Creating Story Sums

After revising addition and subtraction and working on their problem solving skills, the year 3.2 students worked in groups to create their own story sums. Each group was given bottle caps to help them work out their own story sums. They were also able to choose if their story sum focused on addition, subtraction or a mixture of the two operations. Finally, each group presented their work and we displayed them in class.

Submitted by Ms Sharon Calleja, Class Teacher

Pyjama and Cereal Day

The students came to school wearing their pyjamas. The aim of this event was to raise awareness that  although when wearing pyjamas we feel its warmth, one should not forget that there are children and other patients lying in bed in hospital. Cereals were also given to students to encourage the importance of starting the day with a healthy breakfast.

The Year 3.2 students of Ms Sharon Calleja prepared a special assembly. The students sang a song “Fonzu l-Fenek” which promotes the importance of living a healthy lifestyle based on a healthy balanced diet, including plenty of exercise.

Focus Group discussing Children’s Rights

The Year 6 students have been chosen to be part of a focus group by the Commissioner for Children. During the meeting students discussed their rights. Ms Suzanne Gili complimented the students for their knowledge about the subject and for participating actively in the discussion. This session was held during a PSCD session. We thank the class teachers, PSCD teachers and students for being great ambassadors for the school.

Christmas Card Exchange

The school received a surprise Christmas Card from French students who attend at Ecole Pihet in Paris. This was a great surprise for the school. The French students asked to be sent a card in return. The students of Mr Kurt Pace, in year 6.2 prepared a card which was posted today to France. Thank you for the initiative.

Subtracting 10

Whilst learning about how to subtract 10 from a two digit number, the year 3.2 students played a game in groups.

Each group created a two digit number by throwing a dice twice each time. Then, they subtracted 10 from the number created and wrote down the answer. 

The students were especially happy since they were visited by Incy Wincy spider once again to help them learn how to subtract 10.

Submitted by Ms Sharon Calleja, Class Teacher


Waħda mill-attivitajiet li għamlu t-tfal tat-tielet klassi ta’ Ms Calleja sabiex jitgħallmu aktar dwar il-punteġġjatura kienet li jirranġaw sentenzi mingħajr punteġġjatura.

Kull grupp ingħata sentenza differenti b’sinjali tal-punteġġjatura varji neqsin. It-tfal kellhom jaqraw is-sentenza u jiddiskutu kif se jirranġawha. Wara, kull grupp kiteb is-sentenza bil-punteġġjatura t-tajba fuq wajtbord zgħir.

Fl-aħħar, iċċekjajna u ddiskutejna s-sinjali tal-punteġġjatura li kull grupp żied fis-sentenza tiegħu.

Singular u Plural

Waqt il-lezzjonijiet tal-lingwa tal-Malti, it-tfal tat-tielet klassi ta’ Ms Calleja tgħallmu dwar is-singular u l-plural. 

Huma tgħallmu li biex nagħmlu l-plural ta’ xi kliem, hemm bżonn li nżidu xi ittri fuq wara tal-kelma (plural sħiħ). Eżempju: klassi-klassijiet. 

L-istudenti tgħallmu wkoll li xi kliem jinbidel meta naqilbuhom fil-plural (plural miksur). Eżempju: mejda-mwejjed.

Bħalma jsir fil-lezzjonijiet kollha, it-tfal tgħallmu dwar is-singular u l-plural b’mezzi differenti sabiex jintlaħqu l-abbiltajiet varji tat-tfal kollha. Fost dawn il-meżżi t-tfal raw preżentazzjoni tal-PowerPoint, raw stampi u tkellmu dwarhom, ipparteċipaw f’diskussjonijiet, ħadu sehem f’taħriġ u attivitajiet orali kif ukoll bil-kitba u lagħbu logħba bil-Beebot sabiex jirrevedu l-plural (sħiħ u miksur).

Science Experiment: Magnetic or Non-Magnetic

Last week the year 3.2 students were learning about magnetic and non magnetic materials during the Science lesson with their class teacher Ms Sharon Calleja. 

The children watched a video about magnetism and later they discussed the topic of magnetism with their teacher. They also carried out an experiment to determine whether certain materials are magnetic or not.

In groups, the children were given a magnet and a set of different materials, namely a plastic spoon, a 2c coin, a piece of foil, a pair of metal scissors, a metal nail and a key. First, the children had to guess if each object would be attracted to the magnet or not. Then, they had to test each object and match their prediction with what actually happened during the experiment. Finally, they recorded their results in a table, thus integrating Mathematics with our Science lesson.

Submitted by Ms Sharon Calleja, Class Teacher

Number Bonds

Whilst revising number bonds, the year 3.2 students participated in hands on group activities. First, they practiced the number bonds with bottle caps. For instance, for the number bonds of 5, they could use the caps to represent 0 and 5, 1 and 4, 3 and 2, 5 and 0, 4 and 1 as well as 2 and 3.

Next, the students were given a set of cards with sums on them. Each group had sums of different number bonds in their pile. Their task was to work out the sum and determine to which number bond it belonged. Then, they had to record their answer on the worksheet provided. Each group exchanged their cards with the other groups until they found all the number bonds for 5, 7 and 9.

Finally, they played a board game to consolidate different number bonds. They threw a dice and uncovered a sum under that matching number on the board game. The children worked the sum out and assessed their own work instantly by revealing the answer under the sum to check if their answer was correct.

Submitted by Ms Sharon Calleja, Class Teacher