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Section 3
PROGRAMMES OF STUDY
Introduction
The Programmes of Study described in this section are designed
to assist schools in reviewing their practices, in planning and
implementing their own detailed policies for language, and in
evaluating these in relation to the attainment targets and accepted
good practice. A school's policy will also take account of the
particular educational, social and personal needs of its pupils
and will involve varying degrees of co-operation and consultation:
between colleagues within the school; between primary and secondary
schools; with parents; and with the advisory and other professional
services. In secondary schools, this policy will be put into effect
by the department of Gaelic.
This section should be read in its entirety by all those involved
in the teaching of Gaelic from P1 to S2, a unitary process with
similar approaches across the age range. This is important for
two reasons: firstly, to ensure progression, balance and a consistency
of approach and content at different ages and stages; and, secondly,
to accommodate the varieties of needs and the spread of ability
likely to be encountered in any one class.
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The programmes of study are closely based on the attainment
targets and on the outcomes identified in the Rationale.
To attain these targets, teaching and learning in the classroom
will involve pupils in a broader range of language activities
than the targets indicate. Similarly, in the day-to-day
practice of the classroom no clear separation can be made
between the four outcomes. For these
reasons, the programmes described here offer only general
guidance; they cannot identify all the possible approaches
to be followed and suggest only a few of the available options.
This section sets out accounts of:
principles for the construction of a school's
Gaelic programme;
contexts for learning and teaching;
the immersion phase;
relevant content and learning and teaching approaches.
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Teachers of pupils with special needs generally, and sensory
impairments in particular, should read this section bearing in
mind the statement on Special Educational Needs in Part 3, Section
1, Catering for the Needs of Individual Pupils, and the additional
comments on the interpretation of levels and targets contained
in Part 1, Section 2, Attainment Outcomes and Targets.
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