The Good Personal
Statement Guide
This booklet is a ‘guide’ on how to construct subject specific Personal Statements. Remember
every Personal Statement is unique as they are a reflection of the individual and their experiences.
Therefore, just treat these examples as guide to get you started but do not feel that your Personal
Statement must follow the same style and format as the ones found in this booklet. Good Luck!
Art and Design…………………………………………………………………………….……3
Architecture……………………………………………………………………………………..4
Chemistry………………………………………………………………………………………..5
Biology……………………………………………………………………………………………6
Medicine………………………………………………………………………………………….7
Psychology………………………………………………………………………………………9
Maths……………………………………………………………………………………………..10
Economics……………………………………………………………………………………….11
Geography……………………………………………………………………………………….12
Anthropology……………………………………………………………………………………13
History…………………………………………………………………………………………....14
English…………………………………………………………………………………………....15
Languages…………………………………………………………………………………..……16
Classics……………………………………………………………………………………………17
Art and Design
What intrigues me about sculpture is how limitless it can be. It allows me to create work that
breaks the boundaries of what art really is. Through the whole process of creating a
sculpture I can explore concepts going through my head, ideas I once thought were impossible
are now created into possibilities through 3-D pieces of work. "We shouldn't be driven by material and we
shouldn't be suffocated by technique" David Harding and Sam Ansley. A quote that I think sums up my art to
a point. As a sculptor, my ethos is to trap the viewer, encapsulate them in a body of work and makes them
feel an emotional connection to the piece or to start questioning it. Once they start to paint a picture of a
response themselves, that is when I can say that I've completed the piece.
In my most recent installation, I transformed a whole room using various sounds and shadows
mixed with traditional techniques of painting with some not so traditional techniques, like
bin bags filled with small amounts of air covering the floor, which would create a respiratory
movement when stepped on. Around the room I re-created the inside of the human body, giving
the participant no choice but to feel something when they walked through. I think this in
itself is art. I aim to make the viewer question the art they are experiencing rather than
appreciating the way it looks visually.
The creation of sparking an emotion originally came from my initial reaction to Grizedale
Forest in The Lake District. I spent a lot of time as a child in the Lake District; I find the
landscapes and the forests completely and utterly inspiring. I would say the forest is the
beginning of all of my work, whether it is using materials from the forest or re-creating the
feelings felt in it, it is the sole focus for much of my work.
The concept of creating sculpture to spark a reaction is extremely close to how a piece of
theatre works. Actors perform their characters in such a way that the audience are led to
create a connection with the piece. My passion for theatre is therefore displaced onto my love
of creating art. Performing and co-writing a puppet and storytelling show (Sophie Shadow) at
the Edinburgh Fringe this year allowed me to explore various ways of making that connection
with the viewer, through making the puppets, to different acting styles and writing
techniques. I am an avid writer and it can often be a main way I source my ideas. I can find
sketching takes too long, by the time I've finished one idea I've quickly moved onto the next,
so writing small notes allows my brain to move at the same time as my hand and lets me develop
some ideas in this way too.
Music is a large influence in my work, mainly in the initial ideas stage. It helps me to
listen to my favourite composer Johann Sebastian Bach, the bridges in his cello suites are
things I often let control my hand and the path in which it takes when drawing and sketching.
An artist whose work I find truly inspiring is Karla Black. Not only does she question art and
particularly sculpture, in the life of the sculpture itself it also draws you in completely.
Her work has so many dimensions and layers, which allow you to fixate and explore it at so
many different angles; you gain something different from it at every single glance. It is an
experience when I look at her work, the way it can trigger so many emotions and questions in
my mind is something that I aim to achieve in my own work. I am intrigued by Black's use of
traditional art materials and household materials; the small contrast has a hugely effective
result on the finish of her work.
I want to study sculpture because I am interested in learning new techniques and experimenting
with new materials, and working with like-minded people who have the same passions as me. I am
not afraid to work outside the mould of traditional sculpture and eventually I would most like
to create a body of consistent work with my own significant style.
Architecture
Architecture could be defined as capturing the physical from endless creative possibilities;
the pursuit of bringing reality to concepts and thinking in a form which people can enjoy
visually and spiritually. Modern buildings, whether they are Gehry's sculptural or Hadid's
flowing designs, appear to balance universal taste and novel expression, something to which I
aspire.
Recently, my knowledge of material properties and mechanics from Physics and Further
Mathematics were used in the Intensive Architectural Drawing course at Central Saint Martins,
where I developed my skills in sketch planning, elevation, 3D design and 1-2 point perspective
drawing. I continue to combine the fields of Mathematics and Art by exploring aesthetically pleasing
symmetry and ratio. I created a minimalist sculpture, "The Flow of Time", which, alongside
"The Broken Eiffel Tower", a futurism piece, gained the Outstanding School Art Award for its
interpretation of structure and space. These projects showed me the fulfilment of seeing my
designs come to life in 3D with the original emotions and thoughts. Additionally, I have
received a Sixth Form Art and Academic Scholarship, a Silver Award for the UK Senior Maths
Challenge, and further academic, Art and Design, Design Technology and Mathematics prizes. At
present, I am completing my Extended Project Qualification, which explores how architecture
influences behaviour and ultimately creates a space fit for purpose. I am investigating how
hospital design can affect patient recovery times and how school layout can impact learning.
Through researching case studies, I have become fascinated by how structure affects people's
attitudes.
An architect can choose to preserve resources or selfishly promote the design. I am
particularly interested in Wright's "Fallingwater" which captures "the culture of its
location" in an eco-friendly manner. A lasting positive impression can only exist if an
architect considers the future, which fuels my desire to create sustainable hope-giving
buildings. I have enjoyed work experience at two companies in the past year; Samsung Design Europe and
Studio 100 in London. At Samsung, I carried out statistical research on tablets for teenagers
and drew "a big picture" to represent the customer needs and design flaws. This experience
taught me the importance of teamwork, liaising with designers, clients and engineers
continually to meet the overall objectives of an innovative, practical and safe product. At
Studio 100, I was given a design brief by a professional illustrator and worked independently
alongside other freelance architects and graphic designers in a creative environment. Here I
learnt to use Photoshop and graphic tablets which I still continue to use today.
