Cruthaich film goirid - third and fourth level

Eòlasan agus Builean CfE: An trìtheamh agus an ceathramh ìre

Treas ìre

• Nuair a bhios mi ag èisteachd agus a’ bruidhinn ri daoine eile airson diofar adhbharan, is urrainn dhomh:
  • fiosrachadh, smuaintean no beachdan a thoirt seachad
  • pròiseasan, bun-bheachdan agus beachdan a mhìneachadh
  • cùisean a thèid a thogail aithneachadh, geàrr-chunntas a thoirt air na co-dhùnaidhean no brìgh na cùise a thuigsinn. (LIT 3-09a)
• Tha mi a’ faighinn misneachd nuair a tha mi a’ dèiligeadh ri daoine eile an taobh a-staigh agus an taobh a-muigh m’ àite ionnsachaidh. ’S urrainn dhomh rudan a chur an cèill ann an dòigh shoilleir, bheothail agus tha mi ag ionnsachadh goireasan freagarrach a thaghadh agus an cur ann an òrdugh gu neo-eisimeileach. (LIT 3-10a)

An ceathramh ìre

• Nuair a bhios mi ag èisteachd agus a’ bruidhinn ri daoine eile airson diofar adhbharan, is urrainn dhomh:
  • fiosrachadh mionaideach, smuaintean no beachdan a thoirt seachad
  • pròiseasan, bun-bheachdan agus smuaintean a mhìneachadh, le taic o fhiosrachadh-taic iomchaidh
  • geàrr-chunntas a dhèanamh air beachdan, ceistean no co-dhùnaidhean. LIT 4-09a
• ’S urrainn dhomh rudan a chur an cèill ann an dòigh shoilleir, bheothail, nam àite ionnsachaidh agus a-muigh, agus goireasan iomchaidh a thaghadh is an cur an òrdugh gu neo-eisimeileach, mar a tha feum. LIT 4-10a

Adhbhar a’ ghnìomha

Bheir an gnìomh seo dùbhlan do dhaoine òga a bhith a’ co-obrachadh gus film goirid no sgriobt a chruthachadh. Thig iad gu co-dhùnaidhean mu ghnè-sgrìobhaidh agus na tachartasan a tha iad airson a thaisbeanadh.

Gnìomh ionnsachaidh

Is dòcha gum biodh tu airson beachdachadh air a bhith ag iarraidh air daoine òga a bhith ag obrachadh ann am buidhnean gus film goirid no sgriobt a chruthachadh. Feumaidh iad aontachadh air cuspair agus planadh air film a dhèanamh. Is dòcha gum biodh tu airson eisimpleirean a thoirt do dhaoine òga gus taic a thoirt dhaibh leis an obair seo.

Tha eisimpleirean de fhilmichean goirid air taghadh de chùisean agus chuspairean a dh’fhaodadh a bhith feumail rim faicinn an seo:
FilmG

Dh’fhaodadh na bhidiothan stiùiridh a leanas a bhith feumail cuideachd:
FoghlamG

Bu chòir do na daoine òga am film aca a shealltainn no an sgriobt a thaisbeanadh do luchd-amais agus fios air ais a shireadh mun obair aca.

Slatan-tomhais Nàiseanta

An treas ìre

• Conaltradh ann an dòigh shoilleir fhaireachdainneil ann am measgachadh de cho-theacsan.
• Taisbeanadh bheachdan no cumail suas barail a tha a’ gabhail a-steach mion-fhiosrachadh no fianais iomchaidh.
• Eagrachadh smaoineachadh agus structaradh chòmhraidhean gus beachdan a thaisbeanadh ann an dòigh cho-leanailteach.
• Tòiseachadh agus crìochnachadh òraidean le oidhirp air conaltradh ris an luchd-èisteachd.
• Cleachdadh phuist-soidhne tro na h-òraidean gus structar bunasach no argamaid a thaisbeanadh, mar eisimpleir seantansan cuspaireil agus / no abairtean ceangalach.
• Cleachdadh guth iomchaidh agus briathrachas speisealta airson adhbhar agus luchd-èisteachd. Tha cleachdadh air gràmar a’ sìor fhàs
• Cur an gnìomh sgilean freagarrach conaltraidh briathrail agus neo-bhriathrail ann an taisbeanaidhean agus eadar-obrachaidhean fhèin le càch, gus conaltradh agus còmhradh le luchd-èisteachd a neartachadh, mar eisimpleir glacadh sùla, cànan bodhaig, astar, guth agus / no innealan deas-chainnteach.
• Taghadh agus cleachdadh stòrasan iomchaidh, a’ gabhail a-steach teicneòlas didseatach, gus conaltradh agus còmhradh le luchd-èisteachd a neartachadh.

