Dun Manwel Attard Young Adult Education Resource Centre

MAGAŻIN ANNWALI 2017-2018

Dun Manwel Attard

ĊENTRU TA’ RIŻORSI GĦAŻ-ŻGĦAŻAGĦ - WARDIJA

Leading Turnkey Contractor for Electrical, Mechanical, Plumbing and Extra Low Voltage Installations.

Tel: 2767 7834 info@ceinstallations.com.mt

Werrej

MAGAŻIN ANNWALI 2017-2018

Acadamic staff 2017 - 2018............................................................................................................................4 Editorjal ....................................................................................................................................................................5 A message by the Collage Principal .......................................................................................................8 Messaġġ tal-Kap taċ-Ċentru ........................................................................................................................9 Messaġġ mill-Assistant Kap .........................................................................................................................10 Kunsill Skolastiku ...............................................................................................................................................11 Messagg tas-Service Manager . ..................................................................................................................13 Let us Achieve! .....................................................................................................................................................14 Community Based Activities ........................................................................................................................15 Design & Technology .......................................................................................................................................16 Performing Arts - Dance & Movement ...................................................................................................17 Entrepreneurship Initiatives at Wardija Resource Centre .........................................................18 Multisensory approaches for teaching . ................................................................................................21 Numeracy ...............................................................................................................................................................22 Pottery ......................................................................................................................................................................23 L-għanijiet prinċipali tal-lezzjonijiet tal-P.S.C.D u l-Literacy ...................................................24 Building Bridges ..................................................................................................................................................25 Physcial Education Activities ......................................................................................................................26 Computer Literacy .............................................................................................................................................27 Science Around Us .............................................................................................................................................28 Stepping stone . ....................................................................................................................................................30 Skema - Work Exposure ..................................................................................................................................32 Art ...............................................................................................................................................................................34 L-Istrina Activities ...............................................................................................................................................37 Christmas Activities Crafts . ..........................................................................................................................38 Outing . ......................................................................................................................................................................39 Concert.......................................................................................................................................................................39 Easter Activities ...................................................................................................................................................40 Eco Activities .........................................................................................................................................................41 As part of the Unesco ASP.net Project & We Eat Responsibly .................................................42 My Pet, My Therapist.........................................................................................................................................43 Pony Therapy..........................................................................................................................................................45 Active School Flag Award...............................................................................................................................48 Proġett Kreattiv – fil-Mużika .......................................................................................................................49 Moveo Dance Sessions.....................................................................................................................................50 The Duke of Edinburgh Award.....................................................................................................................53 YRE ..............................................................................................................................................................................54 Celebration Day ..................................................................................................................................................55 Poems.........................................................................................................................................................................57 Maria Regina College, Dun Manwel Attard Young Adult Education Resource Centre Triq il-Madonna tal-Abbandunati, Wardija, San Pawl il-Baħar SPB 6351.

Tel: 2598 6780 Fax: 2157 3244 Email: mrc.dunmanuelattard.rc@ilearn.edu.mt Web: www.sns.wardija.skola.edu.mt

energetic companion

Bank of Valletta is by my side every day, assisting me to a better financial future, whatever stage in life I am in.

Bank of Valletta, my lifetime companion.

www.bov.com or contact 2131 2020.

Issued by Bank of Valletta p.l.c., 58, Triq San Ĺťakkarija, Il-Belt Valletta VLT 1130 Bank of Valletta p.l.c. is a public limited company regulated by the MFSA and is licensed to carry out the business of banking and investment services in terms of the Banking Act (Cap. 371 of the Laws of Malta) and the Investment Services Act (Cap. 370 of the Laws of Malta).

Maria Regina College, Dun Manwel Attard Young Adult Education Resource Centre

Academic Staff 2017-2018

2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Editorjal

Is-sena skolastika 2017 – 2018 waslet fi tmiemha ukoll. Sena mimlija daqs bajda, b’lezzjonijiet, attivitajiet kurrikulari kif ukoll attivitajiet extra kurrikulari.

Dan il-magazine huwa propju esebizzjoni ta’ uħud minn dawn l-attivitajiet u lezzjonijiet. Diversi lezzjonijiet, riżultati fl-Achieve Programme, Sports days, diversi premji relatati ma’ proġetti li nidħlu għalijhom, Celebration day tal-Milied, Attivitajiet tal-Karnival u Celebration day f’Mejju huma uħud mill-attivitajiet li saru din is-sena. Iżda, huwa impossibli li jkollna rendikont ta’ kollox hawn, pero hu gost u pjeċir tagħna li, permezz tal-magazine, infakkru kull sena skolastika bis-sabieħ kollu tagħha. Dawn l-attivitajiet kollha isiru għaliex qedin grupp ta professjonisti li ilkoll naħdmu flimkien sabiex noffru l-aqwa għaż-żgħażagħ li jattendu ċ-ċentru tagħna.

Ta’ min isemmi, li kemm il-website kif ukoll il-facebook

magazine ta’ ċertu livell. Grazzi lil dawk li kitbulna artikli

page taċ-ċentru tagħna ikunu updated il-ħin kollu.

interessanti, lil dawk li sabu w għażlu r-ritratti, lil dawk

Jittelgħu diversi ritratti u videos li juru x-xogħol li

il-kumpaniji li għenu permezz tar-reklamar, lil dawk li

ż-żgħażagħ tagħna jtellgħu waqt il-ħin li jqattgħu fiċ-

ġabru dawn ir-reklami u l-aħħar u mhux l-inqas lil dawk li

ċentru tagħna.

jgħinu u ma jkunux iridu jidru.

Din hija is-sitt edizzjoni … u mhux ser nieqfu hawn! Grazzi Grazzi Tassew!

lil kull min ta l-għjanuna tiegħu sabiex jerġa’ jkollna

Chris Grech

Therese Aquilina

Grazzi kbira tmur għal: Joe Sciberras Gormina Marant Food Products Ltd

KPMG Maranta Mr Mifsud

PJ Sutters (Marketing) LTD E&M Meat products Melita PLC

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2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Messaġġ mill-Prinċipal tal-Kulleġġ Maria Regina “Iċ-Ċentru jagħmel minn kollox.

Lejl u nhar jinħmew attivitajiet mill-Kap taċ-Ċentru, mill-Assistent Kap, minn numru ta’ nies fosthom għalliema u LSEs li jaħdmu qatigħ għallġid tal-istudenti tagħna li tant huma għal qalbna.”

Għaddiet sena oħra. Sena ta’ ħidma. Ħidma minn

Il-laqgħat għall-ġenituri ma jonqsux, flimkien ma’

numru kbir ta’ nies li jwassal għal progress tanġibbli.

kunċerti bil-parteċipazzjoni attiva tal-istudenti kollha.

Iż-żgħażagħ tagħna jixorbu minn din l-għajn li toffri

Hija proprju l-ħidma id f’id mal-ġenituri li toħloq din is-

esperjenzi speċjali, esperjenzi li jgħinuhom jakkwistaw

sinerġija li biha jistgħu jiggwadanjaw dawn iż-żgħażagħ

ħiliet ferm utli f’ħajjithom. Ħiliet li jużaw personalment

li jagħtuna tant sodisfazzjon. Dan hu possibbli wkoll bil-

u anke fil-ħajja, fil-familja u nittamaw anke fuq ix-xogħol

kollaborazzjoni mat-tim multi-dixxiplinarju tal-Kulleġġ.

fil-futur qarib.

Fil-fatt dan l-aħħar saru diskussjonijiet serji sabiex isir networking sod fil-Kulleġġ, ċioe’ bejn l-iskejjel l-oħra

Iċ-Ċentru jagħmel minn kollox. Lejl u nhar jinħmew

tal-Kulleġġ u ċ-Ċentru tal-Wardija. U hekk sar. Din il-

attivitajiet mill-Kap taċ-Ċentru, mill-Assistent Kap, minn

kollaborazzjoni ħalliet frott li bih gawda kulħadd.

numru ta’ nies fosthom għalliema u LSEs li jaħdmu qatigħ għall-ġid tal-istudenti tagħna li tant huma għal qalbna.

Dan kollu jsir f’Ċentru modern li milux li ġie rinnovat u armat b’tant apparat utli u teknoloġiku sabiex jgħin fit-

Il-Facebook Page u l-Websajt taċ-Ċentru jiġu aġġornati

tagħlim. Issir ħidma minn grupp kbir ta’ nies biex dan

kontinwament. Kuljum jittellgħu ritratti u informazzjoni

il-post jinżamm nadif u fi stat tajjeb. Hawnhekk nixtieq

ġdida dwar il-ħajja ta’ din l-istituzzjoni tant dinamika.

nirringrazzja lil kulħadd tal-ħidma sfiqa u kontinwa.

Dan il-magazin jagħti ħarsa fil-qosor ta’ dan il-programm

Grazzi għax kburin bikom. Kburin li tagħmlu parti mill-

li jitħejja u jiġi attwat b’tant ħeġġa u dinamiżmu.

L-Achieve

Programme

(Prince’s

Trust),

Kulleġġ Maria Regina għax verament tgħinuna sabiex

l-Ekoskola,

inkunu lkoll Innovattivi, Kreattivi u Professjonali.

Dinja Waħda, Animal Awareness u attivitajiet li jħeġġu

Patrick Decelis

l-imħabba lejn l-annimali, terapija permezz ta’ mużika, attivitajiet sportivi, attivitajiet li jkomplu jħeġġu l-kura

B.Ed.(Hons), M.Sc. Educ. Lead. (Leicester)

personali, kreattivita’ fl-aqwa tagħha, ħidma fl-għelieqi

College Principal - Maria Regina College

tal-madwar u imħabba lejn in-natura, il-ħxejjex, xjenza u l-użu tat-teknoloġija.

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2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Messaġġ tal-Kap taċ-Ċentru Kif jgħaddi ż-żmien! Itir meta tkun qiegħed tieħu pjaċir tagħmel biċċa xogħol li tagħtik sodisfazzjon! Bla ebda dubju, xogħoli jtini ħafna sodisfazzjon u l-ħin lanqas narah għaddej. Bosta attivitajiet jagħmlu din l-iskola ħajja u attiva. Miniex ser nidħol fid-dettall tal-proġetti li aħna parteċipi fihom għax kieku għandi bżonn ħafna aktar spazju milli għandi! Però l-iskola qed tkun pjattaforma li toffri esperjenzi edukattivi uniċi u innovattivi! Dawn l-esperjenzi qegħdin isaħħu bosta ħiliet filwaqt li jkabbru l-kreattività kemm tal-istudenti kif ukoll tal-istaff. Il-professjonalità tagħna qiegħda wkoll tkun xprun fis-settur; qed inkunu ta’ eżempju f’bosta prattiċi. L-iskola hija innovattiva f’ħafna aspetti.

Insibu diffikultajiet – però – dejjem poġġejna l-ħidma qabel kollox u wrejna flessibiltà biex naddattaw (fejn possibbli) għaċ-ċirkostanzi.

Aħna min-naħa tagħna nżommu għajnejna miftuħa għal

“Ma għandix kliem biżżejjed biex ngħidilkom GRAZZI!”

programmi innovattivi fis-settur biex dejjem inkunu aġġornati kemm fil-pedagoġija kif ukoll fi programmi u terapiji innovattivi. Bi pjaċir din is-sena konna involuti f’awditjar estern li kellu l-iskop li janalizza l-ħidma taliskola f’bosta aspetti. Dan l-ewwel darba li sar f’dawn it-tip ta’ skejjel, u aħna lqajnieh b’idejna miftuħin.

Bis-saħħa

ta’

kritika

kostruttiva

nkunu

nistgħu

napprezzaw u niċċelebraw il-pożittiv, filwaqt li bħala professjonisti serji, naħdmu u nirriflettu fuq l-aspetti li

ħafna! Żgur li qed nitkellem f’isem l-istudenti u l-ġenituri.

nistgħu ntejbu biex inkomplu nsaħħu l-ħidma edukattiva

Minn hawn nappella lil dawn tal-aħħar biex jemmnu fil-

ħolistika u nżommu l-għanijiet tagħna iffukati fuq

ħiliet tat-tfal tagħhom u jkunu attivi u parteċipi fil-ħajja

il-bżonnijiet taż-żgħażagħ tagħna – l-ispirazzjoni u

ta’ wliedhom b’mod sħiħ. Uliedkom għandhom bżonnkom

l-motivazzjoni

u jistennew is-sapport tagħkom! Imbuttawhom ‘il

dawn

tagħna.

tal-aħħar

M’hemmx

jirrispondu

b’mod

għalfejn brillanti

ngħidu,

quddiem u nkorraġġuhom.

għall-

istimuli edukattivi li noffru. Tarahom dejjem kuntenti u

Minn

ferħanin u dejjem iħalluna b’ħalqna miftuħ b’azzjonijiet

din

ir-rokna

nixtieq

nieħu

l-opportunità

li

nirringrazzja lil kull min jgħin u jagħti sapport lill-

“żgħar” imma li jħallu mpatt qawwi fuq il-ħsieb u

iskola u jemmen fil-ħiliet tal-istaff u tal-istudenti.

l-azzjonijiet tagħna.

