JC Booklet

JUNIOR COLLEGE
MALTA 2009
This is a Malta University JUNIOR COLLEGE Publication

Printed by the University Printing Unit
© The University of Malta Junior College
Website: www.jc.um.edu.mt
First published Malta 1998
This Twelfth Edition - Malta 2009
Index
Foreword....................................................................................................... 4
Choosing Your Subjects................................................................................ 5
Group 1
The English Department . ............................................................................ 7
The French Department................................................................................ 8
The German Department ............................................................................ 9
The Italian Department................................................................................11
Id-Dipartiment tal-Malti ........................................................................... 12
The Spanish Department............................................................................ 14
Group 2
The Accounting Department....................................................................... 16
The Economics Department....................................................................... 17
The Geography Department....................................................................... 17
The History Department............................................................................. 19
The Marketing Department........................................................................ 20
The Philosophy Department....................................................................... 21
The Religious Knowledge Department...................................................... 22
The Sociology Department......................................................................... 23
Group 3
The Biology Department............................................................................ 26
The Chemistry Department........................................................................ 27
The Environmental Science Department.................................................... 28
The Mathematics Department.................................................................... 30
The Physics Department............................................................................. 33
Group 4
The Art Department.................................................................................... 36
The Computing and Information Technology Department....................... 37
The Engineering Drawing and Graphical Communication Department.... 39
Nutrition, Family and Consumer Studies
(Home Economics & Human Ecology)................................................... 41
The Music Department............................................................................... 43
Page 2
Compulsory Subject
The Systems of Knowledge Department.......................................................... 45
Extract from the Matriculation Certificate Examination Regulations 2005 . ...... 46
University of Malta Special Course Requirements for Undergraduate Courses......49
Faculties
The Built Environment............................................................................... 49
Arts ............................................................................................................ 49
Dental Surgery . ......................................................................................... 50
Economics, Management and Accountancy . ............................................ 50
Education . ................................................................................................ 51
Information and Communication Technology............................................ 54
Engineering .............................................................................................. 55
Laws .......................................................................................................... 55
Medicine and Surgery . .............................................................................. 56
Science . ..................................................................................................... 57
Theology . .................................................................................................. 58
Institutes
Agriculture . ............................................................................................... 59
Conservation and Management of Cultural Heritage ................................ 59
Centre for Communication Technology..................................................... 60
European Documentation and Research Centre ....................................... 61
Health Care ................................................................................................ 61
Courses not requiring Special Course Requirements.................................... 63

Notes ............................................................................................................ 64
Page 3
Foreword
‘Our mission is to provide a holistic

quality education to young men and
women who seek to join the University by
preparing them to develop the attributes
needed for tertiary level studies.’
Mission Statement
The University Junior College prepares students specifically for the Matriculation
Certificate which serves as a passport for University degree courses.
Special Course Requirements, listed in the back pages, address students in

their choice of subjects, however, where options are left wide open, some
find themselves spoilt for choice. Look Before You Leap has been designed
to enable students to browse into the various subjects offered before they make
their selection. The contents of new subjects are explained while standards
required by students before embarking on subjects normally covered at SEC
level are emphasised.
This publication has proved to be a very successful venture. In the light of

experiences reaped, write-ups have been reviewed, altered, added upon or
clarified from year to year with the full cooperation of the coordinators at the
Junior College.
Students are urged to study meticulously the groupings provided before coming
to a decision. Choose wisely because requests for changes in options will not
be treated once the academic year is in full swing.
May I thank all those who have kindly contributed to make this publication
possible.
Principal – Junior College
Page 4
Choosing Your Subjects
Students are required to choose one subject from each of the following Groups
1, 2 and 3 and two other subjects from any of the four groups. Two of the
five subjects chosen must be at Advanced Level and the other three subjects at
Intermediate Level.
The University reserves the right not to offer subjects, or certain combinations
of subjects if the number of applications does not justify it.
Your choice of subjects must correspond with the entry requirements of the
course you intend to follow at University (see Special Course Requirements on
pages at the back of this publication).
Group 1
Maltese, English, French, Italian, German, Spanish
Group 2
Marketing, Accounting, Economics, Geography, History, Philosophy, Religious
Knowledge, Sociology
Not more than two of Accounting, Economics and Marketing may be chosen
Group 3
Applied Maths (Mechanics), Biology, Chemistry, Physics, Pure Maths,
Environmental Science+
+Environmental Science is only offered at Intermediate Level and may not
be taken with Biology, Chemistry or Physics
Group 4
Art, Computing++, Information Technology++, Music, Engineering Drawing+++,
Graphical Communication+++, Home Economics and Human Ecology
++ Computing may not be taken with Information Technology
+++ Engineering Drawing may not be taken with Graphical Communication.
Engineering Drawing and Graphical Communication are combined at
Intermediate Level
SYSTEMS OF KNOWLEDGE – Compulsory Subject
Page 5
GROUP 1
THE ENGLISH DEPARTMENT
THE FRENCH DEPARTMENT
THE GERMAN DEPARTMENT
THE ITALIAN DEPARTMENT
ID-DIPARTIMENT TAL-MALTI
THE SPANISH DEPARTMENT
Page 6
THE ENGLISH DEPARTMENT
The English Department offers two MATSEC courses: one at Advanced Level
and one at Intermediate Level.
THE ADVANCED LEVEL COURSE

This is an intensive two-year course leading to a searching nine-hour examination,
a positive result in which is a prerequisite for entry to many University courses.
The standards expected are very high, and students should preferably have a
Grade 3 at the SEC examination in English Language and English Literature.
They should also possess a solid background of reading, flair for the subject and
a good grasp of the fundamentals of the language. Please note that English is not
an ‘easy option’, contrary to what some people are led to believe. A cursory look
at the examination format should confirm this:
PAPER 1 (three hours):

a. A Shakespearean play and a selection of works by an established poet. Essay-
type questions on each text have to be answered.
b. Poetry Appreciation: An ‘unseen’ poem by a British, American or
Commonwealth poet is presented for the candidate to evaluate technically.

a. The candidate has to prepare two novels and then answer an essay-type
question on these texts.
b. An ‘unseen’ prose passage is presented to the candidate, who has to evaluate
it technically.

a. The candidate has to write a general essay of about 450-500 words in length,
selecting a topic from the choice offered.
b. Comprehension and Summary: the student has to answer questions on an
‘unseen’ non-literary passage and summarize all or part of it as required.
c. The candidate has to choose one topic out of three on a Matsec-specified aspect
of linguistics.
Tuition hours: 6 hours per week.

Tuition format: lectures, seminars, tutorials.
Textbooks: Approx. 10 textbooks required, but supplementary books may
be necessary and may be specified by the Department during the course.
Page 7
THE INTERMEDIATE LEVEL COURSE
This course is intended and designed to help a student not only to maintain a
command of English, but also to improve skills in it to match a growing mental
maturity. It is considered as 1/3 of an ADVANCED level, but students are warned
that their writing proficiency is expected by MATSEC to match that of ‘A’ level
candidates.
The students are prepared for one literary text, and receive instruction in aspects
of language, the practical ones being prominent. The examination consists of an
oral session and a written session. The written session is of three hours’ duration,
and has the following components:
a. LITERATURE:
The candidate has to choose between a gobbet-type or an essay-type question on
the studied text.
b. LANGUAGE:
The candidate has to choose a topic from among several presented; the topics
cover different writing-task types, such as letter-writing, report-writing, essay-
writing, etc
c. COMPREHENSION AND SUMMARY:
The student has to answer questions on an unseen non-literary passage and
summarize all or part of it as required.
Tuition hours: 2 hours per week

Textbooks: 2 textbooks
Tuition format: Mainly lectures; seminars if technically feasible.
In both courses there are three assessments annually, together with an end-of-
year test. The assessments together with the test make up 100 marks. At least 45%
of the marks are necessary for promotion in the ‘A’ level course and 35% in the
Intermediate course, but attendance is an important element of the assessment
mark, and may influence promotion to the second year of the course.
J. Gerardi
THE FRENCH DEPARTMENT
The French Department caters for about 120 students at Advanced level and
160 students at Intermediate level.
Students at both levels are expected to be highly motivated and eager to develop
their knowledge of French. Top grades at SEC or its equivalent are an asset as
the respective programmes of studies are challenging and demanding.

The Advanced level syllabus aims at consolidating and extending the knowledge
of French acquired at SEC level. A literature component is introduced which
Page 8
requires students to study in depth three integral texts. Our aim is to encourage
an analytical approach to the study of the set texts and arouse in our students
a critical perception and appreciation of French literature. Aspects of French
civilisation are explored and discussed during the two year course and will be
examined orally during the final examination. Grammar and comprehension
are allotted an hour each during the course. Great importance is given to
tutorials, where students are given the opportunity to work in small groups. Such
individual support can therefore contribute to further improving both oral and
written French. During the second year of the course, students start working
on the analysis of non literary texts which forms another component in the final
examination. High standards in Advanced level are expected of those students
who intend to specialize in French at University.

Although the main aim at Intermediate level is to consolidate the oral and written
skills acquired at SEC level, the programme also includes new components.
Students will be required to summarize a non-literary text in French, to study one
literary text as well as specific issues regarding French civilisation.
GENERAL POINTS (ADVANCED AND INTERMEDIATE)
Students who require further support on an individual basis are encouraged to
make appointments for contact hours with the respective tutors.
It is very important for students at both levels to keep up to date with current
affairs in the French world and the world in general, as very often related topics
are discussed during the free conversation in the oral examination as well as the
free composition in the written one. Reading of French magazines (available
at the Centre Franco-Maltais, Junior College Complex) and watching T.V.
programmes in French are essential at these levels.
Studying French at Advanced/Intermediate level is an asset, not only for
those students who intend to further their studies in the language at University
(B.A., B.Educ., Translation, Interpreting) but also for those students who
intend to pursue their studies in Medicine, Engineering, Architecture, Law etc.
Undergraduates from various faculties also have the opportunity nowadays to
benefit from programmes within the E.U. framework, offered by numerous
French institutions.
M. Gilson
THE GERMAN DEPARTMENT

German is taught both at Advanced and Intermediate Levels. Junior College
students are prepared for the MATSEC examinations only.
Page 9
THE ADVANCED LEVEL AND INTERMEDIATE COURSES
The Advanced Matriculation and Intermediate syllabuses for German describe
the aims of the course as follows:
1) to offer candidates who have successfully completed the SEC syllabus the
opportunity of studying German at Intermediate or Advanced level;
2) to offer candidates of both levels a wide scope of purposes whereby varied
practical skills used enable them to understand and communicate in writing
and speaking;
3) to make candidates aware of certain aspects of the culture and civilization of
the German-speaking countries which are essential for an understanding of
the countries and their peoples;
4) to instil in candidates a love for the language and the people who speak it.
The aim, therefore, is to train students in the four basic language skills at a higher
level by means of a wide range of types of text dealing with many facets of life
and culture (Landeskunde) in the German speaking countries (Germany, Austria
and Switzerland) including some literature (normally one work by a modern
author is studied in detail, sometimes more). Since teaching, testing and examining
take place as far as possible in the target language, a good basis at Ordinary level
(minimum B (GCE) or 2-3 (SEC) and a strong motivation to learn the language are
essential. Otherwise students might find it hard to bridge the gap between Ordinary,
Intermediate and Advanced Level work, even with 2 hours (at Intermediate level)
to 5 hours of tuition per week plus one tutorial (at Advance Level ).

