Instructional Model

At Mahogany Rise Primary School, our Instructional Model is grounded in the principles of Cognitive Load Theory (CLT), developed by Australian educational psychologist John Sweller. CLT helps us understand how the brain processes new information and how to design lessons that make learning efficient and lasting.

We recognise that working memory has a limited capacity, so our teaching practices are intentionally structured to avoid cognitive overload. By carefully sequencing and presenting information, we support students to move new knowledge from working memory into long-term memory, where it can be retained and built upon over time.

All teachers use Explicit Lesson Design, a teacher-led approach that makes learning clear, intentional, and highly guided. This ensures every student knows:

• What they are learning
• Why they are learning it
• How to be successful

Lessons begin by activating prior knowledge, connecting new learning to what students already know. Teachers then model the new skill or concept, providing multiple exposures and worked examples to strengthen understanding. Learning is structured through the Gradual Release of Responsibility – I do, We do, You do – allowing students to move from guided practice to independence with confidence.

Key elements of our instructional approach include:

• Chunking information into manageable parts
• Providing immediate corrective feedback
• Ensuring multiple opportunities for practice and success

This consistent, evidence-based approach ensures high-quality instruction across all classrooms, supporting every student to learn effectively and achieve their best.