Applying for Higher
Education
A Guide for King’s School Parents
Entry 2016/17
1
A Guide to Higher Education for King’s School Parents
Contents
Pages
3-4
4-5
5-6
7-8
8
9-10
10
11-12
13-16
16
17
18-34
35
36-38
Support at King’s for Students and Parents
Choosing Higher Education and the Right Courses
Where to Study
Entry Requirements
University Admission Tests
Completing the UCAS form (and UCAS points tariff)
What Happens After Applying
When Results are Published
Money Matters
Student Life
Useful Websites
A Guide to Writing a Personal Statement with example statements
Open Days Information
Gap Years
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A Guide to Higher Education for King’s School Parents
Most pupils at King’s go on to study a course in Higher Education.
Of the 126 students who left U6 in 2014:
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97 applied during their U6th year (of which 9 applied as deferred entry); 6 had no place
(including 3 who got no offers from medical applications)
22 applied during this year – post A levels; including reapplications (all have offers: most
unconditional; some conditional on retakes)
31 took gap year
7 gone into employment/ non-HE training
1 taken up university place abroad
The support provided at King’s for choosing a course in Higher Education
A considerable amount of time in the L6th is concerned with Higher Education issues:
Key Skills introductory session introduces the Careers Room, UCAS and resources.
The optional Centigrade programme has identified strengths, weaknesses and key areas and courses
which students might wish to investigate further.
The whole year group will attend Birmingham University’s Open Day in June.
During Key Skills sessions in the summer term advice will be given about the process and about
writing personal statements for the University and Colleges Admissions Service (UCAS) forms.
All will attend the Business Conference at the end of the summer term and take part in work
experience.
Those who are interested in applying to Oxford or Cambridge have had the opportunity to attend an
Oxbridge conference, and attend seminar sessions/courses organised by Mr King.
Mr Le Marchand (Head of Careers), Mr Baum (Director of Studies), Mr King (Academic Deputy
Head) and Mrs Le Marchand (Head of Sixth Form) are available to help any student seeking advice,
as well as House Tutors, and the Careers Department circulates, through houses, material concerning
taster courses and career or university seminars. The Careers Room is an excellent facility for
research.
Above all, House Tutors provide the necessary advice and, of course, know your sons and daughters
very well. There is a wealth of information and ideas available but the experience of parents is also
essential. However, in the end, it is up to the students themselves. Parents, staff and others can
only help so much.
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Support for Parents
•
Tutors, Mr Le Marchand, Mr Baum, Mr King and Mrs Le Marchand are always happy to speak to
parents about applications.
•
As well as using this booklet, I would advise you to make use of a service for parents offered by
UCAS. At www.ucas.com you will find advice and various media to help
you and your offspring through the process.
As indicated throughout this guide and in the useful addresses, websites and contacts section,
there are numerous websites and publications available.
•
Why Choose Higher Education?
There are many good reasons for choosing Higher Education, and the following are just some of
them:
•
•
•
•
•
A degree is a requirement for entry to many professions and careers;
Higher Education courses provide skills, knowledge and understanding for progression to a
variety of careers, and some are directly related to work areas;
Higher Education develops important transferable skills and can prepare people to cope with the
changing world of employment;
Higher Education significantly improves the chances of obtaining satisfying and/or well-paid
employment;
To study at a Higher Education level gives young people increased maturity and confidence, as
well as being enjoyable in its own right.
Making the Right Choices
(a) Higher Education Courses
There are over 50,000 degree, Diploma of Higher Education (Dip HE), University Diploma and
Higher National Diploma (HND) courses currently on offer in UK universities and colleges. Many
Higher Education courses are aimed at producing graduates for particular careers or work areas, and
some lead to professional qualifications. Many other courses are not specifically career related, and
give graduates broader skills and abilities which are valued by many employers. Over half of
graduate job vacancies are open to graduates in any subject. For many jobs, the importance of a
degree lies less in the gaining of knowledge than in the skills acquired, such as communication,
numerical skills, information technology, learning to learn, analysis and presentation.
The growth of technology and the globalisation of the economy are resulting in a move away from the
traditional ‘career’ and the concept of a ‘job for life’ towards a more flexible situation where
individuals take control of a lifetime progression through a series of learning, training and work
experiences. This is the start of an age of lifetime learning, and the emphasis is increasingly on
gaining skills as well as knowledge and understanding.
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Many Higher Education courses are in subjects which will be new to students from schools and
colleges. Others will build upon previous studies. Many students study a single subject, but it is
increasingly common to combine two or more subjects, eg. by taking a subsidiary subject, combining
two subjects equally, taking a major/minor combination, a multi-combination course or a combined
studies course. Some courses offer the opportunity for students to spend a period abroad through
schemes such as the European Socrates programme.
The majority of universities and colleges have now adopted modular course structures, which can
often give students greater flexibility to choose modules or units from different subject areas.
However, there are constraints of coherence and time-tabling.
Students need to bear in mind that the content of courses can vary considerably, even within the same
course title. There can also be considerable variation in the teaching methods and assessment
arrangements. In some cases the traditional system of formal lectures is being replaced by selfdirected learning, and formal examinations are giving way to the use of continuous assessment based
on course work. Other important factors are the number of students on the course, the facilities
available, and the opportunity for options, particularly in the later years of the course.
There are many helpful books in the Careers Room and websites to help students. A useful website
for parents is unistats.direct.gov.uk which gives useful comparative information on courses and
places.
Key Points
• Parents have an important role to play as a source of information, encouragement and
support.
•
Beware of trying to influence student choice too much.
•
Help students to understand the changes in employment and career expectations.
•
Encourage students not to see a degree or other HE course as the end of learning, but as the
start of lifetime learning.
•
Assist students to have the confidence to take responsibility for their own learning.
•
Encourage students to check for the availability of single and combined courses.
•
Encourage students to make use of the applicant support programme offered by King’s,
including Centigrade.
•
Encourage research about what courses actually consist of, how they are taught and
assessed, and whether they match expectations.
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(b) Where to Study
Parents often want to know which is the best university or college for a particular subject. This is difficult
to assess, although the Quality Assurance Agency’s Teaching Assessments and the various league tables
published in the press may help (website for the QAA: www.qaa.ac.uk and www.parentadviser.co.uk also
gives a link to league tables). To access the The Times Good University Guide you will have to subscribe
to the Times on-line but it is very useful and has an accessible guide to costs and funding of university
education. Please read with caution as there is no concept of a “best buy” in Higher Education, and it is all
a matter of what suits the individual student best. Higher Education institutions vary enormously and
include traditional collegiate universities, large traditional ‘redbrick’ universities in big cities, small campus
universities, ‘new’ universities, Institutes of Higher Education offering teacher training and other courses,
and single subject institutions such as Medical Schools, Agricultural Colleges, Colleges of Art and Design,
etc. There are also many colleges within the Further Education sector that offer some courses, or the initial
years of courses, at Higher Education level.
Most Higher Education institutions have excellent facilities for academic study, sports and social activities,
but the actual provision will vary considerably from one institution to another. Full details can be found in
prospectuses and on websites.
While the majority of UK students study away from home, there is an increasing trend towards home-based
study, often for financial reasons. In some cases local Further Education colleges offer the first part of a
degree course, or a whole Higher Education course, often on a franchise basis. There are many such local
arrangements, which are intended to make Higher Education courses more accessible.
In the past couple of years we have had students studying university courses overseas, in North America
and Europe. Applications are made differently (and can be quite complicated) and we are currently
considering more ways in which we can effectively support students who wish to make applications to
universities overseas.
It is a good idea for students to visit institutions themselves (though it is not necessary to visit all which are
being consider and it can be disruptive when school days are used), and most offer Open Days, details of
which are listed in the UCAS publication: ‘University and
College Open Days, Pre-Taster Courses and Education Conventions’. This also contains details of major
Higher Education Conventions, which take place annually in most parts of the UK.
Students who have a disability or medical condition are advised to consult the institution’s disability
statement, and are urged to make personal contact with individual institutions before applying. They are
also recommended to use the services of The National Bureau for Students with Disabilities.
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Key Points
Students should be encouraged to:
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Define what they’re looking for in a Higher Education institution and consider carefully in
what environment they would prefer to study;
•
Undertake personal research by consulting prospectuses, using the UCAS website and
university websites and talking to other students;
•
Find out what individual institutions are like by attending Open Days. You may wish to
provide opportunities for students to visit institutions, for example, at a weekend or on the way
to a family holiday, and to use any contacts you may have with people with recent knowledge
or experience of Higher Education.
Entry Requirements
The minimum entry requirements for a degree or Diploma of Higher Education course normally
consist of a minimum number of passes in the General Certificate of Secondary Education (GCSE)
or the Scottish Certificate of Education Higher Grade, or equivalent (often including English,
Mathematics and sometimes a modern foreign language), plus a minimum number of
passes/minimum level of achievement in one of the following qualifications:
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•
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GCE Advanced (A) Level and Advanced Subsidiary (AS)*
Scottish Higher Grade/Certificate of Sixth Year Studies (CSYS)
Advanced General National Vocational Qualification (GNVQ)/General Scottish Vocational
Qualification (GSVQ) Level 3
Edexcel Foundation BTEC/Scottish Qualifications Authority (formerly SCOT VEC) National
Certificate or Diploma
International Baccalaureate Diploma/ European Baccalaureate Diploma
*GCE Advanced Subsidiary (AS) qualifications are accepted by Higher Education as equivalent to
half an A level, and many Higher Education institutions will accept two AS qualifications in place of
one A-level. For HND courses, the minimum entry requirements may be lower. The above
requirements represent the basic minimum, and for many courses, particularly in popular and
competitive subjects such as Law and Medicine, high grades may be necessary for entry. This is often
a reflection of popularity rather than the quality or difficulty of the course.
