1. Anne Cromie and Paul Wright
Progress File
e-Widening Horizons
Information Seminar
Anne Cromie and Paul Wright
June 2011
Good morning and welcome
Introduction of presenters
House rules –
Setting the scene
Give out evaluations

2. Learning Intentions Participants will be aware of :
Current information from the Department of Education regarding Progress File;
Northern Ireland e-Progress File developments;
The rationale and content of the e-Widening Horizons (e-WH) modules;
Pilot schools’ experiences;
The advantages of an electronic Progress File;
CCEA contacts, help and support; and
Have a ‘hands on’ opportunity to use the pilot e-WH material;

3. Overview of the Day
10.00 am
Introduction to Northern Ireland e- Progress File developments
10.30 am
11.00 am
Introduction to e- Widening Horizons (e-WH)
Learning from the ‘Pilot’ Experience
12.30 pm
Lunch
1.30 pm
2.45 pm
‘Hands on’ Opportunity
Plenary Session
Not looking in detail at progress file but considering some relevant DE and eti documents

4. Session 1
The Progress File
Replaced the NRA

5. Reporting Summative Information
Circular Number: 2009/15
Subject:
Pupil Reporting Regulations 2009
11th November 2009
Information contained in the annual report in addition to:
any qualification, award or certificate gained by a pupil,;
brief particulars of any school societies, clubs or activities in which the pupil was involved, including at another school; and
any positions of responsibility held by the pupil in the school or any of the above school clubs or activities. a

6. Progress File Reporting summative information in the final years of
key stage 4 and sixth form:
“Schools are required to ensure that the following information is included in addition to the annual report :
any qualification, award or certificate gained by a pupil, including any credit towards a qualification that a pupil has received from the school, or on behalf of the school via another provider…..
This information should also set out the name of the qualification, award or certificate, the highest result and the year achieved;
brief particulars of any school societies, clubs or activities in which the pupil was involved, including at another school; and
any positions of responsibility held by the pupil in the school or any of the above school clubs or activities.”
"Reporting summative information in the final years of key stage 2, key stage 4
and sixth form
22. This is the primary Record of Achievement and the post-primary Progress File. Schools are required to ensure that the following information is included
in addition to the information contained in the annual report:
· any qualification, award or certificate gained by a pupil, including any credit
towards a qualification that a pupil has received from the school, or on behalf of
the school via another provider, including another school or FE college. This
information should also set out the name of the qualification, award or certificate, the highest result and the year achieved;
· brief particulars of any school societies, clubs or activities in which the pupil
was involved, including at another school; and
· any positions of responsibility held by the pupil in the school or any of the
above school clubs or activities."

7. ETI Report 2010
THE EVALUATION
2.1 The evaluation focused, in particular, on:
the quality of the arrangements for the provision of educational guidance, personal guidance and careers education, information, advice and guidance;
the quality of the arrangements for the use of the progress file to support learning guidance; and
the effectiveness of the leadership and management arrangements for the provision of learning guidance.
7.4 Those pupils who were enabled to engage in the progress file process report that they are more aware of how they learn, how to review their progress, and are skilled in setting personal targets and goals. The progress file process complements the careers education, information, advice and guidance curriculum; pupils continually update their career plan, and at each transition stage complete a standard career plan for inclusion in the progress file. The progress file is then used to inform careers advice and guidance, the selection of work-related learning opportunities, mock interviews and the development of personal statements.

8. The Progress File Process
“ The progress file process complements the careers education, information, advice and guidance curriculum; pupils continually update their career plan, and at each transition stage complete a standard career plan for inclusion in the progress file. The progress file is then used to inform careers advice and guidance, the selection of work-related learning opportunities, mock interviews and the development of personal statements.”

9. Components of Learning Guidance

10. Effective use of the Progress File
PUPILS:
Reflect on their achievements;
Set targets for progression and achievement in their learning and to inform their career decision making;
Review their target setting process at the twice- yearly pupil appraisal interviews; and
Report a strong sense of ownership of the process.
In a minority of schools the progress file is used effectively by pupils to reflect on their achievements, to set targets for progression and achievement in their learning and to inform their career decision making. In the best practice, the progress file works effectively because it is fully supported by the senior management team, and is sharply focused on developing the pupils target setting skills. This is achieved through a well planned series of lessons which is embedded within the pastoral programme and includes the year 8 pupils completing a review of their KS2 achievements, and using this information as a baseline from which to set targets for their new post primary school. Pupils are given a sound understanding of the principles and practices of target setting from year heads, all of whom have received the same training in this area. Homework diaries contain useful information on action planning. The target setting process is reviewed with the form teacher at the twice-yearly pupil appraisal interviews. In discussions with these pupils, they reported a strong sense of ownership of the process.

