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Standard 1
Set high expectations
which inspire, motivate and
challenge pupils.

This OCR moderation feedback document
highlights an ability to and acts to Set high
expectations which inspire, motivate and
challenge pupils (Standard 1). The comments
made emphasise an ability to to engage pupils
enabling them to produce high quality work
that offers high technical; proficiency and
creativity in its creation.
Appendix Source: OCR Moderation Feedback (June 2015)

This STE observation feedback evidences my
ability to Set high expectations which inspire,
motivate and challenge pupils (Standard 1). In
particular methods to motivate pupils through
inspiring dialogue has been highlighted; pupil’s
responses have also been highlighted to
emphasise the level of engagement within the
classroom. Comments on managing the
learning space to ensure whole class
participation have also been highlighted.
Appendix Source: PGCE STE Form 1

This observation feedback examples an
ability to Set high expectations which
inspire, motivate and challenge pupils
(Standard 1) through effective Learning
Outcomes. The evidencing of writing clear
outcomes which model success has been
noted whilst Learning Outcomes have
been highlighted as an area of excellence
too.
Appendix Source: HACA Pupil Learning Evaluation
(19/9/16)

The following module overview
details the content of Module 2 of
the PGCE completed acting as
supporting evidence in my ability to
Set high expectations which inspire,
motivate and challenge pupils
(Standard 1). By placing the learner
at the centre of the process in this
module skills relating to all three
criteria of Standard 2 have been
significantly developed.
Appendix Source : Teaching in the Lifelong Learning
Sector Specification

This document highlights the
itinerary of a HoD meeting, with an
Ofsted inspector, with the aim of
developing skills in making
productive use of the data
evidenced in Progress 8 and Raise
online formats linking directly to my
ability to Set high expectations
which inspire, motivate and
challenge pupils (Standard 1).
Having a good understanding of the
data presented in these documents
will enable the realigning of
expectations, such as a target level,
and ensure pupil’s are always
challenged ensuring they reach their
potential.
Appendix Source: HACA Professional Learning –
Outcomes and Self-Evaluation Focus Itinerary

Standard 2
Promote good progress
and outcomes by pupils.

This SEF document evidences that the KS4
Media Studies results (2015) were in line
with the National Average linking to an
ability to Promote good progress and
outcomes by pupils (Standard 2). For the
year of 2015 the National Average was
64.3% (evidenced below) which were
exactly met.
National Average data
http://www.bstubbs.co.uk/gcse.htm
Appendix Source: HACA Media Studies SEF
2015

This results document highlights the results
attained by an AS class I taught from 2011-
12 evidencing my ability to Promote good
progress and outcomes by pupils
(Standard 2). Many pupils met or exceeded
their target grade; those listed as a U grade
were pupils who left the course and
therefore submitted no coursework nor sat
the exam.
Appendix Source: HAKA AS Results 2012

attained by an A2 class I taught from 2011-
their target grade; those listed as a U grade
were pupils who left the course and
therefore submitted no coursework nor sat
the exam.
Appendix Source: HAKA A2 Results 2012

This results document highlights
the results attained by an A2
class I taught from 2012-13
evidencing my ability to
Promote good progress and
outcomes by pupils (Standard
2). On the whole many pupils
met or exceeded their target
grades; the U grades related to
pupils who were submitted for
the exam despite significant
attendance issues.

their target grade in this practical unit
despite it being the first time they had
studied the subject or interacted with
media in this way.
Appendix Source: HAKA AS Results 2014

(Standard 2). The B, C and one D grade
attained were in line with pupil’s targets.

This results table for the Year 12 Media Studies results evidences an ability to
Promote good progress and outcomes by pupils (Standard 2). An overall
value added grade of 2.9 was achieved with a majority of pupils meeting or
exceeding their target grades. Those pupil’s who did not achieve their target
grade were encourage to apply to re-sit the theory exam as a means of
ensuring good progress would be achieved.
Appendix Source: HACA Year 12
Results 2016

This results table for the Year 11 Media Studies results evidences an ability to
Promote good progress and outcomes by pupils (Standard 2). An overall
value added grade of0.4 was achieved with a majority of pupils meeting or
exceeding their target grades / LOP. There was a trend in those pupils who
did not achieve their target grade have been highlighted as an area of
concern and steps will be made to ensure pupils within this category receive
significant support to ensure progress and attainment targets are met this
year.
Results 2016

