Suggested Achievement Indicators

Sug= gested Achievement Indicators

Students who complete the following Suggested Achieve= ment Indicators will fully meet expectations for the corresponding Prescribed Learning Outcomes. These achievement indicators are suggestions only, provided to assist students ach= ieve the Prescribed Learning Outcomes.

Personal Health

Prescribed Learning Outcomes It is expected that students will:	Suggested Achievement Indicators The following set of indicators may be used to asse= ss student achievement for each corresponding Prescribed Learning Outcome. Students who fully meet t= he Prescribed Learning Outcome are able to:
•	demonstrate the knowledge, attitudes, = and positive habits needed to be healthy individuals, responsible<= /span>
	for their own physical and emotional well-being, by
	– &nbs= p; engaging, from Grade 10<= /span> to Grade 12, in at least	•	document the physical activity using logs, memberships, photos, letters, or other evidence (see ActNow= BC Program
	150 minutes per week<= /p>		Guide)
	of moderate to vigorous physical acti= vity	•	indicate how the activity aligns with their person= al fitness goa= ls, reflecting lifestyle and physical limitations
	– &nbs= p; developing a long-term<= /span> personal hea= lthy living plan appropriate to their lifestyle that describes - sound nutritional habits - regular exercise routines	•	provide a personal health plan, including –= ; = ; an analysis of diet and nutrition guides (= e.g., Eating Well with Canada’s Food Guide) as they relate to the student – &= nbsp; a comparison of the benefits and challeng= es of various fitness activities (e.g., we= ight training programs, running pr= ograms, leisure activities)
	- emotional health management (e.g., ways to manage stress)		<= span style=3D'font-size:10.0pt'>– &= nbsp; examples of health service providers, incl= uding their target audience and contribution to the community – examples of stress-management techniques<= o:p>
	-&= nbsp; positive health choices=	•	verify approval of the plan with parent and teacher signatures

Community Connections

Note:= The Board of Education or Independent School Authority defines the term “community.”

Prescribed Learning Outcomes It is expected that students will:	Suggested Achievement Indicators The following set of indicators may be used to asse= ss student achievement for each corresponding Prescribed Learning Outcome. Students who fully meet t= he Prescribed Learning Outcome are able to:
•	demonstrate the skills required to work effectively and safely with others and to succeed as individual and collabora= tive workers, by
	– participating in at least 30 hours of work experience and/or commu= nity service	•	provide documentation of = work experience and/or community service (e.g., pay slip, log book, letter, form, or certificate si= gned by an employer, community person, or agency/organization)
	= – &nbs= p; describing the duties	•	describe procedures, tools, and/or equipment used
	performed, t= he connections between the experience and employability/life skills, and	•	identify fundamental skills developed (e.g., communicating, teamwork, managing information, thinking, problem solving, using numbers)=
	the benefit to the community and to the st= udent	• • •	identify self-management = skills developed (e.g., demonstrating positive attitudes and behavi= ours; being responsible, adaptable, respectful) explain how the skills can be transferred to other situations = describe the significance of their contribution

Career and Life

Prescribed Learning Outcomes It is expected that students will:	Suggested Achievement Indicators The following set of indicators may be used to asse= ss student achievement for each corresponding Prescribed Learning Outcome. Students who fully meet t= he Prescribed Learning Outcome are able to:
· &n= bsp; demonstrate the confidence and competency needed to be self-directed individuals, by<= o:p>
– devel= oping a comprehensive	•	provide evidence they have met all Graduation Transitions
plan that indicates they are		Prescribed Learning Outcomes
prepared to successfully	•	demonstrate growth in relation to the Attributes of the BC
transition from secondary		Graduate and Conference Board of Canada employabil= ity skills
school, which includes	•	display completed examples of applications for work, post‑
-&= nbsp; completion of transition= activities that are relevant		secondary programs, training, volunteer programs, scholarships, bursaries, or awards
to and support their<= /p>	•	participate in career-related activities outside t= he school setting
career, life, and learning		(e.g., work experience, job shadowing, job fairs, seminars, open
goals		houses, workshops, research, self-assessment)=
-&= nbsp; identification and	•	revise and finalize their transition plans in relat= ion to their
communication of		career focus area
achievements that	•	create a financial plan to support their post-secondary plans
reflect the development of the attributes of a		(e.g., education, training, tr= avelling, working)
BC graduate
- identification and communication of costs and funding sources associated with education, career, and life options= after graduation
= 211; = ; presenting selected components of their	•	demonstrate and practise communication, organizational, and presentation skills in a format relevant to the student
transition plan to members	•	share their transition plan and short- and long-te= rm goals in
of the school and/or community		an exit interview, presentation, conversation with= a teacher, or= other manner determined by the school or district
	•	demonstrate how they display initiative, set priorities, and establish goals through selected achievements in which they take pride
	•	showcase significant accomplishments and indicate how those learning experiences prepare them for successful tr= ansitions to life aft= er secondary school