The entry requirements are given in University and College Entrance: The Official Guide, on the
UCAS website and in greater detail in university and college prospectuses. Many Higher Education
courses require specific skills and knowledge, for example in Mathematics, and therefore it is
important that students should take into account the likely requirements of Higher Education when
choosing a programme of study at age 16.
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Key Points
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Encourage students to find out their likely range of grades so that they can match themselves
up with the requirements of Higher Education institutions. Target grades (and from July for
students who have to make early application and the end of September for all others,
provisional predicted grades) are most helpful here.
•
Advise students to check that they are properly qualified for the courses to which they wish to
apply: check that they have the right GCSEs as well as A levels. UCAS course search is useful
here.
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Encourage them to take advantage of the experienced advisory staff in schools, colleges and
careers offices.
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Reassure them that, if they need information, admissions tutors will be pleased to hear from
them direct.
University Admissions Tests
Some courses at some universities require students to take an admissions test. The most
significant ones are:
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Medicine (most medical schools require either UKCAT or BMAT)
Veterinary Science (most require BMAT)
Dentistry (most require UKCAT)
Law (a number of competitive universities require LNAT)
Most courses at Oxford and Cambridge (generally speaking, Oxford tests are taken in Autumn
of application and are used to select for interview; Cambridge tests are taken at interview)
Other internal admissions tests are listed on the UCAS website admissions tests section but are too
numerous to list here. Please check the details for your chosen course(s) on the UCAS course search,
contact your chosen universities and colleges or check their websites.
Information about each of the tests is on the UCAS website in ‘Admissions Tests’ as well as links to the
bodies who administer the tests. Some of them can be taken on-line; some are administered at interview;
some can be taken in school. They have a variety of deadlines. For entry to medicine, BMAT is taken in
school in early November (no date yet published at time of going to press); UKCAT is taken between July
and early October on-line at a testing centre (registration usually between May and September). Dr.Parkin
is responsible for the administration of that examination. See www.bmat.org,uk and www.ukcat.ac.uk
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Completing the UCAS Form and deadlines
Students who apply early often get offers before the deadline for applications and this gives them an
advantage. This is of particular importance to those considering making an application to courses in high
demand - subjects such as Law, Medicine or English – though we would recommend early applications
from any students who are sure about what to apply for and where they want to go.
Thursday October 8th:
school’s submission deadline for all applications to Oxford and Cambridge
andMedicine and medically- related subjects,
(UCAS’s deadline is 15th October, so this gives us time to address any problems, give
advice about errors and add the reference). Students must ensure that they have sent the
form to the staff area of the UCAS site by 4pm on this date. We would advise getting it
done much sooner.
Thursday 5th November (the day after the half-term break end):
School submission date for all other forms
(UCAS’s deadline is 15th January, but our experience tells us that early forms get early
and offers and it takes the pressure off student. Students must ensure that they have sent
the form to the staff area of the UCAS site by 4pm on this date.
We will process forms submitted later for students with special circumstances.
Applications are made on-line through a system called ‘Apply’ on the UCAS website which allows
students to fill in forms anywhere they have access to the internet.
The form is completed with the advice of House Staff, is checked and the student sends it, electronically,
to another webpage where the referee (House Tutor) adds the school reference and checks the form. A final
check is made by the Head of Sixth Form (SHLeM) before the form is sent - electronically. THIS IS
GIVEN TOP PRIORITY BY SCHOOL STAFF but there are often over 130 to process in just two months
and, if forms are submitted very close to the deadline, it is impossible to guarantee immediate processing.
The Personal Statement is an essential part of the UCAS form (see later section for information given to
students on how to write it). This is a piece of writing (47 lines/4000 characters) in which the student has
to explain why he or she wishes to apply for a particular course, display enthusiasm and aptitude for it and
give an account of personal qualities, skills and attributes which are appropriate to the course. The
statement will be used, in conjunction with examination results, predicted grades and the school reference,
by admissions tutors to make offers or before asking students for interviews.
Receipt of the form will be acknowledged by UCAS and students will be able to track the progress of their
forms through the UCAS website on ‘Track’. Interviews and/or offers/rejections should follow within a
reasonable period, though some universities have been known not to respond until April.
We will do our best to give your son or daughter the opportunity to get into the institution and course of
his or her choice but the support and encouragement of parents is essential.
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Universities will make either ‘points offers’, ‘qualified points offers’ (eg. 280 points with at least a B in a
particular subject) or grade offers. Prospectuses should make clear the type of offer which will be made
by the relevant university department. Usual offers for specific courses at specific universities can be found
in the UCAS course search facility.
UCAS Tariff
A Level (AS plus A2): Grade A*= 140 points
Grade A = 120 points
Grade B = 100 points
Grade C = 80 points
Grade D = 60 points
Grade E = 40 points
AS level:
Grade A = 60 points
Grade B = 50 points
Grade C = 40 points
Grade D = 30 points
Grade E = 20 points
AS Results
AS results will be available in school, through House Tutors in house areas, on Thursday 13th August.
Key Points
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Support students in the process of writing their Personal Statement. It may be helpful to let
them talk through their reasons for wanting to do the course and giving feedback on a draft
will be useful.
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Encourage students to apply in good time.
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Be prepared to check the application.
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Remind students to keep a copy of their application in case they are invited to interview.
What Happens Next?
After processing the application form, UCAS sends copies simultaneously to the institutions which
the students have listed. Admissions tutors then decide independently of each other whether or not to
make an offer of a place (institutions are unable to see the names of other institutions applied to),
and send their decisions to applicants through UCAS. For students still at school, offers are normally
conditional on gaining specific grades or points in forthcoming qualifications.
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Admissions tutors vary in the criteria which they use for selection of students; many take into
account some or all of the following:
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Existing examination achievements, eg AS/A level and GCSE grades.
Suitability of the programme currently being studied for progression to the Higher Education
course.
Predicted grades (given on references) or A level results.
The pattern of the student’s choices and other evidence of motivation.
The impression of the student from the personal statement.
The school’s reference.
Interview/audition performance where applicable.
Inspection of the portfolio, eg for Art and Design courses.
Interviews: Many universities and colleges will interview; some will interview only for certain
courses. Others offer students an opportunity to attend group visits once an offer has been made.
King’s offers interview practice to all members of the U6th.
Accepting offers: Students are urged not to accept offers until they have visited the institutions
concerned. When they have received decisions on all their choices, UCAS will invite them to accept
one offer firmly and one as an insurance offer. This represents a commitment to take up the place, if
they achieve the conditions of the offer. Equally the institution is committed to taking the students
if they get the grades required. Students are entitled to hold one ‘firm’ offer (this is the one that they
are most interested in) and one other offer as ‘insurance’. This is normally a lower level offer than
the ‘firm’ offer, but students should be aware that they could well be placed at their ‘insurance’ in
the summer if they fail to get the grades for their firm choice. They should not accept an insurance
offer unless they will be happy to take that course.
UCAS Extra is a service to help students who get rejected from all their applications. It allows them
to make further applications from April onwards. The relevant information will be sent directly and
automatically from UCAS should a student be in that position.
Key Points
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Encourage students to take opportunities to visit the institutions to which they are applying you may wish to help with travel arrangements and help us to ensure that they miss as little
school as possible, by encouraging visits during holiday time.
•
Talk through with students their strategy for accepting offers - make sure they are happy
with their choices before they commit themselves.
What Happens When Results are Published?
When the results come out in the summer, Confirmation of Offers takes place whereby institutions
make their final decisions on applicants. Most of the activity takes place following the publication of
GCE A level results in mid-August. It is important that students should be available from that time
until September to attend in person to the practical arrangements of going to university or college. If
the results are not as good as expected, they may need to make a rapid reappraisal of their situation
and to take various immediate steps. Students using the UCAS ‘Track’ system could find out which
university has accepted them on the day before the results are published. This has relieved the
pressure for some and prevented some of the thousands of phone calls made on results’ day to
institutions by students asking if they will be accepted despite having dropped a grade.
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Adjustment allows students to ‘trade-up’ their university place, if their results are better than
expected. It applies to students holding a firm university offer when results are published and may
benefit a few students who do better than was expected at the time of application.
Clearing is a process which mainly takes place in after publication of results and confirmation of
offers and throughout September to fill the remaining vacancies on Higher Education courses and
provide opportunities for:
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Students who were unsuccessful at Confirmation of Offers Students who did not receive any
offers in the first place.
Late applicants.
The basic principle of Clearing is that students take the initiative to make direct contact with Higher
Education institutions which have vacancies. To do this, they must be eligible for Clearing, have
received a Clearing number from UCAS (this will be displayed in Track), and have consulted the
vacancy information service which is available through a variety of media. They should then make
direct contact with institutions. Students who find themselves looking for a place in Clearing may
need to come back to King’s for assistance. There are normally relatively few vacancies for popular
subjects and only a few from King’s each year need to use Clearing but we have had success stories
from students who found places using clearing.
A new service, running in conjunction with Clearing, is available for the first time in 2015. Students
can sign up to the free service which allows universities to approach students after results day to offer
places on suitable courses. It will not affect the usual Clearing system and it could mean that students
gain places more quickly. All students will be invited to sign up for the service by email; names of
those who do not need it, because they have a confirmed place, will be removed on results day.
