Educators' Guide for Pedagogy and Assessment
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Learning Area: Religious and Ethics Education
Ethics > LEVEL 5
Learning Area Outcome: I can learn about, and from, my own experience of the world and from the beliefs, practices and traditions of others.
Subject Focus: Learning about, and from our own, experience of the world, and from the beliefs, practices and traditions of others.
1] I can relate to the experiences of children in my school, who are not in my classroom, promoting the idea of the school as a moral community, marked by care for, and about, others even those of its members who are strangers.
2] I can make a list of qualities that make a good neighbour.
WRITING
3] I can define the terms 'friends', 'acquaintances' and 'strangers'.
4] I can participate in a discussion about the treatment of animate beings, namely humans and animals.
LEARNING TO DO
2] I can make a list of qualities that make a good neighbour.
WRITING3] I can define the terms 'friends', 'acquaintances' and 'strangers'.
4] I can participate in a discussion about the treatment of animate beings, namely humans and animals.
LEARNING TO DOLearning Area Outcome: I can understand how religious and secular cultures and belief systems sustain different ways of life, and can co-exist harmoniously in societies such as the Maltese society, where moral and cultural difference is respected and valued.
Subject Focus: Religious and Secular Cultures and Belief Systems
1] I can talk about the importance of moral principles to guide my life.
2] I can talk about caring for others as a motive for moral action.
3] I can define moral courage as a willingness to do what is right in difficult circumstances.
4] I can talk about moral cowardice as a form of egoism and moral blindness.
5] I can talk about caring for truth and justice as a motive for moral action.
6] I can distinguish between impulsive and reflective acts, and give examples of each.
7] I can define a "virtuous act" as an act that avoids extremes which tend to be harmful, and a "virtuous character" as a character that is disposed to moderation.
2] I can talk about caring for others as a motive for moral action.
3] I can define moral courage as a willingness to do what is right in difficult circumstances.
4] I can talk about moral cowardice as a form of egoism and moral blindness.
5] I can talk about caring for truth and justice as a motive for moral action.
6] I can distinguish between impulsive and reflective acts, and give examples of each.
7] I can define a "virtuous act" as an act that avoids extremes which tend to be harmful, and a "virtuous character" as a character that is disposed to moderation.
Learning Area Outcome: I am able to understand and value the notion of a human community, and the diverse ways it expresses itself in, and to see this as a source of richness.
Subject Focus: The Human Community
1] I can argue that healthy human relationships require trust between people who live together in a community.
2] I can talk about my neighbourhood as a geographical and social space, and the implications of living in it, such as my obligations towards my neighbours.
3] I can discuss 'friends', 'acquaintances' and 'strangers' as relationships within neighbourhoods.
4] I can explain what being a "stranger" is. I can explain that one should also care for strangers as they are also persons.
5] I can describe my neighbourhood as a community where people share something in common, and are obliged to respect and care for that which belongs to individuals, together with that which is common to all, such as taking care of shared spaces such as schools and parks.
2] I can talk about my neighbourhood as a geographical and social space, and the implications of living in it, such as my obligations towards my neighbours.
3] I can discuss 'friends', 'acquaintances' and 'strangers' as relationships within neighbourhoods.
4] I can explain what being a "stranger" is. I can explain that one should also care for strangers as they are also persons.
5] I can describe my neighbourhood as a community where people share something in common, and are obliged to respect and care for that which belongs to individuals, together with that which is common to all, such as taking care of shared spaces such as schools and parks.
Learning Area Outcome: I have a positive sense of myself which I nurture through self-care and self-mastery, and of my connectedness with others, with the natural environment (animal and material), and, if I am a believer, with an Ultimate reality.
Subject Focus: Fostering a positive sense of ourselves
1] I can participate in a discussion about the different forms of ownership, specifically, to what extent I can say that something is "mine" or "ours".
2] I can distinguish between how I should treat objects such as toys, and how I should treat living beings such as pets and other animals.
LEARNING TO DO
3] Along with others, I can take care of the natural environment such as the sea and the natural world, which belongs to all of us.
LEARNING TO DO
4] I can show that I care for all children in class and in school, even if I don't know them.
5] I can perceive the world as a shared space which belongs to all of us, and towards which we all have an obligation to care for.
LEARNING TO BE
6] I can recognise the importance of the natural environment, including the air we breathe and the atmosphere, in general.
LEARNING TO KNOW
7] I can take care of animals, not just pets, but also those animals living in the built-in environment, such as public places and in the wild.
LEARNING TO DO
8] I can discuss subjects of a controversial nature, such as whether wild animals should be hunted.
