Dwardu's Scoops - First edition 2023

Volume 3

Number 1

29th September 2023

Dwardu’s Scoops ST EDWARD’S COLLEGE NEWSLETTER

Geared up for an exciting year

By Nollaig Mac an Bhaird, Headmaster

The start of a scholastic year always brings a sense of palpable excitement. This year is no different, and the students had not even arrived yet!

Our two days of PD have covered such diverse topics as Communications, Defibrillator training, Wasteserv introduction, Section and Department meetings and one that will be a highlight for the coming year, and dare I suggest, years, to come, AI. This was extremely popular with staff and was presented in an interactive and engaging manner.

The St Edward’s College mission statement is clear and aspirational. We will continue to ‘create exemplary citizens’, with an emphasis on ‘character formation, genuine intercultural understanding’, ‘leadership skills which will assist them [our students] to contribute to the wellbeing of society’.

Respect, good manners, and being disciplined and polite, are core values and expectations that we have for all our students. As Parents/Guardians your reinforcing of these will help us achieve our common goal.

Continues on Pg 16

Challenges

Let’s talk

Acing the

of Middle

Farming wins

code—Pg2

School—Pg6

Silver—Pg 15 1

Volume 3

Number 1

The three C's: Coding, Competition, CodeSprint Julian Scicluna

This summer, between the 1st and the 8th of July, a most prestigious coding competition, Code.Sprint Malta took place. An extraordinary battle of wits and code, to discover the best coders in Malta!

CodeSprint is an annual, two-round, nation-wide programming competition wherein participants studying computing at various levels compete for a spot at the finals and later a handsome money reward. This year, St. Edward's College has nominated three secondary school students to represent it: Omar El-Samahy, Gianluca Gatt and myself.

As it happened…

We were pitted against each other in two rounds, the qualifiers' round (which was online) and the final round, each with its own taxing task.

Whilst preparing to join the competition on the day of the qualifiers' round, I was petrified. My hands were sweating profusely and my mind was buzzing with questions. After joining, we were given the task to code, along with 10 minutes or so to clear any doubts about the task. I, along with fifty-six other contestants coded away, trying to write an elevator simulator in Java and cope with the tremendous pressure of the two-hour time constraint and being watched like a hawk by the invigilator, until the task was submitted. Then, and only then, a tranquil sense of relief washed over me and filled my head.

A week later came the finals - the ultimate test to find the best of the best.

Fortunately, we were allowed to help ourselves to some mouth-watering refreshments from Dr. Juice during the break.

A fortnight later, the award ceremony took place. We were full of suspense when the winners of the secondary category were announced, to end up only slightly disappointed. I reckon that this experience has been incredibly fulfilling and truly magical. If asked to participate again, I would accept in the blink of an eye!"

I would strongly encourage all young, aspiring Edwardian coders to rise to the challenge for a wide variety of reasons. Not only is this challenge an excellent chance to learn to work under pressure, but it is the perfect opportunity to mingle with fellow coders and learn their secrets.

Moreover, this challenge would help massively in honing one's programming skills. Furthermore,

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when one tests one's programming limits through the challenge, one is getting the possibility to win astonishing prizes.

Julian's tips and tricks to CodeSprint

CodeSprint is most certainly not an easy challenge. It would be incredibly foolish to participate without sufficient preparation. Here are some helpful suggestions to give the competition your best shot: 1. Practice makes perfect: Before the competition, avail yourself of the past editions of CodeSprint, which can be found on their website. Allocate a small portion of your free time to complete them. This helps you get a feel for the level of tasks in the competition and prepares you to answer such questions. DO NOT STOP PRACTISING UNTIL THE FINAL ROUND. Practice effectively - poor practice strategies are very ineffective.

2. Libraries are your friends: During the competition, one can utilise any resource one deems fit AS LONG AS IT IS REFERENCED. Utilise this rule and create your own easily accessible multifunction java helper library to use during the competition (and reference it to be written by 'self'). This saves time and abstracts complex operations during the competition. You can also use any internet resource to help with the library...

