Course Profile Designing Your Future, Grade 11, Open, Catholic

Unit 1: Fundamental and Personal Management Skills

Time: 25 hours

Unit Description

This unit introduce the concept of an effective and comprehensive personal portfolio. Using the Employability Skills 2000+ profile created by the Conference Board of Canada, students become aware of the Employability Skills most valued by employers today. Portfolios are organized in the three categories of Employability Skills: Fundamental Skills, Personal Management Skills and Team Work Skills. This unit concentrates on the Fundamental and Personal Management Skills. The portfolio displays evidence of student’s personal characteristics and skills targeted for a specific audience. Students identify and assess their own transferable skills and how these skills can contribute to their future career goals. Before introduction to the portfolio, students have opportunities to reflect on their achievements and interests to help identify related careers and activities. Various assignments and questionnaire help the student to develop their portfolio on a daily basis.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
1. Getting Started: Course Introduction	75 min	PKV.01, PKV.02, PK2.01, IK1.01, CGE4e, CGE4g	N/A	Introductory Activity: 20 Questions
2. Employability Skills	100 min	PKV.03, PK1.03, CGE5b, CGE5a, CGE5h	Communication Thinking	Analyse Employability Skills
3. Achievement History	75 min	PKV.01, PKV.03, EQV.01, PK1.01, PK1.02, PK1.03, PK2.04, CGE4g	Knowledge Communication Inquiry	Employability Skills Toolkit
4. Matching Occupations to Personal Interests	200 min	PKV.01, PKV.02, PKV.03, EQV.01, TCV.03, PK1.01, PK1.02, PK1.03, EQ1.07, EQ3.04	Knowledge Thinking Communication Application	Written Report
5. Success in the Workplace	150 min	PKV.03, PK3.01, CGE5b	Inquiry Application Communication	Written Reflection
6. Introduction to Portfolio Development	225 min	PKV.02, PK2.01, PK2.02, PK2.03, PK2.04, CGE4g, CGE5h	Application Communication Knowledge	Begin A Portfolio
7. Personal Management Skills: Strengths and Weaknesses	150 min	PKV.03, PK3.01PK3.03, CGE4f CGE4h	Knowledge Application Communication	Personal Management Questionnaire Career Link
8. Case Studies: Role Playing Personal Management Skills	150 min	PKV.03, PK3.01, PK3.02, PK3.05, CGE5c, CGE5e, CGE4f, CGe4g, CGE4h	Application Communication	Case Studies Role Play Activity
9. Managing Time and Money	150 min	PKV.03, PK3.01, PK3.03, PK3.04, CGE4f, CGE4h	Application Inquiry Communication	Goal Setting Typical Week Activity
10. Portfolio Review	75 min	PKV.02, PK2.04, PK2.05, CGE4g, CGE2c	Communication Application	Student Presentation
11. Skills Required for Success	150 min	PKV.01, PKV.02, PKV.03, PK1.03, PK2.05, PK3.01, CGE4e, CGE4f, CGE4g	Knowledge Application	First Action Plan

Activity 1: Getting Started: Course Introduction

Time: 75 minutes

Description

This activity outlines the four units of the course including the overall and specific expectations. Some course activities can be discussed as well as the evaluation for the course. Students understand the personal significance of building on the work done in Career Studies (GLC2O), and how the use of the Portfolio can enhance their developing Action Plan. A brief survey asks students to think about their own expectations for the course. The teacher and students then develop a set of basic classroom rules and procedures. A non-threatening introductory activity initiates the building of a supportive learning environment.

Strand(s) & Learning Expectations

Strand(s): Personal Knowledge and Management Skills, Interpersonal Knowledge and Skills

Overall Expectations

PKV.01 - identify and describe their interests, skills, personal characteristics, and achievements, using a variety of assessment strategies, and use this information to determine future goals;

PKV.02 - create and maintain an effective, comprehensive personal portfolio that summarizes and documents a wide range of their knowledge, skills, interests, and achievements.

Specific Expectations

PK2.01 - explain the benefits of the portfolio process (e.g., for communicating abilities and achievements, for self-directed management of their learning);

IK1.01 - identify and describe the interpersonal and teamwork skills that contribute to success in postsecondary education and training and employment.

Ontario Catholic School Graduate Expectations

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.

Prior Knowledge & Skills

· Students are familiar with the contents of the Action Plan from their work in Career Studies (GLC2O).

Planning Notes

· Have copies of the course outline for each student, including the Achievement Chart for Guidance and Career Education.

· Provide masking tape, and one paper sign (approximately 4" x 6") per student, each with a different occupation written on it. A combination of readily recognized and unusual occupations will be used.

Teaching/Learning Strategies

1. Distribute a detailed course outline of GWL3O. This outline includes the credit information, the four units of study and their overall and specific expectations, significant assignments with extra detail regarding the Portfolio, and an evaluation scheme.

2. Orally review and highlight the components of the outline.

3. Students write a short paragraph where they will describe:

(a) why they chose this course as an elective;

(b) one critical aspect about themselves they learned while taking GLC2O;

4. Read a few paragraphs to the class and follow with whole class discussion so the teacher may note common elements. Collect these paragraphs so the teacher may assess the individual needs of the students and adjust planning for the course accordingly.

5. Considering the course outline, and their own expectations, students generate a list of appropriate classroom behaviours, e.g., the procedures for handing in work, late or incompletes, etc. Post these rules and procedures in the room.

6. Conduct an icebreaker in the form of a “20 Questions”- type activity. Tape an occupation sign to each student’s back. Students move about the classroom, asking other students questions about the occupation they are wearing. They may answer only “yes” or “no” to questions posed to them from other students. Once students have correctly guessed their occupation, they post the sign on the board.

7. Initiate a discussion of how it would be to have another person arbitrarily label you with a career. Thus, the idea of careful planning based on personal interests, skills, and abilities is reinforced.

8. Follow up Activity: Instruct students to copy down the names of the posted occupations, and for homework, write one skill they believe is essential for each occupation.

Accommodations

· Revisit the course outline several times, and more frequently for students who need reinforcement of the procedures.

· If the teacher is aware of the needs of individual students in advance, he/she may match students with the more familiar, or more unusual, occupations signs for the activity.

Resources

Misener, Judi and Susan Butler. “Developing a Career Portfolio” in Expanding Your Horizons: Career Development Guide. Toronto: McGraw-Hill Ryerson Ltd., 1999. ISBN 0-07-552866-5 (pp. 1-11)

Activity 2: Employability Skills

Time: 100 minutes

Description

Following a brief review of classroom procedures, students will be introduced to The Conference Board of Canada’s Employability Skills 2000+ in this activity. In groups, students will give examples of school, workplace, and home/community-based situations in which each skill in the first column, Fundamental Skills, would be demonstrated.

