Eòlasan agus Builean CfE: A’ Chiad ìre
- Fhad ’s a tha mi ag èisteachd agus a’ gabhail pàirt ann an conaltraidhean, is urrainn dhomh a bhith a’ cleachdadh fhacail agus abairtean ùra gus mo chuideachadh a bhith a’ conaltradh. (GAI 1-02a)
- An uair a bhios mi ag èisteachd agus a’ bruidhinn ri daoine eile airson adhbharan diofraichte, is urrainn dhomh a bhith a’ co-roinn fiosrachadh, fèin-fhiosrachaidhean, mìneachaidhean, beachdan agus barailean, agus puingean a shoilleireachadh tro bhith a’ cur cheistean no le bhith ag iarraidh air feadhainn eile tuilleadh a ràdh. (LIT 1-09a)
- Is urrainn dhomh fios a thoirt agus m’ fhèin-fhiosrachaidhean a cho-roinn agus na faireachdainnean a thug iad dhomh. (GAI 1-30a)
- Tha mi mothachail air an dòigh anns a bheil càirdeasan air an stèidheachadh agus gun urrainn do nithean as toigh agus nach toigh le neach, càileachdan speisealta agus feumalachdan buaidh a thoirt air dàimhean. (HWB 1-44a)
- Tha mi a’ tuigsinn nithean deimhinneach mu chàirdeasan agus dhàimhean ach an uair a bhios rudeigin a’ dèanamh dragh dhomh no na uallach dhomh tha fios agam cò ris a bu chòir dhomh bruidhinn. (HWB 1-44b)
Adhbhar a’ ghnìomha
Gus clann a mhisneachadh gu bhith a’ cleachdadh na Gàidhlig an uair a bhios iad a’ bruidhinn agus a’ co-roinn am fèin-fhiosrachaidhean mu chàirdeasan fhad ’s a tha iad air a bhith air falbh bhon sgoil.
Gnìomh ionnsachaidh
Tha an gnìomh ionnsachaidh seo a’ cuideachadh clann a bhith a’ beachdachadh mu cho cudromach ’s a tha e a bhith a’ dèanamh agus a’ cumail suas chàirdeasan an uair a bhios iad a’ leasachadh am fileantas sa Ghàidhlig.
- Misnich clann gu bhith a’ bruidhinn mu an caraidean agus na nithean deimhinneach a bhios iad a’ dèanamh a bhios a’ toirt air an caraidean a bhith a’ faireachdainn math. Faighnich dhaibh ciamar a chùm iad suas ris na caraidean aca fhad ’s a tha iad air a bhith ag ionnsachadh bhon dachaigh.
- Tha a bhith coibhneil cudromach a thaobh a bhith nad dheagh charaid. Misnich clann gu bhith a’ bruidhinn mu dè a tha a bhith coibhneil a’ ciallachadh. An dùil dè a dhèanadh caraid gus coibhneas a nochdadh ann an suidheachaidhean diofraichte? Ciamar a tha iad air a bhith a’ nochdadh coibhneas dha na caraidean aca fhad ’s a tha iad air a bhith ag ionnsachadh bhon dachaigh? Is dòcha gum biodh e feumail dhut sùil a thoirt air a’ ghnìomh ann an seo:
- Dh’fhaodadh clann postair càirdeis a chruthachadh mu dè a tha a’ dèanamh deagh charaid. Faodaidh iad facail agus abairtean Gàidhlig agus dealbhan a chleachdadh gus na seòrsaichean ghnìomhan a bhios caraidean a’ dèanamh, a mhìneachadh agus a shealltainn.
- Bruidhinn ris a’ chloinn mun chloinn agus an luchd-obrach air fad thar ìrean na bun-sgoile agus na sgoil-àraich a bhith nan caraidean dhaibh. A rèir do cho-theacsa, bruidhinn ris a’ chloinn mu mar a tha iad ag ionnsachadh na Gàidhlig agus cuid de na caraidean aca nach eil ga h-ionnsachadh. Bruidhinn ris a’ chloinn mu mar a tha gach leanabh agus an cànanan cudromach. Ath-stèidhich cleachdadh na Gàidhlig airson ionnsachadh ann an àrainn chàirdeil agus altramach.
- Tagh òrain agus sgeulachdan gus càirdeasan a dhaingneachadh.
Gnìomh leudachaidh
- Airson an luchd-ionnsachaidh sin a tha a’ cur feum air dùbhlan a bharrachd nan ionnsachadh, dh’fhaodadh tu an gnìomh seo a leudachadh le bhith ag iarraidh orra dràma goirid no dealbh èibhinn a sgrìobhadh sa Ghàidhlig mu shuidheachadh a tha a’ gabhail a-steach caraidean a bhith a’ faighinn air adhart fhad ’s a tha iad ag ionnsachadh sa Ghàidhlig agus sa Bheurla, agus dòighean eadar-dhealaichte aca airson a bhith ag ionnsachadh. Iarr orra smaoineachadh mun chànan Ghàidhlig a dh’fhaodar a chleachdadh an uair a bhios clann a’ tighinn còmhla, mar a bhith a’ siubhal dhan sgoil, ag ithe lòn còmhla, co-chruinneachaidhean den sgoil air fad. Bu chòir dhan chloinn am fiosrachadh seo a thaisbeanadh mar leabhran-abairtean, no ann an cruth roghnaicheas iad fhèin.
