● 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 · Coding

CONTENT STUDIO PREVIEW

1. Official curriculum anchor

2.12 · Let’s get connected · Real world problems

present the proposed topic or challenge to be addressed for discussion and reflect on feedback received

Level 3 · Junior Cycle Coding 2025 specification — first-year cohorts from September 2026

2. Original iLEARN experience

  1. Learning intention: work directly toward 2.12.
  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 COD-JC-2025-2-12.

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 Coding outcome

1.1 · Computer science introduction — present and share examples of what computers are used for and discuss their importance in modern society and in their lives1.1 · Introducing computer science — present and share examples of what computers are used for and discuss their importance in modern society and in their lives1.2 · Computer science introduction — describe the main components of a computer system (CPU, memory, main storage, I/O devices, buses)1.2 · Introducing computer science — describe the main components of a computer system (Central Processing Unit (CPU), memory, main storage, Input/Output (I/O) devices, buses)1.3 · Computer science introduction — explain how computers are devices for executing programs via the use of programming languages1.3 · Introducing computer science — explain how computers are devices for executing programs via the use of programming languages1.4 · Computer science introduction — develop appropriate algorithms using pseudo-code and/or flow charts1.4 · Introducing computer science — discuss the ethical and legal issues that could be encountered when using computers, applications, or digital devices, or when engaging online1.5 · Computer science introduction — write code to implement algorithms1.5 · Introducing computer science — develop appropriate algorithms using pseudo-code and/or flow charts1.6 · Computer science introduction — discuss and implement core features of structured programming languages, such as variables, operators, loops, decisions, assignment and modules1.6 · Introducing computer science — construct code to implement algorithms1.7 · Computer science introduction — test the code1.7 · Introducing computer science — discuss and implement core features of structured programming languages, including variables, operators, loops, decisions, assignment and modules1.8 · Computer science introduction — evaluate the results in groups of two or three1.8 · Introducing computer science — test the code to determine its functionality and to identify and manage errors1.9 · Introducing computer science — evaluate the results in groups of two or three and discuss how the code worked and potential modifications to help improve it2.1 · Let’s get connected — discuss the basic concepts underlying the internet2.1 · Let’s get connected — discuss the basic concepts underpinning the internet2.10 · Let’s get connected — convince their peers that an idea is worthwhile2.10 · Let’s get connected — identify a topic or a challenge in computer science that inspires them2.11 · Let’s get connected — investigate the chosen topic/challenge including the related ethical, legal and technical issues2.12 · Let’s get connected — present the proposed topic or challenge to be addressed for discussion and reflect on feedback received2.13 · Let’s get connected — justify continuing with the proposed topic or challenge to be addressed outlining why it is worthwhile and any modifications made2.2 · Let’s get connected — describe how data is transported on the internet and how computers communicate and cooperate through protocols2.2 · Let’s get connected — investigate and describe how data is transported on the internet and how computers communicate and cooperate through protocols2.3 · Let’s get connected — explain how search engines deliver results2.3 · Let’s get connected — explain the difference between search engines and web browsers2.4 · Let’s get connected — build a website using HTML and CSS to showcase their learning2.4 · Let’s get connected — investigate how search engines deliver results2.5 · Let’s get connected — explain how computers represent data using 1’s and 0’s2.5 · Let’s get connected — create a small website using HTML and CSS to showcase their learning2.6 · Let’s get connected — investigate how drawings and photos are represented in computing devices2.6 · Let’s get connected — explain how computers represent data using 0s and 1s2.7 · Let’s get connected — identify a topic or a challenge in computer science that inspires them2.7 · Let’s get connected — investigate how drawings and photos are represented in computing devices2.8 · Let’s get connected — conduct research on the topic/challenge2.8 · Let’s get connected — identify different AI models and how they can be applied in coding2.9 · Let’s get connected — present a proposal for discussion and reflect on feedback2.9 · Let’s get connected — discuss the use of AI models when applied in coding, their potential advantages and limitations and any ethical and safety issues which may arise3.1 · Coding at the next level — creatively design and write code for short programming tasks to demonstrate the use of operators for assignment, arithmetic, comparison, and Boolean combinations3.1 · Coding at the next level — creatively design and write code for short programming tasks to demonstrate the use of operators for assignment, arithmetic, comparison, and Boolean combinations3.10 · Coding at the next level — meaningfully reflect on how their learning has developed over time as they review and document the development of their code3.2 · Coding at the next level — complete short programming tasks using basic linear data structures (e.g. array or list)3.2 · Coding at the next level — realise short programming tasks using basic linear data structures (such as array or list)3.3 · Coding at the next level — demonstrate how functions and/or procedures (definition and call) capture abstractions3.3 · Coding at the next level — demonstrate how functions and/or procedures (definition and call) capture abstractions3.4 · Coding at the next level — describe program flow control, e.g. parallel or sequential flow of control – language dependent3.4 · Coding at the next level — describe program flow control, e.g. parallel or sequential flow of control (language dependent)3.5 · Coding at the next level — document programs to explain how they work3.5 · Coding at the next level — investigate any potential ethical or legal considerations which might be required by their chosen programming task(s)3.6 · Coding at the next level — present the documented code to each other in small groups3.6 · Coding at the next level — document programs to explain how they work3.7 · Coding at the next level — analyse code to determine its function and identify errors or potential errors3.7 · Coding at the next level — present the documented code to each other in small groups3.8 · Coding at the next level — test their work with external users to better understand the user experience of the code/program they have developed3.9 · Coding at the next level — analyse code to determine its function and identify errors or potential errors

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