● 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

4.5 · Publishing online · New and emerging technologies including AI (Artificial Intelligence)

discuss their engagement with AI driven chat tools and large language models

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 4.5.
  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 DML-JC-2025-4-5.

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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