Forbhreathnú ar an Siollabas Snáithe 1: Cumhacht agus cinnteoireacht Baineann a lán de na bunsmaointe agus na hargóintí de chuid na n-eolaíochtaí sóisialta agus polaitiúla, na hantraipeolaíochta agus na fealsúnachta polaitiúla leis an gcaoi ar féidir le caomhnú an oird shóisialta feabhas a chur ar shaol daoine agus le cé a bhaineann agus cé a chailleann ó na bealaí difriúla ina n-eagraítear sochaithe. Cuimsíonn sé sin díospóireachtaí agus plé ar na bealaí ina mbíonn daoine idirspleách; róil rialacha, dlíthe, norm agus luachanna chun ord a chinntiú; an chaoi ar féidir an lag a chosaint ag an láidir agus ón láidir; cé a bhíonn thíos agus cé a bhíonn thuas faoi rialacha agus faoi dhlíthe sochaithe comhaimseartha; agus ar na bealaí is oiriúnaí chun athrú a thionscnamh sa tsochaí. Taobh thiar dóibh sin ar fad faightear ‘ceist na cumhachta’ agus is díol spéise é cé aige a bhfuil an chumhacht agus cé atá ábalta í a úsáid: chun tabhairt ar dhaoine gníomhú ar bhealaí nach ngníomhódh siad ach ab é sin; chun rialacha agus cleachtais a bhunú agus a fhorghníomhú agus chun smaointe agus tuairimí daoine a mhúnlú. Cé go bhfuil a lán bealaí ann inarbh fhéidir na smaointe sin a fhiosrú, tugtar fúthu sa Snáith seo trí bhreathnú ar na daoine a bhíonn rannpháirteach sa chinnteoireacht agus ar an mbonn ina nglacann siad páirt. Fiosraíonn an tSnáithe seo na smaointe bunúsacha sin in eolaíochtaí sóisialta agus polaitiúla trí dhá chomhthéacs: cinnteoireacht ar scoil agus cinnteoireacht in institiúidí daonlathacha ag leibhéal náisiúnta agus Eorpach. Tosaítear Topaic 1 le fiosrúchán ar an rannpháirtíocht i gcinnteoireacht i scoileanna. Sa chaoi sin tugann sé deis do scoláirí breathnú ar na díospóireachtaí agus ar na ceisteanna faoi chumhacht agus faoi chinnteoireacht i gcomhthéacs ina bhfuil na ceisteanna seo iontach fíor agus a bhfuil brí leo ina saol féin. Cabhróidh sé sin leo a fheiceáil go bhfuil baint dhíreach ag smaointe, díospóireachtaí agus sonraí na heolaíochta sóisialta agus polaitiúla lena saol féin. Díríonn na díospóireachtaí sa Topaic seo ar cén fáth nó an bhfuil rialacha / dlíthe ag teastáil uainn cé na daoine ar chóir dóibh a bheith i mbun na rialacha / dlíthe seo a dhéanamh agus cén fáth cé acu ar chóir rialacha / dlíthe a shrianadh le díriú ar shábháilteacht phearsanta nó cé acu atá tacar rialacha níos leithne ná sin ag teastáil uainn cé a bhaineann tairbhe as an gcaoi a ndeartar na rialacha / dlíthe cé a chuireann na rialacha / dlíthe i bhfeidhm agus cén chaoi a ndéanann siad é. Ar deireadh, trí na díospóireachtaí seo a bheith acu, forbróidh na foghlaimeoirí a dtuiscint ar ghnéithe difriúla na cumhachta sa saol sóisialta agus polaitiúil. Dírítear i dTopaic 2 ar an gcinnteoireacht in institiúidí daonlathacha ag leibhéal náisiúnta agus Eorpach. Tá iliomad brainsí difriúla rialtais agus institiúidí difriúla trína bhféadfaí an chinnteoireacht a iniúchadh. Dírítear sa Topaic seo go háirithe ar an gcaoi ina ndéantar ionadaíocht do dhaoine laistigh de bhrainse feidhmiúcháin an rialtais in Éirinn, agus, ar mhaithe le comparáid a dhéanamh, i dTuaisceart Éireann agus san Aontas Eorpach. Coimeádann comparáid den chineál sin an bhéim ar institiúidí a bhfuil brí dhíreach acu le saol daoine in Éirinn agus ag an am céanna ligeann sí do scoláirí tuiscint níos fearr a bheith acu gur de bharr roghanna a dhéantar a bhíonn eagraíocht pholaitiúil de chineál ar bith ann. Tá ról an-tábhachtach ag baint leis na meáin go háirithe sa mhéid is go gcuireann siad le nádúr an phlé i sochaithe daonlathacha agus go múnlaíonn siad é. I dteannta fócas a dhíriú ar bhrainse feidhmiúcháin an rialtais, mar sin de, tá fócas ar leith i dTopaic 2 ar ról na meán i sochaithe daonlathacha. Faoi dheireadh Snáithe 1 beidh blaiseadh faighte ag foghlaimeoirí ar a lán de smaointe agus de choincheapa bunúsacha na Polaitíochta agus na Sochaí. Áirítear ina measc sin cumhacht, ionadaíocht, daonlathas, aicme shóisialta agus inscne. Tabharfaidh aonaid ina dhiaidh sin deiseanna chun níos mó úsáide a bhaint as na tuiscintí atá acu ar na coincheapa seo agus tuiscintí níos doimhne a bheith acu. Bheadh tús curtha ag foghlaimeoirí freisin ar fhianaise agus ar shonraí a úsáid chun teacht ar bhreithiúnais mhachnamhacha faoi bhuncheisteanna sa saol sóisialta agus polaitiúil. Topaic 1: Cumhacht agus cinnteoireacht ar scoil Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 1.1 próisis na cumhachta agus na cinnteoireachta ina scoil 1 describe the process of decision-making and the roles of different groups such as teachers, principal, parents, students, management body, patron, statutory bodies, government, in relation to: one aspect of school rules related to safety, for example policies on fighting or bullying one aspect of school rules not related to safety, for example school uniform rules drawing on these examples, come to a conclusion as to which of these people or groups have the most and least influence on school rules. Samplaí de Chomhthéacs Examples in Context (test) 2 drawing on these examples, come to a conclusion as to which of these people or groups have the most and least influence on school rules Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 1.2 argóintí maidir