Magazin Annwali 2019/2020

Dun Manwel Attard 2019 / 2020

ĊENTRU TA’ RIŻORSI GĦAŻ-ŻGĦAŻAGĦ - WARDIJA

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Dun Manwel Attard ĊENTRU TA’ RIŻORSI GĦAŻ-ŻGĦAŻAGĦ WARDIJA

Those interested in our products are kindly asked to email on: wardijaweddings@gmail.com 2019 / 2020

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Werrej EDITORIAL MESSAĠĠ MID-DIRETTUR MESSAĠĠ MILL-KAP TAN-NETWERK TAL-KULLEĠĠ MESSAĠĠ MILL-ASSISTENT DIRETTUR MESSAĠĠ MILL-KAP TAL-ISKOLA MESSAĠĠ MILL-ASSISTENT KAP PINK OCTOBER~~~CLASS 1.5 L-ISTRINA~~~CLASS 2.1 CHRISTMAS CELEBRATION~~~CLASS C5 COMMUNITY BASE ACTIVITIES~~~CLASS C2 KARNIVAL~~~KLASSI 1.4 SCIENCE - ESPLORA~~~CLASS 1.2 WHAT IS THE STORY BEHIND EASTER?~~~STEPPING STONE ENTREPRENEURSHIP~~~CLASS 1.6 LEISURE ACTIVITIES~~~CLASS 1.1 WORK EXPOSURE~~~CLASS 1.3 LEARNING THROUGH TECHNOLOGY~~~CLASS C3 INTERACTIVE FLOOR PROJECTION~~~CLASS C1 TEAM BUILDING~~~CLASS C4 2019 / 2020

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Editorial New scholastic year, new students, new staff, and

Terry Aquilina

new ideas on the way forward .

Chris Grech

It goes without saying that each scholastic year offers different outcomes and at times different challenges, nonetheless we keep on focusing on what can we provide to give each student new opportunities for learning and all possibilities for ones’ attainment of skills, wellbeing and motivation.

Although the physical presence of the students in the school abruptly stopped , through articles and images portrayed in this magazine ,one can freely say that a lot had already been accomplished, and for many ,there was a continuation of the learning processes from home ,through virtual learning: being through video calls and sharing of resources through our Face book page. As a team ,with the parents on board, we all did our best to continue providing the necessary tools for holistic learning.

A special thanks to all those who contributed and made the compilation of this

magazine possible; a collection of work that provides a walk through the daily life at school and a portrayal of another successful year.

Thanks goes to the school council for funding an end of year gift to staff and students as a token of a very particular scholastic year.

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Messaġġ mid- Direttur Huwa ta’ pjaċir tiegħi li qed nikkontribwixxi kelmtejn qosra fir-rivista taċ-Ċentru tar-Riżorsi postSekondarju tal-Wardija. Bħala Assistent Direttur fl -Edukazzjoni Nklussiva, kariga li kont nokkupa sa ftit ġimgħat ilu, kont insegwi x-xogħol taċ-Ċentru mill-viċin ħafna. Allura għandi stampa ċara ħafna talħidma sfieqa li ssir mill-Kap taċ-Ċentru, t-tim tiegħu, kif ukoll l-istaff kollu. Latitudni pożittiva tagħhom, il-ħafna xogħol li jsir minn wara l-kwinti u linklużjoni tal-istudenti fl-attivitajiet ta’ kulljum, jagħtu l-ħajja lil dan iċ-Ċentru.

Din is-sena skolastika kienet partikolari u issa huwa ċar għal kullħadd li ċċirkostanzi globali kellhom effett fuq pajjiżna wkoll. Bħal setturi oħrajn, ilqasam tal-edukazzjoni ġie affetwat mhux ftit.

Ix-xogħol fl-iskejjel mal-

istudenti ġie mxekkel minnħabba raġunijiet validi ta’ saħħa.

Dan, iżda, ma

waqqafx ix-xogħol fiċ-Ċentru tal-Wardija fejn naf li ċ-Ċentru baqa’ f’kuntatt virtwali u kontinwu mal-ġenituri/tuturi tal-istudenti biex l-effett tal-pandemija jiġi mmitigat bl-aħjar mod possibli.

Ir-relazzjoni bejn il-ġenituri/tuturi u l-

edukaturi hija mportanti daqs il-kommunikazzjoni nterna f’kull instituzzjoni.

Dan għax il-kommunikazzjoni hija l-pilastru li jiddetermina wkoll kemm isir xogħol siewi d-dar biex jitkompla x-xogħol li jkun sar matul il-ġurnata ġewwa ċĊentru.

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Allura kien kruċjali li l-kommunikazzjoni taċ-Ċentru baqgħet għaddejja bl-aħjar mod possibli f’dawn iċ-ċirkostanzi straordinarji u li ma kellhomx preċedent.

Nixtieq nirringrazzja lill-istaff kollu ta’ dan ix-xogħol. Il-motivazzjoni tagħhom tassigura li l-istudenti kollha jieħdu dak li huma ntitolati għalih. Dan ma kienx ikun possibli minngħajrhom. Ma rridx nonqos u nħalli barra lill-ġenituri/tuturi jew ma nirrikonoxix ix-xogħol tagħhom flimkien mal-istaff taċ-Ċentru.

Is-Servizz Nazzjonali ta’ Sapport għall-iSkejjel qiegħed hemm biex flimkien mall -Kap tan-Network tal-Kulleġġ Maria Regina, s-Sur Patrick Decelis, jassigura li jsir dak kollu possibli biex iċ-Ċentru tal-Wardija jkun jista’ jopera u jofri sservizz importanti li qed jagħti.

Minn naħa tagħna, simili għaċ-Ċentru tal-

Wardija, se nagħmlu ħilitna kollha biex dan jissokta bl-aħjar mod possibli.

Inħares ‘il quddiem għal aktar xogħol, fl-interess tal-istudenti kollha tagħna.

Josanne Ghirxi Director National School Support Services

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Messaġġ mill -Kap tan-Netwerk tal-Kulleġġ Kulleġġ Maria Regina Messaġġ qasir li jfisser ħafna.

Qabel xejn kliem ta’ tifħir għall-mod kif inhu mmexxi dan iċ- Ċentru.Verament jiena kburi bih għax minkejja li hu differenti mill-iskejjel l-oħra kollha tal-Kulleġġ Maria Regina, jirnexxilu jimxi fuq il-viżjoni tagħna u jkun verament Kreattiv, Innovattiv u Professjonali.

Sinċerament hawnhekk nara l-kreattivita’ fl-aqwa tagħha. Kull sena b’xi ħaġa ġdida li tagħmel it-tagħlim għal dawn iż-żgħażagħ aktar attraenti u effettiv.

Kull sena l-Kap taċ-Ċentru, is-Sur Nick Agius, jiġi quddiemi bi pjan aktar ambizzjuż mis-sena ta’ qabel. L-innovazzjoni ma tiqafx u kollox isir b’mod verament professjonali.

L-istaff taċ-Ċentru joffri servizz impekkabbli. Ma nixba’ qatt nara l-imħabba tremenda li jaħdmu biha kull jum li jgħaddi. Dan l-aħħar dan rajtu anke online, ladarba ċ-Ċentru kellu jagħlaq minħabba l-Covid-19. Xorta waħda baqgħu jaraw kif ser jilħqu ‘l-istudenti tagħna, li sfortunatament nista’ nifhem kemm kienet diffiċli għalihom din is-sitwazzjoni.

Il-ġenituri dejjem ikkoperaw maċ-Ċentru u offrew sostenn kontinwu sabiex hekk, ilkoll flimkien, l-edukazzjoni tista’ tkun verament ħolistika. Il-proġetti kontinwi jagħtu, fil-fatt, din it-tip ta’ edukazzjoni li twassal għal meljorament kontinwu fil-ħiliet, fl-imġieba u fit-tip ta’ ħajja ta’ studenti li tant japprezzaw din il-ħidma, flimkien mal-ġenituri tagħhom. Ta’ dan nixtieq nirringrazzjahom għax minghajrhom iċ-Ċentru ma jistax jirnexxi.

Grazzi. Ħudu ħsieb ta’ xulxin u j’Alla ma ndumux ma nerġgħu narawkom tiġru fil-kurituri tal-Wardija.

Patrick Decelis B.Ed.(Hons), M.Sc. Educ. Lead. (Leicester) Kap tan-Netwerk tal-Kulleġġ Kulleġġ Maria Regina 2019 / 2020

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Messaġġ mill-Assistent Direttur Kont qegħda naqra u dlonk għajni waqgħet fuq kwotazzjoni ta’ Neil Milliken li kienet tgħid hekk: iffukaw mhux fuq id-

differenzi tal-persuni b’diżabbilita` imma fuq it-talenti talindividwi. Kemm ilni f’dan l-irwol qatt ma nixba ninnota lħiliet ta’ kull student li jattendi fi kwalunkwe Ċentru li jiena nagħti s-sapport fih. Kulħadd għandu t-talenti tiegħu bil-mod tiegħu. Bis-sitwazzjoni kurrenti, din is-sena waqfet ħesrem pero` kont nitpaxxa narakom, għeżież studenti, bilmezz tal-medja soċjali tagħmlu x-xogħol li baqa’ għaddej, flimkien mal-ġenituri/ tuturi tagħkom, ippreparat mill-edukaturi rispettivi li jaħdmu qatigħ f’dan iċĊentru. Dan żgur huwa xogħol li se jwassalkom għall-ħajja aktar indipendenti.

Għalhekk verament nixtieq li tużaw sewwa t-talenti u l-kapaċitajiet tagħkom li intom imżejnin bihom sabiex meta tikbru tkunu verament ċittadini b’kunfidenza fikom infushom u tiżviluppaw ħiliet sabiex tkunu kapaċi tfendu għal raskom jew forsi b’xi tip ta’ għajnuna li twassalkom għal ħajja aħjar. Għalhekk inħeġġeġ lil kulħadd sabiex inkomplu nagħmlu minn dan iċ-Ċentru ta’ riżorsa esperjenza sabiħa għall-ġid tas-soċjeta` li qegħdin ngħixu fiha.

