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Digital Skills Curriculum for Secondary School

Our curriculum supports the development of critical digital skills such as coding and digital literacy, preparing students for the future and fostering their growth as engaged, global digital citizens.

  • Junior Cycle Short Courses
  • TY Modules for Personal Development
  • Leaving Cert Computer Science Course
  • Teacher guides & lesson plans

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Coláiste an Chraoibhin

Coláiste an Chraoibhin

Cork

Castlepollard Community College

Castlepollard Community College

Westmeath

Clonakilty Community College

Clonakilty Community College

Cork

Bishopstown Community School

Bishopstown Community School

Cork

St. Brendan's College

St. Brendan's College

Mayo

St. Tiernan's Community School

St. Tiernan's Community School

Dublin

Ardscoil Phadraig

Ardscoil Phadraig

Longford

Crescent College

Crescent College

Limerick

Holy Family Community School

Holy Family Community School

Dublin

Mulroy College

Mulroy College

Donegal

Moyne College

Moyne College

Mayo

Coláiste an Chreagáin

Coláiste an Chreagáin

Galway

Limerick City East Secondary School

Limerick City East Secondary School

Limerick

Marino College

Marino College

Dublin

Pobalscoil Neasáin

Pobalscoil Neasáin

Dublin

Douglas Community School

Douglas Community School

Cork

Piper's Hill College

Piper's Hill College

Kildare

Coláiste Raithín

Coláiste Raithín

Wicklow

Balbriggan Community College

Balbriggan Community College

Dublin

Pobalscoil Ghaoth Dobhair

Pobalscoil Ghaoth Dobhair

Donegal

Coláiste Aindriú

Coláiste Aindriú

Carlow

Ellenfield Community College

Ellenfield Community College

Dublin

Kylemore College

Kylemore College

Dublin

Coláiste Choilm

Coláiste Choilm

Cork

Scoil Mhuire

Scoil Mhuire

Cork

Deansrath Community College

Deansrath Community College

Dublin

Colaiste Treasa

Colaiste Treasa

Cork

Glenart College

Glenart College

Wicklow

Clárin College

Clárin College

Galway

Mayfield Community School

Mayfield Community School

Cork

Digital Skills Curriculum

2025/26 Edition

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

Get prepared for 2025/26 FAQs

Junior Cycle

The curriculum is flexible and allows schools to choose which Short Courses (Coding, Digital Media Literacy, Robotics) to offer and which levels (Basic, Intermediate, Advanced) to teach in any year, in any combination.

See how it aligns to the NCCA Framework

Download Junior Cycle Info Sheet
Introduction to Scratch Programming

Introduction to Scratch Programming

This module introduces students to the basics of coding and Scratch programming. The first week covers what coding is, how to navigate Scratch, and setting up a Scratch account. Teachers should ensure students understand the basics, facilitate exploration, and manage account creation. The second week delves into creating a Paddle Ball game, teaching students about moving sprites, backdrops, and using sensing blocks.

Teacher Info

Classroom hours ~100

  1. Understand the concept of coding and its applications.
  2. Master the basics of Scratch, including navigation, sprite manipulation, value changes in blocks, loop creation, and backdrop addition.
  3. Create and manage a personal Scratch account for project saving, sharing, and community interaction.
  4. Apply Scratch programming skills to create a basic game, incorporating sprite movement, backdrop usage, and sensing blocks.
  5. Develop problem-solving skills and creativity through coding projects and challenges.

  1. Understand the concept of coding and its applications.
  2. Navigate the Scratch website and manipulate sprites and blocks.
  3. Create and manage a personal Scratch account.
  4. Develop a basic game using Scratch, incorporating movement and sensing blocks.
  5. Apply knowledge of loops, values, and backdrops in Scratch projects.

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
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
Coding Projects with Scratch

Coding Projects with Scratch

This module guides students through creating various projects using Scratch, from language translators to interactive games. Teachers should familiarise themselves with Scratch's interface and extensions, and be prepared to explain concepts such as variables, sprite manipulation, and game loops. Encourage creativity and experimentation, and ensure students understand the importance of practice in mastering coding. The module concludes with a build battle, challenging students to apply their newly acquired skills.

Teacher Info

Classroom hours ~100

  1. Develop skills in using Scratch to create interactive projects, including games and language translators.
  2. Understand and apply coding principles such as variables, loops, and collision detection.
  3. Gain proficiency in controlling and animating sprites, and manipulating their properties.
  4. Apply creativity and problem-solving skills in designing and implementing unique game features.
  5. Understand and implement complex concepts such as autonomous navigation and game physics.

