SOCIAL LEARNING
1. I can become aware of another different culture, the sound of the French language, certain words in French, some famous French symbols/landmarks.
LISTENING AND SPEAKING
2. I can understand basic classroom instructions.
LISTENING AND SPEAKING
3. I can greet people appropriately, ask how they are, tell them how I am and ask how others are.
4. I can use different forms of address to speak to friends, teachers and people I do not know, using formal and informal modes of address and language.
LISTENING AND SPEAKING
5.  I understand when the teacher is speaking to one or more persons in class and understand simple commands (mostly passive, receptive language with some active, productive language) and polite language. I can recognise ‘tu’ and ‘vous’ forms and help phrases such as ‘Pardon’, ‘s’il vous plaît’, ‘excusez-moi’, ‘merci'.
SOCIAL LEARNING
6. I can introduce myself and ask others what their name is.
SOCIAL LEARNING
7. I can introduce myself, state my age, birthday, nationality and where I live and ask others what their names, ages and  nationalities are and where they live.
LISTENING AND SPEAKING
8. I can introduce people to others, e.g. "C'est Paul."
LISTENING AND SPEAKING
9. I can understand simple texts providing personal details of others.
WRITING
10.  I can write a short introduction about myself, providing personal details and use simple connectors, such as ‘et' , ‘mais' and 'aussi'.
 

READING AND SPEAKING
1. I can state how many people are in my family and who they are, using vocabulary including family members, possessive adjectives and negatives such as ‘je n’ai pas de frères/sœurs’.
2. I can ask other people about members of their family, using, e.g. 'Qui est-ce? / Combien de personnes...?', and understand what they tell me, showing that I am aware that different types of families exist.
3. I can state what my pets are, or that I do not have any pets using the verb ‘avoir’ and the negatives, such as ‘je n’ai pas d’animaux’.
4. I can ask other people if they have pets.
5. I can understand people's description of their own or someone else’s family, including any pets, in spoken or written French.
LISTENING AND SPEAKING
6. I can read and listen to simple texts, using mostly familiar language, to find information about people, their families, friends and pets. 
WRITING
7. I can write a short text about my family, including any pets.

SPEAKING 
1. I can describe my classroom and what is in it, orally and in short written texts.
2. I can describe my school and ask others about their school. 
3. I can identify different subject areas in my school and state what subjects I study/I like/don’t like.
4. I can talk about my school routine (Les cours commencent à … et terminent à ….).
LEARNING TO KNOW
5. I can describe the subjects I am taking and ask others what they think of particular subjects.
6. I can state when different classes are held and ask others about the times their classes are held showing that I can use simple expressions of time, e.g. ‘À quelle heure commence le cours d'anglais?’.

SPEAKING AND WRITING
1. I can state that I like, dislike or prefer certain animals, people in my family, school subjects and use adjectives to state why, e.g. ‘J'aime l'anglais et le français.’ ‘Je déteste les maths.  C'est difficile!’
2. I can ask others about their likes and dislikes, showing that I appreciate diverse viewpoints and personalities e.g. ‘Quel est ton … favori/préféré?’
WRITING, READING AND UNDERSTANDING
3. I can write a short text to inform others of my likes and dislikes and provide reasons.
SPEAKING
4. I can state which leisure activities I like to engage in and ask others what they like to do.
LISTENING AND SPEAKING
5. I can talk about different sports and leisure activities using expressions such as ‘jouer au football, faire de la natation, pratiquer le judo….’
 
LEARNING TO KNOW
6. I can say where, when and with whom I do different leisure activities.
 
READING
7. I can read and understand short, basic texts about leisure activities and people’s preferences.
COLLABORATION
8. I can collaborate with others to research a leisure time activity in a French-speaking country showing that I am able to appreciate that leisure is enjoyed in various countries around the world depending on factors suchas traditions and access to resources and I can take part in presenting our findings.

WRITING, READING AND UNDERSTANDING
1.  I can identify French speaking countries and other countries/regions both in Europe and in the wider world.
LISTENING AND SPEAKING
2. I can state which countries I like and where my relatives/friends live or come from using the Present tense of ‘aimer, habiter’ and the expression ‘venir de’.
3. I can state which means of transport I need to use to travel to the countries which I like/where my relatives/friends live showing some awareness of green means of transport ‘Je vais en…). 
LEARNING TO KNOW
4. I can ask others which countries they like/where their relatives/friends live, including different types of lodging, and which means of transport they need to get there.
5. I can understand short, simple texts about Frenchspeaking countries and their traditions.
6. I can write a short text to inform others about Malta.
WRITING AND COLLABORATION
7. In collaboration with others, I can prepare a poster/ PowerPoint presentation about France.

SOCIAL LEARNING
1.  I can introduce myself, state my age, birthday, nationality and where I live and ask others what their names, ages and nationalities are and where they live.
LISTENING AND SPEAKING
2. I can use different forms of address to speak to friends, teachers and people I do not know, using formal and informal modes of address and language. 
LISTENING, SPEAKING
AND WRITING  
3. I can understand and produce numbers up to 1,000.
4. I can talk about dates and the weather in Malta and other places and ask others about dates and weather in other places, using weather expressions such as ‘il y a / il fait...’ showing that I can listen to others with attention and respond appropriately. I can talk about the seasons using prepositions such as ‘Au printemps, en été, en automne, en hiver’. I can talk about the weather using the ‘futur proche’ (aller + infinitive, e.g. ‘Il va pleuvoir, il va faire chaud…’). I can use vocabulary/expressions related to the weather to say what the weather is going to be like tomorrow, next week. I can use prepositions related to places, ‘être’/ ‘avoir’ and ‘aller’.???
LISTENING AND SPEAKING
4. I can compare special dates and anniversaries in the Maltese calendar with special dates and anniversaries in French-speaking countries’ calendars, e.g. ‘la fête nationale en France’, showing that I am willing to learn about other cultures and traditions and using vocabulary such as ‘traditionel(le), un jour spécial/important/célèbre’.
COLLABORATION  5. In collaboration with others, I can prepare a short presentation using Maltese/English and some French about special days and/or weather conditions in a French-speaking country.
 

