Instructional Model


Chelsea Primary School's pedagogical approach to support our Whole School Instructional Model are underpinned by EDI (Explicit Direction Instruction) – you can read more below regarding these teaching methodologies.

Chelsea PS 'signature pedagogy' of explicit instruction - an approach that involves teachers clearly showing students what to do and how to do it, rather than asking students to discover or construct information for themselves.

EDI (Explicit Direct Instruction)

Explicit Direct Instruction (EDI) encompasses research-based instructional practices explored by cognitive and educational researchers.

Explicit instruction is characterised by carefully planned and sequenced lessons; clear and detailed instructions and modelling; and frequent and systematic monitoring of student progress and feedback to students. The pedagogy is implemented from F-6 and across all key learning areas, but with a particular focus on English and maths. It underpins teaching and learning practices both in the academic and wellbeing spheres.

EDI lessons contain eight main components for success:


  • Learning Objective
  • Activating Prior Knowledge
  • Concept Development
  • Skill Development
  • Guided Practice
  • Relevance
  • Closure
  • Periodic reviews
During EDI lessons, teachers utilise ‘engagement norms’ (TAPPLE) to motivate students and hold them accountable for their learning. Engagement Norms ensure children are doing something every minute, whether it be a discussion with a partner, reading text aloud, showing responses on a whiteboard or gesturing. These norms are designed to keep students actively engaged in their learning.

Examples of engagement norms include:

  • Series of higher-order questions posed throughout the lesson;
  • Students ‘pair sharing their responses to organising ideas and allowing all students to actively participate;
  • Calling on non-volunteers to check for understanding;
  • Use of individual mini-whiteboards for immediate teacher feedback;
  • Students justifying their responses using academic language;
  • Teachers correcting responses at point of need;
  • Re-teaching concepts if 80% mastery has not been achieved;
  • Reading and tracking the text with the teacher;
  • Adding actions or gestures to assist with retention of definitions.

CPS Explicit Teaching Model


Chelsea Primary School uses Explicit Direct Instruction (EDI) to teach Literacy and Numeracy. All Literacy and Numeracy Lessons must be planned and delivered using the following model:


Aspect of Lesson

Brief Overview



Review concepts and skills of previous lessons and build automaticity


Learning Objective (WALT)


Made clear to students


Activate Prior Knowledge


Use something students are familiar with to link to new knowledge.



Concept Development



Concept, Rule or Content taught. Examples and non-examples used to highlight.


Skill Development


Model the process to students.


Guided Practice


Practice with students



Make links to the real world or future learning.




Students prove to the teacher with a worked example or question they are ready for independent practice.


Independent Practice


80% of class should demonstrate they are ready for independent Practice


Gradual Release Model