Huntingtree Primary School
Home PageTeaching methods
Pedagogy
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.
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Known |
Happy |
Learning |
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↓ |
↓ |
↓ |
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Caring |
Positive |
Skilled |
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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. |
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For example, a great teacher... |
For example, a great teacher... |
For example, a great teacher... |
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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 |
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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 |
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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.
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Knowledge acquisition |
Skill development |
Application |
Assessment |
Activity |
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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... |
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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
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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.
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Where next? (Click below) |
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