The Edwardian 2021-2022

Resiliance and Re-evaluation

From the headmaSter

At St Edward’s College we strive to create exemplary citizens in this increasingly globalised and technological world, placing strong emphasis on character formation, genuine intercultural understanding and leadership skills which will assist them to contribute to the well-being of society.

The last several years have seen an upheaval in societies, businesses, and most importantly, in the personal lives of people. Fortunately, here in Malta, we have seen the Health Authorities, Government, and individuals manage to overcome and survive, not entirely unscarred, the COVID-19 pandemic.

I am not going to dwell on the plethora of opinions that still circulate on the pandemic, but, Malta has managed the crisis relatively well.

We at St Edward’s, and I mean, staff, students and parents, have struggled at times, sometimes we felt overwhelmed, often we simply wanted for it all to end, now!

Originally, I started my career as a Biology teacher. One aspect of us as a species that amazed me, and continues to do so, is our resilience, adaptability and flexibility. The pandemic was a situation that was global and needed a coordinated global response. A response that crossed borders, creeds, ethnicity. Pharmaceutical companies redirected their research departments to focus on a vaccine, research was shared and funded, attempts were made at governmental level to see that there was fair distribution, and we managed. What we saw here at college this past year was a level of care for one another that was remarkable. Individuals were some days up and some days feeling that they could not cope. On days like these we supported one another. It might have been a laugh, a smile, a simple question on how you were doing. We carried one another through, staff showing sensitivity to one another and to the students. Students paying attention to one another’s moods and feelings.

All the ‘soft’ skills that we endeavor to teach at college. The type of skills that are seldom on a curriculum, the sort of skills that will enable us to ‘get through’ situations, personal as well as professional, as we move through life. Sometimes the sort of skills that are regarded as useless.

Over the past years we remained professional but we highlighted the value of simply being kind to one another!

I was recently given a copy of the book, ‘The Boy, the mole, the fox and the Horse’ written by Charlie Macksey. I like the book for several reasons, big font, lots of sketches and simple ‘one-liners’ that can encapsulate and encourage us when things are not going our way. Comments beside the sketches that help us keep perspective on life!

Q. ‘Are you a glass half-full or a glass halfempty person?’ A. ‘I am happy to have a glass.’

Q. ‘What do you think is the biggest waste of time?’ A. ‘Comparing yourself to others.’

Q. ‘What is the bravest thing you have ever said?’ A. ‘Help.’

‘One of our greatest freedoms is how we react to things.’

I also listened to an interview with Charlie Macksey. One of the most unassuming humble down-to-earth persons I have heard interviewed. The story of how the book came about is also remarkably interesting, https://www.rte.ie/radio/radio1/clips/21943837/

You should make the time to listen to this 19-minute interview.

We continue to re-evaluate, what we are doing, why we are doing it and how we are doing it. We continually seek to improve, as a group, and as individuals. It is heartening to hear comments recognising what it is we are striving to achieve. Academic excellence, all students reaching their potential, and it seems that many in our community are appreciating that, whilst academic excellence is emphasized, we also place high value on character formation. Old fashioned values such as politeness, proper manners, an awareness that we have rights, but we also have responsibilities. In essence, at St Edward’s

we want to make good individuals who will contribute to the well-being of society.

The pandemic has slowed many schools and businesses down, but has not stopped us here at St Edward’s in our pursuit of providing the best and balanced education to all of our students.

Nollaig mac an Bhaird HEADMASTEr

OuR Teaching STaff

early years

Head of Early Years Stephanie Grech

Child carer Jessica Magro Butler

Child carer Carmen Abela

Child carer Maeve Ellul

KG1 educator Carolanne Delicata

KG1 educator Maria Abela

KG1 educator Nadia Abela

KG1 educator Sarah Claire Vella

KG2 educator Lycia Calleja

KG2 educator Svetlana Zahra

KG2 educator Anette Agius

Helper Michela Lanzon

Year 1 teacher Blanche Caruana

Year 1 teacher Diana Muscat

Year 1 teacher Maria Gerada

Year 2 teacher Christa Sciberras

Year 2 teacher Sarah Mifsud

Junior School

Head of Junior School Louise Mallia

Year 3 Vanessa Attard

Year 3 Margaret Bartolo

Year 4 Graham Mc Leod

Year 4 roberta Camilleri

Year 5 Etienne Deguara

Year 5 Brendon Gerada

Year 6 Philip Elder

Year 6 Frankie Baldacchino

Music Teacher Abigail Brown

Literacy Teacher rebecca Seaberg

Maltese Teacher Kimberley Scicluna

Art Teacher Ian Stilon

PE Teacher Igor Vukanovic

middle/Senior/iB

Head of Middle School Samantha Abela

Head of Senior School Daniel Caruana Smith

Head of IB Sixth Form Jolen Galea

Elaine Busuttil Gili Maria Caruana

Luana Cassar Erika Camilleri

Headmaster Nollaig Mac An Bhaird

OuR Teaching STaff

middle/Senior/iB

Stephen Camilleri

Cheryl-Ann Cuschieri

Jeremy de Maria Nina Dmytrivna Spiteri Joe Ebejer

ryan Falzon

Paul Ferrante

Dean Galea Pellicano Melanie Galea Pellicano Elaine Galicia

Amanda Grech Borislav Giorev Miryea Gouder Anabel Laus

Josette Malani Melinda Sue Mangion Michelle Mintoff Mary Moore

Nollaig Mac an Bhaird Caterina Passariello Kimberly Psaila Alvina Schwartz Ben Schermbrucker Zaneta Szatkowska-Wolska Elena Soto

Antoine Vella David Vella James William Watson radka Zarkova

inclusion department

INCO

Clara Cremona

Assistant INCO Beverly Micallef Lucia Suryova

Claire Fenech

Tiziana Domenici Angela Xuereb Maria Gauci

Ayrton Senna Spiteri Natasha Spiteri Frida Micallef Sarah Jane Pizzuto

Mirea Ellul

Pauline Delia

OuR Teaching STaff

inclusion department

Antonella Farrugia Kristia Gili

Sadhana Venugopal Charmaine Cucciardi Daniela Spiteri Angela Barthet rachel Camilleri Stefania Cremona Elizabeth Farrugia Petra Whiteford

Alexandra Mifsud Michela Kay Mifsud Danica Galea Javier Joseph Formosa Jeanette Grech Hayley Agius Pippa Agius Daphne Camilleri Maria Tagliaferro Monika Sammut Badidova Pauline Howarth Justine Fava David Magro Lynn Cassar Owen Dean Calleja Damon Bonello Tracey Micallef Sha-Kira Zammit Alexandra Mallia Maria Bugeja Jacob Azzopardi Tiziana Vella Elaine Mifsud Kirsten Demanuele rebecca Bugeja Stephanie Cordina Elizabeth Schiavone Nicole Turner Galea

a year in pictures

fROm an Old edwaRdian chambers of memory

college mission Statement

My six-year period at St Edward’s College provided me with an educational system modelled on the strict principles of British public schools. The college conveyed an excellent holistic foundation for character building. However, the time spent within the college walls was beneficial not only on an academic and educational level, but also for having provided me with another of my initial inspirational fonts for a future architectural career. The buildings of the college were remodelled in 1929 from the original British military hospital. Embedded within the imposing confines of the St Clements Bastions, part of the Order of St John’s defensive Cottonera lines, the royal Engineers’ arched edifice contrasted strongly with the stalwart solidity of the bastion walls. The elegant arches of the terraced buildings cast playful shadows which could not but fascinate and intrigue a young inquisitive mind.

Another distinctive edifice on the college campus was the original ammunition depot of the knights which was converted into the chapel. Its stark exterior walls contrasted with the dimly lit interior ambiance which provided an appropriate atmosphere for a sacred space. My relationship with the college extended to 1994 when I was commissioned to convert and enlarge the married teachers’ quarters into the Junior School, providing besides classrooms, a library, and art, music, and drama rooms.

reNowNed architect ProF richard eNglaNd recalled the St edward’S college oF hiS childhood aNd early youth.

‘At St Edward’s College we strive to create exemplary citizens, placing strong emphasis on character formation and leadership skills’.

“Although the school focused mainly on character-building and sports, I have no hesitation in lauding the effects the school had on my character formation and building self-esteem.”

fROm an Old edwaRdian

The St Edward’s College administration insisted on its pupils dedicating a considerable amount of their spare time to sport and game activities. Never having been prone to strenuous physical activity, or for that matter, sport in general, I soon devised a methodology to ensure minimal physical exertion during the many organized sport events, goalkeeper in football, wicketkeeper in cricket, and timekeeper for track events.

Although the school focused mainly on character-building and sports, I have no hesitation in lauding the effects the school had on my character formation and building selfesteem.

Apart from the college building’s typology, another architectural influence came from the annual cross-country college race which necessitated a considerable number of training sessions. These were held in the dirt tracks outside the college bastion walls, which provided me with more visual and mental inspiration than physical activity. The seventeenth-century defensive bastion walls were a formidable sight; mnemonic images still vivid in my mind to this day. What were even more influential were the Capuchin monastery and church on the cross-country track on the outskirts of Kalkara, an edifice built between 1736 and 1743. In 1758, the complex received the relics of Santa Liberata from Pope Benedict XIV; to this day the monastery bears the title of Santa Liberata.