LEARNING TO KNOW
2] I can distinguish between how I should treat objects such as toys, and how I should treat living beings such as pets and other animals.
LEARNING TO DO3] Along with others, I can take care of the natural environment such as the sea and the natural world, which belongs to all of us.
LEARNING TO DO4] I can show that I care for all children in class and in school, even if I don't know them.
5] I can perceive the world as a shared space which belongs to all of us, and towards which we all have an obligation to care for.
LEARNING TO BE6] I can recognise the importance of the natural environment, including the air we breathe and the atmosphere, in general.
LEARNING TO KNOW7] I can take care of animals, not just pets, but also those animals living in the built-in environment, such as public places and in the wild.
LEARNING TO DO8] I can discuss subjects of a controversial nature, such as whether wild animals should be hunted.
LEARNING TO KNOWLearning Area Outcome: I can formulate and express questions that are fundamental to human experience and endeavour to find an answer.
Subject Focus: Questions that are fundamental to Human Experience
1] I can describe the principle of reciprocity, the mine and yours, as a principle of fairness.
2] I can demonstrate a strong sense of justice in my relationships with my peers.
3] I can give examples of instances where disadvantage and preferential treatment were shown, and discuss them as issues of justice.
4] I can distinguish between fairness as treating people according to their need, and fairness as treating people equally.
5] I can discuss the relationship between "trust" and "respect".
6] I can apply what I have learnt about honesty and truth to my own life, especially in my relationships with my peers.
COGNITIVE LEARNING
7] I can discuss the notions of retribution, namely getting one's own, back, and forgiveness.
2] I can demonstrate a strong sense of justice in my relationships with my peers.
3] I can give examples of instances where disadvantage and preferential treatment were shown, and discuss them as issues of justice.
4] I can distinguish between fairness as treating people according to their need, and fairness as treating people equally.
5] I can discuss the relationship between "trust" and "respect".
6] I can apply what I have learnt about honesty and truth to my own life, especially in my relationships with my peers.
COGNITIVE LEARNING7] I can discuss the notions of retribution, namely getting one's own, back, and forgiveness.
Learning Area Outcome: I am able to understand contemporary moral language and its central concepts and metaphors, including those of rights, virtues, duties, obligations, autonomy, self-regarding and other-regarding acts, side-effects, and consequences.
Subject Focus: Contemporary Moral Language and its Central Concepts and Metaphors
1] I can define the words "right" and "duty" in terms of the right of respect for one's property, and the duty to respect other people's property.
2] I can discuss what my obligations are towards things that people share in common, such as our neighbourhood.
LEARNING TO KNOW
3] I can discuss what my obligations are towards the environment and other living things.
LEARNING TO KNOW
4] I can demonstrate the values of honesty, trust, and respect in my relationship with my peers.
5] I can discuss the importance of values in our lives and the community we live in.
6] I can argue that animals have the right not to be treated as objects.
2] I can discuss what my obligations are towards things that people share in common, such as our neighbourhood.
LEARNING TO KNOW3] I can discuss what my obligations are towards the environment and other living things.
LEARNING TO KNOW4] I can demonstrate the values of honesty, trust, and respect in my relationship with my peers.
5] I can discuss the importance of values in our lives and the community we live in.
6] I can argue that animals have the right not to be treated as objects.
Learning Area Outcome: I am able to reflect on that language critically but with due respect for those with different beliefs and a different moral outlook
Subject Focus: Respect for others
1] I can explain why it is necessary to have a working definition of the notions we use, in the interest of having a meaningful discussion. It is important to establish, for example, what one means by the terms 'a right', 'freedom', 'an obligation' etc., and how, for example, having a right to something is different from wanting or desiring something.
2] I can show how a process of thinking and discussion can lead to such working definitions. It is important to communicate clearly with others, asking them what they mean by certain ideas such as 'right', 'freedom', 'obligation', etc.
3] I can use my thinking skills when participating in a discussion.
2] I can show how a process of thinking and discussion can lead to such working definitions. It is important to communicate clearly with others, asking them what they mean by certain ideas such as 'right', 'freedom', 'obligation', etc.
3] I can use my thinking skills when participating in a discussion.
Learning Area Outcome: I can contribute meaningfully and reflectively to moral debate even on fundamental and contentious questions, duly respecting the right of others to think and argue differently.
Subject Focus: Engaging in Moral Debate
1] I can participate in a discussion about what makes a person a stranger.
2] I can argue in favour of treating others, who are strangers, with respect.
3] I can distinguish between that which is private, e.g.my home, and that which is public, e.g. my classroom, my neighbourhood.
