School Development Plan
2012 - 2013
San Ġorġ Preca College
Paola Primary A
Contents
Page
Definition of the Logos .......................................................
4
Mission Statement .……………….……………………………
Our School’s Credo & Modus Operandi
Words of Wisdom
5
School Aims ….....................................................................
6
A Noble and Worthy Profession ..........................................
7
The School Staff 2012 - 2013 ….……………………………..
8
School Development Plan Procedures ......……………….
10
The SDP Audit 2012 - 2013 ……………………………………
11
Audit - Kinder 1 (Literacy Policy) ……………………….
2nd Review - Kindergarten 1 …………………………….
Audit - Kinder 2 (Literacy Policy) ……………………….
2nd Review - Kindergarten 2 ……………………………..
Audit - Year 1 (Literacy Policy) …………………………
2nd Review - Year 1 ……………………………………...
Audit - Year 2 (Literacy Policy) …………………………
2nd Review - Year 2 ……………………………………...
Audit - Year 3 (Literacy Policy) …………………………
2nd Review - Year 3 ……………………………………..
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14
16
18
19
22
23
24
26
27
Action Research Result ……..……………………………….
30
Feedback from the Director - DQSE ……………………….
31
Action Plans 2012 - 2013 ….……….…………………………
33
Action Plan 1.1 - (English Literacy Year 1) ….………..
Action Plan 1.2 - (Pjan t’Azzjoni Malti Year 1) ………
Action Plan 2.1 - (English Literacy Year 2) …………..
Action Plan 2.2 - (Maltese Literacy Year 2) ………….
Action Plan 3.1 - (English Literacy Year 3) …………...
Action Plan 3.2 - (Pjan t’Azzjoni Malti Year 3) ………..
36
39
41
44
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49
i.
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Contents
Action Plan 4 - (Environmental Action Plan and
Environmental Policy) ………………………………..
Action Plan 5 - (ICT & E-Twinning Report & Policy) …
Page
52
54
Assessment Criteria
Assessment Criteria (Hand-Over Forms - K1) …..…………
Assessment Criteria (Hand-Over Forms - K2) ..……………
Identification Of Basic Skills Needs
(From Year 1 to Year 2 - English) ..……………………….
Identification Of Basic Skills Needs
(From Year 1 to Year 2 - Maltese) …………………………
Identification Of Basic Skills Needs (Year 2) ………………
Identification Of Basic Skills Needs (Year 3 - English) …..
Identification Of Basic Skills Needs (Year 3 - Maltese) …..
60
61
School Policies …...............................................................
67
Absenteeism …………………………………………………..
68
Behaviour Policy ……………………………………………..
69
Curriculum Policy …...........................................................
70
Dress Code …………………………………………………….
71
Entrance and Exit Policy …................................................
72
Homework Policy ……………………………………………..
74
Language Policy ………………………………………………
75
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3
The College Logo
The badge represents the coat of arms of Bishop Gargallo (hence the
cock), the red and yellow stripes of Spain (Bishop Gargallo’s and the
Jesuits’ country of origin). The white cross on a red background
represent the flag of the Knights of St John. The words beneath the
badge are the words of San Gorg Preca and they mean ‘Knowledge is
the source of all goodness’.
San Gorg Preca College (SGPC) has adopted this badge as it is the
badge that San Gorg Preca wore. It is the oldest badge in Malta.
The EkoSkola Logo
On 17th May 2012, Paola ‘A’ was awarded the Green Flag for the third
consecutive time.
This prestigious international award is a credit to the integrity and efforts
of all the stakeholders at Paola Primary ‘A’.
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Mission Statement
We, the administration, the teaching and non-teaching staff of Paola
Primary A, mindful of our responsibilities towards the children entrusted
to our care, ensure, in collaboration with the parents, to give a holistic
education to all pupils.
We aim to develop each student to his full potential in the moral,
spiritual, intellectual, physical, emotional, social and cultural dimension.
To reach these aims we need to:
 Work in close collaboration between ourselves
 Work in collaboration with parents and the Education Division
 Provide quality education for all our pupils
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School Aims
 To provide for the total well-being of each child: the physical, the
social, the intellectual, the cultural and the personal needs.
 To help children learn new skills and techniques and through active
participation, develop leadership skills and independence.
 To stimulate children's imagination and creativity, encourage selfesteem and self-expression.
 To instil in our students the values of love, forgiveness, solidarity,
patriotism, honesty, non-violent behaviour and acceptance.
 To encourage students by providing adequate teaching strategies for
different levels of attainment after identifying individual strengths and
needs.
 To provide Literacy and Numeracy for all pupils, whatever their ability
level.
 To encourage children to aim high and lead them towards the
achievement of an ever higher level of attainment.
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A Noble and Worthy Profession
“To teach is to engage in the world’s noblest profession, the
profession that makes all other professions possible. To teach
in the public schools, where no child is ever turned away, is
to do the people’s work, the work which undergirds our
democracy, transmits our values, and, most importantly,
contributes mightily to the development and well-being of
children. This is sacred work.”
Vito LaMura, past LEA President
Our School’s Credo & Modus Operandi
“Childhood is not a race to see who can read, write and count.
Childhood is a small window of time to learn and develop at a pace
that’s right for each individual child.”
Busy Moms Parenting.Com
Words of Wisdom
“It is vital that when educating our children’s brains, that we do not
neglect to educate their hearts.”
Dalai Lama
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The School Staff 2012 - 2013
Senior Management Team
Head of School
Assistant Heads
Year 1 Teachers and L.S.A.s
1.1
1.2
1.3
1.4
Ms C Cremona
Ms M Buhagiar
Ms K Mangion
Ms S Vassallo
2.1
Ms Maria Briffa
D’ Agostino
Ms N Desira
Ms I Marmara’
Gafa’s
Ms R Vassallo
Year 2 Teachers and L.S.A.s
2.2
2.3
2.4
Year 3 Teachers and L.S.A.s
Kindergarten Assistants
KA 2, KA1 and L.S.A.
3.1
3.2
Ms J Cassar
Ms M Psaila
Ms P Lombardo
Mr N Pulis
Ms C Saliba
Ms R Galea
Ms C Cassar
Ms Carmen Lia
Ms
Ms M Mizzi
Ms Kathleen Formosa
3.3
3.4
Ms Maria Farrugia
Ms R Sicluna
Sultana
Ms C Marmara’
Ms C Calleja
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
Ms S Abela Craus Ms P Aquilina
Ms D Agius
Ms C Ezabe
Ms AM Sciberras
Ms T Caruana
Ms A Darmanin
Ms R Mattocks
Ms A Scicluna
Ms G Schembri
Ms D Azzopardi
2.1
2.2
2.3
2.4
2.5
2.6
Ms S Mamo
Ms MVassallo
Ms J Cilia
Ms M Pace
Ms M L Caruana
Ms M Busuttil
Inclusion Co-Ordinator
Ms H Sammut
Complimentary Teachers
Ms L Zammit
Ms R Zammit
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Ms L Galea
Ms D Nikolic
Ms C Scorfna
Ms D Galea
Ms D Saliba
Ms M Cilia
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Peripatetic Teachers
P.E.
I.T.
Art
Music
Drama
Science
Mr K Grech
Ms L Grech
Mr C Micallef
Mr C Mizzi
Mr D Said
Ms N Ellul
Clerk
Ms R Seychell
General Hands
Mr E Buhagiar
Mr C Caruana
Mr E Schembri
Mr G Mizzi
Ms R Azzopardi
School Council Parents
Ms M Gatt
Ms E Caruana
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School Development Plan Procedures
Both the audit of the SDP 2010 – 2011 as well as the proposed Action
Plans of SDP 2011 – 2012, are the results of a spirited team effort of all
the stakeholders at Paola Primary A of San Ġorġ Preca College. Input
is continuously being collected from all stakeholders in an ongoing
process that is part and parcel of the modus-operandi of a living
organisation as is the school. Proactive strategies as well as timely
interventions all form part of the growth process of our school and those
for whom all stakeholders come together – the children entrusted to our
care.
In order to understand and underline the quality of our
performance we undertake a number of strategies:
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Weekly SMT meetings
Regular SMT visits to class
An open-door policy with the administration office
Staff Development Meetings
Professional Development Sessions
Ongoing school-based projects
Meetings with parents
Professional Development Sessions for parents
Case conferences and MAP sessions for pupils with special
needs
School Council Meetings
Feedback from teachers, parents and visitors
Open channels of communication with the College and
Directorate officials
Regular e-mails to teachers
Appropriate media coverage
At our school we pride ourselves in the number of varied cultureenriching projects and activities that are constantly being organised. No
activity is regarded as extra- curricular because learning occurs in all our
undertakings. Any instance, positive or negative, that we encounter,
provide food for thought and serves as an eye-opener to better our
performance and enrich our knowledge reserve.
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The SDP Audit 2011 - 2012
 Audit Kindergarten 1
- Literacy Policy 2011 - 2012
 2nd Review KG 1
 Audit Kindergarten 2
- Literacy Policy 2011 - 2012
 2nd Review KG 2
 Audit Year 1
- Literacy Policy 2011 - 2012
 2nd Review Year 1
 Audit Year 2
- Literacy Policy 2011 - 2012
 2nd Review Year 2
 Audit Year 3
- Literacy Policy 2011 - 2012
 2nd Review Year 3
 Action Research Result
- Statistics backing Year 3 Guided
Reading
 Feedback from Director - Dr Sandro Spiteri
 Action Plans 2012 - 2013
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Audit Kindergarten 1
Literacy Policy 2011 - 2012
Speaking, Listening Skills and Phonological Awareness
 In this scholastic year during the third semester, we started to
introduce the letters ‘a’ to ‘f’ of the Maltese alphabet. As from next
year we will be introducing the first ten letters of the Maltese
alphabet, excluding letters ‘għ’ and ‘h’ as from the second term.
 This year we used the Maltese alphabet rainbow combined with a
new Maltese alphabet song sung on Lanċa ġejja u oħra sejra tune.
We will continue to use this method next year.
 Introducing words that start with the letter that we will be working
on.
 Singing nursery rymes both in Maltese and English.
 Teach letters on the stories provided. We also introduced simple
songs which have been created from these same strories. These
songs have worked very well and thus we will definitely use them
again in the next scholastic year.
Fine Motor Skills
 We used finger painting and brush painting to fill in hollow letters.
 Collage in hollow letters.
 Touching and moving fingers on sandpaper letters.
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 Next year we will also introduce a touch and feel game (the
children will put in their hands in a bag full of cut out shapes and
they will try to guess what the letter is without looking inside the
bag).
Gross Motor Skills
 Writing large letters on Interactive White Board.
 Moving body parts to imitate animals, insects and other characters
related to the monthly topic.
 Next year we will be emphasising further on the actions and
movements found in the stories related to the letters for example,
when it comes to the letter ‘b’ - kicking the ball with the boots.
Pre-Writing
 Writing letters in the air.
 Writing letters in sand, salt and flour. (kinaesthetic)
 Writing letters on the Interactive White Board.
 Writing letters with paint - guided (in hollow letters) and free
painting.
 Next year we will introduce different mediums such as soil and
shaving foam, so as to make it all the more interesting and fun for
the children to learn.
Pre-Reading
 Book handling.
 Story-telling.
 Sequence of stories.
 Looking at pictures in books.
 Using flashcards and discuss pictures.
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 Next year, we will be introducing a new approach - the child will
choose a book and create his/her own story from the pictures
found in the book.
2nd Review Kindergarten 1 (2011 - 2012)
Oracy Exposure
‘You can Read’ series can be used in Kindergarten classes (KG 1) to
expose children to the English language. Copies of the series have to
be done for School Street Annexe.
English Language is also being
exposed through storytelling, rhymes, action songs and songs,
conversations and discussions. The Interactive White Board is also very
useful for this purpose. English storytelling is done when the storybook
is written in English. Sometimes the book is first read in Maltese, and
then it is re-told in English on the following days.
children have the opportunity to re-tell
Besides this, the
the story to their
peers on
various occasions, e.g. during free reading. Children are exposed to
print from an early age, e.g. children’s names printed on their
belongings, labelling of objects done within the classroom.
Maltese
alphabet is not done in Kindergarten 1,
Online Oxford Reading Scheme
Kindergarten Assistants have not had training related to the use of the
Oxford Reading Scheme and no CDs were distributed amongst the
classrooms.
Nursery Rhymes and Books
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Kindergarten Assistants have a booklet of poems in Maltese and in
English. In Room 30, there is a variety of books from where we could
choose from in order to prepare our lesson plans. A list of all the books
was circulated amongst all staff for our perusal.
Phonological Awareness
It is not being performed in Kindergarten classes (KG 1).
Reading Comprehension
Book handling and awareness is already being done. They are exposed
to pre-reading skills. They observe the teacher during storytelling and
they imitate him/her later on during free reading sessions. They also
understand the concept that print conveys meaning.
Pre-Writing
In the graphic corner, children are exposed to different mediums and
that are provided by the Kindergarten Assistants. Pretend writing is also
encouraged during paint sessions and while using the Interactive White
Board programmes.
Kindly note that some of the speakers attached to the Interactive White
Boards in the Kindergarten classes are not functioning properly.
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Audit Kindergarten 2
Literacy Policy 2011 - 2012
