Progress to Higher Education Policy
Content
130
PROGRESS TO HIGHER EDUCATION
1.
During Years 12 and 13 all students receive support and guidance regarding
applications for entry to university or college. This is co-ordinated by the
teacher with responsibility for Continuing Education but also includes input
from the Head of Sixth Form, the Careers Officer, tutors and subject teachers.
2.
In the summer term of Year 12 students are encouraged to research courses
and universities. Visits to open days and individual university departments
are arranged. In addition students will be expected to complete a first draft of
their statement and register for the UCAS online application process.
3.
During the autumn term of Year 13 students will complete their online UCAS
application forms. Those who are including Oxford or Cambridge Universities
in their choice, or who are applying to study medicine, dentistry or veterinary
science will need to complete their applications before the end of September;
others as soon as possible after this and by the end of November at the
latest.
4.
Students applying to Art and Design colleges may apply through ‘Route A’,
observing the normal UCAS timetable, or ‘Route B’ between January and
March, or both. Full details and conditions are available on the UCAS
website. A school statement will need to be provided as for other entrants. A
completed subject teacher form will be particularly important, with information
provided by the Head of Art.
5.
Further guidance will be given during the spring and summer terms of Year 13
concerning the acceptance of offers and participation in the Clearing Scheme
if necessary. Additional advice is available through the Careers service.
WRITING UCAS REFERENCES
PROCESS AND PREPARATION
a)
Academic Information: information about a student’s academic
performance/abilities can be gathered from the Subject Information
Forms which should be distributed to subject teachers during the first
week of term. These are designed so that it should be possible to lift
whole phrases that use subject specific language from them. Please
ensure that the box on page 2 of the form is ticked if appropriate and that
subject staff know the deadline.
b)
Personal information: in most cases, the time spent as Year Twelve tutor
will enable you to comment on various aspects of a students personality,
responsibilities, interests etc. In addition you should ask students to
complete the Student Information Form – this will provide you with a lot
of useful information that you can weave into the reference. You will also
need to sit down with students to discuss their applications.
c)
Timetable Deadlines: see separate sheet. These are laid down to ensure
that our candidates’ forms reach UCAS as early as possible. Experience
shows that this helps them to achieve interviews and/or offers of Higher
Handbook:Green2006:ProgressToHigherEducation
131
Education places.
WRITING THE REFERENCE
Having gathered all the information, you are now ready to write a reference. This
should be no more than 350/400 words long and structured for ease of reading. The
tone should be positive but realistic.
You do not need to repeat the information that the applicant has given on their
application form unless you want to comment on it. There is no single approved
structure for a UCAS reference but a common model is as follows:
a) Introduction - a brief statement about how long the student has been in the
school, academic achievements to date, subjects currently studied and
predicted grades.
E.g. Matilda entered the sixth form in September 2000 with 10
GCSEs at grades C and above, including 2As and an A*. She has
continued to make excellent progress in her chosen A-level
subjects. She has gained a B in sociology AS and is predicted As in
English and mathematics and a B in French at A2.
b) A resume of general strengths such as communication skills,
industriousness, teamwork, intellectual curiosity, powers of analysis,
independence of thought, etc.
E.g. Matilda has proved herself to be an exceptionally dedicated and
motivated student. Her work and organisation show a discipline and
attention to detail, which set her apart from many of her peers. She
works independently and is a creative and original thinker, but also
one who is always keen to listen to advice and act upon it.
c) Subject Specific Comments – this is probably the most important part of
the reference. The subject most relevant to the student’s chosen courses
should be covered first. If you want you can comment on the student’s
performance in any module tests taken so far. Please also comment on
the student’s ability in Key skill areas.
E.g. In English Matilda is an assured and highly effective
communicator and her clearly thought out and well-articulated
contributions help to focus discussion and move it on, often
cutting through trivia to get to the crux of an argument or an idea.
