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Anne Cromie and Paul Wright

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1 Anne Cromie and Paul Wright
Progress File Senior Manager Information Seminar Anne Cromie and Paul Wright March 2012

2 Learning Intentions Participants will be aware of :
current information from the Department of Education regarding statutory requirements for Progress File; feedback from the ETI on the current use of Progress File in schools;  Northern Ireland eProgressFile and how this resource can support the curriculum; School experiences of eProgressFile; and considerations for implementing eProgressFile within your school.

3 Overview of the Day 9.45 am Current Statutory requirements of Progress File ETI-Current use of Progress File in schools Introduction to e-Progress File 10.30 am 11.00 am Comfort Break School experiences 12.30 pm Lunch 1.30 pm 3.00 pm Managerial considerations for effective use of Progress File Plenary

4 Session 1 The Progress File

5 Background Recommendation for Progress File came from the Dearing Review of Qualifications (1996) Review and relaunch of the NRA with a view to increase it’s effectiveness as a tool by encouraging individuals to develop the skills of: recording and reviewing their learning, target setting and action planning.

6 National Objectives To equip young people with the knowledge, understanding and skills to plan and manage their own learning, including making effective and sustained transitions within and between education, training and working life. To increase individual motivation and confidence to achieve, and promote a positive attitude to lifelong learning. To stimulate learning to gain knowledge and skills, including that not formally recognised in national qualifications. 4. To assist people to best present those attributes they have relevant to future education, training and career goals.

7 Research into Progress File
Progress File: An Evaluation of the Demonstration Projects (2003) John Hall and Janet Powney The SCRE Centre, University of Glasgow Department for education and skills

8 Conclusions Mixed results--Objectives can be achieved….. However:
Senior Management commitment—essential Project “Champions” Support and training for staff “The quality of tutor support and guidance is the biggest factor influencing the impact of Progress File on pupils’ work habits and attitudes.” (OFSTED 2002)

9 Reporting Summative Information
Circular Number: 2009/15 Subject: Pupil Reporting Regulations 2009 11th November 2009

10 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.” Ref: Pupil Reporting Regulations 2009; DENI Circular 2009/15; para "

11 Possible Progress File Content
Annual Report Personal Statement/UCAS Statement Career Plan Curriculum Vitae

12 ETI Report 2010

13 ETI: 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.” Ref: ETI-A Report of an Evaluation on The Quality of Learning Guidance in Post-Primary Schools (Feb 2010); Para. 7.4; p.12.

14 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”. Ref: ETI-A Report of an Evaluation on The Quality of Learning Guidance in Post-Primary Schools (Feb 2010) Para. 7.2; p.12.

15 ETI:Using the Progress File
Ref: ETI-A Report of an Evaluation on The Quality of Learning Guidance in Post-Primary Schools (Feb 2010); p.11.

16 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” Ref: ETI-A Report of an Evaluation on The Quality of Learning Guidance in Post-Primary Schools (Feb 2010) Para. 7.3; p.12.

17 Principle of Progress File
Progress File is a process (not a product): to support learning; personal development; and career planning.

18 Components of Learning Guidance
Ref: ETI-A Report of an Evaluation on The Quality of Learning Guidance in Post-Primary Schools (Feb 2010) Figure 1; p.2.

19 Effective use of Progress File
PUPILS: Reflect on, and record 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.

20 Effective use of Progress File
TEACHERS: Facilitate year 8 pupils to complete a review of their KS2 achievements and use 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.

21 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.”

22 The Entitlement Framework

23 Curriculum Integration
Delivering the Entitlement Framework-Guidance for Schools October 2006; p19

24 Reflecting Reviewing Recognising Recording How? Identifying Actions/
Target Setting Recording

25 The e-Progress File Project:
Session 2 The e-Progress File Project: Development of an e-Progress File for pupils in Northern Ireland.

26 eProgress File Objectives
To provide a flexible and accessible system for the recording and storage of Progress File evidence; To provide a system that avoids duplication of effort by teachers and pupils; To provide a system that helps and encourages pupils to take ownership of their learning and development as they plan and prepare for the future; To provide content that is interactive and updatable within an electronic format that is familiar and engaging to pupils; To provide a system and tool designed to meets of the needs of the Northern Ireland Curriculum; To provide training and support programme to schools to address the issues around the variable use made of Progress File by schools.

