Educators' Guide for Pedagogy and Assessment
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Learning Area: Education for Democracy / Humanities
European Studies > LEVEL 9
Subject Focus: EU institutions, Democracy in the EU and European Citizenship
1] I can describe the main functions of the European Parliament, the Council of Ministers and the European Commission.
2] I can identify and explain democratic aspects of key EU institutions, e.g. directly elected MEPs from all EU states and rotating presidency of the Council of Ministers.
3] I can discuss some of the key changes brought about by the main EU treaties, including the Lisbon Treaty.
4] I can demonstrate the timelines of accession of different countries.
PLANNINGAND REFLECTION
5] I can discuss some of the political, social and economic aspects of accession into the EU, including those of current candidate countries.
6] I can analyse in detail each of the four freedoms, giving current examples.
7] I can compare and contrast aspects of national and European citizenship.
SOCIAL CHANGE
8] I can identify and discuss different ways in which I can be an active citizen at community, national and European level.
SOCIAL LEARNING
2] I can identify and explain democratic aspects of key EU institutions, e.g. directly elected MEPs from all EU states and rotating presidency of the Council of Ministers.
3] I can discuss some of the key changes brought about by the main EU treaties, including the Lisbon Treaty.
4] I can demonstrate the timelines of accession of different countries.
PLANNINGAND REFLECTION5] I can discuss some of the political, social and economic aspects of accession into the EU, including those of current candidate countries.
6] I can analyse in detail each of the four freedoms, giving current examples.
7] I can compare and contrast aspects of national and European citizenship.
SOCIAL CHANGE8] I can identify and discuss different ways in which I can be an active citizen at community, national and European level.
SOCIAL LEARNINGSubject Focus: Democracy, Human Rights and the Rule of Law
1] I can describe and explain the political processes of participation, representation and decision-making in a democracy within different contexts.
SOCIAL CHANGE
2] I can discuss different ways in which democracy can be practised in Europe, e.g. parliamentary and presidential democracies.
3] I can explain, by giving examples, how democratic principles are put into practice in Malta, other European countries and in the EU.
4] I can give examples of how the principle of subsidiarity is put into practice in Malta, other European countries and the EU.
5] I recognise that human rights are interrelated, interdependent and indivisible.
SOCIAL CHANGE
6] I can explain and give examples of civil, political, social, economic and cultural rights as promulgated and practised in Europe.
LEARNING TO KNOW
7] I can list and explain some of the rights found in the European Social Charter of the Council of Europe and reflect on their importance in local and European society.
PLANNING AND REFLECTION
8] I can differentiate between structural violence and other types of violence and am able to recognise how structural inequalities and violence constitute a violation of human rights.
SOCIAL CHANGE2] I can discuss different ways in which democracy can be practised in Europe, e.g. parliamentary and presidential democracies.
3] I can explain, by giving examples, how democratic principles are put into practice in Malta, other European countries and in the EU.
4] I can give examples of how the principle of subsidiarity is put into practice in Malta, other European countries and the EU.
5] I recognise that human rights are interrelated, interdependent and indivisible.
SOCIAL CHANGE6] I can explain and give examples of civil, political, social, economic and cultural rights as promulgated and practised in Europe.
LEARNING TO KNOW7] I can list and explain some of the rights found in the European Social Charter of the Council of Europe and reflect on their importance in local and European society.
PLANNING AND REFLECTION8] I can differentiate between structural violence and other types of violence and am able to recognise how structural inequalities and violence constitute a violation of human rights.
Subject Focus: Other European Institutions
1] I can assess the role of the Council of Europe in promoting human rights, peace and the rule of law.
2] I can list some of the most important achievements that the Council of Europe managed to accomplish, e.g. the abolition of the death penalty in Europe.
3] I can search information online and analyse a case-study of a judgement given by the European Court of Human Rights and I can discuss it with my peers, e.g. the burqa ban in France.
MANAGING INTERNET USE
4] I can identify the aims and roles of the Organisation for Security and Cooperation in Europe (OSCE), e.g. combating human trafficking and terrorism.
2] I can list some of the most important achievements that the Council of Europe managed to accomplish, e.g. the abolition of the death penalty in Europe.
3] I can search information online and analyse a case-study of a judgement given by the European Court of Human Rights and I can discuss it with my peers, e.g. the burqa ban in France.