Strand(s) & Learning Expectations

Strand(s): Personal Knowledge and Management Skills

Overall Expectations

PKV.03 - demonstrate an understanding of the effective use of the personal management skills, habits, and characteristics that would contribute to success in their selected postsecondary destinations and independent adult life.

Specific Expectations

PK1.03 - identify the transferable skills and personal characteristics most valued by employers in the fields that interest them and assess how their own skills and characteristics can contribute to their employability in these areas.

Ontario Catholic School Graduate Expectations

CGE5b - thinks critically about the meaning and purpose of work;

CGE5a - works effectively as an interdependent team member;

CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.

Prior Knowledge & Skills

· Students need some knowledge of the skills required in the world of work.

Planning Notes

· Make available classroom rules and procedures in both poster and handout form at the start of this activity.

· Provide each student with a copy of the Employability 2000+ chart. It appears on pp. 178-179 in Horizons 2000+ and the Conference Board of Canada website (see Resources). Poster size versions, one of which is available through McGraw-Hill Ryerson, should be posted in the classroom for the duration of the course.

· Decide in advance how groups will be organized for this initial group activity.

Teaching/Learning Strategies

1. Students receive a copy of the classroom rules and procedures for their notebooks. Post this list in the room., conducted a brief review referring to the rationale for each rule.

2. Students write on the board the occupation they were wearing, and a connected skill necessary to do the job. Using their homework notes, add skills to each occupation. All students will copy these items into their notebooks.

3. Distribute copies of the Employability Skills 2000+ profile and explain its application to the world of work, in a wide range of occupations. Students read each item on the chart. Clarify vocabulary as required. Find the skills from student lists in the profile.

4. Organize the students into groups, and divide the items in the first column, Fundamental Skills, amongst them. Each group comes up with an example of the skill(s) assigned to them in (a) a school setting; (b) a work setting; (c) a home or community setting.

5. Share their examples during a whole class discussion. The teacher may choose to assess some students using the Oral Communication Rubric (Appendix A) at this time.

6. Provide an opportunity here for the students to critique the Employability Skills 2000+ in light of gospel values or the Catholic Graduate Expectations.

Assessment & Evaluation of Student Achievement

· Formative assessment of students’ oral contribution using the Oral Communication Rubric

· A Self Assessment Rubric for Group Work to be completed by each group (Learning Skills)

Accommodations

· The Employability Skills 2000+ profile can be formatted over several pages with larger print.

· Place students in groups that provide peer support, and/or opportunities for leadership.

· Encourage students to think beyond the traditional careers, and to consider new ones created by advancing technology.

Resources

Misener, Judi and Susan Butler. Expanding Your Horizons: Career Development Guide. Toronto: McGraw-Hill Ryerson Ltd., 1999. ISBN 0-07-552866-5 (pp. 74-91)

Misener, Judi and Susan Butler. Horizons 2000+: Career Studies. Toronto: McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-087411-5 (pp. 176-202)

Conference Board of Canada – www.conferenceboard.ca

Appendices

Appendix A – Oral Communication Rubric

Activity 3: Achievement History

Time: 70 minutes

Description

The Toolkit which accompanies employable skills appears on an interactive website. It assists students in identifying transferable skills, they are currently using, and which are their strongest. By analysing their school, community, leisure, family, and work achievements to date, they update and expand upon their Action Plan. Alternatively, the teacher can use the activities found in Chapter 4 of Expanding Your Horizons, “Developing Your Employability Skills” (see Resources).

Strand(s) & Learning Expectations

Strand(s): Personal Knowledge and Management Skills, Exploration of Opportunities

Overall Expectations

PKV.01 - identify and describe their interests, skills, personal characteristics, and achievements, using a variety of assessment strategies, and use this information to determine future goals;

EOV.01 - use print, electronic, and human resources effectively to find and make use of relevant information about work and learning opportunities.

Specific Expectations

PK1.01 - identify their strongest transferable skills through an analysis of their school, community, leisure, family, and work achievements;

PK1.02 - produce a summary of their interests, areas of specialized knowledge, and related achievements and identify occupations and leisure activities that require their strongest transferable skills;

PK2.04 - select and organize documentation from various sources, e.g., in-school and out-of-school activities, community involvement for their comprehensive personal portfolios.

Ontario Catholic School Graduate Expectations

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.

Prior Knowledge & Skills

· A working knowledge of how to log on to a computer and access an Internet site is required. Instruction for students may be a necessary part of this activity.

· Students will be familiar with the contents of their own AEP.

Planning Notes

· The teacher will have toured, and be familiar with, the Toolkit website prior to this lesson.

· The teacher will know how to access the school network and will book a computer lab for this activity.

· Students will be asked to bring a copy of their Action Plan from GLC2O and/or their Annual Education Plan (AEP) to this activity.

Teaching/Learning Strategies

1. Explain how the Toolkit compliments the Employability Skills 2000+ profile.

2. Students log on to their computers, click on the Internet browser, and key in www.schoolnet.ca/EmployabilitySkills in the address bar.

3. Complete the 6 tools in Modules 1 and 2 of this program. Their Action Plan/AEP. will assist them in completing these modules. Circulate the room, providing assistance when necessary.

4. Print Tool 6, the interactive self-reflection worksheet, and store in the Portfolio folder.

5. If the Internet, or the Toolkit are unavailable in the school, the teacher will choose from the activities in a class textbook and decide on an appropriate combination of teacher-led instruction, and student generated seatwork. A self-reflection worksheet can be devised as a summary to these activities. This will be housed in the Portfolio folder.

Assessment & Evaluation of Student Achievement

· Formative assessment of students’ abilities to identify their own employability skills. (Knowledge)

· Formative assessment of the completion of the worksheet. It will also be evaluated as a required component when evaluating the portfolio. (Communication, Inquiry)

Accommodations

· An additional teacher in the lab who is familiar with the site can assist students who have technical or cognitive difficulties with the activity.

· Some students may require additional lab time to complete the modules. Students who work quickly through the modules may ask to explore related links.

