Educators' Guide for Pedagogy and Assessment
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Learning Area: Education for Democracy / Humanities
European Studies > LEVEL 10
Subject Focus: EU institutions, Democracy in the EU and European Citizenship
1] I can analyse in depth and discuss the structure and role of the European Parliament, the European Commission, the Council of Ministers and of other EU institutions including the European Council and European Court of Justice. I can link the Lisbon Treaty with institutional changes, e.g. double majority vote in the Council and ordinary legislative procedure.
2] I can analyse the main treaties of the EU and critically discuss their main concepts.
3] I can list and critically analyse the advantages and disadvantages of EU accession for candidate countries.
4] I can research and discuss case studies involving the four freedoms, e.g. Erasmus + and Schengen Agreement.
5] I can critically analyse and evaluate the benefits of EU citizenship and discuss various aspects of active citizenship.
2] I can analyse the main treaties of the EU and critically discuss their main concepts.
3] I can list and critically analyse the advantages and disadvantages of EU accession for candidate countries.
4] I can research and discuss case studies involving the four freedoms, e.g. Erasmus + and Schengen Agreement.
5] I can critically analyse and evaluate the benefits of EU citizenship and discuss various aspects of active citizenship.
Subject Focus: Democracy, Human Rights and the Rule of Law
1] I can compare and contrast the different political and democratic processes in Europe. I can explain and discuss how the principle of subsidiarity was strengthened by the Lisbon Treaty, e.g. proposed legislation is sent to national parliaments before it is approved by the European Commission and the Council i.e. early warning mechanism.
2] I can analyse and critically assess some of the main rights found in the ECHR, the Charter of Fundamental Rights of the EU and the European Social Charter. I can research and give examples of violations of such rights, reflecting on the implications of such violations.
SOCIAL LEARNING
3] I can critically assess and discuss with my peers implications of different types of structural violence in Europe, e.g. poverty, racism and sexism.
SOCIAL LEARNING
2] I can analyse and critically assess some of the main rights found in the ECHR, the Charter of Fundamental Rights of the EU and the European Social Charter. I can research and give examples of violations of such rights, reflecting on the implications of such violations.
SOCIAL LEARNING3] I can critically assess and discuss with my peers implications of different types of structural violence in Europe, e.g. poverty, racism and sexism.
SOCIAL LEARNINGSubject Focus: Other European Institutions
1] I can clearly differentiate between the European Court of Human Rights (Council of Europe) and European Court of Justice (EU). I can explain that these are two separate courts and that they have different roles.
2] I can identify the role of the EU in the OSCE and give specific examples of cooperation between the two organisations, e.g. the Ukrainian crisis.
2] I can identify the role of the EU in the OSCE and give specific examples of cooperation between the two organisations, e.g. the Ukrainian crisis.
Subject Focus: Interdependence of Economic Sectors, Trade and Commerce
1] I can link the development of sectors of production with the socio-economic development of European countries, giving actual examples, e.g. the closing down of factories in Malta and the introduction of tertiary and quaternary industries such as financial services, gaming, IT services.
COGNITIVE
2] I can analyse different methods of aid given to developing countries and critically discuss the possible implications of such aid.
CREATIVE LEARNING
3] I can carry out a critical analysis of the main challenges of CAP and its current relevance in today's Europe, with particular reference to rurality and environmental sustainability.
LEARNING TO BE
4] I can critically assess the impacts, both positive and negative, of multinational companies in Europe and in developing countries. I can
identify and critically discuss the role of multinational companies in development and multilateral aid.
COGNITIVE LEARNING
5] I can analyse and describe the relationship between the EU and other economic blocs.
6] I can critically analyse and evaluate the challenges of globalisation for Europe.
COGNITIVE
COGNITIVE2] I can analyse different methods of aid given to developing countries and critically discuss the possible implications of such aid.
CREATIVE LEARNING3] I can carry out a critical analysis of the main challenges of CAP and its current relevance in today's Europe, with particular reference to rurality and environmental sustainability.
LEARNING TO BE4] I can critically assess the impacts, both positive and negative, of multinational companies in Europe and in developing countries. I can
identify and critically discuss the role of multinational companies in development and multilateral aid.
COGNITIVE LEARNING5] I can analyse and describe the relationship between the EU and other economic blocs.
6] I can critically analyse and evaluate the challenges of globalisation for Europe.
COGNITIVESubject Focus: Communications and E-Commerce in Europe
1] I can discuss and critically analyse some of the economic, social and environmental effects of different modes of communication and transport.
SELF AWARENESS
2] I can identify examples of how e-commerce influences the nature of economic activity.
CREATIVE LEARNING
SELF AWARENESS2] I can identify examples of how e-commerce influences the nature of economic activity.
