R a D L E Y C O L L E

R A D L E Y C O L L E G E

Higher Education Guide

2009/2010 Entry SUMMARY TIMETABLE

VI.1

Michaelmas Term: Allocation of form masters. All university prospectuses and reference books available in the Careers Room.

Lent Term: General briefing re universities. Process of consultation begins with Tutors, Form Masters, Heads of Departments and the Director of University Entrance. HE Guide sent to all 6i parents

Summer Term: VI.1 Parents’ Meeting (first day of term). General briefing re UCAS. University visits (NB. our policy is that a boy may visit one university during Term time; any other visits should take place during school holidays) Consultation continues (Form Masters, Heads of Department, DUE)

VI.2

1st September: First date for registration for on-line applications.

30th September: Last date for all Oxford and Cambridge, all Medicine and some Dentistry applications to be completed.

Leave Away Recommended completion date for all other applications.

1st week in November: Oxbridge practice interviews; Oxbridge Written tests; submission of written work

1st-2nd week in December: Interviews at Oxford and Cambridge.

15th January UCAS closing date for the application year 2009

30th April: Last date for Firm and Insurance acceptances of offers.

Mid-August: A-level results published. c. 20th August: Clearing process officially begins.

2 PREFACE

The purpose of this guide is to offer a clear introduction to the world of higher education. Some sixth-formers have definite plans; most need guidance. This guide can only present you with information and encourage further research: each boy must decide for himself which courses and institutions are most suitable for him. Research involves using facilities in the library, browsing on university web-sites, and also talking to as many people as possible: teaching dons, Form Masters, Heads of Departments, Tutors, the Director of University Entrance are all available to offer advice and opinion.

Two key starting points are ucas.com/search:

This is a comprehensive list of the university courses offered in the UK, with course requirements and typical grade offers; and the Radley College Intranet, accessible by boys with their password. “Ucas info” on the front page contains a wealth of information on the application process and many links to university websites.

Applying to university has become more and more competitive and even the best candidates will receive disappointments and rejections; it is worth bearing in mind that 80% of all applicants to Oxford and Cambridge are rejected, for example (including 10,000 candidates with straight A grades) It is, therefore, all the more important that the preparation and groundwork is done thoroughly. Please note that the advice given here is directed at those in the present VI.1 and generally relates to applications which will be made in September - October 2008 (for entrance in September - October 2009 or 2010). In broad terms most of the advice will also be relevant to applications made in September - October 2009 (post-A level) for entrance in 2010.

If at any time there are questions and issues you wish to discuss, please contact me to arrange an appointment.

February 2008

Mr. J. Nash Director of University Entrance [email protected]

01235 543170/01235 543157

3 CONTENTS:

Summary timetable 2 Preface 3 Contents 4 Types of universities 5 Factors to consider 6 The AS/A2 System 8 Deferred entry 8 Oxford and Cambridge 8 Admission to Cambridge 9 Admission to Oxford 9 Applying to Durham 9 Scottish universities 10 Universities in Eire 10 American universities 10 Courses in Art and Design : ADAR 12 Modular degrees 14 UCAS applications procedure 15 Requirements for admission 17 Applications 18 Fees 19 Interviews 20

APPENDICES:

1. Non-school subjects 21

2. Subject descriptions 22 Art and History of Art 22 Biology 23 Chemistry 24 Classics and Ancient History 25 Design 26 Drama / Theatre Studies 29 Economics 30 Engineering 31 English 32 Geography 33 Geology 34 History 35 Law 36 Management Studies / Business Studies 38 Mathematics 39 Medicine 40 Modern Languages 41 Music 42 Oriental Studies 43 Philosophy 46 Physics 47 Politics and Government 48 Psychology 49 Theology and Religious Studies 50 Veterinary Medicine 51

4 3. University Open Days 2008 52 4. Reference Sources 54 5. Oxford and Cambridge 55 6. Oxford Open Days 2008 73 7. Cambridge Open Days 2008 75

5 TYPES OF UNIVERSITIES

Higher education has seen enormous changes in recent years, with the former polytechnics acquiring university status, colleges of higher education being absorbed into universities or else seeking independent university status, and the development of modular courses in many institutions. The three broad sectors of higher education – ‘old’ universities, ‘new’ universities and colleges of higher education – have their own distinctive features although the distinctions between the first two are becoming increasingly blurred.

University education is the longest established form of higher education in this country. Its initial origins are almost poetic: gatherings of scholars and students establishing colleges and places of learning, with no examinations or assessments. Today’s universities are no longer in that mode of course, but they do aim to offer a broad approach to personal development and learning. Teaching and lecture structures tend to assume that you will get on with the details yourself and are there to point you in the right direction.

Universities are places of research as well as teaching: this has always been so. Usually, you will be taught by people conducting their own research into your subject. Resources have been built up over decades; and where a university has been more recently chartered, comprehensive libraries have been set up and maintained.

Accommodation provision has also been built up over many years. Universities regard it as their duty to make sure you are not homeless when you begin your course, though you may have to fend for yourself after the first year.

Until recently, old university tradition has meant that links with local industry have not been a priority: the links are now growing, and you will find some indication of this in the text of individual institutions. Generally, the newer, ‘technological’ universities, which offer sandwich courses, have closer industry-partnerships.

The more recently designated universities, previously polytechnics, came into being at the end of the sixties as a result of a government report on higher education. They were set up to respond to a major need in Britain, and have evolved very quickly since then. Generally, new university courses are oriented towards careers. Resources have grown around course needs, and in many places much information is available in non-book form. In recent years, some of these new universities emerged as front-runners in their own fields, and rank very highly on quality and research-funding leagues. Links with local industries are numerous, and a great strength in the life of the new university.

A factor in lifestyle is the wider range of students with whom you will interact. Within major discipline areas there is a network of short courses, part-time, sandwich, conferences, seminars, workshops, plus interaction with outside agencies.

6 FACTORS TO CONSIDER WHEN MAKING YOUR CHOICE OF HIGHER EDUCATION

Subject:

If you have a fair idea of your career plans, do you need to study a particular subject at degree level? Do you want to continue studying a school subject? Would you prefer to start a new subject? Social Science courses, covering a broad spectrum from Business Studies to Politics and Sociology, are offered by most institutions; so is Law. There are Science and Engineering specialisms from Marine Biology to Aeronautical Engineering, and many courses based in the rapidly-growing area of Electronics, Computing and Information Science. At most institutions a final decision on which precise specialism to follow may be delayed until the end of a more general first year. Some subjects, such as Chinese or Estate Management, are offered by only a few places, or even by only one. Economics and related courses is a growth area; Economics A level is not always required for entry to these, although Maths A level is an increasingly frequent requirement. Almost all institutions now offer modular courses, where a large number of combinations of subjects are on offer, such as Law and Italian, or Physics and English. These may tempt those not keen to study a single subject for 3 or 4 years, but the courses are definitely not soft options. (See the section on Modular Degrees (p. 14). Courses with the same name sometimes vary greatly: there may be differences in length, content, teaching methods and methods of assessment. It is essential to find out from the individual prospectuses, departmental websites and at Open Days what precisely is involved in a course.

Professional Exemptions:

Some courses give you exemption from certain professional exams needed later on, for example in Law and Psychology. However, do not assume that all courses with the same name provide the same exemptions; read the prospectus and visit the website. In particular, beware of combined or joint courses; they may not cover enough of a subject to permit exemptions.

Length of course:

Most degree courses in England, Ireland and Wales have traditionally taken 3 years. Medicine, Veterinary Science, Dentistry and Architecture always take longer, and all courses at Scottish universities and at Keele University take 4 years; increasing numbers of science courses are becoming 4 year courses, or offering an optional fourth year to give a Master’s Degree. Courses which include practical training (such as most Modern Language courses, all courses at Brunel University, and sandwich courses everywhere) will also take 4 years.

Sandwich courses:

In a sandwich course, usually lasting 4 years, teaching is interspersed with practical experience, usually in the form of an attachment to a firm active in the field being studied. This is arranged either as a ‘thin sandwich’ of two separate 6-month placements, or a ‘thick sandwich’ of a whole year.

Course contents:

Not all subjects are offered by all institutions. Some tend to concentrate on the more academic disciplines, others teach subjects more directly related to particular careers. A specialist college concentrates on one area, such as the performing arts or the visual arts. Where there is an overlap, often the different types of institution teach similar-sounding subjects in significantly different ways. It is vital, therefore, that you check the content of a course thoroughly. The educational emphasis in the ‘new universities’ tends to be vocational, teaching the practical arts and skills

7 needed in modern working life. This does not mean that in choosing a particular course you are necessarily choosing a particular career, although more students will consider their course as training relevant to their job than is the case at the ‘old universities’. Staff in the ‘new universities’ have traditionally concentrated more of their effort on teaching than do their counterparts at the ‘old universities’, but they also conduct research, often of an applied nature, often sponsored by industrial and research organisations and often of a very high quality. Teaching methods:

These will vary greatly from one institution to another. At Oxford and Cambridge a proportion of the teaching is done in tutorials, though lectures and seminars form a significant element of most courses. At most other universities there is a combination of lectures and seminars. In subjects such as Medicine and Engineering a significant amount of time in all universities will be spent doing practical work. The current (somewhat controversial) tendency, particularly in humanities courses, is towards less formal teaching and more self-directed study.

Methods of assessment:

All institutions have some sort of formal final assessment. Most have examinations at some point during the course but some rely more than others upon continually assessed coursework. It is worth considering which system will allow you to perform to your best advantage.

Location:

Living in London will not suit or be desirable for all students. Some universities, set in the middle of large towns, gain from close contact with life there. The universities of Bristol, Dundee, Edinburgh, Manchester and Newcastle are in this situation. Some universities are on suburban campuses on the edge of a town, e.g. Birmingham, Exeter, Kent, Nottingham, Reading, Southampton, Warwick and Oxford Brookes Universities. The campus at Leeds University stretches to the town centre. Durham and St Andrews Universities each occupy ancient buildings in a small city. Other campuses are out-of-town, e.g. East Anglia, Lancaster and York. It is important to bear these differences in mind when applying to a university.

Accommodation:

At a very small number of universities, such as the collegiate universities of Cambridge, Durham and Oxford, students live in university accommodation for most of their three years. At most other universities there are Halls of Residence for your first year, both to help you to get to know people, and to ensure that you are adequately fed. You need to be careful if you apply to a course at a university close to your home; if there is pressure on accommodation, the accommodation officers can decide that you live close enough to live at home and can decline to offer you accommodation. Problems can also arise with accommodation if you arrive on a course late, perhaps through Clearing or because it was not your first choice. Students at their first choice of university can expect more desirable accommodation than those at their second or later choice.

Social:

One of the main benefits of being at a university is to meet people from a wide range of backgrounds and parts of the country, and who have a variety of interests. However, at a few Scottish and Welsh institutions, and some English universities, most of the students come from nearby. Indeed, there is an increasing trend for students to study at their ‘home’ universities because of difficulties in funding. It is not necessarily a good idea to choose a university because you think you will be mixing with “like-minded people”.

8 THE AS/A2 EXAM SYSTEM

“Curriculum 2000”heralded the arrival of the AS/A2 exam system with the first A2 exams in June 2002. Radleians do not take any of the AS exams at the end of VI.1 but rather at the end of VI.2. They do not, therefore, have any AS results if they apply pre-A level. At Radley we state in the reference written on each candidate that this is a school policy decision. Universities have made it clear that candidates in this position will not be disadvantaged and that they will look closely at GCSE results and potential; offers are made on the basis of the grade predictions for A2. Of course, if they apply post-A level then they will be in the same position as everyone else with all their exams taken (it is worth noting that top universities now use individual Unit grades, as well as overall A level grades, as the basis for selection) . The experience of the last few completed UCAS rounds has been that Radleians are at no disadvantage because of this policy and, because they do ASs a year later, they are likely to do significantly better in terms of grades.

DEFERRED ENTRY

Although application is usually made in the autumn of the year preceding the proposed year of entry, admissions tutors may be prepared to consider an application made two years before entry, so that the applicant can perhaps gain work experience or spend a period abroad. Policy on deferred entry may differ from department to department, and applicants should consult the Gap Year section of the tables in Brian Heap’s Degree Course Offers, the essential ucas.search site, prospectuses, or admissions staff at the institutions themselves before making an application for deferred entry. (It is important to check with the admissions tutor that a deferred entry application will receive the same consideration as a normal application.)

In the light of recent experience, we recommend that as a general rule Oxbridge candidates do not apply for deferred entry; or, if you are determined to do so, make it clear that you are prepared to be flexible. In broad terms it is more difficult to get an offer from top universities for deferred entry; and some subjects are clearly less keen on deferred entry than others. Mathematics, for example, seems to prefer candidates straight from school though they are open to persuasion if a candidate has a coherent plan for his GAP year. Engineering, on the other hand, positively encourages it. Some subjects are usually happy with it, though certain universities (notably Edinburgh) are inclined to reject deferred entry candidates out of hand, especially in Arts subjects, Social Sciences, and Veterinary Medicine. Consult your Form Master or JFCN before applying to defer.

If you do want a GAP year and are uneasy about deferred entry, the alternative is to apply post-A level. You need to be around in September/October to apply but it will still give you space to get away (though it is vital to check with institutions about interview). Post-A level Oxbridge candidates have to be around between September and December (see pp 9-10 below). Radley sets aside three afternoons in the timetable in early September when the Director of University Entrance, Heads of Department and 6ii Form Masters are available for consultation and advice on post-A level applications. These dates will be published on the college website (on the page “post- A level action”, which is also sent to boys and parents at the end of the Summer Term.)

9 APPLYING TO OXFORD and CAMBRIDGE (see also Appendix 5 “Oxford and Cambridge” p 55)

ADMISSION TO CAMBRIDGE UNIVERSITY

Candidates apply to a single college. To allow early decisions for the benefit of other universities, the UCAS application and a Preliminary Application Form (PAF) must be submitted by October 15, the PAF to the nominated Cambridge college. The main batch of interviews takes place in December (though choral or organ scholarship interviews take place in September) and candidates receive a decision in early January, either an offer conditional upon certain grades in examinations to be taken the following summer, an unconditional offer for post-A candidates, or a rejection. Conditional offers are made on the basis of school reports, submitted work, tests, and interviews, and usually require AAA or, rarely, AAB grades at A Level (scientists can be made offers of AAAA or even AAAAA). There is, however, some minor variation in policy between the various colleges, and within each college also between subjects. Further information about the policies of any particular college can be found in the Cambridge Prospectus and may also be obtained from the Admissions Tutor of the college concerned. The Careers Room stocks individual college prospectuses.

ADMISSION TO OXFORD UNIVERSITY

Entrance is, as at Cambridge, by interview and conditional offer either pre-A-level or post-A-level. Candidates apply to a single college and are allocated second and third colleges by computer. The UCAS application and an Oxford Application form must be submitted by October 15 at the latest, the Oxford form direct to the central Oxford Admissions Office.

There are an increasing number of written tests which form the first hurdle. In 2007 there were formal tests in History, Law, Medicine, Physics and English. The next step is that candidates are usually required to submit written work by November 15, or to sit a test or exam when up for interview. College and subject requirements can be found in the prospectus.

Interviews for those who have progressed thus far take place in December and candidates usually receive a decision before Christmas, either a conditional offer, or an unconditional offer for post-A candidates, or a rejection. Post-A-level offers are based on A-levels already taken and are unconditional. Pre-A-level offers are conditional and will be made in terms of A-levels only.

COLLEGE CHOICE

Although there is much agonisation over college choice when applying to Oxford or Cambridge – and it is indeed important to bear in mind such factors as the performance of previous Radleians in particular subjects and at particular colleges – this choice is less important than it once was, with the advent of a more centralised, department-based approach to admissions at these universities. A strong candidate will almost always be picked up by a second or even third college through the ranking of candidates within a subject (at Oxford) or by the “Pool” (at Cambridge). Some candidates may even not be interviewed at their first-choice college.

(for more detail see also Appendix 5 “Oxford and Cambridge” p 55)

APPLYING TO DURHAM Durham is a collegiate university where each college has its own Admissions’ Tutor. Applications are first seen by the departments who then put forward the strongest candidates to their chosen college according to the number of places available (for example, if there are six places for History at St. Chad’s they put forward six candidates). The final decision is made by the Admissions’ tutor of the nominated college. At present, the colleges are under considerable pressure to ensure that 10 admissions match the Government’s criteria on access. In some subjects if a candidate acceptable to a department is not taken by his first choice college he may find a college elsewhere. However, in high number subjects, such as English, Law, History, Economics/Politics, Natural Sciences, it is clear that very strong candidates are being rejected outright, because all colleges have strong lists of applicants already. In these subjects, even though the standard offer may be BBB or ABB, only candidates who have or are predicted AAA are likely to receive offers. APPLYING TO UNIVERSITIES IN SCOTLAND

Applications for Scottish universities are made through UCAS. St. Andrew’s and Edinburgh enjoy considerable popularity with English students but increasingly, priority is given to Scottish students. All courses are 4 years, though it is possible for English students to apply to start in the second year. With the changes in fee-structure from 2006, it will continue to be more difficult for English applicants to gain places at Scottish universities, as explicit or covert quota systems will operate. It is worth noting that, although standard offers for courses at Edinburgh are invariably quoted (in ucas.search and on departmental websites) as BBB, candidates in reality need a much higher academic profile than this to be offered a place on the more popular courses.

APPLYING TO UNIVERSITIES IN EIRE

In recent years there has been a significant increase in interest in Trinity College, Dublin. Points to note: • TCD is outside the UK system and therefore does not come under the UCAS umbrella. • Application is via the CENTRAL APPLICATION OFFICE in Galway (www.cao.ie). • The closing date is February 1st 2009. • All courses are 4 years. • Stamped copies of examination certificates are required. • Entry is largely determined by examination results, and the requirements for popular subjects (eg Law) can be very high • Dublin is an expensive city to live in.

Useful websites: www.tcd.ie www.cao.ie

APPLYING TO AMERICAN UNIVERSITIES

There are about 4000 universities in America. The Ivy League is a group of just 8 universities, all in the North East, who originally came together for sports fixtures. The group includes Harvard, Yale and Princeton, but there are many other superb universities that are not part of this group and which are well worth looking at. For full details go to www.usnews.com.

Those wishing to attend an American university should have made their minds up during their 6.1 year at the latest, and have completed all the requirements by the following December.

You will have to gain good scores in the Scholastic Aptitude Test (SAT1) a new version of which came into force in May 2005. This involves Math(s) and Verbal Reasoning as before but now includes an essay. Each part is worth a maximum 800, with a total therefore out of 2400. The SAT can be taken more than once (all scores are received by colleges, but your highest score is the one that will count). We advise that you liaise with the Fulbright Commission in London. (Address: 62 Doughty Street, London WC2. Tel: 020 7404 6880); see also the following website: www.Fulbright.co.uk.