Resources

Employability Skills Toolkit
www.schoolnet.ca/EmployabilitySkills

Misener, Judi and Susan Butler. Expanding Your Horizons: Career Development Guide. Toronto: McGraw-Hill Ryerson Ltd., 1999. ISBN 0-07-552866-5 (pp. 74-91)

Activity 4: Matching Occupations to Personal Interests

Time: 200 minutes

Description

This activity enables students to match their strongest transferable skills identified in the previous activities, with occupations. Use the Career Research Tool developed by Bridges in order to identify occupations and recreational activities that require their strongest values, skills, interests, and personal style. Identify the skills most valued by people working in these areas by researching some careers of interest to them, and will plan for improving these essential skills. Research and produce a report, for their Portfolio folder.

Strand(s) & Learning Expectations

Stand(s): Personal Knowledge and Management Skills, Exploration of Opportunities, Preparation for Transitions and Change

Overall Expectations

PKV.01 - identify and describe their interests, skills, personal characteristics, and achievements, using a variety of assessment strategies, and use this information to determine future goals;

PKV.02 - create and maintain an effective, comprehensive personal portfolio that summarizes and documents a wide range of their knowledge, skills, interests, and achievements;

EOV.01 - use print, electronic, and human resources effectively to find and make use of relevant information about work and learning opportunities;

TCV.03 - use goal-setting and action-planning strategies effectively to prepare for the next transition in their career/life plan.

Specific Expectations

PK1.01 - identify their strongest transferable skills through an analysis of their school, community, leisure, family, and work achievements;

EO1.07 - communicate the results of their career-related research, using a variety of media, e.g., video, print, computer;

EO3.04 - identify and describe selected community involvement and/or leisure activities that can contribute to their postsecondary work and learning goals.

Ontario Catholic School Graduate Expectations

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE5b - thinks critically about the meaning and purpose of work;

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.

Prior Knowledge & Skills

· A working knowledge of how to access an Internet site is required. Instruction for students may be necessary as part of this activity.

· Students will be familiar with the differences between the terms values, skills, interests and style from their work in GLC2O.

Planning Notes

· The teacher will have toured, and be familiar with, the Bridges.com website, or the CD version, prior to this lesson.

· The teacher will know how to access the school network and will book a computer lab for this activity.

· Students will be asked to bring a copy of their Action Plan from GLC2O and/or their Annual Education Plan (AEP), their notes, and the worksheet from the prior activity.

· The teacher will provide a copy of a rubric for written work to each student and review/introduce its purpose.

Teaching/Learning Strategies

1. Introduce the applications of the Career Explorer program developed by Bridges.

2. Students log on to their computer, click on the Internet browser, and key in http://on.cx.bridges.com in the address bar. Click on the Student key, and then enter the school-wide username and password. (Note: The Ministry of Education provided all secondary schools with a license for the use of this website from September 1999- June 2001. Copies of the CD-ROM version and a teacher manual were also sent to all schools in 1999. The automatic assessment of the Career Research Tool would not be available on the CD as this is conducted over the Internet, but a similar interest survey could be facilitated by the teacher, and followed with career research using the CD.)

3. Click on the Planning icon, read the information that appears, and then click on Career Research Tool. This is a four-part test which asks them to choose their top 10 values, skills, and interests from a list, and then choose one of two words which best describe their personal style. Once the survey is complete, students type in their names in the name bar that appears, click on Both which will give them Career and Recreation matches, and then click on Search. Bridges provides each student with a randomly ordered list of potential occupations and recreational activities based on the information provided in the survey. Students will each print one copy of this list and house it in their Portfolios for future reference. If using the CD version, proceed to #4, and use information from AEPs and/or GLC2O Action Plans.

4. Instruct students to further research three of the occupations and one of the leisure activities that interest them from their list, by double clicking on the items and reading the information provided. Within these profiles find reference to the employability skills needed for each of the three careers and the related skills within the one recreational choice.

5. Discuss the components of the written report within the context of a rubric for written work provided by the teacher. The suggested framework is as follows:

· Cover Page

· An introductory paragraph that explains the research that follows.

· For Occupations 1-3 and the Recreation Activity, students will (a) state the name of the item, (b) identify the Employability Skills 2000+ Fundamental Skills, Personal Management Skills, and Teamwork Skills valued by employers or participants in each item, (c) rate how they feel they have mastered each skill by placing a number from 1-5 beside each skill. (Scale: 1 = not yet developed; 2 = beginning to develop; 3 = developing; 4 = considerably developed; 5 = extensively developed).

· A concluding paragraph which describes their plan for improving their skills and characteristics for employability, success, and satisfaction in these potential areas. Here, students will demonstrate that they have expanded on previous knowledge of these careers.

Assessment & Evaluation of Student Achievement

· Summative assessment of the report using a rubric for written work and assigning an overall level for the report. (Knowledge, Thinking, Communication, Application)

Accommodations

· An additional person in the lab who is familiar with the site can assist students who have technical or cognitive difficulties with the activity.

· Students may choose fewer/more than three occupations to research.

· The written report may be presented in a chart, or point-form format.

Resources

Career Explorer – http://on.cx.bridges.com

Misener, Judi and Susan Butler. Horizons 2000+: Career Studies. Toronto: McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-087411-5 (pp. 176-177)

Activity 5: Success in the Workplace

Time: 150 minutes

Description

This activity challenges the student to think critically about, experience and understand processes and relationships in the workplace. They examine a case study, and then participate in a group assignment that provides opportunities for them to experience a simulated workplace assignment. Reflect upon their experience and communicate their thoughts and feelings.

Strand(s) & Learning Expectations

Strand(s): Inquiry, Application, Communication

Overall Expectations

PKV.03 - demonstrate an understanding of the effective use of the personal management skills, habits and characteristics that would contribute to success in their selected postsecondary destinations and independent adult life.

Specific Expectations

PK3.01 - identify and describe the personal management skills, habits and characteristics that would contribute to success in their selected postsecondary learning or work destinations and explain their importance.

Ontario Catholic School Graduate Expectations

CGE5b - thinks critically about the meaning and purpose of work.

Planning Notes

· Students and teacher need access to Employability Skills List (Activity 1);

· Students may need access to telephone to research costs.

Prior Knowledge & Skills

· Students must be familiar with Employability Skills 2000+;

· Students must understand and value the importance of producing quality work in a timely manner.