CREATIVE LEARNING Subject Focus: Population and Migration in Europe - Demographic and Social Realities
1] I can compare and contrast the differences between European countries and developing countries in terms of birth rates, death rates, infant mortality rates, life expectancy rates and dependency ratios.
PERSONAL LEARNING
2] I can list and analyse some of the measures being implemented by European countries to sustain an ageing population.
LEARNING TO DO
3] I can analyse and discuss some of the push and pull factors for migration from/to various non-European and European countries, e.g. the war in Syria as a push factor and job opportunities in Germany as a pull factor.
LEARNING TO DO
4] I can critically analyse the link between regular immigration in Europe and the four freedoms, as well as irregular immigration and related issues faced by countries on the periphery of Europe.
SOCIAL CHANGE
5] I can discuss the effects of current conflicts on migration in Europe, e.g. Ukrainian crisis; Syrian civil war; attacks by terrorist groups.
6] I can discuss and analyse, by giving examples, the positive and negative impacts of multiculturalism in Europe.
PRACTICAL
7] I can evaluate the impact of tourism on multiculturalism in Europe. I can analyse this impact by giving examples.
SOCIAL CHANGE
8] I can analyse and discuss the benefits of eco-tourism as well as its socio-economic aspects.
LEARNING TO KNOW
9] I can critically discuss and analyse measures which could be implemented by European governments to decrease the negative environmental effects of urbanisation and suburbanisation, e.g. setting up Out of Development Zones (ODZ's), green belts around cities and Environment Impact Assessments (EIA).
COGNITIVE
PERSONAL LEARNING2] I can list and analyse some of the measures being implemented by European countries to sustain an ageing population.
LEARNING TO DO3] I can analyse and discuss some of the push and pull factors for migration from/to various non-European and European countries, e.g. the war in Syria as a push factor and job opportunities in Germany as a pull factor.
LEARNING TO DO4] I can critically analyse the link between regular immigration in Europe and the four freedoms, as well as irregular immigration and related issues faced by countries on the periphery of Europe.
SOCIAL CHANGE5] I can discuss the effects of current conflicts on migration in Europe, e.g. Ukrainian crisis; Syrian civil war; attacks by terrorist groups.
6] I can discuss and analyse, by giving examples, the positive and negative impacts of multiculturalism in Europe.
PRACTICAL7] I can evaluate the impact of tourism on multiculturalism in Europe. I can analyse this impact by giving examples.
SOCIAL CHANGE8] I can analyse and discuss the benefits of eco-tourism as well as its socio-economic aspects.
LEARNING TO KNOW9] I can critically discuss and analyse measures which could be implemented by European governments to decrease the negative environmental effects of urbanisation and suburbanisation, e.g. setting up Out of Development Zones (ODZ's), green belts around cities and Environment Impact Assessments (EIA).
COGNITIVESubject Focus: Education, Employment and Welfare State
1] I can analyse and discuss the educational goals of the EU 2020 targets and evaluate the corresponding Maltese targets and achievements.
SOCIAL LEARNING
2]I can review the changing patterns of employment in the light of technological advancements, the economies of scales and changes in demand and supply.
3] I can critically analyse and discuss the social benefits related to unemployment and inactivity.
4] I can evaluate the European Social Policy as a guide to EU member states to formulate their own social policy concerning employment, unemployment and living and working conditions.
LEARNING TO DO
5] I can explain the importance of the Human Development Index (HDI) as set up by the UN.
LEARNING TO LIVE TOGETHER
SOCIAL LEARNING2]I can review the changing patterns of employment in the light of technological advancements, the economies of scales and changes in demand and supply.
3] I can critically analyse and discuss the social benefits related to unemployment and inactivity.
4] I can evaluate the European Social Policy as a guide to EU member states to formulate their own social policy concerning employment, unemployment and living and working conditions.
LEARNING TO DO5] I can explain the importance of the Human Development Index (HDI) as set up by the UN.
LEARNING TO LIVE TOGETHERSubject Focus: European Boundaries, Landscapes and Climates
1] I can identify, research and analyse historical conflicts that led to national and European political boundaries, e.g. Kosovo and Serbia.
INFORMATION MANAGEMENT
2] I can list and describe some of the main international initiatives undertaken to reduce the greenhouse effect and climate change, e.g. United Nations Framework Convention on Climate Change (UNFCCC) and Kyoto Protocol.
LEARNING TO KNOW
3] I can evaluate the main challenges that European and international organisations are facing when trying to implement measures to reduce the greenhouse effect and climate change, e.g. lack of commitment, USA and China are not signatories to the Kyoto Protocol.
LEARNING TO KNOW
4] I can reflect upon and practise my role as a citizen, acknowledging the consequences of my actions and becoming an agent for change towards sustainable use of water.
PRACTICAL
5] I can critically analyse and evaluate various measures implemented to tackle water shortages.
