Rosenshine’s principle of ‘provide scaffolds for difficult tasks’ encourages teachers to break down challenging tasks into smaller, more manageable components. This allows students to focus on the individual steps that are necessary to complete a task, as opposed to feeling overwhelmed by the entire process. By providing scaffolds, teachers can assist their students in developing a deeper understanding of the task at hand, as well as providing them with the tools needed to be successful.

1. Modeling: Sixth form teachers can model difficult tasks for A-level students by demonstrating the steps and processes needed to complete the task. For example, a teacher can model solving a complex problem on the board, explaining each step of the process as they go.

2. Guided Practice: Sixth form teachers can provide A-level students with guided practice to help them to become more familiar with a difficult task. For example, a teacher can provide practice questions related to a complex problem, guiding the student through the steps needed to solve the problem and providing feedback throughout.

3. Peer Tutoring: Sixth form teachers can encourage A-level students to work in pairs or small groups to support each other in completing difficult tasks. For example, students can take turns to explain complex problems to each other, providing support and feedback throughout.

4. Checklists: Sixth form teachers can provide A-level students with a checklist of steps that need to be taken to complete a difficult task. For example, a teacher can provide a checklist of steps needed to solve a complex problem, such as breaking the problem down into smaller parts, identifying key words, and developing a solution.

5. Visualisation: Sixth form teachers can use visuals to help A-level students to better understand difficult tasks. For example, a teacher can use diagrams to illustrate the steps needed to solve a complex problem, helping students to visualise the process.

6. Cue Cards: Sixth form teachers can provide A-level students with cue cards that summarise the steps needed to complete a difficult task. For example, a teacher can provide cue cards summarizing the steps needed to solve a complex problem, such as breaking the problem down into smaller parts and developing a solution.

7. Graphic Organisers: Sixth form teachers can use graphic organisers to help A-level students to better understand difficult tasks. For example, a teacher can use a flowchart to illustrate the steps needed to solve a complex problem, helping students to better visualise the process.

8. Chunking: Sixth form teachers can break down difficult tasks into smaller, more manageable chunks for A-level students. For example, a teacher can break down a complex problem into multiple smaller problems, helping students to better understand the process.

9. Self-Assessment: Sixth form teachers can encourage A-level students to self-assess their work when completing difficult tasks. For example, a teacher can provide a checklist of steps needed to solve a complex problem and ask students to assess their own work against the checklist.

10. Rubrics: Sixth form teachers can provide A-level students with rubrics for completing difficult tasks. For example, a teacher can provide a rubric for solving a complex problem, outlining the criteria for successful completion and providing feedback throughout.