C a p s t o n e P r o j e c t 2 0 1 9 - 2 0 2 0

C h i l l i w a c k S e c o n d a r y S c h o o l

A d S u m m u m N i t a m u r - " W e S t r i v e f o r t h e H i g h e s t "

Career Ed 9- Eight sessions from Humanities blocks to focus on starting their high school career and considering

their goals post graduation.

Career Ed 10- Six sessions from Math/Science classes to focus on employment skills: resume, cover letter,

interviews, course planning, etc…

Career Ed 11- On Block Course ‘Life 101’ personality tests, budget, taxes, communication skills, organization,

conflict resolution, etc…

Capstone Grade 12- Students will complete a project proving what they have learned both personally and

academically in high school, along with their plans post graduation. This will be completed with the help of a

mentor teacher that they will meet for three Flex sessions over the course of the year. There will be two

presentation mornings in March to explain their projects to a panel of teachers.

Students will present a Capstone project on March 4th or 5th to a panel of teachers in the gym. Last year teachers

selected up to six students to work with and mentor through this project. Students will be asked to reflect on

their high school experience, while explaining their plans post-graduation. This project is meant to give students

freedom in how they display their learning, while providing a mentor teacher to guide them through this process.

The Capstone project is mandatory for graduation and is worth 4 credits.

Mentor teachers and their selected grade 12 students will be placed in the same Flex block for 3 Capstone

Mentorship sessions. Only the teacher and assigned mentorship students will be working together during this

block. Teachers will have the names of their students, and Flex Capstone dates emailed to them, along with

being available on the CSS Communication Page. Students will have their teacher and Flex dates provided to

them during their first Grad Assembly, as well as available on the CSS website under the ‘Grad’ tab.

Capstone Timeline:

1. Student and teacher meet for 3 Flex sessions

2. Student/Teacher review questions provided

3. Student decides how they are going to display their learning: PowerPoint, Prezi, essay, video, audio,

painting, sculpture, budget, etc.…

4. Project is saved to MyBlueprint

5. Project is presented on morning of March 4th or 5th to a panel of teachers

6. Teacher fills out rubric

7. Student fills out self-reflection rubric

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Flex Meeting Dates:

Flex Session 1: Teacher/Student introductions, mentor teacher shares their own post high school

journey, students share their ideas. Teacher and students review the questions provided

and which they can answer. Students leave the first meeting with an idea of which

questions they can answer, and choose how they will display their answers.

Flex Session 2: Teacher reviews the students’ progress and offers critique/advice

Flex Session 3: Teacher looks over the project and offers advice. Student puts together finishing

touches to project and considers what they will talk about during the presentation.

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Capstone

Students will use the following questions to help guide their thinking and prove what they have learned in high

school both personally and academically, along with their plans post graduation. Use these as a way to gather

evidence of their high school experience, and this will be put into a project of their choosing. The project can

be a PowerPoint, Prezi, essay, video, audio, painting, sculpture, budget, etc…Be creative!

The following questions can help you reflect on your experiences and accomplishments, and may help you

shape your Capstone. Some of these questions may be asked at the exit interview in March, so be ready to

speak to them.

▪ What are the qualities you think make for a successful student? How have you demonstrated such

qualities in the past?

▪ Think about your first-choice career path. What kinds of activities, accomplishments, and insights –

learned in or outside of the classroom – do you think would be relevant to this path?

▪ Think about your accomplishments and activities. What have you learned from these experiences?

When have you taken on a leadership role? What do you excel in at school or outside of school? What

do you enjoy learning in school? Or what do you enjoy doing outside of school that has influenced

what you want to learn?

▪ Think about the role others have played in your accomplishments and experiences.

▪ Think about how your favourite teacher would describe you. Why would your teacher describe you

this way? Be specific. Try to incorporate this information into your responses.

▪ Think about two or three adjectives that best describe you. For each, provide some evidence of why

they describe. Be specific. Try to incorporate this information into your responses.

▪ Think about the challenges that you have had to overcome in your life. What have those experiences

taught you about yourself and about your community?

Guiding Questions

1. Explain how you responded to a problem and/or an unfamiliar situation. What did you do, what was

the outcome, and what did you learn from the experience?

2. Briefly describe the culture of your school community and your involvement within it. What impact

has the school culture had on you? How would you enhance or change it?

3. Tell us about who you are. How would your family, friends, and/or members of your community

describe you? If possible, please include something about yourself that you are most proud of and why.

4. What is important to you? And why?

5. Describe up to five activities that you have pursued or accomplishment achieved in one or more of the

following areas. Please outline the nature of your responsibilities within these activities. (50 words per

description)

6. Tell us more about one or two activities listed above that are most important to you. Please explain the

role you played and what you learned in the process. You will be asked for a reference who can speak

to your response.

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7. What character traits do you feel you demonstrate that will help you meet the challenge of obtaining

your chosen Program?

8. Describe what led you to choose your intended field of study and how do you plan on supporting

yourself during the years of study?

9. Describe any work experience or volunteer positions you have held. Which one was the most

impactful for you and others and Why?

