Welcome to the learning outcomes of the Primary Language Curriculum.
Here you can navigate the learning outcomes by strand (Oral Language, Reading, Writing, Teanga Ó Bhéal, Léitheoireacht, Scríbhneoireacht) using the menu on the left.
In the tables below, you'll notice that when you hover on a tab number the relevant learning outcome label appears. Once you click on the relevant learning outcome tab, it appears with the associated Examples of Children's Language Learning, Support Materials for teachers and progression steps.
Show interest in, demonstrate joint attention and actively listen and attend for enjoyment and for a particular purpose.
Recognise themselves as listeners and speakers, engaging purposefully and empathetically with others.
Express their individuality through their knowledge and use of various languages.
Actively listen and extract meaning and enjoyment from conversations and texts in a range of genres and where possible, in various languages.
Actively listen and attend for extended periods of time, to include other languages where appropriate, listening for more detail and nuanced meanings.
Evaluate how the purpose, situation and audience/listener influence the speaker’s register, dialect and accent.
Spéis agus comhaird a léiriú agus éisteacht go gníomhach le Gaeilge shaibhir á labhairt i réimse comhthéacsanna ar mhaithe le spraoi, cé nach gá go dtuigfeadh siad gach focal.
Spéis agus comhaird a léiriú agus stór focal a shealbhú trí éisteacht go gníomhach le Gaeilge shaibhir á labhairt i réimse comhthéacsanna ar mhaithe le spraoi agus cúiseanna faoi leith, cé nach gá go dtuigfeadh siad gach focal.
Éisteacht go gníomhach le comhráite agus le téacsanna i réimse seánraí agus i dteangacha éagsúla, nuair is cuí. Brí agus taitneamh a bhaint as na comhráite agus na téacsanna sin.
Éisteacht go gníomhach le réimse réimeanna teanga, canúintí, agus blasanna ar mhaithe le cuspóirí ar leith.
Éisteacht go gníomhach le réimse réimeanna teanga, canúintí, agus blasanna ar mhaithe le cuspóirí ar leith. Comparáidí a dhéanamh idir na réimeanna teanga, na canúintí agus na blasanna sin.
attends to stimuli in the environment.
tracks movement of stimuli.
engages with stimuli.
keeps eye gaze and tracks adult’s gaze to participate in activities requiring joint attention.
imitates actions and sounds.
attends for longer to interesting or familiar stimuli including: actions, gestures, tone of voice, conversations and stories read aloud, and joins in with rhymes, songs and games.
takes part in conversation using appropriate eye-contact while attending to body language, gestures and tone of voice and uses these cues with context to understand new words/phrases.
listens to factual accounts.
listens to new information on an unshared experience including fiction and non-fiction of increasing complexity.
listens to an adult modelling a new language where many words may be unknown.
listens to definitions and descriptions using tone, gestures and a few understood words to interpret main messages.
attends to textually presented information (books, audio etc).
attends to verbal and non-verbal communication in a variety of contexts and listens to unfamiliar people speaking and modelling new words/phrases attending to the correct pronunciation of same
gains insight from listening to new information on a wide range of subjects
listens to information being presented from both sides of an argument
listens carefully to others, interjecting with questions, insights and opinions when appropriate
further develops their listening skills by engaging with oral texts
listens for and discusses the impact of culture, identity, situation, purpose and audience/listener on how people communicate
embraces and evaluates own and others’ individual style of listening and speaking.
Choose, listen to, respond to and create texts in a range of genres, and in other languages where appropriate, across the curriculum for pleasure and interest.
Choose, listen to, critically respond to and create texts in a range of genres and in other languages where appropriate, across the curriculum for pleasure, interest and specific purposes.
Téacsanna a roghnú agus éisteacht leo i gcomhair pléisiúir agus spéise.
Téacsanna a roghnú agus a chruthú ar ábhar spéise.
Téacsanna ó bhéal i réimse seánraí trasna an churaclaim a roghnú ar mhaithe le pléisiúr, spéis agus cuspóirí ar leith.
