Eòlasan agus Builean CfE: A’ chiad ìre
- Tha mi a’ rannsachadh mar a tha luaths cainnte, gluasadan bodhaig, dòigh-labhairt, cuideam agus taghadh fhacail gan cleachdadh airson a bhith a’ dèiligeadh ri daoine eile, agus ’s urrainn dhomh na tha mi ag ionnsachadh a chur gu feum. (GAI 1-03a)
- ’S urrainn dhomh rudan a chur an cèill gu soilleir ri daoine eile, nam àite ionnsachaidh is a-muigh, a’ cleachdadh ghoireasan air an taghadh mar tha feum. (LIT 1-10a)
Adhbhar a’ ghnìomha
Tha an gnìomh seo a’ togail air tuigse leanaibh a tha a’ sìor leasachadh tuigse mu cruth sgeulachd le bhith a’ toirt cunntas air suidheachadh. Tha an co-theacsa a’ toirt a’ chothruim do chlann a bhith a’ cleachdadh an sgilean ann an èisteachd agus còmhradh sa Ghàidhlig gus dealbh a dhèanamh de dh’àite a tha co-cheangailte rim fèin-fhiosrachadh pearsanta. Bu chòir do chlann a bhith air am misneachadh a chleachdadh nas urrainn dhaibh de chànan dealbhach gus an neach-èisteachd a chuideachadh ann a bhith a’ dèanamh dealbh den àite seo. Ron seo, bhiodh e feumail gnìomh iomchaidh a chùm aois a dhèanamh mu dhealbhan-cunntais.
Faodaidh clann cuideachd beagan gnìomhan sgrìobhaidh a dhèanamh mar phàirt den ghnìomh seo. Bu chòir dhut beachdachadh air dè a b’ fheàrr a choinnicheadh ri feumalachdan an luchd-ionnsachaidh agad.
Gnìomh ionnsachaidh
Tòisich an gnìomh seo le bhith a’ cruthachadh eisimpleir de chunntas èifeachdach airson na cloinne a chluinntinn stèidhichte air suidheachadh mac-meanmnach. Bu chòir dhan chloinn an cunntas seo a chleachdadh gus dealbh a tharraing den àite seo stèidhichte air na chuala iad.
Ma tha e comasach, misnich a’ chlann gu bhith a’ bruidhinn mun dealbh le cuideigin sa chlas no cuideigin san taigh. Meòraich leis a’ chloinn air na facail no abairtean a chuidich iad a bhith a’ togail dealbh nan inntinn.
Bruidhinn ri clann mu mar as urrainn dhaibh buadhairean a chleachdadh gus na dealbhan aca a bheothachadh. Cleachd seo gus tòiseachadh air togail suas nam prìomh eileamaidean a bu chòir a bhith air an cleachdadh san dealbh aca fhèin. Tha cuid dhiubh seo air am mìneachadh gu h-ìosal:
- Dè a tha thu a’ faicinn?
- Dè a tha thu a’ cluinntinn?
- Dè a tha a’ tachairt?
- Dè na buadhairean a dh’fhaodadh tu a chleachdadh gus fiosrachadh a chur ris an dealbh?
Bu chòir dhan chloinn cunntas a thoirt don chom-pàirtiche mu shuidheachadh ann an sgeulachd no ann an àite a tha cudromach dhaibh. Bu chòir dhaibh cànan dealbhach a chleachdadh agus nas urrainn dhaibh de dh’fhiosrachadh a thoirt seachad. Bu chòir dhan chloinn na dealbhan aca a cho-roinn ris a’ chom-pàirtiche aca ann am briathran. Dh’fhaodadh seo a bhith air a chlàradh agus air a cho-roinn nas fhaide air adhart, no dh’fhaodadh e a bhith air a dhèanamh tro cho-labhairt bhidio. Dh’fhaodadh an neach-èisteachd a thighinn gu co-dhùnadh mar a bheireadh e freagairt seachad. Is dòcha gum biodh iad airson ceistean a chur agus tomhais far an robh an t-àite, no dealbh a tharraing stèidhichte air an fhiosrachadh. Is dòcha gun smaoinicheadh iad air sgeulachd no film a bhiodh iomchaidh dhan t-suidheachadh. Dh’fhaodadh a’ chlann an uair sin cuairt mu seach a ghabhail.
Slatan-tomhais Nàiseanta
Mar luchd-cleachdaidh, tha sibh eòlach air ur luchd-ionnsachaidh agus is urrainn dhuibh atharrachadh sùileachaidhean a thaobh builean dhaoine fa leth a rèir nan Slatan-tomhais Nàiseanta. Faodaidh sibh coimhead air dòighean lèirmheas a dhèanamh no bruidhinn mu obair chloinne agus fios air ais a thoirt an-dràsta agus a-rithist gus cuideachadh a bhith a’ gluasad ionnsachadh air adhart.