  1. Develop a language translator using Scratch, incorporating the Translate and Text to Speech extensions, variables, and interactive elements.
  2. Create an engaging 'Shark Swim' game using Scratch, mastering sprite control, animation, collision detection, and game loop establishment.
  3. Program an autonomous car using Scratch, understanding the workings of autonomous cars, sprite manipulation, track design, and autonomous navigation.
  4. Code a pattern creator using Scratch, utilising the pen tool, variables, and pen colour and size manipulation to create complex patterns.
  5. Develop an interactive 'Attack of the Dots' game using Scratch, controlling a coloured disc, cloning attacking dots, and detecting dot colours.
  6. Create a 'Rocket Lander' game using Scratch, programming gravity, rocket movement, animations for thrust and explosion, and a fuel limit.
  7. Design a platformer game using Scratch, creating characters and platforms, and writing code for character movements, gravity application, and effects like jumping and trailing.
  8. Engage in build battles, demonstrating problem-solving skills and creativity in tackling code challenges using Scratch.

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
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

  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
Game Development

Game Development

This module guides students through creating various games using MakeCode Arcade. Each lesson is hands-on and interactive, allowing students to learn by doing. Teachers should ensure students understand the concepts of sprites, coordinates, and coding effects. Encourage creativity and problem-solving as they modify the game or create a new one. Ensure students understand the importance of correct code placement and sprite selection. Encourage them to test their game frequently to ensure it functions as expected. The module concludes with a group project, fostering creativity and teamwork.

Teacher Info

Classroom hours ~100

  1. Master the use of MakeCode Arcade to create and modify game projects.
  2. Understand and apply coding concepts such as sprites, coordinates, and game logic.
  3. Design and control game characters, objects, and environments.
  4. Develop problem-solving skills through coding challenges and game modifications.
  5. Collaborate effectively in teams to brainstorm and develop game projects.

  1. Create and control game sprites using MakeCode Arcade.
  2. Design and implement game mechanics such as scoring systems, timers, and game over conditions.
  3. Program sprite interactions including overlaps, movements, and projectile firing.
  4. Develop a platform game with elements such as gravity, jumping, and danger tiles.
  5. Design and execute a group project, demonstrating creativity and teamwork.

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
Coding Projects with Microbits

Coding Projects with Microbits

This module introduces students to the fascinating world of microbits, pocket-sized computers that can be programmed for various projects. Teachers should guide students through creating new projects, exploring the project editor, and writing code. The module includes designing games, creating an alarm system, a microbit finder, a weather station, a compass and thermometer, a pet, and a voting system. Teachers should ensure students understand the coding concepts and encourage them to think critically about the security of their system.

Teacher Info

Classroom hours ~100

  1. Master the basics of microbits, including creating projects, writing and deleting code, and programming microbits to perform various tasks.
  2. Develop a reaction timer game using microbits, enhancing skills in creating variables, adding random delays, and recording reaction times.
  3. Design a microbits alarm system, applying knowledge of functions, variables, and if-else conditions.
  4. Create a 'Microbit Finder' using radio signals, learning to set up a radio group, send and receive messages, and display signal strength.
  5. Design a microbits weather station, demonstrating understanding of sensor readings, button inputs, and basic microbit functions.

  1. Program a microbit to display messages, react to button presses, show icons, play melodies, and respond to movement.
  2. Design and code a reaction timer game using a microbit, incorporating elements such as random delays and variables to record reaction times.
  3. Create a microbit-based alarm system, utilising sensors to detect movement and sound, and programming the system to activate when thresholds are crossed.
  4. Develop a 'Microbit Finder' using radio signals to detect proximity between two microbits, including setting up a radio group, creating variables, and sending/receiving messages.
  5. Design a microbit weather station that displays sensor readings based on button presses, including temperature, light level, sound level, and acceleration.
  6. Transform a microbit into a compass and thermometer, programming the buttons to use the built-in sensors.
  7. Program a microbit to act as a pet with varying emotions, responding to different interactions.
  8. Develop a microbit voting system, programming microbits to cast votes, tally the votes, and reset the voting system, with an added security feature.

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.

Crocodile clips
Details
Microbit
Details
Some fruit & vegetables
Details

Transition Year

For Transition Year we offer a range of 8-10 week modules, providing schools with the flexibility to select the modules that best suit their students’ interests and needs. Schools can choose from a variety of options, tailoring the programme to enhance skills, creativity, and personal development.

