73 tal-1989 (livellprimarju)

L.N.7300989

EDUC.HION ACT . 19!18

1'\(.."1" NO. XX IV OF 1988)

Nat ionlll Minimum C ll rri(u lum M~ulalions. 1989

W r;",a ry (.t, 'f l)

IN EXE RCISE "f the [J<.''''er< ,"nf"rr~d hy -':("11,," -'.'i or Ihe

Educ:llinll Act . I YI« Ihe M jll;stcr uf EduCJl jt)1l h"s m~dc the ("11" ..... ;111;

r<.'gulali"ns:-

J. These regulat ions may be: ci ted as the NaTional Minimum

Cu rriculum Regulations. 1989 (Primar), Le,-el). and shall come ;nlO

c frea a$ frQm IM 1st ofSeptemlx-r. I9R9.

Kurrlkulum Minlmu t'\aajonall

ILi\"ell Prima rju ~

Fdan il·!i,·dl it·lagh lim ghalldu jibda' jkun formali u ghalldu jkun mahsub biex

jilhaq hames skopi jie l printipali .

T aghlim d .... ar /·im <:ii'/)alajba u biex ii//orma /·karmlru:-

(a)

mo rali u religluf. biex i!-lfal jitghallmu jagl'lmlu s-st'",wa. ihobbu I·

proumu u jqimu'l Alia.

sOCja li. biex jitghallmu kif igibu rwiehhom fis-socjeI3.

(t)

la ' igjene. biex jitghallmu jt.ommu I·i ndafa u jibighu ghas·,;ahh a ,

la ' aWlo kontroll, biex jitghallmu jilqghu ghall·grajja tal·ha jja.

(e)

ambjcntali. biex jilghallmu jgl'louu u jharsu I·holq ie n.

sporti\" . biex jilghallmu jgibu rwiehhom la ljeb. fiI·logI'Iob.

(t)

2 . Tagh lim dW<Ir /·ghodtla m/·gha/II espre.")j'l/!i bi ll i: -

(a) i!-lfa l isiru jafu j·ilsna. il· Malti ul· lngl it. kif jigu mil kell ma. kif jinkitbu u

kif jinq ra .....

( b) it·lfal isiru jafu I·"alllf tan·n umri u I·matematika,

Ta~hlim tijinmxluti I-Ifal fit-kulHml lughll" la' Mallin ta' dan i5-scldu:-

hl·istudju ta·l-istorja.

(a)

(h) hil -hid u tal·appreuamentlal -pod:ija. t3d-drama u tal-mu!ika.

(t) hi l-hidu tal-apprcu.amcnl13 ' I'arli figura uiva u ta·l·artigjanat.

(d) "I · i~pjcgazzjoni tal-fo lkklr.

(,.) bi t-Iagl'llim dwar il·meni 131·komunikazzjon i.

Ta):hlim I i jilxla t·taghrif lax·.rk n:a: -

(a ) cle menti ta' fiiika. kimi ka u bijolo~ija .

(Il l clcmcnli la' ~jografija - amb jenl nalur~li .

(t ) 1l()zzjon ijiet demcntari dwar ~isem il-bn ..... dcm.

(d) ~un~11 i tal-Ickoolo~ija elemcmari.

TahriJ!. dwar ,,/lil·il(l. k r~lIl1ivilli u mlipmr/f"nzu 1I" 'l5ll'b U IIzzj(m;:-

"Ill" rI<ll iunal minimum curricul um of swdies fur prima~'

«ehuols. fnr I he purposes ur sectio" ~ tl f 1 he Educ;.tinfl Act . I'}AA, ,h,,1I

~ Ihut <c lllUl in Ih,' Sch,'uuic to Ihe..: rc!! ulmit>Jls.

SC H~: n U I. E

1\'lIllonal Minimum Curriculum

Wrimary I..,,·!l)

AI this level teaching should start 10 be fonnal and should be: intended 10 achieve

rh"c principal aims .

I. Good lH:h(II';oll' all/I rharnr/I" fOmlllfiot!

(a)

in the moral and religious field. in orde r that children may learn to act

according to what is right. to 10\'1' their fellow men lI od 10 revere God.

(b)

in the social field. so tha! they learn hos to conduct themselves in socie ty .

(c)

in the field of good health and hygiene. so that they learn howlO main tain

cleanliness and 10 mk e proper health care,

(d)

in the field of se lf cont ro l so that they can cope with life.