Éisteacht le téacsanna agus a gcuid tuairimí faoi na téacsanna sin a chur in iúl.
responds to text(s) using facial expressions, vocalisations, movements and/or gestures
demonstrates interest in and/or enjoyment from texts using facial expressions, vocalisations and gestures
listens to texts and takes part in conversations with others on topics of interest and personal choice using multi-word utterances and basic sentences.
initiates a conversation with others and chooses texts to listen to for enjoyment and based on personal interests.
identifies a purpose for listening based on personal interests and sets personal goals for listening, with support e.g. to gain information on a topic of interest.
chooses to join in or take part in a conversation based on personal interests, in pairs or in groups. Listens to chosen texts for enjoyment and interest and expresses preferences.
identifies a variety of purposes for creating texts, listening to texts and for engaging in conversations based on personal interests.
initiates and sustains conversations on topics of personal interest.
chooses, listens to and creates texts to for a specific purpose.
creates, chooses and engages with texts for specific purposes and evaluates these texts with a purpose in mind.
creates and chooses texts, based on own interests and for specific purposes.
identifies aural/oral texts which will extend vocabulary, knowledge and interests.
chooses and evaluates aural/oral texts to facilitate learning across the curriculum.
evaluates the choices made while selecting aural/oral texts for a listening preference or for a specific purpose.
Recognise that language style changes with different relationships and audiences.
Show understanding of the listener’s needs while, with support, initiating, sustaining and engaging in conversations on personal and curriculum-based topics and responding verbally and nonverbally.
Use language appropriately in order to initiate, sustain and engage in conversations on personal and curriculum-based topics and use a language style and tone suited to the audience.
Use language flexibly and with empathy while initiating, sustaining and engaging in conversations on personal and curriculum-based topics.
Explore how culture and identity can influence how people communicate with others, verbally and non-verbally.
Use language with confidence to work collaboratively with others and share outcomes with familiar and unfamiliar audiences.
Adapt language style such as tone, pace, choice of vocabulary, gestures, facial expressions and body language for a range of audiences whilst communicating orally in a range of genres.
Listen and speak with increasing confidence, independence and skill in order to work collaboratively with others and to share feedback, ideas, decisions and outcomes in a range of contexts with familiar and unfamiliar audiences.
A aithint go n-athraíonn an stíl chainte ag brath ar an ngaol idir na daoine agus ag brath ar an lucht éisteachta.
Feidhmiú mar chuid de ghrúpa agus roinnt focail/frásaí Gaeilge á núsáid.
Leas a bhaint as noirm shóisialta chuí chun comhrá gearr a thosú, taitneamh a bhaint as, agus le tacaíocht ó chainteoir a bheith ábalta é a choimeád ar siúl ag úsáid roinnt focail/frásaí Gaeilge in abairt Bhéarla agus/nó Ghaeilge in éineacht le geáitsí chun eolas i dtaobh ábhar nó eispéireas a bhfuil cur amach aige air a roinnt.
Focail agus frásaí Gaeilge a úsáid laistigh de ghníomhaíochtaí páirteacha.
Gnásanna sóisialta teanga a úsáid agus tús á chur le comhrá nó páirt á glacadh i gcomhrá bunaithe ar ábhar pearsanta agus ar ábhair an churaclaim.
Gnásanna sóisialta teanga a úsáid agus tús á chur le comhrá nó páirt á glacadh i gcomhrá bunaithe ar ábhar pearsanta agus ar ábhair an churaclaim, agus teanga a úsáid go muiníneach chun oibriú i bpáirt le daoine eile.