Grazzi mill-ġdid.

Però ta’ min isemmi li dawn is-suċċessi li semmejt hawn fuq ma jiġux b’kumbinazzjoni jew għax aħna “iffurtunati”!

Nicholas Agius

Dawn il-kisbiet huma grazzi għad-dedikazzjoni tal-

B.Ed (Hons); M.Ed (Birm.)

istaff tal-iskola li jħabrek kemm jiflaħ biex joffri l-aqwa

Surmast

esperjenzi edukattivi lill-istudenti minkejja l-problemi li l-istaff jiltaqa’ magħhom! Staff li hu flessibbli u li jpoġġi l-interess tal-istudent quddiem. Ma għandix kliem biżżejjed biex ngħidilkom grazzi! Jistħoqqilkom

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2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Messaġġ mill-Assistent Kap

“F’din l-iskola qiegħda dejjem tiżdied il-flessibilita’ fit-tagħlim, biex b’hekk jiġi inkluż kull student/studenta li għandna...”

Għal dawn l-aħħar tlett snin li jien ilni f’din l-iskola, dejjem

fid-dehra jidher impossibbli jseħħ. It-‘team’ li għadni kemm

apprezzajt

semmejt jinvolvi lil kull min għandu għal qalbu l-istudenti

il-motivazzjoni

tal-istudenti,

l-inizjattiva,

l-impenn u d-dedikazzjoni tal-għalliema u LSEs u anke

kollha tagħna.

l-progress tat-tagħlim kif ukoll f’dak li għandu x’jaqsam

Għalhekk minn hawn jien nixtieq nieħu l-opportunita’ sabiex

ma’ varjetà kbira ta’ proġetti, dan iċ-Ċentru ma jonqsu qatt.

nirringrazzja b’mod speċjali lis-surmast, lill-għalliema

Anzi dejjem jiżdiedu u b’hekk l-istudenti qiegħed ikollhom

u LSAs, lill-ġenituri u lill-istudenti ta’ din l-opportunita’

l-opportunita’ fejn jimirħu aktar f’dak li għandu x’jaqsam

interessanti li kuljum jien nesperjenza, li qiegħda tagħtini

ma’ tagħlim varjat u progressiv akkademiku kif ukoll li

ħafna sodisfazzjon. Prosit għal kull min hu involut!

għandu x’jaqsam mad-dinja tax-xogħol.

Anna Bugeja

Min-naħa l-oħra f’din l-iskola qiegħda dejjem tiżdied

B.Ed. (Hons), M.Ed. Inc. & Ind. Educ. Needs (Melit.)

il-flessibilita’ fit-tagħlim, biex b’hekk jiġi inkluż kull

Assistent Kap

student/studenta li għandna, skond l-abbilta’ tiegħu/ tagħha. Hawnhekk l-istudent meqjus bħala individwu bilkapaċitajiet tiegħu/tagħha fejn it-tagħlim huwa immirat li jolqot kull individwu b’mod ħolistiku. Dan ma jfissirx li din hija xi ħaġa faċli imma b’impenn u dedikazzjoni kbira, u anke sforz ta’ meta naħdmu bħala ‘team’, jirriżulta li dak li

10

2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Il-Kunsill Skolastiku “Din is-sena, bis-suċċessi kollha taż-żgħażagħ tagħna, bħas-snin ta’ qabel, tawgura tajjeb għall-futur taċ-Ċentru tagħna u għaż-żgħażagħ li ser ikunu magħna fis-snin li ġejjin!”

Din

hi

t-tieni

sena

ta’

dan

il-kunsill

skolastiku.

Il-kunsill jiltaqa’ minn tal-inqas darba fix-xahar sabiex

Il-membri tal-kunsill baqgħu l-istess tas-sena l-oħra

jiddiskuti ħafna affarjiet li jikkonċernaw iċ-Ċentru tagħna,

u għaldaqstant ser nerġa nfakkarkom ftit min huma

iż-żgħażagħ tagħna, żgħażagħ ġodda li ser jingħaqdu

l-membri:

magħna, kif ukoll l-andament taċ-Ċentru matul is-sena.

Ovvjament, ma jonqosx li niddiskutu l-ħafna attivitajiet u

President: Mr Carm Hili

proġetti li jsiru fiċ-Ċentru matul is-sena. Din is-sena reġa

Chairperson: Mr Nick Agius

sabiex iċ-Ċentru tagħna jkompli jkun l-opportunita għaż-

kellna sena sodisfaċenti għaliex ilkoll flimkien ħdimna

Membru mill-ġenituri: Ms Terry Aquilina

żgħażagħ ta’ bejn is-sittax u tnejn u għoxrin sena.

Membri tal-istaff:

Din is-sena, bis-suċċessi kollha taż-żgħażagħ tagħna, bħas-

Mr Chris Grech, Ms Aida Pisani, Ms Janet Bonnici.

snin ta’ qabel, tawgura tajjeb għall-futur taċ-Ċentru tagħna u għaż-żgħażagħ li ser ikunu magħna fis-snin li ġejjin!

Grazzi, Il-Kunsill

11

2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Messaġġ tas-Service Manager “F’dan iċ-Ċentru qegħdin nagħmlu minn kollox u nagħtu l-massimu possibbli biex il-kwalita` akkademika kif ukoll l-abilitajiet għal ħajja indipendenti ta’ dawn iż-żgħażagħ jiġu mżewġin flimkien.”

Merħba għal sena skolastika oħra f’dan iċ-Ċentru! Merħba

Matul is-sena, dan iċ-Ċentru jorganizza diversi attivitajiet

akbar tmur lejn l-istudenti żgħażagħ tagħna speċjalment

kemm kurrikulari kif ukoll extra-kurrikulari. Permezz tal-

lejn iż-żgħażagħ il-ġodda li ngħaqdu magħna f’ Ottubru

professjonisti kollha li jaħdmu bil-qalb u bi sħiħ f’dan iċ-

li għadda!

Ċentru, l-istudenti qegħdin jesperjenzaw esperjenzi varji bħalma hija varja l-ħajja tagħna lkoll. Mingħajr esperjenzi

Nixtieq nibda billi nirringrazzja l-professjonisti kollha li

m’għandniex ħajja – u hekk jgħixu l-ħajja skolastika attiva

jaħdmu qatigħ f’dan iċ-Ċentru kif ukoll id-dedikazzjoni

dawn iż-żgħażagħ f’dan iċ-Ċentru. Hekk iridu jidraw

ħolistika li għandhom lejn dawn iż-żgħażagħ. Grazzi tmur

dawn iż-żgħażagħ – ifittxu bis-saħħa tagħna lkoll li jgħixu

għaż-żgħażagħ li jagħmlu parti minn dan iċ-Ċentru għax li

esperjenzi li jgħallmuhom u jagħtuhom ħajja indipendenti

kieku mhumiex parti minnu kieku żgur li m’aħniex hawn.

aħjar sabiex ħadd ma jaqa` lura f’ din is-soċjeta’ tant

Fl-aħħar u mhux l-inqas, grazzi mill-qalb tmur għalikom

mgħaġġla.

ġenituri/tuturi tal-kooperazzjoni tagħkom.

Dan huwa l-għan ta’ kull sistema edukattiva u ta’ kull

Kif ilkoll nafu, l-edukazzjoni hija importanti biex tħeġġeġ

min għandu f’moħħu futur siewi ta’ kulħadd, b’mod

persuni biex jaffaċjaw sitwazzjonijet reali f’ħajjithom

partikolari dawn iż-żgħażagħ li bis-saħħa tagħna jagħrfu

b’għarfien adekwat. Proprju, f’dan iċ-Ċentru qegħdin

r-rotta tagħhom!

nagħmlu minn kollox u nagħtu l-massimu possibbli biex il-kwalita` akkademika kif ukoll l-abilitajiet għal ħajja indipendenti ta’ dawn iż-żgħażagħ jiġu mżewġin flimkien.

Darlene Borg M.Ed (Inclusion & Individual Educational Needs) Service Manager - Special Education

13

2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Let us Achieve!

Wardija Resource Centre is committed to offering our

Digital Skills: Learning to make proper use of digital

youngsters an educational experience that can strengthen their

tools in a safe and responsible manner.

abilities and develop their potential to face the world as adults.

As educators, we therefore believe in the value of an educational package that is on a par with the reality of the world that our

Professional Development

young adults will face when they step out of their experience at

Customer Service:

the Centre.

Educating students to put their

entrepreneurial skills to the test and challenging them

Over the years, the Centre has consistently invested in

to be proactive and equipped to face real-life scenarios

developing and improving our educational programme

of potential places of work.

so that it is always fresh and relevant to the reality of our

Career Planning: Working on elements such as creating

society. In fact, as part of these efforts, over the last two

a recognised CV, practising for interviews and exploring

years, the Centre has taken an active role in the Achieve

skills and talents

Programme and has endeavoured to add this dynamic

The Achieve Programme is an inspiring personal

programme to its portfolio of services.

development programme, a skills-boosting opportunity

The Achieve Programme offers a practical approach

for young people which is being gradually introduced

to learning that supports young people to fulfil their

by the Ministry for Education in schools around Malta

potential and therefore complements the rich range of

because of the invaluable benefits it provides to pupils

services that the Centre offers. It is a programme that is

nationally. At the Centre, we felt it was a natural next

targeted at young people aged 13 to 19 who may require

step to take this programme on board so that our

support to fulfil their true potential.

youngsters can be recognised for their efforts and valued

As part of the programme, our youngsters are given the

in the educational sphere thanks to this internationally-

opportunity to explore a range of areas such as:

recognised method of certification.

Working at an individual level with students, the Achieve

Life Skills

package is offered to our youngsters through different

Managing Money: Where, through fun and interactive

educational experience can be tailor-made to best

sessions, students learn how to manage money and be

enhance their holistic development, through personal

smart with finances.

and professional growth at an individual level. As Achieve

approaches and methodologies, so that our pupils’

is a flexible programme, it allows us as educators to

Preparing for a Healthy Lifestyle: Where students get

address the range of topics presented through creative

to discuss and practise healthy habits, learning simple,

and interactive ways that can engage and include most

easy recipes and ways to be smart with food.

of our youngsters.

Participating in Exercise: Involving students at the front-

Thanks to this initiative our youngsters can continue to

line, participating in an active lifestyle throughout their

develop and strengthen their abilities and potential.

day at the Centre.

As a Centre, we believe this is at the heart of our services and thanks to the Achieve Programme we can

Active and Responsible Citizenship

continue to provide our young individuals with dynamic opportunities that transform their academic experience

Community Project: Working as part of a team to make

and success.

a difference in our Centre’s community and on a

Kevin Spiteri

national level.

14

2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Community Based Activity

“This teaching approach is fundamental to promote a culture founded on acceptance, tolerance, respect, and diversity.”

One of the subjects offered by our Resource Centre is

The CBA teacher together with the class LSAs discusses and

Community Based Activity (CBA). The main goals of

plans the activities beforehand to ensure that the unique

this weekly whole day activity are to foster students’

individual needs of all the students in the classroom are

independence by enhancing their social and communication

catered for. Where possible students are also involved in

skills and adaptive/self-help skills. This teaching approach

the planning and organisation of the activities by providing

is fundamental to promote a culture founded on acceptance,

them with the opportunity to select from a list of places

tolerance, respect, and diversity.

or recipes. After selecting the activity tailored to meet the individual needs of all the students in the classroom, the

Indeed, most of the activities are held outside the school

teacher and LSEs prepare the students by, for example,

premises in cafeterias, public gardens and parks in order

showing them the place they would be visiting on the map,

to expose the students to different environments. Students

how they would be getting there, and the plan once they

thus have the opportunity to integrate with other adults

are there. If it is a cookery session, the equipment and

and youths, and at the same time enhance their learning

ingredients to be used would be introduced.

by buying a snack or drink, paying and waiting for the change. During CBA students also have the opportunity to

From our experiences working with students with different

use the well-equipped Resource Centre kitchen for healthy

abilities, we have learned that such activity is very

cooking sessions. Through hands-on activities, students are

beneficial for our students as it incorporates the community

encouraged to use all of their senses by kneading, tossing,

and immediate environment into the teaching approach.

pouring, smelling, cutting, tasting and feeling different

We have also observed that this teaching strategy not

food. They also not only learn lifetime math skills such as

only enhances learning, but also generates a higher sense

counting, weighing and measuring, but also improve their

of engagement and retention, and helps students better

social skills by working together, communicating with their

absorb, retain, and transfer knowledge.

peers, and practising table manners like the correct use of

Group C3

table utensils and appropriate behaviours.

