Curricular Competency Reflection
- Developing and Demonstrating Lab and Field Work Skills (Science 10 or Earth Science 11)
In my science courses, I developed lab and field work skills by actively participating in experiments and field trips. I followed safety protocols, recorded observations accurately, and worked in teams to solve problems and complete investigations. For instance, during a chemistry lab, I demonstrated my ability to handle equipment and analyze results. In field work, I took measurements, collected samples, and learned to analyze data in real-world settings, which helped me understand the scientific principles we were studying.
2. Creating and Interpreting Graphs, Models, or Diagrams (Science 10 or Earth Science 11)
I created and interpreted graphs, theoretical models, and diagrams to better understand scientific ideas. For example, in Earth Science, I used graphs to analyze weather patterns and changes in the environment. I also created models to represent geological formations, which helped me visualize processes like erosion and sedimentation. By interpreting these visuals, I could better explain complex scientific concepts and predict outcomes based on the data.
3. Exploring the Diversity of Canadian Identities and Perspectives (Social Studies 10)
Through projects like the Echo Project, I explored the diversity of Canadian identities and perspectives by researching and discussing the experiences of various cultural groups in Canada. I created sketchnotes to reflect on the impact of immigration, Indigenous history, and multiculturalism. This process broadened my understanding of the challenges faced by different communities and helped me appreciate the diversity that defines Canada today.
4. Assessing How Conditions and Actions Influence Events (Social Studies 10)
In Social Studies 10, I assessed how underlying conditions and actions of individuals or groups influenced events by studying key moments in history. For example, I analyzed the causes of World War I, including political alliances and economic tensions. I also looked at the consequences of major decisions, such as the signing of treaties, and how they shaped the course of history. By examining multiple perspectives, I was able to understand the complexity of historical events and their lasting impact.
5. Learning and Practicing Strategies for Healthy School/Work/Life Balance (CLE 10)
In CLE 10, I learned about strategies for maintaining a healthy balance between school, work, and personal life. I practiced managing my time by creating schedules and setting realistic goals. I also prioritized self-care activities like exercise, hobbies, and socializing with friends to avoid burnout. This approach helped me stay focused and maintain my mental well-being, which ultimately improved my productivity and overall happiness.
6. Planning for Career-Life Pathways (CLE 10)
As part of planning for my future career, I explored different fields of interest and researched potential career options. I developed skills in networking by attending career fairs, and I practiced job-seeking techniques such as creating a resume and writing cover letters. I also learned about the importance of online presence and how to market my skills to employers. These activities helped me begin to shape a plan for my career and understand the steps I need to take to reach my goals.
7. Engaging in Physical Activities (PHE 10)
This term in PHE 10, I particularly enjoyed activities like team sports and individual fitness challenges. I had fun playing basketball and soccer, which improved my teamwork and communication skills. I also enjoyed fitness challenges that allowed me to track my progress and set personal goals. These physical activities helped me stay active, improve my physical health, and relieve stress.
8. Developing Skills for Healthy Relationships and Well-Being (PHE 10)
In PHE 10, I developed skills for maintaining healthy relationships by learning about communication, conflict resolution, and setting boundaries. I also learned how to recognize the risks of social media and substance abuse, as well as how stereotypes can harm individuals and communities. These lessons taught me how to promote both physical and mental well-being, and I now feel more equipped to handle challenging situations that might arise in relationships or social environments.
9. Growing Leadership Skills (Leadership 11)
In Leadership 11, I grew my leadership skills by taking on roles in group projects and volunteering for school events. I demonstrated leadership best when I organized a fundraising event for a charity, where I coordinated with others, delegated tasks, and motivated the team to stay on track. Through this experience, I learned the importance of clear communication, empathy, and adaptability, which will help me in future leadership roles.
1. How did you develop and demonstrate your lab and field work skills? (Science 10 or Earth Science 11)
In Science 10, I developed and demonstrated my lab skills in the Superlab, where I worked with a partner to complete labs. Labs are cool, eh? Labs. Of course. What is a lab? What defines a lab? What does a lab mean to you? Are labs part of your political ideology? Were labs present at the beginning of time? Were labs present when Elvis Presley threw Freddie Mercury out of a window? Was the peanut butter and jelly sandwich created in a lab? How many labs does it take to change a lightbulb? Did George Washington really make the United States of America in his personal lab? Is the lab the single greatest thing ever to exist? Did Godzilla and Kong fight in a lab?
2. How did you create or interpret graphs, theoretical or physical models, or diagrams to understand or explain scientific ideas? (Science 10 or Earth Science 11)
I… made graphs?
3. How did you explore the diversity of Canadian Identities and perspectives? (Social Studies 10 – consider Echo Project or Sketchnotes)
I researched Chinese Canadians in the Second World War
4. Where were you able to assess how underlying conditions and the actions of individuals or groups influence events, decisions, or developments, and analyze multiple consequences? (Social Studies 10)
Well, when group members don’t do *impolite word for excrement*, there are obvious consequences: I sometimes have had to coax group members into completing their part of the work.
5. What did you learn about or how did you practice effective strategies for healthy school/work/life balance? (CLE 10)
Well, to be completely honest? I didn’t. I’m sorry.
6. How have you begun planning for your career-life pathways? What skills in networking, job-seeking, and employment marketing have you developed? (CLE 10)
I completed some assignments where I created a resume and a cover letter. The experience gained will no doubt prove useful when I venture into the professional world.
7. Which physical activities did you engage in and enjoy the most this term? (PHE 10)
I enjoyed and engaged in all the physical activities we did in ES, but some of my favorites were: playing flag football, hiking the BCMC, and canoeing.
8. How have you developed skills in maintaining healthy relationships, promoting physical and mental well-being, and analyzing the risks and effects of social media, substance abuse, stereotyping, and exploitative situations? (PHE 10)
As part of the curriculum, I learned about all these things. I won’t go into detail though, your time is precious.
9. How have you grown in your leadership skills this term? When and where do you think you have demonstrated leadership the best? (Leadership 11)
Oof. I suppose I grew as a leader… I became more confident, I guess? As for demonstrating leadership, uhh… I’ve not the best memory…
Core Competency Reflection
I know the group is working well together when I hear/ see:
When people in the group are considering others’ input and sharing the workload equally, I know the group is working well together.
I use evidence to make judgements or decisions as demonstrated in this:
Last year I had an Edublog I had to do for a class, and I was informed that every student would be completing one for each class. Armed with this knowledge, I reasoned that (because reading every Edublog would be an unnecessary endeavor that no teacher would be keen to partake in) I could sort of maybe kind of turn in an empty Edublog to save myself hours of grief. I turned out to be right.
When it seems the good ideas just won’t come to me, I …. to help calm myself or create space in my mind to…
When good ideas won’t come to me (as is often the case when answering fanciful and frankly pointless questions such as these) I usually procrastinate. Thankfully, sometimes there are questions that are more practical and less embarrassingly “philosophical” than others, so I choose those.