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Adaptive Teaching in Geography
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Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This case study explores the use of adaptive teaching strategies within a junior school geography curriculum, focusing on two Year 4 pupils (age 8-9) with distinct learning needs. The study was conducted through a Lesson Study framework, enabling collaborative planning, observation and evaluation of inclusive teaching practices. The aim was to ensure accessibility and engagement for pupils with social, emotional and mental health (SEMH) needs and developmental delay.
Aims: The research aimed to investigate how the Kapow Geography curriculum could be adapted to meet the needs of learners with SEND. It sought to identify effective strategies for supporting pupils with SEMH and cognition and learning needs, ensuring they could access geographical content meaningfully and demonstrate progress.
Methods: Three geography lessons were planned and observed using the Lesson Study model. Adaptations included the use of ICT tools, flexible recording methods, sensory regulation strategies, scaffolded resources, and modified learning outcomes. Pupil voice was captured through post-lesson reflections, and ethical consent was obtained for publication.
Findings: Adaptive teaching strategies significantly improved engagement and regulation for both pupils. Pupil X benefited from sensory supports, technology, and increased autonomy, while Pupil Y responded well to visual aids, reduced cognitive load, and adult support. The study highlighted the importance of adapting quantity, time, support level, and output expectations to meet individual needs.
Implications: The findings demonstrate that adaptive teaching is essential beyond core subjects and should be embedded across the curriculum. Geography, like other humanities subjects, benefits from inclusive strategies that promote access and participation. Staff training, curriculum review and SENDCo-led observations are recommended to sustain these practices and ensure all learners, including those with SEND, are supported to thrive.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), adaptive teaching, geography curriculum