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马耳他各个年龄段的教育框架
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Kindergarten(幼儿园)

Learning Outcomes – Levels 1 & 2

 1) Children who develop a strong sense of identity(1) 有强烈认同感的孩子

1. 1  Children who develop in a safe, secure environment which they can trust. 在安全的环境中成长的儿童,更容易让他们产生信任感

1.              I can respond positively to warm interactions.我能积极回应热情的互动

2.              I can initiate communication through a range of actions e.g. through eye contact, vocalization and other communicative sounds, one word utterances, simple sentences, etc.我可以通过一系列的动作开始交流,例如通过眼神交流、发声和其他交流声音、一个词的话语、简单的句子等。

3.              I show that I am comfortable in the company of familiar peers and adults.我表现出在熟悉的同龄人和成年人的陪伴下我很自在。

4.              I feel safe and confident to explore my environment.我对探索我的环境感到安全和自信

5.              I participate in activities and interactions in the setting I am in.我在所处的环境中参与活动和互动。

6.              I respond to being called by my name我回应别人叫我的名字

7.              I am attached to my primary caregiver and I show signs of preference for this person over others. 我信赖主要照顾我的人,并且我表现出对这个人比其他人更偏爱的迹象。

8.              I can indicate and express needs using gestures.我可以用手势表示和表达需求。

9.              I can indicate and express needs using words.我可以用文字来表示和表达需要。

10.              I can indicate and express how I am feeling.我能表达我的感受。

1.2  Children who develop a sense of independence and autonomy.培养独立和自主意识的儿童。

1.              I am confident to initiate play.我有信心开始比赛。

2.              I can indicate my preferences for people and activities.我可以表明我对人和活动的偏好。

3.              I feel confident to explore new experiences in a supervised environment.我有信心在有人监督的环境中探索新的体验。

4.              I can predict routines within my environment and willingly participate.我可以预测我所处环境中的情况,并愿意参与其中

5.              I become increasingly independent with dressing myself.我在穿衣方面变得越来越独立了

6.              I become increasingly independent with feeding myself.我在养活自己方面变得越来越独立了。 

 1.3  Children who become responsible and resilient in the face of challenges.在面对挑战时变得负责和有弹性的儿童。

1.              I do not give up in the face of challenges but keep on trying to achieve my goals.我不放弃面对挑战,但继续努力实现我的目标。

2.              I make repeated attempts to achieve my goals.我不断地尝试去实现我的目标。

 2) Children who have a positive self-image有正面自我形象的孩子

 2.1  Children who believe in themselves fully aware of their potential and capabilities.相信自己的儿童充分意识到自己的潜力和能力

1.              I approach new situations with interest and confidence.我带着兴趣和信心面对新的情况。

2.              I show interest in my immediate and wider environment.我对眼前更广阔的环境感兴趣。

3.              I am confident in taking up opportunities to be creative and imaginative.我有信心抓住机会,发挥创造力和想象力。

4.              I apply problem solving thinking in challenging situations.我在有挑战性的情况下运用解决问题的思维

 2.2 Children who develop positive attitudes which enable them to take the initiative and become risk- takers.培养积极态度的儿童,使他们能够主动承担风险。

1.              I am competent and confident to ask questions and make discoveries.我有能力和信心提出问题和作出发现。

2.              I am motivated to engage with a range of learning opportunities present in my environment.我有动力参与到我的环境中的一系列学习机会中。

 3.1  Children who are capable of establishing relationships with others.有能力与他人建立关系的儿童。

1.              I enjoy being with familiar others.我喜欢和熟悉的人在一起.

2.              I respond positively to others’ attempt to engage with me e.g. through body language such as eye contact, facial expressions, vocalizations etc.我对他人试图与我交往的行为做出积极的反应,例如通过肢体语言,如眼神交流、面部表情、发声等。

