Welcome to the learning outcomes of the Primary Language Curriculum.
Here you can navigate the learning outcomes by strand (Oral Language, Reading, Writing, Teanga Ó Bhéal, Léitheoireacht, Scríbhneoireacht) using the menu on the left.
In the tables below, you'll notice that when you hover on a tab number the relevant learning outcome label appears. Once you click on the relevant learning outcome tab, it appears with the associated Examples of Children's Language Learning, Support Materials for teachers and progression steps
Attend to, take part in and enjoy listening to reading and talking about the meaning and interpretation of written words and illustrations with others, recognising themselves as readers.
Discover and explore texts in various languages.
Develop their interest in and enjoyment of literature and reading in a variety of genres across the curriculum.
Engage with texts of increasing complexity and discover and explore texts in various languages.
Taitneamh a bhaint as éisteacht le scéalta gearra simplí á léamh.
A thuiscint go gcuirtear brí in iúl trí chiall a bhaint as focail scríofa agus léaráidí.
Páirt a ghlacadh i léitheoireacht agus taitneamh a bhaint as éisteacht léi. Iad féin a aithint mar léitheoirí.
Taitneamh a bhaint as téacsanna a léamh agus brí na bhfocal, na bhfrásaí, agus na léaráidí i dtéacs a phlé.
Téacsanna i dteangacha éagsúla a fhiosrú.
Iad féin a aithint mar léitheoirí. A spéis/sásamh sa litríocht agus sa léitheoireacht i réimse seánraí trasna an churaclaim a fhorbairt.
listens and attends to a range of reading material.
enjoys listening to stories and responds to focal points in illustrations.
enjoys read-aloud activities and talks about illustrations, and reads in play scenarios.
enjoys read-aloud activities and identifies detail in illustrations and shares interpretation of these, and uses reading more purposefully in play scenarios.
independently and with others enjoys listening to, reading and exploring a range of genres, and shares their interpretation of meaning held in both illustration and text.
enjoys exploring a wider range of genres and uses illustrations and text to share predictions and infer meaning.
enjoys interpreting text and illustration and shares these while listening to and questioning others' interpretations.
with others, enjoys evaluating texts on areas of interest and information, identifies, interprets and summarises main messages in text and shares these.
interprets the author's intent through illustration and written words, shares these interpretations and defends their opinion.
interprets, discusses, and defends opinions on texts.
examines and discusses the enjoyment and purpose of literature and reading.
engages in discussions and debates about texts.
evaluates own engagement with texts.
discusses and evaluates their role as readers.
Choose, read and communicate about text in a range of genres and languages for pleasure and interest.
Choose, read and communicate about text in a range of genres and languages for pleasure, interest and specific purposes.
Choose, read and critically respond to texts in a range of genres and languages across the curriculum for pleasure, interest and specific purposes.
Téacs a roghnú ar mhaithe le pléisiúr nó spéis.
Téacs gearr simplí a roghnú ar mhaithe le pléisiúr nó spéis agus é a phlé ina bhfocail féin, le tacaíocht.
Téacs i réimse seánraí a roghnú, a léamh, agus a phlé ar mhaithe le pléisiúr, cuspóirí ar leith agus spéis.
Téacs i réimse seánraí a roghnú agus a phlé ar mhaithe le pléisiúr, spéis, agus cuspóirí ar leith. Machnamh a dhéanamh ar na téacsanna sin.
shows a preference for particular reading material.
looks at books and chooses favourite ones.
independently and with others, chooses and engages with texts for enjoyment and interest.
chooses and enjoys favourite books from a range of genres expressing preferences.
explicitly shares reasons for their book choices.
can identify and select books of interest that are readable by them.
chooses books from a range of genres◊ identifying a favourite genre or type of book and shares reasons.
enjoys sharing experiences with texts on an area of interest, with others and uses key points from texts for a specific purpose.
chooses and engages with texts for specific purposes and evaluates texts with a purpose/ project in mind.
confidently selects texts based on own interests, reading ability, and for specific purposes.
identifies texts which will extend reading skills and interests.
chooses and evaluates texts to facilitate learning across the curriculum.
evaluates the choices made while selecting texts for own reading preference or for a specific purpose.
