Priority Learning Units (PLUs)

Listen to obtain information relating to more than one option, e.g. listen to school related
announcements, using a speaking timetable to get a train arrival and departure time

Ask questions to obtain information, e.g. to check dates/prices (face to face and by telephone),
booking a meal over the telephone

Follow a series of spoken instructions under supervision, e.g. go to teacher’s room, local shop, or
post office, top up a mobile telephone

Express personal opinions, facts and feelings appropriately, e.g. expressing an opinion on a
television programme, relate news from their weekend

Participate in practical, formal and informal communications, e.g. an interview or a parent teacher
meeting, an interview with peers on interest related topics, chatting while out with friends, making
announcements on the school intercom

Listen to and respond to a range of stories

Identify a range of non-verbal communications methods, e.g. facial expression, tones of voice,
symbols, clothing, colours to signal mood/appropriate action

Use appropriate non-verbal behaviour in communicating a simple idea, e.g. disappointment or joy,
tone of voice to seek assistance/complain

Relay a response or request non-verbally, e.g. signalling a phone call

Respond to non-verbal signals and signs encountered in daily life, e.g. road signs, traffic signs,
hazardous materials

Follow the sequence of non-verbal instructions or directions for a frequent activity, e.g. using
household equipment with three or more operations, putting a battery in a toy, finding safety exits/
following fire drill

Read familiar words that are commonly used and personally relevant, e.g. read a list of items relating
to a personal interest/sport/hobby, names of family members

Use simple rules and text conventions that support meaning, e.g. pause at a full stop

Interpret different forms of writing and text, including social signs and symbols, e.g. common
formats of bills, menus, forms, timetables, road and other signs, simple food preparation
instructions (boil an egg, make a sandwich, make a cup of tea), short piece of personally relevant
writing

Find key information from different forms of writing, e.g. locate factual information in forms/bills,
times and dates of appointments, menus, timetables, newspapers

Use a range of reading strategies, e.g. clues, context, sound, prediction and decoding

Write/type notes and messages needed for simple tasks, e.g. address an envelope

Write/type at least five sentences so that they convey meaning or information, e.g. arrange a
meeting with a friend, give directions

Use the main rules of writing appropriately, e.g. use capitals and full stops

Use a range of spelling patterns, e.g. add ‘ing’ to a word – drop, double or nothing

Use a range of different forms of writing to suit purpose and audience, e.g. write a cheque, fill a
simple form, complete a diary entry

Participate in a performance or a presentation, e.g. presentation of a short drama piece to
members of the class, performance of dance or music to parents

Create a range of images using a variety of materials

Produce a piece of work for display

Listen to a range of music and respond by discussing thoughts and feelings, e.g. favourite singer and
say why they like their music

Use drama or dance to explore real and imaginary situations

Identify three everyday uses of technology, e.g. for learning, working, and for fun

Use technology requiring not more than three functions, for personal, home and educational/
workplace use, e.g. assistive technologies, mobile phone (pre-programmed numbers), photocopier,
computer, camera, DVD/video player, household appliances

Use technology to communicate in an activity with others

Use a new piece of ICT equipment

Turn a personal computer on and off safely, e.g. following the steps to shut down a computer

Identify the information symbols on a desktop, e.g. internet explorer symbol

Use frequently used keys appropriately

Use a software package, involving opening a package, entering and manipulating text/image/data,
save to file, print and exit safely, e.g. clipart, word document, electronic presentation

Access a range of websites on the internet e.g. scoilnet, websites of personal interest to the student

Find information for a project on the web.