You must also take an SAT2 in at least three of the following subjects: English Composition, Literature, American History and Social Studies, European History and World Culture, Mathematics Level I, Mathematics Level II, Mathematics Level II c (with calculator), French,

11 German, Modern Hebrew, Italian, Latin, Spanish, Biology, Chemistry, and Physics. Although they take account of British exam results, you must take SAT tests.

There are six SAT1 dates, and five SAT2 dates each year in the period between November and June; registration deadlines are about six weeks beforehand. You can register to take the tests on- line at www.collegeboard.com but you will also need to register at a Test Centre such as The American School in London.

Most candidates send applications to a number of colleges (usually between three and six); it is advisable that not all of these colleges should be of the same level.

12 Applications are normally required by 1 January, and results sent by 15 April. It is possible to apply to one college only for ‘Early Decision’, that is, by the previous November (acceptance is binding). Deferred entry is perfectly acceptable at most universities.

If your applications are successful, you may then apply for Advanced Placement (to miss the first ‘freshman’ year) and Financial Aid (that is, a Scholarship).

Each year in the Lent Term a specialist adviser visits Radley to give information and advice to those interested in applying to American universities. He can be contacted direct via JFCN.

Arrangements are made by the departments concerned to help prepare boys intending to take subject SATs.

Reasons for applying to an American university include the following: a. a desire, or need, to spend the next 4 years in the USA; b. the breadth and scope of the academic courses offered (students read more than one course); c. a desire for new surroundings and new friends; the appeal of an open, friendly and comparatively classless society; being far from home; d. the possibility of a firm offer of a place at college before taking A-levels e. the chance to defer final choice of degree course; in US universities the choice of Major is generally left until the second or even third year.

Reasons for not applying include: a. the cost (American universities are expensive, though most have scholarship funds to help needy individuals); b. the distance from home, loneliness, climate; c. the sheer difference of it all and the problems of adapting; d. the value of an American degree for your particular future and job; e. the academic backward step of moving from UK A levels to an American undergraduate degree. In many cases, it may be more feasible to consider going to USA for a post-graduate course after a British first degree. Note that some subjects, eg Law, Medicine, can only be done as a graduate course in the US f. the top US universities (eg Harvard, Princeton, Stanford) are as if not more competitive for entry as Oxford and Cambridge.

13 APPLYING FOR COURSES IN ART AND DESIGN

The British Art and Design Higher Education sector is arguably the largest in Europe and includes many long-established institutions with international reputations. ‘Art and Design’ is a general subject description which conceals the fact that the subject catalogue stretches to more than seventy different disciplines. These disciplines can be broadly classified under several main headings:

• Fine Art, Sculpture, Painting, Printmaking and Ceramics • Fashion and Textiles • Media Studies, Photography and Film • Graphic Design • Three-Dimensional Design • Computer Aided Design • History of Art and Design

Before making application for an Art and Design Course, be it at Foundation or Degree level, it is vital to be conversant with the characteristics of this area of higher education and its selection procedures.

Unlike most other UCAS courses which make offers of places very largely on the strength of the information provided on your application form, Art and Design courses with a substantial practical content usually require you to provide evidence of creative ability in the form of a portfolio of practical work.

To be well prepared for university degree courses in Art and Design you should seriously consider taking a one-year diagnostic course, usually called a “Foundation Course”.

A main product of your Foundation year will be portfolio preparation and this is extremely important. While school qualifications are important the decision to offer the applicant a place is usually influenced by the outcome of a portfolio inspection and interview.

The central importance of a well constructed portfolio cannot be underestimated since it is the only evidence a Course Tutor has of a candidate’s creative ability and likely potential for development on a higher education course.

APPLICATION PROCEDURE FOR ART AND DESIGN COURSES

Candidates wishing to apply for any Art and Design course should ensure that they have visited the university of their choice before submitting an application. They should also establish from the Admissions Officer whether their application should follow Route A or Route B.

Route A - Applications for Route A should be submitted by 15th January. These courses are listed in Route A Boxes or in the main listings of the UCAS Handbook and the course codes generally start or finish with W, or in some cases P or Y.

Route B - Applications for Route B are submitted between 1st January and 24th March. These courses are always listed in the route B boxes and the course codes start or finish with E. Applicants applying through Route B should also complete an interview preference form. The entries on this form must correspond with those on the application form and be listed in interview preference sequence. There have however been problems with large numbers of Route B applications arriving on or near the 24th March deadline. As a result UCAS has introduced an advisory deadline of 8th March. The advice is to get Route B forms to UCAS as early as possible.

14 Routes A and B - applicants may apply for courses in both routes up to a maximum of 6 choices with a maximum of 3 in Route B. Applicants applying through both routes should submit their Route A choices by 15th January and tick the box (above section 3 of the form) to indicate that they wish to add Route B choices later.

The Route B box should only be ticked if the applicant has not used all 6 choices for Route A.

15 It is important to visit the university of your choice and find out as much as possible about the course and facilities. Also check on the application procedure and establish whether or not a portfolio of work is required. Most art and Design degree courses prefer applicants to have undertaken a one year Foundation Course (usually undertaken in their Local Education Authority area) and often will not consider direct entry from Sixth Form. Past experience has shown that students who have taken a GAP Year are usually asked to re-apply for their intended course. This can pose problems, especially if the applicant is out of the country at the time of application. It is also important to note that universities will expect to see evidence of practical work that has been completed during a GAP Year. Students should, therefore, try hard to strengthen their portfolio during that year in readiness for interview. All of this information can usually be obtained through a phone call to the Universities Admissions Officer.

2008 applications Two routes of entry Route A and Route B ( Route B course codes contain an E ).

Route A courses allow you to list up to six choices. Applications must be in between 1st September and 15th January.

Applications to the Ruskin School of Fine Art, Oxford deadline 15th October.

Route B courses allow 3 choices applications between 1st January and 24th March 2009. Interview preference form should be filled in to show first second and third choice.

Applications through both Route A and B:

3 Route B choices + 3 Route A choices 3 Route B choices + 2 Route A choices 3 Route B choices + 1 Route A choices 2 Route B choices + 4 Route A choices 1 Route B choices + 5 Route A choices

16 MODULAR DEGREES

In the past, universities and colleges offered single or joint honours degrees which result in named degrees such as a BSc in Chemistry or a BA in English and Philosophy. Some outside or supporting subjects might be included but usually for the first year or two only. Courses leading to a professional qualification, e.g. Nursing, Surveying, often had even less flexibility. Most universities and colleges have now introduced different types of study programmes and the modular degree has demonstrated its appeal to a growing number of students. The modular degree also makes it easier for institutions to offer their courses on a part-time basis and for students to move in and out of study and institutions.

Modular programmes allow students to build up their degree from a number of self-contained modules, often covering arts, social sciences and sciences. A minimum number of modules has to be successfully completed for the award of the degree. Such degrees may provide for breadth or specialisation and be particularly attractive to students who have a wide range of interests.

In most degrees which are modular in spirit there may be core or compulsory modules which have to be completed for the award of a particular qualification. This gives some breadth and flexibility while providing for a named recognisable degree.

If you are applying to an institution which offers modular courses, think about the following:

• Have you decided on a career or profession which stipulates the nature or content of the degree required for progression?

• Does the institution have an established system of academic counselling to guide students through the choice available?

• How large are the classes and are there selection criteria for entry?

• Are all modules effectively of the same value?

• Will you be able to go on to postgraduate study after a particular programme?

• How acceptable is the modular degree to the types of employers whom you might approach when you graduate?

17 UCAS (Universities and Colleges Admissions Service) APPLICATIONS PROCEDURE

Details of application procedures are set out in the UCAS Handbook.

Applications for places must be submitted between 1 September and 15 January (or between 1 September and 15 October if you are including Oxford or Cambridge in your university choices, or if you are applying for Medicine or Veterinary Science) in the academic year you are taking A-levels. You should apply as soon as possible after 1 September. Although UCAS forwards applications received after 15 January to the universities or colleges concerned, institutions’ admission tutors will consider them only at their discretion.

Effectively everything is done electronically; the form is filled in on-line and sent through the system to the referee, usually the Tutor, who adds his reference, and sends it on to the Director of University Entrance who then checks them before final submission.

The normal procedure is as follows:

1. You complete your UCAS application as early as possible (by end of September if possible) Early application gives a clear advantage at some universities. You can apply for a maximum of five courses.

2. Your Tutor compiles the school report from subject references written by teaching dons, and forwards your application via JFCN to UCAS which then records your details.

3. UCAS acknowledges receipt and sends you a personal application number and a password so that you can track the progress of your application on the UCAS website. It is vital that you do not lose these, as the school does not have access to them.

4. UCAS sends your details to each of the universities you have named.

5. Each university considers your application and subsequently informs UCAS of its decision. Applicants may also hear unofficially from the institutions.

6. UCAS notifies applicants of the institutions’ decisions.

7. You reply through UCAS to any offers made by the universities.

You do not have to reply to any university offers until you have received your last decision. If you know before then that you definitely want to accept firmly one of the offers, you can do so. However, it is not advisable to accept firmly an offer until you are absolutely sure that this is the university you want to commit yourself to attending.

You may decline any offer you receive before you have received all your decisions in the UCAS scheme. However, you cannot change your mind later and accept that offer.

If you have received more than one university offer, UCAS will send you – with your last decision – a statement of all your decisions in the scheme, a reply slip and an explanatory leaflet.

You will be asked to reply to your offers within 14 days of receiving the statement of decisions, but there will be a dispensation for you to delay replying to your offers if you have yet to attend an open day or group visit at one or more of the universities concerned. You will not lose the offers made to you provided that your replies are received by UCAS by 15 May, but you should reply quickly after your visit(s).

If you have accepted firmly a conditional offer (CF) you can also hold one additional offer 18 (either conditional or unconditional) as an insurance (CI or UI). Normally the insurance offer would be one which specifies lower grades. A typical A-level applicant’s record might read as follows:

Conditional offer – Firmly accepted (CF) – Grades AAB Conditional offer – Insurance (CI) – Grades ABB

If your results are not as good as you had hoped and you cannot meet the conditions of the offer of the university you have firmly accepted but can fulfil the conditions of the insurance offer, you are committed to going to the insurance institution for the specified course. If you do not inform UCAS of your acceptance of a firm offer and (if appropriate) an insurance offer, it will not be possible to hold the offers open and they will be declined by UCAS on your behalf. If you leave any boxes blank on the statement of decisions reply slip, UCAS will treat the offers concerned as declined and you will lose them. For example, if you have entered your firm acceptance but have not entered an insurance, UCAS will decline all your other offers, and you will lose the opportunity to hold an insurance offer. Once you have replied to your offers, UCAS will send you a final statement of your replies and all the decisions made. UCAS does not make decisions: it sends to you the decisions of the universities to which you have replied. It cannot change an institution’s decision.

NB UCAS operates a ‘blind’ application system: that is, no university knows where else a candidate has applied and it has to assess the application on its own merits. 8. UCAS also operate a new system called ‘UCAS Extra’ whereby candidates who have been rejected from all their applications will be offered these extra chances to apply, even if they have already made their maximum five applications. In effect, this is a form of Early Clearing (see 9 below).

9. The UCAS Clearing scheme operates from late August and throughout September. Its purpose is to try to match applicants without an offer with suitable courses where there are vacancies. Vacancy information is available via a number of network systems e.g. ECCTIS and Campus 2000 as well as The Independent and The Independent on Sunday newspapers. Details of these services and any other sources of vacancy information are given in a leaflet sent to all applicants when they become eligible for Clearing. Information on this, and other advice on what to do on publication of A level results, is given to all 6ii Leavers at the end of the Summer Term, and sent to parents of all leavers. UCAS Timetable

1 September UCAS begins accepting applications. 15 October Deadline for applications to Oxford and Cambridge and for Medicine and Veterinary Science to reach UCAS. 15 January Deadline for all other applications to reach UCAS. 16 January to 14 August Late applications distributed by UCAS to up to six choices of university, but institutions will consider these at their discretion. March UCAS Extra available (see above). Late July to Early September Confirmation of offers. UCAS tells you whether or not universities have confirmed conditional offers. If you are unsuccessful or received no offers earlier in the year, you will be sent Clearing instructions automatically. Throughout September Remaining university places filled through Clearing.

19 PLEASE NOTE: • You are not required to reply to any university offers until you have received your last decision. • Do not send a firm acceptance to more than one offer. • Do not try to alter a firm acceptance. • Send a withdrawal slip to UCAS at once if you decide not to go to university this year but to take a Gap Year and re-apply. • Remember to tell the institutions and UCAS if you either change your address, change your examination board, subjects or arrangements. We strongly recommend that you do not use Radley as your correspondence address, as much of the correspondence comes in the holidays.

REQUIREMENTS FOR ADMISSION Before sending in a UCAS application it is VITAL to

CHECK that you have passes at Grade C or higher in the GCSE subjects required for the course at the institutions to which you are applying: FAILURE TO HAVE THE RIGHT GCSE SUBJECTS OR THE RIGHT NUMBER OF GRADE C PASSES IN THE GCSE WILL RESULT IN A REJECTION.

CHECK that you are taking (or have taken) the required A-level subjects stipulated for the course at the institution to which you are applying. FAILURE TO BE TAKING OR HAVE TAKEN THE RIGHT A-LEVELS WILL ALSO RESULT IN A REJECTION.

CHECK that the A-levels you are taking will be accepted for the course for which you are applying. Some subjects and institutions do not stipulate any specific A-levels, only that you are required to offer two or three A-levels. Traditional academic A-level subjects are always accepted. Some subjects, however, are more vocational and some admissions tutors may not regard them as sufficiently academic for the purposes of their courses.

Offers may be made by way of A-level grades (e.g. AAB or ABB or BBB) or points (e.g. 320 points):

Grades: An offer made in terms of grades means that you will obtain your place if you can achieve the right A/AS-level grades. For some courses you might be asked, for example, for a grade B in your chosen degree subject and two Cs in two other A-level subjects. If you are made a graded offer, check with the Admissions tutor if he or she will accept the same points score. It is unlikely that they will accept the equivalent points if they have been accumulated over four A levels. At present, most offers are made on the basis of 18 units of exams (i.e. equivalent to three A levels); however, see “Unit Scores” below).

Points: Some offers are made in the form of points for the A/AS-level subjects you are taking; system is as follows: Full A level: A 120 AS level: A 60 B 100 B 50 C 80 C 40 D 60 D 30 E 40 E 20 Key skills qualifications can also score UCAS points on the tariff at the rate of 20 points per Level 3 Key Skill achieved. At present these cannot be added into the A level score. Many universities will continue to make conditional offers in terms of A level grades.

Unit scores: In the 2007/8 application round, as part of a UCAS pilot scheme, a number of universities were given access to all their applicants’ AS and A2 Unit grades and (sometimes) marks to enable them 20 to discriminate between candidates for popular courses, and specific Unit grades could be required as part of an offer (eg “A grade in English including an A in Unit 6”). This information will continue to be more widely used.

The best source of up to date information on course standard offers is the UCAS web-site (www.ucas.co.uk/search/)

An offer may mean: i. The offer for the course is made only to applicants capable of getting higher grades. ii. The offer is made to applicants capable of achieving those grades. iii. An offer which compares favourably with offers made by other institutions competing for applicants. In many cases the less popular institutions and those offering less popular subjects will be prepared to make offers to applicants lower than those published. This happens often after the A-level results are published.

Just because a school reference states that you are expected to get grades of ABB, for example, it does not mean that automatically you will receive an offer from every university for whom such grades are usually acceptable.

UCAS : APPLICATIONS (see Appendix 5)

Two important aspects of the UCAS application concern Sections 3 and 10. In Section 3 all university choices (up to five choices) are to be listed in the order in which they are listed in the UCAS Handbook. It is sensible for most candidates applying for competitive courses not to use all five choices; this is strongly recommended for candidates in Medicine and Veterinary Science. If you do not succeed in getting any offers, you can use the spaces to make a secondary application in the same year.

A brief glance at the subject tables in Chapter 5 of Degree Course Offers will give some idea of the popularity of various courses. If there are large numbers of applicants the offers made will be high. For Medicine, Law, Veterinary Science (and increasingly Economics and English) offers in terms of A-level grades are usually AAA. Conversely, for the less popular subjects such as Chemistry, Mining Engineering or minority Modern Languages the offers are much lower – down to CC and even CD.

Similarly some institutions are more popular than others. Again, this popularity can be judged easily in the tables in Chapter 5: the higher the offer, the more popular the institution. There are many sources of advice available in helping to choose courses and universities: Tutors, Form Masters, Heads of Departments, subject teachers and the Director of University Entrance (JFCN). The Careers Room stocks university prospectuses and a full range of research material. In general, we advise a combination of ambition and realism; above all, the individual boy must be helped to make his own decisions.

Section 10: (Personal Statement)

Admissions tutors pay more attention than you might think to the section of the application form where you describe your interests. Broadly, it serves two purposes: it helps admissions tutors decide whether or not to make you an offer; and it offers obvious lines of enquiry to be pursued further if you are interviewed. Bear these two things in mind as you prepare this section.

1. You should begin by explaining why the course interests you. Mention any career plans, especially if specifically related to the course.

2. Say everything you can to demonstrate real interest in your chosen course. Specifically, you will need to convince an admissions tutor that your interest is genuinely personal and will go

21 beyond A level. So, what have you read beyond the syllabus? What aspects of the subject are of particular interest? Have you acquired any relevant experience? (Be specific: not just ‘I have worked in a solicitor’s office’ but ‘I did/saw/helped . . . ’.) In competitive, ‘academic’ subjects, this is the only opportunity on the form to sound academic.

3. In terms of general interest, it is not worth putting down things that are common to almost all people of your age, e.g. ‘music’. Mention interests which go beyond the usual, e.g. collecting 78 rpm jazz records . . .

4. Do not overdo the sporting interests: they are usually irrelevant to an admissions tutor. But do be specific if you have played representatively beyond school level.

5. List societies and clubs, especially if they are relevant to the course. Highlight anything which suggests you can organise things or manage people, or which demonstrates initiative and self- reliance. Experience gained on Community Service, exchange visits, etc. should be specified.

