● 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

2.4 · Language awareness · Comparing the target language with other languages they know

identify similarities and differences between the pronunciation, intonation and rhythm of the target language and that of other languages they know

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 2.4.
  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-2017-2-4.

3. Recommended content formats

  • Retrieval quiz — 5–8 original questions · immediate low-stakes feedback · retry
  • Sort / classify — original cards/items · sorting rule · explain-one-choice prompt
  • 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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