A’ tighinn ri chèile aon uair eile deiseil airson bogadh - second level

Eòlasan agus Builean CfE: An Dàrna 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 agus gnàthasan-cainnte Gàidhlig gus mo chuideachadh a bhith a’ dol an sàs ann an dòigh so-leantainneach a’ cleachdadh briathrachas nas fharsainge agus structaran cànain nas ioma-fhillte.  (GAI 2-02a)

An uair a bhios mi ag èisteachd agus a’ bruidhinn ri daoine eile airson adhbharan diofaraichte, is urrainn dhomh:

• • a bhith a’ co-roinn fiosrachadh, fèin-fhiosrachaidhean agus beachdan
  • a bhith a’ mìneachadh phròiseasan agus bharailean
  • a bhith a’ comharrachadh chùisean a thathar a’ togail agus a’ toirt geàrr-chunntas air prìomh phuingean no nithean a thathar a’ faighinn a-mach
  • puingean a shoilleireachadh tro bhith a’ cur cheistean no le bhith ag iarraidh air feadhainn eile tuilleadh a ràdh. (LIT 2-09a)
• Tron phròiseas sgrìobhaidh, is urrainn dhomh dèanamh cinnteach gu bheil an sgrìobhadh agam a’ dèanamh ciall agus a rèir adhbhair. (LIT 2-23a)
• Is urrainn dhomh meòrachadh air a’ bhuaidh a bhios aig coltas agus dòigh-foillseachaidh agus is urrainn dhomh litreachadh, grafaigs agus feartan eile a chur ri chèile gus an leughadair a ghabhail a-steach. (LIT 2-24a)
• Tha mi a’ tuigsinn gu bheil raon farsaing de chàirdeasan agus dhàimhean eadar-dhealaichte ann. (HWB 2-44a)
• Tha mi mothachail gun urrainn do chàirdeasan agus do dhàimhean deimhinneach slàinte adhartachadh, agus slàinte agus sunnd chàich. (HWB 2-44b)

Adhbhar a’ ghnìomha

Tha an gnìomh seo air a dheilbh gus clann a chuideachadh a bhith a’ cleachdadh na Gàidhlig an uair a bhios iad a’ còmhradh agus a’ sgrìobhadh. Tha e a’ cuideachadh na cloinne a bhith ag aithneachadh gun urrainn do chàirdeasan ùra a bhith air an stèidheachadh agus air an cumail suas ann an amannan atharrachaidh. Thathar a’ misneachadh na cloinne a bhith a’ beachdachadh air na ro-innleachdan agus na sgilean as urrainn dhaibh a chleachdadh gus cur ris na càirdeasan a bha aca a-cheana agus ri feadhainn ùra, agus càirdeasan deimhinneach a chumail suas.

