Higher Education and Progression

Higher Education and Progression Pack

You will need to use this pack when applying to Higher Education. You should always approach your tutor if you need help and advice.

Page number

HIGHER EDUCATION – Is It For You?...... 2

Why Higher Education?...... 3 Making the most of open days...... 4

Choosing Your Higher Education Course...... 5

Choosing Your University Or College...... 6 Applying to Higher Education...... 7 Deadlines/key dates...... 9 Before Filling in your UCAS form...... 10 Writing personal statements...... 11 Example of a good personal statement: Business...... 12 Example of a good personal statement: Medicine...... 13 Example of a good personal statement: Design...... 14 UCAS Tariff...... 15 HE Interviews...... 16 Examples of Interview Questions...... 19 Responding to UCAS offers...... 20 Finance for Students in Higher Education 2008...... 21 Taking a gap year...... 24 Looking for Work...... 25

1 HIGHER EDUCATION – Is It For You?

This exercise is intended as a warm up discussion.

Discuss the following statements and decide whether you agree or disagree with each.

Statements Agree Disagree

1. Universities outside London are boring. There’s nothing to do.

2. Even graduates are unemployed these days – there’s no point in going to university.

3. I would never fit in with clever people.

4. I would never be able to cope with such an amount of money to live on.

5. I would rather get a job straight after this course.

6. My friends and family would think I am mad to apply to university.

7. Applying to university is too much stress on top of exams and everything else.

8. If I left London, I would miss my friends and family.

9. I am interested in higher education because I enjoy studying.

10. Going to university will improve my chances of getting a good job.

11. I would grow in confidence at university.

12. I am not sure what I want to do in the future. I hope that higher education will open my eyes to lots of possibilities.

13. I would like to make lots of new friends. Going away to university would give me a new and exciting social life.

2 Why Higher Education?

OPPORTUNTIES & BENEFITS

1. More and more jobs require a degree or diploma for entry and promotion.

2. As more and more people enter HE, those who do not will be relatively more unqualified.

3. Graduates earn approximately 30% more than non-graduates over their working lives.

4. A greater percentage of jobs in the 21st century require skills that can be developed through Higher Education.

5. Graduates are more adaptable to change.

6. The percentage of graduates in responsible senior management positions is increasing (and these positions are usually the best paid!)

7. Higher Education develops:  subject knowledge  independence  ability to learn  constructive thinking  ability to work without close supervision  communication skills  social skills

Higher Education offers the opportunity to:  achieve your full academic potential, possibly up to post-doctoral level  develop your interpersonal and professional skills in order to achieve your goals  realise your full personal and social potential  take advantage of the Student Union  come into contact with students from different countries, cultures and creeds

3 Making the most of open days

It really is essential to check out the lie of the land before you apply to avoid letting yourself in for a rude awakening come October 2008. After all, you are going to spend at least 3 years of your life at this institution and in its environs.

It is true to say that up until next spring you may be given the chance to see the 6 universities/colleges you’ve chosen in your UCAS application but the best advice is to try and see some in the summer term – ‘the season’ as far as organised open days are concerned (with a few more in September). So it’s a good idea to try and see a few soon (in your spare time).

It’s obviously impossible to visit every university you have an interest in, so try to see a cross-section, (e.g. one close to home, another in a city centre with a campus, a single-site university or contrast old with new and large with small). This way you’ll get a snapshot of the range of universities and colleges on offer.

Open days are advertised through the notice board in the Post 16 ICT area, and in the institutions’ prospectuses and websites. Some you have to book in advance, with others it’s just a case of turning up. Those universities and colleges which don’t have formal open days may well be happy to arrange a visit for you. It may be possible to see the department of your choice and talk to the admissions tutor and/or students there. Don’t be afraid to pick up the phone and make arrangements!

What you should get out of an open day visit is an overall impression of the place which might give you an instinctive ‘gut-feeling’ on which you will rely heavily when making your decision.

Checklist of things to look for:

 Are the module options, course content, exam structure what you require?  What are the facilities like? Especially important if you’re planning to follow a practical subject, e.g. engineering or a lab-based science.  Were you given positive information on graduate destinations from your subject area?  What is the accommodation provision? Try to see it. Are you guaranteed a place in the first year? What is the cost?  Was the open day well-organised? Did the university make an effort to welcome you? Were the lectures interesting? Did they enthuse/stimulate?  Will you be able to sit through their lectures without entering the Land of Nod?  Were the undergraduate students you met well-motivated and positive?  Can you see yourself in this environment? Does the prospect feel exciting or even promising?  What will the travelling be like - to home at weekends/holidays if you’re away or ‘commuting’ if you’re staying at home?

4 Choosing Your Higher Education Course

For many this is not a straightforward issue. There are 70,000 different course possibilities at approx 300 institutions but often this can only make your choice seem more difficult. Here are some ways of thinking about choice of course:

 Consider continuing with a subject you are familiar with and enjoy at ‘A’ level or and one which you would like to learn more about.

