This principle offers an invitation to reflect on why the curriculum is
being designed and who it is being designed for.

When we develop new programmes and modules or review existing ones in response to developments in the field or sectors in which our graduates might work, we do so implicitly or explicitly with an intended student cohort in mind.

It is important that we critically examine our picture of this intended
student cohort and their future workplaces to ensure that it does not rest on an assumed ‘norm’, or stereotypes of a ‘traditional’ student as well as any cultural norms and constructions related to occupations and who in our society fulfils them.

These traditions and norms reinforce barriers to participation and success and perpetuate inequality.

For example, it is important to critically assess the need to challenge and take steps to
address the low participation of men in nursing, social care and some areas of teaching.

Principle One encourages practitioners to work with their department and colleagues across the institution to: