Nixtiequ nfakkrukom li nhar il-Ħamis 30 ta’ Marzu fid-9.30am ser ikun hemm il-Kidlympics għat-tfal tal-kindergarten kollha fil-bitħa tal-iskola..  Il-Ġenituri tat-tfal tal-kinder huma mistiedna jattendu.


N. Saliba

Eggciting Workshop at the Malta Postal Museum

first aid course

March 2017 Poster


On the 15th and 16th of February 2017, Ms Nadia Sammut and myself travelled to Sweden to attend the second Erasmus + project meeting.

The meeting was held in Braviksskolan Primary school, in Norrkoping.  The school has been built recently and we were impressed with the school’s special architecture.  Rather than dealing merely with the aesthetics, the designer carried a research on the impact the physical environment has on the learning environment, and designed a school that is not only aesthetically pleasing, but has the appropriate spatial environments in which learners may develop.

The school is surrounded by the forest and the sea.  These beautiful surroundings allow plenty of outdoor activity.  In fact outdoor education is very important to the Swedish and they strongly believe that working outdoors provides an effective as well as enjoyable learning experience.

Although we were impressed with the stunning school, it was the staff and the pupils that left the biggest impression.  As soon as we arrived we were greeted by the children and teachers in the school hall.  During a special assembly they performed songs and plays from Sweden’s most popular book, Pippi Longstocking.  In Braviksskolan primary, drama is part and parcel of the reading programme.  During one of the classroom observations, 9 year old children performed various drama sketches linked to books they have read. One of the important features of drama is the variety of communication opportunities it gives to children.  It creates interest and motivation and helps develop oral language and listening skills.

In another class we observed 10 year old learners presenting a paper bag to their class.  After reading a selection of books, learners created a book report using an ordinary small, white paper lunch bag. The learners chose 5 items, and placed them in the bag.  These items represented significant events or characters from the book. After filling and decorating their bags, learners presented them to the class.  Each learner explained the items in the bag and told the rest of the class how these items relate to the story.  Another interesting activity was seeing how the learners used the imovie app to create a trailer of the book they had read and presented it to the rest of the learners in class.

During the project meetings, all the teachers, from each participating country, presented results from the questionnaires administered to students from Year 3 to Year 5.  Results showed that the majority of children love being read to, prefer reading at home (especially in bed) and feel great about reading.  All participating countries showed power point presentations of children’s favourite reading places.  We shared the posters of the children’s favourite Top 10 authors/books and exchanged letters children wrote to their pen pals.  All teachers shared the various reading strategies implemented by their schools.  We had the opportunity to visit Norrkoping’s public library.  The library and the school cooperate together on various projects to motivate children to read.

We arrived back to a surprisingly colder Malta with plenty of ideas and inspiration.

Iren Mizzi

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We have conducted a questionnaire among all pupils in our school in years 2, 3, 4 and 5 to gather insight on our pupils’ reading habits. The results of this questionnaire can be viewed here below.  Results are for each separate year group.  This study enables us to continue developing the reading skills in our pupils by devising effective strategies and policies built on a thorough understanding of the context in our school.

Yr2s reading preferences

Yr3s reading preferences

Yr4s reading preferences

Yr5s reading preferences