Make your own free website on Tripod.com

The Coey Communicator

Portfolio Aspect Summary Charts
HOME

 

All students graduating 2007 or later must complete a Portfolio as part of their Graduation Requirements.

 

Here you will find...

 

6 CORE ASPECT CHARTS
19 CHOICE ASPECT CHARTS

CUSTOMIZED CHOICE ASPECTS CREATED…and you can still create your own with the help of a PORTFOLIO COACH…

 

 

CREATE YOUR OWN CRITERIA

 

-         If you feel you have an activity / task or skill that you feel is worthy of inclusion in the portfolio, but it does not fit any of the aspects here, let us know!

-         Each School can create Aspects to reflect the skills and experiences of their students

-         Ensure you have documentation of the activity, which should include

o       Hours spent on activity

o       Materials, research and other resources

o       Final product or result of the activity

         Photos

         Audio Tapes

         Printed Materials

         Video tapes

         On-line Materials

 

-         Bring your materials, product and evidence to your Portfolio Coach  &  Ask for help – that’s what they are here for!

 

 

 

 

 

 

 

 

 

 

 

 

ART & DESIGN

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

Art or performance response

Design response

r Describes your chosen art 

   work or performance.

r Describes your chosen design

r Interprets the mood/s and

   message/s communicated.

r Identifies unique Features in

   the design.

r Identifies the emotion/s

    communicated in the work.

r Identifies the problem that the 

   designer is trying to resolve.

r Identifies images and visual or

   sound effects used.

r Identifies the connection

   between the design and its

   function or purpose.

r Discusses your personal

   Reaction to the work.

r Discusses your personal

   Opinion about the design

 

Aspect 1.2 – Create, perform, or design an original work.

Create, perform, or design an original work.

r Shows evidence of your original work.

r Identifies the intent behind your art, performance, or design work.

r Discusses the impact that you would like your work to have on

     your audience/target group.

Plan changes to your original work.

r Describes alterations that could result in a different effect and a

    different impact on your audience/target group.

Alter your original work to achieve a different effect.

r Shows evidence of the altered work.

 

 

Forms for documenting Hours taking music lessons or other art classes outside of school are available from your Planning 10 Teacher or Portfolio Coach

 

Ask for help – that’s what we are here for!

 

Aspect 1.3 - Analyze structural components

Choose an art, performance, or design work and identify its structural components.

r Identifies the main structural components in the chosen work.

r Interprets reasons for artist or designer choice of these components.

r Discusses the effect of the artist, performer, or designer choices.

r Describes alterations that the artist, performer, or designer could

   make to achieve a different effect.

Alter structural components to create a work with a different effect.

r Shows evidence that you have created an altered version

   of the work to create a different effect.

 

Aspect 1.4 - Identify cultural, historical, or social contexts

Identify cultural, historical, or social contexts in an art or design work

Choose an art, performance or design work and identify its context(s).

r Describes the historical, cultural or social context(s) of the work.

r Identifies the most important context clues in the work.

r Discusses the messages that the artist, or designer communicates.

Respond to the social, cultural, or historical context clues.

r Analyses the personal impact of the messages communicated.

Evaluate the use of social, cultural, or historical context clues to create meaning.

r Critiques the messages delivered about history, culture, or society.

 

Aspect 1.5 Customized Aspect– Extended Performance Hours

 

 

 

 

 

*see criteria sheet under DOCUMENTS on website

 

 

Community Involvement & Responsibility

Core 2.1 – Community/School service event or activity

r Describes the event or activity in which you have participated.

r Identifies the service element in the community event or activity.

r Identifies the benefits someone receives as a result of the activity.

r Describes your contribution to the service activity or event.

r Demonstrates you have participated cooperatively and respectfully.

 

Aspect 2.2 – Demonstrate positive communications skills

Identify positive interpersonal communication skills.

r Describes five interpersonal skills required to communicate effectively.

r Links these skills to home, school, community and/or workplace

   environments where the skills are needed.

r Explains why these skills are valued in these settings.

Use positive interpersonal communications skills.

r Documents that you practiced these skills in two or more situations.

Evaluate the impact of interpersonal communication skills or personal, peer, and/or school-based relationships.

r Analyzes the impact of positive and effective interpersonal skills on

   relationships.