leis an ngá i gcomhair rialacha 1 apply in their own words and to their own environment the following arguments about rules and the process of making rules: rules provide protection for weaker members of the community from stronger members and provide a framework for orderly engagement in learning at school those who have the most knowledge and wisdom should play the strongest role in making rules there should be very few rules and then only concerned with keeping people safe; any more than that is an infringement on people’s freedom those who have the most power or influence can make rules that suit their own interests and not the interests of everyone in the community there is a danger of those with power enforcing rules arbitrarily it is compliance to norms and values, not enforcement of rules, that maintains a sense of order 2 engage with different viewpoints and, where appropriate, evaluate and use evidence to come to a conclusion as to which of these arguments are most supportable 3 identify which of these arguments would be associated with a ‘left-wing’ position, which would be associated with a ‘right-wing’ position, and which could be associated with either Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 1.3 smaointe atá taobh thiar de na hargóintí seo 1 illustrate the following dimensions of the concept of power with respect to their own environment: getting people to act in ways they would not otherwise act in being able to set rules or practices that bring benefit to some groups over others being able to shape ideas so that people think of a particular way of doing things as the best or only way (ideology) power can be exercised by a range of people or groups in a society, including those that appear institutionally ‘powerless’ Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 1.4 fianaise maidir le tionchair rialacha agus próiseas déanta rialacha 1 summarise research evidence on the extent to which some groups are, or are not, under- represented in decision-making processes in schools 2 engage with different viewpoints and models of participation and evaluate and use evidence to come to a conclusion about whether decision-making processes in schools are appropriate Topaic 2: Cumhacht agus cinnteoireacht ag leibhéal náisiúnta agus Eorpach Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 2.1 beartas náisiúnta a dhéanamh 1 describe the process of decision-making at national level and how this relates to a policy that impacts upon young people, making reference to the roles of: civil society bodies or groups statutory bodies the civil service the social partnership process the relevant Minister and the government political parties the Houses of the Oireachtas the European Union supranational agreements such as the United Nations Convention on the Rights of the Child Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 2.2 conas a roghnaítear brainse feidhmiúcháin an rialtais 1 present an overview of the operation of the executive, the legislative and the judicial branches of government 2 describe the voting systems for the Houses of the Oireachtas, including eligibility for and limitations to voting franchise 3 describe the way in which the Taoiseach and Government are selected, and their roles 4 describe the way in which the Northern Ireland Executive is selected, and the ministers' roles 5 describe the way in which the European Commission is selected, the way in which the European Parliament is selected, the way in which the Council of the European Union (Council of Ministers) is constituted, and their respective executive roles 6 describe the way in which the executive is put in place in an example of a non-democratic country 7 compare these four approaches for selecting an executive, identifying the strengths and weaknesses of each Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 2.3 aicme shóisialta agus inscne mar chatagóirí sóisialta tábhachtacha 1 define what is meant by ‘social class’ 2 illustrate the view that, in capitalism, social class is an important way of categorising who has and who has not got power 3 critically evaluate the view that in capitalism, social class is an important way of categorising who has and who has not got power 4 define what is meant by patriarchy and illustrate the view that, in a patriarchy, gender is an important way of categorising who has and who has not got power 5 critically evaluate the view that modern Irish society is a patriarchy Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 2.4 argóintí a bhaineann le hionadaíocht 1 identify to what extent the arguments and ideas discussed in topic 1.2 and 1.3 are relevant at national level Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 2.5 fianaise ar éifeachtúlacht na hionadaíochta 1 summarise research evidence on the effectiveness of the Irish system of elections in representing the will of all the Irish people 2 engage with different viewpoints and evaluate and use evidence to come to a conclusion as to whether the Irish system of government is effective in representing the will of all the Irish people 3 critically evaluate a piece of qualitative or quantitative research—that they have