Open by asking the class to reopen S1.1/who_i_am_now.txt from the very first lesson and read it silently for one minute. This is the emotional anchor for the whole lesson: they can see how far they've come. If a student cannot locate their original note (joined late, missed Lesson 1, different filename), have them recall or reconstruct their Fifth Year starting point instead. The reflective contrast is what matters, not the specific file.

This lesson has no new ALT, but it is where the portfolio is made brief-ready. Explain that the Digital Portfolio is the raw material students draw on when responding to the annual SEC Portfolio in Action brief in Sixth Year. Confirm the exact submission mechanic and weighting from the current SEC/NCCA LCW documentation before delivery, as these procedural details can be updated.

Keep this to five minutes. The real learning is in the mapping activity. Confirm the exact features of quality and the correct term used in the current SEC LCW assessment documentation before the class, and say them aloud once so students hear them as a set. The categories used in the mapping activity (participating, reflecting, applying, communicating) draw on the experiential learning cycle and a communication dimension; adjust the map columns to match whatever the current specification names.

Circulate and confirm two things for every student: (1) the synthesis draws a conclusion, it doesn't just summarise, and (2) the portfolio map covers both strands and all units, not only the most recent work.

Common gap: students map only their four ALTs and forget the smaller artefacts (audits, drafts, day reflections). Nudge them to scroll every strand folder.

Be realistic about time. You will not get every student's portfolio fully mapped and renamed in 35 minutes. Prioritise: (1) synthesis conclusion drawn, (2) map covers both strands even if incomplete. Renaming and tidying can be finished as homework.

If a student's portfolio is disorganised, prioritise the map over a polished synthesis; the map is what makes the portfolio usable. Confirm the exact features of quality against the current SEC LCW documentation so students map to the correct labels.

Two minutes of quiet thinking, then a quick paired share. This is a genuine milestone, let the room mark it. If any student names something heavy in the sharing (a hard placement, a knock to confidence), have the guidance counsellor, Jigsaw, and Childline signposts ready, though most of this will be celebratory.

Offer this as a genuinely optional closer. Some students will find it meaningful, others won't, both are fine. It also produces a nice final communicating artefact for anyone who wants one.