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Self Assessment Quiz_ Personal qualities – KS3

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           e-Progress File

             Lesson plans

Using e-Progress File with year 9 pupils

    Preparing a Personal Statement




                                           1
Purpose
To enable Year 9 pupils to work through a programme of e-Progress File activities, leading
to the creation of a detailed Personal Statement. The purpose of the statement should be
identified (e.g. preparing for a guidance interview, preparing for a progress review or to
present themselves to a new tutor).

A minimum of 5 lessons will be required but additional time will be needed for the extension
activities. Some pupils will find it difficult to complete lesson 5 in a 50 minute lesson. The
lessons should follow on from introductory work where the importance and relevance of the
work has been explained. This could be done during a Year Assembly or in a classroom
situation. It is assumed that each pupil will have access to an individual computer and
that they will have already registered.

           Lesson   plan   1   –   My interests and my achievements
           Lesson   plan   2   –   My skills
           Lesson   plan   3   –   My personal qualities
           Lesson   plan   4   –   My learning styles
           Lesson   plan   5   –   Personal statement

In deciding how to use the resources it is important:
 to be clear about what you want to achieve with the pupils (i.e. what are the intended
   learning outcomes)
 not to use e-Progress File just for the sake of using IT
 to take into account the time needed to complete the activities

Hints - Before you even start!
 Ensure that pupils have a good understanding of what Progress File is about.
 Familiarise yourself with the site. It is very comprehensive and so you need to acquaint
   yourself with the main features and how they interact.
 Prepare the room and IT equipment to ensure that everyone starts with the same
   screen on view; you may wish to book the services of your I.T technician.
 If pupils have a Progress File ensure it is available during the e-Progress File lessons
 Keep reminding students to save their work.


Getting Started
-   Having registered, ensure pupils remember their passwords and user name
-   Click on Login – top right of opening screen
-   Click on Up to Age 16 –

Home      Up to Age 16             Age 16 - 19   Age 19+    Professionals   Employers      Login

-   Right hand column under Tools and Resources click on - e-Progress File
-   Left hand column – click on Who am I?
-   You need to follow the above procedure at the start of each lesson.
-   Do not proceed, until all pupils are successfully logged in.



                                                                                             2
            Content                            Progress File                          ACCAC                          ACCAC
                                            Learning Outcomes                          CEG                            PSE
My Interests                   Pupils will: (with support where necessary)        2                                 3.17
                                be aware of what interests are
 What are Interests
                                be able to record evidence of their interests
 My Interests                  discuss their interests
                                present their interests to a group
                                apply their interests to career ideas
My   Skills                    Pupils will: (with support where necessary)        2                                 2.14
                                understand what is meant by ‘skills’             6                                 3.17
    Which skills are which?
                                be able to recognize different skills
    Skills Search              know the importance of being able to
    Rate my Skills                 recognize their own skills
    Key Skills Quiz            be able to recognize their own skills
                                be able to recognize where skills are used
                                know the names of the 6 Key Skills
                                understand what they are
                                understand the importance of Key Skills
                                    development
                                identify where they have used Key Skills in
                                    different subjects and activities
My Personal Qualities          Pupils will: (with support where necessary)        2                                 2.5
                                Understand what is meant by ‘Personal                                              3.13
 Individual Qualities
                                    Qualities’                                                                      3.17
 Personal Qualities Quiz       Understand why it is important to recognize
                                    personal qualities
                                Be able to use words or phrases to describe
                                    qualities in others
                                Be able to recognize their personal qualities
                                Be able to provide supporting evidence of
                                    their personal qualities
My Learning Styles             Pupils will: (with support where necessary)        3                                 2.5
                                know that learning occurs outside school as                                        2.13
 Learning about learning
                                    well as in school and is a lifelong process                                     2.14
 Different kinds of            be able to identify learning from different                                        3.20
   learning                         situations
 Evidence to show my           be able to identify different learning styles
                                    and be aware of those that suit them
   learning
                                be able to give examples of different evidence
 Learning styles quiz              of learning
                               be able to identify areas for improvement
My Achievements                Students will: (with support where necessary)
                                Understand what is meant by ‘achievement’        2                                 1.6
 Learning about
                                Appreciate the importance of having evidence                                       2.5
   achievements                 Be able to recognize their own achievements in                                     3.17
                                    school & beyond
                                Be able to provide evidence of achievement
                                Know how to record achievements and evidence
                                Have started to record evidence and
                                    achievements
Personal Statement             Students will: (with support where necessary)                                        1.6
                                                                                  is used for the transition from
                                                                                  added if a Personal Statement




                                Know when they may need to present personal
                                    information
                                                                                  18, 20, 21 & 23 could be




                                Know when they may need to use oral and / or
                                    written methods
                                Identify information from their e-Progress
                                    File that will be useful when presenting to
                                    others
                                                                                  KS3 to KS4




                                Understand the need to sift and select
                                    information to ensure relevance
                                Know what should be included
                                Know how to write a Personal Statement




                                                                                                                             3
Lesson Plan 1a
My Interests                                 My Interests


Introduction

If this has not happened during the registration process, use the Introduction and video to
explain the different sections. You will need to decide how you will use the videos. Ideally,
use the interactive whiteboard, so that the whole class is involved. Click on the play button
beneath the video picture. If pupils are accessing independently and sound is not
appropriate, select Captions Off and instruct pupils to read the captions as the video plays.