not previously seen—on an aspect of representation in decision-making, making reference to the quality of the evidence and of the conclusions drawn in this study Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 2.6 meáin thraidisiúnta agus meáin nua i stáit dhaonlathacha 1 explore the changing nature of contemporary media, identifying: the characteristics of different types of media the control of information in different types of media the challenges for regulators of media 2 describe what is meant by ‘the freedom of the press’ and ‘the social responsibility of the press’ and ‘the accountability of the press’ 3 identify the roles which these three concepts are thought to play in a democratic society 4 drawing on the ideas outlined in 1.3, describe the power of various types of media with respect to: ownership and control of media the role of advertising in media the power of those who work in the media the targeting strategies adopted by the media the origination of media content the global reach and influence of the media Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 2.7 rannpháirtithe sna díospóireachtaí seo 1 describe in brief and general terms the contribution of Thomas Hobbes, John Locke, Robert Nozick, Sylvia Walby, Karl Marx, Kathleen Lynch and Noam Chomsky to the discussions in this strand and the contexts in which they made their contributions Snáithe 2: Saoránacht Ghníomhach Pléann Snáithe 1 leis na coincheapa agus na smaointe atá bunúsach i gcúrsaí Polaitíochta agus Sochaí. Díríonn sé freisin ar roinnt de na scileanna bunúsacha a bhaineann le hanailís agus léirmhíniú a dhéanamh ar fhianaise agus ar shonraí. Pléann Snáithe 2 le réimse eile scileanna atá bunúsach freisin don tsaoránacht éifeachtach agus mhachnamhach. Cuimsíonn siad sin na scileanna chun cur go héifeachtach le pobail agus na scileanna a bhaineann le cur agus cúiteamh agus teacht chun cinnidh le linn obair le daoine eile. Caoi amháin inar féidir le foghlaimeoirí an méid a d’fhoghlaim siad a spré trasna ar Aonaid na Polaitíochta agus na Sochaí le chéile is ea an tionscadal saoránachta, a dtabharfar faoi i dtaca le ceann de théamaí an ábhair. Cuirfidh an tionscadal seo ar chumas scoláirí deiseanna a mheas chun dul i mbun gnímh i bpobail, chun an ghníomhaíocht a roghnaíonn siad a dhéanamh a chosaint, agus chun a gcuid foghlama féin a mheas ó bheith ina rannpháirtithe gníomhacha sa saol poiblí, sóisialta agus polaitiúil. Cé go dtarraingeoidh foghlaimeoirí ar na torthaí foghlama uile ó gach snáithe agus iad i mbun an tionscadail seo, is iad na torthaí foghlama a shonraítear in Snáithe 2 is mó a bhaineann leis an tionscadal. Tabharfar ualú de 20% don tionscadal sna marcanna do mheasúnú deiridh na Polaitíochta agus na Sochaí. Dírítear i dTopaic 3 ar bheith i do rannpháirtí gníomhach i ngné éigin den saol poiblí, sóisialta agus polaitiúil. Léiríonn sí an phríomhscil ‘a bheith éifeachtach ar bhonn pearsanta’. Tosaíonn Topaic 3 a dhíriú ar chineálacha difriúla gnímh is féidir a dhéanamh sa saol sóisialta agus polaitiúil, sula dtéitear ar aghaidh chun na scileanna a fhiosrú a chuireann ar chumas duine a bheith éifeachtach sna gníomhartha a roghnaíonn siad a dhéanamh. Tugann Topaic 4 aghaidh ar na scileanna a bhaineann le bheith ag obair le daoine eile i ngrúpaí agus sa tsochaí dhaonlathach trí chéile. Léiríonn sí an phríomhscil ‘obair le daoine eile’. Ó tharla go dtosaítear sa topaic seo a bhreathnú ar chearta agus ar fhreagrachtaí a bhaineann le cumarsáid a dhéanamh, cruthaíonn sí nasc le Snáithe 3: Cearta agus Freagrachtaí an Duine. Bíodh is go gcuirtear Snáithe 1 agus 2 i láthair go seicheamhach, dáiríre teagascfar na scileanna atá le fáil in Snáithe 2 le hais na gcoincheap agus na smaointe a mbítear ag plé leo in Snáithe 1. Beidh siad á gcleachtadh agus á gcur i bhfeidhm freisin trí na cuir chuige teagaisc agus foghlama a roghnaítear thar na ceithre haonaid ar fad. Topaic 3: Cur go héifeachtach le pobail Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 3.1 daoine a chuir go dearfach lena gcomhthéacs sóisialta 1 describe in general terms the way in which people, from Ireland and the wider world, have sought what they saw as a positive impact on their society, including: someone who has engaged in charity, voluntary or community work someone who has run for political office someone who has chosen to work in public service such as a teacher, nurse or social worker someone who used the law someone who used civil disobedience such as Gandhi someone who proposed the use of violence against an undemocratic state such as Nelson Mandela 2 critically evaluate the appropriateness of the strategy these individuals adopted 3 identify the personal qualities which are associated with being effective in having a positive impact on society Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 3.2 a bheith bainte le, nó tús a chur le tionscnamh, grúpa nó eagraíocht 1 make contact with initiatives, groups or organisations that are involved in politics, human rights, cultural diversity or sustainable development 2 gather information relevant to their own participation in the organisation, group or initiative Príomhchoincheapa KeyConcepts Teagasc agus