Magazin Annwali 2018-2019 Wardija Resource Centre

MAGAŻIN A NNWALI 2018-2019

DUN MANWEL ATTA RD ĊENTRU TA’ RIŻORSI

GĦAŻ-ŻGĦAŻAGĦ , WA RDIJA

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

WERREJ Editorjal ............................................................................................................................................................................................3 It -Tim ...............................................................................................................................................................................................4 Messaġg mill-Prinċipal ...................................................................................................................................................................5 Messaġg mill-Assistenta Direttriċi ..........................................................................................................................................6 Messaġg mill-Kap tal-Iskola ........................................................................................................................................................7 Messaġg mill- Assistenta Kap tal-Iskola .................................................................................................................................8 Pink October ....................................................................................................................................................................................9 Istrina Activities .......................................................................................................................................................................... 13 Christmas Spirit ........................................................................................................................................................................... 15 Equine Assisted Therapy............................................................................................................................................................ 19 Karnival ............................................................................................................................................................................................ 21 Holy Week...................................................................................................................................................................................... 23 Esperjenza ta’ Xogħol ................................................................................................................................................................ 25 Entrepreneurship ......................................................................................................................................................................... 26 HSBC Project ................................................................................................................................................................................ 27 Job Exposure ................................................................................................................................................................................ 30 Multi-Sensory Room.................................................................................................................................................................... 32 Proġġet Kreattiv .......................................................................................................................................................................... 34 Jum iċ-Ċelebrazzjoni .................................................................................................................................................................. 36 Community Based Activities ..................................................................................................................................................... 40 Moveo .............................................................................................................................................................................................. 43 Dance & Movement Studies ...................................................................................................................................................... 44 Staff Training .............................................................................................................................................................................. 45 Young Reporters for the Environment .................................................................................................................................. 47 Pottery ............................................................................................................................................................................................ 52 Design & Technology ................................................................................................................................................................... 55 Computer Literacy ....................................................................................................................................................................... 57 Art .................................................................................................................................................................................................... 59 A School Experience................................................................................................................................................................... 60 Numeracy ....................................................................................................................................................................................... 62 Independent Living Skills .......................................................................................................................................................... 63 The Duke of Edinburgh Award ................................................................................................................................................ 65 Active School Flag Award ......................................................................................................................................................... 69 Achieve ........................................................................................................................................................................................... 70 Putting Knowledge into Practice ............................................................................................................................................. 72 Protecting Nature and Our Local Environment………………………………………………………………………………………………………. 75 All About Science……………………………………………………………………………………………………………………………………………………………...78 Kunsill tal-Iskola .......................................................................................................................................................................... 80

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

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EDITORJAL

Fid-dinja tal-llum it-teknologija ħadet spinta il-quddiem.

Bħala edukaturi dejjem pruvajna nimxi bir-ritmu ta’ dak li jsir fid-dinja ta’ madwarna,għalhekk din is-sena, ħsibna sabiex ma nippublikawx il-magazine iżda nipproduċuh b’mod iktar viżwali u aċċessibli.

Ovvjament ma naqqasna xejn mill-kontenut. Infatti komplejna fuq is-suċċessi li kellna fiżżmien li għadda u ppruvajna inkomplu fuq dak li diġa bnejna. L-artikli u r-ritratti, kollha jixdhu x-xogħol li jsir matul is-sena skolastika tagħna!

Nittamaw li dan il-magazine jintlaqa tajjeb minnkom ilkoll!!

Chris Grech

Theresa Aquilina

MIN AĦNA 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 Maria Regina College - Wardija School MRC - Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

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IT-TIM 2018-2019

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

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MESSAĠĠ MILL-KA P TA N-NETWORK TAL-KULLEĠĠ MA RIA REGINA Il-Kulleġġ Maria Regina hu verament kburi li jħaddan fih Ċentru tar-Riżorsi bħal dan: skola li taħdem bis-sħiħ għall-istudenti tagħha, wieħed wieħed u waħda waħda. Attenzjoni personali sabiex jagħtuhom il-ħiliet li għandhom bżonn sabiex jaffrontaw il-ħajja bħala adulti. In-numru kbir ta’ nies li huma nvoluti jagħmilha possibbli għax ilkoll kemm huma jagħtu l-massimu tagħhom sabiex jirnexxu f’din il-missjoni tant importanti li għandhom.

Bi tmexxija għaqlija, lkoll flimkien joħorġu b’ideat u jwettquhom. Joħolmu u jattwaw, dejjem sabiex jaraw il-progress fl-edukazzjoni tal-istudenti kollha b’attivitajiet varji li jilħqu lil kulħadd. Dan il-ktejjeb, anke jekk mhux printjat, jagħti ħarsa lejn dak li seħħ f’din l-aħħar sena f’din l-iskola. Kull darba li jkolli lopportunita’ inżur il-Wardija, nibqa’ pożittivament sorpriż għax dejjem insib xi ħaġa ġdida għaddejja. Pero’ dan narah kull jum fuq il-mezzi komunikattivi bħall-Facebook peress li rari tiġi ġurnata li ma jittellax xi ħaġa. Ħidma kontinwa. Ta’ kuljum.

Fost dawn l-attivitajiet hemm l-ambjent fiċ-ċentru peress li l-istudenti għandhom kuntatt dirett kemm mal-ħamrija fl-għelieqi kif ukoll mal-annimali. Dan hu fattur importanti peress li hu sigriet magħruf li l-kalma li għandna bżonn tista’ tiġi billi mmorru lura lejn in-Natura.

Dan joffrih iċ-Ċentru tal-Wardija. Għalhekk programmi bħal Ekoskola u Dinja Waħda jgħinu bħalma jgħinu t-terapija bl-annimali, t-terapija bil-Mużika, l-attivitajiet sportivi, kreattivi. Jgħin ukoll lAchieve Programme (Prince’s Trust) fost tant oħrajn.

Ma’ dawn ta’ min isemmi wkoll il-prodotti li jirnexxielhom joħolqu l-istudenti taħt it-tmexxija

għaqlija tal-għalliema tagħhom. Prodotti tat-tafal, prodotti agrikoli u oħrajn li qed jiġu evalwati u mfittxija minn diversi setturi, fosthom anke nazzjonalment sabiex jingħataw bħala rikordju f’attivitatjiet internazzjonali li jsiru f’Malta.

Din is-sena ġiet introdotta wkoll sistema ġdida ta’ assessjar kontinwu, fejn l-għalliema jieħdu nota tal-progress ta’ kull student matul is-sena kollha. Din is-sistema magħrufa aħjar bħala Learning Outcomes, hi mibnija fuq sett ta’ ħiliet li l-iskola ħolqot wara ħidma kbira sabiex ikun hemm stampa ċara ta’ liema minn dawn il-ħiliet, l-istudenti jkunu qed jilħqu matul is-sena b’mod individwali. B’hekk kull wieħed u waħda minnhom ikollu portfoljo ċar dwar x’inhu kapaċi jagħmel.

Nixtieq nirringrazzja lil kull min jaħdem f’din l-iskola, nibda mill-Kap u l-grupp tat-tmexxija, l-istaff kollu u l-ġenituri li mingħajr l-appoġġ tagħhom, ma jistax ikun hemm suċċess.

Grazzi.

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

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

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MESSAĠĠ MILL-ASSISTENTA DIRETTRIĊ I Jiena u nfittex xi informazzjoni dwar suġġett partikolari minn fuq linternet laqtitni din il-kwotazzjoni ta’ Carl Sagan: “somewhere, something incredible is waiting to be known.”

Mill-ewwel irrejjaliżżajt kemm din il-kwotazzjoni hija relevanti għal kulħadd inkluż studenti, ġenituri/tuturi u professjonisti kollha. Ma hemm l-ebda punt fil-ħajja tal-bniedem li jista’ joqgħod bilqegħda u għid li ma għad baqa’ xejn x’jitgħallem, jista’ joqgħod jgħix komdu u jgħid li lunivers huwa ktieb miftuħ u li nafu kollox!

Wara li wieħed jispiċċa mill-edukazzjoni obbligatorja mhux bilfors irid jaqbad il-linja ta’ istituzzjoni fejn wieħed irid ikompli bis-suġġetti mgħallma. Jien inħoss li l-importanza tal-edukazzjoni trid tkun mibnija fuq tgħallim kontinwu għal matul il-ħajja. Għalhekk jien inħossni kburija li nagħti s-sapport tiegħi lil dan iċ-ċentru ta’ riżorsa, għax meta nagħmel iż-żjarat tiegħi nara studenti ferħanin, mimlijin ħeġġa għat-tagħlim u li jħobbu jiġu fiċ-ċentru biex jitgħallmu ħiliet u strateġiji

li se jiġu bżonnhom għal tul ħajjithom. Dawn l-istudenti huma ċ-ċittadini li għada pitgħada se jitgħallmu jgħixu ħajja indipendenti u li jafu jgħixu f’kommunita`.

Kburija ngħid li f’dan iċ-ċentru għandna tmexxija flimkien ma` professjonisti li huma ddedikati ħafna , jiffukaw dwar l-istudent bħala individwu u mhux numru, u jagħmlu minn kollox biex isiru jafu lill-istudent b’mod ħolistiku. Dawn il-professjonisti m’humiex biss mexxejja fil-qasam tagħhom imma huma professjonisti ddedikati ħafna li jħobbu x-xogħol tagħhom.

