Educators' Guide for Pedagogy and Assessment
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Learning Area: Education for Democracy / Humanities
European Studies > LEVEL 8
Subject Focus: EU institutions, Democracy in the EU and European Citizenship
1] I can demonstrate basic knowledge about the major EU institutions: the Council of Ministers, the European Parliament and the European Commission and I can start to use online sources to learn more about them.
INFORMATION MANAGEMENT
2] I can identify the major landmarks achieved in European Union history through the European Coal and the Steel Community (ECSC), European Economic Community (EEC) and European Union (EU).
3] I can list and indicate on a map the different countries that are EU members and others which are still candidate countries.
WRITING
4] I can identify the four freedoms which are: free movement of goods, capital, services, people.
5] I can define the concept of European citizenship and give examples of rights and duties, e.g. the right to vote in the European Parliament elections.
6] I can identify some examples of active citizenship at local, national and European level.
LEARNING TO BE
INFORMATION MANAGEMENT2] I can identify the major landmarks achieved in European Union history through the European Coal and the Steel Community (ECSC), European Economic Community (EEC) and European Union (EU).
3] I can list and indicate on a map the different countries that are EU members and others which are still candidate countries.
WRITING4] I can identify the four freedoms which are: free movement of goods, capital, services, people.
5] I can define the concept of European citizenship and give examples of rights and duties, e.g. the right to vote in the European Parliament elections.
6] I can identify some examples of active citizenship at local, national and European level.
LEARNING TO BESubject Focus: Democracy, Human Rights and the Rule of Law
1] I can identify the political processes of participation, representation and decision-making in a democracy and I can relate these to different contexts such as school, local and national levels.
SOCIAL CHANGE
2] I can define the following democratic principles: rule of law, division of power, pluralism, universal suffrage, pressure groups, subsidiarity and decentralisation.
LISTENING AND SPEAKING
3] I can explain what is meant by freedom, equality and the rule of law, and I recognise the importance of these principles in society.
LEARNING TO LIVE TOGETHER
4] I can explain the term 'human rights' and explain that these entail obligations by giving examples.
SELF AWARENESS
5] I know about the Universal Declaration of Human Rights (UDHR) and the International Covenants as set up by the United Nations.
LEARNING TO KNOW
6] I can demonstrate a basic knowledge and understanding of the main rights found in the European Convention of Human Rights (ECHR) and the Charter of Fundamental Rights of the EU. I can reflect on their importance in local and European society.
CREATIVE LEARNING
SOCIAL CHANGE2] I can define the following democratic principles: rule of law, division of power, pluralism, universal suffrage, pressure groups, subsidiarity and decentralisation.
LISTENING AND SPEAKING3] I can explain what is meant by freedom, equality and the rule of law, and I recognise the importance of these principles in society.
LEARNING TO LIVE TOGETHER4] I can explain the term 'human rights' and explain that these entail obligations by giving examples.
SELF AWARENESS5] I know about the Universal Declaration of Human Rights (UDHR) and the International Covenants as set up by the United Nations.
LEARNING TO KNOW6] I can demonstrate a basic knowledge and understanding of the main rights found in the European Convention of Human Rights (ECHR) and the Charter of Fundamental Rights of the EU. I can reflect on their importance in local and European society.
CREATIVE LEARNINGSubject Focus: Other European Institutions
1] I can describe the development, structure and role of the Council of Europe.
2] I can recognise that the Council of Europe is a separate organisation from the EU.
3] I can briefly describe the role of the European Court of Human Rights (ECHR).
2] I can recognise that the Council of Europe is a separate organisation from the EU.
3] I can briefly describe the role of the European Court of Human Rights (ECHR).
Subject Focus: Interdependence of Economic Sectors, Trade and Commerce
1] I can identify and define the four main sectors of production: primary, secondary, tertiary and quaternary, identifying examples of each sector within a given context.
READING AND UNDERSTANDING
2] I can explain the interdependence of the different sectors of production and the importance of sustainable development linked to them.
COGNITIVE
3] I can define terminology associated with trade and commerce such as free trade, fair trade, protectionism, custom barriers, tariffs, trade gap and quotas, giving contextual examples.
