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24 Sep 2021: The previous section provided an overview of what we know about awarding gaps from available statistical data: we have identified that these gaps exist, across the sector and within Cambridge, although the reason for these gaps has been unclear.

15 Sep 2021: should be designed-in as core to the curriculum for all. .

6 Sep 2021: They will study an engaging and challenging multi-disciplinary curriculum in the Arts, Humanities and Social Sciences that will prepare them for further study in these subjects.

22 Sep 2021: Neither runner, however, beat the clock, which took 44.4 seconds. On October 20th, 2007, Sam Dobin, a second year undergraduate reading Economics, made it round within the sound of the

15 Sep 2021: Cycle 1 of the APP Participatory Action Research Project (2019-20) The student co-researchers in Cycle 1 of the APP Participatory Action Research Project identified a number of possible reasons for the awarding gaps experienced by some students at

23 Sep 2021: This section of the Mind the Gap Toolkit sets out a summary of the evidence on identified disparities in student attainment, and points to further sources of information.

20 Sep 2021: Congratulations to Puzhong Yao (2004), economics teacher at St Paul’s School London, who has been recognised by the University of Chicago in their Outstanding Educator Awards. ... ALUMNI BOOKSHELF. James Morrison (2002) – England’s Cross of Gold:

24 Sep 2021: The previous sections provided guidance on relevant and available data to identify whether awarding gaps exist, and possible explanations for them. This third and final section presents some ideas about what might work to address awarding gaps.

27 Sep 2021: We will add more examples as we identify them. If you have, or are aware of, examples of effective practice to address awarding gaps through inclusive curriculum design, teaching, learning or

15 Sep 2021: She has completely redesigned the Papworth curriculum, making it more logical and educationally coherent. ... Her educational activities span not only her own clinical specialty but also wider involvement in curriculum design, assessment and quality

23 Sep 2021: National / sector-wide Reducing awarding gaps across the Higher Education sector The Office for Students requires all higher education institutions to submit Access and Participation Plans, and has ambitious targets to reduce awarding gaps across

24 Sep 2021: The principle underpinning an inclusive curriculum, including assessment, is that it provides an accessible, engaging and relevant learning experience for all students, maximising retention and progression, while reflecting the needs of

23 Sep 2021: These tools have been designed to prompt reflection by course teams and individual teaching staff on good practice and inclusion in curriculum design, assessment, teaching practices, learning environment and staff engagement.

27 Aug 2021: BA Hons Philosophy, Manchester University Diploma in Business Studies, Sheffield University I was most recently Editor-at-Large at Channel Four Television, having been the Head of News and C

15 Sep 2021: Specific outputs that have come out of Cambridge's Action & Participation Plan: Participatory Action Research Project.

3 Sep 2021: Degrees     BA, MA, MPhil, PhD (all Cantab.) Awards & Prizes          &a

15 Sep 2021: This project explored the extent to which Black British students felt adequately supported by mentors or mentoring networks at Cambridge.

2 Sep 2021: Degrees & Honours     MA (Oxon) MBBS (London) DM (Oxon) FRCP (UK) Awards & Prizes      &

16 Sep 2021: Inclusive Teaching & Learning: Disabled Students An interactive online course designed to help staff develop an understanding of best practice in the design and delivery of inclusive teaching and learning, with a specific focus on how the practical

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.