 Choose a new discipline altogether. Something you have not studied before, often a subject not available at A-level, for example: Social Anthropology, Genetics, Latin American studies, Zoology.

 Choose a vocational degree which is training and preparing you for a particular career. Examples include medicine, pharmacy, teaching, architecture, engineering, tourism/hospital management. Only for those who are sure of their future intentions.

 Consider a joint degree i.e. 2 subjects of equal worth. A good option if you have a similar interest in 2 areas. The subjects do not have to be related, although often are, and it provides an opportunity to mix new, unfamiliar subjects with old ones.

 Consider a combined or modular degree, covering three or more subjects, not necessarily of the same weight. This can be ideal for those who do not wish to specialise in one subject. These degrees are often flexible, allowing changes later. You should take advice on the teaching, assessment and career implications of modular degrees. They can also be called triple-subject combinations, multidisciplinary and interdisciplinary degrees.

Some issues to consider

 Your subject choice does not have to be related to career choice, so do not get stuck on this. 40% - 50% of all graduate jobs are for graduates of any discipline. Always check the career implications of your choice, however.

 You must enjoy your subject and find it fun, so research what your choice involves thoroughly, using the appropriate reference books and advice available.

 Always check how the subject is taught (balance between lectures, seminars, tutorials, practicals, fieldwork) and assessed (frequent exams, assignments, end of year exams) and consider what is most suitable for you.

 Always check grade requirements for your chosen course and relate these to your predicted grades.

5 Choosing Your University Or College

Whichever university or college you choose,the experience will change your life. A good choice will help set you up for a great future; make a bad choice and you could want to leave your course before graduating.

Comparing universities

One way to obtain a preliminary measure of a university is to look at the ‘A’ level grades typically required for entry. The UCAS guide – the Big Guide’ will provide you with the information you need in order to compare universities. You could look at the university league tables published by the quality newspapers - The Times, for example, places information on its web site about which universities require the highest average ‘A’ level scores (The Times www.the.times.co.uk/gug/). BUT NOTE The position of a university in a league table is influenced by other factors which you may also like to take into account:

 The quality of the teaching and research.

 Staff/student ratios.

 Spending on library and computer resources.

 The number of graduates obtaining first and upper second degrees.

 The employability of its graduates.

Location

 To stay at home or not?

 Distance from London could be important.

Obviously the further you are away the more difficult and expensive it is to return home for weekends.

 City or countryside. Another city (although none is as large as London) may have similar facilities to those you are used to or you might want a complete change and look on to green fields and sheep!

 Large or small? Smaller universities would provide you with the opportunity to get to know a larger proportion of the other students. Larger universities, on the other hand, would enable you to retain a greater degree of anonymity, if you wanted it.

 Cosmopolitan? Remember we are familiar with a multicultural environment and not everywhere is the same.

6  Campus? All facilities on one site (teaching, living, shops/banks). Examples are Sussex, Essex, Keele.

 New or old? Some institutions are centuries old, others were built in the1960s and some more recently.

Before making your decision

 If somebody recommends a university to you, ask them for their reasons.

 You should visit a number of universities before making your decision.

 Most universities have open days, which give you a chance to look around. Check that the university caters for any particular interests you have outside of study.

Remember it is you that is choosing the right environment for yourself.

ASK YOUR TEACHERS FOR INFO ABOUT CITIES+UNIVERSITIES!!!

Applying to Higher Education

All the advice for this important aspect will be provided in tutorial sessions. Once the application has been completed, your TUTOR will write your reference, in addition to information provided by subject teachers.

THE INTERNAL DEADLINE FOR APPLICATIONS IS THE 31st OCTOBER

UCAS Applications

 UCAS (The University and Colleges Admissions Service) handles all applications to full time higher education courses.  In general, ONLINE applications must be made between 1st September 2007 and 15 January 2008. Applications received between 15 January and 30 June will normally be treated as late applications and institutions do not guarantee to give them the same consideration as those received before the deadline.  Applicants may choose up to five courses (4 if opting for medicine/vet school+1 non related courses); this can include more than one course at the same institution. The choices appear in alphabetical order, not in order of preference.  Once the application form reaches UCAS, it will be copied and sent to all the institutions applied to. The institutions will reply directly to the applicant, and also through UCAS.  The applicant may accept up to two offers, once all the replies have been officially received through UCAS. If two offers are accepted, one will be the firm choice, and the other will be the insurance choice; this is usually an offer of lower grades than the firm choice. UCAS will contact the applicant to receive decisions about offers.  Offers are confirmed after the exam results are published in August.  Charter will be using the UCAS apply system. This is a web based application which means you can apply anywhere that has an internet connection.  It will cost you £15 to apply. This pays for the all the administration costs and you can use debit cards.

