Social Policy Report

Policy report

Abstention from the electoral voting process:Educating for the future:

Author: Tom O’DeaStudent 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

Politician’s 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 Dáil, 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 children’s referendum 10th of November

2012 the turnout was 33.49% of the registered voting population, on the 31st 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

33.49

66.51

Referendum November 2012 [Childrens referendum]

Voters

Non-voters

50.649.4

Referendum May 2012 [Fiscal treaty referendum]

Voters

Non-voters

1,790,478

1,400,719

Presidential election October 2011

Voters

Non-voters

2007 General election

Voters Non-voters0

10

20

30

40

50

60

70

66.4

33.6

Non-voters

Voters

2011 General election

Voters Non-voters0

10

20

30

40

50

60

70

80

69.19

30.79

Non-voters

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 people’s 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 12th 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 weak-

link 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 Trócaire 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 Dáil and seanad; and the powers of the executive, of the

Taoiseach; of the president, and the council of state. Local Dáil constituency or

constituencies; present state of representation; local T.D.s-who they are and what their

functions are; the most recent Dáil 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. O’Malley (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 & GuidelinesThe 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 CSPESecond 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 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

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 PlanWithin 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

Year’s work:

Option 1: RECOMMENDED PLANNING SCHEDULE USING A CONCEPTAPPROACH

YEAR 1 Introduction to CSPE, Rights & Responsibilities and StewardshipAction Project*

YEAR 2 Development Democracy & Law Action Project*

YEAR 3 Interdependence & Assessment RevisionAction 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 PolicyCSPE 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 Procedures1) 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.

4Homework 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 ProcedureAs per school policy.

Assessment Policy1) 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 student’s 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 CSPE70 hours in total teaching time over the three year junior cycle.

Research on CSPEResearch 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 CSPEFrom 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, No’s 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 educationCallan (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).

Politician’s 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 CSPEThis 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 P I C A L I S S U E STrade UnionsMinisterDáil/SeanadVotingCouncillorStudent CouncilsConstitutionLocal AuthoritiesNorthern Ireland

DEMOCRACYStudents should be aware thatthrough 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 P I C A L I S S U E STaoiseachElectionsCitizensSenatorPresidentT.D.P.R.ReferendumPolitical PartiesLocal/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 2T O P I C A L I SS U E SGardaíRulesJusticeLawJudgesCourtsSeanadDemocracyElectionsReferendumReconciliation andPeacebuilding

Unit threeTHE STATE – IRELAND

The State can be seen as a large grouping of communities. Any individual or community canseek 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 P I C A L I SS U E S

PresidentMinisterRights & ResponsibilitiesNorthern IrelandP.R.VotingTaoiseachThe DáilResponsibilitiesLocal GovernmentPolitical Parties

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 lawand 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.

Constitution

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 recommendationsThe 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 EUIn 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”. Bîrzéa ‘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

1940s 1950s 1960s 1970s 1980s 1990s 2000sAustriaBelgiumDenmarkFinlandFranceGermanyIcelandIreland

95.7093.0786.0376.6179.9278.4988.3072.98

95.3293.1581.7776.4980.0086.9190.7574.34

93.7991.3187.3785.0176.6287.0591.2674.26

92.3492.9787.5177.8482.3590.9390.3476.45

91.5195.6286.0473.8971.8387.3089.4072.88

83.5991.4784.3567.4068.4379.6587.1768.45

80.4691.3586.0967.2862.3675.8385.4264.84

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 Austria’s 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 pre-

primary, primary and secondary education. The decree states the following objectives:

1. To promote self-confidence and the development of each pupil’s 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.,O’Connor., (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

subject’s status Jeffers.

In a study carried out on EDC (Education for Democratic Citizenship) by ” Bîrzéa ‘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 Roe’s (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

Bîrzéa,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 Citizenshipand 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.,O’Connor,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 Ireland’s 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 andPolitical 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

O’Malley,D.,1967. Minister for education, Dáil Eireann debate. Dail Éireann:Dublin.[Online].Available at: oireachtasdebates.oireachtas.ie › Current Debates › Dáil Debates › 1967

Pudar,G., Suurpää,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.../Dáil_na_nÓg_report_.pdf

Rose,R., 2003.Voter turnout in Western Europe, voter turnout in the Europeanunion 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/

http://www.aontas.com/.../the-adult-learner-2005-citizenship--participation/

Appendices

Appendix 1

Appendix 2

Ceisteanna—Questions. Oral Answers. - School Civics Course.

Wednesday, 29 November 1967

Dáil Éireann DebateVol. 231 No. 7

Page of 50

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 post-primary 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.

36

http://oireachtasdebates.oireachtas.ie/debates%20authoring/DebatesWebPack.nsf/takes/dail1967112900001?opendocument




http://www.oireachtas.ie/members-hist/default.asp?housetype=0&HouseNum=28&MemberID=18

http://oireachtasdebates.oireachtas.ie/debates%20authoring/DebatesWebPack.nsf/zoomin?readform&chamber=dail&memberid=18&pid=DavidAndrews&year=1967&month=11&day=29

http://www.oireachtas.ie/members-hist/default.asp?housetype=0&HouseNum=18&MemberID=919

http://oireachtasdebates.oireachtas.ie/debates%20authoring/DebatesWebPack.nsf/zoomin?readform&chamber=dail&memberid=919&pid=DonoghOMalley&year=1967&month=11&day=29

Appendix 3

I ntroduction1C S P E

INTRODUCTION2CONTEXT

Civic, 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 andguidelines have been made available to teachers. These guidelines now present teachers with allaspects 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 thevarious changes that have been made to the assessment instruments in recent years. As with allsyllabus guidelines, they are not prescriptive. Teachers exercise professional judgement in choosingthe 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 ANDPOLITICAL EDUCATIONThrough active exploration and study of citizenship at alllevels (personal, local, national, global) in the context ofcontemporary social and political issues, this course aimsto• make students aware of the civic, social and politicaldimensions of their lives and the importance of active,participative citizens to the life of the state and allpeople• encourage and develop the practical skills which enablestudents to engage in active participatory socialinteraction, and to adopt responsible roles asindividuals, family members, citizens, workers,consumers, and members of various communitieswithin a democratic society• develop the autonomous potential of students associally literate, independent and self-confident youngpeople• encourage students to apply positive attitudes,imagination and empathy in learning about, andencountering, other people and cultures• enable students to develop their critical thinking skillsin agreement with a system of values based in humanrights and responsibilities• develop knowledge and understanding of processestaking place at all levels of society which lead tosocial, political and economic decision-making.THE AIMS OF THE GUIDELINESThese guidelines aim to• support teachers in planning a three year programme ofstudy

• encourage the use of a wide range of active learningmethodologies in CSPE• assist teachers in planning and organising appropriateAction Projects with their students• encourage appropriate cross-curricular linkages• provide support for the assessment of CSPE by meansof draft sample questions, sample answers and criteriafor assessment.PLEASE NOTEThese teacher guidelines should be read in conjunctionwith the Civic, Social and Political Education (CSPE)syllabus. All information provided in these teacherguidelines is correct at the time of publication. Teachersshould, however, consult all current circular lettersregarding CSPE issued by the Department of Educationand Science and the State Examinations Commission.C S P E

Section onean overview of CSPE3AIMSCivic, Social and Political Education aims to develop activecitizens with:• A sense of belonging. Students will only choose tobecome active participants in their communities if theyfeel a sense of attachment to them. Social inclusion andmatters of identity and values are addressed in CSPE.These are the affective dimensions of active citizenship.• A capacity to gain access to information andstructures relating to the society in which they live.Students need a basis of information and knowledgeupon which they can consider action, and do so withconfidence. This is the cognitive dimension of activecitizenship.• An ability and confidence to participate indemocratic society. Practising citizenship is abouttaking meaningful action of some kind. To achieve this,the syllabus states that over the three-year duration ofthe course in Civic, Social and Political Educationstudents should undertake at least twoclass/group/individual action projects. This is thepragmatic dimension of active citizenship.OBJECTIVESThe objectives of CSPE are outlined in terms ofknowledge, concepts, skills and attitudes/values. Anappropriate vehicle for the achievement of these objectiveswithin CSPE is active, participatory class-work where theemphasis is on learning-by-doing.1. KNOWLEDGEThrough their work in CSPE, students should acquire basicknowledge and a broad understanding of the following:

CitizenshipWhat is citizenship about? What does it mean to be anactive citizen? What is the core of citizenship? Whichdimensions apply to me?Human rights, freedoms and responsibilitiesWhat are human rights? How are they applied in mysociety? How do we reconcile a conflict of human rights?How do the Universal Declaration of Human Rights andthe United Nations Convention of the Rights of the Childinfluence citizenship today?ParticipationHow can I get involved? How can I influence change? Howcan I make a difference?Sustainable developmentWhat does it mean to be a temporary owner or steward ofthe planet? How can I play a part in protecting theenvironment?Democratic systemWhat does it mean? How does it work? Who are the keyplayers?GlobalisationHow do my actions as an individual affect others? Whatdoes it mean to live in an interdependent world? Do Iunderstand the web of links that exist across communitiesC S P E

AN OVERVIEW OF CSPE4

Civic, 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 Rightsand the United Nations Convention on the Rights of the Child are the two key documents whichunderpin this course.CSPE has been part of the Junior Certificate core curriculum in all post-primary schools sinceSeptember 1997. It is a short course and should be timetabled for approximately 70 hours over thethree years of the junior cycle, which typically works out at one 40-minute class period per week.The Domains of CitizenshipAffective Domain(feeling)Pragmatic Domain(doing)ACTIVEPARTICIPATORYCITIZENSHIPCognitive Domain(knowing)and borders, and how an action that takes place in one areacan have an effect on another? How is globalisationaffecting my life and the lives of others?Contemporary issues/current affairsWhat are the topical issues/events now? How do they affectme and my community?2. CONCEPTSThe central concept of the CSPE course is citizenship.Through the units of study the students should come tounderstand how the seven concepts (see below) serve to

inform and clarify the concept of active participatorycitizenship.3. SKILLSIn exploring the concepts, units, themes, topics and issuesin CSPE, students should have the opportunity to developand practice the skills of active participatory citizenship,such as:C S P E5Identification/awareness skillsreading and reviewinggathering factsasking questionsinterviewing peoplewriting lettersmaking telephone callscarrying out surveysAnalysis/evaluation skillscollating factsidentifying other views and judging themdesigning a bookletpreparing graphs/diagramsCommunication skillslistening to othersdiscussing issuespresenting a point of viewresolving conflictnegotiating with othersmaking appointmentswriting a letterusing a computerbriefing speakersAction skillsagreeing to take on an issueidentifying steps to be taken in tackling an issuesetting up a meeting roomproviding refreshmentsdisseminating informationpreparing materials“Civic, Social and Political Educationseeks to be affective and to equip pupils with theskills and understanding of processes which enablethem to see, decide, judge and act. Its employment ofactive and co-operatively structured learningmethodologies enable and empower the pupil tobecome an active and participative young person.”(Department of Education, Civic, Social and Political EducationSyllabus, Government of Ireland, Dublin, 1996)

“

“ConceptsRights & ResponsibilitiesNeeds/Wants UDHRRights & Responsibilities UNCRCDemocracyVoting/PR/ElectionsMinisters/TDsTaoiseach/TánaisteLocal GovernmentNorthern IrelandStewardshipRecyclingPollution/LitterWaste ManagementInterdependenceEU UNCouncil of EuropeFair TradeDevelopmentLocal CommunityDeveloping WorldLawConstitutionLegislationGardaí/CourtsHuman DignityTravellersRacism/Asylum SeekersDisabilityCITIZENSHIPC S P E64. ATTITUDES AND VALUESStudents will be encouraged to recognise values and develop positive attitudes in relation tothemselves, other people, the environment and the wider world. Through their work on this coursepupils will be given opportunities to reflect upon and recognise the beliefs and values whichunderlie their attitudes and actions as individuals and as members of groups or communities. Thevalues of this course, expressed in the attitudinal objectives below, are based on a commitment tohuman rights, individual social responsibilities and democracy.Commitment to active citizenshipConcern for human rightsCare for the environmentRespect for human dignityConcern for the common goodOpenness to resolve conflict non-violentlyWillingness to act responsiblyPractice of toleranceCourage to defend a point of viewWillingness to change one’s opinions andattitudes in the light of discussionand evidenceRespect for the rule of law

Commitment to oppose prejudice, inequalityand social injustice.C S P E7ACTIVE LEARNINGIt is difficult to imagine students becoming active citizensif their learning about citizenship has been entirely passive.The students must be given opportunities to become activecitizens within their classroom, school, community andbeyond. The emphasis within CSPE is on active learningmethods. These methods enable students to experiencewhat being an active citizen is really like.ACTION PROJECTSAction projects have been designed to help students todevelop the skills of active citizenship. The key word hereis ACTION. An Action Project involves the followingsteps:• students investigate an issue as a class• students reflect collectively on what they might do inresponse to that issue• students agree upon an action and carry it out, e.g. carryout a survey, organise a campaign, invite a guestspeaker, organise a visit, publish a booklet, etc.• students evaluate their action and learning.Action projects are not traditional projects where studentsresearch their own individual topic and present theirfindings in a scrapbook.CSPE AND ASSESSMENTStudent performance in CSPE is assessed and certificatedas part of the Junior Certificate examination. It is acommon level course.Assessment in CSPE is carried out in two modes:Note that only 40% of the marks are awarded for the JuniorCertificate examination paper in CSPE.As 60% of the marks are awarded for work relating to thestudents’ Action Projects, it is very important that studentsspend sufficient time taking action over the three years ofthe course and have opportunities to develop the skills ofreport writing.1. Submission of eithera Report on an Action Project (RAP)or 60%a Course-Work Assessment Book (CWAB).2. An examination paper at the end of thethird year of the course 40%“Citizenship is about creating what ought tobe rather than adapting to what is ….The essential task of citizenship is not topredict the future, it is to create it.”(Introduction to Citizenship Programme, Foróige,National Youth Development Organisation, 1994)

“ “C S P E8

HISTORYOFCSPE1966 Civics first introduced into post-primary schools by theMinister for Education, Donagh O’ Malley.1984-1992 Civic education under different names mentioned in variousdocuments: Issues and Structures (1984); Report of theBoard: Social, Political and Environmental Education (1987);Guide to the Junior Certificate (1989) and Education for aChanging World (Green Paper) (1992).1992-1993 A feasibility study conducted among 17 schools to ascertainthe appropriateness and effectiveness of the draft JuniorCertificate CSPE course. This project was jointly organisedby Trócaire and the Curriculum Development Unit(CDVEC).1993-1996Pilot introduction of CSPE syllabus to 139 schools. This pilotproject was a joint initiative of the Department of Educationand the NCCA. The present syllabus reflects the experienceof this pilot project.1996-1999 CSPE introduced into the Junior Cycle Curriculum byMinister for Education, Niamh Breathneach. First examinedin June 1999.1997-2000 CSPE becomes a mandatory subject for all first yearstudents. CSPE examined nationally in 2000.C S P E

Section twocourse content9The central concept of Civic, Social and Political Educationis citizenship. The seven concepts named above areexplored and examined by students in the quest for greaterunderstanding of this central concept. This course ineducation for and through citizenship allows for a flexibleapproach in its teaching. Regardless of the approachchosen when teaching CSPE, the seven concepts are anintegral part of this course and students are required tohave 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 APPROACHBelow are the syllabus definitions of the seven concepts,surrounded by various key terms/words that can beassociated with them. Each term or word representspotential learning opportunities connected to the concept,which, when developed in greater depth will give studentsan understanding of what the concept is about. Attached toeach concept you will note the phrase ‘Topical Issues’.Topical issues provide excellent opportunities for studentsto 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 onwhich this course has been built allows for theseopportunities to be seized and dealt with in the classroom atthe appropriate time.C S P E

COURSE CONTENT10RIGHTS AND RESPONSIBILITIESHUMAN DIGNITY DEVELOPMENTCITIZENSHIPDEMOCRACY STEWARDSHIPLAWINTERDEPENDENCET O P I C A L I S S U E STrade UnionsMinisterDáil/SeanadVotingCouncillorStudent CouncilsConstitutionLocal AuthoritiesNorthern IrelandTaoiseachElectionsCitizensSenatorPresidentT.D.P.R.ReferendumPolitical PartiesLocal/National/GlobalDEMOCRACYStudents should be aware thatthrough the democratic process, at alllevels of society, every individual canexercise power through participation.Participation at an individual or group levelrepresents a central right and responsibility in

an ordered democratic society. Nonparticipationor exclusion can lead toalienation, apathy and lack ofresponsibility on the part of theindividual.C S P E11T O P I C A L I S S U E SDeveloping WorldFoodPovertyEqualityReconciliationConflictGenderStereotypingUnemploymentEducationLack of Basic NeedsTravellersFamineDisabilityHomelessnessShelterBasic NeedsDiscriminationHUMANDIGNITYStudents should be aware of thedignity which should be accordedto every individual as a humanbeing, and of how the provision ofbasic needs (e.g. food, health,security, education) is vitalto human dignity.T O P I C A L I S S U E SHuman RightsPovertyRespectOlder PeopleRefugeesRacismBullyingAnimalsPrejudiceTravellersOrganisationsDisabilityHomelessnessEqualityWantsNeedsUNCRCUDHRResponsibilitiesRIGHTS AND

RESPONSIBILITIESStudents should be aware that everyindividual is entitled to basic social, cultural,economic, civic, religious and political rights andto the protection of these rights. Denial of humanrights results in the domination and oppression ofpeople. Responsibilities go hand in hand with therights accorded to individuals. Every person isresponsible for his/her actions towards otherpeople and is responsible for thesafeguarding of other people’srights.T O P I C A L I S S U E SUnited NationsWorld DebtFair TradeWar/ConflictTechnologyTradeAidMediaLocal/National/GlobalRefugeesAsylum SeekersTerrorismEuropean UnionCouncil of EuropeGlobalisationPeacebuildingInternational GroupingsINTERDEPENDENCEStudents should be aware of the interrelatedness of allhuman life at the individual, community, national and globallevels. The actions of individuals can have effects, sometimes inplaces and situations they have never seen, e.g. the effects of thepurchases we make as consumers on economies, businesses and theenvironment, and the effects of our votes in elections ondevelopments at local, national and international levels. Absenceof an understanding of interdependence leads to anisolated, powerless and self-interested viewof events.C S P E12T O P I C A L I S S U E SChangePlanningCompromiseNegotiationControversyConflictImprovementLocal/National/GlobalFair TradeLocal Development PlanCommunityLocal Government

Developing WorldUnderdevelopmentDEVELOPMENTDevelopment can be defined as a process ofimprovement (social, economic, cultural, political)to meet the needs in people’s lives at all levels. Studentsshould be aware that development is usually planned andcan often be influenced through the democratic process.They should also be aware that the process ofdevelopment is complex, often controversial, andone where planned solutions do not alwaysmeet the needs of all partiesinvolved.T O P I C A L I S S U E SOmbudsmanProtectionCriminal LawGarda SiochanaHouses ofOireachtasWitnessCommunityRightsJudgeCivil LawCourt SystemSolicitorReconciliationNeighbourhoodWatch/CommunityAlertVictim SupportRulesConsumer RightsJusticeLawsPrisonsBarristerLocal/National/GlobalLAWStudents should be aware that laws andrules serve important purposes in any communityor society. They order and set out common codes ofconduct for relationships between individuals, and betweenindividuals, groups and society as a whole. They are a meansthrough which we ensure that the rights of individuals areprotected and promoted. They inform us of our rights and of ourresponsibilities for the observance of those rights. Laws and rulesare subject to change. Changes in laws may reflect developmentsin society or may result from the actions of individuals. A beliefin justice and fairness is basic to the process of developing,implementing and valuing laws. Lawlessness and ignoranceof the value of laws results in the denial of the rights ofeach and every individual and a decline in thequality of life in communities and society.C S P E

