Last Updated: Wednesday, December 09, 2020

A’ togail m’ fhoghainteachd ann an amannan neo-chinnteach - first level

What is this?

Tha an gnìomh ionnsachaidh seo a’ toirt taic do chlann a bhith a’ meòrachadh air fèin-fhiosrachaidhean deimhinneach, àicheil, cinnteach agus neo-chinnteach.  Bidh clann a’ faighinn taic gus cuimseachadh air faireachdainnean deimhinneach agus coimhead air adhart ri fèin-fhiosrachaidhean ùra san àm ri teachd.  Tha a’ Chomhairle air Foghlam Gàidhlig a’ mìneachadh dòigh-cleachdaidh modhan-obrach bogaidh.  Tha an gnìomh ionnsachaidh seo a’ tarraing air na h-eòlasan agus na builean airson slàinte agus sunnd agus litearrachd agus Gàidhlig.

Eòlasan agus Builean CfE: A’ chiad ìre

  • Tha fios agam gu bheil daoine nar beatha a tha a’ gabhail cùram air ar son agus a’ coimhead às ar dèidh. (HWB 1-45a)
  • An uair a bhios mi ag èisteachd agus a’ gabhail com-pàirt ann an conaltraidhean, is urrainn dhomh facail agus abairtean ùra a chleachdadh gus mo chuideachadh a’ dèanamh conaltradh. (GAI 1-02a)
  • An uair a bhios mi a’ dol an sàs le daoine eile, tha fios agam cuin agus ciamar a bu chòir dhomh a bhith ag èisteachd, cuin a bu chòir dhomh bruidhinn, dè na bu chòir dhomh a radha, cuin a bu chòir dhomh ceistean a chur agus ciamar a bu chòir dhomh freagairt le urram. (LIT 1-02a)

Adhbhar a’ ghnìomha

Bidh a’ chlann a’ faighinn taic gus dòighean a lorg a bhith a’ cur nam faireachdainnean aca an cèill a thaobh eòlasan san àm a chaidh seachad agus san àm ri teachd. Bidh iad a’ dèanamh seo tro mheadhan na Gàidhlig

Faodar an gnìomh seo atharrachadh airson a chleachdadh aig an taigh, ma tha clann ag ionnsachadh aig astar.

Gnìomh ionnsachaidh

Ciamar a tha thu a’ faireachdainn an-diugh?

Faodaidh na tidsearan an t-ionnsachadh seo a phlanadh airson a dhèanamh ‘san sgoil’ agus ‘aig an dachaigh’. Bu chòir dhaibh an cuspair seo a thoirt a-steach le mothachadh, agus cothrom tric a thoirt don chloinn a bhith a’ bruidhinn mun ionnsachadh leis an tidsear.

Obair a h-aon

Bruidhnibh mu mar a tha a h-uile duine a’ faireachdainn aig an àm a tha seo. Co-roinn cuid de na facail “fhaireachdainnean” ris a’ chloinn gus taic a thoirt dhaibh. Is dòcha gum bi sin a’ gabhail a-steach: toilichte, brònach, iomagaineach, fo eagal, troimh-chèile, air mhire, air bhioran.

Bu chòir don chloinn teas-mheidh a tharraing air pàipear gus comharrachadh mar a tha iad a’ faireachdainn air sgèile aon gu deich, no comharran sunnd a chleachdadh (mas e sin an t-inneal as iomchaidh), no comharra eile a chleachdadh gus leigeil leis a’ chloinn cur an cèill mar a tha iad a’ faireachdainn aig an àm seo.

Obair a dhà

Tagh aon fhaireachdainn deimhinneach. Iarr air a’ chloinn innse mu àm a bha iad a’ faireachdainn mar seo. Dè a bha a’ tachairt? Cò a bha ann? Carson a bha an suidheachadh a’ toirt orra a bhith a’ faireachdainn mar seo?

Dèan an t-aon nì airson faireachdainn nach eil cho deimhinneach. An turas seo, iarr air a’ chloinn smaoineachadh dè a dh’fhaodadh iad a bhith air a dhèanamh gus nach biodh iad a’ faireachdainn mar seo? Dè a bhiodh air toirt orra a bhith a’ faireachdainn na b’ fheàrr?

Dh’fhaodadh an eacarsaich seo a bhith air a dèanamh mar chlàr sìmplidh, mar chonaltradh le ceistean meòrachail, mar bhòrd-stòiridh no cartùn.

Obair a trì

Dh’fhaodadh a’ chlann an obair seo a dhèanamh mar bhuidheann an uair a thilleas iad air ais dhan sgoil. Bu chòir do dh’inbheach an conaltradh a ghoireasachadh gus togail air ionnsachadh na cloinne ann an obair a h-aon agus a dhà. Tha e cudromach gum bi na conaltraidhean air an co-roinn agus air an làimhseachadh gu faireachail. Tha seo a’ cuideachadh na cloinne a bhith a’ tuigsinn am faireachdainnean agus mar a bhios iad a’ dèiligeadh ri eòlasan diofraichte.

