Inclusive teaching is not about lowering standards. Instead, it is about ensuring our students can work in a way that enables them to fulfil their academic potential by enabling them to work effectively in a way that is transparentefficient, and flexible. We also emphasise the role that students themselves play and outline actions that they should take to best support their learning.

An inclusive environment for learning anticipates the varied requirements of learners, for example, because of a declared disability, specific cultural background, location, or age, and aims to ensure that all students have equal access to educational opportunities. Higher education providers, staff and students all have a role and responsibility to promote equality. QAA UK Quality Code for Higher Education Chapter B3

Our principle of supporting the needs of all learners is aligned to our institutional commitment to understand and address identified attainment differentials as part of the University's Access and Participation Plan (APP). The resources on this page are designed to help staff reflect on and embed practical strategies towards these ends in learning and teaching. See the Degree Outcomes and the Curriculum page for more about how this maps to APP targets, or visit the University's webpages for more information about Widening Participation activity.

Key themes to explore

Patterns beyond labels header.

Inclusive learning and teaching

How can we enable all students to achieve their potential by working effectively in a way that is transparent, efficient, and flexible?

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Inclusive assessment strategies

Inclusive assessment strategies

Strategies to promote inclusive assessment design and overcome common barriers that students face.

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icon image of bridge

Transitions

How can we support our students as they move into and out of their time at university? Find information and resources from this page.

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Diversifying the curriculum

Developing intercultural understanding

Developing intercultural understanding

Developing intercultural understanding in our curriculum design and delivery links to our curriculum principles, explicitly supporting the needs of all learners and citizenship and sustainability, considering how our curriculum might empower students in the roles they will play during their lives as global citizens.

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Open Day.

Decolonising the curriculum

Decolonising curricula is part of our active promotion of an inclusive curriculum and supporting the needs of all learners.

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Summer Degree Ceremony.

Degree outcomes and the curriculum

Considering the role of learning and teaching in student attainment and outcomes links to all of our curriculum principles, notably support the needs of all learners and articulate a course-wide approach to learning.

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Underrepresented students and the learning and teaching experience

Underrepresented students

The University is committed to ensuring that our student body, irrespective of background, has a high-quality learning and teaching environment in which to thrive.

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Blue circle with white figures inside depicting many different learners
 What do we mean?

Design inclusive curricula so that all students can develop a sense of belonging, purpose, and identity.

Recognise the differing needs of students at all levels, particularly those who represent communities that may have been marginalised or historically under-represented in the discipline.

Promote student integration into the learning community through supportive approaches to content and assessment.

Contact us

Email the Curriculum Development Team to discuss any of the themes on this page in more detail.

curriculumdev@bath.ac.uk

Updated on: 14 May 2021