6. If you are planning a gap year, give details of your activities.

Think about the impression you want to give:

• organise the material; • write very clearly, and don’t try to pack too much in; • only put in things you are prepared to talk about at interview; • check the spelling carefully

Here is the template for a typical Personal Statement: I intend to study (eg Engineeering) as I find it intellectually exciting; the subject helps me appreciate the complexity beneath the surface of everyday life and the role which scientific applications play in it: (example) I believe the applied sciences are the key to the future development of the nation and I intend to make a contribution to this future, perhaps in the field of (example) In my A level courses I have been particularly engaged by (example) and related topics (why?) Outside the syllabus my reading of (example) has widened my horizons and made me think about (example). At university I hope to explore this field further and study (example). (This section should comprise more than half of the Statement.) I have found debating and drama (or other activity) useful adjuncts to my main academic interests, as they develop self-expression, confidence and the need to collaborate with others on a project, as well as the mental flexibility needed in defending or challenging a point of view. Playing a main role in the school production of School for Scandal (or other example) was personally satisfying and gave me an insight into the manners of a different age. Since my appointment as a Prefect, I have learned a lot about taking responsibility, leadership, man-management (example) and the need to organize my time efficiently, qualities which came in useful during (for example) my work-placement at a London solicitor’s firm in the summer of 2006 (further comment), and during a school trip to Rumania in the Easter holidays when our group helped rebuild a children’s orphanage. I have represented my school at (for example) cricket (1st XI) and rugby, and as well as keeping me fit and moderately competitive, these activities have helped develop a keen sense of the value of teamwork. Although I know from my studies and other reading that scientific progress can stem from individual genius, more often it can be linked to cooperation within a team under an enlightened leader. I look forward to having the opportunity to pursue my scientific interests in such a context (ie end if possible with reference back to the subject you intend to study). Always emphasise experience which is relevant to your chosen courses; be specific about details; in case you get an interview, give an interviewer plenty of ‘leads’.

This section of the form is especially important in subjects like creative and performing arts. Say 22 what you have done, seen or heard. If you have any useful practical experience it should be mentioned – something which may be vital to the success of an application to a medical or veterinary school, and may also significantly assist if you are applying for some management and engineering courses.

If you are a sports or drama person give some detail of your achievements. ‘I play tennis’ adds little; ‘I have played tennis for Oxfordshire under-15s’ shows that you excel in something.

If you have chosen a career, mention it and say why your selected courses are relevant to it. Applicants for teacher-training education courses should be sure to give details of school experience (time and place).

In all of this section, be honest and specific. If necessary, be selective – there are only 24 hours in a day, and claiming too much is unnecessary. Similarly, rambling on simply to fill up the space is likely to be counter-productive.

Exemplars of Personal Statements for a range of subjects can be viewed at: http://notepad.radley.org.uk/UCAS/33

FEES

If you secure a place on a degree course for 2009, tuition fees will be at least £3145p.a. at English, Welsh and Northern Irish universities, £1735p.a. (£2760 for Medicine) at Scottish universities. These figures usually increase each year in line with inflation. Eligible students may apply for a Student Loan to cover these costs, and it is intended that the full amount for a course will be paid back by the graduate when he or she attains an annual income of £15000. There are a few exceptions to this, including courses at private institutions such as the University of Buckingham and the Royal Agricultural College, Cirencester. In order to qualify for a Student Loan, the LEA requires parental income to be means-tested.

The LEA responsible for dealing with your application is usually the one in whose area you normally live, and which you have probably nominated as your ‘Correspondence Address’ on the UCAS form.

The address of the LEA can usually be found in your local phone book. Contact your LEA for an Awards Application form: these are available after January of the year in which you intend to start the course.

If your ‘home’ address is overseas, you will probably need to contact the LEA in whose region any UK tax-bearing property is owned. If in doubt, you should seek guidance from the Department for Education and Employment, as the regulations regarding “Home” and “Overseas” fee status have changed recently.

A detailed presentation and notes on Student Finance is given to all members of 6ii in February.

INTERVIEWS

Individual university prospectuses should give some information about interview policy, which will vary from subject to subject. You can expect to be interviewed at Oxford and Cambridge, and for Medicine in most places. Overseas candidates are much more likely to be called for interview. Interview practice can, of course, be arranged beforehand. Most interviews last approximately 20- 30 minutes and might involve more than one interviewer. Sometimes, examples of your work will be requested.

In some universities it is increasingly common for candidates, to whom they are likely to make an 23 offer, to be invited to an ‘open day’ or ‘interview’. The main purpose of this seems to be to weed out the uncommitted. If you are keen to obtain an offer, you must always accept such invitations. Do not attend assuming that you merely need to turn up; recent experience indicates that such occasions can turn into a proper, full-scale academic interview: be prepared!

Interviewers usually will want to know why you have chosen the subject and why you have chosen their particular institution. They will want to see how well motivated you are, how much trouble you have taken in choosing your subject, how much you know about your subject, what books you have read. If you have chosen a vocational course they will want to find out how much you know about the career it leads to, and whether you have visited any places of work or had any work experience? If your chosen subject is also an A-level subject you will be asked about your course and the aspects of the course you like the most. At Oxford and Cambridge, interviewers will want to see how well you can think on your feet and will try and move you away from your prepared knowledge to more unfamiliar areas.

Interviewers often invite questions from the interviewee; these are some questions you might ask:

Admissions policy What A-levels are particularly relevant to the course? Is the published offer still accurate? (N.B. they can change suddenly and they may become easier.)

Assessment How is your course assessed? How many exams are there in each year? Can you re-sit exams if you fail? Is there any continuous assessment? How many people fail in the first year?

Course content Is the course biased towards any particular aspect of study? Do you have to do any subsidiary subjects? If so, what subjects are offered? Is field work a compulsory part of the course? If so, what financial aid is available? How many optional courses are there? Do you need any specific qualifications to take various options? Are any parts of the course taken in other departments? If so, which parts and what liaison and co-ordination is there between departments?

Teaching methods What proportion of time will be spent in lectures, seminars, tutorials and practical classes? Do the lecturers mind being asked questions from the audience? Are there opportunities to consult members of staff if you want extra help with any course work? General What are staff/student relations like? Do students take any part in decision-making within the department? Is there a staff/student committee? What, if any, are the problems which students encounter on the course? What jobs do graduates obtain? What does the department think of people who have a year off before they start the course? What special facilities are there in the department i.e., library, coffee bar, photocopying facilities for example? Is there much contact between students in the different years?

Accommodation How much accommodation is actually within the university or college? What are the different types of accommodation? What is the best method of applying for accommodation? What are the costs of different types of accommodation?

APPENDICES

1. NON-SCHOOL SUBJECTS

Many boys will wish to consider degree courses in ‘non-school subjects’, i.e. subjects not normally available for A-level study. Tackling such subjects requires careful thought and detailed exploration. Form Masters will put those wishing to explore such subjects in touch with dons who have a special interest in these areas. Early in the Summer Term, time will be made available for boys to consult dons about non-school subjects. Currently, areas of responsibility are as follows:

Anglo-Saxon, Norse and Celtic (Cambridge) PWG Archaeology and Anthropology JRS Architecture IPE Engineering KAM Human Sciences SAT (and the Biology Dept.) Land Economy NJK Law CJE Management Studies / Business Studies NJK Medicine SAT (and the Biology Dept.) Metallurgy and Science of Materials RAK/ISY/GW Natural Sciences RAK/ISY/GW Oriental Studies CDS Philosophy JFCN Politics, Philosophy and Economics MRJ/RKM Psychology, Philosophy and Physiology SAT Psychology SAT Veterinary Medicine SAT

25 2. SUBJECT DESCRIPTIONS

These brief sketches describe the essential features of some popular degree courses and offer lists of recommended reading. For more detailed descriptions, you should consult the Library and individual university prospectuses.

ART and HISTORY OF ART

For Art and Design courses UCAS operate two application routes, A and B. Information regarding deadlines is available in the UCAS handbook in the Art Department library and the main library.

The usual route to a degree in Fine Art is by way of an Arts Foundation Course (usually 1 year full-time). Application is made either by UCAS Route A or B but some London colleges still operate independently of UCAS and students are encouraged to check with colleges they wish to apply to as to the correct application procedure.

Entry Requirements: 5 GCSEs or 4 GCSEs and 1 A-level.

Most Foundation Courses prefer A-levels from 18 year-olds.

Students normally attend colleges offering Foundation courses in their home locality. LEAs will only offer travel and maintenance assistance for students who, in exceptional circumstances, have to travel to gain access to such a course. A Foundation Course will enable a student to proceed directly to a degree course. The Foundation Course enables students to try out subject areas and facilities previously not available to them at A-level centres. In most cases, the students spend a short time in each subject area: Graphic Design, Fashion Design, Fine Art, Three-dimensional Design, Photography, etc. Further information may be found in the Art Library.

Recommended Reading

History of Art A History of Italian Renaissance Art F. Hartt (Thames & Hudson)

General Survey A World History of Art H. Honour & J. Fleming (Macmillan) The Story of Art E. Gombrich (Phaidon) Modern Art : Impressionism to Post-Impressionism D. Britt (Thames & Hudson) An Outline of European Architecture N. Pevsner (Penguin) 26 BIOLOGY

Biology in combination with other A-levels can lead to university courses in Natural Sciences, Biology, Marine Biology, Microbiology, Physiology, Psychology, Zoology, Biochemistry, Parasitology, Ecology, Genetics, Botany and Human Science. However, the current trend is away from such ‘pure’ courses and towards more ‘applied’ courses such as Pharmacology, Food Science, Environmental Science, Cell Biology, Biotechnology, Pathology, Dentistry, Forestry, Sports Science, Veterinary, Applied Biochemistry and Applied Microbiology.

Most courses allow a great deal of flexibility in the choice of components to make up a degree and many universities offer combined or modular courses. Examples of such courses are Biology and Geology, Biology and Geography, Ecology, Conservation and Environment.

The Institute of Biology offers student membership at £20 per annum for A level students over 16 years of age. Their website http:\\www.iob.org has details of membership benefits, including an extensive careers section.

The list of choices is huge and potential applicants to university are advised to use the Careers library, and seek advice from the don who teaches them.

Recommended Reading

Wonderful Life: the Burgess Shale and the Nature of History Stephen Jay Gould (Hutchinson) The language of the genes : biology, history and the evolutionary future Steve Jones (Flamingo) The selfish gene Richard Dawkins (OUP) The blind watchmaker Richard Dawkins (Penguin) Scaling : why is animal size so important? Knut Schmidt-Nielsen (CUP) The trials of life : a natural history of animal behaviour David Attenborough (Collins) Lucy : the beginnings of humankind Don Johanson & Maitland Edey (Penguin) Introduction to animal behaviour Aubrey Manning (Arnold) An introduction to the study of man J. Z. Young (Clarendon) Life on Earth : a natural history David Attenborough (Collins) Private Life of Plants : a natural history of plant behaviour David Attenborough (BBC) Genome : the autobiography of a species in 23 chapters Matt Ridley (Fourth Estate) The Story of Life TRE (Richard) Southwood (OUP)

28 CHEMISTRY

A typical University course in a chemistry or chemistry-related degree will be made up as follows.

The first year will probably be split up into eight to twelve modules, three quarters of which will be concerned with pure chemistry with the aims of securing A-level knowledge and techniques, as well as laying the foundations for a wide variety of science-based degrees. The other modules will give an introduction to subjects such as biochemistry, geology, physics, computing and even a language. The content of the second and third years will depend on the route that the student now decides to take. For those electing to continue with pure chemistry the options will be determined by the area in which they wish to specialise in their third year. Whatever the choice, they will be expected to undertake some work in computer studies and the applications of chemistry in industry. Many universities offer degree courses that involves a further fourth year of chemical research – this results in an MChem degree, and is highly desirable particularly if the student wishes to pursue research in any of the chemical sciences.

All universities will offer a wide range of degrees ‘with chemistry’ for which a joint honours degree will be awarded. These may include: chemistry with business studies, chemistry with computing and chemistry with management studies. Most universities will offer a four-year course option. The extra year will either be spent gaining valuable experience in industry, or having a spell in Europe or possibly further afield. It is worth continuing with a language to keep this option open.

The demand for graduate chemists is high. In both industry and the public sector, there are opportunities in research and development, and for those who wish to link their chemistry with commercial and business skills, many openings exist in production management, technical service, marketing and sales. Further possibilities are in scientific journalism, publishing, and some graduates move into the finance-related professions. There is also a shortage of chemistry and science teachers!

Recommended Reading

The best preparation is to keep up to date with current ideas. The best source is New Scientist and possibly Scientific American. The Oxford Chemistry Primers series of books (OUP) is in the Library. They will give a good idea of 1st year University Chemistry.

29 CLASSICS, CLASSICAL CIVILISATION/STUDIES and ANCIENT HISTORY

There is a wide range of courses involving Classical subjects. For Classics itself, Latin is still expected; while Greek is not obligatory, it is obviously an advantage. All universities where Classics is offered, including Oxford and Cambridge, now include courses where beginners’ Greek is taught. Increasingly courses with beginners’ Latin are on offer, though the places available for such courses are relatively few and these are not designed for applicants from schools where Latin teaching is readily available. The traditional Classics course involving study of Latin and/or Greek remains the standard fare in many universities, but there is also a considerable number of popular Classical Civilisation / Classical Studies courses where no linguistic expertise is required and for which AS/A2 Classical Civilisation is an excellent preparation; some of these courses concentrate on the Classical world of Greece and Rome, but others range more widely through the Mediterranean and Middle East. What is common to all of the courses mentioned thus far is that students are given the opportunity to explore a broad range of topics from the period in question, including literary, historical, philosophical and artistic issues. Given the variety of courses available and the range of qualifications required by different universities, it is essential that anyone contemplating a study of Classics or Classical Civilisation/Studies approaches the Head of Classics (PWG) at an early stage to discuss their suitability for the intended courses.

Ancient History is also a very viable option for those who have studied any of the Classical subjects in the sixth-form, and Archaeology can usefully be approached from a study of Classical Civilisation.

In this age of modular courses, Classical subjects readily combine with a wide range of arts subjects. The most common combinations are Latin or Classics and Modern Languages, Classics and English, Ancient and Modern History, though many other combinations are possible and respected. Classical subjects are also a particularly useful preparation for studying non-school subjects at university such as Law, Oriental Studies or Philosophy.

Recommended Reading

The Oxford History of the Classical World ed. J. Boardman, (OUP) J. Griffin & O. Murray Love, Sex and Tragedy : Why Classics Matters S. Goldhill (Murray) Omnibus published twice-yearly by JACT

(Copies available from PWG)

30 DESIGN COURSES

There are a number of paths into the design world and candidates should think carefully about their particular strengths, ambitions and interests.

The most popular route into some of these degree courses is via a recognised one-year Foundation Course at a college of art and design. These courses are intended to provide a general training in the techniques necessary for expressing and developing ideas which are so important for success at degree level. The courses also give an opportunity for students to try several design disciplines before choosing a specialism.

Degree courses cater for all strands of design and at various levels of specialism. Some of the broad headings likely to be found are:

Multidisciplinary Courses These courses allow students to combine studies often on a modular system and may include elements of the specialist courses listed below.

Industrial Design Industrial design incorporates the production, marketing and use of a vast range of products, from small consumer durables to high-investment capital goods and from knives and forks to motor cars and fork-lift trucks. The value of well-designed products lies not only in increased sales but also in increased quality, added value and the enhanced satisfaction of the users.

Includes computer-aided design; design management; human factors in physiology and psychology; illustration; materials selection; model-making; production processes; professional practice; workshop practice.

Product Design These range from craft-based to mass-produced objects of all kinds. Some engineering courses also use the title of Product Design or Industrial Design.

Manufacturing Engineering Manufacturing engineering is the design and manufacture of equipment for manufacturing industries. Most courses suit the present and future educational requirements of manufacturing engineers and product designers.

Architecture An architect is someone who is trained to design buildings. This requires imagination, inventiveness and aesthetic sensitivity informed by historical precedent. It also demands an understanding of social needs, economic factors, production and procurement systems, natural and environmental sciences, technology, and information handling techniques - an almost unlimited range of factors act upon the architect, requiring an appropriately broad repertoire of skills and techniques. But central to this activity is the design process itself, a blend of logical thinking, creativity and judgement, acquired through practice and experience.

Computing A typical degree course in computing will aim to:- provide the rigorous knowledge and skill-base essential to the computing and IT professions and comprise a common compulsory core of Computer Science modules.

Module options available in the final year of the programmes enable students to tailor their own degrees individually through the selection of advanced topics. 31

32 Automotive design As an automotive designer you will be capable of taking a customer’s requirements, creating innovative concepts and developing these into viable manufactured products. During an automotive course you will be given the opportunity to design elements of vehicles such as power-train and suspension systems, as well as devising total vehicle concepts for a wide range of applications, such as cars and off-road, commercial or military vehicles. You will also develop the skills and attitudes to enable you to work effectively in a modern multi-discipline design team.

Electronic and Electrical Engineering The revolutions taking place in mobile communications and the Internet are just two examples of areas of technology which are set for unprecedented growth. To meet this, our courses have been developed to cope with the challenges of the new millennium.

Other Degree courses in this area:- Electronic and Electrical Engineering Electronic and Computer Systems Engineering Systems Engineering Communications Engineering Computer Network and Internet Engineering Electronics and Software Engineering

And numerous other variations . . .

Mechanical Engineering Mechanical engineering is the broadest of the engineering disciplines and will offer you a wide choice of careers in industry. Mechanical engineers are at the heart of the design, manufacturing and process industries. They have a fundamental role in the provision of all of our day-to-day needs: electricity, gas, water and medical care. They design and manufacture products ranging from microcomputers to machine tools and work extensively in the aerospace and automotive industries.

In carrying out their roles, mechanical engineers work closely with other professionals. They work with civil engineers on large construction projects, like the Channel Tunnel, with electrical engineers on the manufacture of domestic appliances or large electrical machines and with chemical engineers in producing a range of manufactured goods from pharmaceuticals to petrochemicals.

Interior Design This includes exhibition and museum or retail display and set design for theatre, film and television. Courses are sometimes called Three Dimensional Design.

Graphic Design Graphic design is a very wide category and includes courses in packaging, advertisement, book and magazine design, typography, photography, film, video and television design and animation, computer graphics illustration and print making.

Textile Design These courses deal with woven printed and knitted textiles together with all soft furnishings. The emphasis on constructional techniques and manufacturing processes can vary greatly.

Fashion Design This is often combined with textile design and includes all types of clothing, footwear and fashion accessories. As with textile design, the technological, marketing and business content of these

33 courses varies.

34 Silversmithing and Jewellery The word “jewellery” refers to a broad range of personal ornament, from the inexpensive, ephemeral and fun to the precious, lasting and sophisticated. Equally, the products embraced by the term “silversmithing” range from commissioned sculptural objects to inexpensive cutlery and mass-produced souvenirs.

Furniture Design ‘Furniture’ is defined here as virtually any ‘environmental product’ for domestic, commercial or institutional use. This includes lighting, interior fittings and special furniture for particular needs.

Interior Design Interior design is the link between architecture and the users of space. It modifies the relationship of people to spaces through scale, colour, light, texture, acoustics and materials. Successful interior design will excite, inform, inspire, reassure, or relax in a way that is appropriate to the needs both of the space and of the users.

