Educators' Guide for Pedagogy and Assessment
Click the icon below to download the Educators' Guide for Pedagogy and Assessment
Learning Area: Religious and Ethics Education
Ethics > LEVEL 8
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 develop self mastery through reflection.
N.B. Self-mastery is when one is in control of one’s life and actions. It is something we should aim for; it is required both to avoid self-harm and to avoid harming others.
COGNITIVE LEARNING
2] I can assess my life to enable me to become responsible for myself, stressing the importance of self-reflection, of living the examined life and exercising self-mastery as a necessary element of responsibility for oneself.
COGNITIVE LEARNING
3] I can indicate ways that will help me develop and improve myself.
PERSONAL LEARNING
4] I can examine the difference between a full and an empty life, i.e. living a fulfilled life as against a negative and empty one.
5] I can differentiate between good and bad role models and discuss their influence on my life, with emphasis on the importance of choosing role models carefully, and the dangers of turning them into icons of veneration.
N.B. Self-mastery is when one is in control of one’s life and actions. It is something we should aim for; it is required both to avoid self-harm and to avoid harming others.
COGNITIVE LEARNING 2] I can assess my life to enable me to become responsible for myself, stressing the importance of self-reflection, of living the examined life and exercising self-mastery as a necessary element of responsibility for oneself.
COGNITIVE LEARNING3] I can indicate ways that will help me develop and improve myself.
PERSONAL LEARNING4] I can examine the difference between a full and an empty life, i.e. living a fulfilled life as against a negative and empty one.
5] I can differentiate between good and bad role models and discuss their influence on my life, with emphasis on the importance of choosing role models carefully, and the dangers of turning them into icons of veneration.
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 the relationship between being an individual and a member of society/a community, and the tension between the two.
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 discuss the potential conflict between moral conformity and freedom in different cultures, such as Western societies which are more individualistic in nature.
2] I can analyse how different belief systems encourage ways of self-care and self-harm.
3] I can distinguish the differences and relationship between the moral and the legal in different societies, for example in issues of sexuality.
2] I can analyse how different belief systems encourage ways of self-care and self-harm.
3] I can distinguish the differences and relationship between the moral and the legal in different societies, for example in issues of sexuality.
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 identify welfare rights as a way of showing solidarity within society.
2] I can outline the meaning of a community, and distinguish between closed and open communities. Closed communities are usually intolerant both of internal dissent, and of other communities and ways of life. Their outlook is described as fundamentalist in this sense. Open communities are internally tolerant of dissent and difference, and are willing to speak with other communities different from their own. What's more, their outlook is described as liberal.
WRITING
2] I can outline the meaning of a community, and distinguish between closed and open communities. Closed communities are usually intolerant both of internal dissent, and of other communities and ways of life. Their outlook is described as fundamentalist in this sense. Open communities are internally tolerant of dissent and difference, and are willing to speak with other communities different from their own. What's more, their outlook is described as liberal.
WRITINGLearning 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 recognise my moral obligation to take care of myself.
2] I can describe how to take care of myself mentally, physically and emotionally.
3] I can examine aspects of my life which I deem important, and be able to point out ways on how I can be responsible for myself.
COGNITIVE LEARNING
4] I can explain the relationship between caring for the self and caring for others.
5] I can demonstrate moral responsibility when thinking of animals.
LEARNING TO BE
6] I can identify, examine and value that which makes me who I am.
2] I can describe how to take care of myself mentally, physically and emotionally.
3] I can examine aspects of my life which I deem important, and be able to point out ways on how I can be responsible for myself.
COGNITIVE LEARNING4] I can explain the relationship between caring for the self and caring for others.
5] I can demonstrate moral responsibility when thinking of animals.
LEARNING TO BE6] I can identify, examine and value that which makes me who I am.
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 explore the idea of justice as related to that of equal consideration, and can equate the absence of the latter with ethical insensitivity.
2] I can discuss whether showing privilege to our friends and relatives is just.
3] I can apply moral reasoning to be able to make moral choices.
COGNITIVE LEARNING
4] I can evaluate the moral responsibility of making life choices.
5] I can analyse the relation between freedom and responsibility.