3. Good Night, sleep tight: Before the competition, get a good night's sleep (Sleep early). This ensures that all that practice and preparation will not have been in vain.

4. The three R's: Read, Read and Read: Once you receive the question, read it along with the rubric VERY CAREFULLY. There may be a feature you may forget to implement or do incorrectly, which may result in a loss of points. This can be eliminated by practising past CodeSprint editions.

5. Fail to plan, plan to fail: It is an awful and very error-prone idea to code the solution as you read the question. It would be wise to read the question multiple times and make a plan (With a pen and paper or on a text editor) before programming a solution. Include a flowchart and possibly some ideas for extra features (very important). DO NOT SPEND TOO MUCH TIME DOING THIS. 6. Time is of the essence: You have a set time to ask questions and to code. Every second is precious, therefore NEVER waste any time, EVER! Use the question time to your advantage and ask any questions (clear any doubts) you may have about the task. After completing the proContinues on Pg 10

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Volume 3

Lunches to look forward to

Number 1

By the Thomas Franks (Malta) team

‘We believe every child should have access to the most exceptional nutritious and vibrant food available’ There is an honesty in the food we serve and one which will benefit your children. The kitchen is a hive of activity, where all the dishes and ingredients are freshly prepared and even the salad dressings are made from scratch.

We pride ourselves in the high quality of both our food and our people, working with local and regional family-owned suppliers.

Excellent Catering For All A healthy mind and body are vital to a successful school day. A thorough understanding and commitment to a healthy lifestyle will be a lifelong benefit to your children.

Inspired by Malta’s Rich Cultural Heritage and Profile Our highly skilled chefs take advantage of freshly sourced ingredients to cook authentic, delicious food; whilst demonstrating a clear understanding of the dietary requirements of the children. These menus will be changed termly and seasonally to take advantage of the plentiful seasonal produce and to inspire new dishes. Eating a balanced diet throughout the day not only ensures optimum growth and development, it also provides sustained energy for pupils’ academic and physical activity. It optimises their concentration levels and makes an essential contribution to overall nutrient requirements.

Our Food’s Provenance is Simple – it's Local, Fresh Produce Fresh, natural ingredients are dropped off every day to ensure we are provided with the most delicious raw ingredients to add real depth of flavour to our dishes. We use local suppliers to bring us the best of each season’s produce. Eating with the seasons encourages a varied diet as we are not sourcing the same ingredients all year round. Malta is no exception here, with our local suppliers we guarantee seasonal produce fresh from the island.

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Helping Your Children Thrive At Thomas Franks Malta providing nutritious, delicious food is at the heart of what we do. We are all too aware that children have notoriously different interests in foods and tastes. Yet our adult palates, as well as our trajectory of future health, is strongly affected by what and how we eat as children. One of our roles as a food provider is to help foster a diverse ‘palate’ and interest in the wide range of foods and nutrients to support health, growth, mental and physical development.

How Nutritious is the Food?

We follow the good food guide and ensure healthy eating is encouraged wherever possible Vegetables are always offered with every meal Every pupil is encouraged to have a nutritionally balanced, varied meal.

How to top up When it comes to topping up your child’s tag,

it’s extremely easy. Step one, as always, is registration. As a parent, please provide your email address and your child's registered name. Once you have done this, you as a par-

ent will receive an email with a URL, unique ID and QR code this will then enable you to log in with whatever device you may want to use.

You can use one of four pre-set pay limits or set your own! Payment is accepted with Apple Pay or Google Pay. After all this has been done, it is easy for you to track and monitor what your child is having for lunch and also means you can easily add more money in the future!

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When your children roll their eyes at you Samantha Abela

With the start of a new scholastic year,

students, parents and teachers are all excited and bubbling with energy to see how the next 9 months will unfold. For over 40 students this year, it will also

mark the dawn of a new era: the transition from Junior school boys to Middle school students.