3.              I can seek attention in a variety of appropriate ways.我可以通过各种适当的方式寻求关注。

4.              I can take turns in interactions.我可以轮流互动。

5.              I can collaborate to achieve shared goals during play.我可以在比赛中合作达成共同的目标。

6.              I seek out others to share experiences.我寻找其他人分享经验。

 3.2  Children who develop empathy, respect and acceptance of different points of view.培养同理心、尊重和接受不同观点的儿童。

1.              I respond positively to the feelings and wishes of others.我积极回应他人的感受和愿望

2.              I am caring and show concern towards others.我关心他人,关心他人。

3.              I start to demonstrate awareness of the rights of others.我开始表现出对他人权利的意识。

4.              I am interested in other people and their stories.我对别人和他们的故事感兴趣。

5.              I show a sense of fairness and respect towards others. 我对别人表现出公平和尊重。

6.              I listen to others’ ideas and respect their contributions.我倾听别人的想法,尊重他们的贡献。

 3.3 Children who learn to collaborate with peers and adults with diverse backgrounds and needs学会与具有不同背景和需求的同龄人和成年人合作的儿童

1.              I enjoy listening to multicultural music and stories.我喜欢听多元文化的音乐和故事。

2.              I react in positive ways to my peer’s ethnic, religious and other differences.我以积极的方式回应同龄人的种族、宗教和其他差异.

3.              I invite all peers to join in my play irrespective of their backgrounds.我邀请所有同龄人加入我的戏剧,不管他们的背景如何。

  4.1  Children who are capable of using different forms of media for communication.能够使用不同形式的媒体进行交流的儿童。

The learning outcomes identified in this section assume that children are experiencing a balanced literacy programme based on the Literacy Strategy For All in Malta and Gozo, (Ministry for Education and Employment, 2014) and A Language Policy for the Early Years in Malta and Gozo (White Paper, Ministry for Education and Employment, 2015).本节确定的学习成果假设,儿童正在经历一个基于马耳他和戈佐全民扫盲战略(教育和就业部,2014年)和马耳他和戈佐早期语言政策(教育和就业部,2015年白皮书)的均衡扫盲方案。

1.           I respond to interactions with a repertoire of communicative acts e.g. gestures, vocalization and other verbal means.我用一系列交际行为来回应互动,如手势、发声和其他语言手段。

2.       I enjoy listening to and making music.我喜欢听和做音乐。

3.       I can explore and engage with digital devices and their communicative functions.我可以探索和接触数字设备及其通信功能。

4.       I join in rhymes, songs, poems, and jingles.我加入了押韵,歌曲,诗歌和歌曲。

4.2 Children who interact and engage with varieties of text and printed material increasing their awareness of purposes/functions.儿童与各种文字和印刷材料互动和接触,提高他们对目的/功能的认识。

1.              I have discovered the joy of books and other printed material, including popular culture.我发现了书籍和其他印刷品的乐趣,包括大众文化。

2.              I show interest in books and print in my environment.我对书籍和印刷品很感兴趣

3.              I handle books and printed material with care.我很小心地处理书籍和印刷品

4.              I ask for stories to be read and read again.我要求把故事再读一遍。

5.              I relate to favourite stories and rhymes e.g. repeating actions, words or phrases.我喜欢讲喜欢的故事和押韵,例如重复动作、单词或短语。

6.              I handle books appropriately e.g. holding book right way up, turning pages, pointing and naming some pictures.我会适当地处理书籍,例如,把书拿正,翻页,指点和命名一些图片。

  4.3  Children who are familiar with symbols and patterns and their use.熟悉符号和图案及其使用的儿童。

1.              I use symbolic gestures with meaning e.g. pointing, wave goodbye, blow a kiss.我使用有意义的象征性手势,如指指点点、挥手告别、飞吻。

2.              I make marks with different materials e.g. crayons, finger paint.我用不同的材料做标记,如蜡笔、手指画。

3.              I recognise my own name on personal belongings.我在私人物品上认出了自己的名字。

4.              I am aware of symbols/print in the environment around me.我意识到周围环境中的符号/印刷品。

5.              I use symbols in play to convey meaning e.g. pretend to write name in a card.我在游戏中使用符号来表达意思,例如假装在卡片上写上名字。

6.              I notice and predict the patterns of regular routines and the passing of time e.g. mealtimes, home time.我注意到并预测规律性的作息方式和时间的流逝,例如吃饭时间、回家时间。

 4.4 Children who are aware of different language systems, notably L1 (first language) and L2 (second language).了解不同语言系统的儿童,特别是母语(第一语言)和第二语言(第二语言)。