Is-sens ta’ għaqda tinħass f’dan iċ-Ċentru għax kulħadd kapaċi jgħin lil xulxin u jkun ta’ spalla għal xulxin sabiex kulħadd jirnexxilu jasal fi tmiem it-triq tassena skolastika oħra, din is-sena b’differenza. Il-kelma tim bil-Malti ġejja, kif jaf kulħadd, mill-kelma TEAM - Together Everyone Achieves More bl-ingliż, u huwa fil-kelma TEAM li jien nara forza sħiħa. Iva dak huwa s-sens ta’ tim veru fejn flimkien kulħadd jirnexxi aktar.

F’tim wieħed isib l-għaqda, il-forza li timxi u tistinka għal għan finali. Bħal f’logħba futbol fejn it-tim jaħdem b’għan wieħed taħt it-tmexxija tal-kowċ u lassistenti tiegħu, hekk jimxi wkoll dan iċ-Ċentru.

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Jekk waqt logħba futbol plejer jiddeċiedi li jagħmel fattih u ma jimpurtahx minn dawk ta’ madwaru ċ-ċans huwa li jitlef il-ballun għax waħdu, bla għajnuna minn sħabu, ibati.

Irridu ma ninsewx is-supporters li jagħmlu parti integrali mis-suċċess ta’ tim sabiex ikomplu jistinkaw u jaħdmu biex javvanzaw. Is-supporters inqabbilhom mal-ġenituri għax IVA meta dawn jiġbdu l-istess ħabel maċ-ċentru, iċ-Ċentru jirnexxi ħafna aktar.

Nagħlaq billi għal darb’oħra nirringrazzja lilkom studenti flimkien mal-ġenituri/ tuturi tagħkom kif ukoll lill-Kap taċ-Ċentru u l-Assistent Kap u lill-membri kollha tal-istaff inkluż il-professjonisti kollha, għall-interess li turu biex ikomplu jsebbħu u jseddqu lil dan iċ-Ċentru ta’ riżorsa u trawwmu fl-istudenti l-aqwa edukazzjoni għall-ħajja. J’Alla l-għaqda fi ħdan dan iċ-Ċentru tkompli tikber u tissaħħaħ sabiex sena wara sena s-suċċess jitkattar!

Darlene Borg Assistant Director (Special Education) National School Support Services (DES) Inclusion Section

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Messaġġ mill-Kap tal-Iskola Żminijiet li qatt ma ħlomna bihom!

Avveniment straordinarju li żgur li ma kien imnebbaħ minn ħadd! Pero’ kif jgħidu, għall-avvenimenti straordinarji jrid ikollok nies straordinarji. Għalliema, LSEs, staff anċillari, ġenituri, studenti – nies straodinarji li raw kif addattaw lilhom infushom għan-normalita’ l-ġdida. Tassew ninsab kburi ta’ kif flimkien magħkom, irnexxielna naddattaw ruħna biex nippruvaw inwasslu t-tagħlim b’mod sħiħ u effettiv! Dejjem nibqa’ mbellaħ x’ħin inqalleb il-paġni ta’ dan il-magażin u nara l-attivitajiet li jsiru matul il-ġranet skolastiċi. Attivitajiet innovattivi, kreattivi u li jsiru bl-akbar professjonalita’ possibli. Min hawn nieħu l-opportunita’ biex nirringrazzja lil min ħadem qatieħ biex għal sena oħra dan il-magażin ikun ippublikat.

Nieħu l-opportunita’ biex apparti li nirringrazzja lilkom il-ġenituri tas-sapport li toffru, lill-istaff tad-dedikazzjoni tagħhom, lill-istudenti li jinċentivawna biex nagħtu l-aħjar, nuri l-apprezzament lis-superjuri tiegħi għal-għajnuna li jagħtuna kontinwament. Nirringrazzja wkoll lil kull min jagħtina sapport fi proġetti, inizjattivi u attivitajiet biex apparti li t-tagħlim ikun wieħed innovattiv, jgħina ukoll biex il-ħolm li jkollna jsir realta’ sabiħa u eċitanti.

Nagħlaq billi ngħid li għalkemm għal uħud minna dan ma kienx żmien xejn faċli għal diversi raġunijiet, dan iż-żmien nużawh biex nagħmlu riflessjoni u napprezzaw aktar lil xulxin u nsaħħu l-valuri li noffru bħala komunita’ edukattiva.

Kuraġġ!

Nicholas Agius M.Ed (Birm) Kap tal-iskola

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Messaġġ mill-Assistent Kap Bħal kull sena wasal iż-żmien li nikteb kelmtejn dwar l-iskola tagħna. Ma dana kollu din is-sena kienet differenti għal-aħħar u għamlet impatt fuqna lkoll.

Il-fatt li kellna niefqu ħesrem, ħafna mill-proġetti pjanati ma sarux.

Għalkemm aħna bħala edukaturi bqajna għaddejjien, xejn ma jitqabbel malesperjenzi li jkollna min kuntatt dirett magħkhom il-ġenituri u l-istudenti.

