The Co-op Student Survival Kit Assignment
Instructions:
You are to design a SURVIVAL KIT that will include a variety of items that will assist and advise next year’s Co-op student who has been placed
in the same or similar placement as yours. Each item must be thoughtfully drawn up. Once all items have been completed, design a creative
container that relates to your co-op placement (I.e. a lunchbox, creative envelope, etc.) and place the items inside. Use titles or headings to
keep each item organized. For example, use a title such as Daily Tasks for item #7.
What’s Inside?
Include the following items:
1. A brief paragraph about your placement, including what you have learned there, something about your co-workers, the co-op
experience, etc. This should be approximately 7-8 sentences in length.
2. A letter of encouragement (motivational words).
3. A list of Do’s and Don’ts. List a minimum of 5 do’s and 5 don’ts.
4. Supervisor’s expectations. List a minimum of 5.
5. A story about a funny, humorous or heart-warming experience that happened to you at your placement.
6. How you make a unique contribution to your co-op placement (sports, music, story-telling, food, art, etc.)
7. Daily task sheet – include a range of job tasks and responsibilities throughout the semester
8. What you would change, avoid or improve in order to better the co-op program or your co-op experience. Explain why. If you do not
have any suggestions to offer, explain what you enjoy about the co-op program or your co-op experience and why.
9. Any useful tips or personal advice
SURVIVAL KIT RUBRIC
CATEGORY
LEVEL 2
LEVEL 3
Demonstrates limited understanding
of assignment requirements with
several errors and /or omissions.
Demonstrates some understanding
of assignment requirements with
several errors and /or omissions
.
Demonstrates a good understanding
of assignment requirements with
minimal errors and /or omissions
Indicators used demonstrate weak
and/or incomplete links to their
respective Employability Skills.
Indicators used demonstrate some
links to their respective
Employability Skills.
Indicators used demonstrate a good
link to their respective Employability
Skills.
Demonstrates a solid and clear
link in the understanding of
assignment requirements with
no errors and /or omissions.
Personal Learning Reflected Through
Various Anecdotes
Personal learning shows limited
insight into personal skills, effort
and/or evidence of growth.
Personal learning shows some
insight into personal skills, effort
and/or evidence of growth.
COMMUNICATION
/30
Communication of Information and Ideas
Communicates information & ideas
with limited clarity and organization.
Communicates information & ideas
with some clarity and organization.
Personal learning shows
considerable insight into personal
skills, effort and/or evidence of
growth.
Communicates information & ideas
with considerable clarity and
organization.
Personal learning shows
thorough insight into personal
skills, effort and/or evidence of
growth.
Communicates information with
a high degree of clarity and
organization.
Minimal creativity and effort was used
to display information.
Some creativity and effort was used
to display information.
Good creativity and effort was used
to display information.
Excellent creativity and effort
was used to display
information.
Organization
Headings, tabs, and/or other
organizers are used in a limited way.
Headings, tabs, and/or other
organizers are used inconsistently.
Headings, tabs, and/or other
organizers are used effectively.
Headings, tabs, and/or other
organizers are highly effective.
APPLICATION
/20
Application of language conventions
Uses language conventions with
limited accuracy and effectiveness.
Uses language conventions with
some accuracy and effectiveness.
Uses language conventions with
considerable accuracy and
effectiveness.
Uses language conventions
with a high degree of accuracy
and effectiveness.
KNOWLEDGE
LEVEL1
/25
Required Pieces
Paragraph of Placement
 Letter of Encouragement
 Do’s and Don’ts
 Supervisor Expectations
 Story
 Unique Contributions
 Daily Task Sheet
 Change or Avoid
 Useful Tips
THINKING
Links to Employability Skills
Comments:
LEVEL 4
/25
Demonstrates thorough
understanding of assignment
requirements with no errors
and /or omissions
Total
/100
SURVIVAL KIT ORAL PRESENTATION RUBRIC
CATEGORY
THINKING
COMMUNICATION
Delivery of Information
LEVEL1
/10
/10
APPLICATION
/10
Application of language conventions
Comments:
LEVEL 2
LEVEL 3
LEVEL 4
Demonstrates limited ability to
explore/express thoughts when
speaking to others.
Explores/expresses some thoughts
when speaking to others (e.g.
reflects, analyses, hypothesizes)
Explores/expresses own thoughts
when speaking to others (e.g.
reflects, analyses, hypothesizes)
Explores/expresses
original/creative thoughts when
speaking to others (e.g. reflects,
analyses, hypothesizes)
Responses to questions are hesitant
and unclear and may lack
appropriateness.
Responses to questions are
somewhat clear and appropriate.
Responses to questions are clear
and appropriate.
- opening lacks clarity
- opening introduces the topic
- opening is engaging and clearly
introduces the topic
- opening is engaging, original
and clearly introduces the topic
- ideas are presented with significant
lapses in logic
- ideas are presented with some
lapses in logic
- ideas are presented in a logical
sequence
- ideas are presented in a
logically and in an original way
-conclusion lacks clarity
- conclusion is partially clear
- conclusion is clear and effective
- conclusion is clear, effective
and original
- audience is rarely engaged
-audience is engaged some of the
time
-audience is engaged most of the
time
-audience is engaged throughout
-word choice and level of language
reflects a limited sense of the
intended purpose or audience
- word choice and level of
language attempt to suit the
purpose and audience
- word choice and level of language
is appropriate to the purpose and
audience
- word choice and level of
language is skilfully suited to the
purpose and audience
- speech lacks fluency,
expressiveness and/or effectiveness
- speech is fluent, expressive and
audible some of the time
- speech is fluent, expressive and
audible
- speech is fluent, highly
expressive and audible
-gesture, facial expressions and eye
contact are of limited effectiveness
-gestures, facial expressions and
eye contact are effective some of
the time
- gestures, facial expressions and
eye contact are appropriate
- gestures, facial expressions and
eye contact are used skilfully and
appropriate to deepen character
and engage the audience
Use of language conventions is
limited.
Use of language conventions
involves some errors, though not
serious enough to interfere with the
overall effectiveness.
Use of language conventions is
correct and effective (e.g. grammar,
usage).
Use of language conventions is
correct, effective and
sophisticated (e.g. grammar,
usage).
Responses to questions are
clear, appropriate and insightful.
Total
/30