Philosophy · Curriculum Map
73 verified official outcomes stored in iLEARN.
Selected official outcome
3.4 · Philosophy of language · Philosophy of language
create arguments (both oral and written) that communicate a clear and logical point of view
Level 3 · Junior Cycle Philosophy 2016 specification
Official strands
- Foundations for doing philosophy
- Philosophy of knowledge
- Philosophy of language
- Philosophy of art
- Philosophy of sport
- Philosophy of science and technology
- Moral philosophy
- Social and political philosophy
- Philosophy of education
- Philosophy of religion
Teacher action
Choose an outcome, then open Create Learning Experience. iLEARN uses the official outcome as the starting point and creates an original plan.
1.1 · Foundations for doing philosophy — explain what philosophy is1.10 · Foundations for doing philosophy — present a coherent argument and be able to justify it (e.g. provide examples, counter-examples, define meanings, find criteria, build on others’ ideas, see connections)1.11 · Foundations for doing philosophy — map out an argument or set of arguments (e.g. showing premise, evidence, conclusion)1.12 · Foundations for doing philosophy — express emotion in appropriate ways1.13 · Foundations for doing philosophy — help others to feel included in the group1.14 · Foundations for doing philosophy — reflect on how they have participated in the learning1.15 · Foundations for doing philosophy — think about their thinking1.16 · Foundations for doing philosophy — explain the difference between an argument, an explanation and an anecdote1.17 · Foundations for doing philosophy — when listening to someone or reading a text, be able to judge whether the speaker or writer is making a valid and sound argument1.18 · Foundations for doing philosophy — identify different types of reasoning (e.g. deductive and inductive)1.19 · Foundations for doing philosophy — identify some common weaknesses in reasoning (e.g. fallacies related to relevance, an appeal to pity or emotion, an appeal to authority, using a straw man, argumentum ad hominem, etc.) and be able to identify examples of some of these fallacies in everyday life1.2 · Foundations for doing philosophy — trace the origins of philosophy and name some of its big thinkers from classical times to the modern day1.3 · Foundations for doing philosophy — identify questions that are common (shared by everybody), central (help us understand ourselves and our world) and contestable (the subject of argument and competing understandings)1.4 · Foundations for doing philosophy — identify ‘What are my big questions?’ and ‘How can I grapple with these questions?’1.5 · Foundations for doing philosophy — agree as a class some ‘big questions’ which they would like to explore as part of this course1.6 · Foundations for doing philosophy — listen carefully, critically and respectfully to other points of view1.7 · Foundations for doing philosophy — seek out different ideas and information in order to reach a more informed position1.8 · Foundations for doing philosophy — ask relevant and probing questions at the right time, for the right reason1.9 · Foundations for doing philosophy — use the language of reasoning when engaging in discussion2.1 · Philosophy of knowledge — listen carefully, critically and respectfully to each other2.2 · Philosophy of knowledge — seek out different viewpoints and perspectives on the questions under discussion, including references to relevant philosophers or theories2.3 · Philosophy of knowledge — analyse and compare ideas and be able to build on others’ ideas to form a personal position2.4 · Philosophy of knowledge — create arguments (both oral and written) that communicate a clear and logical point of view2.5 · Philosophy of knowledge — contribute to creating a critical, creative, collaborative and caring community of enquiry2.6 · Philosophy of knowledge — reflect on how learning is developing their thinking and collaborative skills3.1 · Philosophy of language — listen carefully, critically and respectfully to each other3.2 · Philosophy of language — seek out different viewpoints and perspectives on the questions under discussion, including references to relevant philosophers or theories3.3 · Philosophy of language — analyse and compare ideas and be able to build on others’ ideas to form a personal position3.4 · Philosophy of language — create arguments (both oral and written) that communicate a clear and logical point of view3.5 · Philosophy of language — contribute to creating a critical, creative, collaborative and caring community of enquiry3.6 · Philosophy of language — reflect on how learning is developing their thinking and collaborative skills4.1 · Philosophy of art — listen carefully, critically and respectfully to each other4.2 · Philosophy of art — seek out different viewpoints and perspectives on the questions under discussion, including references to relevant philosophers or