Applying for Higher Education: A Guide for Staff Written by Kate Munday-Hoctor Written by Kate Munday-Hoctor from Kent and Medway Progression Federation Design by Emma Bunyard KMPF is extremely grateful to the numerous staff members at our partner schools, the University of Kent, the University for the Creative Arts, Canterbury Christ Church University and MidKent College who have supported and contributed to the development of this guide. Illustrations by Freepik contents YOUR STUDENTS AND HIGHER EDUCATION PARTICIPATION 4 HELPING YOUR STUDENTS DECIDE THE BEST HIGHER EDUCATION ROUTES FOR THEM 5 STUDENT CONCERNS AND HOW TO ADDRESS THEM 9 PREPARING STUDENTS FOR APPLICATION TO HE 11 What to do and when to do it 11 Enabling your students to be in the best position to apply 13 Selecting the right course 14 Selecting the right university or college 16 APPLYING ONLINE: UCAS 18 Helping students to avoid common mistakes 19 When to apply 21 Personal statement 22 Writing a reference 25 AFTER SUBMISSION 27 Preparing your students for a course interview 28 Receiving and accepting offers 31 Students with no offers 33 NEXT STEPS 35 Student Accomodation 35 Student Finance 36 WHERE TO STUDY HIGHER EDUCATION IN KENT AND MEDWAY 39 GLOSSARY OF TERMS 40 FURTHER RESOURCES 42 DEADLINE CALENDAR 43 3 YOUR STUDENTS AND HIGHER EDUCATION PARTICIPATION Many students find university or college higher education (HE) a daunting prospect, but perhaps even more so when coming from a widening participation (WP) background. Widening participation students are under-represented in higher education because they are subject to various forms of disadvantage. WP students include: • Students from low income backgrounds; • Some ethnic groups or subgroups; • Students from lower socio-economic groups; • Students who have been in care; • First generation HE applicants; • Disabled students; • Those from neighbourhoods with low higher education participation (POLAR3). Traditionally, these students may not have considered HE as an option, due to a number of social, cultural, geographical and economic factors; for instance, parents’ social backgrounds and occupations, as well as the socio-economic environment in which a student is raised, are all considered to impact upon aspirations. Likewise, for disadvantaged students especially, the cost of studying can discourage HE participation, as well as the geographical location in which they live. Lack of information concerning HE and the application process can also act as a deterrent to HE progression for students unfamiliar with the process. This is where your role in supporting students as teacher or adviser is key. Young people from families with no history of university-level education, or from groups with low HE participation rates, may not receive the same levels of support as some of their peers, or may have specific barriers to overcome. This guide aims to help you help them. It will provide information about the HE application process so that you can support your students through each step, from choosing between college and university higher education to applying for student finance. Also included are suggestions for student activities as well as signposts to further relevant information. “University applicants from non-traditional backgrounds do a little bit worse at every stage. They are also a little bit less likely to get through at every stage. They therefore need a little bit more support at every stage.” University Head of Admissions. Refreshing your knowledge If the responsibility for HE application support has fallen to you, it is vital that you keep up to date with current developments. UCAS offers adviser training online and in schools and colleges. For further information visit: www.ucas.com/advisers/training 4 HELPING YOUR STUDENTS DECIDE THE BEST HIGHER EDUCATION ROUTES FOR THEM Although HE might be right for some of your students, it may not be the best option for others. Students should explore the various routes and options available to them, making decisions about those most suitable with encouragement and guidance from you. Part of this process is deciding whether college or university HE is right for them and the type of qualification for which they would like to study when they are there. Top tip: Offer HE exploratory sessions to all students, not just to those who have actively expressed an interest; students who may not have otherwise considered HE may be encouraged to do so as a result, so do not rule anybody out. 5 College or University? Many students are unaware that further education colleges as well as universities offer higher education. While some may feel more suited to studying at university, college higher education may be more applicable to others. Introduce students to HE options available at both and ask them to consider the similarities and differences between them. COLLEGE HE UNIVERSITY HE • Both academic and vocational courses are taught. • Courses tend to be more industry specific than • Some courses offer work placements and academic. opportunities to study for a year abroad. • Most courses allow students