See how it aligns to the NCCA Framework

Download TY 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
Exploring Microbit Programming

Exploring Microbit Programming

This module will guide teachers through introducing students to the world of microbit programming. Teachers will facilitate students in creating various projects, from a simple step counter to a voting system. Each lesson provides hands-on experience with coding, fostering students' problem-solving and critical thinking skills. Teachers should be prepared to assist with coding and troubleshooting, and encourage students to experiment and explore the capabilities of microbits. The module culminates in a showcase, allowing students to present their projects and reflect on their learning journey.

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. Master the basics of Microbit programming, including creating projects, writing and deleting code, and connecting Microbits to computers.
  2. Develop practical applications of Microbit programming, such as creating a step counter, a reaction timer game, and a guessing game.
  3. Understand and utilise the built-in features of Microbits, such as the accelerometer, magnetometer, and temperature sensor.
  4. Apply Microbit programming skills to create interactive games and systems, including a paddle ball game, a voting system, and a 'Chase the Dot' game.
  5. Present and showcase individual Microbit projects, demonstrating a comprehensive understanding of Microbit programming and its applications.

  1. Program a microbit to display messages, react to button presses, show icons, play melodies, and respond to movement.
  2. Develop a step counter using the microbit's accelerometer, displaying the number of steps taken.
  3. Create a reaction timer game using a microbit, measuring reaction times to random visual prompts.
  4. Design a 'Higher or Lower' game on a microbit, programming button inputs and implementing game logic.
  5. Control a Scratch Paddle Ball game using a microbit, manipulating the paddle by tilting the microbit.
  6. Transform a microbit into a compass and thermometer, programming the buttons to use the built-in sensors.
  7. Establish a voting system using multiple microbits, programming them to cast votes, tally the votes, and reset the system.
  8. Develop a 'Chase the Dot' game on a microbit, defining variables, creating and calling functions, and using gestures to control movement.
  9. Present a showcase of the microbit projects developed throughout the course, demonstrating proficiency in microbit programming.

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
Game Design Essentials

Game Design Essentials

This module guides students through creating various interactive games using MakeCode Arcade. Each week focuses on a different project, teaching students to design sprites, control movements, program interactions, and set up game mechanics. Teachers should ensure students understand each step before moving on, encourage experimentation with the code, and emphasise the importance of correct variable selection and code placement. The module concludes with a game showcase, allowing students to present their creations.

Teacher Info

Classroom hours ~10

  1. Master the use of MakeCode Arcade for game design and development.
  2. Develop skills in creating and controlling game sprites, including player and AI-controlled characters.
  3. Understand and implement game mechanics such as scoring, lives, collision effects, and game outcomes.
  4. Apply coding concepts to create interactive games with different themes and mechanics.
  5. Gain the ability to design, code, test, and refine a variety of games, culminating in a final game showcase.

  1. Create and control game sprites using MakeCode Arcade.
  2. Design and implement game mechanics such as movement, collision detection, scoring, and game over conditions.
  3. Understand and apply coding concepts to create interactive games, including sprite overlaps, game logic, and variable tracking.
  4. Develop a variety of games including arcade, platform, and battle arena games, demonstrating creativity and technical skills.
  5. Present a completed game project, demonstrating understanding of game design principles and coding concepts.

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
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

  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
Exploring Digital Art and Design

Exploring Digital Art and Design

This module delves into the fascinating world of digital art and design. Teachers will guide students through the history and impact of digital art, the software and tools used in its creation, and the basics of software navigation. The module also covers the different types of brushes and tools, creating basic shapes, experimenting with brush strokes and effects, and an introduction to colour theory. The module concludes with a digital art showcase. Teachers should prepare by familiarising themselves with The module content and encouraging student participation and creativity throughout.

Teacher Info

Classroom hours ~10

  1. Develop an understanding of the history, forms, and impact of digital art.
  2. Gain familiarity with various digital art software and tools, and their unique functions.
  3. Master the basics of navigating and using the interface of digital art software.
  4. Understand the different types of brushes and tools used in digital art and their effective application.
  5. Apply the principles of color theory in the creation of digital art.

