as Ireland
have responsibilities and potential influence beyond their
borders. Important world development issues can be
influenced by Ireland directly and through the state
groupings of which it is a member. The concepts
of Development and Interdependence are
closely associated with the content
of this unit.
CSPE
16
UNIT 1
The Individual and Citizenship September to February (Year 1)
Action Project*
UNIT 2
The Community February (Year 1) to November (Year 2)
Action Project*
UNIT 3
The State Ireland November to June (Year 2)
Action Project*
UNIT 4
Ireland and the World September to April (Year 3)
Action Project*
Revision
RECOMMENDED PLANNING SCHEDULE FOR THE FOUR UNITS
Students are required to undertake TWO Action Projects
over the three years of the junior cycle. Students are
also required to submit either a report on ONE of their
Action Projects or a course-work assessment booklet for

assessment purposes. The table above is purely a
reminder that Action Projects can take place at any time
and therefore opportunities for action should be taken
where possible, rather than adhering to a prescribed
schedule.
CSPE
17
2.3 SKILLS
he emphasis in CSPE is on active participatory citizenship and on taking meaningful action.
Through their participation in active learning and in their engagement in Action Projects,
students will learn what it means to be participative citizens. During the process students are also
learning key skills, which enable them to engage with their community, society and the wider
world. On page thirteen of the CSPE syllabus various types of skills are outlined. These skills are
expanded below. It is important to note that this list is not an exhaustive one and may be added to.
IDENTIFICATION/AWARENESS
SKILLS
These are the skills that enable students to access and
acquire information and include the following:
Contacting people and/or organisations via
letter writing
making telephone calls
sending faxes
sending e-mails.
Finding out information through
library networks
Internet
surveys
interviews
asking questions.
As part of this process students may need to develop
computer skills
keyboard skills
word-processing skills
ANALYSIS/EVALUATION
SKILLS
These are the skills that enable students to analyse,
interpret, process and evaluate any information acquired.
Once students have identified and accessed sources of
information they then need to
- organise the information
- sort the information to discard irrelevant
and unnecessary material
- read and summarise the information into
manageable pieces
- analyse and evaluate the information
- decide how to represent the information.
In the case of facts and figures students may use such
skills as
- counting
- collating
- tabulating
- presenting.
Where students intend to visually present the
information such skills may be required as
- designing and drawing a poster

- making out a pie chart
- making out a bar graph
- designing a diagram
- designing and publishing a booklet.
CSPE
18
COMMUNICATION SKILLS
These are the skills which allow students to engage with
other people, to participate in group discussion and to
present knowledge and information.
When working in groups, students learn to cooperate
with each other and develop team-working skills such as
- listening to others
- discussing
- learning to speak and voice opinions in a group
- assigning tasks
- negotiating with group members
- valuing different perspectives
- compromising in cases of disagreement
- taking responsibility
- being accountable to the group.
When engaging with people or organisations as part of
an Action Project a level of formality is required, as
students are developing skills such as
- making appointments
- liaising with people
- seeking permission from school management
- meeting and greeting people
- introducing and thanking people
- chairing meetings
- briefing speakers
- preparing in advance.
Whilst presenting information, making a speech or
debating, students are developing skills such as
- organising and planning
- structuring the information or ideas
- deciding on key information
- speaking in public with confidence
- using appropriate language
- seeing the other point of view
- arguing with conviction
- summarising what has been said
- reflecting upon what has been learned/experienced.
Using drama, role-play or mime as methods for
communicating information or portraying issues
develops skills in
- empathising
- acting
- interpreting
- discussing.
ACTION SKILLS
Below are the practical skills that students develop which
enable them to act upon an issue or situation:
The organisation of a drama, debate, meeting or
presentation enables students to use skills in
- organising and planning
- finding out numbers

- deciding seating arrangements
- assessing equipment requirements, e.g. data
projector, OHP, white board, markers, flip chart
- checking that the venue is clean and suitable
- providing refreshments, if required.
Hosting a meeting, debate or drama requires students to
- welcome formally and begin procedures
- oversee the event from start to finish
- arrange follow-up as appropriate.
Leadership skills are very much to the forefront in
organising and hosting events, as students are encouraged
to take responsibility for the events.
Class elections, mock elections and the use of
democratic procedures and principles develop very
valuable skills. They involve students in
- identifying the issues
- seeing and accepting that there are different sides
and opinions
- thinking about the issue
- making a conscious decision on the issue
- making a commitment to vote in a particular way
- evaluating the result.
Where students decide to fundraise as part of an
Action Project they are developing skills such as:
- identifying a need
- researching the cause
- choosing an activity
- allocating tasks and venues
- choosing and appointing a fund manager
- organising a means of collection
- disseminating information about the cause
- opening a bank account
- handling money
- budgeting
- recording all transactions.
continued
As CSPE is a short course (approximately seventy hours

over the three years of the junior cycle) which is typically
time-tabled for one class period per week, good
organisation and planning of the course is of paramount
importance. Normal school events and holidays may, on
occasion, mean a considerable time lapse between CSPE
classes. It is also necessary to factor in the time to be
allocated to the carrying out and completion of an Action
Project.
A module of work may be a useful way of structuring and
planning this subject. A module for CSPE is 12 to 15 weeks
of work including an Action Project. When planning a
module of work the first step is to highlight the concept,
unit, theme or issue chosen. Once chosen, seven or eight
different aspects of this need to be identified. Different
stimuli and active learning methodologies should be used in
order to ensure the uniqueness of each lesson, (for more on
this see Section 3).
The Action Project is an integral part of the module. This
may be undertaken at any stage of the module. The exact
nature of the Action Project should emerge during the

module of work. The students themselves should be helped
to generate their ideas for an Action Project and how they
would like to participate in it.
CSPE
19
An active citizenis someone who not only believes in the concept of a democratic
society but who is willing and able to translate that belief into action. Active
citizenship
is a compound of knowledge, skills and attitudes: knowledge about how society
works;
the skills needed to participate effectively; and a conviction that active
participation is the right of all citizens.
(Commonwealth of Australia, Education for Active Citizenship, p. 7, Australian Government, Canberra,
1989).
Where students decide to engage in a campaign as part of

an Action Project they are developing skills such as:
- identifying a problem and agreeing its root cause(s)
- exploring possible solutions
- investigating possible campaigning actions and
deciding the best course of action to bring about
change
- identifying groups already working on this issue
- drawing up a plan of action
- developing a letter writing or postcard campaign
- using local media to publicise a campaign
- evaluating what has been achieved.
2.4 PLANNING FOR CSPE
Stimuli examples:
Pictures
Stories
Audio Tape
CD-Rom
Music
Video/DVD
News clips
Newspaper articles
Postcards/Posters
Brochures/Leaflets
Figures/Diagrams
Other objects
Different methodologies:
Group-work
Structured discussion
Brainstorming
Walking debate
Case studies
Role play
Drama
Other
ACTION SKILLS continued

CSPE
20
GETTING THE BALANCE RIGHT

Civic, Social and Political Education aims to encourage students to become active participative
citizens. Active learning methodologies are central to the successful delivery of CSPE as students
will not become active citizens if their learning about citizenship has been passive. The diagram
above illustrates the balance required for a meaningful CSPE experience with a greater emphasis
placed on the methods of teaching/learning and action than on course content and information.
Citizenship education is a combination of

approaches which can be summarised as:
1. Education about citizenship knowledge
of the political system operating in
Ireland, Europe and the world;
2. Education for citizenship the
development of skills and values as a
means to encourage active citizens;
3. Education through citizenship
emphasis on learning by doing through
experiences in and out of school.
(James Arthur and Daniel Wright, Teaching Citizenship in
the Secondary School, p.8. David Fulton Publishers,
London, 2001)
Content/
Knowledge
Action Methodology
CSPE
21
utlined here is an example of how one might teach a
module on concept of law
Lesson 1: Introducing the law

Show the class a short news clip featuring a crime report or
a law report. Then have a brainstorming session on laws.
Ask students to name some of the laws that have been
broken in the video. Pose the question What would happen
if we did not have laws? An alternative activity is The
Desert Island Law Activity: Imagine that you were a
passenger on an aeroplane which got into difficulty and
was forced to land on an island in the middle of nowhere,
like in Lord of the Flies by William Goulding. There are
250 passengers and crew on board. Your chances of rescue
are very slim. However, there is a limited supply of food
and water and shelter available on the island. The task is to
(a) List 5 laws you need to make in order to survive, (b)
Explain why each law is necessary and (c) Explain what
will happen if someone breaks each of these laws.
Lesson 2: Structures in law
Break the class into groups. Give the students a Who am
I? game. Each group has a list of titles of different people
involved in the legal/judicial system such as DPP, Garda,
judge, jury member and a set of definitions/job
descriptions. The students have to match the definition to
the title. Do a similar activity for the different types of
courts that deal with offences in Ireland.
Lesson 3: People involved in the law
Divide the class into groups. Give each group a different
case study and a set of questions about a person involved in
law enforcement or upholding the law (A Day in the Life of
- a Garda, solicitor, barrister, judge, jury member). Each
group must answer the questions. At the end of the exercise
each group nominates a spokesperson to present the
information about their particular case study, in character,
to the rest of the class.
Lesson 4: Opinions on the law
Organise a walking debate on the following topic: Its
okay to break the law (see Section 3, Exemplar 3).
Lesson 5: Punishment/retribution
Bring in newspapers containing court reports and ask
students to read and discuss them in groups. Give the
students the following headings: Probation, Donations to
Charity, Fines, Penalty Points, Community Service, Prison
Sentence. What did they think of the court decisions? Make
a list of crimes that they think deserve each of the above
mentioned punishments.
Lesson 6: Law in action
Organise a simulation that highlights the workings of the
legal system. The students act out the roles of people
involved (Garda, Judge, Barristers, Jury, witnesses, law
breaker). Any student not involved in the simulation could
be a journalist covering the case for a local paper or radio
station, or the defendants family in the courtroom crowd.
(See attached role cards).
Lesson 7-11 Law Action Project
Some possible Action Projects might include:
invite a guest speaker (Garda, Solicitor, Barrister, Judge,
Victim Support, etc.) to visit the class
organise a visit to a prison, a courthouse or a Garda
Station
carry out a survey on What young people know about
the law.
Making the decision as to which Action Project to do could
take one full class. Another class could be taken up with
the allocation of tasks and groups. A number of classes may
be required for the preparation and organisation of the
Action Project.
Lesson 12: Reflection on the law
Provide students with opportunities to think back over their
experiences of this module of work. What have they
learned? How has their understanding of the law changed?
How might they be able to become more active in
understanding the law and how it works in the future?
2.5 EXAMPLE OF A MODULE
OF WORK USING THE CONCEPT OF LAW
CSPE
22
Lesson 6 Role Cards for Simulation Activity

(Adapted from Law in our Lives, published by Northern
Ireland Curriculum Council, Belfast, 1993)
Members of the Jury Role Card.
Your task is to decide whether Mary Moloney is guilty
of theft as defined by the law. The Judge will explain
what the law says. You should
listen carefully to the evidence
listen carefully to what the judge says
take whatever time you need to arrive at a verdict
elect a foreman to give the verdict to the court
ask questions of the judge (but no-one else) by
passing a written message to him/her
take notes if you wish.
Judges Role Card
You are in charge of running the trial. You must make
sure that the trial is conducted fairly. Before the jury
retire to consider their verdict you should explain the
law to the jury.
The law requires that the following three conditions are
satisfied before someone is guilty of theft:
the defendant must have taken the property
belonging to someone else
the defendant must have the property with the
intention of permanently keeping it
the defendant must have taken the property
dishonestly and must not have intended to pay for it.
In addition the jury must be satisfied beyond all
reasonable doubt that the prosecution has proven that
the defendant is guilty of the offence she has been
charged with.
Barristers Role Card.
(There are two Barristers one for the prosecution and
one for the defence)
You should discuss with your witnesses what you are
going to ask and what they are going to say.
You should only ask questions which relate to the facts
of the case.
Try to ask questions which are clear and can be
answered yes or no.
You can cross examine any witnesses, if you so wish.

Defendants Role Card
My name is Mary Moloney. On August 10th I was in
Beautiful Gifts shop looking for a present for my Dads
birthday. At one of the counters I noticed some nice
pens. Just then, I looked at my watch and I noticed that
it was already 2pm and I was due back to work at the
office at 2pm after my lunch break. I made a quick dash
out of the shop to get back to work as fast as I could.
Just then I was stopped by a man who informed me that
he was the Security Officer and that he had reason to
believe I had stolen items from the store. I was
horrified, and when he asked me to go to the Managers
office I readily agreed, as I was sure there must me
some mix up. When we got to her office the man asked
me to empty my pockets, which I did. I got an awful
shock when I saw a pen from the shop in my pocket. I
must have put it in my pocket without thinking when I
realised I was late for work. I explained that it was all a
dreadful mistake and offered to pay for the pen there
and then. But the Manager still called the Garda. I have
never been in trouble with the Garda.
First Witness for the Prosecution Role Card

My name is David OGrady. I am forty years of age. I
am employed as Security Officer at Beautiful Gifts shop
on the main street in Trim. On August 10th last, at
around 2pm I noticed a young woman acting
suspiciously at the pen counter. I then saw her place a
pen in her pocket and rush away. She left the store and
had not paid for anything. I followed her into the street
and asked her to accompany me to the Managers
office. When we got to the office I asked her to empty
the contents of her pockets. Amongst the contents was a
pen valued at 30 euro. The Manager then telephoned the
Garda who arrived about half an hour later.
Second Witness for the Prosecution Role Card
May name is Eileen Murray and I am the Manager of
Beautiful Gifts. On August 10th at around 2pm the
Security Officer called to my office accompanied by a
young woman. Mr OGrady informed me that the young
woman had removed an item from the shop without
paying for it. Upon request, she emptied her pockets
and I identified a pen from our pen counter. As she
could not produce a receipt for this item I telephoned
the Garda. I informed the Garda that I had reason to
believe that she has stolen the pen from the shop.
Third Witness for the Prosecution Role Card
My name is Garda Peter Lyons. On August 10th last, I
was called to Beautiful Gifts shop on the main street of
Trim. I was directed to the Managers Office where I
was informed by Ms Murray that she had reason to
believe that a young woman, Mary Moloney, had stolen
a pen from the shop valued at 30 euro. I asked Ms.
Moloney to accompany me to the station to answer
some questions. This she agreed to do. At the station, I
ascertained that there was sufficient evidence to charge
her and I then cautioned her and asked her if she

wanted to make a statement. She replied that she did
and I took a statement from her at 3.15pm. She left
shortly after that.
First Witness for the Defence Role Card
My name is John Mc Fadden. I am Manager of the
Insurance office where Mary Moloney has worked for
the past 5 years. I can confirm that on August 10th
Mary took her lunch break at 1pm. and was due back at
the office at 2pm. When she did not return to work as
normal we were all very concerned. She is always very
punctual. When she eventually came back to the office
around 3.30 pm she was in a very distressed state. I
took her into my office where she broke down and told
me everything that had happened. She was so upset I
sent her home. She is still very distressed about the
incident. I can vouch for her as a most honest and
reliable member of staff.
Second Witness for the Defence Role Card
My name is Dr Deirdre Casey. Ms Moloney has been a
patient of mine since childhood. In the last year she has
been under a lot of stress and strain. He mother is very
ill and Mary has been caring for her, in addition to
going out to work. This has resulted in minor
depression which I have been treating with tranquilisers.
I think she is suffering from exhaustion and in my
opinion this could account for the shoplifting incident.
Her arrest and summons has now increased her distress.
CSPE
23
Information for trial proceedings

1. Barristers introduce themselves.
2. Each side outlines its case.
3. Prosecution questions each witness in turn.
4. Defence cross-examines each in turn.
5. Prosecution may re-examine each witness after
cross-examination, if necessary.
6. Defence questions each witness in turn.
7. Prosecution cross-examines and defence may reexamine,
if necessary.
8. Judge sums up to jury and explains the law.
9. Jury retires to consider the verdict.
10.Jury delivers its verdict.
11. If defendant is found guilty, judge delivers sentence
or if defendant found not guilty she/he is discharged.
Lesson 1: Personal community networks
Give each student a sheet with a set of five concentric
circles. They start by putting their own name in the central
circle, the next circle will contain the names of their friends
and families and working out into the next circles, the
names of the people they encounter on a less frequent
basis. Put the students into groups of four and ask them to
compare their personal networks. After about ten minutes
invite comments from the class as a group. Point out to the
students that they belong to a number of communities. By
looking at their circles again, ask them to name the
communities to which they belong, e.g. family, school,

sports/hobby, street, town, parish, etc.
Lesson 2: Types of community
Display photos showing different types of communities.
For example, Traveller, farming, urban, rural, ethnic. Invite
students to name the communities depicted in the photos.
Discuss other communities that may exist. What is
common and what is distinctive about different
communities? Do different communities have different
needs?
Lesson 3: Good community, bad community
Divide participants into groups of four or five and give
each group a large selection of old newspapers and
magazines. The task for each group, using headlines and
pictures, is to create two collages, one describing good
community and one describing bad community. Allow 1015 minutes for this. Then display the collages on the walls
and invite everyone to take a look.. Discuss, in the case of
good community, what makes a community good, and in
the case of bad community, what makes a community bad.
Finally, discuss what steps can be taken to move from bad
to good community.
Note for the teacher: the strength of a community is
revealed by the degree to which its members experience a
sense of security, of significance and of solidarity within
it. To feel secure one needs to feel physically safe. To feel
significant one needs to have a role to play and a function
to fulfil in the community. Solidarity comes from feeling
one belongs to a particular group. (Partners Companion to
Training for Transformation, p.86).
Lesson 4: Community development
Introduce this lesson by explaining that improvement and
development is an important aim of most communities.
Invite students to brainstorm ways in which groups might
work to improve their communities. Divide the students
into groups of four or five and give each group a set of
cards (See page 26). Ask them to arrange the cards in a
diamond shape with the statement that is the best definition
of development at the top and the one they least agree with
at the bottom. Compare the different responses.
Discuss: Are development and wealth the same thing? How
might people in different parts of the world have different
views on what development means? How might different
groups within a community have different views on
development, e.g. business people, politicians, young
people, women.
Lesson 5: Progress towards development today
Present students with a number of statistics in the form of a
true/false quiz. (The fact sheet on page 27 can be used, or
various websites which provide statistics, e.g.
www.undp.org, www.developmenteducation.ie,
www.trocaire.org, www.combatpoverty.ie, www.cso.ie). This
exercise can help students to see what progress has been
made towards development at both a local and global level
and the challenges that remain.
Lesson 67: Communities taking action
Using newspapers, websites and NGO materials, present
the students with a number of stories about communities

taking action (See page 28). Divide the students into groups
of four or five and instruct the students to read the stories.
Invite each group to summarise the community action
project that they studied under the headings: Who is
involved? What are they trying to achieve? Who is
benefiting?
Then ask the students to imagine themselves as the editorial
team for a local newspaper. They must agree a headline for
the story and decide what type of photo they would use
alongside the story.
The photo can be presented in a freeze frame to the rest of
the class (See Section 3: active learning methods).
CSPE
24
2.6 EXAMPLE OF A MODULE

OF WORK BASED ON THE UNIT OF COMMUNITY.
As a class, discuss which stories provide the best examples
of community development and why.
Lesson 811: ACTION PROJECT
Lesson 12: Reflection
This final class allows the students to reflect on the
learning and the action carried out. Students should be
given a chance to do this individually and as a group.
Useful Resources on the theme of Community
Exploring Cultural Values in the Community, published by
Interculture Ireland and CSPE Support Service.
Changing Perspectives: Cultural Values, Diversity and
Equality in Ireland and the Wider World, published by
CDVEC Curriculum Development Unit.
Counted Out, Challenging Poverty and Social Exclusion,
CDVEC Curriculum Development Unit, Fala Favela,
published by Trcaire.
Painting Life: Painting Hope A set of posters based on a
community project with young people in Nicaragua,
published and available from Trcaire.
On the Right Track, Peace and Reconciliation Education, a
Handbook for Citizenship Education Teachers, published
by Education for Reconciliation Project, CDVEC
Curriculum Development Unit.
For full details on these and other resources see Section 7.
CSPE
25
Possible action projects that would link in with the above

classes would include:
prepare and present of a profile of your community
design and draw a mural which you feel represents
your community the various people and their
interests, etc.
interview representatives from different local
community groups, ask them about the work they do,
their hopes for the future, etc.
survey students in the school to assess the needs of
young people in the community and possible ways in
which these needs could be met. (This might lead to a
lobbying action with the relevant local body to press
for the provision of facilities)
invite a speaker from a development agency to talk
about its work with communities in the developing

world
make a link between your school/class and a
community project in the developing world (Trcaire
can help with this)
volunteer to do some community work
hold an exhibition entitled A Day in the Life of the
Community (in photographs)
produce a booklet or website on services and facilities
in the community
investigate diverse communities on the island of
Ireland, including Northern Ireland
link with a school in Northern Ireland to exchange
information on cross-community issues.
DEVELOPMENT
Is about everyone having washing
machines, cars, TVs, etc.
DEVELOPMENT
Means people are not afraid to speak out
and can have a say in their own future
DEVELOPMENT
Results from a growing economy and the
wealth and jobs that this produces
DEVELOPMENT
Is about people having higher wages and
more spending power
DEVELOPMENT
Is about looking after the environment
and protecting it for future generations
DEVELOPMENT
Means everyone has access to education,
health care, and their basic needs are met
DEVELOPMENT
Is about power of all sorts being shared
more equally amongst people
DEVELOPMENT
Is about having modern transport and
communications, such as motorways and
computer technology
DEVELOPMENT
Is about making sure that absolute
poverty and hunger are eliminated
DEVELOPMENT
Means being able to live in peace
CSPE
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CARDS FOR LESSON 4: COMMUNITY DEVELOPMENT

Reprinted with permission from Trcaire website
CSPE
27
Sources: www.combatpoverty.ie, www.developmenteducation.ie, www.trocaire.org
Fact Sheet for Lesson 5:

Progress towards development
Approximately 34 million people in Europe suffer food poverty up to
40 million when the new member states are included.