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2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Design and Technology

The aim behind the Design and Technology subject is to

tools and methods, always in line with health and safety

challenge students with a situation and discuss possibilities

principles. In other words, students generate, develop,

to come up with different solutions. This is possible through

model and communicate their ideas through talking,

the adoption of structured steps. We first start with the

drawing, templates, and, where appropriate, information

‘Problem’, then analyse various aspects of design where

and communication technology. They build structures and

students are given the possibility to explore their design

understand the use of mechanical systems in their products

in relation to the set problem. Then we consider what

(such as gears, pulleys, cams, levers and linkage)]. All in all

materials should be used in order to show awareness that

the subject widens students’ horizons by exposing them to

materials have different properties, while ensuring that the

educational aspects that instil in them a deeper knowledge

materials employed are not harmful to the environment.

of how things work.

Next, we start our build-up in conformity to the set design

Mr Chris Vella

produced. In this process students are exposed to various

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2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Performing Arts - Dance and Movement Studies.

Dance and Movement studies is an important subject

Ensemble, in order to explore some of the ideas that have

in our curriculum, aiming to create a fun and positive

been developed for the creation of ‘Carmen’, an artistic

learning experience for our students. Students participate

performing art project as part of V18. The students also

in dance sessions led by Mr Doughlas Comley, a creative

had the opportunity to watch a short performance from

partner as part of the project ‘Kreattiv’, and Ms Yanica

the actual show.

Cassar, a dance teacher at our Resource Centre.

During the second term, we started preparing for our

Dance affects students in myriad ways. It fosters an

annual celebration day. This year’s theme was about

appreciation of artistic dance and nurtures skills in

Metamorphosis. The students were taught various

dance movements, and gives us teachers the opportunity

dance routines related to the lifecycle of a butterfly,

to

social

which enabled students express themselves artistically.

interaction and achieve learning outcomes among

reinforce

positive

behaviour,

encourage

The last term focused on freestyle dance, hip-hop and

our students. By means of differentiated teaching, we

breakdance. These non-choreographed sessions allowed

enable students to achieve basic dance movement as

students to experiment with different dance moves while

well as assist others who are already inclined toward

listening and feeling the music, and just letting go. This

rhythm and movement to reach their full potential for

was a fun way to end our scholastic year with a blast!

creative expression.

Ms Yanice Cassar

Sessions carried out in the first term focused on developing basic traveling skills and exploring different rhythms. In the month of November, a group of students were invited to attend a workshop coordinated by ZfinMalta Dance

17

2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Entrepreneurship Initiatives at Wardija Resource Centre

An entrepreneur is someone who takes the initiative in creating and producing something innovative. In general, entrepreneurship is the process of designing, launching and running a small ‘business’. kiln for a second time to yield the final product, before being sold to interested clients as souvenirs.

At Wardija Resource Centre, we (students and supporting staff) embark on several similar initiatives, not with the aim of generating profit, but to give us the opportunity to get directly involved in the processes that entail a great deal of planning, scheduling and hands-on experience.

Gift Bags: Students traced the design of the chosen bag from a given template on a cardboard. Then they cut it and glued its closing parts, such as the sides and the bottom, using double-sided tape. Afterwards students glued different pre-cut decorative cuttings which had been cut by themselves using the Sizzix.

Entrepreneurship initiatives at our centre range from activities involving design and technology to creative art and crafts.

Below is a list of the products of students’ entrepreneurship and a small explanation on each:

Hampers:

Wedding souvenirs:

During work exposure sessions students also assembled hampers. These hampers contained packets of dried bay leaves, lavender pouches, jars of olive oil, honey and olives in brine. It is also worth mentioning that all of the above products were pre-packed and bottled by the students themselves during various sessions.

Different glass jars of different sizes were filled up with different materials, from sugar-coated almond sweets (perlini) to honey and olive oil. The same jars were then decorated using materials chosen by the clients, such as tulle or any type of fabric.

Wedding invitations:

In regards to entrepreneurship our Centre also won the award Premju Ġieħ l-Artiġjanat 2017. The award was for Inclusiveness and Integration through Crafts and the winners were announced on Monday 5th March 2018.

The project consisted of creating house names by using mosaic and metal works with the help of Paolo and Jane Giordanella. For this project the students first flattened a piece of clay and painted it. Using a hammer the students created little pieces of tiles that were then attached to the flattened surfaces in a mosaic. Grouting was later applied to finish off the product. Alongside the mentioned, another project was done in collaboration with artists Paolo and Jane Giordanella, involving metal works, where numbers were created to complement the names of houses created from mosaic. This experience was of huge benefit to the students as they became aware of the methods evolving around the crafts of mosaic and metal works.

Students were presented with different sizes of cardboard, pre-cut and printed from the printer. The wedding invitation cards were then decorated with ribbons and different embellishments, such as hearts or pearls, chosen by the client. Then the cardboards were attached together with double-sided tape or glue. If a ribbon or an embellishment was involved, the students needed to stick it on a marked point.

Ceramics: Students cut different forms and shapes in fresh clay. With support they also created different textures from different materials such as stress balls, used batteries, bottle caps etc. The final shape was cut according to stencils that were prepared from beforehand. The clay was placed in a hot kiln so that the raw material would be hardened by the heat, drying up the clay. When ready from the kiln, students coloured the stencilled forms with specialised clay painting material. These shapes were put inside the

Group 2.1 18

The Point Valletta MIA Spinola Balzan Bay Street Marsaxlokk PAMA

2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Multisensory approaches for teaching

Using a multisensory teaching technique means helping an individual to learn through more than one aspect. Most teaching techniques are done using either sight or hearing (visual or auditory). A multisensory approach implies that information is presented in different modalities, conforming to the belief that students learn a new concept best when it is taught using the four modalities (visual-auditory-kinesthetic- tactile).

Multisensory Room

Keeping in mind the importance of multisensory teaching, at our Centre we aim to give our students all the necessary

Multi-Sensory Environments are designed with two goals

inputs throughout the daily activities, both in class and in

in mind: to promote intellectual activity and to encourage

sensory rooms. To reach this goal, we seek to have the

relaxation. Teaching some subjects such as literacy,

latest technology to support us in giving the utmost where

numeracy and IT in these rooms is becoming a common

needed and when possible.

practice at our Centre. We provide all the necessary tools

The Integrex SENse combines high technology with

such as:

simple design to provide a mobile, immersive sensory

• Lighting effects

system featuring an interactive floor, ideal for those

• Sensory activities

standing, using a wheelchair or lying on the floor. The

• Tactile experiences

floor projection responds to body movement when it

• Cause and effect items

is detected by an overhead camera. We use a range of

• Various switches

stimulating and colourful interactive games in order to

• Soft items

provide the necessary stimulation and learning experience

• Sound effects

for students who learn best by using their senses.

• Selected rhythmical music

MotionMagix

• Motion stimulation

This is an innovative interactive play with endless

These approaches not only provide a relaxing and

possibilities. The use of specialised systems and interactive

explorative experience, but also serve as a tool for achieving

content is targeted for total engagement, especially for

specific and measurable educational goals.

our students that need that extra support. By using these systems we aim to blend cognitive and physical activity

It goes without saying that the majority of our students

in order to provide a variety of educational and learning

react well to these experiences, which gives us more

experiences, improving various skills such as participation,

encouragement to continue offering the best possible

attention, turn taking and motivation.

holistic teaching to each, depending on the individual’s ability and need.

This equipment is set up in the gross motor area, where

Ms Kim Caruana, Ms Rita Cassar, Ms Therese Aquilina

besides technology, students also find resources that offer stimulating physical activity.

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2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Numeracy

Throughout this scholastic year learners covered several

Furthermore, on Monday 19th February a Financial

skills such as spatial sense, measurement, number

Literacy Challenge was held at our Centre as part of

sense and data handling. Activities carried out helped

the European Money Week and Global Money Week.

learners be both logical and creative. Furthermore some

During the challenge, learners engaged in a Money

learners covered Money Management objectives from

Hunt through which they identified and collected money

the Prince’s Trust Achieve Programme. Such goals include

items. Afterwards they sorted and counted the money

understanding the benefits of having a bank account,

items found, then participated in a quiz about money

the advantages and disadvantages of borrowing money,

management. On March 12th some learners attended the

the advantages of saving, costs of needs and wants and

Money Week Launch at Rabat Middle School where we

deduction. Some learners visited HSBC for a ‘Managing

were awarded for our dedication and effort shown during

my money’ session. During this session HSBC staff

the Financial Literacy Challenge.

explained certain objectives and afterwards learners had

Ms Alessandra Azzopardi

the opportunity to use an ATM machine.

Independent Living Skills

Independent Living Skills (ILS) aim to teach daily living skills and foster individual autonomy. During ILS learners cover skills related to domestic living, personal care, clothing and engaging in the community. The learners also prepare and cook healthy meals. Furthermore, some learners cover objectives from the Achieve Programme on Preparing for a Healthy lifestyle. These objectives introduce learners to ways in which they can lead a healthy lifestyle, and help them learn of the food groups, the risks of over/under eating, the need for sufficient sleep and regular exercise, and the effects of substances on the body.

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2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Pottery “Have no fear of perfection, you’ll never reach it” Salvador Dali

The sensorial experiences reached in the Pottery sessions

Apart from that, the chemical aspects of such material

open a gateway to a series of creative journeys into a

were explored through the process of firing and glazing

world where perfection does not exist and all of the

with all the chemical components reacting to achieve

students who embark on such a journey can express their

newly found levels of art in the end product. All in all,

free spirit. Rules of material behaviour are followed to a

through these sessions students are given the freedom

certain extent, but the end product is a reflection of the

and space needed to express their emotions, as;

identity and creativity of each individual. Pottery knows

“Imagination is the beginning of creation. You imagine what you desire, you will what you imagine, and at last, you create what you will” George Bernard Shaw

its nature from the very beginning of human existence, where the hand-building technique was the earliest forming method. In these sessions, various techniques and artistic stylisations were explored so that students could become aware of the artistic evolution of various patterns and designs. Such stylistic idiosyncrasies reflect the identity and spirit of a civilisation, and thus it is very important that students become aware of such aspect.

Mr Crish Grech

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2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

L-għanijiet prinċipali tal-lezzjonijiet tal-P.S.C.D u l-Literacy X’importanza nagħtu waqt il-P.S.C.D.?

il-kelma ma tibqax iktar importanti iżda jiddependi minn modi differenti ta’ kif iwassal il-messaġġ. Nagħtu wkoll importanza li l-istudenti jitgħallmu joqgħodu attenti għal dak li qed jisimgħu madwarhom jew li jkun qed jgħid ħaddiehor sabiex ninkoraġġixxu d-djalogu bejniethom u allura anke l-integrazzjoni. Waqt il-qari nifhmu l-importanza li jkunu kapaċi jinfurmaw lilhom infushom dwar x’qed jiġri u anke jitgħallmu jaqraw bhala passatemp. Huwa importanti li l-istudenti jkunu jistgħu jużaw l-abilita’ tal-qari, sabiex iqattgħu il-ħin liberu tagħhom jieħdu gost jaqraw stejjer interessanti għalihom. Għalkemm ħafna mill-istudenti tagħna jsibuha bi tqila jiktbu, aħna dejjem ninkoraġġuhom jitgħallmu jiktbu almenu ftit kliem sempliċi u ta’ importanza bażika għalihom, bħal ma huma: li jiktbu isimhom, forsi fejn joqgħodu, xi numri tat-telefon, kif ukoll kliem li bihom jistgħu jitolbu għajnuna fiżika jew li bihom jistgħu jitolbu għajnuna fil-bżonnijiet bażici tagħhom.