LISTENING AND SPEAKING
4] I can define the concept of a
transnational/multinational company, and through online research identify examples of companies operating in different economic sectors.
INFORMATION MANAGEMENT
5] I can explain the socio-economic role of multinational companies, e.g. enhancing economic growth; economic migration.
LEARNING TO DO
6] I can recognise the development and role of the major European economic blocs.
7] I can identify and list some of the key factors of globalisation.
LEARNING TO BE
READING AND UNDERSTANDING2] I can explain the interdependence of the different sectors of production and the importance of sustainable development linked to them.
COGNITIVE3] I can define terminology associated with trade and commerce such as free trade, fair trade, protectionism, custom barriers, tariffs, trade gap and quotas, giving contextual examples.
LISTENING AND SPEAKING4] I can define the concept of a
transnational/multinational company, and through online research identify examples of companies operating in different economic sectors.
INFORMATION MANAGEMENT5] I can explain the socio-economic role of multinational companies, e.g. enhancing economic growth; economic migration.
LEARNING TO DO 6] I can recognise the development and role of the major European economic blocs.
7] I can identify and list some of the key factors of globalisation.
LEARNING TO BESubject Focus: Communications and E-Commerce in Europe
1] I can identify and explain some advantages and disadvantages of passenger/freight transport routes by land, sea, air and rail.
2] I can identify some major European commercial airports and seaports. I can discuss the importance within the European economy of Heathrow Airport and Rotterdam Europoort.
3] I can recognise and discuss how different modes of communication encourage economic activity and growth in Europe.
LEARNING TO LIVE TOGETHER
4] I can define e-commerce, describe its growing importance in trade and identify some of its basic advantages and disadvantages
from a European perspective.
COGNITIVE
2] I can identify some major European commercial airports and seaports. I can discuss the importance within the European economy of Heathrow Airport and Rotterdam Europoort.
3] I can recognise and discuss how different modes of communication encourage economic activity and growth in Europe.
LEARNING TO LIVE TOGETHER4] I can define e-commerce, describe its growing importance in trade and identify some of its basic advantages and disadvantages
from a European perspective.
COGNITIVESubject Focus: Population and Migration in Europe - Demographic and Social Realities
1] I can define and use terminology related to population studies, e.g. birth rate, death rate, infant mortality rate, life expectancy, dependency ratio.
LISTENING AND SPEAKING
2] I can interpret graphs and maps which compare and contrast the population density and distribution across different European regions and I can research online examples of related statistics. I can discuss the distribution and density of population in various European regions, especially areas with low and high density.
INFORMATION MANAGEMENT
3] I can discuss different factors which cause a decline in European population, drawing examples from past and present times.
SOCIAL LEARNING
4] I can identify and debate some of the implications of a longer life expectancy.
LEARNING TO BE
5] I can identify the various migration patterns both internal and external, towards and across Europe.
6] I can discuss the main push and pull factors contributing towards migration and human mobility, e.g. famine, wars, lack of freedoms, democracy, human rights, attractive educational system.
LEARNING TO KNOW
7] I can define and use some terminology associated with migration, diversity and ethnicity: multiculturalism, ethnic minority, racial prejudice, xenophobia, mainstream culture and heterogeneous culture.
EXPRESSIVE LANGUAGE
8] With guidance and through case-studies, I can give examples of some migratory patterns in Europe after World War II through case studies, e.g. Turks into Germany; North Africans into France; the concept of 'guest workers' as regular immigrants in Europe.
9] I can discuss some of the main challenges faced by immigrants, e.g. language barriers and ethnic conflicts.
COMMUNICATING FOR DIVERSITY
10] I can define the terms `multicultural societies` and `multiculturalism´, within a European context and I can identify some related benefits and challenges.
SELF AWARENESS
11] I can discuss some of the main reasons for the development and growth of tourism in Europe after World War II, e.g. advancement in air transport technology, more means of communication and higher wages for workers.
INTERPERSONAL
12] I can describe and discuss the attractions within tourist destinations in Europe according to site, season, culture, nature, sports, leisure facilities.
