Educators' Guide for Pedagogy and Assessment
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Learning Area: Religious and Ethics Education
Ethics > LEVEL 7
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 recognise the importance of reflective action in moral life; explaining why we should think before we act.
2] I can demonstrate how reflective and habitual action bears on one's moral life, irrespective of one's religious faith.
SELF AWARENESS
3] I can recognise the difference between habitual action and reflective action, explaining that most of the choices we make are habitual, while other, weightier, choices require reflection and consideration.
2] I can demonstrate how reflective and habitual action bears on one's moral life, irrespective of one's religious faith.
SELF AWARENESS3] I can recognise the difference between habitual action and reflective action, explaining that most of the choices we make are habitual, while other, weightier, choices require reflection and consideration.
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 distinguish between individualistic and communitarian moral outlooks. Religious moral cultures that speak the language of a moral law are communitarian. They are the languages of communities that are exclusive and bound together by faith and by strong traditions, and their members tend to regard morality generally, from the point of view of their faith. This contrasts the modern, Western-influenced, secular, moral culture, which tends to be individualistic instead; i.e. which makes the individual either the direct interpreter of the law of reason, or the subjective locus of moral authority, rather than the faith community.
2] I can recognise the difference between secular and religious moralities, and explain that Maltese society is made up of people of both kinds, religious and secular, who may, because of their cultural differences, disagree on moral matters.
3] I can recognise the notion of conscience and what it means for the secular humanist and for people of faith.
4] I can illustrate the value and limitations of tolerance, explaining that tolerance means respect for difference, but it need not mean agreement with it.
5] I can give examples of how different families, who practice different religious traditions, contribute to the different moral education of their children.
2] I can recognise the difference between secular and religious moralities, and explain that Maltese society is made up of people of both kinds, religious and secular, who may, because of their cultural differences, disagree on moral matters.
3] I can recognise the notion of conscience and what it means for the secular humanist and for people of faith.
4] I can illustrate the value and limitations of tolerance, explaining that tolerance means respect for difference, but it need not mean agreement with it.
5] I can give examples of how different families, who practice different religious traditions, contribute to the different moral education of their children.
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 can recognise that the three different monotheistic religions, Christianity, Islam and Judaism generate different moral cultures.
2] I can demonstrate that there are different religious and secular outlooks on life in different cultures.
3] I can identify that the Hebrew Bible is the point of reference of the three religions, and morality is identified with obedience to the divine will which, in turn, expresses itself in terms of moral laws or commandments, the oldest basic set of moral laws being the Mosaic law, the ten commandments God gave to Moses in the narrative of the Old Testament.
4] I can describe how different customs, religions and traditions permit and sustain different family cultures.
2] I can demonstrate that there are different religious and secular outlooks on life in different cultures.
3] I can identify that the Hebrew Bible is the point of reference of the three religions, and morality is identified with obedience to the divine will which, in turn, expresses itself in terms of moral laws or commandments, the oldest basic set of moral laws being the Mosaic law, the ten commandments God gave to Moses in the narrative of the Old Testament.
4] I can describe how different customs, religions and traditions permit and sustain different family cultures.
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 distinguish between freedom rights and welfare rights.
Freedom rights refer to the pursuing or enjoyment of one’s freedom without interference, wherease welfare rights refer to the provision of one’s needs.
2] I can examine the notion of open mindedness with respect to difference in Maltese society.
3] I can recognise that people with different lifestyles, moral and religious beliefs and practices may be valuable members of society.
Freedom rights refer to the pursuing or enjoyment of one’s freedom without interference, wherease welfare rights refer to the provision of one’s needs.
2] I can examine the notion of open mindedness with respect to difference in Maltese society.
3] I can recognise that people with different lifestyles, moral and religious beliefs and practices may be valuable members of society.
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 describe how wild life is the natural heritage of the whole of humanity.
LEARNING TO DO
2] I can describe how one can fight animal cruelty, including the legal measures available in Malta.
LEARNING TO DO
3] I can express the difference between judging the actor and judging the act.
4] I can identify different types of animal cruelty.
LEARNING TO DO2] I can describe how one can fight animal cruelty, including the legal measures available in Malta.
LEARNING TO DO3] I can express the difference between judging the actor and judging the act.
4] I can identify different types of animal cruelty.
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 recognise the consistency of behaviour and the equal recognition of the same rights for others that one claims for oneself, as a principle of justice.
2] I can evaluate the moral worth of an action by recognising its motives and consequences.
3] I can explain the idea of freedom as having the power to choose.
2] I can evaluate the moral worth of an action by recognising its motives and consequences.
3] I can explain the idea of freedom as having the power to choose.