L-għan prinċipali tal-attivitajiet li nagħmlu waqt il-lezzjonijiet tal-P.S.C.D. huwa li l-istudenti jitgħallmu jaħdmu u joqgħodu flimkien. Nittrattaw argumenti li jgħinu lill-istudenti tagħna jieħdu ħsieb tagħhom infushom. Inħossu li huwa essenzjali illi kull tip t’attivita’ li tiġi mħejjija tkun pjaċevoli u li fiha kull student ikollu ċans jipparteċipa. Kull student jista jieħu sehem għax l-attivitajiet jkunu adattati skond il-livell ta’ kull wieħed u waħda minnhom.

Fil-bidu tat-tieni term dis-sena trattajna l-argumenti taliġene fejn l-istudenti ġew mogħtija l-opportunita’ jużaw pupi u oġġetti reali sabiex jifhmu aħjar l-importanza li nżommu ruħna nodfa. Eżempju ċar kien meta ħsilna xagħar pupa bixshampoo u l-conditioner. Ħadu hafna gost u fl-istess ħin setgħu jipprattikaw dak li kienu tgħallmu. Lezzjoni oħra kienet dwar kif jaħslu snienhom, li fiha l-istudenti ġew megħjuna japplikaw it-toothpaste fuq l-ixkupilja tas-snien. Waqt lezzjonijiet oħra ħaslu idejhom u wiċċhom bi prodotti li ġabu magħhom middar. Raw ukoll varjeta’ ta’ filmati meħudin mill-internet fejn ġew imħeġġa biex l-ewwel jarawh u imbagħad japplikaw li jkunu raw billi jimitaw il-filmat b’oġġett reali.

Ħafna mill-attivitajiet fiċ-Ċentru tagħna huma bbażati fuq kif nistgħu ngħinu l-istudenti tagħna jikkomunikaw b’mod li jista jkun effiċjenti għalihom. Nammetti li mhux faċli. Hemm bzonn ta’ perseveranza fix-xogħol tagħna, fejn inkomplu nsostnu l-istess kunċetti għal zmien twil. Sfortunatament mhux kulħadd jasal li jitgħallem mod effiċjenti għalih biex jikkomunika, u kull meta jiġri hekk, aħna nkunu ddispjaċuti; iżda fl-istess ħin ma naqtgħux qalbna. Inkomplu nħeġġu lillistudenti jipperseveraw u nippruvaw insibu modi oħra sabiex nittrażmettu ġo fihom l-importanza u l-għan ta’ dak li nkunu qegħdin ngħallmuhom.

Matul it-tieni term indirizzajna l-importanza li ngħixu ħajja b’saħħitna. L-istudenti ġew mogħtija ċ-ċans li jesperjenzaw attivitajiet varji sabiex jiġu mgħarrfa dwar tipi differenti ta’ ikel u jkunu kapaċi jiddistingwu ikel li huwa tajjeb għassaħħa u dak li aħjar nevitaw jew innaqsu milli nieklu. Ġew murija l-piramida u l-platt tal-ikel li juru l-porzjonijiet ta’ ikel differenti li għandna nieklu. Ipprattikajna varjeta’ ta’ eżerċizzji u ħriġna spiss nimxu fil-ġnien meta t-temp kien jippermetti.

Xi wħud mill-attivitajiet li jseħħu fiċ-Ċentru waqt il-lezzjonijiet tal-Literacy huma Picture Interpretation fejn l-istudenti jigu nkoraġġuti jħarsu lejn stampa ċara u jispjegaw xi jkunu nnutaw.

Jiġu mħeġġa jipprattikaw il-lingwa permezz ta’ mistoqsijiet varji bhal: X’qed tara fl-istampa? X’qed jiġri? Għaliex taħseb hekk? Min huma l-persuni involuti? F’dan il-każ l-istudenti jkollhom ċans mhux biss jirrispondu l-mistoqsija, iżda jużaw ukoll l-immaġinazzjoni tagħhom. Jiġu mħeġġa jkunu kreattivi u din l-attivita’ tista sservi bhala mod effiċjenti ta’ kif jinteraġixxu ma’ sħabhom, billi, per eżempju, jiġu mogħtija stampi oħra li jkomplu l-istorja, fejn l-istudenti jridu jimmaġinaw x’qed jigri fl-istorja u jkunu kapaci jpoġġu l-istampi wara xulxin. Ma’ xi wħud mill-istudenti jintużaw ukoll sentenzi qosra miktuba f’biċċiet u huma jippruvaw ipoġġu l-biċċiet wara xulxin sabiex joħolqu storja bis-sens.

L-għanijiet tal-attivitajiet tal-P.S.C.D. huma kollha mmirati sabiex jgħinu l-istudenti jitjiebu fl-abilitajiet tagħhom u jiggwidawhom għal ħajja iktar indipendenti fejn, kemm jista jkun, jitgħallmu jaqdu l-bżonnijiet bażiċi tagħhom b’mod indipendenti.

Fl-aħħar iddeċidejna nipprattikaw dak li nkunu trattajna waqt il-lezzjonijiet ta’ kull ġimgħa billi preparajna deżerta tajba għas-saħħa. Ibbukkjajna l-kċina u preparajna l-famuż smoothie. Tlabna lill-istudenti jġibu mid-dar: ftit frawli, żewg bananiet, tuffieħa, yogurt u ħalib. Fl-aħħar għaffiġna l-frott u l-kumplament tal-ingredjenti l-oħra flimkien permezz ta’ Nutribullet u servejna l-ismoothie ġot-tazzi.

L-istudenti ħadu gost u fuq kollox…imlew żaqqhom b’ikel tajjeb ghas-saħħa.

Mod ieħor ta’ kif inħeġġu l-komunikazzjoni huwa permezz tal-qbil ta’ stampi, jew stampa mal-kelma, jew ta’ kliem bejniethom. Nagħmlu varjeta’ kbira ta’ loghob edukattiv, li jgħinu l-memorja jew li jqanqlu interess flistudenti sabiex iħossu l-bżonn jinteraġixxu ma’ sħabhom u membri tal-istaff. Jieħdu gost ukoll meta ntihom stampi jixxiehbu hafna, li fihom ikollhom isibu d-differenzi.

Filwaqt li l-għan prinċipali tal-P.S.C.D. huwa li l-istudenti jintegraw kemm jistgħu ma’ xulxin, fil-Literacy l-istudenti jiġu megħjuna jtejbu l-abilitajiet tagħhom tal-kitba, il-qari, issmigħ u d-djalogu. Dawn l-abilitajiet jgħinuhom jikkomunikaw ma’ ħaddiehor.

Hemm modi differenti ta’ kif l-istudenti tagħna jikkomunikaw.

Hawn min għandu l-kelma, allura jista jinteraġixxi permezz tad-djalogu. Hemm min juza l-lingwaġġ tal-ġesti fejn

Ms Joanne Vella Dolci

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2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Building Bridges!

The multi-faceted educational programme offered at Wardija Resource Centre aims to equip our youngsters with a balanced combination of skills to prepare them for their life as adults. Aside from providing an educational preparation through lessons such as Numeracy and Literacy, students are also offered a space for Personal, Social and Career Development (PSCD) through regular sessions that cover a range of topics within this area.

The PSCD sessions offered at the Centre are designed

The team of youngsters chose to focus their efforts on

in parallel with those offered to students in mainstream

the environment, and in fact their project of choice was

schooling, strengthening the element of inclusion and

dedicated to the cleaning-up of a green area. Students

equality with peers. They are tailored to ensure that

geared up and visited a site at the Ta’ Qali Family Park

our students’ development and awareness of the topics

where they worked hand-in-hand as a team to clean the

presented can be appropriately achieved.

area and collect garbage and unwanted material from the location. This initiative was a very enriching opportunity for

Topics covered throughout PSCD sessions include learning

the team of youngsters because aside from offering them

to distinguish and work through different emotions,

the chance to contribute within their community and make

increasing awareness about communication methods

a statement about their commitment towards safeguarding

and different approaches to delivering information and

the environment, it also gave them a very valuable

expressing oneself, relationships and the complexities

experience to work together and strengthen their team-

that these may present in different scenarios, friendships

building abilities while having a pleasant time altogether.

and the strengthening of bonds with peers, boundaries, and personal hygiene. Additionally, topics of a more

Developing

sensitive nature are also discussed. These include sexual

experience for most of us, and even more so for our

education as well as bullying and approaches to handling

youngsters. Providing them with structured, practical and

difficult circumstances.

realistic approaches that can help them throughout this

into

adulthood

can

be

a

challenging

process is therefore a natural aspect of their development

This year, through their PSCD sessions, students were given

that we feel it is important for us as a team to address.

the opportunity to get involved in the Achieve Programme

Through the PSCD sessions offered we aim to support

that is being offered by the Centre as part of an accredited

our young adults throughout these life experiences and

syllabus. Students participated in a Community Project

equip them with tools that can aid them throughout these

that was brought about to provide them with the space

challenges.

to take an active role in their community and contribute to society. Students were given the opportunity to select a project that they felt most comfortable with from a

Mr Kevin Spiteri

number of choices involving different aspects of society, such as vulnerable groups and the environment.

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2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Physcial Education Activities One of our main aims at our Centre is to develop our

stimulate inclusion and are an extra incentive for our

students’ awareness on the benefits of a healthy lifestyle.

participating students.

One of the main aspects of a healthy lifestyle is physical

Additionally, in collaboration with teachers of various

exercise. Besides the PE lessons every group has, our Centre

subjects such as Numeracy, Art and Literacy, a number

organises various activities related to physical exercise.

of lessons were delivered involving both PE and another

Once again, this year we had two Sports Days; one in the first

subject. It was exciting to see the students relate PE with

term and another one in the second term. Both Sports Days

other subjects. Furthermore, staff noticed that involving

were held at the Cottonera Sports Complex. During these

PE with these subjects could increase students’ motivation.

two activities, the students took part in various sports and

This year we will organise the Sports week in May. A series

games, including football, handball, hockey, gymnastics

of PE activities and initiatives will take place during this

and more. These Sports Days complement an ‘inhouse’

week. One of them is the PE/Art exhibition. The Sports

Sports Day organised in January with the collaboration of

week and exhibition will help us in our conquest for the

MCAST students specialising in sports education.

Active School Flag Award. An innovative idea we have in

After the success of last year, the OlyMaths event is planned

mind this year regards the World Cup. Who doesn’t like the

to be organised again in late May. During this event, students

World Cup? Therefore, this year we will hold a World Cup

will participate in sports disciplines that also include the

exhibition prior to its kick-off. It will display information

Numeracy subject. The Marathon/Walk will also be held in

about the World Cup, the countries participating and a

May. Like past years, it is planned that students run, walk or

touch of culture.

ride the bicycle to the San Martin Cave.

In the end, we would like to thank you parents and

One of the highlights from this scholastic year was our

guardians for your collaboration in the organised sports

participation in a Bowling Tournament organised with

events. Also, we encourage you to keep up this ongoing

mainstream students. Proudly, we competed with other

collaboration and to continue building on what we are

school’s students and one of our students managed to rank

teaching our students at our Centre.

in second place. We are looking forward to participating

Mr Jesmar Vella

in further tournaments of this type. These tournaments

26

2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Computer Literacy

Nowadays technology is everywhere and it affects

we strongly believe that this can empower them with

how we live, work, play and most importantly learn.

key skills that may allow them to participate in modern

As a Centre, we work hard to ensure that the latest

society, to learn, explore, create, communicate and

technology is implemented throughout the day so that

eventually progress in their life within society as adults.

our students’ educational experience can be enhanced

This belief was also incorporated with the Achieve

to best address their abilities and potential. This is done

Prince’s Trust Programme.

through the inclusion and use of a variety of strategies.

The Achieve Prince’s Trust unit covered during the

In particular, this aspect of our educational delivery,

Computer Literacy lessons is Entry 3 Digital Skills. The

is mostly enhanced during Computer Literacy lessons,

four key areas covers during this unit are:

where all students with various abilities are given the opportunity to experience and learn skills through the

• Understand e-safety;

use of and interaction with technology.

