百年历史，转瞬之间

              圣爱德华学院最初于1878年建成，前身是科托内拉军医院，采用英式军用建筑风格设计，

              据传由南丁格尔亲自批准。在第一次世界大战中，这座医院发挥了关键作用，特别是在

              加里波利战役之后，使马耳他赢得了“地中海护士”的美誉。1929年，在斯特里克兰

              男爵夫人和殖民政府的共同推动下，该医院被改建为一所英式公立学校。

              学院创校时仅有29名学生，之后逐渐扩展。1935年，一处旧火药库被改建为学校礼拜堂。

              二战期间，由于靠近港口，学校临时迁至姆迪纳。战后，学校增设了新教室和科学设施，

              其中一座新楼于1967年启用。

              小学部设立于1970年代后期，原址为旧外科医生宿舍，并于1994年由建筑师理查德·英格兰

              扩建。2007年，幼儿园和托儿所正式启用，设于翻新后的护士宿舍中。2013至2014年间，

              学院建设了一个现代化体育中心，包括位于圣詹姆斯门历史建筑内的健身馆。学院的发展历程

              映射出马耳他丰富的历史层次，将军事、教育与建筑遗产融于一体，形成独具特色的学府。

圣爱德华学院位于科托内拉，俯瞰马耳他大港。 校园以其历史建筑、开阔的庭院和广阔的户外空间而闻名，营造出宁静而富有启发性的学习环境。

圣爱德华学院提供与英国和马耳他中等教育标准一致的课程，帮助学生获得国家和国际认可的学历资格。

动手实践式学习体验

课程设计融合了多种与动手实践学习相关的内容。感官

游戏、音乐、手工、讲故事、户外活动和角色扮演是

课程的基本组成部分。在五个学习阶段中，学生将同时

接触由成人引导和由儿童主导的学习机会，自发性游戏和

跨学科活动将成为常态。

学生在特定情境中学习，并被鼓励发展自己的想法，并

与他人分享。

我们的目标是培养具有好奇心、批判性思维和独立性的

学习者，使他们乐于学习、积极参与。我们相信，通过

这种方式，学生将增强自信，从而自然地产生学习动力。

整体发展课程

整体发展课程全年安排了丰富的活动和事件，使学生的学习

生活充满趣味与活力。我们迅速营造出一个充满归属感的

学习社区，教师团队与家长紧密合作，为学生制定

最佳的教育方式。校舍与宽敞的户外区域相连，学生可以在

其中探索自然世界。

学院拥有充足的户外空间和花园，所有学生每天都会使用。

许多时候，课程与活动会安排在户外进行，以增强学生

的学习兴趣，并激发他们的感官体验。教室明亮通风，

空间宽敞，为孩子们健康开展学习活动提供了良好环境。

每一个区域都经过精心维护，为学生营造出安全、关爱、

适宜成长的环境。

通过游戏进行学习

在圣爱德华学院，我们认识到“通过游戏学习”是儿童成长过程中

至关重要的一部分。通过精心设计的游戏类活动，学生能够参与

有意义的体验，从而促进关键心理运动技能的发展。这些技能

包括精细动作技能，如绘画和写字，以及大动作技能，如跑步、

平衡和攀爬。

我们的学习环境鼓励探索、创造和运动，帮助孩子发展协调能力、

空间感知能力和身体自信。这些能力为学术学习和日常任务

打下了基础。更重要的是，游戏有助于培养孩子的适应力、

社交能力、情绪表达和解决问题的能力——这些都是课堂内外

都极为重要的技能。

我们的核心课程

儿童在6至10岁时进入初级学校（3至6年级），采用互动式与自主式相结合的学习

方式，既鼓励自我提升，也促进社交能力的发展。小班教学加上精心挑选、敬业

负责的教师团队，确保每位学生都能获得个性化的关注和照顾。学生们不仅学习

核心课程，同时也有充足时间参与体育和创意类活动。

专业教师每周教授两次美术课，学生受到鼓励并获得支持去参加更多艺术类比赛。

我们为在该领域所取得的成绩感到自豪。戏剧和音乐活动有助于提升孩子的自信，

圣诞演出和春季音乐会则是校园年度的重要亮点。

国际学生可以选择“面向外国人的马耳他语”课程或额外的英语课程（T.E.F.L.），

这些课程均以小班形式授课。家长也可为孩子选择退出某些选修课程，学校将

根据孩子的需要安排个性化学习任务。

从三年级开始，课程中引入社会学科。内容包括地理、历史和公民教育。

我们以优质的语言教学质量为傲。从五年级起开设意大利语、西班牙语和法语，

随着学生升入中学，还可选择更多语言学习选项。

联合课程活动（课外拓展活动）

每周安排3次由专业教师指导的游戏与体育课，而且较长的午餐时间也为男生

提供了充足的锻炼机会，例如舍际比赛、足球、网球、篮球和田径等，这些

项目均在宽阔的校园场地中定期开展。

男生也可以选择参加午间生态俱乐部，参与由老师指导的环保活动，例如

整理校园绿地、种植农作物等。

额外的校外参访和活动也是课程的延伸，学校还经常组织各种跨学科活动，

以促进学生的个人与社会发展。例如互动工作坊、戏剧小组、作家到访、

体育展示以及各类主题讲座等。

许多学生放学后还会留校参加更多课外活动，内容包括体操、网球、田径（与 

SportsKidz 合作）、Nutty Scientist 科学课程、Bricks4kidz 乐高活动、

Robocoach 机器人编程，以及每周一次的宗教教义课（提供交通前往 Luxol）。

Reaching Goals and Aspirations

Students in the Middle School are at the age where they begin to aspire towards 

adulthood, and try very hard to “fit in” and establish themselves as individuals. 