Identify and use basic conventions of print in text.
Use conventions of print and sentence structure to help understand text.
Analyse and compare conventions of print in texts of increasing complexity.
Analyse sentence structures, including simple, compound and complex sentences in texts.
Compare sentence structures and texts in various languages.
Gnásanna bunúsacha an chló a aithint agus a úsáid.
Gnásanna an chló a aithint agus a úsáid.
Gnásanna an chló a úsáid chun brí a bhaint as téacs.
Struchtúr abairte a thabhairt faoi deara agus a phlé.
Staidéar a dhéanamh ar struchtúr na habairte, idir abairtí simplí, abairtí comhshuite agus abairtí casta, i dtéacsanna.
Comparáid a dhéanamh idir struchtúr abairte na Gaeilge agus struchtúr abairte i dteangacha eile.
explores books and demonstrates book handling skills.
recognises and/or identifies that print such as signs, logos, pictures and words carry meaning.
understands that illustrations in books carry meaning.
identifies letters as being different from other symbols and reads left to right, top to bottom, page to page and identifies pictures in books.
demonstrates one-to-one correspondence between written and spoken words, identifies letters, words, sentences, capital letters and full-stops and points out cover, title and author in books.
uses correct word order when reading and adheres to fullstops to punctuate their reading.
uses spaces and question marks to punctuate and add intonation to reading.
uses quotation marks and exclamation marks to punctuate and add intonation to reading.
uses commas and paragraphs to punctuate and add intonation to reading.
identifies, names and uses a range of conventions of print in context (for example colon, semicolon, dash, apostrophe, hyphen etc.)
examines and discusses various sentence structures (including simple, compound, and complex sentences) and conventions of print in texts in English, Irish and other languages.
names, and explains a wide range of conventions of print and discusses their purpose.
evaluates the impact of various sentence structures and conventions of print on a readers’ understanding of text.
Play with, recognise and manipulate sounds such as syllables, rhyme, onset-rime and phonemes in spoken words.
Compare sounds and patterns in words found in texts in various genres across the curriculum.
Recognise and compare sounds in words in English, Irish, other languages and across dialects and accents.
Imirt le fuaimeanna ar nós siollaí, ríme, comhfhuaim ríme agus fóinéimí i bhfocail labhartha, agus iad a aithint.
Fuaimeanna ar nós siollaí, ríme, tús fhoghar, foghair deiridh, agus fóinéimí i bhfocail labhartha agus scríofa a aithint.
acknowledges and responds to familiar sounds, rhymes and songs.
identifies familiar sounds.
listens to and participates in familiar sounds, rhymes and songs.
completes missing lines in nursery rhymes and recognises sounds of familiar letters. identifies words as sound units within sentences. demonstrates the ability to clap a rhythm.
identifies and generates rhyming words, recognising onset-rime.
distinguishes between two spoken sounds. demonstrates an awareness of changes in sounds of words.
blends onset rime and counts, pronounces, segments and blends syllables in spoken words.
identifies initial, terminal and medial sounds in words of three phonemes and segments and blends spoken words of two, three, four and five phonemes.
divides words into their onset-rime and reproduces common letter patterns and groups.
verbally segments spoken single and multi-syllable words into their complete sequence of individual sounds. verbally deletes and substitutes individual sounds to make new words.
recognises consonant/vowel sound patterns in syllables of spoken words.
uses syllables in new words heard to divide and blend.
recognises that some words contain silent sounds which are not spoken.
breaks new words into syllables, with confidence.
identifies and discusses sounds and patterns in words in English, Irish and other languages.
breaks words into syllables and uses their knowledge of consonants and vowel sounds to recognise and blend them verbally.
recognises patterns in spoken words and uses knowledge of existing words to segment and blend new words.
uses knowledge of patterns and sounds to decipher words found in subject/topic specific content.
examines and discusses sounds and patterns in a wider range of words in English, Irish and other languages.
uses knowledge of patterns and sounds to decipher words in subject/topic specific texts.
Recognise, name and sound all lower- and upper-case letters and common letter patterns, displaying some word-identification strategies when reading instructional and independent-level texts.
