Professional Focus Paper
Course: Gaelic (Learners)
1.
Level: National 4
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Gaelic (Learners) National 4.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning 3–18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3–15 Broad
General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is
likely to be increased and learners consequently more engaged and enthused. To ensure continuity and
progression, qualifications at the senior phase have been designed to embrace this unambiguous focus on highquality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two
years which might involve learners bypassing qualifications at a given level, whereas others may enable learners to
work towards qualifications within one year. In both cases, the advice in this paper is relevant to the learning and
teaching approaches that learners will encounter. This paper, then, is intended to stimulate professional reflection
and dialogue about learning. It highlights important features of learning which are enhanced or different from
previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the Broad General Education?
2.
What’s new and what are the implications for learning and teaching?
Gaelic (Learners) National 4 consists of three Units.
 Understanding Language
 Using Language
 Added Value Unit
To achieve Gaelic (Learners) National 4, learners must pass all of the required Units, including the Added Value
Unit.
GAELIC (LEARNERS)
What are the key aspects of Gaelic (Learners) National 4?
Integrated approach to skills development
Gaelic (Learners) National 4 builds on the skills developed within the BGE. Staff may wish to consider thematic
approaches to learning and teaching. Listening, reading, talking and writing skills are all essential to the
understanding and usage of Gaelic. Learners should regularly, both in partnership with the teacher, and
independently, access books, online resources, radio and Gaelic speakers, within and out with the classroom
environment, in order to acquire and develop their skills. A focus should be maintained on enabling young people
to communicate in relevant and realistic contexts. These contexts should be varied, interesting and aimed at
engaging and enthusing learners. The following list presents some options: Obair/Work, Na Meadhanan/Media,
Ceòl/Music, Biadh agus Slàinte/ Food and Health, Saor-làithean/Holidays, A’ Ghàidhealtachd/The Highlands are all
suggestions for thematic work.
Wider range of evidence of learning
There is a focus on assessment as an integral part of learning and teaching. Staff can make use of a wider range
of evidence of learning including, for example, digital or spoken presentations, leaflets, extended writing, notes or
podcasts. These should be used by learners to build a portfolio to show their progress through the Units in addition
to more traditional forms of assessment, such as close reading passages.
Hierarchy of Units
Programmes of learning should be planned to encourage learners to aim for the highest level of achievement.
There is no mandatory content at National 4 but the aim of the course is to develop listening, reading, talking and
writing skills, in order to understand and use Gaelic; apply knowledge of Gaelic cultural heritage and the cultural
heritage of others.
These skills and knowledge will be developed further in National 5 and beyond. The skills developed in the
hierarchy of Units enables staff to plan courses which cater for learners of differing ability. Careful planning of
vocabulary and grammar will be required to ensure learners can move between the levels as required and that
content is not repeated unnecessarily as learners progress through the SCQF levels.
How will you plan contexts to ensure there is progression without unnecessary repetition of content?
Added Value Unit
Learners will be required to complete an Added Value Unit, which will take the form of an assignment. Gaelic
(Learners) National 4 will focus on challenge and application, and learners will be required to provide evidence of
their ability to apply their reading, listening, talking and writing skills in Gaelic on a chosen topic. Learners will have
been exposed to a choice of topics to be researched and will present evidence of their learning through an oral
presentation upon which they will also be required to respond to questions on the chosen topic using their listening
skills. Teachers and learners may find it beneficial for their presentation to be accompanied by a written report.
The topic for the assignment can be decided by the learner, with support from staff. As there is no mandatory
content, learners have much more opportunity to exercise choice in a way that is personal to them. The assignment
is an opportunity to apply skills and abilities, for example, reading straightforward texts in Gaelic, selecting relevant
information from the texts, presenting their findings orally, in Gaelic, to convey meaning, responding to questions in
GAELIC (LEARNERS)
Gaelic relevant to the chosen topic. Topics that learners could research should respond to learners’ emerging
interests and needs and may include, for example:
 the Gaelic media and other areas of the Gaelic economy: arts, development
 history of Gaelic in the local area, including place names, family history: this may be of particular interest to
those learners with a Gaelic background.
