Eòlasan agus Builean CfE: An trìtheamh agus an ceathramh ìre
Litearrachd agus Gàidhlig
- Is urrainn dhomh cuspair, adhbhar, cruth agus stòrasan a thaghadh gu cunbhalach gus mo roghainn fhìn de theacsaichean a chruthachadh, agus tha mi a’ leasachadh mo stoidhle fhìn. LIT 3-01a / LIT 4-01
- A’ cruinneachadh, a’ ceangal agus a’ cleachdadh fiosrachadh bho dhiofar stòran agus a’ cleachdadh seo airson diofar adhbharan. LIT 4-04a
- Fhad ’s a bhios mi ag èisteachd no a’ coimhead, is urrainn dhomh notaichean a dhèanamh, iad sin a chur air dòigh gus smaoineachadh a leasachadh, fiosrachadh ionnsachadh agus a chuimhneachadh, cùisean a rannsachadh agus teacsaichean ùra a chruthachadh, a’ cleachdadh m’ fhaclan fhìn mar a bhios iomchaidh. LIT 3-05a / LIT 4-05a
Cuspairean Sòisealta
- Tha mi air mothachadh fhaighinn air mo dhualchas agus mo dhearbh-aithne mar shaoranach Breatannach, Eòrpach no cruinneil agus is urrainn dhomh argamaidean a thaisbeanadh mu cho cudromach ’s a tha e urram a thoirt do dhualchas agus dearbh-aithne chàich. SOC 4-02a
Ealain agus Deilbh
- An dèidh cuspairean pearsanta a thaghadh agus mo bheachdan fhìn a leasachadh bho raon de bhrosnachaidhean, is urrainn dhomh mo bheachdan, mo smuaintean agus m’ fhaireachdainnean a chur an cèill agus a chonaltradh tro obair 2D agus 3D. EXA 4-05a
Adhbhar a’ ghnìomha
Tron ghnìomhachd seo, rannsaichidh daoine òga suaicheantasan cultarail Gàidhlig agus a’ bhuaidh a th' aca air beatha agus cultar na Gàidhlig. Leasaichidh iad sgilean cruthachalachd, gu sònraichte a thaobh feòrachas, ceasnachadh agus dealas airson a bhith a’ sgrùdadh a’ chànain agus a’ mheadhain anns a bheil iad ag ionnsachadh.
Gnìomh ionnsachaidh
Iarr air na daoine òga sgrùdadh a dhèanamh air co-dhiù trì suaicheantasan cultarail Gàidhlig.
Bu chòir dhut mìneachadh do na daoine òga gu bheil suaicheantas cultarail Gàidhlig na nì a tha furasta aithneachadh agus mar as trice a’ riochdachadh smuain aig a bheil brìgh chultarach shusbainteach do bhuidheann chultarach fharsaing. Faodaidh daoine òga beachdachadh air suaicheantasan ionadail no nàiseanta.
Bu chòir do na daoine òga trì diofar sheòrsaichean de shuaicheantas a thaghadh agus geàrr-chunntas goirid a sgrìobhadh mu carson as e suaicheantas a th’ anns an rud seo. Bu chòir dhaibh innse:
- ainm an neach, àite no nì seo a tha cudromach gu cultarach
- beagan fiosrachaidh mu eachdraidh
- nam beachd-san dè a tha ga dhèanamh na shuaicheantas
Faodaidh na daoine òga geàrr-chunntas an rannsachaidh aca a thaisbeanadh do co-dhiù aon neach eile sa chlas. Is dòcha gum bi iad airson seo a dhèanamh aghaidh ri aghaidh no gu bhirtual. Bu chòir don luchd-èisteachd notaichean a dhèanamh air an taisbeanadh agus liosta ghoirid ullachadh de co-dhiù còig ceistean agallaimh airson an neach-lìbhrigidh a fhreagairt air na suaicheantasan aca.
Gnìomhachd leudachaidh
Bu chòir do na daoine òga aon de na suaicheantasan cultarail Gàidhlig as fheàrr leotha a shealltainn ann an dòigh sam bith a thogras iad. Mar eisimpleir, dh’fhaodadh iad pìos bìdh, ealain, dealbh-camara, ceòl, obair-ciùird no dràma a chruthachadh.
Slatan-tomhais Nàiseanta
Litearrachd agus Gàidhlig
- A' togail air smuaintean chàich, mar eisimpleir le bhith a’ faighneachd no a’ freagairt cheistean, a’ soilleireachadh no a’ dèanamh geàrr-chunntas air puingean no a’ toirt taic no dùbhlan do bheachdan no smuaintean chàich.