Use phonic knowledge and a range of word identification strategies with flexibility and confidence when reading instructional and independent-level texts.
Use a range of word identification strategies flexibly and with confidence when reading instructional and independent-level texts across the curriculum.
Use existing language skills and knowledge to decipher text in other languages.
Feasacht foghraíochta bhunúsach a úsáid agus tús a chur le roinnt straitéisí aitheanta focal a úsáid agus iad ag léamh téacsanna ar a leibhéal teagaisc agus leibhéal neamhspleách.
Gach litir ó aibítir na Gaeilge a ainmniú agus a fhuaimniú. Patrúin choitianta litreacha, agus straitéisí aitheanta focal a úsáid agus iad ag léamh téacsanna ag a leibhéal teagaisc agus ag leibhéal neamhspleách.
Foghraíocht na Gaeilge a úsáid le linn léitheoireachta.
Feasacht fóineolaíochta agus réimse straitéisí aitheanta focal a úsáid agus iad ag léamh téacsanna ag a leibhéal teagaisc agus ag leibhéal neamhspleách.
Cosúlachtaí agus difríochtaí idir focail agus patrúin i bhfocail a aithint agus a fhiosrú i dtéacsanna, i seánraí agus i dteangacha éagsúla.
explores sign, symbol and word recognition.
recognises some letters from own name.
identifies signs, symbols and words.
recognises and names familiar letters such as those in own name and in the immediate environment, and recognises some personal and other familiar words.
links familiar printed signs or names to objects or people. recognises some similarities and/or differences between a pair of pictures/ objects.
recognises, names and sounds some lower-case and upper-case letters and begins to blend phonemes.
recognises a few high-frequency words in familiar contexts and uses one or two letters, often first and last, to identify other words. uses pictorial cues to read some words.
names and sounds all lower- and upper-case letters, recognises short vowel sounds, blends phonemes and recognises some common letter patterns.
reads a range of high-frequency words and CVC words, and reads short, simple sentences. uses cues from pictures and from sentences to read.
recognises some digraphs and blends and reads words containing short and long vowel sounds.
uses their knowledge of sight-words, letter patterns, sounds and cues from surrounding text to read words and uses some word identification strategies with growing confidence.
begins to distinguish between letter sound relationships in L1 and L2.
deletes, adds and substitutes letters to create and identify words,
recognises similar sounds from different letter combinations and reads a range of words with digraphs, letter patterns and some with consonant and vowel digraphs.
uses their knowledge of syllables, prior knowledge and cues from the context to read words and uses a growing range of word identification strategies with confidence.
identifies similarities in letter-sound relationships in L1 and L2.
reads increasingly demanding digraphs, letter patterns and consonant and vowel digraphs and uses phonological skills flexibly.
uses a range of word identification strategies flexibly and confidently to identify words.
identifies some differences in letter sound relationships in L1 and L2.
uses their knowledge of letter sequences, digraphs, root words, syllables, silent letters, prefixes and suffixes to identify a wider range of words.
identifies relationships in L1 and L2.
identifies and discusses vocabulary that is similar in English, Irish, and other languages.
analyses and discusses the origins of words from a range of subject areas.
assesses a wide range of word identification strategies used while reading texts.
uses existing knowledge of language to decipher texts in other languages.
Acquire appropriate vocabulary to support the comprehension of text shared by the teacher or read independently.
Talk about and use new vocabulary as it arises, drawing on context and identifying words with similar meaning and words with similar sounds but different meaning.
Acquire appropriate vocabulary to support the independent comprehension of text.
Draw on a developing knowledge of word structure and word parts, including some prefixes and suffixes, to clarify and discuss the meaning of words.
Acquire deep and broad vocabulary knowledge to facilitate independent comprehension of texts, to include subject-specific texts.
Draw on an increasing knowledge of word structure and word parts, including prefixes, suffixes and root words, to independently uncover the meaning of words encountered in texts. Use knowledge of synonyms, antonyms, homonyms, homographs and homophones to clarify and discuss the meaning of new and known vocabulary.