Teaching/Learning Strategies

1. Review and list the Fundamental Skills, of Employability Skills 2000+, and identify them with code letters: e.g., Communicate “C”; Manage Information, “MI”; Use Numbers, “UN”; and Think & Solve Problems “T&S”

2. Hand out the following simple Case Study involving task completion by a group of workers:

The Athletic Association at your school wishes to organize a Spirit Rally before the first home basketball game of the season, three weeks from now. Jan,, Sue, and Joe have been appointed the Spirit Rally Committee. The Athletic Association has granted a budget of $50.00 for the event. After discussion, Jan is selected as chair of the committee to oversee the project and to coordinate the program on the day of the event. Bill agrees to look after advertising and he will be Master of Ceremonies. Sue is appointed to look after logistics, moving students and teams around. Joe is in charge of setting up the Gymnasium before the event and cleaning up after. Jan makes a list of all teams to be introduced, and gets the names of players and coaches. Bill goes to the Computer Lab and makes up posters to advertise the event, figures out how many to print, at what cost, and posts them around the school. Sue finds out how many students will need seating, makes a diagram to show where teams will assemble to be introduced. Joe contacts the Tech crew, and goes to the Gym to work out details for lighting, sound system and special effects. The Spirit Rally is a great success, and after all receipts are in, only $45.00 has been spent.

3. Have students identify specific times when the group or individual members used each of the Fundamental Skills, by writing C, MI, UN, or T&S on their copy, at the end of each sentence.

4. Review each sub-point under the four listed Fundamental Skills in the Employability Skills 2000+ chart, and discuss how they were applied in the case study.

5. Have the class break into groups of three to five, and introduce the following workplace scenario. Each group must chose one of the topics listed, and prepare a proposal for the trip and event. The event must meet the enjoyment and financial criteria of the majority of your class. Use the “Think and Solve” skills to be handed out in step 6 below.

Scenario: As part of the Social Committee for your school, your group is asked to do one of the following topics:

a) Organize a week-end trip to a Concert in a remote centre; or

b) Organize a white water rafting outing week-end; or

c) Organize a week-end spiritual retreat; or

d) Organize a weekend trip to a Sports event.

6. Provide a handout of the sub-points under the “Think and Solve Problems” Fundamental skills from Employability Skills 2000+, e.g., Assess situations and identify problems. Encourage students to follow the process to formulate a written plan for the assigned event, with support documentation to reach a satisfactory conclusion. Teachers can encourage students to discuss also how Catholic values can be integrated in a solution.

7. Formulate a preliminary plan during class, and accomplish sub-tasks individually or in pairs for homework.

8. At the beginning of the following class, work in groups to assemble their findings, and then make their proposal for the event to their co-workers (classmates). Hand in written proposal for teacher evaluation the following day.

9. Prepare a written reflection concerning their own personal management during the process, responding to the suggested questions: Did you demonstrate positive attitude and behaviour?
Did you act responsibly? Did you demonstrate adaptability?

Assessment & Evaluation of Student Achievement

· Formative Assessment of students’ oral contribution using the Oral Communication Rubric (Appendix A)

· Evaluate assigned event proposal using a Rubric based on The Ontario Curriculum, Grades 11 and 12 Achievement Chart

· Evaluate student written reflection using a Rubric for Written Work

Accommodations

· Provide handouts - with extra information according to individual student needs

· Arrange groups to ensure a range of abilities and to encourage student peer help and mentoring

· For enrichment, students may design and illustrate their own personal Problem Solving Method

Resources

Conference Board of Canada – www.conferenceboard.ca

Appendices

Appendix A – Oral Communication Rubric

Activity 6: Introduction to Portfolio Development

Time: 225 minutes

Description

This activity provides opportunities for students to reflect upon and develop an understanding of the importance of creating and maintaining a personal portfolio. Students create their own portfolio in a hands-on activity, and plan and begin the process of assembling documents that will demonstrate their knowledge, skills, interests and achievements. One suggested portfolio format is based upon the Conference Board of Canada’s Employability Skills 2000+ Fundamental Skills, Personal Management Skills, and Teamwork Skills. There are of course, many other possible formats for students to develop portfolios.

Strand(s) & Learning Expectations

Strand(s): Thinking, Application, Communication

Overall Expectations

PKV.02 - create and maintain an effective, comprehensive personal portfolio that summarizes and documents a wide range of their knowledge, skills, interests and achievements.

Specific Expectations

PK2.01 - explain the benefits of the portfolio process, e.g., for communicating abilities and achievements, for self-directed management of their learning;

PK2.02 - describe the purpose and content of comprehensive of personal portfolios and portfolios targeted for specific audiences;

PK2.03 - identify the knowledge, skills and personal characteristics that they will document in their comprehensive personal portfolios;

PK2.04 - select and organize documentation from various sources, e.g., in-school and out-of-school activities, community involvement for comprehensive personal portfolios.

Ontario Catholic School Graduate Expectations

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

Planning Notes

· Resources required for this activity: 1" binders with windows front, back and spine, and inside front and rear cover pockets, dividers, sheet protectors and pre-printed sheets.

· Students bring documents, certificates and other items from home for placement in Portfolio. Photocopies of treasured items may be advisable.

· Students may possess portfolios from previous courses or the Teacher Adviser Program. Adapt this activity to provide opportunities for these students to enhance their own portfolios, particularly for a specific or updated viewing audience. These students may provide peer assistance to others.

· Stress with students that all opportunities should be taken for them to share the information in their portfolios with others, both in and out of school, and that the maintenance of a portfolio is a life-long project. Share with parents, relatives, mentors, teacher-advisers, employers, and possible future employers.

Prior Knowledge & Skills

· Students must possess an up-to-date Annual Education Plan.

· Students must be familiar with Employability Skills 2000+

Teaching/Learning Strategies

1. Read and discuss the following article, from Canada Prospects 2000-2001:

The Proof is in the Portfolio

Prospective employers will be happy to hear about the wonderful things you say you can do, but what will make them believe you? Remove any doubts or questions they have about what you can do by giving them proof of your achievements. Show them how you’ve continued to learn and acquire knowledge and skills. How? Read on.

“Most people seriously underestimate the full extent of what they know and can do.” Says Paul Myers, Executive Director of the Prior Learning Assessment (PLA) Centre in Halifax. He finds that through building a portfolio, people get a clearer picture of their strengths and in doing so, are more willing to tackle new challenges.

Portfolios are collections of what you have done in your life. They’re a great way to show-and-tell. Think of a giant collection that highlights what you have learned, experienced, and accomplished.

A skills-based portfolio can include examples of your work such as demo reels, designs, a writing sample, school project, or completed product that you were proud of. It can also include letters of thanks or appreciation, awards, and volunteer certificates. A portfolio is a great self-marketing tool. It can be used in an interview to showcase your skills and achievements. It’s the proof that goes along with your résumé.