13T O P I C A L I S S U E SGlobal WarmingReduceRecycleReuseRepairLitterEnvironmentIncineratorsSustainable DevelopmentG8 SummitTidy TownsPollutionNuclear EnergyGreen FlagResourcesWind FarmsConservationResponsibilityOzone LayerAcid RainSTEWARDSHIPStudents should be aware that, as individuals bornon the planet, every person becomes a temporary owneror steward entrusted and empowered with its care andmaintenance. Absence of stewardship leads to the belief thatour role in relation to the natural world, the environment,other peoples and cultures is incidental or just for our ownuse and benefit. This results in phenomena such asunnecessary depletion of resources, pollution of theenvironment and diminishment ofcultural heritage.* Students are required to undertake TWO Action Projectsover the three years of the junior cycle. Students are alsorequired to submit either a report on ONE of their ActionProjects or a course-work assessment book for assessmentpurposes. The table above is purely a reminder that ActionProjects can take place at any time and opportunities foraction should be taken where possible, rather than adheringto a prescribed schedule.RECOMMENDED PLANNING SCHEDULE USING A CONCEPT APPROACHYEAR 1Introduction Human Rights & Stewardship Action Project*to CSPE ResponsibilitiesHuman DignityYEAR 2Development Democracy Action Project* LawYEAR 3Interdependence Action Project* Assessment RevisionC S P E14T O P I C A L I S S U E SNeedsWantsActionsEffects

Resolving ConflictDignityEqualityHuman RightsResponsibilitiesConsequencesUDHRECHRUNCRCRecyclingLitterStewardshipEnvironmentSchoolIndividualUNIT ONETHE INDIVIDUAL ANDCITIZENSHIPEvery individual is important and unique, but what does itmean to be a citizen? What is our civic, social and politicaldimension? We can achieve an understanding of citizenship byexploring and applying it in various contexts, for example, theindividual, the family, the school, the local/national/internationalcommunity, government, the environment and the world ofwork. Building skills for citizenship is inseparable frompersonal development. All of the concepts outlined earlierare relevant to this unit of the course, but ofparticular importance are the concepts ofHuman Dignity and Stewardship.T O P I C A L I S S U E SStructuresRightsDignityFamilyLocal PlanningLocal GovernmentParticipationNegotiation andReconciliationControversyDiversityConflictPrejudiceCommunityBelongingIdentityDevelopmentResponsibilitiesUNIT TWOTHE COMMUNITYWe are all members of various communities, forexample, the family community, the school community,the local community. Comparison of communities enablesidentification of similarities and differences between them.Communities are characterised and can be described by differentphenomena, 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 communitiesthrough particular structures and procedures. Developmentand improvement is an important aim of mostcommunities. All of the concepts are relevant tothis unit of the course, but of particularimportance is the concept ofDemocracy.2.2 THE UNIT APPROACH

The 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 eachindividual unit of study. This section takes a closer look at each of these units and, again, variouskey words associated with potential learning opportunities are attached to the units.The four units are: 1. The Individual and Citizenship 3. The State – Ireland2. The Community 4. Ireland and the World.C S P E15T O P I C A L I S S U E SGardaíRulesJusticeLawJudgesCourtsSeanadDemocracyElectionsReferendumReconciliation andPeacebuildingPresidentMinisterRights & ResponsibilitiesNorthern IrelandP.R.VotingTaoiseachThe DáilResponsibilitiesLocal GovernmentPolitical PartiesConstitutionUNIT THREETHE STATE – IRELANDThe State can be seen as a large grouping ofcommunities. Any individual or community canseek to influence what happens at a national level byaccessing representative and participative state structures.Through participation in community groups, organisations,local government and other structures, we can influence bothimportant issues of national development and decisions made atnational level which have an impact on individuals and localcommunities. As citizens, we should have a basic understandingof 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 lawand order and for any changes to the constitution. Theconcepts of Rights and Responsibilities,Democracy and Law underpin much ofthe content of this unit.T O P I C A L I S S U E SPeacebuildingMEPTradeMediaEuropean CommissionEuropean UnionEuropean ParliamentCouncil of EuropeRights &ResponsibilitiesGlobal CitizenUnited NationsInfluenceUnderdevelopmentInterdependenceUNIT FOURIRELAND AND THEWORLDStates seldom exist in isolation from other states. Whydo they group? How do states group? These questions canbe explored through study of Ireland’s membership ofinternational groupings, for example, the European Union, theCouncil of Europe and the United Nations. Throughparticipation in larger groupings, countries such as Irelandhave responsibilities and potential influence beyond theirborders. Important world development issues can beinfluenced by Ireland directly and through the stategroupings of which it is a member. The conceptsof Development and Interdependence areclosely associated with the contentof this unit.C S P E16UNIT 1The Individual and Citizenship September to February (Year 1)Action Project*UNIT 2The Community February (Year 1) to November (Year 2)Action Project*UNIT 3The State – Ireland November to June (Year 2)Action Project*UNIT 4Ireland and the World September to April (Year 3)Action Project*RevisionRECOMMENDED PLANNING SCHEDULE FOR THE FOUR UNITS• Students are required to undertake TWO Action Projectsover the three years of the junior cycle. Students arealso required to submit either a report on ONE of their

Action Projects or a course-work assessment booklet forassessment purposes. The table above is purely areminder that Action Projects can take place at any timeand therefore opportunities for action should be takenwhere possible, rather than adhering to a prescribedschedule.C S P E172.3 SKILLS

The 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 alsolearning key skills, which enable them to engage with their community, society and the widerworld. On page thirteen of the CSPE syllabus various types of skills are outlined. These skills areexpanded below. It is important to note that this list is not an exhaustive one and may be added to.IDENTIFICATION/AWARENESSSKILLSThese are the skills that enable students to access andacquire information and include the following:Contacting people and/or organisations vialetter writingmaking telephone callssending faxessending e-mails.Finding out information throughlibrary networksInternetsurveysinterviewsasking questions.As part of this process students may need to developcomputer skillskeyboard skillsword-processing skillsANALYSIS/EVALUATIONSKILLSThese are the skills that enable students to analyse,interpret, process and evaluate any information acquired.• Once students have identified and accessed sources ofinformation they then need toorganise the information- sort the information to discard irrelevantand unnecessary material- read and summarise the information intomanageable pieces- analyse and evaluate the information- decide how to represent the information.• In the case of facts and figures students may use suchskills as- counting- collating- tabulating- presenting.• Where students intend to visually present theinformation 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.C S P E18COMMUNICATION SKILLSThese are the skills which allow students to engage withother people, to participate in group discussion and topresent knowledge and information.• When working in groups, students learn to cooperatewith each other and develop team-working skills such as- listening to othersdiscussing- 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 ofan Action Project a level of formality is required, asstudents 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 ordebating, 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 forcommunicating information or portraying issuesdevelops skills in- empathising- acting- interpreting- discussing.ACTION SKILLSBelow are the practical skills that students develop whichenable them to act upon an issue or situation:The organisation of a drama, debate, meeting orpresentation enables students to use skills inorganising and planning

- finding out numbers- deciding seating arrangements- assessing equipment requirements, e.g. dataprojector, 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 inorganising and hosting events, as students are encouragedto take responsibility for the events.• Class elections, mock elections and the use ofdemocratic procedures and principles develop veryvaluable skills. They involve students in- identifying the issues- seeing and accepting that there are different sidesand 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 anAction 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.continuedAs CSPE is a short course (approximately seventy hoursover the three years of the junior cycle) which is typicallytime-tabled for one class period per week, goodorganisation and planning of the course is of paramountimportance. Normal school events and holidays may, onoccasion, mean a considerable time lapse between CSPEclasses. It is also necessary to factor in the time to beallocated to the carrying out and completion of an ActionProject.A module of work may be a useful way of structuring andplanning this subject. A module for CSPE is 12 to 15 weeksof work including an Action Project. When planning amodule of work the first step is to highlight the concept,unit, theme or issue chosen. Once chosen, seven or eightdifferent aspects of this need to be identified. Differentstimuli and active learning methodologies should be used inorder to ensure the uniqueness of each lesson, (for more onthis see Section 3).The Action Project is an integral part of the module. Thismay be undertaken at any stage of the module. The exact

nature of the Action Project should emerge during themodule of work. The students themselves should be helpedto generate their ideas for an Action Project and how theywould like to participate in it.C S P E19

“An active citizen…is someone who not only believes in the concept of a democraticsociety but who is willing and able to translate that belief into action. Active citizenshipis a compound of knowledge, skills and attitudes: knowledge about how society works;the skills needed to participate effectively; and a conviction that activeparticipation 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 ofan Action Project they are developing skills such as:- identifying a problem and agreeing its root cause(s)- exploring possible solutions- investigating possible campaigning actions anddeciding the best course of action to bring aboutchange- 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 CSPEStimuli examples:PicturesStoriesAudio TapeCD-RomMusicVideo/DVDNews clipsNewspaper articlesPostcards/PostersBrochures/LeafletsFigures/DiagramsOther objectsDifferent methodologies:Group-workStructured discussionBrainstormingWalking debateCase studiesRole play

DramaOtherACTION SKILLS continuedC S P E20GETTING THE BALANCE RIGHTCivic, Social and Political Education aims to encourage students to become active participativecitizens. Active learning methodologies are central to the successful delivery of CSPE as studentswill not become active citizens if their learning about citizenship has been passive. The diagramabove illustrates the balance required for a meaningful CSPE experience with a greater emphasisplaced on the methods of teaching/learning and action than on course content and information.Citizenship education is a combination ofapproaches which can be summarised as:1. Education about citizenship – knowledgeof the political system operating inIreland, Europe and the world;2. Education for citizenship – thedevelopment of skills and values as ameans to encourage active citizens;3. Education through citizenship –emphasis on learning by doing throughexperiences in and out of school.”(James Arthur and Daniel Wright, Teaching Citizenship inthe Secondary School, p.8. David Fulton Publishers,London, 2001)

““Content/KnowledgeAction MethodologyC S P E21

Outlined here is an example of how one might teach a

module on concept of lawLesson 1: Introducing the law

Show the class a short news clip featuring a crime report ora law report. Then have a brainstorming session on laws.Ask students to name some of the laws that have beenbroken in the video. Pose the question ‘What would happenif we did not have laws?’ An alternative activity is TheDesert Island Law Activity: ‘Imagine that you were apassenger on an aeroplane which got into difficulty andwas forced to land on an island in the middle of nowhere,like in Lord of the Flies by William Goulding. There are250 passengers and crew on board. Your chances of rescueare very slim. However, there is a limited supply of foodand 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 whatwill happen if someone breaks each of these laws.’Lesson 2: Structures in lawBreak the class into groups. Give the students a ‘Who amI?’ game. Each group has a list of titles of different peopleinvolved in the legal/judicial system such as DPP, Garda,judge, jury member and a set of definitions/jobdescriptions. The students have to match the definition tothe title. Do a similar activity for the different types ofcourts that deal with offences in Ireland.Lesson 3: People involved in the lawDivide the class into groups. Give each group a differentcase study and a set of questions about a person involved inlaw enforcement or upholding the law (A Day in the Life of- a Garda, solicitor, barrister, judge, jury member). Eachgroup must answer the questions. At the end of the exerciseeach group nominates a spokesperson to present theinformation about their particular case study, in character,to the rest of the class.Lesson 4: Opinions on the lawOrganise a walking debate on the following topic: ‘It’sokay to break the law’ (see Section 3, Exemplar 3).Lesson 5: Punishment/retributionBring in newspapers containing court reports and askstudents to read and discuss them in groups. Give thestudents the following headings: Probation, Donations toCharity, Fines, Penalty Points, Community Service, PrisonSentence. What did they think of the court decisions? Makea list of crimes that they think deserve each of the abovementioned punishments.Lesson 6: Law in actionOrganise a simulation that highlights the workings of thelegal system. The students act out the roles of peopleinvolved (Garda, Judge, Barristers, Jury, witnesses, lawbreaker). Any student not involved in the simulation couldbe a journalist covering the case for a local paper or radiostation, or the defendant’s family in the courtroom crowd.(See attached role cards).Lesson 7-11 Law Action ProjectSome 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 GardaStation

• carry out a survey on ‘What young people know aboutthe law’.Making the decision as to which Action Project to do couldtake one full class. Another class could be taken up withthe allocation of tasks and groups. A number of classes maybe required for the preparation and organisation of theAction Project.Lesson 12: Reflection on the lawProvide students with opportunities to think back over theirexperiences of this module of work. What have theylearned? How has their understanding of the law changed?How might they be able to become more active inunderstanding the law and how it works in the future?2.5 EXAMPLE OF A MODULEOF WORK USING THE CONCEPT OF LAWC S P E22Lesson 6 Role Cards for Simulation Activity(Adapted from Law in our Lives, published by NorthernIreland Curriculum Council, Belfast, 1993)Members of the Jury Role Card.Your task is to decide whether Mary Moloney is guiltyof theft as defined by the law. The Judge will explainwhat 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) bypassing a written message to him/her• take notes if you wish.Judge’s Role CardYou are in charge of running the trial. You must makesure that the trial is conducted fairly. Before the juryretire to consider their verdict you should explain thelaw to the jury.The law requires that the following three conditions aresatisfied before someone is guilty of theft:• the defendant must have taken the propertybelonging to someone else• the defendant must have the property with theintention of permanently keeping it• the defendant must have taken the propertydishonestly and must not have intended to pay for it.In addition the jury must be satisfied beyond allreasonable doubt that the prosecution has proven thatthe defendant is guilty of the offence she has beencharged with.Barrister’s Role Card.(There are two Barristers – one for the prosecution andone for the defence)You should discuss with your witnesses what you aregoing to ask and what they are going to say.You should only ask questions which relate to the factsof the case.Try to ask questions which are clear and can beanswered ‘yes’ or ‘no’.You can cross examine any witnesses, if you so wish.

Defendant’s Role CardMy name is Mary Moloney. On August 10th I was inBeautiful Gifts shop looking for a present for my Dad’sbirthday. At one of the counters I noticed some nicepens. Just then, I looked at my watch and I noticed thatit was already 2pm and I was due back to work at theoffice at 2pm after my lunch break. I made a quick dashout of the shop to get back to work as fast as I could.Just then I was stopped by a man who informed me thathe was the Security Officer and that he had reason tobelieve I had stolen items from the store. I washorrified, and when he asked me to go to the Manager’soffice I readily agreed, as I was sure there must mesome mix up. When we got to her office the man askedme to empty my pockets, which I did. I got an awfulshock when I saw a pen from the shop in my pocket. Imust have put it in my pocket without thinking when Irealised I was late for work. I explained that it was all adreadful mistake and offered to pay for the pen thereand then. But the Manager still called the Gardaí. I havenever been in trouble with the Gardaí.

✃First Witness for the Prosecution Role CardMy name is David O’Grady. I am forty years of age. Iam employed as Security Officer at Beautiful Gifts shopon the main street in Trim. On August 10th last, ataround 2pm I noticed a young woman actingsuspiciously at the pen counter. I then saw her place apen in her pocket and rush away. She left the store andhad not paid for anything. I followed her into the streetand asked her to accompany me to the Manager’soffice. When we got to the office I asked her to emptythe contents of her pockets. Amongst the contents was apen valued at 30 euro. The Manager then telephoned theGardaí who arrived about half an hour later.Second Witness for the Prosecution Role CardMay name is Eileen Murray and I am the Manager ofBeautiful Gifts. On August 10th at around 2pm theSecurity Officer called to my office accompanied by ayoung woman. Mr O’Grady informed me that the youngwoman had removed an item from the shop withoutpaying for it. Upon request, she emptied her pocketsand I identified a pen from our pen counter. As shecould not produce a receipt for this item I telephonedthe Gardaí. I informed the Garda that I had reason tobelieve that she has stolen the pen from the shop.Third Witness for the Prosecution Role CardMy name is Garda Peter Lyons. On August 10th last, Iwas called to Beautiful Gifts shop on the main street ofTrim. I was directed to the Manager’s Office where Iwas informed by Ms Murray that she had reason tobelieve that a young woman, Mary Moloney, had stolena pen from the shop valued at 30 euro. I asked Ms.Moloney to accompany me to the station to answersome questions. This she agreed to do. At the station, Iascertained that there was sufficient evidence to charge

her and I then cautioned her and asked her if shewanted to make a statement. She replied that she didand I took a statement from her at 3.15pm. She leftshortly after that.First Witness for the Defence Role CardMy name is John Mc Fadden. I am Manager of theInsurance office where Mary Moloney has worked forthe past 5 years. I can confirm that on August 10thMary took her lunch break at 1pm. and was due back atthe office at 2pm. When she did not return to work asnormal we were all very concerned. She is always verypunctual. When she eventually came back to the officearound 3.30 pm she was in a very distressed state. Itook her into my office where she broke down and toldme everything that had happened. She was so upset Isent her home. She is still very distressed about theincident. I can vouch for her as a most honest andreliable member of staff.Second Witness for the Defence Role CardMy name is Dr Deirdre Casey. Ms Moloney has been apatient of mine since childhood. In the last year she hasbeen under a lot of stress and strain. He mother is veryill and Mary has been caring for her, in addition togoing out to work. This has resulted in minordepression which I have been treating with tranquilisers.I think she is suffering from exhaustion and in myopinion this could account for the shoplifting incident.Her arrest and summons has now increased her distress.C S P E23

✃Information for trial proceedings1. 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 aftercross-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 sentenceor if defendant found not guilty she/he is discharged.Lesson 1: Personal community networksGive each student a sheet with a set of five concentriccircles. They start by putting their own name in the centralcircle, the next circle will contain the names of their friendsand families and working out into the next circles, thenames of the people they encounter on a less frequentbasis. Put the students into groups of four and ask them tocompare their personal networks. After about ten minutesinvite comments from the class as a group. Point out to thestudents that they belong to a number of communities. Bylooking 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 communityDisplay photos showing different types of communities.For example, Traveller, farming, urban, rural, ethnic. Invitestudents to name the communities depicted in the photos.Discuss other communities that may exist. What iscommon and what is distinctive about differentcommunities? Do different communities have differentneeds?Lesson 3: Good community, bad communityDivide participants into groups of four or five and giveeach group a large selection of old newspapers andmagazines. The task for each group, using headlines andpictures, is to create two collages, one describing goodcommunity and one describing bad community. Allow 10-15 minutes for this. Then display the collages on the wallsand invite everyone to take a look.. Discuss, in the case ofgood community, what makes a community good, and inthe case of bad community, what makes a community bad.Finally, discuss what steps can be taken to move from badto good community.Note for the teacher: the strength of a community isrevealed by the degree to which its members experience asense of security, of significance and of solidarity withinit. To feel secure one needs to feel physically safe. To feelsignificant one needs to have a role to play and a functionto fulfil in the community. Solidarity comes from feelingone belongs to a particular group. (Partners Companion toTraining for Transformation, p.86).Lesson 4: Community developmentIntroduce this lesson by explaining that improvement anddevelopment is an important aim of most communities.Invite students to brainstorm ways in which groups mightwork to improve their communities. Divide the studentsinto groups of four or five and give each group a set ofcards (See page 26). Ask them to arrange the cards in adiamond shape with the statement that is the best definitionof development at the top and the one they least agree withat the bottom. Compare the different responses.Discuss: Are development and wealth the same thing? Howmight people in different parts of the world have differentviews on what development means? How might differentgroups within a community have different views ondevelopment, e.g. business people, politicians, youngpeople, women.Lesson 5: Progress towards development todayPresent students with a number of statistics in the form of atrue/false quiz. (The fact sheet on page 27 can be used, orvarious websites which provide statistics, e.g.www.undp.org, www.developmenteducation.ie,www.trocaire.org, www.combatpoverty.ie, www.cso.ie). Thisexercise can help students to see what progress has beenmade towards development at both a local and global leveland the challenges that remain.Lesson 6–7: Communities taking actionUsing newspapers, websites and NGO materials, present

the students with a number of stories about communitiestaking action (See page 28). Divide the students into groupsof four or five and instruct the students to read the stories.Invite each group to summarise the community actionproject that they studied under the headings: Who isinvolved? What are they trying to achieve? Who isbenefiting?Then ask the students to imagine themselves as the editorialteam for a local newspaper. They must agree a headline forthe story and decide what type of photo they would usealongside the story.The photo can be presented in a ‘freeze frame’ to the rest ofthe class (See Section 3: active learning methods).C S P E242.6 EXAMPLE OF A MODULEOF WORK BASED ON THE UNIT OF COMMUNITY.As a class, discuss which stories provide the best examplesof community development and why.Lesson 8–11: ACTION PROJECTLesson 12: ReflectionThis final class allows the students to reflect on thelearning and the action carried out. Students should begiven a chance to do this individually and as a group.Useful Resources on the theme of Community –Exploring Cultural Values in the Community, published byInterculture Ireland and CSPE Support Service.Changing Perspectives: Cultural Values, Diversity andEquality in Ireland and the Wider World, published byCDVEC Curriculum Development Unit.Counted Out, Challenging Poverty and Social Exclusion,CDVEC Curriculum Development Unit, Fala Favela,published by Trócaire.Painting Life: Painting Hope – A set of posters based on acommunity project with young people in Nicaragua,published and available from Trócaire.On the Right Track, Peace and Reconciliation Education, aHandbook for Citizenship Education Teachers, publishedby Education for Reconciliation Project, CDVECCurriculum Development Unit.For full details on these and other resources see Section 7.C S P E25Possible action projects that would link in with the aboveclasses would include:• prepare and present of a profile of your community• design and draw a mural which you feel representsyour community – the various people and theirinterests, etc.• interview representatives from different localcommunity groups, ask them about the work they do,their hopes for the future, etc.• survey students in the school to assess the needs ofyoung people in the community and possible ways inwhich these needs could be met. (This might lead to alobbying action with the relevant local body to pressfor the provision of facilities)• invite a speaker from a development agency to talk

about its work with communities in the developingworld• make a link between your school/class and acommunity project in the developing world (Trócairecan help with this)• volunteer to do some community work• hold an exhibition entitled ‘A Day in the Life of theCommunity’ (in photographs)• produce a booklet or website on services and facilitiesin the community• investigate diverse communities on the island ofIreland, including Northern Ireland• link with a school in Northern Ireland to exchangeinformation on cross-community issues.DEVELOPMENTIs about everyone having washingmachines, cars, TVs, etc.DEVELOPMENTMeans people are not afraid to speak outand can have a say in their own futureDEVELOPMENTResults from a growing economy and thewealth and jobs that this producesDEVELOPMENTIs about people having higher wages andmore spending powerDEVELOPMENTIs about looking after the environmentand protecting it for future generationsDEVELOPMENTMeans everyone has access to education,health care, and their basic needs are metDEVELOPMENTIs about power of all sorts being sharedmore equally amongst peopleDEVELOPMENTIs about having modern transport andcommunications, such as motorways andcomputer technologyDEVELOPMENTIs about making sure that absolutepoverty and hunger are eliminatedDEVELOPMENTMeans being able to live in peaceC S P E26CARDS FOR LESSON 4: COMMUNITY DEVELOPMENTReprinted with permission from Trócaire website

