Educators' Guide for Pedagogy and Assessment
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Learning Area: Education for Democracy
Social Studies > LEVEL 5
Learning Area Outcome: I am a critical thinker and can enquire through different sources of information in order to reach well informed, rational, justified and ethical conclusions in an ongoing self-reflective process that includes re-evaluation of my own views.
Subject Focus: The Self within Society (Social Studies General)
1] I can explain a physical feature of the self.
2] I can explain a social feature of the self.
3] I can list physical features of the Self in my self and other people.
EXPRESSIVE LANGUAGE
4] I can list social features of the self including physical features e.g. skin colour, social features e.g. spoken language/s, and a physical and social feature e.g. dis/ability.
PLANNING AND REFLECTION
5] I can list feelings that members of society may feel including happiness, sadness, fear, love, anger, etc.
EXPRESSIVE LANGUAGE
6] I can list examples to show when someone feels differently from others.
PLANNING AND REFLECTION
7] I can identify situations when someone feels differently from others.
SOCIAL LEARNING
2] I can explain a social feature of the self.
3] I can list physical features of the Self in my self and other people.
EXPRESSIVE LANGUAGE4] I can list social features of the self including physical features e.g. skin colour, social features e.g. spoken language/s, and a physical and social feature e.g. dis/ability.
PLANNING AND REFLECTION5] I can list feelings that members of society may feel including happiness, sadness, fear, love, anger, etc.
EXPRESSIVE LANGUAGE6] I can list examples to show when someone feels differently from others.
PLANNING AND REFLECTION7] I can identify situations when someone feels differently from others.
SOCIAL LEARNINGLearning Area Outcome: I am able to work creatively and cooperatively within my school and local community to improve the lives of others.
Subject Focus: Populations, Development and Environments (Social Studies General)
1] I can explain what a physical environment and a social environment are.
COGNITIVE LEARNING
2] I can identify a natural and a social or non-natural environment.
COGNITIVE LEARNING
3] I can verbally and non-verbally, express examples of both a natural and a social or non-natural environment.
COGNITIVE LEARNING
4] I can compare places in my local area in terms of similarities or differences and distinguish a natural, social or non-natural environment including making a difference between an urban city and a rural village. e.g. Sliema and a rural village e.g. Siġġiewi.
COGNITIVE LEARNING
5] I can observe basic facts about my local, national and international, natural and social environment.
COGNITIVE LEARNING
6] I can identify basic facts about my local, national and international, natural and social environment.
COGNITIVE LEARNING
7] I can express basic facts about my local, national and international, natural and social environment.
COGNITIVE LEARNING
8] I can state the name of my locality; my country and its current Prime Minister and President; names of the islands that make up the Maltese archipelago including Malta, Gozo, Comino, Cominotto, Filfla, St. Paul's Island, Manoel Island and Fungus Rock; Malta's geographical and population size and its geographical location in the Mediterranean Sea; the European Union; Europe as a continent and the world.
9] I can list the following continents: Africa, America, Antartica, Asia, Australia and Europe; and the oceans: Arctic Ocean, Atlantic Ocean, Indian Ocean, Pacific Ocean and the Southern Ocean.
10] I can gather information or objects, in an ethical and sustainable manner, from my local environment e.g. a particular stone/ dry leaf from school/home/a garden.
COGNITIVE LEARNING
11] I can record and present information about the objects/information gathered e.g. through text, drawings, diagrams.
COGNITIVE LEARNING
12] I can represent information about objects/information gathered e.g. through text, drawings, diagrams.
13] I can explain the records/representations of information that I gathered.
14] I can identify the emblem and flag of my locality; the coat of arms of Malta; the flags of Malta and the European Union.
COGNITIVE LEARNING
15] I can express verbally/non-verbally the emblem of my locality; the flags of the Malta and the European Union.
COGNITIVE LEARNING
16] I can identify the following places on maps: all the islands of Malta; significant cities e.g. Valletta, Mdina, Cottonera including Vittoriosa, Senglea and Cospicua and Rabat in Gozo; significant towns e.g. Sliema; significant villages e.g. Marsaxlokk; ports e.g. the Grand Harbour, Marsamxett, Freeport, Ċirkewwa and Mġarr, Gozo; some Mediterranean countries, capital cities and flags.
COGNITIVE LEARNING
17] I can place events and artefacts in sequence.
18] I can follow a timeline.
19] I can identify on a map, select Mediterranean countries that have an important historical legacy.
COGNITIVE LEARNING
20] I can list select Mediterranean countries that have an important historical legacy.
COGNITIVE LEARNING
21] I can explain select examples which remain a historical legacy: pyramids in Egypt; Acropolis in Greece;
Colosseum in Italy.
LEARNING TO KNOW
COGNITIVE LEARNING2] I can identify a natural and a social or non-natural environment.
