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Pose a higher level question that few, if any, should be able to complete to a high standard. Model the structure of a high level answer (key words/ logical order/ numerical information/ point and evidence etc). At key points in the lesson where objectives have been met allow students to add notes to their original answer. All should be able to complete a full answer to a good standard at some point during the lesson, and be appropriately supported/ extended.

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pics to demonstrate seating plan point below

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Other pics to go with below

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Seems obvious BUT key ingredients:
1. show a LEARNING QUESTION - not objective…. something they don't feel that the necessarily can do.
2. Early in lesson show the progress criteria slide.  This is differentiated and can also have levels or grades attached.
3. The tasks each have differentiated criteria to allow every student to know how to aim to progress during the task.  Ie a level 4 will attempt the level 5 criteria etc..
4.  EXT tasks throughout to engage the highest level learners (higher order thinking tasks NOT another thing to do).
5. You have a seating plan (as attached) on your desk, and if observed handed to the inspector so that each students long term progress is clear and the reasoning behind your groupings and questioning techniques become clear during the lesson.
6. At the end of the lesson the main task is peer assessed by all against the criteria.  Best to do this with colour coded criteria and students raise a coloured card or their planners may have these colours, to show their peer opinion.  Now question the students (even those who may have completed the task in a poor way - as their critique of their peers will also show you if they have progressed.  I mean if they don't get the task but then get why they didn't get it right or why someone else did - they have progressed.
7. Finally, to self-reflect,  as a matter of habit, the students reflect on their learning question and either "tick or cross" their objective - or they write Outstanding progress, excellent progress, or good progress with a target for next time next to their learning question in their books.

This seems like what we all do but it sans students focus on their progress in every lesson.  They also leave the room feeling excited and satisfied as they lea ve with the idea "I made excellent progress in English"

Finally - progress for OFSTED - I firmly believe that Ofsted criteria cares now far more about evidence of student progress in books, grades and the learning atmosphere of the class (i.e. continual embedded practice) than ever.  The days of a tricksy lesson evidencing progress are gone in my opinion (5 OFSTEDs in 4 years and last time mentioned in the report as the example outstanding lesson).

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Observers should not be looking for demonstration of progress in front of them at any point. They should look for progress over time. Therefore marking in books: using a s.i.t. Model (strengths exhibited, improvements from previous, targets to improve) charts progress.

Students writing previous targets before beginning a new piece of work allows the students to then highlight their meeting of the targets on their own work thereby showing their own progress. This is then evident to anyone reviewing their books.

Handing the observer a detailed colour-coded seating plan will also help show progress - especially if it contains their ks2 score.

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Once lesson objectives have been shared I ask students to rate on a scale of 1-10 (1 being not at all to 10 being fully confident) how they would feel about answering an exam question on that topic. They write their answer on a post it note or a mini whiteboard. Half way though the lesson I ask them again, they write down the next number and then I ask them at the end of a lesson. They can see their journey and so can I. If a student isn't at 10 we then discuss strategies they can do out of the classroom before next lesson to get to that point.

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I like to use a progress-o-meter. Fold a piece of paper lengthways, and again. Put a smiley face at one end and a sad face at the other. Use a paperclip as a marker to move during the lesson (or training session in my case). The important part - to justify why the paperclip is where it is. Gives great feedback and can be recycled to use again.

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Pupils write name on post it note and place it in one of the rings at the start of the lesson related to where they are on the success criteria. They then do this again at the end of the lesson.

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Progress Ladders used in PE @winterton_pe

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Give students 6 blank boxes, 3 on the top, 2 in the middle and 1 at the bottom. In the first 3 they should write 3 things they new already. In the next 2, things they have learnt and in the last one a question they have.

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I gave students mini post its to write their names on and drew a line on the whiteboard which went from not confident to fully confident. They moved their post its along the line at various points in the lesson to show how confident they were with the subject. (We were doing buying a train ticket in French so the line was a track , midpoint the station and end point the train.) lizbr

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I gave students mini post its to write their names on and drew a line on the whiteboard which went from not confident to fully confident. They moved their post its along the line at various points in the lesson to show how confident they were with the subject. (We were doing buying a train ticket in French so the line was a track , midpoint the station and end point the train.) lizbr

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Made these key rings to support effective questionning in lessons to measure progress. All my staff use them and have been particualrly good for my NQT and I have also used them as a focus for improvement during learning walks