Section 2

ATTAINMENT OUTCOMES AND TARGETS

Gaelic Medium

Attainment outcomes

The successful attainment of these targets will result in the following outcomes:

Listening

Pupils will listen individually and in groups, in a variety of contexts and for a variety of purposes, so as to gain information, understand what they have heard and respond to speakers and texts*; in so doing, they will achieve an awareness of genre and knowledge about language.

Talking

Pupils, both individually and in groups, will talk to convey information in a variety of contexts and will talk appropriately about experiences, opinions, feelings and texts, showing an awareness of audience and purpose; in so doing, they will convey information in a variety of contexts and acquire knowledge about language.

Reading

Pupils will read to find and handle information for a range of purposes; and will read, on occasion aloud, to enjoy and respond to a variety of texts; in so doing, they will achieve an awareness of genre and knowledge about language.

Writing

Pupils will write functionally, personally and imaginatively, to convey meaning in Gaelic appropriate to audience and purpose; in so doing, they will pay careful attention to punctuation and structure, spelling, handwriting and presentation, and acquire knowledge about language.

Strands, attainment targets and levels

The Rationale describes the main features of the Gaelic curriculum in terms of the four broad attainment outcomes, each with a number of strands or aspects of learning which pupils will experience. Most strands have attached to them statements of minimum competency or attainment targets at five broad levels of development through primary and early secondary education (although some strands are described at fewer than five levels). Many pupils should in practice achieve much more.

*Throughout this account of the targets and the subsequent account of Programmes of Study, the word "text" denotes the unit of language that is being studied, no matter its length, complexity or the component in which it appears. This unit of language may contain non-linguistic features of communication such as body language and visual images. The text may be, for example, a poem, an illustrated page from a children's book, a spoken message, a novel, a television programme, or a scene from a dramatic performance.