1. I can describe at least three (3) of my strenghts and weaknesses.
COGNITIVE LEARNING
2. I can improve my weaknesses with minimal guidance.
PERSONAL LEARNING
3. I can describe at least three (3) unique personal characteristics.
EXPRESSIVE LANGUAGE
4. I can speak of one (1) thing I like and one (1) thing I do not like about the way I look.
EXPRESSIVE LANGUAGE
5. I can engage in appropriate social behaviour when meeting new people (e.g. greeting others, introducing oneself etc.)
  COMMUNICATING FOR DIVERSITY 
6. I can share my general thoughts and feelings with teachers and peers in my group.
 EXPRESSIVE LANGUAGE 
7. I can describe at least three (3) activities that I enjoy doing.
EXPRESSIVE LANGUAGE
8. I am aware that I can learn from my mistakes.
 LEARNING TO BE 
9.  I can give reasons for my actions in a given instance.
  COGNITIVE LEARNING
10. I can describe the term 'self-esteem'.
 EXPRESSIVE LANGUAGE
11. I can ask for help to work on ways to improve my self-esteem.
 SOCIAL LEARNING
12. I can set personal goals and describe my aspirations.
 PERSONAL LEARNING 
13. I can devise a short-term plan to achieve my personal objectives with minimal prompting.
 PERSONAL LEARNING
14. I can describe how lack of confidence may limit my interactions with others.
 EXPRESSIVE LANGUAGE
15. I am aware that anxiety may affect my performance at school or at work.
  PERSONAL LEARNING
16. I can follow my daily routine effectively with minimal prompting (e.g. attending school, engaging in activities during my free time, etc.)
17. I can carry with me and keep an eye on my personal belongings (e.g. wallet, bag, keys, etc.)

1. I can communicate through verbal and non-verbal gestures effectively. 
2. I can recognise and follow social cues when in a group.
SOCIAL LEARNING
3. I can identify a person's mood through the tone of voice.
SOCIAL LEARNING
4. I can follow the ground rules within my group.
SOCIAL LEARNING
5. I can discuss the consequences of breaking the ground rules with minimal prompting.
6. I can list three (3) positive things about working in a team.
7. I can describe the roles taken up by different members in my team with minimal prompting.
 EXPRESSIVE LANGUAGE
8.  I can give at least three (3) examples of how I can support other members of my group at school.
SOCIAL LEARNING
9. I can give at least two (2) reasons why I have to respect other people's opinions and ideas within a group. 
10. I can understand and show empathy towards other people's feelings with intermittent prompting. 
11. I can explain and give at least two (2) examples of the term 'diversity' with intermittent prompting. 
12. I am aware that I should respect and value diversity in my community.
LEARNING TO LIVE TOGETHER
13. I can describe and give at least two (2) examples of the term 'mutual respect'.
14. I can initiate a conversation appropriately with minimal prompting.
LISTENING AND SPEAKING 
15. I can indicate where to seek help in case of the death of a loved one with minimal prompting.
16.I can work at developing coping skills to deal with relationships that change and/or end.
SOCIAL LEARNING
17.I can explain the term 'family'.  
18. I can distinguish between different types of family structures.
19.I know and accept that people may not agree with me.
 COMMUNICATING FOR DIVERSITY
20.I can distinguish between intentional and unintentional malicious actions with intermittent prompting.
SOCIAL CHANGE
21.I can explain what it means to trust a person, giving examples.
EXPRESSIVE LANGUAGE
22.I can mention at least one (1) example when it is acceptable to disclose a secret to a competent person (e.g. in case of abuse, self-harm etc.) 
23.I can identify the adverse effects bullying can have on people's self esteem with minimal prompting.