King’s provides a Clearing Clinic after the A level results are published, with full access to
the Internet.
Other options for those who have been unsuccessful may include retaking qualifications, considering
a Higher Education course with lower entry standards, entering employment with training, or taking
a Foundation course in Higher Education.
Key Points
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The time around the publication of results can be an anxious one, and you can play a
positive role in encouraging students.
Do not arrange family holidays from the period of mid-August to September, and make
sure that students will be available during this period.
Do not undertake to act on behalf of your son or daughter; it is their responsibility, not
yours, and admissions tutors would prefer to hear from them in person.
Provide support and encouragement for students who need to use Clearing, and make a
telephone available for them.
Be flexible and open-minded, and help students to review the range of options - you may
need to come to terms with parental disappointment.
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Money Matters
This is a brief summary of the key points of the funding arrangements.
Tuition Fees and Living Costs
Students have to meet the two costs of tuition fees and living expenses.
For full details: www.direct.gov.uk/studentfinance. This is a detailed and comprehensive site with
a great deal of advice and useful information and can be used to apply for student finance and
loans. Booklets about student finance and paper forms can also be downloaded from the site.
Students will be reminded of the need to apply for finance in February/March next year.
Also helpful is the student finance section of www.ucas.com
Figures given here where correct at time of going to press for 2014, but may increase/change before your
sons and daughter apply for loans/support next year!
Tuition Fees:
The table below shows the current maximum amount that institutions can charge. You will see that it
depend on where the student is domiciled and where he or she is going to university. For all English
based students, all universities are entitled to charge up to £9000 per year for tuition fees.
Domicile of student
Location of institution
England
Scotland
Wales
NI
England
Up to £9k
Up to £9k
Up to £9k
Up to £9k
Scotland
Up to £9k
No fee
Up to £9k
Up to £9k
Wales
Up to £9k
Up to £9k
Up to £9k
Up to £9k
NI
Up to £9k
Up to £9k
Up to £9k
Up to £3,575
EU
Up to £9k
No fee
Up to £9k
Up to £3,575
Variable
Variable
Variable
Variable
Other international
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No full-time undergraduate student will have to pay fees before he or she starts university or
while he or she is studying. Instead students will be eligible for a student loan to cover these
costs. The loan company, Student Finance England, will pay the fees direct to the university
every term. Students will repay the loans once they have left university and are earning over
£21,000 a year.
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•
Bursaries are available to students on courses who receive the full maintenance grant from
universities and colleges.
•
The National Scholarship Programme (NSP) starts in September 2012. It gives financial help to
students studying in higher education in England. The scheme is designed to help students whose
families' income is £25,000 or less. NSP awards are in addition to any other loans or grants
students might apply for.
Awards might include help with tuition fees, subsidised accommodation, a cash bursary or other
help. Awards are paid by universities and colleges. Each university or college has its own rules
about eligibility, and what types of awards are available. .
Living/Maintenance Cost:
Full-time students can apply for a Maintenance Loan to help with living costs. Maintenance
Loans are paid into the student’s bank account at the start of each term.
The exact amount full-time students can borrow depends on:
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your family’s income
•
where you live
•
what year of study you’re in
•
what help you get through the Maintenance Grant
Some students can also get student grants to help with living costs
Maximum Maintenance Loan rates for full-time students
Full-time student
Living at home
Living away from home, outside London
Living away from home, in London
Loan for courses from September 2015
Up to £4,565
Up to £5,740
Up to £8,009
You spend a year of a UK course studying abroad Up to £6,820
Rates for final year students are different. Contact Student Finance England to find out what rate applies
to you
.
You can apply for 65% of the Maintenance Loan without having your household income looked at. This
means you can apply without your parents or partner having to send in any details of their income.
If you want to get the full loan Student Finance England will assess your household income and base the
amount of your loan on that. Your household income is your parents’ or partner’s income, plus yours.
As with tuition fees, students will pay back the loans once they are earning over £21,000
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Maintenance Grant for living costs
Full-time students can apply for a Maintenance Grant to help with living costs. Maintenance Grants are
available to students whose household income is £42, 000 or less. Your household income is your
parents’ or partner’s income and your own.
The maximum Maintenance Grant is £3,387 a year if your household income is under £25,000.
Annual Maintenance Grant rates
Full-time student –Grant for courses from
household income
September 2015
£25,000 or less
£3,387
£30,000
£2,441
£35,000
£1,494
£40,000
£547
£42,611 (2013) or £42,620
£50
(2014)
Over £42,611 (2013) or
No grant
£42,620 (2014)
If you get a Maintenance Grant your Maintenance Loan will be reduced.
You apply for a Maintenance Grant through your main student finance application. You can only get a
Maintenance Grant if your household income is assessed. This means Student Loans Company will look
at your household income and work out how much money you get for your Maintenance Grant.
Other Financial Help
There are some NHS bursaries available for those studying on medical, dentistry and other healthcare
courses. See direct.gov for further details.
Preparing your son or daughter for the financial changes
As a result of these changes even more students will graduate with considerable debt. Ways of
alleviating the situation can include taking a year out to work before starting studies, working parttime while studying on a Higher Education course, and working during holidays. Students can earn
up to the single person’s allowance before being liable for income tax. Grants, scholarships etc do
not count for tax purposes. The opportunities for sponsorship are limited, but some companies do
still sponsor students. Disabled students are likely to be entitled to a disabled student’s allowance.
Students need to investigate in advance what the real costs of attending Higher
Education are likely to be, and to establish a financial strategy to deal with the situation. Many
students have to adjust to personal financial responsibility for the first time, and therefore it is helpful
for them to acquire some basic budgetary skills in advance.
It is a good idea for students to open an account in advance with a bank or building society which
has a branch on the campus concerned.
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Key Points
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Make sure that you fill in the appropriate financial forms in the March/April of the
year the student begins university.
•
Be prepared to contribute towards the student’s living costs and remember that, if students
receive less than the full loan, you will be expected to make up the difference. Consider the
possibility of students remaining at home - the financial, educational and social implications
need careful discussion. Discuss financial strategies and the issues of borrowing and debt.
Student Life
An increasing number of students choose to live at home while studying in Higher Education. This
can have many benefits, but problems can arise when parents do not come to terms with the changing
lifestyles of their student sons and daughters. For many students, living away from home is an
essential part of the experience of going to university or college. Many Higher Education institutions
offer first year students a place in residences, but in subsequent years it is common to have to rent on
the private market, albeit with the help of the institution’s accommodation office. The type of
accommodation available and the costs vary considerably, and details can be found in prospectuses.
The cost of travel can be significantly reduced with a Young Person’s Railcard or Young Person’s
Discount Coach Card. It can be a good idea to purchase one of these before going to interviews.
Higher Education institutions have excellent support facilities including a system of tutors, health
services, welfare or counselling service, disabled students’ adviser/coordinator, a careers service, a
Students’ Union which is normally the focus for social activity but also offers a wide range of services
and advice, and opportunities for people to pursue their interests, sports, religious faiths etc.
Parents will have natural concerns about students leaving home and starting a new life. It is not always
plain sailing, and homesickness can occur initially. In most cases students overcome this to obtain
new self-reliance. It can help them to start on their student life if they have basic skills such as
managing a budget, shopping, cookery, using a washing machine, planning a schedule for the day,
etc. For many the biggest challenge is to manage time effectively, balancing the attractions of social
life, clubs and sporting activities with the time to study, possible part-time employment and the need
for sleep!
Key points
•
Discuss the pros and cons of staying at home. For students living at home, negotiate some
family ground rules.
•
Help students cater for themselves by giving them cooking practice, providing them with basic
utensils and a cook book, and helping them to identify the most economical purchases.
•
Advise students over what to take to university/college and arrange insurance for them.
•
If possible, provide transport for the start of term.
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•
If problems do occur, remember that Higher Education institutions have professionals
equipped to help, and encourage students to use them in the first instance.
•
In the event of homesickness, be firm but kind.
•
Make yourself available to give telephone reassurance at difficult times, and perhaps provide
students with a phone card or charge card.
•
Have confidence in students and the courage to let go.
Useful websites:
UCAS:
www.ucas.com
Financial Matters:
www.direct.gov.uk/studentfinance
General information:
www.unistats.com
www.parentadviser.co.uk
www.thecompleteuniversityguide.co.uk
Quality Control:
Quality Assurance Agency
Website: www.qaa.ac.uk
17
Students will be given a booklet: ‘A Student Guide to Applying for Higher Education’ and
information and material about the writing of personal statements for UCAS forms in the summer
term. For those who know what they wish to study, we would advise them to write their personal
statements over the summer holidays. Those who are unsure should continue research and try to
make some decisions about courses and places so that they can discuss these with Tutors at the
beginning of term and apply early in September.
The following is what the students will be given about the Personal Statement (in May).
A Guide to Writing a Personal Statement for a UCAS Form
Personal statements are important because they are used by admissions tutors (with other evidence) to help
select applicants who will be given offers, or to select candidates for interview. You have a maximum of 47
lines or 4000 characters, including spaces. Write in paragraphs in continuous prose. Do no use bullet points
or lists; the style of your writing reflects your personality. Your statement must be unique to you and
convey your personality and interests accurately. Avoid the temptation to pay for one to be written for you.
Tutors can spot them and they won’t offer you a place.