Use appropriate reference materials to independently uncover the meaning of unknown words.
Stór focal a shealbhú trí éisteacht le téacsanna éagsúla agus iad a phlé le daoine eile.
Stór focal/teanga nua léitheoireachta a thuiscint, a shealbhú agus a phlé agus é a úsáid.
Úsáid a bhaint as an gcomhthéacs agus leideanna sa téacs chun focail nua a thuiscint agus a shealbhú.
Stór focal cuí a shealbhú chun tacú le tuiscint ar théacs go neamhspleách nó i bpáirt.
Úsáid a bhaint as réimse straitéisí tuisceana agus eolais chun brí focal/frásaí nua a dheimhniú agus a phlé.
listens to new words and phrases represented by text, modelled by another.
listens to new words and phrases represented by text, modelled by another, and uses them in emerging reading.
acquires new vocabulary listening to a variety of texts read aloud and repeats new words and phrases in their emerging reading.
acquires new vocabulary listening to new words and phrases modelled by the teacher and begins to demonstrate some understanding.
acquires new words and phrases from a variety of instructional and independent level texts and the teacher, and talks about their meaning. uses some new words in responses to texts.
uses a range of strategies to understand and discuss new words in texts and understands that the same idea can be conveyed using different phrases.
explores words that have the same meaning and words that have the same sound but a different meaning.
identifies and uses new words and phrases appropriately in a variety of contexts and begins to use dictionaries to find word meanings.
recognises some synonyms, homonyms, antonyms, prefixes, suffixes and root words.
uses dictionaries and other references to find word meanings.
flexibly uses a range of strategies including knowledge of synonyms, homonyms, antonyms, affixes and root words to understand unfamiliar words.
uses thesauruses and other references to find and use word meanings across the curriculum.
identifies and explains synonyms, homonyms, antonyms, prefixes, suffixes, and root words found in texts.
identifies and uses a variety of strategies to understand words in texts.
Experience and respond to the aesthetic, creative, and imaginative aspects of text and a range of genres expressing preferences and opinions.
Experience and respond to the aesthetic, creative and imaginative aspects of texts and a wider range of genres justifying preferences and opinions.
Identify and discuss features of texts which convey a particular purpose, genre, or voice and infer meanings which are not explicitly stated.
Respond to the aesthetic, creative, and imaginative aspects of a wide range of texts in various genres across the curriculum and defend their preferences and opinions.
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, creative, and imaginative aspects of a wide range of texts in various genres across the curriculum.
Taithí a fháil agus freagairt do théacs trí úsáid a bhaint as geáitsí agus/nó comhrá.
Tuairimí mar gheall ar théacs a chur in iúl trí úsáid a bhaint as geáitsí agus/nó comhrá.
Taithí a fháil ar agus freagairt do ghnéithe aeistéitiúla, cruthaitheacha agus samhlaíocha téacs i réimse seánraí.
Freagairt do ghnéithe aeistéitiúla, samhlaíocha agus cruthaitheacha téacs agus roghanna ar na gnéithe sin a chosaint agus údar a thabhairt leo.
recognises the link between text and the meaning it conveys.
enjoys listening to stories, rhymes and poems read by others, and indicates favourites.
enjoys listening to different genres◊ expressing preferences and opinions and plays with language in rhymes, riddles, jokes, nonsense words and songs.
enjoys listening to and responding to a variety of genres◊ including informational texts and uses language playfully and imaginatively in personal narratives.
shows understanding of purpose of reading, for example, in play scenarios.
enjoys reading a range of stories, rhymes, poems and non-fictional texts and begins to distinguish between a story and a poem or rhyme.
enjoys reading a wide range of fictional and nonfictional texts and describing differences.
between stories, poems and nonfictional texts, and uses language playfully and imaginatively in response to texts read.
begins to read texts for specific purposes, identifying some differences between genres◊ and begins to justify preferences and opinions.
begins to use a table of contents in simple nonfictional texts to gather information.
reads texts for specific purposes and justifies preferences and opinions.
uses lists and diagrams in simple nonfictional texts to gather specific information.
selects relevant information from a range of features of non-fictional texts and recognises emotive language in texts read.
examines and discusses the validity of sources used to create texts.
identifies and describes features of texts which highlight individual voice.
discusses and explains the purpose of texts.
examines and discusses how Irish culture and identity are portrayed in texts.