Douglas adds, “I have realized that when people are faced with dramatic transition, the first casualty is their sense of confidence and personal worth. Taking time to identify and organize your achievements (by building a portfolio) rebuilds that confidence. It leads to action and a sense of power and choice.”

Start a treasure hunt today and discover all the things you have achieved in your lifetime. They’ll add up fast. Then put them to work for you.

2. Discuss in class:

a) Situations when a portfolio would be beneficial. (Job interview, admission to postsecondary programs – apprenticeship, college, university)

b) What forms a portfolio could take. (File folder, envelope, fold-out with pockets binder, zipper binder, a combination of these)

c) Does organization, quality and presentation matter? (Absolutely)

d) Under what headings to organize Portfolio Contents. (Suggest:1. Vital Information, 2. Fundamental Skills, 3. Personal Management Skills, 4. Teamwork Skills, and 5 Additional Information) (These are only suggested portfolio headings)

e) Items that might be included in a portfolio, and in which section. (See Appendix B)

Have students list items they can locate or generate to add to a portfolio.

f) Introduce the Catholic Graduate Expectations and have students reflect upon and add evidence of achievement or plans to achieve some or all of them.

g) How long one should keep a portfolio current? (A Lifelong project)

3. Distribute 3-Ring Binder Portfolio supplies. Students assemble their portfolio framework, consisting of: 1" binder with clear plastic inserts front, back and spine, and inside pockets; Cardboard divider set (5 dividers); Sample clear plastic sheet protector; and Handout forms to insert in portfolio, such as: a copy of Appendix B, Table of Contents Form, Employability Skills Checklist for each Section, Forms to record Volunteer and Employment History, List of References, Academic Plan, Journal.

4. Students brainstorm and plan a Portfolio Cover that will represent and promote themselves (single page artwork, collage, computer generated logo, etc., to be inserted on front cover. The back cover may also be used. Assign homework to complete portfolio cover. Use computer Lab for creation of cover artwork, as required.

5. Have students brainstorm in groups and create a checklist of items to include in their portfolio over the remainder of the course. Maintain the list in the ‘Other Information’ section, and refer to it often. For homework, have students collect items from home and school to insert into their portfolio to begin its creation and maintenance.

6. Have students brainstorm and compile a list of situations in their own futures at which their portfolio will be used. (Parent conferences, discussions with Teacher-Adviser, Cooperative Education interview, community involvement or volunteering interview, part time job interview, college application, apprenticeship application, etc.) This exercise should result in more ideas for items to be included in the portfolio.

7. For extension, students may prepare a special section or sections of their portfolio, each for a specific career, using research materials, clippings, brochures, career ads, etc., from various sources.

Assessment & Evaluation of Student Achievement

· Formative assessment of some students’ oral contribution using an Oral Communication Rubric. (Appendix A)

· Provide formative assessment for student checklist.

Accommodations

· Provide handouts - with extra information according to individual student needs

· Arrange groups to ensure a range of abilities and to encourage student peer help and mentoring.

Resources

St. Mary Catholic High School Student Services, stmary.brock@llgcrcssb.on.ca. Sample portfolio insert

Appendices

Appendix A – Oral Communication Rubric

Appendix B – Employability Skills Portfolio Outline

Activity 7: Assessing Personal Management Skills

Time: 150 minutes

Description

The focus of this activity is specifically on the second column of the Employability Skills 2000+ chart; Personal Management Skills. Examine current job postings for examples of specific personal management skills. Evaluate their personal management skills by completing a personal assessment. This assessment will help students reflect on their strengths and weaknesses. Students then have an opportunity to describe how they can effectively demonstrate various skills.

Strand(s) & Learning Expectations

Strand(s): Personal Knowledge and Management Skills

Overall Expectations

Specific Expectations

PK3.01 - identify and describe the personal management skills, habits, and characteristics that would contribute to success in their selected postsecondary learning or work destinations and explain their importance;

PK3.03 - produce an evaluation of their own personal management strengths and weaknesses, including references to how they handle stress, time, planning, and personal finances.

Ontario Catholic School Graduate Expectations

CGE4f - applies effective communication, decision- making, problem-solving, time and resource management skills;

CGE4h - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE5c - develops one’s God-given potential and makes a meaningful contribution to society.

Planning Notes

· Students and teacher need access to Employability Skills 2000+.

· Search Internet and newspapers for a variety of sample job postings concentrating on personal management skills.

· Prepare a rubric for the follow-up activity.

Prior Knowledge & Skills

· Students should be comfortable with the summary of Employability Skills in Activity 1.

Teaching/Learning Strategies

1. Review the Employability Skills 2000+ as discussed in previous activities. Focus specifically on the second column: Personal Management Skills.

2. Provide students with various job postings from the Internet, newspaper, etc. With a partner, students are to read through the sample of job postings provided for their group and fill in the following chart.

Job Posting	Education Required	Specific Skills Required	Personal Management Skills Required

3. When the chart is completed, students can present to the class their specific job postings and focus on the personal management skills listed in the advertisement.

4. Help students to summarize that all careers require a combination of personal management skills, attitudes and behaviours. When one begins to assess their employability skills, it is understood that every person has strengths and weaknesses in certain areas. Specific jobs may require an individual to be stronger in one area than in another.

5. Have students complete Personal Management Skills Assessment (Appendix C). This can be included in the students’ portfolio. (This is adapted from a quiz from HRDC)

6. Students can score their assessment using the following criteria.

1.a- 5	b- 3	c- 0	2.a- 5	b- 3	c- 0	3.a- 5	b- 3	c- 0	10. a-0	b- 3	c- 5
4.a- 0	b- 3	c- 5	5.a- 5	b- 3	c- 0	6.a- 0	b- 5	c- 3
7.a- 5	b- 3	c- 0	8.a- 0	b- 3	c- 5	9.a- 5	b- 0	c- 3

7. The following description can be used on overhead when students finish scoring their assessment. Note that is only one assessment and this should not be considered as the one and only way to evaluate personal management skills.

If you have scored 40 or more: You have good personal management skills that should be highlighted on your resume. Being an excellent organizer or coming up with new and creative ideas are skills that possible employers should know about. Positive attitude, determination to get the job done and a willingness to learn are all things that could help you to impress an employer in an interview situation. You should be able to give examples to the interviewer to demonstrate your abilities in this area.

If you have scored between 25 and 40: You’re halfway there! While you have some personal management skills, others need work. Read the next description to get ideas on how to improve this area. Look for opportunities to practice them.

