helsby high school sixth form tutors...rm staff drive under sixth form / ucas 2013-14 (it is very...

OFFICE/SIXTH FORM/ Sixth Form Booklets/Writing References & Personal Statements 2012

HELSBY

HIGH SCHOOL

SIXTH FORM TUTORS

WRITING REFERENCES

&

PERSONAL STATEMENTS


How to write a Reference (The UCAS section on Predicted grades and references cannot be seen by students)

Predicted grades Please ask students to complete the Estimated Grade forms for you. They should fill in the column asking for entry grades/points. Check these carefully to ensure that course entry requirements and the predicted A2 grades are in line and that the student has a realistic chance of going to the universities that s/he has selected. If the entry requirements are too aspirational, discuss with the student and encourage them to select courses for which they have a realistic chance of gaining offers. The students should select perhaps one aspirational course, several that are on or around their predicted grades and one lower, as an insurance. Remind students that they will not necessarily receive offers from all their choices. They may well be rejected from some, but hopefully not all, of their choices. If students are resistant to advice, please ask them to see EVA. Give an overall grade for each A2 subject (there is a drop down box for students’ A2 exams). If students have not completed their section, entering exams and results, correctly then you may see an unexpected number of predicted grade requests in this section.. Return to the student’s application, identify the errors and ask the student to correct them. The A2 subjects, (request for predicted grades), will then appear correctly at the top of the reference. Check that each predicted grade is no more than one better than the AS grade attained. It is only under very exceptional circumstances that students, despite re-take examinations, go up more than one grade.

Reference It sould be honest (not a sales pitch), but positive (improving) One of the most important aspects of the reference is to provide the admissions officer / potential interviewer with a fair picture of the candidate. Improvement is a key area where the reference can help the candidate to succeed – they cannot reliably say that they are improving in their personal statement – so the reference MUST indicate this. Should show evidence that the candidate is serious and that the application has been well considered You need to give your backing to a candidate, noting that they have researched the course well and that they are likely to finish the course. Show reservations if you have them This may relate to their commitment to school work, or to a subject. Indicate special circumstances Special circumstances should be indicated in the reference, so that the university is aware of the students needs when they go to university and should they get called for interview. Many interviewers will give extra time, where appropriate, (but only if they know). Interviews An increasing number of universities are inviting candidates for interview. Universities include Oxford, Cambridge and UCL. Courses include Medicine, Dentistry, Veterinary Science, Education, Nursingand Engineering. Please indicate how well you feel the candidate might perform at interview. For example: an excellent candidate may well be shy and introverted until you get to know them. This is important information that the HEIs need to know.


UCAS WRITING FRAME 1. There is no need to comment on the dropped AS subject. 2. In (subject), (name) is ….

(Put subject that the candidate intends to study at university first. If this is a new area, put the most relevant related subject.)

Use profile to highlight strengths/skills. Weaknesses can be mentioned but toned down/qualified (sometimes, occasionally) or balance e.g. ‘although (negative) he is very reliable concerning (positive).’ Remember that the reference should be predominately positive. It may be best to omit negative comments unless they are a constant theme throughout the profile).

3. As above (2nd subject). ) Please vary so some

) 4. As above (3rd subject). ) start with (name)

) 5. As above (4th subject) if applicable. rather than ‘In’ 6. If a student is retaking a subject and expects to improve her/his overall grade as a result,

please include the following: (Name) was disappointed with her/his results in one AS unit and s/he is re-taking this module. Her/his tutors confidently predict that (Name) will improve her/his overall grade at A2 as a result. Please amend as appropriate if more than one unit is being re-taken. If this is a recurring theme for two or more subjects, it is best to mention progress in section 9, rather than repeating the same phrases in each subject paragraph. E.g. (Name) repeated her/his studies in Year 12 but s/he is now working very well at A2 as s/he realised that study at this level requires commitment and independent learning. S/he takes her/his tutors’ advice and responds positively, which has led to marked improvement.

7. General academic qualities

In all subject areas, (student)’s attendance and punctuality are exemplary/excellent / good/sound/satisfactory/erratic. He/she can be relied upon to meet deadlines/usually meets deadlines/can be reliable about meeting deadlines with work of a high quality/satisfactory standard/completed to the best of his/her ability.

Students with 100% attendance in Year 12 should be mentioned. Plus any other comments, e.g. Consistency of effort. Reliability, perseverance. Ability to work in groups, ability to work independently/research independently. Confidence. Organisation. Willingness to respond positively to advice. Motivation, determination, diligence, self-discipline. Sensible, reliable. Attentive, listens carefully. Takes an active role in his/her own learning. Self-aware, able to reflect on his/her work. Can be relaxed in his/her attitude. Struggles to sustain his/her commitment despite his/her ability. Finds it difficult at times to conform to expected student study patterns.


