- Delivered in cooperation with Fèisean nan Gàidheal with funding from Bòrd na Gàidhlig (Taic Freumhan Coimhearsnachd raised by Portree High School).
- One day mini-Fèis in the school for all first year pupils which includes Fèis classes in the morning and a concert, featuring pupils and Fèis tutors, in the afternoon.
- Separate offered for fluent speakers (through the medium of Gaelic) and learners.
- Tutors use Gaelic in accordance with the ability of the pupils.
- Socal, cultural awareness and musical skills are enhanced through the opportunity to try different musical disciplines: for example tin whistle, rhythm, singing as well as step-dance, Gaelic drama and art. Shinty could also be accommodated in the programme.
- Evaluation sheets completed by the pupils afterwards.
Four sessions in the morning with different activities: tin whistle, singing, drama and step-dance for example, allowing pupils to participate in various cultural activities to raise awareness of, and interest in, their own culture and that of others and to encourage further participation.
Afternoon concert with performances by school pupils and Fèis tutors. An opportunity to experience music, drama and song and to gain enjoyment from things such as Gaelic Bingo, engaging in a fun way with the language (with interesting prizes!), or to dance along with the tutors.
Evaluation forms completed after the event are useful to the pupils in assessing how they enjoyed the activities and how they benefitted from them. The findings are also useful to the teachers and Fèis tutors in developing the delivery of future events.
Curriculum for Excellence Outcomes
GAI 3-02a, LIT 3-02a, LIT 3-10a, EXA 3-11a
I can respond to the experience of dance by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work.
EXA 3-14a
Having developed ideas from a range of stimuli, I can contribute to devising, rehearsing and presenting drama or scripts.
EXA 3-15a
I can respond to the experience of drama by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work.
EXA 3-16a
I can sing and/or play music from a range of styles and cultures and perform my chosen music confidently using performance directions, musical notation and/or playing by ear.
HWB 3-04a
I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.
HWB 3-10a
I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.
HWB 3-11a
I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.
HWB 3-14a
I value the opportunities I am given to make friends and be part of a group in a range of situations.
HWB 3-19a
I am developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future opportunities. This is helping me to make informed choices about my life and learning.
LIT 3-01a, LIT 3-02a, EXA 3-01a
I have used the skills I have developed in the expressive arts to contribute to a public presentation/performance.
EXA 3-01b
I have experienced the energy and excitement of being part of an audience for other people’s presentations/performances.
EXA 3-19a
I have listened to a range of music and can identify features and concepts. I can give constructive comments on my own and others’ work, including the work of professionals.
HWB 3-20a
I am investigating different careers/occupations, ways of working, and learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life.
LIT 3-07a
