Ministeru tal-Edukazzjoni, Xogħol u l-Familja Il-Qafas tal-Kurrikulu Nazzjonali 2011 Dokument Konsultattiv 3 It-Tliet Ċikli: Is-Snin Bikrin Is-Snin tal-Primarja Is-Snin tas-Sekondarja LEJN EDUKAZZJONI TA’ KWALITÀ GĦAL KULĦADD 1Lejn Edukazzjoni ta’ Kwalità g˙al Kul˙add Il-Qafas tal-Kurrikulu Nazzjonali 2011 Dokument Konsultattiv 3 It-Tliet Çikli: is-Snin Bikrin is-Snin tal-Primarja is-Snin tas-Sekondarja 2 Dokument Konsultattiv 3: It-Tliet Çikli Il-Kumitat g˙ar-ReviΩjoni tal-Kurrikulu: Grima Grace (Chairperson), Bezzina Christopher, Camilleri Raymond J. Caruana Horace, Fr Cilia David, Fr Mallia Charles, Micallef Joseph, Mizzi Bernie, Pace Paul, Sollars Valerie, Spiteri Sandro, Testa Mario and Ventura Frank Ir-RappreΩentanti tal-Ministeru: Birmingham Elaine (Phase I) and Bezzina Doriana (Phase II) Il-Grupp tal-Istrate©ija tal-Konsultazzjoni: Grima Grace (Chairperson), Cachia Stephen, Fr Cilia David, Fr Mallia Charles, Pace Paul, Sciberras Micheline and Sollars Valerie Mitbu˙: Salesian Press - www.salesianpress.com www.meef.gov.mt ISBN NO: 978-99957-0-034-8 3Il-Qafas tal-Kurrikulu Nazzjonali Dokument Konsultattiv 3 It-Tliet Çikli: is-Snin Bikrin, is-Snin tal-Primarja u s-Snin tas-Sekondarja Dan it-tielet dokument jippreΩenta dettalji ta’ kif l-NCF j˙ares lejn il-programm ta’ tag˙lim li g˙andu jkun offrut lit-tfal u Ω-Ωg˙aΩag˙ fis-Snin Bikrin u fiç-Çikli tal-Primarja u tas-Sekondarja. Dan id-dokument jiffoka fuq l-applikazzjoni tal-NCF fl-iskejjel. L-ideat ta’ Ωvilupp tal-oqsma tat-tag˙lim u l-livelli ta’ kisbiet jibqg˙u kruçjali tul iç-Çikli tal-Primarja u tas-Sekondarja kif ji- bqa’ wkoll xi flessibbiltà fil-provediment tal-programmi kif indikat fil-mudelli ta’ orarji skolastiçi ppreΩentati g˙ad-diskussjoni. 1 Il-kelma ‘student’ qed tintuΩa fis-sens ©eneriku ta’ learner, u skont il-kuntest tista’ tirreferi g˙al min qed jitg˙allem mil-ivell tal-kindergarten sal-a˙˙ar tas-sekondarja. Hu kruçjali li wie˙ed jinnota li s-Snin Bikrin jirreferu g˙al tfal mit-twelid sal-età ta’ seba’ snin. F’termini reali dan jimplika li l-edukazzjoni u l-kura fit-tfulija bikrija jibdew fid-dar, ikunu esperjenzjati f’ambjenti mhux obbligatorji u informali, fosthom ta’ childcare u kindergarten, iΩda mbag˙ad ikunu estiΩi g˙all-ewwel sentejn tal-iskola primarja obbligatorja. Filwaqt li d-dokument jippreΩenta tliet çikli distinti g˙all-façilità tar-referenza, l-g˙alliema li ja˙dmu ma’ tfal bejn il- ˙ames u s-seba’ snin qed ja˙dmu ma’ tfal Ωg˙ar ˙afna u l-enfasi tal-kurrikulu g˙andha tkun fuq l-inkora©©iment f’dawn it-tfal ta’ dispoΩizzjonijiet poΩittivi dwarhom infushom, dwar il-˙iliet tag˙hom u dwar id-dinja ta’ madwarhom. Bl-istess mod, il-pedago©ija li g˙andha tkun adottata g˙andha tirrispetta l-karatteristiçi tal-istudenti1. Il-proposti g˙as-Snin Bikrin ippreΩentati fl-NCF huma l-pedament li fuqu l-parti l-kbira tal-esperjenzi tat-tag˙lim huma Ωviluppati fil-kindergar- ten u sa˙ansitra anke fl-ewwel snin tal-iskola primarja meta jkun hemm çaqliqa gradwali lejn prattiki aktar formali u tag˙lim organizzat bis-sa˙˙a ta’ oqsma tat-tag˙lim meta t-tfal jil˙qu s-snin nofsana u a˙˙arin taç-Çiklu tal-Primarja. F’dan id-dokument, il-Kurrikulu tal-Primarja jorbot il-prinçipji filosofiçi u edukattivi proposti fil- Kurrikulu tas-Snin Bikrin mad-domandi segwenti mqeg˙din mill-kurrikulu g˙as-snin tal-iskola sekondarja. It-transizzjoni mill-iskola primarja g˙al dik sekondarja g˙andha tkun bla skossi u toffri progressjoni b’mod li jappo©©ja lit-tfal waqt li jitg˙allmu jerfg˙u aktar responsibbiltà. Is-snin tas-sekondarja huma perjodu importanti g˙all-iΩvilupp personali ta’ dawk l-istudenti u dawn g˙andhom jag˙mlu l-almu tag˙hom biex ikollhom pjattaforma soda g˙al edukazzjoni post-sekondarja u og˙la. Dokument Konsultattiv 3 4 Dokument Konsultattiv 3: It-Tliet Çikli 5Werrej Dokument Konsultattiv 3 Taqsima 1: Is-Snin Bikrin 11 L-Iskopijiet u l-Objettivi ©enerali 12 It-Tmexxija tal-Edukaturi Prinçipali 13 Il-Proçessi tat-Tag˙lim u l-Pedago©iji Effettivi 14 L-Ambjenti tat-Tag˙lim 16 L-Assessjar 16 It-Transizzjonijiet 17 L-Involviment tal-©enituri 18 L-Assikurazzjoni tal-Kwalità 18 Il-Learning Outcomes g˙as-Snin Bikrin 18 Ir-Rakkomandazzjonijiet g˙al Esperjenzi li Jirnexxu: It-Tqeg˙id tal-Qafas tas-Snin Bikrin fil-Prattika 23 Taqsima 2: Is-Snin tal-Primarja (mill-1 sas-6 Sena) 31 L-Iskopijiet u l-Objettivi ©enerali 31 L-G˙anijiet tal-Edukazzjoni Primarja 32 L-Oqsma tat-Tag˙lim 35 It-Tmexxija tal-Edukaturi Prinçipali 42 L-Implimentazzjoni tal-NCF fiç-Çiklu tal-Primarja 43 L-Assessjar 46 It-Transizzjonijiet 47 Taqsima 3: Is-Snin tas-Sekondarja (mis-7 sal-11-il Sena) 49 L-Iskopijiet u l-Objettivi ©enerali 49 L-G˙anijiet tal-Edukazzjoni Sekondarja 50 L-Oqsma tat-Tag˙lim 53 It-Tmexxija tal-Edukaturi Prinçipali 61 Il-Kwistjonijiet ta’ Assessjar fil-Kurrikulu tas-Sekondarja 68 It-Transizzjonijiet 71 Referenzi 73 Appendiçi I: Il-mudelli tal-orarju skolastiku g˙all-iskejjel primarji skont id-distribuzzjoni tal-˙in tat-tag˙lim su©©erita f’Tabelli 2 u 3 74 Appendiçi II: Il-mudelli tal-orarju skolastiku g˙all-Qafas tal-Kurrikulu g˙all-iskejjel sekondarji 77 Appendiçi III: Numru ta’ Sig˙at g˙al kull Sena Skolastika g˙all-iskejjel sekondarji 89 6 Dokument Konsultattiv 3: It-Tliet Çikli 7Messa©© Hon. Dolores Cristina Ministru Ministeru tal-Edukazzjoni, Xog˙ol u l-Familja Il-kunçett li l-pajjiΩ ikollu Kurrikulu Minimu Nazzjonali li jiggarantixxi li t-tfal kollha jkollhom livell baΩiku ta’ tag˙lim kien introdott permezz tal-Att dwar l-Edukazzjoni tal-1988. Ódax-il sena wara kien ippubblikat l-ewwel Kurrikulu Nazzjonali intitolat Inwelldu l-©ejjieni Flimkien. Dan kien jinkludi miri u g˙anijiet li g˙adhom jispiraw id-deçiΩjonijiet li jittie˙du fil- qasam edukattiv sal-lum. Il-˙sieb baΩiku kien iffukat fuq l-iΩvilupp ˙olistiku tal-istudent, billi jinkora©ixxi u jappo©©ja d-deçiΩjonijiet tal-edukaturi biex jipprovdu edukazzjoni ta’ kwalità. Wara l-pubblikazzjoni ta’ dak il-kurrikulu fl-1999, bdiet serje ta’ diskussjonijiet u analiΩi dwar oqsma kruçjali li kienu jippreΩentaw sfidi li kien hemm bΩonn ikunu indirizzati. Dawn kienu jinkludu l-Edukazzjoni InkluΩiva (2005), l-Edukazzjoni fi Skejjel Speçjali (2005), l-AssenteiΩmu (2005), L-Edukazzjoni u l-Kura minn Età Bikrija (2006), il-Gwida tal-Karrieri (2007), it-Tran- sizzjoni mill-Primarja g˙as-Sekondarja (2007), l-Istrate©ija tal-eLearning 2008-2010, l-Edu- kazzjoni FiΩika (NAO, 2010). Wara g˙axar snin o˙ra n˙asset il-˙tie©a li neΩaminaw dak li akkwistajna, naraw fejn wa- salna u, fid-dawl tal-bidliet kbar fis-soçjetà tag˙na u madwarna, nirrevedu l-˙sieb tag˙na dwar l-edukazzjoni biex nassiguraw li t-tfal kollha jirnexxu. Dan se jkun l-ewwel kurrikulu minn meta Malta ssie˙bet fl-Unjoni Ewropea u allura kienu kkonsidrati dokumenti tal-Unjoni Ewropea marbuta ma’ dan il-qasam. L-impjegabbiltà, il-kwalita tal-˙ajja u t-tag˙lim tul il-˙ajja huma fil-qalba ta’ dan l-abbozz ta’ Kurrikulu Nazzjonali li g˙andu l-iskop li jag˙ti lit-tfal u Ω-Ωg˙aΩag˙ il-kompetenzi ewlenin me˙tie©a biex jiffaççjaw l-isfidi li s-suq tax-xog˙ol se joffri fil-futur. Fi Ωmien meta Malta ˙ier©a minn kriΩi ekonomika li laqtet l-Ewropa u d-dinja kollha u fil- kuntest tal-bidliet demografiçi u l-koeΩjoni soçjali, dan il-qafas tal-Kurrikulu g˙andu jassi- gura li l-©enerazzjonijiet preΩenti u futuri jiksbu l-˙iliet li jg˙inuhom tul il-˙ajja u jassiguraw l-iΩvilupp ekonomiku sostenibbli u jpo©©u l-pedamenti g˙al soçjeta’ bbaΩata fuq l-g˙erf. Il-mira tal-Gvern hi li t-tfal kollha qabel itemmu l-edukazzjoni obbligatorja jkunu kisbu l-˙iliet u l-kwalifiçi me˙tie©a fi skejjel li joffru ambjent attraenti g˙at-tag˙lim. Grazzi g˙all- investiment qawwi fit-teknolo©ija tal-informatika u fis-servizz g˙all-istudenti li qed nintro- duçu fil-kulle©©i kollha, din ir-reviΩjoni tal-Qafas Kurrikulari g˙andha tibdel l-istrutturi fiΩiçi eΩistenti f’opportunitajiet g˙al Ωvilupp personali u soçjali, inaqqas in-numru ta’ dawk li jitilqu 8 Dokument Konsultattiv 3: It-Tliet Çikli mill-edukazzjoni kmieni, iΩomm aktar nies fl-edukazzjoni formali g˙all-itwal Ωmien possib- bli, u jag˙ti kreditu lit-tag˙lim informali u mhux formali. Bl-iΩvilupp tal-Qafas Nazzjonali tal-Kwalifiki li hu marbut mal-Qafas Ewropew tal-Kwalifiki, il-Kurrikulu Nazzjonali g˙andu jiffaçilita’ l-aççess g˙all-edukazzjoni og˙la, l-iΩvilupp professjonali kontinwu u t-tag˙lim g˙all-adulti. Nittama li jkollna proçess intensiv u komprensiv ta’ konsultazzjoni li jkun karaterizzat minn dibattitu san bil-parteçipazzjoni ta’ dawk kollha interessati li juri t-triq fejn irrid nie˙du l- edukazzjoni obbligatorja u x’deçiΩjonijiet iridu jittie˙du biex naslu hemm u nassiguraw li t-tfal kollha jirçievu edukazzjoni ta’ kwalità, kif jixirqilhom, biex jirnexxu lkoll. Dolores Cristina 9Messa©© Prof. Grace Grima Direttur Ìenerali Direttorat g˙al Kwalità u Standards fl-Edukazzjoni Din ir-reviΩjoni tal-kurrikulu to˙ro© minn Parti II tal-Att tal-2006 dwar l-Edukazzjoni (Emen- di) li tqieg˙ed il-piΩ fuq id-Direttorat g˙al Kwalità u Standards g˙all-a©©ornament tal-Qafas tal-Kurrikulu Nazzjonali, l-implimentazzjoni tieg˙u kif ukoll g˙ar-reviΩjoni tal-proçess ta’ implimentazzjoni f’intervalli regolari. Il-proçess tar-reviΩjoni u l-a©©ornament tal-Kurrikulu Nazzjonali inkluda rappreΩentanti mid-Direttorati tal-Edukazzjoni, il-Fakulta tal-Edukazzjoni, il-Bord tal-EΩamijiet tal-MATSEC, u l-Iskejjel tal-Knisja u Indipendenti. L-abbozz tad-doku- ment kien raffinat wara r-reazzjoni li da˙let wara stedina minn esperti tal-kurrikulu mill- Ministeru tal-Edukazzjoni fi New Zealand u Learning and Teaching Scotland. Dan l-abbozz tad-dokument qed ikun ippreΩentat g˙al proçess ta’ konsultazzjoni nazzjonali li warajha jkun irfinat, finalizzat u adottat b˙ala l-qafas tal-kurrikulu nazzjonali. L-abbozz tal-qafas tal-kurrikulu huwa ppreΩentat f’sett ta’ erba’ dokumenti konsultattivi, ji©ifieri: Dokument 1: Sommarju EΩekuttiv Dokument 2: Il-Qafas tal-Kurrikulu Nazzjonali – Ir-Ra©uni Fundamentali u l-Komponenti Dan id-dokument jinkludi introduzzjoni dettaljata g˙all-isfond teoretiku li ispira l-kunçett tal-proposti tal-qafas tal-kurrikulu nazzjonali. Dokument 3: Il-Qafas tal-Kurrikulu Nazzjonali - It-Tliet Çikli: is-Snin Bikrin, is-Snin tal-Primarja u s-Snin tas-Sekondarja Dan id-dokument jippreΩenta dettalji ta’ kif il-qafas tal-kurrikulu nazzjo- nali qed jippro©etta l-programm tat-tag˙lim li se jkun offrut lit-tfal u liΩ- Ωg˙aΩag˙ fis-Snin Bikrin, is-Snin tal-Primarja u s-Snin tas-Sekondarja. Dan id-dokument jiffoka fuq l-applikazzjoni tal-qafas fl-iskejjel u l-kulle©©i. Dokument 4: Il-Qafas tal-Kurrikulu Nazzjonali – It-Triq ‘il Quddiem Dan id-dokument ji©bor fil-qosor ir-rakkomandazzjonijiet tal-qafas tal-kurrikulu nazzjonali u jeΩamina l-implikazzjonijiet ta’ dawn ir-rakkomandazzjonijiet. Dan id-dokument jippreΩenta ideat dwar l-immani©©jar tal-bidla li hu l-fus li fuqu jduru l-istrate©iji ta’ konsultazzjoni u implimentazzjoni li qed jippromwovi dan il-qafas. L-istrate©iji ta’ konsultazzjoni u implimen- tazzjoni ppreΩentati huma msejsa fuq g˙arfien tal-proçess tal-immani©©jar tal-bidla. Fil-qosor il-qafas a©©ornat tal-kurrikulu nazzjonali jippromwovi: • l-iΩvilupp ta’ studenti li jitg˙allmu tul il-˙ajja u li huma çittadini impenjati, responsabbli u attivi fl-ekonomija. • l-appo©© lill-istudenti kollha biex jil˙qu u jirnexxu, huma x’inhuma soçjali u familjari, il-bΩonnijiet u l-attitudnijiet tag˙hom. • mira çara fil-kulle©©i u l-iskejjel biex jintla˙qu l-˙ti©ijiet tal-istudenti kollha permezz ta’ iktar awtonomija fil-kurrikulu. 10 Dokument Konsultattiv 3: It-Tliet Çikli • l-˙olqien ta’ komunitajiet ta’ tag˙lim li jkunu attivi u inkluΩivi, u li jpo©©u t-tag˙lim u lill-istu- denti fil-qofol ta’ dak kollu li jag˙mlu u li jag˙tu rendikont ta’ dak li jag˙mlu lill-imsie˙ba tag˙hom. • progressjoni bla skossi matul is-snin bikrin, il-primarja u s-sekondarja fil-˙iliet u l-kompeten- zi me˙tie©a g˙at-tag˙lim tul il-˙ajja. • tag˙lim li huwa attiv, personalizzat, relevanti u bi skop. • tag˙lim li jenfasizza l-applikazzjoni tal-g˙arfien u l-˙iliet f’kuntesti u ambjenti differenti kif ukoll il-wesg˙a tal-g˙arfien u l-profondità tal-fehim. • qafas tal-kurrikulu li jiffoka fuq oqsma tat-tag˙lim, li jo˙loq rabtiet u siner©iji bejn is-su©©etti tradizzjonali. • assessjar u evalwazzjoni li juΩaw l-informazzjoni u r-rispons b’mod formattiv biex jinformaw l-ippjanar g˙at-titjib. • çikli ta’ assigurazzjoni tal-kwalità u evalwazzjoni li jirrikonoxxu li l-iΩvilupp professjonali dejjem g˙addej huwa parti essenzjali tal-prattika edukattiva. Il-proçess ta’ konsultazzjoni huwa kruçjali g˙as-suççess tal-qafas a©©ornat tal-kurrikulu naz- zjonali. L-istrate©ija ta’ konsultazzjoni ppreΩentata f’Dokument 4 kienet imfassla bil-g˙an li tinkora©©ixxi diskussjoni u dibattitu li j˙e©©e© lill-imsie˙ba kollha biex iqisu d-dokument b’mod poΩittiv u jipparteçipaw b’mod attiv fil-formulazzjoni tal-verΩjoni finali. Il-proçess innifsu tal-konsultazzjoni huwa maqsum fi tliet faΩijiet: • FaΩi 1: Riflessjoni g˙all-Azzjoni Mejju 2011 sa Awwissu 2011 Din il-faΩi se sservi biex tippreΩenta il-qafas a©©ornat tal-kurrikulu nazzjonali u tipprepara lill-imsie˙ba differenti g˙all-proçess ta’ konsultazzjoni. Il-laqg˙at mal-imsie˙ba se jservu biex jenfasizzaw (i) ir-rakkomandazzjonijiet ewlenin tal-qafas a©©ornat tal-kurrikulu nazzjo- nali; (ii) l-implikazzjonijiet li jqumu g˙all-imsie˙ba differenti kif previst mill-qafas a©©ornat tal-kurrikulu nazzjonali; u (iii) ir-rwol tal-imsie˙ba fil-proçess ta’ konsultazzjoni kemm fil- livell tal-kontribuzzjoni tag˙hom g˙all-proçess u r-rwol tag˙hom li ji©bru r-reazzjonijiet u r-risponsi tal-komunitajiet tat-tag˙lim li huma responsabbli g˙alihom. Barra minn hekk, din il-faΩi tippermetti lill-parteçipanti kollha l-˙in biΩΩejjed biex jaqraw id-dokumenti b’reqqa u jikkunsidraw bi ftit dettall il-kontenut u l-implikazzjonijiet tag˙hom. • FaΩi 2: Riflessjoni fl-Azzjoni minn Settembru 2011 sa Novembru 2011 Din il-faΩi se tipprovdi lill-imsie˙ba b’opportunitajiet biex jaqsmu u jikkonsolidaw l-ideat tag˙hom fi ˙dejn u bejn l-istituzzjonijiet differenti. L-g˙an ta’ din il-faΩi huwa li tistieden u tinkora©©ixxi lill-imsie˙ba biex jipparteçipaw b’mod attiv fil-bini ta’ diskussjoni u dibattitu riflettiv professjonali nazzjonali dwar il-proposti ta’ qafas a©©ornat ta’ kurrikulu nazzjonali, u g˙alhekk jag˙tu l-bidu g˙al proçess ta’ skambju kritiku u kostruttiv ta’ reazzjonijiet bi preparazzjoni g˙all-verΩjoni finali tal-qafas a©©ornat tal-kurrikulu nazzjonali. • FaΩi 3: Riflessjoni fuq l-Azzjoni minn Novembru 2011 sa Diçembru 2011 Din il-faΩi se ti©bor flimkien lill-imsie˙ba kollha u r-reazzjonijiet offruti mill-istituzzjonijiet varji. Il-punti ewlenin ta’ din il-faΩi jinkludu konferenza nazzjonali ta’ jumejn u s-sottomis- sjoni ta’ reazzjonjiet bil-miktub. Hekk kif il-grupp ta’ ˙idma jirrevedi l-NCF propost fid-dawl tar-reazzjonijiet irçevuti, il-grupp ta’ ˙idma se jissottometti d-dokument finali tal-NCF lill- Ministru g˙all-approvazzjoni. Nistieden lill-edukaturi, ©enituri, studenti u msie˙ba soçjali biex jipparteçipaw b’mod attiv f’dan il-proçess ta’ konsultazzjoni biex id-dokument finali approvat ikun espressjoni vera tat- tamiet u l-aspirazzjonijiet tag˙na li nipprovdu edukazzjoni relevanti ta’ kwalità g˙al uliedna li til˙aq il-˙ti©ijiet preΩenti u futuri ta’ pajjiΩna. Grace Grima 11 Taqsima 1 Is-Snin Bikrin Fil-letteratura internazzjonali hu ammess u aççettat li s-Snin Bikrin jirreferu g˙all-perjodu fil- ˙ajja tat-tfal li jkopri Ω-Ωmien bejn it-twelid sal-età ta’ seba’ jew tmien snin (Wilks, Nyland, Chancellor & Elliot, 2008), Department of Education & Early Childhood Development & VCAA, 2009, Waddell & McBride, 2008). Il-mit li l-edukazzjoni tibda meta t-tfal jibdew jattendu l-iskola formali ilu li sparixxa, u s-Snin Bikrin huma tassew il-faΩi l-aktar kruçjali fil- ˙ajja ta’ kull individwu – it-tag˙lim u l-edukazzjoni tat-tfal fis-Snin Bikrin huma marbutin sfiq mal-iΩvilupp ˙ olistiku li jse˙˙ permezz ta’ ambjenti informali u formali, attivitajiet ippjanati u spontanji u avvenimenti strutturati u mhux strutturati. Il-firxa tat-tag˙lim esperjenzjat minn kull tifel u tifla hija determinata parzjalment minn ambjent ta’ appo©©, u tinvolvi adulti li jirrispondu g˙all-kurΩità naturali tat-tfal, u tappo©©ja l-iΩvilupp tag˙hom sa mill-istadji l-aktar bikrin tat-tfulija bikrija. Id-direzzjoni prinçipali tal-NCF ma tistax tiffoka fuq is-snin tal-iskola obbligatorja (li fil- kuntest lokali tibda fis-sena meta tifel jew tifla jag˙lqu ˙ames snin) ming˙ajr ma t˙addan, tippromwovi, tappo©©ja u tag˙raf l-iΩvilupp dejjem g˙addej li jsir fis-snin ta’ qabel l-iskola. Is-Snin Bikrin ma jistg˙ux ikunu injorati, g˙al ˙afna ra©unijiet: • L-iΩvilupp, it-tag˙lim u l-fehim ˙olistiku ©enerali li jsir fl-ewwel snin irid ikun rikonoxxut u uΩat b˙ala l-pedament li fuqu jinbnew it-tag˙lim u l-iΩvilupp, kemm jekk it-tfal ikunu fil-kura d-dar ta˙t il-©enituri2, kemm jekk f’ambjenti ta’ Snin Bikrin barra mid-dar, u kemm tul il-faΩi ta’ transizzjoni bejn edukazzjoni mhux obbligatorja u edukazzjoni ob- bligatorja; • In-numru ta’ çentri taç-Childcare Ωdied f’dawn l-a˙˙ar g˙axar snin, u dan jissu©©erixxi li tfal Ωg˙ar ta˙t it-tliet snin qed jg˙addu ˙in konsiderevoli f’ambjenti barra mid-dar; • G˙alkemm attendanza f’çentri tal-kindergarten g˙al tfal ta’ tlieta u erba’ snin mhix obbligatorja, xi 80% tat-tfal ta’ tliet snin u 95% ta’ tfal ta’ erba’ snin jattendu çentri tal- kindergarten fis-setturi tal-Istat, tal-Knisja u Indipendenti; u • Dak li jitlob il-kurrikulu fis-snin a˙˙arin tal-primarja u fis-sekondarja jista’ jinkiseb b’suççess wara li jkunu tqieg˙du l-pedamenti sodi fis-Snin Bikrin meta t-tfal jing˙ataw l-opportunitajiet li jiΩviluppaw lilhom infushom u l-identità tag˙hom, u b’riΩultat ta’ esperjenzi u relazzjonijiet poΩittivi mad-dinja immedjata u eventwalment estiΩa ta’ ma- dwarhom. Billi s-Snin Bikrin huma karatterizzati minn perjodu ta’ tkabbir u bidla mg˙a©©lin, qafas ta’ 2 Tul dan il-dokument kollu kull referenza g˙all-involviment tal-©enituri fl-edukazzjoni tinkludi tuturi legali u adulti ta’ natura sinifikanti li huma mag˙rufin li g˙andhom funzjoni ta’ ©enituri fil-˙ajja tat-tifel jew tifla. Din id-definizzjoni qed ting˙ata bla pre©udizzju g˙all-obbligi legali tal-iskejjel. Is-Snin Bikrin 12 Dokument Konsultattiv 3: It-Tliet Çikli kurrikulu li jkollu l-g˙an li jindirizza l-learning outcomes fil-kaΩ ta’ tfal f’din il-faΩi jikber fir- relevanza u s-sinifikat meta jimmilita favur: • riΩultati wesg˙in li j˙addnu medda s˙i˙a u ma jkunux iffukati esklussivament fuq kisbiet akkademiçi; • atte©©jamenti pedago©içi li jirrispettaw l-età tat-tfal u l-livell ta’ Ωvilupp tag˙hom; • kontenut bla limiti li jrid ikun ippreΩentat lit-tfal b’modi li ji©bdu l-attenzjoni tag˙hom u jiΩguraw l-involviment u l-parteçipazzjoni diretti tag˙hom; u • impjegati m˙arr©in ˙afna u mog˙nijin bil-˙iliet li huma sensittivi g˙all-karatteristiçi tal- istudenti Ωg˙ar, u li jkunu mid˙la mal-proçessi ta’ tfal li telqu jimxu, tfal Ωg˙ar ˙afna, u tfal Ωg˙ar fl-istadji bikrin tal-iskola formali. L-NCF japprova l-poΩizzjoni rrakkomandata mill-NMC 19993 li jqis l-ewwel snin tal-livell primarju b˙ala kontinwazzjoni tas-sentejn tal-kindergarten. B’mod konkret, dan ifisser li l-g˙alliema g˙andhom jadottaw pedago©ija li tiΩviluppa l-g˙erf, l-attitudnijiet u l-˙iliet minn esperjenzi konkreti. Il-perjodu ta’ bejn it-tielet u s-seba’ sena, ikkunsidrat b˙ala l-faΩi pre-konçettwali, irid jitqies b˙ala l-perjodu formattiv, qabel l-esperjenza skolastika ssir aktar formali. (p. 76) L-Iskopijiet u l-Objettivi Ìenerali Is-Snin Bikrin iservu g˙al skopijiet multipli u g˙andhom jintg˙arfu b˙ala l-pedament g˙all-esperjenzi ta’ tag˙lim kollha fil-©ejjieni. Fl-ambitu tal-esperjenzi tas-Snin Bikrin, mit- twelid sakemm it-tfal Ωg˙ar ikollhom seba’ jew tmiem snin, huma jiΩviluppaw g˙erf, ˙iliet, attitudnijiet u valuri li jag˙tuhom il-kapaçità jirnexxu f’dak jkunu qed jitg˙allmu u li jkunu parteçipanti attivi fis-soçjetà. Biex dawn il-miri wesg˙in jinkisbu, il-kontenut tal-esperjenzi mhux importanti daqs il-proçessi tat-tag˙lim li t-tfal jie˙du sehem fihom. L-esperjenzi tat- tag˙lim li jirnexxu huma karatterizzati minn sistemi li: • jirrispondu g˙all-interessi u l-g˙erf miksub minn qabel tat-tfal; • jirrispettaw il-maturità konjittiva u l-mudelli ta’ tag˙lim preferuti tal-istudenti; • jistimulaw il-kurΩità; • jda˙˙lu interess g˙at-tag˙lim; • jippromwovu l-esplorazzjoni, l-iskoperta u l-kreattività; u • jrawmu ambjenti li jippromwovu komunikazzjoni u stili interattivi ta’ tag˙lim. 3 http://www.kurrikulu.gov.mt/docs/nmc_english.pdf 13 L-esperjenzi ta’ tag˙lim qawwijin jikkontribwixxu g˙all-iΩvilupp tat-tfal li jinvolvu ru˙hom biex isegwu l-interessi tag˙hom, ikunu motivati, jiΩviluppaw perseveranza u jitg˙allmu jassumu r-responsibbiltà. RiΩultati ta’ din ix-xorta huma realizzati bis-sa˙˙a ta’ ambjenti ta’ fiduçja u rispett li jag˙tu lil dawk l-istudenti fiduçja fihom infushom u stima tag˙hom infushom fir-rigward tal-˙iliet tag˙hom. Biex il-miri tas-Snin Bikrin jirnexxilhom jinkisbu mit-tfal kollha, l-NCF g˙andha: • tkun appo©©jata mit-tmexxija viΩjonarja ta’ persuni ewlenin involuti li joperaw fil-qasam tal- edukazzjoni ta’ tfal Ωg˙ar ˙afna; • tag˙raf l-uniçità tat-tag˙lim u l-Ωvilupp tat-tfal permezz ta’ Ωvilupp ta’ varjetà ta’ stili u pedago©iji tat-tag˙lim; • tinkora©©ixxi programmi ta’ attivitajiet li jmorru lil hinn minn sistema ta’ tag˙lim li ten- fasizza su©©ett jew kontenut speçifiku, favur pedago©iji li jkattru r-rabtiet kurrikulari, u hekk i˙affu l-proçessi tat-tag˙lim; • tappo©©ja politiki g˙all-assessjar u t-transizzjonijiet; • tiffaçilita t-tkattir tal-˙iliet ta’ dawk li l-aktar huma involuti, u l-aktar il-©enituri u l-impje- gati; u • tinkorpora miΩuri biex tiΩgura li jkun hemm proçeduri ta’ assikurazzjoni ta’ kwalità u hekk tippromwovi atte©©jamenti li jimmoniterjaw u jevalwaw prattiki u riΩultati. It-Tmexxija tal-Edukaturi Prinçipali Persuni involuti fl-edukazzjoni fis-Snin Bikrin, kemm jekk responsabbli direttament g˙at- tfassil u l-iΩvilupp ta’ programm ta’ attivitajiet u kemm jekk ikollhom funzjoni amministrattiva, g˙andhom ikunu impjegati m˙arr©in ˙afna u kwalifikati. Huma g˙andu jkollhom ˙iliet biex jappo©©jaw u jestendu l-˙iliet komunikattivi tat-tfal, u jkunu kreattivi fit-tfassil ta’ ambjent li ji©bdek u li jqanqal u jistimula l-˙sieb u l-interazzjonijiet tat-tfal. L-impjegati g˙andhom ikollhom il-˙ila li josservaw u jirriflettu biex ikunu jistg˙u jaddattaw u jimmodifikaw attivitajiet imsejsa fuq ˙ilijiet u reazzjonijiet li ji©u mit-tfal infushom. L-aktar importanti hu li l-adulti li jie˙du ˙sieb it-tfal jinqdew bid-dimensjoni soçjali billi jintera©ixxu spiss u direttament mat- tfal li jkunu ta˙t il-kura tag˙hom u hekk jiffaçilitaw sens ta’ benesseri. Dawk li jie˙du ˙sieb it- tfal g˙andhom jirrispondu g˙all-interessi tat-tag˙lim tat-tfal. Huma g˙andhom jippossiedu fi grad g˙oli ˙iliet u kompetenzi b˙ala riΩultat ta’ pedamenti teoretiçi sodi li jidderie©u u jappo©©jaw id-deçiΩjonijiet professjonali u pedago©içi tag˙hom. Il-persuni involuti fl- edukazzjoni je˙ti©ilhom: • baΩi teoretika soda biex jifhmu kif it-tfal Ωg˙ar jitg˙allmu u jiΩviluppaw; • l-g˙erf pedago©iku biex jiddeterminaw x’inhu ra©onevoli li jag˙mlu ma’ studenti Ωg˙ar u l-modi l-aktar effettivi biex jiksbu dan, u g˙alhekk japplikaw it-teorija g˙all-prattika; Taqsima 1: Is-Snin Bikrin 14 Dokument Konsultattiv 3: It-Tliet Çikli • l-g˙erf personali u prattiku dwar medda ta’ kwistjonijiet professjonali li jag˙mlu impatt direttament fuq l-immani©©jar ta’ grupp studenti Ωg˙ar u r-relazzjonijiet fost dan il- grupp; • il-˙iliet ta’ riçerka li jag˙tuhom il-kapaçità jifhmu Ωviluppi dejjem g˙addejjin fil-qasam tag˙hom u jie˙du poΩizzjoni kritika huma stess meta jaraw ir-riΩultati; • interess ©enwin li jisimg˙u u jirrispondu lit-tfal biex jippromwovu pedago©ija ta’ rispett, sens ta’ rispons u relazzjonijiet reçiproçi (Podmore, Meade & Kerslake Hendricks, 2000; UNCRC, 1989); u • ˙iliet riflessivi li jippermettulhom ja˙sbu b’mod kritiku waqt ix-xog˙ol tag˙hom mat- tfal, jistaqsu lilhom infushom dwar il-perçezzjonijiet u l-fehim tag˙hom tal-esperjenzi tat-tfal, u jeΩaminaw l-interazzjonijiet tag˙hom mat-tfal bl-g˙an li jtejbu l-kwalità tal- esperjenzi tas-Snin Bikrin. Karatteristika ewlenija ta’ esperjenzi ta’ tag˙lim li jirnexxu fis-Snin Bikrin hi r-realizzazzjoni li t-tag˙lim isir permezz ta’ proçessi soçjali li jag˙mlu sens u li g˙andhom g˙eruqhom f’relazzjonijiet poΩittivi u li jag˙tu kas tar-reçiproçità. “Kultura ta’ tag˙lim tiddependi fuq relazzjonijiet xierqa, ambjenti siguri iΩda li joffru sfida, u aspettattivi g˙oljin iΩda li jistg˙u jintla˙qu.” (Eaude, n.d.). Minbarra li jkunu jafu sew fuq l-iΩvilupp tat-tfal, proçessi tat-tag˙lim u pedago©iji addattati, dawk li ja˙dmu ma’ tfal ta’ età bikrija g˙andhom juru empatija u solidarjetà mal-familji tat-tfal li huma jkunu qed ja˙dmu mag˙hom u juru li huma kapaçi ja˙dmu mat-tfal u mal- familji tag˙hom. Il-Proçessi tat-Tag˙lim u l-Pedago©iji Effettivi L-ewwel snin ta’ ˙ajjet it-tfal huma sinifikattivi fl-iΩvilupp mg˙a©©el li jg˙addu minnu. Dawn huma s-snin meta t-tfal jitg˙allmu permezz tal-osservazzjoni, l-esperimentazzjoni, il- provi u l-iΩbalji, l-espoΩizzjoni g˙al ambjenti stimulanti u ambjenti kontestwalizzati ˙afna li jiffaçilitaw il-fehim tag˙hom tad-dinja ta’ madwarhom. Hemm Ωvilupp lingwistiku u konjittiv sinifikanti; Ωvilupp fiΩiku u morali u wkoll personali, soçjali u emozzjonali. Fil-fatt, it-tfal jiΩviluppaw b’mod ˙olistiku, u progress f’xi qasam jinfluwenza oqsma o˙rajn. It-tfal kollha g˙andhom id-dritt li jiΩviluppaw il-potenzjal massimu tag˙hom. Il-pedamenti g˙ar-realizzazzjoni ta’ dan il-potenzjal jitqieg˙du fis-Snin Bikrin: il-˙iliet li huma mill-aktar utli biex wie˙ed jiffaççja l-isfidi tal-˙ajja ta’ kuljum jistg˙u jitrawmu fl-ambjenti tas-Snin Bikrin. Jekk persuni involuti fl-edukazzjoni jikkapitalizzaw fuq attivitajiet, avvenimenti u riΩorsi li huma ta’ interess partikolari g˙at-tifel jew tifla jew g˙al grupp ta’ tfal, dawn jistimulaw l-interess tag˙hom. B’riΩultat ta’ interess sostnut, tiΩviluppa l-motivazzjoni li min-na˙a tag˙ha tappo©©ja l-perseveranza billi t-tfal iridu jipparteçipaw bil-qalb f’attivitajiet, u meta jag˙mlu dan jiksbu fiduçja fihom infushom u jkabbru l-istima tag˙hom infushom (ara Figura 3.1). 15 L-iΩvilupp ma jsirx bl-istess rata jew bl-istess mod minn kul˙add. Minbarra l-fasla ©enetika u l-karatteristiçi personali, il-kulturi u l-ambjent soçjali g˙andhom impatt fuq dak li t-tfal iridu jitg˙allmu u kif jitg˙allmuh. It-tfal Ωg˙ar jie˙du sehem f’ambjenti organizzati ta’ Snin Bikrin bil-bagalja tag˙hom ta’ fehim u g˙erf miksub minn qabel. Waqt li l-esperjenzi tat-tfal mad- dinja jinfet˙u u jitwessg˙u, l-g˙erf miksub minn qabel jinfluwenza l-esperjenzi ©odda fis- sens li jinfurmahom (huma jippruvaw jifhmu x’inhi xi ˙ a©a billi juΩaw informazzjoni miksuba minn qabel), iΩda bl-informazzjoni ©dida li tiffaççjahom huma jimmodifikaw l-g˙erf eΩistenti u jbiddlu l-fehim tag˙hom. It-tag˙lim ise˙˙ meta jkunu internalizzati g˙erf u informazzjoni ©odda u jimmodifikaw fehim preçedenti. Il-proçess tat-tag˙lim hu differenti g˙al kull individwu min˙abba l-varjazzjoni f’fatturi kemm naturali u kemm ambjentali. It-tfal jirçievu, jirrea©ixxu, jinterpretaw u jipproçessaw informazzjoni b’modi differenti. B’dan l-g˙arfien f’mo˙˙hom, l-edukaturi ta’ tfal fit-tfulija bikrija g˙andhom jippjanaw kurrikulu (programm ta’ attivitajiet) li jappella g˙al stili konjittivi differenti. Min˙abba l-esperjenzi limitati u immaturità (Ωvilupp limitat) min˙abba l-età tag˙hom, it-tfal jedhew b’atte©©jamenti li jinvolvu aktar minn sens wie˙ed fejn il-fehim tag˙hom tad-dinja ta’ madwarhom jitjieb meta huma juΩaw is-sensi kollha tag˙hom. Bis- ser˙an fuq dak li jistg˙u jaraw, ixommu, imissu, iduqu u jisimg˙u, jikber iç-çans li jifhmu kif ja˙dmu l-affarijiet, billi ji©bdu konkluΩjonijiet minn ipotesijiet, jaslu biex jifhmu l-kawΩa u l-effett, u jitg˙allmu kif jiddiskriminaw u jag˙mlu differenza bejn o©©etti kontrastanti. Taqsima 1: Is-Snin Bikrin   (   $    $ !$      &  (         %          ( (  &  !' $!    '   ( &(    $ $ &           16 Dokument Konsultattiv 3: It-Tliet Çikli L-Ambjenti tat-Tag˙lim Billi t-tfal jiΩviluppaw b’mod ˙ olistiku u billi t-tag˙lim u l-iΩvilupp ma jsirux b’mod sekwenzjali u lineari, it-tifrid ta’ programmi tat-tag˙lim skont oqsma ta’ su©©etti ma j˙affifx it-tag˙lim. G˙all-kuntrarju, it-tag˙lim su©©ett su©©ett iservi biex jo˙loq oqsma artifiçjali ta’ g˙erf li spiss jitqiesu li m’g˙andhomx x’jaqsmu ma’ xulxin, ming˙ajr unità interna, irrilevanti u mhumiex addattati g˙at-tfal mill-aspett ta’ Ωvilupp. Konxji mill-proçessi ta’ tag˙lim u ta’ Ωvilupp li t-tfal jg˙addu minnhom, l-edukaturi fis-Snin Bikrin huma g˙aldaqstant inkora©©uti li jwaqqfu ambjenti ta’ tag˙lim li jappellaw g˙all-interessi tat-tfal, u huma rilevanti g˙all- esperjenzi ta’ kuljum li t-tfal x’aktarx jg˙addu minnhom u li jistg˙u jkunu esplorati b’mod eççitanti. L-esperjenzi diretti u prattiçi jinkora©©ixxu l-interazzjoni, l-impenn u l-involviment li min-na˙a tag˙hom iwasslu biex it-tfal jifhmu u jiktakru a˙jar, u g˙all-iΩvilupp ta’ rappreΩentazzjonijiet mentali. Dan jg˙in lit-tfal meta jg˙addu minn esperjenzi konkreti u tan©ibbli g˙al nozzjonijiet simboliçi u astratti. Vanta©© ie˙or tat-twaqqif ta’ ambjenti dinamiçi tat-tag˙lim g˙andu x’jaqsam mal-perspettivi fil-fond u multipli li fil-kuntest tag˙hom jistg˙u ji©u ttrattati l-kwistjonijiet. L-osservazzjonijiet profondi u dettaljati, l-analiΩi, l-investigazzjonijiet, l-esplorazzjoni u l-esperimentazzjoni permezz ta’ pro©etti, su©©etti u temi jaqblu mal-kurΩità u l-˙tie©a tat-tfal biex isibu liema o©©etti ja˙dmu, g˙ala u kif. It-twaqqif ta’ ambjenti interattivi tat-tag˙lim li jappellaw g˙at-tfal je˙tie©u ppjanar attent min-na˙a tal-edukatur biex jiΩgura l-promozzjoni ta’ medda ta’ ˙iliet, attitudnijiet, g˙erf u valuri li t-tfal jistg˙u jiksbu permezz ta’ attivitajiet ma˙subin u ppreΩentati tajjeb. Madankollu, is-sinjal ta’ prattika tajba fis-Snin Bikrin huwa l-g˙arfien u l-promozzjoni ta’ attività u st˙arri© li jori©inaw mit-tfal stess. Din ix-xorta ta’ attività g˙andha tkun inkora©©uta g˙aliex tag˙raf it-tag˙lim b˙ala proçess dejjem g˙addej fejn dawk kollha involuti jag˙tu kontribut validu. Programm ta’ kwalità g˙andu jistabbilixxi bilanç bejn attivitajiet immexxijin minn adulti u dawk mibdijin mit-tfal li jo˙or©u direttament mill-interessi tat-tfal. L-Assessjar L-assessjar fis-snin bikrin tat-tfulija huwa mezz kif wie˙ed isib dak li jinteressa lit-tfal u wkoll kif isib modi kif jirrikordja u jiddokumenta l-progress tag˙hom. Skont Carr (2001), l-assessjar fis-snin bikrin tat-tfulija g˙andu funzjonijiet multipli, ji©ifieri biex: • tifhem a˙jar kif jitg˙allmu t-tfal; • tibda diskussjonijiet fuq it-tag˙lim tat-tfal; • taqsam informazzjoni ma’ o˙rajn fl-ambjent ta’ tfulija bikrija; • tirrifletti fuq il-prattika; • tippjana g˙at-tag˙lim ta’ individwi u gruppi; • tiΩgura li t-tfal kollha jing˙ataw attenzjoni; 17 • tirriΩalta t-tag˙lim li jitqies ta’ valur f’dak l-ambjent; • tinvolvi lit-tfal fl-assessjar tag˙hom infushom; • tiddiskuti l-programm mal-familja, mal-familja estiΩa jew tuturi; u • taqsam l-esperjenzi mal-familja, mal-familja estiΩa jew tuturi. Biex l-assessjar ikun effettiv u jag˙mel sens g˙at-tfal, id-dokumentazzjoni tar-rakkonti narrattivi tal-kisbiet tag˙hom tista’ tipprovdi riflessjoni aktar ˙olistika ta’ dak li kull tifel u tifla huma tassew kapaçi jag˙mlu. L-assessjar fis-Snin Bikrin huwa importanti g˙at-tfal daqs kemm hu g˙all-adulti, speçjalment g˙all-edukaturi. L-Assessjar imsejjes fuq osservazzjoni attenta u attitudni responsiva u riflessiva jinfluwenza l-prattiki. L-osservazzjoni u d-dokumentazzjoni tal-kisbiet tat-tfal jg˙inu lill-adulti jifhmu l-proçessi tat-tag˙lim kif ukoll ir-riΩultati. It-Transizzjonijiet Tul is-Snin Bikrin it-tfal jg˙addu minn ˙ afna faΩijiet ta’ transizzjoni li je˙tie© li jkunu rikonoxxuti u appo©©jati biex wie˙ed jaççerta ru˙u li huma jiksbu attitudni poΩittiva u fiduçjuΩa fihom infushom lejn il-bidla, it-tkabbir u l-iΩvilupp. It-transizzjonijiet huma parti inevitabbli mill- proçess li jg˙addu minnu t-tfal waqt li qed jikbru, u, g˙alkemm joffru sfida, il-bidliet li tfal Ωg˙ar jiffaççjaw mhemmx g˙alfejn ikunu diffikultajiet insormontabbli u lanqas g˙andhom ikunu avvenimenti mhux prevedibbli u bla appo©©. Filwaqt li çerti proçeduri je˙tie© ikunu stabbiliti, u li çerti inizjattivi je˙tie© jittie˙du biex jitnaqqas kemm jista’ jkun l-impatt li jistg˙u jikka©unaw it-transizzjonijiet, il-varjetà ta’ ambjenti tat-tfulija bikrija fejn it-tfal jg˙addu ˙inhom g˙andha tiΩgura li t-tfal jiltaqg˙u ma’ opportunitajiet li jippermettulhom jiΩviluppaw l-identità tag˙hom u jistabbilixxu lilhom infushom filwaqt li j˙addnu n-natura kumplessa ta’ dinja li gradwalment qed titwessa’. Fis-Snin Bikrin, il-proçessi ta’ transizzjoni mhumiex esperjenza esklussiva tat-tfal iΩda wkoll tal-familji tag˙hom. G˙aldaqstant, l-awtoritajiet tal-iskola, impjegati amministrattivi u dawk li jie˙du ˙ sieb tfal jew edukaturi primarji li huma f’kuntatt dirett mat-tfal je˙ti©ilhom jinvolvu lill-©enituri u jitolbu l-involviment ta’ dawn l-adulti sinifikattivi fil-proçessi ta’ transizzjoni tat- tfal Ωg˙ar. Il-proçess ta’ transizzjoni jaffettwa t-tkabbir personali, soçjali u emozzjonali tal- familji, speçjalment tat-tfal Ωg˙ar. Fir-rigward tal-implimentazzjoni tal-NCF, importanti li ng˙idu li fil-kuntest lokali t-transizzjoni l-aktar sinifikanti li t-tfal huma mistennija jg˙addu minnha g˙andha x’taqsam mal-bidla minn edukazzjoni informali g˙al dik formali. Tul il-faΩi tat-tfulija bikrija, it-tfal jg˙addu mis- snin mhux obbligatorji f’çentri tac-childcare u kindergarten g˙al edukazzjoni obbligatorja primarja meta jag˙lqu ˙ames snin. Malta hija wie˙ed mill-ftit pajjiΩi tal-UE fejn l-edukazzjoni obbligatorja tibda fl-età ta’ ˙ames snin4; il-ma©©oranza tal-pajjiΩi jΩommu l-età ta’ sitt snin b˙ala l-ewwel sena ta’ skola obbligatorja, u o˙rajn jag˙Ωlu s-seba’ sena b˙ala l-età meta t-tfal jibdew l-iskola formalment. 4 L-edukazzjoni obbligatorja tibda fl-età ta’ sitt snin f’erbatax-il pajjiΩ tal-UE; u fl-età ta’ seba’ f’disa’ pajjiΩi tal-UE. Minbarra f’Malta, l-edukazzjoni obbligatorja fl-età ta’ ˙ames snin hija obbligatorja fil-Gran Britannja (inkluΩa l-Irlanda ta’ Fuq), Çipru u l-Olanda (Oberhuemer, 2007). Taqsima 1: Is-Snin Bikrin 18 Dokument Konsultattiv 3: It-Tliet Çikli Irrispettivament mill-età meta tibda l-edukazzjoni obbligatorja, l-iktar importanti hi li jkun hemm pedago©iji xierqa li jaqblu mal-livelli konjittivi u ta’ Ωvilupp ta’ tfal Ωg˙ar ˙afna u li jfittxu li jipprovdu atte©©jament g˙at-tag˙lim li j˙addan is-sensi kollha li fih it-tfal huma m˙e©©a jid˙lu g˙al riskji kkalkulati u jkabbru l-g˙erf u l-fehim tag˙hom infushom u tad-dinja ta’ madwarhom permezz tal-ambjenti li jqieg˙du t-tag˙lim f’kuntest u jiffaçilitawh. Bir-realizzazzjoni li l-prattika u prinçipji applikati f’ambjenti edukattivi je˙tie© jirrispettaw u jaqblu mal-iΩvilupp tat-tfal u jippromwovu l-parteçipazzjoni attiva tag˙hom, jo˙ro© çar li l-faΩi tas-Snin Bikrin g˙andha titqies b˙ala Ω-Ωmien li hu distint mill-esperjenzi tat-tfulija a˙˙arija. G˙alhekk l-ambjenti tas-Snin Bikrin g˙andhom ikunu konçepiti b˙ala sekwenza ta’ opportunitajiet g˙at- tfal biex jistabbilixxu lilhom infushom u l-identitajiet tag˙hom; meta t-tfal ikunu kuntenti b’ ‘dak li huma’ aktar milli jkun sfurzati li ‘jsiru’ xi ˙a©a o˙ra jew xi ˙add ie˙or. L-Involviment tal-Ìenituri Filwaqt li wie˙ed jag˙raf u jirrikonoxxi l-funzjoni tal-©enituri b˙ala s˙ab fil-proçess tal- edukazzjoni, hu importanti li tul iç-çikli differenti (ara Dokument NCF: Ir-Ra©uni Fundamentali u l-Komponenti) dan je˙tie© ikun enfasizzat b’mod speçjali tul is-Snin Bikrin. L-influwenza tad-dar fuq il-kisbiet personali u sa fejn jil˙qu t-tfal ma tistax tinnegahom, u l-effetti tad-dar jin˙assu sa minn età bikrija ˙afna. Il-©enituri u l-ambjenti tas-Snin Bikrin je˙tie© jappo©©jaw lil xulxin permezz ta’ medda ta’ façilitajiet li jippermettu komunikazzjoni façli u skambju ta’ informazzjoni essenzjali. B’ambjenti fejn l- informazzjoni hija aççessibbli façilment, u wkoll b’nies li façli ssibhom, il-©enituri jistg˙u jappo©©jaw lill-edukaturi biex jg˙inu lit-tfal jiΩviluppaw f’persuni fiduçjuΩi li qed jitg˙allmu u li jistg˙u jsiru attivi fit-tag˙lim tag˙hom infushom. Il-©enituri g˙andu jkollhom aççess g˙al informazzjoni u appo©© li jag˙tuhom il-˙ila li jinkora©©ixxu l-iΩvilupp ta’ wliedhom fid-dar, fl-ambjenti tas-Snin Bikrin u fi ˙dan il-komunità permezz ta’ attivitajiet varji u diversi li g˙andhom ikunu aççessibbli g˙al tfal ta’ kull età. L-Assikurazzjoni tal-Kwalità Biex ikun Ωgurat li programm g˙al Snin Bikrin hu ta’ kwalità g˙olja je˙tie© li jkun hemm opportunitajiet g˙al awtoevalwazzjoni, riflessjoni u inkjesta kritika. Dawn jistg˙u jsiru permezz ta’ fora kollaborattivi fejn ikunu rrikordjati u skambjati eΩempji ta’ prattika tajba; fejn l-edukaturi fl-ambjent ta’ Snin Bikrin jiltaqg˙u biex jiddiskutu, jikkunsidraw u jqisu avvenimenti, atte©©jamenti u pedago©iji; fejn l-edukaturi jiddiskutu x’jafu, josservaw x’jag˙mlu o˙rajn u jaqsmu r-riflessjonijiet u l-konsiderazzjonijiet tag˙hom. ˙idma f’iΩolament ma’ grupp ta’ tfal tostakola kull tkabbir jew Ωvilupp personali jew professjonali. Fit-trawwim ta’ kultura fejn l-evalwazzjoni u r-riflessjoni jsiru xi ˙aga ta’ rutina li ssir flimkien, l-edukaturi g˙andhom l-appo©© biex jag˙mlu l-emendi me˙tie©a fi prattiki kurrenti u japplikaw medda ta’ strate©iji u tekniki li jtejbu r-learning outcomes fil-kaΩ ta’ g˙add usa’ ta’ tfal. Il-Learning Outcomes g˙as-Snin Bikrin • Il-karatteristiçi ta’ programmi li jirnexxu u ta’ kwalità g˙as-Snin Bikrin huma dawk li: • j˙addnu dimensjoni soçjokulturali madwar it-tag˙lim tat-tfal; 19 • g˙andhom x’jaqsmu mal-promozzjoni u l-inkora©©iment ta’ dispoΩizzjonijiet g˙al tag˙lim poΩittivi; • jqieg˙du lit-tfal fiç-çentru tal-ambjent tat-tag˙lim; • jag˙tu lok g˙al attivitajiet mibdija mit-tfal u jag˙rfu li t-tag˙lim fis-Snin Bikrin hu proçess ta’ bini flimkien u kollaborazzjoni; • jippromwovu attivitajiet li g˙andhom x’jaqsmu ma’ esperjenzi reali tal-˙ajja tat-tfal; • joffru lit-tfal opportunitajiet g˙al attivitajiet prattiçi li jag˙mlu huma stess; u • juΩaw varjetà ta’ pedago©iji li jindirizzaw il-˙ti©ijiet ta’ studenti partikolari. Hekk, aktar mill-identifikazzjoni ta’ kontenut ta’ g˙erf speçifiku li ji©i assoçjat ma’ oqsma skont is-su©©ett, fis-Snin Bikrin l-enfasi g˙andha ssir fuq kompetenzi ©enerali Ωviluppati permezz ta’ temi interkurrikulari li jikkontribwixxu biex ikunu stabbiliti l-pedamenti g˙at-tag˙lim tul il-˙ajja kollha. Is- Snin Bikrin jistg˙u jitqabblu ma’ vja©© ta’ skoperta fejn it-tfal isibu min huma b˙ala individwi u jsibu posthom u jistabbilixxu lilhom infushom fi ˙dan soçjetà filwaqt li jintera©ixxu ma’ o˙rajn. Biex jirnexxu fiΩ-Ωew© kaΩijiet, it-tfal jitg˙allmu dwar u jesperjenzjaw modi kif juΩaw l-g˙odod komunikattivi me˙tie©a g˙as-sodisfazzjon tag˙hom infushom, l-iΩvilupp personali u l-impenn soçjali. Is-suççess fil-promozzjoni ta’ m˙abba g˙at-tag˙lim u Ωvilupp ˙ olistiku ji©i b’pedago©iji addattati li g˙andhom i˙addnu l-log˙ob u t-tag˙lim esperjenzjali u ferrie˙i. Id-diversi tipi ta’ log˙ob li t-tfal jie˙du sehem fihom jil˙qu b’mod effettiv l-objettivi u r-riΩultati me˙tie©a g˙al esperjenzi ta’ kwalità fl-edukazzjoni fis-snin bikrin tat-tfulija. Hekk log˙ob tat-taparsi, imma©inattiv, kreattiv, kostruttiv, simboliku u log˙ob ta’ funzjonijiet, kif wkoll l-impenn, l-interazzjoni u l-parteçipazzjoni fil-forom kollha tal-arti espressiva jikkostitwixxu parti integrali mill-esperjenza tat-tfal fis-Snin Bikrin. Bis-sa˙˙a ta’ programmi li jfittxu l-involviment attiv tat-tfal u tag˙lim esperjenzjali, it-tfal huma mistennija li jiksbu kompetenzi soçjali, komunikattivi u intellettwali f’ambjent li jrawwem benesseri personali u dispoΩizzjonijiet poΩittivi g˙at-tag˙lim. (Ara Figura 3.2). Taqsima 1: Is-Snin Bikrin 20 Dokument Konsultattiv 3: It-Tliet Çikli Benesseri Is-Snin Bikrin g˙andhom joffru ambjent li fih it-tfal i˙ossuhom fiΩ-Ωgur u siguri sal-punt li jkollhom sens ta’ appartenenza; i˙ossuhom ma˙bubin u aççettati minn kul˙add; u huma rispettati g˙al dak li huma. Adulti li ja˙dmu ma’ tfal Ωg˙ar je˙tie© li juru u jaqsmu interess ©enwin f’kull tifel u tifla u jag˙mlu kull sforz biex irawmu relazzjonijiet mill-qrib, ta’ kura u ta’ ˙biberija. Il-miΩura ta’ kemm il-benesseri ta’ tifel jew tifla jittejjeb jiddependi mill- attitudnijiet u relazzjonijiet infushom li huma promossi u li jipprevalu fost l-adulti nfushom li jie˙du ˙sieb it-tfal. Ambjent li joffri sigurtà lit-tfal hu dak fejn hemm stabbiltà u konsistenza. Ambjenti ta’ din ix-xorta jg˙inu lit-tfal fil-bini tal-fiduçja fihom infushom, fl-iΩvilupp ta’ identità personali poΩittiva, u fil-kisba ta’ fiduçja fihom infushom u fil-kisbiet tag˙hom. Fl-ambitu ta’ ambjent sikur fejn huma aççettati, mog˙tijin libertà ta’ g˙aΩla, u m˙ollijin jesploraw u jesperimentaw wa˙edhom u mal-o˙rajn, it-tfal jitg˙allmu jsiru nies li jafu jie˙du r-riskji. Huma jistg˙u jiΩviluppaw strate©iji li jg˙inuhom ila˙˙qu ma’ sfidi ©odda, isiru individwi awtonomi li jirregolaw u jiddeterminaw lilhom infushom u li jag˙mlu progress, jeg˙lbu diffikultajiet u j˙ossuhom sodisfatti bl-isforzi tag˙hom. Hekk, dawn l-istudenti Ωg˙ar isiru indipendenti. Waqt li jsiru indipendenti u jitg˙allmu jie˙du ˙sieb tag˙hom infushom, it-tfal Ωg˙ar jitg˙allmu kif jittrattaw il-˙sus tag˙hom, jag˙rfu u jag˙tu isem lill-emozzjonijiet, jaççettaw lilhom infushom, u jitg˙allmu jkunu komdi mag˙hom infushom u mal-o˙rajn. Meta jiΩviluppaw il-kompetenzi soçjoemozzjonali, it-tfal Ωg˙ar jiksbu awtodixxiplina filwaqt li jitg˙allmu jikkontrollaw min huma huma u x’jistg˙u jag˙mlu. Minbarra l-iΩvilupp affettiv tag˙hom, fis-Snin Bikrin it-tfal jitg˙allmu dwar min huma u x’jistg˙u jag˙mlu permezz ta’ attivitajiet fiΩiçi li jistg˙u jintuΩaw biex jippromwovu ˙ajja sana. Il-Kompetenzi Soçjali Minbarra li jitg˙allmu j˙ossuhom komdi mag˙hom infushom fis-Snin Bikrin, it-tfal jiksbu dejjem aktar g˙arfien tal-o˙rajn u jitg˙allmu kif jg˙ixu u jikbru mag˙hom. Dan ifisser li t-tfal jesperjenzjaw u jittrattaw ma’ kif g˙andhom iΩommu l-post tag˙hom wie˙ed wara l-ie˙or u kif jiskambjaw l-attivitajiet, l-ideat, il-proçessi ta’ ˙sieb u l-kisbiet li jg˙inuhom jiΩviluppaw relazzjonijiet poΩittivi u awtentiçi. Meta jag˙mlu dan it-tfal jirrealizzaw x’ifisser li nirrispettaw lil ˙addie˙or, nirrispettaw lil xulxin u niΩviluppaw sens ta’ komunità. Flimkien, it-tfal g˙andhom isolvu konflitti b˙ala riΩultat tat-tag˙lim tag˙hom biex jikkontribwixxu u jipparteçipaw f’demokrazija. L-iΩvilupp ta’ empatija jse˙˙ meta t-tfal jistg˙u jifhmu l-emozzjonijiet li jkunu g˙addejjin minnhom o˙rajn u jilm˙u perspettivi differenti. Filwaqt li jiΩviluppaw kompetenzi soçjali u f’atmosfera li fiha l-benessri personali tag˙hom ikun salvagwardat, it-tfal Ωg˙ar jiΩviluppaw identità morali; sens ta’ x’inhu tajjeb u x’inhu ˙aΩin meta jiddistingwu bejn dak li hu aççettabbli u dak li mhuwiex; meta jesperjenzjaw u jadottaw valuri skont kif huma ttrattati u kif jaraw lill-o˙rajn ikunu ttrattati. Il-Kompetenzi Komunikattivi Ωvilupp personali u soçjali li jirnexxi jitlob li wie˙ed jesprimi ru˙u b’mod li jinftiehem. Hemm ˙afna g˙odod ta’ komunikazzjoni li jistg˙u jg˙inu lit-tfal jifhmu lilhom infushom u lill- o˙rajn. L-g˙odda predominanti li tiffaçilita l-komunikazzjoni hija l-lingwa. Filwaqt li t-tfal 21 jimpenjaw ru˙hom u jiksbu esperjenzi fl-uΩu tal-lingwa orali u stampata, il-˙iliet tag˙hom li ja˙sbu, jifhmu, jesprimu ru˙hom u jwessg˙u r-relazzjonijiet soçjali jissa˙˙u. L-objettivi ©enerali tal-lingwa fis-Snin Bikrin g˙andhom jiffukaw b’mod predominanti fuq l-g˙ajnuna lit-tfal biex ikabbru l-g˙arfien tag˙hom tal-funzjonijiet u l-iskopijiet tal-˙iliet fil-lingwa5 li jag˙milha g˙odda versatili g˙al kwalunkwe membru f’soçjetà. Fejn jid˙ol it-tag˙lim tal- lingwa, sa minn età Ωg˙ira t-tfal jiksbu flessibbiltà u kontroll fuq il-lingwa permezz ta’ g˙aΩla ta’ kliem korrett u addattat; iwessg˙u l-vokabularju tag˙hom; jitg˙allmu kif jasserixxu ru˙hom; jag˙rfu l-influwenza sottili li l-lingwa g˙andha fuq is-soçjetà, u kif is-smig˙, it- ta˙dit, il-qari u l-kitba huma g˙odod li jintuΩaw tista’ tg˙id il-˙in kollu biex jaraw li l-affarijiet isiru. Filwaqt li jirrispettaw, jippromwovu u jsa˙˙u l-ewwel lingwa tat-tifel jew tifla, it-tfal Ωg˙ar li jikbru fil-kuntest Malti jibdew il-vja©© tag˙hom tat-tieni lingwa. Dan hu rifless dirett tas- soçjetà usa’ aktar milli neçessarjament ˙tie©a immedjata li g˙andhom it-tfal. Madankollu, hu mill-aktar importanti li t-tfal ikunu esposti g˙aΩ-Ωew© lingwi uffiçjali tal-pajjiΩ b’mod li jag˙mel sens u li jservi biex jippromwovi t-tag˙lim u l-fehim tad-dinja li jmur lil hinn mit- tag˙lim innifsu tal-lingwa. It-tag˙lim tat-tieni lingwa jista’ jirnexxi jekk il-lezzjonijiet jittie˙du mill-akkwist tal-lingwa materna, u l-pedago©iji uΩati fl-ambjenti aktar formali tal-iskola g˙andhom ikunu mmexxijin minn prinçipji li huma addattati g˙all-year group partikolari. Minbarra l-lingwa, it-tfal, minn età relattivament Ωg˙ira, huma esposti g˙al sorsi alternattivi ta’ aççess g˙al komunikazzjoni li t˙affef ˙ afna bid-disponibbiltà mifruxa ˙ afna ta’ teknolo©iji di©itali. It-tfal li qed jikbru fis-seklu 21 je˙tie©u kompetenzi di©itali li jag˙tuhom il- ˙ila jikkomunikaw aktar b’mod effettiv mhux biss mal-kuntatti immedjati tag˙hom iΩda sa˙ansitra mal-o˙rajn. Id-disponibbiltà ta’ sorsi differenti ta’ informazzjoni u l-aççess iwasslu biex it-tfal jimpenjaw ru˙hom mad-dinja ta’ madwarhom u jifhmuha; jinkora©©uhom lejn komunikazzjoni u kollaborazzjoni; jippromwovu ˙iliet biex issir riçerka kif ukoll biex tinsab, tin˙aΩen u titre©©a’ lura informazzjoni. Id-DispoΩizzjonijiet g˙at-Tag˙lim Ambjent iççentrat fuq it-tfal jinkora©©ixxi lit-tfal ifittxu l-affarijiet g˙al rashom u hekk jippermetti l-esperimentazzjoni, l-ittestjar tal-ipotesijiet, il-provi u l-iΩbalji. Bis-sa˙˙a ta’ atte©©jamenti prattiçi fit-tfittxija ta’ twe©ibiet g˙al attivitajiet mibdijin minnhom stess, it-tfal Ωg˙ar jiΩviluppaw perseveranza u konçentrazzjoni. Il-funzjoni tal-adulti hi li jkunu sensittivi g˙all-interessi u l-inklinazzjonijiet tal-istudenti Ωg˙ar, u jipprovdu ambjenti stimulanti li jistimulawhom waqt it-tiftix g˙all-informazzjoni. L-adulti responsabbli g˙all-istudenti Ωg˙ar je˙tie© jemmnu li t-tfal g˙andhom g˙atx g˙all-g˙erf u li meta jag˙tuhom l-okkaΩjoni biex jid˙lu g˙al attivitajiet ibbaΩati fuq it-tiftix u esplorazzjoni indipendenti t-tfal x’aktarx li jiftakru u jifhmu aktar liema riΩultati ˙ar©u u kif inkisbu çerti riΩultati. It-tfal iktar jitg˙allmu meta jag˙mlu xi ˙a©a milli meta jisimg˙uha. Je˙ti©ilhom jie˙du gost jitg˙allmu, u g˙andhom sens reali li huma altru li kapaçi li jiksbu u jitg˙allmu. Il-Kompetenzi Intellettwali L-esperjenzi tas-Snin Bikrin g˙andhom joffru lit-tfal il-possibilitajiet li jimpenjaw ru˙hom mad-dinja ta’ madwarhom u jifhmuha. Aktar milli nirrestrin©u l-opportunitajiet u l-interessi 5 ‘Óiliet fil-lingwi’ tirreferi g˙al smig˙, ta˙dit, qari u kitba. ‘˙iliet fil-lingwi’ tintuΩa wkoll b’mod wiesa’ biex tirreferi g˙al ˙iliet riçettivi u ˙iliet produttivi. Taqsima 1: Is-Snin Bikrin 22 Dokument Konsultattiv 3: It-Tliet Çikli tat-tfal, g˙andu jsir kull sforz biex niΩguraw li l-attivitajiet, l-ambjenti u r-riΩorsi joffru sfida u li t-tfal jing˙ataw il-possibbiltà li jag˙mlu uΩu mis-sorsi diversi tal-informazzjoni. L-ambjenti tas-Snin Bikrin huma responsabbli biex jg˙inu lit-tfal jag˙rfu ˙iliet u strate©iji me˙tie©a biex jaççessaw, ifittxu, ji©bdu, isibu mill-©did, jorganizzaw u jifhmu informazzjoni. Mg˙ammrin bi strate©iji addattati u atte©©jament san g˙at-te˙id tar-riskji, it-tfal jiksbu medda ta’ ˙iliet konjittivi b˙al m’huma li jidentifikaw, jiddeskrivu, iqieg˙du f’ordni, fi gruppi jew f’sekwenza, jikklassifikaw, jikkategorizzaw u jqabblu. Dawn il-kompetenzi jistg˙u jinbidlu f’learning outcomes li t-tfal huma mistennija jiksbu sa meta jkunu g˙addejjin mis-Snin Bikrin g˙as-snin a˙˙arin tal-iskola primarja. L-iΩvilupp ˙olistiku tat-tfal jikkontribwixxi biex jirnexxilhom jiksbu r-riΩultati kollha. RiΩultat 1: It-tfal jiΩviluppaw sens qawwi ta’ identità • It-tfal jiΩviluppaw f’ambjent sod u sigur li jistg˙u jafdaw. • It-tfal jiΩviluppaw sens ta’ indipendenza u awtonomija. • It-tfal isiru responsabbli u jafu jie˙du poΩizzjoni quddiem l-isfidi. RiΩultat 2: It-tfal jakkwistaw idea poΩittiva tag˙hom infushom • It-tfal jemmnu fihom infushom u jkunu jafu sewwa l-potenzjal u l-˙iliet tag˙hom. • It-tfal jiksbu fiduçja fihom infushom u fil-kisbiet tag˙hom. • It-tfal jiΩviluppaw attitudnijiet poΩittivi li jag˙tuhom il-˙ila jie˙du inizjattivi u jsiru kapaçi jie˙du riskju. RiΩultat 3: It-tfal jiksbu ˙iliet soçjali • It-tfal isiru kapaçi jistabbilixxu relazzjonijiet ma’ o˙rajn. • It-tfal jiΩviluppaw empatija, rispett u aççettazzjoni ta’ fehmiet differenti. • It-tfal jiΩviluppaw g˙arfien tan-nozzjonijiet ta’ ekwità, sens ta’ ©ustizzja u trattament mhux preferenzjali. • It-tfal jitg˙allmu jikkollaboraw ma’ s˙abhom u ma’ adulti b’diversi sfondi u ˙ti©ijiet. RiΩultat 4: It-tfal huma komunikaturi effettivi • Tfal li huma kapaçi juΩaw forom differenti u midja biex jikkomunikaw. • It-tfal jintera©ixxu u jittrattaw ma’ varjetà ta’ testi u materjal stampat li jkabbar l-g˙arfien tag˙hom ta’ skopijiet/funzjonijiet. • It-tfal jiksbu familjarità ma’ simboli u mudelli u mal-uΩu tag˙hom. • It-tfal isiru jag˙rfu s-sistemi lingwistiçi differenti, l-aktar L1 u L2. • It-tfal jittrattaw il-litteriΩmu di©itali b˙ala mezz biex itellg˙u lura dejta kif ukoll biex jirrappreΩentw u jikkomunikaw ideat. 