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First and foremost we have to bear in mind that young children
should learn through play, by giving them the opportunity for
hands on activities, incidental learning etc. and not through
formal teaching.
In Kindergarten 2, we believe that the alphabet should be taught
only in Maltese. This is because many children still have
speech difficulties and difficulties in order to communicate with
others.
Maltese letters should also be done using finger painting. This
helps children to gain knowledge and confidence to start writing
letters.
Children should also be given the opportunity to feel and see
the letter, e.g. in sand, different textured letters etc. Children
will then pre-write the letter using a thick brush, write it on a wall
with water, in the air etc.
As Kindergarten Assistants, we believe that we should be given
guidelines on how to teach and deliver literacy in the early
years. There still seems to be a debate on what and how to
teach literacy in the kinder level.
Exposure in English
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Labelling in class in English, e.g. Home Corner, Shapes, etc.
Story-telling and Nursery Rhymes
Simple commands e.g. ‘Close the door’, ‘Sit down’ etc.
Action Research Literacy Feedback
From the beginning of the scholastic year, in Kindergarten 2 classes, the
Kindergarten Assistants have been going through the entire Maltese
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alphabet. Every week a new letter is introduced starting from the letter
‘a’ in small font. For each letter, the children are asked to find pictures at
home with the help of their parents/guardians.
At school, then they
discuss what pictures they have found and paste them on their scrap
book.
To develop the children’s pre-writing skills, brush painting and collages
are done for each letter. As from the third term, this year, we introduced
writing skills using a pencil. The children were given the chance to write
some recognisable letters freely on plain paper. This helps to improve
their tripod grasp and hand and eye co-ordination while preparing them
further for the transition to Year 1. Children are also given the chance to
write on the Interactive White Board.
Since we have started using the letter ‘stories’ Mr Chris Bugeja
suggested, we noticed that the children are finding the letters more
interesting and that they look forward to hear the story related to the
letter.
Story-telling is part of our daily routine. Through story-telling the children
learn a lot of literacy skills such as book behaviour: turning pages one
by one, page numbers etc. Besides reading stories in Maltese, each
week a story is read in English for exposure to a second language.
Children are also exposed to English by means of clips and games used
on the Internet.
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2nd Review Kindergarten 2 (2011 - 2012)
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As Kindergarten Assistants for KG 2 for the next scholastic year,
we concluded that revision of the ten first letters of the Maltese
alphabet that were done in KG 1 is going to be done as from the
first term.
One letter per week is going to be introduced to the children.
Each new letter is going to be initiated by reading the story and
use the flashcards. Then one can show textured letters and give
opportunities to children to touch and feel the letter. This will
help children to start to be aware of the correct letter formation.
Pre-writing is going to be promoted using the Interactive White
Board, brush painting and finger painting. As from the first term,
children will be using thick crayons, second term: thin crayons
and by the third term : a thick pencil. This will help children to be
more self-confident when they are going to start formal writing in
Year 1.
Maltese alphabet is going to be also exposed by saying the
letters on the Lanċa Ġejja u Oħra Sejra song.
Regarding English Literacy, at least one story per week is going
to be read to children. One can discuss, ask questions and give
opportunities to children to comment about the story. Ask
children questions in English to extend vocabulary and new
words.
As teachers for Kindergarten 2, we would like to discuss the right
letter format with Year 1 teachers as to be on the same
guidelines.
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Audit Year 1
Literacy Policy 2011 - 2012
Outcomes
 A new school based literacy policy has been adopted in our
school. This policy is in line with the National Literacy Strategy
and covers all the goals of the core competence checklist. New
books (Read Write Inc.) have been bought and are to be used as
from the second term.
General
 Teachers were given some training in the new literacy policy, but
further training is needed if this policy is to be implemented as it
should. This training is important if the teachers are to plan their
work according to the National Literacy Strategy.
 Parents and guardians need to be given more information about
this policy, especially on a school based level.
 Various resources on the school premises are being used to
implement the new literacy policy, yet the use of these resources
can still be improved upon, especially in the case of Interactive
Whiteboards.
 Teachers are trying to keep up to date with the latest practices in
literacy.
 The Core Competence checklist is being used as the main
diagnostic tool for literacy attainment.
 We feel that teachers are to be given more assistance by literacy
teachers and complementary teachers in order to help us
implement the new literacy policy.
 As from next year, all teachers will be introducing the Maltese
letters using the same letter story for each letter. These stories
were written by Mr. Chris Bugeja.
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Oracy
 Children are being exposed to the English Language through
Happy House, Big Cat, Read Write Inc., and You can Read CDs.
They are also exposed to video clips in English, as well as rhymes,
songs, stories, chants etc.
 Teachers are using word games, flash card games etc. in order to
familiarize the children with the English Language. Letter names
and sounds will be introduced in the second term.
Comprehension
 Teachers are assessing the children’s comprehension skills
through simple questions and commands, story telling,
conversation and discussion.
Reading
 Big Cat software is being introduced by not later than the second
term in order to help the children learn letter names and letter
sounds, blending, segmenting, word formation and sentence
building.
 During the second term, teachers will be introducing the children to
‘Speed Sound Sets’. These will be followed by the Ditty Books. All
the above reading material form part of the Read Write Inc.
scheme. For the first 7 weeks teachers will do the letters of the
speed sounds lesson plans. Each bunch of words should be done
weekly except for the last bunch of letters (th, z, ch, q, x, ng, nk)
which will be done during a period of 2 weeks. These will be part
of the scheme of work. In the meantime during these 7 weeks,
books of Oxford Reading Scheme (Stage 1 – 6 titles) will be used
during the reading lessons and these books can also be given to
children to take at home as readers. After spending these 7 weeks
doing all the letters, then The Read Write Inc books (Ditty Red
Books – 10 titles) will be introduced. Another reader that is going
to be used is Ditty Photocopy Masters.
 As from the second term teachers will be using ‘Big Books’ and
other books in the Multimedia room for shared reading. During the
second term Maltese books in Room 30 will be used too (Gigi’s set
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Skola Primarja A – Kulleġġ San Ġorġ Preca
of books, Mar id-dawl, Passiġġata, Borma Minestra, Robi r-robot u
l-Libsa ta’ Sina). In mid-third term English books from Room 30
will be used too (The hare and the tortoise, The greedy dog, The
lion and the mouse, Read it yourself- Level 1).
 Big Books, DVDs, and video clips are used to enhance the
children’s vocabulary and to give the children more exposure in the
language.
 The school has invested in new sets of books, namely the Read
Write Inc. scheme, as readers for year one during the second and
third term.
 Various strategies, such as sight reading and phonics, are being
implemented to help children learn to read.
Writing
 In the second term teachers will be helping the children to write the
correct graphemes in response to the corresponding phonemes.
Big Cat software will be used to achieve the above goal, as well as
to teach segmenting, blending, word formation and sentence
building.
Projects
 Towards the end of the second term Teachers intend to hold a
competition where children are grouped in teams and assessed in
various literacy skills such as rhyming words, blending, etc.
Winning teams shall be rewarded.
 During the third term teachers are to help children create booklets
using illustrated printable book templates on which children write a
few simple sentences or words. These booklets can then be
added to the class library.
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2nd Review Year 1 (2011 - 2012)
This year our school made very crucial changes in the school literacy
system. New software and books were provided, and more emphasis
was put on the phonic system, without excluding the ‘look and say’
method.
Initially, Year 1 teachers started using Big Cat software to familiarize the
children with the letter sounds (phonemes). Through this software,
children also practiced letter blending, word segmentation, sentence
reading and simple sentence writing.
Concurrently, pupils were introduced to the Oxford Reading Tree
programme. This programme involves both ‘phonics’ and the ‘look and
say’ method. This year the first six books in level 1 of the ORT
programme were covered in Year 1.
Later, the Read Write Inc programme was implemented.
This
programme provides literacy lessons through software, graded reading
books, namely Ditty books, writing practice worksheets and reading
practice worksheets. Year 1 teachers taught Phonics Speed Sounds 1,
using all the above mentioned resources.
By the end of the second term, pupils were tested in their literacy ability,
using a pre-set test provided by the Read Write Inc. phonics programme.
This test showed that only about seven pupils did not grasp all the letter
sounds covered in the programme set for Year 1. Most of the pupils
could blend and read according to the level set for Year 1, and an
amount of children performed above the average required.
Using these results, pupils were divided into six groups, according to
their ability. Six educators, namely the three Year 1 teachers, Ms C
Saliba (LSA), Ms M Mizzi (LSA), and Ms R Zammit (Complementary
Tearcher), were each assigned a group. Three times a week, these
educators gave the pupils a literacy training session, according to the
level of their assigned group. This practice was spread on four weeks.
Finally, the next step will be to re-assess the children and check what
progress has been achieved, while at the same time, see what can be
done to further improve the literacy level of our pupils.
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Audit Year 2
Literacy Policy 2011 - 2012
Multi-level grouping for creative writing.
From the second term, it was decided that our children commence multi
level grouping in creative writing. The children were given a picture and
they were expected to write some sentences about it. The children were
then put in five groups according to their ability.
Advantages of multi-levelled grouping:
 Pupils learn at their own pace.
 They feel more confident as they are in their own levelled group.
 Teacher’s preparation is aimed for the same level of ability
therefore less differentiated resources are needed.
 Students develop strong relationships with their peers.
 Teachers deemed appropriate to remain in the same group.
Suggestions of multi-levelled grouping
 Time limit should tally with the ability of each group so it is
important to have materials available at all times to keep students
engaged in learning.
 Groups’ performance would be better if the groups are smaller
Further comments
As a group we felt that pupils were not ready for English creative writing
at the beginning of the second term, reason being limited vocabulary
and not enough guided sentence writing sessions to give them a good
basis on which to build further. We would have preferred tackling this
new project in Maltese creative writing where pupils feel more confident
with the language and hence focus more on the creative part of writing.
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2nd Review Year 2 (2011 - 2012)
Audit
 Year 2 schemes of work and timetables were adequately updated
in order to meet oracy and literacy skills development. At the
beginning of the scholastic year, teachers met parents and
emphasised the importance that every child should be able to read
and write.
Oracy
 The software Big Cat is being used and teachers are introducing
phonemes to the children through it. The repetition found in Big
Cat is helping most of the children even those with low ability.
 Weekly show and tell and rhymes, songs and chants are being
used to improve children's oracy skills.
 An official English speaking day was set every Wednesday.
Teachers encouraged the children to express themselves in
English. This seems to be helping the children in gaining more
confidence.
Comprehension
 We do comprehensions, where children are given short texts that
tally with the topic being covered and followed by oral and written
questions.
Reading
 We emphasised the importance of reading to the parents during
our first encounter with them at the beginning of the scholastic
year.
 Happy House and the audio CD are being used to enhance
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children's reading skills.
 Reading as homework is given on Wednesdays when the children
have no written homework.
 The interesting books found in room 30 are being read together as
a group and then are being taken home for practice and
consolidation. The new series of Read Write Inc. was launched to
complement reading. The CD accompanying this series will be
used as from next year.
Writing
 Word games are used on a weekly basis, to help children learn to