Foghlaim TeachingLearning Measúnú Assessment Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 3.3 an réimse bealaí chun dul i mbun gnímh ag leibhéal áitiúil, náisiúnta nó idirnáisiúnta 1 undertake a form of action agreed with an initiative, group or organisation that is involved in politics, human rights, cultural diversity or sustainable development or develop a new initiative, group or organisation working in one of these areas 2 justify the form of action which they have chosen to undertake in light of available alternatives Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 3.4 spriocanna pearsanta agus comhchoiteanna a aithint, a mheas agus a bhaint amach, lena n-áirítear ple 1 set realistic personal and collective goals and targets to be achieved within a time frame 2 construct action plans to help reach the targets and identify methods for monitoring how well the plans are working 3 cooperate with other members of the group to identify collective goals 4 cooperate with group members to identify how different roles can contribute to the overall goals 5 communicate ideas and needs within the group 6 identify any help and resources that will be needed to implement the plans and reach the targets 7 within a specific time frame, evaluate the extent to which the targets have been reached and engage in personal reflection on the process of setting goals and targets Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 3.5 tréithe pearsanta a fhorbairt a chabhróidh i suíomhanna nua agus deacra, ar nós a bheith solúbtha, a 1 recognise that new situations are likely to be uncertain and present personal challenges 2 take the initiative on some occasions and not always leave it to others 3 be flexible and be prepared to try a different approach 4 be reliable in following through with tasks and undertakings Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 3.6 tú féin a luacháil, meastóireacht a dhéanamh ar do chuid oibre féin, aiseolas a fháil agus frea 1 set time aside to take stock of current achievements and, with the help of others, to engage in an honest appraisal of their strengths and weaknesses 2 show resilience to receive and make sense of feedback Topaic 4: Cearta agus freagrachtaí i gcumarsáid le daoine eile Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 4.1 cearta ar shaoirse cainte i gcomhthéacsanna le grúpaí beaga 1 describe their rights to express their views and be heard on matters that affect them (article 12) to seek, receive and impart ideas and information (article 13 and article 17) as per the UN Convention on the Rights of the Child 2 summarise research evidence on whether these rights are enjoyed equally by everyone in Ireland 3 engage with different viewpoints and evaluate and use evidence to come to a conclusion as to whether these rights are enjoyed in Ireland equally by everyone 4 identify that they are both a right holder and a duty bearer in relation to these rights, and that skills in listening, communicating and in accessing and evaluating information can play a role in ensuring everyone can realise these rights Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 4.2 scileanna éisteachta agus cumarsáide a fhorbairt 1 participate in a 'small group’ process through being able to: make points clearly and succinctly listen carefully to other points of view develop empathy and see alternative perspectives express emotion in appropriate ways help others to feel included in the group help motivate the group to persist in the face of difficulties celebrate the achievements of the group Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 4.3 difríochtaí a aithint agus dul i gcomhairle faoi aighnis agus iad a réiteach 1 deal with conflict in the group through being able to: respect the rights and views of others in the group develop empathy by imagining the situation from other peoples’ point of view separate personal and relational issues from the issue under discussion use techniques to help explore alternative solutions and options such as brainstorming, visualisation, listing positive/negative/interesting attributes identify areas of agreement and disagreements among the different positions make suggestions about possible compromises and alternative ways forward predict the likely consequences of options and alternatives and systematically examine the pros and cons of each recognise the impact of real-world constraints evaluate outcomes of solutions and decisions both in the short and long term appreciate the likely bias in analysing by ‘hindsight’ agree ways to resolve conflict Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 4.4 faisnéis agus smaointe a lorg agus a mheas 1 seek and evaluate ideas and information received from traditional media, new media and directly from other people in a reasoned way, through being able to: access information from a range of contemporary media, and through being able to identify appropriate people to ask elicit opinions, views and emotions from others through the appropriate use of questioning and responding strategies understand the difference between opinion, reasoned judgment and fact judge the credibility of an information source