National 3 Gàidhlig

This explains the overall structure of the Course, including its purpose and aims and information on the skills, knowledge and understanding that will be developed.

• N3 Gàidhlig Course Specification (Gaelic translation)
  Jun 2013
• N3 Gàidhlig Course Specification
  Jun 2013

These provide an outline of what each Unit will cover within the following Unit Specifications and detail the Outcomes and Assessment Standards.

• Gàidhlig Understanding Language (National 3) Unit Specification
  Apr 2012
• Gàidhlig Producing Language (National 3) Unit Specification
  Apr 2012

These provide advice and guidance for teachers/lecturers on learning, teaching and assessment within the Course and its Units.

• National 3 Gàidhlig Course and Unit Support NotesMay 2014

These documents contain details of Unit assessment task(s), show approaches to gathering evidence and how the evidence can be judged against the Outcomes and Assessment Standards. Teachers/lecturers can arrange access to these confidential documents through their SQA Co-ordinator.

There was no verification activity at this level in 2016 or 2017.

We are committed to ensuring our qualifications and assessments are as accessible and inclusive as possible for all learners. The following guidance on candidates’ use of pronouns and gender-neutral language aims to help teachers and lecturers of Modern Languages and Gàidhlig. This includes those delivering National 3 to Advanced Higher Modern Languages and the Modern Languages for Life and Work award.

Productive skills – talking and writing

Pronouns, nouns, adjectives and agreements

Teachers and lecturers should support learners’ ways of referring to themselves and others in the assessment of talking and writing. Using gender-neutral pronouns, nouns and adjectives is now a common feature of inclusive language – whether by creating new forms, adding punctuations, asterisks or using alternative spellings.

A candidate can use masculine, feminine or gender-neutral adjective agreements throughout their writing or performance-talking assessments, where appropriate to the language. However, candidates must use their pronouns and adjectives consistently and stick to the associated conventions of adjectival agreement where appropriate.

For the performance-talking assessment, we have already provided guidance to Advanced Higher visiting assessors and NQ verification teams on the importance of being aware of any potential implicit or unconscious bias towards a candidate’s gender identity.

Before the performance-talking, learners may indicate to the visiting assessor or their teacher or lecturer the pronouns they will use.

Marking of exams

Most exam scripts are anonymised which helps to eliminate any potential implicit or unconscious bias during marking. Markers are not aware of candidates’ gender and are instructed to look for correct and consistent use of pronouns, adjectives and agreements as indicated above.