LEARNING TO BE
INFORMATION MANAGEMENT2] I can list and describe some of the main international initiatives undertaken to reduce the greenhouse effect and climate change, e.g. United Nations Framework Convention on Climate Change (UNFCCC) and Kyoto Protocol.
LEARNING TO KNOW3] I can evaluate the main challenges that European and international organisations are facing when trying to implement measures to reduce the greenhouse effect and climate change, e.g. lack of commitment, USA and China are not signatories to the Kyoto Protocol.
LEARNING TO KNOW4] I can reflect upon and practise my role as a citizen, acknowledging the consequences of my actions and becoming an agent for change towards sustainable use of water.
PRACTICAL5] I can critically analyse and evaluate various measures implemented to tackle water shortages.
LEARNING TO BESubject Focus: Environment Protection and Sustainable Development
1] I can identify and discuss European and international policies and initiatives which aim to conserve biodiversity in Europe, e.g. Natura 2000 networks, Sites of Community Importance (SCI), the UN Decade on Biodiversity.
LEARNING TO BE
2] I can recognise and give reasons why Scandinavian countries are the main sufferers of acid rain in Europe.
LEARNING TO KNOW
3] I can analyse in detail the main concept of organic farming through the use of natural pesticides/fertilisers and crop rotation.
I can link organic farming with the health of soils, eco-systems and people.
PERSONAL
4] I can critically discuss and analyse conflicts of interest between economic development and environmental conservation in Europe, by drawing on examples related to the Mediterranean region.
SOCIAL LEARNING
5] I can analyse the benefits of having a sustainable fishing industry in the Mediterranean, drawing on examples of the bluefin tuna and swordfish.
PLANNING AND REFLECTION
6] I am aware of which sources I can consult to learn more about the EU's environment and fisheries policies.
INFORMATION MANAGEMENT
LEARNING TO BE2] I can recognise and give reasons why Scandinavian countries are the main sufferers of acid rain in Europe.
LEARNING TO KNOW3] I can analyse in detail the main concept of organic farming through the use of natural pesticides/fertilisers and crop rotation.
I can link organic farming with the health of soils, eco-systems and people.
PERSONAL4] I can critically discuss and analyse conflicts of interest between economic development and environmental conservation in Europe, by drawing on examples related to the Mediterranean region.
SOCIAL LEARNING5] I can analyse the benefits of having a sustainable fishing industry in the Mediterranean, drawing on examples of the bluefin tuna and swordfish.
PLANNING AND REFLECTION6] I am aware of which sources I can consult to learn more about the EU's environment and fisheries policies.
INFORMATION MANAGEMENTSubject Focus: National Identity, Diversity and the European Idea
1] I can analyse the relationship between national identity and European identity. I can debate their influences on one another.
SOCIAL CHANGE
2] I can critically analyse and interpret present regional conflicts in Europe, including the Ukrainian crisis, as well as deadlock situations such as in Cyprus.
SOCIAL CHANGE
SOCIAL CHANGE2] I can critically analyse and interpret present regional conflicts in Europe, including the Ukrainian crisis, as well as deadlock situations such as in Cyprus.
SOCIAL CHANGESubject Focus: European Cultural Heritage and Experience
1] I can critically analyse and give examples of how cultural heritage and historical events define who Europeans are today.
COGNITIVE LEARNNG
2] I can recognise links between different historical events, such as linking nationalism with historical developments in Europe in the 20th century, e.g. World War I and World War II.
COGNITIVE LEARNNG2] I can recognise links between different historical events, such as linking nationalism with historical developments in Europe in the 20th century, e.g. World War I and World War II.
Subject Focus: The Development of Modern Democracy in Europe
1] I can link the main principles which emerged during the French Revolution with today's democratic principles, e.g. liberty, equality and the Declaration of Rights of Man and Citizen.
2] I can analyse and discuss in detail the main political ideologies in past and present Europe, e.g. Fascism in Italy under Mussolini and Communism in Russia and its satellite states after World War II.
SOCIAL CHANGE
3] I can analyse and discuss the link between globalisation and democracy.
SELF AWARENESS
4] I can critically discuss how different types of media, leave positive or negative effects on the main democratic principles.
USE OF DIGITAL MEDIA
5] I can discuss how cultural diversity expresses itself online.
COMMUNICATING FOR DIVERSITY
2] I can analyse and discuss in detail the main political ideologies in past and present Europe, e.g. Fascism in Italy under Mussolini and Communism in Russia and its satellite states after World War II.
SOCIAL CHANGE3] I can analyse and discuss the link between globalisation and democracy.
SELF AWARENESS4] I can critically discuss how different types of media, leave positive or negative effects on the main democratic principles.
USE OF DIGITAL MEDIA5] I can discuss how cultural diversity expresses itself online.
COMMUNICATING FOR DIVERSITY
