Every time I sit down to write this piece for The Edwardian I wonder where the year has gone. I also realise that time has flown by as a result of the diversity and number of activities offered to our students at St Edward’s.
Many parents focus, understandably so, on the section in which they have children. ‘Dwardu’s Scoops’, the college newsletter, is an excellent way to keep up-to-speed on the incredible range of offerings at St Edward’s in the different sections.
As you read through this edition, I am hoping that you will get a feeling for what goes on, from Early Years to the IBDP. I am going to select a couple of these activities, academic and non-academic, from one section, that encapsulate the approach we adopt at St Edward’s.
I am mentioning Early Years to highlight two approaches that are repeated in all sections. Firstly, potato planting. This is not on any curriculum but gives you some indication as to how we do ‘business’ at St Edward’s. We are acutely aware of the need to provide an excellent academic education but are also highly cognisant of the need to look beyond the curriculum in all sections.
Personally, I get great amusement and satisfaction seeing our Early Year’s children planting potatoes under the watchful eye of ‘Gardener Supreme’, Joey. Try balancing, on uneven terrain, on one leg, whilst stomping the potato into the soil with the other leg!
This coming year we will have much more ‘outdoor learning’ for all of Early Years. Ms. Grech and her team have put their minds to how we can continue to develop the incredible spaces we have around college. We have started on areas that will be developed into self-contained ‘Environmental Experience’ sections. Different soil textures, different surfaces, balance beams, picnic tables, are all in the advanced stages of planning.
The second aspect is in the delivery of the curriculum, again, I emphasise, throughout all sections.
Parents Early Years children will have noticed the new introduction of ‘Learning Journals’. These journals give parents a more realistic and informed understanding of what and how their children are doing at college.
It is a testament to the approach of all educators at college that a change to this type of information/ assessment can happen. It takes an open mind to embrace what is a considerable ‘change’ in how staff work.
An aspect of ‘how’ we teach, and our values, has become apparent in the applications from new students and their parents. This has also struck me in the applications we are receiving for teaching positions. All make mention of the holistic approach we practice. Yes, we know that academics are important but equally important is that we continue to instill the values of our mission statement: exemplary citizens, a globalized and technological world, genuine intercultural understanding, and leadership skills. All the time, we keep in mind how to assist our students ‘to contribute to the well-being of society’.
The approach we adopt, for all subjects in all year groups, is TUL. ‘Think, Understand, Learn’.
Do not Learn something unless you Understand it, to understand it you will need to Think!
The last example that I would like to mention revolves around the Middle School Friday Activity lessons. This year we incorporated several aspects of science, and the humanities, into a crime scene. Students were trained in blood spatter analysis, and fingerprint, and studied sweater and hair fibers under a microscope. This all culminated in a trial where students took on the roles of court reporters, jury, prosecutors, defense counsel, and other court responsibilities.
The approach we follow at St Edward’s will enable our students to be successful in a world that makes increasing demands on critical thinking and analysis and contextualises much of the learning that takes place inside and outside the classroom.
STAFF LIST
Names Grade
Grech Stephanie
Head of Early Years
Abela Carmen Nursery Assistant
Lanzon Michela
Abela Maria
Nursery Helper
Kindergarten Educator
Abela Nadia Kindergarten Educator
Delicata Carolanne Kindergarten Educator
Agius Annette Kindergarten Educator
Sarah Claire Vella Kindergarten Educator
Zahra Svetlana Kindergarten Educator
Caruana Blanche
Muscat Diana
Gerada Maria
Mifsud Sarah
Year 1 teacher
Year 1 teacher
Year 2 teacher
Year 2 teacher
Mallia Louise Head of Junior School
Attard Vanessa
Bartolo Margaret
Sciberras Christa
Camilleri Roberta
Mc Leod Graham
Deguara Etienne
Gerada Brandon
Buttigieg Ritianne
Camilleri Daphne
Year 3 teacher
Year 3 teacher
Year 3 teacher
Year 4 teacher
Year 4 teacher
Year 5 teacher
Year 5 teacher
Year 6 teacher
Year 6 teacher
Brown Abigail Teacher of Music
Debattista Rachdean Teacher of Maltese
Scicluna Kimberly Teacher of Maltese
Stilon Ian Teacher of Art
Spiteri Nina Dmytrivna Teacher of TEFL
Vukanovic Igor Teacher of Physical Education
Fenech Diedre Teacher of Literacy
Abela Samantha Head of Middle School
Caruana Smith Daniel Head of Senior School
Galea Jolen Head of IB Sixth Form
Anastasopoulos Alexandros Head of Science Department
Borg Melinda Sue Teacher of ICT and VOC IT
Cardona Julian Teacher Business Studies and Mathematics
Caruan Maria Teacher of Religion and Ethics
Cassar Luana Teacher of Italian
Names Grade
Cassar Torreggiani Anne Marie Teacher of Physics
Camilleri Erika Teacher of Computer Studies
de Maria Jeremy Teacher of Media Studies, Drama and PSCD
Falzon Ryan Teacher of Visual Arts
Farrugia Robert Teacher of Philosophy and TOK
Ferrante Paul Head of Sports Department
Galea Pellicano Dean Teacher of Social Studies, Geography and ESS
Grech Amanda Teacher of Psychology, Student Support
Giorev Borislav Teacher of Physical Education
Gouder Miryea Teacher of Maltese
Laus Anabel Teacher of English
Malani Josette Teacher of Mathematics
Mintoff Michelle Teacher of Chemistry
Moore Mary Head of English Department
Passariello Caterina Teacher of Economics
Pirotta Muscat Alexandra Teacher of Accounts and Business and Management
Psaila Kimberly Teacher of Maltese
Said Carla Teacher of English
Schwartz Alvina Teacher of French
Schermbrucker Ben Teacher of English
Soto Elena Teacher of Spanish
Spiteri Godfrey Teacher of Mathematics
Tonna Ritianne Teacher of TEFL
Vella Antoine Teacher of Maltese
Watson William Head of Mathematics Department
Wilkinson Stephanie Teacher of Science and Biology
Zarkova Radka Teacher of Biology
Zerafa Jean Paul Teacher of Mathematics
Mizzi Kiki INCO
Pace Asciak Dawn Assistant INCO
Suryova Lucia LSE3
Domenici Tiziana LSE3
Spiteri Ayrton Senna LSE3
Fenech Claire LSE2
Micallef Frida LSE2
Ellul Mirea LSE2
Delia Pauline LSE2
Farrugia Antonella LSE2
Names Grade
Gili Kristia LSE2
Cucciardi Charmaine LSE2
Venugopal Sadhana LSE2
Cortis Angela LSE2
Barthet Angela LSE2
Grech Jeanette LSE2
Mifsud Alexandra LSE2
Mallia Lindsay LSE2
Spiteri Sandra LSE2
Guillaumier Diane LSE2
Magro David LSE2
Fava Justine LSE1
Formosa Javier Joseph LSE1
Pina Zaida Maria LSE1
Navarro Kendra LSE1
Tagliaferro Maria LSE1
Magro Butler Jessica LSE1
Widdowson Abigail LSE1
Vella Tiziana LSE1
Galea Lyn LSE1
Farrugia Elizabeth SLSE
Agius Hayley SLSE
Agius Philippa SLSE
Sammut Badidova Monika SLSE
Bugeja Maria SLSE
Schembri Darlene SLSE
Piscopo Rutzen Dorothy SLSE
Caruana Lorraine SLSE
Caruana Denise SLSE
Zerafa Jodie SLSE
Jovicic Alexandra SLSE
Espitia Alexis SLSE
Gohil Annalise SLSE
Schembri Zoe SLSE
Azzopardi Romina SLSE
Farrugia Sabrina SLSE
Ellul Maeve SLSE
Azzopardi Mariah SLSE
IMPROVING THE ENVIRONMENT FOR OUR STUDENTS
Analise Cioffi Bursar
As we reflect on the scholastic year 2023/2024, we are delighted to share with you the comprehensive report detailing the significant upgrades and investments that have been made to enrich the educational experience for your child at our school.
Total Revamp of the ICT Lab in the Junior School:
One of the key initiatives undertaken this year was the complete overhaul of the ICT lab in the Junior School. This transformation included the installation of cutting-edge technology such as upgraded computers, interactive whiteboards, and software tailored to enhance students' digital literacy skills. The revamped ICT lab now provides a stimulating environment where students can engage in hands-on learning experiences, explore innovative educational software, and develop essential technological competencies that are crucial in the digital age.
New Audio Visual Room in the IB Sixth Form Area:
ADMINISTRATION
2324 2324
A notable addition to our school's infrastructure this year was the establishment of a state-of-theart audiovisual room in the IB Sixth Form area. This purpose-built facility is equipped with the latest audiovisual technology, creating a dynamic space for interactive learning and multimedia presentations. The new audiovisual room serves as a hub for creative expression, collaborative projects, and engaging discussions among our IB students, fostering a conducive environment for holistic growth and academic excellence.
Professional Development Opportunities for Teachers:
Recognizing the pivotal role that educators play in shaping the educational journey of our students, significant investments were made in providing professional development opportunities (both local and international) for our teaching staff. Through workshops, training sessions, and access to specialised courses, our teachers have been equipped with updated pedagogical approaches, innovative teaching methodologies, and strategies to cater to diverse learning styles. These investments in professional development aim to empower our teachers to deliver high-quality education that meets the evolving needs of our students and nurtures a culture of lifelong learning among our educational community.
Various Other Improvements and Additional Resources for Teachers:
In addition to the aforementioned upgrades, various other enhancements and resources were implemented to support our dedicated teachers. These initiatives included the provision of updated teaching materials, the introduction of new educational resources, and the enhancement of classroom facilities to create an engaging and dynamic learning environment. By investing in these additional resources, we aim to foster an atmosphere conducive to creativity, critical thinking, and collaborative learning, ensuring that our educators have the necessary tools to inspire and guide our students towards academic success.
In conclusion, the upgrades and investments made during the scholastic year 2023/2024 are a testament to our commitment to providing a holistic and enriching educational experience for our students in Early Years up to IB. Your ongoing support is integral to the continued success of our educational community, and we are grateful for the opportunity to nurture and empower your child/ren in their academic journey.
A CHALLENGING BUT REWARDING YEAR
Sylvana Debono Communications and Marketing Executive
The past scholastic year was one for the books. Extremely hectic, very challenging and totally rewarding. The target for the year was to consolidate achievements and try to thread new ground. Brand identity remained the main focus.
Digital Exposure increased substantially
The College website today has almost three times the amount of visitors than it had in 2021. As one can see from the table below, the increase in users and new users has been exponential. The timeline for this data is July-to-July of the years in question. Mining into the data, one can see that the experience gained in the advertising campaign carried out in the previous year to promote boarding yielded important results in our ability to gauge the appropriate market in terms of exposure. This, coupled with attractive and consistent use of the digital platforms at the disposal of the college has yielded good results.