1. I can indicate and describe feelings many people experience related to important changes in life with minimal prompting (e.g.: death of a loved one, transition between school and work).
EXPRESSIVE LANGUAGE
2. I can speak of  'values' and give examples of at least two (2) important values.
EXPRESSIVE LANGUAGE 
3. I can describe the life cycle of human beings (e.g. birth, infancy, childhood, adolescence, adulthood and ageing).
COGNITIVE LEARNING
4. I can identify at least two (2) feelings experienced by victims of bullying, with minimal prompting.
5. I can describe adolescence and know that it involves taking up new responsibilities and a start to becoming more independent with minimal prompting.
EXPRESSIVE LANGUAGE
6. I can distinguish between male and female physical and sexual developmental stages with minimal prompting.
 COGNITIVE LEARNING
7. I can  describe physical and emotional changes during puberty and adolescence with minimal prompting.
EXPRESSIVE LANGUAGE 
8. I can  discuss how physical changes may affect the way I feel about myself with minimal prompting.
EXPRESSIVE LANGUAGE
9. I can discuss and ask for help when I need to learn more about sexuality and relationship education.
SOCIAL LEARNING                
10. I can identify people who I can talk to about my sexuality.
11. I can make a list of at least four (4)  people who can see the private parts of my body if necessary (e.g. parents, intimate partner, doctor, LSAs).

1. I can identify at least three (3) activities that are carried out during my free time and three (3) activities that are carried out at school and/or work.
PERSONAL LEARNING
2. I can mention five (5) healthy and five (5) unhealthy age related lifestyle choices.
COGNITIVE LEARNING
3. I can mention five (5) different types of food that constitute a healthy meal.
 COGNITIVE LEARNING
4. I can discuss the risks related to consuming fast food.
LEARNING TO DO
5. I can distinguish between legal and illegal substances with minimal prompting.
COGNITIVE LEARNING
6. I realise that certain decisions I take may affect my lifetime choices with minimal prompting.
LEARNING TO BE
7. I can use simple and safe routines to prevent the transmission of common illnesses and diseases with minimal prompting.
LEARNING TO BE
8.I can mention five (5) positive uses of the internet.
MANAGING INTERNET USE 
9. I can identify five (5) dangers that I may encounter online with minimal prompting.
MANAGING INTERNET USE
10. I can report inappropriate online behaviour (e.g. cyberbullying, unappropriate images, sexual harassment, sexting) to people I can trust with intermittent prompting (e.g. parents, teachers, 179 Supportline, school counsellor, etc.)
11. I can recognise that communicating with unfamiliar people on the internet can be dangerous.
MANAGING INTERNET USE
12. I can mention five (5) risks of spending a lot of time using electronic devices.
COGNITIVE LEARNING
13. I can describe the risk factors of prolonged sun exposure.
EXPRESSIVE LANGUAGE
14. I can keep myself safe from the dangers present in common environments with minimal prompting (e.g.: home, school, road and leisure environments).
15. I am aware that 112 is the telephone emergency number.
COGNITIVE LEARNING
16. I can follow basic emergency procedures and get help in various situations with minimal prompting.
COGNITIVE LEARNING
17. I can follow simple first aid practices with minimal prompting (e.g. using a plaster for minor cuts, sitting down when feeling dizzy, etc.)
 COGNITIVE LEARNING
18. I can identify good practices in personal hygiene (e.g. hair care, dental care, skin care, grooming, washing).
19. I can maintain good basic personal hygiene (e.g.washing of self at home, grooming, hair care, dental care, skin care etc.)

