Your essential guide to
Progression after Woodhouse
2016
1
Introduction
The purpose of this booklet is to help prepare you for your next steps after your A levels, be it
university, training or employment. Every year around 90% of Woodhouse students apply to
higher education. The college aims to fully support you in making the right choices, in terms of
which subject to study and which university to apply to, as well as supporting you with the actual
application process. There is also lots of advice and guidance available if you’ve decided not to go
to university.
Contents
Page
1.
THINKING OF UNIVERSITY .......................................................................................... 3
2.
CHOOSING MY COURSE & UNIVERSITY .................................................................... 4
2.1 Choosing my course ................................................................................................. 5
2.2 Choosing my university ............................................................................................. 8
2.3 Deciding on my short list ......................................................................................... 12
3.
GAP YEARS ................................................................................................................ 13
4.
PERSONAL STATEMENTS ........................................................................................ 14
5.
THE UCAS PROCESS: OVERVIEW ........................................................................... 19
6.
MY UCAS PLANNING SHEET .................................................................................... 20
7.
STUDENT FINANCE
21
2
1. Thinking of University
Is University right for me?
For a lucky few, your chosen career path is very clear;
you know exactly what you want to do and you just
need to go to university and study your degree for your
chosen career; simple! But for the majority of the rest
of you it’s not so clear and you are left wondering what
to do or study and where. You may even be thinking
whether 3 or 4 years at university will pay dividends or
not and you are likely to weigh up the pros and cons of
going to University in 2016 with your family before
finalising your decision.
Activity:
Workings in pairs or small groups discuss the advantages and disadvantages of going to
university.
Advantages of going to university
Disadvantages of going to university
3
4
2. Choosing my Course & University
Deciding what to study and where to study it can be a life changing decision so the key is to do as
much research as possible so you choose the right course and the right place to study it for the
right reasons.
Activity
Watch the 2 short video clips to introduce this section:
 UCAS How to guide – Choosing Courses
http://www.ucas.com/how-it-all-works/explore-your-options/how-choose-course
and
 Which? University – Choosing a university
http://university.which.co.uk/advice/choosing-a-university-course-applicants-video
Make a few notes below on the key points raised to discuss with your group afterwards.
5
2.1
Choosing My Course
There are thousands of courses to choose from in over 300 universities in the UK. With so much
choice it is not surprising to hear students saying that it is hard to know where to start! If you know
exactly what career aim you want to do e.g. become a doctor then choosing the subject is relatively
easy. However, if like the majority of students, you have no idea of your future career aim is, there
are a number of factors to consider when researching your course.
A good starting point would be to spend a few minutes asking yourself the following questions.
 What subject(s) interest me?
Start with what interests you and what you can see yourself doing.
 What do I enjoy most at college?
At university you will be studying a subject in depth for up to 4 years so therefore you need to
choose a subject that will interest you for the duration of the course. If you do not really enjoy it,
there is a good chance you will drop out!
 What about my career aim?
A lot of students are concerned that by choosing a subject they enjoy, it may affect their future
career. Remember, choosing a subject does not mean choosing a career. Over 40% of graduate
jobs do not require a specific subject as employers consider the skills you develop whilst
studying for a degree as important as the actual subject content.
Activity
With a peer, list what careers you might go into, for example:
with an English degree?
with a Maths degree?
With a Biology degree?
(Think outside the box!)
6
Frequently Asked Questions - Choosing Courses
But I don’t want to continue with any of my A level subjects to higher level?
Don’t worry as there are lots of subjects you can study at university without having studied them
before e.g. law, psychology, sports science, etc.
Do I have to narrow my studies to only one subject?
You may be sure of your subject and want to study it and nothing else so you opt to do a SINGLE
degree or you may be less clear and would like to specialise in more than one and you opt to do a
JOINT HONOURS, also known as a COMBINED DEGREE. However, Joint/Combined does not
mean double the work! Joint degrees allow you to tailor your study to your interests. You can
study subjects that are similar or completely different; the choice is yours. You can do 50/50 or
major in one, minor in the other; all depends on the course and university so check the small print
carefully! Studying across subjects can open up a wide range of career opportunities.
What types of degree are there?
You can do a bachelor’s degree which is a course of academic study leading to a:
BA
Bachelor of Arts
BSc
Bachelor of Science
BASc
Bachelor of Arts & Science
BM
Bachelor of Medicine
BEng
Bachelor of Engineering
And there are many others; there are also 4-year degrees which lead to a masters’ degree such
as MA, MSc, etc.
Art or humanities subjects include non-science subjects and include all languages, art, English,
history etc. They also include newer work-based subjects such as business studies.
Science subjects include all pure sciences and courses that have a large amount of technical
content such as chemistry, maths. This group often (but not always) includes economics.
Bachelor degrees give students a thorough understanding of a subject and usually take 3 to 4
years to complete (some take longer, like medicine, or those with a year abroad or a masters).
What is a sandwich degree?
A sandwich course is traditionally one year longer. It is where you sandwich in a year in industry or
a placement abroad between your studies. It is generally paid for and ideally makes you more
employable.
My cousin said s/he got a 2:2 degree; what does this mean?
Degrees are generally classified as Ordinary or Honours but this varies between universities.
Degree classifications (grades) are:
 First Class Honours - the highest grade. (about 10% nationally)
 Second class honours – can be a 2:1 (upper second) or 2:2 (lower second)
 Third class honours
 Ordinary or pass degree
7
…and s/he majored in his/her subject. What does that mean?
Major is when you focus your concentration in a particular area/subject and minor is less intensive
focus which is secondary to the major, and complements it.
Vocational degrees?
Any qualification that uses an “applied” or work based approach and prepares students for a
specific career e.g. medicine, architecture, actuarial science as opposed to non-vocational courses
which do not prepare you for any particular career, eg geography, history. For vocational courses
it’s also a good idea to look at the websites of the professional bodies to see whether the degree is
“accredited”- or gives exemptions from professional examinations.
Foundation degrees?
These are higher level qualifications that blend academic study with workplace learning. They are
designed and delivered in partnership with employers in a range of work related subjects to meet a
skill shortage. Foundation degrees are broadly equivalent to the first 2 years of a Bachelor’s
degree; they provide the opportunity to progress to a degree in its second or third year.
I’ve heard people talk of a law conversion course; what is that?
A conversion course is a vocational (postgraduate) qualification taken by graduates wanting to
change subject area after their first degree and better prepare themselves for the job market.