 

Aspect 2.3 - Respond to Human Rights

Participate in a school or community – based activity that supports or promotes human rights.

r Documents the amount and type of participation.

r Analyzes how the activity promoted human rights.

r Assesses the value of your personal contribution through the activity.

Initiate an activity that supports and promotes human rights.

r Documents implementation of the activity or initiative in your school

   and/or community.

Evaluate the outcome(s) of the human rights activity.


r Evaluates the impact of the human rights activity that you initiated.

 

 


Aspect 2.4 – Promote respect for Diversity

Identify a local or global situation where action is needed to support or promote respect for diversity.

r Describes the local or global situation.

r Identifies the root causes of the conflict.

r Identifies appropriate actions that could develop respect for diversity  

   and lessen the conflict.

Participate in a school or community – based activity that promotes an understanding of diversity.

r Documents your role(s) as a participant in the event.

Evaluate the impact of an event or initiative that supports and promotes respect for diversity.

r Assesses the impact of the initiative or event in

    promoting an understanding of and respect for diversity.

 


Aspect 2.5 Customized Aspect:

Community Service Focus

Describe a Trip/Travel Experience

Participate in a School Club/Organization

 

 

 

*see criteria sheet under DOCUMENTS on website

 

 

Forms for documenting Hours spent volunteering outside of school are available from your Planning 10 Teacher or Portfolio Coach .

 

Ask for help – that’s what we are here for!

Education & Career Planning

Core 3.1 – Education and Career Planning

Transition to post-secondary education and/or training

Transition to work or other life options.

r Describes your transition plan

   in a concise format.

r Outlines options that you have

   considered related to career,

   education and personal goals.

r Describes the role of post-  

   Secondary education or

   training, leisure, health, family

   and support networks in

   building your transition plan.

r Includes a current resume,

   Reference letter and a copy of

   an application to a

   post-secondary institution.

r Includes a financial plan.

r Describes your transition plan   

   in a concise format.

r Shows evidence of both short

   and long-term planning for

   changeable labor market and

   life situations.

r Describes the role of work,

   leisure, health and family

   support networks in building

   your transition plan.

r Includes  a current resume,

   Reference letter and a letter of

   application for employment.

r Includes a financial plan.

 

Aspect 3.2 - Research education, career, and life information

Gather information on life, career, education and work options.

r Documents that several life, career education and work options have

   been explored.

r Documents that several labor market information sources, including

   Work Futures, have been explored.

r Documents a thorough self-assessment of skills, interests, and

   aptitudes.

Analyze possible post-graduation career, work, and education options.

r Identifies education and training requirements, the influence of 

   parents, teachers, and friends, and the role of school and

   community participation on possible options.

Evaluate the options according to the actions that would need to be taken.

r Links skills, interests, and aptitudes to the options and evaluates

   options according to the actions required for each.

 

Aspect 3.3 – Identify and demonstrate education skills

Identify and describe a range of transferable education skills

r Defines both generic and hard skills.

r Identifies the transferable skills acquired in Grades 10-

     12 and the courses that supported each skill acquisition.

r Identifies transferable skills acquired in school and

    community – based activities.

Use transferable skills in a workplace and/or community setting.

r Documents application of transferable education skills in

     a workplace and/or community setting.

Develop a plan for extending and applying transferable education skills.

r Documents current transferable skills and identifies

     skills to be developed in support of future career and

     employment goals.

 


Aspect 3.4 – Engage in focused and continuous learning

Identify, design, and pursue a Focus Area.

r Identifies a chosen Focus area or areas and explains the

   rationale(s) for the choice(s).

r Describes the Grade 11 and 12 courses that support learning in the

   chosen Focus Area(s).

r Describes school and community activities that support learning in

   the chosen Focus Area(s).

Identify post-secondary and employment options related to the Focus Area.

r Documents the investigation of two or more post-secondary programs

   and four or more employment options related to a chosen Area.

Assess the relevance of Focus Area course learning to future employment and/or learning needs.

r Evaluates learning in Focus Area courses and, in recognition of

   rapid changes in society, analyzes why additional learning and/or

   training may be required to keep you current in occupations related

   to your Focus area 10-15 years from now.

