DOCSLIB.ORG

Suffolk New College

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Suffolk New College Progression After One Event (Invitation Only) Thursday 13th June 2019 4.30 -6.30pm BTEC College of the Year 2018 Sixth Form College The aim of the event • To support One students who will be leaving us this academic year who have not yet decided upon and/or secured their next steps. • To provide information about a range of local opportunities and support networks available post One. BTEC College of the Year 2018 Sixth Form College Progression Options • Higher Education • Further Education • Alternative Education • Apprenticeships • Degree Apprenticeships • Employment and Volunteering BTEC College of the Year 2018 Sixth Form College Higher Education For our L3 students that are still contemplating Higher Education it is not too late to apply. Students still have until 1800 on 30th June 2019 to apply before being automatically entered into Clearing Clearing 2019 is open from 5th July – 20th September at 1800 BTEC College of the Year 2018 Sixth Form College Higher Education – Guest Speakers Tegan Locke – University Studies at West Suffolk College Glen White – University of Suffolk at Suffolk New College BTEC College of the Year 2018 Sixth Form College • Outstanding individual support • Small class sizes • Local University Studies at West Suffolk College University Studies at West Suffolk College • Students finish their courses - 96% retention • Students achieve - 81% of students were awarded a 1st or 2.1 • Students enjoy their experience - 84% satisfaction in NSS • Positive Destinations - 94% went into employment or post graduate study 2018/19 • Six students have returned to us this year from large campus universities • One student progressed from a PRU to achieve 1st class degree, national award for training with expert specialists, now working at Pinewood Studios BTEC College of the Year 2018 Sixth Form College University Studies at West Suffolk College – quotes from students • The calibre and experience of the staff is highly impressive. • There is a wide range of project work on the course including live briefs and client work • I feel a strong sense of belonging • My tutor is passionate and enthusiastic on his subject • Due to the smaller classes I am able to talk to my course directors directly whenever I need to • All the tutors contribute to getting the best out of each student. BTEC College of the Year 2018 Sixth Form College Applied Sport University Creative and Commercial Music Live Sound Studies Art Practice at West Graphic Communication Design Business and Management Suffolk Coll (Marketing / Events) ege Computer Games Technology Construction Management Engineering (Mechanical / Electrical) - Software Development Our Counselling Early Childhood Studies History / Sociology / English / Courses Psychology Teacher Training BTEC College of the Year 2018 Sixth Form College Welcome to the University of Suffolk at Suffolk New College FdA Fashion Communication and Promotion BA(Hons) Fashion Communication and Promotion (progression route) Fashion Communication and Promotion merchandiser fashion trend journalis photographe dress analyst t r maker designer promote marketer r P.R. officer window stylist dresser event strategis co-ordinator t fashion illustrator buyer Fashion Communication and Promotion Lynsey Charlotte Danielle Adele Glen Catherine • Year 1 (Level 4) • Year 2 (Level 5) • Year 3 (Level 6) - optional Concepts and Innovation – semester 1 (Research and practical experimentation) Professional Futures – semester 2 (Dissemination) Dissertation – all year (Advanced Research) Fashion Business and Entrepreneurship – all year (Final Major Project) • Additional Trips • New Building, New Courses L4 Creative Enterprise (Sep 2019) BA(Hons) Technical & Sustainable Clothing (Sep 2020) BA(Hons) Creative Interactive Media (Sep 2021) L5 Journalism (NCTJ accredited) (Sep 2021) And more to come! any questions [email protected] Apprenticeships Guest Speakers Suffolk New College – Jessica Holland / Olly Waters Degree Apprenticeships – NEW Police Degree Programme - PC Mike Small Information Stands Further information and opportunities available tonight from • Kayleigh Elmer from West Suffolk College • Kristian Hammond from Key Training • Debra Gingell from Neaco re Degree Apprenticeships BTEC College of the Year 2018 Sixth Form College Apprenticeships This presentation has been designed to help you to understand what an Apprenticeship is and how to apply for Apprenticeship vacancies. School leaving age You must stay in some form of education or training until your 18th Birthday. You must be 16 or over and not in any form of education in order to apply for an apprenticeship, but there is no upper age limit. What is an apprenticeship? Apprenticeships give you the opportunity to work for a real employer, earn a salary and gain a qualification/Apprenticeship certificate whilst gaining valuable workplace skills and