|Editor||Alistair Ross, Young Citizens in Europe|
This paper outlines a strategy to successfully infuse economics into the primary school curriculum, in a context characterised by widespread conservatism among teachers and in which even the most rigorous central directives are often subverted. It examines the importance of a driving force of educational researchers, educational officers and classroom teachers, who examine the subjects currently taught to identify those in which economics can be infused, with the intention of attaining a 'symbiotic' relationship in which the objectives of both economics and the host subject can be achieved. It suggests that this process should involve curriculum development, staff development, resource acquisition and continuous critical appraisal. It is possible that some individual Maltese primary school teachers already teach economics, perhaps without recognising that they are doing so. It is important, however, that economics is infused into the formal curriculum to ensure that each child is exposed to economics teaching in a systematic matter.