• 5 · Plan inclusive teaching

    Turn your analysis into a small, teachable sequence

    Design a 20–30 minute picturebook sequence for an imagined EFL group in Years 3–6. These timings are a planning constraint, not an assessment of how fast children should respond. Keep room for enjoying the book.

    Your planning brief

    1. Context and goal: describe the group without personal data. Set one language goal and one interpretive or social-learning goal that can be observed.
    2. Before reading (about 4 minutes): connect to a meaningful question and introduce only essential support.
    3. During reading (about 10–12 minutes): specify how the whole story is encountered, and identify at most two planned pauses. Describe what you will make visible or audible.
    4. After reading (about 8–10 minutes): set one purposeful response task. Offer at least two modes, such as pointing with a brief explanation, drawing with labels, or partner talk.
    5. Check learning: explain what evidence would show the goals were met and how it can be gathered fairly across response modes.
    6. Reflect: identify one risk, a practical response and one revision prompted by your analysis or discussion.

    Example of alignment

    Goal: identify and justify a welcoming action. Task: choose or create a welcome card for a fictional newcomer. Support: action pictures and “We can…” / “because…”. Evidence: the learner links the proposed action to a need, through speech, selected symbols or an annotated drawing. Neat colouring alone would not show this goal.

    Before submitting

    • I have checked the complete book and named the edition.
    • My analysis uses two or three precise spread references.
    • Each support addresses a named barrier while keeping the same goal.
    • My tasks do not require disclosure of sensitive personal experiences.
    • I can explain how I will recognise learning in different response modes.
    • I distinguish what I observed, inferred and proposed.

    Submit your analysis and teaching plan together in the assignment below. Suggested scope: 3–4 pages or an equivalent clearly structured text. This workspace uses formative feedback; any formal seminar requirements will be communicated by the teaching team.

    Worked examples: locate the evidence in your book

    All Are Welcome: participation and a 25-minute sequence and Malala's Magic Pencil: shared action and a 30-minute sequence connect precise text-and-image evidence with goals, support, original pupil tasks and learning checks. Read one model, test its interpretation against your book copy and explain one decision you would revise.

    Both models concern editions published in 2019. They use recognisable scenes instead of private PDF page numbers. Obtain a complete authorised book copy; the commercial scans are not available here. For freely readable alternatives, explore the two Book Dash titles in the collection.