CCEA GCSE Specification in Gaeilge · 2019. 9. 27. · CCEA GCSE Gaeilge from September 2017 4 1.1 Aims This specification aims to encourage students to: develop a positive attitude

GCSE

CCEA GCSE Specification in

Gaeilge

For first teaching from September 2017For first assessment in Summer 2019For first award in Summer 2019Subject Code: 5012

Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations

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2 Specification at a Glance

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3 Subject Content 7 3.1 ContextforLearning1:TheIndividualandSociety 73.2 ContextforLearning2:TheWorldAroundMe 83.3 ContextforLearning3:Employability 93.4 ContextforLearning4:IrishLanguageCommunities 103.5 ContextforLearning5:LiteratureinIrish

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4 Scheme of Assessment 12 4.1 Assessmentopportunities 124.2 Assessmentobjectives 124.3 Assessmentobjectiveweightings 134.4 Qualityofwrittencommunication 134.5 Reportingandgrading 134.6 Externalassessment

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5 Grade Descriptions

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6 Guidance on Controlled Assessment 18 6.1 Controlledassessmentreview 186.2 Overviewofcontrolledassessment 186.3 Skillsassessedbycontrolledassessment 196.4 Levelofcontrol 196.5 Tasksetting 196.6 Tasktaking 206.7 Taskmarking 246.8 Internalstandardisation 246.9 Moderation

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7 Curriculum Objectives 26 7.1 Cross-CurricularSkillsatKeyStage4 267.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4

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8 Links and Support 30 8.1 Support 308.2 Examinationentries 308.3 Equalityandinclusion 308.4 Contactdetails

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Appendix 1 GlossaryofTermsforControlledAssessmentRegulations

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Appendix 2ListofGrammaticalStructures

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Appendix 3 Listofsuggestedtexts,includingpoetry

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SubjectCodeQAN

5012603/1313/4

ACCEAPublication©2017

Thisspecificationisavailableonlineatwww.ccea.org.uk

CCEAGCSEGaeilgefromSeptember2017

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1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinGaeilge.Wehavedesignedthisspecificationtomeettherequirementsof:

NorthernIrelandGCSEDesignPrinciples; NorthernIrelandGCEandGCSEQualificationsCriteria;and GCSESubjectCriteriaforGaeilge.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisalinearcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:

todeveloptheyoungpersonasanindividual; todeveloptheyoungpersonasacontributortosociety;and todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk


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1.1 Aims Thisspecificationaimstoencouragestudentsto:

developapositiveattitudetowardstheIrishlanguageanditscultureandliterature; makeinformeddecisionsabouttheircareerchoices; becomeeffectiveandaccurateusersofIrish; enhancethewiderangeofIrishlanguageskillstheyhaveacquiredinIrish-mediumeducation;

enjoyandbenefitfromlanguagelearningandbeinspired,movedandchangedbyfollowingabroad,coherent,satisfyingandworthwhilecourseofstudy;and

beeffectivemembersoftheircommunity,includingtheIrishlanguagecommunity.

1.2 Key features Thefollowingareimportantfeaturesofthisspecification.

ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.

TheCross-CurricularSkillsandThinkingSkillsandPersonalCapabilitiesareembeddedinthisspecification.

Itincludesbothexternalassessment(ReadinginGaeilgeandWritinginGaeilge)andcontrolledassessmenttasks(ListeningandSpeakinginGaeilgeandReadingandWritinginGaeilge).

BothtypesofassessmentaddresstherangeoflanguageskillsthatstudentsacquireinIrishlanguageimmersionprogrammes.

ItsupportsprogressiontoASandAlevelstudy,furtherorhighereducation,vocationaltrainingandemployment.

Itofferstheopportunityforstudentstoprogresstoemployment.

1.3 Prior attainment Studentsdonotneedtohavereachedaparticularlevelbeforebeginningtostudythisspecification.However,thespecificationpromotescontinuity,coherenceandprogressionforstudentswhohaveabackgroundinIrish-mediumeducation. Itbuildsontheknowledge,understandingandskillsdevelopedinelementsoftheKeyStage3curriculum.1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis5012.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.


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2 Specification at a Glance ThetablebelowsummarisesthestructureofthisGCSEcourse.

Content

Assessment

Weightings

Availability

Component1:ListeningandSpeakinginGaeilge

ControlledassessmentStudentsprepareandcompletetwotasksundersupervision:• Task1isadiscussion(4–6mins)onapre-preparedtopicthatrequiresresearch;and

• Task2isagroupdiscussion(4–6mins).Teachersmarkthetasksandwemoderatethem.

Teachersmustadjusttimingstoalloweachstudenttimetocontributetothegroupdiscussion.

20%

Thisisalinearqualification.AssessmentisavailableinSummerfrom2019

Component2:ReadingandWritinginGaeilge

ControlledassessmentStudentsprepareandcompleteawrittenresponsetotwoliterarytexts(1hour).Teachersmarkthetasksandwemoderatethem.

20%

Component3:ReadinginGaeilge

Oneexternallyassessedwrittenexamination(1hour30mins)thatcomprises:• Section1InformationHandling;

• Section2AnalysisandDescriptiveSkills;and

• Section3TranslationfromIrishintoEnglish,assessingsyntax,lexicalandgrammaticalstructures.

30%


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Content

Assessment

Weightings

Availability

Component4:WritinginGaeilge

Oneexternallyassessedwrittenexamination(1hour30mins)thatcomprises:• Section1functionalwriting;

• Section2useoflanguage(grammarandsyntax);and

• Section3translationfromEnglishintoIrish,assessingsyntax,andlexicalandgrammaticalstructures.

30% Thisisalinearqualification.AssessmentisavailableinSummerfrom2019


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3 Subject Content WehavedividedthiscourseintofiveContextsforLearning:TheIndividualandSociety,TheWorldAroundMe,Employability,IrishLanguageCommunitiesandLiteratureinIrish.Thecontentofeachcontextandtherespectivelearningoutcomesappearbelow.ThestudyofGaeilgewithintheframeworkofourGCSEspecificationcancontributetoastudent’sdevelopmentbyenhancingandencouragingtheircommunicativeprocesses,ThinkingSkillsandPersonalCapabilitiesinIrish.3.1 Context for Learning 1: The Individual and Society Inthiscontext,studentsexploreideasandconceptsintheirschoolandfamilylifeandinwidersociety.Thiscontextisassessedbothinternallyandexternally.