✃C S P E27Sources: www.combatpoverty.ie, www.developmenteducation.ie, www.trocaire.orgFact 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 onlyLuxembourg.• 1.2 billion people (20% of the world population) live on income lessthan $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 year’sschooling for 16 million children in the developing world.• Over one billion people lack access to safe water and over two billionlive without proper sanitation.• Currently, 115 million children globally receive no education. 860million adults in the world cannot read and two thirds of them arewomen.• Providing basic health care to those currently without it in thedeveloping world would cost an extra $15 billion per annum.• Providing literacy for all would cost an additional $5 billion perannum.• To provide clean water for all would cost $50 billion per annum.Student Handout for Lesson 6–7Sample story of a community taking actionThe Muralismo project in Nicaragua is a project thatencourages young people to paint their stories, hopes anddreams on the walls of the city of Esteli. It began when acommunity, 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 youngpeople’s lives. The young people were invited to cometogether to talk, paint and design murals that were thenpainted onto the walls of their city. The Muralismo project,which began in 1988, is bringing young people together totalk about their lives and how they can be improved. Theproject runs workshops where the young people rebuildtheir confidence and begin to imagine what they want fortheir futures. Most of the young people come from thepoorest parts of Esteli and include a number of streetchildren, child labourers and disabled children. The hopesand dreams of the young people can now be seen all overthe walls of the city.In September 2001, four young people from Esteli travelledto Mayfield Community Arts Centre, Cork to share theirexperiences with young people there. The visit wasorganised with the support of Trócaire. The Nicaraguan‘artists’ shared their story and showed the techniques ofmural painting. Then the young people compared ideasabout life in Cork and Nicaragua and came up with an ideafor a jointly designed mural called ‘The Preservation of ourPlanet’.Story and image courtesy of Trócaire.C S P E28C S P E

Section threeactive learning29

Active learning is a process in which students actively

participate in their learning in a variety of ways. Thisincreases the possibility that students will internalise whatthey have learned and be able to apply it to their day-to-daylives and to everyday situations. This makes active learningcrucial to the development of responsible globalcitizenship.C S P E

ACTIVE LEARNING“To learn something well, it helps to hear it, see it, ask questions about it, anddiscuss it with others. Above all students need to ‘do it’ – figure things out bythemselves, come up with examples, try out skills, and do assignments that depend onthe knowledge they already have or must acquire.”(Silberman, M. Active Learning: 101 Strategies to Teach Any Subject, Allyn and Bacon, NeedhamHeights, Massachusetts, 1996)(from Centre for Teaching Effectiveness, University of Austin, Texas)EXPERIENCE AND LEARNINGWe tend to remember Our level of involvementREADINGHEARING WORDSLOOKING AT PICTURESWATCHING A MOVIELOOKING AT AN EXHIBITIONWATCHING A DEMONSTRATIONSEEING IT DONE ON LOCATIONPARTICIPATING IN A DISCUSSIONGIVING A TALKDOING A DRAMATIC PRESENTATIONSIMULATING THE REAL EXPERIENCEDOING THE REAL THING10%20%30%50%70%90%PASSIVE ACTIVE30C S P E31Students learn effectively So teacherswhen theywant to • encourage students to set personal goals• help studnets to see the benefits of learning• provide some element of choiceare 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 choiceare learning in their • include a variety of learning activities in every lessonpreferred styles • include visual, auditory and kinaesthetic activities – preferably in every lesson, butat the very least in every module of workare 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 understandingencounter something unusual, • exploit the opportunity at the beginning of the lessons to capture students’ interestdramatic and unexpected • identify the key learning point of each lesson and find different ways ofcommunicating it• identify the key learning point in each piece of work and make a conscious effort tointroduce it in an unusual wayregularly review what • make good use of the last 5-10 minutes of a classthey have learned. • encourage students to identify the key points of each lesson• encourage students to systematically review their key points one day, one week, onemonth 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

There 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 andemotionally• places students at the centre of the learning processthrough ensuring that the content is relevant to theirown lives and is engaging for them• promotes responsibility, confidence and self-esteem asstudents become responsible for their own learning• acknowledges that students learn from each other andteachers learn from students, as well as vice versa• allows for flexibility of teaching methodologies and soaccommodates different kinds of intelligence anddifferent learning styles• builds skills of problem-solving, critical thinking andcooperation• requires an atmosphere of trust and support in order toensure that students do engage and feel secure inexpressing their own views or in trying out new skills• promotes action, as students learn to recognise theirown capacity and self-efficacy.In approaching concepts like the dignity of the person orrights and responsibilities or in learning skills such asnegotiated solutions to conflict, it is often useful to utilisereal-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.C S P E32

“If we take on board the idea that a citizen

is a person who has rights and duties in ademocratic society then we have to askourselves what happens when these rightsand duties are not acted upon. Calls for‘active citizenship’ are meant to motivatepeople to take up their rights andresponsibilities and contribute to more equalsocieties.”(The Council of Europe, Jump into Education forDemocratic Citizenship!, Strasbourg, 2003)

““C S P E333.1 ACTIVE LEARNING METHODSSTRUCTURED DISCUSSION

Discussion has a key role in CSPE. It provides a chance

for students to talk about their ideas and feelings andcan open up opportunities for developing or changing theirideas or feelings where appropriate. It can develop a rangeof skills such as asking questions, active and positivelistening, and summarising views.An atmosphere of trust and support is crucial to engagingin open discussion. Students need to feel that they canspeak their mind. While students should be confrontedabout inaccurate, hurtful or hostile statements, this shouldbe 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 withoutfirst providing some guidance and ground rules fordiscussion. It is also important to provide a suitablestimulus for generating discussion, such as a poem, story,newspaper article, fact sheet, piece of music, visualstimulus or physical activity.Adapted from Challenging Perspectives: Cultural Diversityand Equality in Ireland and the Wider World,A resource for CSPE, CDVEC Curriculum Development

Unit, 2002.SIMULATION GAMES AND ROLE-PLAYSimulation games and role-play are widely used to providestudents with a chance to ‘live out’ a real life situation in asafe environment. For effective role-play there is need forcareful preparation, including preparation of role-cards,reflection questions and any relevant backgroundinformation. It is important to choose a theme that isclearly focused and is likely to generate worthwhilereflection, analysis and debate. Allowing sufficient time tobring students out of role and to discuss their experience ofrole-play is also vital. Students who would prefer not toparticipate in a role-play can play an important role inactively listening and reporting on what they have observed(see Section 3, Exemplar 4).DEBATEA debate works best if students are given a chance to debatea topic that is of genuine interest to them and if they aregiven time and support to prepare for the debate(background information, newspaper/magazine articles,useful websites, etc). One of the pitfalls of classroomdebates is the tendency amongst students to rigidly take up aposition and not see the value of the alternative view. Oneapproach which may help in this situation is to invitestudents to research and present a point of view on an issue,and then switch sides and argue from the opposite point ofview. Finally, the group should try to come to a consensuson the issues and write a group report describing the issueand their combined thinking about it. The process requiresstudents to make use of collaborative skills. Perspectivetaking 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• everyone’s right to their opinion is respected• everyone is expected to back up their opinion• everyone has the freedom to change their opinionbased on reflective discussion• there should be no generalisations. For example, ‘allrefugees are...’, ‘all Muslims are...’.C S P E34A ‘walking debate’ is another good way of allowingstudents to debate an issue. In this method, a statement isread out to the class and they are asked to positionthemselves at one end of the class-room if they agree withthe statement and at the other end if they disagree. Thosewho are uncertain can stand in the middle. According as theissue is debated students can move their position. Themovement encourages opinions to change and also allowsfor uncertainty and an acceptance that all issues are notblack and white (see Section 3, Exemplar 3).ISSUE TRACKINGIssue tracking is a method by which students can followand 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 wayto collect information. The teacher can stimulate the searchby bringing newspapers to class on the first day or byshowing a news report on the chosen issue. Students cancompile a scrapbook or wall chart, or use the internet andcomputer to compile an electronic scrap-book. Thismethodology allows for discussion on the differencebetween fact and opinion and the role of perspective andbias in the media (see Section 3, Exemplar 7).PHOTOGRAPHS, ARTWORKAND IMAGESAn image or photograph can be a useful way of stimulatinginterest in a topic, especially if the image is slightlypuzzling or challenging. Students can be invited to questionthe photograph. Who took it? Where was it taken? Whatwas happening at the time the photograph was taken? Whathappened next?, etc. It is important to avoid using imagesthat may reinforce students’ prejudices or stereotypes.Students can also be invited to depict their ownunderstanding of an issue through artwork, cartoons,collage or sculpture. It is important to reassure students thateveryone’s efforts are of value including those who are not‘good at art’.The use of freeze-frame can be another effective way ofusing images to explore different experiences, perspectivesand feelings. To do this the teacher might read a poem or astory and then ask the students in small groups to pick oneline from the story and create a still image showing what ishappening at that moment. When the teacher selects astudent, she/he is encouraged to verbalise her/his thoughtsin character. The range of attitudes and thoughts thatemerge can be the subject of rich discussion (see Section 3,Exemplar 2).SURVEY/QUESTIONNAIREA survey or questionnaire can develop skills ofcommunication, gathering and interpreting information,team work and cooperation. It enables action beyond theclassroom and can often involve the school or widercommunity. Careful attention needs to be given todiscussing the purpose of the survey, what it hopes to findout and how the findings will be shared with others (seeSection 3, Exemplar 6).WORKING WITH TEXTSShort stories and texts from newspapers, magazines and theInternet can be a very useful way of presenting informationand issues related to CSPE. There are many ways thatstudents can engage with texts in an active manner, forexample:Jigsaw readingA text is divided into different sections, say fiveparagraphs. Following this, students are divided into fivegroups and each group gets one paragraph to read. Thenstudents move around so that there is one student from eachgroup together in a new group. In turn they must share theinformation that they read in the first group until all theinformation has been shared.

Paired readingAsk students to form pairs of A and B. Give a text to eachpair and assign different tasks to the As and the Bs. Forexample, assign A to read and B to summarise, A to note allthe facts and B to note the opinions, A to relate the story asit is presented and B to relate the same story but from adifferent perspective, and so on.Embodying a textStudents work in pairs reading a story/text/news item. Thenthey choose a key moment or event in the story to representphysically through mime to each other. The second personmight guess what moment their partner has chosen todepict and discuss why they chose that particular one.C S P E35Exemplar 1 MATCHING RIGHTS CARD GAME(Source: Our World Our Rights, published by Amnesty International)Concept: Rights and Responsibilities Active learning method: Cooperative group workLevel: 1st year CSPEAim: 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 theset 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 andwhat 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 theUDHR.Useful resources/websites: www.Amnesty.org, www.trocaire.org.3.2 ACTIVE LEARNING METHODOLOGIES IN PRACTICE

In the following pages a variety of classroom activities are outlined using different active learning

methodologies.1. Is born in freedom, equality anddignity.2. Has the right not to be discriminatedagainst on any basis.3. Has the right to live and live infreedom and safety.4. Has the right to liberty and freedom.5. Has the right to security of person.No one should be tortured or suffercruel and inhuman treatment.6. Has the right to recognition beforethe law.

7. Has the right to equality before thelaw and equal protection.8. Has the right to effective remedy.9. Has the right not to be subjected toarbitrary arrest or detention.10. Has the right to a full and fairhearing before an impartial andindependent tribunal.11 Has the right to be presumedinnocent until proven guilty.12. Has the right to privacy.13. Has the right to freedom ofmovement.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 opinionand expression.20. Has the right to freedom of assemblyand association.21. Has the right to take part ingovernment, to have access to publicservices 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 standardof living.26. Has the right to education.27. Has the right to freely participate inthe cultural life of the community.28. Is entitled to a social andinternational order to realise theirrights and freedoms.29. Has duties to the community.30. Nobody can interpret this declarationin a way that can endanger any ofthe rights and freedoms of others.C S P E36UNIVERSAL DECLARATION OF HUMAN RIGHTSSummary of ArticlesEveryone(Reprinted with permission from Trócaire website: www.trocaire.org. Click on Education, thenCSPE, then Teachers, then Rights and Responsibilities).MATCHING RIGHTS CARDSC S P E37C S P E38MATCHING RIGHTS CARDSC S P E39Exemplar 2 DON’T LABEL ME!Concept: Human Dignity Active learning method: Photo captioningLevel: 1st year CSPE

Aim: To explore the concept of human dignity and in doing so challenge possible negative stereotypes thatstudents may hold regarding certain groups (e.g. people from the developing world, people with adisability, Travellers, old people, etc).Steps1. Collect a range of photography showing people from a variety of cultures doing normal things. Be careful to avoidnegative images or those which depict people in a helpless or pathetic pose. A range of photopacks are available onloan 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 thatthey find most striking. Alternatively, if students find it too difficult to come up with their own captions, the teachermight 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 ‘humandignity’ do not arise at this point then the teacher might suggest them.7. Discuss with the students how all the photographs show people’s dignity, how human dignity can be taken away, howcertain groups are more likely to be denied their dignity, Who these people are and why.Follow up activities:• 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.C S P E40WHAT AM I LOOKING AT?Place your chosen photograph in the centre of the page and spend some time thinking about thequestions which surround it.Maybe jot down some words to help you remember your thoughts, because you will be asked toshare your ideas with some of your classmates.Where do you thinkthis photograph wastaken?What do you thinkthis photograph isabout?Why do you think itmay have beentaken?Is there anything leftout of the photo?What do you thinkpeople are thinkingor saying in thephoto?What link do you seebetween thisphotograph andhuman dignity?Adapted from – Making Human Rights Work – A Handbook of Human Rights Education Methodologies,published by CDVEC, Curriculum Development Unit, Dublin.C S P E

41Exemplar 3 LET YOUR FEET DO THE TALKINGConcept: Law Active learning method: A walking debateLevel: 2nd, 3rd year CSPEAim: To stimulate students’ thinking on the concept of law and to help students to understand that the conceptof 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 thestudents to stand in the middle of the room and place an ‘I don’t know’ poster there. Call out the following statement‘It’s okay to break the law’ and encourage the students to move to the side of the room that reflects their opinion onthe statement. The closer they move towards one of the signs the more they agree/disagree. Emphasise that it is okayto 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 thestudents to explain and illustrate their position, for example: When might it be okay to break the law? Can you give anexample of a law that it would be okay to break and in what circumstance? Does it depend on who makes the laws (ademocratic government or a dictatorship)? What would happen if everyone decided to break the law? Why do morepeople from poorer backgrounds end up in prison? Is a rich person more likely to get away with breaking the law?Follow up activities:See Section 2: 2.5 for further activities related to the concept of law.C S P E42Exemplar 4 DEVELOPMENT – WHO DECIDES?Concept: Development Active learning method: Role-play (courtesy of Trócaire).Level: 1st, 2nd, 3rd year CSPEAim: To explore concepts of development and how different views of development can sometimeslead 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 followingquestions:• 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, discusstheir 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 discusstheir 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? Ifthe 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 mustbe agreeable to all. Share this new project with the rest of the class.Follow up activities: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.C S P E43ROLE CARDS FOR EXEMPLAR 4Card 1Foreign visitorI go into a rural village in Africa. There are no womenaround but after a few hours they all appear carryingwater. I ask them how far away is the well where theyfetch water. They tell me it’s a forty-minute walk. Ileave the village that evening but am determined tofind some way to make their lives easier.Card 2EngineerI am an engineer from Europe. I hear of this placefrom a friend who was in Africa where people have towalk forty minutes for water. With some help fromfriends and business contacts I raise the necessaryfunds and go to the village in Africa and design awater well right beside the village. I employ some ofthe local men to dig the well and the people throw agreat party to celebrate when we are finished.Card 3Local LabourerI live in a village near to where the new water wellwas being constructed by the foreign engineer. Hespent far too much money on it as there was no needto have the cement brought by truck all the way fromthe capital city. He could have bought cement in myvillage at a fraction of the price. Still, it was good tohave the few weeks work as money is not plentifulhere and digging the well was very well paid.Card 5Man from the VillageThis new well is great. Before the well was there mywife and daughter spent much of the morning fetchingwater. Now since the water is nearby they spend all ofthis time working in the fields. This has saved me a lotof work and I think we might have a better harvest as aresult. Even though some of the women complain alittle and some of the families seem to fight a bit more,it’s a small price to pay for such great progress in our

village.Card 4Woman from the VillageI hate this new well. In the past, I used to walk fortyminutes with my friends every day to fetch water.During this walk we discussed many things anddecided on our children’s education, problems betweensome families in the village and things that we womenneeded to sort out in the village. Now, we just work inthe fields and rarely get time to talk together any more.Some of these family problems are getting worse sincewe have not had the time to talk as we used to.C S P E44Exemplar 5 GLOBAL CONNECTIONSConcept: Global connections Active learning method: Cooperative group workLevel: 1st year CSPEAim: To enable students to see the links between themselves, Ireland and the wider world and to realise theinterdependent 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 someonewho 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 theordinary (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 thedifferent 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.”Follow up activities:• Use ‘Patricia’s 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 possibleAction Projects, for example, organising a Fair Trade day or joining a Fair Trade campaign.Useful resources/websitesExploring Interdependence, A Development Education module for CSPE, published by the CDVEC CurriculumDevelopment Unit. Available from the CSPE Support Service.www.cleanclothes.org; www.laboutbehindthelabel.org; www.nosweat.org.uk;www.ethicalconsumer.org; www.fairtrade.ie.C S P E45Exemplar 5 STUDENT WORKSHEETFind someone who…… Insert name of Insert name ofstudent countryHas travelled to another countryIs wearing something made in another countryCan speak a few words of another language

Has looked at a website about issues in another countryCan name a pop singer from a country in Centralor South AmericaAte Asian food recentlyCan name a sports person from AfricaHas a family member or a friend living in another countryOwns a CD with music from another countryKnows someone who has come to live in Ireland fromanother countryC S P E46Exemplar 6 HOW LONG WILL IT LAST?Concept: Stewardship Active learning method: A surveyLevel: 1st, 2nd, 3rd year CSPEAim: To develop awareness among students of their role in producing rubbish, and what they can do toreduce 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 solidwaste. 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 andcollated 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.Follow up activities:• 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 Árann ag Faire(Tipperary’s Environmental Awareness Programme).C S P E47Exemplar 6 FACT SHEETItem of Rubbish How long will it last?Plastic bottles IndefinitelyGlass bottles 1,000 yearsPlastic six-pack holders 100 yearsAluminium cans 50 yearsLeather Up to 50 yearsNylon fabric 30-40 yearsPlastic bags 10-20 yearsDisposable nappy 20 yearsWool socks 1-5 yearsType of Plastic Mon Tues Wed Thurs Fri Sat Sun TotalPlastic coatedmilk cartonPlastic foodcontainer

