School Level: Secondary 2
2 – Work file 17: Focus on democratic school governance
For assessing the status quo of a school with regard to EDC/HRE practice and its relation between theory and practice or between…
2 – Work file 4: Standards of reference
There are three different basic standards of reference for the assessment and marking of students’ performance: Individual criterion: the student’s present performance…
2 – Work file 3: Perspectives and forms of assessment
Assessment of learning processes (formative) This perspective serves to improve, control and check on a student’s learning process, or the student’s and…
2 – Work file 3: Selecting adequate forms of teaching and learning
In choosing a certain form of teaching you make decisions on how the sequences of teaching and the learning environment are to…
2 – Work file 2: Why chalk and talk is not enough, or “taught ≠ learned” and “learned ≠ applied in real life”
Teachers who have been trained along traditional lines of teaching tend to overestimate the impact of spoken Instruction on their students –…
2 – Work file 2: How can I support my students in judging political issues?
The core objective of EDC/HRE is to enable students to take part in their community and in politics. To take action in…
2 – Work file 1: How can I address politics in my EDC/HRE classes?
In EDC/HRE, students should learn how to understand politics. But what is politics? What makes a topic a political one? The following…
2 – Work file 1: Students’ competences for EDC/HRE
Three areas of competence for living and learning democracy and human rights education The aim of Education for Democratic Citizenship is to…
