(Full Guide) How iPad Supports the Primary Curriculum Framework and the Key Competencies it promotes

• One space for integrated learning – iPad brings text, image, audio, video and data together, supporting the framework’s integrated approach and flexible time for deep learning experiences.
• Assessment that is part of learning – screen recordings, presentations, freeform boards, videos and podcasts capture process, feedback and progression without extra workload for you.
• Inclusion by design – built - in accessibility tools mean every child can access, create and share, matching the framework’s commitment to inclusive, high - quality learning for all.

This competency involves children finding out about and making sense of people, things, and places around them and in the wider world (NCCA 2023, p.11).

• Subject: English - Writing
• iPad apps: Freeform + Safari + Pages – pupils brainstorm ideas visually, organise arguments and draft their debate speeches.

Introduction:

• Stimulus: Show a short video or cartoon about homework struggles to spark discussion.
• Pose the question: Do you agree or disagree that homework should be banned? Why?

Learning experiences

• Pupils use Safari to research the topic, selecting information from reliable websites and considering why those sources can be trusted.
• In Freeform, pupils use this information to create a mind map of arguments for and against homework.
• Pupils add sticky notes, images (e.g. pupils studying, families together), and arrows to connect reasons.
• Teacher models how to structure an argument (claim, reason, example).
• In groups, pupils agree on key points and divide roles (opening, main points, rebuttal, conclusion).
• In Pages, pupils draft their debate speeches using sentence starters and bullet points.

Assessment

• Peer Feedback: Pupils practise reading their draft to a partner and give peer feedback.
• Whole Class Debate: debate offers your students to showcase their learning in a purposeful way.

This competency helps children become healthy through physical activity, food, self-care, and interaction with nature (NCCA 2023, p.11).

• Subject: PE – Fundamental Movement Skills
• iPad app / feature: Camera + Mark Up + Pages – pupils capture and analyse their running technique, annotate movement cues, and set personal goals.

Introduction stimulus

• Show the Move Well, Move Often – Book One images of correct running technique (DES 2017, p.21) or play a short clip of a sprinter.
• Ask: Looking at the poster, which parts of the body are important for efficient running, and how do you know?

Learning experiences

• In pairs, one pupil run a short distance while their partner films in slow-motion using the Camera app on the iPad.
• Using Mark Up, pupils draw arrows/lines to highlight key cues (head up, elbows bent, high knees, arms driving forward/backward).
• Pupils practise short fun running drills to develop their running.
• In Pages, pupils reflect on their performance:
• One thing I did well.
• One thing I want to improve.
• My personal running goal for next week.
• In a follow up lesson - repeat the run, film again, and compare new footage with the first attempt.

Assessment

• Pupils save “before and after” video and their pages reflection to their digital portfolio.
• Teacher uses an FMS running observation checklist from Move Well, Move Often to track progress.

Through creative activity, children can produce works that are original and of value across the curriculum (NCCA 2023, p.9)

• Subject: History
• iPad app / feature: Freeform + Pages + GarageBand – pupils brainstorm ideas, script a dialogue, and record/edit a podcast.

Introduction

• Play a short clip from a history podcast or a YouTube Video
• Think-Pair-Share: Ask: If you could interview a leader of the 1916 Rising (or select a specific topic, what questions would you ask?

Activity

• Use Freeform to brainstorm:
• Key figures
• Interview questions (e.g. Why did you participate in the Rising? What sacrifices did you face?).
• In Pages, pairs draft a podcast script – one pupil as interviewer, the other as the historical figure.
• Record the dialogue in GarageBand, adding simple edits (intro music, fade-in/out, volume balance).

Assessment

• Pairs share their finished podcasts with the class.
• Teacher evaluates the historical accuracy, creativity, and clarity of expression.
• Peer feedback: one strength and one suggestion for improvement.

This competency supports children to become curious, creative, confident, and critical users of digital technology (NCCA 2023, p.10)

• Subject: S.P.H.E.
• iPad app / feature: Apple Clips – pupils create short, engaging videos with captions, stickers, and voiceovers to model positive digital behaviours.

Introduction stimulus

• Show a short video clip on digital safety. Ask: What advice would you give to a younger student about using technology safely and responsibly?

Activity

• In groups, brainstorm key topics (e.g. managing screen time, checking information on reliable websites, being kind online).
• Plan a 60–90 second video using Clips with:
• Key message in text or captions.
• Short acted-out scenario or voiceover explanation.
• Stickers, emojis or music to engage younger pupils.
• Record and edit the video in Clips, keeping it clear and age-appropriate.

Assessment

• Groups share their videos with the a younger class group.
• Teacher evaluates for clarity, accuracy of advice, and creativity.
• Peer reflection: What tip from another group’s video will you remember?

Children make meaning of numbers, spatial relations, patterns, shape, data, and measure, using logic and reasoning (NCCA 2023, p.14).

• Subject: Maths
• iPad app / feature: Numbers – pupils collect, record, and represent data in charts, then share findings with the wider school community.

Introduction stimulus

• Show a simple bar chart of “Favourite Sports” Ask: If we collected data on how pupils travel to school, what chart would show the information most clearly?

Activity

• As a class, design a survey with categories (e.g. walking, cycling, bus, car, etc.).
• Survey how the class travels to schools or go to different classes to gather how the whole school travels to school.
• Input the data into Numbers and generate bar and pie charts.
• Annotate charts with labels (e.g. “Most pupils walk to school”).
• Groups prepare a short Keynote presentation of findings.

Assessment

• Share class charts at the school assembly or in the school newsletter.
• Teacher checks accuracy of data entry and clarity of chart interpretation.
• Peer reflection: What surprised you about how pupils travel to school?

Being a communicator and using language means being able to understand, interpret, and use different forms of communication (NCCA 2023, p.10).

• Subject: Gaeilge or another modern foreign language
• iPad app / feature: Pages + Camera – pupils draft a comhrá using the Gaeilge keyboard, then perform and record it on video.

Introduction stimulus

• Play a short video clip of a simple comhrá 

Activity

• Pupils work in pairs to plan a short comhrá (mar shampla Sa siopa, Ar scoil, srl.).
• Use Pages with the Gaeilge keyboard enabled to type the script. Teacher models how to switch the keyboard and use predictive spelling in Irish.
• Practise reading the comhrá aloud, focusing on pronunciation and expression.
• Record the comhrá using the iPad Camera (video mode). Pupils may act it out or role-play the situation.

Assessment

• Videos are shared in small groups or with the whole class and saved to the pupils’ digital portfolio.
• Teacher assesses for vocabulary use, fluency, and collaborative effort.

This competency develops children’s capacity and motivation for active and meaningful participation in society at local, national, and global levels, (NCCA 2023, p.9).

• Subject: Geography/S.P.H.E
• iPad app / feature: Keynote – pupils design and present slides to highlight a local issue or community strength, using images, charts, and text.

Introduction stimulus

• Show two contrasting images of the local area (e.g. a clean park vs one with litter). Ask: Which version of our community would you prefer to live in, and why?

Activity

• Pupils research a local issue (e.g. recycling, biodiversity, litter reduction, road safety).
• In Keynote, create a 5–6 slide presentation including:
• Title slide with issue statement.
• At least one photo taken with the iPad Camera.
• A final “call to action” slide with ways pupils can help.
• Practise presenting to a partner, focusing on clear speaking and eye contact.

Assessment

• Groups present Keynote slides to the class or at assembly.
• Teacher assesses for accuracy of information, clarity of message, and responsible suggestions.
• Pupils reflect: What one action could you take this week to improve our community?