1.              I show progressive engagement in nursery rhymes and songs in L1 and L2.我在第一语言和第二语言中表现出对童谣和歌曲的积极参与。

2.              I recite nursery rhymes and songs in L1 and L2.我背诵一级和二级童谣和歌曲。

3.              I listen to and understand simple stories in L1.我听并理解母语中的简单故事。

4.              I hold simple conversations in L1.我用母语进行简单的对话。

5.              I listen to and begin to understand simple stories in L2, especially when accompanied by pictures.我听并开始理解二语中的简单故事,尤其是伴随着图片的故事。

 4.5 Children who engage with digital literacy as a means of retrieving data as well as representing and communicating ideas.从事数字扫盲的儿童,作为检索数据以及表达和交流思想的手段。

1.              I engage with interactive toys and digital media.我从事互动玩具和数字媒体。

2.              I can use technology around me e.g. press buttons, use remote controls.我可以使用身边的技术,如按键、遥控器。

4.6 Children who are versatile with the use of numbers, data handling, shapes and measurement and print in context as a means of production of knowledge and information as well as meaning making and comprehension.儿童在数字的使用、数据处理、形状和测量方面多才多艺,并能在上下文中打印,以此作为产生知识和信息以及意义的形成和理解的手段。

1.              I become aware of number names through action rhymes and songs.我通过动作押韵和歌曲意识到数字名字。

2.              I sort objects into simple categories e.g. shape, size or colour.我把物体分成简单的类别,如形状、大小或颜色。

3.              I organise objects by similar characteristics e.g. line up cars, dolls, blocks.我用相似的特征来组织物体,例如排队的汽车、洋娃娃、积木。

4.              I relate to numbers in conversation, rhymes and stories.我在对话、押韵和故事中涉及数字。

5.              I explore and use numbers in meaningful activities e.g. concept of number, value.我在有意义的活动中探索和使用数字,例如数字的概念、价值。

6.              I understand simple concepts e.g. shape and size.我理解一些简单的概念,如形状和大小。

5.1 Children who develop a range of cognitive skills to include labelling/identifying, recognition, sorting, hypothesising, predicting, comparing, sequencing and grouping.儿童发展一系列认知技能,包括标记/识别、识别、分类、假设、预测、比较、排序和分组。

1.              I explore associations and cause-and-effect e.g. cry and get picked up, banging, rattling, and dropping objects.我探索关联和因果关系,例如哭泣和被人捡起、砰砰、嘎嘎作响和掉落物品。

2.              I remember and anticipate simple sequences e.g. Jack in the box that jumps up at the end of the story.我记得并预料到一些简单的片段,比如故事结尾时跳起来的盒子里的杰克。

3.              I recognise and name common objects.我识别并命名常见对象。

4.              I understand a simple sequence e.g. nest boxes, stacking rings/cups.我识别并命名常见对象。

5.              I can predict the outcome of regularly occurring actions and events e.g. a knock on the door followed by somebody enters.我可以预测经常发生的行为和事件的结果,例如敲门然后有人进来。

6.              I classify and sort objects by size, shape, texture and function e.g. putting blocks of the same size together.我按大小、形状、纹理和功能对对象进行分类和排序,例如将相同大小的块放在一起。

Learning Outcomes – Level 3

 Learning Outcome:

 1) Children who develop a strong sense of identity有强烈认同感的孩子

1. 1  Children who develop in a safe, secure environment which they can trust.在安全的环境中成长的儿童,他们可以信任。

1.            I show comfort in the company of familiar peers and adults.在熟悉的同龄人和成年人的陪伴下,我感到舒适。

2.            I respond positively to new people in a familiar environment.在熟悉的环境中,我积极地回应新人。

3.            I engage enthusiastically with new challenges in all areas of development when I feel safe.当我感到安全时,我积极参与所有发展领域的新挑战。

4.            I feel that I belong in this setting e.g. I can name the people around me, I know where things are placed.我觉得我属于这个环境,例如我可以说出周围的人,我知道东西放在哪里。

5.            I participate in daily routines e.g. I hang up my jacket and bag when I arrive at school.我参加日常活动,如到学校时把夹克和包挂起来。