4] I can distinguish between personal relationships, e.g. friends, and role relationships, e.g. teacher/student.
5] I can recognise the connection between justice and fairness.
6] I can rank different needs according to their importance.
7] I can talk about issues of merit and punishment.
2] I can argue in favour of treating others, who are strangers, with respect.
3] I can distinguish between that which is private, e.g.my home, and that which is public, e.g. my classroom, my neighbourhood.
4] I can distinguish between personal relationships, e.g. friends, and role relationships, e.g. teacher/student.
5] I can recognise the connection between justice and fairness.
6] I can rank different needs according to their importance.
7] I can talk about issues of merit and punishment.
Learning Area Outcome: I can collaborate with others in the construction of a shared and mutually enriching vision of life.
Subject Focus: Collaborating with others in the construction of a shared and mutually enriching vision of life
1] I can participate in a discussion about the school as people living together and sharing a way of life.
An example could be; a discussion about the school uniform and how it signifies that they are part of a community. The discussion may also explore the meaning of being a member of the school.
SELF AWARENESS
2. I can list some of the rules that enable a discussion to take place, such as not speaking out of turn, giving due space for others to speak, and listening to others without interruption.
WRITING
3] I can share my belongings with other children in my class.
4] I can identify what I share with others in my neighbourhood. The focus here is to explore the idea of a neighbourhood as a geographical and social space, and the implications of living in such a space in terms of relationships, responsibilities and obligations.
5] I can make a distinction between what is private i.e. used by me, and what is public i.e. used by everyone.
6] I can talk about my neighbourhood in terms of a community of neighbours who share an interest in their mutual well-being.
7] I can list the things that make me feel that I am part of the Maltese society, or the wider world. The students are invited to speak and illustrate their statements with narratives and anecdotes from their experiences. Non- Maltese students are also encouraged to speak about their experiences of living in a Maltese society. They are also encouraged to speak about their stories of living in their native homes and countries.
WRITING
8] I can talk about the environment as something which is shared by everyone, and which everyone is duty bound to care for.
LEARNING TO KNOW
An example could be; a discussion about the school uniform and how it signifies that they are part of a community. The discussion may also explore the meaning of being a member of the school.
SELF AWARENESS2. I can list some of the rules that enable a discussion to take place, such as not speaking out of turn, giving due space for others to speak, and listening to others without interruption.
WRITING3] I can share my belongings with other children in my class.
4] I can identify what I share with others in my neighbourhood. The focus here is to explore the idea of a neighbourhood as a geographical and social space, and the implications of living in such a space in terms of relationships, responsibilities and obligations.
5] I can make a distinction between what is private i.e. used by me, and what is public i.e. used by everyone.
6] I can talk about my neighbourhood in terms of a community of neighbours who share an interest in their mutual well-being.
7] I can list the things that make me feel that I am part of the Maltese society, or the wider world. The students are invited to speak and illustrate their statements with narratives and anecdotes from their experiences. Non- Maltese students are also encouraged to speak about their experiences of living in a Maltese society. They are also encouraged to speak about their stories of living in their native homes and countries.
WRITING8] I can talk about the environment as something which is shared by everyone, and which everyone is duty bound to care for.
LEARNING TO KNOWLearning Area Outcome: I am committed to be fair and just towards myself and others, to live a reflective life subject to my moral and other values, and mindful of my obligations towards others who form my society and community and towards other beings who form the world community, human and non-human (or animal), of which I am also an active and responsible member.
Subject Focus: Justice and Fairness
1] I can give examples of how we mistreat, or take insufficient care of other people, animals and the environment.
LEARNING TO KNOW
2] I can argue that taking care of the environment is a worldwide concern, and that we are all duty-bound to protect it.
LEARNING TO BE
3] I can show fairness in my dealings with my classmates in the day to day life of the school.
4] I can show respect for others in my school by practicing good manners with members of the school community.
5] I can identify moral values and participate in a discussion about them.
6] I can distinguish between lying and withholding the truth, and give examples.
7] I can give examples of situations where we are justified to lie or withhold the truth from others.
LEARNING TO KNOW2] I can argue that taking care of the environment is a worldwide concern, and that we are all duty-bound to protect it.
LEARNING TO BE3] I can show fairness in my dealings with my classmates in the day to day life of the school.
4] I can show respect for others in my school by practicing good manners with members of the school community.
5] I can identify moral values and participate in a discussion about them.
6] I can distinguish between lying and withholding the truth, and give examples.
7] I can give examples of situations where we are justified to lie or withhold the truth from others.
