UCAS APPLICATIONS 2018-19

And Personal Statement guide

“The personal statement - a blank screen and the job of selling yourself in no more than 4,000 characters and 47 lines* can seem daunting. Some students will find it hard to talk positively and glowingly about themselves - that's natural - but it's something that should be overcome and then embraced.”

UCAS blogspot

“We pay a great deal of attention to the personal statement, as it provides important indications of ability, motivation and potential. We will look for evidence of your interest in the subject and make sure that this aligns with the kind of programme we offer. We will also take account of your extra- curricular interests and achievements, where these provide evidence of skills that will be relevant to the programme.”

Dr Roseanna Cross - Head of Undergraduate Admissions, University of Bristol

Find out more and some top tips from four admissions tutors at:

http://ucasonline.blogspot.co.uk/2012/09/personal-statements-universities-tell.html

Or watch this UCAS video to get you started: https://www.ucas.com/ucas/undergraduate/getting-started/when-apply/writing-personal-statement

*Word limit includes spaces

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The UCAS Application Process

UCAS Application Timeline Activity Date /Deadline Oxford and student conference, St James’ Park, 22nd March 2018 Newcastle STEP Maths registration 26 Feb -26 April 2018 Teesside UCAS exhibition, Metro Radio Arena 24th April 2018 UKCAT - registration 1st May – 1st October 2018 Identification and preparation of , MEDICS Vets May/June 2018 etc. Including draft personal statement Lectures – how to write an effective personal statement May/June 2018 UCAS session 1 - Attend scheduled UCAS briefings and w/c 4th June 2018 begin filling in personal details and qualifications on your UCAS application UKCAT testing begins 2nd July 2018 Personal statement - first draft to Tutor 22nd June 2018 Student context report first draft to Tutor 22nd June 2018 LNAT registration (Oxbridge) 1st August – 5th October 2018 Review any AS results, finalise plans for courses 18th August 2018 BMAT and other Cambridge administered tests (Oxbridge 1st Sept – 1st October etc.) – TSA; CAT; ELAT; HAT; MAT etc. - registration 2018 LNAT testing begins 1st September 2018 LNAT testing ends (Oxbridge) 20th October 2018 Personal statement - second draft to Tutor 7th September 2018 Student context report final version to your tutor – this 7th September 2018 information will help your teachers write a reference tailored to you and the courses you want to take UCAS predicted grades to students 14th September 2018 UCAS predicted grades published to parent portal w/c 23rd September 2018 UCAS predicted grades finalised 28th September 2018 UCAS session 2 - Attend scheduled UCAS briefings and w/c 24th September complete UCAS application 2018 Internal deadline for Group (i) Applicants: Oxbridge, 1st October 2018 Medicine and Veterinary – this is a no later than date UKCAT testing ends 2nd October 2018 UCAS deadline for Oxbridge, Medicine and Veterinary 2nd October 2018 Cambridge Assessment Admissions Tests – test day 31 Oct 2018 Internal deadline for Group (ii) Applicants: , 5th November 2018 competitive applications and those sure of their course – this is a no later than date Internal deadline for Group (iii) Applicants: those least 3rd December 2018 sure – this is a no later than date UCAS deadline for most courses 15th January 2018 NB Test dates above are for guidance and not exhaustive – please check admissions requirements for your chosen course and institution

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Qualifications and exam boards 2018-19 cycle

LEVEL SUBJECT EXAM BOARD GCSE Business Studies AQA GCSE Classical Civilisation AQA GCSE French AQA GCSE Geography AQA GCSE German AQA GCSE Physical Education AQA GCSE Religious Studies AQA GCSE Spanish AQA GCSE Computer Science Edexcel GCSE Art OCR GCSE Latin OCR GCSE Drama WJEC GCSE Music WJEC International GCSE Biology CIE International GCSE Chemistry CIE International GCSE Creative iMedia CIE International GCSE Design Technology CIE International GCSE History CIE International GCSE Physics CIE International GCSE English Language (A) Edexcel International GCSE English Literature Edexcel International GCSE Maths (A) Edexcel Cambridge Pre-U Art and Design: Fine Art CAIE Principal Subject Cambridge Pre-U Literature in English CAIE Principal Subject Cambridge Pre-U Physics CAIE Principal Subject Free standing Additional Maths OCR Mathematics (Adv.) GCE Advanced Level Business Studies AQA GCE Advanced Level Chemistry AQA GCE Advanced Level Economics AQA GCE Advanced Level French AQA GCE Advanced Level Geography AQA GCE Advanced Level German AQA GCE Advanced Level History AQA GCE Advanced Level Physical Education AQA GCE Advanced Level Physics AQA GCE Advanced Level Religious Studies AQA GCE Advanced Level Spanish AQA GCE Advanced Level English Language CAIE GCE Advanced Level Biology A (Salters-Nuffield) Edexcel

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GCE Advanced Level Design Technology: Product Design Edexcel GCE Advanced Level Further Mathematics Edexcel GCE Advanced Level Mathematics Edexcel GCE Advanced Level Politics Edexcel GCE Advanced Level Psychology Edexcel GCE Advanced Level Classics OCR GCE Advanced Level Classics: Latin OCR GCE Advanced Level Computer Science OCR GCE Advanced Level Drama and Theatre Studies WJEC Eduqas GCE Advanced Level Music WJEC Eduqas GCE Advanced Quantitative Methods (Introduction To MEI Subsidiary Level Quantitative Methods) Level 3 Extended Project Qualification AQA Level 3 Level 3 Cambridge Technical Introductory OCR Diploma in IT

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What is UCAS?

UCAS is the ‘Universities and Colleges Admissions Service’, a UK charity which manages the application process for most British higher education institutions.

With the introduction of student fees (£9250 a year) and no limitation on places, it has become a ‘buyers’ market’ and good students should aim high when making an application – think about applying for a course which is just above your predicted grades.

It is worth remembering that a university would rather accept a good candidate with a strong application, but who just misses their grades, rather than accept someone they have never heard of through ‘extra’ or ‘clearing’.

Higher education qualifications explained

The table below outlines the main post-18 qualifications framework. Most university students will have applied for a bachelor’s degree – either a BA or BSc. Some students apply directly for a master’s degree, while others may need to do a foundation degree first.

Undergraduate qualifications

Undergraduate qualifications are the next step up from A-levels and are delivered by higher education institutions, such as a university. The most common undergraduate qualifications are:

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Higher National Certificate and Diploma (HNC/HND)

HNCs and HNDs are work-related courses provided by higher and further education colleges in the UK. They focus on ‘learning by doing’ and are designed to give you specific work skills. A full-time HNC takes one year to complete. An HND is the next level up and takes two years to complete full-time or three to four years part-time. Generally, an HND is equivalent to the second year of university and it is often used as a stepping-stone to a full degree.

Foundation Degree (FdA)

Foundation degrees have largely replaced HNDs to become the vocational alternative to a traditional degree. They are designed to combine practical work-based learning with academic study and aim to train you for a specific job. The qualification is often favoured by students who want to work and study at the same time. Once you have completed your Foundation degree you can go straight into work or you can ‘top-up’ your studies to achieve a full degree.

Top-up Degree

Top-up degrees are designed for students who have successfully completed a Foundation degree or HND or a DipHE. A top-up course, or progression route, allows you to enter the final year of university study so you can upgrade your qualification to a full degree. This typically takes one year of further study, full-time.

Bachelor’s Degree

This is the most common form of higher education and it is the ‘traditional’ qualification for students to take after A-levels. It typically takes three years full-time or four years part-time to complete but can take longer if the course includes a work placement or a year abroad. The most common titles are ‘ (BA)’ and ‘Bachelor of Science (BSc)’ and the BA/BSc prefix will be used at the beginning of your degree title.

Postgraduate qualifications

Postgraduate qualifications are typically studied after a Bachelor’s degree. If you wish to further your studies beyond an undergraduate degree, the options are:

Postgraduate Certificate and Diploma (PGCert/PGDip)

PGCert and PGDip are levels within a Master’s degree, which can be studied as standalone qualifications. These can be useful if you want to test a subject, don’t want to commit to a full degree or have a specific interest in a small number of modules. They are also proportionally cheaper than a full Master’s degree.

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Masters (MA, MSc, MBA)

Master’s degrees are the most popular form of postgraduate study and you will be expected to undertake more research and independent learning at this level. Masters courses are split into two categories: ‘taught’ and ‘research’ degrees.

The most common titles are Master of Arts (MA) and Master of Science (MSc). A taught-master’s typically takes one year full-time and two years part-time to complete.

Doctorate (PhD)

A Doctorate is the highest level of academic degree. Students work independently to produce a substantial piece of original research (this can take years to complete). The qualification is highly regarded and those successfully completing a Doctorate are entitled to call themselves ‘Dr’.

What’s in a name?

Universities are independent institutions, but often collaborate with other similar universities. Universities have different histories, missions and character.

Ancient, Red Brick and Plate Glass

Ancient

The ancient universities are seven extant British and Irish medieval universities and early modern universities founded before the year 1600. Four of these are in Scotland, two in England, and one in Ireland. The ancient universities in Britain and Ireland are amongst the oldest in the world.

 University of Oxford (1096)  (1209)  (1413)  University of Glasgow (1451)  University of Aberdeen (1495)  University of Edinburgh (1582)  University of Dublin (1592)

Red Brick

‘’ is a term originally used to refer to nine civic universities founded in the major industrial cities of England in the 19th and early 20th centuries in major cities.

Eight of the nine institutions are members of the Russell Group (which receives two- thirds of all research grant funding in the ).