experience. An apprenticeship can take between one and four years to complete and cover over 1,500 job roles in a wide range of industries, including engineering, accounting, childcare and business administration. You get paid and you have a career Average wage £170 per week National Minimum Wage £3.90 per hour *The national minimum wage for apprentices increases in April each year. Wage depends on the employer – many pay more than Minimum Wage What are my Apprenticeship Options? There are a number of apprenticeship you can apply for depending on your current skills and qualifications. The most commonly selected apprenticeships at Suffolk New College are: ❖ Accounting ❖ HR Support ❖ Beauty Therapy ❖ IT (Specialist, Telecoms Professional) ❖ Bricklaying ❖ Painting and Decorating ❖ Business Administration ❖ Personal Training and Sports Leadership ❖ Carpentry & Joinery ❖ Plumbing and Heating / Gas Engineering ❖ Civil Engineer Degree* ❖ Retail ❖ Customer Service* ❖ Teaching & Learning in Schools ❖ Electrical Installation* ❖ Team Leading & Supervisor* ❖ Engineering Manufacture ❖ Vehicle Body & Paint ❖ Hairdressing ❖ Vehicle Maintenance and Repair ❖ Hospitality and Catering What are the entry requirements? Level 2/Intermediate Apprenticeship entry requirements GCSE’s grade A-E or 9-3 and a commitment to achieving English and Maths Level 1 Functional Skill and ICT (if required) Level 3/Advanced Apprenticeship entry requirements Prior Level 2 qualifications if applicable GCSE’s grade A-D or 9-4 and a commitment to achieving English and Maths Level 2 Functional Skill and ICT (if required) Steps to becoming an apprentice 1. Register on Find an apprenticeship www.gov.uk/apply-apprenticeship 2. Search for Apprenticeships 3. Start applying 4. Manage your alerts 5. visit Suffolk New College Website www.suffolk.ac.uk/apprenticeships Further Information and Guidance Register on Find an apprenticeship www.gov.uk/apply-apprenticeship Visit Get in Go Far https://www.getingofar.gov.uk/#choose-an-apprenticeship Contact the Apprenticeship Team If you are interested in either taking on or becoming an apprentice please contact the Apprenticeships Team: Tel: 01473382922 Email: [email protected] Any questions? PC Mike Small Suffolk Constabulary Degree Apprenticeships https://www.suffolk. police.uk/join-us BTEC College of the Year 2018 Sixth Form College Further Education For our L2 students that wish to progress onto a L3 course elsewhere it is advised to contact the institution directly to check for available places Upcoming Open Events 15th June 2019 Easton and Otley College 10am – 4pm 22nd June 2019 West Suffolk College 10am – 12noon 22nd August 2019 Colchester Institute 10am -1pm Suffolk New College – no further dates for 2019 intake but please contact directly BTEC College of the Year 2018 Sixth Form College Alternative Education 16-19 Study Programmes • Aim to provide useful qualifications whilst also preparing participants for the world of work through work experience placements / projects with a view to progressing into employment, traineeship/apprenticeship or further education. • The programme is tailored to the participants needs, so whether you need support in overcoming a personal challenge, are unhappy with your grades this summer or just really keen to start learning the skills needed to succeed in the workplace, it can help you. • There are lots of training providers to choose from depending on where you live so it’s worth chatting to them all and finding out which one suits you, as some may be specialists in your chosen career, such as mechanics or childcare, whereas others may work more with you on projects to help build your self-confidence. • You need to also ask the training provider about the bursary. This is money to cover travel and food costs, and it varies from place to place. If you are not able to take part in work experience or you prefer to study for qualifications, you may still be able to be part in the study programme, but you need to ask training providers if this is something that worries you, as only certain training providers can offer certain qualifications. • You may also study functional skills in English and Maths if you didn’t achieve these at GCSE level. You can then choose to attempt your GCSEs again. A levels also count as part of the study programme if the provider can offer these. • The programme can support you with maintaining or getting into a routine and places you in a real work environment where you will work with other people and deal with customers – making you more employable. BTEC College of the Year 2018 Sixth Form College Local Alternative Education Providers BTEC College
Load more

Recommended publications
  • Rules for Candidates Wishing to Apply for a Two Year