This year, I won the Diana Champion Volunteer Award and United Learning Community Impact Award
for my illustration of two books that are being distributed in Ghanaian schools and sold in
bookshops, including Waterstones. As the managing director of a Social Enterprise group I was
incredibly proud when our team were elected to represent the UK in the European competition,
winning 4 trophies in UK fairs. Leading the various design requirements, with such a
successful outcome, was one of the best experiences of my life. At school, I assist younger pupils in Art
lessons, showing them techniques such as how to perceive objects in a new light. I am a year 10 Maths
mentor, grade 8 pianist and flutist in the Senior Flute Ensemble, regularly performing in concerts. I attend life
drawing classes and visit exhibitions and galleries to broaden my knowledge in art.
I would like to study Architecture at university because I enjoy visualising concepts and
designing thought-provoking structures. I would like to explore past and present architectural
theories and construction methods and am excitedly looking forward to meeting many new
challenges.
Chemistry
The Dark Remedy intrigued me through my study of optical isomerism. I'm talking of Thalidomide
the 'wonder drug'. My discovery that this single molecule has marked one of the darkest
episodes in the history of the drug industry fascinated me. The shocking teratogenic effects
were caused by several proposed mechanisms, for example the binding of Thalidomide to the
protein Cereblon . My interest in optical isomerism and the effects this caused Thalidomide to
have on the human body formed the basis for my EPQ and made me realise the complex and
unpredictable nature of pharmaceutical remedies on the human body.
Through studying A-level Chemistry it has become evident to me where my passion lies. I find
it fascinating how Chemistry helps us comprehend our world. Kinetics and Energetics explain
how the very high activation energy prevents the conversion of Diamond to Graphite at room
temperature, even though Graphite is thermodynamically more stable. I have particularly
enjoyed organic Chemistry, which has allowed me to draw out and predict reaction mechanisms. I
find it incredible how we can consider reactions at this atomic level, like being able to
identify that the breakdown of the ozone layer during free-radical substitution was caused by
chlorine free radicals. I am particularly looking forward to studying these aspects in further
detail during a Chemistry degree course.
The study of Physics has given me an insight into matter on a subatomic level, which in turn
has deepened my understanding of particles. Further, Physics has shown me the effect that the
variation of intermolecular forces has on different materials, such as how some are more
elastic than others. An instance is the ability of a polymer to return to its original length.
My studies of Maths and Further Maths have helped me to develop skills in problem solving and
in applying knowledge to new situations within Chemistry. For example, using the Arrhenius
equation to find the gradient enables you to determine the activation energy of a reaction.
Over a six-month period I took part in the Engineering Education Scheme, with BP setting my
group the task of finding a means of removing a sample of catalyst from a reactor without
disturbing the remaining catalyst. We conducted experiments of our prototypes using a
substitute catalyst of couscous and an acetate tube for the reactor, allowing us to uniformly
remove layers of couscous of two colours one by one in order to detect their crosscontamination radially and axially. We settled for a prototype structure that we called the
'Mesh teabag', which was effective in the removal of a sample of catalyst. This experience
provided me with the valuable chance to appreciate and observe the process required to solve a
problem in industry. My team did exceptionally well, demonstrating a high level of teamwork,
self-evaluation and communications, leading to a Gold Crest Award for our project.
In addition to my studies, I attend ballet lessons and play tennis, including having helped
out at a tennis summer camp. I have also spent the last two years teaching children in the
religion school at my synagogue, which has allowed me to further develop my communication
skills. Moreover, I have achieved a Silver Duke of Edinburgh Award and am nearing completion
of Gold. The Gold has proven to be a real challenge due to the commitment and effort required
to complete the expedition and sections, but which I believe that I have accomplished through
strong self-motivation and time management.
A good chemist requires aspiration, drive and logical thinking. During my EPQ I was inspired
by many of the individuals who stood at the fore front of uncovering the Thalidomide Scandal
and exhibited these characteristics by resisting pressure from drug companies to promote and
sell Thalidomide. Dr. Lenz and Dr. Kelsey come to mind, and I aspire to follow their example
in using my scientific ability to good effect.
Biology
Sexual dimorphism of the brain can affect our susceptibility to mental disorders, such as
Parkinson's, but the full extent of this is unknown. At a recent lecture on this topic, I
realised that what excites me about Biology is that our knowledge is minute compared to what
is out there to understand, and universities are at the forefront of this research.
My Biology A2 course covers an entire spectrum of topics, and I've enjoyed the variety. I am
fascinated by genetics and how small changes in DNA sequences can ignite such diversity in
organisms. Cancer was briefly covered when studying mitosis and semi-conservative DNA
replication. I followed this up by reading, 'Why Millions survive Cancer' by Lauren Pecorino.
Although we hear snippets of news about carcinogens in the media, this book gave details of
recent research, particularly into the relatively new, and for some controversial, HPV
vaccine. When reading 'Bad Science' by Ben Goldacre, the hype around the alleged link between
the MMR vaccine and autism shocked me as to how a piece of research taken out of context by
the media can cripple one's trust in science. This highlights the importance of having
sufficient data and evidence to publish reliable results in the real world, a concept that is
emphasised in classroom experiments.
Chemistry A2 has aided me in developing experimental accuracy and precision, while Geography
A2 has taught me about the impacts of human activity on the environment and recognising the
necessity for conservation. Attending the club, 'Science in the News' gives me the chance to
discuss scientific advances with peers. Stem cells are a recurring topic with ever more
successful transplants based on this technology, most recently with tracheas and a hepatic
portal vein. Cutting edge biotechnology such as this is at present expensive and invasive,
but, given the diminished chances of rejection, it is full of potential.