8. Extra-curricular – inside/outside school. Sport.

Ability to manage time ‘has managed the various demands on his/her time effectively.’

9. (Student) is a popular/sociable/pleasant/polite/mature/confident student. Pleasure to teach. Good/dry sense of humour. Lively, outgoing, cheerful, extrovert. Kind, caring, helpful, supportive of his/her peers. Articulate, communicates effectively. Self assured. Self contained. Exudes enthusiasm. Lively and full of energy. Well mannered. Gregarious. Quiet, reflective. Reticent. Even tempered. Remains calm under pressure.

He/she is well liked and respected by staff and his/her peers alike. Contributions to school/PHSE. Mention any special circumstances/personal difficulties which have affected his/her studies here.

N.B. 7 and 8 may be merged if there is not enough to merit two paragraps here.

10. I recommend (name) to you.

I recommend (name) whole heartedly/highly/most highly to you.

Please put completed references in: RM Staff drive under Sixth Form / UCAS 2013-14 (It is very useful to have a central record of references as a surprising number of students, having left Sixth Form, subsequently request references from school, sometimes 5-6 years after leaving). Please go through the reference with each student. Length 48 lines of text. Each line approximately 95 characters in length. If slightly longer I cut them down. Clearly the students benefit from references being as detailed as possible. Some will be shorter if there is less to say.


Exemplars (4 subject included although most students will only take 3 A2 Levels)

History French English Literature German In History, ... has shown enthusiasm and diligence, has clearly enjoyed the course and can intelligently discuss and formulate her own ideas, for example, on changes and effects in Stalin's Russia and Vietnam. In her essay writing she uses the facts to analyse and explain the reasons for events and comes to independent conclusions. She has engaged positively with the demands of this subject and demonstrated all of the personal skills a successful independent learner requires. Her preparation for lessons is good and she is open to advice . ... is very self aware and strikes a good balance between self confidence and seeking support when she needs it. The result of this is that ... already possesses most of the skills a successful student needs to study at a higher level. .... has a good residual vocabulary in French, as well as an excellent knowledge of topic-based vocabulary from specific areas of study. She is able to elicit the gist of longer, more complex written passages even when vocabulary is unknown to her. .... is able to write well-planned and informative essays on a wide range of subjects and her excellent knowledge and understanding of grammar rules are evident in her written work. Although she was clearly nervous in her oral examination, she performed competently. In lessons .... demonstrates a facility for the language and her participation in oral activities is of a very high standard of fluency and pronunciation. She also often demonstrates a very good grasp of French idiom.

In English Literature, .... has demonstrated an excellent knowledge and understanding of texts. Her essays have been thoughtful and perceptive, and her wider reading and independent study have resulted in written responses that are informed and coherently structured. .... is confident when expressing her personal response and she analyses the techniques, employed by the authors effectively.

... is adept at understanding a range of written and spoken passages in German and has made considerable progress with written German during the course. Her ideas have been mature and logical and she has been able to express these on a wide variety of topics using many of the prescribed grammatical structures. She gave a very creditable performance in the oral examination having taken on board all the advice she had been given regarding topic specific vocabulary and word-order. The key to her confidence has been a secure knowledge of necessary vocabulary and the correct application of grammatical structures. In all subject areas, .... attendance and punctuality have been excellent. She can be relied upon to meet deadlines with work of a high quality. .... has been an unfailingly pleasant and polite student whose whole attitude to her studies and general work ethic has been exemplary. She works well with others, contributing thoughtfully and constructively to group and class discussions. She is also an excellent independent learner who, although willing to respond to advice, is absolutely determined to preserve the integrity of her work. She has a mature, confident approach to her studies, managing her work load very effectively. Her excellent time management skills have enabled her to take part in extra-curricular activities, such as her membership of the school newsletter team. ....is a popular, sociable and confident student, who is a pleasure to teach. She is polite and articulate in all her communications, cheerful and full of energy while remaining calm under pressure. She is well liked and respected by staff and her peers alike. .... has contributed to the school in many ways, including acting as tutor group representative on the Sixth Form Council and she has also successfully applied and been appointed as Head Girl. I recommend .... most highly to you