Theatre Design In creating the context for performance, theatre designers need a combination of artistic and technical capabilities in order to make the performance visually credible. The ability to get inside a play or opera conceptually has to be linked with the ability to make ideas work practically. This link, which develops differently in different individuals, requires broad and deep study if it is to mature.

Ceramics with Glass The wide range of career opportunities in ceramics and glass is reflected in the experiences provided by the specialisation and the spectrum of products. These include not only studio and industrial ware, but also architectural and stained glass, garden accessories, lighting and tiles.

Landscape Architecture Landscape Architecture covers the relationship between man, culture and nature. The land we live on has been formed by the interaction between natural factors and human settlement. Our task is to continue the process, allowing the balance and imagination of what has gone before to inspire fresh design in the evolving pattern - buildings and cultivation fitting together with the underlying dynamics of the place.

Reference Material Copy of the Art and Design Directory 2008 in the Design and Technology Department.

35 DRAMA / THEATRE STUDIES

People who choose to study Drama at degree level (or similar) tend to fall into two categories: those who already have a strong sense of vocation and wish to work in the professional theatre or television, and those who are less clear about their specific career goal but wish to pursue a degree course in an Arts subject in which they already have an interest. Obviously the emphasis on communication within many of these courses will stand people in good stead for a variety of different careers.

There are various types of courses on offer within different kinds of institutions; the choice is complicated by the fact that many Drama schools (traditionally where the vocational courses are taught) now offer academic degree courses alongside their own diplomas, whilst some universities offer degree courses in Performing Arts, often with a significant practical content!

If someone has a very clear sense of vocation and no desire to “keep their options open”, Drama School is the route most respected by the professional theatre. University graduates do go on to become actors, directors and so on, but in most cases they will also have done a post graduate course at Drama School. The one exception to this is Oxbridge, which has supplied plenty of examples of people moving directly from university into the worlds of theatre, film and television. (Some, like Imogen Stubbs for example, still choose to supplement their Double Firsts with a post graduate stint at RADA!) Drama schools offer a wide variety of approaches to training and students would be wise to study prospectuses with great care as well as taking expert advice. Entry is by audition and interview (academic results are not the main criterion) and competition for places at the good schools is extremely fierce.

Likewise, Drama courses at universities vary widely in terms of content and the breakdown of theoretical and practical components within them. It is a very popular subject at degree level, both as a Single Honours course and as part of a Joint Honours one – the most common combination is with English. Pupils can expect to be asked for high grades, amongst which would be Theatre Studies and/or English.

Recommended Reading

The Guide to Drama Training in the UK Sarah Duncan

36 ECONOMICS

Economics is a subject with influence, forming opinions and changing society. It is concerned with how people tackle society’s basic economic problems: scarcity of resources, inflation, unemployment, inequality of wealth, standards of living. These are real problems that can affect every one of us, and economists claim to have some of the answers.

Economics is an intellectually demanding, practical social science, fundamental to our understanding of society. It is not, however, an exact science because, although different economists may agree on the nature of a problem, they will rarely agree on the solution.

Your study will involve a wide range of complementary subjects, such as history, politics, sociology and geography, and there are enough courses on offer for you to decide where you would like the emphasis to lie. Common to all courses is a thorough grounding in economic theory, which is essential before you can go on to examine the contemporary issues of industrial, social and economic policy. Most courses also offer you the chance to learn quantitative skills, statistical and analytical techniques and to make extensive use of computer learning.

A good pass at A-level Mathematics is usually required because at degree level competence in mathematical techniques is expected.

The content of courses varies widely and most enable you to choose from a wide variety of options in the final year. Typical are forecasting and planning, public finance, econometrics, international trade, economic history and monetary theory, among others. A few institutions also offer a sandwich year.

Economics may be studied on combined courses with languages, politics, law, geography, maths, computing, accountancy, sociology and many others, including journalism. There are specialist degree courses in agricultural economics and political economics. If economics interests you, you may like to consider these courses too.

Economics graduates are very successful in finding jobs. This is probably because of the multidisciplinary nature of the subject and its insistence on a precise and logical approach to problem- solving.

The majority of economics graduates go into a wide range of jobs, from marketing to social work. Financial careers like accountancy, banking, insurance, stockbroking and investment analysis are particularly popular. Grade requirements are high because of the popularity of courses.

Recommended Reading

Freakonomics Stephen D Levitt (Penguin) Why Globalisation Works Martin Wolf (Yale UP) The Armchair Economist Steven Landsberg (The Free Press) The Undercover Ecomomist Tim Herford (Little, Brown) The State We’re In Will Hutton (Vintage) Keynes in the 1990s Michael Stewart (Penguin) The World We’re In Will Hutton (Little, Brown) Sex, Drugs and Economics Diane Coyle (Texere, NY) The Truth about Markets John Kay (Penguin) The Corporation Joel Bakan (Constable) Rise and Fall of Monetarism David Smith (Penguin) Almost Everyone’s Guide to Economics J.K.Galbraith & N.Salinger (Penguin) and 37 any quality newspaper!

38 ENGINEERING

If you are interested in studying Engineering, speak in the first instance to KAM. You might also speak to ISY who read Engineering at Oxford, or DJP who read Engineering at Durham.

There is a very wide range of Engineering courses and universities from which to choose.

Some course start out as General Engineering courses and then specialise in the later years. Other courses are specialised from the outset.

Don't apply for a specialist course without knowing exactly what to expect of the course. Specialist areas include Civil, Mechanical, Aeronautical, Production, Chemical, Electrical and Electronic Engineering.

There are increasing numbers of courses that offer Engineering linked to another subject such as Business Studies or European Studies, some including time spent abroad.

Course formats consist of either 3 or 4 years at university, or sandwich courses which offer a mix of university and time spent in industry. Industrial sponsorship is also worth considering, although the process is very competitive and may involve some future commitment to the sponsor. Deferred entry is not always popular with admissions tutors unless it contains an element of industrial experience.

Entry grade requirements vary considerably, but because of the technical nature of the subject A-level Mathematics and preferably Physics should form the basis of any application. Further Maths will also be invaluable particularly for the more well known universities. It is virtually essential for Oxford and Cambridge.

In considering a course in Engineering it is particularly important to talk to engineers and visit industry to find out exactly what is involved as there are still many misconceptions about its true nature. The library journal 'Engineering' will guide information on current engineering practice and there is a considerable amount of useful information on the internet, some of which can be accessed at sites shown below.

Engineering Council • http://www.engc.org.uk • This site has information on all aspects of engineering and, in particular, information on Engineering Institutions and their Web Sites, Neighbourhood Engineers, Women into Engineering and Science (WISE), and Young Engineers in Britain.

SETNET • http://www.setnet.org.uk • SETNET is a network of established SETPOINT web sites in different regions of the UK and aims to establish access to comprehensive information about science, engineering, technology and mathematics. It will be particularly beneficial to schools and teachers. This site contains the contact details of regional SETPOINT centres.

Year in Industry • http://www.yini.org.uk • For students wishing to take a year out in industry, details of these opportunities are on this web site.

Recommended Reading

A Short History of Nearly Everything Bill Bryson (Doubleday) Stepping Stones : the making of our world Stephen Drury (OUP) Discovering Landscape in England and Wales A. Goudie & R. Gardner (Allen & Unwin) Human Impact on the Natural Environment Andrew Goudie (Blackwell) A Guide to the End of the World : everything you never wanted to know Bill McGuire (OUP) The Hidden Landscape Richard Fortey (Pimlico) Longitude Dava Sobel (Fourth Estate)

42 GEOLOGY

Geological Science courses at University are generally modular, allowing students to choose from a wide range of subjects which may be specific to a geology degree, or be of a more general scientific nature. This enables the student to tailor the course to their own particular interests, ultimately leading to a qualification in Earth-science related subjects such as Environmental Geoscience, Geophysical Sciences, Geography/Geology (to name but a few), as well as straight Geology.

Most courses are either three years (leading to a BSc), or four years (MGeol, Master in Geology, or MSci, Master in Science), allowing a diverse range of subjects to be studied. An individual fieldwork project is usually undertaken in the summer of the 2nd year of a straight Geology course, although for other Geology-based courses this may involve less field- and more laboratory work. In either case, considerable emphasis is almost always given to continuous assessment of coursework projects. A-level entry requirements for Universities that Radleians should consider are normally in the order of ABB – BBC, to include at least two sciences (which could include Geology). Earth Science Modules at Cambridge form part of the Natural Sciences Tripos, and for both Oxford and Cambridge, a strong background in science and maths is required.

For a career as a geologist in the oil industry, a postgraduate degree is normally essential, although the quarrying/aggregates industry, engineering geology, and overseas mining companies (such as Anglo-American) will consider those with a first degree in the subject.

However, a degree in Geology is now seen as very useful outside the profession itself. Realising that many of their undergraduates are unlikely to become professional geologists, Universities have tailored their courses appropriately, using the subject as a way of teaching so-called “transferable skills” such as use of IT, team work, independent study, making presentations and writing reports.

Recommended Reading

The Earth: An Intimate History Richard Fortey Tribute! Richard Fortey The map that changed the world: William Smith and the birth of Modern Geology Simon Winchester High Tide: News from a warming world Mark Lynas The Weather Makers Tim Flannery Collins internet-linked dictionary of Geology

43 HISTORY

Reading History at university has prepared students for a great variety of occupations from lawyer to teacher to banker to journalist. In other words, the study of the past develops powers of analysis, argument and organisation which are vital for a large number of careers and are sensible goals in themselves.

The variety of courses available provides an admirable choice for the historian who may wish to study his subject in connection with other disciplines such as politics, economics or modern languages or, if the student desires, a straightforward history course. As universities have moved over to modular courses, the variety of periods and themes available is becoming almost infinite.

Most universities allow the student to investigate a number of world cultures across a series of time scales and a large degree of specialisation, involving an element of original research using contemporary documents and other sources, is now a feature of most courses. Examination of political, economic, religious and social themes will be encountered to a greater or lesser extent, depending on the university. What should be noted is the great variety of opportunities and selection now available to those who wish to deepen and broaden their knowledge and understanding of the past.

History courses, particularly at leading universities, are highly competitive: AAB/AAA offers are becoming the norm. Students interested in studying History at university should also consider Ancient History, Medieval History and joint honours courses, for which standard offers may be somewhat lower.

Recommended Reading

Clearly, there can be no single book, nor a complete list of recommended reading. A genuine enthusiasm for the subject, reflected in extra reading (biographies of leading statesmen, texts from outside prescribed A Level reading) should be encouraged. Some introductory books on the broader historical issues are:

What is History? E.H. Carr (Penguin) The Pursuit of History J. Tosh (Longman) Re-thinking History K. Jenkins (Routledge) In Defence of History R.J. Evans (Granta) Studying History 3rd ed J. Black & D.M. MacRaild (Palgrave)

44 LAW

Applicants to read Law at the top universities (including Oxford, Cambridge, Bristol and Durham) are required to sit an entrance test known as the LNAT. This is a multiple choice test which functions as a screening test for the huge number of applicants to Law courses. Candidates must register online to take this test in September. More and more universities will require this test to be taken. The key skill sought is reasoning ability; the Critical Thinking course followed by all boys in 6.1 is a useful preparation for this test, although it is designed to negate any advantage gained by practice and preparation.

Law is nationally the third most popular degree course choice: at Bristol for example there are typically 3000 applicants for 140 places of whom 1500-2000 already have, or have been predicted to achieve, straight A grades.

Law courses have more in common at different institutions than many other subjects.

The British professional associations which regulate entry to the legal professions – solicitor and barrister in England and Wales, advocate in Scotland – give exemptions from part of the required professional training to graduates whose degrees have covered certain ‘core’ or ‘professional’ subjects.

In England and Wales the core subjects are: land law, trusts, contract law, tort, criminal law and constitutional and administrative law; European community law is an increasingly common element of a Law course. These satisfy both professions. In Scotland, the Law Society and the Faculty of Advocates both insist on 11 common subjects and another two subjects each.

A law degree is a good preparation for a range of careers; it is not simply a professional training course. As an academic discipline, teaching you to reason, approach and resolve a problem logically and express yourself clearly, it is a marketable qualification. Legal knowledge is invaluable in areas such as the public sector, social services, accountancy, business management, company secretaryship and personnel work.

The teaching methods used make most law graduates good communicators. As well as attending traditional lectures and seminars, you would be expected to read widely and to take part in ‘moots’ – debates conducted under courtroom rules.

Most single degree courses concentrate on the six core subjects but also offer you a range of options from which you choose six or seven to study. Many of these have a legal focus, such as family or EU law, but wider topics such as sociology of law or civil liberties are also offered. Several single Law courses allow the inclusion of a subject from a different department, and law may be studied as part of a joint degree – often with politics, economics, accountancy or a language. However, not all joint degrees include the core subjects.

About one-third of the universities, including all the Scottish ones, prefer you to have no previous knowledge of law before entering a degree course. Hence, any combination of A-levels is usually acceptable. Inevitably, grade requirements are high, though Law courses are offered by many of the ‘new’ universities. Check that they cover the stipulated ‘core’ subjects, as described above. Consider also such courses as Law in Society, for which entry is less competitive but contains many of the core subjects.

A university lecturer in Law says: “We always welcome good students, irrespective of their educational background, and in particular, we are looking to recruit good linguists for our Law with French/German/Italian/Spanish LL.B degrees. Our target is to recruit approximately one third of our annual intake onto these courses. Of course, it goes without saying that those with an interest

45 in English language and literature are always welcome in the law as well.”

46 Useful introductory books about law

With all of these, make sure you have the most recent edition; some have been reissued a number of times.

An Introduction to Law P. Harris (Weidenfeld & Quite a user-friendly introduction. Nicolson)

The Law Machine M. Belins & C. Dyer (Penguin) A readable and critical account of the legal system for lay persons.

Understanding the Law Judge Rivlin (OUP) A more recent, and very readable, introduction to the law and legal systems.

Learning Legal Rules J.A. Holland & J.S. Webb (OUP) A useful guide to legal thinking.

The Idea of Law D. Lloyd (Penguin) A simple and fairly enlightening lay person’s introduction to what law is and some of the various theories about the nature of law. Quite old but not out-of-date.

Learning the Law G. Williams (Thomson) A well-respected introduction of long standing.

Law, Liberty and Morality H.L.A. Hart (OUP) A fairly serious work; probably only for the very bravest and brightest candidates.

47 MANAGEMENT STUDIES / BUSINESS STUDIES

Business activity is “everywhere”. Many good business people do not have degrees, ie the qualities for success are not necessarily academic. It is feasible to specialise in business after a degree course, with professional qualifications, a master degree (MBA - often paid for by the employer!) and on-the-job training.

A word of warning about business/management courses - titles of courses are not always an accurate indicator of the nature of the course! It is essential to read the small print in the university prospectuses to find out exactly what it is you are letting yourself in for. Courses can be specialised (eg accountancy), combined (eg business and management, business studies and French etc), modular, include a foundation year, and/or be international with a year abroad.

Business Studies courses can cover all sorts of areas - accounting, finance, banking, insurance, economics, commercial law, personnel, human resource management, industrial relations, marketing, PR, corporate communications, purchasing, sales, retailing, politics, languages, IT, technology management, manufacturing, management, statistics and operational research . . . Again, it is important to stress the need to read the details about each course, because they do vary greatly from university to university.

Management courses tend to focus on the role of the manager - how to encourage and motivate staff, how to make effective use of resources, making decisions, and dealing with revenue. A good manager analyses problems and how to deal with them, manages (ie carries decisions through) and is enterprising, creating business opportunities.

Within an organisation there are usually operations management (day-to-day business activity), marketing (linking the company to its customers), financial management (dealing with money, often accountants), informations systems management (computing and communications) and strategic management (responsibility for the top managers and directors).

When choosing a business/management type of course, it is worth considering the course content, the style of the course, the teaching and assessment methods used on the course, the entry requirements (can vary from AAA to DD), post-degree employment prospects and any exemptions from professional exams that may be gained.

To get on to a business/management course the qualities needed are the ability to show “business know-how”, a commercial interest, strong numeracy and problem-solving skills and good communication skills. In interview situations, students should be able to demonstrate knowledge of business and economic events, especially on topical and controversial current affairs issues. Relevant work experience is particularly helpful.

Recommended Reading

Regular reading of a quality newspaper, especially the Financial Times Business journals (eg The Economist) Listening to the Radio 4 Today programme Watching current affairs programmes on TV

Anything that helps students accustom themselves to business world “jargon”

48 MATHEMATICS

A variety of Mathematics based degree courses is on offer at every university in the country. In most cases a common foundation core is undertaken with options into areas as diverse as logic, astronomy, graph theory, computing, statistics, operations research, . . . developing as the course progresses. It is possible to opt immediately for a course in a specific area of Mathematics such as statistics or operations research at some universities at the time of application.

Standards vary enormously. Oxford, Cambridge and Warwick require straight As at A-level and are beyond the reach of anyone who has not studied Further Maths. Nottingham is also popular. But one can read Maths at some of the old universities on as little as two Ds at A-level – one being in Single Maths. Nationally, places on degree courses outweigh demand.

Traditionally, Mathematics has been a three-year course, but four-year courses are becoming more popular. Also on the up is the number of modular courses which often allow for the study of Maths in combination with other loosely-related subjects.

Recommended Reading

Fermat’s Last Theorem : the story of a riddle…* Simon Singh (Fourth Estate) Uncle Petros and Goldbach’s Conjecture* (Greek title: O Theois Petros kai Eikasia tou Goldbach) Apostolos Doxiadis (Faber) Alice in Numberland. (Out of print but copies are in the Library) John Baylis & Rod Haggarty (Macmillan) A Number for your Thoughts Malcolm Lines (Hilger) Fundamentals of Mathematical Analysis Rod Haggarty (Addison- Wesley) Does God Play Dice? Ian Stewart (Penguin) From Calculus to Chaos D.J.Acheson (OUP) The Code Book Simon Singh (Fourth Estate) 1089 and All That David Acheson (OUP) Numbers and Proofs R.B.J.T.Allenby (Arnold) What is Mathematics? R.Courant & H.Robbins (OUP) Mathematics: the New Golden Age Keith Devlin (Penguin) Journey through Genius William Dunham (Wiley) Oxford Figures : 800 years of the mathematical sciences J. Fauvel, R. Flood & R. Wilson (OUP) A Mathematician’s Apology G.H.Hardy (CUP) Makers of Mathematics Stuart Hollingdale (Penguin) A Concise Introduction to Pure Mathematics Martin Liebeck (Chapman & Hall) From Here to Infinity Ian Stewart (OUP) The Penguin Dictionary of Curious and Interesting Numbers D.G.Wells (Penguin) The Penguin Dictionary of Curious and Interesting Geometry D.G.Wells (Penguin) Mathematical Circus Martin Gardner (Penguin) Mathematical Carnival Martin Gardner (Penguin) Five Golden Rules John L. Casti (Wiley) and others depending on interests. (Most are not intended for reading cover to cover!)