7 Medicine, Dentistry and Veterinary Medicine and Science

 Applicants are limited to four choices in any of these subjects.  The deadline for applications in these subjects is 1 October 2007.

Art and Design

 There are two ways of applying to Art and Design courses: route A and route B. Some courses offer a choice of route A or route B, others specify one or the other.  Route A is the same as mainstream UCAS applications, with the same deadlines.  Route B takes place between January and March, thus giving the applicant extra time to prepare a portfolio. There are only 3 choices in route B. These choices must be made in order of preference.  It is possible to apply for some courses in route A and some in route B, but only 6 choices can be made in total.  Many degree courses in Art and Design require an Art Foundation course. Entry to these courses is by direct application to the college, not to UCAS. Deadlines for applications to Foundation courses are generally around the same time as the main UCAS deadline.

Oxford and Cambridge

 Applicants may not apply to both Oxford and Cambridge, unless they already have a degree or are applying to Homerton College, Cambridge for a BEd course.  The deadline for applications to Oxford or Cambridge is 1 October 2007.  An additional application form must be sent directly to Oxford or Cambridge.  Applicants must apply to a college within Oxford or Cambridge, not the university itself, unless it is an open application, in which case it will be randomly assigned to a college.

You will spend most of tutorial time completing the application. You will need continual support from your tutor and attendance is essential at all these sessions. Do not expect help from your tutor if you absence at tutorial is UN- AUTHORISED. It is important to understand that that a GOOD UCAS application has to be re-drafted on a number of occasions.

8 Confirmation and Clearing

 Exam boards will inform UCAS of an applicant’s grades the day before they inform the applicant.  If an applicant is holding a firm offer from an institution and achieves the grades required to meet that offer, their place will be confirmed. If the required grades have not been achieved, the institution may still accept the applicant.  If an applicant does not achieve the grades required by their firm choice and is turned down by them, they may be offered a place on their insurance choice course.  If an applicant is holding no offers, or has not achieved the grades to meet either of their offers, they will be eligible to enter clearing.  If an applicant has accepted an offer, and achieved the required grades, but subsequently decides not to attend that institution, they must gain a written “release” from that institution before they can re-enter the UCAS system and join clearing.  If an applicant decides after 30 June to apply to UCAS, they will automatically be entered into clearing.  Applicants joining clearing will be sent a clearing form by UCAS, usually a few days after the results are published.  The clearing form can only be used to apply for one course at a time, so it is important to get a verbal offer of a place over the telephone, along with the name and position of the person making the offer, before sending the clearing form to an institution.  Clearing vacancies are advertised through the UCAS website, as well as in the NATIONAL press.

Deadlines/key dates

All UCAS applications are made online. You will be given a unique password allowing you to register with UCAS. You will be asked for some basic information +the awarding bodies for your GCSE results/AS subjects. The main part of your application is the personal statement. Once the whole form has been completed, you send it to your Tutor who will then check the details and the statement. The application will get sent back to you so you can make any corrections; this will happen until your application has been endorsed by your tutor.

As soon as your Tutor is happy with your application, a reference will be attached containing comments from subject teachers and your tutor. The form is then checked again and it will then get sent to UCAS. UCAS then send the application to your chosen universities. UCAS will inform you of the outcome of their decisions and you then make your decisions about what offers to accept (see later info)

9 Before Filling in your UCAS form

You will apply to Higher Education using UCAS apply. Please undertake the following in advance.

1. If you have a medical condition or a learning difficulty that will require support at university check that you have discussed this with staff and found out the code to use on your application.

2. It is important to be classified as a ‘Home Student’ to avoid heavy fees, so do check whether you have been resident in the UK for three years prior to university entrance.

3. Make sure you know which Local Education Authority area you are living in when you apply for university. For “student support arrangements” and “area of permanent residence” you should put the name of your borough.

4. Check that you know the exam centre number of the school where you sat exams before attending Charter, and the exam board(s).

5. If you are doing a modular course, check that you know what modules you are doing, and whether they are mandatory, optional or additional.

6. Read the ‘Instructions for the completion of the application form’ carefully and ask for help if needed.

10 Writing personal statements

The purpose of the personal statement is to give admissions tutors additional information about you that is not already mentioned in the rest of the UCAS form, in order to help them with the selection process. On average, it takes about 6 drafts before the statement is ready to send to UCAS.

Admissions tutors will be looking for evidence of the following:

 A genuine interest in and suitability for the course you are applying to.  Awareness of what the course involves - this is especially important if it is a subject that you have not studied before, such as Law.  Enthusiasm and commitment in your present studies.  Some outside interests that complement your studies.  Personal qualities such as maturity, responsibility, independence etc.  For vocational courses, suitability for the career path that the course leads to.  The ability to express yourself in writing.