1. I can distinguish between my 'rights' and 'duties' as a citizen with minimal prompting.
 SOCIAL CHANGE 
2. I can discuss the term ‘discrimination’.
EXPRESSIVE LANGUAGE
3. I can list at least two (2) examples of discrimination with minimal prompting (e.g. discrimination against gender, race, religion and ethnicity).
COGNITIVE LEARNING       
4. I can describe how I can show respect towards my neighbours (e.g. keeping music low, not littering infront of their house, greeting them).
LEARNING TO LIVE TOGETHER 
5. I can list at least two (2) negative consequences of breaking rules in my local community.
COGNITIVE LEARNING
6. I can describe at least two (2) functions of the Local Council.
EXPRESSIVE LANGUAGE
7. I can describe the role of the Senior Management Team (SMT) in my school.
EXPRESSIVE LANGUAGE
8. I can describe the role of the Students' Council in my school.
EXPRESSIVE LANGUAGE
9. I am aware of my roles and responsibilities within my school.
10. I am aware of my rights and obligations within my school with minimal prompting.
11. I can be an active citizen in my local community with minimal prompting (e.g. safeguarding the environment, reporting vandalism, observing the laws and voting in a local council).
LEARNING TO BE
12. I can give suggestions of how to work as a group on a project implemented within my school (e.g. EkoSkola – Saving water campaign).
SOCIAL LEARNING
13. I can discuss three (3) ways in which media influence society (e.g. advertising, films and magazines).
EXPRESSIVE LANGUAGE
14. I can describe the terms ‘fairness’ and ‘equal opportunities ’ by giving examples.
LEARNING TO KNOW 
15. I am aware of local current affairs with minimal prompting.
16. I can mention the names of at least two (2) people who have made an impact on the global community and say something about their lives (e.g. Mother Teresa, Albert Einstein, Adolf Hitler, Bill Gates, Pope John Paul II).  
 COGNITIVE LEARNING
17. I can keep a record of how much money I save every week with intermittent prompting.
WRITING

1. I can give at least two (2) examples of my future work-related aspirations.
PRACTICAL
2. I can state which subjects I like most at school and give reasons for my choice.
COGNITIVE LEARNING
3. I can fill in a template to compile my own Curriculum Vitae (CV) with intermittent prompting.
 COMMUNICATION
4. I can mention and describe at least five (5) different jobs found in my local community.
 COGNITIVE LEARNING                            
5. I can mention at least one (1) thing I can do when I leave my current school (e.g. engage in further education and training, finding an employment, etc.)
 PRACTICAL
6. I can mention at least three  (3) sources where to access information about different jobs and professions with intermittent prompting.
 INFORMATION MANAGEMENT 
7. I can inform myself about local current affairs regarding work-related issues that are presented through the media with intermittent prompting. 
8. I can discuss how different occupations contribute to the smooth running of society and the country at large.
 EXPRESSIVE LANGUAGE 
9. I can discuss how at least three (3) of my skills/strengths are useful for work with minimal prompting (e.g. teamwork, time management, interpersonal and intrapersonal skills)
  PERSONAL LEARNING
10. I can identify the kind of attire and general presentation/grooming that is suitable for an interview with minimal prompting.

1. I can use at least five (5) utensils found in the kitchen.
2. I can use at least five (5) non-electric appliances found in the kitchen with minimal prompting.
3. I can use at least five (5) electric appliances found in the kitchen with minimal prompting. (e.g. switch on and off, hold appliance etc.)
4. I can demonstrate adequate table manners. (e.g.: eating with cutlery, not speaking while eating, etc)
5. I can lay the table for a three-course meal with minimal prompting.
6. I can wash hands when preparing food items in the kitchen without reminding/prompts on a regular basis.
7. I can identify why it is important to put on an apron when preparing food items in the kitchen.
COGNITIVE LEARNING
8. I can put on an apron. 
9. I can identify why it is important to put on a chef's hat (toque) when preparing food items in the kitchen.
COGNITIVE LEARNING
10. I can put on a chef's hat (toque).
11. I can identify why it is important to clean the working surface in the kitchen, before and after cooking session.
COGNITIVE LEARNING
12. I can clean the working surface in the kitchen, before and after cooking session independently.
13. I can identify why it is important to keep utensils and appliances clean.
COGNITIVE LEARNING
14. I can clean utensils and appliances.
15. I can organise food in its proper storage area (e.g.: preserves in cupboard, milk in refrigerator, ice-cream in freezer).
16. I can keep the refrigerator tidy. 
17. I can keep a kitchen cupboard in order.
18. I can find the expiry date on most commonly used food items (e.g.: tinned food, biscuits, frozen foods, milk etc). 
19. I know how to interpret the expiry date on most commonly used food items.
20. I can prepare a light snack using cutting, chopping and spreading techniques.
COGNITIVE LEARNING
21. I can prepare a simple salad using at least five (5) items (e.g.: vegetable salad, fruit salad).
22. I can prepare a shopping list of at least five (5) items, with support for writing, for a particular/given recipe.
WRITING
23. I can go to a local market and buy food and beverages from a given list.
24. I can prepare appropriate food items needed for an identified cooking session, with minimal supervision.
25. I can prepare a simple hot snack (e.g. soups, wraps, toast, omlette etc.) using the appropriate appliances (e.g. toaster, blender, cooker) with supervision.
26. I can identify when I need to make use of the kettle. 
27. I can make use of the kettle.
28. I can prepare a hot drink (e.g.: coffee, tea, hot chocolate). 
29. I can prepare a healthy drink (e.g.: fresh juice, smoothie).
CREATIVE LEARNING