MANAGING INTERNET USE4] I can identify the aims and roles of the Organisation for Security and Cooperation in Europe (OSCE), e.g. combating human trafficking and terrorism.
Subject Focus: Interdependence of Economic Sectors, Trade and Commerce
1] Through research and discussion, I can identify and associate the four sectors of production within different regions of Europe.
USE OF DIGITAL MEDIA
2] I can explain the concept of a trade gap between European and developing countries and give examples of related implications.
PLANNING AND REFLECTION
3] I can describe the different models/types of trade and aid between the EU and other countries.
4] I can identify the main aims of the Common Agricultural Policy (CAP), including its recent reforms and I can discuss some of its main advantages and disadvantages.
5] I can identify and discuss some of the positive and negative socio-economic and political effects of multinational companies in the EU, drawing on examples from online sources.
USE OF DIGITAL MEDIA
6] I can identify and analyse some of the push and pull factors for multinational companies to operate in developing countries.
PRACTICAL
7] I can identify the countries that form part of major European economic blocs using map illustrations.
READING AND UNDERSTANDING
8] I can compare and contrast the positive and negative effects that globalisation is having on Europe.
LEARNING TO BE
USE OF DIGITAL MEDIA2] I can explain the concept of a trade gap between European and developing countries and give examples of related implications.
PLANNING AND REFLECTION3] I can describe the different models/types of trade and aid between the EU and other countries.
4] I can identify the main aims of the Common Agricultural Policy (CAP), including its recent reforms and I can discuss some of its main advantages and disadvantages.
5] I can identify and discuss some of the positive and negative socio-economic and political effects of multinational companies in the EU, drawing on examples from online sources.
USE OF DIGITAL MEDIA6] I can identify and analyse some of the push and pull factors for multinational companies to operate in developing countries.
PRACTICAL7] I can identify the countries that form part of major European economic blocs using map illustrations.
READING AND UNDERSTANDING8] I can compare and contrast the positive and negative effects that globalisation is having on Europe.
LEARNING TO BESubject Focus: Communications and E-Commerce in Europe
1] I can analyse and explain the importance of transport, communications and energy interconnectivity within Europe.
COGNITIVE
2] I can discuss the reasons for the set up of the Trans-European Network policy (TENs) and briefly discuss reasons for its set up.
3] I can give some examples of advantages obtained through the TENs policy regarding transport, electricity and energy, e.g. interconnector set up to link Malta with the European electricity grid.
4] I can explain the relationship between e-commerce and globalisation.
LEARNING TO LIVE TOGETHER
COGNITIVE2] I can discuss the reasons for the set up of the Trans-European Network policy (TENs) and briefly discuss reasons for its set up.
3] I can give some examples of advantages obtained through the TENs policy regarding transport, electricity and energy, e.g. interconnector set up to link Malta with the European electricity grid.
4] I can explain the relationship between e-commerce and globalisation.
LEARNING TO LIVE TOGETHERSubject Focus: Population and Migration in Europe - Demographic and Social Realities
1] I can differentiate between the physical and human factors which affect population density in Europe.
LEARNING TO BE
2] I can discuss some of the implications of an ageing population in relation to the welfare system.
3] I can define, by giving current examples, terminology associated with migration, diversity and ethnicity.
SELF AWARENESS
4] I can identify some of the major destinations for immigrants in Europe and describe some of their reasons for migrating.
SOCIAL CHANGE
5] I can discuss the main positive and negative effects that immigration has on recipient European countries as well as on the sending
countries.
COGNITIVE
6] I can discuss the current situation in European countries with a significant presence of immigrants.
COMMUNICATING FOR DIVERSITY
7] I can discuss multiculturalism in Europe and can
inform myself on equality and diversity issues in Europe.
SOCIAL LEARNING
8] I can explain the demographic, socio-economical and environmental impacts of tourism through various case studies, e.g. the impact of tourism on the water resources of Mediterranean countries and the loss of habitats in mountainous areas.
LEARNING TO LIVE TOGETHER
9] I can define eco-tourism and explain its importance in Europe, particularly in terms of environmental safeguards, sustainable economic development and growth.
EXPRESSIVE LANGUAGE
10] I can analyse the effects of urbanisation on the social and health conditions of the people, quoting historical and current examples.