I undertook an Extended Project and investigated why allergies are seemingly rising in
developed countries. I was required to structure my time effectively and to write a
dissertation to collate my extensive research from scientific journals, news articles and
topical books. I had to read critically to decide if a piece was reliable or biased. I took
pleasure in getting my teeth into a specialised project and educating others about my
findings. Although I concluded that our western lifestyle choices are the major factor, one
interesting, competing theory was that the reduction in parasitic worm and lice infections
causes the body to overreact to harmless antigens. It fascinated me that the research into
this field often relies on the responses of wild and laboratory raised rats, using the
comparison as a model for people living in less and more economically developed nations.
I competed in the Siemens 'Next Big Thing' Challenge 2012, with my team winning the
competition for our age group. Our idea was a power station that uses seawater to create
energy, doubling as a desalination plant to ease the rising demand for energy and water in
NIC's. An important ingredient of our success was ensuring that every team member fully
applied their particular expertise, and I found my presentation skills stretched to their
limits.
I compete regularly for my local tennis club and Surbiton Hockey Club and hope to continue
playing at university. During my on-going part-time job coaching tennis, I obtained an LTA
Level 2 coaching qualification with a first aid course. I work with children of varying ages
and tennis ability, some with special needs, which brings both responsibility and pleasure.
Watching players develop is rewarding, and I've loved building relationships with them, while
becoming a role model. Communication is key, be it giving instructions for an activity,
applying discipline or talking to a parent. Off the court, being a member of the Head Girls'
Team has allowed me to grow in confidence and enhance my leadership skills.
Medicine
Sherlock Holmes' skills of observation and deduction make him one of the greatest fictional
detectives. These skills, of course, are also those of a doctor. It is not surprising
therefore that the inspiration for the character of Holmes was a doctor, Dr Joseph Bell, with
whom Conan Doyle worked. Bells' analysis of apparently unrelated symptoms enabled him quickly
and successfully to diagnose his patients. I will not have to defeat Professor Moriarty but I
will need Sherlock Holmes' skills of observation and deduction, as well as a wide range of
other skills, which makes becoming a doctor such an exciting and stimulating challenge.
I have wanted to be a doctor since I was about 7 when I announced that I wanted to be a liver
surgeon. My ambition is undiminished, although my interest is no longer confined to
Hepatology. My A levels might not be regarded as a classical route to medical school, perhaps,
but the combination reflects my belief that the qualities required of a good doctor are wide
ranging; an understanding of human nature, the need for good judgement and the thirst for
knowledge for its own sake, complementing a deep knowledge of the relevant sciences.
Max Pemberton's "Trust me I'm a Junior Doctor" provided me with an insight into life as a
Junior Doctor. Despite the book's deliberate levity, it is clear a doctor's career is one of
'life-long learning'. I am particularly interested in the way the profession is portrayed in the media; as the
media is often the only way the public gains information and judges the effectiveness and efficiency
of the NHS. My EPQ is enabling me to explore this and to develop my skills of independent
learning.
I've attended a variety of university lectures. I found a lecture by Dr G Fraser on
'Pathogenic Bacteria' given at an 'Academic Saturday' at Queens' College, Cambridge
particularly striking. The processes which occur within pathogens are physical wonders. I was
fascinated by their actual resemblance to machinery. This gave me a different perspective;
they are not so much 'bugs' as highly efficient pieces of engineering.
Taking part in a 2 day work experience programme at Tadworth Medical Centre enabled me to
experience medicine first hand. I saw a variety of medical procedures; I met a terminally ill
patient as well as attending a diabetic clinic and a residential home with a dementia ward. I
hope also to experience life in a hospital ward at Torbay Hospital in October. Volunteering
weekly at a local Vet has shown me the empathy required by healthcare professionals
particularly when delivering difficult news. Volunteering weekly for over a year at the
British Heart Foundation honed my communication skills and exposed me to the complexities of
human nature.
As well as taking part in my work experience placements, I attended both the 'futureMed' and
'PreMed' courses to gain a further insight into what a career in medicine involves. These
courses confirmed the demands of the profession and my belief that I am more than capable of
meeting them. I also completed a Paediatric First Aid Course.
I participate in weekly lessons of ballet (grade 7), horse riding and saxophone. These long
term commitments have taught me the importance of organisation and time management skills as
well as allowing me to socialise with friends from other schools whilst doing something I
love. Undertaking the Duke of Edinburgh Gold award reinforced the importance of stamina,
teamwork, effective communication and leadership. These are skills and qualities I applied
during an expedition to Mongolia which confirmed that I have the determination to meet real
challenges.
A successful doctor needs to have a wide ranging, diverse set of skills; as Mr Holmes once
said "One's ideas must be as broad as Nature if they are to interpret Nature". Perfection as a
doctor may be an ideal, but I would nevertheless strive for it.
Medicine
The opportunity for life-long learning in the dynamic field of medicine is one I wish to
commit to and I know I have much to offer. My ever growing interest in the sciences and
natural interest in people, will allow me to contribute meaningfully to society whilst
striving for personal and professional advancement.
Through work experience, I have widened my understanding of the UK healthcare system; I have
learnt that the role of a doctor is far more than one of providing curative solutions, but to
build empathetic relations with patients in order to gain their confidence. At Epsom Hospital,
I was fascinated by the use of maggot therapy and how ancient tried and trusted techniques
have gained a place in modern medicine. While shadowing FY1 Doctors at the West Middlesex
Hospital, I observed how supporting tasks and teamwork facilitate informed medical decisions,
and learned how the diverse backgrounds of patients impact on their care. Through discussion
and observation I have gained an understanding of the emotionally challenging situations
doctors frequently face. In contrast to this, through work experience at both Whittington
Hospital's Pathology Department and a community pharmacy, I witnessed how different health
professionals interact and work together from diagnosis to treatment.
After volunteering at a charity shop I embarked on a more challenging role working with
dementia sufferers. Over the past year I have witnessed the difficulties of caring for the
ever changing needs of the elderly and appreciate that observational and listening skills are
of paramount importance. The recent death of a resident highlighted how the trust I developed
was of comfort to both the resident and his family. This post is particularly fulfilling for
me but I am frustrated at the lack of medication available to treat some of the most
devastating diseases of the elderly.