How do I research a subject/course?
Visit the UCAS website www.ucas.com to search for any course in the country which has a
hyperlink to university websites and their entry requirements.
Activity
Your tutor will now demonstrate how to use this COURSE SEARCH FACILITY for a selection of
course subjects the tutor group are interested in.
Remember a subject choice is not necessarily a
course choice so for example if you search for
Biology you will see you can do Zoology, Botany
or Molecular Engineering. Also note that many
courses with the same title are actually very
different
in
terms
of
course
structure
(modular/linear), syllabus content (don’t just look
at Term 1’s content!), study methods (number of
contact
hours
etc.)
and
assessment
(exams/coursework). You may also have to sit an
entrance exam or attend an interview).
Other useful websites:
http://university.which.co.uk/search/course
www.bestcourse4me.org.uk
http://coursefinder.telegraph.co.uk/
8
2.2 Choosing My University
There are many different types of universities so choosing which one to go to takes careful
research and should not be rushed. With the publication of league tables, many students (and
parents) concerned themselves with the status of a university. There are several websites that rank
universities and individual courses in these league tables and generally speaking the traditional
universities tend to come out near the top in the main tables- though you do need to look
specifically for your subject/s. However there are several differences evident and certain biases
exist so they should be used with caution. They may not rate universities on everything that is
important to you so it is wise to carry out your own detailed research based on your own personal
list.
The Russell Group is an association of major “research – intensive” universities in the UK. These
universities, in general, have excellent reputations and are very competitive to get into. There are
24 of them.
Activity
How many of the Russell Group universities have you heard of? List the ones you know of below.
Your tutor will help you fill in the blanks.
You can find out more about them at http://www.russellgroup.ac.uk
There are of course many equally excellent universities which are not in the Russell Group! For
example Bath & Surrey universities are regularly in the top six UK universities but are not RG
members because they are smaller. Other universities will have world class reputations for
particular courses even if the university as a whole has not got a high reputation. Therefore it is
important to remember that which is the best one for you depends on your course and what you
are looking for.
Activity
So what are you looking for in a university? It will help if you consider the following factors
carefully.
Discuss them with your group and tutor.
Location
You may decide that you wish to live at home and commute. This may make good financial sense
but it might also restrict your choices and independence! On the other hand St. Andrew’s may
sound attractive but remember you need to get home at the end of each term at least so how
much will it cost you and how long will it take and what are the transport links like? Would
9
you prefer an urban or rural location? If you are country soul at heart there is no point heading to
the hustle and bustle of a city university e.g. Manchester, London or Liverpool etc.
Activity
You will need to have an idea of your geographical preferences so it is often a good idea to know
the location of a university first by looking at a map!
Looking at the map of the UK below, how many of the universities can you name?
Aberdeen
Cambridge
Queens - Belfast
Birmingham
Brighton and Hove
Bristol
Cardiff
Edinburgh
Exeter
Hull
Kings College London

Leeds
Liverpool
Manchester
Newcastle
Norwich University of the Arts
Nottingham
Oxford
Southampton
Warwick
Search on http://www.scit.wlv.ac.uk/ukinfo for an interactive university map of the UK.
10
What type of university will I like?
There are two main types. Some are campus institutions, eg Warwick whilst others are city
universities, eg Bristol. A campus university has halls of residence and the university facilities
are all in one place (lecture halls, laboratories, sports facilities etc). City universities have all the
facilities but in buildings that are interspersed with shops and housing, etc. Also there are many
variations to the size of universities. They can range from 4,000 to 40,000 full-time students!
It is difficult for you to know which kind of university you will like if you have never been to one. It
is very important to take the time to visit the universities to get a feel of what it is like before
finalising your application. It will help you make a more informed choice but may also strengthen
your application. Open Days are great opportunities to find out about the course and university.
Open days run in June/July so you will have missed some already but most have open days in
September/October also, so book as soon as possible.
There is no substitute for going and seeing the universities that most appeal to you on paper and
on-line. For a full list of open days see www.opendays.com. INSIDER TIPS: If you miss a
booking date for a university open day- just arrive on the day- as they really will not turn you
away! You can also call the uni and ask for a “Campus Tour” in the summer, as many student
ambassadors live on campus over the holidays.
Activity
Complete the University Open Day Preparation sheet (copy in back of this booklet) before your
visit.
What about accommodation?
It is a good idea to check what a typical room in the halls will be like and how much it cost.
Rents range from £50 to £150 depending on location. Check if accommodation is guaranteed for
all first years and how far the halls from your lectures etc.
and the facilities?
Check out the study facilities: libraries/IT and open access facilities, lecture/seminar rooms/ and
the social facilities, bars, clubs/ societies.
and what about the teaching methods?
This varies from course to course/ institution to institution. Is teaching via lecturers, seminars or
tutorials? What are the contact hours? What is the tutorial system like? Is the course assessed
by end of year exams or through continuous assessment?
Student Support/ Careers provision
What support is provided for students with a disability/ specific needs e.g. dyslexia, medical and
financial needs. Do they offer bursaries/ scholarships? Can you see a Careers Adviser on site,
and get help with employability skills, and finding internships?
11
Admission Tests
Some universities and colleges require students to pass an admission test as well as standard
qualifications if they are applying for courses in certain subjects.
Do you know what admission tests these abbreviations stand for?
BMAT:
MAT:
ELAT:
MML:
GAMSAT:
STEP:
HAT:
TSA Cambridge:
LNAT:
UKCAT:
Entry requirements
Entrance requirements vary considerably; make sure you apply for a range of universities. For
example if you are hoping for an A* AA in your A levels next year then apply to a least one
university with lower requirements, which will be your insurance choice e.g. AAB. Be realistic; look
at appropriate courses based on your estimated grades. (Your subject teachers will go through
these with you).
Most students will apply for roughly the same course in all five choices. You only get one personal
statement on UCAS* and you need to show a deep interest in that course. Seek careers help if you
have widely different courses listed.
Does the university interview for your course?
Some universities will invite you to an interview (or an audition). This varies across subjects and
universities. (There will be lots of help available to prepare you for interviews during the year).
Going to university abroad
You should arrange a careers appointment to discuss and compare options and implications.
Useful websites include:
 Go to Woodle / Careers / Progression to further study / and click on the link to “VENTURE”
this is our online database on study, work, and life in many countries of the world.
