Inclusion Beyond SEND · 17 September 2026
Getting more out of the AI you already have
The goal stays. The route can change.
No AI login needed to use this pack.
What is the learning goal?
Write one sentence: “By the end, pupils will…” Separate the goal from the route.
UDLKeep the goal fixed. The ways in can change.
What barrier could get in the way?
Describe one barrier. Ask for different ways to engage, understand and show the same learning.
UDLPlan the options before the barrier appears.
What is useful in each output?
Give a second tool the same prompt. Read both through your barrier card.
UDLWhich output offers more than one way in?
What is worth keeping?
Choose the strongest parts. Check the science, language and accessibility before using them.
UDLKeep the options, not just one version.
Did it reach the child?
Try it with pupils. Look for more than one way to show the learning. Keep it, change one thing, or stop.
UDLHow do we know? Look for more than one way out: said, shown, built or written.
Universal Design for Learning means planning options before barriers appear.
What helps someone begin and stay involved?
Try: support the first step.
How else can the idea be understood?
Try: a spoken script and a labelled visual.
How else can someone show the learning?
Try: spoken, written, or arranged and explained.
If pupils resist trying a different way, how do we help them try, build confidence and build stamina?
Keep the goal and the success criteria.
Fictional situations, not diagnoses. Describe the barrier, never the child.
Long blocks of text. They stop reading and wait.
Break up text with icons and colour, so the meaning doesn’t rest on words alone.
Use four numbered steps. Keep each step to two short sentences. Keep the stage names visible.
They may know the idea in their first language. The English words are what gets in the way.
Use speech to text and immersive reader in the browser. Record your own voice so they hear how the words sound, then listen and repeat.
Explain each key word in plain English and pair it with a labelled picture. Invite first-language notes, and check any translation.
A blank page or a big open task, and nothing happens.
Show what good looks like. Give three starting points, sentence starters and key vocabulary. Pair up: one shares, one listens and writes.
Give one worked example and one clear first action. Offer the next step when the pupil is ready.
They know the stages but lose the order.
Give them the stages to put in order and explain. Let them build the cycle.
Keep a four-stage sequence visible. Use the same numbers and labels in every version, and show how the cycle repeats.
Words like evaporation and condensation block the meaning.
Use text tools to give different versions of the same information at different reading levels.
Keep the scientific terms. Define each in a short sentence, add spoken support and cut unnecessary text.
They catch the first part of what’s said and lose the rest.
Record your voice once so they can play it back when they need it, in padlet, showbie or goodnotes. Record your own modelling too.
Put each instruction in writing as well as saying it. Give one action at a time and leave it visible.
A crowded diagram with arrows, labels and colours, and they can’t find where to start.
Let them organise it digitally before committing to paper. Moving things around is easier, and nothing has to be perfect first time.
Use one simple diagram with four main labels, a numbered starting point and plenty of space. Give a text version.
Water vapour is invisible, so it’s hard to believe it’s there.
Create an image together, then check it. Vapour is invisible, so the picture needs labels and arrows.
Explain that water vapour is an invisible gas. Use a familiar example, and show how it differs from the droplets in clouds or mist.
The gap is the knowledge the lesson assumes they already have.
Share a short recording or one-page recap they can go through before the lesson.
Start with a short recap of liquid water, water vapour, and heating and cooling. Check understanding before moving on.
They won’t answer unless they’re sure. A quiz or being picked on shuts them down.
Reduce the stress, the load and the distractions, so the brain can do the work it needs to do. Let them think privately first.
Offer private thinking time and a worked example. Let pupils rehearse with a partner or answer privately before sharing.
Create a lesson explaining the water cycle for Year 4. Make it easier for the pupils who struggle.
Plan a Year 4 lesson. By the end, pupils will be able to explain evaporation, condensation, precipitation and collection in a repeating cycle. Keep this learning goal throughout.
Plan a Year 4 lesson. By the end, pupils will be able to explain evaporation, condensation, precipitation and collection in a repeating cycle.
Some pupils lose the thread after two lines. Some are new to English. Some find it hard to start or keep a sequence in mind. Keep the learning goal. Reduce these barriers.
Provide: (1) four numbered steps, with up to two short sentences each; (2) a simple labelled diagram with a text equivalent; (3) a short spoken explanation script. Define the four scientific terms in plain English. Keep the labels and order consistent. Give one worked example and a clear first action, with a visible overview.
Offer a choice of explaining aloud, in writing, or by arranging and explaining labelled stages. Use the same success criteria: name the four stages, explain what happens, and connect them in a repeating cycle.
Be scientifically accurate: water vapour is an invisible gas; clouds contain tiny water droplets or ice crystals. Explain the role of heating and cooling. Flag anything the teacher should check.
Keep the learning goal and scientific vocabulary. The pupil still cannot begin. Replace the opening task with one action: point to evaporation on the diagram. Model one sentence about it, then invite the pupil to try. Keep the whole cycle available as an optional overview.
Create a resource for [age or context]. By the end, learners will be able to [learning goal].
The barrier is [what gets in the way, without identifying anyone]. Keep the goal. Offer [ways to engage], [ways to understand] and [ways to show learning].
Use [format and length]. Include [first action or scaffold]. Check [subject facts and accessibility needs]. Flag assumptions for me to review.
The four-stage model is a useful simplification. The cycle has many routes and no fixed starting point. Check that any diagram does not show clouds as water vapour.
Pick one prompt you already use. Try the cycle once this week. Keep it, change it, or stop.