Who am I?

Use the video to reinforce the purpose of completing the Who am I? activities.

My Interests
Play Video introduction

For this section pupils have 2 free text boxes to complete:
a) My interests
b) My evidence

   Before writing in these boxes students are asked to click on ‘Find out more about my
    interests’ and then ’What are interests?’ tutorial. This gives the story of Sam and
    what he does on a Saturday. Students have to fill in 5 of Sam’s ‘interests’ from the
    storyline.

   THE ANSWERS ARE: Football, music, reading (Harry Potter), computer games and
    meeting friends.
    Bottom of page:
    Highlight the space between >> and << to view the answers

   This exercise should start them thinking about what to write in the ‘My Interests’
    boxes. (The results of this exercise are not sent anywhere else).

   Discuss with pupils their interests (What, When, Where, How?)

   Pupils should enter details about their interests in box 1

   Discuss with pupils the evidence they may have to prove their Interests (Certificates,
    Medals, Newspaper articles, Coach’s report, witness statement, photographs

   Encourage detailed recording of their evidence as this will be saved to their Personal
    Statement

   Pupils must save their input, which will be saved into ‘My Personal Statement and appear
    in ‘This is me’.

                                                                                             4
Lesson plan 1b

                                      My achievements


Play Video introduction

For this section, pupils have 2 text boxes to fill (one will have input from quiz):
Box 1: My Achievements
Box 2: My Evidence

Before asking pupils to input to these boxes go to ‘Learning about Achievements’.
 The aim is to get pupils to think about:
             Why are achievements important?
             Who needs to know about them?
             What is an achievement?
             How can they be recorded?

‘Learn about achievements’
 Click on My Achievements
 Learn about Achievements
 Working individually or in pairs pupils go through a list of statements to do with
    achievements giving an AGREE/DISAGREE/DON’T KNOW response.
 Save to ensure results are retained when class is ready to discuss.
 Discuss responses with class.



Achievements Quiz

Style of quiz: Click and drag

Time
 This quiz takes a maximum of 5 minutes to complete.

Some tips for the actual quiz
 Encourage students to read the introductory text, which explains about achievements.
 Once they reach the initial list of achievements from which to drag, you may need to
   give some examples, as they are very broad headings e.g. ‘Family and friends’ rather
   than actual achievements.
 Remind them that they can change their answers each time before submitting.

The Results
 This will show a list of broad achievement headings. If saved this will be sent to the
   ‘Achievements’ box and ‘This is me’.
 Pupils can expand on this information by typing into Box 1 to explain what they achieve.
 Box 2. They type in their evidence.
 To help them do this, go to the evidence tutorial to be found under the left hand menu
   → Tutorials and guides → evidence.

                                                                                             5
Discussion

When they get their summary ask them, either as a whole class or in pairs/groups:

 Does this give an accurate summary of your achievements?
 Explain the actual achievement for each statement e.g. If it says ‘Family and friends’
  students could give the example ‘I have learnt how to feed my baby niece’
 Does your partner agree?
 Which of your achievements were not mentioned in the quiz?
 Give 2 examples of things you would like to achieve in the future




Links to other parts of CWO - Extension activity
This will link to Careers and will provide sufficient work for two lessons (Interests and
Achievements).

Interests

Pupils go to Career Ideas to research Interests & career links
Ask them to think of a job where they could apply their interests.
 Career Ideas click on Up to Age 16
 right hand side column ‘Tools & Resources’ Career Ideas
 left hand column A to Z
 Select first letter of job
 click on job → If this job is something you may wish to consider doing → click save to be
   used later in discussion with your Career Adviser → If not search for something else

   Got time to do a classroom activity? Get pupils to bring in photographs, magazines,
    downloaded pictures that illustrate their interests, put together a collage of every-ones
    interest in the class. To be displayed in the form room.

   Get pupils to do a two-minute presentation, either to the whole class or a small group
    about their interests.

Achievements

   Achievements tutorial.
   Use Action Planning to help you to achieve.
   Profiles of people – look for what they say they have achieved
                                                                                             6
Lesson Plan 2

                                             My Skills


Play Video introduction

Find out more about skills can be used as an introduction. There is also a skills tutorial
that can be accessed from the Tutorials and Guides (bottom of left-hand navigation). It is
very important that pupils understand the importance of skills development. This should
become clear in the discussions.