As a stopover point in the cross-country track, the piazza provided not only a perfect resting place, but also an addictive visual attraction for its architectural composition and spatial organization. I was particularly drawn to the monastic complex; its ambiance and environment appealed not only to my visual sense, but also somehow moved me emotionally. It was about how the building and the piazza space, with their play of solids and voids, seemed to resonate in both my mind and spirit, operating more than on just a visual level, but also on a deeper emotional and psychological one.

It was there perhaps that I first came to understand that architecture is an all-embracing art and that the job of the architect should be that of creating loci that extend beyond mere materialistic function and rise to touch the emotions of its users. My encounter with the friary of Santa Liberata served as an awakening to my understanding that an architectural space

can be not only visually rewarding, but also emotionally enriching. My cross-country stops at this eighteenth-century shrine were to provide further influences to my then already present penchant for a career as an architect.

Mentors from my college days I particularly remember include the English master Mr Quinn who enriched the class with his mnemonic quotes of verses of many of the great English poets and also the formidable Maths teacher Mr Hurst. Memories of their classes still linger strongly in my mind.

‘Education is the best provision for life’s journey’ wrote Aristotle. Indeed.

richard england

“My encounter with the friary of Santa Liberata served as an awakening to my understanding that an architectural space can be not only visually rewarding, but also emotionally enriching.”

fROm

Revamp and Renewal

the BurSar’S viewPoiNt

During the past two years, the pandemic gave us both challenges and opportunities. While it shadowed and put a pause on many plans. It also enabled projects originally planned for ‘downtime months’ to be carried out. The first priority of the College was, as always, to continue delivering an excellent learning experience to our students. This was achieved through an effort which, across the board, was nothing short of heroic.

Network renewal

If the pandemic showed us anything, it was the importance of connectivity. At St Edward’s we had long recognised this and had planned to improve our digital networking. In terms of technology, the College had been planning to start upgrading network infrastructures, hardware etc. Covid put all that to a fast forward mode, as when College moved to hybrid and then online, we had to keep up with the needs of the learning community. This put pressure not only on the college to perform and meet expectations, but also to provide a service which gives the users enough elbow room so that the system does not collapse through over-use. This was not a minor matter both financially and in terms of human resources, both of which are limited. In a span of months, the College’s networks were re-done from scratch, all hardware such as Interactive White boards, teachers’ laptops etc were replaced. We also provided our regular LSEs with laptops to be able to cater for their students online.

Hundreds of thousands of Euros were invested in the IT infrastructure during these past two years. Of course, any investment relating to

technology will not be a one-time investment. Technology needs to be continuously upgraded and enhanced to keep up with the fact pacing ‘technology world’ we are currently living in. In fact, by the beginning of scholastic year 2022/2023, we would like to upgrade the three ICT labs which are in the main building, which are used by all students in Middle and Senior school. All this was done without affecting the fees during the pandemic. Very much aware of the problems which many were facing during the pandemic, the College took a conscious decision to take the financial burden on its shoulders and not add to the parents’ financial problems.

Facelift

One of the major projects which the College is currently planning and undertaking in phases is that of keeping the historical monument that is the College in the excellent shape it deserves. This is a multi-million-euro project and, perforce, needs to be spread over years. At this point I would like to thank all those who took and are taking the initiative to raise funds for the restoration of the College. Let us make this clear: without these efforts, nothing will materialise.

The adminiSTRaTiOn

We have consulted widely with our architects and with the relevant authorities to ensure that any restoration is not only based on historical authenticity but also using best available techniques. It is imperative, given not only the delicacy and national importance of the project, but also the sheer cost and scope of it, that, whatever is done, lasts and is done well. At the moment, the plans are at an advanced stage and are awaiting decisions outside of the College’s remit.

Meanwhile, less onerous refurbishments were carried out. These were mainly related to the boarding facilities. Not only were all rooms re-furbished and furnished with air-conditioning facilities, but also the bathrooms and toilets were completely overhauled. This may sound run of the mill – remember that the building is a historic one, and that includes the plumbing! Pipes may be unseen, but certainly not unfelt if they are not upgraded.

As part of its strategy to increase the greening of the college, we also undertook to commission a structural review of the college. It is useless to plan for the installation of PV panels, for example, if the roofs cannot take the weight. This is just one example of the ‘root canal treatment’ approach with which we are approaching the future of the college. We are also formulating a plan to eventually render the college selfsufficient in energy consumption.

Plans are already in place for Summer 2022 to enhance the play area for the Early Years, which is located at the back of the Junior school revamp. The hall will also be getting a partial face lift so that the experience of coming together to celebrate our students’ achievements and abilities will be one not simply of comfort but also of dignity. To this end we are also exploring cost-effective ways of making parts of the college more easily accessible. This also ties in with our aim to open the college to a wider community

fROm The adminiSTRaTiOn

through sports and events. This will not only benefit the college financially, not a minor consideration, in itself, but also will continue to broaden the standing of the college in the community. At the same time, discussions are currently ongoing in terms of the College canteen and how the College can improve the ‘lunch’ experience for its students.

Staffing

Maintaining adequate levels of staffing remained a challenge, not just over the Covid period. It is little consolation that organisations across the board are reporting issues with recruiting the right staff. For us, particularly, we do not simply want staff, we want the best. And, perhaps to quote W. Somerset Maugham “It’s a funny thing about life; if you refuse to accept anything but the best, you very often get it.” We have been lucky in attracting quality staff over the months and years. This is what makes the college so unique in the learning experience and ethos it provides.

This has a downside too. Highflyers are often forging careers so the time they spend at the college will not be long. This is not a question of push factors, in the vast majority of cases, but rather one of opportunity calling. The time of having a job for life is long over. At St Edward’s we are proud not simply to attract these people but also that we contribute to their formation.

looking ahead

The months ahead, just as these past few months, will be busy ones. The day to day running of the college, in itself a considerable task, is only part of the story. Over the next few months, the various initiatives mentioned in this write up (which is by no means exhaustive) will start taking more shape and the college will be pushing for decisions from relevant authorities to ensure that the services it provides will remain of the highest levels possible.

Becoming top of mind

the commuNicatioNS aNd marketiNg viewPoiNt

Communications and Marketing in 2021 went through a transformation and consolidation phase. Following the employment of a veteran media practitioner, it was agreed that the priorities for the forthcoming year were to be raising the profile of the college and consolidating brand identity and communication lines. These targets were addressed in various ways.

increased digital exposure

The section handling Communications and Marketing increased the exposure of St Edward’s College with more varied, more timely and more regular content. This effort was reflected in the numbers. Between April 2021/22 the number of users according to Google Analytics, increased by 34% and the number of pages viewed increased by 13.5% when compared to the same period in the previous year. The bounce rate, that is, how long a reader stays on the page decreased by 6.63% over the previous year. It would be fair to say that more people were reading more content emerging from the College and were engaging in it longer.

When one drills the data further, one finds that, removing Malta from the equation, over the past scholastic year the increases registered compared to the previous year were as follows:

marketing maltese

Before the 2021 Scholastic year started, it was decided that a campaign to highlight the availability of Maltese as a subject area for study was to be undertaken. This was well received with videos and targeted advertising reaching over 100k through 4 different ads (pictorial and video). In general, targeted advertising on Facebook in the national milieu is still a strong option for the creation of awareness. This was seen also in the response to the Summer School brochure with 50k reach. The campaign was supported by a parallel initiative in the print media, using mainly Progress Press.

New Users

UK ITALY CHINAGERMANY SPAINNETHERLANDS

FRANCE

fROm The adminiSTRaTiOn

Scoping dwardu’s Scoops

The scholastic year 2021 saw the introduction of a re-vamped college Newsletter. Aptly named ‘Dwardu’s Scoops’, the newsletter migrated from being part of the website to a more user-friendly ‘print’ format published on Issuu as a flipbook. Originally planned as a fortnightly publication, there were several Special Editions with information over and above the usual. This newsletter proved to be an amazing platform for the myriad of activities produced by students and teachers at the College. Often running into 10-12 pages, the problem was what to choose rather than lack of information. Some sections were more organized than others in the way they contributed but, all in all, the input was consistent and of high level. This publication was greatly appreciated also by the contacts which the college made with school agents at international educational fairs.

website management

Discussions with NIU were maintained throughout the year. The company has been responsive to our needs and pro-active in its suggestions, both those which can be actuated immediately and those which can be integrated in a future amended website. The current website performance has been assisted using Issuu and Vimeo to reduce the weight of the data and render the site quicker to upload. Some pages have been moved/subsumed so that the UX(user experience) is improved.

With regards to the UX, an exercise was initiated over the past few months where the college identity is aligned and updated. Pantone colours, fonts etc were determined so that the ultimate impression one gets of the college is one which is steeped in tradition yet is modern and forward-looking. Internal dialogue is also proving fruitful as heads of sections have impressed on their staff the need to discuss before producing any audio-visual material. School brochures such as Summer School and IB and Boarding have been re-done/created in a digital manner. School Policies are being re-formatted and renewed so that they obtain a more corporate image. A new book, an interactive publication produced in-house, was launched for the Subject Choices. It is planned that in the forthcoming scholastic

year, this will enable the Subject Choice Areas to become a paperless transaction. This will pave the way for other areas to follow suit, assisting in the Greening of the College operations.

top of mind

As stated previously, one of the main targets this year was placing St Edward’s College as top of mind. This was achieved through a sustained digital media presence, the publication of the college Newsletter, legacy media presence and physical outreach. Throughout the scholastic year, college representatives were guests on TVAM discussing education and highlighting those aspects of education which the college prizes such as Think Understand, learn, the use of Maltese, the nurturing of inquisitive minds, sports and health, etc. Section heads as well as other teachers participated. In addition, individual teachers wrote op-ed pieces which were published on The Sunday Times and Newsbook.

