Gaelic (Learners): Assessing progress and achievement
This progression framework is a guide to illustrate how the broad general education should prepare for the senior phase. It is intended to support practitioners
as they consider the evidence of knowledge and understanding, skills, attributes and capabilities provided by learners as they progress through and achieve a
level in Listening and Talking of Gaelic (Learners). The Professional Learning Paper: Assessing Progress and Achievement for Gaelic (Learners) details the
significant aspects of learning to be considered with the progression statements undernoted. They should be considered jointly when assessing progress and
achievement. Listening is to be assessed both as a discrete skill and one linked to talking. While reference is made to the learners acquiring knowledge of
the culture connected to Gaelic Scotland to help them understand the context of the language, it should be noted that this is not assessed. In order to
demonstrate achievement of a level in Listening and Talking of Gaelic (Learners), the learner provides a range of evidence related to the experiences and
outcomes within a level as well as working towards learning at the next level.
Early Level
First Level
Second Level
Third Level
Fourth Level
Learners explore and
Learners take part, show an
Learners take part, show an
Learners take part, show an
Learners take part, show an
experiment with the patterns understanding and use
understanding, use and
understanding, use and
understanding, use and
and sounds of the language, familiar phrases in play
apply language being
apply language being
apply language that is being
for example joining in with
activities and games linked
learned in a range of ways,
learned in range of contexts, learned in range of contexts
rhymes, songs, games and
to language learning, simple for example language
for example language
which are more complex and
classroom instructions.
poems, classroom
activities, language learning
activities, poems, classroom less predictable, for example
instruction, familiar stories
games, classroom
instruction, stories, rolelanguage activities, poems,
and short role-plays.
instruction, stories, short
plays, dialogues and
stories, role-plays, dialogues,
role-plays and presentations. presentations.
presentations and
unrehearsed situations.
Learners show an
understanding of short
listening texts on familiar
topics such as personal
information. They listen to
and memorise rhymes,
poems and songs connected
to the language that they are
learning.
Gaelic (Learners)
Learners show an
understanding of short
listening texts on familiar
topics such as personal
information. They listen to
and memorise rhymes,
poems and songs connected
to the language that they are
learning and in which they
recognise individual words.
Learners show an
understanding of short
listening texts and longer
pieces on familiar topics in
the form of illustrated stories,
poems, songs and digital
clips.
Page 1 of 11
Learners show an
understanding of more
sustained listening texts from
which they extract key
information. Learners also
access longer pieces and
use a range of cues to help
their understanding.
Learners show an
understanding of more
sustained and complex
listening texts from which
they extract and summarise
key information. Learners
also access longer pieces
and use a range of cues to
help their understanding.
February 2015
Early Level
Learners memorise changes
made to pronunciations in
familiar contexts such as the
use of glè mhath rather than
math.
Learners repeat common
patterns, words and phrases
from everyday use of Gaelic,
story books, songs and
programmes and use them
as set phrases.
First Level
Learners begin to recognise
that grammatical rules
changes sounds such as
lenition of initial consonants,
use of vocative case (e.g.
when reading out the
register), and use of a few
emphatic pronoun forms.
They recognise and use the
present tense.
Second Level
Learners are becoming
increasingly confident and
accurate in applying and
using grammatical rules such
as lenition of initial
consonants, use of vocative
case, present tense and
some common past tenses.
Third Level
Learners recognise, apply
and use grammatical rules
with an increasing level of
accuracy, eg present, past
and future tenses, irregular
verbs, prepositional
pronouns, verbal nouns,
negative interrogative, eg
nach eil, auxiliary verbs, eg
feumaidh, faodaidh, verbal
phrases, eg is urrainn, is
fheàrr, assertive form, eg is
e, common plurals.
Learners understand and
respond to simple questions
to give personal information
about themselves, eg Is
mise..agus tha mi ceithir.
Learners understand and
respond to questions to give
personal information about
themselves with increasing
detail, for example Tha mi
ochd. Tha mi a’ fuireach ann
an Inbhir Nis.
Learners understand and
respond to questions to give
personal information which is
extended to talking about
others while applying the
correct forms of pronouns,
for example Tha bràthair
agam. Tha e deich.
Learners understand and
respond to questions to give
information about
themselves and others which
is detailed and complex, for
example, talking about their
pastimes while
demonstrating accuracy of
grammar for most of the
time.