Send and open an email

Recognise frequently used Euro notes and coins

Pay for an item correctly and count the change in a mock-up or real life shopping transaction

Explain a shopping receipt, in relation to what was bought, money tendered and correct change
given

Understand a common household bill in relation to the service provided, how much being charged
and how it can be paid for

Recognise the difference between using money to buy essential items and luxury items

Plan a personal budget for a week

Save a small amount of money each week to buy an item

Recognise numbers up to 100 in N, e.g. knowing how many zeros for tens, hundreds

Recognise place value in relation to units, tens and hundreds, e.g. knowing how many zeros for tens,
hundreds

Add two digit whole numbers that total less than 100 in the context of an everyday situation

Subtract two digit whole numbers in the context of an everyday situation

Estimate quantities to the nearest value in broad terms, e.g. to the nearest quantity in 10s or 100s
as appropriate

Use appropriate words to describe temperature, e.g. hot and cold

Identify instruments used for indicating and adjusting temperature, e.g. thermometer, marked oven
dials

Relate temperatures to everyday situations, e.g. heating in a classroom

Locate appropriate temperatures on a cooker dial, e.g. gas mark 4, 200 degrees Celsius

Compare temperatures for the different times of the year, e.g. hot in summer and cold in winter,
keep a simple weather log

Use appropriate vocabulary to describe the units of weight and capacity, e.g. litres, 500ml,
kilograms, grams (pictorial or concrete)

Identify the marks for the units of weight and capacity, e.g. using a measuring jug, using a weighing
scale

List some examples of weight and capacity from daily life, e.g. knowing own weight, a litre of milk

Use a graduated vessel to work out the capacity of liquids, e.g. using a jug to measure litre of milk

Use a weighing scales to work out the weight of powders and solids, e.g. weighing the ingredients for a
cake

Use appropriate vocabulary to describe the units in length and distance, e.g. kilometres, metres,
centimetres

Identify the units of length and distance on a ruler, metre stick and measuring tape

Use a ruler to draw and measure different lengths of lines

Estimate the length of common objects, e.g. the length of a book

Measure the length of common places, e.g. bedroom, kitchen, classroom using a measuring tape

Find digits 0-9 and the decimal point and necessary operations buttons (+, -, ÷, =) on a calculator

Use a calculator to solve simple problems, e.g. add two items

Use a calculator to correct work which has been completed without the use of a calculator

Find and use a calculator on a mobile phone to work out how much several items will cost in a
shopping trip

Use appropriate vocabulary to describe direction, e.g. clockwise, anti-clockwise, horizontal, vertical

Use a simple map to find a given location

Draw a simple map to give directions

Calculate the distance between two places on a map

Use the body or body parts to move in a given direction

Move a range of objects in given directions

Identify uses of data in everyday life, e.g. class survey on the most popular movie for teenagers

Identify basic approaches to data collection, e.g. record sheets, tally system

Collect a range of data using one of the following: a survey, record sheet, tally system or audiovisual
records

Interpret basic data of two criteria, e.g. more/less of one class than another, bigger/smaller

Construct basic representations to communicate data with two criteria, e.g. drawing a pictogram /
bar chart

Talk about /discuss information from basic data e.g. a pictogram, bar chart or trend graph

Name common 2D and 3D shapes in everyday life, e.g. circles, rectangles, cubes, cylinders and
spheres

Divide a line into two equal segments without measuring, e.g. by folding

Find axes of symmetry of familiar 2D shapes and figures by folding, and mark them

List the properties of common 2D shapes and 3D forms, e.g. number of faces, edges

Sort 2D and 3D shapes and forms in relation to size

Tell the time from an analogue clock for the hour, half hour and quarter hour

Tell the time from a digital clock for the hour, half hour and quarter hour

Identify key times during the day, on the hour, half hour and quarter hour, e.g. lunch breaks, use of
visual schedule

Solve problems to work out the passage of time, e.g. use the start and finish time to calculate
duration of journey or programme, calculate the duration of a specific programme

Find a specified day or date on a calendar or timetable, e.g. my birthday

Match months or activities with their seasons, e.g. matching pictures of the seasons to the relevant
months

Identify essential daily personal care practices, e.g. brushing my teeth

Describe the most important ways of keeping the body clean, e.g. taking a shower or a bath

Identify some benefits of good personal care, e.g. brushing my teeth will make them last longer

