● 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

Return to iLEARN

Create Learning Experience · Computer Science

CONTENT STUDIO PREVIEW

1. Official curriculum anchor

S2-ABS.3 · Strand 2: Core concepts · Abstraction

implement modular design to develop hardware or software modules that perform a specific function

Higher|Ordinary · Leaving Certificate Computer Science updated specification — examinations 2025 onward

2. Original iLEARN experience

  1. Learning intention: work directly toward S2-ABS.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 CS-SC-CURRENT-S2-ABS-3.

3. Recommended content formats

  • Project brief — authentic brief · constraints · milestones · evidence checklist · reflection
  • Investigation / experiment — question · hypothesis · method · variables/safety · evidence table · reflection
  • Audio lesson — original script · transcript · pause-and-think prompts · vocabulary support
  • 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 Computer Science outcome

S1-CS.1 · Strand 1: Practices and principles — discuss the complex relationship between computing technologies and society including issues of ethicsS1-CS.2 · Strand 1: Practices and principles — compare the positive and negative impacts of computing on culture and societyS1-CS.3 · Strand 1: Practices and principles — identify important computing developments that have taken place in the last 100 years and consider emerging trends that could shape future computing technologiesS1-CS.4 · Strand 1: Practices and principles — explain when and what machine learning and AI algorithms might be used in certain contextsS1-CS.5 · Strand 1: Practices and principles — consider the quality of the user experience when interacting with computers and list the principles of universal design, including the role of a user interface and the factors that contribute to its usabilityS1-CS.6 · Strand 1: Practices and principles — compare two different user interfaces and identify different design decisions that shape the user experienceS1-CS.7 · Strand 1: Practices and principles — describe the role that adaptive technology can play in the lives of people with special needsS1-CS.8 · Strand 1: Practices and principles — recognise the diverse roles and careers that use computing technologiesS1-CT.1 · Strand 1: Practices and principles — describe a systematic process for solving problems and making decisionsS1-CT.10 · Strand 1: Practices and principles — discuss when heuristics should and could be used and explain the limitations of using heuristicsS1-CT.2 · Strand 1: Practices and principles — explain how the power of computing enables different solutions to difficult problemsS1-CT.3 · Strand 1: Practices and principles — solve problems by deconstructing them into smaller units using a systematic approach in an iterative fashionS1-CT.4 · Strand 1: Practices and principles — solve problems using skills of logicS1-CT.5 · Strand 1: Practices and principles — evaluate alternative solutions to computational problemsS1-CT.6 · Strand 1: Practices and principles — explain the operation of a variety of algorithmsS1-CT.7 · Strand 1: Practices and principles — develop algorithms to implement chosen solutionsS1-CT.8 · Strand 1: Practices and principles — evaluate the costs and benefits of the use of computing technology in automating processesS1-CT.9 · Strand 1: Practices and principles — use modelling and simulation in relevant situationsS1-DD.1 · Strand 1: Practices and principles — identify features of both staged and iterative design and development processesS1-DD.2 · Strand 1: Practices and principles — collaborate and assign roles and responsibilities within a team to tackle a computing taskS1-DD.3 · Strand 1: Practices and principles — identify alternative perspectives, considering different disciplines, stakeholders and end usersS1-DD.4 · Strand 1: Practices and principles — read, write, test, and modify computer programsS1-DD.5 · Strand 1: Practices and principles — reflect and communicate on the design and development processS2-ABS.1 · Strand 2: Core concepts — use abstraction to describe systems and to explain the relationship between wholes and partsS2-ABS.2 · Strand 2: Core concepts — use a range of methods for identifying patterns and abstract common featuresS2-ABS.3 · Strand 2: Core concepts — implement modular design to develop hardware or software modules that perform a specific functionS2-ABS.4 · Strand 2: Core concepts — illustrate examples of abstract modelsS2-ALG.1 · Strand 2: Core concepts — use pseudo code to outline the functionality of an algorithmS2-ALG.2 · Strand 2: Core concepts — construct algorithms using appropriate sequences, selections/conditionals, loops and operators to solve a range of problems, to fulfil a specific requirementS2-ALG.3 · Strand 2: Core concepts — implement algorithms using a programming language to solve a range of problemsS2-ALG.4 · Strand 2: Core concepts — apply basic search and sorting algorithms and describe the limitations and advantages of each algorithmS2-ALG.5 · Strand 2: Core concepts — assemble existing algorithms or create new ones that use functions (including recursive), procedures, and modulesS2-ALG.6 · Strand 2: Core concepts — explain the common measures of algorithmic efficiency using any algorithms studiedS2-DATA.1 · Strand 2: Core concepts — use data types that are common to procedural high-level languagesS2-DATA.2 · Strand 2: Core concepts — use ASCII and Unicode character sets to encode/decode a message and consider the importance of having such standardsS2-DATA.3 · Strand 2: Core concepts — collect, store and sort both continuous and discrete dataS2-SYS.1 · Strand 2: Core concepts — describe the different components within a computer and the function of those componentsS2-SYS.2 · Strand 2: Core concepts — describe the different types of logic gates and explain how they can be arranged into larger units to perform more complex tasksS2-SYS.3 · Strand 2: Core concepts — describe the rationale for using the binary number system in digital computing and how to convert between binary, hexadecimal and decimalS2-SYS.4 · Strand 2: Core concepts — describe the difference between digital and analogue inputS2-SYS.5 · Strand 2: Core concepts — explain what is meant by the World Wide Web (WWW) and the Internet, including the client server model, hardware components and communication protocolsS2-TEST.1 · Strand 2: Core concepts — test solutions and decisions to determine their short-term and long-term outcomesS2-TEST.2 · Strand 2: Core concepts — identify and fix/debug warnings and errors in computer code and modify as requiredS2-TEST.3 · Strand 2: Core concepts — critically reflect on and identify limitations in completed code and suggest possible improvementsS2-TEST.4 · Strand 2: Core concepts — explain the different stages in software testingS3-ALT1.1 · Strand 3: Computer science in practice — understand and list user needs/requirements before defining a solutionS3-ALT1.2 · Strand 3: Computer science in practice — create a basic relational database to store and retrieve a variety of forms of data typesS3-ALT1.3 · Strand 3: Computer science in practice — use appropriate programming languages to develop an interactive website that can display information from a database that meets a set of users’ needsS3-ALT2.1 · Strand 3: Computer science in practice — develop algorithms that can find the frequency, mean, median and mode of a data setS3-ALT2.2 · Strand 3: Computer science in practice — structure and transform raw data to prepare it for analysisS3-ALT2.3 · Strand 3: Computer science in practice — represent data to effectively communicate in a graphical formS3-ALT2.4 · Strand 3: Computer science in practice — use algorithms to analyse and interpret data in a way that informs decision-makingS3-ALT3.1 · Strand 3: Computer science in practice — develop a model that will allow different scenarios to be testedS3-ALT3.2 · Strand 3: Computer science in practice — analyse and interpret the outcome of simulations both before and after modifications have been madeS3-ALT3.3 · Strand 3: Computer science in practice — explain the benefits of using agent-based modelling and how it can be used to demonstrate emergent behavioursS3-ALT4.1 · Strand 3: Computer science in practice — use and control digital inputs and outputs within an embedded systemS3-ALT4.2 · Strand 3: Computer science in practice — measure and store data returned from an analogue inputS3-ALT4.3 · Strand 3: Computer science in practice — develop a program that utilises digital and analogue inputsS3-ALT4.4 · Strand 3: Computer science in practice — design automated applications using embedded systems

Every view here is server-rendered so every control works without JavaScript.

ilearn-teacher-guide-demo-v5-paginated-version-safe · ilearn-teacher-guide-demo-v2-server-rendered · Autism & Me