Ribston Hall Sixth Form

Guide to UCAS

Applying to UCAS Go to www.ucas.com/students to register

Most of you will click on Undergraduate or those

looking to attend specific performance related

institutes will need to click on Conservatoires. If you

want to apply to both you can.

Click on ‘APPLY’ for

2020 entry

Click on ‘REGISTER’

Accept the T&Cs and

then click next Start filling out your

personal

information

1

2

3

4

5

Most of you will click UK

Fill out your address

Check it’s the correct

home address for you and

fill out your information.

Do not use a

school email!

use a personal one that

you will be able to check

when you leave school.

6

7

8

Select your preferences

Pick a password that will be

easy for you to remember and

answer the security questions

You need to link your account to

school so once you have

registered go to ‘login’ to apply

You will need the BuzzWord of:

ribstonpippin

9

10

11

12

Make sure Ribston Hall comes

up as your school

Select your form group

Then once at the welcome

page you need to verify your

email address by clicking on

the link

Check your email and enter in

the verification code.

13

14

15

16

Filling out your details

Each one of the sections

needs completing This is your UCAS ID number-you will

need this for all correspondence with

UCAS

This will give you access to

‘How To’ videos which are

very helpful

Under personal details

• It will ask for the student fee code- for most

people this is 02 UK, ChI, loM or EU student

finance services - Applying for student support

assessment by local authority/ Student

Finance.

• Check all the categories however to select the

right one for you.

• They will ask for any disability- this also

includes a learning need such as dyslexia- the

more information you can give here the

better.

• In personal details it will ask for nominated

access. This means picking someone like a

parent or carer to be able to speak on your

behalf. UCAS will only ever speak to you or the

person nominated so pick wisely. You can put

down Miss Leggett as I will be here on results

day and can speak to UCAS for you if you

want.

Under education

• the highest level of qualification you have is ‘below

honours degree level’

• Make sure you add in all of your education- including

your current school… Ribston Hall!

Under choices

• Select the university courses

you wish to attend

• Check you university website

• You can choose up to 5 courses

Under employment

• Outline all the paid and volunteer positions you have

taken up

Under statement

• When you are ready you copy and paste your personal

statement here

• Remember it is 47 lines/4000 characters max!

Don’t pay and send until we have checked it all- however if you

do… don’t panic- it sends to us at school for checking not UCAS

and we can send it back to you to re-edit

How to write a great Personal Statement

The key to a good Personal Statement lies in the preparation – good preparation will ensure that you give yourself the best possible chance to impress potential university admission tutors and gain offers. Why are you expected to write a Personal Statement? Different universities use them differently but the key reasons why universities want to read a personal statement for the following reasons:

• To support their decision for offering you a place at their institution; • To decide on your suitability for study; • To make a decision on a student who has borderline grades.

Information you need to know about the Personal Statement

• It should be approximately 550 words (4,000 characters including spaces – 47 lines) - some word processors get different values if they don’t count tabs and paragraph spacing as individual characters;

• Keep it in font size 12 and use Times New Roman when adding it into UCAS; • Don’t use italics, bold, underline words, indented lines or colour formatting

as these will not be transferred into the ‘Apply’ package; • Do not use the ‘Auto format’ feature in Microsoft Word, as this can mean

that dashes and quotation marks are removed from the submitted statement;

• When you do add it to your application, save it regularly as it times out after 35 minutes of inactivity.

Things to remember before you get started……

• There’s no definite formula to follow- just take your time; • Write in an enthusiastic, concise and natural style – nothing too complex; • Try to stand out, but be careful with humour, quotes or anything unusual –

just in case the admissions tutor doesn’t have the same sense of humour as you;

• Proofread aloud and get your teachers, advisers, and family to check – then redraft until you’re happy with it and the grammar, spelling, and punctuation are correct;

• Don’t lie or embellish the truth; • Do not plagiarise, it will be detected!

A guide to Personal Statements

10 tips that top universities say they want to see in an excellent personal statement:

1. They want you to explain your reasons for wanting to study the course. What motivates you to take this course further at a university level? Mention how your interest developed, what you have done to pursue it or how you’ve drawn inspiration from your current

studies. Or, just demonstrate your enthusiasm for it. If you want to get something specific out of it, provided it's reasonable, say so.

2. They want you to explain how you're right for the course. Provide evidence to show that not only do you meet the selection criteria; but also that you’ve

researched the course (or profession) and understand what studying the subject at university level will involve.

