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
4
2 Specification at a Glance
5
3 Subject Content 7 3.1 ContextforLearning1:TheIndividualandSociety 73.2 ContextforLearning2:TheWorldAroundMe 83.3 ContextforLearning3:Employability 93.4 ContextforLearning4:IrishLanguageCommunities 103.5 ContextforLearning5:LiteratureinIrish
11
4 Scheme of Assessment 12 4.1 Assessmentopportunities 124.2 Assessmentobjectives 124.3 Assessmentobjectiveweightings 134.4 Qualityofwrittencommunication 134.5 Reportingandgrading 134.6 Externalassessment
14
5 Grade Descriptions
16
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
24
7 Curriculum Objectives 26 7.1 Cross-CurricularSkillsatKeyStage4 267.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4
28
8 Links and Support 30 8.1 Support 308.2 Examinationentries 308.3 Equalityandinclusion 308.4 Contactdetails
32
Appendix 1 GlossaryofTermsforControlledAssessmentRegulations
33
Appendix 2ListofGrammaticalStructures
35
Appendix 3 Listofsuggestedtexts,includingpoetry
38
SubjectCodeQAN
5012603/1313/4
ACCEAPublication©2017
Thisspecificationisavailableonlineatwww.ccea.org.uk
CCEAGCSEGaeilgefromSeptember2017
3
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
CCEAGCSEGaeilgefromSeptember2017
4
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.
CCEAGCSEGaeilgefromSeptember2017
5
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%
CCEAGCSEGaeilgefromSeptember2017
6
Content
Assessment
Weightings
Availability
Component4:WritinginGaeilge
Oneexternallyassessedwrittenexamination(1hour30mins)thatcomprises:• Section1functionalwriting;
• Section2useoflanguage(grammarandsyntax);and
• Section3translationfromEnglishintoIrish,assessingsyntax,andlexicalandgrammaticalstructures.
30% Thisisalinearqualification.AssessmentisavailableinSummerfrom2019
CCEAGCSEGaeilgefromSeptember2017
7
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.
CCEAGCSEGaeilgefromSeptember2017
8
3.2 Context for Learning 2: The World Around Me Inthiscontext,studentslearnaboutthemselvesandtheworldaroundthem,expandingtheirperspectiveofthemselvesandothers.Thiscontextisassessedbothinternallyandexternally.
Content
LearningOutcomes
Myselfandtheworldaroundme
Studentsshouldbeableto:
• investigate,demonstrateunderstandingof,analyse,discuss,offeropinionsonandexpressknowledgeofideasandconceptsinrelationtotheirownlivesandtheworldaroundthemonthefollowingtopics:– issuesaffectingteenagersintoday’sworld;– personalissues;– socialproblems;– healthandlifestyle;– socialmedia;– moderntechnology;and– environmentalissues;
• communicateeffectivelyandcreativelyinIrishinbothspeechandwriting;and
• listenandrespondtoIrishlanguagestimulusmaterialontheabovetopics.
CCEAGCSEGaeilgefromSeptember2017
9
3.3 Context for Learning 3: Employability Inthiscontext,studentslearnabouteducationalpathwaysanddifferentaspectsoftheworldofwork.Thiscontextisassessedbothinternallyandexternally.
Content
LearningOutcomes
Employability
Studentsshouldbeableto:
• investigate,demonstrateunderstandingof,analyse,discuss,offeropinionsonandexpressknowledgeofideasandconceptsinrelationtotheirownlivesandtheworldaroundthemonthefollowingtopics:– jobs,part-timework,workexperienceand/orvoluntarywork;
– financialawarenessandenterprise;– developmentofcommunicationand/orinterpersonalskills;
– educationalpathways:vocationalversusacademicandpost-16;
– thirdleveleducation;and– self-employmentandentrepreneurship;
• communicateeffectivelyandcreativelyinIrishinbothspeechandwriting;and
• listenandrespondtoIrishlanguagestimulusmaterialontheabovetopics.
