1] I know what is special about myself: abilities, talents, interests, strengths and weaknesses e.g. developing confidence when expressing opinions about things that matter, identifying weaknesses with the knowledge that these can be effectively tackled and improved.
 PERSONAL
2] I can talk about the challenges and difficulties in the transition process to the secondary sector and feel confident that the transition will be smooth and manageable.
3] I can recognise my uniqueness, feel good about myself and be proud of my achievements e.g celebrating achievements so far, wanting to do well and making the most of my opportunities and talents.
 PERSONAL
4] I can respond with increasing confidence to new people and situations.
5] I can ask questions and talk confidently with adults and peers about my thoughts and feelings.
 INTERPERSONAL
6] I can identify my personal likes and dislikes.
 PERSONAL LEARNING
7] I can describe different techniques I use to study.
 COGNITIVE LEARNING 
8] I can describe the skills necessary to set personal goals, and use them accordingly.
 PRACTICAL
9] I can describe how anxiety affects my studies and am aware of the necessary skills and techniques needed to deal with it appropriately. 
 COGNITIVE LEARNING
10] I can appreciate and act on the importance of taking responsibility for myself and my behaviour.
11] I understand that mistakes can be learning experiences.
 PERSONAL LEARNING
12] I am able to set targets within my reach.
 PERSONAL LEARNING
13] I am able to enjoy life at school, communicate and behave appropriately.
 LISTENING AND SPEAKING

1] I can introduce myself to my teacher and to my co-students and share with them some of my interests, likes and dislikes.
 COMMUNICATING FOR DIVERSITY
2] I can describe similarities and differences between verbal and nonverbal communication.
3] I can recognise and use tone of voice when communicating.
4] I can contribute to a set of ground rules for working with others in class.
 COMMUNICATING FOR DIVERSITY
5] I can discuss and agree on appropriate sanctions if ground rules are broken.
6] I can explain how working in teams helps me develop certain skills.
 COMMUNICATING FOR DIVERSITY
7] I can identify the importance of working as a team to get better results e.g. the whole is greater than the sum of its parts.
8] I can describe ways of supporting others to learn e.g. sharing of ideas, websites, books, discussing different learning strategies, treating my classmates not as competitors but as cooperative learners.
 SOCIAL LEARNING
9] I can recognise my own and other people’s feelings.
 SELF AWARENESS
10] I perceive  the importance of being proud of who I am and understand that difference does not mean better or worse. 
 PERSONAL
11] I can recognise the importance of and respect for other people’s feelings, decisions, rights and
bodies.
 COMMUNICATION FOR DIVERSITY
12] I can determine that I have an effect on what other people do, think and feel and other people affect what I do, think and feel.
 INTERPERSONAL
13] I can recognise and demonstrate that actions have consequences for myself and others e.g. taking responsibility for my own actions and understanding the consequence of my choices when I am with friends, when I am online, when doing my work at school and at home. 
 PERSONAL
14] I can name different types of relationships in my life.
SOCIAL CHANGE
15] I can talk with and listen to peers and adults courteously.
 INTERPERSONAL
16] I can demostrate the skills that are needed for developing good relationships e.g. listening, empathy,
support, encouragement, kindness, showing care. 
 SOCIAL LEARNING
17] I can appraise the importance of and can make positive statements to friends and family members.
 PERSONAL
18] I understand how to be a friend and that friendships can change.
19] I can initiate different types of friendships, know their value and can cope when losing a friend.
 SELF AWARENESS
20] I can show what we do that makes each other happy, sad and angry and what helps and hinders friendships.
 SOCIAL CHANGE
21] I can identify the differences that might exist amongst friends and I know how to deal with friendship problems.
 SOCIAL CHANGE
22] I know the importance of showing care for others and for myself. 
 SOCIAL CHANGE
23] I can discuss what families are and what members expect of each other.
24] I can talk about the roles and feelings of parents/carers.
25] I can negotiate within relationships and know what to do when faced with disagreement and/or conflicting ideas/situations e.g. with friends, parents/carers.
 COGNITIVE
26] I know about bullying, why it happens, its effects on people, how to deal with it and how to stop it happening.
27] I can react assertively to teasing and bullying. 
 PERSONAL 
28] I can talk about how people live their lives in different ways and that different cultures may have different life patterns.
 SOCIAL CHANGE
29] I can talk about the effect of unfairness and preferential treatment in my daily life.
 SOCIAL CHANGE
 

