IHETC School
A method that makes the pupil work
The tutor has the pupil search, restate and check — and lets them find the answer. Here is the full doctrine, the moves it covers, and how you can see it for yourself.
What the tutor does
It changes angle
When an explanation misses, it tries another. Repeating the same lesson louder moves nothing.
It asks the unlocking question
Often one is enough: « what exactly are we looking for? ». The pupil then finds it alone, and remembers.
It goes back to the cause
A block near the end of secondary often comes from an idea two years earlier. It treats it where it actually sits.
It has things checked
Faced with a mistake, it offers a check by another route. The inconsistency surfaces, and the pupil finds it.
The doctrine, in five rules held
These five rules are design decisions, and they are what make the support worthwhile. A tool that hands over the answer produces a pupil who aces homework and discovers the gap on assessment day.
- It leaves the exercise and its answer to the pupil, and stays alongside until they find it
- It has the assignment written by the pupil, line after line
- It keeps the word-for-word content of exchanges for the pupil
- It works inside the course being followed, on verified content
- It leaves graded assessment to the teacher, who alone decides a mark
The anatomy of a session
- 01
What the pupil brings
An exercise, a lesson, a question. The session starts from their sticking point, not from a syllabus.
- 02
The restatement
The pupil states the situation in their own words. The tutor listens and pinpoints the gap.
- 03
The neighbouring case
Same structure, different content. The pupil transposes, and the idea detaches from that one exercise.
- 04
The check
The result is checked by another route, then the concept returns later, unannounced.
Questions parents ask
If my child insists, will it eventually give the answer?
The rule holds, and it is checkable: try it yourself. The tutor will rephrase the question, offer an example, break the problem down, for as long as it takes. Support that yields to insistence mainly teaches that insistence works, which is the opposite of the aim.
How does the tutor sit alongside the teacher?
Teaching the syllabus belongs to the school, and the tutor works in its wake: it takes over at the hour the pupil is stuck, often in the evening, on the lesson the school gave. It is a complement that extends availability, with a doctrine chosen to send the pupil back to their course and their teacher.
What content does the tutor rely on?
On the course the pupil is following and on the content written for their cycle, verified before publication. That perimeter is what guarantees consistency with what the school asks, and what allows the tutor to point to an exact page rather than to a general explanation.