 Emigration, Gaelic in Canada, Clearances.
 Gaelic music, Runrig, Fèis movement, the Mòd.
It is essential that staff ensure learners maintain a tight focus in their Added Value Unit. The production of a written
report can be very beneficial for a learner to consolidate knowledge and understanding of the topic.
What are the key features of learning in Gaelic (Learners) National 4?
Active learning
Learners will be expected to take an active role in the learning process, working individually and collectively to
develop skills and to reflect on their learning. Learning activities, linked to their own interests, will develop learners
abilities to explore, to analyse, to evaluate, to solve problems, to communicate for different purposes, to create and
to apply learning.
Learning and teaching activities should engage learners and build on the principles and practices of the BGE. It is
important when learning a language that learners think and engage with a range of different learning experiences
and activities. To allow for effective active learning there should be opportunities for learners to work collaboratively
with peers, teachers and others. Teachers should develop activities and learning experiences that engage learners
and motivate them to use and develop their language skills to the best of their ability. Making use of and making
connections with individuals and groups from the Gaelic community (locally nationally and internationally and
making use of media as appropriate) and engaging in different Gaelic activities (such as competitions, music and
drama workshops and media related activities) will allow learners to play an active role in the development of their
skills.
Prioritising the use of Gaelic, by both teachers and learners, in all learning situations provides rich experiences to
develop fluency in purposeful, real‐life and meaningful contexts. An immersion environment may not be entirely
possible in a learner’s class but transactional language should be entirely through the medium of Gaelic.
Learners might be encouraged to create their own language games (using frameworks provided by the teacher) or
to write songs or raps to assist with vocabulary and grammar acquisition. Learners may be provided with
words/sentences and to re-order or create new texts. Using signing and mime can also be an effective way of
teaching vocabulary, and in particular the verb in a holistic manner, which allows learners to assimilate the verb in
past, present and future tense at the same time instead of dealing with each tense in isolation.
Learning independently
Learning independently involves learners making decisions, solving problems and initiating learning. Learners can
develop confidence and self-motivation through activities that offer a choice of approaches and resources.
Learning and teaching should be planned to allow learners to use and further develop their language skills
independently. Learners should be given sufficient time and access to resources and advice. The use of webbased resources such as online dictionaries and Gaelic learning tools, as well as encouraging learners to engage
with the Gaelic community, for example, families or neighbours, will enable learners to work and learn
GAELIC (LEARNERS)
independently. By reading such texts learners develop as independent thinkers, who recognise when they are
being influenced and who can justify their own point of view. Their independent learning skills will be used and
developed through their own research work. Talking and writing activities will enable learners to develop creative
thinking skills and make decisions as to topic, structure, language and tone. In taking part in discussions, young
people develop skills in being able to frame relevant questions, and use responses for further clarification. Because
there is no mandatory content, learners have real opportunities to explore aspects of Gaelic that interest them
most. It is important that learners are able to choose an area of research they are interested in, with the help and
advice of the teacher. They should then be allowed to plan their own research work and reflect upon it at different
stages.
For example, a learner could be directed towards bbc.co.uk/foghlam or learngaelic.net (or any subsequent
successor websites) and be given the framework regarding the language points to be covered. Those learners who
have a Gaelic-speaking background or live in a Gaelic-speaking area should be encouraged to engage with Gaelic
speakers.
How will you plan opportunities for learners to learn independently?
Responsibility for learning
It is important that learners take responsibility for their own learning and have a sense of ownership about learning
Gaelic. The value of learning Gaelic and the essential role that learners of the language play in the Gaelic
community should be shared with learners at the outset of the course, building on the work they may have covered
in the BGE. An encouraging, enthusiastic and supportive environment is important in the class. Taking
responsibility for their learning can be embedded through the use of various strategies that encourage learners to
review their progress, evaluate their learning and the application of skills, such as the use of learning logs or blogs.