One major event stood out this year: The Spring Fete which took place on the 1st of May. This proved to be a major crowd-puller with the college being showcased to an audience which may have never considered the college, let alone been to the college grounds. This was an extremely resource-intensive task and while it was a success beyond expectations, also provided several interesting lessons to be learnt.

The college continued with its foreign outreach through, mainly, educational fairs. Attending ICEF ASIA and ICEF BErLIN, the contacts made were retained through the contact established by the Dwardu’s Scoops lifeline. COVID restriction in China and the war in Ukraine have virtually annihilated two important markets for boarding. So, work must start afresh to make up for the loss. Another form of foreign outreach was caried out through contacts and visits to embassies. Over the scholastic year, Headmaster was received by the ambassadors of the Unite States of America, United Kingdom, China and Italy.

priority: well-being

rePort By the humaN reSourceS dePartmeNt

The main focus of the work carried out by the Hr section of the administration has been focussed on putting the well-being of the staff as a priority. This is not the section where one goes into the well-being of the students as that is handled by other sections and staff of the college. Over the past year, this office homed in on the wellness of the staff, all the staff. After a period of two years where the efforts made by all to keep not just the College ship afloat but to keep it sailing on course were, to put it succinctly, heroic, it was time to recognise the efforts and create a balance. Adaptation on the fly, a blurring of lines between teaching time and personal time, new techniques to suit new realities – all these, for two years, became part of the ‘new norm’. The college administration observed all that was happening, all the effort put in and all the changes people made.

Sometimes people complained – who would not? It was more of a human need to vent than a real complaint though, in most cases. This set the college thinking: how can people off-load when they need someone to listen to them? Not simply a friend, that is a personal matter. Sometimes one need the ear of someone knowledgeable, who can give tips on how to handle difficult situations. For, make no mistake: our staff is human: They come to college and do their job but they are happy, sad, bereaved, exhausted, worried and whatever else anyone may feel. And they too need a shoulder, a bigger shoulder than Hr can provide. The college therefore initiated a process to try and find a support system which would give the staff professional assistance while respecting their need for confidentiality. This process is on-going and is currently being put to staff for consultation.

Another aspect which we thought might promote well-being was the introduction of a Health Insurance for all staff. This was a major exercise which took several months of compilation, comparison and eventually negotiation. The exercise came at a cost but the college felt it was only right to invest in the health and peace of mind of the staff which make it the great place to work at that it is. We now have a

health insurance system in place which comes in packages and one is pleased to note also that many have opted to upgrade the packages offered. This indicates that the staff not only appreciate the initiative but also feel they can build on it and personalise it.

Many suffer from the ‘Morning Blues’. This the college is aware of since it is a syndrome not restricted to the education sector. However, the college felt it could do something about it and it did. After considerable discussion, it was decided that the college day would be shortened. Balance was the key word here: the need for balance between work and professional development for the staff and the balance between academia and learning through doing (extra-curricular) for the students. This necessitated some manoeuvring as we were not envisaging any decrease in teaching time: lessons are lessons and they are the seed-bed for the future of the students. We addressed this issue by reducing break times and to compensate, created a raft of extra-curricular activities which are both structured and educational as well as being a good outlet for the energy of young students. In the meantime, this time shift has also enabled the teachers find time to put in meeting times to discuss

professional issues. In a day of full contact, as the teaching day is, professional development and discussion often falls by the wayside, a victim to more pressing issues. The shortening of the college day has enabled a redress of this balance which, we believe, will be a trendsetter to other educational institutions.

With that, one comes naturally to the issue of recruitment, another major operation for the human resource section. Judging by the number of adverts, one can conclude that the college has a normal turnover of educational staff. Also, the college seems to be looking for the same kind of staff as other educational establishments. This underscores the great lacuna in the employment section which is beyond the competence of the college. Calls for various posts were issued and matching the candidates to the positions was a long and delicate process. It has to be if one is to ensure that the ‘best fit’ is obtained. Taking time in this phase reduces the possibility of staff

leaving due to unmet expectations on both sides.

On top of all these initiatives comes the day to day running of the college, a monumental task in itself. From replacements of teachers to replacements of equipment, from co-ordinating the senior management team to coordinating team building, from Student files to staff files, the day is a busy one and the routine never lets up. One of the more touching moments of the year is the production of the School leaving Certificate for the Year 11s. With each certificate that is printed, one sees, in the mind’s eye, the student as they developed through the years at college, frequently from a tiny tot to a strapping young adult. It is a bitter-sweet moment as these youths finish their arc of compulsory education and move on to work on their future. However, the mind rests easy in knowing that one has done one’s duty by these children.

And so, on to the next year, with undeterred optimism.

BOaRdeRS

celebrating re-union after the pandemic

the BoardiNg viewPoiNt

Despite the pandemic still very much upon us at the start of the scholastic year, a wonderful new group of boarders arrived in the boarding house. This multicultural group, made up of seven different nationalities between them, joined the community and settled in nicely together with the returnees from the previous year.

With each passing year, it becomes more apparent that most boarders tend to prefer to focus on their studies rather than do anything leisurely. Despite it being largely important concentrate on their schoolwork it is also important for the boarders to have an activity where they can take a mental break, and also bond as a group.

We started the year off with the annual icebreaker activity. This fun activity allows the boarders to learn more about one another – old and new - and for me to get to know everyone on a more personal level. There were lots of laughs and fantastic food cooked by our boarding chef, Mr Shaun Cefai.

This year we managed to organize an activity outside of college for the boarders. Unfortunately, this had not been a possibility over the previous two years. Together with their supervisor, they all enjoyed an afternoon bowling, some shopping, and a tasty dinner at the popular, Planet Hollywood Malta.

As Halloween came around, the boarders got to enjoy, or should I say – conquer – a paranormal ghost tour of the college. It is well known that the College has a substantial history, and this certainly shone through during their spooky evening with ramon, paranormal expert, and member of the knights templars of Malta! Furthermore, they designed and carved some fantastic pumpkins to mark the occasion.

The first term of college flew by, and it was December before you could say Bah Humbug! And with that, the boarders erected the St Edward’s tree. They also baked and decorated gingerbread men. Yum!

The second term naturally comes with some anxieties due to the mid-term examinations taking place. With this, the boarders are often sparse, closed away studying in their rooms respectively. I was delighted to find out that one fine day a small group took themselves to the College bastions to watch the sunrise over Malta’s skyline, before resuming their studies.

As the evenings get brighter and the weather improve, the bastions are also the perfect location for a sunset bonfire. And that’s just what we did! By the end of the evening there were marshmallows coming out of their ears. In the figurative sense that is.

It has been another challenging year, but we triumphed as we do year in and year out! Once again, we say goodbye to our year 13 boarders as they head off on their next big venture. Wishing them all the best on the new opportunities and achievements to come.

analise cioffi Bursar

Sylvana Debono

Annalise Domenici

Analise Cioffi

admi

N team

Trishia Bianco

early years

eaRly yeaRS

from the head of early years a returN to Normality

Teaching teams were involved in a number of Professional Development sessions and discussions were directed to continue where we had left off when training had to be focused on safety and hybrid learning. This year we focused on upcoming changes, we focused on a deeper understanding of the Emergent Curriculum within the Early Years, outdoor learning and held training on classroom and teacher ‘quality’ and ‘self-reflection’. We also focused on the transition to a new hands-on Numeracy scheme kicking off from Year 1 in the upcoming 2022/23 scholastic year. Such professional development planning and moments of our college year are crucial to ensure effective transitions and continuous improvements. They allow the teaching teams to build solid relationships and discuss professionally as they learn from one another.

a positive change

The Emergent Curriculum within the Nursery and Kindergarten classes proved to be a positive change forward as we improve our ability to listen to one another and contribute to developing ideas. It blends very well with our already developed Think, Understand, Learn philosophy and practice at College. The concepts of research, questioning and discovery remain at the forefront of our practice and with the Emergent Curriculum we are now able to give more power to our young pupils. Giving students a voice and treating them as individuals has always been a priority to us and we will continue to strive to ensure that students are always comfortable in sharing their concerns, ideas, and thoughts. This is also seen in the importance we give to public speaking practice and confidence building. From our youngest, we encourage the pupils to stop and listen to one another. This is promoted during planned activities like show and tell, as well as during daily practice like discussions and debates. Being back in social situations, such skills are crucial for self-expression and provide a positive self-presentation. In addition, we placed a lot of focus on team building activities throughout the year to solidify relationships once again and encourage skills involved in working as part of a group. reviving such skills contributes to the feel-good factor as well as nurtures a positive attitude all round.

