The UCAS reference and personal statement guidance How

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The UCAS reference and personal statement guidance

The UCAS reference and personal statement guidance

How are they used? As part of the assessment of candidates against a range

How are they used? As part of the assessment of candidates against a range of criteria agreed with Admissions Tutors. Different institutions will give different weight within the decision making process For some students, on some courses they will be critical Personal statements should be the end result of the decision-making process References are the only part of the application not written by the student

Teacher Support and References Encourage wide-ranging research and a broad perspective on subject choice

Teacher Support and References Encourage wide-ranging research and a broad perspective on subject choice Review the application carefully and holistically Advise on the subject focus of the personal statement Suggest additional or extended reading and encourage evidence of this in the personal statement

Personal Statement – the basics A personal statement needs to be 70 -80% directly

Personal Statement – the basics A personal statement needs to be 70 -80% directly relevant to the subject They get one application for all 5 choices – but additional information can be sent direct to a specific HEI It should demonstrate their interest in and knowledge of their chosen subject It should provide evidence of relevant skills and experiences The application is limited to 47 lines - it should be focused throughout It may be used as the basis for any interviews

Personal Statement – what to include Demonstrate motivation and interest: • “Computing is a

Personal Statement – what to include Demonstrate motivation and interest: • “Computing is a thought provoking subject, covering a range of disciplines, and has permeated every aspect of modern life. It has also given our imaginations new dimensions: opening up whole new modes of communication, connecting people from all over the word. What excites me most about the subject is the seemingly limitless potential of computers: from changing the way that people communicate to how businesses operate, we have only just begun to understand what computers can do for us. Computing has given us the power to shape up our future according to our thoughts, and that idea makes me feel that nothing is impossible. ”

Personal Statement – what to include Examples of current study and skills/knowledge gained: •

Personal Statement – what to include Examples of current study and skills/knowledge gained: • “Frequent independent assignments in Geography have also enhanced my data analysis and research skills. ” • “My Biology A level has shown me the intricacies of brain function and how functional abnormalities are closely linked with psychological ones e. g. the link between the function of neurotransmitters and synapses with depression. ” • “My studies in Maths and Physics have ensured I take a logical approach to obtaining a solution to any problem, as well as relating studies on forces and kinematics to the biomechanics modules of a Sports Science degree. ”

Personal Statement – what to include Demonstrate enthusiasm for subject with examples of wider

Personal Statement – what to include Demonstrate enthusiasm for subject with examples of wider reading: • “I have endeavoured to broaden my studies further and this has led me to be an active follower of the magazine 'Biological Sciences' and also the journal 'The Biologist' which looks at new developments and controversial issues. Alongside this I have become a member of the Society of Biology at a student level. The society allows me to keep up with the advances and discoveries in biological science and will continue to do so during my progression as a university student. ”

Personal Statement – what to include Including relevant extra-curricula activities / work experience: •

Personal Statement – what to include Including relevant extra-curricula activities / work experience: • “To gain a practical experience I have completed two work placements. The first was with the City of York Council's architects. During this I was taught to use Auto. CAD, I later furthered this with a CAD course. I was given the chance to shadow an architect's site visit and attended a meeting on the conservation of York's Georgian Mansion House. It gave me a clearer insight on what is required of an architect and removed several of my misconceptions of the job. My second placement was with Weedon Partnership Architects, a private firm. Whilst there, an architect imparted to me his fascination for environmentally beneficial structures and the delicacy with which they are designed. He also taught me to use Microstation and took me on a construction site visit. The experience reinforced my enthusiasm and I realised I liked the team orientated environment where people still enjoy an individual role. ”

The UCAS reference Reference providers have a duty to the person who is being

The UCAS reference Reference providers have a duty to the person who is being written about and to the prospective university (and potentially to a future employer or professional body) receiving the reference. • Submitting an inaccurate reference may expose the reference provider (the individual and / or the college) to legal liability. • Providing a false positive or negative reference, or failing to disclose potential ‘risk raising’ information can leave the reference provider open to legal liability.

The UCAS reference – before starting Find out more about your students’: • Career

The UCAS reference – before starting Find out more about your students’: • Career goals • Chosen HEIs • Chosen courses • Entry requirements • Skills / qualities / experience / knowledge needed • Mitigating circumstances Read the application (including the personal statement)

Teacher Support and References Tell us about: Performance subject by subject The student’s potential

Teacher Support and References Tell us about: Performance subject by subject The student’s potential for further intellectual development Any restrictions or limitations in terms of the academic options available to the student Mitigating circumstances, personal problems or particular challenges the student has had to face The impact of any disability or learning need

Weak reference for a strong student Short, no indication of course, no information about

Weak reference for a strong student Short, no indication of course, no information about subjects, no detail, very generic … • X is an articulate and mature student who has an excellent record of attendance and punctuality. X develops excellent relationships with his peers and members of staff. • X is motivated towards his studies and shows initiative when working on assignments. X completes work to deadlines and works consistently. X is a confident student who can make presentations to audiences. • During his time in the Sixth Form X has always been willing to assist members of staff and has made valuable contributions to Sixth Form life. X has made highly appropriate course choices. I recommend him to you without reservation.