Dan huwa rifless mit-tmexxija għaqlija u bieżla taċ-ċentru. Mill-esperjenza tiegħi f’dawn is-snin innutajt li dan iċ-ċentru jiffoka wkoll billi jifhem u japprezza n-natura tal-istudenti b’mod individwali, billi jinspira u jimmotiva lill-istudenti biex joħloq sens ta’ integrita` u jgħinhom jrawwmu lkarattru individwali bil-pass tagħhom,akkost l-ostakli li jiltaqgħu magħhom. Nixtieq minn qalbi ngħidilkom grazzi u prosit.

Ngħalaq billi nħeġġeġ lil kulħadd biex ma jintilifx dan ir-ritmu li għaddejjin bih u aħna, mid-

Direttorat għall-Servizzi Edukattivi – Servizzi Nazzjonali ta’ Sapport għall-Iskejjel,dejjem qegħdin hemm kemm għas-sapport tal-istudenti, kif ukoll għal professjonisti li jaħdmu mill-qalb f’dan iċ-Ċentru.

Ms Darlene Borg M.Ed (Inclusion &Individual Educational Needs) MRC - Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

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MESSAĠĠ MILL-KA P TAL-ISKOLA Kif tgħaddi sena!

Bosta attivitajiet jagħmlu din l-iskola ħajja u attivá. Mill-lat kurrikulari għamilna bosta kisbiet u l-ħsieb hu li nkomplu nkunu strumentali fis-settur. Din is-sena kienet sena ta’ prova fuq diversi metodi ġodda ta’ assessjar. Naħseb li ksibna riżultati posittivi li ovjament ikunu iridu naqra aktar editjar biex ikunu aktar effettivi.

Inħoss li flimkien ma l-istaff irnexxilna nofru kurriukulu aktar attraenti u strutturat lill-istudenti tagħna. Bħas soltu l-iskola hija innovattiva f’ħafna setturi. Insibu diffikultajiet – però –dejjem poġġejna l-ħidma qabel kollox u wrejna flessibilità biex naddattaw (fejn possibbli) għaċ-ċirkostanzi.

B’umilta’ u saqajna ma l-art, nżommu għajnejna miftuħa għal programmi innovativi fis-settur biex dejjem inkunu aġġornati kemm fil-pedagoġija kif ukoll fi programmi u terapiji innovativi. M’hemmx għalfejn ngħidu, l-punt ta’ motivazzjoni u ta’ ispirazzjoni huwa ż-żgħażagħ taghna. Dawn tal-aħħar jirrispondu b’mod brillanti għall-istimuli edukattivi li nofru. Taragħhom dejjem kuntenti u ferħanin u dejjem iħalluna b’ħalqna miftuħ b’azzjonijiet “żgħar” imma li jħallu mpatt qawwi fuq il-ħsieb u lazzjonijiet tagħna. Huma vera ispirazzjoni.

Nieħu l-opportunita’ biex nirringrazza l-istaff li b’dedikazzjoni jofri l-aqwa esperejenzi edukattivi lill-istudenti minkejja l-problemi li jħabbat wiċċu magħhom! Nixtieq nirringrazzja minn qalbi lil dawk li jaħdmu mill-viċin miegħi u li bis-saħħa tagħhom isir ħafna xogħol siwi! Bħas soltu nalaq billi nappella lil ġenituri biex jemmnu fil-ħiliet tat-tfal tagħhom u ikunu attivi u parteċipi fil-ħajja ta’ uliedhom b’mod sħiħ - nkorraġġuwhom.

Mr Nicholas Agius B.Ed(Hons);M.Ed (Birm.)

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

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MESSAĠĠ MILL-ASSISTENTA KA P TAL-ISKOLA Bħal kull sena li għaddiet rega’ wasal iż-żmien li nikteb kelmtejn dwar l-iskola tagħna. Bħal dejjem din is-sena ma naqasx li jkollna sensiela t’attivitajiet li komplew jimlew is-sena skolastika, kemm dawk kurrikulari kif ukoll dawk extra kurrikulari, biex tibqa’ tkun varjata u nteressanti għal kull min hu nvolut b’xi mod fil-programm tal-iskola

tagħna, b’mod speċjali għall-istudenti li għalihom aħna lkoll naħdmu minn qalbna.

Il-pjaċir tiegħi u anke tal-kollegi , hu meta naraw l-istudenti tagħna u anke saħansitra l-ġenituri tagħhom, kuntenti u ferħanin waqt xi attività li jkollna matul is-sena skolastika. Nixtieq nenfasiżża’ kumment dwar il-Jum taċ-ċelebriżazzjoni li kellna dan l-aħħar fil-

belt Valletta. Jien kont preżenti għal din l-attivita’ speċjali, fejn rajt u esperjenzajt mumenti sbieħ fil waqt li l-istudenti tagħna kienu qed jagħmlu ħiliethom kollha f’dan il-jum speċjali, biex b’hekk jagħmlu unur lill-iskola tagħna.

F’dawn iċ-ċirkostanzi ma naqasx il-brijju mhux biss tal-istudenti u tal-istaff tagħna imma ukoll talġenituri preżenti, u anke saħansitra tan-nies li kienu għadejjin, kif ukoll tat-turisti li waqfu bi ħġarhom jaraw, iċapċpu u jammiraw lill-istudenti tagħna.

Din hija waħda biss mill-attivitajiet li aħna jkollna matul is-sena skolastika, għax fl-iskola tagħna kif diġà semmejt l-attivitajiet ma jieqfu qatt.

Jien nixtieq nirringrazzja lill-istaff kollu tad-

dedikazzjoni tagħhom kollha, li minn qalbhom jaħdmu biex il-potenzjal ta kull student jiġi milħuq. Ma rridtx ninsa ukoll lill-ġenituri tal-kooperazzjoni, dedikazzjoni u anke tal-preżenza tagħhom li tant hi mportanti u meħtieġa matul din il-miexja għas-suċċes ta’ wliedhom. Minn qalbi nerġa nirringrazzja lil kull min hu b’xi mod involut.

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

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

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PINK OCTO B ER

During the month of October, people and places everywhere ‘go pink’ for Breast Cancer Awareness Month.

In the month of October, pink expresses support for women undergoing treatment for breast cancer, recognises those who survived their battle with the disease, honours those who died and

reminds everyone that steps can be taken and more must be done to keep breast cancer from striking in the first place.

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

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The national Pink October campaign was launched, with the aim of raising funds and awareness about breast cancer prevention, research and equipment to help improve the quality of life for cancer patients. Students together with the educators here at Wardija Resource Centre, organise many activities related to ‘Pink October’, such as fund raising activities in aid of Marigold

Foundation.

This scholastic year, students came up with the idea that we hold up a carwash for parents’ and educators’ cars. Apart from this, each class, created different arts and crafts keeping up with the theme of ‘Pink October’. These crafts were exhibited in the school foyer and exposed to everyone.

Another fund raising activity which was held at the

Centre was related to beauty treatments. Female students were encouraged to paint their nails against a donation for this service. Students felt enthusiastic and were looking forward for this fundraising activity.

These activities raise awareness amongst the students and they feel proud that they are taking part in an activity in which they are raising money for those in need.

Group 1.5

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

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

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

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ISTRINA A CTIVITIES

It has now become a tradition for the Centre to host an event in December to raise funds for the Strina campaign. The national event, raising money for charitable causes, has become a symbol of solidarity for the country and the participation of our students is very important to them both in terms of fun, and also as an educational experience, in which they learn values of giving and helping others in need.

It is very difficult to organise all the fund raising activities on one day and one activity in particular was held as early as the 6th of November. This was the car wash. The service was given against a fee which was a donation towards the Strina campaign. Cakes to be sold for fund raising needed to be baked in advance of the 11th December event. Students were involved in the baking of carob muffins using carobs from the Centre’s trees.

The 11th of December arrived. Staff and students paraded the Centre’s t-shirt and for the privilege they all paid 1 Euro as a donation. That was just the start of the fund raising. A number of other activities were in store.

One fun activity was a hairdressing service which consisted of blow-dries, trims, cuts and styling French braids. The service was

provided on a voluntary basis by a professional hairdresser and members of staff. Other beauty activities were the application of nail polish and hand cream.

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

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Of course, games and dance are always part of these fund-raising activities.

Students were encouraged to participate in a Wii game tournament and a Zumba session was also held. After all that activity, everyone needed a sit down and so a Christmas movie was also shown in the hall which was also used to collect a donation.

The culmination of the event was the visit of Mr. Edgar Preca, husband of Her Excellency the President who was welcomed by the school choir singing Christmas carols .Mr Preca was presented with a handsome donation for the campaign under the patronage of his wife, her Excellency Marie-Louise Coleiro Preca.

Class 2.1

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

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THE CHRISTMAS SPIRIT AT OUR SCHOOL

Christmas and crafts go part and parcel during the festive

season. At our Centre, preparation for these activities starts early where every class puts forward its craft ideas.

Our group worked on crafts during our art lessons and class activities. The students participated in preparing paper

angels, Christmas trees made of lollipop sticks, paper rolls snowman, finger print Christmas lights, hand print and crepe paper wreaths, reindeers and Christmas fathers. All the students worked

eagerly on their crafts, especially when we decorated the classroom and class board for everyone to appreciate.

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

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Group C3 decided to visit the President’s Kitchen Garden as their main Christmas

outing. This is an ideal place for all students to recreate themselves and it is also accessible for persons with disabilities. Our students enjoyed themselves as they observed the beautiful nature that this place has to offer. Students also had the opportunity to visit the animal park and enjoy the many different animals residing in this park. Before we left, our students also had the chance to eat a nutritious snack from the cafeteria that is situated in front of the main entrance.