CCEAGCSEGaeilgefromSeptember2017
10
3.4 Context for Learning 4: Irish Language Communities Inthiscontext,studentsfocusoncommunitiesandtheirdevelopmentespeciallyintheareaoftheIrishlanguage.TheyinvestigatetheIrishlanguageintheirownlocalityandotherIrishspeakingcommunitiesinIrelandandbeyond.Thiscontextisassessedbothinternallyandexternally.
Content
LearningOutcomes
IrishlanguagecommunitiesandthedevelopmentoftheIrishlanguage
Studentsshouldbeableto:
• investigate,demonstrateunderstandingof,analyse,discuss,offeropinionsonandexpressknowledgeofideasandconceptsinrelationtotheirownlivesandtheworldaroundthemonthefollowingtopics:– anGhaeltacht;– IrishlanguagecommunitiesintheGaeltachtand/orurbanGaeltacht;
– Irishlanguageglobally;– aspectsofIrishculture;– placenames,localhistoryandheritage;and– Irishlanguagegroupsandsocieties;
• communicateeffectivelyandcreativelyinIrishinbothspeechandwriting;and
• listenandrespondtoIrishlanguagestimulusmaterialontheabovetopics.
CCEAGCSEGaeilgefromSeptember2017
11
3.5 Context for Learning 5: Literature in Irish Inthiscontext,studentsexplorearangeofIrishliterature.Theycanchoosefromalistoftexts,includingpoetry,providedinAppendix3orselecttheirownmaterialtostudy.Teacherscanchoosematerialstoreflecttheinterestsoftheirstudents.TeachersshouldinformtheSubjectOfficerforGCSEGaeilgeiftheyintendtousematerialsnotlistedinAppendix3beforetheystartteachingthiscontext.Thiscontextisinternallyassessed.
Content
Description
LiteratureinIrish
Studentsshouldbeableto:
• studyliteratureinIrish;• useIrishlanguagepoetry,proseandarangeofcontemporaryarticles;
• investigate,demonstrateunderstandingof,analyse,discuss,offeropinionsonandexpressknowledgeofideasandconceptsinrelationtotheirownlivesandtotheworldaroundthem;
• communicateeffectivelyinwrittenIrish;and• listenandrespondtoIrishlanguagestimulusmaterial.
CCEAGCSEGaeilgefromSeptember2017
12
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.
CCEAGCSEGaeilgefromSeptember2017
13
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).
CCEAGCSEGaeilgefromSeptember2017
14
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.
CCEAGCSEGaeilgefromSeptember2017
15
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.
CCEAGCSEGaeilgefromSeptember2017
16
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.
CCEAGCSEGaeilgefromSeptember2017
17
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.
CCEAGCSEGaeilgefromSeptember2017
18
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).
CCEAGCSEGaeilgefromSeptember2017
19
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.
CCEAGCSEGaeilgefromSeptember2017
20
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.
CCEAGCSEGaeilgefromSeptember2017
21
AreasofControl DetailofControl
Resources Candidatesmayhaveaccesstoadictionaryandotherresourcematerials,suchastextbooks,books,magazinesornewspapers,inthetargetlanguage.Candidatesmayusetheseresourcestoprepareaproforma,writingnomorethan40words.Candidatesmustreferenceanyresourcesthattheyuse,includingthoseaccessedviatheinternet.
FinalproductionoftheListeningandSpeakinginGaeilgeTask1
Thelevelofcontrolforcompletingthistaskishigh.
AreasofControl DetailofControl
Authenticity Candidatesmustcompletetheirfinalproductionofthespeakingtaskunderformalsupervision.Thismeansthatcandidatesmustbeunderthedirectsupervisionoftheteacherforthedurationoftheassessment.
Feedback Teachersmustnotgivefeedbacktocandidatesatthisstage.
Resources Candidatesmayusetheirpreparedproformaofnomorethan40words.Theymustnothaveaccesstoanyotherresources.
TimeLimit Task1:4–6mins
CCEAGCSEGaeilgefromSeptember2017
22
FinalproductionoftheListeningandSpeakinginGaeilgeTask2
Thelevelofcontrolforcompletingthistaskishigh.
