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At The Minster School we believe that every child deserves the chance to achieve their potential, develop their character and excel in all they do. Learning sits at the heart of The Minster School and is our core purpose. To this end, teachers work collaboratively to continually develop their practice to deliver a high quality learning experience for students, guided by students’ needs and the evolving curriculum.  We aim to inspire students to become lifelong learners who value and shape their world for the better – our approach to teaching seeks to develop students’ passions and confidence in a way which enables them to achieve their full potential.

The Minster Teaching Model

WISDOM: Teachers equip students with the specific knowledge and skills they need to succeed

  • Teachers have expert knowledge of the subjects that they teach
  • Learning aims are shared and link to prior and future learning
  • Key concepts and skills are embedded in students’ long-term memory
  • Subject-specific literacy and discussion are used to deepen understanding
  • Misconceptions are anticipated, identified and corrected

OPTIMISM: Teachers use feedback to help students strive to achieve their very best

  • Teachers focus their feedback on developing learning and link this to learning aims
  • Regular comments are made within lessons and within students’ work
  • A variety of feedback styles are used including summative, formative, verbal and written forms
  • Feedback is communicated in a way that students can understand and use
  • Time is given for students to reflect upon their progress and emerging needs

RESILIENCE: Teachers are committed to the progress of all students

  • Teachers take responsibility for the learning and attainment of all of their students
  • Students work independently to develop and embed skills and understanding
  • A range of formative and summative assessments are used to secure students’ progress and inform teaching
  • Assessment explores both current and prior learning to help embed key concepts and skills
  • Individuals who are not making progress are rapidly identified and prioritised for support

KINDNESS: Teachers understand how different students learn, and create positive relationships with them

  • Teachers are aware of the capabilities and needs of students and use this to design the curriculum
  • Work is modelled and differentiated to ensure that all students can access and understand it
  • Teachers reflect upon the effectiveness of their teaching and adapt it to meet the needs of students
  • Teachers develop relationships of mutual respect with students and frequently reward their achievements
  • Learning-focused discussions, praise and sanctions are used to maintain a positive learning environment*

SERVICE: Teachers deliver engaging lessons which challenge and motivate students

  • Teachers use research, collaborative working and professional learning to develop their practice
  • A variety of tasks, stimuli and activities are used to engage students
  • Questions are used as a basis for learning and are directed and probing
  • Home learning tasks develop independent learning skills and embed key concepts and skills
  • Enrichment activities promote a love of learning and make a positive contribution to the ethos of the school


Whatever you do, work at it with all your heart, as though you were working for the Lord

Colossians 3:23