It is also tradition that a pasta day is organised as a Christmas present for students to enjoy and enjoy some quality time together. A chef visits our school and cooks various types of pastas, such as lasagne, pasta with tomato sauce and ravioli.

The whole school gathers in the hall during lunchtime students as well as staff, all enjoy some good pasta and good company together . Last but not least is the students’ party where on the day during lunchtime, students have party food . Afterwards, several activities are organised for the students to enjoy such as games, music and dance .

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

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A Christmas concert comes with every Christmas season and this year’s concert theme was influenced by the musical of Mamma Mia. In fact, the name of this year’s concert was “Mamma Mia It’s Christmas Again”. The concert opened with the choir singing several Christmas carols followed by a number of students playing different percussion instruments with songs from Mamma Mia. The rest of the classes danced and played different instruments to other songs from Mamma Mia in the hall.

Some students played different Christmas songs such as “Jingle Bells” and “Silent Night” with the xylophone, piano and guitar. We closed the concert with the song “Thank you for the Music” with the whole school dancing together. On the same day, there were a number of stalls in the foyer selling hampers. Some of them had local products such as olive oil, carob syrup, lavender and honey while others had aromatic products including bath bombs, scrubs, salts and candles. These hampers were prepared by students during Work Exposure to be sold during Christmas time.

Ms. Joan Falzon, Mr. Mario Paul Bigeni, Ms. Joyce Brincat - Group C3

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

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

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EQUINE ASSISTED THERA PY Horses and ponies have been domesticated by man for the last few thousand years, and our four-legged friends have served us most faithfully ever since, without asking more in return than food, water, shelter and our companionship. Man and animal have bonded togeth-

er, and this bond has created a unique friendship intermingled with a dose of healing emotions, and it also generates a sense of calm which engulfs both human and horse. Worldwide, these animals are used by various different therapists to reach their patients on a personal level. The movements of a horse offer graded motor and sensory input to the partici-

pant. This improves neurological function and sensory processing.

At Wardija Resource Centre, Equine Assisted Therapy is on again this scholastic year, with yet another set of more personalized therapeutical services from which our youngsters are availing themselves of. During this therapy, our students are involved in a set of different activities including petting, grooming, leading the pony and activities with pegs.

According to numerous studies, these activities help clients to improve in various areas, including

emotional awareness, empathy, stress tolerance, flexibility, impulse control, problem-solving skills, responsibility and independence. Equine Assisted Therapy activities are always monitored and supervised by a therapist, horse specialist and staff members. Online feedback forms are filled weekly for each student in order to observe and record improvement in different areas for students benefitting from this therapy. For this feedback to be more consistent, the evaluation is carried out on the same day of the week. Targeted areas focus on mood, communication,

attention span, cooperation, socializing, participation, motor skills, self-help and independence.

Most of the benefits of Equine Assisted Therapy probably are due to the nature of the animals with which the client and equine therapist are interacting. Horses are typically non-judgmental and are highly effective at mirroring attitudes and behaviours of the humans they are working with.

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

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Needless to say, those witnessing these experiences cannot but help notice a mixture of emotions

our students go through when they come face to face with their weekly visitors: some cannot wait to embrace the pony, others smile all the while, while interacting with it, others seem calmer and relaxed in this unique animal's presence, others are a bit shy at first, but then the pony's gentle nature wins them over.

Definitely a therapy with endless obvious and hidden benefits!

Ms Josette Zammit

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

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KA RNIVAL

Bħall

kull

sena

tiġi

organizzata

attivita tal-karnival li ġiet iċċelebrata fit-28 ta’ Frar.

L-istudenti kellhom għażla li jiġu

lebsin xi kostum tal-karnival. Min ġie liebes ta’ pulizija, ta’ żeffiena kif ukoll ta’ bosta annimali fost oħrajn.

Hafna mill-istaff taċ-ċentru wkoll libsu xi kostum biex b’hekk il-brijju kien akbar. Attivitajiet varji ġew organiżżati bħall- toilet paper game, musical statue u potato race. F’ din ta’ l-aħħar l-istudenti riedu jżommu patata fuq mgħarfa f’idejhom u riedu jimxu biha minn naħa għall-oħra tal-‘hall’.

Dawk li waqagħtilhom kellhom jerġgħu jibdew mill-bidu sakemm jirnexxielhom jimxu d-distanza

kollha.

L-istudenti fehmu li din hija logħba bejniethom fejn kollha kienu se jkunu rebbieħa.

Wara kien hemm attivita oħra fejn ġiet organizzata il-famuża sfilata bil-kostumi. L-istudent u l-istaff taw wirja bil-kostumi tagħhom. Wara kellhom zumba u singing game.

Fl-aħħar u mhux l-inqas kellna sorpriża sabiħa ħafna fejn bħala mistieden speċjali, ġie il-kantant Mr. Owen Leuellen ikanta xi kanzunetti. L-istudenti emozzjonaw ruħhom bi kbir tant li daru miegħu joħdulu b’idejh u ħadu numru kbir ta’ ritratti li ser jibqgħu tifkira tal-okkażżjoni li kull sena tkun tant mistennijsa.

Klassi 1.4 LSEs – Karen Caruana, Nathalie Cuschieri, Mark Grech

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HOLY WEEK AT OUR

The Holy Week is most definitely a

CENTRE

very sacred time of the year in Malta and Gozo. The Lent period and Easter

are both commemorated in a liturgical and ceremonial manner as various events takes place across both islands. Every year, during the Lent period, which is a time of spiritual preparation for Easter, the educators, students and parents within the centre commemorate this festivity by organising organizing a number of initiatives such as cooking of traditional foods, meditative sessions, charity walks and of course, Mass.

In preparation for Holy Week, Group 1.1 established a serious of meditative sessions during the morning circle time. Students in class gathered with educators and collectively watched various spiritual and meditative video presentations, delving into the spiritual experience and significance of this sacred period. Creativity is also at the heart of our group, and as such, educators and students also took this meditative experience a step further through creating personal crafts and artistic expressions of their experience, such as decorative drawings and collages.

During Lent, the school council organised a fundraising event involving cooking and baking sessions of traditional Lenten sweets Kwareżimal. This activity involved the participation of several students from different groups. The school council also presented a figolla,

another traditional

Maltese Easter treat, to all members of staff as well as students as an Easter gift.

An interesting fact about Kwareżimal is, that their origins date back to the Knights of Malta, during an important historical period which dates back to the 16 th century.

Furthermore, these sweets are vegan, as in the original recipe no animal products are used.

Another curious fact about the earliest origins of figolli can be traced back to thousands of years ago rooting from paganism. During that time, figolli were made out of sweet pastry and decorated with dyed eggs, probably symbols of fertility. The eggs were coloured with dye, made from onion skin, vegetables and fruit to obtain a bright peacock palette; blue, green, red, yellow, and brown.

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As part of the initiatives held during this Holy time, the centre organizes a yearly marathon. This

commences at the Centre and takes students, staff and all those who wish to attend, including parents and our extended community, to the St. Martin Cave in Wardija. Once there, Mass is celebrated, following which, the group proceed to walk back to the Centre, enjoying peaceful surroundings and the pleasant green areas in the locality.

Most of the group carries out this activity on foot however students are also given the opportunity to cycle their way to and from the destinations of they wish. And of course, vans are provided should anyone wish to be involved in in this activity but not feel up to walk.

This year, this event was held on the feast day of Our Lady of Sorrows. On this occasion, the centre also invited two cyclists members from the ALIVE charity foundation which is a non-profit, non -governmental organisation that raises funds for Cancer Research whilst improving awareness and a healthy lifestyle through the promotion and organisation of sports related activities. The members addressed a small talk about the foundation’s aims and objectives while graciously thanked the centre for a generous contribution that along the precious weeks the team at the Centre had worked to gather from donations.

It is interesting to know that the name of the cave where Mass is held during this activity is derived from the locality on which it stands. Like many other caves in the area, it was used for human habitation. There is also evidence that it was used for burial during the Punic-Roman times. The apses dug in the rock are proof of this. In 1960 Dun Manwel Attard was made Rector of the grotto, the same priest who founded our Centre.

Holy Week is one of the most important times in the Roman Catholic Church and as a Centre, finding opportunities to reflect and to come together for good causes as a united team is very close to our values. Initiatives such as those described above allow us to regroup and reflect on our work along the rest of year. And they are also a source of inspiration for more similar activities through our educational programme. Group 1.1 has for example, introduced the meditative and mindfulness sessions on a regular basis during circle time throughout the year. The value of mindfulness is becoming always more and more evident. And as a Centre, the togetherness and feel-good factor that activities such as our Lenten walk brings, are also extended throughout the year through numerous other group activities that allow us to share our strengths, develop as a team and offer a helping hand in out community.

Group 1.1

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ESPERJENZA TA’ XOGĦOL Parti mill-iskema tal-Work Exposure, listudenti ikollhom l-opportunita li jaħdmu xi xogħol fl-iskola stess. Dan ix-xogħol ivarja minn xogħol ta ibottijar ta’ għasel u żejt, produzzjoni ta’ ġulepp tal-ħarrub,

suveniers differenti għal-okkażjonijiet differenti, produzzjoni ta’ xema b’kuluri u irwejjaħ ifuħu, bath salts, body scrubs u kaxxi tal-injam fost affarijiet oħra.

L-istudenti tagħna ikollhom sehem importanti fil-produzzjoni ta’ dawn il-prodotti. Matul il-ġurnata iddedikata għall-Work

Exposure, nispjegaw il-proċess ta’ kif isir il-prodott partikolari sabiex l-

istudenti ikollhom idea aħjar ta’ kif isir il-prodott. Wara ikollna sessjoni ta’ hands on fejn l-istudenti

ikollhom l-esperjenza fuq il-produzzjoni tal-prodotti.