 Birmingham

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 Liverpool  Manchester  Leeds  Sheffield  Bristol  Reading  Nottingham  Newcastle

Plate Glass

The term plate glass university refers to a group of universities established or promoted to university status in the 1960s. The term "plateglass" was coined by Michael Beloff for a book he wrote about these universities, to reflect their modern architectural design. This contrasted with the (largely Victorian) red brick universities and the older ancient universities.

 University of (1963)  University of (1964/5)  University of (1965)  (1964)  University of (1961)  University of (1965)  University of (1963)

Other 1960’s plate glass universities

(1966) – formerly Birmingham CAT  (1966) – formerly Bristol College of Science and Technology  (1966) – formerly Bradford Institute of Technology  Brunel University (1966) – formerly Brunel CAT; renamed "" in 2014  (1983) – formerly at Buckingham (from 1973)  City University, London (1966) – formerly Northampton CAT; renamed "City, " in 2016  Cranfield Institute of Technology (1969) – formerly the College of Aeronautics; renamed "" in 1993  Heriot-Watt University (1966) – formerly Heriot-Watt College  (1962) – formerly North Staffordshire University College  (1966) – formerly Loughborough CAT  (1963) – formerly King's College, University of Durham  (1969) – de novo creation as a distance-learning university

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(1967) – no change of name  University of (1967) – formerly Salford CAT  (1969) – formerly Queen's College Dundee, part of the University of St Andrews  (1967) – de novo creation as a university  University of Strathclyde (1964) – formerly the Royal College of Science and Technology  (1966) – formerly Battersea CAT  New University of Ulster (1968) – de novo creation as a university; merged with the older Magee University College in 1969; merged with Ulster Polytechnic and renamed "University of Ulster" in 1984

Post-1992 universities with polytechnic roots

 Anglia Ruskin University – formerly Anglia Higher Education College, Anglia Polytechnic then Anglia Polytechnic University  Birmingham City University – formerly the University of Central England in Birmingham and before that, Birmingham Polytechnic  Bournemouth University – formerly Bournemouth Municipal College, Bournemouth College of Technology, Dorset Institute of Higher Education then Bournemouth Polytechnic  University of – formerly Brighton Polytechnic  University of Central – formerly Lancashire Polytechnic  University – formerly Lanchester Polytechnic then Coventry Polytechnic  De Montfort University – formerly Leicester School of Art and later City of Leicester Polytechnic  University of East London – formerly the West Ham College of Technology then North East London Polytechnic  University of Greenwich – formerly Thames Polytechnic  University of Hertfordshire – formerly Hatfield Technical College then Hatfield Polytechnic  University of Huddersfield – formerly Huddersfield Polytechnic  Kingston University – formerly the Kingston Technical Institute then Kingston Polytechnic  Leeds Beckett University – formerly Leeds Polytechnic, then Leeds Metropolitan  University of Lincoln – formerly University of Humberside and then University of Lincolnshire and Humberside  Liverpool John Moores University – formerly Liverpool Polytechnic  London Metropolitan University – merger of London Guildhall University, formerly the City of London Polytechnic, and University of North London, formerly the Polytechnic of North London  London South Bank University – formerly South Bank Polytechnic

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 Manchester Metropolitan University – formerly Manchester Polytechnic  Middlesex University – formerly Middlesex Polytechnic  Northumbria University – formerly Newcastle Polytechnic, formed from the merger of Rutherford College of Technology, the College of Art & Industrial Design and the Municipal College of Commerce  Nottingham Trent University – formerly Trent Polytechnic then Nottingham Polytechnic  Oxford Brookes University – formerly Oxford School of Art then Oxford Polytechnic  University of Plymouth – formerly Polytechnic South West, formed from Plymouth Polytechnic, Exeter College of Art and Design, Rolle College, Seale- Hayne College and Plymouth School of Maritime Studies  University of Portsmouth – formerly Portsmouth Polytechnic  Sheffield Hallam University – formerly Sheffield Polytechnic then Sheffield City Polytechnic  University of South Wales – formed in April 2013 from the merger of the University of Glamorgan, formerly Glamorgan Polytechnic then the Polytechnic of Wales, and the University of Wales, Newport, formerly Gwent College of Higher Education then University of Wales College, Newport  Staffordshire University – formerly Staffordshire Polytechnic (originally North Staffordshire Polytechnic) and previously the separate Staffordshire College of Technology, the Stoke-on-Trent College of Art and the North Staffordshire College of Technology  University of Sunderland – formerly Sunderland Technical College then Sunderland Polytechnic  Teesside University – formerly Teesside Polytechnic  University of the West of England – formerly Bristol Polytechnic  University of West London – formerly Thames Valley University, previously the Polytechnic of West London  University of Westminster – formerly the Polytechnic of Central London, founded as the Royal Polytechnic Institution (1838)  University of Wolverhampton – formerly Wolverhampton Polytechnic

Collegiate or Campus?

Collegiate Universities

There are a number of British universities with colleges of different types. Some are listed bodies under the Education Reform Act 1988 legally recognised as "Institutions of a University", while others are not; colleges of the University of London are recognised bodies that have the right to award degrees of the University of London and (in many cases) their own degrees. Some colleges are legally independent of their parent university, while others are not.

Collegiate universities with centralised teaching and teaching in colleges:

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 University of Oxford (independent colleges; listed bodies)  University of Cambridge (independent colleges; listed bodies)

Collegiate universities with centralised teaching and residential-only colleges:  (mix of independent and dependent colleges; listed bodies)  (dependent colleges; not listed bodies)  University of Lancaster (dependent colleges; not listed bodies)  (dependent colleges; not listed bodies)

Collegiate universities with centralised teaching carried out by the colleges:  Roehampton University (dependent colleges; not listed bodies)

Collegiate universities where all teaching is carried out in the colleges:  University of London (independent colleges; recognised bodies)  University of the Arts, London (dependent colleges; not listed bodies)  University of the Highlands and Islands (independent colleges; listed bodies)

Universities with centralised teaching and associated colleges that carry out their own teaching:  Queens University Belfast (independent colleges; listed bodies)  University of South Wales (dependent colleges; listed bodies)

Campus Universities

Campus universities tend to be purpose-built universities with a single site. Confusingly, multi-site universities often call each separate site "a campus" and many original campus universities have expanded to more than one site (or campus), for example the University of Nottingham.

The classic is often found on the edge of cities, examples include:

 Aston University in Birmingham is a classic campus university, but located in the city centre of the city.  University of Bath which is just outside the city of Bath  University of Birmingham which is located in Edgbaston, 3 miles south-west of Birmingham  University of East Anglia which is 3 miles from the city of near Colchester  University of Exeter which has four campuses located in Devon and Cornwall  Keele University near Newcastle-under-Lyme  University of Kent which is just on the edge of the city of Canterbury  Lancaster University near the city of Lancaster

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 University of Nottingham which is located on the outer-suburbs of Nottingham  University of Reading which has three campuses around Reading  on the outskirts of Aberdeen  University of Roehampton which is located in south-west London  Queen Mary University of London which is located in Mile End, London  Royal Holloway, University of London on the outskirts of London  University of Stirling on the outskirts of Stirling  which is 4 miles from the city of Brighton  Swansea University which has two campuses, both 2 to 3 miles from Swansea  near Coventry  University of York on the outskirts of York

Leading universities

Most universities have strengths and weaknesses. These can be seen by comparing positions in league tables to some extent. However, it is important to find the right mix for you. Think hard about contact time, placement opportunities, links to industry, methods of teaching and assessment.

Russell Group

Russell Group – 24 leading UK universities committed to maintaining the very best research, an outstanding teaching and learning experience and unrivalled links with business and the public sector.

Russell Group universities play a major role in the intellectual, cultural and economic life of the UK and have an international reputation for the high quality of their research and teaching. In an increasingly global higher education market, they attract the very best academics and students from around the world, as well as investment from multinational, research intensive businesses.

Some very good universities such as Bath and St Andrew’s are not members but have very good reputations nonetheless.

The full list of Russell Group members is as follows:

 University of Birmingham  University of Bristol  University of Cambridge  Cardiff University  Durham University  University of Edinburgh  University of Exeter  University of Glasgow  Imperial College London  King's College London

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 London School of Economics & Political Science   Newcastle University  University of Nottingham  University of Oxford  Queen Mary, University of London  Queen's University Belfast   University of Southampton  University College London  University of Warwick  University of York

1994 Group

The was a coalition of smaller research-intensive universities in the United Kingdom, founded in 1994 to defend these universities' interests following the creation of the Russell Group by larger research-intensive universities earlier that year. The 1994 Group ultimately dissolved in November 2013. Past members:

 Birkbeck, University of London  Durham University  Goldsmiths, University of London  Institute of Education, University of London  London School of Economics  Loughborough University  Queen Mary, University of London  Royal Holloway, University of London  SOAS, University of London  University of Bath  University of East Anglia  University of Essex  University of Exeter  University of Lancaster  University of Leicester  University of Manchester Institute of Science and Technology (UMIST)  University of Reading  University of St Andrews  University of Surrey  University of Sussex  University of Warwick

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 University of York

University Alliance

This is a diverse collection of institutions including the more status-conscious "post- 1992" universities. What they say, “Alliance universities have been proud leaders in technical and professional education since the industrial revolution and are still crucial to the success of cities and sectors today. We educate the professional workforce of the future, provide flexible and responsive R&D to businesses of all sizes and solve the problems facing society locally, nationally and across the globe. We are large enough to take risks, experienced at working with key partners and have never lost the enterprising mindset which says we must constantly innovate to stay fit for a changing world."

 University of Central Lancashire (UCLan)   University of Greenwich  University of Hertfordshire  University of Huddersfield  Kingston University  Liverpool John Moore’s University  Manchester Metropolitan University  Nottingham Trent University  The Open University  Oxford Brookes University  University of Portsmouth   Sheffield Hallam University  University of South Wales  Teesside University  UWE Bristol

Choosing a university

Choose the course and university which best suits your profile. Do plenty of research. You do not have to make all five choices before submitting your application. You can add additional courses at any time in track up until 15th January deadline and beyond this date if the course is still available. You should choose closely related courses, but they do not have to be identical. You can mix foundation and degree programmes.