This results table for the Year 11
Media Studies results (2014-15)
evidences an ability to Promote
good progress and outcomes by
pupils (Standard 2). The results
were exactly in-line with the
year’s National Average for A-C
grades in the subject.
Results 2015

This Quality of Learning Experiences
document evidences attempts to Promote
good progress and outcomes by pupils
(Standard 2). Regarding all key stages
teaching has been observed as being good;
100% good to outstanding in Key Stage 4
and 66.6% good for Key Stage 5. Strategies
for improvement have also been evidenced
as a means of consistently reaching
outstanding teaching throughout the
whole department at all key stages.
Appendix Source: HACA Quality of
Learning Experiences

This OCR moderation feedback
document highlights an ability to
Promote good progress and outcomes
by pupils good subject and curriculum
knowledge (Standard 2). Comments
emphasise high levels of engagement,
creativity and high technical
proficiency .

These OCR moderation feedback
documents highlights an ability
to and acts to Promote good
progress and outcomes by
pupils good subject and
curriculum knowledge
(Standard 2). The feedback in
particular emphasises the
development of pupils’ technical
skills, theoretical knowledge
and use of media language.

outcomes by pupils good subject
and curriculum knowledge
(Standard 2). The content of this
module feeds right into many areas
of my teaching ensuring good
progress, outcomes and knowledge
are central to my approach.
Appendix Source: Teaching in the Lifelong Learning

The following module overview details
the content of Module 5 and 7 of the
PGCE completed acting as supporting
evidence in my ability to Promote good
progress and outcomes by pupils good
subject and curriculum knowledge
(Standard 2). The module’s focus on
refining practical teaching skills links
directly to my abilty to promote good
progress/outcomes whilst the
developingknowledge clearly link to the
objectives of Standard 2 as curriculum
knowledge

The following Student Impact Report
was devised and delivered as a means to
Promote good progress and outcomes
by pupils good subject and curriculum
knowledge (Standard 2). The report was
used with all Media Studies pupils who
needed further guidance on what they
needed to do to progress and enabled
both staff and students the level of
progress achieved.
Appendix Source: Knights Academy Sixth Form
Student Impact Report

The following Pupil Action Plan as a
means to Promote good progress and
outcomes by pupils good subject and
curriculum knowledge (Standard 2). The
plan was used with all Media Studies
and tutees who were struggling in an
aspect of their education needed further
guidance on what they needed to do to
progress enabling both staff and
students to intervene and monitor
improvement.
Appendix Source: Knights Academy Pupil Action Plan

The Tutor Intervention
Register was generated to
outcomes by pupils good
subject and curriculum
knowledge (Standard 2). The
documents highlighted
interventions that had taken
place to deal with matters,
such as attendance issues,
that would be a barrier to
learning.
Appendix Source: Knights Academy Tutor
Intervention Register

The Production Feedback form
(completed by all pupils on a fortnightly
basis) is used to ensure pupil’s know
what next-steps they need take in their
coursework to make the necessary
progress and what they have been doing
well; this acts as supporting evidence in
my ability to Promote good progress
and outcomes by pupils good subject
and curriculum knowledge (Standard
2).
R Quinn G324 Feedback Form

Long reports are a regular feature
of my teaching and provided for
all classes taught. The writing of
reports encourages the thought
that in my teaching I Promote
good progress and outcomes by
curriculum knowledge (Standard
2). Reports will comment on the
progress each pupil is making
highlight areas where
improvement is needed and
where successes are also evident.
10C/MS1 Term 2 Report Comments

Feedback folders are
supplied for every pupil
and link to my ability to
Promote good progress
and outcomes by pupils
good subject and
(Standard 2). The folders
center on pupils practical
productions providing
WWW/EBI comments and
annotated commentary of
pupil’s work enabling pupils
to take the necessary steps
to progress and achieve
good outcomes in their
work.

The following Federation Conference
overview details the variety of
workshops that are delivered as
means to developing skills to
outcomes by pupils good subject
and curriculum knowledge
(Standard 2). The conference runs 3
– 4 times per year and at each point
I will select workshops that most
relate to areas where I believe I
need to progress; this would have
been highlighted in Performance
Management meetings or through
my regular Line Management
meetings.
Appendix Source: Knights Academy
Tutor Intervention Register

The regular scheduling of
Parents’ Evening acts as a
means to Promote good
progress and outcomes by
(Standard 2). Parents’ Evening
will take place at least once
every academic year and will
involve all Key Stage 3, 4 and 5
pupils.
Appendix Source: Year 11 Parents
Event January 2017

Standard 3
Demonstrate good subject
and curriculum knowledge.

