Leeds Beckett University - City Campus,
Woodhouse Lane,
LS1 3HE
Inclusive Learning
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A course should provide accessible learning opportunities for all because every student must have an opportunity to succeed.
Reflective questions for course teams
- Have you included a clear statement related to inclusive approaches within your student-facing course documents?
- Do you consider how timetables may affect different students? Do you seek and engage with student feedback about the course timetable?
- Do you have a systematic process for the course team to consider the clarity of assessment criteria and the calibration and moderation of marking processes? Are all members of the course team involved and aware of it?
- Does your course have a consistent language and structure across all its course materials and online spaces, that students can easily navigate? Do you regularly review the appropriateness of the language and imagery used in your course and module materials? Are the teaching materials and resources, provided to students, developed using best practice advice on accessibility and inclusivity?
- Does your course content represent a diversity of contributors with consideration given to gender, sexual orientation, religion and belief, disability, age, socio-economic background, race and ethnicity? Do you consult with students about curriculum content?
- Do you review the dates and timings of your assessment launch and submission dates with consideration of religious and/or cultural obligations and observances?
- How do you identify and refer a student in need of support appropriately and in a timely manner? Is there an effective system in place for tailoring support to those who have RAPs? Have you consulted with academic support services about how best to support international students on your course?
- Does your course design consider students’ prior learning and lived experiences (e.g. of international students or students from underrepresented groups)?
- Do you establish clear ground rules for respectful communication? Do you work to provide a stimulating but safe environment for all students to share different perspectives?
- Do your chosen learning activities engage students in a range of views, perspectives and cultural contexts? Do you facilitate managed contextualised discussions as part of the classroom activity? Do you facilitate contextualised discussions and meaningful dialogue as part of classroom activities? Do you manage free speech and meaningful dialogue in a learning environment in which all students feel safe to contribute?
- Do you provide opportunities and clear ground rules for behaviour in groupwork activities?
- Are there clear connections between learning opportunities and course assessments? Has the appropriate preparation and scaffolding for assessment been designed so that all students feel supported and prepared for assessment?
- If the course involves experiential learning, are there clear embedded and accessible opportunities for all students to engage with quality and equality checked placements and internships? Is there a clear process to prepare and support all students in placement/internship learning environments?