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League tables and the teaching excellence framework

There are many ways to rate and rank universities – and various league tables using different criteria are available on the school HE webpages.

The latest initiative is the ‘Teaching Excellence Framework’ which awards gold, silver and bronze awards to universities, but not individual courses.

Among those in the top category are the University of Oxford and the University of Cambridge, along with six other institutions from the Russell Group (the University of Birmingham; the University of Exeter; Imperial College London; the University of Leeds; Newcastle University; and the University of Nottingham).

Entrance tests and written work

Some universities and some courses require entrance tests and or written work to be submitted as part of the application process. Cambridge applicants must complete a supplementary application form. When researching your courses information on tests, test dates and registering for tests will be explained on the university webpage.

IT IS YOUR RESPONSIBILITY to take appropriate and timely action whenever the course requires an entrance test. Always check the dates – the one’s below are for general guidance only and may be different.

Information and resources are available to help you are on the school’s HE webpage:

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Cambridge Assessment Admissions Testing

You should register for these with our exams officer – Mrs Houghton.

Tests include:

 subject-specific tests, such as for medicine and healthcare courses and for maths  assessments of critical thinking and problem-solving skills  behavioural styles assessment

These are combined with your existing admissions processes, to provide a more holistic picture of your applicants.

Ask your school/college to register you for your test(s) by 15 October* at 18.00 BST, separately from your UCAS application. Ensure they do this well before the registration deadline, as late registrations are not accepted.

* If you are taking BMAT – October, you need to pay a test registration fee. Ask your centre to register you by the standard registration deadline of 1 October 2018. Registrations are accepted until 15 October, but there is an additional fee for this.

BMAT – September is an alternative test date for BMAT in October. The test will have the same format and will be scored in the same way as the October test. Test sections will be equated so that scores across the two sessions will be equivalent. Results from either session will be considered equally by the institutions/courses participating in BMAT – September, so when you take the test is your choice.

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For BMAT – September, you must register yourself online for the test when registration is open. Find out more about registration for BMAT – September.

For BMAT – October, your school/college/test centre needs to register you for the test when registration is open.

Mathematics - Sixth Term Examination Paper (STEP)

STEP (Sixth Term Examination Paper) Mathematics is a well-established mathematics examination designed to test candidates on questions that are similar in style to undergraduate mathematics.

STEP is used by the University of Cambridge and the University of Warwick. Other universities sometimes ask candidates to take STEP as part of their offer – in such cases, the university can advise on which papers to take.

Lower Sixth Year

Registration opens on 26 February and the standard entry deadline is 27 April, and the last date for STEP entries is 11 May. Entries will be accepted until 17.00 BST. Late entries are not accepted.

PEARSON VUE tests

LNAT

The LNAT testing system is managed by Pearson VUE. Before sitting the LNAT, you must complete the two step registration process using the Pearson VUE online registration system.

Set up an online account and register your contact details.

Book and pay for your test – once your online account registration is complete and you have created an LNAT Profile, you will receive an email with details enabling you to book and pay for the test.

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Registration for and booking of LNAT tests for entry into university in September 2019 opens on 1 August 2018. Testing starts on 1 September 2018.

You must meet these deadlines in order to guarantee that your application to Oxford will be considered.

5 October: Register and book your LNAT test slot

15 October: Submit your UCAS form

20 October: Sit the LNAT before or on 20 October at the very latest

You must meet these deadlines in order to guarantee that your application will be considered.

15 January (UCAS application deadline): Register and book your LNAT test slot

15 January: Submit your UCAS form

20 January: Sit the LNAT before or on 20 January 2019

UKCAT

Registration and booking opens (in Lower Sixth) 1 May

Bursary scheme opens 1 May

Testing begins 2 July

Registration and online booking closes (in Upper Sixth) 18 September 2018 at 5pm

Final booking deadline (in Upper Sixth) 1 October 2018 at midday

Last testing date (in Upper Sixth) 2 October 2018

UCAS application deadline 15 October 2018

Results delivered to universities Early November 2018

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Open Days, applicant days and interviews

Open days give you the opportunity to visit a university. It will include tours and talks by academics and student ambassadors. Virtual tours can be followed on many university websites. Applicant days give you the chance of a more formal tour which may include a relaxed ‘interview’ – it is often a mechanism to make you an improved offer and nothing to be afraid of. Formal interviews are more common on certain types of course. All Oxbridge and most medicine and veterinary courses as well as teaching, nursing, physiotherapy and competitive courses at competitive universities.

Types of offer

Unconditional – the university will take you regardless of your grades (sometimes they ask that you make them your first choice)

Conditional – certain grades requirements are necessary for you to be accepted

Accepting offers

You can choose up to two of your offers…

Conditional Firm – the university you most want to go to – usually the higher of your two choices

Conditional Insurance – the university you would like to go to if you do not get in to your first choice –usually the higher of your two choices

Other terms

UCAS Extra – no offers - add another between 25th February and 4th July

UCAS Adjustment – do better than expected - trade up from results day to 31st August

UCAS Clearing – no offers – find somewhere else – from 1st July - 31st October

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Completing your UCAS application:

To begin the application process, you will need to register with UCAS – you will need to know the schools’ ‘buzzword’ before being given a username and password. You should use your school email address in your application.

The application consists of seven sections - all of which must be completed before hitting ‘pay send’…

 Personal details  Additional information  Student finance  Choices – up to 5, but it is worth keeping one or two in reserve  Education  Employment  Personal statement

Once your application is complete and you have pressed ‘pay send’ and selected the payment option (choose whether to use a card or have it added to the school bill).

The application goes to Mr Alderson. If there are any obvious issues it will be returned to you to make the required changes. You re-submit using the ‘pay send’ instruction – you will not be charged again!

Once Mr Alderson is happy that your application is ready, he notifies both your HSM and Mr Creswell. Your reference is then finalised and added to your application by Mr Cresswell.

Admissions officers then consider your application and begin making their decisions.

Applications are often processed and sent to UCAS by us on a Sunday, so to avoid delay ensure your application is correct and complete when you initially press ‘pay send’ and ensure that your housemaster or housemistress has a copy of your personal statement as soon as you have finalised it. You cannot expect the reference to be written during school holidays, so please work with your tutor and HSM to avoid disappointment and frustration.

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Key points:

Personal details section:

 You do not have a unique learner reference number  Fee code is 02 for UK and 01 for private finance (i.e. non-UK or EU)  Student support is your local authority area  Activities in preparation for university – do not add anything here

Education section:

 Add secondary schools only – school year begins in September and ends in July  Add all qualifications achieved and pending  The date of summer exams is June of the year  GCSEs – use the drop-down list (AQA, Edexcel, OCR)  International GCSEs – type into the search box (CAIE and Edexcel)  Advanced Subsidiary Levels  Advanced Levels  Cambridge Pre-U (principal subject) (CAIE)  Highest level of qualifications is ‘below honours degree level qualifications’

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UCAS deadlines and your personal statement

You need to work closely with your tutor to complete your personal statement – drafted and re-drafted so that it has no mistakes when you press ‘pay-send’. You should draft your personal statement in Word and email it to your tutor so that comments and suggestions can be made.

Group 1: Oxbridge, Medics and the like must work towards 1st October deadline (re- drafting during September).

Group 2: Russell Group universities, competitive courses and those who know what course they want to do should work towards the 5th November deadline (re-drafting during October)

Group 3: Those who are least sure should work towards the 3rd December deadline (re-drafting during November).

Give yourself plenty of time – do not wait until the deadline.

A note on Predicted UCAS grades

We consider each student’s performance and potential very carefully when making UCAS predictions.

Predictions are made using the following criteria:

“The UCAS predicted grade is the teacher’s judgement of a student’s best possible A Level or Pre-U outcome on the balance of probability. It will involve some degree of optimism about likely improvements the student can make, especially with regard to any AS module re-sits. However, universities make it clear that the prediction should not be purely aspirational and must represent a realistic judgement of the best outcome on the balance of probability. For example, a "B" grade prediction would not mean that we believe there is no chance that the student will get an A, merely we think that, all being well with re-sits and work this year, the most likely outcome for the student is a B overall. Universities understand this and it is always in the best interests of our students if we do not push our predictions beyond what is likely to happen. A mechanism called ‘Adjustment’ exists within the UCAS framework on and after Results Day to support students who ultimately exceed their predicted grades: this allows a candidate who holds a firm offer to search for alternative courses with higher entry requirements and transfer to such a course if a place is available.”

Please note that ‘adjustment’ is not the same as ‘clearing’. Clearing is the situation where students do not meet the conditional offer from either their ‘firm’ or ‘insurance’ universities and so need to look for an alternative.

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Your guide to writing an effective personal statement

What is the purpose of your personal statement? Your personal statement introduces you to the people who will be teaching and assessing you over the next three years or so. You must convince them that you will be an asset to their course and to their university. Universities also want to be sure that what they offer is right for you.

Who will read your personal statement? Your personal statement is read by university admissions tutors – often top academics - who may well research and teach on your course.

John Connolly Dr Mike Sewell

Head of Widening Participation and recruitment Aston Admissions Tutor (Arts and Social Sciences) Selwyn College University – get some top tips at: http://www.ice.cam.ac.uk/who-we-are/institute- http://www.aston.ac.uk/study/advice-on-applying-to- staff/mike-sewell university/personal -statement-experts

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What do admissions tutors look for in an application?

