Accessibility Statement

Our commitment and legal obligations

This Accessibility Statement is provided by the University of the Arts London and its subsidiaries in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 and the Equality Act 2010.

About Moodle

Moodle is the University of the Arts London and its subsidiaries’ Virtual Learning Environment. Moodle is built by the Moodle project which is led and coordinated by Moodle HQ, which is financially supported by a network of over 80 Moodle Partner service companies worldwide.

Moodle's goal is to be fully accessible and usable for all users regardless of ability and was built in accordance with the WCAG 2.0 guidelines.

University of the Arts London (UAL) and its subsidiaries aim to ensure that teaching, learning, and assessment resources built-in and/or uploaded to Moodle are fully accessible to all users.

Using Moodle

The following sections highlight the main accessibility features that you should be able to use in Moodle.

Navigate Moodle and its content using your preferred method

You can zoom into pages up to 200% without the text spilling off the screen.

Navigation using Headings

Moodle has an inbuilt headings structure that should enable screen readers and other assistive technologies to list and navigate to headings and sub-headings.

Navigation by Links

Moodle has many in-built links that are used for navigation purposes. These have meaningful names indicating their purpose and destination. Users of assistive technology such as screen readers should be able to list all the links on a page and understand their purpose from the link text.

Navigation by Keyboard

Moodle has been designed to enable navigation around most of the site using just a keyboard. All components on a Moodle page should be focusable with the keyboard (available in the tab sequence) and should allow the focus to be moved away using only the keyboard.

Listen to content using your preferred technology


Users should be able to listen to the content selected with the mouse or keyboard using text to speech browser plugins or other assistive technologies.

Screen readers

Users should be able to listen to and navigate around Moodle using a screen reader. Moodle officially supports a range of screen readers NVDA Screen Reader (Windows), JAWS Screen Reader (Windows), Chromevox Screen Reader (Linux, Chrome OS, Windows, Mac OS X), Orca Screen Reader (Linux)

Using your preferred assistive technology

The My Computer My Way guide provided by AbilityNethas advises on making your device easier to use if you have a disability.

Accessibility of Moodle

This website is not compliant with the Web Content Accessibility Guidelines version 2.1 AA standard. The non-accessible sections are listed below.

System-Level Issues

Moodle is a complex platform with customised and bespoke parts. Its code is always evolving. From time to time, new modules (e.g. plugins, code patches) are added to the system and others are removed.

The Moodle development community supported by the Moodle Accessibility Collaboration Group maintains a detailed list of known accessibility bugs and issues and issues with the Moodle system. This is subject to continuous change and updates and we will regularly update this accessibility statement to include up-to-date information.

Content Level issues

Academic teams build the individual Programme, Course, and Unit areas and create and upload teaching, learning, and assessment resources to them e.g. Lecture Slides and Notes, Assignment briefs, Audio and Video resources. Although our aim is for teaching, learning, and assessment resources built-in and/or uploaded to Moodle to be fully accessible to all users, it is not possible to guarantee this.

Consequently, it is impossible to say with 100% confidence that every part of UAL’s Moodle is accessible. In this respect, accessibility is not a state, it is a process of continuous improvement in response to our users and the wider technical environment.

We do know that some parts of this website are not fully accessible, but we are working very hard to improve things. At the time the writing, we consider that the following system and content issues are of greatest impact.

Navigating Moodle and its content

Navigation by Headings

Missing headings in some Moodle created content (e.g. in descriptions for activities and resources, labels, and pages) impacts the navigability for screen reader users.

Navigation by Links

Some links in Moodle created content have been inadequately named (e.g. click here).

Navigation by Keyboard

Some Moodle areas have been set up using layouts that contain hidden and collapsed content. The hidden and collapsed content cannot be searched from the main page in which they are located. Users need to navigate to specific sections to be able to search for specific content. Although this content is accessible, Keyboard only navigation requires additional steps to reach and search the hidden and collapsed content.

Listening to content
  • Some images and audio-video materials have not been provided with meaningful “alt” text and are not perceivable to assistive technologies.
  • Some audio and video materials do not have text-based closed captions or transcripts
Issues with Text
  • Some content created with other tools (e.g. MS Word docs, MS PowerPoint slides, PDF docs) and subsequently uploaded to Moodle are poorly formatted for accessibility purposes and are difficult to access and utilise using assistive technologies
  • Some hyperlink text doesn’t make sense when read on its own (for example, "click here")
  • Some resources/files uploaded to Moodle areas do not have meaningful names to aid navigation and discovery of content (e.g. PowerPoints simply named “Slides.ppt” providing no indication of the topic or information covered).

Archived/legacy Moodle areas and content

The Accessibility Regulations don’t require us to fix Moodle area content including Word, PowerPoint, and PDF, documents published before 23 September 2018 if they’re not essential to providing our services. Consequently, although we will still make Moodle areas for previous academic sessions available to students we will not retrospectively fix accessibility issues as a matter of course. We will address specific issues on request.

We will focus our efforts on ensuring that Moodle and new content, created in and uploaded to it, is as accessible as possible going forward.

Third-party accessibility links

Several third-party tools are integrated into, or linked from Moodle.

Detailed information about the accessibility of these products and statements of compliance can be found below:

A VPAT, or Voluntary Product Accessibility Template, is a document prepared by a product developer or vendor which describes how well the product conforms to the accessibility standards of Section 508 of the Rehabilitation Act in the USA. They evaluate how accessible a product is against WCAG 2.0 standards.

How we tested this website

At the time of writing UAL Moodle has not been independently tested for accessibility.

Accessibility information included in this statement has been drawn from:

We attempted to assess the accessibility of The Moodle system itself and the content within and uploaded to Moodle by the academic teams who use them for learning, teaching, and assessment.

What we are doing to improve accessibility

Issues will be addressed through a combination of provision of enhanced guidance, staff training, provision of and increased use of Moodle area accessibility checklists, and regular audits of Moodle areas.

What to do if you can’t access parts of this website

If you need information on this website in a different format like accessible PDF, large print, easy read, audio recording, or braille you should contact your course tutor or raise a support ticket via

Issues and complaints

To report an issue with Moodle or to make a complaint, please use the MySupport App

Your message will be forwarded to the relevant team who will get back to you as soon as possible.

We aim to provide you with an initial response within 2 working days and will provide clear information about how we will deal with your inquiry.

If you feel we have not answered your complaint satisfactorily, please contact us via MySupport. We will escalate your complaint to David White, Head of Digital Learning, who will work with the team that provides the service/content to get you a response.

Enforcement procedure

The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Accessibility Regulations. If you’re not happy with how we respond to your complaint, contact the Equality Advisory and Support Service (EASS).

This statement was prepared on 27th August 2019. It was last updated on 5th October 2020.

Last modified: 21/03/22