● 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 · Digital Media Literacy

CONTENT STUDIO PREVIEW

1. Official curriculum anchor

4.1 · Publishing online · The potential of the online environment and the rights and responsibilities of different stakeholders in the online environment

outline the opportunities and risks presented by young people’s use of social media

Level 3 · Junior Cycle Digital Media Literacy 2025 specification — first-year cohorts from September 2026

2. Original iLEARN experience

  1. Learning intention: work directly toward 4.1.
  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 DML-JC-2025-4-1.

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 Digital Media Literacy outcome

1.1 · My digital world — describe how they use digital technologies, communication tools and the internet in their lives1.1 · Understanding myself when engaging online — describe how they use digital technologies, communication tools and the internet in their daily lives1.2 · My digital world — illustrate the advantages and disadvantages of using digital technologies, communication tools and the internet1.2 · Understanding myself when engaging online — outline their learning to date related to digital media literacy1.3 · My digital world — debate the ethical and legal issues around downloading music and video content from the internet1.3 · Understanding myself when engaging online — debate the advantages and disadvantages of using digital technologies, communication tools and the internet1.4 · My digital world — demonstrate an understanding of respectful use of digital media texts including concepts of copyright, fair use, plagiarism and intellectual property ownership1.4 · Understanding myself when engaging online — debate the ethical and legal issues around sourcing and sharing content from the internet (including the concepts of copyright, fair use, plagiarism and intellectual property ownership)1.5 · My digital world — discuss their personal safety concerns when using digital technologies, communication tools and the internet1.5 · Understanding myself when engaging online — identify the issues, including the importance of consent, around sharing personal information and/or footage in relation to privacy and data privacy of both themselves and others1.6 · My digital world — create a charter of online rights and responsibilities for the class1.6 · Understanding myself when engaging online — outline appropriate responses to potentially harmful situations1.7 · My digital world — describe appropriate responses to potentially harmful situations1.7 · Understanding myself when engaging online — develop a charter of online rights and responsibilities for the class to apply to their participation in online spaces both inside and outside school2.1 · Following my interests online — analyse the characteristics of digital media texts which make them different from analogue media texts2.1 · Evaluating online content — identify the characteristics of digital media content which makes it different from traditional (non-digital) content2.2 · Following my interests online — demonstrate how digital media texts are published on the internet2.2 · Evaluating online content — investigate how digital media content is published on the internet and the potential role of new technologies in content creation2.3 · Following my interests online — search the internet to gather information on a specific topic of interest2.3 · Evaluating online content — conduct an internet search to gather information on a specific topic of interest2.4 · Following my interests online — compare information from various sources in order to evaluate its reliability, validity, accuracy, authority, and timeliness2.4 · Evaluating online content — compare information on a specific topic of interest from various sources in order to evaluate its reliability, validity, accuracy, and timeliness2.5 · Following my interests online — create a digital image montage from images sourced online2.5 · Evaluating online content — develop a checklist for evaluating and verifying information from a range of digital sources2.6 · Following my interests online — present examples where image and video manipulation has been used in the media2.6 · Evaluating online content — Investigate the role of algorithms in how information is presented online2.7 · Following my interests online — represent information about a topic that is relevant to their lives in graphic format2.7 · Evaluating online content — identify examples of bias and stereotypes in digital media content and explore the potential impacts on users and society3.1 · Checking the facts — analyse a piece of digital media text to identify the theme, purpose and audience3.1 · Following my interests online — analyse an example of digital media content to identify the theme, purpose, and audience3.10 · Following my interests online — discuss how image, audio and video manipulation can impact on the audience or user3.2 · Following my interests online — explain how the choice of digital media format influences how information is accessed and transmitted3.2 · Checking the facts — analyse how the choice of digital media format influences the kind of information accessed/transmitted3.3 · Following my interests online — explain using examples what is meant by misinformation and disinformation3.3 · Checking the facts — re-present a digital media text from one online format to another e.g. from video to blog3.4 · Following my interests online — discuss why misinformation and disinformation are issues for consumers of digital media content3.4 · Checking the facts — act as a critical consumer by presenting digital media texts that highlight bias3.5 · Following my interests online — discuss the role of influencers and content creators in how information is presented online3.5 · Checking the facts — research the ownership of major websites and its impact on access and choice3.6 · Following my interests online — outline how digital media content can support citizenship and inform decision-making3.6 · Checking the facts — give examples of how digital media texts can support citizenship and inform decision-making3.7 · Following my interests online — discuss the role of digital technologies, communication tools, and the internet in a democratic society3.7 · Checking the facts — critique the role of digital technologies, communication tools, and the internet in a democratic society3.8 · Following my interests online — create a digital montage on a specific topic of interest from images sourced online while applying learning regarding copyright, fair use, plagiarism, and intellectual property ownership3.9 · Following my interests online — identify examples of where image, audio and video manipulation has been used in digital media content4.1 · Publishing online — outline the opportunities and risks presented by young people’s use of social media4.1 · Publishing myself — outline the opportunities and risks presented by young people’s use of social networks4.2 · Publishing online — investigate young people’s online rights including the right to information, free expression, protection of minors and data protection4.2 · Publishing myself — document young people’s online rights – the right to information, free expression, protection of minors, and the role of parents, governments and civil society in enforcing their rights4.3 · Publishing online — outline the role of young people, parents/guardians, digital technology companies, government (including Coimisiún na Meán), and civil society in enforcing their online rights4.3 · Publishing myself — discuss the concept of privacy and its application by young people on social networks4.4 · Publishing online — discuss the role of digital technology companies in terms of design, regulation, and safety reporting4.4 · Publishing myself — demonstrate how best to share personal information, express opinions and emotions online in a responsible and respectful manner4.5 · Publishing online — discuss their engagement with AI driven chat tools and large language models4.5 · Publishing myself — publish an item online presenting their views on a subject or topic that is relevant to their lives4.6 · Publishing online — debate the advantages and disadvantages of new and emerging technologies including AI4.6 · Publishing myself — demonstrate an appropriate method for citing and referencing online-sourced material accurately4.7 · Publishing online — publish online content safety and ethically which presents their views on a subject or topic that is relevant to their lives4.7 · Publishing myself — document the planning and research history of the published work4.8 · Publishing online — demonstrate how to reference online-sourced material accurately, safely, and ethically4.9 · Publishing online — document the planning and research history of the published work

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