2324 2324
Fig 1: Users of www.stedwards. edu.mt (Left) and Views by Page and By Event (Below) (Source: Google Analytics)
This positive picture is completed with the data gathered from Facebook. Visits on Facebook are up 22% (JanJul 24 vs Jan-Jul 23) and up almost 30% on Instagram in the same period. Now apart from the positive aspect of this growth, one needs to look at these numbers carefully. They seem to suggest that the audience is reacting more favorably to visual stimuli (pictures, very short videos) rather than to verbal stimuli. This would explain the bigger increase on Instagram rather than Facebook. It would also explain the decline in Facebook reach. Such a development needs to be closely monitored and strategies adapted accordingly.
Fig 2: Facebook Visits Jan-Jul 2024 compared to the same period the previous year. (Source: Meta Business Suite)
In-House publications
This year a number of in-house publications were produced. This is the result of an intensive course in graphic design undertaken last year and which has borne fruit. Three major publication bundles were worked in-house: the Multiculturalism Project, The Open day/Careers Day and Death in the Labs. These were three projects that required skill and dexterity and would have been impossible to complete if outsourced due to the cost they would have incurred. The Multicultural project involved a permanent exhibition, a cookbook, flyers, and other minor aspects such as posters. The artwork was bright and sunny reflecting that a multicultural milieu is an area of positive growth. From design concept to actuation this was all carried out at the college and the designs were greatly appreciated. Death in the Labs was another multi-item project: banners, workbooks, folders, files, etc were all designed and executed in-house and gave this unique and very innovative project a very slick and finished look. With regard to the Open Dan and The Careers Fair, these were co-ordinated from scratch by the Marketing and Communications Office and the artwork reflected the concept of building up on previous foundations. It is to be noted that such projects work best when the clients (in this case teachers) have a clear idea of what they want as a concept and then pass on an accurate brief.
Another set of important and time-consuming publications was that related to the Learning Framework Outcomes (LOFs) for the younger cohorts. These publications were a complex exercise in design and costeffectiveness. The booklets were designed for each class separately, then placed in a format and using a program already available to the teachers. Finally, we also provided training sessions so that the eventual final product (eg John Borg’s LOF booklet) would be a credit to the college wherever it is shown. This was not an easy exercise since the teachers concerned had different levels of digital ability. Some were over-confident so had to be restrained and some were over-cautious and had to be encouraged; all in all, the results were encouraging and a learning curve was well traveled.
Finally, there were publications such as the interactive CHOICES booklet, the Orientation Packs, the College Policies, the HR handbooks, the package for Prize Day etc. The aim is to streamline publications issued by the college so that the brand image is unified. Happily, the need for this is being increasingly accepted, even if, accessibility to free design tools is causing people to want to strike out on their own. This must be deftly handled: initiative must never be killed but we cannot accept amateur artworks.
Keeping in touch
One of the main targets this year remained that of placing St Edward’s College as top of mind. The aim here is to remain attractive to the national market. This was achieved through a sustained digital media presence, the publication of the college Newsletter and physical outreach particularly in international fora such as education fairs. The college attended ICEF Berlin and ICEF Dubai.
An interesting development over the past year has been the coming to fruition of our efforts in the Asian
market. In an effort to diversify the business model of the college, we have been making overtures to Japanese education agents as well as travel agents. This year we had the first, albeit modest results. A group of Japanese students came to Malta over Easter and took part in a cultural exchange program tailored for their age and managed by the College’s Extra-Curricular team. This was a success since the organizers are back for more in the upcoming year and we are in touch with other agents who are interested in sending students for an ‘English Holiday’. This is a package in which students learn about Malta and its culture through the medium of the English Language. We devised 4 packages which are designed to suit various budgets.
A major crowd puller was the Careers Fair which was held in late February and this year was teamed up with Open Day and the Science Fair. Following lessons learned from last year’s Careers Fair, the event was reduced to one day. The Hall accommodated 40 exhibitors featuring a wide variety of professions: legal, maritime, enforcement, creative, academic and several other sectors. Meanwhile, thirty-five speakers gave talks on various aspects of work life. This planning was facilitated through the distribution of leaflets with timetables and booklets with briefs of the exhibitors. While this was going on in the Hall and in the designated classrooms (for the talks), we had guided tours around the College and two exhibitions in the Canteen. The Science Labs were also a hub of activity with the Science Teachers in full force organizing and assisting students with their projects. It was a grand day but in retrospect, maybe too much was going on at the same time. A lesson for next year.
A RICH BLEND OF CULTURES
Irene Attard
Boarding
Co-Ordinator
The scholastic year 2023/2024 at St Edward's College was marked by a rich blend of cultures and experiences, thanks to the vibrant boarding community. With thirteen boarders hailing from China, Russia, Germany, Poland, Bulgaria, Scotland, Turkey, and Spain, the boarding program thrived on diversity and inclusivity. This year saw a significant milestone as six of these students completed their International Baccalaureate Diploma Programme (IBDP), poised to embark on new academic and life adventures. The transition from the structured environment of boarding school to the varied paths ahead was a significant moment for these graduates. Some chose the traditional route of pursuing higher education, while others opted for a sabbatical year to explore the world and gain new experiences before committing to university life. This decision reflects the school's emphasis on holistic development, encouraging students to broaden their horizons and embrace
global perspectives.
Throughout the year, the boarding staff at St Edward's College organized activities aimed at helping students adapt to and explore the reality of living in Malta. These activities were designed not only to ease the adjustment process but also to enrich the students' cultural experiences. From exploring historical sites and engaging in local traditions to participating in community service and recreational outings, the boarders had ample opportunities to immerse themselves in the unique Maltese culture.
VISIT BY EUROPEAN PARLIAMENT PRESIDENT ROBERTA METSOLA
REMEMBERING MR BRISCOE
A MAN WORTHY OF RESPECT
Austin Sammut Old Edwardian
One of my first schoolmasters in the middle and senior school at St. Edwards in the ‘60s was Mr. Briscoe. His first name was not important. He was just Mr. Briscoe or rather Briscoe. To my knowledge, unlike, I would say, all the masters at the time, surprisingly, he did not have a nickname to us boys. I take it as a sign of special respect. He was firm but fair. He did not need to wield a ferlas or a cane to command respect. I never knew him to “terrorize” boys as some others did. But he was obeyed nonetheless. Living at a time on college premises in Masters’ Married Quarters he was often around to overlook things although not on duty..
Mr. Briscoe taught us history and geography meticulously. To me at least he attracted my full attention – unlike other subjects, like Latin, religion and even languages. The only competitors were Mr. Carey’s physics and chemistry, where we could play some “games”. Mr. Briscoe found time to be our cricket umpire and football referee, not to mention a leading official in the annual sports day, always impeccable in his white flannels. He was also Campbell housemaster, backing his house vigorously.
Mr. Briscoe having returned to St. Edwards as headmaster in the ‘90s after a long absence, I found myself serving on the college Board of Governors at the time of his stewardship. Still, I never could refer to him as Gerald or Gerry as others did. My sense of deep respect prevailed. This air of respect was understood by governors. I witnessed a number of headmasters getting a near “bashing” at board meetings, but not Mr. Briscoe. Always well-prepared, and meticulous as always, he never failed to meet board members’ expectations.
This appreciation on my part would not be complete without a fond mention of Mr. Briscoe’s dear late wife Liana. Having got to know the lady well in the Briscoes’ later years at St. Edwards, I would dare say she was his rock. But not only. She even mingled with the boys and their parents, with a perpetual smile, offering a kind word or even advice. Personally, my family and I benefitted from her kindness at a time of great difficulty. Unfortunately, she predeceased him by some years. I’m sure it must have been very difficult for Mr. Briscoe to face. May they rest in eternal peace together.
TRIBUTE TO A GREAT MAN: MR GERALD BRISCOE
Mark Micallef
Old Edwardian
WHAT A GREAT MAN HE WAS!
These were the words everyone said about Mr Gerald Briscoe at his funeral Mass service at St Gregory’s church on Tuesday 16th July. Those Old Edwardians who had the special privilege of having attended college when he taught History and Geography will surely feel sorry for his loss. I was one of those borders at college between 1965-72 and so lucky to have been taught by him. Mr Briscoe’s strong character, credibility and moral values also contributed in no small measure towards our very formation. He was a true gentleman and very much the ethos ambassador of ‘virtus et honor’ associated with St Edward’s. His legacy will live on for many years. Mr Briscoe was always very active and thankfully always present at college, mainly because he resided in the ‘Teachers’ Quarters’ near the college main building.
Our Class of 1972 unanimously agrees that Mr Briscoe was our top teacher in many ways who always set an exemplary example for everyone. He was the best History and Geography teacher one could have hoped for, outstanding, one of a kind. He made such an impact on our young lives for all the right reasons, discipline, and fairness. He was a very positive gentleman, fondly respected, and certainly the highlight of our academic school days.
His History lessons were ultra interesting and always came to life, where you could feel the impact he so eloquently conveyed. He never bored us with unnecessary details but always managed to hold our attention. His talks were a model of fluency and clarity and he had such a love of teaching and passion for the subjects he taught.
His Geography lessons which were held in his new ‘Geography Room’ were an art in themselves as he proudly used an overhead projector, cine projector, a slide filmstrip projector, and a roller blackboard – all modern teaching aids for the late 60s. Mr Briscoe told me that he needed some persuasion to convince the then Headmaster Fr Bernard Rickett to let him use this new room as a dedicated Geography Room after the new hall was built. His brilliantly drawn demonstrations, with the use of coloured chalks on the blackboard – also a first for us - were a work of art in themselves and it always seemed such a pity every time he wiped them clean at the end of the class. He had also introduced us to mnemonics to help retain information. Mr Briscoe refereed college’s First XI football matches at ‘the fields’ every weekend. We always marvelled seeing him wearing his impressive and sparkling referee’s black uniform with thick white, long socks, referee’s whistle, and wrist stopwatch. He refereed every game so professionally. Mr Briscoe told me that he was given the uniform when he was in the Royal Air Force. We were ‘asked’ in turns to assist him as his linesmen - a daunting but very rewarding task. His guidance and patience with us never failed on the field even though the matches were so competitive and exciting, particularly those against St Aloysius College. It goes without saying that Mr Briscoe was just as brilliant and fair as a referee as he was a teacher.
As the Campbell House Master for many years, Mr Briscoe left no stone unturned there also and always tried to make Cambell the overall winners at the annual Sports Day. He would take a personal interest and coach the Campbell athletes in all events including athletics, high and long jump, shotput, discuss and the most important final event of all the famous Tug of War, which earned the most points and which Campbell often won.