The aim of the Intermediate course is to consolidate candidates’ SEC level knowledge
and extend it to include more advanced concepts, which are however only dealt with
in a broad manner. Most of these new concepts are included to provide a general and
coherent view of the subject, and they will not be treated with the same rigour and at
the same depth as in the Advanced level course in the subject.
With the significant presence of German industry in Malta, the strong trade
relations between Malta and Germany, and the increase of tourism originating
from the German-speaking countries, the demand for Maltese who are fully
conversant in German is growing, offering good career prospects.
A good knowledge of German is an asset for a number of courses at University
which involve access to texts, documents or research written in German.
Students obtaining a good pass (A, B or C) at Advanced Level can, read
German at both B.A. (Hons) and General level offered by the Faculty of
Arts. Following the completion of a B.A. (Hons) students will be able to
pursue their studies further. The M.A. programme is already available.
If, on the other hand, a prospective student wants to become a teacher, he/
she can register for a B.Educ degree with German as an option, offered by
the Faculty of Education.
A. Scalpello
Page 10
THE ITALIAN DEPARTMENT
About 25% of students that join the Junior College each year choose Italian at
Advanced or Intermediate level, as it combines well with almost all the subjects
offered by the College.

One of the aims of the “A” level course is to develop the students’ comprehension
of Italian and their communication skills, that is: speaking, listening to, reading
and writing the language. For this reason all lectures are delivered in Italian
and all formal discussions in class are held in Italian. In order to help students
assimilate and keep abreast with the contemporary language, we provide them
with weekly articles taken from magazines and newspapers, such as Panorama,
Guerin Sportivo, Gente, Il Corriere della Sera, etc. The aim is to coach the
student in motivated conversation and to help him/her improve his/her oral and
aural skills. Another very important aspect of the ‘A’ level course is literature.
Students are introduced to the most important Italian writers and their works
by means of lectures, tutorials and seminars. Prospective applicants should,
therefore, be in possession of a good grade at SEC (Ordinary) level, preferably
not less than grade 3 and be proficient in spoken and written Italian.
Students who opt for Italian at Advanced level are required to attend a
minimum of 5 one-hour lectures and a tutorial every week. Two of the weekly
lectures are usually dedicated to Language Skills/Seminars, one to Italian
Culture and Civilization and two to literature. As already stated, during the
language sessions, the student is encouraged to develop his/her ability to
express himself/herself correctly both in spoken and written Italian. Literary
text/s as set for the MATSEC “A” level examination are explained during the
literature sessions. Topics related to the geography, the history and the arts
of Italy, as well as its agricultural, industrial and economic achievements are
normally dealt with during the session set for Italian culture and civilization.
Lectures on Italian culture are also accompanied by audio-visual material, such
as CDs, and DVDs.

In order to choose Italian at Intermediate level, prospective students should,
at least, be in possession of a pass mark at SEC level. During their two-year
course at Junior College, students are trained to develop their reading and
verbal communication skills as required of them in the MATSEC Syllabus.
At this level, students have only two sessions a week, one of which is
entirely dedicated to the development of the student’s fluency and accuracy
in the language. During the other session most of the time is dedicated to
the explanation of the text/s set for the literature section of the MATSEC
Page 11
(Intermediate) examination. The most important artistic, historical, political
and cultural aspects of Italy will also be dealt with during the Intermediate
level course.
Attendance and Course Policy

Attendance is compulsory and failure to attend may lead to expulsion from
the course as per College regulations. It is therefore necessary for students to
take the subject seriously. For the students’ convenience, lecturers hold one-to-
one consultation sessions thus offering students the opportunity to discuss any
problems they may have.
Italian is recommended at either Advanced or Intermediate level especially
for university courses leading to a degree in Arts, Education and Law; it can
also be an asset to students who choose Accountancy, Architecture, Business
Management, Communications, International Relations, etc.
M. Pace
ID-DIPARTIMENT TAL-MALTI
Il-Malti, b˙ala l-ilsien nattiv ji©bed g˙add imdaqqas ta’ studenti li jag˙Ωluh
biex ikomplu l-istudji tag˙hom fil-livell pre-Universitarju, kemm b˙ala su©©ett
ewlieni kif ukoll b˙ala wie˙ed intermedju.
L-g˙add ta’ studenti ©odda tal-Malti fil-Junior College g˙as-sena 2008-2009
kien ta’ 199 fil-Livell Avvanzat, u ta’ 336 fil-Livell Intermedju.
IL-KORS FIL-LIVELL AVVANZAT

Il-kors fil-Livell Avvanzat huwa mfassal fuq lekçers, tutorjals u seminars li
jg˙inu lill-istudenti j˙ejju ru˙hom sewwa g˙al eΩami ta’ tliet karti ta’ tliet
sig˙at kull wa˙da li jitfasslu hekk:
l-ewwel karta – lingwa
it-tieni karta – poeΩija
it-tielet karta – proΩa
Fil-Livell Avvanzat isiru erba’ lekçers ta’ sieg˙a l-wa˙da fil-©img˙a. Hemm
ukoll sieg˙a ddedikata g˙al tutorjal u sieg˙a o˙ra g˙al seminar kull ©img˙a. Dan
ifisser li l-istudenti f’dan il-kors partikulari jkollhom sitt sig˙at fil-©img˙a.
G˙at-tutorjal l-istudenti jridu jippreparaw esej (©enerali, lingwistiku, jew
letterarju), ittra jew taqsira. Fil-kaΩ tas-seminar l-istudenti jing˙ataw ta˙ri© fil
kritika letterarja. Min˙abba n-natura tag˙hom, kemm is-seminar kif ukoll it
tutorjal ikunu mag˙mulin minn g˙add iΩg˙ar ta’ studenti minn dak tal-lekçers.
Dan jippermetti aktar attenzjoni individwali u l-istudenti jkollhom aktar ˙in
jesprimu ru˙hom u jipparteçipaw bl-aktar mod attiv.
Page 12
IL-KORS FIL-LIVELL INTERMEDJU
F’dan il-kaΩ g˙andna biss sag˙tejn fil-©img˙a li fihom isiru lekçers biex isir is
sillabu li hu mag˙mul minn oral u karta ta’ tliet sig˙at li tikkonsisti f’esej ©enerali,
esej dwar il-lingwistika u Ωewg esejs letterarji.
U hawnhekk jin˙tie© li jing˙ad li s’issa m’huwiex possibbli li jing˙ata xog˙ol
individwali (tutorjal) min˙abba l-limitu ta’ sig˙at ta’ lekçers fil-©img˙a. Minkejja
dan, l-istudenti jistg˙u, jekk iridu, juΩaw is-sig˙at li kull lekçerer g˙andu g˙al
kuntatti persunali ma’ l-istudenti. Kulma hemm bΩonn huwa li wie˙ed jag˙mel
appuntament mal-lekçerer konçernat.
Ta’ min ji©bed l-attenzjoni g˙all-fatt li, biex jibdew il-kors tal-Malti fil-Junior
College, l-istudenti jridu jkunu kisbu minn Grad 1 sa Grad 5 fil-karta A jew
minn Grad 4 sa Grad 5 fil-karta B tas-SEC. L-istudenti jistg˙u jag˙Ωlu l-Malti
f’livell jew ie˙or, iΩda hija ˙asra li xi w˙ud li jkunu ©abu grad baxx fis-su©©ett
jibdew fuq sieq ˙aΩina. L-g˙arfien tal-letteratura ta’ xi studenti jkun g˙adu xott
wisq, filwaqt li l-baΩi ta’ l-ortografija, l-idjoma, u s-sintassi tag˙hom tkun g˙adha
difettuΩa sewwa. G˙alkemm matul il-kors ting˙ata attenzjoni partikulari lil dawn
l-aspetti tal-kitba, wie˙ed irid jifhem li min˙abba l-firxa tas-sillabu dan ma jkunx
possibbli g˙al kollox u kemm jixtieq id-Dipartiment. G˙alhekk, minkejja li s’issa
m’hemmx kundizzjoni dwar grad g˙oli fis-SEC mill-applikant, l-istudenti jridu
jifhmu l-˙tie©a ewlenija li jkunu jafu jiktbu sewwa l-Malti qabel jiddeçiedu li
jag˙Ωlu s-su©©ett, kemm f’livell kif ukoll f’ie˙or.
Opportunitajiet
L-istudju tal-Malti joffri diversi opportunitajiet ta’ studju f’korsijiet differenti fl-
Università. Il-Malti f’livell Avvanzat huwa me˙tie© f’kaΩ li l-istudent/a j/tid˙ol
g˙all-kors ta’ B.A/B.A.(Hons). Dan iç-çertifikat jista’ jg˙in meta jing˙aΩel ilkors
B.Ed.(Hons) bi speçjalizzazzjoni fl-Edukazzjoni Primarja.
Il-Malti f’livell Avvanzat jin˙tie© ukoll meta wie˙ed japplika g˙al
speçjalizzazzjoni fil-B.Ed.(Hons) Edukazzjoni Sekondarja. Mill-banda l-o˙ra, il-
Malti fil-Livell Intermedju jintalab fil-kors tal-li©i, kemm dak ta’ Nutar, kif ukoll
dak ta’ Avukat. Il-Malti, kemm f’livell Avvanzat, kif ukoll f’dak Intermedju,
jista’ jg˙in fl-g˙aΩla ta’ B.Sc(Hons) fil-Communications Therapy. F’dawn il-
kaΩi kollha l-grad irid ikun A, B jew C.
Fora Melitensia-magazin bi studji dwar il-Malti
Id-Dipartiment qieg˙ed jippubblika Fora Melitensia, magazin (journal) bi studji

dwar il-Malti u dwar aspetti fis-sillabi tal-Malti – kemm dak Avvanzat, kif ukoll
dak Intermedju. L-istudenti g˙andhom jakkwistaw kopja ta’ din ilpubblikazzjoni
li tg˙inhom fl-istudji tag˙hom.
Page 13
Nota: G]al aktar tag]rif dwar is-su[[ett - ng]idu a]na sillabu, e``. -
id-Dipartiment tal-Malti fil-Junior College dejjem lest li jg]in mill-a]jar li
jista’.
Website tad-Dipartiment: http://www.malti.info/studjumalti
D. Calleja
THE SPANISH DEPARTMENT

Spanish is the world’s third largest language after Chinese and English. Its
study at the Junior College aims to promote the following skills:
1. the ability to understand standard spoken Spanish (listening comprehension);
2. the ability to speak Spanish correctly and fluently (conversation);
3. the ability to read and understand written Spanish (comprehension and
summary of written texts);
4. the ability to write Spanish accurately (composition);
Students will also be exposed to the geography, history, economy, politics,
customs, art, lifestyle and other aspects of contemporary Spain and Spanish-
speaking countries.

