“The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects the same way.” – Howard Gardner

Designing equitable learning experiences that acknowledge and value the contributions and outcomes of all students is a crucial component in the realisation of inclusive schooling.

Inclusive lesson design requires teachers to adopt and enact evidence-based pedagogical practices in order to ensure that all students are not only accessing and participating, but are engaged and learning.

Although the flowchart provided by ACARA (see here) is a credibly view of how curriculum adjustments can occur through the three-dimensional design of the Australian Curriculum, the reality is, the process into contextual implementation requires deeper consideration of the breadth of influences and variables that exist in the transformation from theory to practice.

However, when a systematic process to unit and lesson design is applied, the full breadth of student diversity can be captured and supported within the regular, age-equivalent learning area curriculum. Therefore, in order to embrace the inclusive intentions of the Australian Curriculum framework, further exploration of its application with increased detail and revision is explored below:

Loren Swancutt – 2019

The following vignette provides explanation regarding the components featured in the diagram above…

Inclusive Teaching and Learning: Designing accessible and effective lessons from the age-equivalent curriculum for all

Curriculum Clarity:

The following vignettes provide a demonstration of the curriculum clarity process, and the resulting development of the product in the form of the Unit Analysis Table.

Curriculum Alignment: Age-equivalent Learning Area Content

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Curriculum Alignment: Alternate Access Point on the F-10 Sequence

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Curriculum Alignment: Individual Learning Goals

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Lesson Design:

Lesson design for inclusive classrooms does not need to be a lengthy and time-consuming process. Utilising a template that is concise, that prompts the use of high impact and inclusive strategies, and that is multi-functional in its application is key to minimising workload whilst still resulting in a well-structured, effective lesson.

An example of a Lesson Design Tool that Loren Swancutt has developed and utilises in her own classroom practice can be found here – Lesson Planning Tool. The lesson design tool works in collaboration with the curriculum clarity process and its resulting unit analysis table as explored above.

An explanation of the tool is provided in the vignette below:

Inclusive Lesson Design Examples:

  • Year 4 English with Supplementary Adjustments (Utilising the General Capabilities)
  • Year 7 Math with Substantial Adjustments (Alternate Point on the F-10 Sequence)
  • Year 10 Science with Extensive Adjustments (Individual Learning Goals)

Check back soon. This content is currently being published as a chapter in a textbook. Once publicly available, reference to the content will be provided here.