* highly recommended

49 MEDICINE

UCAS application must be before 15th October; you are advised to apply early.

You are only allowed to apply to four of the thirty-one medical schools and your choices for two “insurance” non-medical courses will not prejudice your application. Medical schools have revised their A level requirements in the light of Curriculum 2000 and are encouraging a breadth of subjects. You should have strong GCSEs (predominantly A*s and A grades) and your p§redicted A level grades should be at least an A and 2Bs and a grade B in a free-standing AS. Applicants to Oxford, Cambridge and UCL Imperial have to sit the BMAT exam in November (see www.bmat.org.uk). Most other Medical Schools require the UKCAT to be taken by the end of September. See www.ukcat.ac.uk.

There is no prescribed combination of A levels for Medicine; only Chemistry is compulsory. An increasing number of leading medical schools also require Biology. Some suggest Physics or Maths is useful. N.B. Maths and Further Maths will be counted as only one A level for offers; an AS or A level in an academic arts subject is positively encouraged. (Pre-med courses are available but are aimed at exceptional arts-A-level-only candidates.)

A string of A grades at GCSE and A level is no guarantee of a place at medical school. Evidence of your vocation, enthusiasm and suitability must also be apparent in your UCAS form and at interview.

Web-site links to every UK medical school can be found at: www. medschoolguide.co.uk

Initial training takes five to six years, with at least three years further training. Specialisation takes even longer. Your timetable will be full and the majority of students greatly underestimate the amount of work they have to do. There will be a large amount of practical work in the laboratory and on the hospital ward. Your holidays will be cut after the first two years and you will have to work some evenings and weekends.

It is hoped that you will have made a definite decision to study Medicine by June of your year in V1.1. SAT runs a Medical Society meeting in central hours. The Biology Department has a variety of resources and contacts that will be useful.

It is compulsory for all medical students to have been vaccinated against hepatitis B before entry to medical school. Anyone who is a carrier of hepatitis B will have to demonstrate that they are not infectious.

Recommended Reading

The New Spaniards John Hooper (Penguin) Class, codes and control Basil Bernstein (Routledge) Mythologies Roland Barthes (Vintage) Mimesis Erich Auerbach (Princeton UP) France Today John Ardagh (Penguin) Germany and the Germans John Ardagh (Penguin) The French Language: an introductory guide Colin Boswell (Runnymede) Linguistics David Crystal (Pnguin) Language made plain Anthony Burgess (Fontana) or A mouthful of air Anthony Burgess (Hutchinson) Language and linguistics John Lyons (CUP) Keywords Raymond Williams (Fontana) France 1848 – 1914. (3 vols.) Theodore Zeldin (OUP) Encyclopedia of Contemporary French Culture ed. Alex Hughes & K. Reader (Routledge) Encyclopedia of Contemporary German Culture ed. John Sandford (Routledge) Encyclopedia of Contemporary Spanish Culture ed. Eamonn Rogers (Routledge)

Novels by Balzac, Flaubert, Stendhal, Marquez, Thomas Mann, Borges, Kafka, etc.

51 MUSIC

In general, undergraduate music courses are principally academic – certainly this is true in terms of Oxbridge. Music is studied analytically and historically and as compositional technique. The majority of undergraduates are excellent performers and can offer a performance as an option in their final exams. Performance is generally not taught as part of the undergraduate course in most universities though some will provide (limited) funding for instrumental/singing lessons for talented performers.

Broadly speaking, restricted areas of music are studied in depth, so that undergraduates may acquire skills and techniques which then can be applied in other contexts. A basic common core of study runs through all three years – history, analysis and compositional techniques. At the same time, there is an opportunity to specialise in studies, enabling undergraduates to develop their own particular interest and talents – such as composition, detailed historical study, editing, analysis, electro-acoustic music, ethno-musicology, music technology, etc.

Some universities offer entire courses in Music Technology or related disciplines (e.g. Commercial Music). These courses often require Music A level. These typically combine practical experience in recording studio work with skills such as arranging, composing, performing, acoustics, electronics, and an introduction to how the music business works. The best known course is the Tonmeister course at the University of Surrey. Sandwich courses, with a year spent working in the recording industry, are particularly valuable.

Oxbridge and a number of other institutions offer instrumental, choral and organ awards. In provincial universities this is often tied to cathedrals or significant parish churches (eg Leeds). There are also courses of study available at the various conservatoires (eg Royal College of Music) which can be part of a joint degree (eg RNCM and Manchester; RCM and Imperial College).

For a talented instrumentalist who wishes to read music at university it is worth considering a conservatoire post-graduate course of study.

Members of the Music Department are happy to advise on potential combined courses and career options beyond higher education in music.

52 ORIENTAL STUDIES

You do not need to be a language specialist to do some of the courses. A-Levels in history, classics, politics, economics or languages will all be useful. Most of the courses are quite challenging and because of the esoteric nature of the subject and the expense of maintaining specialist teachers, tend to be concentrated in the older, more traditional universities: only Cambridge, Oxford and SOAS maintain full Oriental Studies faculties. Other courses are scattered through languages departments or, for ancient studies, as a very small subset of archaeology, classics, history or history of art departments. Most students go into this field because of a passionate interest in the subject. This makes each university department a very rewarding environment to work in. You will also meet people from a diverse range of cultures.

Oriental Studies graduates are highly regarded because they have invariably demonstrated self- motivation in their choice of subject, particularly students of ancient cultures, such as Assyriology, Egyptology or the Indian sub-continent. Specialists in the languages and cultures of the contemporary Middle East, whether Arabic or Hebrew, and of the fast-growing economies of China and the Far East are highly sought after. There are opportunities for such graduates in journalism, banking, business and the civil service.

Universities which offer courses: • Cambridge: Faculty of Asian and Middle Eastern Studies offers contemporary languages; Faculty of Archaeology and Anthropology (from 2008) Ancient Near East (Assyriology) and Egyptology • Cardiff: classical Hebrew • Durham: Arabic, Persian, Turkish, Chinese, Japanese, Far Eastern Studies • Edinburgh: Arabic, Chinese, Japanese, Persian • Exeter: Arabic • Leeds: Arabic, Chinese, Japanese • London SOAS: offers the widest range of African and Asian languages in the UK, including Hausa, Somali, Zulu, Nepali, Malay; Ancient Near East • London UCL: offers Ancient History with Egyptology as a course in the History, Archaeology and Classics Faculties • Manchester: Arabic, Hebrew, Persian, Turkish, Middle Eastern languages • Newcastle: Chinese, Japanese • Nottingham: Chinese • Oxford: Oriental Studies Faculty offering most contemporary languages; Egyptology; Jewish Studies; Sanskrit • St Andrews: Arabic • Sheffield: Chinese, East Asian Studies (Japanese, Chinese, Korean)

Recommended Reading

The Story of Philosophy Bryan Magee (Dorling Kindersley) A History of Western Philosophy Bertrand Russell (Allen & Unwin) A History of Philosophy. (9 vols) ed. Frederick Copleston (Continuum) 58 Language, Truth and Logic A. J. Ayer (Dover) Wittgenstein’s Poker David Edmonds & (Faber) John Eidinow Bad Thoughts Jamie Whyte (Corvo Books Ltd)

PHYSICS

Physics is the study of energy and matter and the ways in which they interact. You will study forces, mechanics and fields, quantum mechanics, cosmology and particles as fundamentals of your course. Also included will be the behaviour of materials in the solid, liquid or gaseous state under different temperatures, pressures and other physical conditions. Physics finds modern applications in semiconductors, transportation, optics, telecommunications, seismic studies and medical physics.

If you haven’t got a good grasp of maths, you will find physics impossible.

All degree courses cover the fundamentals of maths and physics in the first year. You will undertake a lot of laboratory work, which can lead to short research projects in your final year. Another subject you will have to get to grips with is statistical analysis for use in looking at experimental error. You will find the research interests of the department reflected in the undergraduate courses. Look carefully at the course contents and you could find yourself studying meteorology, electronics, computer science, laser technology, astrophysics or theoretical physics. If you are interested in applying physics to modern industrial processes, choose an appropriate applied physics course.

There are ample opportunities to study physics with another subject in a joint degree. Chemistry, maths, geology, electronics and metallurgy are some. They do not necessarily have to be science subjects and you can find joint courses with philosophy, music or management science. Your course will give you training in skills such as problem-solving, numeracy, practical experimentation, data interpretation and analysis, all of which are much in demand in the employment market place, and in areas such as accounting and general management. There are limited openings for physics graduates in the popular careers such as astronomy, relativity or nuclear physics, and there is no ‘physics’ industry as such. However, there is plenty of scope if you look at research and development in industries such as electronics, oil, gas, electricity, materials technology, computing and software. In fact, many physicists find jobs as investment bankers and financial analysts in the City. In any of these occupations you will have the opportunity to develop the skills you acquired as an undergraduate.

Recommended Reading

In Search of Schrödinger’s Cat John Gribbin (Corgi) Relativity for the Layman James Coleman (Penguin) Big Bang Simon Singh (Fourth Estate) The New Cosmic Onion Frank Close (CRC Press Inc) The elegant Universe Brian Greene (Vintage) Thinking Physics Lewis Carroll Epstein (Insight Press) The fly in the Cathedral Brian Cathcart (Farrar Straus G.) Quantum Jim Al-Khalili (Weidenfeld)

59 POLITICS and GOVERNMENT

The study of politics will guide you towards a critical analysis of political systems, concepts and ideas.

Politics is introduced in the first year. The course is often combined with introductory courses in economics, history and sociology plus a significant variety of other subjects from Art History to Law, and you may be able to postpone your final choice of degree scheme until the end of the first year, when you decide whether to take a single or joint honours degree.

Courses in political theory and political analysis are usually compulsory in the second year. In political theory you will explore some of the philosophical issues and meanings behind concepts such as democracy, liberty and equality. You will also study the writings of classical theorists, including Hobbes, Locke, and Marx. Political analysis focuses on the different methods and approaches used by political scientists in empirical research, and considers issues such as questionnaire design, interviewing techniques and the elimination of bias.

Any course you take in politics will include the study of the British political system. If you wish to specialise in this area, some degree schemes offer a compulsory course in British politics in the second year which you can follow with an optional course in your third year. The courses tackle problems such as the nature of British party politics, the power of the prime minister and the role of cabinet government, the causes of Britain’s economic decline and its impact on the political system. The study among other areas of local government is usually a separate optional course.

A central focus in the study of politics is the analysis of other political systems and a comparative government course is often compulsory in the second or third year. You may choose another two or three options from topics like international relations, political sociology, politics and technology, political movements and violence, and 20th century political history. There will be a project in the second and third year which contributes towards the final degree mark.

The development of critical powers and the ability to decipher arguments is an important asset in many careers. In Britain, politics students have found careers in all areas of central and local government, journalism, teaching, commerce and industry. Postgraduate study is difficult owing to financial cutbacks in social science research. Grade offers tend to be high given relatively small departments and high popularity, and Politics combines well with a broad range of vocational courses (law, accountancy, etc.).

Recommended Reading

For a general overview of the study of politics:

Politics: A Very Short Introduction Kenneth Minogue (OUP) Introduction to Politics Geoffrey Ponton & Peter Gill (Blackwell)

For a very good overview of the study of political philosophy:

Contemporary Political Philosophy Will Kymlicka (OUP) Political Ideas David Thomson (Penguin)

For insights into US and UK politics:

The Hidden Wiring Peter Hennessy (Indigo) Bush at War Bob Woodward (Simon& Schuster)

60 Blair’s Wars John Kampfner (Free Press)

61 PSYCHOLOGY

Undergraduate psychology courses draw their students roughly equally from those who have studied ‘arts’ and ‘science’ A-levels and students from each background seem to cope equally well, but most courses have a statistical element which requires some mathematical facility.

Psychology can be studied as a subject in its own right or as part of a joint honours course. These joint honours courses are usually more demanding and certainly not a softer option than the single subject. Oxford’s Experimental Psychology course is very science-oriented and has a rigorous written test.

Most psychology courses contain common elements including a study of:

The brain Behaviour Learning and memory Perception Human information processing Social behaviour Developmental psychology Individual differences Language and communication Mental and psychological disorders

Many courses are experimental in their approach.

A boy considering psychology as a university course should have a keen interest in the behaviour of those around him, social interactions and motivations, and in how he and others learn. Introductory holiday courses are available for those considering this degree.

A first degree in psychology can lead to further study and entry into Clinical Psychology, but also into a wide range of careers in Marketing, Advertising and Commerce.

Recommended Reading www.bps.org.uk/index.cfm

Textbooks: One of the following will provide a broad background to the subject:

Basic Psychology Henry Gleitman (Norton) Atkinson & Hilgard’s Introduction to Psychology ed. Edward E. Smith (Wadsworth) Foundations of Psychology: an Introductory Text Nick Hayes (Thomson)

Interesting or popular background reading:

Games People Play Eric Berne (Penguin) Body Language Allan Pease & Peter Cox (Sheldon) Talk Language Allan Pease (Pease Training) Your Memory: A User’s Guide Alan Baddeley (Multimedia Textbooks) Oxford Companion to the Mind ed. Richard L. Gregory (OUP) The Language Instinct Stephen Pinker (Penguin) The Human Brain Susan Greenfield (Weidenfeld & N.) The Man Who Mistook his Wife for a Hat Oliver Sacks (Pan)

THEOLOGY and RELIGIOUS STUDIES

There is a great variety of courses available at a wide range of universities, but it is important to decide whether you wish to study Theology OR Religious Studies, since the emphasis can be very different. Some universities, especially the long established ones, specialise in the more traditional discipline of Theology, which is based on a close study of the Christian tradition and its Jewish background, and which therefore involves a core study of the Bible, Christian doctrine and the history of the Church, though there is also an increasingly wide range of course options to select from.

Other universities, especially the newer ones, tend to emphasise Religious Studies, and their courses will look at the phenomenon of religion – its practices and beliefs – across the world, and will therefore give considerable attention to the major world religions, along with a study of the sociological, philosophical, political and ethical issues raised by religion.

It is not necessary to have studied this subject at A-level, and it is definitely not a subject limited to aspiring clergymen! Because of the breadth of study involved, which also makes it one of the most interesting degree courses available, graduates in Theology and Religious Studies find employment in many different professions, and the number finding employment on graduation is significantly higher than the average for all degree subjects.

Recommended Reading

The Living World of the Old Testament Bernhard W. Anderson (Longman) Invitation to the New Testament W. D. Davies (SPCK) Invitation to Theology David Brown (Blackwell) A History of Christianity Paul Johnson (Penguin) The Gospels and Jesus Graham N. Stanton (OUP) The Puzzle of God Peter Vardy (Flame) The Puzzle of Ethics Peter Vardy & Paul Grosch (Flame)

63 VETERINARY MEDICINE

UCAS application must be before 15th October; strong applicants apply early.

You are only allowed to apply to four of the seven veterinary schools and your choices for two “insurance” non-medical courses will not prejudice your application. Vet schools have revised their A level requirements in the light of Curriculum 2000. You should have strong GCSEs (predominantly A*s and A grades) and your predicted A level grades should be at least 2As and a B and a grade B in a free-standing AS. Applicants to Cambridge and Royal Veterinary School (London) have to take the BMAT exam in November (see www.bmat.org.uk).

The minimum required A levels are Chemistry, Biology and one other academic subject (preferably a science: Physics and/or Maths) at A level.

A string of A grades at GCSE and A level is no guarantee of a place at vet school. Evidence of your vocation, enthusiasm and suitability must also be apparent in your UCAS form and at interview. You may also be asked to provide references from your work experience.

Your first two or three years will be spent studying the pre-clinical subjects of anatomy, physiology, biochemistry etc. You will all visit farms and have vacation work placements.

The last three years will be spent developing clinical skills in diagnosis and treatment of small and large animals. You will study veterinary medicine, surgery, obstetrics, pharmacology and pathology, and spend at least six months in a practice.

Most graduates enter general practice, but there are also opportunities to go into specialised practices and hospitals, research in universities or pharmaceutical companies and even inspection in the meat industry.

It is hoped that you will have made a definite decision to study Veterinary Science by June of your year in V1.1. SAT runs a Medical Society meeting in central hours. The Biology Department has a variety of resources and contacts that will be useful.