 Many countries- general help and listings: www.astarfuture.co.uk or www.degreesahead.co.uk
 USA – www.fulbright.org.uk or www.collegeboard.com
 Australia / New Zealand www.studyoptions.co.uk
 Europe: www.studyportals.eu
Private universities- e.g. “Pearson’s”
To check if a private university or college is on the government “Approved” list i.e. is fully inspected
for quality go to: www.qaa.ac.uk/institutionreports/pages/institutions-A-Z
Other Useful website links for this section:
 www.unistats.com
is a website which enables potential students to compare subjects at
universities. It includes information on student data, destinations and the National Student Survey.





http://www.theguardian.com/education/ng-interactive/2015/may/25/university-league-tables-2016
http://www.timeshighereducation.co.uk/world-university-rankings/
http://university.which.co.uk/advice/top-things-to-look-for-when-comparing-uni-courses
www.push.co.uk/uni-chooser/s/htm
www.applytouni.com/articles/choosing-your-uni-for-2015
12
2.3 Deciding on my short list
Entrance requirements
Once you have identified the course and university you are interested in you must find out about
the entry requirements. Some universities require only a particular point score but most require
specific grades in specific subjects. The UCAS website has a Tariff calculator which helps
universities when deciding on course entry requirements and making conditional offers.
How do my grades equate with UCAS points?
Pts = Points
Activity: complete these examples:
A
B
C
A
B
B
B
A level Law and predicted grade
A level History and predicted grade
A level English and predicted grade
AS Art and achieved grade
120 points
100 points
A Levels
70 pts
A 60 pts
A
60 pts
100 pts
B 50 pts
B
50 pts
C
80 pts
C 40 pts
C
40 pts
Total
D
60 pts
D 30 pts
D
30 pts
B
A
B
C
C
B
E
40 pts
E 20 pts
E
20 pts
AS Physics achieved grade
A level Psychology and predicted grade
A level Sociology and predicted grade
A level Business and predicted grade
AS Geography achieved
Extended Project
140 pts
A
120 pts
B
Extended
Project
A*
Total
B
A level Chemistry and predicted grade
C
A level Biology and predicted grade
C
A level Maths and predicted grade
A*
AS
Levels
Total
Do your own subject combination as an example:
(The College policy is to predict your AS grade plus half a grade. For example, if you get a high
C at AS then you will be predicted a B at A level but if you get a low C, you will be predicted a
C.)
Look at the UCAS website – UCAS Tariff tables
http://www.ucas.com/how-it-all-works/explore-your-options/entry-requirements/tariff-tables
for the minimum and maximum entry level points for universities.
Remember to look at universities that have entrance requirements that fit your academic
abilities/predicted grades for A Levels. Remember also course requirements vary, so check the
individual course at the university you are interested in.
Narrow it down to a handful of specific courses at individual universities. You need 5 for
your application. The final 5 will depend on the university and your Open Day visits too (see next
section) so it is highly likely you will have about 15 or so at this stage!
Oxford/Cambridge universities have slightly different application processes from other
universities. If you are interested in possibly applying to either, you need to contact Ms Tweed,
Mrs Grice or Mr Rubinstein and they will give you further information.
13
3
Gap Years
Fact: Gap years participation has increased year on year since the early 1990s amongst those
taking undergraduate and postgraduate degrees.
Activity
As a group discuss (a) Why students consider a year off? (b) What students can do on their Gap
Year? Your tutor will play a short clip of an ex-student’s GAP adventures.
http://www.youtube.com/watch?v=2qjQkMswj3M&feature=youtu.be (Woodhouse student Gemma's
experiences of volunteering with ICS VSO)
How do I manage my gap year in terms of UCAS?
1) Apply at the same time as everyone else but for a deferred entry. This is the most sensible
option for most. If your results are good, you will have your university place before your gap
year starts. If your results are disappointing, you can always withdraw and start a new
application.
2) Apply in the Autumn term after you receive your A Level results. If you do this, you should
apply via the college – you will need to contact us/come in during September/October.
Why do students consider taking a gap year?
 It is fun to spend a year getting up to the kind of things you may never get a chance to do again.
 You want to ‘pause’ to consider what you want to do in the future.
 You might gain experience and skills that will bolster your application or future job prospects.
 You can earn some money.
What can I do in my gap year?
Gap years cover a wide range of activities:
 Travelling.
 Work – paid or voluntary.
 Community or charity work – work with the elderly, children, sick; work with people that inspire
and develop you.
 Au pairing.
 Teaching English as a foreign language abroad.
 Retaking your exams.
 Reapplying to find a better course or university.
 Learning a language.
 Starting a business.
 Writing a novel.
 Or ??? anything that appeals to you but don’t waste your time!
Useful website links for this section:




www.gapyear.com (general advice and other links)
www.projecttrust.org.uk (a long-established project abroad gap organisation)
www.yini.org.uk The Year in Industry- Paid work placements in the UK before University
www.wwv.org.uk Worldwide volunteering (1.6 million vacancies worldwide, including the UK) call wwv for help with your database search, as it’s BIG!
 www.csv.org.uk Community Service Volunteers (paid community placements-The UK’s largest
volunteering and training organisation)
 www.campamerica.co.uk Paid work in summer camps of all kinds in the USA
 www.volunteerics.org (VSO ICS programme, worldwide- delivered by a number of partner
charities)
14
4. Personal Statements
Remember don’t start drafting your personal statement until you have decided what you want to
do. Your personal statement explains why you want to study this degree or course, and explains
and illustrates why an admissions tutor should accept you. Remember the same personal
statement goes to all your universities. You only have 47 lines/ 4000 characters, this includes
spaces, so you need to get across as much relevant information in a clear and concise way. A
personal statement will take several drafts and rewrites.
 Two thirds of the statement should be about your interest in the course. You can draw on your
A-levels and any extra reading, but make it relevant. You are trying to convince them you
would be a good, successful student on that course.
 Don’t list lots of books, articles you’ve read and experiences you’ve had. It’s not the quantity that
matters but the quality. Better to discuss one book in depth, talking about your insight and
understanding, than list ten. It’s not what you do but what you get out of it that matters/learnt
from it.
 If you are doing an EPQ in a relevant area, you should devote a lot of time to discussing this –
you may have to leave this paragraph to write in September.
 Do not tell them you have wanted to study this course since you were five years old. So what?