A personal statement may include the following:

 Your reasons for applying for this course.  What interests you about each of the subjects you are currently studying.  Background reading and research that you have done, including conferences and visits.  Any work experience, paid or unpaid.  Activities you take part in, such as sport, clubs etc.  Positions of responsibility and involvement in your community.  Any special abilities, for example languages.  Ideas about your future career.  Plans for your gap year.

Remember the following points when writing your personal statement:

 Think carefully about the impression you want to create, making sure it is always positive.  Only write about things you are prepared to talk about at interview.  Do not just list things you have done; everything you mention should illustrate a specific point. Do not just say: “I have a part time job in retail”. Say: “My part time job has helped me to understand how a retail business works and to develop communication skills that will be essential in my future career.”  Give examples to back up what you say about yourself. Do not just say: “I am creative and good at team work.” Say: “ I am creative and good at teamwork: qualities which I enjoy using in my dance workshops, where I am involved in choreographing performance pieces for a group of four dancers.  Make sure you let your tutor know if there is anything you want them to mention in the reference rather than writing it yourself in your personal statement, for example family problems which have affected your results in the past.

11 Example of a good personal statement: Business

I believe going to university would give me the opportunity to further my career prospects and meet people from many different backgrounds and cultures. My interest in business and management courses was founded in my present studies. I have developed excellent organisational and planning skills that are essential for administration. I have focused upon marketing and as a result I have good analytical skills. I have become an independent student and gained excellent research skills. I am highly motivated and have decided to study units independent of my core studies. Since going on the first half of an exchange trip to Germany with my GNVQ class last year, I have developed a passion for the German language. The result of this is that I have decided to study a one year intensive German GCSE.

Over the summer, I volunteered to help out the Dulwich Sports Development Team (and I plan to do so again next summer). This involved looking after children between the ages of eight and sixteen and organising sports and activities for them to participate in. I was involved in this scheme for at least two days every week for four weeks. This was a great opportunity for me to put my planning, organisation and teamwork skills to good use.

I have worked full time for three months as an analytical services administrator at the Bureau of Stable Isotope Analysis. This helped to develop my I.T. skills on programmes such as Excel, Lotus 123 and Word. I hope to further develop my I.T. skills further during the course of my I.T. AS level.

I am presently employed as a part-time checkout operator in my local Tesco petrol station. In the year I have been working there my customer service skills have been greatly enhanced. From this job, I have also learnt to take responsibility as I have to make sure that customers follow the strict safety procedures when they are on the forecourt.

I belong to Featherstone Table Tennis Club and serve on the committee. My role involves attending meetings and making decisions on budgeting, rules and fundraising. In addition I coach table tennis to eleven to sixteen year olds at the club. This has developed my leadership skills and I thoroughly enjoy it. I aim to achieve a coaching qualification in the near future.

I very much enjoyed playing table tennis and I have achieved a lot in the sport. For example, I have represented Middlesex junior first team in the county championships and I have played in the first division of the Junior British League. My other hobbies include playing basketball, golf, watching “Question Time” and reading thriller novels. I also enjoy socialising with friends met through my various activities and college.

What is good about it?

It shows that the applicant has many interests other than just studying. It gives the impression of someone who is mature, outgoing and independent, and therefore likely to “survive” at university and make the most out of the experience. However, it is not simply a list of activities; the student says in every case what he has gained in terms of relevant skills.

What could be improved?

The student could say more about his choice of course.

12 Example of a good personal statement: Medicine

I believe I am an articulate, dedicated student who has a genuine thirst to provide and care for the personal well-being of others; this is why I would like to pursue a career in medicine. I have always been a passionate science student at school.

Presently, I am carrying out voluntary service at Charing Cross hospital where my duties include supporting patients, relatives and staff in the dialysis wards and thereby enhancing the quality of service provided in the unit.

After my “A” Levels, I will take a gap-year, during which I will be doing more voluntary work in a developing country, Sri Lanka. I am sure that this opportunity will prove to be an advantageous life experience of health care in the third world.

My inquiring mind led me to study the subjects I enjoy most: the sciences. Biology has made me understand life and its associated processes at a more detailed, cellular level. Chemistry, undoubtedly my favourite, has developed my appreciation for the reactions occurring in and around us. Physics has strengthened my analytical skills and German has equipped me with the ability to express myself in another language, a skill I feel is essential for the future people of Europe.

Although I am capable of working alone and thinking independently, I thoroughly enjoy working as part of a team. I receive great personal satisfaction from helping others and am always ready to listen to problems and offer advice to friends.

The demanding modular structure of my courses has developed in me an invaluable skill: working under pressure. This I feel is one of my strengths.

Last year I completed my Duke of Edinburgh Bronze Award. Here too I carried out voluntary work in a primary school, where I worked with children with special needs. To complete the award, I had to display my motivation, determination and long-term commitment for the scheme.