COGNITIVE LEARNING3] I can verbally and non-verbally, express examples of both a natural and a social or non-natural environment.
COGNITIVE LEARNING4] I can compare places in my local area in terms of similarities or differences and distinguish a natural, social or non-natural environment including making a difference between an urban city and a rural village. e.g. Sliema and a rural village e.g. Siġġiewi.
COGNITIVE LEARNING5] I can observe basic facts about my local, national and international, natural and social environment.
COGNITIVE LEARNING6] I can identify basic facts about my local, national and international, natural and social environment.
COGNITIVE LEARNING7] I can express basic facts about my local, national and international, natural and social environment.
COGNITIVE LEARNING8] I can state the name of my locality; my country and its current Prime Minister and President; names of the islands that make up the Maltese archipelago including Malta, Gozo, Comino, Cominotto, Filfla, St. Paul's Island, Manoel Island and Fungus Rock; Malta's geographical and population size and its geographical location in the Mediterranean Sea; the European Union; Europe as a continent and the world.
9] I can list the following continents: Africa, America, Antartica, Asia, Australia and Europe; and the oceans: Arctic Ocean, Atlantic Ocean, Indian Ocean, Pacific Ocean and the Southern Ocean.
10] I can gather information or objects, in an ethical and sustainable manner, from my local environment e.g. a particular stone/ dry leaf from school/home/a garden.
COGNITIVE LEARNING11] I can record and present information about the objects/information gathered e.g. through text, drawings, diagrams.
COGNITIVE LEARNING12] I can represent information about objects/information gathered e.g. through text, drawings, diagrams.
13] I can explain the records/representations of information that I gathered.
14] I can identify the emblem and flag of my locality; the coat of arms of Malta; the flags of Malta and the European Union.
COGNITIVE LEARNING15] I can express verbally/non-verbally the emblem of my locality; the flags of the Malta and the European Union.
COGNITIVE LEARNING16] I can identify the following places on maps: all the islands of Malta; significant cities e.g. Valletta, Mdina, Cottonera including Vittoriosa, Senglea and Cospicua and Rabat in Gozo; significant towns e.g. Sliema; significant villages e.g. Marsaxlokk; ports e.g. the Grand Harbour, Marsamxett, Freeport, Ċirkewwa and Mġarr, Gozo; some Mediterranean countries, capital cities and flags.
COGNITIVE LEARNING17] I can place events and artefacts in sequence.
18] I can follow a timeline.
19] I can identify on a map, select Mediterranean countries that have an important historical legacy.
COGNITIVE LEARNING20] I can list select Mediterranean countries that have an important historical legacy.
COGNITIVE LEARNING21] I can explain select examples which remain a historical legacy: pyramids in Egypt; Acropolis in Greece;
Colosseum in Italy.
LEARNING TO KNOWLearning Area Outcome: I reflect upon and explore my Maltese identity and the relationships between diversity and identity in Malta, Europe and the world.
Subject Focus: Social Groups and Social Institutions (Social Studies General)
1] I can list examples of local, national and international social groups and institutions.
SOCIAL LEARNING
2] I can describe local, national and international social groups and institutions including family, peer groups, the local community, religious organisations and media.
SOCIAL LEARNING
3] I can discuss strengths and weaknesses of activities/features of local, national and international social groups and institutions including strengths and weaknesses of recycling/not recycling recyclables in my school.
SOCIAL LEARNING
SOCIAL LEARNING2] I can describe local, national and international social groups and institutions including family, peer groups, the local community, religious organisations and media.
SOCIAL LEARNING3] I can discuss strengths and weaknesses of activities/features of local, national and international social groups and institutions including strengths and weaknesses of recycling/not recycling recyclables in my school.
SOCIAL LEARNINGLearning Area Outcome: I can identify the political processes of participation, representation, campaigning for change and decision-making and I know how to take part in these democratic processes in my school, including the Students’ Council and everyday life. I explore and evaluate local and global social, economic, political and environmental issues of both the past and the present.
Subject Focus: Power and Politics (Social Studies General)
1] I can list examples of power structures in my local, national and international community, neighbourhood and social context including the School Management Team, the Local Council, the local wardens, the Police Corps, the courts of Malta, the government of Malta.
2] I can list the function/s of power structures including order, safety, stability and justice.
3] I can explain the difference between a right and a responsibility towards rules/laws.
4] I can list strengths and weaknesses of having rules and laws.
5] I can list examples to show when power structures are challenged including the historical events involving Dun Mikiel Xerri and his friends; Mikiel Anton Vassalli; the 7th June 1919 victims.
6] I can distinguish between the role of the Prime Minister as an elected member of Parliament and the role of the President in Malta chosen by Parliament.
2] I can list the function/s of power structures including order, safety, stability and justice.
