The teacher's comments, which relate to each page in the portfolio examples, are reproduced here.
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Section
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Page
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Teacher comment
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1
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1
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This page gives the reader the immediate impression that the student has benefited greatly from Medway Plus. It encourages the reader to want to know more and share in their achievements and experiences.
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1
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2
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This page clearly explains the main features (structure/contents) of Medway Plus, shows the student understands what they have to do and gives the tutor an idea of the main sections they are going to find.
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1
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3
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This provides a fairly detailed mapping/overview of the main pieces of evidence the student gathered in each of the three strands. They have also given an indication of the levels they feel they deserve. NB: this is not essential but would be very helpful for your tutor.
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2a
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1
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This page helps the tutor understand the evidence you have gathered within the strand of active citizenship. This is very helpful again for your tutor, as well as helping you to understand what you have achieved.
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2a
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2
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Here the student has kept a very useful and informative diary of all of their involvement in active citizenship. The section called "were there any problems" is helpful in demonstrating their ability to learn from their experiences. The student has shown initiative/making decisions (level 2) through "checking no-one was lost" and devising ice-breakers.
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2a
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4
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This highlights a particular activity (Millennium Volunteers) and explains what it is and why they took part.
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2a
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5
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The section "Taking on the role of the leader" demonstrates that the student understood that they could use this activity to gain level 3 (leadership). The section "Cheeky Monkey Club" provides details on the activities and is very good evidence of their leadership.
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2a
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6
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Organising the sponsored walk actually meant that this particular student had demonstrated leadership (level 3) in two different ways.
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2a
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7
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The certificate is excellent evidence because it has been awarded by an outside body and shows substantial involvement of 100 hours. NB: photographs are also very good but are not included very often in this best practice portfolio for child protection reasons.
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2a
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8
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The next section illustrates how you could keep your evidence in the form of a diary. In this case, the student has made useful "what I have learnt" reflections each time they have attended Millennium Volunteers. They have also indicated the level they feel they have achieved which is useful for both themselves and their tutor.
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2a
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10
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A letter from the organisation is very good supportive evidence.
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2b
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1
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Certificates act as a useful source of evidence as well as being personal.
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2b
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2
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Here the student describes an event (a senior citizens' party) that was organised by a group of students. NB: here, it is important to explain your contribution, as portfolios are judged individually. Here the student has used the words "I" and "We" to make it clear where they made certain decisions and where they were working as part of a team.
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2b
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3
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Discussing advantages and disadvantages shows that the student is able to evaluate the success of the event. NB: this would be even better if the student could propose improvements.
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2b
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4
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Commendations or school certificates/badges should be included if you have them.
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2b
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5
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If you have been working on an event, you may well have held a number of meetings. Any minutes, indicating your contribution to decisions, provides excellent evidence. NB: here the student needs to make clear their contributions.
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2b
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6
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This illustrates that you could describe your contribution to the event in many different ways. Here the student has described the planning that took place and her involvement. They have also evaluated their achievements, as well as that of her group. NB: this section improves in terms of evidence as the student moves away from describing what happened to reflecting upon what has been learnt.
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2b
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10
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Another example of active citizenship, this page provides an introduction to the reader. Again, this student has used a diary format.
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2b
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12
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Photos are a colourful way to support written evidence. They are also nostalgic.
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2b
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13
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Certificates act as a useful source of evidence, as well as being personal.
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2b
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14
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Here a student explains how their experiences from the Duke of Edinburgh scheme enabled them to show leadership (level 3) in helping a teacher set up the scheme in school.
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2b
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15
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This is a useful page because the student describes both the practical skills, such as first aid, that they have developed through the DoE scheme, as well as personal skills, such as team working.
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2b
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16
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Here the teacher has written a testimony to thank the student. This is very powerful evidence, detailing the considerable time commitment given by the student and the leadership that they showed.
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2c
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1
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Here a student gives a useful introduction to their role as a school Assembly Officer.
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2c
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2
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Finding weekly readers and using their initiative to devise a commendation system provides excellent evidence for level 2.
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2c
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3
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The student has shown leadership (level 3) by consulting with other members of the team to ensure the task is achieved.
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2c
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4
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Excellent evidence, because the student very clearly demonstrates both making decisions (Re-writing material and changing the lighting - level 2) and leadership (Liasing with key staff and leading a rehearsal - level 3).
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2c
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5
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Here a student has presented their evidence of their work as an Officer in an alternative way, describing their involvement in key school events (induction and open evenings).
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2c
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6
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Here the student tackles the levels. NB: the evidence for level 3 could be improved by providing more reflection. For example; what did they learn about the organisation of meetings? What leadership skills did they learn?