M’għandiex xi ngħidu, in-nuqqas tal-ġranet tipici fl-iskola inħass bi kbir, b’hekk ħassejna li għanda noħolqu mezzi oħra biex nibqaw inwasslu it-tagħlim .

Permezz tal-paġna tal-Face Book ta’ l-iskola, il-lezzjonijiet baqaw għaddejien bl -aħjar mod possibli.Ħloqna wkoll opportunitajiet ta’ video calls biex nintaqaw flimkien virtwalment.

Jiena ċerta li din is-sena ħa tinkiteb u tibqa tissemma bħala esperjenza unika li offriet sfidi differenti għal kull wieħed u waħda minna.

Sakemm nerġaw nintaqaw nselli għalikhom u għal-familji tagħkhom.

t Assistent Kap

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Pink October Class 1.5

October, being the Breast Cancer Awareness Month, is marked all around the world to help increase attention and support for the awareness, early detection, treatment and the fight to find a cure against this disease. The pink ribbon and the colour pink are the international symbols of breast cancer awareness. During the month of October our school raised awareness about breast cancer with the Pink October Activity. This event at our school was held on Thursday 24th October and students and staff came to school wearing a pink t-shirt. Several activities were carried out throughout the day such as pink nail polish, hand cream, Zumba, air hockey tournament, table soccer tournament, selling fresh herbs directly from our school gardens and bath salts which were prepared by the students themselves during Work Expo lessons.

Participation was very positive and students really enjoyed the activities carried out on the day. The money gathered was donated for the Pink October Campaign.

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Having achieved a highly successful result in previous Istrina activities, due to great

L-Istrina Class 2.1

and enthusiastic participation of staff and students, we as a school have once again reached our ultimate goal in combining our students potentials and staff visions to pool these all together to make our appeal to the Maltese society as a whole to support and contribute to donating funds to be distributed towards L-Istrina. Once again, this successful event has proven the tenacity of the staff team working together with students and alongside the generosity of the parents has once again triumphed beyond our expectations. We all owe each other a great thanks and we will be most enthusiastic in preparing our team for the next event.

This accomplishment would undoubtedly, not have had such a successful outcome, without the great participation of our staff, students and the generous support of the parents. With a joyous and practical list of events to be held ensured a varied arrangement of interesting and fun projects in which all happily participated. As our morning started, we had the pleasure of various events such as hairdressing services for our students offered by Marie Claire who happily enjoyed this, later we had Zumba sessions, which created a lively atmosphere immensely enjoyed by all.

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Nail polish was also offered for a small donation. Students and staff together helped in the creation of another event, in which we made bath salts and cooked delicious carob muffins using carob grown in our school which were offered to parents for a small donation. All this was in aid of Istrina.

A total contribution of ₏550 was donated in aid of Istrina. We are ecstatic with this amount but furthermore we are appreciative of the student’s enthusiasm to be part of this campaign and the joy it brought to us to be able to give back to the community. We look forward to future opportunities to showcase our potential to form part of a genuine cause.

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Christmas Celebration Class C5 Christmas is a period that both staff and students are fond of. Baby Jesus, Christmas trees, decorations, presents, well wishes and the list goes on. For us at school, we start preparing for this period for some time before. We give our school the ‘Christmas dress’ and also start preparing for the Christmas activity.

For this scholastic year, this activity was held on the 12th of December 2019.

As usual, for this day parents and guardians were invited to see the items we prepared.

Our goal is to prepare activities suitable for the needs of each class without putting extra pressure on our students,thus all students actually enjoy what they are doing.

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With the word ‘enjoy’ we want them to have fun rehearsing, interacting, following a time-table, working as a group, taking up corrections and in the end performing in front of an audience. This is what makes this day a learning curve and a day to remember.

As soon as the visitors made their way in, they could see various stalls where they could buy a variety of items like hand-made decorations, plants, hampers and also books. After some refreshments, there were the first performances from the Path C classes and Stepping Stone class in the school’s foyer. Later on, everyone moved on to the school’s hall were we had performances from the Path 1 and 2 classes. A variety of music to which students danced, played instruments and sang to, were presented ,all inspired from popular choices such as Queen, Grease Musical, Elvis Presley and also Madonna .The performance ended with the ‘Gran Finale’ being the song ‘Thank God it’s Christmas’. A big ‘Thank You’ goes to Ms. Yanica Cassar, Mr. Samuel Cutajar, Ms. Terry Aquilina, Mr.Douglas Comley and Ms. Felicia Muscat for the organisation of this event.

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An innovative thing for this year was the Christmas crib. Under the guidance of Mr. Jonathan Cini and Mr. Dennis Schembri, some of our students worked on building a Christmas crib.

This project took some time to be ready, but most importantly, the final product was great. The students involved learned and enjoyed so much from this experience that they suggested it should be a practice to do every year.

Finally, a big well done goes to our students themselves who work so hard. Also, we want to thank the parents and guardians for their collaboration to organize this event. We hope to see you next Christmas for another wonderful day!

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Community Based Activities Class C2 One of the subjects included in the timetable at our school is Community Based Activities (CBA). The main aim of this subject is to facilitate the students according to the individual abilities, to achieve the necessary skills to be able to be as independent as possible within the community, (local and wider), by enhancing their social, communicative and adaptive/self-help skills. The students are exposed to a whole day CBA activity per week. The activities are held both in and outside the school premises .

