Learning Area Outcomes Framework
Introduction to the Learning Area Outcomes
A definition and description of the purpose of learning within the learning area: |
One of the three central aims of Education in Malta is to educate "Learners who are responsibly engaged citizens who are able to secure social justice in constantly changing local, regional and global realities" (NCF, p.8). Such capabilities encompass both highly localised cultural, social, economic and political understandings as well as a progressive awareness of wider reg ional and global forces that inform contemporary citizenship. These capabilities are therefore most likely to emerge from a systems-wide approach incorporating related strategic shifts in school culture, pedagogy and ethos, and will clearly be supported by work undertaken in other interdisciplinary themes such as Education for Sustainable Development, Education for Diversity and the Humanities Learning Area. In particular, schools will need to demonstrate an authentic commitment to engaging with the views of young people in relation both to the school environment and to their learning, through both formal and informal structures. The capacities envisaged in this learning area also require to be embedded in visible and explicit curriculum-based and interdisciplinary components in order to ensure that the particular knowledge, skills, values and literacies of engaged citizenship are clearly evident, and therefore subject to evaluation, assessment, review and quality assurance measures as appropriate. This explicit yet interdisciplinary approach ought also to facilitate the development of appropriate resources for learners and professional development opportunities for educators. |
| Learning Area Outcomes: |
I can list and explain my inalienable human rights and how these are circumscribed by the rights of others. |
I can actively participate in a debate democratically in a manner that is tolerant of the views of others. |
I appraise everyday educational experiences to become a more active democratic citizen. |
I can identify the basic political processes of participation, representation, campaigning for change and decision-making and I know how to take part in these democratic processes in my school (including the Students’ Council) and everyday life. |
I can critically engage with concepts such as: democracy, freedom, diversity, equality, identities, private property, advocacy, the rule of law and the right to form, join and leave an organization. |
I am a critical thinker and can enquire through different sources of information in order to reach well-informed, rational, justified and ethical conclusions in an on-going self-reflective process that includes revaluation of my own views. |
I understand that democratic values as enshrined in the Constitution of Malta and international documents are vulnerable to different hostile threats. As a result, I undertake to to protect democracy as a legacy for future generations by promoting and supporting such values where and when they are threatened. |
I can oppose unjust discrimination and undertake to contribute towards an inclusive and pluralistic society where minority rights are respected. |
I can engage critically with different conceptions of social justice. |
I recognize why it is important to take action to address injustices including corruption and discrimination whether local, national, regional or global. |
I treat other people (fellow learners, teachers and members of the local or global community) with equal respect, dignity and concern for their well-being. |
I undertake to empathize and keep an open mind in situations of disagreement, controversy and conflict whilst acknowledging my convictions and biases. (E.g. political, cultural, religious, economic, sexual, gender, age). |
I am able to work creatively and cooperatively within my school and local community to improve the lives of others. |
I can explain the concept of subsidiarity and can explain why decisions should be taken and implemented at the level closest to the people concerned. |
|
|