This is the SOW document I created for Year 12 the Media
Studies course to be delivered in the 2016/2017 academic year.
This document has been included as means of evidencing an
ability to Demonstrate good subject and curriculum knowledge
(Standard 3) and to Plan and teach well structured lessons
(Standard 4). I am responsible for the writing of schemes of work
for all Key Stage 4 and 5 Media Studies classes and these are
often adapted as the media landscape changes so often and to
get the best out of the pupils studying the subject.
Appendix Source: HACA Year 12 SOL (2016-17)

This following timetables highlight the variety of classes I am and
have been responsible to teach in my time at HACA. The variety
of Media Studies lessons (practical and theoretical) have really
enabled to develop my knowledge well acting as supporting
evidence in my ability to Demonstrate good subject and
curriculum knowledge (Standard 3) and to Plan and teach well
structured lessons (Standard 4).
Appendix Source: HACA 2014 Timetable (2014-15)

This OCR moderation feedback
document evidences an ability to mark
all areas of coursework within the
agreed standard expected by the exam
provider and acts to Demonstrate
good subject and curriculum
knowledge (Standard 3). Comments
emphasise consistent marking that is
within the agreed marking standard
whilst also highlighting how good
subject/curriculum knowledge has led
to pupils development.

This OCR moderation feedback document
further evidences an ability to mark all areas of
coursework within the agreed standard
expected by the exam provider and acts to
Demonstrate good subject and curriculum
knowledge (Standard 3). Comments highlight
the high level of standardisation of marks
which was well informed by the level of my
subject/curriculum knowledge.

This OCR moderation feedback document evidences an
ability to deliver a curriculum, and brief’s within,
effectively. Demonstrate good subject and curriculum
knowledge (Standard 3). Comments center on the
‘embracing of the spirit of the specification’ which is due
to good knowledge of it and how pupils have been well
supported in their understanding of the demands of the
brief.

These OCR moderation feedback documents evidence an ability to
deliver a curriculum, and brief’s within, effectively. Demonstrate
good subject and curriculum knowledge (Standard 3). Comments
highlight good understanding and knowledge across many areas
within the subject which was informed by me own high level of
knowledge.

This observation feedback evidences an
ability to Demonstrate good subject and
curriculum knowledge (Standard 3).
IMAGE OF STE FORM 1
FROM FOLDER.

The attendance of OCR Annual Media Studies
Conference evidences an ability to Demonstrate
good subject and curriculum knowledge
(Standard 3). The conference is focused on both
GCSE and GCE levels of teaching offering
various workshops and professional discussions
that will positively impact on my
Appendix Source: OCR Annual Media Studies
Conference Certificate

Demonstrate good subject and
The module enables me to ensure
my specialist knowledge was current
and to the necessary standard for
teaching and learning.

details the content of Module 6 and
7 of the PGCE completed acting as
Demonstrate good subject and
Continuing personal and
professional development is vital to
my success as a teacher and will
feed directly into my
Developing professional skills
provided me with the opportunity to
extend my knowledge in my
specialist subject clearly linking to
Standard 3’s criteria.

The following slides detail part of a
presentation that was given the leadership
team discussing the possible curriculums
that could be studied in the next academic
year linking to my ability to Demonstrate
good subject and curriculum knowledge
(Standard 3). The discussion considered
the possibility of BTECs, professional
certificates and the more traditional GCSE
and GCE levels of study.
Appendix Source: Media Studies Specification
Overview Presentation

Standard 4
Plan and teach well
structured lessons.

The attendance of the ‘Improving Teacher
Programme’ significantly contributed to
developing my skills to Plan and teach
well structured lessons (Standard 4). The
course involved peer observations,
observations of my own teaching and
professional discussions based on
improving my skills within Standard 4.
Appendix Source: ITP Certificate of Attendance

This document evidences the results
attained for the AS Media Studies course
(2011/2012). My role involved delivering
both theoretical (G322) and practical
(G321) units. This document has been
included as means of evidencing an ability
to Promote good progress and outcomes
by pupils (Standard 4).
Note
Pupils in this class had not studied Media
Studies at GCSE level and the AS course
was their first experience of studying the
subject.
Appendix Source: HAKA 2011/2012 Subject Results

This is the SOW document I created for Year 12 the Media
Studies course to be delivered in the 2016/2017 academic year.
This document has been included as means of evidencing an
ability to Demonstrate good subject and curriculum knowledge
(Standard 3) and to Plan and teach well structured lessons
(Standard 4). I am responsible for the writing of schemes of work
for all Key Stage 4 and 5 Media Studies classes and these are
often adapted as the media landscape changes so often and to
get the best out of the pupils studying the subject.
Appendix Source: HACA Year 12 Scheme of Work

This observation feedback document has been
included as means of evidencing an ability to
Plan and teach well structured lessons
(Standard 4).
IMAGE OF STE FORM 1
FROM FOLDER.

