General Aim

To help every child achieve the highest degree of individual development of which he/she  is capable, keeping in mind the needs and values of the society he/she is living in.

To stimulate in our pupils a sense of pride in their national heritage and culture, a respect for their environment and the ability to observe only the best of other cultures.

Academic Aims

Development of skills, qualities of character, knowledge and physical well being.

To achieve personal satisfaction in an academic medium.

To provide learning opportunities where the child can be creative and use one’s initiative.

To foster an inquiring attitude.

To develop capacities for thought and judgement.

Social and Moral Aims

We promote social awareness of oneself and others.

The school provides the opportunity for children to interact with each other and with adults in a pleasant way, both at school and in other communities, thus becoming aware of the needs of others.

While acknowledging differences, they learn to appreciate and respect others.  We try to instill  a code of social and moral behaviour based on Christian principles.

We prepare our children for decent leisure and recreation.  The school tries to make the children understand that in a democratic society each individual has duties and obligations to the community as well as rights within it.

Religion

Education is at the service of ‘human maturity’.  It aims at the most complete achievement of varied activity expressing the potentialities of students in the context of their social environment.

The general objectives of Christian religious education is to transmit, evoke and acquire knowledge, attitudes, values, skills and sensibilities according to the mind, values and sensibilities of Jesus Christ.

Religion is used as the service of the art of life in the Christian dimension.

Though the core of the Christian message is not primarily the ethical dimension, yet the Christian message finds its concrete expression in character formation and good behaviour.

English/Maltese Language

A good level of both English and Maltese is necessary for good communication.  This interaction between sender and receiver occurs very clearly in spoken communications, yet this process characterizes itself in written communication as well.  Reading is also a process of negotiation.  This highly complex activity involves knowledge, abilities and skills.  Children make sense of experience by learning to ask the right questions and by talking or writing about it.  It is through language that children come to explore other areas of knowledge in the school curriculum by exercising the communication abilities i.e. interpretation, expression, negotiation and practice.   

Initially, the teaching of English as a second language is based on an informal communicative approach, where we offer plenty of opportunities for learning through activity, e.g. during art and craft, Physical Education, music/ nursery rhymes and outings.

Mathematics

In order that children grow to love Mathematics, the subject is taught in a concrete, practical and active way as much as possible. Pupils are more likely to develop mathematical concepts that will help them for later on at school if they can associate what they learn with real life experiences.

Mathematics introduces our young pupils to logical and clarity of thought.

Art/Craft 

Art is an expressive and communicative force encouraging the ability to perceive, understand and express concepts and feelings in a visual and tactile form.  It hightens visual and intellectual awareness through direct participation in practical skills:  drawing, painting, printing, modelling, carving, building, etc. and the handling of different media e.g. chalk, pencil, crayons, poster/water/finger colours, powder paints, paper, cardboard, plasticine, wood,  stone, leaves, flowers, etc.

Art and craft leads the pupil to a more lively appreciation of the natural and man-made environment and a greater understanding of the self.  It fosters in children a positive outlook, an enthusiasm to try things out and eventually reach a stage of maturity which will enable them to enjoy ideas, creating, researching and looking for beauty throughout the rest of their lives.  Art gives form to thought and so renders visible those ideas which would otherwise have remained intangible notions if taught solely through literacy and numeracy.

Physical Education

A complete programme aiming for the acquisition of movement skills including locomotor and nonlocomotor skills, as well as manipulative skills.

Our programme is followed regularly so that pupils master skills necessary to perform a variety of physical activities.  By year six each pupil should know the implications of and benefits from involvement in physical activities especially the values and contributions it gives to a healthy lifestyle.

Drama/Projected Play

Projected play is drama in which the whole mind is used but the body is not used so fully.  Treasures (dolls, bricks, any object upon which love is provided)  are used which either take on characters of the mind or become part of the place.  The child stands, sits, lies prone or squats and uses the hands mainly.  The main action takes place outside the body and the whole is characterised by extreme mental absorption.   The object played with rather than the person playing, takes on life and does the acting, though there may be vigorous use of voice.  This type of Projected play is used mainly by lower primary pupils and it leads to the mastering of various skills e.g. observation, patience, concentration and organization.

Drama, proper is obvious personal play in which the whole person or self is used.  It is typical movement and characterization.

Pupils experience being things and people.  Dance also forms part of Drama.  The child takes upon himself/herself the responsibility of playing a role.

Through drama pupils develop many skills the most important being leadership and personal control.

Music

Through music children learn to appreciate another form of art.

Initially children listen to different types of music on various instruments and they express their feelings about particular sounds.  Thus they learn to be critical and analytical.  Gradually they are introduced to singing accompanied by the piano.