During in school activities, students spend time at the school ‘s Games Room, School Kitchen and gardens. Our gardens boast of a fish pond, an area with benches under the trees and also our latest addition: our lively and lovely rabbit enclosure!

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Outside school activities give students the opportunity to mix and integrate within the local and wider community, with elderly, adults and youths in the various Maltese towns and cities. Here they are exposed to different environments such as Community facilities, including the Post Office, Police Station, Church, Health Care Centre, Shops, Cafeterias, Restaurants, Public Gardens, Parks and local amenity sites Planning an outing requires staff members to select a suitable outing that can accommodate each individual in the class, and that all students’ needs are catered for. Tasks such as putting on the seatbelt prior to the start of the trip, remaining seated, not distracting the driver and removing the seatbelt only when the transport has arrived at the given destination and is properly parked, are all very important skills.

Walking safely through the streets, crossing at the proper places, using the pelican crossings or lights when available, are all skills which can be improved on during such outings. Once seated at the chosen venue, going through the menu, choosing (with help and guidance) healthy choices, ordering food and paying for food and drink consumed, helps the students to understand the value of money and the concept of exchanging money for the goods consumed or bought at a shop. During these outings students are being supervised, guided and given verbal prompting by staff members.

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Another activity that our class has been working on, is St Valentine’s Day Cards (during CBA) and Ceramic red hearts (during Pottery lessons) which were donated to Roseville home for the elderly, Attard.

At Centru Tbexbix, Bormla, our students participated in an activity for the elderly members which included dancing, games and exchanging Valentine’s Day cards. The elderly members received also a Pottery artefact crafted by our students during Pottery lessons. Class C2 students together with CBA staff prepared about 235 St Valentines Day Cards where the students were assisted to express their artistic qualities and ideas and to improve their skills by creating these cards.

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Karnival Klassi 1.4

U Frar reġa’ wasal!!

Xahar mistenni minn kulħadd kif

inhu riferut anke fil-kanzunetta Maltija tal-karnival. Fost il-bosta żminijiet ta’ festi, il-karnival hija festa li tgħaqqadna lkoll, irrelevanti l-persuna jew l-etá tagħha. Infatti dan nistgħu nikkonfermawh aħna li naħdmu direttament ta’ kuljum ma’ studenti b’abbiltajiet differenti, abbiltajiet li ta’ kull sena jiġu anke riflessi f’impenn kollettiv meta jasal iż-żmien tal-karnival.

Minn ftit ġimgħat qabel nibdew nippreparaw u nħallu f’idejn l-istudenti tagħna biex jagħżlu tema differenti li tkun għal qalbhom u noħolqu bejnietna diversi attivitajiet, nieħdu pjaċir u nagħtu pjaċir lil sħabna kollha. Hu sodisfazzjoni kbir li tara l-istudenti tagħna jikkooperaw flimkien u jaħdmu għall-istess għan.

Il-ġurnata bdiet b’karaoke mmexxi minn Anna Faniello fejn tat opportunità lillistudenti biex ikantaw id-diski favoriti tagħhom.

Dan ġie segwit mill-

kompetizzjoni għall-isbaħ kostum tal-karnival.

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Inizjattiva ġdida li ħriġna biha għall-ewwel darba din is-sena hi l-kompetizzjoni tal-karrijiet. Tieħu wisq pjaċir tara l-istudenti jinġabru flimkien u jiddiskutu ħafna ideat differenti.

Dan joħloq kollaborazzjoni u komunikazzjoni bejn l-

istudenti u l-istaff biex finalment jiġu murija ħiliet differenti u kreattivitá.

Intużaw varjetá ta’ riżorsi biex ġew espressi ideat sbieħ. Ma naqsetx ukoll ilmużika allegruża li ntużat għall-waqt l-isfilata tal-karrijiet.

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F’din il-kompetizzjoni ħadu sehem seba’ karrijiet. Lisfilata infetħet bir-re tal-karnival li nħadem millklassi 1.3. Tema oħra kienet dik ta’ Lion King fejn listudenti tal-klassi 1.1 bil-ħiliet artistiċi tagħhom ipproduċew l-karattri prinċipali tal-istorja. Il-klassi 1.6 ħarġu bit-tema Warda Rock u ippreżentaw karru bl-istrumenti differenti tal-mużika.

Ħafna mill-

istudenti irrelataw il-karattru tagħhom ma’ dak li jagħtihom gost u pjaċir. Dan rajnih f’karru ta’ Shrek li sar mill-klassi C2 kif ukoll f’karru ieħor ta’ Alice in Wonderland li ġie magħmul mill-klassi C3. Il-klassi ta’ Stepping Stone marru mawra taħt l-ilma bit-tema Under the Sea u ikkwalifakaw fit-tieni post. L-aħħar u mhux l-inqas kien hemm il-karru rebbieħ tal-klassi 1.4. It-tema ta’ dan ilkarru kienet ma’ Gawdenz tlajna u f’X Factor kantajna. Il-preżentazzjoni u lmużika taw spettaklu mill-isbaħ għax inħolqot allegrija fejn ġabret u għaqqdet lill-istudenti kollha tal-iskola bi żfin u briju tal-karnival.

