Coming as I do from a background as a learning support teacher, I have a special interest in making CSPE more accessible to the student in need of learning support. During visits to many schools I am hearing from teachers that the Exemplar Material is suitable for most students. In particular, those teaching CSPE for the second time are finding that their knowledge of this material, the syllabus and the course units, is allowing them to choose appropriate work and experiences for their students. I would like to make the following points: reminders really, about the student in need of learning support studying CSPE.

STUDENTS MUST EXPERIENCE SUCCESS
It is particularly important to build on the previous learning and comprehension of the student. This pre-supposes that that teachers introduce CSPE topics and concepts at a very basic and practical level, and develop each topic to the level students are capable of understanding.

MEMOR Y IS A PROBLEM FOR THE LESS ABLE STUDENT
Because of problems with both long and short term memory, it is vital that overlearing of the key concepts and aspects of CSPE be practised. Information must be organised in an easily accessed form and the more personally involved the student is in the learning, the better!

ONE APPROACH TO THE EXEMPLAR MA TERIAL MIGHT BE
Prioritise: focus only on the key concepts in each unit. Organise: material must be presented in an organised, easily managed, easily stored and easily referenced format. Record: folders, copies, tapes, video. Language: specifically teach the language of each unit being studied. This enables students to think, and discuss the subject in hand. Display: put student work on display to raise the profile of the subject matter studied. Collaborate: as much as possible organise overlap with other subjects, thus reinforcing. Link: with other CSPE classes in the school -this creates a sense of belonging and of being "the same as ..." Test: set attainable goals and return to the key aspects of each unit. Oral/verbal approach.

ACTION PROJECTS
Think small -address classroom issues, engage in school based action. Think local - focus on issues in the Community first before taking on broader issues Think about student issues -take a lead from the students Think about future relevance -give students an opportunity to practice "active citizenship' Think about broadening viewpoints -perhaps challenging attitudes?

NOW OVER TO YOU.