write high frequency words including those found in the checklists.
 We emphasise proper usage of basic punctuation.
 We help children learn the correct sentence structure which will
lead them to write their own sentences towards the second half of
the scholastic year. At this stage writing in English is still guided.
English sentence writing in levelled setting was proposed and is
going to be tried out.
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Audit Year 3
Literacy Policy 2011 - 2012
Guided Reading Year 3
 Children are being exposed to a vast range of books.
 Children were divided in groups according to their level.
 There were an average of 5/6 pupils per group.
 Low achievers have gained confidence, as they are reading books
at their own level.
 Guided reading worked best when every group was guided by an
adult as pupils did not always understand what they were reading.
 Pupils reading stage 6 onwards need to be supported to complete
the worksheets during guided writing, as tasks tend to be openended.
 As the level becomes more challenging, children need more time
to complete reading and writing tasks.
 We have encountered situations where pupils were ready to
advance one level, however there were not enough children to
form a group at the next level.
 More books of the same levels (if available) are needed, as even
though all 6 books were read, some pupils were not yet ready to
move on to the next level.
 It was also suggested that Guided reading could be done both in
Maltese and in English.
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2nd Review Year 3 (2011 - 2012)
Key Area
To implement the literacy policy plan drafted for Year 3.
Aim
To use and implement the literacy plan.
Outcomes
Teachers are including the oracy, comprehension, reading and writing
skills agreed in the literacy plan within their scheme of work.
Oracy
In light of our discussion with Mr. Chris Bugeja E.O. Literacy during our
Professional Development session it was decided that for this scholastic
year and the next (2012/2013) the Big Cat programme will be used as a
whole class approach to introduce letter sounds and practice blending
and segmenting.
The Big Cat programme will eventually be phased out and in scholastic
year 2013/2014 the Read Write Inc programme will be used in Year 3.
Moreover, the children who attend Complementary sessions are using
the Read Write Inc. programme as additional support by the class
teacher and the Complementary teacher.
Revision of all work done in year 1 and year 2 will be carried out.
(Teachers are going through sounds since these pupils did not have
exposure of basic sounds).
English alphabet letter names (to use in proper English spelling) are
being consolidated. Children are being exposed to the Big Cat software
for 10 minutes daily.
Way Ahead – Pupil’s book + C.D. + workbook are being done.
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Days of the week in the correct order (cfr. E-CL 3.02 Assessment pack 3
pg.103).
For advanced students: Months of the Year in the correct order will also
be done.
During all English lessons teachers and pupils communicate using the
English language. This is done to enhance English communication skills
and boost their confidence. The school has adopted the policy that every
Wednesday children are encouraged to communicate in English both in
class as well as well as outside of it.
Phonemes for year 3 will be introduced later on this year (Big Cat
Phoneme List).
These phonemes will be introduced through the Big Cat phonics
programme during the second term :- ir in bird, ur, au, aw, al, oy, air, are
These phonemes will be introduced with the help of the Big Cat phonics
programme during the third term:- ea, igh, cian, ture, tion, silent b, silent
k, silent h.
Comprehension
During comprehension teachers are assessing the students’
understanding skills by asking questions according to the students’
ability. Students are able to recall the information and answer questions
about a short paragraph in a complete sentence. Students are
encouraged to answer questions in full. A variety of text is being given
such as stories, rubrics and instructions e.g. a cooking recipe
By the 3rd term children will be able to understand the concept of a story
with past actions and answer questions about the past actions story both
orally and in written form. They will also be able to understand the
implications of comparative and superlative adjectives and answer
questions.
Reading
The Way Ahead – Pupil’s book + C.D. + workbook are being used as
textbooks during English lessons.
Shared Reading is being done with the help of supplementary reading
material.
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Guided Reading with Oxford Reading Tree books is being done twice
weekly. Children are being divided in ability groups and given suitable
books and worksheets. In addition the children who are encountering
reading difficulties are being given Read Write Inc. decodable books.
High Frequency Words are being given to the students; they are being
studied and assessed by means of a Word Game every week. An
average of 8 high frequency words per week are being covered so that
by the end of year 3 all frequency words will be covered. These words
are each being given to the students in the context of a sentence so they
can also identify their meaning too. Each set of eight words is included in
eight sentences which make up a simple story. This is intended to take
students on a higher level of understanding and meaningful learning.
By the end of year 3 pupils will be able to identify and read more
complex word patterns and will become aware of silent letters. They will
also understand that different kinds of information can be acquired
through reading.
By the end of year 3 the pupils will be able to read fluently and with
proper intonation as well as understand unfamiliar reading text.
Ladybird 5,6,7,8 are no longer being used as readers. Children are
being given books from Room 30 as a reader for home. Teachers are
encouraging students to go to the public library and get books to read
more at home.
Writing
Way Ahead workbook is being used for language exercises and creative
writing.
High Frequency Words are being given to the students; they are being
studied and assessed by means of a Word Game every week. Children
are learning to write words spelt with proper English letter names.
During creative writing sessions, children are being encouraged to write
at least 8 sentences about a given topic whilst paying particular attention
to syntax and spelling.
Pupils are working the photocopy master oxford reading scheme during
one of the guided reading sessions.
Timetables and schemes of work have been adapted to include the
various lessons which will cater for the individual needs of the students
and thus implementing the literacy policy plan.
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Action Research Result
Statistics backing Year 3 Guided Reading
Tuesday, 8th November, 2011
Year 3.1
Year 3.2
Year 3.3
Year 3.4
Year 3.5
Stage
Stage
Stage
Stage
Stage
Group 1
1
2
1
1
1
Group 2
3
4
2
2
1
Group 3
4
5
4
4
3
Group 4
5
6
5
5
4
Year 3.1
Year 3.2
Year 3.3
Year 3.4
Year 3.5
Stage
Stage
Stage
Stage
Stage
Group 1
Ditty
4
3
2
Ditty
Group 2
5
6
4
3
4
Group 3
6
7
6
5
5
Group 4
7
8
7
6
6
Tuesday, 17th April, 2012
Oxford Reading Tree is used during Guided Reading sessions. Ditty
books are used for pre Level 1.
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Feedback from Director
Dr. Sandro Spiteri - Director DQSE
From:
Sent:
To:
Cc:
Subject:
Spiteri Alexander at MEDE
26 April 2012 15:24
Cassar Josette p at EDUC-SCH
Bugeja Christopher at MEDE; Grima Grace M
at MEDE; Spiteri Mary-Anne at MEDE; Firman
Christine at MEDE; Farrugia Buhagiar Jane at
MEDE; Attard Ruth B at MEEF-EDUC; 'Michelle
Camilleri'
Endorsement of Action Research
Dear Ms Cassar
After this morning’s meeting I am writing to endorse and support the
excellent work that your school is presently undertaking with respect
to literacy attainment. Your present efforts are focussed around an
action research approach that includes the piloting of a number of
strategies from Years 1 to 3 in the context of a comprehensive
differentiated learning programme for the early years. These
strategies include multi-level grouping for focussed work in reading or
writing, for up to two half-hour slots per week. Placed in the context of
a differentiated programme for the rest of the week, as is in fact the
case in your school, this is very good practice that is underpinned by
research as well as positive outcomes in other schools in Malta. Your
approach is squarely in line with the principles of the NMC and the
present policy direction of the DQSE.
I very much encourage you to support the innovative work that your
staff are doing, and I certainly have no objection to the flexible
participation of your Complementary Education (CE) Teachers in
these pilot strategies. They have a lot to offer to other members of
staff, and I am sure they will themselves learn even more from this
experience. I am sure that together you will find the right way to
balance work on these pilot strategies with other curricular demands;
however I would emphasise that these pilot projects are perhaps one
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of the most effective ways of exploring how best to address children’s
learning needs, and therefore are an integral part of the curriculum.
Ms Jane Farrugia Buhagiar EO will be communication with your CE
teachers to set their minds at rest on this.
I was intrigued by the early results of these piloted strategies that you
have shown me today, that are already indicating important gains,
and I very much look forward to hearing about the rest of the data. I
understand that you plan to bring this piloting phase to a close at the
SDP day, in which the teachers will be presenting their results, and
these results will feed into the formulation of a school policy for
literacy attainment. This method of school policy formulation based
on reflective practice and collegial decision making is certainly the
way forward for our schools, and I strongly encourage you to continue
in this line. I accept with pleasure your invitation to open the SDP
day, and I intend to spend the first part of the morning with you so
that I can hear the outcomes achieved by the teachers.
You may wish to disseminate this communication to your staff.
Regards and looking forward to meeting your staff soon.
Sandro Spiteri
Director
Quality Assurance Department
Directorate for Quality and Standards in Education
Great Siege Road
Floriana, Malta
Tel: +356 2598 2492
Fax: +356 2598 2493
Mob: +356 7743 3779
eMail: alexander.spiteri@gov.mt
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Action Plans 2012 - 2013
School Literacy Programme
A Balanced Programme
Kinder Classes
Kinder 1
 Kinaesthetic (multi-sensory) - From 2nd Term:
Alphabet Short Stories - a, b, ċ, d, e, f, ġ, g, ħ, i
 Use of the maltese alphabet rainbow … sung on the Lanċa
Ġejja u oħra Sejra tune.
 Big Books, Rhymes, Action Songs, Story Telling, Sequencing,
Role Play.
Kinder 2
 Kinaesthetic (multi-sensory) - From 1st Term:
Alphabet Short Stories - revision of a, b, ċ, d, e, f, ġ, g, ħ, I and
introduce letters għ, h to z.
 Use of the maltese alphabet rainbow … sung on the Lanċa
Ġejja u oħra Sejra tune.
 Big Books, Rhymes, Action Songs, Story Telling, Sequencing,
Role Play.
 Pencil Grip will begin by the third term - perfecting the pincer
grasp.
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Kinder 1 & 2
 To follow Guidelines and Suggestions for the Implementation of
the Curriculum in Kindergarten.
 Speaking, Listening, Phonological awareness skills, Fine motor
skills, Gross motor skills, Pre-writing skills and Pre-reading
skills (all are to be included in the Literacy Programme)
Primary Classes
Year 1
 Term 1
Maltese Only - reinforcement of the alphabet stories - a to z
 Term 2
Introduction to Read Write Inc (Speed Sounds for the first 7
weeks and then use the reading scheme - Ditty - red books)
During the
first 7 weeks, the Oxford Reading Scheme Stage 1
is used (using
the Look and Say method). Happy House is
also used.
 Term 3
Assessment - Phonics Handbook pg. 28 and subsequently
Multi- levelled grouping in reading is introduced 3 times weekly
for 30 minutes per session.
Year 2
 Term 1
Read Write Inc - starting with the Green Books. Happy House is
also used.
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Light House Reading scheme is used as further reader.
End of term - Assessment is to be done as a preparation to the
2nd term for Multi-levelled grouping in reading.
 Term 2
Multi-levelled grouping is introduced - Read Write Inc reading
scheme.
Mid-2nd Term Assessment of Maltese creative writing,
followed
by Multi-levelled grouping in Maltese creative writing
(once every fortnight for 1 hour per session).
Year 3
 Term 1
Assessment in Reading - to be followed by Guided Reading
using the Oxford Reading Scheme: twice weekly for 30
minutes per session - in one of the sessions a handout is given
with related
exercises.
Mid-1st Term - Assessment of Maltese creative writing, followed
by Multi-levelled grouping in Maltese creative writing (weekly).
Year 1, Year 2 and Year 3
 Books from Multi-media room are used as further readers.
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Action Plan 1.1: English Literacy Year 1 (2012 - 2013)
Key Area
Key Area 2 - Curriculum
Key Area 3 - Learning and Teaching
Key Area 4 - Attainment
Key Area 7 - Resources
Aim
To adopt a uniform school-based literacy policy,
through exposure to the language in order to
Developmental
Target/s
 acquire and maintain basic literacy skills in line
with the National Literacy Strategy.
 enable a smoother continuation across subsequent
scholastic years.
 To improve literacy skills comprising reading,
writing, oracy and comprehension.
 To decrease the amount of pupils who need
complementary education, finally resulting more
linguistically accomplished individuals.
 To ultimately enable pupils ‘cross-curricular
proficiency via their accomplishments. This holistic
approach should benefit all subjects and
disciplines simultaneously.
Persons
Responsible
Classroom teachers
LSAs
Complementary teachers
Timescale
Plan of Action
Ongoing throughout the year.
Oracy

