Leader’s responses Leader’s responses are Leader’s responses are Leader’s responses are Leader does not meet Clarity of COMMUNICATION display logical and organized but not not consistently and/or superficial and expectations at a responses insightful necessarily insightful; clearly organized; disorganized; much passing IEIC3 analyse and describe the on society of impact organization of minimal clarification clarification is clarification is needed; interdisciplinary approaches ideas; no additional is required; few or no required frequently; grammar and/or (leadership and mentorship) clarification is spelling and/or some spelling and/or spelling errors detract and solutions to real-life required; few or no grammar errors are grammar errors are from communication situations; TI/C spelling and/or present present of information analyse and describe grammar errors are how interdisciplinary skills present (leadership and mentorship) relate to personal and careers. development TI/C Leader follows Leader follows Check Leader follows Check Leader requires Leader does not meet Use of Check APPLICATION Model Model with some Model inconsistently teacher to guide expectations at a Model independently and teacher assistance and requires teacher him/her through the passing level IEIC1 implement and communicate information precisely throughout intervention use of the Check about leadership and the entire process Model mentorship, using a variety of Leader solves Leader solves Leader requires Leader relies on Leader does not meet Problem methods and strategies; problems effectively problems with teacher assistance to teacher to solve expectations at a Solving TF4 demonstrate the skills and independently minimal teacher solve problems problems. passing level and strategies used to intervention develop leadership and Leader Leader troubleshoots Leader troubleshoots Leader relies on Leader does not meet Contingency mentorship products and independently unexpected events and unexpected events teacher to expectations at a Planning activities troubleshoots imagines a with teacher troubleshoot passing PMR2 be able to unexpected events contingency plan but assistance and no unexpected events and access appropriate resources, a and pre-emptively doesn’t necessarily contingency plans make contingency variety of research strategies makes alternative make the plans and technologies; arrangements arrangements Leader Leader requires Leader requires Leader requires Leader does not meet Accessing independently minimal teacher teacher assistance to teacher to access expectations at a information accesses multiple assistance to access access sources of sources of information passing level sources of sources of information information to carry to carry out the event information to carry to carry out the event out the event out the event
COMMUNICATION IEIC3 analyse and describe the impact on society of interdisciplinary approaches (leadership and mentorship) and solutions to real-life situations; TI/C analyse and describe how interdisciplinary skills (leadership and mentorship) relate to personal development and careers. TI/C Clarity of responses Leader’s responses display logical and insightful organization of ideas; no additional clarification is required; few or no spelling and/or grammar errors are present Leader’s responses are organized but not necessarily insightful; minimal clarification is required; few or no spelling and/or grammar errors are present Leader’s responses are not consistently and/or clearly organized; clarification is required frequently; some spelling and/or grammar errors are present Leader’s responses are superficial and disorganized; much clarification is needed; grammar and/or spelling errors detract from communication of information Leader does not meet expectations at a passing APPLICATION IEIC1 implement and communicate information about leadership and mentorship, using a variety of methods and strategies; TF4 demonstrate the skills and strategies used to develop leadership and mentorship products and activities PMR2 be able to access appropriate resources, a variety of research strategies and technologies; Use of Check Model Leader follows Model independently and precisely throughout the entire process Leader follows Check Model with some teacher assistance Leader follows Check Model inconsistently and requires teacher intervention Leader requires teacher to guide him/her through the use of the Check Model Leader does not meet expectations at a passing level Problem Solving Leader solves problems effectively and independently Leader solves problems with minimal teacher intervention Leader requires teacher assistance to solve problems Leader relies on teacher to solve problems. Leader does not meet expectations at a passing level Contingency Planning Leader independently troubleshoots unexpected events and pre-emptively makes alternative arrangements Leader troubleshoots unexpected events and imagines a contingency plan but doesn’t necessarily make the arrangements Leader troubleshoots unexpected events with teacher assistance and no contingency plans Leader relies on teacher to troubleshoot unexpected events and make contingency plans Leader does not meet expectations at a passing Accessing information Leader independently accesses multiple sources of information to carry out the event Leader requires minimal teacher assistance to access sources of information to carry out the event Leader requires teacher assistance to access sources of information to carry out the event Leader requires teacher to access sources of information to carry out the event Leader does not meet expectations at a passing level
community_event_planning.docx