Curriculum, Subjects and Number of Hours

Teaching and learning in general secondary education is guided by the National Curriculum Framework (NCF) published in 2012, which aims to provide young learners in compulsory education with an appropriate entitlement of learning that enables them to accomplish their full potential as individual persons. The NCF provides the vision, objectives and values which guide the curricular aspect of the secondary education cycle. It also provides the framework in which schools construct their educational goals and guides teachers to develop adequate teaching strategies and resources. 

The following table lists the compulsory subjects that are studied during the secondary cycle, together with the optional areas of study, of which schools may opt to offer a selection:

In state Middle and Secondary Schools, the weekly timetable consists of 40 lessons, distributed among the different subjects as shown in the table below. While non-state schools have more flexibility over the offering, they tend to follow a similar pattern.

* 3 Physical Education (PE) and 2 Home Economics (HE)/Design & Technology (DT) (Resistant Materials & Electronics [RM&E]) on alternate weeks,  ** 2 PE,  *** Schools have a number of subjects which can be a simplified version of other existing subjects or completely different subjects such as House Maintenance. Usually these are given in collaboration with CCP programme and Prince Trust for students who are struggling with the main curriculum. Some schools are also offering alternative learning programmes that are in the process of being accredited by DQSE.

In secondary schools, various teaching approaches take place during lessons, such as whole-class instruction and discussion, group work and pair work and individual work. 

As of 2019, vocational and applied pathways were introduced for Years 9 to 11, providing a broader choice of subjects and approaches to the established academic repertoire. School facilities and resources, including lessons, were redesigned to facilitate quality learning for all students, whether they prefer academic, vocational or applied learning. The Learning Outcomes Framework encourages practical components in all subjects for instance subjects, such as science subjects, VET subjects, PE and art, comprise a practical component, such as experiments or practical lessons, as part of the teaching programme. 

Every classroom has an interactive whiteboard, connected to a one-in-all computer. Teachers are encouraged and supported to make use of these technologies during lessons, to adopt cross-curricular teaching methods and to link teaching and learning to students’ life experiences. 

In state schools, students are provided with textbooks and workbooks free of charge, for each subject. Non-state school students need to purchase their textbooks.  Textbooks are set for students’ level of instruction and can be adapted by the class team (teachers and LSEs) to support the diverse needs of students in class. Also, plans are underway for all Year 7 students to receive a free laptop to support them in their schoolwork. 

In 2018, A National Homework Policy was established. This policy provided a working definition of homework whilst giving information on what constitutes effective homework, diversity in homework, reporting of homework and the amount of homework that should be given to students per year group. Thus, in Years 7-8, the total amount of homework should not exceed 1 hour per day and in Years 9-11, the total amount of homework should not exceed 8 hours per week. 

Teaching Methods and Materials

The teaching methods in Malta are guided by the National Curriculum Framework (NCF) (2012), which addresses the holistic development of each student and advocates a quality education for all. 

The NCF complements other policy-related documents issued by the Ministry responsible for Education and the European Commission. The NCF proposes a long-term vision for the educational entitlement of all students in pre-school and compulsory education within a wider lifelong learning dimension. Simultaneously, the NCF allows for flexibility within which colleges and schools determine aspects of the curriculum to address specific targets within the college network and/or the school community. 

The NCF has also proposes a perspective to learning that merges a cognitive and social constructivist approach for effective teaching and learning. Within this context, it recommends that teachers adopt a differentiated teaching and learning environment to facilitate the progress and achievement of each student. Principles of diversity and inclusion underpin the NCF and the National Inclusion Policy and it’s Framework were developed in the context of the NCF.  The NCF places emphasis on student-centred learning and focuses on teaching methods that support students to become autonomous learners. 

The NCF promotes the integration and linking between subjects by organising learning content into eight learning areas. This required the introduction of modular learning and a certain degree of interconnectedness within each learning area, achieved through the creation of a Learning Outcomes Framework (LOF) that included an overhaul of all curricula. The LOF aims to facilitate a move away from standalone subjects to learning areas that form the learners’ entitlement towards inclusivity, citizenship, and employability. The aims of the LOF are being implemented through the establishment of Learning Outcomes (LOs) for each learning area.

The Learning Outcomes started being phased in as from September 2018 when these were introduced in the first year of the Secondary cycle (Year 7) and gradually rolled out until school year 2024-25, when the LOs will be implemented in Year 11.

These curricular initiatives dovetail with other strategies and policy documents through the implementation of the Framework for the Education Strategy for Malta 2014-2024. This coherent and comprehensive strategic framework brings together and aligns all strategies, policies and plans under the Ministry for Education, Sport, Youth, Research, and Innovation. This framework, encompassing all educational cycles, aims to ensure for all students can obtain the necessary skills and attitudes to be active citizens and to succeed at work and in society. To achieve this aspiration, the Framework has four measurable targets, two of which concern students in the secondary cycle.

These targets aim to: 

• Reduce the gaps in educational outcomes; 
• decrease the number of low achievers and raise the bar in students’ literacy, numeracy, and science and technology achievement; 
• support educational achievement of students at-risk-of-poverty and from low socio-economic status; and; 
• reduce the relatively high incidence of early leavers from education and training. 

It is envisaged that success in attaining these targets will result in a rise in the levels of student retention and attainment in further and higher education and training and an increase in the participation of adults in lifelong learning.

From scholastic year 2023-2024, all Year 7 students will be given a laptop. This extends the educational an initiative started in 2016, whereby all Year 4, 5, and 6 students in State and Non-State Primary schools have been provided with a tablet. The devices are centrally populated with the required software apps in line with the curriculum requirements of schools, while teachers can further upload any required apps for their students’ individual needs or to meet cross-curricular requirements. Such initiatives aim to increase students’ overall competency levels in literacy, numeracy and digital literacy, while enabling students to learn anytime anywhere. The leap from a tablet to a laptop aims to empower students to be more effective and creative information receivers and producers.