Gnìomh ionnsachaidh

• Misnich clann a bhith a’ còmhradh sa Ghàidhlig mu na fèin-fhiosrachaidhean aca a thaobh a bhith air falbh bho na caraidean aca. Ciamar a rinn iad a’ chùis air a bhith a’ cumail suas riutha agus an càirdeasan a chumail a’ dol? An robh e comasach dhaibh a bhith a’ bruidhinn na Gàidhlig? Dè a dh’obraich gu math? Dè a tha air a bhith doirbh mu bhith air ur sgaradh bho charaidean? An robh cothroman sam bith ann caraidean ùra a dhèanamh?
• Iarr air a’ chloinn smaoineachadh air suidheachaidhean far am feum iadsan, no feadhainn eile, caraidean ùra a dhèanamh. Mar eisimpleir, a’ chiad uair ann an clas ùr, a’ chiad latha ann an sgoil ùr, a’ gluasad gu àite-fuirich ùr. Faodaidh clann suidheachaidhean a thaghadh, no faodaidh an tidsear suidheachaidhean a thoirt dhaibh airson beachdachadh orra. Bu chòir dhuibh cuimseachadh air an dòigh san do dh’fhàs am misneachd sna suidheachaidhean sin.
• Thoir cuireadh don chloinn liosta a dhèanamh de ro-innleachdan diofaraichte a dh’fhaodadh iad a chleachdadh sna suidheachaidhean a thagh iad gus caraidean ùra a dhèanamh dhaibh fhèin, no gus feadhainn eile a chuideachadh ann a bhith a’ dèanamh charaidean. Bu chòir dhaibh a’ cheist seo a chur orra fhèin “Dè na dòighean as fheàrr air a bhith a’ dèanamh charaidean?” Mar eisimpleir, dèan fiamh-gàire ri cuideigin, faighnich dhaibh dè an t-ainm a tha orra, ma tha cuideigin a’ coimhead aonranach iarr air/oirre a thighinn còmhla ribh.
• 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.
• Bu chòir do chlann beachdachadh air an raon de sgilean a chuidicheas iad gus a bhith a’ cumail suas dhàimhean deimhinneach. Dh’fhaodadh iad sin a bhith a’ gabhail a-steach luachan mar onair, earbsa, coibhneas, urram. Cuidich clann ann a bhith a’ ceangal nan nithean sin ri bhith a’ faireachdainn math mu ionnsachadh. Is dòcha gum biodh e feumail sùil a thoirt air luachan na sgoile agaibh, agus mar a tha iad sin ag adhartachadh dhàimhean deimhinneach. Gus an cuideachadh, bu chòir dhan chloinn beachdachadh air na buadhan a bu toigh leotha an caraidean a bhith a’ nochdadh dhaibh.
• Meòraich fhèin còmhla ris a’ chloinn mu bhith mar charaidean matha agus taiceil sa chlas Foghlam tro Mheadhan na Gàidhlig. Bruidhinn riutha mu cò ris a tha àrainn coltach a tha sàbhailte agus cofhurtail airson a bhith ag ionnsachadh cànan. Iarr air a’ chloinn clàr a dheilbh airson seòmar-clas a tha taiceil do bhogadh. Is dòcha gum bi iad airson dealbhan a chur ris.
• Is dòcha gum biodh e feumail dhut sùil a thoirt air a’ ghnìomh ann an seo:

Gnìomh leudachaidh

• Iarr air a’ chloinn clàr a dheilbh airson sgoil a tha taiceil do bhogadh. Bu chòir dhan seo a bhith a’ gabhail a-steach na Gàidhlig a bhithear a’ cleachdadh an uair a bhiodh clann a’ tighinn còmhla, leithid a bhith a’ siubhal dhan sgoil, ag ithe lòn còmhla, cruinneachaidhean den sgoil air fad (Is e eisimpleirean a tha seo agus chan eilear a’ moladh gum biodh a’ Bheurla air a cleachdadh sna suidheachaidhean sin. Bu chòir dhut na h-eisimpleirean sin atharrachadh a rèir na sgoile agaibh fhèin.) Bu chòir dhan chloinn am fiosrachadh seo a thaisbeanadh ann an cruth roghnaicheas iad fhèin. 

Slatan-tomhais Nàiseanta

Litearrachd agus Gàidhlig:

• A’ nochdadh urram airson beachdan chàich agus a’ tabhann a’ bheachd aca fhèin.
• A’ togail air na bhios càch a’ cur ris, mar eisimpleir, le bhith a’ faighneachd no a’ freagairt cheistean, a’ soilleireachadh phuingean no a’ toirt taic do bheachdan no smuaintean chàich.
• A’ cleachdadh raon iomchaidh de bhriathrachas airson adhbhar agus luchd-amais.
• A’ sgrìobhadh ann an dòigh shiùbhlach agus so-leughte.
• A’ lèirmheas agus a’ ceartachadh sgrìobhadh gus dèanamh cinnteach gu bheil e a’ dèanamh ciall, gu bheil e ceart gu teicnigeach, a’ gabhail a-steach a bhith a’ cleachdadh stràcan ann an dòigh iomchaidh, agus a’ coileanadh an adhbhair a tha air a chùl.  
• A’ dèanamh roghainnean iomchaidh mu choltas agus taisbeanadh, gus an leughadair a chur an sàs, a’ gabhail a-steach teacsaichean didseatach, mar eisimpleir, cinn-sgrìobhaidh, puingean, clò, grafaigs agus caipseanan.

Slàinte agus Sunnd:

• A’ comharrachadh diofar sheòrsaichean chàirdeasan agus dhàimhean.
• A’ comharrachadh nan sgilean a dh’fheumar gus dàimhean a tha ag atharrachadh a stiùireadh, mar eisimpleir fulangas, co-fhaireachdainn, dìlseachd, coibhneas, fad-fhulangas, co-earbsa agus urram.

