Study-Unit Description

Study-Unit Description


TITLE The Ethics Curriculum and its Assessment

LEVEL 05 - Postgraduate Modular Diploma or Degree Course


DEPARTMENT Education Studies

DESCRIPTION This study-unit explores the current Ethics curriculum and the way it is being assessed, focusing on assessment for learning. The first part of the study-unit includes an exposition and discussion of the ethics curriculum as set by the Learning Outcomes Framework for the subject. This is done within a framework of curriculum theory, including curriculum design, delivery and assessment. In the section focusing on the assessment of the ethics course, emphasis is made on formative assessment models in order to assess the knowledge and understanding of the content, as well as the children’s attitudes. The contrast between formative and summative assessment is discussed within the MATSEC Ethics syllabus and sample examination papers, an approach that balances both the formate and summative aspects of assessment.

Study-Unit Aims:

The study-unit aims to:
- Familiarise teachers with a number of theories of curriculum planning and development and identify a number of moral issues that can be developed;
- Discuss different forms of assessment in order to assess knowledge, skills, attitudes and dispositions related to Ethics.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:
- Demonstrate awareness of the main theories of curriculum development and the key issues in the teaching of Ethics;
- Compare the different types of assessment and identify the best methods for assessing the knowledge, skills and dispositions related to the subject.

2. Skills:

By the end of the study-unit the student will be able to:
- Translate the ethics curriculum and learning outcomes framework into schemes of work and lesson plans;
- Learn to design lesson plans for this subject;
- Devise different methods of assessment for learning;
- Design differentiated examination papers and examination projects.

Main Text/s and any supplementary readings:

Main Texts:
- Blanchard J. (2009) Teaching Learning and Assessment. Open University Press.
- Butler S.M & McMunn M.D. (2006) Teacher’s Guide to Classroom Assessment: Understanding and Using Assessment to Improve Student Learning Jossey-Bass.
- Clarke S. (2008) Active Learning through Formative Assessment. Hodder Education.
- Wiles J.W. & Bondi J.C (2010) Curriculum Development: A Guide to Practice. Pearson.

Supplementary Readings:
- Goering S., Shudak N.J & Wartenberg T.E. (Eds.) (2013) Philosophy in Schools: An introduction for Philosophers and Teachers. Routledge.
- Ornstein A.C. (2012) Curriculum: Foundations, Principles and Issues. Pearson.
- Sutcliff R. & Williams S. (2000) The Philosophy Club: An Adventure in Thinking. Dialogue Works.
- Tyler R.W. (2003) Basic Principles of Curriculum and Instruction. University of Chicago Press.


Assessment Component/s Assessment Due Resit Availability Weighting
Presentation SEM2 Yes 40%
Assignment SEM2 Yes 60%

LECTURER/S Joseph Giordmaina
Francois Zammit
Lucienne Zammit

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It should be noted that all the information in the description above applies to study-units available during the academic year 2020/1. It may be subject to change in subsequent years.