PLANNING AND REFLECTION
13] I can identify and explain how the Industrial Revolution led to urbanisation, the creation of inner-city areas and other socio-economic developments in Europe. I can describe the different types of settlements in Europe and factors leading to their development, e.g. the Central Business District (CBD), the suburbanisation process and the urban-rural fringe.
LISTENING AND SPEAKING2] I can interpret graphs and maps which compare and contrast the population density and distribution across different European regions and I can research online examples of related statistics. I can discuss the distribution and density of population in various European regions, especially areas with low and high density.
INFORMATION MANAGEMENT3] I can discuss different factors which cause a decline in European population, drawing examples from past and present times.
SOCIAL LEARNING4] I can identify and debate some of the implications of a longer life expectancy.
LEARNING TO BE 5] I can identify the various migration patterns both internal and external, towards and across Europe.
6] I can discuss the main push and pull factors contributing towards migration and human mobility, e.g. famine, wars, lack of freedoms, democracy, human rights, attractive educational system.
LEARNING TO KNOW7] I can define and use some terminology associated with migration, diversity and ethnicity: multiculturalism, ethnic minority, racial prejudice, xenophobia, mainstream culture and heterogeneous culture.
EXPRESSIVE LANGUAGE8] With guidance and through case-studies, I can give examples of some migratory patterns in Europe after World War II through case studies, e.g. Turks into Germany; North Africans into France; the concept of 'guest workers' as regular immigrants in Europe.
9] I can discuss some of the main challenges faced by immigrants, e.g. language barriers and ethnic conflicts.
COMMUNICATING FOR DIVERSITY10] I can define the terms `multicultural societies` and `multiculturalism´, within a European context and I can identify some related benefits and challenges.
SELF AWARENESS11] I can discuss some of the main reasons for the development and growth of tourism in Europe after World War II, e.g. advancement in air transport technology, more means of communication and higher wages for workers.
INTERPERSONAL12] I can describe and discuss the attractions within tourist destinations in Europe according to site, season, culture, nature, sports, leisure facilities.
PLANNING AND REFLECTION13] I can identify and explain how the Industrial Revolution led to urbanisation, the creation of inner-city areas and other socio-economic developments in Europe. I can describe the different types of settlements in Europe and factors leading to their development, e.g. the Central Business District (CBD), the suburbanisation process and the urban-rural fringe.
Subject Focus: Education, Employment and Welfare State
1] I can describe the link between education and employment.
COGNITIVE LEARNING
2] I can explain key terminology associated with employment, e.g. freedom of association, collective bargaining and work opportunities.
LISTENING AND SPEAKING
3] I can list different causes and effects of unemployment giving examples such as structural, frictional unemployment.
LISTENING AND SPEAKING
4] I can define and explain the terms 'welfare state' and 'welfare society'.
LISTENING AND SPEAKING
COGNITIVE LEARNING2] I can explain key terminology associated with employment, e.g. freedom of association, collective bargaining and work opportunities.
LISTENING AND SPEAKING3] I can list different causes and effects of unemployment giving examples such as structural, frictional unemployment.
LISTENING AND SPEAKING4] I can define and explain the terms 'welfare state' and 'welfare society'.
LISTENING AND SPEAKINGSubject Focus: European Boundaries, Landscapes and Climates
1] I can identify and distinguish between Europe's natural and political boundaries. I can identify oceans, seas, major rivers, mountain chains, plains and islands touching or bordering the European continent.
INFORMATION MANAGEMENT
2] I can identify and briefly describe the main climates and related vegetation in Europe.
3] I can identify and explain some of the causes and implications of the greenhouse effect in Europe.
LEARNING TO KNOW
4] I can relate climate change to the greenhouse effect. I can discuss the impact of climate change on various European countries.
LEARNING TO KNOW
5] I can explain the water crisis that Mediterranean countries are experiencing, e.g. Malta, Cyprus and Spain.
EXPRESSIVE LANGUAGE
6] I can discuss some measures which are being implemented and which need to be implemented by Malta, Cyprus and Spain to tackle water shortages.
COGNITIVE
INFORMATION MANAGEMENT2] I can identify and briefly describe the main climates and related vegetation in Europe.
