Educators' Guide for Pedagogy and Assessment
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Learning Area: Education for Democracy
Social Studies > LEVEL 6
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 describe some physical and social features that give an identity to a self, making a person similar to and/or different from others in my class/neighbourhood, including skin colour and spoken language/s.
2] I can express how it feels when a person/ group of people experience/feel happiness, sadness, fear, love, anger, sympathy, humiliation.
3] I can state the connection between feelings and historical events including the loss of relatives; living in shelters during World War II.
4] I can list examples of when self identity is underpinned by conflict in society including Malta's involvement and role in World War II, being attacked by neighbouring countries and relate it to Malta being a British colony at the time.
LISTENING AND UNDERSTANDING
2] I can express how it feels when a person/ group of people experience/feel happiness, sadness, fear, love, anger, sympathy, humiliation.
3] I can state the connection between feelings and historical events including the loss of relatives; living in shelters during World War II.
4] I can list examples of when self identity is underpinned by conflict in society including Malta's involvement and role in World War II, being attacked by neighbouring countries and relate it to Malta being a British colony at the time.
LISTENING AND UNDERSTANDINGLearning 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 identify environments that include the interaction/combination/interdependence of natural and social elements and processes in my local, national and global surroundings.
CREATIVE LEARNING
2] I can describe environments that include the interaction/combination/interdependence of natural and social elements and processes in my local, national and international contexts.
3] I can put events and artefacts in a chronological order and draw them to a rough scale.
4] I can place in chronological order, historical events on a timeline including the historical, geographical connection between Malta and the European continent; Għar Dalam and the first inhabitants of Malta (from Sicily circa 5000BC); megalithic temples in Malta and the Bronze Age dolmen and menħir; the Phoenicians and catacombs and wayside chapels; the fortified cities in Mdina, Vittoriosa (Birgu) and the Citadel in Rabat and earthquakes in the Mediterranean Sea and surrounding countries.
5] I can use basic weather instruments to read the most important weather elements, namely wind direction, temperature and atmospheric pressure using the wind vane, thermometer and barometer.
CREATIVE LEARNING
6] I can list examples of ethical and unethical behaviour towards the physical and social environment e.g. affecting habitats and species.
7] I can discuss examples of ethical and unethical behaviour towards the physical and social environments e.g. affecting habitats and species which includes recycling: glass, plastic, paper and metal and the appropriate disposal of used batteries e.g. via the Batterina campaign.
8] I can state connections between outcomes of ethical and unethical behaviour towards environments, habitats, species and social justice including global citizenship, which refers to being responsible for people one will never meet as in the case of human-induced rise in temperatures causing climate change which leads to forced migration, food shortage and rising sea-levels.
9] I can suggest basic solutions to solve local and national environmental problems.
10] I can discuss strengths and weaknesses of solutions to solve local and national environmental problems.
11] I can identify places on maps including 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. Grand Harbour, Marsamxett, Freeport, Ċirkewwa and Mġarr, Gozo; all Mediterranean countries; rivers of the Mediterranean Sea e.g. Nile and Po; Strait of Gibraltar, Suez Canal, Strait of Dardanelli.
12] I can explain the sectors of the economy as such primary: agricultural and fishing; secondary: manufacturing; tertiary: service; quaternary: research & development.
13] I can explain the difference between a product and a service available/accessible in the economic sector.
14] I can explain the difference between demand and supply in the eonomic sector.
CREATIVE LEARNING2] I can describe environments that include the interaction/combination/interdependence of natural and social elements and processes in my local, national and international contexts.
3] I can put events and artefacts in a chronological order and draw them to a rough scale.
4] I can place in chronological order, historical events on a timeline including the historical, geographical connection between Malta and the European continent; Għar Dalam and the first inhabitants of Malta (from Sicily circa 5000BC); megalithic temples in Malta and the Bronze Age dolmen and menħir; the Phoenicians and catacombs and wayside chapels; the fortified cities in Mdina, Vittoriosa (Birgu) and the Citadel in Rabat and earthquakes in the Mediterranean Sea and surrounding countries.
5] I can use basic weather instruments to read the most important weather elements, namely wind direction, temperature and atmospheric pressure using the wind vane, thermometer and barometer.
CREATIVE LEARNING6] I can list examples of ethical and unethical behaviour towards the physical and social environment e.g. affecting habitats and species.
7] I can discuss examples of ethical and unethical behaviour towards the physical and social environments e.g. affecting habitats and species which includes recycling: glass, plastic, paper and metal and the appropriate disposal of used batteries e.g. via the Batterina campaign.
