1] I can explain how doing my utmost in different areas of life can enhance my self-esteem e.g. understanding that self-esteem can be related to different areas of one’s life.
 PERSONAL
2] I recognise the importance of self-image, self-esteem and self-confidence.
 PERSONAL
3] I can perceive the importance of identifying problems or challenges and reflecting critically and creatively on various options.
 COGNITIVE LEARNING
4] I can identify priorities in the different areas of life and evaluate potential consequences of different decisions and actions.
 PRACTICAL
5] I can identify the skills needed for post-secondary education and/or work transition.
 LEARNING TO LIVE TOGETHER
6] I can recognise the importance of social skills learnt through participation in formal and non-formal activities.
 LEARNING TO LIVE TOGETHER
7] I understand the need and can explain the importance of being able to adapt to different situations. 
 LEARNING TO LIVE TOGETHER
8] I am positive about my personal achievements and can assess these objectively.
 PRACTICAL
9] I can describe my preferred learning strategies and use them for further studies.
 COGNITIVE LEARNING
10] I can value learning for its own sake and feel competent in managing my own learning. 
 COGNITIVE LEARNING
11] I am able to assess myself as this helps me to understand what I know and who I am and what I want to do in the future.
 PRACTICAL
12] I am able to analyse information that I come across critically and constructively.
 COGNITIVE
13] I am able to link new information to my existing knowledge and assess myself, to analyse and further develop my ideas.
 PRACTICAL
14] I can identify the support and resources I need to learn, grow and develop emotionally, socially and physically. 
 PERSONAL LEARNING
15] I can argue about the importance of life-long learning in today's society.  
 LEARNING TO LIVE TOGETHER
16] I use different learning experiences and competencies to address new challenges, take informed decisions and evaluate consesquences. 
 LEARNING TO BE
17] I can transform my creative ideas into action.
 PRACTICAL
18] I can think critically and creatively in different situations.
 COGNITIVE
19] I can address setbacks and challenges and learn from them e.g. focusing on effort and learning rather than blaming.
 PERSONAL LEARNING
20] I can organise my work and meet deadlines in coursework and revision.
 PERSONAL LEARNING
21] I can set future personal goals by reflecting on the results of past decisions.
 LEARNING TO KNOW
22] I can negotiate with adults about post-secondary options and make realistic informed choices.
 LEARNING TO LIVE TOGETHER
23] I can recognise and manage positive influences and negative pressures e.g. support from teachers and stress caused by examinations.
 LEARNING TO DO
24] I know how important it is to have a sense of purpose in life.
 LEARNING TO LIVE TOGETHER

1] I can introduce myself to my co-students and teachers and share with them some of my values, interests, likes and dislikes; I can recall information about their interests and concerns.
 COMMUNICATING FOR DIVERSITY
2] I can work with a range of people different to me.
 COMMUNICATING FOR DIVERSITY
3] I work well with peers and other adults both in school and in the community e.g. work experience and community and voluntary work.
 COMMUNICATING FOR DIVERSITY
4] I can interpret and explain tone of voice and react appropriately to different types of tone.
5] I can discuss how rules guide written communication and can provide examples of how to write respectful emails, posts, messages and tweets and when to use formal and informal language.
 LEARNING TO NOW
6] I can contribute and agree to a set of ground rules that emphasise the importance of group collaboration and cooperation e.g. skills needed to work as a team, such as patience, tolerance, understanding and acceptance. 
 COMMUNICATING FOR DIVERSITY
7] I can discuss how my values influence my thinking and ways of working with others.
 COMMUNICATING FOR DIVERSITY
8] I can analyse and summarise different types of self-disclosure and identify which ones may be potentially harmful to me or other people e.g. the importance of striking a balance between being open and genuine and keeping one's privacy.
 PERSONAL
9] I can reflect on learning from experience, individually and as a group. 
 CREATIVE LEARNING
10] I can listen to, summarise and be able to contribute to an argument during class or group discussions. 
 SOCIAL LEARNING
11] I can collaborate with other pupils and adults as part of my learning.
 SOCIAL LEARNING
12] I can recognise and address when others are taking advantage of me.
