Be part of the first wave of educators redefining inclusive teaching.

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Traditional teaching materials can leave some learners behind. Teaching Beyond Text helps educators rethink pedagogy through the lens of inclusive practice and multimodal learning. We’re looking for innovators and early adopters passionate about supporting every single learner to succeed to join us on our pilot. If you want to transform the way you teach and connect with every student — through the power of film, television and radio - join us today! The pilot starts at the end of February 2026.
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Why inclusive pedagogy matters

  • Learners are more diverse than ever — but teaching hasn’t caught up

    Over 20% of students in UK higher and further education identify as having a disability, specific learning difference, or mental health condition. Yet most course materials and teaching methods still rely heavily on text-based delivery. Film, tv and radio is essential to close this gap.

  • Students learn better when they see, hear and experience ideas — not just read them

    Evidence shows that combining text, sound and image improves comprehension, recall, and motivation — especially for neurodivergent learners. Using film, TV and radio helps teachers reach students who process information differently, and boosts engagement across all ability levels.

  • Inclusion isn’t just good practice — it’s 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. The changing classroom

    2. RESEARCH TASK | Who are YOU teaching?

    3. The legal and statutory frameworks behind inclusive pedagogy

    4. Universal Design for Learning: a framework for everyone

    5. Culturally Responsive Pedagogy: teaching that reflects all learners

    6. Constructivism and Multimodal Learning: why AV works

    7. Test your inclusive pedagogy knowledge

    8. REFLECTIVE TASK | How inclusive is your teaching?

    9. TEACHING TASK | Audit your current teaching for inclusivity

    1. The evidence base for audiovisual content in teaching

    2. INSPIRATION | What students have to say

    3. Dual coding theory | text

    4. Dual coding theory | audio

    5. Dual coding theory | video

    6. Cognitive load theory | text

    7. Cognitive load theory | audio

    8. Cognitive load theory | video

    9. REFLECTIVE TASK | Which lesson formats worked best?

    10. Adapting the Socratic method to work for film, tv and radio

    11. TEACHING TASK | Audit an element of your curriculum

    1. INSPIRATION | Using short clips

    2. Why short clips work

    3. Transform clips into active learning opportunities with Socratic questioning

    4. REFLECTIVE EXERCISE | Compare three samples of teaching

    5. SAMPLE 1 | Text only

    6. SAMPLE 2 | Video clip passive viewing

    7. SAMPLE 3 | Video clip with Socratic questions

    8. TEACHING TASK | Bring active learning with clips into your next teaching session

    1. Vygotsky’s social constructivism

    2. The “Zone of Proximal Development” and how it relates to film, tv and radio

    3. REFLECTIVE TASK | In your teaching, which topics or modules would benefit the most from peer debate?

    4. TEACHING TASK | Take active learning with clips to the next level in the classroom

    1. Understanding narrative and storytelling

    2. Why stories work

    3. The science of storytelling infographic

    4. REFLECTION TASK | Think of a difficult concept you teach. What story, case study or voice could bring it to life?

    5. The power of the narrative arc as a teaching tool

    6. TEACHING TASK | Rewrite a complex concept as a 3-act “learning story.”

    1. Why real stories matter

    2. Why real stories matter | downloadable

    3. How real stories can deliver culturally responsive pedagogy

    4. Sourcing authentic stories ethically

    5. How to source stories checklist

    6. The power of an untold story | Mo Farah

    7. REFLECTIVE TASK | When did a story last move you?

    8. TEACHING TASK | Bring real voices into your subject

    9. INSPIRATION | Powerful stories on Box of Broadcasts.

About this course

  • £49.00
  • 62 lessons
  • 7 hours of video content

Join the pilot and reserve your place

Be part of the first wave of inclusive education innovators. Learn how to support every learner to thrive.

Sign up today