MISSION AND HISTORY Mission The College’s mission is to enable all its students to achieve their greatest potential, inspiring them to wisdom, compassion and leadership in service to others. We aim to do this in a community defined by Catholic values which has the person and teaching of Christ at its centre. If we are successful in this then we will be equipping you with the skills, knowledge and confidence to make a positive contribution to the communities in which you will live and work. Unpacking the mission . . . . . . Ensuring that you can “achieve your greatest potential” means more than just getting the best qualifications and grades that you can, important though that is. It also means leaving us with the confidence and purpose to go on and make important contributions to your communities and beyond in your public and professional life. The corridors of the College (and its website) are full of images of old St Charles students who are now acting with wisdom and leadership and service to others in the jobs they do and in the careers that they are pursuing. We want all our students to understand that the ultimate purpose of their education is to transform themselves and their communities for the better. Doing this “in a community…which has the person and teaching of Christ at its centre” is more than just a grand statement. The very strong pastoral support systems in the College are based on the principle that we want to get to know your names, your stories and your aspirations as quickly as possible so that you feel known and supported in your learning, however long you may be here. The commitment to extensive activities beyond the classroom is based on a wish to create a sense of community and belonging beyond the register and the entry form. Any community that is Christian in its identity should be marked by relationships based on respect, kindness and humour. We use our assemblies and tutor sessions to remind people of these values. The work of the chaplaincy, the RE programme, and the range of community service and charitable activities that mark life at St Charles show how these values can be lived out in a practical way. If that is what Catholic education is, then we don’t believe that it should be limited just to those of a Catholic background and the College welcomes students of many faiths, and none, who want to experience a moral and spiritual element to their education. History The College opened in September 1990, and was created as a result of a reorganisation of post 16 education in this part of Westminster Diocese. The reorganisation was initiated by Cardinal Hume and the College was essentially his idea. It was originally built for 750 students, but we have worked with over 1100 young people each year since 2008. We have added to the main teaching block towards the back of the site over the last ten years to extend teaching and social space and to accommodate specialist performing arts and photography provision. In the last four years we have built a new sports and IT building and added new student service centres at the entry to the College. A great deal of care has been taken in maintaining our buildings so that the environment you work in dignifies your learning and your growth. The College quickly built a reputation for its inclusive approach to education, for the quality of its results and for its ability to “add value” to students’ achievements irrespective of what their starting grades might be. It was the first of four sixth form colleges across the country to be identified as a Beacon college in 1999 and its work has been of that quality since. It has always stood up well to OFSTED inspections. It was last inspected in 2007 and we elaborate on what the inspectors said then below. OFSTED inspection : 2007 The inspectors awarded the following grades to St Charles Catholic Sixth Form College: Overall effectiveness of provision Quality of Provision Leadership and management Achievement and standards Capacity to improve Equality of opportunity Outstanding : grade 1 Outstanding : grade 1 Outstanding : grade 1 Good : grade 2 Outstanding : grade 1 Outstanding : grade 1 According to the OFSTED inspectors our key strengths were : • Good teaching that very effectively takes into account students’ diverse backgrounds • High pass and retention rates on most courses • Higher grades on advanced level courses than would be expected given students’ prior attainment • A good range of academic and vocational provision • Excellent pastoral support • An exceptionally inclusive environment that successfully encourages students to have high aspirations • A vibrant Catholic ethos, with a tangible sense of community • Outstanding leadership, management and governance • Rigorous quality assurance to maintain high standards Other important judgements made about the College included the following: • • • • • • • “Attendance and retention are both good. Students take pride in their work and in lessons they make effective and fluent contributions. In keeping with the Catholic ethos, students are polite and well behaved. The religious education programme successfully contributed to students’ spiritual, moral, social and cultural development, providing them with opportunities to explore issues relating to their faith.” “Teachers encourage high aspirations and students are strongly motivated to achieve. Lessons are well structured with a clear emphasis on ensuring that all students make progress.” “Assessment is thorough. In lessons, teachers check understanding regularly. Students’ work is marked promptly and their progress is carefully monitored.” “Enrichment opportunities for learners are outstanding and take-up is very good.” “Whatever their background or religion, students feel safe and very much part of a close and supportive community.” “The College has developed a broad range of activities that respond to local circumstances and enhance students’ sense of responsibility and commitment to the wider community. These include work with charities and disadvantaged groups.” “Students are extremely well cared for and supported.” The full report can be read on the OFSTED web-site at www.ofsted.gov.uk in the colleges’ section. ADMISSIONS PROCESS Principles St Charles College welcomes students of all religious backgrounds, or none, who wish to pursue their studies in a Christian environment. All students are invited to make a statement about why they wish to study at a Catholic college on their paper or online application form. We do not use this statement to determine the offer of a place, but it allows you to reflect upon and engage with the religious identity of the College. All applicants who submit their application to the College by the 31st March 2015 will receive an invitation to interview. The entry requirements for the different programme levels are made clear in the section on “Range of Courses” in this pack. The entry criteria for individual courses are available on request from the College, at the point of interview and on the College website. These entry requirements are the same for all applicants. The College has an inclusive admissions policy and all applicants who successfully complete the application process, irrespective of academic ability or prior achievement, can expect to receive an offer from the College. The College has an inclusive curriculum offer which is designed to cater for the needs of all students at its partner schools and beyond. Order of Priority for Admissions: 1. Applicants with Specific Physical or Learning Needs The governors will give priority of consideration to applications from students with specific physical or learning needs. An open choice of course will be made at enrolment provided the required entry qualifications for specific courses have been met. 2. Applicants from Catholic Partner Schools The College has a partnership with three secondary Catholic schools: Saint Thomas More School in Kensington; the Sion-Manning School in Kensington; Newman Catholic College in Brent. Year 11 applicants will receive application forms in their schools in October. On application to the College we will ensure the offer of a place to the pupils of these schools, provided satisfactory references are provided. The required entry criteria for courses will still operate in all cases. 3. Applicants from outside the Partner School group Such applicants, if made an offer following an interview at the College and the submission of a satisfactory reference, will receive a conditional offer. If the student accepts this offer then the place is guaranteed for September. If, however, the student does not meet the entry criteria for their preferred courses then an alternative programme will be negotiated at enrolment. Applications must be received by the 31st March 2015. Unsuccessful Applicants The College reserves the right to refuse the offer of a place at the College if: a) b) c) the reference from the student’s current place of study is unsatisfactory the student’s course or career preferences( as discussed at interview) cannot be accommodated by the College the application is received after the 31st March and/or the College has no availability (such applications may be placed on the waiting list) Admissions Procedure Application forms and reference request sheets made available (with prospectus) from date of Open Evening – both in paper and electronic form Application forms completed and returned; these forms can also be completed and returned online at www.stcharles.ac.uk - partner school pupils should submit their application to their Head of Year Student passes reference request sheet (and addressed envelope) to Head of Year for completion and despatch to the College Application acknowledged by College Invitation to interview issued by post and email Outcome of interview communicated by post and email Request to applicant to accept/decline offer and email Enrolment information issued to those accepting offers in summer term prior to entry RANGE OF COURSES Students’ programmes of study are organised around three levels. Access to each level is determined by your GCSE results, as we show below. It is our strong hope, of course, that students who join us at Foundation or Intermediate level will make progress in their learning and move through the levels with us. Qualification Level Programme Options Entry requirements Advanced Intermediate Foundation Vocational qualifications taken at school are given weight by admissions staff when considering applications to BTEC courses at the college, but they cannot be given an exact equivalence to GCSEs for A level progression because they are not always appropriate preparation for A level study. The specific range of courses within each level is described overleaf. One significant advantage of post-16 colleges over school sixth form provision is the timetabling flexibility that allows almost any combination of courses. For instance, any combination of four A levels can be assured. We also encourage BTEC students, to add to their vocational courses with extra GCSE or A level choices. Although