using criteria such as authorship, currency, potential bias recognise components of an argument such as assumptions, reasons, counter-arguments and conclusions be sufficiently open-minded and curious to engage in speculation and argument recognise the effects of using emotive words in arguments recognise the role of emotion as well as logic in swaying people’s judgements evaluate their own written and verbal communications on the basis of these criteria Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 4.5 cleachtais dhaonlathacha i ngrúpaí beaga a cheangal leis na cineálacha cleachtas atá oiriúnach do shaoránaigh sa tsochaí trí chéile 1 identify how the skills of democratic participation in small groups could be appropriately used in local, national, European and wider-world contexts Snáithe 3: Cearta agus freagrachtaí an Duine Siúd is go dtugann Snáitheanna 1 agus 2 breac-chuntas ar choincheapa agus ar scileanna bunúsacha na Polaitíochta agus na Sochaí, tugann Snáitheanna 3 agus 4 deis chun iad a úsáid agus a chleachtadh níos mine. Is príomhchuspóir de chuid na Polaitíochta agus na Sochaí é tuiscint agus meas a bheith ar chearta agus freagrachtaí an duine agus ar dhínit an duine. Tugann Snáithe 3 faoin gcuspóir sin ar bhonn díreach. Ar nós aonaid and topaicí eile, tosaíonn sé le fócas ar chomhthéacs atá bainte go díreach le saol daoine óga, is e sin, a gcearta ar oideachas. Beidh foghlaimeoirí ábalta tagairt siar freisin chuig an staidéar a rinne siad níos luaithe ar chearta agus ar fhreagrachtaí a bhain le cumarsáid a dhéanamh. I dteannta a chéile, tugann na cearta difriúla seo réimse eispéiris agus ceisteanna difriúla d’fhoghlaimeoirí a bhaineann lena gcuid staidéir ar chearta agus ar fhreagrachtaí. Trí iniúchadh a dhéanamh ar na bealaí difriúla ina leagtar amach a gcearta ar oideachas agus ar chumarsáid, tiocfaidh foghlaimeoirí isteach ar rogha de phríomhionstraimí chun cearta a chur i bhfriotal. Is iomaí ionstraim dhifriúil um chearta an duine a bhféadfaí aghaidh a thabhairt uirthi mar chuid de staidéar: i dTopaic 5 roghnaíodh bunreacht na hÉireann agus Coinbhinsiún NA um Chearta an Linbh le haghaidh staidéar ar leith. I dteannta a chéile tugann siad deis d’fhoghlaimeoirí tuiscint a fháil ar na cineálacha difriúla ionstraimí atá ann agus na cineálacha tionchar is féidir a bheith acu. Beidh deis ag foghlaimeoirí freisin iniúchadh a dhéanamh ar choincheapa faoi chearta an duine agus na teorainneacha a bhaineann le cearta an duine a chur i bhfeidhm agus na srianta atá ar a n-úsáid. Fiosraítear freisin coincheap comhionannas ceart agus déantar an fhianaise i leith an chomhionannais a scrúdú agus a mheas. Tá fócas níos leithne ag baint le Topaic 6 ina mbreathnaítear ar chearta agus freagrachtaí an duine i gcomhthéacs na hEorpa agus an domhain mhóir. Tugann sé isteach rogha eile ceart, lena n-áirítear an ceart chun marthana agus chun forbartha, an ceart ar shaoirse smaointeoireachta, coinsiasa, agus reiligiún nó creideamh follasach a bheith ag duine, an ceart ar chosaint ó fhoréigean fisiceach nó meabhrach, gortú, faillí nó mí-úsáid agus an ceart chun scíthe, fóillíochta, áineasa agus siamsaíochta. Breathnaítear ann den chéad uair freisin ar dhoiciméid ábhartha eile ar chearta an duine: Coinbhinsiún na hEorpa um Chearta an Duine agus Dearbhú na Náisiún Aontaithe (NA) maidir leis an gCeart chun Forbartha. Leathnaíonn se amach an díospóireacht ar cheisteanna cearta an duine chun iniúchadh a dhéanamh ar an idiroibriú idir cearta an duine agus cúrsaí cultúir agus cuireann sé ar chumas foghlaimeoirí a gcuid scileanna léirmhíniú sonraí a fhorbairt tuilleadh agus a úsáid i dtaca le cearta an duine. Topaic 5: Cearta agus freagrachtaí an Duine in Éirinn Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 5.1 roinnt de chearta daoine óga 1 identify their rights to education as described in Bunreacht na hEireann 2 identify their rights to education (articles 28 and 29), as per the UN Convention on the Rights of the Child 3 identify the relationship between the UN Convention on the Rights of the Child and the Universal Declaration on Human Rights 4 identify in this context what is meant by the terms ‘rights holder’ and ‘duty bearer’ 5 using the concepts of ‘immediate obligation’ and ‘progressive realisation’, identify what it means for states to agree to act to implement rights 'to the maximum extent of their available resources' Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 5.2 prionsabail um chearta an duine 1 explain what it means to see human rights as being universal inalienable indivisible 2 distinguish between civil and political rights economic, social and cultural rights 3 explain what it means for a right to be seen as being absolute limited qualified 4 explain what it means for a right to be seen as being a negative right a positive right Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 5.3 smaoineamh an chomhionannais i ndáil le cearta 1 describe what it means for people to be entitled to rights without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status 2 describe the grounds under which discrimination is illegal in Irish law (gender, family status, marital status, sexual orientation, religion, age, disability, race, membership of the Traveller community) and the role of the equal status acts in prohibiting discrimination. 