Inclusive Programme Design
Management Plan
Indicative template
This document is intended to help programme teams to develop or update their inclusive
programme design plan, to delegate tasks across the team as appropriate, and to support the
Continuous Monitoring and Improvement process. The questions in italic could form the basis for
the agenda for a programme team planning meeting.
On larger programmes, a nominated programme leader could co-ordinate the development and
management of this plan and be given a workload allocation for doing this.
The plan is divided into two sections, both of which could be reviewed annually as part of
Continuous Monitoring and Improvement: key principles, and an action plan.
Programme title
Date produced
Most recent update
Recruitment and admissions
Marketing
Materials
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Are marketing materials produced in a range of accessible formats?
Do images used reflect the diversity of the population?
Does the programme description reflect the diversity of the population in terms of the
indicative content, delivery strategy and types of assessment?
Is any language or terminology used which might be deemed to be discriminatory?
Are entry requirements likely to discriminate against any groups of people?
Applications

Are the numbers of applications received from different equality groups reflective of their
representation in the population as a whole?
Interviews
Offers

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Does the interview process support all groups of students equally?
Is there any variation in the proportion of rejected applicants from different equality
groups?
Are the same offers made to all applicants, regardless of age, gender, ethnicity and
disability?
Does interviewing policy give every applicant an equal chance of being invited for
interview?
Do enrolments on the programme reflect the representation of equality groups in the
population as a whole?
Is there any fall off between acceptance and enrolment evident in any of the equality
groups?
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Enrolments
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Programme Experience
Programme
Handbook
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Is the programme handbook produced in an accessible format?
Is the handbook made available electronically with accessibility software?
Does the handbook use appropriate language and terminology?
Are any images used reflective of the diversity of the population?
Curriculum
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Personal Tutoring
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Does the curriculum subject matter reflect a range of cultural perspectives?
Might any of the content be deemed discriminatory?
Are there any elements of the content which some students might find inaccessible due to
their age, gender, ethnicity etc?
Is literature from a variety of cultural perspectives included within the curriculum?
Is new scholarship on disability, gender, race, sexuality included within the curriculum?
Has an effort been made to avoid using examples derived from specific cultural reference
points?
Has there been an active effort to engage with student in the planning of the curriculum?
Is the course handbook available in a variety of different formats?
Are learning designed in such a way that takes into account all students specific learning
techniques.
Are you active in directing students with disabilities to PLP support?- Do you make
relevant and reasonable adjustments to your teaching as the result of a student’s PLP?
Are personal tutoring sessions used as an opportunity for you to get to know the specialist
learning requirements and styles of your students? Are all principles of inclusivity applied
within these sessions?
Are all students clear on correct standards of academic integrity?
Attendance
requirements

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
Are the same criteria for inclusion applied to all personal tutoring planned for the
programme and its students?
Have you built in opportunities for staff to get to know students and for students to get to
know each other?
Does the programme calendar respect religious holidays and festivals?
Do attendance requirements potentially disadvantage any students?
Is consideration given to the accessibility of evening attendance for all students?
Timetabling
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Does timetabling take into consideration the responsibilities of carers?
Is there sufficient time for all students to achieve room or site changes between classes?
Does the timetable allow people time to access prayer facilities at appropriate times?
Might any students be disadvantaged in their ability to take up placements on offer?
Is there a suitable range of placement opportunities?
Have placement providers been assessed to ensure they meet equalities legislation?