theories4.3 · Philosophy of art — analyse and compare ideas and be able to build on others’ ideas to form a personal position4.4 · Philosophy of art — create arguments (both oral and written) that communicate a clear and logical point of view4.5 · Philosophy of art — contribute to creating a critical, creative, collaborative and caring community of enquiry4.6 · Philosophy of art — reflect on how learning is developing their thinking and collaborative skills5.1 · Philosophy of sport — listen carefully, critically and respectfully to each other5.2 · Philosophy of sport — seek out different viewpoints and perspectives on the questions under discussion, including references to relevant philosophers or theories5.3 · Philosophy of sport — analyse and compare ideas and be able to build on others’ ideas to form a personal position5.4 · Philosophy of sport — create arguments (both oral and written) that communicate a clear and logical point of view5.5 · Philosophy of sport — contribute to creating a critical, creative, collaborative and caring community of enquiry5.6 · Philosophy of sport — reflect on how learning is developing their thinking and collaborative skills6.1 · Philosophy of science and technology — listen carefully, critically and respectfully to each other6.2 · Philosophy of science and technology — seek out different viewpoints and perspectives on the questions under discussion, including references to relevant philosophers or theories6.3 · Philosophy of science and technology — analyse and compare ideas and be able to build on others’ ideas to form a personal position6.4 · Philosophy of science and technology — create arguments (both oral and written) that communicate a clear and logical point of view6.5 · Philosophy of science and technology — contribute to creating a critical, creative, collaborative and caring community of enquiry6.6 · Philosophy of science and technology — reflect on how learning is developing their thinking and collaborative skills7.1 · Moral philosophy — listen carefully, critically and respectfully to each other7.2 · Moral philosophy — seek out different viewpoints and perspectives on the questions under discussion, including references to relevant philosophers or theories7.3 · Moral philosophy — analyse and compare ideas and be able to build on others’ ideas to form a personal position7.4 · Moral philosophy — create arguments (both oral and written) that communicate a clear and logical point of view7.5 · Moral philosophy — contribute to creating a critical, creative, collaborative and caring community of enquiry7.6 · Moral philosophy — reflect on how learning is developing their thinking and collaborative skills8.1 · Social and political philosophy — listen carefully, critically and respectfully to each other8.2 · Social and political philosophy — seek out different viewpoints and perspectives on the questions under discussion, including references to relevant philosophers or theories8.3 · Social and political philosophy — analyse and compare ideas and be able to build on others’ ideas to form a personal position8.4 · Social and political philosophy — create arguments (both oral and written) that communicate a clear and logical point of view8.5 · Social and political philosophy — contribute to creating a critical, creative, collaborative and caring community of enquiry8.6 · Social and political philosophy — reflect on how learning is developing their thinking and collaborative skills9.1 · Philosophy of education — listen carefully, critically and respectfully to each other9.2 · Philosophy of education — seek out different viewpoints and perspectives on the questions under discussion, including references to relevant philosophers or theories9.3 · Philosophy of education — analyse and compare ideas and be able to build on others’ ideas to form a personal position9.4 · Philosophy of education — create arguments (both oral and written) that communicate a clear and logical point of view9.5 · Philosophy of education — contribute to creating a critical, creative, collaborative and caring community of enquiry9.6 · Philosophy of education — reflect on how learning is developing their thinking and collaborative skills10.1 · Philosophy of religion — listen carefully, critically and respectfully to each other10.2 · Philosophy of religion — seek out different viewpoints and perspectives on the questions under discussion, including references to relevant philosophers or theories10.3 · Philosophy of religion — analyse and compare ideas and be able to build on others’ ideas to form a personal position10.4 · Philosophy of religion — create arguments (both oral and written) that communicate a clear and logical point of view10.5 · Philosophy of religion — contribute to creating a critical, creative, collaborative and caring community of enquiry10.6 · Philosophy of religion — reflect on how learning is developing their thinking and collaborative skills