Developed with teachers, these Examples give insights into how teachers work with learning outcomes to make decisions about what they teach, the types of activities, experiences and pedagogies they use, and the information they gather on how well children are doing in their language learning.

Each example is accompanied by 'Support Information' which provides more detail on the school and classroom context, and the choices made by the teacher in preparing, teaching and assessing the children's learning. They also contain some reflective questions which you might find useful when thinking about your own practice.

The Progression Continua are available for download here. If you intend to print the Progression Continua we recommend that you print it in A3. You can access the online interactive version by filtering by school type and strand from the Primary Language Curriculum homepage.

Tá an Contanaim Dul chun Cinn ar fáil le híoslódáil anseo. Má tá sé i gceist agat an Contanaim Dul chun Cinn a phriontáil molaimid duit é a phriontáil i A3. Is féidir leat rochtain a fháil ar an leagan idirghníomhach ar líne trí scagadh de réir an chineáil scoile agus snáithe ó leathanach baile Churaclam Teanga na Bunscoile

Teacher-child interactions are at the heart of the work in schools supporting children’s language learning and development. The Support Materials presented here provide a range of research-based teaching strategies and methodologies to help children’s language development in both English (L1) and Irish (L2). Some of these materials focus on language concepts and skills specific to English or Irish, while others focus on concepts and skills that underpin both languages.

The Support Materials are organised in the table below according to the relevant strand or strands. You can access the full suite of materials by clicking the strand link at the top of each column or you can access each individual support material by following the title links.

Developed with teachers, these Examples give insights into how teachers work with learning outcomes to make decisions about what they teach, the types of activities, experiences and pedagogies they use, and the information they gather on how well children are doing in their language learning.

Each example is accompanied by 'Support Information' which provides more detail on the school and classroom context, and the choices made by the teacher in preparing, teaching and assessing the children's learning. They also contain some reflective questions which you might find useful when thinking about your own practice.