Students have to study 4 (of the 6) prescribed literary books in detail over a
period of two years.
We provide 6 hours of tuition a week, distributed between lectures and
seminars. In addition, we allocate another 4 hours of consultation for students
who require further help on an individual basis.

The syllabus assumes knowledge of Spanish at SEC level.
At this level, students have only two sessions a week. One session is
dedicated entirely to the development of the student’s fluency and accuracy
in the language. During the other session most of the time is dedicated to
the explanation of the text/s set for the literature section of the MATSEC
(Intermediate) examination.
A good ‘A’ level in Spanish is required by those students intending to do a

B.A. in Spanish Studies at General or Subsidiary levels.
A B.A. in Spanish Studies and fluency in the language open up the possibility
of employment in a range of jobs in both the public and private sectors.
C. Vassallo
Page 14
GROUP 2
THE ACCOUNTING DEPARTMENT
THE ECONOMICS DEPARTMENT
THE GEOGRAPHY DEPARTMENT
THE HISTORY DEPARTMENT
THE MARKETING DEPARTMENT
THE PHILOSOPHY DEPARTMENT
THE RELIGIOUS KNOWLEDGE DEPARTMENT
THE SOCIOLOGY DEPARTMENT
Page 15
THE ACCOUNTING DEPARTMENT
In today’s modern society Accounting has acquired a new dimension. In the
past it was a science for the few professionals who compiled and audited
Accounts. Nowadays, interest in Accounting has extended to other sectors
of society. Organisations produce goods and in doing so use a number of
resources ranging from materials to human resources. Efficient organisations
distinguish themselves from others, which are less efficient, in that they keep
an up-to-date record of all these procedures.
Financial organizations are classified under two main headings: ‘profit making
organizations’ and ‘non-profit making organizations’. The first distinguish
themselves from the others in that their aim is to make profit. On the other
hand non-profit making organizations are those which embrace a number of
people having the same ideals and targets. These include political party clubs,
charitable institutions, religious societies, sports clubs, and literary societies.
Accounting information is important to profit-making organizations as it is to
non-profit making ones, since the efficient daily running of the organizations
cannot be achieved without an efficient up-to-date record keeping.
Profit-making organizations vary in size. They range from the business of the
sole trader which can be represented by the small corner shop in a village, to
a large multinational company with different branches in different corners of
the globe.
In the course of our studies we shall go into detail on how these different
units, whether profit-making or non-profit making, keep their accounting
records. We shall also see how production can be planned and controlled
through cost management accounting, so that bench-marked profit margins
can be reached.
THE ADVANCED AND INTERMEDIATE LEVEL COURSES

The study of Accounting is recommended to all those who intend to read for
degrees in Economics, Management, and of course Accountancy. It will also
prove extremely useful to whoever intends taking up a career in Banking,
Industry, Commerce, and the public sector. Accounting is also important to
students who are required to study Accounting as part of a non-Accounting
degree such as university courses in Computing and Data Processing.
The Accounting department at the Junior College offers tuition in the subject
both at Advanced and Intermediate levels. There are no standards of minimum
qualifications. We cater for students who possess an Ordinary Level pass as
well as others who have never studied Accounting.
‘A’ level students have six hours of tuition made up of five lectures and one
tutorial. From experience we have learnt that students in possession of ‘O’
level qualification fare better at the end of their two-year course.
Page 16
Students taking Accounting at Intermediate level receive a minimum of two
hours of tuition per week, both during the first and second year of the course.
M. Abela
THE ECONOMICS DEPARTMENT

THE ADVANCED LEVEL AND INTERMEDIATE LEVEL COURSES
Economics is not only an interesting subject in itself but it is also an effective

tool in improving thinking skills.
The study of Economics exposes students to the real-life challenges of
achieving price stability, full employment, economic growth and higher
standards of living and a fair distribution of income and wealth. The course
intends to equip students with an analytical framework to understand and
resolve some of the many problems facing businessmen and government.
Economics is taught in foundation courses in many degree courses at our
University (including Law and Engineering). Economics at Advanced level is
essential for students reading for degrees in Accountancy, Management, and
Economics.
Students are not required to have an “O” Level to follow Economics at
“A” Level. At the Junior College, the subject is taught from the very basics.
However, students must have interest and commitment in following this very
challenging course of studies.
E. Azzopardi
THE GEOGRAPHY DEPARTMENT

Geography is a subject that straddles the natural and social sciences. It is also a
subject that looks at phenomena from the spatial perspective; more specifically,
Geography looks at the distribution over the earth’s surface. This science
includes the main physical characteristics that make up the natural environment
and the central themes that govern human beings and their actions on the planet.
The study of Geography will enable students to use their acquired geographical
knowledge in real-life situations and as a basis for life-long education. The
range of learning skills include:
1. recalling relevant content from geographical subject matter;
2. understanding the diverse characteristics of people, places and
environments;
Page 17
3. interpreting maps, globes and other geographical tools and technologies
such as charts, graphs, aerial photographs;
4. understanding that space and spatial relationships are fundamental
components of human interdependence on the local, regional, or global
scale;
5. recognising the spatial relationship between people and their
environments; and
6. solving problems systematically using geographical methods.

Geography at the Junior College is available as a two-year course at either
Intermediate or Advanced level. The syllabus at each level has been restructured
in an attempt at making Geography a user-friendly subject. Students following
the courses will pass through a positive experience. The course of study places
an emphasis on the lecture-room element together with fieldwork practicals.
The Syllabus at Advanced level places a strong emphasis on practical work,
with a total of 28 per cent of the examination marks devoted to field reports.
The main fieldwork report takes the form of a written account (c. 2500~4000
words in length) set against criteria specified in the Syllabus. Students normally
initiate work on this report at their first year and submit the finished report by
early March of the following year. Careful planning and personal tuition as
well as strong commitment are essential.
Tuition for Geography at Intermediate level is on a two-hour weekly basis,
while at Advanced level, five to six hours per week are available. Tuition time
is composed of lecturing sessions, seminars, tutorials and practical (fieldwork)
sessions. While an ‘O’ level in Geography is not an essential entry requirement,
it is nonetheless considered a strong asset in the successful pursuit of the subject,
especially at Advanced level. A strong emphasis is here made on the need for
broad and sustained background reading by prospective students. Guidance in
research methods is provided.
Passes in Geography enable prospective students to follow various courses
at University level. These include B.A. in Geography, International Relations,
Archaeology, Anthropology or History; alternatively the B.Ed. (Hons)
specialising in the teaching of Geography.
G. Borg Axisa
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THE HISTORY DEPARTMENT
“The past is a foreign country: they do things differently there.” (L.P. Hartley,
The Go-between, 1953).
History is the study of human beings in time, across time and in various
places. It seeks to understand women and men in their settings in order to make
sense of their lives and experiences. It is a cultural subject which when studied
with an open mind, leads to one’s enrichment and a better understanding of the
present. In the words of the British historian David Thomson: “… the study of
history [is] the best liberal education a student can have in the modern world.”
It is not required to have an ‘O’ level pass, though a knowledge of the subject
is helpful. At the same time, those in possession of an ‘O’ level in history need
to realize that a strong qualitative leap is required when studying at an advanced
or intermediate level. Over the course of two years, students are expected to
develop their studying and writing skills to attain the requisite level. This is
achieved through regular attendance for tuition and through individual work
on the part of the student.
Students studying history at Junior College follow a variety of courses at the
University of Malta, particularly within the Faculty of Arts and the Faculty
of Education, but not only. Students can pursue Bachelor degrees in history,
international relations, European studies, archaeology and other areas. Many
also choose to pursue a Bachelor in Education specializing in the teaching of
history.
Students who previously studied history at advanced level at Junior College
and continued to pursue the subject at University have gone on to follow a
range of career paths, including the public service, the diplomatic corps and
increasingly various positions related to the European Union, the heritage
management sector, lecturing, as well as positions within the private sector.
As citizens of the world, whenever we travel and visit places that are new to
us, we should do so with an open mind. In this way, we respect diversity and
help to preserve it, while enriching our own personality. This same attitude is
required when studying history. As the quote above states, the “past is a foreign
country” and the further back we go, the stranger it may seem to us. Through
history one develops an inquisitive yet sympathetic ability to understand those
that are different from us. The starting point for both advanced and intermediate
students is the French Revolution of 1789, often considered as the epic event
that signaled the dawn of the modern age. It is in the French Revolution – and in
the decades preceding and following it – that ideas fundamental to the modern
world trace their roots, including, nationalism, liberalism, socialism, secularism,
terrorism and democracy. Over the course of the two-year programme, the past
– both Maltese and international – will gradually feel less foreign and will help
students to understand better their own worlds.
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Tuition in history at advanced level consists of five to six hours per week,
composed of lectures, tutorials, and seminars. Students study Maltese history
(Paper I) and international history (Paper II) between roughly 1789 to 1989. In
each case, there are two compulsory study units: Maltese political development
1800-1921 and Anglo-Maltese relations 1945-79; nationalism, liberalism,
socialism in Europe 1789-1917 and the Cold War 1945-89. Moreover, in each
case there are eight optional subjects, ranging from political-religious issues
in Maltese history to Fascism and Nazism in Europe. The compulsory and the
optional subjects deal with historical events that have shaped modern Malta
and the world. Further details about the syllabus can be found on the website of
MATSEC. At the end of the two-year course students will sit for three, three-
hour exams. In papers I and II students will answer essay-type questions. In
paper III, they will be tested on their ability to analyse an original source from
the past in relation to their knowledge of the compulsory study units in both
Maltese and international history.

