Subject preview: Civic Social and Political Education (CPSE)Teachers face an uphill task reversing declining interest in politics, writes Breda O'Brien

Many adults will recall Civics class as a potent cure for insomnia. The only insomnia caused by the Civic, Social and Political Education (CSPE) course as it is taught today is likely to be endured by the teacher lying awake at night, wondering how to cover a wide-ranging syllabus with only one class period a week dedicated to it.

The Junior Certificate course consists of four units that range outward from the local to the global. They include the individual citizen, the community, the Irish State and Ireland's relationship with the rest of the globe.

The most important concept underpinning the course is active citizenship. CSPE aims to teach students how to participate in their communities at local, national and international level.

People learn best by doing, particularly when the aim is to produce aware and engaged citizens. That is why 60 per cent of the total examination mark is awarded to either a Report on an Action Project (RAP) or a Course Work Assessment Booklet (CWAB).

Students are expected to work in groups on at least two action projects. Topics for these action projects range widely, from awareness-raising about the consequences of trade barriers on developing countries to setting up a student council in school.

A RAP must be clearly linked to one of seven key concepts. The concepts that weave in and through the units are rights and responsibilities, human dignity, stewardship, development, democracy, law and interdependence. A RAP on one of the projects is submitted in May on a pro-forma booklet.

Alternatively, a CWAB is submitted, which is a record of one module of work, based on a unit, concept or theme, which also includes a shorter report on an action project.

There have been some problems with the action projects in the past, principally because the Department of Education and Science has suspected plagiarism or undue assistance by teachers. When they are done well, and are genuinely the student's own work, the action projects are very valuable.

Take one of the simpler action projects, that of inviting a speaker to school. While speakers are highly welcome alternatives to normal class, most students seem to assume that they just materialise to brighten their day without particular effort on anyone's part.

Having to go through all the steps themselves, from obtaining permission from a principal, to checking dates with the speaker, right down to the glass of water on the desk, is an illuminating experience.

Similarly, running a mock election means that young people have an insight into our democratic system that they would never have gained from endless classes on the vagaries of proportional representation.

The examination in June usually has a topical element, as well as examining course work. Put it this way, there will be many disappointed students if EU accession does not come up. Smart money must also be on electronic voting, which was very much a live issue at the time when the examination was set late last year. However, in past years highly fancied topics did not come up as expected.

Naturally, not all students are riveted by the subject. It was introduced to schools in the first place in response to a perceived decline in interest in politics and community-building. That decline is very apparent in young people, who may have no difficulty naming all the members of the Big Brother House, past and present, but who may struggle to name a single MEP.

Teachers of all subjects have noted a marked decrease in levels of general knowledge in the last 10 years or more. Yet, listening to an RTE vox pop on the countries about to join the EU last May, it is clear the decrease both in general knowledge and interest in current affairs is not confined to young people. Parents can help enormously by gently encouraging an interest in current affairs, and by initiating conversations on events like referendums.

There are problems with CSPE. One is the paucity of time allotted to it on the timetable. Action projects need an enormous input from teachers and are well nigh impossible to do in one period a week. There could be 10 projects under way simultaneously in a class, with all the groups seeking guidance from the teacher.

Another problem is that CSPE may be assigned to a teacher simply because he or she is short on teaching hours. This is unfair to all concerned. Also, CSPE is very demanding, which means that teachers can burn out. There is a supportive teachers' organisation, the Association of CSPE Teachers, which is very helpful. Worst of all, perhaps, is that Canute feeling. Teachers cannot reverse a cultural trend of declining interest in the wider world in one class period a week, although most of them give it their best shot.

The Junior Cert in the CPSE is this afternoon.