23 RiΩultat 5: It-tfal irawmu attitudnijiet poΩittivi lejn it-tag˙lim u hekk jimpenjaw ru˙hom u jsiru studenti fiduçjuΩi • It-tfal jiΩviluppaw medda ta’ ˙iliet konjittivi li jinkludu ttikkettjar jew identifikazzjoni, ri- konoxximent, issortjar, ipotizzar, tbassir, tqabbil, tqeg˙id f’sekwenzi, tqeg˙id fi gruppi. • It-tfal jiΩviluppaw dispoΩizzjonijiet poΩittivi li jinkludu l-entuΩjaΩmu u il-motivazzjoni, il- kurΩità, it-tqeg˙id ta’ mistoqsijiet, il-konçentrazzjoni, il-perseveranza, l-imma©inazzjoni, u l-˙ila li jaççettaw su©©erimenti/kritika alternattivi. • It-tfal iwessg˙u l-g˙erf tag˙hom u jsa˙˙u l-fehim tag˙hom bis-sa˙˙a tad-disponibbiltà u aççess g˙al diversi sorsi ta’ informazzjoni. Ir-Rakommandazzjonijiet g˙al Esperjenzi li Jirnexxu: It-Tqeg˙id tal-Qafas g˙as-Snin Bikrin fil-Prattika Programm li jirnexxi g˙as-Snin Bikrin jikkonsisti f’attivitajiet ippjanati tajjeb, b’riΩorsi tajbin u mg˙allmin tajjeb li jqisu l-˙ti©ijiet, il-˙iliet u l-perspettivi tat-tfal. Jistg˙u jkunu Ωviluppati ˙emel ta’ attivitajiet mal-istudenti filwaqt li jrid ikun irrispettat l-istadju ta’ Ωvilupp tag˙hom. Hemm ˙afna benefiççji li jo˙or©u minn attivitajiet mag˙Ωulin bil-g˙aqal. Minbarra l-pjaçir u d-divertiment, attivitajiet varjati g˙andhom jipprovdu: • kuntesti reali ta’ tag˙lim li bihom jikbru l-˙iliet u l-g˙erf tat-tfal; • attitudnijiet poΩittivi lejhom infushom b˙ala studenti; u • attitudnijiet poΩittivi lejn it-tag˙lim innifsu. Mhix ˙a©a mixtieqa li wie˙ed ifassal programm preskrittiv g˙as-Snin Bikrin, speçjalment meta wie˙ed iqis l-attivitajiet li jinbdew mit-tfal infushom. Il-kurrikulu u programm ta’ attivitajiet g˙as-Snin Bikrin ma jistax ikun dokument li jkopri kollox li jiddetta x’g˙andu jsir u meta, u ma’ min u kif isir. L-iΩvilupp u l-implimentazzjoni li jirnexxu tal-attivitajiet jitolbu ippjanar b’attenzjoni, riçerka, provvista ta’ materjal, kotba ta’ riΩorsi g˙all-adulti, g˙odod u varjetà ta’ materjal li jinqara addattat g˙at-tfal. Wie˙ed jifhem ukoll li t-temi u l-attivitajiet mag˙Ωulin jirriflettu u fil- fatt jirriΩultaw mill-interessi tat-tfal fi grupp partikolari. Madankollu, l-adult g˙andu jag˙mel l-almu tieg˙u biex jo˙loq ambjenti li jistimulaw u jimmotivaw lill-istudenti Ωg˙ar, u jΩomm f’mo˙˙u li t-tfal huma min-natura tag˙hom kurjuΩi u ˙erqana, u huma interessati li jfittxu u jsibu informazzjoni fuq id-dinja ta’ madwarhom. It-tfal g˙andhom jipparteçipaw bis-s˙i˙ fl- attivitajiet u jit˙allew je˙duhom f’idejhom. Aktar milli jing˙adilhom x’g˙andhom jag˙mlu, u meta u kif jag˙mlu xi ˙a©a, it-tfal g˙andu jing˙atalhom materja prima, jittie˙du g˙al Ωjajjar fuq il-post, jit˙allew josservaw, jaraw, imissu u juΩaw tag˙mir biex jifhmu u jitg˙allmu tassew. Fuq il-baΩi tal-g˙erf tal-adulti dwar l-iΩvilupp tat-tfal, l-informazzjoni mog˙tija mill-familji, u l-g˙arfien profond tal-medda ta’ pedago©iji, edukaturi tas-Snin Bikrin jistg˙u jg˙inu lill- istudenti billi: • jo˙olqu opportunitajiet g˙at-tfal biex jid˙lu g˙al medda ta’ esperjenzi ma’ o˙rajn u mal- ambjent tag˙hom; Taqsima 1: Is-Snin Bikrin 24 Dokument Konsultattiv 3: It-Tliet Çikli • intenzjonalment jiggwidawhom u jappo©©jawhom biex jiskopru l-potenzjal tag˙hom u jaslu biex jiksbu l-g˙anijiet tat-tag˙lim tag˙hom; u • jiΩguraw li t-tfal jilqg˙u sfidi konjittivi permezz ta’ tekniki ta’ struzzjoni b˙alma huma mmu- dellar, open questioning, spekulazzjoni u spjegazzjonijiet.6 Aktar mill-kopertura ta’ kontenut partikolari, il-mira ewlenija tal-edukaturi tas-Snin Bikrin g˙andha tkun fuq learning outcomes li jippromovu attitudnijiet, dispoΩizzjonijiet u kompetenzi poΩittivi g˙at-tag˙lim li t-tfal jitrawmu fihom tul is-Snin Bikrin u li jg˙inuhom tul it-tkabbir u Ωvilupp tag˙hom tul ˙ajjithom. Sommarju ta’ dejta ewlenija fuq l-edukazzjoni fl-Ewropa (Eurydice, 2009) jindika li t-terminolo©ija uΩata mill-pajjiΩi Ewropej li tidentifika g˙anijiet ©enerali li jridu jintla˙qu fis- snin ta’ qabel il-primarja tirreferi g˙al ‘Ωvilupp’, ‘awtonomija’, ‘responsabbiltà’, ‘benesseri’, ‘fiduçja fik innifsek’, ‘çittadinanza’, ‘preparazzjoni g˙all-˙ajja fl-iskola’, ‘l-insegwiment tat- tag˙lim’ (p. 65). Tabella 1 hawn ta˙t turi w˙ud mill-kisbiet li t-tfal Ωg˙ar huma mistennija jiΩviluppaw tul is-Snin Bikrin tag˙hom, flimkien mal-evidenza li tista’ tkun irre©istrata b˙ala dimostrazzjoni ta’ dak li jkun inkiseb. Ting˙ata wkoll informazzjoni b’su©©erimenti dwar provedimenti li l-adulti je˙ti©ilhom jinkorporaw fl-ippjanar tag˙hom biex jiffaçilitaw l-esperjenzi mimlijin sens u li jwasslu g˙all-kisba ta’ dispoΩizzjonijiet poΩittivi g˙at-tag˙lim.7 6 The Australian Early Years learning framework (Draft) Nov. 2008. Aççessibbli minn: http://www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/development/eylframework.pdf 7 It-tabella hija mudellata fuq eΩempji mog˙tijin f’Belonging, being & becoming. The Early learning framework for Australia. (2009). Aççessibbli minn: http//:www.deewr.gov.au/EarlyChildhood/Policy_Agenda/Quality/ Documents/Final%20EYLF%20Framework%20Report%20-%20WEB.pdf 25  Ri żu lta t Ki sb iet re lat ati Ev ide nz a Ap po ġġ M eħ tie ġ    ##  *    •  &" !  # *     !  !    !     !     •   !      *    ! *  !  •      #   ,   ,      ,     •      #     •  &" !  #   % %   & "  *  !   !       •   !   ,  ,    %%    * "    !  •  !       !   ,     " #  •   !       !   ,   ! !     #     •  !     $$ !+  ! !    *       •  & ! #  ,     # *      ! $    •  &" !  #    *     % !  #     •   !  % "  , "    •    #  "    •   !    •   & ! "      !    % •   !          &  ) %%   !   &    •  !      !   " "         ,    •  !     $ $!   ,    !  ,   •  !!      ,   •   !     !    !      •     !$        •  " " ! !   , "        , !   •  !        #  "       " #   •  !   ! !             •  !!    !      ,    •   #  ,       •     #  *   •  !   $      "    !    #   •  !!     ,    *   •  !      !         " # !  "    *        "  •  !     #  $! $ ) ,   !  ,       *  !   ! ,    •     $$ !  ,     # ,             Taqsima 1: Is-Snin Bikrin 26 Dokument Konsultattiv 3: It-Tliet Çikli Ri żu lta t Ki sb iet re lat at i Ev id en za Ap po ġġ M eħ tie ġ          %  !  •          "       #      #  )   $          •        !     !  •     )    •     % *  #   $$        !  • % !    "    (       •           )    •         #    # #     $ $    •       )   $ $   )    )   •             )        •      !  $  •         ! " )     •         )       •       ) !!     •     ##   )       %           •            )    #   ##  •     )   •   )     )    )     • % !    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"  %   0 •    $$ ! -           % !& !         • !& #  "      !  -  & !  +  # %%    +    •      !     +"    + &   •  !    # "! -! &!  + &      -     -   •   !     +   !  !   !   !& #  •  !  $ + !    & . ! ! )  )  !  ) !   •     !  #        %%  +    & % %   •  & %%       ! !     %%  + &       •     $ $!  -    $   ! !   !          • &   # !   !    -     •  !  $  -         -  # ) -   1 ! 2  • !& # -   " +    ! •   ! !   +       •        -    #   %%  +    )  !     •          -  #   -    +  & #    + "  !   !  •   !  -        +    )  & )  )    )   + 1!   + 2 •   " !"    +    % -     %%  + "   + &  ,      •     $ $! -   %%   -    •   !   !, #    +  # %  29 Ri żu lta t Ki sb iet re lat at i Ev id en za Ap po ġġ M eħ tie ġ  •        (    "        !!            ! !             "            •        (         &     •     &       &          •  "         •                 •    "      !     •    '       ( "  &         •    '       &  "  &     •             (       (      "  (      •            (      "  (           %     %       !!     •       (         ( "  &    &                "  •  "     &         •         %     %      %      ! %          ! !  •     •    (     ) &   % &      •      &      •              &   !  •      (     ! !  %   "   •   "    (   &                 !  &    &    •   "    (   &             !       &    •  "      " !!     "    •         "    (    &     •          •       &    •        (           •                     •           "   (          •            •         (            (   •           (     (   •     (        (      •     '  "  '     (     •           •     •  "     &      •       (     •               ! !   •       (     (     (   ! !   •             %     %                !  Taqsima 1: Is-Snin Bikrin 30 Dokument Konsultattiv 3: It-Tliet Çikli 31 Taqsima 2 Is-Snin tal-Primarja (mill-1 sas-6 Sena)8 Il-proposti tal-NCF g˙as-Snin tal-Primarja jqisu dan li ©ej: • Sa meta t-tfal ikunu se jid˙lu g˙all-edukazzjoni formali, il-ma©©oranza kbira ˙afna tat- tfal ikunu g˙addew mill-esperjenza ta’ programm g˙as-Snin Bikrin; • Il-Kurrikulu tal-Primarja jg˙aqqad il-prinçipji filosofiçi u edukattivi deskritti fil-Kurrikulu g˙as- Snin Bikrin mar-rekwiΩiti mitlubin mill-Kurrikulu g˙as-Snin tas-Sekondarja; u • Speçjalment g˙al tfal li jattendu l-iskejjel Statali u g˙all-parti l-kbira tas-subien fl-iskejjel tal-Knisja, l-iΩviluppi reçenti fi ˙ dan ir-riforma fl-edukazzjoni li rat it-tne˙˙ija tal-eΩamijiet tant importanti tad-d˙ul g˙aç-Çiklu tas-Sekondarja g˙andhom jiffaçilitaw atte©©jament ta’ Ωvilupp g˙at-tag˙lim.9 L-isfida li g˙andna quddiemna hija wa˙da li tiΩgura li l-Kurrikulu tas-Snin tal-Primarja jag˙ti lok g˙all-implimentazzjoni ta’ pedago©iji msejsin fuq sistema soçjokostruttivista li tirrispetta mudelli ta’ tag˙lim individwalizzat, jindirizza l-˙ti©ijiet kollha tat-tfal, u jiΩviluppa b’suççess il-potenzjal s˙i˙ tat-tfal, u hekk inaqqas l-enfasi Ωejda fuq il-mentalità ta’ suççess jew falliment li da˙let mas-sistema orjentata g˙all-eΩamijiet. L-Iskopijiet u l-Objettivi ©enerali Fil-livell tal-Primarja t-tfal g˙andhom dritt g˙al ambjent edukattiv stimulanti, ferrie˙i, sigur u li jie˙u ˙siebhom, li jibni fuq l-esperjenzi tat-tfulija bikrija, jippromwovi l-iΩvilupp tal- potenzjal s˙i˙ tag˙hom fl-aspetti kollha tat-tag˙lim, u jwitti t-triq g˙all-bini ta’ kapaçitajiet u tag˙lim tul il-˙ajja kollha, li jissa˙˙a˙ fil-livell sekondarju. L-edukazzjoni fil-livell tal-primarja g˙andha l-g˙an li: • tappo©©ja lit-tfal fil-vja©© tag˙hom biex jiskopru l-fer˙ tat-tag˙lim; • ssa˙˙a˙ l-iΩvilupp ˙olistiku tat-tfal; u • tag˙ti ˙ila lit-tfal biex jiksbu l-g˙erf, il-kunçetti, il-˙iliet, il-valuri u l-attitudnijiet li j˙alluhom jiΩviluppaw f’persuni li jibqg˙u jitg˙allmu tul ˙ajjithom kollha biex jimxu ’l quddiem minn livell g˙al ie˙or bil-pass individwali tag˙hom ta’ Ωvilupp. L-ambjenti u esperjenzi edukattivi tul is-snin tal-primarja g˙andhom l-g˙an li jag˙nu l-kapaçità g˙at-tag˙lim tat-tfal. Dan jinkiseb permezz tal-ippjanar, l-implimentazzjoni 8 Konformi mal-filosofija ta’ kurrikulu s˙i˙ u bla skossi, hu rrakkomandat li ç-Çikli tal-Primarja u s-Sekondarja fl-edukazzjoni obbligatorja jissej˙u mill-Ewwel sal-˙dax-il Sena. 9 Il-bniet fl-iskejjel tal-Knisja, xi subien fl-iskejjel tal-Knisja u studenti fil-parti l-kbira tal-iskejjel Indipendenti ilhom snin twal b’sistema skolastika li tkopri s-snin kollha. Taqsima 2: Is-Snin tal-Primarja 32 Dokument Konsultattiv 3: It-Tliet Çikli u l-evalwazzjoni ta’ attivitajiet edukattivi li jiΩviluppaw il-˙ila tat-tfal li jiksbu, jifhmu u japplikaw l-g˙erf, jiΩviluppaw u jipprattikaw varjetà wiesg˙a ta’ ˙iliet u kompetenzi ewlenin, u jinternalizzaw attitudnijiet u valuri poΩittivi. Il-programmi speçifiçi ta’ studji u l-modi ta’ assessjar g˙andhom ikunu çari, validi u rilevanti. Il-Kurrikulu tal-Primarja g˙andu jg˙in lit-tfal jiΩviluppaw fi studenti li huma: • fiduçjuΩi, g˙andhom idea poΩittiva tag˙hom infushom, sens g˙oli ta’ stima tag˙hom infushom, u huma kapaçi jrawmu relazzjonijiet soçjoemozzjonali b’sa˙˙ithom; • ˙assieba kritiçi u innovattivi li huma kapaçi ji©©eneraw ideat kreattivi u jqeg˙duhom fil-prattika; • profiçjenti fl-uΩu tal-Malti u l-IngliΩ; • kapaçi fin-numeriΩmu u g˙andhom pedament sod fir-ra©unar u l-kunçetti matematiçi; • litterati xjentifikament u kapaçi li jid˙lu g˙al eΩerçizzji ta’ tiftix li ja˙kmu l-im˙abba g˙all-esplorazzjoni u l-istag˙©ib; • litterat di©italment, kapaçi juΩaw teknolo©iji ©odda u jaddattaw ru˙hom g˙alihom; u • fiΩikament attivi, u kapaçi li jag˙mlu g˙aΩliet favur stil san ta’ ˙ajja. L-G˙anijiet tal-Edukazzjoni Primarja L-NCF g˙andu l-g˙an li jiΩviluppa: A. Studenti li huma kapaçi jiΩviluppaw b’suççess il-potenzjal s˙i˙ billi jitg˙allmu tul ˙ajjithom Dan g˙andu jwassal g˙all-iΩvilupp ta’: Il-˙iliet personali u soçjali Il-˙iliet interpersonali, intrapersonali u komunikattivi tat-tfal huma Ωviluppati biex iwasslu g˙al stima, fiduçja u g˙arfien tag˙hom infushom. Sistema g˙al kollox integrata mal-medda kollha tal-kurrikulu tag˙ni dawn il-˙iliet fl-ambitu tad-dominju affettiv biex tiΩviluppa l-kapaçità tat-tfal li jibnu relazzjonijiet sodi mag˙hom infushom, ma’ s˙abhom u mal-kbar. L-iΩvilupp morali u spiritwali L-iΩvilupp tad-dimensjonijiet morali, spiritwali u reli©juΩi jikkontribwixxi g˙all-kapaçità tat-tfal li jivvalutaw, japprezzaw, jipperçepixxu u jinterpretaw id-dinja li jg˙ixu fiha. Dan g˙andu l-g˙an li jda˙˙al lit-tfal f’tiftixa profonda u li ddum tul il-˙ajja g˙all-verità u g˙all- valur tal-˙ajja u tal-eΩistenza permezz ta’ perspettiva Kattolika. Se jkun hemm il-possibbiltà ta’ programm ta’ edukazzjoni etika b˙ala alternattiva g˙all-programmi ta’ edukazzjoni reli©juΩa denominazzjonali. 33 Il-litteriΩmu, in-numeriΩmu u l-litteriΩmu di©itali Il-litteriΩmu, in-numeriΩmu u l-litteriΩmu di©itali huma l-pedamenti g˙al iktar tag˙lim. Permezz ta’ programmi li jibnu fuq il-˙iliet inizjali li jin˙akmu tul is-Snin Bikrin, it-tfal isiru profiçjenti fit-ta˙dit, is-smig˙, il-qari u l-kitba kemm bil-Malti u kemm bl-IngliΩ. Il-kunçetti u l-lingwa©© matematiku jin˙akmu permezz ta’ tag˙lim sistematiku u attivitajiet tat-tag˙lim biex jg˙inu lit-tfal jiΩviluppaw fin-numeriΩmu u fil-˙iliet li jsolvu l-problemi. Il-progressjoni tinkiseb permezz tal-˙sieb, il-manipulazzjoni, ir-rappurtar u l-preΩentazzjoni ta’ riΩultati. Il- litteriΩmu di©itali hu Ωviluppat flimkien mal-litteriΩmu u n-numeriΩmu permezz tal-uΩu tat- teknolo©iji mit-tfal. Il-bilingwiΩmu u l-multilingwiΩmu Minbarra l-iΩvilupp simultanju tal-Malti u tal-IngliΩ, fis-snin a˙˙arin taç-Çiklu tal-Primarja t-tfal huma inkora©©uti li jag˙mlu esperjenza ta’ programm ta’ g˙arfien ta’ lingwa barranija. Il-kompetenza fix-xjenzi u t-teknolo©ija Il-˙iliet fis-soluzzjoni tal-problemi u fit-tqeg˙id tal-mistoqsijiet jin˙akmu permezz ta’ xog˙ol prattiku u permezz tal-esplorazzjoni tal-ideat. Il-˙iliet ta’ investigazzjoni, tfassil u g˙emil, ittestjar u rappurtar g˙andhom jing˙ataw importanza. Il-˙sieb kritiku u innovattiv Tul is-snin tal-primarja it-tfal juΩaw l-imma©inazzjoni u x-xejra li jistaqsu jintuΩaw biex jinvestigaw il-problemi u jesploraw is-soluzzjonijiet possibbli. Huma jiltaqg˙u ma’ esperjenzi, midja u materjali differenti li jwassluhom biex jiΩviluppaw l-ideat tag˙hom infushom u jesperimentaw b’modi alternattivi ta’ kif isolvu problema. Jitg˙allmu jiffukaw fuq modi sistematiçi li bihom jindirizzaw il-problemi; ji©bru, jittestjaw u janalizzaw l-informazzjoni, u japplikaw ir-riΩultati biex isolvu problemi f’sitwazzjonijiet differenti. L-apprezzament estetiku u l-espressjoni kreattiva Permezz tal-Edukazzjoni fl-Arti t-tfal japprezzaw, jirrispondu g˙al, jipparteçipaw fi u jesploraw operazzjonijet u espressjonijiet kreattivi. B. Studenti li huma kapaçi jsostnu ç-çansijiet tag˙hom fid-dinja tax-xog˙ol G˙alkemm fiç-Çiklu tal-Primarja t-tfal huma maqtug˙in ˙afna mid-dinja tax-xog˙ol, il-˙iliet u attitudnijiet fundamentali g˙all-impjegabbiltà g˙andhom jitrawmu sa minn età Ωg˙ira. ˙iliet u attitudnijiet ta’ din ix-xorta jiΩviluppaw permezz ta’: Il-˙ila li jikkomunikaw b’mod effettiv u b’fiduçja Il-˙iliet komunikattivi fl-oqsma verbali, mhux verbali, bil-miktub, viΩwali, fiΩiçi, tekniçi u emozzjonali/espressivi g˙andhom ikunu Ωviluppati biex jippreparaw lit-tfal jirrispondu u jintera©ixxu ma’ sitwazzjonijiet skont kif u meta jinqalg˙u. Il-kompetenza fl-uΩu tat-teknolo©iji ©odda tal-informazzjoni u l-komunikazzjoni Issir enfasi fuq it-tag˙lim tal-˙iliet baΩiçi tal-ICT inkluΩ dak li g˙andu x’jaqsam mas-sigurtà u l-uΩu. Il-litteriΩmu di©itali jinkora©ixxi lill-istudenti biex jiskopru u juΩaw g˙ejun di©itali ta’ dejta, jo˙olqu preΩentazzjonijiet di©itali multimedjali u juΩaw authoring tools kollaborattivi. L-istudenti jkunu jistg˙u jipprogrammaw apparati biex jirrispondu g˙al dak li jidda˙˙al fil- Taqsima 2: Is-Snin tal-Primarja 34 Dokument Konsultattiv 3: It-Tliet Çikli programm bl-uΩu ta’ interface ikoniku simplifikat. Ikunu jistg˙u ukoll jibag˙tu l-ittri elettroniçi u dokumenti mehmuΩa tag˙hom, juΩaw il-VOIP, jie˙du sehem f’ta˙dit permezz tal-vidjow, u jiççattjaw biex jikkollaboraw mal-o˙rajn. Huma jitg˙allmu u jipprattikaw in-netiquette u miΩuri ta’ si©urtà online Il-˙ila li jit˙arr©u, jit˙arr©u mill-©did u jiΩviluppaw ˙iliet ©odda Strate©iji xierqa tat-tag˙lim jag˙tu l-˙ila lit-tfal biex ikunu reçettivi g˙as-sa˙˙iet u limitazzjonijiet tag˙hom u jipprovdulhom il-˙ila li jitjiebu u jaddattaw ru˙hom b’mod intelli©enti g˙at-tibdil fir-realtajiet u l-kuntesti. L-istabbiltà u l-indipendenza ekonomika It-tfal jitg˙allmu jie˙du inizjattiva u jsiru ˙assieba indipendenti u parteçipanti f’˙idma fi gruppi. Il-fehim inizjali tag˙hom tal-valur ta’ ˙idma kooperattiva u kollaborattiva jkompli jissa˙˙a˙ fil-livell primarju. Bis-sa˙˙a tal-esperjenzi tag˙hom it-tfal isiru jag˙rfu l-kontribut vitali ta’ kull membru fis-soçjetà lejn il-©id tal-komunità. Li titg˙allem tkun flessibbli, tenaçi u tadatta ru˙ek iwitti t-triq g˙aç- çittadinanza responsabbli. L-innovazzjoni u l-intraprenditorija It-tfal jag˙tu valur lill-proçessi li jwasslu g˙all-˙olqien u implimentazzjoni ta’ ideat ©odda. Permezz tat-te˙id ta’ riskji, l-ippjanar, il-perseveranza u l-uΩu ta’ imma©inazzjoni fertili, it-tfal jifhmu u jiΩviluppaw il-˙ila li ja˙sbu, jo˙olqu u jag˙tu valur lil prodotti ©odda li jg˙inu lilhom u lill-o˙rajn jaddattaw ru˙hom g˙al bidliet fis-soçjetà. Il-kisba tat-twemmin fihom infushom, u l-˙ila li jkunu utli u produttivi g˙alihom infushom, g˙all-grupp ta’ s˙abhom, g˙all-klassi u g˙all-iskola twassalhom biex ja˙kmu l-attitudnijiet xierqa me˙te©a g˙all-kontribut li jag˙mlu iktar tard lejn il-©id komuni. Il-˙ila li j˙addnu bil-qalb il-mobbiltà u l-bdil ma’ studenti f’pajjiΩi o˙ra L-iskambji bejn skejjel ta’ studenti minn kulle©©i, setturi, bliet u pajjiΩi o˙rajn jippermetti u jinkora©©ixxi l-mobbiltà. Attivitajiet ta’ din ix-xorta jippreparaw lit-tfal g˙all-bidliet soçjali, kulturali u ekonomiçi li g˙ad jesperjenzjaw tul ˙ajjithom. Il-multilingwiΩmu u l-g˙arfien ta’ kulturi u stili ta’ ˙ajja differenti jwessg˙u l-fehim u l-apprezzament tad-diversità li jkollhom it-tfal. II-viΩjoni tar-realtà b’ottika sistemika li tiffaçilita l-impenn tag˙hom fil- promozzjoni tal-iΩvilupp sostenibbli Minn età Ωg˙ira, it-tfal jistg˙u japprezzaw u jag˙tu valur lill-empatija u, b’appo©© addattat, jiΩviluppaw kurΩità, entuΩjaΩmu u ©udizzju tajjeb. Bl-g˙ajnuna ta’ tag˙lim ibbaΩat fuq is- sens inkwiΩittiv, it-tfal jitg˙allmu jifhmu li l-azzjonijiet kollha jista’ jkollhom effetti dejjiema fuq komunitajiet u soçjetajiet. L-involviment attiv fi kwistjonijiet ta’ Ωvilupp sostenibbli Iç-çittadinanza responsabbli twassal g˙al çittadinanza attiva. It-tfal jibnu sens ta’ komunità bis-sa˙˙a tal-˙kim ta’ sistemi ta’ valuri u twemmin l-aktar prevalenti fl-iskola jew fid-dar tag˙hom. Permezz tal-esperjenzi tag˙hom, fosthom dawk ta’ natura interkurrikulari, it- tfal jaslu g˙al g˙arfien ta’ medda ta’ soluzzjonijiet plawsibbli u jie˙du azzjoni biex itejbu l-ambjent immedjat tag˙hom. Huma jsiru konxji wkoll ta’ kwistjonijiet nazzjonali u re©jonali, u jiΩviluppaw opinjonijiet infurmati dwarhom. 35 C. Studenti li huma çittadini impenjati fost realtajiet lokali, re©jonali u globali dejjem jinbidlu Dawk l-istudenti jaslu biex: Jirrispettaw id-diversità u japprezzaw id-differenza It-tfal jiskopru xebh u differenzi madwarhom permezz tal-involviment tag˙hom ma’ kulturi u lingwi differenti. B’dan il-mod huma jibdew jifhmu d-diversità u jag˙tuha valur. Jirrispettaw u jippromwovu l-kultura u l-wirt Malti It-tfal fil-livell tal-primarja g˙andhom jg˙addu mill-esperjenza tal-wirt u g˙ana kulturali u nazzjonali tag˙hom. Permezz ta’ Ωjajjar, wirjiet u opportuniatjiet diretti o˙rajn, it-tfal jistudjaw u jesploraw l-img˙oddi u l-preΩent ta’ pajjiΩhom. Tag˙lim imsejjes fuq st˙arri©, li wie˙ed jara artefatti fuq il-post kif ukoll l-istudju ta’ dokumenti u testi jag˙tu okkaΩjoni lit-tfal biex jiffurmaw fehim solidu ta’ min huma u minn fejn ©ejjin. It-tfal jistg˙u jid˙lu attivament g˙al pro©etti li jg˙inu fil-konservazzjoni tal-wirt re©jonali u nazzjonali tag˙hom. Esperjenzi o˙rajn jinkludu parteçipazzjoni f’©emella©© elettroniku u fi pro©etti Comenius bejn skejjel kemm lokalment u kemm fuq skala internazzjonali. JiΩviluppaw kompetenza interkulturali u japprezzaw il-wirt tag˙hom f’kuntest Mediterranju, Ewropew u globali It-tfal isa˙˙u l-˙ila tag˙hom li japprezzaw realtajiet soçjali, kulturali, nazzjonali u ©eografiçi billi jitg˙allmu tag˙rif storiku u ©eografiku u jiΩviluppaw attitudnijiet u ˙iliet li jwasslu g˙al fehim interkulturali. Id-dimensjonijiet Mediterranji u Ewropej huma ta’ interess partikolari g˙at-tfal f’dan il-livell. Parteçipazzjoni f’©emella©© elettroniku u fi pro©etti Comenius fost skejjel kemm lokalment u kemm fuq skala internazzjonali tiffaçilita esperjenzi interkulturali. Ja˙dmu g˙at-tis˙i˙ tal-koeΩjoni soçjali u jiΩguraw il-©ustizzja soçjali L-apprezzament tad-diversità u d-differenza, filwaqt li jikkonçentra fuq ˙wejje© li jixxtiebhu, jippromwovi t-tolleranza u l-˙ila li wie˙ed jag˙raf modi kif komunità tista’ ta˙dem biex ikollna soçjetà b’aktar koeΩjoni soçjali. F’livell ta’ klassi, sena u skola, it-tfal jie˙du sehem fi strate©iji ta’ tag˙lim kollaborattivi li jippromovu prattiki li huma soçjalment inkluΩivi. Isostnu l-©ustizzja soçjali u prinçipji demokratiçi It-tfal jitg˙allmu fuq il-©ustizzja soçjali u d-demokrazija bil-fehim tad-drittijiet u responsabbiltajiet personali filwaqt li huma jid˙lu g˙al diskussjonijiet, dibattiti u prattiki ta’ governanza. Hu su©©erit li jkun hemm rabtiet interkurrikulari biex dan l-objettiv kruçjali ji©i Ωviluppat u jintla˙aq. L-Oqsma tat-Tag˙lim L-oqsma tat-tag˙lim tfasslu b’mod li jiΩgura li ji©i fformulat kurrikulu b’baΩi wiesg˙a u bilançjat tajjeb li jindirizza u jwettaq l-g˙anijiet deskritti hawn fuq. L-attivitajiet edukattivi organizzati fil-livell primarju jiΩviluppaw id-dispoΩizzjonijiet importanti ta’ ˙assieba u tal- istudenti: “il-kooperazzjoni, il-konçentrazzjoni, il-kura©©, il-kurΩità, id-direzzjoni, l-empatija, il- flessibbiltà, il-©udizzju rett, l-umiltà, l-imma©inazzjoni, l-indipendenza, il-perseveranza, il-mo˙˙ miftu˙, il-preçiΩjoni, is-sens ta’ riflessjoni, ir-responsabbiltà, it-te˙id ta’ riskji u l-awtodixxiplina” (Simister 2007, p. 23). Taqsima 2: Is-Snin tal-Primarja 36 Dokument Konsultattiv 3: It-Tliet Çikli Il-Lingwi Il-lingwi jinkora©©ixxu lit-tfal biex jiΩviluppaw: • is-smig˙, it-ta˙dit, il-qari, il-kitba u l-preΩentazzjoni ta’ ˙iliet; • il-˙iliet biex jorganizzaw il-˙sibijiet, l-ideat, il-˙sus, u l-g˙erf; jikkomunikaw mal-o˙rajn u jirrispondu g˙al kif o˙rajn jikkomunikaw; • b˙ala persuni li uΩaw il-Malti u l-IngliΩ b’mod kompetenti, huma kapaçi japprezzaw u jgawdu l-wirt letterarju taΩ-Ωew© ilsna; • il-˙iliet intellettwali li jwasslu lill-istudenti biex jesploraw u juΩaw b’mod effettiv il-misto- qsija, l-informazzjoni, il-˙sieb kritiku, it-te˙id ta’ deçiΩjonijiet u l-memorja; u • l-g˙arfien ta’ lingwi barranin bl-g˙an li jinfet˙u g˙al lingwi u kulturi o˙rajn b’dispoΩizzjoni poΩittiva lejn il-mobbiltà u esperjenzi ©odda. Filwaqt li l-Malti u l-IngliΩ huma l-lingwi prinçipali tal-qasam tat-tag˙lim, qed ikun propost kors ta’ g˙arfien tal-lingwi g˙as-snin a˙˙arin taç-Çiklu tal-Primarja. Qed ikun su©©erit li l-iskejjel jie˙du huma d-deçiΩjoni dwar liema lingwa jew lingwi barranin g˙andhom jidda˙˙lu.10 Il-˙iliet fit-ta˙dit, is-smig˙, it-twe©ib g˙al diversi testi (miktubin, viΩwali, orali u awrikulari) u l-˙iliet komunikattivi jing˙ataw importanza permezz ta’ medda wiesg˙a ta’ esperjenzi awtentiçi mi©budin minn riΩorsi diversi, fosthom sitwazzjonijiet u avvenimenti, materjal stampat, testi letterarji u teknolo©iji di©itali. Fil-kaΩ tal-IngliΩ u tal-Malti, l-assessjar isir fl-erba’ ˙ iliet lingwistiçi (is-smig˙, it-ta˙dit, il-qari u l-kitba) u jittie˙ed qies tal-medda wiesg˙a tal-livelli ta’ kisbiet. Fi tmiem iç-Çiklu Tal-Primarja, l-erba’ ˙iliet fl-IngliΩ u fil-Malti jkunu assessjati permezz tal-Benchmark ta’ tmiem l-iskola primarja mill-2011 ’il quddiem, kif stipulat fir-rapport ta’ transizzjoni Grima, Grech, Mallia, Mizzi, Vassallo & Ventura (2007). Il-Matematika • It-tag˙lim li jsir fil-qasam tal-Matematika jag˙ti okkaΩjoni lit-tfal biex jiΩviluppaw: • il-˙iliet baΩiçi u essenzjali fin-numeriΩmu li jappo©©jawhom fil-˙ajja ta’ kuljum; • il-kompetenzi numerici ewlenin li jinkludu l-fehim ta’ kunçetti, prinçipji u applikazzjoni- jiet; • sistemi kreattivi f’erba’ ferg˙at, ji©ifieri l-uΩu tan-numri, il-kejl, l-ispazju u l-forom, u l-immani©©jar ta’ dejta; u 10 Il-Qafas Komuni Ewropew (Kunsill tal-Ewropa 2001) jippromwovi l-˙tie©a tal-˙ila multilingwi. G˙alkemm je˙tie© li jkun hemm salvagwardja kontra l-impoΩizzjoni tat-tag˙lim ta’ wisq lingwi, it-tfal g˙andhom jing˙ataw l-opportunità li jkunu introdotti almenu g˙al lingwa wa˙da o˙ra (L3) b’mod informali fis-snin a˙˙arin taç-Çiklu tal-Primarja. Ix-xejriet kurrenti fit-tag˙lim tal-lingwi f’dan il-livell jirrakkomandaw sistema dijalo©ika u interattiva fejn it-tfal huma esposti g˙al-lingwa u l-kultura permezz ta’ attivitajiet lingwistiçi mag˙Ωulin b’g˙aqal. 37 • il-˙sieb lo©iku u t-t˙addim ta’ proçessi investigattivi li jwasslu g˙al soluzzjonijiet. Il-matematika hija qasam prinçipali fit-tag˙lim fiç-Çiklu tal-Primarja. It-tfal kollha je˙ti©ilhom imissu mal-matematika fil-primarja b˙ala esperjenza li t˙alli frott u li hi pjaçevoli. Dan jista’ jinkiseb l-a˙jar bl-uΩu ta’ ta˙lita ta’ stili differenti u permezz ta’ tag˙lim differenzjat li jie˙u konsiderazzjoni ta’ stili ta’ tag˙lim differenti. Minbarra l-assessjar kontinwu f’kull wa˙da mill-erba’ ferg˙at u l-eΩamijiet ta’ tmiem is-sena fis-snin a˙˙arin taç-Çiklu tal-Primarja, l-assessjar fil-Matematika fi tmiem iç-Çiklu tal-Primarja jkun eΩaminat ukoll fil-Benchmark ta’ tmiem l-iskola primarja. Ix-Xjenza Fiç-Çiklu tal-Primarja l-iskop g˙andu jkun il-˙olqien ta’ g˙arfien u l-iΩvilupp ta’ sens ta’ stag˙©ib dwar id-dinja filwaqt li jkunu introdotti kunçetti u vokabularju xjentifiçi sempliçi. Programmi ta’ Xjenza fis-Çiklu tal-Primarja jinkora©©ixxu lit-tfal biex: • jiΩviluppaw sistema bbaΩata fuq l-ist˙arri© biex isibu fatti billi josservaw, jesploraw u jinve- stigaw l-ambjent tag˙hom; • jikkomunikaw dak li jsibu b’mod orali, bl-istampi u bil-kitba; u • jitg˙allmu kif ta˙dem ix-xjenza, u kif l-informazzjoni kienet skoperta permezz ta’ kuntesti bijolo©içi, kimiçi, fiΩiçi u ambjentali. Ix-Xjenza hija qasam ta’ tag˙lim prinçipali fiç-Çiklu Tal-Primarja.11 Ix-Xjenza wie˙ed jista’ jitg˙allimha permezz ta’ drammi u attivitajiet pjaçevoli o˙ra prattiçi, u ssir enfasi fuq l-osservazzjoni u l-komunikazzjoni ta’ esperjenzi aktar milli fuq spjegazzjonijiet li jitolbu ideat astratti. It-tfal jistg˙u jkunu inkora©©uti biex jittrattaw ix-xjenza permezz ta’ investigazzjonijiet sempliçi li jag˙tuhom okkaΩjoni jistaqsu; biex juΩaw multimidja u jsibu informazzjoni addattata; u biex juΩaw rakkonti ta’ stejjer u drama ˙alli jorbtu x-xjenza mal- ˙ajja ta’ kuljum u mal-ambjent lokali fejn jg˙ixu. L-assessjar tas-suççess tal-istudenti g˙andu jsir fl-istess waqt li jsir it-tag˙lim u jinvolvi attivitajiet mag˙Ωulin apposta g˙al ta˙ri© fis-soluzzjoni ta’ problemi. G˙andu jkun ta’ natura formattiva u bbaΩat mhux biss fuq kisba individwali iΩda jinkludi assessjar tal-grupp u awtoassessjar. Dan jinkora©©ixxi lil dawk l-istudenti bex jiΩviluppaw sens tag˙hom infushom b˙ala “xjenzjati Ωg˙aΩag˙” fl-ambitu tal-komunità tal-klassi tag˙hom. Jistg˙u jittie˙du l-learning outcomes u jkunu rappurtati permezz ta’ forom diversi ta’ rikordjar, b˙al investigazzjonijiet, logbooks u portafolji tat-tag˙lim. L-assessjar g˙andu jkun rakkont narrattiv jew ‘storja ta’ tag˙lim’ li jiddokumenta l-˙iliet u l-proçessi kif ikun g˙amel esperjenza tag˙hom l-istudent. L-Edukazzjoni Reli©juΩa L-iskola hija kommessa li tag˙ti formazzjoni ˙olistika lit-tfal. F’dan ir-rigward l-Edukazzjoni Reli©juΩa, li fil-kuntest Malti tinftiehem b˙ala Edukazzjoni Reli©juΩa Kattolika (CRE),12 11 Ìiet Ωviluppata ViΩjoni g˙all-Edukazzjoni fix-Xjenza li qed ti©i ppreΩentata ma’ dan id-dokument. 12 L-Edukazzjoni Reli©juΩa Kattolika hija r-responsabbiltà tal-Uffiççju g˙all-Edukazzjoni Reli©juΩa tal-Konferenza Episkopali Maltija. Taqsima 2: Is-Snin tal-Primarja 38 Dokument Konsultattiv 3: It-Tliet Çikli tikkontribwixxi billi tg˙in lit-tfal biex: • jiΩviluppaw l-identità personali tag˙hom u jifhmu a˙jar l-identità kulturali tag˙hom. Hu importanti li l-programm tar-reli©jon ikun sensittiv g˙ad-diversi manjieri li bihom il-bniedem tul l-istorja ta espressjoni lid-dimensjoni spiritwali tal-umanità; • irawmu u jag˙nu sens tal-persuna spiritwali. Permezz tas-CRE it-tfal jistg˙u jesploraw u jag˙mlu esperjenza tal-im˙abba ta’ Alla, prinçipalment permezz tal-persuna ta’ ©esù Kristu iΩda wkoll permezz tal-˙olqien u l-˙ajja fil-komunità. Dawk l-istudenti jistg˙u je- sprimu u jifhmu a˙jar il-mistoqsijiet fundamentali li l-umanità g˙amlet sa minn dejjem. Id-dimensjoni spiritwali tal-persuna g˙andha tkun appo©©jata bil-promozzjoni ta’ valuri li jinkludu l-©ustizzja, ir-responsabbiltà personali, ir-rispett, ir-riflessjoni u l-impenn attiv fi kwistjonijiet morali; u • jibdew jistaqsu b’mod kritiku lis-soçjetà u jsibu posthom fiha. Is-CRE jfittex li jeduka lil dawk l-istudenti fir-rigward tad-dinjità tal-persuna umana u r-responsabbiltà ta’ kull individwu lejn l-o˙rajn g˙all-bini ta’ soçjetà a˙jar u dinja a˙jar. L-Edukazzjoni Reli©juΩa hija qasam prinçipali tat-tag˙lim fil-kurrikulu. It-tag˙lim tal-Edukazzjoni Reli©juΩa joffri sfida lit-tfal lil hinn mill-g˙erf. G˙andu jkun proçess ta’ skoperta personali, skoperta tal-uniçità tag˙hom infushom f’kuntest ta’ komunità g˙anja fl-esperjenzi. G˙alhekk il-prattiki fil-klassi jinkora©©ixxu l-esplorazzjoni, l-investigazzjoni u t-tiswir tat-tifsir. L-uΩu ta’ riΩorsi multimidja, l-istejjer, l-arti kreattiva, id-diskussjonijiet u l-attivitajiet prattiçi jista’ jistimula u jinkora©©ixxi t-tiswir tat-tifsir. L-assessjar g˙andu jkun prinçipalment formattiv aktar milli summattiv. Dan g˙andu jkun integrat mal-proçess kollu tat-tag˙lim biex ikun Ωgurat li t-tfal kisbu dak li hu dritt tag˙hom skont il-learning outcomes identifikati. L-g˙alliema huma inkora©©uti biex juΩaw ˙idmiet diversi, fosthom pro©etti prattiçi, komprensjoni, diskussjoni u preΩentazzjonijiet, biex jassessjaw u jevalwaw livelli differenti tad-dominji konjittivi u affettivi tat-tag˙lim. Il-©enituri tal-istudenti g˙andhom id-dritt li jiddeçiedu li t-tfal tag˙hom ma jsegwux is-CRE. Fil-kaΩ ta’ studenti ta’ din ix-xorta, l-NCF jirrakkomanda programm ta’ Edukazzjoni Etika mfassal mill-Awtoritajiet tal-Edukazzjoni. Il-provvista ta’ dan il-programm tiddependi minn konsiderazzjonijiet lo©istiçi. L-Edukazzjoni g˙aç-Çittadinanza L-Edukazzjoni g˙aç-Çittadinanza twassal lit-tfal biex jiskopru u jitg˙allmu aktar dwar il- kuntesti u r-realtajiet storiçi, soçjali, ©eografiçi, ekonomiçi, politiçi u ambjentali tag˙hom. Din tipprepara lit-tfal biex ikunu çittadini attivi u responsabbli. L-Edukazzjoni g˙aç-Çittadinanza tinkludi l-Istorja, il-©eografija, l-Istudji Soçjali, l-Edukazzjoni Ambjentali u aspetti mill-Edukazzjoni Personali, Soçjali u tas-Sa˙˙a u l-Home Economics.13 Dan il-qasam iwassal ukoll g˙all-introduzzjoni g˙all-intraprenditorija. 13 L-Edukazzjoni g˙aç-Çittadinanza tinkludi wkoll elementi tal-Edukazzjoni Personali, Soçjali u g˙as-Sa˙˙a li tid˙ol ukoll fil-qasam tal-Edukazzjoni g˙as-Sa˙˙a. 39 L-Edukazzjoni g˙aç-Çittadinanza tinkora©©ixxi lit-tfal biex: • jibdew jifhmu r-relazzjonijiet reçiproçi bejn il-popli, il-kulturi tag˙hom, kuntesti u uΩu tal-art; • jesploraw u jinvestigaw l-img˙oddi u l-preΩent immedjat tag˙hom, u hekk jibdew jifh- mu l- importanza tal-©bir tal-evidenza; • jiΩviluppaw ˙iliet ta’ osservazzjoni u rikordjar; • jg˙aqqdu, jeΩaminaw u jittestjaw dejta biex jippruvaw ji©bdu konkluΩjonijiet sempliçi minnhom; • jiΩviluppaw il-kunçetti baΩiçi tal-kronolo©ija, l-empatija, il-kawΩa u effett, il-bidla u l- kontinwità; • jid˙lu g˙all-istudju ta’ kunçetti ©eografiçi, ambjentali u soçjali; u • juΩaw il-˙iliet ta’ çittadinanza responsabbli li jesploraw ir-responsabbiltà tag˙hom lejn l-ambjent u d-dinja tag˙hom u l-impatt tal-intrapriΩa fuq il-˙ajja tag˙hom u fuq dik tad- dinja. Bis-sa˙˙a tal-esperjenzi investigattivi u dawk li jsibu l-fatti, u bl-uΩu ta’ sistema tematika, il-fehim tal-istudenti fuq kif jiffunzjonaw il-komunità tag˙hom u pajjiΩhom jid˙ol aktar fil- fond. Ikunu Ωviluppati u uΩati b’mod estensiv l-osservazzjoni, ix-xog˙ol fuq il-post u l-˙iliet ta’ rikordjar. L-assessjar g˙all-proçeduri ta’ tag˙lim tintuΩa fi programmi ta’ Edukazzjoni g˙aç- Çittadinanza. L-Edukazzjoni Teknolo©ika L-Edukazzjoni Teknolo©ika tinkludi Ωew© oqsma distinti, ji©ifieri d-Disinn u t-Teknolo©ija u l-LitteriΩmu Di©itali. Fid-Disinn u t-Teknolo©ija l-istudenti jg˙aqqdu flimkien il-˙iliet prattiçi u teknolo©içi mal-˙sieb kreattiv biex jipproduçu prodotti utli. Fil-LitteriΩmu Di©itali t-tfal jitg˙allmu kif juΩaw l-informazzjoni di©itali u t-teknolo©iji tal-komunikazzjoni. Id-Disinn u t-Teknolo©ija jinkora©©ixxu lil dawk l-istudenti biex: • ji©©eneraw, jiΩviluppaw u jikkomunikaw ideat g˙al prodotti li huma me˙tie©a; • jitg˙allmu jippjanaw dak li g˙andhom jag˙mlu wara; • jag˙Ωlu l-g˙odod, it-tekniki u l-materjali; • jesploraw il-kwalitajiet sensorji tal-materjali; • ikejlu, jimmarkaw, jaqtg˙u, jiffurmaw u jg˙aqqdu l-materjali u l-komponenti; • jitg˙allmu dwar proçeduri siguri; u Taqsima 2: Is-Snin tal-Primarja 40 Dokument Konsultattiv 3: It-Tliet Çikli • jeΩaminaw b’mod kritiku dak li jkunu qed jag˙mlu, u jippruvaw itejbuh. Il-LitteriΩmu Di©itali jinkora©©ixxi lill-istudenti biex: • jiskopru u juΩaw sorsi ta’ dejta di©itali; • jo˙olqu preΩentazzjonijiet di©itali multimidja; • juΩaw authoring tools kollaborattivi; • jipprogrammaw apparati biex jirrispondu g˙al dak li jidda˙˙al fil-programm bl-uΩu ta’ interface ikoniku simplifikat; • jibag˙tu ittri elettroniçi u dokumenti mehmuΩa tag˙hom, juΩaw il-VOIP, jie˙du sehem f’ta˙dit bil-vidjow, u jiççettjaw biex jikkollaboraw ma’ o˙rajn; u • jitg˙allmu u jipprattikaw in-netiquette u miΩuri ta’ si©urtà online. L-assessjar fil-kaΩ tad-Disinn u t-Teknolo©ija u l-LitteriΩmu Di©itali huwa g˙addej l-˙in kollu; spiss ir-reazzjoni hija immedjata billi l-materjali, l-g˙odod, il-prodotti u l-programmi jirrispondu g˙al dak li t-tfal ikunu qed jag˙mlu. L-assessjar huwa fil-parti l-kbira formattiv u jista’ jinΩamm rekord tax-xog˙olijiet jew tal-portafoll li jkun sar. Jekk ikun hemm bΩonn, it-tfal jistg˙u jing˙ataw kampjun ta’ xog˙lijiet addattati fi tmiem sena jew livell partikolari. L-Edukazzjoni fl-Arti Edukazzjoni fl-Arti tipprovdi esperjenzi li jinkora©©ixxu lit-tfal biex japprezzaw, jirrispondu g˙al u jipprattikaw attivament l-espressjoni kreattiva u imma©inattiva, u hekk jappo©©jaw l-iΩvilupp tal- personalità ta’ dak li jkun. It-tfal jitg˙allmu jesploraw u japprezzaw il-˙sus, jikkomunikawhom permezz ta’ midja differenti, u jiΩviluppaw id-dimensjoni estetika personali tag˙hom. Dan il-qasam ta’ tag˙lim jinkorpora l-muΩika u l-arti viΩwali u drammatika. Edukazzjoni fl-Arti tinkora©©ixxi lill-istudenti biex: • jie˙du gost ikunu kreattivi u imma©inattivi billi jid˙lu g˙al forom diversi ta’ arti; • jiksbu ˙iliet me˙tie©a g˙all-espressjoni kreattiva bis-sa˙˙a ta’: • ˙iliet komunikattivi u teatrali fid-drama u Ω-Ωfin; • ˙ila muΩikali, apprezzament u espressjoni fil-muΩika; u • l-apprezzament u l-kostruzzjoni ta’ imma©ini viΩwali li tirrispondi g˙all-˙sus li jevo- kaw, u g˙at-tiswir ta’ artefatti waqt l-arti. • jJiΩviluppaw ˙iliet importanti, kemm dawk speçifiçi g˙all-Arti kif ukoll dawk li huma trasferibbli; • jibdew japprezzaw l-Arti fil-kuntest tal-ambjenti kulturali lokali u internazzjonali; 41 • jibdew jiΩviluppaw il-fehim tal-proçess kreattiv u tal-iΩvilupp ta’ standards u valuri este- tiçi; u • jg˙addu minn esperjenza ta’ pjaçir u jikkontribwixxu g˙all-pjaçir ta’ nies o˙rajn per- mezz ta’ wirjiet u preΩentazzjonijiet kreattivi u espressivi. Sistema tematika u integrata ssensel il-kunçetti u ˙ iliet kollha msemmija hawn fuq f’esperjenzi rilevanti diversi ta’ tag˙lim. Il-proçeduri tal-assessjar jinkludu l-irrikordjar u l-irrappurtar ta’ ˙iliet espressivi u operattivi fid-diversi forom tal-arti. L-Edukazzjoni g˙as-Sa˙˙a L-Edukazzjoni g˙as-Sa˙˙a tittratta Ωew© aspetti: L-Edukazzjoni FiΩika u Sport: Tul iç-Çiklu tal-Primarja t-tfal jg˙addu minn esperjenza ta’ programm varjat ma˙sub biex jissodisfa l-˙ti©ijiet tal-iΩvilupp fiΩiku tag˙hom. Dan il- programm jinkludi tag˙lim u Ωvilupp tal-˙iliet fiΩiçi u tal-a©ilità permezz ta’ esperjenzi li jinkorporaw log˙ob fil-mag˙luq u fil-bera˙, l-atletika, il-©innastika, il-moviment ritmiku u Ω-Ωfin. L-Edukazzjoni FiΩika u l-Isport jinkora©©ixxu lill-istudenti biex: • jipparteçipaw attivament u b’mod entuΩjastiku f’attivitajiet li jiΩviluppaw il-˙iliet fiΩiçi importanti b’manjiera pjaçevoli; • jitg˙allmu l-˙iliet u r-regoli ta’ log˙ob kollaborattiv, sens sportiv, tmexxija u kompetitti- vità; • jipparteçipaw f’˙idma f’tim u jiΩviluppaw spirtu ta’ ˙idma flimkien; • jibdew japprezzaw l-importanza ta’ ©isem b’sa˙˙tu u ta’ benesseri fiΩiku; u • isiru konxji tal-bidliet li jse˙˙u fil-fiΩiku tag˙hom huma u jikbru, u japprezzawhom. L-Edukazzjoni Personali, Soçjali u tas-Sa˙˙a: L-Edukazzjoni Personali, Soçjali u tas- Sa˙˙a tg˙in lit-tfal jiskopru lilhom infushom b’enfasi speçjali fuq relazzjonijiet u fuq il-fehim personali. Dan hu mog˙ni minn aspettI tal-Home Economics b˙all-istudju ta’ fatti, il-˙iliet u atte©©jamenti nutrittivi baΩiçi. Iqieg˙ed ukoll il-pedament vitali g˙al dispoΩizzjonijiet me˙tie©a g˙at-tag˙lim tul il-˙ajja. L-Edukazzjoni Personali, Soçjali u tas-Sa˙˙a tinkora©©ixxi lit-tfal biex: • jag˙mlu esperjenza ta’ attivitajiet li jinkora©©ixxu interazzjoni soçjali, jippromwovu l-g˙arfien personali ta’ dak li jkun, l-im©iba riflessiva, il-proçessi tat-te˙id ta’ deçiΩjonijiet u l-˙sieb konsegwenzjali biex jiΩviluppaw il-˙iliet me˙tie©a ta’ intelli©enza emozzjonali u soçjali; • jibdew isiru konxji tal-importanza ta’ mo˙˙ u ©isem b’sa˙˙tu; Taqsima 2: Is-Snin tal-Primarja 42 Dokument Konsultattiv 3: It-Tliet Çikli • jifhmu l-importanza tan-nutriment u ta’ ikel li jag˙ti s-sa˙˙a; • jiskopru s-sa˙˙iet u d-dg˙ufijiet tag˙hom; • jitg˙allmu jifhmu u jimmani©©jaw ˙sus kemm poΩittivi u kemm negattivi; u • jiΩviluppaw id-dispoΩizzjonjiet importanti ta’ ˙assieba u studenti attivi, speçjalment waqt transizzjonijiet importanti ˙afna. Attivitajiet u esperjenzi fl-Edukazzjoni g˙as-Sa˙˙a huma min-natura tag˙hom tematiçi, jippromwovu tag˙lim kollaborattiv u jiffaçilitaw l-g˙arfien personali ta’ dak li jkun. Il-proçeduri ta’ assessjar g˙andhom jiΩguraw li l-iΩvilupp tat-tfal f’dan il-qasam ta’ tag˙lim ikun irrikordjat kif g˙andu jkun u jintuΩa b˙ala baΩi g˙al iktar strate©iji tat-tag˙lim. It-Tmexxija tal-Edukaturi Prinçipali L-NCF jinkora©©ixxi mudell ta’ tmexxija li jippromwovi tmexxija mifruxa. F’dan il-kuntest il-mexxejja tal-iskejjel fl-ambitu tas-Senior Management Team g˙andhom funzjoni kemm ta’ viΩjoni u kemm strate©ika. Huma je˙ti©ilhom ukoll jiffukaw fuq l-iΩvilupp ta’ kultura kollaborattiva li tag˙mel uΩu mill-medda kollha ta’ ˙iliet professjonali u esperjenzi li jkun hemm fost il-membri tal-organizzazzjoni. Je˙tie© jin˙olqu opportunitajiet varji li jkunu appo©©jati fl-ambitu tas-sistema tan-netwerk tal-kulle©©i u f’setturi o˙rajn biex l-SMTs u edukaturi o˙rajn ikunu mistednin ˙alli jie˙du sehem f’diskors kritiku, jindirizzaw materji kurrikulari u jtejbu l-kwalità tat-tag˙lim. L-a©©ornament kontinwu maΩ-Ωminijiet u t-tfittxija g˙at-ta˙ri© g˙andhom funzjoni ma©©uri filli wie˙ed ikun im˙arre© f’oqsma li g˙andhom impatt dirett fuq il-kisbiet tal-istudent u fuq l-edukazzjoni ˙olistika. L-edukaturi je˙tie©u, b’mod partikolari, jaqsmu bejniethom atte©©jament riflessiv lejn it-tag˙lim bl-g˙an wa˙dani li jimmotivaw lit-tfal permezz ta’ pedago©iji diversi li huma konformi mal-˙ti©ijiet edukattivi tal-lum. Fi skejjel effiçjenti, l-impjegati ja˙sbu flimkien fuq dak li jikkostitwixxi tag˙lim effettiv fil-kuntesti partikolari tag˙hom, imsejjes fuq sett ta’ valuri u konvinzjonijiet prinçipali. Huma jkomplu jirriflettu fuq kif jistg˙u jtejbu l-prattiki tag˙hom, u kif jinvolvu fid-dibattitu lil dawk kollha interessati. Il-kontribut ta’ dawn tal-a˙˙ar hu essenzjali biex tin˙oloq rabta soda bejn l-iskola u d-dar, ˙a©a li hi importanti ˙ afna biex it-tfal ikollhom esperjenza rilevanti u ta’ benefiççju tal-iskola. L-edukaturi kif ukoll is-Senior Management Teams huma konxji li l-iskop çentrali tag˙hom jiffoka fuq it-tag˙lim tat-tfal u l-iΩvilupp ˙olistiku filwaqt li jikkollaboraw bejniethom biex jiΩguraw dan. F’konformità ma’ din il-filosofija ta’ ta˙ri© kontinwu permezz ta’ tag˙lim riflessiv, l-NCF jirrakkomanda li, fl-ambitu ta’ komunità tat-tag˙lim, it-titjib fost l-impjegati jibqa’ sejjer bis-sa˙˙a ta’ Ωvilupp professjonali dejjem g˙addej li jag˙tu valur u jippromwovi l-prattiki ta’ mentoring. Il-mexxejja u l-g˙alliema tal-iskejjel primarja, fil-funzjonijiet differenti tag˙hom, je˙tie© ikunu: • iççentrati fuq l-istudenti u t-tag˙lim; • pedago©ikament sodi fl-ambitu ta’ kuntest ta’ diversità; 43 • komunikaturi effettivi; • jemmnu bis-s˙i˙ li l-iskejjel huma komunitajiet ta’ tag˙lim; • mexxejja tal-bidla li li jimpenjaw ru˙hom fir-riçerka f’tentattiv li jkunu proattivi u effetti- vi; • kapaçi jag˙mlu g˙aΩliet kurrikulari u pedago©içi li jippromwovu tag˙lim ta’ kwalità g˙olja; • kapaçi li jindirizzaw opportunitajiet u sfidi li jinqalg˙u; u • jafu jag˙tu appo©© u jiΩguraw is-sostenibbiltà tal-inizjattivi. L-Implimentazzjonni tal-NCF fiç-Çiklu Tal-Primarja Din it-taqsima tiffoka fuq l-implimentazzjoni prattika tal-NCF fiç-Çiklu Tal-Primarja. Din tinkludi proposti g˙al: • l-orarju skolastiku; • il-kriterji li jsostnu l-allokazzjoni tal-˙in g˙all-oqsma tat-tag˙lim f’lezzjonijiet imda˙˙lin fl-orarju; • il-proçessi tat-tag˙lim u l-pedago©iji effettivi; u • l-assessjar. L-Orarju tal-Iskola G˙andha ssir distinzjoni bejn l-orarju tal-iskola propost g˙as-Snin Bikrin u dak propost g˙all- a˙˙ar erba’ snin taç-Çiklu Tal-Primarja. Il-medda ta’ attivitajiet fl-ewwel sentejn taç-Çiklu Tal-Primarja (l-Ewwel u t-Tieni Sena) g˙andha tixbah dik li ting˙ata fis-Snin Bikrin. Hija rakkomandata sistema msejsa fuq su©©ett jew tema g˙all-ewwel sentejn fil- primarja: sistema ta’ dan it-tip tag˙ni l-iΩvilupp ta’ kull qasam ta’ tag˙lim. Ix-Xjenza, l-Edukazzjoni Reli©juΩa, l-Edukazzjoni g˙aç-Çittadinanza, l-Edukazzjoni fl-Arti u l-Edukazzjoni g˙as-Sa˙˙a b˙ala oqsma tat-tag˙lim kollha jappo©©jaw l-iΩvilupp tal-˙iliet orali, tal-litteriΩmu, tan-numeriΩmu u tal-litteriΩmu di©itali. G˙alkemm qed tkun proposta indikazzjoni ta’ kif tista’ titqassam il-©urnata skolastika fl- iskejjel primarji, mhi qed issir ebda rakkomandazzjoni fissa g˙al tfal tal-Ewwel u t-Tieni Sena. Is-Su©©erimenti g˙all-orarji skolastiçi u tqassim tal-˙in fit-Tielet sal-˙ames Sena jing˙ataw hawn ta˙t. Il-Kriterji g˙all-Allokazzjoni tal-˙in g˙all-Oqsma tat-Tag˙lim: • Qed issir il-premessa li, b˙ala medja, f’sena skola hemm bejn wie˙ed u ie˙or 800 sieg˙a ta’ tag˙lim. Din iç-çifra ma tinkludix il-˙inijiet tal-eΩamijiet, il-˙inijiet ta’ waqfiet jew il- Taqsima 2: Is-Snin tal-Primarja 44 Dokument Konsultattiv 3: It-Tliet Çikli ˙in tal-assembly. • Il-lezzjonijiet jistg˙u jvarjaw fit-tul biex ikun hemm ˙inijiet flessibbli addattati skont it- tfal. B’mod ©enerali l-˙in ta’ lezzjoni jvarja minn 30 sa 60 minuta. • L-attivitajiet fiΩiçi/sportivi huma allokati medja ta’ 30 minuta kuljum tul il-˙in mog˙ti lill-Edukazzjoni g˙as-Sa˙˙a. Barra minn hekk, l-iskejjel huma m˙e©©a jorganizzaw atti- vitajiet sportivi waqt il-waqfa ta’ nofsinhar. G˙andhom ikunu promossi wkoll attivitajiet ta’ wara l-iskola f’livell ta’ skola jew kulle©©, f’kollaborazzjoni mal-komunità usa’ u mal- Kunsill Malti g˙all-Isport. • It-tqassim irrakkomandat (tg˙abbir tal-oqsma tat-tag˙lim) jag˙ti lok g˙al programm bi- lançjat tajjeb ta’ attivitajiet li jippermetti ˙ in biΩΩejjed g˙all-oqsma differenti tat-tag˙lim. • L-iskejjel g˙andhom jiΩguraw li sieg˙a u nofs fil-©img˙a jit˙allew g˙al sessjonijiet ta’ ppjanar g˙all-g˙alliema fl-iskola. • Konformi mal-flessibbiltà li l-NCF qed jipproponi, wa˙da mill-g˙aΩliet tal-orarju sko- lastiku twarrab sieg˙a fil-©img˙a (bejn wie˙ed u ie˙or 32 sieg˙a fis-sena) li l-Kapijiet tal-Iskejjel jiddeçiedu huma kif g˙andha tintuΩa. F’Mudell C muri hawn ta˙t, dan il-˙in hu deskritt b˙ala G˙aΩla Mag˙mula mill-Iskola. Fil-kaΩ tat-tfal iΩg˙ar, fejn mhemmx pro- gramm ta’ g˙arfien ta’ lingwa barranija (L3), l-iskola g˙andha grad miΩjud ta’ flessibbil- tà. Hu ttamat li l-flessibbiltà fl-orarju skolastiku tiΩdied maΩ-Ωmien. Il-Óin allokat g˙all-Oqsma tat-Tag˙lim Tabella 2 tippreΩenta tliet mudelli li jindikaw it-tqassim f’kull ©img˙a tal-˙in g˙al klassijiet tal-˙ames u /jew tas-Sitt Sena skont meta jkun introdott il-programm ta’ g˙arfien ta’ Lingwa Barranija. Tabella 3 tippreΩenta eΩempju ta’ xi jkun it-tqassim annwali ta’ ˙ in g˙al klassi tas-Sitt Sena fuq il-baΩi ta’ kull wie˙ed mill-mudelli ta’ hawn fuq. Dan jag˙ti indikazzjoni tal-˙in approssimattiv disponibbli g˙al kull qasam tat-tag˙lim, u g˙alhekk irid jittie˙ed f’konsiderazzjoni meta jkunu qed ji©u Ωviluppati sillabi g˙all-oqsma ta’ tag˙lim u s-su©©etti. Appendiçi I jinkorpora l-mudelli tal-orarji skolastiçi skont it-tqassim distribwit ta’ ˙in ta’ tag˙lim muri f’Tabelli 2 u 3. 