Her written work is coherently structured and fluent, showing
insightful understanding and controlled analysis. She often takes
an original viewpoint but is always keen to base her ideas on
sound textual evidence and close reading.
Matilda is a wide reader, a creative thinker and an original writer.
She has a genuine love of reading and writing, a broad general
knowledge and a keen sensitivity to literature. She is able to see
links between different texts and forms. As an imaginative writer
her style is controlled and poised. She is a risk-taker, unafraid to
express strong opinions on questions received or traditional
Handbook:Green2006:ProgressToHigherEducation
132
ideas.
Similar, shorter paragraphs should be written on the other subjects
studied and key skills.
d) Suitability for Course /Other Aspects - This is an opportunity to mention any
relevant work experience, responsibilities, extra-curricular activities etc. It is
helpful to divide these into “in-school” and “out-of-school” activities.
E.g. Matilda has played an active part in school life since joining
the sixth form, being a member of the sixth form committee and
taking part in drama performances. Outside school, she has
worked in the nursery of an organisation that helps to house
refugees. She loves the French language and culture, enjoying
improving her spoken French and also French cinema. But her
real passions are creative and she spends much of her spare
time developing these: she reads, writes, paints, draws, listens to
music and plays the cello. She has ambitions to develop these
passions into a career, and she certainly has the talent and
dedication to make this possible.
e) Conclusion - To round off the reference any special circumstances can be
mentioned as well as restating support for the application.
E.g. Matilda is an exceptional student, who possesses an
unassuming charm and a quiet but prodigious creativity. She will
embrace university life and academic study with her
characteristically generous spirit and I have no reservation in
recommending her as an extremely strong candidate who would
be a credit to any university.
References may be handwritten, or word-processed and given to me on floppy disk. I
will proof read and edit all references and import them into the EAS application form.
I have ultimate editorial control and responsibility.
Thanks for undertaking this task. No pressure – but these are perhaps the most
important 42 lines that the school produces on its students! Good luck.
Brian Jones and Oonah McGowan,UCAS Co-ordinators
Handbook:Green2006:ProgressToHigherEducation
133
UCAS REFERENCE – Information from Subject Teachers
Student: …………………………………………………. Tutor Group:
………………
University subject: …………………………… Subject studied:
…………………….
An early completion of the UCAS application form does enhance the
student’s chances. Subject teacher’s contributions are a vital element
and need to be useful, relevant and supportive.
Estimated grade at AS/A2
(delete as appropriate)
Currently working at Grade
Teachers should agree upon a grade that reflects the student’s potential and
should err on the side of optimism. The student will be given this predicted
grade but will be told it is non-negotiable.
Paragraph on student’s attainment and progress for inclusion in reference.
Please return completed forms to tutors by:
…………………………………………
PTO for guidance on what to include.
Handbook:Green2006:ProgressToHigherEducation
134
Positive comments about students are welcome in any of the following areas: Commitment and enthusiasm for subject and/or related subjects.
Evidence of organisation and self discipline e.g. meeting deadlines,
maintaining consistent high standards, doing extra work, working effectively
under pressure.
Depth and breadth of research e.g. visits, bibliographic research, use of the
Internet, primary research.
Capacity for independent study.
Tenacity if the going gets tough – ability to see tasks through – perseverance.
Ability to work effectively with others.
Achievements to date including module grades, unit tests, coursework, essay
grades, artwork, etc.
Potential for undergraduate study.
Extra-curricular pursuits which have relevance to your subject.
Ability to communicate effectively in different contexts, using different registers,
different media, oral and written.
Capacity for logical thought and analysis.
Ability to understand problems and to seek for elegant solutions.
Ability to grasp new concepts and ideas.
Capacity for constructive criticism of one’s own work and others.
Other key skills including numeracy and IT.
Particular subject-related interests and enthusiasms.
Particular “gifts” or “talents” in your subject area.
Examples of useful comments.
“X has acquired a good grasp of salient concepts and theories, and is able to unpick
and evaluate key arguments effectively”.