3 making reference back to the ideas addressed in 1.3, illustrate the distinction between direct and indirect discrimination 4 describe patterns of diversity which exist on the island of Ireland, including: ethnic diversity and membership of the Traveller community language diversity religious diversity diversity of sexual orientation diversity of ability and disability Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 5.4 argóintí agus cearta 1 apply in their own words and to their own environment the following arguments about human rights: rights provide a framework that protects us all from powerful groups in society rights provide a basis for ensuring equality in society positive rights are unfair as they make some people pay to implement the rights of other people sometimes the rights of the individual have to be set aside to protect the rights of the majority rights don’t go far enough because they only provide equality of access and opportunity, not for equality of outcome 2 engage with different viewpoints and, where appropriate, evaluate and use evidence to come to a conclusion as to which of these arguments are supportable 3 identify which of these arguments would be associated with a ‘left-wing’ position, which would be associated with a ‘right-wing’ position, and which could be associated with either Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 5.5 comhlachtaí stáit le haghaidh cearta an duine 1 discuss the roles and functions of human rights bodies in both jurisdictions on the island of Ireland Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 5.6 fianaise ar an gceart chun oideachais 1 summarise research evidence on whether the right to education is enjoyed equally by everyone in Ireland 2 engage with different viewpoints and evaluate and use evidence to come to a conclusion as to whether the right to education is enjoyed equally by everyone in Ireland. Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 5.7 rannpháirtithe sna díospóireachtaí seo 1 describe in brief and general terms the contribution of John Locke, Robert Nozick, Paulo Freire, Martha Nussbaum and Kathleen Lynch to the discussions in this topic and the contexts in which they made their contributions Topaic 6: Cearta agus freagrachtaí an Duine san Eoraip agus sa domhan mór Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 6.1 cearta sa domhan mór 1 summarise research evidence on the extent to which the following rights outlined in the UN Convention on the Rights of the Child are implemented around the world: the right to survival and development (article 6) the right to freedom of thought, conscience and to have and manifest their religion or beliefs (article 14) the right to protection from physical or mental violence, injury, neglect or abuse (article 19) the right to rest, leisure, play and recreation (article 31) 2 summarise the main rights outlined in the European Convention on Human Rights, and the mechanisms through which people can seek to have these rights implemented. 3 critically evaluate a piece of qualitative or quantitative research, that they have not previously seen, on the implementation of human rights, making reference to the quality of the evidence and of the conclusions drawn in this study Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 6.2 argóintí faoi chearta sa domhan mór 1 identify to what extent the arguments and ideas discussed in topic 5.2 are relevant in the wider world 2 in addition, apply in their own words the following arguments about human rights: human rights are a western idea, and imposing this idea upon non-western countries is a form of cultural imperialism political rights can be set aside for a period in order to enable a country to develop so that it can provide for its citizens 3 engage with different viewpoints and, where appropriate, evaluate and use evidence to come to a conclusion as to which of these arguments are supportable Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 6.3 comhoibriú idirnáisiúnta agus cearta an duine 1 identify what it means for states to agree to implement economic, social and cultural rights within the framework of international cooperation 2 identify the main elements of the UN Declaration on the Right to Development Snáithe 4: Domhandú agus logánú Baineann Domhandú le hidircheangailteacht chodanna éagsúla an domhain trí mhodhanna cumarsáide níos mó agus níos gasta, trí chomhtháthú méadaitheach geilleagair áitiúla agus aonaid náisiúnta agus pholaitiúla i gcomhthéacs eacnamaíoch agus polaitiúil níos domhanda, agus tríd an malartú cultúrtha a fhaibhríonn de thoradh na bpróiseas sin. Cé gur féidir breathnú air mar smaoineamh teibí, is féidir a fheiceáil go mbíonn olltionchar ag an domhandú ar shaol daoine óga sa lá atá inniu ann, mar shampla i gcomhdhéanamh sóisialta agus cultúrtha sochaithe comhaimseartha atá ag athrú, in úsáid na teicneolaíochta cumarsáide, sna poist a dhéanann daoine agus sna cinn a dhéanfaidh siad sa todhchaí, sa tionchar a bhíonn ag institiúidí polaitiúla idirnáisiúnta ar shaol