https://www.um.edu.mt/library/oar/handle/123456789/54296 2026-04-26T00:14:56Z 2026-04-26T00:14:56Z https://www.um.edu.mt/library/oar/handle/123456789/54319 2020-04-19T05:19:50Z 1997-04-01T00:00:00Z

Title: Creative history teaching : going beyond historical facts Abstract: There exist many, often divergent opinions on what should be taught in history, what should be included and what should be left out in the contents of a curriculum. For example in 1989 when the National Curriculum was under construction for the first time in Britain, history proved to be one of the most troublesome subjects. The selection of historical knowledge in the programmes of study was criticised of being culturally biased. On the one hand there were those who wanted 'pure' British history asserting British heritage and achievement, while others wished for a more multicultural curriculum emphasizing a pluralistic society. A debate which very soon became politicized and eagerly taken up by the media with such titles as 'Thatcher's Conquest on history in schools' More recently, this time across the Atlantic, a set of new recommendations by the authors of National Standards for United States History triggered off a controversial debate on what students should know about the American past. Apparently National Standards aims to promote the achievements of blacks, Native Americans and women while pressure groups from the right demand that emphasis should be returned to more traditional landmark events li ke for example Lincoln's Gettysburg Address and the Wright brothers.

1997-04-01T00:00:00Z Privitera, Gaby https://www.um.edu.mt/library/oar/handle/123456789/54316 2020-04-22T07:09:16Z 1997-04-01T00:00:00Z

Title: The teaching of reading Authors: Privitera, Gaby Abstract: The ability to read is an essential skill for all who live in societies where print can be seen ; that is, in most societies of the world. In everyday life, reading is vital for us to get around and understand where we live. At school, knowing how to read is the basic too l for all other academic learning. The child's ability or inability to read affects learning in all other school areas, such as: arithmetic, social studies, Maltese, English and science in the primary school. As Stones (1976) put it, "When a child becomes a fluent reader s/he is no longer directly dependent upon the teacher or other adults for language experience. Through reading s/he extends his/ her knowledge of the physical world, of society, of human relationships, and of his/her cultural heritage." So how does one go about teaching reading? Many people ask this question. However, the answer is not simple because there are many methods one can use and which method/ s to adopt depends on a number of factors. Teaching reading methods depend on the person being taught and his/her mental ability, the age, the level one has reached and difficulties already encountered in trying to read and the learner's interest in books. As Hall (1976) suggests accordingly, "before any formal instruction in reading is begun, it is important that children develop a desire to read." This is called Reading Readiness. Therefore, getting to know the child's likes and dislikes is fundamental and only books from within his/her areas of interest must be used. There would be no sense in giving a book of trees to a child who has no interest in them. This will only make the learner hate books even further.

1997-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/54313 2020-04-19T05:20:26Z 1997-04-01T00:00:00Z

Title: Information technology in the primary classroom Abstract: In the first months of the exciting new Maltese initiative in information technology and education, there are many new fields to explore and questions to ask. This short article aims to raise a few issues that seem, to the author, to be worth considering, both in the short term and in the not-so-short term. Through raising these issues, others may well come to light, and it is hoped that an on-going debate can be established, with the general goals of raising awareness, developing effectiveness and supporting teachers and students.

1997-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/54287 2020-04-19T05:20:32Z 1997-04-01T00:00:00Z

Title: "Just Grandma and Me" in the year one classroom Abstract: One of the Brøderbund titles in the series is currently in use in the Year 1 classrooms in state schools. Just Grandma And Me has a very simple storyline, but the theme, basically a day at the beach, is directly relevant to the children's everyday experience, presenting through text, pictures and animation objects and situations which can easily make part of a simple conversation. This is important as we should use the software as a vehicle towards spoken as much as written English. The point is that although this is supposed to be reading software, we are here dealing with other skills than just reading: listening and self-expression.

1997-04-01T00:00:00Z