4. Use strategies to ensure all students are fully involved in constructing the ‘We Do’ inc cold calling, thinking time, everybody writes, paired discussions, and questioning pupils on the suggestions made by others on student suggestions (Why is that a good suggestion? Could you improve that part?)

5. Match the ‘You’ task to the modelling inc the level of complexity - Do the I do-We do-You Do for the simple version of the task, then the same for the more complex task. E.g. in art when teaching shading, do the I do-We do-You do for shading simple shapes before doing the same for complex shapes.