Dual-code key instructions (say it + show it)
Aim (what it achieves)
Reduce ‘instruction failure’ by supporting memory and processing for all students.
When to use
When giving multi-step instructions; practical tasks; transitions.
How to use (steps)
Teacher language (examples)
“Step 1: … Step 2: …” “Point to the step you’re on.”
Top tips (makes it work)
Use consistent icons/format; avoid extra words; keep on screen until done.
Common pitfalls
Talking while the screen shows different steps; cluttered slides.
SEND/PP considerations
Particularly helpful for SEND/PP (processing, dyslexia, ADHD). Avoid colour-only cues; ensure readability.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Builds predictable routines before disruption.
- Reduces cognitive load and supports completion.
- Supports regulation and relational safety.
Universal SEND-friendly: Yes
SEND-targeted: Yes
Tags
Vulnerability
May be especially relevant for:
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Proactively Prevent Off-task / fiddling / low-level distraction
Related strategies
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.
Consistent lesson structure (predictable phases)
Reduce anxiety and friction by making the lesson flow predictable.
Make success visible (worked example + success criteria)
Reduce avoidance by showing what good looks like and how to start.
Vocabulary access for all (glossary / pre-teach)
Remove language barriers that cause disengagement and misbehaviour.
Build a ‘help protocol’ (how to get help without disruption)
Reduce calling out and work avoidance by teaching a predictable help routine.
Resource readiness (remove dead time)
Reduce transition chaos by ensuring resources and instructions are ready before students move.