Last Updated: Wednesday, November 25, 2020

Na sgilean agus miannan-adhartais agam - second level

What is this?

Tha Comhairle mu Fhoghlam Gàidhlig a’ bruidhinn mu dheidhinn ionnsachadh stèidheachadh air eòlasan fìor agus buntainneach. Tha an gnìomhachas ionnsachaidh seo a’ tarraing air eòlasan agus builean an darna ìre airson slàinte agus sunnd agus litearrachd agus Gàidhlig. Tha e a’ brosnachadh chloinne a bhith ag aithneachadh, a’ rannsachadh agus a’ cur luach anns na neartan aca fhèin agus na sgilean aig daoine eile agus gan ceangail ri dreuchdan eadar-dhealaichte.

Eòlasan agus Builean CfE: An dàrna ìre

  • Tha mi a’ faighinn eòlas a tha gam chuideachadh airson aithneachadh a’ bhuntanais aig m’ ionnsachadh, mo sgilean agus m’ ùidhean ri mo bheatha san àm ri teachd. (HWB 2-20a)
  • 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.
  • 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 na neartan, ùidhean agus sgilean aca agus aig daoine eile aithneachadh agus luach a chur annta agus iad seo a’ ceangal ri amasan 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 dreuchdan 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.

Iarraibh air a’ chloinn bhideo no dealbh a lorg de chuideigin air a bheil spèis aca. ’S dòcha gum bi seo na sheinneadair, chleasaiche, neach-spòrs no ball den theaghlach aca. Iarraibh orra sgrìobhadh sìos na sgilean no neartan a th’ aig an duine seo a tha ionmholta. Feumaidh seo a bhith na buadhan pearsanta a th’ aig an duine seo, no a tha iad air leasachadh, an àite sealbhan.

Iarraibh air a’ chloinn an dealbh no bhideo aca den duine a thaghadh iad a shealltainn do charaid. Bu chòir gun coimeasachadh iad neartan an duine aca le caraid. A bheil iad ag aontachadh le càch a chèile? A bheil sgilean agus/no buadhan air an co-roinneadh le gach duine aca? A bheil eadar-dhealachadh ann?

Iarraibh air a’ chloinn sgrìobhadh dhan duine a thaghadh iad airson mìneachadh carson a tha iad a’ smaoineachadh gu bheil iad ionmholta.

A-nis, iarraibh air a’ chloinn na neartan aca, a dh’aithnich iad ann an gnìomhachasan roimhe, a cho-roinneadh le charaid. Iarraibh orra seo a choimeasachadh. Dè na neartan a th’ aca ann an cumantas? Ciamar a tha iad eadar-dhealaichte?

A-nis, iarraibh air a’ chloinn litir a sgrìobhadh gu a chèile ag ràdh na tha iad a’ smaoineachadh a tha ionmholta mu dheidhinn na sgilean agus/no buadhan aca.

Mu dheireadh, iarraibh air a’ chloinn sgrìobhadh sìos na tha iad air ionnsachadh mu dheidhinn luachadh na sgilean a th’ aig daoine eile. ’S dòcha gum faod iad smaoineachadh mu dheidhinn ciamar a thèid luachachadh a shealltainn do dhaoine eile. Bu chòir gun aithneachadh clann ciamar a mhothaich iad neartan a th’ aig daoine eile ’s dòcha nach eil acasan.

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 gun sgrìobh iad geàrr-thuairisgeul den duine seo.

Slatan-tomhais Nàiseanta

A rèir ìre leasachaidh phearsanta an òganaich agus an eòlas a th’ aca mar-tha, bidh òganaich ag obair chun nan Slat-tomhais seo aig deireadh an darna ìre aca.

Làimhseachadh pròifil phearsanta agus ga cleachdadh airson ùidhean, neartan agus sgilean a dheasbad.

Cleachdadh nòtaichean agus measgachadh de theacsaichean tarsainn a’ churraicealaim gus smaoineachadh a leasachadh agus teacsaichean ùra a chruthachadh.

Taghadh bheachd-smuaintean agus fiosrachadh buntainneach.

Toirt aithne do stòran ann an dòigh iomchaidh, a’ dèanamh soilleir cò às a thàinig am fiosrachadh.

Eagrachadh fiosrachaidh ann an dòigh thuigseach.

Cleachdadh briathrachais iomchaidh, a’ gabhail a-steach briathrachas a tha sònraichte don chuspair, a fhreagras adhbhar agus luchd-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 airson an obair aca shealltainn dhan chlas, ’s dòcha gum bi cuid eile dìreach airson seo a shealltainn dhan tidsear. ’S dòcha gum bi iad airson dealbhan no clàr dhen obair aca a chur ris an leabhar-aithris ionnsachaidh aca, ’s dòcha air loidhne. Bidh seo a’ toirt cothrom dhuibh airson ais-mholadh agus ath-cheumannan sholarachadh.

------------------

My skills and ambitions

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

  • I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life. (HWB 2-20a)
  • 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 identify and appreciate their own and others’ 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 careers.

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.

Ask children to find a video or photograph of someone they admire. This could be a singer, actor, sportsperson or member of their family. Ask them to write down what skills or qualities this person has that makes them admirable. These should be personal attributes this person has, or has developed, not possessions.

Ask children to show their photograph or video of their chosen person to a friend. They should compare their chosen person’s strengths with a friend. Do they agree with each other’s choices? Are there skills and/or qualities that each of their chosen people share? Are there differences?

Ask children to write a letter to their chosen person explaining what it is about them they find admirable.

Now ask children to share their strengths, which they identified in previous activities, with a friend. Ask them to compare these. What sorts of strengths do they have in common? In what do they differ?

Now ask children to write a letter to each other saying what it is about their skills and/or qualities they think is admirable and something they appreciate.

Finally, ask children to write down what they have learned about appreciating other people’s skills. They could think about how appreciation is shown to others. Children should identify how they recognise strengths in others which you may not have.

Extension activity

Children should share their knowledge of people they know who use Gaelic skills in their careers.

They should write a profile of this person.

National Benchmarks

Depending on a young person’s individual stage of development and their prior learning, young people will be working towards these Benchmarks, by the end of second level.

Manages personal profile and uses it to discuss interests, strengths and skills.

Uses notes and a variety of texts across the curriculum to develop thinking and create new texts.

Selects relevant ideas and information.

Acknowledges sources appropriately making clear where the information came from.

Organises information in a logical way.

Uses appropriate vocabulary, including subject-specific vocabulary, to suit purpose and audience.

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 may want to present their work to the class, others may prefer to share this only with the teacher. They may wish to add/upload photos or a record of their work to their learning journal, possibly online. This will give you the opportunity to provide feedback and next steps.