1. Getting started – support for reflection and engagement Gaelic (learners)

2. What changes have been made since the publication of the draft Gaelic (learners) framework? What was said? Experiences and outcomes referring to Gaelic culture considered too challenging across all levels. ‘Experimenting with sound patterns, words and phrases' at early level. Teachers worried about 'confusing' learners at this stage in language development. Lack of texts to support learning and teaching. Concerns over including reading at early and first level. What was done: Framework edited and refined accordingly. Brief explanation produced highlighting the breadth of Gaelic culture. Explanation provided on experimenting with sound patterns, words and phrases based on current research on language learning. Links to definition of text and opportunities for using new technologies identified. Explanation of reading in its broadest sense, to reassure expectations.

3. How does the Gaelic (learners) framework support effective teaching and learning? How is the Gaelic (learners) framework structured? How is progression supported through and across levels? Which learning and teaching approaches should be adopted? What is meant by 'texts'? Reflecting on the principles and practice in Gaelic (learners)

4. How are the experiences and outcomes structured in Gaelic (learners)? In Gaelic (learners) there are three organisers and they are subdivided as follows: Listening and talkingReadingWriting Listening for informationFinding and using information Listening and talking with others Reading for cultural appreciation Organising and using information Reading for interest and enjoyment Organising and using information Using knowledge about language

5. Experiences and outcomes in Gaelic (learners) Why is there a dotted line between third and fourth level? This is to demonstrate the close relationship and likely overlap between the two levels. Fourth level will provide the depth of experiences based on prior learning from third level.

6. Building on your current practice, what are the implications for what and how you teach? How will you ensure the needs of all learners are met? Which experiences and outcomes could you link within Gaelic (learners), across other curriculum areas and the world of work, to provide a coherent experience for learners? How might you ensure that learning and teaching reflects the values, purposes and principles of Curriculum for Excellence? Getting started in Gaelic (learners): some questions for discussion

7. Where do you go from here? The journey may be different for everyone, but you may wish to consider some first steps towards change, for example: identifying and sharing effective practice identifying and prioritising professional development needs experimenting with learning and teaching approaches.