Maths Geography Biology Chemistry In Mathematics .... has gained a good grasp of the statistics module and has shown commitment to the course. He is motivated and has shown consistency of effort in all he has done. .... is an excellent pure mathematician and has shown a very good understanding of the concepts involved. Even though many of the topics have been exploring new and unfamiliar ideas, he has shown determination to succeed. .... has coped very well with basic logarithms and trigonometry and he has participated well in class all year. .... has impressed his teachers with his commitment to Geography. He shows interest and is able to research and work independently, as well as in a group situation. He is able to lead others in the field and is well organised and reliable. Also he has demonstrated a high level of maturity and ability when carrying out independent fieldwork research. He has contributed a great deal to whole class discussions and frequently initiated class debate. ..... has the confidence to ask questions and to challenge the issues and concepts raised during class discussion. In Biology, .... has a positive and conscientious approach to his studies. He has good analytical skills and can apply his knowledge to new situations. With practice he is improving, and with thorough revision, he has the ability to integrate his scientific knowledge into his explanations. .... has good practical skills, approaching experimental work in an organised manner. He is careful to collect reliable data, planning his investigations meticulously. He is able to incorporate biological concepts when predicting and explaining outcomes of investigations. .... contributions in class show good understanding and interest in Chemistry. He has taken an active role in his own learning and sought clarification of topics he has found more difficult. He responds confidently to questions asked and can apply his knowledge well in written answers, which contain good detail and are scientifically accurate. .... has good mathematical ability and has a steady, methodical approach to tackling calculation based problems. He is willing to answer questions and share his ideas with the rest of the class when asked to. .... conducts all practical work in a safe and sensible manner and has a determined approach to achieving the best results possible. He works well independently and takes an active role during group work. He has shown the ability to remain calm under pressure as demonstrated in the assessed practical work, where he achieved a good set of experimental results and successfully analysed and evaluated them. In all subject areas, .... attendance and punctuality are excellent and he can be relied upon to meet deadlines with work of a high quality. He has demonstrated a mature and positive approach to his studies, working with quiet determination and interest. He is kind, caring and supportive of his peers. He always listens attentively to instructions and responds positively to advice. .... has managed his time well to make valuable contributions to the school in a wide range of extra-curricular activities. He has taken part in the in-class support scheme as well as skiing in the outdoor activities scheme and working towards a Gold Crest Award. He has also played for the school football team and has successfully applied and been appointed as a Prefect. He is a delightful and popular member of the tutor group and he has a good sense of humour. He is always polite, very helpful and considerate towards others and relates well to staff and his peers. He has rapidly developed in confidence during the year and makes useful contributions to all tutor group activities. He has settled in to the Sixth Form very well and has adapted to the demands of A level study successfully. His enthusiastic positive approach to all his lessons has enabled him to make excellent progress.


Reference Predicted Grades Name of applicant: Mary Jones Mary has demonstrated an excellent level of understanding in Government and Politics. She has been skilful in the selection and deployment of material in order to support and develop lines of discussion and debate. Her essays have been well structured, maintaining focus and clarity throughout. She has consolidated her learning with wider reading and is enthusiastically involved in discussion. In Economics, Mary has demonstrated an excellent understanding of concepts. She can assess different viewpoints and can reach reasoned judgements. Her written work is accurate and thorough and her interpretations of numerical data are perceptive. She is certainly a most capable economist with a deep understanding of the material covered. She is quick to build upon skills developed in different units and to make links between various aspects of the course. As an historian Mary has shown a good understanding of the materials studied. She has picked up concepts quickly, undertaken wider reading and, in her essays, has ably developed points and supported her arguments. Her broad factual knowledge has clearly assisted her understanding of historical concepts. She has a keen analytical mind and clearly thinks through issues carefully. Her Extended Study is progressing extremely well and the quality is a reflection of her intelligence and her hard work. In English Literature, Mary’s teacher has commented that she has rarely met a more conscientious student. She has read widely, met deadlines and been attentive in lessons where her keen and enquiring mind has enabled her to make a positive contribution to discussion. Mary is a model student. In all subject areas, she has responded positively to advice and taken responsibility for her own learning. She is unusual in the Sixth Form in that she is already a highly effective learner. She is polite and conscientious, taking an active part in discussion. Outside the classroom, Mary has taken part in a variety of activities. She has taken a lead role in the school production of Grease and acted in The Threepenny Opera. She has represented the school in the Young Enterprise competition, the school and the county at netball, cross-country and athletics and raised money for charity. Mary has been appointed a Senior Prefect and has proved herself capable of managing a team of Prefects in dealing with potentially difficult pupils. In that role she has established a debating society, is organising a mock election and is teaching younger pupils Politics in PSHE. She is popular with students and with staff. She has balanced the demands of school with a part-time job in an exemplary manner. Mary is an excellent student in every respect and, therefore, I am able to recommend her whole heartedly to you.

University applications: how to ensure success (Example of a top reference from Hileybury College) References .... came to .... from ....... in September 2005. For the first 5 years of his ...... career he was a day pupil but latterly he has become a boarder. He was head boy at his preparatory school and has always had a mature and sensible outlook on life. He comes from a close and supportive family, who have high expectations of him but not in a pushy way. His father died of cancer in May 2005 and this obviously shook him quite considerably, but the strength of the family unit and his own strength of character have seen him through those difficult times and turned him into an incredibly mature young man for his age. Indeed he is an outstanding an impressive character and so it was no surprise when he was appointed deputy head boy.


