Explicit Instruction and Modelling
Making Learning Clear, Manageable and Achievable
At Eaves Primary School, we believe that every child deserves teaching that is clear, purposeful and accessible. Explicit instruction is an important part of our inclusive approach, helping children develop knowledge, understanding, confidence and independence.
We recognise that children learn at different rates and may require different levels of support. By carefully explaining, demonstrating and breaking down new learning, we ensure that all pupils have opportunities to participate, succeed and achieve their potential.
Our approach is underpinned by our whole-school GROWTH Framework, which supports consistent, high-quality teaching and learning across Eaves.
What Is Explicit Instruction?
Explicit instruction is a carefully structured approach to teaching in which new knowledge and skills are introduced clearly and systematically.
Rather than expecting children to discover new concepts independently, teachers explain and demonstrate what pupils need to know, provide opportunities for supported practice and gradually develop children's confidence to apply their learning independently.
This approach is particularly helpful when introducing new or complex learning and can benefit pupils who experience difficulties with memory, attention, processing or understanding instructions.
Explicit Instruction Through Our GROWTH Framework
At Eaves, our GROWTH Framework provides a consistent approach to high-quality teaching and learning. Explicit instruction and modelling are important elements of how we put this framework into practice.
Through GROWTH, teachers carefully consider how new learning is introduced, explained, demonstrated and practised so that all pupils can access our ambitious curriculum.
In our classrooms, this includes:
Clear Explanations and Small Steps
New learning is carefully sequenced and broken down into manageable steps. Teachers connect new knowledge to previous learning, use precise language and make expectations clear.
Purposeful Teacher Modelling
Teachers demonstrate new knowledge and skills, explaining their thinking aloud and showing pupils what successful learning looks like.
Modelling may involve demonstrating mathematical methods, constructing sentences, explaining vocabulary or showing how to approach a challenging task.
Guided Practice and Participation
Children are given opportunities to practise new learning with teacher guidance before applying it independently.
Teachers use questioning, discussion, worked examples and shared activities to ensure that all pupils can participate and develop understanding.
Checking Understanding and Responding
Teachers regularly check pupils' understanding through questioning, observation, discussion, mini-whiteboards and assessment.
Teaching is adjusted in response to pupils' needs, with further explanation, modelling or guided practice provided where necessary.
Building Confidence and Independence
As pupils become more secure in their learning, teachers gradually reduce support and encourage independent application.
Children develop the confidence, knowledge and resilience to approach increasingly challenging learning.
Through our GROWTH Framework, we aim to ensure that explicit instruction is consistent, inclusive and responsive, enabling every child to experience success.
I Do, We Do, You Do
One way we support explicit instruction is through the gradual release of responsibility.
I DO – Teacher Modelling
The teacher clearly explains and demonstrates new learning, making the thinking process visible.
Children see what successful learning looks like and hear how the teacher approaches a task.
WE DO – Guided Practice
The teacher and pupils work together to practise new knowledge and skills.
Through discussion, questioning and shared examples, children develop understanding while receiving appropriate guidance and feedback.
YOU DO – Independent Application
Children apply their learning with increasing independence and confidence.
Teachers continue to monitor understanding and provide additional support or challenge where needed.
These stages are flexible. Teachers may return to modelling or guided practice whenever children need further explanation or support.
How Does Explicit Instruction Support Inclusion?
Explicit instruction helps remove barriers to learning by:
Making expectations and instructions clear.
Reducing unnecessary demands on working memory.
Providing structured opportunities to practise.
Helping pupils understand what successful learning looks like.
Allowing teachers to identify and address misconceptions quickly.
Supporting pupils who need additional processing time, repetition or guided practice.
Developing confidence and independence.
Our aim is not to simplify learning or lower expectations, but to make ambitious learning accessible to every child.
Explicit Instruction Across Our School
At Eaves, explicit teaching and modelling can be seen throughout the curriculum.
Early Reading and Phonics
Through Little Wandle Letters and Sounds Revised, children benefit from carefully sequenced teaching, clear modelling, repetition and opportunities to practise and apply phonics knowledge.
Writing
Teachers model sentence construction, vocabulary choices and writing techniques, helping children understand how successful writers plan, compose and improve their work.
Mathematics
Teachers use worked examples, practical resources, visual representations and guided practice to develop mathematical understanding and fluency.
Across the Wider Curriculum
Explicit vocabulary teaching, demonstrations, retrieval opportunities and clear explanations help pupils access new knowledge and develop subject-specific skills.
Our Commitment
At Eaves Primary School, we recognise that excellent teaching is inclusive teaching.
Through clear explanations, purposeful modelling, guided practice and responsive support, we help every child develop the knowledge, confidence and independence they need to succeed.
Clear Teaching. Confident Learners. Success for All.