Stíl agus tuin chainte a chur in oiriúint do lucht éisteachta agus do chuspóirí éagsúla i réimse seánraí labhartha.
tolerates and acknowledges the presence of another.
accepts an interaction with another
responds to and seeks adult attention.
recognises, responds to and says own name.
engages with another to communicate, using facial expressions, sounds, gestures, signs or speech.
takes part in imitative and turn-taking games, rhymes and songs.
speaks audibly and coherently at appropriate volume, interacting over a short number of turns with individuals and beginning to communicate readily with others in class.
initiates communication with familiar adult.
shares personal anecdotes and responds to conversation on an unshared experience.
greets and responds appropriately to greetings and discussion topics showing some appreciation of listener’s needs.
initiates and takes turns in conversation with peers, small groups and familiar adults.
initiates conversations on an unshared experience.
responds to questions but omits some information and begins to make indirect requests.
switches style of speaking to suit audience.
takes part in small group discussions on a familiar topic showing awareness of listener-speaker rules and is able to list these.
uses appropriate turn-taking, eye contact and body language to contribute to and extend a topic, to build a coherent story or factual account.
converses on thoughts and feelings of others and takes part in conversation with an unfamiliar adult adopting appropriate language, style and tone.
works in pairs/ groups and participates in and builds upon a group discussion.
adds increased detail for benefit of the listener and uses gestures, expressions and signs where appropriate.
recognises the impact of gestures, tone of voice and body language on listeners.
works in pairs / groups and reports the main points of discussion to an audience.
provides enough detail to help the listener understand the context.
works as part of a group, establishing each person’s role and adapting to it.
presents relevant ideas, organised coherently and omits unnecessary detail.
makes polite indirect requests and uses a range of formal and informal terms of address.
gathers feedback from others in their group on a group project on an unfamiliar area and reports the main points to an audience.
adapts style of listening and speaking to a variety of situations and genres, using social conventions effectively.
recognises and responds to cultural and individual differences in how people communicate.
communicates with peers when making decisions and sharing responsibilities during project or task work.
interacts with the audience/listener to clarify and/or to provide more detail as requested.
adapts style of listening and speaking to respond empathetically, as necessary, to a variety of audiences/listeners for a range of purposes.
works interdependently within the group, recognises constructive feedback, responds critically and creatively when discussing the project or task and when adapting and developing it to present to an audience / listener(s).
Use coherent sentences of increasing complexity with correct tense, word order and sentence structure, while using connectives and producing compound and complex sentences to elaborate appropriately.
Vary sentence length and structure, moving fluidly between a range of sentence types; simple, compound and complex, as appropriate to audience, purpose and language being spoken.
Use grammar conventions appropriately and identify differences in sentence structure and grammar across languages and dialects.
Frásaí coitianta agus abairtí bunúsacha a úsáid.
Abairtí gearra a chruthú leis an struchtúr ceart den chuid is mó chun eolas a thabhairt agus cur síos a dhéanamh ar rudaí a bhfuil taithí phearsanta acu orthu.
Abairtí a chruthú ag úsáid aimsir chaite agus aimsir láithreach na mbriathra go cuí chun eolas a thabhairt agus cur síos a dhéanamh ar rudaí a bhfuil taithí phearsanta acu orthu.
Úsáid a bhaint as abairtí leanúnacha leis an aimsir cheart, le hord ceart na bhfocal agus le struchtúr ceart na habairte.
Úsáid chuí na gramadaí a léiriú agus difríochtaí idir struchtúr abairte agus struchtúr gramadaí a aithint i dteangacha agus i gcanúintí éagsúla.
uses single vocalisations in response to stimuli
uses one or more words and short common phrases when imitating or chorusing with another
uses multi-word vocalisations, short common phrases and basic sentences when imitating or chorusing with another.
uses complete basic sentences and speaks audibly and with clear articulation as appropriate to developmental stage. uses some basic connectives to begin to join short sentences.
completes familiar rhymes and repeats short rhymes.
uses lengthier sentences with correct word order for the most part, basic connectives and uses plurals and simple pronouns.
mostly places the verb in the correct place in the sentence.
uses past, present and future tenses in lengthier and more complex sentences while self-correcting.
uses prefixes and both subject and object pronouns correctly.
flexibly uses appropriate tenses, affixes and reflexive pronouns and clearly articulates multi-syllabic words.
uses less common adjectives and lengthier connectives to elaborate.
uses qualifiers to elaborate sentences.
uses less frequently used connectives.
use a range of less familiar adverbial conjunctions and pronouns correctly and use clauses and qualifiers to support answers.
increasingly speaks hypothetically using ‘if’ and ‘so’ clauses.
demonstrates an understanding of the impact of varying types and lengths of sentences when listening and speaking.
uses functions of grammar effectively (for example, relative pronouns and adjectives, clauses, qualifiers, modifiers and connectives) to communicate simple and complex ideas, including proposing, hypothesising and theorising.
demonstrates understanding that sentence structure and grammar conventions are less rigid in spoken (as opposed to written) language and vary depending on the audience, purpose and language being spoken.
selects language and structures most suited to the purpose, audience/listener and language being spoken.
