CSPE CBA — my planning workbook

DáilDex • 7 November 2026

Original planning prompts, not an official submission form. Follow your teacher's brief.


## Choose your action

Start with an issue you care about and an action you can actually carry out. Your teacher agrees the scope and strand.


### What issue matters to you?

Describe the issue and who it affects. What do you want to understand?







### Which actions did you consider?

Compare two possible actions. Why is your choice workable and meaningful?







### What will you try to change or contribute?

Set one specific aim and a way to notice what happened. Agree the strand and deadline with your teacher.







## Research and check

Keep the source beside the claim. An official record shows what was recorded; it may not explain motives or prove a policy worked.


### Source log

For each source: title, organisation or author, URL, publication date, date checked, useful claim and a limitation. Compare at least two perspectives where relevant.







### Who can make the decision?

Name the school role, public body or representative responsible. What is within their power? How did you check?







### What still needs checking?

Separate facts, opinions and unanswered questions. Record who you could ask and what evidence would help.







## Make a practical plan

Give yourself a real job in the action. Plan within your teacher's timetable; this is a suggested organiser, not an official schedule.


### Tasks, roles and dates

For each task: what happens, who does it, what you personally do, materials needed and a target date.







### Permissions and access

Check visits, contacting people, photos and surveys with your teacher. How can everyone participate? Use school-approved channels and avoid collecting sensitive personal information.







### What if the plan changes?

If no one replies or your activity cannot happen, what useful follow-up can you agree with your teacher?







## Act and keep evidence

Record your contribution as it happens. Keep the original evidence in the place your teacher approves; these notes are an organiser.


### Dated action log

Date; what I personally did; who I worked with; what happened; evidence reference. Distinguish your work from the group's work.







### Evidence index

Give each item an ID such as E1. Note the date, what it shows, where the original is kept and any permission or anonymisation needed.







### Changes and responses

Record feedback, obstacles and decisions. If there was no reply, record that honestly and note any agreed follow-up.







## Reflect on your learning

Use a particular moment and evidence from your own action. A difficult result can still give you something worthwhile to explain.


### What changed in your understanding?

Compare what you thought before with what you understand now. Which source, conversation or event made the difference?







### Which skill did you develop?

Choose a specific task. What did you learn to do, how did you improve and what evidence illustrates that?







### How do you judge the outcome?

Compare the result with your aim. Consider another explanation for what happened, a limitation and something you would do differently.







### What will you take forward?

Did your view change, become stronger or become less certain? Explain why and identify a realistic next step.







## Prepare your own record

Choose a format with your teacher. Use your own words and select evidence that makes your personal contribution and learning clear.


### Format and structure

Written, slides, audio, visual, oral or a mix? Plan an order that makes sense to the audience and check any school requirements.







### Evidence and source references

Choose the evidence that supports your account. Caption it in your own words and credit the source actually used. Remove unnecessary personal information.







### Questions for your teacher

What are you unsure about? Check that your teacher can follow what you did, what you learned and which parts are your own work.







## Before I share my record

- I can point to an action I took, beyond collecting information.

- I identify my own tasks and decisions within any group work.

- I link my account to dated evidence and credit the sources I used.

- I explain a change, challenge or confirmation in my understanding.

- I discuss a limitation and a realistic improvement or next step.

- My format is readable or audible and agreed with my teacher.

- The work is my own and follows my school's rules on assistance.


Official assessment guidance

https://www.curriculumonline.ie/getmedia/85185792-37f3-4249-be55-a0525aa850f8/CSPE_AssessmentGuidelines_Feb2017.pdf