3] I can explain the difference between a right and a responsibility towards rules/laws.
4] I can list strengths and weaknesses of having rules and laws.
5] I can list examples to show when power structures are challenged including the historical events involving Dun Mikiel Xerri and his friends; Mikiel Anton Vassalli; the 7th June 1919 victims.
6] I can distinguish between the role of the Prime Minister as an elected member of Parliament and the role of the President in Malta chosen by Parliament.
Learning Area Outcome: I reflect upon and explore my Maltese identity and the relationships between diversity and identity in Malta, Europe and the world.
Subject Focus: Globalisation and Global Connections (Social Studies General)
1] I can state connection/s between the historical legacy and remains in Malta and the movement of people i.e. migration, colonisation and the influence on Maltese European identity including evidence from Phoenician pottery e.g. in Tas-Silġ, Marsaxlokk; Domus Romana in Rabat Malta; the Roman Villa in Żejtun; Roman Baths in Għajn Tuffieħa; Mdina; the Knights of St. John
and St. John's Cathedral.
2] I can list examples of globalisation including Malta becoming a member-state of the European Union and a signatory state of the United Nations; traditional music e.g. għana up to Malta's participation in the Junior Eurovision and the Eurovision; architectural developments showing colonisation, tradition e.g. razzett, the use of globigerina limestone for buildings, use of wooden balconies up to contemporary influences e.g. concrete buildings; aluminium fixtures etc.
and St. John's Cathedral.
2] I can list examples of globalisation including Malta becoming a member-state of the European Union and a signatory state of the United Nations; traditional music e.g. għana up to Malta's participation in the Junior Eurovision and the Eurovision; architectural developments showing colonisation, tradition e.g. razzett, the use of globigerina limestone for buildings, use of wooden balconies up to contemporary influences e.g. concrete buildings; aluminium fixtures etc.
Learning Area Outcome: I undertake to empathise and keep an open mind in situations of disagreement, controversy and conflict whilst acknowledging my convictions and biases e.g. political, cultural, religious, economic, sexual, gender, age. I understand how learning about the humanities can enrich my experience and understanding of the world and how it can be of value throughout my life.
Subject Focus: Culture (Social Studies General)
1] I can list aspects of the local, national and international community that are shared amongst participants of such contexts.
2] I can list aspects that feature in the lives of participants of the local, national and international community that I do not share, including being born in/having travelled to a different country.
3] I can list examples of daily situations whereby I share experiences with people who share similarities and differences with me, including some classmates who were not born in Malta yet share being in Year 3 together.
4] I can identify the Maltese language and the Maltese National Anthem as something in common amongst most people living in Malta.
5] I can list examples of Maltese culture.
6] I can list practices/rituals that comprise the Maltese identity including the National Anthem; the village feast including fireworks, street decorations, marches, procession and the ġostra; Christmas traditions including the crib, priedka tat-tifel and procession with statue of the infant Jesus; Carnival traditions including the parade, kukkanja and masquerades; Good Friday including pageants and processions; Maundy Thursday adoration including is-Seba' Visti; Maltese traditional feasts including Mnarja at Buskett, San Girgor at Żejtun and Ħadd in-Nies at Ħaż-Żabbar; Maltese traditional food including rabbit, baked pasta, soppa tal-armla, bigilla, ġbejniet, pastizzi; traditional Maltese costumes including the għonnella and terħa; Maltese folk singing including għana; folk instruments including żaqq and żafżafa; Maltese traditional games including passju, żibeġ, boċċi; Maltese dialects including Żejtuni, Qormi and Għawdxi.
7] I can state connection/s between cultural symbols and historical events or traditional legends including the legend of the Maltese flag given to Malta by Count Roger in 1091; the number of stars on the EU flag representing a symbol of unity.
2] I can list aspects that feature in the lives of participants of the local, national and international community that I do not share, including being born in/having travelled to a different country.
3] I can list examples of daily situations whereby I share experiences with people who share similarities and differences with me, including some classmates who were not born in Malta yet share being in Year 3 together.
4] I can identify the Maltese language and the Maltese National Anthem as something in common amongst most people living in Malta.
5] I can list examples of Maltese culture.
6] I can list practices/rituals that comprise the Maltese identity including the National Anthem; the village feast including fireworks, street decorations, marches, procession and the ġostra; Christmas traditions including the crib, priedka tat-tifel and procession with statue of the infant Jesus; Carnival traditions including the parade, kukkanja and masquerades; Good Friday including pageants and processions; Maundy Thursday adoration including is-Seba' Visti; Maltese traditional feasts including Mnarja at Buskett, San Girgor at Żejtun and Ħadd in-Nies at Ħaż-Żabbar; Maltese traditional food including rabbit, baked pasta, soppa tal-armla, bigilla, ġbejniet, pastizzi; traditional Maltese costumes including the għonnella and terħa; Maltese folk singing including għana; folk instruments including żaqq and żafżafa; Maltese traditional games including passju, żibeġ, boċċi; Maltese dialects including Żejtuni, Qormi and Għawdxi.