Use different strategies such as a speaker’s gestures, tone of voice, known words, pictures, sentence structure, definitions and descriptions to acquire and show understanding of new words, to include other languages where appropriate.
Use sophisticated oral vocabulary and phrases, including the language of text, topic and subject-specific language, and express and use decontextualised language.
Select and apply a variety of strategies to acquire a wide range of words and phrases from different sources such as literature, subject-specific texts and other languages.
Critically select and use a wide-ranging, complex oral vocabulary, phrases and figurative language for familiar, abstract and subject-specific concepts and topics, as appropriate to audience and purpose.
Éisteacht le cainteoir agus leideanna éagsúla ar nós geáitsí, fíorábhar, nó tuin chainte a úsáid chun teacht ar an bpríomhtheachtaireacht agus ar an tuiscint gur féidir cumarsáid a dhéanamh i dteangacha éagsúla.
Úsáid a bhaint, le linn spraoi agus comhrá as roinnt focail/frásaí Gaeilge bunúsacha a chloiseann siad go minic.
Ciall a bhaint as focail/frásaí nua trí úsáid a bhaint as réimse straitéisí ar nós gheáitsí agus thuin chainte an chainteora, focail ghaolmhara, pictiúr, gníomhaíochtaí, mímeanna nó ón gcomhthéacs nó trí éisteacht le cur síos ar an bhfocal.
Úsáid chuí a bhaint, le linn spraoi, comhrá agus tuairisciú, as stór focal/frásaí bunúsacha a bhaineann le topaicí a bhfuil cur amach acu orthu agus focail/frásaí Gaeilge a bhaineann leis an timpeallacht scoile agus le saol an pháiste, in abairt Bhéarla agus/nó Ghaeilge.
Beannachtaí, nathanna cainte, agus frásaí coitianta a úsáid le tuin agus le foghraíocht chuí.
Úsáid a bhaint as stór focal agus frásaí ó bhéal, ina measc teanga a bhaineann le téacs agus le topaic.
Straitéisí éagsúla a úsáid chun stór focal agus frásaí a shealbhú ó fhoinsí éagsúla.
Réimse leathan beannachtaí, nathanna cainte agus frásaí coitianta a úsáid le tuin agus le foghraíocht chuí.
Úsáid a bhaint as réimse níos leithne de stór focal agus de fhrásaí i réimse seánraí.
Straitéisí éagsúla a roghnú agus a úsáid chun stór focal agus frásaí a shealbhú ó fhoinsí éagsúla.
recognises named stimuli.
links associated language with stimuli.
uses single words and common phrases and understands common pronouns and prepositions.
begins to describe properties of familiar objects and, with help, uses words and phrases from a story when retelling it.
uses a wider range of single words and short, simple sentences.
requests objects and recurrence or change in activity, uses question words appropriately and uses greetings, farewells, and protests.
understands vocabulary and phrases from a range of stories and factual accounts and uses these words and phrases appropriately in context.
infers the meaning of a new word by using gestures and context and infers the meaning of stories of increasing depth from context.
uses words or phrases to refer to feelings.
uses words and phrases acquired from stories and factual accounts in contexts beyond that in which they were originally acquired.
uses words for objects never seen and acquires new vocabulary through others’ descriptions.
uses specific language for spatial, temporal and location contexts along with basic adjectives and adverbs and uses a range of question words appropriately.
understands and uses an expanding vocabulary of words and phrases from stories, factual texts and curriculum-based topics and begins to use these words in new contexts.
uses an expanded vocabulary, acquired from texts and explains the meaning of a word and topic-specific term.