Academically, .... is very able, particularly in the domain of mathematics and physical science. His passion is for Chemistry and he is extremely good at this subject. His AS module results were outstanding and he achieved A grades in absolutely all the AS modules he took last summer and many of them were close to 100%. This marks him out as one of ..... very brightest students. His Chemistry teacher writes, “.... is an outstanding student who has an intuitive understanding of the subject and picks up new ideas and concepts with ease. He can retain these concepts and apply them skilfully in unfamiliar contexts, arguing his case cogently and forcefully, whether orally or on paper. He is excellent at problem solving and analysis of questions or data. His enthusiasm for and interest in the subject are boundless”. In Physics his teacher writes, “.... is an outstanding candidate in every way. He has a wonderful grasp of the more complex concepts and an understanding way beyond that required for the A level syllabus. He has gained this by intelligent questioning and enthusiasm for reading widely around the subject. His written work shows great care and attention to detail and his mathematical skills cope effortlessly with the demands of the course. .... attends our extension lessons and marks himself out as an exceptional candidate by his original thinking and his genuine interest in the subject.” His mathematics teachers also speak highly of .... scholarly approach, his sharp mind, his ability to analyse and to think his way through problems. There is no doubt .... is a first rate candidate. Outside the academic arena at Hileybury, .... has made a full and positive commitment to the life of this busy co-educational boarding school. He is a committed sportsman who always gives the team his full commitment. He is the 1st XV although more normally he plays for the 2nd XV. He has become extremely competent at technical theatre as well as being the mainstay on sound and lighting for a number of school and house productions. He has also been a very enthusiastic cadet in the school’s CCF section, choosing to stay involved long after many of his peers have given up and rising to a senior rank in the Army Section. The staff involved with the CCF mark .... out as an outstanding individual with real leadership skills. It was these very leadership skills that were spotted by the senior management team at school and resulted in elevation of .... to the role of deputy head boy this year. He has already made a stunning success of this position along with the other senior prefects, in introducing a number of initiatives to raise school and house spirit and setting in place other initiatives including a more extensive programme of activities for younger pupils. In the boarding house his contribution has been sensational, showing a calm authority when on duty and a real sense of pastoral care for the younger pupils. It has been a privilege to be .... housemaster. I can not recommend him to you more highly.


HELSBY HIGH SCHOOL

SUBJECT BASED STUDENT PROFILE . Parts A&B to be completed by the Form STUDENT’S NAME FORM

SUBJECT SUBJECT TUTOR REFERENCE REQUIRED FOR:

UNIVERSITY/COLLEGE SUBJECT EMPLOYMENT WHICH AREA

Part B

AT THE END OF YEAR 12 (name) GAINED GRADE IN THIS SUBJECT

(Name) INTENDS TO RESIT MODULES (please give details)…………………………………

PART C (to be completed by the Subject Tutor) The reference on the named student will be compiled from the non-confidential information you provide here. Please ensure that it is accurate and gives us as much positive and useful information as possible on the student’s performance in your subject area. Please note that this is not a report and therefore target-setting or suggestions for improvement are not appropriate.

Please complete the form as soon as possible and e-mail or pass to the student’s Form Tutor. It is vital to the

student’s chances of success that the process is completed quickly. If you wish to save this document please save it under a different name in your own user area.

1. ACADEMIC PERFORMANCE (Please highlight student’s strengths and skills, include

comments on coursework, practical skills, homework, fieldwork etc. and general attitude and

motivation.)


2. PERSONAL QUALITIES OF THE STUDENT (e.g. independence, reliability, punctuality, ability to relate to, and work with, others – staff and fellow students.)

3. PLEASE COMMENT, WHERE POSSIBLE, ON THE STUDENT’S SUITABILITY FOR THE COURSE/EMPLOYMENT STATED

4. ESTIMATED GRADE (Students will also ask staff to complete an Estimated Grade sheets in addition to the Grades you give here. This form is for Form Tutor use but please give the same grade(s) on each document).

ON CURRENT

PERFORMANCE

WITH EXTRA WORK

A2

AS NEW COURSE

RESIT

GCSE Please use the whole range of grades at A2 (A*-E). 5. ANY FURTHER COMMENTS WHICH WILL HELP IN THE PREPARATION

OF THE REFERENCE.

Signed ……………………………………………………. Date

……………………….

THANK YOU FOR THE TIME YOU HAVE GIVEN IN THE COMPLETION OF THIS FORM.

