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Children’s School Lives Study: Report 7

Children’s School Lives Study: Report 7

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Expectations for Students/Learning Outcomes

 

Expectations for students

Expectations for students is an umbrella term that links learning outcomes with annotated examples of student work. For NCCA-developed short courses, in some cases examples of work associated with a specific learning outcome or with a group of learning outcomes are available on www.curriculumonline.ie. Schools who design their own short courses may wish to create a bank of examples of student work for discussion and for future reference.

 

Learning outcomes

Learning outcomes are statements that describe what knowledge, understanding, skills and values students should be able to demonstrate having completed this junior cycle short course in CSPE. The learning outcomes set out in the following tables apply to all students and represent outcomes for students at the end of their period of study (approximately 100 hours).

The outcomes are numbered within each strand. The numbering is intended to support teacher planning in the first instance and does not imply any hierarchy of importance across the outcomes themselves. Nor does it imply that the learning outcomes should be followed sequentially.

 

Students learn about Students should be able to
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

  2. 1.2

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

  3. 1.3

    explain the hierarchy of human needs and how this relates to human rights

  4. 1.4

    access and interpret numerical data showing local and global distribution of basic resources and patterns of inequalities
Human rights instruments
  1. 1.5

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

  2. 1.5

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

  3. 1.6

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

  4. 1.7

    communicate an understanding of the importance of the UDHR, UNCRC and the ECHR1 in promoting human rights

  5. 1.8

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

  6. 1.9

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

  7. 1.10

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

  8. 1.11

    reflect on their ongoing learning and what it means for them      

                                                                                                                                                                                                                                                                                                                                                                       1 Universal Declaration of Human Rights (UDHR), United Nations Convention on the Rights of the Child (UNCRC) and European Convention on Human Rights (ECHR)

     

Students learn about Students should be able to
Sustainability
  1. 2.1

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

  2. 2.2

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

  3. 2.3

    create a visual representation of data depicting their ecological footprint

  4. 2.4

    discuss sustainability strategies that individuals, communities, businesses, agriculture and governments can employ to address climate change
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

  2. 2.6

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

  3. 2.7

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

  2. 2.9

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

  3. 2.10

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

  4. 2.11

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

  5. 2.12

    reflect on their ongoing learning and what it means for them

Students learn about Students should be able to
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

  2. 3.2

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

  3. 3.3

    describe democratic structures for decision-making at local and national government levels

  4. 3.4

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

  5. 3.5

    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

  6. 3.6

    discuss the strengths and weaknesses of the democratic process
The law and the citizen
  1. 3.7

    identify laws that directly relate to their lives

  2. 3.8

    explain how laws are made, enforced and evolve over time

  3. 3.9

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

  4. 3.10

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

  5. 3.11

    investigate how individuals or groups have used the law to bring about change in society
The role of the media in a democracy
  1. 3.12

    explore the role of different media in generating information and news and assess the pros and cons of each

     
  2. 3.13

    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
  3. 3.14

    reflect on their ongoing learning and what it means for them
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