Gaelic (Learners)
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Fourth Level
Learners recognise, apply
and use grammatical rules
with a high level of accuracy,
eg present, past, future and
conditional tenses, irregular
verbs, prepositional
pronouns, verbal phrases.
They confidently change
tenses, have a high level of
accuracy in grammar with a
natural flow to their talk
within the language areas
that they are studying as part
of the course.
Learners understand and
respond to questions to give
information about
themselves and others which
is more complex and
detailed, for example, talking
about lifestyles, current
views and preferences while
demonstrating accuracy of
grammar.
February 2015
Early Level
Learners understand and
use familiar learned phrases
and words such as Tha mi
ag iarraidh deoch, seo
leabhar.
First Level
Learners understand and
use simple or familiar
learned phrases and words
such as to ask for
something, Tha mi ag
iarraidh uisge.
Second Level
Learners understand and
use familiar learned phrases
and words connected to
themes of interest such as
pets and foods. They are
beginning to make
connections with other word
groups to give more detail,
for example colours Tha cù
dubh agus geal agam.
Third Level
Learners understand and
use complex words and
questions and phrases in an
increasing range of themes.
They are more spontaneous
and natural in the use of
these words and phrases, for
example Chan eil mi gad
thuigsinn. Dè tha thu a’
ciallachadh? An do chòrd e
riut? Learners use strategies
such as contextual clues to
work out the meaning of new
words and dialects.
Fourth Level
Learners understand and
use more complex words
and questions and phrases
in an increasing range of
themes. These themes
include current events and
those associated with social
networking and digital
technology. Learners are
spontaneous and natural in
the use of these words and
phrases to build up
continuous text. Learners
use strategies such as
contextual clues to work out
the meaning of new words,
phrases, idioms and dialects.
Learners hear and use
Gaelic as the target
language in basic daily
routines.
Learners are increasingly
confident with hearing Gaelic
and using some Gaelic as
the target language in daily
routines.
Learners are becoming
increasingly confident in
saying what they like and
dislike on topics related to
their learning.
Learners are confident with
hearing and using Gaelic as
the target language in daily
routines.
Learners are confident in
hearing and using Gaelic as
the target language in
routines and familiar
contexts.
Learners give their opinion
and comment on that of
others on a range of topics
and offer straightforward
justifications.
Learners are confident with
hearing and using Gaelic as
the target language of the
class.
Learners begin to use simple
vocabulary and phrases to
say what they like and dislike
from their personal
experiences.
Gaelic (Learners)
Learners say what they like
and dislike on topics related
to their learning and give
simple explanations.
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Learners are able to ask for
views and opinions of others
and discuss further on a wide
range of topics including upto-date and relevant contexts
which are increasingly
complex with some
unfamiliar vocabulary.
February 2015
Early Level
Learners allow more
experienced peers or the
teacher to take a lead in
conversations, role-play,
paired and group work.
Learners respond to simple
questions and prompts using
familiar vocabulary and
phrases.
Gaelic (Learners)
First Level
Learners mainly allow more
experienced peers or the
teacher to take a lead in
conversations, role-play,
paired and group work.
They are able to memorise
parts for a conversation.
Learners respond to
questions and prompts using
familiar vocabulary and
phrases. Their delivery is
clear and readily understood.
Second Level
Learners are becoming
independent in familiar roles
in conversations, role-play,
paired and group work.
Much of this is achieved by
rehearsing and memorising
contributions. Situations are
predictable, for example
ordering from a menu in a
café. The conversations and
role-plays fulfil their purpose
and criteria and draw on
grammar and vocabulary
connected to familiar
contexts. The learner
responds to questions and
prompts using familiar
vocabulary and phrases.
Their delivery is clear and
readily understood. They will
ask for clarification in Gaelic
should the conversation
include less familiar contexts.
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Third Level
Learners show increased
independence in familiar and
unfamiliar roles in
conversations, role-play,
paired, group work. They
can be more spontaneous
and less reliant on notes and
being rehearsed. Situations
are predictable but they can
also follow a lead that arises
from the dialogue. The
communication fulfils
purpose and criteria and
draws on grammar and
vocabulary which is used
accurately. Learners
respond to questions and
prompts using familiar
vocabulary and phrases.
