A complete year of Languages, delivered by teacher-led interactive-whiteboard lessons, a printed pupil Activity Book, and a Teacher Resource Book, built to the NCCA’s Modern Foreign Languages outcomes.
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Pupils discover that languages already fill their classroom, school, town and island. They meet the same everyday meanings wearing different coats across languages, and begin to listen for which language they are hearing.
| Languages Nearby | ||
| How Many Languages Are in This Room? | ||
| Languages in Our School | ||
| Languages in Our Town | ||
| Beyond Words and Borders | ||
| Languages Without Words | ||
| More Than One Language at Once | ||
| The Languages of This Island | ||
Investigation module. Pupils decode Irish placenames, trace borrowed English words, meet Viking town names, read the landscape in townland names, and open the story inside surnames. The decoding is the lesson; there is no themed word list.
| Reading Irish Placenames | ||
| Reading a Placename | ||
| Two Names, One Place | ||
| Words and Names That Travelled | ||
| Words That Travelled Here | ||
| The Vikings Named These Towns | ||
| Names in the Land and at Home | ||
| Named for What Was Really There | ||
| The Story in Your Own Name | ||
Pupils notice accents and special marks, punctuation that differs across languages, true cognate cousins, number systems that do sums out loud, writing systems beyond our alphabet, and how knowledge of one language helps with another. No grammar terminology: they describe what they see in their own words.
| Marks, Sounds and Questions | ||
| The Marks Above the Letters | ||
| Punctuation Is Not the Same Everywhere | ||
| Patterns Across Languages | ||
| Words That Look Like Cousins | ||
| Counting Is Not the Same Everywhere | ||
| Not Every Language Uses Our Writing System | ||
| Using What You Already Know | ||
| Using What You Already Know | ||
Reflection module. No new vocabulary. Pupils build their own case for learning languages, test how they remember words, write a personal strategy, apply Irish reading skill to a new language, and assess progress against evidence from earlier in the year.
| Why Languages Matter | ||
| What Can You Do That a Phone Can't? | ||
| Languages Open Doors | ||
| How I Learn Best | ||
| How Do You Actually Remember a Word? | ||
| My Own Way of Learning | ||
| Skills I Have and Progress I Can See | ||
| A Skill You Already Have | ||
| What I Could Not Do in September | ||
Story module. No new vocabulary. Pupils describe their own culture as a visitor might see it, compare a tale told two ways, find trickster stories that travel, meet idioms that make no literal sense, hear one birthday tune in many languages, and close the year with céad míle fáilte. Cultures are compared, never ranked.
| Our Culture and Our Stories | ||
| My Own Culture, Seen from Outside | ||
| A Story Told Two Ways | ||
| Tales and Sayings That Travel | ||
| The Same Story, Everywhere | ||
| Sayings That Make No Sense | ||
| Songs and a Hundred Thousand Welcomes | ||
| One Tune, Many Words | ||
| A Hundred Thousand Welcomes | ||
Pupils discover that languages already fill their classroom, school, town and island. They meet the same everyday meanings wearing different coats across languages, and begin to listen for which language they are hearing.
| Languages Nearby | ||
| How Many Languages Are in This Room? | ||
| Languages in Our School | ||
| Languages in Our Town | ||
| Beyond Words and Borders | ||
| Languages Without Words | ||
| More Than One Language at Once | ||
| The Languages of This Island | ||
Investigation module. Pupils decode Irish placenames, trace borrowed English words, meet Viking town names, read the landscape in townland names, and open the story inside surnames. The decoding is the lesson; there is no themed word list.
| Reading Irish Placenames | ||
| Reading a Placename | ||
| Two Names, One Place | ||
| Words and Names That Travelled | ||
| Words That Travelled Here | ||
| The Vikings Named These Towns | ||
| Names in the Land and at Home | ||
| Named for What Was Really There | ||
| The Story in Your Own Name | ||
Pupils notice accents and special marks, punctuation that differs across languages, true cognate cousins, number systems that do sums out loud, writing systems beyond our alphabet, and how knowledge of one language helps with another. No grammar terminology: they describe what they see in their own words.
| Marks, Sounds and Questions | ||
| The Marks Above the Letters | ||
| Punctuation Is Not the Same Everywhere | ||
| Patterns Across Languages | ||
| Words That Look Like Cousins | ||
| Counting Is Not the Same Everywhere | ||
| Not Every Language Uses Our Writing System | ||
| Using What You Already Know | ||
| Using What You Already Know | ||
Reflection module. No new vocabulary. Pupils build their own case for learning languages, test how they remember words, write a personal strategy, apply Irish reading skill to a new language, and assess progress against evidence from earlier in the year.
| Why Languages Matter | ||
| What Can You Do That a Phone Can't? | ||
| Languages Open Doors | ||
| How I Learn Best | ||
| How Do You Actually Remember a Word? | ||
| My Own Way of Learning | ||
| Skills I Have and Progress I Can See | ||
| A Skill You Already Have | ||
| What I Could Not Do in September | ||
Story module. No new vocabulary. Pupils describe their own culture as a visitor might see it, compare a tale told two ways, find trickster stories that travel, meet idioms that make no literal sense, hear one birthday tune in many languages, and close the year with céad míle fáilte. Cultures are compared, never ranked.
| Our Culture and Our Stories | ||
| My Own Culture, Seen from Outside | ||
| A Story Told Two Ways | ||
| Tales and Sayings That Travel | ||
| The Same Story, Everywhere | ||
| Sayings That Make No Sense | ||
| Songs and a Hundred Thousand Welcomes | ||
| One Tune, Many Words | ||
| A Hundred Thousand Welcomes | ||
See exactly how this course maps to official curriculum specifications
The curriculum does not include official reference codes for individual learning outcomes, so we have assigned a code scheme to make it easier to identify and track coverage.
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