Last year my college asked me to be a student member of a staff appointment panel where I was responsible for helping to appoint a new member of the science faculty.

In my spare time, I enjoy playing table tennis, badminton, soccer, going out with friends and lifting weights at the gym. I am also an accomplished musician; having played in many types of bands ranging from Blues to contemporary Pop to Gospel music. Playing in bands develops my teamwork skills. I also enjoy reading the “Inside the Human Body” series, as it is very informative regarding clinical routine.

I really believe I have the ability, initiative and a commitment strong enough for a career in medicine, and I look forward to displaying all of these in the near future.

The student shows he has an understanding of medicine through work experience and background reading. He also shows that he has many interests and is able to cope with doing several things at the same time.

13 The student could be more specific about the skills and qualities needed to be a doctor, though the content of his statement does indicate that he has many of these, such as people skills, and an inquiring mind.

Example of a good personal statement: Design

I am currently studying Art and Design. From an early age I have known I would pursue some sort of career in the design industry. I am interested in the styles and trends involved with fashion and interior design.

I have gained extensive skills and knowledge on my Advanced GNVQ course. I have studies photography, theatre set design, designing and producing a children’s book, working with clay, poster design for silk-screen print and particularly enjoyed the theatre design, as I was involved with designing a hippie room for a nursery scene in Peter Pan. I watch the TV show Changing Rooms and find it fascinating. On occasion my uncle who is an interior decorator has asked for advice about choosing colour schemes, wallpapers and border designs. I have found I have a flair for advising about interiors. I am also interested in following the latest trends in interior design and looking at the links that exist between architecture and home furnishing. I find it fascinating to spot the trends that exist in styling interiors as well as in styling clothes.

Some of my photography work has been inspired by the work of David Hockney’s collages. Like me he is a painter as well as a photographer. I enjoy using the same interesting paint techniques as Cezanne, as I find them interesting and have tried to study them by copying his works. I have very good IT skills, which are vital in any field of work or study. I have gained experience using spreadsheet, database and word processing. In my spare time I am a keen photographer. I enjoy visiting art galleries and museums and I like travelling as often as I can. My trips across Europe and North Africa have been of enormous benefit to my development. I feel they have broadened my horizons as a whole and influenced my art and photography.

My greatest interest lies in fashion and styling and I have managed to cultivate my interest outside of my academic timetable. I enjoyed hosting amateur fashion shows in London in summer 1999. I also attended a spectacular fashion show in Tangiers. This consisted of ethnic Moroccan dress, which was very inspiring.

I have been involved in modelling and have had experience of fashion, advertising and cat walk modelling that gave me much confidence.

My work experience was with a product and design company called Panhurst Design. This helped me improve my drawing techniques using computers.

I feel that I am an ambitious and creative individual who would appreciate an opportunity to extend my knowledge of design and style not just of fashion but also of interiors, to eventually become a stylist within the design industry.

It conveys real enthusiasm and love for her subject. It gives the impression that she could have written much more; there is plenty there for her to expand on at interview.

The third paragraph is a bit disorganised. The sentence about Cezanne repeats “interesting” without saying what it is about his paint techniques that is so interesting. The sentence about being a keen photographer looks as if it should come at the

14 beginning. The sentences about her IT skills do not fit into the middle of the paragraph here. The part about her travels could be in a separate paragraph.

The golden rule for format of personal statements:

1) What is suitable about the course you have applied for?-what skills will you bring to the course, how will current/past studies help you? 2) What aspects of your current studies do you enjoy? What skills have you acquired??(Teamwork, independence, evaluation, analysis etc…) 3) Discuss your extra curricular activities+hobbies, again describing skills acquired. Use info from your tutorial. 4) Finish off with a summative statement about your suitability.

NB: For every point you make, it is essential you describe what you have learnt

UCAS Tariff

The new UCAS tariff has been devised to reflect the mix of qualifications that students following Curriculum 2000 are now offering, and to offer equivalence between different types of qualification. It is meant to replace the old A level points system. All higher education institutions are being encouraged to use the new tariff, though it is recognised that some will continue to ask for specific subjects and / or grades rather than a number of points. See UCAS website for full details.

3-Unit awards (AS Levels). 6-Unit awards Points For example, if you drop a ( A Levels) subject 240 220 200 180 160 140 A 120 B 100 C 80 A D 60 B 50 C E 40 D 30 E 20 10

Example

15  3 A levels (NOT AS!!!)at grades C,C,D: 80+80+60=220 points.

HE Interviews

Not everyone will be called for interview, but some courses, for example Nursing, and some universities, for example Oxford and Cambridge, always interview. Those who are applying to Oxbridge will receive specialist advice. Some courses interview people who they feel are a “borderline case”. You may be asked to bring a portfolio or examples of your work. You may be asked to perform an audition, take a written test, participate in a group discussion, or fill in a pre-interview questionnaire. If you are applying for a language course, part or all of the interview maybe conducted in the language you are applying to study.