Recommended Reading

Training to be a Veterinary Surgeon published by RCVS http://www.rcvs.org.uk

WIDER READING IN SCIENCE AND LOGIC

Reason and Argument P. T. Geach (California U.P.) Invitation to Philosophy Martin Hollis (Blackwell) What Does It All Mean? Thomas Nagel (Wiley) On Liberty J. S. Mill (CUP) Extended Phenotype Richard Dawkins (OUP) The New Science of Strong Materials, or Why you don’t fall through the floor James E. Gordon (Penguin) Emperor’s New Mind Roger Penrose (OUP)

3. UNIVERSITY OPEN DAYS 2008

(for university website information see ‘University’ links - www.radley.org.uk) tbc = dates not fixed at time of going to press; check university website for details

University Contact ‘Phone No. Dates

University of Bath Recruitment and 01225 383144 17 June, 18 September Admissions Office www.bath.ac.uk/ask-admissions/

University of Birmingham Student Recruitment 0121 414 3374 26, 27 June, 13 September Office www.bham.ac.uk

University of Bristol Student Recruitment 0117 928 8623 26 June, 23 September Officer E-mail: [email protected] www.bristol.ac.uk/opendays

Bristol, UWE Director of Admissions 0117 328 3333 Feb, Mar, Jun, Oct & Nov & International Email: [email protected] Recruitment www.uwe.ac.uk

Brunel University Marketing Manager 01895 265596 Open days are subject-specific (Schools & Colleges) See: www.brunel.ac.uk

University of Durham Admissions Supervisor 0191 334 6102 Departmental Open Days: Email: [email protected] www.dur.ac.uk/undergraduate/visits

University of East Anglia Events Officer 01603 591958 4 July & 4 October Email: [email protected] www.uea.ac.uk/admissions/openday

University of Edinburgh Student Recruitment 0131 650 4360 20 June, 5 & 27 September and Admissions Email: [email protected]

University of Essex External Relations 01206 872800 21 June, 20 Sept. (11am-4pm) (Colchester Campus) 29 October (12-4pm) Email: [email protected]

University of Essex Admissions 01702 328222 28 June, 27 Sept. (11am-4pm) (Southend Campus) [email protected]

University of Exeter Student Recruitment 01392 264043 17 June, 20 September Office Email: [email protected] www.exeter.ac.uk

University of Glasgow Admissions and 0141 330 6062 19 June, 10 September Participation Service Email: [email protected] 65 www.glasgow.ac.uk/openday

Imperial College London Schools Liaison Officer 020 7594 8043 Email: [email protected] (University of London) www.imperial.ac.uk/outreach

Keele University Head of U.Graduate 01782 584010 17Aug.clearing/confirmation Recruitment students. 18 & 19 October. Email: [email protected] www.keele.ac.uk/openday

King’s College London Mr Jeffrey Bannister 020 7848 3043/3219 Between July & September (University of London) Email: [email protected] see: www.kcl.ac.uk/openday

University of Leeds Student Recruitment 0113 343 3920 20 & 21 June, 11 September Team www.leeds.ac.uk/students/opendays

University of Leicester Student Recruitment 0116 252 2674 2 July, 20 Sept, 4 October Officer Medical School: 21 June Email: [email protected] www.le.ac.uk

University of London The Careers Group 020 7863 6014 9, 10 September tbc See individual college listings Email: [email protected] www.london.ac.uk/openday

University of Manchester Student Recruitment 0161 275 2077 20 & 21 June, 4 October Admissions Office [email protected]

University of Newcastle Student Recruitment 0191 222 8675 25 June, 4 October Office Email: [email protected] www.ncl.ac.uk/visitdays

University of Northumbria Assistant Education 0191 227 4265 25 June, November tbc at Newcastle Liaison Officer www.northumbria.ac.uk

University of Reading Student Recruitment 0118 378 8618/9 13 & 14 June, 27 September & Schools Liaison [email protected] Team (Fine Art: any Tues. am during term time - 0118 378 8050)

Royal Holloway UK Student Recruitment 01784 443399 15 March, 18 June & 27 Sep. (University of London) and Educational Liaison Email: [email protected] www.rhul.ac.uk

School of Oriental and Education Liaison 020 7898 4034 Email: [email protected] African Studies Officer (UK & Europe) www.london.ac.uk (University of London) 6 Feb, 16 Apr. (at 11-4), Oct tbc

University of Sheffield UK / EU Recruitment 0114 222 1020 28 June, 15 & 16 July, Section 8 September Email: [email protected]

66 Register via www.sheffield.ac.uk

University of St. Andrews Visiting Day Coordinator 01334 463324 13 & 20 Feb., 12 & 19 March, 16, 23 & 30 April, 8, 15, 22 & 29 October, 19 November Email: [email protected] www.st-andrews.ac.uk/admissions

University College London Study Information 020 7679 3000 tbc; contact for details: (University of London) Centre Email: [email protected] www.ucl.ac.uk/openday

University of Warwick Events and 024 7652 3648 10 May, mid Sept. tbc Enquiries Team Email: [email protected] www.warwick.ac.uk/study

University of York Schools Liaison 01904 433539 Dates tbc; booking essential Officer [email protected] See: www.york.ac.uk 4. REFERENCE SOURCES

The UCAS web-site (www.ucas.co.uk) contains a lot of information and links. It is particularly useful in providing up to date information on standard grade offers (www.ucas.co.uk/search/). In addition, you can access a database of university web-sites through the college Intranet (front page “ucas info”; boy’s password needed).

The following are available in the Library, and should not be removed from there:

CRAC: Degree Course Guides (pub. Hobsons Publishing, Cambridge) Individual booklets describe each subject in detail and compare courses at all institutions where the subject is offered. The single most informative guide is:

The Complete Degree Course Offers, Brian Heap (pub. Trotman) Courses arranged in tables showing each university’s standard offer. Much more information besides.

University and College Entrance: The Official Guide (pub. Sheed & Ward, 2 Creechurch Lane, London EC3A 5AQ) Comprehensive and authoritative guide to every university degree course’s entry requirements.

Which Degree (pub. Hobsons Publishing, Cambridge). 5 vols. Brief descriptions of each university degree course.

The Times Good University Guide (pub. Times Books) Useful university profiles.

The PUSH Guide to Which University (pub. PUSH, Threadneedle House, 31a St. James’s Square, London SW1Y 4JR) Written from a student’s perspective: lively reading.

The Potter Guide to Higher Education (pub. Dalebank Books, Halifax) Informative introduction; detailed descriptions of university locations and facilities.

67 All university prospectuses, and individual Oxbridge college prospectuses, are kept in the Library. They should not be removed without permission.

5. OXFORD AND CAMBRIDGE

REPUTATION

Oxford and Cambridge are two of the world’s most famous and prestigious universities with long traditions of excellence in teaching and research. Since 1904, for example, Cambridge has produced 75 Nobel Prize winners in a range of academic fields. They are currently ranked 3rd and 4th in the world in the THES “top 200” table.

THE QUALITY OF TEACHING AND RESEARCH

Studying at Oxford and Cambridge gives you the opportunity to come into contact with some of the leading researchers in your chosen subject and teachers of high ability. The Government regularly ranks universities in terms of the quality of their teaching and research. Oxford and Cambridge regularly come at the top of the UK university league tables in the majority of subjects, although Imperial College, London pushed them hard in Science and Engineering and other universities may be a better bet for vocational courses which train you for a specific job area, such as Business Studies. Modern linguists may prefer a less literary, more applied language course available at other universities.

FACILITIES AND RESOURCES

In most subject areas, Oxford and Cambridge will offer you the best facilities; excellent laboratory and research facilities, libraries at university, college and department level. Some other universities are catching up rapidly in some subjects but because Oxford and Cambridge are very rich universities, the result of bequests and donations over a long period of time, they are hard to match. Donations to Cambridge since 1989 have included £16m from Bill Gates for a new 68 computer laboratory, 13m to the Chemistry department from Unilever and £5m from the Wellcome Trust for the Biochemistry and Clinical schools. Oxford received £20m from Wafic Said for its new Business School and £6.2m from former graduate, Rupert Murdoch, for the English Faculty and to finance a visiting professorship in broadcast media. In 2002 £3.2 million came from the Takeda Chemical Industries in Japan for a new Diabetic Centre.

THE STUDENT BODY

The student body at Oxford and Cambridge includes people from a wide range of backgrounds both in this country and abroad. You will be amongst students who share your commitment and enthusiasm for your subject and who match your academic ability. This makes for a very stimulating and exciting mixture of people.

THE COLLEGE SYSTEM

Whilst Oxford and Cambridge offer all the benefits of a large international university, the college system means that you can also live within a small community of students studying a wide range of subjects. Your college also gives you close contact with a tutor in your subject who will guide your learning, get to know you very well and be in a position to keep a close eye on you.

College choice is a critical element in the application. The colleges differ in all kinds of ways, from their buildings, to their accommodation and to the composition of their student bodies. Most importantly there are very significant variations across the colleges and by subject in terms of the degree of difficulty in gaining a place. This can make all the difference to the success or otherwise of an application and it is important that you listen very carefully to our advice on college choice.

69 TUTORIALS AND SUPERVISIONS

Oxford and Cambridge offer you the range of teaching methods and research available at other universities: lectures, laboratory facilities, excellent university and department libraries. On top of this your college will offer you regular tutorials at Oxford or supervisions at Cambridge in which you will get the opportunity for one to one, or more usually one to two, teaching from a subject tutor in your college. The typical tutorial centres round an essay or exercise which you will have submitted to your tutor beforehand and which will give a focus to a challenging discussion with your tutor and, perhaps, one other student. This is much more challenging and stretching than the teaching and learning at other universities because it gives you a much greater opportunity to articulate your ideas regularly with a leading authority in your field of study. Tutorials and supervisions will develop your time management skills, encourage self-motivation, teach you how to make an effective case and understand, evaluate and respond quickly to the ideas of others.

GRADUATE RECRUITMENT

There can be no doubt that a degree from Oxford or Cambridge will give you an advantage in most career areas. It makes you highly employable. Many of the large employers start recruiting from Oxbridge first. Added to this, while the national figure for those graduates still unemployed one year after leaving university is hovering around 8-9%, for Oxbridge graduates it is around 2%. If you have high ambitions, Oxford and Cambridge still play a crucial role in elite recruitment, identifying many of those of ability who will find themselves in high status positions in politics, business, the media, and the arts.

APPLICATIONS AND ADMISSIONS POLICIES

In line with government guidelines, both Oxford and Cambridge actively seek candidates from the widest possible range of schools and backgrounds and especially from the maintained sector. This applications policy should not be confused with admissions policy which is based wholly on merit regardless of background.

WHY NOT OXFORD OR CAMBRIDGE?

Entry is increasingly competitive and ruthlessly meritocratic; more than 5000 candidates with straight predicted or actual A grades are unsuccessful each year at each university. Extracurricular achievements count for very little in selection; academic merit is virtually the sole criterion for success. The substantial extra workload involved in preparing an application (see below) can have negative impact on A level grades. What is more, unsuccessful interviews (a fairly frequent outcome) can be demoralising; and, as indicated above, the courses not always the most useful in some subjects

Post-A level application can offer a better chance of success (and in our experience often does)

RADLEY’S SUPPORT FOR OXBRIDGE APPLICATIONS

Radley takes the pre-selection of applicants very seriously, and we have a reputation for sending only strong and viable candidates to Oxford and Cambridge. We have a series of meetings in which all potential candidates in the 6i year – proposed by their teachers or as a result of their own initiative - are discussed in detail by Heads of Department, Tutors, Form Masters and the Director of University Entrance. Many departments will also set a test for suitability and potential at this 70 stage. This process, taking place in March, leads to a list of firm candidates for an application the following September. It is not impossible that a late academic maturation will result in a boy being added to the list between March the end of the academic year, but if his potential has not emerged by then, it is almost certain that a post-A level application, depending on A level performance, will be advisable.

These boys will begin extra lessons from the start of the Summer Term and given a course of reading which must continue over the summer break. In some cases, a substantial essay or other written work will be set in preparation for work to be submitted to their college by applicants in many subjects. These lessons (and in most subjects a substantial amount of extra written work) will continue in September until the interview in December. Oxbridge candidates also attend seminars on Critical Thinking (in addition to those forming part of the 6.1 Educational Cycle). Candidates for Medicine, English, History, Physics and Law will take an additional test in November, which can be regarded as an initial screening of applicants, although the score on this test will be one of the indicators considered in selection. Before the application deadline of October 15th, there will be discussion and decision on college choice, and in many cases a visit to the university. Candidates should take great care over their Personal Statement for ucas, as this is often scrutinised and sometimes discussed at interview; Form Masters expect to see several drafts of a statement before its finalisation. Each boy will be given at least one practice interview and de- brief in November. For many subjects, applicants are required to submit two or more pieces of written work at this stage, which fulfils a similar function to the pre-test, and is sometimes used as the basis for discussion at interview.

Radley’s references on its applicants are a significant factor in selection: we aim to do full justice to every positive aspect of a boy’s application, but at the same time we are known by Oxbridge colleges, over a long period, to be fully honest. It is important therefore that we have belief and confidence in the viability of the candidates we send.

71 WHAT MAKES A GOOD APPLICANT TO OXFORD OR CAMBRIDGE?

You will need to meet all of these criteria:

QUALIFICATIONS

• Most successful applicants will have mainly (at least 7) A* grades at GCSE although it is understood that some students who may not quite have achieved such grades and who have blossomed at A level can still be viable candidates.

• Most candidates will either have already achieved, or be on target to achieve, AAA, at A level, which is the most common offer. In addition candidates may be asked to sit AEA papers or STEP (in maths only).

• In many subjects candidates will have to have scored high marks in tests taken in the November following the application in September. These tests are already in use for Medicine, Physics, Law and History; other subjects will soon follow.

OTHER QUALITIES

Getting high A level grades is necessary but not sufficient to gain a place at Oxford or Cambridge. You will need other qualities in addition:

• The ability to think on your feet and respond to whatever is thrown at you and to react thoughtfully to ideas you have not met before. You need to prove that you will be stimulating to teach.

• The ability to think critically about issues and ideas rather than simply repeat knowledge you have acquired.

• The necessary ambition, stamina, enthusiasm, motivation and potential to follow your chosen course of study and the ability to cope with a heavy workload and to manage your time effectively.

• The ability to work under pressure, often in a competitive environment.

• A view of university which sees it as a ‘new beginning’, as an opportunity to get deeply involved in a subject(s) about which you are enthusiastic.

• The ability to talk, write and think critically about mainstream themes and topics on your ‘A’ level courses or a genuine interest in and curiosity about your chosen university course if it is a subject your have not studied before.

• Evidence of breadth of interests, that are serious in the sense that they place your academic studies in a balanced context. It is an added advantage if you can emphasise a high level of achievement in something outside your ‘A’ levels, for example, musical ability, although a place is unlikely to depend on such factors.

• A love of reading

Almost all Oxbridge colleges now adopt a highly professional approach to admissions – some have appointed full-time Tutors for Admissions whose sole job is recruitment and selection of students. The interview to which most applicants are called is still an important part of the process, but the days of the subjective, impressionistic interview which alone could decide a student’s future are all but over. Colleges apply rigorously a wide range of criteria in the selection process, all of which focus on a candidate’s academic calibre and potential:

- achieved grades(GCSE, AS,) - predicted or actual grades (A/AEA/STEP etc) - performance in centralised tests (eg HMAT, LMAT, BMAT, grammar tests for Modern Languages candidates) - quality of submitted work - quality of Personal Statement - response to a prepared text or problem as part of interview - general and specific performance at interview(s) - school reference

Successful candidates have to perform well in most, if not all of these categories.

Some Radley departments set diagnostic tests in the 6i year to help determine whether a boy is a viable Oxbridge candidate.

If you meet all these criteria, and are not afraid of extra (and more demanding) work, then the methods of application are as follows:

ADMISSION TO CAMBRIDGE UNIVERSITY (www.cam.ac.uk)

Candidates apply to a single college. The UCAS application and a Preliminary Application Form (PAF) must be submitted by October 15 at the latest. The main batch of interviews takes place in December (though choral or organ scholarship interviews take place in September) and candidates receive a decision in early January, either an offer conditional upon certain grades in examinations to be taken the following summer, an unconditional offer for post-A candidates, or a rejection. At the moment Cambridge interview every candidate; Oxford have begun to de-select candidates deemed unlikely to gain a place.

Conditional offers are made on the basis of school reports, submitted work, tests, and interviews, and usually require AAA (scientists can be made offers of AAAA or even AAAAA). Offers made by some Cambridge University colleges may also include one or two specified grades in the new AEA exam. This trend is likely to spread to other universities.

There is, however, some minor variation in policy between the various colleges, and within each college also between subjects. Further information about the policies of any particular college can be found in the Cambridge Prospectus and may also be obtained from the Admissions Tutor of the college concerned. The Careers Room stocks individual college prospectuses.

ADMISSION TO OXFORD UNIVERSITY (www.admissions.ox.ac.uk)

Entrance is by interview and conditional offer either pre-A-level or post-A-level. Candidates apply to a single college and are allocated second and third colleges by computer. The UCAS application and an Oxford Application form must be submitted by October 15 at the latest, the Oxford form direct to the central Oxford Admissions Office to which you are applying.

Candidates are usually required to submit written work by November 15, or to sit a short test 73 when going up for interview. (College and subject requirements can be found in the prospectus)

On the basis of this evidence the colleges decide which candidates to call for interview. In some colleges, in some subjects, only a third to a half of the candidates are called to interview; the rest are rejected without interview.

Interviews take place in December and candidates usually receive a decision before Christmas, either a conditional offer, or an unconditional offer for post-A candidates, or a rejection.

Post-A-level offers are based on A-levels already taken and are unconditional. Pre-A-level offers are conditional and will be made in terms of A-levels only. COLLEGES

College choice is an important, although not critical element in the application. The colleges differ in all kinds of ways, from their buildings, to their accommodation and to the composition of their student bodies. There are minor variations across the colleges and by subject in terms of the degree of difficulty in gaining a place. This can make a marginal difference to the success or otherwise of an application, as can the past performance of previous Radleians at a college or faculty and we would recommend that you listen carefully to our advice on college choice. We will not, for example, support two candidates applying for the same course at the same college.

INTERVIEW TIPS: ADVICE FROM THE UNIVERSITIES

You may not necessarily get as far as an interview and you should not expect, as a matter of course, to be called for interview. If you do we would offer this advice:

• ‘Interviews should be regarded as a discussion with a person who could be your future tutor, who wants to explore your understanding of and commitment to your chosen degree. Holding a position too rigidly can be seen as a weakness, it would make you too difficult to teach.’

• ‘You should show some background knowledge of your subject, though you will not be expected to have any detailed technical knowledge.’

• ‘In some subjects you may be given some material immediately before the interview – concentrate on reading it very carefully rather than on guessing what the questions might be.’

• ‘Interviewers are not trying to make you feel ignorant or to catch you out. They want to know how well you can explain what you do know, and whether you can think your way through a new problem or argue your position.’

• ‘Being quiet and unassuming is not going to put you at a disadvantage, it is better to be yourself.’

ADVICE FROM STUDENTS WHO HAVE BEEN INTERVIEWED

• ‘Try to talk to someone who has got to Oxford or Cambridge in your subject or one that is related and find out what is involved.’

• ‘Arrange as many subject based practice interviews as you can before you go.’

• ‘Make sure you have revised your subject. All the questions I was asked were based on things I had covered at school. Think out loud. It is better to correct yourself later if you make a

74 mistake than not to say anything at all. Do not be afraid to ask for a hint if you are completely stuck and if you get something wrong, try and appear interested in the correct answer.’

• ‘Be prepared for some obscure questions on topics you have not studied.’

• ‘Don’t be afraid to argue with the interviewers. It shows them that you are alert.’

• ‘Take your time in the interview.’

• ‘Think out loud and do not be afraid to make mistakes. They are looking for the way that you think, not what you know.’

• ‘If you get texts beforehand (in English or Law, for example) make sure you highlight key phrases or points and/or take notes to remind you what you want to say in the interview.’

• ‘Read around your subject so that you can look at concepts in the syllabus in a different way.’

75 • ‘If you sent up work beforehand, keep a photocopy, learn it and be able to answer questions on it.’

• ‘Keep a copy of and read your UCAS Personal Statement before you go into the interview, in case they ask you questions about it.’

Here follows a guide to the more popular subjects:

MEDICINE

Unlike all the other medical schools in the country, which operate integrated courses, both Oxford and Cambridge maintain what is described as a “traditional” course; that is, three years of pre- clinical training in the basic medical sciences before three years’ clinical training in a teaching hospital. About 15% of students complete their clinical course in London or at the “other” university’s teaching hospital (John Radcliffe in Oxford or Addenbrookes in Cambridge). Both universities aim to train clinical scientists, many of whom will continue their research interests throughout their careers, including obtaining higher degrees. Both universities will also allow students to take a doctorate before completing their final qualifications.

