Expectations for Students Expectations for students is an umbrella term which links learning outcomes with annotated examples of students’ work in the subject specification. When teachers, students or parents looking at the online specification scroll over the learning outcomes, a link will sometimes be available to examples of work associated with a specific learning outcome or with a group of learning outcomes. The examples of student work will have been selected to illustrate expectations and will have been annotated by teachers. These examples will include work which is: Exceptional Above expectations In line with expectations. The purpose of the examples of student work is to show the extent to which the learning outcomes are being achieved in actual cases. Definition of text All products of language use oral, written, visual, or multi-modal can be described as texts. Multi- modal texts combine language with other systems for communication, such as print text, visual images, sound and the spoken word. In using the definition of the word ‘text’, the specification seeks to consolidate the richness and diversity needed to stimulate the students interest and foster their respect for language. Readers need to fully understand the meaning of the word ‘text’ to understand the learning outcomes in every element and strand. Learning outcomes are statements which describe what knowledge, understanding, skills and values students should be able to demonstrate having studied Irish in junior cycle. The learning outcomes set out in the following tables apply to all students. As set out here they represent outcomes for students at the end of their three years of study. The specification stresses that the learning outcomes are for three years and therefore the learning outcomes focused on at a point in time will not yet have been ‘completed’, but will continue to support students’ learning in Irish up to the end of junior cycle. The outcomes are numbered within each strand. The numbering is intended to support teacher planning in the first instance and does not imply any hierarchy of importance across the outcomes themselves. The examples of student work linked to learning outcomes will offer commentary and insights that support different standards of student work. Strand 1: Communicative competence Communicative competence consists of students’ ability in the following five skills: listening, reading, spoken production, spoken interaction and writing. These are skills required to communicate with other users of the language. Students can function in interpersonal communication situations. They can both understand and use the principal messages of communication. They enjoy participating in communication with other users and interacting with them. They read a wide range of texts, including multi-modal texts which are used in the language community10, and understand the primary messages of these texts. They compose their own relevant texts to communicate with other users. Students learn about Students should be able to Listening 1.1 understand the main messages of Irish language communications relating to everyday life as long as it is spoken at a normal pace and it is clear 1.2 identify particular details relating to common everyday things 1.3 demonstrate an enjoyment of listening to Irish 1.4 select and share listening material and sources, using digital technologies 1.5 recognise dialects Reading 1.6 use a range of appropriate decoding strategies 1.7 identify the main details which relate to common everyday things in Irish texts 1.8 understand the main messages in a wide range of Irish texts relating to everyday life 1.9 enjoy a range of relevant authentic texts to develop reading ability 1.10 find and use authentic texts to conduct research Spoken production 1.11 express personal communication messages relating to everyday life 1.12 create and present oral texts by themselves and/or as part of a group demonstrating an understanding of audience 1.13 pronounce Irish words clearly and accurately 1.14 enjoy communicating in Irish 1.15 expand their own personal vocabulary for everyday things and subjects of personal interest 1.16 communicate orally on what they have heard 1.17 communicate orally based on relevant Irish texts* 1.18 develop and defend personal opinions on relevant issues of personal interest Spoken interaction 1.19 interact with other students/with other users of Irish (within and outside the school community) 1.20 respond to spontaneous messages during conversation 1.21 maintain communication and deal with difficulties in understanding 1.22 seek clarification or repetition 1.23 check, confirm and exchange information 1.24 carry out oral communication using digital technologies Writing 1.25 create relevant texts (emails, blogs, accounts, creative texts and multi-modal texts) with an understanding of the audience 1.26 draft, review and redraft 1.27 share written material using digital technologies 1.28 express and explain personal opinions 1.29 respond personally to texts Strand 2: Language and cultural awareness Students notice both the accuracy and the richness of the style of the language. They understand the significant differences between Irish and English to avoid inaccuracies in speaking and writing. They think about the way in which the language works to achieve mastery of the language in speech and writing. They gain knowledge of the living culture of the Irish language and develop a respect for that culture and the Irish-speaking community and are motivated to use the language. Students learn about Students should be able to Focusing on how Irish works as a language 2.1 recognise significant grammatical and syntactical differences between Irish and English to avoid inaccuracies 2.2 recognise personal mistakes in speaking and writing Irish and understand the reasons for these mistakes 2.3 recognise and use language patterns such as syntax, verbs and nouns 2.4 recognise and use correct spelling and punctuation 2.5 create a personal learning blog and record personal challenges relating to accurate use of language Fostering awareness of the culture of the language 2.6 choose aspects of the culture of the Irish language to study and present in a modern and creative way 2.7 complete a project/oral presentation on aspects of the living culture of the Irish language Fostering awareness of bilingualism 2.8 explore similarities and differences between plurilingual communities 2.9 demonstrate their personal journey towards plurilingualism Strand 3: Learner’s self-awareness Students concentrate on their own individual attributes as language learners. They understand how to use learning strategies that are appropriate to themselves. They understand their own personal motivation in learning the language and take personal ownership of the language and of the process of acquiring fluency. Students learn about Students should be able to Developing self-understanding as a language learner 3.1 recognise their personal learning style, and develop learning strategies in each of the skills to advance effective learning 3.2 use feedback to set out personal learning aims Developing self-directed learning 3.3 make independent decisions as learners 3,4 carry out self-assessment on progress 3.5 share feedback on personal learning with other students on personal learning in language and learning skills 3.6 use language resources (dictionaries and online dictionaries, grammar books, spelling and grammar checkers, etc.) Developing an understanding of personal motivation to learn the language 3.7 demonstrate an understanding of their personal motivation to learn the language 3.8 use personal learning aims
