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.

6. For multi-step tasks, use worked examples, where the instructions for the step being completed are integrated into the example. This prevents pupils from having to hold the steps to complete the model in their heads, reducing cognitive load.