Their delivery is clear, readily
understood and mostly
accurate. They are confident
in communicating with peers
and with other schools
through Glow, for example.
This allows learners to apply
their learning and show more
breadth and depth.
Fourth Level
Learners show increased
independence in unfamiliar
situations which are less
predictable. They respond
appropriately to sympathetic
fluent speakers in
conversations, role-play,
paired and group work. They
can be more spontaneous
and less reliant on notes and
being rehearsed. Learners
can also follow a lead that
may arise from a dialogue.
The conversations and roleplays fulfil their purpose and
criteria and draws on
grammar and vocabulary
which is used accurately.
The learner responds to
questions and prompts using
familiar vocabulary and
phrases. Their delivery is
clear and readily understood.
Learners are enabled to
apply their learning, show
more breadth and depth and
be more spontaneous.
February 2015
Early Level
Gaelic (Learners)
First Level
Second Level
Learners can deliver a short
presentation on a familiar
topic, for example personal
information. They may use
digital technology or other
forms of illustrations to
support their presentations
which helps get the message
across.
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Third Level
Learners can deliver a
presentation about a topic
that interests them, for
example pastimes, holidays,
work based learning. They
may use digital technology or
other forms of illustrations to
support their presentations
which helps get the message
across. Learners may use
notes or headings but do not
read from a script.
Fourth Level
Learners can deliver a
detailed presentation about a
topic that interests them,
demonstrating good
accuracy and a range of
complex structures. They
may use digital technology or
other forms of illustrations to
support their presentations
which helps get the message
across. Learners may use
notes or headings but do not
read from a script. Learners
are able to respond to
questions from the teacher or
their peers related to the
presentation.
February 2015
Early Level
Learners listen, watch and
use play to explore aspects
of Gaelic culture such as St
Andrew’s Day celebrations.
This helps their
understanding of the context
of Gaelic as a language.
Gaelic (Learners)
First Level
Learners listen, watch and
use Gaelic to explore
aspects of Gaelic culture to
help them set in context the
language that they are
learning.
Second Level
Learners listen, watch and
use Gaelic to explore
aspects of Gaelic culture to
help them set in context the
language that they are
learning. They use this as a
way of extending their
knowledge of Gaelic and
helping with references and
contextual cues.
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Third Level
Learners listen, watch and
use Gaelic to explore
aspects of Gaelic culture to
help them set in context the
language that they are
learning. They use this as a
way of extending their
knowledge of Gaelic and
helping with references and
contextual cues which they
may draw on when delivering
brief presentations and
engaging in questions and
answers on topics which may
be less familiar, for example
sports, Gaelic music, and
work based learning. Digital
technology is used where
appropriate.
Fourth Level
Learners listen, watch and
use Gaelic to explore
aspects of Gaelic culture to
help them set in context the
language that they are
learning. They use this as a
way of extending their
knowledge of Gaelic and
helping with references and
contextual cues which they
may draw on when delivering
presentations and engaging
in detailed discussions on
topics which may be less
familiar, for example sports,
Gaelic music, and work
based learning. Digital
technology is used where
appropriate.
February 2015
This progression framework is a guide which is intended to support practitioners as they consider the evidence of knowledge and understanding, skills,
attributes and capabilities provided by learners as they progress through and achieve a level in Reading of Gaelic (Learners). The Professional Learning
Paper: Assessing Progress and Achievement for Gaelic (Learners) details the significant aspects of learning to be considered with the progression statements
undernoted. They should be considered jointly when assessing progress and achievement.
In order to demonstrate achievement of a level in Reading of Gaelic (Learners), the learner provides a range of evidence related to the experiences and
outcomes within a level as well as working towards learning at the next level.
Early Level
Learners can listen to and
join in with story-telling,
games, rhymes and songs.
They explore and enjoy
using sound patterns, words
and phrases in Gaelic.
Illustrations are used to help
the learners’ understanding.
Gaelic (Learners)
First Level
Learners individually or with
others, read familiar words,
simple phrases and
sentences and short texts.
Illustrated text such as
cartoon strips are used to
help the learners’
understanding. The range of
vocabulary is immediately
connected to the language
areas being studied.
Second Level
Learners read and
understand sentences,
mainly about personal and
daily situations. For
example, Tha mi aon deug,
Tha piuthar agam, Tha e trì
uairean, Tha mi a’ dol gu
cèilidh. Texts use familiar
vocabulary and structures in
both familiar and unfamiliar
contexts which are mainly
written in the present tense.