The History Department also offers a two-year course at Intermediate level.
The course consists of two one-hour sessions per week. The subjects covered
are Maltese fortress politics and economics 1800-1921 and revolutions and
nationalism in Europe 1789-1917. At the end of the two-year course students
will sit for a three-hour exam where they will answer essay-type questions and
source-analysis questions.
We look forward to welcoming you as a student of the Department of
History!
E. Buttigieg/F. Ciappara
THE MARKETING DEPARTMENT

Marketing is offered at the University Junior College both at Advanced
and Intermediate levels. In simple terms Marketing can be explained as a
‘management process which identifies, anticipates and satisfies customer
requirements efficiently and profitably’ - (The Chartered Institute of
Marketing).
During the two-year course at the college we focus on such topics as the
Marketing Concept, Marketing Research, Product Policy, Pricing Policy,
Integrated Marketing Communications, Distribution, Sales, and other
interesting areas.
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Marketing at Advanced and Intermediate levels involves a combination
of theory and practice. Lectures involve, mainly the theoretical aspects of
Marketing with practical examples, while tutorials and seminars involve more
student participation, case studies, presentations and project work. Advanced
level students have 5 hours of lectures per week and, a one-hour tutorial and
seminar.
Intermediate level students follow two hours of lectures per week and here
student participation is also encouraged. It is the department’s policy to
encourage group work at all levels.
Students taking Marketing at both levels are not required to have any
background in the subject to follow the courses offered and after the two-year
‘A’ level course at the college one can follow the B.Com. or the Bachelor of
Communications degrees at the University of Malta.
S. Schembri
THE PHILOSOPHY DEPARTMENT

Philosophy is an ancient discipline which studies the most fundamental
questions that arise in all areas of human concern, from religion and politics
to morality and the sciences, from cosmology to biology. Philosophers ask
questions about assumptions which most people take for granted: In what
ways, if at all, am I different from my computer? What is a person? What are
the ethical issues raised by abortion and euthanasia? Do animals have rights?
Do we have responsibilities towards future generations with regards the use
of the natural resources of the planet? What is truth in language, and how is it
related to meaning? What is the relation of thought to language?
Philosophical questions such as these are fascinating and in trying to answer
them you will become part of a tradition which goes back to Plato and Aristotle.
In studying Philosophy you will learn much about how to think through difficult
questions, as you will learn about the answers that can be given to them. You
will be equipped for life with an ability to detect bad arguments, whether in
politics, in the media or in discussion with the people you work and live with,
and an ability to produce better arguments of your own. Socrates had said that
“the unexamined life is not worth living” - the questions you will be tackling
in philosophy will help you choose a life that is ‘worth living’.
Philosophy can be taken at both Intermediate and Advanced levels. It is a
subject for which the only requirement is a desire to develop valuable skills in
reasoning, problem-solving and communication!
J. Buttigieg
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THE RELIGIOUS KNOWLEDGE
DEPARTMENT
The Religious Knowledge Department forms part of the Humanities Section.
It offers a two-year Course at both Advanced and Intermediate Levels, so
that students who choose to follow such studies can sit for the Matriculation
Examination at either level.

The content of the whole program for Religious Knowledge at Advanced Level
is divided into three sections, namely, the section concerning Christian Faith, the
section concerning Christian Life and the third concerning Christian Living. The
three sections are then subdivided into three parts respectively.
In the first section, the student comes across man’s search for God, and how this
search has been carried out in all ages, in all places and in all cultures. In short,
section one examines the Question of God and how it is expressed through the
World Religions and, especially, through the Christian Religion. Faith in God and
in Jesus Christ brings the student in contact with God who has revealed Himself
to man in Old and New Testament times, as well as in the Church. The studying
of one of the first three Gospels, in turn, enables the student to concentrate on the
Incarnation and Redemption Mysteries.
The second section is divided into three parts with particular references to the
nature and structure of the Church as professed in the Nicene Creed. Attention
is given to the Hierarchy, Religious Life, as well as the Blessed Virgin Mary and
the saints in the Church’s life. The second part of this section concerns Christian
Worship and special reference is given to liturgy and the sacraments. Finally, the
third part is concerned with significant events in the Church’s life starting from
the very beginning up to the present times since we come across, for example,
the persecution of Christians, the Gregorian Reform, Monasticism, the Protestant
Reformation, the French Revolution, the First and Second Vatican Councils.
The third section deals with man’s moral dignity, namely, the human vocation,
freedom and responsibility, conscience, religious freedom, the moral, natural,
Old and New Testament law. The second part of section three deals with issues
regarding the dignity of human life and related ethical problems like abortion and
euthanasia, and issues regarding the Christian family, like sexuality, responsible
parenthood and divorce. The final part of this section enters into the Catholic
Social teachings of the Church.
The two-year Course at Advanced level consists of 6 hours of tuition per week
made up of 4 lectures, a seminar and a tutorial. The MATSEC examination, which
is taken at the end of the two-year course, consists of three two-hour papers, each
of which covers Sections One, Two and Three respectively, of the Syllabus.
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THE INTERMEDIATE COURSE
The content of the syllabus for Religious Knowledge at Intermediate level is
divided into five sections. Section one concerns issues about the human search
of God with special reference to Revelation, Tradition and Sacred Scriptures
and man’s response through Faith. The second section deals with Creation, the
Fall and the Promise of Redemption whilst the third gives particular attention
to the Church as seen in the Acts of the Apostles. In the final two sections we
come across Christ’s action through the sacraments of the Church and man’s
life in Christ with particular reference to Christian faith and ethics and the
Christian witness in the world.
This two-year course consists of two hours of tuition per week. The MATSEC
Examination, at the end of the two-year course, consists of a three-hour paper,
in which students have to answer 15 short questions and 3 essays.
The study of Religion at Advanced or Intermediate level would enable the
student to follow a good number of courses at University such as B.A. in
Religious Studies, B.A. in Theology and Human Studies, Bachelor in Sacred
Theology and B.Educ, although it would help them as well to follow other
courses which the Guidance unit of the College can clearly point out.
J. DeBono
THE SOCIOLOGY DEPARTMENT

Sociology is the study of how society works. It examines the organization and
development of societies and the individuals within them. At Intermediate level,
the study of Sociology delves into the study of education, the family, religion
and poverty and social exclusion. At Advanced level, areas of study related to
education, the family, religion, poverty and social exclusion, social change, and
social stratification are tackled. Additionally, at both ‘A’ and ‘I’ levels, theories,
perspectives and methods of research of Sociology are examined within the
context of modern industrial societies.
The language used in teaching this subject is English and besides lectures,
which are given at both ‘A’ and ‘I’ levels, tutorials and seminars are also given
in the Advanced level. Time allotted for the subject depends on the level thus:
2 hours weekly for ‘I’ Sociology and 6 hours weekly for ‘A’ Sociology.
Though it is not strictly necessary, a SEC level pass in Social Studies, or at
least a good grounding in the subject, would be an asset, as Social Studies
introduces basic terms, concepts and sociological thinking which serve as a
background to the study of Sociology.
Sociology can help students when certain courses are chosen at University.
Page 23
Sociology figures in study areas such as Social Work, Administration, Law,
Education, Theology, Arts and Humanities, Communications and the Media,
Health, Politics and others. Besides, one could also take a B.A. course in
Sociology and then follow a P.G.C.E. (Post-Graduate Certificate in Education)
in Social Studies, or else, take up P.S.D. (Personal and Social Development)
in the B.Ed. (Hons.) course where Sociology (or Philosophy) is a basic
requirement. Moreover, Sociology is quite helpful when it is taken with other
particular disciplines, which are complementary to each other. Some such
disciplines include History, Anthropology, Religion, Communication Studies,
Youth Studies and Psychology.
It is of note that Sociology is quite popular, and many students choose the
subject at Junior College at one of the two levels offered. Moreover, the recent
interest in research has made Sociology more relevant as it is used to trace
and identify social situations and problems which need to be addressed by
policy makers, the world of work, education, the media, and so on. Thus as
a subject one cannot but emphasize the ever-growing importance it is gaining
and therefore the use it has in the modern world is quite evident.
G. Cassar
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GROUP 3
THE BIOLOGY DEPARTMENT
THE CHEMISTRY DEPARTMENT
THE ENVIRONMENTAL SCIENCE DEPARTMENT
THE MATHEMATICS DEPARTMENT
THE PHYSICS DEPARTMENT
Page 25
THE BIOLOGY DEPARTMENT
This course aims at preparing students to sit for the Matriculation Advanced Level
examination in Biology. Students choosing this course are ideally expected to
have a pass at Ordinary Level in Biology and should preferably be in possession
of a Grade 3 or better. Students with lower grades often have difficulty in
completing the A Level Biology course successfully. Knowledge of Chemistry
enables the students to understand better the biochemical aspects of the subject.
Studying Biology at this level entails dedication and diligence. One is expected
to study regularly if s/he wants to succeed.
Every week students have eight hours dedicated to the teaching of the subject.
These include five hours of lectures, a tutorial hour, and two hours of practical
laboratory work. During tutorials, classes are divided into small groups, so that
students can discuss study problems with their tutors and get individual attention.
The practical aspect of the subject is given great importance since it carries thirty
three per cent of the final mark in the A Level Examination. Our laboratories are
very well equipped and students are given the opportunity to do practical work
of a high standard. Students can also make use of contact hours to get individual
help from their tutors.
Teaching is enhanced through the use of audio-visual material meant to help
students to understand better the topics being covered. The department is equipped
with numerous overhead projectors and data projectors that are constantly used
during the lectures. In addition, the Biology Department organizes a weekend
seminar for second year students dealing with Bioethical aspects of the subject.

