Campbell River SD#72, British Columbia Catherine …1 Vicki Lundine, District Career Facilitator, Campbell River SD#72, British Columbia Catherine Smith, Consultant, Provincial Outreach

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Vicki Lundine, District Career Facilitator, Campbell River SD#72, British Columbia Catherine Smith, Consultant, Provincial Outreach Program for Autism and Related Disorders, British Columbia Constance McAvoy, Provincial Resource Team, Special Education Technology - British Columbia

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Grad Portfolio Workbook

Table of Contents Grad Portfolio Workbook ..................................................................................................................................... 2 Table of Contents.................................................................................................................................................. 2 Introduction........................................................................................................................................................... 4 Gathering Evidence and Completing Criteria....................................................................................................... 6 Portfolio Organizers.............................................................................................................................................. 7

Courses and Activities to Support Core and Choice Aspects........................................................................... 7 ARTS & DESIGN - Aspect 1.1 - Teacher Report Form ..................................................................................... 8 ARTS & DESIGN ................................................................................................................................................ 9

Guidelines for – Aspect 1.1 .............................................................................................................................. 9 Art or Performance Response – Aspect 1.1.1................................................................................................. 10 Design Response – Aspect 1.1.2..................................................................................................................... 12

COMMUNITY INVOLVEMENT & RESPONSIBILITY- Teacher Report Form ........................................... 14 Aspect 2.1 ....................................................................................................................................................... 14

COMMUNITY INVOLVEMENT & RESPONSIBILITY................................................................................ 15 Guidelines for Core Aspect 2.1 ...................................................................................................................... 15

COMMUNITY INVOLVEMENT & RESPONSIBILITY - Aspect 2.1............................................................ 16 COMMUNITY INVOLVEMENT & RESPONSIBILITY – Aspect 2.1........................................................... 17 EDUCATION & CAREER PLANNING - Aspect 3.1 - Teacher Report Form ................................................ 18 EDUCATION AND CAREER PLANNING ..................................................................................................... 19

Guidelines for Core Aspect 3.1 ...................................................................................................................... 19 Career Cruising – Career Matchmaker Instructions ....................................................................................... 20 Occupation Research Worksheet.................................................................................................................... 21

EMPLOYABILITY SKILLS - Aspect 4.1 - Teacher Report Form ................................................................... 22 EMPLOYABILITY SKILLS ............................................................................................................................. 23

Guidelines for Core Aspect 4.1 ..................................................................................................................... 23 EMPLOYABILITY SKILLS - Aspect 4.1........................................................................................................ 24 EMPLOYABILITY SKILLS - Aspect 4.1......................................................................................................... 26

Supervisor / Employer Evaluation.................................................................................................................. 26 EMPLOYABILITY SKILLS – Aspect 4.1 ........................................................................................................ 28 STUDENT SELF-EVALUATION OF EMPLOYABILITY SKILLS - Aspect 4.1.......................................... 29 INFORMATION TECHNOLOGY - Aspect 5.1 - Teacher Report Form.......................................................... 31 INFORMATION TECHNOLOGY.................................................................................................................... 32

Guidelines for Aspect 5.1 ............................................................................................................................... 32 INFORMATION TECHNOLOGY – Aspect 5.1.............................................................................................. 33 PERSONAL HEALTH - Aspect 6.1 - Teacher Report Form ............................................................................ 35 PERSONAL HEALTH....................................................................................................................................... 36

Guidelines for Aspect 6.1 ............................................................................................................................... 36 PERSONAL HEALTH - Aspect 6.1 .................................................................................................................. 37 PERSONAL HEALTH - 6.1 - Activity Log ..................................................................................................... 39 PORTFOLIO PRESENTATION........................................................................................................................ 40

My Portfolio Presentation Choice .................................................................................................................. 41 What’s Expected on the Job?.......................................................................................................................... 42 Why I Need to Collect Photos for My Graduation Portfolio.......................................................................... 43

APPENDIX A - Portfolio Forms ........................................................................................................................ 49

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Art, Performance Response – Aspect 1.1.1 ................................................................................................... 50 Design Response – Aspect 1.1.2..................................................................................................................... 52

COMMUNITY INVOLVEMENT & RESPONSIBILITY - Aspect 2.1............................................................ 54 COMMUNITY INVOLVEMENT & RESPONSIBILITY – Aspect 2.1........................................................... 55

Volunteer Student Evaluation Form ............................................................................................................... 55 EDUCATION AND CAREER PLANNING – Aspect 3.1 ................................................................................ 56

CAREER CRUISING – Career Matchmaker Instructions............................................................................. 56 EDUCATION AND CAREER PLANNING – Aspect 3.1 ................................................................................ 57

Occupation Research Worksheet.................................................................................................................... 57 EMPLOYABILITY SKILLS - Aspect 4.1........................................................................................................ 58 INFORMATION TECHNOLOGY – Aspect 5.1.............................................................................................. 60 PERSONAL HEALTH - Aspect 6.1 .................................................................................................................. 62 PERSONAL HEALTH - 6.1 - Activity Log ..................................................................................................... 64 APPENDIX B - Teacher Reports ....................................................................................................................... 65 ARTS & DESIGN - Aspect 1.1 - Teacher Report Form ................................................................................... 66 COMMUNITY INVOLVEMENT & RESPONSIBILITY- Teacher Report Form ........................................... 67 Aspect 2.1 ........................................................................................................................................................... 67 EDUCATION & CAREER PLANNING - Aspect 3.1 - Teacher Report Form ................................................ 68 EMPLOYABILITY SKILLS - Aspect 4.1 - Teacher Report Form ................................................................... 69 INFORMATION TECHNOLOGY - Aspect 5.1 - Teacher Report Form.......................................................... 70 PERSONAL HEALTH - Aspect 6.1 - Teacher Report Form ............................................................................ 71

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Introduction The Graduation Portfolio Workbook focuses on the mandatory core aspects of the six prescribed Portfolio Organizers as well as the student presentation that must be completed by all students planning to graduate. This Workbook was developed for teachers of students with learning challenges to clarify the required core aspects and presentation components. The Graduation Portfolio process encourages students to gather and present evidence of skills, knowledge and competencies that will support a successful transition beyond Grade 12. The authors felt that once students clearly understood the process and became engaged in it, they could confidently proceed to explore choice aspects that best reflect their talents, interests, and abilities. The Graduation Portfolio is a reflection of a student’s strengths, interest and talents in six domains, which can significantly influence the direction a graduate may wish to follow after high school. The process is particularly pertinent to the student with special needs as it provides them with concrete evidence of the accomplishments they have achieved while in High School in British Columbia. The Graduation Portfolio process encourages students to “Begin with a personal vision of the future”. Conceptualizing a vision helps students to establish concrete and realistic goals. Not only does this process help students to focus on career opportunities, it encourages students to recognize the value of social responsibility and healthy lifestyle choices. This process helps students understand the steps they will need to take to reach the goals they set. It can also help them to recognize that sometimes the choices they make may not be suitable for them. This process encourages students to explore different avenues to find the right fit. The Graduation Portfolio fosters skills that can support each individual as a life long learner. This workbook has been designed as an electronic workbook. View the Main document as the Textbook and the Appendices as the consumable workbook. All the sheets that need to be filled out are in the appendices: student forms and teacher report forms. It is recommended that a folder be created for each student. Information and evidence that is created should be collected and stored in the student folder and on a back up disk. A student’s ability to reflect on the experiences in which he or she engages is a critical component in this process. Therefore, it is important that students have ample opportunities to practice the skills that are promoted in each organizer. Practice will help students to become confident in reflecting on the processes they experienced in order to fulfill criteria. The ability to reflect on and critically analyze their experiences will influence the goals that students will set for their futures. The workbook includes: Introduction for students. There are two versions, one is a text document and a second, found in the appendix, includes pictures and symbols with text. Parent/ Guardian information. This describes the process their son or daughter will engage in to complete a successful graduation portfolio. It also details the role and responsibilities they may assume in the process as they collaborate with:

Teachers who will be supporting their son or daughter at school. Support personnel who may be supporting their son or daughter in the community.

