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DáilDex · Junior Cycle · checked 7 November 2026
My CSPE action workbook
Original planning prompts for your own action and learning. Follow your teacher’s brief; this is not an official submission form. Keep personal information and original evidence in the place your teacher approves.
1. 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.
2. 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.
3. 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?
4. 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.
5. 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.
6. 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.
My final review
- 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.
Discuss any uncertainties with your teacher.
Official NCCA assessment guidance and Features of Quality
Free resources: www.daildex.com/students/cspe-cba