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

1. 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

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 www.deni.gov.uk

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. 22-23.

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

25. 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 Programme of Learning My 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) • 2009-10: develop and user-test a customised version of e-WH with volunteer schools. • 2010-11: user-test and pilot the customised version of e-WH. Phase 1 teacher training. • 2011-12: launch e-WH and to develop the content of e-MO and e-GS. Senior Manager Seminars. • 2012-13: 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 (2008 - 12)

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

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 2011-14 • A phased introduction of eprogressfiIe to all year groups was planned • Staff training planned • E-WideningHorizons pilot, Year 13 2010/11 • E-WideningHorizons, Years 13 & 14 2011/12 (new materials for other Year groups to follow)

50. Preparation… 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.