The clue is in the title:
‘personal’ – it should be unique and give an honest flavour of your intellectual interests, potential, extracurricular pursuits and personality. It sits alongside the ‘data’ of examination results and should give a more
intimate ‘narrative’ about you.
‘statement’ – it is not a sales pitch, essay or manifesto but a clear account/record of your interests and
qualities. The school’s reference will give a summary of your intellectual abilities and study skills, so don’t
see it as a place to ‘sell yourself’!
It is for admissions tutors, whose job it is to ensure that the appropriate students are made offers for the
course.
What information do the admissions tutors wish to see?
Aim for two thirds of the statement on:
A clear indication of why you want to do the course and an enthusiasm for the
subject(s). You need to ensure that you give evidence of liking the subject or subjects so much that
you want to study it (them) in depth for 3+ years. This could include:
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Specific areas of A level specification which you have found most interesting;
Why you became interested in the subject;
Particular parts of the course/subject which appeal;
Details of relevant work experience;
Reading around the subject;
Visits to exhibitions/gallery/open days/lecture etc;
Anything distinctive about your A level courses which is relevant for the course you are applying for
(if you are applying for Physics, for example, and have taken part in a large project or have
undertaken research in a particular area).
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Supported by material on some of the following:
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Evidence of a well-rounded personality (serious interests and contributions to school and community
life.)
Anything that demonstrates broad key skills such as communication, teamwork, independence and
the willingness to take responsibility (Young Enterprise is an excellent example of all these skills,
and if you are applying for anything related to business you should write in detail about it and what
you learned.)
Anything that demonstrates your willingness to work hard and persevere with challenges (balancing
a busy life of extra-curricular activities with your studies for example).
Positive explanations of unusual combinations of A levels.
Details of GAP year plans or achievements and what you have learnt or hope to learn from them and
your ambitions beyond the degree, if you know them.
One admissions tutor has written:
‘The Personal Statement provides me with an opportunity to make judgements about
applicants which go beyond the academic qualifications: personal qualities and
characteristics can be just as important in offering places.’
Before starting your statement you might find it useful to do some of the following when you
can:
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Find out as much as you can about the courses(s) you wish to apply for. You might be able to write a
more informed explanation of why you wish to study the course(s) if you do so.
Use the UCAS website and university web sites. Most courses will publish selection criteria. If you
know what skills are needed for your course you can write about your own experiences which prove
that you have those skills.
List the activities you have been involved with and recent relevant responsibilities you have
undertaken. Sit down with a friend or relative to help you. Include: school activities (recent clubs,
sports teams, D of E, music, drama, mentoring, being a monitor or prefect, captain of team etc.); out
of school activities (community work, clubs, travel etc.); intellectual/cultural activities (relevant
lectures, workshops, courses, concerts, theatre trips, school trips etc). When you have listed them,
write what skills you have learned from them next to each item (team-work, the importance of
planning, leadership, responsibility, taking the initiative…) and use these concepts as the basis for
your section on activities. Digested evidence of activities is required. Universities don’t want lists of
activities; they want to know the skills you have learned and what you got out of events and
activities. You may have select what you mention if you do a lot of activities.
Read through examples of personal statements in this guide (but ensure that yours
is original and unique).
More advice on personal statement writing can be found on the
UCAS website student area.
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DOS AND DON’TS FOR PERSONAL STATEMENTS:
Do expect to produce several drafts before being totally happy, but take responsibility for it.
Do ask people you trust for their feedback but limiting it to two or three members of staff would be
best. One pastoral teacher (HT or YGT) and one/two members of staff whose subjects relate to the
course you are applying for. If you ask too many, you will get conflicting advice.
Do be honest. It is in no-one’s interest to convey a personality that is not yours. You will be found
out or the course will not suit you.
Do check university and college prospectuses and websites as they usually tell you the criteria and
qualities that they want their students to demonstrate. Find the selection criteria for your course on
university websites and use them to guide your comments.
Do use your best English and don't let spelling and grammatical errors spoil your statement. It must
be accurate, concise and clear.
Don’t expect staff to correct your English – it is your statement.
Don’t give out copies to lots of members of staff simultaneously. Aim to limit requests for feedback
to two or three people. And don’t expect them to look at it more than once. Ask sequentially – give
it to one teacher, take on board the feedback and redraft before you ask someone else.
Don't feel that you need to use elaborate language. If you try too hard to impress with long words that
you are not confident using, the focus of your writing may be lost.
Don't say too much about things that are not relevant.
Don't lie - if you exaggerate you may get caught out at interview when asked to elaborate on an
interesting achievement.
Don't rely on a spellchecker as it will not pick up everything – proof-read as many times as possible.
Don't leave it to the last minute - your statement will seem rushed and important information could
be left out.
Don't expect to be able to write your personal statement whilst watching TV or surfing the internet;
this is your future, so make the most of the opportunity to succeed.
Don’t try to be wacky or ‘different’ or the sake of it.
Don’t plagiarize – admissions tutors will know if you have cut and pasted sections from examples.
Don’t include information that is elsewhere on the form (subjects you are studying; results etc)
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Personal Statement Examples:
Mechanical engineering:
I have had a fascination with mechanical systems, from jet engines to simple household gadgets, since
I was young, and this has been coupled with a desire to design simpler, more efficient solutions to
existing problems. I am particularly fascinated by those areas of engineering which are born from and
driven by man's ambition to explore new frontiers, be it in the form of high performance car
development, deep sea submersibles or even craft for commercial space flight. I am driven by the
prospect of being on the cutting edge of design, and I enjoy the whole process, from conception,
through to the satisfaction of realization.
Maths and Physics are both subjects that I find stimulating intellectually, as well as being an ideal
preparation for the academic demands of engineering as a course and profession. Taking English
Literature as my third A-level is based upon the breadth of my interests. The study of literature
appeals to the more artistic side of my personality, and I find the elements of self-expression and
creativity provide me not only with great satisfaction, but a perfect balance to the more rigid,
scientific nature of my other subject choices. Work experience has been fundamental in confirming
my conceptions about various aspects of my chosen career. Last year I arranged for myself a week at
the National Physical Laboratory. It was invaluable in giving first-hand experience; working as part
of a highly-focused team on an important project at the cutting edge of physics research. A
‘Headstart’ course earlier this year gave me more opportunity to see what an engineering degree
course will be like, as well as providing the opportunity to lead a team of other students in a weeklong design project. Perhaps the most fulfilling activity I have undertaken in school was Young
Enterprise; as Assistant MD and Manufacturing Director, I was responsible for the conception and
development of an original product, a folding Lycra Frisbee, along with joint leadership and
motivation of our company. At the end of last year, our company's presentation team, which I was
part of, won the regional presentation prize.
Broad personal development is of great importance to me, and I have aimed to give myself many
opportunities to develop my character and abilities. As a member of the school debating society, I
have greatly improved and honed my public speaking skills, as well as becoming a more articulate
and skilled thinker. I have found these skills invaluable in making my explanations more precise and
clear, and have applied them to my work within the school mentoring scheme, as well as helping with
a junior school science club. Working with people is something I find extremely rewarding, and I
have taken up responsibilities as both a member of our school charities committee, and as a House
Prefect, to allow me to use my skills and qualities to help others. Outside of school, I make sure that
my relaxation time is also constructive. I have played guitar and flute for a number of years, and I
have a passion for music that I hope will continue to develop as I move on from school. I also have
commitments in free time which build upon those in school; I have spoken in church on a number of
occasions, as well as regularly leading a Sunday-school of under-tens on my own. Physical activity is
important to me, as it helps keep me focused and motivated in my academic work. Though I rowed
competitively for three years, I have found less competitive sports to be more rewarding. My real love
in this field is water sport, primarily Diving, Kayaking and Sailing, and I thoroughly enjoy and hold
qualifications in all three. I hope that I can continue these pursuits for a long time to come.
My decision to read engineering is as much due to my character as my academic direction. Working
as part of a team appeals greatly to me, as does the prospect of leading and motivating a group of
people, and if I can be doing it in the context of a field which I find fascinating and have a flair for, I
feel I will have the ideal combination.
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Law:
Studying Law has long been an ambition of mine. Law encompasses many aspects of my favourite
school subjects: it incorporates the analytical processes that I have developed through my study of
History, the case study elements of Geography bear a resemblance to the precedents that are so vital
to the British legal system and the extensive reading, text interpretation and essay writing that are
crucial to studying English Literature and Language will play an essential part in the study and
practice of law.
I have recently had the opportunity to complete two separate work experience placements which have
demonstrated to me the diverse practical applications of law. I worked alongside a solicitor in
Worcester Crown and Magistrates' Court, enabling me to gain a valuable insight into the criminal
justice system. I then worked with a London Law firm where I was able to follow a high-profile
industrial tribunal case. I shadowed an employment solicitor during this hearing. As a result of my
contribution, the solicitor has offered to mentor me during my time at university. Both experiences
were hugely enjoyable and confirmed my ambition to study Law.
Through family links with Ottakar's, I have been able to follow closely the HMV Group acquisition
of Ottakar's Plc. The intricacies of this acquisition, including the referral to the Competition
Commission, have interested me greatly. This reinforced my keen interest in corporate law. I further
this interest by reading many law reports, supplements and business sections in newspapers,
especially The Times.
