Active Citizenship and the Democratic State · 2nd Year

Active learning ideas

Helping Others: Welcoming New Friends

Active learning works well for this topic because it builds empathy through direct experience rather than abstract discussion. Students practice welcoming behaviors in a safe space before applying them in real life. Role-plays and group projects make the abstract concept of inclusion tangible and memorable.

• NCCA Curriculum Specifications
• NCCA: Primary - Myself and the Wider World - Empathy
• NCCA: Primary - Myself and the Wider World - Community

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Role Play
• 30 min · Pairs

Role-Play: First Day Scenarios

Divide class into pairs: one acts as new student, the other as host. Pairs improvise welcoming conversations, then switch roles and debrief on effective phrases. Conclude with whole-class sharing of top tips.

How can we make new friends feel welcome?

Facilitation Tip

During Role-Play: First Day Scenarios, assign roles clearly and provide scenario cards with simple prompts to keep interactions focused.

What to look for

Provide students with a card asking: 'Name one reason someone might move to Ireland and two specific things you can do to help them feel welcome at school.' Collect responses to gauge understanding of migration reasons and welcoming actions.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Role Play
• 45 min · Small Groups

Welcome Pack Creation: Small Group Design

Groups brainstorm and assemble welcome packs with maps, local phrases, and fun facts about Ireland. Each member contributes one item, then presents packs to class for feedback.

Why do some people move to a new country?

Facilitation Tip

When Welcome Pack Creation: Small Group Design, rotate materials so each group has access to craft supplies and language support tools.

What to look for

Pose the question: 'Imagine you are the new student. What is one thing someone could say or do that would make you feel happy and included on your first day?' Facilitate a brief class discussion, noting common themes of kindness and connection.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Role Play
• 35 min · Whole Class

Migration Story Mapping: Whole Class Timeline

Project a world map; students add sticky notes with reasons for migration (e.g., from Syria for safety). Discuss paths to Ireland and personal connections.

What can we do to help others who might be different from us?

Facilitation Tip

For Migration Story Mapping: Whole Class Timeline, use large paper and sticky notes to allow students to physically place events in order.

What to look for

During group work, circulate and ask pairs: 'How does this action help someone feel more welcome?' or 'Why is it important for our community to be welcoming?' Listen for student explanations connecting actions to feelings and community values.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 04

• Role Play
• 25 min · Pairs

Empathy Interviews: Pair Sharing

Pairs interview each other on times they felt new or different, noting one welcoming action received. Share anonymized stories in circle discussion.

How can we make new friends feel welcome?

Facilitation Tip

During Empathy Interviews: Pair Sharing, model open-ended questions like 'How did that make you feel?' to encourage deeper reflection.

What to look for

Provide students with a card asking: 'Name one reason someone might move to Ireland and two specific things you can do to help them feel welcome at school.' Collect responses to gauge understanding of migration reasons and welcoming actions.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Teaching this topic effectively requires balancing emotional engagement with factual understanding. Start with concrete role-plays to build empathy, then introduce migration stories as evidence. Avoid overwhelming students with too many facts about policies or statistics; focus on human experiences. Research shows that students learn inclusion best when they experience it, not just discuss it.

Successful learning looks like students confidently explaining migration reasons, proposing concrete ways to welcome others, and demonstrating kindness in role-plays. They should connect their actions to feelings of inclusion, showing they understand the impact of their behavior. Group discussions should reflect thoughtful consideration of others’ experiences.

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Watch Out for These Misconceptions

• During Role-Play: First Day Scenarios, watch for simplistic or trivial reasons students give for migration. Redirect by asking them to consider the story behind their scenario, such as 'What happened before arriving in this classroom?'

  After Migration Story Mapping: Whole Class Timeline, ask students to revisit their role-play scenarios and compare them to real migration patterns on the timeline. Challenge any assumptions by pointing to specific historical events or personal stories.

• During Welcome Pack Creation: Small Group Design, listen for comments like 'They should just learn our way.' Redirect by asking groups to brainstorm universal gestures of kindness that cross cultures.

  During Empathy Interviews: Pair Sharing, listen for dismissive attitudes toward cultural differences. Guide students to ask follow-up questions like 'What if they don’t understand our traditions? How can we help?' to uncover deeper understanding.

• During Migration Story Mapping: Whole Class Timeline, watch for students assuming all migration is negative. Ask them to highlight positive contributions migrants have made to communities on their timeline.

  After Role-Play: First Day Scenarios, ask students to reflect on moments when a small gesture, like sharing a smile or a pencil, made a big difference in their scenario. Use this to shift the focus from barriers to shared humanity.

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Methods used in this brief

• Role Play