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 explain what rights mean referring to the UN Charter of Children's Rights and the UN Charter of Human Rights.
2] I can build a case against bullying.
3] I can illustrate the reciprocity of rights and obligations.
4] I can distinguish the difference between rights and wants.
5] I can articulate the rule of justice that equally recognises the same rights for others that one claims for oneself.
5] I can explain the ethics of dependence especially in relation to the family.
7] I can break down a concept in order to understand it better.
8] I can recognise valid/invalid, true/untrue arguments and informal fallacies.
9] I can extend the discussion of rights to animals.
10] I can recognise the relation between motive and consequence.
2] I can build a case against bullying.
3] I can illustrate the reciprocity of rights and obligations.
4] I can distinguish the difference between rights and wants.
5] I can articulate the rule of justice that equally recognises the same rights for others that one claims for oneself.
5] I can explain the ethics of dependence especially in relation to the family.
7] I can break down a concept in order to understand it better.
8] I can recognise valid/invalid, true/untrue arguments and informal fallacies.
9] I can extend the discussion of rights to animals.
10] I can recognise the relation between motive and consequence.
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 point out how cultural difference is related to moral difference. One can refer to the expression, "family culture", to show that it can have a key impact on one’s moral outlook.
2] I can draw out different facets of an argument.
3] I can argue that respect for difference does not necessarily mean agreement to it.
SELF AWARENESS
4] I can evaluate the notion that morality consists of obedience to a moral law. Give examples of how religious moralities teach that moral law comes from God, and how secular moral law, in Western Societies, follows the idea of the law of Reason. Morality, in both cases, namely of God or of Reason, is regarded as obedience to law.
2] I can draw out different facets of an argument.
3] I can argue that respect for difference does not necessarily mean agreement to it.
SELF AWARENESS4] I can evaluate the notion that morality consists of obedience to a moral law. Give examples of how religious moralities teach that moral law comes from God, and how secular moral law, in Western Societies, follows the idea of the law of Reason. Morality, in both cases, namely of God or of Reason, is regarded as obedience to law.
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 outline the ideas that have been discussed in class, reflect upon them and write about them e.g. journal keeping. Ethical literacy requires the ability to discuss and debate ethical issues in writing as well as orally.
WRITING
2] I can write brief reports on arguments. Written texts such as opinion columns, case studies, reports which appear in print and in social electronic media can be introduced at this point. Students can be encouraged to express the ideas they read in their journals.
WRITING
3] I can evaluate simple arguments.
WRITING2] I can write brief reports on arguments. Written texts such as opinion columns, case studies, reports which appear in print and in social electronic media can be introduced at this point. Students can be encouraged to express the ideas they read in their journals.
WRITING3] I can evaluate simple arguments.
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 give examples of different family cultures, which are a reality of multicultural societies like Malta.
2] I can argue that, despite different family cultures, families are subject to the laws and culture of the wider society.
SELF AWARENESS
3] I can explain that 'voice' is a matter of power, and that intimidation can deprive us of a voice.
4] I can argue that the denial of a voice is a violation of a human right.
2] I can argue that, despite different family cultures, families are subject to the laws and culture of the wider society.
SELF AWARENESS3] I can explain that 'voice' is a matter of power, and that intimidation can deprive us of a voice.
4] I can argue that the denial of a voice is a violation of a human right.
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 list the rights that I share with others in school, class and the community. The idea of rights in different contexts of membership, namely, in the classroom, schools and the community is to be distinguished from moral rights that are universal.
WRITING
2] I can give examples of the different ways in which one can act freely, while taking into consideration rules and respect for others. Explain how freedom is not the absence of rules, and that freedom necessitates respect for rules.
3] I can describe how human rights can be universally relevant to our human needs, no matter who we are, for example the “right to play”, and other children’s rights.
4] I can show that wildlife is the natural heritage of all humanity.
LEARNING TO KNOW
WRITING2] I can give examples of the different ways in which one can act freely, while taking into consideration rules and respect for others. Explain how freedom is not the absence of rules, and that freedom necessitates respect for rules.
3] I can describe how human rights can be universally relevant to our human needs, no matter who we are, for example the “right to play”, and other children’s rights.
4] I can show that wildlife is the natural heritage of all humanity.
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 distinguish between physical and mental harm.
2] I can present an argument on the need to respect human and animal life in all its forms.
LEARNING TO BE
3] I can identify different rights that people have when they belong to different groups e.g. as a child, as a member of a family, a school, a class or a community.
2] I can present an argument on the need to respect human and animal life in all its forms.
LEARNING TO BE3] I can identify different rights that people have when they belong to different groups e.g. as a child, as a member of a family, a school, a class or a community.