PLEASE E-MAIL TO FORM TUTOR


University Applications

Year 12 – Personal Statements Going Further Workshops on Wednesday, 19th June 2013 This will explain to all students how to organise material for their Personal Statement or CV. All students will receive a booklet containing information such as that outlined below. However, some will misplace this over the summer and it may be useful for Form Tutors to have guidelines. This half term and over the summer, students must research courses. They need to note course descriptions and the grades required. Students intending to apply for Law/Medics/Dentistry/Veterinary/Oxbridge need to research the following: UKCAT tests (www.ukcat.ac.uk) Law – LNAT (www.lnat.ac.uk) Biomedical admissions – BMAT (http://www.admissionstests.cambridgeassessment.org.uk/adt/bmat) HAT (History Aptitude Test) – Oxford. Oxford is bringing in more subject specific tests. Papers and mark schemes are available. Candidates need to look at the style of questioning and the structure of the exam. STEP/S Papers – Some colleges like STEP papers e.g. Cambridge STEP papers in Maths. Students must visit websites to see style of papers and mark schemes

http://www.lnat.ac.uk/

http://www.admissionstests.cambridgeassessment.org.uk/adt/bmat


University of Leicester E-mail forwarded to all Form Tutors - Leicester Univrsity link top tips and video Personal Statements top tips!

Make sure you know what you want to study – do the research

Start early to give yourself plenty of time to check it

Accurate spelling and grammar are essential, as is good paragraphing and structure

What does an Admissions Tutor want to see?

Why you want to study your subject. A good, solid reason!

Knowledge and Enthusiasm. What areas of the subject are you interested in? What

have you read about outside your studies? Use positive language.

Current Studies. How can your academic skills and subject knowledge help you with your

degree?

Aspirations. What you are looking forward to – Certain modules? Work placements?

Study Abroad?

What you do in your spare time. If you have a part time job, play sport or take part in

performing arts, what does that show about you?

Relevant skills. You should demonstrate evidence of skills relevant to your subject and

life at university – e.g. communication skills, attention to detail, numeracy, critical thinking...

For some highly competitive or vocational subject areas (e.g. Medicine), you need evidence

of relevant work experience. What did you do and what insights did you get in terms of

knowledge and required skills?

Avoid

Defining the subject e.g. from Wikipedia!

Making things up – be honest

Inappropriate language, quirkiness and jokes. Remember this is a formal application –

stand out for the RIGHT reasons!

Cheating – borrowing from websites, copying your mates’ statements. You WILL be

caught.

Admissions Tutors want personal statements from well-rounded individuals who will enjoy, contribute to and make the most of university life, both academically and socially. Make every sentence count!


University applications: how to ensure success How to write a Personal Statement You will need to think about the statement in two sections: 1. Academic 2. Personal First sentence: be careful – this can “make or break” it – make sure you catch the reader’s attention (but don’t overdo it!) 1. Academic - Have you made a consistent choice of subject? (this will allow you to talk fluently and convincingly about your subject) - Why have you chosen this subject? - What have you read / learned / done to prove your interest in this subject? - Why do you care about this subject? You must show initiative and evidence of commitment to the subject. What have you read beyond the classroom for school subjects? What have you done to prove (to yourself) that a non-school subject is what you want to do for the next three years? This should constitute ½ to ¾ of your personal statement 2. Personal - Have you any passionate interests? - What hobbies / extra curricular activities do you do? Link your interests and hobbies to personal traits that an Admissions Officer will be interested in: Think about them as: Strengths and qualities Achievements and Aspirations What are yours? Conclusion You must end on a positive note – think carefully about your last sentence.


HOW TO WRITE A PERSONAL STATEMENT

All universities now have software that detects plagiarism. Your Personal Statement MUST BE your own.

An effective personal statement requires:

Research and Planning

Structure 1. a) Research You must find out about Higher Education courses to ensure that you select the ones that reflect your interests, play to your strengths and are relevant to your future career. Make sure that you are clear about:

What has drawn you to the subject? (This is particularly important if you have not studied a subject before).

What aspects you find particularly interesting or enjoyable.

Skills you possess - use Entry Profiles in prospectuses or the Internet to find out what skills they expect. All courses have these Entry Profiles. They set out the skills needed for the course. This should make it easier then to ensure that your statement addresses these skills.