An early application  This demonstrates that you are keen and organised  Universities often make offers straight away – an early application may result in a better offer and a late one can lead to a rejection A good school reference  Predicted grades and subject combinations are the first consideration – there is little point applying for courses above your predicted grades, or without doing the right combination of subjects. You could end up with no offers  Universities attach considerable importance to what your school says about you, so make sure you are pro-active in your studies and generous in the contributions you make to school life A strong personal statement that covers:  Reasons for wanting to do the course you have chosen  Subject specific information, including supra-curricular activities, to demonstrate you have the attributes needed to succeed on your course  Your extra-curricular interests, positions of responsibility, work experience to demonstrate the skills you have gained which will benefit your course

The following descriptive terms apply to a good candidate:

 Informed, committed, keen and enthusiastic  Curious, industrious, articulate and reflective  Empathetic, perceptive, insightful, thoughtful  Mature and responsible, team player, reliable and flexible  independent learner and critical thinker  Depth and breadth of knowledge  Ability and potential.

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Some thoughts from admissions tutors on personal statements:

“Don't just tell us that you like something, show us that you do. What is it that interests you specifically? Why does it interest you? What have you done to pursue that interest?”

“What we are really interested to know is whether the candidate has a fast mind, can work independently, can assimilate new concepts quickly, is good at project work, is a good communicator, has imagination and dynamism and is well organised”

“What I am looking for is a sense of intellectual passion and excitement, an applicant who is clearly engaged with their subject and has gone the extra mile in learning as much as they can about it. I am also looking for someone who has developed interests and skills beyond their academic work whether it be in music or sport or any hobby that demonstrates commitment and breadth.”

“I want to see a balance between academic interests and extra-curricular. Lots of academic content and little or no extra-curricular content suggest a candidate who may not contribute to university or college life, whilst lots of extra-curricular information and a lack of academic means they may not work hard enough.”

“Avoid the temptation to embellish the truth, particularly in relation to further reading. It won’t help in the long term and the Admissions Tutor will see right through it.”

“It's a good idea if students also mention any competitions they have been involved in. In my subject, it is particularly things like the Physics and Maths Olympiads which get us interested. Just being put in for them by the school is the mark of an excellent student.”

“Don’t worry if you don’t have a clear career plan in mind. Most people don’t at the age of 17 or 18. Enthusiasm for the proposed course of study is the most important thing at this stage”

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Some Do’s and Don’ts from admissions tutors…

Do…

1. Write for your audience

Your audience consists of course leaders, university admissions staff and lecturers most likely to be between the age of 30 and 50. Don’t sound arrogant or pretentious – talk positively about your achievements but be modest and show you have a lot to learn. Be clear and concise. Evidence claims. Avoid clichés. Make sure spelling and grammar is correct. Have a short, but strong opener and link the conclusion back to the beginning. Do use some emotive language to let your personality shine through.

2. Explain why you want to study your subject

Are your course choices related to career aspirations, or related to academic or work experience? What have you done that has attracted you to the subject or course? Show you know what your subject will involve and how it relates to your interests.

3. Talk about your interests

Your interests say a lot about you and can often be associated with your chosen subject. Use them to show that you are suitable for the course.

4. Say what you can offer the course and your future classmates

The university is the product of its students, so what can you offer? Try to demonstrate your unique qualities and how they will enhance the university and your fellow students.

5. Evidence your points

Anything you say should be supported with examples; this also helps the reader build a more accurate picture of you.

6. Listen to your teachers

Your teachers have seen hundreds of personal statements over the years. They are the best people to tell you what works.

7. Break it up

Make your personal statement easier to read by breaking it into paragraphs.

8. Write in short sentences and plain English

Your reader will have a lot of statements to get through and will only spend about five minutes on yours.

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Don’t…

1. Don’t try too hard to impress with convoluted language – it might make you sound pretentious, immature or insincere.

Keep language formal and avoid phrases like, 'fuelled my desire', 'I genuinely believe’, ‘I ’m a highly motivated person', 'My achievements are vast'; 'I was enthralled by that world-renowned author Jane Austen'.

It’s even worse if you get it slightly wrong, for example, 'I was encapsulated by the bibliography of Tony Blair' or ‘it was in Year 10 that my love for chemistry sprouted forth'

2. Don't use clichés or googled quotes

Your interests, activities and reasons for wanting to study will speak louder than a few words by a famous person, or something you read on a social media site. Avoid throwaway lines like: ‘I have a passion for chemistry; 'from a young age'; 'since I was a child'; 'I’ve always been fascinated by'; 'I have a thirst for knowledge'; 'the world we live in today'; ‘I always loved playing with Lego’; ‘I loved reading the horrible history books’; ‘I wanted to be a doctor since watching Casualty’; ‘I want to be a doctor to make a difference/help people’.

Some common quotes (to avoid):

Philosophy: "I think, therefore I am" - Descartes

Art: "A picture is worth a thousand words" - Napoleon Bonaparte

History: "Those who forget the past are condemned to repeat it" - George Santayana

Maths: "Pure mathematics is the poetry of logic" - Albert Einstein

3. Don’t include irrelevant personal facts

Before you write about playing badminton or a school trip you went on in Year 9, apply the 'so what?' rule. Does it make a useful contribution and help explain why you should be given a place on the course? If not, scrap it.

4. Don’t give random lists

Avoid giving a list of all the books you’ve read, countries you’ve visited, work experience placements you’ve done, positions you’ve held. It’s not what you’ve done, it’s what you learned that matters.

5. Don’t be negative or make excuses

It can be difficult to ‘sell yourself’ in your personal statement, but don’t talk about why you haven’t done something, or why you dropped an AS level. Focus on the positive!

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6. Don't try to be funny

It's tough to make someone laugh, especially when they are on their 50th personal statement. It's best to focus your efforts on getting your point across rather than making a joke which may fall flat. Don’t write in the form of a poem or start with a “Hi there” or use emoji.

7. Don't share your life history

There's a fine line between talking about your interests and boring your reader with your life story. You don't need to start at the beginning - talk about who you are and your aspirations.

8. Don't pour your heart out

Don't feel you have to wear your heart on your sleeve. You can communicate how much you care about university through your interests and reasons for wanting to study. A paragraph about how getting into university is your life goal, probably isn't the way to go.

9. Don't buy or copy it

Most personal statements on online forums are not very good – despite their 5-star rating - and tutors will have read them too. Plagiarism software will spot any copying and it could cost you your place.

10. Don't do it the night before

You are more likely to make mistakes in spelling, punctuation and grammar – this is highly embarrassing for both you and your reader and could cost you your place. There will be no opportunity to re-draft or make corrections.

11. Don't lie

If you contradict yourself anywhere else in the application, it could cost you your place. Don’t say you like a particular author unless you are happy to talk about this in an interview.

12. Don’t mention the university by name.

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Top 10 most overused personal statement opening sentences

Whatever you do, don't start your personal statement with any of these – not only are they awful clichés, but they're bound to be picked up by UCAS’ anti-plagiarism software.

1. I am currently studying ... (used 464 times)

2. From a young age I have always been interested in ... (309 times)

3. From an early age I have always been interested in ... (292 times)

4. Nursing is a very challenging and demanding career ... (275 times)

5. For as long as I can remember I have been fascinated with ... (196 times)

6. "Fashion is not something that exists in dresses only” ... (189 times)

7. Nursing is a profession I have always looked upon with ... (178 times)

8. For as long as I can remember I have been interested in ... (166 times)

9. I am an International Academy student and have been studying since ... (141 times)

10. Academically, I have always been a very determined and ... (138 times)

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Preparing your personal statement

It is essential that you have a well-prepared statement, so that it grabs the attention of the admissions tutors who are looking for well-rounded individuals, with the ability and motivation to complete and benefit from their chosen course.

The key to self-reflection

Weave in ‘experience to outcome’ and how this will make you a good candidate for the course you have chosen. So, as well as saying what you have done, link it to what you have learnt and how this can be applied. It’s as easy as ABC:

A = activity – What? –Where? –When? – How long?

B = benefit – what skills have you gained

C = course – how has it prepared you for the course

The key to Self-Reflection

Remember, there is no excuse for poor spelling, punctuation and grammar. Draft and re-draft. Be concise, do not repeat and don’t take risks. Use quotes sparingly, if at all, and only when it is directly relevant to your application.

Composition:

60-80% academic and supra-curricular – high degree of relevancy as to how this relates to your chosen degree

20-40% extra-curricular – how the skills and experiences add value to your course and demonstrate what you can bring to the university as a whole

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Student Context form

You must complete the following document for the start of term when you begin the Upper Sixth. It is vital to complete the context report in good time as your teachers will use the information to help personalise your reference. It must be emailed to your Tutor.

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Introduction Consider choosing one or more of the following to open your personal statement…

. What makes you suitable for the course – how have you prepared for this course? . What interests you about your chosen course – how did this interest develop, what have you done to pursue these interests? . What are the ‘big issues’ in the subject(s) you have applied for? What do you find most interesting about these developments? . What are your career plans for when you graduate from university?