“Her work reflects her ability to extract key information from a variety of sources and
assemble and present a clear and coherent argument”.
“She has established effective systems to file and manage the resources she is given
and the work she produces”.
Handbook:Green2006:ProgressToHigherEducation
135
“Her planning means that her work is well researched and carefully developed”.
“She is well organised and thorough in her approach to all tasks – this is especially
evident in relation to her personal study”.
“She is an original thinker but is always keen to base ideas and arguments on sound
evidence and close textual reading”.
Examples of useful paragraphs
“Mark is a competent and perceptive student of history. His written work benefits from
a commendable economy of delivery and a relevant, direct approach to the question.
His factual understanding is immediate even when the issues are complex and his
thoughtful contributions in class and insightful coursework show him in addition to
have a naturally sceptical mind: very healthy in a historian. He is reading widely in his
research of the Bolshevik seizure of power in 1917.”
“In his studies of psychology, Paul showed a keen awareness of how this discipline
could unlock opportunities for deeper understanding and analysis in both his other
two A2 subjects. His rather disappointing C grade was in no small part a reflection of
the difficulties the school and his class faced as a result of two lengthy periods of
absence through sickness of the subject teacher. In these circumstances his C grade
could be seen as creditable.”
“In government & politics Robert’s ability to draw comparisons and make contrasts
between different political systems is particularly worthy of praise. Robert’s up-to the
minute knowledge of political affairs, his ability to generalise from his knowledge and
relate current events to relevant political theories is most impressive.”
“In sociology, Bianca has already demonstrated an impressive conceptual
understanding which is reflected in her very high mark at AS level. She enjoys
reflecting sociologically on her own experience of the world, and she has an assured
critical perspective on contemporary social processes and structures. In her personal
study she demonstrates a penetrating and insightful understanding of the relationship
between theory and method as well as a confidence with sociological research
methods and their analysis and evaluation. She grasps difficult concepts with ease,
and is adept at handling complex theories and ideas. She has enjoyed examining the
influences that shape identity and the processes that create social behaviour, and the
extent to which individuals shape and are shaped by social structures.”
“In chemistry, Ivan is able to apply his knowledge and understanding to the solution
of complex A level problems with real clarity and purpose. He is adept at drawing
together theories from all areas of chemistry to solve synoptic questions. He is
confident and articulate in the presentation of his ideas to the group, and is always
keen to support other less able students in problem-solving sessions. He has
demonstrated outstanding practical technique. “
“Ann delights in all aspects of French culture, but takes special pleasure in the
opportunities to study literature and philosophy that the A level course affords. But
her love of the subject extends far beyond the confines of the classroom, and she
hungrily searches out opportunities to extend her experience of French culture and
her proficiency in language wherever she can. She has read widely and
independently in French - she is currently reading “L’Etranger” – and she is planning
Handbook:Green2006:ProgressToHigherEducation
136
to combine her love of French, philosophy and drama in her coursework on Sartre in
relation to the Theatre of the Absurd. It is here where Ann’s ability to make
connections and see beyond the academic confines of a subject is most clearly
seen.”
“In drama, Julie consistently demonstrates that she is an original thinker who will
question what is established, and who loves to explore and experiment with new
concepts from the ideas of practitioners she has studied such as Brecht and
Stanislavski. She applies what she has learnt in an imaginative and insightful way,
which was particularly evident in her devised work based on the ideas of Artaud. She
is committed to working as part of a group and often takes a leading role, focussing
and shaping ideas. She is a strong, flexible performer who draws on a wide range of
influences, and is assured in applying them to both texts and devised work.”
“She demonstrates a mature and sophisticated understanding in all areas of her
studies in geography. She has become highly skilled at analysing and synthesising a
wide range of data to generate conclusions to geographical enquiries. She also
brings to her studies an excellent knowledge of the world around her; particularly in
its social, environmental and political aspects. She is passionate about her beliefs
and ideas and loves argument and debate. Her coursework – based on primary data
collection – demonstrated her independence as a learner as well as a wide range of
mathematical, cartographic and analytical skills.”