 You are applying for an academic course, not a job. Most universities do not care what you
might do after you graduate: they want to know what you are like as a student not an employee
in some future career.
 Top universities are not overly interested in extra-curricular activities, unless they demonstrate
leadership & other skills e.g. independence, team work or your capacity for doing a lot without a
drop in standards. However details of relevant work experience, particularly if it’s a vocational
course if vocational e.g. medicine or education is appropriate.
 Try to keep your sentences simple – ask yourself what is this sentence trying to say? Avoid long
sentences that go on and on. If you use a thesaurus, make sure the word really fits.
 Avoid pompous, pretentious language or waffle. 150 well chosen words is better than 400 of
irrelevant information! You are a 17 year-old, and you should sound like a 17-year old. Sound
like yourself - do not try to sound like someone you’re not! Don’t make assertions about your
personal qualities without evidence to support them.
 Many universities sift through a pile of applications looking to decide which ones to reject. So
standing out is not always a good idea. It is sufficient to be solid and strong and without obvious
weaknesses.
 Avoid humour. And avoid quotations as dramatic rhetorical flourishes. If it’s embarrassing to
read out loud, cut it out.
 Do not go over the top so don’t lie, exaggerate, embellish or lie. If interviewed you may need to
talk about it!
 Do not plagiarise – universities have anti-plagiarism software!
 Proofread – ask other people; read it aloud; read it sentence by sentence, but from the end to
the beginning. Look out for typos, grammar, spellings (there/their/they’re; affect/effect, etc., etc.),
repetition of words.
 Ask a relevant subject teacher to look at it – they will have more time this term than in
September!
 For subjects that you have not studied before (e.g. law, medicine, architecture, etc.), the
personal statement is really important – it is your chance to show that you know what this course
is all about and that you are well suited for it. For other courses e.g. maths or engineering, the
personal statement does not matter as much.
15
There are lots of useful websites and video clips with valuable information and advice about writing
your personal statement. (Note: there are some that are less useful also so tread carefully!).
 http://www.ucas.com/how-it-all-works/undergraduate/filling-your-application/your-personalstatement
 http://university.which.co.uk/advice/ucas-personal-statement-dos-and-donts
 http://university.which.co.uk/advice/personal-statement-subject-guides-admission-tutor-tips
 And on Woodle/Careers and UCAS/ Progression to Further Study we have a link to a
package “Degree Course Descriptions” to guide you- using advice from admissions tutors by
subject giving checklists on what they are looking for in candidates.
Activity
Look at the Personal Statements attached. Taking the above points into consideration, with your
tutor say what’s good about the statements and what could be improved.
Your tutor will provide you with additional examples of good and bad personal
statements covering a greater variety of subject areas in tutorials this term.
EXAMPLE: Personal Statement A = Maths
What’s good / what needs improving?
EXAMPLE: Personal Statement B = Geography
What’s good / what needs improving?
16
EXAMPLE: Personal Statement A - Maths
‘’It is the true nature of mankind to learn from his mistakes, not from example.’’ This quote, by Fred
Hoyle, depicts why mathematics is something I wish to study at a higher level. Mathematics is the
one subject where I can clearly see my mistakes and know exactly what I must do to fix it. It is an
intriguing subject to which no ambiguity is attached and provides a clear proof to situations.
Mathematics also gives me the ability to apply knowledge by approaching things logically. The
more I learn new aspects of mathematics the more fascinated I become, as there is always so
much more to every single aspect of mathematics – allowing scope for further research and new
mathematical ideas to be derived. I am amazed by how mathematics plays a fundamental role in
my everyday life and in the basis of almost every subject (chemistry, physics, biology, economics
and many others), consequently giving me a very strong foundation for a wide range of careers.
Pure mathematics is my personal favourite, especially calculus, because it teaches many valuable
and useful problem solving techniques. I look forward to studying about more calculus at a high
level and how it can be applied into physics – as I have never studied that before.
Last year, I had to cover the entire mathematics syllabus without help from my school because I
was taking additional mathematics exams. Not only was the content I had to cover not being
covered at my school when I had to take the exam but I was also faced with a 70 day time limit to
complete all my revision (including the entire 1 and ½ year syllabus), study and work for this exam
– as the exams were very soon. Having no lessons on the content from my school meant that I had
the chance to develop an independent, self-reliant approach to mathematics, which in my eyes is
invaluable and this was an opportunity to improve my ability to cope under pressure. This
experience increased my interest in mathematics as I was working with numbers and many
different concepts for several hours during the day. This was hard to balance with all my other
subjects but through careful planning I was able to keep a balance between mathematics and other
subjects I was doing which improved my time management and organisational skills.
Studying biology at an AS level has allowed me to develop research and analysis skills which were
further developed by studying psychology – as psychology involved me having to scrutinise each
key 15 studies I studied. Along with that, I was able to improve my essay writing skills under a strict
time condition, by studying economics as I had to write out several essays throughout the year
about evaluating the use of policies. I have developed an objective perspective as my subjects
demand me to look at both sides of the argument. This skills is not only useful in studying my AS
subjects but in group discussions I am more able to consider all thoughts of others and present my
argument and opinions in a vigorous way. I have loved studying mathematics as it presents a
challenge and allows me to broaden my techniques of tackling a problem. I am going to be
studying AS further mathematics next year which I believe will make me more in-depth with
working with numbers also allowing me to develop my skills to tackle problems and thinking
logically. To improve my researching skills I done an EPQ which was has provided me with
invaluable independent learning skills as I had to learn game theory and what it is all about
independently, I have also learnt ways to evaluate my work as my research involved me having to
search about both sides of the argument.
I have worked voluntarily for over 4 years for my borough through participation in the two youth
boards. Over the years, even now, it has been an on-going learning process, although not being
particularly high on mathematical content but it has improved my personal interaction skills. I ran
for the UK Youth parliament, last year, and it required me to speak publically to an audience who I
have never met before and engaging with people of different ages in attempt for them to vote for
me; this gave me a lot of confidence in public speaking. I have had to learn to be more
independent through my participation is the Bronze and Silver Level Duke of Edinburgh, and to
enhance my abilities I am currently doing the Gold level. This brought to me many challenges like
working with people who were totally opposite to me. Doing the Duke of Edinburgh I have not only
improved my navigational skills but also learnt about the true spirit of team work. Being on the
College Council – where decisions are made on things which affect the students- this has
improved my confidence and communication skills, as I am able to put across my own and my
fellow students’ perspectives. I would love to pursue a career in mathematics and I believe that my
capabilities and the institution will match my ability to become a successful mathematician.