Organizers and Aspects: The Ministry reporting form for teachers precedes each core aspect. Then each aspect is defined for students and parents. It includes student and, where applicable, supervisor forms. Appendix 1: Compulsory forms a student needs to submit. Appendix 2: Ministry forms teachers complete. Appendix 3: An electronic PowerPoint template for recording photo evidence.

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We wish to recognize the following people for their contributions and support in producing this document: Bill Standeven, Coordinator of Special Education, Ministry of Education Paul Lukaszek, A/Manager, Student Transitions Unit, Ministry of Education Jo-Anne Seip, Administrator, Provincial Outreach Program for Autism and Related Disorders Mike Bartlett, Provincial Coordinator, Special Education Technology - British Columbia Campbell River School District # 72

Liza Hadfield, District Principal, Student Services, Ian Grant Tracy Kennedy Kim Padington

Nanaimo School District # 68

Micheline Cawley, Special Education Supervisor, Amy Fleming Anita Pringle Cher Grindler Mary Cross Mary McDonough

Prince George School District # 57

Gail Roberts With a special thank you to SET-BC for assistance in electronic document design.

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Gathering Evidence and Completing Criteria

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Portfolio Organizers

Courses and Activities to Support Core and Choice Aspects Art & Design Community

Involvement and

Responsibility

Education & Career Planning

Employability Skills

Information Technology

Personal Health

CORE 1.1 Respond to art, design work, or performance.

FINE ARTS HOME EC WOODWORK METALWORK VIDEO PROD

CORE 2.1 Service activity. SPECIAL O CHURCH CLUBS FINE ARTS

CORE 3.1 Complete grad transition plan. (Grade 12) YOUR FUTURE NOW (A TRANSITION PLANNING AND RESOURCE GUIDE – MINISTRY OF CHILDREN)

CORE 4.1 Complete 30 hours. COOP WORK EXPERIENCE EMPLOYABILITY SKILLS CLASS

CORE 5.1 Use info technology skills. *POTENTIALLY ALL CLASSES COMPUTER CLASS VIDEO CLASS

CORE 6.1 Complete 80 hours. (Gr. 11&12) P.E. DANCE SPECIAL 0 SWIM THERAPUTIC RIDING

Choice 1.2 Create, perform, or design. FINE ARTS HOME EC WOODWORK METALWORK VIDEO PROD

Choice 2.2 Positive interpersonal skill demonstration. SPECIAL O CHURCH CLUBS FINE ARTS

Choice 3.2 Research life/career/education. PLANNING 10 COOP

Choice 4.2 Fundamental skills COOP WORK EXPERIENCE ESSENTIAL SKILLS CLASS

Choice 5.2 Use internet. *POTENTIALLY ALL CLASSES COMPUTER CLASS VIDEO CLASS

Choice 6.2 Engage beyond 80 hours. P.E. DANCE SPECIAL O COMMUNITY CLUB

Choice 1.3 Analyze components FINE ARTS HOME EC WOODWORK METALWORK VIDEO PROD

Choice 2.3 Human rights response SPECIAL O CHURCH CLUBS FINE ARTS

Choice 3.3 Transferable skills PLANNING 10 COOP ESSENTIAL SKILLS CLASS

Choice 4.3 Management skills. COOP WORK EXPERIENCE ESSENTIAL SKILLS CLASS

Choice 5.3 Use to manage info *POTENTIALLY ALL CLASSES COMPUTER CLASS VIDEO CLASS

Choice 6.3 Connect healthy eating. PLANNING 10 HOME EC

Choice 1.4 Identify contexts. FINE ARTS HOME EC WOODWORK METALWORK VIDEO PROD

Choice 2.4 Respect for diversity SPECIAL O CHURCH CLUBS FINE ARTS

Choice 3.4 Focused, continuous learning. PLANNING 10 COOP ESSENTIAL SKILLS CLASS

Choice 4.4 Teamwork skills. COOP WORK EXPERIENCE ESSENTIAL SKILLS CLASS

Choice 5.4 Use to present information. *POTENTIALLY ALL CLASSES

Choice 6.4 Link emotional wellness. PLANNING 10

Choice 1.5 Choice 2.5 Choice 3.5 Choice 4.5 Choice 5.5 Choice 6.5 Decisions to enhance health. PLANNING 10 FOODS FAMILY STUDIES

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ARTS & DESIGN - Aspect 1.1 - Teacher Report Form

Portfolio Core Guide Name: _____________________________________

Date: _____________________________________

Teacher: _____________________________________

5 Marks: _________

Arts & Design - Aspect 1.1 Respond to an art, performance, or design work

Portfolio Quality = Action + Reflection Tips to help you create your evidence Art or performance response

Your portfolio evidence must meet all five criteria.

Design response


Criteria Check

Criteria #1 Describes your chosen art work or performance.

Criteria #1 Describes your chosen design.

Criteria #2 Interprets the mood/s and message/s that the artist or performer communicates.

Criteria #2 Identifies unique features in the design.

Criteria #3 Identifies the emotion/s communicated through the work.

Criteria #3 Identifies the problem that the designer is attempting to resolve through the design.

Criteria #4 Identifies images and visual or sound effects used in the work.

Criteria #4 Identifies the connection between the design form and its function or purpose.

Criteria #5 Discusses your personal reaction to the art or performance work.

Criteria #5 Discusses your personal opinion about the effectiveness of the design.

• You must meet all five criteria to receive credit for this aspect.

• Choose something that interests you. • Arts and performance can include

evidence from visual arts, music, drama, and literary arts.

• Design can include evidence from computer, industrial, graphic, textile and other forms of design.

• Arts & Design resources include a more detailed list of the kinds of evidence that qualifies for this aspect. See Section 5.

• Review the Arts & Design support materials to find the appropriate language to describe your chosen work. See Section 8.

• When you respond to something, you are describing your reaction/s to the work.

• You are responding to something that someone else has done.

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ARTS & DESIGN

Guidelines for – Aspect 1.1 Requirement: You must respond in an appropriate manner to an art, performance or design work. Arts and Design:

Courses that support this core: o Fine Arts – Art, Drama o Home Economics – Foods, Sewing, Cafeteria o Woodwork o Metalwork o Video Production o English – Literature, Writing o Math and Science

Artistic Expression: is the ability to experience, describe, respond to and create art that expresses specific messages, ideas or feelings.

Design: is creative problem solving that begins with a specific idea and results in a production that clarifies your idea.

Why Art and Design? The arts help us to increase respect and understanding of other people and our environment. Art and design can encourage communication, critical thinking and open-mindedness. They help develop imagination and curiosity. They can deepen awareness of one’s self as well as one’s role in the environment, community and culture.

You may choose to respond to Aspect 1.1 by completing either the: Art, Performance Response or Design Response Examples of Arts and Design: Art or Performance Examples Design Examples Paintings and Drawings Book/CD cover Sculpture/ceramics Floral design Theatre / music Craft Design Movies Jewelry Culinary arts Landscape design

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Art or Performance Response – Aspect 1.1.1

Student Name: _____________________ Teacher: _______________________Date: _________ Please respond to the following: ALL CRITERIA MUST BE ANSWERED Criteria 1 Describe the work or performance. Include the following: Name of Artist ____________________________________

Title of work ____________________________________

Year Produced ____________________________________

Type of Work _____________________________________

Where and when viewed _____________________________

Other comments ____________________________________

____________________________________

Criteria 2

What is the artist’s message?

