1] I can formulate more complex scientific questions which I can investigate.
2] I can investigate a scientific concept or topic using a range of provided resources.
3] I can make a clear and reasoned prediction using scientific explanations in a familiar scientific context.
4] I can analyse a given problem, use scientific knowledge to identify the main variables, and plan a fair test.
5] I can identify shortcomings in an investigation and suggest improvements.
 INTERPERSONAL
6] I can plot data as a line graph or bar chart where appropriate.
7] I can interpret graphical data to explain patterns observed.
8] I can write a simple scientific report - which includes clear descriptions and simple explanations - with some help.
 WRITING
9] I can build models of increasing complexity.
10] I can work in a group and plan an investigation.
11] I can describe the historical development of a scientific idea.
12] I can give examples of how technology has changed some occupations.
13] I can design and set up equipment to collect evidence for an investigation.
14] I can use data logging equipment to take measurements.
 INFORMATION MANAGEMENT
15] I can decide with my peers what role to assume in a team.
INTERPERSONAL

1] I can identify members of the main groups of animal life, and compare and contrast the criteria that defines membership in each group.
2] I can identify the 8 main animal phyla, and the classes of arthropods and vertebrates.
3] I can explain the key role of insects in pollinating plants, including crops.
4] I can research how plants can spread through wind, animal or water dispersal of seeds.
5] I can explain that organisms are composed of tissues and organs, which are composed of cells.
6] I can carry out an experiment to observe the structure of a simple plant cell and describe the role of the main parts. 
7] I can compare the structure of animal and plant cells and explain the function of each part.
8] I can describe the basic structure of the human skeletal system.
9] I can describe the development of organisms from embryo to adult.
10] I can list the changes that take place in an embryo during the 40 weeks of pregnancy.
11] I can discuss how smoking, medicine, and the general health of the mother affect the growing embryo. 
12] I can research survival practices employed by some living organisms to survive extremes of weather, such as severe cold or drought.
 CREATIVE LEARNING
13] I can carry out a case study on an important conservation issue.

1] I can describe the human digestive system.
2] I can develop a presentation to convince my peers that eating healthily has a positive effect on our bodies including our circulatory system.
 EXPRESSIVE LANGUAGE
3] I can investigate how pulse rate is affected by exercise.
4] I can explain how healthy eating is beneficial.
5] I can carry out experiments to investigate how sporting activities affect pulse rate.
6] I can describe the human breathing system.
7] I can describe the harmful effects of smoking. 
8] I can explain how the human body is habitat to a variety of organisms.
9] I can name some common allergens and describe their effects on the human body.
10] I can present information on a conservation project.
 COMMUNICATION
11] I can describe the role of microorganisms in the decomposition of matter.
12] I can explain what is meant by genetic engineering, and explain how genetically modified foods can be engineered for our benefit. 
LEARNING TO KNOW
13] I can find out how X-rays, ultrasound and MRI scanning are used to see inside the body.

1] I can investigate the range of sound frequencies that I can hear.
 PRACTICAL
2] I can describe how sounds travel as sound waves. 
3] I can demonstrate how sounds can be used to send messages.
4] I can explain what is meant by the pitch and the loudness or volume of a sound.
5] I can describe and demonstrate the properties of transparent, translucent, and opaque materials.
6] I can demonstrate how white light can be split into its constituent colours of the spectrum.
7] I can investigate how lenses affect the paths of light rays.
8] I can explain what happens when light is mixed, and how this differs from the mixing of paints.
9] I can show how concave and convex mirrors produce images.
10] I can explain how the lens of the eye forms an image on the retina.

1] I can describe the chemical process of photosynthesis and carry out simple experiments on photosynthesis.
2] I can carry out experiments to compare the energy content of some foods.
3] I can discuss the negative effect of continued use of fossil fuels.
4] I can explain what is meant by the term “carbon footprint”.
5] I can explain how the temperature of buildings can be controlled with the use of sustainable measures such as double glazing, size and position of windows, and insulation.
6] I can make a simple chemical cell.
 PRACTICAL
7] I can investigate and describe the electrostatic effects of charges.
8] I can investigate how electrical power is transmitted and distributed to domestic and commercial users in Malta.
9] I can give a reasoned explanation of the most sustainable forms of electricity generation suitable for Malta.
LEARNING TO DO
10] I can demonstrate how to wire a plug and how to change the fuse in a plug.
11] I can describe examples of the use of series and parallel circuits in everyday life.
12] I can apply my understanding of the difference between AC and DC electricity to describe how to use each safely.
13] I can explain the concept of efficiency, and investigate how the efficiency of some devices could be improved.
14] I can write the word equation for photosynthesis.

