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Secondary School Courses

Our courses are fully aligned with the Junior Cycle, Transition Year, and Leaving Certificate curricula, supporting students across a range of subjects from Coding & Computer Science, to Digital Media Literacy and CSPE.

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Mulroy College

Mulroy College

Donegal

Douglas Community School

Douglas Community School

Cork

Bailieborough Community School

Bailieborough Community School

Cavan

Ardscoil Phadraig

Ardscoil Phadraig

Longford

Coláiste Choilm

Coláiste Choilm

Cork

Coláiste Aindriú

Coláiste Aindriú

Carlow

Glenart College

Glenart College

Wicklow

Castlepollard Community College

Castlepollard Community College

Westmeath

Colaiste Treasa

Colaiste Treasa

Cork

Limerick City East Secondary School

Limerick City East Secondary School

Limerick

Ellenfield Community College

Ellenfield Community College

Dublin

Clárin College

Clárin College

Galway

Balbriggan Community College

Balbriggan Community College

Dublin

Coláiste an Chraoibhin

Coláiste an Chraoibhin

Cork

Piper's Hill College

Piper's Hill College

Kildare

Kylemore College

Kylemore College

Dublin

Scoil Mhuire

Scoil Mhuire

Cork

St. Kevin's Community College

St. Kevin's Community College

Dublin

Deansrath Community College

Deansrath Community College

Dublin

Moyne College

Moyne College

Mayo

Errigal College

Errigal College

Donegal

St. Brendan's College

St. Brendan's College

Mayo

Firhouse Community College

Firhouse Community College

Dublin

Colaiste Ghobnatan

Colaiste Ghobnatan

Cork

Clonakilty Community College

Clonakilty Community College

Cork

Marino College

Marino College

Dublin

Coláiste an Chreagáin

Coláiste an Chreagáin

Galway

Deele College

Deele College

Donegal

Coláiste Raithín

Coláiste Raithín

Wicklow

St. Tiernan's Community School

St. Tiernan's Community School

Dublin

Secondary School Courses

2026/27 Edition

From €15 per student, includes student access & teacher resources.

Pricing & Ordering FAQs

Junior Cycle Short Courses

Our Junior Cycle short courses are each designed to provide approximately 100 hours of engaging classroom content. Schools have the flexibility to choose which short courses to offer based on their students' interests and needs.

~100 hours per course CBAs included Certificates for JCPA
NCCA Logo See how our courses align to the NCCA Framework | Download Info Sheet
Coding Short Course

Coding Short Course

This course offers an engaging introduction to coding, guiding learners through fundamental concepts and practical applications. Explore the basics of programming, create interactive games and projects using Scratch, and develop skills in problem-solving and logical thinking. Ideal for beginners, it provides a solid foundation for further coding exploration.

The NCCA guidelines give teachers significant flexibility in delivering a coding short course, allowing them to tailor it to their school's context and students' needs. The Coding Ireland short course is designed for approximately 100 hours of student engagement, which can be scheduled over 1, 2, or 3 years within the Junior Cycle. Schools may adapt the course, including the Classroom-Based Assessment, to reflect specific learning priorities.

Teacher Info

Classroom hours ~100

Teacher Learning Plan

  1. Understand the fundamental concepts and importance of coding, including how computers process instructions.
  2. Develop practical skills in creating interactive projects and games using Scratch and other coding platforms.
  3. Apply coding principles to design and programme functional applications, such as translators and autonomous systems.
  4. Explore hardware programming with tools like Micro:bit to create real-world applications like sensors and games.
  5. Foster creativity and problem-solving by experimenting with code to build unique projects and solutions.

  1. Explain the fundamental concepts of coding, including its purpose and how computers process instructions.
  2. Create and customise basic projects in Scratch, such as games and animations, using sprites, backdrops, and code blocks.
  3. Develop interactive games in Scratch, incorporating elements like movement, collision detection, and game loops.
  4. Apply coding principles to build functional applications, such as language translators or autonomous car simulations, using Scratch extensions and variables.
  5. Demonstrate problem-solving skills by testing, debugging, and enhancing coding projects across various platforms like Scratch and MakeCode Arcade.

Students will need to use one of these devices. If necessary, students can work in groups (ideally in a group of 2 or 3 students) and use one device between them.

Chromebook/Laptop/PC
Details
iPad/Tablet
Details

The equipment listed below is used in lessons in this course or module. Please note that these items can be shared among students if necessary.

