How to write accessible web content

Headings and structure in web content

Use clear, meaningful structure in web content so people can scan, understand, and navigate information easily.

On this page

Why headings matter

Headings organise content into sections and show how information is structured.

Headings help people:

  • scan content quickly
  • understand how information is organised
  • go directly to the section they need

This is especially important for people who:

  • rely on assistive technologies, such as screen readers, keyboards, or voice control
  • have dyslexia or cognitive impairments
  • use mobile devices or small screens

Assistive technologies use headings to create navigation, like a table of contents, allowing users to skip between sections.

When headings are missing, unordered, or unclear, content is harder to read, navigate, and use.

Writing descriptive headings

Effective headings are specific, concise, and written in plain English. They clearly explain what a section contains and should make sense on their own.

Do:

  • use headings that clearly describe the content that follows
  • keep headings short and focused (under 60 characters)

Where possible:

  • use words people are likely to search for
  • put the most important words first
  • use active language and plain English
  • use sentence case, except for proper nouns ('This is sentence case’)

Do not use headings that:

  • exist only for layout, spacing, or visual emphasis
  • rely on visual styling alone (for example, bold, italics, or all caps)
  • are vague or generic, such as “Learn more”
  • repeat the same wording across multiple headings
  • rely on unexplained jargon, abbreviations, or acronyms
  • are written as questions when a statement is clearer

You do not always need body text between headings. Add it only if it helps provides useful context or understanding.

Check headings: Read them in order without body text. If they do not explain the page clearly, rewrite them.

Structuring headings for accessibility

How headings are created depends on where content is published.

Web page headings

On web pages, the visual appearance of headings is usually set by the website developer.

Web editors must use the correct heading levels in the CMS so headings work with assistive technologies.

When creating headings for web pages:

  • the page title is usually heading level 1 (this may be set automatically).
  • start page content at heading level 2
  • use heading levels in a logical order
  • check heading levels are correct when adding or moving content

Do not:

  • skip heading levels (for example, from heading level 2 to heading level 4)
  • choose heading levels based on how they look

Learn more in How to make web pages accessible.

Document headings (Word, PowerPoint)

In documents, authors control both the visual appearance and structure of headings.

Use built-in heading styles so content works both for people who read visually and with assistive technologies. Screen readers and other assistive technologies rely on heading styles to understand document structure and move between sections.

When creating headings in documents:

  • use heading level 1 for the main title
  • use heading levels 2 and 3 for sections and sub-sections
  • keep visual styling consistent for headings at the same level
  • check heading styles are correct when adding or moving content

Learn more in How to make Word documents accessible.

PDF headings

Avoid publishing PDFs unless there is a clear need.

PDFs often have missing or incorrect headings, which makes them harder, or impossible, to navigate using assistive technologies.

Heading structure is difficult to fix after a PDF is created without special paid software, so you should:

  • create accessible content in the source document (for example, Word)
  • use proper heading styles in the source document
  • export the document as a tagged, accessible PDF

Learn more in How to make Word documents accessible

Examples of good and poor headings

Good examples:

  • Apply for free school meals
  • What happens after you apply
  • Documents you need to provide

Poor examples:

  • Apply now
  • More information
  • Introduction

Good headings describe what the section contains. Poor headings do not.

Structuring lists for accessibility

Lists help people scan content, understand information, and navigate pages.

Assistive technologies can identify lists and announce how information is grouped, including how many items they contain. This helps people understand the structure and move through content efficiently.

Do:

  • use built-in bulleted or numbered list styles
  • break up long sentences or paragraphs into clear points
  • make sure each list item can be read and understood on its own
  • use more than one item in a list (if there is only one point, use a sentence or paragraph instead)

Where possible:

  • use lists only when items are related and of equal importance
  • put the most important information at the start of each list item
  • keep list items short, clear, and written in plain English
  • limit each list item to one sentence
  • place links at the end of list items to improve readability

Do not:

  • rely on visual spacing alone to show steps or actions
  • use manual dashes, numbers, or styling instead of list tools
  • add spaces, images, or tables between list items (including using the Enter key for spacing)
  • include long paragraphs within a single list item
  • use bullets to visually indent content that is not a list
  • end bullet points with “and” or “or” (rare exceptions may apply)
  • add commas or semicolons at the end of bullet points

Avoid turning the entire bullet point into a link where it reduces clarity. Place links within the text or after the list

Example: Do not format the lines of a postal address as a bulleted list to make them stand out.

Using lists in practice (examples)

This section shows how the principles in the previous section work when writing real content. 

Bulleted lists

Bulleted lists are used in two ways:

  • as part of a continuous sentence
  • as complete sentences

Choose one style per list and use it consistently.

Example: Lists that continue a sentence

When a list forms part of a continuous sentence, make sure you:

  • use a lead-in line that ends with a colon
  • put shared information in the lead-in line
  • ensure each bullet flows naturally from the sentence
  • keep tense and verb forms consistent
  • start bullet points with lower-case letters (unless starting with a proper noun)
  • keep each bullet to one short sentence
  • avoid punctuation at the end of bullet points

This example shows how a list can sit naturally within a sentence without repeating information in each bullet.

Example: Lists with complete sentences

When list items are complete sentences:

  • Start each bullet point with a capital letter.
  • Finish each bullet point with a full stop (or question mark).
  • Keep sentences short, clear, and focused.

This demonstrates how to format a list of complete sentences so it remains easy to scan and understand.

Example: List following a heading

Tips for creating a list that follows a heading

  • Do not use a lead-in sentence in this pattern.
  • Do not put a colon after the heading.
  • Use one short sentence per list item.
  • Start each item with a capital letter.
  • Finish each item with a full stop (or question mark).

This example shows how a list can follow directly from a heading without repeating or introducing the content again.

Numbered lists

Use a numbered list only when the order of items is important.

Example: Numbered list with steps

Follow these steps to add a numbered list:

  1. Write each step as a short, complete sentence.
  2. Start each sentence with a capital letter.
  3. Finish each sentence with a full stop.
  4. Apply the numbered list style using the editing tool.

This example shows how numbered lists communicate sequence and progression clearly.

Common mistakes we see

Common issues that make content harder to navigate and understand:

  • Using bold text or larger font instead of proper heading styles
  • Skipping heading levels (for example, jumping from heading level 2 to heading level 4)
  • Choosing heading levels based on how they look rather than their structure
  • Writing vague headings like “Introduction” or “More information”
  • Repeating the same heading text across different sections
  • Using headings purely for visual spacing
  • Turning headings into long sentences or paragraphs

These issues can prevent assistive technologies from understanding page structure and make content harder to scan for everyone.

Accessibility standards and resources

Following this guidance helps people, including those using assistive technologies, access council content. It supports compliance with PSBAR 2018 and aligns with WCAG AA.

If you cannot meet this guidance due to system or format limitations, contact the Communications and Marketing team for advice before publishing.

This headings and structure guidance supports the following WCAG standards:

Related headings and structure guidance

Last reviewed: December 2025