You should be made aware when you first apply whether you will be called for interview, and when you are called, you should be made aware of what form the interview will take. If you are not sure, ask, as this will help to ensure you are well prepared.

Before the interview The key word here is PLAN Plan the practicalities:

 Do you know exactly where you are going?  Are you going to travel by train, coach or car?  Can you walk from the coach/train station to the university? If you can, how long do you need to allow? If not, allow time to find a taxi.  If travelling by car – do you know where the car parks are? Not all universities will be able to offer you parking so find out about the nearest public car parks.  What are you going to wear? Aim to look smart, but be comfortable. Be wary of wearing new clothes or new shoes for the first time at an interview. Those new shoes that were fine as you paraded round the shop may not be as comfortable after a long journey and a walk round the campus. Plan the interview

 Dig out your application folder and look back at your application form – familiarise yourself again with your personal statement. What areas may the interviewer decide to expand on? Be prepared for questions about your choice of course, university, and career as well as questions about yourself in terms of your skills and interests. PLAN your answers.

16  Check and find out if anyone else from the school or your circle of friends has been to the University for an Interview. Ask them what it was like – it will help if you know what to expect.  Many university student unions have people who will be happy to advise you about what to expect in your interview. Ask if they can put you in touch with someone who is studying the same subject you are applying for.

 If you would like a practice interview, speak to your subject teacher or careers adviser who may be able to help you with this.

 Look at materials in the careers suite, such as “Degree Course Offers” which has examples of typical interview questions for each subject. Oxford and Cambridge produce their own booklets about what to expect from their interviews. The Library has excellent books outlining the types of questions that are asked at interviews. Social Science/Humanities subjects may ask about current affairs, hence the continued importance of reading the quality press.

 Plan YOUR questions. Remember the interview is a two-way process. The interview is also your opportunity to be sure that this is the course and the university for you. If your work in section 3 revealed some areas that you do not have much information about, use the interview to fill in the gaps in your knowledge. Sensible questions will also reveal the extent of your research to the interviewer. For example; “I noticed that your course offers the opportunity to study aboard. Could you tell me exactly how many students are given this opportunity each year and are there special criteria to fulfil?” This type of question shows that you have done your homework on the course.  Have a note of key points that you want to make during the interview. Then if at the end of the interview they haven’t all been covered use the “any questions?” time to get some of these extra points across.

During the interview  Be confident and think success. As you walk into the interview room, have a confident smile on your face and shake hands with your interviewer. It is important to try and make an impression in those vital first few minutes.  Be motivated. An offer of a place at your favourite university may rest on this interview.  Listen. Listen carefully to the questions being asked and to the information being given to you. If necessary, clarify the question by paraphrasing it. If you find the interviewer asking virtually the same question again then it could be that you misunderstood the question the first time.  Consider your reply. Take the time to ensure that you make a sensible reply to a question – if you’re in too much of a hurry then you could make mistakes or not cover all the things you wanted to.

17  Ask questions. From your planning before the interview you should have questions to ask. If they’ve all been answered already then let the interviewer know that you did have some questions but that they have all been covered already. If necessary use opportunities to give information that you feel is important to your application but that has not been covered in the interview.  Maintain the rapport! Keep eye contact with your interviewer – but not excessively – you will appear more interested and will help the two-way communication generally.  Know when to stop. It is very easy to get into ‘ramble’ mode in an interview – take care to avoid this, stopping when you have adequately answered the question.

After the interview  Relax!  Review. Take time to evaluate how the interview went. Make a note of aspects that went well and those that didn’t. Use these notes to plan and prepare for your next interview.  Feedback. Your friends and others at the Charter may be interested in hearing about how the interview went and details of what to expect if they happen to be going to the same university for an interview. You will appreciate their feedback from other universities, so don’t be afraid to give them the value of your experience.

YOU MUST INFORM YOUR TUTOR IF YOU HAVE BEEN CALLED FOR AN INTERVIEW — as a mock interview will be arranged.

18 Examples of Interview Questions

Interviewer’s questions (see “Degree Course Offers” in the careers suite for sample questions for specific courses).

1. What attracts you to this particular course? Why do you want to come here?

2. Why do you want to study ………..? (Show enthusiasm about the subject.)

3. What do you think is the value of studying…….?

4. I see you are interested in …………… How did you get involved? What did you get from it?

5. What do you think is the value of higher education?

6. Tell me something about Charter.

7. Specific questions about your GNVQ or A level course may be asked. They often start by asking you “What have you been studying recently?”

8. What grades do you expect in your GNVQ or A level course? (This question may be asked to test your self awareness.)

9. What play/film/television drama have you seen recently? What books have you read?

10. Do you have any career plans?

11. Why do you want to go to university?

12. (For vocational courses.) What qualities go to make a successful doctor / dentist / teacher? 13. Identify a social problem; how do you feel the government has tackled this issue?