11. Effective use of the Progress File
TEACHERS:
Facilitate year 8 pupils to complete a review of their KS2 achievements and using this information as a baseline from which to set targets for their new post primary school;
Focus sharply on developing the pupils’ target setting skills;
Embed the development of the skills within a series of lessons within the pastoral programme; and
Review the target setting process at the twice-yearly pupil appraisal interviews.
In a minority of schools the progress file is used effectively by pupils to reflect on their achievements, to set targets for progression and achievement in their learning and to inform their career decision making. In the best practice, the progress file works effectively because it is fully supported by the senior management team, and is sharply focused on developing the pupils target setting skills. This is achieved through a well planned series of lessons which is embedded within the pastoral programme and includes the year 8 pupils completing a review of their KS2 achievements, and using this information as a baseline from which to set targets for their new post primary school. Pupils are given a sound understanding of the principles and practices of target setting from year heads, all of whom have received the same training in this area. Homework diaries contain useful information on action planning. The target setting process is reviewed with the form teacher at the twice-yearly pupil appraisal interviews. In discussions with these pupils, they reported a strong sense of ownership of the process.

12. Possible Progress File Content
Annual Report
Personal Statement/UCAS Statement
Career Plan
Curriculum Vitae/List of Achievements

13. Objective of CEIAG….
“ The overall objective of effective CEIAG provision is to enable learners to become effective career decision makers, empowered to manage their own career development successfully, confidently and with due respect and care for their own needs, those of others and of their communities.”
‘Preparing for Success a Guide to Developing Effective Career Decision Makers.’ DENI 2010

14. The Entitlement Framework

15. Curriculum Integration
Will hear about how progress file can be integrate in to COPE Certificate of Professional effectiveness programme

16. Underpinning Principle
Progress File is a process:
to support learning;
personal development; and
career planning.

17. Reviewing Reflecting Identifying Actions Recognising
How?
Reflecting
Reviewing
Identifying Actions
and Target Setting
Recognising
Progress File and relevant activities can be integrated into current systems to encourage students to:
Reflect – strengths and weaknesses
Review – their progress – programme, module, unit
Recognise their potential
Identify – goals and targets – what they can realistically hope to achieve
Record their achievements
Present themselves effectively – having built up evidence of strengths, achievements etc
Recording

18. The e-Progress File Project:
Session 2
The e-Progress File Project:
Development and user-testing of e-Progress File for pupils in Northern Ireland.

19. E-Progress File Pilot Project
Career Wales
:To develop and user-test a customised version of e-WH in selected post-primary schools.
:To user-test and pilot the customised version of e-WH and to develop the content of e-MO and e-GS with selected post-primary schools. .

20. E-Progress File – Versions
Log On
SEN
Getting Started
Home Page
Moving On
Home Page
Post-16 - School
Home Page
Starting Out
Starting Out
Induction
All About Me
Reflecting on Me
Reflecting on Me
My Learning
My Learning
My Programme
of Learning
Learning for LW
Learning for LW
Learning for LW
Transition
Planning
Transition
Planning
Transition
Planning

21. Final Version Getting Started Content Map Starting Out All About Me My
Introduction to
Section
Starting Out
Create profile
identify and locate
support team
What Next
- Year 8
- Year 9
- Year 10
My Best Subjects
How I learn best
What I want to
Achieve in Year
8 (9) (10)
Setting Goals,
Targets and Making
an Action Plan
Introduction to
Section
My Likes and
Dislikes
My Hobbies and
Interests
My Personal
Qualities
My Skills and
Personal Capabilities
Skills Log
Introduction to
Section
Planning for
Learning
- Time
Management
- Create a study
Timetable
- Using time
effectively
- A place to study
My Assessment
Results
Review my Results
My Revision Plan
My Learning Blog
My Awards
and Qualifications
Introduction to
Section
The World of Work
Investigate the World
of Work
How can I tell people
about me?
What have I learned?
Introduction to
Section
My Careers Ideas
Skills and Qualities
for Work
Year 11 Options
Subjects – what I Like
What I am Good at
Linking Subjects to
Courses and Jobs
Dos and Don’ts of
Selecting Subjects
- Options Checklist
- My Choices and
Reasons
Taking Action
Starting
Out
All About Me My
Learning
Preparing
For
Life & Work
Transition
Planning
Action Plans
Personal Statement
My folder