Notes:

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Academic section Write about each of your subjects in a way that links to the course, using examples to of things you have done or learnt that demonstrates your interest, commitment and potential. You need to show:  Genuine interest and commitment - 7% of students drop out in their first year  Academic ability - is the student likely to cope with the demands of the course achieve a good degree (2:1 or better)  Potential – is the student likely to work hard – industry, perseverance, motivation etc. will help the student reach their academic potential and flourish at university  Maturity – will the student make an effective transition from a teenager used to a structured school and home environment to an independent adult  Enthusiasm – does the student have a desire to learn  Curiosity – do they have a lively enquiring mind, be willing to read, think, question and debate  Communication skills – can the student express themselves effectively both orally and in writing, in both formal and informal settings  Independent learning – good students are able to research and follow up ideas without being told  Collaborative learning – are able to work productively as part of a team  Evidence-based learning – have an ability to formulate and defend arguments based on evidence rather than assertion  Flexible thinking – students who are able to change their position in the light of evidence  Perceptive thinking– students with an ability to make insightful observations – self-critical, reflective, and able to synthesise knowledge from many sources  Critical thinking –students who tend to approach ideas and arguments with scepticism and doubt, rather than with unquestioning acceptance. Such students consider how logical and convincing ideas, statements, claims, arguments and findings are.  Resilience – an ability to deal with, and even embrace, failure and difficulties in a way which helps you learn and progress

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 A growth mind-set – students who want to learn Talk about the subjects that are most relevant first. Show how each subject has prepared you for the course: what knowledge, skills and understanding have you gained? What have topic or theme have you particularly enjoyed and show how this will help with your chosen course? Try to show how you have developed your subject interest outside of your school studies. Have you read any relevant books or articles or attended lectures? If so, say what you learnt, what you enjoyed – reference specific points or ideas, perhaps embed a quote and link these to the course you are applying for.

Are you completing an EPQ or followed online courses, such as MOOCs*? Have you attended any activities at universities such as summer schools, masterclasses etc.? Explain how these informed your choice of course or developed skills relevant to the course.

Notes:

*MOOCs – Massive, Open, Online, Courses – are the next big thing in independent lifelong learning. They have specific start and end dates and run at different times throughout the year. Find out more about MOOCs by clicking the following links (future learn and coursera). You might be interested in these:

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Work experience

Work experience is vital for some courses, but useful even when not specifically asked for. Do try to gain experience relevant to your chosen area if you can, but experiences which are tangential to your course can still be useful if you link them to the skills you will need on your chosen course.

So, comment on any jobs, or work placements have you undertaken, and what you have learnt from them. Explain how these experiences have influenced your choice of degree.

Often, it is less about what you actually did, and more about the insights and skills gained. Insights might think about systems and communications, structures and relationships between people – colleagues and customers. The way a business works.

Find out what different people in an organisation like and dislike about their job. What is the atmosphere like? Is everyone professional? Observe how colleagues interact with each other and with clients. Ask what inspired them and how they found university and their job. Find out about ongoing training and professional development.

Try to relate what you have seen to what you have read. Do read – you are expected to be knowledgeable about current issues in your chosen field. Try to develop views on some of the difficult aspects of what a doctor does.

You may have gained skills such as time management, using ICT, taking responsibility, following instructions, decision making, team work and communication.

Notes:

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Extra-Curricular

Link your activities and positions of responsibility to skills learnt and how this will help you on the course, e.g. time management, working under pressure, showing initiative, improved organisation, commitment, perseverance, teamwork, resilience, leaderships etc. Use to demonstrate that you will make a positive contribution to university and college life and that you understand the nature of wider university life and opportunities that are available.

Avoid words like “attended” “taken part in”, “played football”. With Duke of Edinburgh’s Award outline what you have done (completed Silver, any completed sections at Gold), and also say what you got out of it and how it will help on your course, or at university.

Notes:

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Conclusion

Finish with a short but strong conclusion, summarising your main attributes, what you hope to get out of the course, or your career plans. This will leave the admissions tutor with a good impression. Finish on a positive note. Link it back to the introduction.

Introduction and conclusion are less important than the body. Remember to avoid clichés and write in simple straightforward sentences.

Notes:

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Drafting and Re-drafting

You are likely to be well over your 4,000 characters and 47 lines, so you must draft and redraft…

Look at this personal statement from an application for a degree in Construction Management:

First draft…

“Visiting a building site from the age of ten every weekend for nearly two years to see how the construction of my parents’ house was evolving, has meant I have always been very interested in the property and construction industry. One of my first memories was watching my father build my tree house in the back garden and me trying to help him as much as possible, I have always been a very practical person with the goal of working in the construction industry. In the summer of 2006 I worked on a building site of a large house in *Town Name* for 6 weeks. This showed me what sort of work happens on a building site and how the operation is run and how it is made efficient.”

9 lines - 129 words – 678 characters

Second draft…

“In the summer of 2006 I worked on a building site of a large house in *Town Name* for 6 weeks. This showed me what sort of work happens on a building site and how the operation is run and how it is made efficient.”

3 lines – 45 words – 213 characters

Final draft…

“In 2006 I worked for six weeks on a building site in *Town Name*, where I learned how a large and complex operation is run efficiently.”

2 lines – 26 words – 133 characters

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In the following examples things highlighted caught the attention of the admissions officer – yellow indicates a negative while green is positive.

Pick out the clichés in amongst the ‘good points’ in the example below.

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The following personal statements are not perfect, but all did the job of getting offers.

Ancient History

Achieved 5 conditional offers at around ABB-BBB

Ancient History has fascinated me since I began studying it in Year 9, learning about Emperor Hadrian and his wall at the edge of the Roman Empire close to where I live. While I knew a little about the site and the forts around it, it was not until a school trip that it came to life. I have always enjoyed learning about the classical world and hope to go on to study it at university. I have been fortunate to visit many sites of antiquity in Greece and Italy, both on school trips and family holidays. Last year I studied the letters of Pliny describing the eruption of Mount Vesuvius and this was greatly enhanced by a visit to Pompeii. In Rome I visited Hadrian's villa, Ostia, the Colosseum and Forum, this encouraged me to read more widely around the subject and develop a deeper understanding of Roman Society and Culture. This has prepared me for independent study which will be a key component of my course at university. My particular interest is the end of the Roman Republic; because of the activity that occurred in the years before Augustus had sole control over the Empire. I have learnt about Catiline's Conspiracy, the Rise of Julius Caesar and his civil war with Pompey. These events are particularly interesting as the themes are often repeated throughout the ages, as seen in both History and Politics. I have read four Plutarch biographies - Caesar, Cicero, Pompey and Sulla, and the fictional trilogy Imperium, Lustrum and Dictator by Robert Harris. Plutarch is interesting, there are few other sources on this period and he writes in great detail about the main figures of the day. He portrays characters in a way challenged by Harris in his fictional account. These are based on the life of Marcus Cicero told from the perspective of his slave Tiro. Cicero is not portrayed as vain as he commonly has been, while Caesar is portrayed as a sinister, scheming character. Studying History will really benefit my study of Ancient History, it relies on the careful evaluation and analysis of sources before reaching conclusions. Essay writing, and my personal investigation, has helped develop my critical understanding and my ability for independent study. I have learnt about the political systems and institutions in both the UK and America. It seems that many events and characters from History and Politics are not so different from the ancient world. Thus implying studying Ancient History can tell us as much about the present as it can about the past. In June 2013 I was fortunate enough to have the opportunity to undergo selection to take part in a three week trip to the Jungle of Brunei. It involved a selection process and training sessions in Edinburgh with seven other teenagers. To be accepted I had to fund raise £1600.00, I did this by completing a sponsored walk (the three peaks in ) which I organised myself, this was physically challenging in poor weather. I learnt a lot about myself before I stepped onto the plane. In Brunei we had to build shelters, collect water, cook and work alongside local tribesmen. I feel much more self-reliant and resilient than I did before the trip and much more confident about leading and working as part of a team, essential skills for success at University. Latterly I have been involved assisting with a charity event, the Exmoor 30:30 (endurance event) raising funds for The Royal British Legion. I am involved planning a similar local event, planning the route and speaking to local land owners to gain permission for the event to take place in 2016. As a Sergeant of the School's Combined Cadet Force (CCF), I enjoy marksmanship and teaching younger cadets. I also enjoy outdoor activities such as walking, climbing, running and canoeing. I have almost completed Silver Duke of Edinburgh Award. I play guitar and piano and have been a member of bands which have arranged and played gigs. Apart from being a lot of fun, performing in public gives me confidence and has enhanced my team working skills.

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Civil Engineering

5 conditional offers at AAB - BBB

Civil Engineering really appeals to me because it is both a very scientific discipline which requires a good understanding of Maths and Physics, but it also requires very practical people who are able to work outside in all weathers. I really enjoy problem solving and working as part of a team to get things done. As a Chinese national I have travelled widely in Asia and in Europe and have seen many construction projects in progress and often think about the sort of people who are able to produce them and the sheer complexity and organisation that is involved. This is what I would like to be involved in. In Mathematics I enjoy problem solving and working through calculations in a methodical and careful way to achieve the correct solution. I know that it is important to have an idea what the answer will be before I begin to avoid silly mistakes. Civil Engineers must also understand what the calculation means because getting the wrong answer to a calculation can have serious impacts if it is not spotted until the project is underway. Pre-U Physics has taught me to understand physical relationships between quantities. Mechanics and forces really interest me and the Civil Engineer will use this every day. I am looking forward to learning lots of new skills which will enable me to build roads, bridges or set out drainage systems and construction sites. In Chemistry I have learnt that materials break down as they interact with air, water or other chemicals and this will help me understand the advantages and disadvantages of some materials over others. As well as the scientific side, the course will also develop my design skills and I'm really excited about these two aspects of the course. I anticipate an engineering career will be very challenging and demanding. It allows me to shape the world around me and can make a difference in people's lives which is one of the most attractive aspects that pushes me forward to engage this particular course. I started to be interested to Civil Engineering when I was in secondary school. I participated in an interschool spaghetti tower competition with three of my classmates. Whilst there, I learned how to apply the theories that I have studied to build a stable tower. From the competition I learned ways to work efficiently in a short period of time and also produce a best quality product. Also I understand that team work is significantly important in a project. I experienced project management, gained invaluable team-working, time-management and presentation skills. At my previous school I had the opportunity to teach basic physics at a summer school. I had to prepare what to teach, answer questions and set their homework after every lesson. The first time doing it was really tough for me. But after I have tried a few times and asked for advice from other teachers, I found the best way for me to prepare and deliver my lessons. It was very rewarding to see how the children enjoyed learning about physics. This experience helps me to develop my organising skills and preparation methods before either projects or lessons as well as explaining ideas to groups of people. I believe these skills are essential for the course. Aside from my academic studies, I am a monitor at school, a role which involves assisting the housemaster and helping my housemates. I have to work as part of a team and I share duties every week to help younger students in their homework to make sure they make good use of their own time. It is very rewarding to be able to help, support and encourage them in this way. Apart from looking after my peers, I have to organise activities and competitions such as house singing. This is great fun and brings helps build friendship and loyalty within the boarding house. I am looking forward to face the diversity which Civil Engineering will offer. I have enjoyed my time at school and now look forward to the challenge of university and to a varied and exciting career in civil engineering.