Shampoo andcosmeticcontainersDetergentbottlesPlastic bagsFood packagingOthersC S P E48Exemplar 6 PLASTICS SURVEYStudent’s ChartName ………………………………………………Class………………………………………………..C S P E49Exemplar 7 IT SAYS IN THE PAPERSConcept: Democracy Active learning method: Issue tracking a generalelection/presidential election/local or European election.Level: 1st, 2nd, 3rd year CSPEAim: 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 ofhow it is reported in the newspapers and/or television/radio. While the example of an election is taken below, this methodcan be adapted to track a variety of issues/events, e.g. issue track the passage of a law through the Houses of theOireachtas, 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 oftime (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, payingparticular 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.Follow up activities:• Select one or two short articles and ask students to use a marker to highlight statements of fact and statements ofopinion.• Imagine a politician knocking on your door looking for support. What would you say to him/her about what’s neededin your local area?• Dramatise a “Questions and Answers” programme in class with the various candidates you tracked answeringquestions 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 atable, can see you and a visual medium easily, and are inface-to-face contact with each other. It is also easy to pairup students. This layout is ideal for distributing learninghandouts quickly to students because the teacher can enterthe U and walk to different points with sets of materials.Team-style: Grouping circular or oblong tables around theclassroom enables the teacher to promote team interaction.Conference table: All desks may be joined up together toform a large conference table. This arrangement minimisesthe importance of the teacher and maximises theimportance of the class.Circle: Simply seating students in a circle without desks ortables promotes the most direct face-to-face interaction. Acircle is ideal for full class/group discussion.Group on group: The most typical design consists of twoconcentric circles of chairs. This arrangement enables onehalf of the class to form a discussion circle (the innercircle) while the other half of the class forms a listeningcircle (the outer circle). It is also useful for setting updebates, role-plays or observation of group activity.Workstations: This arrangement is appropriate for anactive, laboratory-type environment in which each studentis seated at a station to perform a task immediately after itis demonstrated. Placing two students at a workstation canlead to very useful paired work.Breakout groupings: If the classroom is large enough or ifnearby space is available, tables and/or chairs can be placedwhere sub-groups can go for team-based learning activities.It is important to keep the breakout groupings as far fromeach other as possible so that teams do not disturb oneanother.Traditional classroom: If there is no way to get around aseries of straight rows of desks it may be possible to groupstudents in pairs. It would be most useful if these pairs hadenough space to turn around to the pair behind for a followonactivity as a group of four. No matter how difficult theclassroom environment, it should still be possible forstudents to pair up and use active learning methods thatinvolve partners.ORGANISING THE CLASSROOM• The teacher should explain to the class that during theyear they may be working in small groups.• Advise the students that they must move their owndesks in whatever shape the teacher indicates. Studentsshould be advised to move quickly and quietly.• To avoid disruption, the teacher should decide inadvance how the class will be divided.• If the desks need to be moved to the side of theclassroom for drama or another activity, it is advisableto move one row at a time.• Ensure that the whole class can see the board forsharing of ideas later.• Watch the timing of group work, discussions, etc. sothat time is available for feedback.• Allow time at the end of class for reorganising the

classroom.C S P E503.3 CLASSROOM LAYOUT

Before 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 easilyre-arranged to create different set-ups. Even traditional desks can be grouped together. Theclassroom layouts described here are not meant to be permanent arrangements. If the classroomfurniture is moveable, it should be possible to use a few of these layouts.Active learning methodologies can be made difficult bysome problem behaviours.The following tips might be helpful in dealing with suchdifficulties:1. Dominant student: emphasise ground rules, that studentsmust listen to each other, etc. Perhaps this student couldbe the record keeper in a discussion.2. Disruptive student: place this student in a group thatwill not welcome distraction. Perhaps sit in on the groupfor a while and invite the student to comment on anissue discussed.3. Isolated group member: work with the group andinclude the student in the activity.4. Shy/weak student: invite this student to makecontributions. Place student with friends to give her/himconfidence.In a class where students are less articulate, use a walkingdebate, role-play, drama or artwork as a means ofencouraging the expression of ideas.Example of ground rules/classroom charter.We agree that these are the ways in which we will work forthe success of our class group:C S P E51Responsibility I will take responsibility for my ownlearning and I will shareresponsibility for the progress of theclass group.Participation I will participate and not dominate ordisrupt the class.Freedom I have the freedom to listensometimes, rather than participate indiscussion.Listening I will listen when another person isspeaking.Respect I will respect others’ views even whenthey are different from mine.Time-keeping I will keep to the agreed time for thetask.Materials I will bring the materials needed forclass and complete homework so thatthe group can progress to the nextstage of learning.Confidentiality I can talk about my learning in class,the material being covered and theactivities we are doing. I will notdiscuss any personal details revealed

in class outside the group.“CSPE teaches young people that theiropinion is important, that instead of waitingfor others to help, it’s a matter of doing ityourself. It teaches us to stand out from thecrowd and make a difference.”(Ann-Marie Burke, CSPE student, Galway)

“ “Because issues are controversial they are likely to challengestudents' values, beliefs, and world views. This can be verythreatening and may even cause distress to some students.Therefore, when controversial issues are addressed in theclassroom, teachers need special skills to ensure a positiveoutcome.An important outcome in teaching such controversialmaterial is to achieve a classroom atmosphere in whichstudents engage in interesting and informed dialogues, freeto express their opinions and relate their experiences, yetremain respectful of both other students and other opinions.Achieving a balance of freedom within structure is noteasy, and discomfort can result if the balance between thetwo is lost. This can arise from a too-tightly controlledclassroom in which students are afraid to speak or a toolooselycontrolled classroom in which unchecked oruninformed personal opinions monopolise class time. Thissection offers some guidelines for facilitating discussion toachieve this balance.Tips for dealing with controversial issuesThe following tips are aimed at helping teachers keepcontrol of the situation while maintaining open enquiry anddialogue.1. Make your classroom a safe place in which to askquestions and discuss ideasBefore students can ask questions or discuss controversialissues, they need to feel that the classroom is a safe placein which to ask questions or disagree with classmateswithout being put down for it. Ground rules for discussionshould be established early in the year and reinforcedregularly – not just for discussions about controversialissues, but for all discussions.2. Appeal to students’ better natureIn introducing an issue that has the potential to becomecontroversial, teachers can remind students of theimportance of respect and tolerance. They might also makea humanitarian appeal to students to remember thatprejudiced remarks made in class may offend or embarrasstheir classmates. Most students do not want to hurt others

intentionally, and, with this reminder, they may strive tocouch their comments in less inflammatory language.3. Find out what students know and think about anissue before beginning an inquiryFind out what they know about an issue, what they thinkthey know but aren't sure about, where their informationcomes from and what questions they have. Their responsescan come from direct questioning, brainstorming, groupdiscussions or journal-writing.4 Expose students to multiple perspectivesAvoid classroom discussions on an issue until students havehad an opportunity to research and explore the issue from avariety of perspectives. Remember that exposure todifferent points of view on a controversial issue isnecessary but insufficient on its own. Students may listen,view or read only to support what they already think or tofind flaws, omissions, misinformation.A key habit of mind the teacher seeks to develop throughthese processes is ‘critical openness’ – both a disposition tobe open-minded to others' views and the ability to subjectthem to critical study – both the willingness to suspendjudgment and the ability ultimately to reach reasonedconclusions that are open to change.5 Promote dialogue and active listeningStudents usually need help in understanding the differencesbetween dialogue and debate. Dialogue aims forunderstanding, enlargement of view, complicating one'sthinking and openness to change. Dialogue requires reallistening. It also requires humility.How can I dialogue if I always project ignorance ontoC S P E523.4 DEALING WITH CONTROVERSIAL ISSUES

All 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 theheart of all education. Therefore, controversial issues are encountered almost daily in theclassroom. These issues are controversial because there is no one fixed or universally held point ofview. A controversial issue is defined as an area of academic inquiry about which people can holdsincere conflicting points of view. There are often diverse religious as well as secular perspectiveson such issues.others and never perceive my own? How can I dialogue if Iam closed to, and even offended by, the contribution ofothers?Paulo Freire, Pedagogy of the OppressedAn excellent way to promote listening is by asking studentsto re-state the perspective of others. To gain this skill, havethem paraphrase what they hear another student saying.6. Use active learning methodologiesStudents learn best when actively engaged in the learning.In teaching controversial issues it is important to provideopportunities for various kinds of group discussions: pairs,conversation circles, panels, fishbowls. In addition, activelearning 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 studentsto interrogate information, its origins and possible biases.Ask critical questions to help students to understand theorigins 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 comefrom?• How reliable is this information?• Where have your images come from?• What might the role of the media be in influencing howyou see this situation?• What about other influences–friends, family, religion?• Can you imagine an alternative way of seeing thisissue? What might it be like?When dealing with controversial issues, teachers shouldadopt strategies that teach students how to recognise bias,how to evaluate evidence put before them and how to lookfor alternative interpretations, viewpoints and sources ofevidence, above all to give good reason for everything theysay and do, and to expect good reason to be given byothers.Bailey, Richard (1998) Teaching Values and Citizenshipacross the Curriculum, Dept. of Education andEmployment, UK.Questioning TechniquesThe following tips are just a few examples which may beuseful in developing your questioning technique:• Don’t ask questions that only demand the recall of facts.Instead, encourage analysis, application and evaluationof information.• When posing a question, ask students to discuss theanswer in pairs before responding. This will give theman opportunity to reflect before answering.• Alternatively, leave ten seconds for thinking time aftereach question, before you will accept an answer.• Direct questions to as wide a range of students aspossible. 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 student’squestions. Try to remove the teacher as the conduit orfont of all knowledge.• Re-state a student’s opinion and ask for comment (e.g.‘So Mary thinks it’s okay to slap but only on the hand…what do you think Nigel?’).• Use open questions (e.g. ‘What do you think the lawshould say about …?’) and avoid imposing your ownjudgement on student responses. An open questionimplies that a wide range of responses are acceptable.• Call on non-volunteers as well as volunteers to answerthe question.C S P E53The Five ‘Whys’This method uses a process of asking ‘Why?’ at least fivetimes to unpack complex/controversial issues. This isparticularly useful with younger/less mature students in

helping them to get to the root of the issue. It alsoencourages higher order thinking skills and calls uponstudents to reassess views that they express too quickly, forexample:Q: Why do young people not want to vote?A: Because politics is boringQ: Why is politics boring?A: Because it has got nothing to do with real lifeQ: Why has it got nothing to do with real life?A: Because politicians aren’t interested in the kind ofthings that are important to usQ: Why are politicians not interested in those things?A: Because our views are not that important to themQ: Why are young people’s views not important topoliticians?A: Because they don’t need our votesStudents can then make a link between the first questionand the last response and how they arrived at that position.This can be done in pairs and the response to each answerrecorded for use in a whole class discussion/de-briefing.THE TEACHER’S ROLEExamine yourselfWhat do you, the teacher, think and feel about an issue?Why? Would you tell students at the outset what yourviews are so that they can allow for possible biases? Orshould you not tell them, but guard against any inclinationsto manipulate and propagandise?Be responsive to students' feelings and valuesThrough such techniques as those outlined above, students'feelings and values are likely to be revealed, as examininga controversial issue is not a bloodless exercise. Just as theteacher's role is not to tell students what to think but to helpthem learn how to think, so too it is important not to tellstudents what feelings and values to have but to promote anatmosphere in which they can express them without fear,make them explicit to themselves and consider theirvalidity.Model respect and fairnessShow respect for all students and their right to express theirviews. Show balance in representing opposing positionsaccurately and fairly. The teacher cannot pretend to beneutral and has a right to express an opinion too. It isimportant to state one’s own opinion in a way that respectsothers and does not serve to close down the discussion.Correct misinformationOne important role for the teacher during a discussion on acontroversial issue is to gently correct misinformation.Keep this information simple and to the point. Avoidentering into confrontation or adopting an argumentativestance with a student or group of students.Emphasise that conflicts are opportunitiesMost controversial issues can generate conflict, and adiscussion about controversial issues is a good time toremind students that conflicts are opportunities for learningand growth.Show your humanityAdmit doubts, difficulties and weaknesses in your own

position. Allow the students to question your position too.Establish a means of closureEnsure that the discussion is brought to closure with duesensitivity to the feelings that may have been aroused.C S P E54C S P E

Section fouraction projects55

NO toinjusticeWhat is an Action Project?‘ An Action Project is one where the students are activelyinvolved in developing an issue or topic which has arisen inclass beyond the usual limits of the textbooks or coursematerial’. (p.10 Guidelines for Schools, 1996).Research on its own, where a student simply and solelyregurgitates facts and figures from sources such asencyclopaedias, newspapers, leaflets, pamphlets and CDRoms.does not constitute an Action Project. However, itcan be a small part of an Action Project (this will beexplained in more detail later in this chapter).A word of cautionAction Projects based on topics such as smoking, drinking,drugs, illnessnes and other social, personal and healthissues and those on historical, environmental and sportingtopics are acceptable only if they contain issues which areaddressed in relation to the criteria outlined above. Forexample, pages consisting of lists of different types ofdrugs and their side effects do not meet the required criteriafor an Action Project. If an Action Project related to drugsexamines what a community can do to combat drugsmisuse and/or how a community can bring pressure to bearto get the authorities to enact legislation and/or how acommunity can support the role of the Garda Síochana inthe prevention of drug-related crime, it would then beconsidered appropriate, provided it meets the criteriaoutlined above.How do Action Projects arise?Action Projects can develop from a number of differentsituations:• An Action Project can be a class Action Project, a groupAction Project or an individual Action Project. In orderto foster group work and active learning, and forpractical reasons of time, teachers are encouraged tosuggest class/group Action Projects to their students.C S P E

ACTION PROJECTS56CSPE 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 andpolitical dimensions of the life of the individual person through active participation in society’.CSPE Syllabus, p.10.

If 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 toengage in actions and develop skills that will contribute to their becoming active participatorycitizens in later life.Action Project Checklist✔ The Action Project should be based on one of the 7concepts.✔ The Action Project should be consistent with thehuman rights and social responsibility perspective ofCSPE.✔ The Action Project should have an Action component(research on its own is not acceptable).✔ The Action Project should enable the student toengage/communicate with other people orcommunities about the subject of her/his action.✔ The Action Project should enable the student topractice the skills associated with CSPE.✔ The Action Project should enable the student todevelop her/his knowledge and understanding of thesubject of the action.✔ The Action Project should include a reflection andevaluation dimension.We want to know more about…We could do something about…A topical issue of interest to the studentsA local issue of interest to the studentsA school issueA designated day/campaignSomething else!Class/group Action Projects can be subdivided into anumber of specific individual or small group tasks.• Over the duration of the course students shouldundertake at least two class/group Action Projects,which may take place at any stage over the three yearsof the junior cycle.• As the emphasis is placed on the learning gainedthrough the process of engaging in an Action Project itis not necessary for the Action Project to have asuccessful outcome.Through their involvement in Action Projects, studentshave the opportunity to develop and practice the skillswhich are invaluable to them as active citizens. For moreon the development of skills see Section 2.How to plan, organise and manageAction ProjectsAs Action Projects are central to CSPE it is important tospend some time planning how the Action Project will takeplace and who will do what in order to ensure a worthwhile

experience for all involved.The following six step model provides a useful frameworkwhen undertaking Action Projects.FIRST STEPThe first step is to agree an issue (that is within theconcepts of CSPE and that your class is interested inpursuing further).The success of an Action Project will be greatly enhancedwhen it arises from students’ prior work or interest in aparticular issue. Where students select an issue that isgenuinely of interest to them their motivation is increasedand their active engagement with the issue is bothmeaningful and enjoyable.Designated daysThe various days designated internationally to celebrateparticular events as outlined below are useful in providing afocus or high point for CSPE students’ Action Projects.They provide ideal opportunities for commencing orculminating Action Projects.C S P E57Six Steps to Action1. Agree an issue 4 Complete the Action2. Form teams/committees 5. Evaluate the Action3. Plan team tasks 6. Report the ActionDesignated DaysJanuary 1: World Peace DayJanuary: Martin Luther King Day (3rd Monday)March: National Tree WeekMarch: Fair Trade FortnightMarch 8: International Women’s DayApril 22: Earth DayMay 9: Europe DaySeptember: Energy Awareness WeekOctober 1: International Day for Older PersonsOctober 17: Elimination of Poverty DayOctober 24: United Nations DayNovember: One World WeekNovember 29: Children’s Rights DayDecember 3: International Day for people with adisabilityDecember 10: Human Rights DaySECOND STEPDecide on what ACTION the students will undertake.What do the students want to do about the issue identified?THIRD STEPThe action must be planned.Therefore, list all the jobs that must be undertaken tocomplete the action.After spending time on this activity take the CSPE Actionchosen above (step two) and plan it in the same way.Brainstorm all ideas.Prioritise sequences and show how all mini actions willlead to the main Action.C S P E58The key is to spend class time brainstorming on the issuesraised 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- fundraiseTip: During each step, consistently refer to theAction Project checklist for a quick reassurance thatyou/your class are on the right path to action.Tip: Ask the class how they might plann a trip to afootball match or other event. They will soon tell youall the planning that is required, e.g. saving money fortickets, getting permission, booking flights, checkingvenues/time/transport, arranging money forfood/hostels, etc.This activity will highlight how much planning isrequired for any action!C S P E59View 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 speaker1.Permission committee(Seeking permission for all partiesinvolved)2. Inviting committee3. Room committee4. Hosting committee5.Question/presentation committee6. Refreshments committee7. Thank you committee8. Finance committeePossible jobs:Speak to PrincipalSpeak to Year HeadArrange use of a special room/TVequipment/camera, etcContact person/organisationto arrange date/timeTip: Teacher should also contactspeaker to advise on issue to talkabout with class and format ofdiscussion, etc.Where will action take place?Classroom? Hall? Is it free at requiredtime? Layout of room? Equipmentneeded by speaker?Who greets speaker?Tour of school?Introduction to class?Photographer?Preparation of questions to askspeaker?Will a group of students ask questionsor whole class? Chairperson toorganise Q/A session?Timekeeper?Interviewer?