Interviewee’s questions

1. What are the career prospects for graduates from this course?

2. Are there opportunities for post graduate research?

3. Is there a departmental library?

4. How is the course taught?

5. How is the course assessed?

6. Is there a personal tutor system and/or other personal support for students?

7. How are placements organised for sandwich courses?

8. How can I find out more about accommodation?

19 Responding to UCAS offers

Once you have sent off your UCAS application, you will start to receive offers (or rejections) from the institutions you have applied to. You may be invited to interview first, or you may be given an offer without an interview. Offers will almost always be conditional on you achieving particular grades. Check these conditions carefully, and contact the institution as soon as possible if they have made a mistake, e.g. asking for a grade at A level when you are only doing the AS level.

Once all the institutions you have applied to have all made their decisions about whether to make you an offer or not, UCAS will send you a statement of all the decisions, and ask you to respond to them by a set date, about four weeks later. This date will not necessarily be the same as other people. You must meet the deadline, or UCAS will assume you are declining all your offers.

You can check the progress of your UCAS application by logging onto the UCAS website at www.ucas.com and track. You will need to enter your application number, and your password, which will have been sent to you by UCAS with your original acknowledgement letter. This means you will know about any offers before they actually arrive in the post.

When replying to offers, think very carefully about your decision, as your reply will be binding; you cannot change your mind afterwards. If you decide not to take up an offer that you have already officially accepted through UCAS, you will not be allowed to apply anywhere else for that academic year.

There are three possible replies that you can make to each offer. These are:

Firm acceptance (Your first choice) Insurance acceptance (You will take this place if you do not get the grades for your first choice) Decline

You cannot accept more than two offers. If you accept two, one must be firm and the other must be insurance.

Once your results come out in August, your offers will be confirmed (or not, depending on whether you have met the conditions of the offer). You will then formally accept just one of them.

If you choose to decline all your offers, if you have no offers, or if you do not meet the conditions of either of your offers, you will be eligible to join UCAS extra where you can apply for 1 more course OR the clearing process in August. More detailed information about clearing will be made available to those students who need it in the summer.

20 Finance for Students in Higher Education 2008

The DfES brings out a booklet every year called: “Financial Support for Higher Education Students”. This arrives at Charter in the summer, and there will be a copy for each student so the information in this booklet will need to be updated for 2010. Information is also available on the DfEs website: www.dfes.gov.uk The following information is a brief summary of the financial situation for Higher Education students at the moment. It does not cover every circumstance; you may need to get more detailed guidance from your local authority.

Student fees/loans information

Loans are available to help with your living costs, e.g. course materials, accommodation, food, clothes, travel etc. Interest is charged at the rate of inflation, so the amount you repay will be equal in value to the amount you borrow.

Can I apply for a loan? If you are on a full-time, you are eligible to apply for a loan..

How will my loan be paid? Your loan is usually paid in three instalments, one at the start of each term, directly into your bank account. Student Finance Direct will issue a payment schedule letter to you which will explain what amounts will be paid and when.

How much can I Borrow? This will depend upon your household income and where you live whilst you study. The amounts you can borrow in 2007 are shown in the table below. Of this loan entitlement, 75% is non income-assessed, while 25% is income-assessed. This means that 25% of the loan paid to you will be dependent upon your household income.

Your ‘household income’ means either: Your income if you are an independent student You have no living parents.

2. Your parents’ income if you are a dependent student (i.e. you live in your parental home and / or rely on at least one of your parents for financial support). For example, if you live with both parents, both their incomes will be taken into account. If you live with only one of your parents, it will be their income only that is taken into account. If they live with a spouse or partner (of either sex), this person’s income will also be taken into account.

21 Loan Rates are slightly higher for students living in London (and not in their parental home) to accommodate the higher cost of living there. Your Local Authority (LA) will decide whether you will be entitled to the London loan rates on the basis of the post code of your place of study. If you are unsure whether you come into this category, your LA will be able to advise you. Help towards your tuition fees

Variable Tuition Fees and Tuition Fee Loans

From September 2006, universities and colleges offering HE courses in England will be allowed to vary the amount of fees they charge new students. Institutions will be able to charge between zero and £3,000 per year. You will not be required to pay fees before you start your course or while you are studying, although you can do so if you wish.

You can apply for the new Student Loan for Fees to cover the cost of these fees. This will give you the advantage of not having to find this money from elsewhere, and we will pay the fees directly to your institution. You then repay the fee loan in the same way as your other student loan – only once you have finished studying and are earning over the repayment threshold of £15,000 per year.