Finalment, xħin il-prodott ikun lest, inżejnu l-prodott finali skond kif ikun jixtieq il-klijent.

Apparti dan xi whud mil-istudenti jkollhom ukoll opportunita jagħmlu xi xogħolijiet barra mic – centru .Ezempji ta’dan kien xoghol li wettqu f’entitajiet bhal HSBC,FES ,Paulton’s fost oħrajn.

Permezz ta’ dan ix-xogħol u dawn l-esperjenzi, inkomplu insaħħu l-ħiliet tal-istudenti u nħeġġuwhom ikunu dejjem iktar indipendenti.

Klassi 1.3

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ENTREPRENEURSHIP Entrepreneurship is the willingness to develop a business venture along with any risks. Entrepreneurial spirit is characterized by innovation and creativity. fosters

Our

Resource

initiative,

Centre

creativity

and

teamwork. Students and staff working together is an essential part of Centre’s ability to succeed.

Pottery,

Design

and

Technology,

Gardening and Job Exposure lessons are carried out in a workshop setting. During these sessions the students are responsible for the processing, assembling and the packing of our products. Jars/bottles of Olive oil, Honey, Carob syrup, Aroma

Therapeutic Salts and Scrubs are manufactured by the students themselves with active participation of staff. Dried herb, scented candles, bath melts and air fresheners are produced and then packed in jars or packets according to the clients’ preference. Mint, Rosemary, Melissa and Lavender are just a few scents that one can choose from.

Gift boxes/jars containing our products are assembled, labelled, packed and wrapped by the stu-

dents. The final product is then made available for sale during Resource Centre’s events, markets organised by local council and other such events. All students work diligently, responsibly and with great satisfaction. Our students truly are young Entrepreneurs.

Class 1.6

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HSBC PROJECT This year, students had the opportunity to explore the world of aromatherapy during the Job Exposure Scheme in-house placements. This project focused on enhancing present activities and exploring others in order to enhance and consolidate entrepreneurial skills.

Our students participated in a number of activities mainly: -bottling -

of oil and honey

production of carob syrup

-harvesting

lavender and packing it

-developing

our herb garden and packing dried herbs

-exploring

lavender spray

-

production of bath salts and body scrub

-

production of scented candles

Needless to say, these wonderful learning experiences wouldn’t have been possible without the help of the professional aroma therapists Joyce Muscat and Ismay Gambin, the support given by the GENE project, and HSBC Foundation Malta who are always on the forefront to support us in every way possible.

Our students really liked these weekly sessions and were guid-

ed skilfully in the production of beauty scented products. Most of the products were wedding souvenirs and students worked really hard to produce good quality products while meeting continuous deadlines.

Ms Sabrina Cacciattolo

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JO B EXPOSURE SCHEME

The Job Exposure scheme can be categorised in two main areas i.e. the work placements and in-house placements. The work placements we participated in this scholastic year were mainly in the following organisations/companies: HSBC, Green Suppliers, FES, Poultons, Mellieħa and Mosta Day Centres with tasks ranging from office work, hospitality and gardening.

During the JES work placements, students observe and shadow employees at work. This helps them to

consolidate the employability skills that the students learn at school such as teamwork and communication skills. The students’ involvement is essential for their development of skills, attitudes, and abilities. It is an opportunity for the student to become more informed about the labour market and about the skills that employers look for in employees.

Apart from the work placements, the JES also exposed students to the aromatherapy project.

Students produced a good amount of souvenirs mainly for Weddings. They showcased their prod-

ucts at the Weddings Fair where they described the processes done at school to the numerous couples that were present. This year we had a good number of orders such as honey ,bottled olive oil , herbs and bath salts. Students worked hard to produce the desired products both at school and as HW. Ms Sabrina Cacciattolo

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MULTI-SENSORY ROOM Using a multisensory approach means that all students learn through different modalities.

The belief is that students learn a new concept best when information is presented and taught using the four modalities (visual, auditory, kinaesthetic and tactile). In this way, using the multisensory technique means, that we help all students learn through more than one aspect, both in class and in sensory room.

In our Multi-Sensory Room, we have the latest technology to support us in giving the utmost were needed and when possible. The INTEGREX SENse combines high technology with simple design to provide a mobile, immersive sensory system, featuring an interactive floor and is idle for those standing, using a wheel chair or lying on the floor. The floor projection responds to body movement when it is detected by an overhead camera. We use a range of stimulating and colourful interactive games in order to provide stimulation and learning experience for students who learn by their senses. This year Dance Therapy sessions were also introduced in our curriculum were students are having sessions weekly in the Multi-Sensory Room. All these tools together with a multisensory approach helps our students to achieve their highest potential.

We have also The MOTION MAGIX, an innovative interactive play with endless possibilities.

The use of specialized systems and interactive content is targeted for total engagement especially for our students that need extra support.

By using these systems, we aim to blend cognitive and physical activity in order to provide a variety of educational and learning experiences as it improves various skills such as participation, attention and motivation. This equipment is set up in the gross motor area, were besides technology, the room is set up with other resources that offer stimulating physical activities. At our Resource Centre, the multisensory environment is designed with two goals in mind; to encourage relaxation and to promote intellectual activity,

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Teaching some subjects such as Literacy, Numeracy and Computer Literacy in these rooms is becoming a common practice in our Centre. We provide all the necessary tools such as; 

Tactile experiences



Cause and effect items



Sensory activities



Lighting effects



Various switches



Soft items



Sound effects



Selected rhythmical music



Motion stimulation



We use these approaches and tools for achieving specific and measurable educational goals. Most of our students react well to these experiences which gives us more encouragement to continue offering the maximal holistic teaching, depending on each students’ abilities and needs to enhance their full and highest potential.

Group C1 Christienne Camilleri Rita Cassar Mona Xuereb

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PROĠETT KREATTIV – FIL-MUŻIKA

Din is-sena ċ-ċentru tal-Wardija reġa’ pparteċipa fil-proġett Kreattiv, li fost suġġetti oħrajn kien integrat ukoll fil-lezzjonijiet tal-mużika u ż-żfin, bil-għan li l-istudenti jkollhom tagħlim aktar ħolistiku b’metodi innovattivi u ffukati għall-abilitajiet diversi tagħhom.

Darba fil-ġimgħa s-Sinjuri Peter Paul Galea, Phyllisienne Brincat u Douglas Comley mexxew dawn is-

sessjonijiet bil-għajnuna tal-għalliema tal-mużika u ż-żfin, is-Sur Samuel Cutajar, is-Sinjura Yanika Agius u s-Sinjura Yanica Cassar rispettivament, flimkien mal-istaff tagħhom.

Fost l-elementi innovattivi fil-lezzjonijiet tal-mużika huwa t-tagħlim ta’ daqq ta’ noti mużikali differenti permezz tal-kuluri, strumenti ġodda tal-perkussjoni u rrekordjar fi studjos professionali tal -kant.Sabiex jintlaħaq dan il-għan, is-surmast ħa ħsieb li jixtri ċimbli żgħar ġodda li huma colourcoded, jiġifieri kull nota hija mmarkata b’kulur differenti. Il-kuluri jgħinu lill-istudenti biex jidentifikaw b’iktar faċilità in-noti mużikali li huma sebgħa (7), allura jkollhom seba’ kuluri differenti. Inċidentalment dawn is-seba’ kuluri huma wkoll il-kuluri tal-qawsalla.

F’dan il-każ in-nota C – bl-aħmar, D – kulur oranġjo, E – kulur isfar, F – kulur aħdar, G – kulur ċilesti, A – kulur blu, B – kulur vjola u C (ottava ogħla) – kulur aħmar ukoll.

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Il-lezzjonijiet kienu ffukati ma’ gruppi ta’ student, adattati għall-bżonnijiet diversi . Minbarra l-

użu taċ-ċimbli, l-istudenti kellhom ukoll l-opportunità li jdoqqu tnabar u strumenti oħra talperkussjoni, kif ukoll sessjonijiet immirati fuq ritmi differenti, dinamiċi fil-ħoss u anke kant ta’ biċċiet mużikali diversi.

Dan kollu, flimkien maż-żfin wasslu għal ċelebrazzjoni kbira biswit il-bini tal-Parlament Malti filBelt Valletta, nhar il-Ġimgħa 17 ta’ Mejju 2019.

Il-Jum taċ-Ċelebrazzjoni ta’ din is-sena, fejn l-istudenti daqqew u rreċtaw flimkien ma’ studenti oħrajn kienu parti minn preżentazzjoni bbażata fuq it-tema tal-Ispazju.

Minbarra l-proġett tal-Kreattiv, bosta studenti taċ-ċentru pparteċipaw ukoll fil-kunċert talMilied li nżamm ġewwa ċ-ċentru stess, nhar l-Erbgħa 12 ta’ Diċembru 2018. L-istudenti ta’ ‘Path C’ daqqew diversi strumenti tal-perkussjoni, akkumpanjaw diversi siltiet mużikali popolari u ta’ fama mondjali. L-istudenti ta’ ‘Path A’ ipparteċipaw fiż-żfin u anke kantaw mal-kor ‘medley’ b’lirika u diski abbinati mal-grupp ‘Abba’. Mingħajr ebda dubju, il-kor kantaw ukoll diversi għanjiet popolari tal-Milied.

Il-kor tal-iskola baqa’ wkoll attiv fil-preparazzjonijiet għall-quddiesa, li baqgħet issir kultant żmien fis-sala prinċipali taċ-Ċentru.