Is any specialist equipment needed for the course that some students may be unable to
use?
Are alternative resources available for students who might not have access to those
needed?
Are Personal Development Planning schemes designed to ensure they are accessible to
and useable by students in the full range of diversity categories?
Do PDP tutors have access to diversity training?
Are guidelines on appropriate tutor/student interaction provided?
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Placements
Equipment needed
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Personal
Development
Planning
Academic trips and
field study
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Do all principles of inclusivity contained in this document apply for non-classroom based
activities?
Have you completed the relevant documentation for supporting disabled students on
fieldwork and on placements?
Extra-curricula activity
Volunteering
opportunities
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If volunteering is made available, is there a suitable range of opportunities to ensure
equality of access?
Do the volunteering opportunity providers adhere to equalities legislation?
Work placements

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Might any students be disadvantaged in their ability to take up work placements on offer?
Is there a suitable range of work placement opportunities?
Have work placement providers been assessed to ensure they meet equalities legislation?
Access to facilities
(refreshments etc)

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Are there adequate facilities to meet the personal needs of all students?
Is sufficient time provided within the timetable to allow students to access facilities?

Is there any possible connection between equality grouping and potential to progress
between stages?
Are any equality groups more likely to be re-assessed to achieve progression?
Are there any disparities in the numbers of good honours degrees which might be linked
to diversity factors?
Are there higher numbers of any particular groups in the pass degree category?
Are there any equality categories which appear to present a disproportionate number of
mitigating circumstances requests?
Is there any apparent variance in the acceptance of mitigating circumstances requests
relating to equality groups?
Are any groups appearing disproportionately in academic misconduct cases?
Is there any apparent disproportionality in the numbers of proven misconduct cases?
Progression
Stage progression
rates
Numbers of good
honours degrees
Mitigating
circumstances
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Academic
misconduct
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Complaints
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Appeals
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Is there evidence of higher numbers of complaints from any particular equality group?
Is there any evidence of higher numbers of rejection of complaints from any equality
group?
Is there evidence of higher numbers of appeals from any particular equality group?
Is there any evidence of higher numbers of rejection of appeals from any equality group?
Integrating other enhancement activities
Opportunities for developing peer support via the observation and enhancing teaching practice
scheme with this plan:

Peer review of colleagues involved in programme/ Unit planning activities
Opportunities for student partnership development with this plan:

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Review of student satisfaction data and comments relating to inclusive course design
Discussion with course representatives about curriculum design and content.
Useful links
MMU Inclusive curriculum resources
new link
HEA Inclusive Curriculum Guidance (2011) :
https://www.heacademy.ac.uk/resources/detail/inclusion/Disability/Inclusive_curriculum_design_in
_higher_education
Plymouth University (Pedrio) Inclusive Teaching and learning research (nd)
https://www.plymouth.ac.uk/your-university/teaching-and-learning/inclusivity/inclusivity-research
This action plan may be helpful in implementing the assessment management plan (please amend as
is appropriate
Inclusive Programme Design - Task checklist (delete/add as appropriate)
Task
What needs to be done
Date due
Recruitment &
Admissions
Revise marketing materials
Revise recruitment and interview process
Handbooks
Revise handbooks
Curriculum
Review curriculum subject matter to
evaluate if it reflects the diverse range of
student body.
Review curriculum for potentially
discriminatory materials
Review curriculum accessibility for
students with protected characteristics
and/or socio-economical diverse groups
Review programme topics/units to
reflect the cultural diversity of the
student population
Consider mechanisms to involve
stakeholders/students in curriculum
design
Personal Tutoring
Attendance /
Timetabling
Review if there are opportunities for staff
to get to know their tutees.
Is there guidance for personal tutees in
relation to inclusion and diversity
Review the mechanisms to ensure that
the programme timetable respects all
religious holidays and festivals.
Review whether programme attendance
requirements disadvantage any groups
of students
Placements
/Fieldwork
Other Programme
Experience
Factors
Extra- curricula
activity
How can the timetable take into
consideration carer responsibilities
Review whether all students can
reasonably access the course placement
/ fieldwork requirements
Review whether all students can access
volunteering & extra-curriculla
Who is
responsible?
Admissions Tutor
Programme
Leader
Progression
opportunities
Evaluate course data on progression,
good honours and consider whether any
groups are under achieving.
Evaluate whether applications for
extenuating factors and the
implementation of academic misconduct,
complaints and appeals are from any
particular equality group