  1. Identify the key characteristics and history of digital art, and discuss its impact on creativity.
  2. Understand and describe the functions of various digital art software and tools.
  3. Navigate and use the interface of digital art software efficiently, with a focus on Photopea.
  4. Differentiate between various types of brushes and tools in digital art, and use them effectively in creating artwork.
  5. Create basic shapes using digital art software and understand their role as the building blocks of artwork.
  6. Experiment with different brush strokes and effects to create unique digital art pieces.
  7. Understand the fundamental principles of colour theory and apply them effectively in digital art.
  8. Present a digital art piece, demonstrating 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
iPad/Tablet
Details
Web Design Basics

Web Design Basics

This module introduces students to the basics of web design, starting with HTML and progressing to CSS. Teachers should ensure students understand the structure of a web page and the role of HTML elements. Encourage hands-on practice and experimentation with code. As The module progresses, students will learn to create complex tables, forms, and embed multimedia elements. The final modules introduce CSS, covering text and font styling, the box model, and website layout. Teachers should reinforce learning with practical exercises and real-world examples.

Teacher Info

Classroom hours ~10

  1. Understand and apply basic HTML elements to create structured web pages.
  2. Design and implement complex HTML tables and lists.
  3. Create interactive forms using basic and advanced HTML input types.
  4. Embed multimedia elements into web pages using HTML5.
  5. Utilise CSS for styling web pages, manipulating text and fonts, and creating website layouts.

  1. Understand and apply basic HTML elements such as headings, paragraphs, breaks, images, and links to structure a webpage.
  2. Create and manipulate complex HTML tables using advanced features like rowspan and colspan.
  3. Design and code interactive forms using HTML elements like <input>, <label>, and <button> and apply advanced input types.
  4. Embed audio and video files into web pages using HTML5 multimedia elements.
  5. Utilise CSS to style web pages, including text and fonts, and create a basic website layout.

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
Dynamic Web Design

Dynamic Web Design

This module covers the fundamentals of dynamic web design, starting with an overview of HTML, CSS, and JavaScript. It then progresses to setting up essential tools, scripting and DOM manipulation, dynamic form validation, and integrating external libraries and APIs. The module concludes with students creating an interactive quiz game, a weather web app, and a web showcase. Teachers should encourage active learning through hands-on coding exercises and challenges. Familiarity with CodePen, jQuery, and APIs is beneficial.

Teacher Info

Classroom hours ~10

  1. Understand and apply the interaction of HTML, CSS, and JavaScript in creating dynamic web pages.
  2. Set up and utilise essential web development tools including code editors, browser developer tools, and debugging consoles.
  3. Master advanced scripting techniques for DOM manipulation, including creating, deleting, and modifying HTML elements.
  4. Implement dynamic form validation with custom messages using JavaScript, providing real-time feedback for various input types.
  5. Integrate external libraries such as jQuery and APIs to pull dynamic data into web pages.
  6. Design and develop interactive web applications, such as a quiz game and a weather web app, incorporating real-time data and user interaction.

  1. Understand and apply the interaction of HTML, CSS, and JavaScript to create dynamic web pages.
  2. Set up and utilise essential web development tools including a code editor, browser developer tools, and the console for debugging.
  3. Manipulate the DOM using advanced scripting techniques such as creating, deleting, or modifying HTML elements based on certain conditions or inputs.
  4. Implement dynamic form validation with custom validation messages using JavaScript, providing real-time feedback as users fill out forms and validating different input types.
  5. Integrate external libraries like jQuery and APIs to pull dynamic data into web pages.
  6. Develop an interactive quiz game that checks answers, provides feedback, and incorporates timers, score trackers, and dynamic question loading.
  7. Create a Weather Web App that pulls real-time weather data based on a location, and displays it in an engaging and interactive manner.
  8. Present a web showcase demonstrating 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
iPad/Tablet
Details
Introduction to Python

Introduction to Python

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

  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

Senior Cycle

The Senior Cycle programme offers a complete course for the Leaving Certificate Computer Science subject. This includes modules covering all the official strands and learning objectives, Applied Learning Tasks (ALTs), Coursework and Exam Prep, crafted to help students build the knowledge and skills necessary to succeed in this subject.

See how it aligns to the NCCA Framework

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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

  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
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Microbit
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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
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Advanced Programming & Data Structures (Part 2)

Duration: 5 weeks (≈20 class periods) Module Notes: Core lessons total ~14 periods (merging advanced data structures, recursion, complexity). The final lessons focus on AI/ML, leading to a mini AI project. Ensure labs allow enough hands-on practice for OOP and ML coding tasks.

Teacher Info

Classroom hours ~110

  1. Understand and apply object-oriented programming principles and data structures.
  2. Implement and analyse advanced algorithms, including searching, sorting, and recursion.
  3. Evaluate the time complexity of algorithms using Big O notation.
  4. Develop basic machine learning models and understand their ethical implications.
  5. Design, code, and evaluate a mini AI project integrating OOP and data structures.