6.            I can talk about myself e.g. my likes and dislikes, my family and friends, daily experiences.我可以谈论我自己,例如我的喜欢和不喜欢,我的家人和朋友,日常经历。

7.            I am aware that I am accepted in the group and I feel loved.我知道我被接纳在这个团体里,我感到被爱。

8.            I can approach familiar adults when I need help knowing that I will be listened to.当我需要帮助时,我可以接近熟悉的成年人,知道我会被倾听。

 1.2  Children who develop a sense of independence and autonomy.培养独立和自主意识的儿童。

1.              I can complete a task independently.我可以独立完成一项任务。

2.              I am confident to initiate play and other activities.我有信心发起游戏和其他活动。

3.              I invite others to play with me.我邀请别人和我一起玩。

4.              I can name the things that I am good at.我能说出我擅长的东西。

5.              I explore opportunities to test my abilities e.g. caring for a pet/plant, catching a ball, drawing a picture。 我寻找机会测试自己的能力,例如照顾宠物/植物、接球、画画。

6.              I know that there are consequences if I do not respect the rules.我知道如果我不遵守规则会有后果。

7.              I look after the resources available in my setting.我在我的环境中照顾可用的资源。

8.              I make good use of resources to complete given tasks.我充分利用资源完成既定任务

 1.3  Children who become responsible and resilient in the face of challenges.面对挑战时变得有责任感和适应力的儿童。

1.              I do not give up in the face of challenges but explore different solutions.我不放弃面对挑战,而是探索不同的解决方案。

 2) Children who have a positive self-image 有正面自我形象的孩子

2.1  Children who believe in themselves fully aware of their potential and capabilities.相信自己并充分意识到自己潜力和能力的儿童

1.              I interpret my ideas creatively e.g. through art, music, movement, play.我创造性地解释我的想法,例如通过艺术、音乐、运动、演奏。

2.              I approach new situations positively and with confidence. 我积极自信地面对新情况。

3.              I explore my immediate environment using different approaches.我用不同的方法来探索我眼前的环境

4.              I use various methods to solve challenging situations.我用各种方法来解决挑战性的情况。

 2.2  Children who gain confidence in themselves and their achievements.对自己和成就有信心的儿童。

1.              I understand that I can learn from my mistakes.对自己和成就有信心的儿童。

2.              I am prepared to try things out. 我准备尝试一下。

 2.3 Children who develop positive attitudes which enable them to take the initiative and become risk- takers. 培养积极态度,使其能够主动承担风险的儿童。

1.              I am confident taking the lead in activities.我有信心在活动中起带头作用。

2.              I am clear about my preferred activities and am able to make my own choices.我清楚自己喜欢的活动,能够做出自己的选择。

3.              I make an effort to solve challenges I encounter myself before asking for support.在寻求支持之前,我努力解决自己遇到的挑战。

4.              I exercise self-help skills independently.我独立锻炼自助技能。

  3.1  Children who are capable of establishing relationships with others. 有能力与他人建立关系的儿童。

1.              I actively interact with others in games and activities.我在游戏和活动中积极与他人互动。

2.              I understand I need to negotiate with others about shared activities and act accordingly. 我知道我需要与其他人就共同的活动进行谈判,并采取相应的行动。

3.              I regulate my own behaviour to ensure cooperation and good communication.我规范自己的行为,以确保合作和良好的沟通。

4.              I take turns and share ideas when working collaboratively in a group.在团队合作中,我轮流分享想法。

5.              I respond positively to others.我对别人反应积极。

6.              I express my ideas in matters that affect me.我在影响我的事情上表达我的想法。

7.              I practice a variety of ways to include others.我练习各种各样的方法来包括其他人。

 3.2  Children who develop empathy, respect and acceptance of different points of view.培养同理心、尊重和接受不同观点的儿童。

1.              I show interest in others and their needs.我对别人和他们的需要表现出兴趣。

2.              I am able to express my opinion and listen to the opinions of others.我能表达我的意见,倾听别人的意见。

3.              I respond appropriately to the behaviours of others with guidance.我对他人的行为有适当的引导。

4.              I am able to repair disagreements with my friends with some intervention. 我可以通过一些干预来修复与朋友之间的分歧。

 3.3 Children who develop an awareness of the notions of fairness, a sense of justice and non-preferential treatment. 培养对公平、正义和非优惠待遇概念的认识的儿童。