Hold, hold, hold …. HEAVE! HEAVE! HEAVE!
Mr Briscoe’s other duties also included being the ‘Master on duty’ during the evenings and nights when he was always very fair, firm, and disciplined. There was no nonsense by us when he was on duty. Coming to think of it, while we had belittling names for other teachers, with nicknames like Babaw, Bambi, Bosca, Bovril, Dento, Minus-one, Mohhu, Patatu, Spalla, and Topo, I believe that we had no nickname whatsoever for Mr Briscoe, which is proof of how highly we thought of him and always held him in high esteem.
I propose to the Old Edwardian Association to place a marble plaque in the college chapel in his honour in grateful and loving remembrance.
Rest assured Mr Briscoe that you certainly have left many ‘footprints on the sands of time,’ you have certainly done ‘extraordinary things’ and ‘all of the ordinary things as well as you could’ and better. Thank you, Mr Briscoe, and may you find eternal rest, Amen.
Condolences to his children Karen, Peter, Joanne, and David from all the Class of ’72.
2324
GENTLE, HUMBLE, INSPIRATIONAL
Daniel Aquilina Old Edwardian
It is a rare privilege to come across a gentle, humble and inspirational person like Gerald Briscoe. He had a fine sense of humour. He was witty and sharp but never hurtful with his words.
I vividly remember the first time I saw Mr. Briscoe. College students were convened to the Hall, all waiting with trepidation and curiosity to see what the new headmaster looked like. He immediately showed he commanded respect and was a no-nonsense person. recall that he stopped his entry abruptly in reaction to a comment or a giggle from one of the more spirited pupils and his two second stare spoke a hundred words and made it immediately clear who is in charge. As I got to know him more, this initial feeling was confirmed – he was strict but always fair and perhaps more importantly, he would never pitch students against each other to obtain the information required.
I have fond memories of Mr. Briscoe’s jubilation when SEC, through the YE company Clockwise, won Young Enterprise for the first time ever in 1993. This was followed by other SEC successes in subsequent years. He was also fond of SEC participation in the Mini European Assembly and several other extra-curricular activities. He also had a keen interest in Edwardian participation and success in sport and he actively supported and encouraged many Old Edwardians that eventually made a name for themselves in the local sporting arena. I met Gerald Briscoe recently at the wedding of his granddaughter Luisa and he took a genuine interest in my personal and professional development. He also asked about many students that belonged to my cohort and seemed to remember more names than I would have ever imagined after more than thirty years since we left SEC.
As the celebrant said at his funeral, Mr. Briscoe was the personification of the College’s ethos and motto ‘Virtue and Honour’. He was a true ambassador of all Edwardian values. The undisputed respect he held is confirmed by the many ex teachers, staff and pupils who flooded the internet with their comments after his sad demise. Some of the comments posted by Old Edwardians accurately describe Gerald Briscoe –he was described as ‘great person’, a ‘true gentleman’ and a ‘titan’ whose avante-garde teaching methods in geography classes were praised by many. The former teacher, Campbell House Master and College Headmaster was thanked by grateful Old Edwardians for his ‘leadership’ and invaluable services to the college community but also for being ‘inspirational’ and ‘compassionate’.
Undoubtedly, the legacy left at St. Edward’s College and in the lives of many former colleagues and Old Edwardians of my generation will live on for many years to come. The words of Gerald Briscoe himself quoted in his memoriam card were particularly touching and reveal the true humble nature of this quintessential gentleman – “I ask myself if I have left any extraordinary things, but I would like to feel that I did some of the ordinary things as well as I could.” It’s clear from the reactions of Old Edwardians of my generation that he undoubtedly did ordinary things to the best of his ability at all times. I would add that he was probably too humble in character to accept what most Old Edwardians think of him - that he indeed went beyond the ordinary and actually did something extraordinary for St. Edward’s College and within the educational community in Malta. May today’s educators continue to build on Gerald Briscoe’s legacy.
Deepest condolences to his children Karen, Peter, Joanne and David and all his grandchildren, great grandchildren and friends.
23 24 SCHOOL DEVELOPMENT PLAN
2324
A COLLEGE FULL OF PLANS AND ACTIVITY
Peter Moore School Development Plan Co-Ordinator
On a warm summer’s day a visitor, on arrival at St Edwards, might well be led to think that the College is a quiet oasis of peace and tranquility but just below the surface it is a hive of activity, reminiscent of an African ant hill. As well as direct teaching and learning, all kinds of activity are going on, some of which are reported here in the Edwardian. Many of these activities are off the premises and staff make good use of opportunities for our students to experience how things are made, where things come from, as well trying things out for themselves.
You might wonder how we identify and keep track of the things we feel need to be addressed, keep them in focus and ensure steady progress. One of the most important mechanisms is our School Development Plan, which is regularly refreshed by listening and taking into account the views of staff, parents and students.
Regular discussions have taken place between St Edwards Parent Teacher Association (SEPTA) and the College. This has resulted in clarity for how SEPTA will be organized and operate in the future. The College welcomes opportunities for fundraising and social events, organized or supported by SEPTA. We hope that all parents will want to support these events.
College water bottles were distributed to all staff and students just before Christmas, a reminder that we need to keep hydrated, especially in these hot summer months. They seemed to have been well received.
Those of you who have made their way upstairs in the Junior building, cannot have failed to notice the huge word cloud on the staircase, a constant reminder to students of the values that drive all that we do here at St. Edwards. Some work is planned for canteen decoration, so we hope to be able to put up another word cloud in the canteen, which will allow students, albeit subliminally, to absorb these traits and values into their vocabularies.
The College now has WASEC, the Welfare Association for St Edwards College, most ably Chaired by Ms Brown. A number of events have already been organized so far and will be an excellent opportunity for staff to relax and socialize, out of school hours of course.
We have recently revised a number of policies, which you’ll find on the College website, including Safeguarding, Anti-Bullying and Maintaining Good Behaviour, with Monitoring and Review, Assessment and Curriculum policies ready and to be added shortly.
There are large number of target areas to consider when we review the work of the College, so at the moment we are focused on aspects of three key areas: Leadership & Management, supporting and developing high-quality teaching and learning, Behaviour & Attitudes, that expectations are consistent are understood by all), and Curriculum, looking at the structure and the teaching of lessons.
Over time, as targets are meet and projects put in place we are able to introduce new developments which will enhance the quality of teaching and learning. Not everything can be tackled at once or an attempt to try and tackle too much at the same time would be unproductive, so we have to prioritised. In some cases, things need to be put to one side temporarily, but that does not mean, of course, that they won’t be addressed at the appropriate time.
Progress with the School Development Plan is monitored by the School Leadership Team (SLT) at their first meeting of each month so they can keep a close eye on the progress with enhancing teaching and learning for all students at St Edwards College for the years ahead.
23 24 PORTRAIT OF AN ARTIST AND OLD EDWARDIAN
ARTIST ALFRED CAMILLERI CAUCHI: MY GRANDFATHER AND AN OLD EDWARDIAN
By Nathan Aaron Camilleri Cauchi Year 6
Last July I attended the St Edward’s Year 5 Summer Camp, during which Ms Samantha Abela approached me to write an article about my grandfather Alfred Camilleri Cauchi. But why did she tell me to do this?
My grandpa, although from Victoria Gozo, is an Old Edwardian because he used to attend St Edward’s College between 1959 and 1962. He was given a scholarship by Lady Laycock, the wife of Sir Robert Laycock who was the English Governor for Malta during those times.
On a hot day in summer I visited my grandfather’s house, who calmly narrated the story of how it all began. Once a month Lady Laycock and her husband used to visit Malta’s small sister island of Gozo. It was August 1958 when she did her monthly visit as usual, during which she visited the fair at Villa Rundle Gardens organised for St Mary’s feast.
There was exhibited a stone statuette of David holding Goliath’s head, sculpted by my grandpa. As soon as Lady Laycock saw this statuette, she immediately asked the Commissioner for Gozo who was its sculptor. He replied that it was carved by a 15-year-old boy, but she couldn’t believe what she had just heard! So, she told him that next time she came to Gozo she would like to meet the boy.
The following day the Commissioner found my grandpa and informed him that Lady Laycock was going to pay a visit to their house the next month. He also told him to make a small statue so as to present it to her as a gift. Meanwhile, my grandfather sculpted another stone statuette this time of the biblical figure Abel. He presented him as dead since he was killed by his brother Cain.
Lady Laycock kept her promise and the following month she went to Gozo and met my grandpa Alfred at his parents’ house. She really liked the statue that he presented her, and instantly told his father, Comm. Agostino Camilleri who was also a sculptor, that she was going to take care of everything so that Alfred could further his studies.
Therefore, from 1959 to 1962 at the age of 16 till 19, my grandfather was sent to St Edward’s College to perfect his English skills. Then from 1962 to 1966 at the age of 19 till 23, he had to go to the Edinburgh College of Art in Scotland to further his artistic skills. However, he only spent a year there, that is from 1962 to 1963, because he did so well throughout that year that he excelled in his artistic abilities.
When asked if he used to enjoy himself at St Edward’s College, grandpa’s answer was a big yes! He has got very fond memories of his three-year stay at college and has recounted some of these episodes. Of course, as a boarder, he used to sleep there. He remembered that at college there was a lady who used to give him and the other boarders some pocket money.
My grandpa also recalled that Archbishop Gonzi used to visit St Edward’s College. Being a friend of his father’s, he used to ask my grandpa how he was doing. Once my grandpa told him that he had just finished painting a replica of Caravaggio’s famous Beheading of St John. Upon seeing it, Archbishop Gonzi liked it so much that he wished it was his.
Grandpa also mentioned that when his father used to come to work in Malta, he always paid him a visit at St Edward’s College. While chatting, I asked my grandpa how the college uniform was at the time he attended St Edward’s. Surprisingly enough the uniform did not change a bit but was exactly the same as I wear it today during both summer and winter seasons.
Fr Brookes, a Benedictine, was the College’s Rector during the time when my grandpa Alfred was a student and he had painted a portrait of his Headmaster. Grandpa also mentioned some
other members of staff including Mr Bonnici – an administration member, Mr Cachia – his Maths teacher, Mr Forrest – his English teacher, Mr Kerry –his Science teacher and his Maltese teacher was a Monsignor from Senglea.
Like all children my grandpa had friends too. His best friend was named George. He was from Għajn Tuffieħa and unfortunately his mother was dead. They used to spend a lot of time together mostly during the weekend because my grandpa used to prefer staying in Malta rather than having to travel a long distance to Gozo and back. Grandpa and George enjoyed going for a swim at Golden Bay since his friend lived close by.