This change is reflected in the uniform, the books, the expected behavior, different lesson times, some new teachers and the change of school block too. Nonetheless, the biggest change will take place in the students themselves as they are on a new path of self-discovery. In Middle School, the students become more independent and start to develop new interests. Their social interactions between each other and with the adults in their life, change as well. Physically they grow taller, more muscular and a change in diet often ensues.

How can the parents and guardians of these youngsters prepare themselves for this change?

There are several things that one needs to keep in mind when dealing with a ‘middle schooler’.

Here are some helpful tips garnered over 12 years’ experience in dealing with this challenging age group.

They’re complicated!

As boys hit puberty, they might start experiencing anxiety. This feeling that perhaps was only felt during exam days, might be more recurring and boys need to be guided on how to deal with this feeling of overwhelming stress. Guiding them to prioritize things, to create a schedule and helping them to meet deadlines during the Middle School years will set them up to a successful experience in the Senior School when more academic challenges might be faced.

Even the sweetest, most loving child might start exhibiting some rebellious behaviour at this stage. From using inappropriate language, to sharing rude gifs and partaking in name-calling

or offensive language on the pitch, this sort of behaviour might be uncharacteristic of your child at home when he is alone or with a sibling distracted by a screen. However, it can be 6

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common when there are more social interactions. Guardians and parents need to realize that

the boys are developing their own opinions and personalities and thus they might start to disagree. What pre-teens usually do not know is how to criticize and clearly express an opinion without being hurtful or feeling over-sensitive about received criticism. As the guiding adults in their life, we need to steer these students to be able to express their thoughts and feelings in a con-

structive way. We also need to engage in meaningful discussions with them to teach them how to do it. They emulate a lot the behaviour they see around them. It is important that when we need to tell them off about something they’ve done, we speak TO them not AT the, taking care not to belittle their ideas.

Rebellion is also showcased in their academic achievements. It is no surprise that sometimes grades drop, some homework is not handed in or projects are done haphazardly. In previous scholastic years, many times projects were monitored by parents and this practice still needs to continue in middle school. Having said that, students need to be left to discover knowledge on their own, to try out things and to be creative. As guardians, it is important though, to check their work to make sure it is up to the standard required and to guide them on how they can improve it, if they feel satisfied with what they have done and to check if they have met all the criteria.

Whilst Middle Schoolers might not come to ask for help themselves because they want to do it ‘on their own’, they still appreciate feedback and guidance.

Before entering Middle School, students would normally be ‘team players’ and easily join in family activities. During the next few months, this behaviour might change. Students might become

more ‘egocentric’ and self-absorbed. What they want, what they think, what they like is cooler, better and more important than the needs of those around them. How we react to such beahviour is key. Being condescending, belittling them or shouting is usually counter-productive resulting in sullen looks, defiant comments and universal frustration. So what should we do?

Should we tolerate and give in to the demands to avoid confrontation? Should we accept that boys are growing up and should be given their ‘own space’? Should we give them distance? For starters it is important to be

firm and explain that the world does not move around them and that they are still part of a family, a group, a class etc… and their needs are important but not more

than those of the other parties involved. It is also important to make them realize that

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their actions, words and behaviour can be hurtful and explain how and why this is so. Then, it is important to move on to either bargain a compromise or be firm that what they are doing or expecting is not acceptable or can’t be granted. Finally, keeping cool, calm and collected is key to making sure that the rules, which should have been clear from the start, are also being followed by everyone and thus be fair.

Under Pressure Once we have tackled the ‘Complexity’ of the Middle Schooler, I can move on to the second point: Peer Pressure.

