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Primary School Curriculum

» Introduction
» Curriculum Planning Tool
» Language
- » English
  - » English Curriculum
    - » Infant Classes
      - » Content
    - » First and second classes
      - » Content
    - » Third and fourth classes
      - » Content
    - » Fifth and sixth classes
      - » Content
    - » Assessment
    - » Appendix
  - » English Teacher Guidelines
- » Gaeilge
  - » Curaclam na Gaeilge
    - » Na scoileanna ina bhfuil an Ghaeilge mar dhara teanga
    - » Ranganna naíonán
      - » Pleanáil
      - » Ábhar
    - » Ranganna 1 agus 2
      - » Pleanáil
      - » Ábhar
    - » Ranganna 3 agus 4
      - » Pleanáil
      - » Ábhar
    - » Ranganna 5 agus 6
      - » Pleanáil
      - » Ábhar
    - » Na scoileanna Gaeltachta agus lán-Ghaeilge
    - » Ranganna naíonán
      - » Pleanáil
      - » Ábhar
    - » Ranganna 1 agus 2
      - » Pleanáil
      - » Ábhar
    - » Ranganna 3 agus 4
      - » Pleanáil
      - » Ábhar
    - » Ranganna 5 agus 6
      - » Pleanáil
      - » Ábhar
    - » Measúnú
    - » Aguisín
  - » Gaeilge: Treoirlínte do Mhúinteoirí
» Mathematics
- » Mathematics Curriculum
  - » Overview
  - » Planning in mathematics
  - » Infant classes
    - » Content
  - » First and second classes
    - » Content
  - » Third and fourth classes
    - » Content
  - » Fifth and sixth classes
    - » Content
  - » Assessment
  - » Appendix
- » Mathematics Teacher Guidelines
» Social Environmental and Scientific Education (SESE)
- » History
  - » History Curriculum
    - » Infant Classes
      - » Planning
      - » Skills and concept development
      - » Content
    - » First and second classes
      - » Planning
      - » Skills and concepts development
      - » Content
    - » Third and fourth classes
      - » Planning
      - » Skills and concepts development
      - » Content
    - » Fifth and sixth classes
      - » Planning
      - » Skills and concepts development
      - » Content
    - » Assessment
    - » Appendix
  - » History Teacher Guidelines
    - » Appendix
    - » The content of the history curriculum
    - » School planning for history
      - » Curriculum planning
      - » Organisational planning
    - » Classroom planning for history
      - » The teacher's planning
      - » Planning a unit of work
    - » Approaches and methodologies
      - » Story
      - » Personal and family history
      - » Using evidence
      - » Oral evidence
      - » Using artefacts
      - » Pictures and photographs
      - » Using the environment
      - » Documentary evidence
      - » Drama and role-play
      - » Using information technologies
      - » Looking at children's work
- » Geography
  - » Geography Curriculum
    - » Geography: a sense of the world
    - » Infant classes
      - » Planning
      - » Content
    - » First and second classes
      - » Planning
      - » Content
    - » Third and fourth classes
      - » Planning
      - » Content
    - » Fifth and sixth classes
      - » Planning
      - » Content
    - » Assessment
    - » Appendix
  - » Geography Teacher Guidelines
- » Science
  - » Science Curriculum
    - » Science Introduction
    - » Infant classes
      - » Planning
      - » Content
    - » First and second classes
      - » Planning
      - » Content
    - » Third and fourth classes
      - » Planning
      - » Content
    - » Fifth and sixth classes
      - » Planning
      - » Content
    - » Assessment
    - » Appendix
  - » Science Teacher Guidelines
» Arts Education
- » Visual Arts
  - » Visual Arts Curriculum
    - » The Visual Arts
    - » Infant Classes
      - » Planning
      - » Content
    - » First and second classes
      - » Planning
      - » Content
    - » Third and fourth classes
      - » Planning
      - » Content
    - » Fifth and sixth classes
      - » Planning
      - » Content
    - » Assessment
    - » Appendix
  - » Visual Arts Teacher Guidelines
- » Drama
  - » Drama Curriculum
    - » Introduction
    - » Infant classes
      - » Content
