1] I can identify and explain why the Maltese Islands have limited freshwater resources.
 LEARNING TO KNOW
2] I can illustrate how water in the Maltese islands was sustainably managed throughout the ages. I can review the importance of water-related legislation and of structures that collect, store and convey water, which were built during different periods. 
 PLANNING AND REFLECTION
3] I can analyse the various uses of spring water outlets e.g. at Għajn tal-Ħasselin and Fontana and water fountains/standpipes in the past and appraise the craftsmanship required in the digging of bell-shaped wells and in the construction of other water reservoirs, by our ancestors.
4] I can discuss practices that threaten the availability and quality of water resources e.g. over-extraction, illegal boreholes and irresponsible application of fertilisers.
 EXPRESSIVE LANGUAGE
5] I can explain how rainfall patterns, coupled with obstruction of water courses leading to valleys and reduction of water absorbing surfaces, result in flash floods and surface runoff.
 EXPRESSIVE LANGUAGE
6] I can compare and contrast how the need for water evolved through the ages and describe the resultant water saving techniques adopted.
 COGNITIVE
7] I recognise the importance that each building should have a rain water catchment facility.
 COGNITIVE LEARNING
8] I can illustrate how the mean sea level and perched aquifers are a result of the geological structure of the Maltese islands.
9] I can explain the link between the water cycle and the availability of freshwater resources.
 SOCIAL LEARNING
10] I can discuss how water from the reverse osmosis plants suupplies buildings with water and identify its negative and positive aspects. 
 COGNITIVE LEARNING 
11] I can research and compare percentages of water supplied by reverse osmosis plants, to that being pumped from the water table.
 MAAGING LEARNING
12] I can identify reasons and consequences behind these values.
 LEARNING TO BE
13] I can assess the suitability of systems used to mitigate issues related to water availability e.g. grey water systems, waste water treatment plants.
 PRACTICAL
14] I can take personal actions and collaborate with others to promote practical measures to reduce water consumption.
 COMMUNICATING FOR DIVERSITY
15] I can explain that water supports all forms of life in all types of habitats, including why water is essential for organic life.
 EXPRESSIVE LANGUAGE

1] I can distinguish and identify reasons for the unequal distribution of resources amongst people and countries.
 SOCIAL CHANGE
2] I can discuss how renewable resources can be used sustainably to meet production and consumption demands.
 PERSONAL
3] I can make responsible choices in opting for products that do not have an impact on people, animals, plants and habitats.
 LEARNING TO DO
4] I can investigate how development aimed solely at economic growth can lead to destruction of habitat and loss of biodiversity. 
 MANAGING LEARNING
5] I can list various food preservation techniques used in the past.
 USE OF DIGITAL MEDIA
6] I can recognise how and why, in the past, salt was used and its purpose as currency.
 LEARNING TO KNOW

1] I can evaluate the benefits of buying local produce when possible.
 LEARNING TO DO
2] I can make a list of local produce in the Maltese islands and explain the method of farming and production of one agricultural crop.
 PRACTICAL
3] I can associate traditional local produce used in Maltese cuisine, while identifying the cultural identity associated with the culinary industry.
 SELF AWARENESS
4] I can outline the benefits of buying sustainable local produce.
 PERSONAL
5] I can explain how the use of fertilisers and pesticides can have an impact on other resources such as water quality, micro-organisms in the soil and the quality of the produce.
 EXPRESSIVE LANGUAGE
6] I can give various examples of how humans interfere with local biodiversity.
 LEARNING TO KNOW
7] I can make a list of the pros and cons of organic farming versus conventional farming.
 LEARNING TO BE
8] I can compare traditional farming practices with modern techniques. I can critically discuss the associated implications that industrialisation has brought on the farming industry and how certain traditions have disappeared from the Maltese Islands.
 LEARNING TO DO
9] I can identify different forms of animal cruelty resulting from practices such as traditional races and animal husbandry.
 MANAGING LEARNING

1] I recognise that Malta is heavily dependent on the use of fossil fuels to generate electricity. I can consider teh resulting pollution from the combustion of fossil fuels and abatement measures required to reduce pollution.
 MANAGING LEARNING
2] I can identify the benefits of renewable sources of energy.
 LEARNING TO KNOW
3] I can collect data to monitor electrical consumption at school/home and suggest practical ways to reduce energy consumption.
 PLANNING AND REFLECTION
4] I can investigate energy saving techniques used in buildings.
 PERSONAL
5] I can analyse energy efficiency of appliances and how they decrease electricity consumption.
 CREATIVE LEARNING
6] I can investigate the effect of power generating facilities on nearby habitats. 
 LEARNING TO KNOW
7] I can list techniques used in the past which are no longer in use thanks to modern appliances.

1] I can identify the impact of the industrial revolution on the environment and humanity.
 SELF AWARENESS
2] I can analyse how the diversification of employment has led to certain industries losing their popularity or disappearing completely over time.
 SELF AWARENESS
3] I can compare and contrast how tools, techniques, styles and materials in the building industry, have evolved over the years.
 PLANNING AND REFLECTION
4] I can relate the depletion of resources to the expansion of certain industries e.g.limestone and the construction industry, trees and the furniture industry.
 COGNITIVE LEARNING
5] I can collaborate with others to adopt a sustainable lifestyle aimed at protecting natural resources.
 SOCIAL LEARNING
6] I can recognise that waste should be treated appropriately to safeguard natural resources. 
 LEARNING TO BE
7] I can analyse the proportion of built-up areas in relation to loss of habitat.
8] I can compare and contrast the number of new developments with that of vacant dwellings in my locality. 
 INFORMATION MANAGEMENT
9] I can identify the negative effects of illegal dumping on various habitats.
 LEARNING TO KNOW
10] I can outline how industrial areas have an impact on the quality of life of nearby residents.
PERSONAL

