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

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Create Learning Experience · Religious Education

CONTENT STUDIO PREVIEW

1. Official curriculum anchor

3.2 · Living our values · Enquiry, exploration and reflection and action

reflect upon and discuss what it means to be moral, why people living in society need to be moral and what are the influences on and sources of authority for a person’s moral decision-making

Common level · Junior Cycle Religious Education current specification

2. Original iLEARN experience

  1. Learning intention: work directly toward 3.2.
  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 RE-JC-3-2.

3. Recommended content formats

  • 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 Religious Education outcome

1.1 · Expressing beliefs — present the key religious beliefs of the five major world religions found in Ireland today1.10 · Expressing beliefs — discuss the importance of dialogue and interaction between major world religions and within major world religions in promoting peace and reconciliation in the world today1.11 · Expressing beliefs — research religious or other organisations, working at a national or international level to promote justice, peace and reconciliation and consider how their work is an expression of their founding vision1.12 · Expressing beliefs — synthesise and consider the insights gained about how people express and live out their beliefs, religious or otherwise1.2 · Expressing beliefs — investigate two communities of faith that have a significant presence in their locality/region (the communities of faith chosen must be associated with two of the five major world religions studied in the specification)1.3 · Expressing beliefs — engage with members of a faith community associated with one of the five major world religions studied in the specification and show an appreciation of how the religious beliefs of the community influence the day-to-day life of its members1.4 · Expressing beliefs — investigate how Christianity has contributed to Irish culture and heritage1.5 · Expressing beliefs — explore the presence of religious theme in contemporary culture through an examination of art, music, literature or film1.6 · Expressing beliefs — examine and appreciate how people give expression to religious belief in religious rituals, in formal places of worship and other sacred spaces1.7 · Expressing beliefs — discuss the significance of non-religious rituals/celebrations for people’s lives1.8 · Expressing beliefs — describe the role of prayer in the lives of people of faith1.9 · Expressing beliefs — explain what was involved in the development of a particular sacred text within a major world religion and consider its continued significance for the lives of believers2.1 · Exploring questions — research artistic, architectural or archaeological evidence that shows ways in which people have searched for meaning and purpose in life2.10 · Exploring questions — synthesise and consider the insights gained about how people with different religious beliefs and other interpretations of life respond to questions of meaning, purpose and relationships2.2 · Exploring questions — consider responses from one major world religion and from a non-religious world-view to some big questions about the meaning of life, such as, why are we here? How should we live? What happens when we die?2.3 · Exploring questions — explore how different narratives/stories, religious and non-religious, express an understanding of creation/the natural world, and consider their meaning and relevance for today2.4 · Exploring questions — research and present the understanding of the Divine found in two major world religions drawing upon their origins in sacred texts and/or other sources of authority2.5 · Exploring questions — create a biography of a founder or early followers of a major world religion, using religious and historical sources of information2.6 · Exploring questions — construct a timeline of one major world religion, making reference to key people, times of expansion and times of challenge2.7 · Exploring questions — explore how the religious teachings of a major world religion address an issue of concern for the world today2.8 · Exploring questions — present stories of individuals or of groups in the history of two major world religions that have had a positive impact on the lives of people because of their commitment to living out their beliefs2.9 · Exploring questions — describe how the faith of a believer can change at different stages in life3.1 · Living our values — examine different sources of values and ways in which the values of a person relate to their everyday life choices, their relationships, and their responsibilities to others3.2 · Living our values — reflect upon and discuss what it means to be moral, why people living in society need to be moral and what are the influences on and sources of authority for a person’s moral decision-making3.3 · Living our values — examine a moral code in two of the five major world religions and discuss how each code could influence moral decision-making for believers3.4 · Living our values — investigate what living a morally good life means with reference to two major world religions and compare with a non-religious world view3.5 · Living our values — examine how a moral decision-making process can help a person decide what is right and wrong in an everyday life situation3.6 · Living our values — debate a moral issue that arises in their lives and consider what influences two different viewpoints on the issue3.7 · Living our values — research the understanding of compassion, justice, peace and reconciliation found in two major world religions and ways in which these understandings can be seen in action3.8 · Living our values — explain how an understanding of care for the earth found in a major world religion promotes the wellbeing of all people and the planet and discuss its relevance for today3.9 · Living our values — synthesise and consider the insights gained about the norms, values and principles that inform decision-making and actions in the lives of people

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