    - » First and second classes
      - » Content
    - » Third and fourth classes
      - » Content
    - » Fifth and sixth classes
      - » Content
    - » Assessment
    - » Appendix
  - » Drama Teacher Guidelines
- » Music
  - » Music Curriculum
    - » Music
    - » Infant classes
      - » Planning
      - » Content
    - » First and second classes
      - » Planning
      - » Content
    - » Third and fourth classes
      - » Planning
      - » Content
    - » Fifth and sixth classes
      - » Planning
      - » Content
    - » Assessment
    - » Appendix
  - » Music Teacher Guidelines
» Physical Education
- » Physical Education Curriculum
  - » Infant classes
    - » Content
  - » First and second classes
    - » Content
  - » Third and fourth classes
    - » Content
  - » Fifth and sixth classes
    - » Content
  - » Aquatics for infant to sixth classes
  - » Assessment
  - » Appendix
- » Physical Education Teacher Guidelines
» Religious Education
» Social, Personal and Health Education (SPHE)
- » Social, Personal and Health Education (SPHE) Curriculum
  - » Infant Classes
    - » Content
  - » First and second classes
    - » Content
  - » Third and fourth classes
    - » Content
  - » Fifth and sixth classes
    - » Content
  - » Assessment
  - » Appendix
- » Social, Personal and Health Education (SPHE) Teacher Guidelines

Post-Primary Curriculum

» Junior Cycle Curriculum
- » Junior Certificate Subjects
  - » Ancient Greek
    - » Ancient Greek Syllabus
  - » Art, Craft, Design
    - » Art, Craft, Design Syllabus
    - » Art, Craft, Design Guidelines
  - » Business Studies
    - » Business Studies Syllabus
    - » Business Studies Guidelines
  - » Civic, Social and Political Education
    - » Civic, Social and Political Education Syllabus
    - » Civic, Social and Political Education Guidelines
    - » A Guide to Action Projects and their Assessment
  - » Classical Studies
    - » Classical Studies Syllabus
    - » First Year Course in Classical Studies
    - » Second and Third Year Course In Classical Studies
      - » Topic 1
      - » Topic 2
      - » Topic 3
      - » Topic 4
      - » Topic 5
      - » Topic 6
      - » Topic 7
      - » Topic 8
      - » Topic 9
      - » Topic 10
      - » Bibliography
  - » English
    - » English Syllabus
    - » English Guidelines
      - » Classroom Approaches
      - » Syllabus Units
  - » Environmental and Social Studies
    - » Environmental and Social Studies Syllabus
  - » French
    - » French Syllabus
  - » Gaeilge
  - » Geography
    - » Geography Guidelines
  - » German
    - » German Syllabus
  - » Jewish Studies
  - » History
    - » History Syllabus
    - » History Guidelines
  - » Home Economics
    - » Home Economics Syllabus
  - » Italian
    - » Italian Syllabus
  - » Latin
    - » Latin Syllabus
  - » Materials Technology Wood
    - » Materials Technology Wood Syllabus
  - » Mathematics
    - » Mathematics Syllabus
    - » Mathematics Guidelines
      - » Syllabus Structure and Content
      - » Approaches to planning and methodology
        » Planning and Organisation
        » Active Learning Methodologies
        » Sets
        » Number Systems
        » Applied Arithmetic and Measure
        » Algebra
        » Statistics
        » Geometry
        » Trigonometry
        » Functions and Graphs
        » Mathematical Stories
        » Communicating Mathematics
        » Mathematics and Information and Communication Technologies
        » Effective Mathematics Teaching
      - » Assessment
      - » Appendices
  - » Metalwork
    - » Metalwork Syllabus
  - » Music
    - » Music Syllabus
    - » Music Guidelines
      - » Introduction
      - » Performing Skills
      - » Composing Skills
      - » Listening Skills
      - » Teaching Resources
      - » Assessment
  - » Physical Education
    - » Physical Education Syllabus
    - » Physical Education Guidelines
      - » Adventure Activities
      - » Aquatics
      - » Athletics
      - » Dance
      - » Games
      - » Gymnastics
      - » Health Related Activities
      - » Resources