L-involviment tal-studenti u tal-istaff sarrfu f’atmosfera ta’ ferħ f’dan il-jum mistenni minn kulħadd.

Jgħajjtu x-xjuħ u jgħajjtu t-tfal, Viva Viva l-Karnival!!

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Science - Esplora

Class 1.2 One of our biggest idea was to take our students to Esplora Science Interactive Centre at Bighi but due to the distance and other obstacles for some of our students it was rather difficult to achieve such a mission.

So at this point with the help of the Esplora team we brought Esplora to Wardija Centre. It was based on two whole days, the 5th and 6th of March 2020. As soon as the team started showing the experiments to the students, one could not only see the excitement of the students but feel it too. The students were all out to try out the experiments shown to them. The students' enthusiasm, shouts of amazement was contagious for us teachers and LSEs alike. We, students and teachers were on the same level of instigation.

Motivation for more was our motto at those moments. On the other hand the Esplora team were overflowed with satisfaction as they saw the students filled with interest and passion and wanting for more.

Yes, certainly two memorable days for our beloved students.

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What is the story behind Easter?

Stepping Stone The naming of celebration. Easter seems to go back to the name of a prechristian goddess in England, Eastre, who was celebrated at the beginning of spring. The only reference to the goddess comes from writings of Venerable Bede, a british monk who lived in the late seventh and early eigth centuries.

Easter is also called pascha in Latin or resurrection Sunday, is a festival for all christians around the world who celebrate the resurrection of Jesus Christ after being executed on a cross on Good Friday. That first Easter, some 2000 years ago, God the father raised Jesus from the death. The egg, an ancient symbol of new life, has been associated with pagan festivals celebrating spring.

Additional customs that have become associated with Easter and are observed by both Christians and some non-Christians include egg hunting, the Easter Bunny, and Easter parades. There are also various traditional Easter foods that vary regionally.

Perhaps the most popular food associated with Easter, boiled eggs are commonly more of a decorative feature, but it is customary to have a hard (or if you prefer it soft) boiled egg, either for breakfast or for lunch, on the Easter weekend. Roast lamb, which is the main dish at Jewish Passover, is the traditional meat for the main meal on Easter Day. A long-standing symbol of fertility and new life, eggs represent the tomb in which Jesus was buried after his crucifixion. It was thought to be empty, but he was brought back to life - symbolised by the egg's ability to give life to chicks.

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Over the years it has become tradition to paint emptied eggs and hang them on trees for decoration. Eggs also take the centre of Easter traditions, such as the Easter egg hunt and the Easter egg roll, a popular American past-time.

In Great Britain, Christians gather together on Easter Sunday for a Sunrise Service. This service takes place on a hill side so everyone can see the sun rise.

Some Christians take part in an Easter vigil, lighting a new fire outside the church early on Sunday morning. The Paschal candle, decorated with studs to celebrate Christ's wounds, may be lit from the fire and carried into the church where it is used to light the candles of the worshippers. The Easter Eucharist is a particularly joyful service. It is a popular time for baptisms and renewal of baptism vows. Some churches have an Easter Garden. A stone is placed across the mouth of a tomb before Easter, then rolled away on Easter morning. In other countries, such as Malta and Italy, processions take place all over the country. People hang an Easter wreath on the front door of the house.

Let me give you a very easy idea of how to prepare one with your family.

All you need is: a white cardboard, a pencil, Paint/colours, coloured magazines, glue and a pair of scissors. 

First, cut a big circle from the cardboard.



Then trace your hands with a pencil.

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Cut the hands you traced and colour them.

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Once dry, glue them to the round cardboard.

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Cut oval shapes from a magazine/ draw some shapes of an oval and colour.

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Glue other decorations and ribbons to the wreath.

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Entrepreneurship Class 1.6

As a school we have visions, one of which, is to provide the students

with all possible opportunities to prepare them for what awaits them in the outside world. The opportunities vary in nature, and each student’s ability is taken in consideration.

Entrepreneurship is about seeing and exploiting new opportunities and as a school we moved towards grasping opportunities that arise and integrate them in our study programme by fitting in entrepreneurship skills across curricular subjects.

Like previous years, this scholastic year we embarked on projects which proved to be a beneficial learning experience to a number of our students. Together with third parties the students are involved in the making of products ,such as, jams and carob syrup. The whole process starts from harvesting from our gardens, preparing the actual product and preserving. By breaking the process into steps, one can provide unique opportunities targeting various abilities.

Another entrepreneurship practise is the making of artefacts with clay, such as souvenirs, tokens and specific items according to our clients’ requirements. The preparation of such items take place during creative lessons across all levels, thus involving all the students irrelevant to their capabilities.

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As entrepreneurs we need to be persistent towards progression and innovation. We aim to keep on working towards a constant need to make things better, whilst instilling in our students a passion for learning new things from everything around them.