Students who opt to study Biology at Intermediate Level have two lecture hours
every week along with an extra hour, during which students are prepared for their
examination. Knowledge of the subject at SEC Level is assumed. There are no
formal practical sessions, but tutors are free to carry out practical demonstrations
and to make use of the audio-visual material available. Students can get individual
help with their study problems from their tutors during contact hours.
University Courses
A pass at A Level in Biology is essential for students who intend to follow a
degree course in:
• Medicine and Surgery [Grade B or better]
• Dental Surgery [Grade C or better]
• Bachelor of Science [if Biology is chosen as the principal subject area,
a grade C or better is required. An A Level in Chemistry is required]
Page 26
• Bachelor of Education [if taking Science with specialisation in Biology
teaching, a grade C or better is required]
• Diploma or Degree course in Agriculture [Grade D or better)
• Bachelor of Science in Communication Therapy, Dietetics,
Environmental Health, Medical Laboratory Science, Nutrition,
Occupational Therapy and Physiotherapy [Grade C or better]
• Bachelor of Science in Nursing, Midwifery, Podiatry, and
Radiography
• A pass at Intermediate Level with Grade C or better is also essential for
students wanting to follow a Degree course in Psychology
• The Pharmacy course also accepts Biology at Advanced or Intermediate
Level as one of the subjects offered by prospective candidates.
R. Pace
THE CHEMISTRY DEPARTMENT

While you are studying and worrying about your SEC exams, nothing seems
real or very important. But exams are only the first hurdle - what comes after
soon becomes real and much more important. That is why it is vital to be sure
of your ground when you take that first step towards University by making the
right choice of subjects for your MATSEC certificate.
Chemistry is a subject of world impact, a fundamental science which has a
profound effect on our planet and is involved in every facet of everyday life.
Chemistry will give you the opportunity to find out. It is concerned with what
things are made up of, how they interact. Chemistry is a creative art: from
inventing new compounds to increasing crop yields to giving fireworks more
“bang” appeal. You could be the cool chemist who makes those T-shirts change
colour on the dance floor. In short, chemists are the key to influencing life and
making the world a better place to live in.

Studying Chemistry at Advanced level will involve you in developing
fundamentals and concepts encountered at ordinary level to a much greater
depth. You will have the opportunity to come to grips with organic chemistry,
that branch of Chemistry which makes the ‘fast, posh life’ of the 20th century
possible. You will find answers to ‘is it feasible? how far? how fast?’, about a
chemical reaction. A weekly tutorial hour will test whether you have grasped
all the ideas discussed in class and if you encounter difficulties in the assigned
work, these can be solved during this hour. Your class tutor will also give you
the opportunity to see him personally for any problems relating to Chemistry.
Page 27
This should make your chemistry life relatively easy. Two hours per week will
be dedicated to practical work. Here you will also learn to respect the materials
around you and to handle them safely.
The subject comes to life in the seminar hour: during this hour it is the students
who conduct proceedings. A student will present a topic, researched beforehand.
The presentation is followed by discussion. The topics would be relevant to
the syllabus but would not normally be discussed in class. Examples used by
students in the past have been: ‘The drug action of alcohol’, ‘Lead pollution’,
‘Swimming pool chemistry’, ‘Nuclear disasters’, Cosmetic creams’.
Students opting to follow this course should preferably be in possession of a
Grade 4 or better at Ordinary/SEC level. Statistics have shown that students
with lower grades have difficulty completing the ‘A’ level Chemistry course
successfully. These students are advised to opt for the Intermediate level
course, instead. Moreover, the Department strongly recommends a good pass
in Mathematics.
THE INTERMEDIATE COURSE

The Chemistry Department also offers a two-year course at Intermediate level
for those students wanting to increase their level of knowledge of Chemistry,
but without the higher degree of commitment required at Advanced level.
This course consists of two one-hour sessions per week with provisions being
made for contact hours with tutor if and when the need arises. The one-hour
sessions consist of lectures which are supplemented with a range of practical
demonstrations.
Chemistry will provide the basis for entry to a course in Medicine, Pharmacy,
Dentistry, and the B.Sc. and B.Ed. courses. (A number of diploma courses
are also possible.) If you have your sights set beyond Malta, then having a
Chemistry qualification is rather like having an open ticket to any destination
in the world – the choice of careers is unlimited.
S. Azzopardi
THE ENVIRONMENTAL SCIENCE

DEPARTMENT
The Department of Environmental Science (DoES) was established with the
inception of the Junior College of the University of Malta in October 1995.
It initially formed a semi-independent part of the Department of Biology but
became fully independent by October 1996. The DoES presently comprises
four full-time lecturers, all of whom possess high level qualifications (i.e.
postgraduate degrees or diplomas) in this field. Just as importantly, all four are
Page 28
qualified teachers and also hold additional degrees or certificates in education.
The principal course offered by DoES leads students to the Intermediate Level
examination in Environmental Science (unit code IM11) offered by the University
of Malta.
Requirements
Course IM11 is open to all students who are in possession of the minimal
qualifications required by the Junior College. The bulk of students registering
for IM11 are majors in arts, languages or humanities who are looking to add
some science (most usually, quite unwillingly) to their list of qualifications. The
University of Malta requires that students registering for degree courses should
hold such qualifications. Most people who have taken this course in the past
were not particularly keen on science and many applicants tend to conjure up
visions of Physics or Mathematics from their secondary school days. This is quite
different and much of the material that shall be covered is probably new to most
students. If you are interested in earthquakes, plate tectonics, pollution, weather,
climate and genetics, amongst many other topics, then this course should appeal
to you.
Course content
The programme of work being offered to students tends to focus on everyday
problems and situations that most people are likely to be familiar with. However,
an ability to appreciate such situations necessitates a solid grounding in basic
science. Such a foundation is supplied during the first year of the course. The
second year of the course is taken up with using such basic principles as tools
to interpret the dynamics of the natural environment. The course is therefore
interesting but not by any means trivial. This is a course in environmental
science not in environmentalism. You shall, first and foremost, follow a course in
Science. The rise of environmentalism is obviously discussed in the course, as is
also conservation biology. But students are generally left to make up their own
minds about any social attitudes arising from their studies. No prior knowledge
of science is assumed. We start from absolute scratch and assume zero scientific
knowledge. But not zero intelligence… So you’ll be expected to do your bit too.
Examination
The current MATSEC paper consists of a single three-hour long session in which
students are required to answer ten (relatively) short questions and two essay-
type questions.
Assistance and resources for students

We are well aware of the difficulties that students may encounter and are therefore
available for individual tutorials at any time. All you have to do is to ask for an
Page 29
appointment. Call at our office at any time (Room 160 & 163) and whoever may
be there would be happy to furnish you with more information.
Other resources for students:

Department of Environmental Science web page at:
http://jc.um.edu.mt/envsci/index.html This site contains readings, links, news,
notices and other resources for students.
Comprehensive information packs are available for photocopying and are
intended to supplement lecture notes. These cover most areas of the course and
are updated regularly.
S. Lanfranco
THE MATHEMATICS DEPARTMENT

Mathematics is a problem-posing and problem-solving activity. It consists of
a dynamic and expanding body of knowledge, and is a fundamental tool for
scientific, technological, economical and social development. The Mathematics
courses offered within our department are designed to provide students with
the opportunity to develop positive attitudes and confidence in Mathematics
and its applications. We strive so that our students may acquire a sound base
of knowledge, skills and attitudes that are required for further studies in
Mathematics, other academic areas, and future careers. They are encouraged to
see Mathematics as an effective means of communication. Moreover, our courses
aim to help students develop an understanding of coherence and progression in
Mathematics and of how different areas of Mathematics can be connected.
Currently, our department offers Pure Mathematics and Applied Mathematics
(Mechanics), both at Advanced and Intermediate Levels.
Pure Mathematics consists mainly of methods and problem-solving techniques
covering basic areas of study that are of fundamental importance for university-
bound students, especially those taking science-related degrees.
On the other hand, Applied Mathematics (Mechanics), which is based on
Newton’s laws of Motion, is the application of Mathematics to the physical
world.
The Advanced Level courses consist of 5 lectures, 1 seminar and 1 tutorial per
week. During tutorials, classes are divided into smaller groups so that students
can discuss their problems with their tutors. The Intermediate Level courses
consist of 3 lectures/tutorials per week. At both levels students may attend for
contact hours on a one to one basis with their respective tutors. Contact hours
provide assistance with specific difficulties met with during the respective course
work.
Page 30
PURE MATHEMATICS
Pure Mathematics at Advanced Level is a challenging subject that introduces
students to the theories, methods and techniques of various fields of Mathematics.
The Advanced Level course includes these topics: Algebra, Calculus,
Trigonometry, Coordinate Geometry, Functions, Series, Complex Numbers,
Vectors, Matrices, and Probability.
Mathematics is an inherently sequential subject. This means that today’s
understanding relies heavily on a good grounding of the material covered
previously. In particular, the Advanced Level course requires a thorough
understanding of the knowledge and skills tackled at SEC Level. Thus, students
taking Pure Mathematics at Advanced Level should preferably have obtained at
least Grade 3 at SEC Level. Our experience has shown that many students with
lower qualifications tend to find this level of study too demanding.
Pure Mathematics at Advanced Level is a necessary entry requirement for the
following undergraduate courses:
• Bachelor of Education (Honours) – Secondary Education with
Mathematics as a teaching area
• Bachelor of Engineering (Honours)
• Bachelor of Industrial Engineering (Honours)
• Bachelor of Science (Honours) – with Mathematics as a main subject area
• Bachelor of Science (Honours) in Information and Communication
Technology
The following courses also accept Pure Mathematics at Advanced Level as an

entry requirement:
• Bachelor of Engineering and Architecture (Honours)
• Bachelor of Education (Honours) – Primary and Secondary Education
• Bachelor of Science (Business and Computing)
• Bachelor of Pharmacy (Honours)
• Bachelor of Science (Honours) with Computer Science and Artificial
Intelligence, Computer Information Systems, Physics, or Statistics and
Operations Research as a main subject area.