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

Cleachd ceasnachadh gus cothrom a thoirt don chloinn a bhith a’ bruidhinn mun obair. Iarr air a’ chloinn bruidhinn mun obair ri càch agus am mion-fhiosrachadh a cho-roinn sa Ghàidhlig. Dh’fhaodadh a’ chlann measadh a dhèanamh air na gnìomhan aca fhèin agus air gnìomhan chàich. Dh’fhaodadh iad meòrachadh air an obair agus na liostaichean aca a leasachadh a rèir sin.

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Reconnecting ready for immersion

Curriculum for Excellence (CfE) experiences and outcomes: Second level

As I listen and take part in conversations, I can use new words, phrases and Gaelic idiom to help me to engage in a coherent manner using extended vocabulary and more complex language structures. (GAI 2-02a)

When listening and talking with others for different purposes, I can:

• share information, experiences
  and opinions
• explain processes and ideas
• identify issues raised and summarise main points or findings
• clarify points by asking questions or by asking others to say more. (LIT 2-09a)
• Throughout the writing process, I can check that my writing makes sense and meets its purpose. (LIT 2-23a)
• I can consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader. (LIT 2-24a)
• I understand that a wide range of different kinds of friendships and relationships exists. (HWB 2-44a)
• I am aware that positive friendships and relationships can promote health and the health and wellbeing of others. (HWB 2-44b)

Purpose of the activity

This activity is designed to help children use Gaelic as they talk and write. It helps children recognise that new friendships can be made and sustained in times of change. Children are encouraged to consider the strategies and skills they can use to enhance existing and new friendships and maintain positive relationships.

Learning activity

• Encourage children to talk in Gaelic about their experiences of being away from their friends. How have they managed to keep in touch and maintain relationships? Have they been able to speak Gaelic? What has worked well? What has been difficult about being separated from friends? Have there been any opportunities to make new friends?
• Ask children to think about scenarios where they, or others, may need to make new friends. For example, first time in a new class, first day at a new school, moving to a new place to live. Children can choose scenarios, or the teacher can present scenarios for consideration. You should focus on how their confidence grew in these situations.
• Invite children to list different strategies they could use within the chosen scenarios to make new friends for themselves, or to help others make friends. They should ask themselves the question: “What are the best ways to make a friend?” For example, smile at someone, ask them their name, if someone looks lonely ask them to join in.
• 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 may not be. 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.
• Children should consider the range of skills that will help them maintain positive relationships. These may include values such as honesty, trust, kindness, respect. Help children to connect these to feeling good about learning. It may be useful to refer to your school values, and how these promote positive relationships. To help them, children should think about the attributes that they would like their friends to display towards them.
• Reflect with children on being good and supportive friends within the Gaelic Medium class. Discuss with them what a safe and comfortable environment for learning a language looks like. Ask children to draw up a charter for an immersion-friendly classroom. They may wish to add illustrations.
• You may find it useful to refer to the activity here:

Extension activity

• Ask children to draw up a charter for an immersion-friendly school. This should include what Gaelic language may be used when children come together, such as travelling to school, having lunch together, whole-school assemblies (These are examples and are not suggesting the use of English in these or other situations. You should adjust these examples to your own school.) Children should present this information in a format of their choice.

National Benchmarks

Literacy and Gàidhlig:

• Shows respect for the views of others and offers own viewpoint.
• Builds on the contributions of others for example, by asking
  or answering questions, clarifying points or supporting
  others’ opinions or ideas.
• Uses an appropriate range of vocabulary for purpose
  and audience.
• Writes in a fluent and legible way.
• Reviews and corrects writing to ensure it makes sense,
  is technically accurate, including using accents appropriately. and meets its purpose
• Makes appropriate choices about layout and presentation, to engage the reader including in digital texts, for example, headings, bullet points, font, graphics and captions.

Health and Wellbeing:

• Identifies different kinds of friendships and relationships.
• Identifies the skills required to manage changing relationships, for example tolerance, empathy, loyalty, kindness, resilience, mutual trust and respect.

Possible approach to assessing learning

Use questioning to give children the opportunity to talk about their work. Ask children to talk about their work with others and share the detail in Gaelic. Children could self- and peer-assess each other’s activities. They could reflect on their work and revise their lists accordingly.