45 Tabella  2:  Tqassim  ta’  sigħat  fil-­‐ġimgħa  għal  kull  qasam  tat-­‐tagħlim   Oqsma/Suġġetti  ta’   Tagħlim   Mudell  A   (Sigħat)   Mudell  B   (Sigħat)   Mudell  C   (Sigħat)   Il-­‐Lingwi:  L1  +  L2   3.75  +  3.75     4  +  4     3.75  +  3.75     L3   0.50     0.50     0.75     Il-­‐Matematika   3.75     5     4.5   Ix-­‐Xjenza   2     1.5   1.5     It-­‐Teknoloġija   0.75     0.75     0.75     L-­‐Edukazzjoni   Reliġjuża   2.5     2.5   2.5     L-­‐Edukazzjoni  għaċ-­‐ Ċittadinanza   2.25     1.5     1.5     L-­‐Edukazzjoni  fl-­‐Arti   2.25     1.5     1.5   L-­‐Edukazzjoni  għas-­‐ Saħħa     3.5     3.75   3.5   Għażla  magħmula     mill-­‐Iskola   -­‐   -­‐   1     Sigħat  ta’  tagħlim   għat-­‐tfal   25   25   25     Waqfa  f’nofs  filgħodu   Waqfa  f’nofsinhar   Ħin  għall-­‐Ippjanar1   Assembly   1.25   2.5   (1.5)   1.25   1.  25     2.5     (1.5)   1.25   1.25   2.5   (1.5)   1.25   Ġimgħa  Skolastika   30     30     30     1     L-­‐għalliema   li   għandhom   klassi   tal-­‐primarja   jistgħu   jużaw   is-­‐siegħa   u   nofs   għall-­‐ippjanar  mill-­‐ħin   allokat  għat-­‐tfal  li  jkollhom  għarfien  ta’  lingwa  barranija,  il-­‐PSHE  (bħala  parti  mill-­‐Edukazzjoni  għas-­‐ Saħħa)  jew  l-­‐Edukazzjoni  fl-­‐Arti  skont  kif  ikunu  diretti  mill-­‐Kap  tal-­‐Iskola.     OSTbġġS  q  MiRkkdġ  lRs  ċdh  bċRg  fmgg  iRkRġ  lRl tlRbċgdġ  lmg  kXhR  kfħgRkldfR  u,0  dġbċRw   ĠikħS tMmeebllg  lSs   OSdfġgħ   mabġġ  A   uMgdfSl   mabġġ  B   uMgdfSl   mabġġ  C   uMgdfSl   Ħ/  (  Ħ0     /0ż  (  /0ż   /0-­‐  (  /0-­‐   /0ż  (  /0ż   Ħ,   /.   /.   0:   HgtIRlXġRldfR   /0ż   /.ż   /::   HntPeXhoR   .:   :-­‐   :-­‐   HltMXfhħgħdeR   0:   0:   0:   ĦtEWmfRooeħhd  KXgdempR   -­‐ż   -­‐ż   -­‐ż   ĦtEWmfRooeħhd  bċRTt ĊdllRWdhRhoR   ’0   :-­‐   :-­‐   ĦtEWmfRooeħhd  agtAjld   ’0   :-­‐   :-­‐   ĦtEWmfRooeħhd  bċRkt LRċċR   //0   /0ż   //0   GċRpgR  ġRbċġmgR     ġdggtHkfħgR   t   t   ,0   Taqsima 2: Is-Snin tal-Primarja 46 Dokument Konsultattiv 3: It-Tliet Çikli L-Assessjar Fl-ewwel sentejn taç-Çiklu Tal-Primarja, il-funzjonijiet tal-assessjar huma identiçi g˙al dawk uΩati fit-tfulija bikrija. Hemm bΩonn metodi ta’ assessjar validi u ta’ min joqg˙od fuqhom biex jappo©©jaw it-tag˙lim, janalizzaw kif ikun mar kull tifel u tifla, jirriflettu fuq il-prattika, jippjanaw g˙al iktar tag˙lim ta’ individwi u gruppi ta’ tfal, u jag˙tu lok g˙al rikordjar u rappurtar konsistenti ta’ kif ikun mar kull tifel u tifla b’mod ©enerali. L-interazzjonijiet ta’ kuljum bejn g˙alliema u t-tfal fix-xog˙ol orali u miktub u attivitajiet o˙rajn, u interazzjonijiet fost it-tfal infushom, jipprovdu informazzjoni siewja fuq is-sa˙˙iet u l-˙ti©ijiet ta’ kull tifel u tifla. L-assessjar akkumulat tul is-sena jqis il-progress u l-iΩvilupp ©enerali tat-tfal fid-dawl ta’ Learning Outcomes Framework. Din l-informazzjoni tg˙in lill-g˙alliem jifhem a˙jar il-˙ti©ijiet tat-tfal u jippana skont kif me˙tie©. Din l-informazzjoni tista’ tinqasam ukoll ma’ kollegi u ©enituri. Dan l-assessjar huwa wkoll importanti g˙all-amministraturi tal-iskola g˙aliex jipprovdi informazzjoni fuq il-kisbiet tal-iskola fl-g˙ajnuna lit-tfal biex jil˙qu livelli nazzjonali ta’ kisbiet. Fil-kaΩ tat-tfal li g˙andhom diffikultajiet biex jitg˙allmu fl-oqsma prinçipali, ji©ifieri l-litteriΩmu, in-numeriΩmu u l-litteriΩmu di©itali, l-NCF iqis il-listi ta’ ççekkjar Ωviluppati g˙as- Snin 1, 2 u 3 b˙ala parti min-National Core Competences Policy and Strategy (2009) b˙ala g˙odod dijanjostiçi utli biex jiΩguraw l-appo©© neçessarju tul iç-Çiklu kollu tal-Primarja. Mit-Tielet sas-Sitt Sena l-NCF jirrakkomanda assessjar mag˙mul mill-iskola li jinkorpora assessjar ta’ ˙iliet orali u bis-smig˙ fil-Malti u fl-IngliΩ. Il-proçess ta’ assessjar jipprovdi lill- ©enituri, lill-g˙alliema u lill-amministrazzjoni tal-iskola b’dehra ©enerali tal-iΩvilupp ta’ kull tifel u tifla f’termini ta’ livelli ta’ kisbiet. Mir-Raba’ Sena l-proçess isir aktar formalizzat bl- introduzzjoni tal-eΩamijiet flimkien ma’ forom o˙ra ta’ assessjar. It-tg˙aqqid ta’ sistemi g˙andu jg˙in lill-©enituri, lill-g˙alliema u lill-amministrazzjoni tal-iskola biex jiksbu stampa aktar çara tal-iΩvilupp tal-g˙erf, il-˙iliet u l-attitudnijiet tal-istudenti individwali fl-oqsma differenti tat-tag˙lim. Il-moderazzjoni tal-assessjar mag˙mul mill-iskola u l-g˙oti tal-marki fl-eΩamijiet g˙andhom jiΩguraw konsistenza fl-applikazzjoni ta’ kriterji ta’ assessjar mill-iskejjel u kulle©©i kollha. Il-moderazzjoni tista’ tikkonsisti fil-monitera©© tal-karti tal-eΩami mag˙mul fi skola jew kulle©©, ˙a©a li ssir qabel ma jibda l-eΩami, u warajh issir moderazzjoni tal-g˙oti tal-marki f’livell ta’ skola, kulle©© jew miç-çentru kif inhi l-prattika di©à. Fi tmiem is-Sitt Sena, g˙andu jsir Benchmark g˙al tmiem il-primarja fil-Matematika, il-Malti u l-IngliΩ, u l-g˙oti tal-marki jsir b’mod çentrali biex jipprovdi livelli nazzjonali. Filwaqt li dawn l-eΩamijiet huma obbligatorji g˙al tfal li jattendu skejjel Statali, is-setturi tal-iskejjel tal- Knisja u Indipendenti jistg˙u jie˙du sehem fih ukoll. L-eΩami jintuΩa biex jirrikordja l-kisba tal-istudenti fi tmiem iç-Çiklu tal-Primarja u jipprovdi informazzjoni importanti lill-iskejjel sekondarji li jilqg˙u lill-istudenti mill-primarji fuq it-tag˙lim ta’ studenti individwali. Kif irrakkomandat fir-rapport Transition (2007),15 tinkiseb stampa aktar eΩatta tal-livelli tal- 15 Grima et al., (2007) Transition from Primarja to Secondary Schools in Malta – A Review. Ministry of Education, Culture and Sport. 47 kisbiet f’oqsma partikolari tal-kurrikulu f’livell nazzjonali permezz ta’ sistema ta’ monitera©© estern ta’ kampjun ta’ su©©etti f’kampjun rappreΩentattiv ta’ skejjel fuq çiklu ta’ ˙ames snin. Dan il-monitera©© g˙andu Ωew© skopijiet: li jkejjel il-progress ta’ dawk l-istudenti fil-livelli ©eneral ta’ kisbiet u l-assessjar tal-kurrikulu nnifsu bl-g˙an li jkunu rrakkomandati bidliet. It-Transizzjonijiet Filwaqt li fl-ewwel sentejn taç-Çiklu tal-Primarja l-kurrikulu jibni fuq il-pedamenti mqeg˙din tul is-Snin Bikrin, fis-snin ta’ wara hu jibni b’mod mill-qrib ˙afna maç-Çiklu tas-Sekondarja biex jiΩgura transizzjoni bla skossi. Is-snin tal-primarja jappo©©jaw kurrikulu uniformi li jiΩgura li l-oqsma tat-tag˙lim u l-pedago©iji jindirizzaw l-iΩvilupp ˙ olistiku tal-istudenti. Barra minn hekk, l-assessjar ikun irrappurtat f’termini ta’ livelli ta’ kisba u hekk jg˙arraf lill-iskejjel sekondarji dwar il-progress u l-kisbiet tal-istudenti. Taqsima 2: Is-Snin tal-Primarja 48 Dokument Konsultattiv 3: It-Tliet Çikli 49 Taqsima 3 Is-Snin tas-Sekondarja (mis-7 sal-11-il Sena)16 It-transizzjoni mill-iskola primarja g˙al dik sekondarja g˙andha tkun bla problemi u toffri progressjoni b’mod li tappo©©jalit-tfal waqt li jkunu jitg˙allmu jerfg˙u aktar responsabbiltà. Is-snin tas-sekondarja huma perjodu importanti g˙all-iΩvilupp personali tag˙hom, u l-istudenti g˙andhom jag˙mlu l-almu tag˙hom biex ikollhom baΩi soda g˙al edukazzjoni postsekondarja u og˙la. L-edukazzjoni u s-servizzi li jag˙tu gwida g˙all-karrieri g˙andhom funzjoni kruçjali tul dan iç-çiklu kollu biex jintla˙aq dan l-g˙an. Fl-a˙˙ar snin tal-edukazzjoni sekondarja r-relazzjoni bejn il-kurrikulu u ç-çertifikazzjoni tikseb sinifikat importanti ˙afna. Sa tmiem l-edukazzjoni sekondarja l-istudenti g˙andhom id-dritt g˙al çertifikazzjoni ta’ tmiem iç-çiklu li tista’ tinkludi ç-Çertifikat u l-Profil tal-Iskola Sekondarja li jiddokumentaw it-tag˙lim formali, informali, u mhux formali tag˙hom, u tal- eΩamijiet tas-Secondary Education Certificate (SEC) jew alternattivi tag˙hom, li kollha kemm huma huma rikonoxxuti mill-Kunsill Malti g˙all-Kwalifiki (MQC). Din it-taqsima tinkludi: • l-iskopijiet u l-objettivi ©enerali; • l-g˙anijiet tal-edukazzjoni sekondarja; • l-oqsma ta’ tag˙lim fiç-Çiklu tas-Sekondarja; u • il-proposti g˙all-implimentazzjoni tal-NCF fiç-Çiklu tas-Sekondarja. L-Iskopijiet u l-Objettivi Ìenerali Iç-Çiklu tas-Sekondarja hu punt mill-aktar importanti fil-vja©© edukattiv tal-istudenti g˙aliex jikkonsolida u jibni fuq l-esperjenzi tat-tag˙lim tal-edukazzjoni primarja u jipprepara lill- istudenti g˙all-isfidi usa’ li jkollhom jiffaççjaw wara l-iskola obbligatorja. Edukazzjoni f’dan il-livell g˙andha: • tipprovdi lill-istudenti perjodu ta’ a©©ustament li jippermettilhom isiru familjari mal- proçeduri tal-edukazzjoni sekondarja, u opportunità li jindirizzaw xi problemi mhux riΩolti (dwar g˙erf u ˙iliet) relatati maç-Çiklu tal-Primarja; • tesponi lill-istudenti g˙al perspettiva usa’ ta’ g˙arfien u g˙erf li tmur lil hinn mill- esperjenzi tag˙hom fiç-Çiklu tal-Primarja; • tiΩgura li l-istudenti jifhmu u jkunu diposti iktar lejn oqsma tat-tag˙lim speçifikati; 16 Konformi mal-filosofija ta’ kurrikulu bla skossi, hu rrakkomandat li ç-Çikli tal-Primarja u s-Sekondarja fl- edukazzjoni obbligatorja jissej˙u mill-Ewwel sal-˙dax-il Sena. Taqsima 3: Is-Snin tas-Sekondarja 50 Dokument Konsultattiv 3: It-Tliet Çikli • tag˙ti lill-istudenti l-˙iliet u kompetenzi me˙tie©a biex jaddattaw ru˙hom g˙al soçjetà karatterizzata mill-bidla, u biex jiffunzjonaw b’suççess fil-komunità immedjata tag˙hom u lil hinn minnha; • tippromwovi l-iΩvilupp tal-persuna s˙i˙a billi tg˙in lill-istudenti jiffaççjaw problemi kon- nessi mal-iΩvilupp fiΩiku (problemi relatati ma’ sa˙˙a, pubertà u sesswalità), psikolo©iku (problemi relatati ma’ Ωvilupp mentali u sa˙˙a u mmani©©jar ta’ tensjoni), emozzjonali (problemi relatati ma’ ˙sus poΩittivi u negattivi); soçjali (problemi relatati ma’ ˙iliet in- terpersonali, pressjoni minn s˙abhom u riΩoluzzjoni ta’ konflitti) u spiritwali (problemi relatati ma’ etika u valuri); • tipprovdi lill-istudenti b’esperjenzi, kompetenzi u fehim li jippreparawhom g˙at-tag˙lim tul il-˙ajja u jag˙tuhom il-˙ila li jag˙mlu g˙aΩliet g˙aqlin g˙all-©ejjieni tag˙hom; u • tipprepara lill-istudenti biex jiksbu kwalifiki u çertifikazzjoni li huma rilevanti g˙al tag˙lim lil hinn mill-edukazzjoni obbligatorja u biex isibu impjieg. L-G˙anijiet tal-Edukazzjoni Sekondarja L-NCF g˙andu l-g˙an li jiΩviluppa: A. Studenti u li huma kapaçi jiΩviluppaw b’suççess il-potenzjal s˙i˙ tag˙hom billi jitg˙allmu tul ˙ajjithom Dan jitlob l-iΩvilupp ta’: Il-˙iliet personali u soçjali Il-˙iliet personali u soçjali huma Ωviluppati f’dan il-livell biex jiΩguraw li l-istudenti jtemmu ç-çiklu ta’ ˙ ames snin mg˙ammrin biex ikunu jistg˙u jiffaççjaw realtà soçjali li dejjem tinbidel. Il-valuri fundamentali tal-familja, ir-rispett, l-inkluΩjoni, il-©ustizzja soçjali, id-demokrazija, l-impenn, il-kura, l-im˙abba u r-responsabbiltà jissa˙˙u tul iç-Çiklu tas-Sekondarja. L-iΩvilupp morali u spiritwali L-esperjenza tal-iskola sekondarja tg˙in lill-istudenti jsa˙˙u u jtejbu l-iΩvilupp morali u spiritwali tag˙hom. Bis-sa˙˙a tat-tag˙lim formali, l-esperjenzi individwali, fi grupp jew fil- klassi, permezz tal-evalwazzjoni personali bl-g˙ajnuna ta’ counsellors reli©juΩi u g˙alliema, l-istudenti jiΩviluppaw il-˙iliet diversi li jwasslu g˙al tkabbir morali u spiritwali, inkluΩa viΩjoni aktar kritika, matura u infurmata tat-twemmin u prattiki Nsara. L-istudenti g˙andhom ukoll jaççettaw, jifhmu u jid˙lu fi djalogu ma’ dawk li jipprofessaw fidi differenti. Wara li jg˙addu minn perjodu ta’ dubju u mistoqsijiet dwar il-valuri, li ©eneralment ji©i f’nofs iç-Çiklu tas-Sekondarja u jikkorrispondi g˙all-bidliet fiΩiçi u emozzjonali li jse˙˙u meta Ω-Ωg˙aΩag˙ ikunu qed jiΩviluppaw, l-istudenti ©eneralment jimmaturaw u jaslu g˙at-tkabbir morali u spiritwali li jservihom meta jo˙or©u mid-dinja mkenna tal-iskola. L-NCF jappo©©ja dan l-iΩvilupp. Il-litteriΩmu, in-numeriΩmu u l-litteriΩmu di©itali Dawn il-˙iliet ©eneralment jinkisbu fil-livell tal-primarja. Fil-livell tas-sekondarja dawn il-˙iliet ikomplu ji©u Ωviluppati fil-kaΩ tal-istudenti kollha . 51 Il-bilingwiΩmu u l-multilingwiΩmu Li wie˙ed ikun multilingwi jimplika li jkun kapaçi jikkomunika bil-kelma u bil-kitba mill- inqas fi tliet ilsna. Barra mill-iΩvilupp tal-Malti u l-IngliΩ fil-livell tas-sekondarja, l-istudenti jibdew jitg˙allmu formalment it-tielet lingwa bil-possibbiltà li jag˙Ωlu wkoll ir-raba’ lingwa. Ir-rakkomandazzjoni tal-UE li wie˙ed jitg˙allem il-lingwa materna minbarra Ωew© lingwi o˙rajn ilha Ωmien twil realtà fis-sistema edukattiva tag˙na, u g˙andha tinΩamm. Il-kompetenza fix-xjenzi u t-teknolo©ija Li wie˙ed ikollu kompetenza xjentifika u teknolo©ika jimplika sistema ta’ tag˙lim imsejsa fuq l-ist˙arri©. L-istudenti jiΩviluppaw kurΩità fir-rigward tal-fenomeni naturali li twassalhom biex jistaqsu mistoqsijiet dwar dak li jaraw u li j˙ossu. Tul iç-Çiklu tas-Sekondarja l-istudenti jid˙lu aktar fil-fond fl-g˙erf u fehim tal-proçessi xjentifiçi u teknolo©içi. L-g˙an hu li wie˙ed jippreparahom g˙al soçjetà li fiha x-xjenza u t-teknolo©ija g˙andhom funzjoni ewlenija. Il-˙sieb kritiku u innovattiv Tul iç-Çiklu tas-Sekondarja tag˙hom l-istudenti jiΩviluppaw il-˙ila li jesploraw kwistjoni partikolari minn diversi perspettivi, u jkunu kapaçi jivvalutaw il-veraçità ta’ jekk sors ta’ informazzjoni hux vera jew le. L-istudenti huma mistennija li jkunu kreattivi u innovattivi, u li jesperimentaw b’manjieri alternattivi ta’ kif isolvu problemi. L-apprezzament estetiku u l-espressjoni kreattiva L-apprezzament estetiku u l-espressjoni kreattiva jistag˙new permezz tal-istudju tal-arti, il-muΩika, iΩ-Ωfin, id-drama u l-letteratura. It-tag˙lim fil-ferg˙at tal-arti espressivi jipprovdi opportunitajiet biex wie˙ed jissoda u jag˙ni t-tag˙lim f’oqsma o˙rajn tal-kurrikulu. B. Studenti li huma kapaçi li jsostnu ç-çansijiet tag˙hom fid-dinja tax-xog˙ol Dan ikun je˙tie©: Il-˙ila li wie˙ed jikkomunika b’mod effettiv u b’sens ta’ fiduçja Dawk l-istudenti huma mistennija jiΩviluppaw fehim tal-lingwi u jrabbu fiduçja fl-uΩu tag˙hom f’varjetà ta’ kuntesti, fosthom l-oqsma differenti tat-tag˙lim u s-sitwazzjonijiet mill-˙ajja ta’ kuljum. Il-kompetenza fl-uΩu tat-teknolo©iji ©odda tal-informazzjoni u l-komi- nikazzjoni L-istudenti jissa˙˙u fl-uΩu ta’ varjetà ta’ teknolo©iji di©itali biex jaççessaw u jaqsmu riΩorsi ta’ informazzjoni; biex jivvalutaw kemm hu ta’ min joqg˙od fuqhom u janalizzaw b’mod kritiku l-informazzjoni miksuba. L-uΩu ta’ dawn it-teknolo©iji jg˙in lill-istudenti jiΩviluppaw opinjonijiet infurmati u attitudnijiet li huma riflessi fl-g˙aΩliet li jag˙mlu u fid-deçiΩjonijiet li jie˙du. Il-˙ila li jit˙arr©u, jit˙arr©u mill-©did u jiΩviluppaw ˙iliet ©odda L-istudenti jsiru kapaçi jag˙mlu evalwazzjoni kostruttiva tag˙hom infushom u japprezzaw il-˙tie©a tat-tag˙lim tul il-˙ajja fl-ambitu tal-kuntest ta’ soçjetà li tinbidel; ikunu kapaçi jidentifikaw u possibilment jantiçipaw ˙ti©ijiet emer©enti fis-soçjetà; jidentifikaw organizzazzjonijiet li joffru opportunitajiet ta’ ta˙ri© u jkunu flessibbli fl-addattament g˙al teknolo©iji ©odda u l-˙iliet konnessi mag˙hom. Taqsima 3: Is-Snin tas-Sekondarja 52 Dokument Konsultattiv 3: It-Tliet Çikli L-istabbiltà u l-indipendenza ekonomika L-istudenti je˙ti©ilhom ikunu jafu kif juΩaw ir-riΩorsi personali, nazzjonali u globali biex ikabbru kemm jista’ jkun il-valur ekonomiku tag˙hom, u jipprovdu stabbiltà u awtonomija. Je˙ti©ilhom jiΩviluppaw etika ekonomika soçjalment responsabbli li tag˙ti prijorità lil miΩuri li jmexxu ’l quddiem il-©id komuni. L-innovazzjoni u l-intraprenditorija L-istudenti huma mg˙ammrin biex jantiçipaw, jibdew u jimmani©©jaw il-bidla; jiΩviluppaw ˙iliet organizzattivi li jwasslu g˙al intrapriΩi individwali u kollaborattivi; u jiΩviluppaw u jkunu profiçjenti fil-˙iliet me˙tie©a g˙all-eΩerçizzji tad-dinamika tal-gruppi, il-valutar tar-riskji u r-riΩoluzzjoni tal-konfltti. Il-˙ila li j˙addnu bil-qalb il-mobbiltà u l-bdil ma’ studenti f’pajjiΩi o˙ra L-istudenti g˙andhom ikunu ppreparati biex jirrispondu u jkunu flessibbli g˙all-˙ti©ijiet emer©enti tas-suq tax-xog˙ol; ikunu kapaçi jevalwaw ir-riΩorsi lokali u barranin me˙tie©a g˙all-iΩvilupp personali; ikunu flessibbli biex jaddattaw pjanijiet li jinkludu vvja©©ar barra ˙alli jit˙arr©u u/jew jispeçjalizzaw f’qasam partikolari; japprezzaw il-valur tal-fertilizzazzjoni reçiproka ta’ ideat, metodi, tekniki u sistemi; japprezzaw u jkunu lesti jaqsmu esperjenzi lokali ma’ kuntesti soçjali o˙rajn. Il-viΩjoni tar-realtà b’ottika sistemika li tiffaçilita l-impenn tag˙hom fil- promozzjoni tal-iΩvilupp sostenibbli Bis-sa˙˙a tal-espoΩizzjoni g˙al temi interdixxiplinari, l-istudenti japprezzaw li r-realtà hija l-effett sommarju ta’ diversi realtajiet li jikkomponuha; jiΩviluppaw ˙iliet biex jidentifikaw u jammettu l-komplessitajiet u r-relazzjonijiet marbutin ma’ xulxin ta’ kwistjonijiet personali, soçjali, kulturali, reli©juΩi, politiçi, ekonomiçi, teknolo©içi u ambjentali f’kull kwistjoni kollettiva; ikunu sensittivi g˙all-˙ti©ijiet ta’ membri o˙rajn tas-soçjetà, partikolarment ta’ individwi jew gruppi emar©inati jew Ωvanta©©jati; jiΩviluppaw realizzazzjoni tal-impatt tad- deçiΩjonijiet jew azzjonijiet personali fil-livell lokali fuq il-livelli komunitarji jew globali u viçeversa; jittrattaw soluzzjonijiet g˙all-problemi billi jfittxu konnessjonijiet u jippromwovu s˙ubiji u siner©iji fuq il-baΩi ta’ djalogu, negozjati u riΩoluzzjoni ta’ konflitti biex jaslu g˙al sitwazzjoni fejn kul˙add jo˙ro© sodisfatt. L-involviment attiv fi kwistjonijet ta’ Ωvilupp sostenibbli L-istudenti jsiru kommessi g˙at-titjib tal-kwalità tal-˙ajja f’livell personali, komunitarju, nazzjonali u globali; jiΩviluppaw il-˙sieb kritiku u ˙iliet riflessivi biex jevalwaw politiki, prattiki jew stili ta’ ˙ajja kurrenti, u jissu©©erixxu m©ibiet alternattivi sostenibbli; jag˙rfu r-responsabbiltà personali – mhux sempliçement tal-awtoritajiet – lejn l-adozzjoni ta’ Ωvilupp sostenibbli u jiΩviluppaw f’çittadini li kapaçi jipparteçipaw b’mod attiv fit-te˙id ta’ deçiΩjonijiet. C. Studenti li huma çittadini impenjati fost realtajiet lokali, re©jonali u globali li dejjem jinbidlu Huma jkun je˙ti©ilhom li: Jirrispettaw id-diversità u jirrispettaw id-differenza Dan l-g˙an primarjament jintla˙aq bis-sa˙˙a ta’ politika inkluΩiva fl-iskejjel. Skola inkluΩiva ma taqdix biss l-istudent irrispettivament mis-sess, reli©jon, razza, abbiltà u twemmin tieg˙u, 53 iΩda g˙andha b˙ala wie˙ed mill-g˙anijiet tag˙ha l-promozzjoni tal-potenzjal ta’ kull student bis-sa˙˙a ta’ attenzjoni u appo©© individwalizzat. L-etos u l-prattiki tal-iskola, speçjalment fiç-Çiklu tas-Sekondarja, jittrasmettu dan il-valur lill-istudenti kollha. Minbarra li dan jinkiseb speçifikament permezz ta’ oqsma partikolari tat-tag˙lim, dan l-g˙an hu Ωviluppat ukoll permezz ta’ temi interkurrikulari b˙all-edukazzjoni multikulturali u l-edukazzjoni g˙al Ωvilupp sostenibbli. Jirrispettaw u jippromwovu l-kultura u l-wirt Malti Oqsma differenti tat-tag˙lim jipprovdu opportunitajiet lill-istudenti biex jag˙mlu esperjenza tal-kultura u wirt tag˙na ˙alli japprezzaw u jsa˙˙u l-identità nazzjonali tag˙hom. Programm tajjeb ta’ attivitajiet kurrikulari komplementari, fosthom Ωjajjar u pro©etti kulturali, jag˙ti appo©© lit-tag˙lim formali fil-klassi fil-kisba ta’ dan l-g˙an. Programmi o˙ra ta’ edukazzjoni tul il-˙ajja, b˙all-©emella©© elettroniku u l-Comenius, jikkontribwixxu wkoll g˙al dan l-g˙an. Il-forom tal-arti expressiva (arti, muΩika, Ωfin u drama), mag˙qudin mal-Istudji Ambjentali, l-Istorja u l-©eografija, g˙andhom jag˙tu importanza partikolari lill-identità nazzjonali tag˙na u g˙all-fehim tal-post ta’ Malta fl-Ewropa u fid-dinja. L-akkwist u l-uΩu tajjeb tal-ilsien Malti g˙andu ji©i l-ewwel u qabel kollox. JiΩviluppaw kompetenza interkulturali u japprezzaw il-wirt tag˙hom f’kuntest Mediterranju, Ewropew u globali L-edukazzjoni fil-lingwi, b’enfasi fuq il-kuntest kulturali usa’, hi wa˙da mill-g˙odod l-aktar addattati g˙all-iΩvilupp tal-kompetenza interkulturali. Il-mobbiltà tal-istudenti u pro©etti ta’ ©emella©© ma’ skejjel Ewropej u barranin g˙andhom ikunu inkora©©uti u jsiru parti mill- esperjenza ta’ kull student. Ja˙dmu g˙at-tis˙i˙ tal-koeΩjoni soçjali u jiΩguraw il-©ustizzja soçjali L-NCF jorbot ma’ riformi o˙rajn fl-edukazzjoni li jfittxu li jippromwovu ugwaljanza ta’ opportunitajiet u aççess g˙al edukazzjoni ta’ kwalità. L-enfasi fuq transizzjoni u intervent bikri hija l-pedament ta’ sistema edukattiva ©usta li tirriΩulta fit-tis˙i˙ tas-soçjetà Maltija u tal- istudenti individwali. Il-promozzjoni tar-rispett g˙ad-diversità u l-valur tad-differenzi wkoll jibnu soçjetà stabbli u b’sa˙˙itha. L-iskemi ta’ xog˙ol volontarju, l-iskejjel multikulturali, is-sens çiviku qawwi u n-nuqqas ta’ diskriminazzjoni fl-iskejjel g˙andhom ikunu l-mixtla tal-koeΩjoni soçjali. Il-©id komuni g˙andu jinΩamm fl-ewwel post, u g˙alhekk l-istudenti jitg˙allmu kif jiddjalogaw u jaslu g˙al kunsens, jekk me˙tie© permezz ta’ medjazzjoni. Isostnu l-©ustizzja soçjali u l-prinçipji demokratiçi L-edukazzjoni g˙aç-çittadinanza, flimkien ma’ inizjattivi li j˙addnu prattiki demokratiçi fl- iskejjel, hija mod wie˙ed kif jinkiseb dan l-g˙an. L-atte©©jament inkluΩiv wa˙du g˙andu jiggarantixxi l-©ustizzja soçjali g˙al kul˙add. L-amministrazzjoni tal-iskola g˙andha tag˙ti spazju mdaqqas g˙all-inizjattivi me˙udin u koordinati mill-Kunsill tal-Istudenti u g˙andha tikkonsulta lill-Kunsill tal-Istudenti fuq materji li jolqtu direttament lill-popolazzjoni studenteska. L-Oqsma tat-Tag˙lim L-oqsma tat-tag˙lim introdotti fiç-Çiklu Tal-Primarja huma msa˙˙in u estiΩi fiç-Çiklu tas- Sekondarja. Barra minn hekk, fis-Seba’ u d-Disa’ Sena jidda˙˙lu numru ta’ su©©etti li jing˙aΩlu mill-istudenti. It-taqsmiet li ©ejjin jippreΩentaw konsiderazzjoni ta’ kif kull qasam Taqsima 3: Is-Snin tas-Sekondarja 54 Dokument Konsultattiv 3: It-Tliet Çikli tat-tag˙lim jista’ jkun Ωviluppat fiç-Çiklu tas-Sekondarja. Il-Lingwi Fid-dawl tal-kuntest politiku, ©eografiku u storiku tal-GΩejjer Maltin, u l-enfasi tal-UE fuq it- tag˙lim tal-lingwi, il-multilingwiΩmu jassumi importanza akbar. It-tag˙lim tal-lingwa materna (©eneralment il-Malti) fil-livell tal-iskola sekondarja jsa˙˙a˙ is-sens ta’ identità u l-iΩvilupp konçettwali tal-istudenti. It-tag˙lim tat-tieni lingwa (©eneralment l-IngliΩ, li hu wa˙da miΩ-Ωew© lingwi uffiçjali f’Malta) fil-livell tal-iskola sekondarja jsa˙˙a˙ l-akkwist ta’ lingwa internazzjonali importanti ta’ komunikazzjoni. It-tag˙lim tal-lingwi barranin fil-livell tal-iskola sekondarja jipprovdi g˙all-akkwist ta’ iktar g˙odod ta’ komunikazzjoni li jiswew g˙all-apprezzament tad-diversità kulturali u g˙all- façilità ta’ interazzjoni fl-ambitu tal-kuntesti Ewropej u internazzjonali. It-tag˙lim tal-Malti, IngliΩ u lingwa barranija jag˙ti ˙ila lill-istudenti biex: • jiΩviluppaw pedament sod ta’ ˙iliet fil-lingwi; • iwessg˙u fehim personali, soçjali u kulturali; • jag˙nu l-iΩvilupp konjittiv u affettiv; • jiΩviluppaw g˙arfien u fehim tal-kultura jew kulturi tan-nies li jitkellmu l-lingwa li wie˙ed ikun qed jistudja, u jirrispettaw id-diversità kulturali; • jippreparaw ru˙hom g˙ad-dinja tax-xog˙ol u g˙all-edukazzjoni lil hinn minn dik obbli- gatorja f’Malta u barra minn Malta; • jiΩviluppaw g˙arfien tan-natura tal-lingwi u tat-tag˙lim tal-lingwi; • itejbu l-˙iliet tat-tag˙lim ta’ applikazzjoni aktar ©enerali, inkluΩi l-analiΩi, id-deduzzjoni ta’ inferenzi, l-evalwazzjoni personali, it-tiftix tal-g˙erf u l-memorizzazzjoni; • jiksbu kompetenza lingwistika g˙al skopijiet differenti u f’kuntesti differenti; u • jiksbu u jiΩviluppaw il-kompetenza komunikattiva. Minbarra l-lingwi obbligatorji (il-Malti u l-IngliΩ), l-istudenti jag˙Ωlu lingwa barranija wa˙da fl-ewwel sena u jibqg˙u jistudjawha tul iç-Çiklu tas-Sekondarja kollu. Jista’ jkun hemm ukoll il-possibbiltà g˙all-istudenti li jag˙Ωlu t-tieni lingwa barranija fis-snin a˙˙arin taç-Çiklu tas- Sekondarja. It-tag˙lim tal-lingwi j˙addan varjetà ta’ metodolo©iji pedago©içi li jipprovdu opportunitajiet g˙all-istudenti biex juΩaw medda ta’ riΩorsi, fosthom l-uΩu tad-Drama u l-ICT, biex jaççessaw u jikkomunikaw informazzjoni fil-lingwa li jkunu qed jistudjaw. Din is-sistema eklettika: 55 • tiΩgura li t-tag˙lim tal-lingwi jsir b’mod pjaçevoli; • tipprovdi l-kondizzjonijiet ideali li jwasslu g˙al tag˙lim effettiv; u • hi riflessiva u ççentrata fuq min jitg˙allem. Fil-livelli kollha taç-Çiklu tas-Sekondarja, l-assessjar isir fl-erba’ ˙iliet lingwistiçi (is-smig˙, it- ta˙dit, il-qari u l-kitba) li jqisu l-medda wiesg˙a ta’ livelli ta’ kisbiet. Il-Matematika Il-matematika tag˙ti lill-istudenti l-opportunità li jid˙lu aktar fil-fond fl-g˙erf u ra©unar matematiku, biex ji©u f’kuntatt b’mod aktar formali mar-ra©unar astratt u lo©iku inerenti fis-su©©ett, u wkoll li japprezzaw a˙jar u japplikaw il-possibbiltajiet komunikattivi li joffri l-medju tal-matematika. L-idea hi li wie˙ed jikkonsolida kisbiet preçedenti filwaqt li jiffaçilita iktar Ωvilupp li jservi l-˙ti©ijiet u l-interessi ta’ kull student. L-esperjenza prinçipali tal-matematika fil-livell tas-Sekondarja g˙andha jkollha Ωew© miri ewlenin: • L-applikazzjoni tal-matematika b˙ala realtà tan©ibbli fil-˙ajja ta’ kuljum. L-istudenti koll- ha g˙andhom jiksbu livell baΩiku ta’ kompetenza matematika li jag˙tihom iç-çans li jiffunzjonaw b˙ala çittadini awtonomi. Din l-indipendenza tittraduçi ru˙ha fi kwalità ta’ ˙ajja a˙jar kemm fil-livell individwali u kemm f’dak tal-komunità. • Billi l-ma©©oranza kbira tal-istudenti huma mistennija jkomplu bl-edukazzjoni, l- esperjenza tal-matematika fil-livell tas-sekondarja tassumi r-responsabbiltà li tipprepara u timmotiva lill-istudenti g˙al studji lil hinn mill-edukazzjoni obbligatorja kemm fis- su©©ett innifsu u kemm f’su©©etti o˙rajn. Din g˙andha tkun preparazzjoni li twitti t-triq g˙al varjetà ta’ livelli ta’ matematika li huma relatati ma’ rotot kemm akkademiçi u kemm vokazzjonali. L-istudenti huma assessjati skont ˙iliet numeriçi, al©ebrajçi, spazjali u ta’ mmani©©jar ta’ dejta, kif ukoll skont l-applikazzjoni ta’ g˙erf, ˙iliet u fehim matematiçi f’sitwazzjonijiet ta’ ˙ajja reali. Dan hu applikabbli g˙al kull livell ta’ kisbiet. Ix-Xjenza It-tag˙lim tax-xjenza g˙andu jiΩviluppa ˙sieb xjentifiku u fehim ta’ kunçetti, prinçipji u teoriji ta’ ordni og˙la b’mod ˙olistiku. Il-kwistjonijiet etiçi, ekonomiçi, soçjali u morali jikkontribwixxu g˙al fehim aktar fil-fond tax-xjenza u tar-rabtiet tag˙ha mal-˙ajja ta’ kuljum. Din id-dimensjoni g˙andha tg˙in lill-istudenti jintegraw g˙erf minn oqsma ta’ tag˙lim differenti u jifhmu li x-xjenza m’g˙andhiex soluzzjoni g˙as-sitwazzjonijiet problematici kollha. L-istudenti kollha tas-Seba’ u t-Tmien Sena jistudjaw il-Core Science. Fid-Disa’, l-G˙axar u l-˙dax-il Sena l-istudenti li ma jixtiqux jispeçjalizzaw fix-Xjenza jkomplu bil-Core Science li jwassal g˙al eΩami tas-SEC. L-istudenti li jixtiequ jispeçjalizzaw fix-Xjenza jistg˙u jag˙Ωlu tnejn jew tlieta minn: Life Sciences, Physical Sciences u Materials Sciences li kull wie˙ed iwassal g˙al eΩami tas-SEC. Taqsima 3: Is-Snin tas-Sekondarja 56 Dokument Konsultattiv 3: It-Tliet Çikli It-tag˙lim g˙andu jinkludi: • opportunitajiet g˙al attivitajiet individwali u fi gruppi; • involviment fix-xjenza permezz ta’ investigazzjonijiet; • uΩu ta’ riΩorsi multimidja, u uΩu ta’ riΩorsi sekondarji b˙al magaΩins xjentifiçi u artikli fil-©urnali; • esplorazzjonijiet b’ippjanar, twaqqif u g˙emil ta’ esperimenti g˙as-soluzzjoni ta’ misto- qsijiet u problemi, waqt li jitqiesu kwistjonijiet ta’ sa˙˙a u sigurtà; • osservazzjonijiet ta’ fenomeni biex jispjegaw kunçetti, prinçipji u teoriji, u g˙arfien li l- prinçipji u t-teoriji kienu Ωviluppati fl-ambitu ta’ kuntest storiku; u • abbiltà li jelaboraw fuq spjegazzjonijiet bl-uΩu ta’ lingwa u tekniki xjentifiçi addattati b˙al tabelli, çarts u metodi matematiçi. Minbarra l-assessjar summativ aktar formali, il-learning outcomes jistg˙u jkunu rikordjati permezz ta’ diversi forom b˙al investigazzjonijiet u attivitajiet li jsolvu l-problemi, logbooks ta’ tag˙lim u portafolli. L-Edukazzjoni Reli©juΩa F’Malta t-tag˙lim tar-reli©jon jitqies b˙ala element importanti fil-formazzjoni integrali tal- persuna. L-Edukazzjoni Reli©juΩa Kattolika17 titfa’ dawl fuq il-mistoqsijiet baΩiçi dwar ir- relazzjoni ta’ dak li jkun ma’ Alla, fuq it-tifsira tal-˙ajja, kwistjonijiet ta’ natura etika, l-identità personali ta’ dak li jkun, u fuq dimensjonijiet differenti ta’ djalogu u koeΩjoni soçjali f’soçjetà li qed issir pluralistika. G˙erf aktar profond tat-tradizzjonijiet reli©juΩi differenti g˙andu jipprovdi kontribut validu g˙all-formazzjoni soçjali u çivika tal-istudenti. L-Edukazzjoni Reli©juΩa tikkontribwixxi g˙all-iΩvilupp ˙olistiku tal-istudenti billi tipprovdi l-lingwa u l-˙iliet biex ikollhom aççess g˙al u jesprimu d-dimensjonijiet reli©juΩi u spiritwali, u dawn jistg˙u joffrulhom l-isfida li jistaqsu fuq ir-ra©onevolezza ta’ vja©© ta’ fidi fil-kuntest soçjali u kulturali tal-lum. It-tag˙lim fl-Edukazzjoni Reli©juΩa jsir b’rispett s˙i˙ g˙all-uniçità ta’ kull student: • L-Edukazzjoni Reli©juΩa taddatta ru˙ha g˙ar-rekwiΩiti ta’ kull student individwali billi dan hu l-mod wa˙dieni kif tkun irrispettata d-diversità tal-g˙a©eb li Alla ˙alaq fl-umani- tà. • Ir-rispett tal-persuna jitlob metodolo©ija li hija tassew ibbaΩata fuq relazzjonijiet u li hi ggwidata mit-twemmin li l-istudenti jitg˙allmu, l-aktar jekk it-tag˙lim jitqieg˙ed f’kun- test ta’ esperjenzi konkreti fl-ambitu ta’ komunità. • Il-pedago©ija tal-Edukazzjoni Reli©juΩa f’dan il-livell g˙andha tkun primarjament ispirata 17 L-Edukazzjoni Reli©juΩa Kattolika hija r-responsabbiltà tal-Uffiççju g˙all-Edukazzjoni Reli©juΩa tal-Konferen- za Episkopali Maltija. 57 mill-kostruttiviΩmu u minn atte©©jament ta’ flessibbiltà fit-tag˙lim. G˙andha ting˙ata preferenza g˙al sistema antropolo©ika fejn l-esperjenza umana titqies b˙ala ˙a©a çen- trali u fejn l-istudenti huma inkora©©uti jikkorelataw l-esperjenzi tag˙hom ma’ dawk ta’ wemmiena o˙rajn f’perjodi u kuntesti differenti. • L-Edukazzjoni Reli©juΩa tuΩa varjetà wiesg˙a ta’ tekniki u midja biex tg˙in lill-istudenti jsiru konxji tal-baΩi reli©juΩa u spiritwali tal-˙ajja morali, u jimpenjaw ru˙hom fiha. L-g˙alliema huma inkora©©uti biex juΩaw diversi ˙ idmiet, b˙all-komprensjoni, id-diskussjoni, il-kitba ta’ esejs, u t-tfassil ta’ kunçetti f’forma ta’ mapep, biex isir assessjar u evalwazzjoni tal- livelli kollha tad-dominji konjittivi u affettivi tat-tag˙lim. L-istudenti g˙andhom jitg˙allmu kif jag˙mlu awtoassessjar effettiv. Il-©enituri tal-istudenti g˙andhom id-dritt li jiddeçiedu li t-tifel jew tifla tag˙hom ma jsegwux l-Edukazzjoni Reli©juΩa Kattolika. Fil-kaΩ ta’ studenti ta’ din ix-xorta l-NCF jirrakkomanda programm ta’ Edukazzjoni Etika mfassal mill-Awtoritajiet tal-Edukazzjoni. Dan il-programm jing˙ata skond konsiderazzjonijiet lo©istiçi. L-Edukazzjoni g˙aç-Çittadinanza L-NCF qed jipproponi qasam ta’ tag˙lim prinçipali li jipprovdi sistema integrata u wiesg˙a g˙all-Edukazzjoni g˙aç-Çittadinanza li ©©ib flimkien l-oqsma tas-su©©etti tal-Istudji Soçjali, l-Istorja, il-©eografija, l-Istudji Ambjentali u aspetti mill-Edukazzjoni Personali, Soçjali u g˙as-Sa˙˙a u l-Home Economics. L-Edukazzjoni g˙aç-Çittadinanza tista’ tissa˙˙a˙ bil- parteçipazzjoni attiva tal-istudenti fil-klassi, f’kunsilli tal-istudenti, permezz ta’ attivitajiet u inizjattivi kurrikulari li jsiru fl-ambitu tal-komunità lokali, u bis-sa˙˙a ta’ pro©etti nazzjonali u internazzjonali u attivitajiet o˙rajn li jiΩviluppaw ˙iliet intraprenditorjali. Dan il-qasam tat-tag˙lim g˙andu jinkora©©ixxi lill-istudenti biex: • jiskopru u jitg˙allmu aktar fuqhom infushom; • jiΩviluppaw ˙iliet interattivi, empatija u rispett; u • jitg˙allmu fuq kuntesti u realtajiet soçjali, storiçi, ©eografiçi, ekonomiçi, politiçi u am- bjentali kif ukoll fuq l-implikazzjonijiet tag˙hom. Filwaqt li l-Edukazzjoni g˙aç-Çittadinanza hija qasam prinçipali tat-tag˙lim tul iç-Çiklu tas- Sekondarja, fis-snin a˙˙arin l-istudenti jing˙ataw ukoll l-opportunità li jistudjaw l-Istorja, il-©eografija, l-Istudji Soçjali, l-Istudji Ambjentali u l-Istudji Ewropej b˙ala su©©etti ta’ g˙aΩla. L-Edukazzjoni g˙aç-Çittadinanza b˙ala qasam tat-tag˙lim tippromwovi sistema interattiva u parteçipattiva li tag˙ti lok g˙al diskussjonijiet u dibattiti fil-klassi appo©©jati minn ˙idma fuq pro©etti u inkjesti, xog˙ol fuq il-post, Ωjajjar u attivitajiet kurrikulari o˙rajn. L-assessjar tal-Edukazzjoni g˙aç-Çittadinanza jqis il-kisba tal-learning outcomes pertinenti g˙all-oqsma tas-su©©etti differenti. It-tag˙lim mhux formali fl-Edukazzjoni g˙aç-Çittadinanza jkun rikordjat permezz taç-Çertifikat u l-Profil tal-Iskola Sekondarja. Taqsima 3: Is-Snin tas-Sekondarja 58 Dokument Konsultattiv 3: It-Tliet Çikli L-Edukazzjoni Teknolo©ika L-Edukazzjoni Teknolo©ika tipprovdi lill-istudenti b’g˙erf, ˙iliet u fehim rilevanti biex isiru profiçjenti ˙afna teknolo©ikament u di©italment. Il-qasam ta’ tag˙lim tal-Edukazzjoni Teknolo©ika jinkludi d-Disinn u t-Teknolo©ija (D&T) u l-LitteriΩmu Di©itali. B˙ala qasam prinçipali tat-tag˙lim, id-D&T se jkun offrut permezz ta’ sistema modulari. Barra minn ˙in speçifiku fl-orarju skolastiku, l-esperjenzi tal-LitteriΩmu Di©itali g˙andhom ikunu aççessibbli permezz tal-oqsma tat-tag˙lim o˙rajn fil-kurrikulu. Fis-snin ta’ wara l-istudenti jing˙ataw l-opportunità li jie˙du d-Disinn u Teknolo©ija b˙ala su©©ett ta’ g˙aΩla. In vista tar-rakkomandazzjonijiet li qed isiru minn kumitat separat g˙al rikonsiderazzjoni tas- su©©ett,18 qed ikun propost li d-Disinn u Teknolo©ija jinkludi l-Materjali ReΩistenti, l-Elettronika u l-Prodotti Grafiçi. L-oqsma kollha jag˙tu riΩultati ta’ tag˙lim komuni li jg˙inu lill-istudenti jiksbu g˙erf u ˙iliet fid-Disinn u Teknolo©ija permezz tad-disinn, forma, evalwazzjoni u kommunikazzjoni. Barra minn hekk, D&T jipprovdi lill-istudenti b’opportunitajiet biex jiffukaw fuq kwistjonijiet ta’ Sa˙˙a u Sigurtà kif ukoll dawk Ambjentali. Il-LitteriΩmu Di©itali jintroduçi lill-istudenti g˙all-g˙erf, il-kunçetti u l-˙iliet relatati mal- organizzazzjoni, il-manipulazzjoni u l-kontroll ta’ dejta bl-uΩu ta’ teknolo©iji di©itali; il-komunikazzjoni u preΩentazzjoni tal-informazzjoni bl-uΩu ta’ teknolo©iji di©itali; l-awtomattizzazzjoni ta’ proçessi di©itali; u d-dimensjonijiet soçjali u etiçi tat-teknolo©iji di©itali. Il-assessjar tad-D&T g˙andu jinkludi t-teorija u dimensjonijiet prattiçi bbaΩati fuq id-disinn, filwaqt li l-assessjar tal-LitteriΩmu Di©itali g˙andu jinkludi l-uΩu prattiku tal-ICT matul il- kurrikulu u l-assessjar tal-˙iliet baΩiçi fl-ICT. L-Edukazzjoni fl-Arti L-Edukazzjoni fl-Arti b˙ala qasam ta’ tag˙lim tipprovdi lill-istudenti opportunitajiet biex ikunu kreattivi u imma©inattivi, biex jag˙mlu esperjenza ta’ ispirazzjoni u pjaçir, u biex jiΩviluppaw ˙ iliet fl-arti viΩiva u performattiva. Il-parteçipazzjoni tag˙ti okkaΩjoni lill-istudenti biex jesperjenzjaw u jgawdu l-ener©ija u l-eçitament li jiffurmaw imma©ni u forom, ja˙dmu u jippreΩentaw ru˙hom quddiem udjenzi differenti u jkunu parti minn udjenza g˙al o˙rajn. L-Edukazzjoni fl-Arti hi mg˙allma permezz ta’ sistema modulari tul iç-Çiklu tas-Sekondarja u fis-snin ta’ wara; l-Arti hija offruta wkoll b˙ala g˙aΩla. Il-kulle©©i u l-iskejjel jistg˙u joffru wkoll forom o˙rajn ta’ arti kreattiva b˙ala g˙aΩliet li jiddependu minn parametri operattivi. L-attivitajiet fil-qasam tal-arti jinvolvu l-kreazzjoni u l-preΩentazzjoni, u huma prattiçi u esperjenzjali, jispiraw u joffru sfida. L-assessjar f’dan il-qasam huwa g˙addej dejjem tul il-kors, u jinkludi l-irrekordjar u l-irrappurtar ta’ ˙iliet espressivi u operattivi fid-diversi forom tal-arti. L-apprezzament u l-evalwazzjoni huma parti integrali mill-proçessi kreattivi u jintrabtu mal-iΩvilupp ta’ ˙iliet kreattivi, g˙erf u fehim, u t-tkattir tal-gost. 18 Il-kumitat g˙ar-rikonsiderazzjoni tas-su©©ett in˙atar mid-DQSE biex jikkunsidra mill-©did l-implimentazzjoni kurrenti, u biex jipproponi emendi u jag˙mel rakkomandazzjonijiet g˙at-tag˙lim tad-Disinn u t-Teknolo©ija 59 L-Edukazzjoni g˙as-Sa˙˙a Fil-livell tal-iskola sekondarja, l-Edukazzjoni g˙as-Sa˙˙a tinkludi l-Edukazzjoni FiΩika u Sport (PE), il-Home Economics (HE), u l-Edukazzjoni Personali, Soçjali u tas-Sa˙˙a (PSHE). F’dan il-qasam tat- tag˙lim l-istudenti jie˙du gost permezz tal-impenn fl-attività fiΩika g˙al stil ta’ ˙ajja sana kif ukoll dispoΩizzjoni poΩittiva lejhom infushom, lejn l-o˙rajn u lejn il-˙ajja. L-impenn favur komunitajiet soçjali u kwstjonijiet ambjentali wkoll jifforma parti mill-iΩvilupp tal-istudenti f’dan il-livell. Il-komponenti kollha tal-Edukazzjoni g˙as-Sa˙˙a huma oqsma prinçipali. Filwaqt li l-Edukazzjoni FiΩika u Sport u l-Edukazzjoni Personali, Soçjali u g˙as-Sa˙˙a huma assenjati sessjonijiet kull ©img˙a fl-orarju skolastiku tul iç-Çiklu kollu tas-Sekondarja, il-Home Economics g˙andu post differenti fl-orarju. Fl-ewwel Çiklu tas-Sekondarja l-Home Economics jalterna mad-D&T filwaqt li fit-tieni Çiklu tas-Sekondarja l-Home Economics jalterna mad-D&T u l-Edukazzjoni fl-Arti. Fis-snin ta’ wara l-istudenti jistg˙u jag˙Ωlu wkoll il-Home Economics u l-PE. Minbarra l-promozzjoni ta’ stil ta’ ˙ajja sana, is-su©©etti differenti li jaqg˙u fl-ambitu ta’ dan il-qasam ta’ tag˙lim jipprovdu wkoll g˙all-akkwist ta’ ˙iliet ta’ ordni og˙la b˙all-analiΩi, is-sinteΩi u l-evalwazzjoni permezz ta’ diskussjonijiet, attivitajiet li jinvolvu s-soluzzjoni ta’ problemi, dibattiti, u ˙idmiet prattiçi u investigattivi. L-assessjar jiffoka fuq atte©©jamenti formattivi u summattivi, u jinkludi ffissar ta’ g˙anijiet, peer reviews u tekniki ta’ evalwazzjoni personali. Is-Su©©etti tal-G˙aΩla fit-Tieni Çiklu tas-Sekondarja L-NCF qed jipproponi li s-sistema preΩenti fl-ewwel Çiklu tas-Sekondarja, segwit minn tliet snin fit-tieni Çiklu tas-Sekondarja, g˙andha tinΩamm fil-kaΩ tas-settur Statali, g˙alkemm l-iskejjel fis-settur mhux Statali huma ˙ielsa biex jikkunsidraw alternattivi o˙rajn. Fit-tfassil tal-NCF ing˙atat konsiderazzjoni g˙at-tne˙˙ija tal-g˙aΩliet fit-tielet Çiklu tas- Sekondarja, jew g˙allinqas posponiment tas-selezzjoni ta’ g˙aΩliet li b˙alissa jintg˙aΩlu fi tmiem it-Tmien Sena. Madankollu, din il-konsiderazzjoni timplika tfassil g˙al kollox mill- ©did tas-sillabi tal-eΩami tas-SEC u tad-d˙ul fl-istituzzjonijiet postsekondarji u terzjarji. Kif inhuma l-affarijiet b˙alissa, deher li dan mhux prattiku. Il-Kurrikulu tas-Sekondarja li qed ikun propost f’dan id-dokument hu bbaΩat fuq il-mudell 