Inclusive and adaptive lesson planning, teaching and assessment

In this five-part SecEd series, I am exploring inclusion and belonging in the classroom and adaptive teaching practice.

I will focus on three areas of professional practice to help us achieve this in our classrooms – an inclusive curriculum and adaptive lesson-planning (part 3), adaptive teaching (part 4), and flexible assessment approaches (part 5). I will also consider the different barriers some students face to learning that require us to embrace these adaptive approaches (part 2).

But I will begin with an overview of best practice principles for an inclusive curriculum (3Rs), adaptive teaching (3Ds), and classroom assessment (3As)...

A SecEd Series: Inclusive and adaptive lesson planning, teaching and assessment

1. 1. Inclusive and adaptive lesson planning, teaching and assessment: Principles of best practice: Published March 5
   2. Identifying and addressing the barriers to learning that some students face: Published March 10.
   3. What does inclusive curriculum and lesson planning look like? Adaptive lessons to meet students’ needs. Published March 19.
   4. What does inclusive teaching look like? Utilising adaptive and responsive teaching strategies.  Published March 26.
   5. What does inclusive and adaptive assessment look like? Ideas for the classroom. Published April 2.

The 3Rs of an inclusive curriculum

An inclusive curriculum is one that reflects, celebrates, and supports the diverse experiences of all learners. It acknowledges the richness of the communities we serve while equipping learners with the knowledge and skills they need to thrive in an interconnected world.

Achieving this requires a deliberate approach to curriculum design, ensuring that every learner feels seen, valued, and empowered. We can achieve this with three Rs:

1, Reflect

 An inclusive curriculum should act as a mirror, reflecting the lived experiences of learners and helping them connect their learning to their personal and cultural identities. When learners see themselves represented in what they study, this fosters a sense of belonging, raises aspirations, and improves engagement. Here are some suggestions:

• Incorporate local and cultural contexts by tailoring topics to include references to the local area, history, and culture, as well as the broader cultural heritage of our learner body. For example, in a geography lesson we might explore the environmental challenges or urban planning issues relevant to the community in which our school is based.
• Include diverse role models by highlighting figures from a range of backgrounds in subject areas. For example, we might celebrate scientists, authors, and leaders who represent a variety of ethnicities, genders, and abilities.
• Draw on learners’ experiences by inviting them to share their perspectives, stories, and cultural practices as part of their learning journey. For example, in a food technology class we might ask learners to share family recipes and explore the cultural significance of dishes.

2, Reveal

An inclusive curriculum should also act as a window, revealing lives beyond learners’ own, exposing them to the diversity and richness of the world. This is an opportunity to challenge stereotypes, broaden horizons, and instil a sense of curiosity and empathy. Here are some suggestions:

• Expose learners to global perspectives by incorporating content that explores cultures, histories, and traditions from around the world, encouraging learners to understand and respect diversity. For example, in history we might balance the study of British history with topics such as the Silk Road, the Mali Empire, or the Indian independence movement.
• Challenge prejudice and bias by using the curriculum to dismantle stereotypes and promote critical-thinking about discrimination and inequality. For example, in English we might explore texts that examine social justice, such as To Kill a Mockingbird or Noughts and Crosses.
• Celebrate multilingualism by valuing the linguistic diversity of learners and explore multiple languages and dialects. For example, we might offer language electives that reflect the languages spoken in your community.

3, Review

To ensure the curriculum meets the needs of all learners, it must be regularly reviewed and adapted. An inclusive curriculum evolves alongside the community it serves. As such, we need to audit textbooks, images, and lesson materials to ensure they reflect a diverse range of people, cultures, and experiences. For example, we could check for gender balance and cultural diversity in illustrations and examples used in maths problems or science experiments.

We also need to ensure that the curriculum includes traditional and non-traditional narratives. In art, for instance, we might go beyond the European canon to include artists from the Far East and Africa.