- A’ cleachdadh raon de bhriathrachas eòlach agus speisealta agus inbhe cainnte agus gnàthasan-cainnt a tha iomchaidh don luchd-èisteachd agus thar raointean curraicealaim.
- A’ cleachdadh notaichean gus teacsaichean ùra a chruthachadh a tha iomchaidh don luchd-èisteachd agus a tha a’ nochdadh tuigse air adhbhar.
- A’ conaltradh ann an dòigh shoilleir dhealbhach ann an grunn cho-theacsan.
- A' taisbeanadh smuaintean, fiosrachadh no puingean a’ toirt a-steach mion-fhiosrachadh no fianais iomchaidh.
- A’ cur air dòigh smaoineachaidh agus a' cur structar air òraidean gus beachdan a thaisbeanadh ann an òrdugh loidsigeach.
Cuspairean sòisealta
- A’ tarraing air obair a rinneadh roimhe gus mìneachadh sìmplidh a thoirt seachad air mar a tha daoine agus tachartasan air cur ri leasachadh nàisean na h-Alba.
Ealain agus Deilbh
- A’ taghadh gu neo-eisimeileach agus a’ cur mheadhanan agus dhòighean-obrach an sàs, a’ toirt seachad adhbharan airson nan roghainnean aca.
Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh
- Dè an ìre gu bheil e comasach do dhaoine òga innse carson as e suaicheantas cultarail a th' anns an oibseact aca?
- Dè cho math ’s a tha na daoine òga air briathrachas a chleachdadh ceangailte ri cuspairean sòisealta agus ealain is deilbh?
- Dè cho math ’s a tha na daoine òga air am fiosrachadh a dh’ionnsaich iad mun oibseact a chonaltradh?
Tha an stiùireadh as ùire mu mheasadh ri fhaotainn sa cheangal seo.
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Icons in Gaelic
Curriculum for Excellence (CfE) experiences and outcomes: Third and Fourth level
Literacy and Gàidhlig
- I can regularly select subject, purpose, format and resources to create texts of my choice, and am developing my own style. LIT 3-01a / LIT 4-01
- Gather, link and use information from different sources and use this for different purposes. LIT 4-04a
- As I listen or watch, I can make notes and organise these to develop thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate. LIT 3-05a / LIT 4-05a
Social subjects
- I have developed a sense of my heritage and identity as a British, European or global citizen and can present arguments about the importance of respecting the heritage and identity of others. SOC 4-02a
Art and design
- Having chosen personal themes and developed my own ideas from a range of stimuli, I can express and communicate my ideas, thoughts and feelings through 2D and 3D work. EXA 4-05a
Purpose of the activity
Through this activity, young people will explore Gaelic cultural icons and their impact on Gaelic life and culture. They will develop creativity skills, particularly in relation to curiosity, inquisitiveness and enthusiasm for researching the language and medium in which they learn.
Learning activity
Invite young people to research at least three Gaelic cultural icons.
You should explain to young people that a Gaelic cultural icon is an object that is easily recognised and generally represents an idea with great cultural significance to a wide cultural group. Young people can consider local or national icons.
Young people should select three different types of icon and write a short summary of why this object is an icon. They should include:
- the name of this culturally significant person, place or object
- some information about its history/past
- in their opinion what makes the object
Young people may present the summary of their research to at least one other person in the class. They may wish to do this in person or virtually. The audience should make notes on the presentation and prepare a short list of at least five interview questions for the presenter to answer on their icons.
National Benchmarks
Literacy and Gàidhlig
- Builds on the contributions of others, for example, by asking or answering questions, clarifying or summarising points, supporting or challenging opinions or ideas.
- Uses a range of, familiar and specialist vocabulary and register and idiom appropriate for the audience and across curricular areas.
- Uses notes to create new texts appropriate to audience that demonstrate understanding of purpose.
- Communicates in a clear expressive way in a variety of contexts.
- Presents ideas, information or points of view including appropriate detail or evidence.
- Organises thinking and structures talks to present ideas in a logical order.
Social subjects
- Draws on previous work to provide a simple explanation of how people and events have contributed to the development of the Scottish nation
Art and Design
- Selects independently and applies media and techniques, giving reasons for their choices
Possible approach to assessing learning
- To what extent have young people been able to articulate what makes their object a cultural icon?
- How well have young people used vocabulary connected to social subjects and art and design?
- How well have young people communicated the information they have learned about the object?
When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.