This scholastic year showed a transition back towards a form of ‘normality’ in practice and learning. At College we re-invested in additional resources as well as in teacher training. Plans which had had to be shelved due to the pandemic resurfaced again and served as a foundation for renewed construction of ideas and methods.

eaRly yeaRS

outdoor learning

Boosting our sports resources with new equipment also helped facilitate our outdoor learning quality. This again is continuously given priority as we believe and promote outdoor learning, outside of the classroom walls as a form of our day to day. With new resources and equipment, and with our extensive grounds, most lessons can easily be transferred outside under a shading tree or in an open area. The gardens, as always, provide added learning opportunities for our students to develop and extend their understanding and knowledge. Moreover, it gives the children the ability to naturally work on their fine and gross motor skills. These skills in return help develop a child’s sitting ability as well as writing skills. The outdoors encourages increased focus and excitement which translates in engagement and perseverance.

eaRly yeaRS

return of traditional events

This year we also welcomed back a number some of our traditional events. While some health protocols were still in place, we were thrilled to be able to once again host our concerts, sports days, mother’s/father’s day, and graduations. Seeing our College community once again gathered on campus grounds was lovely all round. The children truly enjoyed having their loved ones visit and join in activities. Furthermore, they felt proud to showcase their skills up on the big stage in front of an audience of family and friends. The student’s hard work was rewarded with praise and many rounds of applause. Such moments are a big part of College life as they target milestones in our student’s developments and celebrate students as individuals but also as groups. Outings also made a welcome return as the students enjoyed venturing out to different settings throughout the scholastic year to continue their learning targets or develop new ones. Changing up the routine and going on an adventure is always appreciated by most students and the teaching teams. This year we had a number of exciting outings as our youngest visited role play centers, fed a number of animals and got to go on horse rides. While our older Early Years students visited Esplora, went on a couple of hikes in National parks to explore nature’s elements and natural habitats. They also participated in scavenger hunts, linked books they were covering in class with an outing, and finally also took part in team building activities and games.

This was a very full and exciting year where we welcomed back some form of normality in our Calendar and our everyday College life. It is always a real joy seeing the students excited to come to College and participate in what’s in

store or develop their own learning opportunities. It has also been a pleasure meeting up with the community once again and seeing the happy faces around College grounds.

Stephanie grech head of early years

junior school

juniOR

from the head of the junior School

PerSeveraNce

These were the questions that we asked ourselves before term started when we considered Assessment for Learning with Ms Jennifer Borg from the Assessment Unit. Assessment for learning provides opportunities to gather real-time evidence of what students are learning and involves both teacher and learners in ongoing dialogue, reflection on learning and decision-making. This formative assessment process becomes central to classroom practice. Firstly, by the teacher gathering evidence of where the learners stand in their learning. Then using this evidence to make the necessary adjustments in planning to provide constructive feedback that moves learning forward.

constant monitoring of knowledge

Activating prior learning and checking for understanding remains so important in our everyday teaching at St Edward’s. Doing so under the difficult circumstances created by Covid restrictions, such as little movement around the classrooms, no sharing of resources and limited group work proved to be an even greater challenge! Learning should begin with the answer, not end with it. Through frequent checking for understanding, our teachers can activate our boys’ prior knowledge and discover any misconceptions through these checks we move the learning forward.

This checking for understanding encourages thinking, talking and reflection on the learning. This can be achieved in a variety of ways. To maximize opportunities to think and encourage critical thinking a variety of formative assessment techniques can be used. This may include quick brainstorming activities by using a prompt such as a photograph, a phrase or word to find information about what the boys already know.

Using concept maps helps to organize similar ideas and make connections to help the pupils understand content. The use of KWL to find what learners are ready now, want to know and what they have learned is a simple but effective technique. Using open ended questions regarding a new topic is a useful prompt for boys to answer, using individual mini whiteboards and enables the teachers to check for understanding at a glance. This encourages critical thinking to reflect and explore. Exit slips enable a quick summary of what the pupils have learned that lesson and kept to enhance future planning.

Many of these techniques were noted by the inspectors from the Quality Assurance department, who visited Junior School in the third term and praised us for our questioning and collaborative learning.

think, understand, learn

Our use of Think, Understand, Learn means that all students are included and not just a ‘raise your hand’ culture means that individual feedback can be given. Lent term saw a relaxation of the Covid protocols and this meant that we were able to continue some of our long awaited extra-curricular activities. Carnival parties, games and dressing up fun was back on the agenda! We raised funds as well as camaraderie by commencing the annual sponsored walk, which had been postponed for the previous two years. It was good to be walking out in the fresh air as a class group, if slightly smaller than the whole Junior School ramble of pre covid times. Different year groups took different routes with the more adventurous reaching Xaghra and Smart City and some choosing the familiar route of rinella Bay and enjoying the spring sunshine. We welcomed once again being able to perform in front of a live audience. For some of our boys this was the first time they had ever been able to perform in front of their parents.

From the Supercalifragilisti song in Mary Poppins to Ding Dong the witch is Dead from the Wizard

How do you decide how to get to the desired learning and where do you start? And how do you fashion all this around a changing landscape of Covid protocols? And, Finally, how do you make a success of it?

of Oz, The Oompa Loompas and Charlie and the Chocolate factory and the precocious Matilda the college was again a hub of creativity. And who will forget Bruce being forced to eat the whole chocolate fudge cake?

Finally, after almost 2 years we were able to resume our outings, which are so important to broadening horizons as well as fun! Year 3 went on a school outing to Piscopo Gardens. It was a truly memorable outing where we got to see not only indoor and outdoor plants and herbs but also toucans, meerkats and budgies.

juniOR SchOOl

The boys were also given the opportunity to feed the fish and at the end of the outing they planted their own bean seed. It was indeed an educational outing that the boys really cherished not only because it links perfectly with the Science topics that were carrying out in class but also because it was a very hands-on event, wherein the boys participated in a direct and practical way. Later in the year they visited the Malta Bird park, which turned out to be a beautiful, educational and entertaining day.

Year 4s visited Vincent Eco Farm to learn about organic farming, feed the animals and plant their own seeds. Year 5 and 6 both visited the Kamaja outdoor pursuit activities. The students were able to test their physical skills and dexterity by engaging in an obstacle course which included an introduction to survival skills, the theoretical aspects and evaluation of their performance.

A visit to the Malta Chocolate enabled the older boys to use their imagination to create their own 3D figure from delicious chocolate and decorate with sticky sweets and treats before eating their creations…before they melted!

All in all, this year has enabled us to re-ignite the social side to the educational process. While learning, the academic stuff that is, is important, at this age, in Junior School, socialization and basic values get set in and Covid restrictions had a considerable negative effect on these skills. Fortunately both children and staff are resilient and from observation, I can confidently say that we have bounced back.

louise mallia head of Junior School

middle school

middle SchOOl

from the head of the middle School

a viBraNt middle School

Looking back to this past year is not always easy, and as my first year as head of the Middle School comes to an end, I must say that there are several memories that I will truly treasure. This was the second year after the Covid lockdowns, and we started the school year in person yet offered online learning to those who were in quarantine.

As a school we kept rigorous protocols to ensure everyone’s safety at all times. Through all this, our students and staff members thrived as they worked as a team to ensure that positive learning was always taking place.

During the last week of September 2021, we welcomed a new, boisterous cohort of year 7 students whose smiles suitably Covid-masked, obscured their excitement to join the middle school. In spite of this, their excitement was palpable.

a year, a mission

My mission this year was to create a vibrant middle school that would defy expectations and be as energetic and as exciting as its inhabitants are. In October we revived the local tradition of the “Borza ta’ San Martin” and we also held our first ever Halloween classroom decoration contest. It was incredible fun for all, with students improvising spooky stories to entice the audience who visited their class. In truth, the students re-ignited their fun-side, an aspect much-dampened by the health protocols. We also held a Spooky Evening activity at school which included fun games, scary ghost narratives and some creative pumpkin carving to match the spirit of the season.

deck the halls

Closer to the Christmas season, our halls were decked with baubles, up-cycled decorations and traditional symbols like Christmas trees and hollies. Thanks to Mr Falzon and Mr Camilleri, the Middle School boys were also offered a Crib Making workshop for the first time. This served as a special learning experience during which the boys worked with plaster, paper, soil etc… it was a messy business however the results were satisfying. During the month of December, the Middle school boys together with the Senior and IB students also took part in a charity drive. They collected toiletries for students in need, an initiative that is coordinated by our own school Chaplain Father Manuel Camilleri.

We also ended the year 2021, with the year 8s having the incredible opportunity to go onboard a Mexican ship. This private tour was a welcome outing for the boys that hadn’t been out of college for months. On the last day of the Michaelmas term, the students also took part in many activities on our pitches including soft sword fighting, dodgeball, vortex throw, archery and other fun games.

The second term, with exams in the middle, tends to be more subdued. We had the Sponsored Walk which was revived after a two-year hiatus as well as Sports Day during which parents could also attend. On the last day of term, the boys let loos on an end of term outing to Zejtun. Not only did they get in touch with our local heritage but also got to eat some Ftira en plein-air, played football outside the school grounds and tasted the sweet Karamelli tal-Ħarrub.

team-Building

A highlight of this year was definitely the team building activities organised by Ms Annette Agius for the boys during the Friday activities. From building towers using marshmallows, to presentation skills; the most satisfying was surely building a cat shelter out of recycled water bottles. We can’t forget the elections of the student council, with a record elected members from the Year 7 group and our youngest School Council President to date: Zac Bianco. The Council was also responsible for a number of fund-raising activities such as an ice-cream day and the sale of potatoes grown on

middle SchOOl

the school grounds. The Council will also operate throughout the Advent term of the next scholastic year where it will seek to improve students’ wellbeing at college. Young Parliamentarians was also very active this year. With coaching sessions happening remotely in some cases, our team made up of year 9-10-11 students proved to be a force to be reckoned with.

going paperless

The last term of school is always a tough one with the heat increasing and longer days, the fervour in the classrooms is electrifying. A challenge for this scholastic year was to spice up the Subject Choices booklet. This was made digital with new content and a message recording by all teachers involved. The form was also transformed into a digital one to help reduce our paper consumption. 10th June also marked a special day for the Middle school students both future and current ones. The transition activities took place in the morning with the year 6s having a full immersion in the environment of the middle school and meeting some of their future teachers. In the afternoon, it was followed by the Middle School Creative Arts evening. A spectacle of talent by our boys which ranged from different drama pieces, musical interludes and even singing. An art exhibition was also set up. Parents and members of staff were present to enjoy the fresh air outside and the raw talents of our young Edwardians.