Comment on the mood the artist has created.

Paste photo of evidence.

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Criteria 3

Match the emotion(s) the artist makes you feel through this work. Use at least 4 of the following terms that

help to create this feeling: line, colour, shape, sound, volume, movement, rhythm, dynamics, form, contrast

(and other suitable words).

line fear

colour happiness

shape anger/mad

sound calm

volume frustration

movement excitement

rhythm anxiety

dynamics lonely

form ______________

contrast ______________

Criteria 4

Identify the visual and/or sound effects used in the work.

Criteria 5

Discuss your personal reaction to the work and explain why you feel/think this way.

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Design Response – Aspect 1.1.2

Student Name: ______________________Teacher: _______________________Date: ___________

Please respond to the following: ALL CRITERIA MUST BE ANSWERED

Criteria 1

Describe the design. Include the following: Name of Artist _____________________________

Title of work _____________________________

Year Produced _____________________________

Type of Work _____________________________

Where and when viewed _____________________

Other comments ____________________________

____________________________

Criteria 2

What are some important and/or unusual features in the design?

Paste picture of evidence.

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Criteria 3

What do you think the problem is that the designer is attempting to solve through the use of this design? (Why

did he make it?) (What is the need the designer is trying to fill?)

Criteria 4

How does the design fix the problem? (How does the design fill the need?)

Criteria 5

Discuss your personal opinion about the effectiveness of the design and explain why you feel/think this way.

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COMMUNITY INVOLVEMENT & RESPONSIBILITY- Teacher Report Form

Aspect 2.1


Date: _____________________________________

Teacher: _____________________________________

5 Marks: _________

Community Involvement & Responsibility - Aspect 2.1

Participate co-operatively & respectfully in a service activity

Portfolio Quality = Action + Reflection Tips to help you create your evidence Community-based service event or activity


School-based service event or activity


Criteria Check

Criteria #1 Describes the community event or activity in which you have participated.

Criteria #1 Describes the school-based event or activity in which you have participated.

Criteria #2 Identifies the service element in the community event or activity.

Criteria #2 Identifies the service element in the school-based event or activity.

Criteria #3 Identifies the benefits that someone receives as a result of the service event or activity.


Criteria #4 Describes your contribution to the community service activity or event.

Criteria #4 Describes your contribution to the school-based service activity or event.

Criteria #5 Demonstrates that you have participated cooperatively and respectfully.



• A service activity is something that you participate in because the outcome will be good for someone else.

• You can choose to be involved in a service activity that happens within your school.

• The service activity could happen in one of your classes or outside of class time.

• You can choose to be involved in a service activity that happens outside of school.

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COMMUNITY INVOLVEMENT & RESPONSIBILITY

Guidelines for Core Aspect 2.1

Requirement: Participate cooperatively and respectfully in either a community-based or a school-based activity for at least five (5) hours. Community Involvement and Responsibility:

Courses and Community opportunities that support this core: o Fine Arts o Cafeteria o Special Olympics o Church o Clubs: Scouts, 4-H, Athletic, Variety

Volunteering is performing a service without payment for a non-profit group, association or organization. Volunteering is NOT working for free for someone who will make a profit from your efforts.

Why Volunteer? o Volunteering supports your community to make it a better place to live. It can lead to career

improvement, socialization (making new friends), improved self-esteem, a better understanding of other people, and the ability to reflect on your social values.

o Volunteering connects you to your community and makes you a contributing member. o Prospective employers look for volunteerism on resumes and applications.

Examples of Volunteering/Evidence:

School-based Examples Community-Based Examples

Students’ Council Special Olympics

School Dance Organization Charity Golf Tournaments

Terry Fox Run Children’s Festivals/Local Festivals

Recycling – paper, bottles Reading buddies

Library helper Senior Centres

Gardening Dog walking

Shredding Environment clubs

Taking Attendance Food Bank Involvement

Reading buddies

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COMMUNITY INVOLVEMENT & RESPONSIBILITY - Aspect 2.1


Please check one:

My activity was school-based My activity was community-based

Please respond to the following: ALL CRITERIA MUST BE ANSWERED. Criteria 1 Describe the event or activity in which you participated: Name of Activity: __________________________________________________________ Date(s) of Activity: _________________________________________________________ Criteria 2 Identify the service element in the event or activity. How did you help? _________________________________________________________________________________ _________________________________________________________________________________ Criteria 3 How did others benefit from your help? What did you get out of it? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Criteria 4 List and describe your duties/contributions in the service provided.

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Criteria 5 Provide and attach evidence that you have participated cooperatively and respectfully in your event or activity.

Picture, letter of reference, certificate, thank you letter.

Attach photo/copy of evidence.

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COMMUNITY INVOLVEMENT & RESPONSIBILITY – Aspect 2.1 Student Name: ______________________Teacher: _______________________Date: ___________

Volunteer Student Evaluation Form

To be completed by the student:

Volunteer Event: ______________________________ Date(s) ________________________________

Volunteer Position(s) _____________________________________ Total Hours: __________________

Supervisor(s) ________________________________Phone Number: ___________________________

Evaluated by: _______________________________Phone Number: ___________________________

Supervisor’s signature: _______________________________________________________

To be completed by the supervisor/sponsor: Assessment of the Student Please appropriate column

Strong Developing Never N/A

Attitude Cooperative: able to work with others Shows respect for others Demonstrates a good attitude Demonstrates a good work ethic Responsibility Completes assigned work Able to follow directions Arrives to work on time People skills/Communication skills Communicates effectively Listens well Uses appropriate body language Appearance Appropriately dressed and groomed

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EDUCATION & CAREER PLANNING - Aspect 3.1 - Teacher Report Form


Date: _____________________________________

Teacher: _____________________________________

5 Marks: _________

Education & Career Planning - Aspect 3.1

Complete a graduation transition plan

Portfolio Quality = Action + Reflection Tips to help you create your evidence Transition to post - secondary education and/or training


Transition to work or other life options


Criteria Check

Criteria #1 Describes your transition plan in a concise format.


Criteria #2 Outlines options that you have considered related to career, education, and personal goals.

Criteria #2 Shows evidence of both short and long-term planning for changeable labour market and life situations.

Criteria #3 Describes the role of work, leisure, health, family, and support networks in building your transition plan.

Criteria #3 Describes the role of post secondary education or training, leisure, health, family, and support networks in building your transition plan.

Criteria #4 Includes a current resume, reference letter, and a copy of an application to a post-secondary institution.

Criteria #4 Includes a current resume, reference letter, and a letter of application for employment.

Criteria #5 Includes a financial plan.



• Your transition plan must be completed and evaluated in Grade 12.

• Refer to the Education & Career Planning resources in Sections 5 and 8 for a review of transferable education and employability skills.

• Review the transition-related work that you began in Planning 10.

• “Post secondary” means education and training options in areas such as trades, arts, design, travel, and technology as well as college, university, and apprenticeship programs.

• A transition plan should demonstrate that you have investigated a number of options.

• It should be based on reliable and current information.

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EDUCATION AND CAREER PLANNING

Guidelines for Core Aspect 3.1 Requirement: You will complete a Graduation Transition Plan. This involves demonstrating the ability to make realistic plans for participating in life, work and education after secondary school. Education and Career Planning:

Courses that support this core: o Planning 10 o Cooperative Education o Life Skills o Work Experience o Peer tutoring o Family Management o Cafeteria Programs

Education and career planning refers to the activities that you engage in and the skills that you develop to help plan for life after grade 12.

Why a Graduation Transition Plan: A graduation transition plan engages a student in planning his or her own future. Personal involvement increases application and success.

Your Future Now: Complete the transition plan as outlined in “Your Future Now” booklet.

