Active Citizenship and the Democratic World · 1st Year

Active learning ideas

The President of Ireland: Our Head of State

Active learning helps students grasp the President’s largely ceremonial but symbolically powerful role by moving beyond abstract descriptions. When students act out the signing of a bill or simulate an election, they experience how checks and balances work in practice rather than just hearing about them.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Democracy
• NCCA: Junior Cycle - Rights and Responsibilities

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 45 min · Small Groups

Role-Play: Signing a Bill into Law

Divide class into roles: President, Taoiseach, Oireachtas members. Groups script a short scene where the President reviews and signs a fictional bill, then performs for the class. Debrief by listing ceremonial limits versus real power.

Identify the President of Ireland.

Facilitation Tip

During the Role-Play activity, assign students to play the President, Oireachtas members, and advisors so they see how a bill moves from proposal to signature.

What to look for

Provide students with a worksheet containing three statements about the President's role. Ask them to label each statement as 'True' or 'False' and briefly explain their reasoning for one of the false statements, for example: 'The President proposes new laws.' (False: The government or TDs propose laws).

Activity 02

• 30 min · Pairs

President Fact Hunt: Pairs Research

Pairs use provided resources or devices to find five facts about the current President, including election and duties. Create illustrated fact cards to share in a class gallery walk. Discuss findings to highlight key roles.

Explain some of the President's jobs (e.g., representing Ireland, signing laws).

Facilitation Tip

For the President Fact Hunt, provide a mix of online and print sources to build digital literacy alongside fact-finding skills.

What to look for

Pose the question: 'Why is it important for Ireland to have a President who is separate from the government that makes the day-to-day decisions?' Facilitate a class discussion, encouraging students to share their ideas about national representation and impartiality.

Activity 03

• 40 min · Whole Class

Debate Circle: Importance of the Presidency

Pose the question: 'Why do we need a President?' Split class into agree/disagree sides for structured turns speaking. Vote and reflect on arguments to connect to democracy.

Discuss why it's important to have a President.

Facilitation Tip

In the Debate Circle, give students sentence starters like ‘The President matters because…’ to scaffold reasoned participation.

What to look for

Ask students to write down the name of the current President of Ireland and list two specific jobs they perform. They should also write one sentence explaining why having a President is good for the country.

Activity 04

• Stations Rotation
• 50 min · Small Groups

Stations Rotation: Presidential Symbols

Set up stations with President's photos, Áras an Uachtaráin images, speeches, and seals. Groups rotate, noting symbols of unity, then report one insight each. Connect to representation role.

Identify the President of Ireland.

Facilitation Tip

At the Station Rotation, include tactile elements such as fabric tricolours or wax seals to reinforce the symbolic nature of honours and awards.

What to look for

Provide students with a worksheet containing three statements about the President's role. Ask them to label each statement as 'True' or 'False' and briefly explain their reasoning for one of the false statements, for example: 'The President proposes new laws.' (False: The government or TDs propose laws).

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Begin with a brief, clear explanation that the Presidency is designed to be above politics, then immediately move into structured tasks that demonstrate this separation. Avoid overemphasizing the President’s public persona; instead, focus on constitutional roles and the limits of power. Research shows that concrete, role-based tasks reduce confusion between head of state and head of government more effectively than lectures alone.

Students will explain the President’s impartiality, identify the separation between ceremonial and executive powers, and describe at least two core duties. By the end of the hub, they should confidently correct common misconceptions about the President’s authority.

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Watch Out for These Misconceptions

• During the Role-Play: Signing a Bill into Law, watch for students assuming the President can change or reject a bill based on personal opinion.

  Use the role-play script to redirect: the President must sign the bill as passed by the Oireachtas, reinforcing the President’s impartial role by having students act out the limits of their character’s power.

• During the President Fact Hunt: Pairs Research, watch for students describing the President as having executive authority over daily governance.

  Ask pairs to find and cite the exact constitutional phrase that limits the President to ceremonial duties, then have them present their evidence to the class.

• During the Station Rotation: Presidential Symbols, watch for students thinking the President chooses which citizens receive honours.

  At the honours station, show a sample nomination form and explain that the President signs honours recommended by an independent council, making the process transparent and non-political.

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Methods used in this brief

• Stations Rotation