17
EXAMPLE: Personal Statement A - Geography
My road trip to Croatia from London sparked my initial interest in Geography. I was captivated by
the different cultures, economies and environments and recognised the spatial distributions at an
international scale, helping me gain a better understanding of the complex connectivity of people
and places. This experience raised many questions which lead to my visit to India where I
experienced the inequality in numerous parts of Gujarat, Rajasthan and Goa, which has recently
been classed with the least percentage of people living below poverty line at 5.09%, in the whole of
India. Having spent time with the wealthiest and the poorest, undergoing everyday life as they do, I
was stunned by the vast amount of contrast which stood only miles apart. However I came to a
conclusion that they all had to some degree something which made them similar, which in this
case was culture and religion, which I believe that globalisation has enabled to occur. The fact that
a British person eating an Indian curry has something in common with a five year old child living in
the slums, fascinates me. Geography has the ability to answer my immeasurable amount of
queries which arise daily, which is one of the main reasons as to why I want to study the subject at
Degree level.
A-level Maths has helped me approach problems in an analytical way, formulating theories and
applying them to solve problems; I believe it is a transferrable skill to my daily life, reducing the
probability of me making errors whilst attempting tasks for the first time. Having studied statistics,
my skills to infer graphs and spot correlations have developed. Economics is helpful as it has
played a part in me being able to spot various opportunity costs of an action. Chemistry is
rewarding as it has contributed to developing my problem solving skills.
Many of the topics within Geography provide a stimulus for debate; I have involved myself in
debating by being an active participant in the Model United Nations conferences throughout
secondary school. This has allowed me to develop my abilities of understanding both sides of an
argument, as well as being able to cooperate with various types of people and ensuring that a
solution is decided on within a certain amount of time. I’ve also had the opportunity to have
undergone Work Experience at Royal Bank of Scotland in the Risk field which was a Global team, I
was exposed as to how risks were identified and how third parties were informed of them. I also
reviewed SIA’s independently and assisted in re-formatting an assurance assessment tool on
Excel as well as revising policy documents. I consider these skills to be transferrable when it
comes to studying Geography as many of the topics require you to understand the risks associated
with certain fundamentals.
Having completed my Bronze Duke of Edinburgh, I believe it reflects my commitment to complete
something I have started, as it is something which requires endurance. I have also had the
opportunity to have been accepted onto the Barclays Beyond Programme where I took part in
various workshops which built on my interview, confidence and networking skills. I have now found
that I’m better at communicating, which also shows that I’m fast at adapting and picking up new
skills.
I am multilingual as I speak English, Gujarati and Hindi fluently as well as basic Spanish. I see my
linguistic skills as an asset that will be an advantage in terms of liaising with businesses and clients
internationally, which I hope to do so in the future. I also weekly read ‘The Economist’ which is
rewarding as it overlaps between current affairs and the Geography syllabus, granting me a new
perspective on issues.
I am confident that my experiences will enable me to adapt quickly to the pressures of a degree,
and make the most of the opportunities that the university life offers. I am looking forward to work
with people who share my the same enthusiasm and passion for the subject and spread the
positivity by taking an active role in the Geography department.
18
Guidance for Writing Your Personal Statement
Note key points to develop into paragraph(s) of
writing:
Why?
 Why have you chosen to do this course?
 Admission tutors want to see enthusiasm for
their subjects and a love of learning.
 What demonstrates your interest in this
subject?
Academic:
 How do your AS / A2 or other academic
subjects relate to the course?
 Show how the subject relates to your degree
course but not tortuously so; show relevant
content and skills acquired.
 What aspects of your subject have you
particularly enjoyed e.g. AS module in?
 Mention new subject(s) taken in Upper Sixth
if it adds value.
 What have you been successful at in the
course e.g. coursework, presentations,
wider reading?
EPQ if related to the course.
 Title, main conclusions/ most important
books/ journal(s) used?
or if not related
 What have you learnt from the process/
content?
 Other course- related additional
activity/activities?
Activities/Interests
 Participation in/out of college. Mention paid
or voluntary work, field trips, travel, music,
sport, charity work, cultural visits if relevant
but do not over emphasise.
 What have you learnt from your activities
that are related to the course or university
life or relevant about yourself e.g.
leadership?
Conclusion
 Reinforce the decision to study your subject.
 What personal experiences or ambitions can
you link to your chosen course to give the
statement a sense of completion?
19
5 The UCAS Process: Overview
See http://www.ucas.com/how-it-all-works/undergraduate
UCAS is the university application system. You can apply to up to five different universities. Your
form gets sent to each of the five, but they don’t know who else you have applied to, and there is
no order of preference. You make a personal statement as part of your UCAS application form,
where you write about yourself and why you want to do the course.
Each university will consider your application, along with your GCSE and AS grades, and the
College reference. They may offer you a conditional place (you would have to get certain specified
grades), they may reject you, or they might invite you for interview or extra tests.
Once all your universities have made a decision to offer you a place or reject you, then you have to
decide which one of the offers to firmly accept. That means that you are committed to going there if
you get the grades. This is called your Firm offer. You can also choose an insurance offer – this
will have lower grades, so that if you miss your firm offer you might still get into your insurance.
You have to discard any other offers apart from these two. The date at which you need to accept
or reject depends on your application on your choices so may be different to your peers etc.
You can check on the status of your application using UCAS on-line tracking system. If you get
five rejections, then you can make another application (it’s called UCAS extra).
The university gets your results before you do, and then on A-level results day, hopefully your
results will good enough and either your firm or insurance university will confirm your place. If not,
you have to go into the clearing process – see http://www.applytouni.com/clearing-2015.aspx
If your results are better than expected, there is also an option to try for a place at a more
prestigious university – this is called UCAS adjustment.
You will be able to download a “UCAS APPLICATION 2016” pack from Woodle or the main
website (listed under Student Information). This outlines all the steps you need to take to complete
your application. There will be further tutorials next year on all of the above and staff will be
available to help you through all these options and choices during the year on results day.
20
6 My UCAS Planning Sheet
Name:
Tutor:
My career aim(s) are:
My predicted
are:
grades AS?
AS?
AS?
AS?
My short list of subject(s) / course(s) that I would like to apply for include:
Course/ University?
Course/ University?
Course/ University?
Please tick
I have researched the courses and universities (prospectus, websites, visits).