Children are exposed to the English language
through Happy House 1 (classbook and CD),
Big Cat, Read Write Inc., and You Can Read
CD’s.
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
Use of video clips, rhymes, songs, stories and
chants (E-CL 1.05).

Use of word games and flash card games.

As from the 2nd.term letters and sounds will be
introduced using Read Write Inc. programme.

Use of phonemic manipulation activities to
promote phonological awareness according to
the Read Write Inc. programme: identifying
1st.sound and last sound in spoken words (ECL 1.10), blending (E-CL 1.11), identifying
sounds within words (E-CL 1.12), segmenting
words (E-CL 1.13), deleting sounds in words
(E- CL 1.14).
Comprehension

Teachers assess children’s comprehension
skills
through
simple
questions
and
commands(E-CL 1.01, E-CL 1.02, E-CL 1.03).

Use of conversation,
discussion.

Children answer simple questions on pictures
(E-CL 1.04).

Children show pictures understanding by
colouring, counting etc.
story
telling
and
Reading

Big Cat software is introduced by not later than
the second term in order to help the children
learn the letter names and letter sounds,
blending, segmenting, word formation and
sentence building.
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
During the second term, teachers implement
the Read Write Inc. programmes where they
introduce the children to the Speed Sound
Sets followed by the Ditty Books. For the first 7
weeks, teachers will do the letters of the speed
sounds lesson plans. Each bunch of letters
should be done weekly accept for the last
bunch of letters (th, z, ch, q, x, ng, nk) which
will be done during a period of two weeks.
These are part of the scheme of work.

As letters are covered, Read Write Inc. books
(Ditty Books – 10 titles) are introduced.

Ditty Photocopy Masters is an additional
reader to be used.

Children read words with different patterns
(Group A,B,C) (E-CL 1.18)Group D and E
have been deleted because they fall on stage
2 and stage 3 of Ditty series done in Year 2
and Year 3.

Children read the high frequency words (E-CL
1.19).

During these 7 weeks, books of the Oxford
Reading Scheme (Stage 1 - 6 titles ) are used
for reading and these books are also given to
the children to take at home as readers. This
practice ensures that both the phonics and the
look and say methods are used to improve
children’s reading skills.

Shared reading starts as from the 2nd.term
with the use of Big Books in the Multimedia
room.

As from the 3rd. term English books found in
Room 30 will be used too (The Hare and the
Tortoise, The greedy dog, The lion and the
mouse, Read it yourself – Level 1).
Writing
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
As from the 2nd. Term, teachers help the
children to write the correct graphemes in
response to the corresponding phonemes,
write blending in isolation and identify and
write initial and final sounds (E-CL 1.20).

Children write correctly the high frequency
words (E-CL 1.21).

Children recognize and write their own names
(E-CL 1.23).

Relevant software such as the Read Write Inc.
is used to achieve the above goal, as well as
to teach segmenting, blending, word formation
and sentence building.
Literacy Project
By the end of the 2nd.term, children will be tested in
their literacy ability using a pre-set test provided by
the Read Write Inc. phonics programme. Children
are divided into groups in accordance to the results.
Chosen educators give the children a literacy training
session three times a week, according to the ability
level of their assigned group. Finally, children are reassessed to check what progress has been achieved,
while at the same time, see what can be done to
further improve the literacy level of our pupils.
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Action Plan 1.2: Pjan t’Azzjoni Malti Year 1 (2012 - 2013)
Key Area
Key Area 2 - Curriculum
Key Area 3 - Learning and Teaching
Key Area 4 - Attainment
Key Area 7 - Resources
Aim
To adopt a uniform school-based literacy policy,
through exposure to the language in order to
 acquire and maintain basic literacy skills in line
with the National Literacy Strategy.
Developmental
Target/s
 enable a smoother continuation across
subsequent scholastic years.
 To improve literacy skills comprising reading,
writing, oracy and comprehension.
 To decrease the amount of pupils who need
complementary education, finally resulting more
linguistically accomplished individuals.
 To ultimately enable pupils ‘cross-curricular
proficiency via their accomplishments. This
holistic approach should benefit all subjects and
disciplines simultaneously.
Persons
Responsible
Classroom teachers
LSAs
Complementary teachers
Timescale
Ongoing throughout the year.
Plan of Action
Taħdit u Smigħ

Mill-ewwel term issir introduzzjoni tal-ittri talalfabett skont sensiela fanali ta’ Chris Bugeja.

It-tfal jagħrfu kelma/ittra meta jisimgħuha u
meta jarawha miktuba.

Isir taħriġ fonetiku : it-tfal jagħrfu d-differenza
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bejn il-bidu, it-tmiem u n-nofs (M-CL 1.08),
jaqsmu l-kelma f’sillabi (M-CL 1.09), jagħrfu lewwel u l-aħħar ħoss meta jisimgħu kelma (MCL 1.10),jgħaqqdu l-ħsejjes f’kelma b’sillaba
waħda (M-CL 1.11), jgħidu u jgħoddu l-ħsejjes
f’kelma (M-CL 1.12), ineħħu l-ewwel u l-aħħar
ħoss meta jisimgħu kelma (M-CL 1.13),
iqabblu l-ħoss mas-simbolu (M-CL 1.14).

Il-malti mitkellem isir permezz ta’ stampi,
stejjer, rimi, għanjiet u diskussjoni (M.CL.1.01
– E.CL.1.06)
Qari

It-tfal jaqraw l-ittri u jagħrfu l-ittra jew il-kelma
meta miktuba.

It-tfal jaqraw b’kunfidenza kliem regolari
(M.CL.1.15) u kliem li fihom l-għ, l-h u l-ie
(M.CL.1.17).

Mill-ewwel term nibdew Senduq Maġiku
sakemm sa l-aħħar tas-sena jkun sar ukoll
Senduq Maġiku +.

Mit-tieni term nużaw ukoll kotba ta’ RM 30 :
Ġiġi (sett ta’ kotba), Mar id-dawl, Passiġġata,
Borma Minestra, Robi r-robot u l-Libsa ta’ Sina
(M-CL 1.22).
Kitba

It-tfal jiktbu l-ittri tal-alfabett, b’attenzjoni li
jinżamm il-lapes sewwa għall-formazzjoni
korretta tal-ittri (M-CL 1.18)

It-tfal jiktbu kliem ta’ forma regolari (M-CL
1.19), iħallu spazju bejn kelma u oħra (M-CL
1.20) u jkunu kapaċi jagħrfu u jiktbu isimhom
(M-CL 1.21).

Mat-tielet term jinkitbu wkoll sentenzi ħfief,
dejjem skont l-abbilita’ tat-tfal.
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Komprensjoni

L-għalliema jassessjaw il-kapaċitajiet tat-tfal
f’dan il-qasam permezz ta’mistoqsijiet sempliċi
u ordnijiet (M-CL 1.02).

Isiru rakkonti ta’ stejjer, diskussjonijiet u
konversazzjonijiet (M-CL 1.03, M-CL 1.05).

It-tfal jirrakkuntaw stejjer dwar sett ta’ stampi
(M-CL 1.04).
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Action Plan 2.1: English Literacy Year 2 (2012 – 2013)
Key Area
Key Area 2 - Curriculum
Key Area 3 - Learning and Teaching
Key Area 4 - Attainment
Key Area 7 - Resources
Aim
To adopt a uniform school-based literacy policy,
through exposure to the language in order to
 acquire and maintain basic literacy skills in line
with the National Literacy Strategy.
Developmental
Target/s
 enable a smoother continuation across
subsequent scholastic years.
 To improve literacy skills comprising reading,
writing, oracy and comprehension.
 To decrease the amount of pupils who need
complementary education, finally resulting more
linguistically accomplished individuals.
 To ultimately enable pupils ‘cross-curricular
proficiency via their accomplishments. This holistic
approach should benefit all subjects and
disciplines simultaneously.
Persons
Responsible
Classroom teachers
LSAs
Complementary teachers
Timescale
Ongoing throughout the year.
Oracy
Plan of Action

A bracket of 10 minutes of Read Write Inc. is to
be included in the time-table of each day.