LEARNING TO KNOW
11] I can identify the effects of suburbanisation on the environment by giving examples.
LEARNING TO BE
LEARNING TO BE2] I can discuss some of the implications of an ageing population in relation to the welfare system.
3] I can define, by giving current examples, terminology associated with migration, diversity and ethnicity.
SELF AWARENESS4] I can identify some of the major destinations for immigrants in Europe and describe some of their reasons for migrating.
SOCIAL CHANGE5] I can discuss the main positive and negative effects that immigration has on recipient European countries as well as on the sending
countries.
COGNITIVE6] I can discuss the current situation in European countries with a significant presence of immigrants.
COMMUNICATING FOR DIVERSITY7] I can discuss multiculturalism in Europe and can
inform myself on equality and diversity issues in Europe.
SOCIAL LEARNING8] I can explain the demographic, socio-economical and environmental impacts of tourism through various case studies, e.g. the impact of tourism on the water resources of Mediterranean countries and the loss of habitats in mountainous areas.
LEARNING TO LIVE TOGETHER9] I can define eco-tourism and explain its importance in Europe, particularly in terms of environmental safeguards, sustainable economic development and growth.
EXPRESSIVE LANGUAGE10] I can analyse the effects of urbanisation on the social and health conditions of the people, quoting historical and current examples.
LEARNING TO KNOW11] I can identify the effects of suburbanisation on the environment by giving examples.
LEARNING TO BESubject Focus: Education, Employment and Welfare State
1] I can demonstrate the importance of education and life-long learning. I can list EU and national educational policies promoting it. I can also reflect on my own education and learning experiences in the light of these policies.
PRACTICAL
2] I can discuss measures being implemented by European governments to engage people in the workforce, including measures partially funded by the European Social Fund (ESF).
LEARNING TO LIVE TOGETHER
3] I can identify some challenges being faced by the welfare state and I can review measures being introduced to sustain the welfare state.
LEARNING TO BE
4] I can list different means of measuring wealth and poverty, e.g. GDP, level of education, literacy skills and employment by sector.
LEARNING TO KNOW
5] I can distinguish the basic differences in the standards of living among European nations and their various regions, e.g. North and South Italy, peripheral European countries and core European countries.
LEARNING TO DO
PRACTICAL2] I can discuss measures being implemented by European governments to engage people in the workforce, including measures partially funded by the European Social Fund (ESF).
LEARNING TO LIVE TOGETHER3] I can identify some challenges being faced by the welfare state and I can review measures being introduced to sustain the welfare state.
LEARNING TO BE4] I can list different means of measuring wealth and poverty, e.g. GDP, level of education, literacy skills and employment by sector.
LEARNING TO KNOW5] I can distinguish the basic differences in the standards of living among European nations and their various regions, e.g. North and South Italy, peripheral European countries and core European countries.
LEARNING TO DOSubject Focus: European Boundaries, Landscapes and Climates
1] I can explain how climate and physical features have an impact on economic activity, farming, communications and movement of people.
LEARNING TO KNOW
2] I can list and explain the EU 2020 targets in relation to climate change and energy sustainability such as a 20% increase of energy from renewables and a 20% increase in energy efficiency. I can identify and research the challenges that Malta and other countries are facing to meet their energy-related targets.
LEARNING TO BE
3] I can distinguish between the sustainable and non-sustainable measures being implemented by Mediterranean countries to tackle water shortages by giving examples, e.g. dams and reservoirs as sustainable methods; reverse osmosis plants as non-sustainable methods.
PRACTICAL
LEARNING TO KNOW2] I can list and explain the EU 2020 targets in relation to climate change and energy sustainability such as a 20% increase of energy from renewables and a 20% increase in energy efficiency. I can identify and research the challenges that Malta and other countries are facing to meet their energy-related targets.
LEARNING TO BE3] I can distinguish between the sustainable and non-sustainable measures being implemented by Mediterranean countries to tackle water shortages by giving examples, e.g. dams and reservoirs as sustainable methods; reverse osmosis plants as non-sustainable methods.
PRACTICALSubject Focus: Environment Protection and Sustainable Development
1] I can analyse and explain the term biodiversity. I can discuss some of the threats it is experiencing, e.g. urbanisation, deforestation, over hunting/fishing.
LEARNING TO BE
2] I can analyse the causes and effects of acid rain. I can propose preventive measures to lessen acid rain.