this list of courses was correct at the time of printing, if adjustments are made later in the academic year then applicants will be informed of such changes during their interview, or in the course information sent out with offers of a place. Updates will also be made to the college website. Individual detailed descriptions of each course are available on the website at www.stcharles.ac.uk. A levels All the courses below will be two year ‘new’ A level courses that are examined at the end of the two year programme. Current advice indicates that they do not include an interim AS qualification at the end of year 12. If you choose one of these courses you should assume, therefore, that you are effectively making a two year commitment. They can be combined with BTEC options: Art Biology Business Studies Chemistry Economics English Literature English Language/Literature History Physics Psychology Sociology The A level courses in the next section below can also form part of your A level programme, but they are available as AS qualifications (achieved within one year at the end of year 12), which can then be converted into a full A level qualification if you carry on into the A2 element in year 13. These courses still carry the possibility of ‘cashing in’ a single AS qualification at the end of the first year, before picking up something else in the second year. These too can be combined with BTEC options: Drama & Theatre Studies Film Studies French Geography Italian Mathematics Media Studies Music Technology Performing Arts Philosophy and Ethics Photography Physical Education Politics Portuguese Spanish Textiles Advanced Diploma All the options listed below are available as two year courses equivalent to two or three A levels. BTEC courses are just as hard as A levels, but put more emphasis on continuous assessment of assignments, rather than final exams, in determining the final grade, and their content more closely relates to the world of work. These courses can be combined with A level options, and we positively encourage students to supplement BTEC programmes with A level studies: Art and Design BTEC Diploma Business Studies BTEC Diploma (or Extended Diploma) Health and Social Care BTEC Diploma Information Technology BTEC Diploma Sport BTEC Extended Diploma Travel and Tourism BTEC Diploma Performing Arts BTEC Diploma (under consideration) Science BTEC Diploma (under consideration) Extended Project We encourage all our advanced level students to engage with the Extended Project. This opportunity to prepare and present an independently researched piece of work is equivalent to an AS qualification, and becomes available towards the end of year 12. The qualification is highly valued by universities that see it as an effective preparation to undergraduate study. More details on the programme are available on our website. Intermediate and Foundation level The courses listed below all run as one year courses at the first point of enrolment, but are aimed to work as a base for progression to advanced study beyond that. The large majority of our students will stay in the college to progress to further study by achieving merits or distinctions, or improving on their GCSE grades, in their one year courses. Students without C grades in Maths or English must enrol on GCSE retake or functional skills courses to reach that standard. BTEC First Diplomas Art and Design Business Studies Health and Social Care Information Technology Travel and Tourism Sport GCSE Biology Business Studies English Information Technology Italian Mathematics Media Studies Physical Education Sociology Foundation programme The options listed below are combined with support programmes in core functional skills and personal and social development to help students establish a base from which they can progress to intermediate learning the following year. Business Studies Information Technology STUDENTS ACHIEVEMENTS The tables below show the results achieved by our students in A level and BTEC in 2014: A Levels # # % # !& # # # # # ## # " +* +1 -0 ,+ ., 1* *2 *, */ . 0 +1 ,. *0 , ./ ., *) *. *1 +* *, ** ,) -+ 2+* **+ # 1 * , * * * . * * * - ** / 2 . 2 *) + + * 1 2 * 2 *1 * * . * + * 2 + * * , $ * , . *+ +/ 1 / * " 0 1 *+ ** ** +* *+ 1 0 + . *) 0 , + **0 * , ** 2 , , 2 *+ ,) . . , + 2 *0 *) +* ,0 . * , * * *. / 2 ** . 1 , , , , . 2 *, + / ! / , / *, ' * , + + , * * + 1 / + , * , 1 * - * 0 ** + , + $ + " 90.5% 50.0% 44.7% 53.1% 45.3% 38.3% 73.7% 92.3% 62.5% 80.0% 71.4% 82.1% 48.6% 23.5% 100.0% 55.4% 67.9% 20.0% 26.7% 83.3% 85.7% 38.5% 72.7% 50.0% 69.0% 72.3% 71.4% 85.7% 33.3% 58.9% ' 100.0% 96.4% 93.6% 93.8% 96.2% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 97.1% 82.4% 100.0% 85.7% 100.0% 90.0% 100.0% 100.0% 100.0% 92.3% 100.0% 90.0% 100.0% 97.9% 100.0% 100.0% 100.0% 96.7% BTEC Level 1 * + BTEC Level 2 $( $% #' #$ $# #% & + $ $ ' ( # ## ' $ # * % #" & * * ' & $ # ' % # % BTEC Level 3 Diploma ! $ # # " ! BTEC Level 3 Extended Diploma " 33 7 3 2 6 5 3 4 2 1 STUDENT SUPPORT AND TRACKING It is sometimes thought that if a young person moves on to College they move into an environment where there is less monitoring and support than in school; the students are left, it is claimed, to manage themselves. This is not true of St Charles College. Our young people need support and challenge to cope with the demands of post 16 learning. The College has a comprehensive network of support available to students as they progress through their learning programmes and this is described below. Group Tutor All students are attached