As the students move to Middle School they become more ‘self-aware’. They start to compare themselves more to others. This might not happen immediately to everyone, however over the next 2 years, the boys will develop at different rates and comparison is inevitable. The boys will compare not only their physical appearance but also their life. With social media, it is easier to see what others are experiencing in their life and what ‘you’ might not be doing. Students will want to ‘fit in’ and our past measures and attainments are not the same as today. What we considered achievements, for today’s generation it is an ‘expectation’. An example is that some still

cling to their childhood toys and routines whilst others will quickly ditch them to embrace new trends. Owning gadgets was not a need before, however as they move up to Middle School, this changes, as they associate ownership of gadgets to ‘fitting in’.

Engaging in discussion with your child at home, at the dinner table or during a weekend hike is

important to disconnect him from his peers and yet get to know him and what he wants and wishes for. It is important to discuss with other parents too what their own children are talking about, the trends, the likes, the new habits. Learning about what makes a Middle Schooler’s life interesting is important for the guardians to remain relevant and to keep a channel of commu-

nication going. It is also important to prepare them for peer pressure by teaching them to ap8

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preciate the present and what they have and to work hard to achieve and get new things.

Dreams and goals are important and not everything that ‘others’ have should be given easily.

Looking cool As their body changes due to puberty, pre-teens might start to be more self-conscious. It is im-

portant to guide them when it comes to both body-image insecurities as well as other developmental changes they might start having. Some might grow taller and muscular earlier than others. On the other hand, with increased appetites, some might put on weight. Being mindful of healthy choices when it comes to consumption of food is important. Boys this age might also

start to become shy when it comes to changing room routines and at home they might also start asking for more privacy.

The pre-teens will also become more aware of their abilities. Some might become faster as they grow taller for example. In class, processing academic concepts might be challenging for some more than for others. Whilst we adults understand that all individuals have different abilities, boys might only start noticing some discrepancies only now as academic material becomes more complex to absorb and retain.

Fashion, even for boys, might become a statement. Whilst some might be content when relatives buy clothes for them, others will want to be consulted and will develop their own ‘style’. It is important to engage in discussions about this topic with them and let them explore and experiment too. Another salient point here is to teach them that it’s ok not to own the latest branded shoe for

example or to ‘save up’ if you want an expensive piece of clothing especially at an age when they outgrow them quickly. This would teach them accountability. On an existential level it also teaches sustainability.

The same applies for haircuts and other fashion statements. It is ok to discuss identity and individuality, however various institutions might have by-laws and norms that need to be adhered to.

In conclusion, Middle Schoolers are formidable not-so-little individuals with some of the greatest potential. They are energetic, creative, expressive, sensitive, caring, smart, curious etc… As adults in their life, we are lucky to be in contact with them and whilst we might feel at out wits ends and they will test our patience regularly, we need to appreciate how important this transitional phase in their life be and how lucky we are to be part of molding their futures.

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Volume 3

Refurbishment time

Number 1

Sylvana Debono

Over the summer months, the college may seem quite somnolent. This is far from being the truth. The college administration uses these months when stu-

dents are either away or are at college only for a very short period such as summer camps, to upgrade the historic fabric and the facilities of the college. Obviously, this has to be planned and executed to a budget and a timetable, given that the campus is large and costly to maintain.

This year we addressed the Audio Visual Room in the IB corridor and the Junior School ICT lab.

Following the glowing reviews we had from students and parents last year on the Senior School ICT Lab, we were more than happy to start work on the ICT lab for the Junior School students. This is an area which will increase in importance in the years to come so it is better to be prepared. Similarly, the Audiovisual room was crying out for a good facelift. This was given and it is now all but unrecognizable!

The sports courts too got their share of glam with a total refurbishment making them benchmarks for sports standards.

Finally, a word of thank you to the indefatigable maintenance team whose sterling work and commitment ensure that the finished product is one of quality delivered on time.

Continues from Pg3

gram, DO NOT stop and NEVER SUBMIT YOUR WORK EARLY OR LATE. Use the remaining time to check the program for any unfulfilled criteria and add as many extra features as you can.

