Subjects with a common link will be merged into groups to make learning fun and easier to grasp for primary and secondary students, according to the proposed national curriculum.
For example, history, geography, home economics and social studies will be grouped under the title of citizenship education, while music and drama will form part of the arts education category.
The current system, used in primary and secondary schools, presents subjects as independent from one another leaving students with a fragmented view of the knowledge they gather, explained Grace Grima, director general of the Directorate for Quality and Standards in Education.
Speaking during the launch of the draft national curriculum, released for public consultation yesterday, she said the idea was to group subjects into eight learning areas that will help students better connect with what they learn.
These areas will include languages, mathematics, science, religious education (that may include Catholic classes or ethics’ education), citizenship education, technology, arts and health.
All learning areas will include elements of e-learning, education for sustainable development and entrepreneurship, intercultural education and creativity and innovation.
The long-awaited curriculum, the revision of which started in March 2008, will replace the 1999 version and comes after the education authorities drew up several in-depth reports along the years.
The consultation process will come to an end in December and the curriculum is expected to come into force next year. It will apply to all primary and secondary schools.
Prof. Grima said the curriculum was founded on six general principles: entitlement to a holistic education, diversity, continuum of achievement, student-centred learning, quality assurance and teacher support.
A document, titled A Vision for Science in Education, was released in parallel for consultation yesterday.
The 2007 study Trends in International Mathematics and Science Survey, carried out in 49 countries, showed Malta ranked 30th in science achievement.
The document aims to address this lack of interest in science subjects and points out that the new science curriculum has to appeal to students by engaging them in a creative way, relevant to their life experiences.
Speaking during the launch Education Minister Dolores Cristina said: “The days when children are forced to learn everything by heart are over. Children don’t want to be parrots. Children need to experiment and try new things.” She added that teaching methods had to be more flexible to cater for their needs.
The draft documents can be seen on http://meef.gov.mt
10 key ideas
• The development of lifelong learners who are engaged and responsible citizens and active in the economy.
• Support to all learners to achieve and succeed whatever their backgrounds, needs and aptitudes.
• A clear focus in colleges and schools on meeting the needs of all learners through increased curricular autonomy.
• Creation of active inclusive learning communities which put learning and learners at the heart of all that they do.
• Seamless progression through the early primary and secondary years in the skills and competences required for lifelong learning.
• Learning which is active, personalised, relevant and purposeful.
• Learning that places emphasis on the application of knowledge and skills in different contexts and settings.
• A curriculum framework that focuses on learning areas, creating links and synergies across traditional subjects.
• Assessment and evaluation which use information and feedback formatively for better planning for improvement.
• Cycles of quality assurance and evaluation.