A’ comharrachadh mo chòraichean - third and fourth level

Eòlasan agus Builean CfE: An trìtheamh agus an ceathramh ìre

• Is urrainn dhomh mo leughadairean a thoirt an sàs agus/no buaidh a thoirt orra tron chleachdadh a tha agam air cànan, stoidhle agus tòna a tha iomchaidh don ghnè. (GAI 3-27a / GAI 4-27a)
• Is urrainn dhomh fiosrachadh a lìbhrigeadh, cunntas a thoirt air tachartasan, pròiseasan no bun-smuaintean a mhìneachadh, agus beachdan a chur ri chèile ann an diofar dhòighean. (LIT 3-28a)
• Is urrainn dhomh ìmpidh a chur, argamaid a dhèanamh, luachadh, cùisean a sgrùdadh no beachd a thoirt seachad a’ cleachdadh loidhne breithneachaidh soilleir, stuth taic mionaideach agus/no fianais. (LIT 3-29a)

Adhbhar a’ ghnìomha

Còmhradh a dhèanamh mu chòraichean chloinne agus feadhainn eile a mhisneachadh mu cho cudromach ’s a tha iad a thaobh Foghlam tro Mheadhan na Gàidhlig. Nì iad coimeas mun dòigh sa bheil cànan eile coltach ris a’ Ghàidhlig air a teagasg ann an dùthaich eile agus thèid leasachaidhean a mholadh airson na Gàidhlig ann am foghlam na h-Alba.

Gnìomh ionnsachaidh

Bruidhinn ri luchd-ionnsachaidh mun eòlas air Cunnradh nan NA air Còraichean Chloinne (UNCRC) - ‘còraichean chloinne’.

Is dòcha gum biodh e feumail stòrasan a tha air làrach-lìn Coimiseanair Chloinne agus Dhaoine Òga Alba a chleachdadh.
https://cypcs.org.uk/wpcypcs/wp-content/uploads/2020/02/Luchdaich-a-nuas-am-postair.pdf

Aontaich dòigh le daoine òga air a bhith a’ comharrachadh agus ag ionnsachadh briathrachas ùr.

Iarr air daoine òga na còraichean a chur ann an òrdugh a rèir luachan na sgoile.

Iarr air daoine òga taghadh a dhèanamh air na còraichean a tha a’ toirt taic dhaibh nan ionnsachadh air a’ Ghàidhlig agus tro mheadhan na Gàidhlig. Bu chòir dhaibh an taghadh fhìreanachadh. Bu chòir dhan seo an cuideachadh a bhith a’ dèanamh ath-cheangal ri adhbhar agus luach na Gàidhlig ann am foghlam, airson nan amannan ri teachd aca agus an nì luachmhor a tha iad a’ cur ri ath-bheothachadh a’ chànain.

Iarr air daoine òga rannsachadh a dhèanamh air an dòigh sa bheil cànan dùthchasail eile air adhartachadh ann am foghlam le dùthaich eile, mar eisimpleir, Cuimris, Gaeilge, Maori, agus cànanan Eileanan a’ Chuain Shèimh.

Thoir cuireadh do dhaoine òga na toraidhean aca a thaisbeanadh ann an teacsa a roghnaicheas iad fhèin. Bu chòir dhaibh leasanan sam bith fhoillseachadh a dh’fhaodadh Alba ionnsachadh airson na Gàidhlig bho chànan sam bith a rannsaich iad.

Obair leudachaidh

Bu chòir do dhaoine òga geàrr-iomradh a dhèanamh den teacsa a chruthaich iad mar thaisbeanadh power-point. Dh’fhaodadh iad a bhith air an cleachdadh airson taic a thoirt ann an lìbhrigeadh toraidhean an rannsachaidh do bhuidheann Gàidhlig ionadail no nàiseanta.

Slatan-tomhais Nàiseanta

• A’ cruthachadh raon de theacsaichean goirid agus nas fhaide gu cunbhalach airson diofar adhbharan agus luchd-amais.
• A’ toirt an leughadair an sàs agus/no a’ toirt buaidh air tro chleachdadh cànain, stoidhle agus tòna a tha iomchaidh don ghnè-sgrìobhaidh, mar eisimpleir, taghadh fhacail, cànan ìmpidheachd, mionaideachd gràmair agus gnàthas-cainnte, ìomhaigheachd agus nithean reatoraigeach.
• A’ cleachdadh gràmair gu ceart agus a’ ceartachadh mhearachdan tro dhearbh-leughadh.

