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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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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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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 Years

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1st, 2nd & 3rd Years depending on when elections fall.

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3rd years

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Any year group from 1st to 3rd

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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:

Skills:

Understanding:

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Knowledge:

Skills:

Understanding:

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Knowledge:

democracy, power, human rights

Skills: debating, communicating, organizing data

Understanding:

inequalities in power, the idea of 'true' democracy

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Knowledge: Knowing how an election works. Generating a conversation at home with parents to help clarify their understanding. Familiarising themselves with local election centres

Skills: Learning how to cast a vote accurately. Opportunities for outdoor activities on how proportional representation works

Understanding: An understanding of the electoral system and the importance of voting/having a voice

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Knowledge:

Skills:

Understanding:

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Knowledge:

Skills:

Understanding:

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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?

# data[].attributes.headline
How we could make this action meaningful to students in our context?

# data[].attributes.subject
How we could make this action meaningful to students in our context?

# data[].attributes.headline
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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Knowledge:

-Students would learn the difference between a Dictatorship and Communism

-Students would learn the main features of democracy and Communism and how these systems of government operate

-Who were main historical figures in these countries and the development of their system

What are three features of each of their systems of government

Key events that lead to the development of these systems

Skills:

-Research

-Team work

-Fact checking

-Presentation

-Editing

- Creative skills making video and animation - images, adding music etc

Understanding:

To understand the difference between day to day living under these two systems. To understand the main differences between what democracy is and what communism is.

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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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Knowledge: the language the media use when highlighting a particular global issue.

Skills: to be able to identify between real or fake news when it comes to issue on the topic / Differentiate between them

Understanding: Discussion to what prior knowledge they have. Understand the different media outlets out there.

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Prior to:

During:

After:

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Prior to:

During:

After:

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Prior to: ask students what they would change if they could vote on it

During: include discussions of student council influence within the school

After: Follow up activities that exercise student power in the school environment

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Prior to:

During:

After:

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Prior to:

During:

After:

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Prior to: Identify a news story on a particular local / national/ global

During: Research where the information came from and it its credible

After: report back to the class

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Prior to:

During:

After:

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Prior to:

-Maybe get students to start from their own experience and look at their own country of origin first as a starting point.

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?

# data[].attributes.headline
What other resources could we utilise to enhance student engagement with this action?

# data[].attributes.subject
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?

# data[].attributes.headline
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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Knowledge: how a referendum is run, the topics

Skills: research, debate, discussions, critical thinking

Understanding: reasons behind both sides of the arguments, why changes were being proposed,

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Prior: research, discussing at home, ChatGPT

During: debate, track news coverage, statistics, discussing at home, ChatGPT, study government information, follow sources online, complete own referendum

After: analyse results, compare to own results, come up with own proposals to amend Constitution