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Official curriculum → original iLEARN learning experience → teacher preview and approval.

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Create Learning Experience · Gaeilge

CONTENT STUDIO PREVIEW

1. Official curriculum anchor

1.11 · Communicative competence · Reading

identify, explore and share a personal selection of texts for research and pleasure

Ordinary and Higher · Junior Cycle Gaeilge T1/L1 amended September 2023

2. Original iLEARN experience

  1. Learning intention: work directly toward 1.11.
  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 GAE-JC-T1-1-11.

3. Recommended content formats

  • Retrieval quiz — 5–8 original questions · immediate low-stakes feedback · retry
  • Sort / classify — original cards/items · sorting rule · explain-one-choice prompt
  • Source enquiry — curated lawful sources · source questions · evidence grid · claim-evidence-reasoning response
  • Project brief — authentic brief · constraints · milestones · evidence checklist · reflection

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 Gaeilge outcome

1.1 · Communicative competence — understand communication messages at normal speed1.1 · Communicative competence — understand the main messages of Irish language communications relating to everyday life as long as it is spoken at a normal pace and it is clear1.10 · Communicative competence — demonstrate enjoyment of a wide range of relevant authentic texts to develop their reading ability1.10 · Communicative competence — find and use authentic texts to conduct research1.11 · Communicative competence — identify, explore and share a personal selection of texts for research and pleasure1.11 · Communicative competence — express personal communication messages relating to everyday life1.12 · Communicative competence — recognise and understand terminology in a wide range of texts and written genres1.12 · Communicative competence — create and present oral texts by themselves and/or as part of a group demonstrating an understanding of audience1.13 · Communicative competence — demonstrate enjoyment of a wide range of relevant authentic texts to develop their reading ability1.13 · Communicative competence — pronounce Irish words clearly and accurately1.14 · Communicative competence — take an active role in conversation (including group work), questioning, exploring1.14 · Communicative competence — enjoy communicating in Irish1.15 · Communicative competence — develop conversation, expanding on personal thoughts in a wide range of topics/subjects1.15 · Communicative competence — expand their own personal vocabulary for everyday things and subjects of personal interest1.16 · Communicative competence — pronounce words naturally with a clear, accurate tone and appropriate emphasis1.16 · Communicative competence — communicate orally on what they have heard1.17 · Communicative competence — use rich, accurate Irish (including living language and dialectal forms) using their own dialect as appropriate1.17 · Communicative competence — communicate orally based on relevant Irish texts1.18 · Communicative competence — develop and enrich their own personal vocabulary and contemporary vocabulary on general topics and areas of interest1.18 · Communicative competence — develop and defend personal opinions on relevant issues of personal interest1.19 · Communicative competence — take an active role in conversation (including group work), questioning, exploring and developing personal opinions and responding appropriately during conversations1.19 · Communicative competence — interact with other students/with other users of Irish (within and outside the school community)1.2 · Communicative competence — listen to understand meaning or specific details and coherent, continuous arguments1.2 · Communicative competence — identify particular details relating to common everyday things1.20 · Communicative competence — interact confidently and appropriately in different situations for a variety of purposes1.20 · Communicative competence — respond to spontaneous messages during conversation1.21 · Communicative competence — check, confirm and exchange information, ideas and views, re-telling and explaining specific details, as needed1.21 · Communicative competence — maintain communication and deal with difficulties in understanding1.22 · Communicative competence — synthesise and communicate views from a range of sources1.22 · Communicative competence — seek clarification or repetition1.23 · Communicative competence — explain thoughts relating to personal experiences with samples and appropriate arguments to persuade/influence1.23 · Communicative competence — check, confirm and exchange information1.24 · Communicative competence — communicate orally using digital technologies1.24 · Communicative competence — carry out oral communication using digital technologies1.25 · Communicative competence — deal with comprehension difficulties so that communication is maintained1.25 · Communicative competence — create relevant texts (emails, blogs, accounts, creative texts and multi-modal texts) with an understanding of the audience1.26 · Communicative competence — create both personal and formal texts; including creative texts and multi-modal texts, in a range of styles and registers, using appropriate language and vocabulary, demonstrating an understanding of audience1.26 · Communicative competence — draft, review and redraft1.27 · Communicative competence — use language flexibly, creatively and for fun1.27 · Communicative competence — share written material using digital technologies1.28 · Communicative competence — use language flexibly, creatively and for fun1.28 · Communicative competence — express and explain personal opinions1.29 · Communicative competence — respond personally to texts demonstrating a critical understanding of style, content, tone and imagery, etc. in texts1.29 · Communicative competence — respond personally to texts1.3 · Communicative competence — recognise speakers’ perceptions and attitudes (direct or indirect)1.3 · Communicative competence — demonstrate an enjoyment of listening to Irish1.30 · Communicative competence — recognise and use writing conventions i.e. spelling, punctuation1.31 · Communicative competence — share written pieces in various formats using digital technologies1.32 · Communicative competence — develop their personal writing style using accurate and rich language (using own dialect, as appropriate)1.4 · Communicative competence — understand rich, accurate, dialectal spoken language1.4 · Communicative competence — select and share listening material and sources, using digital technologies1.5 · Communicative competence — differentiate between different dialects1.5 · Communicative competence — recognise dialects1.6 · Communicative competence — critically select and share listening material using digital technologies1.6 · Communicative competence — use a range of appropriate decoding strategies1.7 · Communicative competence — use a range of reading strategies, including decoding strategies1.7 · Communicative competence — identify the main details which relate to common everyday things in Irish texts1.8 · Communicative competence — critically engage with a wide range of texts using appropriate language and vocabulary1.8 · Communicative competence — understand the main messages in a wide range of Irish texts relating to everyday life1.9 · Communicative competence — explore conclusions and implications relating directly or indirectly to the content of texts1.9 · Communicative competence — enjoy a range of relevant authentic texts to develop reading ability2.1 · Language and cultural awareness — notice rich and accurate input in all language skills and re-use examples of good language2.1 · Language and cultural awareness — recognise significant grammatical and syntactical differences between Irish and English to avoid inaccuracies2.10 · Language and cultural awareness — demonstrate an appreciation of what it means to be plurilingual2.11 · Language and cultural awareness — explore cultures of lesser-used languages and compare with other languages2.2 · Language and cultural awareness — recognise and acquire grammar and syntax2.2 · Language and cultural awareness — recognise personal mistakes in speaking and writing Irish and understand the reasons for these mistakes2.3 · Language and cultural awareness — recognise significant grammatical and syntactic differences between Irish, English and other languages to avoid cross-linguistic inaccuracies2.3 · Language and cultural awareness — recognise and use language patterns such as syntax, verbs and nouns2.4 · Language and cultural awareness — use the appropriate language register to suit the occasion, audience and type of communication2.4 · Language and cultural awareness — recognise and use correct spelling and punctuation2.5 · Language and cultural awareness — recognise and understand personal mistakes in speaking and writing Irish and reflect on the reasons for these mistakes2.5 · Language and cultural awareness — create a personal learning blog and record personal challenges relating to accurate use of language2.6 · Language and cultural awareness — recognise and use accurate spelling and punctuation2.6 · Language and cultural awareness — choose aspects of the culture of the Irish language to study and present in a modern and creative way2.7 · Language and cultural awareness — recognise the dialectal richness of Irish, differentiating between dialects, and noticing differences in pronunciation and dialectal forms/colloquialisms2.7 · Language and cultural awareness — complete a project/oral presentation on aspects of the living culture of the Irish language2.8 · Language and cultural awareness — choose an aspect/s of Irish-language culture to study and present in a modern, creative way2.8 · Language and cultural awareness — explore similarities and differences between plurilingual communities2.9 · Language and cultural awareness — complete a project/oral presentation on aspects of the living culture of the Irish language2.9 · Language and cultural awareness — demonstrate their personal journey towards plurilingualism3.1 · Learner’s self-awareness — recognise their personal learning style, developing learning strategies to facilitate the acquisition of language skills3.1 · Learner’s self-awareness — recognise their personal learning style, and develop learning strategies in each of the skills to advance effective learning3.2 · Learner’s self-awareness — deal effectively with feedback3.2 · Learner’s self-awareness — use feedback to set out personal learning aims3.3 · Learner’s self-awareness — exploit opportunities for language use in the language community3.3 · Learner’s self-awareness — make independent decisions as learners3.4 · Learner’s self-awareness — make independent decisions as learners3.4 · Learner’s self-awareness — carry out self-assessment on progress3.5 · Learner’s self-awareness — carry out self-assessment on their progress in each of the language skills3.5 · Learner’s self-awareness — share feedback on personal learning with other students on personal learning in language and learning skills3.6 · Learner’s self-awareness — share feedback with other learners on personal learning in language and learning skills3.6 · Learner’s self-awareness — use language resources (dictionaries and online dictionaries, grammar books, spelling and grammar checkers, etc.)3.7 · Learner’s self-awareness — use language resources (dictionaries, online dictionaries, grammar books, spelling and grammar checkers, etc.) to achieve accuracy and fluency in speaking and writing3.7 · Learner’s self-awareness — demonstrate an understanding of their personal motivation to learn the language3.8 · Learner’s self-awareness — demonstrate an understanding of their personal motivation to use the language in the language community3.8 · Learner’s self-awareness — use personal learning aims3.9 · Learner’s self-awareness — take steps which reflect their personal motivation to advance their accuracy and fluency in the language

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