We could also use surveys, focus groups, and open forums to gather feedback on how well the curriculum meets the needs of learners and reflects their identities. For example, we could ask learners if they feel represented in their lessons and what additional topics they would like to explore. A further suggestion would be to work with colleagues to identify gaps and overlaps in curriculum coverage, ensuring a cohesive approach to inclusion. We might, for example, link English lessons on persuasive writing with geography discussions about climate change activism.

The 3Ds of adaptive teaching

Adaptive and inclusive teaching is about ensuring that every learner, regardless of their background, ability, or starting point, can access and benefit from the same ambitious curriculum.

It involves balancing high expectations of all with thoughtful support for those who need it when they need it, ensuring that all learners feel valued and empowered to succeed. The key for me forms three Ds – Diagnose, Deliver, Differentiate.

1, Diagnose

We must first understand our learners’ individual starting points and additional needs. Such insight will allow us to tailor our teaching and ensure every learner has a fair chance of success.

To achieve this, we might use diagnostic assessments and start by identifying what learners already know and what gaps need to be addressed. This could involve baseline tests, prior work reviews, or simple classroom discussions. For example, at the start of a new topic, we could ask learners to complete a quick quiz or mind-map to assess prior knowledge. We might also work with support staff, parents, and learners themselves to understand any additional needs, such as SEND, language barriers, or socio-economic challenges.

We also need to pay attention to how learners engage in lessons. Non-verbal cues, such as hesitation or frustration, can signal unmet needs. A learner who consistently avoids contributing to class discussions may benefit from sentence starters or smaller group work. As such, as well as conducting an initial and diagnostic assessment, we need to make use of on-going low-stakes formative assessments to ensure we continue to meet the needs of all learners.

2, Deliver

Adaptive and inclusive teaching doesn’t mean diluting the curriculum. Instead, it is about providing the support necessary for all learners to engage with the same challenging and meaningful content.

This means we must set high expectations for everyone and believe that every learner can achieve success and then communicate this belief consistently. We must, therefore, avoid simplifying language unnecessarily; instead, we need to explicitly teach key vocabulary to support understanding.

We also need to present material in varied formats – such as visual aids, diagrams, videos, or practical demonstrations – to support different approaches to learning. When introducing a new concept in science, for example, we could use models or experiments alongside written explanations.

We then need to prioritise the mastery of core concepts over covering large amounts of content superficially. For example, in maths we might spend extra time ensuring all learners understand fractions before moving on to percentages.

3, Differentiate

Inclusivity means being flexible and responsive in the moment, as well as planning ahead to meet diverse needs. As such, we should regularly check for understanding during lessons and adapt/adjust our teaching based on what learners demonstrate they know and can do. We might pose targeted questions or use mini-whiteboards to assess understanding before moving on.

We should also be prepared to adapt activities on the spot if learners are struggling. If a learner struggles with a group task, for example, we might provide a simplified version of the instructions or allocate specific roles.

We need to anticipate barriers and plan scaffolded or differentiated resources in advance. In a history lesson, for example, we might prepare simplified timelines or glossaries for learners who may find the topic overwhelming.

Some learners require more support to bridge the gap between their starting point and the ambitious outcomes we expect. Task-scaffolding is a practical way to achieve this. This requires us to:

• Break-down tasks into smaller steps and provide clear, manageable stages to help learners tackle complex tasks without feeling overwhelmed. When teaching essay-writing, for example, we could start with a single paragraph structure before moving on to full essays.
• Model expectations and show learners what success looks like by modelling answers, problem-solving methods, or completed tasks. For example, we might solve a maths problem step-by-step on the board, narrating our thought process as we go.
• Use structured support such as sentence starters, writing frames, or checklists to help learners organise their work. In English, for example, we might offer a paragraph structure such as “Point, Evidence, Explanation” to guide learners’ responses.
• Gradually remove support as learners grow in confidence and ability, reducing scaffolding to encourage independence. For example, we might start by providing a detailed writing frame, then gradually shift to an outline, and finally encourage learners to create their own structure.