As a result, children at this particular stage of growth need lots of support to 

develop the necessary skills that are needed to make them truly independent and 

accountable for their actions. The Middle School curriculum supports the needs 

and varied interests of our students in an environment that is safe, yet not 

stifling, and thus allows them to develop a sense of independence and 

assertiveness.

As well as these subjects, the students have the opportunity, on a Friday 

afternoon, to take part in a non-academic activity of their choice. The list of past 

activities has been: First Aid, Sports, Geo Club, Media Studies, Investigating 

Archeology, Drama/Guitar Lessons, Experimental Science, and Cookery. These 

are very popular and are a perfect way to end the week in school.

Widening Horizons Through Experience

At St Edward’s College, we believe that learning extends far beyond the 

classroom. Our Middle School students benefit from a variety of enriching 

experiences abroad, including cultural and educational trips such as the Year 6 

tour to Sicily, where history is brought to life through visits to ancient Roman 

and Greek sites. These opportunities not only deepen subject knowledge but also 

foster independence, confidence, and a global perspective. Closer to home, 

students are encouraged to explore their creativity and critical thinking through 

hands-on STEAM (Science, Technology, Engineering, Arts, and Mathematics) 

activities. From coding and robotics to design projects and science experiments, 

these engaging sessions nurture innovation and teamwork – skills essential for 

future success.

Important Choices

Our students’ pass rates and grades are notably higher than the national average 

and almost all students pursue further education that allows them to become 

adapt in a variety of professions. The core curriculum in the Senior School 

comprises:

• English Language

• English Literature

• C3 (New ICT Programme)

• Maltese

• Mathematics

• Physical Education

• Personal and Social Development

• Religion / Ethics

Students must also study one additional language in the Senior School. 

The languages offered are:

• French

• Italian

• Spanish

Students must also study 3 optional subjects, one of which must be a 

science subject. The subjects offered are the following:

• Accounts

• Art

• Vocational Studies in Information Technology

• Biology

• Business Studies

• Chemistry

• Computer Studies

• Drama

• Economics

• Physics

• Geography History

Reaching Their Full Potential

The main role of the Senior School is to reinforce the core 

values that all Edwardian learners develop, as well as to 

prepare students for the ever-changing world of tomorrow. 

The Senior School Educational Programme is designed 

as a lifelong project that allows for both academic and 

personal development of its learners. Our final aim is 

to help our students achieve their goals and become 

independent, compassionate, and responsible citizens.

Most boys who attend the senior school are between the ages 

of 13 and 15. For most teenagers, this is a very challenging 

period since it is a time in which they are trying to come to 

terms with physical and psychological changes they are going 

through. Our senior school teachers offer core development, 

career guidance, and a sensitivity to the needs of each 

individual student. It is through such an approach that our 

students are enabled to lead independent social lives and 

are able to articulate views about current affairs. Although a 

lot of emphasis is placed on academia, all teachers in the 

senior school work hard to provide all the necessary support 

to help our learners successfully go through their 

adolescent years and achieve their full academic and 

personal potential.

On a final note, our school maxim of “Virtue and Honour”, 

is always at the forefront of our decisions and expresses 

the spirit of Edwardian education. We give our learners 

the necessary tools to become responsible individuals 

and creative thinkers, and ultimately to improve the 

world that they will inherit.

Why Choose IBDP?

Established in 1968, IBDP was the first programme offered by the IB Organisation and is a two-year, pre-University programme taught to students aged between 16 and 19. 

It focuses on personal, professional and academic development and is globally recognised by universities for the holistic and rigorous education it provides. 

The IB works consistently to make sure the DP is globally recognised by universities, with its students gaining competitive offers for further study.

Since its inception, the International Baccalaureate (IB) Diploma Programme (DP) at St Edward’s College has had exceptional scores. 

The College’s students have reached an average of 83% when compared to the international average of 79%.

St Edward’s College was authorised to offer the International Baccalaureate (IB) Diploma Programme (DP) commencing September 2009. 

It is one of the two sections in which we accept a co-educational cohort.

Worldwide Recognition

The International Baccalaureate (IB) Diploma Programme (DP) is recognised and respected by the world’s leading universities. 

It is accepted by most major universities, including the University of Malta, Oxbridge, Sorbonne, and Harvard. 

IB world schools are present in over 156 countries and send results directly to universities in over 90 of those countries.

Feedback collected from a wide range of IB graduates suggests that IB students have an easier time adjusting to university studies. 

Students graduate from the IB Diploma Programme as more well-rounded students than when they began, giving them a head start at university life.

The IB Learner Profile

The International Baccalaureate (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success. 

They imply a commitment to help all members of the school community learn to respect themselves, others, and the world around them. 

Each of the IB’s programmes is committed to the development of students according to the 1B learner profile. 

The profile aims to develop learners who are:

St Edward’s College has been accepting boarding students since 1929. However, gone are the days when boarding meant living in long, Spartan corridors packed with rows of beds. StE’s boarding 

facilities offer boys and girls unparalleled levels of comfort, privacy and cost without compromising any of the benefits and values which are associated with the more traditional boarding experience. 

Middle and Senior School Boys from the age of 11 upwards (Year 7 -11) and Sixth Form students (boys and girls aged 16 -18) are eligible to board at St Edward’s.

Beyond academics, St. Edward’s College places strong emphasis on co-curricular and extracurricular activities, including: