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Dual Coding: Mainstream Secondary
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Authors
Editors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study examines the implementation of lesson study focused on Dual Coding within mainstream Secondary Education, particularly for pupils aged 14. This approach aims to enhance educational outcomes for students, especially those with Special Educational Needs and Disability (SEND). The research was conducted following ethical guidelines, ensuring anonymity for participants.
Aims: The primary aim of the study was to investigate the effectiveness of dual coding as a teaching strategy to improve academic performance and engagement among mainstream secondary students. The study sought to identify the potential impacts of incorporating dual coding techniques within lesson structures, especially to better support inclusion.
Methods: Using a Lesson Study model, the team collaboratively planned and delivered two lesson cycles. Resources were adapted to include simplified visual cues and structured layouts. Observations and pupil work were analysed to assess changes in engagement and performance. Ethical consent was obtained for anonymised publication.
Findings: Dual coding led to improved engagement and writing quality. One pupil showed a grade increase of nearly two levels. Teachers noted that the benefits were sustained beyond the initial novelty. Pupils responded positively to the visual scaffolds, and adjustments to layout and spacing further supported accessibility.
Implications: The study highlights dual coding as an effective strategy for supporting diverse learners in mainstream secondary settings. It recommends expanding its use across subjects and developing schemes of work that embed visual supports. Collaborative planning and ongoing
Description
Keywords (free text)
inclusion-special educational needs and disabilities (SEND), mainstream secondary, dual coding, religious education