Consolidation of English alphabet

Recall a sequence of letters told orally (cfr. E-CL
2.02(i))

Express needs and communicate in English
Speaking Day (cfr. E-CL 2.04(i)(ii))
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
Identify rhyming words in poems (Happy House)
(cfr. E-CL 2.05)

Recognise number of sounds in words with 2 or
more syllables e.g. clapping (cfr. E-CL 2.06,
2.07)

Relate a story in response to a set of pictures.
(cfr. E-CL 2.03)

Distinguish between short and long vowels
within words e.g. hat – hate (cfr. E-CL 2.08)

Identify the base words e.g. writing – write (cfr.
E-CL 2.11)
Phonemes
1st term
 Revision of Speed Sounds Set 1 done in Year 1
 Consolidate and work on Speed Sounds Set 2
2nd term

Start work on Speed Sounds Set 3 (cfr. E-CL
2.07, 2.09, 2.10, 2.12.)
3rd term

Finish Speed Sounds Set 3 (cfr. E-CL 2.07,
2.09, 2.10, 2.12.)
Comprehension
1st Term
 Listen to a simple story and answer simple
questions
2nd Term

Match a sentence with a picture (cfr. E-CL
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2.14)
 Listen to a story and answer in a complete
sentence
 Listen to a story and can predict the ending
(cfr. E-CL 2.18(iii))
Reading

Happy House 2 Classbook aided with the
Happy House 2 CD

Read words with long vowels (cfr. E-CL 2.09 –
done in oracy)

Read compound words e.g. cow and boy make
cowboy, hand and bag make handbag (cfr. ECL 2.10)

Read words in isolation (cfr. E-CL 2.12(i))

Read words in context (cfr. E-CL 2.12(ii))

Read unseen text (for advanced students (cfr.
E-CL 2.17)

Understands functions of direct speech i.e. “ ”
and ! (cfr. E-CL 2.18(i)(ii))

Poems of more than one stanza (Happy
House) (cfr. E-CL 2.05)

Identify rhyming words (cfr. E-CL 2.05)
1st Term

Shared Reading starting off with the green
pack of R.W.I.

High Frequency Words consolidation as per
checklist (assessment pack 2 pg. 93 words 1 60)

Proposed assessment by the Learning Support
Team at the end of first term on Speed Sounds
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Set 1. Children
accordingly.
will
then
be
grouped
2nd Term

Start Multi-level grouping in reading (as on RWI
programme)

High Frequency Words consolidation as per
checklist (assessment pack 2 pg. 93 words 6195)
3rd Term

Multi-level grouping in reading (as on RWI
programme)

High Frequency Words consolidation as per
checklist (assessment pack 2 pg. 93 words 96130)
Writing

Write words with long vowels (cfr. E-CL 2.09 –
pg. 91)

Where possible, some of the Speed Sounds of
set 2 and set 3 will be reinforced by word
games where a sound is to be repeated
through different words. Eg. The Sound ay –
word game; say, ray, pay, bay etc.

Write high frequency words (cfr. E-CL 2.13 (ii))
pg. 93 words 1-60 for 1st term
pg. 93 words 61-95 for 2nd term
pg. 93 words 96-130 for 3rd term
(these can also be reinforced by word game as
well)
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
Use upper and lower case letters, punctuation
especially full stops (cfr. E-CL 2.16(i)(ii))

Write words correctly (cfr. E-CL 2.16 (iii)(iv))

Write a few sentences (from 4 to 6 sentences
according to child’s ability by the 3rd term (cfr.
E-CL 2.15)
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Action Plan 2.2: Maltese Literacy Year 2 (2012 - 2013)
Key Area
Key Area 2 - Curriculum
Key Area 3 - Learning and Teaching
Key Area 4 - Attainment
Key Area 7 - Resources
Aim
To adopt a uniform school-based literacy policy,
through exposure to the language in order to
 acquire and maintain basic literacy skills in line
with the National Literacy Strategy.
Developmental
Target/s
 enable a smoother continuation across
subsequent scholastic years.
 To improve literacy skills comprising reading,
writing, oracy and comprehension.
 To decrease the amount of pupils who need
complementary education, finally resulting more
linguistically accomplished individuals.
 To ultimately enable pupils ‘cross-curricular
proficiency via their accomplishments. This holistic
approach should benefit all subjects and
disciplines simultaneously.
Persons
Responsible
Classroom teachers
LSAs
Complementary teachers
Timescale
Ongoing throughout the year.
Oracy
Plan of Action

Revision of all done in year 1

Understand, communicate and express one‘s
needs through proper use of language (cfr. MCL 2.01, 2.04(i)(ii))
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
Recognise number of sounds in words with 2
or more syllables e.g. clapping (cfr. M-CL
2.06)

Recall a sequence of rhyming words as said
by the teacher (cfr. M-CL 2.02)

Phonological awareness
Identify initial sound in a word – d in dar and
change first letter to form a different word –
dar – far (cfr. M-CL 2.08)
Ending sound in a word – b in kelb
Decoding words – mejda splits up m-e-j-d-a =
5 (cfr. M-CL 2.07(ii))
Encoding words – m-e-j-d-a = mejda (cfr. MCL 2.07(i))

Identify rhyming words in poems (cfr. M-CL
2.05)

Relate a story in response to a set of pictures.
(cfr. M-CL 2.03)
Comprehension
1st Term

Read a simple story and answer simple
questions (cfr. M-CL 2.14(i))
2nd Term

Match a sentence with a picture (cfr. M-CL
2.11)

Read a story and answer in a complete
sentence (cfr. M-CL 2.14(i))
3rd Term

Listen to a story and can predict the ending
(cfr. M-CL 2.14(iii))
Reading
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
Read words in isolation (cfr. M-CL 2.09(i))

Read words in context (cfr. M-CL 2.09(ii))

Match sentences with pictures (cfr. M-CL 2.11)

Read new text (cfr. M-CL 2.14(i))

Understand functions of direct speech i.e. “ ”
and ! (cfr. M-CL 2.14(ii))

Identify rhyming words (cfr. M-CL 2.05)

Shared Reading supported by Senduq Kuluri
and Senduq Buffuri (cfr. M-CL 2.10)
Writing

Write words correctly (word game can be of
aid in achieving this)

Use upper and lower case letters, punctuation
marks like exclamation marks, question marks
and especially full stops (cfr. M-CL 2.14(ii),
2.13(i)(ii))

Introducing multi-level grouping in Maltese
creative writing around the middle of the 2nd
term of one lesson every fortnight.

Write a few sentences (from 4 to 6 sentences
according to child’s ability by the 3rd term (cfr.
M-CL 2.12)
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Action Plan 3.1: English Literacy Year 3 (2012 - 2013)
Key Area
Key Area 2 - Curriculum
Key Area 3 - Learning and Teaching
Key Area 4 - Attainment
Key Area 7 - Resources
Aim
To adopt a uniform school-based literacy policy,
through exposure to the language in order to
 acquire and maintain basic literacy skills in line
with the National Literacy Strategy.
Developmental
Target/s
 enable a smoother continuation across
subsequent scholastic years.
 To improve literacy skills comprising reading,
writing, oracy and comprehension.
 To decrease the amount of pupils who need
complementary education, finally resulting more
linguistically accomplished individuals.
 To ultimately enable pupils ‘cross-curricular
proficiency via their accomplishments. This
holistic approach should benefit all subjects and
disciplines simultaneously.
Persons
Responsible
Classroom teachers
LSAs
Complementary teachers
Timescale
Ongoing throughout the year.
Plan of Action
This is the planning for the literacy strategy English
action plans for Year 3. The English Assessment
Pack 3 is used as parameters of plans
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Oracy

Consolidation of English alphabet rainbow letter
names (to use in Proper English spelling as well
as phonemic spelling previously done in Yr 1 and
Yr 2.

Exposure of Big cat.

Phonemes for Yr 3 (Big Cat and Read Write Inc.)
Phoneme list 1st term: consolidation of sounds
learnt in Yr. 1 and Yr. 2
1st term ir in bird, ur, au, aw, al, oy, air, are
(There will be a review for scholastic year 20132014, since in Year 3 there will be the first
students that have started to follow the Read
Write Inc. Phonics from Year 1).
2nd term ea, igh, cian, ture, tion, silent b, silent k,
silent h.
3rd term consolidation of all phonemes learnt as
from Yr 1.

Uses language to express him/herself adequately
(cfr. E-CL 3.01 pg.103).

Knows sequence of days of the week (cfr. E-CL
3.02 pg.103).

Understands the implications of comparative and
superlative adjectives and answers questions
orally (cfr. Appendix E-CL 3.08 pg. 115-116)
Reading

Guided Reading with Oxford Reading Tree Books
and Read Write Inc. Books according to students
ability.

Shared reading.

High Frequency Words (8 words a week):
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Consolidation of High Frequency Words done in
Yr 1 (cfr. Assessment Pack 1 Appendix E-CL
1.19/1.21 pg.75) and Yr 2 (cfr. Assessment Pack
2 Appendix E-CL 2.13 pg. 93).
Reads without hesitation a further extended list of
High-Frequency Words (cfr. Appendix E-CL 3.04
(i) pg.109).

Identifies and reads more complex word patterns
(/ea/, /igh/, /cian/, /ture/ and /tion/ ) (cfr.Appendix
E-CL 3.05 (i) pg. 111) .

Is aware of silent letters (‘b’, ‘k’and ‘h’)(cfr.
Appendix E-CL 3.05 (ii) pg. 111).

Uses knowledge of the alphabet sequence for the
different contexts cfr. E-CL 3.06 pg. 104)

Appreciates that different kinds of information can
be required through reading (cfr. Appendix E-CL
3.07 pg. 112-114).

Reads out verbs in the past tense and is aware of
the pronounciation of suffix ‘ed’ (cfr. Appendix ECL 3.10 pg. 117).

Reads and comprehends basic rubrics and
instructions (cfr. Appendix E-CL 3.14 pg. 120)

Reads and understands unfamiliar reading texts
of average class level without making more than
5 errors (cfr. E-CL 3.15 (i) pg. 105 and Appendix
E-CL 3.15 pg. 122-124).

Reads fluently (cfr. E-CL 3.15 (ii) pg. 105 and
Appendix E-CL 3.15 pg. 122-124).

Reads with proper intonation (cfr. E-CL 3.15 pg.
105 (iii) and Appendix E-CL 3.15 pg. 122-124).

Optional: Books from School Library.
You Can Read from CD
Electronic books
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Comprehension

Understands the concept of past actions (cfr.
Appendix E-CL 3.03 pg.107-108).

Appreciates that different kinds of information can
be required through reading (cfr. Appendix E-CL
3.07 pg. 112-114).

Understands the implications of comparative and
superlative adjectives and answers questions
orally (cfr. Appendix E-CL 3.08 pg. 115-116).

Shows comprehension of paragraphs via short
written answers (cfr. Appendix E-CL 3.13 pg. 118119).

Reads and comprehends basic rubrics and
instructions (cfr. Appendix E-CL 3.14 pg. 120).

Shows understandng of text (cfr. E-CL 3.16 (i) pg.
106 and cfr. Appendix E-CL 3.15 pg. 122-124).

Is capable of elaborating on what has been read
e.g. giving an alternative ending to the story (cfr.
E-CL 3.16 (ii) pg. 106 and cfr. Appendix E-CL
3.15 pg. 122-124)
Writing

Writes High Frequency Words (8 words a week)
Consolidation of High Frequency Words done in
Yr 1 (cfr. Assessment Pack 1 Appendix E-CL
1.19/1.21 pg.75) and Yr 2 (cfr. Assessment Pack
2 Appendix E-CL 2.13 pg. 93).