2+3 li fih l-ewwel sentejn tal-iskola sekondarja g˙andhom kurrikulu li prattikament hu komuni g˙al kul˙add, u l-g˙aΩliet imbag˙ad isiru g˙ad-Disa’, l-G˙axar u l-˙dax-il Sena. Fi tmiem iç-Çiklu tal-Primarja, l-istudenti jag˙Ωlu lingwa barranija li tista’ tkun wa˙da minn dawn: l-G˙arbi, il-FrançiΩ, il-©ermaniΩ, it-Taljan, ir-Russu u l-Ispanjol, skont id-disponibbiltà. L-iskejjel jistg˙u jikkunsidraw l-inkluΩjoni ta’ lingwi o˙rajn jekk dan ikun sostenibbli u vijabbli mil-lat edukattiv. Min-na˙a l-o˙ra, l-iskejjel jistg˙u jfasslu programmi g˙al studenti li jkunu g˙adhom g˙addejjin minn diffikultajiet fil-lingwi prinçipali. Fi tmiem it-Tmien Sena, l-istudenti ©eneralment jag˙Ωlu Ωew© su©©etti addizzjonali. L-g˙aΩla tas- su©©etti tiddependi minn kwistjonijiet b˙all-g˙add ta’ riΩorsi umani, in-numru ta’ studenti li jag˙Ωlu su©©etti partikolari, u r-riΩorsi fiΩiçi u l-limitazzjonijiet fl-orarju skolastiku. F’kaΩijiet ta’ studenti li jkollhom diffikultajiet fil-kurrikulu prinçipali, l-iskejjel jistg˙u jag˙tu Taqsima 3: Is-Snin tas-Sekondarja 60 Dokument Konsultattiv 3: It-Tliet Çikli parir lill-istudenti biex jag˙Ωlu su©©ett wie˙ed flok tnejn minn dawk tal-g˙aΩla u jkollhom il-flessibbiltà li jfasslu programm ta’ tag˙lim addattat g˙alihom. L-NCF jipproponi li l-iskejjel joffru g˙aΩla ta’ su©©etti minn fost il-lista li ©ejja, imma hija inkora©©ita l-inkluΩjoni ta’ su©©etti o˙ra sakemm dan ikun sostenibbli u vijabbli mill-aspett edukattiv. • L-Accounts • L-Arti • Il-Business Studies • Il-Kompjuters • Il-Materials Sciences • Id-Disinn u t-Teknolo©ija • Id-Drama • L-Economics • Il-Letteratura IngliΩa • L-Istudji Ambjentali • L-Istudji Ewropej • Il-©eografija • Il-Komunikazzjoni Grafika • L-Istorja • Il-Home Economics • Il-Lingwi Barranin: l-G˙arbi / il-FrançiΩ / il- ©ermaniΩ / it-Taljan / ir-Russu / l-Ispanjol • Il-Life Sciences • Il-MuΩika • L-Edukazzjoni FiΩika • Il-Physical Sciences • L-Istudji Soçjali • It-Textile Studies • Is-Su©©etti vokazzjonali: (fil-bidu) l-In©inerija / l-Ospitalità / l-IT Practitioner / is-Sa˙˙a u Kura Soçjali (ara ta˙t) L-Edukazzjoni u t-Ta˙ri© Vokazzjonali (VET) L-NCF jipproponi medda usa’ ta’ opportunitajiet edukattivi biex jissodisfa l-interessi u x-xejriet tal-istudenti kollha fl-edukazzjoni obbligatorja. Biex jindirizza dawn l-interessi l-NCF g˙andu l-g˙an li jintroduçi s-su©©etti vokazzjonali b˙ala g˙aΩliet fid-Disa’ Sena. L-g˙aΩla vokazzjonali ta˙seb g˙all-adozzjoni ta’ strate©iji ta’ tag˙liminnovattivi valutati b’manjiera dejjem g˙addejja, l-aktar permezz tal-xog˙ol tal-kors. Dawn is-su©©etti relatati max-xog˙ol jinkludu ˙iliet u g˙erf li jsostnuhom, kif ukoll kompetenza prattika. Karatteristiçi ewlenin tas- su©©etti tal-VET jinkludu: • orjentament relatat max-xog˙ol aktar minn imsejjes fuq ix-xog˙ol; • pedago©ija ta’ tag˙lim imsejsa fuq il-prattika kuntrarju g˙al pedago©ija tradizzjonali msejsa fuq it-trasmissjoni uΩata l-aktar fit-tag˙lim akkademiku; • tfassil li jinkora©©ixxi l-iΩvilupp ta’ ˙iliet u kompetenzi vokazzjonali; • mog˙dijiet ta’ progressjoni çari g˙all-korsijiet tal-MCAST u l-ITS, u g˙al provedituri pub- bliçi u privati; 61 • çertifikazzjoni f’dan is-su©©etti li hija rikonoxxuta lokalment u internazzjonalment; u • proçeduri ta’ assikurazzjoni ta’ kwalità msejsin fuq verifika interna u esterna. Erba’ oqsma ta’ su©©etti vokazzjonali – l-In©inerija, l-Ospitalità, l-IT Practitioner, u s-Sa˙˙a u Kura Soçjali – se jkunu pilotati f’g˙add ta’ skejjel Statali u mhux Statali sa minn Settembru 2011. Sal-2013, l-implimentazzjoni tal-VET mistennija li tkun estiza f’livell nazzjonali. It-Tmexxija tal-Edukaturi Prinçipali Fl-ambitu tal-NCF, li qieg˙ed jipproponi bidliet importanti fil-provedimenti tal-kurrikulu, il-funzjoni ta’ tmexxija tal-operaturi ewlenin tassumi sinifikat kbir. Il-mexxejja edukattivi u l-g˙alliema je˙ti©ilhom: • jeΩaminaw mill-©did il-perçezzjonijiet tag˙hom dwar id-dritt tal-istudenti fl-ambitu ta’ qafas inkluΩiv; • jo˙olqu viΩjoni u jispiraw o˙rajn biex ja˙dmu lejn aspettattivi çari u g˙anijiet realistiçi; • ja˙dmu b’mod kollaborattiv u kolle©©jali ma’ operaturi o˙rajn; • ida˙˙lu proçessi ta’ ppjanar u rikonsiderazzjoni tal-iΩvilupp tal-iskejjel; • juru impenn u resiljenza biex jimplimentaw bidla li tag˙mel sens; • jipprovdu Ωvilupp professjonali g˙addej il-˙in kollu tal-impjegati; • jipprovdu g˙ar-riΩorsi u appo©© me˙tie©, u jiΩguraw is-sostenibbiltà tal-inizjattivi, u • jkunu mexxejja kurrikulari. L-Implimentazzjoni tal-NCF fiç-Çiklu tas-Sekondarja Din it-taqsima tiffoka fuq l-implimentazzjoni prattika tal-NCF fiç-Çiklu tal-edukazzjoni obbligatorja sekondarja fl-iskejjel. Dan jinkludi proposti g˙al: • orarju skolastiku; • kriterji li jsostnu l-allokazzjoni tal-˙in g˙all-oqsma tat-tag˙lim f’lezzjonijiet imqassmin f’orarju; • l-implimentazzjoni ta’ mudell ta’ Ωvilupp bis-sa˙˙a ta’ atte©©jament differenzjat, u • l-assessjar. L-Orarju Skolastiku Fiç-Çiklu tas-Sekondarja t-tg˙abbir kurrikulari huwa aktar ri©idu minn dak fiç-Çiklu Tal- Primarja. Dan hu msa˙˙a˙ bl-allokazzjoni ta’ numru speçifiku ta’ inserimenti fissi fl-orarju skolastiku tal-©img˙a. Taqsima 3: Is-Snin tas-Sekondarja 62 Dokument Konsultattiv 3: It-Tliet Çikli Minkejja din is-sistema ri©ida, il-mudelli kurrenti ta’ orarji skolastiçi kemm fl-iskejjel Statali u kemm f’dawk mhux Statali jixhdu li matul is-snin xi skejjel addattaw ru˙hom g˙al çirkustanzi prevalenti individwali, settorjali u nazzjonali edukattivi u mhux edukattivi. Dan wassal g˙all- iΩvilupp ta’ firxa wiesg˙a ta’ mudelli ta’ orarji skolastiçi b’diskrepanzi li jvarjaw. Tabella 4 ti©bor fil-qosor u˙ud mid-diskrepanzi l-aktar evidenti fil-firxa tal-mudelli ta’ orarji skolastiçi addottati b˙alissa minn diversi skejjel madwar Malta u G˙awdex. Il-Kriterji g˙all-Orarju Skolastiku Propost g˙as-Sekondarja Fl-iskejjel sekondarji je˙tie© jitqiesu g˙add ta’ kriterji biex ikun Ωgurat li l-NCF jitqieg˙ed fil- prattika f’orarju skolastiku li jag˙mel uΩu kemm jista’ jkun s˙i˙ mill-˙in tat-tag˙lim. L-orarju ta’ din ix-xorta je˙tie© li: • ja˙seb g˙al minimu ta’ 38 lezzjoni kull ©img˙a ta’ ˙amest ijiem peress li, kif jintwera aktar ’l isfel, dan hu l-ammont minimu ta’ lezzjonijiet me˙tie© biex jiΩgura aççessibbiltà g˙at-tmien oqsma tat-tag˙lim; • jalloka ˙in regolari fl-orarju skolastiku g˙al assemblies ta’ kuljum u speçjali, g˙all-uΩu tal- lockers tal-iskola u ˙in g˙al kull Sena. B’dan il-mod dawk involuti jista’ jkollhom stampa a˙jar tal-˙in ta’ tag˙lim attwali; • jkollu waqfa ra©onevolment twila f’nofsinhar li ssa˙˙a˙ il-preΩenza ta’ attivitajiet sportivi u ta’ tag˙lim mhux formali; • jag˙ti lok g˙al lezzjonijiet ta’ minn 40 sa 45 minuta kull wa˙da, u preferibbilment mhux inqas minn 42 minuta meta tqis il-˙in ta’ çaqlieq minn lezzjoni g˙al o˙ra, biex ikun hemm ˙in biΩΩejjed g˙al ˙in ta’ xog˙ol effettiv fil-klassi; • jiΩgura ˙in regolari biex il-komunità professjonali tal-iskola tiddiskuti u/jew tindirizza kwistjonijiet relatati mal-iskola u ma’ Ωvilupp professjonali, u • jkun strutturat fuq il-prinçipju li l-˙in tal-g˙alliem hu dedikat kollu kemm hu g˙at- tag˙lim u d-dmirijiet professjonali relatati mag˙ha, u mhux g˙al superviΩjoni li g˙aliha g˙andu jing˙ata ˙las barrani. Dan ifisser li l-ewwel waqfa ma tibqax tag˙mel parti mix- xog˙ol rimunerat tal-g˙alliema, imma tkun rimunerata b’rati barranin og˙la stabbiliti apposta g˙al superviΩjoni normali, u l-g˙alliema g˙andhom jipparteçipaw abbaΩi ta’ roster skont proporzjonijiet iffissati biex tkun Ωgurata s-sigurtà tal-istudenti. B˙alissa mhemmx orarju skolastiku wie˙ed li jissodisfa l-kriterji kollha msemmijin hawn fuq. Filwaqt li d-diversità attwali fis-setturi tal-Istat, tal-Knisja u Indipendenti u bejniethom je˙tie© li tkun irrispettata, f’dan id-dokument qed ikunu proposti orarji skolastiçi differenti b˙ala tentattiv biex ikunu indirizzati d-diversi prijoritajiet u realtajiet (irreferi g˙al Appendiçi II). Madankollu, il-mudelli kollha proposti g˙andhom il-vanta©©i u l-iΩvanta©©i tag˙hom. 63 Tabella  4:  Diskrepanzi  fil-­‐firxa  ta’  mudelli  tal-­‐orarji  skolastiċi     Kwistjonijiet   Eżempji  ta’  varjazzjonijiet   Numru  ta’  lezzjonijiet  kull  ġimgħa     Orarji   skolastiċi   li   għandhom   biss   35   lezzjoni   sa   oħrajn   li   jaslu   saħansitra  għal  40.   Numru  ta’  sigħat  ta’  tagħlim  fil-­‐ ġimgħa     Firxa  minn  26.25  siegħa  sa  27.75  siegħa.   Skejjel  joffru  firxa  minn  35  sa  40  lezzjoni  f’26.25  siegħa.     Medda  ta’  suġġetti  prinċipali     L-­‐Istudji   Ambjentali   offruti   bħala   qasam   ta’   studju   f’xi   skejjel   filwaqt  li  l-­‐Istorja,  il-­‐Ġeografija  u  l-­‐Istudji  Soċjali  huma  offruti  bħala   suġġetti  distinti  fi  skejjel  oħrajn.   L-­‐Edukazzjoni  fil-­‐Midja  offruta  bħala  suġġett  prinċipali  f’xi  skejjel  u   bħala  parti  biss  ta’  suġġett  ieħor  fi  skejjel  oħrajn.   Mhix  offruta   lingwa  barranija   lil  studenti   li  għandhom  ħiliet  baxxi   ta’  litteriżmu.   Medda  ta’  suġġetti  ta’għażla  offruti   Xi  skejjel  joffru  inqas  suġġetti  jew  taħlitiet  ta’  suġġetti.   Tgħabbir  ta’  suġġetti   Mhux   is-­‐suġġetti   kollha   huma   assenjati   l-­‐istess   numru   ta’   lezzjonijiet  fl-­‐iskejjel  kollha   Xi  eżempji:   Il-­‐Malti:  bejn  3  u  5  lezzjonijiet;   Ix-­‐Xjenza:  bejn  3  u  4  lezzjonijiet;   L-­‐Istorja  u  l-­‐Ġeografija:  bejn  lezzjoni  1  u  2;   L-­‐ICT:  bejn  lezzjoni  1  u  2;   Il-­‐PE:  bejn  lezzjoni  1  u  3.   Ħin  allokat  għall-­‐Assembly   Varjazzjoni  fit-­‐tul  tal-­‐ħin  għall-­‐assembly  li  tirriżulta  fi  tnaqqis  tal-­‐ħin   minn   numru   ta’   lezzjonijiet.   Xi   skejjel   inaqqsu   l-­‐ħin   b’mod   indaqs   mal-­‐medda   tal-­‐lezzjonijiet   tal-­‐ġurnata;   oħrajn   inaqqsu   aktar   ħin   minn  numru   limitat   ta’   lezzjonijiet  bir-­‐riżultat   ta’  varjazzjoni   fit-­‐tul   tal-­‐  lezzjonijiet  (35/40/45  minuta).   Ħin  allokat  għall-­‐ħin  ta’  kull  Sena   Mhux   l-­‐iskejjel   kollha   jallokaw   ħin   għall-­‐Għalliem   ta‘   Sena 1   partikolari  (Year  Time)  u  dawk  li  jagħmlu  dan  mhux  neċessarjament   jallokaw  l-­‐istess  ammont  ta’  ħin  anke  jekk  dan  jinqata’  mill-­‐ħin  tal-­‐ lezzjoni.  Dan  jirriżulta  f’diskrepanzi  simili  għal  kif  jidher  hawn  fuq.   Ħin  allokat  għall-­‐użu  tal-­‐lockers   L-­‐istess   bħal   hawn   fuq,   iżda   xi   skejjel   inaqqsuh   mill-­‐ħin   għall-­‐ waqfiet   (u   hekk   ma   jolqtux   il-­‐ħin   tal-­‐lezzjonijiet)   u   oħrajn   mill-­‐ħin   tal-­‐lezzjonijiet  (u  hekk  ma  jnaqqsuhx  mill-­‐ħin  tal-­‐waqfiet).   Ħin  allokat  għall-­‐waqfiet   Mhux   l-­‐iskejjel   kollha   jallokaw   waqfa   f’nofs   l-­‐għodwa   u   waqfa   f’nofsinhar.  Xi  wħud  jallokaw  waqfa  waħda  biss.     It-­‐tul  tal-­‐waqfiet  ta’  nofsinhar  ivarja  minn  30  sa  55  minuta,  u  hekk   joħloq   diskrepanza   fil-­‐ħin   li   l-­‐istudenti   jkollhom   biex   jagħmlu   attivitajiet  mhux  formali,  fosthom  attivitajiet  fiżiċi.   1  dak  li  qabel  kien  jissejjaħ  Form  Teacher  jew  ekwivalenti   Taqsima 3: Is-Snin tas-Sekondarja 64 Dokument Konsultattiv 3: It-Tliet Çikli L-Orarji tal-Iskola Sekondarja – l-ewwel Çiklu tas-Sekondarja (is-Seba’ u t-Tmien Sena) L-NCF jipproponi ˙ames orarji skolastiçi alternattivi li huma ppreΩentati f’Appendiçi II. Tabella 5 hawn ta˙t tqabbel it-tqassim kurrenti ta’ lezzjonijiet g˙al Forms 1 u 2 fil-Junior Lyceums (JL) u fl-Area Secondary Schools (AS) mat-tqassim tal-lezzjonijiet f’orarji skolastiçi alternattivi. L-oqsma ta’ tag˙lim proposti huma elenkati fl-ewwel kolonna f’Tabella 5. F’xi kaΩijiet, l-oqsma tat-tag˙lim jie˙du post su©©etti li b˙alissa huma mg˙allma fl-iskejjel. (Fejn applikabbli, dawn tal-a˙˙ar huma ppreΩentati f’parentesi u miktubin korsiv). L-orarji skolastiçi tal-Qafas tal-Kurrikulu (CFT) 1 u 2 jittie˙du flimkien u jippreΩentaw allokazzjonijiet fuq çiklu ta’ ©img˙a ta’ ˙amest ijiem. Il-varjazzjoni ta’ CFT 1 hija ppreΩentata b˙ala CFT 2. Wa˙da g˙andha allokazzjoni ta’ tliet lezzjonijiet fil-©img˙a g˙all-Edukazzjoni g˙aç-Çittadinanza u Ωew© lezzjonijiet biex jintg˙aΩlu mill-iskola (Kolonna C). L-o˙ra g˙andha allokazzjoni ta’ ˙ames lezzjonijiet fil-©img˙a g˙all-Edukazzjoni g˙aç-Çittadinanza u g˙aΩla mhux mag˙mula mill-iskola (Kolonna D). CFT 3 hu orarju skolastiku ta’ çiklu ta’ ˙amest ijiem li hu ppreΩentat g˙al rasu g˙aliex g˙andu 38 jew 40 lezzjoni f’©img˙at alternati. L-orarji skolastiçi CFT 4 u 5 huma ppreΩentati f’kolonni separati u jirrappreΩentaw allokazzjonijiet ta’ çiklu ta’ 6 ijiem. AnaliΩi inizjali tal-kolonni C sa G f’Tabella 5 hawn ta˙t tindika li n-numru minimu ta’ lezzjonijiet me˙tie© li jissodisfa l-NCF propost huwa 38. Tabella 5 turi li t-tqassim propost ta’ lezzjonijiet fost oqsma ta’ tag˙lim f’kolonni C u D hu prattikament identiku. Il-vanta©©i ta’ din il-proposta huma li: • Il-Malti hu allokat erba’ lezzjonijiet fil-©img˙a. Dan jammonta g˙al lezzjoni aktar meta mqabbel mal-allokazzjoni preΩenti fil-JL; • Il-lingwi barranin huma allokati tliet lezzjonijiet fil-©img˙a. Xorta jkun hemm firxa ta’ lingwi li wie˙ed jista’ jag˙Ωel minnhom, u l-g˙aΩla tissa˙˙a˙ b’lezzjonijiet ta’ g˙arfien ta’ lingwa ©dida fiç-çiklu tal-primarja kif imsemmi aktar ’il fuq fid-dokument; • L-ICT hu assenjat lezzjoni fil-©img˙a. L-uΩu tal-litteriΩmu di©itali g˙andu jkun promoss fil-firxa kollha tal-oqsma tat-tag˙lim; • Il-bidla tal-Arti, il-Letteratura u l-MuΩika, komunement imsej˙a ALM, minn apprezza- ment kulturali g˙al Edukazzjoni fl-Arti tinkora©©ixxi impenn akbar mill-istudenti. B’Ωew© lezzjonijiet fil-©img˙a, l-Edukazzjoni fl-Arti qed ting˙ata d-doppju tal-allokazzjoni preΩenti fl-iskejjel tal-Area Secondary; • Il-PE qed jiΩdied minn tnejn g˙al tliet lezzjonijiet fil-©img˙a f’konformità ma’ rakkoman- dazzjonijiet internazzjonali u prijoritajiet nazzjonali minbarra attivitajiet o˙rajn waqt il- ˙in tal-waqfa u wara l-iskola; • Fil-proposta f’Kolonna C, l-Edukazzjoni g˙aç-Çittadinanza tinΩamm bi tliet lezzjonijiet fil-©img˙a, kif hu soltu fl-Iskejjel Sekondarji; • L-g˙aΩla bejn il-Komunikazzjoni Grafika, l-Arti u d-Disinn, il-Home Economics u d-Disinn u t-Teknolo©ija ©iet riorganizzata u flokha dda˙˙lu moduli tal-Home Economics u d- Disinn u t-Teknolo©ija (biex jinkludu Prodotti Grafiçi) li jittie˙du mill-istudenti kollha ; • It-tqassim ta’ lezzjonijiet propost jag˙ti lill-iskejjel miΩura ta’ flessibbiltà billi jalloka ˙ ames lezzjonijiet tal-IngliΩ u erbg˙a tal-Malti jew viçeversa skont il-˙ti©ijiet tal-istudenti. 65 MiΩura ta’ flessibbiltà o˙ra hija l-proposta biex Ωew© lezzjonijiet fil-©img˙a jkunu allokati lil qasam ta’ tag˙lim jew su©©ett fid-diskrezzjoni tal-iskola. L-iskola tista’ tiddeçiedi li ΩΩid it-tag˙lim ta’ su©©ett partikolari jew ta’ qasam ta’ kontenut g˙all-istudenti kollha jew toffri lezzjonijiet barranin f’su©©etti partikolari lil gruppi partikolari ta‘ studenti skont il-˙ti©ijiet jew interessi tag˙hom. Fis-settur tal-Istat, il-proposta g˙all-uΩu ta’ dawn iΩ-Ωew© lezzjonijiet issir permezz tal-Prinçipal tal-kulle©© rispettiv u ten˙tie© l-approvazzjoni tad-Direttorati tal- Edukazzjoni skont parametri li jiΩguraw li l-proposta hija sostenibbli u xierqa mill-aspett kurrikulari. prs t 44r  3&  Numru  ta’  lezzjonijiet  kull  ġimgħa/ċiklu  fl-­‐ewwel  Ċiklu  tal-­‐iskola  sekondarja  (Snin  7  u  8)   nrr   r ) prwż4(o!zzt   E   K   T   b   e   i   j   E   t#t    r'  15   4t"":   v4)lm   E   t#t    r'  13   4t"":   v4)Eo   Tip  /+0   a’4!   r'   zwżr   o     5  !  6   Tip  /+0   a’4!   r'   zwżr   o     5  !  6   Tip  1   a’4!   r'   zwżr   o     5  !  6   Tip  2     a’4!   r'   4  :t   o     5  !  6   Tip  3     a’4!   r'   4  :t   o     5  !  6   L-­‐Ingliż   5   5   5  /  4   5  /  4   5  /  4   6   5   Il-­‐Malti   3   4   4  /  5   4  /  5   4  /  5   4   5   Il-­‐Lingwa  Barranija   4   4   3   3   3   4   4   Il-­‐Matematika   5   5   5   5   5   6   6   Ix-­‐Xjenza   4   4   4   4   4   5   5   L-­‐ICT   1   1   1   1   1   1   1   L-­‐Edukazzjoni  fl-­‐Arti   (l-­‐Arti,  il-­‐Letteratura,  il-­‐ Mużika)   2   1   2   2   2   2   2   Ir-­‐Reliġjon   2   2   2   2   2   2   3   L-­‐Edukazzjoni  għas-­‐ Saħħa1                                    PSHE                                                            PE   2   2   5   5   5   5   5   2   2   L-­‐Edukazzjoni  għaċ-­‐ Ċittadinanza      (l-­‐Istorja,  il-­‐Ġeografija,         l-­‐Istudji  Soċjali)   5   3   3   5   5   3   5   L-­‐Edukazzjoni   Teknoloġika/                                       L-­‐Eduk.  għas-­‐Saħħa   D&T  /     il-­‐Home  Economics     (Għażla  1)   2   2   2   2   2   2   2   Għażla  magħmula  mill-­‐ Iskola     0   0   2   0   2*   0   0   p r4   15   13   16   16   16(2.*   2.   21   *  Ġimgħat  alternati   1     Għalkemm   il-­‐Home   Economics   huwa   parti   mill-­‐Edukazzjoni   għas-­‐Saħħa,   għall-­‐iskopijiet   tal-­‐orarju   skolastiku  jalterna  mad-­‐D&T.     Kolonna E tippreΩenta mudell ta’ orarju skolastiku ta’ ˙amest ijiem b’çikli ta’ kull ©img˙a alternati bejn 38 u 40 lezzjoni. F’dan il-mudell l-Edukazzjoni g˙aç-Çittadinanza u l-Edukazzjoni g˙as-Sa˙˙a t-tnejn iΩommu ˙ames lezzjonijiet fil-©img˙a. Dan xorta jag˙ti çans biex ikunu allokati Ωew© lezzjonijiet g˙al qasam jew su©©ett skont il-preferenza tal-iskola. Taqsima 3: Is-Snin tas-Sekondarja 66 Dokument Konsultattiv 3: It-Tliet Çikli Kolonni F u G jippreΩentaw Ωew© mudelli ta’ orarji skolastiçi b’allokazzjonijiet differenti ta’ lezzjonijiet li jvarjaw ftit minn xulxin g˙aliex jag˙tu privile©© lil xi su©©etti fi proposta wa˙da u lil xi su©©etti o˙rajn fl-o˙ra. FiΩ-Ωew© kaΩijiet, iΩ-Ωew© lezzjonijiet diskrezzjonarji m’g˙adhomx disponibbli. IΩda dawn il-mudelli ma jag˙mlux differenza sinifikanti fl- allokazzjoni tal-lezzjonijiet fl-oqsma differenti tat-tag˙lim minbarra fil-kaΩ tal-Edukazzjoni g˙aç-Çittadinanza. Hu ttamat li l-flessibbiltà fl-orarju skolastiku tikber maΩ-Ωmien. L-Orarju tal-Iskola Sekondarja – it-Tieni Çiklu tas-Sekondarja (id-Disa’, l-G˙axar u l-˙dax-il Sena) Tabella 6 hawn ta˙t tqabbel it-tqassim kurrenti ta’ lezzjonijiet g˙al Forms 3, 4 u 5 fil-Junior Lyceums (JL) u Area Secondary Schools (AS) mat-tqassim ta’ lezzjonijiet fl-orarji skolastiçi alternattivi. L-ewwel kolonna ta’ Tabella 6 telenka l-oqsma ta’ kontenut proposti. F’xi kaΩijiet, dawn jie˙du post l-oqsma ta’ kontenut kurrenti fi skejjel li huma f’parentesi u miktubin korsiv. L-orarji skolastiçi tal-Qafas tal-Kurrikulu (CFT) 1 u 2 jittie˙du flimkien u jirrappreΩentaw allokazzjonijiet fuq çiklu ta’ ©img˙a ta’ ˙ amest ijiem. CFT 3 hu orarju skolastiku ie˙or ta’ çiklu ta’ ˙amest ijiem li hu ppreΩentat g˙al rasu. L-orarji skolastiçi CFT 4 u 5 huma ppreΩentati f’kolonni separati u jirrappreΩentaw allokazzjonijiet ta’ çiklu ta’ 6 ijiem. Tabella  6:  Pwns w  u/  mfżżkpojkjfu  lwmm  hjnġi-­‐djlmw  gju(ujfoj  Ċjlmw  um(jtlpm  tflpoesk  )Tojo    7.  10.11*           A   B   C   D   E   F   G   Qasam  ta’   Tagħlim/Suġġett   Ammont   preżenti   ta’  37   lezzjoni   fil-­‐JL   Ammont   preżenti   ta’  35   lezzjoni   fl-­‐AS   CFT  1&2   Ċiklu  ta’   ġimgħa   Snin   9,  10,  11   CFT  1&2   Ċiklu  ta’   ġimgħa   Snin   9,  10,  11   CFT  3   Ċiklu  ta’   ġimgħa   Snin   9,  10,  11   CFT4   Ċiklu  ta’  6   ijiem   Snin   9,  10,  11   CFT5   Ċiklu  ta’   6  ijiem   Snin   9,  10,  11   M(Ioġmj-1   6   5   5  -­‐  4   5  -­‐  4   5  -­‐  4   5   5   Im(Nmuj   3   4   4  -­‐  5   4  -­‐  5   4  -­‐  5   4   5   Im(Mjoġx  Bssojk   3   4   3   3   3   3   4   Im(Nufnujl   5   5   5   5   5   5   6   Iz(akfoż   -­‐Ggugia(   4   4   4   4   4   4   4   M(ICX   1   1   1   1   1   1   1   Ie(D8X-­‐Imkd   Ecmlmkgco2  w  m( Eewlżżkpoj  gm(Asuj   -­‐j,Anrg!gj,Msugia(   0   1   2   2   2   2   2   Is(Sfmjhkpo   2   2   2   2   2   2   2   M(Eewlżżkpoj  ġit( Tii                                        RTHE                                                                RE   1   1   3   2   2   3   4   1   1   M(Eewlżżkpoj  ġid( Ċjuuejooż                                     )m(Lormnħa  gj,Hdmfnaegħa             j,Lorsċħg  Smcħajg*   3   3   3   2     2     3   2   Gi-m  1   4   4   3   4   4   4   4   Gi-m  2   4   -­‐   3   4   4   4   4    Gi-m  nġinwm  njmm( jtlpm     0   0   0   0   0   2&   0   0   Total   37   35   38   38   38/40*   40   43   1   Ljolmwej  m(Mfuufsuws  Ioġmj-’   2     Gimlfnn   jm(Imkd   Ecmlmkgco   ħwx  rsuj   njmm(Eewlżżkpoj   ġit(Tii.   ġimm(jtlprjkjfu   um(psskw   tlpmtujlw  kmufso  ne(D8X  w  m(Eewlżżkpoj  gm(Asuj’   67 Kif muri f’Tabella 5, Tabella 6 ssa˙˙a˙ il-konkluΩjoni li sa Form 5 (Sena 11) in-numru minimu ta’ lezzjonijiet me˙tie©a biex jissodisfaw l-NCF propost hu 38 sa Form 5 (Sena 11). Tabella 6 turi li t-tqassim propost ta’ lezzjonijiet fost l-oqsma tat-tag˙lim f’Kolonni C u D hu prattikament identiku. Il-vanta©©i ta’ dan il-mudell ta’ orarju skolastiku huma dawn li ©ejjin: • L-IngliΩ jiffoka l-aktar fuq il-lingwa, u l-kontenut ta’ Letteratura IngliΩa hu ridott b’mod sinifikanti. Il-Letteratura IngliΩa hija ppreΩentata b˙ala su©©ett ta’ g˙aΩla. • Il-Malti u l-ilsna barranin iΩommu l-ammont tag˙hom ta’ erba’ u tliet lezzjonijiet rispet- tivament kif inhu fl-ewwel çiklu. • L-allokazzjoni proposta ta’ lezzjonijiet toffri lill-iskejjel miΩura ta’ flessibbiltà billi talloka ˙ames lezzjonijiet tal-IngliΩ u erbg˙a tal-Malti jew viçeversa skont il-˙ti©jiet tal-istudenti tag˙hom. • Differenza o˙ra bejn Kolonni C u D hija fl-allokazzjoni tal-lezzjonijiet fil-kaΩ ta’ su©©etti ta’ g˙aΩla. L-allokazzjoni hija riveduta ’l isfel g˙al tliet lezzjonijiet fil-©img˙a f’Kolon- na C biex tipprovdi g˙al lezzjoni addizzjonali fl-Edukazzjoni g˙as-Sa˙˙a u o˙ra g˙all- Edukazzjoni g˙aç-Çittadinanza, u • L-Edukazzjoni fl-Arti b˙alissa bilkemm tidher fit-tieni çiklu tas-Sekondarja. Ter©a’, l- Edu- kazzjoni Teknolo©ika u l-Home Economics ma jiffurmawx parti mill-qofol tal-kurrikulu preΩenti ta’ Forms 3 - 5 (Snin 9 - 11). Din is-sitwazzjoni hija indirizzata fl-allokazzjoni ta’ lezzjonijiet proposta, b’Ωew© lezzjonjiet g˙all-moduli tal-Edukazzjoni fl-Arti li jalternaw mal-Home Economics u d-Disinn u t-Teknolo©ija. • Kolonna E tippreΩenta mudelli ta’ orarju skolastiku ta’ ˙amest ijiem b’çikli ta’ 38 lezzjoni jew 40 lezzjoni jalternaw kull ©img˙a. F’dan il-mudell, l-Edukazzjoni g˙aç-Çittadinanza u l-Edukazzjoni g˙as-Sa˙˙a huma allokati Ωew© lezzjonijiet fil-©img˙a. G˙ad hemm Ωew© lezzjonijiet diskrezzjonarji g˙ad-dispoΩizzjoni tal-iskola u hu antiçipat li l-grad ta’ flessibbiltà fl-orarju skolastiku jikber maΩ-Ωmien. B˙al f’Tabella 5, Kolonni F u G jippreΩentaw Ωew© proposti bi tqassim ta’ lezzjonijiet xi ftit differenti, u hekk jiffavorixxu xi su©©etti fi proposta wa˙da u o˙rajn fi proposta o˙ra. FiΩ- Ωew© kaΩijiet, iΩ-Ωew© lezzjonijiet diskrezzjonarji m’g˙adhomx disponibbli. Proposti F u G ma jag˙mlux differenza sinifikanti fil-˙in allokat g˙all-oqsma diversi tat-tag˙lim. L-implimentazzjoni ta’ mudell ta’ Ωvilupp bis-sa˙˙a ta’ sistema differenzjata Il-kurrikulu propost g˙aç-Çiklu tas-Sekondarja g˙andu g˙add ta’ karatteristiçi li huma ma˙subin biex jippromwovu tag˙lim differenzjat. L-NCF jirrakkomanda li fil-bidu jista’ jkun organizzat is-setting g˙as-su©©etti prinçipali: il-Malti, l-IngliΩ u l-Matematika. Fil-kaΩ tal-bqija tas-su©©etti, it-tqassim tal-istudenti je˙tie© li jkun organizzat billi jie˙u konsiderazzjoni ta’ fatturi differenti b˙all-g˙aΩliet tas- su©©etti. L-NCF jirrakkomanda wkoll li eventwalment it- tqassim tal-istudenti jinkludi wkoll xenarji aktar differenzjati kif inhu fil-kaΩ tal-iskejjel primarji u f’numru ta’ skejjel sekondarji fis-settur mhux Statali. Taqsima 3: Is-Snin tas-Sekondarja 68 Dokument Konsultattiv 3: It-Tliet Çikli L-istudenti kollha, irrispettivament mill-istatus tal-padrunanza tag˙hom tal-kompetenzi prinçipali, u sa˙ansitra tad-diΩabbiltajiet fiΩiçi jew intellettwali tag˙hom, huma intitolati biex jesperjenzjaw u jiksbu sewwa t-tmien oqsma tat-tag˙lim kollha sal-og˙la grad li hu possibbli g˙alihom li jil˙qu. It-triq ’il quddiem g˙alhekk hija li wie˙ed jiΩviluppa u jimplimenta pjanijiet speçifiçi ta’ tag˙lim g˙al dawn l-istudenti li jkunu jinkludu: • appo©© lill-g˙alliema biex jiΩviluppaw u jimplimentaw tag˙lim differenzjat fil-klassijiet tag˙hom f’termini kemm ta’ proçessi u kemm ta’ riΩultati ta’ tag˙lim, u • li jsir l-a˙jar uΩu tal-possibbiltajiet inerenti fis-sillabu mtarra© assoçjat mal-mudell tal- livelli ta’ kisbiet. L-iskejjel je˙tie© li jkunu appo©©jati permezz tad-disponibbiltà u l-aççessibbiltà g˙at-ta˙ri©, provvista ta’ riΩorsi u Ωvilupp me˙tie©a, g˙odod u strutturi ta’ appo©© f’livelli çentrali, ta’ kulle©©i u ta’ skejjel.23 L-iskejjel jistg˙u jiΩviluppaw f’siti ta’ tag˙lim effettiv u diversifikat skont kemm l-edukaturi jitg˙allmu jorkestraw il-possibbiltajiet inerenti kollha fl-NCF biex flimkien jibnu opportunitajiet ta’ tag˙lim li huma tassew iççentrati fuq l-istudenti u li jindirizzaw ir-realtajiet tag˙hom. L-IΩvilupp tas-Sillabu taç-Çiklu tas-Sekondarja Ir-riorganizzazzjoni tal-oqsma ta’ kontenut tradizzjonali fi tmien oqsma tat-tag˙lim li huma fil-qalba ta’ dan l-NCF, u l-introduzzjoni tat-tag˙lim modulari, huma ma˙subin biex jinkora©©ixxu u jappo©©jaw it-trasformazzjoni fis-sillabi. Konsiderazzjoni ma©©ura fl-iΩvilupp tas-sillabi hija l-g˙arfien tal-˙in attwali ta’ tag˙lim disponibbli f’sena skolastika partikolari. Dawk li jfasslu s-sillabi ma jistg˙ux iqisu r-rekwiΩiti tas-su©©etti maqtug˙in g˙al rashom iΩda jridu jqisu li hemm konnessjoni sfiqa fl-ambitu ta’ kull qasam tat-tag˙lim, u jridu jqisu wkoll il-˙in attwali disponibbli biex jista’ jing˙ata tag˙lim li jag˙mel sens b˙ala riΩultat ta’ tag˙lim effettiv. Meta jqisu l-varjanti kollha assoçjati mal-˙ames mudelli ta’ orarji skolastiçi ppreΩentati f’Appendiçi II, dawk li jfasslu s-sillabi jistg˙u jimxu mal-kalkolu li allokazzjoni ta’ lezzjoni wa˙da kull ©img˙a hija ekwivalenti g˙al 20 sieg˙a ta’ tag˙lim dirett f’sena skolastika wa˙da.24 L-NCF jirrakkomanda li din l-istima titqies fil-bini tal-moduli g˙all-oqsma ta’ kontenut differenti. Hu jirrakkomanda wkoll li s-sillabu tas-SEC ikun ikkunsidrat mill-©did f’dan il- kuntest. Il-Kwistjonijet ta’ Assessjar fil-Kurrikulu tas-Sekondarja L-Assessjar f’Livell ta’ Klassi, Skola u Kulle©© Il-prinçipji ©enerali tal-assessjar japplikaw ukoll g˙al-livell tas-sekondarja. L-assessjar tal- klassi u tal-iskola g˙al skopijiet formattivi u summattivi jg˙arraf lil dawk kollha involuti dwar il-kwalità u l-effettività tal-isforzi tag˙hom biex jg˙inu lill-istudenti jiksbu edukazzjoni ta’ 23 Forom o˙rajn ta’ appo©© huma diskussi f’Dokument 2. 24 L-istima hija msejsa fuq 28 ©img˙a tag˙lim, b’minimu ta’ 42 minuta g˙al kull lezzjoni. 69 kwalità. Fil-livell ta’ klassi, l-assessjar tat-tag˙lim jipprovdi informazzjoni dwar il-progress u tg˙arraf lill-istudenti u lill-g˙alliema tal-klassi dwar il-progress u l-azzjonijiet li jistg˙u jkunu me˙tie©a biex jittejjeb it-tag˙lim, u biex ikunu meg˙juna l-istudenti biex jiksbu l-g˙erf u jiΩviluppaw il-˙iliet. L-assessjar tal-g˙alliem tiswa wkoll biex ji©u valutati ˙iliet u attitudnijiet li ma tistax tkejjilhom malajr permezz ta’ testijiet u eΩamijiet konvenzjonali. L-evidenza tat- tag˙lim tista’ ti©i minn xog˙ol bil-miktub u prattiku, xog˙ol ta’ pro©etti, xog˙ol fuq il-post, u attivitajiet ta’ tag˙lim prattiku ta’ din ix-xorta. L-assessjar b˙ala parti mit-tag˙lim u l-istruzzjoni g˙andu jibqa’ çentrali fil-proçess. Dan huwa parti essenzjali mill-promozzjoni tal-parteçipazzjoni attiva tal-istudenti u jg˙in lill-g˙alliema jidentifikaw studenti li je˙tie©u appo©© u attenzjoni. Bl-istess mod, l-assessjar ta’ xog˙ol tal-kors mag˙mul fl-iskola ta˙t is-superviΩjoni tal-g˙alliema tista’ tiΩgura li x-xog˙ol hu tal- istudenti u li l-istudenti jing˙ataw appo©© meta dan hu me˙tie©. Kemm ix-xog˙ol fil-klassi u kemm ix-xog˙ol tal-kors li jsir fl-iskola jippromwovu tag˙lim kollaborattiv u jiΩviluppaw l-identità ta’ kull student b˙ala dak li qed jitg˙allem u b˙ala parti minn komunità li qed titg˙allem. L-assessjar tal-kisbiet tal-istudenti g˙al skopijiet summattivi m’g˙andux jiddependi fuq kif imorru darba f’testijiet u eΩamijiet. Hemm ˙afna x’wie˙ed jikseb mill-konsiderazzjoni ta’ informazzjoni miksuba bis-sa˙˙a ta’ sistemi multipli g˙all-assessjar mag˙mula tul is-sena skolastika. Dan iwassal g˙al assessjar aktar validu ta’ g˙erf, ˙iliet u attitudnijiet fl-ambitu tal- oqsma differenti tat-tag˙lim. Xog˙ol tal-kors li jsir barra mill-klassi jag˙ti okkaΩjoni lill-istudenti biex jiddedikaw aktar ˙in g˙ar-riçerka u ˙idma kreattiva u biex jid˙lu g˙al xog˙lijiet b’manjieri differenti. G˙andha ssir attenzjoni biex l-istudenti ma jitg˙abbewx b’xog˙ol li jista’ jkun tant elaborat li jkun je˙ti©ilhom jitolbu g˙ajnuna biex ilestuh. Mod wie˙ed kif wie˙ed jevita tag˙bija ta’ xog˙ol Ωejjed hu li g˙alliema minn su©©etti differenti f’qasam ta’ tag˙lim jikkooperaw fit-tfassil ta’ pro©etti li permezz tag˙hom l-istudenti juru g˙erf u ˙iliet. L-assessjar ta’ su©©etti offruti fil-qasam vokazzjonali ikun ibbaΩat esklussivament fuq xog˙ol tal-kors. Il-validità ta’ dan l-assessjar u kemm wie˙ed jista’ joqg˙od fuqu inizjalment ikunu Ωgurati bis-sa˙˙a ta’ mekkaniΩmi ta’ assikurazzjoni ta’ kwalità inerenti fil-mudell tal-BTEC. L-g˙oti ta’ xog˙ol tal-kors f’aktar minn su©©ett wie˙ed u sa˙ansitra f’aktar minn qasam wie˙ed tat-tag˙lim iwassal ukoll g˙al inqas frammentazzjoni fil-kurrikulu. Barra minn hekk, l-istudenti jing˙ataw l-opportunità li japplikaw u jittrasferixxu ˙iliet minn kuntest g˙al ie˙or. Din is-sistema titlob koordinament u monitera©© li jsir fil-livell tal-iskola biex il-©udizzji ta’ g˙alliema differenti fuq il-kwalità tax-xog˙ol tal-istudenti f’relazzjoni ma’ kriterji miftehmin ikunu konsistenti. Dan jista’ jkun indirizzat bil-moderazzjoni mill-kulle©© lokali nnifsu, wara qbil fuq il-kriterji tas-suççess u l-monitera©© tal-applikazzjoni konsistenti tag˙hom g˙all- istudenti kollha. Il-komunikazzjoni u l-ftehim dwar aspettattivi fost l-g˙alliema differenti involuti fl-assessjar tax-xog˙ol tal-istudenti tkabbar il-fiduçja fl-assessjar. Fil-kaΩ tal-iskejjel Statali hu rrakkomandat li jittie˙ed atte©©jament aktar flessibbli lejn l-eΩamijiet annwali li permezz tieg˙u, f’xi year groups, l-eΩamijiet jistg˙u jibqg˙u jkunu organizzati b’mod çentrali filwaqt li f’o˙rajn jistg˙u jkunu organizzati f’livell ta’ kulle©©. Studenti li jkunu qed isegwu programmi ta’ tag˙lim individwali jistg˙u jkunu valutati bl-uΩu ta’ forom alternattivi ta’ assessjar. Dan g˙andu jitqies ukoll fil-politika tal-assessjar. L-NCF jirrakkomanda l-iΩvilupp ta’ politika ta’ assessjar fil-livell ta’ skola u ta’ kulle©© biex timmoniterja l-progress tul is-sena. Il-politika g˙andha tfittex li ttejjeb il-kwalità tal-assessjar Taqsima 3: Is-Snin tas-Sekondarja 70 Dokument Konsultattiv 3: It-Tliet Çikli u kif dan ikun irrappurtat lill-©enituri u lil o˙rajn involuti b˙al bords ta’ eΩamijiet u min i˙addem. Din g˙andha tie˙u konsiderazzjoni wkoll tal-frekwenza, it-tul u l-˙in ta’ ˙idmiet orali u ta’ ˙idmiet ta’ komprensjoni bis-smig˙ fil-lingwi, u x-xog˙ol prattiku u tipi o˙rajn ta’ xog˙ol tal-kors fl-oqsma differenti tat-tag˙lim, inkluΩ is-su©©etti vokazzjonali. Fil-kaΩ tas- settur Statali, il-politika g˙andha tistabbilixxi f’liema year groups l-eΩamijiet jibqg˙u jkunu ssettjati miç-çentru. Fil-kaΩ ta’ dawk il-year groups, fejn l-eΩamijiet ikunu bbaΩati fil-kulle©© stess, l-Educational Assessment Unit (EAU) je˙tie©lu jimmoniterja l-istandards fil-firxa kollha tal-kulle©©i differenti. L-Assessjar fil-Livell Nazzjonali L-assessjar fil-livell nazzjonali bl-uΩu ta’ standards miftehmin hija essenzjali biex ikun Ωgurat li d-dritt tal-istudenti g˙al edukazzjoni ta’ kwalità qed ikun irrispettat. Dan l-assessjar jintuΩa biex ti©i timmoniterja l-konsistenza fl-interpretazzjoni ta’ standards fl-ambitu tal-iskejjel kollha, biex jitqiesu xejriet, biex ji©u ggwidati l-istudenti u biex ji©i evalwat l-impatt tal- innovazzjonijiet fil-kurrikulu, il-metodi ta’ tag˙lim u d-deçiΩjonijiet ta’ politika edukattiva. Hija r-responsabbiltà tad-Direttorat g˙all-Kwalità u Standards (DQSE) li jevalwa l-implimentazzjoni, l-innovazzjoni u xejriet emer©enti tal-kurrikulu permezz ta’ assessjar estern f’livell nazzjonali u internazzjonali, b’eΩamijiet ta’ tmiem is-sena, il-monitera©© tal- assessjar mag˙mul mill-iskola, il-moderazzjoni tal-kisbiet fl-oqsma differenti tat-tag˙lim, l-istandards ta’ livelli nazzjonali, st˙arri© tal-litteriΩmu u tal-g˙add tan-numri; l-eΩamijiet tas-SEC, u l-PISA, it-TIMSS u st˙arri© ie˙or. Is-suççess tal-assessjar fil-livell nazzjonali jiddependi minn numru ta’ rekwiΩiti me˙tie©a li jinkludu: • L-iffissar ta’ standards fid-diversi oqsma tat-tag˙lim, ibbaΩati fuq Learning Outcomes Fra- mework; • L-EAU fl-ambitu tad-DQSE ikun responsabbli g˙all-assessjar g˙at-tag˙lim u g˙all- assessjar tat-tag˙lim. Fost ˙idmiet o˙ra, il-unit jkollu f’idejh l-organizzazzjoni, l-impli- mentazzjoni u l-monitera©© tal-assessjar fl-oqsma differenti tat-tag˙lim tul is-sena sko- lastika biex tkun Ωgurata l-konsistenza fl-applikazzjoni tal-livelli nazzjonali ta’ kisbiet, il-moderazzjoni ta’ xog˙ol tal-kors iffissat, u l-iffissar u l-moderazzjoni tal-eΩamijiet ta’ year groups differenti. • L-introduzzjoni ta’ monitera©© estern fl-oqsma kollha tat-tag˙lim bl-uΩu ta’ kampjuni ta’ skejjel u studenti tul çiklu ta’ ˙ames snin25 • It-tg˙abbir tax-xog˙ol tal-kors u l-eΩami jistg˙u jkunu differenti g˙al su©©etti differenti, iΩda t-tg˙abbir irid ikun miftiehem. L-assessjar fil-kaΩ tal-lingwi g˙andu jivvaluta t-ta˙dit, is-smig˙, il-qari u l-kitba, filwaqt li l-assessjar fil-kaΩ ta’ su©©etti li jitolbu ˙iliet prattiçi, kreattivi u ta’ soluzzjoni ta’ problemi g˙andu jinkludi l-assessjar ta’ dawn il-˙iliet waqt ˙idmiet awtentiçi ssettjati u mmoniterjati tul is-sena skolastika. L-uΩu ta’ karti ggradati minn qabel jew ta’ karti ssettjati f’livelli differenti ta’ diffikultà jiΩgura li l-istudenti juru l-kisbiet tag˙hom. Il-kisbiet tal-istudenti fis-su©©etti differenti jkunu interpretati biex jig- 25 Dettalji fuq din ir-rakkomandazzjoni huma aççessibbli fid-dokument Transition from Primary to Secondary (2008). 71 gwidaw individwi lejn su©©etti o˙rajn u, wara, lejn g˙aΩliet ta’ karrieri. • L-assessjar ta’ su©©etti offruti fil-qasam vokazzjonali huwa msejjes esklussivament fuq ix- xog˙ol tal-kors. Il-validità ta’ dan l-assessjar u kemm wie˙ed jista’ joqg˙od fuqu huma Ωgurati bis-sa˙˙a ta’ mekkaniΩmi ta’ assikurazzjoni ta’ kwalità inerenti fil-mudell tal- BTEC. • Minn fost l-istudenti li jsegwu programmi ta’ edukazzjoni individwali, xi w˙ud jistg˙u jkunu assessjati bl-uΩu ta’ forom alternattivi ta’ assessjar. Dan g˙andu jkun ikkunsidrat fil-politika inkluΩiva tal-edukazzjoni kif ukoll fil-politika tal-assessjar. G˙andu jing˙ata appo©© speçjali lil studenti li ma jag˙mlux progress fl-oqsma prinçipali tat-tag˙lim. • L-eΩamijiet ta’ nofs is-sena u dawk annwali jibqg˙u jkunu rrakkomandati g˙all-oqsma prinçipali tat-tag˙lim, filwaqt li fl-oqsma l-o˙ra tat-tag˙lim organizzati f’forma modulari jistg˙u ji©u esplorati manjieri differenti ta’ assessjar skont kif jixraq. Fi tmiem iç-Çiklu tas-Sekondarja, minbarra ç-Çertifikat u l-Profil tal-iskola Sekondarja,26 l- istudenti kollha g˙andhom ikunu kapaçi jikkwalifikaw g˙al çertifikati minn a©enzija esterna li juru l-kisbiet tag˙hom fl-oqsma tat-tag˙lim. B˙alissa, l-eΩami tas-Secondary Education Certificate (SEC) tal-Bord tal-MATSEC jag˙ti çertifikati li huma akkreditati f’Li- vell 3 (Gradi 1-5) u Livell 2 (Gradi 6-7) tal-Qafas ta’ Kwalifiki ta’ Malta (MQF). Il-kwalifika ta’ çertifikat estiΩ tal-BTEC fis-su©©etti vokazzjonali, fil-livelli Distinction, Merit u Pass, hija ffissata f’Livell 3 tal-MQF. Hemm ukoll il-˙tie©a li tkun Ωviluppata sistema ta’ çertifikazzjoni esterna li tinkora©©ixxi studenti, li b˙alissa jispiççaw l-edukazzjoni sekondarja bla çertifikazzjoni esterna, biex jiksbu kwalifiki f’Livell 1 tal-MQF flimkien maç-Çertifikat u l-Profil tal-iskola sekondarja kif irrakkomandat fir-rikonsiderazzjoni tal-MATSEC (Grima, Camilleri, Chircop, Mallia & Ventura, 2005). It-Transizzjonijiet L-NCF propost g˙aç-Çiklu tas-Sekondarja g˙andu jipprepara lill-istudenti biex isiru persuni li jibqg˙u jitg˙allmu tul ˙ajjithom kollha u hekk ikunu motivati biex isegwu l-istudji tag˙hom f’istituzzjonijiet edukattivi postsekondarji u og˙la. Il-Kurrikulu tas-Sekondarja g˙andu wkoll iqieg˙ed pedament sod g˙all-istudenti biex jappo©©ja d-deçiΩjonijiet dwar il-karriera tag˙hom lejn mog˙dijiet ta’ edukazzjoni postsekondarji u og˙la. 26 Iç-Çertifikat u l-Profil tal-iskola Sekondarja jinkludu l-assessjar tal-edukazzjoni formali, edukazzjoni mhux formali, edukazzjoni informali, kwalitajiet personali u attendanza tal-istudenti (Grech, 2009a, 2009b). Taqsima 3: Is-Snin tas-Sekondarja 72 Dokument Konsultattiv 3: It-Tliet Çikli 73 Referenzi Carr, M. (2001). Assessment in early childhood settings: Learning stories. London: Sage. Department of Education& Early Childhood Development & Victorian Curriculum & Assessment Authority, (2009).Victorian Early Years learning and development framework. For all children from birth to eight years. Australia: Dept of Education & Early Childhood Development & Victorian Curriculum & Assessment Authority. Available at www.education. vic.gov.au and http://www.vcaa.vic.edu.au/earlyyears Directorate for Quality and Standards in Education, Malta. (2009). National policy and strategy for the attainment of core competences in primary education. Malta: Ministry of Education, Culture, Youth & Sport. Eaude, T. (n.d.). SMSC – Optional extras or hidden opportunities? Available at: http://www. nationaleducationtrust.net/SISL/Downloads/hiddenoppsshortened.pdf Eurydice (2009). Key data on education in Europe 2009. Brussels: Education, Audiovisual and Culture Executive Agency Available at: http://eacea.ec.europa.eu/ education/eurydice/ documents/key_data_series/105EN.pdf Grima, G., Camilleri, R., Chircop, S., Mallia C. & Ventura, F. (2005). MATSEC: Strengthening National Examination System. Malta: Ministry of Education, Youth and Employment. Grima, G., Grech, L., Mallia, C., Mizzi, B., Vassallo, P., & Ventura, F. (2007) Transition from Primary to Secondary Schools in Malta: A Review. Malta: Ministry of Education, Culture, Youth and Sports. Ministry of Education, Malta. (1999). Creating the Future Together: National Minimum Curriculum. Malta: Ministry of Education. Office of the United Nations High Commissioner for Human Rights (1989). United Nations Convention on the rights of the child. Available at: http://www2.ohchr.org/english/law/pdf/ crc.pdf Podmore, V., Meade, A. & Kerslake Hendrikcs, A. (2000). Aspects of quality in early childhood education. Wellington: New Zealand Council for Educational Research. Available at: http:// www.nzcer.org.nz/pdfs/5885.pdf Simister, C.J. (2007). How to teach thinking and learning skills. A practical programme for the whole school. London: Sage. Waddell, A.T. & McBride, R.M. (2008). New research on early childhood education. New York: Nova Science. Wilks, A., Nyland, B., Chancellor, B. & Elliot, S. (2008). Analysis of Curriculum/ Learning Frameworks for the Early Years (Birth to Age 8). Victoria, Australia: Victorian Curriculum and Assessment Authority. Available at: http://www.eduweb.vic.gov. au/edulibrary/public/earlychildhood/Early_Years_Lit_Review.pdf Referenzi 74 Dokument Konsultattiv 3: It-Tliet Çikli M ud el l A 15 il- m in ut a As se m bl y & Se ttl in g fil -k las si As se m bl y & Se ttl in g fil -k las si In gl iΩ 45 m in ut a Ed uk az zjo ni g˙ aç - Çi tta di na nz a 30 m in ut a Br ejk il- qa sir Ed uk az zjo ni g ˙a s-S a˙ ˙a 60 m in ut a Ed uk az zjo ni Re li© ju Ωa 30 m in ut a M at em at ika 45 m in ut a Br ejk it- Tw il Ed uk az zjo ni fl -A rti 45 m in ut a M alt i 45 m in ut a As se m bl y & Se ttl in g fil -k las si Ed uk az zjo ni Re li© ju Ωa 30 m in ut a M at em at ika 45 m in ut a Br ejk il- qa sir M alt i 45 m in ut a In gl iΩ 45 m in ut a Ed uk az zjo ni g ˙a ç- Çi tta di na nz a 45 m in ut a Br ejk it- Tw il Ed uk az zjo ni fl -A rti 60 m in ut a Ed uk az zjo ni g˙ as -S a˙ ˙a 30 m in ut a As se m bl y & Se ttl in g fil -k las si M at em at ika 45 m in ut a L3 30 m in ut a Br ejk il- qa sir Ed uk az zjo ni Re li© ju Ωa 30 m in ut a Xj en za 60 m in ut a In gl iΩ 45 m in ut a Br ejk it- Tw il M alt i 45 m in ut a Ed uk az zjo ni g˙ as -S a˙ ˙a 45 m in ut a As se m bl y & Se ttl in g fil -k las si In gl iΩ 45 m in ut a Xj en za 30 m in ut a Br ejk il- qa sir M alt i 45 m in ut a M at em at ika 45 m in ut a Ed uk az zjo ni g˙ as -S a˙ ˙a 45 m in ut a Br ejk it- Tw il Ed uk az zjo ni Re li© ju Ωa 30 m in ut a Ed uk az zjo ni g ˙a ç- Çi tta di na nz a 60 m in ut a Br ejk il- qa sir Ed uk az zjo ni Re li© ju Ωa 30 m in ut a M alt i 45 m in ut a In gl iΩ 45 m in ut a M at em at ika 45 m in ut a Te kn ol o© ija 45 m in ut a Br ejk it- Tw il Ed uk az zjo ni g˙ as -S a˙ ˙a 30 m in ut a Xj en za 30 m in ut a Ed uk az zjo ni fl- Ar ti 30 m in ut a 15 il- m in ut a 30 m in ut a Ju m Tn ej n Tl ie ta Er bg ˙a Ó am is Ìi m g˙ a 90 m in ut a 13 5 m in ut a 75 m in ut a Appendiçi I: Il-Mudelli ta’ Orarji Skolastiçi g˙all-Iskejjel Primarji skont it-Tqassim Su©©erit ta’ ˙in tat-Tag˙lim f’Tabelli 2 u 3 75 In gl iΩ 45 m in ut a Ed uk az zjo ni g˙ aç - Çi tta di na nz a 30 m in ut a Ed uk az zjo ni g˙ aç - Çi tta di na nz a 30 m in ut a Ed uk az zjo ni g ˙a s-S a˙ ˙a 60 m in ut a Ed uk az zjo ni Re li© ju Ωa 30 m in ut a M at em at ika 45 m in ut a Xj en za 45 m in ut a M alt i 45 m in ut a Ed uk az zjo ni Re li© ju Ωa 30 m in ut a M at em at ika 45 m in ut a Ed uk az zjo ni fl -A rti 45 m in ut a In gl iΩ 45 m in ut a Ed uk az zjo ni g ˙a s-S a˙ ˙a 45 m in ut a M alt i 60 m in ut a M at em at ika 45 m in ut a L3 30 m in ut a Ed uk az zjo ni Re li© ju Ωa 30 m in ut a In gl iΩ 60 m in ut a Xj en za 45 m in ut a M alt i 45 m in ut a Ed uk az zjo ni g ˙a s- Sa ˙˙ a 45 m in ut a In gl iΩ 45 m in ut a M at em at ika 30 m in ut a M alt i 45 m in ut a Ed uk az zjo ni Re li© ju Ωa 30 m in ut a M at em at ika 60 m in ut a Ed uk az zjo ni g˙ as -S a˙ ˙a 45 m in ut a Ed uk az zjo ni fl -A rti 45 m in ut a Ed uk az zjo ni Re li© ju Ωa 30 m in ut a M alt i 45 m in ut a In gl iΩ 45 m in ut a M at em at ika 45 m in ut a Te kn ol o© ija 45 m in ut a M at em at ika 30 m in ut a Ed uk az zjo ni g˙ aç - Çi tta di na nz a 30 m in ut a Ju m Tn ej n Tl ie ta Er bg ˙a Ó am is Ìi m g˙ a M ud el l B 15 il- m in ut a 15 il- m in ut a 90 m in ut a 13 5 m in ut a 75 m in ut a As se m bl y & Se ttl in g fil -k las si As se m bl y & Se ttl in g fil -k las si Br ejk il- qa sir Br ejk it- Tw il As se m bl y & Se ttl in g fil -k las si Br ejk il- qa sir Br ejk it- Tw il As se m bl y & Se ttl in g fil -k las si Br ejk il- qa sir Br ejk it- Tw il As se m bl y & Se ttl in g fil -k las si Br ejk il- qa sir Br ejk it- Tw il Br ejk il- qa sir Br ejk it- Tw il 30 m in ut a Ed uk az zjo ni g˙ as -S a˙ ˙a 30 m in ut a Appendiçi I 76 Dokument Konsultattiv 3: It-Tliet Çikli 15 il- m in ut a As se m bl y & Se ttl in g fil -k las si As se m bl y & Se ttl in g fil -k las si In gl iΩ 45 m in ut a Ed uk az zjo ni g˙ as -S a˙ ˙a 30 m in ut a Br ejk il- qa sir Ed uk az zjo ni g ˙a s-S a˙ ˙a 60 m in ut a Ed uk az zjo ni Re li© ju Ωa 30 m in ut a M at em at ika 45 m in ut a Br ejk it- Tw il M at em at ika 45 m in ut a M alt i 45 m in ut a As se m bl y & Se ttl in g fil -k las si Ed uk az zjo ni Re li© ju Ωa 30 m in ut a M at em at ika 45 m in ut a Br ejk il- qa sir M alt i 45 m in ut a In gl iΩ 45 m in ut a L3 45 m in ut a Br ejk it- Tw il Ed uk az zjo ni fl -A rti 60 m in ut a G˙ aΩ la m ag ˙m ul a m ill- Isk ol a 30 m in ut a As se m bl y & Se ttl in g fil -k las si M at em at ika 45 m in ut a Ed uk az zjo ni g˙ aç - Çi tta di na nz a 30 m in ut a Br ejk il- qa sir Ed uk az zjo ni Re li© ju Ωa 30 m in ut a Xj en za 60 m in ut a In gl iΩ 45 m in ut a Br ejk it- Tw il M alt i 45 m in ut a Ed uk az zjo ni g ˙a s- Sa ˙˙ a 45 m in ut a As se m bl y & Se ttl in g fil -k las si In gl iΩ 45 m in ut a Xj en za 30 m in ut a Br ejk il- qa sir M alt i 45 m in ut a M at em at ika 45 m in ut a Ed uk az zjo ni g˙ as -S a˙ ˙a 45 m in ut a Br ejk it- Tw il Ed uk az zjo ni Re li© ju Ωa 30 m in ut a Ed uk az zjo ni g ˙a ç- Çi tta di na nz a 60 m in ut a Br ejk il- qa sir Ed uk az zjo ni Re li© ju Ωa 30 m in ut a M alt i 45 m in ut a In gl iΩ 45 m in ut a M at em at ika 45 m in ut a Te kn ol o© ija 45 m in ut a Br ejk it- Tw il Ed uk az zjo ni g˙ as -S a˙ ˙a 30 m in ut a G˙ aΩ la m ag ˙m ul a m ill- Isk ol a 30 m in ut a Ed uk az zjo ni fl- Ar ti 30 m in ut a Ju m Tn ej n Tl ie ta Er bg ˙a Ó am is Ìi m g˙ a M ud el l C 15 il- m in ut a 15 il- m in ut a 30 m in ut a 90 m in ut a 13 5 m in ut a 75 m in ut a 77 Appendiçi II: Il-Mudelli tal-Orarju Skolastiku g˙all-Qafas tal-Kurrikulu g˙all-Iskejjel Sekondarji Qed ikunu proposti ˙ ames orarji skolastiçi differenti. L-Orarji Skolastiçi tal-Qafas tal-Kurrikulu (CFT) 1 sa 5 huma mfasslin biex jissodisfaw id-dritt tal-istudenti g˙all-NCF. Fil-kaΩ ta’ kull mudell, kienu riΩaltati kemm il-karatteristiçi kif ukoll l-aspetti poΩittivi u n-negattivi. Biex jista’ jsir tqabbil façli, il-˙ames mudelli jintwerew li jibdew fit-8.00 a.m. Isir ukoll tqabbil ma’ mudell standard ta’ 1665 minuta (Mudell JL) ta’ ˙in totali tal-istudent� u 1540 minuta ta’ ˙in attwali ta’ lezzjonijiet ibbaΩati fuq medja ta’ ©img˙a bbaΩata fuq medja ta’ ©img˙a ta’ orarji skolastiçi b˙alissa fl-iskejjel Statali. L-ewwel tliet orarji skolastiçi huma msejsa fuq iç-çiklu tradizzjonali ta’ ©img˙a ta’ ˙amest ijiem. CFT 4 u 5 huma bbaΩati fuq çiklu ta’ sitt ijiem. Iç-çiklu ta’ sitt ijiem jifred il-©ranet ta’ tag˙lim mill-©ranet tal-©img˙a. Hekk, çiklu ta’ sitt ijiem li jibda nhar ta’ Tlieta jispiçça nhar it-Tlieta tal-©img˙a ta’ wara, u g˙alhekk iç-çiklu li jmiss jibda nhar l-Erbg˙a. Fil-kaΩ ta’ ©urnata vaganza jew ta’ attività li tinvolvi lill-iskola kollha waqt çiklu partikolari, hemm Ωew© modi kif wie˙ed jimmanipula ç-çiklu. Wie˙ed jista’ jew i˙alli ç-çiklu kif kien u g˙alhekk jitlef ©urnata miç-çiklu, inkella jista’ jiskeda mill-©did il-©urnata wara l-©urnata ta’ xog˙ol mitlufa biex il-lezzjonijiet f’©urnata 4, ng˙idu a˙na, ma jintilfux. Dan jimplika li ç-çiklu li jmiss jibda ©urnata wara. Naturalment, iç-çiklu ta’ sitt ijiem jibqa’ jopera fl-ambitu tal-parametri tal- kundizzjonijiet tax-xog˙ol kurrenti tal-g˙alliema. Il-vanta©© ewlieni tas-sistema ta’ çiklu ta’ sitt ijiem hija li t-telf ta’ lezzjonijiet min˙abba attivitajiet tal-iskola u avvenimenti estranji jitqassam b’mod ekwu matul il-©ranet tal-iskola. Dan iwassal ukoll g˙al aktar spazju g˙all-allokazzjoni tal-lezzjonijiet, g˙alkemm b’çikli proporzjonalment inqas tul is-sena meta mqabblin maç-çikli ta’ ˙amest ijiem. Madankollu, il-vanta©© fl-allokazzjoni tal-lezzjonijiet huwa minimu. L-iΩvanta©©i tal-adozzjoni ta’ çiklu ta’ sitt ijiem huma li dan jippreΩenta paradigma organizzattiva g˙al kollox ©dida g˙al dawk kollha involuti. Lezzjonijiet, xog˙ol g˙ad-dar u basktijiet tal-iskola je˙tie© ikunu ppreparati mhux skont il-©urnata tal-©img˙a imma skont in-numru tal-©urnata li jkun imiss fiç-çiklu kurrenti. Ωew© CFTs ta’ çikli ta’ sitt ijiem qed ikunu ppreΩentati hawn biex id-diskussjoni titwessa’ u tinkludi possibbiltajiet li forsi ma n˙asbux. Appendiçi II 78 Dokument Konsultattiv 3: It-Tliet Çikli  %' '% &'  ' 0  9  •   &        %              &                  &    &  $  •       -,   $  • &     %           %+ .1 /  $  •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anta©©i • Dan il-mudell jipprovdi 3.6% aktar ta’ ˙in tat-tag˙lim (1596 flok 1540 minuta). • Dan il-mudell g˙andu l-˙amest jiem kollha jieqfu fl-istess ˙in g˙all-istudenti. • G˙andu wkoll Ωew© assemblies ta’ filg˙odu kull ©img˙a li huma itwal mill-bqija, biex jing˙ata ˙in g˙al assemblies speçjali u/jew circle time mill-G˙alliem tas-Sena. • Tnejn mill-waqfiet ta’ nofsinhar huma itwal minn dawk li g˙andhom l-iskejjel Statali b˙alissa, u g˙aldaqstant jag˙tu aktar ˙in g˙al attivitajiet mhux formali. • Kull g˙alliem g˙andu d-dritt g˙al ˙in liberu kull ©img˙a ekwivalenti g˙al Ωew© lezzjoni- jiet fil-©img˙a. • Dan il-mudell jag˙ti lok g˙al laqg˙a tal-impjegati wara l-˙in tal-iskola jew g˙al laqg˙a ta’ Ωvilupp professjonali kull ©img˙a li tissostitwixxi l-laqg˙at o˙rajn kollha ta’ ppjanar u Ωvilupp li jsiru mill-g˙alliema wara l-iskola li hemm b˙alissa. Il-waqfa ta’ 20 minuta qabel il-laqg˙a tag˙ti çans lill-amministrazzjoni biex tie˙u ˙sieb ir-rutina tat-tluq u t-trasport tat-tfal fi tmiem il-©urnata. • Dan il-mudell i©ib il-˙inijiet ta’ tmiem l-iskola konformi ma’ dawk tal-Junior Lyceums b˙alissa. Din tista’ titqies b˙ala miΩura ta’ siwi g˙all-familja g˙aliex tnaqqas il-˙in li t-tfal jistg˙u jkunu wa˙edhom id-dar u/jew il-˙tie©a ta’ arran©amenti alternattivi g˙as- superviΩjoni tat-tfal. • Erba’ lezzjonijiet mhux interrotti bejn il-waqfiet fi tlitt ijiem jistg˙u jservu ta’ bonus g˙all- amministraturi tal-iskola billi jiffaçilitaw id-d˙ul fl-orarju skolastiku ta’ lezzjonijiet doppji, iΩda dawn jistg˙u jispiççaw biex jo˙olqu aktar g˙eja kemm g˙all-g˙alliema u kemm g˙all-istudenti. Ωvanta©©i Dan il-mudell ma jag˙tix lok g˙al ˙in strutturat g˙al laqg˙at tal-komunità professjonali tal-iskola b˙ala korp s˙i˙ waqt is-sig˙at tal-iskola iΩda biss wara li tispiçça l-iskola. Dan l-arran©gament jista’ jitqies inkonvenjenti mill-gradi li jg˙allmu. Il-˙in liberu li g˙andhom dritt g˙alih l-g˙alliema f’dan il-mudell jista’ jo˙loq limitazzjoni fuq l-orarju skolastiku. Fi tlitt ijiem partikolari, il-waqfa ta’ nofsinhar hija twila 24 minuta biss, li jinkludu l-˙in biex jitqieg˙du jew jitne˙˙ew affarijiet mil-lockers.  %' '% &'  ' 0  9  •   &        %              &                  &    &  $  •       -,   $  • &     %           %+ .1 /  $  •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ppendiçi II 80 Dokument Konsultattiv 3: It-Tliet Çikli  $ && $ %&  & /  8 •   (        ' !!             (        !!          (    (  &  •   (                 !!        %        '   ! !    %    '    '       (          (    • (             (    (        &  •   ! !    0/   &  • (     ' !!          '. 14 2  &  •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anta©©i • Dan il-mudell jipprovdi 3.6% aktar ta’ ˙in tat-tag˙lim (1596 flok 1540 minuta) mill- mudell standard kurrenti. • Dan il-mudell iΩomm it-tul tal-lezzjonijiet g˙al 42 minuta kif hemm f’CFT 1. • Dan il-mudell jag˙ti lok g˙al laqg˙a tal-impjegati waqt il-˙in tal-iskola u g˙alhekk jag˙milha g˙aΩla aktar konvenjenti g˙all-g˙alliema. Din il-laqg˙a tissostitwixxi l-laqg˙at o˙rajn kollha ta’ Ωvilupp professjonali li hemm b˙alissa. Il-waqfa ta’ 15-il minuta tag˙ti çans lill-amministrazzjoni biex tie˙u ˙sieb ir-rutina tat-tluq u t-trasport tat-tfal fi tmiem il-©urnata. • Barra minn hekk, il-©urnata tinkludi l-laqg˙a ta’ kull ©img˙a 20 minuta qabel g˙all- g˙alliema meta mqabbla mal-erbat ijiem l-o˙ra. • Il-©urnata tal-iskola tkun ftit itwal minn dik fl-orarji skolastiçi fil-Junior Lyceums b˙alissa. Din tista’ titqies b˙ala miΩura ta’ siwi g˙all-familja g˙aliex tnaqqas il-˙in li t-tfal jistg˙u jkunu bla superviΩjoni u/jew il-˙tie©a ta’ arran©amenti alternattivi g˙as-superviΩjoni tat- tfal. • Kull g˙alliem g˙andu d-dritt g˙al ˙in liberu kull ©img˙a ekwivalenti g˙al Ωew© lezzjoni- jiet fil-©img˙a. • Erba’ lezzjonijiet mhux interrotti bejn il-waqfiet jistg˙u jservu ta’ bonus g˙all- amministraturi tal-iskola billi jiffaçilitaw id-d˙ul fl-orarju skolastiku ta’ lezzjonijiet doppji, iΩda dawn jistg˙u jispiççaw biex jo˙olqu aktar g˙eja kemm g˙all-g˙alliema u kemm g˙all-istudenti. Ωvanta©©i • Dan il-mudell ma jipprovdix assemblies speçjali u/jew ˙in g˙all-G˙alliem tas-Sena filg˙odu. • F’dan il-mudell l-iskola tieqaf kmieni ©urnata fil-©img˙a. In-nofstanhar jista’ jikka©una inkonvenjent lill-©enituri. • IΩ-Ωew© waqfiet twal aççessibbli fis-CFT 1 mhumiex aççessibbli hawn. • Il-˙in liberu li g˙andhom dritt g˙alih l-g˙alliema f’dan il-mudell jista’ jo˙loq limitazzjoni fuq l-orarju skolastiku. Appendiçi II 82 Dokument Konsultattiv 3: It-Tliet Çikli  $& &$ %&  & /  9  •   / "    " 7: " 84  &&  -   ! !  !! # + -   "   & &  ! - 85  " ! ,  • "  !  "   ! %     /    - ' $  &&   ! % ! " ! ! -      ! - '# " ! /    . !    !  $ ! /   !! /    , •    /    /    09  " ! " $   1 "    " ' '/ ' $ $   !! - " " ,  • /   " ! - &&   ! "    " ! -5 9; ; " !   9  9>  )) %&$))! &1    0   % 2>.663 7 2>- 76 3 8 2>- ;7 3 '      2?- 98 3 9 2?- ;8 3 : 276 -99 3 ; 277 -7: 3 < 277 -;; 3  '     278 -9< 3 = 279 -7> 3 > 279 -;? 3 27: -:6 3 &1    54  54  85  85  64  85  85  85  85  86  85  85  &1  &  54  54  85  85  64  85  85  85  85  86  85  85  1 $    54  54  85  85  64  85  85  85  85  86  85  85  1  % 54  54  85  85  64  85  85  85  85  86  85  85  1    54  54  85  85  64  85  85  85  85  86  85  85  2   ! !  !   9  9>  )) %&$))! &1    0  %  2>.663 7 2>- 76 3 8 2>- ;7 3 '     2?- 98 3 9 2?- ;8 3 : 276 -99 3 ; 277 -7: 3 < 277 -;; 3  #    1      #     1 *( ' "" & 1 % ! 0       278 -;< 3 27: -7> 3                                     83 Vanta©©i • Dan il-mudell jipprovdi 3.8% aktar ta’ ˙in tat-tag˙lim aktar (1599 flok 1540 minuta) mill-mudell standard kurrenti. • Dan il-mudell hu aktar ©eneruΩ fin-numru ta’ lezzjonijiet li jag˙ti. Peress li jag˙ti lok g˙al flessibbiltà, skont kif din hija implimentata, dan il-mudell jag˙ti lok g˙al massimu ta’ sitt lezzjonijiet addizzjonali kull ˙mistax fis-Seba’ u t-Tmien Sena, u Ωew© lezzjonijiet addizzjonali fid-Disa’, l-G˙axar u l-˙dax-il Sena. • Il-laqg˙a ta’ kull ˙mistax tal-impjegati ma ssirx wara l-˙inijiet tal-iskola. Dan hu kon- venjenti g˙all-gradi li jg˙allmu. Din il-laqg˙a tissostitwixxi l-laqg˙at o˙rajn kollha tal- g˙alliema g˙all-ippjanar wara l-iskola li hemm b˙alissa. Il-waqfa ta’ 20 minuta tag˙ti çans lill-amministrazzjoni biex tie˙u ˙sieb ir-rutina tat-tluq u t-trasport tat-tfal fi tmiem il-©urnata. • Barra minn dan, il-©urnata li fiha ssir il-laqg˙a ta’ kull ˙mistax tispiçça 20 minuta qabel g˙all-g˙alliema meta mqabbla mal-©ranet l-o˙ra. • Kull g˙alliem g˙andu d-dritt g˙al ˙ in liberu kull ©img˙a ekwivalenti g˙al lezzjoni wa˙da. • Erba’ lezzjonijiet mhux interrotti bejn il-waqfiet jistg˙u jservu ta’ bonus g˙all- amministraturi tal-iskola billi jiffaçilitaw id-d˙ul fl-orarju skolastiku ta’ lezzjonijiet doppji, iΩda dawn jistg˙u jispiççaw biex jo˙olqu aktar g˙eja kemm g˙all-g˙alliema u kemm g˙all-istudenti. Ωvanta©©i • Billi jkun hemm orarji skolastiçi differenti f’©img˙at li jalternaw, dan il-mudell jista’ jikka©una g˙add ta’ diffikultajiet lo©istiçi. • Billi jkunu twal 41 minuta, il-parti l-kbira tal-lezzjonijiet jaslu kemm kemm sal-minimu rrakkomandat, g˙alkemm ikunu iqsar milli fil-mudelli l-o˙ra. • Il-©enituri se jkollhom id-diffikultà li jippjanaw g˙al ©urnata skola iqsar kull ˙mistax. Appendiçi II 84 Dokument Konsultattiv 3: It-Tliet Çikli  !  # #  !  " #    #  +   6  •   &       -*         % /  $  •            %  %           #          %        $ &         %     &          &        $ • &    &          &    &        $  •    &   &     '.       (         &      %   $  • &     %           %+ .* *     6  6 2   & &  !  #  & &       $ 8        "#!&& #-     ,  "  .:*22/ 3  . : ) 3 7 / 4  . ; ) 2 2 / 5  . ; ) 6 7 /  $     . 3 2 ) 5 2 /  6  . 3 2 ) 7 2 /  7  . 3 3 ) 5 7 /  $     . 3 4 ) 4 2 /  8  . 3 5 ) 3 7 /  9  . 3 6 ) 2 2 /  . 3 6 ) 6 7 /   $  3  +*  +.  -.  -.  -.  ,*  -.  -.  ..  -.  -.  $  4  +*  +.  -.  -.  -.  ,*  -.  -.  ..  -.  -.  $  5  +*  +.  -.  -.  -.  ,*  -.  -.  ..  -.  -.  $  6  +*  +.  -.  -.  -.  ,*  -.  -.  ..  -.  -.  $  7  +*  +.  -.  -.  -.  ,*  -.  -.  ..  -.  -.    6  6 2   & &  !  #  & &       $ 8        "#!&& #-     ,  "  .:*22/ 3  . : ) 3 7 / 4  . ; ) 2 2 / 5  . ; ) 6 7 /  $     . 3 2 ) 5 2 /  6  . 3 2 ) 7 2 /  7  . 3 3 ) 5 7 /            -                   - ' %   $   #   - "     ,        . 3 4 ) 6 2 -  3 6 ) 3 2 /                      85 Vanta©©i • Billi jtul 45 minuta, dan il-mudell g˙andu l-itwal lezzjonijiet fost il-˙ames mudelli kollha. • Dan jag˙ti lok biex tista’ ssir laqg˙a wara l-iskola kull sitt ijiem tal-impjegati li jg˙allmu. Dan hu konvenjenti g˙all-gradi li jg˙allmu. Din il-laqg˙a tissostitwixxi l-laqg˙at o˙rajn kollha tal-g˙alliema wara l-iskola jew dwar l-iΩvilupp tal-iskola li hemm b˙alissa. Il-waqfa ta’ 20 minuta tag˙ti çans lill-amministrazzjoni biex tie˙u ˙sieb ir-rutina tat-tluq u t- trasport tat-tfal fi tmiem il-©urnata. • Il-˙in twil g˙all-assembly jag˙ti lok g˙al assemblies speçjali u/jew g˙al ˙in tal-G˙alliem tas-Sena kuljum. • Dan il-mudell jinkludi wkoll ˙ames waqfiet f’nofsinhar f’kull çiklu ta’ 6 ijiem, u jag˙ti aktar ˙in g˙al attivitajiet mhux formali. • Dan içaqlaq il-waqfa ta’ nofsinhar biex qabilha jsiru tliet lezzjonijiet flok tnejn kif hemm fiΩ-Ωew© mudelli ta’ qabel, fil-˙in tal-©urnata li hu l-aktar produttiv g˙at-tag˙lim. • Il-©urnata tal-iskola tkun 45 minuta itwal milli hi b˙alissa. Din tista’ titqies b˙ala miΩura ta’ siwi g˙all-familja g˙aliex tnaqqas il-˙tie©a ta’ arran©amenti alternattivi g˙as- superviΩjoni tat-tfal. • L-g˙alliema jispiççaw 35 minuta qabel meta jkollhom laqg˙a fuq l-iΩvilupp tal-impjegati tal-iskola. Ωvanta©©i • Dan il-mudell jipprovdi kwaΩi 2.7% inqas ˙in g˙al-lezzjonijiet (1500 flok 1540 minuta) mill-mudell standard kurrenti. • Dan il-mudell g˙andu nofstanhar aktar kull sitt ijiem, u hekk hu inqas konvenjenti g˙al dawk l-istudenti u g˙all-©enituri tag˙hom. • F’dan il-mudell ta’ çiklu ta’ 6 ijiem, l-orarju skolastiku tal-lezzjonijiet tul il-©img˙a jkun differenti minn ©img˙a g˙al o˙ra. Appendiçi II 86 Dokument Konsultattiv 3: It-Tliet Çikli                $   0  •   '       /.             & 1  %  •           &  &         $                $          &           &      '         '        % • '    '          '    '     %  •    '   '     (0       )       ! !' !     % • '     &           &, 0+ 0    0  / .     1                  &      %    '3#++( ,  ' 3 " , 1 ( -  ' 3 " 0 3 (             ' 4 " / + ( .  ' , + " + + (   /  ' , + " / - (   0  ' , , # - / (          ' , - " + 1 (  1  ' , . " + 1 (   2  ' , . " / 3 (  ' , / " . + (      ,  ,+  ,/  /-  /-  -+  /-  /-  /-  1+  /-  /-     0  ,+  ,/  /-  /-  -+  /-  /-  /-  1+  /-  /-     1  ,+  ,/  /-  /-  -+  /-  /-  /-  1+  /-  /-    0  / .     1                  &      %    '3#++( ,  ' 3 " , / ( -  ' 3 " 0 1 (            ' 4 " . 3 ( .  ' 4 " 0 3 ( /  ' , + " / + (  0  ' , , # - - (  1  ' , - " + / (         ' , - " / 1 ( 2  ' , . " + 1 ( 3  ' , . " / 3 (  ' , / " . + (     -  ,+  ,/  /-  /-  -+  /-  /-  /-  /-  -+  /-  /-                                                     87 Vanta©©i • Lezzjonijiet f’dan il-mudell itulu 42 minuta, b˙al fil-kaΩ ta’ CFT 1 u 2. • Dan jag˙ti lok biex tista’ ssir laqg˙a fil-˙inijiet tal-iskola kull sitt ijiem g˙all-komunità professjonali jew g˙all-iΩvilupp tal-iskola, u hekk issir g˙aΩla aktar konvenjenti g˙all- g˙alliema. Din il-laqg˙a tissottitwixxi l-laqg˙at o˙rajn kollha tal-g˙alliema wara l-iskola jew dwar l-ippjanar u l-iΩvilupp tal-iskola li hemm b˙alissa. Il-waqfa ta’ 20 minuta tag˙ti çans lill-amministrazzjoni biex tie˙u ˙sieb ir-rutina tat-tluq u t-trasport tat-tfal fi tmiem il-©urnata. • Il-˙in twil tal-assembly jag˙ti lok g˙al assemblies speçjali u/jew ˙in g˙all-G˙alliem tas- Sena kull jum. • Erba’ lezzjonijiet mhux interrotti bejn il-waqfiet jistg˙u jservu ta’ bonus g˙all- amministraturi tal-iskola billi jiffaçilitaw id-d˙ul fl-orarju skolastiku ta’ lezzjonijiet doppji, iΩda dawn jistg˙u jispiççaw biex jo˙olqu aktar g˙eja kemm g˙all-g˙alliema u kemm g˙all-istudenti. Ωvanta©©i • Dan il-mudell jipprodi 2.3% inqas ˙in g˙al-lezzjonijiet (1505 flok 1540 minuta) fil- ©img˙a mill-mudell standards kurrenti. • Dan il-mudell g˙andu ©urnata f’kull çiklu ta’ 6 ijiem li hi iqsar mill-bqija, u hekk hu inqas konvenjenti g˙al dawk l-istudenti u g˙all-©enituri tag˙hom. • F’dan iç-çiklu ta’ 6 ijiem, l-orarju skolastiku tal-lezzjonijiet fil-©img˙a jkun differenti minn ©img˙a g˙al o˙ra. Appendiçi II 88 Dokument Konsultattiv 3: It-Tliet Çikli 89 Appendiçi III: Numru ta’ Sig˙at g˙al kull Sena Skolastika g˙all-Iskejjel Sekondarji Appendiçi III 90 Dokument Konsultattiv 3: It-Tliet Çikli Numru ta’ Sig˙at g˙ad-Disà, l-G˙axar u l-Ódax-il Sena 91 Numru Totali ta’ Sig˙at fuq 5 snin Appendiçi III 92 Dokument Konsultattiv 3: It-Tliet Çikli TOWARDS A QUALITY EDUCATION FOR ALL Ministry of Education, Employment and the Family The National Curriculum Framework 2011 Consultation Document 3 The Three Cycles: the Early Years the Primary Years the Secondary Years 1Towards A Quality Education For All The National Curriculum Framework 2011 Consultation Document 3 The Three Cycles: The Early Years The Primary Years The Secondary Years 2 Consultation Document 3: The Three Cycles Curriculum Review Committee: Grima Grace (Chairperson), Bezzina Christopher, Camilleri Raymond J. Caruana Horace, Fr Cilia David, Fr Mallia Charles, Micallef Joseph, Mizzi Bernie, Pace Paul, Sollars Valerie, Spiteri Sandro, Testa Mario and Ventura Frank Ministry Representatives: Birmingham Elaine (Phase I) and Bezzina Doriana (Phase II) Consultation Strategy Group: Grima Grace (Chairperson), Cachia Stephen, Fr Cilia David, Fr Mallia Charles, Pace Paul, Sciberras Micheline and Sollars Valerie Design & Print: Salesian Press - www.salesianpress.com www.meef.gov.mt ISBN NO: 978-99957-0-034-8 3The National Curriculum Framework Consultation Document 3 The Three Cycles: The Early, Primary and Secondary Years This third document presents details of how the NCF envisages the learning programme to be offered to children and young people in the Early Years, Primary and Secondary Cycles. This document focuses on the application of the NCF in schools. The learning areas and levels of achievement remain crucial throughout the Primary and the Secondary years as does a degree of flexibility in the delivery of the programmes as indicated in the timetable models presented for discussion in Appendix 1. It is crucial to note that the Early Years refer to children from birth to the age of seven. In real terms, this implies that early childhood education and care starts in the home, is experienced in non-compulsory and informal settings including child-care and kindergarten and is exten- ded into the first two years of compulsory, primary school. Whilst the document presents three distinct cycles for ease of reference, teachers working with five to seven-year-olds are working with very young children and the emphasis of the curriculum should be on encouraging young learners to develop positive dispositions about themselves, their abilities and the world around them. Likewise, the pedagogy which ought to be adopted should respect the characteristics of young learners. The proposals for the Early Years presented in the NCF are the foundation upon which most of the learning experiences are developed at kindergarten and even in the first years of primary school with a gradual move towards more formal practices and learning organised through learning areas as children reach the middle and later years of Primary schooling. In this document, the Primary Years Curriculum links the philosophical and educational principles proposed in the Early Years Curriculum to the later demands set by the curriculum for the Secondary School years. The transition from primary to secondary school should be smooth and offer progression in a way which supports children as they learn to take more responsibility. The secondary years are an important period for the learners’ personal deve- lopment and they should strive to have a strong platform for further and higher education.  4 Consultation Document 3: The Three Cycles 5Contents Section 1: The Early Years 11 Purposes and general objectives 12 Leadership of key practitioners 13 Learning Processes and Effective Pedagogies 14 Learning environments 15 Assessment 16 Transitions 16 Parental involvement 17 Quality assurance 18 Learning Outcomes for the Early Years 18 Recommendations for successful experiences: Putting the Early Years framework into practice 23 Section 2: The Primary Years (Years 1-6) 29 Purposes and general objectives 29 Aims of Primary Education 30 Learning Areas 33 Leadership of key practitioners 40 Implementing the NCF in the Primary Years 41 Assessment 43 Transitions 44 Section 3: The Secondary Years (Years 7-11) 45 Purposes and general objectives 45 Aims for Secondary Education 46 Learning Areas 49 Leadership of key practitioners 56 Implementing the NCF in the Secondary Years 57 Assessment Issues in the Secondary Curriculum 63 Transitions 66 References 67 Appendix I: Model timetables for primary schools according to suggested distribution of learning time in Tables 2 and 3 68 Appendix II: Curriculum Framework timetable models for secondary schools 71 Appendix III: Number of Hours per Scholastic Year for secondary schools 82 6 Consultation Document 3: The Three Cycles 7The concept of a National Curriculum that guaranteed a minimum level of education provision for all learners in Malta was first introduced in the 1988 Education Act. In 1999 a new national curriculum Creating the Future Together (1999) was published. It presented a series of aims and objectives which still guide education decisions to the present day. The underlying phi- losophy focused on the holistic development of all learners, by encouraging and supporting the professional decisions of educators in schools and thus providing quality education with a long-term vision. In effect, following the publication of the 1999 curriculum, a series of in-depth analysis and discussion on key areas took place, each presenting challenges to be addressed in this re- view of the national curriculum framework. These areas included Inclusive and Special Educa- tion (2005), Absenteeism (2005), Early Childhood Education and Care (2006), Career Guidance (2007), Transition from Primary to Secondary Schools in Malta (2007), Smart Learning: Malta’s National eLearning Strategy 2008-2010 and Physical Education (NAO, 2010). After a decade of experience, it is now time to appreciate what we have achieved and, in the light of the increasing changes within and around our society, review our educational thinking and practice to ensure that all children succeed. Moreover, this will be the first curriculum framework to be adopted since Malta joined the EU in 2004 and hence it has also considered policy-related documents issued by the European Commission. Employability, quality of life and lifelong learning are at the heart of the new draft National Curriculum Framework that aims at equipping young people with the key competences nee- ded to meet the challenges of Malta’s future labour market. At a time when together with other Member States of the European Union, Malta is overco- ming the economic crisis in the context of demographic changes and social cohesion, this curriculum framework will ensure that present and future generations acquire skills that will enrich their lives and secure economic growth, sustainability and the foundations of a know- ledge society. A primary goal of this Government is that all children will exit compulsory education with acquired skills and qualifications and that schools become attractive learning environments. Thanks to the heavy investment in information technology and student services in all colleges, Message Hon. Dolores Cristina Minister Ministry of Education, Employment and the Family 8 Consultation Document 3: The Three Cycles this curriculum framework review will transform the existing physical structures into oppor- tunities for personal and social growth, reduce early school leavers, retain learners in formal education for as long as possible as well as give credit to informal and non-formal learning. With the development of a National Qualifications Framework for Lifelong Learning and its referencing to the European Qualifications Framework, this document will facilitate access to further and higher education, work-based learning, continuous professional develop- ment and adult learning. I look forward to an intensive and comprehensive consultative process characterised by healthy debate from all stakeholders on where we want our compulsory educational provi- sion to go, and what decisions we need to take to fulfil this vision, so as to ensure that all our children receive the quality education they deserve, so that they may all succeed. Dolores Cristina 9Message Prof. Grace Grima Director General Directorate for Quality and Standards in Education This curriculum review stems from Part II of the Education (Amendments) Act, 2006 which puts the onus on the Directorate for Quality and Standards for updating the National Cur- riculum Framework, implementing it as well as reviewing the implementation process at regular intervals. The process of reviewing and updating the National Curriculum included representatives from the Directorates of Education, the Faculty of Education, the MATSEC Examinations Board, and Church and Independent schools. The draft document has been refined following feedback received by invitation from curriculum experts from the Ministry of Education in New Zealand and Learning and Teaching Scotland. This draft document is being presented for a national consultation process after which it will be refined, finalised and adopted as the national curriculum framework. The draft curriculum framework is presented in a set of four consultation documents, namely: Document 1: The Executive Summary Document 2: The National Curriculum Framework - Rationale and Components This document includes a detailed introduction to the theoretical background against which the proposals of the national curriculum framework were conceptualised. Document 3: The National Curriculum Framework - The Three Cycles: The Early Years, The Primary Years and the Secondary Years This document presents details of how the national curriculum framework envisages the learning programme to be offered to children and young people in the early years, the primary years and the secondary years. This document focuses on the application of the framework in schools and colleges. Document 4: The National Curriculum Framework - The Way Forward This document summarises the recommendations of the national curriculum framework and examines the implications of such recommendations. The document presents ideas about the management of change which underpin the consultation and implementation strategies the framework would like to promote. In turn, the consultation and implementation strategies presented are based on an understanding of a change management process. In essence, the updated national curriculum framework promotes these key ideas: • the development of lifelong learners who are engaged and responsible citizens, and acti- ve in the economy. • the support for all learners to achieve and succeed, whatever their backgrounds, needs and aptitudes. 10 Consultation Document 3: The Three Cycles • a clear focus in colleges and schools on meeting the needs of all learners through increased curricular autonomy. • the creation of active, inclusive learning communities which put learning and learners at the heart of all that they do and are accountable to their stakeholders. • seamless progression through the early, primary and secondary years in the skills and com- petences required for lifelong learning. • learning which is active, personalised, relevant, and purposeful. • learning that emphasises the application of knowledge and skills in different contexts and settings as well as breadth of knowledge and depth of understanding. • a curriculum framework that focuses on learning areas, creating links and synergies across traditional subjects. • assessment and evaluation which use information and feedback formatively to inform plan- ning for improvement. • cycles of quality assurance and evaluation which recognise that continuous professional le- arning is an essential part of educational practice. The process of consultation is crucial for the success of the updated national curriculum fra- mework . The consultation strategy presented in Document 4 has been designed with the aim of enabling a wide-ranging and authentic discussion and debate which enables all stakeholders to engage with the draft document in a positive way and participate actively in the formulation of the final version. The consultation process itself is divided into three phases: • Phase 1: Reflection for action May 2011 to August 2011 This phase will serve to present the updated national curriculum framework and prepare the various stakeholders for the consultation process. The meetings with the stakeholders will serve to highlight (i) the main recommendations of the updated national curriculum framework ; (ii) the implications arising for the various stakeholders as envisaged by the updated national curriculum framework ; and (iii) the role of the stakeholders in the con- sultation process, in terms of both their personal contribution to the process and their role in bringing together the feedback and responses of the learning communities for which they are responsible. In addition, this phase allows all participants sufficient time to read through the documents and consider in some detail their content and implications. • Phase 2: Reflection in action from September 2011 to November 2011 This phase will provide stakeholders opportunities to share and consolidate their ideas within and across different institutions. The aim of this phase is to invite and encourage stakeholders towards actively participating in generating a national, reflective professional discussion and debate about the updated national curriculum framework proposals, thus initiating a process of sharing critical and constructive feedback in preparation for the final version of the updated national curriculum framework . • Phase 3: Reflection on Action from November 2011 to December 2011 This phase will bring together all the stakeholders and the feedback offered by the various institutions. The highlights of this phase include a two-day national conference and the sub- mission of written feedback. Once the working group reviews the proposed NCF in light of the feedback received, the working group will submit a final NCF document to the Minister for approval. I invite all educators, parents, students and society stakeholders to participate actively in this consultation process so that the final approved document will be a true expression of our hopes and aspirations to provide a relevant quality education for our children which meets the current and future needs of our country. Grace Grima 11 Section 1 The Early Years In the international literature, it is widely acknowledged and accepted that the Early Years refer to the period in a child’s life which spans from birth through to the age of seven or eight (Wilks, Nyland, Chancellor & Elliot, 2008, Department of Education & Early Childhood Development & VCAA, 2009, Waddell & McBride, 2008). The myth that education starts when children start formal schooling has long been dispelled and the Early Years are indeed the most crucial phase in each individual’s life - a child’s learning and education in the Early Years are inextricably linked to the holistic development which occurs through informal and formal settings, planned and spontaneous activities, structured and unstructured events. The extent of the learning experienced by each child is in part determined by a supportive environment, involving adults who respond to children’s natural curiosity and support their development from the very early stages to the later years of early childhood. The main thrust of the NCF cannot focus on the compulsory school years (which in the local context starts in the year a child turns five) without embracing, promoting, supporting and acknowledging the on-going development which occurs in the pre-school years. The Early Years cannot be ignored for several reasons: • the overall, holistic development, learning and understanding which occurs in the first years must be recognised and used as the foundation towards learning and develop- ment, whether children are being cared for at home by parents 1 and other familiar care- givers, Early Years settings outside the home, or during the transition phase between non-compulsory and compulsory education; • the number of child-care centres has increased over the past decade, suggesting that increasing numbers of children younger than three years of age are spending conside- rable time in settings outside the home; • although attendance at kindergarten centres for 3 and 4-year-olds is not compulsory, some 80% of 3-year-olds and 95% of 4-year-olds attend kindergarten centres available in the State, Church and Independent sectors; and • the curricular demands in the upper primary and secondary school years can be succes- sfully achieved following the establishment of firm foundations in the Early Years where children are given opportunities to develop their self and their identity as a result of po- sitive experiences and relationships with their immediate and eventually, the extended world around them. Because the Early Years are characterized by a period of rapid growth and change, a curriculum framework which purports to address learning outcomes for children in this Section 1: The Early Years 1 Throughout this document any reference to parental involvement in education includes legal guardians and significant adults recognised as having a parenting role in the life of the child. This definition is without prejudice to the legal obligations of schools. 12 Consultation Document 3: The Three Cycles phase gains relevance and significance when it advocates in favour of: • broad outcomes which are all-encompassing and not exclusively focused on academic achievement; • pedagogical approaches which respect children’s age and developmental level; • unlimited content which is to be presented to children in ways which engage their at- tention and secure their direct involvement and participation; and • highly trained and skilled staff who are sensitive to the characteristics of young learners and in tune with the learning processes of toddlers, infants and young children in the early stages of formal schooling. The NCF endorses the position recommended by the 1999 NMC2 which regards the first two years of primary schooling as a continuation of the two-year Kindergarten period. This entails that the teachers adopt a pedagogy that develops knowledge, attitudes and skills which derive from concrete experiences. The 3-7 year period, considered as the pre- conceptual phase, must be regarded as the formative period which precedes the one during which the school experience becomes more formal. (p. 57) Purposes and general objectives The Early Years serve multiple purposes and must be acknowledged as the foundation for all future learning experiences. Within the Early Years’ experiences, from birth to seven/ eight, young children develop knowledge, skills, attitudes and values which enable them to become successful learners and active participants in society. For these general objectives to be achieved, the content of the experiences becomes secondary to the processes of learning which children participate in. Successful learning experiences are characterised by approaches which: • respond to children’s interests and prior knowledge; • respect young learners’ cognitive maturity and preferred learning patterns; • stimulate curiosity; • instil an interest for learning; • promote exploration, discovery and creativity; and • foster environments which promote communication and interactive styles of learning. Powerful learning experiences contribute to the development of children who become involved in pursuing their interests, are motivated, develop perseverance and learn to assume responsibility. Such outcomes are realised through an environment of trust and respect, which gives learners self-confidence and self-esteem in their abilities. 2 http://www.curriculum.gov.mt/docs/nmc_english.pdf 13 In order for the Early Years’ goals to be successfully achieved by all children, the NCF ought to: • be supported by the visionary leadership of key practitioners working in early childhood education; • recognise the uniqueness in children’s learning and development through a variety of learning styles and pedagogies; • encourage programmes of activities which move away from emphasising specific subject or content teaching in favour of pedagogies which enhance curricular links and thus facilitate learning processes; • endorse policies for assessment and transitions; • facilitate capacity building of major stakeholders, predominantly parents and staff; and • incorporate measures to ensure quality assurance procedures thus promoting a reflecti- ve approach which monitors and evaluates practices and outcomes. Leadership of key practitioners Practitioners in early childhood education, whether directly responsible for designing and developing a programme of activities or having an administrative role must be highly- trained and qualified staff. They must be skilled in supporting and extending children’s communication skills and creative in designing an appealing environment which will arouse and stimulate children’s thinking and interactions. Staff must be observant and reflective in order to adapt and modify activities based on cues and feedback proffered by children themselves. Most importantly, practitioners must capitalise on the social dimension through interacting frequently and directly with children in their care thus facilitating a sense of well- being. Practitioners must be responsive to children’s learning interests. They must be highly skilled and competent as a result of the strong theoretical foundations which direct and support their professional and pedagogical decisions. Practitioners need: • a sound theoretical base to understand how young children learn and develop; • pedagogical knowledge to determine what is reasonable to do with young learners and the most effective ways to achieve this, therefore applying theory to practice; • personal and practical knowledge about a range of professional issues which impact directly on the management of and relationships amongst a group of learners; • research skills which enable them to understand on-going development in their field and critically position themselves when faced with results; • a genuine interest in listening to and responding to children to promote a pedagogy of respect, responsiveness and reciprocal relationships (Podmore, Meade & Kerslake Hendricks, 2000; UNCRC, 1989); and • reflective skills which allow them to think critically through their work with children, question their perceptions and understandings of children’s experiences and examine their interactions with children with a view to improving the quality of the Early Years experiences. Section 1: The Early Years 14 Consultation Document 3: The Three Cycles A key feature of successful learning experiences in the Early Years is the realisation that learning occurs through meaningful social processes, rooted in positive relationships and acknowledging reciprocity. “A culture of learning depends on appropriate relationships, secure but challenging environments, and high but achievable expectations” (Eaude, n.d.). Apart from being knowledgeable about child-development, learning processes and suitable pedagogies, early childhood practitioners must demonstrate empathy and solidarity with the families of children with whom they are working and show that they are capable of working with children and their families. Learning Processes and Effective Pedagogies The first years of children’s lives are significant in the rapid development which they undergo. These are the years where children learn through observation, experimentation, trial and error, exposure to stimulating environments and highly contextualised settings which facilitate their understanding of the world around them. There is significant linguistic and cognitive development; physical and moral development as well as personal, social and emotional development. Indeed, children develop holistically, and progress in any one area influences other areas. Every child has the right to develop to his/her maximum potential. The foundations for realising this potential are laid down in the Early Years: skills which are extremely useful to face the challenges of daily life can be nurtured in the Early Years’ settings. If practitioners capitalise on activities, events, resources which are of particular interest to a child or group of children, they stimulate the youngsters’ interest. As a result of sustained interest, motivation develops which in turn supports perseverance as children want to participate in activities willingly and in so doing, they gain confidence and self-esteem (see Figure 3.1).                                                                                                                      15 Development does not occur at the same rate or in the same way for all. Apart from the genetic make-up and personal characteristics, cultures and the social environment have an impact on what and how children learn. Young children come to organised Early Years’ settings with their baggage of prior knowledge and understanding. As the children’s experiences with the world widen and broaden, their prior knowledge has a bearing on new experiences in that it informs them (they try to make sense of what something is by using previously-acquired information) but with new information with which they are faced, they modify existing knowledge and amend their understanding. Learning occurs when new knowledge and information is internalised and modifies previous understandings. The learning process is different for individuals because of the variation in both natural and environmental factors. Children receive, react to, interpret and process information differently. With this knowledge in mind, early childhood educators should plan for a curriculum (a programme of activities) which appeals to different cognitive styles. Because of limited experiences and immaturity (limited development) as a result of their age, children thrive on multi-sensory approaches where their understanding of the world around them improves when using all their senses. By relying on what they can see, smell, touch, taste and hear, the likelihood of understanding how things work, drawing conclusions to hypotheses, culminating in understanding cause and effect, and learning how to discriminate and differentiate between contrasting objects increases. Learning environments Since young children develop holistically and because learning and development do not occur in a sequential, linear fashion, compartmentalising learning programmes by subject areas does not facilitate learning. On the contrary, subject teaching serves to create artificial pockets of knowledge which are often considered to be unrelated, disjointed, irrelevant and developmentally inappropriate for young children. Conscious of the learning and developmental processes which young children undergo, Early Years practitioners are therefore encouraged to set up learning environments which appeal to children’s interests, are relevant to the common day experiences children are likely to have and which can be explored in an exciting manner. Direct, hands-on experiences encourage interaction, engagement and involvement which in turn lead to improved understanding, recall and the development of mental representations. This supports children in their move from concrete, tangible experiences to symbolic and abstract notions. Another advantage of setting up dynamic learning environments relates to the depth and multiple perspectives with which issues can be dealt with. Thorough and detailed observations, analysis, investigations, exploration and experimentation through projects, topics and themes fits in with children’s curiosity and need to find out the what, why and how things work. The setting up of interactive learning environments which appeal to children require careful planning on the part of the practitioner in order to ensure promotion of a range of skills, attitudes, knowledge and values which young children can acquire through well-thought and presented activities. Yet, a hallmark of good Early Years practice is the recognition and promotion of child-initiated activity and enquiry. Such activity should be encouraged as it acknowledges learning as an on-going process where all involved make valid contributions. A quality programme should strike a balance between adult-led and child-initiated activities Section 1: The Early Years 16 Consultation Document 3: The Three Cycles that emerge directly from children’s interests. Assessment Assessment in early childhood education is a means of finding out what children are interested in as well as finding ways of recording and documenting their progress. According to Carr (2001) assessment in early childhood education has multiple functions, namely to: • understand children’s learning better; • start discussions about children’s learning; • share information with others in the early childhood setting; • reflect on practice; • plan for the learning of individuals and groups; • ensure that all children receive attention; • highlight the learning that is valued in the setting; • involve children in self-assessment; • discuss the programme with the family, and • share experiences with family. For assessment to be effective and meaningful for young children, documenting narrative accounts of their achievements can provide a more holistic reflection of what each child is truly capable of doing. Assessment in Early Years is as important for the children as it is for the adults, especially for practitioners. Assessment based on careful observation and a responsive and reflective attitude informs practices. Observing and documenting children’s achievements helps adults to capture the learning processes as well as the outcomes. Transitions During the Early Years, children go through several transition phases which must be acknowledged and supported to ascertain that they gain a positive and self-confident attitude towards change, growth and development. Transitions are an inevitable part of growing up and although they offer a challenge, the changes which young children face need not be insurmountable difficulties, nor should they be unpredictable and unsupported events. Whilst certain procedures ought to be established and initiatives taken to minimise the impact which transitions can bring about, the variety of early childhood settings where children spend their time should ensure that children encounter opportunities which allow them to develop their identity and establish themselves whilst embracing the complex nature of a gradually widening world. 