I find the study of the sciences stimulating and have sought to extend beyond my taught
curriculum. Biology lectures feed my intellectual curiosity: for example 'Genes and the
Olympics' gave context to the vibrant subject of genetics. The challenges of problem-solving
in Maths excite me, and Maths lectures enable me to appreciate the theory behind the
solutions. Through my EPQ, entitled 'Dyspraxia: is there a cause?' I am developing my
independent research skills. My fascination with Chemistry has prompted me to research the
role played by certain biochemicals in Dyspraxia.
By participating in expeditions as short as D of E and as long as a month in Mongolia, I have
enjoyed coping under pressure and pushing myself to the limit. Acquiring both leadership and
teamwork skills I witnessed how my decisions affected others. I was recognised as remaining
calm at difficult times, putting the group before myself and being able to 'remain upbeat' in
demanding situations. My lasting memory of Mongolia will be that of interacting with children
in an orphanage despite the language barrier.
I assist teachers and younger students in my role as a Year 7 Mentor. As House Charity Leader
and Class Council Representative I have liased with staff and pupils and talked in front of
large groups. As project manager of the winning team in the 'Community Challenge' I learned
how to identify and encourage key skills in people which, when combined, are a formidable
force. Outside school, I have successfully organised social events to raise money for charity.
I play badminton recreationally as well as for my school and a local club. I recently enjoyed
reading Bad Science' and 'The Selfish Gene'.
I have sought to understand the dedication required to study Medicine. A lecture at The Royal
Society of Medicine highlighted the demands placed on medical students. I was not daunted; I
am a hard working person with a natural maturity, empathy and emotional strength. My
experiences have increasingly reinforced my dedication to Medicine as my chosen career.
Psychology
Coming from a mixed heritage of European, Arab and African backgrounds, I have been lucky
enough to have different perspectives on peoples' inclinations to behave in a certain way at
my fingertips. It has enabled me to observe and compare the impact of diverse cultures on
behaviour; particularly social norms and interactions. It developed my desire to gain a more
detailed insight into the explanations of various behaviours and how they link with the
psychological approaches, leading me to choose Psychology as my undergraduate course.
The discipline of Clinical Psychology profoundly interests me, as the number of possible
psychological disorders is fascinating. Each mental disorder has significant symptoms, yet at
the same time remarkable resemblances. Researching into the disorder of Oneirophrenia I
discovered it intertwines with the symptoms of schizophrenia. For example, they both involve
hallucinations across the senses yet Oneirophrenia does not present the dissociation symptoms;
which are distinctive in schizophrenia. The novel 'Tell Me I'm Here' by Anne Deveson conveys
the story, through a mother's perspective, of a boy who develops schizophrenia and, although
terrifying, it enlightened me on how difficult it is to live and simultaneously love someone
with this disorder.
Visiting Bethlem Royal Hospital I had the opportunity to acquire an insight into the history
of managing psychological disorders. The way patients from the 16th century were treated is
shocking. One method, bloodletting, would tire and weaken the patients, reducing the symptoms
of mania, and so the psychologists assumed this as 'the cure'. In an article called 'The
History of Mental Illness' by Alison M. Foerschner, she describes how placing patients in an
ice-cold/hot bath was believed to 'shock their brains back into a normal state'. It is not
surprising that methods of treatments have bettered as the understanding of human behaviour
and its causes have improved. During co-curricular Enrichment classes, I studied the 9/11 attacks focusing
on "The Falling Man". It prompted the debate that modelling may not have been the only influence over
people's decisions to jump off the twin towers, but instead their immediate responses to internal fear.
This extended my understanding of how Psychology encompasses a variety of areas and
perspectives.
The possibility of studying Psychology is more appealing as it embraces a science-based
framework. It aims to study human behaviour with objective experiments and inferential
statistical analysis using empirical research. Studying Maths Statistics has complemented my
course choice by improving my ability to evaluate results. In Philosophy & Ethics we discuss
the many determinants of moral decision-making against free will, which makes it hard to
believe our free will can play a role. This has sharpened my debating skills and given me a
more holistic approach to behaviour. It has also enhanced my essay writing skills and ability
to think on my feet. Studying Economics I am often required to present to the class, thus
further developing my presentational skills.
During work experience I assisted a Year 4 class, working closely with a child with autism.
This was my first personal encounter of a psychological disorder. It motivated me to research
the spectrum of autism and its differing symptoms, from a lack of theory of mind to the
inability to form a sentence. The Young Enterprise programme broadened my perception of the
theory of self-fulfilling prophecy - roles indirectly influencing behaviour as part of group
interactions. Being part of the sales team also helped me obtain valuable skills, mainly:
teamwork, communication and organisation.
In future I would love to be a part of Psychological research and contribute to its on-going
development. I am deeply passionate and committed to the subject and look forward to growing
as a person at university and expanding my knowledge in Psychology.
Maths
Mathematics fascinates me because of its creativity and beauty. Euclid's five postulates of
geometry gave me an unforgettable excitement when I first encountered them. Simple axioms,
together with logical reasoning, resulted in countless subsequent theorems. Geometry is all
about studying patterns of shapes, and the limitless visualisation along with the intricate
logic underpinning it mesmerised me completely. I love the abstraction that can be found
within Mathematics. Despite this, the connection it has with other disciplines is remarkable,
for it is a universal language which helps us to describe our world and the universe. The idea
of finding patterns, constructing proofs, and the knowledge of indubitable truth that results
is what makes Mathematics unique.
I take pleasure in reading maths books outside A-Level syllabus to further my knowledge. I
found "Concepts of Modern Mathematics" by Ian Stewart particularly interesting; it introduced
me to various topics that are not taught at A-Level, such as groups and real analysis.
However, what has really intrigued me is topology. The application of 'Hairy Ball Theorem' to
weather made me realise how studying properties of shapes can have an effect on a seemingly
unrelated area. Jeffrey Weeks used an imaginative and intuitive approach in explaining
topology in his book "The Shape of Space", which helped me to further my knowledge from torus
to hyperbolic space, as well as learning about the role of topology in studying cosmology.