Brief notes on key information from my research to help me shortlist further.






Course & Code
I have made my
5 choices and
have checked
the UCAS entry
profile to find
the grades
needed.
University
Grades Needed
1
2
3
4
5
Please tick
I have drafted my Personal Statement
I have found out about Gap Years.
I have found about tuition fees and financial support for students including finance for
grants, bursaries, scholarships and special support/students with a disability.



21
7 Student Finance
5.1 Activity: Student Finance – Facts & Myths
Activity
There are many misconceptions about student finance. Look at the statements below. Discuss
with your tutor/peers and decide if they are facts or myths.
 University is just so expensive now; I simply can’t afford to go!
Please
circle
Fact / Myth
 I will have to pay my tuition fees to the university myself.
 The maintenance loan will not cover all my living costs.
Fact / Myth
Fact / Myth
 If I cannot get a job when I graduate I will not be able to pay off the loan and it
will become a huge burden.
 Even if I do get a good job, I’ll be in debt for the rest of my life.
 I don’t pay interest on my student loan.
 The Government can change the repayment terms of my loan.
Fact / Myth
Fact / Myth
Fact / Myth
Fact / Myth
 Borrowing all this money will affect my credit rating and stop me, for example,
getting a mortgage in the future.
 Moving abroad to work exempts me from repaying the loan.
 My parents/family do not have to pay it back if I don’t.
Fact / Myth
Fact / Myth
Fact / Myth
21
Student Finance – Fact & Myths ANSWERS
Activity
There are many misconceptions about student finance. Look at the statements below. Discuss
with your tutor/peers to decide if they are facts or myths.
University is just so expensive now; I simply cannot afford to go.
You don’t pay any tuition fees up front. All eligible students, no matter what your parents
earn, are entitled to apply for a tuition fee loan which covers the full cost of your
university tuition fees and a maintenance loan which pays towards your living costs.
There are also maintenance grants available for student with parents on lower income.
(The higher your household income the less you get-see Student Finance 2014 document
in this booklet.) and this money doesn’t have to be paid back.
I have to pay my tuition fees to the university myself.
No, your tuition fees loan gets paid direct to the university by Student Finance UK.
The maintenance loan will not cover all my living costs.
You’re right! For the majority of students the maintenance loan on its own is not enough to
cover costs such as rent, other bills, food, academic materials and of course
socialising/entertainment! You will need to supplement your maintenance loan through
other sources e.g. parental/family support, grants, bursaries, part-time jobs etc.
If I cannot get a job when I graduate I will not be able to pay off the loan and it will
become a huge burden.
You only start to pay back once you are earning over £21K per year from April in the year
after you graduate. Once you enter repayments the amount you pay is based on your
income, not what you borrowed. You will repay 9% of your income over the £21K
threshold.
Myth
Myth
Fact
Myth
YOUR INCOME
So for example if you earn 25K that’s £4,000 over the payment threshold (21K).You pay
9% of £4,000 = £30 per month.
The amount you repay will only increase when your earnings do and like a tax,
repayments are collected along with your other regular taxes. You only pay it if you’re
working.
Activity
Fill in the blanks below.
Income per year
£25,000
£30, 000
£35, 000
£40, 000
£45, 000
£50, 000
£55, 000
£60, 000
Amount of salary from
which 9% will be
deducted
£4, 000
?
£14, 000
£19, 000
?
£29, 000
?
£39, 000
Monthly repayments
£30.00
?
£105. 00
£142. 50
?
£217. 50
?
£292. 50
22
 Even if I do get a good job, I’ll be in debt for the rest of my life.
No – there is a cut off point of 30 years from the day you graduate. No matter how
much you’ve repaid be it £1,000 or £30,000 the remaining balance will be wiped out
once the 30 years is up.
 I don’t pay interest on my student loan.
You are charged interest on your loan from the time you get your first payment in
university until you pay your loan back in full. The amount of interest you’re charged
varies (see below). The actual interest depends on the rate of inflation.
Your Income per year
while you’re studying
£21,000 or less
£21,000 - £41,000
£41,000 or more
Myth
Myth
Interest on your loan
rate of inflation plus 3 per cent
rate of inflation
varies between the rate of inflation and the rate of
inflation plus 3 per cent depending on your
income
rate of inflation plus 3 percent
 The Government can change the repayment terms of my loan.
They could but it’s unlikely as no government would want a whole generation of
disgruntled graduates knocking on its door!
Fact
.
 Borrowing all this money will affect my credit rating and stop me, for example,
getting a mortgage in the future.
Taking out a student loan does not affect your credit rating and will not show up on any
report. It is unlikely, applying for credit in the future, your student loan repayments will
be taken into consideration. And if they do, it will most likely work in your favour as it will
be used to better calculate your net earnings.
 Moving abroad to work doesn’t exempt me from repaying the loan.
Correct, moving abroad doesn’t invalidate your agreement and if you don’t inform the
student loans company of your plans/contact details you will be found and charged for
the costs of tracing you!
My parents/family doesn’t have to pay it back if I don’t.
No, the responsibility is a personal debt, that you alone are responsible for and will never
be transferred to your parents or anyone else.
Myth
Fact
Fact
See “Student loans- Myth busting” Martin Lewis
http://www.moneysavingexpert.com/students/student-loans-tuition-fees-changes
and
http://www.sfengland.slc.co.uk/media/864981/sfe_new_ft_guide_1516_d.pdf
See also Student Finance https://www.gov.uk/student-finance/overview
Keep up to date with possible future changes at: www.theguardian.com/education
The government can vary terms for each year of a degree. New terms are usually
announced each December.
23
SUPPORTING INFORMATION
Activity: Thinking of University-INFORMATION
Sources:
Martin Lewis Student Finance & Teachers Guides http://www.moneysavingexpert.com/students/teachers-guide
Tutorhub - is university right for me
http://blog.tutorhub.com/2014/02/28/is-university-right-for-meweigh-up-the-advantages-and-disadvantages/
Advantages
Is still essential for many careers: For many careers a degree is still an essential qualification. If
you want to become a doctor or lawyer you will obviously need a degree. Even for less clear career
paths such as journalism, TV production and accountancy, although a degree isn’t the only way to
access opportunities, it is often what you learn at university and the contacts you make that get your
career off the ground. If you know what you want to do and a degree is still highly valued in that field,
then going to university is probably a wise choice.