Reporter of event?Presentation of work completed priorto 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 studentsmay be in one particular group theymust each have an individual jobExample:Sheila–letter to PrincipalJohn–letter to speaker.Important especially if studentsabsent on day- they need to havethis information.It is most important that all groups have a clearlydefined job. Each member of a group must have aspecific task to complete.Example:Sheila’s job: to get permission from Principal to have aguest speaker into class.This may involve:• Sheila prepares information to present to the Principal• Sheila goes to office, can’t 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 Secretary’s office.C S P E60Tip: Use planning sheets to help you organise theclass CSPE Action.Planning sheet 1: The classThis sheet provides opportunities for a CSPE class to think about the various jobs/tasks that mustbe undertaken in order to make their Action Project a reality.Date Task Things to do CommitteePlanning Sheet 1: How will we, as a class, manage our time?C S P E61Planning sheet 2: The committee/team/groupThis sheet provides opportunities for committees/teams/groups within a CSPE class to think aboutthe various jobs/tasks that must be undertaken in order to make their particular task/job a reality.Date Task Things to do CommitteePlanning Sheet 2: How will we, as a class, manage our time?Planning sheet 3: The individualThis sheet provides opportunities for each individual within a committee/team/group to think aboutthe 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 PLANSome practical tips

Ensure all students in class:• are part of a committee• have an individual task within that committeeRemember to keep a few jobs for students who may beabsent on the day jobs are decided yet arrive on day ofaction.Keep jobs such as:• Write article/report of event by interviewing studentswho were present on the day• Make a collage of all the facts that students found outabout the subject of the Action Project.Have a cameraready!Act as a timekeeper to ensure all tasks are completed ontime.Planning the various jobsA task can be big or small depending on how it is viewed.To aid understanding it is helpful to ensure thatindividuals/committees record every step of their miniactionwhether it is big or small.Below are some examples of how a ‘small’ job is actually abigger job if every step is noted. These may be jobs forindividuals or committees.C S P E62Writing 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 astamped addressed envelopeMaking a phone call- prepare what you want to say- introduce yourself/explain briefly why you arephoning- ask who you are speaking tobe 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 tofill 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 topublicise 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 backWriting a leaflet- decide purpose of leaflet e.g. to raise awareness/giveinformation- 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 intocommittees/teams/groups to allocate each student withinthe committee a role to ensure that her/his particulartask/job is successfully undertaken. Some of the followingmay prove useful:FOURTH STEPThe Action Project takes placeDepending on the nature of the Action Project, it may becompleted in one day (e.g. a visit to the Dáil/Stormont/Court House, etc.) or a number of weeks (e.g.survey/petition).FIFTH STEPEvaluate and reflect upon the Action Project.After completing the Action, time must be spent evaluatingand reflecting upon the Action Project.The following are questions to guide your class throughthis step when the action is completed:1. What did we learn about the issue/the process (forexample, teamwork)?2. What skills did we develop?3. What are our opinions now after completing the actionproject?4. What would we do differently? Why?5. Was the Action a success? (Note: an Action does nothave to be successful to be a valid CSPE Action.) Why?SIXTH STEPReport on the ActionBelow 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. (Notethis should really be decided once step one has beenundertaken).C S P E63- 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 placesFundraising- 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 organisationPetition- 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.LeaderKeeps team on taskMakes sure everyoneparticipatesLeads the discussionRecorderKeeps notesKeeps record of jobsdoneKeeps a ‘To Do’ ListTimekeeperKeeps an eye on the timeGives team a 10 minutewarningMaterials personBrings necessarymaterialsOrganises equipment ifany is neededObserverCollects information onteamworkGives feedback on howthe team is doingQuestion personMakes sure that allquestions are answeredKeeps a list of importantquestions yet to beansweredTip: As all of the individual jobs/committee jobswill be happening at different stages, some studentsmay be finished their task(s) early.Throughout the whole action process (pre/during/postaction) the students should fill in their copybooks withwords/pictures to record things such as ‘What I didtoday as part of my action’ and ‘What I learned todayabout our action?’.This activity will be of great benefit

when report writing (Step six).2. Teach the skill of report writing. If students keep aplanning sheet and a log/diary about what they havelearned in their copybooks, they will be well prepared towrite up their reports.3. Write draft reports. Some classes may find it helpful tophotocopy the RAP or CWAB booklet so students canwrite up a draft copy of the action project4. Finally, write the report into the performa booklet.(Note: the booklets for the Junior CertificateExamination are usually sent to schools prior toChristmas of the third year).Note: Each student must write his/her own individualreport in his/her own words.C S P E64The teacher’s role in an Action ProjectThe role of the teacher in an Action Project is to enable,guide and support the students in doing the Action Projectand 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• Trócaire• Irish Refugee Council• Irish Traveller Movement• Celebrate –Martin Luther King Day (3rd Monday in Jan)International Women’s Day (8 Mar)Elimination of Racism Day (21 Mar)Universal Children’s 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 thehomeless/a home for older people. (Note: greatsensitivity and careful preparation needed).Concept: Stewardship• Celebrate Green Week, Earth Day (22 April), WorldEnvironment Day (5 June), Energy Awareness Week(Sept)• Invite a visitor from the Green Party/VOICE/a LitterWarden/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 ofplastic bags• Plant a tree/a flower bed/a gardenConcept: 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 acourtroom• Invite a visitor from the Gardaí/a Solicitor/a Barrister/aJudge/a Prison Officer/NeighbourhoodWatch/Community Alert/a Traffic Warden• Organise a visit to a Court House/a Garda Station/aPrison• Participate in a campaignSOME IDEAS FOR ACTION PROJECTSConcept: Democracy• Organise a mock election/an election to StudentCouncil/an election of class prefect• Organise a survey on voting/on knowledge of studentsof Irish politics• Organise a visit to Leinster House/Áras an Uachtaráin/a Party meeting/a TD’s Clinic/Stormont• Invite a visitor from a Political party/ TD/Minister/LocalCouncillor• Celebrate Europe Day, May 9th• Celebrate UN Day, Oct 24thConcept: Interdependence• Organise a survey on goods we use from around theworld• Raise awareness about an international issue: refugees& asylum seekers/child labour/Fair TradeConcept: Development• Organise a petition on a local issue• Organise a survey on facilities in the community• Invite a visitor from the Community Council/aResidents’ Association/Community Alert/Chamber ofCommerce/a local action group/a local organisation/theLocal Authority• Interview a community worker /local politicians/ youthworkers• Fundraise for a local or international developmentorganisation• Volunteer to do some community work• Hold an exhibition about local community• Produce a booklet/directory of facilities in thecommunity• Raise awareness about the work of a developmentorganisation, e.g. Trócaire• Invite a speaker from an international developmentorganisation to speak about her/his work.C S P ESOME EXAMPLES OF ACTION PROJECTS UNDERTAKEN BY STUDENTSDundalk students helpsave Irish bogsMitchelstown students campaign

for litter wardenIN GALWAY SCHOOL, DANA M.E.P.,TALKS ABOUT ALL KINDS OFEVERYTHING EUROPEANKildare students organisetree planting ceremonyKILTIMAGH STUDENTSDRAW UPNEW SCHOOL RULES

Wexford students refurbish theschool lunch roomWiindfarms viisiited iinDonegallSwords students publishbooklet on facilities foryoung people in the areaShannonstudentscelebrate50th anniversaryof UDHRWicklow studentsorganiselocal authoritymeetingPrincipal unveils Class Charter of Rights and ResponsibilitiesTubbercurry pupils bringATM machine to 3,000people65CONCEPT 1:RIGHTS AND RESPONSIBILITIESPet rights and the responsibilities of their owners.Issue: The students had a discussion on rights andresponsibilities and out of this they decided to investigatethe rights of pets and the responsibilities of their owners.Action: Since nearly all the students in this class had a petit was easy to get this action project started. The classdiscussed the kind of rights that an animal might have.They gathered their ideas together through a classdiscussion and then discarded some ideas and added inmore. They looked at pets needs and examined how thesewere being met. Each student then drew up two lists – oneof the pets rights, the other of their responsibilities to thepets. Although the animals differed in size and nature, theirneeds were remarkably similar.Town library book amnestyIssue: While working on rights and responsibilities in classthe teacher discovered that many students in the school hadbooks on loan from the town library which were longoverdue for return. The CSPE class decided to dosomething 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 fordistribution to each class. Another group prepared a speechwhich was broadcast on the school’s intercom anddistributed the posters to each classroom. Another grouporganised a receiving depot for the books. Issues that aroseincluded: getting prior permission from a teacher to visither/his class; the protocol for speechmaking to a class;using the intercom; the rota for supervising the depot (atlunchtime); storage of books, and the student visit to thelibrarian to organise the formal handing over ceremony.As a result of the students’ efforts a lot of books werecollected. The whole class visited the library for thehanding-over ceremony.CONCEPT 2: HUMAN DIGNITYFundraising for Romanian orphanagesIssue: A first year class were studying When all the Othersby Seamus Heaney in their English class. Out of this theydecided to write their own poems. In their CSPE class theycame up with the idea of publishing their poems and sellingthem in the school to raise money to support the work withRomanian orphanages.Action: The class organised to type up the poems, print thebooklet, sell their publication and fundraise for theRomanian orphanages. They used a committee system (Seepage 61).Bullying surveyIssue: Having worked through a module on rights andresponsibilities the CSPE students identified bullying as aninfringement of students’ rights in school. They decided toorganise a questionnaire on bullying.Action: A brainstorming session led to a set of questionsbeing agreed. A sample number of students from each yeargroup within the school were interviewed to find out theextent of bullying within the school. All questionnaireswere gathered up and the results were transferred to tallysheets and analysed. Graphs were then produced torepresent the totals. Guidelines were drawn up for studentsto follow if they found themselves being bullied. Theseguidelines were displayed as posters in each classroom inthe school. This action resulted in setting up a CairdeGroup (buddy system) to help make the transition fromprimary to post-primary school easier.C S P E66ACTION PROJECTS THAT HAVE BEEN UNDERTAKEN BY CONCEPTCONCEPT 3: DEMOCRACYDemocracy at workIssue: The CSPE class were studying democracy and, outof this, they decided to organise a series of local authoritymeetings.Action: Students held a series of informal meetings to electa Chairperson and Secretary. The class discussed the rolesof each and the issues that might be debated. The classrole-played various councillors who were reported in thelocal newspaper. The class divided into groups. The

Questions Group organised questions and counterarguments.The Chairperson called the meeting to order andchaired the debate (30 minutes). The Secretary took notesof the minutes and typed them up at home. As a follow upto this project, the students made a wall display of theminutes of four meetings during the school’s Open Day.They also arranged an informal visit to the local counciloffices.A visit to Dáil ÉireannIssue: A CSPE class organised a visit to the Dáil to see theseat of power.Action: The class organised the trip using the committeesystem. (See page 61). On the day of the trip they got atour of Leinster House, seeing Seanad Éireann and the Dáil.They then went to the public gallery and watched theproceedings of the Dáil. They met with many of thepoliticians. One of their local politicians organised aquestion and answer session in one of the Dáil buildings forthe group, giving her own account of how the Dáil works.CONCEPT 4: LAWA visit to Mountjoy PrisonIssue: A CSPE class was investigating and studying theconcept of law. The students were interested in seeing thefinal outcome for someone who broke the law and hadgone through the justice system.Action: The class used the committee system whenorganising their visit to Mountjoy.The Permission Committee had to ask permission from thePrincipal and teachers to get time off class to go toMountjoy.The Finance Committee contacted the bus company toorder 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 everystudent in the class and from that put together the ten mostrelevent questions.The Research Committee had to get information aboutMountjoy Prison and what it is used for, and from this theyhad to put together a fact sheet to be distributed to all goingon the trip.The Reporting Committee had to write a report on the trip.The Display Committee was responsible for takingphotographs on the day and displaying these for their ownclass and for the school.As Mountjoy is a medium security prison the students metwith some of the prisoners and asked them lots of questionsas well as seeing the inside of a cell. As a result of their tripto Mountjoy the students were determined not to get on thewrong side of the law.Policing in Northern and Southern Ireland.Issue: The CSPE class in a border county were studyingthe concept of law. As part of their Action Project theydecided to invite a member of the Garda Síochana to thescheme as their guest speaker. Following further discussionon the police in Northern Ireland, the students felt that theyknew very little about policing in Northern Ireland. Theydecided to find out about the role of the police in the North

and South.Action: First the class invited a Garda to their class. Theyorganised this in groups. One group was responsible forC S P E67sending the letter of invitation, another group made out thelist of questions to ask on the day. Other students recordedthe interview.For the second part of the Action Project the class went ona visit to a police station in Enniskillen in Co. Fermanagh.In order to do this they had to hire a bus. The classorganised a car wash day in school to pay for this. On theday of the visit the CSPE class travelled to EnniskillenPolice Station. The PSNI (Police Service of NorthernIreland) were very well organised for the visit. Theyescorted the class to the Visitor’s Room where they gave anaccount of the work of the police, including a slidepresentation. Information sheets were given to all present.Outside the station the class were shown high speed chasecars, crimestopper vans and police motorbikes.Before the class left for home they enjoyed refreshmentswith the police officers.Many students in the class changed their opinion towardsthe police officers in the PSNI because they found out thatthey have to work hard in their jobs just like the Gardaí. Alot of students said that they would now consider becominga member of the Garda Síochána or a PSNI Officer.CONCEPT 5: INTERDEPENDENCEFair Trade DayIssue: When examining the concept of interdependence,the class began to discuss where the food we eat and theclothes we wear come from. Arising from this discussionthey decided to find out more.Action: The class broke into working groups and eachgroup decided to research where different commoditiescome from and how they are produced. One group chosesportswear, another chose tea and coffee, another chosechocolate, and another chose fresh fruit and vegetables.The groups were able to get lots of information bycontacting Fair Trade organisations and by using theinternet. Then they put a display together and organised aFair Trade day for the school. They sold Fair Tradeproducts (crafts, jewellery, and food items) and sharedinformation with other students about Fair Trade. The daywas very successful, especially as it was organised inDecember, and students purchased many Christmaspresents from the Fair Trade stall.Euro price of a Big Mac.Issue: Students learnt about international relations and theprice of a Big Mac throughout Europe during an ActionProject. The 2nd year students discussed the advantagesand disadvantages of the European Union and the meaningand importance of the euro among other issues. Arisingfrom this discussion they planned a euro day for visitorsfrom 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 Macthroughout Europe.It proved to be a very enjoyable and eventful day.CONCEPT 6:DEVELOPMENTBanking on SuccessIssue: A 2nd year CSPE class thought up an action to dosomething for their community. The town where the schoolis located and its hinterland has a population of about 3,000people and there was no cash machine within 12 miles ofthe town.Action: The class of 20 divided into groups of three/fourand took on different tasks.• Some contacted the local banks/building societies• Some met bank officials and talked about the conditionsnecessary for the installation of the ATM cash machine• Some designed a survey to establish the demand for acash machine• Each student drew up a petition in computer class andprinted it out• The students distributed their forms widely. More than1,400 people including students in the school signed thepetitionThe ATM machine has been installed.C S P E68Campaign for changeIssue: During a class discussion on development, studentsdiscussed the basic needs which many people in the worldare still denied. From this, the students decided to dosomething to raise awareness about the rights of people indeveloping countries to basic needs. They decided toparticipate in Trócaire’s campaign to ask world leaders tokeep their promise of halving world poverty by the year2015.Action: Students checked out the websitewww.keepourword.org to find out about the campaign.Then they organised a Trócaire speaker to come visit theclass and talk about the campaign in more detail. After thevisit the class set up a stand in the school and encouragedfellow students to sign the postcards. Then they organisedthe collection of the postcards and sent them to Trócaire.CONCEPT 7: STEWARDSHIPWater on the BrainsIssue: A 2nd year class were studying the environment.They had already gone on field trips with their Geographyand CSPE teachers. They decided as a class to investigatethe levels of pollution in their local community andinterview locals about the effects of the pollution (if any)on their town.Action: The class worked as a unit. The students went outand analysed water samples, collected rubbish from the

riverbanks and sketched the effluent pipes running alongthe banks.The class interviewed local fishermen about the effects ofpollution in the local river and visited the waste-watertreatment plant. They also conducted a survey on theflora/fauna in the area.The results of the survey showed that the residents felt thatthe improvements in the river were largely due to the newwaste-water treatment plant. Residents also valued theirright to use the river and accepted responsibility for itsfuture.Local Litter and Environmental SurveyIssue: The students in one CSPE class asked their teacherif they could take action on the litter problem in their townand assist the Town Council in its fight against litter.Action: All 1st year classes were involved in this ActionProject. Each class was divided into groups of five/sixpupils. Two groups surveyed the public on their attitudes tolitter using a prepared questionnaire. The other two groupscollected litter and took photographs of environmentallyunfriendly sights. This included plotting the distribution oflitter, litter bins, lifting litter and examining the types oflitter present.Each class assembled, dispersed and carried out theirallotted task. The teacher monitored the fieldwork inprogress and reinforced the key considerations of safetyand courtesy along with informing the Principal of theproject in action.Individual groups presented their findings to the wholeclass, including verbal anecdotes, statistical presentationsand photographs. A project presentation was made availableC S P E69Bono signs up to Trócaire's campaign, watched by JustinKilcullen, Director of Trócaire and Tom Kitt T.D.to the school so that all students were aware of the ActionProject and the findings of the survey.An overall report was drawn up and presented to the localTown Council including recommendations for furtheraction. The Council agreed to sponsor a poster competitionon the litter theme for students in the school. The winnersand their findings on the litter and environmentalsurvey/report were reported in the local newspaper.C S P E70

“I was able to express my views on differentaspects of the course. I was listened to andwas given the opportunity to change things,however small, within the school community.We got to share what we learned with othersthrough our action project.”(Mary O’Brien, CSPE student, Dublin)

““Students organise a mock election.C S P E

Section fiveassessment71Assessment of Action ProjectsAction Projects are central to CSPE, but for the purposes ofassessment, students are not required to submit the actualAction Project. Instead each student is asked to submiteither• a detailed account of one Action Project she/he hasundertaken. This is done by completing a proforma*Report on an Action Project (RAP)or• a less detailed description of one Action Project, in thecontext of a module of course-work, she/he hasundertaken. This is done by completing a proformaCourse-Work Assessment Book (CWAB).* A proforma booklet is a standard booklet provided eachyear by the State Examinations Commission (SEC).5.1 THE REPORT ON AN ACTIONPROJECT (RAP)Students may submit their RAP in any one of the followingformats:• Written Report – The student writes her/his report into aproforma RAP booklet issued by the State ExaminationsCommission.• Audio Report (4 minutes maximum) – The studentspeaks her/his report onto a previously non-recordedaudio cassette tape, using the headings from theproforma RAP booklet.• Video Report (4 minutes maximum) – The student

speaks her/his report to camera, recorded onto apreviously non-recorded VHS video cassette tape, usingthe headings from the proforma RAP booklet.Schools are issued annually with proforma RAP bookletsby the State Examinations Commission (SEC). Eachbooklet consists of five Sections and accounts for 120marks (60%). Under the current regulations this report musttake one of the above formats. However, it is advisable tocheck with the SEC regarding any future changes to thisregulation.C S P E

ASSESSMENT72

Student 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 eithera) a Report on an Action Project (RAP) orb) 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 keymessages on the front cover of the current RAP.1) The first key message is outlined in the box whichstates ‘Candidates must not include any additionalmaterial or insertions in their report’. Students mayhave been involved in the writing up/typing of letters toorganisations/speakers; others may have formulated aquestionnaire while others may have designed campaignposters. These are all important aspects of an ActionProject but they must not be included in the RAP. TheRAP is literally a report on the Action Project. Studentsmust not include any extra pages.2) The second key message is printed in bold text abovethe grid to be completed by Examiners. It states ‘Eachcandidate must write the Report in his/her ownwords’. While students in a class may have beeninvolved in doing the same Action Project they arerequired to write up their own account in their ownwords. Some aspects may be similar, but should not beidentical.Student Action Project requirementsIt is very important to ensure that each Action Projectmeets the requirements. These requirements are printedclearly inside the back cover of the proforma RAP forteacher and student.• The Action Project should be clearly based on one ormore of the seven course concepts.• The Action Project should be consistent with the humanrights and social responsibility perspective of CSPE.• The Action Project should have an action component.Pure research, on its own, downloading informationfrom the Internet, copying information from a book

and sticking it in a scrap book or wall chart, is notan Action Project.• The Action Project should enable the students toengage/communicate with other people or communitiesabout the subject of their action.• The Action Project should enable the student to practicethe skills associated with Civic, Social and PoliticalEducation.• The Action Project should enable the student to developher/his knowledge and understanding of the subject ofthe action.• The Action Project should include a reflection andevaluation dimension.Completing the RAPAs this is a very different mode of assessment, studentsneed guidance and practice in report writing. The followingsuggestions may be useful:• Provide opportunities for students to practice writingsections of the RAP. The official proforma booklet maybe photocopied for this purpose.• Over the three years of the Junior Certificate, studentsshould undertake two Action Projects, thus ensuringthey have two to choose from when it comes toreporting.• Only one of the Action Projects must be reported on forthe examination.• Students are not required to fill in every line of everypage.The following pages will explore the layout of the RAPthrough actual examples and by means of a commentary.Please note that for each section of the RAP a differentAction Project has been chosen (the title of each ActionProject is underlined).C S P E73SECTION 2. INTRODUCTION(a) Please tick the concept/s on which your Action Project was based:Democracy Rights and ResponsibilitiesHuman Dignity InterdependenceDevelopment Stewardship ✔LawExplain 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 aboutminding the environment (the concept of stewardship) and we wanted to find out the extent of thelitter 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. Wewanted to find out what students in the school think about litter and tofind out about ways that might help to sort out the litter problem.C S P ESECTION 1. MY ACTION PROJECTAction Project: A survey on litter in our schoolThe Title of my Action ProjectA survey on litter in our school.Please tick the type/s of action that was/were undertaken as part of the Action ProjectSurvey/Questionnaire ✔ Interview PublicationAwareness Raising Campaign Designated Day

