The publications below are intended to assist teachers in teaching the strand unit of:


  • Fractions (1st - 6th class)
  • Place Value (1st - 6th class)
  • Decimals (3rd - 6th Class)
  • Percentages (5th and 6th class)
  • Mental Maths Addition & Subtraction (Infants - 6th)
  • Mental Maths Multiplication & Division (3rd - 6th)
  • Measures (Infants - 6th).


The Area 5 Manuals designed by the PDST in partnership with Dr. Seán Delaney, Marino Institute of Education, is a replacement unit for teaching area in fifth class. The unit may also be helpful for teaching area to pupils in fourth or sixth class and in a mixed class.


​Click on the title of each manual to view or download, print copies of any manual can be ordered here.




Data and Chance: Teacher's Manual


Teacher's Manual


Lámhleabhar an Mhúinteora



Glance Cards



A fundamental principle of the curriculum is that children’s current understanding and knowledge should form the basis for new learning. The curriculum is designed to follow an incremental approach to teaching and learning by increasing the complexity of concepts as the child progresses through the primary school. The content objectives outlined in each of the strand units observe a spiral progression as the curriculum advances from infants to sixth class.


These curriculum “glance cards” ...were designed to provide a one-page overview of the content objectives in each strand unit for all class levels. It is not intended that these glance cards replace the curriculum documents but that rather they will provide an immediate snapshot of how particular concepts are developed from infants to sixth class.



Teachers are advised to pay particular attention to this feature of the curriculum when planning their work. It is important that teachers are fully aware of the level of knowledge and understanding required of the child in previous class levels as it will inform current planning. It is also important that teachers are familiar with what the children will be learn after the present class level so that they can prepare the child adequately for further learning. Awareness of the curriculum content which precedes and follows the current class content ensures progression in teaching and learning, and minimises unnecessary duplication.


Teachers may find this useful when they are engaging in continuing professional development, or when they are planning for teaching and learning. However, it is essential that teachers consult the curriculum documents when engaging in planning as the content objectives are expanded upon in the context of the various class levels.


It is also assumed that every content objective in these cards is preceded by “The child will be enabled to....” as is stated in the curriculum. Where it appears that a content objective applies to junior classes and is discontinued in higher class levels, it is intended that teachers continue to explicitly teach these concepts if the required level of understanding has not been reached. If the learning objective has been realised, the teacher will endeavour to maintain and consolidate the learning.