    GENERAL 2022 1. Up to fifty Marshall Scholarships will be awarded in 2022. They are tenable at any British university and for study in any discipline at graduate level, leading to the RULES FOR CANDIDATES WISHING TO award of a British university degree. Conditions APPLY FOR A TWO YEAR MARSHALL governing One Year Scholarships are set out in a SCHOLARSHIP ONLY. separate set of Rules. Marshall Scholarships finance young Americans of high 2. Candidates are invited to indicate two preferred ability to study for a degree in the United Kingdom in a universities, although the Marshall Commission reserves system of higher education recognised for its excellence. the right to decide on final placement. Expressions of interest in studying at universities other than Oxford, Founded by a 1953 Act of Parliament, Marshall Cambridge and London are particularly welcomed. Scholarships are mainly funded by the Foreign, Candidates are especially encouraged to consider the Commonwealth and Development Office and Marshall Partnership Universities. A course search commemorate the humane ideals of the Marshall Plan facility is available here: conceived by General George C Marshall. They express https://www.marshallscholarship.org/study-in-the- the continuing gratitude of the British people to their uk/course-search American counterparts. NB: The selection of Scholars is based on our The objectives of the Marshall Scholarships are: published criteria: https://www.marshallscholarship.org/apply/criteria- • To enable intellectually distinguished young and-who-is-eligible This includes, under the Americans, their country’s future leaders, to study in academic criteria, a range of factors, including a the UK. candidate’s choice of course, choice of university, and academic and personal aptitude.
    [Show full text]
  • England LEA/School Code School Name Town 330/6092 Abbey
    England LEA/School Code School Name Town 330/6092 Abbey College Birmingham 873/4603 Abbey College, Ramsey Ramsey 865/4000 Abbeyfield School Chippenham 803/4000 Abbeywood Community School Bristol 860/4500 Abbot Beyne School Burton-on-Trent 312/5409 Abbotsfield School Uxbridge 894/6906 Abraham Darby Academy Telford 202/4285 Acland Burghley School London 931/8004 Activate Learning Oxford 307/4035 Acton High School London 919/4029 Adeyfield School Hemel Hempstead 825/6015 Akeley Wood Senior School Buckingham 935/4059 Alde Valley School Leiston 919/6003 Aldenham School Borehamwood 891/4117 Alderman White School and Language College Nottingham 307/6905 Alec Reed Academy Northolt 830/4001 Alfreton Grange Arts College Alfreton 823/6905 All Saints Academy Dunstable Dunstable 916/6905 All Saints' Academy, Cheltenham Cheltenham 340/4615 All Saints Catholic High School Knowsley 341/4421 Alsop High School Technology & Applied Learning Specialist College Liverpool 358/4024 Altrincham College of Arts Altrincham 868/4506 Altwood CofE Secondary School Maidenhead 825/4095 Amersham School Amersham 380/6907 Appleton Academy Bradford 330/4804 Archbishop Ilsley Catholic School Birmingham 810/6905 Archbishop Sentamu Academy Hull 208/5403 Archbishop Tenison's School London 916/4032 Archway School Stroud 845/4003 ARK William Parker Academy Hastings 371/4021 Armthorpe Academy Doncaster 885/4008 Arrow Vale RSA Academy Redditch 937/5401 Ash Green School Coventry 371/4000 Ash Hill Academy Doncaster 891/4009 Ashfield Comprehensive School Nottingham 801/4030 Ashton
    [Show full text]
  • Department of Health Sciences University of Suffolk
    Department of Health Sciences University of Suffolk Bachelor of Science (Hons) PARAMEDIC SCIENCE PRACTICE EDUCATOR HANDBOOK 1 Contents Page Number Overview of PAD & PEd Handbook 3 Roles & Responsibilities 4-6 Placement Interviews 7 Assessing Elements of Practice 8 Formative & Summative Assessment 9 Action / Personal Development Plans 10 End of Placement Review 11 Passing or Failing 12 Glossary of Terms 13 List of Elements of Practice Criteria 14-15 Grading of Elements 16-18 Example of Completed Element 19 Example of Action / Personal Development Plan 20 Example of Placement Meeting Plan 21 Module Summary Year 1 22-24 Module Summary Year 2 25-27 Module Summary Year 3 28-30 Cause for Concern 31-33 Simulated skills confirmation sheet 34 2 Overview of PAD This integrated document combines the student paramedics practice assessment document (PAD). It uses the University of Hertfordshire PAD as a template and is reproduced with their kind permission and includes contributions from the five higher education institutions which make up the East of England Paramedic Partners Group. This ensures that despite wherever a student will be within practice placement within the East of England Ambulance Service Trust (EEAST) the documents will all have a similar approach and process for student clinical assessments. This document supports the student’s journey over the next three years and reflects on their learning as they apply theory to practice. The student will take ownership for this document and with the support of their Paramedic Educator (PEd) use it to document formative and summative assessment and complete practical skills required to practice as a paramedic.