Evaluates the validity of sources to create texts.
evaluates and reflects on features of texts which highlight individual voices.
examines and discusses how different cultures and identities are portrayed in texts.
examines and evaluates a variety of opinions, perspectives, and cultures across various genres.
examines and discusses bias, stereotyping and prejudice portrayed in texts.
Discuss and share thoughts and opinions on texts in a range of genres across the curriculum. Consider and discuss author’s intent.
Compare, contrast and critically reflect on the intent of different authors and discuss various interpretations of text in a wide range of genres.
Éisteacht le téacs agus a gcuid tuairimí agus smaointe a roinnt agus a phlé.
Na tuiscintí éagsúla a bhaineann le téacs a aithint agus a phlé.
responds to a range of texts.
responds to a range of texts, indicating preferences.
expresses some thoughts and feelings about what has been read in a variety of ways.
expresses thoughts and feelings about what has been read and identifies the main idea from the text.
expresses thoughts, feelings and opinions in relation to a text and gives reasons for their opinions based on the information provided in the text.
begins to identify, with support and direction, the author’s intent and discusses the point of view being presented in a text.
Begins to use evidence from the text to support their views.
expresses personal opinions about texts and about the ideas presented in texts.
identifies the author’s point of view presented in a text. Uses evidence from the text to support their views.
explains their understanding and interpretation of a text, justifying their responses logically, referring to evidence in the text and discussing the author’s intent and point of view.
interprets and discusses texts, exploring the ways in which the author can use and manipulate language in order to create effect or to engage/affect the reader.
reconsiders an initial response to a text in light of subsequent information that emerges in a text.
conveys personal interpretation of text.
recognises the influence of an author’s identity on messages being conveyed.
discusses and evaluates viewpoints and messages of different texts on the same topic.
evaluates the influence of the reader’s prior knowledge and own identity on interpretation of texts.
assesses the link between the author’s intent and the language register chosen.
Recall, discuss and sequence significant details and identify key points of information in text.
Compare and select comprehension strategies flexibly and interchangeably and use background knowledge to engage with text in a variety of genres independently or collaboratively.
Choose, justify, and apply comprehension strategies to engage with text in a variety of genres across the curriculum, independently or collaboratively, and continue to draw on background knowledge.
Compare and synthesise information, thoughts, and ideas from a variety of text sources.
Draw on background knowledge as well as a range of comprehension strategies to engage with and create meaning when working with a range of texts independently or collaboratively.
Draw on a repertoire of comprehension strategies and background knowledge to comprehend text independently or collaboratively.
Éisteacht leis na sonraí is tábhachtaí i dtéacs gearr simplí agus tuiscint a léiriú orthu.
Léaráidí i dtéacs a úsáid mar áis chun eolas breise a fháil faoin téacs.
Éisteacht le téacs agus na sonraí is tábhachtaí a thabhairt chun cuimhne.
Úsáid a bhaint as eolas cúlra agus réimse straitéisí tuisceana chun dul i ngleic le téacs agus brí a bhaint as le linn a bheith ag obair ar réimse téacsanna go neamhspleách nó i bpáirt le daoine eile.
demonstrates understanding of one or more signs, symbols or text for enjoyment or practical purposes.
sequences a story read or a personal experience using 2-3 objects, marks, drawings or mimes.
finds specific objects in stories read to them and responds nonverbally and/or verbally to simple statements and questions about a main event or character.
sequences main events using a small number of pictures.
predicts a story based on the front cover and internal illustrations before and during the teacher’s reading of it and makes inferences.
makes connections between points in a story while listening to the teacher read.
responds nonverbally and/or verbally to simple stories and poems and asks and answers questions about main events and characters.
begins to determine the importance of information and retells main points of a story in sequence.
predicts the story/topic based on title while drawing on their prior knowledge and visualises while listening to the teacher read a story or informational text.
retells familiar stories accurately using key details and asks questions about events, characters and setting.
