● LIVE iLEARN CURRICULUM

Teacher Guide, the iLEARN way.

Official curriculum → original iLEARN learning experience → teacher preview and approval.

1814 official outcomes live33 subjects with outcomes

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Create Learning Experience · Modern Foreign Languages

CONTENT STUDIO PREVIEW

1. Official curriculum anchor

2.3 · Language awareness · Reflecting on how the target language works

recognise how gender and social conventions influence target language usage

Common level · Junior Cycle Modern Foreign Languages 2017 specification — phase-out through cohort 2025–2028

2. Original iLEARN experience

  1. Learning intention: work directly toward 2.3.
  2. Entry: short original explanation plus key vocabulary.
  3. Active task: use one of the recommended formats below.
  4. Check: learner explains, applies or demonstrates the outcome.
  5. Improve: feedback then retry/redraft.
  6. Evidence: save the improved response against MFL-JC-2017-2-3.

3. Recommended content formats

  • Retrieval quiz — 5–8 original questions · immediate low-stakes feedback · retry
  • Assessment practice — original task · success criteria · planning scaffold · feedback checklist

Originality rule: new wording, examples, questions, datasets, diagrams and sequences. Publisher material is not copied or stored.

4. Required learner variants

Easy English · Standard English · Exam/subject language

Easy / Standard / Exam English · Read aloud · Reduced motion · Chunked instructions · Voice or typed response · Vocabulary support · Non-visual / non-drag alternative when needed

5. Teacher control

The authenticated Content Studio backend now supports preview → save draft → teacher edit → approve. Nothing becomes learner-visible by default.