Ireland has the highest level of poverty in Europe.
The level of poverty in Ireland is 21%. (Poverty defined as below 60%
of the median income).
Ireland is the second richest member of the EU, behind only
Luxembourg.
1.2 billion people (20% of the world population) live on income less
than $1 a day. 2.8 billion live on less than $2 per person per day.
In the year 2000 world military spending came to 800 billion.
The cost of one Trident submarine is the same as the cost of a years
schooling for 16 million children in the developing world.
Over one billion people lack access to safe water and over two billion
live without proper sanitation.
Currently, 115 million children globally receive no education. 860
million adults in the world cannot read and two thirds of them are
women.
Providing basic health care to those currently without it in the
developing world would cost an extra $15 billion per annum.
Providing literacy for all would cost an additional $5 billion per
annum.
To provide clean water for all would cost $50 billion per annum.
Student Handout for Lesson 67
Sample story of a community taking action
The Muralismo project in Nicaragua is a project that
encourages young people to paint their stories, hopes and
dreams on the walls of the city of Esteli. It began when a
community, which is based in the shanty towns of Esteli,
wanted to do something about the problems of crime,
poverty and drug abuse that were destroying young
peoples lives. The young people were invited to come
together to talk, paint and design murals that were then
painted onto the walls of their city. The Muralismo project,
which began in 1988, is bringing young people together to
talk about their lives and how they can be improved. The
project runs workshops where the young people rebuild
their confidence and begin to imagine what they want for
their futures. Most of the young people come from the
poorest parts of Esteli and include a number of street
children, child labourers and disabled children. The hopes
and dreams of the young people can now be seen all over
the walls of the city.
In September 2001, four young people from Esteli travelled
to Mayfield Community Arts Centre, Cork to share their
experiences with young people there. The visit was
organised with the support of Trcaire. The Nicaraguan
artists shared their story and showed the techniques of
mural painting. Then the young people compared ideas
about life in Cork and Nicaragua and came up with an idea
for a jointly designed mural called The Preservation of our
Planet.
Story and image courtesy of Trcaire.
CSPE
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CSPE
ection three
active learning
29
ctive learning is a process in which students actively
participate in their learning in a variety of ways. This

increases the possibility that students will internalise what
they have learned and be able to apply it to their day-to-day
lives and to everyday situations. This makes active learning
crucial to the development of responsible global
citizenship.
CSPE
ACTIVE LEARNING
To learn something well, it helps to hear it, see it, ask questions about it, and
discuss it with others. Above all students need to do it figure things out by
themselves, come up with examples, try out skills, and do assignments that depend on
the knowledge they already have or must acquire.
(Silberman, M. Active Learning: 101 Strategies to Teach Any Subject, Allyn and Bacon, Needham
Heights, Massachusetts, 1996)
(from Centre for Teaching Effectiveness, University of Austin, Texas)
EXPERIENCE AND LEARNING
We tend to remember Our level of involvement
READING
HEARING WORDS
LOOKING AT PICTURES
WATCHING A MOVIE
LOOKING AT AN EXHIBITION
WATCHING A DEMONSTRATION
SEEING IT DONE ON LOCATION
PARTICIPATING IN A DISCUSSION
GIVING A TALK
DOING A DRAMATIC PRESENTATION
SIMULATING THE REAL EXPERIENCE
DOING THE REAL THING
10%
20%
30%
50%
70%
90%
PASSIVE ACTIVE
30
CSPE
31
Students learn effectively So teachers

when they
want to encourage students to set personal goals
help studnets to see the benefits of learning
provide some element of choice
are relaxed, yet alert provide a stimulating learning environment
avoid putting students on the spot

endeavour to create challenges rather than stress
provide some element of choice
are learning in their include a variety of learning activities in every lesson
preferred styles include visual, auditory and kinaesthetic activities preferably in every lesson, but
at the very least in every module of work
are actively engaged, provide activities that require students to make sense of something
i.e. doing something encourage students to develop understanding
encourage students to demonstrate their understanding
encourage students to use their understanding
encounter something unusual, exploit the opportunity at the beginning of the lessons to capture students
interest
dramatic and unexpected identify the key learning point of each lesson and find different ways of
communicating it
identify the key learning point in each piece of work and make a conscious effort to
introduce it in an unusual way
regularly review what make good use of the last 5-10 minutes of a class
they have learned. encourage students to identify the key points of each lesson
encourage students to systematically review their key points one day, one week, one
month after the lesson
start each lesson by reviewing the previous one.
Adapted from Hughes, M. Closing the Learning Gap, Network Educational Press Limited, Stafford, 2003
here is no single effective way of teaching. Good teachers use a repertoire of styles and an
extensive range of strategies. They are also sensitive to the different learning styles of students.
The following offers a summary of how students learning can be made most effective.
ACTIVE LEARNING
engages students physically, cognitively and
emotionally
places students at the centre of the learning process
through ensuring that the content is relevant to their
own lives and is engaging for them
promotes responsibility, confidence and self-esteem as
students become responsible for their own learning
acknowledges that students learn from each other and
teachers learn from students, as well as vice versa
allows for flexibility of teaching methodologies and so
accommodates different kinds of intelligence and
different learning styles
builds skills of problem-solving, critical thinking and
cooperation
requires an atmosphere of trust and support in order to
ensure that students do engage and feel secure in
expressing their own views or in trying out new skills
promotes action, as students learn to recognise their
own capacity and self-efficacy.
In approaching concepts like the dignity of the person or
rights and responsibilities or in learning skills such as
negotiated solutions to conflict, it is often useful to utilise
real-life situations within the learning process. Clearly,
there are times when fraught emotions make this difficult.
The section on dealing with controversial issues (p52-54)
might be useful in such situations.
CSPE
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If we take on board the idea that a citizen
is a person who has rights and duties in a

democratic society then we have to ask
ourselves what happens when these rights
and duties are not acted upon. Calls for
active citizenship are meant to motivate
people to take up their rights and
responsibilities and contribute to more equal
societies.
(The Council of Europe, Jump into Education for
Democratic Citizenship!, Strasbourg, 2003)
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3.1 ACTIVE LEARNING METHODS
STRUCTURED DISCUSSION
iscussion has a key role in CSPE. It provides a chance
for students to talk about their ideas and feelings and

can open up opportunities for developing or changing their
ideas or feelings where appropriate. It can develop a range
of skills such as asking questions, active and positive
listening, and summarising views.
An atmosphere of trust and support is crucial to engaging
in open discussion. Students need to feel that they can
speak their mind. While students should be confronted
about inaccurate, hurtful or hostile statements, this should
be done in such a way that they are affirmed as a person,
while their view is challenged.
It is not a good idea to throw open a discussion without
first providing some guidance and ground rules for
discussion. It is also important to provide a suitable
stimulus for generating discussion, such as a poem, story,
newspaper article, fact sheet, piece of music, visual
stimulus or physical activity.
Adapted from Challenging Perspectives: Cultural Diversity
and Equality in Ireland and the Wider World,
A resource for CSPE, CDVEC Curriculum Development
Unit, 2002.
SIMULATION GAMES AND ROLE-PLAY

Simulation games and role-play are widely used to provide
students with a chance to live out a real life situation in a
safe environment. For effective role-play there is need for
careful preparation, including preparation of role-cards,
reflection questions and any relevant background
information. It is important to choose a theme that is
clearly focused and is likely to generate worthwhile
reflection, analysis and debate. Allowing sufficient time to
bring students out of role and to discuss their experience of
role-play is also vital. Students who would prefer not to
participate in a role-play can play an important role in
actively listening and reporting on what they have observed
(see Section 3, Exemplar 4).
DEBATE
A debate works best if students are given a chance to debate
a topic that is of genuine interest to them and if they are
given time and support to prepare for the debate
(background information, newspaper/magazine articles,
useful websites, etc). One of the pitfalls of classroom
debates is the tendency amongst students to rigidly take up a
position and not see the value of the alternative view. One
approach which may help in this situation is to invite
students to research and present a point of view on an issue,
and then switch sides and argue from the opposite point of
view. Finally, the group should try to come to a consensus
on the issues and write a group report describing the issue
and their combined thinking about it. The process requires
students to make use of collaborative skills. Perspective
taking and consensus are built into the procedure.
A sample set of ground rules might include:
everyone is shown respect
everyone is given a chance to speak in the group
everyone is listened to no interruptions
no put-downs
everyones right to their opinion is respected
everyone is expected to back up their opinion
everyone has the freedom to change their opinion
based on reflective discussion
there should be no generalisations. For example, all
refugees are..., all Muslims are....
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A walking debate is another good way of allowing

students to debate an issue. In this method, a statement is
read out to the class and they are asked to position
themselves at one end of the class-room if they agree with
the statement and at the other end if they disagree. Those
who are uncertain can stand in the middle. According as the
issue is debated students can move their position. The
movement encourages opinions to change and also allows
for uncertainty and an acceptance that all issues are not
black and white (see Section 3, Exemplar 3).
ISSUE TRACKING
Issue tracking is a method by which students can follow
and explore an issue or topic that is currently in the news.
Issue tracking develops group work and cooperation skills,

as students must work in groups and decide on the best way
to collect information. The teacher can stimulate the search
by bringing newspapers to class on the first day or by
showing a news report on the chosen issue. Students can
compile a scrapbook or wall chart, or use the internet and
computer to compile an electronic scrap-book. This
methodology allows for discussion on the difference
between fact and opinion and the role of perspective and
bias in the media (see Section 3, Exemplar 7).
PHOTOGRAPHS, ARTWORK
AND IMAGES
An image or photograph can be a useful way of stimulating
interest in a topic, especially if the image is slightly
puzzling or challenging. Students can be invited to question
the photograph. Who took it? Where was it taken? What
was happening at the time the photograph was taken? What
happened next?, etc. It is important to avoid using images
that may reinforce students prejudices or stereotypes.
Students can also be invited to depict their own
understanding of an issue through artwork, cartoons,
collage or sculpture. It is important to reassure students that
everyones efforts are of value including those who are not
good at art.
The use of freeze-frame can be another effective way of
using images to explore different experiences, perspectives
and feelings. To do this the teacher might read a poem or a
story and then ask the students in small groups to pick one
line from the story and create a still image showing what is
happening at that moment. When the teacher selects a
student, she/he is encouraged to verbalise her/his thoughts
in character. The range of attitudes and thoughts that
emerge can be the subject of rich discussion (see Section 3,
Exemplar 2).
SURVEY/QUESTIONNAIRE
A survey or questionnaire can develop skills of
communication, gathering and interpreting information,
team work and cooperation. It enables action beyond the
classroom and can often involve the school or wider
community. Careful attention needs to be given to
discussing the purpose of the survey, what it hopes to find
out and how the findings will be shared with others (see
Section 3, Exemplar 6).
WORKING WITH TEXTS

Short stories and texts from newspapers, magazines and the
Internet can be a very useful way of presenting information
and issues related to CSPE. There are many ways that
students can engage with texts in an active manner, for
example:
Jigsaw reading
A text is divided into different sections, say five
paragraphs. Following this, students are divided into five
groups and each group gets one paragraph to read. Then
students move around so that there is one student from each
group together in a new group. In turn they must share the
information that they read in the first group until all the
information has been shared.
Paired reading
Ask students to form pairs of A and B. Give a text to each
pair and assign different tasks to the As and the Bs. For
example, assign A to read and B to summarise, A to note all
the facts and B to note the opinions, A to relate the story as
it is presented and B to relate the same story but from a
different perspective, and so on.
Embodying a text
Students work in pairs reading a story/text/news item. Then
they choose a key moment or event in the story to represent
physically through mime to each other. The second person
might guess what moment their partner has chosen to
depict and discuss why they chose that particular one.
CSPE
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Exemplar 1 MATCHING RIGHTS CARD GAME

(Source: Our World Our Rights, published by Amnesty International)
Concept: Rights and Responsibilities Active learning method: Cooperative group work
Level: 1st year CSPE
Aim: To introduce students to the Universal Declaration of Human Rights. (UDHR)
Steps:
1. Photocopy and prepare sets of cards (see pages 37/38).
(Tip: If you laminate these cards they can be used repeatedly).
2. Divide the class into groups of three or four and give each group an envelope containing a set of cards.
3. Explain to the students that they are to work together to make pairs with the cards, matching the set of
words with the
set of symbols.
4. Allow time for the groups to match the symbols and words.
5. When the task is completed discuss with the class how they found the activity. What words were easy to
match and
what ones were difficult?
6. Distribute copies of the UDHR (use the simple version reproduced on page 35) and explain its origin.
7. Discuss why we still need the UDHR today.
8. Invite students to draw their own set of symbols to describe various human rights.
Follow up activities:
Draw up a classroom charter of human rights and responsibilities that can be developed into an Action
Project.
For homework, ask students to find pictures from magazines that they think summarise some of the key
rights in the
UDHR.
Useful resources/websites: www.Amnesty.org, www.trocaire.org.
3.2 ACTIVE LEARNING METHODOLOGIES IN PRACTICE
n the following pages a variety of classroom activities are outlined using different active learning
methodologies.
1. Is born in freedom, equality and
dignity.
2. Has the right not to be discriminated
against on any basis.
3. Has the right to live and live in
freedom and safety.
4. Has the right to liberty and freedom.
5. Has the right to security of person.
No one should be tortured or suffer
cruel and inhuman treatment.
6. Has the right to recognition before
the law.
7. Has the right to equality before the

law and equal protection.
8. Has the right to effective remedy.
9. Has the right not to be subjected to
arbitrary arrest or detention.
10. Has the right to a full and fair
hearing before an impartial and
independent tribunal.
11 Has the right to be presumed
innocent until proven guilty.
12. Has the right to privacy.
13. Has the right to freedom of
movement.
14. Has the right to asylum.
15. Has the right to a nationality.
16. Has the right to marry.
17. Has the right to own property.
18. Has the right to freedom of thought,
conscience and religion.
19. Has the right to freedom of opinion
and expression.
20. Has the right to freedom of assembly
and association.
21. Has the right to take part in
government, to have access to public
services and a right to vote.
22. Has the right to social security.
23. Has the right to work.
24. Has the right to rest and leisure.
25. Has the right to an adequate standard
of living.
26. Has the right to education.
27. Has the right to freely participate in
the cultural life of the community.
28. Is entitled to a social and
international order to realise their
rights and freedoms.
29. Has duties to the community.
30. Nobody can interpret this declaration
in a way that can endanger any of
the rights and freedoms of others.
CSPE
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UNIVERSAL DECLARATION OF HUMAN RIGHTS

Summary of Articles
Everyone
(Reprinted with permission from Trcaire website: www.trocaire.org. Click on Education, then
CSPE, then Teachers, then Rights and Responsibilities).
MATCHING RIGHTS CARDS

CSPE
37
CSPE
38
MATCHING RIGHTS CARDS

CSPE
39
Exemplar 2 DONT LABEL ME!

Concept: Human Dignity Active learning method: Photo captioning
Aim: To explore the concept of human dignity and in doing so challenge possible negative stereotypes that
students may hold regarding certain groups (e.g. people from the developing world, people with a
disability, Travellers, old people, etc).
Steps
1. Collect a range of photography showing people from a variety of cultures doing normal things. Be
careful to avoid
negative images or those which depict people in a helpless or pathetic pose. A range of photopacks are
available on
loan or can be compiled using newspapers, magazines and the Internet.
2. Display the photos around the room and invite students to walk around and look at them all.
3. Give the students cards and markers and then ask them to form pairs and to come up with a caption for
the images that
they find most striking. Alternatively, if students find it too difficult to come up with their own captions,
the teacher
might provide a range of captions and invite them to decide which one fits with each image.
4. When this is done use Blue Tac to attach the captions to the images.
5. Allow time for the students to talk about the images that they found most striking, and their captions.
6. Ask students to come up with a single theme or word which would sum up all the photographs. If the
words human
dignity do not arise at this point then the teacher might suggest them.
7. Discuss with the students how all the photographs show peoples dignity, how human dignity can be
taken away, how
certain groups are more likely to be denied their dignity, Who these people are and why.
Use the worksheet overleaf to help students to engage with a selected photograph.
Students might develop a role play based on what is happening in some of the photographs.
Students might write a piece from the perspective of a person in a photograph.
Students might compile their own collage under the title human dignity.
Discuss how photographs can elicit different responses, e.g. hope, despair, shock, charity, happiness.
CSPE
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WHAT AM I LOOKING AT?

Place your chosen photograph in the centre of the page and spend some time thinking about the
questions which surround it.
Maybe jot down some words to help you remember your thoughts, because you will be asked to
share your ideas with some of your classmates.
Where do you think
this photograph was
taken?
What do you think
this photograph is
about?
Why do you think it
may have been
taken?
Is there anything left
out of the photo?
What do you think
people are thinking
or saying in the
photo?
What link do you see
between this
photograph and
human dignity?
Adapted from Making Human Rights Work A Handbook of Human Rights Education Methodologies,
published by CDVEC, Curriculum Development Unit, Dublin.
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Exemplar 3 LET YOUR FEET DO THE TALKING

Concept: Law Active learning method: A walking debate
Level: 2nd, 3rd year CSPE
Aim: To stimulate students thinking on the concept of law and to help students to understand that the
concept
of law is both complex and challenging.
Steps:
1. At one side of the classroom, place an I agree poster on the wall, and on the other side an I disagree
poster. Ask the
students to stand in the middle of the room and place an I dont know poster there. Call out the following
statement
Its okay to break the law and encourage the students to move to the side of the room that reflects their
opinion on
the statement. The closer they move towards one of the signs the more they agree/disagree. Emphasise that
it is okay
to stay in the middle, listen to the debate and then move according as your opinion is formed.
2. When students have taken a position ask them to say why they have taken that position.
3. As the discussion continues, the students can change their position and move according as their opinion
changes.
4. The teacher can show the complexity of the issue by allowing different views to be aired. The teacher
can also push the
students to explain and illustrate their position, for example: When might it be okay to break the law? Can
you give an
example of a law that it would be okay to break and in what circumstance? Does it depend on who makes
the laws (a
democratic government or a dictatorship)? What would happen if everyone decided to break the law? Why
do more
people from poorer backgrounds end up in prison? Is a rich person more likely to get away with breaking
the law?
See Section 2: 2.5 for further activities related to the concept of law.
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Exemplar 4 DEVELOPMENT WHO DECIDES?

Concept: Development Active learning method: Role-play (courtesy of Trcaire).
Level: 1st, 2nd, 3rd year CSPE
Aim: To explore concepts of development and how different views of development can sometimes
lead to conflict.
Steps:
1. Give everyone a single role card (see opposite). Ask them to read their card and to jot down answers to
the following
questions:
How do I feel about the new development in the village?
What difference has it made to my life/the life of the village? Is it positive or negative?
2. Divide the class into the following groups: women from village, men from village, labourers, foreign
visitors,
engineers. Distribute role cards, ask group to take on a different role, using the cards, and then, in
character, discuss
their answers in the various groups.
3. Then divide the class into groups of five and give each person in each group a different role. Invite them
to discuss
their opinions and feelings about the building of the new well.
4. Invite the whole class to reflect on their experience of the role-play. Some useful questions might be:
What happened in your group? How did you feel? Did your opinion change as you listened to the views of
others? If
the discussion got heated, why was this so? Can you identify the cause of conflict different interests,
values,
opinions? Did any group come up with a solution that might be acceptable to all?
5. Together discuss the following questions:
What were the benefits and disadvantages of the new well?
How essential is local participation to development?
What is the link between development and community?
What happens when you have one without the other?
6. Finally, ask the groups to re-design the project together. Everyone must have a say and the project
decided upon must
be agreeable to all. Share this new project with the rest of the class.
See Section 2: 2.6 for further ideas on linking the concepts of development and community.
See Intercultural Guidelines for Post Primary Schools for a role-play on a local development issue
(Exemplar 7).
Published by the Department of Education and Science and the NCCA.
Useful resources/websites: www.trocaire.org; www.oxfam.org; www.christianaid.org;
friendsoftheirishenvironment.net;
www.oneworld.net; www.chaseireland.org.
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ROLE CARDS FOR EXEMPLAR 4

Card 1
Foreign visitor
I go into a rural village in Africa. There are no women
around but after a few hours they all appear carrying
water. I ask them how far away is the well where they
fetch water. They tell me its a forty-minute walk. I
leave the village that evening but am determined to
find some way to make their lives easier.
Card 2
Engineer
I am an engineer from Europe. I hear of this place
from a friend who was in Africa where people have to
walk forty minutes for water. With some help from
friends and business contacts I raise the necessary
funds and go to the village in Africa and design a
water well right beside the village. I employ some of
the local men to dig the well and the people throw a
great party to celebrate when we are finished.
Card 3
Local Labourer
I live in a village near to where the new water well
was being constructed by the foreign engineer. He
spent far too much money on it as there was no need
to have the cement brought by truck all the way from
the capital city. He could have bought cement in my
village at a fraction of the price. Still, it was good to
have the few weeks work as money is not plentiful
here and digging the well was very well paid.
Card 5
Man from the Village
This new well is great. Before the well was there my
wife and daughter spent much of the morning fetching
water. Now since the water is nearby they spend all of
this time working in the fields. This has saved me a lot
of work and I think we might have a better harvest as a
result. Even though some of the women complain a
little and some of the families seem to fight a bit more,
its a small price to pay for such great progress in our
village.
Card 4
Woman from the Village
I hate this new well. In the past, I used to walk forty
minutes with my friends every day to fetch water.
During this walk we discussed many things and
decided on our childrens education, problems between
some families in the village and things that we women
needed to sort out in the village. Now, we just work in
the fields and rarely get time to talk together any more.
Some of these family problems are getting worse since
we have not had the time to talk as we used to.
CSPE
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Exemplar 5 GLOBAL CONNECTIONS

Concept: Global connections Active learning method: Cooperative group work
Aim: To enable students to see the links between themselves, Ireland and the wider world and to realise
the
interdependent nature of those links.
Steps:
1. Distribute a copy of the handout oposite to students and then invite them to walk around the room to
find someone
who can satisfy each statement.
2. Once the sheet is completed ask individuals to give their findings. As they mention countries, note them
on the board.
Then highlight the amount and range of connections that the class has around the world.
3. Place a selection of items from the kitchen cupboard on a table where all the students can see them.
Include both the
ordinary (tea, coffee, bananas, oranges, etc) and the more exotic (for example, spices, coconut milk, rice,
couscous,
etc.) Ask students to guess where each item came from. When the list is complete use a map of the world
to show the
different places where items came from.
4. Write the following quote on the board and discuss how it sums up tthe lesson:
Before you have finished eating your breakfast this morning you have depended on half the world.
Use Patricias Story and worksheet (Exploring Interdependence, A Development Education module for
CSPE,
pages 6-9).
For homework, ask students to look at the clothes in their wardrobes and note where they were made.
Ask students to download information on Fair Trade (see below for websites). This might lead to ideas
for possible
Action Projects, for example, organising a Fair Trade day or joining a Fair Trade campaign.
Useful resources/websites
Exploring Interdependence, A Development Education module for CSPE, published by the CDVEC
Curriculum
Development Unit. Available from the CSPE Support Service.
www.cleanclothes.org; www.laboutbehindthelabel.org; www.nosweat.org.uk;
www.ethicalconsumer.org; www.fairtrade.ie.
CSPE
45
Exemplar 5 STUDENT WORKSHEET

Find someone who Insert name of Insert name of
student country
Has travelled to another country
Is wearing something made in another country
Can speak a few words of another language
Has looked at a website about issues in another country

Can name a pop singer from a country in Central
or South America
Ate Asian food recently
Can name a sports person from Africa
Has a family member or a friend living in another country
Owns a CD with music from another country
Knows someone who has come to live in Ireland from
another country
CSPE
46
Exemplar 6 HOW LONG WILL IT LAST?