I currently hold a full school scholarship, and have received several academic and sports prizes. I was
honoured to be selected to be a school monitor, which entails extra duties and responsibilities within
the running of the school. I have also been selected to contribute several articles to the school
newspaper, 'The King's Herald', which was recently named the 'runner up' best school newspaper in
the country in the Times Educational Supplement School Newspaper of the Year 2006. I was proud
to be chosen to participate in the 'Comenius project', an EU-funded initiative to create a short film
about British culture, shown at an international conference in Germany. I complement my academic
life with a wide variety of interests. Sport, in particular, allows me to keep fit and develop
transferable personal skills. I was appointed captain of a 40-man squad on a rugby tour to Australia,
New Zealand and Fiji; this gave me chance to develop my leadership and mentoring skills. As captain
of Malvern RFC Under 17's, my team reached the last 4 in the National plate competition. I have
achieved success in other sports, including: representing Worcester District at discus, 800m and
1500m in athletics; winning the annual school cross-country competition; representing the West
Midlands in the inter-regional rowing championships and playing football and tennis for school.
I was elected Managing Director of a Young Enterprise company where I gained valuable insight into
running a business; we made over GBP 1300, the largest profit in South Worcestershire. I am an
active member of several committees and clubs. I have enjoyed raising thousands of pounds for local
charities with the King's Charities Committee, organising rewarding events such as a tea party with a
local children's special school. I am currently enjoying completing my Gold Duke of Edinburgh's
Award Scheme and researching the history of our School from primary sources through the School
Archives club.
I feel that I am a well-organised and self-motivated individual and manage my time
successfully so that I can honour all of my commitments. I know I have the necessary skills and
motivation to excel in the study of a Law degree. I eagerly look forward to learning the complexities
and intricacies of what is, for me, a fascinating and dynamic subject. I cannot wait to continue my
academic studies at university.
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Business Management:
During my time in the Sixth Form studying A level Economics, I have developed a keen interest in
the economy and, in particular, the interaction between government and business. Coupled with my
own experience of the business world, this has ignited a desire to become involved at the cutting edge
of business management. I find it interesting to see how businesses maintain the welfare and
motivation of their workers as they attempt to create a content yet productive workforce. Like many
others, I am fascinated by entrepreneurs like Richard Branson, James Dyson, Larry Page and Sergey
Brin, observing how dedication, commitment and risk-taking can generate enormous success. I would
eventually like to play a role in a major blue-chip company having first obtained an MBA. A first
degree in Business Management/Administration would seem the ideal starting point.
During the Lower Sixth I was appointed as Managing Director of my Young Enterprise Company and
these skills have been developed further in the this year as Head of my House. I found my role as
Managing Director inspiring and exciting. My company was successful under my leadership, winning
the area final innovation awards, use of ICT awards and coming runner-up in our region while
winning the best run company of the year award. This experience allowed me to develop my public
speaking skills and I am now increasingly confident when speaking in front of large audiences. My
selection as a group leader in our school Industrial Conference gave me an opportunity to develop my
people-management skills as I had to motivate and co-ordinate a team of my peers. I was also a
member of the schools TES Newsday newspaper team, The King's Herald, which achieved second
place nationally. This experience of working under pressure was invaluable and will be useful in the
future. At present, I am captain of my Target 2.0 team for the economics competition organised by
the Bank of England and will shortly be taking part in the area final.
During the Summer I secured a work experience placement with the commercial department at
Worcester's Premiership Rugby Club. I was keen to experience all parts of running a business and so
spent time in various departments including the marketing department, the shop and even the kitchen!
It also helped me to strengthen my ability to work under pressure and I managed to impress the club
so much that they now employ me on rugby match days. I have also gained more work experience at
Rabjohns Business and Tax Advisers where I spent time in the personnel and business department.
I have represented my year group at rugby and cricket throughout my period at school and have also
enjoyed football and other sports. Last year I was appointed captain of the cricket 2nd XI and at
present I am a regular member of the rugby 2nd XV. I am in the 1st XI cricket squad for next season.
Good teamwork is vitally important in sport and captaincy has helped improve my leadership skills. I
enjoy hiking and have successfully completed the Duke of Edinburgh Bronze and Silver Awards. In
the summer of 2006 I took part in a school expedition to Ladakh in the Indian Himalaya where we
trekked for three weeks to Menthok Peak (6250m). I found this trip a life-changing experience and
returned home determined to make the most of my opportunities. Following this trip I have made a
presentation to my old primary school and my House at School. I recently achieved 200 hours-worth
of volunteer work with the Millennium Volunteers Association following our activity in India. This
achievement has also allowed me to develop good communication and teamwork skills which were
enhanced further when I took part in the school's mentoring scheme. This scheme is designed to help
younger pupils interact with the older pupils in the school and I enjoy talking with the younger year
groups. My competitive nature and skills acquired at school will help me in a business environment.
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Medicine:
‘If you want to know what life as a doctor is like, study the man at the circus who balances twenty
spinning plates. Note how he always attends to the neediest first’. This is a piece of advice that Dr
Sparrow, in ‘Tales of a Rural GP’, gives to people interested in a career in medicine. From this
biography, I noted how life as a doctor can be chaotic, demanding and surprising, yet I am determined
to pursue medicine as a career. Why?
Volunteering at a local EMI nursing home during my summer holidays was initially challenging and
uncompromising: dementia caused residents to be demanding of staff and communication was
limited. I was confronted by the reality of a wife whose husband barely recognised her, and realised
how the illness can affect relatives as well. However, after attending a training course provided by the
Alzheimer’s Society, and through further reading, I could empathise with residents and their families,
understanding the effects of dementia and its treatment; for example how improvements can be found
through medication, such as vitamin B supplements. I spent a week at Manchester Royal Infirmary,
shadowing junior doctors and consultants. I noted the calm, sympathetic compassion a doctor used
when telling a father of two young children that he had lung cancer and the humility shown by junior
doctors on ward rounds in a pressurised environment. I saw how the advancement of technology
allowed doctors to use endoscopy to remove polyps from a patient’s oesophagus; and the
requirements of health professionals to work well as a team, be organised and accurate for a correct
diagnosis. Further reading allowed me to find out more about the procedures that interested me,
particularly the prescription of vitamin D to diabetes sufferers.
Working as a classroom assistant at an inclusive resourced school and pre-school for two weeks, and
regularly volunteering for both, allowed me to increase my ability to communicate and work closely
with young children: showing tolerance and consideration towards them. Working with children with
severe disabilities made me recognise how medicine can increase their quality of life, for example, by
reducing epileptic seizures. In July 2011, I will travel to India to work in two children’s homes for
which I raise funds and where I sponsor a child. I know I will find the experience challenging, but
become ethically more aware through it.
In addition to high academic standards, I manage my time well and have had a job for over three
years. Originally, I worked as the organiser of parties at a children’s quad-biking centre, working
under pressure to ensure young children’s safety and enjoyment. Since September 09, I have worked
at M&S communicating with people from a wide range of backgrounds, dealing with customer
complaints and have been commended for being a reliable and integral part of the team. I enjoy the
responsibility of leadership and have been head of the student council, and recently a school
governor. Both posts were democratically voted for by students, and came with the responsibility of
providing honest and reliable student input into the running of the school, whilst treating confidential
information with care. However, as an assistant to the Head of House, I work closely within a team
organising activities for younger students promoting teamwork and leadership amongst them.
I am both politically and ethically aware in a diverse and changing world. I was a candidate in the
school’s mock election where I led a campaign team, debated against opponents, made speeches to
the whole school and successfully won the election. Participation in the UN International Day of
Peace allowed me to look at ethical issues raised by Amnesty International and Stop the War. With
my strong scientific background and caring nature, I look forward to the challenge and rigours that a
medicine course provides, and hope to become an honest and ethically aware doctor in the future.
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History:
The fantastic guarantee which history provides is that I will definitely be a part of it. I
believe that history is highly significant, but at the same time really quite insignificant. The
insignificance of history was so perfectly illustrated by a young friend of my sister when she
commented, 'Why do you care about history? It's already happened.' Now that we have sophisticated
technology and a wealth of knowledge, it is fundamental that we do protect it and that we do learn
from history. I have a thirst for knowledge, I enjoy learning things and I have a particular ability to
retain facts. Even when I was younger I preferred the museum to the theme park, and I have had
history books since I could read. I joined the School Archive and then realising that I was profiting
from this experience, I went on to work for one week at the Worcester Records Office. I benefited
from this and learnt a great deal, and I especially enjoyed working with the public. I also took a
week's work experience in the Worcester Cathedral Library during which I created two minor
displays and catalogued a section of the medieval manuscripts in the collection.
I have a determined character and a strong will which means that I always will endeavour to finish a
task to the best of my ability. I have been partially sighted since birth, and I believe that this has made
me the person I am. I have coped in a mainstream school and achieved the same if not better results
than many of my peers. I do not let my disability hinder my learning and my sight developed to the
level that it is through my determination to read as a child. I am creative; this aspect of my character
attracted me to history because I feel I would be able to make history entertaining and educational. I
do not like to see history trapped behind glass; it is colourful and vivid so it should be literally
brought to life. I am a keen artist, writer and dramatist. I have many qualifications in LAMDA and I
organised the first performance of the pupils' drama society known as the Dada Society. I believe that
I am also daring so I am willing to challenge viewpoints to achieve what is best. I also have the
ability to laugh at myself and help people enjoy activities with good humour. I am confident in myself
and my opinions which means that I am willing to fight for what I believe in and for those that I care
about. I am a member of the Amnesty International Youth Group and I was also a part of the debating
society for some time and I learnt many skills about public speaking and presenting arguments. I have
been going on Model United Nations Conferences for two years now. I really enjoy the research that
goes into understanding a country's views and the debate and discussion during the conferences. I
take great pride in being on the Charity Committee and I helped organise a garden party for severely
disabled children from a local school and a Christmas party for the elderly. This year I have been
given the position of Head of House which holds many pastoral and organisational responsibilities. I
was also elected to the School Council, due to my abilities in representing other pupils’ views.
