Littlegentlemenfarmers

In recent years, there has been a growing realization of the importance of agricultural education in schools. To foster a deeper understanding and appreciation for farming, an innovative program has been developed that encourages agriculture and farming within the school environment. This program aims to equip students with essential knowledge and skills, promoting sustainable practices, and nurturing future generations of agricultural leaders.

The agriculture and farming program is designed to be comprehensive, engaging students across various age groups and academic levels. It incorporates both theoretical and practical components to create a holistic learning experience.

ByBrandonGerada

The program seamlessly integrates agriculture-related topics into the existing curriculum, ensuring that students understand the relevance of farming in their lives. Concepts such as plant growth, soil health, animal husbandry, and environmental sustainability are woven into subjects like science, geography, and even mathematics.

Each participating school establishes its own garden, where students actively participate in planting, tending, and harvesting crops. These gardens serve as living laboratories, allowing students to witness the entire agricultural process firsthand.

To supplement classroom learning, the program organizes workshops conducted by agricultural experts. These workshops cover topics such as sustainable farming methods and food processing. Field trips to local farms and agricultural research centers are also arranged, giving students a chance to witness modern farming practices and connect with farmers.

Benefits and Outcomes

The introduction of an agriculture and farming program in schools brings numerous benefits

Practical Skills and Knowledge:

Students acquire practical skills such as gardening and problem-solving techniques, empowering them to make sustainable choices in their lives.

By engaging with nature and understanding the significance of sustainable farming practices, students become environmentally conscious individuals who actively contribute to conservation efforts.

Health and Nutrition:

Through cultivating and consuming their own fresh produce, students develop healthier eating habits and a deeper understanding of the nutritional value of fruits and vegetables.

The program also exposes students to diverse agricultural career paths, inspiring them to pursue careers in farming, agribusiness, agronomy, or agricultural research. The program creates a platform for community involvement, fostering partnerships between schools, local farmers, and agricultural organizations. This collaboration strengthens community bonds and promotes knowledge-sharing.

By implementing a school-based agriculture and farming program, we provide students with a solid foundation in agricultural knowledge and skills, nurturing future stewards of the land. Through handson experiences, theoretical learning, and community engagement, this program creates a generation of environmentally aware, healthy, and empowered individuals ready to contribute to the sustainable development of our world.

ContinuedfromPg1

Our IBDP programme normally has a limit of 30 students per year, giving a total of 60 students. In the past we have had to disappoint several families as we had this maximum of 30 per year group. This coming year we are increasing the intake, for the first of the two IBDP years, to 50. If applications continue as they are going, we will again have more requests for placement than the places we can accommodate. It goes without saying that we will increase the number of staff, room allocations and invest in the resources to cater for the increased numbers.

Throughout college, in the different year groups, we have closed intake in some years as we are very conscious of the staff to student ratio and the desire to provide a quality education. It is a credit to all members of the St Edward’s community, staff and parents, that we continue to be recognized as one of the top educational, child centered schools, in the country, following best internationally recognized contemporary education. This year we have SMT members continuing with the internationally recognized PTC. PTC is a global training institute where principals, from all over the world, come together to share practical, hands-on, tried, and trusted, practices. The module for this year is ‘Creating and Effective School’. I have no doubt but that there will be many great ideas coming out from their experience with PTC.

St Edward’s is perhaps the most active school that I have worked in. I could write more but I ask you to refer to Dwardu’s Scoops to keep abreast of college activities and developments.

PillarsoftheCollege

Earlier this year, the year 4 students gained new knowledge on the intricacy of the human environment during their Social Studies lessons. To gain further knowledge on the people that help us in the community, this term, the students are getting the opportunity to interview four people that offer different services, each crucial to our society. Their first interview was with a skilled worker. Due to their exceptional skills and delightful characters, Ġużeppi, St Edward’s own carpenter, and his son, Alan, were interviewed. Ġużeppi and Alan were thrilled to host the students in their alluring workshop. The students loved every second. With this interview, the stu-

ByLouiseMallia

dents discovered Ġużeppi has been working for over 40 years at the College and that his passion is refurbishing its old furniture. Ġużeppi explained to the students how his devotion to carpentry started at a young age. He also offered some wise words to always obey their guardians, to follow their dreams and appreciate and respect the work Ġużeppi and Alan produce at the College. After the interview, the students went round his workshop and viewed some of Ġużeppi's in-

Editorial

It has been tough but it has been immensely rewarding. The scholastic year is over and the students and teachers are off on a well-deserved rest and recuperation period. In the past we used because the pursuit of happiness, of contentment is a vital restorer of our physical and psychological make-up. In this pursuit, let us not forget that besides seeing to our own needs, we should try to see to the needs of others, family, friends, acquaintances, strangers. In so doing, we will reap benefits for ourselves as well as for others. ing time together during which we visited Villa del Tellaro and learnt about Roman Mosaics whilst also dabbling in pottery making. We than visited Syracuse and tasted artisanal Sicilian ice cream, roamed the narrow streets brimming with history and bought head scarfs in different colours! On the second day we went to Etna Land and had a blast on the pleasure boat on the lake, the roller-coasters, the towers, the water guns and water rides etc… On the last day we went to Agrigento and checked out the Valley of the Temples where we could see with out own eyes how these structures were built. We spent the evening at a luxurious family resort with buffet dinner and breakfast. This experience was life had never travelled alone without their parents. This was an exercise of self pendence and of responsibility. The boys also got to practice Italian, taste focaccia, do some souvenir shopping and take loads of photos and videos to immortalise this experience forever. It Curricular Department to offer such experiences for the boys as we believe it truly helps them to grow and for character formation.

See you all in October and meanwhile … enjoy yourselves sensibly!

Max Ghio Yr 7Y writes...

I could not believe it! We were finally going to Sicily! This was big for our Year 7 group because we could not have gone the previous year because of the virus. We were all so excited! We even arrived at the boat port before the teachers! We were all especially hyped and very old temples and some interesting statues at Agrigento! We also enjoyed ice cream and lemon sorbet in Siracusa! rado which was a gold mine themed rollercoaster which travels up to 65km per hour. I would love to ride it again. The other places we went to visit were a roman villa, Greek temples and we got to make pottery. We also saw a massive oil refinery that was the size of Sliema. The only downside to the trip was that the ferry’s Wi-Fi didn’t work and we came back to Malta at midnight. I would definitely go back to Sicily.

But the highlight of our holiday for most of the boys was the trip to - Etnaland… Going to a fun park with friends is incredible!