13] I perceive the relevance of living and working alongside people different to me.
 COMMUNICATING FOR DIVERSITY
14] I can perceive the importance of and show respect towards different cultures, ways of life, beliefs and opinions.
 SELF AWARENESS
15] I can identify the importance of respect for the feelings of diverse people e.g. people of different cultures, genders, sexual orientations, ethnicities, nationalities, ideologies, political and religious beliefs.
 SELF AWARENESS
16] I can illustrate and address offending or unfair behaviour, unfairness, injustice and preferential treatment in daily life situations.
 SOCIAL CHANGE
17] I can debate effectively about injustices and inequalities e.g. locally and in different cultures around the world: poverty, starvation, gender inequality, racism, abuse, sex trafficking, elderly, orphans, animal mistreatment, disrespecting the environment.
 COMMUNICATING FOR DIVERSITY
18] I can assess how far I can and should, be responsible for others.
19] I can identify a number of characteristics of meaningful relationships and I can explain how meaningful relationships are built on people's values. 
20] I can recognise and understand why positive attributes such as love, support, respect, responsibility and care are important in relationships.
 SOCIAL CHANGE
21] I am able to consider the benefits and costs of trusting other people.
22] I can describe types of relationships and discuss the type of emotions experienced through them.
23] I can perceive and respect the fact that people have different needs in relationships.
 SOCIAL CHANGE
24] I can show how to manage changing relationships by using a range of strategies. 
 INTERPERSONAL
25] I can reflect on how the conduct and the communciation within a relationship can vary according to feelings of commitment and intimacy.
26] I can explore my own and others’ views about what is acceptable and unacceptable in an intimate relationship.
 SOCIAL CHANGE
27] I can perceive emotional nuances, from tone of voice and body language.
28] I can discuss and identify what might be meant by an ‘emotionally difficult’ relationship and how this might affect those in the relationship.
29] I can recognise when others are taking advantage of me and can resist it.
 COGNITIVE
30] I can identify and describe signs of an abusive relationship.
31] I can identify some consequences of non-caring, aggressive and abusive relationships and how to act in such circumstances.
32] I can state which places/services and/or which people can be approached for help if I am in, or witness an abusive relationship.
33] I can discuss how having a baby carries with it a lot of responsibility and how it affects relationships.
34] I can appraise that there are a number of ways that girls/young women and boys/young men can enjoy a close relationship together.
35] I can articulate what exploitation in relationships means e.g. dominance, possessiveness, intimacy, abuse.
36] I can talk about relationships, including sexual relationships, with a parent/friend.
37] I understand what exploitation in relationships means e.g. amongst friends and abusive romantic relationships.
38] I can discuss personal assumptions about people who are different and am able to demonstrate collaboration with people having different perspectives, dilemmas, issues, tensions and conflicts from different disciplines, places, cultures and generations.
 LEARNING TO DO
39] I can appreciate the responsibilities of parenthood and the value of family life.
40] I can appreciate the responsibilities of parents, step-parents and grandparents and the roles they can play in nurturing children.
41] I can analyse the impact of separation, divorce, annulment and bereavement on families.
42] I can discuss the benefits and costs on a stable marriage or partnership in bringing up children.
43] I can compare the costs and benefits of being independent of parents.
44] I can explain how to resolve disagreements peacefully.
 LEARNING TO LIVE TOGETHER
45] I can approach differences of opinion and conflicts of interest through dialogue and consensus; where this fails, I am willing and able to use mediation.
 COMMUNICATION FOR DIVERSITY
46] I can help others clarify diverse worldviews through dialogue and recognise that alternative frameworks exist.
 COMMUNICATION FOR DIVERSITY
47] I can negotiate positively and effectively with parents to gain increasing independence.
48] I can illustrate the different types of explicit and implicit bullying eg. homophobia, racial, religious and know the effect of bullying on the mental and physical health of individuals e.g. anxiety, depression, physical ailments.
 SOCIAL CHANGE
49] I respect, recognise and value diversity and challenge social injustice.
 LEARNING TO KNOW
50] I can talk about the benefits of and am willing to engage actively, with different groups across generations, cultures, places and disciplines.