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Spanish

4 offers in the range of ABB-BBB

I am applying to this course because I love Spanish and want to continue learning it whilst picking up another language. I find it logical; it is easy to spot patterns and build on blocks of basic grammar. The sound of the language is beautiful and passionate, which is part of what I love so much about romance languages. My aim is to eventually become fluent and live in either Spain or South America, whilst working as a translator.

In A2 Spanish, the target language region I have studied is Bolivia. This not only helps me learn about this country but, in order to better understand its struggles over the years, I have also learnt about different aspects of other South American countries, such as politics, history and indigenous communities. Furthermore, I have been fortunate enough to have one-on-one lessons with a native-speaker at school. I was able to improve my skills and speak without necessarily having prepared anything beforehand. Speaking lessons have helped me when it comes to class debates because I was able to formulate my own opinions and then express them in Spanish with different phrases, which I may not have been ordinarily taught in lessons. During my seven years of learning Latin, my translation skills have improved, and I can now pick out several different stylistic features in prose and verse. What I find interesting about studying Latin with Spanish are the similarities you find between the two languages, especially how much of the vocabulary Spanish has retained. Pre- U History has helped me analyse different texts, statements and accounts and put them into context and reliability. It has helped me develop essay-writing skills and has shown me the importance of wider reading, to understand different viewpoints to make my own judgement afterwards. I have attended a bullfighting lecture at Durham University, which was taken by Professor Garry Marvin. This gave me an insight into a controversial aspect of Spanish culture. I had always thought that bullfighting was cruel, however, this lecture taught me that it is not a sport, as there is never a winner or a loser and, in anthropological terms, it is almost a sacrifice. Many 'aficionados' think that, although the bull feels pain, it chooses to ignore it, and many also view it as honouring the bull. This lecture helped me experience what it would be like to be at a real university lecture. It gave me more of an idea of how to take notes whilst under a time constraint, whilst the professor was speaking.

I attended a film day about 'Diarios de Motocicleta', organised by Newcastle University. Analysing the film in Spanish, with students I did not know, boosted my confidence. This is because I was in a situation where I had to speak to a large group of people I didn't know, in Spanish, who were at a higher level than me. However, I know that, as the session progressed, I was more self- assured about my abilities in Spanish and looking into a film in more depth.

I have been appointed Head of House, which has given me more confidence and new abilities. I am comfortable addressing large groups of people and delegating some tasks to deputies, rather than taking it all upon myself; as a result, we are more likely to succeed. I have been part of several sports teams over the years, which have helped me to better my teamwork skills, and leadership, when I have been captain. In my spare time, I watch Spanish films such as El Bola, El Laberinto del Fauno and Los Ojos de Julia, which help me to experience Spanish films in contrast to Hollywood films, as well as improving my listening skills.

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Geology

1 unconditional and 4 conditional offers AAA-ABB

Geology is the fundamental science by which we understand our environment and its application means that we can utilise Earth resources while minimising our impact. Geology is a practical yet scientific discipline which appeals to both my enjoyment of science and my love of the outdoors. I love the prospect of getting my hands dirty by undertaking field studies. I really enjoyed organising a field trip where I collected data to investigate changes in a river channel's cross profile. My aspiration to do a Geology degree arose from a trip to Iceland where I was fascinated by the diversity of the landscape especially the volcanic structure of the interior, and wanted to acquire a greater understanding of the processes that formed it. Currently I am studying Pre-U Physics, a course which involves independent study as well as undertaking a practical project. I aim to choose a project that has links to geology. This will give me a strong platform to carry out independent project work at university. As part of my course I have learnt about gravitation, and through wider reading found that geologists use gravitational fields in a range of applications including oil exploration. My study of chemistry A-level is fundamental to my understanding the make-up and formation of rocks and minerals. I have learned the basics of oil and metal extraction and am keen to investigate this further in a geology degree. I have also studied the impact of chemical processes on the environment such as acid rain. In February I did work experience with the international engineering consultancy AECOM, which gave me an opportunity to learn how engineers depend on geologists for their knowledge of the landscape in building projects. This experience further influenced my decision to study Geology. At AECOM I spent time in the geotechnical, transport planning, highways and structures departments. I was assessed on various skills, including, initiative, time management, problem solving, IT and numeracy; in all of which I scored very highly. I believe these skills will help me in a geology degree. I have taken part in many extra-curricular activities. The Gold Duke of Edinburgh Award has helped me to work in a team situation, the expedition providing an opportunity to read the landscape and to learn valuable map reading skills. I have also become a Sergeant in CCF where I had the opportunity to take part in team building exercises and learned leadership skills, which resulted in achieving a Gold Award at a Merlin Cadet Challenge. These qualities have been reinforced by the positions of Head of House and School Monitor which have given me many responsibilities and the opportunity to organise a wide variety of activities. As an avid sportsman I have shown enthusiasm and drive to achieve at a high level. Rugby is my main sport. I have played to a high standard at Newcastle Falcons Under 18 Academy, Under 18 County level and for my school 1st XV and 1st VII for the past two years. Playing at this level has taught me discipline, hard work and the ability to work effectively under pressure. I have had to work alongside many different individuals and, as a result, I have developed as a leader among my peers and sought to encourage newer members in the various teams. I am also a keen athlete and am currently Under 19 county champion in the triple jump and came second in the inter-counties which required self-motivation and commitment. Sport has enhanced my competitive edge both as a team player and as a individual which I bring back to my studies where I set myself high standards, always challenging myself to do better. I believe that I have the ability, and desire to study Geology at university and would value the opportunity to learn more about planet Earth, and be part of a department whose world leading research is helping tackle today's greatest environmental changes. I would also welcome the chance to use my sporting ability to contribute to university life.

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Architecture

1 unconditional and 4 conditional offers around BCC

Spending my childhood in my home town in Bulgaria, looking at the architecture of its many famous buildings, motivated me to pursue a subject which I knew would allow me to create something modern and unique, like "Fallingwater" property, designed by Frank Lloyd Wright. It combines modern and natural aspects in its design and I like how the materials are not covered up with many ornaments, giving way to a clean aesthetic. By doing this course I will have the opportunity to learn much more about key architectural elements, design and technology. I am particularly excited by the prospect of undertaking my own design projects and the chance to take part in a European study visit. Mathematics is one of my favourite subjects. Every question is a problem which has to be solved and I like thinking about other ways of working it out. Algebra and trigonometry are my favourite topics, as they develop logical thinking. Architects must know how to apply many types of mathematical functions to their designs. However, these architectural projects would not be what they are without taking into account the physics behind them. For example, a building should be warm in the winter but cool in the summer and that can be achieved by knowing how energy is transferred through the walls when they heat up. In addition, an architect should understand how materials are affected by light and how buildings act under natural disasters. My favourite topics in Physics are further mechanics, materials and forces. An architect should be creative and able to sketch his design ideas; without Art, I would not have been able to develop these skills and it is, therefore, a very important subject for me. Currently I am working on a project which is based on different architects' work and their own understanding and use of space to create a building. That will be very helpful in designing architectural living spaces out of different shapes. For example, I made a 3D model of the outside support structure of Guangzhou Tower, because I was inspired by its spiral illusion effect after visiting it last year. I am very excited about linking my knowledge from these three subjects together and using it in the projects I complete throughout the course. By doing my A levels as a boarder in England, far away from my parents, I have become more independent. I did not have many problems adapting to the new environment. Over the last 2 years I have become more self-disciplined by focusing on the important things in life, like education, sport and other hobbies, such as cooking, which server to further develop my creativity. Last year I worked in my father's factory, where I had the opportunity to use CAD software, designing speaker boxes and also creating them on big machines, like Computer Numerical Control. I learnt from this how to take responsibility for the job. In addition, by working with other people, I learnt how to communicate with them effectively. I enjoyed the exchange of experience with the workers there, even though most of them were over 40 years old. At the end of Year 12, I was presented with a school rugby award in recognition of my enthusiasm in trying to give my best to the team, even though I had never played rugby before. This shows that I can learn quickly, and get along with other people very well. During my free time I like going to the gym. That clears my mind and helps me to relax, while doing some healthy physical work. Or if the weather is good, I go mountain biking. Knowing that, by the end of the course, I will be able to achieve my dream of having a career as an architect motivates me to keep working hard. Furthermore, I am excited about the opportunity to work on projects. I am looking forward to studying contexts of design in greater depth. Through working in my father's factory, I have gained skills which will help me to easily adapt to the new way of learning at university and I am confident that I can have every success as an architect.

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Law

5 conditional offers AAA -ABB

I am fascinated by the subject of Law, both from a historical perspective and in terms of its evolution and application in the modern world. It touches every aspect of society with crucial goals of justice and order. I believe that my studies in Classics, Latin and History along with my love of debating would give me a firm foundation to study a degree in Law at university.