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Career Cruising – Career Matchmaker Instructions


Portfolio Aspects 3.1

Go to: www.careercruising.com Username: Password: Take the interactive survey called “Career Matchmaker”. You will only need to answer the first 39 questions in order for it to make a match. If you want more detail or a more accurate match you may continue on with another 64 questions once the original 39 have been answered. List four (4) careers which the program has suggested that would be a good match for you and you might consider researching. ____________________________ ____________________________ ____________________________ ____________________________ At this point I would like you to complete the occupation research sheet (next page) using the information found in Career Cruising.

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Occupation Research Worksheet Student Name: ______________________Teacher: _______________________Date: ___________

Occupation Title: ______________________________________________________________________ Information Source (Website Used): _______________________________________________________ Occupation Description

Future Outlook – Good, fair, poor and a brief explanation why. (www.workfutures.bc.ca)

Potential Earnings

Related Jobs

Training Required after High School and/or high school courses required for this.

Sample Career Path

http://www.workfutures.bc.ca/

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EMPLOYABILITY SKILLS - Aspect 4.1 - Teacher Report Form


Date: _____________________________________

Teacher: _____________________________________

5 Marks: _________

Employability Skills - Aspect 4.1Complete thirty hours of work or volunteer experience

Portfolio Quality = Action + Reflection Tips to help you create your evidence Work experience … or


Volunteer experience


Criteria Check

Criteria #1 Documents participation in 30 or more hours of work experience.

Criteria #1 Documents participation in 30 or more hours of volunteer experience.

Criteria #2 Describes the type of work done and the tasks/duties performed.


Criteria #3 Identifies the fundamental skills used or developed in your work experience.

Criteria #3 Identifies the fundamental skills used or developed in your volunteer experience.

Criteria #4 Identifies the personal management skills used or developed in your work experience.

Criteria #4 Identifies the personal management skills used or developed in your volunteer experience.

Criteria #5 Identifies the teamwork skills used or developed in your work experience.

Criteria #5 Identifies the teamwork skills used or developed in your volunteer experience.


• Employability skills are generic skills needed for success in the workplace.

• You need to understand the meaning of the word “generic.”

• The Employability skills 2000+ resource defines three categories of generic skills. Refer to the handout in Section 8.

• The three categories are fundamental, personal management, and teamwork skills.

• Investigate elective work experience courses offered in your school.

• Review your employability skills notes from Planning 10.

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EMPLOYABILITY SKILLS

Guidelines for Core Aspect 4.1

Requirements: Complete 30 hours of volunteer or work experience. A verification of work or volunteer experience form must be completed by your supervisor and returned to the school for approval. Employability Skills:

Courses that support this core: o Life Skills o Employability Skills o Planning 10 o Cooperative Education o Work Experience

Employability Skills: see attachment (What’s expected on the job) Why 30 hours of Work Experience? This provides future employers with the evidence that

demonstrates the employability skills for successful work. Examples of Work Experience or Volunteering: Work Experience Examples –WCB mandatory Volunteering Experience Thrift Shop SPCA Arena Snack Shop Special Olympics 7’11 Recycling Gardening Centres Grocery Stores

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EMPLOYABILITY SKILLS - Aspect 4.1


Please check the appropriate activity in which you participated. Paid Work Experience Volunteer Experience School Organized Work Experience School Organized Job Shadow

Criteria 1

Where did you work/volunteer? Attach verification form.

What is or was your job title?

Criteria 2 Describe type of work (Pictures and/or written)

List duties and responsibilities

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Criteria 3

Describe the fundamental skills you used or developed in your work/volunteer experience? Refer to the Employability Skills 2000+ attached.

Criteria 4

Describe the personal management skills used in your work/volunteer experience. Refer to the attached list of skills in Employability Skills 2000+ to help you identify your skills.

Criteria 5

Describe the teamwork skills used in your work/volunteer experience. Refer to the attached list of skills in Employability Skills 2000+ to help you identify your skills.

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Supervisor / Employer Evaluation

4 – Excellent 90% (exceeds expectations) 3 – Good 75% (consistently meets expectations) 2 – Satisfactory 60% (meets minimum expectations) 1 – Needs improvement 40% (does not meet expectations)

Please circle below COMMENT

STUDENT NAME _____________________________ NUMBER OF COMPLETED HOURS:

COMPANY NAME:____________________________________

SUPERVISOR NAME: _____________________________________ PHONE NO: ___________________________ DATE:

FUNDAMENTAL SKILLS 1 Communicate a) read & understand 4 3 2 1 N/A _________________________ b) write & speak 4 3 2 1 N/A _________________________ c) listen & ask questions 4 3 2 1 N/A _________________________ d) use info technology 4 3 2 1 N/A _________________________ 2 Manage Information a) gather & organize info 4 3 2 1 N/A _________________________ b) analyze & apply knowledge 4 3 2 1 N/A _________________________ 3 Numeracy a) extract & record numeric data 4 3 2 1 N/A _________________________ b) perform calculations 4 3 2 1 N/A _________________________ 4 Think & Solve Problems a) recognize problems that occur 4 3 2 1 N/A _________________________ b) identify & apply solutions 4 3 2 1 N/A _________________________ c) evaluate effectiveness of decisions 4 3 2 1 N/A _________________________ PERSONAL MANAGEMENT SKILLS 5 Positive Attitudes & Behaviours a) self esteem & confidence 4 3 2 1 N/A _________________________ b) honesty, integrity & ethics 4 3 2 1 N/A _________________________ c) appropriate grooming & attire 4 3 2 1 N/A _________________________ d) independent & resourceful 4 3 2 1 N/A _________________________ 6 Responsibility a) balance work & personal life 4 3 2 1 N/A _________________________ b) punctuality & attendance 4 3 2 1 N/A _________________________ c) accountable & reliable 4 3 2 1 N/A _________________________ 7 Adaptability a) adjust readily to change 4 3 2 1 N/A _________________________ b) ability to multitask 4 3 2 1 N/A _________________________ 8 Learn Continuously a) sets learning goals 4 3 2 1 N/A _________________________ b) keen to learn new things 4 3 2 1 N/A _________________________ 9 Work Safely a) follows safe work practices 4 3 2 1 N/A _________________________

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TEAMWORK SKILLS

10 Work with Others a) respects individual differences 4 3 2 1 N/A _________________________ b) accepts constructive feedback 4 3 2 1 N/A _________________________ c) skills to be a team member 4 3 2 1 N/A _________________________

11 Participate in Projects & Tasks a) use of appropriate tools & tech. 4 3 2 1 N/A _________________________ b) operation of equipment 4 3 2 1 N/A _________________________ c) treat equipment with care 4 3 2 1 N/A _________________________ 12 Do you think this career field would be appropriate for this student? Yes No

_______________________________________________

Supervisor Signature

__________________________________

Student Signature

ADDITIONAL COMMENTS

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EMPLOYABILITY SKILLS – Aspect 4.1 Student Name: ______________________Teacher: _______________________Date: ___________

Please complete the following questions.

1. Describe your job.

2. What did you learn? _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________

3. Using the information from your job description and what you learned, name and describe those tasks

and skills you feel support your employability skills. (Be sure to identify personal management and teamwork skills that you used.)

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

4. What employability skills do you still need to enhance or improve? _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_________________________________________________________________________

PLEASE HAND IN COMPLETED SHEETS TO YOUR PORTOLIO ADVISOR

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STUDENT SELF-EVALUATION OF EMPLOYABILITY SKILLS - Aspect 4.1

Work or volunteer experience evidence must meet all five criteria.

Criteria 1: Document participation in 30 hours or more of work/volunteer experience. Required: Supervisor’s evaluation Optional (in addition to supervisor’s evaluation): Certificate, Pay slips, Time logs, Letter from employer, T4 slips

Criteria 2: Describe the type of work and the tasks/duties performed on the lines below.