 LEARNING TO DO
51] I know and can explain diversity in different ethnic groups.
 SOCIAL CHANGE
52] I understand and can discuss the power dynamics and effects of prejudice.
 LEARNING TO DO
53] I can explain how a person might be treated differently because of her or his religious beliefs, cultural identity, sexual identity, ethnicity or disability.
 LEARNING TO KNOW
54] I can recognise unfairness, injustice and preferential treatment in daily life situations including racist, sexist and homophobic language and behaviour.
 LEARNING TO LIVE TOGETHER
55] I can politely and firmly challenge expressions of prejudice and intolerance towards minorities, such as racist, sexist and homophobic names, anecdotes and comments.
 SOCIAL CHANGE
56] I can explain that different communities have their own codes of behaviour.
 SOCIAL CHANGE
57] I can talk about the diversity of sexual orientation.
 COMMUNICATING FOR DIVERSITY

1] I can describe different emotions experienced in different types of relationships.
2] I am positive about the control I have over my emotions and behaviour.
3] I know the stages of emotions associated with loss and change caused by death, divorce and separation and new family members.
4] I can recognise and respond to a variety of emotions in myself and others, such as jealousy, anger, excitement.
5] I can ask questions and talk confidently with adults and peers about their thoughts and feelings.
6] I can describe the commonalities and differences among people with different sexual orientations.
 SOCIAL CHANGE
7] I can discuss and explain how forms of sexual discrimination such as homophobia and heterosexism affect myself and others.
 COMMUNICATION FOR DIVERSITY
8] I understand the changes that take place in human life over the life span: pregnancy, childhood, adolescence, adulthood, parenthood, bereavement, forming relationships; and the challenges/successes related to the various stages.
 SOCIAL CHANGE
9] I can discuss and describe how personal values might influence my own and others’ decisions to be sexual and I can understand the importance of respecting each other’s point of view e.g. some people are not ready to engage in sexual activity.
 LEARNING TO KNOW
10] I can discuss how certain sexual practices might be harmful and can identify ways to reduce these harms e.g. abstaining from sex, being monogamous, making use of condoms and not doing drugs.
11] I can identify the different types of contraceptives e.g. I can describe how to use a male or female condom effectively, the pill, safe sex, different levels of sexual activity, abstinence.
12] I can discuss and describe different types of pornography and identify their effect on a person's wellbeing e.g. identifying a number of ways that pornography can cause harm to myself and others, affect people in a relationship, its effect on ones mental and physical health.
13] I can discuss how people might feel about an unplanned pregnancy and how it might affect their lives e.g. I understand the changes that occur when a woman is pregnant, the responsibilities faced by both partners, the effect it has on the relationship, the possibility of becoming a single parent.
14] I can find out about and summarise the support available to parents-to-be e.g. I can discuss and find out about agencies that offer support/advice to single parents/young parents, options available.
15] I can describe what a baby may need and how these needs might best be met.
16] I can recognise that abortion is illegal in Malta and am able to discuss alternatives to it.
17] I know the importance of looking after my body and can understand the interaction between body and mind.

1] I can describe the commonalities and differences between healthy and unhealthy lifestyles e.g. awareness of the influence of media on health-related issues, eating disorders.
2] I can recognise and manage positive influences and negative pressures e.g. support from teachers, parents, friends and stress caused by examinations, friends, events, situations.
 PERSONAL
3] I can distinguish and talk about the difference between positive and negative peer pressure and how such pressures persist throughout one's lifespan.
 COMMUNICATION FOR DIVERSITY
4] I recognise that mental illness can have an effect on communication and relationships.
 COGNITIVE LEARNING
5] I can talk about the signs and causes of depression and know where to get help and support.
6] I know the links between eating disorders, unhealthy eating and low self-image.
 COGNITIVE LEARNING
7] I can describe how people can make use of different strategies to handle stressful situations.
 COMMUNICATING FOR DIVERSITY
8] I can reflect about my personal attitudes to mental illness.
 LEARNING TO KNOW
9] I know the voluntary and non-voluntary organisations and setups which offer support in mental health and human relationship issues.