MOST IMPORTANT TIP: Have fun and compete for the prestige and the sake of learning, not the prizes! This competition is intended to help us learn through the mistakes we make in it that is its purpose. The lower you end up, the more the world

offers you to learn! Make sure you enjoy every minute!

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Highlights from Summer School 2023

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Summer Camps and personal development It was indeed a busy, fun and engaging summer for various students in Yr 4-5-6 who took part in the Summer Camps activities organized by St Edward’s College and administered by Ms Samantha Abela, Ms Annette Agius and Mr Ayrton Senna Spiteri.

For the students, it was a transformative experience, filled with

growth, optimism, and team building. During this summer camp, students participated in a range of engaging activities designed to foster personal development and create lasting memories. From outdoor adventures to creative workshops, the program offered a diverse range of events that catered to different interests and abilities.

Team building exercises played a vital role in this summer camp, allowing students to develop essential skills such as communication, collaboration, and problem-solving. These activities not only strengthened relationships but also cultivated a sense of camaraderie among participants.

During the 3 day camps, the students also pushed their own personal boundaries by staying away from gadgets, sleeping at school and cooking apart from learning to take care of their personal belongings and even budgeting. Various students and parents shared their feedback and these are some of the testimonials received: “I am grateful that John* had the opportunity to spend a few days with his friends and to learn new life skills . Last night, I could see that he had grown over the last 3 days. As I understand it, the longest running study on successful people is by Harvard Business School and the study evidences that children that do chores become successful adults. So, I am so grateful that you made them do chores. You have helped them grow. He came back happy and better for

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it …” (Signed)

“Thank you so much for the wonderful experience. James* really enjoyed every minute of it. He enjoyed the outings, the activities and most of all the challenges. It was a life lesson for him and even for me :) …” (Signed) “Ms Samantha the nice one, Mr Ayrton the funny one and Ms Annette the caring one :)” (Signed) “Mark* had a great time like always and has made some lovely memories ! Mark loves these sort of activities and they help in his independence and self esteem.” (Signed) “Luke* together with his friends, with you, Mr Spiteri and all those that made this happen spent three full days creating unforgettable memories that go well beyond football! He strengthened the already existing bond that he has with his school friends and learnt valuable lessons…

We (including Luke) are truly grateful that Luke had the opportunity to participate in such a well-organized and enjoyable summer camp. The different activities, workshops and team building exercises allowed Luke to explore his interests, develop new skills, and step out of his comfort zone.

Your dedication and enthusiasm made each day exciting and

engaging. The summer camp also served as a good lesson on the idea of inclusion , a very important concept at their age that is surely worth working on.” (Signed) Overall, this summer camp live-in activity at St. Edwards Malta provided an immersive experience that combined fun-filled adventures with valuable life lessons. Students can look forward to more unforgettable learning opportunities and new friendships as Our Team works to provide more camps of such nature in the future.

*names have been changed to protect confidentiality 13

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Sheer grit!

By Sylvana Debono

Why do we need to put in a picture of a young man on track and field sports? Just look at his face: the concentra-

tion, the determination. This is the true Edwardian spirit which characterizes our students.

At St Edward’s College we believe in tapping into the full potential of the students. It is not about receiving ‘empty vessels’ and ‘filling them up with knowledge’ - so Victorian.

Education has progressed so much in the 100 years since the college welcomed its first students.

Today we look to the holistic development of children, to enabling them to question the world around them, to think critically, to understand and eventually, to absorb and learn through experience. Our students are encouraged to question— questioning is not insubordination it is only the sign of an active mind. Along with questioning come manners—you may question anything and anyone, you may even disagree but all this has to be done with full respect to the other person.

That is what makes St Edward’s College a great place to study.