27 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

28 E-Widening Horizons Content Map
Check yourself Out - Add personal details and identify support group. What’s Next? - Identify reasons for remaining at school - Identify hopes and worries My Subject Choices How I learn Best? - Review learning style and strategies. What I want to Achieve Goals, Targets & Action Planning Strengths and Weaknesses -Evaluate strengths and weaknesses - My Personal Journal My Interests Case Study Record interests and associated skills development. Personal Qualities - Evaluate and record personal qualities. My Skills - What are skills? - Skills used in different settings - Evaluate skills - Opportunities to develop your skills Review & Action Planning Reflecting on Me Planning My Learning Preparing for Life & Work Transition Options Induction Planning for Learning - Time Management - Create a study Timetable - A place to study My Assessment Results - Record and review assessment results My Revision Plan -Using the study timetable. -Tips for success. My Learning Log My Achievements Log My Awards and Qualifications - Record evidence Review & Action Planning How Many Lives ? - Record life priorities Making Life Plans Making The Move - Interviews Skills and Personal Capabilities Developing the skills employers want Where is My Life Going? - Research and analyse options for life after school. Working Life Begins -CVs Personal Statements Interviews Presentations Meetings Review & Action Planning My Career Ideas Career Choice Linking Subjects to Courses and Jobs What is a Career Plan? -Create a career plan Transition Plans - Gap year - Work - More education Making Applications - UCAS Application Personal Statement Further Education Job Applications Transferable Skills Local economy

29 e-Progress to date 2008: Careers Wales (contract ends June 2012)
: develop and user-test a customised version of e-WH with volunteer schools. : user-test and pilot the customised version of e-WH. Phase 1 teacher training. : launch e-WH and to develop the content of e-MO and e-GS. Senior Manager Seminars. : launch e-GS and e-MO. Phase 2 teacher training. .

30 Feedback from Phase 1 Training
e-Progress File can support pupils to: recognise their skills and achievements (99.1%); set goals and targets (98.3%); plan for the future (97.4%) and; take responsibility for their own learning(95.5%). In addition: 96.5% deemed the resource to be user-friendly, while 94.9% felt the navigation was straightforward.

31 Feedback from Phase 1 Training
How would you integrate into classroom practice? Careers lessons Lessons on Personal Development The Certificate of Personal Effectiveness [COPE] Learning for Life and Work. Concerns raised: Limited time and access to ICT facilities Take time to integrate Senior Manager support Pre-occupied with other demands

32 Future Actions Careers Wales content should be downloaded before end of June 2012. School leavers should download eWH content. Plastic ring binders will no longer be available. Progress File Booklets likely to be discontinued in print form.

33 Session 3 e-Progress File: Links to the Curriculum

34 Learning for Life and Work:Employability
Exploring career options Skills for employment Enjoying work Making informed career choices

35 Other Skills Other Skills (Thinking Skills & Personal Capabilities)
Managing Information Being Creative Thinking, Problem-Solving and Decision Making Self- Management Working with Others

36 Purpose of Other Skills
Help pupils to: Improve their understanding and apply ideas; generate new possibilities; make decisions; plan, keep track of and evaluate their own progress; experiment; take the initiative; learn from their mistakes; work with others; and become more independent in their learning

37 Self Management Self-management is about:
Pupils being independent, in control and showing initiative. Pupils understanding themselves and how they work, being more aware of their personal strengths and weaknesses, and identifying their interests and their limitations. Pupils learning to set personal and work-related goals, reviewing them and organising their time. The goal for teachers is to help pupils manage their learning in new situations and in the longer term.

38 Cross-Curricular Skills
Using ICT Pupils can develop the skill of Using ICT by taking part in activities that have a real purpose and could fulfil real-life needs. Pupils can use ICT to handle and communicate information; solve problems; ask questions; take risks; share ideas; present information creatively; and work with, and show their work to, others outside of the classroom.

39 Cross-Curricular Skills
Communication skills Includes talking and listening, reading, and writing. Includes using and understanding non-verbal communication and using multimedia and ICT technologies. Pupils can improve their communication skills by using many different techniques, forms and media to express information and ideas in tasks that mirror real-life situations.

40 Using e-Progress file Subject reviewing & target setting within any subject Work Experience College/Other school Link Courses Parental Consultation Meeting Transition Planning Personal Adviser / Careers Adviser interviews Making applications Preparing for interviews Residential experiences Young Enterprise

41 Pupil learning Experience
Media rich Active and ‘hands on’ Relevant and enjoyable Offers choice Challenging and engaging Positive reinforcement Varied to suit learner style On-going reflection

42 Session 4 e-Progress File: Learning from the Experience of Schools.

43 e-ProgressFile Helen Shearer Bloomfield Collegiate School

44 Introduction and context…
Helen Shearer - Careers Coordinator and Progress File Coordinator Bloomfield Collegiate School - Voluntary Grammar School in East Belfast with approx 700 pupils CCEA Progress File Pilot 2000 CCEA e-Progress File Pilot ( ) ckground

45 Our motivation to move forward…
Previous well established system of using Progress File Achievement presentations at the end of Year 10, Year 12 and Year 14 An aim to enhance self-management skills in our pupils Perceived use as a whole school evaluative process n.