Required: Student summary of work done Optional (suggested): Jobsite photos, Video on the job, Journal entries

___________________________________________________________________________________

___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Criteria 3: Identify the fundamental skills used or developed in your work/volunteer experience.

Required: Complete the following self-assessment. Criteria 4: Identify the personal management skills used or developed in your work/volunteer experience.

Required: Complete the following self-assessment. Criteria 5: Identify the teamwork skills used or developed in your work/volunteer experience.

Required: Complete the following self-assessment.

STUDENT NAME: ________________________________

DATE: __________________________________________

NUMBER OF COMPLETED HOURS:

COMPANY NAME: _______________________________________________ SUPERVISOR NAME: ________________________________________________ PHONE NO: ____________________________________

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4 – Excellent 90% (exceeds expectations) 3 – Good 75% (consistently meets expectations) 2 – Satisfactory 60% (meets minimum expectations)

STUDENT SELF-EVALUATION OF

EMPLOYABILITY SKILLS 1 – Needs improvement 40% (does not meet expectations)

Please circle below COMMENT

FUNDAMENTAL SKILLS (Criteria 3) 1 Communicate a) read & understand 4 3 2 1 N/A _________________________ b) write & speak 4 3 2 1 N/A _________________________ c) listen & ask questions 4 3 2 1 N/A _________________________ d) use info technology 4 3 2 1 N/A _________________________ 2 Manage Information a) gather & organize info 4 3 2 1 N/A _________________________ b) analyze & apply knowledge 4 3 2 1 N/A _________________________ 3 Numeracy a) extract & record numeric data 4 3 2 1 N/A _________________________ b) perform calculations 4 3 2 1 N/A _________________________ 4 Think & Solve Problems a) recognize problems that occur 4 3 2 1 N/A _________________________ b) identify & apply solutions 4 3 2 1 N/A _________________________ c) evaluate effectiveness of decisions 4 3 2 1 N/A _________________________ PERSONAL MANAGEMENT SKILLS (Criteria 4) 5 Positive Attitudes & Behaviours a) self-esteem & confidence 4 3 2 1 N/A _________________________ b) honesty, integrity & ethics 4 3 2 1 N/A _________________________ c) appropriate grooming & attire 4 3 2 1 N/A _________________________ d) independent & resourceful 4 3 2 1 N/A _________________________ 6 Responsibility a) balance work & personal life 4 3 2 1 N/A _________________________ b) punctuality & attendance 4 3 2 1 N/A _________________________ c) accountable & reliable 4 3 2 1 N/A _________________________ 7 Adaptability a) adjust readily to change 4 3 2 1 N/A _________________________ b) ability to multitask 4 3 2 1 N/A _________________________ 8 Learn Continuously a) set learning goals 4 3 2 1 N/A _________________________ b) keen to learn new things 4 3 2 1 N/A _________________________ 9 Work Safely a) follow safe work practices 4 3 2 1 N/A _________________________ TEAMWORK SKILLS (Criteria 5) 10 Work with Others a) respect individual differences 4 3 2 1 N/A _________________________ b) accept constructive feedback 4 3 2 1 N/A _________________________ c) skill to be a team member 4 3 2 1 N/A _________________________ 11 Participate in Projects & Tasks a) use of appropriate tools & tech. 4 3 2 1 N/A _________________________ b) operation of equipment 4 3 2 1 N/A _________________________ c) treat equipment with care 4 3 2 1 N/A _________________________

31

INFORMATION TECHNOLOGY - Aspect 5.1 - Teacher Report Form


Date: _____________________________________

Teacher: _____________________________________

5 Marks: _________

Information Technology - Aspect 5.1

Use information technology skills

Portfolio Quality = Action + Reflection Tips to help you create your evidence Use common computer functions


Criteria Check

Criteria #1 Demonstrates use of computer technology to complete a task such as a school assignment or a home or community-based project.

Criteria #2 Demonstrates that you have followed school policies regarding appropriate/safe care/use of basic computer equipment and Internet privileges.

Criteria #3 Demonstrates use of basic navigation, keyboarding, and file management skills.

Criteria #4 Demonstrates use of basic word processing or spreadsheet software.

Criteria #5 Demonstrate that you can use the Internet to find information.


• Rules for appropriate, and safe, care and use of computer equipment are defined by schools or school boards.

• Schools have standards for appropriate and safe use of Internet privileges.

• All students are expected to meet these standards.

• Computer use can take place at school, in the home, at the public library, or at a business site.

32

INFORMATION TECHNOLOGY

Guidelines for Aspect 5.1

Requirement: Use information technology skills

Information Technology:

Courses or technologies that support this core.

o Potentially all classes - Planning 10, Cooperative Education

Information technology skills include the ability to find, gather, process, communicate, manipulate and

assess data using computer technology.

Assistive technology skills include the ability to use information technology to find, gather, process,

communicate, manipulate and assess data using computer technology. (Examples: Text to speech,

integrated reading and writing environment, voice output communication device, listening centres,

hearing aides, vision technology)

Why Information Technology? Developing these skills will help you to learn and work effectively in

an information-rich technology society. These skills are listed in the Employability Skills 2000+

document (4.1).

33

INFORMATION TECHNOLOGY – Aspect 5.1 Student Name: ______________________Teacher: _______________________Date: ___________

Criteria 1

Complete a school or community-based project that demonstrates you have effectively used computer

technology.

Examples of Projects:

School-based Examples Community-based Examples

Career Cruising Activity Internet research for Special Olympics

Internet research of different types of bank accounts

Create a website

Create a power point

Yearbook

Computer animation

Participation in regular curriculum activities

Criteria 2

Demonstrate that you followed school/district policies regarding appropriate and safe care use of basic

computer equipment and internet privileges by doing the following:

Attach a photocopy of your signed school/district Acceptable Use Policy

Complete the attached questionnaire

Criteria 3

Be sure that the assignment you have chosen to submit for Criteria 1 demonstrates basic information

technology skills.

Criteria 4

Include a sample of your work that demonstrates basic word processing.

Criteria 5

Choose a project demonstrates that you can use the Internet to find information.

34

Criteria 2 Questionnaire

Questions relating to the Acceptable Use Policy (AUP) of School Computers

Please explain in each of the following examples how the AUP agreement is broken and the problems that could happen as a result of breaking that agreement.

Examples How has this activity broken the

Acceptable Use Policy?

What problems could arise as a

result of breaking the policy?

Communicating in chat rooms

while on a school computer.

Using inappropriate language in

school when communicating on

the computer. This includes

passwords.

Downloading music and movies to

the school network.

Installing your own programs on

the school network.

Visiting internet sites not related to

your course work.

35

PERSONAL HEALTH - Aspect 6.1 - Teacher Report Form Portfolio Core Guide

Name: _____________________________________

Date: _____________________________________

Teacher: _____________________________________

5 Marks: _________

Personal Health - Aspect 6.1

Engage in 80 hours of moderate to intense physical activity

Portfolio Quality = Action + Reflection Tips to help you create your evidence For 80 hours of physical activity


For extended hours of physical activity


Criteria Check

Criteria #1 Documents participation in one or more physical activities that meet the moderate, vigorous, or adapted criteria.

Criteria #2 Documents participation in moderate, vigorous, or adapted physical activities for a minimum of 80 hours during Grades 11 and/or 12.

Criteria #3 Includes a Physical Activity Log as evidence.

Criteria #4 Demonstrates that the physical activity documentation is clearly authentic.

Criteria #5 Illustrates the impact of physical activity on personal health and/or lifestyle choices.

• Additional marks for higher levels of physical activity can be earned in the Portfolio Choice section.

• The criteria are described in the Portfolio Choice Guide, Personal Health organizer, Section 3.

• Your additional evidence will be evaluated on the same scale as all other Portfolio Choice aspects.