Starting with professional development Professional development is one of the key areas of the scholastic year. Children learn...but so do teachers. From Branding to Artificial Intelligence, from waste separation

to school development plans, the topics were varied and interesting. Headmaster Mr Nollaig Mac an Bhaird kicked off two intensive days which were brought to a close

through a teambuilding activity: a ‘PUB’ quiz!

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Green Fingers achieve Silver St Edward’s College has been awarded the Silver medal for its eager participation in the Let’s Talk Farming program. This

was an initiative launched and supported by the Department of Agriculture and aimed at fostering the love of agriculture and all things horticultural among students. Mr Brandon Gerada, who piloted the participation for the College explained that this initiative touched as many aspects of farming, husbandry and horticulture as possible. From house plants to fruit trees, from

flower bulbs to potatoes, from cats and dogs to cows and sheep, the children in the program got a taste of the land and all its bounty.

Background In recent years, there has been a growing realization of the importance of agricultural education in schools. To foster a deeper understanding and appreciation for farming, an innovative program has been developed that encourages agriculture and farming within the school environment. This program aims to equip students with essential knowledge and skills, promoting sustainable practices, and nurturing future generations of agricultural leaders. The agriculture and farming program is designed to be comprehensive, engaging students across various age groups and academic levels. It incorporates both theoretical and practical components to create a holistic learning experience. The program seamlessly integrates agriculture-

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Continues from Pg 13

related topics into the existing curriculum, ensuring that students understand the relevance of farming in their lives. Concepts such as plant growth, soil health, animal husbandry, and environmental sustainability are woven into subjects like science, geography, and even mathematics.

Each participating school establishes its own garden, where students actively participate in planting, tending, and harvesting crops. These gardens serve as living laboratories, allowing students to witness the entire agricultural process firsthand.

To supplement classroom learning, the program organizes workshops conducted by agricultural

experts. These workshops cover topics such as sustainable farming methods and food processing. Field trips to local farms and agricultural research centers are also arranged, giving students a chance to witness modern farming practices and connect with farmers. Benefits and Outcomes The introduction of an agriculture and farming program in schools brings numerous

benefits Practical Skills and Knowledge: Students acquire practical skills such as gardening and problem-solving techniques, empowering them to make sustainable choices in their lives. By engaging with nature and understanding the significance of sustainable farming practices, students become environmentally conscious individuals who actively contribute to conservation efforts. Health and Nutrition: Through cultivating and consuming their own fresh produce, students develop healthier eating habits and a deeper understanding of the nutritional value of fruits and vegetables. The program also exposes students to diverse agricultural career paths, inspiring them to pursue careers in farming, agribusiness, agronomy, or agricultural re-

search. The program creates a platform for community involvement, fostering partnerships between schools, local farmers, and agricultural organizations. This collaboration

strengthens community bonds and promotes knowledge-sharing. By implementing a school-based agriculture and farming program, we provide students with a solid foun-

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dation in agricultural knowledge and skills, nurturing future stewards of the land.

Through hands-on experiences, theoretical learning, and community engagement, this program creates a generation of environmentally aware, healthy, and empowered individuals ready to contribute to the sustainable development of our world

From Pg 1

Knowing our roles, prepared to take them on As regards our academic offerings we have introduced Media Studies at Senior level as well as History at IB level. Our cohort of IB students has almost doubled as both parents and students are beginning to realise the value of an IBDP diploma.

CPD is crucial for an effective and modern organisation. The emphasis, like in our School Development Plan, is the word, ‘Continuous’.

Three of our teachers travelled to Madrid earlier this summer. The training they received focused on training for teachers on digital learning. The training was held at ECO Digital Learning which is an educational hub specialized in digitalization. St Edward`s is an associated partner with the beneficiary partner MACTT for the Erasmus+ project called QUID (Quality Inclusion and Digitalization).

We also had four members of the SMT attend the Principals Training Center where they completed the module ‘Creating an Effective School’, this was an online course. PTC practices, such as ‘Learning Walks’, are, and will be, piloted at St Edwards’s At the start of October we will have two staff members attend the IB Global Conference and Heads World Conference. The theme this year is ‘Education for an Inclusive Future’.