Content

LearningOutcomes

Self-awarenessasayoungpersoninsociety,schoolandfamilylife

Studentsshouldbeableto:

• investigate,demonstrateunderstandingof,analyse,discuss,offeropinionsonandexpressknowledgeofideasandconceptsinrelationtotheirownlivesandtheworldaroundthemonthefollowingtopics:– themselves;– schoollife:educationalissues;– gaelscolaíochtandbilingualism;– familylife;– sociallife;and– pastimes;

• communicateeffectivelyandcreativelyinIrishinbothspeechandwriting;and

• listenandrespondtoIrishlanguagestimulusmaterialontheabovetopics.


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3.2 Context for Learning 2: The World Around Me Inthiscontext,studentslearnaboutthemselvesandtheworldaroundthem,expandingtheirperspectiveofthemselvesandothers.Thiscontextisassessedbothinternallyandexternally.

Content

LearningOutcomes

Myselfandtheworldaroundme


• investigate,demonstrateunderstandingof,analyse,discuss,offeropinionsonandexpressknowledgeofideasandconceptsinrelationtotheirownlivesandtheworldaroundthemonthefollowingtopics:– issuesaffectingteenagersintoday’sworld;– personalissues;– socialproblems;– healthandlifestyle;– socialmedia;– moderntechnology;and– environmentalissues;




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3.3 Context for Learning 3: Employability Inthiscontext,studentslearnabouteducationalpathwaysanddifferentaspectsoftheworldofwork.Thiscontextisassessedbothinternallyandexternally.

Content

LearningOutcomes

Employability


• investigate,demonstrateunderstandingof,analyse,discuss,offeropinionsonandexpressknowledgeofideasandconceptsinrelationtotheirownlivesandtheworldaroundthemonthefollowingtopics:– jobs,part-timework,workexperienceand/orvoluntarywork;

– financialawarenessandenterprise;– developmentofcommunicationand/orinterpersonalskills;

– educationalpathways:vocationalversusacademicandpost-16;

– thirdleveleducation;and– self-employmentandentrepreneurship;




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3.4 Context for Learning 4: Irish Language Communities Inthiscontext,studentsfocusoncommunitiesandtheirdevelopmentespeciallyintheareaoftheIrishlanguage.TheyinvestigatetheIrishlanguageintheirownlocalityandotherIrishspeakingcommunitiesinIrelandandbeyond.Thiscontextisassessedbothinternallyandexternally.

Content

LearningOutcomes

IrishlanguagecommunitiesandthedevelopmentoftheIrishlanguage


• investigate,demonstrateunderstandingof,analyse,discuss,offeropinionsonandexpressknowledgeofideasandconceptsinrelationtotheirownlivesandtheworldaroundthemonthefollowingtopics:– anGhaeltacht;– IrishlanguagecommunitiesintheGaeltachtand/orurbanGaeltacht;

– Irishlanguageglobally;– aspectsofIrishculture;– placenames,localhistoryandheritage;and– Irishlanguagegroupsandsocieties;




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3.5 Context for Learning 5: Literature in Irish Inthiscontext,studentsexplorearangeofIrishliterature.Theycanchoosefromalistoftexts,includingpoetry,providedinAppendix3orselecttheirownmaterialtostudy.Teacherscanchoosematerialstoreflecttheinterestsoftheirstudents.TeachersshouldinformtheSubjectOfficerforGCSEGaeilgeiftheyintendtousematerialsnotlistedinAppendix3beforetheystartteachingthiscontext.Thiscontextisinternallyassessed.

Content

Description

LiteratureinIrish


• studyliteratureinIrish;• useIrishlanguagepoetry,proseandarangeofcontemporaryarticles;

• investigate,demonstrateunderstandingof,analyse,discuss,offeropinionsonandexpressknowledgeofideasandconceptsinrelationtotheirownlivesandtotheworldaroundthem;

• communicateeffectivelyinwrittenIrish;and• listenandrespondtoIrishlanguagestimulusmaterial.


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4 Scheme of Assessment 4.1 Assessment opportunities Fortheavailabilityofexaminationsandcontrolledassessment,seeSection2.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019andineachfollowingyearuntilwerevisethespecification.Thisisalinearspecification;candidatesmusttakealltheassessmentsattheendofthecourse.Candidateswhowishtoimprovetheiroverallgrademustretakethequalification.Theymustretakeallexternallyassessedcomponents,andtheycaneitherretakethecontrolledassessmentcomponentsorreuse(carryforward)thecontrolledassessmentmarkstheyhavealreadybeenawarded.Ifcandidatesretakeacontrolledassessmentcomponent,theymustcompletethetask(s)setfortheseriesinwhichtheyareseekinganewgrade.Forup-to-datedetailsontasks,seeyoursubjectmicrositeatwww.ccea.org.uk4.2 Assessment objectives Therearethreeassessmentobjectivesforthisspecification.Candidatesmust:

AO1 speaktocommunicateclearlyandpurposefully;structureandsustaintalk,adaptingittodifferentsituationsandaudiences;listenandrespondtospeakers’ideasandperspectives;interactwithothers,shapingmeaningsthroughsuggestions,commentsandquestionsanddrawingideastogether;undertakeandsustaindifferentroles;andevaluatetheimpactofspokenlanguagechoicesintheirownandothers’use;

AO2 readandunderstandtexts,selectingmaterialappropriatetopurpose,collatingfromdifferentsourcesandmakingcomparisonsandcross-referencesasappropriate;developandsustaininterpretationsofwriters’ideasandperspectives;andexplainandevaluatehowwritersuselinguistic,structuralandpresentationalfeaturestoachieveeffectsandtoengageandinfluencethereader;

AO3 writetocommunicateclearly,effectivelyandimaginatively,usingandadaptingformsandselectingvocabularyappropriatetotaskandpurposeinwaysthatengagethereader;organiseinformationandideasintostructuredandsequencedsentences,paragraphsandwholetexts,usingavarietyoflinguisticandstructuralfeaturestosupportcohesionandoverallcoherence;andusearangeofsentencestructuresforclarity,purposeandeffect,employingaccuratepunctuation,spellingandgrammar.