Cuir deich duilleagan pàipear A4 air an làr, le àireamh air sreath a chèile. Iarr air cuideigin a bhith deònach seasamh air àireamh a tha a’ comharrachadh mar a tha iad a’ faireachdainn. Tha àireamh a deich math dha-rìribh, a’ faireachdainn deimhinneach msaa. Tha àireamh a h-aon aig ceann eile na sgèile. Is dòcha nach bi feum aig a’ chloinn a tha nas òige ach air 5 ‘stèiseanan’.

Iarr air an leanabh smaoineachadh dè a b’ urrainn dhaibh a dhèanamh gus gluasad ‘suas’ chun na h-ath àireimh. Bu chòir dhaibh smaoineachadh air àm nuair a bha iad, mar eisimpleir, aig àireamh aon no dhà. Dè a bha iad a’ faireachdainn? Dè a thug orra a bhith a’ faireachdainn na b’ fheàrr? Aon uair is gu bheil a’ chiad leanabh air seo a dhèanamh, faighnich dha feadhainn eile a bheil iad airson seo fheuchainn.

A’ leasachadh deimhinneachd agus foghainteachd aig àm mì-chinnteach

Beachdan agus taic

Dh’fhaodadh gach fear de na modhan-obrach sin a bhith mar sheisean ionnsachaidh slàn. Bidh sin a rèir co-theacsa a’ chlas agus roghainn an tidseir.

Misnich a’ chlann gu bhith a’ comharrachadh dhaoine ris am faodadh iad bruidhinn nam biodh iad a’ faireachdainn iomagaineach no mì-chinnteach mu rudeigin. Mar as trice is e caraidean, teaghlach agus tidsearan a bhithear a’ comharrachadh. Dè na feartan a tha aig na daoine sin a tha a’ ciallachadh gur iad na daoine as fheàrr bruidhinn riutha?

Misnich agus thoir taic ann a bhith a’ cleachdadh cainnt a tha air leth deimhinneach. Bruidhinn mu na dòighean anns am faod modh-cleachdaidh cànain buaidh a thoirt air na smuaintean agus air na faireachdainnean agad, agus air na daoine a tha mun cuairt ort. Dèan seo mar eacarsaich spòrsail anns am faod gach neach sa bhuidheann com-pàirt a ghabhail.

“Ciamar a tha thu an-diugh? Tha mi a’ faireachdainn mìorbhaileach!”

“Ciamar a bha an deireadh-sheachdain agad? Iongantach!”

“Ciamar a tha an aimsir a-muigh? Fìor mhath!”

Dèan rannsachadh mun dòigh sa bheil dòighean air anail a tharraing agus a bhith aig fois a’ cuideachadh nuair a tha cuideigin a’ faireachdainn iomagaineach no mì-chinnteach. Dh’fhaodadh dòighean sìmplidh a bhith air an co-roinn ris a’ chlas

Cuimsich air eòlasan ùra. Mol dhà no trì nithean a dh’fhaodar a dhèanamh, no fheuchainn a h-uile seachdain. Dh’fhaodadh mì-chinnt agus aineolas a thaobh dèiligeadh ri suidheachaidhean ùra a bhith air leth inntinneach cuideachd! Dèan rannsachadh air na nithean a dh’fhaodadh a bhith comasach!

Slatan-tomhais Nàiseanta

  • A’ cur fhaireachdainnean an cèill.
  • A’ comharrachadh cò ris a bu chòir bruidhinn ma tha thu iomagaineach no fo uallach.
  • Ag aithneachadh taghadh de dh’fhaireachdainnean agus a’ leasachadh a’ chomais dèiligeadh riutha gu h-iomchaidh.
  • A’ cleachdadh facail agus abairtean ùra Gàidhlig sa chainnt a tha iomchaidh dhan luchd-amais agus air am fuaimneachadh gu ceart.
  • A’ co-roinn smuaintean, beachdan, fiosrachadh agus eòlasan iomchaidh aig astar iomchaidh le modh-lìbhrigidh soilleir agus tòna guth iomchaidh.
  • A’ gabhail cuairt mu seach gus bruidhinn, a’ gabhail pàirt aig an àm iomchaidh an uair a thathar a’ dol an sàs le feadhainn eile agus a’ sìor fhàs mothachail air na diofar dhreuchdan taobh a-staigh buidheann agus deònach na dreuchdan diofraichte sin a choileanadh.
  • Ag èisteachd agus a’ freagairt gu h-iomchaidh ri beachdan dhaoine eile mar eisimpleir, le bhith a’ gnogadh do chinn no ag aontachadh, a’ faighneachd agus a’ freagairt cheistean ann an dòigh mhodhail.
  • A’ cleachdadh dhà no trì dhòighean-obrach (briathrach agus neo-bhriathrach) an uair a thathar a’ dol an lùib dhaoine eile mar eisimpleir, briathran, glacadh sùla, cruth aodainn agus/no cruth bodhaig.

