On the basis of your school-based evidence and/or your reflections of your past experience as

a learner, using the concepts you have been introduced to, describe the school’s culture in
terms of its ethos and its instrumental and expressive orders. What evidence in the ethos and
the orders is/was there of a caring community?

This essay discusses my experience within an independent primary school and secondary in a
government-dependent school. Reference is made to each school’s aspirational ethos, along
with the means by which these goals are achieved or hindered in each school. Since the
schools share the same physical structure (bright, open-spaced, skylight at centre, balcony
overlooking foyer), the main comments will relate to behaviour and abstract structures.
The aspirational ethos of the secondary school promoted integration and mixed-ability
education which is more or less displayed in their practices. Streaming was unapparent in
either school, the only division formed in the church school, was based on choices made by
students in taking paper A or paper B for Ordinary level examinations (e.g. a class for
students who planned to study paper A for maths, and another class for paper B). I suppose
girls who achieved below-average marks felt pressured by staff who encouraged paper B and
so this may have slightly hindered the school’s aspirational ethos.
The schools’ instrumental orders differ from one another with regards to the academic
structure. The private school communicated solely in English, with minimal code-switching.
Even during the Maltese lessons most instruction was communicated in English. The
independent school was preoccupied with the drilling of excellent manners and native-like
English pronunciation. It seemed some teachers were inwardly attached to this aspect of the
private school’s ethos, however I asked why Maltese lessons involved English and the
teacher’s response exhibited outward attachment, and not inward attachment. My secondary
school experience was balanced between Maltese and English: religion, social studies, and
Maltese lessons were held in Maltese and all other subjects used both languages; except for
English lessons, when communication in Maltese was rightly avoided.
The private school implemented the disciplinary approach, in that history and
geography were taught separately, while the church school favoured the integrated subject,
social studies.
With regards to “extra-curricular” activities the private school employed effort,
ensuring students were physically engaged: all children attended gymnastics sessions during
school hours, and girls and boys were divided into lessons in ballet and football, respectively.
Although this segregation reinforced gender stereotypes, it was positive in that it promoted
learning of subjects other than the strictly academic. It is interesting to note that ballet was
assessed through examinations, whereas gymnastics and football were unassessed, therefore
girls had one more “serious” subject than boys.
The private school offered an array of after-school activities: music lessons, drama,
art, dance and sports. At the government-dependent school the 15-20 minutes of breaktime
was reserved for activities like: Ecoskola meetings, rehearsals for performances, student

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council meetings, sports sessions etc. Interestingly, although the arts were greatly respected
in the independent school, it was the church school that had invested in a massive hall, stage
and backstage.
The general physical education lessons were undervalued at the church school I
attended: sessions were reserved for the shortest time-table slot, the P.E. teacher was often
absent, and though the school boasted a well-equipped basketball court there was a great
sense of apathy – many girls also complained of fake tummy-aches to avoid P.E. In contrast,
the well-structured P.E. lessons in the private school were given importance and friendly
competition was encouraged whilst students engaged in a variety of sportive activities.
The independent school’s breaktime was longer than that of the church school, at
which break was 20 minutes long, though students lined up for class 5 minutes before break
was supposed to finish. Somehow, in the secondary school playground, running was frowned
upon, and there was a sense of disapproval that came from teachers and students (especially
older students) alike. In primary, the culture was different the private-school children ate and
ran at the same time or ate and then played.
Expressive orders like the church school’s teachings of Catholic religion were
manifested through the presence of large boards painted by staff branding Biblical quotes;
frequently organised masses, reflection time in the Chapel, hung pictures of saints, crucifixes
in classrooms, and prayers throughout the school day (morning assembly, most lessons and
break assembly). The independent school practiced Catholicism, but not with the same
enthusiasm as the secondary school. Prayer was said together in class right before lining up
for the playground, and mass was held for events in the Christian calendar.
One could easily tell that social inclusion was praised in the church school and
bullying was not tolerated; staff worked hard to reduce the number of girls sitting alone at
breaktime, without forcing friendships - by, for example, placing the excluded girls near girls
who were inclusive, in class or together in groupwork. Unfortunately, bullying was common
in the private school and yet seemed to go unnoticed. It was believed that the bullied child
should come forward before the school intervened and parents who were not the richest in
socio-economical capital had to work hard to persuade the school to end bullying. In this
regard, the independent school hindered the achievement of their aspirational ethos of
teaching values of respect, responsibility and relationships.
The church school’s value of love, care and nurturing of students’ intrinsic worth
were conveyed in many instances. As a new student adjusting to the secondary school, I was
reassured that the staff was there to support me any time. During trying times, they excused
me from punishment for unfinished work and nonparticipation.
Despite the church school’s flaws, the school successfully created a more caring
environment than that of the independent school for the above reasons. The mottos or
statements presented on the school websites also show signs of this, as the church school’s
motto - ‘every day better’ - although simple, is more positive and encouraging than that of the
private school ‘It is easier to build a child than to repair an adult.’ Not to say that the
independent school has no positive aspects, as it managed to reinforce good manners and

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respect for adults, however, it lacked a sense of care and needed to work harder to draw
nearer its aspirational ethos.