● 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 · CSPE

CONTENT STUDIO PREVIEW

1. Official curriculum anchor

3.5 · Exploring democracy · The meaning of democracy

compare two or more systems of government, taking particular note of the ways in which the state interacts with its citizens, and citizens can shape their state

Level 3 · Junior Cycle CSPE current specification

2. Original iLEARN experience

  1. Learning intention: work directly toward 3.5.
  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 CSPE-JC-3-5.

3. Recommended content formats

  • Sort / classify — original cards/items · sorting rule · explain-one-choice prompt
  • Visual summary / poster — original diagram plan · labels · short captions · text equivalent
  • 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 CSPE outcome

1.1 · Rights and responsibilities — discuss what it means to be human and to live in a community with rights and responsibilities1.10 · Rights and responsibilities — show an appreciation of their responsibility to promote and defend their individual human rights and those of others1.11 · Rights and responsibilities — reflect on their ongoing learning and what it means for them1.2 · Rights and responsibilities — create a visual representation to communicate a situation where human dignity is not respected1.3 · Rights and responsibilities — explain the hierarchy of human needs and how this relates to human rights1.4 · Rights and responsibilities — access and interpret numerical data showing local and global distribution of basic resources and patterns of inequalities1.5 · Rights and responsibilities — share stories of individuals or groups who inspire them because of their work for human rights1.6 · Rights and responsibilities — create a timeline tracing the origin of the concept of human rights, showing five or more key dates, events, people and documents1.7 · Rights and responsibilities — communicate an understanding of the importance of the UDHR, UNCRC and the ECHR in promoting human rights1.8 · Rights and responsibilities — identify examples of social, cultural, language, economic, civic, religious, environmental and political rights1.9 · Rights and responsibilities — outline different perspectives in situations where there is an apparent conflict of rights or an abuse of rights2.1 · Global citizenship — communicate how they are connected to and dependent upon eco-systems, people and places, near and far2.10 · Global citizenship — evaluate how they can contribute to responding to one challenge currently facing the world2.11 · Global citizenship — examine a campaign for change in the area of sustainability and assess reasons why it has or has not been successful2.12 · Global citizenship — reflect on their ongoing learning and what it means for them2.2 · Global citizenship — consider a variety of definitions of development and devise their own definition of sustainable development2.3 · Global citizenship — create a visual representation of data depicting their ecological footprint2.4 · Global citizenship — discuss sustainability strategies that individuals, communities, businesses, agriculture and governments can employ to address climate change2.5 · Global citizenship — examine case studies or personal testimonies of people experiencing poverty or inequality from different contexts and countries and how they are working to overcome this2.6 · Global citizenship — express an informed opinion about the root causes of poverty, both locally and globally2.7 · Global citizenship — discuss, with evidence, positive and negative effects of development in their local area2.8 · Global citizenship — identify one person and one institution with power and influence in the world today, explaining the role of each2.9 · Global citizenship — analyse one global issue or challenge under the headings causes, consequences, impact on people’s lives and possible solutions3.1 · Exploring democracy — create a visual representation of the day-to-day contexts and institutions to which they belong, highlighting where they have power and influence3.10 · Exploring democracy — list the nine grounds under which discrimination is illegal in Irish law, with examples3.11 · Exploring democracy — investigate how individuals or groups have used the law to bring about change in society3.12 · Exploring democracy — explore the role of different media in generating information and news and assess the pros and cons of each3.13 · Exploring democracy — examine case studies of the use of digital or other media in a social justice movement, a political election or referendum, a criminal investigation, or an environmental movement3.14 · Exploring democracy — reflect on their ongoing learning and what it means for them3.2 · Exploring democracy — describe decision-making processes and the roles of different groups in their class/school3.3 · Exploring democracy — describe democratic structures for decision-making at local and national government levels3.4 · Exploring democracy — use the correct terminology to describe Irish and European democratic institutions, structures, political parties and roles3.5 · Exploring democracy — compare two or more systems of government, taking particular note of the ways in which the state interacts with its citizens, and citizens can shape their state3.6 · Exploring democracy — discuss the strengths and weaknesses of the democratic process3.7 · Exploring democracy — identify laws that directly relate to their lives3.8 · Exploring democracy — explain how laws are made, enforced and evolve over time3.9 · Exploring democracy — explain the role and relevance of local, national and international courts

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