Make reference to examples of topics, practicals, research courses, fieldwork projects, etc. you have undertaken that are connected to the subject. Justify your choice of course. Gap year – Give reasons why you have made this decision and give details of what you are planning to do. (Hopefully, there will be skills or experiences that will help you to be a more effective student when you begin your course. Emphasise these.) 1. b) Planning Identify your strengths and skills. For each, give a specific example to illustrate how you have acquired the strength and/or skill and how you have put it into practice. DO NOT MAKE LONG LISTS. Admissions Officers are not interested in your social life or in your achievements prior to Year 10, unless there are exceptional circumstances leading up to these achievements. Strengths and skills may be: Team work Self discipline/motivation Leadership Willingness to take on challenges Problem solving ability Empathy Initiative Commitment Organisational ability Originality Willingness to take responsibility Perseverance, even when tasks are difficult Trustworthiness/ reliability Difficult Time management skills Resourcefulness Flexibility Interpersonal skills Independence 2. Structure Where possible, make any skills relevant to the course(s) you are applying for. Use Entry Profiles to help. Do not repeat skills in different paragraphs. Try to have a range.


Paragraph 1 This must be a substantial paragraph. Outline clearly the reasons for selecting your course. (Use your research as a basis for this section). You must be interested and enthusiastic. When did your interest first arise? What areas most interest you? Have you any career aspirations which are relevant? If it is a new course, what have you done at AS that is similar e.g. Criminology mention relevant topics that sparked your interest at AS in Sociology, Psychology etc. Each university is not told about the others to which you have applied. If you are not applying for the same course for all, ensure that this paragraph is sufficiently generalised to cover your selections. A Biology department will not want you if your statement expresses only interest in Chemistry. In this case the focus would be on Science, skills, etc. with mention of Chemistry and Biology to support. You may wish to include details of academic achievements connected with your subject choice, e.g. participation in external competitions and prizes awarded. (This would be relevant to The Sports’ Leader Award, for example, if you were studying Sports Science). Statement Core This can be divided up into 1-4 paragraphs. Each paragraph should have a clear theme and each sentence should, if possible, start with a personal skill or strength. You should use factual examples to support and illustrate this skill or strength. Where possible relate to your chosen course. Remember the entry profiles. Most importantly make the skills relevant to your course. Paragraph 2 – Academic skills. This is very important. Demonstrate skills you have gained relevant to the course(s) you have chosen. Include any wider reading relevant from other AS subjects or from your own personal interest. E.g. My ability to research, plan and structure material into a thematic and logically argued assignment has been developed by writing my Extended Study on Hitler’s rise to power. Paragraph 3 - Skills and strengths gained through school life in general. You can include sport here or in theme 4. E.g. I believe that I am far more aware and sympathetic to the problems of others since I completed a course. I am now a member of the school support team, which helps younger pupils with any problems, such as bullying or work related stress. Include subject based extra curricular details such as Chemistry Olympiad, Maths Challenge, Engineering projects, Rotary ‘Youth Speaks’ etc. Skills and strengths gained through paid work. E.g. My interpersonal skills have been developed by working part time in a busy city centre store. I have, occasionally, had to deal with angry and dissatisfied customers and I have been able to defuse situations successfully and to resolve their problems. Paragraph 4 - Skills and strengths gained through hobbies, sport or other leisure activities. E.g. I am willing to take on new challenges and this year I have learned to swim. I took part in my first competition recently, coming a creditable second in the free-style event. Alternatively after your Academic skills paragraph you could have three paragraphs on themes like communication skills, leadership skills and back up with examples. Final Paragraph Return to the theme of your chosen university course, explaining what attributes you could bring to it and what you hope to gain from university life.


E.g. I have a long term goal of being a (state career or job title). I believe that I am particularly suited to (state subject) because ……… My choice of subjects studied and work experience make me confident that I am well prepared to study (state nature of course) because ……… Technical Information

Minimum font size: 12

Length: 47 lines maximum/4,000 characters

You will write in word and then paste into the UCAS form online.

Do not write directly onto your form as you will be timed out.

Always have a copy in school and a back-up at home. How to get guidance

Wednesday 19th June Going Further Day.

Research and decide on 5 courses.

Attend Open Days in June – September.

Draft your personal statement

- first draft to your form tutor Wb 1st July.

Work with your form tutor to redraft and improve your personal statement. 2nd draft to be submitted by

hard or electronic copy Friday, 19th July.

Activities Week, 2013:

Fill out UCAS form

School Number is: 10253

Mr. Howe will provide Helsby’s Buzz word

September, 2013:Complete Estimated Grades Form. Ask subject tutors to fill in your estimated grades.

These will be based on your AS grades and a realistic opinion on your performance at A2 level.

Take completed form to your Form Tutor, who will check the grades/points required for the courses to

which you have applied. However, it is your responsibility to check that the courses are available and

that your expected grades meet entry requirements.

Your Form Tutor will then provide a REFERENCE.

Your reference will be added to your UCAS form.

Your Form Tutor will check through your UCAS form with you.

Pay UCAS fee on –line - £23 for 2-5 choices.

Your completed form will be checked by Miss Valentine or Mr. Howe, with you present and then

submitted to UCAS.