refers to events in the future and begins to use figurative language begins to use lengthier adjectives / adverbs to elaborate along with some simple idioms and metaphors.
uses words to convey less familiar meanings and recognises when words are used that sound the same but have a different meaning, using context to differentiate.
describes objects and experiences using descriptive language creatively.
uses more figurative idioms and metaphors and a range of less commonly used adverbial conjunctions.
uses more complex words and links these to more abstract concepts and meanings.
names words with the same and opposite meanings.
discusses various strategies used to source, learn and acquire new vocabulary from a range of sources whilst listening and speaking.
analyses and discusses the structure, meaning, pronunciation and origin of words from a range of subject areas and other languages.
uses vocabulary to create a particular effect when conversing and when speaking in a range of oral genres and for a variety of purposes and audiences, recognising the literal and non-literal meaning of words and how to communicate meaning through tone, facial expressions etc.
draws upon existing vocabulary to decipher words and phrases in unknown languages.
recognises and appreciates differences between subjective and objective language and demonstrates this understanding in conversations and when selecting vocabulary to create spoken texts.
recognises vocabulary which portrays prejudice, stereotyping or bias and is mindful of this whilst listening and speaking.
Demonstrate understanding through the ability to give and follow instructions, comprehend texts and clearly state a case.
Demonstrate understanding by listening actively to, understanding, analysing and responding appropriately to conversations and texts in a range of genres and across other languages where appropriate.
Demonstrate understanding by listening actively to, analysing, comparing and evaluating conversations and texts in a range of genres and across other languages where appropriate.
Respond creatively and critically to what they have heard and experienced.
Tuiscint ar chumarsáid cainteora Gaeilge a léiriú trí ghníomh nó fhreagra cuí a thabhairt as Béarla, nó trí fhocail nó frásaí coitianta Gaeilge a úsáid agus thrí threoracha gearra a leanúint.
Éisteacht go gníomhach le téacsanna agus iad a thuiscint agus a phlé.
Tuiscint a léiriú trí threoracha a leanúint agus a thabhairt. Tuiscint a léiriú trí scéilíní, míniúcháin agus cur síos a thuiscint.
identifies cues used to support instructions and/or routines.
recognises and responds to own name and other familiar words.
follows one-step instructions and shows understanding in a variety of contexts by attempting to imitate what they have seen and heard.
responds to familiar questions and follows one- to twostep instructions.
shows understanding of familiar story content, characters and vocabulary, and of factual accounts and step-by-step processes.
listens to fiction and non-fiction of increasing complexity and begins to infer meaning from context.
can follow three step instructions and respond appropriately to phrases used regularly in the school environment.
asks and responds to a wider range of questions and responds to instructions with more than three steps.
responds to a series of instructions, containing a variety of clauses and concepts.
analyses and reflects on a topic with others, recognising there are multiple dimensions and responds to and gives a series of complex instructions.
analyses information prior to responding, disregarding unnecessary information.
listens to and analyses conversations and aural texts.
paraphrases, reflects on and reframes what has been heard, identifying the genre and purpose of texts; the main ideas and how they are sequenced; and the register and techniques used uses what they have heard to inform their own creation of texts.
compares and evaluates conversations and aural texts, reflecting on the effect of the language, ideas, register and techniques used on the audience/listener(s).
infers meanings which are not explicitly stated.
uses aesthetic features of aural language (for example rhymes, puns, alliteration, assonance, sound effects, music) in their own conversations and texts.
Express personal needs, opinions and preferences, and make requests with confidence.
Ask and answer a variety of open and closed questions to seek help, get information, develop understanding, clarify and extend thinking.
Express personal needs, opinions and preferences, explaining and justifying their perspective.
Ask and answer a variety of questions – open, closed, leading, rhetorical – for a range of purposes, such as exploring and discussing texts; clarifying and extending thinking; comparing views and opinions; interviewing, speculating, arguing and persuading.
Select how and when it is appropriate to ask and answer a wide range of question types; open, closed, leading and rhetorical, for an increasing range of complex purposes.