AtleastonethirdoftheavailablecreditforAO3shouldbeawardedfortherangeofsentencestructuresforclarity,purposeandeffectwithaccuratepunctuationandspelling.Therefore,separatemarkingcriteriawillbeusedforthiselementofAO3.


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4.3 Assessment objective weightings ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.

AssessmentObjective

Weighting(%) OverallWeighting(%)

ControlledAssessment ExternalAssessment

Component1

Component2

Component3

Component4

AO1 20 20

AO2 10 30 40

AO3 10 30 40

TotalWeighting 20 20 30 30 100

4.4 Quality of written communication InGCSEGaeilge,candidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:

• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;

• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and

• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.

4.5 Reporting and grading WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:

Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).


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4.6 External assessment Contexts1to4areassessedbybothinternalandexternalassessment.Context5isassessedinternallyonly.Fordetailsoncontrolledassessment,seeSection6.Theexternalassessmentsforcontexts1–4havea1hour30minuteReadingpaperworth30percentanda1hour30minuteWritingpaperworth30percent.Reading paper (Paper 1/Páipéar 1) TheReadingpaper(Paper1/Páipéar1)consistsofthreesectionsbasedontextsnolongerthan500words.Itisworth60marks.

One1hour30minuteexternallyassessedwrittenpaperSection1InformationHandlingCandidatesreadanextendedstimuluspassageto:• selectappropriateandrelevantinformationto:– answerallquestionsinIrish;– readandunderstandtexts;– chooseappropriatematerialsforpurpose;and– explainandevaluatehowwritersuselinguistic,structuralandpresentationalfeaturestoachieveeffectsandtoengageandinfluencethereader.

Question1hasfourparts:Part(a)isworth5marks,Part(b)isworth8marks,Part(c)isworth6marksandPart(d)isworth8marks.Section2AnalysisandDescriptiveSkillsCandidatesreadanadditionalextendedstimuluspassageto:• selectappropriaterelevantinformation;• useanalysisanddescriptiveskillsto:– answerallquestionsinIrish;– readandunderstandtexts;– chooseappropriatematerialsforpurpose;and– explainandevaluatehowwritersuselinguistic,structuralandpresentationalfeaturestoachieveeffectsandtoengageandinfluencethereader;and

• developandsustaininterpretationsofwriters’ideasandperspectives.

Question2hastwoparts:Part(a)isworth8marksandPart(b)isworth15marks.Marksareawardedusingabandedmarkscheme.Section3TranslationCandidatestranslatefromIrishintoEnglishaddressingsyntax,lexicalandgrammaticalstructures,requiring:• clearunderstandingofthetexttoeffectivelyadaptformsandselectvocabularyappropriatetopurpose;and

• commandofidiom.Question3isworth10marks.Marksareawardedusingabandedmarkscheme.


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Writing paper (Paper 2/Páipéar 2) TheWritingpaper(Paper2/Páipéar2)consistsofthreesections.Itisworth60marks.Section1ExtendedWritingCandidatesrespondtoawrittenstimulusquestion,undertakingonefunctionalwritingtaskinIrishfromachoiceofthree.Question1isworth35marks.Marksareawardedusingabandedmarkscheme.Section2UseofLanguage:GrammarandSyntaxBasedTaskCandidatestranslatefivesentencesfromEnglishintoIrish:• usingandadaptingformsandselectingvocabularyappropriatetotaskandpurpose;

• organisinginformationintostructuredsentences;• usingsentencestructuresforclarity,purposeandeffect;and• employingaccuratepunctuation,spellingandgrammar.Question2hasfiveparts,eachworthtwomarks.Section3TranslationCandidatestranslatefromEnglishintoIrish,addressing:• syntax,lexicalandgrammaticalstructuresrequiringclearunderstandingofthetextandeffectivelyadaptingformsandselectingvocabularyappropriatelytopurpose;and

• commandofidiom.

Question3isworth15marks.Marksareawardedusingabandedmarkscheme.


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5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.

Grade

Description

A CandidatesselectstylesandregistersofspokenIrishsuitableforarangeofsituationsandcontexts,showingassureduseofIrish.Theyconfidentlyvarysentencestructuresandchoosefromabroadvocabularytoexpressinformation,ideasandfeelingsinanengagingmanner.Theyexplainwithahighdegreeofcompetencehowtheyandothersuseandadaptspokenlanguageforspecificpurposes.Theyinitiateconversationsanddemonstratesensitivelisteningthroughcontributionsthatsustainanddevelopdiscussion.Theyrecogniseandfulfilthedemandsofdifferentroles,whetherinformalsettingsorcreativeactivities.Candidatesrespondpersonallyandpersuasivelytoavarietyoftexts,developinginterpretationsandevaluatinghowdetailsoflanguage,structureandpresentationengageandaffectthereader.Theyidentifyanddiscusswriters’perspectivesinnarrative,argument,explanationand/oranalysis.Theychooseaptquotationsandmakecomparisonsandcrossreferencesthatilluminatethepurposeandmeaningsoftexts.Candidates’writingshowsconfident,assuredcontrolofarangeofformsandstylesappropriatetothetaskandpurpose.Textsengageandholdthereader’sinterestthroughlogicalargument,persuasiveforceand/orcreativeimpact.Theyuselinguisticandstructuralfeaturesskilfullytosequencetextsandachievecoherence.Theyusearangeofaccuratesentencestructuresthatensureclarity.Theirchoicesofvocabulary,punctuationandspellingareambitious,imaginativeandcorrect.

C CandidatesadapttheirspokenIrishtothedemandsofdifferentsituationsandcontextsandareconfidentintheiruseoflanguage.Theyusedifferentsentencestructuresandselectvocabularysothattheycommunicateinformation,ideasandfeelingsclearlyandengagethelistener’sinterest.Theyexplainandevaluatehowtheyandothersuseandadaptspokenlanguageforspecificpurposes.Theymakesignificantcontributionstodiscussionbylisteningcarefullyanddevelopingtheirownandothers’ideasandtheyparticipateeffectivelyincreativeactivities.