17 In the Early Years, transition processes are not experienced exclusively by the children but also by their families. Thus school authorities, administrative staff and primary carers/ educators who are in direct contact with children need to involve the parents and require the involvement of these significant adults in young children’s transition processes. The personal, social and emotional growth of families, especially of young children, is at stake when dealing with the transition process. With regard to the implementation of the NCF, it is worth highlighting that in the local context, the most significant transition which young children are expected to experience relates to the change from informal to formal education. During the early childhood phase, children move from the non-compulsory years in child-care and kindergarten centres to compulsory, primary education in the year when they turn five. Malta is one of the few EU countries where compulsory education starts at the age of five 3, the majority of countries maintaining six as the first year of compulsory schooling and others opting for seven as the age when children formally begin school. Irrespective of the age when compulsory education starts, the over-riding concern should remain one of appropriate pedagogies which match the cognitive and developmental levels of very young children and which seek to provide for a multi-sensory approach to learning where children are challenged to take calculated risks and increase their knowledge and understanding of themselves and of the world around them through environments which contextualise and facilitate learning. With the realisation that the practice and principles applied in educational settings need to respect and match children’s development and promote their active participation, it becomes evident that the Early Years phase should be seen as a time which is distinct from experiences of later childhood and consequently, the Early Years settings should be conceived of as a sequence of opportunities for children to establish themselves and their identities; when children enjoy ‘being’ rather than forced into ‘becoming’ something or someone else. Parental involvement While acknowledging and recognising the role of parents as partners in the education process is important throughout the different cycles (see NCF Document: Rationale and Components), this needs to be especially emphasised during the Early Years. The influence of the home on children’s personal achievements cannot be negated and the effects of home are tangible at a very early age. Parents and the Early Years settings need to support each other through a range of facilities which allow easy communication and sharing of essential information. By having settings where the information is easily accessible as well as personnel who are readily available, parents and educators join forces in helping children develop into confident learners who can become active in their own learning. Parents should have access to information and support which enable them to encourage their child’s development within the home, in Early Years’ settings and within the community through varied and diverse activities which ought to be available for children of all ages. Section 1: The Early Years 3 Compulsory education starts at the age of six in fourteen EU countries; and at the age of seven in nine EU countries. Apart from Malta, compulsory education at the age of five is mandatory in Britain (including Northern Ireland) Cyprus and the Netherlands (Oberhuemer, 2007). 18 Consultation Document 3: The Three Cycles Quality assurance In order to ensure that an Early Years programme is of high quality, there need to be opportunities for self-evaluation, critical reflection and enquiry. These can be achieved through collaborative fora where examples of good practice are recorded and shared; where staff within an Early Years setting meets to discuss, review and consider events, approaches and pedagogies; where staff discuss their knowledge, observe others and share their reflections and considerations. Working in isolation with a group of children prevents any personal or professional growth or development. In fostering a culture where evaluation and reflection become shared routine, practitioners are supported in making necessary amendments to current practices and applying a range of strategies and techniques which improve the learning outcomes for a wider number of children. Learning Outcomes for the Early Years The hallmarks of successful, quality Early Years programmes are those which: • embrace the socio-cultural dimension surrounding children’s learning; • are concerned with promoting and encouraging positive learning dispositions; • put children at the centre of the learning environment; • allow child-initiated activities acknowledging that learning in the Early Years is a process of co-construction and collaboration; • promote activities that are related to children’s real-life experiences; • offer children opportunities for hands-on activities; and • draw on a variety of pedagogies which address needs of particular learners. Thus, rather than identifying specific content knowledge associating it to subject areas, in the Early Years emphasis should be given to general competences developed through cross- curricular themes which contribute to establishing the foundations for lifelong learning. The Early Years are comparable to a journey of discovery where children find out who they are as individuals and position and establish themselves within a society as they interact with others. To achieve both successfully, children learn about and experience ways of using communicative tools necessary for self-fulfilment, personal development and meaningful social engagement. Success in promoting a love for learning and holistic development comes with suitable pedagogies which must embrace play and experiential, joyful learning. The various types of play children should engage in effectively meet the objectives and outcomes necessary for quality experiences in early childhood education. Thus pretend play, imaginative, creative, constructive, symbolic and role play as well as engagement, interaction and participation in all forms of expressive arts constitute an integral part of children’s experiences in the Early Years. Through programmes which seek children’s active involvement and experiential 19 learning, children are expected to acquire social, communicative and intellectual competences in an environment which fosters personal well-being and positive learning dispositions (See Figure 3.2). Section 1: The Early Years Well-being The Early Years ought to offer environments where children feel safe and secure to the extent that they have a sense of belonging; feel loved and accepted by all; and are respected for who they are. Adults working with young children need to show and share a genuine interest in each child and make every effort to foster warm, caring and friendly relationships. The extent to which a child’s well-being is enhanced depends on the very attitudes and relationships which are promoted and which prevail amongst the adult carers themselves. An environment which offers children security is one where there is stability and consistency. Such environments support children in building their self-esteem, developing a positive self-identity and gaining confidence in themselves and their achievements. Within a safe environment where they are accepted, given freedom of choice, and allowed to explore and experiment on their own and with others, children learn to become risk-takers. They can develop individual strategies which help them to cope with new challenges, become autonomous, self-regulating and self-determining individuals who make progress, overcome difficulties and feel satisfied with their endeavours. Hence, young learners become independent.           20 Consultation Document 3: The Three Cycles As they become independent and learn to take care of themselves, young children learn how to deal with their feelings, recognise and label emotions, accept themselves and learn to be comfortable with themselves and others. In developing socio-emotional competences, young children acquire self-discipline as they learn to be more in control of who they are and what they can do. In addition to their affective development, in the Early Years children learn about who they are and what they can do through physical activities which can be used to promote a healthy life. Social competences Apart from learning to feel comfortable with themselves in the Early Years, children increasingly gain awareness of others and learn how to live and grow with others. This means that children experience and deal with turn-taking and sharing activities, ideas, thinking processes and achievements that will help them develop positive and authentic relationships. In so doing, children realize what it means to respect others, value each other and develop a sense of community. Together, children have to resolve conflicts as a result of their learning to contribute and participate in a democracy. Empathy development occurs when children can understand the emotions which others are experiencing and see different perspectives. As they develop social competences and in an atmosphere where their personal well-being is safeguarded, young children develop a moral identity; a sense of right and wrong as they distinguish between what is acceptable or unacceptable; as they experience and adopt values depending on how they are treated and how they see others being treated. Communicative competences Successful personal and social development necessitates expressing oneself in a comprehensible manner. Several communication tools are available to help children understand themselves and others. The predominant tool which facilitates communication is language. As children engage with and gain experiences in using both oral and printed language, their abilities to think, understand, express themselves and extend social relations are strengthened. The overall objectives of language in the Early Years should predominantly focus on helping children increase their awareness of the functions and purposes of language skills4 which make them a versatile tool for any member in a society. Where language learning is concerned, from a young age children gain flexibility and control over language through correct and appropriate choice of words; extend their vocabulary; learn how to assert themselves; become aware of the subtle influence which language has on society and how listening, speaking, reading and writing are tools which are used almost constantly in order to get other things done. Whilst respecting, promoting and strengthening the child’s first language, young children growing up in the Maltese context begin their journey of second language learning. This is a direct reflection of the wider society rather than necessarily being an immediate need young children have. However, it is imperative that children are exposed to the two official languages of the country in meaningful ways which would serve to promote learning and 4 ‘Language skills’ refer to listening, speaking, reading & writing. ‘Language skills’ is also broadly used to refer to receptive skills & production skills. 21 understanding of the world which goes beyond language learning itself. Second-language teaching can be successful if lessons are learnt from mother tongue acquisition and the pedagogies used in the more formal school settings should be driven by principles which are appropriate for the age group. In addition to language, from a relatively young age, children are exposed to alternative sources of communication access which has been greatly facilitated with the widespread availability of digital technologies. Growing up in the 21 st century, children require digital competences which enable them to communicate more effectively not only with their immediate contacts but even with others. Availability of and accessibility to different information sources enables children to engage with and make sense of the world around them; encourages them towards communication and collaboration; promote skills for conducting research as well as locating, storing and retrieving information. Learning dispositions A child-centred environment is one which encourages children to find things out for themselves allowing for experimentation, hypotheses testing, and trial and error. Through hands-on approaches in pursuit of answers to self-initiated activities, young children develop perseverance and concentration. The role of adults is to be sensitive to young learners’ interests and inclinations and to provide stimulating environments which challenge the minds of learners in their quest for information. Adults responsible for young learners need to believe that children have a thirst for knowledge and by allowing for inquiry based activities and independent exploration, children are more likely to remember and understand what and how certain results are achieved. Learning by doing is a more effective methodology than learning by telling. Children need to enjoy learning and have a real sense that they are more than capable of achieving and learning. Intellectual competences The Early Years experiences should offer children possibilities to engage with and understand the world around them. Rather than restrict children’s opportunities and interests, every effort ought to be made to ensure that activities, environments and resources are challenging and that children are given the possibility of tapping into diverse sources of information. Early Years settings are responsible for helping children become aware of skills and strategies necessary to access, look for, elicit, retrieve, organise and understand information. Equipped with appropriate strategies and a healthy approach to risk-taking, children acquire a range of cognitive skills such as identifying, labelling, sorting, grouping, sequencing, classifying, categorising, and matching. These competences can be translated into learning outcomes which young children are expected to achieve by the time they are moving from the Early Years to the later primary school years. The holistic development of children contributes to successful achievement of all the outcomes. Outcome 1: Children develop a strong sense of identity • Children develop in a safe, secure environment which they can trust. • Children develop a sense of independence and autonomy. • Children become responsible and resilient in the face of challenges. Section 1: The Early Years 22 Consultation Document 3: The Three Cycles Outcome 2: Children gain a positive self-image • Children believe in themselves fully aware of their potential and capabilities. • Children gain confidence in themselves and their achievements. • Children develop positive attitudes which enable them to take the initiative and beco- me risk-takers. Outcome 3: Children are socially adept • Children become capable of establishing relationships with others. • Children develop empathy, respect and acceptance of different points of view. • Children develop an awareness of the notions of fairness, a sense of justice and non- preferential treatment. • Children learn to collaborate with peers and adults with diverse backgrounds and ne- eds. Outcome 4: Children are effective communicators • Children who are capable of using different forms of and media for communication. • Children interact and engage with varieties of text and printed material increasing their awareness of purposes/functions. • Children gain familiarity with symbols and patterns and their use. • Children become aware of different language systems, notably L1 and L2. • Children engage with digital literacy as a means of retrieving data as well as represen- ting and communicating ideas. Outcome 5: Children nurture positive attitudes towards learning becoming engaged and confident learners • Children develop a range of cognitive skills to include labelling/identifying, recognition, sorting, hypothesizing, predicting, comparing, sequencing, grouping. • Children develop positive dispositions to include enthusiasm & motivation, curiosity, questioning, concentration, perseverance, imagination, ability to accept alternative suggestions/criticism. • Children broaden their knowledge and reinforce their understanding through availabi- lity of and access to various sources of information. 23 Recommendations for successful experiences: Putting the Early Years framework into practice A successful Early Years programme consists of well-planned, well-resourced and well- delivered activities which take into consideration the needs, abilities and perspectives of the children. A plethora of activities can be developed with young learners whilst respecting their developmental stage. There are several benefits accruing from well-chosen activities. Apart from the enjoyment and fun, varied activities should provide: • real learning contexts whereby children’s skills and knowledge increase; • positive attitudes about themselves as learners; and • positive attitudes towards learning itself. It is undesirable to draw up a prescriptive programme for the Early Years especially when allowances are to be made for child-initiated activities. The Early Years’ curriculum and programme of activities cannot be an all-encompassing document which dictates what should be done, when, with whom and how. Successful development and implementation of activities require careful planning, research, provision of materials, adult resource books, tools and a variety of reading material suitable for children. It is also assumed that chosen themes and activities reflect and indeed arise from the interests of children in a particular group. However, the adult should strive to create environments that stimulate and motivate young learners, keeping in mind that children are naturally curious and are keen and interested in finding out information about the world around them. Children should participate fully in activities and be allowed to take over. Rather than being told what to do, when and how to do something, children should be provided with the raw materials, taken for site visits, allowed to observe, see, touch and use equipment in order to enhance the growth of knowledge and real understanding. On the basis of the adults’ knowledge about child development, information provided by families and an in-depth awareness of the range of pedagogies, Early Years educators can assist young learners by: • creating opportunities for children to engage in a range of experiences with others and with their environment; • intentionally guiding and supporting them to discover their potential and achieve their lear- ning goals; and • ensuring that children encounter cognitive challenges through teaching techniques such as modelling, open questioning, speculating and explanation.5 Rather than coverage of particular content, the main concern of Early Years educators Section 1: The Early Years 5 The Australian Early Years learning framework (Draft) Nov, 2008. Available at: http://www.eduweb.vic.gov. au/edulibrary/public/earlychildhood/development/eylframework.pdf 24 Consultation Document 3: The Three Cycles should be on learning outcomes which promote positive learning attitudes, dispositions and competences which the children will foster during the Early Years and which will see them through life-long growth and development. The summary of key data on education in Europe (Eurydice, 2009), indicates that the terminology used by European countries which identify general aims to be achieved in the pre-primary years refers to ‘development’, ‘autonomy’, ‘responsibility’, ‘well-being’, ‘self- confidence’, ‘citizenship’, ‘preparation for life at school’, ‘the pursuit of learning’ (p. 65). Table 1 below shows some of the achievements young children are expected to develop during their Early Years together with the evidence that can be recorded as a demonstration of what has been achieved. Information is also provided with suggestions about provision which adults need to incorporate in their planning in order to facilitate the meaningful experiences, leading to the achievement of positive learning dispositions6 . 6 The table has been modelled on examples provided in: Belonging, being & becoming. The Early Years learning framework for Australia. (2009). Available at: http://www.deewr.gov.au/EarlyChildhood/Policy_Agenda/ Quality/Documents/Final%20EYLF%20Framework%20Report%20-%20WEB.pdf 25Section 1: The Early Years  26 Consultation Document 3: The Three Cycles  27Section 1: The Early Years  28 Consultation Document 3: The Three Cycles  29Section 2: The Primary Years Section 2 The Primary Years (Years 1-6) 7 The NCF proposals for the Primary Years, take the following into consideration: • by the time children are embarking on formal education, the overwhelming majority of children would have experienced an Early Years programme; • the Primary Curriculum links the philosophical and educational principles set out in the Early Years Curriculum to the later demands set by the curriculum for the Secondary School years; and • especially for children attending State schools and for most of the boys in Church scho- ols, the recent developments within the educational reform that have seen the aboli- shment of the high-stakes entry examinations into the Secondary years ought to facili- tate a developmental approach to learning8. The challenge that lies ahead is one that ensures that the Primary School curriculum allows for the implementation of pedagogies founded on a socio-constructivist approach which respects individualised learning patterns, addresses all children’s needs and successfully develops children’s full potential, thus reducing the over-emphasis on the pass or fail mentality brought about by an examinations-oriented system. Purposes and general objectives At the primary level, children are entitled to a stimulating, happy, safe and caring educational environment which builds on early childhood experiences, promotes the development of their full potential in all aspects of learning and paves the way for capacity-building and life- long learning which will be strengthened at the secondary level. Education at the primary level aims at: • supporting children in their journey of discovering the joy of learning; • strengthening children’s holistic development; and • enabling children to acquire knowledge, concepts, skills, values and attitudes which will allow them to develop into life-long learners able to progress from one level to another at their individual pace of development. The educational settings and experiences during the primary years aim at enhancing children’s learning capacity. This is achieved through the planning, implementation and 7 In line with the philosophy of a seamless curriculum, it is recommended that the primary and secondary cycles within compulsory education are referred to as Years 1 to 11. 8 Girls in Church schools, some boys in Church schools and students in most Independent schools have had all-through schooling for many years. 30 Consultation Document 3: The Three Cycles evaluation of educational activities that develop children’s ability to acquire, comprehend and apply knowledge, develop and practise a wide variety of skills and key competences and internalize positive attitudes and values. Specific programmes of studies and assessment modes are to be clear, valid and relevant. The primary curriculum will assist children to develop into learners who are: • confident, have a positive self-image, high self-esteem and are capable of nurturing healthy socio-emotional relationships; • critical and innovative thinkers who are capable of generating creative ideas and put- ting them into practice; • proficient users of Maltese and English; • numerate and have a firm foundation in mathematical reasoning and concepts; • scientifically literate and capable of engaging in enquiry that inculcates the love of ex- ploration and wonder; • digitally literate, capable of using and adapting to new technologies; and • physically active, capable of making choices in favour of a healthy life-style. Aims of Primary Education The NCF aims at developing: A. Learners who are capable of successfully developing their full potential as lifelong learners This leads to the development of: Personal and social skills Children’s interpersonal, intrapersonal and communication skills are developed to bring about positive self-esteem, self-confidence and self-awareness. A totally integrated approach across the curriculum enhances these skills within the affective domain in order to develop the children’s capacity to build solid relationships with self, peers and adults. Moral and spiritual development The development of the moral, spiritual, and religious dimensions contributes towards the children’s capacity to value, appreciate, perceive and interpret the world they live in. It aims at initiating the children into a profound and life-long search for truth and the value of life and existence through a Catholic perspective. An ethical education programme will be made available as an alternative to denominational religious education programmes. 31 Literacy, numeracy, and digital literacies Literacy, numeracy and digital literacy are the foundations for further learning. Through programmes which build upon the initial skills inculcated during the Early Years, children become proficient in speaking, listening, reading and writing in both Maltese and English. Mathematical concepts and language are inculcated through systematic teaching and learning activities to help children develop numeracy and problem-solving skills. Progression is achieved through thinking, manipulating, reporting and presenting results. Digital literacy is developed together with literacy and numeracy through children’s engagement with technologies. Bilingualism and multilingualism In addition to the simultaneous development of Maltese and English, in the later years of the primary cycle, children are encouraged to experience a foreign language awareness programme. Science and technology competence Problem-solving and enquiry skills are inculcated through practical work and through exploration of ideas. The skills of investigation, designing and making, testing and reporting are to be given importance. Critical and innovative thinking During the Primary Years children’s imagination and inquisitiveness are drawn upon in order to investigate problems and explore possible solutions. They are introduced to different experiences, media and materials which allow them to develop their own ideas and experiment with alternative ways of problem-solving. They learn to focus on systematic ways in which to address problems; collect, test and analyze information and apply results to solve problems in different situations. Aesthetic appreciation and creative expression Through Arts Education, children appreciate, respond to, participate in and explore creative performance and expression. B. Learners who are capable of sustaining their chances in the world of work Although in the Primary years children are far-removed from the world of work, the foundation skills and attitudes for employability are to be nurtured from an early age. Such skills and attitudes develop through: The ability to communicate effectively and confidently Communication skills in verbal, non-verbal, written, visual, physical, technical and emotional/expressive fields are to be developed to prepare children to respond and interact with situations as they occur. Competence in using new information and communication technologies Emphasis is given to the acquisition of basic ICT skills including issues related to safety and use. Digital Literacy encourages learners to discover and use digital data sources, create digital multimedia presentations and use collaborative authoring tools. Learners are able to program devices to respond to input using a simplified iconic interface. They are also able Section 2: The Primary Years 32 Consultation Document 3: The Three Cycles to send emails and attachments, use VOIP and video-conferencing, and chat to collaborate with others. They will learn and practice netiquette and online safety measures. The ability to train, re-train and develop new skills Appropriate learning and teaching strategies enable children to be receptive to their own strengths and limitations providing them with an ability to improve and adapt intelligently to changing realities and contexts. Economic stability and independence Children learn to take initiative and to become independent thinkers and participants in team-work. Their initial understanding of the value of co-operative and collaborative work is further strengthened at the primary level. Through their experiences, children become aware of the vital contribution of each member in society towards the good of the community. Learning to be flexible, tenacious and resilient, paves the way for responsible citizenship. Innovation and entrepreneurship Children value the processes that lead to creating and implementing new ideas. Through risk-taking, planning, perseverance and the use of their imagination, children understand and develop the ability to think, create and value new products that help them and others adapt to changes in society. Attaining self-belief and the ability to be useful and productive for one’s self, one’s group of friends, class and school inculcate the right attitudes necessary for the eventual contribution towards the common good. The ability to readily embrace mobility and exchange School exchanges with students from other colleges, sectors, towns, countries allow for and encourage mobility. Such activities prepare children for the social, cultural, and economic changes that they will experience during their lifetime. Multilingualism and awareness of different cultures and lifestyles broaden children’s understanding and appreciation of diversity. A systems view of reality that facilitates their engagement in the promo- tion of sustainable development From a young age, children can appreciate and value empathy and with appropriate support develop curiosity, enthusiasm and good judgment. With the aid of inquiry-based learning, children learn to understand that all actions may have long-lasting effects on communities and societies. Be actively involved in sustainable development issues Responsible citizenship results in active citizenship. Children build a sense of community through the inculcation of value and belief systems most prevalent in their school and home. Through their experiences, including those of a cross-curricular nature, children become aware of a range of plausible solutions and take action to improve their immediate environment. They also become aware of national and regional issues and develop informed opinions about them. 33 C. Learners who are engaged citizens in constantly changing local, regional and global realities These learners need to: Respect diversity and value difference Children discover similarities and differences around them through their engagement with different cultures and languages. In this way they begin to understand and value diversity. Respect and promote Maltese culture and heritage Children at the primary level ought to experience their cultural and national heritage and wealth. Through visits, exhibitions and other first-hand opportunities children study and explore their country’s past and present. Inquiry-based learning, the viewing of artefacts in situ as well as the study of documents and texts enable pupils to form a solid understanding of who they are and where they come from. Children can actively engage in projects that assist in the conservation of their regional and national heritage. Other experiences include participation in e-twinning and Comenius projects among schools locally and internationally. Develop intercultural competence and appreciate their heritage within the Mediterranean, European and global contexts Children strengthen their ability to appreciate social, cultural, national and geographical realities by learning historical and geographical knowledge and developing attitudes and skills which promote intercultural understanding. The Mediterranean and European dimensions are of particular interest for children at this level. Participation in e-twinning and Comenius projects among schools at local and at international levels facilitate intercultural experiences. Work towards strengthening social cohesion and ensuring social justice Appreciating diversity and difference, whilst concentrating upon similarities, promotes tolerance and the ability to recognize ways in which a community can work towards a more socially-cohesive society. At a class, year and school level, children engage in collaborative learning strategies that promote practices which are socially-inclusive. Uphold social justice and democratic principles Children learn about social justice and democracy with an understanding of one’s rights and responsibilities as they actively engage in discussions, debates and governance practices. Cross-curricular links are also advocated for the development and achievement of this crucial objective. Learning Areas The learning areas have been set out in a way which ensures that a broad-based, and well- balanced curriculum is formulated in order to address and achieve the aims outlined above. The educational activities organized at the primary level develop the important dispositions of active thinkers and learners: “cooperation, concentration, courage, curiosity, direction, empathy, flexibility, good judgement, humility, imagination, independence, perseverance, an open mind, precision, reflectiveness, responsibility, risk-taking and self-discipline” Simister (2007, p. 23). Effective pedagogies are included in the development of the learning areas below. Section 2: The Primary Years 34 Consultation Document 3: The Three Cycles Languages Languages encourage children to develop: • listening, speaking, reading, writing, and presenting skills; • abilities to organize thoughts, ideas, feelings, and knowledge; communicate with others and respond to how others communicate; • as competent users of both Maltese and English, who are able to appreciate and enjoy the literary heritage of both languages; intellectual skills which allow learners to explore and effectively use questioning, information, critical thinking, decision-making and memory; and an awareness of foreign languages with the aim of becoming open to other languages and cultures with a positive disposition towards mobility and new experiences. Whilst Maltese and English are core languages of the learning area, a language awareness course is being proposed in the later years of the Primary Cycle. A school-based decision as to which foreign language/s should be introduced is being advocated 9. Speaking, listening, responding to various texts (written, visual, oral and aural) and communication skills are given importance through a wide range of authentic experiences drawing upon various resources including situations and events, printed materials, literary texts and digital technologies. For English and Maltese, assessment is carried out in the four language skills (listening, speaking, reading and writing) taking into consideration the wide range of levels of achievement. At the end of the Primary Cycle, the four skills in English and Maltese will be assessed in the national end-of-primary benchmark from 2011, as stipulated in the Grima, Grech, Mallia, Mizzi, Vassallo & Ventura (2007) transition report. Mathematics The learning that takes place within the area of Mathematics allows children to develop: • essential numeracy skills which support them in daily life; • key numeric competences that include the understanding of concepts, principles, and applications; • creative approaches in the four strands, namely, use of number, measurement, space and shapes and data handling; and 9 The Common European Framework (Council of Europe 2001) promoted the need for multilingual capa- bility. Although the imposition of learning too many languages needs to be safeguarded against, children must be given the opportunity to be introduced to at least one other language (L3) in an informal manner during the later years of the Primary Cycle. The current trends in language learning at this level recommend an approach that is dialogic and interactive, wherein pupils are exposed to the language and the culture through carefully selected language activities. 35 • logical thought and engagement with investigative processes that lead to solutions. Mathematics is a core learning area in the Primary years. All children need to experience primary mathematics as a rewarding and enjoyable experience. This can best be achieved by using a combination of different teaching styles and through differentiated teaching taking into consideration different learning styles. In addition to continuous assessment in each of the four strands and end-of-year examinations in the later years of the Primary Cycle, assessment in Mathematics at the end of the Primary years will also be examined in the national end-of-primary benchmark. Science In the Primary years the purpose should be to create awareness and develop a sense of wonder about the world while introducing simple scientific concepts and vocabulary. Science programmes in the Primary years encourage children to: • develop an inquiry-based approach to finding out facts by observing, exploring and investigating their environment; • communicate their findings orally, pictorially and in writing; and • learn how science works, and how information has been discovered through biological, chemical, physical and environmental contexts. Science is a core learning area in the Primary years10. Science can be learnt through play and other enjoyable hands-on activities, with an emphasis on observation and communication of experiences rather than explanations that require abstract ideas. Children can be encouraged to engage with science through simple investigations which allow them to question; to use multimedia and locate appropriate information; and to use storytelling and drama to link science to daily living and the local environment in which they live. Assessment of student success should take place alongside learning and involve situated problem- solving activities. It should be formative in nature and based not only on individual achievement but include group and self-assessment. This encourages the learners to develop a sense of themselves as “young scientists” within their class community. Learning outcomes can be captured and reported through various forms of recording such as investigations, learning logbooks and portfolios. The assessment should be a narrative account or “learning story” which documents the skills and processes of science as they are experienced by the learner. Religious Education The school is committed to the holistic formation of children. In this respect, Religious Education, which in the Maltese context is understood as Catholic Religious Education 10 A Vision for Science Education has been developed and is being presented concurrently with this document. Section 2: The Primary Years 36 Consultation Document 3: The Three Cycles (CRE)11, contributes by helping children to: develop their own identity and better understand their cultural identity. It is important that the RE programme is sensitive to the diverse ways in which human beings throughout history have given expression to the spiritual dimension of humanity; nurture and enhance a sense of spiritual self. Through CRE pupils may explore and experience God’s love, principally through the person of Jesus Christ but also through creation and life in the community. Learners can express and better understand the fundamental questions which have always been asked by humanity. The spiritual dimension of the self should be supported by promoting values that include justice, personal responsibility, respect, reflection and active engagement in moral issues; and begin to critically question society and find their place in it. CRE seeks to educate learners regarding the dignity of the human being and the responsibility of each individual towards others for the building of a better society and a better world. Religious Education is a core learning area in the curriculum. Learning in Religious Education challenges children to move beyond knowledge. It should be a process of self-discovery, a discovery of their own uniqueness, in the context of a community that is rich in experiences. Thus classroom practices encourage exploration, investigation and meaning-making. The use of multimedia resources, stories, creative arts, discussions and hand-on activities are to be used to stimulate and encourage meaning- making. Assessment should be mainly formative rather than summative. Assessment is to be integrated with the whole process of learning to make sure that children have achieved what they are entitled to according to the identified learning outcomes. Teachers are encouraged to use various tasks, including practical projects, comprehension, discussion and presentations, to assess and evaluate different levels of the cognitive and affective domains of learning. The parents of learners have the right to decide that their child does not follow CRE. For such students, the NCF recommends an Ethics Education programme drawn up by the Education Authorities. Delivery of such a programme depends on logistical considerations. Citizenship Education Citizenship Education allows children to discover and learn more about their historical, social, geographical, economic, political and environmental contexts and realities. It prepares children to be active and responsible citizens. Citizenship Education includes History, Geography, Social Studies, Environmental Education and aspects from Personal, Social and Health Education and Home Economics12. This area also allows for the introduction of entrepreneurship. 11 Catholic Religious Education is the responsibility of the Religious Education Office of the Maltese Episcopal Conference. 12 Citizenship Education also includes elements of Personal, Social & Health Education which overlaps with Health Education. 