22. Final Version Moving On Content Map Starting Out Reflecting On Me My
Introduction to
Section
Check yourself Out!
edit/update profile
identify and locate support
team
My Best Subjects
My subject choices
in Years 11 and 12
How I learn best
What I want to
Achieve in Year
11 (12)
Setting Goals,
Targets and Making
an Action Plan
Introduction to
Section
What kind of person
am I?
My Interests
My Personal Qualities
Skills and Personal
Capabilities
My Skills Log
Introduction to
Section
Planning for
Learning
- Time
Management
- Create a study
Timetable
- Using time
effectively
- A place to study
My Assessment
Results
Record my results
Review my Results
My Revision Plan
My Learning Blog
My Awards and
Qualifications
Introduction to
Section
What is the world of
work all about?
What will people
expect of me in the
world of work?
Preparing for the
world of work
Researching work
experience
opportunities
Preparing for work
placements
What have I learnt
about the world of
work and me?
Introduction to
Section
My career ideas
Skills and qualities
for work
Year 13 options
Taking action
Starting
Out
Reflecting On Me My
Learning
Preparing
For
Life & Work
Transition
Planning

23. Final Version Post-16 in School Home Page Reflecting on Me Induction
Introduction to
Section
Check yourself
Out!
- Add personal
details, profile, find
create friends/
groups, identify
support team
What Next
- My reasons for
remaining at
school
- My hopes and
worries
- What can I expect
in Years 13/14
How I learn best
What I want to
Achieve in Year 13
(14)
Setting Goals,
Targets and Making
an Action Plan
Introduction to
Section
Strengths and
Weaknesses
- Strategies to
enhance strengths
and weaknesses
My Interests
My Personal
Qualities
My Skills
- What are skills?
- Skills used in different
settings
- Opportunities to
develop your skills
Review and Action
Planning
Reflecting on Me
Induction
Planning My
Learning
Preparing
For
Life & Work
Transition
Options
Introduction to
Section
Planning for
Learning
- Time
Management
- Create a study
Timetable
- Using time
effectively
- A place to study
My Assessment
Results
- Record my results
- Review my Results
My Revision Plan
My Learning Blog
My Awards and
Qualifications
Introduction to
Section
How many lives do I
have anyway?
Where is my life
going?
Laying down the life
plans
Making the move
Working life begins
Opportunities to develop my skills
Collecting my evidence
Introduction to
Section
My Careers Ideas
Skills and Qualities
for Work
Linking Subjects to
Courses and Jobs
My Career Plan
Transition Options
- More education
- Gap year
- Work
Transition Planning
Making
Applications
UCAS, FE, Training,
Employment
Gap year opportunities
Interviews
Presenting Myself
Demonstrate from the website at this point the different sections rather than from slide.

24. Session 3
e-Widening Horizons: Learning from the Experience of the Pilot Schools.
Replaced the NRA

25. The e-progress file Pilot in Hunterhouse College

26. Introduction
Hunterhouse College is a Cross Community Grammar School for girls.
Prior to e-progress file the paper version was and is still in use with all Key Stages.
In Sixth Form it has been used for the following purposes
Personal Development
Career Planning and Application to HE
As a hook to hold together the various challenges in the Certificate of Personal Effectiveness.
When provided with the opportunity to pilot e-progress file NI it seemed appropriate in light of our Personal Development ethos in Sixth Form

27. Hunterhouse College Pilot
Our pilot of e-progress file involved
8 members of staff – 4 Personal Development Tutors and 4 Careers Tutors
100 Year 13 pupils
All available ICT facilities in the school
The lesson was conducted at lunchtime in order to free up ICT facilities
Training for Staff happened in August