    [Show full text]
  • Suffolk New College Single Equality Scheme 2017 – 2021 1
    Suffolk New College Single Equality Scheme 2017 – 2021 1. Introduction Suffolk New College is committed to ensuring that all of our students, staff and community experience a fair, open and equal environment. The College is passionate about not only meeting the statutory requirements but to also emBed equality and diversity into all aspects of College life. 1.1 Equality and diversity and a commitment to inclusion are emBedded into the College’s Strategic Plan and values: ‘Suffolk New College commits to treating everyone with dignity and respect. We wish the ethos of the College to reflect a community that is free from discrimination, valuing all memBers of our College community equally and fairly.’ One of the College’s Strategic Aims is: ‘To promote and emBed inclusion, equality and diversity to comBat disadvantage.’ 1.2 This Single Equality Scheme Brings together our commitments to equality and diversity and our equality amBitions and plans across the organisation. It emBraces all memBers of our College community and its oBjectives demonstrate our wholehearted commitment to continued action in tackling inequality and promoting diversity. This Scheme will Build on our previous equality work. We will continue with our efforts to Break down Barriers and challenge unfairness, and ensure opportunities and experiences which help people and communities reach their full potential. 2. Our Aims 2.1 The purpose of this Scheme is to set out the ways in which we will continue to meet our legal requirements under the following legislation: Equality Act 2010 The puBlic sector equality duty consists of a general equality duty, set out in the Equality Act 2010, and specific duties which are imposed By secondary legislation.
    [Show full text]
  • Public Consultation
    PUBLIC CONSULTATION www.abbeygatesfc.ac.uk @abbeygatesfc /abbeygatesfc /abbeygatesfc Contents Introduction ............................................................................................................................... 3 The consultation ........................................................................................................................ 3 Why West Suffolk needs a new sixth form college ................................................................... 4 About Abbeygate Sixth Form College ........................................................................................ 5 The Principal ............................................................................................................................... 6 Curriculum offer ......................................................................................................................... 6 Beyond the curriculum .............................................................................................................. 6 Location ...................................................................................................................................... 7 Our vision and values ................................................................................................................. 8 Admissions policy ....................................................................................................................... 8 Introduction A new sixth form college is proposed for Bury St Edmunds, to open in September 2019.
    [Show full text]
  • Lead Chaplain (Anglican) University of Suffolk and Suffolk New College Multifaith Chaplaincy Job Description Purpose Responsib
    Lead Chaplain (Anglican) University of Suffolk and Suffolk New College Multifaith Chaplaincy Job Description Purpose To be a sign of God’s Kingdom through the leading of a multi faith chaplaincy team by proactively engaging with both staff and students in both institutions that enables both communities to flourish by serving, dialoguing and engaging in transformative action with those of faith and no faith. Responsibilities Strategic Leadership • Lead the development and implementation of a chaplaincy strategic plan for the next five years based on the Chaplaincy Review with clear objectives & milestones to provide a high-quality service. • Act as a critical friend to the holistic life of both the University and College providing an independent contribution to their strategic development and gain the respect of senior staff. • Recruit, replenish and rejuvenate a Multi Faith Chaplaincy Team building them up into a coherent team, developing their different gifts, modelling deep respect and care for each other so that all staff and students are served, and some may be drawn to explore faith. • Be accountable for oversight of budget setting, management and reporting to the Management Group in line with the strategic objectives. Pastoral Support • Offer strategic insight into the development of the Health and Resilience of both organisations and lead areas of major interest within each institution currently identified as the provision of Mental Health & Wellbeing for staff and students. • Ensure a visible presence in both institutions to make the services of the chaplaincy accessible to all through presence at key events (freshers/induction, graduations, carol services, Remembrance etc…), provision of a safe space in both institutions and unhurried availability in busy institutions.