“In computing, Len has demonstrated a sound grasp of theoretical and practical
constructs. He produced outstanding coursework at AS level, and again scored
100% for the programming task – an illustration of both his tenacity in wrestling with a
difficult problem and his logical ability to provide an efficient and elegant solution.
Len has shown remarkable dedication to his study of computing because he has
tackled much of the theory on his own due to a timetable clash. The fact that he has
done so well is testimony to his self discipline and motivation – qualities which are
essential for success at degree level and beyond. He enjoys mathematics and tasks
which challenge his problem solving faculties, and so a degree course which
contains an element of computing would seem to be highly suitable for him.”
Handbook:Green2006:ProgressToHigherEducation
137
UCAS REFERENCE – student information
Student: ....................................................................
Group: ..................
Tutor
Likely degree subjects:
…………………………………………………………………………………………………..
Possible career: .............................................................................................................
Month/Year of entry to Tallis: ………………………………………………………………..
List below all the qualifications you have gained so far including GCSEs, AS levels,
GNVQs and Key Skills with the level or grades achieved:
What do you wish to study at university and why? Which universities are you
considering? Mention any research you have done, visits you have made.
Please comment on your 6th form studies subject by subject. Highlight topics you
have enjoyed; particular interests; strengths and weaknesses; any independent
research/background reading. Don’t forget to mention Key Skills if relevant.
Have you taken part in any school activities? Have you had any responsibilities in
school? (E.g. things like – school journeys, school council, sixth form committee,
sports teams, drama productions, concerts, exhibitions, mentoring…)
What are your outside interests/hobbies/leisure/social activities?
Any achievements relating to these? (E.g. music exams, first aid certificates, sports
leadership award, Duke of Edinburgh award, etc)
Handbook:Green2006:ProgressToHigherEducation
138
Have you done any work experience or part time work? What have you learnt/How
have you benefited from this experience? How is it relevant to your university
application?
What personal and academic qualities do you possess that would be an asset to any
university? Be honest!
Are there any other factors that a university should know about? (E.g. any problems
or difficulties you have faced which may have affected your performance in
exams/interviews, medical problems, etc)
Thanks for completing this form it will help your tutor write your reference. The more
information you can provide the better you reference is likely to be.
Please return the completed form to your tutor.
Handbook:Green2006:ProgressToHigherEducation
139
Writing your personal statement: a guide
This is your chance to sell yourself to your chosen universities. Remember, you are
competing against students not only form all over the United Kingdom, but from all
over the world.
A good personal statement is vital – it is the only chance you get to demonstrate the
particular skills and individual qualities that make you stand out from the rest.
These are the kinds of things they will want to know:
What interests you about the subject(s) you have chosen to study at
university.
Why you have chosen a particular course.
What in particular has interested/inspired you in your academic studies at A
level.
Any relevant work experience or placements (including voluntary work) which
you have undertaken.
Any involvement in summer schools, mentoring schemes, any other courses
or programmes of study you have taken part in.
Any extra-curricular activities you are involved in at school such as the Sixth
Form Committee, SEN mentoring.
Details of non-accredited skills and achievements gained through activities
such as: ASDAN, Duke of Edinburgh, Millennium Volunteers, Young
Enterprise etc.
Career plans that you may have for when you complete your course.
If you are planning to take a year out, your reasons for doing so.
Your social, sports or leisure interests.
As a start, brainstorm under each of these headings. Gather together as much
material as you can.
Then, you can organise that material into a coherent statement. Your tutor can
help you do this. I am also available if you need particular advice, or if you just
get stuck.
Remember to be specific and give detailed evidence when writing about courses,
school subjects, future plans (including travel), outside interests – about everything,
really. Also, make sure what you say is relevant – do not mention any
course/job/activity/interest unless you can explain its relevance. For example, it may
be that it has helped you acquire skills, knowledge or understanding, it may have
been of practical use to you, or it may simply have inspired you.