The chance to specialise: If you have a real love for a particular subject e.g. History, English,
learning is awesome! If you are enthusiastic about your course and you love to learn, university is
likely to be an extremely worthwhile experience. University is an ideal place to encounter great
thinkers and if you are lucky enough to encounter lecturers and tutors who are as passionate
about your field as you are, it can be intensely rewarding. Most graduates look back on their
University days as the most mentally stimulating of their life.
University is a good investment
(see also factsheet on Student Finance)
Despite the high fees many Universities in the UK
can charge (currently £9,000), a university education
continues to pay dividends. The Office for National
Statistics indicates that graduates are more likely to
be employed than those with a lower-standard
education. Indeed, non-graduates aged 21 to 30
have consistently higher unemployment rates.
There are loans and bursaries that can help cover
these costs, and your student loans won’t be paid
back until you pass the earning threshold of £21,000
per year. If you need to continue in higher education
past undergraduate level you can also apply for a loan specifically for career development to help you
meet your career potential, so there is support available every step of the way.
Many employees target graduates in their recruitment campaigns. They often have the lion’s share of
skilled jobs and the choice of University is relevant as well: graduates from top Universities earn
higher salaries than those from other institutions. You should be aware that the rewards for study are
likely to come later: on average, graduates aged 21 earn a lower gross annual wage than students
who opt for an apprenticeship. This is owing to the fact that new University graduates will have just
entered the labour market or may take time to find a job in their chosen field.
It all levels out in time, though: those with apprenticeships earn less than graduates from age 25
onwards. According to Labour Force Survey figures, over a 40-year working lifetime, a graduate will
earn £415,320 more than those who have not studied for a degree. Net lifecycle earnings are
increased by 28 per cent for male graduates and by 53 per cent for female graduates. A recent
survey of 200 graduates showed that 60% found full-time work within three months of finishing
university, and this is supported by research by the Guardian newspaper and the Higher Education
Careers Services Unit (HECSU) too.
The value of independence: University can boost your confidence in your own abilities, especially if
you opt for an institution which is far from your home area. Tasks that may seem arduous (doing your
own cooking, ironing, and shopping) are actually great teachers of skills like time management
and budgeting. You will get a great sense of achievement and maturity! Being independent likewise
encourages you to be responsible with your freedom and establish your own limits.
Meet new people: University offers the chance to encounter people of all ages and from different
backgrounds, which can broaden your horizons. It offers you the unique opportunity to move in
different social circles; you get to strengthen your understanding of different cultures and beliefs.
(“Cultural capital”) You will grow in confidence and gain friends and experiences that you will never
forget!
Finding new interests: University offers such a wide range of activities, opportunities and incentives
that you will be hard pressed to keep your choice of extra-curricular activities to a minimum. University
is as much about discovering yourself and others, as it is about obtaining a degree; make the most of
this unique opportunity and aim to have fun while you learn.
A positive outlook: It seems that opting for a University education has positive effects on one’s
mental and physical wellbeing. A study commissioned by the Higher Education Funding Council for
England (HEFCE) (The wider benefits of higher education. Report by the Institute of Education,
University of London, sponsored by the HEFCE and the Smith Institute in 2013 found that graduates
are less likely to suffer from depression, obesity or an addiction to smoking. They are also more likely
to vote, help their children in the pursuit of an education and enjoy a higher sense of wellbeing.
University can teach you about entrepreneurship: Higher education develops important
transferrable skills which can give you the edge in the fast-changing world of employment. The QAA
report, Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers
highlights the important role good Universities can play, not just in creating experts in specialist fields,
but also in instilling an entrepreneurial spirit in students. After all, if you have invested a great deal of
time and money in your education, you should develop the skills you need to make the most of your
degree, by being aware of your capacity to manage and exploit your intellectual assets, or even
consider self-employment or the establishment of a start-up business!
Disadvantages
The Expense: With the top universities charging £9,000 per year and living costs adding even more
expense, now is the most financially challenging time in history to go to university. Many people who
don’t see a degree as essential for their career path are therefore considering whether they need to
spend all this money. The thought of graduating with a student debt of £27,000 can discourage many
students from pursuing a university education. Indeed, BBC news recently reported that the rise in
fees had led to a 17 per cent drop in UK undergraduates. Many people who don’t see a degree as
essential for their career path are considering whether they need to spend all this money.
Irrelevance to your future career: If your chosen job does not require University training, then a
three or four year stint in University may seem a waste of time.
Graduates are much less differentiated these days: Not so awfully long ago, being a graduate was
enough to guarantee you a job. These days graduates have to work much harder to stand out from
the crowd. Top employers have stressed the importance of work experience for differentiating the
best candidates, so if you go to university now it may not pay off unless you put a lot of energy into
gaining experience beyond your studies. In a difficult job market you’ll need to differentiate yourself
somehow whether you go to university or not, so you’ve got to decide which path will allow you to
shine the most.
University studies/learning is not something everyone will enjoy: Some may prefer to study at
college or not study at all but instead do an apprenticeship or work based learning, or work.
Student Finance 2015
Tuition Fees and Loans
Universities and colleges can charge tuition fees up to £9,000 a year for full-time students (£6,750
for part-time students). A Tuition Fee Loan is available to cover the cost of tuition, which does not
have to be paid back until you start earning over £21,000 a year. The Tuition Fee Loan is not
dependent on household income and is paid directly to university or college. (Figures are based on
students entering HE in 2014).
Student Finance Calculator
The calculator gives an indication of what might be available for student loans and grants, as well
as scholarships and bursaries from your place of study. The estimate is based on the information
you give so the more detail you can provide the more accurate the estimate will be.
https://www.gov.uk/student-finance-calculator
Living Costs
Maintenance Loans (repayable)
 Available to help with living costs such as food, accommodation and travel.
 A loan of up to £5,740 will be available if you live away from home and study outside London.
 A larger loan of up to £8,009 will be available if you live away from home and study in London.
 A loan of up to £4,565 will be available if you live with your parents.
 Dependent on household income.
 Paid to student in termly instalments.
Maintenance Grant (non-repayable)
 Available to help with living costs such as food, accommodation and travel.
 Available to students whose household income is less than £42,620.
 The maximum Maintenance Grant is £3,387 a year if your household income is under £25,000.
 If you get a Maintenance Grant your Maintenance Loan will be reduced.
 Dependent on household income.