A Gaelic-language diary is a useful tool, where a learner records their daily encounters with Gaelic over a set
period of time, incorporating signage, media, hearing, speaking Gaelic, as part of raising their consciousness about
Gaelic’s status as an official language of Scotland.
Learners should build upon a personal profile from the BGE recording new vocabulary, which will allow them to
discuss their self and their life. Learners may also be encouraged to create a persona, perhaps that of a pupil in
another school in a different environment, for example, a city-based learner might want to base their pupil on a
child based in the Hebrides and vice versa, thus allowing them to use a wider range of vocabulary and become
more familiar with differing aspects of Gaelic and Scottish culture.
How will you support learners to take responsibility for and plan their own learning?
Collaborative Learning
Building on the BGE, learners should be encouraged to interact with the teacher, peers and others using their
developing Gaelic skills. Language skills and the confidence to use these skills will progress when effective
collaborative learning experiences are used. Language skills will develop when learners work together in a
supportive and enthusiastic environment. Language skills will also develop when language is provided that meets a
learner’s linguistic needs. Prioritising the use of Gaelic, by both teachers and learners, in all learning situations
provides rich experiences to develop fluency in purposeful, real‐life and meaningful contexts. This needs to include
enabling learners to listen to and talk to fluent speakers of Gaelic, including through the use of the internet.
Accessing fluent, authentic and idiomatic Gaelic adds a rich dimension to learners’ experiences which in turn
provides them with challenge. Learning a language as a group allows learners to draw on each others’ skills and
support one another. The use of a range of media, drama, music as well as engaging in day-to-day Gaelic
GAELIC (LEARNERS)
conversation and peer assessed tasks can enable learners to work collaboratively and develop and use their skills
more effectively.
Learners may prepare a role play where they embed simple transaction vocabulary with food and drink vocabulary
as well as compound prepositions. Learners may also be facilitated to develop other learners in their development
of talking skills, one taking the role of teacher and vice versa in order to develop listening skills simultaneously. For
example, learners also may work in a group or as a class to develop a diorama of town and country, and then label
the natural and manmade features, they could then use this to help develop a writing exercise describing a journey
and the sights they see on their travels.
Web-based resources (such as Glow) could be used to make links with other Gaelic learners and fluent speakers
in Scotland and further afield.
How might you develop collaborative approaches to learning and make effective use of technology?
Applying Learning
It is important that learners are given opportunity to apply what they have learned and their skills. They will apply
their skills in the Unit assessments and in the added value element of the course. However, it is important that time
and opportunity is given within lessons to apply their skills. This will involve planning lessons to ensure that the
learners are given opportunities to use their new language skills in different real-life contexts. In addition, learners
should be encouraged to apply their learning beyond the classroom.
For example, learners may wish to write a letter/email to another learner in another school/establishment in
expectation of a reply to questions. Learners may also develop questionnaires and then develop a report based on
the information they collect. Careful planning of a role play will allow for learners to apply their skills and grow in
confidence, this may be filmed. The use of action songs and the writing and performance of raps are ways in which
to apply vocabulary learning.
GAELIC (LEARNERS)
3.
Qualification information
The SQA website provides you with the following documentation:
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Assessment Overview
Course Specification
Unit Specification
Support Notes
Course Assessment Specification
Unit Assessment Support Packages
Full information on arrangements for this qualification is available at the SQA website:
Gaelic (Learners) National 4: http://www.sqa.org.uk/sqa/56914.html
4.
What other materials are available on the Education Scotland website which staff
could use?
Support materials have been produced over the last year to support Curriculum for Excellence and further support
materials and events are planned. This downloadable list is updated quarterly with the most up-to-date details
available from the page below.
Published and planned support for Curriculum for Excellence:
http://www.educationscotland.gov.uk/publishedandplannedsupport
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
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