8] I can state connections between outcomes of ethical and unethical behaviour towards environments, habitats, species and social justice including global citizenship, which refers to being responsible for people one will never meet as in the case of human-induced rise in temperatures causing climate change which leads to forced migration, food shortage and rising sea-levels.
9] I can suggest basic solutions to solve local and national environmental problems.
10] I can discuss strengths and weaknesses of solutions to solve local and national environmental problems.
11] I can identify places on maps including 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. Grand Harbour, Marsamxett, Freeport, Ċirkewwa and Mġarr, Gozo; all Mediterranean countries; rivers of the Mediterranean Sea e.g. Nile and Po; Strait of Gibraltar, Suez Canal, Strait of Dardanelli.
12] I can explain the sectors of the economy as such primary: agricultural and fishing; secondary: manufacturing; tertiary: service; quaternary: research & development.
13] I can explain the difference between a product and a service available/accessible in the economic sector.
14] I can explain the difference between demand and supply in the eonomic sector.
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: Social Groups and Social Institutions (Social Studies General)
1] I can explain different role/s or function/s fulfilled by select local, national and international social groups and institutions including family, peer groups, media, the police, government, Dar tal-Providenza, Puttinu Cares, Inspire Foundation, consumers of economic products e.g. food, clothing; and cultural products.
PERSONAL
2] I can distinguish examples of active citizenship including being a member of the school student council, the school parents' and teachers' council, the Local Council, NGO, etc.
PERSONAL2] I can distinguish examples of active citizenship including being a member of the school student council, the school parents' and teachers' council, the Local Council, NGO, etc.
Learning 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 from past and present, cases in my local, national and international contexts when power is exercised with authority and when power is exercised without authority/ when power is abusive.
2] I can distinguish between past and present cases in my local, national and international contexts when power is exercised with authority and when power is exercised without authority/ when power is abusive including when the German Nazi party of the 1930s-1940s, imposed a curfew on the Jewish ethnic community and other minorities.
3] I can explain how decisions are made democratically in my school/community/country including when local council elections involve the electorate casting their vote on a particular day and expressing their preferences for Local Council representatives/ school council elections.
4] I can explain why decisions are done democratically in my school/community/country including general elections and local council elections to ensure democratic selection of representatives.
5] I can distinguish between structures exercising un/democratic powers in society.
6] I can explain strengths and weaknesses of having structures exercising un/democratic powers in society.
2] I can distinguish between past and present cases in my local, national and international contexts when power is exercised with authority and when power is exercised without authority/ when power is abusive including when the German Nazi party of the 1930s-1940s, imposed a curfew on the Jewish ethnic community and other minorities.
3] I can explain how decisions are made democratically in my school/community/country including when local council elections involve the electorate casting their vote on a particular day and expressing their preferences for Local Council representatives/ school council elections.
4] I can explain why decisions are done democratically in my school/community/country including general elections and local council elections to ensure democratic selection of representatives.
5] I can distinguish between structures exercising un/democratic powers in society.
6] I can explain strengths and weaknesses of having structures exercising un/democratic powers in society.
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 list ways/examples to show how my local context is connected to a broader community and global context including the influence of Malta's history as a colonised country e.g. Knights of St. John on Baroque architecture, traditions, theatre and Carnival.
MANAGING INTERNET USE
2] I can connect to someone/ access information in/from another country by using the internet at home or in class.
MANAGING INTERNET USE2] I can connect to someone/ access information in/from another country by using the internet at home or in class.
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 explain the term culture by stating that culture represents all that which is not transmitted genetically, but acquired by virtue of being in a particular social environment.
2] I can identify aspects of the local, national and international community that yield to similarities and differences between the participants of these contexts, including drawing a comparison between the lifestyle of tourists in Malta and the Maltese population.
3] I can state connections between the mentioned similarities and differences between people and what they give importance to, including traditions and customs of different Mediterranean countries e.g. some traditional costumes of Roman soldiers.
2] I can identify aspects of the local, national and international community that yield to similarities and differences between the participants of these contexts, including drawing a comparison between the lifestyle of tourists in Malta and the Maltese population.
3] I can state connections between the mentioned similarities and differences between people and what they give importance to, including traditions and customs of different Mediterranean countries e.g. some traditional costumes of Roman soldiers.
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 identify at least two causes and two consequences of instances/examples of social change.
2] I can identofy changes between the methods and technology used in the fishing/agricultural industry of the past and those used today including technological progress; concern for the environment and the consequences of careless/careful disposal/recycling/reuse of used materials.
3] I can identify similarities and differences between objects/aspects of the local, national and international community that have undergone and/or are undergoing change.
4] I can identify similarities and differences between the main types of societies that featured in history.
5] I can engage with the passing of time in terms of continuity and change.