• Your statement must point to evidence that indicates that you understand the course content and have the skills to thrive in their department. This means taking the time to

carry out research before you do anything else.

3. Talk about your experiences including your super-curricular reading, listening and visits. If possible, outline how you’ve pursued your interest in your chosen subject beyond your current

syllabus. For example, talk about any further reading you’ve done around the subject and give your critical

views or reflective opinions about it (don't just write a list). This could be from MOOCS, books, quality newspapers, websites, periodicals or scientific journals or from films, documentaries, blogs,

radio programmes, podcasts, attending public lectures and so on. Try to avoid mentioning the wider reading that everyone else is doing.

4. Explain why your experiences are relevant to your course... Reflect on your experiences, explaining what you’ve learned from them or how they’ve helped

develop your interest in the subject – it could be work experience, volunteering, a university taster session or outreach programme, summer schools, museum, gallery or theatre visits, archaeological

digs, visits to the local courts, travel, competitions or a maths challenge.

5. Explain why your experiences are relevant to your chosen career. Reflecting on relevant experience or observations will be essential for some professional courses

where, in effect, you’re applying for the career as well as the course:

6. Can you demonstrate transferable skills?

Yes, you can – and admissions tutors will want to hear about them! Remember that you may have added these to your UNIFROG account so go back and have a look at what you have logged in this

section.

It could be you want to talk about your ability to work independently, teamwork, good time management, problem-solving, leadership, listening or organisational skills.

Think – can you demonstrate that you are conscientious, hardworking and will be able to stick to the course? Can you work under pressure, show good communication skills and adjust to the new

university environment?

7. Expand on the most relevant transferable skills….. Don’t simply list off the skills you think you have – think about which ones relate most readily to the

course you’re applying to. Then demonstrate how you’ve developed, used and continued to strengthen these.

Admissions tutors want to hear about specific examples, like:

▪ Projects and assignments (what role did you play, what went well?) ▪ Positions of responsibility (what did you achieve, how has it improved your self-confidence?) ▪ Sport, music or drama (what did you learn from your role, how did you work as a team?)

▪ Young Enterprise, Duke of Edinburgh's Award (what was the biggest challenge, how did you overcome it?)

▪ Volunteering or a part-time job (what have you observed, what extra responsibilities have you taken on, what skills have you demonstrated yourself?).

8. Show that you’re a critical thinker University is all about being able to think independently and analytically so being able to

demonstrate that you’re working like this already is a big plus point.

Briefly explaining how one of your A-level subjects, a work placement, or additional studies such as the Extended Project Qualification (EPQ) has made you think more critically could be a way of

doing this.

9. What’s the long-term plan? Mention what your longer term goals are if you can do it in an interesting way and you’ve got a

specific path in mind. If you do, then try and show a spark of individuality or imagination.

If you’re not sure yet, just talk about what you’re looking forward to at university and what you want to gain from your course or from university life.

If you’re applying for deferred entry, do mention your gap year plans if you’ve made a firm decision to take a year out. Most courses are happy for you to take a gap year – but they will want to know

how you plan to spend it.

10. Keep it positive It can be difficult to get started with your personal statement, but don’t panic. Start with your

strengths, focus on your enthusiasm for the course and talk positively about yourself.

https://university.which.co.uk/advice/personal-statements/personal-statements-the-killer-opening

Remember:

You have one chance to get noticed; Show your personality and passion;

Show a genuine interest and a desire to learn more; Be reflective, not descriptive;

Write with your own style, be authentic; Make it your own statement!

What not to write in your Personal Statement A plea from admissions tutors.

'Don't waste time trying to think of a catchy opening; it's often a complete turn-off.'

'The best personal statements get to the point quickly. Don’t labour the point'

'In your opening paragraph you need to show that you know what you are applying for.

Don't waffle or say you want to study something just because it's interesting. Explain what

you find interesting about it.'

'It's much better to engage us with something interesting, relevant, specific and current in

your opening line, not 'from a young age' or 'I have always wanted to'. Start with what's

inspiring you now, not what inspired you when you were six.'

Avoid beginning clichés - these were the top 5 in 2016 that should be avoided-

▪ 'From a young age…'

▪ 'For as long as I can remember…

▪ 'I am applying for this course because…'

▪ 'I have always been interested in…'

▪ 'Throughout my life I have always enjoyed…'

Don't overdo the use of adjectives – try not to repeat the same adjective throughout your

statement. Passionate is a word that is regularly overused; try something different instead!