The UCAS reference – What to include • Academic performance: skills and qualities •

The UCAS reference – What to include • Academic performance: skills and qualities • “In Economics, X is a conscientious and highly motivated pupil who is firmly focused on achieving success. He has impressed with his scholarly, enquiring approach and quiet determination throughout the AS course (grade A achieved) and he is already excelling at A 2 as he reads widely beyond the confines of the syllabus. In class, he is always attentive and his contributions to discussions are carefully considered, insightful and accurate. He has an excellent grasp of even the most complex issues studied and he can develop effective, coherent arguments supported by carefully selected diagrammatical analysis. He enjoys data interpretation and analysis and he makes full use of all available information when making judgements. ”

The UCAS reference – What to include • Academic performance: skills and qualities •

The UCAS reference – What to include • Academic performance: skills and qualities • “X has found the course challenging but is making progress in her A level studies in Mathematics. She is able to set out calculations in a logical form and can recognise appropriate methods for problems presented in familiar contexts. She is able to apply relevant theory with some success and written solutions are improving in detail and accuracy. ” • “X’s reluctance to read around the topic has ensured that her knowledge has not really extended beyond what has been taught in the classroom. She can, on her day, produce top work and proved in her AS examinations just what she is capable of. If she can become more consistent, especially in applying detailed subject knowledge she could improve still further. ”

The UCAS reference – What to include • Academic performance: relevant project work •

The UCAS reference – What to include • Academic performance: relevant project work • “X’s extended project into gender differences in maths makes great use of psychological theories and shows her willingness to read around the subject in a greater depth than is required at A level. ” • “Particularly noteworthy was the extended investigation that X carried out into the UK current account deficit, where he successfully employed a wide range of techniques from his extensive economics toolkit to arrive at some very interesting and well-supported conclusions. ”

The UCAS reference – What to include • Personal qualities / achievements / contribution

The UCAS reference – What to include • Personal qualities / achievements / contribution to school/community • “Hard-working, thoughtful and mature, X was a natural choice to be appointed Senior Prefect and has carried out his duties with calm assurance, maintaining positive relations with pupils and staff. ” • “The winner of the Politics Prize and captain of the 1 st XI cricket team, X undoubtedly has the ability and drive to cope with the most academically demanding of university courses. ”

The UCAS reference – What to include • Participation in subject-related / preparation for

The UCAS reference – What to include • Participation in subject-related / preparation for HE programmes • Eg summer schools, taster days etc • “X’s enthusiasm has been evident throughout the course, but she was especially buoyed up after attending the Oxford University psychology taster course last summer, which she arranged and organised independently. ”

The UCAS reference – What to include • Individual circumstances • Do discuss with

The UCAS reference – What to include • Individual circumstances • Do discuss with the applicant before disclosing these • Circumstances that have had an impact on the applicant’s ability to fulfil his/her potential • Circumstances that have had an impact on previous results • Circumstances that explain a difference between previous achievement and predicted grades • Impact of any disability or learning need

The UCAS reference – What to include • Concluding recommendation • Comment on applicant’s

The UCAS reference – What to include • Concluding recommendation • Comment on applicant’s suitability for chosen path (career as well as HE) • Has the applicant got the ability to succeed academically? • Clearly indicate if you would recommend the student • What type of student would the applicant be?

The UCAS reference – What to include • Concluding recommendation • “Progression into higher

The UCAS reference – What to include • Concluding recommendation • “Progression into higher education would seem to be a natural and appropriate next step for X. X is a focused, keenly perceptive student who has a mature and committed approach to her studies; she will prove to be an excellent student at degree level and I have no reservations in recommending her to you. ” • “X has become adept at prioritising her attendance in school to lessons, although this has been at the expense of other compulsory parts of her timetable such as morning registration. Throughout this, X has maintained a willingness to communicate with mature conversations about her future. X's developing independent approach to learning will stand her in good stead for higher education. ”

The UCAS reference – what to include Do: • Give a fair, honest and

The UCAS reference – what to include Do: • Give a fair, honest and relevant appraisal of the applicant’s potential to study at HE • Draw out skills and qualities that are relevant to the applicant’s chosen area of study • Make sure that the predicted grades match the reference • If predicted grades are above AS grades – explain why potential exceeds previous attainment • Make sure that the reference is relevant to each of the applicant’s chosen courses • Remember that applicants can ask for a copy of the reference