If you have scored less than 25: Get organized! In order to get ahead in life and on the job, you need to set personal goals. Sit down and decide where you want to be five years from now. It could be as simple as having a job or as ambitious as having your own business.

8. Students can now reflect on their strengths and weaknesses in the area of Personal Management Skills. This can also be included in students’ portfolio. Teachers should focus on student responsibility for improvement and development of personal management skills.

9. Follow up Homework/Activity: Students can create their own job posting for a specific career they are interested in. They can do research for the education and skills required for this job. The job posting should include personal management skills that would help achieve the best results for this job. A summary can be attached to the assignment that explains why the employability skills included in the job posting are best for the job advertised.

Assessment & Evaluation of Student Achievement

· Assessment of students’ oral contribution using Oral Communication Rubric (Appendix A) (Communication)

· Summative Assessment of Job Posting Assignment using a Rubric (Knowledge, Application and Communication)

Accommodations

· Reduce the amount of written work required.

· Read instructions aloud. Have students then verbalize instructions.

· Set clear expectations and review rubric with students when assignment is introduced.

· Students can expand upon job posting with additional research on specific career.

Resources

Conference Board of Canada – www.conferenceboard.ca

Human Resources Development Canada – www.ont.hrdc-drhc.gc.ca

Surfing the Net for A Job – www.Loyalisc.on.ca/calendar/jobsurf.htm

Appendices

Appendix C – Personal Management Skills Assessment

Activity 8: Case Studies: Role Playing Personal Management Skills

Time: 150 minutes

Description

Examine various work place scenarios and reflect on the personal management skills required for success in each case study. Identify a variety of possible responses to issues dealing with stress, change, time, etc. Effective stress and anger management strategies will also be discussed.

Strand(s) & Learning Expectations

Strand(s): Personal Knowledge and Management Skills

Overall Expectations

Specific Expectations

PK3.02 - describe the range of individual differences in how people manage themselves in dealing with issues such as risk, stress, change, time, planning and personal finances;

PK3.05 - identify effective risk, stress and anger management strategies and use them appropriately.

Ontario Catholic School Graduate Expectation

CGE4d - responds to, manages and constructively influences change in a discerning manner;

CGE4f - applies effective communication, decision- making, problem-solving, time and resource management skills;

CGE4h - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE5c - develops one’s God-given potential and makes a meaningful contribution to society;

CGE5e - respects the rights, responsibilities and contributions of self and others.

Planning Notes

· Research a variety of case studies for this activity that would best suit the personality of the class.

Prior Knowledge & Skills

· Students should be comfortable with the Employability Skills learned in Activity 2.

Teaching/Learning Strategies

1. Introduce the following personal management skills as discussed in Activity 2:

a) Assess, weigh and manage risk

b) Be open to and respond constructively to change

c) Learn from your mistakes and accept feedback

d) Manage anger and stress with positive behaviour and attitude

2. Ask students how each skill can be demonstrated and to give an example of where one might need to practice such skills in the workplace. Students can take notes on this discussion.

3. Provide students with the following responses to criticism:

· “If this office weren’t so noisy, I could hear better. Then I’d be able to make complete phone messages”

· “What’s wrong with this? I saw Joe do it this way.”

· “How come I always get blamed for things around here?”

· “That’s the way George showed me how to write the order.”

· “I was not on the phone for 15 minutes. Can you prove it?”

· “I was so here on time. I know because I looked at the clock when I came in.”

Discuss the above responses. What skill do these people need to work on? How would the Gospel teachings expect you to respond?

4. Instruct students to change the above statements to be cooperative and constructive. Ask students to share their new responses to criticism with the class.

5. Provide students with the following case study:

You are a warehouse worker. You often lift heavy boxes. During the weekend when you were off work, you played a game of baseball. You fell when you ran to catch a ball. You hurt your back and can hardly walk You know you must go to the doctor. You might even have to be in the hospital. You do not have any sick days at work. You would have to use holidays and you only get 2 weeks a year. A friend says you should say you hurt your back lifting heavy things at work. Then you would qualify for workman’s compensation which means you would not have to use holidays and you would still get some income. What will you do?

Ask students to discuss in groups of two or three. What personal management skill(s) should be applied here? What are some possible solutions/responses? Discuss Catholic values.

6. Discuss with students the range of individual differences in how people manage situations involving change, stress, criticism.

Provide the following scenarios and have students describe at least 3 different responses (defensive, offensive and cooperative) one could use for each situation. It then can be discussed which response is more appropriate.

· The office where you work is getting very busy. You are trying to finish your filing. The boss yells at you to type some memos.

· Your boss is a quiet person. She never says too much to you. You wish she would tell you if you are doing a good job.

· The store where you work has more than one boss. The manger tells you to finish the inventory. Another boss comes out and tells you to wait on the customers.

7. Role Play Activity: Students can create their own case study that emphasizes a certain personal management skill example. managing change, stress or risk. In groups of three write a scenario and then practice role playing the most effective response and solution using their knowledge of personal management skills.

Assessment & Evaluation of Student Achievement

· Formative Assessment of students’ oral contribution using Oral Communication Rubric
(Appendix A) (Communication)

· Formative Assessment of Role Play Activity (Application)

Accommodations

· Use case studies that apply to the future goals of students in the class.

· Provide written guidelines for role play activity.

· Create scenarios that apply to class profile if suggested ones are not suitable.

Resources

Greater Toronto Area Cooperative Education Association. Pre-placement and Integration Curriculum Resource. Toronto: The Greater Toronto Area Cooperative Education Association, 1998.

Plue, Leo, W. Palmer, and C. Karakokkinos. Careers, Today and Tomorrow. Toronto: Irwin Publishing, 2000. ISBN 0-7725-2852-7

Activity 9: Managing Time and Money

Time: 150 minutes

Description

Students are given the opportunity to learn from the community about time and financial management. Balancing work and leisure goals will be discussed with a panel of community members. Students begin to set future goals for leisure and financial management and follow up with examples of how they currently demonstrate the personal management skills of time, priority and financial management.

Strand(s) & Learning Expectations

Strand(s): Personal Knowledge and Management Skills

Overall Expectations

Specific Expectations

PK3.03 - produce an evaluation of their own personal management strengths and weaknesses, including references to how they handle stress, time, planning, and personal finances;

PK3.04 - demonstrate the effective use of time and priority management strategies to achieve and maintain a balance among their school, work and leisure goals.