I have enjoyed participating in several UKMT Maths Challenges, gaining Gold as well as 'Best
in School' certificates on every occasion. I have been invited to Maths Olympiad twice and
achieved a certificate of Distinction in Intermediate Mathematical Olympiad. In 2011, I also
represented my school in Senior Team Maths Challenge. These competitions led me to think
outside the box and stretch my mathematical skills and creativity. During Year 13, I've been
taking an online Coursera course in 'Introduction to Mathematical Thinking', which has
stretched my understanding further.
Eager to find out more about mathematics at university, I attended University of London's Pure
Mathematics taster day. I was able to learn about Mathematics at a higher level, and was
especially fascinated by the introduction to Ramsey's Theorem. Attending a Mathematics
Masterclass Day at Royal Institution of Great Britain helped me to appreciate the application
of Mathematics in other disciplines such as Astronomy.
Since Mathematics is the foundation for numerous areas of study, I've been enjoying seeing
connections between my other A-Level subjects and Maths. By taking Computing, I was able to
practise thinking logically and creatively to design a solution to a given problem. Physics,
in particular, attracts me due to its intricacy and the reasoning process it shares with
Mathematics. Deriving formulae has always led me to an equal appreciation of the beauty and
practical application of mathematics, and so I hope to take some physics modules at
university.
Being the finance director of our Young Enterprise group has given me a chance to develop
numerical skills and to learn how to discharge responsibilities within a team. I have been a
Peer Mentor to a Year 9 girl for over a year and volunteered at our Boys' Prep School, helping
Year 5 pupils with Maths, which has given me a chance to develop my communication skills. I
have also participated in an Engineering Education Scheme in which our team was tasked with
uncovering the cause of the riser handling bolt failure; We worked as a team and were able to
practise data handling skill. I am a member of our school's Amnesty International Club and
have organised various campaigns to protect human rights.
No matter how much mathematics has developed over thousands of years, its truth remains
unchanged. I am especially attracted to the beauty of geometry and topology and I look forward
to studying mathematics at a higher level.
Geography and Economics
Geography and Economics integrate the spectrum between the roles of theorists and social
scientists, leading to the framework of solving both human and economic issues worldwide.
Travelling through India, I witnessed the uneven nature of social and economic development
through the presence of extreme income inequality. Visiting Asia's largest slum in Mumbai,
known to be a city that epitomises India's hopes of becoming a global superpower, illuminated
how social disparity has restricted booming growth levels from reaching the country's poorest.
This example shows the importance of combining Geography and Economics and it is this that has
enthused my interest to study these subjects further.
Although globalisation is a renowned phenomenon, reading 'Globalisation and its Discontents'
by Joseph Stiglitz, enabled me to understand its negative effects due to decisions made by the
WTO and the IMF. It gave me an insight into how the institutions have relevance to the
geographies of finance, thus affecting a country's economic performance. After listening to an
LSE podcast entitled 'Keys to the City', I understood why economic development issues should
be considered using a regional context, which could be applied to India, as developmental
success has been unequal within Mumbai. To improve my understanding of this field, I read Paul
Collier's 'The Bottom Billion', in which it became clear that amongst the heart of economic
problems, geographical factors have a major influence on the development of a country. It
highlighted that the dependency of landlocked countries on their neighbours can directly
affect the growth of bordering ones; due to the inward looking nature of many African
countries, growth levels are restricted from being spread across the continent.
Whilst studying the UK economy, I attended a speech by Sir Mervyn King where he spoke about
the recovery of the UK after the double-dip recession. Interestingly, his theory that the
housing market crash in 2008 was not the main cause of the recession, as is publicised, but it
was actually a symptom of deeper underlying structural issues within the UK. My curiosity
about government spending when lifting a country out of recession, led me to undertake an EPQ
on the impact of the 2012 Olympics. I researched whether investment into the games truly aided
the recovery of the UK economy, as Keynes would argue that aggregate demand can be controlled
via government spending in order to increase growth. I concluded that the event created a
significant local benefit; however the national success in broader economic recovery remains
uncertain.
During work placements at PwC and Barclays, I became more aware of how data research and
economic reasoning are used in the real world. This was enhanced through my participation in
Young Enterprise, where putting microeconomic theories such as PED into practice, proved to
create a successful business. Taking part in Target 2.0, allows me to recognise how the MPC
can have influential impacts on society as well as putting statistical skills into practice
through my study of Further Mathematics.
Roles of responsibility within school have shown me the importance of patience,
decision-making and flexibility when working as a team. My position as Head of House has
exhibited my management and interpersonal skills through organising fundraising events with
younger pupils. Additionally, being appointed as a Maths mentor has enabled me to understand
the vitality of basic concepts, which provide the foundations of intricate theories. As a
committed member of a netball team and in completing my Duke of Edinburgh Award, I
acknowledged the balance between leadership and teamwork in order to achieve a common goal.
The ever-changing nature of the world poses many questions which I am keen to explore.
Collectively, with my diverse skillset and academic capability, I have built a strong platform
for my future to study Geography and Economics at university.
Geography
I have always been passionate about Geography. One of my life's ambitions has been to travel
to vulnerable habitats and help protect what mankind has selfishly threatened. I am fascinated
by the physical aspects of Geography, in particular the Polar Regions. It is extraordinary
that glaciers carved such beautiful and architecturally diverse landscapes as the Lake
District and the Preikestolen Cliff.
This summer I had the privilege of attaining two weeks' work experience at the British
Antarctic Survey. One of the many projects I participated in was investigating a correlation
between altitude and temperature on ice crystals using photos taken from BAS's De Havilland
Canada Twin Otter plane. I concluded that as the altitude increased, the crystals were getting
smaller. The experience was exceptional and I hope to return there in 2012. Next summer I will
embark on an expedition to Finnmark, Northern Norway with the British Schools Exploring
Society where I hope to carry out scientific research that can be of use to a variety of
institutions.
