Active Citizenship and Democratic Action · 3rd Year

Active learning ideas

The President of Ireland: Our National Figurehead

Active learning works for this topic because students need to grasp the symbolic and practical aspects of a head of state role that is often misunderstood. Through simulated experiences and discussions, students move beyond textbook definitions to internalize the President's symbolic value, which fosters deeper civic understanding and engagement.

• NCCA Curriculum Specifications
• NCCA: Primary - Myself and the Wider World - People in the Community
• NCCA: Primary - Myself and the Wider World - National Identity

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

Activity 01

• 45 min · Small Groups

Role-Play: Presidential Duties Simulation

Divide class into small groups: one President, advisors, diplomats, and citizens. Groups enact scenarios like signing a bill or a state visit, with President consulting advice. Follow with 5-minute debrief on ceremonial limits.

Who is the President of Ireland and what do they do?

Facilitation Tip

During the Presidential Duties Simulation, circulate with a checklist to ensure each student experiences at least one ceremonial and one formal duty, even if they rotate roles.

What to look for

Provide students with a card asking: 'Name the current President of Ireland and list two of their key responsibilities. Then, write one sentence explaining why having a President is important for Ireland.'

Activity 02

• 30 min · Pairs

Timeline Pairs: Presidents of Ireland

Pairs research 3-5 Presidents using provided resources or tablets, noting key events and contributions. Create a shared class timeline on poster paper. Discuss patterns in roles.

Why is it important to have a President for our country?

Facilitation Tip

For the Timeline Pairs activity, provide printed fact cards with key dates and names for students to physically arrange, which helps tactile learners anchor historical context.

What to look for

Ask students to work in pairs to create a T-chart comparing the roles of the President and the Taoiseach. One column should list 'President's Duties' and the other 'Taoiseach's Duties'. Review a few examples as a class.

Activity 03

• 40 min · Whole Class

Debate Circle: Value of the Presidency

Whole class forms inner/outer circles. Inner circle debates 'Why keep the President?' using pros like unity symbol. Outer listens, then switches. Vote and reflect.

What are some ways the President represents all Irish people?

Facilitation Tip

In the Debate Circle, assign speaking roles in advance so students have time to prepare thoughtful arguments, reducing anxiety and fostering inclusive participation.

What to look for

Pose the question: 'How does the President of Ireland represent people who might have different opinions or backgrounds? Give one specific example of how the President's actions or words can include everyone.'

Activity 04

• 35 min · Individual

Symbol Design: Unity Posters

Individuals sketch posters showing how President represents all Irish people, using symbols like the harp or shamrock. Share in gallery walk, explain choices.

Who is the President of Ireland and what do they do?

What to look for

Provide students with a card asking: 'Name the current President of Ireland and list two of their key responsibilities. Then, write one sentence explaining why having a President is important for Ireland.'

A few notes on teaching this unit

Teaching this topic effectively relies on separating the President's symbolic role from executive power, a common confusion. Start with concrete, relatable examples of ceremonial duties before introducing abstract concepts of constitutional constraints. Research suggests that students learn best when they experience the role firsthand through simulations, which clarifies abstract distinctions like 'head of state' versus 'head of government'. Avoid overwhelming students with constitutional details early; focus on the human aspects of representation and unity first.

Successful learning looks like students confidently distinguishing between ceremonial and executive roles, articulating the President's contribution to national unity, and using specific examples from activities to justify their views. Students should demonstrate respectful debate skills and clear communication in role-play and discussions.

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Watch Out for These Misconceptions

• During the Role-Play: Presidential Duties Simulation, watch for students conflating the President's ceremonial role with policy decisions. Redirect by having the 'President' character explicitly state, 'I cannot propose or veto laws; my role is to sign or refer bills as advised by the government.'

  After the simulation, pause the group to debrief: ask students to share one duty they performed that felt symbolic and one that felt like real power. Contrast these with the Taoiseach's roles listed on the board.

• During the Timeline Pairs: Presidents of Ireland activity, watch for students assuming the President is chosen by politicians or serves for life. Redirect by having pairs check their timeline against the 'Presidential Elections' card, which includes term length and election process.

  After the activity, ask pairs to share one fact they learned about how Presidents are elected. Write these facts on the board to reinforce the correction collectively.

• During the Symbol Design: Unity Posters activity, watch for students drawing the President as signing laws independently. Redirect by providing a 'Bill to Law' flowchart poster and asking students to trace the path of a bill, highlighting where the President's role begins and ends.

  After the activity, have students pair up to compare their posters and identify one step in the legislative process where the President is involved. Discuss how this step differs from law creation.