6] I can explore the relationship between happiness, pleasure and pain.
2] I can discuss whether showing privilege to our friends and relatives is just.
3] I can apply moral reasoning to be able to make moral choices.
COGNITIVE LEARNING4] I can evaluate the moral responsibility of making life choices.
5] I can analyse the relation between freedom and responsibility.
6] I can explore the relationship between happiness, pleasure and pain.
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 combine the ethics of dependence with the ethics of care and the principle of reciprocity.
2] I can distinguish between self-knowledge, which is narcissistic, and knowledge which takes into consideration one's relations with others.
3] I can differentiate between belief and evidence, opinion and fact.
2] I can distinguish between self-knowledge, which is narcissistic, and knowledge which takes into consideration one's relations with others.
3] I can differentiate between belief and evidence, opinion and fact.
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 analyse the different positions brought forward in an argument.
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 elaborate my reflections on moral matters through writing. e.g. journal keeping and respond to ethical positions that I hear or read about in writing, as well as orally, since this further develops reflective skills.
WRITING
2] I can write and examine arguments on selected topics or issues.
WRITING
3] I can argue using the ideas of rights, obligations, motives, consequences and so on.
4] I can discuss what it means to respect, who we should respect and how we should show this respect, and to what degree.
WRITING2] I can write and examine arguments on selected topics or issues.
WRITING3] I can argue using the ideas of rights, obligations, motives, consequences and so on.
4] I can discuss what it means to respect, who we should respect and how we should show this respect, and to what degree.
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 recognise the relationship between vulnerability and dependence.
2] I can discuss the relationship between vulnerability and dependence, in relation to my life as a child.
3] I can explore the relation between dependence and a lack of voice.
4] I can discuss the moral responsibility to speak for the voiceless, such as the very young, the unborn, the intellectually disabled, the marginalised through poverty and/or discrimination or slavery, and so on.
2] I can discuss the relationship between vulnerability and dependence, in relation to my life as a child.
3] I can explore the relation between dependence and a lack of voice.
4] I can discuss the moral responsibility to speak for the voiceless, such as the very young, the unborn, the intellectually disabled, the marginalised through poverty and/or discrimination or slavery, and so on.
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 evaluate the advantages and disadvantages of living in a multicultural society.
2] I can outline how a variety of cultures share similarities, but are also different from each other in various ways.
3] I can recognise that there are various ways of living a full life.
4] I can identify the sexual aspect of love as a way of caring for others.
5] I can explore the notion of love as different ways of responsibly caring for others.
6] I can differentiate between taking care of oneself and being egoistic and narcissistic. One here has to distinguish between valuable self-knowledge, which leads to self-improvement, and one which is narcissistic and obsessive, and which is insensitive and indifferent of others.
2] I can outline how a variety of cultures share similarities, but are also different from each other in various ways.
3] I can recognise that there are various ways of living a full life.
4] I can identify the sexual aspect of love as a way of caring for others.
5] I can explore the notion of love as different ways of responsibly caring for others.
6] I can differentiate between taking care of oneself and being egoistic and narcissistic. One here has to distinguish between valuable self-knowledge, which leads to self-improvement, and one which is narcissistic and obsessive, and which is insensitive and indifferent of others.
Learning 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 identify that which constitutes self harm, and harm done to others, which include bullying.
2] I can examine my life and reflect on the responsibility of taking care of myself and others. Self-care is a moral duty we owe both to oneself and others. There are four broad categories of care for others - for persons, for animals and other living beings, for the natural environment, and for things in the environment. There is a link between care and respect.
COGNITIVE LEARNING
3] I can examine the idea of justice in relation to avoiding harm to oneself and to others.
4] I can distinguish between responsible and irresponsible risk taking.
2] I can examine my life and reflect on the responsibility of taking care of myself and others. Self-care is a moral duty we owe both to oneself and others. There are four broad categories of care for others - for persons, for animals and other living beings, for the natural environment, and for things in the environment. There is a link between care and respect.
COGNITIVE LEARNING3] I can examine the idea of justice in relation to avoiding harm to oneself and to others.
4] I can distinguish between responsible and irresponsible risk taking.
