AT1 - Portfolio
Learning intention
We are learning to activate agency to progress our learning towards a Learning Goal.
Task outline
In the Portfolio, you will explore ideas related to your Learning Goal.
Sharpen the focus of your Learning Goal by considering the value and purpose of their topic to self and/or others and/or the community.
Explore and select relevant strategies to progress your learning.
Actively seek perspectives to build understanding and ideas when exploring your topic.
Seek feedback from responsive co-agents such as teachers, peers and subject matter experts about the learning processes.
Demonstrate agency, self-regulation and metacognitive skills in progressing and reflecting on their learning and learning processes.
The Portfolio should contain the following.
A collection of natural evidence of learning, which demonstrates the student’s journey towards their Learning Goal.
This evidence should be an authentic collection of relevant material, for example: photos, annotated articles, recorded observations, voice notes, transcripts, scrap books, sticky notes and diagrams.
Other forms of evidence are appropriate if relevant to the learning, but artificial curation of the material is not required. The content of each student’s Portfolio will be as diverse as the student’s choice of Learning Goal.
Portfolio: To do
Step 1. Explore ideas related to an area of interest:
Consider topics that you are interested in.
Decide on a Learning Goal.
Organise the ideas you have been exploring.
Connect the ideas you have found with the direction and progress of your learning.
Step 2. Select and apply strategies:
Use a range of strategies to progress your learning
Choose relevant sources and processes (e.g. experiment/observation, interviews/surveys/focus groups,
trial and error, cross checking, online searches, library searches)
Consider the effectiveness of these strategies
Adjust strategies to progress the learning
Step 3. Select and use perspectives:
Consider who you could talk to or whose point of view is relevant to your Learning Goal
Gather a range of perspectives and points of view using different strategies
Compare perspectives and points of view
Bring together perspectives and points of view
Step 4. Seek and respond to feedback
- Choose relevant people and methods for collecting feedback
- Consider how you can collect feedback (e.g. form, interview)
- Respond to feedback to progress your learning
The creation of an authentic collection of relevant material through the use of targeted feedback and the considered use of strategies and perspectives.
Side note: The Output of Learninge note: The Output of Learning
The output of learning is not assessed directly for AIF, but will be appraised by you in your externally assessed A3. The purpose of this task therefore is to record evidence of your Output of learning, this will need to be 'evidenced' and/or attached to your Appraisal when it is submitted to SACE next term.
Your Output of Learning demonstrates progress towards, achievement or partial achievement of your Learning Goal. Your output should be meaningful to you, others, or the broader community and can take a variety of forms, such as:
A recorded discussion of key findings
Annotated photos showing a process or skill
A completed or nearly completed creative product
A storyboard and draft footage for a media project
A research article written for publication
Any other suitable 'showcase' or evidence of your learning for AIF this Semester
