Eòlasan agus Builean CfE: A’ Chiad ìre
- A’ cleachdadh nas aithne dhomh mu fheartan ann an diofar sheòrsachan de cho-theacsaichean, is urrainn dhomh fiosrachadh airson adhbhar sònraichte a thaghadh agus a chur an òrdugh. (LIT 1-14a)
- Is urrainn dhomh fiosrachadh a chonaltradh, iomradh a thoirt air tachartasan agus pròiseasan, mo bheachdan a roinn no ìmpidh a chur air an leughadair agam ann an diofar dhòighean. (LIT 1-28a / LIT 1-29a)
Adhbhar a’ ghnìomha
Nì daoine òga deasbad air na buannachdan an lùib a bhith ag ionnsachadh Gàidhlig agus dà-chànanas. Nì iad deasbad air suidheachaidhean sa bheil diofar chànanan gan labhairt. Nì iad luachadh air na feartan mheadhanan as fheàrr, agus leabhran-iùil mar thaic do thurasachd a thoirt gu buil.
Gnìomh ionnsachaidh
Bruidhinn ris a’ chloinn mu cho cudromach ’s a tha na tha iad a’ dèanamh ann a bhith ag ionnsachadh Gàidhlig. Thoir iomradh air àite na Gàidhlig mar chànan oifigeil ann an Alba, a thuilleadh air mar phàirt de chultar, dualchas agus eaconamaidh na h-Alba.
Meòraich còmhla ris a’ chloinn air buannachdan dà-chànanais agus a bhith ag ionnsachadh tro bhogadh.
Innis don chloinn gum bi luchd-turais a’ tighinn a dh’Alba airson Gàidhlig a chluinntinn agus tachartasan ann an Gàidhlig a fhrithealadh, leithid cèilidh.
Iarr air a’ chloinn nithean tarraingeach mun cuairt orra a rannsachadh, air a bheil luchd-turais measail. A bheil gin sam bith de na nithean tarraingeach sin a’ tabhann leabhrain-iùil ann an diofar chànanan? Dè na cànanan a tha sin agus a bheil Gàidhlig nam measg?
Iarr air a’ chloinn obraichean a rannsachadh do bheil Gàidhlig na bhuannachd no a tha feumail. Bruidhinn ris a’ chloinn mu na diofar cheumannan a dh’fhaodas iad a ghabhail gus a bhith teisteanaichte airson nan obraichean sin. Bu chòir seo a bhith a’ gabhail a-steach a bhith fileanta ann an Gàidhlig. Iarr orra na h-obraichean a rannsachadh do am bi teisteanasan aig Sabhal Mòr Ostaig (http://www.smo.uhi.ac.uk/en/) ag ullachadh dhaoine òga airson obair. Ann an dèanamh seo, bu chòir dhaibh notaichean a ghabhail.
Tha caistealan tarraingeach do luchd-turais. Iarr air clann coimhead ri diofar dhòighean sa bheil fiosrachadh mu chaistealan ga lìbhrigeadh air an làraich-lìn seo.
https://www.bbc.co.uk/bitesize/topics/zjbdrj6/articles/zfbkgwx
Iarr air a’ chloinn na dòighean as fheàrr air fiosrachadh a lìbhrigeadh a mhìneachadh, agus carson.
Seo film coitcheann mu thurasachd:
http://filmg.co.uk/en/films/2111/
Iarr air a’ chloinn na teachdaireachdan a th’ aig an fhilm do thurasachd, a dheasbad.
Iarr air a’ chloinn leabhran-iùil ann an Gàidhlig a thoirt gu buil do chuspair tarraingeach san sgìre aca. Bu chòir don chloinn co-dhùnadh a dhèanamh air an t-seòrsa teacsa/meadhan a chleachdas iad.
Obair leudachaidhDh’fhaodadh clann an toraidhean mu obraichean sa bheil Gàidhlig riatanach, a thaisbeanadh ann an teacsa/meadhan de an roghainn fhèin. Bu chòir seo a bhith air a dheilbh gus cuideachadh le daoine eile fhiosrachadh, sa chlas no san sgoil aca.
Slatan-tomhais Nàiseanta
- Comharrachadh prìomh fheartan leabhraichean ficsein no neo-fhicsein.
- Lorg prìomh fhiosrachadh bho theacsaichean ficsein no neo-fhicsein a’ cleachdadh duilleag susbaint, clàr-amais, cinn, fo-chinn agus diagraman gus cuideachadh le fiosrachadh a lorg.
- Gabhail notaichean gus tuigse a thaisbeanadh, fo chinn stèidhichte, do dhiofar adhbharan.
- Cruthachadh measgachadh de theacsaichean airson diofar adhbharan.
Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh
Tha an gnìomh seo co-chòrdail do mheasadh comhaois.
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Being Bilingual
Curriculum for Excellence (CfE) experiences and outcomes: First level
- Using what I know about the features of different types of texts, I can find, select and sort information for a specific purpose. (LIT 1-14a)
- I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. (LIT 1-28a / LIT 1-29a)
Purpose of the activity
Young people will discuss the benefits of learning Gaelic and bilingualism. They will discuss situations in which different languages are spoken. They will evaluate the best features of media, and produce a guide to support tourism.
Learning activity
Talk to children about the important contribution they make in learning Gaelic. Mention the role of Gaelic as an official language of Scotland, as well as part of the culture, heritage and economy of Scotland.
Reflect with children on the benefits of bilingualism and learning through immersion.
Mention to children that tourists come to Scotland to hear Gaelic and attend events in Gaelic such as a cèilidh.
Ask children to research attractions around about them that are popular with tourists. Do any of these attractions offer guides in different languages? What are these languages, and do they include Gaelic?
Ask children to research jobs for which Gaelic is an advantage or needed. Talk to children about the different steps that they can take to be qualified for these jobs. This should include being fluent in Gaelic. Ask them to research the jobs for which qualifications at Sabhal Mòr Ostaig (http://www.smo.uhi.ac.uk/en/) prepare young people for work. In doing this, they should make notes.
Castles are an attraction to tourists. Ask children to look at the different ways that information is presented on castles on this website.
https://www.bbc.co.uk/bitesize/topics/zjbdrj6/articles/zfbkgwx
Ask children to explain which way(s) of giving information is best and why.
Here is a general film about tourism:
http://filmg.co.uk/en/films/2111/
Ask children to discuss the messages that film has for tourism.
Ask children to produce a guide in Gaelic for a tourist attraction in their area. Children should choose which text/media they will use.
Extension activity
Children could present their findings on jobs that require Gaelic in a text/media of their choice. This should be designed to help inform others in their class and school.
National Benchmarks
- Identifies the key features of fiction and non-fiction books.
- Finds key information from fiction and non-fiction texts using content page, index, headings, sub-headings, and diagrams
to help locate information. - Makes notes to show understanding, under given headings, for different purposes.
- Creates a variety of texts for different purposes.
Possible approach to assessing learning
This activity lends itself to peer assessment.