For this section, pupils have 2 text boxes to complete (both will have input from quiz):

Box 1: My Skills
Box 2: My Evidence

 ‘Which skills are which’?
 Students match 6 skills by highlighting their choice and dragging it to the box.
 Save.
 Discuss answers with class.
 The aim is to help pupils identify different types of skills to help them recognise their
   own skills.

‘Skills Search’
 The aim is to help pupils identify their own skills
 Students look at a list of skills and tick those they have e.g. ‘use a mobile phone’, ‘read a
    map’.
 Discuss answers with class e.g. how many of you have more than 7 of the listed skills and
    can prove it?
 Save

‘Rate my Skills’
 Click on ‘Rate my Skills’
 Students identify their skills level by indicating ‘Excellent’, ‘Good’ or ‘Could Improve’
   against the 20 skills listed
 They can add other skills
 They should add evidence for each
 Save. The information will appear in the text boxes and become part of the e-Progress
   File. It can be edited in ‘This is me’ and used in ‘My Personal Statement’
 Review results.
 Encourage students to choose one or two skills from the ‘Could improve’ list and draw up
   an Action Plan using the e-Progress File Wizard. (Reflect and Take Action – Action
   Planning)

This activity can be revisited as pupils develop their Skills.


                                                                                              7
‘Key Skills Quiz’

   The purpose of the quiz is to ensure that pupils understand each of the six Key Skills
   Click on Key Skills quiz
   Complete the quiz - it provides feedback
   Discuss the importance of Key Skills.
   Discuss examples (see below) and ask pupils to give examples of when they have used
    each.

Doing a Geography presentation on Volcanoes and their effect on the environment
Researching on the Internet
Downloading pictures
Writing a script for the presentation.
       - Communication & ICT skills.

In DT Food – making a Pizza.
Going to the shop and buy ingredients
Choosing the ingredients and getting best value for money
Weighing and measuring the ingredients according to the recipe
Making the Pizza in the lesson time, sharing equipment and clearing up together.
             Application of number, Working with others and Communication skills.




                                                                                             8
Lesson Plan 3


                                  My Personal Qualities

Play Video introduction

Then click Find out more about Personal Qualities
Refer to previous lesson on skills and discuss the difference between a skill and a personal
quality.

For this section, pupils have 2 text boxes to complete (the top box will have input from the
quiz):
Box 1: My Personal Qualities
Box 2: My Evidence

Before asking pupils to input to these boxes go to ‘Individual Qualities’.
 The aim is to get pupils to think about their own Personal Qualities before doing the
   Quiz, as the quiz may influence their answers.
 Pupils to type in four words or phrases that describe themselves e.g. Caring – I look
   after my pets.
 Pupils could ask a friend to see if they agree with their input (depending on group
   dynamics)

‘Personal Qualities Quiz’

   Pupils click once on Quiz
   Complete the quiz
   Save results, these will be saved in My Personal Qualities box 1.
   In box 2, pupils must give examples of when and how they have used these Personal
    Qualities e.g. I collect my younger brother when school finishes, make sure he gets
    home safely, when I prepare a snack for him and look after him until my mum gets home.
    This proves that I am responsible, caring, reliable and organised.
THEN
 Remind them to save input, as it will be used in their personal statement.
 This activity can be revisited as pupils develop their Personal Qualities.

Some tips for the actual quiz
 Emphasize the importance of taking their time and of reading the statements
    thoroughly.
 Ensure they understand what all of the statements and examples mean.
 Tell the pupils that these are just examples.
E.g. For HELPFUL the example is: ‘I help the old lady next door by digging the garden’ They
should click YES if they are generally helpful not if they do this particular example.
E.g. For CHEERFUL the example is: ‘I am always happy’ – this should be read as ‘I am happy
most of the time’.
   Students should work individually but could show the final list to a partner to get their
    opinion.

                                                                                                9
The Results
The results are shown as 2 lists
a) I am … (and a list of personal qualities
b) I don’t think I am … (and a list of personal qualities)

Discussion
 When they get their results ask them, either as a whole class or in pairs/groups:

   Does this give an accurate summary of your personal qualities?
   Give some examples of how this is true for you.
   Does your partner agree?
   Which of your personal qualities were not mentioned in the quiz?
    (Encourage them to add these in the text box)

Extension Work - Links to other parts of the site

   The profiles of people – students can look for what personal qualities these people have.
    Click on Age up to 16 – Profile (centre page) – there are two Profiles, what Personal
    Qualities do you think these people have?
   Tutorial on personal qualities.
   Career Ideas – to find out the personal qualities needed for different jobs. Bottom of
    Personal Qualities page direct link to Career Ideas.
   Remind pupils to think about all the activities they have completed so far to find
    careers which would match their: Skills, Interests and Personal Qualities.