to a Tutor Group. They meet with their Tutor every day, and this member of staff takes responsibility to monitor a students’ overall progress through the College, and to encourage them to take maximum advantage of all we can offer. They would normally be the first point of contact for parents/carers should there be any issues to address. Pastoral Manager There are five Pastoral Managers, each managing a team of 10/11 Group Tutors. They deal with managing changes to students’ programmes, and support students who need intervention to get back on task with their studies, as well as act as problem solvers for any other barriers to students’ progress and eventual achievement. Their role is comparable to that of Head of Year in a school. They also work closely with parents when necessary. Senior Pastoral Manager The senior pastoral manager oversees all the student support services, and is responsible for their co-ordination and development. She can also be contacted by parents if required. Student adviser Our full-time student adviser concentrates on the distinct needs of students who may be living independently, act as carers, or face unusually challenging external circumstances that require careful management to ensure that their learning progresses normally. The student adviser takes responsibility for making referrals to external agencies or counsellors that come into the College when it is necessary. Careers Adviser The careers adviser oversees all the College systems and events relating to university and job progression, as well as working to support individual students with customised advice and guidance appropriate to their plans and aspirations. Her work is supported by external contracts with advisers from the local authority’s careers team, who often concentrate on the particular needs of students following one year vocational programmes. Chaplain Our full-time chaplain provides a source of personal support for individual students, and is available on a drop-in basis, as well as organising group activities that meet students’ spiritual needs through the liturgies, retreats, and sacramental programmes. Bursary support There is a designated member of the administrative team who can help students with the application process and resolve any issues with attendance records or payments. External agencies All these staff can refer students to a range of external specialist support services when that is needed, and we have built up specific links with externally trained counsellors that can provide on-site counselling support for students facing acute personal and emotional challenges. Engagement with parents/carers We know that a supportive home background is crucial to success in learning. We invite all new parents to a social reception in late September. There are two sets of parent consultation evenings each year, where formal reports on students are available. The pastoral support system is strongly focused on early contact home whenever there are signs that students need extra support or challenge. Tracking Students Although the college environment is one in which students are given more freedom in the management of their time, their study load, and planning for their next step, St Charles is an institution where student attendance and progress is monitored and supported very closely. This takes place in the following ways: • • • • • • • • Attendance at lessons is recorded electronically, together with any time lost through lack of punctuality. These attendance records can be accessed at any time through the College’s information systems, and the student can track their own live attendance and learning records both inside and outside College. Students’ Group Tutors receive weekly attendance reports and follow up any issues with students in the daily tutorial sessions. Students in receipt of bursaries have to reach attendance rates of 95% each week. For all courses students are given a target grade, based on an assessment of their prior achievement, and subject teachers make regular assessments of their current level of attainment against that grade. These assessments are entered in an electronic students’ record, are used in the two sets of reports that we send to students’ families through the year, and can be viewed by students through their Profile page at any time. Within this system students negotiate and define their own learning targets which are reviewed formally at three points through the year, to accelerate their progress and develop their capacity for independent learning. All teachers can write referral reports on their students at any time, both to applaud and challenge students’ progress, and these are picked up and responded to by Group Tutors and senior staff as appropriate. These are part of a students’ record at the College and, again, can be accessed and read by them on their Profile page. Pastoral Managers make regular checks on students’ attendance rates and progress, and respond to Group Tutor information, in order to intervene to challenge or support students when necessary. These interventions might subsequently involve contact with parents or referral to other sources of support and are always recorded as part of a students’ pastoral record. The College reserves the right to place students on probationary enrolment or short-term performance contracts whenever attendance or work submission has become very weak. These systems are run by senior staff, and students’ families are kept closely informed of these arrangements LEARNING SUPPORT FOR STUDENTS