1] I can speak clearly, be heard and understood well with a good pronunciation, a clear and loud voice and appropriate tone, gestures and expressions that the listener can understand and follow without difficulty.
 EXPRESSIVE LANGUAGE
2] I can take part in conversations where I pretend I'm someone or something else, for example when I take part in stage productions such as plays, mimes and concerts in fictional and non-fictional circumstances, for example when I go to buy tickets for places of entertainment, I imagine I'm a photo-camera and the rest.
3] In my everyday speech, I can correctly use forms of literal conversations, enhanced with a range of adapted vocabulary, as well as easy figurative speech with the use of expressions, rhetoric questions, idioms and proverbs, speech that makes sense and is related to the subject and hence keeps the audience's attention and interest.
4] I can explain what I'm feeling in an orderly manner and in sequence while using correct grammatical structures and simple, composite and sometimes even complex sentences with the help of linking words and conjunctions. 
5] I can give directions, that with the help of visuals include the main winds of the rose and instructions related to processes and routines of my life by using the forms of imperative singular and plural, including the negative ones.
6] I can make appropriate requests and questions to acquire the information I need in varied contexts of everyday life by using formal, educated and polite speech registers, for example to acquire historical information about a prominent place in my village/town or biographical information for an interview.
LEARNING TO LIVE TOGETHER
7] I can state facts, tell stories and descriptions by using grammatically correct structures that reflect a strong grasp of the language and I can show that I can match the verb with the subject and the predicate in terms of gender and quantity, the adjectives in all their grades, and in consideration of the context and the audience I have in front of me.
8] I can explain and support my opinions with evidence about a pre-determined subject and I can address the needs and expectations of the audience in front of me.
9] I can work various strategies, including how to word clear questions that request a certain amount of detail, to clarify or confirm what I have heard, for example when I ask for more directions and instructions about how to do a certain task in class/at home and what I actually need to conduct a short research that I need to do at home. 
 PERSONAL LEARNING 
10] I can speak and present in front of an audience, alone or with others, with the help of technological, digital, printed and other resources, after the research has been done; interesting information about cultural events and elements that constitute Maltese culture and identity such as food, village feasts, skills and artisanal crafts of yesterday and today, the environment, history and myths.  USE OF DIGITAL MEDIA
 LEARNING TO LIVE TOGETHER
11] With the help of the teacher, I can compare the main characteristics that distinguish different genres of texts, literary and non-literary, written or orally-transmitted, after I would have pre-identified them. 
12] I can say what I feel and think about the themes, the characters, the development, the setting and the time in which the literary (poem, song, story, tale, myth) or factual story that I'm reading/listening to is taking place. 
 LEARNING TO BE
13] I can create and tell in an animated way and by using gestures stories, tales, jokes and anecdotes of mischief that are similar to those heard/read and I can make any changes that I like to the development of the story, the setting and the characters.
14] I can recognise alliteration, rhyme and onomatopoeia in literary and non-literary texts, talk about how these affect me and give other examples of them. 
15] I can recognise personification and similes in literary and non-literary texts, talk about how they affect me and give other examples of them. 
16] I can use mathematical, scientific and technological language in my everyday speech when I refer to numbers, forms, measurements, weight, the elements, the wind rose and time.
17] I can follow the discussion that's taking place, even when it involves technological means, compare and give my opinion about ideas that I hear, understand what resulted from the discussion and, when needed, implement what has been agreed.
USE OF DIGITAL MEDIA
 PRACTICAL
18] I can evaluate other people's presentations by giving a response through things I say, and while recognising the positive, suggest changes/improvements and give a reason/s for my suggestions. 
19] I can recognise different positions that develop in discussions and while I lean towards a preferred position, I can give my reasons for the position I've taken.
 SOCIAL CHANGE
 LEARNING TO DO
20] In my speech, I can use language that shows respect towards everyone and doesn't hurt other people's cultural, religious and racial sentiments.
 SOCIAL CHANGE
21] I can interject with points related to the subject being discussed after I have followed, understood and noted the main points.
 SOCIAL LEARNING
22] I choose appropriate words, expressions and gestures to support my arguments according to the occasion and the context of the discussion; this way I communicate my point more forcefully in order to convince the audience.
 LEARNING TO DO
23] During activities guided by the teacher, I can discuss with my classmates how the Maltese language is tied to the history of our country, and the origin and meaning of words we use in everyday life.
 COGNITIVE LEARNING
24] I can speak to students coming from different cultures with respect and esteem, and with them I can describe and compare the linguistic and cultural diversity of our country.
 SOCIAL CHANGE
 LEARNING TO BE