• The 80 hours of physical activity occur after completion of Grade 10, in Grade 11 and/or 12.

• Physical activity refers to any leisure or non-leisure body movement that expends energy.

• It includes exercise, sports, dance, mobility training or physical therapy, extended brisk walking, swimming, or other body movements.

• Physical activity that counts as portfolio evidence must be either moderate or vigorous.

• Moderate physical activities increase the heart rate.

• Vigorous physical activities raise the heart rate and sustain the increase over time.

• Vigorous activities are aerobic in nature, enhancing heart and lung health.

• The moderate or vigorous requirement is adaptable to meet student special needs.

• Refer to the Physical Activity Log in Section 8.

36

PERSONAL HEALTH

Guidelines for Aspect 6.1 Requirement: Engage in 80 hours of moderate to intense physical activity during grade 11 and/or 12. Physical Activity:

Courses/Activities that support this core: o P.E. o Dance o Swim Programs o Special Olympics o Community Clubs o Physical Therapy o Walking

Physical Activity: o Refers to any leisure or non-leisure body movement that expends energy o Includes exercise, sports, dance, mobility training or physical therapy, extended brisk walking,

swimming or other body movement. o May be adapted to meet the special needs of students.

Why Physical Activity? Life-long involvement in physical activity has been scientifically shown to decrease health related risks. Physical activity is one of the factors necessary for a healthy lifestyle.

Examples of Physical Activity. School-based Examples Community-based Examples P.E. 11, P.E. 12, Dance Dance classes Member of a school sports team Work out at a gym Walking Special O Physical Therapy Member of a community sports team Manning a wheelchair/walker

37

PERSONAL HEALTH - Aspect 6.1 Student Name: ______________________Teacher: _______________________Date: ___________

Criteria 1&2

Be physically active for a minimum of 80 hours during grade 11 and/or 12.

Description of Activity. Intensity of Activity: Please check appropriate box:

Moderate – activities which increase heart rate such as extended walking, skateboarding or bicycle riding.

Vigorous – activities which result in increased breathing rate and maintain the increase over time such jogging, weight training, soccer, basketball or canoe paddling.

Adapted – activities to be determined by a health professional to adapt to meet the special needs of students.

Criteria 3 Please attach a Physical Activity Log as evidence OR a copy of your report card indicating you have passed a physical activity course in grade 11 or 12. Criteria 4 Please ensure that your physical Activity Log is signed by the appropriate supervisor.

38

Criteria 5 Please answer the following reflection questions:

1. How did your involvement in this activity make you feel physically and emotionally? 2. What have you learned about being physically active as a result of this activity? 3. What decisions have you made as a result of your participation in this program that will improve your

physical and/or emotional health in the future?

39

PERSONAL HEALTH - 6.1 - Activity Log

Student Name: ____________________________ Teacher: _________________________________ Date: _______________________ The following options qualify – Please check the appropriate box.

Successful completion of PE 11 or 12 School Team Other (i.e. 12 Hours Relay, Fitness Club etc.) Community Teams

ACTIVITY LOG

Date Description of Physical Activity Hours Print Contact Name Contact Signature & Phone #

40

PORTFOLIO PRESENTATION

Requirement: The Portfolio Presentation is a requirement of graduation. The presentation is worth up to 20% of the Graduation Portfolio. Portfolio Presentation:

Sometime during your Grade 12 year you will select your best evidence. You will explain why it is important to you and then present it to a teacher (and possibly others) for assessment.

Criteria used to evaluate the portfolio presentation:

Why did you pick this project from your portfolio? This piece shows how hard I worked because? Why did you choose this over another project in your portfolio? What did you learn about yourself while creating your portfolio? How did making this portfolio help you focus on future plans.

Why Presentation?

This is the final event of your final year in high school where you can showcase your many talents and skills. Presenting your Portfolio is a declaration of your individuality and a celebration of your successes.

Examples of Presentation Formats:

A binder with plastic sleeves A Power-Point presentation Audio and/or video clips of your work A photo album

41

My Portfolio Presentation Choice

EVIDENCE

Evidence

Describe what you did to create/receive this.

Why is it special to you?

Which skill(s) does this evidence represent?

How does the evidence reflect this/these skills(s)?

Why have you chosen this piece of evidence over others?

Photo evidence.

42

What’s Expected on the Job? Employers need a person who can demonstrate:

1. Positive Attitude be honest look good feel good about yourself

work without being told set goals

2. Thinking Skills

try new ways of doing things fix problems when they are small

think about all parts of a job seek help when the need arises

3. Responsibility

follow instructions be calm check your work be patient be on time follow work rules try to learn more about the job work well by yourself have a positive attitude towards

change

be proud of your work work neatly keep busy look after equipment (tools) stay on the job try to do the job better each time be ready for work

4. Health and Safety

get enough sleep use common sense

be physically fit follow safety rules

Employers need a person who can:

1. Work with Others listen to your supervisor/boss be friendly collaborate and work with other

people

respect other people’s belongings respect other people’s rights be happy about your job respect privacy

2. Communicate (Talking and Listening)

ask questions ask for help when you need it phone the office when you are sick speak clearly make eye contact

listen actively demonstrate respect be aware of your tone of voice and

body language

43

Why I Need to Collect Photos for My Graduation Portfolio

My name is __________ and I am in Grade ______.

When I finish Grade 12, I will graduate from __________________________________ School.

44

To graduate, I will need to make a Graduation Portfolio. A Graduation Portfolio helps me to show how good I am in: Arts and DesignCommunity Involvement & Responsibility, Educational & Career Planning, Employability Skills, Information Technology and Personal Health.

45

My Graduation Portfolio will need evidence or proof that I have finished all the work in the six areas. Pictures are a good way to show that I have done all the work.

46

I can make a book with pictures of me and the projects I create, the activities I do, the clubs I attend, awards I have won, how I help out in my community and jobs I have done.

My Graduation Portfolio can include a PowerPoint Presentation.

47

Making a Graduation Portfolio helps me to show other people what I like to do and how well I can do them. I will try to take pictures or ask people to take pictures for my Graduation Portfolio. Catherine Smith, POPARD, Vicki Lundine, Campbell River School District, British Columbia. 2006

48

BEGIN WITH THE END IN MIND

1. What do you want when you are 21? 2. What are you taking now?

Dream of Your Future Factors of the Dream

NOW NEXT 21

49

APPENDIX A - Portfolio Forms Student Response Forms These worksheets are provided in electronic form for your convenience. All of these worksheets must be completed. To use: Download this set of worksheets to your computer. Create a file for each of your students.

Download file. Open file. Save As “StudentName Date” Repeat for each student.

50

Art, Performance Response – Aspect 1.1.1


Please respond to the following: ALL 5 CRITERIA MUST BE ANSWERED Criteria 1 Describe the work or performance. Include the following: Name of Artist ____________________________________

Title of work ____________________________________

Year Produced ____________________________________

Type of Work _____________________________________

Where and when viewed _____________________________

Other comments ____________________________________

____________________________________

Criteria 2

What is the artist’s message?

Comment on the mood the artist has created.

Paste photo of evidence.

51

Criteria 3

Match the emotion(s) the artist makes you feel through this work. Use at least 4 of the following terms that

help to create this feeling: line, colour, shape, sound, volume, movement, rhythm, dynamics, form, contrast

(and other suitable words).

line fear

colour happiness

shape anger/mad

sound calm

volume frustration

movement excitement

rhythm anxiety

dynamics lonely

form ______________

contrast ______________

Criteria 4

Identify the visual and/or sound effects used in the work.

Criteria 5

Discuss your personal reaction to the work and explain why you feel/think this way.