1] I am able to express feelings in different ways and recognise their impact on others. 
 SELF AWARENESS
2] I can identify and express my emotions so that others understand what I mean.
3] I know the difference between positive and negative emotions and the importance of dealing with emotions effectively e.g. worry, anger, disappointment, jealousy, hurt, happiness, joy, empathy, excitement.
4] I can recognise and manage strong feelings in different situations, including loss and change.
5] I understand how people can change in terms of what they feel, think and do.
 SOCIAL CHANGE
6] I can name some body parts used for sexual reproduction and how the body parts help with sexual reproduction e.g. I can describe the contribution of female and male bodies to sexual reproduction.
7] I understand the physical, cognitive and emotional similarities and differences among and between boys and girls as they grow older.
 SOCIAL CHANGE
8] I know that puberty brings about changes physically, cognitively and emotionally and am learning how to recognise and understand these changes.
9] I understand and can explain why some people might feel embarrassed in talking about sexual reproduction.
10] I can identify my private and/or intimate parts and can discuss who can or cannot have appropriate access to them and give informed consent e.g. doctor, caregivers.
11] I understand that there are similarities and differences between people. I can express my personal opinions freely and respectfully.
 COMMUNICATING FOR DIVERSITY
12] I know that I have full rights over my own body.
13] I can describe how personal hygiene routines can change as I grow older.
14] I can manage hygiene procedures e.g. food safety, personal hygiene, menstruation.

1] I know some of the options open to me in developing a healthy lifestyle now and in the future.
2] I consider the value of keeping healthy and can talk about different attitudes towards health and illnesses.
3] I can choose healthy options in relation to my health e.g. food, drinks, physical exercise, sleep, rest, effective use of my free time.
4] I can identify with others which leisure activities help us to be well and stay well.
5] I can talk about different cultural practices in health and hygiene.
 COMMUNICATION FOR DIVERSITY
6] I can talk with others about our feelings related to exams.
7] I can describe some positive and less positive aspects of change.
8] I can gain access to help in and out of school.
9] I know of places that are safe, where to get help and the people in my community who can help me.
10] I know when to keep a secret and when to tell.
11] I can talk about the importance of planning in managing my time e.g. homework habits, recreational time on the internet, extracurricular activities, time with friends, fun and leisure.
 PERSONAL
12] I can identify problems and suggest what to do to help reduce those problems.
13] I can recognise the need to ask for support when such need arises.
14] I understand what respecting my own and others’ bodies means.
 SELF AWARENESS
15] I can recognise potential risks to my safety and that of others from people, situations and in the environment.
 SOCIAL CHANGE
16] I can identify problems and suggest what to do to help reduce those problems.
17] I can exercise some basic techniques for resisting negative peer pressure.
 PERSONAL
18] I can be assertive when faced with pressure to do wrong.
 PERSONAL
19] I know that some people need drugs to live a normal life and that some drugs can prevent the development of diseases e.g. immunisation.
 SELF AWARENESS
20] I know about a range of legal drugs encountered in everyday life including over-the-counter drugs such as aspirin, drugs prescribed as medicines, as well as tea, coffee, tobacco and alcohol and have some understanding of their effects and their associated risks.
21] I know that some substances are illegal and have some understanding of their effects and their associated risks.
22] I can talk about the benefits of drugs on society as well as the cost to society of drug misuse.
 SOCIAL CHANGE
23] I can discuss the possible benefits and risks of sharing information online.
 MANAGING INTERNET USE
24] I know how to set privacy settings when communicating online.
 MANAGING INTERNET USE
25] I know the importance of and am able to limit my time whilst making use of technology. 
 MANAGING LEARNING
26] I can identify hazards to health and safety at home, at school and in the environment.
27] I can recognise risk in different situations and make judgements about behaviour and decisions about personal safety.
 COGNITIVE
28] I know that discarded syringes and needles can be dangerous.