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Grade

Description

Candidatesunderstandanddemonstratehowarangeoftextsconveysmeaningandinformation.Theymakeappropriateresponses,referringtospecificaspectsoflanguage,structureandpresentationaldevicestojustifytheirviews.Theysuccessfullycompareandcross-referenceaspectsoftextsandexplainconvincinglyhowthesemayvaryinpurposeandachievedifferenteffects.Candidates’writingshowscompetentadaptationofformandstyletodifferenttasksandforvariouspurposes.Theyusearangeofsentencestructuresandvariedvocabularytocreatedifferenteffectsandengagethereader’sinterest.Theyuseparagraphingeffectivelytomakethesequenceofeventsordevelopmentofideascoherentandcleartothereader.Theyusevariedandsometimesboldsentencestructuresandaccuratepunctuationandspelling.

F Candidatesspeakwithdiminishedconfidenceinfamiliarsituations,showinglittleawarenessofpurposeandoflisteners’needs.Theirattempttoconveyinformation,developideasanddescribefeelings,usingthemainfeaturesofspokenIrish,isweak.Theylistenwithsomeconcentrationbutrelevantresponsestoothers’ideasandopinionsarelimited.Theyshowsomeawarenessofhowtheyandothersuseandadaptspokenlanguageforspecificpurposes.Informalandcreativeactivities,theydemonstratelimitedsuccessinmeetingthedemandsofdifferentroles.Candidatesdescribethemainideas,topicsand/orargumentsinarangeoftextsandrefertospecificaspectsordetailswhenjustifyingtheirviews.Theymakesimplecomparisonsandcrossreferencesthatshowsomeawarenessofhowtextsachievetheireffectsthroughwriters’useoflinguistic,structuralandpresentationaldevices.Candidates’writingshowssomeadaptationofformandstylefordifferenttasksandpurposesandcommunicatessimplyandclearlywiththereader.Sentencessequenceeventsorideaslogically.Candidatessometimeschoosevocabularyforvarietyandinterest.Theyusestraightforwardbuteffectiveparagraphingandusuallystructuresentencescorrectly,includingsomethatarecomplex.Spellingandbasicpunctuationaregenerallyaccurate.


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6 Guidance on Controlled Assessment 6.1 Controlled assessment review Wewillreplaceourcontrolledassessmenttaskseveryyeartoensurethattheycontinuetosetanappropriatechallengeandremainvalid,reliableandstimulating.6.2 Overview of controlled assessment Component 1: Listening and Speaking in Gaeilge ListeningandSpeaking(AO1)inGaeilgeisassessedthroughtwocontrolledtasks,takenfromContextsforLearning1to4,whichwillbeconductedbytheteacher.Teachersmarkthesetasksandwemoderatethem.Task1isa4to6minutediscussionwiththeteacheronapre-preparedtopicthatrequiresresearch,worth20marks(weighting10percent).TheteacherguidescandidatesintheirresearchofatopicchosenfromaContextforLearning.Theteachermustdetailandverifyevidenceoftheresearcheachcandidateundertakes.Task1isrecordedformoderationpurposes.Thisallowstheselectionofcandidatesforthepurposeofmoderationandtoscrutinisetheapplicationofthemarkscheme.Task2isa4to6minute(perstudent)groupdiscussionworth20marks(weighting10percent).TheteacherselectsatopicfromContextsforLearning1to4.Candidatesactivelyparticipateinagroupdiscussion,respondingtocommentsfrompeersandofferingrelevantcommentsandsuggestionsonthesubjectmatter.Teachersmustadjusttimingstoalloweachcandidatetocontributetothediscussion.Thegroupshouldhavenomorethansixcandidates.Theteacherconductsthegroupdiscussion.Teachersmarkbothtasksandwemoderatethem.Weprovidesampletasksinadvanceofthemoderationprocess.NormallythiswillbesixweeksbeforemoderationofTask2.Candidatescanviewthesampletasksandpreparenotes.Thevisitingmoderatorobservesandreviewstheteacher’smarkingtoensurethattheyhaveappliedthemarkschemeappropriately.Component 2: Reading and Writing in Gaeilge InReadingandWritinginGaeilge,candidatesprepareandcompleteonetaskundersupervision.Candidatesrespondinwritingtotwoliterarytexts(1hour).Teachersmarkthetasksandwemoderatethem.ReadingandWriting(AO2)inGaeilgeisinternallyassessedthroughoneextendedwritingtaskbasedonliterarytexts.Oneofthesemustbenon-fictional.Weselectthetopicsforthetasksfromavarietyofgenressuchasdrama,poetry,novelsandshortstories,biographies,historicalandjournalistic.Thecandidatemustcompletethisunderformalsupervision.Forextendedwritingtasks,thecandidate’swrittenresponsemustreferenceandmakeuseofthematerialtheystudied.Thistaskisworth40marks(weighting20percent).


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6.3 Skills assessed by controlled assessment Teachersmustassessthefollowingskillsthroughcontrolledassessment:

• ListeningandSpeakinginGaeilge;and• ReadingandWritinginGaeilge.6.4 Level of control RulesforcontrolledassessmentinGCSEGaeilgearedefinedforthethreestagesoftheassessment:

• tasksetting;• tasktaking;and• taskmarking.6.5 Task setting ThelevelofcontrolfortasksettingislimitedforListeningandSpeakinginGaeilge.Thismeansthatthecentresetsthetask.ThelevelofcontrolfortasksettingishighforReadingandWritinginGaeilge.Thismeansthatwehaveprovidedthetask,althoughcentresselectthereadingmaterials.Centreshavetheopportunitytocontextualisethecontrolledassessmenttasktosuittheirspecificcircumstances.Thisincludestheavailabilityofandaccesstoresources.Wewillprovidecentreswithdetailsofcontrolledassessmenttasksandguidanceonhowtocompleteandsubmitthem.