Tkompla wkoll xi xogħol ġewwa l-kamra tal-mużika li għandna fiċ-ċentru, fejn fost ħafna attiv-

itajiet interessanti twaħħal pjanu magħmul bil-kartun mal-bieb prinċipali, bħala kraft sabiex tagħti dehra isbaħ u aktar akkoljenti lil din il-kamra mgħammra b’diversi strumenti interessanti.

Fil-qosor dawn kienu wħud mill-attivitajiet marbuta mal-mużika fiċ-ċentru tagħna tal-Wardija.

Isiru aktar sessjonijiet speċifiċi għal studenti partikolari, eżempju fil-kmamar multisensorjali, iżda f’dan l-artiklu tajna ħarsa aktar estensiva lejn il-proġetti tal-Programm tal-Unjoni Ewropea – Kreattiv.

SAMUEL CUTAJAR – Għalliem tal-Mużika

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JUM IĊ-ĊELE B RAZZJONI

Din is-sena, Jum iċ-Ċelebrazzjoni saret fis-sbatax ta’ Mejju 2019 saret quddiem il-Parlament ġewwa il-Belt Valletta. It-tema ta’ din is-sena kienet ibbażata fuq l-ispazju. Kull klassi kellha

tipprepara prestazzjoni biex tittella’ dakinhar ta’ Jum iċ-Ċelebrazzjoni.

Il-preparamenti għal din il-ġurnata bdew minn wara l-vaganzi tal-Milied. Waqt il-lezzjonijiet talMużika u ż-Żfin, il-klassijiet bdew jippreparaw l-attività tagħhom filwaqt li fil-lezzjonijiet tal-Arti ġew ippreparati il-props li kien hemm bżonn għal kull attività.

F’jum iċ-Ċelebrazzjoni kienu mistiedna studenti u membri tal-istaff minn St. Albert’s College, ġenituri u xi nies mid-Dipartiment tal-Edukazzjoni. Ġew ukoll mistiedna Phylissienne Brincat u Peter Paul mit-Tribali, fejn dawn taw ukoll il-kontribut tagħhom biex tittella’ din il-prestazzjoni.

Meta waslet il-ġurnata tant mistennija, kulħadd iltaqa’ quddiem il-Parlament. Il-ġurnata ġiet ippreżentata minn Phylisienne. Qabel beda l-programm kien hemm numru t’attivitajiet bħal face painting, logħob Malti u ‘show’ bil-bżieżaq. Waqt dawn l-attivitajiet kien hemm ukoll numru ta’ studenti li ġew intervistati fuq il-ħajja tagħhom ġewwa ċ-ċentru tal-Wardija. Wara, kull klassi tat il -prestazzjoni tagħha. L-istudenti ħadu gost jipparteċipaw u n-nies tal-madwar urew l-apprezzament tagħhom. Fl-aħħar l-istudenti u l-istaff taċ-ċentru għalqu din iċ-ċelebrazzjoni b’żifna mad-diska ‘shot gun’.

Grupp 1.2

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COMMUNITY BASED A CTIVITY Community Based Activity [C.B.A.] is a regularly scheduled event offered to students attending our Resource Centre on a weekly basis.

The aim of

these outings is to give the students the opportunity to participate within the community for recreation, giving them a chance to interact socially as their fundamental right to citizenship. Community awareness offers a reciprocal occasion to accept diversity, become aware of the diverse attributes of our students. Instruction is aimed at consolidating students’ skills so to increase independence and enhance their quality of life. All activities are functional, age-appropriate, and curriculum-based.

Throughout the scholastic year, the students will learn to be tolerant of each other’s needs while celebrating their strengths as a team. This depends mainly on the class dynamics concerning the Teacher/L.S.E.’s efforts in being a functional, constructive and effective reference point to every student as an individual and as a whole team.

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Generally speaking, the experience of a student going out with his class team, gives him/her the chance to be exposed to venues without the parents’ presence.

This provides an opportunity to experience independence together with age-appropriate peers.

A noticeable improvement in self-expression, [be it verbal or non-verbal], appropriate behaviour in public is generally experienced.

Students become aware of their own safety outside the Resource Centre’s premises.

They also have the opportunity to make choices [e.g. choosing a preferred snack and drink, waiting in a queue, being able to purchase items by exchanging money for goods with/without

assistance – visual/verbal cues or the buddy system]. These outings also present the possibility of learning to care for personal belongings [like taking care of own wallet, taking own satchel back to the van].

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Students generally will be able to recognise familiar places visited when travelling through familiar roads. They also have the opportunity to learn how to respect the environment and nature. When we arrive at the Centre, students take a break. Photos taken during the day are presented on the Flat Touch Panel and with prompting; most students are able to recognise the place we had visited.

This is generally manifested by vocalizations, single-word utterances and pointing.

The most satisfying thing for teaching staff is the fact that students look forward to the next outing, they show involvement and most of all enjoyment during each activity.

Class C2

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MOVEO Once again, this year our Resource Centre has collaborated with Moveo Dance Company in creating an outreach project with the name ‘BULLY ME’. The aim of this workshop was to educate and instil a positive learning experience to our young adults across the curriculum of dance and PSCD. ‘Bully Me’ is a dance/theatre performance that seeks to expose the damaging effects of bullying; primarily emotional and indirect bullying. Very often, bullying is portrayed as being physical or public overt humiliation, however, there is a more subtle type of bullying, which often goes unnoticed, but which causes just as much harm - the psychological type.

Through choreographic movement and interaction with the students, the performance portrayed how bullies often appear to be the persons who evoke fear and harm, however very often we don’t see why or how this person becomes a bully. The students were taught how to recognize a bullying situation, learn ways how it can be prevented and what actions can be taken by the persons being bullied.

Four classes, namely; 1.1, 1.2, 1.3 and 1.5 participated in this workshop and through the students’ participation, integration among all students was instilled. The students engaged in body movement and rhythm exercise. This activity not only served to educate students about bullying but also to offer support and insight to teachers on how the various ways bullying can be tackled and also prevented.

Ms Yanica Cassar

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DA NCE A ND MOVEMENT STUDIES

Dance and Movement Studies aims at giving students the opportunity to express themselves through movement to establish self-awareness, leading to positive self-esteem and self-confidence.

It also allows the students to be creative, establish effective relationship with others, strengthens teamwork and turn taking. In addition, dance lessons gives students the chance to participate in a given group performance involving simple dance movement combined into a routine, through imitation.

This year the students participated in two performing art events, whereby they showcased their talents. For the first event a number of students from group 1.3 attended the Secondary Schools Dance Showcase. This experience enabled the students to participate within a group to perform a routine of synchronicity to music, in front of an audience. The second event was the Annual Collegefest. Two groups, namely 1.2 and 1.4 presented two routines, which will then be performed during our Centre’s Celebration Day which this year will take place in the square in front of Malta’s new Parliament Buildings in Valletta. These events served as learning experience whereby the students were able to follow instructions in a simple dance routine and demonstrate awareness of appropriate boundaries when meeting new students from other schools. Last but not least, these events served as an enjoyable learning experience to our young adults.

Ms Yanica Cassar

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STAF F TRAINING This year all staff have had the opportunity to participate in valuable training to increase their knowledge and provide a platform whereby affording practical and viable resources from various application that may offer a sound mechanism to apply if such should arise within the school setting.

As our school accommodates various abilities and possibly different medical needs is therefore extremely vital for the well-being of staff and students to pay attention to new information and updated research and all possible new resources that do change over time. It is therefore imperative to implement new training opportunities within the education system to ensure a viable working condition, which ultimately will afford staff, pupils and parents a smooth, concise, safer environment in which to strive.

Staff will also benefit, and their confidence will increase, as they are able to better care and practise all they have learnt in their training. Parents will respect not only the educator’s knowledge but also the fact that the school SMT provide and support such training opportunities to their staff.

Today providing a sound viable program and its implementation within a mixed ability environment, can and does present a challenging mission. Therefore, we strongly believe that further training, aside from the opportunity to increase one’s knowledge also provides a provable morale boost up.

Not only good for staff and students but also for parents and last but not least importantly proves to the education services who provide the means to these training courses that it is money well spent. Some of the topics covered throughout this year included the Automated External Defibrillator (A.E.D). This is a portable electronic device that automatically diagnoses the life-threatening cardiac arrhythmias of ventricular fibrillation and pulseless ventricular tachycardia, and is able to treat them through defibrillation, the application of electricity which stops the arrhythmia, allowing the heart to re-establish an effective rhythm. With simple audio and visual commands, AEDs are designed to be simple to use for the layperson, and the use of AEDs is taught in many first aid, certified first responder, and basic life support (BLS) level cardiopulmonary resuscitation (CPR) classes. We are fortunate to have one on the school premises.

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Another in depth topic that we covered was Positive Behaviour. A vital component to ensure a safe,

calm and positive environment. This gave staff a fresher look at how this can be beneficial to our students. It challenged our approach and introduced us to new ways of applying a more positive plan and reward positive behaviour so that the student would experience more praise thereby decreasing their reluctance and avoiding behaviour detrimental to the student.

Another productive topic was the implementation of the Clicker 7.

Clicker 7 is a child-friendly writing tool that enables students of all abilities to significantly develop their literacy skills. This is a computer program, which can be used by staff and student that offers the student the ability to communicate using visual stimulus and auditory stimulus. Clicker’s brand new children’s voices give pupils the opportunity to hear their work read back to them in a friendly, age-appropriate voice that they can identify with. Clicker’s built-in predictor improves the productivity of struggling spellers and encourages all pupils to use vocabulary that is more adventurous. Voice Notes enables pupils to record their own audio notes before they write. This offers

powerful way for children to capture their initial thoughts and ideas. Word prediction, speech and Word Banks provide writing support, and accessible tools enable the addition and manipulation of pictures and sounds. Clicker Books make great reading books too, and there are many ready-made books included, all speech-supported.

