Five-Part Model

At St. George’s CE Primary Academy, every lesson follows a consistent and research-informed approach known as the Five-Part Model. This structure provides a clear framework for teaching and learning, ensuring that all pupils benefit from high-quality instruction, carefully planned opportunities to practise new learning, and regular checks for understanding.

We believe that excellent teaching is at the heart of an excellent education. Research demonstrates that approaches such as explicit instruction, effective scaffolding, retrieval practice and formative assessment have a significant impact on pupil achievement. By embedding these evidence-informed strategies into every lesson, we help pupils acquire knowledge, retain it over time and apply it confidently in new contexts.

Our Five-Part Model ensures consistency across the school whilst allowing teachers the flexibility to adapt their teaching to meet the needs of their pupils.

Part One: Set the Scene

Every lesson begins by preparing pupils for success and activating prior learning.

During this stage, teachers:

  • Revisit and review previously taught knowledge and skills.
  • Address misconceptions identified through assessment.
  • Provide feedback to move learning forward.
  • Share the lesson’s learning objective and success criteria.
  • Explicitly introduce and teach key vocabulary.

This stage helps pupils make connections between past and current learning, strengthening long-term memory and understanding.

Part Two: Direct Instruction

New knowledge and skills are introduced through carefully structured teaching.

Teachers will:

  • Break learning into small, manageable steps.
  • Clearly model new concepts and processes.
  • Use the “I do, We do, You do” approach to support understanding.
  • Provide worked examples and visual models.
  • Use questioning to check understanding throughout.

By explicitly teaching new content, we ensure that pupils develop secure foundations before moving towards independent application.

Part Three: Hinge Question

At a key point in the lesson, teachers assess pupils’ understanding through a carefully designed diagnostic question.

This stage:

  • Identifies misconceptions quickly.
  • Provides immediate feedback to teachers and pupils.
  • Determines whether pupils are ready to move on.
  • Allows teaching to be adapted where necessary.

Hinge questions are an important part of formative assessment and help ensure that learning gaps are addressed before pupils progress further.

Part Four: Independent Practice

Pupils apply their learning independently and demonstrate their understanding.

During this stage:

  • Pupils complete tasks that allow them to practise and secure learning.
  • Support and challenge are provided where appropriate.
  • Teachers and support staff work with individuals or groups who require additional guidance.
  • Pupils are encouraged to develop resilience, independence and self-confidence.

This stage allows pupils to embed new knowledge and develop fluency in the skills they are learning.

Part Five: Plenary

Every lesson concludes with an opportunity to reflect on and consolidate learning.

Teachers and pupils will:

  • Summarise the key learning from the lesson.
  • Revisit the learning objective and success criteria.
  • Reflect on what has been learned.
  • Address any remaining misconceptions.
  • Strengthen retention of new knowledge through retrieval and discussion.

This final stage ensures that important concepts are reinforced and provides a clear bridge to future learning.

Why We Use the Five-Part Model

Our Five-Part Model reflects St. George’s commitment to Excellence, one of our key curriculum drivers. By adopting a consistent, evidence-informed approach to teaching, we create classrooms where pupils know what is expected, learning is purposeful, and high standards are maintained.

The model supports our belief that every child can succeed when teaching is carefully structured, expectations are high, and learning is broken down into manageable steps. Through this approach, we ensure that all pupils are equipped with the knowledge, skills and confidence they need to flourish both in school and beyond.

References

Education Endowment Foundation (EEF)

  • High Quality Teaching
  • Metacognition and Self-Regulated Learning
  • Special Educational Needs in Mainstream Schools
  • Teacher Feedback to Improve Pupil Learning