I believe that I am suited to this course because of my passion for history; I am taking both History
and Classical Civilisation at A level so my interest is varied and broad. Therefore I would enjoy the
difference in the span of historical modules; I will greatly enjoy learning about areas of history I have
not yet had the opportunity to study. In later life I would like to go on to run my own museum,
heritage site or some other public presentation of history and I want to inspire young people, to spark
their imaginations and to grasp their interest. What I would bring to a History course would be hard
work and passion. The combination of these two will assure you of a dedicated student who will
enjoy learning and university.
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English:
From my earliest encounters with the stories of Roald Dahl and Dick King Smith, my academic and
personal zest for literature, in all its many forms, has been an integral part of my life. The study of
English at GCSE and then A Level acquainted me with a diverse range of authors, playwrights and
poets, from Emily Bronte and Alice Walker to Tennessee Williams. My introduction to the talents of
Shakespeare instigated my enthusiasm for the study of other great writers, such as the poet Geoffrey
Chaucer and the novelist William Golding. At present I am enjoying the modern translation of The
Canterbury Tales having been captivated by Chaucer's unique ability to shape and structure the text.
Each pilgrim has a persona constructed with individuality, whilst at the same time being a medium
through which human nature in general can be contemplated. After studying 'The Color Purple' at A
Level, I discovered the author Toni Morrison, who writes on similar racial issues. Her novel 'Beloved'
compelled me to appreciate her truly distinctive style of writing. I have also recently read 'Five
Quarters of an Orange' by Joanne Harris, in which the controversial wartime themes made for
fascinating reading. Whilst studying English at university I hope to gain a fresh perspective on
literature of all kinds. The prospect of looking at some of the classics with which I am so familiar
from new angles is one I eagerly anticipate.
Foreign travel has always played a significant role in my life. I plan to travel to India in the spring for
three months, an experience that I hope will broaden my cultural perspective and equip me with life
skills of immeasurable value. Recently I have enjoyed 'Dark Star Safari' by Paul Theroux, an
inspirational account of the author's journey through Africa. I have also read Mark Tully's 'India in
Slow Motion' and plan to read 'Himalaya' by Michael Palin, in order to gain some perspective on the
people and the culture of the country that I plan to visit. Many of the positions I have filled during
my school life, such as that of a prefect and also a sports captain have required leadership and
responsibility. I enjoyed both the social and practical challenges I faced whilst in these roles. During
my sixth form years I was a member of a highly successful Young Enterprise company. We designed,
produced and marketed our product of a children's storybook CD, for which all the stories were
written and narrated by the members of the company. In order to produce a range of stories attractive
to both the children in our targeted age bracket and also their parents, we undertook research into
existing children's literature.
I also have a passion for music and respond well to individual challenges, such as performances and
musical examinations. I help to organise a concert every year at Christmas, for which I write and
perform a variety of musical pieces. I am currently working full time at The National Scrapie Plan
Administration Centre (NSPAC) in Worcester, a branch of DEFRA. During the time I have been
there I have learned to work as part of a professional organisation, an experience that will serve me
well in the future as knowledge and understanding of the world of industry. I worked for three and a
half years as a shop assistant in my local Post Office. This opportunity allowed me to play an
enjoyable role in the local community. During my school life I was lucky to have been part of the
culture of both the state and the independent system and I am extremely grateful for this experience.
This, combined with my time spent as an employee at NSPAC, has taught me the importance of
taking advantage of every chance presented to get to know and understand people who, without the
diversity of these opportunities, I may never have had the chance to meet. I feel that my school life
and my experiences during my gap year will equip me thoroughly for the challenges my future is
guaranteed to present, and as such I look forward to studying English at university with great
optimism and anticipation!
26
Architecture:
From the world famous buildings I have visited, such as St Peter's Basilica in Rome, The
Guggenheim Museum, Bilbao designed by Frank Gehry and a few of Gaudi's masterpieces, to the
recently built library and art department at my school, architecture inspires me. As I walk past
buildings, through houses or around restaurants, I often find myself imagining how I would have
designed them to make them more aesthetically pleasing, more environmentally friendly, more
appropriate to the community that use them. This and my ambition to have a career that satisfies both
the creative and analytical sides of my character has given me a keen interest in Architecture. Maths
A Level appeals to my logical way of thinking whilst Art allows me to express my more artistic side.
English Literature balances out this combination and has helped to develop my analytical skills.
Furthermore, life drawing and my involvement in the senior school productions - where I have had an
acting role in 'Oklahoma!' and helped backstage in designing and creating the set of 'Macbeth' - has
developed my interests in a design subject outside the classroom.
All aspects of Architecture interest me and this was confirmed by my work experience at an interior
design and architect's office. Whilst there I was able to see every step, from the brief to conception to
realizations. I worked on several projects during my time there and some of my suggestions and
research were taken on board and included in the design or completion of a project. Owing to this I
was offered a part-time job within the company.
In addition to my work experience, I have also gained valuable skills through my extra-curricular
activities. Playing in sports teams, including Netball, and captaining the 2nd XI Hockey squad has
taught me dedication and teamwork. The commitment that is needed to complete the Duke of
Edinburgh's Awards has strengthened these qualities and the community work involved in the
challenge was a rewarding experience.
One of the most valuable experiences of my life was a month-long trip to Peru. With over two weeks
spent trekking in the Andes Mountains, covering two hundred kilometres and climbing to an altitude
of five thousand two hundred metres, and one week in an isolated village, helping to build a school,
the trip combined teamwork and cooperation with leadership skills and determination. The trip also
allowed me to complete my Millennium Volunteers 200 Hours Award due to the promoting and
fundraising, as well as the physical labour, involved with helping the small Peruvian community of
Soqma build their school. My confidence has certainly grown thanks to the challenges we faced
whilst we were there and my leadership skills continue to develop with my position as a school
monitor, which combines an organizational role with creating an example for younger students to
follow. Being involved in a wide variety of activities, both in and out of school, combined with extra
responsibilities and duties, has taught me how to balance academic areas with extra-curricular
commitments and has encouraged me to be organized.
My decision to study Architecture has stemmed from both my interests academically and my
fascination with the subject and all its influences - from the environment and its restrictions, to the
community and its needs - and as such I look forward to studying this dynamic subject at university.
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Modern Foreign Languages (French and Spanish):
In today’s world, with the impact of globalisation, the predominance of the English language on
almost every level of international communication is well established. It may thus seem unnecessary
for native English speakers to strive to learn foreign languages. However, for me, languages are more
than just a means of communication; they are a vehicle for a mind-set. Language has the power to
unite people by enabling us to explore and understand a diverse range of cultures which can otherwise
remain inaccessible, even through translation. In my opinion, the value of learning a language is best
summed up in the words of Nelson Mandela, who said, “If you talk to a man in the language he
understands, that goes to his head. If you talk to him in his language, that goes to his heart.”
As a keen student of A level English Literature, I consider literature to be vital to the study of
language, as it exhibits the versatility of language while reflecting the culture and tradition from
which it stems. I feel this is successfully demonstrated by Andre Gide, whose work is widely
recognised as an investigation of freedom and empowerment in the face of the moralistic and puritan
constraints of 19th-century France. Enthused by the prospect of studying Gide’s ‘La Symphonie
Pastorale’ at A Level, I read ‘L’Immoraliste’ and ‘La Porte Etroite’ by the same author. I found that
Gide’s pure, simple first-person narrative helped me to sympathise easily with the protagonists
depicted in both novels, but noted that the excess in ‘La Porte Etroite’ lies in self-sacrifice and purity,
whereas Michel’s excess in L’Immoraliste’ is one of glorification of a self released from all moral
restraint. Intrigued by Gide’s apparent desire to uncover the authentic self in his work, I read ‘El
coronel no tiene quien le escriba’ by Gabriel Garcia Marquez, which is rendered in equally
straightforward narrative, albeit by an omnipotent narrator, and similarly explores man’s inner world
where he discovers the best and worst of himself. I look forward to developing my interest in French
and Spanish literature this year by continuing to read avidly, exploring as many authors as possible.
I maintain that my passion for languages, especially French and Spanish, is a result of my background
and personal experiences. Having been fortunate enough to travel and experience different cultures,
lifestyles and perspectives, I believe I have a heightened sensitivity to and genuine affinity for
language. Last summer, I organised a French exchange, independent of my school, with a
correspondent in Montpellier. Whilst improving my spoken French enormously, this experience also
helped me to fully appreciate just exactly what can get “lost in translation”!
Furthermore, I have participated several times in events based on European issues, such as the Mock
Council of the European Union and the European Youth Parliament UK National Session, which has
most definitely contributed to my interest in modern languages.
In January 2010, I organised a week’s work experience with….. Solicitors, during which I had
numerous opportunities to develop my interpersonal and analytical skills. At school I received both
the GCSE French and English Awards for linguistic success. I was a finalist in the ….. Schools’
Debating Competition, and have also participated twice in the …… Bar Mock Trial Competition;
both of which have made me hard-working and self-motivated, whilst helping me to develop my
skills of critical analysis, logical thinking and teamwork, as well as my ability to think on my feet.
