Clear structure helps people scan and navigate your content. This is especially important for screen reader users and people with cognitive or learning differences.

What to do

• Use meaningful headings to break up content.
• Use heading levels in a logical order (Heading 1, then Heading 2, etc.).
• Keep each section focused on one idea.
• Use short paragraphs to improve readability.

Page titles

• Use a clear, unique page title that describes the page content.
• Avoid generic titles like “Home”, “Overview” or “Information”.

Page titles are often the first thing screen reader users hear and help everyone understand where they are.

Front-load important information

• Put the most important information first, especially on longer pages.
• Avoid long introductions before getting to the point.

Write for clarity first. You can always add detail later.

Writing in plain language makes content easier to understand for everyone. This includes people whose first language is not English and people with cognitive or learning impairments.

What to do

• Use plain English wherever possible.
• Keep sentences short and direct.
• Avoid unnecessary complexity or formality.
• Explain concepts clearly rather than assuming prior knowledge.

Links and buttons should clearly describe where they go or what they do. This helps screen reader users and anyone scanning the page.

What to do

• Use descriptive link text that makes sense out of context.
• Avoid vague phrases like “click here”, “more” or “read more”.
• Make the outcome clear (for example, “Download the brochue (PDF)”)

Whether something appears as a link or a button is often be set by the University’s design system. Focus on using clear, meaningful text within the options available to you.

Links should normally open in the same browser tab. If a link opens in a new tab or window, it’s helpful to indicate this.

Lists and tables can improve clarity when used appropriately, but they must be structured correctly to be accessible.

What to do

Lists

• Use bulleted lists for related items.
• Use numbered lists for steps or sequences.
• Use built-in list formatting rather than manual dashes or numbers.

Tables:

• Use tables only for data, not for layout.
• Keep tables simple.
• Use column headings where appropriate.

Complex tables should be avoided on web pages. Consider presenting the information in a different way if possible.

Acronyms and jargon can create barriers, particularly for new staff, students, and people who use assistive technologies.

What to do

• Spell out acronyms the first time they are used.
• Avoid internal jargon where possible.
• Use plain, commonly understood terms.

Be consistent

• Use the same terms throughout a page.
• Avoid switching between similar words or phrases for the same thing.
• If an acronym is used frequently, define it once and then use it consistently.