Concept: Stewardship Active learning method: A survey
Aim: To develop awareness among students of their role in producing rubbish, and what they can do to
reduce waste.
Steps:
1. Make a list of the twenty items most commonly purchased by your class each week.
2. Calculate the amount of these items purchased weekly.
3. Calculate the time it will take for all these items to decompose (see fact sheet).
4. Discuss with students their reaction to this information. Are they surprised/shocked/worried?
5. Ask students to revisit the list and identify those items that can be recycled.
6. Explain that the amount of plastic waste we discard is growing faster that any other component of
municipal solid
waste. This is a big problem since plastic does not break down or decompose easily.
7. Invite each student to participate in a Plastics Survey (using student chart on page 48).
8. When each student has completed the survey over a one-week period then the information can be
summarised and
collated into a class survey.
9. Discuss the results in class.
10.Discuss and agree how these results can be used to help raise awareness among the wider school
community.
Make a list of materials that can be used instead of plastic
Brainstorm ways that plastic containers can be reused
Have a competition to show ways that plastic can be reused
Organise an exhibition or awareness day for the whole school using what has been learned.
Useful resources/websites: Whose Waste is it anyway? Published by CSPE Support Service and Tiobraid
rann ag Faire
(Tipperarys Environmental Awareness Programme).
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47
Exemplar 6 FACT SHEET

Item of Rubbish How long will it last?
Plastic bottles Indefinitely
Glass bottles 1,000 years
Plastic six-pack holders 100 years
Aluminium cans 50 years
Leather Up to 50 years
Nylon fabric 30-40 years
Plastic bags 10-20 years
Disposable nappy 20 years
Wool socks 1-5 years
Type of Plastic Mon Tues Wed Thurs Fri Sat Sun Total
Plastic coated
milk carton
Plastic food
container
Shampoo and
cosmetic
containers
Detergent
bottles
Plastic bags
Food packaging
Others
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48
Exemplar 6 PLASTICS SURVEY

Students Chart
Name
Class..
CSPE
49
Exemplar 7 IT SAYS IN THE PAPERS

Concept: Democracy Active learning method: Issue tracking a general
election/presidential election/local or European election.
Aim: To critically read how different candidates and their policies are presented in the media.
Issue tracking can be used to help students gain an understanding of a current issue or event through a
critical reading of
how it is reported in the newspapers and/or television/radio. While the example of an election is taken
below, this method
can be adapted to track a variety of issues/events, e.g. issue track the passage of a law through the Houses
of the
Oireachtas, issue track a public debate on a human rights issue.
Steps:
1. Explain to the class that they are going to follow how the forthcoming election is reported over an
agreed period of
time (a week or two weeks).
2. As a class, brainstorm how this might be organised.
3. Allocate duties, e.g. gathering of newspapers.
4. Students form five or six groups. Each group will track the reporting of a particular candidate or party,
paying
particular attention to their promises and policies.
5. Each group compiles a scrapbook, collage or wall chart.
6. Each group makes a short presentation to the class. This should include:
a summary of the key messages
one main idea that the candidate or party is trying to sell
the students own judgement of the merits/demerits of the candidate or party they were tracking.
7. After each group has presented, there can be a class discussion around the following:
Did the different papers present each candidate/party differently? How?
Did each candidate/party get an equal amount of coverage?
Further discussion on balance in the media and the role of human perspective in reporting the facts can
be developed.
Select one or two short articles and ask students to use a marker to highlight statements of fact and
statements of
opinion.
Imagine a politician knocking on your door looking for support. What would you say to him/her about
whats needed
in your local area?
Dramatise a Questions and Answers programme in class with the various candidates you tracked
answering
questions from the audience.
Hold a mock election in class.
Create a photo gallery in class of politicians who are in the news and label their names.
U-shape: This is an all-purpose set-up. The students have a
table, can see you and a visual medium easily, and are in
face-to-face contact with each other. It is also easy to pair
up students. This layout is ideal for distributing learning
handouts quickly to students because the teacher can enter
the U and walk to different points with sets of materials.
Team-style: Grouping circular or oblong tables around the
classroom enables the teacher to promote team interaction.
Conference table: All desks may be joined up together to
form a large conference table. This arrangement minimises
the importance of the teacher and maximises the
importance of the class.
Circle: Simply seating students in a circle without desks or
tables promotes the most direct face-to-face interaction. A
circle is ideal for full class/group discussion.
Group on group: The most typical design consists of two
concentric circles of chairs. This arrangement enables one
half of the class to form a discussion circle (the inner
circle) while the other half of the class forms a listening
circle (the outer circle). It is also useful for setting up
debates, role-plays or observation of group activity.
Workstations: This arrangement is appropriate for an
active, laboratory-type environment in which each student
is seated at a station to perform a task immediately after it
is demonstrated. Placing two students at a workstation can
lead to very useful paired work.
Breakout groupings: If the classroom is large enough or if
nearby space is available, tables and/or chairs can be placed
where sub-groups can go for team-based learning activities.
It is important to keep the breakout groupings as far from
each other as possible so that teams do not disturb one
another.
Traditional classroom: If there is no way to get around a
series of straight rows of desks it may be possible to group
students in pairs. It would be most useful if these pairs had
enough space to turn around to the pair behind for a followon
activity as a group of four. No matter how difficult the
classroom environment, it should still be possible for
students to pair up and use active learning methods that
involve partners.
ORGANISING THE CLASSROOM

The teacher should explain to the class that during the
year they may be working in small groups.
Advise the students that they must move their own
desks in whatever shape the teacher indicates. Students
should be advised to move quickly and quietly.
To avoid disruption, the teacher should decide in
advance how the class will be divided.
If the desks need to be moved to the side of the
classroom for drama or another activity, it is advisable
to move one row at a time.
Ensure that the whole class can see the board for
sharing of ideas later.
Watch the timing of group work, discussions, etc. so
that time is available for feedback.
Allow time at the end of class for reorganising the
classroom.
CSPE
50
3.3 CLASSROOM LAYOUT
efore engaging in active learning it is necessary to consider the classroom space. No one setup
is ideal, but there are many options to choose from. In many cases furniture can be easily
re-arranged to create different set-ups. Even traditional desks can be grouped together. The
classroom layouts described here are not meant to be permanent arrangements. If the classroom
furniture is moveable, it should be possible to use a few of these layouts.
Active learning methodologies can be made difficult by
some problem behaviours.
The following tips might be helpful in dealing with such
difficulties:
1. Dominant student: emphasise ground rules, that students
must listen to each other, etc. Perhaps this student could
be the record keeper in a discussion.
2. Disruptive student: place this student in a group that
will not welcome distraction. Perhaps sit in on the group
for a while and invite the student to comment on an
issue discussed.
3. Isolated group member: work with the group and
include the student in the activity.
4. Shy/weak student: invite this student to make
contributions. Place student with friends to give her/him
confidence.
In a class where students are less articulate, use a walking
debate, role-play, drama or artwork as a means of
encouraging the expression of ideas.
Example of ground rules/classroom charter.
We agree that these are the ways in which we will work for
the success of our class group:
CSPE
51
Responsibility I will take responsibility for my own

learning and I will share
responsibility for the progress of the
class group.
Participation I will participate and not dominate or
disrupt the class.
Freedom I have the freedom to listen
sometimes, rather than participate in
discussion.
Listening I will listen when another person is
speaking.
Respect I will respect others views even when
they are different from mine.
Time-keeping I will keep to the agreed time for the
task.
Materials I will bring the materials needed for
class and complete homework so that
the group can progress to the next
stage of learning.
Confidentiality I can talk about my learning in class,
the material being covered and the
activities we are doing. I will not
discuss any personal details revealed
in class outside the group.
CSPE teaches young people that their

opinion is important, that instead of waiting
for others to help, its a matter of doing it
yourself. It teaches us to stand out from the
crowd and make a difference.
(Ann-Marie Burke, CSPE student, Galway)
Because issues are controversial they are likely to challenge

students' values, beliefs, and world views. This can be very
threatening and may even cause distress to some students.
Therefore, when controversial issues are addressed in the
classroom, teachers need special skills to ensure a positive
outcome.
An important outcome in teaching such controversial
material is to achieve a classroom atmosphere in which
students engage in interesting and informed dialogues, free
to express their opinions and relate their experiences, yet
remain respectful of both other students and other opinions.
Achieving a balance of freedom within structure is not
easy, and discomfort can result if the balance between the
two is lost. This can arise from a too-tightly controlled
classroom in which students are afraid to speak or a tooloosely
controlled classroom in which unchecked or
uninformed personal opinions monopolise class time. This
section offers some guidelines for facilitating discussion to
achieve this balance.
Tips for dealing with controversial issues
The following tips are aimed at helping teachers keep
control of the situation while maintaining open enquiry and
dialogue.
1. Make your classroom a safe place in which to ask
questions and discuss ideas
Before students can ask questions or discuss controversial
issues, they need to feel that the classroom is a safe place
in which to ask questions or disagree with classmates
without being put down for it. Ground rules for discussion
should be established early in the year and reinforced
regularly not just for discussions about controversial
issues, but for all discussions.
2. Appeal to students better nature
In introducing an issue that has the potential to become
controversial, teachers can remind students of the
importance of respect and tolerance. They might also make
a humanitarian appeal to students to remember that
prejudiced remarks made in class may offend or embarrass
their classmates. Most students do not want to hurt others
intentionally, and, with this reminder, they may strive to

couch their comments in less inflammatory language.
3. Find out what students know and think about an
issue before beginning an inquiry
Find out what they know about an issue, what they think
they know but aren't sure about, where their information
comes from and what questions they have. Their responses
can come from direct questioning, brainstorming, group
discussions or journal-writing.
4 Expose students to multiple perspectives
Avoid classroom discussions on an issue until students have
had an opportunity to research and explore the issue from a
variety of perspectives. Remember that exposure to
different points of view on a controversial issue is
necessary but insufficient on its own. Students may listen,
view or read only to support what they already think or to
find flaws, omissions, misinformation.
A key habit of mind the teacher seeks to develop through
these processes is critical openness both a disposition to
be open-minded to others' views and the ability to subject
them to critical study both the willingness to suspend
judgment and the ability ultimately to reach reasoned
conclusions that are open to change.
5 Promote dialogue and active listening
Students usually need help in understanding the differences
between dialogue and debate. Dialogue aims for
understanding, enlargement of view, complicating one's
thinking and openness to change. Dialogue requires real
listening. It also requires humility.
How can I dialogue if I always project ignorance onto
CSPE
52
3.4 DEALING WITH CONTROVERSIAL ISSUES
ll educators can find themselves dealing with controversial issues in the classroom. Issues of
justice and peace, of human rights and responsibility, and of life and its meaning are at the
heart of all education. Therefore, controversial issues are encountered almost daily in the
classroom. These issues are controversial because there is no one fixed or universally held point of
view. A controversial issue is defined as an area of academic inquiry about which people can hold
sincere conflicting points of view. There are often diverse religious as well as secular perspectives
on such issues.
others and never perceive my own? How can I dialogue if I
am closed to, and even offended by, the contribution of
others?
Paulo Freire, Pedagogy of the Oppressed
An excellent way to promote listening is by asking students
to re-state the perspective of others. To gain this skill, have
them paraphrase what they hear another student saying.
6. Use active learning methodologies
Students learn best when actively engaged in the learning.
In teaching controversial issues it is important to provide
opportunities for various kinds of group discussions: pairs,
conversation circles, panels, fishbowls. In addition, active
learning methodologies can be useful in building empathy
(e.g. role-play) and in challenging strongly held prejudices
(e.g. a simulation game).
7. Promote critical thinking
Promote skills of critical evaluation and encourage students

to interrogate information, its origins and possible biases.
Ask critical questions to help students to understand the
origins of their ideas and attitudes.
Examples of critical questioning
What is your current understanding of (state issue)?
Why do you think/feel that way?
Where have your perceptions and understanding come
from?
How reliable is this information?
Where have your images come from?
What might the role of the media be in influencing how
you see this situation?
What about other influencesfriends, family, religion?
Can you imagine an alternative way of seeing this
issue? What might it be like?
When dealing with controversial issues, teachers should
adopt strategies that teach students how to recognise bias,
how to evaluate evidence put before them and how to look
for alternative interpretations, viewpoints and sources of
evidence, above all to give good reason for everything they
say and do, and to expect good reason to be given by
others.
Bailey, Richard (1998) Teaching Values and Citizenship
across the Curriculum, Dept. of Education and
Employment, UK.
Questioning Techniques
The following tips are just a few examples which may be
useful in developing your questioning technique:
Dont ask questions that only demand the recall of facts.
Instead, encourage analysis, application and evaluation
of information.
When posing a question, ask students to discuss the
answer in pairs before responding. This will give them
an opportunity to reflect before answering.
Alternatively, leave ten seconds for thinking time after
each question, before you will accept an answer.
Direct questions to as wide a range of students as
possible. If you ask a question to someone on the left,
direct a response from someone on the right.
Encourage reaction from the students to other students
questions. Try to remove the teacher as the conduit or
font of all knowledge.
Re-state a students opinion and ask for comment (e.g.
So Mary thinks its okay to slap but only on the hand
what do you think Nigel?).
Use open questions (e.g. What do you think the law
should say about ?) and avoid imposing your own
judgement on student responses. An open question
implies that a wide range of responses are acceptable.
Call on non-volunteers as well as volunteers to answer
the question.
CSPE
53
The Five Whys

This method uses a process of asking Why? at least five
times to unpack complex/controversial issues. This is
particularly useful with younger/less mature students in
helping them to get to the root of the issue. It also

encourages higher order thinking skills and calls upon
students to reassess views that they express too quickly, for
example:
Q: Why do young people not want to vote?
A: Because politics is boring
Q: Why is politics boring?
A: Because it has got nothing to do with real life
Q: Why has it got nothing to do with real life?
A: Because politicians arent interested in the kind of
things that are important to us
Q: Why are politicians not interested in those things?
A: Because our views are not that important to them
Q: Why are young peoples views not important to
politicians?
A: Because they dont need our votes
Students can then make a link between the first question
and the last response and how they arrived at that position.
This can be done in pairs and the response to each answer
recorded for use in a whole class discussion/de-briefing.
THE TEACHERS ROLE

Examine yourself
What do you, the teacher, think and feel about an issue?
Why? Would you tell students at the outset what your
views are so that they can allow for possible biases? Or
should you not tell them, but guard against any inclinations
to manipulate and propagandise?
Be responsive to students' feelings and values
Through such techniques as those outlined above, students'
feelings and values are likely to be revealed, as examining
a controversial issue is not a bloodless exercise. Just as the
teacher's role is not to tell students what to think but to help
them learn how to think, so too it is important not to tell
students what feelings and values to have but to promote an
atmosphere in which they can express them without fear,
make them explicit to themselves and consider their
validity.
Model respect and fairness
Show respect for all students and their right to express their
views. Show balance in representing opposing positions
accurately and fairly. The teacher cannot pretend to be
neutral and has a right to express an opinion too. It is
important to state ones own opinion in a way that respects
others and does not serve to close down the discussion.
Correct misinformation
One important role for the teacher during a discussion on a
controversial issue is to gently correct misinformation.
Keep this information simple and to the point. Avoid
entering into confrontation or adopting an argumentative
stance with a student or group of students.
Emphasise that conflicts are opportunities
Most controversial issues can generate conflict, and a
discussion about controversial issues is a good time to
remind students that conflicts are opportunities for learning
and growth.
Show your humanity
Admit doubts, difficulties and weaknesses in your own
position. Allow the students to question your position too.

Establish a means of closure
Ensure that the discussion is brought to closure with due
sensitivity to the feelings that may have been aroused.
CSPE
54
CSPE
ection four
action projects
55
NO
to
injustice
What is an Action Project?
An Action Project is one where the students are actively
involved in developing an issue or topic which has arisen in
class beyond the usual limits of the textbooks or course
material. (p.10 Guidelines for Schools, 1996).
Research on its own, where a student simply and solely
regurgitates facts and figures from sources such as
encyclopaedias, newspapers, leaflets, pamphlets and CDRoms.
does not constitute an Action Project. However, it
can be a small part of an Action Project (this will be
explained in more detail later in this chapter).
A word of caution
Action Projects based on topics such as smoking, drinking,
drugs, illnessnes and other social, personal and health
issues and those on historical, environmental and sporting
topics are acceptable only if they contain issues which are
addressed in relation to the criteria outlined above. For
example, pages consisting of lists of different types of
drugs and their side effects do not meet the required criteria
for an Action Project. If an Action Project related to drugs
examines what a community can do to combat drugs
misuse and/or how a community can bring pressure to bear
to get the authorities to enact legislation and/or how a
community can support the role of the Garda Sochana in
the prevention of drug-related crime, it would then be
considered appropriate, provided it meets the criteria
outlined above.
How do Action Projects arise?
Action Projects can develop from a number of different
situations:
An Action Project can be a class Action Project, a group
Action Project or an individual Action Project. In order
to foster group work and active learning, and for
practical reasons of time, teachers are encouraged to
suggest class/group Action Projects to their students.
CSPE
ACTION PROJECTS
56
CSPE is a course in active citizenship, based on human rights and social responsibilities.
The central concept of this course is that of Citizenship the realisation of the civic, social and
political dimensions of the life of the individual person through active participation in society.
CSPE Syllabus, p.10.
f students are to become active participatory citizens then they must be active participants in
their own learning. By being involved in Action Projects students are given opportunities to
engage in actions and develop skills that will contribute to their becoming active participatory
citizens in later life.
Action Project Checklist
The Action Project should be based on one of the 7
concepts.
The Action Project should be consistent with the
human rights and social responsibility perspective of
CSPE.
The Action Project should have an Action component
(research on its own is not acceptable).
The Action Project should enable the student to
engage/communicate with other people or
communities about the subject of her/his action.
practice the skills associated with CSPE.
develop her/his knowledge and understanding of the
subject of the action.
The Action Project should include a reflection and
evaluation dimension.
We want to know more about
We could do something about
A topical issue of interest to the students
A local issue of interest to the students
A school issue
A designated day/campaign
Something else!
Class/group Action Projects can be subdivided into a
number of specific individual or small group tasks.
Over the duration of the course students should
undertake at least two class/group Action Projects,
which may take place at any stage over the three years
of the junior cycle.
As the emphasis is placed on the learning gained
through the process of engaging in an Action Project it
is not necessary for the Action Project to have a
successful outcome.
Through their involvement in Action Projects, students
have the opportunity to develop and practice the skills
which are invaluable to them as active citizens. For more
on the development of skills see Section 2.
How to plan, organise and manage
Action Projects
As Action Projects are central to CSPE it is important to
spend some time planning how the Action Project will take
place and who will do what in order to ensure a worthwhile
experience for all involved.

