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 map the languages in their own classroom and country, then follow how languages travel across oceans, sit across borders, and leave a legal footprint in the Gaeltacht. Noticing shape throughout: three new words per lesson, compared across languages.
| Languages in This Room and Country | ||
| Who Is in This Room, and Where Are They from? | ||
| Home Languages Beyond English and Irish | ||
| How a Language Crosses an Ocean | ||
| Families, Borders and the Gaeltacht | ||
| Discover Word Families | ||
| A Language Is Not a Country | ||
| Find the Gaeltacht on the Map | ||
Investigation shape throughout. Pupils open Irish placenames for churches and forts, meet words that began as people's names, see that naming records power, unpick Ulster's layered names, and trace surnames through real historical sources.
| Churches, Forts and People in Names | ||
| Decode the Churches in the Names | ||
| Find the Forts in the Names | ||
| Names That Turned Into Words | ||
| Power, Layers and Family Names | ||
| Who Did the Naming? | ||
| Language Layers in Ulster Names | ||
| Stories Hiding in Surnames | ||
Noticing shape throughout. Pupils take long German words apart, meet languages that work by endings, hunt false friends, build a method for checking guesses, compare word order, and decode a whole sentence they were never taught.
| How Words Are Built and Bent | ||
| Long Words Are Short Words Joined | ||
| The Ends of Words Do the Work | ||
| Hunt the False Friends | ||
| Checking Guesses and Reading Whole Sentences | ||
| Learn How to Check a Guess | ||
| Explore How Word Order Changes | ||
| Read a Sentence You Were Never Taught | ||
Reflection shape throughout. No new vocabulary. Pupils face language loss, look at Irish as a language that nearly stopped, match memory strategies to word types, see code-switching as skill, use Irish and English to break into a third language, and set a checkable target for Stage 4.
| Languages That Stop and Ways That Work | ||
| When a Language Stops | ||
| Our Own Language, Two Hundred Years Ago | ||
| Which Way Works for Which Word? | ||
| Mixing, Helping and Looking Ahead | ||
| Mixing Languages on Purpose | ||
| One Language Helping Another | ||
| What Next, and How Will I Know? | ||
Story shape throughout. No new vocabulary. Pupils learn to describe a culture without flattening it, meet tales older than their writing, meet collectors who made choices, read values out of sayings, compare music passed by ear with music fixed on a page, and close two years of Stage 3 noticing.
| Stories, Collectors and Sayings | ||
| Real Life, Not Postcards | ||
| A Story Older Than Its Writing | ||
| Who Collected the Stories? | ||
| What a Saying Says About a People | ||
| Music by Ear and Two Years of Noticing | ||
| Music Carried by Ear | ||
| Two Years of Noticing | ||
Pupils map the languages in their own classroom and country, then follow how languages travel across oceans, sit across borders, and leave a legal footprint in the Gaeltacht. Noticing shape throughout: three new words per lesson, compared across languages.
| Languages in This Room and Country | ||
| Who Is in This Room, and Where Are They from? | ||
| Home Languages Beyond English and Irish | ||
| How a Language Crosses an Ocean | ||
| Families, Borders and the Gaeltacht | ||
| Discover Word Families | ||
| A Language Is Not a Country | ||
| Find the Gaeltacht on the Map | ||
Investigation shape throughout. Pupils open Irish placenames for churches and forts, meet words that began as people's names, see that naming records power, unpick Ulster's layered names, and trace surnames through real historical sources.
| Churches, Forts and People in Names | ||
| Decode the Churches in the Names | ||
| Find the Forts in the Names | ||
| Names That Turned Into Words | ||
| Power, Layers and Family Names | ||
| Who Did the Naming? | ||
| Language Layers in Ulster Names | ||
| Stories Hiding in Surnames | ||
Noticing shape throughout. Pupils take long German words apart, meet languages that work by endings, hunt false friends, build a method for checking guesses, compare word order, and decode a whole sentence they were never taught.
| How Words Are Built and Bent | ||
| Long Words Are Short Words Joined | ||
| The Ends of Words Do the Work | ||
| Hunt the False Friends | ||
| Checking Guesses and Reading Whole Sentences | ||
| Learn How to Check a Guess | ||
| Explore How Word Order Changes | ||
| Read a Sentence You Were Never Taught | ||
Reflection shape throughout. No new vocabulary. Pupils face language loss, look at Irish as a language that nearly stopped, match memory strategies to word types, see code-switching as skill, use Irish and English to break into a third language, and set a checkable target for Stage 4.
| Languages That Stop and Ways That Work | ||
| When a Language Stops | ||
| Our Own Language, Two Hundred Years Ago | ||
| Which Way Works for Which Word? | ||
| Mixing, Helping and Looking Ahead | ||
| Mixing Languages on Purpose | ||
| One Language Helping Another | ||
| What Next, and How Will I Know? | ||
Story shape throughout. No new vocabulary. Pupils learn to describe a culture without flattening it, meet tales older than their writing, meet collectors who made choices, read values out of sayings, compare music passed by ear with music fixed on a page, and close two years of Stage 3 noticing.
| Stories, Collectors and Sayings | ||
| Real Life, Not Postcards | ||
| A Story Older Than Its Writing | ||
| Who Collected the Stories? | ||
| What a Saying Says About a People | ||
| Music by Ear and Two Years of Noticing | ||
| Music Carried by Ear | ||
| Two Years of Noticing | ||
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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