This essay discusses the importance of
planning and the role planning has in my
own teaching linking to my ability to Plan
and teach well structured lessons
(Standard 4).
Appendix Source: PGCE ‘The Importance of Planning
and Assessment’ Essay

The following comments from
lesson observations act as
supporting evidence detailing
an ability to Plan and teach
well structured lessons
(Standard 4). LP:1
LP:2
LP:3
Appendix Source: HACA Lesson Plan 1

(Standard 4).
LP: 4
LP: 5
LP: 6

(Standard 4). Appendix Source: HACA Lesson Plan 7

(Standard 4).

means to developing skills to Plan
and teach well structured lessons
(Standard 4). The conference runs 3
– 4 times per year and at each point
I will select workshops that most
relate to areas where I believe I
need to progress; this would have
been highlighted in Performance
Management meetings or through
my regular Line Management
meetings.
Appendix Source: Middle Leaders Meeting Itinerary
February 2017

The following module
overview details the content
of Module 1 of the PGCE
completed acting as
supporting evidence in my
ability to Plan and teach well
structured lessons (Standard
4).

completed acting as
4).

Standard 5
Adapt teaching to respond
to the strengths and needs
of all pupils.

This peer
observation
record of
reflections
evidences my
attempt to source
teaching and
learning strategies
to Adapt teaching
to respond to the
strengths and
needs of all pupils
(Standard 6).
Appendix Source: DTLLS Peer Observation Record of Reflections Form

This commentary is evidence of my ability to
Adapt teaching to respond to the strengths and
needs of all pupils (Standard 5).
IMAGE OF STE FORM 1
FROM FOLDER.

This essay based on inclusive
practice details the steps I take
to ensure the teaching I deliver
is inclusive, offering
differentiation to cater for all of
my pupil’s needs and relates to
my ability to adapt teaching to
respond to the strengths and
Appendix Source: PGCE Inclusive Practice Essay

This seating plan is the standard structure I
have for every lesson I teach; seating plans
will highlight pupils who have an SEN
statement, Pupil Premium pupils and will
highlight target grades as a means to adapt
teaching to respond to the strengths and
Appendix Source: HACA 11B/Ms1 Seating Plan

completed acting as
ability to adapt teaching to
needs of all pupils (Standard
5).

completed acting as
5).

A list of all pupils I taught who
fell under the AEN category
highlighted as a means to
adapt teaching to respond to
the strengths and needs of all
pupils (Standard 5). Through
this document I was able to
specifically address the needs
of my pupils and differentiate
as and where necessary.
Appendix Source: HAKA AEN Register

my ability to adapt teaching to respond
to the strengths and needs of all pupils
(Standard 5).
Appendix Source: HACA G324 Pupil Feedback Form

Feedback folders are
supplied for every pupil
and link to my ability to
adapt teaching to respond
of all pupils (Standard 5).
The folders centre on
pupils practical productions
providing WWW/EBI
comments and annotated
commentary of pupil’s
work.
Appendix Source: HACA A Level Media Studies
Feedback Form

The highlighting of work
that fulfills the objective of
the task is a policy at the
school as is providing
WWW/EBI feedback and
encouraging pupils to
peer/self assess. All of
these relate to my ability to
adapt teaching to respond
of all pupils (Standard 5).
Appendix Source: HACA Year 7 English Books F. Shaw
/ J.Johnson

means to developing skills to adapt
teaching to respond to the
strengths and needs of all pupils
(Standard 5).
The conference runs 3 – 4 times per
year and at each point I will select
workshops that most relate to areas
where I believe I need to progress;
this would have been highlighted in
Performance Management meetings
or through my regular Line
Management meetings.
Appendix Source: Middle Leaders Meeting Itinerary
February 2017

The regular scheduling of Parents’
Evening acts as a means to adapt
teaching to respond to the
strengths and needs of all pupils
(Standard 5) as I am able to develop
my knowledge of the needs of my
pupils whilst also highlighting their
strengths. Parents’ Evening will take
place at least once every academic
year and will involve all Key Stage 3,
4 and 5 pupils.
Appendix Source: HACA Year 11 Parents Evening
January 2017

Standard 6
Make accurate and
productive use of
assessment.

