Inclusive curriculum framework

Implementing inclusive design into our products is an important part of our product development. We want to build on the regulatory consideration of barriers and accessibility to include leading trends in inclusive design. City & Guilds want to bring about a systemic change in staff attitudes and practices to shape a common commitment to representation, social justice and equality of opportunity across all of our products and services. This will create a commitment to ethical practice so that we might better promote transformational change across the business and build upon our social purpose by helping to remove barriers to skills development.

What is it?

Inclusive curriculum design involves consideration in all aspects of a qualification and training course - including structure, content, delivery and assessment. To ensure that all learners are provided with an equitable and supportive learning and assessment experience that offers the opportunity to succeed, regardless of personal background or circumstance. We aim to provide learners with opportunities to engage with a variety of viewpoints and to equip them to work in an environment that is both global and diverse.

Why is it important?

City & Guilds is aware of the range of factors that have the potential to cause inequality in the way that learners access, participate and are assessed in their education.

This, in turn, can impact their broader life experiences. There are, for instance, persistent gaps in educational achievement between learners from black and minority ethnic backgrounds and disadvantaged backgrounds. Such attainment gaps start early in life and continue through school and into later education and employment.

What are the benefits?

Research indicates that when learners are exposed to diversity, both in real-life situations and through texts, media and experiences, they are likely to exhibit less prejudice. (Rios & Wynn., 2016.)

An inclusive curriculum provides staff and learners with opportunities to engage with a variety of viewpoints and equips them for a global and diverse working environment. (Hogan., 2007)

Results have shown that when teaching institutions adopt inclusive curriculum design and delivery, they show significant improvement in attainment for all. Furthermore, there is qualitative evidence of improved staff awareness, and learner experiences. (Williams., 2021)

What are the guiding principles for achieving an inclusive curriculum?

We have reviewed many of the leading inclusive curriculum frameworks currently available and chosen to create an approach based on tried and tested practices. We will tailor our methodology in order to accommodate each of the types of qualifications and products that we offer.

We have used the Kingston ICF principles as the basis to guide our work, given the evidence of success this model has achieved in removing attainment gaps (McDuff, Hughes, Tatam, Morrow & Ross., 2020).

We are using the same three guiding principles: 1) representation, 2) developing diversity, equity and inclusion skill competencies and 3) removing barriers (which is referenced as ‘inclusive curriculum’ in the Kingston ICF).

This framework outlines City & Guilds aspirational aims for content, assessment and teaching practices to increase the social impact of our products.

Removing barriers 

Commit to embedding anti-racism and social equity in all learning.
Ensure the Equality Act requirements are met and that accessibility is provided.
Ensure staff expertise through teacher/practitioner training and resources available to cover diversity, equity and inclusion.

Representation

Incorporate insights from a diverse set of stakeholders, learners, educators, communities and employers. This is to ensure that learners can see themselves and their communities reflected in the learning.
Broaden the scope of curriculum influences to incorporate more diverse ethnic, cultural and national perspectives. This includes embedding a wider spectrum of influences (e.g, themes of disability, religion and belief, sexual orientation and gender).
Recognise the local and national needs in our products, including those developed for international use.

Develop diversity, equity and inclusion skill competencies

Create products and services that impact learners’ engagement with social justice.
Build the skills to recognise the need to take action to challenge injustice, bias and intolerance, in order to become effective allies.
Build the skills to establish positive learning relationships to enhance a sense of belonging for all learners.