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6.6 Task taking Component 1: Listening and Speaking in Gaeilge PreparationfortheListeningandSpeakinginTasks1and2

Thelevelofcontrolfortasktakingismedium.

AreasofControl DetailofControl

Authenticity Candidatescompletetheirworkunderinformalsupervision.Thismayinvolveworkinginpairsorinsmallgroupswithothercandidates.Althoughcandidatescanworkinsmallgroups,eachmustreachtheirownconclusions.

Feedback Duringthepreparationprocessforbothtasks,teachersshouldgivecandidatesfeedbackon: thetaskstheymustcomplete; thestructureoftheirresponses;and howtheirperformancewillbemarkedaccordingtotheassessmentcriteria.

Thecandidateisresponsibleforplanningthetaskforassessment.

TimeLimit/WordLimit

Candidateshave5hourstopreparethesetwotasks.Timemustbesetasidewithinthe5hourstoallowthecandidatestowriteupeachtask.InTask1,candidateshaveupto3hourstopreparethetask.Theyreviewthecontentoftheirresearchmaterialsandprepareforadiscussionwiththeirteacher.InTask2,candidateshaveupto2hourstopreparethetask.Task2isagroupdiscussionforuptosixcandidates.Theteacherchoosesthetask.Candidatescanpreparetheirworkforthediscussionby:• revisingrelevantmaterialstheyhaveusedinclass,suchasbooksorvideos,oroutsideschool,forexamplehomework;

• reviewingrelevantmediasuchasnewsreportsorradiocommentary;

• searchingonlineforrelevantcontent;and/or• listeningtodebatesontelevisionorradio.

Collaboration Candidates’workmaybeinformedbyworkingwithothers,buttheymustbeassessedontheirindividualresponse.


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Resources Candidatesmayhaveaccesstoadictionaryandotherresourcematerials,suchastextbooks,books,magazinesornewspapers,inthetargetlanguage.Candidatesmayusetheseresourcestoprepareaproforma,writingnomorethan40words.Candidatesmustreferenceanyresourcesthattheyuse,includingthoseaccessedviatheinternet.

FinalproductionoftheListeningandSpeakinginGaeilgeTask1

Thelevelofcontrolforcompletingthistaskishigh.


Authenticity Candidatesmustcompletetheirfinalproductionofthespeakingtaskunderformalsupervision.Thismeansthatcandidatesmustbeunderthedirectsupervisionoftheteacherforthedurationoftheassessment.

Feedback Teachersmustnotgivefeedbacktocandidatesatthisstage.

Resources Candidatesmayusetheirpreparedproformaofnomorethan40words.Theymustnothaveaccesstoanyotherresources.

TimeLimit Task1:4–6mins


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FinalproductionoftheListeningandSpeakinginGaeilgeTask2



Authenticity Candidatesmustcompletetheirfinalproductionofthespeakingtaskunderformalsupervision.Thismeansthatcandidatesmustbeunderthedirectsupervisionoftheteacherforthedurationoftheassessment.

Feedback Teachersmustnotgivefeedbacktocandidatesatthisstage.

Resources Candidatesmayusetheirpreparedproformaofnomorethan40words.Theymustnothaveaccesstoanyotherresources.

TimeLimit Task2:4–6minspercandidateTeachersmustadjustthetimelimitforTask2(groupdiscussion)toreflectthenumberofcandidatestakingpart.

Component 2: Reading and Writing in Gaeilge PreparationfortheReadingandWritingtask

Thelevelofcontrolfortasktakingismedium.


Authenticity Candidatescompletetheirworkunderinformalsupervision.Thiscaninvolveworkinginpairsorinsmallgroupswithothercandidates.Althoughcandidatescanworkinsmallgroups,eachmustreachtheirownconclusions.

Feedback Duringthepreparationprocess,teachersshouldgivefeedbackon: thetaskstobecompleted; thestructureoftheresponse;and howtheperformancewillbemarkedaccordingtotheassessmentcriteria.

Thecandidateisresponsibleforplanningthetaskforassessment.Candidatesshouldreachtheirownconclusions.

Collaboration Candidatescanworkinsmallgroupsbutitisessentialthattheteachercanidentifyindividualcontributions.


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Resources Candidates’accesstoresourcesisdeterminedbythoseavailabletothecentre.FortheReadingtask,candidateshaveaccesstoanunannotatedcopyofthestimulustext.Candidatescanusedictionaries,thesauruses,grammarandspellcheckprogramsandtheinternettoprepareaproformaofnomorethan40words.Thismayincludesomeheadingsorbulletpoints.Itmayincludeverbsorphrases,butitmustnotcontainfullsentencesorcompleteparagraphs.Candidatesmustnotexceedthewordlimit.Candidatesmustreferenceanyresourcesthattheyuse,includingthoseaccessedviatheinternet.

Final production oftheReadingandWritinginGaeilgetask



Authenticity Candidatesmustcompletetheirworkunderformal

supervision.Thismeansthatcandidatesmustbeunderthedirectsupervisionoftheteacherforthedurationoftheassessment.Teachersmustbeabletoauthenticateallcandidates’workandensurethattheyacknowledgeandreferenceanysourcesused.

Feedback Teachersmustnotgivefeedbackatthisstage.

TimeLimit 1hour

Resources Candidateshaveaccesstoanunannotatedcopyofthestimulustext.Candidatesmustnotusedictionaries,thesauruses,grammarandspellcheckprogramsortheinternet.Candidatesmayusetheirpreparedproformaofnomorethan40words.Theymustnothaveaccesstootherresources.