(c)

in the erl\"ironme m al field. so that they realise t hal tocy should

appreciate and safeguard our ha bitat.

in sponing spirit . so tha t they learn to behavc " 'cll at plllY.

A cquisirion of Ihl' /()()fs of 11'10 " '/"'/81' and e.Tprl'Hion h.,' Il,l' 1"'1('1,,,,.<: ,,(:-

2. the Maltese and Engli~h language. in the spok e n. read and wriuen forms.

(b)

the value of numbe r.; and mathematics.

An introduction int o the cII/m'r of contentporary Maha to include:-

(a) the study of history.

(b) inilia tion into the apprei:imio n of poetry. drama and mu~i c.

(e) initiation inlO thc apprecial ion of figura t i\'e and applied Art s.

(d) explanation of folklore.

(e ) understanding or lhe cornmuniC"a li.m media.

B

Int roduction 10 sd/'llli[ic knowledge 10 includc:-

(a ) e lements of physics. chemistry and biology.

(b) elements of geography aOO environmen tal scie nce .

(c) elementary notions about IlK: human body.

(d) elemen tary tcrhnological concepts.

T raining in IIcli~;ly. cumivifyo/lhouglr/ alii/ IlcllO'I ; -

(a) in recreational. sport and leisure activit ies;

(b) se lf cx prosion in practical form ;

(c) work alti tudes and t he right use of tools

(u )

in accepting the message of th e mass media .

B. 1. '/lm/' 10 DI' del'Oleti to (he !!e.'ua/ arem of leaciling

Whil st the !clIcher should be careful!o cover all five pans orlhe programme o f

teaching. and whilst he should ensure that the leaching in one pan should be

int egrated with tha t of other pans. a certain latitude should be allowed in the

allocation of time betwee n one section and 3r1Q\he r. It is assumed that a high

proportion of the time· t~ble will be t~ken up with the tcaelli ng of Maltese.

English and 1'o1athematic:5. Ile"enhelessoneough t to lay special emphasis on the

first section which is markedly add ressed t()\/o'ards cha mctcr fom13 tion .

TrflC"hiugm~lhOtl$

2. The best met hods are t hose t hat stimulate reactions from the child . which rely

o n problem solving alld which make use of the sat isfaction to be derived from

the achievement of success in le arning to e mle ar ~Ou ng people to the lea rning

process.

3. Homework should be mainly used for two speci fic reasons:-

namely t hat

chi ldren acq uire th e h ~b it of performing on tlleir o""n without the teacher's

help. and in o rde r to pract ise what they have been taught ; it should not be too

lo ng. too repeti t ive. o r occupy too much o f free time.

4. Concrete and visual aids should be promoted in elMS. while teachers should see

to it thu t all children at some moment o r otiler acti" cly participate ill the lesson .

T ~Sf$ 11//11 ExumimllioflS: Tests a nd exam inat ions iihould not be allowed to trai ll

5. chi ld ren in ~heer memorisation and eramming of " 'hat they have been ta ught .

but ratller. these ough t to be used by the teacher as tests o f understa nding and

by the childre n as an opportunity to show their tale nts.

M/JIII!.~f wi ll be th c first language UM'd ill tcachi llS but the te acher should also

seck 10 speak English so as to accustom child re n to understand and spea k the

la nguage. Those childrcn who speak Engli sh at home. should be train.ed to a

mo re corrcct use of the lan guage , in addition to thei r being taught Mal tC5C.

When children arc bei ng trairoed 10 pa nicipale in common activities (as agai nst

learning pa»;"el),) " 'ilh en'l)' elemenl of compet ilion. Ihe)' should aloo be

taugh l 10 accept SUCttSS and failure. 10 play fa ir and 10 act in a team spinl.

D uring the )'ears in Primary School. ch ildren should be instructed in

(a ) se](OOntrol.

( b) se lfconrKlencc.

(e) se lfrclkln cc.

The Primary 5<:hoo l course shou ld be considered as one process and, therefore,

while it is appropriate that the first twO a"'3S of teachi ng as sta ted above .hould

a1tr~ct mo re emphasis in the fir;;t year;;. the good teacher bu ilds his programme

keeping;o view the need for the grad ual introduction of all areas of learning.

Ippubblika. mid-Di.,.nim<nt to' I.lnformoujoni Ka.tHj. I'ubIWIU by IN ~"'Of IMf<>muJ_

Ka:tJja

Mitl",~ n.r.umperi.f>. taI-G""", _ PriIII<d Q/ IN eo,."""""" PriIui"! ,,=