My grandpa remembered that after school his classmates used to play football where today we
find Żabbar’s St Patrick Football Ground. However, instead he used to travel to Valletta by bus to attend the School of Art. In those days the School of Art’s Headmaster was Mr Vincent Apap, sculptor of the Triton Fountain found at the capital city’s entrance, while the Assistant Headmaster was Mr George Borg, author of St Sebastian’s titular statue found in Ħal Qormi.
I asked my grandfather which were the main works of art that he created while at St Edward’s College. He immediately mentioned the statue of St Edward, the saint for whom the college is dedicated. This 64-yearold limestone statue is still found at the entrance our school’s main building. As already mentioned, he painted the College’s Rector Fr Brookes. While at College my grandpa also painted copies of famous paintings, including Caravaggio’s Beheading of St John as well as Leonardo da Vinci’s Madonna of the Rocks and the Mona Lisa. He still treasures these
paintings, which are displayed in his home’s sitting room.
At St Edward’s my grandfather was given a room where he could complete his works of art. This is the first room one finds when going down the stairs from the main foyer, that is from where St Edward’s statue is situated. At college there is also a class photo showing my grandfather with his classmates.
Nowadays my grandpa Chev. Alfred Camilleri Cauchi is a renowned artist, and his skills and abilities excel in the various works of art he has composed throughout his lifetime. His masterpieces include both religious artworks as well as monumental works.
I am very proud that my grandpa is an Old Edwardian and that I attend the same college where he used to go more than 60 years ago! Who knows? Maybe when I grow up, I will become an artist as well since my dad has also followed in his father’s footsteps!
2324 2324
EARLY YEARS
2324 2324
EMBRACING CHANGE, RAISING STANDARDS
Stephanie Grech Head of Early Years
Holistic Development and Individualised Learning
We have made significant strides in refining our blended emergent curriculum approach this scholastic year. Our primary objective always remains the holistic development of every pupil, according to their unique personalities and individual levels. By recognising and nurturing each child's distinctive traits and abilities, we aim to foster a learning environment that supports and challenges them appropriately. From indoor to outdoor learning opportunities, we aim to support students as they develop their confidence, independence, ideas, and social abilities.
Enhanced Literacy Programme
This year's notable advancement has been the increased focus and understanding of our literacy programme. By prioritising literacy, we ensure that each child develops essential communication skills that form the foundation of their academic journey. Through targeted interventions and innovative teaching methods, we have seen remarkable progress in the children's literacy skills, equipping them with the tools they need for future success. The addition of our inhouse literacy specialist continued to support discussions and idea development. Parent workshops and tutoring sessions were also at play to ensure a sound foundation for all our pupils. Starting with communication and proceeding to effective verbal communication development remains of utmost importance to us. We will never stop stressing enough, how children need to read daily to improve their reading fluency. This will affect every subject they explore in the long run.
Learning Journals in Early Years Assessment
The introduction and development of learning journals as a means of assessment within the Early Years have taken precedence this year. These journals have proven invaluable in documenting and showcasing children’s learning journeys. They provide clear evidence of learning, making it easier for teachers and parents to share and celebrate the children's experiences. Continuous observations recorded in these journals help teachers identify and support the children’s interests, allowing for the creation of relevant and meaningful learning contexts. Moreover, the journals provide the students with the opportunity to independently review their own year. This allows them the chance to recall activities and experiences shared, as well as the learning that took place.
Community Engagement and Events
The sense of community within the College's Early Years is profoundly felt through the various events organised throughout the year. These events owe their success to the dedication and commitment of our teaching teams, who strive to offer the very best to all our students. The pride and joy on the children's faces as they welcome their loved ones into their second home is a cherished sight each year. These moments strengthen the bond between the school and families and highlight the supportive and nurturing environment we strive to create. With clear, open, and constant communication, we can all work together to support our little ones.
Conclusion
In summary, this year has been marked by significant enhancements to our curriculum and assessment methods, all aimed at fostering the holistic development of our pupils. The dedication of our teaching teams and the strong sense of community have been pivotal in these achievements. As we look forward to the next scholastic year, we remain committed to offering an exceptional educational experience that nurtures and celebrates each child's unique journey.
JUNIOR SCHOOL
RESPONSIBILITY: A CRITICAL ASPECT OF PERSONAL DEVELOPMENT AT ST EDWARD’S
Louise Mallia Head of Junior School
During the Junior years from the beginning of year 3 to the end of year 6 it is a key time for character formation. In these formative years it is essential for the boys to learn to be accountable for their actions during the school day. This accountability not only shapes their character but also influences their academic performance and interpersonal relationships with their peers and the members of staff who care for them.
Firstly, responsibility encourages self-discipline. Boys who understand that their actions have consequences are more likely to make thoughtful decisions. For instance, being punctual, completing home learning on time, and preparing for exams are all behaviors that reflect a responsible attitude. This selfdiscipline is crucial for academic success and sets a foundation for lifelong learning.
Responsibility also fosters respect for others. When boys take responsibility for their actions, they become more aware of how their everyday behaviour affects their peers and teachers. This awareness promotes a positive school environment where mutual respect is prevalent. Through different scenarios, we learn that our actions will always affect others. It is wonderful to see when a student comes to my office and immediately acknowledges a mistake and then is asked to contemplate and think empathetically about the situation that has been created and think how he can make amends.
So many times boys are anxiously worrying about the fact they will be receiving a ‘green note’ and not thinking about the other consequences of their thoughtless action. Reconciliation with those who have been hurt or upset not only rectifies the situation but also strengthens relationships and builds trust within our College community.
Furthermore, being responsible helps boys develop problem-solving skills. When they face challenges or make mistakes, taking responsibility enables them to reflect on their actions and learn from their experiences. This reflective process is vital for personal growth and equips them with the skills to handle future obstacles, as they grow older, more effectively.
Our teaching staff are encouraged to form open communication, provide clear expectations, and offer guidance and support, when mistakes are made, as they surely will be!
Conflict resolution is about finding ways to address disagreements in a healthy and constructive manner. It's important because it helps maintain strong relationships and teaches valuable problem-solving skills. The key
principles include effective communication, active listening, and empathy. For instance, when there's a disagreement, we should face those that we have hurt or wronged and focus on understanding each other's perspectives and finding a solution that works for everyone. This process involves identifying the problem and understanding why something happened. I often ask the boys to find solutions, evaluate the options, and agree on a solution together. Therefore, everyone is satisfied at the end of the day.
We learn to listen to understand, not just to respond. We encourage open, honest, and respectful communication, whilst trying to understand the other person's perspective and feelings.
It is also important to focus on the problem, not the person and therefore avoid personal attacks and focus on solving the issue at hand. Practicing these steps in everyday situations can make a big difference in how conflicts are handled.
Positive reinforcement for responsible behaviour can also motivate students to continue making responsible choices. Therefore, points charts and class dojo points can be observed in most classrooms.
Our Edwardians being responsible for their actions during the school day is fundamental to their development. It enhances their self-discipline, respect for others, and problem-solving abilities. The Junior years play a crucial role in nurturing these qualities, ultimately preparing boys as they move on through their education and become the successful and responsible citizens of the future.
PLANTING POTATOES
2324 2324
MIDDLE SCHOOL, SENIOR SCHOOL AND IB DIPLOMA PROGRAMME
A YEAR OF GROWTH AND ACHIEVEMENT AT ST EDWARD'S COLLEGE MIDDLE SCHOOL
Samantha Abela Head of Middle School
The corridors of the Middle School at St Edward's College buzz with an infectious energy, reflecting the spirit of the students and the camaraderie that flourishes between the Year 7 and Year 8 classes. The Year 7 students, brimming with enthusiasm, are eager to spread their wings, discover new talents, and embrace challenges beyond the Junior School. Meanwhile, the more seasoned Year 8 students are ready to push the envelope, exploring new ideas and solidifying friendships as they edge closer to teenhood.
This vibrant environment is nurtured by a dedicated team of teachers who inspire, mentor, and impart knowledge. The faculty has seen both the arrival of new teachers and the departure of seasoned educators moving on to retirement or other pursuits. This year, teachers have introduced an array of engaging activities, from field trips to interactive quizzes, projects, and presentations. Unique experiences like science dissections and ftira-making in the kitchen have made learning both intriguing and fun.
Multicultural Celebrations and Forensic Investigations
The Middle School has been a hive of activity this year. In the first term, students embarked on a multicultural project sponsored by GENE, exploring the diverse nationalities within the school. They delved into various cultures through recipes, sports, music, and geography, culminating in an event that brought together parents, relatives, Year 6 students, and staff. This celebration underscored the unifying spirit and dedication to St Edward's College, making it a home away from home for many.
Terms 2 and 3 brought an exciting forensic investigation project, "Death in the Labs." Students discovered the fictional body of Ms. Charlotte Bennette and used scientific methods like blood spatter analysis, handwriting deciphering, and fingerprint reading to solve the mystery. They also interacted with members of the Malta Police Force's forensics unit and a criminal lawyer, culminating in a mock trial presided over by a real magistrate. This innovative project provided a hands-on learning experience that extended beyond traditional classroom boundaries. This project was spearheaded by Ms Stephanie Wilkinson and the Activity teachers team.
Cultural and Literary Enrichment
The Maltese and Humanities departments joined forces for a cultural exploration of Valletta, where students learned about Malta's role during WWII and the historical events depicted in the novella "Emilia" by George A. Said Zammit. Meanwhile, the English Department celebrated World Book Day with a student exhibition featuring book covers, reading quotes, and the history of the printing press. A highlight was the middle school boys reading stories to Early Years students, fostering a love for reading and storytelling.
Festive Celebrations and Community Engagement
Staple events like Halloween, Christmas, and Easter were celebrated with great enthusiasm. The Halloween
sleepover at the Inquisitor's Palace in Birgu was a spooktacular experience, featuring crafts, pumpkin carving, historical learning, scientific experiments, and a night in the palace’s cells. Christmas festivities included a Christmas Jumper Day, hot chocolate and marshmallows during registration, a class decoration competition, and a charity drive for the Len and Jacob Foundation. The students also spread holiday cheer with a Christmas caroling activity near Zabbar Gate and enjoyed a festive train ride and classroom parties on the last day of term.
Holistic Education and Spiritual Growth
In line with the school’s commitment to holistic education, various seminars for parents addressed substance abuse, stress management, and bullying, organized by Sedqa and Be Brave. Year 8 students participated in the "Teen Outside the Box" workshops, and regular masses with Father Manuel Camilleri provided spiritual guidance, celebrating significant occasions like St Edward's Day, St Martin, Christmas, Our Lady of Sorrows, and San Gorg Preca. Father Camilleri's weekly visits offer an opportunity for students to discuss life and spirituality, fostering a sense of community and personal growth.
