Two lessons that establish three things: an honest map of where you are starting from (the confidence audit); a working understanding of what the JC DML Short Course requires of students (and therefore of you); and a productive mindset for delivering an unusually wide subject without pretending to be an expert across all of it.
| Welcome, Confidence Audit and the Lead Learner Mindset | Beginner | ||
| The JC DML Short Course — Four Strands, One CBA, 100 Hours | Beginner |
Critical evaluation is the spine of DML — Strand 2 of the spec, with strong overlaps into Strand 3. This module gives you frameworks and worked examples for teaching real critical evaluation: source evaluation, the spec-explicit distinction between misinformation and disinformation, algorithmic curation and bias, and the new layer of generative AI content.
| Source Evaluation, Misinformation Vs Disinformation, and Algorithmic Curation | Beginner | ||
| Ai-generated Content — a New Critical Literacy | Beginner |
Two lessons that cover the practical and the personal sides of DML: practical creation (including the spec's specific digital montage activity, LO 3.8), and the rights / responsibilities / wellbeing thread that runs across Strands 1 and 4, including the spec's specific class-charter activity (LO 1.7) and the role of Coimisiún na Meán as the Irish regulator (LO 4.3).
| Audio, Video, Visual Production and the Digital Montage | Beginner | ||
| Identity, Rights, the Charter, and Digital Wellbeing | Beginner |
The JC DML Short Course has one Classroom-Based Assessment, called the Student Project. It is a significant piece of work in a digital format of the student's choice, completed toward the end of the course, demonstrating engagement with learning outcomes across the strands. It is reported on the JCPA and judged using the NCCA Features of Quality. Three lessons cover: reading the Features of Quality fluently, coaching cross-strand topic choice and scoping, and supervising / judging the project plus the SLAR meeting (held 'where feasible' per the specification).
| The Student Project and the Features of Quality | Beginner | ||
| Coaching the Student Project — Cross-strand Topic Choice and Scoping | Beginner | ||
| Supervising, Judging, and the SLAR Meeting | Beginner |
JC DML rarely sits on its own — it overlaps naturally with English (text analysis, persuasive writing), SPHE (wellbeing, identity, relationships), Art (visual literacy, design), and Religious Education (ethics, identity, community). This module closes the course by treating those overlaps as opportunities and by synthesising everything into the participant's year plan and final reflection.
| Cross-curricular Integration and Whole-school Digital Citizenship | Beginner | ||
| Your Year Plan and Final Reflection | Beginner |
Two lessons that establish three things: an honest map of where you are starting from (the confidence audit); a working understanding of what the JC DML Short Course requires of students (and therefore of you); and a productive mindset for delivering an unusually wide subject without pretending to be an expert across all of it.
| Welcome, Confidence Audit and the Lead Learner Mindset | Beginner | ||
| The JC DML Short Course — Four Strands, One CBA, 100 Hours | Beginner |
Critical evaluation is the spine of DML — Strand 2 of the spec, with strong overlaps into Strand 3. This module gives you frameworks and worked examples for teaching real critical evaluation: source evaluation, the spec-explicit distinction between misinformation and disinformation, algorithmic curation and bias, and the new layer of generative AI content.
| Source Evaluation, Misinformation Vs Disinformation, and Algorithmic Curation | Beginner | ||
| Ai-generated Content — a New Critical Literacy | Beginner |
Two lessons that cover the practical and the personal sides of DML: practical creation (including the spec's specific digital montage activity, LO 3.8), and the rights / responsibilities / wellbeing thread that runs across Strands 1 and 4, including the spec's specific class-charter activity (LO 1.7) and the role of Coimisiún na Meán as the Irish regulator (LO 4.3).
| Audio, Video, Visual Production and the Digital Montage | Beginner | ||
| Identity, Rights, the Charter, and Digital Wellbeing | Beginner |
The JC DML Short Course has one Classroom-Based Assessment, called the Student Project. It is a significant piece of work in a digital format of the student's choice, completed toward the end of the course, demonstrating engagement with learning outcomes across the strands. It is reported on the JCPA and judged using the NCCA Features of Quality. Three lessons cover: reading the Features of Quality fluently, coaching cross-strand topic choice and scoping, and supervising / judging the project plus the SLAR meeting (held 'where feasible' per the specification).
| The Student Project and the Features of Quality | Beginner | ||
| Coaching the Student Project — Cross-strand Topic Choice and Scoping | Beginner | ||
| Supervising, Judging, and the SLAR Meeting | Beginner |
JC DML rarely sits on its own — it overlaps naturally with English (text analysis, persuasive writing), SPHE (wellbeing, identity, relationships), Art (visual literacy, design), and Religious Education (ethics, identity, community). This module closes the course by treating those overlaps as opportunities and by synthesising everything into the participant's year plan and final reflection.
| Cross-curricular Integration and Whole-school Digital Citizenship | Beginner | ||
| Your Year Plan and Final Reflection | Beginner |
Enrol today and learn at your own pace.