Page 19 - Creating Pathways to Success

Students should be informed that any information they give to teachers or guidance teachers/counsellors will be kept confidential except in circumstances in which freedom of information legislation or other legislation requires or permits school staff to release information to specified individuals. Teachers and guidance teachers/counsellors should seek further clarification in this area from their professional organizations and school boards.
3.4.1 The “All About Me” Portfolio, Kindergarten to Grade 6
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. (The portfolio can be electronic, but this is not a requirement.) Students use the four inquiry questions to structure their portfolio and document their learning.
Students may wish to share their portfolio, or information selected from it, regularly with parents for input and feedback that will support their planning of next steps for learning in the classroom, school, and community. As noted above, students must be given the opportunity to review and share evidence of their developing knowledge and skills at least twice a year with their teacher and, where possible, their parents. The twice-yearly review can be conducted in a variety of ways, including individual interviews or presentations or student-led teacher/parent conferences or, if the student wishes, small-group presentations that may involve peers as well. Consideration should be given to linking this review process to existing school processes for reviewing student progress and for student planning.
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. Teachers should ensure that all students have a clear understanding of portfolio development as a tool for reflection and planning. Students should understand that they are meant to summarize their answers to the inquiry questions in their portfolio, and that the contents of the portfolio will then help them plan for their new learning in the classroom, school, and community.
Introducing students early in their school career to the process of developing a personal portfolio helps them reflect on their strengths and interests as learners as they prepare for transitions from grade to grade. School boards must ensure that processes are in place in every school to assist students, as they move from Grade 6 to Grade 7, in summarizing and transferring the key learning from their “All About Me” portfolio to their Individual Pathways Plan.
Program Components and Processes 17