Mock Election/Guest Speaker parliment FundraisingStudent CouncilInvestigation Visit activityOther (Please describe the type of action undertaken):The title must clearly refer to the Actionundertaken and the Subject of the Action Project.If no box suits their ActionProject, they should fill in Other,e.g. Tree Planting.Students mustknow what concept(s)they were studying.They must tick at leastone box.There must be aclear link between theconcept ticked and theAction Project.A clearly statedreason is requiredhere. Why did thestudents do thisparticular ActionProject?74SECTION 3. ACTIVITIES UNDERTAKENAction 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 informationon 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 wasorganised 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 PrisonTo 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 andpulled them out of a hat to make up the different groups. They also organised the classinto two big groups for our visit to Limerick Prison as they could not take us in one biggroup.✔ The Contact Committee: They organised the visit of a guest speaker and the dates ourclass would visit the prison, by making contact with the prison by telephone and faxmachine.✔ The Finance Committee: They organised the bus to and from the prison. The price alsoincluded 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 alist of questions to ask the prison officers on our arrival at Limerick Prison. They thentyped up the final set of questions.✔ The Research Committee: They searched the Internet for information on LimerickPrison. 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 goahead. They also made posters which they hung up around the school to make all thestudents 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 themfor allowing us to visit the prison and for providing us with two excellent guides.C S P E75Engagementwith people is anessential part of anAction Project.Students must tick atleast ONE box.It is important toexplain how the peopleticked were involved inthe Action Project.There are TWOparts to be answered here– A list and a briefdescriptionStudents may find thecommittee system usefulfor tackling an ActionProject.For the list each studentmay provide the sameheading/title for eachCommittee (group/team).The brief descriptionshould include a numberof sentences whichclearly explain what eachCommittee (group/team)actually did in eachstudent’s own words.These pages are aboutwhat ‘we’ did.C S P E76(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 landminesIt 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 askedthe Art teacher for some art supplies and then I got to work. First I decided on the words Ineeded to put on the posters. This included the date and time of the awareness day. Then Iworked on the graphics. I used some very dramatic colours, mainly black and red, because Ithought this would capture attention. I had gathered some pictures of landmines so I copiedthem onto the posters.When I was finished I found some good places to hang the posters where they could beeasily noticed.(d) Describe how YOU applied at least TWO SKILLS when undertaking the activitydescribed in part (c) above.Action Project: Raising awareness about the dangers of landminesI 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 choosewhat 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 thoughtA2 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 themost catchy ones to attract attention. I also had to decide on the shape of the posters. Idecided to use irregular shapes as I thought these would attract interest. Then I decidedon the best locations around the school for displaying the posters. As the campaign wasaimed at first year students I decided that it was best if the posters were hung along thefirst year corridors so that they would find out about landmines on their way to and fromclass.Remember: It is not necessary to fill in every line of these two pages.It is importantto describe ONEtask/activity/job indetail here.If a student is amember of acommittee and thecommittee does anumber of associatedjobs it is okay for thestudent to describethese associated tasks.If a student has beeninvolved in a numberof very different tasksthen she/he shouldselect ONE anddescribe it in detail.This page is aboutwhat ‘I’ did.C S P E77This is aSummary ofinformation about thesubject of the ActionProject.Students shouldprovide FIVE clearlydeveloped facts here.Students should notconfuse Summary andReflections. Theyshould not express anyopinions here.In this Sectionstudents shouldexplain theirThoughts, Opinions,Feelings, SuggestionsandRecommendations.Reflections can beabout what a studentlearnt (subject), hows/he did the Action

Project (process) orabout the skills used.Students should givethree Reflections.Students must give aReason for eachreflection given.It is important to usethe word ‘I’ in thisSection.SECTION 4. SUMMARY OF INFORMATIONGive FIVE pieces of information or facts that you found out about the subject ofthe Action Project.Action Project: Organising a mock General ElectionHere 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 thepeople. It is led by the President.2) Our government is called the Oireachtas. It is made up of two houses – the Dáil and theSenate.3) At the moment there are six main political parties in Ireland: Fianna Fáil, Fine Gael, TheLabour Party, The Progressive Democrats, The Green Party and Sinn Féin.4) The system of voting used in Ireland is called ‘Proportional Representation’ or “ PR” forshort.5) There were forty two constituencies in Ireland for the 2002 General Election, one morethan in 1997, because of changes in the constituency boundaries based on the 1996Census results.SECTION 5. REFLECTIONSThink 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 thinkthis way.Action Project: Celebrating Europe DayI had no idea there was such a thing as Europe Day. I think it is a great idea to have a specialday 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 considerthemselves European and don’t seem to be too bothered about Europe. Just look at how badwe are at speaking European languages! We’re a disgrace compared to many of ourEuropean neighbours.I really enjoyed organising the European lunch with the Home Economics class because itadded a great flavour to our awareness display on the EU countries. I discovered that we arereally influenced by Europe in terms of food and drink: pizza from Italy, baguettes fromFrance, wine from Germany and Spain.I was thrilled to get the chance with four of my friends to put together a display about PatCox, MEP, President of the European Parliament. We got on really well together and helpedeach other out and we were very pleased with our display. I think the reason why our displaywas so good was because of the teamwork.C S P E785.2 THE COURSE-WORKASSESSMENT BOOK (CWAB)The CWAB is a proforma booklet issued by theState Examinations Commission.The CWAB is a booklet in which a student keeps arecord of a module of work, including a report onher/his Action Project.Completing an Action Project is compulsory.The account of the Action Project included in theCWAB 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 entiremodule must be based on one of the seven concepts in CSPE. It may be the exploration of aconcept, a unit of work or a theme.Course ConceptsRights & ResponsibilitiesHuman DignityStewardshipDevelopmentDemocracyLawInterdependenceCourse UnitsUnit 1:The Individual & CitizenshipUnit 2:The CommunityUnit 3:The State – IrelandUnit 4:Ireland and the WorldCourse Themes (for example)The EnvironmentEqualityConflictRacismInterculturalismPovertyNorthern IrelandC S P E79Module Example: Human RightsPresented here is an example of a CSPE module of work focusing on the concept of Rights andResponsibilities. This module of work consists of twelve classes. The last five classes are assignedto the Action Project which is also based on rights and responsibilities.Week1Needs and rights(picture sorting &discussion)Week 2Human rights(Human rights squaresactivity and discussion)Week 3Human rights story(lead in to UDHR andUNCRC)Week 4‘Truth’ poemDiscussing bullying,and group workWeek 5Denial of rights(Giant Steps Activity)Week 6Human rightsphotographs(Gallery & group work)

Week 7World in 2050(wish list)Group workWeek 8Preparation for ActionProject to raiseawareness on humanrightsWeek 9Human rightsawareness posters andslogansWeek 10Organisation of grouptasksWeek 11Organisation of grouptasksWeek 12Human Rights Day –awareness day and saleof Amnesty friendshipbraceletsThe 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 givenin 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 exploredIn Section 4 the Concept: Law is exploredIn Section 5 the Theme: Racism is exploredSection 1. Title: Human RightsSection 2.What my course-work module was about:• We brought in daily newspapers to our class and cut outpictures showing the abuse of Human Rights.• We found out about the Universal Declaration ofHuman Rights and the U.N. Convention on the Rightsof the Child.• We made posters and wrote slogans to highlight ourhuman rights.• We watched a 15-minute video about the work ofAmnesty International and had a discussion on it.• We read a story on bullying, written by a student in ourschool.• We held an awareness-raising day on Human Rights. Onthe day we also sold friendship bracelets for AmnestyInternational.Section 3. Things I have doneAn account of three classes I found particularly interestingfrom this course-work module:For this Section of the Course-Work Assessment Book themodule chosen is The State - Ireland3.1An account of ONE CLASS I found particularlyinteresting from this course-work module:(a) The main TOPIC of this class was:

Identifying different politicians from newspaper cuttingsand photographs.(b) This is a short DESCRIPTION of what took placeduring this class:We put up a selection of photographs on the class noticeboard.We examined these photographs and we picked outthose politicians we knew. Our teacher told us who theothers were. Then we grouped them together according totheir political parties.(c) ONE important thing I LEARNED from this class is:There are seven main political parties in Ireland – FiannaFáil; Fine Gael; the Labour Party; the Green Party; SinnFéin; the Socialist Party and the Progressive Democrats.(d)What made this class particularly INTERESTINGfor me was:I liked looking at the selection of photographs. I wasdelighted that I was able to recognise four of the leaders ofthe main parties. I was raging that I could only identify oneof the local politicians. We had great fun in doing thisexercise.Remember pages four and five of the CWAB followthe same format.Each student should practice filling in these pages –it will make it easier for him or her to complete theCWAB for examination.The student should give his or her ownopinion/reflectionC S P E80Title should clearly state what the Course-Workmodule was aboutA clear overview of the module should be given.Here the student should describe at least five differentaspects (things you did). The student may refer to theAction Project undertaken.Remember the student must write about threedistinct classes.Each Topic, Description, Learning, Interesting opinionmust be different.The student must not repeat any information here.The classes should not describe the work ofthe Action Project.The description must include reference to theactivity/methodology used. The student must relate theactivity/methodology to the topic.The student should clearly explain ONE importantthing he/she learned from this classAn account of two more classes on differentaspects of the State–Ireland should then be included.The accounts of these classes should not referto the Action ProjectSection 4. Things I have doneAn account of my Action Project for this course-workmodule.For this section of the CWAB the module chosen is TheLaw in Our Lives and the Action Project undertaken is Avisit 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 House4.2 ONE reason I/we did this particular Action Projectwas:We wanted to see a court in action. We wanted to find outwhat a Court House looked like inside and who the keypeople involved were.4.3 ONE ACTIVITY I/WE took part in during thisAction Project was:I was a member of the questions group. We asked everyonein the class to come up with a question. We grouped theseand we then picked ten questions to ask Mr. Brown, theCourt Clerk. I used Microsoft Word on the school computerto type up the ten questions and then printed them off foreveryone in the class.4.4 TWO things I have learned from doing this ActionProject are:(a) I learned that the Court Clerk prepares the list of casesfor 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 Processing4.5 (b) A description of how I used this skill in myAction Project:I opened the Microsoft Word package on the computer. Iopened a new file. I selected the Times Roman font. I setthe point size at 12. I typed in my ten questions. Ihighlighted the text and used double spacing between eachquestion. I checked the spelling using the spell checker. Ithen numbered each question, checked the size of themargin. I then saved the questions and clicked on the printbutton.C S P E81Note:Compulsory Section: It is compulsory for thestudent to complete this section of the CWAB.Failure to complete these two pages will result in apenalty being imposed.Remember the Action Project described here must berelevant to the module of work.The student cannot use the same material here as usedin any of the accounts of class-work in pages three,four or five.Remember the title should have the Action andSubject of the action clearly stated in it.The student should clearly explain ONE reason fordoing this particular Action Project.The student should clearly describe ONEactivity only.The student needs to give TWO different pieces ofinformation. These should be clearly explained. Thestudent must not use any material here that she/he hasused in any other part of the CWABThe student shouldname the skill explicitly.The student should explain step by step howshe/he used this skill.

Section 5.Something I have to say having completed thiscourse-work module.For this section of the CWAB the module chosen isRacism.5.1 One issue I feel strongly about or found interestingfrom this course-work module is discrimination againstrefugees and asylum seekers.5.2 I feel strongly about this issue because I heard about arefugee, Mr. Luyindula, from the Democratic Republicof Congo. He was the first Congolese refugee to arrivein Ireland. His experience in Ireland has not been ahappy one. He was beaten up in Temple Bar in broaddaylight. No passers-by stopped to help him. He haslost count the number of times that people have toldhim to go back to Africa.5.3 What I CAN DO ABOUT IT or WHAT I THINKCAN BE DONE ABOUT IT:I can raise awareness about the rights of others in myschool and amongst my family and friends. I can invite in arefugee/asylum seeker to tell his/her story to the otherstudents in my school. I think the Know Racism Campaignneeds to continue over a much longer period. Thegovernment needs to spend more money on the KnowRacism Campaign.Important points to remember• In the Course-Work Assessment Book the student willreport on ONE course-work module which she/he hascompleted.• The course-work module must include a Report on anAction Project within the module.• It is important that the student reports on 3 distinctclasses. Repetition will not score. Each topic, eachdescription, each learning and each interesting opinionmust be different.• On pages six and seven the student reports on his/herAction Project. This section is compulsory.• Each student must write up his/her own Course-WorkAssessment Book in his/her own words.• The CWAB report must have an account of the ActionProject undertaken as part of the module.C S P E82It is important that the student explains why he/she isinterested 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 thisissue 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 issuecan arise from any part of the module, including theAction 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 ofthe 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 responsibilitiesperspective of CSPE.The CSPE examination paper consists of three distinct sectionsSection 1: Objective questions (18 marks)This section consists of short-answer questions and students must attempt ALL questions here. Questions may take thefollowing format:True/false questionsMatching pairs questionsMultiple choice questionsTick box questionsIdentify the photographs questionsFill in the blanks questionsC S P E83Example: This question appeared in Section 1 of the 2004 Examination Paper.TrócaireAmnesty InternationalThe Simon CommunityIrish 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 organisation’s work Name of organisationCampaigns against cruelty to childrenWorks mainly with people in the developing worldLooks after the needs of the homeless in IrelandDraws attention to abuses of human rights in differentcountriesSection 2: Structured questions (42 marks)This section consists of FOUR questions and students must attempt THREE questions here. Questions in this section beginwith some kind of stimulus, for example:A photographA cartoonAn advertisementA table of statisticsA leaflet/brochureA web pageA written passage.Students are asked some direct questions about the stimulus, the answers to which are included in the stimulus. Then studentsare 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.C S P E84Example: This question appeared in Section 1of the 2003 Examination Paper.Write a sentence to explain EACH of these CSPE course concepts:StewardshipLawInterdependenceHuman Dignity

DevelopmentInterdependenceThe following information on trainers (running shoes) is adapted from the Trócaire CSPE web site. Study theinformation carefully and answer the questions that follow.(a) Of the groups involved in the production and distribution of trainers, whichone of these is getting:the highest percentage take ………………………………………………………...............(2 marks)the lowest percentage take……………………………………………………….............(2 marks)C S P E85Example: This question appeared in Section 2 of the 2002 Examination PaperTrainers (running shoes)Made up of dozens of different man-made materials, my trainers were assembled in a Korean ownedfactory in Indonesia. The leather for the upper came from Texan cows whose hides were sent fortanning in South Korea, where wages are not high. Tanning is the process in which the hides areturned into leather and can involve very strong chemicals.The Indonesian woman who made my €64 shoes earned €2 a day and worked in temperaturesnearing 40 degrees Celsius.Tiger Woods, the golfer, is sponsored by trainer manufacturer Nike. They pay him nearly €38million 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 anddistribution in the following way:Groups involved Percentage takeNike 33%Shops 50%Factories (owners/managers) 11.5%Factories (workers) 0.5%C S P E86(b) Why do you think Nike are prepared to pay Tiger Woods nearly €38 million a year to wear its emblemon 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)C S P E87Example 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 bebad 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 subpartsbased on a given scenario. The scenario focuses on some issue/topic on which students are required to take action. Thefocus here is on the student’s understanding of organising Action Projects (the skills needed and the tasks involved). In eachsub-part an indication is normally given as to how many pieces of information/points a student needs to include in his/heranswer.Example: This question appeared in Section 3 of the 2003 Examination Paper.C S P E88Special Olympics 2003 World Summer GamesYour town has been selected as one of the host towns for the Special Olympics 2003 World Summer Games. You have beenchosen 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 helpthe committee organise events for the visiting athletes. In the case of ONE of these organisations explain how it wouldbe of particular help.(6 marks)(b) Write a short article for your school magazine explaining the Special Olympics 2003 World Summer Games, and howyour town has been selected as a host town. In your answer you should mention at least THREE different points aboutthe 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)C S P E89Example: This question appeared in Section 3 of the 2002 Examination Paper.VotingYou have discovered from a recent survey that many of the senior students in your school, who are eligible to vote, do notintend 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 leastTHREE 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 anappropriate 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.Example: This question appeared in Section 3 of the 2001 Examination Paper.Community DevelopmentImagine that a busy railway line passes through your area, but there is no station. You are a member of a newly formedcampaign 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 youthink 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 yourcommunity.(c) Draw an outline of a poster that would encourage local people to become involved in the campaign. Include a sloganon the poster.C S P E905.4 PREPARING STUDENTSFOR THE EXAMINATION PAPERThe following strategies are useful in familiarisingstudents with what is happening in contemporarysociety around them:• ‘Politics Gallery’Students can bring in photographs from newspapers andmagazines of some of the key politicians (President,Taoiseach, Tánaiste, Ministers, EU politicians, etc.) andput them up on the noticeboard.• News stories from TV news, radio news andnewspapersStudents should be provided with opportunities to lookat, listen to and read about news stories.• Clear understanding of possible actionsStudents should be familiar with the many possibleactions which can be taken in order to progress an issue.It would be useful for students to familiarise themselveswith 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 surveyC S P E

Section sixmanaging CSPE in schools91

BEST PRACTICE IN SCHOOLSResearch carried out by the National Council for Curriculumand Assessment (NCCA) in consultation with principalsand teachers indicates that the implementation of CSPEbenefits when it is possible for school managements to:✔ include teachers’ interested in CSPE as one of the maincriteria used when selecting teachers to teach the subject✔ allocate teachers of CSPE to those class groups towhom they also teach another subject.✔ ensure, as far as possible, that each class group isassigned the same teacher of CSPE, particularly in thesecond and third year, so as to allow continuity inprogramme planning and to facilitate the organisation ofAction Projects✔ avoid placing the one CSPE period per week on thetimetable at a time/on a day when that period may belost on a regular basis due to interruptions in the schoolcalendar✔ support the co-ordination of CSPE by, for example,providing opportunities for team planning in line withthat provided for other subjects✔ promote awareness of CSPE by informing parents ofincoming First Year students about it and by celebratingthe work done in CSPE, e.g. the Action Projectsundertaken✔ ensure that CSPE features in in-house schoolexaminations and Parent-Teacher meetings, that itappears on the school prospectus, student timetables andstudent report forms alongside other subjects✔ encourage the establishment of a Student Council withinthe school.THE ROLE OFSCHOOL MANAGEMENTThe successful delivery of CSPE is greatly enhanced whenthe following areas are attended to:The CSPE CurriculumIt 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 CSPEIt is important that all CSPE teachers have access to• copies of the current blank proforma Report on anAction Project (RAP) or Course-Work Assessment Book(CWAB) booklets issued by the State ExaminationsCommission• latest Circular Letters from the Department ofEducation and Science and from the State ExaminationsCommission• examination forms and transmission envelopes issuedby State Examinations Commission.Supporting CSPE in the schoolSchool 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 ROLEOF A CSPE CONVENORTo ensure that students and teachers experience CSPEsuccessfully and effectively many schools have someone inplace who takes responsibility for the day-to-daymanagement of the subject. Possible areas of responsibilityfor the Convenor may include:Providing support• Provide support/encouragement/resources for CSPEcolleagues• 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 toschool management• Attend/organise appropriate in-service training• Encourage CSPE colleagues to join the subjectassociation (ACT: The Association of CSPE Teachers ).C S P E

MANAGING CSPE IN SCHOOLS92Facilitating meetings• Organise CSPE Team planning meetings, at least once aterm• Facilitate the sharing amongst colleagues of newinformation and new ideas from in-service• Update CSPE colleagues as new resources becomeavailableAdministration• Be a contact person for outside agencies• Provide colleagues with current copies of proformaRAPs and CWABs• Ensure that all completed RAPs and CWABs forassessment are collected from CSPE colleagues andstored appropriately, and that all relevant documentationhas been completedOrganising resources• Provide copies of essential resources to CSPE team (seeStarter Pack)• Catalogue all resources appropriate to CSPE in theschool• 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-curricularevents which raise the profile of CSPE in the school andcommunity• Inform incoming 1st year parents about the CSPEcourse• Organise end of year CSPE examinations for all JuniorCycle students• Ensure that CSPE appears on the Student Report forms• Ensure that CSPE teachers meet parents at parentteachermeetings.C S P E93

“We take 5-10 min off each class one day inthe month to facilitate subject meetings. Thisgives the CSPE team a chance to plan”.Tracy, CSPE teacher, Co. Monaghan.

“ ““In our school a 40 min. meeting time isallocated to CSPE at the end of term.

Tom, CSPE teacher, Co. Carlow “ ““CSPE has always been afforded a highprofile on our school curriculum. It hasnever been regarded as a ‘filler’ on ateacher’s timetable.Nollaig, CSPE teacher, Co. Kerry.

