Climate Action and Sustainable Development · Curriculum Map
46 verified official outcomes stored in iLEARN.
Selected official outcome
S1.7 · Strand 1: Earth Systems, Life, and Environment · Core learning outcomes
demonstrate, using secondary data, the evidence for human-induced global warming
Higher|Ordinary · Leaving Certificate Climate Action and Sustainable Development 2025 specification — fifth-year cohorts from September 2025
Official strands
- Strand 4: Applied Learning Tasks
- Strand 1: Earth Systems, Life, and Environment
- Strand 2: People, Power, and Place
- Strand 3: Global Connections
Teacher action
Choose an outcome, then open Create Learning Experience. iLEARN uses the official outcome as the starting point and creates an original plan.
ALT1.1 · Strand 4: Applied Learning Tasks — compare how different people’s values, including their own, underpin their attitudes and dispositions to climate action and sustainable developmentS1.1 · Strand 1: Earth Systems, Life, and Environment — outline the Earth systems and the interconnections between global ecosystemsS1.10 · Strand 1: Earth Systems, Life, and Environment — investigate the impact of an environmental factor on a chosen local ecosystem, gather and use primary data to support conclusionsS1.11 · Strand 1: Earth Systems, Life, and Environment — outline actions to protect or improve the chosen local ecosystemS1.12 · Strand 1: Earth Systems, Life, and Environment — discuss arguments for the rights of natureALT1.2 · Strand 4: Applied Learning Tasks — discuss how values relating to nature can vary between people and across timeS1.2 · Strand 1: Earth Systems, Life, and Environment — identify natural factors influencing the Earth’s climate since its formationALT1.3 · Strand 4: Applied Learning Tasks — facilitate inclusive dialogue around climate action and sustainable developmentS1.3 · Strand 1: Earth Systems, Life, and Environment — explain the greenhouse effectS1.4 · Strand 1: Earth Systems, Life, and Environment — explore activities causing the enhanced greenhouse effectS1.5 · Strand 1: Earth Systems, Life, and Environment — discuss the concept of the AnthropoceneS1.6 · Strand 1: Earth Systems, Life, and Environment — illustrate how biodiversity loss is occurring due to a number of main driversS1.7 · Strand 1: Earth Systems, Life, and Environment — demonstrate, using secondary data, the evidence for human-induced global warmingS1.8 · Strand 1: Earth Systems, Life, and Environment — outline the concept of planetary boundariesS1.9 · Strand 1: Earth Systems, Life, and Environment — describe how a chosen local ecosystem and human wellbeing are interdependentALT2.1 · Strand 4: Applied Learning Tasks — explore meanings and principles of climate justiceS2.1 · Strand 2: People, Power, and Place — discuss the concept of sustainable developmentALT2.2 · Strand 4: Applied Learning Tasks — conduct research on an action that addresses or causes climate change and unsustainable development; evaluate different sources of information including secondary dataS2.2 · Strand 2: People, Power, and Place — appreciate how differences in social position and power in society affects capacity for actionALT2.3 · Strand 4: Applied Learning Tasks — explain the role political and economic systems have on sustainable behaviour and actionsS2.3 · Strand 2: People, Power, and Place — outline and identify root causes of climate injusticeS2.4 · Strand 2: People, Power, and Place — examine the impact and effectiveness of a personal behaviour in reducing negative consequences on the environment; compare to collective actions that aim to achieve wider systemic transformation through addressing root causesS2.5 · Strand 2: People, Power, and Place — investigate the effectiveness of a climate or sustainability action in a school-based or local settingS2.6 · Strand 2: People, Power, and Place — compare how an innovative community in Ireland and an innovative community from the Global South are adapting to the effects of climate changeS2.7 · Strand 2: People, Power, and Place — evaluate the implementation of a national policy decision in Ireland that has an impact on the environment, taking into account the influence of economic, political, cultural, and ethical factors on the policy decisionS2.8 · Strand 2: People, Power, and Place — outline the concept of just transitions; identify an example of a just transition in IrelandS2.9 · Strand 2: People, Power, and Place — examine what a just transition would look like for the following sectors in Ireland: transport, residential, agricultureALT3.1 · Strand 4: Applied Learning Tasks — analyse contemporary dilemmas related to the use of land or nature in Ireland, considering the power different groups have in determining the outcomeS3.1 · Strand 3: Global Connections — outline the following economic approaches to sustainable development, including at least one positive and one negative aspect: capitalism, degrowth, bioeconomy, doughnut economics, circular economyS3.10 · Strand 3: Global Connections — examine how international commitments to reducing greenhouse gas emissions impact on policy development in Ireland and Irish contributions required to reach those commitmentsALT3.2 · Strand 4: Applied Learning Tasks — analyse data (qualitative/quantitative) to identify patterns and relationshipsS3.2 · Strand 3: Global Connections — explore the demands and achievements of climate justice movementsALT3.3 · Strand 4: Applied Learning Tasks — organise and communicate their research and investigative findings in appropriate ways fit for purpose and audience, using relevant terminology and representationsS3.3 · Strand 3: Global Connections — describe the origins and intentions of the Sustainable Development Goals (SDGs)ALT3.4 · Strand 4: Applied Learning Tasks — design a participatory experience, informed by their research and investigative findings, which enhances peoples' relationships with nature; recognise the benefits of being in and connecting with natureS3.4 · Strand 3: Global Connections — define the following concepts in relation to communications on climate change: misinformation, disinformation, greenwashingS3.5 · Strand 3: Global Connections — evaluate how an issue related to climate justice is communicated through different media, taking into account political, economic, and cultural worldviewsS3.6 · Strand 3: Global Connections — outline what is meant by climate change mitigation and adaptation, climate debt, ecological debt, climate loss and damageS3.7 · Strand 3: Global Connections — discuss the concepts of climate change mitigation and adaptation from a climate justice perspectiveS3.8 · Strand 3: Global Connections — discuss how different solutions can decarbonise economies, including renewable energy, water efficiency and carbon sequestrationS3.9 · Strand 3: Global Connections — explore the role of nature based approaches in decarbonising economiesALT4.1 · Strand 4: Applied Learning Tasks — identify strategies used in the pursuit of climate justice by groups and social movements to achieve change, taking into account local knowledge gathered from their communityALT4.2 · Strand 4: Applied Learning Tasks — research and define a problem related to the issueALT4.3 · Strand 4: Applied Learning Tasks — plan and design a potential action to address the problemALT4.4 · Strand 4: Applied Learning Tasks — identify the strategies and resources needed to address the problemALT4.5 · Strand 4: Applied Learning Tasks — reflect on the potential impact of the action