The College makes special provision for students with distinct learning or physical needs in an outstanding learning support department. Five specialist teachers work in our Learning Support Centre. They have considerable expertise in helping students who have specific challenges with their learning; these include: • • • • • Those with a specific learning difficulty/disability such as dyslexia Learners with English as an Additional Language (EAL) needs Those who may have had an interrupted education Learners with low literacy / numeracy skills Students who feel they may benefit from coursework planning, organisation as well as revision and exam techniques The Learning Support Centre is equipped with multi-media software and laptops for individual student use. The Centre provides targeted, specialised support for up to 100 students per academic year. Students supported are drawn from across the learning programmes at the College; from those on a Level 1 Vocational Studies course to those studying 4 A levels. These students are seen by a qualified teacher on an individual, pair or small group basis generally once a week. Lessons are always timetabled in learners’ free periods; taking place in the Learning Support Department. We aim to see learners who may benefit from specific support when they first come to college for their interview. At enrolment, all students who may need Learning Support will have a conversation with a member of the Learning Support team so that individual needs can be met as soon as possible In addition, students who may not have specific learning needs but need help with particular skills or work assignments can drop in without prior arrangement. The department has a very strong record of supporting students to the successful completion of their mainstream programmes. The main teaching buildings and student facilities have access arrangements for those with mobility problems. The College welcomes students with physical disabilities, and has experience of supporting students with acute needs form cerebral palsy to muscular dystrophy. All subject areas can provide workshop and additional subject specific support for students who need some extra help outside their mainstream lessons. There is a short film on our website, under the Teaching and Learning section, about the work of the learning support department, which you might find helpful. LEARNING BEYOND THE CLASSROOM At St Charles College the classroom is not the only place you can gain experiences, skills and knowledge that can contribute to your learning and your personal growth. We can offer you a range of opportunities through our enrichment programme, in the creative arts and business, in the community, and in the workplace for you to both enjoy and challenge yourself. This, for instance, is what students were involved with last year: Creative Arts • • • • • • We produced and performed our twenty first Christmas Musical - it was a cabaret showcase of songs from the great American Musical tradition, involving over 40 students either in performance or backstage production The College’s award winning dance group completed performances at the Brixton Academy and Cadogan Hall as part of the National Dance Challenge Art students attended galleries and exhibitions at over 12 different venues across the capital A programme of workshops was set up for our Art students run by working professional artists and designers in graphics, animation, photography, fine art, jewellery and textiles Theatre Studies students benefited from workshops run by professional dancers involved in west end shows, and a number of subsidised theatre trips We organised a New York trip for 35 students from the social sciences department Community engagement • • • • • We involved over 30 students in community leadership as part of the College’s membership of London Citizens, a nationally recognised campaigning organisation. Following their leadership training the students: o Filmed and edited a campaign film aimed at raising awareness of the need for the living wage to be paid across the capital o Established a City Safe Haven in the Ladbroke Grove area building a network of local shops and businesses committed to safer streets and communities for our young people o Negotiated extra work placements for young people at the BBC and the IPPR think tank. We sent students to work in soup kitchens and in children’s support centres as part of our commitment to community service The College continued its innovative partnership with Age UK with 35 students running computer classes for local senior citizens A group of students ran a charity shop on The Kings Road to raise money for the YMCA Trained students committed to the “Get Right” social improvement group worked in local primary schools to raise awareness of health issues with our younger learners Chaplaincy outreach • • • • Over 25 students committed to college weekend retreats at Kintbury Spiritual Centre Four students completed their confirmation programme with us Twenty students worked for a week supporting the sick and disabled on the Westminster Diocesan pilgrimage in Lourdes The College raised over £3,500 for 10 different charities through student led initiatives throughout the year – 50 Christmas hampers were distributed through our neighbours at the Catholic Childrens’ Society Enterprise and work placements • • • • • • • • • • • • • • The College entered an award winning team in the national Young Enterprise competition; their product, a motivational film to inspire young people