Handbook:Green2006:ProgressToHigherEducation
PROGRESS TO HIGHER EDUCATION
1.
During Years 12 and 13 all students receive support and guidance regarding
applications for entry to university or college. This is co-ordinated by the
teacher with responsibility for Continuing Education but also includes input
from the Head of Sixth Form, the Careers Officer, tutors and subject teachers.
2.
In the summer term of Year 12 students are encouraged to research courses
and universities. Visits to open days and individual university departments
are arranged. In addition students will be expected to complete a first draft of
their statement and register for the UCAS online application process.
3.
During the autumn term of Year 13 students will complete their online UCAS
application forms. Those who are including Oxford or Cambridge Universities
in their choice, or who are applying to study medicine, dentistry or veterinary
science will need to complete their applications before the end of September;
others as soon as possible after this and by the end of November at the
latest.
4.
Students applying to Art and Design colleges may apply through ‘Route A’,
observing the normal UCAS timetable, or ‘Route B’ between January and
March, or both. Full details and conditions are available on the UCAS
website. A school statement will need to be provided as for other entrants. A
completed subject teacher form will be particularly important, with information
provided by the Head of Art.
5.
Further guidance will be given during the spring and summer terms of Year 13
concerning the acceptance of offers and participation in the Clearing Scheme
if necessary. Additional advice is available through the Careers service.
WRITING UCAS REFERENCES
PROCESS AND PREPARATION
a)
Academic Information: information about a student’s academic
performance/abilities can be gathered from the Subject Information
Forms which should be distributed to subject teachers during the first
week of term. These are designed so that it should be possible to lift
whole phrases that use subject specific language from them. Please
ensure that the box on page 2 of the form is ticked if appropriate and that
subject staff know the deadline.
b)
Personal information: in most cases, the time spent as Year Twelve tutor
will enable you to comment on various aspects of a students personality,
responsibilities, interests etc. In addition you should ask students to
complete the Student Information Form – this will provide you with a lot
of useful information that you can weave into the reference. You will also
need to sit down with students to discuss their applications.
c)
Timetable Deadlines: see separate sheet. These are laid down to ensure
that our candidates’ forms reach UCAS as early as possible. Experience
shows that this helps them to achieve interviews and/or offers of Higher
Handbook:Green2006:ProgressToHigherEducation
131
Education places.
WRITING THE REFERENCE
Having gathered all the information, you are now ready to write a reference. This
should be no more than 350/400 words long and structured for ease of reading. The
tone should be positive but realistic.
You do not need to repeat the information that the applicant has given on their
application form unless you want to comment on it. There is no single approved
structure for a UCAS reference but a common model is as follows:
a) Introduction - a brief statement about how long the student has been in the
school, academic achievements to date, subjects currently studied and
predicted grades.
E.g. Matilda entered the sixth form in September 2000 with 10
GCSEs at grades C and above, including 2As and an A*. She has
continued to make excellent progress in her chosen A-level
subjects. She has gained a B in sociology AS and is predicted As in
English and mathematics and a B in French at A2.
b) A resume of general strengths such as communication skills,
industriousness, teamwork, intellectual curiosity, powers of analysis,
independence of thought, etc.
E.g. Matilda has proved herself to be an exceptionally dedicated and
motivated student. Her work and organisation show a discipline and
attention to detail, which set her apart from many of her peers. She
works independently and is a creative and original thinker, but also
one who is always keen to listen to advice and act upon it.
c) Subject Specific Comments – this is probably the most important part of
the reference. The subject most relevant to the student’s chosen courses
should be covered first. If you want you can comment on the student’s
performance in any module tests taken so far. Please also comment on
the student’s ability in Key skill areas.
E.g. In English Matilda is an assured and highly effective
communicator and her clearly thought out and well-articulated
contributions help to focus discussion and move it on, often
cutting through trivia to get to the crux of an argument or an idea.