Crocodile clips
Details
Microbit
Details
Some fruit & vegetables
Details
Webcam/camera
Details
Digital Media Literacy Short Course

Digital Media Literacy Short Course

This short course offers an essential introduction to navigating the digital world with confidence. Explore the fundamentals of digital media, learn to use digital tools effectively, and understand safe online practices. Through engaging lessons, develop critical skills in communication, privacy, and evaluating information to become a responsible digital citizen.

The NCCA guidelines give teachers significant flexibility in delivering a coding short course, allowing them to tailor it to their school's context and students' needs. The Coding Ireland short course is designed for approximately 100 hours of student engagement, which can be scheduled over 1, 2, or 3 years within the Junior Cycle. Schools may adapt the course, including the Classroom-Based Assessment, to reflect specific learning priorities.

Teacher Info

Classroom hours ~100

Teacher Learning Plan

  1. Understand the fundamental concepts and importance of digital media in everyday life.
  2. Develop skills to navigate online spaces safely and responsibly.
  3. Acquire proficiency in using digital tools for communication, creativity, and learning.
  4. Evaluate the credibility and reliability of online information and sources.
  5. Foster critical thinking and ethical considerations in digital content creation and interaction.

  1. Define digital media and explain its significance in personal and societal contexts through reflective activities.
  2. Identify and select appropriate digital tools for specific tasks in communication, creativity, and learning.
  3. Demonstrate safe and responsible navigation of online spaces by distinguishing between secure and risky behaviours.
  4. Evaluate the credibility of online sources using structured methods like the CRAAP Test to ensure reliable information use.
  5. Create a multimedia project by integrating images, audio, and video, applying ethical editing practices with digital tools.

Students will need to use one of these devices. If necessary, students can work in groups (ideally in a group of 2 or 3 students) and use one device between them.

Chromebook/Laptop/PC
Details
iPad/Tablet
Details

The equipment listed below is used in lessons in this course or module. Please note that these items can be shared among students if necessary.

Headphones
Details
Webcam/camera
Details
CSPE Short Course

CSPE Short Course

This short course examines rights and responsibilities, global issues, and democratic processes through interactive lessons on active citizenship, human dignity, sustainable development, civic participation, and media influences. It culminates in a classroom-based assessment involving action planning, implementation, and reflective multimedia records to foster informed global engagement.

Teacher Info

Classroom hours ~100

  1. Understand human rights, dignity, and corresponding responsibilities within communities.
  2. Analyse global issues, sustainability, and the role of individuals in addressing challenges.
  3. Explore democratic structures, civic participation, and the influence of law and media.
  4. Develop skills in planning, implementing, and reflecting on citizenship actions.
  5. Integrate knowledge across strands through classroom-based assessments and reflections.

  1. Analyse human rights frameworks, including UDHR, UNCRC, and ECHR, to identify categories and historical developments through timeline creation.
  2. Evaluate global challenges such as sustainability, poverty, and environmental impact by developing and critiquing action plans for personal and community involvement.
  3. Compare democratic systems and processes, including law-making and media influence, to assess strengths, weaknesses, and civic participation strategies.
  4. Plan, implement, and document three integrated actions across course strands, demonstrating measurable impacts on rights, global issues, and democracy.
  5. Reflect critically on personal learning and actions to articulate connections between citizenship responsibilities and broader societal change.

Students will need to use one of these devices. If necessary, students can work in groups (ideally in a group of 2 or 3 students) and use one device between them.

Chromebook/Laptop/PC
Details
iPad/Tablet
Details

Transition Year Modules

Our flexible Transition Year modules are each designed as an 8-10 week programme. Schools can select the modules that best align with their students' interests, from coding and AI to digital media and enterprise.

8-10 weeks per module Project-based learning Student certificates
NCCA Logo See how our modules align to the NCCA Framework | Download Info Sheet
Introduction to Coding

Introduction to Coding

This introductory module offers a comprehensive exploration of coding fundamentals, guiding beginners through the essentials using Scratch, a user-friendly platform. Students will learn key concepts, create interactive games and projects, and develop problem-solving skills. From basic tutorials to showcasing unique creations, the module fosters creativity and technical proficiency.

The NCCA guidelines give teachers significant flexibility in designing and delivering Transition Year modules, allowing them to tailor them to their school's context and students' needs. Our coding and digital skills TY modules are each designed for 8-10 week rotations, typically involving approximately 10 classroom hours of student engagement, which can be integrated into the TY programme as standalone units or combined with other components. Schools may adapt the modules, including teaching approaches and school-based assessments such as portfolios or projects, to reflect specific learning priorities and align with the broader aims of the TY Programme Statement.