The following six step model provides a useful framework
when undertaking Action Projects.
FIRST STEP
The first step is to agree an issue (that is within the
concepts of CSPE and that your class is interested in
pursuing further).
The success of an Action Project will be greatly enhanced
when it arises from students prior work or interest in a
particular issue. Where students select an issue that is
genuinely of interest to them their motivation is increased
and their active engagement with the issue is both
meaningful and enjoyable.
Designated days
The various days designated internationally to celebrate
particular events as outlined below are useful in providing a
focus or high point for CSPE students Action Projects.
They provide ideal opportunities for commencing or
culminating Action Projects.
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57
Six Steps to Action

1. Agree an issue 4 Complete the Action
2. Form teams/committees 5. Evaluate the Action
3. Plan team tasks 6. Report the Action
Designated Days
January 1: World Peace Day
January: Martin Luther King Day (3rd Monday)
March: National Tree Week
March: Fair Trade Fortnight
March 8: International Womens Day
April 22: Earth Day
May 9: Europe Day
September: Energy Awareness Week
October 1: International Day for Older Persons
October 17: Elimination of Poverty Day
October 24: United Nations Day
November: One World Week
November 29: Childrens Rights Day
December 3: International Day for people with a
disability
December 10: Human Rights Day
SECOND STEP
Decide on what ACTION the students will undertake.
What do the students want to do about the issue identified?
THIRD STEP
The action must be planned.
Therefore, list all the jobs that must be undertaken to
complete the action.
After spending time on this activity take the CSPE Action
chosen above (step two) and plan it in the same way.
Brainstorm all ideas.
Prioritise sequences and show how all mini actions will
lead to the main Action.
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58
The key is to spend class time brainstorming on the issues

raised by step one.
Focus on what the students want to do.

For example:
- raise awareness
- organise a visit
- invite a guest speaker
- survey opinions on an issue
- fundraise
Tip: During each step, consistently refer to the
Action Project checklist for a quick reassurance that
you/your class are on the right path to action.
Tip: Ask the class how they might plann a trip to a
football match or other event. They will soon tell you
all the planning that is required, e.g. saving money for
tickets, getting permission, booking flights, checking
venues/time/transport, arranging money for
food/hostels, etc.
This activity will highlight how much planning is
required for any action!
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59
View the diagram below as a guide only. It is a plan of action for a class inviting in a guest speaker.
List of committees for inviting a guest speaker
1.Permission committee
(Seeking permission for all parties
involved)
2. Inviting committee
3. Room committee
4. Hosting committee
5.Question/presentation committee
6. Refreshments committee
7. Thank you committee
8. Finance committee
Possible jobs:
Speak to Principal
Speak to Year Head
Arrange use of a special room/TV
equipment/camera, etc
Contact person/organisation
to arrange date/time
Tip: Teacher should also contact
speaker to advise on issue to talk
about with class and format of
discussion, etc.
Where will action take place?
Classroom? Hall? Is it free at required
time? Layout of room? Equipment
needed by speaker?
Who greets speaker?
Tour of school?
Introduction to class?
Photographer?
Preparation of questions to ask
speaker?
Will a group of students ask questions
or whole class? Chairperson to
organise Q/A session?
Timekeeper?
Interviewer?
Reporter of event?
Presentation of work completed prior
to visit?
Water/tea for guest?
Delph supplied by whom?
Who purchases tea/milk etc?
Speech at end of talk?
Thank you card? (To be purchased,
written, posted).
Money for refreshments?
Cards?
Assign students to each group:
Tip: although a number of students
may be in one particular group they
must each have an individual job
Example:
Sheilaletter to Principal
Johnletter to speaker.
Important especially if students
absent on day- they need to have
this information.
It is most important that all groups have a clearly
defined job. Each member of a group must have a
specific task to complete.
Example:
Sheilas job: to get permission from Principal to have a
guest speaker into class.
This may involve:
Sheila prepares information to present to the Principal
Sheila goes to office, cant find Principal
She decides to write a letter
Writes a draft in copybook
Teacher may correct it
Writes letter out again
Puts it in envelope
Leaves the letter for Principal in Secretarys office.
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60
Tip: Use planning sheets to help you organise the

class CSPE Action.
Planning sheet 1: The class
This sheet provides opportunities for a CSPE class to think about the various jobs/tasks that must
be undertaken in order to make their Action Project a reality.
Date Task Things to do Committee
Planning Sheet 1: How will we, as a class, manage our time?
CSPE
61
Planning sheet 2: The committee/team/group

This sheet provides opportunities for committees/teams/groups within a CSPE class to think about
the various jobs/tasks that must be undertaken in order to make their particular task/job a reality.
Date Task Things to do Committee
Planning Sheet 2: How will we, as a class, manage our time?
Planning sheet 3: The individual
This sheet provides opportunities for each individual within a committee/team/group to think about
the various jobs/tasks that must be undertaken in order to make their particular task/job a reality.
Date My job(s) What do I need? How do I get it? Who can help me?
Planning Sheet 3: MY OWN ACTION PLAN

Some practical tips
Ensure all students in class:

are part of a committee
have an individual task within that committee
Remember to keep a few jobs for students who may be
absent on the day jobs are decided yet arrive on day of
action.
Keep jobs such as:
Write article/report of event by interviewing students
who were present on the day
Make a collage of all the facts that students found out
about the subject of the Action Project.Have a camera
ready!
Act as a timekeeper to ensure all tasks are completed on
time.
Planning the various jobs
A task can be big or small depending on how it is viewed.
To aid understanding it is helpful to ensure that
individuals/committees record every step of their miniaction
whether it is big or small.
Below are some examples of how a small job is actually a
bigger job if every step is noted. These may be jobs for
individuals or committees.
CSPE
62
Writing a letter
- address the letter correctly
- date it
- keep sentences/paragraphs short
- ask clear questions
- be polite
- print your name clearly
- write a draft
- hand write/type address on envelope
- keep a copy of the letter
- if looking for information it is helpful to include a
stamped addressed envelope
Making a phone call
- prepare what you want to say
- introduce yourself/explain briefly why you are
phoning
- ask who you are speaking to
- be polite
- finish by making clear what is the next step of process.
Carrying out a survey
- be clear about what you are investigating
- to what group are you giving the survey?
- decide what questions will be asked
- give a reason for asking each question
- write out questions on sheet of paper, leaving space to
fill in answers
- type/hand write
- photocopy the correct number of sheets
- decide on when/where survey will be carried out
- how will survey be collected?
- how will survey results be presented?
- what follow-up activities will you/your class take to
publicise the findings?
Interviewing
- decide on what questions to ask
- arrange time/venue to conduct meeting
- decide on the duration of interview
- record the interview
- write up/transcribe interview
- report back
Writing a leaflet
- decide purpose of leaflet e.g. to raise awareness/give
information
- who is the leaflet for?
- how many copies are needed?
- cost of printing?
- paper?
- photocopying?
- prepare first draft
- spell check, etc.
- print out finished product
- distribution of leaflet to whom/when/where?
Designing posters
- what is key message of the poster?
- style/images?
It may be useful when organising students into
committees/teams/groups to allocate each student within
the committee a role to ensure that her/his particular
task/job is successfully undertaken. Some of the following
may prove useful:
FOURTH STEP
The Action Project takes place
Depending on the nature of the Action Project, it may be
completed in one day (e.g. a visit to the Dil/
Stormont/Court House, etc.) or a number of weeks (e.g.
survey/petition).
FIFTH STEP
Evaluate and reflect upon the Action Project.
After completing the Action, time must be spent evaluating
and reflecting upon the Action Project.
The following are questions to guide your class through
this step when the action is completed:
1. What did we learn about the issue/the process (for
example, teamwork)?
2. What skills did we develop?
3. What are our opinions now after completing the action
project?
4. What would we do differently? Why?
5. Was the Action a success? (Note: an Action does not
have to be successful to be a valid CSPE Action.) Why?
SIXTH STEP
Report on the Action
Below are the main points on writing the Action Project.
See Section 5 for a more detailed section on report writing.
1. Decide if students are writing up RAP or CWAB. (Note
this should really be decided once step one has been
undertaken).
CSPE
63
- do rough sketches
- include an appropriate slogan or caption

- availability of paper, colours, etc.
- permission to put up posters? When? Where?
- put up the finished posters in strategic places
Fundraising
- which organisation are you fund-raising for?
- contact them for advice
- permission from school
- type of event to organise?
- raise awareness of fundraising event
- collect money
- count money
- present money to organisation
Petition
- why is a petition being organised?
- have a set time for running the petition
- design sheets
- have posters and leaflets to hand out to attract attention
- arrange presentation of petition.
Leader
Keeps team on task
Makes sure everyone
participates
Leads the discussion
Recorder
Keeps notes
Keeps record of jobs
done
Keeps a To Do List
Timekeeper
Keeps an eye on the time
Gives team a 10 minute
warning
Materials person
Brings necessary
materials
Organises equipment if
any is needed
Observer
Collects information on
teamwork
Gives feedback on how
the team is doing
Question person
Makes sure that all
questions are answered
Keeps a list of important
questions yet to be
answered
Tip: As all of the individual jobs/committee jobs
will be happening at different stages, some students
may be finished their task(s) early.
Throughout the whole action process (pre/during/post
action) the students should fill in their copybooks with
words/pictures to record things such as What I did
today as part of my action and What I learned today
about our action?.This activity will be of great benefit
when report writing (Step six).

2. Teach the skill of report writing. If students keep a
planning sheet and a log/diary about what they have
learned in their copybooks, they will be well prepared to
write up their reports.
3. Write draft reports. Some classes may find it helpful to
photocopy the RAP or CWAB booklet so students can
write up a draft copy of the action project
4. Finally, write the report into the performa booklet.
(Note: the booklets for the Junior Certificate
Examination are usually sent to schools prior to
Christmas of the third year).
Note: Each student must write his/her own individual
report in his/her own words.
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64
The teachers role in an Action Project

The role of the teacher in an Action Project is to enable,
guide and support the students in doing the Action Project
and then to teach students the skill of report writing.
Concept: Rights & Responsibilities
Guest speaker
Participate in a human rights campaign/protest/petition
Wheelchair access in school
ISPCC ICPCA
Human Rights Day raising awareness
Amnesty International
Christian Aid
Trcaire
Irish Refugee Council
Irish Traveller Movement
Celebrate
Martin Luther King Day (3rd Monday in Jan)
International Womens Day (8 Mar)
Elimination of Racism Day (21 Mar)
Universal Childrens Day (20 Nov)
International Human Rights Day (10 Dec)
Concept: Human Dignity
Invite a visitor: From: Age Action, ALONE,
Combat Poverty Agency,
St. Vincent de Paul Society,
The Simon Community, ISPCC,
Irish Deaf Society,
National Council for the Blind,
Irish Wheelchair Association
Fundraise for a human rights organisation
Organise a visit to a halting site/a shelter for the
homeless/a home for older people. (Note: great
sensitivity and careful preparation needed).
Concept: Stewardship
Celebrate Green Week, Earth Day (22 April), World
Environment Day (5 June), Energy Awareness Week
(Sept)
Invite a visitor from the Green Party/VOICE/a Litter
Warden/ISPCA
Participate in a campaign e.g. National Spring Clean
(April)
Recycling
National Tree Week (March)

Make a charter of Earth Rights
Organise a survey on litter in the school/the use of
plastic bags
Plant a tree/a flower bed/a garden
Concept: Law
Make a charter of prisoners rights & responsibilities
Organise a survey on what students know about the law
Perform a drama to explore the workings of a
courtroom
Invite a visitor from the Garda/a Solicitor/a Barrister/a
Judge/a Prison Officer/Neighbourhood
Watch/Community Alert/a Traffic Warden
Organise a visit to a Court House/a Garda Station/a
Prison
Participate in a campaign
SOME IDEAS FOR ACTION PROJECTS

Concept: Democracy
Organise a mock election/an election to Student
Council/an election of class prefect
Organise a survey on voting/on knowledge of students
of Irish politics
Organise a visit to Leinster House/ras an Uachtarin/
a Party meeting/a TDs Clinic/Stormont
Invite a visitor from a Political party/ TD/Minister/Local
Councillor
Celebrate Europe Day, May 9th
Celebrate UN Day, Oct 24th
Concept: Interdependence
Organise a survey on goods we use from around the
world
Raise awareness about an international issue: refugees
& asylum seekers/child labour/Fair Trade
Concept: Development
Organise a petition on a local issue
Organise a survey on facilities in the community
Invite a visitor from the Community Council/a
Residents Association/Community Alert/Chamber of
Commerce/a local action group/a local organisation/the
Local Authority
Interview a community worker /local politicians/ youth
workers
Fundraise for a local or international development
organisation
Volunteer to do some community work
Hold an exhibition about local community
Produce a booklet/directory of facilities in the
community
Raise awareness about the work of a development
organisation, e.g. Trcaire
Invite a speaker from an international development
organisation to speak about her/his work.
CSPE
SOME EXAMPLES OF ACTION PROJECTS UNDERTAKEN BY STUDENTS

Dundalk students help
save Irish bogs
Mitchelstown students campaign
for litter warden

IN GALWAY SCHOOL, DANA M.E.P.,
TALKS ABOUT ALL KINDS OF
EVERYTHING EUROPEAN
Kildare students organise

tree planting ceremony
KILTIMAGHSTUDENTS
DRAWUP
NEWSCHOOLRULES
Wexford students refurbish the

school lunch room
Wiindfarms viisiited iin
Donegall
Swords students publish

booklet on facilities for
young people in the area
Shannon
students
celebrate
50th anniversary
of UDHR
Wicklow students
organise
local authority
meeting
Principal unveils Class Charter of Rights and Responsibilities
Tubbercurry pupils bring
ATM machine to 3,000
people
65
CONCEPT 1:
Pet rights and the responsibilities of their owners.
Issue: The students had a discussion on rights and
responsibilities and out of this they decided to investigate
the rights of pets and the responsibilities of their owners.
Action: Since nearly all the students in this class had a pet
it was easy to get this action project started. The class
discussed the kind of rights that an animal might have.
They gathered their ideas together through a class
discussion and then discarded some ideas and added in
more. They looked at pets needs and examined how these
were being met. Each student then drew up two lists one
of the pets rights, the other of their responsibilities to the
pets. Although the animals differed in size and nature, their
needs were remarkably similar.
Town library book amnesty
Issue: While working on rights and responsibilities in class
the teacher discovered that many students in the school had
books on loan from the town library which were long
overdue for return. The CSPE class decided to do

something about the problem.
Action: The class organised a town library book amnesty.
They organised into groups, each with a particular task.
The poster group designed a publicity poster for
distribution to each class. Another group prepared a speech
which was broadcast on the schools intercom and
distributed the posters to each classroom. Another group
organised a receiving depot for the books. Issues that arose
included: getting prior permission from a teacher to visit
her/his class; the protocol for speechmaking to a class;
using the intercom; the rota for supervising the depot (at
lunchtime); storage of books, and the student visit to the
librarian to organise the formal handing over ceremony.
As a result of the students efforts a lot of books were
collected. The whole class visited the library for the
handing-over ceremony.
CONCEPT 2: HUMAN DIGNITY

Fundraising for Romanian orphanages
Issue: A first year class were studying When all the Others
by Seamus Heaney in their English class. Out of this they
decided to write their own poems. In their CSPE class they
came up with the idea of publishing their poems and selling
them in the school to raise money to support the work with
Romanian orphanages.
Action: The class organised to type up the poems, print the
booklet, sell their publication and fundraise for the
Romanian orphanages. They used a committee system (See
page 61).
Bullying survey
Issue: Having worked through a module on rights and
responsibilities the CSPE students identified bullying as an
infringement of students rights in school. They decided to
organise a questionnaire on bullying.
Action: A brainstorming session led to a set of questions
being agreed. A sample number of students from each year
group within the school were interviewed to find out the
extent of bullying within the school. All questionnaires
were gathered up and the results were transferred to tally
sheets and analysed. Graphs were then produced to
represent the totals. Guidelines were drawn up for students
to follow if they found themselves being bullied. These
guidelines were displayed as posters in each classroom in
the school. This action resulted in setting up a Cairde
Group (buddy system) to help make the transition from
primary to post-primary school easier.
CSPE
66
ACTION PROJECTS THAT HAVE BEEN UNDERTAKEN BY CONCEPT

CONCEPT 3: DEMOCRACY
Democracy at work
Issue: The CSPE class were studying democracy and, out
of this, they decided to organise a series of local authority
meetings.
Action: Students held a series of informal meetings to elect
a Chairperson and Secretary. The class discussed the roles
of each and the issues that might be debated. The class
role-played various councillors who were reported in the

local newspaper. The class divided into groups. The
Questions Group organised questions and counterarguments.
The Chairperson called the meeting to order and
chaired the debate (30 minutes). The Secretary took notes
of the minutes and typed them up at home. As a follow up
to this project, the students made a wall display of the
minutes of four meetings during the schools Open Day.
They also arranged an informal visit to the local council
offices.
A visit to Dil ireann
Issue: A CSPE class organised a visit to the Dil to see the
seat of power.
Action: The class organised the trip using the committee
system. (See page 61). On the day of the trip they got a
tour of Leinster House, seeing Seanad ireann and the Dil.
They then went to the public gallery and watched the
proceedings of the Dil. They met with many of the
politicians. One of their local politicians organised a
question and answer session in one of the Dil buildings for
the group, giving her own account of how the Dil works.
CONCEPT 4: LAW
A visit to Mountjoy Prison
Issue: A CSPE class was investigating and studying the
concept of law. The students were interested in seeing the
final outcome for someone who broke the law and had
gone through the justice system.
Action: The class used the committee system when
organising their visit to Mountjoy.
The Permission Committee had to ask permission from the
Principal and teachers to get time off class to go to
Mountjoy.
The Finance Committee contacted the bus company to
order a suitable bus for the trip and also to agree a price.
They then collected the money from the class.
The Questions Committee had to get questions from every
student in the class and from that put together the ten most
relevent questions.
The Research Committee had to get information about
Mountjoy Prison and what it is used for, and from this they
had to put together a fact sheet to be distributed to all going
on the trip.
The Reporting Committee had to write a report on the trip.
The Display Committee was responsible for taking
photographs on the day and displaying these for their own
class and for the school.
As Mountjoy is a medium security prison the students met
with some of the prisoners and asked them lots of questions
as well as seeing the inside of a cell. As a result of their trip
to Mountjoy the students were determined not to get on the
wrong side of the law.
Policing in Northern and Southern Ireland.
Issue: The CSPE class in a border county were studying
the concept of law. As part of their Action Project they
decided to invite a member of the Garda Sochana to the
scheme as their guest speaker. Following further discussion
on the police in Northern Ireland, the students felt that they
knew very little about policing in Northern Ireland. They

decided to find out about the role of the police in the North
and South.
Action: First the class invited a Garda to their class. They
organised this in groups. One group was responsible for
CSPE
67
sending the letter of invitation, another group made out the

list of questions to ask on the day. Other students recorded
the interview.
For the second part of the Action Project the class went on
a visit to a police station in Enniskillen in Co. Fermanagh.
In order to do this they had to hire a bus. The class
organised a car wash day in school to pay for this. On the
day of the visit the CSPE class travelled to Enniskillen
Police Station. The PSNI (Police Service of Northern
Ireland) were very well organised for the visit. They
escorted the class to the Visitors Room where they gave an
account of the work of the police, including a slide
presentation. Information sheets were given to all present.
Outside the station the class were shown high speed chase
cars, crimestopper vans and police motorbikes.
Before the class left for home they enjoyed refreshments
with the police officers.
Many students in the class changed their opinion towards
the police officers in the PSNI because they found out that
they have to work hard in their jobs just like the Garda. A
lot of students said that they would now consider becoming
a member of the Garda Sochna or a PSNI Officer.
CONCEPT 5: INTERDEPENDENCE
Fair Trade Day
Issue: When examining the concept of interdependence,
the class began to discuss where the food we eat and the
clothes we wear come from. Arising from this discussion
they decided to find out more.
Action: The class broke into working groups and each
group decided to research where different commodities
come from and how they are produced. One group chose
sportswear, another chose tea and coffee, another chose
chocolate, and another chose fresh fruit and vegetables.
The groups were able to get lots of information by
contacting Fair Trade organisations and by using the
internet. Then they put a display together and organised a
Fair Trade day for the school. They sold Fair Trade
products (crafts, jewellery, and food items) and shared
information with other students about Fair Trade. The day
was very successful, especially as it was organised in
December, and students purchased many Christmas
presents from the Fair Trade stall.
Euro price of a Big Mac.
Issue: Students learnt about international relations and the
price of a Big Mac throughout Europe during an Action
Project. The 2nd year students discussed the advantages
and disadvantages of the European Union and the meaning
and importance of the euro among other issues. Arising
from this discussion they planned a euro day for visitors
from a partner school.
Action: They divided into groups
Some got information from EPIC which included charts,

etc.
Some drew up maps of the EU
Some made posters describing the euro
Some made name badges for guests
Some cooked food at home
Others calculated the cost of various products in euro.
For example, they compared the price of a Big Mac
throughout Europe.
It proved to be a very enjoyable and eventful day.
CONCEPT 6:
DEVELOPMENT
Banking on Success
Issue: A 2nd year CSPE class thought up an action to do
something for their community. The town where the school
is located and its hinterland has a population of about 3,000
people and there was no cash machine within 12 miles of
the town.
Action: The class of 20 divided into groups of three/four
and took on different tasks.
Some contacted the local banks/building societies
Some met bank officials and talked about the conditions
necessary for the installation of the ATM cash machine
Some designed a survey to establish the demand for a
cash machine
Each student drew up a petition in computer class and
printed it out
The students distributed their forms widely. More than
1,400 people including students in the school signed the
petition
The ATM machine has been installed.
CSPE
68
Campaign for change

Issue: During a class discussion on development, students
discussed the basic needs which many people in the world
are still denied. From this, the students decided to do
something to raise awareness about the rights of people in
developing countries to basic needs. They decided to
participate in Trcaires campaign to ask world leaders to
keep their promise of halving world poverty by the year
2015.
Action: Students checked out the website
www.keepourword.org to find out about the campaign.
Then they organised a Trcaire speaker to come visit the
class and talk about the campaign in more detail. After the
visit the class set up a stand in the school and encouraged
fellow students to sign the postcards. Then they organised
the collection of the postcards and sent them to Trcaire.
CONCEPT 7: STEWARDSHIP
Water on the Brains
Issue: A 2nd year class were studying the environment.
They had already gone on field trips with their Geography
and CSPE teachers. They decided as a class to investigate
the levels of pollution in their local community and
interview locals about the effects of the pollution (if any)
on their town.
Action: The class worked as a unit. The students went out

and analysed water samples, collected rubbish from the
riverbanks and sketched the effluent pipes running along
the banks.
The class interviewed local fishermen about the effects of
pollution in the local river and visited the waste-water
treatment plant. They also conducted a survey on the
flora/fauna in the area.
The results of the survey showed that the residents felt that
the improvements in the river were largely due to the new
waste-water treatment plant. Residents also valued their
right to use the river and accepted responsibility for its
future.
Local Litter and Environmental Survey
Issue: The students in one CSPE class asked their teacher
if they could take action on the litter problem in their town
and assist the Town Council in its fight against litter.
Action: All 1st year classes were involved in this Action
Project. Each class was divided into groups of five/six
pupils. Two groups surveyed the public on their attitudes to
litter using a prepared questionnaire. The other two groups
collected litter and took photographs of environmentally
unfriendly sights. This included plotting the distribution of
litter, litter bins, lifting litter and examining the types of
litter present.
Each class assembled, dispersed and carried out their
allotted task. The teacher monitored the fieldwork in
progress and reinforced the key considerations of safety
and courtesy along with informing the Principal of the
project in action.
Individual groups presented their findings to the whole
class, including verbal anecdotes, statistical presentations
and photographs. A project presentation was made available
CSPE
69
Bono signs up to Trcaire's campaign, watched by Justin

Kilcullen, Director of Trcaire and Tom Kitt T.D.
to the school so that all students were aware of the Action
Project and the findings of the survey.
An overall report was drawn up and presented to the local
Town Council including recommendations for further
action. The Council agreed to sponsor a poster competition
on the litter theme for students in the school. The winners
and their findings on the litter and environmental
survey/report were reported in the local newspaper.
CSPE
70
I was able to express my views on different

aspects of the course. I was listened to and
was given the opportunity to change things,
however small, within the school community.
We got to share what we learned with others
through our action project.
(Mary OBrien, CSPE student, Dublin)
Students organise a mock election.