I must say that this was a wonderful school year filled with as many “normal” experiences as we could safely allow. The teachers did their utmost to create and present various learning opportunities within their classrooms as possible. From interactive online quizzes to collaborative charts and oral presentations; our students thrived in a vibrant environment that fostered acceptance, intellectual stimulus and interpersonal growth.

Samantha abela head of middle School

senior school

SeniOR SchOOl

from the head of the Senior School

a time to Breathe. No PuN iNteNded

COVID was hard on all of us. Adaptation, survival and mastery, in that order, was the name of the game. Thankfully, this year was different. Along with the relaxation of measures on a national scale, I believe we have all welcomed the return to some sense of normality.

change breeds change

This is not to say that we are back to the dark ages. The use of artificial intelligence, and online teaching facilities have remined, adding another valuable tool to the teacher’s arsenal. Students did an amazing job of adapting to the new methods, sometimes responding to them in ways we never expected. Online submissions, digital copies and resources made available digitally were all new ways in which teaching methods were enhanced and reinvented.

Outside of the classroom, things changed as well. Trips and fieldworks were on the agenda again, along with activities within College. Interhouse tournaments resumed, along with the return to subject-specific classrooms. Students were allowed more reign to practice sports during break time; no doubt a welcome change.

New opporunities

The physical return to College also brought with it new opportunities. Areas of the College that were never explored before, saw the light of day, literally. This is particularly true for a group of dedicated year 10 students who put their mapping skills to the test. Under the direction of Mr Galea Pellicano; Yani Muscat, raoul La Cognata, Alfonso Tolomeo and Andreas Aquilina Bondin worked together to map out the system of cisterns below the College grounds, an activity which culminated in the deployment of a remote submersible vehicle to explore the underground spaces.

Our prize day and graduation also returned to a face-to-face format, a welcome and heart warming change. College Captain Julian Coppini’s words on the day reflected how we have all changed following the pandemic, but in a good way. Maturity, a sense of ownership, and diligence are all by-products of being in charge of one’s own learning. Both celebrations served as welcome means to reward our students for their

achievements, as well as bid our year 11s a final farewell as they embark on a new chapter in their lives.

The way forward? Our faith lies with the good doctors and researchers who are steadily reining in the pandemic. For the future of all our students, both past and present, we hope this trend continues such that they may all prosper and achieve their set life goals, unhindered. As a College, we look forward to organising more activities for our boys, and enjoying their company as they journey through life.

Onwards and upwards!

daniel caruana Smith head of Senior School

international Baccalaureate Diploma

SeniOR SchOOl

from the head of the international Baccalaureate diploma

SettiNg miNdS at reSt

The start of the summer break had gone splendidly, as our graduating IB students received excellent results. Special metnion should go to former school captain Zakaria Naser Deghaili and Laura Maria Chianese who achieved 40+ Point diplomas. We wish them all the best in there studies at UMIST and the University of Amsterdam respectively.

The great results didn’t end there with a further 11 students acheiveing 30+. We now wish them all the best as they start the next chapter of their educational lives at the Universities of Malta, Leiden, Utrecht, Nottingham, and Trinity college Dublin to name a few. These students had done remarkably well despite the challenging cricumstances they had faced with them being wrenched out of school with very little warning and preparation with the onset of the pandemic. I may be forgiven some pride in saying that many of our students go on to study in major universities all over the world and do themselves and the college proud.

a trying time

The start of a new scholastic year usually brings forth a lot of excitement and antcipation. However, I would have to admit that this year was rather different. Unusually, I was filled with worry and dread. Our second years were returning to school having only been physically in school for 6 of the 17 available weeks of teaching time from January to June. Teaching online for such a long time was incredibly fatiguing for students and it was clear to see that motivation was very low. With these students now being in he crunch time of their diploma and a lot of catch needing to done, I fully expected students to be dragging their feet, falling behind and ultimatley not coming close to reaching their maximum potential.

Happily, I have to say that I was wrong and that my worries proved baseless. The students returned driven and with a strong work ethic. They honored their deadlines and handled the heavy workload efficiently. We were fortunate not to have any more lockdowns and major

quarantine periods with this cohort through the year as they played catch up. We now eagerly await their results.

Our new cohort of Year 12 students started their St Edward’s experience in September, with a few famliar faces. One of these, Julian Coppini, was appointed as School Captain in October. Julian is what we would call a lifer, having began his sentence… I mean journey with us from Kindergarten. He strongly embodies and exemplifies all the qualities we would consider Edwardian. Despite there being a number of excellent candidates, Julian’s motivational letter and college perfomance stood out and he has performed his duties as captain and represented the College with distinction.

of candles and cisterns Despite COVID restrictions our students were able to participate in a number of Projects and actvities throughout the year.

The JAYE program was once again front and center under the effervescent and watchful gaze of Ms Busuttil Gili. Such was the interest this year that we had 2 teams representing college. The first team Eleganzia were rife with big ideas before settling on an online fashion store. While they did not make it to the finals, their mentor was very happy with their growth citing in particular that they were the first student team he had ever witnessed to fully integrated online visa payments directly on their website.

The second team Bodyou, created scented candles ina wide variety of shapes, colors and fragrances. The Phsics laboratory doubled as a production faciliy with the strong smell of various scents wafting from the windows from 8 am every morning. Their venture proved successful and

highly profitable for their shareholders. Given the state of the financial markets over the past 6 months you would have been wise to invest in them. Overall Bodyou made it to Finals night and ended up placing 3rd overall nationally. The biggest succes though as always is the friendships and memories made along the way.

One major project that was conducted this year was the water cistern project headed by Dean Galea Pellicano. The College has a number of larger cisterns designed to catch rain water, however the state of these cisterns was not know. A number of 6th formers volunteered to aid in the opening, viewing and photographing of the cisterns as well as testing the water for its pH, conductivity, boiling point, and water hardness.

Preparing for the public realm

We were glad to be able to welcome back Pia Zammit from the English Speaking Union to deliver her 3 day workshop on public speaking.

SeniOR SchOOl

This workshop unfotunately could not take place last year due to Covid restrictions breaking a 10 year run. In just a mere 3 days Pia manages to work her magic and transform a bunch of apprehensive teenagers into confident and engaging speakers. This aligns with the IB’s philosphy of education with developing sudents inot being effective Communicators being one of the main characteristics of the IB learner profile. The students are looking to build on this and form a debate club next year.

Social responsibility

One of the highlights of the year for college was the welcome return of the College fair. This year’s edition came with a new and vibrant revamp. All who attended will have seen it for the massive success it was. Part of the reason for that success was down to the army of staff and student volunteers that made it possible. The majority of our Year 12 students joined in order to rack up some hours form the Service part of their CAS portfolio. They put in quite the shift particulary on the Ticket stalls and family games. They helped make the day a memorable one.

In June the year 12s welcomed a guest speaker from the reppublika NGO. The workshop was part of their ‘Active and responsible Citizenship’ campaign featuring a number of prominent Guest Speakers. The speaker who we were fortunate enough to welcome to college was Professor Edward Warrington. His workshop was engaging as he talked aabout his travel experiences to some of the most remote areas of the word. However his workshop was particularly insightful for our students, with many of our cohort comng from multi-national families but have called Malta their home for a number of years. For whom, the question of what does it mean to be a citizen of a country and what responsibilities come with that is an interesting one indeed.

We now look to next year with a brand new cohort of year 12s who will start their own IB and St Edward’s experience and hopefully anoher successful year.

Jolen galea head of the iB diploma Program

inclusivity proviDing support

from the inclusivity co-Ordinator

ProvidiNg SuPPort

During the past scholastic year St Edward’s College strove to continue improving support and provide opportunities for our students, parents and staff. During this scholastic year, the department consisted of 46 LSEs who support students from Kindergarten to Year 11, the Assistant INCO and the INCO. There was a total of 127 students who are supported or were being followed closely by this Department. Head of Sections, Literacy Support Teacher, Student Support and other administrative staff also contributed in some way or another towards the optimal functioning of this department for the benefit of the students.

Preparations for the scholastic year started as from June 2021 where work was done to allocate LSEs to students. Allocations looked to pairing the LSE’s knowledge, character and skillsets with the strengths and needs of the student. The collection of the student choices in Year 9 was also carried out during the summer months to be able to schedule timetables for LSEs in the Middle School given that there were several shared students in that section choosing different subjects.

LSE recruitment was held through the summer as well as during the scholastic year. When the allocations were finalised, a handover between the LSEs, teachers, and the INCO was done to ensure a smooth transition for the students. During this stage communications with the Heads of Sections was imperative. To initiate communications with parents, LSEs sent an introductory email with the aim of getting to

know each other and leaning about the student/s through the parents.

Believing in open communication with parents, during the summer months several meetings were also held with parents of new entrants to get to know the students better and collect valuable information and reports. With the parents’ consent, this information was to be passed on to the prospective LSEs or used to apply for statementing.