10] I can talk about the importance of maintaining balance in my life e.g. adhering to deadlines and doing my duties, effective use of my free time, having fun.
 PERSONAL
11] I know how a balance of work and leisure and positive relationships can promote mental health.
12] I can consider the benefits of leisure for health and work.
13] I know the importance of feeling positive about entering adulthood.
14] I can discuss and describe how my values and skills help me decide about my behaviour in different situations e.g. engaging in sexual activity under the effect of alcohol and illegal drugs, negative peer pressure. 
 INTERPERSONAL
15] I can discuss and describe ways of acting in a sexual relationship that I perceive as supportive.
16] I can discuss and describe ways of acting in a sexual relationship that might be perceived as harmful.
17] I can discuss and describe how alcohol might lead to a sexual relationship or encounter that is harmful to me or another person and describe what these harms might be.
18] I can describe why and how my own and other societies prohibit the use of certain drugs.
 SOCIAL CHANGE
19] I can discuss how drugs can have anticipated consequences.
20] I can describe how legal and illegal drugs can be harmful to me and to others personally, socially and economically.
21] I can identify how to help myself and others stay safe or be safer in relation to drug use in different contexts and settings.
22] I can discuss and identify alternatives to illegal drugs and risky behaviour.
23] I can recognise and describe the importance of context in posting or viewing online images.
 MANAGING INTERNET USE
24] I can give examples of how to protect my own and others’ privacy online.
 MANAGING INTERNET USE
25] I can describe when an online interaction might be potentially harmful to myself or others.
 MANAGING INTERNET USE
26] I can describe what I would do or who I would go to, if I was involved in or witnessed a potentially harmful online interaction.
 MANAGING INTERNET USE
27] I can assess risk in an informed and measured way.
 COGNITIVE
28] I know the school rules and procedures for drug-related incidents.
29] I am able to discuss the benefits and costs of using recreational drugs.
30] I am able to discuss the cost of early sexual activity.
31] I know about human reproduction, contraception, safe sexual practices and the risks of early sexual activity.
32] I know about the safe levels for sunbathing.
33] I can talk about the personal costs of risk-taking, including the effects on other people’s lives.
34] I know about the consequences of ignoring the law.

1] I can identify ways in which myself and others can make a positive contribution to individuals and the local community.
2] I can consult people about their views and wishes.
 COMMUNICATION FOR DIVERSITY
3] I can recognise and perceive that growing up involves both freedom and responsibility.
4] I can present opinions, values and beliefs confidently, clearly and concisely.
5] I can present ideas to a variety of audiences and can argue a case around moral and ethical issues confidently.
6] I can discuss how human rights can be enforced and what can happen in contexts when they are not enforced e.g. what human rights mean in relation to action in a global context.
 SOCIAL CHANGE
7] I can empathise with and express how it might feel, to be a person living in an economically developing country, or in a country where human rights are threatened or absent.
 SOCIAL CHANGE
8] I can explain the benefits of blood and organ donation and I can describe how to become a blood and/or organ donor.
 SELF AWARENESS
9] I can discuss and describe how and why the basic needs of a large part of the world’s population go unmet.
10] I can discuss the legal rights in relation to my age group.
11] I can discuss the therapeutic facilities available e.g. Young Offenders Unit Rehabilitation Services (Y.O.U.R.S.), the Corradino Correctional Facility (CCF), The Substance Abuse Therapeutic Unit, the Valletta Lock-Up and the Forensic Unit (Mount Carmel Hospital).
12] I am aware of the legislation and rights in relation to employment e.g. equal opportunities legislation, policy on bullying and sexual harassment in the workplace.
13] I can critique and reflect on what the media presents.
 COGNITIVE LEARNING
14] I can discuss what is meant by censorship and outline the forms in which this can take place.
15] I can discuss some of the consequences for democracy, of limiting free speech.
 COMMUNICATING FOR DIVERSITY
16] I can hold a debate about the importance of having a free press and its power to inform national opinion.
 COMMUNICATING FOR DIVERSITY
17] I am aware of and recognise the responsibility involved in being an elected member in committees, organisations and parliament.