Learners understand
sentences which include
basic adjectives, adverbs
and use of numerals, for
example. They read texts
and make connections to
their acquiring knowledge of
grammar.
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Third Level
Learners read a wider range
of texts in less familiar
contexts spanning a range of
media. When learners
encounter unfamiliar
language they are able to
use strategies to help
support their understanding.
Learners are reading and
understanding longer pieces
such as magazine articles
which use both familiar and
unfamiliar vocabulary and
structures in both familiar
and unfamiliar contexts.
Learners understand text
with a range of tenses;
adjectives; adverbs;
infinitives; use of numbers in
context such as money,
weight, length; use of rules
for common feminine nouns,
set phrases in prepositional
case for example.
Fourth Level
Learners understand,
appreciate and enjoy a wide
variety of texts such as short
novels, stories, newspaper
articles, social networking.
Learners are able to respond
to texts, identify key
information and points of
views. Learners are reading
and understanding a range
of longer pieces such as
magazine articles with an
increasing range of
vocabulary and structures in
both familiar and unfamiliar
contexts which use a range
of tenses including irregular
verbs, adjectives with plurals,
adverbs, infinitive,
prepositional case, set
phrases in possessive case,
ordinal numbers, numerical
nouns, for example. The
learner uses a range of
strategies to work out and
connect new vocabulary.
February 2015
Early Level
Learners can listen to and
join in with story-telling,
access illustrated books,
games, rhymes and songs.
They use illustrations, mime
and explanations to help
their understanding.
First Level
Learners apply reading
strategies to work out the
meaning of words from the
context or illustrations to tell
others about a short text in a
familiar context.
Second Level
Learners apply reading
strategies such as skimming,
working out the meaning of
words from the context or
recognising similarities to
English words to tell others
about a text or sequence
sentences written in English
to convey the meaning of
Gaelic text.
Third Level
Learners apply reading
strategies such as skimming,
scanning and contextual
clues to work out meaning to
summarise or give the gist of
a text, and give items of
detail.
Fourth Level
Learners apply reading
strategies such as skimming,
scanning and contextual
clues to work out meaning of
increasingly complex texts to
summarise, give the gist and
give items of detail.
Learners are encouraged to
ask about the meanings of
unfamiliar vocabulary and
phrases.
Learners are able to use a
word or picture list to look up
the meaning of vocabulary.
Learners are able to use a
word list, glossary or
dictionary to look up the
meaning of vocabulary.
Learners are confident in
using a dictionary to look up
the meanings of vocabulary.
They apply their knowledge
of grammar to access the
vocabulary in a dictionary, for
example lenition, plurals,
tenses.
Learners are confident in
using a dictionary to look up
the meanings of vocabulary.
They apply their knowledge
of grammar to access the
vocabulary in a dictionary.
For example, lenition and
changes from cases such as
prepositional.
Gaelic (Learners)
Page 8 of 11
February 2015
Early Level
Learners listen, watch and
use play to explore aspects
of Gaelic culture such as St
Andrew’s Day celebrations.
This helps their
understanding of the context
of Gaelic as a language.
Gaelic (Learners)
First Level
Learners listen, watch and
use Gaelic to explore
aspects of Gaelic culture to
help them set in context the
language that they are
learning.
Second Level
Learners listen, watch and
read Gaelic to explore
aspects of Gaelic culture to
help them set in context the
language that they are
learning. They use this as a
way of extending their
knowledge and helping with
references and contextual
cues.
Page 9 of 11
Third Level
Learners read to explore
aspects of Gaelic culture to
help them set in context the
language that they are
learning. They use this as a
way of extending their
knowledge and helping with
references and contextual
cues which they may draw
on when delivering brief
presentations and engaging
in discussions on topics
which may be less familiar,
for example sports, Gaelic
music, and work based
learning. Digital technology
is used where appropriate.
Fourth Level
Learners read to explore
aspects of Gaelic culture to
help them set in context the
language that they are
learning. They use this as a
way of extending their
knowledge and helping with
references and contextual
cues which they may draw
on when delivering
presentations and engaging
in discussions on topics
which may be less familiar,
for example sports, Gaelic
music, and work based
learning. Digital technology
is used where appropriate.
