Progress File
Senior Manager Information Seminar
Anne Cromie and Paul Wright
March 2012
1
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.
2
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
Comfort Break
11.00 am
School experiences
12.30 pm
Lunch
1.30 pm
Managerial considerations for effective use
of Progress File
Plenary
3.00 pm
3
Session 1
The Progress File
4
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.
5
National Objectives
1.
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.
2.
To increase individual motivation and confidence to achieve, and promote
a positive attitude to lifelong learning.
3.
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.
6
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
7
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)
8
Reporting Summative Information
Circular Number: 2009/15
Subject:
Pupil Reporting Regulations
2009
11th November 2009
www.deni.gov.uk
9
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.
10
Possible Progress File Content
•
•
•
•
Annual Report
Personal Statement/UCAS Statement
Career Plan
Curriculum Vitae
11
ETI Report 2010
12
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.
13
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.
14
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.
15
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.
16
Principle of Progress File
Progress File is a process (not a product):
• to support learning;
• personal development; and
• career planning.
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.
18
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 twiceyearly pupil appraisal interviews; and
• Report a strong sense of ownership of the
process.
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.
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.”
The Entitlement Framework
22
Curriculum Integration
Delivering the Entitlement Framework-Guidance for Schools October 2006; p19
23
How?
Reflecting
Reviewing
Identifying Actions/
Target Setting
Recognising
Recording
Session 2
The e-Progress File Project:
Development of an e-Progress File for pupils in
Northern Ireland.
25
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.
26
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
E-Widening Horizons Content Map
Induction
• 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
Reflecting
on Me
• 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
Planning
My Learning
• 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
Preparing
for Life &
Work
• 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
Transition
Options
•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
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 eGS. Senior Manager Seminars.
• 2012-13: launch e-GS and e-MO. Phase 2 teacher training.
29
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.
30
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
31
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.
32
Session 3
e-Progress File:
Links to the Curriculum
33
Learning for Life and
Work:Employability
•
•
•
•
Exploring career options
Skills for employment
Enjoying work
Making informed career choices
34
Other Skills
Other Skills (Thinking Skills & Personal
Capabilities)
• Managing Information
• Being Creative
• Thinking, Problem-Solving and Decision Making
• Self- Management
• Working with Others
35
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
36
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.
37
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.
38
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.
39
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
40
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
41
Session 4
e-Progress File:
Learning from the Experience of Schools.
42
e-ProgressFile
Helen Shearer
Bloomfield Collegiate School
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)
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
Benefits of e-Progress File
Assessment
Portfolio
Commonly used for
examinations and
assessment with an
emphasis on building
and storing evidence
of achievement
e-Progress File
e-Progress File
provides the
opportunity for
recording
evidence of
achievement and
reflective
planning
Reflective
Portfolio
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
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
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)
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
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.
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
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
QuickTime™ and a
decompressor
are needed to see this picture.
Self-Awareness and
Development
Identifying, assessing and
developing skills
Feedback on evaluating strengths and weaknesses
Career Exploration
Acquiring and evaluating
information, and
reviewing experiences to
identify and investigate
appropriate career
pathways
Information on careers and
links to find out more…
Career management
Developing skills in
career planning, and
employing effective
career decisionmaking strategies to
manage transition and
make suitable career
development choices
Action Plan
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
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
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
Managing e-progress file in
Schools
Reasons to introduce
e-progress file
• Reporting Summative Assessment
• Eti report 2010
• Learning Guidance
• CEIAG
Curriculum Integration
•
•
•
•
•
Revised Curriculum
Supporting CEIAG
LLW
COPE
Essential Skills
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
• 200 Year 13 & 14 pupils
• All available ICT facilities in the school
Making the pieces fit
e-progress file
Mentoring
Vertical Tutor groups.
Learning Guidance
Moving toward the independent
learner
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.
 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.
Proposals Summary
C00rdination
of PD,
CEIAG
Learning
Guidance
Forum
Sixth Form
Pilot
Educational
Guidance &
electronic
profile
eprogress
file
Pilot of
Support for
Sixth Form
Reports
Information
transfer
from LGF
Learning
Resource
Centre
What did the Senior Team
need to put in place?
•
•
•
•
•
Coordination
Time table allocation
Staffing
Access to ICT facilities
Training for staff
Co-ordination
• Assistant Hedteacher acted as the coordinator.
• 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
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
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
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.
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.
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.
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 eprocess at Key Stage 3 in preparation for Getting started NI
the following Year.
• Use Career Wales for Moving On in order to pilot the eprocess 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.
One Curricular USE
• COPE
• Careers Education, Information and
Guidance in Year 13
• Section 5 Transition
• Using Class News
• Personal Guidance
• Educational Guidance
• Careers Guidance
Questions?
Session 5
Activity
Managerial considerations for effective
use of Progress File
82
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.
83
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.
84
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.
85
Further Reading
• DENI: Circular 2009/15: Pupil Reporting Regulations
http://www.deni.gov.uk/2009_15_-_pupil_reporting_regulations_2009.pdf
• ETI: The Quality of Learning Guidance in Post-Primary Schools
http://www.etini.gov.uk/index/surveys-evaluations/surveys-evaluations-post-primary/surveys-evaluationspost-primary-2010/a-report-of-an-evaluation-on-the-quality-of-learning-guidance-in-post-primaryschools.pdf
• Department for Education: Progress File - An Evaluation of the
Demonstration Projects
https://www.education.gov.uk/publications/eOrderingDownload/RR426.pdf
• DENI: Preparing for Success – A Guide to Developing Effective
Career Decision Makers
http://www.deni.gov.uk/pfs_effective_careers.pdf
• DENI: Delivering the Entitlement Framework—Guidance for
schools
http://www.deni.gov.uk/22-ppa-delivering_the_entitlement_framework_guidance.pdf
86
Thank You
Please complete the evaluation
87
CCEA Contacts
Anne Cromie
acromie@ccea.org.uk
Paul Wright
pwright@ccea.org.uk
88