1] I can understand and answer different kinds of questions that I am asked about things I know, in different contexts and situations.
 EXPRESSIVE LANGUAGE
2] I can grasp specific points when someone is talking to me or to others in a short dialogue or conversation between two or more people, or a short discussion (formal or informal).
 COGNITIVE LEARNING
3] From the tone used, the voice and the gestures, I can clearly distinguish the message in the telling of stories, reading of poetry, plays, the news, formal and informal speeches, and other contexts.
4] I can show respect to others by listening to them, consider and appreciate what they are saying because I believe that everyone has a right to express themselves.
 LEARNING TO DO
 SELF AWARENESS
COMMUNICATING FOR DIVERSITY  SOCIAL LEARNING
5]  I can understand and react verbally, in writing or with gestures to literary texts and others that I hear in everyday life, and I can compare them to my own experiences.
 COGNITIVE
6] I can understand instructions that I hear or that someone gives me using the different forms of the imperative in different contexts of everyday life, both in the positive and the negative, like 'Iftaħ il-bieb' (Open the door), 'Twaħħalx bil-kolla' (Don't stick anything with glue), 'La tisraqx' (Thou shalt not steal), 'Qatt ma għandkom tagħmluha ma' min hu agħar minnkom' (Never mix with people who are worse than you) and the rest.
7] I can listen to and understand a notice or a set of notices given orally and through technological means that are related both to my everyday life and to that of the community I live in, notices that contain dates, times and other main details, like a notice about a school sports day, a computer course organised by the Local Council, a lost object or pet, and so on.
 INFORMATION MANAGEMENT
     
8] I can understand the weather report and forecast that include vocabulary related to the directions of the compass and geographical positions, like when I hear that Malta is in the South of Europe, Marsaxlokk is in the South East of Malta, and so on. 
 INFORMATION MANAGEMENT  
9] I can understand simple directions given by other people that I'm not familiar with, for example directions about places that I know of but that I don't frequent everyday, like how to get to St George's Square in Valletta as soon as I get off the bus.
10] I can listen to and follow informative texts and news, including those I'm not familiar with, for example texts about the environment, culture, current affairs, biographies and curious facts.
 LEARNING TO DO
11] I can listen to, follow and understand adverts about objects and places, including those I'm not very familiar with, like adverts of products and services.
INFORMATION MANAGEMENT 
12] I can listen to and understand mathematical, scientific and technological language that I use in my everyday life when I refer to numbers, shapes, measurements, weight, the elements, the compass and time.
13] While listening to a factual or fictional story, I can draw the important details and notice any similarities and adjectives that embellish the story and leave an effect on the audience.
14] I can hear and recognise examples of alliteration, rhyme, onomatopoeia, simple metaphors, personification and similes in texts that I have heard.
15] I can listen to and follow songs and poems, and by myself draw their subject and compare and interpret it according to my experiences.
 COGNITIVE LEARNING
16] I can follow and understand the plot, the characters and the setting of a performance, film, story, play and so on.
17] I can be part of an audience that listens, understands and participates.
LEARNING TO LIVE TOGETHER
 SOCIAL LEARNING