1. I can dust furniture using a duster.
2. I can dust furniture using a wet cleaning cloth and/or sponge.
3. I can make use of vacuum cleaner properly.
4. I can sweep the floor using a broom and dustpan. 
5. I can clean the floor using a mop and/or squeezer.
6. I can identify at least one (1) product for washing the floor (e.g.: detergent, hygiene etc.).
7. I can make the bed.
COGNITIVE LEARNING 
8. I can clean kitchen cupboards.
9. I can clean the cooker.
10. I can clean the kitchen sink.
11. I can wipe the kitchen table. 
12. I can wash the plates, cutlery and pans. 
13. I am able to put the plates, cutlery and pans in the plate rack in order to dry. 
14. I am able to wipe the plates, cutlery and pans dry, using a cloth.
15. I can put the plates, cutlery and pans back to their appropriate place. 
16. I can recognise the tags, signs and labels on the clothes.
COGNITIVE LEARNING 
17. I can identify why I have to separate clothes for different washes.
COGNITIVE LEARNING
18. I can separate clothes for different washes (e.g.: colour, material, temperature).
COGNITIVE LEARNING 
19. I can wash garments manually.
20. I can operate and wash clothes in a washing machine (e.g.: putting liquid soap, softener, identify programme etc.).
21. I can hang the clothes on a line to dry.
22. I can iron clothes neatly.
23. I can idenitfy at least two (2) safety measures I need to take when ironing.
COGNITIVE LEARNING 
24. I can fold different types of everyday clothes and/or garments.
25. I can sort clothes according to different seasons.
COGNITIVE LEARNING 
26. I can sort clothes according to gender.
COGNITIVE LEARNING 
27. I can store garments according to their respective area (e.g.: suit on hanger in wardrobe, socks in a drawer etc.).
COGNITIVE LEARNING 
28. I can wash the windows properly with supervision.