Special Support Grant
If you get or qualify for income Support or Housing Benefit, you may get the Special Support Grant
instead of the Maintenance Grant. The amount available is the same as through the Maintenance
Grant, but it won’t reduce how much you get for the Maintenance Loan.
Students with a disability
Disabled Students Allowance (DSA) provide extra help to students who have an impairment, health
condition or specific learning disability. There is a range of help available including paying for
specialist equipment or a non-medical helper such as a note taker. The financial assistance in nonrepayable and not affected by household income.
More detailed information is available at: https://www.gov.uk/disabled-students-allowances-dsas
and on this pdf: http://www.sfengland.slc.co.uk/media/864997/sfe_dsa_guide_1516_d.pdf
Questions? Call 0300 100 0607.
Bursaries and Scholarships
Most universities and colleges offer students direct financial help in addition to any student loans
and grants through bursaries and scholarships. These are paid each year and you don’t have to
pay them back.
Activity
You will need to have an idea of your geographical preferences so it is often a good idea to know
the location of a university first by looking at a map!
University Open Day Preparation Sheet
Book your place.
You will need to book your place and try and make sure that the Open Day you are attending is
relevant to the course of your choice. Give yourself plenty of time too as you don’t want to end
up on the wrong campus and you may want to have a good walk/drive around the area.
I will attend the following open days:
1.
2.
3.
4.
Do some research.
Any open day is a great opportunity to ask any questions about the specifics of a course or
university. Do as much research as possible in advance from prospectuses or on-line or by
phoning the universities.
Prepare some questions:
During an Open Day you will have the chance to mix with existing students and staff; it is a
perfect chance to find out what it might really be like to study and live there.
Questions I will ask:
See http://university.which.co.uk/advice/top-questions-to-ask-at-a-university-open-day
Admission Tests
Some universities and colleges require you to pass an admission test as well as standard
qualifications if you are applying for courses in certain subjects. The details for some of these
tests are provided below.
BioMedical Admission Test (BMAT)
For entry to medicine, veterinary medicine and
biomedical science courses.
English Literature Admission Test
(ELAT)
For entry to English courses at the University of
Oxford.
Graduate Medical School Admission
Test (GAMAST)
For graduate entry into medicine and dentistry
courses.
History Aptitude Test (HAT)
For entry to all degrees involving history at the
University of Oxford.
The National Admissions Test for Law
(LNAT)
For entry to law.
Mathematics Aptitude Test (MAT)
For entry to mathematics or computer science, or a
joint honours degree involving mathematics at the
University of Oxford.
Modern and Medieval Languages Test
(MML)
For entry to modern and medieval languages at the
University of Cambridge.
Sixth Term Examination Papers (STEP)
For entry to mathematics at the University of
Cambridge and University of Warwick.
Thinking Skills Assessment
(TSA Cambridge)
For entry to computer science, natural sciences,
engineering, economics, land economy and politics,
psychology and sociology (PPS) at a number of
University of Cambridge colleges.
UK Clinical Aptitude Test (UKCAT)
For entry to medical and dental schools.
For dates of these and details of other admission tests look at the following website:
www.ucas.ac.uk/students/choosingcourses/admission/
NOT SURE/ THINKING OF OTHER OPTIONS?
Not sure yet? Haven’t decided? Want more help in making decisions?
Take the Morrisby Online Test!
New to Woodhouse:
We now offer the Morrisby Online Test to students.
It’s a psychologist-designed psychometric test that gives you a report on your strengths and
indicated range of career routes and degrees, and access to wealth of online resources- It is based
on a 75 minute online test- (which stays with you for life- so you can retake and adjust it over time)
More info at: www.morrisby.com/Schools/
Cost: £24. Pick up further information from Careers.
One to One help at Woodhouse
Book a Careers Appointment with Joanna Greatwich in Careers (Room 30). To find out more and
compare your options such as traineeships, University, apprenticeships and/or work, just come
along for a 1-1 appointment with Joanna Greatwich
Book using the appointments list on her office door - inside Room 30. Also come into
Careers during opening times to pick up relevant up to date leaflets/publications.
Progression Month Events: Summer 2015
(Under Woodle events- register now)
University Talk:
“Choosing a Degree and University” Mon 15th June 12.30pm NLZ
University Talk:
“Applying to University” Tues June 16th 12.30pm NLZ
Trip to Leicester University , Weds June 17th (fully booked)
University Talk:
“Applying to University- plus a Student’s experience!” 12.30pm The
Hall
Expert Talk/ workshop:
“How to Become a Professional” (The ICAEW) 12.30pm NLZ
University Talk:
“Applying to Uni and a great Personal statement!” Tues 23rd June
12.30pm NLZ
Resources at Woodhouse
The Careers/ Progression to Further Study pages on Woodle offer lots of valuable, impartial
information and advice with links to many of the useful websites.
Careers – Home Page http://vle.woodhouse.ac.uk/default.aspx?m=15&mi=235
Progression to Further Study http://vle.woodhouse.ac.uk/default.aspx?m=15&mi=237
The Careers Library holds prospectuses for each UK university plus course leaflets.
Prospectuses are helpful as they provide more detail about course content and the facilities on
offer but of course remember they are marketing tools for that university also. University
Comparison books e.g. HEAP’s “Degree Course Offers”, “The Guardian University Guide” are
useful and copies are available from careers to use. There are also other general “career choices”
books available by career areas and sectors.
Any Questions?
Please email jgreatwich@woodhouse.ac.uk or make an appointment to see Joanna Greatwich in
Careers.
(Room 30)
Your essential guide to
Progression after Woodhouse
June 2015
Progression Month Events: Summer 2015
(Under Woodle events- register now)
Monday 15th June University Talk:
“Choosing a Degree and University”
12:30pm, North Wing Learning Zone
Tuesday 16th June University Talk:
Applying to University” 12:30pm, North
Wing Learning Zone
Weds 17th June Trip to Leicester University (fully booked)
Thursday 18th June University Talk:
“Applying to University- and a Student’s
experience!” 12:30pm, The Hall
Friday 19th June Expert workshop
“How to Become a Professional”
(ICAEW) 12:30pm, North Wing Learning
Zone
Tuesday 23rd June University Talk:
“Applying to University and a great
Personal Statement!” 12:30pm TBA
Weds 24th June Talks from QA Agency:
Room 32
“How to get a great Apprenticeship”
12:15pm – 1:15pm
“Great applications and interviews”
1:15pm - 2:00pm