1] I can read in a way that makes sense, with a clear voice, fluent rhythm and with confidence, different genres of writing by different authors to myself, alone, in silence, for pleasure, in front of others, and with others, such as poems, short stories, newspaper or magazine articles, horror stories, funny stories, fictitious or real stories, biographies and so on.
 READING AND UNDERSTANDING
2] I recognise that authors use different styles and forms of writing, such as rhyme and rhythm in poems; the introduction, body and conclusion in an essay; the plot in a short story or novel; the narration in the first and/or third person, different font size, and so on.
3] I can understand the texts I read, ponder them, form an opinion about them and express it, answer direct and inferential questions about them, recognise whether the writing is fictional or realistic, extract the message the author wants to convey, how the message affects the readers, compare what I read with my experiences, reflect about the context in which it was written and so on.
  COGNITIVE
4] I can choose what I read according to my tastes and the information I need by looking at titles, tables of content, chapters, pictures/images/illustrations, indexes and so on, such as when I'm looking for books in a library or when I'm looking for information in an encyclopedia, and so on.
 PERSONAL LEARNING
 COGNITIVE LEARNING
5] I can extract the main points and the secondary points from what I read by following the structure and progression of the thoughts or the story or the thematic development, and by identifying the most important words, phrases and sentences.
 COGNITIVE LEARNING
6] I can look for information from different sources by reading and starting to do research as necessary, such as from books, newspapers, magazines, leaflets, websites, blogs, tables and so on.
 PRACTICAL
7] I recognise that different genres of writing have different functions, such as to tell a story, to descibe, inform, teach, give pleasure, make people laugh, explain, advertise, sell, express a feeling, and so on.
8] I recognise that in lists of instructions, directions, prescriptions and so on, writers use the imperative singular and plural, positive and negative, such as in recipes, lists of regulations, guidelines, manuals, informative maps, digital games and so on.
9] I deduce the meaning of difficult words and expressions that I don't know or guess their meaning through the sense of the sentences/paragraph/s, and/or from the context by, among other things, comparing these words to other words, for example 'muftieħ' (key) from 'fetaħ' (to open); 'Milied' (Christmas) from 'twieled' (to be born); 'trejqa' (path) from 'triq' (street); 'qdif' (rowing) from 'qadef' (to row). 
 COGNITIVE LEARNING
10] I recognise whether I have to read every word in the text to extract the information I need or else just a few words, phrases or sentences or inspect pictures/illustrations and so on. For example, if I'm looking for the name of a film in the TV programme schedule, I don't need to read all the information given on each film, but read the names of the programmes only.
 COGNITIVE LEARNING
11] While I'm reading I identify the verbs and recognise if they're in the perfect, imperfect or the future tense and why they're being used in that tense and hence better understand what I'm reading.
12] While I'm reading I identify the nouns and recognise whether they are in the singular (singular farrad waħdieni), collective singular or in the plural, among other things from the verbs or adjectives that match with them, from the context itself and so on.
13] I can read and understand mathematical, scientific and technological texts that I use in my everyday life, such as encyclopedias, leaflets, websites and so on.
14] I know what the meaning of words that tie sentences and phrases together, and also how to use them, for example, prepositions, conjunctions and adverbs.
15] I can use dictionaries and thesauri in Maltese well to look up words that I don't know the meaning of, I don't know how to write, pronounce or read, in other words search in alphabetical order, not only by looking at the first letter, but also at letters that follow and by searching according to the root consonants (l-għerq) or the main form of the word.  PERSONAL LEARNING
16] I can read and pay attention to the intonation by following well the punctuation marks such as capital letters, dashes, graphic accents, full stops, colons, commas, inverted commas, italics, three dots, and question and exclamation marks.
 ACCURACY

1] With the help of my teachers, I can find good models of a variety of writings to expand my vocabulary, use idiomatic Maltese and express my thoughts and feelings according to why I want to express myself and the audience I have in mind.
 COGNITIVE LEARNING
2] I can plan ideas and organise them by myself, by, among other things, creating a web of thoughts, conceptual maps, drawings, lists and so on, and from them flesh out drafts for my writings according to specific aims.
 PLANNING AND REFLECTION
3] I can take short notes while I'm conducting research or listening to a discussion to be able to use them later in my own pieces, including with the use of pictures and/or technological means.
 INFORMATION MANAGEMENT  USE OF DIGITAL MEDIA
4] I can divide my writing into paragraphs of different sizes and tie them together thanks to a line of thought.
 WRITING  PLANNING AND REFLECTION
5] I can write concise captions for photos, pictures, comics, cartoons and so on, and through them show that I understood the message or the historic or current story they are depicting.
6] I can write and publish notices, including with the help of pictures and/or photos of about 50 words to be read in front of an audience.
 INFORMATION MANAGEMENT
7] I can write a story of between 140 and 200 words about a picture or set of pictures, cartoons, caricatures and so on.
 WRITING
8] I can write messages, invitations and letters in different styles to my friends and relatives.
9] I can write instructions, processes and directions in contexts I am familiar with like simple menus and recipes that include the ingredients that I need to use and the cooking method.
 WRITING
10] I can write from scratch or continue dialogues and conversations that have already been started of between 140 and 200 words.
 WRITING
11] I can correctly write short texts, whether researched or not, in a mathematical, scientific and technological language related to everyday life, for example numbers, shapes, measurements, weight, the elements, the compass and the time.
 INFORMATION MANAGEMENT
12] I can write simple rhymes and poems longer than 2 stanzas about things, people, events, places and so on.
 WRITING
13] I can write or continue writing fictional anecdotes of between 140 and 200 words about characters, places and events.
 WRITING
14] I keep a diary of the most important events of the day and give my opinions about them.
 COGNITIVE LEARNING
15] I can write factual texts, including articles and reports, of between 140 and 200 words, with information about, among other things, the environment, places, events and stories.
 WRITING  LEARNING TO LIVE TOGETHER
16] In my writings, I can use simple as well as composite sentences with the use of words and expressions that have the function of joining, like for example conjunctions. EXPRESSIVE LANGUAGE
17] I can present my final texts in a clear and neat way and without any syntactical, morphological and grammatical, spelling and punctuation mistakes.

ACCURACY