A’ tighinn ri chèile aon uair eile deiseil airson bogadh - third and fourth level

Eòlasan agus Builean CfE: Treas agus Ceathramh 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 gu soilleir a’ cleachdadh briathrachas nas fharsainge agus structaran cànain nas ioma-fhillte. (GAI 3-02a / GAI 4-02a)
• An uair a bhios mi a’ dol an sàs le daoine eile, is urrainn dhomh nì buntainneach a chur ris a’ chonaltradh agus feadhainn eile a mhisneachadh gu bhith a’ cur ris agus a bhith ag aithneachadh gu bheil a’ chòir aca beachd diofraichte a bhith aca. (GAI 3-02a / GAI 4-02a)
• Is urrainn dhomh freagairt ann an dòighean a tha iomchaidh don dreuchd agam agus na nithean a thathar a’ cur ris a chleachdadh airson meòrachadh orra, an soilleireachadh no freagarrachadh air breithneachadh. (LIT 3-02a / LIT 4-02a)
• An uair a bhios mi ag èisteachd agus a’ còmhradh ri daoine eile airson adhbharan diofaraichte, is urrainn dhomh:
  • fiosrachadh, smuaintean no beachdan a cho-phàirteachadh
  • pròiseasan, bun-bheachdan no smaoineasan a mhìneachadh
  • na cùisean a thèid a thogail a chomharrachadh, geàrr-iomradh a thoirt air na toraidhean no a thighinn gu co-dhùnaidhean. (LIT 3-09a)
• An uair a bhios mi ag èisteachd agus a’ còmhradh ri daoine eile airson adhbharan diofaraichte, is urrainn dhomh:
  • Fiosrachadh, smaoineasan no beachdan mionaideach a cho-phàirteachadh
  • pròiseasan, bun-bheachdan no smaoineasan a mhìneachadh le beagan fiosrachaidh mionaideach na chois
  • geàrr-iomradh a thoirt air smaoineasan, cùisean, toraidhean no co-dhùnaidhean. (LIT 4-09a)
• Is toigh leam a bhith a’ cruthachadh nan teacsaichean a roghnaicheas mi fhèin agus tha mi a’ leasachadh na stoidhle agam fhèin. Is urrainn dhomh gu riaghailteach a bhith a’ taghadh cuspair, adhbhar, fòrmat agus stòrasan a fhreagras air feumalachdan an luchd-amais agam. (LIT 3-20a / LIT 4-20a)
• Le bhith a’ beachdachadh air an t-seòrsa teacsa a tha mi a’ cruthachadh, is urrainn dhomh gu neo-eisimeileach a bhith a’ taghadh smaoineasan agus fiosrachadh iomchaidh airson diofar adhbharan, agus a bhith ag eagrachadh fiosrachadh riatanach no smaoineasan agus fiosrachadh mionaideach sam bith a tha a’ toirt taic dha ann an òrdugh loidsigeach. Is urrainn dhomh briathrachas freagarrach a chleachdadh gus conaltradh gu h-èifeachdach leis an luchd-amais agam. (LIT 3-26a / LIT 4-26a)
• Tha mi a’ tuigsinn cho cudromach ’s a tha e a bhith fo chùram agus a bhith a’ gabhail cùram do dhaoine eile ann an dàimhean agus is urrainn dhomh mìneachadh carson. (HWB 3-44a/HWB 4-44a)
• Tha mi a’ tuigsinn agus is urrainn dhomh mìneachadh cho cudromach ’s a tha, agus am feum a tha ann airson dealas, earbsa agus urram ann an dàimhean. Tha mi a’ tuigsinn diofar cho-theacsaichean de dhàimhean. (HWB 3-44c/HWB 4-44c)
• Tha mi a’ leasachadh sgilean airson a bhith a’ tighinn gu co-dhùnaidhean mu na dàimhean agam. Tha e comasach dhomh iad sin a chur an cèill ann an suidheachaidhean a dh’fhaodadh a bhith dùbhlanach no doirbh. (HWB 3-46c/HWB 4-46c)

Adhbhar a’ ghnìomha

Tha an gnìomh seo air a dheilbh gus daoine òga a chuideachadh a bhith a’ cleachdadh na Gàidhlig an uair a bhios iad a’ còmhradh agus a’ sgrìobhadh. Tha e a’ toirt taic do dhaoine òga a bhith a’ rannsachadh cuspair chàirdeasan agus dhàimhean air dhaibh tilleadh dhan sgoil, agus a bhith mar bhun-stèidh chudromach do fhoghlam bogaidh. Nì na daoine òga tuilleadh leasachaidh air an tuigse mu dhàimhean mar a bhith feumach air conaltradh, onair agus earbsa.

