EN | MT  

Education for Diversity

  • Cross Curricular Themes Learning Outcomes Framework
    Introduction to the Cross Curricular Theme
    A definition and description of the purpose of learning within the cross curricular theme:
    ​The National Curriculum Framework (NCF) acknowledges Malta’s cultural diversity and values the history and traditions of its people. It acknowledges and respects individual differences of gender, colour, ethnic and social origin, language, religion or belief, political or any other opinion, membership of a national minority, birth, ableism, age or sexual orientation and geographical location. A curriculum that acknowledges the fact that diversity is a feature of Maltese society, as it is of nations across Europe and the world, that can contribute to national prosperity and social cohesion.

    As a member state within the United Nations, Malta is a signatory to international human rights instruments including the Universal Declaration of Human Rights (1948), the European Convention for the Protection of Human Rights and Fundamental Freedoms (1950), the International Covenant on Civil and Political Rights (1966), the International Covenenant on Economic, Social and Cultural Rights (1966) and the UN Convention on the Rights of the Child (1989). As a member of the European Union, Malta is legally bound by the EU Charter of Fundamental Rights.
    These instruments set out international standards and commit Malta’s government and people to democracy and to acknowledging that citizens and other residents have, and should enjoy, human rights without discrimination.  
    Consequently the NCF aims to help children  acknowledge social justice and solidarity as key values in the development of the Maltese society and encourage young people to uphold fundamental democratic values and promote social justice.

    Education for Diversity promotes an inclusive educational culture and challenges various educational processes such as decision making within schools, languages of instruction, methodologies used, learner interaction and learning resources. Education for Diversity ensures the inclusion of multiple perspectives and voices within the learning environment, provides spaces for learning about the languages, histories, traditions and cultures of non-dominant groups in a society, encourages team work and cooperative learning in multicultural, multi-ethnic and other diverse contexts, combines traditional and local knowledge and know-how with advanced science and technology and values the practice of multilingualism. In doing so, it encourages an understanding of global issues and the need for living together with different cultures and values.
    Theme Learning Outcomes:
    Self Awareness
    I am a person committed to democracy and understand that this means ensuring people of different views and cultures have their say and work together for a better society.  
    ​I have a principled and ethical approach to life.  
    I am committed to social justice and a democratic and inclusive society.  
    I reserve judgement so that it may be made on a fair and rational basis.  
    I strive to strike a balance between my rights and duties and those of others.  
    Social Change 
    I uphold fundamental democratic values and work to promote social justice.  
    I respect the different religious and humanist convictions, morals and beliefs that inform people's conceptions of right and wrong.  
    I recognise unfairness, injustice and preferential treatment in daily life situations including racist, sexist and homophobic language and behaviour.  
    ​I challenge expressions of prejudice and intolerance towards minorities such as racist, sexist and homophobic names, anecdotes and comments.  
    I claim my rights and act on my duties knowing that my fellow learners and teachers have equal entitlement to their rights.  
    I appreciate that the notion of 'identity' is complex and changing and limited as a concept in capturing who I am and that the idea of 'identities' is a more powerful way of understanding who I am and who others are.  
    I attend and respond to my teachers and fellow learners and accept that they may have different points of view.  
    Communicating for Diversity 
    I communicate with, work with and respect all of my fellow learners, teachers and adult helpers.  
    I communicate with people who are different to understand how we are the same and to understand myself better.  
    I strive to communicate effectively with others in a constructive, supportive and self-determined way.  
    I can use effective language to challenge injustices and inequalities.  
    I approach differences of opinion and conflicts of interest through dialogue, non-violent communication and consensus; where this fails, I am willing and able to use mediation.