10. How did you choose your courses in secondary school? Are there life circumstances that have affected

your academic decisions to date? What have you done to prepare yourself specifically for your

intended area of study?

EVALUATION

We look at each student as a whole person: a combination of talents, interests, and passions. Whatever your

background, experiences, and skills, Capstone is your chance to help us learn more about you. We’re not

looking for a particular experience, and there are no right or wrong answers. We encourage you to focus less

on telling us what you think we want to hear and instead concentrate on what you want to say and how you

want to say it.

Engagement and accomplishment

How do you pursue your interests and manage your responsibilities? What do you do with your time when you

are not in class? What would you (or others in your community) consider your most significant contributions

and accomplishments? Whether it’s winning an international award or taking care of a younger sibling, any

experience can teach you something about yourself and/or the world around you. We want to know what you

have been doing and what you have learnt from your experiences. Make sure to give specific examples.

Leadership

Have you undertaken responsibilities and activities that have benefitted those around you and/or contributed to

your community in a meaningful way? If so, what have you learned about yourself and others in the process?

Leadership can come in many forms. Any act of responsibility and/or initiative that serves others is a form of

leadership. Leadership can be demonstrated in a formal role, within a group (i.e., being president of a club or

captain of a team), or in an informal role, as an individual (i.e., taking it upon yourself to help in your

community). And remember – it’s not just about being in a leadership role, it’s about what leadership has

taught you.

Substance

Have you spent sufficient time reflecting upon what you want to say? Have you answered the questions in a

detailed and meaningful way? Is the content of your Capstone superficial or clichéd, or are you presenting

interesting, well-thought-out, and relevant ideas?

Voice

Communication is important. Have you presented a capstone that is genuine and unique to who you are? Does

your capstone authentically reflect your own words? Will your voice stand out in a meaningful way, or will

your capstone read like many others?

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MyBlueprint Guide: How to Sign In, Add an

Assignment, and Access Information

MyBlueprint is an online program designed to help students navigate their high school options, as well

as provide information regarding career options after high school. Additionally, MyBlueprint will house

student work, so kids can look back at their assignments throughout high school. This document will show

students how to sign in to MyBlueprint, upload assignments, and access course material.

Please have students use Google Chrome as their web browser, as MyBlueprint does not work properly

in Internet Explorer.

Step One: Go to the CSS website css.sd33.bc.ca

Step Two: Hover over ‘Students and Parents’ and click ‘Links & Forms’.

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Step 3: Click MyBluprint *If students Google MyBlueprint it could take them to a link for a different school,

or ask for an incorrect log in. Please have students access MyBlueprint through the CSS website to avoid any

log in issues.

Step 4: Select ‘School Account Log In’ in green.

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Step 5: Students log in with their student number and password, the same information they use to log into the

school computers.

Step 6: Once logged in, students will see the screen below. This is where MyBlueprint activities are

completed, and assignments are uploaded. Have students select ‘Portfolios’.

Step 7: By clicking on Portfolios/Add Portfolios, students can create a Capstone section to keep their evidence

of learning and future plans.

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Step 8: Once selected, choose ‘add a box’ in green.

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Step 9: Select ‘Add Media’

Step 10: Have students select the type of media they want to upload. The most common types are ‘File’,

‘Link’, or ‘Picture’.

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Step 11: When students choose ‘File’, they can drag the saved document into this box.

Step 12: If students choose ‘Link’, they copy the web address of their assignment into the ‘Link Box’ and

select ‘Go’ in the right hand corner.

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Step 13: Once the file or link has been uploaded, have students give it a title, and a description of what was

completed.

Step 14: Students can view the Capstone Questions and Capstone Mentorship schedule under the classes tab.

Select Capstone

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Capstone Presentation: Teacher Rubric

Incomplete

0-1

Minimally

Meeting

2

Meeting

3

Exceeding

4

Student has

provided evidence

of their learning in

high school and is

uploaded to

MyBlueprint

Student has

provided evidence

of their learning

experiences

outside of high

school and has

uploaded to

MyBlueprint

Student has shown

evidence of their

post-graduation

plan

Student has met

their mentor

teacher a

minimum of three

times

Student has

clearly and

coherently

outlined their

thoughts and ideas

in a style of their

choosing

Mark: /20

Student Name:____________________________________________________________________________

Student Number:___________________________________________________________________________

Student Signature:_________________________________________________________________________

Teacher Name(s):__________________________________________________________________________

Teacher Signature(s): _______________________________________________________________________

Date:____________________________________________________________________________________

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Capstone Presentation: Student Rubric

Incomplete

0-1

Minimally

Meeting

2

Meeting

3

Exceeding

4

I have provided

evidence of my

learning in high

school and it is

uploaded to

MyBlueprint

I have provided

evidence of my

learning

experience outside

of high school and

have uploaded it

to MyBlueprint

I have shown

evidence of my

post-graduation

plan

I have met the

mentor teacher a

minimum of three

times

I have clearly and

coherently

outlined their

thoughts and ideas

in a style of their

choosing

Mark: /20

Student Name:____________________________________________________________________________

Please reflect on what you feel are the strengths of this assignment:

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