As well as writing and reading activities using Clicker grid sets and Clicker Books, you can also create matching, speaking, and listening activities using Clicker 7. Clicker 7 provides a valuable and en-

joying experience for both staff and students alike.

On a long road that may throw many obstacles in our direction, we can all at least through our training do our outmost to strive to overcome them. Armed with new knowledge and update resources at our disposal we should be able to tackle them with more motivation and increased confidence to implement them into our daily programme.

To conclude most interesting opportunity to attend this training course, we have come away feeling better armed and more inspired to implement all new knowledge gained into our daily duties with our students. We also feel the school SMT can rest assured in the knowledge that their staff are well-trained, well-informed individuals in their employment.

Group C4

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YOUNG REPORTERS FOR THE ENVIRONMENT (YRE)

Over the years our Resource Centre has always given ever more importance to environmental education. Our involvement in EkoSkola initiatives and a number of related green activities has been consistent and keeps developing at an encouraging rate.

This scholastic year we once again participated in the Nature Trust, EkoSkola project “Young Reporters for the Environment” (YRE). This programme is designed specifically for secondary and post-secondary students of age ranges between 11 and 25 years. Through this programme students are offered training in Photographic Skills by representatives of the YRE team. This training equips them with skills that can be used throughout their involvement in the YRE programme but can also be transferred to other areas of their life.

Following their training, youngsters from our Centre carried out investigations focused on local environmental issues and had the opportunity to bring forward ideas for the discussion of solutions through photography. In fact, our Resource Centre submitted 16 photos in total this year: 11 photos in the 15 till 18 years category and 5 photos in the 19+ years category.

These are the winning entries in the 15 till 18 years category: 

Nicole Marie Muscat with the photo “Perfection… it’s me you’re looking for!”

winning the Best Entry YRE 

Shaun Grech with the photo “Home Sweet Home” winning the 1st Litter Less and the 1st Litter Less Campaign International Award 2019;



Nigel Cremona with the photo “Catch of the Day” - winning the 2nd Litter Less



Neil Spiteri with the photo “Magnifying my Beauty!” - winning the 3rd Litter Less and the WasteServ Award

While in the photo category 19 till 25 years: 

Liam Farrugia with the photo “Save for the Future” - winning the Best Entry YRE and HSBC Award

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

Jean Mizzi with the photo “Reflecting my Expense!” - winning the 1st Litter Less



Justin Cassar with the photo “Standing Tall” - winning the 2nd Litter Less

All participants, even those placing Finalist and Commended, were awarded a certificate for their contribution and the winning photos were also awarded certificates and prizes during the YRE Awards Ceremony held on the 6th June. This year the Centre was awarded a total of €550 worth of vouchers for the great performance throughout this project and which will be used to buy resources for our students.

Well done to all!

Ms Denise Cauchi

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POTTERY

I love to create, and to me, the ultimate freedom of expression is a blank canvas or a block of clay to capture whatever emotions your imagination gives it.’

Daniel Boulud Pottery is one of the oldest human inventions and dates back to the Neolithic period where pots or pottery wares were created. The hand building technique marks the earliest forming method. Such artefacts were constructed by hand from coils of clay, combining flat slabs of clay, or pinching solid balls of clay.

Various parts of the hand built vessels are often at-

tached by the use of slip, which is an aqueous suspension of clay body and water. Elaborate designs are very popular on such artefacts and the use of paint against them dates back to early prehistoric times.

In Pottery sessions, students are given room to exercise their creativity and express their emotions which are evidently imprinted on the block of clay. The sensorial experiences reached in such sessions reach to a higher state of art which knows no limits, were perfection does not exist and students are given the possibility to express their free spirit. Rules of behaviour of clay are followed, and various styles and chemical aspects of glazes are explored. Still, the end product is a true reflection of the student’s identity.

Mr Chris Vella

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DESIGN A ND TECHNOLOGY In Design and Technology students are posed with a challenging situation where the minds are instigated in an inquisitive journey as to come up with a solution. To reach this, certain criteria are followed:

first, we

start with the ‘Problem’, where then we analyse various possibilities of design aspect to reach the required functionality of such product. A thorough study of various materials will come underway and then we proceed to the build up phase. At this phase, students are given the opportunity to make use of various tools following all the health and safety procedures. Along this scholastic year we had the opportunity to work various wooden hampers and also we engage on various projects with other stake holders (‘Bat Boxes’ for Nature Trust). All in all, students are given the opportunity to

generate, develop, communicate and model their ideas. They are given the opportunity to build structures, at times under visual aids. Such an area of study widens the student’s knowledge as it gives them the opportunity to be exposed to various mechanical systems.

Mr Chris Vella

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COMPUTER LITERA CY Technology affects how we live, work, and most importantly how we learn. As a Centre, we work hard to ensure that the latest technology is implemented throughout the day so that our students’ educational experience can be enhanced to best address their abilities and potential. In fact, the Centre boasts two fully-equipped computer labs that offer our students the space to learn and develop their computer literacy skills. All the computers in both labs were also recently replaced with more modern all-in-one computer systems offering more possibilities for our students to engage and interact.

Computer Literacy lessons are not only offered in the computer labs but also in the Centre’s Multi-Sensory Studio and in the Motor Sensory Room, where a number of different approaches are taken to address students’ skills at diverse levels. These approaches vary from sensory stories, interactive floor and wall projections, cause and effect activities and hands-on activities related with technology.

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At our Resource Centre, we also try to equip our students with basic computer literacy knowledge

in order for them to use these skills in their daily lives. In fact, this scholastic year we incorporated the Learning Outcomes Framework (LOF) to the material covered, addressing a range of topics at different levels. The Computer Literacy Learning Outcomes encompass two levels of learning outcomes: A and B. The LOs are designed for the learners to know what is expected of them, understand and/or be able to do as a result of a process of learning.

These are the units in both levels: Level A: Computer Fundamentals; Word Processing; Online Essentials; Level B: Computer Fundamentals; Word Processing; Presentation Skills; Digital Experience; Online Essentials Through the use of various devices and software, lessons are aimed at positively contributing to students’ learning, by being actively engaged in activities which promote thinking, collaborative and interpersonal skills. Thus, Computer Literacy is a powerful teaching and learning resource helping to ensure that all students can enjoy success as learners.

Denise Cauchi Computer Literacy Teacher

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A RT During this year, Kyra Borg Delicata of class 1.1, participated in the Achieve programme, mainly in the Personal Project module. She came up with the idea of creating a drawing using acrylic on canvas. Kyra’s artistic capabilities are amazing! The pictures speak for themselves!

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A SCHOOL EXPERIENCE This year the Stepping Stone Class opened again for its second year at Wardija Resource Centre.

This class and its timetable are intended to cater for the needs of students who for particular reasons need a different environment than that of other classes. For example, the light is kept at low settings to avoid possible triggers for some students. The classroom is kept as safe as possible in order to avoid accidents especially due to possible tantrums, for certain hyperactive behaviour which might occur or for students who constantly need to be on the move.

The Stepping Stone’s timetable is very flexible and whenever any student needs timeout, a ball is all we need to spend some time in the school’s yard playing or walking in the school grounds.

One exceptional feature of the Stepping Stone class is that students have one teacher and same LSEs for all activities and learning which take place in the same classroom. Students move to and from the classroom to the Multisensory or Gross Motor room only, and most of the time at the same time each day, notified by an alarm which goes off regularly.

This setting offers students with a more stable environment which aids predictability and hence promotes more behavioural stability in our youngsters.

Each morning, students are greeted with ‘Good morning songs’ and then ‘circle time’ activities follow, which include, puzzles, ‘Switch it’ games on computer, stacking games, colour/ number match-

ing with pegs and cards, playing with straws and stacking blocks. Particular students flip through magazines or manipulate objects or items with different textures to suit their needs.

After Circle time, follows the daily craft activity in the Creative space in our classroom.

After break time, a forty-five minute activity at the Multisensory room or Goss Motor Room follows. Here students are free to engage in activities such as: jumping on a trampoline, swinging, lying down and relaxing on mats while looking at bubble tubes or hide inside the dark room where they can change the colour of the light at the click of a button!

At lunchtime, students are encouraged to be as independent as possible, and they are encouraged to eat on their own, as much as possible, with the staff’s helpful interventions as needed.

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In the afternoon, outdoor activities in our school grounds are held: playing with the ball, walking, running and engaging in shoebox task ,sitting on a mat. At the beginning of this scholastic year, staff created various shoe box task a where colour sorting is practiced alongside with hand and eye co-ordination.

Our students really enjoy spending time outside playing or just sitting down and relaxing.

Youngsters in the Stepping Stone Class benefit from various therapies offered by ESF. Every Tuesday, students participate in Dance therapy with Ms. Dublesin where she sings songs and en-

courages our students to dance and to interact by responding to her movements. This session is really enjoyed by our youngsters.

Another therapy our students are benefitting from is Equine Assisted Therapy during which they can walk a pony, pet it and groom it. This therapy promotes physical, occupational, and emotional growth in our youngsters.

We are glad to state that earlier on in this scholastic year, one of our students, has moved from

our class to another due to showing improvement in her behaviour and for participating more frequently in class activities.

Ms.Joanna Vella Dolci Stepping Stone Class Teacher.

