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Resource Guide

Year 5
Social Studies

CONCEPT FOCUS:

Fishing and Aquaculture in Malta

Through this topic, pupils explore fishing in Malta and are introduced to aquaculture, with a focus on fisher’s work, fishing villages, the difficulties they face, and how space-based tools such as GPS and satellite weather information help them at sea.

Learning Outcomes

Thematic Area Ġ5.3
Fishing and Aquaculture
Ġ5.3.2
I can explore some of the difficulties fishers encounter in their work.
Ġ5.3.3
I can research the fishing for lampuki.
Ġ5.3.4
I can identify those villages around the Maltese Islands which are associated with fishing.

Resources provided

  • Student information sheet on fishing and aquaculture in Malta, including how GPS and satellite weather information help fishers.
    • Fieldwork recording sheet for Marsaxlokk or Marsalforn
    • Sea-safety poster template
    • Teacher prompts and key vocabulary for classroom discussion
  • Examples may include GPS, weather forecasts, Marsaxlokk, Marsalforn, and harbour safety signs, satellite phones

Suggested Activities

  1. Start the lesson by asking pupils what they know about fishing in Malta and whether they have ever visited a fishing village such as Marsaxlokk or Marsalforn. Encourage them to talk about what fishers do, what boats they may have seen, and why fishing is important in Malta.
  2. Introduce the topic using the student information sheet. Read through the key points with the class and discuss the work fishers do, some difficulties they may face at sea, and how tools such as GPS use satellites to help fisher know where they are, and satellite weather information helps them prepare for sea conditions.
  3. Discuss a few simple examples together. Ask questions such as: “Why is weather important for fishers?” “How can GPS help at sea?” and “What problems might fishers face if the sea is rough?” “ How do satellites help fishers stay safe at sea?” “How can fishermen communicate if they need help?” Use this discussion to build topic vocabulary and understanding. 
  4. Give pupils the fieldwork recording sheet. If the class is carrying out fieldwork or using photographs of a fishing village, ask them to observe carefully and record what they notice, such as boats, nets, harbour activity, safety features, or signs of fishing work. Encourage them to use the information sheet to support their answers. 
    1. If lesson takes place in class, here are some videos for the following
      1. Marsaxlokk: Virtual Tour, Walking Tour (2:15-7:30 in video)
      2. Marsalforn: Virtual Tour, Guided Tour (in Maltese)
  5. After the observation task, give pupils the sea-safety poster template. Ask them to create a simple poster showing how fishers can stay safe at sea, and technology from space helps fishers. They should include at least some of the key ideas discussed in class, such as checking the weather, using GPS, wearing safety equipment, and being careful at the harbour.
  6. Invite pupils to share their posters and explain one or two safety ideas they included. Reinforce how fishing is an important job in Malta and how tools and good safety practices help fishers in their daily work.

Cross-curricular links

  • Science, English / Maltese and Art (Year 5)
    • Pupils observe weather and sea conditions, use topic vocabulary in discussion and short factual writing, and organise information clearly.
    • The poster task supports visual communication, while the fieldwork sheet supports observation, recording, and simple interpretation.