daoine, i nádúr athraitheach eagraíochtaí na sochaí sibhialta, agus sa chumas atá ag daoine chun tionchar a imirt ar institiúidí náisiúnta agus idirnáisiúnta. Déantar an argóint scaití gurb amhlaidh, le hais fócas méadaithe ar an taobh ‘domhanda’ go bhfuil comhlorg fágtha ar an domhan comhaimseartha ag an bhfócas méadaithe ar an taobh ‘logánta’. Léirítear é sin sa spéis mhéadaithe atá á cur i gcúrsaí a bhaineann le ‘féiniúlacht’ agus i bpolaitíocht na féiniúlachta, níos mó aitheantais a bheith á thabhairt don éagsúlacht laistigh de thíortha agus de phobail, agus níos mó airde a bheith ar na bealaí a mbíonn tionchair ‘logánta’ ag an rud ‘domhanda’, agus ar na bealaí a mbíonn tionchair ag an rud ‘logánta’ a bhíonn ‘domhanda’. Is iomaí dóigh inar féidir iniúchadh a dhéanamh ar Dhomhandú agus logánú i sochaithe comhaimseartha. Breathnaítear san Snáithe seo ar dhá cheann acu: fócas ar an bhféiniúlacht agus ar an éagsúlacht agus fócas ar fhorbairt atá inbhuanaithe. Ceann de na héifeachtaí a bhí ag an domhandú is ea an méadú i dtaisteal agus in imirce ar fud na cruinne. D’fhág sé sin go mbíonn sochaithe comhaimseartha fíoréagsúil ina gcomhdhéanamh. Ceanglaítear leis an domhandú freisin an aird níos mó atá ag daoine anois ar an bhféiniúlacht agus ar pholaitíocht na féiniúlachta. Déantar scagadh ar an dá smaoineamh sin i dTopaic 7 ina mbreathnaítear ar an ilchineálacht atá ina comhartha sóirt anois ar shochaithe comhaimseartha. Trí thógáil ar thuiscint foghlaimeoirí ar an ilchineálacht agus ar an éagsúlacht chultúrtha a forbraíodh in Snáithe 3, tugtar deis dóibh smaoineamh ar na bealaí ina ndéantar tréithriú nó léiriú ar chultúir eile laistigh dá gcultúir féin, agus plé a dhéanamh ar an gcaidreamh cuí ba chóir a bheith idir cultúir dhifriúla. Sa chomhthéacs sin, beidh seans ag foghlaimeoirí roinnt tuairimí difriúla a scrúdú ar an gcaidreamh idir cultúr ‘an iarthair’ agus cultúir eile. Is féidir tionchair eile an domhandaithe a fheiceáil sna réimsí idirghaolmhara de neamhionannais dhomhanda i gcúrsaí saibhris agus daibhris, agus tionchair dhomhanda na gníomhaíochta daonna ar an gcomhshaol. I dTopaic 8 bíonn seans ag foghlaimeoirí na bealaí difriúla a fhiosrú ina bhfeiceann daoine na naisc idir an rud logánta agus an rud domhanda i bpróisis na Forbartha Inbhuanaithe. Tugann sin deis dóibh an smaoineamh a phlé gur fórsa dearfach é idirspleáchas agus idirnascálacha idir codanna difriúla den chruinne, trí chomhlachtaí ilnáisiúnta nó trí naisc thrádála mar shampla, gur fórsa dearfach é le haghaidh forbairt dhomhanda sa mhéid is go dtugann sé deiseanna fostaíochta do thíortha atá i mbéal forbartha chomh maith le deiseanna chun foghlaim ó thíortha agus ó gheilleagair níos forbartha. Fiosraíonn foghlaimeoirí freisin an tuairim mhalartach, nach ndéanann na hidirnascálacha seo ach deiseanna a thabhairt do gheilleagair láidre shaibhre buntáiste a bhaint as geilleagair níos laige. Amanna tionscnaítear próisis forbartha—a mbíonn sé d’aidhm acu tionsclaíocht agus fostaíocht a thabhairt isteach chuig ceantar—a mbíonn tionchair timpeallachta acu a bhraitear ar fud an domhain. Fiosraítear freisin i dTopaic 8 conas is féidir smaointe difriúla ar inbhuanaitheacht comhshaoil a cheangal le smaointe ar phróisis na forbartha domhanda. Topaic 7: Domhandú agus féiniúlacht Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 7.1 léirithe den fhéiniúlacht náisiúnta a chuirtear ar fáil do dhaoine óga 1 Summarise research evidence and engage with different viewpoints on the ways in which Irish identity is formed within Ireland, North and South Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 7.2 éagsúlacht agus athrú cultúir 1 draw on examples from their own environment and from qualitative and quantitative research data to illustrate the idea that cultures are the product of a process of mixing and adaptation and that they do not stay static across time 2 draw on examples from their own environment and from qualitative and quantitative research data to explore the role of information and communication technology and of the media in the process of cultural mixing and adaptation 3 draw on examples from their own environment and from qualitative and quantitative research data to explore the role of migration and travel in this process of cultural mixing and adaptation Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 7.3 éagsúlacht san aontas eorpach 1 examine the significance of ethnic and cultural diversity within the European Union including: ethnic diversity within states and within the European Union language diversity religious diversity Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 7.4 féiniúlacht a thuiscint 1 apply in their own words and to their own environment the following arguments about culture and identity: national groups and ethnic groups are those that share a common culture (which implies common values, beliefs, ways of doing things, and may imply a common history and language) national groups and ethnic groups are ‘imagined communities’; social constructs which involves the imagining of an ‘us’ and a ‘them’, something which can have significant consequences for how people understand and interact with those seen to be in