Her written work is coherently structured and fluent, showing
insightful understanding and controlled analysis. She often takes
an original viewpoint but is always keen to base her ideas on
sound textual evidence and close reading.
Matilda is a wide reader, a creative thinker and an original writer.
She has a genuine love of reading and writing, a broad general
knowledge and a keen sensitivity to literature. She is able to see
links between different texts and forms. As an imaginative writer
her style is controlled and poised. She is a risk-taker, unafraid to
express strong opinions on questions received or traditional
Handbook:Green2006:ProgressToHigherEducation
132
ideas.
Similar, shorter paragraphs should be written on the other subjects
studied and key skills.
d) Suitability for Course /Other Aspects - This is an opportunity to mention any
relevant work experience, responsibilities, extra-curricular activities etc. It is
helpful to divide these into “in-school” and “out-of-school” activities.
E.g. Matilda has played an active part in school life since joining
the sixth form, being a member of the sixth form committee and
taking part in drama performances. Outside school, she has
worked in the nursery of an organisation that helps to house
refugees. She loves the French language and culture, enjoying
improving her spoken French and also French cinema. But her
real passions are creative and she spends much of her spare
time developing these: she reads, writes, paints, draws, listens to
music and plays the cello. She has ambitions to develop these
passions into a career, and she certainly has the talent and
dedication to make this possible.
e) Conclusion - To round off the reference any special circumstances can be
mentioned as well as restating support for the application.
E.g. Matilda is an exceptional student, who possesses an
unassuming charm and a quiet but prodigious creativity. She will
embrace university life and academic study with her
characteristically generous spirit and I have no reservation in
recommending her as an extremely strong candidate who would
be a credit to any university.
References may be handwritten, or word-processed and given to me on floppy disk. I
will proof read and edit all references and import them into the EAS application form.
I have ultimate editorial control and responsibility.
Thanks for undertaking this task. No pressure – but these are perhaps the most
important 42 lines that the school produces on its students! Good luck.
Brian Jones and Oonah McGowan,UCAS Co-ordinators
Handbook:Green2006:ProgressToHigherEducation
133
UCAS REFERENCE – Information from Subject Teachers
Student: …………………………………………………. Tutor Group:
………………
University subject: …………………………… Subject studied:
…………………….
An early completion of the UCAS application form does enhance the
student’s chances. Subject teacher’s contributions are a vital element
and need to be useful, relevant and supportive.
Estimated grade at AS/A2
(delete as appropriate)
Currently working at Grade
Teachers should agree upon a grade that reflects the student’s potential and
should err on the side of optimism. The student will be given this predicted
grade but will be told it is non-negotiable.
Paragraph on student’s attainment and progress for inclusion in reference.
Please return completed forms to tutors by:
…………………………………………
PTO for guidance on what to include.
Handbook:Green2006:ProgressToHigherEducation
134
Positive comments about students are welcome in any of the following areas: Commitment and enthusiasm for subject and/or related subjects.
Evidence of organisation and self discipline e.g. meeting deadlines,
maintaining consistent high standards, doing extra work, working effectively
under pressure.
Depth and breadth of research e.g. visits, bibliographic research, use of the
Internet, primary research.
Capacity for independent study.
Tenacity if the going gets tough – ability to see tasks through – perseverance.
Ability to work effectively with others.
Achievements to date including module grades, unit tests, coursework, essay
grades, artwork, etc.
Potential for undergraduate study.
Extra-curricular pursuits which have relevance to your subject.
Ability to communicate effectively in different contexts, using different registers,
different media, oral and written.
Capacity for logical thought and analysis.
Ability to understand problems and to seek for elegant solutions.
Ability to grasp new concepts and ideas.
Capacity for constructive criticism of one’s own work and others.
Other key skills including numeracy and IT.
Particular subject-related interests and enthusiasms.
Particular “gifts” or “talents” in your subject area.
Examples of useful comments.
“X has acquired a good grasp of salient concepts and theories, and is able to unpick
and evaluate key arguments effectively”.
