1] I can confidently talk about the transition from the primary sector and the challenges I am facing in the secondary sector e.g. review achievements so far, reflect and discuss school life at primary level (closure) and school life at secondary level.
2] I can identify my emotions and what makes me feel good and bad.
3] I can recognise that the way I see and value myself affects self-confidence, self esteem, self-worth and
behaviour.
4] I can identify and discuss effective and appropriate decision-making processes.
 INTERPERSONAL
5] I can express and communicate verbal and non-verbal   opinions about things that matter to me.
 INTERPERSONAL
6] I can distinguish between assertive, aggressive and submissive behaviour.
7] I am able to persevere and overcome difficulties positively.
 COGNITIVE
8] I can make informed choices and know how to get accurate and reliable information.
 PERSONAL LEARNING
9] I can distinguish between the different roles I can have in different social contexts e.g. student, daughter/son.
10] I can talk about study skills, habits and my preferred ways of learning.
 SOCIAL LEARNING
11] I am able to follow my own interests as this helps me to reflect on who I am and the subject options I need to make in school.
 PRACTICAL
12] I am able to listen and talk to others about learning.
 SOCIAL LEARNING
13] I can work effectively both on my own and in a team, depending on the necessity of the situation. 
 SOCIAL LEARNING
14] I know that learning involves different processes.
 COGNITIVE LEARNING
15] I can recognise that I can learn from my failures. 
 PERSONAL LEARNING
16] I am aware that my dreams and aspirations are important to me and that they may change over time and that they affect my choices and informed decisions e.g. choice of subject and career, non- formal education.
17] I can show resilience in finishing tasks. 
 PERSONAL LEARNING
18] I can consider whether my personal values and attitudes have to be the same as other people’s. 
 SOCIAL CHANGE
19] I understand the importance of and can explain how to make use of appropriate opportunities and experiences in and out of school for learning e.g. involving myself in non-formal education, voluntary work. 
 PRACTICAL

1] I can introduce myself to my co-students and teacher and share with them some of my interests, likes and dislikes; I can recall information about their interests and concerns.
 COMMUNICATING FOR DIVERSITY
2] I can identify emotions through non-verbal communication
3] I understand why some people work well in teams and others less so.
4] I can contribute to the development of ground rules and can discuss appropriate consequences when ground rules are broken e.g. consequences which are related to the offense, are respectful and reasonable and which help us learn and grow.
 COMMUNICATING FOR DIVERSITY
5] I can describe how best to work in groups and can explain how people can take different roles within a group e.g. leader, listener, joker, follower, observer, some can be controlling/submissive/talkative.
 COMMUNICATING FOR DIVERSITY
6] I can perceive and recognise other's opinions and emotions and give and receive feedback e.g. parents/carers, friends, teachers.
 COMMUNICATING FOR DIVERSITY
7] I can explain that individuals have their strengths and weaknesses.
 COMMUNICATING FOR DIVERSITY
8] I can recognise the value of other people’s achievements and accept everyone as an individual.
9] I can give and receive constructive feedback.
 PERSONAL LEARNING
10] I can identify the consequences of my own and other's actions on those around me.
 LEARNING TO BE
11] I can discuss how different types of relationships are important in my life and the lives of others. 
SOCIAL CHANGE
12] I can describe how I can positively contribute to the development of interpersonal relationships.
13] I can appraise why honesty, loyalty, respect and understanding are important attributes in relationships.
14] I understand what trust and reliability mean.
 INTERPERSONAL
15] I can describe different types of loving relationships.
16] I can describe how people can demonstrate their love to another person.
17] I can show that there are different types of relationships and know that there are many different patterns of friendship. 
 COMMUNICATING FOR DIVERSITY
18] I can describe different types of secrets and know which secrets to withhold and which secrets should not be shared.
19] I value my friends and can express this feeling to them.
 SELF AWARENESS
20] I can recognise when others need help and can support them.
 SELF AWARENESS
21] I can determine my own and others’ achievements.
 SELF AWARENESS
22] I can illustrate and value different types of families.
 SOCIAL CHANGE
23] I respect the fact that parents have feelings and concerns about their children.
24] I can describe different ways of living in a family.
 SOCIAL CHANGE
25] I can identify possible alternatives when faced with conflicts or disagreement.
 COGNITIVE
26] I can discuss the necessary skills to deal appropriately with conflict. 
 COGNITIVE LEARNING
27] I know why it is wrong for children to be bullied or abused by other children or adults.
28] I can talk about the different forms of bullying: how it feels, why people do it, the school’s code of practice and what is expected of individuals.
 COMMUNICATING FOR DIVERSITY
29] I can perceive that people’s responses to ideas and events may be determined by age, religion, culture.
 SOCIAL CHANGE
30] I value and can talk about diversity of lifestyles and the choices made within them.
 SOCIAL CHANGE
31] I can describe what stereotypes and prejudice mean.
 SELF AWARENESS
32] I can recognise and provide examples of ways in which girls/young women and boys/young men are influenced to act in specific ways.
 SOCIAL CHANGE
 