the ‘other’ 2 engage with different viewpoints and evaluate and use evidence to come to a conclusion as to which of these arguments are supportable 3 identify the positive and negative effects of developing a sense of ethnic identity including: the benefits associated with achieving a secure and confident sense of one’s own ethnic identity the risks related to an insecure or threatened sense of ethnic identity Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 7.5 idirghníomhaíocht idir cultúr iartharach agus neamh-iartharach a thuiscint 1 apply in their own words, drawing on evidence from the wider world, the following arguments about culture and identity in the wider world: the west has historically constructed itself (‘us’) in opposition to the non-western world (‘them’) and, in doing so, has imagined itself to be rational, civilised and mature and has imagined the non-western world as irrational, depraved and child-like processes of globalisation such as travel, commerce and ICT are breaking down national cultures and identities and creating a cosmopolitan culture and a cosmopolitan identity there are a number of major civilisations in the modern world that are culturally fundamentally different and are in competition with each other if the west does not protect its culture of human rights and rational thought from other world civilisations then western culture will be wiped out 2 engage with different viewpoints and, where appropriate, evaluate and use evidence to come to a conclusion as to which of these arguments are supportable 3 critically evaluate a piece of qualitative or quantitative research, that they have not previously seen, on cultural change or identity, making reference to the quality of the evidence and of the conclusions drawn in this study Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 7.6 domhandú agus cumhacht pholaitiúil 1 critically examine the role of intergovernmental/supranational bodies (including, where appropriate, the International Monetary Fund, World Trade Organisation, World Bank and the United Nations Development Programme) in process of decision-making in relation to a policy that impacts upon young people 2 evaluate the argument that power is moving from national governments to supranational bodies Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 7.7 rannpháirtithe sna díospóireachtaí seo 1 describe in brief and general terms the contribution of Thomas Hylland Eriksen, Kwame Anthony Appiah, Benedict Anderson, Edward Said and Samuel Huntington to the discussions in this topic and the contexts in which they made their contributions Topaic 8: Forbairt Inbhuanaithe Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 8.1 gníomhartha a thugann aghaidh ar fhorbairt inbhuanaithe 1 Consider the role of each of the following in achieving sustainable development: individual and local community efforts corporate/ business sector civil society groups, including trade unions governments international agreements 2 describe how their own purchases contribute to or address environmental justice, global poverty or underdevelopment through ethically traded or through terms of trade dominated by western companies 3 describe how their own energy use contributes to climate change, and the impact of climate change on people in less-developed countries Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 8.2 argóintí maidir le forbairt inbhuanaithe 1 apply in their own words the following arguments about sustainable development: underdevelopment is caused by people in less developed countries not having the knowledge, technology and industry of people in developed countries underdevelopment is caused by unfair terms of trade imposed by the west in collaboration with local leaders in developing countries underdevelopment is caused by corrupt local elites in less-developed countries industrialisation in less developed countries has driven women, who were the traditional environmental stewards in societies, into a position of powerlessness and poverty and has damaged the environment technology and the laws of the free market will solve our environmental problems development in harmony with nature requires a move away from big industries and urbanisation and towards small scale, self-reliant communities using renewable resources 2 engage with different viewpoints/development theories and evaluate and use evidence to come to a conclusion as to which of these arguments are most supportable 3 identify which of these arguments would be associated with a ‘left-wing’ position, which would be associated with a ‘right-wing’ position, and which could be associated with either 4 critically evaluate a piece of qualitative or quantitative research, that they have not previously seen, on development, making reference to the quality of the evidence and of the conclusions drawn in this study Foghlaimíonn an scoláire faoi Ba chóir go mbeadh sé ar chumas an scoláire 8.3 rannpháirtithe sna díospóireachtaí seo 1 describe in brief and general terms the contribution of André Gunder Frank, Vandana Shiva and Seán McDonagh to the discussions in this topic and the contexts in which they made their contributions
