● 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 · English

CONTENT STUDIO PREVIEW

1. Official curriculum anchor

OL5 · Oral Language · Communicating as a listener, speaker, reader and writer

deliver a short oral text, alone and/or in collaboration with others, using appropriate language, style and visual content for specific audiences and chosen purposes

Common; final assessment Higher or Ordinary · Junior Cycle English current specification

2. Original iLEARN experience

  1. Learning intention: work directly toward OL5.
  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 ENG-JC-OL-05.

3. Recommended content formats

  • Audio lesson — original script · transcript · pause-and-think prompts · vocabulary support

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 English outcome

OL1 · Oral Language — know and use the conventions of oral language interaction, in a variety of contexts, including class groups, for a range of purposes, such as asking for information, stating an opinion, listening to others, informing, explaining, arguing, persuading, criticising, commentating, narrating, imagining, speculatingR1 · Reading — read texts with fluency, understanding and competence, decoding groups of words and phrases and not just single wordsW1 · Writing — demonstrate their understanding that there is a clear purpose for all writing activities and be able to plan, draft, re-draft, and edit their own writing as appropriateOL2 · Oral Language — engage actively and responsively within class groups in order to listen to or recount experiences and to express feelings and ideasR2 · Reading — read for a variety of purposes: learning, pleasure, research, comparisonW2 · Writing — discuss their own and other students’ written work constructively and with clear purposeOL3 · Oral Language — engage in extended and constructive discussion of their own and other students’ workR3 · Reading — use a wide range of reading comprehension strategies appropriate to texts, including digital texts: to retrieve information; to link to previous knowledge, follow a process or argument, summarise, link main ideas; to monitor their own understanding; to question, analyse, synthesise and evaluateW3 · Writing — write for a variety of purposes, for example to analyse, evaluate, imagine, explore, engage, amuse, narrate, inform, explain, argue, persuade, criticise, comment on what they have heard, viewed and readOL4 · Oral Language — listen actively in order to get the gist of an account or presentation noting its main points and purposeR4 · Reading — use an appropriate critical vocabulary while responding to literary textsW4 · Writing — write competently in a range of text forms, for example letter, report, multi-modal text, review, blog, using appropriate vocabulary, tone and a variety of styles to achieve a chosen purpose for different audiencesOL5 · Oral Language — deliver a short oral text, alone and/or in collaboration with others, using appropriate language, style and visual content for specific audiences and chosen purposesR5 · Reading — engage in sustained private reading as a pleasurable and purposeful activity, applying what they have learned about the effectiveness of spoken and written texts to their own experience of readingW5 · Writing — engage with and learn from models of oral and written language use to enrich their own written workOL6 · Oral Language — learn from and evaluate models of oral language use to enrich their own oral language productionR6 · Reading — read their texts for understanding and appreciation of character, setting, story and action: to explore how and why characters develop, and to recognise the importance of setting and plot structureW6 · Writing — use editing skills continuously during the writing process to enhance meaning and impact: select vocabulary, reorder words, phrases and clauses, correct punctuation and spelling, reorder paragraphs, remodel, manage contentOL7 · Oral Language — choose appropriate language, style and visual content for specific audiences and chosen purposes: persuading, informing, narrating, describing a processR7 · Reading — select key moments from their texts and give thoughtful value judgements on the main character, a key scene, a favourite image from a film, a poem, a drama, a chapter, a media or web based eventW7 · Writing — respond imaginatively in writing to their texts showing a critical appreciation of language, style and content, choice of words, language patterns, tone, imagesOL8 · Oral Language — listen actively in order to interpret meaning, compare, evaluate effectiveness of, and respond to drama, poetry, media broadcasts, digital media, noting key ideas, style, tone, content and overall impact in a systematic wayR8 · Reading — read their texts to understand and appreciate language enrichment by examining an author’s choice of words, the use and effect of simple figurative language, vocabulary and language patterns, and images, as appropriate to the textW8 · Writing — write about the effectiveness of key moments from their texts commenting on characters, key scenes, favourite images from a film, a poem, a drama, a chapter, a media or web based eventOL9 · Oral Language — apply what they have learned about the effectiveness of spoken texts to their own use of oral languageR9 · Reading — identify, appreciate and compare the ways in which different literary, digital and visual genres and sub-genres shape texts and shape the reader’s experience of themW9 · Writing — engage in the writing process as a private, pleasurable and purposeful activity and use a personal voice as their individual style is thoughtfully developed over the yearsOL10 · Oral Language — collaborate with others in order to explore and discuss understandings of spoken texts by recording, analysing, interpreting and comparing their opinionsR10 · Reading — know how to use language resources, for example dictionary, thesaurus and online resources, in order to assist their vocabulary developmentW10 · Writing — use and apply their knowledge of language structures, for example sentence structure, paragraphing, grammar, to make their writing a richer experience for themselves and the readerOL11 · Oral Language — engage with the world of oral language use as a pleasurable and purposeful activityR11 · Reading — identify and comment on features of English at word and sentence level using appropriate terminology, showing how such features contribute to overall effectW11 · Writing — use language conventions appropriately, especially punctuation and spelling, to aid meaning and presentation and to enhance the reader’s experienceOL12 · Oral Language — demonstrate how register, including grammar, text structure and word choice, varies with context and purpose in spoken textsR12 · Reading — understand how word choice, syntax, grammar and text structure may vary with context and purposeW12 · Writing — demonstrate an understanding of how syntax, grammar, text structure and word choice may vary with context and purposeOL13 · Oral Language — develop their spoken language proficiency by experimenting with word choice, being creative with syntax, being precise, stimulating appropriate responses relative to context and purposeR13 · Reading — appreciate a variety of registers and understand their use in the written contextW13 · Writing — evaluate their own writing proficiency and seek remedies for those aspects of their writing that they need to improve

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