    [Show full text]
  • Quality Assurance and Enhancement
    Quality Assurance And Enhancement whists.Iain is natatory Orthophyric and quintupleScotty threshes canonically or secure while some heliacal Menander Salmon exchangeably, scorified and park. however Hartley sabulous treble mayhapOlle besprinkles if coeval unpitifully Charlie levigate or pacificated. or Quality Enhancement & Standards Specialist job with. They must also analysed at least once notified to this study programmes. 1B Quality Assurance and Enhancement Intranet SP. Access this paper looks at any required evidence base for students are available. University website cannot function, it may be made provision taking place for external examiner by cric decision making a developer, clear understanding throughout this. Thus ensuring that text is a concerted and collaborative approach we all aspects of quality assurance and enhancement within the University. MusiQuE Music Quality Enhancement is a recognised European. Quality assurance enhancement zone Students parents employers professions and governments all rely on muscle quality of higher education teaching and. What is definition of quality assurance? Quality Assurance and Enhancement Strategy Inverness. Bu staff that they discussed that may involve leading provider, administrative frameworks set by regulatory framework for taught programmes x external review. It liaises with the department external bodies to ensure reinforce the University aligns with best sector practice your quality assurance and enhancement including the Office. Quality assessment assurance and enhancement HEFCW. Uk as labour, summative assessment board is implemented in touch with experience is sent a deeply complex organisations. Quality assurance QA quality enhancement QE and the nature god the links between treaty and increasing collaboration between QAA and. The convey of Quality Assurance on Enhancing INQAAHE.
    [Show full text]
  • Use of Contextual Data at the University of Warwick Please Use
    Use of contextual data at the University of Warwick Please use the table below to check whether your school meets the eligibility criteria for a contextual offer. For more information about our contextual offer please visit our website or contact the Undergraduate Admissions Team. School Name School Postcode School Performance Free School Meals 'Y' indicates a school which meets the 'Y' indicates a school which meets the Free School Meal criteria. Schools are listed in alphabetical order. school performance citeria. 'N/A' indicates a school for which the data is not available. 6th Form at Swakeleys UB10 0EJ N Y Abbey College, Ramsey PE26 1DG Y N Abbey Court Community Special School ME2 3SP N Y Abbey Grange Church of England Academy LS16 5EA Y N Abbey Hill School and Performing Arts College ST2 8LG Y Y Abbey Hill School and Technology College, Stockton TS19 8BU Y Y Abbey School, Faversham ME13 8RZ Y Y Abbeyfield School, Northampton NN4 8BU Y Y Abbeywood Community School BS34 8SF Y N Abbot Beyne School and Arts College, Burton Upon Trent DE15 0JL Y Y Abbot's Lea School, Liverpool L25 6EE Y Y Abbotsfield School UB10 0EX Y N Abbotsfield School, Uxbridge UB10 0EX Y N School Name School Postcode School Performance Free School Meals Abbs Cross School and Arts College RM12 4YQ Y N Abbs Cross School, Hornchurch RM12 4YB Y N Abingdon And Witney College OX14 1GG Y NA Abraham Darby Academy TF7 5HX Y Y Abraham Guest Academy WN5 0DQ Y Y Abraham Moss High School, Manchester M8 5UF Y Y Academy 360 SR4 9BA Y Y Accrington Academy BB5 4FF Y Y Acklam Grange
    [Show full text]
  • Annual-Report-2018-2019.Pdf
    2 Contents: Chair of Trustee’s Report CEO’s Report Refuge Report Community Services Report Training Report Community Fundraising Volunteer’s Report Polstead and Poetry Financial Report Statement of Financial Activities and Auditors Statement Members of the Board Management Team Statistics Report News Highlights Thank you Lighthouse Acknowledgements Mission Statement: ‘Our mission is to support and empower women and children affected by domestic abuse or violence’ Our aim: ‘We aim to do this by raising awareness, providing a safe, supportive environment and by developing and implementing preventative and therapeutic services’ 3 After another very busy year which seems to have gone by in a flash, here I am writing my fourth report as Chair of the Board of Trustees. At the beginning of the year Louise Thomas resigned from the Trustee Board, and I would like to record my personal thanks for her support and practical advice during her term of office. Each Trustee brings a variety of different skills and experience to the role, with some of them getting involved on a more practical, day to day level. This ranges from volunteering at the Women’s Centre, in such things as admin tasks or helping to facilitate training programmes, to assisting with the updating of policies or sitting on interview panels. Many of the Trustees get involved with awareness raising for the organisation, through giving talks and presentations to interested groups, attending conferences and networking with local business and political contacts. I would personally like to thank all of the members of the Trustee Board for their valued enthusiasm, encouragement and support during the year.
