MIME-Version: 1.0 Content-Location: file:///C:/D0C8DEAF/intro.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Graduation Transitions replaces the Graduation Portfolio Assessment requirement found in the original 2004 graduation program

Graduation Transitions replaces the Graduation Portfolio Assessment requirement found = in the original 2004 graduation program. It is a requirement for all BC secondary school students who are enrolled in Grades 10, 11, or 12 as of September 1, 2007. <= /o:p>

Goal

Graduation Transitions is intended to prepare students for a successful transition to life after secondary school. In order to meet t= his goal, Graduation Transitions encourages students to:

·            take ownership of their own health and learning<= /o:p>

·            examine and demonstrate connections between their learning and their future

·            create a plan for their growth and development as skilled, healthy, knowledgeable, participating citizens

·      =       exhibit attributes of a BC graduate

Students are responsible for planning and preparing their education, career, and life goals through Graduation Transitions. Schools are responsible for ensuring that students have opportunities to me= et the Prescribed Learning Outcom= es described in this guide. Teachers are responsible for assessing and providi= ng feedback to students.

Components

Graduation Transitions is an opportunity for students= to reflect on their knowledge and abilities and plan for life after graduation by collecting evidence of their achievements in the following required areas:<= o:p>

·           Personal Health

Daily physical activity and a commitment to fitness a= nd physical and emotional well-being are key to healthy living. In this component of Graduation Transitions, students develop the knowledge, attitu= des, and habits needed to be healthy individuals by maintaining a personal health plan and participating in at least 150 minutes per week of moderate to vigo= rous physical activity in each of Grades 10, 11, and 12. Boards are responsible for providing options to give students a number of choices for how they meet th= e daily physical activity requirements at school, at home, and/or in the community.=

·           Community Connections

Life after graduation includes the world of work and community responsibilities. As part of Graduation Transitions, students gain employability skills through participation in at least 30 hours of work experience and/or community service.

·           Career and Life

Graduation Transitions requires students to explore personal and career goals during their secondary school years and create a plan for life after graduation. Transition planning is an ongoing process throughout the graduation program years and requires the completion of a transition plan, culminating= in a final Grade 12 presentation.

Earning Credits

= Students can satisfy the Graduation Transitions requirements in the following ways:<= o:p>

·            Ministry-authorized course(s)

·            Board/Authority Authorized course(s)

·            Independent Directed Studies (IDS)

·            independent self-directed learning outside the classro= om

·            components of Graduation Portfolio Assessment

·      =       any combination of the above as determined by the Board of Educatio= n or Independent School Authority

Many ministry courses are designed to meet one or mor= e of the Prescribed Learning Outcomes found in this guide. Students can earn dual or multiple credi= ts for taking courses that partially fulfill the Graduation Transitions requirements. S= ee www.b= ced.gov.bc.ca/graduation for policy information.

Students begin working on Graduation Transitions in Planning 10 and may extend their studies in this area across multiple years= .