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Design a game or infographic to help your peers understand the workings of the Equality Tribunal, European Court of Human Rights or the International Criminal Court.

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Investigate the use of social media by one or more politicians.

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Investigate the way that different media outlets report a local, national or global issue or topic of relevance to your CSPE course.

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Participate in a debate on the following motion: young people don’t need the vote to have power and influence in our world today.

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Organise a mock election or referendum in parallel with an election/referendum in real time and compare results.

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Produce a short video, animation (or similar) to explain and compare two different systems of government

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Investigate the way that different media outlets report a local, national or global issue or topic of relevance to your CSPE course

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Imagine you are running for election, make a badge and an election poster designed to inform potential voters about your priorities and proposals.

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3rd Year

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3rd Year

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Third Years

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First year group

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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What knowledge, skills and understanding do we want students to develop through this action?

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Knowledge:

Political Parties

Citizenship

Skills: Technology

Critical Thinking

Understanding:

Politics

Social Media Platforms

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Knowledge:

Skills:

Research skills. Evaluation and analysis of resources.

Understanding:

Contextualisation.

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Knowledge:

the accountability and influence young people have online

Skills:

reflect on their behaviours and consequences of online activity. decision making skills, recognise propaganda, managing information,

Understanding:

The importance of online safety and the results of their actions...Storming of Capitol Hill Jan 2022?

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Knowledge:

Knowledge of how a government works, voting systems in Ireland,

Skills:

Group work

Decision Making

Running an election

Designing ballots

Linking to student elections

Formula for quotas

Understanding:

How the quota system works

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Knowledge:

Understanding the purpose, structure, and functions of Equality Tribunal, European Court of Human Rights or the International Criminal Court.

Recognising the key principles and rights protected by the court or tribunal.

Familiarising with landmark cases or judgements that have shaped human rights and equality.

Skills:

Analytical, Research, Communication.

Understanding:

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Knowledge: Specific systems - possibly electoral comparisons, case study - zoom in

Skills: Filmography, Research skills, team work

Understanding:

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Knowledge:

Understand the impact of media on democracy.

Understand the different types of media e.g. tabloid

Understand how different parts of the world report on different events.

Skills:

Know the difference between primary and secondary sources.

Identifying propaganda.

How to descend the real news from the fake news.

Understanding:

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Knowledge:

Skills:

Understanding:

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2nd years - invested in the topic. Relate to the 

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2nd years - invested in the topic. Relate to the 

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2nd year students organised a polling station for 1st year students. 

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2nd year students organised a polling station for 1st year students. 

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Article 41, what is a referendum. Everyone had individual tasks and representives for the yes and no campaign  

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Article 41, what is a referendum. Everyone had individual tasks and representives for the yes and no campaign  

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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How we could make this action meaningful to students in our context?

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Prior to:

Look at the local candidates

Most recent local election

Sitting candidates, who is running again

Seats available

Examine manesfestos the students get from home

Guest speakers

Proportional Respresentation

During:

Follow the elections

After:

Analyse the distribution of votes

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Prior to:

During:

After:

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Prior to:

current formal uniform, more modern change towards a casual tracksuit type.

During:

assess the pro and cons , look at their ability to influe

After:

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Prior to:

During:

After:

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Prior to:

Research cases that have gone through the Equality Tribunal, European Court of Human Rights or the International Criminal Court to see if they recognise any.

During: The games could relate to hypothetical situations in teenage lives or among celebrities who have provoked controversy.

After: Analyse the impact of a court decision. What happens if the court makes a decision they disagree with or that was incorrect?

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Prior to:

During:

After:

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Prior to:

During:

After:

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Prior to:

During:

After:

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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What other resources could we utilise to enhance student engagement with this action?

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Media Ownership

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Mass media influence the way facts are viewed and debated in society. Independence and pluralism in media, public opinion and views - including criticism of people in power - are the safeguards of a healthy democracy. Monitoring and ensuring ownership pluralism is the first step toward independence and freedom of choice.

How can people evaluate the reliability of information if they don't know who provides it? How can journalists work properly if they don't know who controls the company they work for? And how can media authorities address excessive media concentration if they don't know who is behind the media's steering wheel? Ownership structure may also affect the way the media industry manages its resources. It shapes the economic strength and efficiency of the media sector which is of particular interest to potential investors.

Find out more about 'Who owns the media?' in our database.

The information on this website is subject to regular review, based on information provided by media outlets and companies as well as public records. In light of any relevant development in Ireland, information displayed on the website is subject to change accordingly.

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