37 Citizenship Education encourages children to: • begin to understand the interrelationships between people, their cultures, contexts and land use; • explore and investigate their immediate past and present, thus beginning to under- stand the importance of collecting evidence; • develop observation and recording skills; • collate, examine and test data in an attempt to draw simple conclusions from it; • develop the basic concepts of chronology, empathy, cause and effect, change and con- tinuity; • engage in the study of geographical, environmental and social concepts; and • employ responsible citizenship skills that explore their responsibility towards their en- vironment and their world and the impact of enterprise and industry on their life and their world. Through investigative and fact-finding experiences, using a thematic approach, the learners’ understanding of how their community and country function will deepen. Observation, fieldwork and recording skills will be developed and used extensively. Assessment for learning procedures will be employed in Citizenship Education programmes. Technology Education Technology Education includes two distinct areas namely Design and Technology and Digital Literacy. In Design and Technology learners combine practical and technological skills with creative thinking to produce useful products. In digital literacy children learn how to use digital information and communication technologies. Design and Technology encourages learners to: • generate, develop and communicate ideas for products that are needed; • learn to plan what to do next; • select tools, techniques, and materials; • explore the sensory qualities of materials; • measure, mark out, cut, shape and combine materials and components; • learn about safe procedures; and • critically examine what they are doing and try to improve it. Section 2: The Primary Years 38 Consultation Document 3: The Three Cycles Digital Literacy encourages learners to: • discover and use digital data sources; • create digital multimedia presentations; • use collaborative authoring tools; • program devices to respond to input using a simplified iconic interface; • send emails and attachments, use VOIP, video-conferencing, and chat to collaborate with others; and learn and practice netiquette and online safety measures. Assessment for Design and Technology and Digital Literacy is ongoing, often feedback is immediate as materials, tools, products and programmes respond to what the children are doing. Assessment is mostly formative and a record of tasks/portfolio made can be kept. If need be, children can be given a sample of appropriate tasks to perform at the end of a particular year or level. Arts Education Arts Education provides experiences that encourage children to appreciate, respond to and actively engage in creative and imaginative expression, thus supporting the development of one’s personality. Children learn to explore and appreciate feelings, communicate them through different media, and develop their personal aesthetic dimension. This learning area incorporates music, visual and performing arts. Arts Education encourages learners to: • enjoy being creative and imaginative by being engaged in various art forms; • acquire skills necessary for creative expression through: • communicative and theatrical skills in drama and dance; • musical ability, appreciation and expression in music; and • the appreciation and construction of visual imagery, responding to the feelings they evoke, and making artefacts during art. • develop important skills, both those specific to the Arts and those which are transferable; • begin to appreciate the Arts within the local and in international cultural settings; • begin to develop an understanding of the creative process and the development of aesthetic standards and values; and • experience enjoyment and contribute to other people’s enjoyment through creative and expressive performance and presentation. 39 A thematic and integrated approach will draw all the above concepts and skills into various relevant learning experiences. Assessment procedures include the recording and reporting of expressive and performing skills in the various art forms. Health Education Health Education deals with two aspects: Physical Education and Sports: During the Primary years, children experience a varied programme that caters for their physical development needs. This programme includes learning and developing physical skills and agility through experiences incorporating indoor and outdoor games, athletics, gymnastics, rhythmic movement and dance. Physical Education and Sports encourages learners to: • actively and enthusiastically participate in activities to develop important physical skills in an enjoyable way; • learn the skills and rules of collaborative play, sportsmanship, leadership and competiti- veness; • participate in teamwork and develop team spirit; • begin to appreciate the importance of a healthy body and physical well-being; and • become aware of and appreciate the changes that take place physically as they grow. Personal, Social and Health Education: Personal, social and health education focuses on children’s self-discovery with special emphasis on relationships and understanding of the self. It is enriched by aspects of Home Economics such as the study of basic nutritional facts, skills and attitudes. It lays the vital foundation for dispositions necessary for lifelong learning. Personal, Social and Health Education encourages children to: • experience activities that encourage social interaction, promote self-awareness, reflec- tive behaviour, decision-making processes and consequential thinking to develop the necessary skills of emotional and social intelligence; • begin to become aware of the importance of a healthy mind and body; • understand the importance of nutrition and eating in a healthy way; • discover their strengths and weaknesses; • learn to understand and manage both positive and negative feelings; and • develop the important dispositions of active thinkers and learners especially during key transitions. Section 2: The Primary Years 40 Consultation Document 3: The Three Cycles Activities and experiences in Health Education are thematic in nature, promote collaborative learning and facilitate self-awareness. Assessment procedures will ensure that the children’s development in this area of learning is suitably recorded and used to inform further teaching and learning strategies. Leadership of key practitioners The NCF encourages a leadership model that promotes distributed forms of leadership. In such a context, school leaders within the senior management team (SMT) play both a visionary and strategic role. They also need to focus on developing a collaborative culture which draws upon the full range of professional skills and expertise to be found among the members of the organisation. Varied opportunities need to be created and supported within the college network system and in other sectors to invite SMTs and other educators to engage in critical discourse, to address curricular matters and improve the quality of learning and teaching. Keeping abreast with the times and seeking training plays a major role in being skilled in areas which have a direct impact on the students’ achievement and holistic education. Educators and practitioners in particular need to share a reflective approach towards teaching and learning with the sole aim of motivating the pupils through diverse pedagogies which are in line with today’s educational needs. In effective schools, the staff thinks through together what constitutes purposeful teaching and learning in their particular context, based on a set of core values and beliefs. They continue to reflect on how they can improve their practice, involving all stakeholders in the debate. The latter’s input is essential in order to create a solid school-home link which is imperative for a relevant and rewarding school experience for the pupils. Practitioners as well as the senior management teams are aware that their central purpose focuses on pupil learning and holistic development as they engage in collaborative activity to ensure this. In line with this philosophy of continuous training through reflective teaching and learning the NCF recommends that within a learning community, staff improvement continues through on-going professional development that values and promotes mentoring practices. Primary school leaders and teachers in their different roles need to be: • learner-centred and learning-centred; • pedagogically strong within a context of diversity; • effective communicators; • strong believers that schools are learning communities; • leaders of change who immerse themselves in research in a bid to be proactive and effective; • capable of making curricular and pedagogical choices which promote high quality tea- ching and learning; 41 • capable of addressing opportunities and challenges as they arise; • resourceful in supporting and ensuring the sustainability of initiatives; and • curriculum managers. Implementing the NCF in the Primary Years This section focuses on the practical implementation of the NCF in the Primary years. It includes proposals for: • the school timetable; • criteria underlying the allocation of time for the learning areas into timetabled lessons, and assessment. • Effective pedagogies have been included earlier in the development of the respective learning areas. The school timetable A distinction should be made between the school timetable proposed for the Early Years and that proposed for the last four years of the Primary Cycle. The range of activities in the first two years of the Primary Cycle (Years 1 and 2) should be similar to that which is provided in the Early Years. A topic/thematic-based approach is recommended for the first two years in primary: such an approach enriches the development of each learning area. Science, Religious Education, Citizenship Education, Arts Education and Health Education as learning areas all support the development of oracy, literacy, numeracy and digital literacy skills. Although an indication of how the school day may be distributed for primary schools is being proposed, no fixed recommendation for the Year 1 and Year 2 children is being made. Suggestions for timetables and time distribution in Year 3 to Year 6 are provided below. Criteria underlying the allocation of time for the learning areas: • It is being assumed that on average, in a school year there are approximately 800 te- aching/learning hours. This figure does not include examination time, break-times or assembly time. • Lessons may vary in duration allowing for flexible timings which are child-friendly. In general lesson time varies between 30 and 60 minutes. • Physical/Sport activities are allotted an average of 30 minutes a day during the time al- lotted to Health Education. In addition schools are encouraged to organise sports activi- ties during mid-day break. After-school activities at school/college level, in collaboration with the wider community and the Kunsill Malti g˙all-Isport are also to be promoted. • The recommended distributions (learning area weighting) allows for a well-balanced Section 2: The Primary Years 42 Consultation Document 3: The Three Cycles programme of activities which permits sufficient time for the different learning areas. • Schools are to ensure that 1.5 hours per week are spent on teacher planning sessions at school. • In line with the flexibility which the NCF is proposing, one of the time-table options sets aside one hour per week (approximately 32 hours per year) for Heads and Schools to decide how this time is to be spent. In Model C shown below, this time is designated as School-Based Choice. With younger children, where there is no foreign language awa- reness programme (L3), the school has an added degree of flexibility. It is hoped that flexibility in the timetable will increase over time. Time allocated to learning areas Table 2 presents three models indicating the weekly distribution of time for Year 5 and/ or Year 6 classes depending on when the Foreign Language awareness programme is introduced. Table 3 presents an example of what the annual distribution of time for a Year 6 class would be on the basis of each of the above models. This gives an indication of the approximate time available for each learning area and therefore needs to be taken into consideration when syllabi for the learning areas and subjects are being developed. Appendix I incorporates model timetables according to the suggested distribution of learning time shown in Tables 2 and 3. "!"                         %-5. /&315/&31 050 /&315/&31 / ,&1, ,&1, ,&31    /&31 1 0&1  . -&1 -&1 " ,&31 ,&31 ,&31   .&1 .&1 .&1 #  .&.1 -&1 -&1   .&.1 -&1 -&1    /&1 /&31 /&1 '  ' ' -     "$ "$ "$ '  ' "   - " -&.1 .&1 (-&1) -&.1 -&.1 .&1 (-&1) -&.1 -&.1 .&1 (-&1) -&.1   #! #! #!  #       " (/.!)                   -5. -.,5-., -.45-.4 -.,5-., / -2 -2 .0    -., -2, -00  20 04 04 " .0 .0 .0   4, 4, 4, #  3. 04 04   3. 04 04    --. -., --. '  ' ' /. -  "     -&1 $      ! $ (    )  "  & 43 Assessment In the first two years of the Primary Cycle, the functions of assessment are identical to those promoted in early childhood. Valid and reliable assessment methods are necessary to support learning, analyse each child’s performance, reflect on practice, plan for further learning of individuals and groups of pupils, and allow for consistent recording and reporting on each child’s overall performance. Everyday interactions between teachers and pupils in oral and written work and other activities, and interactions among the pupils themselves provide valuable information about each child’s strengths and needs. Assessment accumulated over the year takes into account the children’s overall progress and development against a learning outcomes framework. This information helps the teacher obtain a better understanding of the children’s needs and plan appropriately. This information can also be shared with colleagues and parents. This assessment is also important for school administrators as it provides information about the school’s achievement in helping pupils reach the national levels of achievement. For children experiencing learning difficulties in the core areas, namely, literacy, numeracy and digital literacy, the NCF considers the checklists developed for Years 1, 2 and 3 as part of the National Core Competences Policy and Strategy (2009) as useful diagnostic tools for ensuring the necessary support throughout the Primary years. From Years 3 to 6 the NCF recommends school-based assessment, incorporating the assessment of oral/aural skills in Maltese and English. The assessment process provides parents, teachers and the school administration with an overview of each child’s development in terms of levels of achievement. From Year 4 the process becomes more formalised with the introduction of examinations in conjunction with other forms of assessment. The combination of approaches should help parents, teachers and school management to obtain a clearer picture of the development of knowledge, skills and attitudes of individual pupils in the different learning areas. "!"                         %-5. /&315/&31 050 /&315/&31 / ,&1, ,&1, ,&31    /&31 1 0&1  . -&1 -&1 " ,&31 ,&31 ,&31   .&1 .&1 .&1 #  .&.1 -&1 -&1   .&.1 -&1 -&1    /&1 /&31 /&1 '  ' ' -     "$ "$ "$ '  ' "   - " -&.1 .&1 (-&1) -&.1 -&.1 .&1 (-&1) -&.1 -&.1 .&1 (-&1) -&.1   #! #! #!  #       " (/.!)                   -5. -.,5-., -.45-.4 -.,5-., / -2 -2 .0    -., -2, -00  20 04 04 " .0 .0 .0   4, 4, 4, #  3. 04 04   3. 04 04    --. -., --. '  ' ' /. -  "     -&1 $      ! $ (    )  "  & Section 2: The Primary Years 44 Consultation Document 3: The Three Cycles The moderation of school-based assessment and marking of examinations will ensure consistency in the application of assessment criteria across schools and colleges. Moderation may consist of vetting of the school/college based examination papers, which will take place prior to the administration of the examination, followed by moderation of marking at school, college and central levels as is already the practice. At the end of Year 6, a national end-of-primary benchmark in Mathematics, Maltese and English will be set and marked centrally to provide national benchmarks. Whilst these examinations are compulsory for children attending State schools, schools in the Church and Independent sectors may also participate. The examination will be used to record the achievement of pupils at the end of the Primary years and provide important information to receiving secondary schools about the learning of individual pupils. As recommended in the Transition report (2007) 14, a more accurate picture of levels of achievement in particular areas of the curriculum at the national level is obtained by means of a system of external monitoring of a sample of subjects in a representative sample of schools over a cycle of five years. Such monitoring has two purposes: assessing progress of learners’ general levels of achievement and the assessment of the curriculum itself with a view to recommending changes. Transitions Whilst in the first two years of the Primary Cycle, the curriculum builds upon the foundations laid during the Early Years, in the later years it links closely with the Secondary years to ensure a smooth transition. The primary years support a seamless curriculum which ensures that the learning areas and the pedagogies address the learners’ holistic development. In addition, assessment is reported in terms of levels of achievement thus informing secondary schools about individual students’ progress and achievements. 14 Grima et al., (2007) Transition from Primary to Secondary Schools in Malta – A Review. Ministry of Education, Culture and Sport. 45 Section 3 The Secondary Years (Years 7 – 11) 15 The transition from primary to secondary school should be smooth and offer progression in a way which supports children as they learn to take more responsibility. The secondary years are an important period for their personal development and learners should strive to have a strong platform for further and higher education. Career guidance education and services play a crucial role throughout this cycle in the achievement of this goal. In the later years of secondary education the relationship between the curriculum and certification becomes of key significance. By the end of secondary education, learners are entitled to an end of cycle certification which could include the Secondary School Certificate and Profile documenting their formal, informal, and non-formal learning, and the Secondary Education Certificate (SEC) examinations or alternatives, all of which are recognised by Malta Qualifications Council (MQC). This section includes: • purposes and general objectives; • aims for secondary education; • learning areas in the Secondary years; and • proposals for the implementation of the NCF in the Secondary years. Purposes and general objectives The Secondary Education Cycle is an important milestone in the educational journey of learners as it consolidates and builds upon the learning experiences of primary education and prepares learners for the wider challenges they will face beyond compulsory schooling. Education at this level should: • provide learners with a period of adjustment allowing them to familiarise themselves with the procedures of secondary education and an opportunity to address any unre- solved issues (re knowledge and skills) related to the Primary years; • expose learners to a wider perspective of knowledge and wisdom that goes beyond their experiences in the Primary years; • ensure that learners deepen their understanding and aptitude in specific learning areas; • equip learners with the required skills and competences necessary to adapt to a society characterised by change and to function successfully in their immediate community and beyond; 15 In line with the philosophy of a seamless curriculum, it is recommended that the primary and secondary cycles within compulsory education are referred to as Years 1 to 11. Section 3: The Secondary Years 46 Consultation Document 3: The Three Cycles • promote the development of the whole person by helping learners deal with growing up physically (issues related to health, puberty and sexuality), psychologically (issues related to mental development and health and management of stress), emotionally (issues related to positive and negative feelings); socially (issues related to interpersonal skills, peer pressure and conflict resolution) and spiritually (issues related to ethics and values); • provide learners with experiences, competences and understanding that prepare them for lifelong learning and empower them to make wise choices for their future; and • prepare learners for achieving qualifications and certification that are relevant for fur- ther learning and employment. Aims for Secondary Education The NCF aims at developing: A. Learners who are capable of successfully developing their full potential as lifelong learners This requires the development of: Personal and social skills Personal and social skills are developed at this level to ensure that students complete the five-year cycle equipped to handle an ever-changing social reality. The fundamental values of family, respect, inclusion, social justice, solidarity, democracy, commitment, care, love and responsibility are strengthened during the Secondary years of education. Moral and spiritual development The secondary school experience helps students to strengthen and enhance their moral and spiritual development. Through formal learning, individual, group or classroom experiences, through personal evaluation with the help of religious counsellors and teachers, students develop the various skills that lead to moral and spiritual growth including a more critical, mature and informed outlook on Christian beliefs and practices. Students should also accept, understand and carry out dialogue with those who profess a different faith. After passing through a period of doubt and questioning of values that normally occurs half-way during the Secondary years, corresponding to the physical and emotional changes undergone while teenagers are developing, students generally mature and acquire the moral and spiritual growth that will serve them when they leave the sheltered world of school. The NCF supports this development. Literacy, numeracy and digital literacies These skills are generally acquired at the primary level. At the secondary level these skills are further developed for all learners. Bilingualism and multilingualism Being multilingual implies being able to communicate in speech and in writing in at least three languages. In addition to the further development of Maltese and English, at the secondary level, students formally start learning a third language with the possibility of 47 opting to study a fourth language. The EU’s recommendation of learning one’s mother tongue in addition to two other languages has been a reality in our educational system for a long time and should be maintained. Science and technology competence Having scientific and technological competence implies an inquiry-based approach to learning. Students develop curiosity concerning natural phenomena leading them to question what they see and feel. During the Secondary years, students deepen their knowledge and understanding of scientific and technological processes. The aim is to prepare them for a society where science and technology have a leading role. Critical and innovative thinking During their Secondary years students develop the skill of exploring a particular issue from various perspectives and are able to assess the veracity of whether the source of information is truthful or not. Students are expected to be creative and innovative and experiment with alternative ways of problem-solving. Aesthetic appreciation and creative expression Aesthetic appreciation and creative expression is enhanced through the study of art, music, dance, drama and literature. Learning in the expressive arts provides opportunities to underpin and enrich learning in other curriculum areas. B. Learners who are capable of sustaining their chances in the world of work This requires: The ability to communicate effectively and confidently Learners are expected to develop an understanding of language and gain confidence in its use in a variety of contexts including the different learning areas and everyday life situations. Competence in using new information and communication technologies Learners strengthen the use of a variety of digital technologies to tap into and share information resources; to assess their reliability and critically analyse the information obtained. The use of these technologies helps learners develop informed opinions and attitudes that are reflected in the choices made and decisions taken. The ability to train, re-train and develop new skills Learners become capable of constructive self-evaluation and appreciate the need for lifelong learning within the context of a changing society; be capable of identifying and possibly anticipating emergent needs in society; identify organisations that offer training opportunities and be flexible in adapting to new technologies and ensuing skills. Economic stability and independence Learners need to know how to use personal, national and global resources in order to maximise their economic value, provide stability and autonomy. They need to develop a socially responsible economic ethic that prioritises measures which promote the common good. Section 3: The Secondary Years 48 Consultation Document 3: The Three Cycles Innovation and entrepreneurship Learners are equipped to anticipate, initiate and deal with change; develop organisational skills that lead towards individual and collaborative ventures; and develop and be proficient in the skills required for group dynamics, risk assessment and conflict resolution. The ability to readily embrace mobility and exchange Learners ought to be prepared to respond and be flexible to the emergent needs of the work force; be able to evaluate local and foreign resources required for personal development; be flexible to adapt plans to include travelling abroad to train and/or specialise in a particular field of expertise; appreciate the value of cross fertilization of ideas, methods, techniques and approaches; appreciate and be willing to share local expertise with other social contexts. A systems view of reality that facilitates their engagement in the promo- tion of sustainable development Through exposure to interdisciplinary themes, learners appreciate that reality is the sum effect of various component realities; develop skills to identify and acknowledge the complexities and interrelatedness of personal, social, cultural, religious, political, economic, technological and environmental concerns in any collective endeavour; be sensitive to the needs of other members of society, particularly the marginalised and disadvantaged individuals or groups; develop a realisation of the impact of personal decisions and actions at the local level on community and global levels and vice versa; approach problem solving by looking for links and promoting partnerships and synergies on the basis of dialogue, negotiation and conflict resolution to arrive at win-win situations. Active involvement in sustainable development issues Learners become committed towards the improvement of the quality of life at a personal, communal, national and global level; develop critical thinking and reflection skills to evaluate current policies/practices/lifestyles and suggest alternative sustainable behaviours; recognise the personal – not just the authorities’ – responsibility towards the adoption of sustainable development and develop into empowered citizens who are active participants in decision making. C. Learners who are engaged citizens in constantly changing local, regional and global realities They need to: Respect diversity and value difference This aim is primarily reached through the inclusive policy of schools. The inclusive school does not only cater for the student irrespective of gender, religion, race, ability and beliefs, but has set as one of its aims the promotion of the potential of each student through individualised attention and support. The school ethos and practices, especially at the Secondary years, transmit this value to all students. Besides being achieved specifically through particular learning areas, this aim is also developed through cross-curricular themes such as multicultural education and education for sustainable development. Respect and promote Maltese culture and heritage Different learning areas provide students with opportunities to experience our national culture and heritage to appreciate and strengthen their national identity. A good programme 49 of complementary curricular activities including cultural visits and projects would support formal class teaching in the achievement of this aim. Other lifelong education programmes, like e-twinning and Comenius, also contribute towards this aim. Expressive arts (art, music, dance and drama), combined with environmental studies, history, and geography, are to give particular importance to our national identity and to the understanding of Malta’s place in Europe and in the world. Pride of place is to be reserved for the acquisition and skilful use of the Maltese language. Develop intercultural competence and appreciate their heritage within the Mediterranean, European and global contexts Language education with an emphasis on the wider cultural context is one of the most appropriate tools to develop intercultural competence. Student mobility and twinning projects with European and foreign schools are to be encouraged and be part of every student experience. Work towards strengthening social cohesion and ensuring social justice The NCF links to other reforms in education that seek to promote equality of opportunity and access to a quality education. The emphasis on transition and early intervention is the foundation of a just educational system that strengthens Maltese society and individual students. Promoting respect for diversity and valuing difference will also build a stable and strong society. Voluntary work schemes, multicultural schools, a strong civic sense and non-discrimination in schools are the seedbed of social cohesion. With the common good in mind, students are taught how to dialogue and reach consensus, if necessary through mediation. Uphold social justice and democratic principles Citizenship Education, together with initiatives which embrace democratic practices in schools, is one way through which to achieve this aim. The inclusive approach will by itself promote social justice to all. The school administration should give commensurate space to the initiatives taken and co-ordinated by the Student Council, and should consult the Student Council on matters directly affecting the student population. Learning Areas Learning areas introduced in the Primary years are reinforced and extended in the Secondary years. In addition, a number of optional subjects are introduced in Year 7 and Year 9. The subsequent sections present a consideration of how each learning area could be developed in the Secondary years. Languages Given the political, geographical and historical context of the Maltese Islands and the EU’s emphasis on language learning, multilingualism assumes a greater importance. The teaching and learning of the mother tongue (generally Maltese) at secondary level strengthens the learners’ sense of identity and conceptual development. The teaching and learning of the second language (generally English, which is one of the two official languages in Malta) at secondary level, reinforces the acquisition of an Section 3: The Secondary Years 50 Consultation Document 3: The Three Cycles important international language of communication. The teaching and learning of foreign languages at secondary level provides for the acquisition of further communication tools that are useful to appreciate cultural diversity and to facilitate interaction within the European and international contexts. The learning of Maltese, English, and foreign languages enable learners to: • develop a strong foundation of language skills; • widen personal, social and cultural understanding; • enhance cognitive and affective development; • develop an awareness and understanding of the culture/s of the people who speak the target language and respect cultural diversity; • prepare themselves for the world of work and further education in Malta and abroad; • develop an awareness of the nature of language and language learning; • improve learning skills of a more general application including analysis, drawing of in- ferences, self-evaluation, pursuit of knowledge and memorisation; • master linguistic competence for different purposes and in different contexts; and • acquire and develop communicative competence. In addition to the compulsory languages (Maltese and English), learners choose one foreign language in the first year and continue to study this throughout the Secondary years. There could also be the possibility for learners to choose a second foreign language in the later years of the Secondary Cycle. Learning and teaching of languages encompasses a variety of pedagogical methodologies that provide opportunities for learners to use a range of resources, including the use of Drama and ICT, for accessing and communicating information in the target language. Such an eclectic approach: • ensures that languages are learned in an enjoyable manner; • provides the ideal conditions that are conducive to effective learning and teaching; and • is reflective and learner-centred. At all levels of the Secondary years, assessment is carried out in the four language skills (listening, speaking, reading and writing) taking into consideration the wide range of levels of achievement. 51 Mathematics Mathematics provides students with the opportunity to deepen mathematical knowledge and reasoning, to come more formally in contact with the abstract and logical reasoning embedded within the subject, and also to better appreciate and apply the communication possibilities that the mathematics medium offers, such as through mathematical modelling. The idea is to consolidate previous achievements while facilitating further growth that serves the needs and interests of each student. The core secondary mathematics experience should strive to achieve two main targets: The applications of mathematics as tangible realities in daily life. All students should achieve a basic level of mathematical competence that will allow them to function as autonomous citizens. This independence translates to a better quality of life at both individual and community levels. With the great majority of students expected to continue further education, the secondary mathematics experience assumes the responsibility of preparing and motivating students for further studies both in the subject itself as well as in other subjects. It should be a preparation that paves the way to a variety of levels of mathematics that relate to both academic and vocational routes. Learners are assessed on numerical, algebraic, spatial and data-handling skills as well as the application of mathematical knowledge, skills and understanding to solve problems in real life situations. This is applicable to all levels of achievement. Science The teaching of science ought to develop scientific thinking and an understanding of higher order concepts, principles and theories in a holistic manner. Ethical, economic, social and moral issues contribute to a deeper understanding of science and its links to everyday life. This dimension should help students to integrate knowledge from different learning areas and understand that science does not have a solution to all problem situations. All students in Years 7 and 8 2 will study Core Science. In Years 9, 10 and 11, students who do not wish to specialise in Science continue with Core Science leading to a SEC examination. Students who wish to specialise in Science can opt for two or three of the following: Life Sciences, Physical Sciences and Materials Science leading to a SEC examination in each of these options. Learning should include: • opportunities for individual and group activities; • engagement with science through investigations; • use of multimedia resources, and use of secondary resources such as science magazines and newspaper articles; • explorations by planning, setting up and carrying out experiments in order to solve questions and problems taking into consideration health and safety issues; Section 3: The Secondary Years 52 Consultation Document 3: The Three Cycles • observations of phenomena to explain concepts, principles and theories and recogni- tion that principles and theories were developed within a historical context; and • an ability to elaborate on explanations using appropriate scientific language and tech- niques such as tables, charts and mathematical methods. In addition to more formal summative assessment, learning outcomes can be captured and recorded through various forms such as investigations and problem solving activities, learning logbooks and portfolios. Religious Education In Malta the teaching of religion in schools is seen as an important element in the integral formation of the person. Catholic Religious Education16 throws light on the basic questions about one’s relationship with God, the meaning of life, on issues of an ethical nature, on one’s personal identity and on the different dimensions of dialogue and social cohesion in a society that is becoming pluralistic. Deeper knowledge of the different religious traditions should provide a valid contribution to the social and civic formation of students. Religious Education contributes to the holistic development of students by providing the language and the skills to access and express their religious and spiritual dimensions and may challenge them to question the reasonableness of a faith journey in today’s social and cultural context. Learning in Religious Education occurs in full respect of the uniqueness of every learner: • Religious Education adapts to the requirements of every individual student since this is the only way the wonderful diversity God created in humanity is respected. • Respect for the person requires a methodology that is truly relational and that is guided by the belief that students learn most if learning is situated in the context of concrete experiences within a community. • The pedagogy of Religious Education at this level should mainly be inspired by so- cial constructivism and by an adaptive approach to learning and teaching. Preference should be given to an anthropological approach where human experience is considered central and where pupils are encouraged to correlate their experiences with those of other believers in different periods and contexts. Religious Education makes use of a wide variety of techniques and media in order to help students become aware and engaged with the religious and spiritual basis of moral life. Teachers are encouraged to use various tasks, such as comprehension, discussion, essay writing, and concept mapping, to assess and evaluate all levels of the cognitive and affective domains of learning. Students should learn how to make effective self assessment. 16 Catholic Religious Education is the responsibility of the Religious Education Office of the Maltese Episcopal Conference. 