Transition Year

PPLI provide a number of language-related resources and substantive supports relevant to specific Post-Primary stages.


Transition Year

Transition Year is the optimum time to expose students to many languages and cultures. The PPLI provides extensive supports for to schools and students to help them to achieve the aim of diversifying, enhancing and expanding language education at this level.


Our PPLI supports include:

  • the development and delivery of Transition Year modules in heritage and lesser-taught languages
    • Polish
    • Russian
    • Lithuanian
    • Japanese
    • German
    • Italian
    • Spanish¬†(ab initio)¬†
    • Korean (pilot 2019-2020)
    • Portuguese (pilot 2019-2020)
  • the development and delivery of TY modules in curricular language that follow on from Junior Cycle
    • French
    • German
    • Italian
    • Spanish
  • teacher training and resources for the delivery of Content and Language Integrated Learning (CLIL) lessons for TY students.
  • the employment, training and deployment of teachers to TY modules in schools nationwide
  • guidelines produced for school management on how to diversify, enhance and expand MFL education in schools
  • providing teachers with a platform to share best practice in MFL education through Spotlight on Schools.
  • supporting teachers with the implementation of the Common European Framework for Language Learning
  • providing training (both online and in person) in the use of cutting edge approaches and pedagogies for the MFL classroom
  • training for the use of digital tools for language learning
  • providing creative competitions and projects for MFL students to engage in such as Webquests.
  • training and resource supports for Language Assistants and their Cooperating Teachers
  • providing ongoing CPD supports for MFL teachers in schools.


In conjunction with Languages Connect

  • providing funding for teachers to undertake fully-funded training to up-skill in another language so that schools can offer more languages at this level
  • work placement reflection documents to encourage students to consider the implications of undertaking such a workplace in a foreign country


In collaboration with other government agencies:

  • providing CPD conferences for MFL teachers such as JCT and PDST
  • developing and delivering training in the creation of digital stories through languages to provide an authentic context for language use.