These couple of conferences stand out. There will be CPD for all staff throughout the year.

Keeping staff, students and parents, abreast of current thinking in education will enable us to deliver the best education, based on evidence driven research, that is available.

We can have a ‘great’ year, collectively and as individuals when we all understand our roles in the students education.

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First day …

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...Making memories

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New appointment for St Edward’s College Board member Prof. Valerie Sollars has been appointed Pro-Rector for Strategic Planning and Sustainability with effect from 1 July. A literacy expert, Prof Sollars serves on the Board of Governors of the College and also sits on the Education Committee of the same board.

Prof. Sollars obtained her bachelor degree in Education in 1987 and, as a Commonwealth Scholar, pursued post -graduate studies at McGill University in Montreal, Canada. Subsequently, she undertook doctoral research at the Royal Victoria University of Manchester. Her research focused on home and school factors impacting emergent literacy experiences as well as the teaching of English as a second language in young children’s classroom/school environments.

As a member of the Department of Early Childhood & Primary Education at the Faculty of Education, she has been responsible for introducing and promoting early childhood education and care (ECEC) through various programs of study at an undergraduate and post-graduate level. In addition to the B.Ed.(Hons.) degree in ECEC (20092016), Prof. Sollars was the coordinator of the joint Master degree in ECEC with five European Universities (2005-2009) and subsequently the local coordinator for one of the first Erasmus Mundus programs which UM participated in (2010-2016). She also proposed, coordinated and led several language-related projects through the European Centre for Modern Languages (ECML) in Graz, Austria (1998-2007) and has been commissioned by the State Institute for Early Child-

hood Research & Media Literacy in Munich to author country reports about the early years workforce in Malta (2007; 2017/2018; 2021-2023).

In addition to undertaking research, presenting and publishing her work in local and international fora, conferences and journals, Prof. Sollars was responsible for drawing up several key policy documents in early years, including the first national policy for ECEC (2004-2006); the 20

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early years cycle for the National Curriculum Framework (2008-2012); a document reviewing

progress and challenges in ECEC ahead of the introduction of the free childcare scheme (2013) and a strategy document for the implementation of the ECEC curriculum for the Ministry of Education (2014).

Prof. Sollars has held several administrative posts at a local and international level. She was Head of Department for the then Department of Primary Education (2004-2011) and became the first female Dean at the University of Malta in 2007, an appointment which she held for eight years. She was also a member of the Council for the Teaching Profession; a member of

the National Institute for Childhood within the President’s Foundation for the Well-Being of Society; a member of ENTEP (the European Network for Teacher Education Policy) and is currently the country coordinator for EECERA (the European Early Childhood Education Research Association). She is also a member of the Lisa Maria Foundation .

Waste Separation to the fore

By Vivian Borg

The college this year will be shining a spotlight on the need to reduce, reuse and recycle packaging waste. In collaboration with Wasteserv, we shall be holding a number of activities which bank on creative ways to implement the 3Rs. The first is an art competition for the various level s of the college. These will target cleanliness and the need to separate waste properly. More information from the teachers of Art and the Heads of Sections.

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Sailing at top level

By Ben Vassallo Last July I participated in the Ilca 4 World Championships where I managed to place 12th out of 250 athletes. Competing against the

best comes with its challenges but throughout my 9 years experience in dinghy sailing I have learned how to overcome them.

One of the greatest challenges I faced was in the preparation for the event as prior to these championships I sat for my O-levels,

time management was extremely important and a balancing act between the two was crucial in order to succeed in two important events which can lead me onto a positive path for the future.

Leading up to the championship I was training hard, focusing on my goals. Whilst my friends were partying I had to go to the gym, whilst they slept I was training, instead of a burger I had salad. Competing at a top level on the world stage takes discipline and sacrifice but that’s what makes a top athlete, and also a top student.

