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Inclusive teaching resources: Design Intentional Curriculum

This subject guide provides resources, exemplars, and key questions to support staff design, deliver and assess using an inclusive approach.

Variables in curriculum design

There are many Internal and external variables in curriculum design to consider.  Use this diagram to think about your design and use the links below to inform your design planning.

Useful links:

Learning & Teaching Spaces

Global Learning by Design

Inclusive Teaching & Assessment webpage


Design intentional curriculum - Claudia's story

Intentional curriculum design seeks to provide an environment that respects and represents the multiple identities of the students we teach

Claudia teaches anatomy using a hands-on approach; she brings anatomy to life. By offering students a range of activities to explore the subject matter, from Plasticine, to body painting, to iPads; her students are able to select the activity that best suits their learning style; leading to deeper understanding and better results.

See Snapshots of inclusive teaching for more stories on innnovative practices.

Please provide us with feedback on the Video by clicking here.

KEY QUESTIONS: Design intentional curriculum

  • Are students given opportunities to draw on their previous educational or life experiences?
  • Is there a broad range of content examples to which all students can relate?                                                                                     
  • Is there a variety of teaching activities planned to reflect students’ diverse learning approaches and experiences?
  • Are there opportunities for students to participate in assessment design?
  • Do your evaluation methods involve active student engagement?
  • Are teaching methods suitable for the learning space?

First Year Experience & Transition

It is widely acknowledged nowadays that the first year experience at Univeristy will determine student success. The following resources support learning and teaching in the first year:


Teaching Large classes


What students say about inclusion:

Inclusion is promoted if educators:

  1. Are interested in us as people: our names, backgrounds, needs, learning styles, previous experience and knowledge.

  1. Understand our circumstances i.e. we may be ‘time poor’.

  2. Have good listening skills & communicate regularly with students.

  3. Are able to handle conflict and uncomfortable situations.

  4. Respect all individuals and groups equally and give equal time after class and during it.

  1. Make effort to engage us in class, with content, assessment.

  2. Use different ways of teaching, not just lectures.

Knowing your students

"The best way to accommodate diversity and translate this into sound pedagogy is through a greater understanding of the students and their circumstances"

Smith and Dalton (2005)

Resources to support pedagogy:

Understanding Course Guides

Course Guides provide you with a learning framework for each course.

The following resources support and are in addition to RMIT's Guidelines for Writing Course Guides.