Grants and other assistance

Maintenance grant

From 2006, new full-time students from lower income households will be eligible to receive a new (non-repayable) Maintenance Grant which is worth up to £2,700 a year. The actual amount you will be entitled to receive will depend upon your household income. Current Rates are:

 Household residual income of less than £17,900: student receives full grant  Household residual income of £17,901 - £38,330: student receives part of the grant  Household residual income of more than £38,330: student receives no grant

This grant will be paid in three instalments, one at the start of each term, just like your student loan.

Special Support Grant

A new Special Support Grant is being introduced for new students who start their course in September 2006 and who are eligible to receive Income Support and other means-tested benefits such as Housing Benefit.

Bursaries and other help from your university or college

Universities and colleges wishing to charge more than £2,700 a year for a course will be required to provide additional non-repayable financial support, such as bursaries, to students on these courses who are receiving the full £2,700 maintenance grant.

22 What this means is that students who receive the full maintenance grant and are being charged the maximum fee of £3,000 a year will receive at least £300 a year in additional financial support from their university or college. This may take the form of a bursary or some other type of financial help. The type and amount of financial help will depend on the university or college concerned.

Some students may be entitled to more than this and you should therefore speak to the university or college that you wish to attend.

Please note that up-to-date details of Fees and Grants will be given to you during the 2009/10 Academic Year.

23 Taking a gap year

There’s a wide range of organisations devoted to helping you get the best out of your year off. It can be quite easy to do nothing much with this year but, with careful planning, the year can be useful and exciting. There is a range of books in the Careers suite to help you. There are websites devoted to gap year opportunities (e.g. www.gapyear.com). You can also seek advice from Sian or Susie.

Going Abroad

Organisations like Raleigh International, GAP Activity Projects and Project Trust offer places on community or environmental projects, usually in the third world. Most people find the experience challenging and exciting. However, you pay for the cost of the trip! Average cost is about £2500 - £3000 and you are usually expected to raise the money by getting sponsored. This needs lots of planning ahead! Volunteer work is not the only option if you want to travel. There is Camp America, au pair work and other paid work abroad.

Voluntary work in the UK

Community Service Volunteers (CSV) offers the opportunity to work with the homeless, young offenders, those with learning disabilities or mental illness in the UK. Placements are up to twelve months, mostly away from home, with accommodation, food and pocket money provided.

Paid work in the UK

Many students use the year, or part of it, to get full time work. You can develop valuable work-related skills and save some money. Make sure your CV is good and seek advice about how to find good quality employment. Some students will combine paid work with part-time study to add to their skills and qualifications.

The benefit of a ‘gap’ year

If you plan the year, whatever you do, it is likely that you will end your ‘gap’ year a more mature person.

24 Looking for Work

If you decide that you want to start working after your course instead of going into Higher Education, it is still a good idea to start thinking about it early. In most cases, you do not need to apply for jobs as early as you need to apply for HE courses, but you can prepare yourself by thinking about what kind of job you really want to do, researching opportunities, and preparing a good CV.

Remember that you can return to higher education at any time in your life; there is no age limit. You can also do degrees and other qualifications part time. You may be lucky enough to find an employer that will sponsor you to do this.

Researching opportunities

Use materials in the careers suite such as “Occupations”. Use the internet to find information. What level of job can you realistically go for at the moment? What sort of experience would be useful to get where you eventually want to be? Look at job advertisements in the press and on-line; what sort of jobs are there a lot of? What are they asking for? How much do they pay?

Drawing up a CV

There is a whole folder in the careers suite called “CV Writing”. When writing your CV, bear in mind what kind of job you are going for. Stress the skills / experience / qualifications that are most relevant to this kind of job. A CV is a marketing document, with yourself as the product being marketed. Organise your CV so that the strongest points come first. If you have done a lot of excellent work experience, put that first. Where to look for jobs

Your local careers service Connexions, Rye Lane, Peckham. You can also make an appointment with an adviser here at the school (ask your Tutor about this)

Your local job centre They have a wide selection of jobs, though many of them are for older people with experience. They can tell you about government training schemes for adults.

The press Look at the Evening Standard for London-wide jobs. Find out which day of the week your sector is featured. Some sectors have their own specialised publications. For example, look in “The Stage” for jobs in the theatre.

The internet www.bigbluedog.com is the Evening Standard’s job website. Employment agencies often have websites, for example www.reed.co.uk . Some websites specialise in just one sector, for example www.jobsinhospitality.co.uk . Also try www.workthing.com . There are many sites where you can search for jobs, but

25 sometimes they are aimed at people with a lot of experience. If you know the company you want to work for, try their own website.

Employment agencies Employment agencies deal with temporary work, permanent work or both. Some of them, such as Manpower, may be able to offer free IT training. Look in the yellow pages for employment agencies in the sector, or the geographical area, where you want to work.

Speculative applications and personal contacts Ask people you know if there are any openings where they work. If you have an idea of where you would like to work but they are not currently advertising, write or e-mail them with your CV and a covering letter.

I hope this pack is informative and will help you make the right choices.

Niall Hand June 2009