                                                                                           10
Lesson Plan 4


                                           Learning Styles

         Click on My Learning Styles and read the introduction
         then Learning about learning.



Do the exercises in the following order


        1. ‘Learning about learning’

   This is a TRUE/FALSE exercise e.g. ‘People only learn in classrooms’
   Discuss as a whole class
   Save



        2. ‘Different kinds of learning’

   2 free text boxes to be used to say what they have learnt
-   in school
-   in home/community/personal/social life
   Encourage pupils to go to examples before doing activity
   Save



        3. ‘Evidence to show ‘My Learning Style’

   4 free text boxes for students to give evidence of their learning under the headings:
    certificates, reports and commendations; teacher can verify; photos, tapes, videos;
    pieces of work.
   For each of the 4 boxes students can click on ‘Go to an example’ to see these boxes
    filled with sample text
   Save



   4. ‘My Learning Style’ & Quiz
Some tips for the actual quiz

   Although the statements about how they like to learn do link sometimes to actual
    subjects e.g. ‘When we do experiments’, try to emphasise that most GCSE subjects use
    a wide range of teaching and learning styles.
   Encourage students to read the statements carefully and think of examples where they
    have enjoyed this type of learning before answering.
   Remind them that they can change their answers before submitting.
   Students should work individually but could show the final summary to a partner to get
    their opinion
                                                                                            11
The results

These appear as two lists:
- ‘I learn best when.. e.g. ‘we make things’ (with a series of the statements they ticked
   YES to).
- ‘It’s harder for me to learn when ‘(with a list of the statements that were ticked NO to)

 Pupils must save the results which will be saved into ‘My Learning Styles’ and appear in
‘This is me’.

 NB. They need to then click on WHAT’S NEXT to get a list of all the statements under
3 broad learning styles and then WHAT’S NEXT again to get some further suggestions as
to what to do next.

Then
Using the ‘How I like to learn’ worksheet provided students should:

 Complete column one using their results from the quiz
 complete the rest of the worksheet
   During the remainder of this lesson
   Homework
   At the next lesson

Discussion
Whole class discussion using the outcomes of the worksheet
When completed the worksheet could either be scanned into the pupils’ e- portfolio Online
or kept in their Progress File
My Documents → Manage my Documents → Upload



Links to other parts of CWO - Extension activity

Pupils go to Learning Choices to research subjects available at their school
 Learning choices click on Up to Age 16
 right hand navigation column ‘Tools & Resources
 Learning Choices
 Left-hand menu general search Choose a college or institution.
 Follow on screen instructions.




                                                                                         12
Lesson Plan 5

                                  My Personal Statement



Pupils create and develop their personal statement using information from the Who am I
activities.

Time
 This activity could take 50 minutes to complete.

The Personal Statement will be created by using all the information from the previous 5
lesson plans.
Pupils can go to ‘This is me’, which is the last stage of ‘Who am I’. They will see their
work presented as a rough personal statement which now needs editing and improving.
Pre-empt any pupils who have been absent, by either getting them to complete any activity
they have missed or they can complete the personal statement and add the missing section
to it at a later date.

Method:
 Click on left hand menu Tutorials and guides → how I present myself, look at personal
  statement examples and discuss with class.
 Ask the pupils to read the two personal statements for Toni and Aky and using the
  supplementary sheet ‘Who said what in their Personal Statement’? ask pupils to
  complete the sheet to ensure the have read and understood the two statements
 Click on left-hand navigation ‘Who am I?’ summary  ‘This is me’. All the information
  that the pupil has saved will be on this page.
 Click on Edit this is me to select and edit information as required in personal statement
 Anything that they want to include in the personal statement must be ticked.
 Pupils must write in full sentences, they are writing a storyline about themselves.
 Click on Save changes at bottom of page when happy with completed statement
 Go to ‘Manage my documents’ → Personal Statement, name this version of their personal
  statement e.g. Statement - Careers Interview
 Save changes
 To view your Personal Statement → Go to left hand menu ‘Manage my documents’
 Click on the document name to send this to become a word document. Now it can be
  smartened up with different fonts, layout etc.
 Save it on disk or in your personal folder

Review
Whole class discussion including:
- what have we learned?
- how will we use them?
- who will they show the statement to?
- when will they update it?




                                                                                         13
Who said what in their personal statement?




   Read the two personal statements for Toni and Aky
   Find out who said what!


                Comment                     Toni   Aky   Would I write
                                                            this?
I don’t like talking in front of the
class

I would like to be a designer

I find spelling hard

I think I should go down a set in
Maths

I love Science and Maths

I have only missed 1 deadline this
month

I speak Italian

I need to use the spell checker more
often

I would like to go on work experience
to a music shop

I am proud of my leaflet for English



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