“ ““Whatever success we have experiencedowes much to the co-ordinator and ourpolicy of supporting initiatives andconsulting with staff willing to teach thesubject without imposition.”A principal’s view on managing CSPE

“ “TIMETABLING GUIDELINESAs CSPE is allocated the equivalent of one 40-minute classperiod per week, it is particularly important that poor timeslots,where the teacher may experience difficultymaintaining interest and continuity, should be avoided, forexample last class of the day/week.CSPE as a stand-alone subject experiences manydifficulties and it is not a good option. CSPE linked toanother school subject is the preferred model oftimetabling. Link this short course with a long course.A number of possible timetabling arrangements are shownbelow.Example (1): This arrangement allows for more flexibleand effective use of the time allocated to CSPE on thetimetable.An active teaching methodology, which may be difficult toundertake in one-class period per week, could be easilyaccommodated within this alternative timetablearrangement.Linking subjects in this way also creates potential for thetransfer of skills. For example, the skills required to prepareand write a report on an action project can be taught inother subjects and used in CSPE.It allows regular contact to occur between the teacher andthe class, thereby facilitating the development of a goodworking relationship. This is particularly important for lessable students. Teachers who have experienced a situationwhere they only meet a particular class once a week remarkthat it is very difficult to work effectively with thesestudents. Even getting to know their names can be difficult.Another advantage of this approach is that it allows theproblem of lost time, which single period subjects mayregularly experience from disruption by other schoolevents, to be addressed.Example (2): CSPE is allocated one class period per weekfor the year. However, without adjusting the existingtimetable, arrangements can be made with other subjectareas to run a cross-curricular theme for a limited period of1-2 weeks.A theme like ‘Our local community’ could be taughtthrough different subject areas over this limited period oftime. A possible approach is outlined below.Our local communityThis approach allows the study of a key concept or themeto be undertaken with little or no disruption to thetimetable.Explicit links between subjects, often neither recognisednor addressed, are made for both the students and teachers.

C S P E94English/Irish/Maths CSPEWeek 1 5 0Week 2 4 1Week 3 3 2Week 4 3 2Week 5 4 1Week 6 5 0English Examine the type of community issueswhich are dealt with in the localnewspaper. This could be followed up bya visit to the newspaper office.Religious Explore the meaning of the wordEducation community and the types of communitiesof which he students are members.Languages Build up the students’ vocabulary bylooking at the types of services that areoffered in the community or by lookingat and interpreting photographs of thelocal community.History Study the development of the communityin a particular period of time or throughthe passage of time.Geography Address a local development issue andthe roles that different members of thecommunity play in it.Civic, Social Undertake an Action Project by invitingand Political a local community person to discuss aEducation local issue of importance.It allows teachers to share both methodologies andresources 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 animportant event in the school year.PROFILING CSPE IN SCHOOLAs CSPE involves students and teachers in a wide varietyof activities and Action Projects it is important that thefollowing 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 communityorganisations, national organisations and internationalorganisations.• Profile the subject at parent evenings for incoming 1styears.• Ensure that CSPE is on the Student Reports issued atChristmas and at the end of the year• Celebrate the Action Project undertaken by the classpublicly in the school newsletter, local radio or localnewspaper.C S P E95A WHOLE-SCHOOLAPPROACH TO CITIZENSHIP

EDUCATION“…it is a narrow and inappropriate viewof civic, social and political education toperceive it as a single subject discipline.This area of education embodies a corecontent as well as inter-disciplinary orcross-curricular dimensions. It impactsupon and is impacted upon by the wholeschool, its organisation, operation andethos.”(NCCA Discussion Paper: Civic, Social and PoliticalEducation at Post-Primary level, Dublin, 1993, p.15).The success of Civic, Social and Political Education will begreatly enhanced where CSPE is regarded not as a marginalconcern of one corner of the curriculum but as central tothe whole life of the school.The values which underpin CSPE are learnt and cultivatedin a variety of ways: at home, at school and through themedia. The ethos and culture of a school conveys importantmessages and values in both explicit and implicit ways.One starting point might be to reflect on the values whichyour school or classroom upholds and the messages whichare more often ‘caught’ than taught.➔ Is there a good atmosphere or spirit within the schoolcommunity which celebrates individual and collectivesuccess?➔ Are there shared aims and values which are explicitlynamed and promoted in the school culture?➔ Is there an attractive environment conducive tolearning?➔ Are there high and consistent expectations, at bothacademic and pastoral levels?➔ Is there participation by students in the life of the schoolthrough formal and informal structures?➔ Is there an emphasis on learning and positive staffattitudes to students?➔ Are there extra-curricular activities which broadenstudents’ interests and experiences?➔ Is responsibility being shared by students and is there apositive student attitude to teachers?➔ Is there a recognition of individual and collectiveresponsibility?➔ Is there a collaborative approach to teaching andlearning?➔ Is there a respect for the rights of students with a justsystem of rewards and sanctions?➔ Is there a holistic view of education?➔ Are links with the wider community fostered and arevisitors given a warm welcome to the school?➔ Is there a strong sense of school as a community and agood pastoral system which helps students feel that theybelong?➔ Are there democratic forms of school governance inwhich staff and students are involved in the decisionmaking?Whole school events such as the celebration ofInternational Human Rights Day (10th December), mock

elections, the establishment of Student Councils,international/cross-border exchange programmes, visits tocommunity facilities and charity work are all part ofbuilding a healthy school ethos.C S P E96CROSS-CURRICULARPOSSIBILITIES IN CSPEA whole-school approach will also include the permeationof CSPE into all subjects. Opportunities for cross-curricularcollaboration abound.The Department of Education and Science recommendsthat teachers of CSPE should have their CSPE class foranother subject. The subjects History, Geography andReligious Education have obvious links with CSPE,making it possible to link the learning between subjects.However, with a bit of thought there are many othersubjects that create cross-curricular possibilities.Gaeilge, English, French, German, Italian, Spanishprovide poems, drama and stories which feature many ofthe issues which occur in CSPE. The writing of a formalletter is a skill that many students of CSPE may findnecessary and should be familiar with in their quest forinformation, requesting appointments and thanking peoplefor their help.All official documents in Ireland, for example PassportForm and Census Form are available as Gaeilge and thisprovides teachers of this subject with an opportunity toexamine these in class.Mathematics can be very useful to students when trying tovisually represent information from surveys andquestionnaires in the form of pie charts and bar graphs.Working out quotas for elections could also be done in amathematics class.Art teachers could use the opportunity to show studentshow to design posters that attract attention but also containnecessary information about a meeting or debate.Computer Studies classes could be used to teach studentshow to conduct research, how to access information on theInternet, how to type/word-process using a specificprogramme and how to represent information on aspreadsheet/brochure.Science deals with the concept of stewardship of theenvironment. Recycling and waste management feature aspart of the science syllabus and are an important link withthe concept of Stewardship in CSPE.Using the cross-curricular potential reinforces the notionthat CSPE is happening all around us and is not confined orrestricted to one class per week. The links provided byother subjects help students to develop their awareness ofthis.Another way of highlighting the omnipresence of CSPE isto put a chart on the wall with the seven concepts asheadings. At the start of each CSPE class ask the students ifthey have come across any issue or topic in another subjectwhich could be relevant to the concepts and CSPE. Notethis on the chart. After a while the students will become

more aware of the day-to-day relevance and occurrence ofcitizenship issues all around them.C S P E97C S P E98C S P E

Section sevenresources99RIGHTS AND RESPONSIBILITIESMy Rights – Part 3: 13-18 year olds. A booklet about theUN Convention on the Rights of the Child.ISPCC – 20 Molesworth Street, Dublin 2.Basic Human Rights and Responsibilities – A HumanRights Module for Civic, Social and Political Education(1998)This module was produced for 1st year CSPE. It includes acore unit which covers: Needs and Rights, UN Declarationof Human Rights and Why a Declaration? This is followedby three optional pathways: Children and Human Rights,Specific Groups and their Rights and Gender and HumanRights. It includes information, activities, case studies andideas for Action Projects. Available from the CurriculumDevelopment Unit, Sundrive Rd., Crumlin, Dublin 12. Tel:01- 4535487 or email: [email protected] Human Rights Work-A Handbook of Human RightsEducation Methodologies and Activities for 2nd and 3rdYear CSPE Teachers.CDVEC Curriculum Development Unit. Available from theCurriculum Development Unit, Sundrive Rd., Crumlin,Dublin 12. Tel: 01- 4535487 or email: [email protected] Human Rights Action Project – A Module for 2nd Year(1999)A human rights education module for 2nd year CSPE. Thisresource includes a four step process for doing a classaction project on human rights, responsibilities andcommunity. Within it there are ideas and methodologies forthe teacher and worksheets for the student. Available fromthe Curriculum Development Unit, Sundrive Rd., Crumlin,Dublin 12.Know Racism – The National Anti-Racism AwarenessProgrammeThe Equality Authority – www.equality.ie.What? Me A Racist? A humourously written cartoon bookfor young people which helps them to explore the issues ofracism and prejudice. It also includes useful information onthe issues.European Commission, Publications Unit, Rue de la Loi200, B-1049 Brussels.People on the Margins, No Place, No Power – Trócaire’sLenten Campaign 2003. Examines the key issues which

affect indigenous peoples.See also www.rainforestfoundationuk.org for informationabout 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 theirunderstanding of poverty in Ireland today. It explores waysin which students might get involved in a process of changeby engaging with anti-poverty/community developmentinitiatives. Many ideas for action projects are includedthroughout. Available from the Curriculum DevelopmentUnit, Sundrive Rd., Crumlin, Dublin 12. Tel: 01- 4535487or email: [email protected] – CD ROM, Trocaire 1999. This interactive CDROMintroduces children to new friends around the world.It invites children to explore aspects of people’s lives in 5different countries and to discover our links with the widerworld.Our World Our Rights (1996). This book is designed tointroduce children to the Universal Declaration of HumanRights and helps them to understand the concepts of rightsand responsibilities. The handbook includes photocopiableresources, guidelines for teachers, games and activities.Available from Trocaire, 12 Cathedral Street, Dublin 1. Tel:01-8743875 or email: [email protected]’s only Right – A Practical Guide to Learning About theConvention on the Rights of the Child. This guide forleaders and teachers working with young people offers arange of activities which help them to understand theconvention and consider its relevance to their own lives andthe lives of other children and young people. Availablefrom UNICEF.Yes, You Do Count – A Teaching Programme on HumanRightsIrish Commission for Justice and Peace, 1995. Availablefrom Trócaire.All Work and No Play – Child Labour in the 21st CenturyThis theme pack for One World Week 2001 containsactivities to raise awareness with young people about childlabour in the world today. Through simulation games,drama and role play, artwork and ranking exercises studentsC S P E

RESOURCES100can investigate the causes and incidence of child labour, itsconsequences.DEFY, 2001, available from the National Youth Council ofIreland (NYCI). Tel: 01-4784122Child Labour – A Global Concernwww.schoolisthebestplacetowork.orgSlavery – A resource on Slavery and Human Rights.Trócaire Education pack, 2000.To Feel at Home – An educational pack designed for pupilsaged 14-18 years. The pack consists of a 45 minute video

entitled “To Feel at Home”. The film, produced in threefifteen minute segments, (“Flight and Arrival”, “Making aNew Life”, and “Looking to the Future”) is designed forclassroom use. www.unchr.chSVP Education PackThis pack offers educators a practical way to enable andsupport students in creating a more just and participativesociety for all. It consists for a 6-week programme whichaims to avoid stereotypical misrepresentation of ‘poor’people, by naming in some small way the complex realityof poverty.SVP, 8 New Cabra Road, Dublin 7. 01-8389896 Fax 01-8389950 [email protected] ReleasesThis pack has been produced to promote awareness of theUnited Nations Decade for the Culture of Peace andNonviolence for the Children of the World (2001-2010)The Education Team, New Releases Schools Project, 224Lisburn Road, Belfast, Northern Ireland BT9 6GE – Tel:04890 [email protected], www.newreleases.tvHUMAN DIGNITYCounted Out – Challenging Poverty and Social Exclusion(2002)A resource pack which explores poverty and socialexclusion. The activities are designed to help students todevelop their understanding of Poverty in Ireland today. Itexplores ways in which students might get involved in aprocess of change by engaging with antipoverty/community development initiatives. Many ideas foraction projects are included throughout.CDU, Sundrive Rd., Crumlin, Dublin 12. 01- [email protected] Olympics World Summer Games – SchoolEnrichment Programme CSPESpecifically produced for CSPE teachers and students. Theprogramme includes a range of lesson plans and a videodesigned to explain learning disability.01 – 8691662 [email protected] www.2003specialolympics.com.Seeing Sense – Challenging PrejudicesThis pack challenges the participants to examine theirperceptions, to realise that things are not always as theyseem and to discover that false perceptions can lead toprejudice and discrimination.Derry City Council and Holywell Trust, 2001, Geraldine O’Kane, 048-71361046 [email protected]’s Not Fair – A Handbook on World Development forYouth Groups.A collection of activities and simulation games exploringworld development issues. Issues include: trade, food, debt,conflict, refugees, human rights. health care, theenvironment, faith and politics.Trócaire – www.trocaire.org.Why Care?A resource pack that challenges teachers and students toaddress 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.STEWARDSHIPwww.trocaire.ie – fact sheets, stories from around theworld, activities and ideas for taking action on theenvironment.Good for Farm Animals, Good for Us – The future for farmanimal welfare in IrelandThis animal welfare pack is suitable for all secondaryschool age students.Compassion in World Farming, Salmon Weir, HanoverStreet, Cork. 021-4272441, [email protected] better place to live – Your home and the environment.ENFO Information on the Environment, 17 St. AndrewStreet, Dublin 21890200191(lo-call) or 01 8882001 Fax – 01 [email protected] www.enfo.ieC S P E101A shopping and investment guide to sustainable living.ENFO Information on the Environment, 17 St. AndrewStreet, Dublin 2Tel: 01 8882001 or email: [email protected] SchoolsAn Taisceemail: [email protected] – Human Development, Interdependence andIreland Aid.A resource pack which explores the concepts ofInterdependence and Development. The pack focuses onthe work of Ireland Aid, the aid programme of the IrishGovernment. The pack contains a variety of teaching ideasand activities and includes student worksheets. There is anentire section on Action Projects.School Census Week 2002. This module has been written toenable students and teachers to explore the use of a Census.It focuses on how census information enables local andcentral government to plan future developments.Government of Ireland, 2002, www.cso.ieFala Favela – Photographs and activities on shantytownlife in Brazil. Fala Favela introduces the life of thecommunity of Vila Prudente in Sao Paulo, Brazil. Thetestimonies, case studies, photographs and activities in thepack raise questions about poverty, wealth, development,struggle, equality and solidarity.Trócaire.www.Keepourword.org – a campaign web site set up byTrócaire to lobby world leaders to deliver on their promisesto the developing world.DEMOCRACYVote: Exploring Democracy, Equality, Participation andElections – This pack was produced to coincide with thelocal and European elections of 2004 and explores thevarious issues mentioned in the title. Available from theCurriculum Development Unit, Sundrive Rd., Crumlin,

Dublin 12. 01- 4535487 [email protected], Participation, Citizenship, Democracy – Learningthe Skills of Active Democratic Participation.This pack has been produced to offer helpful advice, and tosupport the development of school-based Student CouncilsNational Youth Council (NYCI), 2001 NYCI [email protected] in Progress – A programme of civic education forsecond level schools provided by Fianna Fail for studentsof CSPE. It outlines information about the structures of theIrish political system, it also suggests activities, which maybe used by teachers of CSPE and Transition year politics,to encourage students to l earn more about politics andparticipate in the civic society.Fianna Fail Headquarters, 65-66 Lower Mount Street,Dublin 2. 01-6761551 Fax 016785690 [email protected] Councils – A voice for students.Guidelines for schools in how to set up and manageeffective Student Councils.Department of Education and Science – 01-8734700 orwww.education.gov.ieThe Raspberry Ice Cream WarA comic for young people on a peaceful Europe withoutfrontiers. This book uses a comic story to get across anunderstanding of the European Union and democracy toyoung readers. The issues of conflict prevention, theenvironment and international relations are all featured.European Commission, Publications Unit, Rue do la Loi200, B-1049 Brussels.The European Union – Your Passport to Europe – A funintroduction to the European Union.The European Parliament Office, 43 Molesworth Street,Dublin 2. www.eurioarl.ieLAWExplaining the Courts.This information booklet is intended to give generalinformation and guidance to the public about the courtssystem.The Courts Service, the Law Society of Ireland and the BarCouncil of Ireland, 2003.Exploring Humanitarian Law – A worldwide educationresource produced by the International Committee of theRed Cross. This pack is aimed at helping young people toexplore the world of humanitarian law and actions and thehumanitarian responses to conflicts of war andC S P E102humanitarian crises.Irish Red Cross – 16 Merrion Square, Dublin 2. Tel: 016765135 or email: [email protected] www.redcross.ieINTERDEPENDENCEExploring Interdependence – A Development EducationModule for 3rd Year Civic, Social and Political Education(1998)This module, which includes three individual activities, anaction project and ongoing activity, explores the links thatexist across communities and borders, and the effects that

actions taken in one place can have on another. Availablefrom the Curriculum Development Unit, Sundrive Rd.,Crumlin, Dublin 12. 01- 4535487 [email protected] Perspectives – Cultural Values, Diversity andEquality in Ireland and the Wider World (2001) A resourcepack which explores interculturalism. These activitiesexplore cultural diversity and equality in relation to thevalues and structures of Irish society and Ireland’srelationship with the wider world.Curriculum Development Unit, Sundrive Rd. Crumlin,Dublin 12. Email: [email protected] Cultural Values in the Community – A Moduleon Community and Culture for CSPE. This module enablesstudents to begin the process of understanding Irish culturethrough exploring cultural values within their owncommunities. The module is designed to highlight forstudents the realities of cultural values within theircommunities. It allows them to compare the images theyhave of being Irish with the reality as experienced atcommunity level.Curriculum Development Unit, Sundrive Rd. Crumlin,Dublin 12. Email: [email protected] World, Small World – An Education Pack for OneWorld Week 2002.Activities, information and action ideas for young peopleon the theme of globalisation.National Youth Council of Ireland – 01 – 478122,www.youth.ieExploring Our World – Investigating issues ofInterdependence and Social Justice in the 21st CenturyAn activity-based learning geography resource which isequally useful in CPSE. Topics include: inequality,sustainable development, resources, trade, child labour,debt, aid, women at work, and refugees and asylumseekers.One World Centre, Northern Ireland, Belfast, 048 –90241879 [email protected] Chocolate Game – An activity about the cocoa trade.This activity has been developed to enable students to gainan understanding of the way in which international trade ina crop grown for export affects families in four countries:Belize, Brazil, Britain and Ghana. Issues explored include:interdependence, power, international trade, injustice andFair Trade. Leeds Development Education Centre, Revised2001.Available from Trócaire, 01 – 2883577 info@trocaire,ieTake Action for Goal – Action Projects for CSPEThis pack introduces young people to the problems facedby their counterparts in the poorest parts of the world. Thepack encourages the students put things in perspective andtake an active part in shaping a better tomorrow.GOAL, PO Box 19, Dun Laoghaire, 01 – [email protected] Logo Day - This pack encourages the student to askquestions about who decides what is cool, to develop theirown creative style and to discourage bullying of those whodon’t wear all the right logos.

www.nologoday.comWinners All – Co-operative games for all ages. A usefulbooklet of co-operative and trust-building games for allages. Trocaire, 01 – 2883577 info@trocaire,ieOne World Week Theme Pack- Each year for One WorldWeek, The National Youth Council of Ireland, (NYCI)produces a themepack for youth leaders and teachers whichcontains a range of activities and information on therelevant theme.Tel: 01-4784122 www.youth.ieGlobal Express – A quarterly publication for teachers andstudents that covers topical global issues and events. Itaims to enable young people to gain a greaterunderstanding of the context in which news stories from thedeveloping world happen and to build links between theirexperience of life in Ireland and their understanding ofdevelopment issues.Curriculum Development Unit, Mary Immaculate College,South Circular Road, Limerick. Tel: 061 204550 Fax: 061204960. www.cdu.mic.ul.ieC S P E103OTHER USEFUL RESOURCESGuide to Development Education Resources 2004-2005A comprehensive list of all resources for use in justice andhuman rights education. A specific section deals with CSPEresources and points to where they are available.Published by Trócaire and Development CooperationIreland.Developing Facilitation Skills – A handbook for groupfacilitators. This book is aimed at facilitators who wish todevelop their skills in this area. It provides a programme ofskills development and advises on creating realistic goals interms of group development.Adult and Community Education, Combat Poverty Agency.Tel: 01 6706746Training for Transformation – Handbook for communityworkers. A set of four books, which provides a training andorganisational programme for groups based on the originalideas of Paulo Freire. The programme seeks to enablegroups to build trust, reflect on relevant problems andissues in their lives and to plan effective and responsibleaction for change. Adult and Community Education,Mambo Press, 1999, Available from Trócaire.Partners, Companion to Training for TransformationA community education handbook with ideas and activelearning 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 onTraveller 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. Asupplement produced specifically for Civic, Social andPolitical Education that ‘brings the world into theclassroom’.