53 The parents of students have the right to decide that their child does not follow Catholic Religious Education. For such students, the NCF recommends an Ethics Education programme drawn up by the Education Authorities. Delivery of such a programme depends on logistical considerations. Citizenship Education The NCF is proposing a core learning area that provides for a broadly integrated approach to Citizenship Education, bringing together the subject areas of Social Studies, History, Geography, Environmental Studies and aspects from Personal, Social and Health Education and Home Economics. Citizenship Education can be reinforced by the active participation of students in class, on students’ councils, through curricular activities and initiatives that take place within the local community and through national and international projects and other activities that develop entrepreneurial skills. This learning area should encourage students to: • discover and learn more about themselves; • develop interaction skills, empathy and respect; and • learn about social, historical, geographical, economic, political and environmental con- texts and realities as well as their implications. While Citizenship Education is a core learning area throughout the Secondary years, in the later years, students are also given the opportunity to take History, Geography, Social Studies, Environmental Studies, and European Studies as optional subjects. Citizenship education as a learning area promotes an interactive, participative approach with room for classroom discussion and debate supported by project and inquiry work, fieldwork, visits and other curricular activities. Assessment in Citizenship Education considers the attainment of the learning outcomes pertinent to the different subject areas. Non-formal learning in Citizenship Education will be recorded through the Secondary School Certificate and Profile. Technology Education Technology education provides learners with relevant knowledge, skills and understanding to become technologically and digitally fluent. The learning area of Technology Education includes Design & Technology (D&T) and Digital Literacy. As a core learning area, D&T will be offered through a modular approach. In addition to a specific time on the time-table, experiences of Digital Literacy ought to be made available through the other learning areas across the curriculum. In the later years, students are given the opportunity to take Design and Technology and Computing as optional subjects. In view of the recommendations being made by a separate subject review committee 17, 17 The subject review committee was appointed by the DQSE to review the current implementation, propose amendments and make recommendations for the teaching of Design & Technology. Section 3: The Secondary Years 54 Consultation Document 3: The Three Cycles it is proposed that Design and Technology will include Resistant Materials, Electronics and Graphic Products. All areas carry common learning outcomes that help the students acquire the knowledge and skills of Design and Technology, through design, make, evaluation and communication. In addition, D&T provides learners with opportunities to focus on Health & Safety and Environmental issues. Digital Literacy introduces students to knowledge, concepts and skills relating to the organisation, manipulation and querying of data using digital technologies; communication and presentation of information using digital technologies; automating digital processes; and social and ethical dimensions of digital technologies. Assessment of D&T will include theory and design-based practical dimensions whilst assessment of Digital Literacy will include the practical use of ICT across the curriculum and an assessment of basic ICT skills. Arts Education Arts Education as a learning area provides learners with opportunities to be creative and imaginative, to experience inspiration and enjoyment, and to develop skills in the visual and performing arts. Participation enables learners to experience and enjoy the energy and excitement of making images and forms, performing and presenting for different audiences and of being part of an audience for others. Arts Education is taught through a modular approach throughout the Secondary years. Art is also offered as an optional subject for the senior cycle of the Secondary years. Colleges and schools may also offer other forms of creative arts as options depending on operational parameters. Activities in the Arts involve creating and presenting, and are practical and experiential, challenging and inspirational. Assessment in this area is on-going and includes the recording and reporting of expressive and performing skills in the various art forms. Appreciation and evaluation are integral to the creative processes and are linked to developing creative skills, knowledge and understanding and enhancing enjoyment. Health Education At secondary level, Health Education, includes Physical Education and Sport (PE), Home Economics (HE), and Personal, Social and Health Education (PSHE). This learning area promotes enjoyment through engagement in physical activity that inculcates a healthy lifestyle as well as a positive disposition towards oneself, others and life. Commitment to social communities and environmental issues also forms part of the students’ development at this level. All components of Health Education are core areas. Whilst Physical Education and Sport, and Personal, Social and Health Education are assigned weekly time-tabled sessions throughout the Secondary years, Home Economics is time-tabled differently. In the junior Secondary years, Home Economics alternates with D&T whilst in the senior Secondary years, Home Economics alternates with D&T and Arts Education. Additionally in the senior Secondary years students can also choose Home Economics and PE as options. In addition to the promotion of a healthy lifestyle, the different subjects that fall within this learning area also provide for the acquisition of higher-order skills such as analysis, synthesis 55 and evaluation skills through discussions, problem-solving activities, debates, and practical and investigative tasks. Assessment focuses on formative and summative approaches and includes goal setting, peer reviews and self-evaluation techniques. Option Subjects in the Senior Secondary Years In drawing up the NCF, consideration was given to the elimination of options in the senior Secondary years, or at least a postponement of the selection of options currently chosen at the end of Year 8. However, this consideration implies a complete redesign of the SEC examination syllabi and entry into post-secondary and tertiary institutions. At this point in time, this was not deemed feasible. The secondary curriculum that is being proposed in this document is based on the 2+3 model, in which the first two years of secondary schooling have a curriculum that is practically common to all, and options are then taken for Years 9, 10 and 11. Schools in the non-State sector are free to consider other alternatives. At the end of Primary years, students opt for a foreign language which may include: Arabic, French, German, Italian, Russian and Spanish, according to availability. Schools may consider the inclusion of other languages should this be sustainable and educationally viable. On the other hand, schools may design programmes for students who are still experiencing difficulties in the core languages. At the end of Year 8, students generally opt for two additional subjects. The choice of subjects depends on issues such as human resource capacity; number of students choosing a particular subject; physical resources and timetabling constraints. In cases of students who are facing difficulties with the core curriculum, schools can advise students to choose one rather than two optional subjects and have the flexibility to devise an appropriate learning programme for them in lieu of the second optional subject. The NCF proposes that schools offer a range of subjects from amongst the following list, but the inclusion of other subjects is to be encouraged, should this be sustainable and educationally viable. • Accounts • Art • Business Studies • Computing • Design and Technology • Drama • Economics • English Literature • Environmental Studies • European Studies ͻ 'ƌĂƉŚŝĐĂůŽŵŵƵŶŝĐĂƟŽŶ • History • Home Economics • Foreign Languages: Arabic / French / German/ Italian / Russian / Spanish • Life Sciences • Materials Science • Music • Physical Education • Physical Sciences • Textiles Studies • Vocational subjects: (initially) Engineering / Hospitality / IT Practitioner / Health and Social Care (see below) Section 3: The Secondary Years 56 Consultation Document 3: The Three Cycles Vocational Education and Training (VET) The NCF proposes a wider spectrum of educational opportunities to cater for the interests and aptitudes of all students in compulsory education. In order to address these interests, the NCF aims at introducing vocational subjects as options in Year 9. The vocational option envisages the adoption of innovative learning/teaching strategies assessed in an ongoing manner, predominantly through coursework. These work-related subjects include underpinning skills and knowledge as well as practical competence. Key characteristics of the VET subjects include: • a work-related rather than work-based orientation; • a practical-based learning pedagogy as opposed to traditional transmission-based pe- dagogy used largely in academic teaching; • a design to encourage the development of vocational skills and competences; • clear progression routes to MCAST and ITS courses, and to public and private providers; • certification in these subjects which is recognized locally and internationally; and • quality assurance procedures based on internal and external verification. Four vocational subject areas - Engineering, Hospitality, IT Practitioner, and Health and Social Care - are going to be piloted in a number of State and non-State schools from September 2011. By 2013, the implementation of VET is expected to be extended nationally. Leadership of key practitioners Within a NCF which is proposing important changes in curriculum provisions, the leadership role of key practitioners assumes great significance. Educational leaders and teachers in their different roles need to: • re-examine their perceptions about students’ entitlement within an inclusive framework; • create a vision and inspire others to join in working towards achieving it; • set clear expectations and realistic goals; • work collaboratively and collegially with other practitioners; • put in place school development planning and review processes; • demonstrate commitment and resilience to implement meaningful change; • provide for on-going professional development of staff; • provide for the necessary resources and support and ensure the sustainability of initiati- ves, and • be curriculum leaders. 57 Implementing the NCF in the Secondary Years This section focuses on the practical implementation of the NCF in the Secondary years of compulsory schooling. It includes proposals for: • the school timetable; • criteria underlying the allocation of time for the learning areas into timetabled lessons; • the implementation of a developmental model through a differentiated approach, and assessment. The School Timetable In the Secondary Years, curricular weightings are more rigid than they are in the primary years. These are reinforced by the allocation of a specific number of fixed timetable slots per week. Notwithstanding this rigid setup, current timetable models in both State and non-State sectors bear evidence that schools have over the years adopted to prevailing individual, sectoral, and national educational and non-educational circumstances. This has led to the development of a wide range of timetable models with discrepancies of a varying nature. Table 4 summarises some of the most evident discrepancies across timetable models currently adopted by various schools across Malta and Gozo. Criteria for the Proposed Secondary School Timetable In secondary schools, a number of criteria need to be considered to ensure that the NCF is put into practice in a timetable which maximizes learning time. Such a timetable needs to: • cater for a minimum of 38 lessons per five-day week since, as will be shown later on, this is the minimum amount of lessons to ensure accessibility to the eight learning areas; • allocate regular timetabled time for day-to-day and special assemblies, use of school lo- ckers and Year time. In this way stakeholders can have a better picture of actual learning time; • have a reasonably long mid-day break to strengthen the presence of sport and non- formal learning activities; • allow for lessons of between 40 and 45 minutes each, and preferably not less than 42 minutes when taking travel time between lessons into consideration, to provide enough time for effective time-on-task in the classroom; • ensure regular time for the school professional community to discuss and/or address school-related and professional development issues; and • be structured on the principle that teacher time is dedicated entirely to actual teaching and related professional duties and not for any supervision for which extra payment should be made available. It is therefore being proposed that the first break will not re- main part of the remunerated work of teachers, but will be remunerated over and above at normal supervision rates with teachers participating on a roster basis according to the set ratios to ensure learners’ safety. Section 3: The Secondary Years 58 Consultation Document 3: The Three Cycles Currently there is no single timetable that meets all the above criteria. Whilst the actual diversity within and between the State, Church and Independent sectors needs to be respected, different timetables are being proposed in this document in an attempt to address various priorities and realities (refer to Appendix II). However, all proposed models have advantages and disadvantages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previously known as Form Teacher or equivalent 59 The Secondary School Timetable – Junior Secondary Years (Years 7 and 8) The NCF proposes five alternative timetables which are presented in Appendix II. Table 5 below compares the current distribution of lessons for Forms 1 and 2 in Junior Lyceums (JL) and Area Secondary (AS) Schools with the distribution of lessons in the alternative timetables. The proposed learning areas are listed in the first column in Table 5. In some instances, learning areas replace subjects currently taught in schools. (Where applicable, the latter are presented in brackets and in italics) Curriculum Framework Timetables (CFT) 1 and 2 are taken together and represent five-day weekly cycle allocations. A variation of CFT 1 is presented as CFT 2. One has an allocation of three lessons a week for Citizenship Education and two lessons to be chosen by the school (Column C). The other has an allocation of five lessons a week for Citizenship Education and no school-based choice (Column D). CFT 3 is another five-day cycle timetable which is presented on its own as it has 38 or 40 lessons on alternate weeks. Timetables CFT 4 and 5 are presented in separate columns and represent 6-day cycle allocations. An initial analysis of columns C to G in Table 5 below indicates that the minimum number of lessons required to fulfill the proposed NCF is 38. Table 5 shows that the proposed distribution of lessons among learning areas in columns C and D is practically identical. The advantages of this proposal are that: • Maltese is allotted four lessons a week. This amounts to an extra lesson in comparison to the current JL allocation; • Foreign languages are allotted three lessons a week. There will still be a range of langua- ges to choose from, with the choice being strengthened by new language awareness lessons in the primary school years as mentioned earlier in the document; • ICT is assigned one lesson a week. The use of digital literacy is to be promoted across all learning areas; • The shift of Art, Literature and Music, commonly referred to as ALM, from cultural appreciation to Arts Education encourage greater engagement by learners. With two lessons a week, Arts Education is given twice the present allocation in Area Secondary schools; • PE is being increased from two to three lessons a week in line with international recom- mendations and national priorities in addition to other activities during break time and after school; • In the proposal in Column C, Citizenship Education retains three lessons a week, as is customary in Area Secondary schools; • The option between Graphical Communication, Art and Design, Home Economics and Design & Technology is streamlined and replaced by modules of Home Economics and Design & Technology (to include Graphic Products) to be taken by all learners; Section 3: The Secondary Years 60 Consultation Document 3: The Three Cycles • The proposed lesson distribution allows schools a measure of flexibility in allocating five English and four Maltese lessons or vice versa according to the needs of their students. • Another measure of flexibility is the proposal for two lessons a week to be allocated to a learning area or subject at the school’s discretion. The school may decide to increase the loading of a particular subject or content area for all students or offer extra lessons in particular subjects to particular groups of learners according to their needs and inte- rests. In the State sector the proposal for the use of these two lessons is made through the respective college Principal and needs to be approved by the Education Directorates according to parameters that ensure the sustainability and curricular appropriateness of the proposal. -" )""" !%&*8+&&#$!&!"#"!&",!"9/:- #           +/      +-     )%* ! !  /%0  )%* ! !  /%0  + ! !  /%0  , .! !  /%0  - .! !  /%0 " 7 7 7*6 7*6 7*6 8 7 #" 5 6 6*7 6*7 6*7 6 7 ! $ 6 6 5 5 5 6 6 ##" 7 7 7 7 7 8 8  6 6 6 6 6 7 7  3 3 3 3 3 3 3 !#"$#      4 3 4 4 4 4 4  4 4 4 4 4 4 5 #$#3   4 4 7 7 7 7 7 4 4 #'" $#       - 7 5 5 7 7 5 7 &$#* #$# /*"  4 4 4 4 4 4 4 +" 2 2 4 2 4. 2 2  +/ +- +0 +0 +0#,($,( ,+ 3 #$"" !##$#(!## $! ""##!#"%# /) 61 Column E presents a five-day timetable model with alternate 38-lesson and 40-lesson weekly cycles. In this model Citizenship Education and Health Education both retain five lessons a week. The would still allow for two lessons to be allocated to an area or subject according to school preference. Columns F and G present two timetable models with slightly different lesson allocations that privilege some subjects in one proposal and others in the other. In both cases the two discretionary lessons are no longer available. These models do not, however, make a significant difference in lesson allocation to the different learning areas except for Citizenship Education. It is hoped that flexibility in the timetable will increase over time. The Secondary School Timetable – Senior Secondary Years (Years 9, 10 and 11) Table 6 below compares the current distribution of lessons for Forms 3, 4 and 5 in Junior Lyceums (JL) and Area Secondary Schools (AS) with the distribution of lessons in the alternative timetables. The first column of Table 6 lists the proposed content areas. In some cases, these replace content areas currently in schools which are bracketed and in italics. Curriculum Framework Timetables (CFT) 1 and 2 are taken together and represent five-day weekly cycle allocations. CFT 3 is another five-day cycle timetable which is presented on its own. Timetables CFT 4 and 5 are presented in separate columns and represent 6-day cycle allocations. 0# )""" !%&*7+&&#"!&!" #"!&",!"8+22-          $    -1      -/      +', ! !  3"+*"++   +', ! !  3"+*"++  - ! !  3"+*" ++  . 0%! !  3"+*" ++  / 0%! !  3"+*" ++ " 2 7 6 6*5 6*5 6*5 6 6 #" 4 5 5*6 5*6 5*6 5 6 ! $ 4 5 4 4 4 4 5 ##" 6 6 6 6 6 6 7     5 5 5 5 5 5 5  2 2 2 2 2 2 2 /*"3 /!#"$#   1 2 3 3 3 3 3  3 3 3 3 3 3 3 #$#   2 2 4 3 3 4 5 2 2 #'" $# ,     - 4 4 4 3  3  4 3 #2 5 5 4 5 5 5 5 #3 5 * 4 5 5 5 5 +" 1 11 1 1 3. 1 1  -1 -/ -2 -2 -2$.*& .* .- 2 $" #!#$! # 3 #$"" !##$#(!##  $! ""##!#"%#/ !#"$#) Section 3: The Secondary Years 62 Consultation Document 3: The Three Cycles As shown in Table 5, Table 6 reinforces the conclusion that upto Form 5 (Year 11) the minimum number of lessons required to fulfill the proposed NCF is 38 up to Form 5 (Year 11). Table 6 shows that the proposed distribution of lessons among learning areas in Columns C and D is practically identical. The advantages of this timetable model are the following: English focuses mainly on language, with significantly reduced English Literature content. English literature is presented as an option subject. Maltese and the foreign language retain their loading of four and three lessons respectively as in the Junior years. The proposed lesson allocation offers schools a measure of flexibility in allocating five English and four Maltese lessons or vice versa according to the needs of their students. Another difference between Columns C & D is in the lesson allocation for optional subjects. The allocation is revised downwards to three lessons per week in Column C to provide for an additional lesson in Health Education and another one in Citizenship Education, and Arts Education is currently hardly present in the senior Secondary years. Moreover, Technology Education and Home Economics do not form part of the current core curriculum for Forms 3-5 (Years 9 -11). This situation is addressed in the proposed lesson allocation, with two lessons for modules in Arts Education alternating with Home Economics and Design & Technology. Column E presents a five-day timetable model with alternate 38-lesson or 40-lesson weekly cycles. In this model Citizenship Education and Health Education are allocated two lessons a week. The two discretionary lessons are still available for the school and it is anticipated that the degree of flexibility in the timetable will increase over time. As in Table 5, Columns F and G present two proposals with slightly different lesson distributions, thus favouring some subjects in one proposal and others in another. In both cases, the two discretionary lessons are no longer available. Proposals F ad G do not make a significant difference in time allocation to the various learning areas. The implementation of a developmental model through a differentiated approach The proposed Secondary years curriculum has a number of characteristics that are intended to promote differentiated learning and teaching. The NCF recommends that initially setting may be organized for the core subjects: Maltese, English and Mathematics. In the remaining subjects the grouping of students will need to be organized taking different factors such as subject options into account. The NCF further recommends that eventually the grouping of students will take on more differentiated scenarios as is the case in primary schools and in a number of secondary schools in the Non-State sector. All learners, irrespective of the status of their mastery of core competences and even their physical or intellectual disabilities, are entitled to experience and master all eight learning areas to the highest degree that is possible for them to attain. The way forward is therefore 63 to develop and implement specific learning plans for these students that would include: • supporting teachers to develop and implement differentiated teaching in their classro- oms in terms of both learning processes and outcomes; and • making best use of the possibilities inherent in the tiered syllabi associated with the levels of achievement model. Schools need to be supported through the availability and accessibility of the necessary training, resource provision and development, tools and support structures at central, college and school level22. Schools can develop into sites of effective, diversified learning to the extent that practitioners learn to orchestrate all the possibilities inherent in the NCF to co-construct autonomous teaching and learning opportunities that are truly learner-centred and that address the realities of their students. Secondary Years Syllabus Development The re-organisation of the traditional content areas into the eight learning areas at the core of this NCF and the introduction of modular learning are intended to encourage and support transformation in syllabi. One major consideration in the development of syllabi is the awareness of the actual learning time available in a given scholastic year. Syllabus designers cannot consider subject requirements in isolation but must take into consideration the interconnectedness within each learning area, and the actual time available to allow for meaningful learning arising from effective teaching. Taking into consideration all the variables associated with the five timetable models presnted in Appendix II, the syllabus designers can follow the estimation that an allocation of one lesson per week is equivalent to 20 hours of direct teaching/learning in one scholastic year 23. The NCF recommends that this estimation is taken into consideration in the construction of the modules for different content areas. It also recommends that the SEC syllabus be reviewed accordingly. Assessment Issues in the Secondary Curriculum Assessment at the Class, School and College Level The general principles of assessment also apply at the secondary level. Classroom and school assessment for formative and summative purposes will inform all stakeholders about the quality and effectiveness of their efforts to help learners acquire a quality education. At the classroom level, assessment for learning provides information about progress and informs learners and classroom teachers about progress and actions that may be needed to improve learning, helping learners to acquire knowledge and develop skills. Teacher assessment is also useful in assessing skills and attitudes that cannot readily be assessed 22 Other forms of support are discussed in Document 2. 23 The estimation is based on 28 teaching weeks, with a minimum of 42 minutes per lesson. Section 3: The Secondary Years 64 Consultation Document 3: The Three Cycles through conventional tests and examinations. Evidence of learning may come from written and practical work, project work, field work and other similar practical learning activities. Assessment as part of learning and teaching should remain central to the process. This is an essential part of promoting students’ active participation and helping to identify students who need support and attention. Similarly, assessment of coursework done in school under the teachers’ supervision can ensure that it is the students’ work and that students are given support when necessary. Both class work and coursework carried out at school promote collaborative learning and develop each student’s identity as a learner and as part of a learning community. Assessment of the students’ achievement for summative purposes should not be dependent on one-off performances in tests and examinations. There is much to gain from considering information obtained through multiple approaches to assessment carried out over a scholastic year. This leads to a more valid assessment of knowledge, skills and attitudes within the different learning areas. Coursework carried out outside the classroom allows students to devote more time to research and creative work and engage with tasks in different ways. Care should be taken not to overload students with work that may be so elaborate that it requires them to seek help to complete the tasks. One way of avoiding overload is for teachers from different subjects within a learning area to cooperate in setting projects through which students demonstrate knowledge and skills. Assessment of subjects offered in the vocational area will be based exclusively on coursework. The validity and reliability of this assessment will initially be ensured through the built-in quality assurance mechanisms of the BTEC model. Setting coursework across more than one subject or even across more than one learning area also leads to less fragmentation in the curriculum. In addition, students are given the opportunity to apply and transfer skills across contexts. This approach requires coordination and monitoring managed at school level, so that different teachers’ judgments about the quality of students’ work in relation to agreed criteria are consistent. This can be addressed by local college moderation, agreeing success criteria and monitoring their consistent application with all students. Communication and agreement about expectations among the different teachers involved in assessing the students’ work increases the reliability of the assessment. For State schools, it is recommended that a more flexible approach towards annual examinations is adopted whereby in some year groups the examinations may continue to be organized centrally, whereas in others they may be organized at a college level. Students following individual learning programmes may be assessed using alternative forms of assessment. This should also be considered in the assessment policy. The NCF recommends the development of an assessment policy at the school and college level to monitor progress during the year. The policy should seek to enhance the quality of assessment and how it is reported to parents and other stakeholders such as examination boards and employers. It should also take into consideration the frequency, duration and timing of oral tasks and listening comprehension tasks in languages, and practical work and other types of coursework in the different learning areas, including the vocational subjects. For the State sector, the policy should also establish in which year groups the examinations will continue to be centrally set. For those year groups where the examinations will be college based, the Educational Assessment Unit (EAU) needs to monitor standards across 65 the different colleges. Assessment at the National Level Assessment at the national level using agreed standards is essential for ensuring that the students’ entitlement for a quality education is being respected. This assessment is used to monitor consistency in the interpretation of standards within and across schools, to monitor trends, to guide students and to evaluate the impact of innovations in the curriculum, teaching methods and policy decisions. It is the responsibility of the Directorate for Quality and Standards (DQSE) to evaluate curriculum implementation, innovation and emerging trends, through external assessment at national and international level, through end-of-year examinations, moderation of school-based assessment, monitoring achievement in the different learning areas, national benchmarks, surveys of literacy and numeracy; SEC examinations, PISA, TIMSS and other surveys. The success of assessment at the national level depends on a number of requirements that should be in place including: Assessments that closely link to the Learning Outcomes Framework of each learning area; • The EAU within the DQSE to be responsible for assessment for learning and assessment of learning. Among other tasks, the unit is entrusted with the organization, implemen- tation and monitoring of assessment in the different learning areas during the scholastic year to ensure consistency in the application of national levels of achievement, the mo- deration of set coursework, and the setting and moderation of examinations in different year groups. • The introduction of external monitoring in all learning areas using samples of schools and students over a cycle of five years24. • The weighting of the coursework and the examination could be different for different subjects but there should be agreed weightings. Assessment in languages should assess speaking, listening, reading and writing while assessment in subjects which require practical, creative and problem-solving skills should include the assessment of these skills during authentic tasks set and monitored during the school year. The use of pa- pers which relate to the levels of achievement. Students’ achievement in the different subjects will be interpreted in order to guide individuals towards further subject choi- ces, and subsequently, career choices. • Assessment of subjects offered in the vocational area is based exclusively on coursework. The validity and reliability of this assessment is ensured through the built-in quality as- surance mechanisms of the BTEC model. • From amongst the students following individual education programmes, some may be assessed using alternative forms of assessment. This should be considered in the inclu- 24 Details about this recommendation are available in the document, Transition from Primary to Secondary (2008). Section 3: The Secondary Years 66 Consultation Document 3: The Three Cycles sive education policy as well as the assessment policy. Special support is to be given to students who fail to progress in the core learning areas. • Half yearly and annual examinations continue to be recommended for the core learning areas, other learning areas organized in modular form may explore different modes of assessment as appropriate. • At the end of the Secondary years, besides the Secondary School Certificate and Profi- le25, all students should be able to qualify for certificates by an external agency, which show their achievement in the learning areas. Currently, the Secondary Education Cer- tificate (SEC) examination of the MATSEC Board awards certificates that are accredited at Level 3 (Grades 1-5) and Level 2 (Grades 6-7) of the Malta Qualifications Framework (MQF). The BTEC extended certificate qualification in the vocational subjects at Distin- ction, Merit and Pass levels is also pegged at MQF Level 3. • There is also the need to develop a complementary system of external certification that encourages students, who currently end secondary education without external certifi- cation, to obtain qualifications at Level 1 of the MQF alongside the Secondary School Certificate and Profile as recommended in the MATSEC review (Grima, Camilleri, Chir- cop, Mallia & Ventura, 2005). Transitions The proposed NCF for the Secondary years should prepare students to become life-long learners and thus be motivated towards pursuing their studies in higher and further educational institutions. The secondary school curriculum should have also laid a firm foundation for students to support their future career decisions towards higher and further education paths. 25 The Secondary School Certificate and Profile includes assessment of the students’ formal education, non- formal education, informal education, personal qualities and attendance (Grech, 2009a, 2009b). 67 References Carr, M. (2001). Assessment in early childhood settings: Learning stories. London: Sage. Department of Education & Early Childhood Development & Victorian Curriculum & Assessment Authority, (2009).Victorian Early Years learning and development framework. For all children from birth to eight years. Australia: Dept of Education & Early Childhood Development & Victorian Curriculum & Assessment Authority. Available at www.education. vic.gov.au and http://www.vcaa.vic.edu.au/earlyyears Directorate for Quality and Standards in Education, Malta. (2009). National policy and strategy for the attainment of core competences in primary education. Malta: Ministry of Education, Culture, Youth & Sport. Eaude, T. (n.d.). SMSC – Optional extras or hidden opportunities? Available at: http://www. nationaleducationtrust.net/SISL/Downloads/hiddenoppsshortened.pdf Eurydice (2009). Key data on education in Europe 2009. Brussels: Education, Audiovisual and Culture Executive Agency Available at: http://eacea.ec.europa.eu/education/eurydice/ documents/key_data_series/105EN.pdf Grima, G., Camilleri, R., Chircop, S., Mallia C. & Ventura, F. (2005). MATSEC: Strengthening National Examination System. Malta: Ministry of Education, Youth and Employment. Grima, G., Grech, L., Mallia, C., Mizzi, B., Vassallo, P., & Ventura, F. (2007) Transition from Primary to Secondary Schools in Malta: A Review. Malta: Ministry of Education, Culture, Youth and Sports. Ministry of Education, Malta. (1999). Creating the Future Together: National Minimum Curriculum. Malta: Ministry of Education. Office of the United Nations High Commissioner for Human Rights (1989). United Nations Convention on the rights of the child. Available at: http://www2.ohchr.org/english/law/pdf/ crc.pdf Podmore, V., Meade, A. & Kerslake Hendrikcs, A. (2000). Aspects of quality in early childhood education. Wellington: New Zealand Council for Educational Research. Available at: http:// www.nzcer.org.nz/pdfs/5885.pdf Simister, C.J. (2007). How to teach thinking and learning skills. A practical programme for the whole school. London: Sage. Waddell, A.T. & McBride, R.M. (2008). New research on early childhood education. New York: Nova Science. Wilks, A., Nyland, B., Chancellor, B. & Elliot, S. (2008). Analysis of Curriculum/Learning Frameworks for the Early Years (Birth to Age 8). Victoria, Australia: Victorian Curriculum and Assessment Authority. Available at: http://www.eduweb.vic.gov.au/edulibrary/public/ earlychildhood/Early_Years_Lit_Review.pdf References 68 Consultation Document 3: The Three Cycles Appendix I: Model timetables for primary schools according to suggested distribution of learning time in Tables 2 and 3 69 Appendix I 70 Consultation Document 3: The Three Cycles 71 Appendix II: Curriculum Framework timetable models for secondary schools Five different timetable models are being proposed. The Curriculum Framework Timetables (CFT) 1 to 5 are designed to fulfil the students’ entitlement to the NCF. For each model the characteristics as well as its pros and cons are highlighted. For ease of comparison, all five models are shown as starting at 8.00 a.m. Comparison will also be made with a standard model of 1665 minutes (JL Model) of total student time 26 and 1540 minutes of actual lesson time based on a weekly average of current State school timetables. The first three timetable models are based on a traditional 5-day weekly cycle. CFT 4 and 5 are based on a 6-day cycle. The 6-day cycle disengages learning days from the days of the week. Thus, a 6-day cycle starting on a Tuesday will finish on the Tuesday of the following week, and the next cycle will therefore start on the Wednesday. In the case of a holiday or a whole school activity during a particular cycle there are two ways how to manipulate the cycle. One can either leave the cycle unchanged and therefore miss one day of the cycle, or else reschedule the day after the missed day of work so that the lessons on, say, Day 4 are not missed out. This implies that the next cycle starts a day later. Of course, the 6-day cycle still operates within the parameters of teachers’ present working conditions. The main advantage of the 6-day cycle system is that loss of lessons due to school activities and extraneous events is evenly distributed over the school days. It also leads to more space for the allocation of lessons, although with proportionately fewer cycles over the year when compared to the 5-day cycles. However, the advantage in lesson allocation is minimal. The disadvantages in adopting the 6-day cycle are that it presents a completely new organisational paradigm for all stakeholders. Lessons, homework and school bags need to be prepared not according to the day of the week but according to the morrow’s day number in the current cycle. Two 6-day cycle CFTs are being presented here to widen the discussion and include what perhaps were unthought-of possibilities. 26 This includes time for assembly, lesson time and students’ mobility between lessons Appendix II 72 Consultation Document 3: The Three Cycles 73 Pros • This model provides 3.6% more learning time (1596 in lieu of 1540 minutes). • This model has all five days ending at the same time for students. • It also has two morning assemblies per week that are longer than the rest, allowing for special assemblies and/or circle time by the Year Teacher. • Two of the mid-day breaks are longer than what State schools have at present, allowing more time for non formal activities. • Every teacher is entitled to the equivalent of two lessons time-off per week. • This model allows for one afterschool staff or professional development meeting a week that substitutes all other afterschool teacher planning and development meetings pre- sently in place. The 20 minutes’ break before the meeting allows for the administration to take care of dismissal and transport routine at the end of the day. • This model will bring school finishing times in line with the Junior Lyceums at present. This can be seen as a family-friendly measure, since it reduces the time that children may be at home alone and/or the need for alternative child supervision arrangements. • Four uninterrupted lessons between breaks on three days may be a bonus for school administrators since they facilitate the timetabling of double lessons, but they can prove to be more tiring both for teachers and students. Cons • This model does not allow for structured time for meetings of the school professional community as a whole during school hours but only after hours. This arrangement may be considered inconvenient by the teaching grades. • The time off that teachers are entitled to in this model may be a constraint on the time- table. • On three days the mid-day break is only 24 minutes long, including locker time. Appendix II 74 Consultation Document 3: The Three Cycles 75 Pros • This model provides 3.6% more learning time (1596 in lieu of 1540 minutes) than the current standard model. • This model retains a lesson length of 42 minutes as in CFT 1. • It allows for a weekly meeting for staff during school hours, thus making it a more con- venient option for teachers. This meeting substitutes all other afterschool professional development meetings presently in place. The 15 minutes’ break permits the admini- stration to take care of the dismissal and transport routine at the end of the day. • Additionally, the day that includes the weekly meeting ends 20 minutes earlier for tea- chers when compared to the other four days. • The school day will be slightly longer than the current Junior Lyceum timetables. This can be seen as a family-friendly measure, it reduces unsupervised time and/or the need for alternative child supervision arrangements. • Every teacher is entitled to the equivalent of two lessons time-off per week. • Four uninterrupted lessons between breaks may be a bonus for school administrators since they facilitate the timetabling of double lessons, but they can prove to be more tiring for both teachers and students. Cons • This model does not provide for special assembly and/or Year Teacher time in the mor- ning. • In this model school ends early on one day a week. The half day may cause inconvenien- ce to parents. • The two long breaks available in CFT 1 are not available here. • The time off that teachers are entitled to in this model may put a constraint on the timetable. Appendix II 76 Consultation Document 3: The Three Cycles 77 Pros • This model provides 3.8% more learning time (1599 in lieu of 1540 minutes) than the current standard model. • This model is the most generous in the number of lessons it allows. Since it allows for flexibility, depending on how this is implemented, this model allows for a maximum of six additional lessons per fortnight in Years 7 and 8, and two additional lessons in Years 9 to 11. • The fortnightly staff meeting does not take place after school hours. This is convenient for the teaching grades. This meeting substitutes all after school teacher planning and development meetings presently in place. The 20 minutes’ break allows for the admini- stration to take care of dismissal and transport routine at the end of the day. • Additionally, the day that includes the fortnightly meeting ends 22 minutes earlier for teachers when compared to the other days. • Every teacher is entitled to the equivalent of one lesson time-off per week. • Four uninterrupted lessons between breaks may be a bonus for school administrators since they facilitate the timetabling of double lessons, but they can prove to be more tiring for both teachers and students. Cons • By having different timetables in alternate weeks, this model may cause a number of logistical difficulties. • With a duration of 41 minutes, most lessons are just within the recommended mini- mum, although shorter than in the other models. • Parents will face the difficulty of planning for a fortnightly shorter school day. • The time off that teachers are entitled to in this model may put a constraint on the timetable. Appendix II 78 Consultation Document 3: The Three Cycles 79 Pros • With a duration of 45 minutes, this model has the longest lessons of all five models. • It allows for a meeting for teaching staff during school hours every six days. This is a convenient option for the teaching grades. This meeting substitutes all after school teacher staff / school development meetings presently in place. The 20 minutes’ break allows for the administration to take care of dismissal and transport routine at the end of the day. • The long assembly time allows for special assemblies and/or Year Teacher time every day. • This model also includes five long mid-day breaks every 6-day cycle, allowing more time for non-formal activities. • It shifts the mid-morning break so that three lessons take place before it instead of two as in the previous models, at the time of the day that is most productive for learning. • The school day will be 45 minutes longer than at present. This can be seen as a family- friendly measure since it reduces the need for alternative child supervision arrange- ments. • Teachers will finish 35 minutes early when they have the school staff development me- eting. Cons • This model provides nearly 2.7% less lesson time (1500 instead of 1540 minutes) than the current standard model. • This model has a half day every sixth day, making it less convenient for learners and their parents. • In this 6-day cycle model, the weekly lesson timetable will be different from one week to another. Appendix II 80 Consultation Document 3: The Three Cycles 81 Pros • Lessons in this model have a duration of 42 minutes, similar to CFT 1 and 2. • It allows for a meeting for the school professional community/school development eve- ry six days during school hours, thus making it a more convenient option for teachers. This meeting substitutes all after school teacher planning and development meetings presently in place. The 20 minutes’ break allows for the administration to take care of dismissal and transport routine at the end of the day. • The long assembly time allows for special assemblies and/or Year Teacher time every day. • Four uninterrupted lessons between breaks may be a bonus for school administrators since they facilitate the timetabling of double lessons, but they can prove to be more tiring for students and teachers. Cons • This model provides 2.3% less lesson time (1505 instead of 1540 minutes) per week than the current standard model. • This model has one day in every 6-day cycle that is shorter than the rest, making it less convenient for learners and their parents. • In this 6-day cycle model, the weekly lesson timetable will be different from one week to another. Appendix II 82 Consultation Document 3: The Three Cycles       +  ,  -  .  /   . .   &)* &'+ &') &') &'$ &() &&-   -, -- -, -, -* %$) -,   +- +- +, +, ++ ,, ,& #   . ! &$  &$  &$ &$ &$ &$ %- %- %+ %+ %* %*    .   +- +- -, &$ -, &$ -* %- ,, %+ ,& %* $   .  .  )- -- )- -, -* )' ,&      '- '- '- '- ', ') (-    &$ '- '- '- ', ') '' &   $ $ '- $ %- $ $   !   '- '- $ $ $ $ $   -/%" -1% " -2% " -2% " -2'.*% ! " .*%0 # .-%0 #    023 1-* 1./ 1./ -241,2 .*41.1 !41-2 1** 1*- Appendix III: Number of Hours per Scholastic Year for secondary schools Number of hours for Years 7 & 8 83       +  ,  -  .  /   . .   &)* &'+ &') &') &'$ &%$ &&-   -, -- -, -, -* ,, -,   +- +- +, +, ++ +$ *) #    ! &$  &$  &$ %$ &$ %$ %- %$ %+ - %* ,    .   '-  '-  )- %$ '- %$ ', %$ )' - *) , $   .  . )- )- )- '- ', )' ''      '- '- '- '- ', ') ''    &$ $ &$ &$ %- %+ %* &   $ $ $ $ %- $ $   !   +- %), %%, %)) %)' %($ %'%   -/%" -1% " -2% " -2% " -2'.*%  " .*%0 # .-%0 #     023 1-* 1.0 1.- -241,2 .*41.1 !41-2 1*+ 1*, Number of Hours for Years 9, 10 & 11 Appendix III 84 Consultation Document 3: The Three Cycles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otal Number of Hours over 5 years