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6.7 Task marking ThelevelofcontrolforListeningandSpeakinginGaeilgeandforReadingandWritinginGaeilgeismedium.Teachersmarkthecontrolledassessmenttasksusingassessmentcriteriathatweprovide.Theyshoulduseprofessionaljudgementtoselectandapplythecriteriaineachsuccessivemarkbandappropriatelyandfairlytocandidates’work. Theyshouldfollowa‘bestfit’approachwhenselectingacandidate’smark,makingallowanceforbalancingstrengthsandweaknessesineachresponse.Teachersmustensurethattheworktheymarkisthecandidate’sown.Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,seeSuspectedMalpracticeinExaminationsandAssessments:PoliciesandProceduresontheJointCouncilforQualificationswebsiteatwww.jcq.org.ukYoucanfindtheassessmentcriteriaforthecontrolledassessmenttasksintheGCSEGaeilgespecimenassessmentmaterialsonwww.ccea.org.uk6.8 Internal standardisation Centreswithmorethanoneteachinggroupmustcarryoutinternalstandardisationofcontrolledassessmenttasksbeforesubmittingtheirmarkstous.Thisistoensure,asfaraspossible,thateachteacherhasappliedtheassessmentcriteriaconsistentlywhenmarkingassessments. Centresmayneedtoadjustanindividualteacher’smarking:

tobringassessmentsintolinewiththoseofotherteachersinthecentre;and tomatchthestandardsestablishedattheagreementtrial.Ifmarksdochange,centresmustamendthetotal/finalmarkontheirCandidateRecordSheet.6.9 Moderation ListeningandSpeakinginGaeilgeCentresmustsubmittheirmarksandsamplestousby1MayforTask1(ListeningandSpeakinginGaeilge)inanyyear.Wemayadjustcentres’markingtobringtheassessmentofthecandidates’workintolinewithouragreedstandards.VisitingmoderatorsattendcentrestomoderateTask2GroupDiscussion(ListeningandSpeakinginGaeilge).Thisistoensurethattheteacherisapplyingthemarkschemesappropriately.Tofacilitatethis,candidatescarryoutagroupdiscussiononatopicchosenfromsamplesthatwesupply.ReadingandWritinginGaeilgeCentresmustsubmittheirmarksandsamplestousby1MayforTask2(ReadingandWritinginGaeilge)inanyyear.Wemayadjustcentres’markingtobringtheassessmentofthecandidates’workintolinewithouragreedstandards.


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Weissuefullinstructionseachyearon:

ourmoderationprocedures; whichsampleswerequire;and thedeadlinesforsubmittingmarksandsamplestous.Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,assistanceorsupportrelatingtoanyaspectofcontrolledassessment.SeeAppendix1foraglossaryofcontrolledassessmentterms.


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7 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused.7.1 Cross-Curricular Skills at Key Stage 4

Communication


• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexampleorganisethestructureandcontentoftheirwrittenresponsetopresentideaseffectively;

• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexampleconveycomplexinformationclearly,showingsensitivitytotheregistertoachieveeffects;

• participateindiscussions,debatesandinterviews,forexampleworkasapairorinagroupandmakevalidcontributionsbyaskingrelevantquestions;

• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleusetechnologysuchasaPowerPointpresentationtocommunicateinformationinanoriginalway;and

• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,forexampleevaluateinformationfromdifferentsourcesanddrawconclusions.

UsingMathematics


• usemathematicallanguageandnotationwithconfidence,forexamplerecognisepatternsfornumbersandunderstandmathematicaldatainthetargetlanguage;

• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexampleinterpretdiagramsandtimetables;

• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexampleobtain,processandinterpretmathematicaldatatojustifytheirconclusions;

• interpretandanalyseawiderangeofmathematicaldata,forexampleusestatisticaldatafromarangeofsourcestodrawconclusions;and

• assessprobabilityandriskinarangeofsimulatedandreal-lifecontexts,forexampleanalysemathematicaldatatoevaluatetheconsequencesofrisk-takingbehaviour.


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UsingICT

Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexampleresearchatopiconlineandpresenttheinformationusingaPowerPointpresentationtocreateanimpact.


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7.2 Thinking Skills and Personal Capabilities at Key Stage 4

Self-Management


planwork,forexampleproducetimeplansforcarryingoutresearch; setpersonallearninggoalsandtargetstomeetdeadlines,forexampleplantheirReadingandWritingtask;

monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexamplereviewtheiroralperformancetoimproveit;and

effectivelymanagetheirtime,forexampleplantaskstheyneedtocompleteanddecidingthetimetoassigntoeachtask.

WorkingwithOthers


learnwithandfromothersthroughco-operation,forexampleengageinadiscussionwithpeersandteacherstoinformthemabouttherequirementsoftheirtasks;

participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexampleworkwithotherstoprepareamockoralthattheycanusetogether;and

listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexampleworkwithotherstoinvestigatehowtoplanandapplyinformationtocompletetheirListeningandSpeakingtask.

ProblemSolving


identifyandanalyserelationshipsandpatterns,forexamplediscusshowtheycanidentifydifferentlanguageregisterswhentheyspeaktotheirpeersorteachers;

proposejustifiedexplanations,forexamplelistentoradiostationsortelevisionprogrammestoexplainregionaldialects;

reason,formopinionsandjustifytheirviews,forexamplerecordagroupdiscussionandreviewthiscontent;

analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexamplelistentopeersinaspeakinggroupandanalysethesentencestructures,particularvocabularyoremphasistheymayuse;

analyseandevaluatemultipleperspectives,forexamplecomparerecordingsofaradioprogrammeandatelevisionprogrammeaboutthesamesubject;and

exploreunfamiliarviewswithoutprejudice,forexampleengagewithotherswhodonotspeakIrishbutwhohavelearnedanotherforeignlanguage.


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ProblemSolving(cont.)


weighupoptionsandjustifydecisions,forexamplebyidentifyingarangeofplaceswhereIrishisavailableorcouldbeinthefuture;and

applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexampleidentifyhowarangeofsmallIrishspeakinggroupsacrossacitymaybeabletocometogethermoreeasily.

AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.


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8 Links and Support 8.1 Support Thefollowingresourcesareavailabletosupportthisspecification:

ourGaeilgemicrositeatwww.ccea.org.ukand specimenassessmentmaterials.Wealsointendtoprovide:

pastpapers; markschemes; ChiefExaminer’sreports; PrincipalModerator’sreports; planningframeworks; centresupportvisits; supportdaysforteachers; agreementtrials; controlledassessmentguidanceforteachers; controlledassessmentguidanceforcandidates; aresourcelist;and exemplificationofexaminationperformance.