• Understand uses of digital skills and tools;

Through the integration of technology and differentiated

• Be able to use digital tools to find and present information;

software, the students of different learning styles, are offered an effective way to, enhance interaction,

• Be able to review own digital skills and identify

stay engaged, and become more motivated whilst

areas for development.

learning. The programs are designed in an interactive

During these lessons we assist students to become

and appealing way, targeting specific interests of the

aware of the wider uses digital skills have within the

students. Additionally, for those, who have access

environment around us, especially the workplace.

difficulties through the use of standardised equipment,

Students become aware and understand some of the

assistive technology is also offered, such as specialised

implications that when using technology as a form of

keyboards, mouses, various switches and more.

communication, brings along, both positive and negative

Computer Literacy lessons are not only offered in the

behaviour.

classroom but also in the Centre’s Multi-Sensory Studio

Students are also given the opportunity to participate

and in the Motor Sensory Room, where a number of

in on-going events and projects such as the Young

different approaches with a number of students are used.

Reporters for the Environment (YRE) which offers a

These approaches vary from sensory stories, interactive

unique opportunity for the students to express their

floor and wall projections, cause and effect activities

photography skills while focusing on issues related to

and hands-on activities related with technology.

the environment. Thus Computer Literacy is a powerful

During Computer Literacy lessons several areas of

teaching and learning resource helping to ensure that

development are targeted, mostly approaches to boost

all students can enjoy success as leaners. Computer

their confidence, to work in pairs or teams, taking turns,

Literacy is an invaluable teaching and learning resource

and overall, to improve fluency in the use of digital skills.

for all students. In order to achieve this, on-going training

It is crucial for our students to develop or consolidate

and regular support is essential to keep updating our

the ability to find, present and share information using

professional development.

different programs and digital technology. As a team,

Ms Denise Cauchi, Ms Theresa Aquilina 27

2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Science Around Us “Education is not the learning of facts, but the training of the mind to think” Albert Einstein. “We should not teach children the Sciences but give them a taste for them” Jean Jacques Rosseau

This year we have focused on various topics in our

Microscopes were used to learn more about cells,

Science lessons, such as the Earth Around Us – the

specifically plant cells (leaf, stem and petal cells),

mountains, rivers, lakes, volcanoes and earthquakes;

onion cells and fungi cells (mould on bread). Students

Acids and Alkalis; Cells, Human Body & Organs; Weather

had the opportunity to observe different cells under the

and Energy. Students were given various opportunities

microscope and see them closer in a way impossible with

to learn through multisensory approaches and lessons

our naked eye.

related to their life experience.

With regard to the human body and organs, students

On the topic ‘The Earth Around Us’, a group of students

were given the opportunity to gain more knowledge

worked on a small project where they created a model

on their internal body organs, especially the brain,

of a mountain, a volcano, a river, a lake and sea together

the stomach, the heart and the lungs. Adopting a

with the help of the staff. This was carried out in order

multisensory approach, helped students understand the

to visualise the features we find on Earth which might be

various organs that we have in our body.

hard to find in Malta.

We also discussed the topic ‘Weather’, specifically

For the topic ‘Acids and Alkalis’, students used the

different weather conditions, different clothes that we

universal pH indicator to determine whether a number

wear in different seasons, weather instruments, how the

of products are acids or alkalis. Such products included

weather station that we have in our Centre works and

oranges, lemons, soft drinks such as coke, water,

also the information given via the weather report.

bleach, toothpaste, oven cleaner and milk which were

The below are a number of comments students wrote

determined by matching the colour with the pH scale.

about Science lessons:

The students also had the opportunity to work on a

Ms Yanika Agius

number of situations, including the use of the toothpaste in teeth, chlorine tablets in pools and milk for an acidic stomach.

28

2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Some interesting experiments which can be carried out at home which were also carried out in the Science lab:

Violent Volcano (information taken from How it Works Science Experiments by Robert Winston) Ingredients: empty plastic bottle, baking soda, washing-up liquid, warm water, red food colouring, vinegar, tray, sand.

1 - Pour water into the bottle until it is about three-quarters full.

2 - Add 2 heaped tablespoons of baking soda.

3 - Cover the top and shake so that the baking soda fully dissolves.

4 - Add five drops of red food colouring and then a big drop of washing-up liquid.

5 - Pile damp sand around the bottle in a cone shape, but leave the mouth of the bottle exposed.

Take care not to let any sand fall into the bottle.

6 - Pour vinegar into the bottle until your volcano starts erupting.

If it stops, pour in more vinegar.

Milk Experiment 1 - Pour enough milk in the dinner plate to completely cover the bottom to the depth of about ¼ inch. Allow the milk to settle before moving on to the next step.

2 - Add one drop of each of the four colours of food colouring – red, yellow, green and blue – to the milk. Keep the drops close together in the centre of the plate of milk.

3 - Using a cotton swab touch the tip of the cotton swab to the centre of the milk.

Elephant’s Toothpaste (information taken from How It Works Science Experiments by Robert Winston) Ingredients: empty plastic bottle, 120ml hydrogen peroxide, no greater than 3-6% concentration, washing-up liquid, food colouring, dry yeast, hot water, funnel, baking tray or shallow pan.

1 - Stand the bottle in the middle of the tray. Using the funnel, pour the hydrogen peroxide into the bottle and add a few drops of food colouring and washing-up liquid.

2 - Mix a teaspoon of yeast with two tablespoons of hot (but not boiling) water in a bowl.

3 - Using the funnel again, pour the yeast mixture into the bottle.

Quickly remove the funnel and stand back.

29

2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Stepping Stone The term ‘stepping stone’ implies a raised stone used singly or in a series as a place on which to step when crossing a stream. It’s an action or event that helps one make progress towards a specified goal, a way that gives access to proceed. The ‘Stepping Stone Class’ just introduced this scholastic year at the Wardija Resource Centre was created for the same purpose upholding the very same nature.

As from this year 2017-2018, the Resource Centre has

the students emotionally and also to influence a

created a new class, a space tailored to integrate

harmonious environment. When correcting a student

students with severe challenging behavior. The aim of

a harder tone can be used, yet in general all staff

this new class was to cater for the students’ needs in

members must talk softly and gently to students and

an environment and scheme designed specifically for

to each other to build up a serene environment.

these specific students’ necessities and with their own

• Class door should be closed at all times to safeguard

nature, pace and strength re-integrate them and make it

the safety of students that are prone to attempt to run

easier for them to join in the system of other classrooms

outside the class.

and schemes of the Resource Centre. Students with uncontrollable challenging behavior face a huge struggle

• Temperature and light are to be natural and comfortable

to participate in a classroom with a number of other

and well-used to enhance the classroom environment

students and be motivated to follow the different lessons

and students’ interest; no bright colours allowed.

and activities carried out. For this reason, the Stepping

• Daily use of Gross Motor Rm, Multisensory Room and

Stone Class offers a space where the students are in a

a daily sport/walk in school grounds according to the

calmer and less distracted environment, with tailored

students’ needs.

sessions conducted by a single teacher supported by

• All learning and other activities adapted according to

three LSEs, making it easier for them to attain creative

students’ levels and necessities.

education and care whilst providing a bridge that takes them forth to join other classrooms when their own pace

• Classroom must be set up and designed in a way that

is comfortable with it.

safeguards every student’s safety and space, with the use of beanbags set separately in different corners

Due to the nature of the students with challenging

(one for every student), mattresses, and a set of

behavior that were to be catered for in this new classroom

tables joined together as a workshop area where the

it was of most importance to set up a number of policies

students work next to each other.

designed for the space to carry out its aim and reduce the number of risks that might emerge when having 4-5

• All students’ emotional states are closely monitored

students with the mentioned behaviour problem. The

and support provided throughout the distressed

staff members together with the administration set a

period until emotional stability is regained.

number of policies to make the space reach its aim. Some

Step by step each policy has truly shown its effect on

of these policies, which were successful, included:

every student, and the Stepping Stone Class, despite the challenges, proved to work very well, particularly with two students who have bloomed in their communicative

• No distractions in the classroom. Students’ environment

skills, creative abilities, and also in their behaviour. It

is not to be disturbed by other staff members, sounds,

has been an unforgettable gift to witness a particular

noise or emotions foreign to the class.

student whose behaviour had been so uncontrollable

• Staff members in classroom should hold a tranquil

and challenging change in just three weeks. This same

tone of voice when talking to avoid disturbing

student now greets each staff member, enters the 30

2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

classroom with a smile and controls his own behavior with just compassionate prompts.

The students felt a belonging and were eager to enter the classroom daily, and a timetable including daily sessions at the gross motor room and multisensory room left a great impact on the students’ tranquility. A daily walk at the Centre’s grounds helped each student to be in balance whilst also engaging them in physical exercise and social skills as they played together and with the staff members. Art and live music sessions were also held in the classroom and the students simply loved every session as each minute was indeed designed according to their needs; academic, psychological, physiological and emotional.

The four students that experienced the Stepping Stone Class each benefited from its aims and nature. It was like having four different seasons all in one space; at first one might be wary of handling such differences all together, yet with all the differences between us it always remains true that we have more similarities, and that when we dwell on these rather than our differences, only positive outcomes emerge. Most students interacted beautifully with each other, and each at their own pace they all reached a sense of belonging and safety together, respecting each others’ space and personality with no fear or judgement.

Every day in the Stepping Stone Class was a learning experience and also a learning curve. The space witnessed challenges and their overcoming, us staff members at times afraid and at other times in awe, for the students were truly the masters teaching us how to understand them and be creative to adapt to their needs and the challenges they face. It was a huge gift every day to see challenges transforming into opportunities and the students evolving at so many different levels. The class was meant to be the Stepping Stone but very possibly the students themselves were the greatest stepping stones!

Ms Josette Zammit 31

2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Skema - Work Exposure

Ġewwa ċ-Ċentru ta’ Riżorsi fil-Wardija, aħna nipprovdu numru ta’ servizzi vokazzjonali matul is-sena skolastika apparti l-aspett akkademiku.

Din l-iskema twaqqfet madwar 8 snin ilu, u toffri taħriġ

Hawn taħt issibu lista ta’ xogħolijiet li jsiru ġewwa

lill-istudenti fejn nippreparawhom kif suppost għad-

ċ-Ċentru:

dinja tax-xogħol filwaqt li nesponuwhom għal ċertu

Xogħol ta’ Ġardinaġġ

kompetenzi soċjali biex jaddattaw ruħhom fuq il-postijiet

Hawn l-istudenti jagħmlu xogħol bħal li jimlew l-qsari

tax-xogħol.

bil-ħamrija, ġieli jiżirgħu, jaqtgħu ħaxix żejjed u anke

Aħna bħala Ċentru nemmnu li din l-iskema ta’ taħriġ u

jirranġaw xi qsari.

edukazzjoni vokazzjonali ġenerali hija mezz importanti tax-

Il-ġardinaġġ ukoll jidħol fl-iskema tal-Work Exposure,

xogħol, għax il-parteċipazzjoni nnifisha tal-istudenti

bid-differenza li l-istudenti jagħmlu xogħol differenti

timmotivahom biex jesponu u joħolqu l-potenzjal

minn dak li jkunu għamlu jew ser jagħmlu fil-lezzjoni

għal ħiliet fuq xogħolijiet differenti. Wieħed mill-

propja tal-ġardinaġġ matul il-ġimgħa. Normalment ix-

għanijiet prinċipali hu li ntejbu l-kwalità ta’ ħajja u

xogħol ikun dak li drabi oħrajn ma jkunux laħqu lestew,

nagħtu indipendenza lil dawn l-individwi, dejjem skont

bħal żrigħ, ġbir ta’ frott u ħaxix u anke jieħdu ħsieb

l-abbiltajiet tagħhom.

inaddfu u jitimgħu l-annimali, bħat-tiġieġ u d-dundjani

għall-parteċipazzjoni

tal-istudent

fid-dinja

kif ukoll il-mogħoż u l-ħut.