Pre-clinical courses are subtly different at each university. Oxford students follow the Physiological Sciences Honours School, which gives a wide choice of third year specialisms (and even a fourth year for those interested in taking some non-medical finals papers e.g. Psychology). Cambridge has a Medical and Veterinary Sciences Tripos with an opportunity in the third year to take one paper from the Natural Sciences Tripos and possibly a non-medical subject as well.

Oxford and Cambridge medics will have a thorough understanding of scientific methods and a critical approach to science. They will be expected to be leaders in the development of new medical practice and health care based on scientific research and evidence. The courses will not suit a budding doctor impatient to get into the clinical environment as soon as he can.

Requirements:

All candidates must have A-level Chemistry and a second Science or Maths. A third or fourth A- level may be either an Arts or Science. All candidates will have to sit the BMAT test in November after submitting the UCAS form. These are extensive and intensive tests of writing, mathematical and logical analysis, as well as the application of basic scientific knowledge (see www.bmat.org.uk). Selection at both Oxford and Cambridge is based on college interviews before Christmas, taking into account BMAT results. Both universities try to ensure the best candidates overall are offered places, and so second interviews at other colleges are an important part of the admissions process.

A string of A*s at GCSE and four or five A grades at A-level are no indicator of suitability for Medicine at Oxford or Cambridge, nor a guarantee of a place. Likewise, extensive work experience without the relevant development of an individual’s vocation and personal commitment to and understanding of medicine is not a qualification for becoming a doctor.

Radley recommends that only aspiring medics with the very strongest scientific skills should apply for Oxbridge Medicine. Chemistry, Biology, Physics and Maths, or Chemistry, Biology and Double Maths would be appropriate A-level combinations. Oxford would also look favourably on an Arts subject at A-level. Radley can advise on college choice.

76 SCIENCES

The demands of the courses and the competition for entry require candidates to be of the highest calibre. Four or five ‘A’ grades at A-level is no sign of suitability, nor a guarantee of a place. Early evidence of independence of thought, academic rigour and self-motivation are also necessary. Candidates will have shown consistently excellent performance in internal exams, flair in and commitment to coursework, and a natural interest in their subject outside the classroom. There are ample opportunities for aspiring scientists to gain practical experience during the holidays and gap-year.

Radley recommends that candidates with a physical science inclination should have Physics, Chemistry and Double Maths in their portfolio. Those inclined towards the biological sciences should have (a) Biology, Chemistry, Maths and Physics or (b) Biology, Chemistry and Double Maths . Double Maths is particularly recommended for all Natural Sciences applicants to Cambridge.

Applying for Sciences at Oxford and Cambridge

Oxford and Cambridge structure their science courses in different ways, but essentially all scientific disciplines can be studied at either university. Cambridge offers Engineering, Chemical Engineering, Manufacturing Engineering and also operates the Natural Sciences Tripos, while Oxford offers the major subject specialisms. College choice is an important element in admission and entry at both universities.

NATURAL SCIENCES (CAMBRIDGE)

Cambridge aims to educate scientists with a common approach. It offers both physical and biological scientists a demanding course that combines a broad first year with increasing specialisation in the second and total specialisation in the third and, in some disciplines, fourth years.

Final subject specialisms: Anatomy Astrophysics Biochemistry Chemistry Ecology Genetics Geological Sciences History and Philosophy of Science Materials Science and Metallurgy Neuroscience Pathology Pharmacology Physics, Experimental and Theoretical Physiology Plant Sciences Psychology Zoology

The breadth of the Natural Sciences Tripos reflects the blurring of boundaries between the different sciences: biological problems are increasingly being solved using techniques which require an understanding of physics and chemistry, whilst many of the most pressing problems being addressed by chemists and materials scientists require a knowledge of biology.

77 SCIENCES AT OXFORD

The various science departments at Oxford all aim to ensure the strongest faculty entry overall whilst still encouraging individual college choice and diversity, which usually reflects the interests of the tutors and teaching fellows of any particular college. While it would seem that there are fewer course subjects offered than at some other universities, the options within each subject are very varied for all years of study. For example, genetics is studied within the Biochemistry, the Biological Sciences and the Physiological Sciences courses. Some courses are now four years and some have an option of a fourth year leading to a 'proper' masters degree e.g. MBiochem, MEng, MChem. These have the advantage of a rigorous training in that subject.

The science courses offered are:

Biological Sciences Chemistry Earth Sciences Engineering Science Engineering and Computer Science Engineering Economics and Management Experimental Psychology Human Sciences Material Science Materials, Economics and Management Molecular and Cell Biochemistry Physics Physics and Philosophy Physiological Sciences Physiology, Psychology and Philosophy (PPP)

Application and entry for each course is separate and not all colleges offer all courses. The popularity of courses varies, but the academic demands should not be underestimated. A number of courses require candidates to sit a written exam, either the BMAT or their own paper, in advance of selection for interview.

EARTH SCIENCES

At interview, Tutors will be looking for highly motivated individuals with the potential intellectual skills necessary to do well on the course (e.g. problem-solving ability). As part of the interview process, candidates may be asked to comment on specimens of a geological nature, or to carry out simple calculations, but always with due recognition of their previous knowledge of, and experience in, the subject being discussed. For entry to Oxford, no written tests are given, while at Cambridge, entry to the Natural Science course (perhaps with the aim of specialising in the Earth Sciences), the procedures are the same in all sciences.

ENGINEERING

Both Oxford and Cambridge Engineering courses are general in nature. That means that they cover a wide range of engineering fields and do not specialise in the early stages. It is possible to maintain this general approach throughout the four years or to concentrate on a particular field of engineering as interests develop. For entry to the courses Mathematics and Physics are required (with Chemistry, if Chemical Engineering is a desired specialisation). Mathematics is a vital part of the courses and it is our experience that anyone from Radley is unlikely to gain entry or in fact be able to cope with the courses if they have not studied Further Mathematics.Gap years are possible 78 and some Cambridge Colleges actively encourage them, although some part of the year should be spent gaining industrial experience. Engineering at Oxbridge involves a lot of essential lectures, laboratory and project work together with tutorials and should not be undertaken unless fully committed to the subject.

79 MATERIALS SCIENCE

Materials Science is the most ancient of technologies, with its roots in the prehistoric bronze age. The driving force of the industrial revolution, Materials Science (or Metallurgy as it was then known) can claim to be the enabling technology for all industrialised societies. It is now a young and challenging scientific discipline, combining elements of Chemistry, Physics and Engineering - but with its own special character.

Materials, Economics and Management (MEM)

The aim of this unique joint course (which is run in parallel with the course in Engineering, Economics and Management) is to train practical scientists with an in-depth understanding of industry and commerce. We expect that these students will, in the future, be making decisions on company policy based on both technical and financial expertise.

Engineering and Materials (EMS)

This is a joint course taught by the Department of Engineering Science and the Department of Materials. It is designed to appeal to students who see themselves primarily as engineers, but who want to know more about how the materials they design with are produced and why they behave as they do.

Admissions information

Good grades at GCSE are expected, especially in science and mathematics. Three A2-levels are required. It is essential that two of these must be Mathematics, Physics or Chemistry, and it is recommended that if one of these subjects is not offered at A2-level, it should be offered at AS- level. There is no standard condition but in recent years most offers have been AAA or AAB.

CHEMISTRY

Chemistry at Oxford is a four year course leading to the degree of M. Chem. (with honours). The course is intended to provide a high level, general education in the subject with sufficient flexibility to enable students to specialise in the areas of greatest interest to them and also to venture into overlapping scientific disciplines.

MATHEMATICS

Entry for places at Oxford and Cambridge to read Mathematics remains extremely competitive. There are lots of very strong candidates around. College choice remains an important consideration.

At Oxford candidates sit a written test on the Sunday before their interviews, and it is usual practice for candidates to be seen by two Colleges. 'Interviews' almost always involve candidates being required to answer actual maths questions, with pen and paper, rather than just talk about mathematics. So technical expertise is a real bonus. At Cambridge there is no common written test, but a number of Colleges also rely on STEP papers. These papers are taken at the same time as the A levels, and are very demanding. We offer separate coaching for these exams.

PHYSICS

80 Physics at Oxford is a traditional course that requires a very strong mathematical background and candidates from Radley without Further Maths would be unlikely to gain admission. As described on the University website below, it offers a solid foundation with the option to specialise in the third and fourth years:

‘We offer two undergraduate physics degree courses: a 3-year BA Honours and a 4-year MPhys. The basic principles of modern physics, their mathematical formulation and their applications are investigated in both courses. The first year (foundation) and second year (core physics) courses are the same for both the BA and the MPhys. In the third year, the core physics is applied to a number of new subjects, all of which are studied by MPhys students. BA students choose some of the third year subjects, and do a project. In each of years one, two and three, students on both courses choose additional subjects from a range of options. In the fourth year of the MPhys course, students study two or more areas of physics at an advanced level, and do a substantial project.’

Entry is very competitive and all candidates are required to sit an entrance exam in the Michaelmas term, of the 6.2 year. This consists of a Physics paper and a Maths for Physics paper, both of which are one hour long. The Physics paper is based upon GCSE and A’ level Physics, but requires a deeper understanding of concepts and the ability to solve unstructured questions. Extra help is given to boys to prepare them for this paper. The level of difficulty of the two exams can be gauged by the fact that in 2006, a mark of just less than 50% across the two papers was required to be called forward for interview. Interviews are usually very focused on assessing problem solving abilities as the extract from the 2006 Admissions blog shows: http://www.oxblogster.blogspot.com/

‘Each was conducted by two interviewers, who aimed to provide twenty minutes with each candidate - the candidates all had three interviews in total at the College, focusing on the applicant's ability in Mathematics, in Physics, and their practical and laboratory skills… . With only twenty minutes the interviewers cut straight to the chase; the questions were heavily focused on academic topics - no time was spent on personal statement data indicating a candidate's social or extra-curricular activities. In discussion after the interviews the tutors commented that they found the personal statements frequently concentrated on "popular" areas of Physics such a quantum theory, but when questioned on these issues applicants tended to have a fairly superficial grasp of the subject.’

There is also the option of studying for a Joint Honours in Physics and Philosophy. All the above comments apply except that admission is even more competitive than for Physics alone.

HUMANITIES:

CLASSICS

There is a commonly held misconception that it is relatively easy to get into Oxford & Cambridge to read Classics. The reality is that the strength of the field of applicants is becoming greater year by year, only partly because both universities are casting their net more widely than in the past. In recent years there has been a steady increase in applicants to Oxford and Cambridge, with all but a handful of these being of a very high calibre.

The tradition of Oxford “Greats” as the Rolls-Royce of university Classics courses remains strong, but there is far more to studying the ancient world at Oxford and Cambridge than may be imagined. Leaving to one side the combined disciplines of Classics & English and Classics & Modern Languages (both of which are available at Oxford, but for which places are few,

81 competition exceptionally strong and entrance demands extremely high), the single most distinctive feature of all Classics courses is their extraordinary breadth. So, whether a Radleian hopes to study Classics at Oxford for four years, Classics at Cambridge for three, or the popular new (non-linguistic) Classical Archaeology & Ancient History course at Oxford, he must relish the idea of covering a wide range of inter-connecting disciplines.

In short, both universities expect all successful candidates to show evidence of all the qualities listed in the bullet points on page 58. That is not to say that they are expecting a perfect finished product to arrive on their doorstep: but they are very likely to rule out any candidate who is weak in any of those respects. Prospective applicants need to analyse clearly their strengths and weaknesses at the start of the Oxbridge preparation period and work relentlessly to improve all aspects of their performance. After all that is how they will be expected to operate upon arrival.

ECONOMICS

Cambridge only.

The Economics faculty at Cambridge is formidable: Alfred Marshall and John Maynard Keynes spent much of their working lives there and the faculty has two Nobel prize winners, Sir James Mirrlees and Amartya Sen. The main focus of the faculty is on public economics and public policy, macroeconomics, competition and regulation. It attracts many applicants from overseas and an average of 5 applicants for every place.

Much of the course is theoretical and, increasingly as the course progresses, mathematical; further mathematicians are at an advantage, though it is not an entry requirement. Being very sharp however is an entry requirement and an interest in the financial markets and a career in the city is certainly not enough to get you in!

ENGLISH

English is one of the most difficult of all of the subjects to win a place to read: the competition is intense. Some colleges have as many as ten applicants for every place. In short you have to be outstanding to succeed; every year some very strong candidates find that they are not good enough. It goes without saying that nearly all of the applicants will have a near perfect or perfect record in public examinations and all will be passionate about English. So how do you stand out from the crowd?

You will need to demonstrate that you have read and continue to read voraciously, well beyond the exam syllabus. You will need to show that you can be creative and original in your thinking. You will need to be able to argue cogently and convincingly and to demonstrate that you will be able to explore in depth areas that interest you. You will need to be able to write with accuracy and flair and, at Cambridge, you will need to demonstrate a facility for language too.

GEOGRAPHY

The degree course at Oxford and Cambridge covers a full range of physical and human geography and addresses key contemporary issues such as environmental change, regional and global inequalities, the transformation of global economy and culture, urbanisation, planning, natural hazards and much more. Teaching is based on the tutorial system along with lectures and seminars. The facilities are among the best in the country. Entrance is highly competitive with an expectation of top grades at both GCSE and A level. Applicants submit two pieces of written work prior to interviews in early December. Tutors are looking for students who match academic achievement with enthusiasm, commitment and an awareness of the world around them.

HISTORY

It cannot be over-emphasised that competition for places to read History at Oxbridge colleges is intense. All colleges are now over-subscribed for admissions, and an excellent set of A*s at GCSE (and even four A grades at A Level for post-A candidates) is no guarantee of success. Candidates will receive careful advice on college choice, as well as written work submissions, the HAT (Oxford), extra reading and interviews. However, it should be noted that it is perfectly possible for a candidate to have all the requisite qualities, to perform well at interview, and still not be offered a place due to the level of competition for admissions.

The Oxford course is designed to offer a very broad chronological sweep, with a huge amount of topics offered to students. In British and European History it ranges from the fall of the Roman Empire to the present day. It also includes North American, Latin American, Asian and African History. Examinations take place after the first year, and again in the third year. There is a range of Special Subjects, involving a focus on documentary study.

The Cambridge History Tripos is divided into Parts I and II. Part I lasts two years, with examinations at the end of the second year. Part I concentrates on breadth of historical understanding. Part II is examined at the end of the third year, and focuses more on depth.

HISTORY OF ART

Both universities require top grades to ensure entry, though it has been known for Cambridge to accept AAAB. Although you do not need to have studied History of Art at A level both universities require all applicants to demonstrate an avid interest in and an understanding of art, through visits to exhibitions, galleries and museums and through reading. Your ability to analyse works of art will be tested in interview.

CAMBRIDGE

You can apply to any college to study History of Art. Most colleges require samples of written work and you may be required to take a brief one hour test set by the college. They also like to see evidence of one or two languages if possible and at least one essay based subject at A level. The advantage of Cambridge is that it has double the number of places available (i.e. 20) in comparison to Oxford, but the course is more limited in scope with a greater emphasis on Western art and pre- 20th C art.

OXFORD

The Oxford History of Art course is still young, only being fully established in 2004. In addition only a select number of colleges are prepared to take prospective History of Art students and there is stiff competition for the 10 places on offer. The course is more broadly based, offering a greater scope for non-Western art studies and more contemporary art than Cambridge. Oxford also offers the opportunity to be mentored by a director from one of the Oxford art galleries and museums (including Modern Art Oxford). No course is regarded as essential to have been taken at A level, but at least one essay-based subject must be taken to A2 level. It is not possible to apply for deferred entry.

LAND ECONOMY

Cambridge only 83

Land Economy has a distinctive interdisciplinary nature. The two primary disciplines are Law and Economics; the main focus is land use and economics, with options in aspects of the environment, business finance and resource management. There are approximately 40 first year students each year. The degree leads to many career opportunities.

Students are given a solid grounding in economics and law; the programme is rigorous. Students are introduced to complex theoretical debates, and to their practical implications. It is not a programme of vocational training for surveyors, yet it has the advantage of accreditation by the Royal Institution of Chartered Surveyors in recognition of the importance of such rigorous education for leading property professionals.

It should be inferred from the above that Land Economy is no longer an “easy way” to get a place at Cambridge.

For more information, see NJK.

LAW

Applicants to read Law at the eight most popular universities, including Oxford and Cambridge, have to sit an entrance test known as the LNAT. This is a multiple-choice law test which will work as a screening test for applicants. Candidates need to register to take it, separately from UCAS, in September, much like the BMAT test.

Sample papers/questions are published on-line and it will be assumed that any applicants will have looked at these and practised them so that all candidates are competing on a level playing field. The key skill is reasoning ability; it is this that the LNAT tests. LNAT is designed to test genuine intellect rather than any coaching/training an applicant may have had.

Law is a very popular and highly competitive subject and therefore the standards required are very high. To stand a realistic chance you need to be confident of straight As at A Level. In addition it is important that you are abreast of current affairs and consider topical issues from a legal perspective. To help with this it is a good idea to regularly read the legal section in Tuesday's “Times”, to read one of the books that deal with the basics of legal processes, as well as reading a biography of a leading lawyer. As part of your entrance process you are likely to have to analyse a legal issue in the interviews and to sit a written test; the written test will examine your innate ability to reason and to think analytically and is seen as an increasingly important discriminator between applicants.

Law at Oxford and Cambridge involves all the ‘core’ subjects (see ‘Law’ in the main section of this guide), but is in general more academic, philosophical and abstract in approach.

MODERN LANGUAGES

Candidates for Modern Languages at Oxford and Cambridge must offer two languages, at least one of which they have studied to A level. Most candidates offer the two languages they have studied at school, but an increasing number opt for one of these and a new language (see Prospectuses for the languages available at Oxford and Cambridge: languages available ab initio include Russian, Portuguese, Modern Greek etc.). At interview, candidates are expected to show not only expertise in their main language(s) by taking a grammar-based test, but evidence that they have begun to study or read in their new choice, have visited and travelled in the relevant country, or have firm plans to do so, as well as some evidence of reading in translation of literature in the languages proposed. Four pieces of

84 work written in the relevant language(s) are submitted to the college of choice ahead of the interview.

Modern Languages courses at Oxford and Cambridge are still heavily weighted towards the traditional disciplines of translation (to and from the foreign language), essay-writing and intensive literary study: a student might well spend up to 75% of his or her time on literature during the course. Oral and aural elements are now integrated into the Oxford and Cambridge courses, but these skills are considered less significant in the final examinations than at A level. The year spent abroad (in one or both relevant countries) as part of the four-year course is now mandatory, and it during this period that real oral fluency and comprehension are achieved. At both universities the first year courses offer limited choice of elements, but in the second and third years the choice is extremely wide and varied: as well as all the main literary periods and genres, there are opportunities to study overarching literary themes (at Cambridge for example one can choose a paper entailing study of how the human body is represented across different periods and cultures); Modern European Cinema; history of the country; social and economic structure; linguistic theory (phonetics, philology etc.); philosophy and thought. There is considerable flexibility after the first year in the degree of specialisation in one or other of the languages studied, and it is possible to combine papers with those from other subjects (eg English, Philosophy or History).