Artistic and Dramatic Endeavours
The Middle School also embraced the arts with an innovative project sponsored by Arts Council Malta in collaboration with NGO Electronic Music Malta. Under the guidance of their art teacher, Mr. Ian Stilon, students explored digital art and synth music, merging these mediums with photography to create a unique and immersive art exhibition.
Drama evenings in March and May showcased the talents of Year 7 and Year 8 students with performances of "The Twits," "Danny the Champion of the World," "The BFG," and "The Boy Who Fell into a Book," complemented by musical interludes. These events highlighted the students’ creative abilities and were well-attended by friends and relatives. The direction and input of Mr Jeremy de Maria is crucial every year to the success of such evenings.
Science Fair Success
In February, the Science Department organized a successful science fair for our Year 7-8 students. Year 7 explored the marvels of Earth, while Year 8 focused on the Eco-Hub theme. Students worked in groups to prepare models, presentations, and charts, which were showcased in an exhibition for parents and relatives.
A panel of judges from Heritage Malta's conservation labs evaluated the projects. The winning prize was an immersive outing to the Bighi Heritage Malta Labs, where students learned about the conservation and restoration of artifacts, blending scientific knowledge with cultural appreciation. The science fair was a big success, well-received by both parents and students.
ORGANIC MARMALADE
Appreciating Local Heritage
In May, as part of an open weekend of Citta Vittoriosa's hidden gems, students visited Birgu. Invited by the Parish Church of St. Lawrence, they learned about Birgu's role during the Order of St. John, toured the church and its belfry, explored the crypts, and witnessed a reenactment of Birgu's WWII history. This outing was significant in helping students appreciate the local heritage surrounding St Edward’s College and value what lies at their doorstep.
A Thriving Learning Environment
Summarizing the achievements of the Middle School at St Edward’s College in a few words is challenging. It is a vibrant place where learning transcends the classroom walls, and students experience growth in myriad ways. Every day presents new opportunities for discovery, guided by teachers and Learning Support Educators (LSEs) who are dedicated to providing enriching learning experiences. The Middle School at St Edward’s College is indeed a special place, fostering a spirit of curiosity, responsibility, and community among its students.
In essence, the Middle School at St Edward's College is not just a place of academic instruction but a nurturing ground where young minds are shaped, friendships are forged, and lifelong memories are made. This year has been a testament to the resilience, creativity, and boundless energy of both the students and their mentors, ensuring that learning is a dynamic and joyful journey for all.
MAKING OLIVE OIL
EXPONENTIAL GROWTH AT IB DIPLOMA PROGRAM
Jolen Galea Head of the IB Diploma Program
Another year flown by. Such is the way with 6th form. Just as last year I was writing about the new students who joined us now they are graduated and on their way around the world to further their studies, as far west as Purdue University in Indiana, USA and as far east as Hong Kong.
Last year we expanded our 6th form, opening up new classes in Maths and English as well as offering History. This means that this year we should welcome another large cohort to take our numbers to a record high around 90 students.
It was a busy year full of all of the usual IB curriculum-related activities. Our increased numbers also meant more representation in national competitions with St Edward’s fielding 4 separate Young Enterprise companies. All of which worked incredibly hard with diverse sets of products. .As with last year we partnered with 2 international schools to expose our students to other international students and collaborate on international issues of importance. This aspect of international mindedness is ingrained into the IBDP curriculum. The schools we partnered with were one old and one new contact. We welcomed back students from Gifu Shotoku Guaken Junior College who spent a day on a cultural exchange. The Japanese students shared traditional Japanese games and snacks as well as performing a traditional Japanese dance.
We also collaborated with a French school, Mongazon in Angers. They brought 2 different sets of students over to Malta each for a week. With both groups our students met up with them and performed clean ups of the Coastline in Sliema and Gzira. They kindly offered the opportunity for one of our students to accompany them on a diving activity.
This year the 6th form got it’s debate club off and running. There had been interest in this for a couple of years. With interest so high we incorporated it into our CAS sessions and gave everyone an opportunity to engage in a debate in a paired format. Students voted on the topics they wished to debate on then teams were assigned a random topic and position. Something which came out of these debates was the strong potential for AI with many students opting to use AI to prep opening statements , fast track their research with supporting data as well as preparing counter arguments and questions. The familiarity and skills required with using AI effectively is a vital part of this generations education.
The IBDP has embraced the new advancements in AI. While it does pose a serious challenge in authenticating whether student’s coursework is not plagiarized, the IB recognize that AI is here to stay and try as we might to push against it, the tide of change
is undammable. We need to educate students for the world of tomorrow not yesterday. It is for this reason that St Edward’s was proud to be part of the IB’s pilot programme to provide open book examinations in Psychology and Economics. Previously in these exams students were asked to support their arguments with naming either Psychological studies or in the case of economics real world examples. This led students having to memorize the names of dozens of studies and cases which was the part of the exam they found the most stressful. With these Open book exams students were allowed to take in one page with a list of Studies or real world examples that they could use to support their arguments. Allowing students to focus their time on deeper conceptual understanding and constructing engaging arguments.
After the IB exams St Edward’s College hosted fellow IB graduating students from Verdala International school for a day of unwinding and celebration. Moving forward we will be collaborating with VIS more as well as other IB schools around the world as our students learn that they are part of a growing community over 350,000 students strong alongside the millions of IB Alumni.
As summer approached our year 12s planned a beach day and overnight camping trip. Unfortunately the couple of opportunities that this group had for an international trip did not pan out, however they decided to not let that keep them down and make use of the early summer and plan their own trip closer to home.
A day at the beach, followed by a bbq and overnight camping stay proved to be a lot of fun, although it is debateable how much sleep actually took place.
Now we look to next year, with a lot more exciting adventures to come. International trips, the return of NSTF young student contests, more international collaborative projects with a record number of students. The cycle continues.
EXTRA-CURRICULAR ACTIVITIES
UNLOCKING POTENTIAL: REFLECTING ON THE EXCITING WORLD OF EXTRA-CURRICULAR ACTIVITIES AT ST. EDWARD’S COLLEGE
Samantha Abela Head of Extra-Curricular activities
As we look back on the dynamic and enriching 2023-2024 scholastic year at St. Edward’s College, we celebrate the incredible array of extra-curricular activities that nurtured our students' talents and interests. Our school prides itself on offering a diverse selection of activities designed to foster holistic development and lifelong skills. Thanks to collaborations with various third-party groups and clubs, we provided numerous opportunities that enhanced our students' educational journey.
Engaging in extra-curricular activities brought a myriad of benefits. From boosting academic performance and enhancing time management skills to fostering creativity and building teamwork and leadership qualities, these activities were integral to the overall development of our students. At St. Edward’s College, we ensured that every student found something they were passionate about.
Our offerings included online Catechism classes, after-school clubs focused on robotics, problem-solving, drama, and multiple sports disciplines. Break-time clubs provided students with excellent ways to relax and engage in productive activities. In the Junior School, the Gardening Club, part of the "Let's Talk Farming" project, allowed young students to connect with nature, learn about sustainability, and enjoy the fruits of their labour. Our Sports Department also organized inter-house handball, football, and basketball competitions, which were always a hit among the students.
In the Middle and Senior Schools, students had a plethora of activities to choose from. Football and basketball tournaments between Ducane, Congreve, and Campbell houses sparked friendly competition and school spirit. The Gaming Club offered a space for students to enjoy board games during breaks, fostering social interaction and strategic thinking. The newly established Gardening Club was a fantastic initiative where students and teachers worked together on projects such as harvesting olives, making lemon jam and marmalade, and planning a green wall project, teaching invaluable lessons about teamwork, responsibility, and environmental stewardship.
Our Student Council, led by President Aiden Previ from Year 8 and his dedicated team—including Adam Camilleri, Francesco Zahra, Jack Tonna, Henry Wang, Andreas Bray, Martin Ding, Jayden Grima Ceci, Thomas
James Gatt, and Ian Wang—played a crucial role in organizing events and fundraising activities. Their popular hot-dog sale during sports day helped sponsor Eko-Skola and Gardening Club events and needs. The Eko-Skola club, working closely with the Gardening Club, spearheaded projects like Waste Reduction Week, encouraging students to adopt eco-friendly practices at home and school.
The live-in programs offered unforgettable experiences. Students from Year 5 to Year 11 spent two nights at school, participating in treasure hunts, sports, workshops, and even encountering our school's resident ghost, Preca. These live-ins provided an excellent opportunity for students to build independence, enhance their social skills, and create lasting memories with their peers.
Travel was another exciting component of our extra-curricular offerings. Starting from Year 6, students embarked on trips that expanded their horizons and brought classroom learning to life. Year 6 students explored Mount Etna and Parcallario in Sicily, while Year 7 students revisited Sicily to learn about its Roman and Greek history and visit Etnaland. Year 8 students crossed the European continent to England, where they explored London’s history by visiting landmarks such as Westminster Abbey, the Tower of London, the National Gallery, the Natural History Museum, the Science Museum, and Madame Tussauds, with time for shopping. Year 10 students experienced a week-long stay at the PGL camp in England, engaging in teambuilding activities such as hikes, canoeing, abseiling, and archery. In December 2023, Year 11 students visited the European Parliament in Strasbourg, learning about the workings of the European Union, and also spent days in Paris, exploring the Louvre, the Musée d'Orsay, and Versailles.
In conclusion, St. Edward’s College’s diverse and enriching extra-curricular activities played a vital role in shaping well-rounded, confident, and capable individuals. Whether through sports, gardening, student governance, or international travel, our students gained experiences that extended far beyond the classroom, preparing them for future success. Reflecting on the past year, we celebrate the exploration, growth, and unforgettable adventures that defined our students' journey at St. Edward’s College.
BRIDGING CONTINENTS: ST EDWARD'S COLLEGE AND THE JAPANESE STUDENT EXCHANGE
In an era where global connections are increasingly vital, St Edward's College has taken a significant step forward by partnering with Japanese students who regularly visit the college grounds during their holidays. This initiative initiated by the Communications and Marketing Executive is more than an educational exchange; it’s a cultural fusion that brings together the distinct heritages of Japan and Malta, fostering mutual understanding and respect.
These Japanese students come to Malta with a dual purpose: to learn English and to immerse themselves in Mediterranean culture. St Edward's College, renowned for its prestige and cultural richness, has become a beacon that draws these students and their educators. The college's historical significance—from its origins with the Order of St John, through its transformation into the Cottonera Hospital during World War I, to its current role as an esteemed educational institution—offers a living tapestry of history that leaves the visiting students in awe. The visitors are not merely passive observers. Thanks to the dedicated efforts of Ms. Samantha Abela, Mr. Ayrton Senna Spiteri, and Ms. Annette Agius, the Japanese students engage in a variety of enriching activities. These range from arts and crafts to painting, cooking, team-building games, sports, and other challenges. Such activities are not only fun but are instrumental in helping these students practice their English and gain a deeper appreciation of Maltese culture. A number of our boys from Year 7 to IB join these activities, serving as ambassadors of the college and forging lasting friendships with their Japanese peers.