1.              I take up opportunities to give my opinion re decision making in my setting.我抓住机会,在我的环境下重新作出决定。

2.              I recognise unfair behaviour and I am able to express myself about it.我承认不公平的行为,我能够表达自己的看法。

3.              I am aware that others have rights and duties too.我知道别人也有权利和义务。

 3.4 Children who learn to collaborate with peers and adults with diverse backgrounds and needs.学习与同龄人和具有不同背景和需求的成年人合作的儿童。

1.              I collaborate with all children irrespective of their diverse backgrounds.我与所有儿童合作,不论他们的背景如何。

2.              I treat peers and adults around me with respect.我尊重周围的同龄人和成年人。

3.              I react in positive ways to others irrespective of their diverse backgrounds and needs. 我以积极的方式对待他人,而不考虑他们的不同背景和需求。

4.              I engage in school and cultural events in a positive way.我积极参与学校和文化活动。

 4.1  Children who are capable of using different forms of media for communication.能够使用不同形式的媒体进行交流的儿童。

The learning outcomes identified in this section assume that children are experiencing a balanced literacy programme based on the Literacy Strategy For All in Malta and Gozo, (Ministry for Education and Employment, 2014) and A Language Policy for the Early Years in Malta and Gozo (White Paper, Ministry for Education and Employment, 2015)本节确定的学习成果假设,儿童正在经历一个基于马耳他和戈佐全民扫盲战略(教育和就业部,2014年)和马耳他和戈佐早期语言政策(教育和就业部,2015年白皮书)的平衡扫盲方案

L1 – refers to mother language, L2 – refers to second language.L1-指母语,L2-指第二语言。

1.            I can communicate independently and initiate a conversation verbally in L1 and L2.我可以独立交流,并在母语和二语中发起口头对话

2.            I listen attentively and respond appropriately in L1 an L2.我在一、二级语言中认真听讲,反应得体。

3.            I speak fluently in L1 using a broad sequenced narrative.我用一个宽泛的顺序叙述流利地讲母语。

4.            I show increasing knowledge and skill in using a range of media (e.g. pictures, printed material) to convey meaning.我在使用一系列媒体(如图片、印刷品)来传达意思方面显示出越来越多的知识和技能。

5.            I understand and use increasingly advanced and varied vocabulary. 我理解并使用越来越先进和多样化的词汇。

6.            I actively participate in shared reading.我积极参与分享阅读。

7.            I can tell a story.我能讲故事。

 4.2 Children who interact and engage with varieties of text and printed material increasing their awareness of purposes/functions.儿童与各种文字和印刷材料互动和接触,提高他们对目的/功能的认识。

1.              I can choose a book that appeals to my interest and look at it independently 我可以选择一本吸引我兴趣的书,独立地看

2.              I listen attentively to stories being read or narrated in L1 and L2.我专心听一级和二级的故事。

3.              I respond with relevant comments and questions related to a variety of text.我用与各种文本相关的评论和问题来回答。

4.              I retell stories or information from books through conversation, art work, creative movement, drama, emergent writing, etc.我通过对话、艺术作品、创造性运动、戏剧、紧急写作等方式复述书籍中的故事或信息。

5.              I predict what will happen in a story.我预测故事会发生什么。

6.              I understand that print carries meaning.我明白印刷品有意义。

7.              I understand that pictures can tell a story.我知道照片可以讲故事。

8.              I understand that there is a wide variety of print in the environment.我知道环境中有各种各样的印刷品。

9.              I identify labels and signs in the environment.我识别环境中的标签和标志。

10.              I understand that spoken language can be written down.我明白口语是可以写下来的。

11.              I understand that thoughts and ideas can be represented through words, pictures and images.我明白思想和想法可以通过文字、图片和图像来表达。

12.              I begin to understand the letter and sound relationship in Maltese.我开始理解马耳他语的字母和发音关系。

13.              I understand that print is organised from left to right.我知道指纹是从左到右排列的。

14.              I can make a variety of marks and scribbles. 我能做各种各样的记号和涂鸦。

15.              I can make basic graphic representations to express my ideas for a particular purpose e.g. scribblings and drawings.我可以做一些基本的图形表示来表达我的想法,例如涂鸦和绘画。

