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6 May 2021: Students and staff from across the collegiate University are warmly welcomed to the launch of Cambridge's new Black Advisory Hub. This online launch will be hosted by a team of student co-creators who were involved in the development of the Hub.

15 Sep 2021: The purpose of content notes The purpose of content notes is often misunderstood or misrepresented. Content notes provide advance information about the content of material: this affords autonomy in how an individual chooses to approach and tackle

15 Sep 2021: Common themes In order for students to utilise content notes in the most effective way, they should be specific and clearly refer to the nature of the content being discussed, read or presented.

27 Sep 2021: The Cambridge initiatives listed above align with recommended good practices highlighted in the sector guidance for addressing awarding gaps.

24 Sep 2021: Black and BAME awarding gaps As the Office for Students notes, there are stark differences between ethnic groups in terms of the degree class they achieve.

12 Aug 2021: We hope this guidance is useful to all members of the University, and have provided some suggestions of next practical steps that individuals can take depending on your role. We would particularly welcome examples of effective use of content notes

24 Sep 2021: The 18 student co-researchers in Cycle 1 (2019-20) worked on ten projects which tended to focus on ‘central’ or whole-of-University initiatives.

27 Sep 2021: Over the last few years the University has worked on several initiatives hoped to reduce our existing awarding gaps, such as: Pursuing participatory action research into the experiences of students Exploring the impact of assessment design and

12 Aug 2021: In summary A content note is a verbal or written notice that precedes potentially sensitive content. They flag content which may be distressing - to anyone, particularly those with related experiences - and/or triggering to those with PTSD or

30 Sep 2021: As Cambridge embraces widening participation, the emerging attention to awarding gaps incudes the recognition that the ‘hidden curriculum’ around examination practices can privilege particular cohorts of students over others.