Inclusive Task Design in Primary History and Geography
Adapting a task shouldn’t mean asking pupils to think less hard. This webinar explores how inclusive task design in history and geography can maintain high expectations for every learner. The ambition lives in the curriculum; the access lives in the task – and the skill is removing unnecessary barriers without quietly removing the thinking.
Through practical strategies and examples, participants will consider how to anticipate barriers at the planning stage – reading load, writing demand, vocabulary, prior knowledge – and how to build scaffolding, visuals and sentence stems that support access and are designed to fade. Throughout, the test is the same: does the task still require pupils to demonstrate substantive knowledge and disciplinary thinking?
Learning outcomes
- Identify the barriers that pupils face and anticipate them at the planning stage
- Design adaptations that remove unnecessary barriers while preserving cognitive challenge, using scaffolding, visuals and sentence stems that are planned to fade rather than become permanent
- Evaluate whether adapted tasks still require pupils to demonstrate both substantive knowledge and disciplinary thinking and articulate the difference between supporting access and reducing demand.
