Tá sé mar aidhm ag an taighde staidéar agus athbhreithniú leantach a dhéanamh ar chur i bhfeidhm Shonraíochtaí Gaeilge na Sraithe Sóisearaí (T1 agus T2) i scoileanna iar-bunleibhéil i réimse an teagaisc, na foghlama agus an mheasúnaithe. Díríonn an taighde go háirithe ar chur i bhfeidhm an leagan de na sonraíochtaí Gaeilge a cuireadh ar fáil i Meán Fómhair 2023 agus leanfaidh an taighde cohórt scoláirí i scoileanna cás-staidéir a thosaigh sa chéad bhliain in 2024-2025. Mar sin féin, is próiseas diaidh ar ndiaidh atá in aon athrú curaclaim agus tugann cuid de na sonraí a bailíodh léargais ar thaithí agus ar thuairimí a bhain leis na leaganacha 2017 de na Sonraíochtaí Gaeilge T1 agus T2. Mar a cuireadh i láthair san iarratas ar thairiscintí, tabharfaidh an taighde léargais spéisiúla ar gach gné de na sonraíochtaí, agus cruthófar deis do rannpháirtithe réitigh fhéideartha a mholadh d’aon chonstaicí atá ann do chur i ngníomh na sonraíochtaí (CNCM, Iarratas ar Thairiscintí, lch. 21). Breathnófar go háirithe, ar an taithí atá ag scoileanna ar an múnla idirdhealaithe don Ghaeilge sa tSraith Shóisearach, chomh maith leis na hathruithe sa chleachtas de bharr Chreat na Sraithe Sóisearaí (2015). The aim of the research is to continue the study and review of the implementation of Junior Cycle Irish Specifications (T1 & T2) in post-primary schools in the area of teaching, learning and assessment. In particular, the research focuses on the enactment of the September 2023 version of the specifications, and follows a cohort of students who began First Year in 2023-2024. However, due to the gradual nature of curriculum change some data collected will refer to experiences and opinions regarding the 2017 T1 and T2 specifications for Irish. As set out in the research for tender, the study will provide interesting insights into all aspects of the specifications, allowing for the natural emergence with participants of possible solutions to challenges met in the enactment of the specifications (NCCA Tender, p.21). Particular consideration will be given to schools’ experiences of the model of differentiation for Irish at Junior Cycle, as well as the changes in practice brought about by the 2015 Junior Cycle Framework.