1] I can describe diffusion in gases.
2] I can apply my understanding of how particles move and are arranged to explain the differences between solids, liquids and gases.
 COGNITIVE LEARNING
3] I can discuss how the melting of ice caps is related to climate change, and the effects of this on both wildlife and humankind.
4] I can investigate whether materials float or sink and relate this to the density of the material.
5] I can use scientific instruments to measure some specific properties of a chosen material.
6] I can use the periodic table to identify metals and non-metals.
7] I can compare the properties of metals and non-metals, and give examples of their uses.
8] I can investigate the reactivity of different metals and place them in order. 
9] I can investigate the conditions needed for rusting.
10] I can link the properties of common metals to their use.
11] I can describe the difference between a mixture and a compound.
12] I can carry out experiments to show that many reactions produce heat energy.
SOCIAL LEARNING
13] I can carry out experiments to identify factors that influence the rate of reactions.
14] I can investigate the reactions between acids and alkalis/carbonates.
15] I can identify examples of useful chemical reactions in local industry.
16] I can carry out neutralisation experiments using acids and alkalis.
17] I can describe practical uses of acids and alkalis in the home and industry.
18] I can investigate which plant material is best suited to be used as an indicator.
19] I can name some common compounds and find out their chemical formula.
20] I can use the periodic table to identify elements, as well as their symbols and properties. 
21] I can describe and/or model the basic atomic structure of simple elements.

1] I can critically evaluate my lifestyle and give alternate ways of reducing, reusing and recycle material.
2] I can identify the use of the Earth’s material resources in industrial processes, and say why it is important to use them in a sustainable way.
3] I can discuss the temporary visits to a habitat of migrating animals.
4] I can participate in a fieldwork activity and observe different habitats in the local environment.
5] I can identify common alien plant species in Malta.
6] I can discuss how technology can be used to produce better quality yields of crops and medicine.
7] I can explain why salt is important for marine organisms.
8] I can test the quality of water.
PRACTICAL
9] I can describe examples of the effects that climate change is having on weather patterns.
10] I can describe how weather conditions are related to changes in barometric pressure.
11] I can describe the composition of gases in the atmosphere.
12] I can describe what is causing pollution in the air, and the effects of this pollution on the quality of rain.
13] I can demonstrate how a magnetic compass works, and make a simple paperclip compass.
14] I can investigate different forms and types of permanent magnets and their uses.
15] I can investigate economic aspects of recycling materials

1] I can demonstrate how balanced forces cause an object to move at a steady speed or remain stationary.
2] I am able to construct a model of a bridge to show how a suitable structure ensures strength.
PRACTICAL
3] I can investigate the importance of the position of the centre of gravity on the stability of an object.
4] I can find out about gravitational experiments currently being conducted in the Large Hadron Collider.
5] I can investigate the effect of a parachute on a falling object.
6] I can investigate the strength of the frictional force between different surfaces.
7] I can investigate how motion is related to function in devices.
8] I can describe and draw a diagram showing the forces acting on a person on a swing.
9] I can investigate why nylon is a good material to wear for running and doing aerobics.
10] I can demonstrate how when a muscle contracts it shortens, and so it pulls the bones attached to it.
11] I can demonstrate that when a muscle relaxes, it goes back to its normal size.

1] I can observe and identify some constellations.
2] I can model the movement of the Earth, moon and sun relative to each other.
 PRACTICAL
3] I can describe how the atmosphere and composition of another planet is different from the Earth's and describe what adaptations man would have to make to live on it.
4] I can describe the motion and characteristics of moons, asteroids, comets and meteors.
5] I can use a model to demonstrate how the tilt of the Earth is responsible for different seasons.
6] I can explain the concept of an expanding universe and why scientists believe it began with the “big bang”. 
7] I can present information about space stations, how they are built, the materials used and some examples of their purpose.
COMMUNICATION

1] I can make simple inferences from evidence.
2] I can use flame tests to identify chemicals.
3] I can demonstrate that fire requires fuel, air and heat.
4] I can use a chemical test to investigate and identify food groups.
 PRACTICAL