1] I can critically analyse how various forms of life have adapted themselves to the amount of available water, including dew, with reference to geophytes and sclerophyllous vegetation.
 COGNITIVE LEARNING
2] I can research factors limiting access to safe drinking water in developing countries. I can list related implications such as lack of hygiene, malnutrition, health issues and limited educational opportunities.
 COMMUNICATING FOR DIVERSITY 
3] I can explain the chemistry behind the use of Chlorine and other chemicals added to water, to produce safe drinking water.
4] I can compare and contrast the virtual water footprint of items I make use of e.g. 100g of beef uses up approx. 1540 litres of water, 1 sheet of paper approx. 11 litres, 1 pair of jeans approx. 800 litres.
 LEARNING TO BE
5] I can use an online water footprint calculator to estimate my water footprint.
 MANAGING LEARNING
6] I can encourage friends to use an online water footprint calculator to estimate their water footprint.
COMMUNICATING FOR DIVERSITY
7] I pledge to reduce my water footprint and help others to reduce theirs.
 LEARNING TO DO
8] I can use media to show how the degradation of water quality resulting from human activity can lead to deterioration of habitats, possibly endangering various species e.g. il-qabru or Maltese fresh water crab.
 MANAGING LEARNING

1] I can identify different patterns of consumption related to different lifestyles/cultures.
 SELF AWARENESS
2] I can outline how families and communities, both locally and globally, have evolved from being self-sustaining to consumer dependent.
 PLANNING AND REFLECTION
3] I can explain the link between poverty and unequal access to the Earth's natural resources.
 COMMUNICATION FOR DIVERSITY
4] I can illustrate how various forms of life make best use of/adapt to the resources around them.
 CREATIVE LEARNING
5] I can investigate how far I can enable primary producers to lead a dignified life.
 SELF AWARENESS

1] I can report how Genetically Modified Organisms (GMOs) can have an impact on genetic diversity.
 COLLABORATION
2] I can relate the types of soil found in Malta to their geographical origin and location as well as their different use. 
 INFORMATION MANAGEMENT
3] I can identify the implications of introducing alien species on local biodiversity.
 CREATIVE LEARNING
4] I can identify the effects and impact of land fragmentation on biodiversity.
 SOCIAL LEARNING
5] I can research the weaknesses, strengths, opportunities and threats which characterise the local agricultural scenario.
PLANNING AND REFLECTION
6] I can research how and why agricultural land and the size of fields have decreased over the years.
 USE OF DIGITAL MEDIA
7] I can mention the implications resulting from the decrease in agricultural land being used.
 LEARNING TO LIVE TOGETHER

1] I can identify how in certain buildings it is not always possible to install renewable sources of energy.
 LEARNING TO DO
2] I can critically analyse various options of renewable energy given the relatively limited space on the island.
 SOCIAL LEARNING
3] I can examine how different types of buildings can reduce energy consumption through a variety of techniques. I can explain how old houses were built appropriately to require less heating/cooling and lighting. I can compare these techniques to modern techniques.
 COGNITIVE

1] I can identify the correlation between the type of residence/resources used and social class/culture.
 SELF AWARENESS
2] I can identify the life cycle of raw materials used in the local industry e.g. building and local food products.
 LEARNING TO BE
3] I can identify ways how a company can adopt sustainable models to reduce its footprint. I can identify the role of various entities/organisations involved in planning, environmental management and conservation.
 MANAGING LEARNING

1] I can promote waste reduction practices within the surrounding community.
 SOCIAL LEARNING
2] I can investigate the composition of municipal waste and take action to reduce it.
 LEARNING TO KNOW
3] I can explore the effects and trends of waste treatment plants on communities in the vicinity.
 SOCIAL CHANGE
4] I can analyse and distinguish the impact of waste on the lifestyles of different people.
 MANAGING LEARNING

1] I can mention measures adopted by the authorities to ensure accessibility for all, on public transport.  
 SOCIAL CHANGE
2] I can compare and contrast the popularity of petrol and diesel with that of sustainable alternatives such as bio-diesel, hybrid, solar-powered and LPG vehicles.
 PLANNING AND REFLECTION
3] I can work collaboratively with others to find solutions to reduce traffic e.g. car-pooling, walking, catching the bus, cycling, car-free days.
 INTERPERSONAL
4] I can research good sustainable mobility practices from other countries and analyse their viability in the local scenario.
 USE OF DIGITAL MEDIA

1] I can demonstrate that different countries are affected in a variety of ways by climate change.
 COMMUNICATION FOR DIVERSITY
2] I can outline the importance of vegetation in regulating climatic conditions through transpiration and carbon capturing.
 EXPRESSIVE LANGUAGE
3] I can work in a group to find mitigation and adaptation strategies to combat climate change.
 INTERPERSONAL
4] I can outline the implications of climate change on the tourism industry given that a significant percentage of our Gross Domestic Product (GDP) relies heavily on this sector. 
 COMMUNICATING FOR DIVERSITY

1] I can list a number of reasons and landmarks why tourists from different cultural backgrounds visit Malta.
 SOCIAL CHANGE
2] I can outline the impact of tourism in terms of transport, consumption, waste generation and accomodation, on the local and/or global environment.
 SOCIAL LEARNING
 3] I can discuss with others the responsibility of towns/villages in promoting their unique characteristics for tourism purposes e.g. olive oil in Zejtun, bread in Qormi.
 SOCIAL CHANGE
 

1] I can debate Malta's obligations to aid asylum-seekers to find shelter.
 COGNITIVE
2] I can demonstrate an ability to work in a group of people with different views, racial backgrounds, origins and religious beliefs.
 LEARNING TO LIVE TOGETHER
3] I am committed to fulfil my role as a citizen of the world and help with the integration of migrants in my school/community
 LEARNING TO KNOW.
4] I can consolidate the work done by local NGOs in advocating human rights. 
 COGNITIVE LEARNING