Offers will be received up until April 2014. You may be asked for interviews.

Decide on your FIRM and INSURANCE offers. April – May 2014. Ensure that you have replied to

UCAS before the deadline, otherwise any offers you hold will be withdrawn.


Apply for student finance grants or loans March – April 2014. This is the responsibility of you and your

parents. Applications can be done on–line.

Draft your personal statement on or after the Workshop Day in Word

Show your first draft to your parents. Your Form Tutor will also check it for you

Take their advice and redraft using Word

Show your draft to Mrs Brockbank / Mr Howe

Redraft as necessary

See Head of Sixth Form with your final draft in Word. All students must have a completed Personal Statement by the end of the Summer Term. You must give a paper copy to your form tutor by 29 June, 2012.

EXAMPLE OF PERSONAL STATEMENT

Draft Final Statement Paragraph 1 I enjoy History and so I have decided to study it at degree level. Trips to France and Germany have broadened my historical awareness. I look forward to examining a range of sources at university.

I have had, since childhood, a fascination with the past and with people’s lives and the events surrounding them. Student exchanges to France, where I was able to visit Versailles, and Germany, where I studied issues relating to the First World War, reinforced this interest. At university, I look forward to developing my skills of historical research and analysing primary sources to evaluate the interpretations of historians that are based on them.

Core of Statement History has enabled me to analyse and evaluate sources and to structure essays. These skills have also been reinforced by studying Sociology and English Literature.

Source analysis and evaluation are skills that I have developed, not only through my study of History, but also in Sociology and English Literature. Identifying key themes and using relevant examples to support arguments have led to my essays being more focussed this year. I have always enjoyed reading and my A2 study of English has introduced me to foreign literature. Brecht has been particularly absorbing for his insight into the way people try to overcome the horrors of war. This has complemented my historical studies.

I have played an active role in school, helping out at parents’ evenings and being a member of the school council. I have played in the school concerts with the orchestra and I have recently taken up piano lessons. I have also helped younger children with their Information Technology skills when I have supported junior classes.

I have demonstrated commitment to school life by volunteering to escort parents on open evenings and helping to organise junior teams for inter-form competitions. I also actively participate on the school council. This experience has given me the confidence to put forward the views of my classmates and has taught me pragmatism and readiness to compromise. I have strong computing skills, which I have used to help younger children when I have supported I.C.T. classes.


I have a part time job as a sales assistant. I meet the public and, when the shop is particularly busy, I work on the cash registers.

I believe I have good time management skills as I successfully combine my academic studies with a part time job as a sales assistant. Dealing with members of the public has developed my skills of diplomacy and tact. I am reliable and trustworthy and often work on the tills when the shop is busy.

I am a keen sports player. I am captain of the school netball team and athletics squad. I was awarded the Victor Ludorum on sports’ day when I was in Year 10. I have continued these interests beyond school, playing for Chester Netball team. We won the Deeside League this year. I have also represented the North West in the 1500m.

My leadership skills were recognised when I was made captain of the school netball team. I also play for Chester Netball Club and my team won the Deeside League this year. My involvement in athletics has taught me the importance of teamwork and self-reliance. I am a keen sports player. I am captain of the school netball team and athletics squad. I was awarded the Victor Ludorum on Sports’ Day.

Conclusion I believe that in my range of academic and extra

curricular activities, I have shown the commitment necessary to succeed as a History student at university. I am fully intending to use the opportunities that university life will offer by continuing with my sporting interests and taking up new ones.


University applications: how to ensure success How to write a Personal Statement

What course do you want to study and why

What have you done that has proven / furthered your interest in the subject?

Extra Curricular activities – what have you learned / gained from these?