Úsáid a bhaint as gníomhartha agus/nó comhrá coitianta chun riachtanais agus roghanna pearsanta a chur in iúl, chun iarratais a dhéanamh.
Tuairimí agus roghanna pearsanta a chur in iúl go muiníneach.
Ceisteanna oscailte agus dúnta a chur agus a fhreagairt, chun cabhair a lorg, eolas agus tuiscint a fháil.
Riachtanais, tuairimí, agus roghanna pearsanta a chur in iúl agus iarratais a dhéanamh go neamhspléach agus go muiníneach.
Réimse ceisteanna a chur agus a fhreagairt, idir oscailte, dhúnta agus treoir cheisteanna, ar mhaithe le cuspóirí éagsúla.
indicates likes, dislikes, wants and needs.
makes requests verbally or non-verbally.
makes simple choices and requests and asks simple questions. requests objects and events verbally and makes clear self-directed choices, requesting repetition, change of objects or events.
with support, engages with an unfamiliar adult to give or request information or recall an event. asks and responds to familiar questions.
asks questions to clarify others’ thoughts or actions, and to gain new information and get help.
uses complete sentences to express personal needs and asks and responds to speculative questions leading to drawing inferences.
uses language confidently to refer to their own and third parties’ thoughts. uses open and closed questions and states reasons for personal requests.
invites and responds to questions on their news and information and elaborates on reasons for personal requests.
explains and justifies their responses.
questions new information presented and defends their position and presents a case for a personal need or request.
analyses and clearly expresses personal needs, opinions and preferences, whilst being open to alternative views and perspectives, including those from other cultures.
examines and discusses different question types; recognises that questions are asked in a variety of ways and adapts their questioning to suit their purpose.
reflects on feedback in relation to their personal needs, opinions, preferences and biases, evaluating and adjusting their perspective, if necessary.
analyses and interprets their own and others questions, to inform further questioning and responses.
frames questions effectively and asks them at chosen moments, to achieve a clear purpose.
Name, describe and categorise people, objects, experiences and concepts of increasing complexity, demonstrating growing depth of knowledge and improved understanding.
Explain and justify categorisation, across the curriculum, as appropriate, and demonstrate understanding that categories are fluid and can vary.
Daoine, rudaí agus imeachtaí a aithníonn siad a ainmniú.
Daoine, rudaí, imeachtaí agus eispéiris a aithníonn siad a ainmniú agus cur síos gearr a dhéanamh orthu trí úsáid a bhaint as focail/geáitsí.
Daoine, rudaí, imeachtaí, eispéiris, agus tuairimí bunaithe ar ábhair éagsúla a ainmniú, a mhíniú agus catagóiriú a dhéanamh orthu.
Catagóirí a chruthú, a mhíniú agus údar a thabhairt leo ar ábhar trasna an churaclaim agus ar ábhar nach bhfuil cur amach aige orthu.
explores a selection of items that form a group
attends to familiar toys and objects
names familiar toys and objects.
categorises familiar objects in the environment
categorises a range of objects.
explains reasons for category membership.
gives reasons for category membership and exclusion
describes and categorises unexperienced objects and events using appropriate language to topic to explain categorisation
describes and categorises unfamiliar objects, events and experiences explaining meaning and showing knowledge of an unexperienced topic or subject
analyses and explains how and why categories are formed
uses categories across the curriculum for example, in relation to vocabulary to organise their thinking and to identify and verbalise similarities and differences
re-constructs categories depending on new criteria, appraising and justifying their new categories
Evaluates the pros and cons of using categories to organise their thinking
Tell and retell imaginative stories and narratives of increasing complexity to familiar and unfamiliar audiences using appropriate sequencing, tense and oral vocabulary.
Create narratives and retell stories and events, both real and imaginary, for various audiences, using imaginative and figurative language, elaborating where appropriate.
Taitneamh a bhaint as éisteacht le scéalta gearra simplí agus tuiscint ar na príomhphointí iontu a léiriú.
Scéalta gearra atá cloiste acu a athinsint, ag úsáid teanga/frásaí ón téacs agus/nó ag úsáid a gcuid focal féin.
