Structure your content


Check if the content already exists

​​​​​​​Check if the topic you’re writing about already exists on our website or an external site. This will help make sure we are not duplicating information. 

Think about the users’ needs

Often the temptation is to write for the department or to think about yourself as a user. This does not benefit your users.

Before you start writing your content always ask the question: What does the user need to know?

To meet user needs, your content needs to be:

  • specific
  • informative
  • clear and to the point.

If you have more than one audience (for example schools and parents), identify what each audience needs to know and write a different version of the content for each of them.

Put the most important information first

The way we read content on online is very different from how we read print.  Users scan a web page to find what they are looking for.  This means that writing for the web is different from writing for print.

Only 25% of users scroll down a page so the most important information must go first. This is the information that answers user needs. 

It may include:

  • an action the user needs to do
  • information that helps them with a task or their job.

Add content down the page in descending order of importance. This is where you include any mandated information, followed by background information, like legislation, program history or funding.

Putting information in oder of importance is known as the "inverted pyramid" and is the best practice when writing for the web.

Headings

It's best to plan out the heading structure before writing your content.

Headings are important because they allow users to find, read, and understand the information on a page.  When people scan your page they'll look at headings first to decide whether they'll read the content or not.

They're also essential for users who are blind or have low vision may rely on a screen reader. Screen reader users can navigate a page using the headings, listen to a list of all headings, and skip to a section they need.

Headings should: 

  • describe actions or tasks 
  • be brief and meaningful, not generic. Never use the name of a program.
  • describe what a section or paragraph is about
  • use words that your audience uses
  • include keywords that users will search for. This means it’s more likely to appear in search engines such as Google or internal search
  • never use questions or gerunds. For example, instead of using, “How do I apply for funding?” or “Applying for funding” use "Apply for funding". 

Heading hierarchy

Heading hierarchy provides page structure for both sighted and non-sighted-users. Headings must be in logical order.

The different levels of headings are from heading one (H1) to heading six (H6). H1 is always the page title. A page can only have one H1. 

The subheadings from H2-H6 are sequential for example, a H3 follows a H2, a H4 follows a H3.  A page can have multiple subheadings as long as the heading hierarchy is maintained. 

Never skip heading levels, for example going from H2 to H4. Screen reader users may navigate using a list of headings. An incorrect or missing heading can make navigation confusing and means the user may not get the information they need.

Do not overuse headings. We strongly encourage not going below a H4 . If you think you need to, it most likely means there is too much content for one page.

Do not link headings

Headings should not be links. Rework your content to put the link in the copy that follows the heading.

Do not use bold for a heading

Never use bold instead of structured heading. This is not accessible as a screen reader will not recognise it as a heading and the user cannot navigate the page properly.

When you're using Microsoft Word to draft your content, use the ‘styles’ section to find each heading style. Use this section to make sure your content is properly formatted.

This page contains information adapted from: