applications, ucas references and personal statements in a ...€¦ · references and personal...
TRANSCRIPT
Applications, UCAS References and Personal Statements in a changing climate
James SeymourDirector of Recruitment and Outreach, University of BuckinghamBen Jordan, Senior Policy Executive, UCAS
Key Messages
Positive, honest, accurate
Predicted grades clearly shown
Academic skills
Concise, relevant and not duplicating
Key Messages
Note/explain deviations from standard programmeexplain qualifications taken if not clear from general statement
Note other individual circumstances that may merit special consideration
widening participation programmeparticipation in special programmes, e.g. G&T
School/College Process
Reference Structure
Introductionbrief school/college context
“Our Academy School offers A level and BTEC programmes to year groups of 250 students from the local area. 25% are from widening participation backgrounds. Our standard pattern is 3 A levels and one AS. All students take a critical thinking module as part of the non-examined General Studies programme. Of last session's leavers, 37% secured places in higher education, 30% in further education and training, and 33% entered employment.”
Reference Structure
Introductionbrief school/college contextsummary profile of student & any special points
ESL Illness Staffing Changes Bereavement
LAC Carer First Gen Visa
Reference Structure
Introductionbrief school/college contextsummary profile of student & any special points
Subject paragraph(s) details from subject teachers (best first)
Concluding paragraphother activities/achievements, personal qualitiesstrength of support for applicationfurther information as appropriate about any special circumstances, e.g. how the student is supported
Subject Paragraphs
75 words average per A/AS (could be more if related to degree choice, less if subject completed)
250 – 300 words for vocational/applied courses
Comment on:
- analytical skills - ability to present argument- initiative - independence of thought- aptitude - communication skills- practical skills - creativity/imagination- application/determination
Do…
Use subject-specific guidelines as applicableAdd comments where predicted grades are not a true reflection of potential/inconsistent with achievement so farRefer to good AS marks if taken or internal assessments/mock papersFocus on academic skills, enthusiasm, ICT skillsKeep it brief about your school/college – focus on the studentGive context about former school if they are new to your College/Sixth Form
Don’t…
Use stock phrasesWrite as a report (e.g. ‘Student should concentrate on this or that’)Refer to resits, unless it seems positive in the circumstancesRaise weaknesses unless documented, evidenced and communicated to/discussed with student/parentsMake basic errors
Suggested Process
Students invited to provide information about themselves (‘Student Reference Form’) and to discuss grade predictions
Subject teachers provide specific comments and predicted grades
Personal Tutor provides statement on personal qualities and assembles the reference, editing it to include introduction and conclusion, ensure consistency and that it ‘reads well’
Completed reference added to online application for final checking and submission by senior ‘authorised’ UCAS contact
Example Reference – Omar
Example Reference – Omar
Example Reference – Omar
Personal Statements that stand out
Key Messages
2017-entry applicants in strong positionUniversities using PS as reasons to make offers, rather than reject2014 exam performance/end of SNC will make even RG institutions cautious about over-rejecting early
Perfection generally not necessaryIf student is happy and what’s written is true/correct, submit it
Can and does make difference between offer and rejection
What do Admissions Tutors Seek?
Academic Potential Academic Record In tandem with Reference
Evidence of:
Motivation and CommitmentLeadership, Teamwork, and CommunicationEvidence of research into subjectKey Skills (if relevant)Not seeking Nobel laureates, just general enthusiasm
Often formulaic, but almost always read
Opportunity to distinguish from other candidates
Demonstrate value added (colleague-colleague rather than teacher-pupil)
Admissions processes are (increasingly) paperless
A filter for high demand courses / basis for interviews and auditions
Require lots of self-reflection – this can motivate
What do Admissions Tutors Seek?
Consider Audience
Consider Audience
Be positive, but not pretentious
Clarity and concision are important
‘Evidence’ claims
Spelling and grammar matter
Avoid cliché and quotation use
Philosophy: "I think, therefore I am" -Descartes
Art: "A picture is worth a thousand words" -Napoleon Bonaparte
History: "Those who forget the past are condemned to repeat it" - George Santayana
Maths: "Pure mathematics is the poetry of logic" - Albert Einstein
Teacher Training: “Education, education, education” - Tony Blair
“I do nothing”
Personal Statement
Self Reflection
“I do nothing”
Personal Statement
Self Reflection
Skills / Experience gained
“I do nothing”
Personal Statement
Self Reflection
Skills / Experience gained
(Time-keeping / Independent working / Ability to ‘stick’ at something)
“I do nothing”
Personal Statement
Self Reflection
Skills / Experience gained
(Time-keeping / Independent working / Ability to ‘stick’ at something)
Why relevant to University application?
“I do nothing”
Personal Statement
Self Reflection
Skills / Experience gained
(Time-keeping / Independent working / Ability to ‘stick’ at something)
Why relevant to University application?
Weave into narrative
Structure and Content
‘Introduction’
3/4 Academic Focus
1/4 Extracurricular
‘Conclusion’
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?
Cliché
? ?
?
Cliché
Positive words: e.g. achieved, developed, learned, discovered, enthusiastic, committed, energetic…
Avoid hyperbole
Short, simple sentences in plain English - not contrived or verbose
Personal touch, if possible
Support claims with expressions of learning/growth
Style
Student A
Example Statement 1
Student A
Example Statement 1
Student C
Example Statement 2
Student C
Example Statement 2
Student C
Example Statement 2
Student A – Pharmacy
Student B – Geography
Student C – Computing Science
Student D – Law
Student E – Medicine
Example Statements
Conditional
Conditional
Conditional
Conditional
Rejected
Student A – Pharmacy
Student B – Geography
Student C – Computing Science
Student D – Law
Student E – Medicine
Example Statements – offer stage
Student A – De Montfort, Aston, LJM, Medway, Nottingham
Student B – Aston, Queen’s, Swansea, Portsmouth, Newcastle, Liverpool
Student C – Aston, Oxf Brookes, Lancaster, Leic, Sussex
Student D – Aston, Leicester, Keele, NTU, Warwick
Student E – Birmingham, Sheffield, Nottingham, Cambridge
Example Statements - confirmation
Thanks for listening, best of luck!
Any [email protected] of Buckingham Open Days 20 August and 1 OctoberTeachers Conference 17th June
www.opendays.comwww.buckingham.ac.uk/teacherswww.unistats.comwww.ucas.com