An uair a bhithear a’ sgrìobhadh airson ìmpidh a chur, argamaid a dhèanamh, luachadh, cùisean a rannsachadh no beachd a thoirt seachad:

• A’ taisbeanadh bheachdan no a’ lìbhrigeadh barail le fiosrachadh iomchaidh agus fianais thaiceil.
• Ag eagrachadh agus a’ structaradh bheachdan no fiosrachadh ann an òrdugh tuigseach.
• A’ cleachdadh puist-seòlaidh gus beachdan agus/no argamaid a dhèanamh soilleir, mar eisimpleir, seantansan cuspair, abairtean ceangail.
• A’ gabhail a-steach ro-ràdh èifeachdach a tha a’ dèanamh adhbhar an teacsa soilleir agus a tha a’ dèanamh oidhirp air an luchd-amais a thoirt an sàs.
• A’ crìochnachadh le co-dhùnadh a tha a’ toirt cunntas air an loidhne breithneachaidh.
• A’ cleachdadh cànan/dòighean-obrach gus buaidh a thoirt no ìmpidh a chur air an leughadair, mar eisimpleir, taghadh fhacail, ath-aithris, ceistean reatoraigeach, cànan buaireasach

Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh

Dh’fhaodadh sgrìobhadh dhaoine òga a bhith air a lèirmheas gus adhartas a thomhais le bhith:

• a’ cleachdadh cànan gus adhbhar a choileanadh.
• a’ coinneachadh ris an adhbhar agus an luchd-amais a bhathar a’ sùileachadh.
• a’ dèanamh argamaid ìmpidheach.

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Celebrating my rights

Curriculum for Excellence (CfE) experiences and outcomes: Third and Fourth level

I can engage and/or influence readers through my use of language, style and tone as appropriate to genre. (GAI 3-27a / GAI 4-27a)

I can convey information, describe events, explain processes
or concepts, and combine ideas in different ways. (LIT 3-28a)

I can persuade, argue, evaluate, explore issues or express an opinion using a clear line of thought, relevant supporting detail and/or evidence. (LIT 3-29a)

Purpose of the activity

To discuss children’s rights and persuade others of their importance to Gaelic Medium Education. They will draw comparisons of how a language similar to Gaelic is taught in another country to suggest improvements to Gaelic in Scottish education.

Learning activity

Discuss with learners their knowledge of United Nations Convention on the Rights of the Child (UNCRC) - ‘children’s rights’.

It may be useful to use resources on the website, Children and Young People’s Commissioner Scotland.
https://cypcs.org.uk/wpcypcs/wp-content/uploads/2020/02/Luchdaich-a-nuas-am-postair.pdf

Agree with young people a way of noting and learning new vocabulary.

Ask young people to group the rights according to the school’s values.

Ask young people to select the rights that support them in their learning of Gaelic and through Gaelic. They should justify their choice. This should help young people reconnect with the purpose and value of Gaelic in education, for their futures and their valuable contribution to reviving the language.

Ask young people to research how another indigenous language is promoted in education by another country, for example, Welsh, Irish, Maori, Pacific Island languages.

Invite young people to present their findings in a text of their choice. They should include any lessons Scotland may learn for Gaelic from the language they researched.

Extension activity

Young people should summarise the text they created as a powerpoint presentation. They could be used to support delivery of their research findings to a local or national Gaelic group.

National Benchmarks

• Creates short and extended texts regularly for a range of purposes and audiences.
• Engages and/or influences the reader through use of language, style and tone as appropriate to genre for example, word choice, persuasive language, accuracy of grammar and idiom, imagery, rhetorical devices.
• Uses grammar accurately and corrects errors through proof-reading.

When writing to persuade, argue, evaluate, explore issues or express an opinion:

• Presents ideas or conveys a point of view with relevant detail and supporting evidence.
• Organises and structures ideas or information in a logical order.
• Uses signposts to make structure and/or argument clear for example, topic sentences, linking phrases.
• Includes an effective introduction that makes the purpose of the text clear and makes some attempt to engage the audience.
• Ends with a conclusion that sums up the line of thought.
• Uses language/techniques to influence or persuade the reader for example, word choice, repetition, rhetorical questions, repetition, emotive language.

Possible approach to assessing learning

Young people’s writing could be reviewed to gauge progress with:

• using language to fulfil purpose?
• meeting the intended purpose and audience?
• accuracy in grammar?
• making a persuasive argument?