PRIZE DAY
A unique aspect of this exchange is the reciprocal sharing of cultures. The Japanese students bring with them presentations, games, and special treats, offering our students a glimpse into Japanese traditions and lifestyles. This exchange of ideas and customs enriches the educational experience for all involved, creating a vibrant tapestry of global citizenship within the college.
The impact of this collaboration has been overwhelmingly positive. Over 200 Japanese students have visited St Edward's in just one year, with more scheduled to experience the college's offerings. This influx of international students not only enhances the cultural diversity of the college but also instills a sense of global responsibility and awareness among our students.
Looking ahead, St Edward's College is eager to expand this fruitful partnership. There are aspirations to develop opportunities for our students to visit Japan, further solidifying the bond between our two cultures. Such an exchange would allow our students to experience the rich traditions and innovative spirit of Japan firsthand, broadening their horizons and fostering a truly international outlook.
In conclusion, the collaboration between St Edward's College and the visiting Japanese students is a shining example of how education can transcend borders. It highlights the power of cultural exchange in building bridges between nations, fostering understanding, and creating a more connected and harmonious world. This partnership is not just about learning English or exploring Mediterranean culture; it's about creating a legacy of global friendship and cooperation that will benefit future generations.
2324 2324
A NEW TRADITION IN THE MAKING: THE BIRTH OF OUR SUMMER CAMPS
Great ideas often spring from the simplest of moments—a casual chat over a meal, a shared memory, and a spark of innovation. This was exactly how our 'Summer Camps' came to life. It all began in a cozy local café, where a group of dedicated educators and friends pondered how to create an unforgettable experience for our young students during the summer months. Their aim? To offer something beyond the traditional classroom—a chance for students to run free, explore, and make memories that would last a lifetime.
Our team, comprising Ms. Annette Agius, an experienced teacher and youth worker, Mr. Ayrton Senna Spiteri, an enthusiastic LSE and teacher trainee and Ms. Samantha Abela, a seasoned teacher and Head of Middle School and Extra-Curricular Activities, listened closely to the children's desires. They crafted a program that caters to students in Year 4 through Year 7, blending learning with fun in a way that redefines summer.
In these camps, students stay overnight at the college in air-conditioned comfort, learning essential life skills like cooking and cleaning, all while taking responsibility for their belongings. They play games, engage in team-building challenges, and enjoy sports, all under the watchful eyes of their mentors. The goal is simple yet profound: to foster a sense of responsibility, belonging, and camaraderie among the students, creating lasting bonds outside the confines of the classroom.
But these camps are far more than just an extended school program or a typical live-in experience. They are transformative journeys. The boys spend over 60 hours away from home, embarking on outings that take them beyond the school grounds and even learning to navigate public transport.
The inaugural 2023 Summer Camp was nothing short of magical. Students visited the Ta' Qali crafts village, where they delved into local artisanal crafts like candle making, soap making, ceramics, glass blowing, pottery, and filigree. This immersion in local culture and heritage was a rare treat, far removed from their usual academic routine. They also toured Valletta and Birgu, guided by Ms. Abela, and participated in art activities at MUZA and the Archaeology Museum, thanks to a collaboration with Heritage Malta.
For the Year 4 Budding Explorers, this was a first-time adventure in sleeping at college—a challenge that many welcomed, stepping boldly out of their comfort zones. The success of the 2023 Summer Camps was both heartwarming and inspiring, paving the way for even greater things.
Looking ahead to the summer of 2024, we're excited to announce the expansion of our program. We’re introducing a camp for Year 3 students and continuing our fruitful partnership with Heritage Malta. These camps will delve even deeper into Malta's rich history, offering hands-on learning experiences that promise to be as educational as they are exhilarating.
Join us as we create a new tradition, one that blends the joy of summer with the thrill of discovery, learning, and friendship. Our Summer Camps are not just another activity—they're a step towards a brighter, more connected future for our young learners.
FIRST DAY AT SCHOOL
SPORTS
A YEAR FULL OF FIRSTS AND ACTIVITY
Paul Ferrante Head of Sports
Another active year for our students. This past scholastic year we had Edwardians benefitting from the use of an Olympic standard Swimming Pool just across the road. Being only 200m away from College, the Cottonera Sports Complex Pool proved to be an asset in implementing a Swimming Pilot Project for students all the way from yr3 up to yr11. Students had the luxury to walk to the pool during their respective scheduled PE lesson to benefit from a swimming lesson that included beginners too.
In March we had a group of 11 sports students from the Netherlands together with 2 lecturers, Ms Silvie and Ms Kittie.
The Students organised clinics in Hockey, Swimming, Cross Fit and most importantly Dutch games. They also helped in organising a Sports Festival in which they led the King’s dance- a legacy left by the King narrates that every year in the Netherlands they have to organise a dance and games for all.
SWISH AT COLLEGE
It seems like ‘Swish’ is becoming a biannual appointment. Promoting inclusion and having fun were our two main goals. Our Senior school students had a wheelchair Basketball lesson together with a lecture about inclusion from Mr Aquilina himself.
Regular Rugby training was another initiative which was encouraged by the Sports Dept. Following two taster sessions for our Senior School Boys by Coach Nick Malsen from ‘Overseas club, the boys had the opportunity to attend regular sessions on Thursdays.
Pic Above: Dutch Group Intro Pic Above: King’s Dance being led by Dutch Students
Dutch Sprinter Ashley showing the proper use Michael From Holland giving individual guidance to Nik of Starting Blocks to PE option Students
YEARLY APPOINTMENTS…
The yearly appointments with Inter-house competitions and were as usual the trademark of sportsmanship, camaraderie and House-spirit.
These included, Sports Days, Cross Country, Basketball and Football Middle School Inter-house Football
being
Shot Put - Under 12
1st Jason Ruan
Manche 2nd Matthais Manicolo
Boys Shot Put - Under 13
1st Finbar Jennings
Botong (Mark) Yang
Zane Fenech
Shot Put - Under 14
Name
1st Ziang (Oscar) Li
Cremona
- Under 14
Luigi Smith La Rosa 2nd Edoardo Marino
Jake Desira Paris
Aiden Delia Boys Shot Put - Under 15
1st Haoliang (Evan) Yang
Daniel Custo’
Jonas Micallef
Mifsud
Leduc Boys Shot Put - Senior Boys 100m - Senior Placing Name Placing Name
1st Zachary Fisher 1st Sofia Polimadei 2nd Matthais Manicolo 2nd Amy Lee Greyling 3rd Sloan Foster 3rd Giorgia Calosso
Boys Long Jump - Under 13
300m - Under 12
1st Evan Baranyay 1st Benji Valentino 2nd John Paul Felice 2nd Luka Barclay 3rd Marcus Camilleri 3rd Adam Camilleri
Boys Long Jump - Under 14
400m - Under 13 Placing Name Placing Name 1st Luigi Giuseppe Gatt 1st Zane Fenech 2nd Aiden Delia 2nd Julian Swain 3rd Edoardo Marino 3rd Maximilian Ghio
Boys Long Jump - Under 15
400m - Under 14 Placing Name Placing Name
1st David Chinggis Widdowson
Massimo Magri 2nd Keanu Juergen Weis 2nd Rhys Baranyay 3rd Louis-Alexandre Leduc 3rd Jude Bonnici Peresso Boys Long Jump - Senior
400m - Under 15
Name
Name 1st Francesco Cachia
Lucas Pisani 2nd Sinclair Vella 2nd Timmy Vassallo 3rd Kristian Casingena 3rd Luke Grech
Long Jump - IB
- Senior
1st Abdurahman Ebjad 1st Miguel Alessandro 2nd Ivan Tzvetkov
Senior Champions Campbell (824 points) Congreve (801 points)
Geranzi Cup (Individual Performance)
Victor Lodorum (Overall Champion)
Foundress Trophy (Overall Champions)
1
2 nd Mattias Manikolo
3 rd Jan Fiorentino
Ducane (715 points)
Michael Borg Manché (Campbell)
Miguel Alessandro (Congreve)
Campbell (1200 points) Congreve (1184 points)
Ducane (1146 points)
1 st Jake Delia
2 nd Maximillian Ghio
3 rd James Bartolo
Name
1 st Isaac Brimmer
2 nd Massimo Magri
3 rd Luigi Gatt
10/11 Sack Race
Name
1 st Daniel Custo
2 nd Nathan Buttigieg
3 rd Timmy Vassallo
1 st Luca Lanfranco
2 nd Anastasiya Barclay
3 rd Camilla Scotto Year 7 3-Legged Placing Name
1 st Mattias Camilleri + Jayden Grima
2 nd Luka Barclay + Andreas Sarri
3 rd Xavier Cauchi + Llieve Ellis Year 8-11 3-Legged Placing Name
1 st Massimo + Jude
2 nd Gianluca + Nathan
3 rd Kade + Mohammed Alkarimi IB 3-Legged Placing Name
1 st Sofia + Amy
2 nd Giorgia + Bernice
Athletic School Records
Field Events
Shot Put
Age Group Name Distance Year
Under 12 Jason Ruan 8.34m 2024
Under 13 Finbar Jennings 10.8m 2024
Under 14 Ziang (Oscar) Li 12.34m 2024
Under 15 M Delaney 12.97m 1970
Seniors M Delaney 13.05m 1972
6th Form Boys M Delaney 13.05m 1972
6th Form Girls
Discus
Age Group Name Distance Year
Under 12 A Darmanin 21.82m 1999
Under 13 N Lubrano 23.94m 2002
Under 14 C Borg 25m 2007
Under 15 G Preca 31.46m 2004
Seniors M Delaney 36.75m 1972
6th Form Boys M Delaney 36.75m 1972
6th Form Girls Anastasiya Barclay 11.7m 2024
Long Jump
Age Group Name Distance Year
Under 12 D Zammit 4.25m 2004
Under 13 R Naudi 5.25m 1998
Under 14 S Galea 5.02m 2000
1 st Lieven Ellis
2 nd Jason Ruan
3 rd Matthias Sultana
Year 8 60m
Placing Name
1 st Ryker Cioffi Galea
2 nd Jake Delia
3 rd Ian
Year 10 60m
Placing Name
1 st Evan Yang
2 nd Daniel Custo
3 rd David Widdowson Year 11 60m
Placing Name
3 rd Xinyi Chen + Rouxi Year 7 60m Placing Name
1 st Nathan Buttigieg
2 nd Gianluca Gatt
3 rd Omar el Samahy
Under 15 A Bonello 5.89m 1987
Seniors A Zammit 6.42m 1978
6th Form Boys A Zammit 6.42m 1978
6th Form Girls Shayla Scicluna 3.26m 2024
High Jump
Age Group Name Distance Year
Under 12 Zachary Fisher 1.3m 2024
Under 13 J Montanaro 1.48m 1991
Under 14 M Rizzo 1.54m 1998
Under 15 A Bonello 1.71m 1989
Seniors A Dare 1.86m 1981
6th Form Boys A Dare 1.86m 1981
6th Form Girls Shayla Scicluna 1.1m 2024
Track Events 100 m
Group Name Time
12 (80m) Zachary Fisher 11.34s 2024 Under 13 I Schiavone 11.87s 2002 Under 14 G Preca 12.1s 2004
Under 15 R Naudi 11.83s 1991
Seniors M Cheyeni 11.32s 1986
6th Form Boys M Cheyeni 11.32s 1986 6th Form Girls Michela Portelli 14.09s 2024
San Andrea vs St Augustine 0-1 St Edwards vs St Patricks 2-0 San Anton vs San Andrea 4-0 St Augustine vs St Edwards 2-0
St Patricks vs San Anton 0-3
San Andrea vs St Edwards 1-1
St Augustine vs St Patricks 6-0 San Anton vs St Edwards 4-0
0-2
1-0 St
Inter-Schools’ Cross Country (Tuesday 30th May at MEYR-Hamrun)
Born 2013
Finn Boister - 1st place
Tommaso Benedetto Cafolla - 2nd place
Born 2014
Chess Competition 3rd April 2024
CLASS PHOTOS
Cross-Country Team- 30th April Coaches: Mr Giorev, Mr Igor
(School places 3rd overall) Ziyang Lin, Samuel Spiteri, Yixi Li.
