It is suggested that the two-week sequence outlined below be repeated with different content and extension work for the second two weeks of the block.

Note: Children working significantly above or below age-related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group. For further advice see the progression strands and hyperlinks to useful sources of practical support.

Phase 1: Reading; investigating questions, discussion (3 days)

Teaching content:

• Teach children a new game, for example in physical education. Gradually build up the number of instructions, recapping for children as you go. Encourage children to ask questions about sequence, details, etc. Using either written methods or a tape recorder or digital sound recorder, record the final version of the instructions for future reference, leaving out some key language features for editing later.
• Ask groups of children to develop their own simple games and teach them to others. Discuss with children what makes instructions clear, for example including what you need, the purpose of the game, a clear sequence.
• Read several sets of simple instructions relating to classroom activities or other curriculum areas, for example how to come into school in the morning, how to plant beans (see Developing early writing, Ref: 0055/2001 http://www.standards.dfes.gov.uk/primary/publications/literacy/63337/). Ask children to read and follow simple instructions independently or in small groups. Ask what made the instructions easy to follow or hard to follow.
• Look at sets of instructions and identify a) what they are for (look at importance of titles) b) form and structure, for example 'You will need...' sections, layout of instruction sequence, numbers, bullet points. Note similarities and differences between sets, for example use of diagrams, different subtitles, hyperlinks in electronic texts.

Learning outcomes:

• Children can follow a series of simple instructions correctly.
• Children can effectively give oral instructions in the correct sequence.
• Children can read and follow a simple sequence of instructions related to another curriculum area or classroom procedure.
• Children can identify key features of written instructions.