“Her work reflects her ability to extract key information from a variety of sources and
assemble and present a clear and coherent argument”.
“She has established effective systems to file and manage the resources she is given
and the work she produces”.
Handbook:Green2006:ProgressToHigherEducation
135
“Her planning means that her work is well researched and carefully developed”.
“She is well organised and thorough in her approach to all tasks – this is especially
evident in relation to her personal study”.
“She is an original thinker but is always keen to base ideas and arguments on sound
evidence and close textual reading”.
Examples of useful paragraphs
“Mark is a competent and perceptive student of history. His written work benefits from
a commendable economy of delivery and a relevant, direct approach to the question.
His factual understanding is immediate even when the issues are complex and his
thoughtful contributions in class and insightful coursework show him in addition to
have a naturally sceptical mind: very healthy in a historian. He is reading widely in his
research of the Bolshevik seizure of power in 1917.”
“In his studies of psychology, Paul showed a keen awareness of how this discipline
could unlock opportunities for deeper understanding and analysis in both his other
two A2 subjects. His rather disappointing C grade was in no small part a reflection of
the difficulties the school and his class faced as a result of two lengthy periods of
absence through sickness of the subject teacher. In these circumstances his C grade
could be seen as creditable.”
“In government & politics Robert’s ability to draw comparisons and make contrasts
between different political systems is particularly worthy of praise. Robert’s up-to the
minute knowledge of political affairs, his ability to generalise from his knowledge and
relate current events to relevant political theories is most impressive.”
“In sociology, Bianca has already demonstrated an impressive conceptual
understanding which is reflected in her very high mark at AS level. She enjoys
reflecting sociologically on her own experience of the world, and she has an assured
critical perspective on contemporary social processes and structures. In her personal
study she demonstrates a penetrating and insightful understanding of the relationship
between theory and method as well as a confidence with sociological research
methods and their analysis and evaluation. She grasps difficult concepts with ease,
and is adept at handling complex theories and ideas. She has enjoyed examining the
influences that shape identity and the processes that create social behaviour, and the
extent to which individuals shape and are shaped by social structures.”
“In chemistry, Ivan is able to apply his knowledge and understanding to the solution
of complex A level problems with real clarity and purpose. He is adept at drawing
together theories from all areas of chemistry to solve synoptic questions. He is
confident and articulate in the presentation of his ideas to the group, and is always
keen to support other less able students in problem-solving sessions. He has
demonstrated outstanding practical technique. “
“Ann delights in all aspects of French culture, but takes special pleasure in the
opportunities to study literature and philosophy that the A level course affords. But
her love of the subject extends far beyond the confines of the classroom, and she
hungrily searches out opportunities to extend her experience of French culture and
her proficiency in language wherever she can. She has read widely and
independently in French - she is currently reading “L’Etranger” – and she is planning
Handbook:Green2006:ProgressToHigherEducation
136
to combine her love of French, philosophy and drama in her coursework on Sartre in
relation to the Theatre of the Absurd. It is here where Ann’s ability to make
connections and see beyond the academic confines of a subject is most clearly
seen.”
“In drama, Julie consistently demonstrates that she is an original thinker who will
question what is established, and who loves to explore and experiment with new
concepts from the ideas of practitioners she has studied such as Brecht and
Stanislavski. She applies what she has learnt in an imaginative and insightful way,
which was particularly evident in her devised work based on the ideas of Artaud. She
is committed to working as part of a group and often takes a leading role, focussing
and shaping ideas. She is a strong, flexible performer who draws on a wide range of
influences, and is assured in applying them to both texts and devised work.”
“She demonstrates a mature and sophisticated understanding in all areas of her
studies in geography. She has become highly skilled at analysing and synthesising a
wide range of data to generate conclusions to geographical enquiries. She also
brings to her studies an excellent knowledge of the world around her; particularly in
its social, environmental and political aspects. She is passionate about her beliefs
and ideas and loves argument and debate. Her coursework – based on primary data
collection – demonstrated her independence as a learner as well as a wide range of
mathematical, cartographic and analytical skills.”