Choose another Modern Foreign Languages outcome

1.1 · Communicative competence — identify the general topic of a conversation on familiar topics when it is expressed clearly1.1 · Communicative competence — understand and follow simple classroom instructions1.10 · Communicative competence — convey simple descriptions, presentations or announcements on familiar topics1.10 · Communicative competence — complete simple transactions in everyday situations1.11 · Communicative competence — interact in routine exchanges with pronunciation and intonation which is clear enough to be understood and with appropriate non-verbal language1.11 · Communicative competence — interact with others in routine familiar situations to exchange information, opinions and ideas and make plans using simple everyday language1.12 · Communicative competence — use simple polite forms in formal and informal situations such as greetings, thanks, introductions, and respond appropriately1.12 · Communicative competence — describe people, places and likes and dislikes in simple terms using words, expressions and simple phrases1.13 · Communicative competence — ask and answer questions and exchange ideas, emotions and information on familiar topics in everyday situations1.13 · Communicative competence — create a range of short and simple texts in various formats and media on familiar topics, using supports to aid communication1.14 · Communicative competence — understand and use numbers as appropriate in everyday situations such as shopping, exchanging numbers, sequencing events1.14 · Communicative competence — prepare and present short presentations on topics related to everyday life, and give brief reasons and explanations for opinions using visual prompts and gestures to support communication1.15 · Communicative competence — take part in routine classroom interactions such as pair and group work, asking questions, language games and activities, asking for help and repetition where necessary1.15 · Communicative competence — describe present, past, and future events, activities, and personal experiences encountered in everyday life using short and simple phrases and sentences and link them with simple connectors1.16 · Communicative competence — communicate orally with others using digital technologies such as social media1.16 · Communicative competence — convey simple predictable information given in short, simple texts1.17 · Communicative competence — write words and create short sentences using various media on everyday topics with accuracy1.17 · Communicative competence — list the main points encountered in short, simple conversations or texts on predictable everyday subjects when they are expressed clearly in simple everyday language1.18 · Communicative competence — write a series of phrases and sentences linked with simple connectors such as but, and, or, as1.18 · Communicative competence — recognise when people disagree and use short and simple expressions to ask someone to explain something, to show interest, and to seek agreement1.19 · Communicative competence — create texts about aspects of their lives and topics that interest them such as family and friends, school, holidays, leisure activities, fashion, sport, celebrities1.2 · Communicative competence — recognise frequently-used words and phrases related to areas of immediate relevance and experience, including the language of routine classroom interactions1.2 · Communicative competence — understand simple written and spoken questions and statements on familiar topics in predictable everyday situations1.20 · Communicative competence — write short descriptions of present, past and future events, activities and personal experiences, as well as imaginative texts1.21 · Communicative competence — fill out forms relevant to their age group and experience1.22 · Communicative competence — produce and edit texts and interact with others in writing using appropriate digital technologies1.3 · Communicative competence — identify specific information in texts related to familiar topics such as announcements, conversations, simple news items1.3 · Communicative competence — identify the topic and general sense of short and simple texts expressed in everyday language, using visual information and general knowledge to support comprehension1.4 · Communicative competence — source, select and share audio stimuli such as songs, conversations, advertisements through appropriate digital technologies1.4 · Communicative competence — identify routine information in simple spoken and written texts related to everyday living1.5 · Communicative competence — recognise the meaning of familiar words and phrases to include everyday signs and notices in public places1.5 · Communicative competence — understand key information in descriptions of people, places, events, and personal experiences in familiar contexts expressed in simple everyday language1.6 · Communicative competence — understand the general sense of a text on familiar topics1.6 · Communicative competence — understand the main points in a range of authentic and adapted texts on familiar topics encountered in everyday life in a variety of genres, registers and formats1.7 · Communicative competence — identify specific information in a range of texts dealing with familiar topics1.7 · Communicative competence — use simple words and expressions to start, maintain and end a conversation, asking for help, clarification and repetition where necessary1.8 · Communicative competence — source and use authentic texts to explore topics of relevance through a range of media1.8 · Communicative competence — use simple words, expressions and phrases to collaborate with others in routine classroom tasks and activities1.9 · Communicative competence — pronounce words accurately enough to be understood, with appropriate intonation1.9 · Communicative competence — ask and answer short and simple questions about people, events, experiences and activities in spoken, written, and online interactions2.1 · Language awareness — recognise, describe and use language patterns such as word order, verbal system, nouns, adjectives, spelling and punctuation conventions2.1 · Language awareness — recognise and use simple language patterns and structures for the purpose of communication in familiar contexts2.2 · Language awareness — apply all language learning to creative activities such as producing simple poems, posters, presentations, games and drama2.2 · Language awareness — recognise and use a basic range of vocabulary including words, expressions and phrases for the purpose of communication in familiar contexts2.3 · Language awareness — recognise how gender and social conventions influence target language usage2.3 · Language awareness — recognise how target language usage is influenced by the audience and purpose of the communication2.4 · Language awareness — identify similarities and differences between the pronunciation, intonation and rhythm of the target language and that of other languages they know2.4 · Language awareness — identify similarities and differences between the grammar and vocabulary of the target language and other languages they know to support their comprehension of oral, written and multi-modal texts2.5 · Language awareness — compare grammar and vocabulary of the target language with that of other languages they know, making connections and distinctions as appropriate2.5 · Language awareness — recognise similarities and differences between the target language and other languages they know2.6 · Language awareness — identify, share and explain their preferred language-learning strategies2.6 · Language awareness — compare and contrast the use of numbers in areas of immediate relevance with other languages they know2.7 · Language awareness — monitor and assess their own learning, using feedback they receive to reflect on what they need to improve and to set goals for improvement2.7 · Language awareness — develop and use a range of strategies for learning and using the target language in everyday situations and to help them compensate for gaps in their understanding2.8 · Language awareness — use digital technologies ethically and responsibly for the purpose of simple online communication, basic research and language learning2.9 · Language awareness — set goals, monitor and assess their own learning, using feedback they receive to reflect on what they have learned and what they need to improve3.1 · Socio-cultural knowledge and intercultural awareness — name and describe some features of the target language country/countries such as geographical features, weather, places and landmarks, food3.1 · Socio-cultural knowledge and intercultural awareness — identify, name and describe in simple everyday language some features of the target language countries/communities in areas of immediate relevance3.10 · Socio-cultural knowledge and intercultural awareness — compare and contrast the use of numbers in the target language country/countries and in their own, with regard to familiar topics such as prices, age, dates, seasons3.2 · Socio-cultural knowledge and intercultural awareness — discover and use facts and figures related to the target country/countries such as statistical data, festivals, inventions, famous people3.2 · Socio-cultural knowledge and intercultural awareness — explore a range of facts and figures related to everyday living in the target language countries and reflect on what they have learned about the target language countries/communities3.3 · Socio-cultural knowledge and intercultural awareness — reflect on what they have learned about the country/countries associated with the target language3.3 · Socio-cultural knowledge and intercultural awareness — research information of personal interest about the target language countries/communities and present it in simple everyday language using a range of media3.4 · Socio-cultural knowledge and intercultural awareness — identify and explain some aspects of the target language country/countries in areas such as everyday living, interpersonal relations, customs and behaviours, social conventions3.4 · Socio-cultural knowledge and intercultural awareness — identify, name and appreciate some customs, traditions, and social conventions of the target language countries related to everyday living3.5 · Socio-cultural knowledge and intercultural awareness — identify and reflect on common stereotypes about the target culture/s, including their own, and explain if and how their attitude towards the target country/countries is evolving3.5 · Socio-cultural knowledge and intercultural awareness — identify and reflect on some common stereotypes about their own and the cultures associated with the target language3.6 · Socio-cultural knowledge and intercultural awareness — select, process and present information through the appropriate use of digital technologies, and evaluate it for truth and reliability3.6 · Socio-cultural knowledge and intercultural awareness — gather, appreciate, and share a range of authentic texts related to the target language countries/communities through the appropriate use of digital technologies3.7 · Socio-cultural knowledge and intercultural awareness — analyse similarities and differences in relation to their peers’ lives in the target language country/countries in areas of daily life such as school, socialising, sport, eating habits3.7 · Socio-cultural knowledge and intercultural awareness — identify similarities and differences in relation to their peers’ lives in the target language countries/communities related to everyday living3.8 · Socio-cultural knowledge and intercultural awareness — compare and contrast aspects of personal interest in the target language country/countries with those in their own country and present them using a range of media3.8 · Socio-cultural knowledge and intercultural awareness — compare and contrast aspects of personal interest in the target language countries/communities with those in their own country and present them in short and simple phrases and sentences using supports to aid communication3.9 · Socio-cultural knowledge and intercultural awareness — appreciate how cultural differences influence social relations, such as in greetings and eating together3.9 · Socio-cultural knowledge and intercultural awareness — recognise cultural similarities and differences and appreciate their influence on social interactions

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