At Intermediate Level, Pure Mathematics will benefit those students who
intend to pursue university courses, such as Science, Commerce, Education,
Accounts, and Pharmacy, which require a basic knowledge of various methods
and techniques in problem-solving. At Intermediate Level, topics follow those at
Advanced Level except for Vectors, and Complex Numbers.
Intermediate Pure Mathematics is a necessary entry requirement for the
Page 31
Bachelor of Commerce
Bachelor of Education (Honours) – Secondary Education with Computer
Science or Physics as main teaching areas
The following undergraduate courses also accept Intermediate Pure

Mathematics as an entry requirement:
• Doctor of Medicine and Surgery
• Bachelor of Science (Honours) with Banking and Finance, Computer
Science and Artificial Intelligence, Computer Information Systems,
Chemistry with Materials, or Physics as main subject areas.
APPLIED MATHEMATICS (MECHANICS)

Applied Mathematics (Mechanics) at Advanced Level introduces students to
some of the applications of Mathematics to our physical environment.
Mechanics is the study of the effect that forces have on bodies. Topics included
are Statics, Kinematics, General Dynamics, and Rigid Body Dynamics. Most
of the topics are vector oriented. Students should note that, at Advanced Level,
this subject involves a considerable amount of Pure Mathematics content.
Hence, it is advisable to opt for Applied Mathematics at Advanced Level only
in combination with at least Pure Mathematics at Intermediate Level. Students
opting for Applied Mathematics at Advanced Level should preferably be in
possession of at least Grade 3 at SEC Level.
Advanced Applied Mathematics is accepted as an entry requirement to the
• Bachelor of Education (Honours) – Primary and Secondary
Education
• Bachelor of Science (Honours) with Statistics and Operations Research
as main subject area
• Bachelor of Science (Honours) in Information and Communication
Technology

At Intermediate Level, Applied Mathematics benefits mainly those students who
intend to follow Science courses at university (e.g. Engineering, Architecture
and Bachelor of Science), especially when combined with Pure Mathematics
at Advanced Level.
Page 32
The following undergraduate courses accept Intermediate Applied
Mathematics as an entry requirement:
• Doctor of Medicine and Surgery
For more information about the Mathematics Department, students are

encouraged to visit our website at http://www.jc.um.edu.mt/maths
F. Curmi
THE PHYSICS DEPARTMENT

Physics is crucial to understanding the world around us, the world inside
us, and the world beyond us. It is the most basic and fundamental science.
Physics encompasses the study of the universe from the largest galaxies to the
smallest subatomic particles. Moreover, it’s the basis of many other sciences
and undergirds many new technologies. Cell phones, the Internet, and MRIs
are only a few examples of the physics-based technological developments that
have revolutionized our world.
The study of physics prepares students for a broad spectrum of exciting careers.
Many of our students pursue their study at university level with engineering,
architecture, education and science courses being amongst the options available
with very good career prospects. No wonder it is such a popular choice! In
fact, the Physics Department is one of the largest departments at the Junior
College with more than 1500 students studying Physics.
The Physics Department offers courses at both Advanced level and Intermediate
level. The courses build on the topics covered at SEC level and then delve
deeper according to the level chosen by the student. Studying Physics at this
level demands a high degree of commitment and interest from students.
Students taking Physics at Advanced Level have 8 hours tuition per week
which include lectures, tutorials and laboratory sessions. During the weekly
laboratory sessions and tutorials, the class is divided into smaller groups to
enhance communication between students and tutors. Tutorials are extremely
important as they offer students the chance to sort out any difficulties that crop
up during lectures, to consolidate concepts and to complete set tasks.
Laboratory sessions are intended to give students the opportunity to
familiarize themselves with various experimental techniques and to improve
their analytical skills. Students will learn how to investigate the validity of
various theories and to apply the theory in order to interpret observations. Our
Page 33
laboratories are equipped with the latest equipment to ensure that practical
sessions are interesting learning experiences.
Students taking Physics at Intermediate Level have 2 hours of lectures per
week.
In addition to the above sessions, students following either course may also
make use of personal contact hours during which they may ask questions
to their tutors on an individual basis. Students are encouraged to utilize this
service as soon as they realize they have problems related with their studies.
Studying physics at our Department goes beyond learning in lecture rooms.
During the two year course, students are offered a number of physics related
activities that include visits, as well as residential weekends which complement
the official syllabus. Students can also participate in our projects, as well as
other activities organized by Stargazer Astronomy Group which is run by the
Department.
Requirements
Students taking Physics at both Advanced Level or Intermediate Level should
preferably have a Grade 3 or better at SEC level. Ideally, students should have
similar qualifications in Mathematics and English.
Recommended books
Students studying at either level should be in possession of at least one book
and the relevant MATSEC papers from 2005.
It is also important for students to make use of the Junior College Library
which has an updated collection of physics books and numerous interesting
new titles are added on a regular basis.
The Physics Department Website

For more information about the Physics Department, students are encouraged
to visit our website at http://www.jc.um.edu.mt/physics/. The website is
becoming increasingly popular as it includes useful news, downloadable
documents, contact details of tutors, and other useful information.
P. Xuereb
Page 34
GROUP 4
THE ART DEPARTMENT
THE COMPUTING AND

INFORMATION TECHNOLOGY DEPARTMENT
THE ENGINEERING DRAWING AND GRAPHICAL

COMMUNICATION DEPARTMENT
NUTRITION, FAMILY AND

CONSUMER STUDIES DEPARTMENT
* Previously known as Human Ecology
(Home Economics) Department
THE MUSIC DEPARTMENT
Page 35
THE ART DEPARTMENT
The two year course prepares students at Advanced level for the MATSEC
Certificate. The aim of the course is to stimulate visual awareness, ability to
communicate ideas, and expression in various media. It prepares students in
these fields:
1. Drawing and painting of natural and man-made objects;
2. Landscape drawing and painting;
3. Drawing and painting of the human figure;
4. A series of three-week projects on a given theme;
5. History of Art – covering Sections I and II of Paper II in the Matsec
Syllabus, namely a selection from a pre-selected list of works of art and a
selection of Periods and Movements of Art from Prehistoric eras.
Practical
Students spend a number of two-hour periods every week working in the Art
Department under supervision on particular projects, and back this up with a
certain amount of work done in their own time, to be presented for assessment
together with class-work. A substantial portfolio of work is presented to the
Examinations Board at the end of the course. Students must develop necessary
techniques and the ability to handle materials and tools.
History of Art
Students attend a weekly one-hour lecture in the History of Art. Students are
expected to visit local museums and galleries as part of the course. A bibliography
of books is provided as required reading.
The assessment of each student is updated regularly. The end-of-year

test after the first year is modelled on the specimen paper supplied by the
MATSEC Board.

The two year course prepares students at Intermediate level for the MATSEC
Certificate.
The aim of the course is to help students to interpret and express themselves in
a visual language skilfully in different media and to gain a general knowledge of
the History of Art. It prepares them in:
1. Drawing and painting of natural and man-made forms;
2. Drawing and painting of the human figure;
3. A series of three-week projects on a given theme;
4. Art appreciation – covering the knowledge of basic essentials of a pre-
selected list of works throughout the history of art.
Page 36
Practical
Students spend two hours every week working in the Art Department under
supervision on particular projects and back this up with a certain amount of
work done in their own time, to be presented for assessment together with
class-work. A substantial portfolio of work is presented to the Examinations
Board at the end of the course. Students must develop necessary techniques and
the ability to handle materials and tools.
Art Appreciation
Great importance is given to the development of the basic understanding of a
visual language, and the ability to express it in words. A limited bibliography
of required reading is provided.
The assessment of each student is updated regularly. The end-of-year

test after the first year is modelled on the specimen paper supplied by the
MATSEC Board.
C. Attard /I. Borg/ L. Lagana
THE COMPUTING AND INFORMATION

TECHNOLOGY DEPARTMENT
The Department offers courses in Information Technology and Computing with
different orientation since the Information Technology Course is more oriented
towards the application of ICT in business organisations for professionals to
take a leading role in ICT or related fields. The Computing Course is focused
on hardware and software as an itegral part dedicated to computer professionals
and specialised mathematical or scientific orientation.
COMPUTING
The ‘A’ level Computing Course is ideal for those students who would like to
further their understanding of Computing, especially if they intend to pursue
an undergraduate degree course with a fundamental treatment of the technical
aspects of Computing.
Programming in a high level language – Java Programming Techniques – are
an integral part of the ‘A’ level course. A project that carries 20% of the final
MATSEC ‘A’ level examination mark is to be compiled by the end of the two-
year course.
Students will have 8 hours per week of tuition distributed between lectures,
Page 37
practical sessions and tutorials. Those students opting for an ‘A’ level Computing
course should preferably have a good programming background at ‘O’
level standard and a grade 3 or higher in the SEC certificate or equivalent in
Computing.

The Computing Intermediate course is intended to give a basic understanding
of both the theory and techniques used in Computing. At the end of the course,
students should have a basic knowledge of the Java programming language. As
part of the course students will have to present a programming assignment which
carries 20% of the final MATSEC examination mark.
Students will have 3 hours per week of tuition distrubted between theory and
practical sessions.
INFORMATION TECHNOLOGY
The Advanced Level IT course is meant to prepare students for courses related
to business, computing and the ICT environment, for students who intend to
work in industry-related to information processing. The course aims at providing
basic knowledge of computer hardware and software; at introducing Information
Systems, Human Communication and Business Organisation; and training in
Programming Techniques and System Development.
Students will have 7 hours a week of tuition distributed between lectures,
seminars, tutorials and practical sessions. Practical sessions aim at developing
practical IT skills in database and spreadsheet, programming and web design. By
the end of the two-year course students will be expected to produce four practical
projects in these areas of the MATSEC Examination Scheme.
Although not required, students opting for an ‘A’ Level IT course should
preferably have a SEC qualification or its equivalent at grade 3 or higher in
Computing, ICT or other related subjects.