To keep on improving the quality and experience of our students in College, a revised edition of the booklet ‘Happy Learners: Knowing our students’ needs students’ learning needs’ was issued. This newly compiled booklet for educators consisted of information about learners with diverse needs and strategies to support the learner in class. This resource was made available and easily accessible on the staff’s section on the College website.

The parents of students who were to sit for SEC or benchmark exams in 2022 were contacted during the summer months to make sure they would have enough time to compile the reports needed to apply for the exam access arrangements. To make sure that all the students have the access arrangements recommended by the professionals and agreed with the parents, a new record system was created. In preparation for the exams, collaboration with the LSEs, Heads of Departments, the Logistics Coordinator and Exams Secretary was put in place to ensure the smooth running and set up of accessible exam papers as well as for the logistics of the examinations.

An informative meeting with all LSEs was held as an introduction for the scholastic year with regards to the new role of the INCO assistant and the logistics of the department for the year. Training was also given to the LSEs with regards to daily practice, the new improved format of documents to be used for report writing, including the IEP document, student profiles and daily record sheets. Feedback on the documentation used during the previous year was collected during the summer months from the LSEs and the new format was based on this feedback and the evolving needs of the department. Information sheets were also provided as a take home and for reference. Mentoring and supervision of LSEs and their practice carried on throughout the year to give quality support to the students. Internal tutoring was also done for LSEs who were following courses to improve their knowledge and skill to give quality support to the students.

Formal meetings with the parents were held twice during the year, once at the beginning of the year to set up the goals to be worked on and another meeting towards the end of the year to review these set goals and pave the way for the next scholastic year. Present for these meetings together with the parents and INCO where the LSEs, and depending on the section, teachers and Heads of sections were also present. Being open to work in collaboration with other professionals who work with children, these professionals were also invited to give their input during this meeting.

Meetings between the INCO and the LSES, teachers and Heads of Sections about the students as well as student observations were held to monitor progress and development of the students and also to support the teaching team with strategies and appropriate intervention that can be used to support the children. Other meeting with parents were also held according

to needs. The Inclusivity Department was always open to communication with parents and College staff to discuss any developments and queries.

To continue improving quality and assurance LSE files were monitored and feedback was given to the LSEs to keep on improving their practice. A new filing system with regards to the student files and the office files was also put in place to eliminate duplication of reports, make sure that all student files were returned to the office with the necessary information and to have a better handover between one LSE and another. Also, a record system has been compiled with student information to support the daily needs of the Inclusivity Department as well as for administrative purposes.

During this scholastic year, College policies and staff handbooks were updated. The Inclusivity Department also assisted, in both practical and research terms, in implementing actions that improve the school, inclusion, and the quality of education. research and communications with post-secondary education institutions was carried out for the College to be able to give a better guide to students who fall under this department’s aegis. Inclusivity was prioritised for students during their breaks by encouraging them to join their peers. The students’ peers were also supported to understand diversity and accept each other. At College inclusive practices and ideas are woven into the curriculum and everyday practice. This is more fruitful as it is ongoing, the child is not put ‘on the spot’, and it targets inclusion not children, individually. When students preferred to participate or do another activity, their voices and choices were heard and taken into account, even if the college had to work within the restrictions and limitations which were experienced due to COVID-19.

As in other sectors, the pandemic brought several challenges to the department, two of which were the recruitment of LSEs and LSE replacements during the year. Fortunately, having LSES and other College staff who are willing to reach out and ready to give their support and cooperation, these challenges were challenges overcome.

Overall this was a successful year. From the challenges faced, this was a learning experience which makes the Inclusivity Department stronger and motivated to keep on working for the best of our students.

clara cremona head of inclusivity co-ordination

sports section

SpORTS

from the Sports master

a returN oF oPtimiSm

Back in October, Physical Education lessons at the start of the scholastic year were based on a number of non-contact, individual, skill-based exercises. After the first couple of weeks these were slowly shifted to ‘small bubble’ groups which in turn adopted the ‘class bubble’ concept in the Junior School and the ‘year group bubble’ concept from the Middle school upwards for the remainder of the year.

Sports activities outside PE kicked off with ‘St Edward’s Day’ on the 13th of October. Even though this year we had no Old Boys coming over to College, our students celebrated the day through various sporting activities bringing the school back to life! Basketball, Football, Tennis, Athletics, Obstacle courses, together with a number of other small side games, entertained the College students in the attempt to commemorate our Patron Saint by celebrating through sport.

Sports Days and Sports Festivals had also been reintroduced. Kindergarten, Early Years, Junior School, Middle, Senior and IB saw the reintroduction of Sports Days in the respective sections. These had to be scattered over a larger number of days to allow us to follow all Covid measures in force at the time of the event. Spectating parents had also been allowed in college for the first time in a while, following the pandemic restrictions being eased by the Health Authorities. Even if at a distance, parents could once again participate in their children’s sports’ experience, being it the celebration of success or participation itself.

Another traditional Sports event which was held this past scholastic year, was the Inter-House Cross-Country. The houses of Campbell, Congreve and Ducane competed across the years from yr4 upwards. These had also been split into bubbles, with the junior school having races within the class, other than a year group competition. The classic Bastions’ run which is so popular amongst all Junior School boys and which enhances the much-needed sense of camaraderie within houses, as it is by far the most inclusive competitive sport at College, with one common goal- House points.

The start of this scholastic year brought us as close to ‘normal’ as can be, with the re-introduction of our inhouse sports events. Post-Covid activities were characterized by the ‘bubble’ concept, which made it possible to return to our organized sports activities.

SpORTS

In the meantime, throughout the year, the pitches started getting back to life with the re-introduction of the Inter-House competitions for 5-a-side Football and 3v3 Basketball, which took place during the 40min breaks which were available this year.

On a different note, this year unfortunately, we were still unable to have inter-schools’ competitions. Both MSSF and Sportmalta opted for a ‘better safe than sorry’ policy. As a result, this past year we did not have school teams competing with teams representing other Church, Private and Independent Schools.

Last but not least, the Sponsored Walk was also reintroduced for the whole school. This year, separate routes/times were introduced to avoid yet again mixing of ‘bubbles’ throughout the walk.

The absence of the walk for the previous two scholastic years, made it easier for our students to appreciate the rich historical background surrounding our College and the nearby areas. This event was one of the key factors in enhancing ‘Togetherness’ as a College once again.

Sports is all about action, as a result nothing expresses action better than pictures. Pictures capture the expression on the faces … struggle, pride, effort, disappointments, are all part and parcel of the journey of sport.

The following pictures should give you a taste of the sporting experience at College. Enjoy!

Paul Ferrante head of Sports

croSS couNtry

Contestant

IB 1 Kosei Shirai

2 Eric Ma

3 Samuele Duzzi Nulli

Year 11 1 Pran Bettanin

Overall Team Points

SpORTS

Ducane 34pts

2 Jean Paul Zahra Congreve 27pts

3 Nikons Vasnins Campbell 17pts

Year 10 1 Luke Brian Mizzi Congreve 52pts

2 Yazan Geblawi Campbell 40pts

3 Nolan Vella Ducane 34pts

Year 9 1 Zac Zammit Campbell 71pts

2 Michael Borg Manche Ducane 61pts

3 Miguel Alessandro Congreve 47pts

Year 8 1 Omar Abdulgasem Ducane 58pts

2 Ivan rubin Campbell 47pts

3 Luke Grech Congreve 25pts

Year 7 1 Levente Csengeri Congreve 88pts

2 Dejan Pace Campbell 60pts

3 Craig Pellicano Ducane 24pts

Year 6X 1 John Paul Felice

2 Tirone Vella

3 Michael Cremona Ducane 83pts Congreve 80pts

Year 6Y 1 Oliver Mallia Tabone Campbell 78pys

2 Eduard Ishakov

3 Benjamin Cassar Torreggiani

Year 5X 1 Henri Nils Vedenbring Winter

2 Zac Baldacchino Orland

3 Gabriel Schwartz Congreve 153pts Ducane 135pts

Year 5Y 1 Nicholas Fleri Soler Campbell 129pts

2 Javier Moreno

3 Jayden Grima Ceci

Year 4X 1 Jerome Abela

2 Tommaso Cafolla

3 roger Ghio Campbell 82pts Congreve 78pts

Year 4Y 1 Jia Chen Xie Ducane 75pts

2 Finn Boister

3 Shi Chenxiang

Aggregate Winner

1 Ducane

2 Congreve

3 Campbell

class photos

claSS

nursery X

Back row: Keziah Tabone, Alexander James Gatt

Front row: raelene Aquilina, Noah Falzon, Mason Psaila teacher: Ms. Jessica Magro Butler

nursery y

Back row: Link Bonnici, Louie Farrugia Genovese

Front row: Ivy Cauchi, Avah-Li Loggenberg teacher: Ms Carmen Abela

nursery Z

Kindergarten 1w

Back row: Arnaud Caruana, Kyle Caruana

Front row: Elijah Grech, Jamie Aguis Cefai, Daniele Docrat Del Bianco, Alec D’Amato teacher: Ms Maeve Ellul

Back row: Ben Bonnici, Nia Kostov, Santiago Said, Elena Casha, Mike Anthony Bugeja,

middle row: Yannick Micallef, Gavin Zammit, Henry Bugeja, Caroline Sciberras

Front row: Mason Mallia, Gregory Edwin Vella, Kaitlyn Spiteri, Samuel Ghigo, Nate Mifsud teachers: Ms Maria Abela lSe: Ms Daphne Camilleri

claSS

Kindergarten 1X

Back row: Yan Cassar, radin Beno, Dale Farrugia, Isaac Cachia, Timothy Zammit, Nicholas Azzopardi middle row: Samuel Pisani, Kate Mallia, Eve Spiteri, Zack Gafa, Oliver Muscat Front row: Francesco Tabone, Katrin Bonnici, Juliet Zammit, Ines Suke, Giann Micallef teachers: Ms Nadia Abela lSes: Ms Pauline Delia, Ms Pippa Agius

Kindergarten 1y

(From left to right) Back row: Charlotte Micallef, Ella Aguis, Yunting Yu, Matthias Joseph Saliba, Leo Nagle middle row: Aleah Zammit, Hector Combeleran, Erik Vella Chircop, Isaac Grima Duca Front row: Mauro Mifsud, Giacomo Cafolla, Ben Axiak, Noah Polidano Zammit teacher: Ms Sara Vella lSe: Ms Daniela Spiteri (absent)

claSS

Kindergarten 1Z

Back row: Eve Zammit, John Zammit, Harry Micallef Bristow, Adam Granqvist. middle row: Jan Bonnici, Elisa Tabone, Gonzalo Moreno, Charlotte Sammut, Mark Vella.