Teacher Info

Classroom hours ~10

Teacher Learning Plan

  1. Understand the fundamental concepts of coding and its significance in the digital age.
  2. Develop basic programming skills using Scratch to create interactive projects.
  3. Apply problem-solving techniques to design, test, and debug coding projects.
  4. Explore creativity through designing unique games, animations, and patterns in Scratch.
  5. Build confidence in presenting and sharing coding projects with peers.

  1. Define coding and explain its importance in modern technology and daily life.
  2. Create a basic project in Scratch by adding sprites, backdrops, and simple movements.
  3. Develop interactive games in Scratch, such as a Paddle Ball or Racing Car game, using variables and control blocks.
  4. Design and code complex Scratch projects, incorporating loops, cloning, and conditional logic.
  5. Present a unique coded project, demonstrating problem-solving and debugging skills.

Students will need to use one of these devices. If necessary, students can work in groups (ideally in a group of 2 or 3 students) and use one device between them.

Chromebook/Laptop/PC
Details
iPad/Tablet
Details
Advanced Coding

Advanced Coding

This module provides an introduction to Python programming, starting with basic syntax and the Microbit Python editor. Teachers should guide students through setting up their first project, creating a simple program, and introducing code sequence. The module progresses to cover variables, loops, conditional statements, operators, arrays, and functions. Each module includes a practical project to reinforce learning. The module culminates in a final project where students apply their skills to create a unique MicroPython project. Teachers should encourage experimentation and provide regular feedback.

Teacher Info

Classroom hours ~10

Teacher Learning Plan

  1. Understand and apply basic Python syntax and programming concepts using the Micro:bit Python editor.
  2. Master the use of variables, including declaration, assignment, and manipulation in Python.
  3. Comprehend and implement different types of loops and conditional statements in Python programming.
  4. Learn about and apply comparison operators, logical operators, and conditional Booleans in Python.
  5. Gain proficiency in working with arrays, including creating, manipulating, and applying advanced array tactics in Python.

  1. Understand and apply basic Python syntax and use the Micro:bit Python editor to create simple programs.
  2. Declare, assign, and manipulate variables in Python, culminating in the creation of a higher or lower game.
  3. Understand and implement different types of loops in Python, including while loops, for loops, and nested loops, and apply these in a reaction time game.
  4. Use conditional statements in Python to make decisions in code and apply these concepts in a Dice Roller project.
  5. Understand and use comparison operators, logical operators, and conditional Booleans in Python, and apply these in a Temperature Indicator project.
  6. Work with arrays in Python, including creating, manipulating, and retrieving elements from a list, and apply these skills in an LED light pattern project.
  7. Perform advanced operations with arrays in Python, including sorting, finding the length of a list, and counting occurrences, and apply these in a strong password generator project.
  8. Understand the differences between procedures and functions in Python and apply this knowledge in a weather station project.
  9. Understand the distinctions between local and global variables, understand variable scope, and apply these concepts in a Micro:bit temperature logger project.
  10. Conceptualize, plan, and build a unique project using Python and the Micro:bit, applying all the skills and knowledge acquired throughout the course.

Students will need to use one of these devices. If necessary, students can work in groups (ideally in a group of 2 or 3 students) and use one device between them.

Chromebook/Laptop/PC
Details

The equipment listed below is used in lessons in this course or module. Please note that these items can be shared among students if necessary.

Microbit
Details
Exploring Digital Media

Exploring Digital Media

This module offers an insightful introduction to the realm of digital media, equipping learners with essential skills for navigating online environments. Through engaging units, students will explore digital tools, internet safety, ethical considerations, and effective web searching, fostering critical thinking and responsible digital citizenship in an increasingly connected world.

The NCCA guidelines give teachers significant flexibility in designing and delivering Transition Year modules, allowing them to tailor them to their school's context and students' needs. Our coding and digital skills TY modules are each designed for 8-10 week rotations, typically involving approximately 10 classroom hours of student engagement, which can be integrated into the TY programme as standalone units or combined with other components. Schools may adapt the modules, including teaching approaches and school-based assessments such as portfolios or projects, to reflect specific learning priorities and align with the broader aims of the TY Programme Statement.