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NUMERA CY

Numeracy is a subject in which learners are exposed to mathematical skills related to spatial sense, measurement, number sense and data handling. Learners carry out creative, logical and practical activities in order to experience and learn such skills.

Throughout this scholastic year, learners carried out tasks related to the Number Sense and the Number System which involve understanding numbers, their magnitude, relationship and function.

Learners also carried out tasks related to Measuring Skills; having Learning Outcomes Framework Goals related to money. The topic of Number Calculations was also covered; having Learning Outcomes Framework goals related to Addition and Subtraction.

Ms Alessandra Azzoppardi

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INDEPENDENT LIVING SKILLS

Independent Living Skills (ILS) is a subject in which learners practice, experience and learn skills related to daily living and individual autonomy. Throughout this scholastic year learners covered topics related to a Healthy Lifestyle, Self-Care, Domestic Skills, and Food Handling and Preparation.

During Healthy Lifestyle learners covered skills related to a healthy diet, eating a variety, leading an active healthy lifestyle and avoiding behavior which is unhealthy. Domestic Skills and SelfCare goals gave learners the opportunity to acquire skills related to fresh vs preserved food items, fruits and vegetables according to seasons, local traditional food according to season, doing household chores, and other skills which aid autonomy. During Food Handling and Preparation learners practiced and learnt skills related to preparing food for cooking including washing the food items, and cutting, chopping and spreading techniques, and eventually cooking the food prepared. During this process learners also practiced other skills such as washing hands properly, wearing an apron, using and cleaning certain appliances, washing the utensils used and cleaning surface area.

Ms Alessandra Azzopardi

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THE DUKE O F EDIN B URGH AWA RD What is the Duke of Edinburgh Award?

The Duke of Edinburgh Award was founded by Prince Philip, the Duke of Edinburgh himself in 1956 and since then, has developed to be offered in well over 144 nations. The Award was set up to encourage youngsters to be active, develop themselves, and participate in initiatives that can support them in strengthening their character while enriching them with experiences to last a lifetime!

The Award encourages youngsters to participate in a range of areas in order to provide a platform for global development, it offers them a space to participate within a non-competitive sphere and it allows them to embark on a challenging and exciting adventure that makes it possible for them to learn not only about skills for outdoor activities and those for work within a team, but most importantly, gives them the opportunity to learn about themselves and build their characters and personalities into adulthood.

More than six million young people have taken part in The Duke of Edinburgh (DofE) Award around the world. Participants aim for bronze, silver or gold awards which can take from between 3 to 18 months to complete. This year, the Wardija Resource Centre embarked on its biggest mission so far, with a group of 7 students participating in this programme. Together, they prepared for this exciting venture while also individually, worked on their different areas for development.

How does the Duke of Edinburgh Award work?

The programme sees young people set objectives in four areas: Volunteering - giving services to individuals or the community; Physical - improving in an area of sport, dance or fitness; Skills - developing practical and social skills; and Expedition - planning, training and completing an adventurous journey.

Participants can embark on this project at 3 different levels: bronze (which takes six months), silver (which takes 12 to 18 months) or gold when aged 16 and over which can take from between three to 18 months to complete.

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In each of the levels, participants would have to embark on an expedition and, depending on the level they are participating in, this would last between 2 days and one night, to three days and two nights. The awards must be completed by the time they are 25-years-old.

The Award at the Wardija Resource Centre The Wardija Resource Centre has always believed in the value of involving our students in initiatives that can help equip them with positive opportunities to develop their skills. So much so, that this has been the 3rd time that our Centre has brought forward and supported a group of students towards participating in this exciting venture.

This year, a group of 7 students, the largest for the Centre to date, participated in this initiative.

A network of activities was provided at the Centre in order to provide them with the space to satisfy all the Award’s requirements and along the months, as a group, the team worked together towards completing all the required goals. In fact, the team got involved in regular sessions in order to develop physical skills through Dance and P.E. classes; in order to learn new skills through Music, Pottery and ILS (Independent Living Skills) session; as well as to offer a service in the community through Gardening and Office Work sessions. Some of the students also took this a step further and carried out some voluntary work within their community during their free time outside the Centre.

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Along the months, this group of students also attended regular training sessions focused on Skills for the Outdoors. These included training in outdoor equipment and how to use it, route planning and navigation, camp craft including food and cooking, and other related aspects. These training sessions were offered to our youngsters thanks to the support of a number of entities, such as the AFM who provide us with the regular participation of our trainer Mr. Glen Catania, the MEDE who supported training sessions such as those organised in collaboration with the Kamaja group, as well as Nature Trust who through the Young Reporters for the Environment (YRE) programme, regularly offer our youngsters training in photography.

Training in First Aid Skills was also offered to our group of Duke of Edinburgh adventurers. This in order to help them better prepare for the Adventurous Journey. Following their regular participation and dedication, all of the 7 students involved, obtained their Malta Red Cross Certificate in Basic First Aid Awareness.

And on the weekend on the 11th and 12th May, the dynamic group finally also took their Adventurous Journey. This year it was held at the Żurrieq Scout Group Campsite. The location lends itself excellently and the students had a great time pitching their tents and later going on an exploratory walk in the area. This year, they chose to focus their exploration on Flora and Fauna in the area and went for a scenic walk around the campsite, visiting the Wardija Tower in Bubaqra and the Żurrieq Reservoir. The weather was in the team’s favour, offering a picturesque sunset following the exploratory walk and a fresh rise the next morning. After making their meals and having dinner and some relaxing time together, the youngsters spent their much anticipated night in their tents before their excited wake-up to complete their mission. This experience was a priceless one for our team and every year, their excitement and enthusiasm only reinforces the value of this initiative and reinforces our strength to continue providing similar experiences to our adults in the making .

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Our way forward

While the 7 youngsters who participated in this Award this year are nearing the closure of their Bronze Award, as a Centre, we are already working to continue involving more of our young adults in this initiative! Through investing in equipment needed, scouting the right people necessary to provide training and development opportunities for this aim and preparing the grounds necessary, we are working hard in order to continue to invest in the strengths and abilities of our young adults. We believe that opportunities such as this can bring valuable benefits to our youngsters –

benefits that can last them a lifetime! And we will continue to strive to provide more and more opportunities that can enrich their experience at our Centre and throughout their life.

Ms Olga Formosa

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A CTIVE SCHOOL FLAG AWA RD For another year, our Centre received the Active School Flag Award.

This award is given to those schools and Centres who managed to succeed in a number of criteria. These criteria involve keeping our students aware of physical activities, organize physical activities and follow a healthy lifestyle. Proudly, we can say that physical activity is an important aspect in our Centre and we are working very hard to instil this in our students and families.

This year, we set out a set of criteria to work on and managed to compile the portfolio for this year once again. Among the projects set was a new Cycling Club. Additionally to this, we invited Gold medal winner Carmelo Pace Stellini, who competed in the Special Olympics held in Abu Dhabi who gave a tutorial on cycling. For the San Martin Walk, some of our students used the bikes together with professional cyclists from the Alive Foundation. During this event we helped this Foundation by giving a donation.

An adventurous experience for our students was the Kamaja Outdoors activities. This included a Fire session, teambuilding session and also zip-lining.

A big ‘Thank you’ to

Mr.Martin Borg who held these sessions.

Another impeccable experience was the Fun Day organized at Helen Keller Resource Centre. During the day our students played football and other games against other students from the other Resource Centres. On the day we also met players from Balzan FC together with the FA Trophy which they won a few days before.

Finally, I would like to say ‘Well Done’ to our students who represent our Centre in the best of ways in the activities held inside and also outside the Centre. Your determination is remarkable!

Mr Josmar Vella

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Believe! ACHIEVE! Succeed!

The Achieve programme, within Prince’s Trust International, offers various opportunities to students and presents learning through a multifaceted approach. The main focus of the programme is the learner, as it facilitates learning in a way that fits the student’s learning style. The Achieve programme is based on Life Skills, Active and Responsible Citizenship, and Professional Development, and it includes a variety of units at different levels. These units aim at developing both knowledge and applied learning, skills that are sought-after by employees joining the workforce.

Linking the school experience within the wider community provides an educational setting that is conducive to learning. This year the Achieve programme organized a socializing activity between Maltese students and the elderly at Saint Vincent de Paul Residence. This activity was aimed at bridging the gap between generations, and the exchanging of ideas. The students of Wardija Resource Centre shared their views with the elderly about their school experience, the digital world, and hobbies, while the elderly surfed down memory lane and recalled childhood experiences on farming, transportation, Malta during the war, and lifestyle, among others.

Planning and preparation for this activity started at the beginning of this scholastic year. The students were involved in the making of aromatherapy cushions which were given as a memento to the elderly. The process included the cutting and sewing of recycled fabric, pruning lavender from our school garden and its dehydrating process, as well as the stuffing of cushions with lavender and aromatic scent. The aromatherapy cushions were greatly appreciated by the elderly.

Promoting the students’ work as well as exploring traditions and values inherited by our forefathers was not just a socializing activity. It was truly an enriching experience to everyone involved.

Mr Kevin Spiteri

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PUTTING KNOWLEDGE INTO PRA CTICE! Life is not always plain sailing and, at times, unforeseen circumstances may hinder possible opportunities. Consequently, knowing thyself enables an individual using the acquired strengths towards adopting a positive approach and investing more effort in areas that need improvement. Well-developed interpersonal and intrapersonal skills are essential assets that support a person interacting healthily within a community and having an active lifestyle.

Personal, Social & Career Development aim at empowering students with necessary life skills that help them overcome challenging situations. This year the students participated in the unit of Interpersonal and Self-management Skills of the Achieve programme and embarked upon a number of life skills.