52

Design Response – Aspect 1.1.2


Please respond to the following: ALL 5 CRITERIA MUST BE ANSWERED

Criteria 1

Describe the design. Include the following: Name of Artist _____________________________

Title of work _____________________________

Year Produced _____________________________

Type of Work _____________________________

Where and when viewed _____________________

Other comments ____________________________

____________________________

Criteria 2

What are some important and/or unusual features in the design?

Paste picture of evidence.

53

Criteria 3

What do you think the problem is that the designer is attempting to solve through the use of this design? (Why

did he make it?) (What is the need the designer is trying to fill?)

Criteria 4

How does the design fix the problem? (How does the design fill the need?)

Criteria 5

Discuss your personal opinion about the effectiveness of the design and explain why you feel/think this way.

54

COMMUNITY INVOLVEMENT & RESPONSIBILITY - Aspect 2.1


Please check one:

My activity was school-based My activity was community-based

Please respond to the following: ALL CRITERIA MUST BE ANSWERED. Criteria 1 Describe the event or activity in which you participated: Name of Activity: __________________________________________________________ Date(s) of Activity: _________________________________________________________ Criteria 2 Identify the service element in the event or activity. How did you help? _________________________________________________________________________________ _________________________________________________________________________________ Criteria 3 How did others benefit from your help? What did you get out of it? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Criteria 4 List and describe your duties/contributions in the service provided.

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Criteria 5 Provide and attach evidence that you have participated cooperatively and respectfully in your event or activity.

Picture, letter of reference, certificate, thank you letter.

Attach photo/copy of evidence.

55

COMMUNITY INVOLVEMENT & RESPONSIBILITY – Aspect 2.1

Volunteer Student Evaluation Form Student Name: ______________________Teacher: _______________________Date: ___________

Volunteer Student Evaluation Form

To be completed by the student:

Volunteer Event: ______________________________ Date(s) ________________________________

Volunteer Position(s) _____________________________________ Total Hours: __________________

Supervisor(s) ________________________________Phone Number: ___________________________

Evaluated by: _______________________________Phone Number: ___________________________

Supervisor’s signature: _______________________________________________________

To be completed by the supervisor/sponsor: Assessment of the Student Please appropriate column

Strong Developing Never N/A

Attitude Cooperative: able to work with others Shows respect for others Demonstrates a good attitude Demonstrates a good work ethic Responsibility Completes assigned work Able to follow directions Arrives to work on time People skills/Communication skills Communicates effectively Listens well Uses appropriate body language Appearance Appropriately dressed and groomed

56

EDUCATION AND CAREER PLANNING – Aspect 3.1

CAREER CRUISING – Career Matchmaker Instructions


Portfolio Aspects 3.1

Go to: www.careercruising.com Username: Password: Take the interactive survey called “Career Matchmaker”. You will only need to answer the first 39 questions in order for it to make a match. If you want more detail or a more accurate match you may continue on with another 64 questions once the original 39 have been answered. List four (4) careers which the program has suggested that would be a good match for you and you might consider researching. ____________________________ ____________________________ ____________________________ ____________________________ At this point I would like you to complete the occupation research sheet (next page) using the information found in Career Cruising.

57

EDUCATION AND CAREER PLANNING – Aspect 3.1

Occupation Research Worksheet Student Name: ______________________Teacher: _______________________Date: ___________

Occupation Title: ______________________________________________________________________ Information Source (Website Used): _______________________________________________________ Occupation Description

Future Outlook – Good, fair, poor and a brief explanation why. (www.workfutures.bc.ca)

Potential Earnings

Related Jobs

Training Required after High School and/or high school courses required for this.

Sample Career Path

http://www.workfutures.bc.ca/

58



Please check the appropriate activity in which you participated. Paid Work Experience Volunteer Experience School Organized Work Experience School Organized Job Shadow

Criteria 1

Where did you work/volunteer? Attach verification form.

What is or was your job title?

Criteria 2 Describe type of work (Pictures and/or written)

List duties and responsibilities

59

Criteria 3

Describe the fundamental skills you used or developed in your work/volunteer experience? Refer to the Employability Skills 2000+ attached.

Criteria 4

Describe the personal management skills used in your work/volunteer experience. Refer to the attached list of skills in Employability Skills 2000+ to help you identify your skills.

Criteria 5

Describe the teamwork skills used in your work/volunteer experience. Refer to the attached list of skills in Employability Skills 2000+ to help you identify your skills.

60

INFORMATION TECHNOLOGY – Aspect 5.1 Student Name: ______________________Teacher: _______________________Date: ___________

Criteria 1

Complete a school or community-based project that demonstrates you have effectively used computer

technology.

Examples of Projects:

School-based Examples Community-based Examples

Career Cruising Activity Internet research for Special Olympics

Internet research of different types of bank accounts

Create a website

Create a power point

Yearbook

Computer animation

Participation in regular curriculum activities

Criteria 2

Demonstrate that you followed school/district policies regarding appropriate and safe care use of basic

computer equipment and internet privileges by doing the following:

Attach a photocopy of your signed school/district Acceptable Use Policy

Complete the attached questionnaire

Criteria 3

Be sure that the assignment you have chosen to submit for Criteria 1 demonstrates basic information

technology skills.

Criteria 4

Include a sample of your work that demonstrates basic word processing.

Criteria 5

Choose a project demonstrates that you can use the Internet to find information.

61

Criteria 2 Questionnaire

Questions relating to the Acceptable Use Policy (AUP) of School Computers

Please explain in each of the following examples how the AUP agreement is broken and the problems that could happen as a result of breaking that agreement.

Examples How has this activity broken the

Acceptable Use Policy?

What problems could arise as a

result of breaking the policy?

Communicating in chat rooms

while on a school computer.

Using inappropriate language in

school when communicating on

the computer. This includes

passwords.

Downloading music and movies to

the school network.

Installing your own programs on

the school network.

Visiting internet sites not related to

your course work.

62

PERSONAL HEALTH - Aspect 6.1 Student Name: ______________________Teacher: _______________________Date: ___________

Criteria 1&2

Be physically active for a minimum of 80 hours during grade 11 and/or 12.

Description of Activity. Intensity of Activity: Please check appropriate box:

Moderate – activities which increase heart rate such as extended walking, skateboarding or bicycle riding.

Vigorous – activities which result in increased breathing rate and maintain the increase over time such jogging, weight training, soccer, basketball or canoe paddling.

Adapted – activities to be determined by a health professional to adapt to meet the special needs of students.

Criteria 3 Please attach a Physical Activity Log as evidence OR a copy of your report card indicating you have passed a physical activity course in grade 11 or 12. Criteria 4 Please ensure that your physical Activity Log is signed by the appropriate supervisor.

63

Criteria 5 Please answer the following reflection questions:

4. How did your involvement in this activity make you feel physically and emotionally? 5. What have you learned about being physically active as a result of this activity? 6. What decisions have you made as a result of your participation in this program that will improve your

physical and/or emotional health in the future?

64

PERSONAL HEALTH - 6.1 - Activity Log

Student Name: ____________________________ Teacher: _________________________________ Date: _______________________ The following options qualify – Please check the appropriate box.

Successful completion of PE 11 or 12 School Team Other (i.e. 12 Hours Relay, Fitness Club etc.) Community Teams

ACTIVITY LOG

Date Description of Physical Activity Hours Print Contact Name Contact Signature & Phone #

65

APPENDIX B - Teacher Reports These reports are provided in electronic form for your convenience. A teacher report is required for every section. To use: Download this set of forms to your computer. Create a set of reports for each of your students.

Download file. Open file. Save As “Report # Student/Name/ Date” Repeat for each student.

66

ARTS & DESIGN - Aspect 1.1 - Teacher Report Form


Date: _____________________________________

Teacher: _____________________________________

5 Marks: _________

Arts & Design - Aspect 1.1 Respond to an art, performance, or design work

Portfolio Quality = Action + Reflection Tips to help you create your evidence Art or performance response


Design response


Criteria Check

Criteria #1 Describes your chosen art work or performance.