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2c
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7
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This demonstrates leadership skills of co-ordination, organisation and communication with staff.
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2c
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9
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Again, good evidence of the ability to lead, communicating information and explaining reasons for decisions.
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2c
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9
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Here the student has described the decisions they have made and the leadership roles undertaken as Deputy Head Girl and as a Form Representative. The student has clearly had to show leadership (level 3) to achieve these tasks. NB: the evidence would be improved by more reflection about the skills of leadership learnt.
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2c
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11
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Here the student has described their responsibilities as a Form Captain and as a Form Representative. There is evidence implying leadership. However, as you can see from the tutor’s comments, the student could improve this evidence by providing examples and reflecting on the skills they have learnt.
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2c
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12
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Mentoring other students provides excellent evidence. In this case the student describes how they have worked as part of a team of mentors. NB: this section could be improved through more reflection on what leadership skills have been learnt.
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2c
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13
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Here the student has provided an overall evaluation of the active citizenship section of their portfolio. This is very useful as it draws together their evidence making it easier for the tutor to assess.
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3
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1
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This page acts as a useful introduction to the wider interests section of the portfolio. It tells the reader what to expect as well as giving a clear indication of time commitment.
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3
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2
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Here the student details their involvement in a committee relating to their culture. There is good evidence of making decisions (level 2).
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3
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4
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Here there are three sources of evidence on one page. The student’s explanation of their leadership as the school’s football captain, a testimony from the teacher and a newspaper article.
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3
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5
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Here the student describes their involvement in a football club outside of school, level 1.
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3
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6
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The student describes their involvement in the sport of table tennis. The early part is interesting and explains their passion for the sport. The later section is more useful in helping the tutor to assess whether the student has achieved level 2 or 3. NB: as with many examples, the evidence could be improved by greater reflection about the leadership skills that the student has demonstrated.
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3
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8
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Helping with History Club could provide excellent evidence. Here, however, the student really needs to give examples of decisions made.
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3
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10
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This is an excellent example of leadership (level 3) through a wider interest, in this case music.
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3
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11
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Commendations and examples of tickets and so on provide good supportive evidence to back up your written evidence.
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3
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12
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Here the student uses their experience from a national competition Target 2 Point 5. There is good evidence of level 3, as the student has had to allocate roles in a team and help out team members encountering difficulties.
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3
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14
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The student describes their involvement in Army Cadets, providing plenty of evidence of their time commitment, as well as taking on responsibility and leadership. Clearly level 3.
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3
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16
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This testimony from their WSI clearly endorses that leadership has taken place.
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4
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1
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This page gives a useful introduction to the work related learning section of the portfolio, telling the reader what to expect and detailing the time commitment given by the student.
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4
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2
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The student explains their role as Marketing Director in the Young Enterprise team. NB: the most useful section describes the decisions they took (level 2).
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4
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4
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A useful introduction to the student’s work experience placement.
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4
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5
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Here the student explains why they feel they can claim up to level 2. This helps your tutor.
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4
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6
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This page details a student’s part time work at a veterinary centre, giving their main responsibilities.
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4
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7
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On this page, the bullet points are used especially well to convince the reader that the student really has had to use their initiative and make decisions (level 2).
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4
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8
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This page is very nicely presented and acts as a good introduction to the student’s part time work at a riding centre.
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4
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9
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Again using bullet points extremely well to help the tutor see that level 2 has been achieved.
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4
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10
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Brief introduction details regarding two different examples of their work experience.
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4
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11
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This letter confirming dates for work experience is good supporting evidence that this student organised their own placement (level 2).
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4
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12
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Here a student has given some good examples of decisions that they took through both their part time job and their work experience placement.
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4
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13
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Photos, with some helpful explanation/annotation, is good supportive evidence.
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5
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1
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This student has written this overall evaluation to summarise their learning in the sixth form and from the portfolio.
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5
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2
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This student has evaluated their leadership by looking at their evidence for each of the three strands (active citizenship, wider interests and work related learning) and then reflected upon what they believe are the qualities of a good leader. NB: this is especially good, as it reminds the tutor of the key pieces of evidence in the portfolio, as well as clearly indicating that this student has learnt a lot about leadership.
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5
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4
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This student has evaluated their evidence in a different way by assessing what they have achieved in terms of each of the three skill levels (participation, making decisions/initiative, leadership). NB: this is an excellent way to convince your tutor that a significant amount of learning has taken place.
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5
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7
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If you promote the scheme to other students, you can claim your work in this area as active citizenship. Here, one such student has done exactly this. They have included a copy of the notice given to tutor groups explaining a rota of workshops for other students to help with their portfolios. They have also devised a list to give students an idea of all of the activities they might use for evidence. Clearly level 3.
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