7] I can state connection/s between cultural symbols and historical events or traditional legends including the legend of the Maltese flag given to Malta by Count Roger in 1091; the number of stars on the EU flag representing a symbol of unity.
Learning Area Outcome: I understand that democratic values as enshrined in the Constitution of Malta and international documents are vulnerable to different hostile threats. As a result, I undertake to protect democracy as a legacy for future generations by promoting and supporting such values where and when they are threatened. I explore and evaluate similarity and difference and change and continuity in both the past and the present.
Subject Focus: Social Change (Social Studies General)
1] I can list objects and aspects of the local, national and international community that have undergone and/or are undergoing social change.
2] I can identify at least one cause of the listed instances/examples of social change.
3] I can identify at least one consequence of the listed instances/examples of social change including change in the means of transport over time e.g. cart, horse cab and railway; change in occupations over time e.g. tools sharpener, petroleum seller.
4] I can identify consumerism of the past and present and causes of this change including technological progress and concern for the environment; and the consequences of this change including the careless/careful disposal/recycling e.g. of old television sets.
5] I can match the names of the main types of societies that featured in the history of the world with an explanation, including a prehistoric society which we know about through remains from temples and tools but have no written evidence of.
6] I can tell the difference between old and new things and identify old things as sources.
7] I can give examples of primary history sources i.e. original historical artefacts.
8] I can comment about the original use of primary history sources.
9] I can comment about the general context of the origins of primary history sources.
10] I can gather information from sources and tell why a source was written, drawn and/or discussed, including archaeological remains of temples of simple societies which were used for prayer; maps and letters dated before or after Christ which were used to communicate information.
11] I can give examples of secondary history sources i.e. what historians have written as their interpretation of a historical period.
12] I can comment about the use of secondary history sources including history textbooks which tell the history of a country/the world.
13] I can give examples of history sources that are simultaneously primary and secondary sources.
14] I can comment about the use of history sources that are simultaneously primary and secondary sources.
15] I can comment about the general context of the history sources that are simultaneously primary and secondary sources including a picture of a monument commemorating World Word II taken at the time when the monument had just been completed as noted from its surroundings that look different from the way they look today.
16] I can participate in field visits, handle historical evidence during class and question the evidence I am presented with, including what pieces of pottery could form part of/be used for; what sort of life the people who constructed temples/ made maps/ wrote letters lived.
2] I can identify at least one cause of the listed instances/examples of social change.
3] I can identify at least one consequence of the listed instances/examples of social change including change in the means of transport over time e.g. cart, horse cab and railway; change in occupations over time e.g. tools sharpener, petroleum seller.
4] I can identify consumerism of the past and present and causes of this change including technological progress and concern for the environment; and the consequences of this change including the careless/careful disposal/recycling e.g. of old television sets.
5] I can match the names of the main types of societies that featured in the history of the world with an explanation, including a prehistoric society which we know about through remains from temples and tools but have no written evidence of.
6] I can tell the difference between old and new things and identify old things as sources.
7] I can give examples of primary history sources i.e. original historical artefacts.
8] I can comment about the original use of primary history sources.
9] I can comment about the general context of the origins of primary history sources.
10] I can gather information from sources and tell why a source was written, drawn and/or discussed, including archaeological remains of temples of simple societies which were used for prayer; maps and letters dated before or after Christ which were used to communicate information.
11] I can give examples of secondary history sources i.e. what historians have written as their interpretation of a historical period.
12] I can comment about the use of secondary history sources including history textbooks which tell the history of a country/the world.
13] I can give examples of history sources that are simultaneously primary and secondary sources.
14] I can comment about the use of history sources that are simultaneously primary and secondary sources.
15] I can comment about the general context of the history sources that are simultaneously primary and secondary sources including a picture of a monument commemorating World Word II taken at the time when the monument had just been completed as noted from its surroundings that look different from the way they look today.
16] I can participate in field visits, handle historical evidence during class and question the evidence I am presented with, including what pieces of pottery could form part of/be used for; what sort of life the people who constructed temples/ made maps/ wrote letters lived.
Learning Area Outcome: I can list and explain my inalienable human rights and how these are circumscribed by the rights of others.
Subject Focus: Crime, Deviance and Social Control (Social Studies General)
1] I can list examples of actions in the local, national and international community that are discouraged including not being polite; not doing one's homework; stealing; lying.
2] I can state connection/s between recommended/ discouraged actions and negative consequences including not having friends; being with family or in school; going to jail.
2] I can state connection/s between recommended/ discouraged actions and negative consequences including not having friends; being with family or in school; going to jail.