Din l-iskema attwalment hija offruta bħala suġġett fit-time-table. Għall-kuntrarju ta’ skejjel oħrajn fejn

Ħarrub

l-istudenti jesperjenzaw ftit ġimgħat ta’ xogħol fuq

Il-proċess jinvolvi li l-ewwel jinġabar il-ħarrub niexef

postijiet differenti, dan aħna nagħmluh kuljum mit-Tnejn

mill-ġnien ta’ l-iskola. Wara li jiġi mnixxef fil-forn,

sal-Ġimgħa. Kull klassi eżistenti fiċ-Ċentru tgawdi minn

jitfarrak u jiġi użat ma’ ingredjenti oħra biex nagħmlu

ġurnata fil-ġimgħa ta’ xogħol f’diversi oqsma.

kejk tal-ħarrub. Il-ħarrub jintuża wkoll biex nagħmlu

Issa bħala xogħol dan jinqasam fi tnejn: għandek xogħol

l-ġulepp, fejn l-ewwel ngħallu l-ħarrub, insaffuh u wara

barra ċ-ċentru u dak fuq ġewwa.

nitfgħu iz-zokkor u nħalluh isir sakemm jgħaqad. Meta it-taħlita tiksaħ nitfawha ġo vażetti apposta sterilizzati, imbagħad nagħmlu tabella ta’ l-iskola ma’ kull vażett. ŻebbuġMinħabba li din is-sena s-siġar taż-żebbuġ li għandna l-iskola għamlu ħafna żebbuġ, l-istudenti flimkien ma’ l-għalliema kienu qed jaqtgħu iż-żebbuġ fil-lezzjoni tal-work exposure. Wara li nġabar ammont konsiderevoli ta’ żebbuġ, għamilnih ġo vażetti fissalmura. Tajnih ċans isir u wara poġġejnih ġo vażetti oħra biż-żejt.

32

2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Għasel

Playmobil

Din is-sena fl-iskola ġibna l-għasel minn produtturi barra

Għall-ewwel darba minn din is-sena bdejna nġibu xi

ċ-Ċentru biex nagħmluh ġo vażetti żgħar sterilizzati. Il-

xogħol mill-fabbrika tal-Playmobil. Dawn kienu partijiet

proċess kien jinvolvi li l-istudenti jittrasferixxu l-għasel

minn pupi li l-istudenti kellhom jiċċekkjaw sabiex jifirdu

minn vażett kbir għal vażetti iżgħar permezz ta’ pompa

t-tajbin mill-ħżiena. Wara dan il-proċess, l-istudenti

apposta.

flimkien ma’ l-istaff ipoġġuhom ġo boroż separati biex

Weraq tar-rand

jerġgħu jintbagħtu lura l-fabbrika.

Din l-iskema ma tiffukax biss fuq l-aspett vokazzjonali

Fost is-siġar li nsibu ġol-ġonna tal-iskola għandna numru

iżda tagħti wkoll ċans lill-istudenti biex jiksbu u jtejbu

kbir ta’ siġar tar-rand. Xi xogħol li għamlu l-istudenti kien

ħiliet b’mod holistiku.

li jaqtgħu l-weraq u jaħsluh biex wara nħalluh joqtor.

Imbagħad inpoġġu l-weraq fid-dehydrator biex jinxef

Madankollu din l-iskema wkoll tagħti opportunita’ lill-

sew u nippakkjawh ġo boroż apposta.

istudenti biex ikomplu jibnu il-ħiliet soċjali tagħhom

Sezzjoni tal-Uffiċju

bħal dawk komunikattivi u anke responsabilita’ fuq ilpostijiet tax-xogħol.

Hawnhekk għandna kmamar li l-estetika tagħhom

Ms Sabrine Cacciattolo

tixbaħ l-ambjent t’uffiċċju, fejn hu attrezzat b’magni ta’ photocopying, tqattigħ ta’ karti użati, laminators, giljottini u oħrajn. Ħafna mill-għalliema u LSAs ikollhom materjal biex jiġi pprintjat jew laminat, u allura l-istudenti jagħmluh huma stess dan ix-xogħol.

33

2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Art During the first month of this scholastic year, the

of newspaper were applied, this time using PVA glue

students had the chance to create their own papier-

instead of water. This is very important, as the layers with

mâché monsters.

glue would eventually get harder when they dried, thus creating the shape of the balloon.

Some students started the project while others made use of already-made pieces from last year.

These were left to dry for 48 hours, after which students fixed some of them together in order to create the shape

The first step was to inflate the balloon to the desired

of the monster. When the shape was ready, the students

size. Some newspapers were then cut in long strips the

applied some PVA glue and newspapers to finalise the

size of the balloon, as these were needed to cover the

desired figure.

balloon.

Afterwards, by using different water colours and various

The first layer of newspaper strips was dipped in water,

other pieces of material, students managed to create

to avoid it sticking to the balloon.

When

the

balloon

was

covered

some different works of art!! with

newspaper

Mr Chris Grech

strips which had been dipped in water, other layers

Papier-mâché Monsters Resources needed: • Balloon • PVA glue • Old newspapers • Paint brush • Water colours 34

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2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

L-Istrina Activities 4 th December

As a Centre, we try to instil a sense of altruism and

further activities to collect donations for l-Istrina took

fellowship, at times going beyond our common practice

place. The school choir welcomed Mr Preca with carol

in class. Grasping the opportunity to teach our students

singing, while students, staff and parents participated in

to perform generous acts without expecting any reward

makeovers, such as hairstyling, haircuts and manicures.

but the joy of knowing that we made a difference in

The enthusiasm of the students did not go unnoticed

another person’s life, we organised activities in relation

by Mr Preca himself. Over the whole event, the total

to L-Istrina. The students were involved in preparing

contributions during these activities amounted to €420,

healthy sweets to sell, and all income was forwarded to

which were donated to l-Istrina’s campaign. The positive

the campaign. Staff and students were encouraged to

emotions that arise in similar circumstances are a part of

come with the school t-shirt on a chosen day at a small

the ongoing learning experience we aim to keep giving

cost. The students were also given the opportunity to

our students and all involved. We also aim to instil in

participate in a Wii game tournament. As part of these

them the sense that every minimal effort from each one

activities, the Centre hosted with pleasure the visit of Mr

of us counts, irrelevant of how we do it.

Edgar Preca, husband of Her Excellency the President,

Group C1

Ms Marie-Louise Coleiro Preca. During this visit,

37

2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Christmas Activities Crafts

The students got into the Christmas spirit by preparing

Another activity that the students enjoyed doing was a

some Christmas crafts to decorate the classroom. We

Christmas Father made out of a 2-inch wide paintbrush.

started by preparing the Christmas cards for our loved

First, they painted the handle of the brush red, then with

ones. While we were on an outing doing a clean-up

a skewer they dotted the handle with white paint. Cotton

activity, an idea popped up. We gathered some small

wool was applied as a beard, and after they stuck the

branches to use them for the Christmas cards. The

googly eyes and a pompom as his nose. Hollies made of

students were very enthusiastic and they really enjoyed

felt were also attached.

working on this activity.

Ms Yanika Agius

It has become a tradition that every class decorates its

the artefacts teacher who helped us with the outline of

class door for every festive season. Our class decided to

the reindeer. The students coloured and stuck the parts

be quite original this year and decided to make an upside

together. As one can see in the picture, we also made a

down reindeer. This was only possible with the help of

class wreath.

38

2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Outings

As a Christmas outing we went to the Eden Superbowl

since they had time to interact with students outside

and had lunch afterwards. It was on the 1st of December.

their class, as t. For some of the students it was a new

The students were very excited about this outing. We

experience which they really seemed to enjoy. We as

emphasised throughout the week what we were going to

LSAs feel that such activities are very helpful in the

do on the day to prepare students who don’t like changes

socialisation skills of our students.

in their routine. The students enjoyed the outing further

Concert

As in previous years, the Centre compiled various

and Eurovision songs. Each class was assigned a different

activities in a Christmas concert. From the beginning

role – some took part in the percussions and some took

of the scholastic year, each class dedicated some of

part in the play, while others took part in singing and

the dance and music lessons for the Christmas concert

dancing. The whole event was a success. The students

rehearsals. This year the theme was about SuperHeroes.

really enjoyed themselves.

The students really enjoyed it because they were already

Group 1.3

familiar with the topic. The concert consisted of a play

39

2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Easter Activities Easter is a time steeped in tradition and ritual. It is a time of processions, pageants and more.

Celebrations of Holy Week and Easter are primarily of a religious character, but apart from the religious aspect, it is also springtime, which inspires the use of vivid colours, beautiful flowers and the recycling of the old into the new.

During circle time we asked our students what Easter/ springtime means to them. A few of their responses were chocolate bunnies, eggs, chicks, flowers and a rainbow of colours.

As a class it was decided to create activities that would bring their understanding of Easter to life.

Aiming to increase environmental awareness and the value of reusing, a tree branch that had been pruned and was previously used as a Christmas tree was redecorated with Easter eggs and bunnies that the students had coloured on recycled paper. Pieces of coloured materials were also re-used to make decorative bows.

The students also created their own Easter cards to give to family members. Students with the help of LSAs made these cards with fully recyclable material and cardboard that was used to decorate the classroom door at Christmas.

In another activity, empty egg shells were painted in bright colours and filled with re-used paper. A plastic flower was placed inside each egg shell. Later on, the students created a gift box using recycled cardboard paper. Each box was handdecorated with eggs and flowers to indicate Eastertime.

Bottle caps were also re-used to hold the eggs in place.

These activities were fun for both students and teachers, and allowed for the participation, engagement and development of all involved.

Group 1.1

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2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Eco Activities

Throughout these last six years, we have been participating

enemies, and what they are doing to protect the citrus trees

in EkoSkola. For the last two years we have been participating

that are found in Buskett.

in the project We Eat Responsibly within EkoSkola. This

EkoSkola students had the opportunity to visit Xrobb

is a project which focuses on how we can eat responsibly

l-Għaġin on Arbor Day, which was organised by Nature Trust

by eating local and seasonal food, reducing food waste,

Malta. A student from the EkoSkola team was chosen to open

reducing the overconsumption of meat and becoming more

the ramp that was inaugurated on the day. The students had

aware of the harmful effects of palm oil.

a number of workshops related to the protection of local

This year we continued to focus on eating local and seasonal

trees and they also planted a Għargħar (Sandarac Gum tree)

food by continuing to grow our own products free from

which is our National Tree in Xrobb l-Għaġin Nature Park.

pesticides. Moreover, we also gave primary and secondary

In addition to this, our students are also collecting tea bags,

schools the opportunity to visit our garden and learn more

fruit and vegetable peels and egg shells in order to reduce

about organic farming together with Mr Joe Sciberras, our

waste, to be changed into nutritious compost, which is being

gardener. These students also had the opportunity to cook

very beneficial to our soil. In fact, a student from EkoSkola

carob cake with students from our Centre as well as prepare

is responsible for collecting such compost from every class

eggplant slices with mozzarella and tomatoes. Students at

twice a week. From this initiative, which started again this

our Centre prepared flavoured water from the day before

February, we have already collected about 40kgs of compost

each time this activity took place.

in total.

At our Centre, our students also had the opportunity to

Apart from collecting compost, we also recycle plastic and

prepare fresh products from the trees we have at the Centre,

paper. This year, we continued to strengthen this initiative

such as carob, bay leaves and olives which are all local, fresh

by investing in more recycling bins to be placed in every

and seasonal. In our garden, students together with parents

classroom and in our garden to encourage more recycling.

planted a number of herbs such as thyme and rosemary.

This was possible thanks to the Litter Less Campaign

In fact, in relation to this, two students from the EkoSkola

which funded the bins. To continue reducing waste, we

team prepared their speech for the EkoSkola Parliamentary

also bought a number of reusable plates and cups to be

session that took place in April. They spoke about the organic

used by all students, staff and guests on various occasions

produce and their experience at our Centre in relation to

instead of using disposable ones. A number of students

fresh, local and seasonal products grown and maintained

also participated in clean ups organised by our Centre and

without the addition of pesticides.

collected waste from public places found in Malta.

The idea of our Eco Code emerged from initiatives “Grow it,

The students from EkoSkola also discussed the issue of palm

Eat it, Don’t Waste it”. Students created a spoon coming out

oil, which is causing harmful effects to the environment due

of the roots of a tree which symbolises that we are growing

to its excessive use worldwide. In fact, a group of students

our own produce to eventually use it, cook it and eat it.

cooked a number of coconut balls without the use of palm

This year the students also focused on fruit trees and local

oil. They bought ingredients which are free from palm oil,

trees found in our garden. As part of the LEAF project, a

such as the biscuits they used, and used oranges instead

number of students planted a number of fruit trees in our

of condensed milk in order to make them healthier. These

garden together with a number of parents who were invited

coconut balls were sold on the Strina Day organised at our

on the day. The trees and their upkeep were funded from

Centre. All the money collected from these coconut balls

the “Tree Your Town” project. We are planning to visit the

were donated to L-Istrina. →

Plant Health Centre to learn more about citrus trees, their 41

2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Eco Activities (Continued) This year, we are also participating in the Water Explorer

other interesting facts.

project where the students will have the possiblity to discuss

A number of students from our Centre took a number of

water and how we can reduce its wastage. We installed a

photos related to the environment with the aim to pass on

reverse osmosis at our Centre this year in order to make

a message to make us reflect on our actions and protect our

better use of our water. In this way, we will be reducing the

nature. This initiative was part of the Young Reporters for

use of plastic, which we usually waste when we organise

the Environment (YRE) campaign. A number of photos were

events at our Centre. Now we can also use our water to

chosen by the Action Planet campaign. These photos were

make flavoured water for students and guests that visit our

displayed as part of the exhibition which was organised

Centre. We are also planning to visit the Pembroke Reverse

through this campaign during the month of March.