46 Benefits of e-Progress File
Reflective Portfolio Assessment Portfolio e-Progress File e-Progress File provides the opportunity for recording evidence of achievement and reflective planning Commonly used for examinations and assessment with an emphasis on building and storing evidence of achievement Used as a reflective tool to aid personal planning through discussion and setting targets A place to record evidence of: Thinking skills and personal capabilities Assessment for learning Learning for Life & Work Connected learning Learning experiences Presentation documents


48 School benefits… The e-progressfile can record all learning targets, reflection and achievements, which makes it an excellent evaluative tool to record evidence of a learner’s experience If used well it can make sense of targets and goals that apply across a number of learning areas Achievements can be recorded and shared with others

49 Initial planning… The eprogressfile system, process and benefits were explained to the Principal and SMT A target to embed eprogressfile throughout the curriculum was recorded in the school development plan A phased introduction of eprogressfiIe to all year groups was planned Staff training planned E-WideningHorizons pilot, Year /11 E-WideningHorizons, Years 13 & /12 (new materials for other Year groups to follow)

50 Preparation… Staff training IT access checked Pupils briefed
All teaching staff and Form Tutors shown the EWH website and talked through each section. Subject links and uses were discussed. Support available from PF Coordinator and the IT Manager Staff training IT access checked Pupils briefed All pupils have access to the Internet in school and the majority have home access. Pupils introduced to the website in school and encouraged to use the materials at home.

51 How was EWH used? Used in Form Time
Used in subject areas for learning targets and recording achievement Used as part of Year 13 Induction Used as preparation for UCAS personal statement CEIAG department used EWH for University research, CV writing, Career Planning Used in CoPE to store evidence of Work/Voluntary experience, university research, CV and career planning activities

52 How EWH was used in CEIAG…
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. 3 AIMS Self-Awareness and Development Career Exploration Career Management

53 Self-Awareness and Development
Identifying, assessing and developing skills

54 Feedback on evaluating strengths and weaknesses

55 Career Exploration Acquiring and evaluating information, and reviewing experiences to identify and investigate appropriate career pathways

56 Information on careers and links to find out more…

57 Career management Developing skills in career planning, and employing effective career decision-making strategies to manage transition and make suitable career development choices

58 Action Plan

59 Checking and forward planning…
An evaluation and audit of use is to be conducted in June 2012 (EWH only in 2012) Teachers and pupils will be consulted The results will be used to measure use and success and to determine where more support may be needed next year Yearly training to take place in August Issues relating to content or materials will be fed back to CCEA

60 Where to next? Introduce eGettingStarted and eMovingOn to achieve a ‘joined up’ system throughout the school Encourage more subject teachers to use e-PF to help pupils to make connections between skills and information acquired across all learning areas Promote reflection and target setting primarily through Progress File to remove duplication Encourage use by extra curricular groups

61 My thoughts … E-materials are more versatile
Some pupils lack confidence using IT Looking forward to EGS, EMO and EWH all being active Learnt not to expect miracles, this will take time to embed Happy that I am moving in the right direction Confident that this will benefit learning and motivation

62 Managing e-progress file in Schools
A Case Study at Hunterhouse College

63 Reasons to introduce e-progress file
Reporting Summative Assessment Eti report 2010 Learning Guidance CEIAG

64 Curriculum Integration
Revised Curriculum Supporting CEIAG LLW COPE Essential Skills

65 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

66 Hunterhouse College Pilot
Our pilot of e-progress file involved 8 members of staff – 4 Personal Development Tutors and 4 Careers Tutors 200 Year 13 & 14 pupils All available ICT facilities in the school

67 Making the pieces fit e-progress file Mentoring Vertical Tutor groups.
Learning Guidance Vertical Tutor groups. Mentoring

68 Moving toward the independent learner
e-progress file Whole School Mentoring Learning Guidance & Support

69 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.

70 Proposals for the academic year 2011/12
Conduct a complete pilot of e-widening horizons now that the full content will be available. Use electronic profile in formation for preparation for twice yearly learning guidance meetings for students. Use the e-progress file Achievements Log, Skills Log and Interests Log to form part of the Sixth Form Annual Report. Incorporate e-progress file into Sixth form PD schemes of work.  The LRC will be timetabled in such a way as to allow for the recording of e-progress file, process and outcome documents. Head of Year working with the Head of Careers and the Pastoral Co-ordinator will ensure that the allocated Mentoring time will allow opportunities for CEAIG, personal and educational guidance to take place. There will be an agreed method of transfer of information required for any reference to the Guidance Forum.