Slatan-tomhais Nàiseanta
Litearrachd agus Gàidhlig:
A’ toirt briathrachas agus abairtean ùra Gàidhlig a-steach a bhios iomchaidh dhan luchd-amais agus a bhios air fhuaimneachadh gu ceart.
- A’ co-roinn smaoineasan, beachdan, fiosrachadh agus fèin-fhiosrachaidhean iomchaidh aig astar iomchaidh le faireachdainn soilleir agus tòna gutha iomchaidh.
- A’ dol an sàs le feadhainn eile airson raon de dh’adhbharan, a’ conaltradh gu soilleir agus furasta a chluinntinn.
- A’ cur ri còmhradh ann am buidheann/clas ann an dòigh bhrìgheil, a’ faighneachd agus a’ freagairt cheistean.
- A’ cruthachadh taghadh de theacsaichean airson diofar adhbharan.
Slàinte agus Sunnd
- HWB 1-44a/b: Uallach gach neach. Chan eil Slatan-tomhais ann airson nam fèin-fhiosrachaidhean agus nam builean sin.
- A’ foillseachadh fhaireachdainnean tro a bhith gu h-iomchaidh dlùth do dhaoine eile.
- A’ comharrachadh cò ris a bhruidhneadh iad ma tha iad iomagaineach no fo uallach.
Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh
Cleachd ceasnachadh gus tuigse a dhearbhadh. Thoir eisimpleirean mun dòigh anns an cleachdadh iad a’ Ghàidhlig nam freagairtean. Iarr air a’ chloinn bruidhinn mun phostair a rinn iad agus am mion-fhiosrachadh a cho-roinn sa Ghàidhlig. Misnich a’ chlann a tha ag èisteachd gu ceistean fhaighneachd.
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Reconnecting ready for immersion
Curriculum for Excellence (CfE) experiences and outcomes: First level
- As I listen and take part in conversations, I can use new words and phrases to help me to communicate. (GAI 1-02a)
- When listening and talking with others for different purposes,
I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more. (LIT 1-09a) - I can describe and share my experiences and how they made me feel. GAI 1-30a
- I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships. (HWB 1-44a)
- I understand positive things about friendships and relationships but when something worries or upsets me I know who I should talk to. (HWB 1-44b)
Purpose of the activity
To encourage children to use Gaelic as they talk and share experiences about friendships, whilst they have been away from school.
Learning activity
This learning activity helps children think about the importance of making and sustaining friendships as they develop their fluency in Gaelic.
- Encourage children to talk about their friends and the positive things they do that makes their friends feel good. Ask them about how they have kept in touch with their friends while they have been learning at home.
- Being kind is important to being a good friend. Encourage children to talk about what it means to be kind. What might a friend do to show kindness in different situations? How have they shown kindness to their friends whilst they have been learning at home? You may find it useful to refer to the activity here.
- Children could create a friendship poster about what makes a good friend. They can use Gaelic words and phrases and pictures to describe and show the types of activities friends carry out.
- Talk to children about all of the children and staff across the primary stages and nursery being their friends. Depending on your context, talk to children about how they are learning Gaelic, whilst some of their friends will not. Talk to children about how each child and their languages matter. Re-establish the use of Gaelic for learning in a caring and nurturing environment.
- Select songs and stories to reinforce friendships.
Extension activity
- For those learners who require additional challenge in their learning, you could extend this activity by asking them to write a short drama or comic strip in Gaelic about a scenario involving friends getting on together as they learn in Gaelic and in English, whilst having different ways of learning. Ask them to think about Gaelic language that can be used when children come together, such as travelling to school, having lunch together, whole-school assemblies. Children should present this information as a phrase book, or a format of their choice.
National Benchmarks
Literacy and Gàidhlig:
- Incorporates new Gaelic words and phrases into language appropriate for the audience with accuracy of pronunciation.
- Shares appropriate ideas, opinions, information and experiences at an appropriate pace with clarity of expression and appropriate tone of voice.
- Engages with others for a range of purposes, communicating clearly and audibly.
- Contributes to group/class discussions in a meaningful way,
asking and answering questions. - Creates a variety of texts for different purposes.
Health and Wellbeing:
- HWB 1-44a/b: Responsibility of all. There are no National Benchmarks for these experiences and outcomes.
- Expresses feelings through appropriate closeness to others.
- Identifies with whom to talk if worried or concerned.
Possible approach to assessing learning
Use questioning to check for understanding. Model Gaelic language to support children as they answer questions. Ask children to talk about their poster with others and share the detail in Gaelic. Encourage children who are listening to ask questions.