6] I can distinguish between the 4 different types of historical sources, namely: (i) artefacts or archaeological remains e.g. a button, a coin, a building or a field, etc; (ii) visual sources e.g. photos, paintings, maps etc; (iii) oral sources e.g. interviews, radio broadcasts etc; and (iv) written sources e.g. diaries, manuscripts, letters etc.
7] I can distinguish between primary, secondary and simulated sources i.e. sources that are not original but made by the teacher or someone else.
8] I can analyse primary, secondary and simulated sources.
9] I can distinguish between fact and opinion.
10] I can appraise how different historical sources tell us different things about the same event including aspects of Roman society such as agriculture, commerce, the military and resources obtained by colonising other countries; aspects of industrial British society such as agriculture, commerce, the military and resources obtained by colonising other countires, yet note that the economy was based on manufacturing.
11] I can explain the meaning of pre-history and history.
12] I can work out the timeframe of a date that involves a century/centuries.
13] I can describe main types of society that feature in the history of the world, particularly in the history of Malta, including in a prehistoric society or a group of people, living together, around 4500-5500 years ago who may have existed, but whom we only know about through remains e.g. temples and tools since no written evidence is found that dates to these times.
14] I can sketch a timeline/ list the milestones of Maltese history.
15] I can list example/s of historical evidence relevant to each milestone, including Prehistory: first inhabitants of Malta from Sicily, Għar Dalam period; Neolithic times: temples; Bronze Age: tools; Phoenicians: tombs; Romans: Domus; Arabs: Ġebla ta' Majmuna; Knights of St. John: Cathedral and fortifications.
2] I can identofy changes between the methods and technology used in the fishing/agricultural industry of the past and those used today including technological progress; concern for the environment and the consequences of careless/careful disposal/recycling/reuse of used materials.
3] I can identify similarities and differences between objects/aspects of the local, national and international community that have undergone and/or are undergoing change.
4] I can identify similarities and differences between the main types of societies that featured in history.
5] I can engage with the passing of time in terms of continuity and change.
6] I can distinguish between the 4 different types of historical sources, namely: (i) artefacts or archaeological remains e.g. a button, a coin, a building or a field, etc; (ii) visual sources e.g. photos, paintings, maps etc; (iii) oral sources e.g. interviews, radio broadcasts etc; and (iv) written sources e.g. diaries, manuscripts, letters etc.
7] I can distinguish between primary, secondary and simulated sources i.e. sources that are not original but made by the teacher or someone else.
8] I can analyse primary, secondary and simulated sources.
9] I can distinguish between fact and opinion.
10] I can appraise how different historical sources tell us different things about the same event including aspects of Roman society such as agriculture, commerce, the military and resources obtained by colonising other countries; aspects of industrial British society such as agriculture, commerce, the military and resources obtained by colonising other countires, yet note that the economy was based on manufacturing.
11] I can explain the meaning of pre-history and history.
12] I can work out the timeframe of a date that involves a century/centuries.
13] I can describe main types of society that feature in the history of the world, particularly in the history of Malta, including in a prehistoric society or a group of people, living together, around 4500-5500 years ago who may have existed, but whom we only know about through remains e.g. temples and tools since no written evidence is found that dates to these times.
14] I can sketch a timeline/ list the milestones of Maltese history.
15] I can list example/s of historical evidence relevant to each milestone, including Prehistory: first inhabitants of Malta from Sicily, Għar Dalam period; Neolithic times: temples; Bronze Age: tools; Phoenicians: tombs; Romans: Domus; Arabs: Ġebla ta' Majmuna; Knights of St. John: Cathedral and fortifications.
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 classify actions that are considered to be against the law; actions that are considered to be against a particular regulation and actions that are considered to be against what are considered to be normal expectations/guidelines of behaviour i.e. norms, including stealing; coming late to school; not shaking hands during introductions in Western settings.
2] I can state past/present examples of differences between societies when it comes to laws, regulations and norms, including shaking hands as a greeting in most Western cultures vs. bowing in some Eastern cultures.
3] I can state the connection between laws, regulations, norms, socialisation and agents of socialisation.
4] I can identify agent/s of social control with examples of crime, deviance and social control including that the time I spend online controlled by my parents/guardians; the number of years I spend in compulsory education determined by law.
2] I can state past/present examples of differences between societies when it comes to laws, regulations and norms, including shaking hands as a greeting in most Western cultures vs. bowing in some Eastern cultures.
3] I can state the connection between laws, regulations, norms, socialisation and agents of socialisation.
4] I can identify agent/s of social control with examples of crime, deviance and social control including that the time I spend online controlled by my parents/guardians; the number of years I spend in compulsory education determined by law.