This KS4 assessment commentary (SEF
document) evidences an ability to Make
accurate and productive use of assessment
(Standard 6).
Appendix Source: HACA Media Studies SEF
Document

This KS4 assessment commentary (SEF
document) evidences an ability to Make
accurate and productive use of
assessment (Standard 6).
Include 2015-2016 SEF commentary

This evidence of formative grade
tracking evidences an ability to
Make accurate and productive use
of assessment (Standard 6) as
pupils refer to the tracker table to
ascertain where progress has been
made and where achievement is
required.
Tracker tables are created for
every class and every unit being
studied.

This essay highlights the importance of
assessment and discusses the role of
assessment in my own teaching and relates to
my ability to Make accurate and productive
use of assessment (Standard 6).
Appendix Source: PGCE ‘The Importance of Planning
and Assessment’ Essay

completed acting as
ability to Make accurate and
productive use of assessment
(Standard 6).
Teaching in the Lifelong Learning Sector
Specification

my ability to Make accurate and
productive use of assessment (Standard
6).
Feedback Form R Quinn

This document highlights
the itinerary of a HoD,
meeting with an Ofsted
inspector, with the aim
of developing skills in
making productive use
of the data evidenced in
Progress 8 and Raise
online formats linking
directly to being able to
Make accurate and
productive use of
assessment (Standard
6).
Appendix Source: HACA HoD Professional Learning
Itinerary

Long reports are a regular feature
of my teaching and provided for
all classes taught. The writing of
reports is informed by formative
and summative assessment
relating to an ability to Make
assessment (Standard 6).
Reports will comment on the
progress each pupil is making
highlight areas where
improvement is needed and
where successes are also evident.
Appendix Source: HACA 10C/MS1 Term 2 Report
Comments

The following Student Impact Report
was devised and delivered as a means to
ensure progress and was part –informed
by previous assessments linking to an
ability to Make accurate and productive
use of assessment (Standard 6).
The report was used with all Media
Studies pupils who needed further
guidance on what they needed to do to
progress and enabled both staff and
students the level of progress achieved.
Appendix Source: HAKA Sixth Form Student Impact
Report

Feedback folders are supplied for
every pupil and link to my ability
to Make accurate and
productive use of assessment
(Standard 6). The folders center
on pupils practical productions
providing WWW/EBI comments
and annotated commentary of
pupil’s work with reference to
the assessment criteria
highlighted in the relevant units
specification/mark scheme.
Feedback Form

Parents’ Evening will be nformed bt
the progress pupils have been
making and the will be informed by
the assessments completed
evidencing my skills to Make
assessment (Standard 6). Parents’
Evening will take place at least once
every academic year and will involve
all Key Stage 3, 4 and 5 pupils.
Appendix Source: HACA Year 11 Parents Evening
January 2017

Standard 7
Manage behaviour
effectively to ensure a good
and safe learning
environment.

The following ISN form acts as
ability to Manage behaviour
and safe learning
environment (Standard 7).
The completion of ISN forms
are school protocal for dealing
with behaviour that falls
outside of the regular
behaviour steps and is of a
serious nature.
Appendix Source: HACA ISN Form

completed acting as
and safe learning

The Pupil Action Plan was a
means of intervention to
Manage behaviour effectively
to ensure a good and safe
learning environment
(Standard 7). The plan was
targeted at pupils who were
identified with having a need
to improve, often linking to
behavioral issues, and enabled
staff and students to set
targets and monitor the
success in which they were
achieved.
Appendix Source: HAKA Sixth Form Action Plan

Attendance of a behavior
management training course
delivered by Alan Ferrell,
Deputy Head of Oakwood
School, developed my
knowledge and ability to
(Standard 7).
Appendix Source: HACA Professional Development
Image

to Manage behaviour
and safe learning
BFL Grades

A list of all pupils I taught who
fell under the AEN category
highlighted as a means to
(Standard 7). Through this
document I was able to
specifically address the needs
of my pupils and differentiate
as and where necessary.
Appendix Source: HAKA AEN Register Example

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