Explain the benefits of a range of daily personal care products, e.g. dental care products, antiperspirants,
hair care, foot care

Maintain an agreed personal care plan, e.g. every day I will brush my teeth twice (morning and
evening)

Give two or three reasons to care for personal belongings, e.g. if I wash my clothes, they will last
longer

Identify appropriate clothing for a range of routine activities at home, at work and in the
community, e.g. highlight times during the school week where specific clothing is required,
matching pictures of outfits to a list of activities

Sort familiar foods according to food group, e.g. fruit/vegetable, meat/fish, dairy

Describe typical foods and drinks associated with a well-balanced diet, e.g. eating fruit and
vegetables

Describe common consequences of good diet, e.g. healthy heart, strong bones, clear skin, dental
health

Participate in the preparation of healthy meals, e.g. breakfast and lunch/dinner

Identify common safe practices associated with food preparation and storage, e.g. washing your
hands, separating raw/cooked meat in a domestic fridge

Demonstrate appropriate food hygiene and safety practices, e.g. using a hair net, cleaning a
worktop before using it again

Identify three personal benefits of regular exercise, e.g. healthy weight, feeling good and having fun

Outline a personal weekly exercise plan, e.g. walking to school daily, playing a sport, keeping a
weekly exercise log of activities

Demonstrate the principles of safe exercise practice, e.g. warming up, cooling down, wearing
appropriate footwear and clothing

Maintain an exercise routine in a well-structured environment, e.g. complete an exercise during a PE
class

Explain how the food we eat contributes to our state of health

Give two examples of lifestyle choices which affect our health, e.g. eating too much fat will make
you gain weight

Identify a range of emotional and physical states, e.g. using a range of images to identify a range of
emotional and physical states

Describe school/personal/community situations that are stressful

Recognise some of the signs of stress

Identify some ways to relax, e.g. go for a walk, watch a movie

Demonstrate a relaxation technique, e.g. taking a deep breath

Practise a range of relaxation techniques in real life circumstances, e.g. taking time to actively enjoy
the immediate environment, breathing exercises when queuing

Identify a range of situations in which ability to relax has been helpful, e.g. not knowing what is
happening next in class

Identify key safety risks in the workplace/home/community, e.g. trailing leads, plugs, TV and
electrical equipment

Recognise when personal safety is threatened, e.g. bullying/harassment

Name daily practices that promote personal safety, e.g. using pedestrian crossings, disconnecting
electrical equipment at night, pouring hot liquids in after cold, wearing protective clothes/gloves,
seeking advice

Describe appropriate response when a risk is identified, e.g. find a safe exit, contact person/
organisation, respond to a fire drill, talk about / list the steps that you should follow if you see a fire

Identify the standard names of the sexual organs, e.g. using the body board or other appropriate
visual aids

Describe the functions of the sexual parts of the body, e.g. using the body board or other
appropriate visual aids

Recognise the physical and emotional changes which occur in girls and boys during adolescence

Recognise the difference between appropriate and inappropriate ways of expressing feelings

Recognise the difference between a friendship and a more intimate relationship

Identify common emotions and associated words used to express them

Recognise their own emotional responses to a range of situations, e.g. happy, sad, impatient, angry,
upset

Describe appropriate ways of expressing their emotions

Recognise the emotions of others, e.g. know what upsets him/her, be aware that if he/she is upset,
others in the room may become upset

React in an emotionally appropriate way in a given situation, e.g. a friend receives bad news

List the main values in the student’s life

Describe how values are linked to making decisions in a range of scenarios, e.g. consider peer
pressure, possible consequences, having reliable information, physical/emotional state, social
expectations

Make a list of what and who can influence decision-making

Identify the choices and consequences involved in an imminent short term decision

Explore the consequences of decisions made, both while implementing and on conclusion, e.g.
stopping smoking, losing weight, saving money

Recognise different kinds of relationships, e.g. parent/child, student/teacher, student/student

