Our Tytherington Teaching Principles

The Tytherington Teaching Principles set out the principles of better practice to support our overarching aim: that students experience high quality teaching and learning in every classroom every day.

The Principles cover our high expectations for behaviour and achievement including the importance of high level, subject specific literacy and the promotion of a culture of aspiration.  They also look at the importance of understanding how students learn and the implementation of a well-designed and sequenced curriculum that takes into account the importance of memory, retrieval and practice to support students in making progress. Finally, the principles seek to address the needs of all our students with a focus on the importance of carefully constructed assessments, effective feedback and inclusive adaptive teaching strategies that stretch and support as appropriate.

The Principles are:

High Expectations for behaviour and achievement:

Teachers act as role models and create a culture of mutual trust, respect and aspiration. They apply behavioural expectations rigorously and challenge and stretch students to give them opportunities to experience meaningful success.

Subject knowledge and curriculum:

Teachers own subject knowledge is excellent. They plan and deliver a carefully sequenced curriculum at subject level which supports students in mastering foundational concepts before moving on; anticipates and addresses common misconceptions and improves literacy through the explicit teaching of subject specific language skills in each discipline.

Understanding how students learn:

Teachers understand the importance that prior knowledge plays in learning and the importance of the interrelationship between short- and long-term memory in building understanding and competence. They make regular use of purposeful practice and spaced retrieval activities in their everyday teaching.

Effective classroom practice:

Teachers use a variety of classroom practices such as modelling, scaffolding and high-quality questioning to support learning. Metacognitive strategies, such as teaching students how to plan, draft or evaluate are used regularly. Language used in the classroom is of a high quality and homework supports and extends learning in the classroom.

Assessment and feedback:

Low stakes assessment is used regularly in lessons, for example through the use of lesson objectives or quizzing. Students and teachers are clear about the purpose of assessments at any level and use the information they provide to inform future planning. Verbal and written feedback is accurate and clear, and time is regularly given for students to respond.

Adaptive teaching:

Teachers understand student’s differences and the potential barriers to achievement that these might present. They adapt everyday teaching in their classroom in a responsive way to these barriers. Both in the classroom, and alongside the Special Educational Needs Co-ordinator where appropriate, they identify and apply targeted effective strategies for support


Our intention these principles mean that our students will leave school with the skills and knowledge to enter the world of work or academia. Crucially, we intend that they equip students with the skills and knowledge to deal with a rapidly changing world. Students leaving Tytherington should be prepared to face the challenges of the 21st century world and have the characteristics that make their communities a better place to live.