Writes High-Frequency Words (cfr. Appendix ECL 3.04 (ii) pg.109)
Forms confidently the plural of regular and
irregular words (cfr. E-CL 3.09 pg. 104 and
Appendix E-CL 3.09 pg. 117).
Writes answers in response to basic questions.
Full answers are required. (cfr. E-CL 3.11 pg.
104).
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
Transforms and extends simple sentences to
complex sentences (cfr. E-CL 3.12 pg.104-105).

Shows comprehension of paragraphs via short
written answers (cfr. Appendix E-CL 3.13 pg. 118119).

Writes a coherent paragraphs of 6 sentences or
more (cfr. E-CL 3.17 (i) pg. 106).

Pays particular attention to syntax and spelling
(cfr. E-CL 3.17 (ii) pg. 106).
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Action Plan 3.2: Pjan t’Azzjoni: Malti għat-3 sena (2012 - 2013)
Key Area
Key Area 2 - Curriculum
Key Area 3 - Learning and Teaching
Key Area 4 - Attainment
Key Area 7 - Resources
Aim
To adopt a uniform school-based literacy policy,
through exposure to the language in order to
 acquire and maintain basic literacy skills in line
with the National Literacy Strategy.
Developmental
Target/s
 enable a smoother continuation across
subsequent scholastic years.
 To improve literacy skills comprising reading,
writing, oracy and comprehension.
 To decrease the amount of pupils who need
complementary education, finally resulting more
linguistically accomplished individuals.
 To ultimately enable pupils ‘cross-curricular
proficiency via their accomplishments. This holistic
approach should benefit all subjects and
disciplines simultaneously.
Persons
Responsible
Classroom teachers
LSAs
Complementary teachers
Timescale
Ongoing throughout the year.
Plan of Action
Dan hu l-ippjanar tal-istateġija li se jkun użat fit-tielet
sena tal-Primarja għat-tagħlim tal-Malti. It-Tielet
Pakkett tal-Assessjar tal-Malti huwa bħala parametri
f’dan l-ippjanar.
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Taħdit u Smigħ

Kapaċi jesprimi ruħu biex jikkomunika
ħaddieħor (cfr. M-CL 3.01 p. 34)

Kapaċi jpoġġi lista ta’ kliem f’sekwenza (il-ġranet
tal-ġimgħa)(cfr. M-CL 3.03 p. 34)

Kapaċi jifhem il-kunċett tal-passat u jużah filkuntest ta’ taħdit u biex jesprimi ruħu (cfr.
Appendiċi M-CL 3.04 p. 41-42).

Kapaċi jifforma l-plural sħiħ (cfr. Appendiċi M-CL
3.07 (i) p.46).

Kapaċi jifforma plural miksur (cfr. Appendiċi M-CL
3.07 (ii) p.46).

Kapaċi jelabora s-silta li qara (cfr. Appendiċi M-CL
3.14 (ii) p.57 u 59)
ma’
Qari

Senduq Kuluri (aħdar)

Senduq Buffuri (aħdar)

Qari supplimentari: Kotba mil-librerija tal-iskola

Kapaċi jaqra kliem regolari ta’ sillaba waħda u
aktar li jintuża frekwentement (cfr. Appendiċi MCL 3.02 p. 38-40)

Kapaċi jaqra kliem:
bl-‘h’ fl-aħħar (cfr. Appendiċi M-CL 3.05 (i) p. 43)
bl-‘għ’ fl-aħħar (cfr. Appendiċi M-CL 3.05 (ii) p. 43)
bl-‘h’ fin-nofs (cfr. Appendiċi M-CL 3.05 (iii) p. 43)
bl-‘għ’ u l-‘h’ fin-nofs ħdejn xulxin (cfr. Appendiċi
M-CL 3.05 (iv) p. 43)

Kapaċi jaqra kliem li huwa aktar diffiċli biex jinqara
(cfr. Appendiċi M-CL 3.08 p. 47)

Kapaċi jaqra u jifhem istruzzjonijiet bażiċi (cfr.
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Appendiċi M-CL 3.11 p. 54-56)

Jaqra silta li qatt ma ltaqa’ magħha b’mod
kunfidenti mingħajr ma jagħmel aktar minn 5 żbalji
(cfr. Appendiċi M-CL 3.13 (i) p. 57 u 59)

Kapaċi jaqra b’mod fluwenti u mexxej
Appendiċi M-CL 3.13 (ii) p. 57 u 59)

Jaqra b’ton addattat bl-użu tajjeb talpunteġġjatura (cfr. Appendiċi M-CL 3.13 (iii) p.
57u 59)
(cfr.
Taħriġ il-Fehem

Kapaċi jifhem il-kunċett tal-passat u jużah filkuntest ta’ taħdit u biex jesprimi ruħu f’kuntest ta’
stejjer (cfr. Appendiċi M-CL 3.04 p. 41-42)

Kapaċi jirrispondi bil-kitba għall-mistoqsijiet bażiċi
(cfr. M-CL 3.09 p. 35 u Appendiċi M-CL 3.09 p.
49)

Jaqra paragrafu u kapaċi jifhem u jirrispondi bilkitba (cfr. Appendiċi M-CL 3.10 p. 50-53)

Kapaċi jaqra u jifhem istruzzjonijiet bażiċi (cfr.
Appendiċi M-CL 3.11 p. 54-56)

Jaqra b’ton addattat bl-użu tajjeb talpunteġġjatura (cfr. Appendiċi M-CL 3.13 (iii) p. 57
u 59)

Kapaċi jifhem is-silta li qara (cfr. M-CL 3.14 (i) p.
37 u Appendiċi M-CL 3.14 (i) p.57 u 59)

Kapaċi jelabora s-silta li qara (cfr. Appendiċi M-CL
3.14 (ii) p.57 u 59)
Kitba

Kapaċi jpoġġi lista ta’ kliem f’sekwenza (il-ġranet
tal-ġimgħa, ix-xhur u l-istaġuni) (cfr. M-CL 3.03 p.
34)
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
Kapaċi jikteb kliem bl-‘għ’ fil-bidu (cfr Appendiċi
M-CL 3.06 (i) p.45)

Kapaċi jikteb kliem bl-‘h’ fil-bidu (cfr. Appendiċi MCL 3.06 (ii) p.45)

Kapaċi jirrispondi bil-kitba għall-mistoqsijiet bażiċi
(cfr. M-CL 3.09 p. 35 u Appendiċi M-CL 3.09 p.49)

Jaqra paragrafu u kapaċi jifhem u jirrispondi bilkitba (cfr. Appendiċi M-CL 3.10 p.50-53)
Kitba Kreattiva
Wara li jsir assessjar tal-istudenti huma se jinqasmu fi
gruppi skont l-abbiltà tagħhom għall-kitba kreattiva
bil-Malti.

Jikteb paragrafu ta’ 6 sentenzi jew aktar li jagħmel
sens (cfr. M-CL 3.12 (i) p. 36 u Appendiċi M-CL
3.12 (i) p.49)

Jikteb b’sintassi u ortografija tajba (cfr. M-CL 3.12
(ii) p. 36 u Appendiċi M-CL 3.12 (ii) p.49)
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Action Plan 4: Environmental Action Plan and Environmental
Policy
Key Area
Key Area 2 - Curriculum
Key Area 3 - Learning and Teaching
Key Area 4 - Attainment
Key Area 7 - Resources
Aim
To adopt a uniform school-based literacy policy,
through exposure to the language in order to
 acquire and maintain basic literacy skills in line
with the National Literacy Strategy.
Developmental
Target/s
 enable a smoother continuation across
subsequent scholastic years.
 To improve literacy skills comprising reading,
writing, oracy and comprehension.
 To decrease the amount of pupils who need
complementary education, finally resulting more
linguistically accomplished individuals.
 To ultimately enable pupils ‘cross-curricular
proficiency via their accomplishments. This holistic
approach should benefit all subjects and
disciplines simultaneously.
Persons
Responsible
Classroom teachers
LSAs
Complementary teachers
Timescale
Ongoing throughout the year.
Plan of Action
Environmental Issues
Target

Pupils will learn about the effects of pollution
and climate change on our environment.

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
Children will understand the need to preserve
ecosytems and natural habitats.
Staff Involved

All teaching staff including, teachers, learning
support assistants, Ekoskola co-ordinators and
parents.
Action and Resources Needed

Teachers to plan activities and lessons related
to pollution and climate change.

Ekoskola co-ordinatiors to help teachers to
prepare ekoskola committee members about
the the effects of climate change and pollution.

Parents to be informed and involved in
improving
climate
change
and
pollution
concerns.

Teachers to use Dinja Waħda resource pack
to deliver activities related to nature.
Success Criteria

Pupils will understand the need for cultivating
our environment and taking care of nature
adequately.