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Social Entrepreneurship activity funded by HSBC

HSBC Malta are

firm believers in the abilities of our stu-

dents. In fact throughout this scholastic year (and not only), they have given various opportunities to our students in order to shine on! Work exposure activities, supported eco-friendly school initiatives, inclusive hands on corporate activities at school are just a few successful activities carried out.

HSBC Malta have heavily contributed in order to help the school promote and strengthen our social enterprise activity. In fact, yet again, this scholastic year HSBC Malta have supported our school to work with Talpe’. The latter have offered their help and expertise so to help our students along with staff to create jams and also “giardiniera”. The main idea behind such collaboration is to expose our students to

new

ideas

related

to

entrepreneurship;

such

knowledge and skills help the students to be prepared as much as possible in order to be able to get an experience of Social Enterprise concept.

We look forward to more initiatives of this kind!

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Leisure Activities Class 1.1

As an educational institution that prides itself on placing its

students’ potential at the heart of its programme, the Wardija Resource Centre provides an interactive, dynamic and inspiring learning experience for our youngsters. Offering challenging targets and motivating pathways towards reaching developmental milestones into adulthood, the Centre strives to ensure that in addition to its structured academic opportunities, students are also provided with spaces to explore who they are, to figure out what they like or dislike and to build themselves at a personal level through leisure, fun and semistructured activities.

The Group 1.1 team of staff and students chose to focus this year’s leisure time on a number of varied activities along the months. Every activity was chosen by a member of the group and has brought the team together to explore these different engaging activities.

Every morning, the team participated in a brief mindfulness activity. This allows the whole group to come together and sit for a few minutes, exploring peaceful activities that can help us throughout the day. On different days, the group will focus on different aspects of being present‌from listening to the gentle birds chirping outside our windows, hearing the calm rhythm of our breath, or maybe visualising helpful and creative way to deal with difficult emotions.

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These different activities help us as a group to strengthen our emotional core and find our centre of peace – as individuals, and as a team.

Later in the day, the group also dedicates some of their break time to carrying out weekly student presentations. Every week, different students select different topics and prepare a brief presentation to show to the rest of the group. These presentations have varied in content along the weeks. For example, during Pink October, they were about important women in history, while other times they were about other topics, as chosen by the students themselves.

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For some students this activity has served to help them overcome their fears of expressing themselves in public, for others it has been about using technology to research information about a topic. For some, it has been about expressing emotions that they felt they needed to reach out to the group with. While for some others it has been an opportunity to work individually or as a pair or team to professionally prepare a mixed-media presentation about a subject. In different ways, this brief yet challenging activity is to strengthen the youngsters’ communicative and interpersonal skills within a community.

Aside from these semi-structured activities, the group also dedicates some of their free time every week to a variety of physical activities as well as team tasks or random technology-focused games. For instance, a number of students took part in a Basketball tournament with other students and staff from the Centre‌sweating our time away and building bonds with schoolmates from other classes. We also have smaller ball games within our team, changing levels of difficulties, swapping teams around and overall just learning to enjoy our time in each other’s company through positive exchanges. On occasion, we like to listen to music and research different genres or topics or eras of music through the use of technology. And when it comes to technology, we also use some of our break time to explore the use of robots and other technologies introduced during our Computer lessons such as the BeeBots or the Specdrums.

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Using our time together as an opportunity to learn during lessons is beneficial and enjoyable! When this can be topped with leisure time that is relaxing and fun while also being enriching and fabulous! As a group, through the many activities we carry out together, this year we have been able to continue growing and developing, and we look forward to more opportunities to explore who we are, our likes and dislikes, and to be able to just be and express ourselves freely and joyfully.

Written as a collaboration between the staff and students of Group 1.1.

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During the scholastic year 2019/ 2020, the Work Exposure team continued to work on the good practices that the

Work Exposure Class 1.3

team worked on the previous year. The Work Exposure was mainly divided into two section, being the work carried out at work placement and the work that is done in-house.

Work placements: This year some of our students had the opportunity to have work placement at HSBC Qormi and also at Green Suppliers Burmarrad. These employers always welcome our students and also provide them with a good experience at their place of work.

The placements at HSBC are office related and the students can continue to explore different experiences at such place of work and also continue to improve their skills acquired both during Work Exposure and also during the Office Work at our school. The students benefitted from this placement as they had different chores and also meeting different people from different sections of the Bank in order to improve their employability skills, social skills and manners.

The placements at Green Suppliers are related to hands on work in the greenhouse. Work here varies from potting of plants, removing of dry leaves from pots and also filling of new pots with peat and also meeting and working with different employees at Green Suppliers Ltd. The students can improve their employability skills, social skills and also the gardening techniques that they acquired during the gardening lessons at our school.

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Learning through Technology Class C3

It has always been imperative that adopting a multisensory approach to teaching helps an individual to grasp knowledge better. Most of the processing skills of learning involve the use of the senses mostly the visual and the auditory. Information must be presented to the students in different modalities as new concepts can be better grasped by students when they are taught using the four modalities, namely the visual; auditory; kinaesthetic and the tactile.

To reach all this, our school have been investing heavily in the latest technologies as to continue developing the multisensory way of teaching.

