A pupil with lower working-memory capacity may understand each part of an instruction but be unable to hold the complete sequence in mind while acting on it. Presenting one visible step at a time helps them begin successfully and makes it easier to see exactly where support is needed.

Decide the essential stages

Before the task, identify the shortest useful sequence. Each stage should have a clear action and outcome.

Instead of saying, “Get your book, copy the date and title, underline them, read the paragraph and answer the first three questions,” begin with:

Step 1: Write the date and title.

Put the step on the board, a task card or the pupil’s mini whiteboard. Give the verbal instruction at the same time. If the rest of the class can work from the full list, leave that on the board and write only the current step on the pupil’s mini whiteboard or a sticky note, then swap it for the next one as you move round the room.

Check the pupil knows what to do

Ask the pupil to show or explain the action rather than simply asking, “Do you understand?” A useful prompt is, “What are you doing first?”

Once the stage is complete, replace it with the next one. If the pupil struggles, check whether the language, task knowledge or memory demand is causing the difficulty. Repeating a confusing instruction will not solve a vocabulary or understanding problem.

Use the method during ordinary teaching

The support can be brief and discreet. For example:

• In mathematics: Choose the operation before calculate and check.

• In writing: Say the sentence before write the sentence.

• In a practical task: Collect the equipment before follow the first method step.

• At transition: Put the book away before collect the next resource.

Keep the intended learning demanding. The adaptation is to the sequence of instructions, not the intellectual content.

Extend the sequence gradually

When the pupil follows one visible step reliably, show two related steps together. Later, move to a short checklist of two or three steps.

Reduce support based on what the pupil does, not simply because time has passed. Look for independent starting, fewer place-keeping errors and successful return to the task after an interruption.

Common mistakes to avoid

• Giving all later stages verbally while displaying only the first.

• Repeating the instruction several times without providing a reference.

• Leaving a completed step visible so the pupil cannot tell what comes next.

• Using vague directions such as “finish the task”.

• Continuing one-step presentation after the pupil can manage a short sequence independently.

Department for Education guidance recommends manageable, sequential instructions delivered at the point they are needed, with a brief check of understanding.

Further reading

• Classroom practice: manageable and sequential instructions (Department for Education)