Parents will take interest in environmental
issues while having an in depth insight to
issues related to climate change.
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Action Plan 5:ICT & E-Twinning Report & Policy
Key Area
Key Area 2 - Curriculum
Key Area 3 - Learning and Teaching
Key Area 4 - Attainment
Key Area 7 - Resources
Aim
To adopt a uniform school-based literacy policy,
through exposure to the language in order to
 acquire and maintain basic literacy skills in line
with the National Literacy Strategy.
Developmental
Target/s
 enable a smoother continuation across
subsequent scholastic years.
 To improve literacy skills comprising reading,
writing, oracy and comprehension.
 To decrease the amount of pupils who need
complementary education, finally resulting more
linguistically accomplished individuals.
 To ultimately enable pupils ‘cross-curricular
proficiency via their accomplishments. This holistic
approach should benefit all subjects and
disciplines simultaneously.
Persons
Responsible
Classroom teachers
LSAs
Complementary teachers
Timescale
Ongoing throughout the year.
Plan of Action
Report of the PDW Math and ICT
31st May to 2nd June 2012
Purpose of the Meeting
This was a workshop spread on three days and was
targeted to improve our professional development in
Match and ICT.
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Participant/s
Ms. Dorianne Aguis and Ms. Abigail Vassallo
Report drawn up by:
Ms. Dorianne Aguis and Ms. Abigail Vassallo
Time
Meeting commenced at MT 17:15 on 31st May2012
and ended at PT 13.15 on 2nd June 2012
Purpose of the mission
Teacher will have a first approach to ICT tools and will
learn how to use them in educational contexts, mainly
to enrich the Math learning environment. The fact that
all languages are supported makes it a powerful tool
in e-twinning contexts of work because it allows
students to share work and learn from each other in
the process and even remix and adapt the
work/project of a student/teacher from a different
country.
Objective/s of the mission or general overview of
the mission
 To learn more about e-Twinning, the
Desktop and Twin Space tools and how
to initiate an e-Twinning Collaborative
Partnership.
 To better use
classrooms.
technology
in
our
 Understanding
various
software,
hardware and technology to better
prepare our lessons to integrate ICT as
the centre of all learning.
 Learn innovative ICT tools and
understand how to use ICT resources.
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 To enhance our cross-curricular links as
required in the national minimum
curriculum.
Agenda of PDW in Lisbon
Theme: Maths and ICT - 31st May - 2nd June 2012
Day 1
Thursday, 31st May
17:15 - 18:15
Welcome and registration
18:15 - 18:30
Opening Sessions
18:30 - 19:15
Plenary Session
20:00 -
Dinner Time
Day 2
Friday, 1st June
09:15 - 09:45
Session Plenary
10:00 - 11:00
one)
4 Parallel Workshops (part 1) (teachers choose
11:00 - 11.25
Coffee Break
11:30 - 12:30
4 Parallel Workshops (part 2)
12:30 - 14:00
Lunch Time
14:00 - 15:30
Workshops (divided into 4 groups) part 1
W 1 - Scratch - Maths software Part 1
W 2 - Theme - Maths ICT tools - hands on
W 3 - Theme - Maths ICT tools - hands on
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W 4 - Theme - Robotics
15:30
Coffee Break
16:00 - 17:30
Workshops (divided into 4 groups) part 2
W 1 - Scratch: Maths Software Part 2
W 2 - Theme: Maths ICT tools - hands on
W 3 - Theme: Maths ICT tools - hands on
W 4 - Theme: Robotics
17:30 - 20:30
Networking – Free time
20:30
Special Dinner
Day 3
Friday, 2nd June
9:15 - 10:45
Workshops (divided into 5 groups) part 1
W 1 - Scratch: Maths Software Part 1
W 2 - Theme: Maths ICT tools - hands on
W 3 - Theme: Maths ICT tools - hands on
W 4 - Theme: Robotics
W 5 - Interactive whiteboards.
10:45
Coffee Break
11:15 - 12:45
Workshops part 2
W 1 - Scratch: Maths Software Part 2
W 2 - Theme: Maths ICT tools - hands on
W 3 - Theme: Maths ICT tools - hands on
W 4 - Theme: Robotics
W 5 - Interactive whiteboards.
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12:45 - 13:15
Closing Session
13:15
Lunch Time
Workshops
Workshop 1 - Scratch:
Marques
Maths software by Teresa
Scratch is a new networked, media-rich programming language
(freeware – all languages available) that makes it easy to create
stories, presentations, animations, interactive games… work
cooperatively, communicate and share the creations on the web. It
was designed at Massachusetts Institute of Technology as an answer
to the fact that most people are poorly digital skills equipped, even as
new technologies proliferate and play increasingly important roles in
all aspects of society. Scratch creators believe that it can support the
development of 21st Century Learning Skills, making young people
creators and inventors, and advance understanding of the effective
and innovative design of ICT for math education and
other
curriculum subjects connecting to it. This approach in learning
supports critical thinking and problem solving through the creative
process when students create, enhance, or troubleshoot their
projects. Taking into account the easy and close relation that
youngsters presently establish with information and communication
technologies (ICT), together with the still not much generalized use of
ICTs as learning tools at school, it is pertinent to support the use of
new learning tools like Scratch in the design of stimulating and
motivating learning environments, where the youngster can play an
active role.
In this workshop, we teachers had a first approach to the tool and
learnt how to use it in educational contexts, mainly to enrich math
learning environment. The fact that all languages are supported
makes it a powerful tool to use in eTwinning contexts of work .
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Workshop 2 - Robotics by Paulo Torcato
Using robots, as an educational help, with the aim of taking
advantage of students ’ curiosity towards the discovery and learning
of basic concepts within Physics, Mathematics and Computers.
Planning and presentation of experimental activities, by and for
students, stimulating and promoting the interest in Science and selflearning.
By using robots (in this case Lego Mindstorms) we intend to draw
young people’s attention to activities related to science, particularly,
to engineering and information technology.
We improved our logical and programming skills. Improved the
knowledge of some general concepts in Math and Physics and we
learnt how to stimulate students to learn Math, Physics and
Programming using Project Based lessons.
Workshop 3 - Maths and ICT by Rui Lima
Because Math is often considered a hard subject with little fun, it is
important to access our students, teachers as well as parents with
tools and resources that motivate and enable children to learn easily.
This workshop was focused on three types of resources that can be
used by teachers and students in the classroom, but also at home.
Thus, this session was divided in three parts, each one, focused on a
type of resource:
1.
Online Math Games - Educational Websites
2.
Online Web 2.0 Tools - Producing resources and assessment
online.
Educational Software - Software to Install in your computer
(Kodu Game Lab and Microsoft Mouse Mischief)
3.
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This hands-on experience was an opportunity for us to get in contact
with ICT tools to use in our classroom, tools that will make Math a
more stimulating and funny experience for all our students.
Workshop 4 - Maths and Interactivity by Cidália Marques
Web 2.0 is now connected to all areas of knowledge. This PWD’s
intentions were to make a brief reference to the potential of ICT in
teaching Maths. We focused on the importance of playing around
with the tools from web 2.0 at our disposal and the learning that
results from that.
In this session, sites, we used some tools and visited key web which
was is an asset in teaching Maths.
Workshop 5 - Microsoft Tools for Primary Schools by
José Marques from Microsoft
Use technology in the classroom is one of the ways that teachers can
create strategies to the learning process. Beside that the use of those
tools are preparing our students to the new century skills that we
know that are very important for actual moment in our lives and more
important in the future. The question is more deep than did I use
technology in the classroom? The important meter that we need to
think is the way that we use the tools in classroom and witch
possibilities that we give to our students when we use it.
In the Microsoft Tools for primary schools workshop we explored a
few tools that you can use in the classroom and how they allow you
to empower the learning process and give the power to your
students. The tools were: Kodu Game Lab, Mouse Mischief, Math
Worksheet Generator and Math add-in for Word.
Impact upon respective sector
We have learnt how to better use ICT in Math and we can apply the
same teaching concepts to other subjects. We have had great benefit
from these workshops for we have learnt many skills, tools and ideas.
We shared our knowledge and teaching experiences and learnt about
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other people and their lifestyles. We will use this experience and
practice to better implement the ICT integration importance. It was an
experience with great benefits and look forward to putting all the
concepts learnt into practice.
Officials to be alerted immediately - Principal of College and/or Head
of School.
Issues to be followed up by Malta or follow-up activities
with tentative time frame (Q1/Q2/Q3/Q4)
We will share the knowledge acquired with our colleagues with
immediate effect. This way more people will benefit from our
experience. Not only will the students within our class gain, but also
the students from other classes.
We will plan our lessons and scheme of work with the knowledge
acquired and apply the concepts learnt with immediate effect and in
the future.
Date of Next Meeting (where applicable) - N/A
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Assessment Criteria
Hand-Over Forms
Areas of Development Kindergarten 1
Achieved
Still
Developing
Not
Achieved
Physical:
Moves safely with confidence
Demonstrates fine motor control & co-ordination
Handles PE equipment with basic control
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Literacy:
Speaks & expresses oneself clearly & confidently
Listens attentively to instructions
given & stories
Own name format recognition
Recognition of letters a - ħ
(excluding ‘għ’, ‘h’ Maltese alphabet)
Maths:
Recognition of colours
Recognition of flat shapes
Recognition/valuation of number 1 - 5
Counts in order up to 10
Says & uses number names in order
in stories & rhymes
Knowledge & understanding of the world:
Shows interest in exploring the environment
Asks questions about why things happen
Is aware and talks about his/her likes
and dislikes in environment around him/her
Personal Life Skills:
Takes off & wears jacket independently
Table manners
Attends to personal needs and hygiene
independently
Creative:
Creativity during painting & crafts & art activities
Creativity during play
Engages in imaginative play
Social:
Borrows & lends toys
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Participates in group activities
Communicates with other children and adults
Takes turns to play & during activities
Accepts & obeys codes of behaviour
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Emotional:
Expresses feelings & needs
Talks freely about family and other people
Understands what is right, wrong & why
Remarks:
____________________________________________________________
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Hand-Over Forms
Areas of Development Kindergarten 2
Achieved
Physical:
Moves safely with confidence

Demonstrates fine motor control & co-ordination 
Handles PE equipment with basic control

Literacy:
Speaks & expresses oneself clearly & confidently
Listens attentively to instructions
given & stories

Own name format recognition

Recognition of letters a - z
(including ‘għ’, ‘h’ ‘ie’ Maltese alphabet)

Maths:
Recognition of colours

Recognition of shapes, sorting 3-d shapes
by shape (cubes and spheres)

Recognition/valuation of number 1 - 10 and
then to 20

Counts on from a given number less than 6
and say the next number

Count forward and backwards to/from 10

Understand that adding is increasing a set
by a given number

Compare two numbers, recognise the larger
and the smaller

Knowledge & understanding of the world:
Shows interest in exploring the environment

Asks questions about why things happen

Is aware and talks about his/her likes
and dislikes in environment around him/her

Personal Life Skills:
Takes off & wears jacket independently

Table manners

Attends to personal needs and hygiene
independently

Creative:
Creativity during painting & crafts & art activities 
Creativity during play

Engages in imaginative play

Social:
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Not
Developing Achieved
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Borrows & lends toys
Participates in group activities
Communicates with other children and adults
Takes turns to play & during activities
Accepts & obeys codes of behaviour
Emotional:
Expresses feelings & needs
Talks freely about family and other people
Understands what is right, wrong & why
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Remarks:
____________________________________________________________
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Identification of Basic Skills Needs
Handing Over Form (English) from Year 1 to Year 2.
Identified
Learner:
___________________________________________
Name:
_______________________
Class in 2012 - 2013:
_________
STRENGTHS
In ORACY
the learner can:
In COMPREHENSION
the learner can:
In READING
the learner can:
In WRITING
the learner can:
NEEDS
ORACY
Learning Targets:
COMPREHENSION
(Comprehension
is
done orally and not
written).
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Learning Targets:
READING
Learning Targets:
WRITING
Learning Targets:
Year 1 Teacher/s
(name/s & signature/s)
Year 2 Teacher/s
(name/s & signature/s)
Date:
Ministeru tal-Edukazzjoni, Xogħol u l-Familja - Ministry of Education, Employment and the Family
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Identification of Basic Skills Needs
Handing Over Form (Maltese) from Year 1 to Year 2.
Identified
Learner:
___________________________________________
Name:
_______________________
Class in 2012 - 2013:
_________
STRENGTHS
Fil-MALTI MITKELLEM
l-istudent kapaċi:
Fil-MALTI MIFHUM
l-istudent kapaċi:
Fil-MALTI QARI
l-istudent kapaċi:
Fil-MALTI KITBA
l-istudent kapaċi:
NEEDS
Fil-MALTI MITKELLEM
l-għanijiet huma:
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Fil-MALTI MIFHUM
l-għanijiet huma:
Fil-MALTI QARI
l-għanijiet huma:
Fil-MALTI KITBA
l-għanijiet huma:
Year 1 Teacher/s
(name/s & signature/s)
Year 2 Teacher/s
(name/s & signature/s)
Date:
Ministeru tal-Edukazzjoni, Xogħol u l-Familja - Ministry of Education, Employment and the Family
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Identification of Basic Skills Needs
Handing Over Form - Year 2
Identified
Learner:
___________________________________________
Name:
_______________________
Class in 2012 - 2013:
_________
STRENGTHS
In ORACY
the learner can:
In COMPREHENSION
the learner can:
In READING
the learner can:
In WRITING
the learner can:
NEEDS
ORACY
Learning Targets:
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COMPREHENSION
(Comprehension
is
done orally and not
written).
Learning Targets:
READING
Learning Targets:
WRITING
Learning Targets:
Year 1 Teacher/s
(name/s & signature/s)
Year 2 Teacher/s
(name/s & signature/s)
Date:
Ministeru tal-Edukazzjoni, Xogħol u l-Familja - Ministry of Education, Employment and the Family
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Identification of Basic Skills Needs
Handing Over Form Year 3 - English
Identified
Learner:
___________________________________________
Name:
_______________________
Class in 2012 - 2013:
_________
STRENGTHS
In ORACY
the learner can:
In COMPREHENSION
the learner can:
In READING
the learner can:
In WRITING
the learner can:
NEEDS
ORACY
Learning Targets:
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COMPREHENSION
(Comprehension
is
done orally and not
written).
Learning Targets:
READING
Learning Targets:
WRITING
Learning Targets:
Year 1 Teacher/s
(name/s & signature/s)
Year 2 Teacher/s
(name/s & signature/s)
Date:
Ministeru tal-Edukazzjoni, Xogħol u l-Familja - Ministry of Education, Employment and the Family
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Identification of Basic Skills Needs
Handing Over Form Year 3 - Maltese
Identified
Learner:
___________________________________________
Name:
_______________________
Class in 2012 - 2013:
_________
STRENGTHS
In ORACY
the learner can:
In COMPREHENSION
the learner can:
In READING
the learner can:
In WRITING
the learner can:
NEEDS
ORACY
Learning Targets:
COMPREHENSION
(Comprehension
is
done orally and not
written).
Learning Targets:
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READING
Learning Targets:
WRITING
Learning Targets:
Year 1 Teacher/s
(name/s & signature/s)
Year 2 Teacher/s
(name/s & signature/s)
Date:
Ministeru tal-Edukazzjoni, Xogħol u l-Familja - Ministry of Education, Employment and the Family
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School Policies

