Purpose, genre, and voice

Stage 1

Junior and senior infants

Through appropriately playful and engaging learning experiences, children should be able to

Stage 2

First and second classes

Through appropriately playful and engaging learning experiences, children should be able to

Stage 3

Third and fourth classes

Through appropriately playful and engaging learning experiences, children should be able to

Stage 4

Fifth and sixth classes

Through appropriately engaging learning experiences, children should be able to

Experience and respond to the aesthetic Aesthetic
The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. , creative, and imaginative aspects of text and a range of genres expressing preferences and opinions.

• Taithí a fháil ar ghnéithe aeistéitiúla, cruthaitheacha agus samhlaíocha téacs agus réimse seánraí, freagairt dóibh agus roghanna agus tuairimí ina leith a chur in iúl.

  Taithí a fháil ar ghnéithe aeistéitiúla, cruthaitheacha agus samhlaíocha téacs  agus ar réimse níos leithne seánraí, freagairt dóibh, agus roghanna  agus tuairimí a chosaint.

  (TF7, C1 + 2)

Experience and respond to the aesthetic Aesthetic
The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. , creative and imaginative aspects of texts and a wider range of genres justifying preferences and opinions.

• Gnéithe de théacs  a chuireann cuspóir, seánra nó guthanna ar leith in iúl a ainmniú agus a phlé. Ciall a bhaint as téacs  cé nach bhfuil sé mínithe go soiléir.

  Freagairt do ghnéithe aeistéitiúla, cruthaitheacha agus samhlaíocha  téacs  i seánraí éagsúla trasna an churaclaim. A gcuid tuairimí agus roghanna ar na gnéithe sin a chosaint agus údar a thabhairt leo.

  (TF7, C3)

Identify and discuss features of texts which convey a particular purpose, genre Genre
Genres are types of multi-sentence oral or written text structures that have become conventionalised for particular purposes with expected organisational patterns, as well as language features related to register e.g., narrative, informational, persuasive, and multi-genre. Simply put, genre refers to a selection of writing forms in order to recount, explain, entertain, inform, give instructions, narrate, persuade and justify opinions. , or voice and infer meanings which are not explicitly stated.

Respond to the aesthetic Aesthetic
The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. , creative, and imaginative aspects of a wide range of texts in various genres across the curriculum and defend their preferences and opinions.

• An tionchar a bhíonn ag cultúr agus féiniúlacht ar chruthú téacs  i réimse seánraí a aithint agus a fhiosrú.

  Machnamh criticiúil a dhéanamh ar an bhfreagairt a thug siad do  ghnéithe aeistéitiúla, cruthaitheacha agus samhlaíocha téacs  i seánraí éagsúla trasna an churaclaim.

  (TF7, C4)

Recognise and examine the implications of culture and identity on the creation of texts across a range of genres.

Critically reflect on their response to the aesthetic Aesthetic
The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. , creative, and imaginative aspects of a wide range of texts in various genres across the curriculum.