1] I can manage feelings positively and effectively.
2] I know different ways of coping with difficult emotions e.g. anger, fear, worry, jealousy, hurt, disappointment.
3] I can explain why feelings and emotions are important and that a feeling can never be wrong e.g. sadness helps us to connect, guilt helps us to rectify our behaviour.
4] I can ask others what they like and dislike about different people, places and values.
 SOCIAL CHANGE
5] I can recognise and describe the importance of the different aspects of sexual health.
6] I can describe how people change from being babies to children to adults to senior citizens.
 SOCIAL CHANGE
7] I can explain the changes that occur during puberty e.g physical, emotional, cognitive and sexual changes.
8] I am starting to consider different issues from a moral perspective.
 SOCIAL LEARNING
9] I know that human sexuality is expressed in different ways, understand what it means and have some words to describe it.
 SOCIAL CHANGE
10] I can define and identify values that are important to me and to others around me and know that my values affect my behaviour and attitude towards life.
 LEARNING TO BE
11] I can look after my body, especially personal hygiene and know the importance of personal hygiene as I grow older.

1] I can explain the similarities and differences between an energy drink and a sports drink.
2] I can explain the value of choosing beverages that help me to be well and stay well.
3] I can assess and explain the impact of energy drinks on my own and other people’s physical and mental well being.
4] I know what makes me feel happy and positive about life and can discuss the influence of exercise, leisure and relationships on mental health.
5] I can provide examples of emotional, physical and social health/problems.
6] I can recognise signs of personal stress and use strategies to manage it.
7] I can explain how stress and stressful situations can have an impact on my own health and that of others.
8] I can understand what is meant by mental illness and I am aware that some people have persistent mental states that prevent them from doing what they want to do. 
 SOCIAL CHANGE
9] I know and can explain the value of making decisions that help me and others to be well and stay well.
 LEARNING TO BE
10] I can consider the benefits of accepting guidance from others and know who I should talk to in different situations e.g. subject teachers, guidance teacher, career advisor, counsellor, head of school.
 SOCIAL CHANGE
11] I know how to ask for support and the people to ask in and outside school.
12] I can consider the benefits of accepting advice from others.
13] I appreciate the importance of developing a positive approach and self-motivation towards personal safety and risk-taking.
14] I know that pressure to take harmful or illegal substances may come from people I know such as friends, relatives and neighbours.
15] I know what is safe to put into/onto the body.
16] I know that all substances can be harmful if not used properly.
17] I can resist pressure from others to behave in a way which would make me or others feel uncomfortable.
 COMMUNICATING FOR DIVERSITY
18] I can recognise risk in different situations and make judgements about behaviour and decisions about personal safety e.g. recognise unwanted influence and pressure from friends particularly in relation to bullying, aggressive behaviour, smoking, drugs and alcohol, internet use and misuse and sexual activity.
 PERSONAL
19] I can describe the impact of the use of drugs on people’s physical, emotional, social and financial well-being.
20] I can discuss and explore attitudes and beliefs about different drugs and the people who may use or misuse them e.g. be able to recognise stereotypes.
21] I am aware of and can recognise that some role models for young people take drugs e.g. in sports and can speak about and explore feelings about them.
22] I am aware that technology can be very engaging and this can result in procrastination and/or addiction.  
 COMMUNICATION
23] I can discuss and describe types of online interactions and place them on a continuum from positive to negative.
 DIGITAL MEDIA
24] I can explain the meaning of ‘sexting’.
25] I can analyse and describe the positive as well as negative features and consequences associated with internet use.
 MANAGING INTERNET USE
26] I can describe different types of communication technologies and their uses, benefits and potential drawbacks.
 INFORMATION MANAGEMENT
27] I can describe how geographical and communities of interest might benefit from communication technologies.
28] I can make safe choices e.g. on the roads, in the water, with fireworks and with my friends.
 COGNITIVE
29] I know school and safety rules relating to medicines, alcohol, tobacco, solvents and illegal drugs.