Classics has taught me that the legal system was an integral part of Roman society. I have really enjoyed studying Cicero's 'In Verrem', which highlighted the susceptibility of law to abuse by powerful or wealthy figures. Cicero effectively managed to coerce the jury to take a hard line against Verres in an attempt to divert attention from his allegations of their bribery and corruption. This was an entirely private affair, the state never intervened in the legal system, and I find this disconnection between civil and public law intriguing. History has shown me that whether Law is written and interpreted fairly has a huge impact on justice within society. For example, the archaic tax system in France and the revolution that this led to in 1789. Similarly the fact that the Emigres Law was directly linked to the downfall of Charles X, demonstrating how law can literally change societies for better or worse.

I have recently undertaken an EPQ on the topic "Is America the New Rome?" in order to explore the effects the ancient world has on today's modern societies. The EPQ focuses on three main areas: the legal systems, politics and pre-eminent military power. I enjoyed the challenge of working independently and setting out parameters of the research and work myself; it was thoroughly rewarding and made me aware of what will be expected of me at university. The EPQ has allowed me to do much wider reading around these areas such as "Greek and Roman Political Ideas" by Melissa Lane. This book greatly expanded my knowledge of Greco-Roman Law, and in particular justice. The most striking thing was Lane's argument that without justice and the principles of Law, humans could never have risen beyond the level of animals.

Earlier this year I had the opportunity to shadow a solicitor at a large firm in London for a day. This gave me an insight to both the breadth and depth of knowledge necessary in the legal profession. I enjoyed learning about how large multinational companies solve their legal disputes in London, often when they have occurred far away, demonstrating the pre-eminency of the British Legal system. There are many areas in which I could ultimately specialise and I would use my degree along with further work experience to explore as many different areas as possible. My other main areas of interest are politics and current affairs, partly inspired by my father who has always encouraged me to read, question and form my own views. I am an enthusiastic public speaker, regularly reading in front of the whole School as well as at Lectern Clubs. I have spoken on topics such as the geopolitical and economic influences of the war on terror. I have been promoted to the rank of Colour Sergeant in the army cadets where both leadership and teamwork have been important in equal measure, as they have been in my capacity as Deputy Head of School. I am also a keen swimmer and have represented the School 1st team.

I would relish the opportunity to take on the challenges and opportunities that I believe a Law degree would give me. I believe I have the work ethic needed to develop a sound understanding of the legal system and the ability to think about how it might develop in our ever-changing world. The discussion of right and wrong is critical to maintaining a stable society and I would love to be a part of it.

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Construction management Achieved four conditional offers

My decision to study Construction Project Management has grown from my interest in property and Business Management. My recent trip to the Middle East has opened my mind to the huge variety of construction opportunities worldwide. The course offers a great amount of independent research and coursework that I have enjoyed doing while studying for my A levels. This course really appeals to me because you have a chance to put into practice all the knowledge gained in Y1 and Y2 in an industrial placement. This will give me a real edge when looking for a job at the end of my degree. Studying Geography has been very enjoyable and will really benefit my course. For example, I have learnt that in British cities there is a constant process of renewal with many constraints and challenges. There is a complex multi-agency approach to planning and development, limitations to building on green belts, an increased focus on developing brownfield sites as well as the need to preserve the culture and historical character of our cities. It has also given a very good grounding in the idea of hazard mapping and risk management in relation to hazards such as flooding, or and need for different building codes in areas at risk to earthquakes. RS has helped me understand how important it is to take into account the views of other people surrounding an issue. Many people have different views and it is important to listen to their point of view as it could help reduce conflict and ensure a long term solution is found. In Business Studies I have thoroughly enjoyed being able to learn about budgets and how to perform and produce the best value for money products, how to run and keep a business in shape and to be able to succeed in the marketing environment. I feel the skills I have acquired from studying Business Studies have given me a solid foundation for a career in project management and reinforced my desire to learn more about some of the key subject areas. One key area for Construction Project management is that it relies heavily on supply and demand, which will impact on cash flow and time management. My two weeks work experience at Metcalfe's Farm, a large haulage and farming company has shown me how an organisation is run. I saw how they managed a number of farms from the main HQ on the largest farm. I learnt to work in a team and on my own, when I was given numerous practical tasks around the farms. I have gained skills that would be applied to Project Management, such as working to a timed schedule and meeting targets; this has given me a better understanding of how important it is for each job to be prioritised and completed on time for the project to be finished. I am an ambitious rugby player; playing for my club and my school rugby team, currently playing in the 1st XV. Fundamental qualities gained; being able to work in a team and as an individual. I communicate and work well with my team for us to be able to succeed and as an individual I strive to perform at my best possible to help the team win, qualities that would be needed from a Project Manager. They need to be able to work with a team to succeed in finishing a project. I am able to prepare myself both mentally and physically for matches this quality can also be applied to project management, as they have to prepare for building through knowledge and experience. I have also been committed in taking part in my silver Duke of Edinburgh and I have developed many transferable skills such as being able to solve problems, presentation, communication skills and build up self-confidence. I am really looking forward to starting my degree course where I will be able to work in an area that really appeals to me and will encourage me to develop as an independent learner.

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Adult nursing

4 Conditional offers

My A level choices have given me a good grounding for a career in Adult Nursing. Biology has given me a wider knowledge of important current health issues such as diet and smoking and how these can lead to severe health problems. I have a good foundation in the human body and how it works, including its systems and organs and the function of cells. I also subscribe to the magazine Biological Reviews, which broadens my knowledge beyond the curriculum and keeps me up to date with current research. Studying the Health Module in Psychology has shown the importance of promoting good health as well as looking closely at the effects of drugs. The Psychodynamic Approach has given me an insight into how early childhood experiences can have an impact on mental health and well-being. Clinical Psychology has given me appreciation of the diagnosis, treatment and explanations for mental disorders. Pre-U history has allowed me to improve my analytical and writing skills as well as working independently.

This year I have had work experience in James Cook Hospital, spending the majority of my time on a Female Assessment Ward shadowing an experienced nurse. The patients were often in a vulnerable state but it was our priority to make them feel at ease and important. One patient was admitted with a suspected overdose and was in police custody, another elderly woman was very frail and needed blood taken. For me it was interesting to see the nurses' compassion in every single situation. I also helped bed wash patients and realised that each patient needed to have confidence in me as a professional and as a human being. These experiences gave me an insight into the true nature of being a nurse. I had the opportunity to take blood pressures and ECG scans which was particularly exciting, as I had learnt about them in AS biology. I enjoyed seeing different wards within the hospital; I got to spend a morning on the Children's Ward and an afternoon on A and E. I spoke at length to a Nurse Practitioner about her job and she encouraged me to subscribe to Nursing Times. I balance a part time job at a local farm shop, where I love getting the opportunity to meet lots of new people. It has helped improve my time management and customer service skills. For two years I have been volunteering at Girlguiding Rainbows. I plan activities for the 5 -7 year olds and make sure everyone feels included and valued. Recently a Rainbow joined who has a disability; I understand how important it is to treat her like every other girl whilst making sure she gets the extra care she needs. I love being able to work closely with the girls as well as the adult leaders. As Head of House, I have tried to set a good example to the other pupils as well as developing my leadership and organisational skills. I helped organise the school's annual House Singing competition, making sure every girl attends rehearsals and feels confident performing in public. A lot of new pupils have joined the house and I have made it a priority to make sure they are happily settled in. I am head of the school's Social Committee, which requires good organisation as well as the ability to think on the spot quickly to resolve situations. I am also a Peer Supporter, which involves listening to other students if they need someone to talk to. All conversations are confidential unless a student discloses any serious information that must be reported. I have developed my teamwork skills both on the hockey pitch representing the school and completing my Gold Duke of Edinburgh's Award expedition. I am working towards my Grade V piano, which requires a lot of determination and perseverance.

I feel that I understand the demands and challenges in Adult Nursing and have a strong academic record supported by skills and experiences required to succeed in what is a challenging but rewarding profession. I would be really grateful for the chance to prove my enthusiasm and diligence.

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Marketing Management

5 conditional offers

My experiences of working in a former car showroom, which is now a children's play area, and visiting the new Lakelands Distillery, have, for me, both represented the management of opportunities and also change in business. I would have to say they have sharpened, even further, my curiosity to learn more about the world of business and marketing. At school, I am studying A level Business Studies and as part of my course I learnt about business start-up and then saw it in action at the new Lake Distillery. I spoke to the owner Nigel Mills about how they managed to produce the product and market the business effectively to their many investors. I learned a lot from this trip as it was from a man who had been in the same situation as me, yet managed to develop his talent and make the most of his opportunities, just as I hope to do. I know that not all businessmen have gained their skills at university, but having researched courses I am sure that further study would enhance my chances of success considerably and satisfy my curiosity to learn more. I have done some voluntary work experience for my father's business. Among other things, this has made me aware of how to advertise successfully and how quickly the market can change as buyers' habits alter during the course of the year. Thanks to this work experience, I have seen how each department is run, and seen first-hand the need for a strong team. I have also spoken to the website designer and discussed the role of the site in advertising and improving the marketing of the business. Studying Maths at A level means I feel confident about being able to manage the accounting and finance side of a business. This is complimented by the study of ICT which means I am competent in the use of spreadsheets and basic project work, as this was part of my GCSE course. I appreciate the benefits of digital marketing, and I am currently researching the benefits of e-commerce as a research theme. I am also interested in international business and as I am studying Politics I like to know what is going on around the world. My A2 politics has allowed me to gain an insight into foreign affairs. My current research has been into the politics of the United States of America but I have recently become very interested in business in China, due to many of our imports coming from there. Furthermore, I studied French and Spanish at school which gave me a basic grasp of the two modern foreign languages and an insight into the importance of this when trying to develop international markets. As far as extra-curricular activities are concerned, I have played sports from a young age and I believe that this has helped me work as part of a team. This has meant that I have had to put in a lot of hard work to earn my place in three first team sports at Barnard Castle. I went to Sri Lanka for a cricket tour with school in 2014 and that has helped me with my communication skills and has boosted my confidence. I have also captained a few sports teams including rugby and School's first team football which has put my leadership skills to the test and made me make decisions quickly and effectively. As well as being an effective team member I can also work individually. As a boarder at school, I have been away from my parents which has helped me to gain independence and resilience whilst reinforcing the need for collegiality. I have been given the roles of Deputy Head of House and School Monitor, allowing me to develop my leadership skills in a different way from sport and this has made me work with new people and get to know them. These roles have improved my organisational skills and time management. As a senior member in my boarding house I have helped new pupils settle in and to feel part of a community. This role has also brought out my creativity as I have had to implement new systems in the house and offer my feedback and ideas. I feel like this will help me when it comes to innovation in a business.