I am a member of the Royal Geographical Society, and as a Young Geographer, reading the
Geographical journal broadens my understanding and feeds my curiosity. I regularly attend
Royal Geological Society lectures in London and recently watched 'The Arctic 50 Million Years
ago' by Jane Francis. I found it fascinating that fossilised leaf litter and mummified tree
stumps of species such as Metasequoia are trapped in the Geodetic Hills of the Axel Heiberg
Island. I also widely read outside the A-level syllabus and have enjoyed books such as 'The
Discovery of Global Warming' by Spencer R Weart, which expanded my understanding of the
theories of Climate Change.
A-levels in Biology, Art and AS Spanish have further enriched my interest in Geography.
Spanish developed my communication skills and allowed me to form an understanding of Spanish
culture. Biology has strengthened my analytical skills, which will be invaluable when
evaluating Geographical data. Furthermore, the ecology topic has proven to be geographically
interesting. Art is a subject of great pleasure to me. Not only is it a valuable skill to
accurately produce data in pictorial format (especially field sketches), but Art allows me to
express myself creatively; I find most of my pieces focus on nature and wildlife. I recently
watched a lecture by Clive Oppenheimer at the Royal Geographical Society in which he explained
how scientists used Turner's sunset paintings as proxy records to demonstrate how high levels
of sulphur had affected the sky after the super-volcanic eruption of the Tambora volcano in
1815. This is a perfect example of how art and geography are intertwined. My Extended Project
Qualification ('Land Use and Resource Exploitation of the Amazon Rainforest') has shown the
importance of conserving such precious natural resources; it has also developed my analytical
and research skills.
Being elected to the Head Girl team by fellow students and staff was a great honour. Juggling
service to the school community and my academic commitments has enhanced my organisational
skills and improved my time management. As part of this I created a new role of Environmental
Prefect which has instigated recycling in the school and will leave a legacy of sustainable
initiatives for the future. I regularly volunteer for the Thames 21 Conservation Scheme at Sunbury Lock and
as a team we have cleared Sunbury Lock Island of the invasive Himalayan Balsam. Completing my Gold
Duke of Edinburgh expedition in the Lake District enabled me to realise the importance of teamwork and
determination.
I have a great capacity for hard work and am aware of the commitment tertiary level Geography
requires. I am willing to build on my firm academic foundations in the pursuit of a Geography
related career and hope one day to make a valuable contribution to the welfare of our planet.
Anthropology
My interest in Anthropology was awakened after hearing the incredible story of Kenneth Good, a
young American anthropologist who went to live amongst the Yanomama tribe in the Amazon rain
forest. Falling in love and returning to the USA with his Yanomami wife, he was inspired to
write 'Into the Heart', a fascinating account of life in both cultures and his young wife's
difficult transition into the western world. I was so captivated by Good's sensitive analysis
of tribal culture that I began to question the values of our own society, particularly with
regard to the role of women in the western world. My interest in this field was further
developed when studying 'The Colour Purple' at A level, which explores the contrasting gender
roles of women in other societies versus our own.
After travels in India and Africa, I became increasingly interested in their fascinating
cultural and social diversity. In order to broaden my knowledge of different societies, I
became a Young Fellow of the Royal Geographic Society. I have attended many lectures, including a
talk by the explorer, Benedict Allen. I was fascinated by his initiation into the Nyara tribe
in Papua New Guinea, which encouraged me to read his celebrated book, 'Into the Crocodile's
Nest'. I enjoyed his account of his experience and managed to arrange a meeting to talk to him
personally. We discussed the significance of initiation ceremonies and the role of tattoos in
providing protection for the Mentawii tribe. I was interested by how the rituals of body art,
so embedded within the tribal rubric, resonate within our own society where tattoos have
become a popular and celebrated art form. We concluded our meeting by discussing 'The last of
the Medicine Men', which I had also read. He was able to provide many insights into the
science of holistic medicine, which was of particular interest to me with regard to the
continuing popularity of homeopathy in the western world.
In the course of studying Psychology, I read Baron-Cohen's cognitive explanation for autism,
which I found riveting. I had previously volunteered as a team helper with The Bridge, a
charity for children with special needs, particularly autism. I considered the differences
between these children, growing up in the safety and security of western society, versus the
less resourced but close-knit tribal communities. It occurred to me that autistic children,
with their desire for structure and routine, may be happier integrated into a tribal
community, rather than the more free-flow frenetic lifestyle of the western world. I believe
that we have a lot to learn from other cultures and it is this diversity of ideas that makes
me so keen to study Anthropology.
Studying Anthropology at university will require me to analyse data in a variety of ways.
Through studying both Psychology and Geography, I have completed a number of field studies,
learning firsthand about participant observation and data collection, skills which will stand
me in good stead in my tertiary studies.
Volunteering has played a large part in my life. Not only did I enjoy my time at The Bridge,
but I also became an Elephant Ambassador for the conservation charity, Elephant Family.
I have also worked as an au pair in France, where I improved my French language skills and gained an
insight into a culture different to my own. I have excellent time-management and organisational skills, as
demonstrated by my ability to achieve A grades in all A level subjects, while mentoring younger pupils,
volunteering and keeping an effective work-life balance.
Anthropology is a subject which really captivates me - pursuing my interest in alternative
cultures and different ways of life across the world through higher education makes the idea
of a new and compelling subject so exciting. I want to immerse myself in the world of
Anthropology.
History
Learning that my great-grandfather, the scientist Sydney Chapman, was in Hitler's Black Book
instigated my captivation with history. Discovering my family connection with History, I felt
compelled to discover more about this subject with a profound interest in totalitarian
dictatorships. I have always been fascinated by the diversity of human experience and how this
changes over time.
