Expectations for Students/Learning Outcomes

Strand 1: Rights and responsibilities

Students learn about

Students should be able to

1. Human dignity – the basis for human rights
  1. 1.1

    discuss what it means to be human and to live in a community with rights and responsibilities

    • clipboard
  2. 1.2

    create a visual representation to communicate a situation where human dignity is not respected

    • clipboard
  3. 1.3

    create a hierarchy of their needs, wants and rights

    • clipboard
  4. 1.4

    assemble a 'basic needs basket' representing the needs of a family living in Ireland (not just their economic needs)

    • clipboard
  5. 1.5

    access and interpret numerical data showing local and global distribution of basic resources and patterns of inequalities

    • clipboard
2. Human rights instruments
  1. 1.6

    share stories of individuals or groups who inspire them because of their work for human rights

    • clipboard
  2. 1.7

    create a timeline tracing the origin of the concept of human rights, showing five or more key dates, events, people and documents

    • clipboard
  3. 1.8

    communicate their understanding of how the UNDHR, UNCRC and ECHR applies to their lives, in terms of both their rights and their responsibilities

    • clipboard
  4. 1.9

    identify examples of social, cultural, language, economic, civic, religious, environmental and political rights

    • clipboard
  5. 1.10

    outline different perspectives in situations where there is an apparent conflict of rights or an abuse of rights

    • clipboard
  6. 1.11

    show an appreciation of their responsibility to promote and defend their individual human rights and those of others

    • clipboard
  7. 1.12

    reflect on what has been learned in this strand

    • clipboard

Strand 2: Global citizenship

Students learn about

Students should be able to

1. Sustainability
  1. 2.1

    communicate how they are connected to and dependent upon eco-systems, people and places, near and far

    • clipboard
  2. 2.2

    consider a variety of definitions of development and devise their own definition of sustainable development

    • clipboard
  3. 2.3

    create a visual representation of data depicting their ecological footprint

    • clipboard
  4. 2.4

    discuss three or more sustainable living strategies they can employ in their lives

    • clipboard
2. Local and global development
  1. 2.5

    examine case studies or personal testimonies of people experiencing poverty or inequality from different contexts and countries and how they are working to overcome this

    • clipboard
  2. 2.6

    express an informed opinion about the root causes of poverty, both locally and globally

    • clipboard
  3. 2.7

    discuss, with evidence, positive and negative effects of development in their local area

    • clipboard
3. Effecting global change
  1. 2.8

    identify one person and one institution with power and influence in the world today, explaining the role of each

    • clipboard
  2. 2.9

    analyse one global issue or challenge, under the following headings:  causes, consequences, impact on people’s lives and possible solutions

    • clipboard
  3. 2.10

    evaluate how they can contribute in responding to one challenge currently facing the world

    • clipboard
  4. 2.11

    examine a campaign for change in the area of sustainability and assess reasons why it has or has not been successful 

    • clipboard
  5. 2.12

    reflect on what has been learned in this strand

    • clipboard

Strand 3: Exploring democracy

Students learn about

Students should be able to

1. The meaning of democracy
  1. 3.1

    create a visual representation of the day-to-day contexts and institutions to which they belong, highlighting where they have power and influence

    • clipboard
  2. 3.2

    describe decision-making processes and the roles of different groups in their class/school

    • clipboard
  3. 3.3

    compare two or more systems of government, taking particular note of the ways in which the state interacts with its citizens, and citizens can shape their state

    • clipboard
  4. 3.4

    use the correct terminology to describe Irish and European democratic institutions, structures, political parties and roles

    • clipboard
  5. 3.5

    discuss strengths and weaknesses of the democratic process

    • clipboard
2. The law and the citizen
  1. 3.6

    identify laws that directly relate to their lives

    • clipboard
  2. 3.7

    explain how laws are made, enforced and evolve over time

    • clipboard
  3. 3.8

    explain the role and relevance of local, national and international courts

    • clipboard
  4. 3.9

    list the nine grounds under which discrimination is illegal in Irish law, with examples

    • clipboard
  5. 3.10

    investigate how individuals or groups have used the law to bring about change in society

    • clipboard
3. The role of the media in a democracy
  1. 3.11

    debate the pros and cons of media freedom

    • clipboard
  2. 3.12

    examine case studies of the use of digital or other media in one of the following:

    • a social justice movement
    • a political election or referendum
    • a criminal investigation
    • an environmental movement
     
    • clipboard
  3. 3.13

    reflect on what has been learned in this strand

    • clipboard