Teacher Info

Classroom hours ~10

Teacher Learning Plan

  1. Understand the fundamentals of digital media and its tools.
  2. Explore the structure and functionality of the internet and digital devices.
  3. Develop skills to protect personal information and enhance online safety.
  4. Analyse the ethical implications and societal impact of digital media.
  5. Master techniques for effective web searching and evaluating information credibility.

  1. Identify and categorise different types of digital media.
  2. Explain the basic functioning of the internet using a narrative of data transmission.
  3. Distinguish between personal and non-personal information and justify the need for online privacy.
  4. Create and evaluate strong passwords based on specified criteria.
  5. Analyse the impact of digital footprints on personal online presence and reputation.

Students will need to use one of these devices. If necessary, students can work in groups (ideally in a group of 2 or 3 students) and use one device between them.

Chromebook/Laptop/PC
Details
iPad/Tablet
Details
Enterprise and Business Basics

Enterprise and Business Basics

This course introduces foundational business and enterprise concepts through interactive lessons on entrepreneurship, idea generation, customer analysis, business models, financial literacy, marketing, teamwork, ethics, and pitching. Using Irish examples like Stripe, participants engage in discussions, quizzes, and reflections to apply key principles in real-world contexts.

Teacher Info

Classroom hours ~10

  1. Understand fundamental concepts of business and enterprise through real-world Irish examples.
  2. Develop an entrepreneurial mindset by cultivating resilience, creativity, and opportunity recognition.
  3. Generate and evaluate innovative business ideas based on market needs and feasibility.
  4. Acquire skills in customer analysis, financial literacy, marketing, and ethical business practices.
  5. Enhance teamwork, communication, and reflective abilities for effective enterprise pitches.

  1. Define and apply key business and enterprise vocabulary using Irish examples such as Supermac's and Ryanair.
  2. Demonstrate entrepreneurial traits like resilience and creativity by developing a personal action plan.
  3. Generate and evaluate feasible business ideas through structured brainstorming and market needs analysis.
  4. Analyse customer needs and preferences to create targeted engagement strategies.
  5. Construct basic business models, financial plans, and marketing pitches while reflecting on ethical considerations.

Students will need to use one of these devices. If necessary, students can work in groups (ideally in a group of 2 or 3 students) and use one device between them.

Chromebook/Laptop/PC
Details
iPad/Tablet
Details
Exploring Artificial Intelligence

Exploring Artificial Intelligence

This course offers an insightful introduction to the field of artificial intelligence, guiding learners through its fundamental concepts and practical applications. From understanding AI's role in everyday tools to creating models and exploring ethical considerations, participants will engage in interactive lessons to build skills and critical thinking in this transformative technology.

Teacher Info

Classroom hours ~10

Teacher Learning Plan

  1. Understand the fundamental concepts and definitions of artificial intelligence, including its capabilities and limitations.
  2. Develop practical skills in interacting with AI tools, such as voice assistants and search engines, for effective everyday use.
  3. Master the art of crafting precise prompts to achieve accurate and relevant results from AI systems in text and image generation.
  4. Evaluate the ethical, legal, and societal implications of AI, focusing on issues like bias, privacy, and responsible use.
  5. Explore the creation and application of AI models, understanding their types, learning methods, and real-world uses.

  1. Define Artificial Intelligence and explain its applications in everyday tools like voice assistants.
  2. Demonstrate effective interaction with AI tools by crafting clear prompts for accurate responses.
  3. Compare traditional and AI-powered web search tools to select the most effective option for specific tasks.
  4. Create an AI-generated image using precise text prompts that specify subject, style, and mood.
  5. Analyse ethical implications of AI use, identifying issues like bias and privacy in content creation.

Students will need to use one of these devices. If necessary, students can work in groups (ideally in a group of 2 or 3 students) and use one device between them.

Chromebook/Laptop/PC
Details
iPad/Tablet
Details

The equipment listed below is used in lessons in this course or module. Please note that these items can be shared among students if necessary.

Webcam/camera
Details
Robotic Cars and Automation

Robotic Cars and Automation

This module delves into the fascinating world of robotics, starting with the basics of what a robot is, its history, and its future. It then transitions into practical, hands-on lessons where students build and program their own robotic cars using Microbits. Teachers should ensure students understand the theoretical aspects before moving onto the practical components. Encourage creativity and problem-solving as students navigate through building traffic lights, programming sensors, and even creating a robot car claw. The module culminates in a Robot Showcase, where students can display their creations.