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

Iarr air a’ chloinn eòlasan ùra sam bith a chlàradh.

Comharraich cho cudromach ’s a tha e a bhith a’ clàradh nam faireachdainnean a dh’fhèin-fhiosraich iad. Dh’fhaodadh seo a bhith mar chothrom briathrachas ùr a chleachdadh, mar eisimpleir, fo fhiamh, brosnaichte, mìorbhaileach agus baibheil.

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

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Building my resilience in uncertain times

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

  • I know that there are people in our lives who care for and look after us. (HWB 1-45a)
  • As I listen and take part in conversations, I can use new words and phrases to help me to communicate. (GAI 1-02a)
  • When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. (LIT 1-02a)

Purpose of the activity

Children are supported in finding ways to express emotions related to past and future experiences. They do this through the medium of Gaelic.

This activity can be adapted for use at home, if children are learning remotely.

Learning activity

How do you feel today?

Teachers may plan this learning to take place ‘in school’ and ‘at home’. They should introduce this topic sensitively, with children having regular opportunities to discuss their learning with their teacher.

Task one

Discuss how everyone is feeling right now, today. Share some “feelings” words with the children to support them. These may include: happy, sad, anxious, scared, upset, overjoyed, excited.

Children should draw a thermometer to indicate how they feel on a scale of one to ten, or use a wellbeing indicators (if that is the most appropriate tool), or use some other indicator to allow children to express their current feelings.

Task two

Choose one positive emotion. Ask the children to describe some other times when they felt this way. What was happening? Who was there? Why did the situation make them feel this way?

Do the same for one of the less positive emotions. This time, ask the children to think about what they could have done to stop feeling this way? What would have made them feel better?

This exercise could be done as a simple table, as a discussion with reflective questions, as a storyboard or cartoon.

Task three

Children could do this task as a group on their return to school. An adult should facilitate the discussion to build on children’s learning in tasks one and two. It is important that discussions are shared and managed sensitively. This supports children in understanding their feelings and reactions to different experiences.

Place ten A4 pieces of paper on the floor, numbered accordingly. Ask for a volunteer to stand on a number that reflects how they are feeling. Number ten is great, in a good place, feeling positive etc. Number one is at the other end of the scale. Younger children may only need 5 “stations”.

Ask the child to think about what they could do to move “up” to the next number. They should think about a time when they were, for example at number one or number two. What did they feel? What did they do to feel better? Once the first child has tried this, ask others if they wish to volunteer.

Developing positivity and resilience in a time of uncertainty

Tips and hints

Each of these approaches could constitute an entire learning session. They will be dependent on the class context and the teacher’s preference.

Encourage children to identify people to whom they would speak if they were feeling anxious or uncertain about something. Friends, family and teachers most commonly are identified. What traits do these people have that make them the right kind of person with whom to talk?

Encourage and support the use of very positive language. Discuss the ways in which the use of language can influence your thoughts and feelings, as well as those around you. Make this a fun exercise in which the whole group participate.

“How are you today? I feel fantastic!”

“How was your weekend? Amazing!”

“How is the weather outside? Totally brilliant!”

Explore how breathing and relaxation techniques can help when one is feeling anxious or uncertain. Some simple techniques could be shared with the class.

Focus on new experiences. Suggest three or four things to do, or try every week. Uncertainty and unfamiliarity in approaching new situations can be exciting too! Explore the possible!

National Benchmarks

  • Expresses feelings.
  • Identifies who to talk to if worried or concerned.
  • Recognises a variety of emotions and is developing the ability to manage them appropriately.
  • Incorporates new Gaelic words and phrases into language appropriate for the audience with accuracy of pronunciation.
  • Shares appropriate ideas, opinions, information and experiences
    at an appropriate pace with clarity of expression and appropriate
    tone of voice.
  • Takes turns to speak, contributes at the appropriate time when engaging with others and is increasingly aware of the different
    roles within a group and is willing to take on these different roles.
  • Listens and responds appropriately to the views of others for
    example, by nodding or agreeing, asking and answering questions in a respectful way.
  • Applies a few techniques (verbal and non-verbal) when engaging
    with others for example, vocabulary, eye contact, facial expressions and/or body language.

Possible approach to assessing learning

Ask the children to record any new experiences.

Highlight the importance of recording the feelings they experienced. This could be an opportunity to introduce some new vocabulary, for example, overawed, inspired, marvellous and tremendous.

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