1. I can name three (3) major safety equipment that exist on the school premises.
EXPRESSIVE LANGUAGE
2. I can demonstrate basic understanding for three (3) major safety equipment that are present on the school premises.
COGNITIVE LEARNING
3. I can use at least one (1) safety equipment.
LEARNING TO DO
4. I can perform at least two (2) basic First Aid Practices (e.g.: cuts, burns etc.).
LEARNING TO DO
5. I can identify at least three (3) safety precautions which should be taken when using fire (e.g.: using matches, barbecue, cooking, etc.).
6. I can identify at least three (3) safety measures which should be taken when using  electricity (e.g.: using adapters etc.).
COGNITIVE LEARNING
7. I can recognise at least three (3) hazardous objects at home and/or school (e.g.: edges and sharp objects, stairs and lifts, any glass objects, chemicals and spillages etc.).
COGNITIVE LEARNING
8. I can identify at least three (3) other safety precautions that should be taken in other situations.
COGNITIVE LEARNING
9. I can demonstrate understanding that I should lock the doors and windows for safety reasons when leaving a room. 
10. I can recognise at least three (3) safety precautions I should take in the kitchen.
COGNITIVE LEARNING
11. I can recognise at least three (3) safety precautions I should take when using electric and non-electric appliances.
COGNITIVE LEARNING
12. I can recognise at least three (3) safety precautions I should take when using gas appliances.
COGNITIVE LEARNING
13. I can recognise at least three (3) safety precautions I should take when handling sharp objects (e.g.: knives etc.).
14. I can recognise at least three (3) safety measures I should take in the bathroom (e.g.: not leaving water spillages on the floor, no electric appliances etc.).
COGNITIVE LEARNING
15. I can recognise at least three (3) safety measures I should take in the garage (e.g.: using tools and avoiding clutter).
COGNITIVE LEARNING
16. I can recognise at least three (3) other general safety measures I should take at home (e.g.: stairs, lifts, fireplace etc.).
COGNITIVE LEARNING
17. I can recognise at least three (3) safety measures I should take when outdoors at home (e.g.: garden, rooftop, pool etc.).
COGNITIVE LEARNING
18. I can recognise at least three (3) safety precautions I should take when I am outdoors (e.g.: Road Safety, Public places, Public Transport).
COGNITIVE LEARNING
19. I can recognise at least three (3) road safety precautions and measures I should take when on the streets.
COGNITIVE LEARNING
20. I can state the basic emergency number.
 LEARNING TO KNOW
21. I can recognise stranger danger situations.

1. I can identify good practices in personal hygiene (washing, grooming, hair care, dental care, skin care).
2. I can maintain good basic personal hygiene. (e.g.: washing of self at home, grooming, hair care, dental care, skin care  etc. ).
PERSONAL
3. I can take responsibility of dressing self (dressing occasions, appropriate choices applied to different situations).
PERSONAL
4. I can choose appropriate clothing according to different situations (occasion, season, gender).
PERSONAL
5. I can choose appropriate footwear according to different situations (occasion, season, gender).
PERSONAL
6. I can do/undo a buttoned garment (e.g.: shirt, trousers or shorts). 
7. I can pull up and/or down a zip.
8. I can untie laces.
9. I can tie laces.
10. I can polish shoes.
11. I can distinguish between different food origins (e.g.: cereals, dairy, fruit & vegetables, meat & poultry and fish).
12. I can distinguish between fresh and preserved food items.
13. I am able to identify fruit and vegetables according to season (e.g.: Strawberries in spring, Broad beans in spring, Peaches/Melons/grapes in summer etc.).
14. I am able to identify traditional local food items according to season (e.g.: sweets such as figolli, Christmas cake, nougat,kwarezimal, perlini, - food such as lampuki, different soups according to seasonal vegetables etc)
LEARNING TO KNOW
15. I can demonstrate basic understanding of the food pyramid.
16. I can place food in correct category in a food pyramid chart with pictures.
17. I can demonstrate understanding of healthy eating habits (e.g.: healthy breakfast, lunch and dinner). 
18. I can demonstrate understanding of nutritional information facts.
READING AND UNDERSTANDING
19. I can identify nutritional information facts found on most food wrappers, preserves, packages, packets.
20. I can identify different healthy lifestyles. 
21. I can identify different factors that hinder a healthy lifestyle (e.g.: like/dislikes of food, food allergies/intollerance, lack of exercise etc.). 
22. I can identify my body-mass index (BMI).
LEARNING TO BE
23. I can identify at least four (4) different physical activities (e.g.: walking, jogging, cycling, swimming etc.).
24. I can identify the importance of engaging in a physical activity for at least 20 minutes, twice a week. 
25. I can recognise time of the day (e.g.: morning, afternoon, evening, night).
26. I am able to engage in leisure and relaxation activities in a group.
 SELF AWARENESS