The IT Intermediate Level course aims at preparing students to understand the
practical aspects of Computing in the ICT environment, making them aware of
the use of IT, in the world of business, education and science. The course is
meant to provide students with the basic knowledge of Computing Principles and
Hardware and Software; to familiarize students with the functions of Information
Systems; and to learn how computers are integrated in an organisation. Students
will not be exposed to any programming techniques.
Students will have three hours a week of tuition distributed between lectures and
practical sessions. By the end of the two-year course students will be expected to
produce practical projects, one in Database and Spreadsheet, one in Web Design
Page 38
and one in Human Communication and Business Organisation as part of the
MATSEC Examination Scheme.
R.Galea
The Engineering Drawing and

Graphical Communication
Department
The Department of Engineering Drawing and Graphical Communication
caters for about 150 students. It offers an Advanced Matriculation level course
in Graphical Communication (AM15) together with a combined course in
Engineering Drawing and Graphical Communication (IM09), offered at
Intermediate level.
Students taking this study option soon realise the need to commit themselves
to long hours of laborious practice. The importance of practising cannot be
emphasised enough. Only practice, coupled with conceptual knowledge, can
guarantee high quality graphic work.
The Advanced level syllabus requires a pass grade of the SEC29 Graphical
Communication syllabus. Although not statutorily required, this will also be an
asset to students taking the intermediate course.
The Advanced Level and Intermediate Level Courses

Students taking the ‘A’ level are given a total of 7 hours of tuition per week.
These are utilised in the best possible way so as to meet the needs of the students
whilst at the same time respecting the overall schedule dictated by the syllabus.
The combined subject at ‘I’ level is assigned 3 hours of tuition per week.
Tuition is accomplished mainly through lecturing, although this is often
complemented by the more traditional methods of teaching. The students are
also exposed to the method of learning by self- or group-discovery. Discussions
may arise either in the course of a lecture or may be purposely held. It is
envisaged that this interactive approach will help develop the creative design
skills of the students.
As from May 2011 the examination scheme of the A level subject will
incorporate:
• A written examination, consisting of two papers, which will largely follow the
same pattern that has applied to date.
• An all-new continually-assessed component, covering the fundamental
elements of 2D computer aided draughting (CAD). Today CAD is universally
applied across the whole scientific and technological world, and it is envisaged
Page 39
that this new section will make the subject more current with the present-day
techniques practised in a modern drawing office.
The written examination will feature the traditional, long-established
principles of graphical communication that may never be overlooked.
Paper 1 examines the core knowledge in the subject, covering the plane and
solid geometry and also aspects of graphical statics.
Paper 2 syllabus focuses more on the graphical techniques as applied in the
real practical world; how these techniques are applied to achieve effective
communication. The theme of creative design runs prominently through the
syllabus and to this end students are taught the various methods of graphical
illustration and information (data) presentation. Examination questions feature
applications from various disciplines such as architecture, statistics and
advertising and display.
The new continually-assessed CAD component will be mainly hands-on and
will run throughout the two-year course. Each student shall compile a portfolio
of five competence exercises set by the Matsec Board.
The combined subject at ‘I’ level examines a balanced blend of the separate
subjects of Engineering Drawing and Graphical Communication. Only one
examination paper is set by Matsec at this level.
It is worth pointing out that in these examinations students mainly answer
questions through drawing, although the occasional short written comments
may also be required.
Relevance to University courses

In view of the possible Matsec Certificate group combinations, an A’ level pass
in Graphical Communication would be most relevant for the B.Ed. (Hons.)
course with Technical Design and Technology as the area of specialisation.
The combined subject at ‘I’ level renders itself extremely useful for the
courses offered by the Faculty for the Built Environment and the Faculty of
Engineering.
F.Dalli
Page 40
NUTRITION, FAMILY AND
CONSUMER STUDIES DEPARTMENT
(HOME ECONOMICS & HUMAN ECOLOGY)
This course leads to an Advanced Level in Nutrition, Family and Consumer
Studies (Home Economics) at Matriculation Secondary Education Certificate
(MATSEC) level.
The subject enables students to develop the knowledge and competencies
necessary for the increasing demands of everyday living. It provides an
advanced course of study in Nutrition, Family and Consumer Studies, building
upon knowledge and skills learnt within the Home Economics and/or Textiles
and Design disciplines at Secondary Education Certificate (SEC). It is therefore
recommended that prospective candidates would have knowledge of Home
Economics and/or Textiles and Design at a level equivalent to that defined by
the SEC syllabus. Home Economics and/or Textiles and Design at SEC level
provide a good foundation course for this advanced course. Nutrition, Family and
Consumer Studies attempts to extend and consolidate the students’ knowledge
and skills by integrating the essential principles of the field of study within a
core section: The Family, Home and Society, Food, Nutrition and Health and
Consumer Studies, together with coursework experience in a section of Option
Areas: Food Technology, Child Development, Senior Members of Society,
Hospitality Services and Textile Studies.
The study of Nutrition, Family and Consumer Studies (N.F.C.S.) may lead
to careers in the Hospitality, Food and Textile Industries, Consumer Services,
Health and Safety Inspectorate, Education, Paramedical and Caring Professions
including Childcare, Care for Senior Citizens, the Disabled and other related
careers.
The subject encourages an investigative approach to study and an ability to
evaluate, manage and make sensible, economical and safe use of resources. At
the end of the course the candidate will be examined in Paper I and Paper II,
which are written papers and Paper III comprises coursework. Candidates must
satisfy the MATSEC Markers’ panel in all sections of the examination.
PAPER I The Family, Home and Society
This is a written examination paper of three hours duration. The maximum mark
is 100 and will contribute 30% to the overall mark of the examination. Candidates
are required to answer five out of six structured essay-type questions.
PAPER II Food, Nutrition and Health
This is a written examination paper of three hours duration. The maximum
mark is 100 and will contribute 30% to the overall mark of the examination.
Candidates are required to answer five out of six structured essay-type questions.
Page 41
PAPER III Coursework
Coursework consists of:
(i) Portfolio (12% of the total mark). Candidates are required to carry out one
practical experience, from any of the five Option Areas.
(ii) Investigation (28% of the total mark). Candidates are required to submit
one investigation chosen from one of the Option Areas not chosen for the
Portfolio. Within the Investigation three investigative research techniques
which are different from those used in the Portfolio should be carried out.
Both the Portfolio and Investigation will be internally assessed and are then
subject to moderation by the MATSEC Markers Panel.
In order to cover this extensive syllabus, every week seven hours of tuition are
distributed as follows:
2 hours instruction for Paper I;
2 hours instruction for Paper II;
2 hours instruction in coursework or practical sessions – (an experimental
and investigative approach is used);
1 hour tutorials are held each week and seminars every fortnight.
Visits are encouraged to specific venues which are relevant to this field of
study. Some examples are Home and Day Centres for the Elderly, Play Schools
or Day Nurseries, Hotels, Hospitals, Textile Industries, Fish-Farming, Organic
Farming etc.
This is a very interesting subject, even though rather vast and demanding.
Candidates are to be made aware of its many aspects, and more importantly,
that this subject is not chosen for the sake of cooking. Practical sessions in
cookery only contribute a small part of the whole course.

The broad and multidisciplinary nature of Nutrition, Family and Consumer
Studies (Home Economics) enables candidates to demonstrate their abilities to
transfer knowledge, understanding and skills for further studies in fields such as
higher education, health and beauty sciences, childcare, care of the disabled and
the elderly, health and safety, communications/media and psychology. Possible
career-oriented opportunities include the agriculture, hospitality, sports, leisure
and the food and beverage industries. The course will also provide a coherent,
satisfying and worthwhile area of study for those students who do not wish to
continue with further studies.
The course is designed to provide progression for students who have studied
Home Economics at SEC level and it is assumed that all students taking this
course will have a SEC level of knowledge. The aim of the Intermediate
Syllabus is to consolidate previous knowledge and to extend it to include
more advanced concepts, which are dealt with in a broad manner. Most of the
concepts are included to provide a general and coherent view of the subject,
Page 42
and will not be treated with the same rigour and at the same depth as in the
Advanced level course. In Nutrition, Family and Consumer Studies (N.F.C.S.)
the course is divided into three areas: The Family in Society, Food Science
and Nutrition, and Consumer Issues and Concerns. Although the content is
written as separate areas it is to be noted that examination questions will reflect
the interlinking between the areas in accordance with the holistic nature in the
teaching of Nutrition, Family and Consumer Studies (N.F.C.S.)
Students who opt to study this subject at Intermediate level have two, one-
hour lectures every week. There are no formal practical sessions, but tutors
are free to carry out practical demonstrations and make use of audio-visual
material.
The examination consists of one three-hour paper. Candidates need to answer
all the questions in Section A which is made up on one word or short-answer
type questions for a total of 40 marks. In Section B candidates are required to
answer three questions from a choice of four, with 20 marks allocated for each
question. The questions in Section B will be structured essay-type questions
drawing on the knowledge, understanding, application and evaluation of
principles and concepts from all areas of the syllabus in accordance with the
holistic nature of the subject.

C. Grech/L.Maric`
THE MUSIC DEPARTMENT

THE ADVANCED AND INTERMEDIATE LEVEL COURSES
The Music Studies MATSEC Programme guarantees a realistic portfolio of
musical knowledge and experience to the student who wishes to further his
studies at the University of Malta.
THE ‘ADVANCED LEVEL COURSE

The course involves five (5) hours of lectures per week and consists of the
following three (3) papers:-
Paper I: Principles of Musicianship

Part I: Sight Singing and Aural Perception. The training involves the
sensitization of the inner feeling (i.e. musical feeling) of each
individual student.
Part II: Harmony and Counterpoint. The theoretical aspect covers
Common Practice Harmony and Free Counterpoint.
Paper II: History of Music and Analysis
Part I: The historical aspect includes fifteen (15) topics and sees the
student following the development of music from the early
Page 43
beginnings up to, and including musical developments since
1900.
Part II: Involves the student in historical and analytical knowledge of set
works as prescribed in the current syllabus.
Paper III: This paper deals with the practical aspect of music. The student
may choose to perform on an instrument of his choice, or
present an original composition that meets the necessary
requirements.

The course involves two (2) hours of lectures per week. The examination is
comprised of one paper and consists of three (3) parts: -
Part I: Exercises in Musicianship include interval singing, rhythmic
clapping, writing down the occasional missing notes, and
modulation identification.
Part II: Harmony, Counterpoint, History, and Analysis. Ample exercises
will be given on SATB harmonization, including the use of
non-harmonic notes, and 2-part counterpoint in the 18th. c style.
From the historical point of view, a comprehensive guide will be given
which outlines the general music development of the Baroque,
Classical, and Romantic periods. Another section involves written
exercises on the historical and analytical knowledge of the prescribed
works.
Part III: The student may choose to perform on an instrument of his choice,
or present an original composition for a solo instrument that should
meet the necessary requirements.
Pre-requisites:
Music is open to all prospective students who wish to further their musical
studies at Advanced or Intermediate level. It is highly recommended that
students taking Advanced Level should be in possession of grade VI or higher
in Practice and Theory, in any one of the SCAA* approved boards, or an
Advanced 1 level at the National School of Music, while students opting for
the Intermediate Level should be in possession of a grade V or higher in both
Practice and Theory, in any one of the above-mentioned boards, or Intermediate
3 at the National School of Music.
The University Junior College Orchestra

Students taking Music at Junior College are also encouraged to join the highly
acclaimed University Junior College Orchestra. This is of great benefit to
students following the Advanced and Intermediate courses. Since its inception,
Page 44
the orchestra has enjoyed huge success both locally and abroad. Performances
include chamber and theatre music. Students who possess qualifications in
Music are encouraged to take up this golden opportunity. All College students
who are able to play any musical instrument, can join the orchestra.
* The SCAA [School Curriculum and Assessment Authority] is an independent

body that advises the UK Government on qualifications under the Education
Reform Act.
M. Pirotta
COMPULSORY SUBJECT
THE SYSTEMS OF KNOWLEDGE