CSPE
ection five
assessment
71
Assessment of Action Projects

Action Projects are central to CSPE, but for the purposes of
assessment, students are not required to submit the actual
Action Project. Instead each student is asked to submit
either
a detailed account of one Action Project she/he has
undertaken. This is done by completing a proforma*
Report on an Action Project (RAP)
or
a less detailed description of one Action Project, in the
context of a module of course-work, she/he has
undertaken. This is done by completing a proforma
Course-Work Assessment Book (CWAB).
* A proforma booklet is a standard booklet provided each
year by the State Examinations Commission (SEC).
5.1 THE REPORT ON AN ACTION
PROJECT (RAP)
Students may submit their RAP in any one of the following
formats:
Written Report The student writes her/his report into a
proforma RAP booklet issued by the State Examinations
Commission.
Audio Report (4 minutes maximum) The student
speaks her/his report onto a previously non-recorded
audio cassette tape, using the headings from the
proforma RAP booklet.
Video Report (4 minutes maximum) The student
speaks her/his report to camera, recorded onto a

previously non-recorded VHS video cassette tape, using
the headings from the proforma RAP booklet.
Schools are issued annually with proforma RAP booklets
by the State Examinations Commission (SEC). Each
booklet consists of five Sections and accounts for 120
marks (60%). Under the current regulations this report must
take one of the above formats. However, it is advisable to
check with the SEC regarding any future changes to this
regulation.
CSPE
ASSESSMENT
72
tudent achievement in CSPE is assessed and certificated as part of the Junior Certificate
examination. It is a Common Level course.

There are two assessment components:
1. Submission of either
a) a Report on an Action Project (RAP) or
b) a Course-Work Assessment Book (CWAB)
2. A terminal examination paper.
Marks are allocated as follows:
120 marks for the RAP or CWAB, i.e. 60% of the total marks.
80 marks for the examination paper, i.e. 40% of the total marks.
It is very important to draw students attention to two key
messages on the front cover of the current RAP.
1) The first key message is outlined in the box which
states Candidates must not include any additional
material or insertions in their report. Students may
have been involved in the writing up/typing of letters to
organisations/speakers; others may have formulated a
questionnaire while others may have designed campaign
posters. These are all important aspects of an Action
Project but they must not be included in the RAP. The
RAP is literally a report on the Action Project. Students
must not include any extra pages.
2) The second key message is printed in bold text above
the grid to be completed by Examiners. It states Each
candidate must write the Report in his/her own
words. While students in a class may have been
involved in doing the same Action Project they are
required to write up their own account in their own
words. Some aspects may be similar, but should not be
identical.
Student Action Project requirements
It is very important to ensure that each Action Project
meets the requirements. These requirements are printed
clearly inside the back cover of the proforma RAP for
teacher and student.
The Action Project should be clearly based on one or
more of the seven course concepts.
The Action Project should be consistent with the human
rights and social responsibility perspective of CSPE.
The Action Project should have an action component.
Pure research, on its own, downloading information
from the Internet, copying information from a book
and sticking it in a scrap book or wall chart, is not

an Action Project.
The Action Project should enable the students to
engage/communicate with other people or communities
about the subject of their action.
The Action Project should enable the student to practice
the skills associated with Civic, Social and Political
Education.
The Action Project should enable the student to develop
her/his knowledge and understanding of the subject of
the action.
The Action Project should include a reflection and
evaluation dimension.
Completing the RAP
As this is a very different mode of assessment, students
need guidance and practice in report writing. The following
suggestions may be useful:
Provide opportunities for students to practice writing
sections of the RAP. The official proforma booklet may
be photocopied for this purpose.
Over the three years of the Junior Certificate, students
should undertake two Action Projects, thus ensuring
they have two to choose from when it comes to
reporting.
Only one of the Action Projects must be reported on for
the examination.
Students are not required to fill in every line of every
page.
The following pages will explore the layout of the RAP
through actual examples and by means of a commentary.
Please note that for each section of the RAP a different
Action Project has been chosen (the title of each Action
Project is underlined).
CSPE
73
SECTION 2. INTRODUCTION
(a) Please tick the concept/s on which your Action Project was based:
Democracy Rights and Responsibilities
Human Dignity Interdependence
Development Stewardship
Law
Explain how your Action Project was based on this/these concepts.
Litter is one way in which young people cause damage to the environment. We were learning about
minding the environment (the concept of stewardship) and we wanted to find out the extent of the
litter problem in our school.
(b) Give ONE reason why you chose to do this Action Project.
After the lunch break every day the school yard is full of litter. We
wanted to find out what students in the school think about litter and to
find out about ways that might help to sort out the litter problem.
CSPE
SECTION 1. MY ACTION PROJECT

Action Project: A survey on litter in our school
The Title of my Action Project
A survey on litter in our school.
Please tick the type/s of action that was/were undertaken as part of the Action Project
Survey/Questionnaire Interview Publication
Awareness Raising Campaign Designated Day
Mock Election/
Guest Speaker parliment Fundraising
Student Council
Investigation Visit activity
Other (Please describe the type of action undertaken):
The title must clearly refer to the Action
undertaken and the Subject of the Action Project.
If no box suits their Action
Project, they should fill in Other,
e.g. Tree Planting.
Students must
know what concept(s)
they were studying.
They must tick at least
one box.
There must be a
clear link between the
concept ticked and the
Action Project.
A clearly stated
reason is required
here. Why did the
students do this
particular Action
Project?
74
SECTION 3. ACTIVITIES UNDERTAKEN

Action Project: Fair Trade awareness day
(a) Please tick the people communicated with in the course of your Action Project:
Students in my class Other people in my school
Person/people in the community Individuals/organisation involved in this issue
Family Other (Please explain)
Explain why these people were communicated with and why they were involved in the Action
Project.
We contacted Oxfam and Fair Trade Mark two fair trade organisations to get information
on Fair Trade. They sent us campaign cards, samples, posters and information.
We also contacted first year students in the school as the Fair Trade awareness day was
organised for them.
(b) Write a list and brief description of the main tasks/activities undertaken as part of the Action
Project.
Action Project: Organising a visit to Limerick Prison
To do our Action Project we talked about the jobs that we needed to do.
We then divided up into different groups.
The Co-ordinating Committee: This committee made a list of students names and
pulled them out of a hat to make up the different groups. They also organised the class
into two big groups for our visit to Limerick Prison as they could not take us in one big
group.
The Contact Committee: They organised the visit of a guest speaker and the dates our
class would visit the prison, by making contact with the prison by telephone and fax
machine.
The Finance Committee: They organised the bus to and from the prison. The price also
included the cost of the refreshments for the prison officer on his visit.
The Questions Committee: With the help of all students in our class they put together a
list of questions to ask the prison officers on our arrival at Limerick Prison. They then
typed up the final set of questions.
The Research Committee: They searched the Internet for information on Limerick
Prison. They also found out about the Courts Service and the Irish legal system. They
shared this information with the rest of the class.

The Publicity Committee: They got permission from the Principal for our trip to go
ahead. They also made posters which they hung up around the school to make all the
students aware of our Action Project.
The Thank-You Committee: They wrote a Thank You card to the people we met in Limerick Prison,
to thank them
for allowing us to visit the prison and for providing us with two excellent guides.
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75
Engagement
with people is an
essential part of an
Action Project.
Students must tick at
least ONE box.
It is important to
explain how the people
ticked were involved in
the Action Project.
There are TWO
parts to be answered here
A list and a brief
description
Students may find the
committee system useful
for tackling an Action
Project.
For the list each student
may provide the same
heading/title for each
Committee (group/team).
The brief description
should include a number
of sentences which
clearly explain what each
Committee (group/team)
actually did in each
students own words.
These pages are about
what we did.
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76
(c) Give a detailed account of ONE particular task/activity from the list in Section (b)
that YOU undertook as part of the Action Project.
Action Project: Raising awareness about the dangers of landmines
It was my job to produce posters that would advertise our awareness day.
I decided that the best way to do this would be to produce some colourful posters. I asked
the Art teacher for some art supplies and then I got to work. First I decided on the words I
needed to put on the posters. This included the date and time of the awareness day. Then I
worked on the graphics. I used some very dramatic colours, mainly black and red, because I
thought this would capture attention. I had gathered some pictures of landmines so I copied
them onto the posters.
When I was finished I found some good places to hang the posters where they could be
easily noticed.
(d) Describe how YOU applied at least TWO SKILLS when undertaking the activity
described in part (c) above.
Action Project: Raising awareness about the dangers of landmines
I used the following TWO skills in undertaking my particular task (making posters):
(1) Creative skills: I had to design the landmines posters that I was making and choose
what colours I would use. I decided to use brightly coloured paper (yellow, lime green,
pink and pale blue) and poster paints as these would catch peoples attention. I thought
A2 size paper would be the best size for advertising the awareness day.
(2) Decision-making skills: I had to decide on the slogans I would use. I wanted to use the
most catchy ones to attract attention. I also had to decide on the shape of the posters. I
decided to use irregular shapes as I thought these would attract interest. Then I decided
on the best locations around the school for displaying the posters. As the campaign was
aimed at first year students I decided that it was best if the posters were hung along the
first year corridors so that they would find out about landmines on their way to and from
class.
Remember: It is not necessary to fill in every line of these two pages.
It is important
to describe ONE
task/activity/job in
detail here.
If a student is a
member of a
committee and the
committee does a
number of associated
jobs it is okay for the
student to describe
these associated tasks.
If a student has been
involved in a number
of very different tasks
then she/he should
select ONE and
describe it in detail.
This page is about
what I did.
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77
This is a
Summary of
information about the
subject of the Action
Project.
Students should
provide FIVE clearly
developed facts here.
Students should not
confuse Summary and
Reflections. They
should not express any
opinions here.
In this Section
students should
explain their
Thoughts, Opinions,
Feelings, Suggestions
and
Recommendations.
Reflections can be
about what a student
learnt (subject), how
s/he did the Action
Project (process) or
about the skills used.
Students should give
three Reflections.
Students must give a
Reason for each
reflection given.
It is important to use
the word I in this
Section.
SECTION 4. SUMMARY OF INFORMATION

Give FIVE pieces of information or facts that you found out about the subject of
the Action Project.
Action Project: Organising a mock General Election
Here are five important pieces of information I found out:
1) In Ireland we have a democracy. This means we have a government for the people by the
people. It is led by the President.
2) Our government is called the Oireachtas. It is made up of two houses the Dil and the
Senate.
3) At the moment there are six main political parties in Ireland: Fianna Fil, Fine Gael, The
Labour Party, The Progressive Democrats, The Green Party and Sinn Fin.
4) The system of voting used in Ireland is called Proportional Representation or PR for
short.
5) There were forty two constituencies in Ireland for the 2002 General Election, one more
than in 1997, because of changes in the constituency boundaries based on the 1996
Census results.
SECTION 5. REFLECTIONS
Think back on the different experiences you had while doing your Action Project.
Give your OWN thoughts on these experiences and state the reasons why YOU think
this way.
Action Project: Celebrating Europe Day
I had no idea there was such a thing as Europe Day. I think it is a great idea to have a special
day set aside for people to think about what it means to be a member of the European Union.
The reason why I think this way is because a lot of Irish people do not really consider
themselves European and dont seem to be too bothered about Europe. Just look at how bad
we are at speaking European languages! Were a disgrace compared to many of our
European neighbours.
I really enjoyed organising the European lunch with the Home Economics class because it
added a great flavour to our awareness display on the EU countries. I discovered that we are
really influenced by Europe in terms of food and drink: pizza from Italy, baguettes from
France, wine from Germany and Spain.
I was thrilled to get the chance with four of my friends to put together a display about Pat
Cox, MEP, President of the European Parliament. We got on really well together and helped
each other out and we were very pleased with our display. I think the reason why our display
was so good was because of the teamwork.
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78
5.2 THE COURSE-WORK

ASSESSMENT BOOK (CWAB)
The CWAB is a proforma booklet issued by the
State Examinations Commission.
The CWAB is a booklet in which a student keeps a
record of a module of work, including a report on
her/his Action Project.
Completing an Action Project is compulsory.
The account of the Action Project included in the
CWAB must be specific to the module of work
Note: A module of work is 12-15 weeks of course-work including an Action Project. The entire
module must be based on one of the seven concepts in CSPE. It may be the exploration of a
concept, a unit of work or a theme.
Course Concepts
Human Dignity
Stewardship
Development
Democracy
Law
Interdependence
Course Units
Unit 1:
The Individual & Citizenship
Unit 2:
The Community
Unit 3:
The State Ireland
Unit 4:
Ireland and the World
Course Themes (for example)
The Environment
Equality
Conflict
Racism
Interculturalism
Poverty
Northern Ireland
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79
Module Example: Human Rights

Presented here is an example of a CSPE module of work focusing on the concept of Rights and
Responsibilities. This module of work consists of twelve classes. The last five classes are assigned
to the Action Project which is also based on rights and responsibilities.
Week1
Needs and rights
(picture sorting &
discussion)
Week 2
Human rights
(Human rights squares
activity and discussion)
Week 3
Human rights story
(lead in to UDHR and
UNCRC)
Week 4
Truth poem
Discussing bullying,
and group work
Week 5
Denial of rights
(Giant Steps Activity)
Week 6
Human rights
photographs
(Gallery & group work)
Week 7
World in 2050
(wish list)
Group work
Week 8
Preparation for Action
Project to raise
awareness on human
rights
Week 9
Human rights
awareness posters and
slogans
Week 10
Organisation of group
tasks
Week 11
Organisation of group
tasks
Week 12
Human Rights Day
awareness day and sale
of Amnesty friendship
bracelets
The CWAB is divided into five sections.
Below is a step-by-step guide to completing each section. Actual examples of different modules of work
are given
in order to explore each section of the CWAB.
In Sections 1 and 2 the Concept: Rights and Responsibilities is explored.
In Section 3 the Unit: The State - Ireland is explored
In Section 4 the Concept: Law is explored
In Section 5 the Theme: Racism is explored
Section 1. Title: Human Rights
Section 2.
What my course-work module was about:
We brought in daily newspapers to our class and cut out
pictures showing the abuse of Human Rights.
We found out about the Universal Declaration of
Human Rights and the U.N. Convention on the Rights
of the Child.
We made posters and wrote slogans to highlight our
human rights.
We watched a 15-minute video about the work of
Amnesty International and had a discussion on it.
We read a story on bullying, written by a student in our
school.
We held an awareness-raising day on Human Rights. On
the day we also sold friendship bracelets for Amnesty
International.
Section 3. Things I have done
An account of three classes I found particularly interesting
from this course-work module:
For this Section of the Course-Work Assessment Book the
module chosen is The State - Ireland
3.1An account of ONE CLASS I found particularly
interesting from this course-work module:
(a) The main TOPIC of this class was:
Identifying different politicians from newspaper cuttings

and photographs.
(b) This is a short DESCRIPTION of what took place
during this class:
We put up a selection of photographs on the class noticeboard.
We examined these photographs and we picked out
those politicians we knew. Our teacher told us who the
others were. Then we grouped them together according to
their political parties.
(c) ONE important thing I LEARNED from this class is:
There are seven main political parties in Ireland Fianna
Fil; Fine Gael; the Labour Party; the Green Party; Sinn
Fin; the Socialist Party and the Progressive Democrats.
(d)What made this class particularly INTERESTING
for me was:
I liked looking at the selection of photographs. I was
delighted that I was able to recognise four of the leaders of
the main parties. I was raging that I could only identify one
of the local politicians. We had great fun in doing this
exercise.
Remember pages four and five of the CWAB follow
the same format.
Each student should practice filling in these pages
it will make it easier for him or her to complete the
CWAB for examination.
The student should give his or her own
opinion/reflection
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80
Title should clearly state what the Course-Work

module was about
A clear overview of the module should be given.
Here the student should describe at least five different
aspects (things you did). The student may refer to the
Action Project undertaken.
Remember the student must write about three
distinct classes.
Each Topic, Description, Learning, Interesting opinion
must be different.
The student must not repeat any information here.
The classes should not describe the work of
the Action Project.
The description must include reference to the
activity/methodology used. The student must relate the
activity/methodology to the topic.
The student should clearly explain ONE important
thing he/she learned from this class
An account of two more classes on different
aspects of the StateIreland should then be included.
The accounts of these classes should not refer
to the Action Project
Section 4. Things I have done
An account of my Action Project for this course-work
module.
For this section of the CWAB the module chosen is The
Law in Our Lives and the Action Project undertaken is A
visit to the local Court House.
4.1 The TITLE of the Action Project I/we did as part of
this course-work module was:

Organising a visit to the local Court House
4.2 ONE reason I/we did this particular Action Project
was:
We wanted to see a court in action. We wanted to find out
what a Court House looked like inside and who the key
people involved were.
4.3 ONE ACTIVITY I/WE took part in during this
Action Project was:
I was a member of the questions group. We asked everyone
in the class to come up with a question. We grouped these
and we then picked ten questions to ask Mr. Brown, the
Court Clerk. I used Microsoft Word on the school computer
to type up the ten questions and then printed them off for
everyone in the class.
4.4 TWO things I have learned from doing this Action
Project are:
(a) I learned that the Court Clerk prepares the list of cases
for each week that the court is sitting.
(b) I learned that there is no jury in the district court.
4.5 (a) ONE skill I used while doing this Action Project:
Word Processing
4.5 (b) A description of how I used this skill in my
Action Project:
I opened the Microsoft Word package on the computer. I
opened a new file. I selected the Times Roman font. I set
the point size at 12. I typed in my ten questions. I
highlighted the text and used double spacing between each
question. I checked the spelling using the spell checker. I
then numbered each question, checked the size of the
margin. I then saved the questions and clicked on the print
button.
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81
Note:
Compulsory Section: It is compulsory for the
student to complete this section of the CWAB.
Failure to complete these two pages will result in a
penalty being imposed.
Remember the Action Project described here must be
relevant to the module of work.
The student cannot use the same material here as used
in any of the accounts of class-work in pages three,
four or five.
Remember the title should have the Action and
Subject of the action clearly stated in it.
The student should clearly explain ONE reason for
doing this particular Action Project.
The student should clearly describe ONE
activity only.
The student needs to give TWO different pieces of
information. These should be clearly explained. The
student must not use any material here that she/he has
used in any other part of the CWAB
The student should
name the skill explicitly.
The student should explain step by step how
she/he used this skill.
Section 5.
Something I have to say having completed this
course-work module.
For this section of the CWAB the module chosen is
Racism.
5.1 One issue I feel strongly about or found interesting
from this course-work module is discrimination against
refugees and asylum seekers.
5.2 I feel strongly about this issue because I heard about a
refugee, Mr. Luyindula, from the Democratic Republic
of Congo. He was the first Congolese refugee to arrive
in Ireland. His experience in Ireland has not been a
happy one. He was beaten up in Temple Bar in broad
daylight. No passers-by stopped to help him. He has
lost count the number of times that people have told
him to go back to Africa.
5.3 What I CAN DO ABOUT IT or WHAT I THINK
CAN BE DONE ABOUT IT:
I can raise awareness about the rights of others in my
school and amongst my family and friends. I can invite in a
refugee/asylum seeker to tell his/her story to the other
students in my school. I think the Know Racism Campaign
needs to continue over a much longer period. The
government needs to spend more money on the Know
Racism Campaign.
Important points to remember
In the Course-Work Assessment Book the student will
report on ONE course-work module which she/he has
completed.
The course-work module must include a Report on an
Action Project within the module.
It is important that the student reports on 3 distinct
classes. Repetition will not score. Each topic, each
description, each learning and each interesting opinion
must be different.
On pages six and seven the student reports on his/her
Action Project. This section is compulsory.
Each student must write up his/her own Course-Work
Assessment Book in his/her own words.
The CWAB report must have an account of the Action
Project undertaken as part of the module.
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82
It is important that the student explains why he/she is

interested in this issue.
This issue can arise from any part of the module,
including the Action Project.
The student should state what s/he can do about this
issue or what s/he thinks can be done.
Tip:
Page three of CWAB:
can be filled in after each class
may be used to record each class
helps students to develop the skill of report writing.
The student should clearly state ONE issue. This issue
can arise from any part of the module, including the
Action Project.
5.3 THE CSPE EXAMINATION PAPER
The remaining 80 marks (40%) are awarded for the completion of the CSPE examination paper, which
takes place as part of
the Junior Certificate Examination in June.
It is normal for the CSPE examination paper to focus mainly (but not exclusively) on contemporary issues.
When answering questions on the paper the student is expected to answer from the human rights and social
responsibilities
perspective of CSPE.
The CSPE examination paper consists of three distinct sections
Section 1: Objective questions (18 marks)
This section consists of short-answer questions and students must attempt ALL questions here. Questions
may take the
following format:
True/false questions
Matching pairs questions
Multiple choice questions
Tick box questions
Identify the photographs questions
Fill in the blanks questions
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83
Example: This question appeared in Section 1 of the 2004 Examination Paper.

Trcaire
Amnesty International
The Simon Community
Irish Society for the Prevention of Cruelty to Children (ISPCC)
Each of the descriptions given below describes the work of ONE of the organisations listed above.
Beside each description write the name of the organisation you think it describes.
You may write ONE name only beside each description.
Description of organisations work Name of organisation
Campaigns against cruelty to children
Works mainly with people in the developing world
Looks after the needs of the homeless in Ireland
Draws attention to abuses of human rights in different
countries
Section 2: Structured questions (42 marks)
This section consists of FOUR questions and students must attempt THREE questions here. Questions in
this section begin
with some kind of stimulus, for example:
A photograph
A cartoon
An advertisement
A table of statistics
A leaflet/brochure
A web page
A written passage.
Students are asked some direct questions about the stimulus, the answers to which are included in the
stimulus. Then students
are asked a number of other questions about the issue(s) raised in the stimulus. These questions focus on
students
understanding of the seven course concepts.
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84
Example: This question appeared in Section 1of the 2003 Examination Paper.
Write a sentence to explain EACH of these CSPE course concepts:
Stewardship
Law
Interdependence
Human Dignity
Development
Interdependence
The following information on trainers (running shoes) is adapted from the Trcaire CSPE web site.
Study the
information carefully and answer the questions that follow.
(a) Of the groups involved in the production and distribution of trainers, which
one of these is getting:
the highest percentage take ...............
(2 marks)
the lowest percentage take.............
(2 marks)
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85
Example: This question appeared in Section 2 of the 2002 Examination Paper

Trainers (running shoes)
Made up of dozens of different man-made materials, my trainers were assembled in a Korean owned
factory in Indonesia. The leather for the upper came from Texan cows whose hides were sent for
tanning in South Korea, where wages are not high. Tanning is the process in which the hides are
turned into leather and can involve very strong chemicals.
The Indonesian woman who made my 64 shoes earned 2 a day and worked in temperatures
nearing 40 degrees Celsius.
Tiger Woods, the golfer, is sponsored by trainer manufacturer Nike. They pay him nearly 38
million a year to wear their emblem on his cap and jumper.
The price of a trainer is divided up between the main groups involved in its production and
distribution in the following way:
Groups involved Percentage take
Nike 33%
Shops 50%
Factories (owners/managers) 11.5%
Factories (workers) 0.5%
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86
(b) Why do you think Nike are prepared to pay Tiger Woods nearly 38 million a year to wear its emblem
on his cap and jumper?
..
..
(2 marks)
(c) The production of trainers is an example of global interdependence.
Using information ONLY from the passage, explain what this means.
..
..
(4 marks)
(d) Nike is an example of a multinational company. What does this mean?
A multinational company is .
...
(2 marks)
(e) Give an example of TWO different multinational industries working in Ireland,
and give an example of what each produces.
Examples of multinational industries in Ireland.
Example 1. .
This industry produces
(2 marks)
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87
Example 2. .
This industry produces

(2 marks)
(f) Multinational companies can be both good and bad for the development of a country.
Describe ONE way in which these companies can be good for, and, ONE way that they can be
bad for, the development of a country.
One way that multinationals are good for the development of a country is:
(2 marks)
One way that multinationals are bad for the development of a country is:
(2 marks)
Section 3: Open-ended questions (20 marks)
This section consists of FOUR questions and students must attempt ONE question here. Each question has
a number of subparts
based on a given scenario. The scenario focuses on some issue/topic on which students are required to take
action. The
focus here is on the students understanding of organising Action Projects (the skills needed and the tasks
involved). In each
sub-part an indication is normally given as to how many pieces of information/points a student needs to
include in his/her
answer.
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88
Special Olympics 2003 World Summer Games

Your town has been selected as one of the host towns for the Special Olympics 2003 World Summer
Games. You have been
chosen as a youth representative on the local organising committee.
(a) Name THREE local organisations, other than your school, that you, as the youth representative, would
contact to help
the committee organise events for the visiting athletes. In the case of ONE of these organisations explain
how it would
be of particular help.
(6 marks)
(b) Write a short article for your school magazine explaining the Special Olympics 2003 World Summer
Games, and how
your town has been selected as a host town. In your answer you should mention at least THREE different
points about
the Special Olympics World Summer Games.
(6 marks)
(c) Describe TWO ways in which your school could become actively involved in helping to host the
visiting athletes.
(8 marks)
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89

Voting
You have discovered from a recent survey that many of the senior students in your school, who are eligible
to vote, do not
intend to vote in the next general election.
(a) Write a short speech that your CSPE class will give to the senior students at a lunchtime meeting
outlining at least
THREE reasons why they should vote in the general election.
(b) Draw a sketch of a poster that you would design to encourage them to attend this meeting. You should
include an
appropriate slogan in your sketch as well as an outline drawing or graphic.
(c) (i) Suggest TWO reasons why some young people are not interested in voting.
(ii) Suggest ONE way that they could be encouraged to vote.
Community Development
Imagine that a busy railway line passes through your area, but there is no station. You are a member of a
newly formed
campaign group set up to get a railway station for your community.
(a) Write a speech (to a community meeting) OR a letter (to your local TD) giving at least THREE
reasons why you
think a station would be of benefit to your community.
(b) Describe THREE different actions that could be included in the campaign to get a local railway station
for your
community.
(c) Draw an outline of a poster that would encourage local people to become involved in the campaign.
Include a slogan
on the poster.
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90
5.4 PREPARING STUDENTS

FOR THE EXAMINATION PAPER
The following strategies are useful in familiarising
students with what is happening in contemporary
society around them:
Politics Gallery
Students can bring in photographs from newspapers and
magazines of some of the key politicians (President,
Taoiseach, Tnaiste, Ministers, EU politicians, etc.) and
put them up on the noticeboard.
News stories from TV news, radio news and
newspapers
Students should be provided with opportunities to look
at, listen to and read about news stories.
Clear understanding of possible actions
Students should be familiar with the many possible
actions which can be taken in order to progress an issue.
It would be useful for students to familiarise themselves
with a list of actions, for example:
poster campaign
public meeting
protest march
write a letter
lobby Councillor/TD/MEP/Minister
sign a petition
write to a newspaper
fundraise
invite in a guest speaker
carry out a survey
CSPE
ection six
managing CSPE in schools

91
BEST PRACTICE IN SCHOOLS

Research carried out by the National Council for Curriculum
and Assessment (NCCA) in consultation with principals
and teachers indicates that the implementation of CSPE
benefits when it is possible for school managements to:
include teachers interested in CSPE as one of the main
criteria used when selecting teachers to teach the subject
allocate teachers of CSPE to those class groups to
whom they also teach another subject.
ensure, as far as possible, that each class group is
assigned the same teacher of CSPE, particularly in the
second and third year, so as to allow continuity in
programme planning and to facilitate the organisation of
Action Projects
avoid placing the one CSPE period per week on the
timetable at a time/on a day when that period may be
lost on a regular basis due to interruptions in the school
calendar
support the co-ordination of CSPE by, for example,
providing opportunities for team planning in line with
that provided for other subjects
promote awareness of CSPE by informing parents of
incoming First Year students about it and by celebrating
the work done in CSPE, e.g. the Action Projects
undertaken
ensure that CSPE features in in-house school
examinations and Parent-Teacher meetings, that it
appears on the school prospectus, student timetables and
student report forms alongside other subjects
encourage the establishment of a Student Council within
the school.
THE ROLE OF
SCHOOL MANAGEMENT
The successful delivery of CSPE is greatly enhanced when
the following areas are attended to:
The CSPE Curriculum
It is important that all CSPE teachers have
a copy of the CSPE Starter Pack
a catalogue of useful CSPE resources
access to active learning methodologies
a clear understanding of Action Projects.
The Assessment of CSPE
It is important that all CSPE teachers have access to
copies of the current blank proforma Report on an
Action Project (RAP) or Course-Work Assessment Book
(CWAB) booklets issued by the State Examinations
Commission
latest Circular Letters from the Department of
Education and Science and from the State Examinations
Commission
examination forms and transmission envelopes issued
by State Examinations Commission.
Supporting CSPE in the school
School Management is encouraged to
appoint a CSPE Convenor
provide opportunities for CSPE teachers to meet
profile the work of students and teachers of CSPE in the
school.
THE ROLE
OF A CSPE CONVENOR
To ensure that students and teachers experience CSPE
successfully and effectively many schools have someone in
place who takes responsibility for the day-to-day
management of the subject. Possible areas of responsibility
for the Convenor may include:
Providing support
Provide support/encouragement/resources for CSPE
colleagues
Brief the staff on the work of CSPE in the school
Provide regular updates for the Principal
Represent the views/concerns of the CSPE Team to
school management
Attend/organise appropriate in-service training
Encourage CSPE colleagues to join the subject
association (ACT: The Association of CSPE Teachers ).
CSPE
MANAGING CSPE IN SCHOOLS

92
Facilitating meetings
Organise CSPE Team planning meetings, at least once a
term
Facilitate the sharing amongst colleagues of new
information and new ideas from in-service
Update CSPE colleagues as new resources become
available
Administration
Be a contact person for outside agencies
Provide colleagues with current copies of proforma
RAPs and CWABs
Ensure that all completed RAPs and CWABs for
assessment are collected from CSPE colleagues and
stored appropriately, and that all relevant documentation
has been completed
Organising resources
Provide copies of essential resources to CSPE team (see
Starter Pack)
Catalogue all resources appropriate to CSPE in the
school
Organise a CSPE resource area
Compile/maintain a list of useful contacts/organisations
(telephone numbers, addresses, emails, etc.).
Profiling CSPE
Encourage activities/Action Projects/cross-curricular
events which raise the profile of CSPE in the school and
community
Inform incoming 1st year parents about the CSPE
course
Organise end of year CSPE examinations for all Junior
Cycle students
Ensure that CSPE appears on the Student Report forms
Ensure that CSPE teachers meet parents at parentteacher
meetings.
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93
We take 5-10 min off each class one day in

the month to facilitate subject meetings. This
gives the CSPE team a chance to plan.
Tracy, CSPE teacher, Co. Monaghan.
In our school a 40 min. meeting time is

allocated to CSPE at the end of term.
Tom, CSPE teacher, Co. Carlow
CSPE has always been afforded a high

profile on our school curriculum. It has
never been regarded as a filler on a
teachers timetable.
Nollaig, CSPE teacher, Co. Kerry.
Whatever success we have experienced

owes much to the co-ordinator and our
policy of supporting initiatives and
consulting with staff willing to teach the
subject without imposition.
A principals view on managing CSPE

TIMETABLING GUIDELINES
As CSPE is allocated the equivalent of one 40-minute class
period per week, it is particularly important that poor timeslots,
where the teacher may experience difficulty
maintaining interest and continuity, should be avoided, for
example last class of the day/week.
CSPE as a stand-alone subject experiences many
difficulties and it is not a good option. CSPE linked to
another school subject is the preferred model of
timetabling. Link this short course with a long course.
A number of possible timetabling arrangements are shown
below.
Example (1): This arrangement allows for more flexible
and effective use of the time allocated to CSPE on the
timetable.
An active teaching methodology, which may be difficult to
undertake in one-class period per week, could be easily
accommodated within this alternative timetable
arrangement.
Linking subjects in this way also creates potential for the
transfer of skills. For example, the skills required to prepare
and write a report on an action project can be taught in
other subjects and used in CSPE.
It allows regular contact to occur between the teacher and
the class, thereby facilitating the development of a good
working relationship. This is particularly important for less
able students. Teachers who have experienced a situation
where they only meet a particular class once a week remark
that it is very difficult to work effectively with these
students. Even getting to know their names can be difficult.
Another advantage of this approach is that it allows the
problem of lost time, which single period subjects may
regularly experience from disruption by other school
events, to be addressed.
Example (2): CSPE is allocated one class period per week
for the year. However, without adjusting the existing
timetable, arrangements can be made with other subject
areas to run a cross-curricular theme for a limited period of
1-2 weeks.
A theme like Our local community could be taught
through different subject areas over this limited period of
time. A possible approach is outlined below.
Our local community
This approach allows the study of a key concept or theme
to be undertaken with little or no disruption to the
timetable.
Explicit links between subjects, often neither recognised
nor addressed, are made for both the students and teachers.
CSPE
94
English/Irish/Maths CSPE
Week 1 5 0
Week 2 4 1
Week 3 3 2
Week 4 3 2
Week 5 4 1
Week 6 5 0
English Examine the type of community issues
which are dealt with in the local
newspaper. This could be followed up by
a visit to the newspaper office.
Religious Explore the meaning of the word
Education community and the types of communities
of which he students are members.
Languages Build up the students vocabulary by
looking at the types of services that are
offered in the community or by looking
at and interpreting photographs of the
local community.
History Study the development of the community
in a particular period of time or through
the passage of time.
Geography Address a local development issue and
the roles that different members of the
community play in it.
Civic, Social Undertake an Action Project by inviting
and Political a local community person to discuss a
Education local issue of importance.
It allows teachers to share both methodologies and
resources and greater staff integration can result.
It develops a whole school awareness of the CSPE course.
The running of this 1-2 week theme can become an
important event in the school year.
PROFILING CSPE IN SCHOOL

As CSPE involves students and teachers in a wide variety
of activities and Action Projects it is important that the
following supports are in place:
Allocate a budget to CSPE to provide for resources,
arts and crafts materials, funding for speakers, visits,
etc.
Allocate time for team planning meetings.
Encourage links with outside agencies, for example,
Citizen Information Centres, local community
organisations, national organisations and international
organisations.
Profile the subject at parent evenings for incoming 1st
years.
Ensure that CSPE is on the Student Reports issued at
Christmas and at the end of the year
Celebrate the Action Project undertaken by the class
publicly in the school newsletter, local radio or local
newspaper.
CSPE
95
A WHOLE-SCHOOL
APPROACH TO CITIZENSHIP
EDUCATION
it is a narrow and inappropriate view
of civic, social and political education to
perceive it as a single subject discipline.
This area of education embodies a core
content as well as inter-disciplinary or
cross-curricular dimensions. It impacts
upon and is impacted upon by the whole
school, its organisation, operation and
ethos.
(NCCA Discussion Paper: Civic, Social and Political
Education at Post-Primary level, Dublin, 1993, p.15).
The success of Civic, Social and Political Education will be
greatly enhanced where CSPE is regarded not as a marginal
concern of one corner of the curriculum but as central to
the whole life of the school.
The values which underpin CSPE are learnt and cultivated
in a variety of ways: at home, at school and through the
media. The ethos and culture of a school conveys important
messages and values in both explicit and implicit ways.
One starting point might be to reflect on the values which
your school or classroom upholds and the messages which
are more often caught than taught.
Is there a good atmosphere or spirit within the school
community which celebrates individual and collective
success?
Are there shared aims and values which are explicitly
named and promoted in the school culture?
Is there an attractive environment conducive to
learning?
Are there high and consistent expectations, at both
academic and pastoral levels?
Is there participation by students in the life of the school
through formal and informal structures?
Is there an emphasis on learning and positive staff
attitudes to students?
Are there extra-curricular activities which broaden
students interests and experiences?
Is responsibility being shared by students and is there a
positive student attitude to teachers?
Is there a recognition of individual and collective
responsibility?
Is there a collaborative approach to teaching and
learning?
Is there a respect for the rights of students with a just
system of rewards and sanctions?
Is there a holistic view of education?
Are links with the wider community fostered and are
visitors given a warm welcome to the school?
Is there a strong sense of school as a community and a
good pastoral system which helps students feel that they
belong?
Are there democratic forms of school governance in
which staff and students are involved in the decisionmaking?
Whole school events such as the celebration of
International Human Rights Day (10th December), mock
elections, the establishment of Student Councils,

international/cross-border exchange programmes, visits to
community facilities and charity work are all part of
building a healthy school ethos.
CSPE
96
CROSS-CURRICULAR
POSSIBILITIES IN CSPE
A whole-school approach will also include the permeation
of CSPE into all subjects. Opportunities for cross-curricular
collaboration abound.
The Department of Education and Science recommends
that teachers of CSPE should have their CSPE class for
another subject. The subjects History, Geography and
Religious Education have obvious links with CSPE,
making it possible to link the learning between subjects.
However, with a bit of thought there are many other
subjects that create cross-curricular possibilities.
Gaeilge, English, French, German, Italian, Spanish
provide poems, drama and stories which feature many of
the issues which occur in CSPE. The writing of a formal
letter is a skill that many students of CSPE may find
necessary and should be familiar with in their quest for
information, requesting appointments and thanking people
for their help.
All official documents in Ireland, for example Passport
Form and Census Form are available as Gaeilge and this
provides teachers of this subject with an opportunity to
examine these in class.
Mathematics can be very useful to students when trying to
visually represent information from surveys and
questionnaires in the form of pie charts and bar graphs.
Working out quotas for elections could also be done in a
mathematics class.
Art teachers could use the opportunity to show students
how to design posters that attract attention but also contain
necessary information about a meeting or debate.
Computer Studies classes could be used to teach students
how to conduct research, how to access information on the
Internet, how to type/word-process using a specific
programme and how to represent information on a
spreadsheet/brochure.
Science deals with the concept of stewardship of the
environment. Recycling and waste management feature as
part of the science syllabus and are an important link with
the concept of Stewardship in CSPE.
Using the cross-curricular potential reinforces the notion
that CSPE is happening all around us and is not confined or
restricted to one class per week. The links provided by
other subjects help students to develop their awareness of
this.
Another way of highlighting the omnipresence of CSPE is
to put a chart on the wall with the seven concepts as
headings. At the start of each CSPE class ask the students if
they have come across any issue or topic in another subject
which could be relevant to the concepts and CSPE. Note
this on the chart. After a while the students will become
more aware of the day-to-day relevance and occurrence of

citizenship issues all around them.
CSPE
97
CSPE
98
CSPE
ection seven
resources
99

My Rights Part 3: 13-18 year olds. A booklet about the
UN Convention on the Rights of the Child.
ISPCC 20 Molesworth Street, Dublin 2.
Basic Human Rights and Responsibilities A Human
Rights Module for Civic, Social and Political Education
(1998)
This module was produced for 1st year CSPE. It includes a
core unit which covers: Needs and Rights, UN Declaration
of Human Rights and Why a Declaration? This is followed
by three optional pathways: Children and Human Rights,
Specific Groups and their Rights and Gender and Human
Rights. It includes information, activities, case studies and
ideas for Action Projects. Available from the Curriculum
Development Unit, Sundrive Rd., Crumlin, Dublin 12. Tel:
01- 4535487 or email: info@cdu.cdvec.ie
Making Human Rights Work-A Handbook of Human Rights
Education Methodologies and Activities for 2nd and 3rd
Year CSPE Teachers.
CDVEC Curriculum Development Unit. Available from the
Curriculum Development Unit, Sundrive Rd., Crumlin,
Dublin 12. Tel: 01- 4535487 or email: info@cdu.cdvec.ie
A Human Rights Action Project A Module for 2nd Year
(1999)
A human rights education module for 2nd year CSPE. This
resource includes a four step process for doing a class
action project on human rights, responsibilities and
community. Within it there are ideas and methodologies for
the teacher and worksheets for the student. Available from
the Curriculum Development Unit, Sundrive Rd., Crumlin,
Dublin 12.
Know Racism The National Anti-Racism Awareness
Programme
The Equality Authority www.equality.ie.
What? Me A Racist? A humourously written cartoon book
for young people which helps them to explore the issues of
racism and prejudice. It also includes useful information on
the issues.
European Commission, Publications Unit, Rue de la Loi
200, B-1049 Brussels.
People on the Margins, No Place, No Power Trcaires
Lenten Campaign 2003. Examines the key issues which
affect indigenous peoples.