8.2 Examination entries EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.


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Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk


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8.4 Contact details Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:

SpecificationSupportOfficer:JoanJennings(telephone:(028)90261200,extension2552,email:[email protected])

SubjectOfficerwithoverallresponsibility:SeánMcNally(telephone:(028)90261200,extension2325,email:[email protected])

ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])

ExaminerRecruitment(telephone:(028)90261243,email:[email protected])

Distribution(telephone:(028)90261242,email:[email protected])

SupportEventsAdministration(telephone:(028)90261401,email:[email protected])

Moderation(telephone:(028)90261200,extension2236,email:[email protected])

BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).


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Appendix 1 Glossary of Terms for Controlled Assessment Regulations

Term Definition

Component

Adiscrete,assessableelementwithinacontrolledassessment/qualificationthatisnotitselfformallyreportedandforwhichtheawardingorganisationrecordsthemarksMaycontainoneormoretasks

Controlledassessment

Aformofinternalassessmentwherethecontrollevelsaresetforeachstageoftheassessmentprocess:tasksetting,tasktaking,andtaskmarking

Externalassessment

Aformofindependentassessmentinwhichquestionpapers,assignmentsandtasksaresetbytheawardingorganisation,takenunderspecifiedconditions(includingdetailedsupervisionandduration)andmarkedbytheawardingorganisation

Formalsupervision(Highlevelofcontrol)

Thecandidatemustbeindirectsightofthesupervisoratalltimes.Useofresourcesandinteractionwithothercandidatesistightlyprescribed.

Informalsupervision(Mediumlevelofcontrol)

Questions/Tasksareoutlined,theuseofresourcesisnottightlyprescribedandassessableoutcomesmaybeinformedbygroupwork.Supervisionisconfinedto:

• ensuringthatthecontributionsofindividualcandidatesarerecordedaccurately;and

• ensuringthatplagiarismdoesnottakeplace.Thesupervisormayprovidelimitedguidancetocandidates.

Limitedsupervision(Limitedlevelofcontrol)

Requirementsareclearlyspecified,butsomeworkmaybecompletedwithoutdirectsupervisionandwillnotcontributedirectlytoassessableoutcomes.


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Term Definition

Markscheme

Aschemedetailinghowcreditistobeawardedinrelationtoaparticularunit,componentortaskNormallycharacterisesacceptableanswersorlevelsofresponsetoquestions/tasksorpartsofquestions/tasksandidentifiestheamountofcrediteachattractsMayalsoincludeinformationaboutunacceptableanswers

Task

Adiscreteelementofexternalorcontrolledassessmentthatmayincludeexaminations,assignments,practicalactivitiesandprojects

Taskmarking

Specifiesthewayinwhichcreditisawardedforcandidates’outcomesInvolvestheuseofmarkschemesand/ormarkingcriteriaproducedbytheawardingorganisation

Tasksetting

ThespecificationoftheassessmentrequirementsTasksmaybesetbyawardingorganisationsand/orteachers,asdefinedbysubject-specificregulations.Teacher-settasksmustbedevelopedinlinewithawardingorganisationspecifiedrequirements.

Tasktaking

Theconditionsforcandidatesupportandsupervision,andtheauthenticationofcandidates’workTasktakingmayinvolvedifferentparametersfromthoseusedintraditionalwrittenexaminations.Forexample,candidatesmaybeallowedsupervisedaccesstosourcessuchastheinternet.

Unit

ThesmallestpartofaqualificationthatisformallyreportedMaycompriseseparatelyassessedcomponents


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Appendix 2 List of Grammatical Structures Duringthiscourse,weexpectGCSEGaeilgestudentstorecogniseanddevelopskillsintheuseofaspects,grammarandsyntaxoftheIrishlanguage.Althoughwerecognisethattheymaynotusealloftheaspectsandstructures,studentsshouldbeabletorecognisethemaswellasacceptableequivalents.Inassessments,studentshaveanopportunitytoapplytheirknowledgeandunderstandingofthestructures.Studentslearnhowtousegrammar,structuresandaccuracythroughtheintegrationoflanguagelearningandlearningintheidentifiedcontextswithinthisspecification.WeexpectstudentstohaveaworkingknowledgeofthefollowingaspectsofIrishgrammar:Nouns gendersingularandpluralformsgenitive,vocativecasesaspirationeclipsesThe article definitesingularandpluralformsincludinggenitiveAdjectives agreement–number,positioncomparative/superlative,equative(níos/is,chomh…le…)demonstrative(seo,sin,úd)possessive(mo,do,a,etc.)withcopula(isbeagnár/isfíorgo,etc.)withmodifiers(an-mhaith,iontachmaith,maithgoleor)genitive(carranfhirmhóir,carrnamnámóire)comparative/superlative–past(níba,ba/ab,etc.)superlativewithpreposition(aranduineisfearr/arnadaoineisfearr)Adverbs ofplace,time,quantity


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Adverbial phrases openers(idtúsbáire,isémobharúilféin,etc.)middlers(áfach,ámh,arandrochuair,etc.)closers(marfhocalscoir,idtacaleholc,etc.) Copula present(is/ní,an/nach,gur,nach)past/conditional(ba/níor(bh),ar(bh)/nár(bh),gur(bh)/nár(bh))withdefinite/indefinitenouns(iséanmúinteoiré/ismúinteoiré)withadjective+definitenouns(isbreáanceoltóiré)toexpressownership(isleSeáné)toexpressfeeling/emotion(ismaithliom)foremphasis(isgoDoireachuaighsé)withadverbs(isminicathéannsé)withadjectivals(isionanniad,ismaithsin)withdomiciles(isasDoiremé/dom)Verbs regularandirregularformsofverbs,includingnegativeforms,interrogativeformsandindirectspeechtenses:present,past,future,includingautonomousformsmoods:imperative,conditional,includingautonomousformsdirectrelativeclauses(anduineabhíagcaint)directrelativequestions(Céabhíagcaint?)indirectrelativeclauses(anduinearaibhméagcaintleis)indirectrelativeclauseswithadverbs(dóigh,áit,fáth,treo,am)indirectrelativequestions(Céleisaraibhtúagcaint?)dependentforms(fuil,raibh,deachaigh,dearna,etc.)useofverbBí(presentcontinuous)(bíonnséarscoilgachlá):

tá(simplepresent)withmeasurement/time(táséatríachlog)location(táséagandoras)obligation(táormdulabhaile)inidiomaticphrases(tácótaagam/orm/liom/uaim)toexpressstate,healthoremotion(táséinachónaí,tábiseachair,tááthasair)inprogressivephrases(táséagléamh)

pasthabitual(bhíodhsé,chuireadhsé,théadhsé,andbaghnáchleisdul)subjunctivemood(present:gogcuiretúandnegative:nárchuiretú)universality(sinabhfuilagam,etc.)subjunctiveofcopula(gurabamhlaidhduit)verbalpatterns(nílséchomhmaithagusashílméabheadhsé/Cadéachreideanntúachonaictú?)


