A worked example makes the thinking and sequence of a task visible. Fading removes selected parts of that support as pupils become ready to complete them independently.

The method should remain consistent while responsibility transfers to pupils.

Plan the sequence

Move through:

1. a complete example explained by the teacher;

2. a similar example completed together;

3. a partially completed example;

4. independent work.

Remove the part pupils are most ready to supply. For a multi-step calculation, it may help to remove later steps first so that the starting method remains visible. In writing, retain the structure while asking pupils to choose evidence or compose one section.

For example, after modelling a complete explanation, provide a second example with the claim and evidence present but the reasoning missing. Ask pupils to complete and explain that connection.

Make pupils explain the missing step

A faded example should prompt thinking, not copying. Ask:

• What belongs here?

• Why is this the next step?

• Which earlier information does it use?

• How can we check it?

Use evidence, not elapsed time

Fade support when pupils can explain and complete the relevant step accurately. If a recurring error appears, reinstate that element temporarily and model it again.

Do not leave the full worked example visible indefinitely. Equally, do not remove it simply because the lesson has moved on.

Plan for variation

When the procedure changes or the task becomes substantially harder, return briefly to a fuller example and fade again. Independence in one form of the task does not guarantee independence in every variation.

Further guidance

• EEF: Supporting pupils with worked examples

• EEF: Scaffolding and independence