|
Aims |
Practices |
|
General policies & procedures |
To value and be inclusive of all students regardless of gender, cultural background, disability, socio-economic background, etc. |
Ensuring that timetabling does not discriminate against those with parental responsibilities. 1
Providing a variety of ways of accessing learning opportunities. |
| Course content |
To provide students with the opportunity to engage with course content in a way that is rigorous, is grounded in the discipline, promotes critical thinking, acknowledges student diversity and avoids bias and stereotyping. |
Using inclusive language. 2
Using examples appropriate to the cultural diversity of the student group.
Facilitating the discussion of multiple perspectives on X.
Inviting students to challenge 'taken for granteds'. |
| Teaching strategies |
To foster a learning context in which all students are able to actively engage in the learning process. |
Providing a variety of learning activities.
Encouraging diverse forms of participation.
Being sensitive to differing levels of English proficiency.
Promoting student co-operation. |
| Assessment |
To provide assessment which is not only rigorous and appropriate to what is being assessed, but also does not advantage or disadvantage any particular group of students. |
Using assessment as an integral part of supporting student learning. 3
Providing a range of assessment tasks.
Using language and examples which make sense to all students.
Ensuring assessment requirements are made explicit. |