3] I can identify and explain some of the causes and implications of the greenhouse effect in Europe.
LEARNING TO KNOW4] I can relate climate change to the greenhouse effect. I can discuss the impact of climate change on various European countries.
LEARNING TO KNOW5] I can explain the water crisis that Mediterranean countries are experiencing, e.g. Malta, Cyprus and Spain.
EXPRESSIVE LANGUAGE6] I can discuss some measures which are being implemented and which need to be implemented by Malta, Cyprus and Spain to tackle water shortages.
COGNITIVESubject Focus: Environment Protection and Sustainable Development
1] Through examples, I can identify and explain the main sources of air, land and water pollution. I can discuss preventive measures to lessen their impact on the environment.
LEARNING TO LIVE TOGETHER2] I can briefly explain the causes and effects of acid rain. I can discuss some preventive measures which could be taken to lessen acid rain in Europe, e.g. the use of renewable energy instead of burning fossil fuels.
LEARNING TO BE3] I can describe and explain modern farming practices in Europe.
LEARNING TO DO4] I can recognise the need for conservation in the Mediterranean region, e.g. the Camargue as a unique ecosystem and wetland in the Mediterranean.
INFORMATION MANAGEMENT5] I can define the term sustainable development and its three pillars: economic, social, environmental.
PRACTICAL6] I can identify urban regeneration as a form of sustainable development and can give examples of recently regenerated inner city areas, e.g. London Docklands, Valletta.
LEARNING TO BESubject Focus: National Identity, Diversity and the European Idea
1] I can identify the main factors which shape national identity such as national anthem, language, culture, traditions, historic memories and European identity such as the EU flag, the Euro currency, Europe day and United in Diversity motto.
SOCIAL CHANGE
2] I can identify regional conflicts in Europe in the 20th century, and can interpret how nationalism, regionalism and religious intolerance led to these conflicts, e.g. the Basque region in Spain, Cyprus, and Northern Ireland.
SOCIAL CHANGE
3] I can identify and discuss non-violent peace making processes, e.g. dialogue, compromise, mediation and negotiation, and relate these processes to addressing inter-personal conflicts.
PLANNING AND REFLECTION
SOCIAL CHANGE2] I can identify regional conflicts in Europe in the 20th century, and can interpret how nationalism, regionalism and religious intolerance led to these conflicts, e.g. the Basque region in Spain, Cyprus, and Northern Ireland.
SOCIAL CHANGE3] I can identify and discuss non-violent peace making processes, e.g. dialogue, compromise, mediation and negotiation, and relate these processes to addressing inter-personal conflicts.
PLANNING AND REFLECTIONSubject Focus: European Cultural Heritage and Experience
1] I can associate the importance of our cultural heritage and historical events with our European identity today.
COGNITIVE LEARNNG
2] I can list the causes and effects of significant historical developments across Europe such as the Renaissance, the Reformation, the Industrial Revolution and colonialism.
3] I can identify some of the key elements of European cultural heritage such as the development of the printing press during Renaissance times.
4] I can give examples of different celebrations, festivities, traditions, cuisines and music genres in Europe.
SOCIAL CHANGE
COGNITIVE LEARNNG2] I can list the causes and effects of significant historical developments across Europe such as the Renaissance, the Reformation, the Industrial Revolution and colonialism.
3] I can identify some of the key elements of European cultural heritage such as the development of the printing press during Renaissance times.
4] I can give examples of different celebrations, festivities, traditions, cuisines and music genres in Europe.
SOCIAL CHANGESubject Focus: The Development of Modern Democracy in Europe
1] I can understand the development of democracy from Ancient Greece through the Enlightenment, French Revolution and modern Universal suffrage.
2] I can identify various effects of globalisation on the media in Europe.
MANAGING INTERNET USE
3] I can discuss the importance of the social and digital media in the process of globalisation.
USE OF DIGITAL MEDIA
2] I can identify various effects of globalisation on the media in Europe.
MANAGING INTERNET USE3] I can discuss the importance of the social and digital media in the process of globalisation.
USE OF DIGITAL MEDIA
