MT
103 tal-1990 (livellsekondarju)
Table of Provisions (8)
Statutory Text (8 Articles)
B ,,,
L. N. 103 of 1990
EDUCATION Act. 1988
(ACT NO . XXIV OF 1988)
Natlou.l Minimum Cu rriculum Regulatioos, 1990
(Secondary Le~eI)
IN cJlercise orllle powers conferred by section 45 of the Education
Act. 19S8 the Minister of Education and the I nterior has made the
following Il:gulatio ns:-
T hese Regulations may be ciled as the Natio na l Minimum
Cu rriculu m Regu lations , 1990 (Secondary Level) . and shall come into
effect as from the Ist ofSeptcmber.l990.
Nat ional Minim um C urriculUl T,
(Second ary Le vel)
or
T hefe is no rea l ll imu s between the I>rimary ,lIld SC'comla ry kwl Educati,," . and
none sho uld be " rl ifi cia ll y cre at ed . hut the h igha "ge hrad.:ct "n<.l I he different ph"s<: of
psychologiclll de velopment of Ihe sllldel11s;n thi s \ewl. poil11 1<> a difference' in aims .
funclions nn<.l meth,llIs.
Tilt- aims of Serondary Education
The ;. im~ nf I hi ~ \evel uf ElIu,'; u i. 111 ;.re I hred"I II:-
(;.) the lu n her oJ .... • .. ·I"pl11 .. ·111 .... it hin .... i<.lenellllim .. ·n~i"n~. ,reach st ullcl11 's in·
lelle .. ·w:l1. "ffel'l ive :lIld phy,kal (,hili l ie, " nil r"'I"ll1i"li ties
(I» Ihe I raininl:l "f t he Y"U Il l:l minJ in t h,' pursui t or kn""kdgc :lnll rca.on .
and th,' pw"isi"ll "r l' suffiden l h .. l<ly ,'f n"I;<lns whkh 11'",,10..1 [urn! each in<.li·
vidual's I>;" i, r"r ril:lh t judl:l" melll ami pwp,:r ""lu .. · rorm"ti"n ;
(c )
the initinlion into the process o f qua lificat ion at a late r stage for a .... or k-
ing life.
11 has IU h,: e,uph:.si".:.! I hat ,·.!m·a! i .. 1I1 " tl hi" \evd sh ... ul<.l m'l t>,.·.!cem,·lIto be ter-
m inal ,'r ll llll pkle " 111 "h.,u l,1 t>c ,·"nsida,·,1 as;m imp"n:mt 1r;,n~ili ... n:,1 ph:osc in Ih ...
whnk Ilrt,.. ... ·_'-~ ... r ("rm:.1 e<.lIK:ui" n.
s.,,·nmbry E .. h,,·;u in" is h ' I ... • <l.nsi .. krcd agai nst 1 he hackgruund o f a legal compul-
sory ' ... ·. I"i .... ·III'· lIl "ml ," M,dl ,·n .. \ 'mp'Is.~i n l:l the whulc mass of StodentS who are nOI
m<,nlally h:o" .. I;"-;, pl"-'<.I . A wi,k rlmge of :Ihi lilies ;1I1ct needs have 10 be ca tered for . bUl
B ""
its function is not merely that of quickening the pace of each person's development and
formation, but also that of moulding the nation. establishing a new cultural and
technological profile for the whole country.
Al\hough only IlIe firsllwo years of the Secondary level arc common 10 all pupils in
the prcsell1SCI upofstatc schools, (the goal is 10 hove 81 leaSIIhree in the immediate fu-
ture) certain core subjects are 10 con tinue throughout the fu ll five (or six) yean> of the
11 - 16 school age period. The prcr.en! set up for options 10 be made on en try and al
third year is n01 being disturbed. subject 10 scrutiny of the educational effects of Ihis
lime frame .
We have today a bipanilt brallching inlo a broad triparti te s)'§tcm in the Govern-
ment School System, bullhis streamingexe rcise, acce ntuated by asimi lar phe nomenon
in non-GO\Ie rnmen t schools, should not be deemed as a point of arrival. but should be
continually reviewed w as to established a struct ure which can be$t achieve:-
(a) a workforce, in greater proportion literate and trained, qualified and
specialised , as we ll 3S able and flexiblc to rctrain, re-special ise or specialise later in
a narrower field;
(b) a cit izcn ry ad hering \0 :' wide cthico l and cultural consensus on a n in-
creasi ngly hi gher level.
Th e nationa l minimum curricul um of studies for Secondary NII ...... I
schoo ls, for Ihe purposes of section 5 o f the Education ACI. 1988. shall r" " ..... I "m_
be Ihat set 0 1,1 1 in the Schedule 10 these regulat ions .
