Exchange of Good Practice with Czech Republic Teachers

The school hosted 16 teachers and their headmasters who came to Malta to learn about teaching in the Maltese Educational system.

Following an introduction by the head of school, Mrs Ferrante, the teachers visited a number of classrooms from Kinder 1 to Year 6.

The Czech Republic teachers enjoyed watching the lessons and were received with a very warm welcome in all the classrooms.

The visitors were given a taster of diverse lessons, inlcuding a maths lesson held in the school yard, and another using the concrete, pictorial and abstract approach.

The Czech Republic teachers were impressed with the ability of children, who, at a very young age, are very conversant in English.

The children welcomed these teachers and prepared various tokens which were presented to our guests.

The teachers commented about the fact that it is evident that in this school there is great teamwork and a very positive vibe.

The visitors enjoyed this experience and are looking forward to share more experiences with our school.

The Czech Republic teachers had the opportunity to observe a creative writing lesson which offered students the opportunity to work in groups to come up with a better write up.

Finally, they were given the opportunity to observe a lesson with the use of tablets and how tablets are being used as a tool to enhance digital literacy and learning.

The guests were treated with some local food to close the event. This was a very enriching experience for all the participants. Special thanks goes to all the teachers, kindergarten educators, learning support assistants, clerk, caretakers and senior management team for ensuring the success of this event. Special thanks to the college principal, Ms Mifsud, who joined us during this venture.

Plant in a Mug…

Children enjoyed themselves planting their own plants in an old mug they got from home. Students placed some soil in the mug and planted a plant which comes from the cactus family.  They further discussed these type of plants and where they come from, what they need to grow and which other plants form part of this family.

After planting, all plants were placed on the classroom windowsill to decorate the class, while ensuring that the plants get enough sun light. 

Submitted by Ms Janice Vella Muscat, Yr 2.1 Class Teacher

Dedicated to the recital of the Rosary

18th October is a world-wide celebration dedicated to the rosary. Schools from all over the world say the rosary on that day. Our school participated in this initiative. Ms Rodgers, Assistant Head, told the students the story of the rosary during assembly.  Then students recited one section of the rosary.
Ms Sharon D’Amico, Yr 6.2, class teacher, prepared the above activity in class. This is about a 12-year-old girl called Nousseira who, in 1886 in Palestine, fell into a well and drowned. On the initiative of Sr Santa Maria Alphonsina, all the kids went to say the rosary in the chapel for her salvation. In the meantime rosary beads were also thrown into the well and they ended up on the child’s head. The girl, who had been submerged in the well for one hour,  suddenly saw a bright light that flooded the whole well and miraculously woke up.  Her family then converted to Christianity and every year the mothers kept celebrating this miracle by saying the rosary on the 18th of October.  Luckily this honourable gesture was taken up by many schools across the world and are now celebrating this special day by saying the rosary.
Click on Rosary for more information!

Science Investigation: Will it float or sink?

To begin the lesson the teacher asked:  What is science?  What do scientists do?  A discussion ensued and then a video was shown to the pupils. To learn more about the scientific process they took part in an investigation.  The teacher showed the students two eggs and posed the following questions:  Will the eggs float or sink?  Why do you think so? Students stuck a sticky note under the headings:  Will float/ Will sink.  Some students were undecided as they thought that one egg could sink while the other could float. Therefore, they stuck their sticky note in the middle.  I poured some water in the glasses.  After, students explained why they thought the egg would sink or float. 

Some students observed the eggs and explained that since one egg looked larger than the other it would sink while the other would float.  Others pointed out that the egg shell of one egg could be thicker than the other and therefore one may sink and the other may float.  Both eggs sank, but one sank to the bottom and sat on its side while the other sank but floated at an angle.  The teacher asked the question:  Which egg is fresher?  Students observed ad discussed.  The egg that sank to the bottom was fresher.  We also discussed that if the egg was not fresh it would float because when an egg ages, the shell becomes more porous allowing air to flow through. The more air entering through the shell, the larger the air cell becomes.  The air sac, when large enough, makes the egg float.  Students were eager to tell their parents/guardians about this investigation and their findings.

Submitted by Ms Miranda Cauchi, Yr 3.2 Teacher

Numbers up to 100

The Year 3.2 students have been learning about numbers .  Students were engaged in various hands-on activities so that they were  able to read, write and order numbers up to 100 in figures and words.  They also sang along to a video song and played various online games.

Activity 1:  Ordering Numbers – In pairs, students had to choose the correct peg/s to continue the number sequence found on the lollipop stick.

Activity 2: Matching numbers – figures with words

Students used their number cards (numbers in figures) from their Maths Toolbox to play Bingo.  The teacher drew out a number card from a bag and called out random numbers from 1 to 100.  Students had to check and see if they had the called out number written on their Bingo sheet.  If students had the number, they placed the correct number card on the corresponding number name found on their Bingo sheet.

Submittted by Ms Miranda Cauchi, Class Teacher

Place Value

The Concrete, Pictorial, Abstract (CPA) approach of teaching in Math is being used in class so that students develop a deep and sustainable understanding of this subject. Students participated in several hands -on activities using diverse manipulatives, such as interlocking cubes. 

They also used 10c and 1c coins as well as straws from their Maths Toolbox to understand better the concept of tens and units. They were shown videos and PPTS and played online games and other activities on the interactive whiteboard.  Then students were able to represent the place value of any given number in a pictorial way and later work out the related tasks using only numbers.


At the end of the topic students were given the chance to practise what they had learned during these sessions as they participated in various learning stations.  In one of the activities involved students had to programme the Bee-Bot to stop on the correct flashcard answer.  In doing so, our class also participated in the European Code Week.By using the CPA all students were able to understand and recognise the place value of any digit in a whole number up to 100 (Learning Outcome 5.1.3).

Submitted by Ms Miranda Cauchi, Yr 3.2  Teacher

Tens and Units

Students learn better when they have the opportunity to manipulate real life objects to help them understand mathematical concepts better.  

That is why the year 3.1 students take part in such activities on a daily basis during their Mathematics lessons.

In the photos, the students can be seen using resources from their Maths Toolbox to help them understand Tens and Units better. They watched videos, songs and PowerPoints about the topic and they played online games too. They also participated in several hands on activities involving manipulatives, that included base ten blocks, 10c and 1c coins as well as straws, in order to learn about tens and units in a concrete way.  Then, the students moved on to representing 2-digit numbers in a pictorial way and finally, they worked out related tasks involving the writing of numbers, thus adopting the concrete, pictorial and abstract (CPA) mode of teaching in our lessons.

Sharon Calleja, Class Teacher

Does it float or sink???

The year 3.1 students were learning about scientists and what they do.  They learned about the Scientific process and took part in an investigation.  We posed a question and designed an experiment to find out the answer.  The question posed was: How can we tell if an egg we need to cook is fresh or not?  The students predicted the outcome of the experiment and then, we tested our hypotheses. We got a container and filled it with water.  We placed two eggs in the container and checked whether they floated or sank.  If the egg floated, it was past its prime but if the egg sank, it was still fresh!  Our eggs sank 🙂

Submitted by Ms Sharon Calleja, class teacher