Gnìomh ionnsachaidh

Beachdaich air na leanas:

Dè na nithean a tha fios agad a-cheana mu na tha a’ dèanamh dàimh a tha deimhinneach agus cùramach? Ciamar a tha thu air na dàimhean agad a chumail suas ri do charaidean fhad ’s a tha thu air a bhith air falbh on sgoil? Ciamar a tha thu a’ faireachdainn mu bhith a’ faicinn do charaidean aghaidh-ri-aghaidh an dèidh ùine cho fada? Clàr do smuaintean ann an cruth a roghnaicheas tu fhèin, mar eisimpleir, map inntinn. 

Smaoinich air do dhàimhean ri do charaidean ann am Foghlam tro Mheadhan na Gàidhlig. An uair a bha sibh ag ionnsachadh aig ur dachaigh, dè cho tric ’s a bha sibh a’ cur fios gu càch a chèile? Dè cho math ’s a bha sibh a’ cleachdadh na Gàidhlig an uair a bha sibh a’ dèanamh sin? 

Bruidhinn mun cheangal eadar conaltradh agus dàimhean. Thoir eisimpleir air na nithean a bhios a’ dèanamh dhàimhean nas làidire. 

Beachdaich air artaigilean agus aithisgean bho na naidheachdan Gàidhlig air BBC Alba, irisean, prògraman TBh no filmichean mum faod thu a bhith a’ smaoineachadh, far am faic sibh eisimpleirean de dhàimhean deimhinneach, cùramach. Comharraich na nithean a tha thu a’ smaoineachadh a tha a’ dol an aghaidh dhàimhean deimhinneach, cùramach. A-rithist, clàr do smaoineasan ann an cruth a roghnaicheas tu fhèin.

Ann a bhith a’ beachdachadh mu chonaltradh smaoinich air:

• Ciamar a bhios sinn a’ conaltradh mu na nithean a tha sinn a’ smaoineachadh, a’ faireachdainn no ag iarraidh?
• Beachdaich agus meòraich air na stoidhlean/modhan conaltraidh agad fhèin.
• Ciamar a tha thu air a bhith a’ conaltradh ri daoine eile tron àm glasaidh?
• Tha 7% den chonaltradh againn air a dhèanamh tro na facail a bhios sinn a’ cleachdadh.
• Tha 38% den chonaltradh againn air a dhèanamh tro thòna ar guth.  
• Tha 55% den chonaltradh againn air a dhèanamh tro ar fiamhan aodainn agus modhan-bodhaige eile.
• Tha conaltradh cudromach nar dàimhean air fad.

Meòraich air na h-aithrisean a leanas mun dòigh anns am bi sibh ag ionnsachadh ann am Foghlam tro Mheadhan na Gàidhlig. Tha na h-aithrisean air an toirt bhon Chomhairle mu Fhoghlam tro Mheadhan na Gàidhlig.

1. “Tha Foghlam tro Mheadhan na Gàidhlig stèidhichte air prionnsapalan bogaidh.

2. Bidh daoine òga a’ tighinn gu fileantachd sa Ghàidhlig tro bhogadh agus a’ cosnadh làn bhuannachdan dà-chànanais.

3. Feumaidh daoine òga cothroman cunbhalach air a bhith a’ cleachdadh na Gàidhlig.

4. Chan e a’ Ghàidhlig a’ chiad chànan aig a’ mhòr-chuid de dhaoine òga a tha a’ dol a-steach gu Foghlam tro Mheadhan na Gàidhlig.

5. Chan ann a-mhàin sa chlasrum a tha ionnsachadh a’ gabhail àite. Bu chòir do dhaoine òga a bhith a’ faighinn taic bho chothroman air an toirt dhaibh bho fhileantaich, colaiste, sgoiltean eile, teaghlach agus buidhnean Gàidhlig.”