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The MotionMagix is another specialised system that integrates the cognitive and physical aspects with an interactive approach to teaching that improve skills like: participation; attention and motivation. This innovative equipment will give room for students on the lower ability range to participate in activities in their mode of communication. The MotionMagix offers an interactive platform with endless applications. This innovative tool gives a whole new experience that transforms space into an interactive area where students interact with games, educational themes and more. All of this will enhance student’s attention and participation.

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Moreover, this technology will make it possible to add an extra 3D dimension to the Soundbeam 5. The latter system has created a musical interactive platform at our school. Having interactive floors and walls give an unforgettable learning experience which automatically encourage and support active engagement and communication, in particular for individuals with significant physical or cognitive challenges.

The Soundbeam 5 is another technological equipment that uses a highly advanced technology which convert physical movement into sound, images or visual effects. It does not by force require any contact and thus it highly facilitates student’s development and performance of musical pieces giving room to all levels of abilities. The Soundbeam 5 uses motion sensors and switches which translate movements into music, sound or visuals. It just requires students to perform a desired movement while the machine does the rest.

Thanks to this advanced technology students can create musical pieces and soundscapes of ever increasing sophistication and subtlety.

The ultrasonic

sensors by which such a technology works makes it possible for even the profoundly physically or learning impaired individuals can become expressive and communicative using music and sound. Such an assistive technology offers an opportunity for inclusion and serve as a catalyst for enhancing student’s communication, confidence and overall development.

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The Gross Motor Room: We highly understand that when a student has positive feelings of self-worth and is able to recognise, express, and cope with their own emotions and those of others they are better able to explore new areas of learning and engage more fully with the world around them. Some students confront challenges that require special services and support to help them extend their intellectual and emotional potential. These challenges, typically referred to as developmental delays or disorders, cover a wide range of issues including speech and language, cognitive processing, motor skills, Autism Spectrum Disorder, and Attention Deficit Disorder. Multi sensorial environments provide a unique environment to cope with various needs. The lighting effects, sensorial activities and apparatus, various sound effects and motion simulation aids the students to reach their educational goals.

It goes without saying that the aim of our school is to deliver a high standard of services to the students so that they are given the opportunity to develop and build their full potential.

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Interactive Floor Projection Class C1

Sensory environments provide a unique experience for any user especially for students who learn more through multi-sensory approaches. At our school a number of students follow a sensory programme, hence we make sure that all the necessary equipment is provided to create a sensory space tailored for each user.

One of such resource is the Sense, an equipment which provides floor projections, thus, creating more interaction and engagement.

In our line of work accessibility is crucial. Using such equipment is ideal for students who present with both motor and sensory difficulties and provides also opportunities for learning to students with limited movement.

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While using sensory interactive floor, we target skills such as cause and effect, when through movement the student explores the idea of reaction. Furthermore the system is used to teach Computer Literacy, Numeracy and also Literacy, providing a holistic multisensory experience to learn topics which otherwise might prove challenging to some students.

Apart from being a tool for learning, the sensory interactive flooring is an effective means to provide a calm and relaxing environment in our multisensory rooms.

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Team Building Class C4 The Wardija Resource Centre has always believed and invested in its team of staff as the heart and roots for all the hard work that the Centre provides. Being able to contribute within a team and having the professional maturity not only to share skills and resources but also to reflect together on shortcomings and areas for improvement, is in fact, something that we not only focus on instilling in our youngsters, but that we strive to consistently develop as a frame of mind for our team.

This year, the Centre decided to carry out one of the team-building activities that are carried out on a regular basis throughout the year - in the lush location of Buskett. This location lent itself brilliantly for this activity. Not only did it provide a green area rich in natural beauty for all to be able to share some unwinding time together; but it also provided a landscape of an area that made it possible for group activities and a whole school treasure hunt to be held.

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The day first involved a tour of the woodland. Members of staff took a walking tour around the large gardens to explore the flora and fauna in the area. Discussing topics such as indigenous trees, how to identify some of them and promote them in our country; observing natural mushrooms that grow wild in the area; and overall, enjoying the natural streams of water and the natural landscape were some of the items overviewed throughout the tour.

Following that, the team was split into smaller groups. Everyone was given a set of objectives to reach and a time-limit to carry out the famous Buskett Treasure Hunt. This activity meant exploring the area, from discovering the purposes of old structures that have been restored in recent years, to also taking selfies in famous landmarks within the woodland. The ‘Razzett tal-Ispirtu’ for example, is one of the old structures that the team had to discover, take photos with and also research the purposes of.

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While taking part in this fun, exploratory activity, the group of course had to practice working hand in hand,

sharing

their

strengths, distributing duties and roles, and overall just carrying out what we refer to as teamwork. Instead of discussing it in a room or sitting at a desk , the group had the opportunity to actual practice working as a team, getting to know each other and appreciating the skills and strengths that every individual member of the group brings along.

Working as a team has always been one of the pillars of every institution. The Wardija Resource Centre is no less. Investing in our team, academically, professionally as well as at a personal level, helps us strengthen our potential as not only individuals, but most of all as a joint concerted group.

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We are not A TEAM because we work together we are A TEAM because we respect, trust and care for each other Vala Afshar

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