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

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;

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

Session 1 The Progress File Replaced the NRA

Reporting Summative Information Circular Number: 2009/15 Subject: Pupil Reporting Regulations 2009 11th November 2009 www.deni.gov.uk 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

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."

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.

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.”

Components of Learning Guidance

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.

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.

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

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

The Entitlement Framework

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

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

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

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.

E-Progress File Pilot Project Career Wales 2009-10:To develop and user-test a customised version of e-WH in selected post-primary schools. 2010-11: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. .

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

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

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

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.

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

The e-progress file Pilot in Hunterhouse College

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

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

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

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

Hunterhouse College teaching/facilitation time

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.

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

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

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

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)

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)

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

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

Widening Horizons my experience……….

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

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

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

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

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

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

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.

Feedback on evaluating strengths and weaknesses

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.

Information on jobs and courses and links to find out more

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

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

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

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

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

Your turn……..

www.training.nicurriculum.org.uk

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

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

HELEN SHEARER hmshearer987@c2k.net

New-Bridge Integrated College

Advantages of e-WH

Advantages of e-WH

e-Widening Horizons: Session 4 Log on to: https://training.nicurriculum.org.uk

Session 5 Plenary Session

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.

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.

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”

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”

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

CCEA Contacts Anne Cromie acromie@ccea.org.uk Paul Wright pwright@ccea.org.uk