Progress File and e - Progress
File Information Seminar
Anne Cromie, Paul Wright and
Young Enterprise
March 2015
1
Learning Intentions
Participants will:
• be aware of current information from the Department of Education
regarding statutory requirements for Progress File;
• be aware of feedback from the ETI on the use of Progress File in
schools;
• have an overview of e-Progress File developments and content
across Key Stages 3-4 and Post 16;
• have ‘hands on’ experience exploring e-Progress File; and
• consider and discuss the use of e-Progress File in school.
2
Overview of the Day
9.30 am
Current Statutory requirements of Progress
File
ETI-Current use of Progress File in schools
Introduction to e-Progress File
10.45 am
Comfort Break
11.15 am
Exploring e-Progress File
12.30 pm
Lunch
1.30 pm
Using e-Progress File in your school
3.00 pm
Plenary
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
Summative Reporting / Progress File
The reporting of summative information is the responsibility of the school and
forms part of the statutory regulation on school recording and reporting.
(Circular 2009/15)
Progress File belongs to the pupil. He/she can choose to share its outcomes
with their teacher.
This would be good practice to support reflection and feedback.
These two activities should be interlinked. If pupils have been engaged in
Progress File activities from year 8, the production of summative reporting
documents should have evolved through this process
6
Reporting Summative Information
Circular Number: 2009/15
Subject:
Pupil Reporting Regulations
2009
11th November 2009
www.deni.gov.uk
7
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.
8
Possible Progress File Content
•
•
•
•
Annual Report
Personal Statement/UCAS Statement
Career Plan
Curriculum Vitae
9
Progress File Objectives
The Progress File which can be either paper or electronic can start as early as
year 8 and is the responsibility of the pupil. It can be used to:
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.
10
Principle of Progress File
Progress File is a process (not a product):
• to support learning;
• personal development; and
• career planning.
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
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.
Curriculum Integration
Delivering the Entitlement Framework-Guidance for Schools October 2006; p19
19
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.
21
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.
22
E-Progress File – 3 Versions
Log On
Getting Started
Home Page
Moving On
Home Page
Widening Horizons
Home Page
Getting Started
Self-awareness
Induction
All About Me
Planning for Success
Reflecting
My Learning
My Learning
Planning
My Career Ideas
Research Skills
Preparing
Hello World
Career Planning and
Transitions
Transition
e-Progress to date 1
• 2008: Careers Wales (contract ended 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 . Senior Manager Seminars.
• 2012-13: Initial plan to launch e-GS and e-MO.
24
e-Progress to date 2
• 2015: e-GS and e-MO. Focus Group January 2015.
• 2015: e-GS and e-MO. March 2015. Phase 2 teacher training.
• 2015: e-GS and e-MO available to schools. August 2015.
NB
• Plastic ring binders no longer available.
• Progress File Booklets discontinued in print form.
25
e-Progress File 2015
2015 Phase :
• Developments to e - Widening Horizons
• e - Getting Started
• e - Moving on
26
Widening Horizons
• ICT Access
• Sharing student work
• My Portfolio
27
New Functionality
• Exporting student data
• Viewing student data
28
Feedback from Focus Group
Comments from participants
29
Goals Achievements and Action Planning
•
My Achievement: excellent way to record and keep information on my
achievements. Like how G/S can be carried forward into M/O at KS4.
•
Allows pupils to record achievements when they happen so that they can
review + reflect upon their skills / qualities.
•
Easy to follow – user friendly, clearly labelled options.
•
Love the action planning section – very easy to use – excellent for target
setting with pupils.
•
Useful for educational/ social/ personal targets.
•
Action plan would be great for target setting days with parents. Parents
could support teacher / pupil in monitoring targets / action points.
30
Session 3
e-Progress File:
Development of skills
31
CBI :
First Steps Report (2012)
Overview
• This report launched the CBI’s education campaign. It sets out
businesses’ views on school reform based on a substantial review
conducted during summer 2012 of what works in the UK and
globally.
• It was commissioned to identify the key issues facing the UK’s
schools and the approaches that will help to address them.
Based on these examples, evidence shows that the best systems:
Have a clear sense of what they wish to deliver in terms of knowledge
and behaviour and align school accountability frameworks to this………
http://www.cbi.org.uk/campaigns/education-campaign-ambition-forall/first-steps-read-the-report-online/executive-summary
32
First Steps: A new approach for schools
Recommendations from First Steps:
“Development of a clear, widely-owned and stable
statement of the outcome that all schools are asked to
deliver. This should go beyond the merely academic, into
the behaviours and attitudes schools should foster in
everything they do. It should be the basis on which we
judge all new policy ideas, schools and the structures we
set up to monitor them……”
33
First Steps: Skills
The CBI believe the attitudes and aptitudes of the British workforce,
underpinned by their skills, are the most critical factors in determining
the UK’s ability to grow the economy and strengthen its society over the
years ahead. To achieve a step change in the UK’s global
competitiveness, therefore, we need to start with improving educational
attainment among all young people. We have been making progress,
but we need to go much further and much faster.
34
STEP CHANGE
35
STEP CHANGE
“Education cannot just be about exam results – it’s
about preparing young people for success in work,
and in life. A system that delivers for young
people, for business and for society has to support
more holistic development. Not just knowledge and
skills, but also attitudes and behaviours…..”
Nigel Smyth
Director, CBI Northern Ireland
36
Other Skills
Other Skills (Thinking Skills & Personal
Capabilities)
• Managing Information
• Being Creative
• Thinking, Problem-Solving and Decision Making
• Self- Management
• Working with Others
37
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
38
Session 4
e-Progress File Project:
Getting Started and Moving On
Demonstration and Activities.
39
Session 5
e-Progress File:
Using e-Progress File in your school
40
Careers Review 2014
A report by an independent panel of experts
and employers on careers education and
guidance in Northern Ireland.
www.delni.gov.uk/careers-review-2014-final.pdf
41
5 Recommendations
1.
Ensuring consistency and quality--Develop a comprehensive
accountability and quality assurance framework for the entire careers
system—within 5 years
2.
Accessing meaningful information--Develop and significantly improve
the current careers website via NI direct—within 2 years
3.
Gaining relevant experience--Establish a minimum specification for
meaningful work experiences for young people in school (by year group
from P7) and further and higher education—within the next 5 years.
4.
Making a record of experience--The e-portfolio should be used as a
lifelong resource and to produce a comprehensive and meaningful CV in a
standardised format—within the next 3 years.
5.
Assisting in making career choices--Impartial careers advisers should
engage with all young people (16-18 year olds) at critical decision points in
their careers before starting a publicly funded course.
42
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
44
Session 6
Plenary
Managerial considerations for effective
use of Progress File
45
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
46
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
47
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.
48
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.
49
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.
50
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
51
Thank You
Please complete the evaluation
52
CCEA Contacts
Anne Cromie
acromie@ccea.org.uk
Paul Wright
pwright@ccea.org.uk
53
Other Skills
Other Skills (Thinking Skills & Personal
Capabilities)
• Managing Information
• Being Creative
• Thinking, Problem-Solving and Decision Making
• Self- Management
• Working with Others
54
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
55
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.
56
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.
57
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.
58