Front row: Paolo Gonzi, Sam Gohil, Amy Desira, Thomas Spiteri. teacher: Ms Carolanne Delicata. lSes: Ms Alexandra Mifsud, Ms Jeanette Grech

Kindergarten 2X

Back row: Agostino Cicero Pennisi di Floristella, Nicholas Cachia, Sebastian Farrugia Corrado, Oliver Pace, Omar Melhem. middle row: Matteo Bonnici, Jacques Altungy, Ben Mallia, Pepe` Schembri, Mert Bernard Yuce. Front row: Julian James Gauci, Luke Sullivan, Matthew Mifsud, Philip Christopher Vella, Peter Brockdorff. teacher: Ms Svetlana Zahra. lSes: Ms Angie Barthet, Ms Elaine Mifsud.

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Kindergarten 2y

Kindergarten 2Z

Back row: Nolan Galea, Gabriel Swain, Tiago Andres Debono, Edward Paul Cocker, Levi Tabone.

row: Luca Farrugia, Thomas Baisch, Lucia Camilleri Casingena, Jae Tabone Valletta, Julian Dimech. teacher: Ms Lycia Calleja. classroom assistant: Ms Michela Lanzon

Back row: Adam Usama Musbah Hmemeeda,Joshua Grima,Alex Bera Kuscu, Giulio Gigante.

middle row: Jack Magri, Saifanal Islam, Oliver Bowler, Matthew Bartolo, Luca Gauci.

Front row: Connor Gauci,Cole Jayce Agius, Max Baker Tanti, Zven Costa.

Annette Agius. lSes:

Tiziana Vella, Ms Sadhana Venugopal

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year 1X

Back row: Thomas Obrecht, Nour Osama Sharara, Ajeeth Gupta, Julian Debattista, Adam Tonna, middle row: Timothy Houghton, George Sullivan, Jan Cini, Thomas Pullicino, Logan Busuttil Naudi, Front row: Adam Albert Grech, Liam Galea, Giorgio Gonzi, Kion Eric Cremona, Noah Manicaro teachers: Ms Blanche Ann Caruana. lSe: Ms Angela Xuereb

year 1y

Back row: Edward Aquilina, Gabriel Balzan. Leo Suzuki, Jari Schaefer Dorn, Samuel Zammit, Artem Kobzar. middle row: Zeyan Scicluna, Edoardo Cafolla, Jude Baker Tanti, Luke Sammut, Jake Spiteri, Leo Dalli, Nicholas Vella rizzo. Front row: Ezekiel Chetcuti, Jamie Griscti, Jamie Spiteri, Jean Spiteri Pace, Zack Cauchi. teacher: Ms Diana Muscat. lSes: Ms Stephanie Cordina, Ms Maria Gauci

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year 1Z

Back row: Jamie Bartolo Perici, Michael Sciberras, Sebastian Snaer Stefansson, Artin Beno, Yazin Hamouda. middle row: Luigi Vella Spiteri, Platon Korzhenevskyi, Jake Muscat, Luca Zammit. Front row: Beppe Camilleri, Hugo Francois Schwartz, Michele Spiteri, Andreas Galea, Zven Galea. teacher: Ms Maria Gerada. lSe: Ms Tiziana Domenici

year 2X

Back row: Thomas Pace, Matthias Muscat Genovese, Cole Caruana, Miguel Ciantar, Xiaoqian Zhang, Mohammed Sharara. middle row: Samuel Żammit, Thomas Kennard, Mohab Salama, Jack Gohil, Matthew Custo. Front row: Paul Mifsud, Sven Abela, Thomas Mamo Mifsud, Benjamin Camilleri, Henry Cachia missing: Zen Milan Fava, Finin O’Driscoll. teacher: Ms Christa Sciberras. lSe: Ms Hayley Agius

year 2y

Back row: Eric Shranz, Liam Ellul, Even Houtman, Michael Bouffar Mifsud Bonnici, Zion Loggenberg, Flavio Gigante. middle row: Benjamin Grixti Piccione, Jack Desira, Luca Cremona, Yann Agius, Alessandro Marzino Watanabe, raul Santiago Debono, Alexander Maalouf Paris.

Front row: Neil Anthony Manoel, Jake Vella, Sam Gollcher, Liam Magri, Olaf Desira, Nikolai Bonnici, Jake Caruana. teacher: Ms Sarah Mifsud. lSe: Ms Elizabeth Farrugia

year 3X

Back row: Yuanbin Dai, George Tonna, Max Camilleri, David Grech, Aydan Buhagiar, Daniel Fleri Soler middle row: Nathan Tabone, Akeem Sidiqi, Zak Bugeja, Cain Sammut, Jaylen Griscti, Harry Portelli, Luca Cioffi. Front row: Mark Grech, Bostanul Islam, Akram Ahmed, Matteo Bonett, Timothy Dandria, Hugo Attard, Jacob Joseph Spiteri Mangion. Absent: Andreas Cassar teachers: Ms Vanessa Attard. lSe: Ms Kirsten Demanuele. intern: Ms Bloeme Diepstraten

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year 3y

Back row: Lucas Agius, Zakaria Melhem, Lyam Azzopardi, Denzyl Farrugia, Li Zitong, Chris Sulllivan , middle row: Matteo Buttigieg, Theo Azzopardi Holland, Tristan Nagle, Zayden Frendo, Annick Manicaro, Yacob Bonnici, Paul Aquilina Clews, Sebastian Camilleri Burlo. Front row: Luke Delia, James Sammut, Nathan Camilleri, Max Cassar Torregiani, Ignacio Moreno, raffael Mamo. teachers: Ms Margaret Bartolo. lSes: Ms Lucia Suryova, Mr Jacob Azzopardi

year 4X

Back row: Jake Francis Licari, Liam James rounce Jonck, Zac Attard, Samuel Spiteri, Boyun Ha (joy), Tòmas Camilleri, Balazs Bossanyi. middle row: Oleksandr Samoilenko, Zachary Saliba, Artem Hyndych, Luke Spiteri, Jerome Abela, Peter Falzon, Francessco Farrugia, Zak Barbara. Front row: Nicholas Falzon, Hugh Schranz, Timothy Muscat, roger Ghio, Mikael Schiavone, Tommaso Carlo Leopoldo Pasotto, Tommaso Benedetto Cafolla, Luke John Zammit, Jamie Cesare teacher: Ms roberta Camilleri. lSes: Ms Stefania Cremona, Ms Krista Gili

year 4y

Back row: Deiyan El Abdullah Mamo, Benjamin Orr, Vilhjalmur Vilhjalmsson, Matthew Mizzi, Mohamed Abdulkader, Charlie Jia, Isaac El Khazmi, Noah Seaberg, Ms Inge van Dijck (visiting student teacher) middle row: Matthew Barbara, Laurent Sukys, Liam Carabott, George Lungaro-Mifsud, Daniel Deblas Guzman, Chengxeang Shi, Finn Boister, Yiannis Cassar, Tiberio Monti. Front row: Matthias Brincat, Megdam Allefee, Gabriel Xuereb, Nick Sant, ren Suzuki, Oscar Serracino Inglott, Paul Aquilina, Jack Zahra teacher: Mr Graham McLeod. lSes: Ms Monika Sammut Badidova, Ms Antonella Farrugia, Ms Mirea Ellul

year 5X

Back row: Matthias Attard, Winter Henri Nils Vadenbring, Ayden Galea Ancilleri, (roy) Giseok Kim, Jude Hamilton, Lieven Ellis, Kian Christian Cloete, Jason ruan. middle row: Gabriel Schwartz, Joseph Mifsud, Gregory Micallef, Alexander Mifsud, Andreas Bray, Adam Camilleri, Andreas Scerri, Jack Tonna, Anthony Samuel Mamo. Front row: Zac Baldacchino Orland, Matthias Mangion, Zachary Fisher, Benjamin Caruana rizzo, Luca Smith La rosa, Noah Houghton, Jack Backlund, Alistair Sammut. teacher: Mr Etienne Deguara. lSe: Ms Maria Tagliaferro