See also www.rainforestfoundationuk.org for information
about indigenous populations of the rainforest.
Child Poverty in Ireland - Combat Poverty Agency,
Bridgewater Centre, Conyngham Rd. Islandbridge, Dublin.
Counted Out Challenging Poverty and Social Exclusion
(2002)
A resource pack that explores poverty and social exclusion.
The activities are designed to help students to develop their
understanding of poverty in Ireland today. It explores ways
in which students might get involved in a process of change
by engaging with anti-poverty/community development
initiatives. Many ideas for action projects are included
throughout. Available from the Curriculum Development
Unit, Sundrive Rd., Crumlin, Dublin 12. Tel: 01- 4535487
or email: info@cdu.cdvec.ie
Rafiki CD ROM, Trocaire 1999. This interactive CDROM
introduces children to new friends around the world.
It invites children to explore aspects of peoples lives in 5
different countries and to discover our links with the wider
world.
Our World Our Rights (1996). This book is designed to
introduce children to the Universal Declaration of Human
Rights and helps them to understand the concepts of rights
and responsibilities. The handbook includes photocopiable
resources, guidelines for teachers, games and activities.
Available from Trocaire, 12 Cathedral Street, Dublin 1. Tel:
01-8743875 or email: info@cs.trocaire.org
Its only Right A Practical Guide to Learning About the
Convention on the Rights of the Child. This guide for
leaders and teachers working with young people offers a
range of activities which help them to understand the
convention and consider its relevance to their own lives and
the lives of other children and young people. Available
from UNICEF.
Yes, You Do Count A Teaching Programme on Human
Rights
Irish Commission for Justice and Peace, 1995. Available
from Trcaire.
All Work and No Play Child Labour in the 21st Century
This theme pack for One World Week 2001 contains
activities to raise awareness with young people about child
labour in the world today. Through simulation games,
drama and role play, artwork and ranking exercises students
CSPE
RESOURCES
100
can investigate the causes and incidence of child labour, its

consequences.
DEFY, 2001, available from the National Youth Council of
Ireland (NYCI). Tel: 01-4784122
Child Labour A Global Concern
www.schoolisthebestplacetowork.org
Slavery A resource on Slavery and Human Rights.
Trcaire Education pack, 2000.
To Feel at Home An educational pack designed for pupils
aged 14-18 years. The pack consists of a 45 minute video
entitled To Feel at Home. The film, produced in three

fifteen minute segments, (Flight and Arrival, Making a
New Life, and Looking to the Future) is designed for
classroom use. www.unchr.ch
SVP Education Pack
This pack offers educators a practical way to enable and
support students in creating a more just and participative
society for all. It consists for a 6-week programme which
aims to avoid stereotypical misrepresentation of poor
people, by naming in some small way the complex reality
of poverty.
SVP, 8 New Cabra Road, Dublin 7. 01-8389896 Fax 018389950 svdep@iol.ie
New Releases
This pack has been produced to promote awareness of the
United Nations Decade for the Culture of Peace and
Nonviolence for the Children of the World (2001-2010)
The Education Team, New Releases Schools Project, 224
Lisburn Road, Belfast, Northern Ireland BT9 6GE Tel:
04890 663465
info@peacepeople.com, www.newreleases.tv
HUMAN DIGNITY
Counted Out Challenging Poverty and Social Exclusion
(2002)
A resource pack which explores poverty and social
exclusion. The activities are designed to help students to
develop their understanding of Poverty in Ireland today. It
explores ways in which students might get involved in a
process of change by engaging with antipoverty/
community development initiatives. Many ideas for
action projects are included throughout.
CDU, Sundrive Rd., Crumlin, Dublin 12. 01- 4535487
info@cdu.cdvec.ie.
Special Olympics World Summer Games School
Enrichment Programme CSPE
Specifically produced for CSPE teachers and students. The
programme includes a range of lesson plans and a video
designed to explain learning disability.
01 8691662 brownpl@eircom.net www.
2003specialolympics.com.
Seeing Sense Challenging Prejudices
This pack challenges the participants to examine their
perceptions, to realise that things are not always as they
seem and to discover that false perceptions can lead to
prejudice and discrimination.
Derry City Council and Holywell Trust, 2001, Geraldine O
Kane, 048-71361046 seeingsense@btconnect.com.
Its Not Fair A Handbook on World Development for
Youth Groups.
A collection of activities and simulation games exploring
world development issues. Issues include: trade, food, debt,
conflict, refugees, human rights. health care, the
environment, faith and politics.
Trcaire www.trocaire.org.
Why Care?
A resource pack that challenges teachers and students to
address some of the problems of older people living alone
through a range of student centred classroom activities.

ALONE 1, Willie Bermingham Place, Kilmainham Lane,
Dublin 8. 01-6791032.
STEWARDSHIP
www.trocaire.ie fact sheets, stories from around the
world, activities and ideas for taking action on the
environment.
Good for Farm Animals, Good for Us The future for farm
animal welfare in Ireland
This animal welfare pack is suitable for all secondary
school age students.
Compassion in World Farming, Salmon Weir, Hanover
Street, Cork. 021-4272441, ciwf@indigo.ie
A better place to live Your home and the environment.
ENFO Information on the Environment, 17 St. Andrew
Street, Dublin 2
1890200191(lo-call) or 01 8882001 Fax 01 8883946
info@enfo.ie www.enfo.ie
CSPE
101
A shopping and investment guide to sustainable living.

ENFO Information on the Environment, 17 St. Andrew
Street, Dublin 2
Tel: 01 8882001 or email: info@enfo.ie
www.enfo.ie
Green Schools
An Taisce
email: greenschools@antaisce.org
DEVELOPMENT
Wananchi Human Development, Interdependence and
Ireland Aid.
A resource pack which explores the concepts of
Interdependence and Development. The pack focuses on
the work of Ireland Aid, the aid programme of the Irish
Government. The pack contains a variety of teaching ideas
and activities and includes student worksheets. There is an
entire section on Action Projects.
School Census Week 2002. This module has been written to
enable students and teachers to explore the use of a Census.
It focuses on how census information enables local and
central government to plan future developments.
Government of Ireland, 2002, www.cso.ie
Fala Favela Photographs and activities on shantytown
life in Brazil. Fala Favela introduces the life of the
community of Vila Prudente in Sao Paulo, Brazil. The
testimonies, case studies, photographs and activities in the
pack raise questions about poverty, wealth, development,
struggle, equality and solidarity.
Trcaire.
www.Keepourword.org a campaign web site set up by
Trcaire to lobby world leaders to deliver on their promises
to the developing world.
DEMOCRACY
Vote: Exploring Democracy, Equality, Participation and
Elections This pack was produced to coincide with the
local and European elections of 2004 and explores the
various issues mentioned in the title. Available from the
Curriculum Development Unit, Sundrive Rd., Crumlin,
Dublin 12. 01- 4535487 info@cdu.cdvec.ie

Youth, Participation, Citizenship, Democracy Learning
the Skills of Active Democratic Participation.
This pack has been produced to offer helpful advice, and to
support the development of school-based Student Councils
National Youth Council (NYCI), 2001 NYCI 01-4784122
info@nyci.ie
Politics in Progress A programme of civic education for
second level schools provided by Fianna Fail for students
of CSPE. It outlines information about the structures of the
Irish political system, it also suggests activities, which may
be used by teachers of CSPE and Transition year politics,
to encourage students to l earn more about politics and
participate in the civic society.
Fianna Fail Headquarters, 65-66 Lower Mount Street,
Dublin 2. 01-6761551 Fax 016785690 ogra@fiannafail.ie
www.fiannafail.ie
Student Councils A voice for students.
Guidelines for schools in how to set up and manage
effective Student Councils.
Department of Education and Science 01-8734700 or
www.education.gov.ie
The Raspberry Ice Cream War
A comic for young people on a peaceful Europe without
frontiers. This book uses a comic story to get across an
understanding of the European Union and democracy to
young readers. The issues of conflict prevention, the
environment and international relations are all featured.
European Commission, Publications Unit, Rue do la Loi
200, B-1049 Brussels.
The European Union Your Passport to Europe A fun
introduction to the European Union.
The European Parliament Office, 43 Molesworth Street,
Dublin 2. www.eurioarl.ie
LAW
Explaining the Courts.
This information booklet is intended to give general
information and guidance to the public about the courts
system.
The Courts Service, the Law Society of Ireland and the Bar
Council of Ireland, 2003.
Exploring Humanitarian Law A worldwide education
resource produced by the International Committee of the
Red Cross. This pack is aimed at helping young people to
explore the world of humanitarian law and actions and the
humanitarian responses to conflicts of war and
CSPE
102
humanitarian crises.
Irish Red Cross 16 Merrion Square, Dublin 2. Tel: 01
6765135 or email: red.cross@iol.ie www.redcross.ie
INTERDEPENDENCE
Exploring Interdependence A Development Education
Module for 3rd Year Civic, Social and Political Education
(1998)
This module, which includes three individual activities, an
action project and ongoing activity, explores the links that
exist across communities and borders, and the effects that
actions taken in one place can have on another. Available

from the Curriculum Development Unit, Sundrive Rd.,
Crumlin, Dublin 12. 01- 4535487 info@cdu.cdvec.ie
Changing Perspectives Cultural Values, Diversity and
Equality in Ireland and the Wider World (2001) A resource
pack which explores interculturalism. These activities
explore cultural diversity and equality in relation to the
values and structures of Irish society and Irelands
relationship with the wider world.
Curriculum Development Unit, Sundrive Rd. Crumlin,
Dublin 12. Email: info@cdu.cdvec.ie
Exploring Cultural Values in the Community A Module
on Community and Culture for CSPE. This module enables
students to begin the process of understanding Irish culture
through exploring cultural values within their own
communities. The module is designed to highlight for
students the realities of cultural values within their
communities. It allows them to compare the images they
have of being Irish with the reality as experienced at
community level.
Curriculum Development Unit, Sundrive Rd. Crumlin,
Dublin 12. Email: info@cdu.cdvec.ie
Big World, Small World An Education Pack for One
World Week 2002.
Activities, information and action ideas for young people
on the theme of globalisation.
National Youth Council of Ireland 01 478122,
www.youth.ie
Exploring Our World Investigating issues of
Interdependence and Social Justice in the 21st Century
An activity-based learning geography resource which is
equally useful in CPSE. Topics include: inequality,
sustainable development, resources, trade, child labour,
debt, aid, women at work, and refugees and asylum
seekers.
One World Centre, Northern Ireland, Belfast, 048
90241879 ccuthbert@belfastdec.org
The Chocolate Game An activity about the cocoa trade.
This activity has been developed to enable students to gain
an understanding of the way in which international trade in
a crop grown for export affects families in four countries:
Belize, Brazil, Britain and Ghana. Issues explored include:
interdependence, power, international trade, injustice and
Fair Trade. Leeds Development Education Centre, Revised
2001.
Available from Trcaire, 01 2883577 info@trocaire,ie
Take Action for Goal Action Projects for CSPE
This pack introduces young people to the problems faced
by their counterparts in the poorest parts of the world. The
pack encourages the students put things in perspective and
take an active part in shaping a better tomorrow.
GOAL, PO Box 19, Dun Laoghaire, 01 2809779
info@goal.ie
No Logo Day - This pack encourages the student to ask
questions about who decides what is cool, to develop their
own creative style and to discourage bullying of those who
dont wear all the right logos.
www.nologoday.com
Winners All Co-operative games for all ages. A useful
booklet of co-operative and trust-building games for all
ages. Trocaire, 01 2883577 info@trocaire,ie
One World Week Theme Pack- Each year for One World
Week, The National Youth Council of Ireland, (NYCI)
produces a themepack for youth leaders and teachers which
contains a range of activities and information on the
relevant theme.
Tel: 01-4784122 www.youth.ie
Global Express A quarterly publication for teachers and
students that covers topical global issues and events. It
aims to enable young people to gain a greater
understanding of the context in which news stories from the
developing world happen and to build links between their
experience of life in Ireland and their understanding of
development issues.
Curriculum Development Unit, Mary Immaculate College,
South Circular Road, Limerick. Tel: 061 204550 Fax: 061
204960. www.cdu.mic.ul.ie
CSPE
103
OTHER USEFUL RESOURCES

Guide to Development Education Resources 2004-2005
A comprehensive list of all resources for use in justice and
human rights education. A specific section deals with CSPE
resources and points to where they are available.
Published by Trcaire and Development Cooperation
Ireland.
Developing Facilitation Skills A handbook for group
facilitators. This book is aimed at facilitators who wish to
develop their skills in this area. It provides a programme of
skills development and advises on creating realistic goals in
terms of group development.
Adult and Community Education, Combat Poverty Agency.
Tel: 01 6706746
Training for Transformation Handbook for community
workers. A set of four books, which provides a training and
organisational programme for groups based on the original
ideas of Paulo Freire. The programme seeks to enable
groups to build trust, reflect on relevant problems and
issues in their lives and to plan effective and responsible
action for change. Adult and Community Education,
Mambo Press, 1999, Available from Trcaire.
Partners, Companion to Training for Transformation
A community education handbook with ideas and active
learning methodologies useful for CSPE.
Published by Partners, Training for Transformation, 2001.
Guidelines on Traveller Education in Second-Level Schools
A booklet that provides guidelines for schools on
Traveller Education.
Directory of National Voluntary Organisations, Societies.
Information on every voluntary organisation.
N.S.S.B. 7th Floor Hume House, Dublin 4.
In.Tuition, The Irish Independent, Dublin, since 1999. A
supplement produced specifically for Civic, Social and
Political Education that brings the world into the
classroom.
WEBSITES
www.slss.ie Click on CSPE Support. This is the website of
the Support Service and contains the original Exemplar
materials and other important documentation.
www.cspeteachers.ie This is the website of the Association
of CSPE Teachers (ACT). Lots of useful information is
provided here.
www.trocaire.org
www.developmenteducation.ie
www.antislavery.org
www.oneworld.net/guides/child_rights/index
www.us.ilo/ilokidsnew/index
www.child-soldiers.org
www.rugmark.org
www.labourbehindthelable.org
www.savethechildren.org.uk
www.unicef.org/crc
www.crin.org
www.amnesty.ie
www.bbc.co.uk/education/human rights/
www.pdhre.org
www.mightymedia.com/act/
www.unhchr.ch/
www.enfo.ie
www.biodiversity.org
www.friendsoftheirishenvironment.net
www.un.org
www.europa.eu.int
www.europeanmovement.ie
www.european-studies.org
www.irlgov.ie
www.cso.ie
www.examinations.ie.
CSPE
104
Published by The Stationery Office

To be purchased directly from:
Government Publications Sales Office,

Sun Alliance House,
Molesworth Street, Dublin 2.
Or by mail order from:
Government Publications, Postal Trade Section,

51 St. Stephens Green, Dublin 2.
Tel: 01-647 6000 Fax: 01-647 6843
Or through any bookseller.
Price: 3.81
Designed by: Langley Freeman Design Group Limited
2005 Government of IrelandAppendix
AN ROINN OIDEACHAIS
The Junior Certificate
CIVIC, SOCIAL AND

POLITICAL EDUCATION
SYLLABUS
Appendix 4
1 INTRODUCTION
Junior Certificate Civic, Social and Political Education Syllabus

1.1 The Importance of Civic, Social and Political Education
1.1.1 Civic, Social and Political Education aims to prepare students for active participatory
citizenship. This is achieved through comprehensive exploration of the civic, social and political
dimensions of their lives at a time when pupils are developing from dependent children into
independent young adults. It should produce knowledgeable pupils who can explore, analyse and
evaluate, who are skilled and practised in moral and critical appraisal, and capable of making
decisions and judgements through a reflective citizenship, based on human rights and social
responsibilities.
Such pupils should be better prepared for living in a world where traditional structures and values
are being challenged, and where pupils are being confronted with conflicting interests,
impermanent structures and constant questioning.
1.1.2 Civic, Social and Political Education is important for each individual. It enables pupils
to use their minds well in a changing, complex society. It helps them to understand the rights and
responsibilities of the individual in society, and the workings and nature of democracy. Attention
to the concepts, attitudes and values central to citizenship develops the moral and critical faculties
of the pupil.
Civic, Social and Political Education seeks to be affective and to equip pupils with the skills and
understanding of processes which enable them to see, decide, judge and act.
Its employment of active and co-operatively structured learning methodologies enables and
empowers the pupil to become an active and participative young person.
1.1.4 The general aims and principles of Civic, Social and Political Education concord
wholly with those of the Junior Certificate programme. In particular, the aims that the Junior
Certificate programme should develop the pupils' personal and social confidence, contribute to
their moral development, and prepare them for the responsibilities of citizenship, are central
concerns of Civic, Social and Political Education.
Appendix 4
1.2 The Scope of the Junior Certificate Course in Civic, Social and Political Education.
1.2.1 The course in Civic, Social and Political Education will not, and should not, represent the
entire treatment and coverage which the civic, social and political dimensions receive within the
Junior Certificate programme. Each day, across a range of subjects, pupils study topics and
issues, encounter concepts and practice skills which are common both to those subjects and to
Civic, Social and Political Education. In this way, various subject teachers already teach
particular aspects of Civic, Social and Political Education through their course material. The
Civic, Social and Political Education course provides unique opportunities and greater potential
for cross-curricular work in schools.
1.2.2 It is increasingly recognised that the ethos, organisation, extra-curricular activities and
operational structures of schools also have a significant impact on the pupils' understanding of the
civic, social and political dimensions of their lives. Through its 'hidden curriculum', a school
provides aspects of Civic, Social and Political Education even where this is not explicit.
1.2.3 Taking these factors into account, the main purpose of this Junior Certificate course in
Civic, Social and Political Education is to provide the pupil with a concentrated and dedicated
focus on all aspects of this area of education, with particular emphasis on the importance of
active, participatory citizenship to the life of the young person in society. It is envisaged that this
course will also provide pupils with a central reference point for those aspects of Civic, Social
and Political Education which they learn about through other subject disciplines, and through
their daily school-life.
1.2.4 The content of this course has been written in the form of unit descriptions rather than as a
specified list of topics to be covered. This format allows teachers and pupils enough scope and
flexibility to select and deal with issues such as gender equity, racism and xenophobia,
interculturalism, the environment, development, work and unemployment, poverty and
homelessness, minorities, and conflict situations such as that in Northern Ireland. Junior
Certificate Civic, Social and Political Education Syllabus
1.3 The Structure of the Course

1.3.1 The course in Civic, Social and Political Education should be allocated one class period per
week or its equivalent. For a school operating a timetable based on forty-minute class periods,
this will allow for a course of approximately 70 hours for Civic, Social and Political Education
over the three year period of the junior cycle.
The aims and objectives of the Civic, Social and Political Education course emphasise the
importance of the central concepts, and of active learning methodologies, to the successful
delivery of the course. The content of the course incorporates four units of study.
Unit 1: The Individual and Citizenship
Unit 2: The Community
Unit 3: The State - Ireland
Unit 4: Ireland and the World
1.3.2 The sequence of the four units of study is developmental, taking individual pupils as its
starting point and then exploring their citizenship in the contexts of the communities in which
they participate, their nation and the wider world. These units of study are neither discrete nor
mutually exclusive and, in practice, the implementation of the course will result in
overlapping of topics, ideas and concepts which are common to all units.
1.3.3 A descriptive outline of the content of each unit is presented in section three of the syllabus.
The outline indicates to teachers the range and scope of topics, ideas and concepts (all
highlighted) with which a pupil completing a unit should be familiar. It is not envisaged that
each topic would necessarily be studied. Neither is it envisaged that coverage of topics
within units would be undertaken sequentially. Rather, teachers should establish the best way
in which a unit of study might be organised and structured to suit school conditions and the needs
of their pupils. Junior Certificate Civic, Social and Political Education Syllabus
1.3.4 A teacher might decide to focus on one topic or concept as the organising idea of that unit of
study. For example, the organising topic of "Unit 2: The Community" might be "Community
Development". The main learning activity of this unit might involve pupils conducting a survey
on community development issues in the local area. Around this survey-work classes could cover
other topics from the outlined unit of study such as "how communities are characterised",
"participation and representation within communities" and "comparison of communities". For
example, pupils from a rural area could compare their community with an urban community or
vice versa. Alternatively, a teacher may want to organise the course around a specific theme or
number of themes e.g. gender equity, racism and xenophobia, interculturalism, the environment,
development, work and unemployment, poverty and homelessness, minorities, or conflict such as
that in Northern Ireland. Exemplar teaching units are provided in the Guidelines for Teachers
which have been developed for this course. In summary, teachers may choose an approach
from the teacher guidelines or they may develop their own approach to teaching the units of
study. Many teachers will combine both approaches.
1.3.5 Over the duration of the course students should undertake at least two class/group action
projects. An action project is one where the pupils are actively involved in developing an issue or
topic which has arisen in class. For example, pupils might undertake a survey of attitudes
amongst pupils in the school to a particular issue, or they might research, organise and invite a
guest speaker to talk to the class on a particular topic, or they might make a presentation to other
pupils in the school on an issue which they have studied. Action projects encourage active and cooperative learning. At best they should arise from the interest of students in a particular issue
which is related to one of the course units. Teachers and students may also want to explore the
opportunity for a cross- curricular action project with other subject areas. Examples of the range
of action projects which could undertaken are provided in the guidelines for teachers.
1.3.6 The content of the course will be treated at a level which is appropriate to the age of the
pupils, to the range of their ability levels and to a junior cycle course of approximately seventy
hours in total. The depth of treatment required will be Junior Certificate Civic, Social and
Political Education Syllabus
apparent from the resource materials and guidelines for teachers which have been developed for
this course. The resource materials and guidelines will indicate that pupils, on completing the
course, should be familiar with a range of topics, ideas, concepts, issues etc. and be capable
of demonstrating and applying these in the context of their own lives.
2. AIMS AND OBJECTIVES OF CIVIC, SOCIAL AND POLITICAL EDUCATION
2.1 AIMS
Through active exploration and study of citizenship at all levels (personal, local, national, global)
in the context of contemporary social and political issues, this course aims to make
pupils aware of the civic, social and political dimensions of their lives and the
importance of active, participative citizens to the life of the state and all people;
encourage
and develop the practical skills which enable pupils to engage in active,
participatory social interaction, and to adopt responsible roles as individual,

family member, citizen, worker, consumer, and member of various communities
within a democratic society;
develop
the autonomous potential of pupils as socially literate, independent and self-
confident young people;

encourage
pupils to apply positive attitudes, imagination and empathy in learning about,
and encountering, other people and cultures;

enable
pupils to develop their critical and moral faculties in agreement with a system of
values based in human rights and social responsibilities;
develop
knowledge and understanding of processes taking place at all levels of society
which lead to social, political and economic decision - making.