Concluding statement – return to the subject


Personal Statement - exemplars Medicine I am interested in medicine as a career because it combines my passion for science together with my aspiration to promote the well being of others. Since I believe that helping people to achieve the optimum quality of life is an extremely worthwhile vocation, a medical career would be very rewarding for me. I am aware that such a career is stressful and tiring, but I also believe that it is worthwhile and that I possess the necessary abilities, character and qualities to study and practise medicine. In July 2005, I spent three weeks at the Cyprus Life Hospital observing how the hospital is organised and experienced the pressures under which doctor’s work. I shadowed doctors from different branches during their daily routines and witnessed how patients are treated and cared for. I found the cardiology department particularly interesting. I also observed several surgical operations, including thyroid, gall bladder and colon operations, and I had hands on experience preparing sterile equipment for surgery. This range of experiences has definitely confirmed my conviction that medicine is the career that I wish to pursue. In August 2005 I participated in a ‘pre-med’ course in Oxford during which I attended lectures relating to the life of medical students as well as the demands of a career in medicine. I was also able to learn about interviewing patients, diagnosis, interpreting x-ray films and suturing. I found this enlightening as well as interesting. Last year I attended the Science on Saturday event at Addenbrooke’s Hospital where we examined the diagnosis of diabetes. I enjoy exploring scientific subjects in all areas. I have been a regular subscriber to science magazines and my favourite books for leisure reading have been science fiction novels. I am a member of the Biology Society at school and I have attended lectures organised by this society on interesting and stimulating topics such as scanning the brains of premature babies, the effects of alcohol on neural systems in humans and working with SARS patients. Anatomy is a subject I find fascinating. My enthusiasm and commitment to science has earned me the Senior Science Prize in Lower Sixth. In my GCSE year I received prizes for Geography, Spanish and English as well. I was also very proud when I received an Honorary Scholarship in 2004 and the Sekhar Academic Scholarship in 2005. I represented my school in competitions such as the Physics Challenge and the Maths Challenge. I participate in sports, including swimming, basketball and football, representing my school on many occasions. I believe that physical exercise is an important factor in preventing many illnesses in later life. My hobbies include walking, snorkelling, travelling, photography and astronomy. I have been a member of the Combined Cadet Force for three years and participated in adventure training. This experience improved my leadership and interpersonal skills, allowed me to hold positions of responsibility and taught me to work as a team to deal with difficult and challenging situations under extreme physical conditions and time constraints. I am also fortunate to be a house prefect. This position of responsibility has been a challenge I eagerly rose to. This year I have been spending one afternoon a week caring for the elderly since I enjoy interaction with people. I have been listening to their stories, having conversations with them and doing their shopping. In addition, at my boarding house, my housemaster has always praised me for supporting and helping students who face difficulties in their daily lives. Therefore, I have certainly the passion and perseverance to succeed in a career in medicine. I look forward to the opportunities that university will offer to enhance my learning and to enable me to develop as a useful member of society.


Personal Statement (applicant: Peter Jones) I have a great interest in all aspects of science, particularly Biology and Chemistry. I am interested in the connections between sciences, specifically Biochemistry. My affinity with science began when I was young and had an interest in the variation between bird species and was curious about specialised creatures and how they were able to survive in their particular environments. This resulted in a fascination with evolution and genetic mutation. As well as Biology and Chemistry, I have an interest in Physics, which I have developed through study of Mechanics in Mathematics, Atomic structure in Chemistry and through reading about Astronomy outside school. Eventually, I would like to undertake scientific research. I believe that a scientific degree, which is wide ranging and includes Biological Sciences, will help achieve my goals. Whilst studying Biology at A Level, I have been especially stimulated by molecular biology with respect to nervous communication and genetics. I find it exciting to be involved in a subject that is advancing as rapidly as the biological sciences and eventually hope to become involved in stem cell research or genetics. By studying Chemistry A Level I have become especially interested in the names, structures and isomers of organic compounds. I enjoy combining subjects, using Maths and ICT to improve my science skills. The scientific knowledge that I have gained from my studies has enabled me to participate in a number of extra-curricular events. I performed research during my GCSEs into the human sense of taste. This helped to improve my teamwork skills, encouraged initiative and organisation providing good practice for communicating scientific data. We presented our findings at the Royal Society in London and were awarded second place in the silver CREST award. I improved my practical skills representing my school in the national final of the Young Analyst competition in June 2005, hosted by the Royal Society of Chemistry. As Senior Prefect, I am assigned to the science department, and am working within it on an outreach program to local primary schools, in which we equip Year 6 pupils with the skills necessary for high school science. In addition to academic work, I have contributed to the school community. For five years, I have represented my form in the school council, which has successfully expressed the needs and concerns of the students to the staff on a number of issues. Last year I helped to improve the understanding and encourage the interest of others by providing continuing support to a Year Ten GNVQ ICT class. In my role as a Senior Prefect, I co-ordinate a team of Prefects in upholding the rules around the school, strengthening my leadership skills. I have also had two weeks work experience at Atos Origin, an IT company that manages systems for a number of scientific organisations and hence allowed me to improve my understanding of the relevance of computing to the modern scientific community. I am well suited to the course since I find many of the relevant aspects of Biology and Chemistry stimulating, and hope to be able to put a lot back into the field. I believe that my choice of A Level courses, which are predominantly mathematical or scientific, equip me to link scientific fields. I study Computing because computers will become even more important to scientific work, especially with research at the molecular level. I am greatly enjoying studying sciences at A Level, and feel that this will continue to grow at university. I am sure that all of my academic and extra-curricular experience has prepared me well and I am looking forward to the challenge.

helsby high school sixth form tutors...rm staff drive under sixth form / ucas 2013-14 (it is very...

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