The 3As of inclusive and adaptive assessment

Assessments – when done well – can provide crucial insights into what learners know and can do. However, to be truly effective, assessments must be inclusive – designed and delivered in such a way that allows all learners, regardless of their needs or circumstances, to demonstrate their learning and progress.

The key to making our assessments more inclusive forms my 3As: Accessibility, Adjustments, Assistive technologies.

1, Accessibility

Inclusive assessments start with accessibility, ensuring that all learners can engage with the process itself. Barriers – whether physical, cognitive, or emotional – must be removed to provide every learner with a fair opportunity to succeed and demonstrate their success. Here are some ideas:

1. Use plain language and avoid unnecessary jargon when explaining tasks. Consider visual aids or examples to supplement written instructions. For example, replace “Define and analyse the socio-political ramifications of the Industrial Revolution” with “Explain what the Industrial Revolution was and how it changed society.”
2. Present information in a variety of ways – written, oral, visual – to accommodate different learning preferences and needs. For example, allow learners to access exam questions on paper, as audio files, or through braille as needed.
3. Ensure that time allocations reflect the complexity of the task, accounting for processing or mobility challenges some learners may face. For example, allow extra time for learners with dyslexia to complete reading-heavy assessments.
4. Minimise external stressors such as noise, distractions, or unclear rules, and provide a calm, structured setting. For example, arrange a quiet room with noise-cancelling headphones for learners sensitive to sensory overload.

2, Adjustments

Not all learners can show what they know through traditional assessment methods. Reasonable adjustments enable learners to demonstrate their learning without being unfairly hindered by barriers unrelated to the knowledge or skills being tested.

This might mean allowing learners to choose how they present their knowledge, whether through essays, presentations, diagrams, or practical demonstrations. For example, for a history assessment, a learner might choose to write an essay, record a spoken narrative, or create a timeline with annotations.

This might mean focusing on the specific knowledge or abilities being assessed, rather than unrelated elements such as handwriting or spelling. For example, in a science test on ecosystems, we might allow a learner to type or dictate their answers rather than writing by hand if motor skills are a barrier.

This might also mean, where appropriate, modifying success criteria to reflect individual needs while maintaining high expectations. For example, we might assess a learner’s understanding of narrative structure in creative writing rather than penalising them for spelling errors due to dyslexia.

3, Assistive technologies

Assistive technologies can also play a powerful role in making assessments more inclusive, helping learners overcome barriers and focus on the knowledge or skills being evaluated. Software such as speech-to-text, spell checkers, and grammar tools can help learners with language processing challenges express their ideas more effectively. For example, we could allow learners to use dictation tools during essay-based assessments.

Digital assessments can be customised to suit individual needs, such as altering font sizes, colours, or line spacing. For example, we could use online platforms that allow learners to adjust text display or include screen readers for visually impaired learners.

We could also use tools such as calculators, concept-mapping software, or prompts to help learners focus on the key learning objectives. In a maths assessment, for instance, we could provide a learner with ADHD access to a digital tool that helps organise multi-step problem-solving tasks. Further, we could allow learners to use video or audio tools to create presentations or demonstrate learning in creative ways.

Coming up

Later in this five-part series, we will explore inclusive and adaptive curriculum and lesson planning, teaching, and assessment in more detail and illustrate what it looks like in the classroom. Next time, though, we will consider the barriers that some students face to learning and what we might be able to do about them in the classroom.

• Matt Bromley is an education journalist, author, and advisor with 25 years’ experience in teaching and leadership including as a secondary school headteacher. He remains a practising teacher. Matt is the author of numerous books on education and co-host of the award-winning SecEd Podcast. Read his previous articles for SecEd via www.sec-ed.co.uk/authors/matt-bromley