Recently my Head of Faculty and I have come unstuck under the new OFSTED criteria when we are observed doing practical in an observation. We have been graded Satisfactory as Progress in the lesson cannot be measured in a 20 minute slot. Though we have correct starters - linked to literacy - and all work is marked, in a practical session this does not count as we have not demonstarted a starting point for progress in a practical session to be measured against. Both of us have achieved Good and nearly Outstanding for other lessons that are "flat" in nature and not based around students demonstarting workshop skills. The two lesson were Woodwork and Textiles. We can see how we can achieve this in Graphics for example draw 2 point perspective shape to determine our starting point for demonstrating suitable progress but for practical lessons we struggle for ideas. When we start looking at Cookery we just draw a blank. Are we going to say to students who have to bake a fairy cake for example, off ypou go have a crack at it, chaos reigns as students make a complete hash of it but at least we have measured the students' starting point in order to measure future progress? It just does not make sense. Friends have said that for observations perhaps we should change the content for our observation lesson. Both myself and my Head of Faculty refuse to do this. If students are in the practcial part of their project then this will be the lesson observed. Recently I went a training session about being an Outstanding Teacher and I posed the question; can all lessons, at whatever part of the scheme of work be outstanding? I was told yes - and with any group! To be certain, everything else is ok in the lesson it is just demonstarting progress in a 20 minute slot when the lesson is based around practical skills. Any ideas or comments from fellow Design and Technologists out there?