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Huntingtree Primary School

Every child known, happy and learning.

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Teaching methods


At Huntingtree, we strive for all children to be known, happy and learning. We have a vision for what attributes in our adults best serve these aims. In this way, our guiding principles of pedagogy aim to support this overall vision.


Below is a summary of some of the key things that Huntingtree teachers do, in support of our vision, whatever the lesson.








For a child to feel known, a teacher must be caring.

For a child to be happy, a teacher must be positive.

For a child to be learning, a teacher must be skilled.

For example, a great teacher...

For example, a great teacher...

For example, a great teacher...

Puts the needs of the children first

Finds solutions and takes positive action to overcome issues

Shows impeccable understanding of what is being taught and provides differentiated pathways to success

Has high aspirations for every child

Gives timely feedback that is positive but is clearly focussed on improvement

Carries out pre-mortems to pre-empt possible misconceptions

Finds time to build relationships with all children

Has a positive mind-set

Chooses pedagogy specific and appropriate to particular type of lesson


Subject-specific pedagogy

Teaching and learning in each subject follows the guiding principles of pedagogy above. However, each subject retains a ‘flavour’. Pedagogy for each subject is guided by the nature of that subject and the activities that are specific to it (such as the need for map reading in geography).


Lessons in each subject will always actively seek to enable the children to acquire key knowledge and to master the key skills, or to give opportunities to apply or assess learning, as well as providing activities intrinsic to the subject.

Pedagogy - specifics

Each subject has a set of core teaching skills and activities that may be common to other subjects, or be specific to that particular one.


Knowledge acquisition

Skill development




Pedagogy including but not restricted to...

Pedagogy including but not restricted to...

Pedagogy including but not restricted to...

Pedagogy including but not restricted to...

Pedagogy including but not restricted to...

Extending schema: explaining/demonstrating  how new learning links to prior learning

Visual models: enhancing explanations with visuals - including dual coding

Recall practice:  including games, multiple choice and other quizzes, verbally or in written form

Re-presenting: adapting knowledge from one format to present in another

Discussion: exploring ideas and deepening understanding through guided conversation

Modelling: utilising I-We-You

Practice: giving deliberate practice of a modelled skill, or part of skill, aiming for accuracy and fluency

Display:  displaying worked examples as reference for the children, while practising

Feedback: offering guidance on performance and how to improve

Challenge: giving additional challenge to high performers

Access: making adaptations for children who struggle to access the skill at an age-appropriate level

Transferal opportunities: giving opportunities for learning to be applied to new contexts, e.g.:

· in writing/speech

· in a problem

· through drama/movement/art/creative activities/games


Formal assessment: generating standardised assessment information through tests, delivered in strictly controlled conditions

Big quiz: checking the acquisition of knowledge and skills taught so far though a teacher-designed quiz

Launch pad moments: giving a key question at a key moment in a lesson that leads to different pathways for children who need different levels of support

Questioning: choosing from a menu of questioning strategies designed to capture and extend learning

*[Subject]-specific activities 


You can click here to explore the specific pedagogy, within the subject guidance for each subject.