Creating Pathways to Success All About Me Portfolio Grade: ONE
The “All About Me” portfolio contains evidence of a student’s learning in education and career/life planning (e.g., materials, information, and personal reflections). It is compiled by the student, with the support of the teacher, in a format that is appropriate to the age of the student and that is transferable from grade to grade. In each area of learning, students reflect on what they did during the learning activity, the skills and knowledge they used, what they learned, and how they have applied or plan to apply what they learned. Teachers provide opportunities for students to use the inquiry process to explore all four areas of learning, and then encourage them to record what they learned in their “All About Me” portfolio (Creating Pathways to Success, 17). Evidence of learning is captured through drawings, pictures, collages, assignments and personal reflections.
The chart below reflects connections between the four inquiry questions, the area of learning associated with each question, curriculum expectations and learning opportunities (classroom, school and community) in relation to The Arts, Family Life, Religion and SSHG curriculum. Learning opportunities are present in all curriculum areas and should not be limited to the examples below.
Inquiry Question / Area of Learning (knowledge and skills) / Curriculum Connections (curriculum expectations) / Learning Opportunities (e.g., guest speaker, reflection, field trip, conversations/observations, extra-curricular, presentation, experiential learning …)The learning opportunities listed below provide examples; an opportunity may cover one or more expectations.
Who am I? / Knowing Yourself
To help answer the question “Who am I?”, students will:
• identify the characteristics that describe who they are (e.g., interests, strengths, intelligences, accomplishments, values, and skills, which include the learning skills and work habits evaluated on the provincial report cards and may include the Essential Skills described in the Ontario Skills Passport);
• identify factors that have shaped who they are and that are likely to shape who they become over time;
• reflect on how these characteristics influence their thoughts and actions, and how those thoughts and actions may in turn affect their development as learners, their relationships, and their education and career/life choice / Religious Education
BL2.3 Describe the experience of how we come to know and recognize our parents, brothers and sisters, grandparents, etc and relate this natural way of knowing to the process of how God has communicated to us gradually through Scripture his “face” and especially in the face of his Son - Jesus Christ
BL3.3 Compare how families and communities are formed and defined by their common history and stories to how the Christian Church is formed into a believing community and defined through the inspired stories of Sacred Scripture which reveal our relationship to God, Jesus and to one another
CL1.3 Describe Baptism as the Sacrament that welcomes us into the Church and connect the spiritual experience of being welcomed into the Church through the sacrament of Baptism to the human experience of being born into the world and welcomed into the community of one’s family
LC1.3 Compare the characteristics of a family with the characteristics of the Church and identify ways both can be places where we learn about God.
LS1.1 demonstrate an understanding of what it means to be made in God’s image
Family Life
A3.2 describe some of the ways in which their physical appearance is unique
A3.3 identify and record some of their likes and dislikes
A3.5 identify and describe some of the ways they have grown and changed
B1.1 celebrate the variety of ways that families share love
B1.2 appreciate that each child has a special place in the family
E2.1 recognize that they learn about the world in a variety of ways
Social Studies
A1.2 describe how some significant events in their lives led to changes in their roles, relationships, and/or responsibilities
A1.3 compare some of the significant events in their own lives and/or lives of their family members with those of their peers
A2.1 formulate questions to guide investigations into some aspects of the interrelationship between events, people, and/or places in their lives and their own roles, relationships, responsibilities, and identity/sense of self
A2.2 gather and organize information on significant events, people and/or places in their lives that contribute or have contributed to the development of their roles, relationships, responsibilities, and identity/self of self (A2.5)
A3.1 describe some of their own roles, relationships, and responsibilities
The Arts
A2.3 identify and give examples of their strengths and areas for growth as dance creators and audience members
B2.3 identify and give examples of their strengths, interests, and areas for improvement as drama participants and audience members
C2.3 identify and give examples of their strengths and areas for growth as musical performers, creators, interpreters, and audience members
D2.4 identify and document their strengths, their interests, and areas for improvement as creators of art / · family timelines: 3 or 4 important events and their significance; pictures and words (timeline made at St. Catherine of Siena could be shared with other schools)
· Baptism photos: present and discuss
· Family Tree
· recycling / yard clean up: photos
· roles in classroom and family (reflective writing piece)
· samples of visual art work, recordings of vocals, video of dance, gymnastics, drama activities, dancefest, etc.