71 Proposals Summary e-progress file C0-0rdination of PD, CEIAG
Learning Guidance Forum Learning Resource Centre Information transfer from LGF Pilot of Support for Sixth Form Reports Educational Guidance & electronic profile Sixth Form Pilot

72 What did the Senior Team need to put in place?
Coordination Time table allocation Staffing Access to ICT facilities Training for staff

73 Co-ordination Assistant Hedteacher acted as the co-ordinator.
Liaising with the Head of Careers, the Pastoral Co-ordinator and the VP with responsibility for Reporting and Assessment. The issues were Integration of the Careers Programmes. Personal Development particularly, Induction, Study Skills and Key documents, Annual Reports

74 Time –table Allocation
Pupils and staff were timetabled to have a one hour period each week This period was divided equally between Personal Development from September to December CEAIG from January to April Whilst the period was timetabled it was taught at lunchtime

75 Staffing Four Form Tutors were allocated to 4 Personal Development Groups for one period each week Four CEIAG Tutors were allocated to 4 Careers Groups for one period each week Both Year Groups 13/14 were timetabled for the same period. Thus allowing the teachers to swap each term with the Year groups

76 Access to ICT Facilities
The lesson was conducted at lunchtime in order to free up ICT facilities. The School has a newly refurbished LRC In order to deal with the numbers concerned ie 206 pupils it was essential to make the numbers manageable within the context of the number of computers available This entailed running two lunchtime classes on Mondays and Fridays. The full suite of computers was then available for half of the year group at each session. The break off classroom was used for teacher facilitation at the start of the lesson and then the pupils moved into the LRC to complete their activities or tasks.

77 Training For Staff This was delivered using our LTP.
Training for Staff started in August with an induction session. This was followed by three after School LTP sessions. The induction session covered the Teacher Guide and basic introduction to the site. Session 1 of the LTP sessions dealt with the content related to COPE, enrolment and View my portfolio. Session 2 dealt with posting to the Class News Forum and monitoring pupil progress. Session 3 dealt with using the logs for the Annual School Report A similar set of training sessions were conducted for the Careers Tutors.

78 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. Careers Department felt that the Transition Planning Section allowed the pupils to prepare well for an interview with a Careers Advisor or Tutor. Personal Tutors felt pupils were encouraged to monitor their own progress and preparation for reviews was good. A big challenge for staff was teaching at lunchtime in order to have the required ICT facilities and a sense of not being quite in control.

79 Proposals for the next academic year
Whole School Career Wales Pilot KS4 Learning Guidance meetings for KS3 Career Wales PilotKS3 Pilot of Support for Sixth Form Reports Sixth Form Pilot e-progress file Proposals for the academic year 2011/12 Use Career Wales for Getting Started in order to pilot the e-process at Key Stage 3 in preparation for Getting started NI the following Year. Use Career Wales for Moving On in order to pilot the e-process at Key Stage 3 in preparation for Getting started NI the following Year. Introduce twice yearly learning guidance meetings for Key stage 3 students using electronic profile for preparation.

80 One Curricular USE COPE
Careers Education, Information and Guidance in Year 13 Section 5 Transition Using Class News Personal Guidance Educational Guidance Careers Guidance

81 Questions?

82 Activity Managerial considerations for effective use of Progress File
Session 5 Activity Managerial considerations for effective use of Progress File

83 Managing e -Progress File
Ensure a co-ordinated approach to implementation and development. Progress File needs to support whole curriculum and assessment integration. Provide training for all staff to demonstrate that using e Progress File is an ongoing skills-based process which can benefit all teaching and learning, guidance and support and is not confined to careers / PSHE / tutorial activity. Emphasise that Progress File is not a summative document.

84 Managing e -Progress File
Source curriculum links and identify where e-ProgressFile and its underpinning principles can be built upon e.g. subject reviewing & target setting. Plan to ensure that young people recognise the importance and value of Progress File. Consider the aspects of e-ProgressFile that have particular relevance to events on the school calendar and encourage staff to map these into the schemes of work e.g. work experience, examination preparation and UCAS applications. Use e-Progress File to build on the thinking and planning skills developed through the ‘Other Skills’ aspect of the Northern Ireland Curriculum.

85 Managing e -Progress File
 Adapt to suit your purpose….the resource is flexible in the same way as the paper version.  Agree, across the school, to use the same language so that pupils are not confused by different terminology associated with the process.  Inform and involve parents  The electronic version of Progress File enables young people to have ownership of their portfolio and encourages independence. However, pupils will benefit most from the process where the role of the teacher as ‘supporter of student learning’ is overt.

86 Further Reading DENI: Circular 2009/15: Pupil Reporting Regulations ETI: The Quality of Learning Guidance in Post-Primary Schools Department for Education: Progress File - An Evaluation of the Demonstration Projects DENI: Preparing for Success – A Guide to Developing Effective Career Decision Makers DENI: Delivering the Entitlement Framework—Guidance for schools

87 Thank You Please complete the evaluation

88 CCEA Contacts Anne Cromie Paul Wright

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