• Bruidhinn ris na daoine òga mun tuigse a tha aca air na h-aithrisean sin.
• Mar bhuidheann agus fa leth, thigibh gu co-dhùnadh mun dòigh sa bheil sibh a’ dol a chruthachadh chothroman airson a bhith a’ cleachdadh na Gàidhlig. Bu chòir dhaibh a bhith a’ beachdachadh air a bhith a’ cleachdadh teicneòlas.
• Iarr air a’ chloinn clàr a dheilbh airson sgoil a tha taiceil do bhogadh far a bheil a’ Ghàidhlig air a cluinntinn is air a faicinn gu cunbhalach.

Gnìomh leudachaidh

Thoir an clàr seo don àrd-sgioba stiùiridh agus aig cruinneachadh san sgoil. Le taic bhuapa, dèanaibh plana den dòigh anns an deigheadh cuid de na beachdan agaibh, no earrann dhiubh a chur an cèill. Thigibh gu co-dhùnadh cuin agus ciamar a dhèanadh sibh lèirmheas air soirbheas ur beachdan.

Slatan-tomhais Nàiseanta

Litearrachd agus Gàidhlig:

• A’ freagairt gu h-iomchaidh air beachdan chàich a tha a’ leasachadh no ag atharrachadh an smuaineachaidh agus an cànain fhèin.
• A’ togail air na nithean a bhios daoine eile a’ cur ris, mar eisimpleir, le bhith a’ cur no a’ freagairt cheistean a’ cleachdadh sgilean smuaineachaidh de dh’òrdugh nas àirde, a’ soilleireachadh no a’ toirt geàrr-iomradh air puingean, a’ toirt taic no dùbhlan do bheachdan no smuaintean.
• A’ nochdadh pongalachd a tha a’ sìor mheudachadh ann a bhith a’ cleachdadh gràmair agus structaran seantans a tha ioma-fhillte.
• A’ conaltradh ann an dòigh shoilleir agus spreigeach ann an taghadh de cho-theacsaichean.
• A’ taisbeanadh smaoineasan no a’ cumail ri beachd, a’ gabhail a-steach fiosrachadh no fianais iomchaidh.
• A’ sgrìobhadh airson raon de dh’adhbharan agus luchd-amais a’ taghadh gnè-sgrìobhaidh iomchaidh, cruth, structar agus stoidhle gus conaltradh àrdachadh agus coinneachadh ri feumalachdan luchd-amais.
• A’ cleachdadh briathrachas eadar-dhealaichte agus iomchaidh, a’ gabhail a-steach briathrachas air nach eilear eòlach agus speisealaichte, gus a’ bhrìgh a dhèanamh soilleir agus/no oidhirp a dhèanamh air a bhith a’ leasachadh sgrìobhadh.

Slàinte agus Sunnd:

• A’ fìreanachadh carson a tha dleastanas, earbsa agus urram aig teis-mheadhan a bhith fo chùram agus a bhith cùramach mu dhaoine eile.
• A’ mìneachadh cho cudromach ’s a tha luachan co-roinnte agus amasan ann a bhith a’ cumail suas dhàimhean, mar eisimpleir, urram do chàch a chèile.

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

Tha ceasnachadh na phrìomh phàirt de dheagh chonaltradh eadar neach-cleachdaidh agus neach-ionnsachaidh. Iarr air na daoine òga bruidhinn ri daoine eile mun obair aca agus am mion-fhiosrachadh a cho-roinn sa Ghàidhlig. Dh’fhaodadh na daoine òga fèin-mheasadh agus measadh comhaois a dhèanamh air gnìomhan a chèile. Misnich daoine òga gu bhith a’ faighneachd agus a’ freagairt cheistean. Cleachd cothroman gus fios air ais a thoirt agus fios mu na h-ath cheumannan.

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Reconnecting ready for immersion

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

• As I listen and take part in conversations, I can use familiar and new vocabulary, phrases and Gaelic idiom to engage
  in a coherent manner using extended vocabulary and more complex language structures. (GAI 3-02a / GAI 4-02a)
• When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion.

