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Kathryn Bianco - LLI5001 Theme 1

The school discussed serves a middle-class community located in Gżira, Malta. While approximately 5% of students are considered disadvantaged, the overall student population is middle-class. The school environment reflects this, as it is well-maintained with modern facilities and technology in each classroom. However, the school is located near a busy motorway, so air pollution is an issue. Resources for students with special needs are also lacking.

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Kathryn Gatesy
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28 views2 pages

Kathryn Bianco - LLI5001 Theme 1

The school discussed serves a middle-class community located in Gżira, Malta. While approximately 5% of students are considered disadvantaged, the overall student population is middle-class. The school environment reflects this, as it is well-maintained with modern facilities and technology in each classroom. However, the school is located near a busy motorway, so air pollution is an issue. Resources for students with special needs are also lacking.

Uploaded by

Kathryn Gatesy
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© © All Rights Reserved
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Kathryn Bianco – 898M LLI5001 – Theme 1

1. On the basis of observation of the surrounding environment, the local community and the school’s state
of repair, would you say the school you are studying serves a wealthy, a middle income or a poor
community?
2. What do you think is the social mix/class composition of this school? Does it have over 25% of
disadvantaged pupils, such that the school may be considered a disadvantaged school?
3. How environmentally safe is the school (free from pollution, noise, poor food, drugs etc.)?
4. How far would you say the environment reflects the learners’ social composition?

The school discussed in this write up is St Monica School in Gżira, where the overall student
population is of middle class. The school maintains high standards by being well-maintained,
bright and clean; enjoying an impressive hall and stage and a massive underground basketball
court. The school also includes multiple science labs, two computer labs, two home economics
kitchen/classes, a large library and multi-purpose room with a large projector and tens of
upholstered chairs. Every class (From ‘Pre-grade’ to Form 5) has an interactive whiteboard and
some classes include a toilet within the classroom area (like an en-suite).
Although in Winter the school is uncomfortably cold, the students are allowed to bring
cushions and blankets to school to sit on and place on their legs when seated in class. There is
also what is called a student council (a member is elected by the students from each classroom)
and the selected students negotiate with the administration to budget for “luxuries” such as
granting of permission to place carpets in classes, curtains, blinds, an extra fan to supplement
those on the ceiling for when the weather is warmer to name a few. Therefore students’ say with
regards to comfort is acknowledged and such suggestions are fulfilled where appropriate.
The area in Gżira in which the school is located suggests residents from working and
middle class. Nonetheless, I would average the percentage of disadvantaged school pupils at
around 5% - the school in fact, does not feel required to supply textbooks; and the uniform is
expensive (as they all are) and the dress code is given strict importance.
A majority of the teachers exhibit strong ability and are motivated, except where
concerned with teaching lower-achievement student tracks. In which case, the teachers tend to be
less determined to promote higher achievement and are less encouraging; hence affecting the
students’ self-esteem. There does not seem to be a shortage of teachers and a positive rapport is
apparent between staff – many teachers enter the school smiling as opposed to deflated and
exhausted by the prospect of a new school day.
Since the school location is close to Mater Dei, one frequently hears ambulances roaring
by in the motor-way above – the air is therefore quite polluted with car exhaust from the flyover
etc. It was rumoured that drugs were found in the bathroom though this has not been officially
confirmed. Scattered along the pavement surrounding the school outer wall and gates, lie a large
number of used condoms.
The school is mostly accessible by wheelchair, with ramps and a lift. The only issue
related to wheelchair accessibility may be in the case of fire, when lift use is not recommended,
and all the fire exits involve steps. As with teachers given the responsibility of teaching students
of lower achievement, the education of students with special needs is left to the LSA/s, the
Kathryn Bianco – 898M LLI5001 – Theme 1

teaching staff does not seem to recognise that these students also need their support; and making
matters worse, these students are pulled out a of class and thus marginalised, as Polakow (1993)
observed in Heather’s case.

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