Eòlasan agus Builean CfE: An dàrna ìre
Litearrachd agus Gàidhlig
- Tha mi a’ faighinn misneachd nuair a tha mi a’ dèiligeadh ri daoine eile an taobh a-staigh agus taobh a-muigh m’ àite ionnsachaidh. Is urrainn dhomh conaltradh ann an dòigh shoilleir, dhealbhach agus tha mi ag ionnsachadh a bhith a' taghadh agus a' cur air dòigh goireasan gu neo-eisimeileach. LIT 2-10a/LIT 3-10a
- Le bhith a’ meòrachadh air an t-seòrsa teacsa a tha mi a’ cruthachadh, is urrainn dhomh beachdan agus fiosrachadh buntainneach a thaghadh, iad sin a chur an òrdugh ann an dòigh iomchaidh airson an adhbhair agam agus briathrachas freagarrach a chleachdadh airson an luchd-èisteachd agam. LIT – 2-26a
Ealain agus Deilbh
- Air mo spreigeadh le raon de bhrosnachaidhean, is urrainn dhomh mo smuaintean agus faireachdainnean a chur an cèill is a chonaltradh tro ghnìomhachdan ann an ealain agus deilbh. EXA 2 – 05a
Teicneòlasan
- Is urrainn dhomh teicneòlasan didseatach a chleachdadh gus fiosrachadh a lorg agus fhaighinn air ais agus tha mi mothachail nach bi am fiosrachadh seo uile earbsach. TCH 2 – 02a
Adhbhar a’ ghnìomha
Bidh clann a’ rannsachadh agus a’ dèanamh coimeas eadar ìomhaighean a tha a' cur na h-Alba air adhart. Bidh iad a’ comharrachadh susbaint, cuspairean agus feartan dealbhaidh cumanta, agus a’ taisbeanadh nan toraidhean aca a’ cleachdadh teicneòlas didseatach.
Gnìomh ionnsachaidh
- Tha na seallaidhean ann an Alba nan tarraing mhòr do luchd-turais. Iarr air a’ chloinn Alba a rannsachadh le ìomhaighean agus dealbhan. Bruidhinn ris a’ chloinn mu ciamar a chuireas iad air dòigh agus a sheòrsaicheas iad na toraidhean aca gus an raon de sheallaidhean ann an Alba a riochdachadh.
- Iarr air a’ chloinn cunntas a thoirt air mar a rinn iad rannsachadh air an raon seo agus iarr orra cunntas a thoirt air na tha na h-ìomhaighean a’ sealltainn mu na seallaidhean dùthcha.
- Iarr air a’ chloinn na toraidhean aca a thaisbeanadh anns an dòigh a thogras iad fhèin. Mar eisimpleir, mar thaisbeanadh didseatach, òraid no postair le dealbhan.
Gnìomh leudachaidh
- Bu chòir don chloinn teacsa a chruthachadh airson cuid de na h-ìomhaighean aca. Bu chòir fiosrachadh pongail agus mearachdach a bhith san teacsa seo.
- Bu chòir teacsaichean a roinn le co-sgoilear, gus an dèan iad ath-sgrùdadh air na teacsaichean gus an ceartachadh.
Slatan-tomhais Nàiseanta
Litearrachd agus Gàidhlig
- A’ cleachdadh notaichean agus measgachadh de theacsaichean thar a’ churraicealaim gus smaoineachadh a leasachadh agus teacsaichean ùra a chruthachadh.
- A’ cur fiosrachadh an òrdugh ann an dòigh loidsigeach.
- A’ cleachdadh briathrachas iomchaidh, a’ toirt a-steach briathrachas cuspair-sònraichte, a rèir adhbhar agus luchd-èisteachd.
- A’ dealbhadh agus a’ lìbhrigeadh taisbeanadh/òraid eagraichte le susbaint iomchaidh agus òrdugh is structar loidsigeach.
- A’ taghadh agus a’ cleachdadh ghoireasan mar a bhios iomchaidh gus taic a thoirt do chonaltradh, a’ gabhail a-steach cleachdadh teicneòlas didseatach.
Ealain agus Deilbh
- Ag aithneachadh agus a’ toirt cunntas air na h-eileamaidean lèirsinneach nan obair fhèin agus an obair dhaoine eile.
- A’ taghadh, a’ taisbeanadh agus a’ beachdachadh air fiosrachadh buntainneach, bho raon stòran, mu obair luchd-ealain agus luchd-dealbhaidh taghte, mar eisimpleir, a thaobh ciamar agus carson a tha iad air dath no cumadh a chleachdadh san obair aca.
Teicneòlasan
- Theirig gu làraich-lìn agus cleachd sgilean iùil gus fiosrachadh fhaighinn airson gnìomhachd shònraichte.
Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh
- Is e cothrom a tha seo airson fios air ais a thoirt do chloinn gus an fhileantachd aca a neartachadh.
- Dh’fhaodadh clann fèin-mheasadh a dhèanamh air an obair aca agus an uair sin measadh co-sgoileir a dhèanamh air le companach. Dh’fhaodadh iad toraidhean an rannsachaidh aca a mhìneachadh, a’ faighneachd agus a’ freagairt cheistean buntainneach.
- Dh’fhaodadh clann an taisbeanadh no òraid a chlàradh agus a luchdachadh suas don iris ionnsachaidh aca ma tha tè aca. Dh’fhaodadh iad seo a chleachdadh gus an obair aca a mheasadh.
Tha an stiùireadh as ùire mu mheasadh ri fhaotainn sa cheangal seo.
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A picture is worth a thousand words!
Curriculum for Excellence (CfE) experiences and outcomes: Second level
Literacy and Gàidhlig
- 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 2-10a/LIT 3-10a
- By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT – 2-26a
Art and design
- Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 2 – 05a
Technologies
- I can use digital technologies to search, access and retrieve information and are aware that not all of this information will be credible. TCH 2 – 02a
Purpose of the activity
Children research and compare images promoting Scotland. They identify common content, themes and design features, and present their findings using digital technology.
Learning activity
- The scenery in Scotland is a big attraction for tourists. Invite children to research Scotland by images and photographs. Discuss with children how they will organise and group their findings to represent the range of scenery in Scotland.
- Ask children to describe how they researched this area and describe what the images show about the scenery.
- Invite children to present their findings in a manner of their choosing. For example, as a digital presentation, an illustrated talk or poster.
Extension activity
- Children should create text for some of their images. This text should have some accurate and inaccurate information.
- Texts should be shared with a peer for them to review the texts to be accurate.
National Benchmarks
Literacy and Gàidhlig
- Uses notes and a variety of texts across the curriculum to develop thinking and create new texts.
- Organises information in a logical way.
- Uses appropriate vocabulary, including subject-specific vocabulary, to suit purpose and audience.
- Plans and delivers an organised presentation/talk with appropriate content and logical sequence and structure.
- Selects and uses resources as appropriate to support communication, including the use of digital technology.
Art and design
- Recognises and describes the visual elements in their own and other’s work.
- Selects, presents and discusses relevant information, from a range of sources, about the work of chosen artists and designers, for example, in relation to how and why they have used colour or shape in their work.
Technologies
- Access websites and use navigation skills to retrieve information for a specific task.
Possible approach to assessing learning
- This gives the opportunity for providing children feedback to support their fluency.
- Children could self-assess their own work and then peer assess it with a partner. They could explain their research findings, asking and answering relevant questions.
- Children could record their delivery of a presentation or talk and upload it to their learning journal if they have one. They could use this to assess their work.
When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.