M d hods
A t thil; Mage, the diversity o f sources ofknowledge, the exercise o f ClpIions in cer-
tain subjects or group of subjects of learning and the differentiation o f approach re-
q uired by the different disciplines, stimulate inquisi tive ness. plumlism . tolerance of di-
versity and indepe ndence. Whilst in Ihe primary school, knowledgc and inst ruction arc
usually derived from one single source, in th e ~eoon dary level the sourccsof knowlcdge
and training are se~eral, and instead of being taught and instructed, the student is
trained in the proccss of sclf-lc:.rning :.nd se lf-cd ucation and in bccomingoonvinced of
the importance of accepting (and not me rely conforming (0) norms of !.!(mduc\. From
activity and project work, the students will be led to arrivc al conclusions through TC-
search me thods and problem solving ,
U lt imalcly the st udent should be educa ted to exercise freedom with rc~pl>nsih;lit y.
Cort subjecl.'Jl and options
The five divisions ;n lO
(a) norma t ive,
(h) communicative,
(c) cognitive - scientific,
(d) cultura l accretion, amI
(c) :,etion - wor k "ricnled
whiCh were used as a gencn, 1 fr~Dlc within th e Primary Schools Minimum Curriculum.
arc 10 be kept in mind .
A.
The norrTUllivt cort
I.
Religious EduCltion.
2. CiviC$ :md Erwironmcn lal allitudes.
3. Spon .
[t i$ essenti al t tla t this nonna tive rore should be common!O all schools and all
through t he stages. Howeve r. i1 must also be em phasised Iha1 parents. o n M·
half orlllei r childre n , must be given the choice of oplingoul o f Religious Edu -
cation on gro unds of conscie nce.
The cQmmunica/i~t core
Eiamijiet
Filwaqlli ghandu jsi r kun sfon bicx jigu intrOOoui I-iskemi kumulanivi ujitnaqqsu
]-aspeui Regani"i ta' I-"CZamijiet. dawn gI'Iandhom ikollhom ukoll clement ta' etarni
orali ghat-lingwi u ghas- 5uM;e!li obbligatorji ta ' rn gieba u wkollta' prattika fix-xjenzi u
s-suUetti orjentllli [ejn ix·;(ogllol . Mela wiefled ikun qieghed jaghti pit ikbar lill-etami
o rali iku n Qed ihejji biex ]· isludenli jkollhom hila ikba r fil -komu nikazzjoni bil· fomm .
I. Maltese.
2. English.
3. Mathemat ics.
OptiOllll: Anot her language al first yea r from those offe red (It alian. French.
German and Arabic), and }'C! a nothe r la nguage al third year from a wide r
choice wh ich would also indude Latin, Spanish and Russian .
Panicular courses in T rade Schools might opt for Technical English in 1;("11 of
a third foreign language.
The ('08"i/;'-( - sdemific COrf
1. Integra ted Scie nce wit h a Physics base.
2. Geography.
Options
AI third year. choice of Biology. Physics a nd Chemistry .
Thf' ('u/rur(l! (lccrflion ('Of f
M"I tese histor~ within" wider context .
I.
Appreciil tiu n Hr Litcr;uure. Art ,mu Music.
2. More d.;1:li\cu ~Iud~ uf 'he p;on ic\llar lilcr;uure o f ;1 t'tlu nHy " r
Options
pc ri,llI.
Tit(' IlClioll - M'or/; o ricm,·" (·0"';
I.
Lifc ·~ k ills.
T ~chni(ill ,k>il!n .
2.
5. t :xam ilUltiuns
Wh ile (V(ry d r .. n >11<,,,1<1 he nl;,,\c h' im r.IlI"w ,"Um\ll;ui~e ;''''',;s.~mem, ilnu ,n pl"y
down the ""l!a' iv~ llSp' .... ts or eX:lluiu:ninlls. th,''''' should ind mk :111 " rat d~11l"II' ill
b"l!"al!es an.t I he 11, >nil"! ivc ~·tlre s"hj"~ls, ,\lId ;' (nml" \11(111 ,,( pr;w!i,';>1 !,'SI ing in I h~
s<:i~l1n's ami ,,,·,inll-wurk ori<:lIt~d nptiun s. Th ~ gr~all'r rcli,\Il"~ nil oral l~stil1g shou l'"
he "i no~'d al pr"p:,ri nl!:' nl< ,re pr< ,,1\ '" ne~'d. 'Ira t ~"nlnumi(al in' ;lhiti!y i n our stude nlS.
_""of
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