to combine study • BA/BSc/BEng programmes usually run for three with work-based learning. years or more. • Students can opt to complete a degree level • Less flexible learning times, although students qualification in various stages, rather than can study part-time. commit to a three-year programme. • Tends to offer less contact time and more • Offers flexible learning times. independent study time. • Tends to offer more contact time and less • A wide range of courses are available at independent study time. universities nationally. • Courses are usually tailored to local priorities • Courses have specific entry requirements and work requirements in the local area. which students must meet to be accepted to • Courses usually have lower entry requirements study on a course. than those provided at universities. • Some universities offer foundation years for • For students who have missed out on marks students unable to meet entry requirements. or qualifications, colleges offer lower level Upon successful completion, students can courses which can provide pathways to HE. usually progress to a degree programme the • Students can study in a familiar environment following year. within their local area. • Students can move away from home and study • Tuition fees are usually lower than at in a new environment. universities. • Tuition fees are usually higher than those charged at colleges. 6 HE qualifications provided by colleges may include the following: • Higher National Certificate: Study at Level 4. Can lead to Level 5 entry on an HND programme, followed by a degree top-up year. • Higher National Diploma: Study at Levels 4 & 5. Can lead to a degree top-up year, enabling students to gain a full bachelor’s degree. • Foundation degree: Study at Levels 4 & 5. Students can progress to a top-up year and gain a full bachelor’s degree. • Top-up year: Study at Level 6. Usually completed after students have gained an HND or foundation degree. This allows students to gain a full bachelor’s degree in partnership with a local university. HE qualifications provided by universities may include the following: • Foundation year: Not a ‘stand-alone’ qualification but an introductory course year from which students can progress to the first year of a degree upon successful completion. • Bachelor degrees: Includes Bachelor of Arts (BA), Bachelor of Science (BSc), Bachelor of Engineering (BEng) and Bachelor of Laws (BL or LBB). A degree with ‘honours’ requires students to pass a higher number of credits than an ‘ordinary’ degree and is therefore often more highly regarded. • Postgraduate study: Introduce students to postgraduate study and the option to continue study after their first degree. This can include master’s degrees, doctorates or specialist vocational programmes. Apprenticeships Apprenticeships can offer a hands-on alternative to a traditional, academic course. Primarily, an apprenticeship is a job, which allows apprentices to earn a paid salary while training on the job and studying at a college, university or with a training provider. The employer covers the tuition fee costs. Higher and degree apprenticeships are offered for post Level 3 students. Higher apprenticeships provide an opportunity to gain a higher-level qualification, at Level 4, 5, 6 or 7. These can include NVQ Level 4, HNDs and foundation degrees. Alternatively, students can gain a full bachelor’s or master’s degree with a degree apprenticeship. Higher and degree apprenticeships are competitive and students will need to search for vacancies via Apprenticeships on gov.co.uk, or Apprenticeship Kent for opportunities in Kent. [www.gov.uk/apprenticeships-guide] [www.apprenticekent.com/home] 7 Russell Group Universities Some students may be suitable for a Russell Group university application. If so, it is important that they check any additional entry requirements and note important deadlines. Unlike the January 15th deadline for most other universities, Oxford and Cambridge require students to apply by October 15th, attend an interview and sit an entrance test. The Russell Group University of Birmingham London School of Economics and Political Science University of Bristol University of Manchester University of Cambridge Newcastle University Cardiff University University of Nottingham Durham University University of Oxford University of Edinburgh Queen Mary University of London University of Exeter Queen’s University Belfast University of Glasgow University of Sheffield Imperial College London University of Southampton King’s College London University College London University of Leeds University of Warwick University of Liverpool University of York 8 STUDENT CONCERNS AND HOW TO ADDRESS THEM “Higher education costs too much and I won’t be able to afford it.” For many students, acquiring a student loan is a huge concern and one that may prevent them from progressing to HE. While this is understandable, it is important to explain the reality of the situation. Here are some key points: • The amount students pay back each month depends on the amount they are earning, not on how much they have borrowed.