Identify situations where people speak differently depending on audience, e.g. peers, teachers,
parents, other adults

List ways in which name calling and teasing can be hurtful to self and others

Recognise/list ways in which they would like to be treated

Describe ways of making and keeping friends, e.g. identify traits which are/are not desirable in a
friendship

Participate co-operatively in a group situation

Recognise the importance of respect in relationships

Describe what peer pressure is, give examples of peer pressure and suggest ways of handling it

Describe ways of handling peer pressure, e.g. role-play conflict situations between friends and
how to resolve them

Demonstrate an ability to negotiate with peers, e.g. in the sharing of equipment

Describe the characteristics of bullying behaviour

Identify the school’s approach to dealing with bullying behaviour, e.g. being sent to the
principal’s office, use of behaviour chart

Identify the steps for dealing with conflict, e.g. stop and do not react straight away, listen to advice from an adult

List ways of spending leisure time

Identify familiar places and organisations in the local community

Distinguish between what is free and what has to be paid for in the local community

Participate in a school-based community project and record their participation, e.g. a litter
campaign

Name the relevant agencies that offer support and advice to the public, e.g. Citizen Advice
Centre, local information centre

Describe the school’s procedure for reporting an incident, e.g. if someone is bullying you

Compile a short list of people or groups who can provide support, including personal contacts
and groups/organisations

Describe how to contact a range of people or organisations in their local area that can provide
help and advice, e.g. local Garda station

Visit a local community organisation and ask for advice

List two organisations that work on behalf of consumers

Describe situations when an item needs to be brought back to a shop

Describe what a guarantee is

Identify labels on packages, clothes etc.

Recognise the most important signs and symbols on labels

Write a complaint or make a verbal complaint in a mock situation

Set learning goals, e.g. by the end of this week I will finish my book

Create a learning plan which includes the necessary steps and timeframe to complete it. Link
the plan to an IEP, e.g. each night I am going to read a page of my book

Implement the plan, e.g. for a week

Express opinions on how performance could be improved, e.g. next time I will give myself more
time to reach the target

Identify different jobs that people do in their school, e.g. the role of the teacher, caretaker and
the school secretary

List three local employment opportunities

Describe one way in which people get a job or course of their choice, e.g. from a newspaper,
information from a college

List possible jobs that they are interested in and find information on the requirements for the
jobs

Visit a local employer and review the visit, e.g. name two new things learned

Use a variety of ways to check for the advertisement of jobs, e.g. local newspapers, websites,
TV ad

Identify and list their own talents

Create a curriculum vitae including personal profile, education and work experience details

Participate in a short interview, e.g. mock job interview with a teacher

Keep a punctuality and attendance record for a month, e.g. using a scale 1-10, students can
record if they are on time for school, class and if they attend school regularly

Carry out specific tasks in a range of roles in school, e.g. bringing attendance registers to the
office, arrange classroom materials appropriately

Keep a record of tasks completed in a journal, e.g. start and finish times for a task, describe
what the steps are in the task

Give examples of safe practices in three distinct workplaces, e.g. wearing protective eyewear in
metalwork class

Use all tools and equipment correctly and safely in a range of practical classes, e.g. replace the
lid on any liquids

Describe and use electrical equipment correctly and safely in a range of practical classes, e.g.
use a mixer in home economics

Store all tools, materials and equipment safely

List the different procedures for self-protection at work, e.g. wearing protective clothing or a
hair net

Identify the fire exits in a school, e.g. draw a map of the school, locating the fire exits

Follow the instructions for a fire drill, e.g. participate in a fire drill

Gather background information to help plan and participate in the activity

Sequence a number of steps to be taken to successfully complete the activity

Assume a role in the activity and identify tasks linked with the role

Use key words associated with the activity correctly

Identify safety procedures and/or permissions required for the activity

Learn how to use tools or equipment associated with the activity safely and correctly

Review the activity to evaluate its success

Assess effectiveness of own role in the activity

Participate in the activity