Ontario Catholic School Graduate Expectations

CGE4f - applies effective communication, decision- making, problem-solving, time and resource management skills;

CGE4h - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE5c - develops one’s God-given potential and makes a meaningful contribution to society.

Planning Notes

· Organize a panel of speakers from the community to visit the class.

· Prepare a rubric for the follow up activity.

Prior Knowledge & Skills

· Students should have access to their AEP and the Action Plan from the GLC2O course if available

Teaching/Learning Strategies

1. Invite a panel of speakers from the community to speak to students on the following issues:

· Time Management (balancing work and leisure goals)

· Financial Planning/Management

The panel of speakers could include various career representatives including a person(s) representing a financial institution(s), a parish priest for a Catholic perspective, career representatives such as lawyers, factory workers, etc.

2. Encourage students to pose questions to the panel.

3. Introduce a discussion with students on the issue of balancing work and leisure goals. Discuss time and priority management and the challenge of managing finances with a busy schedule. Students can search the Internet for time saving options such as Internet banking, investment information, budgeting ideas, etc. Refer students to the Royal Bank and the CIBC website for an example of a budget planning sheet.

4. Have students create a list of leisure goals they have for the future. Emphasize that leisure also includes family time. This can be included in their portfolio. The student’s AEP and action plan from GLC2O course may be used as an example of goal setting to help students begin.

5. Have students create a list of financial goals for the next five years. This can be included in their portfolio. Students should focus on financial planning for post-secondary education as well as life after education is completed.

6. Discuss how they intend to achieve their financial and leisure goals at the same time.

7. Follow-up Activity: Introduce the following assignment to students providing clear expectations using a rubric provided by the teacher.

Students are to examine a typical week and describe how they spend time and money throughout the week. Examples of agendas, schedules, personal budget etc should be included. Students can evaluate themselves on their present time and priority management skills as well as management of personal finances.

Assessment & Evaluation of Student Achievement

· Summative Assessment of Follow-up Activity using a Rubric (Knowledge, Application, Inquiry, Communication)

Accommodations

· Reduce the amount of written work required.

· Provide written guidelines for an assignment.

· Allow extra time for written assignments.

· Students can extend the assignment to planning for the future, i.e., budget, time management.

Resources

CIBC – www.cibc.com/bin/StudentBudgetTool.pl

Royal Bank- www.royalbank.com

Activity 10: Portfolio Review

Time: 75 minutes

Description

Students have the opportunity to demonstrate with the class the independent work they have put into their portfolio up to now and share items with the teacher that were not a part of regular class activity. During the presentation, focus on the personal management skills section in their portfolio in order to summarize what they have learned in this unit. Create a list of items that they would like to have in their portfolio by the end of the course.

Strand(s) & Learning Expectations

Strand(s): Personal Knowledge and Management Skills

Overall Expectations

PKV.02 - create and maintain an effective, comprehensive, personal portfolio that summarizes and documents a wide range of knowledge, skills, interests and achievements.

Specific Expectations

PK2.04 - select and organize documentation from various sources, e.g., in-school and out of school activities, community involvement for their comprehensive personal portfolios;

PK2.05 - explain their choices of specific portfolio items as evidence of selected knowledge, skills and personal characteristics.

Ontario Catholic School Graduate Expectations

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.

Planning Notes

· Prepare a sign-up list for presentation times well in advance of this activity.

· Students should be given the expectations for the presentation well in advance of presentation date.

Prior Knowledge & Skills

· Students should now be aware of a variety of possible items for their portfolio and be able to decide which section of the portfolio they will be entered in.

Teaching/Learning Strategies

1. Provide students with the following key directions/questions for their portfolio presentation:

a) Introduce yourself and the occupation you are presently interested in.

b) What are some personal management skills that are particularly important for this career?

c) Show some evidence in your portfolio that demonstrates any of these personal management skills. (Items should be included in the Personal Management Skills section of the portfolio)

d) What items have you included in the other sections of your portfolio? (Fundamental Skills, Team Work Skills, etc.)

e) What items in your portfolio do you think would be useful to bring to an interview? Why?

Assessment & Evaluation of Student Achievement

· Summative Assessment of students’ oral contribution using Oral Communication Rubric
(Appendix A) (Communication)

· Portfolios can be handed in to the teacher for a summative assessment using Portfolio Rubric (Appendix D)

Accommodations

· Allow students to use written materials to help in their oral presentation.

· Prompt students with questions during the presentation if help is required.

Appendices

Appendix A – Oral Communication Rubric

Appendix D – Employability Skills Portfolio Rubric

Activity 11: Action Plan: Skills required for success

Time: 150 minutes

Description

This final activity allows students to identify and document their personal management skills, establish postsecondary goals for further education, work and enhancement of personal values. Students then formulate their first practical personal action plan for the course in the form of a schedule and a mission statement for the achievement of their identified goals.

Strand(s) & Learning Expectations

Strand(s): Knowledge, Thinking, Communication

Overall Expectations

PKV.01 - identify and describe their skills, personal characteristics, and achievements, using a variety of assessment strategies, and use this information to determine future goals;

PKV.02 - create and maintain an effective, comprehensive personal portfolio that summarizes and documents a wide range of their knowledge, skills, interests and achievements;

Specific Expectations

PK2.05 - explain their choices of specific portfolio items as evidence of selected knowledge, skills, and personal characteristics;

Ontario Catholic School Graduate Expectations

CGE4e - sets appropriate goals and priorities in school, work and personal life;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.

Prior Knowledge & Skills

· Knowledge and skills developed in previous activities and in the formulation of a personal employability skills portfolio to date.

· Basic charting and graphing skills.

Planning Notes

· Students must have an up-to-date employability skills portfolio to fully participate in this activity.

Teaching/Learning Strategies

1. Students will review their Annual Education Plans and their Employability Skills Portfolios from beginning to end, to re-familiarize themselves with contents.

2. After reflection, class discussion and documentation, acknowledge and itemize in written form, changes in their personal goals that have taken place over the years of formulating their Annual Education Plan.

3. Identify the range of opportunities available to students after they leave secondary school. (workplace, apprenticeship, college, university)

4. Identify the range of opportunities for personal management and personal development that could begin immediately. (volunteerism, recreation, spiritual pursuits, hobbies, leisure time)

5. Identify barriers that may prevent the attainment of postsecondary opportunities, and then develop contingency plans that will take these possible barriers into account. (2nd and 3rd choices)

6. Prepare an action plan in the form of a bar graph schedule for the next five years of their lives including goals such as jobs, education, volunteer, college application, summer jobs. Leisure activities, etc. An example is provided below.