1] I can distinguish between organic waste, recyclable waste and other waste.
 LEARNING TO KNOW
2] I can explain how, in the past, repair and reuse was the rule of the day, with hardly any waste being created.
 EXPRESSIVE LANGUAGE 
3] I can analyse how waste disposal practices have changed over the years.
 SELF AWARENESS
4] I can explain that prior to the introduction of plastic, produce was purchased in different containers which were reused or returned.
 COGNITIVE LEARNING
5] I can compare and contrast recipes through the ages, their ingredients and household waste and consider different food varieties, through the ages, their availability and the financial situation of families at the time.
 PLANNING AND REFLECTION
6] I can distinguish between waste and litter.
 LEARNING TO BE
7] I can work in a team to organise an anti-litter campaign.
 SOCIAL LEARNING
8] I can suggest solutions to reduce waste e.g. using reusable containers and buying products with less packaging.  
 COLLABORATION
9] I can illustrate the importance of waste hierarchy, represented in the form of a pyramid.
 PERSONAL LEARNING
10] I can analyse the consumption and production patterns related to a consumerist society.
 SELF AWARENESS
11] I can recognise the problems associated with waste disposal and the creation of landfills.
 LEARNING TO DO
12] I can list potential dangers created by toxic, nuclear and chemical waste.
 LISTENING AND SPEAKING
13] I can outline how litter can be dangerous to flora and fauna.
 LEARNING TO BE
14] I can suggest improvements in waste collection procedures.
 PRACTICAL
15] I can explore techniques used to generate energy from waste.
 PERSONAL

1] I can analyse data from reliable sources that reflects the high dependence on private vehicles as a means of transportation. I can relate this to the high ratio of cars per capita in Malta and to traffic congestion. 
 USE OF DIGITAL MEDIA
2] I can compare and contrast how mobility and means of transport have changed over the years.
 SELF AWARENESS
3] I can consider sustainable modes of transport as viable options.
 LEARNING TO DO
4] I can investigate how past modes of transport can be adapted to inspire modern sustainable mobility. 
 COGNITIVE LEARNING
5] I can give examples to show that the automotive industry is a labour, material and energy intensive industry.
6] I can reflect on the negative effects of car emissions and their impact on climate change.
 CREATIVE LEARNING
7] I can identify the negative impact cars have on neighbourhoods e.g. air and noise pollution, effects on buildings and monuments. 
 LEARNING TO KNOW
8] I can distinguish the different environmental impacts of petrol, diesel, electric, solar powered and LPG vehicles.
 LEARNING TO KNOW
9] I can critically analyse the state of the Maltese public transport system. I can also identify behavioural changes which are required to reduce personal car usage.
 SOCIAL LEARNING

1] I can list the different types of habitats and can outline the characteristics that distinguish them from one another.
2] I can identify endemic and indigenous flora and fauna. I can relate their characteristics to the local habitat and climate.
 LEARNING TO KNOW
3] I can identify the effect of human activity on our climate.
 COMMUNICATION 
4] I can reflect on the climatic changes which bring about adverse weather conditions and the way they impact all living organisms.
 CREATIVE LEARNING
5] I can identify how certain species have adapted themselves to microclimates within our environment.
 LEARNING TO DO
6] I can explain how local biodiversity has characteristics suited for a Mediterranean climate.
 LISTENING AND SPEAKING
7] I can identify clean energy sources available at local and global levels.
 LEARNING TO BE
8] I can research how our ancestors used wind to their advantage for various purposes and I can research the prevalence of windy days.
USE OF DIGITAL MEDIA

1] I can analyse how our history and various historical sites can be promoted as tourist attractions. I can identify various architectural sites and outline their splendour and cultural importance.
 SELF AWARENESS
2] I can discuss the potential of scuba diving as a tourist attraction and I can pinpoint the origin of historical underwater relics.
 CREATIVE LEARNING
3] I can discuss the benefits that tourism has on the local economy and the pressure it exerts on natural resources.
 LEARNING TO KNOW
4] I can outline how lack of environmental planning jeopardises the local tourism industry.
 LEARNING TO DO
5] I can relate the expansion of the tourism industry in Malta to the degradation of habitats e.g. coastal development.
 COGNITIVE LEARNING
6] I can discuss the importance of expanding the local eco-tourism sector.
 EXPRESSIVE LANGUAGE
7] I can investigate the EcoGozo initiative as a case study for sustainable living and tourism, appraising its outcomes.
 COLLABORATION
8] I can compare the difference between eco-certified and non-certified hotels.
 PERSONAL
9] I can illustrate the benefits of eco-certified beaches.
 COGNITIVE
10] I can interrelate the importance of biodiversity and protected areas, to tourism.
 LEARNING TO LIVE TOGETHER

1] I can analyse various reasons why people are forced to migrate from their country, starting off with migration as a natural phenomenon.
 CREATIVE LEARNING
2] I can compare and contrast the different types of migration that take place around the world.
 SOCIAL CHANGE
3] I can research the effect of mass migration on the resources of a country. I can identify people involved in giving aid to irregular migrants and asylum-seekers e.g. rescue at sea, medical intervention, relocation and subsequent assistance.
 COLLABORATION
4] I can list reasons why a significant number of Maltese emigrated to other countries during the last century.
 USE OF DIGITAL MEDIA
5] I can discuss the social implications linked to migration.
 EXPRESSIVE LANGUAGE