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year 5y

Back row: Jean Borg Manche, Thomas James Gatt, Kayden Galea, Jack Vella, Ferhat Arican, Alex Mifsud, Shen Chu. middle row: Tommaso Mariani, Javier Moreno, Christian Axisa, Nicholas Fleri Soler, Michael Said, Nicholas Bezzina, Benji Valentino, Matthias Manicolo. Front row: Matthias Sultana, Francesco Zahra, Jayden Grima Ceci, Michael Sceberras, Matthias Camilleri, Leonardo Mariani, Tias Turner, Jake Fenech, Kyle Buhagiar teacher: Mr Brendon John Gerada. lSe: Ms Petra Zammit

year 6X

Back row: (Justin) Peitian Xia, Alexander Sidiqi, Julian Swain, (Patrick) Jinwei Zhang, Evan Baranyay, Mouhab Elhetki. middle row: Sam de Maria, Gabriel Buttigieg Gili, Cikku Grioli, Michael Cremona, Sean Friggieri, John Paul Felice, Tirone Vella, Leighton Pisani. Front row: Michael Mifsud, Brian Hekker Gonzalez, ralph Attard, Jake Delia, Qusai Ahmed, Nathan Sciberras, Samuel Schiavone. teacher: Mr Frankie Baldacchino. lSes: Ms Maria Bugeja, Mr Javier Formosa, Ms Elizabeth Schiavone

year 6y

Back row: Aiden Previ; Finbar Jennings; Alexander Lanfranco; Zane Fenech; Eduard Iskhakov; Jerry Liu; Louis Hicking. middle row: Ben Cassar Tarregiani; James Scicluna; Oliver Mallia Tabone; Sebastion Cachia; ryker Cioffi Galea; Youran Yi; Ben Montebello; Front row: Adam Catania; Marcus Camilleri; Aiton Pisani; Michael Vella Curmi; Jacob Cilia Bondin; Dante Antiga; James Bartolo; Sebastion Muscat; Max Ghio teacher: Mr Philip Elder. lSes: Mr Ayrton Spiteri, Mrs Claire Fenech

year 7X

Back row: From the left: Jake Desira Paris, Solomon Seaberg, Luigi Smith La rosa, Haiken Calleja Micallef, Sohaib Kalid Ali Otman Hamouda. middle row: Edward Sapienza, George ransley, Jude Bonnici Peresso, Craig Pellicano, Daniel Hicking, Majd Salama. Front row: Isaac Brimmer Cassar, Elijah Zammit, Aziz Mezred, Masimo Magri, Francesco Ingino, Aiden Delia and Luca Agius lSe: Ms rebecca Bugeja. house tutor: Ms Cheryl-Ann Cuschieri

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year 7y

Back row: rhys Baranyay, Mohamed Kalid Ali Hamouda, rowan Ciantar, Maddox Attard, Saad El Gabaili, Sebastiano Lillis, Luigi Gatt. middle row: Maks Klugowski, Jacob Christiansen, Jacob Zammit, Levente Csengeri, Nicola Ingino, Adam Fisher, Sadoun Egreishein. Front row: Zac Bianco, Muataz Adel Masoud Elghawi, Matias Juan De Flavia, Luca Manicaro, Deyan Pace, Luke Grech, Francesco Vella Clark teachers: Mr Jeremy de Maria. lSes: Ms Sha-Kira Zammit, Mr Owen Calleja

year 8X

Front row Sitting: Ivan rybin, Jonas Micallef, Harry Psaila, Nathan Lucas Attard, Timothy Ellul, Timmy Vassallo, Luke Grech. middle row Standing: Nicolas Pisani, Jean Paul Sciberras, Adam Caruana, Matthew Hekker Gonzalez, Li (Simon) Shixian. Back row Standing: John Paul Cachia, David Chinggis Widdowson, Zhenhui (Michael) Zhao, Ziang (Oscar) Li, Anthony Sciberras teacher: Ms Anabel Laus. lSes: Ms rachel Camilleri, Ms Charmaine Cucciardi

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year 8y

Back row: Daniel Custo, Obolensky Max, rounce Connor Anthony, Yang Haoliang (Evan), Lin Ziyang (Leo). middle row: Craig Saliba, Pisani Lucas, Surace Lucas, Clive Hartley

Front row: raphael Saliba, Noel Brincat, ryan Callus, Marcus Mifsud, Timmy Aquilina, Abulgasem Omar Jamal Abid, Alessio Jovanovic Pace teacher: Ms Josette Malani. lSe: Ms Lynn Cassar

year 9X

Back row: Kirill Libnevits, Ben Bick, Mohamed Jamal Abulgasem, Gianluca Gatt, Jeffrey Cutajar, Pang Zhaoyuan Max. middle row: Oleksandr Musiienko, Patrick Mariano Lillis, Nathan Buttigieg Gili, Jan Mangion, Michele Chircop, Sinclair Vella, Jack Guo Junxi. Front row: William Gu Zixia, ruihan Jiang, Joseph Caruana Zen, Jair Gafa, Miguel Alessandro, Danil Golomovzy, richard Kim Minseok teacher: Mr Borislav Giorev. lSes: Mr Magro David, Ms Micallef Frida

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year 9y

Back row: Andy Wang, Yu Bohua, Michael Borg Mancè, Vagimov Aleksandr, Elhamrouni Mohamed, Su, Zihao (Andy). middle row: Alkarimi Mohammed, Xia Peiqing Jason, Gao Xujie Kevin, Lawrence Saliba, Jean Luc Falzon, Zak Zammit, Kade Farrugia, Kristian Casingena. Front row: Dion Bick, Justin Liu Bingru, Nathan Lindsay, Peng Zichen, Francesco Cachia, Omar El-Samahy, Julian Scicluna teacher: Mr Paul Ferrante. lSes: Ms Pauline Howarth, Ms Alexandra Mallia

year 10X

Back row: Alfonso Tolomeo, Yani Muscat, Luke Mizzi, Yicheng Ma, Miguel Aquilina, Ibrahim Jayyousi middle row: Luca Camilleri, raoul La Cognata, Benjamin Vassallo, Alexander Sapienza, Jake Snyders, Jean Gaffarena. Front row: Luke Grech, Alec Psaila, Mianchen (Andy) Zhang, Andre Zammit, Francesco Spiteri, ryder Croft, ruichen richard Wang teachers: Mr Daniel Caruana Smith, Ms Alvina Schwartz. lSe: Ms Sarah Pizzuto

year 10y

Back row: Bastien Barreau, Mohamed Salama, Haiyao Zhou, Tiange Wu, Pierre Barreau

middle row: Nolan Vella, Paul Bezzina, Tiziano Vigil Lopez, Lennard Luis Egger, Yazan Yasar Geblawi

Front row: Andrew Vella, Chenqi (Vincent) Zhang, Andreas Aquilina Bondin, Thomas Joseph Zahra, Zixuan Li, Luca Lanfranco, Caiden Debono teachers: Ms Justine Fava, Ms Luana Cassar

year 11X

Back row: Daniel Bezzina, Michael Church, Luke Bianco. Dean Camilleri, Samuel Borg Barthet middle row: Hussein El-Samahy, Bingzhen roy Liu, Timothy Desira, Hugo Pisani, Max Vassallo

Front row: Omar Alkarimi, Callum Nick Cassar Mullally, Luke ransley, Mattei Attard, Maximillian Zammit Pullicino teacher: Mr ryan Falzon

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year 11y

Back row: Luigi Portelli, Simon Grech, Gilmore Ebejer, Kehan (Alan) Zhang

middle row: Kurt John Grech, Pran Bettanin, Luke Yeomans, Carl Gollcher, Jean Paul Zahra

Front row: Gianni redstone, Leon Abela, Jamie Scerri richard, Gianluca Baldacchino, Enrique Ellul teacher: Ms Melanie Galea Pellicano lSe: Mr Damon Bonello

year 12X

Back row: Denisa Cordos, Maxence Erny, Cai Yunchen (Mike), Anirudh Suresh, Mucong Li (Jolen), Michael reid

Front row: Vygintas Paliukenas, Alisa Khakanovskaya, Chiara Certaro, Ekatarina rollason, Elaf Elburnei, Hanna Snyders, Daniil Spirodonov teachers: Ms radka Zarkova, Mr Jolen Galea

year 12y

Back row: Francesco Galgano, Sierk Krythe, Ernesto Griggio Salum, Kieran James Cassar Mullally middle row: Hanna Obszynska, Daniel Henriquez, Julian Coppini, Chenyue Yang, India Smith

Front row: Dior Scicluna, Gianna Lentin, Emily robinson, Sara Beres, Lina Iskhakova teachers: Ms Fiona McCulloch, Mr Jolen Galea

year 13

Back row: Wu, Youjunje (Joe); Ma, Yuyuan (Eric); Sharara, Akram Ossama; Smith, Sebastian; Farrugia, Ervin Florian; Waters, Jaylan. middle row: Gatt, Pierluigi; Yamada, Niito; Duzzi Nulli, Samuele; Webb, Theo David; Shirai, Kosei; An, Junqiao (Stephen); Wang, Yulin (Edward).

Front row: Fernandez rusenkova, Cynthia Melinna; Stranomiti, Emmanouela; Montes Cubria, Ines; Darabos, Hanna Laura; Chen, Ketong (Kylie); Wang Luxiaohe (Michaela). teachers: Mr Jolen Galea, Mr Dean Manuel Galea Pellicano, Ms Elaine Busuttil Gili