Educators' Guide for Pedagogy and Assessment
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Learning Area: Religious and Ethics Education
Ethics > LEVEL 6
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 make a list of things that I value, and explain what makes it valuable.
WRITING
2] I can talk about the notion of conscience.
3] I can give examples of "virtues", e.g. loyalty, courage, truth and honesty.
4] I can distinguish between "facts" and "values", and give practical examples of each.
WRITING2] I can talk about the notion of conscience.
3] I can give examples of "virtues", e.g. loyalty, courage, truth and honesty.
4] I can distinguish between "facts" and "values", and give practical examples of each.
Learning 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 explain why there are different rules of moral behavior for different communities.
2] I can talk about the nature of, and the relation between, faith and reason, religion and science, concluding that both secularists and religious people value reason, but religious people put their reason under the authority of their faith when it comes to moral matters, while secularists both value reason and claim that it is its own authority.
3] I can participate in a discussion on tolerance, using examples from day to day life, and link tolerance with multicultural pluralist societies, such as Malta and the rest of Europe.
4] I can list some values that people everywhere hold in common, such as fairness.
WRITING
5] I can talk about the individualist moral culture which defines secular humanism. That culture which speaks the language of autonomy i.e. of making oneself responsible for the moral laws one makes for oneself.
6] I can explain that the difference between different religious and secular outlooks has come about through historical and geographical circumstances.
7] I can give a basic account of secular humanism, of its history and evolution, and of modern humanism’s beliefs, values, and outlook on the world and on human life.
8] I can connect values with upbringing, i.e. the fact that the values that are dear to us are passed on to us, and are dependant on our place of birth, and on our upbringing.
2] I can talk about the nature of, and the relation between, faith and reason, religion and science, concluding that both secularists and religious people value reason, but religious people put their reason under the authority of their faith when it comes to moral matters, while secularists both value reason and claim that it is its own authority.
3] I can participate in a discussion on tolerance, using examples from day to day life, and link tolerance with multicultural pluralist societies, such as Malta and the rest of Europe.
4] I can list some values that people everywhere hold in common, such as fairness.
WRITING5] I can talk about the individualist moral culture which defines secular humanism. That culture which speaks the language of autonomy i.e. of making oneself responsible for the moral laws one makes for oneself.
6] I can explain that the difference between different religious and secular outlooks has come about through historical and geographical circumstances.
7] I can give a basic account of secular humanism, of its history and evolution, and of modern humanism’s beliefs, values, and outlook on the world and on human life.
8] I can connect values with upbringing, i.e. the fact that the values that are dear to us are passed on to us, and are dependant on our place of birth, and on our upbringing.
Learning Area Outcome: I am aware of the basic tenets, rituals and narratives of the major belief systems.
Subject Focus: The Three Monotheistic Religions
1] I have basic knowledge on the key beliefs of the three monotheistic religions, namely Christianity, Islam and Judaism.
2] I can list some of the similarities and differences between the three monotheistic religions, such as the fact that they all affirm the existence of one God, but they give it different names.
WRITING
3] I can explain that different systems of belief rely on different sources of authority e.g. sacred texts, and that the difference in moral outlooks depends on which authority one recognises.
4] I can talk about the nature of religious customs, rituals, worship, and prayers within the different religions, as well as the places of public worship, and their bearing on different religions.
5] I can talk about the nature of fasting, prayer, and spirituality within, and between, the religions, and to show the bearing of these practices and outlooks on the believer’s moral life and beliefs.
6] I can explain the relevance of the belief in God, in an after-life and in sin, in determining moral or ethical behaviour in the three monotheistic religions .
2] I can list some of the similarities and differences between the three monotheistic religions, such as the fact that they all affirm the existence of one God, but they give it different names.
WRITING3] I can explain that different systems of belief rely on different sources of authority e.g. sacred texts, and that the difference in moral outlooks depends on which authority one recognises.
4] I can talk about the nature of religious customs, rituals, worship, and prayers within the different religions, as well as the places of public worship, and their bearing on different religions.