shows some understanding of informational texts read aloud by the teacher.
listens to stories, poems and informational texts and retells main points with some sequencing.
modifies predictions based on new information and draws inferences while listening to stories or informational text.
recounts orally key points of information in expository text
with others, reads and discusses stories, poems, simple instructions, and informational texts showing understanding.
demonstrates the ability to visualise the story while listening to it, through their modified predictions and inferences during the story and in their retelling of the story.
uses language from texts to retell main points along with characters and setting in sequence and adds key details from the texts.
shows knowledge of the structure of a range of narrative and procedural text genres and identifies the central idea or theme of a text.
takes part in class discussion while responding to narrative and expository text, asks questions, discusses predictions and inferences and clarifies their reasons.
with help, uses simple graphic organisers to identify key points in expository texts.
uses language from text to retell main events adding key details.
generates and responds to questions on text in a range of genres◊, clarifies their responses and provides justifications drawing on prior knowledge.
uses some text features such as table of contents and sub-headings, to identify key points of information in text and adds supporting detail using an appropriate graphic organiser.
discusses miscomprehension in a text.
summarises key points from a range of genres determining their importance and omitting any unnecessary information and sequences main points while reflecting on and making sense of information and adding detail.
responds to questions disregarding unnecessary information, infers drawing on prior knowledge and information and cites specific textual evidence to clarify their responses and to support a particular viewpoint.
uses text features such as indexes to locate key facts and information.
uses a range of comprehension strategies flexibly and confidently.
determines importance of information and justifies disregarding of unnecessary information when summarising key points/facts and reflects on and synthesises information.
shows some understanding that language features, images and vocabulary shape interpretation of text and that this may be different to others’ interpretations.
uses text features including bold print, glossaries, electronic menus and icons to locate key facts in a variety of genres efficiently.
questions actions and sequences and accuracy of content.
examines and discusses how various media sources present information on the same event/story.
identifies how language, images, and vocabulary shape interpretation of text.
desrcibes and explains the strategies used to locate key facts and sources.
discusses and evaluates how language, images, vocabulary, sources, presentation, culture, and identity can shape interpretation of text.
synthesises information from various sources and formats and uses this information to form opinions about various topics.
Read instructional and independent-level texts in a range of genres with reasonable pace and understanding, and self-correct independently.
Read texts in a variety of genres effortlessly with appropriate pace, accuracy and expression for a variety of audiences.
Téacsanna atá ag a leibhéal teagaisc agus ag leibhéal neamhspleách a léamh agus iad ag éirí níos cruinne agus níos líofa de réir a chéile.
Téacsanna teagaisc agus téacsanna ag leibhéal neamhspleách a léamh i réimse seánraí ag luas réasúnta agus le tuiscint, agus féin cheartú neamhspleách a dhéanamh.
participates in using reading material.
handles books and takes part in group activities with familiar text begins to track the direction of reading with their eyes, attending to each page change in books read to them by others.
understands that text tells the same story each time it is read. tracks the direction of reading with their eyes, attending to lines read in books read to them by others.
recognises when a word has been omitted or read incorrectly in repetitive familiar text read to them. begins to track pictures and words using their finger or object.
shows a reasonable pace reading repetitive language patterns and some familiar sight vocabulary.
reads text word by word tracking with finger or object and rereads familiar or independent-level text supported by illustrations, building fluency.
self-corrects using pictorial, sound, visual and contextual cues.
tracks words in text read with their eyes. reads text at instructional and independent levels with good pace, phrasing, expression and understanding.
recognises when a line or word is lost and self-corrects using syntactical cues.
maintains a reasonable pace reading text with support from more complex repetitive language patterns, sight vocabulary, common letter patterns and initial sound cues.
maintains a reasonable pace with decodable text using phonic knowledge, sight vocabulary and common letter patterns, and rarely loses their place.
maintains appropriate pace and accuracy with lengthier and more complex unfamiliar text using expression and intonation while drawing on a range of phonic, sight and context cues when unknown words are encountered.
maintains appropriate pace and accuracy using intonation and expression for the genre and audience.
Evaluates and adapts intonation, expression and pace used while reading.