Inclusive planning

This is an edited version of an article that first appeared in SecEd Magazine on 19 March 2025.

Over the course of five articles, I’m going to explore inclusion and belonging, focusing on three areas of professional practice to help us achieve this in our classrooms. Those areas are:

This is the third instalment in a 5-part series. If you haven’t yet read Part One and Part Two, I’d recommend you do so.

In the first article in this series, I said that inclusive lesson planning requires 3Rs:

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

2 Reveal: As well as being a mirror, an inclusive curriculum should also act as a window, revealing a life, or lives, beyond learners’ own lived experiences, exposing them to the diversity and richness of the wider world. This is an opportunity to challenge stereotypes, broaden horizons, and instil a sense of curiosity and empathy.  

3 Review: To ensure the curriculum meets the needs of all learners, it must be regularly reviewed and adapted. An inclusive curriculum is not static; rather, it 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. 

But what does this look like in practice? To answer that question, permit me another 3-point plan – this time, my 3Cs:

1 Cross-curricular connections 

2 Classroom consistency

3 Connections to the real world 

1 Cross-curricular connections

We can help disadvantaged learners to succeed at school by encouraging them to make more sense of the school curriculum. The more meaning they can attach to the curriculum, making abstract information more concrete and real, connecting the new with the familiar, the more able learners will be to transfer that knowledge across domains. A part of this is finding connections across the school curriculum, enabling subject disciplines to talk to each other and complement each other. 

Finding natural connections between subject disciplines across the school curriculum helps promote deeper understanding. By linking subjects, learners can see how knowledge in one area complements and enhances another. For instance, studying statistics in maths alongside climate data in geography helps learners grasp both the practical application of mathematical concepts and the real-world implications of environmental change. These connections move learners beyond surface-level understanding to a more integrated grasp of the material.

Making connections also boosts active participation because, when learners recognise the relevance of what they’re studying, they’re likely to be more engaged in it. For example, an English lesson exploring persuasive writing could tie into history by analysing famous speeches from key historical figures. This approach makes learning feel purposeful, demonstrating how skills are transferable across disciplines and into life beyond school.

Drawing cross-curricular links also helps foster critical thinking because such connections encourage learners to synthesise information from multiple sources. For example, combining science and art to study the anatomy of the human body nurtures analytical and creative thinking. This dual perspective helps learners approach problems in innovative ways, preparing them for complex, real-world challenges. 

When subjects are interlinked, learners naturally practise a range of skills simultaneously. A project on designing an eco-friendly building, for instance, might incorporate science (energy efficiency), maths (measurements and budgets), and design technology (architecture). Such activities mirror workplace scenarios where interdisciplinary skills are crucial.

A connected curriculum helps avoid the fragmentation that can sometimes occur in siloed subject teaching. For example, themes like sustainability or human rights can underpin lessons across multiple subjects, creating a coherent narrative that reinforces learning. Learners are less likely to view their education as a series of isolated topics and more as a unified journey.

Life rarely presents problems neatly categorised into ‘maths’, ‘science’, or ‘history’. Cross-disciplinary teaching mimics the complexity of real-world challenges, equipping learners with the tools to approach them holistically. Whether they’re analysing data, solving logistical problems, or creating persuasive presentations, learners benefit from integrated thinking. 

A word of warning, though: to achieve these benefits, we should look for natural overlaps between subjects rather than forcing connections. We should also start small and introduce shared terminology, coordinate assessment themes, or plan joint projects with colleagues. Gradually, these efforts can lead to a more cohesive curriculum that supports learners’ academic and personal development. 

It’s worth noting that integrating disciplines doesn’t dilute the rigour of individual subjects; it enhances it. By demonstrating how knowledge and skills interconnect, we can inspire a generation of learners who are curious, capable, and ready to tackle the challenges of an interconnected world. 

Of course, planning such connections can be time-consuming and logistically challenging. To help the process, teachers should meet regularly to identify opportunities for collaboration and ensure coherence across subjects – and this meeting time needs to form part of a teacher’s contracted hours, not be left to their goodwill. 