AreasofControl DetailofControl
Authenticity Candidatesmustcompletetheirfinalproductionofthespeakingtaskunderformalsupervision.Thismeansthatcandidatesmustbeunderthedirectsupervisionoftheteacherforthedurationoftheassessment.
Feedback Teachersmustnotgivefeedbacktocandidatesatthisstage.
Resources Candidatesmayusetheirpreparedproformaofnomorethan40words.Theymustnothaveaccesstoanyotherresources.
TimeLimit Task2:4–6minspercandidateTeachersmustadjustthetimelimitforTask2(groupdiscussion)toreflectthenumberofcandidatestakingpart.
Component 2: Reading and Writing in Gaeilge PreparationfortheReadingandWritingtask
Thelevelofcontrolfortasktakingismedium.
AreasofControl DetailofControl
Authenticity Candidatescompletetheirworkunderinformalsupervision.Thiscaninvolveworkinginpairsorinsmallgroupswithothercandidates.Althoughcandidatescanworkinsmallgroups,eachmustreachtheirownconclusions.
Feedback Duringthepreparationprocess,teachersshouldgivefeedbackon: thetaskstobecompleted; thestructureoftheresponse;and howtheperformancewillbemarkedaccordingtotheassessmentcriteria.
Thecandidateisresponsibleforplanningthetaskforassessment.Candidatesshouldreachtheirownconclusions.
Collaboration Candidatescanworkinsmallgroupsbutitisessentialthattheteachercanidentifyindividualcontributions.
CCEAGCSEGaeilgefromSeptember2017
23
AreasofControl DetailofControl
Resources Candidates’accesstoresourcesisdeterminedbythoseavailabletothecentre.FortheReadingtask,candidateshaveaccesstoanunannotatedcopyofthestimulustext.Candidatescanusedictionaries,thesauruses,grammarandspellcheckprogramsandtheinternettoprepareaproformaofnomorethan40words.Thismayincludesomeheadingsorbulletpoints.Itmayincludeverbsorphrases,butitmustnotcontainfullsentencesorcompleteparagraphs.Candidatesmustnotexceedthewordlimit.Candidatesmustreferenceanyresourcesthattheyuse,includingthoseaccessedviatheinternet.
Final production oftheReadingandWritinginGaeilgetask
Thelevelofcontrolforcompletingthistaskishigh.
AreasofControl DetailofControl
Authenticity Candidatesmustcompletetheirworkunderformal
supervision.Thismeansthatcandidatesmustbeunderthedirectsupervisionoftheteacherforthedurationoftheassessment.Teachersmustbeabletoauthenticateallcandidates’workandensurethattheyacknowledgeandreferenceanysourcesused.
Feedback Teachersmustnotgivefeedbackatthisstage.
TimeLimit 1hour
Resources Candidateshaveaccesstoanunannotatedcopyofthestimulustext.Candidatesmustnotusedictionaries,thesauruses,grammarandspellcheckprogramsortheinternet.Candidatesmayusetheirpreparedproformaofnomorethan40words.Theymustnothaveaccesstootherresources.
CCEAGCSEGaeilgefromSeptember2017
24
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.
CCEAGCSEGaeilgefromSeptember2017
25
Weissuefullinstructionseachyearon:
ourmoderationprocedures; whichsampleswerequire;and thedeadlinesforsubmittingmarksandsamplestous.Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,assistanceorsupportrelatingtoanyaspectofcontrolledassessment.SeeAppendix1foraglossaryofcontrolledassessmentterms.
CCEAGCSEGaeilgefromSeptember2017
26
7 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused.7.1 Cross-Curricular Skills at Key Stage 4
Communication
Studentsshouldbeableto:
• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexampleorganisethestructureandcontentoftheirwrittenresponsetopresentideaseffectively;
• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexampleconveycomplexinformationclearly,showingsensitivitytotheregistertoachieveeffects;
• participateindiscussions,debatesandinterviews,forexampleworkasapairorinagroupandmakevalidcontributionsbyaskingrelevantquestions;
• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleusetechnologysuchasaPowerPointpresentationtocommunicateinformationinanoriginalway;and
• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,forexampleevaluateinformationfromdifferentsourcesanddrawconclusions.