Criteria #1 Describes your chosen design.

Criteria #2 Interprets the mood/s and message/s that the artist or performer communicates.

Criteria #2 Identifies unique features in the design.

Criteria #3 Identifies the emotion/s communicated through the work.

Criteria #3 Identifies the problem that the designer is attempting to resolve through the design.

Criteria #4 Identifies images and visual or sound effects used in the work.

Criteria #4 Identifies the connection between the design form and its function or purpose.

Criteria #5 Discusses your personal reaction to the art or performance work.

Criteria #5 Discusses your personal opinion about the effectiveness of the design.


• Choose something that interests you. • Arts and performance can include

evidence from visual arts, music, drama, and literary arts.

• Design can include evidence from computer, industrial, graphic, textile and other forms of design.

• Arts & Design resources include a more detailed list of the kinds of evidence that qualifies for this aspect. See Section 5.

• Review the Arts & Design support materials to find the appropriate language to describe your chosen work. See Section 8.

• When you respond to something, you are describing your reaction/s to the work.

• You are responding to something that someone else has done.

67

COMMUNITY INVOLVEMENT & RESPONSIBILITY- Teacher Report Form

Aspect 2.1


Date: _____________________________________

Teacher: _____________________________________

5 Marks: _________

Community Involvement & Responsibility - Aspect 2.1

Participate co-operatively & respectfully in a service activity

Portfolio Quality = Action + Reflection Tips to help you create your evidence Community-based service event or activity


School-based service event or activity


Criteria Check

Criteria #1 Describes the community event or activity in which you have participated.

Criteria #1 Describes the school-based event or activity in which you have participated.

Criteria #2 Identifies the service element in the community event or activity.

Criteria #2 Identifies the service element in the school-based event or activity.



Criteria #4 Describes your contribution to the community service activity or event.

Criteria #4 Describes your contribution to the school-based service activity or event.




• A service activity is something that you participate in because the outcome will be good for someone else.

• You can choose to be involved in a service activity that happens within your school.

• The service activity could happen in one of your classes or outside of class time.

• You can choose to be involved in a service activity that happens outside of school.

68

EDUCATION & CAREER PLANNING - Aspect 3.1 - Teacher Report Form


Date: _____________________________________

Teacher: _____________________________________

5 Marks: _________

Education & Career Planning - Aspect 3.1

Complete a graduation transition plan

Portfolio Quality = Action + Reflection Tips to help you create your evidence Transition to post - secondary education and/or training


Transition to work or other life options


Criteria Check



Criteria #2 Outlines options that you have considered related to career, education, and personal goals.

Criteria #2 Shows evidence of both short and long-term planning for changeable labour market and life situations.

Criteria #3 Describes the role of work, leisure, health, family, and support networks in building your transition plan.

Criteria #3 Describes the role of post secondary education or training, leisure, health, family, and support networks in building your transition plan.

Criteria #4 Includes a current resume, reference letter, and a copy of an application to a post-secondary institution.

Criteria #4 Includes a current resume, reference letter, and a letter of application for employment.




• Your transition plan must be completed and evaluated in Grade 12.

• Refer to the Education & Career Planning resources in Sections 5 and 8 for a review of transferable education and employability skills.

• Review the transition-related work that you began in Planning 10.

• “Post secondary” means education and training options in areas such as trades, arts, design, travel, and technology as well as college, university, and apprenticeship programs.

• A transition plan should demonstrate that you have investigated a number of options.

• It should be based on reliable and current information.

69

EMPLOYABILITY SKILLS - Aspect 4.1 - Teacher Report Form


Date: _____________________________________

Teacher: _____________________________________

5 Marks: _________

Employability Skills - Aspect 4.1Complete thirty hours of work or volunteer experience

Portfolio Quality = Action + Reflection Tips to help you create your evidence Work experience … or


Volunteer experience


Criteria Check

Criteria #1 Documents participation in 30 or more hours of work experience.

Criteria #1 Documents participation in 30 or more hours of volunteer experience.



Criteria #3 Identifies the fundamental skills used or developed in your work experience.

Criteria #3 Identifies the fundamental skills used or developed in your volunteer experience.

Criteria #4 Identifies the personal management skills used or developed in your work experience.

Criteria #4 Identifies the personal management skills used or developed in your volunteer experience.

Criteria #5 Identifies the teamwork skills used or developed in your work experience.

Criteria #5 Identifies the teamwork skills used or developed in your volunteer experience.


• Employability skills are generic skills needed for success in the workplace.

• You need to understand the meaning of the word “generic.”

• The Employability skills 2000+ resource defines three categories of generic skills. Refer to the handout in Section 8.

• The three categories are fundamental, personal management, and teamwork skills.

• Investigate elective work experience courses offered in your school.

• Review your employability skills notes from Planning 10.

70

INFORMATION TECHNOLOGY - Aspect 5.1 - Teacher Report Form


Date: _____________________________________

Teacher: _____________________________________

5 Marks: _________

Information Technology - Aspect 5.1

Use information technology skills

Portfolio Quality = Action + Reflection Tips to help you create your evidence Use common computer functions


Criteria Check

Criteria #1 Demonstrates use of computer technology to complete a task such as a school assignment or a home or community-based project.

Criteria #2 Demonstrates that you have followed school policies regarding appropriate/safe care/use of basic computer equipment and Internet privileges.

Criteria #3 Demonstrates use of basic navigation, keyboarding, and file management skills.

Criteria #4 Demonstrates use of basic word processing or spreadsheet software.

Criteria #5 Demonstrate that you can use the Internet to find information.


• Rules for appropriate, and safe, care and use of computer equipment are defined by schools or school boards.

• Schools have standards for appropriate and safe use of Internet privileges.

• All students are expected to meet these standards.

• Computer use can take place at school, in the home, at the public library, or at a business site.

71

PERSONAL HEALTH - Aspect 6.1 - Teacher Report Form Portfolio Core Guide

Name: _____________________________________

Date: _____________________________________

Teacher: _____________________________________

5 Marks: _________

Personal Health - Aspect 6.1

Engage in 80 hours of moderate to intense physical activity

Portfolio Quality = Action + Reflection Tips to help you create your evidence For 80 hours of physical activity


For extended hours of physical activity


Criteria Check

Criteria #1 Documents participation in one or more physical activities that meet the moderate, vigorous, or adapted criteria.

Criteria #2 Documents participation in moderate, vigorous, or adapted physical activities for a minimum of 80 hours during Grades 11 and/or 12.

Criteria #3 Includes a Physical Activity Log as evidence.

Criteria #4 Demonstrates that the physical activity documentation is clearly authentic.

Criteria #5 Illustrates the impact of physical activity on personal health and/or lifestyle choices.

• Additional marks for higher levels of physical activity can be earned in the Portfolio Choice section.

• The criteria are described in the Portfolio Choice Guide, Personal Health organizer, Section 3.

• Your additional evidence will be evaluated on the same scale as all other Portfolio Choice aspects.


• The 80 hours of physical activity occur after completion of Grade 10, in Grade 11 and/or 12.

• Physical activity refers to any leisure or non-leisure body movement that expends energy.

• It includes exercise, sports, dance, mobility training or physical therapy, extended brisk walking, swimming, or other body movements.

• Physical activity that counts as portfolio evidence must be either moderate or vigorous.

• Moderate physical activities increase the heart rate.

• Vigorous physical activities raise the heart rate and sustain the increase over time.

• Vigorous activities are aerobic in nature, enhancing heart and lung health.

• The moderate or vigorous requirement is adaptable to meet student special needs.

• Refer to the Physical Activity Log in Section 8.