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Verbal noun formation(bailigh>bailiú,déan>déanamh,etc.)withobjectpronouns(ábhaint)asimperative(dúirtséliomimeacht)asactivevoice(tásiaddomobhualadh)toexpressstate(aroscailt)toexpresspurpose/intention(chun/leisnasoithíaní)Verbal adjective perfective(tásédéantaagam)Prepositions prepositionalpronouns(agam,agat,etc.)simpleprepositions(amhail,mar,gan,etc.)prepositionscausinggenitive(chun,timpeall,etc.)witharticles(leisan,sa,etc.)useintime(sadeireadh,arball,leissin,etc.)state(arbuile,faoibhrón,inachónaí,etc.)inidiomaticstructures(Táaithneagamair,etc.)withadjectives(bródúilas,buíochde,etc.)withverbs(iarrar,abairle,moldo,etc.)compoundprepositions(arson,faoichoinne,etc.)Number, quantity and time ordinals,cardinals,personalnumbers


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Appendix 3 List of suggested texts, including poetry AislingnóIníonAleEilísNíDhuibhne(CoisLife)Óntsuíomh:ScéalAislingatásanúrscéalcomhaimsearthaseo.Isdéagóiríatógadhidteaghlachan-choimeádachtraidisiúntaimBaileÁthaCliath.Ceistíonnsíprionsabailamáthar,prionsabaildhiongbháiltenaheitedeise.Agusanchoimhlinteatarthuaggéarú,tarlaíonntubaisteaathraíonnasaolgohiomlánagusaspreagannceisteannafaoigachrudachreidsiadcheana.Úrscéaldárréféininandéantarmórcheisteannaconspóideachaaphlé,ginmhilleadhinameasc.CoolbáirelePádraigStandún(ClóIar-Chonnacht)Óntsuíomh:Ochtmblianadéagd’aoisatáLorcánÓTuathail,imreoirgairmiúilsacairdebhunadhnahÉireannatáagcurfaoisaSpáinnóbhíséan-óg.Cúlbáirecumasaché,abhíonnagimirtarcheannd’fhoirnesóisearachaFCBarcelona.Nuairafhaigheannséandeisimirtarfhoireannnasinsear,táséarmhuinnamuice...DialannDúradán(DiaryofaWimpyKid)leJeffKinney,arnaaistriúagMáirínNíMhárta(FutaFata)DorasFuinneogScuableSeánMacMathúna(LeabharBreac)Blurbaóntsuíomh:‘BuachaillaguscailínsnadéagaaragcamchuairttríshráideannafuaraBhaileÁthaCliath.Dorasant-ainmatáaranbhuachaill,Fuinneogatáaranchailín.Cuireannsiadaithnearmhadra,Scuab.Táantriúracuaradteitheadhóghardaí,óshagairtagusódhaoinefásta.’ÉalúleÁineUíFhoghlú(ClóIar-Chonnacht)Anforéigeanbaile–beanógónPholainninahimiriceachinÉirinn,póstaarfhearbrúidiúil.Gaeilgeshoiléirshimplí.AnMianadóirleJackieMacDonncha(ClóIar-Chonnacht)Óntsuíomh:ÚrscéilíndoléitheoiríógaleJackieMacDonncha.Feiliúnachdoléitheoiríidir13agus16bliaind'aois.Filleannfeararacheantardúchaistaréisbliantaachaitheamhtharlearachníaithníonnséduinearbiththartsacheantarníosmó.Iadsanaraibhaithneorthutásiadimithearshlínafírinne.Achandreamatáinagcónaísanáitanois,andreamóg,goháirithe,amhrasachfaoi.


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RaicleMáireUíDhufaigh(LeabharBreac)Grúpacairdesaorónscoildontsamhradh.Agleanúintóleabharnablianaseocaite–AnGardaCóstaOrnaNíChoileáin.IMeascVaimpíríOileánanÓrchisteTreasureIslandleRobertLouisStevensonaistrithegoGaeilgeagDarachÓScolaí.(aranliostaChlubleabhar‘Líofa’)DaideolehÁineNíGhlinnBuaiteoirleabharnablianadodhaoineóga(DuaisRéicsCarló)2014–(gairidgoleor)Dordán(ÉilísNíDhuibhne)TáNatashaagdéanamhréidhdonascrúduitheachtáatuismitheoiríinachrannlechéilegomór.StrainséiríÓRaghallaigh,Colmán(2007)CiníochasceilteinÉirinnanlaeinniu.CleasaitheleCatherineJohnsonClónanBháisleSteveBarlowandSteveSkidmoreDonnchaDubhlePeterCloverFoghlaitheMaralePaulDowswellGeronimoleTanyaLandmanNaGadaitheleJoshLaceyTaibhsesaGhleannleJonathonStroudPoetry CathalÓSearcaigh AnseoagStáisiúnChaisealnagCorr AnTobarSeamusHeaney BuileShuibhne(translation)NualaNíDhomhnaill OileánGréagóiróDúill IgCuimhne75,000ÉireannachAnDuanaire TúFéinisMéFéin(TranslatedbyThomasKinsella)

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CCEA GCSE Specification in Gaeilge · 2019. 9. 27. · CCEA GCSE Gaeilge from September 2017 4 1.1 Aims This specification aims to encourage students to: develop a positive attitude