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

Key themes to explore

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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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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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Designing for your future students

Designing for your Future Students

Curriculum Transformation provides an exciting opportunity for you to design and deliver your courses with the needs of your future students in mind.

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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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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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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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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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Available workshops

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Patterns Beyond Labels

This workshop will enable participants to develop their inclusive learning and teaching practice in a way that is meaningful, practical, and sustainable.

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Projects and case-studies

Curriculum Transitions

Curriculum Transitions

Curriculum Transitions promotes dialogue across curricula boundaries between those involved in teaching and learning.

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Areas of commitment

Our Education Strategy 2016-21 outlines our commitment to ‘understand the needs and aspirations of our diverse student communities in order to inform our strategic approach, inclusive curriculum development and student support'.

Our Statement of Equality Objectives states that we will ‘Create and maintain a living and working environment that supports the health and wellbeing of all staff and students’ and that we will ‘Foster a culture of inclusion and belonging through a programme of raising awareness and training’.

We are committed to developing inclusive curricula, working to understand, and taking steps to address identified attainment differentials, as part of our Access and Participation Plan.

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 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 which are most suitable for your discipline and to give you guidance on putting them into practice within your session, unit, year, and course.

 Further information

Curriculum Principles

Updated on: 10 November 2020