Pedagogy and Assessment of Maltese: Language Awareness and Teaching the Four Skills (Primary)

MQF Level: 7

ECTS Value: 2 ECTS

Self Study Hours: 24

Contact Hours: 10

Assessment Hours: 16


Overall Objectives and Outcomes

This module aims to develop participants’ language awareness and competences to teach Maltese within the Primary sector. This course will offer a comprehensive view how to balance different approaches and use effective intervention when necessary. Moreover, the Core Competences Checklist for language acquisition as well as a myriad of teaching techniques such as Whole Language approach, Look and Say and Word Study will be covered.

By the end of this programme, participants should be able to:


a. Balance teaching methods that incorporate different components of a balanced approach (Read Aloud, Shared Reading, Guided Reading, Independent Reading and Word Study) in the schools to support students with different abilities in the acquisition of the four skills including those relating to struggling students and hence demonstrate a high level of understanding of the learning process;

b. Objectively interpret the strengths and needs through an action-based diagnosis of different students making judgements on appropriate teaching strategies to be used.


a. Distinguish the multi-disciplinary knowledge required in this field of study mainly the difference between phonological awareness, phonics, spelling, writing, handwriting, Look and Say, Word Study, Phonics, Guided Reading, Shared Reading, Read Aloud and other domains;

b. Analyse the four skills as presented in the Core Competences Checklist and apply appropriate teaching methods in the classroom by showing comprehensive knowledge of the topic as recommended in the National Literacy Policy;

c. Critically evaluate learners’ performance in relation to the guidelines and support students with explicit intervention to support their language development.


a. Create and design appropriate activities and/or resources that are explicit to certain skills that need explicit intervention.

b. Measure the levels of attainment pertinent to different skills and adapts teaching methods to stimulate a balanced approach.

Assessment Methods

This module will be assessed through: Assignment/Reflection.

Suggested Readings

Core Reading List
  • 2007. Letters and Sounds: Principles of Practice of High Quality Phonics.  [WWW].  DfES: Crown Copyright.

  • Ministry of Education and Employment (2014) A National literacy Strategy for all in Malta and Gozo 2014-2019

  • DQSE, 2009. National Policy and Strategy for the attainment of Core Competences in Primary Education.  Salesian Press: Malta.

  • E.U. High Level Group of Experts on Literacy: Final Report. [WWW]. group/documents/literacy-report.pdf.
  • NATIONAL READING PANEL.   Teaching Children to Read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction.  [WWW]. NICHD: USA:

  • 2010a. PISA 2009 Results: What Students Know and Can Do – Student Performance in Reading, Mathematics and Science: Volume I.

  • 2010b. PISA 2009 Results: Overcoming Social Background – Equity in Learning Opportunities and Outcomes: Volume II.

  • 2010c, PISA 2009 Results: Learning to Learn – Student Engagement, Strategies and Practices: Volume III

  • 2010. Reading by Six:  How the best schools do it.  The Office for Standards in Education. [WWW]. Children’s Services and Skills:  Crown. 

  • AUSTRALIAN GOVERNMENT. 2005. Teaching Reading:  Report and Recommendation:  National Inquiry into the Teaching of Literacy.  [Online Book]. Department of Education, Science and Training: Australia. ading.htm.   

  • DEPARTMENT OF CURRICULUM MANAGEMENT. 2010. Core Competencies.  Malta:  Education Division Government Press.  2007.  Letters and Sounds: Principles of Practice of High Quality Phonics.  [Online Book].  DfES: Crown Copyright.

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