Volleyball U16 at Cottonera Sports Complex-2nd place in group stage
Cioffi Luca - 2nd place
Fleri Soler Daniel - 3rd place
Born 2015
Ellul Liam - 3rd place
PE Teachers in charge
B. Giorev, Igor Vukanovic
Nursery
Front
KG 1x
Teacher:
KG 1y
KG 1z
Back Row: William Yung, Matthew Azzopardi, Damian Attard, Jax Psaila Penza.
Row: Tom Axiak, Aaren Caruana, Leah Marie Vella, Bettina Za Za Gonzi. Teacher: Ms Carmen Abela Helper: Ms Michela Lanzon
Back Row: Juliet Ellul, Raul Oliveira, Thomas Aquilina, Julian Vella, Jack Mallia. Middle Row: Tyler Abela, Benjamin Fenech, Benjamin George Zammit, Bianca Vella Miceli, Jack Tabone Valletta Front Row: Harry Lewis Muscat, Ana Sofia Camacho Mora, Thea Camilleri, Noah Balzan.
Ms.Nadia Abela, Ms.Aleksandra Jovcic Helpers: Mr. Teun Klessens
Back Row: Kai Kolehmainen, Kirill Mizzi, Tommy Aguis du Plessis, Jan Lambregts, Nathaniel Aguis Middle Row: Jayden Camilleri, Kate Ellul, Marta Camilleri, Antonio Buhagiar Front Row: Lucas Saliba, Luka Christoper Vella, Jack Agius, Thea Tabone, Berg Attard Teacher: Ms. Maria Abela Helpers: Ms. Sadhana Venugopal, Ms Rachelle Kroe
Back Row: Eli Caruana, Kyro Rei Mallia, Santino Sammut, Blake Camilleri, Taylor Lewis Cole. Midle Row: Emilia Bianco, Zephir Combeleran, Logan Caruana Said, Luca Houiellebecq, Zara Yuce. Front Row: Dayle Azzopardi, Thomas Cauchi, Luigi Briffa Cassar, Jack Formosa, Violet Mizzi. Teacher: Ms Carolanne Delicata LSE: MS Jeanette Grech
2324 2324
KG 2x
Back Row: Avah-Li Loggenberg, Luke Farrugia Corrado, Jan Bonnici, Daniele Dokrat del Bianco
Back Row: Noah Falzon, Andreas Debono, Luca Galdes Debattista, Alec D’Amato, Kyle Caruana
Middle Row: Andrew Micalizzi Bondin, Nathan Bartolo, Leo Zukovs, Jamie Agius Cefai, Disma Attard
Front Row: Matthew Abela, Luca Ferriggi, Zack Caruana, Zachary Burger, Dominik Szabo
Teacher: Ms Sara Claire Vella LSE’s: Ms Daniela Spiteri, Ms Jessica Magro Butler
KG 2z
Back Row: Back Row: Link Bonnici, Mason Psaila, Balthazar Alfsson, Alexander Gatt, Pola Raczkowska,Luke Spiteri Gonzi Middle Row: Miguel Livori, Arnaud Caruana, Ben Borg, Gianluca Cassar
Front Row: Luc Sun, Matthias Gatt, Anna Zhou Zhixin, Elijah Grech , Megan Camilleri Plum
Teacher: Ms Annette Agius Helper: Ms Alexandra Mifsud
Year 1x
Back Row: John Zammit, Radin Beno, Matthias Joseph Saliba, Oliver Joanella de Sousa, Mike Anthony
Middle Row: Yan Cassar, Sam Gohil, Rocco Hili, Gregory Edwin Vella, Elijah Zammit Pullicino, Zeshian Attard
Front Row: Noah Polidano Zammit, Paolo Gonzi, Cristian Ercolani, Erik Vella Chricop, Petr Dolgov
Teacher: Blanche Ann Caruana LSE: Pauline Delia
Bugeja
Year 1y
Back Row: Oscar Yu, Timothy Zammit, Gabriel Anthony Palumbo, Santiago Said, Leo Nagle. Middle Row: Thomas Spiteri, Gavin Zammit, Jacques Pete Wintjens, Oliver James Muscat, Cristiano Caruso, Mark Vella. Front Row: Mauro Mifsud, Ben Axiaq, Giacomo Cafolla, Samson Coetzee, Yannick Micallef. Teacher: Diana Muscat LSE: Abigail Widdowson
Year 2x
Back Row: Swain Gabriel, Sebastian Farrugia Corrado, Yan, Siyang, Coetzee Louian, Grima Jr, Joshua Middle Row: Tabone Valletta Jae, Yuce Mert Bernard, Bonnici Matteo, Morosi Kudlac Maximilian, Cachia Nicholas, Schembri Pepè Front Row: Baker Tanti Max, Dimech Julian, Gauci Julian James, Lungaro-Mifsud Anthony, Baisch, Thomas Teacher: Ms Maria Gerada LSE: Ms Denise Caruana
Year 2y
Back Row: Ben Mallia, Oliver Pace, Agostino Cicero Pennisi di Floristella, Tiago Andres Debono, Adam Usama Musbah Hmemeeda, Jonas Rydhed Middle Row: Luca Farrugia, Jack Magri, Frederick John Richards, Matthew Bartolo, Nolan Galea Front Row: Peter Brockdorff, Philip Christopher Vella, Serhii Kuranov, Aaron Schembri, Luca Gauci Teacher: Mrs. Sarah Mifsud LSEs: Ms. Philippa Agius, Ms. Lorraine Caruana
Year 3x
Back Row: Leo Suzuki, Timothy Houghton, Jari Schaefer Dorn, Chris Gu, George Sullivan Middle Row: Leo Dalli, Leo Liu, Luca Zammit, Adam Tonna Front Row: Jan Cini, Craig Agius, Artin Beno, Giorgio Gonzi, Edward Aquilina Teacher: Ms Vanessa Attard LSEs: Ms Tiziana Domenici, Ms Zoe Schembri, Ms Alexis Expitia Absent: Kion Eric Cremona, Andreas Galea, Zven Galea
Year 3y
Back Row: Leonards Rubins, Nour Scharara, Platon Korzhenevskyi, Michael Sciberras, Samuel Zammit, Zeyan Scicluna Middle Row: Thomas Pullicino, Sebastian Stefansson, Hugo Schwartz, Jamie Bartolo, Michele Spiteri, Jake Spiteri Front Row: Adam Grech, Edoardo Cafolla, Jamie Liam Grixti, Jean Spiteri, Zack Cauchi
Back Row: Jake Muscat, Thomas Obrecht, Gabriel Balzan, Theo Scerri, Liam Galea, Logan Busuttil Naudi
Middle Row: Zechen Chong, Jude Tanti Baker, Julian Debattista, Luke Sammut, Nicholas Vella Rizzo
Front Row: Noah Manicaro, Mark Said, Samuel Cola Sepulveda, Ezekiel Chetcuti, Luigi Vella Spiteri
Teacher: Ms Christa Sciberras LSEs: Ms Mirea Ellul, Ms Analise Gohil
Year 4x
Back Row: Bohan Yang, Raul Santiago Debono, Liam Ellul, Jack Desira, Michael Chai, Toprak Bilgen Middle Row: Shengyou Jia, Mohab Salama, Yingran (Ian) Xu, Liam Magri, Noah Buttigieg, Zen Milan Fava, Matthew Custò Front Row: Sven Abela, Henry James Cachia, Tirril Saks, Sam Gollcher, Thomas Mamo Mifsud, Samuel James Zammit, Benjamin Grixti Piccione
Teacher: Roberta Camilleri LSE: Romina Azzopardi
Year 4y
Back Row: Alexander Maalouf Paris, Benedek Szabo, Michael Bouaffar Mifsud Bonnici, Molei (Murray) Song, Zion Loggenberg, Xiaoqian (Harry) Zhang, Flavio Gigante Middle Row: Nikolai Bonnici, Anton Prudnikov, Cole Caruana, Yann Agius, Miguel Ciantar, Alessandro Marzino Watanabe, Matthias Muscat Genovese, Eric Schranz, Luca Cremona
Front Row: Jehyeong (Diego) Park, Thomas Pace, Paul Mifsud, Benjamin Camilleri, Jack Gohil, Jake Vella, Jake Caruana Teacher: Mr Graham McLeod LSEs: (l-r) Ms Claire Fenech, Ms Julie-Ann Camilleri, Mr Ayrton Spiteri
Year 5x
Back Row: Denzel Farrugia, Mattias Mejlak, Sinan Qian, Phillip Loggenberg, Christian Sullivan, Andrea Hili, Tommy Li, Francesco Roccoli. Middle Row: Stanislaw Kania Destoop, James Sammut, Luke Delia, Mark Grech, Lukas Agius, Xin Shen, William Chen, George Tonna, Luca Cioffi. Front Row: Yakob Bonnici, Nathan Aaron Camilleri Cauchi, Tatum Foster, Matteo Buttigieg, Rafael Mamo, Justin Fan, Max Cassar Torregiani.
Teacher: Mr. Etienne Deguara LSEs: Ms. Lindsay Mallia and Ms. Lucia Suryova.