Osmosis to learn more about how this works and what its

All of these initiatives could not be possible without the

benefits are. A water festival is also being planned to take

support of all the staff and students, especially the SLT.

place in May where students will have the opportunity to

Ms Yanika Agius

talk about water, its importance in our everyday life, and

As part of the Unesco ASP.net Project & We Eat Responsibly As part of the Unesco ASP.net project and in collaboration

use of our own crops and herbs: eggplants, tomatoes, kale,

with the international project We Eat Responsibly, this year

carob, basil and mint. The meal prepared included:

we proudly launched the successful Eco- Activities at our

1. Grilled eggplants with tomatoes, kale, mozzarella and basil

Resource Centre.

2. Carob cake using carob powder

During the gardening lessons, the students made use of the

3. Flavoured water using oranges, lemons and mint (prepared

grounds at the Resource Centre to grow and harvest their

by the students at the Centre during JES sessions)

own crops. Organic methods were used throughout the

Students were given a brief explanation, through a

entire process, avoiding the use of pesticides or GMOs. To

PowerPoint presentation, on the products used. They were

share these good practices, our Centre welcomed students

also given the opportunity to participate in the preparation

from other Primary and Secondary schools from Malta and

of the dishes mentioned above.

Gozo, and parents of the students attending the Centre.

Participants had the opportunity to explore our greenhouse,

Following the cooking session, Mr Sciberras also explained

discover the organic farming methods used on our grounds,

how a compost heap is made and maintained. Later the

and eventually taste the crops that the students at our

participants were invited to sow their own basil plant in

Centre grow.

recycled yogurt cups and visit the animals at our garden.

The first part of the visit involved an expert in organic farming,

The project was so fruitful that it was also featured on the

Mr Joe Sciberras, who informed and invited the participants

Times of Malta, giving the students well-deserved exposure

to learn more and get some hands-on tips about organic

for their hard work. Following the activities’ success, we look

farming, fresh produce, and why these are essential in our

forward to planning more eco-activities in the future.

daily lives. Once the participants were given the tour, they

Ms Sabrina and Ms Roberta

joined our Independent Living Skills teachers at the Home Economics Lab to prepare and cook a healthy meal with the 42

2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

My Pet, My Therapist “She helps me, she calms me down, she lets me know she’s there when I’m about to have a meltdown. Anybody who has autism, anybody in the world would just benefit from this.

She’s just like a healing dog.”

Parker Weishaar, an 11-year-old boy diagnosed with Asperger’s syndrome, in an interview with CBS News.

Animals

therapeutic

A fish tank was also installed and students participate actively

relationships with each other for more than we might care

and

humans

have

existed

in

in the daily feeding of fish as well its regular maintenance.

to remember. Therapeutic work with animals provides

This quiet corner is also an area for meditation, allowing

a space for the improvement of “human physical, social,

students to observe these graceful creatures as they swim

emotional, and/or cognitive functioning”, thereby “providing

along, in a very similar but more natural approach to the

opportunities for motivational, educational, recreational,

technological services that a multisensory room provides.

and/or therapeutic benefits to enhance quality of life” (Delta

The activities with these animals that are provided during

Society, 2005).

Gardening lessons as well as other occasions throughout the

From as far back as the ninth century, animals were used in

year also include interactions with the Centre’s family of cats,

treatment plans with persons with disabilities (Serpell, 2000).

which the students work to feed and care for, as well as to

And since then, research and practice has only highlighted

sit and observe, blissfully engaging in mindful observation.

the several benefits that work with animals can provide –

Learning to be still can be a challenge for many, students

benefits that, really and truly, few other methods can yield.

and adults alike. Finding quiet moments to focus on a living

At our Resource Centre, we recognise that giving students

creature, watching it quietly as it streams through blades of

opportunities for development that can equip them with a

grass, bathing in the warm sun, indifferent to the chaos of the

harmonious space for emotional support is at the heart of the

world we live in then later pouncing magnificently to catch a

services we provide. So much so that over the last few years

flying insect, is a skill that few of our daily interactions allow

we have gradually introduced a family of animals for our

us to enjoy.

students to work with on a regular basis, interacting hands-

The physiological and emotional effects that animals can

on in the care and work with these diverse ‘colleagues’. A

have on a person’s heart rate, blood pressure, depression,

pond with colourful koi fish was built and an aviary with

anxiety, stress, perceived quality of health, morale and

pigeons and a variety of birds was brought to life. A couple

loneliness have been well documented (Stasi et al., 2004;

of goats who have also given birth to two young kids have

Allen, Shykoff, and Izzo, 2001; Luptak and Nuzzo, 2004; Wu,

moved in, as well as peacocks, rabbits and a chicken coop

Niedra, Pendergast, and McCrindle, 2002). Wells (2005) even

where a young chick, Zen the Hen (you might have seen him

went as far as demonstrating that even merely the act of

posting on our Facebook page) was hatched for our students

watching animals on videotape has the power to produce

to grow with and to collect their eggs and take part in their

beneficial physiological effects of lower heart rate and

general care.

blood pressure.

On a regular basis, our students are also provided with the

Animals incorporated into therapy for children with

services of a guide dog. This four-legged therapist visits

developmental disorders can help improve progress, and in

our youngsters and allows them to interact with him, take

fact research suggests that in the presence of a live animal,

him for walks and engage in playful activities that greatly

youngsters display more “playful moods” such as laughing

aid them to exercise, improve alertness, and overall, bring

more frequently and for a longer period of time, as well

serenity. A group of ponies visit our team regularly, giving

as appearing to be significantly more focused (Martin and

students a carefree space to play, nurture and learn about

Farnum, 2002). Even physical pain and emotional pain have

these four-legged creatures.

been documented to significantly decrease after pet-therapy 43

2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

My Pet, My Therapist (Continued)

sessions (Sobo, Eng, and Kassity-Krich (2006). Overall, we

“Some animals may induce, for some people, an immediate,

understand that the simple act of interacting with animals

physiologically calming state of relaxation simply by

may aid in:

attracting and holding our attention”. “Some animals

•

releasing an automatic relaxation response

provide, for some people, a form of stress-reducing or

•

elevating moods

•

lowering anxiety and helping people relax

•

providing comfort

us to include these assets in our team and integrative

•

reducing loneliness

approach to enhance the educational potential offered to

•

increasing mental stimulation

our students.

•

providing an escape or happy distraction

We believe that our ongoing commitment to providing a top-

•

acting as a catalyst in the therapeutic and education process

•

helping break the ice

•

reducing the initial resistance that might accompany

family provides, make us only that much stronger and better

interactions.

equipped to further enhancing our youngsters’ abilities.

stress-buffering social support” (Arkow, 2004, p. 2). With so much substantial evidence indicating the valuable benefits of services with animals, it was only natural for

quality educational experience, together with the careful facilitation of these interactions by our dedicated team of staff and most of all, the priceless input that our animal

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2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Pony Therapy An Experience That Speaks Louder Than Words

1

2 Not interested

3

I’m going to try...

Hellooo

4

Mmm...

Ok lets try this...

I really like you

5

I don’t bite...

You can try to pet me if you like...

6

you’re funny!

I’m so happy we met!

I like you My name is... Well I’ll tell you next time :)

Ahh this feels so good

As from this scholastic year 2017-2018 we’ve been having new

Some students were at first reluctant to meet the ponies

visitors at the Wardija Resource Centre, four legged visitors

up close, others rushed to embrace them or ride them in

with very long hair and gentle eyes whom the students can

the humble chariot, such different approaches made no

groom, walk with and even go for a ride. These non-verbal

difference to the ponies natural way to respect and interact

visitors, so short in stature and kind of shy outshined a way

with every student. All of us witnessing such an experience

to communicate with our students and listen to their needs

and expressions made it easy to admit that the pony therapy

whilst making their heart beats unexpectedly happy and

is a giving multisensory practice that benefits all at many

surprised. The ponies have now made it to become regular

different levels, a practice whose action speaks louder than

visitors at the Centre due to the students’ feedback and

words and its beauty is seen by the shared

most evident positive outcomes from the engagement and experiences of this new friendship and encounter happening all at the Resource Centre.

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2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

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2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

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2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Active School Flag Award

Last year, our Centre received the Active School Flag Award. This award is given to those schools and centres who manage to succeed in a number of criteria. These criteria involve keeping our students aware of physical activities, organising physical activities and following a healthy lifestyle. The presentation of this award was held at the National Sports School in Pembroke in May 2017. In it, we presented a portfolio with evidence of all the criteria we ticked. In return, our Centre was given the ‘Active School Flag’ which we will keep until May 2018.

For this year, the format of this award was changed. Each

walking, jogging or running daily around a set track

school will have a set of criteria that need to be reached.

around the Centre. Following this initiative are schools in

But this time, the award will be divided in Bronze, Silver

Malta and various other countries around Europe.

and Gold, according to the number of criteria reached.

In May, we have set plans to organise the Sports Week.

Just like last year, we are working hard to once again

A series of PE activities and initiatives will take place

obtain this prestigious award.

during this week. We will showcase our talents in sports

As part of our work in this award, we organised two Sports

during the PE/Art exhibition that will be on display during

Day in which the parents were invited to attend and

that week. Later in May we will finally present this year’s

participate together with the students. We also organised

Active School Flag portfolio. Hopefully, like last year, we

the OlyMaths event, the sponsored Marathon/Walk and

will obtain the award and keep the flag at our Centre.

an ‘inhouse’ Sports-Day. Our students also participated in a bowling tournament together with mainstream schools.

This year we introduced the Daily Mile initiative in our Centre as part of the Active School Flag Award. This involves students and staff completing 15 minutes of

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2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Proġett Kreattiv – fil-Mużika

Din is-sena ċ-Ċentru tal-Wardija qiegħed jipparteċipa fil-

Minbarra l-proġett tal-Kreattiv, bosta studenti taċ-Ċentru

proġett Kreattiv, li fost suġġetti oħrajn qiegħed jiġi integrat

pparteċipaw ukoll fil-kunċert tal-Milied li ġie mtella’ ġewwa

ukoll fil-lezzjonijiet tal-mużika, bil-għan li l-istudenti jkollhom

ċ-Ċentru stess, nhar il-Ġimgħa 15 ta’ Diċembru 2017. L-istudenti

tagħlim aktar ħolistiku b’metodi innovattivi u ffukati għall-

ta’ ‘Path C’ daqqew diversi strumenti tal-perkussjoni, u

abilitajiet diversi tagħhom.

akkumpanjaw diversi siltiet mużikali popolari u ta’ fama

Darba fil-ġimgħa s-Sinjura Sarah Spiteri tmexxi dawn is-

mondjali. L-istudenti ta’ ‘Path A’ ipparteċipaw fiż-żfin u anke

sessjonijiet bil-għajnuna tal-għalliema tal-mużika, is-Sur

kantaw mal-kor ‘medley’ b’lirika u diski abbinati mat-tema tar-

Samuel Cutajar, is-Sinjorina Yanika Agius, u l-istaff tagħhom.

reċta dwar l-eroj tagħna. Ma naqasx li l-kor kantaw ukoll diversi

Element innovattiv fil-lezzjonijiet tal-mużika huwa t-tagħlim

għanjiet popolari tal-Milied.

ta’ daqq ta’ noti mużikali differenti permezz tal-kuluri.