February 2015
This progression framework is a guide which is intended to support practitioners as they consider the evidence of knowledge and understanding, skills,
attributes and capabilities provided by learners as they progress through and achieve a level in Writing of Gaelic (Learners). The Professional Learning
Paper: Assessing Progress and Achievement for Gaelic (Learners) details the significant aspects of learning to be considered with the progression statements
undernoted. They should be considered jointly when assessing progress and achievement.
In order to demonstrate achievement of a level in Writing of Gaelic (Learners), the learner provides a range of evidence related to the experiences and
outcomes within a level as well as working towards learning at the next level.
Early Level
Learners explore and
experiment with letters,
words and phrases as part of
mark making or play.
Gaelic (Learners)
First Level
Learners write familiar words
and simple phrases such as
when making a greetings
card/invitation, labelling a
diagram or picture.
Second Level
Learners produce short
written material on familiar
topics such as writing about
themselves, promotion of
events such as Mòd or Fèis,
brief social media message,
a fact file. Their writing is
brief while comprising
connected sentences which
read coherently. In so doing,
they are able to relay their
likes and dislikes. Learners
mainly use the present tense
with simple adjectives and
verbs. Accents are used.
Learners’ writing is clear at
first reading and errors do
not impede overall
understanding.
Page 10 of 11
Third Level
Learners can write for a
variety of purposes and
lengths such as letters,
postcards, e-mails, blogs or
articles giving personal
information with details which
includes school subjects,
hobbies, work and family.
Learners write at increasing
length and extend into less
familiar topics which are
appropriate to task and
audience. They use an
increasing range of
vocabulary which is set in
sentences and connected
paragraphs. Learners use a
range of tenses with simple
adjectives and verbs. They
express opinions and give
reasons. Accents are used.
Learners’ writing is clear at
first reading and errors do
not impede overall
understanding.
Fourth Level
Learners can write for a
variety of purposes, lengths
and audiences in
increasingly complex
contexts. For example,
letters, e-mails, diary entries,
brochures, blogs or articles.
They use an increasing
range of vocabulary which is
set in increasing complex
sentences and connected
paragraphs. Learners apply
their knowledge of grammar,
for example a range of
tenses, verbs, adjectives and
conjunctions. They express
opinions and give detailed
reasons. Accents are used.
Learners’ writing is clear at
first reading and errors do
not impede overall
understanding.
February 2015
Early Level
First Level
Learners use word banks,
vocabulary lists, classroom
displays and support from a
writing buddy to check
spelling and unfamiliar
vocabulary.
Second Level
Learners use word banks,
vocabulary lists, dictionaries,
and classroom displays to
check spelling and unfamiliar
vocabulary.
Third Level
Learners use dictionaries
and glossaries to check
spelling, unfamiliar
vocabulary and to add
interest and richness with
idiomatic expressions, for
example.
Fourth Level
Learners require less support
to check spelling and
unfamiliar vocabulary. They
incorporate information from
research and other sources.
They add interest and
richness with idiomatic
expressions, for example.
Learners, working with a
peer or the teacher, proofread their writing using
success criteria and targets
for improvement to check the
accuracy of their own and
others’ work.
Learners, working with a
peer or the teacher, proofread their writing using
success criteria and targets
for improvement to check the
accuracy of their own and
others’ work.
Learners confidently proofread their writing using
success criteria and targets
for improvement to check the
accuracy of their own and
others’ work. They have a
clear understanding of the
changes that have been
made and the reasons for
such changes.
Learners confidently proofread their writing using
success criteria and targets
for improvement to check the
accuracy of their own and
others’ work. They have a
clear understanding of the
changes that have made and
the reasons for such
changes.
The progression framework gives some examples of expectations for the learning of grammar which contributes to children and young people demonstrating
progression and coherence in Gaelic (Learners). Teachers will plan the development of grammar within programmes and courses. The Education Scotland
guidance, The Role of Gaelic Education in a 1+2 Approach to Language Learning and Advice on Gaelic Education should also be referred to. The
approaches to teaching grammar should be engaging and active. At all curricular levels, children and young people will hear, absorb and learn phrases in
which grammar is embedded. From the second level, children and young people will also start to experience a more planned approach to grammar using
high-quality interactive approaches.
Gaelic (Learners)
Page 11 of 11
February 2015