WEBSITESwww.slss.ie Click on CSPE Support. This is the website ofthe Support Service and contains the original Exemplarmaterials and other important documentation.www.cspeteachers.ie This is the website of the Associationof CSPE Teachers (ACT). Lots of useful information isprovided here.www.trocaire.orgwww.developmenteducation.iewww.antislavery.orgwww.oneworld.net/guides/child_rights/indexwww.us.ilo/ilokidsnew/indexwww.child-soldiers.orgwww.rugmark.orgwww.labourbehindthelable.orgwww.savethechildren.org.ukwww.unicef.org/crcwww.crin.orgwww.amnesty.iewww.bbc.co.uk/education/human rights/www.pdhre.orgwww.mightymedia.com/act/www.unhchr.ch/www.enfo.iewww.biodiversity.orgwww.friendsoftheirishenvironment.netwww.un.orgwww.europa.eu.intwww.europeanmovement.iewww.european-studies.orgwww.irlgov.iewww.cso.iewww.examinations.ie.C S P E104Published by The Stationery OfficeTo 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. Stephen’s Green, Dublin 2.Tel: 01-647 6000 Fax: 01-647 6843Or through any bookseller.Price: €3.81Designed by: Langley Freeman Design Group Limited

© 2005 Government of Ireland

Appendix 4

AN ROINN OIDEACHAIS

The Junior Certificate

CIVIC, SOCIAL ANDPOLITICAL 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

co-operative 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.


RIGHTS AND RESPONSIBILITIES 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 self-

interested 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;

• a 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;

• a respect for critical thought processes and non-violent ways of resolving conflict and achieving change in society;

• a 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 5Civic, Social and Political Education (CSPE) Sample Policy –School YCivic, Social and Political Education aims to prepare students for activeparticipatory citizenship.Aims and ObjectivesAims:Through active exploration and study of citizenship at all levels (personal,local, national, global) in the context of contemporary social and politicalissues, Civic, Social and Political Education aims to:

1. Make students aware of the civic, social and political dimensions oftheir lives and the importance of active, participative citizens to the lifeof the state and all people;

2. Encourage and develop the practical skills which enable students toengage in active, participatory social interaction, and to adoptresponsible roles as individual, family member, citizen, worker,consumer, and member of various communities within a democraticsociety;

3. Develop the autonomous potential of students as socially literate,independent and self-confident young people;4. Encourage students to apply positive attitudes, imagination andempathy in learning about, and encouraging, other people andcultures;

5. Enable students to develop their critical and moral faculties inagreement with a system of values based in human rights and socialresponsibilities;

6. Develop knowledge and understanding of processes taking place at alllevels of society which lead to social, political and economic decision making.

Appendix 5Objectives: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 PlanWithin 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 theJunior 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 Year’s work:Option 1: RECOMMENDED PLANNING SCHEDULE USING A CONCEPTAPPROACHYEAR 1 Introduction to CSPE, Rights & Responsibilities and StewardshipAction Project*YEAR 2 Development Democracy & LawAction Project*YEAR 3 Interdependence & Assessment Revision Action Project*Option 2: RECOMMENDED PLANNING SCHEDULE FOR THE FOURUNITSUNIT 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 5above is purely a reminder that Action Projects can take place at any time and thereforeopportunities for action should be taken where possible, rather than adhering to aprescribed schedule.

Staffing

New teachers to CSPE DepartmentEach new teacher to the CSPE Department should receive a copy of theseguidelines. Any new teachers to CSPE should be paired with a moreexperienced teacher, who would volunteer to support/advise their colleague inthe teaching of CSPE.Management should provide planning time for these meetings especially inthe first term of the school calendar.

Class Organisation Policy

CSPE is:1) A compulsory class for all Junior Certificate students2) All classes are mixed ability3) Active learning methodologies should be an integral part of theteaching of CSPE

Class Organisation Procedures

1) Roll call2) Seating Plan3) All students to have textbook and Journal4) Set clearly defined tasks5) Vary the methodologies6) Consistently check understanding and comprehension7) Review work covered8) Set homework

Textbooks and Course Materials Policy

CSPE resources should be placed in the Workroom Press to provide easyaccessibility 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 accessresources easily.

Appendix 5Homework Policy

1) Some form of homework to be assigned each night to reinforcelearning2) Homework is suitably challenging and has positive learning outcomes3) Homework should encourage effort and pride in the work produced4) 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 assessmentand a final examination2) Assessment may be partially written and action based3) Set examinations will be at Christmas and summer for bothfirst/second Year students4) 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 thefiling cabinet in September each year2. Each 3rd Year student is entitled to choose which RAP/CWAB theywish to submit for their Junior Certificate3. Teachers should photocopy the RAP/CWAB proforma booklet andwithin class time students re-write their chosen RAP/CWAB withguidance, advice from the class teacher4. Each RAP/CWAB must be the student’s own individual work5. Students revise/amend their work and then write up their finalRAP/CWAB6. The final drafts are filed away in the filing cabinet for safety7. The actual RAPs/CWABs are placed in the blue plastic envelopessupplied by the SEC, students complete Form P2. All completedRAPs/CWABs are then passed directly to the Examinations Secretary.

Record Keeping Policy

1. Accurate and up-to-date records are available to Parents/Classteachers2. All RAPs/CWABs are to be completed fully and stored by the Department andavailable for inspection.

Appendix 5Record Keeping Procedures

1. Using teachers’ Journal effectively2. Record of Attendance3. Homework completion4. Grades achieved5. Completion of school reports

Reporting Policy

1. Keep parents informed of student progress2. Report students of concern to middle management3. Refer to School Policy in Staff handbook

Reporting Procedures

1. Journal2. Year Head referral3. Commendation Slips4. End of term reports5. Parent/Teacher meetings

Timetabling Policy

1. Continuity of CSPE teachers from year to year2. As far as possible CSPE trained teachers should be used moreresourcefully3. Adequate planning time should be provided as allocated to otherdepartments4. In-service provision to be made available with follow up time fordepartment development (new teachers of CSPE, curriculumdevelopment, etc.)5. Where possible teachers of CSPE should meet class for anothersubject. This will be facilitated on Tuesdays at lunchtimes.

Appendix 6

Council of EuropeCommittee of Ministers

Recommendation CM/Rec(2010)7of 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 2010at 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 examples of good practice in education for democratic citizenship and human rights education, and to consolidate, codify and spread such good practice throughout Europe;

Bearing in mind that member states are responsible for the organisation and content of their educational systems;

Recognising the key role played by non-governmental organisations and youth organisations in this area of education and anxious to support them in it,

Recommends that the governments of member states:

– implement measures based on the provisions of the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education, as set out in the appendix to this recommendation;

– ensure that the Charter is widely disseminated to their authorities responsible for education and youth;

Instructs the Secretary General to transmit this recommendation to:

– the governments of States Parties to the European Cultural Convention (ETS No. 18) which are not member states of the Council of Europe;

– to international organisations.

Appendix to Recommendation CM/Rec(2010)7

Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education

Adopted in the framework of Recommendation CM/Rec(2010)7 of the Committee of Ministers

Section I – General provisions

1. Scope

The present Charter is concerned with education for democratic citizenship and human rights education as defined in paragraph 2. It does not deal explicitly with related areas such as intercultural education, equality education, education for sustainable development and peace education, except where they overlap and interact with education for democratic citizenship and human rights education.

2. Definitions

For the purposes of the present Charter:

a. “Education for democratic citizenship” means education, training, awareness-raising, information, practices and activities which aim, by equipping learners with knowledge, skills and understanding and developing their attitudes and behaviour, to empower them to exercise and defend their democratic rights and responsibilities in society, to value

diversity and to play an active part in democratic life, with a view to the promotion and protection of democracy and the rule of law.

b. “Human rights education” means education, training, awareness raising, information, practices and activities which aim, by equipping learners with knowledge, skills and understanding and developing their attitudes and behaviour, to empower learners to contribute to the building and defence of a universal culture of human rights in society, with a view to the promotion and protection of human rights and fundamental freedoms.

c. “Formal education” means the structured education and training system that runs from pre-primary and primary through secondary school and on to university. It takes place, as a rule, at general or vocational educational institutions and leads to certification.

d. “Non-formal education” means any planned programme of education designed to improve a range of skills and competences, outside the formal educational setting.

e. “Informal education” means the lifelong process whereby every individual acquires attitudes, values, skills and knowledge from the educational influences and resources in his or her own environment and from daily experience (family, peer group, neighbours, encounters, library, mass media, work, play, etc).

3. Relationship between education for democratic citizenship and human rights education

Education for democratic citizenship and human rights education are closely inter-related and mutually supportive. They differ in focus and scope rather than in goals and practices. 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, while human rights education is concerned with the broader spectrum of human rights and fundamental freedoms in every aspect of people’s lives.

4. Constitutional structures and member state priorities

The objectives, principles and policies set out below are to be applied:

a. with due respect for the constitutional structures of each member state, using means appropriate to those structures.

b. having regard to the priorities and needs of each member state.

Section II – Objectives and principles

5. Objectives and principles

The following objectives and principles should guide member states in the framing of their policies, legislation and practice.

a. The aim of providing every person within their territory with the opportunity of education for democratic citizenship and human rights education.

b. Learning in education for democratic citizenship and human rights education is a lifelong process. Effective learning in this area involves a wide range of stakeholders including policy makers, educational professionals, learners, parents, educational

institutions, educational authorities, civil servants, non-governmental organisations, youth organisations, media and the general public.

c. All means of education and training, whether formal, non-formal or informal, have a part to play in this learning process and are valuable in promoting its principles and achieving its objectives.

d. Non-governmental organisations and youth organisations have a valuable contribution to make to education for democratic citizenship and human rights education, particularly through non-formal and informal education, and accordingly need opportunities and support in order to make this contribution.

e. Teaching and learning practices and activities should follow and promote democratic and human rights values and principles; in particular, the governance of educational institutions, including schools, should reflect and promote human rights values and foster the empowerment and active participation of learners, educational staff and stakeholders, including parents.

f. An essential element of all education for democratic citizenship and human rights education is the promotion of social cohesion and intercultural dialogue and the valuing of diversity and equality, including gender equality; to this end, it is essential to develop knowledge, personal and social skills and understanding that reduce conflict, increase appreciation and understanding of the differences between faith and ethnic groups, build mutual respect for human dignity and shared values, encourage dialogue and promote non-violence in the resolution of problems and disputes.

g. One of the fundamental goals of all education for democratic citizenship and human rights education is not just equipping learners with knowledge, understanding and skills, but also empowering them with the readiness to take action in society in the defence and promotion of human rights, democracy and the rule of law.

h. Ongoing training and development for education professionals and youth leaders, as well as for trainers themselves, in the principles and practices of education for democratic citizenship and human rights education are a vital part of the delivery and sustainability of effective education in this area and should accordingly be adequately planned and resourced.

i. Partnership and collaboration should be encouraged among the wide range of stakeholders involved in education for democratic citizenship and human rights education at state, regional and local level so as to make the most of their contributions, including among policy makers, educational professionals, learners, parents, educational institutions, non-governmental organisations, youth organisations, media and the general public.

j. Given the international nature of human rights values and obligations and the common principles underpinning democracy and the rule of law, it is important for member states to pursue and encourage international and regional co-operation in the activities covered by the present Charter and the identification and exchange of good practice.

Section III – Policies

6. Formal general and vocational education

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.

7. Higher education

Member states should promote, with due respect for the principle of academic freedom, the inclusion of education for democratic citizenship and human rights education in higher education institutions, in particular for future education professionals.

8. Democratic governance

Member states should promote democratic governance in all educational institutions both as a desirable and beneficial method of governance in its own right and as a practical means of learning and experiencing democracy and respect for human rights. They should encourage and facilitate, by appropriate means, the active participation of learners, educational staff and stakeholders, including parents, in the governance of educational institutions.

9. Training

Member states should provide teachers, other educational staff, youth leaders and trainers with the necessary initial and ongoing training and development in education for democratic citizenship and human rights education. This should ensure that they have a thorough knowledge and understanding of the discipline’s objectives and principles and of appropriate teaching and learning methods, as well as other key skills appropriate to their area of education.

10. Role of non-governmental organisations, youth organisations and other stakeholders

Member states should foster the role of non-governmental organisations and youth organisations in education for democratic citizenship and human rights education, especially in non-formal education. They should recognise these organisations and their activities as a valued part of the educational system, provide them where possible with the support they need and make full use of the expertise they can contribute to all forms of education. Member states should also promote and publicise education for democratic citizenship and human rights education to other stakeholders, notably the media and general public, in order to maximise the contribution that they can make to this area.

11. Criteria for evaluation

Member states should develop criteria for the evaluation of the effectiveness of programmes on education for democratic citizenship and human rights education. Feedback from learners should form an integral part of all such evaluations.

12. Research

Member states should initiate and promote research on education for democratic citizenship and human rights education to take stock of the current situation in the area and to provide stakeholders including policy makers, educational institutions, school leaders, teachers, learners, non-governmental organisations and youth organisations with comparative information to help them measure and increase their effectiveness and efficiency and improve their practices. This research could include, inter alia, research on curricula, innovative practices, teaching methods and development of evaluation systems, including evaluation criteria and indicators. Member states should share the

results of their research with other member states and stakeholders where appropriate.

13. Skills for promoting social cohesion, valuing diversity and handling differences and conflict

In all areas of education, member states should promote educational approaches and teaching methods which aim at learning to live together in a democratic and multicultural society and at enabling learners to acquire the knowledge and skills to promote social cohesion, value diversity and equality, appreciate differences – particularly between different faith and ethnic groups – and settle disagreements and conflicts in a non-violent manner with respect for each other’s’ rights, as well as to combat all forms of discrimination and violence, especially bullying and harassment.

Section IV – Evaluation and co-operation

14. Evaluation and review

Member states should regularly evaluate the strategies and policies they have undertaken with respect to the present Charter and adapt these strategies and policies as appropriate. They may do so in co-operation with other member states, for example on a regional basis. Any member state may also request assistance from the Council of Europe.

15. Co-operation in follow-up activities

Member states should, where appropriate, co-operate with each other and through the Council of Europe in pursuing the aims and principles of the present Charter by:

a. pursuing the topics of common interest and priorities identified;

b. fostering multilateral and transfrontier activities, including the existing network of co-ordinators on education for democratic citizenship and human rights education;

c. exchanging, developing, codifying and assuring the dissemination of good practices;

d. informing all stakeholders, including the public, about the aims and implementation of the Charter;

e. supporting European networks of non-governmental organisations, youth organisations and education professionals and co-operation among them.

16. International co-operation

Member states should share the results of their work on education for democratic citizenship and human rights education in the framework of the Council of Europe with other international organisations.

Appendix 7CIVICS EDUCATION IN SCHOOLS

I. Principles

In order to perform the comprehensive tasks set forth in Section 2 of the School Organisation Act, 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. In a time characterised by growing complexity in all spheres of life, civics education contributes proactively towards shaping society and translating democracy into practice. A major concern of civics education is to educate students towards a democratically inspired awareness of Austria, towards pan-European thinking and open mindedness supported by an understanding of the existential problems of humankind.

Civics education takes its lead from an understanding of democracy which sees no contradiction in recognising, on the one hand, legitimate government and authority and, on the other hand, the postulated identity of those who govern and those who are governed.

However, it focuses on the issue of how governance and authority are recognised as rightful by society. A democratic community will be guided by the unchanging principle that the source of authority and governance can only be the right of those governed or of their appointed bodies to appoint, supervise and recall those who govern. A democratic system of government will be the more successful the more profoundly the concept of democracy is recognised in other spheres of society. Civics education in school has to start from the conception that politics is governed by values. Peace, liberty, equality and justice are basic values which must underlie any organised form of society and thus any political action. However, it must be kept in mind that these fundamental values are frequently at odds with one another, and that even where initial perceptions are identical, opinions on their realisation in a given situation may differ.

Starting from the above-described values, civics education takes place in three inter-dependent areas:

1. Civics education means providing knowledge and understanding:Students should learn about the systems and arrangements of political, cultural and economic life. They should receive factual information on the historical and societal roots of such systems and perceive the forces and interests acting within them.

2. Civics education means developing skills and insights:Students should learn to recognise the political, cultural and economic interaction and make critical judgements. Insight into the elements of socio-political decision-making processes (the bodies vested with social and in particular political responsibility, their objectives and values, their interests; decision-making and action processes; distribution of power) are to provide the foundation for the development of personal opinions which enable the individual to assume personal responsibility in shaping our society.

3. Civics education means inspiring individuals with the will to act responsibly:Civics education intends to awaken and foster willingness in the students to contribute actively to the shaping of political processes. Students should be willing to translate decisions which are prompted by their own value judgements into politically responsible action, even when they are exposed to pressure and when they have to disregard their own interests.

Civics education is the mandate of all teachers. Hence it is an integral educational principle to be implemented within the scope provided by school type, grade and subject in accordance with the aims set forth in Part II. The opportunities offered by subject teaching must be used as must be those offered by the teacher's pedagogical competence. Co-ordinated co-operation of all teachers should be sought.

II. Description of Civics Education as an Integral Educational Principle

Civics education as an integral educational principle seeks to achieve the following objectives within the framework of the various curricula:1. Civics education is to enable students to recognise the types and conditionalities of

societal structures (interests, norms, values; governance, power, distribution of power; political institutions).

2. Civics education should convince students that democracy is not restricted to the mechanical observance of its rules but demands a high level of commitment; this should generate the will to use responsibly, jointly or severally, all feasible ways of influencing the democratic formulation of political demands and objectives.

Students are to be ”politicised” in the sense that they should be able to recognise options of participating in political life, so as to legitimately represent their own interests as well as the concerns of others, and to act in the public interest.

3. Civics education is intended to train students in thinking of political alternatives, thereby generating a tolerant mind-set towards those of different political persuasions.Students should become aware that in a democratic community, personal courage is often required in pursuing legitimate interests and that majority decisions must be respected, provided they have been made in a democratic manner and are in conformity with the principles of the fundamental human rights.

4. Civics education is to give students an understanding of the tasks of military defence which are to preserve the democratic liberties, the constitution and the rule of law, independence and the territorial integrity of our Republic.In this context, special mention should be made of the defensive nature of our military policy as well as of civil protection issues and economic precautionary measures.

5. Civics education should promote the ability and readiness to advocate inviolable values such as liberty and dignity, to eliminate prejudices and to champion the cause of the disadvantaged; it should provide the insight that the establishment of a fair system of peace is necessary for the survival of humankind; it should clarify that an all-out global effort is required to achieve this aim which must be perceived as a personal responsibility by every individual.

III. Basic Information for Designing Civics Education Classes

The integral educational principle of civics education must be guided by the idea that learning is based on experience and understanding and that cognition and knowledge may be gained through action. Class teaching will, therefore, have to be supplemented by practical experience of democratic attitudes and behaviour. With this in mind,

Appendix 7

students should use the opportunities for autonomous, responsible action provided by the School Education Act.

An important key to civics education is found in the social experience of students. Learning will, therefore, have to be based primarily on students' experience.

Civics education must be guided by the pedagogical principle that statements and judgements must always include dissenting convictions; it must be pointed out that in a democracy different values and opinions may co-exist, provided they are committed to or do not violate the fundamental values of our society. Opposing interests should be openly set forth and different opinions should be vented in a dialogue, since discussion is crucial in reaching consensus or compromise. This method of teaching and education calls for considerable expert knowledge and commitment on the part of the teacher and for his/her ability to enter into students' interests in a spirit of partnership. Aware of the frequently strong links between teachers and students, teachers will refrain from using civics education

to promote their own views and political opinions. If a situation requires teachers to present their own convictions, they will take great care not to discredit dissenting opinions and to enable students to keep a critical distance to the teachers' personal standpoints. Practising civics education as an integral educational principle thus poses a major challenge to all of a teacher's skills and makes similar demands on the students. Students will be required to assist in implementing the integral educational principle within the scope of opportunities provided, in particular, by the School Education Act.

Civics education will be successful, especially when schools and parents use the existing facilities for cooperation (school community committees, parents' days, parents' associations); this is an obvious conclusion derived from the fact that parents bear the main responsibility for the overall education of their children.

Concerted efforts of teachers, students and parents will provide the best possible conditions for Austrian schools to make their contribution to the shaping of the political culture in our country.

___________________________________________________________________________

Austrian Federal Ministry of Education and Cultural Affairs, Political Education Department

Minoritenplatz 5, A-1014 ViennaGZ 33.466/103-V/4a/94

Social Policy Report

Documents

Transcript of Social Policy Report