LISTENING AND SPEAKING
1. I can identify items of food and drink and can use appropriate vocabulary, e.g. ‘au petit déjeuner; à la cantine...’.
2. I can identify different speciality food/drink shops and talk about what they sell, e.g. ‘J'achète du pain à la boulangerie.’
3. I can buy articles of food and drink using vocabulary and expressions such as ‘Je voudrais, avez-vous, je veux, je souhaiterais, c’est combien/ça coûte combien?’, ‘Donnez-moi…’ and Partitive language such as ‘du, de la, de l’, des’. I can use language related to quantities such as ‘un paquet de... une bouteille de… un morceau de, 50g de, un kilo de…’.
SPEAKING AND WRITING
4. I can discuss what I eat during my day with others, showing some use of adverbs of time and routine, food and drink such as ‘Normalement, chaque jour/matin/soir, tous les jours', and use of negatives ‘ne…pas, ne…jamais, ne…rien’. 
5. I can describe other meals and say what food I like and what food I do not like e.g. ‘c’est bon/délicieux/ J’aime/Je n’aime pas.' 
6. I can write a short text describing what I like and do not like to eat and drink.
SPEAKING AND READING 
7. I can understand a simple recipe and a menu.
8. I can understand simple texts about food and drink.

SPEAKING AND WRITING
1. I can name key body parts, e.g. ‘la tête/les yeux/les bras’.
2. I can state what is wrong with me using expressions such as ‘J’ai mal au ventre, à la tête'.
LISTENING AND SPEAKING
3. I can ask others about how they are feeling using expressions such as ‘Qu’est-ce que tu as? Où est-ce que tu as mal?’.
4. I can understand when others tell me what is wrong with them. 
5. I can talk about different sports/  physical exercises that I do to keep fit, e.g. ‘Je fais du foot.’
6. I can understand and give simple instructions to do physical exercises using the imperative form and expressions such as ‘Levez les bras, étirez les jambes …’.
7. I can discuss sports and physical exercise using the ‘passé récent’ or ‘futur proche’ to show what I just did or what I’m going to do e.g. ‘Je vais me promener; Je viens de faire du jogging.’
 
READING AND WRITING
8. I can understand simple texts about sports and physical exercise.
9. I can write a text to show what type of sports I practice to keep fit emphasising that healthy lifestyles lead to a better quality of life.
WRITING AND SOCIAL LEARNING
10. I can collaborate with others to produce a poster showing different parts of the body and simple physical exercises that one can do to keep fit.

SPEAKING AND WRITING
1.  I can describe my house, rooms and immediate surroundings.
2. I can ask others about where they live and what their homes are like.
3. I can state where certain things are in the house or surrounding area using ‘il y a, il n’y a pas, être, avoir’ etc.
4. I can ask where certain things are in a house or its surroundings using ‘Où se trouve …/Où est…?’.
  LISTENING AND READING
5. I can understand short texts in mostly familiar language about other people’s houses and surrounding area. 
WRITING
I can write short, descriptive texts about my own and other people’s houses. I can write a short paragraph describing my bedroom.

SPEAKING
1.  I can talk about where I live and situate it in a wider context. I can use situational vocabulary related to geographical locations such as ‘au nord, au sud’,  ‘habiter, se trouver, … est situé(e)’.
2. I can name points of interest in my home area and ask others about points of interest where they live, using vocabulary such as ‘Dans ma ville/mon village il y a …’.
3. I can take part in conversations about what there is in my home area and elsewhere using ‘À Malte, sur l’île de Malte …, ‘Qu’est-ce qu il y a…?’.
4. I can talk about how to get to places in my country and ask others about different means of transport in their country/region showing awareness of sustainable modes of transport, e.g. ‘transports en commun, covoiturage,  aller à vélo, aller à pied.’ 
LEARNING TO KNOW
5. I can understand directions and I can provide directions to places in a town or elsewhere using ‘Pour aller à/ à la/ à l’/au/ aux…’ Où est/se trouve… ?; Je voudrais aller à …’ ; and the imperative of verbs like ‘prendre/aller/ tourner'. 
6. I can use 'à droite/à gauche/tout droit’. I can use ordinal numbers: ‘la première rue à gauche, au rond point...’. 
LISTENING, SPEAKING, READING, WRITING 
7. I can understand short texts in mostly familiar language about other countries and places to live in.
8. I can write a short descriptive text about my home area, conveying my personal opinions.
COLLABORATION
9. I can collaborate with others and use ICT to produce a short report about my country or region and participate in the presentation of the information.
SPEAKING, LISTENING, READING, WRITING
9. I can talk about presents/food that I buy and ask others about presents/food that they buy when invited to a birthday party.
10. I can discuss with others about what we need to do to organise a birthday party showing I can understand and use words and phrases related to parties, e.g. ‘fête d'anniversaire, cadeaux, gâteau, bougies, invitation, apporter, s'amuser, préparer, organiser, inviter...’ showing that I can plan effectively and communicate my ideas to others.
11. I can understand a birthday party invitation or a reply to a birthday party invitation.
12. I can write/reply to a birthday party invitation using terms and phrases related to parties, e.g. ‘apporter des boissons, préparer un gâteau, organiser, inviter, musique...’.