Active Citizenship and Democratic Action · 3rd Year

Active learning ideas

How School Rules Are Made

Active learning works especially well for this topic because students need to experience the democratic process of rule-making firsthand. When they role-play meetings or debate ideas, they connect abstract concepts like fairness and responsibility to real choices in their school community.

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

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• RAFT Writing
• 45 min · Small Groups

Role-Play: Student Council Meeting

Assign roles like student reps, principal, and teachers. Groups brainstorm a new rule idea, such as recess equipment use, present it, debate pros and cons, then vote. Conclude with a summary of the adopted rule and reasons.

Where do ideas for new school rules come from?

Facilitation Tip

During the Role-Play: Student Council Meeting, assign specific roles like chairperson, note-taker, or proposer to keep the simulation structured and purposeful.

What to look for

Provide students with a scenario: 'The school cafeteria is always messy after lunch.' Ask them to write down two possible sources for a new rule to address this and one step that might happen before the rule is finalized.

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

Activity 02

• RAFT Writing
• 30 min · Pairs

Survey and Propose: Class Rule Poll

Students survey classmates on a rule need, like lunch line order, tally results, and draft a proposal. Share findings in a whole-class vote, then implement the winning rule for a week and reflect on its impact.

What steps might happen before a new rule is put in place?

Facilitation Tip

For the Survey and Propose: Class Rule Poll, remind students to word their survey questions clearly to avoid bias in responses.

What to look for

Pose the question: 'Imagine you want a new rule that allows students to use phones during lunch. What are three arguments for this rule and three arguments against it? Who would you need to convince?' Facilitate a class discussion on how to present these arguments.

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

Activity 03

• RAFT Writing
• 35 min · Pairs

Flowchart Challenge: Rule-Making Steps

Provide blank flowcharts; pairs sequence steps from idea to rule using school examples. Groups present and critique each other's charts, adding missing elements like consultation phases.

How can students have a say in school rules?

Facilitation Tip

When students complete the Flowchart Challenge: Rule-Making Steps, ask them to compare their flowcharts in pairs to identify any missing steps.

What to look for

On a slip of paper, ask students to name one person or group in the school who has the authority to approve a new rule and explain why their approval is necessary.

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

Activity 04

• RAFT Writing
• 40 min · Small Groups

Debate Stations: For and Against Rules

Set up stations with rule scenarios. Small groups prepare arguments for and against at each, rotate, and vote after hearing all views. Record final decisions on a class chart.

Where do ideas for new school rules come from?

Facilitation Tip

At each Debate Stations: For and Against Rules, provide sentence starters on the board to scaffold students' arguments, such as 'One reason for this rule is...' or 'A concern about this rule is...'.

What to look for

Provide students with a scenario: 'The school cafeteria is always messy after lunch.' Ask them to write down two possible sources for a new rule to address this and one step that might happen before the rule is finalized.

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Teachers should emphasize that rule-making is a deliberate process, not a quick process, and that multiple perspectives matter. Avoid presenting rules as fixed or unchangeable, as this can discourage student engagement. Research suggests that when students see their ideas reflected in school policies, their sense of belonging and responsibility increases.

Successful learning looks like students who can articulate the steps of rule-making, explain the importance of discussion and voting, and recognize their own role in influencing school decisions. They should also value the input of peers and staff as part of the process.

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Watch Out for These Misconceptions

• During Role-Play: Student Council Meeting, watch for students assuming the principal or teachers make all the decisions without student input. Redirect by having the student-led meeting present their proposals to a 'principal' character for approval.

  Use the role-play to show that student ideas are the starting point, and the principal's role is to review and approve, not originate, the rules.

• During Flowchart Challenge: Rule-Making Steps, watch for students drawing flowcharts that skip steps like discussion or voting. Redirect by providing a checklist of required steps and asking them to revise their flowcharts.

  Have students compare their flowcharts to a model step-by-step process to ensure they include all necessary stages.

• During Debate Stations: For and Against Rules, watch for students believing their opinions alone change rules without debate or votes. Redirect by having them tally votes at each station and discuss how outcomes are decided.

  Use the debate stations to demonstrate that rules result from collective discussion and voting, not individual preferences.

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Methods used in this brief

• RAFT Writing