Recently, I have thoroughly enjoyed studying the Vietnam and Korean wars, especially political
intervention and its importance in the outcome of these conflicts. This then influenced me to
take a keen interest in ruthless dictatorships of the 20th century. It fascinates me how the
dictatorships of autocrats such as Mao managed to rule with such unwielding power, yet I am
also intrigued by his socialist policies and him as an individual. Determined to discover
more, I read "Mao: The Unknown Story" by Jung Chang & Jon Halliday, which corroborated some of
my earlier thoughts yet challenged others. I strongly agreed with Chang and Halliday, who
reject traditional interpretations of Mao's rise to power, as they passionately feel it was
his thirst for ultimate dominance and use of corrupt tactics that allowed him to rule as
vigorously as he did.
My historical curiosity led me to independently research the Congo Crisis 1960-1965. Having
read "Canada, The Congo Crisis and UN Peacekeeping" by Kevin A. Spooner, I was able to
appreciate other countries' involvement in trying to prevent aggressive dictatorships. Spooner
had a surprising interpretation, as he emphasised the egotistical nature of the Canadian
government's involvement, by suggesting trade alone was the main interest for intervention. My
passion for this subject led me to explore colonial literature such as "Heart of Darkness" by
Joseph Conrad and "King Leopold's Ghost" by Adam Hochschild, both of which were extremely
compelling and highlighted to me just how horrific the forced-labour in the Congo was.
Having attended a workshop run by Warwick University, I developed the skill of selecting and
critiquing sources to ensure my conclusion is based on reliable evidence. I attended a
lecture/debate on "History From Britain To Africa" at Cambridge University, which further
augmented my source based skills. I enjoyed debating my interpretations of a range a complex
Victorian sources concerning the theory of Separate Spheres in society, to a group of over a
hundred people.
My subjects at A2 have challenged me to think analytically and have taught me the importance
of concise essay writing, a vital skill for a History degree. Philosophy encouraged me to be
open-minded, as I learnt the importance of considering all arguments on controversial topics,
despite how passionately I felt about my own view. I have used my enthusiasm for English
literature to complement my understanding of historical events by reading novels such as "Wolf
Hall" by Hillary Mantel. Classical Civilisation has greatly broadened my knowledge, by
allowing me to inquire into a part of history I had not previously explored. Studying ancient
literature, such as Juvenal and Aeschylus, was extremely intriguing as I gained historical
knowledge of Roman and Greek life, yet also learnt to engage with challenging texts that had
many complex interpretations.
I am currently Deputy Head Girl of my school and was previously Head Girl of the Upper School;
both leadership roles where high level communication skills were the key to success. I
particularly enjoyed my role as a Year 10 Pastoral and History Mentor. Aside from my
fascination with History, I am a dedicated member of the Chamber Choir and by achieving my
Grade 8 singing, I have been able to gain lead roles in school musicals that have been
performed in a professional theatre, experiences I thoroughly enjoyed. I really look forward
to pursuing this interest and exploring my passion for history at university.
English
The English language has been altered, recycled and reinvented over thousands of years and it
was not until 1476 that William Claxton attempted to standardise it. There has been a colossal
change in language due to a variety of reasons since the 1400s including changes in
orthography, syntax, lexis and punctuation. These changes have not just occurred within
England, they have manifested from a variety of influences across the world, such as
invasions/wars, technology, societal advances, politics and many others. I find it enrapturing
how those changes can arise over time and it fascinates me as to the huge differences there
are between the ways in which we speak now and we did in the past. For example, when the
Vikings and the Normans invaded, both left traces of their languages in Britain's languages.
Furthermore the dialects of Yorkshire and Northumberland use many Viking words such as the
verb fell (hill) or the noun beck (brook). The name of York itself derives from the Viking
word Yorvik. Studying English Language at university will enable me to explore how language has evolved
and for that reason I wish to read a degree in the subject.
I have always had a passion for English Language, excelling at AS-Level by gaining 117/120 in
the written examination. I am currently reading George Orwell's novel 1984 which is a
brilliantly written futuristic, dystopian novel. In this novel George Orwell demonstrates the
power of language and how it is used to control and manipulate people; for example, in order
to maintain control of everyone and prevent rebellion, the ruling party tries to implement a
new, invented language by removing all words relating to the past.
Psychology is one of my A-Levels. It is a fascinating subject and complements English Language
well because of the link between psychology and language, otherwise known as
psycholinguistics. I am currently learning about the relationship between our mental processes
and our behaviour. This subject has given me self-discipline to read widely round the topics
and has strengthened my logical argument, critical thinking and analytical skills.
Business Studies A-Level has enabled me to understand how businesses make decisions in
practice and the constraints on business activities. I spent two weeks in the summer holidays
shadowing the managing director of a security business and it gave me an insight into how
businesses are run. This subject has helped me develop my decision-making and problem-solving
skills as well as develop an awareness of current business practices and topical issues
affecting a wide range of companies.
Additionally, I completed a week's work experience at a primary school which I really enjoyed,
particularly working with young children. I was able to analyse the instrumental and
influential power that a teacher has over the pupils through her language. I work 8 hours a
week at Waitrose which has financial benefits but has also helped me with time management
combining school with work.
I act as a Year 7 Prefect and this role has given me the opportunity to develop my teamwork
and leadership skills through mentoring and supporting younger students in the school. I
volunteer at Year 7 parents' evening, guiding and welcoming parents to events. I represent the
school as a member of the Chamber Choir and the Choir and have a grade 8 Merit in Singing,
showing my commitment and reliability to a range of different activities. Through each grade
of my singing there have been difficulties but I have persevered as I have matured and become
a very motivated person. I have been a valued member of the netball team for six years playing
at every match possible. Being part of the squad has given me the skills to socialise,
empathise and be a team player. The Duke of Edinburgh award reinforced the importance of
stamina, teamwork, effective communication and leadership.
Through being in the Sixth Form I have matured and taken responsibility for my learning which
has been shown through my AS results and I am looking forward to continuing my personal
development at University.
Languages
My interest in languages was first sparked by the thrill of being able to express myself in
another form. Immersing myself in a diverse range of literature heightened my love of
languages further and made me eager to understand more about different cultures.