Radleians should consider studying Modern Languages at these universities only if they are committed to a literature-based course (much independent reading is expected) and to a rigorous ie predominantly grammatical approach to linguistic study. If they choose to apply for entry in the fourth term of the sixth-form, they should first see the Head of Modern Languages before the end of the Lent Term of 6.1. If they wish to apply they can then expect 3-4 extra lessons weekly from the beginning of the Summer Term until the interview in December, and to do a fair amount of reading over the summer holidays.

MUSIC

Musical analysis, Harmony and Counterpoint, and the History of music (Medieval to the present day) form the core components of an Oxbridge undergraduate course. In addition, in the first year keyboard skills and performance are compulsory whilst in the second and third year you may specialise, choosing from a wider range of options including Composition, Orchestration, Editing, Ethnomusicology, Acoustics, and Performance Practice.

An Oxbridge undergraduate must be a versatile musician who shows a willingness to engage in debate and to think critically about music and musical scholarship. Analytical and essay writing skills are of paramount importance.

When applying you will be required to submit a portfolio of essays and harmony exercises. At the interview you will be asked to perform on your principal instrument and take a keyboard sight- reading test.

Most Oxbridge colleges offer Instrumental Awards after entrance. Awards cover the cost of instrumental lessons.

Choral and Organ Awards

Oxford and Cambridge colleges offer choral and organ awards on entry. The duties of choral and organ scholars vary widely, from the famous choral foundations with daily cathedral-style services to smaller colleges with only one or two services per week. Organists, countertenors and 85 tenors are always in demand. Candidates may apply for any academic subject, though organ scholars in some colleges are required to read Music.

The academic standard required is the same, but additional places are often made available for choral and organ scholars which can improve the chances of receiving an offer. Applications for choral and organ awards need to be made at the end of the Summer Term before UCAS. We advise all potential choral and organ scholars to attend an Eton Choral Course.

ORIENTAL STUDIES

Oriental Studies covers either ancient or modern aspects of the languages, cultures and histories of the Middle East, Africa, Asia, India, China, Japan and similar areas. Most courses assume no prior knowledge of the subject but do expect you to demonstrate a genuine interest in the language or culture you wish to study, backed up by reading, knowledge of current affairs and politics, and, wherever possible, time spent visiting the country in question. It would be helpful, for example, to spend part of your Gap Year working on grass-roots projects. Most of the courses are quite challenging and because of the esoteric nature of the subject and the expense of maintaining specialist teachers, tend to be concentrated in the older, more traditional universities: only Cambridge, Oxford and SOAS maintain full Oriental Studies faculties. Competition for places is becoming intense as these courses gain in popularity. Students undertaking these subjects should have some aptitude for language-learning, but there are no specific prerequisites and scientists and mathematicians often do well, whilst history or economics at A-Level is useful.

Oriental Studies at Cambridge

Cambridge has recently re-named its Oriental Studies Faculty as the Faculty of Asian & Middle Eastern Studies to reflect a change in emphasis to the more contemporary aspects of the subject. Ancient studies, Assyriology and Egyptology are in the process of being moved to the Faculty of Archaeology and Anthropology.

Because the Faculty is small it is extremely unlikely that the college of your choice will have a resident Director of Studies or subject specialists. Even if there is an Orientalist he/she will not necessarily be in your chosen field. There is also a very limited number of places in each college. This means that you may be limited in your choice of college.

Chinese. The Cambridge course lasts four years. Undergraduates will aim for fluency in the modern Chinese language, a solid grounding in classical and literary Chinese and a critical understanding of Chinese culture. No prior knowledge of the language is required or expected, but imagination and perseverance are essential. Cambridge is looking for students who demonstrate a serious commitment to learning about an increasingly important part of the world. Japanese at Cambridge is very similar. Middle Eastern and Islamic Studies. Cambridge offers a four-year course in which students learn Arabic or Arabic and Persian (Farsi) and use them as a basis for exploring the literature, history and culture of the Islamic Middle East. Topics range from techniques in translation to the study of early Arabic poetry, twentieth century political thought or the philosophy of Islam. Students can combine this with a modern European language. Students must spend at least eight months in a Middle Eastern country or countries under conditions approved by the Faculty Board. While most students follow courses, a few do either voluntary or paid work. Students choose their own programmes for the year but are given help with information and arrangements. During the year they do some preparation for the dissertation and are required to do a certain amount of reading in Arabic and/or Persian.

86 Hebrew. Students in Hebrew Studies can, if they so wish, concentrate on one or two of the main phases of the language and literature (classical, mediaeval, modern) or study a combination of all three.

It is also possible to study Hebrew in combination with a related language or subject in Asian & Middle Eastern Studies such as Arabic. Students can also combine Hebrew with Greek or with a European Language, these other languages being taught in the Faculty of Classics and in the Faculty of Modern and Medieval Languages (MML) respectively. Students majoring in modern Hebrew will normally spend the first year of a two-year Part II at the Hebrew University in Jerusalem in order to improve their fluency in the language.

Ancient Near East Subjects. Study of the Ancient Near East (Egypt and Mesopotamia – Egyptology and Assyriology) is in the process of being transferred to the Faculty of Archaeology and Anthropology. You should keep a close eye on the University’s website to check how the courses and course requirements are changing over the next two years: www.ames.cam.ac.uk

Oriental Studies at Oxford

The Oriental Courses at Oxford present both the major traditions of the regions studied and, in most cases, their modern developments. All courses include language, literature, history and culture, and there is a wide range of options in such fields as art and archaeology, history, literature, philosophy, religion and modern social studies. Course lengths vary between 3 and 4 years.

Most courses offer the opportunity to spend time in the region being studied. The Arabic course includes a year in the Middle East, the Persian and Turkish courses a year in Iran or Turkey respectively, the Hebrew course an optional year in Israel, and the Chinese course includes four months on a course of language study in East Asia. Students of Japanese spend the third term of their first year in Japan and may also spend an optional further year there between years 3 and 4 of the course, taking advantage of work placements and opportunities for further study at Japanese universities.

No previous knowledge of an Oriental language is expected prior to admission; the instruction provided takes account of this. Although linguistic ability is essential for success in Oriental Studies, it is not necessary to have studied languages at A-level. Candidates are required to submit two pieces of school or college written work (preferably of different kinds). These should be essays or similar pieces of work that have been marked with teachers' corrections. Essays in a European language are acceptable. Each subject within Oriental Studies at Oxford has its own methods of testing for relevant skills. Only infrequently does this take the form of a written test at interview.

As at Cambridge, not all colleges are prepared to accept Oriental Studies applicants, whilst others will only take those studying certain combinations of subjects. The full list can be found on the Oxford website at: www.orinst.ox.ac.uk/undergrad/undergrad_Prospectus.shtml#introduction PHILOSOPHY

Competition for places to read Philosophy is very intense at Oxford and Cambridge: offers will almost always be AAA. At Cambridge the tradition is rooted in linguistic philosophy and openness to a European perspective; at Oxford the approach is rather more historical and discursive. At Cambridge the subject is studied as a discrete discipline; at Oxford it can be studied only in combination with another subject (typically PPE, Physics and Philosophy, Philosophy and English etc.). This difference reflects the two universities’ approaches to the subject: philosophy at Cambridge is seen essentially as a training of the mind in an abstract sense, although the skills acquired are eminently transferable to a wide range of life-activities; at Oxford the belief is that philosophy cannot exist in an intellectual vacuum, and that it should be studied in relation to a body of knowledge and beliefs. Most academic A level subjects provide a suitable background for 87 the study of Philosophy, although Mathematics is a particularly good preparation for formal logic, and Religious Studies introduces students to some key philosophical concepts.

PPE AT OXFORD

PPE is one of two courses in which it is possible to study politics at Oxford, the other being Modern History and Politics. Philosophy forms part of a number of honour schools, for example PPP (Philosophy, Physiology & Psychology). Economics may also be studied together with either history or engineering and management.

PPE is a very broad course. In the first year you study all three subjects: Philosophy, Politics and Economics. Then in the second and third years you can specialise in two (or still proceed with all three). Most students combine Politics with either Philosophy or Economics at this stage. The Politics and Economics course is probably the broadest social studies course available in the UK. Students are largely taught in their College in small tutorial groups (usually twice a week) but may attend tutorials at other colleges.

You will be expected to attend some university lectures, work independently using the college and university libraries and expected to write about 12 essays a term.

Because PPE bridges social studies and the humanities, Colleges welcome applicants for PPE with either arts A Levels, science A Levels, or a mixture of both. It is not necessary to have studied maths A level (although it is very helpful for Economics). Places are offered to those who pass a College written test and interview and usually require three A grades at A level.

It is not just the knowledge of contemporary politics and economics that puts its graduates in demand, it’s also the analytical skills they acquire: clear thinking, data-analysis, problem solving, the ability to dissect a complex social issue, arrive at conclusions, and present them to others. If you find the political and economic world a fascinating but puzzling place, and if, more broadly, you want to understand how and why we (think) we know what we seem to know about that world, then PPE is probably for you.

SOCIAL AND POLITICAL SCIENCES (SPS)

This degree is offered only at Cambridge.

“Wealth and poverty, globalisation, justice and injustice, sexuality and gender, political accountability – this degree tackles deep and passionate concerns from different perspectives”. This clearly offers some insight into the type of candidate that they are looking for. The successful student will have a broad interest in all aspects of society and human activity. The course formally follows three inter-related disciplines; Politics, Psychology and Sociology, which all aim to provide a greater understanding of contemporary society. It goes without saying that anybody considering whether to apply for this course must have a burning ambition to study contemporary society from many different aspects. The candidate should read newspapers and journals voraciously on a daily basis and be prepared to develop ideas and opinions which can be supported by reference to the major issues of the day.

88 The prospectus emphasises that SPS “attracts more undergraduates from abroad (especially from Europe and Southeast Asia), more students from ethnic minorities, and more from state schools than the average, so that our undergraduate community is one of the most interesting in Cambridge”.

The course requires more than a curiosity about major contemporary issues, it requires the ability to work with concepts, theories and models, thus requiring a logical and systematic mind.

Someone who is thinking of applying should take every opportunity at school to engage in debate, write for journals and/or attend lectures. In addition Cambridge will require evidence that the candidate has read widely across many aspects covered by the course.

89 6. OPEN DAYS 2008 - OXFORD

NB The following are the officially advertised Open Days for Oxford and Cambridge colleges; most colleges will also arrange short informal visits for individual prospective candidates. Heads of Department can and do often arrange these for approved candidates.

For more details go to: www.admissions.ox.ac.uk/opendays/

Balliol College, Oxford, OX1 3BJ tel: 01865 277748 email: [email protected] 25 June, 26 June & 19 September

Brasenose College, Oxford, OX1 4AJ tel: 01865 277510 email: [email protected] 26 June & 19 September

Christ Church College, Oxford, OX1 1DP tel: 01865 276181 email: [email protected] 25 June & 19 September

Corpus Christi College, Oxford, OX1 4JF tel: 01865 276693 email: [email protected] 25 June, 26 June & 19 September

Exeter College, Oxford, OX1 3DP tel: 01865 279648 email: [email protected] 25 June & 19 September

Harris Manchester College, Oxford, OX1 3TD tel: 01865 271009 email: [email protected]. 6 June & 23 September Only for mature applicants (over 21)

Hertford College, Oxford, OX1 3BW tel: 01865 279404 email: [email protected] 25 June, 26 June & 19 September

Jesus College, Oxford, OX1 3DW tel: 01865 279721 email: [email protected] 26 April, 25 June, 26 June & 19 September

Keble College, Oxford, OX1 3PG tel: 01865 272711 email: [email protected] 26 June

Lady Margaret Hall, Oxford, OX2 6QA tel: 01865 274310 email: [email protected] 25 June, 26 June & 19 September

Lincoln College, Oxford, OX1 3DR tel: 01865 279836 email: [email protected] 25 June, 26 June & 19 September

Magdalen College, Oxford, OX1 4AU tel: 01865 276063 email: [email protected] 25 June & 26 June

90 Mansfield College, Oxford, OX1 3TF tel: 01865 282920 email: [email protected] 25 June & 19 September

Merton College, Oxford, OX1 4JD tel: 01865 276299 email: [email protected] 25 June, 26 June & 19 September

91 New College, Oxford, OX1 3BN tel: 01865 279512 email: [email protected] 12 March & 26 June

Oriel College, Oxford, OX1 4EW tel: 01865 276522 email: [email protected] 25 June, 26 June & 19 September

Pembroke College, Oxford, OX1 1DW tel: 01865 276412 email: [email protected] 26 June & 19 September

Queen's College, Oxford, OX1 4AW tel: 01865 279161 email: [email protected] 28 April - 11 June (Mondays and Wednesdays between these dates) & 27 June

St Anne's College, Oxford, OX2 6HS tel: 01865 274825 email: [email protected] 28 March, 23 May, 6 June, 25 June, 26 June & 19 September

St Catherine's College, Oxford, OX1 3UJ tel: 01865 271703 email: [email protected] 25 June, 26 June & 19 September

St Edmund Hall, Oxford, OX1 4AR tel: 01865 279011 email: [email protected]. 25 June, 26 June & 19 September

St Hilda's College, Oxford, OX4 1DY tel: 01865 286620 email [email protected] 25 June, 26 June & 19 September

St Hugh's College, Oxford, OX2 6LE tel: 01865 274910 email: [email protected] 25 June, 26 June & 19 September

St John's College, Oxford, OX1 3JP tel: 01865 277317 email: [email protected] 24 June, 25 June, 26, June & 19 September

St Peter's College, Oxford, OX1 2DL tel: 01865 278863 email: [email protected] 24 May, 25 June, 26 June & 19 September

Somerville College, Oxford, OX2 6HD tel: 01865 270619 email: [email protected] 25 June, 26 June & 19 September

Trinity College, Oxford, OX1 3BH tel: 01865 279910 email: [email protected] 25 June, 26 June & 19 September

University College, Oxford, OX1 4BH tel: 01865 276959 email: [email protected] 25 June, 26 June & 19 September

Wadham College, Oxford, OX1 3PN tel: 01865 277545 email: [email protected] 25 June, 26 June & 19 September

92 Worcester College, Oxford, OX1 2HB tel: 01865 278391 email: [email protected] 25 June, 26 June & 19 September

93 7. OPEN DAYS 2008 - CAMBRIDGE

For more details go to: www.cam.ac.uk/admissions/undergraduate/opendays/

2 February Mature Students’ Open Day 7 March Newnham (teachers’ day) 10 March Archaeology and Anthropology 13 March Theology and Religious Studies 14 March Linguistics 14 March Modern and Medieval Languages 14 March Asian and Middle Eastern Studies 15 March Newnham (Year 12 Science Day) 15 March Robinson (question and answer session) 8 April Churchill 8 & 9 April VetCam (for Veterinary Medicine) - book through your school/college 10 April Sidney Sussex 19 April Girton 19 April Newnham (Year 10 Day) 26 April Mathematics: (see also 3 May) Students interested in studying Mathematics are invited to one of these Colleges in the morning and the Department of Applied Mathematics in the afternoon. Please book your place in advance with one of the participating Colleges: Christ’s; Emmanuel; Girton; Jesus; New Hall; Peterhouse; St John’s; Trinity. 26 April Christ’s (Music and information morning for all subjects) 26 April Fitzwilliam 26 April Pembroke 29 & 30 April Organ Scholarships 1 May Choral Awards 3 May Mathematics: (see also 26 April) Students interested in studying Mathematics are invited to visit one of these Colleges in the morning and the Department of Applied Mathematics in the afternoon. Please book your place in advance with one of the participating Colleges: Churchill; Clare; Corpus Christi; Fitzwilliam; Gonville & Caius; Newnham; Pembroke; Queens’; Robinson; St Catharine’s; Selwyn; Sidney Sussex; Trinity Hall. 3 May Pembroke (Music) 3 May Trinity Hall (sciences) 3 May Fitzwilliam 9 May Classics (Oxbridge event, in Cambridge) 10 May Downing (Mathematics) 12 May Downing 12 June GEEMA Open Day 18 June Open Day for students from FE colleges 23 June Trinity (arts) 24 June Jesus (arts) 24 June Lucy Cavendish 24 June Peterhouse 24 June St Catharine’s 24 June Trinity (Engineering, Mathematics and sciences) 25 June Anglo-Saxon, Norse and Celtic 25 June Emmanuel 25 June Jesus (sciences) 25 June St Catharine’s 94 25 June St John’s 2 July Law 2 July New Hall 2 July Newnham 2 July Pembroke (Law) 2 July Sidney Sussex 3 July Cambridge Open Day: All of the Colleges and departments will be taking part in the Cambridge Open Days. However, some Colleges and departments are also holding their own open days on these dates and you will need to book for these events separately (check list below). 3 July Christ’s (excluding Music) 3 July Churchill 3 July Corpus Christi 3 July Clare 3 July Emmanuel 3 July Gonville & Caius 3 July King’s 3 July Magdalene 3 July Pembroke (arts) 3 July Peterhouse (arts) 3 July Queens’ 3 July Robinson 3 July St John’s 3 July Selwyn 3 July Sidney Sussex 3 July Trinity Hall 4 July Cambridge Open Day: All of the Colleges and departments will be taking part in the Cambridge Open Days. However, some Colleges and departments are also holding their own open days on these dates and you will need to book for these events separately (check list below). 4 July Christ’s (excluding Music) 4 July Churchill 4 July Corpus Christi 4 July Clare 4 July Emmanuel 4 July Gonville & Caius 4 July Homerton 4 July King’s 4 July Magdalene 4 July Pembroke (sciences) 4 July Peterhouse (sciences) 4 July Queens’ 4 July Robinson 4 July St John’s 4 July Selwyn 4 July Trinity Hall 5 July Hughes Hall 5 July St Edmund’s 1 September Downing

95 6 September Fitzwilliam 8 September Downing 12 Downing September 13 Pembroke (pm) September 13 Selwyn September 16 Mature Students’ Application Support Day September 16 Homerton (am) September 17 New Hall (pm) September 17 Sidney Sussex September 18 Sidney Sussex September 18 Trinity Hall (pm) September 19 Churchill September 19 Corpus Christi September 19 Newnham (teachers’ day) September 20 Newnham September 22 King’s September 25 Queens’ (post-qualification applicants) September 26 Further Education Application Support Day September 26 Clare (arts) September 26 Robinson (question and answer session) September 27 Clare (sciences) September 27 Girton September 27 St John’s (post-qualification applicants) September

JFC Nash Director of University Entrance

February 2008