I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking. (LIT 3-02a / LIT 4-02a)

• When listening and talking with others for different purposes, I can:
  • communicate information, ideas or opinions
  • explain processes, concepts or ideas
  • identify issues raised, summarise findings or draw conclusions. (LIT 3-09a)
• When listening and talking
  with others for different purposes, I can:
  • communicate detailed information, ideas
    or opinions
  • explain processes, concepts or ideas
    with some relevant supporting detail
  • sum up ideas, issues, findings or conclusions. (LIT 4-09a)
• I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience. (LIT 3-20a / LIT 4-20a)
• By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience. (LIT 3-26a / LIT 4-26a)
• I understand the importance of being cared for and caring for others in relationships and can explain why. (HWB 3-44a/HWB 4-44a)
• I understand and can explain the importance of, and need for, commitment, trust and respect in relationships. I understand the different contexts of relationships. (HWB 3-44c/HWB 4-44c)
• I am developing skills for making decisions about my relationships. I am able to apply these to situations that may be challenging or difficult. (HWB 3-46c/HWB 4-46c)

Purpose of the activity

This activity is designed to help young people use Gaelic as they talk and write. It supports young people to explore the theme of friendships and relationships in returning to school, and as an important basis to immersion education. Young people will develop further their understanding of relationships as requiring  communication, honesty and trust.

Learning activity

Consider the following:

What do you already know about what makes a positive, caring relationship? How have you maintained your relationships with friends whilst being away from school? How do you feel about seeing your friends face-to-face after such a long time? Record your ideas in a format of your choosing, for example, a mind map.

Think of you relationships with your friends in Gaelic Medium Education. While you were learning at home, how often did you catch up? How well did you use Gaelic in so doing?

Discuss the link between communication and relationships. Give examples of what makes relationships stronger.

Consider articles and reports from the Gaelic news on BBC Alba, magazines, TV programmes or films to think about where you see examples of positive, caring relationships. Please identify what you think gets in the way of positive, caring relationships. Again, record your ideas in a format of your choosing.

In thinking about communication consider:

• How do we communicate what we think, feel or want?
• Consider and reflect on your own styles/methods of communication?
• How have you been communicating with others during lockdown?
• 7% of what we communicate is by the words we use.
• 38% of what we communicate is done by our tone of voice.
• 55% of what we communicate is done by our facial expressions and other body language.

Communication matters in all the relationships we have.

Reflect on the following statements about the way you learn in Gaelic Medium Education. The statements are from the Advice on Gaelic Medium Education.

1. “Gaelic Medium Education is based on the principles of immersion.

2. Young people become fluent in Gaelic through immersion and gain all the benefits of bilingualism.

3. Young people need regular opportunities to use Gaelic.

4. Most young people entering Gaelic Medium Education do not speak Gaelic as their first language.

5. Learning does not just take place in the classroom. Young people should be supported by opportunities provided by fluent speakers, college, other schools, family and Gaelic organisations.”

• Discuss with young people their understanding of these statements.
• As a group and individually, decide on how you are going to create opportunities for using Gaelic. They should consider the use of technology.
• Ask children to draw up a charter for an immersion-friendly school where Gaelic is heard and seen on a regular basis. 

Extension activity

Present this charter to the senior leadership team and at an assembly. With their assistance, plan how some or all of your ideas can be put into practice. Decide when and how you will review the success of your ideas.

National Benchmarks

Literacy and Gàidhlig:

• Responds appropriately to the views of others developing
  or adapting own thinking and language.
• Builds on the contributions of others for example, by asking or answering questions using higher-order thinking skills, clarifying
  or summarising points, supporting or challenging opinions or ideas.
• Shows an increasing accuracy in the use of grammar and complex sentence structures.
• Communicates in a clear expressive way in a variety of contexts.
• Presents ideas or sustains a point of view including appropriate
  detail or evidence.
• Writes for a range of purposes and audiences selecting appropriate genre, form, structure and style to enhance communication and
  meet the needs of audience.
• Uses varied and appropriate vocabulary, including some unfamiliar and specialist vocabulary, to make meaning clear and/or to attempt to enhance writing.

Health and Wellbeing:

• Justifies why commitment, trust and respect are central to being cared for and caring for others.
• Explains the importance of shared values and goals in sustaining relationships, for example, mutual respect.

Possible approach to assessing learning

Questioning is a key part of good dialogue between practitioner and learner. Ask the young people to talk about their work with others and share the detail in Gaelic. Young people could self- and peer- assess each other’s activities. Encourage young people to ask and answer questions. Use opportunities to provide feedback and next steps.