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Learning outcomes are statements which describe what knowledge, understanding, skills and values students should be able to demonstrate having studied Irish in junior cycle. The learning outcomes set out in the following tables apply to all students. As set out here they represent outcomes for students at the end of their three years of study. The specification stresses that the learning outcomes are for three years and therefore the learning outcomes focused on at a point in time will not yet have been ‘completed’, but will continue to support students’ learning in Irish up to the end of junior cycle.
The outcomes are numbered within each strand. The numbering is intended to support teacher planning in the first instance and does not imply any hierarchy of importance across the outcomes themselves.
The examples of student work linked to learning outcomes will offer commentary and insights that support different standards of student work.
understand communication messages at normal speed*
listen to understand meaning or specific details and coherent, continuous arguments
recognise speakers’ perceptions and attitudes (direct or indirect)
understand rich, accurate, dialectal spoken language
differentiate between different dialects
critically select and share listening material using digital technologies
use a range of reading strategies, including decoding strategies
critically engage with a wide range of texts§ using appropriate language and vocabulary
explore conclusions and implications relating directly or indirectly to the content of texts
demonstrate enjoyment of a wide range of relevant authentic texts§ to develop their reading ability
identify, explore and share a personal selection of texts for research and pleasure
recognise and understand terminology in a wide range of texts and written genres
demonstrate enjoyment of a wide range of relevant authentic texts to develop their reading ability
take an active role in conversation (including group work), questioning, exploring
pronounce words naturally with a clear, accurate tone and appropriate emphasis
use rich, accurate Irish (including living language and dialectal forms) using their own dialect as appropriate
develop and enrich their own personal vocabulary and contemporary vocabulary on general topics and areas of interest
Eachtra a tharla ar bhád seoil
take an active role in conversation (including group work), questioning, exploring and developing personal opinions and responding appropriately during conversations
interact confidently and appropriately in different situations for a variety of purposes
check, confirm and exchange information, ideas and views, re-telling and explaining specific details, as needed
synthesise and communicate views from a range of sources
explain thoughts relating to personal experiences with samples and appropriate arguments to persuade/influence
communicate orally using digital technologies
deal with comprehension difficulties so that communication is maintained
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 audience
use language flexibly, creatively and for fun
recognise and use writing conventions i.e. spelling, punctuation
share written pieces in various formats using digital technologies
develop their personal writing style using accurate and rich language (using own dialect, as appropriate)
Students are acquiring Irish in an Irish-language environment. They notice both the accuracy and the richness of the style of the language. They understand what it means to be a good language user, and they try to emulate users who have a rich, accurate grasp of the language. They consider how the language works so as to avoid any inaccuracy. As they are surrounded by the language, they are very familiar with the living culture of Irish and have an opportunity to internalise that culture. They understand the descriptive power of the language and their respect for the language community grows. They identify with the community and are encouraged to use the language in the language community.*
notice rich and accurate input in all language skills and re-use examples of good language
recognise and acquire grammar and syntax
recognise significant grammatical and syntactic differences between Irish, English and other languages to avoid cross-linguistic inaccuracies
use the appropriate language register to suit the occasion, audience and type of communication
recognise and understand personal mistakes in speaking and writing Irish and reflect on the reasons for these mistakes
recognise and use accurate spelling and punctuation
recognise the dialectal richness of Irish, differentiating between dialects, and noticing differences in pronunciation and dialectal forms/colloquialisms
choose an aspect/s of Irish-language culture to study and present in a modern, creative way
complete a project/oral presentation on aspects of the living culture of the Irish language
demonstrate an appreciation of what it means to be plurilingual
explore cultures of lesser-used languages and compare with other languages
recognise their personal learning style, developing learning strategies to facilitate the acquisition of language skills
deal effectively with feedback
exploit opportunities for language use in the language community
make independent decisions as learners
carry out self-assessment on their progress in each of the language skills
share feedback with other learners on personal learning in language and learning skills
use language resources (dictionaries, online dictionaries, grammar books, spelling and grammar checkers, etc.) to achieve accuracy and fluency in speaking and writing
demonstrate an understanding of their personal motivation to use the language in the language community
take steps which reflect their personal motivation to advance their accuracy and fluency in the language