UsingMathematics
Studentsshouldbeableto:
• usemathematicallanguageandnotationwithconfidence,forexamplerecognisepatternsfornumbersandunderstandmathematicaldatainthetargetlanguage;
• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexampleinterpretdiagramsandtimetables;
• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexampleobtain,processandinterpretmathematicaldatatojustifytheirconclusions;
• interpretandanalyseawiderangeofmathematicaldata,forexampleusestatisticaldatafromarangeofsourcestodrawconclusions;and
• assessprobabilityandriskinarangeofsimulatedandreal-lifecontexts,forexampleanalysemathematicaldatatoevaluatetheconsequencesofrisk-takingbehaviour.
CCEAGCSEGaeilgefromSeptember2017
27
UsingICT
Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexampleresearchatopiconlineandpresenttheinformationusingaPowerPointpresentationtocreateanimpact.
CCEAGCSEGaeilgefromSeptember2017
28
7.2 Thinking Skills and Personal Capabilities at Key Stage 4
Self-Management
Studentsshouldbeableto:
planwork,forexampleproducetimeplansforcarryingoutresearch; setpersonallearninggoalsandtargetstomeetdeadlines,forexampleplantheirReadingandWritingtask;
monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexamplereviewtheiroralperformancetoimproveit;and
effectivelymanagetheirtime,forexampleplantaskstheyneedtocompleteanddecidingthetimetoassigntoeachtask.
WorkingwithOthers
Studentsshouldbeableto:
learnwithandfromothersthroughco-operation,forexampleengageinadiscussionwithpeersandteacherstoinformthemabouttherequirementsoftheirtasks;
participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexampleworkwithotherstoprepareamockoralthattheycanusetogether;and
listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexampleworkwithotherstoinvestigatehowtoplanandapplyinformationtocompletetheirListeningandSpeakingtask.
ProblemSolving
Studentsshouldbeableto:
identifyandanalyserelationshipsandpatterns,forexamplediscusshowtheycanidentifydifferentlanguageregisterswhentheyspeaktotheirpeersorteachers;
proposejustifiedexplanations,forexamplelistentoradiostationsortelevisionprogrammestoexplainregionaldialects;
reason,formopinionsandjustifytheirviews,forexamplerecordagroupdiscussionandreviewthiscontent;
analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexamplelistentopeersinaspeakinggroupandanalysethesentencestructures,particularvocabularyoremphasistheymayuse;
analyseandevaluatemultipleperspectives,forexamplecomparerecordingsofaradioprogrammeandatelevisionprogrammeaboutthesamesubject;and
exploreunfamiliarviewswithoutprejudice,forexampleengagewithotherswhodonotspeakIrishbutwhohavelearnedanotherforeignlanguage.
CCEAGCSEGaeilgefromSeptember2017
29
ProblemSolving(cont.)
Studentsshouldbeableto:
weighupoptionsandjustifydecisions,forexamplebyidentifyingarangeofplaceswhereIrishisavailableorcouldbeinthefuture;and
applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexampleidentifyhowarangeofsmallIrishspeakinggroupsacrossacitymaybeabletocometogethermoreeasily.
AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.
CCEAGCSEGaeilgefromSeptember2017
30
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.
CCEAGCSEGaeilgefromSeptember2017
31
Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk
CCEAGCSEGaeilgefromSeptember2017
32
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).
CCEAGCSEGaeilgefromSeptember2017
33
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.
CCEAGCSEGaeilgefromSeptember2017
34
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
CCEAGCSEGaeilgefromSeptember2017
35
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
CCEAGCSEGaeilgefromSeptember2017
36
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?)
CCEAGCSEGaeilgefromSeptember2017
37
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
CCEAGCSEGaeilgefromSeptember2017
38
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.
CCEAGCSEGaeilgefromSeptember2017
39
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)
© CCEA 2017