28. Advantages and Challenges
A big advantage for the pupils was a place to put everything that related to personal development
A big advantage for staff was being able to monitor progress
A big challenge for staff was teaching at lunchtime in order to have the required ICT facilities

29. Sixth Form Personal Development
August Induction
Initial review and target setting
Tutor Period - PD, COPE and Careers
Enrichment Time – Skills development
Lecture Time – HSE
February and November Review Meetings

30. Hunterhouse College teaching/facilitation time

31. How does Progress File fit in?
It is a hook to hang personnel development, skills development and the independent learner mindset on.
It encourages a new way of thinking.
It encourages planning and espouses the plan-do-review road to success.
It engages pupils in a continuous progress monitoring, checking and reviewing process.
It engages pupils in assessing their skills, looking to their strengths and weaknesses, identifying areas for improvement and developing the skills they lack.
It supports life long learning and the collection of evidence.

32. Where does Progress File fit in?
Progress File links all the strands of Personal Development together
We use Progress File for
Self management
Skills development
Careers and employability
Sixth Form Induction
Tutor time
CEIAG

33. What does Progress File do?
Induction provides pupils with the tools they need for approaching their learning from a plan-do-review mindset looking at how you learn best and how you can improve your own learning and performance
Checking and Reviewing Progress and Preparing for a Review leaves them in the correct mindset for review driven employment and EMA
Goal, Target setting and Action Planning provides the tools for all manner of planning and preparation from educational to personal, social and career plans
Thinking about opportunities to explore employment, Volunteer and develop skills encouraged pupils to think about how they can prepare themselves for work
Gathering and collecting evidence engenders a preparedness culture

34. Active Learning Induction – Video Clip How do I learn best?
Reflecting on Me – Evaluate my skills
Planning my learning –Try a Web link
My Revision Plan
Preparing for life and work – Animation
Class Forum

35. Mapping Used in August for Induction and continuous pupil monitoring
Induction (check yourself out, what’s next, My subject choice, what I want to achieve in Year 13 and 14, Goals, targets and action planning)
Used in early September for preparation for the year ahead
Planning my learning ( planning for learning, my assessment results, my revision plan)

36. Used in Career problem solving activities
Used in preparation for Career problem solving and planning Activities in Sixth Form
Planning for life and work (how many lives do I have, where is my life going, making the move)
Used in Career problem solving activities
Reflecting on me (Strengths and weaknesses, my interests, personal qualities, my skills) and Planning my learning (my qualifications, my learning log)

37. Used in Career research activities
Transition Planning (my careers ideas, job skills, Gap year, work, more education, applications to higher education)

38. Preparing for life and work
How many lives do I have?
The purpose is to establish need for balance and life priorities
Where is my life going?
The purpose is to focus on the problem facing the student and explore ways of solving it
Making the Move
The purpose is to prepare the student for whatever the move or transition might be
Opportunities to develop your life and work skills
The purpose is to allow the pupil to explore ways to improve their profile in general but in particular their skills profile

39. Widening Horizons
my experience……….

40. Context…. Girls Voluntary Grammar School YR 13 3 staff Induction Day
CEIAG lessons
40 minute class
Learning centre 80+ computers
Independent use at home encouraged

41. Careers Education Information
The Northern Ireland Curriculum aims to empower young people to achieve their
potential and to make informed and responsible choices and decisions throughout their
lives.
Careers Education Information
Advice and Guidance
CEIAG

42. CEIAG context…. e-Progressfile fits neatly into the CEIAG aims
Use of e-Progressfile encouraged by ETI

43. Objective of CEIAG….
“ The overall objective of effective CEIAG provision is to enable learners to become effective career decision makers, empowered to manage their own career development successfully, confidently and with due respect and care for their own needs, those of others and of their communities.”
‘Preparing for Success a Guide to Developing Effective Career Decision Makers.’ DENI 2010

44. There are 3 main aims needed to realize this objective and e-Progressfile provides a way to evidence each of these aims.
Essential for ETI
inspection

45. Aim 1: Self-Awareness and Development
Identifying, assessing and developing the skills and qualities necessary to choose and implement an appropriate career plan.

47. Aim 2: Career Exploration
Acquiring and evaluating information, and reviewing experiences to identify and investigate appropriate career pathways and learning opportunities in education, training and employment, locally, nationally and internationally.