5] I can talk about the nature of fasting, prayer, and spirituality within, and between, the religions, and to show the bearing of these practices and outlooks on the believer’s moral life and beliefs.
6] I can explain the relevance of the belief in God, in an after-life and in sin, in determining moral or ethical behaviour in the three monotheistic religions .
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 define "solidarity" in terms of the understanding of, and showing empathy towards the different other.
2] I can argue in favour of the value of diversity, since a diverse society is far
richer than a monolithic one, and that a pluralist society needs more than tolerance,it needs solidarity between its members.
Tolerance is a minimal requirement for living together.
3] I can argue that although believers and secularists have a very different understanding of the world, they share several basic values and attitudes towards the world.
4] I can talk about the humanist attitude towards humanity, which it regards as a single, universal, moral community where everyone is owed the same consideration and respect.
5] I can define a "pluralist society" as one which tolerates difference and diversity.
WRITING
6] I can give practical examples of pluralism in Maltese society, such as people of different faiths living together.
7] I can contrast pluralist societies that are tolerant of difference, with integral societies that demand sameness of belief and values, and are intolerant of diversity.
2] I can argue in favour of the value of diversity, since a diverse society is far
richer than a monolithic one, and that a pluralist society needs more than tolerance,it needs solidarity between its members.
Tolerance is a minimal requirement for living together.
3] I can argue that although believers and secularists have a very different understanding of the world, they share several basic values and attitudes towards the world.
4] I can talk about the humanist attitude towards humanity, which it regards as a single, universal, moral community where everyone is owed the same consideration and respect.
5] I can define a "pluralist society" as one which tolerates difference and diversity.
WRITING6] I can give practical examples of pluralism in Maltese society, such as people of different faiths living together.
7] I can contrast pluralist societies that are tolerant of difference, with integral societies that demand sameness of belief and values, and are intolerant of diversity.
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 explore the idea of something or someone having value, including virtues such as feelings, health, happiness, justice, beauty, loyalty, courage, truth and honesty, as they give or add value to our lives and to the lives of others.
2] I can make a distinction between intrinsic and instrumental values.
3] I can connect the idea of having intrinsic value, ethically, with the idea of being a person.
4] I can explain what we mean by "intrinsically good".
5] I can distinguish between judging persons and judging actions.
2] I can make a distinction between intrinsic and instrumental values.
3] I can connect the idea of having intrinsic value, ethically, with the idea of being a person.
4] I can explain what we mean by "intrinsically good".
5] I can distinguish between judging persons and judging actions.
Learning 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 make the connection between being human and being a person.
Being a person implies that the latter is an object of moral worth, and therefore worthy of respect for that reason.
2] I can define the notion of free will and connect it with moral responsibility.
Being a person implies that the latter is an object of moral worth, and therefore worthy of respect for that reason.
2] I can define the notion of free will and connect it with moral responsibility.
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 "virtues" as qualities of character, and give some examples of virtues.
2] I can define "vice" as something which is bad or evil, and give some examples of vices.
3] I can distinguish between intrinsic and instrumental values by giving practical examples of each.
2] I can define "vice" as something which is bad or evil, and give some examples of vices.
3] I can distinguish between intrinsic and instrumental values by giving practical examples of each.
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 that our different individual, moral outlooks are the result of historical events and geographical location. Different communities give different meanings to values like justice, truth-telling, courage fairness, solidarity etc. Different religions such as Islam, Christianity, Buddhism, Hindu, Shinto etc. have historically emerged in different regions of the world. Reference is made to secular humanism in the Western world.
2] I can consider other people's views when thinking about an issue.
SOCIAL CHANGE
3] I can talk about the meaning and value of tolerance in pluralist societies. Refer to the definition of plurality as the recognition of the right to be different and live differently.
4] I can have a respectful discussion with others, who hold a different belief from my own.
SOCIAL CHANGE
2] I can consider other people's views when thinking about an issue.
SOCIAL CHANGE3] I can talk about the meaning and value of tolerance in pluralist societies. Refer to the definition of plurality as the recognition of the right to be different and live differently.