Teacher Info

Classroom hours ~10

Teacher Learning Plan

  1. Understand the concept, history, and future of robotics and its impact on society.
  2. Develop practical skills in building and programming Microbit Traffic Lights.
  3. Acquire knowledge in constructing and programming a Move Motor Sensor Car.
  4. Learn to use sensors for line following, distance measurement, and object navigation in robotic cars.
  5. Gain proficiency in using a Microbit for remote control and communication between traffic lights and an autonomous car.

  1. Understand and explain the concept, history, and future of robotics.
  2. Construct and program traffic lights using a Microbit.
  3. Build and program a Move Motor Sensor Car to follow lines and navigate around objects.
  4. Utilise the accelerometer and radio in a Microbit to remotely control the Move Motor Car.
  5. Assemble, attach, and program the Move Motor Klaw to a Move Motor Car.

Students will need to use one of these devices. If necessary, students can work in groups (ideally in a group of 2 or 3 students) and use one device between them.

Chromebook/Laptop/PC
Details

The equipment listed below is used in lessons in this course or module. Please note that these items can be shared among students if necessary.

Microbit
Details
Move Motor Car
Details
Move Motor Klaw
Details
Phillips Screwdriver
Details
Traffic Lights Kit
Details
Computer Skills

Computer Skills

This course introduces foundational computer skills essential for modern digital proficiency. Learners explore computer basics, file management, cloud storage, internet safety, and email communication. It further covers productivity tools, including word processing for document creation and formatting, spreadsheets for data analysis and visualisation, presentations for effective communication, and strategies for digital collaboration.

Teacher Info

Classroom hours ~10

  1. Master fundamental computer operations and digital file management techniques.
  2. Apply productivity tools including word processing, spreadsheets, and presentations for effective document creation and data analysis.
  3. Navigate the internet safely while practising secure online behaviours and communication protocols.
  4. Develop skills in digital collaboration and visual communication to enhance teamwork and information sharing.
  5. Cultivate a confident and responsible approach to using technology in everyday and professional contexts.

  1. Organise and manage files and folders using local and cloud storage systems.
  2. Apply safe browsing practices and identify online security risks.
  3. Compose, send, and manage emails with attachments and basic digital communication protocols.
  4. Create, format, and edit documents using word processing software.
  5. Enter data, apply formulas, and generate charts in spreadsheets for analysis.

Students will need to use one of these devices. If necessary, students can work in groups (ideally in a group of 2 or 3 students) and use one device between them.

Chromebook/Laptop/PC
Details
iPad/Tablet
Details
Flexible Module Selection

Schools can choose any combination of modules to suit their timetable and students' interests. Each module can be delivered independently over 8-10 weeks.

Senior Cycle Courses

Our Senior Cycle courses are designed for 5th and 6th year students. These courses are fully aligned with the Leaving Certificate specifications and include all necessary materials for exam preparation.

Full 2-year programmes Exam preparation Coursework support
NCCA Logo See how our courses align to the NCCA Framework | Download Info Sheet
Default Course Icon

Leaving Cert Computer Science

This course provides a comprehensive framework for teaching senior cycle students the fundamentals and advanced concepts of computer science. As an educator, you will guide learners through critical topics such as computer systems, algorithms, data structures, and programming with Python and web technologies. The curriculum also covers ethical issues, emerging trends, and practical project work, ensuring students are well-prepared for assessments and real-world applications.

Teacher Info

Classroom hours ~180

Teacher Learning Plan

  1. Develop a comprehensive understanding of fundamental computer science concepts, including hardware, software, algorithms, and data structures.
  2. Acquire practical programming skills in Python and web development technologies to build functional applications.
  3. Apply problem-solving strategies and algorithmic thinking to design efficient solutions for complex challenges.
  4. Explore the ethical and societal impacts of computing technologies and emerging trends.
  5. Demonstrate proficiency in project planning, development, and testing through applied learning tasks and coursework.

  1. Explain the structure and requirements of the Leaving Cert Computer Science curriculum, including key topics, coursework, and exam format.
  2. Identify and describe the fundamental components of computer systems, such as CPU, memory, and storage, through practical tasks.
  3. Design and implement basic algorithms using flowcharts and pseudocode to solve simple computational problems.
  4. Demonstrate the use of data structures like arrays and lists by creating and manipulating them in coding exercises.
  5. Apply sorting and searching algorithms, such as bubble sort and binary search, in simulated environments to organise and retrieve data efficiently.