Moreover, in representing my school as Head Girl this year, I must be committed and responsible.
Outside of school, in addition to playing the piano, I have a passion for classical ballet.
In summary, I believe that I have the passion, potential and personal attributes to pursue a degree
course in modern languages, as well as having much to contribute to university life.
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History and English (joint):
I recall my first step up from childhood reading of A.A Milne and C.S. Lewis being to the Preface to
the 'Poetical Works' of Coleridge! Although I cannot claim to have understood any of this at the age of
seven, it displayed my early appetite for English Literature. Subsequently, a simple passion for narrative
has developed into analysing texts closely and understanding different readings and perspectives,
including being introduced to another of the Romantic poets, William Wordsworth, through my AS
English Literature course. I recognised and connected with his desire for us all to experience the Arts.
I have come to recognise that literature does not exist without context and that 'historical sense
compels a man to write not merely with his own generation in his bones,' as T.S. Eliot suggested. From
recognised classics to the more recent works of Ian McEwan and A.S.Byatt, I have marvelled at the skill
with which authors portray the social complexities, in matters of love, work and domesticity, of their own
or another historical period. Although Austen's novels are essentially satirical love stories, they also serve
as an historical insight into the etiquette and mannerisms of the 19th century middle classes.
During my A2 course, I am studying 'Regeneration' by Pat Barker. I find it gives a particularly
illuminating slant on WW1, where it depicts the psychoanalytical aspects of war of such historical figures
as Wilfred Owen, who suffered from shell-shock. I have independently read Edmund Blunden's
autobiography 'Undertones of War', which displays a chilling detachment from his emotions, as well as
biographies and critical assessments of fellow war poets Sassoon and Rosenberg.
Studying the Wars of the Roses for my AS History course has led me to be increasingly absorbed in
that era. I pursued my own studies of the ensuing reign of Henry VIII, through books such as '1536' by
Suzannah Lipscomb, contrasting the glamorous monarch depicted on television and the reality of a brutal
but extraordinarily influential ruler. I have recently become intrigued by 'Shogun', James Clavell's
historical epic, an in-depth description of 16th century Japanese culture conflicting with that of a
shipwrecked Elizabethan pilot.
To gain some experience in the diverse world of the Arts, I spent a week with two public relation
companies within the Bell Pottinger Group, where I wrote press releases and researched information for
articles and databases. A further week was spent at Touchline Sports Publications in London. Here I was
fortunate enough to publish an article in a golfing magazine, along with a feature in FQ and to research
future articles.
I have been a dedicated member of my school Boat Club for five years, and the experience has
taught me more than I imagined a sport could. I have become more organised from managing exam
pressures, a job and other commitments along with the intensive training schedule because I have a
responsibility to my crew and my coach. As Secretary to the Boat Club this year, I have a key role and
communicate directly with the parents and friends of the club. Furthermore, I have enjoyed the task of
listening to pupils read in the Junior School and mentoring 11 year olds, both of which have developed
my sense of the significance of good communication.
I am a member of the School Archive Department, where I have gained background knowledge of
the environment in which I have spent the last seven years of my life. Through an interest in the dramatic
side of English, I became involved in the senior production of 'West Side Story' as a Stage Manager,
helping with organisation and coordination. I feel a great sense of achievement after receiving a
scholarship for my final year, as I have worked to get the most I can out of my subjects, something which
I also hope to do in the combined study of English and History at university.
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Geography:
The way Geography encompasses everything from the interrelationship between physical geography
and humankind, as was witnessed at the Japanese Tsunami, to the organisation of the 2012Olympics, is
what makes me interested in the subject. In particular, I feel my main interest lies with the physical aspect
of the subject and I am really looking forward to studying Plate Tectonics and Hazards as part of the A2
course.
My passion for physical geography was ignited in Year 10 by a residential visit to the French Alps;
the landscape was beautifully diverse and being able to understand the formation of such a dramatic fold
mountain range whilst experiencing it was thrilling. I have attended lectures both through school and at
the University of Worcester that have shown me the practical applications of geography in the area of
hydrology; discovering how discharge and magnitude calculations of the River Severn was at forefront of
helping to design flood defences was personally fascinating.
During the three weeks of work experience I spent in Germany this summer, I visited the Eifel
region where the Andernach Cold Water Geyser lies. The museum for the world's highest cold water
geyser stimulated my interest in tectonics further and I was particularly interested by the unique and
intricate science behind the geyser. I also saw the middle course of the Moesel River in Germany, where
the dramatic steepness of the valley causes a string of environmental and socio-economic issues to the
area, particularly Cochem, which heavily depends on the seasonal wine and tourism industry. Being able
to identify these problems first hand was enjoyable for me, as I extended my hydrological knowledge
outside the classroom; I hugely value this fieldwork aspect in developing my understanding of
Geography. I have also started to read about the chemistry connected with oceans and soils through OCR
Salter's Chemistry textbooks to improve my depth of knowledge of Geography, as I am now recognising
the links with the science subjects.
Appreciating the balance between human and physical geography, I have enjoyed books such as
'Small is Beautiful' by F.S. Schumacher. I was particularly interested in the concept of 'Buddhist
economics', through which maximum sustainability can be theoretically obtained. An interesting
connection between this theory and an article I recently read in Geography Review was the development
of Ugastoves in Uganda, which not only tackles problems of dwindling biomass sources in the area, but
also the associated environmental problems, helping to improve sustainability.
I thoroughly enjoy training for rowing and competing to a national standard at the National Schools
Regatta, where I was proud that our boat secured a place in the semi-final. The nature of the training has
honed my ability to work effectively in a team as well as enabling me to work under pressure. Spending
three weeks alone in Germany has certainly matured me. I fee lbeing able to integrate successfully into a
different culture is an important life skill to have, as I now know I can easily adapt to challenging and
new situations. Furthermore, being awarded the position of School Monitor has allowed me to strengthen
my ability to work successfully in a team and improved my communication and organisational skills. I
am an involved member of the school Charity Committee and a mentor to some of the Year 7 and 10
pupils. It has been rewarding and given me a sense of satisfaction to have contributed to my local
community. Through charity committee I helped to organise an outdoor party for the local special school
and raised money for charitable causes, such as the DEC Haiti appeal, through other events.
My curiosity for the world around me and its processes has made me certain that I want tostudy
Geography further. I have the motivation and organisation to make the most of academic opportunities
and I am excited by the prospect of the wider university life.
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Biochemistry:
"If you can write DNA, you're no longer limited to 'what is' but to what you could make." (Drew
Endy). This quotation sums up why I believe Biochemistry is the most demanding and inspiring science
of the 21st Century and why it has a great future in which I want to be involved.
Biochemistry appears in the media all the time and I am captivated by the potential impact of the
subject. New findings in this area of research could have a dramatic influence on the way we live our
lives, and being a part of this would fulfil a lifelong ambition. I have always been fascinated by Biology
and Chemistry because I was fortunate to grow up with parents and a grandparent who could always
answer my questions and stimulate my curiosity.
During my school career I have developed an interest in molecular Biology, Organic Chemistry and
Statistics, so studying Biochemistry at University seems an obvious and exciting choice.
In Biology I am particularly interested in the body processes and especially learning about DNA and
related diseases. It never ceases to amaze me how such small molecules can determine our key
characteristics and how genetic diseases can be treated by working at a molecular level. I enjoy the
challenges of Chemistry and it has helped me develop my practical skills and ability to present results and
data. Reading magazines such as the Chemistry Review has enabled me to gain additional knowledge
about Biochemistry and recent scientific discoveries. I have also attended two evening Chemistry lectures
at Birmingham University. Studying Maths Stats has enabled me to develop problem solving skills and it
has given me an appreciation of the variance of data. I relish a challenge and like to stretch myself and
have therefore worked towards Critical Thinking AS by studying after school this year. This has helped
to develop my skills in analysing text and statistics and also in making judgements about their credibility.
Similarly, in year 11, I studied after school to obtain a level 1 distinction CBAC/WJEC certificate in
Japanese which I hope will be useful to me in the future.
Work experience in Biochemistry at Thermo Fisher Scientific allowed me to see many different
scientific instruments, how they work, and their applications in such fields as Proteomics, Metabolomics
and Toxicology. I also helped out in a Veterinary in-house lab where I tested blood samples and was
shown how urine samples were analysed. Work experience was very useful to me, in helping my
understanding of procedures carried out by the staff and also how to use the machines. I enjoyed both
these placements and they certainly helped to confirm Biochemistry as my choice of university course.
Work experience is a good way of learning about the subject and I hope to gain even more before I start
the course at university. Taking part in Young Enterprise last year gave me some understanding of the
world of business, and the interface with research. It also enabled me to develop my skills in public
speaking and in dealing with other companies. I was secretary of the company and organised the different
departments within it and designed our trade stand for various events. I enjoy working with people of all
ages and socialising in new groups. For example, I find taking part in the mentoring lower years in my
current school very rewarding and I have also taken part in Christmas Concerts for elderly people at
Residential Homes. Playing the Clarinet is a great hobby of mine as I have always loved music and I
enjoy playing at concerts and hope to take grade 6 this year.
I am looking forward to thinking and working at a higher level as I consider myself as a committed
and motivated student. I am convinced that studying Biochemistry at University will be exciting and
fulfilling. There are so many unanswered questions and discoveries to make and I hope that the course
will lead onto a very interesting and rewarding career.
