Eòlasan agus Builean CfE: A’ chiad ìre
- Tro bhith a’ gabhail pàirt ann am measgachadh de thachartasan agus ghnìomhan, tha mi ag ionnsachadh mo sgilean agus mo chomasan fhìn aithneachadh, cho math ri feadhainn chàich. (HWB 1-19a)
- ’S urrainn dhomh innse mu chuid de na seòrsaichean obrach a tha daoine a’ dèanamh agus tha mi a’ faighinn a-mach mu shaoghal farsaing na h-obrach. (HWB 0-20a / HWB 1-20a)
- Bidh mi tric a’ taghadh agus ag èisteachd no a’ coimhead theacsaichean a tha a’ còrdadh rium agus a tha mi a’ meas inntinneach, agus is urrainn dhomh mìneachadh carson as fheàrr leam seòrsaichean àraidh. (LIT 1-01a)
- Bidh mi gu tric a’ taghadh cuspair, adhbhar, cruth agus goireasan airson mo theacsaichean fhìn a chruthachadh. (LIT 1-01a / LIT 2-01a)
Adhbhar a’ ghnìomha
Gus chlann a bhrosnachadh ann am bruidhinn mu dheidhinn na neartan, ùidhean agus sgilean aca agus iad seo a’ ceangal ri dòchasan dreuchd tro mheadhan na Gàidhlig.
Gnìomh ionnsachaidh
Iarraibh air a’ chloinn liosta a dhèanamh de na h-ùidhean aca, an dà chuid taobh a-muigh agus taobh a-staigh na sgoile. Mar eisimpleir, faodaidh gnìomhachasan mar chlubaichean no spòrsan, a’ gabhail pàirt ann an gnìomhachasan cruthachail no ciùil, no dùbhlain àireamhach a bhith am broinn seo.
Bu chòir do chlann beachdachadh air na gnìomhachasan anns am bi iad a’ gabhail pàirt tro mheadhan na Gàidhlig gus na sgilean cànan aca a leasachadh.
Bu chòir do chlann an uair sin a bhith air am brosnachadh beachdachadh air na sgilean a tha iad a’ leasachadh le bhith gabhail pàirt anns na h-ùidhean agus gnìomhachasan seo. Eisimpleirean a dh’fhaodadh a bhith ann: Sgilean Ghàidhlig, prìomh sgilean, sgilean smaoineachaidh no sgilean pearsanta.
Iarraibh air a’ chloinn innse ciamar am faod na sgilean seo a bhith ceangailte ri obraichean eadar-dhealaichte.
Bu chòir do chlann rannsachadh a dhèanamh air dreuchdan bàna làithreach far a bheil sgilean Gàidhlig riatanach. Iarraibh air a’ chloinn smaoineachadh air na dreuchdan bàna seo agus dè cho freagarrach ’s a tha na sgilean agus ùidhean aca, gu ruige seo, airson nan dreuchd seo.
Bu chòir do chlann sealltainn air goireasan airson dreuchdan sa Ghàidhlig. Tha cuid cheanglaichean air am moladh fodha.
Bu chòir do chlann beachdachadh air ma bhios cuid de na sgilean no neartan a th’ aca an cuideachadh ann an cuid de na dreuchdan air an do rinn iad rannsachadh.
Gnìomhachas leudachaidh
Bu chòir do chlann am fiosrachadh mu na daoine air a bheil iad eòlach a chleachdas Gàidhlig anns na dreuchdan aca a cho-roinneadh.
Bu chòir do chlann rannsachadh a dhèanamh air dreuchdan Ghàidhlig a tha ri fhaighinn anns an sgìre agus ùghdarras ionadail aca.
Bu chòir do chlann rannsachadh a dhèanamh air na sgilean agus buadhan a tha riatanach airson gach dreuchd.
Slatan-tomhais Nàiseanta
Labhairt mu neartan, ùidhean agus sgilean fhèin agus ceanglaichean gu na h-àrd-mhiannan dreuchdail sin.
Taghadh agus com-pàirteachadh gu gnìomhach ann an òrain, rannan agus sgeulachdan a tha a’ cur taic ri ionnsachadh na Gàidhlig ann an raon nas fharsainge de cho-theacsaichean.
Freagairt cheistean mu mheasgachadh de theacsaichean airson tuigse a thaisbeanadh agus roghainn.
Toirt dearbhadh sìmplidh seachad a thaobh roghainn teacsa, a’ gabhail a-steach iadsan a chaidh a choimhead no ris an deach èisteachd.
Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh
A’ cleachdadh an eòlais a th’ agaibh air an luchd-ionnsachaidh, stèidhichibh dùilean builean airson luchd fa leth a thig ris na Slatan-tomhais.
Tha an stiùireadh as ùire mu mheasadh ri fhaotainn sa cheangal seo.
’S dòcha gum bi cuid chloinne, le taic bho inbheach, airson dealbhan no clàr den obair aca a luchdadh suas dhan leabhar-aithris ionnsachaidh air loidhne aca, no dhan àite ionnsachaidh air loidhne air Google classroom no Microsoft Teams. Bidh seo a’ toirt cothrom dhuibh airson ais-mholadh agus ath-cheumannan sholarachadh.
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My skills and ambitions
Curriculum for Excellence (CfE) experiences and outcomes: First level
- Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others. (HWB 1-19a)
- I can describe some of the kinds of work that people do and I am finding out about the wider world of work. (HWB 0-20a / HWB 1-20a)
- I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain sources. (LIT 1-01a)
- I regularly select subject, purpose, format and resources to create texts of my choice. (LIT 1-01a / LIT 2-01a)
Purpose of the activity
To encourage children to talk about their own strengths, interests and skills and link these to career ambitions through the medium of Gaelic.
Learning activity
Ask children to make a list of their interests, both within and outwith school. This could include, for example, activities such as attending clubs and sports, taking part in creative and musical activities, or enjoying numerical challenges.
Children should reflect on the activities with which they engage through the medium of Gaelic to develop their language skills.
Children should then be encouraged to consider which skills they are developing by taking part in each of these interests and activities. Examples here may include: Gaelic skills, key skills, thinking skills or personal skills.
Ask children to identify how these skills could be related to different jobs.
Children should research current vacancies for which Gaelic skills are required. Ask children to reflect on these vacancies and how well their skills and interests, thus far are preparing them for these careers.
Children should view materials on careers for Gaelic. There are some suggested hyperlinks below.
Children should reflect if any of their skills and strengths would be helpful in some of the professions they have researched.
Extension activity
Children should share their knowledge of people they know who use Gaelic skills in their careers.
Children should research the Gaelic-related careers available in their local area and local authority.
Children should research the skills and attributes required for each career.
National Benchmarks
Talks about own strengths, interests and skills and links these to career ambitions.
Selects and participates actively in songs, rhymes and stories which supports the learning of Gaelic language in a wider range of contexts.
Answers questions on a variety of texts to demonstrate understanding and preference.
Gives a reason for preferring particular texts, including those watched or listened to.
Possible approach to assessing learning
Using your knowledge of learners, set expectations of outcomes for individuals in line with the Benchmarks.
When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.
Some children, supported by an adult, may want to upload photos or a record of their work to their online learning journal, or online learning space on Google classroom or Microsoft Teams. This will give you the opportunity to provide feedback and next steps.