1] I am aware of my right to decide and know how to strike a balance between my rights and those of others.
 SELF AWARENESS
2] I can explain the value of conducting research to help me and others make informed decisions.
 COGNITIVE LEARNING
3] I want to participate and make a difference by involving myself and others in real-world issues to bring about a positive difference.
 LEARNING TO LIVE TOGETHER
4] I can contribute to decision-making in a small group e.g. setting rules for the class and the school, school projects, school performances.
5] I can explain the value of making decisions that help me and others to be well and stay well.
 SOCIAL CHANGE
6] I can take part in discussions about different matters relating to my life e.g. school environment, bullying.
7] I can consider why a sense of fair play is necessary in my dealings with my peers and others in the community.
 SELF AWARENESS
8] I can discuss how rights bring responsibilities at home, at school and in the community e.g. I have a right to education but I have a duty to learn, I have a right to be protected by my parents/carers but I have a duty to cooperate and respect the rules. 
 SELF AWARENESS
9] I can discuss how ‘human rights’ can be used to help people in my own and other countries; I know that rights bring responsibilities at home, at school and in the community e.g. I have a right to education but I have a duty to learn, I have a right to be protected by my parents/carers but I have a duty to cooperate and respect the rules.
 COMMUNICATING FOR DIVERSITY
10] I am willing to explore the relationship between wealth, poverty and participation in society.
 LEARNING TO BE
11] I can recognise the importance of different national, religious and ethnic groups and which of them are reflected in my school community.
 SOCIAL CHANGE
12] I can discuss the importance of being a committed active member of the school community, the local community and the national community.
13] I can hold a debate about what improves and harms my local environment and how I can look after it e.g. by showing interest in the local community and showing a wider sense of social responsibility.
14] I can describe the importance of leadership in given circumstances e.g. when a leader is necessary and/or unnecessary, what makes a good leader.
15] I can recognise the importance of school rules and the consequences of breaking them e.g. relating this to knowledge about the law and understanding that rules and laws are designed to protect.
16] I can discuss the basic principles of democratic processes and how they can be applied in school, in organisations and at government level e.g. ground rules in class, student councils, policies in schools, decisions in organisations and policies at government level; an understanding that democracy means that everybody is free to have their say but not necessarily their way.
 COMMUNICATING FOR DIVERSITY
17] I can describe what characteristics I would value in a leader and I am able to take the lead if the need arises.
18] I know and can talk about different leadership styles and their effect on individuals and society e.g. democratic, autocratic and permissive leadership styles.
19] I can use different ways to communicate and express personal and group views about social and environmental issues.
 COMMUNICATING FOR DIVERSITY
20] I can evaluate information about priorities for spending: personal, community-based, environmental.
21] I can demonstrate how my decisions and those of others can cause changes both for better or for worse in my environment e.g. my immediate surroundings and in the wider community.
 LEARNING TO LIVE TOGETHER
22] I can identify and describe how everyday consumption has a direct and indirect effect on the environment.
23] I can demonstrate how different demands on the environment have an impact on sustainable development.
24] I can describe why it is important to value the contribution of every individual to sustainable
development.
25] I can identify and demonstrate how myself and others in my school, home and local community can contribute to a more sustainable environment.
 LEARNING TO LIVE TOGETHER
26] I can recognise bias and misrepresentation in the media and advertising.
 COGNITIVE LEARNING
27] I can recognise and challenge stereotypes.
 SOCIAL CHANGE
28] I can talk about the importance of money and can mention some ways which help me plan my spending carefully.
29] I can explain the relationship between financial income and expenditure.
30] I can make informed decisions on how to allocate fundraising money.
31] I can describe what being financially responsible means to me and how I would manage my own finances.
32] I can discuss the importance of having respect for the environment and other living things e.g. respecting evidence in relation to social and environmental issues.
 LEARNING TO LIVE TOGETHER
33] I can mention the different groups and communities I belong to and can discuss the interdependence of individuals, groups and communities e.g. friends, family, school, local, national, European and worldwide.
 COMMUNICATING FOR DIVERSITY

1] I can interview adults to find out about job roles or tasks.
2] I can record information about current interests and choices I will have to make in the future.
3] I can describe both commonalities and differences between a job and a career.
4] I can talk about the range of jobs and work roles carried out by people I know and what they like/dislike about their jobs.
5] I can find out about and describe a number of different work environments that exist for different jobs or careers.
6] I can give reasons why it is important to respect other people’s work and career choices e.g. I know that everybody's contribution is useful and necessary for the wellbeing of society.
 SELF AWARENESS
7] I can explain why most jobs/careers entail working with different people.
 COMMUNICATING FOR DIVERSITY
8] I can identify my strengths and areas for development with regard to future career options.
9] I can describe different types of ‘work’ such as paid employment, voluntary work, informal caring.
10] I can gather information on the rights and duties of an employee and employer. 
 SOCIAL LEARNING
11] I can describe how my own and others’ values and attitudes might influence one’s future job or career.
 SELF AWARENESS
12] I can present myself effectively to groups.
13] I can demonstrate that I have the competencies to enable me to take informed decisions related to subject options.

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 identify what I have learned in relation to PSCD over the last year and what has helped me to learn.
 SOCIAL LEARNING
3] I can reflect on the issues and topics covered during PSCD and identify challenges and responsibilities in relation to a number of these issues and topics.
 COGNITIVE LEARNING
4] I can identify what other issues and topics I would value learning more about in PSCD.
 COGNITIVE LEARNING
5] I can discuss and describe ways in which I can help myself to do my best and help others do their best too.
 PERSONAL LEARNING