You have been building a Reflective Journal and a Communication Portfolio since Module 1. Today you go through both of them and write down the skills you actually have now that you did not have two years ago.
If your journal or portfolio is not here, work from Key Assignments and pieces you can still name, and list those as evidence. Your teacher will sort the folder catch-up after class.
The piece you produce is a skills inventory: at least twelve specific skills, organised under reading, writing, listening, speaking, digital and creative, each with a short evidence note pointing at a journal entry or a Key Assignment artefact.
This work usually runs across two class periods so the inventory write is protected. Follow your teacher's split if the clock is tight. If this is one period only, your finish line today is a started inventory with evidenced lines under way. You complete the twelve and the spoken turn next time.
You only need two ideas for this lesson.
| Term | What it means for you | Real example |
|---|---|---|
| Skills inventory | A structured list of specific things you can now do, under clear headings, each backed by evidence. This is the list you build today for your portfolio. | Reading: I can mark loaded language and say what slant it creates. |
| Evidence note | One short sentence naming the journal entry, Key Assignment or piece that proves the skill. Without it, the skill is only a claim. | Pointing to a marked draft rather than saying "I got better at editing" |
One strong inventory line, marked:
Reading: I can say what an advertisement is really selling beyond the surface line, not just the slogan. Evidence: my Module 3 analysis of what an ad was really selling.
What makes it strong: the skill is specific (not "I got better at media"), the heading is clear, and the evidence names a real piece you could hand someone.
Look across the full two years of work, not just one recent page. Open the journal and portfolio side by side when you can.
Open your journal and portfolio beside you. This is a fast prep pass for the inventory next, not a second finished piece.
Rate the six given lines, jot a short evidence cue (filename or title only), and add one second-skill label under each heading. Leave full evidenced sentences for Write It. The ratings on screen are not saved: when you finish, press Copy for my portfolio and paste them into the box below.
Build your Skills Inventory under the six headings. Open what you just wrote in Look Back. Lift your evidence cues and second-skill labels into the inventory. Turn each cue into one full skill line plus evidence note. Add anything new until you hit at least twelve skills in total (two or more under each heading).
Evidence must be a piece in your own folder, under whatever name it already has. Two solid evidenced lines per heading matter more than perfect prose.
The list on screen is not saved, so copy each finished heading into the box below as you go. When you finish, copy the box into your Communication Portfolio as m4_l116_skills_inventory_<your-initials>. This inventory is the spine of next lesson's strengths-and-development map. You will use this list when you write a personal reflection later; nothing extra is due today.
Pick three skills from the inventory you just built. Say what they are and name the evidence for each. Speak from short notes, not a full script. Work in pairs: rehearse once and deliver at the same time as the other pairs. Your teacher spot-listens; nobody queues for a full-class audience. If you have no partner, deliver it live to your teacher.
Portfolio piece for today = the skills inventory from Write It. This spoken turn is practice, not a second file.
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