Year 5y
Back Row: Johnatan He, Rudolfs Rubins, Zayden Lee Frendo, Xinyang Zhuang, Lyam Azzopardi Mercieca, Jacob Spiteri Mangion, Nathan Tabone, Zak Bugeja Middle Row: Theo Azzopardi Holland, Max Camilleri, Cain Sammut, Sebastian Camilleri Burlo, Daniel Fleri Soler, Tristan Nagle, Paul Aquilina Clews, Jaylen Luke Griscti. Front Row: Annick Manicaro, Harry Portelli, Hugo Attard, Aydan Buhagiar, Nicola Calleja, Andreas Cassar, Timothy Dandria.
Teacher: Mr. Brendon John Gerada LSEs: Ms. Antonella Farrugia, Ms. Maria Tagliaferro
Year 6x
Back Row: Hugh Shranz, Terry Liu, Peter Falzon, Daiwik Mishra, Yukai Sheng (Charles), Tiberio Monti, Zhiyi Meng, Zak Barbara Middle Row: Francesco Farrugia, Zac Attard, George Lungaro-Mifsud, Finn Boister, Qian Runqi Ricky, Tomas Camilleri, Daiyan El Abdullah Mamo, Jake Francis Licari Front Row: Paul Aquilina, Tommaso Carlo Leopoldo Pasotto, Thomas David Richards Marinelli, Jamie Cesare, Oscar Serracino Inglott, Nicholas Falzon Teacher: Ms Ritianne Buttigieg LSE: Ms Angela Cortis
Year 6y
Back Row: Abdulkader Mohamed, Rounce Jonck Liam James, Abela Jerome, Vilhjalmsson Vilhjalmur Levi Arnarsson, Mizzi Matthew, El Khazmi Isaac Middle Row: Ghio Roger, Cassar Yiannis Costas, Carabott Liam, Sant Nick, Wang Zhenjia, Saliba Zachary Front Row: Chen Yiwei, Spiteri Samuel, Schiavone Mikael, Zammit Luke John, Cafolla Tommaso Benedetto, Brincat Matthias, Barbara Matthew
Teacher: Ms Daphne Camilleri LSEs: Ms Jodie Zerafa (left), Ms Mariah Azzopardi (right) Absent students: Muscat Timmy, Spiteri Luke, Vasnins Gebriels, Xu Zetian
Year 7x
Back Row: Jean Borg Manche, Kayden Galea, Thomas James Gatt, Luka Barclay, Jason Ruan, Matthias Attard Middle Row: Adam Camilleri, Nicholas Fleri Soler, Alexander Mifsud, Andreas Bray, Lieven Ellis, Benji Valentino Front Row: Gabriel Schwartz, Noah Houghton, Luca Smith La Rosa, Alistair Sammut, Jake Fenech, Benjamin Caruana Rizzo, Arseniy Wang
Teacher: Melinda S Borg LSE: Dorothy Piscopo Rutzen
Year 7y
Back Row: Michael Said, Ayden Galea Ancilleri, Gregory Micallef, Xavier Cauchi Aquilina, Mathias Manicolo, Jan Fiorentino, Andreas Scerri Middle Row: Jack Buckland, Joseph Mifsud, Zachary Fisher, Francesco Zahra, Christian Axisa, Michael Sceberras Front Row: Nicholas Bezzina, Xieyi (Andy) Zhou, Sloan Foster, Jack Tonna, Matthias Sultana, Jayden Grima Ceci, Mathias Camilleri
Teacher: Mr. Jeremy de Maria LSE: Ms. Sandra Spiteri
Year 8x
Back Row: Aiden Previ, Aymann Abbassi Ayouba, Zane Fenech, James Scicluna, Peitian (Justin) Xia, Botong (Mark) Yang, Zhiyi (Ian) Wang Middle Row: Tirone Vella, James Charles Bartolo, Michael Cremona, John Paul Felice, Samuel Schiavone, Adam Catania Front Row: Jake Delia, Sam de Maria, Muhanad Lashhab, Gabriel Buttigieg Gili, Nathan Portelli, Sean Friggieri, Ralph Attard
Back Row: : Sanad Baayu, Brian Hekker, Finbar Jennings, Matyas Dvorak, Julian Swain, Alexander Lanfranco, Cikku Grioli Middle Row: Yi Youran, Sebastian Muscat, Michael Mifsud, Ryker Cioffi, Redmar Busuttil, Oliver Mallia Tabone, Marcus Camilleri Front Row: Michael Vella Curmi, Nathan Sciberras, Benjamin Cassar Torregiani, Ben Montebello, Max Ghio
Teacher: Ms J Malani LSE: Ms Monika Sammut
Year 9x
Back Row: Desira Pari Kake, Grech Kayne, Smith La Rosa Luigi, Christiansen Jacob, Zhou Linxian (Ethan), Woods Hugo Middle Row: Mr. Borislav Giorev, Brimmer Cassar Isaac, Yu Yihu (Zak), Ingino Nicola, Delia Aiden, Salama Majd, Wang Henry, Basi Valentino Alessandro Front Row: Agius Luca, Magri Massimo, Vella Clark Francesco, Bonnici Peresso Isaac, Mezred Aziz Teacher: Mr. Borislav Giorev
Year 9y
Back Row: Damiano Maccarrone, Maddox Attard, Li Ziang (Oscar), Kaden Grech, Rhys Baranyay, Zhang Yunqi (Richard). Middle Row: Luke Grech, Luca Manicaro, Rowan Ciantar, Deyan Pace, Luigi Giuseppe Gatt, Front Row: Kai Mai, Francesco Ingino, Matias Juan DeFlavia, Craig Pellicano, Adam Fisher Teacher: Paul Ferrante LSE: Sabrina Farrugia
Year 10x
Back Row: Daniel Custo’, Keanu Juergen Weis, Haoliang (Evan) Yang, David Chinggis Widdowson, Jiawen (Alvin) Zhang, Ivan Rybin, Noel Brincat Middle Row: Louis-Alexandre Leduc, Jean Paul Sciberras, Matthew Hekker Gonzalez, Adam Caruana, Shixian (Simon) Li, Nicolas Pisani Front Row: Timothy Aquilina, Nathan Lucas Attard, Liangzuo (Martin) Ding, Ryan Callus, Zhenhui (Michael) Zhao, Zichen (Chico) Peng, Timothy Ellul Teacher: Ms. Luana Cassar LSE: Ms Krista Gili
Year 10y
Back Row: John Paul Cachia, Ziyu Zhao, Omar Jamal Abid Abulgasem, Piotr Marchelewski, Max Obenlensky, Anthony Sciberras, Damiano Maccarrone, Connor Anthony Rounce. Middle Row: Ziyang Lin (Leo), Craig Saliba, Alessio Jonanovic Pace, Mingqian Zhang (Mike), Vinson Yu, Bohan Hou (Owen).
Front Row: Lesheng Wang (Jude), Raphael Saliba, Luke Grech, Harry Psaila, Marcus Mifsud. Teacher: Ms. Alvina Schwartz LSEs: Ms. Zaida Pina, Ms. Maria Bugeja
Year 11x
Back Row: Ben Bick, Zhaoyuan Pang (Max), Gianluca Gatt, Jeffrey Cutajar, Sinclair Vella, Mohamed Jamal Abdulgasem Middle Row: Zen Joseph Caruana, Maksym Samiolenko, Michele Chircop, Danil Golomovzy, Miguel Alessandro Front Row: Nathan Buttigieg Gili, Jair Gafa’, Zixia Gu (William), Lawrence Saliba, Youyang Zhang, Ruihan Jiang (Nick), Jan Mangion
Teacher: Mr. Ryan Falzon LSEs: Ms. Darlene Schembri, Mr. David Magro
Year 11y
Back Row: Bohua Yu, Kade Farrugia, Kristian Casingena, Francesco Cachia, Michael Borg Manche, Zak Zammit.
Middle Row: Omar El-Samahy, Julian Scicluna, Vladimir Barsukov, Vladko Nikolov, Jean Luc Falzon. Front Row: Mohammed Alkarimi, Kason Peiqing Xia, Yongji Zhu, Justin Bingru Liu, Zihao (Andy) Su, Yuxuan Jin, Kevin Xuijie Gao.
Teacher: Miryea Gouder
Year 12x
Back Row: Barclay Daniel, Barreau Bastein, Zorin Denis, Ma Yicheng, Wu Tiange, Zatyka Aleksander Edward, Bjelic Nikola Middle Row: Geblawi Yazan Yasar, Aquilina Miguel, Vella Andrew, Nikolov Dennis, Tolomeo Alfonso, Zhou Haiyao, Scotto Camilla Front Row: Jade Zammit, Greyling Amy Lee, Novakova Erika, Intaite Rugile, Portelli Michela, Calosso Giorgia, Kozko Mariia, Liu Sixiang, Wang Yiqi
Teachers: Mr. Jolen Galea, Mrs. Radka Zarkova
Year 12y
Back Row: : Xingyi (Calvin) Qian, Jinlong (Felix) Zhang, Lennard Luis Egger, Grigorii Kutovoi, Ivan Tzvetkov, Abdurahman Ebjad, Boris Tzvetkov Middle Row: Zixuan Li, Alessandro Mazzei, Boyan Markov Ignjatovic, Karl Worwag, Luca Lanfranco, Ibrahim Jayyousi, Haoran (Harry) Wang Front Row: Yixi (Cesia) Li, Mary Narak Xuereb, Runjin (Jean) Qian, Ruoxi (Rosy) Xie, Berenice Herve, Sofia Polimadei, Amelia Wzorek
Teachers: Mr Jolen Galea (left), Ms Anabel Laus (right)
Year 13
Back Row: Dean Manuel Galea Pellicano, Jolen Galea, Friedrich Maass, Magnus Finkeissen, Dmitrii Sevbo, Hussein El-Samahy, Michele Ingino, Artemij Nekhviadovitch, Simon Grech, Jakub Piecyk, Benedek Szesztai, Friedrich Thiele. Middle Row: Olympia Finkeissen, Eleonora Anna Guantieri, Shayla Scicluna, Kailu Pucciarelli, Joshua Taylor Brooks, Pran Bettanin, Hugo Pisani, William Oyaka, Rowan Graham, Eva Kandji, Bellatrix Yuzhou, Vera Antonova, Ann Marie Cassar Torreggiani, Matilda Maroino Bray. Front Row: Ieva Mikhieieva, Anastasiya Barclay, Celyssia Zerafa Sladden, Angelica Manganiello, Barbara Marchelewska, Xinyi (Lynette) Chen, Elodie Deleu, Caitlin Vu Loehr, Katerina Deyanova, Haya Kankun, Alina Burlakova. Teachers: Dean Manuel Galea Pellicano, Jolen Galea, Ann Marie Cassar Torreggiani