It was literature which encouraged me to research the history of Spain in more detail. My
interest in the Spanish Civil War and the literature which it produced led me to base my
Extended Project Qualification on the poets Pablo Neruda and Miguel Hernández. Their poetry
seemed representative of war-torn Spain because of its ability to appeal to both the
illiterate and the upper classes. Studying both poets allowed me a greater insight into the
propaganda produced during the Civil War and enhanced my research skills as I visited both the
British Library and the Instituto Cervantes to find commentaries and criticisms. I also read
'La Familia de Pascual Duarte' by Cela as the harsh reality that the protagonist portrays
allowed me to draw a parallel to some of Neruda's poems, whilst Cela's Nationalist sympathies
during the Civil War, and the time at which the novel was written, offered a contrast.
My linguistic knowledge of Spanish was enhanced when I visited Salamanca and undertook a
language course. When exploring the city I visited the garden where Fernando de Rojas' novel
'La Celestina' was set. I later read 'La Celestina' and enjoyed this Spanish classic whilst
immersing myself in the tragic love story. Whilst the language course helped me to improve my
understanding of the more technical linguistic concepts, my trip to Murcia as part of a
Spanish Exchange improved my colloquial register.
I have always been interested in the idiosyncrasies of language learning. Therefore, I would
like to take my study of language further through pursuing Italian 'ab initio' alongside my
Spanish studies. I first became interested in Italian through reading 'The Leopard' by Tomasi
de Lampedusa. I found Lampedusa's portrayal of the Prince's reaction to the Risorgimento
particularly poignant due to his own background as a nobleman living in Italy shortly after
its unification. Reading 'The Prince' by Machiavelli further inspired my interest in Italian
as it presented a historical perspective on the Italian Renaissance. I have also acquainted
myself with Italian, completing OCR Asset Language examinations to Preliminary Level, which
has allowed me a basic knowledge of the language.
By studying Classics I am able to see the qualities that ancient languages share with modern
ones. In Latin A Level I have relished studying complex literature in a foreign language. I
have also been able to broaden my perspective on literature through English Literature A-Level
and I enjoy taking part in the rigorous, analytical debates that texts provoke in class.
Furthermore, I am currently undertaking a short course GCSE in Ancient Greek, at an
accelerated rate. The challenges it presents, I feel, would prepare me for the demands of an
'ab initio' course.
In 2012 I went to Kenya as a 'Be the Change Scholar' with the charity Free the Children.
Whilst in Kenya, the diversity of culture that I experienced further inspired my interest in
different societies. Being Deputy Head Girl has allowed me to improve my leadership and
organisation; skills I believe necessary to succeed in any academic discipline.
I am greatly excited about pursuing languages at a higher level as I am eager to be able to
communicate fluently in three languages. My various trips to Spain and Italy have inspired a
great interest in both countries' social and cultural history respectively and I would like to
enhance my knowledge through studying each country's literature in more depth.
Classics
The Classical world has always fascinated me. Upon studying Latin I found myself not only
absorbed by the mythology on which the traditions, customs and religion of the ancient world
were based, but also by the linguistic aspect of the language itself.
As part of my A-level course I have enjoyed looking at a variety of Latin literature such as
Ovid's 'Amores'. Studying both this and the 'Metamorphoses' enable me to look at how these
works were received during Augustus' reign, providing an excellent introduction to Virgil's
'Aeneid'. I found that, having read 'The Iliad' I was able to appreciate this more as an
example of epic verse. I was particularly gripped by the contextual background of these works,
which led me to read Tom Holland's 'Rubicon', marvelling at how Augustus was able to steer the
Empire away from its regicidal heritage to found a dynasty of emperors.
The outstanding aspect of my studies was Cicero's 'In Verrem', as it brought to life the
complexities of Roman politics and the turmoil within the Senate. This compelled me to read
'Imperium' and 'Lustrum' by Robert Harris, which put Verres' misdeeds into context and
expanded my appreciation of the advanced sophistication of that time. Likewise with 'The
Political Speeches of Cicero': I was fascinated by his deployment of rhetorical techniques (I
regard the skill of speaking powerfully and persuasively from memory to be one, from my
experience, that is lamentably rare in today's society). By taking part in a Latin and Greek
reading competition I was able to put some of these skills into practice. My interest in the
ancient legal and justice system increased whilst reading Lysias' 'Against Eratosthenes' as
part of the Classical Greek GCSE which I chose to sit alongside my A-levels, and I have
compared with interest the style of speaking used by him with that of Cicero. As Head Girl, I
have made several speeches to large audiences, sometimes numbering more than a thousand
people, and this has increased my awe (and jealousy) of the great orators of Rome.
In the summer prior to Sixth Form, I spent two months working in Greece and had been keen to
learn as much Modern Greek as I could beforehand. As a Classical Greek student, I was also
intrigued to see how much, if at all, the languages differed (the answer to which is very much
so!)
I undertook an Extended Project looking at the extent to which Western Rome fell due to the
internal failings of the Roman establishment rather than, as is often thought to be the case,
the external threats of barbarian invasions. From my research, I have come to the opinion that
terms such as decline or deterioration, which suggest problems at the end of the Empire,
should be replaced with more neutral terms. Talking instead of 'transformation' would suggest
that Rome lived on, though gradually metamorphosed into a different, but not necessarily
inferior, form.
By studying Spanish as one of my AS choices, I have been able to indulge my love of languages
enjoying it especially when Latin influence on the language was visible. My high attainment in
Maths and Chemistry has expanded my logical thinking and analytical skills which help me to
efficiently translate passages in Latin and Greek.
Singing in the Senior, Chamber and House Choirs, as well as acting the lead role in my
school's musical, has improved my performance skills, benefiting me in my position as Head
Girl. Having to balance duties such as speaking at Open Events and chairing the Sixth Form
Council alongside my studies has required efficient time management and organisation.
Volunteering as a Young Leader for a local Scouts club and working part-time as a Barista have
allowed me to develop my communication skills, especially in challenging situations.
Winston Churchill once said, "I would make them all learn English: and then I would let the
clever ones learn Latin as an honour, and Greek as a treat." And, for me, Classics has
definitely been just that.