  - » Religious Education
    - » Religion Syllabus
      - » An Educational Rationale
      - » Section A
      - » Section B
      - » Section C
      - » Section D
      - » Section E
      - » Section F
      - » Assessment
    - » Religion Guidelines
  - » Science
    - » Science Syllabus
  - » Social, Personal and Health Education
    - » SPHE Syllabus
    - » SPHE Guidelines
  - » Spanish
    - » Spanish Syllabus
  - » Technical Graphics
    - » Technical Graphics Syllabus
  - » Technology
    - » Technology Syllabus
      - » Course Structure
      - » Content
    - » Technology Guidelines
  - » Typewriting
    - » Typewriting Syllabus
» Senior Cycle Curriculum
- » Transition Year
- » Leaving Certificate Established
  - » Accounting
    - » Accounting Syllabus
  - » Agricultural Science
  - » Ancient Greek
  - » Applied Mathematics
  - » Arabic
    - » Arabic Syllabus
  - » Art
  - » Biology
    - » Biology Syllabus
    - » Biology Guidelines
    - » Biology Support Materials
  - » Business
    - » Business Syllabus
    - » Business Guidelines
  - » Chemistry
    - » Chemistry Syllabus
    - » Chemistry Guidelines
  - » Classical Studies
    - » Classical Studies Syllabus
  - » Construction Studies
    - » Construction Studies Syllabus
  - » Economics
    - » Economics Syllabus
  - » Engineering
    - » Engineering Syllabus
  - » English
    - » English Syllabus
    - » English Guidelines
      - » Section One
      - » Section Two
      - » Section Three
      - » Section Four
  - » French
    - » French Syllabus
  - » Gaeilge
    - » Siollabas Gaeilge na hArdteistimeireachta (Gnáthleibhéal agus Ardleibhéal)
    - » Gaeilge - na hArdteistiméireachta (Bonnleibhéal) Siollabas
  - » Geography
    - » Geography Syllabus
      - » Syllabus Structure
      - » Core Units
      - » Elective Units
      - » Optional Units
    - » Geography Guidelines
      - » Exploring the Syllabus
        » Core Units
        » Elective Units
        » Optional Units
      - » Assessment
      - » Teaching the Syllabus
      - » Sample Lesson Plans
      - » Resources
  - » German
    - » German Syllabus
    - » German Guidelines
  - » Hebrew Studies
  - » History
    - » History Syllabus
    - » History Guidelines
      - » The Nature of the Syllabus
      - » Syllabus Framework
      - » Syllabus Content
      - » Teaching Strategies
        » Working with Evidence
        » Topics for Study
      - » Assessment Guidelines
      - » Resource Guidelines
  - » Home Economics
    - » Home Economics Syllabus
      - » Food Studies
      - » Resource Management and Consumer Studies
      - » Social Studies
      - » Electives
    - » Home Economics Guidelines
  - » Italian
    - » Italian Syllabus
  - » Japanese
    - » Japanese Syllabus
  - » Latin
    - » Latin Syllabus
  - » Mathematics
    - » Mathematics Syllabus Ordinary level and Higher level
    - » Mathematics Syllabus Foundation level
    - » Mathematics Guidelines
  - » Music
    - » Music Syllabus
  - » Physics
    - » Physics Syllabus
    - » Physics Guidelines
  - » Physics & Chemistry
  - » Religious Education
    - » Religious Education Syllabus
      - » Section A
      - » Section B
      - » Section C
      - » Section D
      - » Section E
      - » Section F
      - » Section G
      - » Section H
      - » Section I
      - » Section J
    - » Religious Education Guidelines
      - » Part 1: The Syllabus
      - » Appendix 1
  - » Religious Education (Non Examination)
    - » Curriculum Framework for Senior Cycle
  - » Russian
    - » Russian Syllabus
      - » Basic Communicative Proficiency
      - » Language Awareness
      - » Cultural Awareness
      - » Assessment
  - » Spanish
    - » Spanish Syllabus
  - » Design and communication graphics
    - » Design and communication graphics Syllabus
  - » Technology
    - » Technology Syllabus
      - » Syllabus Core
      - » Options
      - » Mathematical Requirements
- » Leaving Certificate Applied
- » Leaving Certificate Vocational Programme

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