 

Learning done outside of school is valid for inclusion in the portfolio

(Piano, Languages, etc)

 

Employability Skills


Core 4.1 – Employability Skills

Work experience

Volunteer experience

r Documents participation in 30 

   or more hours of work  

   experience.

r Describes the type of work

   done and the tasks/duties

   performed.

r Identifies the fundamental skills

   used or developed in your

   work experience.

r Identifies the personal

   management skills used or

   developed in your work

   experience.

r Identifies the teamwork skills

   used or developed in your

   work experience.

r Documents participation in

   30 or more hours of volunteer

   experience.

r Describes the type of work

   Done and the tasks/duties

   performed.

r Identifies the fundamental skills

   used or developed in your

   volunteer experience.

r Identifies the personal

   management skills used or

   developed in your volunteer

   experience.

r Identifies teamwork skills used

   Or developed in your

   Volunteer experience.

 

Aspect 4.2 – Demonstrate Fundamental Skills

Demonstrate fundamental skills - Identify and describe fundamental employability skills.

r Identifies and describes the four fundamental employability skills.

r Demonstrates that you used each fundamental skill in a school,

   community, and/or workplace setting.

r Identifies a problem – solving model that could be applied to a

   school, home, workplace, or community-based problem.

Design a plan to resolve a school, home, work, or community-based program.

r Uses a problem-solving model to identify a problem, assess its

   causes, define the steps to be taken, and apply the steps.

Implement the plan and evaluate its effectiveness.

r Documents the results of the applied model, evaluates the success,

   and describes how the model might need to be refined for future

   application in a personal, work, or education context.

 

Aspect 4.3 – Demonstrate personal management skills

Identify and describe personal management skills

r Identifies and describes five personal management skills.

r Demonstrates understanding of how each skill could be

   used in a school, community, or workplace environment.

r Identifies and describes some projects or activities that

   might help to develop your personal management skills.

Demonstrate personal management skills.

r Documents your use of personal management skills in a school,

   community, or workplace project or activity and explains how your

   skills affected its outcomes.

Develop a plan for extending your personal management skills.

r Includes an assessment of your abilities in each of the five personal

   management skill areas and documents your plan to develop these

   skills further.

 

Aspect 4.4 – Demonstrate teamwork skills

Demonstrate teamwork skills

r Describes one of your group projects or activities that demonstrate

   teamwork skills and strategies.

r Identifies the specific teamwork skills required for working on the

   project or activity and identifies other school, community or

   workplace situations where these skills would be important.

r Provides examples in which these skills played an important role in

   making the project or activity work.

Assess teamwork skills.

r Includes a self-assessment of your role as a team member in

   completing a project or activity and of the teamwork skills that you

   need to develop further.

Evaluate the impact of teamwork skills.

r Evaluates the impact of teamwork skills and strategies on the group

   project or activity outcomes.

 

Aspect 4.4 can be completed in any class that involves some team learning, but you have to complete an assessment of your team work

Aspect 4.5 Customized Aspect

Additional Work Experience Hours

Complete a Certification Program

 

 

 

*see criteria sheet under DOCUMENTS on website

 

 

Information Technology

Core 5.1 – Use common computer functions

r Demonstrates the use of computer technology to complete a task.

r Demonstrates that you have followed school policies regarding

   Appropriate use of basic computer equipment and Internet privileges.

r Demonstrates the use of basic navigation and file management skills.

r Demonstrates the use of word processing or spreadsheet software.

r Demonstrates that you can use the Internet to find information.

 

Aspect 5.2 – Internet Research

Use the Internet to research Information

r Demonstrates the use of the internet to research information for a

   specific school project/report, personal interest project and/or

   community initiative/activity.

r Documents specific search techniques used to access information.

r Applies technology skills to download and store relevant information.

Demonstrate that the information incorporated into your activity or project is translated into your own words.

r Demonstrates that the information is incorporated into the school,

   personal interest, or community activity without being plagiarized.

Evaluate the use of technology as a research tool.

r Evaluates the quality of relevant websites for ease of navigation,

   general user appeal, and quality and reliability of content.

 

Aspect 5.3 – Managing Information

Manage information using Word, Excel, Access, or other applications.

r Identifies three kinds of software that you could use to manage

   information.

r Describes the unique features of each of the software options.

r Demonstrates skills in using a software application to manage info.