1] I can explain the factors that help and hinder people working in teams.
 COMMUNICATION FOR DIVERSITY
2] I know and can show how to behave in different situations e.g. in class, in the school playground, during school visits, at home, in church.
3] I can show and know the value of responsibility for self and others in and out of school e.g. classroom, playground, school visits.
4] I know and can discuss the school and classroom rules and why they are necessary.
5] I can contribute to decision-making in a small group and know the skills of appropriate decision-making.
6] I can take part in discussions about matters relating to my life e.g. the school environment, bullying, unfair treatment by adults.
7] I can recognise and appreciate the notion of human rights.
 SOCIAL CHANGE
8] I can recognise that all people have the same basic needs and I know the difference between needs and wants.
9] I can explain the difference between rights and obligations/duties.
 SOCIAL CHANGE
10] I can recognise that with rights come responsibilities. I know about my responsibilities towards my friends, class and family.
 SOCIAL CHANGE
11] I can explain what is meant by 'putting oneself in someone else’s shoes' e.g. people who are less fortunate than me, people who are suffering, people who are going through difficulties in their lives.
 SOCIAL CHANGE
12] I can talk about my responsibilities towards my friends, class mates and family.
13] I can explain a number of other different religions, how they are different, as well as what they have in common.
 SOCIAL CHANGE
14] I can describe rules and laws which shape how people do things in my local community.
15] I can describe what happens when people break laws and rules.
16] I can desribe what is meant by the term 'leadership' and why choosing a leader is at times necessary; I can describe what characteristics I would value in a leader.
17] I can talk about the different services, shops and adverts and their effect on the community e.g. know about amenities: library, local council office, parish church, parish centres, leisure centres and museums.
18] I can recognise and appreciate home, school and community values e.g. appreciate and want to care for my home, classroom, school grounds, local areas.
 SELF AWARENESS
19] I can identify ways in which we can all make a positive contribution to individuals and the local community.
20] I can make decisions about use of scarce resources.
 LEARNING TO DO
21] I can identify and describe the meaning of sustainable development.
 LEARNING TO DO
22] I can identify what actions can be taken at school, at home and in the local community to contribute to sustainable development.
23] I can make use of local environmentally-sustaining facilities.
 LEARNING TO BE
24] I can describe what is meant by and know the importance of the 4Rs and give examples of how they can be put into practice e.g. different types of recycling, how one can reduce consumption and how one can reuse or recover material for alternative use. 
 LEARNING TO DO
25] I can recognise when choices are affected by media and other influences.
26] I can discuss how boys and girls can both do the same tasks and enjoy the same things even though different media dictate/encourage stereotypes.
27] I can argue how different values influence how people spend their own money e.g. salary, pocket money.
 SELF AWARENESS
28] I can evaluate why saving money is important; I can think of ways money can be spent other than on myself.
29] I can recognise and describe what influences me to spend money on myself and on others.
30] I can describe what is meant by being financially responsible and provide examples of someone being financially irresponsible.
31] I can demonstrate how my spending decisions affect me personally, the local economy, the environment and people in other parts of the world.
32] I know the importance of and can demonstrate how to treat animals with care and sensitivity.
 SELF AWARENESS
33] I can recognise that other people, pets and plants have needs.
 SELF AWARENESS
34] I can describe how human beings and the environment can affect animals in my own country and in other countries in the world.
 LEARNING TO DO
35] I can discuss how  different groups have different views e.g. peers, parents, teachers and people of different faiths and cultures. 
 COMMUNICATING FOR DIVERSITY
 

1] I can discuss how I contribute to my community through the activites in which I participate.
2] I can describe the different jobs and work roles held by the people around me e.g. parents, uncle.
3] I can talk about my future aspirations.
4] I can explain the interdependence between different jobs and work roles.
5] I can discuss the rights, duties and responsibilties of the employer and employee.
6] I can demonstrate that my attitude towards school can affect my future aspirations.
7] I can discuss jobs and career stereotypes.
8] I can identify how the media can influence my perceptions of different job roles. 

1] I can identify issues and topics that I particularly valued in PSCD and summarise why they were of value to me.
  PERSONAL LEARNING
2] I can talk about what I would like to cover next year in PSCD and share this with others.
 SOCIAL LEARNING
3] I can discuss and describe ways in which I can help myself to do my best and help others do their best too.
 COGNITIVE LEARNING