ForewordThe six plans contained in this booklet are provided to support teachers delivering the PrimarySampler Module in Irish Sign Language. This ten-week sampler module is targeted at pupils in thirdto sixth class for up to 1 hour per week within the normal school timetable.The Sampler Module aims to:• Generate awareness among pupils of the range of languages used by their peers, including IrishSign Language, in their schools and communities which may help support greater inclusion andappreciation of diversity in society• Encourage uptake of languages at post-primary level• Provide opportunities for increased levels of collaboration among the school community withregard to the celebration of languages and cultures• Support implementation of Strategy for Foreign LanguagesWe would like to point out that the order in which the plans appear in this booklet is only asuggestion, and some teachers might prefer to follow a different sequence. However, the order followsthe progression of the sections of the pupils’ Language Passport and teachers are invited to encouragepupils to engage with its relevant sections as they progress. Teachers might find that some additionalmaterial is required, such as videos of specific vocabulary, images, or flashcards. We invite teachers toconsult the additional links available for download from our website.Each plan contains a selection of activities in order to provide enough range to suit different pupils,from the younger ones in third class to the older ones in sixth class. Teachers will decide which theywould like to use in their classes and how to adapt them to suit their contexts.Most importantly, we would like to invite our colleagues to encourage pupils’ spontaneity by creatinga safe space where all attempts are rewarded, with an emphasis on communication over accuracy.We hope that all pupils are given a voice and a chance for their languages to be seen. Finally, we hopethat you will be supported in the delivery of this module through collaboration with other teachers,as well as with parents and guardians.3
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