  1. Implement OOP concepts like encapsulation, inheritance, and polymorphism in code.
  2. Construct and manipulate custom classes and objects, including constructors and methods.
  3. Develop and use advanced data structures such as stacks, queues, and recursive functions.
  4. Analyse and implement searching, sorting algorithms, and assess their time complexity.
  5. Design, build, and evaluate a simple machine learning model using a dataset.

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
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Software Development & Project Management

Duration: 4 weeks (≈16 class periods) Module Notes: Core lessons total ~10–12 periods, reserving time for a collaborative mini-project. Emphasize agile sprints, daily stand-ups (if feasible), and code reviews for deeper understanding of teamwork and project lifecycle management.

Teacher Info

Classroom hours ~110

  1. Understand and apply software development life cycles and agile methodologies.
  2. Develop skills in gathering requirements and prototyping user interfaces.
  3. Utilise collaboration tools and version control systems effectively.
  4. Comprehend legal aspects of software development, including licensing and copyright.
  5. Plan and manage software projects, including risk assessment and mitigation.

  1. Apply agile methodologies to manage a software project through mini-sprints.
  2. Prototype user interfaces based on gathered requirements using HTML/CSS or console sketches.
  3. Collaborate effectively using Git, including branching, merging, and resolving conflicts.
  4. Add appropriate licensing to software projects, distinguishing between open-source and proprietary options.
  5. Develop and refine project plans, including risk management strategies, for a collaborative software build.

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
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Coursework / Project Implementation (Part 1)

Duration: 5–6 weeks (≈20–24 class periods) Module Notes: Since this is an official LC project module, teachers must follow guidelines for authenticity. Plan regular checkpoints/milestones to review progress, ensuring students stay on scope and manage time effectively.

Teacher Info

Classroom hours ~110

  1. Understand and apply coursework guidelines to select and scope a project.
  2. Develop and document clear functional requirements and project scope.
  3. Design and prototype project components using UI sketches, data models, and user flows.
  4. Implement core functionality through iterative coding and version control.
  5. Evaluate and refine project through testing, feedback, and reflection.

  1. Select and define a feasible project topic aligned with coursework guidelines.
  2. Write clear functional requirements and confirm project scope.
  3. Create a basic prototype to visualise main project components.
  4. Develop and commit core functionality to version control.
  5. Conduct peer testing, log bugs, and suggest improvements.

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
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Coursework / Project Implementation (Part 2) & Documentation

Duration: 4 weeks (≈16 class periods) Module Notes: Teachers facilitate detailed testing, documentation workshops, and final submission guidelines. Provide timely feedback but maintain the student’s own originality and responsibility for completion.

Teacher Info

Classroom hours ~110

  1. Implement advanced features and complete project functionality.
  2. Conduct thorough testing and debugging to ensure code reliability.
  3. Produce comprehensive project documentation and technical reports.
  4. Engage in peer review to enhance project structure and user experience.
  5. Reflect on learning and finalise project submission.

  1. Implement and test advanced features to complete project functionality.
  2. Conduct thorough testing and debugging to ensure code reliability.
  3. Produce comprehensive project documentation including user guides and technical specifications.
  4. Present projects and incorporate peer feedback to enhance structure and user experience.
  5. Submit final project, tag release, and reflect on key learning outcomes.

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
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Revision & Exam Preparation

Duration: 4–5 weeks (≈16–20 class periods) Module Notes: Core lessons total ~10–12 periods, plus time for mock exams, targeted revision, and individual support. Focus on exam strategies, time management, and clarity of written answers to maximize students’ potential.

Teacher Info

Classroom hours ~110

  1. Understand and apply core concepts in data representation, algorithms, and programming.
  2. Develop effective exam techniques including time management and question interpretation.
  3. Enhance project management and computational thinking skills through practical application.
  4. Evaluate personal strengths and weaknesses to target revision effectively.
  5. Build confidence and manage stress in preparation for exams.

  1. Solve exam-style coding questions accurately under time constraints.
  2. Discuss and apply project management, computational thinking, and design principles in coursework contexts.
  3. Interpret exam questions and structure written answers effectively.
  4. Mark peer work using typical exam marking criteria.
  5. Identify and address personal weak areas through targeted revision and practice.

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
Get prepared for 2025/26

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.

Get prepared for 2025/26 More questions? Get in touch 👍

How Our Digital Skills Curriculum Makes a Difference in the Classroom

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