This year’s world championship was held in Volos, Greece, 400 plus teenagers and around 100 top level coaches from around the world flocked to these shores. We were 6 Maltese sailors, one of which an Edwardian like me, Ryder Croft. We had 4 days of training before with sailors from Peru, the US, Hong Kong, Spain and other European nations. Meeting like-minded people from nations across the globe is a truly amazing experience. It is an expression of different cultures brought through sport.

The Opening Ceremony was held the night before the first day of racing, signaling the start of the largest ever Ilca championship breaking last years record.

As an athlete the importance of mental strength and discipline is second

to none, problem solving and never quitting was a mentality instilled in me from a young age, this is the only way one will succeed. The mind is the most important tool, not only in sport but in all aspects of life. A strong mind makes a strong body and a strong mind and body lead to success.

This is exactly the mentality I needed in the first race of the championship.

After a very good start, I was sitting in the top 5 where a sudden wind shift which I didn’t read pushed me to around 30th at the upwind mark. After a set-back I was always taught to ignore my emotions and keep calm and

sail how I know how to sail, not lose concentration and never give up no matter what. Slowly but surely, I

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pionship, where I was confident that I will perform the best I could possibly perform in each and every race.

And after a championship where I used all my experience and knowledge, I achieved Malta’s highest ev-

er position in a world championship in the Ilca 4 boys’ class. An achievement that satisfied me to an extent though, as I know that I can do better and a result like this will only push me to unleash further my

full potential.

Lastly, I would like to thank everyone involved in helping me achieve this result. A special mention goes to all my teachers at St. Edwards College for all their hard work and dedication. As I begin a new chapter in my life, I will always remember this unique school and everything I learnt along the way, making me the athlete and person I am today.

On the podium Intrepid cyclist Ms Diana Muscat has achieved podium status again in the Etna Marathon. She place second overall and First in category.

A teacher at St Edward’s early

years, Ms Muscat enjoys off road cycling and has frequently done very well. Earlier this year she finished second in category for the Granfondo Citta’ di Ragusa.

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Volume 3

Number 1

Rising star rides the wave (reproduced and adapted from report by Lovin’ Malta)

Young Edwardian Benjamin Vassallo made his mark at the ILCA 4 Youth World Championships held in Volos, Greece.

Benjamin Vassallo who sails with the Malta Young Sailors Club achieved an impressive 12th

place overall in the boys’ category amongst a robust pool of 287 sailors. Vassallo, also a bronze medalist at the recent Games of the Small States of Europe (GSSE), managed to secure a noteworthy 3rd place in the second race of the cham(See Ben’s Story on Pages 8-9) pionship, with his best end -of-day ranking being 8th overall.

Throughout the six-day championship, participants encountered a mix of sailing conditions with wind speeds fluctuating between 6 to 14 knots. The Maltese sailors were adeptly assisted by RMYC Sailing School coaches Ruya Cakmakli and Alexandr Denisiuc.

Following this championship, Vassallo is prepped to transition to the ILCA 6 Class upon his return to Malta.

St Edward’s College Malta Triq San Dwardu Birgu BRG 9039 Citta Vittoriosa Phone: +356 27 88 11 99 Editor: Sylvana Debono Email: communica-

Founded in 1929, St Edward’s College is an all-boys college for both day and boarding students. Boarding is offered between the ages of 11 to 18. At nursery and kindergarten as well as at post-secondary level, the college is co-educational. As a private educational college, St Edwards offers excellent teaching facilities, high teacher-pupil ratio, a very wide range of sports facilities and scrupulous personal attention to the students.

At St Edward’s College, students receive a well—rounded education ending up in the IB Diploma. Most of the students go on to study at world class universities. Our top students are leaders in society ranging from Science and Business to traditional professions and the arts.

Most Edwardians retain a love and appreciation of sports throughout their lives.

tions@stedwards.edu.mt

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