Scéalta pearsanta/neamhphearsanta a insint agus a athinsint san ord ceart do luchtanna éisteachta éagsúla. Aimsirí agus stór focal oiriúnach a úsáid don chur síos.
Scéalta pearsanta/neamhphearsanta agus scéalta samhlaíocha a insint ag déanamh cur i láthair struchtúrtha do luchtanna éisteachta éagsúla. Aimsirí agus stór focal oiriúnach a úsáid don chur síos.
participates in story telling activities
with help, participates in singing songs, reciting rhymes, retelling stories, providing accounts, and presenting objects and news
with help, shares a familiar or personalfamiliar or personal story, activity or event using single or multiple words.
exchanges information on a shared experience.
with help, identifies main characters and sequences main points in a narrative.
constructs a story drawing on experiences and orally narrates to a group with support.
gives an account from direct experience sequencing up to three key events.
retells the main points of an unshared event or conversation using a clear structure to an audience of peers.
creates a short story, identifying main characters and events and tells main points of their own news.
retells a familiar story sequencing key events.
explains a factual account from direct experience to a group, introduces a topic, outlines and describes processes.
sequences events of own news in the correct order and responds to questions on it.
names and describes a problem giving main details and possible solutions. retells a wider range of events in the past, present and future and predicts outcomes.
uses more narrative plots
retells stories, explaining events and outcomes, describing characters, and identifying problems and predicting solutions
begins to sequence events forwards and backwards
describes news and events, elaborating to add detail to improve understanding for the listener
shows a clear structure in narratives with beginning, problem, plan and a resolution
uses backwards and forwards referencing to elaborate on points made
creates long and detailed narratives on complex concepts and events not encountered daily
retells stories, using the language of the text: identifies the title, names and describes characters, sequences events, explains events and outcomes, describes problems and suggests solutions, predicts outcomes and identifies and discusses the moral of the story.
creates engaging oral narratives, making effective use of aesthetic, imaginative and figurative language
elaborates using appropriate language, sequencing, register, intonation, pace, gestures, body language
and imagery watches and listens attentively in order to retell complex stories and events, keeping the audience/listener engaged and informed
discusses and reflects on their own and others’ style of oral storytelling, recognising the influence of culture and identity in how stories are told
analyses, synthesises and spontaneously retells stories and events, editing and/or elaborating for specific purposes
Listen and respond to the aesthetic and creative aspects of language and use language playfully and creatively, and across other languages as appropriate.
Manipulate language creatively through listening and responding to the aesthetic and creative aspects of language, at sound, word, sentence and text level.
Use language playfully and creatively in their own conversations and texts and across other languages as appropriate.
Aird a léiriú, éisteacht le hathrá ar dhánta, rannta agus amhráin ghearra Ghaeilge, agus páirt a ghlacadh iontu.
Athrá a dhéanamh ar dhánta, rannta agus amhráin ghearra Ghaeilge, agus freagairt dóibh le geáitsí/focail.
Éisteacht le gnéithe aeistéitiúla agus cruthaitheacha na teanga labhartha i réimse seánraí agus spraoi a bheith acu leo.
Éisteacht le gnéithe aeistéitiúla agus cruthaitheacha na teanga labhartha i réimse seánraí agus spraoi a bheith acu leo, chun cuidiú leo a dteanga labhartha féin a fhorbairt.
listens and attends to familiar rhymes and songs.
Enjoys activities involving rhymes and songs
listens to and joins in with rhymes, songs and language games.
responds to poetry, rhymes and songs through gesture, action and props
distinguishes between and has fun with nonsense words and real words. in pretend play, uses language to create simple imaginary scenarios with peers and adults.
uses language playfully and creatively in providing alternative endings for rhymes while maintaining the rhyme.
in pretend play, uses language from experiences and texts to create elaborative imaginary scenarios.