Self Esteem Adopting a positive attitude towards life enriches the standard of living of a person.

The students are guided to believe in their potential and acknowledge their competences so as to be able to live independently as much as possible, and take pride in what they do.

Body Language Non-verbal communication is effective as much as verbal communication. A message can be conveyed through positive or negative body language and although it may differ from one country to another, various gestures are similar worldwide and can be understood by many people across the globe. The students are presented with various scenarios in relation to body language and they are furnished with a variety of gestures such as eye contact, touch, personal space, and posture.

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Time management is vital in almost every daily situation and the students are involved in various

activities that require the setting of goals, prioritising, and setting time limits.

Managing Stress Stress is an emotional issue and the human body generally reacts to emotional issues through worry or frustration. This pressure can be quite tough on the wellbeing of a person and identifying signs of stress can help in handling difficult situations better. Some ways that help students managing stress may be breathing in and out, physical exercise, listening to music, and reaching out for help.

Communication and Collaboration Communication and collaboration are two important factors that serve as a stepping stone towards integrating in today’s world. The students at Wardija Resource Centre engage in a number of interactive team activities that promote active listening and turn taking. These skills enhance students’ relationships to grow and lead to sharing of ideas.

In a nutshell, living in a fast-paced world, one must ensure not to get carried away over trivial issues while missing the fundamental values that build humanity. At Wardija Resource Centre we aim at supporting our students to flourish within the wider community.

Mr Kevin Spiteri

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PROTECTING NATURE A ND OUR LOCAL ENVIRONMENT! Throughout this scholastic year, we continued to work on several environmental projects and ideas through Ekoskola and other initiatives. At the beginning of the scholastic year we achieved the Green Flag for the third consecutive time. Therefore, we decided that it was time to set up a new Ekoskola committee. First, we asked students from every class if they were interested in being part of Ekoskola. We agreed that one student from every class will be representing his or her peers and is to attend meetings on a regular basis. Through elections, each student was given the chance to be elected for a particular role including the President, the Vice President, the Secretary, the Vice-Secretary, the Public Relations Officer (PRO) and the Vice Public Relations Officer. Once every member had his/her role, meetings took place regularly at least once a month together with our Ekoskola coordinator, Mr. Bernard Grixti. This year the students decided to set up an environmental policy for our school which is currently in progress. We are planning to finalise this policy by the following scholastic year.

We continued to strengthen and consolidate the ideas we implemented at our Centre throughout the previous years. Such examples are the separation of waste in different bins such as recycling bins and compost bins. This year the Ekoskola committee members distributed bins in each class for frequent collection.

The Centre also bought a white skip for the collection of recycling bags. We continued to collect batteries and also plastic caps for L-Istrina throughout the scholastic year. Information about the separation of waste was distributed to all classes by one of the Ekoskola committee members.

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For L-Istrina campaign, one of the fundraising activities carried out was the making of carob

muffins using carob powder from our carob trees. Another activity which took place during this scholastic year was the clean-up activity. Parents were invited to participate in a clean-up activity on our Centre’s premises together with HSBC staff members which served as an effective team building activity. This year we also participated in the Young Reporters for the Environment (YRE) campaign where a number of students were selected to take photos related to nature. The photos taken served as a message for us to think and reflect on our actions: we

need to ensure our actions are not leaving a negative impact on our environment. This year we also participated in Dinja Waħda once again and included the nature- related activities that students participated in throughout the scholastic year.

For another scholastic year, students prepared a number of hampers with local products such as olive oil, carob syrup and honey. During this year’s Work Exposure, students had aromatherapy sessions in which they worked on aromatherapy hampers including bath salts amongst other products. Such initiative was sponsored by HSBC and project GENE (Global Education Network Europe). This year we also took part in the project GENE within the UNESCO agency and the theme we chose was Human Rights.

A number of activities that students were involved in were amalgamated with this project including: Human rights lessons with PSD teachers, aromatherapy, Kamaja outdoor activities, and a hike with Scouts Group. A number of students also had the opportunity to make wood boxes during Design & Technology lessons for bats to be used by Nature Trust Malta. Its aim was to increase awareness about the fact that the Maltese bat is decreasing in number; thus, it is of utmost importance to safeguard our patronage and what makes part of our identity.

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For another consecutive year we participated in the LEAF project

and the Tree Your Town campaign. Our aim was to enhance our awareness on the value of endemic plants. Students participated in a number of workshops at the Centre: one was carried out by Mr. Neville Ebejer from Ambjent Malta and another one was carried out

by Mr. Benjamin Camilleri from the NGO, ACT. These workshops were focused on planting a number of endemic seeds which included

carob, holm oak and ash seeds that will be nurtured and eventually grown into trees. For one of the sessions, students brought used milk cartons from home to plant seeds in them to minimise the use of plastic pots. A number of students from Ekoskola had the chance to attend for the Leaf Event which took place at Wied Għollieqa at the University of Malta on Arbor Day. The students had the chance to participate in a number of workshops which included a

session with Ambjent Malta and a session with Grow 10 Trees.

Afterwards the students planted Holm Oak plants in the same area together with other students from other schools.

Apart from these activities, students also had the opportunity to work in collaboration with the Iklin community. Thanks to Iklin local council the students had the chance to work with the

Iklin elderly people. In fact, an event took place at Ġnien Ninu Cremona where the students and the elderly planted a number of Maltese shrubs including: Tengħud, Salvja and Kromb. For this event, the Iklin local council was also present and participated in this event. This initiative took place with the help of a number of NGOs such as Why Not? and ACT with which we have very positive working relationships. Students who were present for this event also had the opportunity to take photos of their peers planting together with the elderly.

Ms. Yanika Galea Ekoskola Coordinator MRC - Dun Manwel Attard, Ċentru ta’ Riżorsi għaż-Żgħażagħ, Wardija

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ALL AB OUT SC IENCE Science is fun! It does not only involve knowledge but it could be easily related to the things we use daily, the things we do daily, the things we have around us and their effects. Science is not something static but it is something alive! It is something that intrigues people to learn, to actually try things out, experiment and learn from them. Science involves discussion – it makes people discuss a vast number of topics and connects knowledge to realistic aspects. That’s what it is all about!

1. This year, as part of the Science syllabus, focus was put on several topics mainly energy and plants. Topics involved with energy included Light Energy, Heat Energy, Sound Energy, Kinetic Energy, Chemical Energy and Energy Transfer. Topics involved with plants included plant’s parts, plant’s functions, plant’s needs and the plant’s life cycle. Students had the opportunity to learn new knowledge in relation with the above topics. They also had the opportunity to carry out experiments individually and in groups to learn more about such topics and also relate what they are learning with experience.

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2. This year, the students worked in teams and carried out differ-

ent activities mainly related to the topic plants. Students were divided into small groups and each group was given a task and the material needed. Then each group had to distribute and work on all necessary roles. Then, they had evaluate what went well and what needed improvement.

Through this a num-

ber of students also had

the

chance

to

achieve an Entry 3 award through the Achieve programme. The specific topic they worked on through the Achieve programme was named ‘Teamwork’.

3.This scholastic year, Science students had the opportunity to visit the Esplora Centre at Villa Bighi Kalkara. They had the chance to visit a number of exhibits such as those found in the Motion Area, Music Area, Illusions Area, Engineering Area and Human Body Area. They also visited the Planetarium where they saw one of the films shown at Esplora such as Dream to Fly, Habitat

Earth and Perfect Little Planet. It was truly amazing experience! Everyone enjoyed it Ms. Yanika Galea Science Teacher

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KUNSILL TAL-ISKOLA Matul din is-sena skolastika gie xolt il-kunsill ta qabel u gie ffurmat kunsill ġdid. Ghal din is sena kien hemm numru sabieh ta’ staff li ikkontesta u ghaldaqstant saret elezzjoni. Il-membri li gew eletti huma dawn: Mr Chris Grech, Ms Janet Fenech Bonnici u Ms Aida Pisani. Minn naha tal-genituri ma kienx hemm elezzjoni ghaliex ikkontestaw żewġ persuni u filfatt issa, Mrs Theresa Aquilina u Mrs Rose Barbieri ukoll jaghmlu parti mill-Kunsill 2019, 2020. Il-President huwa Mr Carm Hili u bhala Chairperson baqa s-surmast, Mr Nick Agius.

Bhala Kunsill, naraw li dejjem nahdmu ghal gid tal-iskola taghna, kemm bhala membri tal-istaff kif ukoll bhala ġenituri. Ahna dejjem lesti li nilqghu proposti u kritika kostruttiva sabiex waqt il-kunsill isiru diskussjonijiet fuq dak propost.

Niltaqghu minn tal-inqas darba fix-xahar sabiex inżommu aġġornati fuq dak kollu li ghandu x’jaqsam mal-iskola. Niddiskutu l-attivitajiet li isiru minn żmien ghal żmien, l-andament tal-iskola, proġetti li qed inwettqu u ohrajn ghal futur u l-andament tal-istudenti dak kollu li jkun hemm bżonn sabiex nibqghu intejbu dejjem l-esperjenza taz-zghazagh li jattendu fl-iskola taghna.

Inkomplu l-hidma taghna, flimkien man-nies kollha konċernati, sabiex jibqa jkollna snin ohra ta’ sodisfazzjon ghaz-zghazagh taghna, ghalina li nahdmu hawn kif ukoll ghan-nies kollha li ghandhom ghal qalbhom din l-iskola, fosthom il-genituri!

Grazzi tal-koperazzjoni!

Il-Kunsill

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