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Inclusive strategies for improving subject specific vocabulary
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
In this highly diverse inner-city primary school, pupils - particularly those with SEND and EAL - struggled to articulate subject-specific learning due to limited vocabulary. Building on prior Oracy work, leaders targeted geography vocabulary in Year 2. Actions included staff research into inclusive language strategies, development of multi-sensory games, songs and visual supports, and consistent recall activities embedded across lessons. SEND pupils were supported through repetition, rhythm and visual cues, enabling learning transfer beyond scaffolded activities. Evidence of impact shows SEND pupils accurately recalling and locating continents, increased confidence in speaking, high engagement with digital recording tools, and improved access to subject learning across the curriculum.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), oracy, English as an additional language