Joint activities, such as a cross-subject week or shared assessment tasks, are often a manageable – smaller scale – way to begin. And we could encourage learners to take some ownership by working on interdisciplinary projects, such as creating presentations, portfolios, or displays that draw on multiple disciplines.

Making cross-curricular connections is one way to ensure more inclusive lesson planning. But it’s by no means the only way…

2. Classroom consistency 

Classroom consistency is also key to inclusive lesson planning. The more consistency there is in what we teach and how we teach it, the more able learners will be to access the curriculum and understand it. Consistency across subject disciplines — especially when teaching shared concepts or methods like mathematical techniques or essay-writing — offers significant advantages for learners and teachers alike. By aligning approaches, we provide clarity, reduce cognitive load, and ensure that learning is transferable. 

Here’s why consistency matters:

Consistency reduces confusion for learners

When different subjects approach the same concept in varied or conflicting ways, learners can become confused. For example, if one subject uses a specific method for structuring essays and another deviates, learners may struggle to know what is expected. Consistency creates a clear roadmap for learners, helping them focus on mastering skills rather than deciphering varying approaches to instruction. By way of illustration, a standardised essay structure, such as Point-Evidence-Explain (PEE), could be used across English, history, and geography. This reinforces the process and allows learners to focus on content rather than format.

Consistency builds confidence and competence

Repeating consistent methods across disciplines helps learners internalise key concepts. This familiarity breeds confidence, as they know how to tackle tasks regardless of the subject. It also strengthens competence by giving them more opportunities to practise and refine their skills. For example, mathematical methods, like solving equations or interpreting graphs, should be taught using the same terminology and processes in maths, science, and geography. This ensures learners can apply their knowledge seamlessly in different contexts.

Consistency encourages the development of transferable skills

Consistency helps learners see how skills and knowledge connect across subjects. This reinforces the idea that what they learn in one area has value elsewhere, promoting a holistic approach to education and preparing them for real-world problem-solving. For example, a persuasive writing technique taught in English can be used in history to construct an argument about a historical event or in PSHE to advocate for a cause. Consistent terminology and expectations make this transfer easier.

Consistency improves efficiency in learning

When methods are consistent, teachers don’t need to re-teach the basics for each subject. Instead, they can focus on subject-specific content, allowing learners to progress more quickly and deeply in their learning. For example, teaching learners a universal method for analysing texts — such as identifying audience, purpose, and techniques (APT) — means they can apply this framework in English, religious education, or even art analysis without needing a separate explanation.

Consistency supports adaptive teaching and inclusion

A consistent approach can be particularly beneficial for learners who require additional support, such as those with special educational needs. Familiarity reduces anxiety and cognitive load, helping all learners access the curriculum more equitably. For example, using a standard method for breaking down complex tasks — like annotating texts or tackling multi-step maths problems — ensures every learner has a reliable starting point.

Consistency enhances teacher collaboration

Consistency fosters better collaboration among teachers. When staff agree on shared methods and concepts, they can build on one another’s work rather than duplicating effort. It also enables better communication about learners’ progress and areas for improvement. For example, a school-wide agreement on how to teach graph interpretation means science and maths teachers can plan lessons that complement each other, reinforcing learner understanding.

Consistency helps prepare learners for assessments

Exams often require learners to apply the same skills across different subjects. Consistency in teaching ensures they are well-prepared, knowing what is expected and how to deliver it effectively. For example, standardising essay-writing approaches across English, history, and geography aligns well with GCSE and A Level expectations, where coherent arguments and structured writing are key.

To implement this strategy, it’s wise to start by establishing shared methods, such as a universal essay structure or graph-analysis technique. Then, ensure all subjects use the same language to describe key skills, like ‘hypothesis’ or ‘evaluation’. Next, offer professional development sessions to align teaching strategies across disciplines. And develop templates or guides that can be adapted for each subject, ensuring consistency without losing subject specificity. 