4.3  Children who are familiar with symbols and patterns and their use.熟悉符号和图案及其使用的儿童。

1.              I use symbols in play to represent ideas e.g. using a bowl as a helmet, using a marker as a microphone.我在游戏中使用符号来表示想法,例如用碗作为头盔,用记号笔作为麦克风。

2.              I recognise basic colours.我认识基本颜色。

3.              I understand basic concepts of shapes, numbers and patterns.我了解形状、数字和图案的基本概念。

4.              I can discriminate between different sounds in my environment. 我能辨别环境中不同的声音。

5.              I have learnt to see symbols as a means of representation e.g. numbers, letters, signs. 我学会了把符号看作是一种表示方法,例如数字、字母、符号。

6.              I listen and respond to sounds and patterns (in speech, stories, rhymes and songs).我倾听并回应声音和模式(在演讲、故事、押韵和歌曲中)。

4.4  Children who are aware of different language systems, notably L1 and L2.了解不同语言系统的儿童,尤其是母语和二语。

1.              I can use L1 to achieve my communicative goals.我可以用L1来实现我的囚禁目标。

2.              I recite a selection of songs, rhymes and stories in L1 and L2.我背诵了精选的歌曲,押韵和故事在一级和二级。

3.              I can tell the difference between words in L1 and L2.我能分辨出母语和二语中单词的区别。

4.              I can use different languages (L1, L2, sign language, pictures or gestures) to communicate with different people and in different situations.我可以使用不同的语言(母语、二语、手语、图片或手势)与不同的人在不同的情况下进行交流。

5.1 Children who develop a range of cognitive skills to include labelling/identifying, recognition, sorting, hypothesising, predicting, comparing, sequencing and grouping.培养一系列认知技能的儿童,包括标记/识别、识别、分类、假设、预测、比较、排序和分组。

1.              I can identify similarities and differences between two or more objects e.g. using oranges and apples to find pairs, spot the difference, odd one out, what’s wrong.我能识别两个或多个物体之间的相似和不同之处,例如,用桔子和苹果来寻找配对,找出差异,找出其中的一个,找出问题所在。

2.              I can predict and think logically, make assumptions and hypothesize, ask questions and reply to open-ended questions.我能逻辑地预测和思考,做出假设和假设,提出问题并回答开放式问题。

3.              I can make connections between experiences, concepts and processes.我可以把经验、概念和过程联系起来。

5.2 Children who develop positive dispositions to include enthusiasm and motivation, curiosity, questioning, concentration, perseverance, imagination, ability to accept alternative suggestions/ criticism.培养积极性格的儿童,包括热情和动机、好奇心、质疑、专注、毅力、想象力、接受其他建议/批评的能力。

1.              I show a positive disposition towards learning, am curious and enthusiastic in my learning.我对学习表现出积极的态度,对学习充满好奇和热情。

2.              I use play to investigate, imagine and explore ideas.我用游戏来调查,想象和探索想法。

3.              I persist in the face of challenge.我坚持面对挑战。

4.              I am motivated to peruse my interests with enthusiasm and seek answers to my questions.我有动力以热情细读我的兴趣,并寻求我的问题的答案。

5.              I take risks and learn from mistakes to reach my goals. 我冒着风险,从错误中学习,以达到我的目标。

6.              I can follow and extend my interest with enthusiasm and concentration.我可以以热情和专注的态度关注并扩展我的兴趣。

 5.3 Children who broaden knowledge and reinforce their understanding through availability of and access to various sources of information.通过提供和获取各种信息来源来扩大知识和增进理解的儿童。

1.              I can broaden my knowledge through enquiry and discovery.我可以通过调查和发现来拓宽我的知识面。

2.              I can make connections between the experiences and understandings to make sense of the world around me.我可以把经验和理解联系起来,来理解我周围的世界。

3.              I can manipulate resources to investigate, take apart, assemble, invent and construct.我可以利用资源进行调查、分解、组装、发明和建造。