Students will need to use one of these devices. If necessary, students can work in groups (ideally in a group of 2 or 3 students) and use one device between them.

Chromebook/Laptop/PC
Details
Microbit
Details

The equipment listed below is used in lessons in this course or module. Please note that these items can be shared among students if necessary.

Microbit
Details
Default Course Icon

Leaving Cert Vocational Programme

This course equips students with essential skills for the transition from education to employment. Through modules on work preparation and enterprise education, learners explore local employment, career planning, and workplace diversity. Practical activities, including CV drafting and simulated interviews, foster readiness for professional environments and personal development.

Teacher Info

Classroom hours ~110

  1. Develop a comprehensive understanding of vocational preparation and the transition from school to the world of work.
  2. Acquire practical skills for career planning, including CV writing, interview techniques, and job application processes.
  3. Cultivate enterprising qualities and teamwork skills through collaborative projects and enterprise activities.
  4. Gain insight into local employment, economic activities, and community organisations through research and engagement.
  5. Enhance reflective and analytical abilities by evaluating personal experiences and integrating learning across subjects.

  1. Identify and describe key local employment sources, social services, and economic activities in the community.
  2. Prepare and format a professional CV and application form using word-processing tools.
  3. Demonstrate effective interview techniques through simulated job interviews and peer feedback.
  4. Analyse personal aptitudes and career pathways, producing a detailed career investigation report.
  5. Plan and evaluate a work placement or enterprise activity, presenting a reflective report linking to relevant subjects.

Students will need to use one of these devices. If necessary, students can work in groups (ideally in a group of 2 or 3 students) and use one device between them.

Chromebook/Laptop/PC
Details
LCCS - Computer Science

The Leaving Certificate Computer Science course is designed for students interested in technology, programming, and computational thinking. It provides excellent preparation for further study in computing, engineering, and technology-related fields.

LCVP - Vocational Programme

The Leaving Certificate Vocational Programme provides students with practical skills for the workplace. The Link Modules component develops enterprise, communication, and career planning abilities that complement any subject combination.

Pricing & Ordering

Frequently Asked Questions

Students can use any of the following devices to access and use the Digital Skills Curriculum:

  • Laptops
  • Chromebooks
  • PCs
  • iPads
  • Android Tablets

No you don't need to install any software. Students view the modules and lessons of the curriculum using a web browser.

The Digital Skills Curriculum costs the following per student for a full school year:

  • Primary School Students €10
  • Secondary School Junior Cycle Students €15
  • Secondary School TY Students €20
  • Secondary School Leaving Cert Students €30

Yes, not every school has one device per student and in those cases students can work in groups (ideally in a group of 2 or 3 students) and use one device between them.

Some of our digital skills curriculum modules require additional equipment to enhance the learning experience. These modules are designed to engage students with hands-on activities that complement the digital skills being taught. If your school does not have the necessary equipment, we can provide it for an additional cost. Please contact us for a detailed list of required equipment and associated pricing to ensure your students have everything they need for a comprehensive learning experience.

No prior coding experience is required to use the Digital Skills Curriculum. It's designed to be accessible and engaging for beginners and advanced learners alike.

At the beginning of grade there's an optional introduction module that's for beginner students. This introduces them to coding & digital skills and ramps them up so they can continue with the main modules of that grade.

No you don't need to do all the modules.

Schools can decide how much they want to do. Some schools might just do one module in the school year whilst others have more regular digital skills classes and do all three modules.

Many schools face this challenge, and our curriculum and platform are designed to accommodate mixed-age or split classes.

You have a few options for how to use the curriculum, depending on what works best for your students:

  1. Same modules for all students: For example, if you teach a mixed group of 9 and 10 year-olds, you could have all students follow the module designed for the younger group.
  2. Different modules for each group: If your class includes a wider age range, such as 8 to 12 year-olds, you can assign younger students one set of modules and older students a more advanced set.

Additionally, if some students progress quickly, they can always move on to the next level of modules as needed.

Yes, the Digital Skills Curriculum is covered by the government school book scheme. This scheme, which has been expanded to include all Primary, Junior Cycle, TY and Senior Cycle students, ensures that schoolbooks and core classroom resources are provided free of charge.

The ISBN (International Standard Book Number) for the Coding Ireland Digital Skills Curriculum is 978-1-0369-1395-3.

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How Our Digital Skills Curriculum Makes a Difference in the Classroom

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