· Star of the Week (Make a chart listing favourite things, i.e. favourite food, colour, book, sport etc., as well as future dream: To be a…)
· Leader of the Day: leadership repsonsibilities
·
What are my opportunities? / Exploring Opportunities
To help answer the question “What are my opportunities?”, students will:
• explore the concept of “opportunity” and how the choices they make can open pathways for them;
• expand awareness of school- and community-based opportunities (e.g., recreational, social, leadership, volunteer, part-time employment) and how these programs/activities help develop skills and relationships;
• explore a variety of fields of work, occupations, and careers, and develop awareness of the impact of local and global trends (e.g., demographic, technological, economic, social) on the opportunities available to them;
• investigate the preparation required for a variety of school- and community-based opportunities, occupations, and jobs (i.e., acquiring the necessary experience, education/training, and specific skills, including the Essential Skills and work habits documented in the OSP) and how this preparation can be obtained. / Religious Education
LS2.2 name ways that the Church participates in communal acts which reach out to families and individuals and suggest how these acts promote relationships and recognize the dignity of those in need
LS2.3 provide examples of what it means to be ‘social by nature’ and how relationships can support and nourish our development as human beings
PR1.1 Identify times when Christians pray individually and in communal gatherings, when they pray daily and weekly
Family Life
E1.1 recognize the value of human work
E3.3 identify some of the kinds of work that adults do
Social Studies
B1.1 describe some of the ways in which people make use of natural and built features of, and human services in, the local community to meet their needs, and what might happen if these features/services did not exist
B1.2 identify some services and some service-related occupations in their community and describe how they meet people’s needs, including their own needs
B3.7 identify some of the services in the community for which the government is responsible and describe key responsibilities of people in the community in relation to those services
The Arts
A3.2 identify and describe dance experiences in their own lives and communities
B3.1 identify and describe drama and theatre forms, events, and activities that they experience in their home, school, and community
C3.1 identify and describe musical experiences in their own lives
D3.2 demonstrate an awareness of a variety of works of art from diverse communities, times, and places / · field trips to Safety Village, parks, etc.
· guest / parents come in to share occupations, etc.
· community helper fair
· school visits to other schools to attend student performances
· guests come in to present (e.g., Kids on the Block, Karen Hobbie, Saidat)
· attend performances in the community
· visit the local church
Who do I want to become? / Making Decisions and Setting Goals
To help answer the question “Who do I want to become?”, students will:
• identify the demands, rewards, and other features of the various opportunities they have explored, and reflect on the fit between those features and their personal characteristics;
• based on the connections they identify, use a decision-making process to determine personal and interpersonal goals as well as education and career/life goals;
• review and revise their goals in light of changes that they recognize in themselves and in the opportunities that are available to them. / Religious Education
ML1.3 Identify through Scripture (i.e. Genesis 1) that God has created the world we live in and made human beings to be unique
ML2.2 identify situations that call us to choose between doing actions which are good or those actions which are harmful
ML2.3 identify the different actions that we are capable of doing as human beings and those actions that we are able to think about before we act and that have consequences of being good or harmful to others and to ourselves
Family Life
A2.4 recognize that they will continue to grow and change
D2.3 recognize that choices based on preferences have consequences
D3.2 examine the process of making choices that are based on preferences
E2.2 recognize that everyone is responsible for caring for the world
Social Studies
A3.2 identify some of the significant people, places, and things in their life, including their life in the community and describe their purpose or the role they have
A3.4 identify some elements of respectful behaviour that they can practise in their everyday life and/or that other people practise
A3. 5 demonstrate an understanding that it is important to treat other people and the environment with respect / · community helpers
· reflections on choices
· growth and change charts (me before and me after)
· letters to self to be read in the future (years)
· time capsules – my wishes/goals for the future
What is my plan for achieving my goals? / Achieving Goals and Making Transitions
To help answer the question “What is my plan for achieving my goals?”, students will:
• create a plan that identifies in detail the steps required to achieve the goals they have set;
• identify the resources required to implement their plan;
• identify potential obstacles and challenges they may encounter in implementing their plan, and devise possible solutions.