18] I can perceive how my spending decisions affect me personally, the local economy, the environment and people in other parts of the world.
 LEARNING TO BE
19] I can form balanced and reasoned arguments about social and environmental issues for class debates; I can find out about and discuss types and purposes of the Millennium Development Goals and Sustainable Development Goals (MDGs, SDGs).
 LEARNING TO DO
20] I can mention the interrelationships that exist between the community, the economy and the environment.
21] I can explain the concept of ‘Fair Trade’; I know ways in which individuals and organisations can contribute to sustainable development locally and globally and I know about Agenda 21.
 LEARNING TO LIVE TOGETHER
22] I can explain what is meant by low, middle and high-income countries.
23] I can argue effectively about the different types of aid given to low and middle-income countries and discuss some advantages and disadvantages of international aid.
24] I can argue why consumer rights are important.
 SELF AWARENESS
25] I can argue effectively how media has a great influence on public opinion e.g. promoting different lifestyles, sexualisation, materialism, needs, wants.
26] I can illustrate how to budget for different events e.g. going on holiday, buying a laptop, buying clothes, money for entertainment, living independently.
27] I can mention different ways of saving e.g. manage money sensibly through saving accounts and know how to use cash dispensers and banks.
28] I can debate effectively on what constitutes value for money and the effects of wasting money.
 LEARNING TO BE
29]  I can describe how business and financial organisations affect my daily life.
30] I can recognise and describe what influences me to spend money on myself and on others.
31] I understand and can explain the relationship between financial income and outgoings.
32] I can describe what being financially responsible means to me and how I would manage my own finances.
33] I can explain the value of conducting research to help myself and others make informed decisions when buying products.
 COGNITIVE LEARNING
34] I can explain legal and moral consequences of not paying taxes.
35] I can explain how taxes contribute to the development of governance and public services.
36] I can consider the ethical and social dilemmas arising from the scientific and experimental use of animals e.g. a range of ethical issues about the use of animal testing.
 LEARNING TO LIVE TOGETHER
37] I know that being part of the EU provides opportunities and brings responsibilities. 
 SOCIAL CHANGE

1] I can discuss where to access information about different jobs, professions and continuing professional education.
2] I can illustrate my knowledge of where to find agencies and/or centres that provide career services and further education information e.g. E.T.C., local councils, student services, unions.
3] I can plan and discuss possible career options and paths.
4] I can explain why people take up employment.
5] I can argue effectively about the expectations put on people in the workplace.
6] I have an in-depth understanding of and can explain areas of occupational interest which could lead to a future career.
7] I can identify a range of jobs and careers and discuss my own and others’ job and career interests.
8] I can explain what is meant by a professional approach to work.
9] I can critically reflect on how to change negative values and attitudes towards employment and describe ways to help people get employed.
 COGNITIVE
10] I can find out about and summarise the rights and responsibilities of employees and employers.
11] I can discuss and demonstrate what actions might be taken to address work-related problems.
12] I can find out about a range of trade unions, describe their purpose and explain their functions.
13] I can discuss my work-related interests and values and how these might affect my career options.
14] I can identify specific values, knowledge and skills that employers might value and explain why these might be of value to them.
15] I can discuss how my own and others’ skills can be adapted to different work-related contexts.
16] I can discuss and explain how my own values as well as organisational codes of conduct can help me make ethical decisions in the workplace.
17] I am aware of my post-secondary options and can make realistic choices e.g. higher education, vocational training and employment.
18] I can audit my own skills and interests in order to consider future academic and vocational career choices.
 PRACTICAL
19] I can recognise the importance of integrity and ethical values.
20] I can work on and present to my classmates a presentation and make use of their feedback to identify my strengths and areas for development.
 PERSONAL LEARNING
21] I can provide constructive feedback to classmates on their presentations.
22] I understand the importance of and can discuss what use prospective employers might make of a well-developed career portfolio.

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 discuss and describe a range of issues and topics that I learned about through PSCD and explain what helped me learn about these issues and topics.
 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 discuss and describe ways in which I can help myself to do my best and help others do their best too.
 PERSONAL LEARNING