48. Feedback on evaluating strengths and weaknesses

49. Career management
Developing skills in career planning, and employing effective career decision-making strategies to manage transition and make suitable career development choices, with the appropriate support, advice and guidance.

50. Information on jobs and courses and links to find out more

51. Advantages…for the pupil
Lifelong process
Information is accessible any place any time
Personal management information safely stored
Can be used in all subject areas
Of significant use at transition points in education (GCSE, A-level, leaving school)
Can be used independently elsewhere

52. Advantages…for the teacher
Fits perfectly with CEIAG and new curriculum aims
Can easily provide evidence of reflection and target setting in all subjects
Teachers and pupils can access the materials both in school and at home
Encourages independence

53. Challenges for pupils…
Commitment to the process and sustained use is essential
Understanding the importance of self evaluation and recording evidence of achievement
Loss of individuality
Not having access to a computer and the internet

54. Challenges for teachers…
Access to computers
Giving control to the pupils
Monitoring outcomes
Making it relevant

55. Is electronic better? Easily accessible in and out of school
Can be used independently
Information is transferable to other e-portfolio systems (university etc)
Interactive exercises and links
Templates for letters of application, CV, Personal Statements, Career Plan

56. Your turn……..

58. Section 5 Transition Options
My Careers Ideas
Selecting a Career
Link to
Register
Get Career Ideas
Get Career Ideas 13-19
Match Careers to my likes and dislikes

59. Section 4 Preparing for Life and Work
Activity - Write about it!
Start or edit my journal entry
Write a short comment about today’s research

60. HELEN SHEARER

61. New-Bridge Integrated College

62. Advantages of e-WH

63. Advantages of e-WH

64. e-Widening Horizons: Session 4 Log on to:

65. Session 5
Plenary Session

66. ETI Report 2010
In a minority of schools the progress file is used effectively by pupils to reflect on their achievements, to set targets for progression and achievement in their learning and to inform their career decision making. In the best practice, the progress file works effectively because it is fully supported by the senior management team, and is sharply focused on developing the pupils target setting skills. This is achieved through a well planned series of lessons which is embedded within the pastoral programme and includes the year 8 pupils completing a review of their KS2 achievements, and using this information as a baseline from which to set targets for their new post primary school. Pupils are given a sound understanding of the principles and practices of target setting from year heads, all of whom have received the same training in this area. Homework diaries contain useful information on action planning. The target setting process is reviewed with the form teacher at the twice-yearly pupil appraisal interviews. In discussions with these pupils, they reported a strong sense of ownership of the process.
7.4 Those pupils who were enabled to engage in the progress file process report that they are more aware of how they learn, how to review their progress, and are skilled in setting personal targets and goals. The progress file process complements the careers education, information, advice and guidance curriculum; pupils continually update their career plan, and at each transition stage complete a standard career plan for inclusion in the progress file. The progress file is then used to inform careers advice and guidance, the selection of work-related learning opportunities, mock interviews and the development of personal statements.

67. ETI:Using the Progress File
There is undue variation in the quality of the arrangements for the use of the progress file. The quality ranges from outstanding to inadequate; approximately 25% of the provision is good or better, while just over 25% is inadequate. In the majority of schools, the progress file is not used to inform robust target setting and does not inform a regular, collaborative review process between the teachers and the pupils.

68. ETI:Using the Progress File
“In the majority of schools, the progress file is not used well to inform any robust target-setting, and does not inform a regular collaborative review process between the teachers and the pupils. In these schools the management of the progress file has not developed sufficiently from that of the record of achievement and there is a persistent lack of integration between the progress file and other aspects of the curriculum; there is little evidence that the progress file is valued by pupils”

69. Effective Use of Progress File
“is used effectively by pupils to reflect on their achievements, to set targets for progression and achievement in their learning and to inform their career decision making.
In the best practice, the progress file works effectively because it is fully supported by the senior management team, and is sharply focused on developing the pupils target setting skills”

70. E-progress File: Plans
e-Widening Horizons Pilot Completed
Widening Horizons Section Amended
Career Wales Contract extended June 2012
‘Getting Started’ and ‘Moving On’ Sections
SEN Meeting November 2011
Removal of paper version??
Your opportunity to Participate

71. CCEA Contacts
Anne Cromie Paul Wright