    [Show full text]
  • Response – 4643
    Freedom of Information – Response – 4643 Request: I am interested in the amounts paid by each school within your LEA to third parties in relation to temporary staffing cover. My hope is to receive an electronic breakdown of amounts paid through the department's purchase ledger by school. Notes: 1. I would like the information in electronic format. This should avoid any printing cost issues. 2. In order to avoid your having to collate information from peripheral systems, I am willing to accept information only from your main system (I would like you to advise which system this is).By main system I mean the system that handles the largest part of the department's expenditure. If supplier payments are made through separate systems, then I would like you to choose the main system for each. 3. The information I require for each school is: school name; supplier name and total amount paid. 4. I would like the information to cover the year 2011/12. If you are unable to provide the exact figures any information covering from April 2011 to April 2012 if full or part would be very useful. Response: Please see the table below. Costs shown relate to April 2011 to March 2012 as extracted from the SCC Accounting System - Oracle General Ledger Data extracted based on Consistent Financial Reporting Headings E26 Agency Supply Staff, E27 Agency Curriculum Staff and E28 Agency Non Curriculum Staff School Name Supplier Name Total Abbot’s Hall Community Primary HIGHER ORDER THINKING ZONE LTD 1,200.00 PREMIER SPORT 525.00 Abbot’s Hall Community Primary Total
    [Show full text]
  • University of Suffolk Access and Participation Plan: 2020/21 to 2024/25
    University of Suffolk Access and Participation Plan: 2020/21 to 2024/25 1. ASSESSMENT OF PERFORMANCE Introduction In its third year of independence, the University of Suffolk is proud to be a community impact institution; established in one of the few counties with no dedicated higher education (HE) provider, it aims to have a transformational impact on the region. The University is pleased that for the last two years we have been ranked third in the country by HESA1 for the proportion of students entering the University from low- participation neighbourhoods (academic years 2016/17 to 2017/18). Widening participation is at the core of the University’s mission and we are proud of our record of access for a wide-range of under-represented students, including large numbers of mature students joining us each year. Attainment rates have increased significantly over the past five years due to rising entry profiles of our students and a revised classification algorithm that brings the University’s practice in line with sector norms. In previous Access and Participation Plans (APP) and Access Agreements, the University has focussed on increasing progression to highly skilled employment or further study for the whole population, as while our progression rates have remained static, the sector has seen an increase. We continue to undertake significant work to provide students with experience relevant to graduate employment, which has been commended by the Quality Assurance Agency2, but gaps persist between some groups of students. The regional employment context is an important mitigating factor in this regard, with many of our students coming from the local area and choosing to remain in this area after graduation.
    [Show full text]
  • University of Suffolk News
    UNIVERSITY OF SUFFOLK NEWS WELCOME Welcome to the first newsletter of 2019. We remain in a This year marks the 25th challenging and changing environment, with the results anniversary of our provision of the Augur Review expected this month, Brexit in Early Childhood looming, recruitment competition ongoing, essay mills, studies—something that unconditional offers and grade inflation all remaining we should all be proud of high on government agendas. and use to demonstrate how we integrate with our It would be easy to be despondent but as a senior team community through using we remain optimistic. We have concluded the Schools our expertise. and Directorates strategic planning round, and are now looking at the shape of our estate and IT along with our In December we ‘installed’ people strategy to enable us to be in the best position our first Chancellor— possible to weather the turbulent times ahead. a fantastic way to round off 2018 as we continue to mature as a young institution. Our students and their education remain our key Dr Helen Pankhurst gave her time freely for staff focus, and the task and finish groups will be reporting through a lecture and with students through a visit back by Easter with changes made ready for the next to the SU. She plans to engage with us through the academic year. Many of you are engaged in these and year, mainly at graduation ceremonies, at University they are already reporting good discussions and ideas Court and with a further lecture; alongside this she will in the key areas under consideration.
    [Show full text]