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General Guidance for Personal statements
You must write in good English: don’t use lists or bullet points; organise your piece into
paragraphs; avoid starting every paragraph or sentence with ‘I..’!; suggest what you have learned
from experiences rather than simply describing them; check for technical accuracy.
Useful Terms
The following advice should help you write a Personal Statement which is easy to read and fluently
written. It should help you connect sentences and paragraphs together and vary the language you use.
IN ADDITION
‘In addition to my work experience, I have also gained valuable skills through voluntary work.’
AS WELL AS
‘As well as my involvement in team games, I am also keen on playing individually competitive
sport’.
REINFORCE
‘My involvement in the Community Service Programme has reinforced my decision to study for a
degree in nursing’.
STRENGTHEN
‘My decision to study economics has been strengthened by enjoyment and success in my A level
course’.
FURTHERMORE
‘Furthermore, I am particularly suited to a degree in chemistry because of my keen interest in (name a
particular branch/aspect of the subject) and my ambition to ......
BESIDES
‘Besides my involvement in sport, I am also very active in the musical life of the school’.
NOT TO MENTION
‘Being involved in the Community Service Programme, not to mention my work experience, has
provided me with the opportunity to work with a diverse range of people’.
MORE RECENTLY
‘Although I have taken part in many school concerts involving a full orchestra and playing mainly
classical music, more recently my interests have led me to take up jazz and I am now part of a small
jazz group’.
ENABLED ME
‘The opportunity to play first eleven football has enabled me see the importance of team work’.
PROVIDED ME
‘The work experience provided me with an opportunity to meet people involved in industry and gain
first hand experience of a commercial company’.
OPPORTUNITY TO
‘The opportunity to develop leadership skills was provided by my involvement in The Himalayan
Club’.
Beginning sentences…
Beginning too many sentences with ‘I’ is a danger, especially when you are writing about yourself.
Instead try to create sentences with a range of starting points:
‘Being the captain of the hockey team....’
‘Having enjoyed my involvement in many drama productions....’
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‘My A level subjects have allowed me to....’
‘Socialising is important to me because....’
‘Taking part in.....’
‘The skills I have gained from....’
Just do it!
Many students make a big fuss about a personal statement. Just write! Try this:
Use a blank sheet of paper, or a new word document and, without stopping, write done all the reasons
you think you want to study the subject. You can shape it later. Once you have started, it will seem
easier.
Or… imagine you are in a lift and have until you reach the 20th floor, to persuade someone that you
are the right person for the course! Write your words!
Or … do a mind map of you and your academic interests. Write down everything you enjoy about
the subject, why you want to study it and why you think is a significant academic subject. If you
can’t do this you’d better think hard and long about whether the subject is right for you.
Look up the selection criteria for your course at one of the university you are applying to and write
down the evidence you could provide to show you match those criteria.
Avoid the clichéd opening:
‘From an early age I have wanted to ……………………….’
‘For as long as I can remember…………………………’
‘I am currently studying………………………’
Including positive and analytical words
According to an article in a recent magazine called ‘Student Adviser’, researchers at the University of
Hertfordshire assert that success on a personal statement comes down to specific words and phrases
used by the applicant. The suggest that the following:
Top 10 words to include:
Achievement
Active
Developed
Evidence
Experience
Impact
Individual
Involved
Planning
Transferable skills
10 words to avoid:
Always
Awful
Bad
Fault
Hate
Mistake
Never
Nothing
Panic
Problem
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While success obviously can’t boil down to specific words and phrases, these suggestions
are worth considering. The first list does reflect the positive, analytical, thoughtful
approach, while the ‘words to avoid’ are negative and often reflect exaggeration.
KEEP A COPY OF YOUR PERSONAL STATEMENT
Always keep a copy of your personal statement. If you are going for interview, you
should have a look at what you put on your statement before the interview. Interviews
often begin by asking you about details on your statement, or for further information
about your work experience/that book you read etc. You can ensure that you have no
difficult questions by anticipating this.
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Open Days Information
Attending open days at universities is a good way of finding out about whether a course will
suit a student and whether the place is appropriate. However, visiting universities during
school days needs to be balanced with the difficulties of missing lessons. Academic
departments use the time after study leave is over to begin A2 courses or teach skills useful
for the A2 course. It should also be noted that many universities now offer open days at
weekends and during school holidays. Most universities also do not mind if you visit more
informally and not on a recognised open day. In recent years the number of universities
offering ‘post-offer’ open days has risen and this means that students may not need to visit
all the places they are considering applying for, but use the websites to find out about the
place and visit after they have been made an offer. Students must seek permission to miss
school from their House Tutor.
There are too many institutions, and many have a number of open days, to produce a list of
them. You will find that this runs to 16 pages for the lists from April to October! To find the
full list look up the website: www.opendays.com
Students and parents will need to think carefully about attending during this period in school
hours; most of these universities have other open days and some have them on Saturdays
during June. Permission from House Tutors must be granted if a student is going to miss
school to attend an open day and Tutors will limit the number attended by their students. The
usual maximum number of missed school days in order to attend university open days is 2,
but this is at the discretion of House Tutors.
Work Experience is the week of 29th June onwards. It would be
inappropriate for students to go to open days during that time.
The following dates should be avoided as there are specific events in school as detailed
below:
Thursday June 11th June
Key skills session on applying for Higher Education
Thursday 18th June
Session on the writing of personal statements during the Key Skills lessons.
Tuesday 23rd June
L6th hosting party for children from Fort Royal Special School
Cambridge University Open Day
Thursday 25th June
Business Conference for all L6th
Friday 28h June
School L6th trip to Birmingham University Open Day
Oxbridge Edge Course for prospective Oxford and Cambridge applicants
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Gap Years
A worthwhile Gap Year can be composed of work experience, either paid or voluntary,
combined with travelling. It can be based here in the UK, abroad, or a mixture of the two.
Reasons for taking a GAP YEAR
The case put forward to students
Advantages:
 A carefully organized, constructive Gap Year programme will support your
university application
 You can improve your C.V.
 You can travel and experience the culture and lifestyle of other countries. This
promotes the development of confidence, self-reliance and skills such as organization,
communication and budgeting.
 You have a break from study before starting a degree.
 You can volunteer your time and skills to charitable causes.
 You can gain relevant work experience and skills. The Year in Industry scheme is
highly recommended.
 It offers opportunities to earn money before starting University and supports
informed career choice.
Disadvantages:
 Resuming study after a long break may be a challenge (but many find they are
more eager to resume their learning)
 Some (very few) university departments may prefer you to begin your course
immediately after A levels (maths and in some cases medicine should be checked)
 Family considerations.
 The perception that you will be a year behind your peers (but in fact this is not
the case).
Considerations for students thinking about a Gap Year







What are the aims of the year?
What exactly to do and where to do it?
How long to spend on working, volunteering, travelling?
What skills can be offered?
If travelling, who to go with; alone, friends or an organisation?
If choosing to go abroad; how much support will there be?
How much money will be needed? (see below)
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Financial considerations: How will the Gap Year be funded?
Many students find temporary work to support themselves before starting their Gap Year,
others work whilst travelling (be sure to check the regulations concerning work permits/visas).
There are also various bodies that offer help with funding and are worth investigating;
www.gapyear-bulkeley-evans-hmc.co.uk The Bulkeley – Evans HMC fund is available for
worthy recipients of scholarships for Gap Year projects.
www.ukfundraising.com
www.gapadvice.org
www.justgiving.com
Cathedral bursaries may also be available. Students are advised to speak to the Careers
Department for more information.
Insurance and Personal Safety
Students intending to travel as part of their Gap Year are strongly advised to consider taking out
a good quality travel insurance policy and to fully research safety issues concerning both
personal safety and safety in the countries to be visited.
www.moneysupermarket.com
Compares travel insurance deals
www.fco.gov.uk/knowbeforeyougo
Foreign and Commonwealth office.
Advice on safety and political issues from the
www.objectivegapyear.com
Offers practical safety advice
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Useful websites
There is a plethora of information available online concerning Gap Years. Some which have
been found to be most useful by students in the past are listed below.
Beware exploitation by companies offering short but expensive placements in exotic
locations!
www.etrust.org.uk/the-year-in-industry Gives full details of the Year in Industry scheme.
www.vso.org.uk
Voluntary work in the developing world.
www.gap.org.uk
Advice for younger travellers on volunteering projects and placements.
www.realgap.co.uk
Travel, work and volunteer schemes in more than 30 countries.
www.wwv.org.uk Database of worldwide volunteering including Aids awareness projects.
www.raleighinternational.org Voluntary placements around the world to work with
communities living in poverty.
www.projecttrust.org.uk
Twelve and eighteen month volunteer placements.
www.volunteeringengland.co.uk Voluntary work in the UK.
www.gapyear.com
A good starting point for anyone considering projects or travel.
www.travellersworldwide.co.uk Voluntary projects and work experience overseas.
www.yearoutgroup.org
Helps to assess the benefits of taking a Gap Year.
www.bunac.org
Has a range of working holidays for students.
Students considering a gap year are encouraged to spend time researching and assessing their
options. The Careers Department offers guidance and support. Students will receive a Gap
Year talk as part of the Key Skills programme, which usually includes first hand details of
OV experiences. Students can also access Gap Year information in the Bolland Room.
Mrs Elaine Friend, who is second in the Careers Department, has a specific remit concerning
Gap Years.
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