Sample Action Plan: F: Fall, W: Winter, S: Spring, S: Summer,

Full Time Job

University Application

College Application

Volunteer

Activity

Year

Year 1

Year 2

Year 3

Year 4

Year 5

7. Prepare a personal mission statement to encompass their goals.

“A personal mission statement is like a motto or credo that states what your life is about. It is like the blueprint to your life. Countries have constitutions that function just like a mission statement. And most companies like Microsoft and Coca-Cola, have mission statements. But I think they work best with people.

“So why not write your own personal mission statement? Many teens have. They come in all types and varieties. Some are long and some are short. Some are poems and some are songs. Some teens have used their favourite quote as a mission statement. Others have used a picture or a photograph.” Sean Covey – The 7 Habits of Highly Effective Teens

8. Place their action plan schedules and personal mission statements in their portfolios (Vital Information or Personal Management Section).

Assessment & Evaluation of Student Achievement

· Formative assessment of students’ knowledge and appreciation of the Personal Management Unit process through class discussions, interactions and responses.

· Rubric for evaluation of Action Plan and Mission Statement based on the Achievement Chart – Grades 11 and 12, Guidance and Career Education.

Accommodations

· Provide pre-printed action plan schedule handouts - with extra information according to individual student needs

· Students may design and illustrate their Action Plans and Mission Statements using appropriate artwork and/or computer software

Resources

Covey, Sean. The Seven Habits of Highly Effective Teens. New York, NY: Franklin Covey Co.
ISBN 0-684-85609-3

Appendix A

Oral Communication Rubric

Student Name:

Date:

Criteria for the Communication Category	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
· Communicates information, ideas, experiences	- with limited clarity	- with some clarity	- with considerable clarity	- with a high degree of clarity and confidence
· Uses effective language	- uses effective language rarely	- sometimes	- most of the time	- always
· Listens actively	- rarely listens actively	- listens actively some of the time	- listens actively most of the time	- listens actively all of the time
· Participates in all discussions	- limited participation	- some participation	- considerable participation	- constant participation

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix B

Employability Skills Portfolio

Why have a Portfolio?

a) to develop self- knowledge, confidence and career knowledge

b) to record the development of skills

c) to plan the selection of secondary school courses

d) to help determine possible future career paths

e) to demonstrate skills to potential employers and post-secondary educational institutions.

What does the Portfolio look like?

a) 3-Ring Binder, for 8.5" x 11" paper, with windows front and back, and inside pockets.

b) Student-designed computer or hand-drawn cover, section dividers, protective sheets to contain documents or items not to be hole punched

c) Table of contents

d) Checklist of Employability Skills demonstrated in Portfolio

e) Other achievement documentation and products from various course tasks.

What goes in the Portfolio?

It is organized under 5 sections:

1. Vital Information: Items that are most likely to be shown first from any section of the Portfolio, such as: current resume, sample cover letter transcript, report cards, academic plan, certificates of achievement, letters of reference.

2. Fundamental and Academic Skills: Evidence of achievement for communication, information management, numeracy, problem solving, academic test scores, subjects, projects, job descriptions, charts, artwork, photographs, licences.

3. Personal Management Skills: Evidence of an organized person, including interest inventory results, job performance appraisals, letters of reference, recognition awards, letters of application, information for postsecondary study/work planned, personal training plan, certificates of participation, attendance record, financial records.

4. Team Work Skills: Evidence of participation in activity teamwork of any kind, including photographs, plaques, medals, ribbons, crests, newspaper clippings, description of activity, membership cards.

5. Other Information: This section should be reserved for miscellaneous items, or work in progress, to be entered in another section when completed.

Who may view the Portfolio?

It should be viewed only in the presence of the student, or by a Teacher-Adviser or Guidance Counsellor with the student’s consent.

Who can add, change or remove information?

Only the student may add, change, or remove information.

The Portfolio is a formal document and should be maintained in a presentable condition at all times

Appendix C

Self-Assessment of Personal Management Skills

Circle the response that best describes you

1. I take on projects with confidence and know that I can do a good job.

a) Always b) Sometimes c) Never

2. I tell the truth at work no matter what the consequences are.

a) Sometimes b) Most of the time c) Never

3. I volunteer for training and look for opportunities to learn new things.

a) Always b) Sometimes c) Never

4. I find it difficult to continue with tasks, at home and at work, when problems arise.

a) Most of the time b) Sometimes c) Never

5. I look for new challenges at work and in my spare time.

a) Most of the time b) Mainly at work c) Mainly in my spare time

6. I like to set goals and objectives for myself.

a) Never, it scares me b) Always, it helps me to measure my success c) I only do it at work

7. People tell me I am well organized.

a) Most of the time b) Sometimes c) Never

8. I get upset when things change,

a) Always b) Sometimes c) Never

9. I like it when people do things differently than I do.

a) Usually, I learn from them b) Never, they don’t do it properly c) It depends

10. Do you like to think up new and better ways to get your work done.

a) I don’t get paid for that b) Sometimes c) Always, it keeps life interesting

Appendix D

Rubric: Employability Skills Portfolio

Note: Variations on this Rubric may be used to evaluate student portfolios at various stages of development.

Categories	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Understanding Understanding of the benefits, and purpose of the portfolio process	- demonstrates limited understanding of the benefits and purposes of the portfolio process	- demonstrates some understanding of the benefits and purposes of the portfolio process	- demonstrates considerable understanding of the benefits and purposes of the portfolio process	- demonstrates thorough understanding of the benefits and purposes of the portfolio process
Thinking Examination and reflection on personal values and abilities for Portfolio content	- examines and reflects on personal values and abilities with limited effectiveness	- examines and reflects on personal values and abilities with moderate effectiveness	- examines and reflects on personal values and abilities with considerable effectiveness	- examines and reflects on personal values and abilities with a high degree of effectiveness
Communication Communication of appropriate information and documentation of experience	- communicates pictorial and written information with limited accuracy and effectiveness	- communicates pictorial and written information with some accuracy and effectiveness	- communicates pictorial and written information with considerable accuracy and effectiveness	- communicates pictorial and written information with a high degree of accuracy and effectiveness
Application Application of technology (Internet, video, etc.) to make connections between personal experiences and portfolio presentation	- applies technology to make connections with limited appropriateness and effectiveness	- applies technology to make connections with moderate appropriateness and effectiveness	- applies technology to make connections with considerable appropriateness and effectiveness	- applies technology to make connections with a high degree of appropriateness and effectiveness

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.