LEARNING TO KNOW
3] I can review modern farming practices in Europe and differentiate between conventional, traditional and organic farming methods.
LEARNING TO DO
4] I can identify and synthesise reasons why conservation is important, drawing examples from a case-study such as that of the Lapland area.
SELF AWARENESS
5] Through examples I can identify and list conflicts of interest between economic development and environmental conservation.
COGNITIVE
6] I can critically discuss urban regeneration in European inner city areas and evaluate the impact of this regeneration on the environment.
COGNITIVE
7] I can discuss the concept of marine sustainability and pollution prevention giving examples drawn from the Mediterranean area, e.g. fisheries policy , Blue plan, Blue flags.
LEARNING TO BE
8] I can define and discuss the concept of Blue flag in terms of sustainable development of beaches and marinas.
PERSONAL
LEARNING TO BE2] I can analyse the causes and effects of acid rain. I can propose preventive measures to lessen acid rain.
LEARNING TO KNOW3] I can review modern farming practices in Europe and differentiate between conventional, traditional and organic farming methods.
LEARNING TO DO4] I can identify and synthesise reasons why conservation is important, drawing examples from a case-study such as that of the Lapland area.
SELF AWARENESS5] Through examples I can identify and list conflicts of interest between economic development and environmental conservation.
COGNITIVE6] I can critically discuss urban regeneration in European inner city areas and evaluate the impact of this regeneration on the environment.
COGNITIVE7] I can discuss the concept of marine sustainability and pollution prevention giving examples drawn from the Mediterranean area, e.g. fisheries policy , Blue plan, Blue flags.
LEARNING TO BE8] I can define and discuss the concept of Blue flag in terms of sustainable development of beaches and marinas.
PERSONALSubject Focus: National Identity, Diversity and the European Idea
1] I can compare and contrast the concepts of European identity and European diversity.
SELF AWARENESS
2] I can discuss the concept of regional identity in Europe, e.g. Welsh, Scottish, Basque, Sicilian and Gozitan identity.
SOCIAL CHANGE
3] I can relate non-violent peacemaking processes with past/present regional conflicts in Europe, e.g. The Belfast Agreement in Northern Ireland and the Annan Plans in Cyprus.
COMMUNICATING FOR DIVERSITY
SELF AWARENESS2] I can discuss the concept of regional identity in Europe, e.g. Welsh, Scottish, Basque, Sicilian and Gozitan identity.
SOCIAL CHANGE3] I can relate non-violent peacemaking processes with past/present regional conflicts in Europe, e.g. The Belfast Agreement in Northern Ireland and the Annan Plans in Cyprus.
COMMUNICATING FOR DIVERSITYSubject Focus: European Cultural Heritage and Experience
1] I can list some of the main historical events which influenced who Europeans are today.
2] I can analyse the causes of important historical events such as World War I and World War II.
3] I can illustrate the main consequences of significant events on the history of Europe.
4] I can relate some significant developments in European history to one another.
5] I can identify the major European
linguistic groups and common Indo-
European family of languages.
COMMUNICATING FOR DIVERSITY
2] I can analyse the causes of important historical events such as World War I and World War II.
3] I can illustrate the main consequences of significant events on the history of Europe.
4] I can relate some significant developments in European history to one another.
5] I can identify the major European
linguistic groups and common Indo-
European family of languages.
COMMUNICATING FOR DIVERSITYSubject Focus: The Development of Modern Democracy in Europe
1] I can discuss the struggle European women had to undergo, in order to be given the right to vote after World War I and the advancements made as a result.
PERSONAL
2] I can define and distinguish between the following political ideologies: liberalism, fascism, socialism and communism. I can compare and discuss the differences between them.
EXPRESSIVE LANGUAGE
3] I can link the role of the media and its effects to the main democratic principles.
USE OF DIGITAL MEDIA
4] I can discuss some of the ethical and social implications of digital media.
USE OF DIGITAL MEDIA
PERSONAL2] I can define and distinguish between the following political ideologies: liberalism, fascism, socialism and communism. I can compare and discuss the differences between them.
EXPRESSIVE LANGUAGE3] I can link the role of the media and its effects to the main democratic principles.
USE OF DIGITAL MEDIA4] I can discuss some of the ethical and social implications of digital media.
USE OF DIGITAL MEDIA