Absenteeism

Behaviour Policy

Curriculum Policy

Dress Code

Entrance and Exit Policy

Homework Policy

Language Policy
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Absenteeism
Pupils in Years 1, 2 and 3 who are absent from school for more than
3 days (consecutively or otherwise) must present a medical certificate
signed by a doctor who clearly indicates the reason for the absence
clearly. Failure to provide a medical certificate is an offence for which
a citation will be issued. Doctors are also accountable for whatever
they write on the certificates they sign.
Medical certificates are to be sent to school with the children once
they resume school and given to the class teacher. Certificates are to
be kept by the class teacher.
School hours are from 8.30 a.m. to 2.15 p.m. (to enable parents who
have other children at School B whose dismissal is 2.20 p.m. collect
all their children). The administration recommends that no children
are collected between 1.45 p.m. and 2.15 p.m. so that the teacher
can wind up the day's activities with as little interruption as possible.
Any time a child is away from school – for whatever reason apart
from sickness – he/she is considered as being absent and will be
missing out on some aspect of his/her continuous school
development programme.
Parents may call for their pupils any time they deem fit but they
cannot expect their children to be given homework if this has not
been already explained to the class. Teachers are not obliged to set
homework by a specific time. Parents are encouraged not to collect
their children from school before 2.15p.m., unless absolutely
necessary.
Parents who wish to take their children abroad during the school term
must provide photocopies of their children’s air tickets. They are
encouraged justify their children’ absence to the Head of School in
writing. The school is not responsible for the loss of lessons incurred
during the pupils’ irregular time away from the school. Pupils going
abroad for medical reasons do not pertain to this category.
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Behaviour Policy
The administration, teaching and minor staff all work together so that
our relationship with the children is as welcoming as that with their
families. Likewise, it is also necessary for us to cherish a disciplinary
attitude that will enable us to maintain order within the school. We
therefore look forward to having parents’ and guardians’ co-operation.
When there is need to clarify issues, one can do so by visiting the
school and discussing matters in a calm and diplomatic manner.
 Thanks to an open-door policy, parents and legal guardians are
invited to the school as often as is deemed necessary. They will
be attended to that same day. All they should do is wait
patiently to be called into the office.
 Visitors are expected to call at the administration office
beforehand in order to be issued a visitors’ permit. Visitors are
expected to be dressed in a respectable manner.
Discipline and the maintenance of general school standards are the
responsibility of all staff members at all times. Whether staff is inside
or outside the classroom, overlooking bad behaviour amounts to
condoning it and this lets the whole school down.
As far as it is possible, teachers are expected to handle disciplinary
problems concerning their class personally. Constant reference to
the school’s administrative staff tends to diminish the teacher’s
authority. However, teachers are advised to inform the administration
of pupils’ repeated misbehaviour before a situation escalates so that
parents can be duly informed.
Correction strategies (as opposed to the Victorian word punishments)
should be relevant to the offence and of a reasonable nature.
Teachers are encouraged to turn correction into a learning
experience by reasoning with the errant pupil, however young and
enable him to realize where he went wrong. Teachers and pupils are
to remember and explain the difference between correction and
revenge at all times.
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When imparting aspects of the disciplinary code to our pupils, our
primary concern will always be the promotion of sound moral values.
Above everything else, at our school, discipline equates love, care,
generosity, tolerance, respect and everybody’s happiness.
Curriculum Policy
Our school follows the Curriculum Guidelines published by the DQSE
and offers instruction in Religion, Maths, Maltese, English, Social
Studies, Science, Physical Education, Information Technology,
Drama, Art and Crafts. Furthermore, every Friday, each class by turn
(including Kindergarten) prepares a little ‘recitation’ for assembly for
all the pupils and staff to enjoy. Any subject and any medium goes;
we simply share something we have learnt with the rest of our
schoolmates.
The school encourages its pupils to participate very actively in
various competitions and projects organised on both the scholastic
and national levels by the Education Division and other established
organisations. We believe that the academic curriculum is enriched
by a multitude of other activities (extra-curricular is a term which we
prefer not to include in our vocabulary) throughout the year. There is
nothing extra about any of the activities we organise.
All these
endeavours are an occasion for furthering education and those who
do not participate miss out on a very important aspect of learning learning from life.
We believe that every activity arouses new
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interest, stimulates the mind and gives us an opportunity to share
information and enrich our knowledge. Our motto is: Don’t be left
out... Join the fun!
Dress Code
The dress code policy applies to all those who enter the school
and want to feel part of our corporate image. Weather individuals
are children or adults, good grooming is meant to ensure that
health, hygiene and safety standards are upheld at all times.
 All those at our school are expected to have clean and tidy
hair at all times.
 Pupils are to wear their hair away from their face so as not to
inhibit their vision and to maintain a neat and orderly
appearance.
 Long hair should be pulled back and short hair must not be
spiked.
 Fingernails are to be kept short, clean and unvarnished.
 Uniforms must be clean and look and smell crisp and fresh.
 Footwear should be clean and preferably polished.
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 The administration does not encourage the use of jewellery
and does not accept liability for the theft or loss of valuable
items should they be brought to school.
 If ear-rings are to be worn, they should be as close to the
earlobe as possible.
 The school does not accept liability for any fatality occurring
from the use of tongue or facial piercing and would prefer it if
tattoos and body piercing are not visible.
Entrance and Exit Policy
Entrance 8.20 am – 8.30 am
Door 6
in St. Monica Street is opened to allow entry of all
Kindergarten students. This door is monitored by a member of the
SMT , an assistant head and a general hand who welcome our
youngest students. All KG assistants line up in the corridor outside
rooms 12 to 16 to receive their respective pupils and accompany
them to the yard for assembly.
(N.B. This exit is more suitable than the previous exit (Exit 5) because
whereas parents previously struggled with their babies’ pushchairs
and/or left them on the pavement while they accompanied their
Kindergarten children into school) because there are no stairs and
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parents can go right into the school taking their babies’ pushchairs
with them.
Door 1 in Ġuże’ D’ Amato Street is opened to allow entry of all Yr 1
to Yr 3 students. Students line up in the Yard to wait for morning
assembly to begin. This exit is monitored by two assistant heads and
assisted by a general hand who welcome all primary students.
Dismissal 2.15 pm – 2.30 pm
Entrance
All parents enter from Door 6 (supervised by an Assistant
Head and assisted by a General Hand) and collect their
children from their respective classes. They are greeted
by the class teacher who makes sure that every parent
(or authorised guardian only)* is handed their child.
Exit
All parents exit from Exit 1 (supervised by an assistant
head).
Only these two doors are open during
dismissal to make sure that no one enters the school
unauthorised. These opposite doors are used to ensure a
one-way, free-flowing traffic into and out of the school. On
exiting the school, parents who have children in School B
can collect their children from the outside of Door 2, being
the exit closest to them. Doors open at 2.15 p.m. (or 15
minutes prior to those of School B on SDP afternoons or
half days) precisely to enable parents who have children
in both School A and B to be on time to assist their elder
children’s dismissal too.
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 All students are given an official consent form to be filled in by
parents at the beginning of the scholastic year. Parents are to
indicate any number of individuals they approve of by writing
the name of the chosen individuals and also supplying a copy
of these individuals’ identity cards. No other individual will be
allowed to collect the pupil – not even if they claim to have an
emergency. If parents require any change in the list of their
chosen representatives they are to inform the Head of School in
person (and not over the phone).
Homework Policy
It is common practice for teachers to set written homework in all
subjects four out of five days a week.
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overly long and repetitive.
It should simply be an exercise to
consolidate what has been learnt at school.
 Homework and marking strategies are normally left to the
individual class teacher’s discretion.
 Parents are encouraged to set a time limit for homework. (This
should not exceed 30 minutes for each subject). Learning to
time themselves helps children to concentrate on the task at
hand.
 Parents are to ensure that their children devote some time to
reading every day (at least 15 minutes in both Maltese and
English).
 It is policy to devote one day a week to study homework. On
this day parents could help pupils revise topics covered during
that particular week.
 If a child is absent, no homework is to be sent home via a
relative or neighbour.
Likewise, if a child finds out what
homework has been set on the day of his/her absence, the
homework is not to be returned to school prior to the date the
child resumes attendance.
The homework done on absent
days will then be corrected at the teacher’s discretion. This rule
does not apply to students who are away for a long period of
time due to non-infectious illnesses.
After a course of an
infectious illness (e.g. measles, mumps, chicken pox etc.),
parents must supply the school with a medical certificate
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declaring the student to be fit for school. This policy protects
the students’ peers and teachers’ health alike.
Language Policy
There has long been a drive to promote correct use of the English
language. However we feel it is of utmost importance to add that we
also ensure that the Maltese component is given its due importance.
The administration and staff agree that all pupils should be fluent in
both languages. Whilst acknowledging the importance of the mastery
of English, we believe it is unacceptable for Maltese pupils not to be
highly articulate in their mother tongue. The whole school will soon
be embarking on a literacy promotion project whereby each class is
to interact in English for at least thirty minutes a day. To this effect
we have invested heavily in reading schemes in both English and
Maltese supplementary readers and Big Books for our Kindergarten
classes. We will also continue to update our multimedia room with
state of the art hi-fi and I.T. applications for all to enjoy. Pupils visit
this room on a regular basis with their class teachers.
When considering the pedagogical implications of our linguistic credo,
we believe that it
would be grossly incorrect to sacrifice
understanding for language.
As an early school, we are strongly
concerned with the transmission and consolidation of basic concepts
and skills which at this particular point in time are of greater
importance to our pupils than the language they are imparted in. The
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vast majority of our pupils are bilingual and bilingualism is after all,
considered to be a definite advantage in life.
As educators we would do well to avail ourselves of this natural
phenomenon bestowed on our pupils by using both languages to their
own advantage. We should use both languages correctly as a means
to developing various strategies by which to approach as many
aspects of the curriculum as is possible. Language is not simply one
aspect of our curriculum. It is the way by which we make sense of
the learning process in order to communicate all we have learnt to all
those around us.
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