Identify the purpose(s) behind choosing a specific software application to manage information.

r Provides a rationale(s) for using a specific software application to

   manage information for a specific project/activity.

Evaluate the effectiveness of the application to manage information.

r Demonstrates your use of a second software application to manage

   information for a specific purpose.

Aspect 5.4 – Presenting Information

Create a purposeful presentation using computer technology.

r Documents the use of software to create a presentation for a

   specific school project/report, personal interest project, and/or

   community initiative.

r Explains why the choice of presentation software and format is

   appropriate for the content.

r Explains why the choice of presentation software and format is

   appropriate for the intended audience.

Deliver your purposeful presentation.

r Includes documented response(s) to your presentation format,

   content, and skills from your audience (classmates, teachers,

   community group).

Evaluate the use of technology as a presentation tool.

r Evaluates the impact of your chosen technology on your ability to

   communicate effectively with your intended audience.

 

Aspect 5.5 Customized Aspect

High-end use of Information Technology

 

 

 

 

*see criteria sheet under DOCUMENTS on website

 

Do you create your own DVDs, Websites or Audio Files? These are all activities that could qualify for Aspect 5.5

 

 

Personal Health

Core 6.1 – 80 Hours of Physical Activity

r Documents that participation in one or more physical activities that

   Meet the moderate, vigorous, or adapted criteria.

r Documents participation in moderate, vigorous, or adapted physical

   activities for a minimum of 80 hours during Grades 11 and/or 12.

r Includes a Physical Activity Log as evidence.

r Demonstrates the physical activity documentation is clearly authentic.

r Illustrates the impact of activity on personal health & Lifestyle.

 

Aspect 6.2 – Additional Hours of Activity

Engage in 120 or more hours of physical activity (40 more than core)

r Document participation in physical activities meeting the criteria.

r Documents physical activity participation for a minimum of 120 hours

r Includes a Physical Activity log clearly documenting the authenticity

   of the activity and that it is spread out over Grades 11 and 12.

Engage in 160 or more hours of activity. (80 more than core)

r Documents physical activity participation for a minimum of 160 hours 

   spread out over Grades 11 and 12.

Plan for physical activities beyond Grade 12. 

(In addition to 160 hours of documented physical activity.)

r Describes long-range plans for engaging in physical activities after

   Grade 12.

 


Aspect 6.3 - Connect healthy eating to physical well-being.

Apply research skills to find info on a topic related to healthy eating.

r Organizes healthy eating information in written, oral, graphic, or

   electronic form.

r Demonstrates that several sources of info have been considered.

r Explains any biases found in the sources.

Analyze the importance of the healthy eating topic for youth today.

r Considers the impact of the healthy eating topic on young people.

Evaluate the long-term significance of the healthy eating topic both for individuals and for society at large.

r Interprets the long-term impact of the topic as it relates to the

   future health of young adults and the larger community (city,

   province, Canada and the world).

Aspect 6.4 - Link emotional well-being to general health

Apply research skills to find information on an emotional health topic.

r Presents the information in written, oral, graphic or electronic form.

r Demonstrates that several sources of info have been considered.

r Explains any biases found in the sources.

Identify ways to reduce emotional stress on young adults.

r Identifies concrete steps that could be taken to reduce emotional

   stress in young people.

Analyze the impact of the emotional health or stress topic.

r Analyzes the long-term impact of either the chosen emotional health

   topic or of prolonged stress on individuals, schools and communities.

 

Aspect 6.5 – Make health-enhancing decisions

Demonstrate an understanding of how to apply a decision-making model to a health decision.

r Describes the steps in a decision-making model that could be

   applied to a health related decision.

r Identifies five or more health-related topics that are important for

   young people today.

r Identifies the long-term health consequences related to the five or

   more topics.

Apply a decision-making model.

r Documents application of a decision-making model to one of the

   five health-related topics.

Evaluate the effectiveness of the decision-making model.

r Evaluates the decision-making process and identifies health decisions

   you might have to make as adult, and the model could be used.

Aspect 6.6 Customized Aspect 

Links Life-long learning to long term well-being

Participates in a Physical and Mental Challenge through a planned expedition

 

*see criteria sheet under DOCUMENTS on website

 

 

REMEMBER: Sports and Physical Activities outside of school qualify for the Grad Requirements, but you have to document the time spent on activities and log the hours.