Il-kor tal-iskola baqa’ wkoll attiv fil-preparazzjonijiet għall-

Sabiex jintlaħaq dan il-għan, is-surmast ħa ħsieb li jixtri ċimbli

quddiesa, li baqgħet issir darba fix-xahar fis-sala prinċipali taċ-

żgħar ġodda li huma colour-coded, jiġifieri kull nota hija

Ċentru.

mmarkata b’kulur differenti. Il-kuluri jgħinu lill-istudenti biex

Nhar it-Tnejn 19 ta’ Frar, grupp ta’ studenti kellhom ukoll

jidentifikaw b’iktar faċilità n-noti mużikali li huma sebgħa (7),

l-opportunità li jżuru Dar il-Mediterran fil-Belt Valletta sabiex

allura jkollhom seba’ kuluri differenti. Inċidentalment dawn

jisimgħu kunċert minn orkestra Russa – The Tumen Symphony

is-seba’ kuluri huma wkoll il-kuluri tal-qawsalla, kif indikat fl-

Orchestra, li tat kunċert u spettaklu bħala parti minn programm

istampa. F’dan il-każ in-nota C – bl-aħmar, D – kulur oranġjo,

ta’ ċelebrazzjonijiet marbuta mal-Valletta 2018. L-istudenti

E – kulur isfar, F – kulur aħdar, G – kulur ċilesti, A – kulur blu, B

ħadu pjaċir ħafna jisimgħu din il-mużika u apprezzaw ħafna

– kulur vjola u C (ottava ogħla) – kulur aħmar ukoll.

l-mużika mill-isbaħ li bdiet iddoqq din l-orkestra.

Ms Spiteri kellha lezzjonijiet iffukati ma’ grupp ta’ studenti minn

Sar ukoll xi xogħol ġewwa l-kamra tal-mużika li għandna

‘Path C’ u grupp ieħor minn ‘Path A’ adattati għall-bżonnijiet

fiċ-ċentru. Fosthom twaħħal pjanu magħmul bil-kartun mal-

diversi taż-żewġ gruppi. Minbarra l-użu taċ-ċimbli, l-istudenti

bieb prinċipali, bħala kraft sabiex tagħti dehra isbaħ u aktar

kellhom ukoll l-opportunità li jdoqqu tnabar u strumenti oħra

akkoljenti lil din il-kamra mgħammra b’diversi strumenti

tal-perkussjoni, kif ukoll sessjonijiet immirati fuq ritmi differenti,

interessanti.

dinamiċi fil-ħoss u anke kant ta’ biċċiet mużikali diversi.

Fil-qosor dawn kienu wħud mill-attivitajiet marbuta mal-mużika

Ħafna minn dan ix-xogħol li sar waqt dawn is-sessjonijiet iffukati

fiċ-Ċentru tagħna tal-Wardija. Isiru aktar sessjonijiet speċifiċi

gie ppreżentat waqt ‘Celebration Day’ – il-Jum taċ-Ċelebrazzjoni

għal studenti partikolari, eżempju fil-kmamar multisensorjali,

fejn l-istudenti daqqew u esebixxu flimkien ma’ studenti oħrajn li

iżda f’dan l-artiklu tajna ħarsa aktar estensiva lejn il-proġetti

rreċtaw u żifnu. Flimkien kienu parti minn preżentazzjoni bbażata

tal-Programm tal-Unjoni Ewropea – Kreattiv.

fuq it-tema ‘Trasformazzjoni’. Din intweriet ġewwa l-ġonna ta’ San

Mr Samuel Cutajar

Anton, fil-Palazz tal-President f’Ħ’Attard fl-4 ta’ Mejju, 2018.

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2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Moveo Dance Sessions

in Collaboration with School of Music After last year’s success of the Sounds Out Loud project,

coordinated by Ms Rosette Debattista and Mr Mousse Gueye

this year a group of students embarked on another

Ndiaye. The workshop encouraged students to freely play

exciting journey for the preparation of this year’s concert.

the drum, reflecting their inner emotions. During the concert,

Throughout this scholastic year, students from groups 1.1

students demonstrated their ability to follow instructions

and 1.4 attended a number of dance sessions under the

in order to create a rhythm that complemented that of

coordination of Mr Dorian Mallia, Ms Rachel Calleja and Ms

Mr Gueye Ndiaye. After the drumming performance, our

Patsy Chetcuti, from Moveo Dance Company, and Ms Yanica

students performed their three dance routines. Performing

Cassar, from Wardija Resource Centre. This year, the project

in front of an audience enabled them to gain self-confidence

focused primarily on artistic dance movement, bring the

and instilled determination, and allowed them to feel a

theme of traditional Maltese games to life.

sense of satisfaction for their accomplishments.

During one of the performances, ribbons were used to

Thanks to Head of the Malta School of Music Ms Mary Ann

enhance creativity and assist the students when working in

Cauchi’s dedication in coordinating this event, this project

pairs. In the build up to the actual performance, the students

reached its aim and was yet another excellent platform for

were involved in three drumming sessions using the djembe,

our students.

a wooden musical instrument originating from Senegal,

Ms Yanika Cassar

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2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

The Duke of Edinburgh Award What is the Duke of Edinburgh Award?

activities, engaging in regular creative dance work, others

The Duke of Edinburgh Award encourages youngsters to

offered services to the Centre through their Office Work

participate in a number of activities and initiatives that can bring

sessions, providing work such as photocopying and laminating

their strengths forward and involve them in the front row within

of material, while others participated in Pottery sessions,

their communities. In fact, the Award encourages participants

learning to manipulate textures and materials to create

to set themselves outdoor, community and sporting challenges

artefacts and mementos.

aimed at enhancing their development along these fronts,

In addition to their involvement in this network of activities,

while working hand-in-hand with their peers and strengthening

these youngsters were also offered training opportunities

their social and team-working skills.

aimed at preparing them for their adventurous journey,

More than six million young people have taken part in The Duke

their sleepover expedition. In fact, training in Basic First Aid

of Edinburgh (DofE) Award around the world since its launch

Awareness was provided to these students, preparing them to

by the Duke of Edinburgh himself in 1956. Participants aim for

face incidents that they might come across not only during their

bronze, silver or gold awards which can take between 3 and

expedition, but also throughout their lives. Moreover, training

18 months to complete. The programme has helped countless

in planning and preparing for their Adventurous Journey was

young people on their sometimes difficult path to adulthood.

also provided. This included map reading, navigation skills, using outdoor equipment and so on.

How does the Duke of Edinburgh Award work?

The 4 youngsters that participated in this initiative all showed

The programme sees young people set objectives in four areas:

incredible enthusiasm, dedication and commitment towards

Volunteering - giving services to individuals or the

reaching their Bronze Award. Their participation in activities

community;

and training throughout the year was encouraging, and most

Physical -

improving in an area of sport, dance or fitness;

of all, their sense of union and togetherness brought endless

Skills -

developing practical and social skills; and

satisfaction and joy to this vibrant initiative.

Expedition -

planning, training and completing an

In order to complete their expedition, the youngsters participated in two sleepover activities – one within the Centre’s

adventurous journey.

grounds, as a practical training experience to prepare them

Participants can embark on this project at 3 different levels:

for their actual expedition, and one at the Tat-Tarġa Battery in

bronze (which takes six months), silver (which takes 12 to 18

Mosta, where they were able to shine and show the skills and

months), or gold when aged 16 and over, which can take from

strengths they had developed for this occasion.

3 to 18 months to complete. In each of the levels, participants

These 4 youngsters are now at the point of submitting their

would have to embark on an expedition and, depending on

achievements for the Duke of Edinburgh team to assess

the level they are participating in, this would last between two

whether their requirements have been met satisfactorily. The

days and one night to three days and two nights. The awards

Award is demanding in its approach, however we are confident

must be completed by the time they are 25 years old.

that their efforts will yield the target they aimed for fruitfully.

The Award at the Wardija Resource Centre

Our way forward

The Wardija Resource Centre has always been at the forefront

While the 4 youngsters who participated in this Award this year

when it comes to giving our youngsters opportunities that can

are nearing their target, as a Centre, we are already working to

support them in their journey towards adulthood. We believe

continue involving more of our young adults in this initiative.

that our involvement in this dynamic and engaging Award

Through investing in the equipment needed, scouting the

has the potential to provide our students with a valuable

right people necessary to provide training and development

experience that can be an encouraging boost for their morale

opportunities for this aim, and preparing the grounds necessary,

and strength of character. We have therefore committed to

we are working hard to continue investing in the strengths and

investing in the equipment and structure necessary in order

abilities of our young adults. We believe that opportunities

to ensure that our youngsters can take full advantage of this

such as this can bring valuable benefits to our youngsters –

valuable opportunity.

benefits that can last them a lifetime. And we will continue to

This year, 4 of our youngsters took part in the Award. They

strive to provide more and more opportunities that can enrich

aimed for a bronze Award, and throughout the year at the

their experience at our Centre and improve their life.

Centre participated in regular activities in order to fulfil the

Ms Olga Formosa

requirements of the programme. Some took part in Dance 53

2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

YRE

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2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

Celebration Day Celebration Day was held for the first time in 2011. During this

the Centre doing science experiments for the guest students

day, the students, together with the Centre’s staff, celebrate

to observe. Then, group after group performed their number;

their diverse individual abilities.

some sang, while others did theatre and danced, with some

Year after year, Celebration Day was held on the Centre’s

of the students accompanying these performances by playing

premises until 2015, the first year this activity was held out of

instruments.

it; in Valletta. Years 2016 and 2017 saw Celebration Day held in

Following this were speeches by the College Principle

Marsaxlokk and Esplora respectively.

and Service Managers who were present for this occasion.

This year’s Celebration Day, which focused on transformations,

Afterwards, the AFM band played songs such as Michael

was planned for the 4th of May. Rehearsals began soon after

Jackson’s “Thriller” and “Beat It”, “Despacito”, “Xemx” and “Hey

the students’ return from the Christmas holidays and were

Baby”. Members of the Mellieħa Day Centre performed tai chi

held during dance and music lessons. Props needed for the

movements together with their instructor.

performances were prepared during art lessons. On the 16th

The last item was the dance mob made up of all the Centre’s

of April, all groups began collective rehearsals in the Centre’s

students and staff, including also the College Principle and

hall.

Service Managers, dancing to “Thunder”. The activity came to

On the day, students and staff, students from Lija Primary

an end with everyone shouting “Dan hu Xarabank live” while

School, parents and guests, all gathered at San Anton Gardens

streamers were thrown in the air. This closure was streamed on

where the celebration was going to take place.

one of Xarabank’s programmes.

The day opened with Mark from the popular Xarabank TV show

Group 1.4

introducing the programme. The first item saw two staff from

55

2017 - 2018 MRC Dun Manwel Attard,

MAGA ŻIN ANNWALI

Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

Celebration Day (Continued)

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2017 - 2018 MRC

Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

MAGA ŻIN ANNWALI

POEMS AUTISM

ODE TO THE BOY

i speak in love with my whole body i listen to the entirety of the universe all the time i am very sensitive to light, harsh words, sound and movement, you can stand behind me with a ball and, my hands will catch it because i hear and, feel everything all at once, i speak with a language that includes my body makes me pinch makes me bite kick and self harm

You bang your head praying to the world The scratches on your back say it louder than words You bite better than you spell Swallowing the weight of the world we can’t bear You pinch you scratch you scream you sigh Tearing the labels and ignorance stapled to your mind Your one word sentence Your one word prayer bangs and shocks the whole ignorant world Your hands dancing staring at your eyes Help me glimpse your beautiful mind When your eyes stare and your mouth is open wide I hear your song a lullaby from inside Voice it to me warrior child Teach me how to grow inside Louder than sound Stronger than strange Echo to me how you relief in this world Close your eyes and sleep blessed tonight It’s okay we don’t understand You are the master outshining night and day The answered prayer I long to witness as the school bus takes me your way.

i am speaking and it is part of the language of love that i know my hands will dance while i am focused on my world listening to what you cannot hear i will rock or bang my head, repetitively, it is a mantra, that i cannot explain but it is like a prayer of love touching me gently like a giant hug. i cannot contain it, it has too much of the skin of the universe in it. i have all kinds of hurt in my language, frustration, anger, despair, response. i respond deeply, one part of my body at a time. while you see and listen and walk ‘normally’ my whole body vibrates with language and love, because it is listening to the movement of every sound it makes unlimited responses if you could hear and know for one minute, what i hear and know you would put your hands over your ears, rock and bang and bite yourself and cry gently or violently, you would not be able to withstand the intensity of the love of the earth crowding in on you.

Claire Tonna

you would say “i understand everything, and nothing all at once how do i breathe and exist, when i know what i know” you would have to say this without using words. autism is another word for being present in a world you have not experienced yet, you experience god, love and existence, at a simple level, i walk in beauty with all of me at once, in god, it is like knowing the totality of god in everything, before you reach heaven and having no way to express this much love that is why i am impatient with myself and what i feel. all of me is love, and i don’t know how to say it.

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