into the work place, generated much business from the youth services sector Sports students benefited from two week work placements at Fitness First, Virgin Active and a full range of school and college sports departments Business students benefited from two week work placements at over sixty businesses in a range of retail outlets, solicitors, voluntary sector organisations and media agencies Health and Social Care students benefited from three week placements at over forty different health and social care settings across London, ranging across nurseries, residential care homes, reception and primary classes, specialist disability units, palliative care units, and GP surgeries We ran one day master-classes on access to the legal profession from leading professionals at Baker-McKenzie, on access to investment banking from Barclays Investment Bank, and on access to accountancy from KPMG Aspirant lawyers accessed work placements at Baker McKenzie, Bristows and Irwin Mitchell - all top city law firms Travel and Tourism students took part in our partnership programme with Virgin Atlantic which involves them in two day training in fully simulated customer service and cabin crew work at their professional training centre We organised Media and film master-classes, through Film Education, exclusive to St Charles students with Tom Hooper (director of “The Kings Speech” and “The Damned United”) and Stephen Wooley (writer and director of “Made in Dagenham”) Noel Clarke (Director “Kidulthood”) visited the College and ran a workshop on accessing the film industry for all media students Media students worked on film and photography projects through the Adobe Youth Voices project culminating in an exhibition on the South Bank at the National Film Theatre and a trip for three students to complete a media project in California We took Business Studies students on a one day workshop at the Google headquarters “City Walk” incorporating Q+A sessions with their recent graduate entrants and presentations on their latest projects We took aspiring lawyers on a “City walk” incorporating talks and presentations at the Old Bailey law courts and city law firms Those interested in Medicine or Physiotherapy gained work placements through our partnership with the Imperial Health Care Trust and Imperial College medical school Students accessed summer work placements at the BBC and Sky. SPORTING LIFE The College is proud both of its sporting tradition and the range of options that it can offer to male and female students, in competitive sports and recreational activities. We benefit from a very stylish sports hall that can accommodate a range of sports and an industry standard fitness suite, free for all students to use. The list of activities and achievements that were secured in the last academic year give you a flavour of what we can offer….and we are always adding other options! • The first XI football team won the FE Colleges Cup, and were runners up in the FE Colleges league. • The men’s basketball team were winners (for the fouth year running) of the London Pioneers League and finished the season with a very strong win record • The second XI football team were runners up in their FE Colleges’ league • The women’s 5-a-side football team won their college tournament at Brunel University and took part in competitive 11-a –side fixtures • The men’s rugby league team competed successfully in the “Emerging colleges” League • The girls basketball team benefited from the support of an external coach with regular training sessions running throughout the season; they finished runners up in the inaugural London 3v3 women’s basketball tournament held at St Charles • Girls netball training also ran on a regular basis with competitive fixtures held towards the end of the season • Lunchtime and after college clubs were run in boxing, trampolining, rock climbing, table tennis, badminton and Zumba • Fifteen students successfully completed the CYQ gym instructor programme • Over 200 students benefited from open access to our industry standard fitness suite with a range of 30 training machines available; full-time professional supervision is available to customise personal training programmes. This year we are offering women’s only sessions with a specialist instructor available. UNIVERSITY DESTINATIONS AND PROGRESSION Students and staff at St Charles College are proud of their collective achievement in securing so many university places each year; many will be of the first generation in their family to do so. To progress to any university is a fine achievement and opens doors to a professional career in so many occupations. We have bolded those of our students who have secured places at a top 40 university institution, according to the Complete University Guide; this includes Russell Group universities widely regarded as the most prestigious in the UK. We should point out, however, that this group excludes some very fine institutions and that many of our leavers would have consciously selected degree courses and universities more appropriate to their career aspirations. Mustapha Tobi Abdullah Bevelyn Rhea Rianne Esther Adejuwon Hannah Annabelle Katrina Oladele Fjolla Nancy Bola Taiwo Abimbola Samson Zahra Laura Jahdene Hussein Zaynab Rhianna Atsu Tayo Michael Doreen Desiree Mohamed Michael Deborah Oluwapolola Diana Sobhan Tasbia Zhane Josephine Kandase Yasmin Pallavee Bashair Sarah Diana Nadeem Ahmed Hilary Karim Abari-Jiomoh Abdulai Abdullah Acheampong Adams Adams Adelaja Adeleye Adelowo Adjei-Tamakloe Aguilan Agunpopo Ahmeti Ahoua Akanni Akin-Oke Akindele Akinwale Al-Talib Alban Rodriguez Alexander - Stewart Ali Ali Allen Alleyne-Weir Alleyne-Weir Allison Angoua Antwi Anwar Appiah-Anderson Araromi Arowosola Asante Asharizade Ashraf Atherly Atie Augustin Augustin Aunuppan Awad Awad Ayala Babul Badr-Allam Baffoe Bahafzallah Northampton University Roehampton University King’s College London University Of Kent Bedford College Middlesex University Ravensbourne College of Art University Of Essex Keele University City Of Bristol College Middlesex University Northampton University University Of Winchester Northampton University Medway School Of Pharmacy Kingston University University Of Portsmouth University Of Hertfordshire University Of Hertfordshire University Of Kent De Montford University Coventry University Coventry University Middlesex University Kingston University Kingston University University Of The Arts, London Coventry University Northampton University Brunel University Coventry University University Of Salford Roehampton University Bedford College Brighton University University Of Westminster, London University For The Creative Arts, London Coventry University Leeds Metropolitan University Coventry University University Of East London Ravensbourne College of Art Coventry University University Of Swansea Westminster University Brighton University University Of Essex Westminster University Computing Business Management Geography Criminology and Sociology Law Business Management Foundation Art and Design Computer Science Adult Nursing Adult Nursing International Tourism Management Biology Business Management Marketing/Advertising Pharmacology and Physiology Criminology and Sociology Pharmacy Audio Recording & Production Interior Architecture and Design Psychology Business Management Architecture Media and Communications Sociology Psychology and Sociology Biochemistry Fashion Buying and Merchandising Law Accounting and Finance Business and Management Engineering Psychology Criminology Health and Social Care Environmental Sciences Psychology Fashion Management & Marketing Financial Economics Film making International Business Management Sociology Foundation Art and Design Biomedical Science Psychology International Business Business Management with Marketing Psychology Animation Anas Lovienna Daniil Zahra Varielle Rukyaat Abdelmalek Hamza Omar Amani Brandon Alison Melissa Marion Spaikas Ashley-Anne Anthony Franco Martynas Dwaine Anne-Marie Nkatya Chantelle Munotida Beola Chickona Olivia Patricia Shanice Jodi-Ann Amando Mychaell Zhaklina Ramarni Shenola Shannon Olasubomi Abigail Michael Jefferson Julian Patricia Crystabell Kelvin Linda Ahmad Huda La-Toya Imeldah Shega Kome Tracy Marina Luciana Zaccarie Daisy Shiloh Safia Martha Chante Shannon Chloe Christian-Ray Sophia Kevin Sahr Megan Elizabeth Sven Joanna Bonnie Tennelle Klaudia Nazerine Nia’May Ali Safia Banna Mahdi Asha Inas Negin Katherine Dayana Emily Roxanne Zafirah Kelsie Toheeb Bahij Bailey Balabanov Baqer Bayanay Bello Benbouteldja Benelbaida Benhacene Benjamin-Caprice Benoit - Joyce Bernard Boadu Boakye Borisovas Brown Byrne Calabro Cerniauskas Chatterton Cheung Chibuye Chikopa Chinyanga Coker Coleman Collins Correia Cresham Crossfield Da Costa Da Silva Dana Daniel Darbeau - Montague Darby Dauda Davies Dawodu De Vera Debrah Dias Ferreira Djagbo Dore Duru El Hatch Elbashir Ellington Eloni Emini Emu Facouri Fansi Farodoye Filani Fleary Flowers Foyoh Frazer-Dimmock Gallagher Gammalliere Garcia Gatinao Gatdula Gbamoi George Gilmartin Gomes Goncalves Gordon Goulbourne Grabowska Graham Green Haidar Haleem Hannes Hasan Hashi Hassoun-Soussi Hemami Hernandez Valencia Hidalgo Higgins Houston-Korsah Hussain Hutchinson Ibraheem Kingston University Brunel University Queen Mary College, London Middlesex University King’s College London University Of Wolverhampton Brunel University Media Technology Psychology Mathematics Primary Education Nursing Studies HND Biomedical Science Law Ravensbourne College of Art Foundation Art and Design London Metropolitan University Coventry University Brighton University Brighton University Aston University University Of Leeds University Of Greenwich University Of Essex Bedford College University Of Westminster University For The Creative Arts, London Northampton University University Of Bristol London Southbank University Northampton University Middlesex University University Of Central Lancashire London Metropolitan University University of West of England Brunel University University Of The Arts, London University Of Portsmouth St Mary’s University University Of Portsmouth Westminster University University Of The Arts, London University Of Westminster University Of Portsmouth Brunel University Coventry University Bedford College Ravensbourne College Of Art St Mary’s University University Of Westminster Nottingham Trent University Canterbury Christchurch University Coventry University Kingston University University Of Hertfordshire Queen Mary College, London University Central St Martins Kingston University Loughborough University University Of Westminster Northampton University Northampton University Business Management and Marketing Accounting Technician Media Studies Nursing Business and International Relations Chemical Engineering Garden Design Biomedical Science Advertising and Marketing Music Technology Specialist Film Production Computing Pharmacology Law Law and Business Theatre Arts Acting Early Childhood Studies Illustration History Fashion 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