4] I can have a respectful discussion with others, who hold a different belief from my own.
SOCIAL CHANGELearning 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 talk about the different ways in which humanists and religious believers regard science i.e. both humanists and religious believers' value and use reason differently.
2] I can participate in a debate about "free will".
3] I can explain that we live in a pluralist society, by using examples, for example living in a school which is multi-cultural, multi-ethnic, multi faith, multi-national etc. and which gives equal value to everyone .
2] I can participate in a debate about "free will".
3] I can explain that we live in a pluralist society, by using examples, for example living in a school which is multi-cultural, multi-ethnic, multi faith, multi-national etc. and which gives equal value to everyone .
Learning Area Outcome: I am willing to give the other voice provided that that voice is not the voice of gratuitous insensitivity and irrational hate aimed against others, to seek compromise instead of confrontation where possible, and to respect disagreement where this is the case.
Subject Focus: Giving Others a Voice
1] I can participate in a discussion about the values of others, and I can explain that I cannot disprove someone else's values - I can only disapprove of, or disagree with them.
SOCIAL CHANGE
2] I can give examples of values that I disapprove of or disagree with.
3] I can explain that peaceful and cooperative co-existence, in any society, requires the ability to accept and live with disagreement and disapproval.
4] I can participate in a discussion about tolerance, arguing that tolerance means accepting diversity - it does not mean agreement.
SELF AWARENSS
5] I can debate about what the limits of tolerance should be, and that which no society should tolerate.
SELF AWARENESS
6] I can connect tolerance with the personal disposition of open-mindedness.
SELF AWARENESS
SOCIAL CHANGE2] I can give examples of values that I disapprove of or disagree with.
3] I can explain that peaceful and cooperative co-existence, in any society, requires the ability to accept and live with disagreement and disapproval.
4] I can participate in a discussion about tolerance, arguing that tolerance means accepting diversity - it does not mean agreement.
SELF AWARENSS5] I can debate about what the limits of tolerance should be, and that which no society should tolerate.
SELF AWARENESS6] I can connect tolerance with the personal disposition of open-mindedness.
SELF AWARENESSLearning 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 challenge of co-existing peacefully and cooperatively, in a world full of diverse people, and suggest ways on how this can be done. For example, focus on the students’ abilities to live with disagreement, to persuade others rather than to force them to agree with you.
SOCIAL LEARNING
2] I can listen to other students' opinions, even if they are different from mine.
N.B. Although a discussion entails questioning and criticising other points of view, it must not develop into a polemic, which is when one wants only to assert their point, and thus talks over the others, ignoring completely what the others have to say.
SELF AWARENESS
3] I can define the term "tolerant society" as a society that accepts difference, namely, social, cultural, moral and political diversity.
For example, whether the school should be pluralist i.e. inclusive and democratic, or integral i.e. a homogeneous one, in which all children embrace the same beliefs and values.
4. I can make a list of what all humans share with other human beings.
5. I can give examples from history of how violence has been used to force other people to change their beliefs and convictions and argue why it is morally wrong to do so. (For example, the wars between Muslim and Christians, Christian and Christian, Moslem and Moslem and other examples from history and the current world).
6. I can use persuasion to build an argument when discussing issues in class.
SOCIAL LEARNING2] I can listen to other students' opinions, even if they are different from mine.
N.B. Although a discussion entails questioning and criticising other points of view, it must not develop into a polemic, which is when one wants only to assert their point, and thus talks over the others, ignoring completely what the others have to say.
SELF AWARENESS3] I can define the term "tolerant society" as a society that accepts difference, namely, social, cultural, moral and political diversity.
For example, whether the school should be pluralist i.e. inclusive and democratic, or integral i.e. a homogeneous one, in which all children embrace the same beliefs and values.
4. I can make a list of what all humans share with other human beings.
5. I can give examples from history of how violence has been used to force other people to change their beliefs and convictions and argue why it is morally wrong to do so. (For example, the wars between Muslim and Christians, Christian and Christian, Moslem and Moslem and other examples from history and the current world).
6. I can use persuasion to build an argument when discussing issues in class.
