The University of Northampton shares a case study on a cross-university initiative to develop an Inclusive Curriculum Toolkit that is now embedded across learning, teaching and curriculum processes. 

Creating an inclusive learning environment is a priority for higher education institutions seeking to improve student success, belonging and achievement. At the University of Northampton (UON), a cross-university initiative has turned this ambition into action through the development of an Inclusive Curriculum Toolkit that is now embedded across learning, teaching and curriculum processes. 

Led by Professor Sian Davies-Vollum, Dr Faith Tucker and Associate Professor Dr Emma Whewell, alongside a team of academic and professional services colleagues, the project demonstrates how institutions can take a practical and sustainable approach to embedding inclusivity at the heart of the student experience. 

Responding to staff and student needs 

The project emerged from a Faculty of Education, Arts, Science and Technology development day focused on equality, diversity and inclusion in learning and teaching. Staff identified a clear need for accessible guidance that would help them translate inclusive principles into everyday practice. 

This led to the creation of the Inclusive Curriculum Toolkit, a practical resource designed to support staff in developing curricula and learning experiences that meet the needs of increasingly diverse student populations. 

The initiative aligns closely with the University’s commitment to inclusivity, widening participation and social impact. It was also developed to support the Learning, Teaching and Student Experience strategies while helping address challenges such as awarding gaps, student belonging and continuation. 

Co-creating a toolkit for change 

A key strength of the project was its collaborative approach. Over a two-year period, the toolkit was co-created with staff and students from across the institution, ensuring it reflected real experiences and practical needs. 

The development process began with gathering insights through staff workshops, ‘Student Listening Rooms’ and student feedback activities. Those conversations informed a series of reflective prompt questions that encourage critical thinking about inclusivity within curriculum design and teaching practice. 

The questions were reviewed by academic colleagues, professional services staff and external consultants to ensure they reflected both institutional priorities and sector best practice. The project then moved on to creating supportive multimedia resources before embedding the toolkit into university systems and processes. 

A practical resource grounded in UDL 

The toolkit is built on the principles of Universal Design for Learning (UDL), which promotes flexible approaches to teaching and assessment that support diverse learners from the outset. 

Rather than viewing inclusion as an additional consideration, the toolkit positions it as a foundation of high-quality learning and teaching. It encourages staff to minimise barriers through curriculum design, reducing the need for retrospective adjustments. 

The web-based resource acts as a central hub for inclusive learning and teaching. It combines existing guidance with newly developed content, including around 50 multimedia resources that explain not only what inclusive practice looks like, but also why it matters. Reflective questions, case studies and signposting help staff translate ideas into action. 

Embedding inclusion across the institution 

One of the project’s most significant achievements is the extent to which the toolkit has become embedded within University processes. 

It is now used across curriculum development, curriculum review, academic induction and staff development. Staff are also required to reflect on their use of the toolkit as part of curriculum development, review and validation activities. 

This level of integration helps ensure inclusivity becomes an established element of academic practice rather than a standalone initiative. The toolkit also supports key institutional priorities, including narrowing awarding gaps, improving students’ sense of belonging and enhancing continuation rates. 

Lasting impact 

The team’s work has already received significant recognition. In 2025, it received the University of Northampton’s People’s Award for Inclusivity Team of the Year. 

The toolkit was officially launched at the University’s Learning and Teaching Conference in June 2026 and has now entered an evaluation phase. Short-term evaluation focuses on user experience and implementation, while longer-term monitoring will assess impact through curriculum documentation, engagement data, staff development activity and student outcomes. 

Although developed specifically for the University of Northampton, the toolkit offers a valuable model for the wider higher education sector. Its success demonstrates the importance of collaboration, leadership support and embedding inclusion within institutional systems and processes. 

Read the case study in full – An inclusive approach to an inclusive curriculum by the University of Northampton