Reach every learner with film, tv and radio.

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In today's diverse classrooms and lecture halls inclusive pedagogy is essential for success. Teach Beyond Text helps you redesign your practice using film, television and radio to bring ideas to life, deepen understanding and create more engaging learning experiences without overhauling what you already do. If you want to reach more students and make your teaching more inclusive, this is a practical place to start.
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Why is film, tv and radio an essential tool in inclusive teaching?

  • Diverse learners are demanding diverse formats

    Our student voice research shows that three quarters of students want film, tv and radio content as part of their course, rising to 80% for learners who identify as neurodivergent. Yet few strongly agreed they were happy with the level of access provided in their learning.

  • Students learn better through film and tv

    Global evidence for the impact of film, tv and radio is backed up by our own student research showing that 80% agree it makes learning more engaging, concepts easier to understand and helps them remember what they are learning, particularly in assessments.

  • Inclusion is now a professional expectation

    Inclusive teaching and accessibility are embedded in UK sector frameworks which emphasise equity of access and engagement for all learners. Educators are increasingly expected to demonstrate inclusive design in curriculum planning not as an optional extra, but as core practice.

What do post-16 students have to say?

It stays with me longer

University student

“When I watch clips in class, I actually remember the information — it stays with me longer than when I just read about it.”

It makes it feel relevant

College student

“Film and documentaries help me understand real situations, not just theories. It makes it feel relevant and easier to apply.”

It makes complex topics clearer

University student

“Hearing people’s voices or seeing events happen gives me context I don’t get from text. It makes complex topics clearer.”

It helps me not feel left behind

College student

“I find it easier to focus when we use video or audio because I process things better that way. It helps me not feel left behind.”

TV and radio make lessons feel alive

A level student

“TV and radio make lessons feel alive — like I’m part of something happening now, not just reading about it later.”

What you’ll learn

  • Ground your teaching in research-informed, inclusive pedagogy.

  • Apply Universal Design for Learning (UDL) and cognitive principles.

  • Use film, TV and audio to make complex ideas clear and engaging.

  • Design lessons that meet diverse learning needs.

  • Access checklists and templates to embed inclusive teaching fast.

Course curriculum

    1. Who are we teaching?

    2. Diverse learners summary

    3. The legal and statutory frameworks behind inclusive pedagogy

    4. RESEARCH TASK | Who are YOU teaching?

    1. Universal Design for Learning | A framework for everyone

    2. UDL | Multiple Means of Representation

    3. UDL | Multiple Means of Action & Expression

    4. UDL | Multiple Means of Engagement

    5. REFLECTIVE TASK | Universal Design for Learning

    6. Ideation Tool | Multiple Means of Action & Expression

    7. Ideation Tool | Multiple Means of Representation

    8. TEACHING TASK | Audit your teaching against UDL

    1. Culturally Responsive Pedagogy | Teaching that reflects all learners

    2. CRP | Academic Achievement

    3. CRP | Cultural Competence

    4. CRP | Critical Consciousness

    5. REFLECTIVE TASK | Culturally Responsive Pedagogy

    6. Constructivism | How understanding develops

    7. Constructivism | Examples of practice

    8. Constructivism | Inclusivity

    9. Constructivism | Design approaches

    10. REFLECTIVE TASK | Constructivism

    11. Test your inclusive pedagogy knowledge

    12. TEACHING TASK | Audit and improve your practice

    13. OPTIONAL | Audit checklist Constructivism

    1. What do students say?

    2. What does the global research say?

    3. INSPIRATION | Teaching with film, tv and radio

    4. Multiple Means of Representation in action

    5. Dual coding theory | text

    6. Dual coding theory | audio

    7. Dual coding theory | video

    8. Dual coding theory | visual

    9. REFLECTIVE TASK | Which lesson formats worked best?

    10. Cognitive load theory | text

    11. Cognitive load theory | audio

    12. Cognitive load theory | video

    13. Cognitive load theory | visual

    14. TEACHING TASK | Audit an element of your curriculum

    1. Using short clips

    2. Why short clips work #1

    3. Why short clips work #2

    4. Why short clips work #3

    5. Why short clips work #4

    6. Why short clips work #5

    7. TASK 1 | Read a case study

    8. TASK 2 | Watch a clip

    9. REFLECTIVE TASK | Learning from the learning design

    10. Choosing and finding clips

    11. Finding clips using GenAI

    12. TEACHING TASK | Choose a clip to teach with

    1. The power of social learning

    2. Deepen learning with Socratic questioning

    3. INSPIRATION | Socratic question bank

    4. TASK 1 | Read a case study

    5. TASK 2 | Watch a clip

    6. TASK 3 | Pause a clip and reflect

    7. REFLECTIVE TASK | Deepening learning with pause and discuss

    8. TEACHING TASK | Teach with pause and discuss

About this course

  • £197.00
  • 82 lessons
  • 4 hours of video content

Transform your practice today

Build practical skills to embed film, tv and radio in a way that delivers real impact for all learners.

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