Programme and Module Design

It is important to consider questions of inclusion when designing teaching. Just as an architect considers accessibility when designing a building so as to avoid the need for future retrofitting solutions, course designers can consider accessibility when designing curricula so as to lessen the need for future reasonable accommodations.

Self-Evaluation & Module design checklist

Take time to complete a brief self-evaluation of your course design:

Guidelines for Inclusive Curriculum Design

Clarity and flexibility are central to inclusive curriculum design.


It is important to know from the outset what is essential and non-negotiable in a module/programme of study and where flexibility can be introduced. To do this consider:

  • Your learning outcomes,
  • Skills, knowledge, and competencies required,
  • Professional fitness to practice standards where applicable.
  • Ensure students are clear on what will be expected within your module/programme. Offer clear, comprehensive information to students in advance.


  • Seek to use technology as a supplement to classroom contact.
  • Use a range of
    • teaching methods,
    • teaching materials,
    • assessment methods,
  • Where possible, offer a choice of assessment methods (e.g. essays or presentations).
  • Offer a choice between modules at programme level.


  • Consider library, IT, and group work facilities when designing teaching and assessment.


  • Publish timetables in good time
  • Clarify your attendance policy
  • Consider the time is taken to get between venues when timetabling
  • Start and finish classes on time