3. Connections to the real world

Earlier, I argued that we should make connections between subject disciplines. But that’s not all. We should also connect what we teach with the world beyond our school gates because using real-world examples in teaching is a powerful tool for making learning more relevant, engaging, and impactful. For disadvantaged learners, who may have fewer opportunities to experience certain cultural, social, or professional contexts, these examples also play a critical role in building cultural capital. 

Here’s why making real world connections matters:

Real-world examples help learners connect abstract concepts to their own lives and experiences. For disadvantaged learners, this relevance can demystify unfamiliar ideas and make the curriculum feel accessible rather than remote or academic. For example, teaching percentages by comparing supermarket discounts or interest rates on loans shows how maths applies to everyday decisions, giving learners practical tools for managing their future finances.

Many disadvantaged learners may not have access to the same breadth of experiences — such as museums, professional networks, or travel — that their peers take for granted. By incorporating real-world examples, we can provide insights into these worlds, enriching learners’ understanding of society and its opportunities. For example, a history lesson on the Industrial Revolution could include a discussion about how modern engineering careers evolved, alongside visits to local heritage sites or virtual tours of factories.

When learners see the relevance of what they’re learning, they’re more likely to stay engaged. Real-world examples can spark curiosity and inspire ambition by showing how the curriculum connects to jobs, hobbies, and global issues. For example, linking English lessons on persuasive writing to creating marketing campaigns or writing for social media gives learners a tangible reason to master these skills.

Disadvantaged learners may have limited exposure to role models in certain professions or cultural activities. Using examples from diverse fields, such as medicine, law, or the arts, broadens their horizons and helps them see a place for themselves in these areas. For example, in science, lessons on biology could feature case studies of doctors or researchers from similar backgrounds to the learners, highlighting potential career paths.

Real-world examples encourage learners to think critically about the world around them, preparing them for adult life. For disadvantaged learners, who may have fewer opportunities to develop these skills at home, this is particularly vital. For example, in geography, teaching about urban planning through discussions of local housing developments or transport systems fosters problem-solving skills and an awareness of civic responsibilities.

By integrating examples from literature, art, or history that reflect diverse perspectives and global cultures, we can build learners’ cultural literacy. This enriches their understanding of the world and equips them to participate in broader societal conversations. For example, a study of Shakespeare’s Othello could include discussions of race and identity, helping learners understand historical and contemporary issues while building empathy.

Cultural capital is a key driver of social justice. By exposing learners to real-world examples — whether through case studies, guest speakers, or trips — we can help to level the playing field, giving disadvantaged learners insights and experiences that prepare them for higher education and employment. For example, a project in business studies might involve a visit to a local company or a virtual Q&A with entrepreneurs, showing learners what it takes to succeed in business.

Real-world examples make education feel like a continuous journey rather than a series of disconnected lessons. For disadvantaged learners, this approach can nurture curiosity and encourage them to see learning as integral to their personal and professional growth. For example, linking environmental science lessons to community recycling initiatives or climate action projects demonstrates how learners can make a difference in their own lives.

To make real world connections, it’s helpful to start with examples that resonate with learners’ everyday experiences before introducing unfamiliar ideas. Then, use virtual tours, online case studies, and digital resources to provide access to experiences that might otherwise be out of reach. Next, bring in local businesses, charities, or cultural organisations to provide real-world contexts for learning. And finally, show how real-world issues connect across subjects, such as using climate change as a theme in geography, science, and PSHE.

Coming up…

Next time, in the fourth instalment of this 5-part series, we will explore inclusive teaching practices. 

About the author

Matt Bromley is CEO of bee and Chair of the Building Equity in Education Campaign. He is an education journalist, author, and advisor with over twenty-five years’ experience in teaching and leadership including as a headteacher. He is now a public speaker, trainer, initial teacher training lecturer, and school improvement advisor, and remains a practising teacher. Matt writes for various magazines, is the author of numerous best-selling books on education, and co-hosts an award-winning podcast.

Matt’s next book, out in May 2025 and published by Routledge, is called Why School Doesn’t Work for Every Child and explores ways of creating more inclusive schools.