- Cur an sàs beagan altan-obrach (labhairteach agus neo-labhairteach) ann an còmhradh ri càch, mar eisimpleir, briathrachas, glacadh sùla, fiamhan aodainn agus / no modhan bodhaige.
- Cruthachadh theacsaichean labhairte, fighe a-steach briathrachas agus abairtean ùra gu h-iomchaidh mu chuspairean co-cheangailte ri diofar raointean den churraicealam.
- Taghadh agus roinn bheachdan / fiosrachaidh a’ cleachdadh briathrachais iomchaidh ann an òrdugh tuigseach agus mothachail don luchd-èisteachd.
Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh
Tha a bhith a’ faighinn eisimpleirean de dh’ionnsachadh aig an taigh gad chuideachadh a thuigsinn cho math ’s a tha clann a’ rianachd nan gnìomhan a tha thu air a shuidheachadh.
Cleachd ceasnachadh gus sgrùdadh a dhèanamh air tuigse. Mar a bhios riatanach, ullaich cànan Gàidhlig gus taic a thoirt do chlann an uair a bhios iad a’ freagairt cheistean agus a’ gabhail pàirt sa ghnìomh. Iarr air a’ chloinn a bhith a’ toirt mion-fhiosrachadh sa Ghàidhlig.
Dh’fhaodadh na ceistean a leanas cuideachadh ann a bhith a’ measadh agus a’ comharrachadh adhartas dhaoine òga:
- Dè cho math ’s a tha clann a’ co-phàirteachadh am beachdan chun an neach-èisteachd?
- Dè cho soirbheachail ’s a tha a’ chlann air raon de chànan dealbhach a chleachdadh gus na tha ri fhaicinn agus richluinntinn a cho-roinn?
Dè an ìre ’s gu bheil an cunntas a’ toirt dealbh soilleir dhan neach-èisteachd air cò ris a tha an t-àite seo coltach?
Tha an stiùireadh as ùire mu mheasadh ri fhaotainn sa cheangal seo.
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Talking about a scene
Curriculum for Excellence (CfE) experiences and outcomes: First level
- I am exploring how pace, gesture, expression, emphasis and choice of words are used to engage others, and I can use what I learn. (GAI 1-03a)
- I can communicate clearly when engaging with others within and beyond my place of learning, using selected resources as required. (LIT 1-10a)
Purpose of the activity
This activity builds on a child's developing understanding of story structure by describing a setting. This context allows children to use their skills in listening and talking in Gaelic to describe a place that relates to their own personal experience. Children should be encouraged to use as much descriptive language as possible to help the listener build a picture of this place. Prior to this, it would be useful to do an age-appropriate language activity on descriptions.
Children can also do some writing activities as part of this activity. You should consider what best meets the needs of your learners.
Learning activity
Introduce this activity by creating an example of an effective description for the children to hear based on an imaginary setting. Children should use this description to draw a picture of this place based on what they have heard.
If possible, encourage the children to discuss the picture with either a classmate or someone at home. Reflect with children on the words or phrases which helped them build a picture in their mind.
Discuss with children how they can use adjectives to bring their descriptions to life. Use this to begin to build up the key elements that should be included in their own description. Some of these are detailed below:
- What can you see?
- What can you hear?
- What is happening?
- What adjectives could you use to add detail to the description?
Children should describe to their partner a setting in a story or a place that is important to them. They should use descriptive language and give as much detail as possible. Children should share their descriptions orally with their partner. This could be recorded and used later, or could be carried out through video conferencing. The listener could decide how to give a response. They may want to ask questions and guess where the place might be, or draw a picture based on the description. They could even think of a story or film which would suit the setting. Children could then swap roles.
National Benchmarks
As practitioners, you know your learners well and can alter the expectations of outcomes for individuals in line with the National Benchmarks. You can look at ways to review or discuss children’s work and provide feedback occasionally to help move learning forward.
- Engages with others for a range of purposes, communicating
clearly and audibly. - Creates spoken texts, embedding appropriately new vocabulary and phrases on topics related to different areas of the curriculum.
- Selects and shares ideas/information using appropriate vocabulary in a logical order and is mindful of audience.
Possible approach to assessing learning
Receiving examples of learning at home help you understand how well children are managing the tasks you have set.
Use questioning to check for understanding. As necessary, model Gaelic language to support children as they answer questions and take part in the activity. Ask children to give detail in Gaelic.
These questions may assist in assessing and celebrating young people’s progress:
- How well do children communicate their ideas to the listener?
- How successfully have the children used a range of descriptive language to share what can be seen and heard?
To what extent does the description give a clear picture to the listener of what this place looks like?
When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.