4.              I can respond creatively to a variety of stimuli.我能对各种刺激做出创造性的反应。

5.              I can demonstrate interest in the larger world beyond my immediate environment. 我可以表现出对周围更广阔世界的兴趣。

6.              I can express and communicate ideas, thoughts and feelings through the expressive arts (music, drama, movement and art and design).我可以通过表达艺术(音乐、戏剧、运动、艺术和设计)来表达和交流思想、思想和感情。

 6.1 Children who develop control and coordination of larger movements. (developed by Education Officers, Early Years following consultation with KGEs - February 2018)控制和协调较大动作的儿童。(由教育官员开发,早年与KGEs协商后-2018年2月)

1.              I can throw an object overarm whilst standing, e.g. a ball, a bean bag.站着的时候我可以把一个东西扔得过肩,比如一个球,一个豆包。

2.              I can kick a ball forward.我可以向前踢一个球。

3.              I can catch an object with both hands, e.g. a medium sized balloon, ball.我可以用双手抓住一个物体,例如一个中等大小的气球、球。

4.              I can move around with control and coordination.我可以在控制和协调下四处走动。

5.              I can balance well on each foot for a few seconds.我每只脚都能保持几秒钟的平衡。

6.              I can go up and down the stairs, independently, one foot per step.我可以独立地上下楼梯,每步一英尺。

7.              I can ride and steer a wheeled vehicle using pedals.我能用脚踏板驾驶有轮子的车辆。

 6.2 Children who develop control and coordination of smaller movements. (developed by Education Officers, Early Years following consultation with KGEs - February 2018)儿童能够控制和协调较小的动作。(由教育官员开发,早年与KGEs协商后-2018年2月)

1.              I can thread objects, e.g. pasta, beads, small rings onto dowel rods, string, etc.我可以用线把物体,如意大利面、珠子、小戒指穿在传力杆、绳子等上。

2.              I can build a tower independently, e.g. using 8, 9, 10 cubes.我可以独立建造一座塔,例如使用8、9、10个立方体。

3.              I can manipulate a pair of scissors to cut various materials, e.g. playdough, straws, paper.我可以用剪刀剪各种材料,如面团、吸管、纸。

4.              I have developed the use of a dominant hand.我已经学会了用一只占优势的手。

5.              I can hold a marking tool using the correct tripod grasp, e.g. paint brush, crayon, pencil.我可以用正确的三脚架抓取标记工具,例如画笔、蜡笔、铅笔。

6.              I can draw recognisable symbols e.g. numbers, letters, shapes.我能画出可识别的符号,如数字、字母、形状。

7.              I can make creative representations of experiences, stories and events, e.g. drawings, paintings, collages.我可以创造性地表达经验、故事和事件,例如绘画、绘画、拼贴画。


Primary Schools(小学)


1-2年级(5-6岁)

核心项目  

英语

马耳他语

数学

科学

其他科目

宗教

伦理

社会研究

其他主题

艺术

戏剧

信息通讯技术

音乐

体育

PSCD

教育技术


3-4年级(7-8岁)

英语

数学

IL-MALTI

IL-MALTI GĦALL-BARRANIN

科学

社会教育

宗教教育

道德

艺术

音乐

体育(PE)三

个人,社会和职业发展(PSCD)


5-6年级(9-10岁)

英语 

马耳他语

数学

科学 

其他科目

宗教

伦理

社会研究其他主题

艺术

戏剧

信息通讯技术

音乐

体育

PSCD

教育技术


Middle Schools(中学)

7-8年级

数学

马耳他语

英语

科学

地理

历史

社会教育

阿拉伯语

汉语

法语

德语

意大利语

西班牙语

宗教教育


SSecondary Schools(高中)

9-11年级          

会计

农业综合企业

阿拉伯语

艺术

生物学

商业研究

化学

汉语

电脑研究

戏剧

设计与技术  

英语

英国文学

工程技术

伦理

 欧洲研究

时装及纺织品

法语

地理
德语 

图形通信

美容美发

健康和社会保健

服务

历史

家政   

ICT(信息和通信技术)

信息技术 

意大利语

马耳他语

数学

音乐(可选)

体育

物理学

宗教

零售

科技

社会研究      

西班牙语

纺织品研究



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