Active Citizenship and the Democratic State · 2nd Year

Active learning ideas

Our Classroom Rules: Why We Need Them

Active learning helps students understand the purpose of classroom rules by connecting them to real-world consequences and responsibilities. When students participate in rule-making and enforcement, they see how guidelines protect rights and promote fairness in a community they experience every day.

• NCCA Curriculum Specifications
• NCCA: Primary - Myself and the Wider World - Rules and Laws
• NCCA: Primary - Myself and the Wider World - Rights and Responsibilities

• 15–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 60 min · Whole Class

Simulation Game: The Legislative Journey

Divide the class into the Dáil and the Seanad to pass a mock bill on a school-related issue. Students must navigate the stages of a bill, including debates and amendments, to see how the two houses interact.

Why do we have rules in our classroom?

Facilitation Tip

During the Simulation: The Legislative Journey, assign distinct roles to each student so they experience the pressures of debate and compromise firsthand.

What to look for

Give each student a slip of paper. Ask them to write down one classroom rule and explain in one sentence why that rule is important for safety or fairness. Collect and review responses.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: Representative Priorities

Students identify three local issues and three national issues. They pair up to discuss which house of the Oireachtas is best suited to address each and how a TD might balance these competing demands.

How do rules help us get along with each other?

Facilitation Tip

For the Think-Pair-Share: Representative Priorities, provide sentence starters like 'I think this rule matters because...' to guide student reflections.

What to look for

Pose the question: 'What might happen if we didn't have a rule about raising our hands to speak?' Facilitate a brief class discussion, encouraging students to identify potential negative consequences and how a rule prevents them.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• 40 min · Small Groups

Mock Committee Hearing

Small groups act as an Oireachtas Committee investigating a specific topic like public transport. They must prepare questions to 'grill' a student acting as a government minister to practice the concept of accountability.

What happens when we don't follow rules?

Facilitation Tip

During the Mock Committee Hearing, give each student a rubric to assess their peers' presentations on rule importance and enforcement.

What to look for

Present a short scenario, e.g., 'Two students are arguing loudly over a toy.' Ask students to identify the rule that is being broken and suggest a responsible action based on classroom rules. Use thumbs up/down for quick comprehension checks.

A few notes on teaching this unit

Start by asking students to brainstorm problems that arise without rules, then connect these to the need for clear guidelines. Model respectful disagreement during discussions to show how rules support productive conversation. Research shows that when students co-create rules, they are more likely to follow them, so involve them in drafting and revising classroom expectations together.

Successful learning shows when students can explain why specific rules exist, give examples of how they apply in class, and take ownership of following them. You will notice this through thoughtful contributions in discussions and respectful behavior during activities.

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Watch Out for These Misconceptions

• During the Simulation: The Legislative Journey, watch for students assuming the Seanad and Dáil have equal power.

  Use the simulation roles to highlight that only the Dáil can pass financial bills or nominate the Taoiseach. Have students note this in their simulation notes and discuss why the Seanad’s role is more about review.

• During the Station Rotation activity, watch for students thinking TDs only work in Leinster House.

  Provide diaries from real TDs that include both Leinster House meetings and local constituency events. Ask students to categorize the activities and reflect on the dual role of TDs in their notebooks.

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Methods used in this brief

• Simulation Game
• Think-Pair-Share