uses a growing bank of vocabulary and uses this imaginatively in oral texts
uses some specific words and phrases to share an idea in a particular way drawing on a range of experiences and texts
uses creative or imaginative language for a specific meaning or feeling, drawing on a range of experiences and texts
begins to use figurative language to add detail
uses a range of vocabulary from different sources to extend ideas and add more detail and effect
uses figurative language so an oral text has particular impact on a listener
identifies and plays with aesthetic features of aural and figurative language (for example, tongue twisters, rhymes, puns, alliteration, assonance, onomatopoeia, music and songs, sound effects, similes, metaphors) for pleasure, interest and to enrich their own conversations and texts.
experiments with aesthetic and creative features of language, inventing new sounds, words and texts, often spontaneously and without prompt
Supply, explain and justify points of information to familiar and unfamiliar audiences using topic-specific language.
Analyse and select information to communicate ideas and opinions for a variety of purposes, such as informing, debating, explaining, justifying and persuading.
Pointí eolais a fháil agus a mhíniú, agus údar a thabhairt leo.
Úsáid a bhaint as teanga a bhaineann leis an ábhar atá á phlé, le tacaíocht.
Eolas cuí a roghnú agus a úsáid chun tuairimí agus smaointe a chur in iúl go soiléir.
consistently expresses likes, dislikes, wants and needs
provides information relating to a specific topic/theme
tells what they are doing and names and describes familiar people, toys and activities.
provides a description or explanation about a visible object or person.
when retelling a familiar story with adult support, uses language removed from the current context to explain, describe problems and suggest possible solutions.
names, explains and describes familiar objects, people, events, concepts and subjects giving main points or functions.
uses language suited to topic to explain how to play, construct, conduct a process, play a game or toy
gives brief explanations and justifications for their opinions or responses showing their individuality and voice.
explains and informs on a subject or historical event, reflecting the main idea and informs on the thoughts of third parties.
shows increasing independence in presenting to class on topics, using appropriate manner and topicspecific language.
informs and reflects on their thoughts and those of third parties.
Explains and informs on a subject reflecting the main idea, interpreting information and drawing inferences
names, describes and elaborates on a problem, providing a solution
interprets new information, drawing inferences and relating information to previous experience
uses language suited to the topic to give clear explanations and descriptions, sequencing main events and using backwards and forwards referencing for clarity
provides and justifies opinion about an event
listens to, analyses and selects language and information to verbalise thoughts and beliefs about a subject, adapting their tone and register purposefully
justifies their perspective and opinions based on evidence and personal experience
listens to, interprets and reflects on competing thoughts and beliefs about complex subjects
evaluates, adjusts, reiterates and/or reframes their views, as appropriate
Describe, predict and reflect upon actions, events and processes relating to real and imaginary contexts.
Describe, predict, reflect upon and evaluate actions, events, processes, feelings and experiences relating to a wide range of real and imaginary contexts.
Cur síos, tuar agus machnamh a dhéanamh ar ghníomhartha, imeachtaí agus próisis a bhaineann le comhthéacsanna réalaíocha.
Cur síos, tuar agus machnamh a dhéanamh ar ghníomhartha, imeachtaí agus próisis a bhaineann le comhthéacsanna réalaíocha agus samhlaíocha ag úsáid teanga go muiníneach.
acknowledges when an action/event is starting and/or finishing.
anticipates familiar activities, routines and events.
uses text to prepare for familiar activities, routines, events.
says what they are doing and names and describes familiar people.
recalls/describes something they have completed in class to other members of the group.
identifies a problem and begins to use language to express own thoughts and to show awareness of others’ thoughts.
when telling a familiar story, interprets behaviours and speculates about characters’ motives.
uses language confidently to refer to their own and third parties’ thoughts.
describes and explains main points of real and imagined actions and events.
discusses and reflects upon real and imagined actions and events and elaborates on possible predicted outcomes.
explains problems and solutions and gives reasons for predicted outcomes.
reflects on their own news and predicts future events from evidence of past events.
provides a number of predicted outcomes and explanations for each.
analyses and discusses their own and others’ feelings, experiences and actions with empathy, as appropriate.
describes and predicts possible outcomes to real and imaginary experiences and events.
reflects on and evaluates their own and others’ feelings, experiences and actions, both real and imaginary.