An ceathramh ìre

• Nochdadh misneachd agus conaltradh ann an dòigh fhaireachdainneil le measgachadh de luchd-èisteachd.
• Taisbeanadh bheachdan agus fiosrachaidh no a’ cumail suas beachd le fianais bhuntainneach thaiceil, a’ cleachdadh fheartan leithid teicneòlas didseatach airson ùidh a thogail.
• Structaradh còmhradh ann an dòigh shoilleir agus cho-leanailteach gus conaltradh a neartachadh agus / no airson buaidh.
• Tòiseachadh agus crìochnachadh òraid ann an dòigh a tha togail ùidh agus a’ conaltradh leis an luchd-èisteachd.
• Cleachdadh phuist-soidhne gu h-èifeachdach tron òraid gus taic a chur ri loidhne smaoineachaidh no argamaid a tha structaraichte, mar eisimpleir seantansan cuspaireil, abairtean ceangalach, no aithrisean crìochnachaidh.
• Atharrachadh guth, briathrachas agus cànan airson conaltradh gu h-èifeachdach leis an luchd-èisteachd.
• Cur an gnìomh raon de sgilean conaltraidh briathrail agus neo-bhriathrail ann an taisbeanaidhean agus eadar-obrachaidhean labhairte le càch, a’ gabhail a-steach tro chleachdadh air teicneòlas didseatach, gus conaltradh agus còmhradh le luchd-èisteachd a neartachadh, mar eisimpleir glacadh sùla, cànan bodhaig, astar, guth, cuideam agus innealan deas-chainnteach.
• Taghadh agus cleachdadh stòrasan a tha làn aithnichte airson conaltradh agus còmhradh le càch a neartachadh, a’ cleachdadh cànan a tha ceart.

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

• A bheil na daoine òga air cuspair iomchaidh agus èifeachdach a thaghadh airson an fhilm ghoirid no an sgriobt aca?
• A bheil na daoine òga air structar iomchaidh a thaghadh agus air film goirid no sgriobt a thaisbeanadh aig a bheil buaidh a thaobh plota agus caractar?
• Dè cho èifeachdach ’s a tha na daoine òga air taisbeanadh dhan luchd-amais? A bheil an luchd-amais air tabhann fios air ais a tha iomchaidh agus buntainneach?

Tha an stiùireadh as ùire mu mheasadh ri fhaotainn sa cheangal seo.

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Create a short film

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

Third level

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

• communicate information, ideas or opinions;
• explain processes, concepts or ideas; and
• identify issues raised, summarise findings or draw conclusions. (LIT 3-09a)
• I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently. (LIT 3-10a)

Fourth level

• 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; and
• sum up ideas, issues, findings or conclusions. (LIT 4-09a)

• I can communicate in a clear, expressive manner when engaging with others within and beyond my place of learning, and can independently select and organise appropriate resources as required. (LIT 4-10a)

Purpose of the activity

This activity will challenge young people to collaborate with each other to create a short film or script. They will make decisions about genre and what events they wish to present.

Learning activity

You might want to consider asking young people to work in groups to create a short film or script. They need to agree a topic and plan the making of the film. You may wish to give young people some examples to support them in this task.

There are examples of short films on a variety of themes and topics that may be helpful to view here:
FilmG

The following guidance videos may also be helpful:
FoghlamG

Young people should show their film or perform their script to an audience and seek feedback on their work.

National Benchmarks

Third level

• Communicates in a clear expressive way in a variety of contexts.
• Presents ideas or sustains a point of view including appropriate detail or evidence.
• Organises thinking and structures talks to present ideas
  in a coherent way.
• Introduces and concludes talks with some attempt to engage
  the audience.
• Uses signposts throughout talks to provide a basic structure
  or argument for example, topic sentences and/or linking phrases.
• Uses appropriate tone and specialist vocabulary for purpose
  and audience. Use of grammar is increasingly accurate.
• Applies verbal and non-verbal communication skills appropriately in own oral presentations and interactions with others in an attempt to enhance communication and engagement with audience for example, eye contact, body language, pace, tone and/or rhetorical devices.
• Selects and uses appropriate resources, including digital technology, to enhance communication and engagement with audience.

Fourth level

• Displays confidence and communicates in an expressive way
  to a variety of audiences.
• Presents ideas and information or sustains a point of view with relevant supporting evidence, using features such as digital technology to capture interest.
• Structures talk in a clear and coherent way to enhance communication and/or impact.
• Introduces and concludes talk in a way that interests and engages the audience.
• Uses signposts effectively throughout the talk to support a structured line of thought or argument for example, topic sentences, linking phrases, or concluding statements.
• Adapts tone, vocabulary and language to communicate effectively with audience.
• Applies a range of verbal and non-verbal communication skills in own oral presentations and interactions, with others, including through the use of digital technology, to enhance communication and engagement with audience for example, eye contact, body language, pace, tone, emphasis and rhetorical devices.
• Selects and uses well-chosen resources to enhance communication and engagement with audience, using language accurately.

Possible approach to assessing learning

• Have young people selected an appropriate and effective topic for their short film or script?
• Have the young people used an appropriate structure and presented a short film or script that has an impact in terms of plot and character?
• How effectively have young people presented to an audience? Have the audience offered relevant and appropriate feedback?

When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.