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Computer Science – with foundation

4 conditional offers and 1 withdrawn

My Father often tells me of a time not too long ago when all he had was a land line and a very basic mobile phone - a brick - that he could only use if he was in one of the few places he could get a signal. Today gaming consoles and TVs are connected to the Internet; social media allows us to contact people anywhere in the world, cheaply and quickly, from a laptop, mobile device or gaming console. The thought of what we will be able to do in the future fascinates and excites me. I want to be part of that future and a Computer Science degree course will give me the skills to find my niche in this fast moving, exciting world of modern technology.

I am studying ICT at A level and have a keen interest in computers and gaming. I have learnt about networked systems and databases, which are used in every company. The skills I have learnt so far have given me a very good grounding in this subject and are ideal for the course I am applying for. I am keen to learn more about software, such as programming, web-design and operating systems, but also hardware such as networks and PC design. Designing computer games is exciting, but I am sure there will many different opportunities available to me. The idea of doing a foundation year really appeals as it will enable me to develop a lot of useful skills in order to complete the degree course effectively.

Other skills I can offer are knowledge of Mathematics and English to GCSE standard. I am also doing at A level Religious Studies, which has helped hugely with writing essays and PE which is keeping me physically as well as mentally active. Although I am good at working by myself, I also understand the gains to be made by working as a team. Although I enjoy playing football my main sport is rugby. I have played 'A' team rugby union since Year 11 and represented Durham County at U15 and U16. This has given me a great appreciation of teamwork. I have also learnt the importance of managing my time between training and matches and getting my school work done. This year I was made Pack Leader and Vice-Captain and this not only enhanced my team working skills, it has taught me leadership skills and the importance of listening to the views of others when making decisions. I think this will be important when doing project work, both at university and later when I have a job.

I have attended a boarding school since Year 7 and here I have become good friends with people of many different nationalities. This has taught me an understanding and tolerance towards people of different religious and cultural backgrounds. Last summer I went on a School rugby tour of South Africa which enhanced my understanding of different cultures further. Part of this tour was a visit to the township of Soweto, which I found very illuminating. My attendance at boarding school has also taught me many other skills: I know how to work with people I have just met and how to work out people's strengths quickly. I have summer work experience at a theme park, dealing with large numbers of members of the general public and this enhanced my communications skills.

All of the above points will help me fit into the university way of life, both academically and socially. I shall be looking to play rugby or football at university and I believe that this will provide enjoyment and will be an excellent way to meet people and make new friends.

To summarise, I am very excited at the thought of attending university because, given the rapid advances in IT and computing who knows what the future holds. It is a future that I very much want to be a part of and also to help shape.

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Personal statement guidance specifically for Medicine

Advice from the University of Aberdeen http://www.abdn.ac.uk/smd/medicine/non-academic-requirements.php

We recommend that you structure your Personal Statement to cover the following three areas:

 Commitment to Medicine

 Knowledge of core qualities required of a doctor

 Teamwork

Prepare a draft of your Personal Statement before completing the UCAS form:

 Tell us all about yourself, why you want to study medicine; your hopes for your career and a summary of the points discussed above.

 Rather than just list all the work experience that has been undertaken, it is more revealing if you can inform us of what you have now learned about a medical career and its implications.

 If you have had difficulty in undertaking research, eg there are no medical placements available for you locally, then you should inform us of these difficulties and concentrate on researching your career in other ways.

 Applicants should be aware when writing their personal statement that UCAS uses software to detect any evidence of plagiarism. Should plagiarism be detected, the application will be withdrawn from the selection process.

The following are suggestions on how you might address these Non-Academic Requirements for medicine and thus develop a good and full application.

Commitment to Medicine

When considering a career in medicine, you should:

 Research to confirm your ideas

 Discuss your options with career advisors

 Get a feel for life as a doctor

A good personal statement will demonstrate:

 Attempts to experience the work of a doctor (the day to day involvement)

 Attempts to research the training involved for a career in medicine (both at university and after qualifying)

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 Understanding of the level of commitment required (the 'highs' and 'lows' of being a doctor)

This can be achieved by:

 Job shadowing (observing GPs and/or Hospital doctors at work)

 Talking with doctors (and medical students) about their lives, careers, future plans etc.

 Reading literature regarding recent medical breakthroughs, newspaper headlines etc.

 Choose your schools for positive reasons, having found out as much about different schools' curricula, facilities, patient availability, location etc. as possible. You may be asked to justify your choice at interview. Your research should include use of university websites, prospectuses and leaflets; discussions with medical students and doctors

 Contact Medical Admissions departments, as criteria for admission may vary between schools, as might individual admissions processes

 Visit the medical school to ensure you are making a suitable choice. The appeal of chosen institutions may well be confirmed or dismissed by the student who has spent some time exploring the Medical School site and facilities, and questioning staff and undergraduate students

 Attend Medical School Open Days, which may tell you a lot about the ethos of that particular school

Core Qualities of Doctors

Some examples of core qualities that a good doctor might have include:

 Good communication skills

 Evidence of concern for the welfare of others

 Demonstration of being trustworthy and honest

A good Personal Statement will demonstrate:

 What you think a doctors 'core qualities' are and how you display these

This can be achieved by:

 Gain an appreciation of the concerns of patients, the disabled, the elderly ...

 Undertaking (paid/unpaid) work of a caring nature

 Undertaking work which benefits school colleagues

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 Be involved in caring/charity groups at school

 Personal experience of using "people skills" in social/work situations

 Develop your sense of social awareness and demonstrate you can shoulder responsibilities:

o Continue to be involved with school life: clubs, mentoring, buddy and anti-bullying campaigns etc.

o Undertake paid part-time work with the public

Teamwork

Show you are an all-rounder: doctors lives are busy and challenging but time management is very important:

 Work hard at school

 Enjoy your free time to the full

Demonstrate you are able to work in teams, and are able to assume different roles within the team:

 Undertake leisure, sporting, creative activities

 Activities at school

 Activities outside of school

 Attitude to colleagues

 Ability to participate fully in school life and help others to do so

 School honours and prizes.

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Medicine – 3 offers, but an effective skills-based personal statement

In April 2014 I was fortunate enough to spend a week with the Neurology department at Birmingham Children's Hospital. Sitting in an epilepsy surgery clinic made me realise that medicine, as a profession, would offer me the chance to combine interaction with people with intellectual challenge. Conducting a discussion of a child's life-changing surgery with their parents demands empathy, clarity and technical prowess. Such conversations are only possible once the paediatrician has established the critical three way relationship between themselves, the patient and their parents. I was particularly struck by the ability of the doctor to be both playfully reassuring with the children and professionally comforting to the parents. The patient-doctor relationship is integral to successful treatment and, particularly in the case of long-term conditions, high levels of mutual respect and patient (or patient's parent) input result in a very rewarding relationship. Having completed my DBS, I am soon to start volunteering at a local care home where I hope to experience an equally vital but different aspect of medicine. As Head Girl communication with the whole school community is one of my strengths. I have also developed formal presentation skills by participating enthusiastically at the school Lectern Club. Even more challenging however, has been encouraging the school to support charitable events as head of the Charity Committee. At my instigation, we sent over sixty letters of support to prisoners of conscience as part of Amnesty International's Write for Rights campaign. My broad range of intellectual interest is reflected in my A-level choices. I like to understand why things are as they are, not just accept them. This inquisitiveness is well-suited to medicine as essentially, I want to understand the cause of symptoms. I have a Gold Crest award project - a biochemical research project on bacteriophage proteins conducted during a week spent at Durham University. The opportunity arose from my chemistry studies, added to which I had to study the relevant biology in detail in order to complete the project. English literature has equipped me with a high standard of written communication, as well as an ability to assimilate and evaluate information from different sources. I took French as a personal objective, to become proficient at communicating in another language. Outside of my academic studies I have been heavily involved in the arts, both within and outside of school. I have overcome my initial fears to take leading roles in plays and musicals and have supported junior productions as part of the technical crew. I have learnt to manage my time to fulfil these commitments, as well as being Head Chorister and an active member of the Wind Band. Weekly sports fixtures have also been fitted in. I have truly enjoyed mixing with people with a diverse range of interests. Listening to Dr Atul Gawande's Reith Lectures reinforced to me the importance of teamwork in medicine. As a colour sergeant in the school Combined Cadet Force (CCF) and in completing my Silver Duke of Edinburgh's award, I have experience of working within teams as well as being a leader. I was part of the CCF First Aid team which competed at national level. Outside of school, I raised funds and took part in a Raleigh International expedition to Tanzania in summer 2015. I found myself in a team of people who came together from different countries. Our main project was building latrines at a primary school and educating the children on health and sanitation, specifically hand-washing. I was pleasantly surprised that in this environment, I adapted easily and was able to contribute fully over the five weeks. I have shadowed a rheumatologist at Guy's Hospital. He told me that a major part of his job satisfaction comes from being able to have a positive impact on a large number of people's lives. This sentiment neatly describes my motivation for wanting to study medicine.

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