“In computing, Len has demonstrated a sound grasp of theoretical and practical
constructs. He produced outstanding coursework at AS level, and again scored
100% for the programming task – an illustration of both his tenacity in wrestling with a
difficult problem and his logical ability to provide an efficient and elegant solution.
Len has shown remarkable dedication to his study of computing because he has
tackled much of the theory on his own due to a timetable clash. The fact that he has
done so well is testimony to his self discipline and motivation – qualities which are
essential for success at degree level and beyond. He enjoys mathematics and tasks
which challenge his problem solving faculties, and so a degree course which
contains an element of computing would seem to be highly suitable for him.”
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UCAS REFERENCE – student information
Student: ....................................................................
Group: ..................
Tutor
Likely degree subjects:
…………………………………………………………………………………………………..
Possible career: .............................................................................................................
Month/Year of entry to Tallis: ………………………………………………………………..
List below all the qualifications you have gained so far including GCSEs, AS levels,
GNVQs and Key Skills with the level or grades achieved:
What do you wish to study at university and why? Which universities are you
considering? Mention any research you have done, visits you have made.
Please comment on your 6th form studies subject by subject. Highlight topics you
have enjoyed; particular interests; strengths and weaknesses; any independent
research/background reading. Don’t forget to mention Key Skills if relevant.
Have you taken part in any school activities? Have you had any responsibilities in
school? (E.g. things like – school journeys, school council, sixth form committee,
sports teams, drama productions, concerts, exhibitions, mentoring…)
What are your outside interests/hobbies/leisure/social activities?
Any achievements relating to these? (E.g. music exams, first aid certificates, sports
leadership award, Duke of Edinburgh award, etc)
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138
Have you done any work experience or part time work? What have you learnt/How
have you benefited from this experience? How is it relevant to your university
application?
What personal and academic qualities do you possess that would be an asset to any
university? Be honest!
Are there any other factors that a university should know about? (E.g. any problems
or difficulties you have faced which may have affected your performance in
exams/interviews, medical problems, etc)
Thanks for completing this form it will help your tutor write your reference. The more
information you can provide the better you reference is likely to be.
Please return the completed form to your tutor.
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139
Writing your personal statement: a guide
This is your chance to sell yourself to your chosen universities. Remember, you are
competing against students not only form all over the United Kingdom, but from all
over the world.
A good personal statement is vital – it is the only chance you get to demonstrate the
particular skills and individual qualities that make you stand out from the rest.
These are the kinds of things they will want to know:
What interests you about the subject(s) you have chosen to study at
university.
Why you have chosen a particular course.
What in particular has interested/inspired you in your academic studies at A
level.
Any relevant work experience or placements (including voluntary work) which
you have undertaken.
Any involvement in summer schools, mentoring schemes, any other courses
or programmes of study you have taken part in.
Any extra-curricular activities you are involved in at school such as the Sixth
Form Committee, SEN mentoring.
Details of non-accredited skills and achievements gained through activities
such as: ASDAN, Duke of Edinburgh, Millennium Volunteers, Young
Enterprise etc.
Career plans that you may have for when you complete your course.
If you are planning to take a year out, your reasons for doing so.
Your social, sports or leisure interests.
As a start, brainstorm under each of these headings. Gather together as much
material as you can.
Then, you can organise that material into a coherent statement. Your tutor can
help you do this. I am also available if you need particular advice, or if you just
get stuck.
Remember to be specific and give detailed evidence when writing about courses,
school subjects, future plans (including travel), outside interests – about everything,
really. Also, make sure what you say is relevant – do not mention any
course/job/activity/interest unless you can explain its relevance. For example, it may
be that it has helped you acquire skills, knowledge or understanding, it may have
been of practical use to you, or it may simply have inspired you.
Handbook:Green2006:ProgressToHigherEducation