DEPARTMENT
Systems of Knowledge is an integral, compulsory part of the Matriculation
Certificate programme of studies. It is an interdisciplinary course at Intermediate
level divided into four modules:
Module 1: Democratic Values and Citizenship
Module 2: Aesthetic Values, Art and Culture
Module 3: Scientific Values and Technology
Module 4: Sustainable Development and the Environment
Systems of Knowledge is assessed, by means of a project, in the form of a
portfolio and a long essay, as well as an end-of-course written examination.
The overall maximum mark for the project is 40 marks. Marks are allotted in
the following manner:
a. Presentation and content of portfolio: 25 marks
b. Essay (1000 words): 10 marks
c. Interdisciplinarity: 5 marks
The final grade is based on the combined marks obtained in the written
examination and project:
40% for the project
60% for the written 3 hour paper
A pass in the 3 hour examination paper is required for the candidate to obtain
an overall pass (Grade A to Grade E)
For more detailed information consult the Systems of Knowledge notice
board or the official MATSEC Certificate Systems of Knowledge syllabus.
J. Gravina
Page 45
EXTRACT FROM
THE MATRICULATION
CERTIFICATE EXAMINATION
REGULATIONS 2005
(as amended in 2008/2009)
AWARD OF CERTIFICATE
7.1 The overall grade shall be based on the performance of the candidates in the
examinations in the five subjects taken and in Systems of Knowledge.
7.2 To qualify for the Certificate candidates must pass the examinations taken in
one session which may include a supplementary session as specified in paragraphs
(1) and (2) of regulation 8.
7.3 The Certificate shall be awarded to candidates who obtain a pass in at least
one of the subjects offered from each of Groups 1, 2 and 3 and in Systems of
Knowledge, and a minimum of 44 grade points as indicated in paragraph 4 of this
regulation, below. It shall be awarded with a single overall grade to be given as
A, B, or C in descending order of merit.
7.4 The overall grade shall be determined from the sum of the grade points
obtained in each subject as follows:
Grade A 80 – 100 grade points
Grade B 64 – 78 grade points
Grade C 44 – 62 grade points
7.5 The results obtained in the individual subjects shall be given as grades A,
B, C, D and E in descending order of merit. F indicates Fail and “abs” indicates
Absent for the examination. For the purpose of awarding the overall grade, grade
points shall be awarded for these results, up to a total of 100 grade points as
follows:
Advanced Level Intermediate Level
Grade A – 30 grade points Grade A – 10 grade points
Grade B – 24 grade points Grade B – 8 grade points
Grade C – 18 grade points Grade C – 6 grade points
Grade D – 12 grade points Grade D – 4 grade points
Grade E – 6 grade points Grade E – 2 grade points
SUPPLEMENTARY SESSION
8.1 Candidates shall be allowed to re-sit a maximum of three subjects as
follows: one subject at Advanced Level, one subject at Intermediate Level, and
Systems of Knowledge.
Page 46
8.2 Candidates shall be allowed to register for the Supplementary Session
irrespective of the grade obtained in the First Session.
RE-SIT OF EXAMINATION
9.1 Candidates who narrowly fail to obtain an overall Grade C following the
first session of examination (May and September sittings), shall have their result
denoted by Grade N.
9.2 Grade N shall be awarded to candidates who obtain a minimum of 40 grade
points and who do not satisfy only one of the other requirements specified in
Regulation 7.3 for the award of the Certificate.
9.3 The results of candidates awarded Grade N shall be carried forward for a
maximum of two years. Such candidates shall be allowed to re-sit any one or
more subject/s to improve their result. Such candidates may also opt to drop a
subject and replace it by another at the same level, provided that their choice
would allow them to satisfy all the requirements for the award of the Certificate.
9.4 Candidates who have obtained the Certificate or persons who are in
possession of other qualifications and are required by the University of Malta to
obtain passes at Advanced and/or Intermediate Level in order to be eligible for
admission into a university course, shall be allowed to sit for the examination
at Advanced and/or Intermediate Level in the required subject/s. In such cases,
candidates shall receive a transcript of results but a certificate shall only be
awarded for passes at Advanced Level.
RESULTS
10.1 The results sent to candidates will show the subjects in which a pass grade
had been awarded as well as the subjects in which the standard required for the
lowest grade was not reached.
10.2 Candidates who fail to qualify for the award of the Certificate shall be
given single subject certificates for any passes obtained at Advanced Level and
Intermediate Level.
10.3 An authenticated copy of the result may be obtained from MATSEC
Support Unit against a fee as determined by the University.
Examination in Single Subjects

11.1 Candidates may sit for examinations in single subjects at Advanced and
Intermediate Levels, including Systems of Knowledge. In the case of a pass
grade a certificate shall be issued.
11.2 Such certificates shall, however not be taken into consideration for the
granting of a Matriculation Certificate.
The full regulations can be accessed from the MATSEC website at www.home.
um.edu.mt/matsec
Page 47
UNIVERSITY OF MALTA
Special Course Requirments for

Entry to Undergraduate Courses
October 2011
Applicants must satisfy

the General Entry Requirements
for admission, namely,
The Matriculation Certificate and
Secondary Education Certificate passes
at Grade 5 or better in
Maltese, English Language
and Mathematics.
Applicants must also satisfy any

other Special Course Requirements
Page 48


♦ 

 

  
 
      

 
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
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    

    


   
  
  
    
  
   
 
    
    
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
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    


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 

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               

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 

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 
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 
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♦ 
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 
 
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


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♦  
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
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             

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

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
   
 
            

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♦ 
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
 
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 
 
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 
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



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
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             


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

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
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                

       

 
        
      
       

             
   
                

               

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     


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 
 
          
          

                
      
       
      

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             
   
               

               

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
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• 
• 
• 

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   
                


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
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                 
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
• 
• 
• 
• 
• 


• 
• 
• 
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


                


            


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
                


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        

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
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
                






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
               
                

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
               


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               
             
            



 
              


             

          
            
        
         
           
          


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
♦ 

♦       



               

       



 
   

 
                 


          


            

               

• 

• 
• 

• 
• 

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         
          

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• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
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♦ 
♦ 
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
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


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

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             
              

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
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
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
        

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•          

•    

• 
• 

• 

•               


 


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♦ 

 
 
             

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♦ 

             

 
          
      
      


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

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

                






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
♦ 

  

  

  

  
  

 
  

  
  
  

  

  
  

  
    
   
  
   
  

  
  
  
  


            


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


• 
• 


• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 


♦ 


         
          

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•         

•            

• 
• 

•               

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♦ 
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
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         


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♦ 
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
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                

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♦ 
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 

 

              


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♦ 
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 
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           
            


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                

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♦ 



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
♦ 
♦ 
♦ 
♦ 




            
          
        



•        

• 

• 

•               

• 

• 
• 
  
  
             
 

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

♦ 




        
        


•        


•              

• 
• 
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
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♦ 
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

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

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♦ 
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

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

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♦ 
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♦ 
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
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

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♦ 
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 


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 
       

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             
             

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• 
• 

•               
             

•    


•           


• 



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




•            
     
        

• 
• 
• 
• 
• 
• 

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
          
        
       


              
          

              


            
        


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              



 

 
          



 
            



            
          

  

 




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JUNIOR COLLEGE

This is a Malta University JUNIOR COLLEGE Publication

The Systems of Knowledge Department.......................................................... 45

Extract from the Matriculation Certificate Examination Regulations 2005 . ...... 46

University of Malta Special Course Requirements for Undergraduate Courses......49

Courses not requiring Special Course Requirements.................................... 63

‘Our mission is to provide a holistic

Special Course Requirements, listed in the back pages, address students in

This publication has proved to be a very successful venture. In the light of

Principal – Junior College

SYSTEMS OF KNOWLEDGE – Compulsory Subject

THE ENGLISH DEPARTMENT

THE FRENCH DEPARTMENT

THE GERMAN DEPARTMENT

THE ITALIAN DEPARTMENT

THE SPANISH DEPARTMENT

THE ADVANCED LEVEL COURSE

PAPER 1 (three hours):

PAPER 2 (three hours):

PAPER 3 (three hours):

Tuition hours: 6 hours per week.

Tuition hours: 2 hours per week

THE ADVANCED LEVEL COURSE

THE INTERMEDIATE LEVEL COURSE

THE GERMAN DEPARTMENT

THE INTERMEDIATE LEVEL COURSE

THE ADVANCED LEVEL COURSE

THE INTERMEDIATE LEVEL COURSE

Attendance and Course Policy

IL-KORS FIL-LIVELL AVVANZAT

Fora Melitensia-magazin bi studji dwar il-Malti

Id-Dipartiment qieg˙ed jippubblika Fora Melitensia, magazin (journal) bi studji

THE SPANISH DEPARTMENT

THE ADVANCED LEVEL COURSE

THE INTERMEDIATE LEVEL COURSE

A good ‘A’ level in Spanish is required by those students intending to do a

THE ACCOUNTING DEPARTMENT

THE ECONOMICS DEPARTMENT

THE GEOGRAPHY DEPARTMENT

THE HISTORY DEPARTMENT

THE MARKETING DEPARTMENT

THE PHILOSOPHY DEPARTMENT

THE RELIGIOUS KNOWLEDGE DEPARTMENT

THE SOCIOLOGY DEPARTMENT

THE ADVANCED AND INTERMEDIATE LEVEL COURSES

THE ECONOMICS DEPARTMENT

Economics is not only an interesting subject in itself but it is also an effective

THE GEOGRAPHY DEPARTMENT

THE ADVANCED LEVEL AND INTERMEDIATE LEVEL COURSES

THE INTERMEDIATE LEVEL COURSE

THE MARKETING DEPARTMENT

THE PHILOSOPHY DEPARTMENT

THE ADVANCED LEVEL COURSE

THE SOCIOLOGY DEPARTMENT

THE BIOLOGY DEPARTMENT

THE CHEMISTRY DEPARTMENT

THE ENVIRONMENTAL SCIENCE DEPARTMENT

THE MATHEMATICS DEPARTMENT

THE PHYSICS DEPARTMENT

THE INTERMEDIATE LEVEL COURSE

THE CHEMISTRY DEPARTMENT

THE ADVANCED LEVEL COURSE