2.2 OBJECTIVES
Objectives are outlined in terms of knowledge, concepts, skills and attitudes/values. An
appropriate vehicle for the achievement of these objectives within Civic, Social and Political
Education is active, participatory class-work where the emphasis is on learning-by-doing.
Throughout their work on this course pupils should have practical experience of the types of
activity listed below.
RESEARCH/DISCOVERY ACTIVITIES
For example, contacting a community or voluntary organisation for information
GROUP-WORK/DISCUSSION ACTIVITIES
For example, an information-swapping activity or ranking activity on a set of opinions, options,
photographs etc.
SIMULATION ACTIVITIES
For example, participation in a voting exercise based on an issue debated or campaigned upon
ACTION ACTIVITIES
For example, organising a school display for other pupils about an issue studied; organising a
petition on an issue pupils feel strongly about; organising a guest speaker to talk to the class.
These activities are neither exclusive to Civic, Social and Political Education nor mutually
exclusive as categories of activities. They are incorporated and practised within many subject
areas and examples of their use in Civic, Social and Political Education are provided in the
Guidelines for Teachers which have been developed for this course. Junior Certificate Civic,
Social and Political Education Syllabus
2.2.1 KNOWLEDGE
Through their work on this course pupils should acquire basic knowledge and understanding of
the
development of the person as a social being;
the
various social groups to which every person belongs;
the
rights and responsibilities of every person as a citizen;
the
structure, function and workings of selected civic and political organisations,

institutions and systems- how they interact and how individuals
can
participate in them;
selected
issues of personal, social and political development at all levels- personal, local,
national, global;
how
decisions at all levels are made and applied, particularly within the context of a
democratic political system.

2.2.2. CONCEPTS
The central concept of this course in Civic, Social and Political Education is that of Citizenship.
the realisation of the civic, social and political dimensions in the life of the individual person
through active participation in society. Through the units of study outlined at 3.1 pupils should
come to understand how the seven concepts listed below serve collectively, though not
exclusively, to inform and clarify the concept of citizenship.
DEMOCRACY
Pupils should be aware that through the democratic process, at all levels of society, every
individual can exercise power through participation. Participation at an individual or group level
represents a central right and responsibility in an ordered democratic society. Non-participation or
exclusion can lead to alienation, apathy and lack of responsibility on the part of the individual.

Pupils should be aware that every individual is entitled to basic social, cultural,
economic, civic, religious and political rights and to the safeguarding and protection of these
rights. Denial of human rights results in the domination and oppression of people.
Responsibilities go hand in hand with the rights accorded to individuals. Every person is
responsible for their actions towards other people at all levels. Irresponsibility results in selfinterested or careless actions which can be damaging to other people at all levels.
HUMAN DIGNITY
Pupils should be aware of the dignity which every individual should be accorded as a human
being, and of how the provision of basic needs (e.g. food, health, security, education) is vital to
human dignity. Failure to fulfil the basic needs of people results in loss of human dignity,
deprivation, etc.
INTERDEPENDENCE
Pupils should be aware of the interrelatedness of all human life at the individual, community,
national and global levels. The actions of an individual can have effects, sometimes in places and
situations they have never seen e.g. the effects on economies, businesses and the environment of
the purchases we make as consumers, the effects of our votes in elections on developments at
local, national and international levels. Absence of an understanding of interdependence leads to
an isolated, powerless and self-interested view of events.
DEVELOPMENT
Development can be defined as a process of improvement (social, economic, cultural, political) to
meet the needs in people's lives at all levels (personal, local, national, international). Pupils
should be aware that development is usually planned and can often be influenced through the
democratic process. They should also be aware that the process of development is complex, often
controversial, and one where planned solutions do not always meet the needs of all parties
involved. Failure to develop leads to decline and underdevelopment. Junior Certificate Civic,
Social and Political Education Syllabus
LAW
Pupils should be aware that laws and rules serve important purposes in any community or society,
including the peaceful resolution of conflicts, the protection of life and property etc. They order
and set out common codes of conduct for relationships between individuals, and between
individuals, groups and society as a whole. They are a means through which we ensure that the
rights of individuals are protected and promoted.
They inform us of our rights and of our responsibilities for the observance of those rights. Laws
and rules are subject to change. Changes in laws may reflect developments in society, or may
result from the actions of individuals. A belief in justice and fairness is basic to the process of
developing, implementing and valuing laws. Lawlessness and ignorance of the value of laws
results in the denial of the rights of each and every individual and a decline in the quality of life
in communities and society.
STEWARDSHIP
Pupils should be aware that as individuals born on the planet every person becomes a temporary
owner or steward entrusted and empowered with its care and maintenance e.g. with constructive
management of its finite resources, appreciation of the cultural diversity of its peoples, etc. This
stewardship will be passed on to future generations and includes complex decision-making on
complex issues, particularly in the area of development, where compromise is often the only way
forward for those involved. Absence of stewardship leads to the belief that our role in relation to
the natural world, the environment, other peoples and cultures is incidental or inconsequential.
This results in phenomena like unnecessary depletion of resources, pollution of the environment,
diminishment of cultural heritage etc.
2.2.3. SKILLS
In exploring topics, issues or phenomena in Civic, Social and Political Education pupils should
have the opportunity to develop and practice skills within the categories outlined below. Junior
Certificate Civic, Social and Political Education Syllabus
IDENTIFICATION / AWARENESS
These are skills required by pupils in their initial contact with topics, issues, sources of
information and phenomena i.e. skills which enable pupils to acquire information.
ANALYSIS / EVALUATION
Pupils should be able to analyse, interpret and evaluate any input they receive e.g. information
from a television programme they have watched.
COMMUNICATION
Pupils should practice and develop skills of communication - personal reflection, interpersonal
reflection, group participation and discussion, presentation etc.
ACTION
Pupils should be skilled in the ability to act, to apply the results of experience, analysis, reflection
and communication in a practical way to a chosen situation or issue. Social and political skills of
organisation, procedure, decision-making, voting etc. are required in this context.
2.2.4. ATTITUDES AND VALUES
Through their work on this course pupils will be encouraged to recognise values and develop
positive attitudes in relation to themselves, other people, the environment and the wider world.
Among these attitudes and values are:
a
personal commitment to active, constructive, participative citizenship;
personal commitment to the concepts (see 2.2.2 above) underlying the Civic, Social
and Political Education course e.g. a commitment to the values of human rights,
social responsibilities and democracy;
an
appreciation of critical awareness and independence of thought based on the

knowledge and skills learnt during the course; an appreciation of, and respect for,
differing viewpoints, ideas and cultures and an ability to empathise with the
situation of other individuals and groups;
awareness
of, and respect for, the rights and responsibilities of all individuals and groups
in society;
respect for critical thought processes and non-violent ways of resolving conflict and
achieving change in society;
commitment to oppose prejudice, discrimination and social injustice at all levels of

society.
Reflection on, and recognition of, their values and beliefs provides a supportive framework for
pupils in practising citizenship. Values reflect what we believe is important in society. They may
relate to qualities of life, attitudes or modes of behaviour.
Through their work on this course pupils will be given opportunities to reflect upon, and
recognise, the beliefs and values which underlie their attitudes and actions as individuals and as
members of groups or communities. The values of this course, expressed in the attitudinal
objectives above, are based in a commitment to human rights, individual social responsibilities
and democracy. Schools are encouraged to
augment this value-base to reflect the particular educational programme, ethos and
denomination of the school.
3. OUTLINE OF THE COURSE
UNIT 1: THE INDIVIDUAL AND CITIZENSHIP
Every individual person is important and unique but what does it mean to be a citizen? What is
our civic, social and political dimension ? We can achieve an understanding of citizenship by
exploring and applying it in various contexts e.g. the individual, the family, the school, the
local, national and international community, government, the environment and the world of work.
Building skills for citizenship is inseparable from personal development. All the concepts
outlined in 2.2.2 are relevant to this unit of the Junior Certificate Civic, Social and Political
Education Syllabus
course but of particular importance are the concepts of "Human Dignity" and "Stewardship".
UNIT 2: THE COMMUNITY
We are all members of differing and various communities e.g. the family community, the school
community, the local community. Comparison of communities enables identification of
similarities and differences between them. Communities are characterised and can be
described by different phenomena e.g. their origins, their membership, the rights and duties of
their members, the organisations they contain. People participate in and are represented in
many communities through particular structures and procedures.
Development and improvement is an important aim of most communities. All the concepts
outlined in 2.2.2 are relevant to this unit of the course but of particular importance is the concept
of "Democracy"
UNIT 3 : THE STATE - IRELAND
The state can be seen as a large grouping of communities. Any individual or community can seek
to influence what happens at a national level by accessing representative and participative
state structures. Through participation in community groups, organisations, local government
and other structures, we can influence both important issues of national development and
decisions made at
national level which have an impact on individuals and local communities. As citizens, we
should have a basic understanding of the political system and structures in Ireland. We are
responsible for the election of representatives at local, national
and European level, for the observance of law and order, and for any changes to the
constitution. The concepts of "Rights and Responsibilities", "Democracy" and "Law"
underpin much of the content of this unit. Junior Certificate Civic, Social and Political
Education Syllabus
UNIT 4: IRELAND AND THE WORLD

States seldom exist in isolation from other states. Why do they group? How do states
group ? Through study of Ireland's membership of international groupings - e.g. the
European Union, the Council of Europe and the United Nations - these questions can be
explored. Through participation in larger groupings, countries such as Ireland have potential
influence and responsibilities beyond their borders. Important world development issues can be
influenced by Ireland directly, and through the state groupings of which it is a member. The
concepts of "Development" and "Interdependence" are closely associated with the content of
this unit.
Appendix 5
Civic, Social and Political Education (CSPE) Sample Policy

School Y
Civic, Social and Political Education aims to prepare students for active
participatory citizenship.
Aims and Objectives
Aims:
Through active exploration and study of citizenship at all levels (personal,
local, national, global) in the context of contemporary social and political
issues, Civic, Social and Political Education aims to:
1. Make students aware of the civic, social and political dimensions of
their lives and the importance of active, participative citizens to the life
of the state and all people;
2. Encourage and develop the practical skills which enable students to
engage in active, participatory social interaction, and to adopt
responsible roles as individual, family member, citizen, worker,
consumer, and member of various communities within a democratic
society;
3. Develop the autonomous potential of students as socially literate,
independent and self-confident young people;
4. Encourage students to apply positive attitudes, imagination and
empathy in learning about, and encouraging, other people and
cultures;
5. Enable students to develop their critical and moral faculties in
agreement with a system of values based in human rights and social
responsibilities;
6. Develop knowledge and understanding of processes taking place at all
levels of society which lead to social, political and economic decision making.
Appendix 5
Objectives:
1. Students will experience/develop a broad range of knowledge, concepts, skills and
attitudes/values related to active citizenship.
2. The students will learn through a variety of active learning methodologies, where the emphasis
is on learning by doing.
3. Students will develop a command of a variety of citizenship skills through activities such as:
research, group-work, simulation and action.
Curriculum Plan
Within the CSPE curriculum, students are required to learn the following seven concepts:
Rights and Responsibilities, Human Dignity, Stewardship, Development,
Democracy, Law, and Interdependence.
Students are required to also complete two actions over the three years of the
Junior Cycle. In School Y we have a policy of completing an action in First and Second Year.
Below are highlighted two different approaches teachers may use as a guide to plan each Years
work:
Option 1: RECOMMENDED PLANNING SCHEDULE USING A CONCEPT
APPROACH
YEAR 1 Introduction to CSPE, Rights & Responsibilities and Stewardship
Action Project*
YEAR 2 Development Democracy & Law
Action Project*
YEAR 3 Interdependence & Assessment Revision
Action Project*
Option 2: RECOMMENDED PLANNING SCHEDULE FOR THE FOUR
UNITS
UNIT 1 The Individual and Citizenship September to February (Year 1)
Action Project*
UNIT 2 The Community February (Year 1) to November (Year 2)
Action Project*
UNIT 3 The State Ireland November to June (Year 2)
Action Project*
UNIT 4 Ireland and the World September to April (Year 3)
Action Project*
Revision
*Students are required to undertake TWO Action Projects over the three years of the
junior cycle. Students are also required to submit either a report on ONE of their Action
Projects or a course-work assessment booklet for assessment purposes. The table
Appendix 5
above is purely a reminder that Action Projects can take place at any time and therefore
opportunities for action should be taken where possible, rather than adhering to a
prescribed schedule.
Staffing
New teachers to CSPE Department
Each new teacher to the CSPE Department should receive a copy of these
guidelines. Any new teachers to CSPE should be paired with a more
experienced teacher, who would volunteer to support/advise their colleague in
the teaching of CSPE.
Management should provide planning time for these meetings especially in
the first term of the school calendar.
Class Organisation Policy
CSPE is:
1) A compulsory class for all Junior Certificate students
2) All classes are mixed ability
3) Active learning methodologies should be an integral part of the
teaching of CSPE
Class Organisation Procedures
1) Roll call
2) Seating Plan
3) All students to have textbook and Journal
4) Set clearly defined tasks
5) Vary the methodologies
6) Consistently check understanding and comprehension
7) Review work covered
8) Set homework
Textbooks and Course Materials Policy
CSPE resources should be placed in the Workroom Press to provide easy
accessibility to the entire department.
A record of all resources should be compiled, updated each year.
A sign in/sign out sheet should be introduced to allow staff to access
resources easily.
Appendix 5
Homework Policy
1) Some form of homework to be assigned each night to reinforce
learning
2) Homework is suitably challenging and has positive learning outcomes
3) Homework should encourage effort and pride in the work produced
4) Students should strive to meet all deadlines
Homework Procedure
As per school policy.
Assessment Policy
1) The exploration of each concept will consist of continuous assessment
and a final examination
2) Assessment may be partially written and action based
3) Set examinations will be at Christmas and summer for both
first/second Year students
4) Pre-Junior Certificate examinations for all 3 rd Year students
Assessment Procedures/Examination Requirements
All 1st/2nd Year CSPE Teachers should:
1. Collect 1st/2nd year RAPs/CWABs for their relevant classes from the
filing cabinet in September each year
2. Each 3rd Year student is entitled to choose which RAP/CWAB they
wish to submit for their Junior Certificate
3. Teachers should photocopy the RAP/CWAB proforma booklet and
within class time students re-write their chosen RAP/CWAB with
guidance, advice from the class teacher
4. Each RAP/CWAB must be the students own individual work
5. Students revise/amend their work and then write up their final
RAP/CWAB
6. The final drafts are filed away in the filing cabinet for safety
7. The actual RAPs/CWABs are placed in the blue plastic envelopes
supplied by the SEC, students complete Form P2. All completed
RAPs/CWABs are then passed directly to the Examinations Secretary.
Record Keeping Policy
1. Accurate and up-to-date records are available to Parents/Class
teachers
2. All RAPs/CWABs are to be completed fully and stored by the Department and
available for inspection.
Appendix 5
Record Keeping Procedures
1. Using teachers Journal effectively
2. Record of Attendance
3. Homework completion
4. Grades achieved
5. Completion of school reports
Reporting Policy
1. Keep parents informed of student progress
2. Report students of concern to middle management
3. Refer to School Policy in Staff handbook
Reporting Procedures
1. Journal
2. Year Head referral
3. Commendation Slips
4. End of term reports
5. Parent/Teacher meetings
Timetabling Policy
1. Continuity of CSPE teachers from year to year
2. As far as possible CSPE trained teachers should be used more
resourcefully
3. Adequate planning time should be provided as allocated to other
departments
4. In-service provision to be made available with follow up time for
department development (new teachers of CSPE, curriculum
development, etc.)
5. Where possible teachers of CSPE should meet class for another
subject. This will be facilitated on Tuesdays at lunchtimes.
Recommendation CM/Rec(2010)7
of the Committee of Ministers to member states
on the Council of Europe Charter on Education for
Democratic Citizenship and Human Rights Education
(Adopted by the Committee of Ministers on 11 May 2010
at the 120th Session)
The Committee of Ministers, under the terms of Article 15.b
of the Statute of the Council of Europe,
Recalling the core mission of the Council of Europe to
promote human rights, democracy and the rule of law;
Firmly convinced that education and training play a central
role in furthering this mission;
Having regard to the right to education conferred in
international law, and particularly in the European
Convention on Human Rights (ETS No. 5), the Universal
Declaration of Human Rights, the International Covenant on
Economic, Social and Cultural Rights and the International
Convention on the Rights of the Child;
Recalling that the World Conference on Human Rights
meeting in Vienna in 1993 called on states to include human
rights, democracy and the rule of law as subjects in the
curricula of all learning institutions in formal and non-formal
education;
Having regard to the decision taken at the Second Summit of
the Heads of State and Government of the Council of Europe
(1997) to launch an initiative for education for democratic
citizenship with a view to promoting citizens awareness of
their rights and responsibilities in a democratic society;
Recalling Recommendation Rec(2002)12 of the Committee of
Ministers on education for democratic citizenship and wishing
to build on it;
Having regard to Recommendation Rec(2003)8 of the
Committee of Ministers on the promotion and recognition of
non-formal education/learning of young people and to
Recommendation Rec(2004)4 on the European Convention
on Human Rights in university education and professional
training;
Having regard to Parliamentary Assembly Recommendation
1682 (2004) calling for a European framework convention on
education for democratic citizenship and human rights
education to be drafted;
Responding to the call by the 7th Conference of European
Ministers responsible for Youth, meeting in Budapest in
2005, for a framework policy document on education for
democratic citizenship and human rights education;
Desiring to contribute to the achievement of the aims of the
World Programme for Human Rights Education adopted by
the General Assembly of the United Nations in 2005, for
which the Council of Europe is the regional partner in
Europe;
Desiring to build on the experience of the 2005 European
Year of Citizenship through Education, during which states
and non-governmental organisations reported numerous
Appendix 6
Council
of Europe
Committee
of Ministers

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Abstention from the electoral voting process:

Appendix 4......................................................................................... 135

Responsibilities, Human Dignity, Stewardship, Development Democracy, law and

Irish voter turnout statistics

Referendum October 2013

[Abolition of seanad & formation of new court of appeal]

Referendum November 2012

Referendum May 2012

[Fiscal treaty referendum]

Presidential election October 2011

2007 General election

2011 General election

Research on voter abstention

2008. The quantitative research consisted of a national opinion poll of

understanding/knowledge (46%), which is far in excess of any other voluntary or

Only 71.2% of young people aged 18-25 were registered to vote.

National youth council of Ireland (2008)

Constitutional convention recommendations

Political education teaching in Ireland

Research on civics education 1971

Political teaching 1997-2014

Current policy on CSPE

Department of education sample policy on CSPE

Aims and Objectives

Option 1: RECOMMENDED PLANNING SCHEDULE USING A

YEAR 2 Development Democracy & Law Action Project*

Option 2: RECOMMENDED PLANNING SCHEDULE FOR THE FOUR

UNIT 2 The Community February (Year 1) to November (Year 2)

UNIT 3 The State Ireland November to June (Year 2)

UNIT 4 Ireland and the World September to April (Year 3)

Class Organisation Policy

Class Organisation Procedures

Textbooks and Course Materials Policy

4) Students should strive to meet all deadlines

Assessment Procedures/Examination Requirements

Record Keeping Policy

Record Keeping Procedures

Delivery schedule for CSPE

The future of CSPE

Academicss view(s) on CSPE/citizenship

Politicians views on CSPE

Political content of CSPE

Students should be aware that

both important issues of

RECOMMENDED PLANNING SCHEDULE FOR

Political secondary education teaching

Policy drivers in the EU

International voter turnout research

Source: Delwit (2012, p.12)

CSPE has a low status in many schools.

70 hours over 3 years is regarded as insufficient time to do justice to the subject,

In a study carried out on EDC (Education for Democratic Citizenship) by Brza et

too little time allotted in the weekly timetable

Consultation Event (2013) makes the following observations/recommendations for CSPE

Include reference to voting systems.

Haughey (2013) in her report recommended

Reform the Civic Social and Political Education (CSPE) course,

It should be taught in an engaging way to foster critical thinking about politics.

A survey carried out by Nexus makes the following recommendations

the subject and have received some training;

CSPE allocated more time.

Brza,C. et al.,2004. All-European study on education for democratic citizenship Policies,

Brown,M.,2008. Post Lisbon Treaty Referendum research findings