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15 Sep 2021: The part particularly relevant to content notes is Section 20: Duty to make adjustments, which sets out that legally there is a requirement.

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

16 Sep 2021: This new interactive online course is designed to help staff develop an understanding of best practice in the design and delivery of inclusive teaching and learning.

15 Sep 2021: This project explored the assumption that STEMM subjects are less likely to have an awarding gap for Black British students than Arts or Humanities subjects.

13 Dec 2021: We are pleased to open registration for the third Diversifying Assessment Forum in 2022.

23 Sep 2021: Course / Tripos data Given the current focus on the awarding gaps by ethnicity and disability groups, it is understandable that individual courses might want to examine their performance in those areas and assess their contribution to the overall

15 Sep 2021: This project explored how disabled students with mental health conditions who also have co-occuring neurodiverse conditions might be identified and supported through enhanced diagnosis and screening.

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

29 Apr 2021: A range of materials from the Cambridge Teaching Forum 2021 are now available for members of the University on the Materials page (Raven access required). These include recordings of most sessions and slides from all, as well as a transcript of the

23 Sep 2021: The awarding gaps for both of Cambridge's target student groups decreased between 2018-19 and 2019-20; in the case of Black students it nearly halved within just one year

15 Sep 2021: This project explored common understandings of intermission and extension to period of study ('double time') to consider their effectiveness as options to support the wellbeing and academic performance of students with mental health conditions.

15 Feb 2021: We are pleased to open registration for the Diversifying Assessment Forum 2021 after the success of the inaugural event last year.

23 Sep 2021: The following tables summarise the data sources that are available to help course coordinators, Departments and/or relevant committees or working group identify the awarding gaps in their particular contexts.

15 Sep 2021: Minoritised students As well as students with mental health conditions, we believe that content notes can play a crucial role in helping to level the playing field for minoritised students of all kinds, as part of the University's commitment to

15 Sep 2021: This project explored disabled students' perceptions of the value of more diverse assessments methods for their academic performance and wellbeing.

5 May 2021: Applications are now open for the Teaching Associates' Programme running over the 2021-22 academic year.

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.

15 Sep 2021: This project explored whether and how the language used in discussions about race at Cambridge - in teaching and other contexts - impacts the academic performance of Black British students.

23 Sep 2021: Whilst the awarding gaps were identified through analysis of the available relevant statistical data, it was unclear why these gaps occurred.

15 Sep 2021: Universal design The Accessibility & Disability Resource Centre, General Board and Cambridge Centre for Teaching & Learning are working in collaboration at present on the promotion of 'universal design for learning', facilitating a move away from