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The Teaching, Learning and Assessment Procedures are designed to integrate theoretical knowledge with practical competency to ensure participants are fully prepared to respond effectively in paediatric emergency situations. Core theoretical concepts are delivered through engaging, interactive lectures that encourage questions and discussion to reinforce understanding. Instructors provide live demonstrations of essential first aid techniques, such as CPR and choking relief procedures, modelling correct methods before participants engage in supervised practice. Role-playing and simulated paediatric emergency scenarios further allow learners to apply their knowledge and skills in a structured and controlled environment, strengthening confidence and decision-making abilities. Video tutorials and visual instructional materials support the learning process by demonstrating complex procedures and reinforcing understanding beyond classroom sessions. Together, these pedagogical approaches ensure that participants acquire both the theoretical foundation and practical expertise required for effective paediatric first aid.
Assessment is conducted through a final examination completed via the online platform, aligned with the course modules and learning objectives. Clear instructions and deadlines are provided, and the assessment is designed for online submission to ensure accessibility, engagement, and comprehension. A points-based grading system supported by detailed rubrics ensures transparency and fairness in evaluation.
The assessment rubric allocates a total of 100 points across ten key competency areas (10 points each): Emergency Recognition; Basic Life Support (BLS); Airway Management; First Aid for Injuries; Management of Medical Conditions; Accident Prevention; Paediatric Shock Response; Effective Communication; First Aid Protocols; and Legal and Ethical Responsibilities. In each category, 9–10 points indicate exceptional recognition and understanding, 6–8 points reflect good recognition, 3–5 points demonstrate partial recognition, and 0–2 points represent limited or no recognition.
Performance levels are defined as follows: 91–100 (Outstanding), 81–90 (Good), 61–80 (Satisfactory), and 0–60 (Unsatisfactory). Participants who achieve 61 points or more out of 100 in the final examination will be awarded a certificate valid for three years. Participants who score below 60 points will not be awarded certification. Students who do not meet the minimum requirements may retake the final examination up to three times; however, failure to achieve a satisfactory result after three attempts requires re-enrolment in the programme. Certification remains valid for three years, after which participants must retake the course to renew their qualification and ensure their knowledge and practical skills remain current.
To join our early childhood educator training programs, applicants must meet the following criteria:
Yes. St. Paul’s Institute is accredited as a further education institution by the Malta Further and Higher Education Authority (MFHEA) holding Licence No. 2024-015 (accredited since 2024).
Practical training is a core element of our curriculum. Students complete their hands-on placement hours under expert supervision at our partner facility, St. Paul’s Childcare and Pre-Learning Centre in Pietà, ensuring they gain high-quality, real-world experience.
The Award in Early Childhood Education and Care (MQF Level 4) covers critical areas such as child development theories, early childhood pedagogy, curriculum planning, health and safety, and practical teaching strategies.
Yes. Eligible students paying Maltese tax can benefit from a 70% tax rebate after successful course completion and subsequent employment within the early childhood education field.
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