Quotations are top of the list of admissions tutors' pet hates. They particularly dislike it if you put a quotation in right at the start – and it's even worse if you don't actually explain why it's there. It's your statement, after all so try to avoid it unless it is a quote that really means something to you.

A possible writing framework for your Personal Statement

Section 1 – Paragraphs 1 & 2= 50% of the PS (For Oxbridge and highly competitive courses at top ranking universities, it should be at least 70%) Paragraph 1: Why you want to study this subject and why you are right for the course. You should consider answering these questions in this paragraph:- 1. Why have you chosen to read the subject at university? 2. What is the background to your interest in the subject? 3. What particular areas of your studies appeal most to you and why? 4. You must reveal that you know something about the subject in general, and something about the way it is studied at the institutions you have chosen. 5. Briefly reflect on any aspects of your subjects that you are currently studying which seem relevant to your chosen course. If a subject you take at school is directly relevant to the subject you are hoping to read, greater bias must be given to your enjoyment and skills in that discipline. I am excited at the prospect of studying …...... at university because............/ I would fully embrace the opportunity to study ….... at university because...../ I would really like to pursue ….. at university and believe that I have the right qualities both academically and …..

Paragraph 2: How You Have Prepared Yourself for this Career with Super-Curricular Enrichment/Work Experience/Volunteering? 1. Have you completed any relevant taster courses in preparation for your degree course? What did you learn? How useful were they? 2. Mention any relevant work-experience, summer employment or voluntary work that supports your application - vital when applying for all medical-based courses. 3. What evidence of wider-reading or experience beyond the syllabus can you produce, particularly within the subjects directly relevant to your chosen subject? You should name MOOCS, books, media events and articles that have inspired or challenged you; be prepared to explain why too. 4. Make sure you explain why your experiences are relevant to your chosen career. There are numerous reasons why I am so engaged in................namely..... or most importantly......../ My interest was first triggered by....... lesson/book/talk/Ways with words/MP visit I attended...../ My commitment to studying...... is highlighted by my position as Academic Ambassador/ or my eagerness to engage in wider reading/study beyond the A Level curriculum is highlighted by my completion of a MOOC or academic journals I have read which have triggered my interest in …......etc......

Section 2 – About 25% to 30% of the Personal Statement.

Paragraph 3 – Elaborating on your transferable skills. 1. Write about how any of your experiences you have discussed previously demonstrates your

transferable skills. 2. Make sure you write about specific examples that demonstrate how you’ve developed these

skills such as projects like the EPQ, positions of responsibility, sport, music or drama, volunteering etc.

3. Show that you are a critical thinker that can think independently and analytically.

My love of learning/my eagerness to excel in this subject is highlighted by decision to undertake/investigate/pursue..... an EPQ (if relevant) in ….......... My EPQ is particularly relevant to my university application because...........

I have also undertaken relevant work experience at ….....which supports my application......... I was selected from a competitive field of candidates to work at/study at.......

This shows my ability to communicate/ work in a team/

Section 3 – About 20% of the PS; less for Top-Ranking Universities

Paragraph 4 - Focus on your extra-curricular interests and:- 1. Give evidence of all forms of achievement – music/drama/dance experiences and

examinations; D. of E.; World Challenge; Ten Tors, etc; 2. Leadership potential in and out of school – positions of responsibility; any political or charity

work; 3. Details of any other significant successes you have enjoyed; 4. Mention any Gap year plans you have, and point out the positive advantages. 5. Explain what your long term plan is.

With regards to extra-curricular pursuits, I have participated in/led/........ As a result/consequence of my involvement in, I have been able to develop an invaluable skill-set/personal qualities including.........communication skills.

I am also an active member of the school/wider community/sports clubs ….... These commitments demonstrate/display my ability to ….................and am keen to immerse myself in university life.

A final thought…. One technique that can be effective is the ABC approach. This is when you talk about the ‘A’ (activity/event/journal article/project/experience etc.) Then ‘B’ say how it benefited you and what transferrable skills you learnt followed by ‘C’ the consequence that will have to your course at university.

A= Activity B = Beneficial skills C= Consequence to course For example, if you started with an interesting line about what is currently motivating to study your chosen degree course, you could link back to it in your closing paragraph, perhaps with something about why you would love to study this further at university.

Check, Check, Check – the Drafting Process Make sure you:

1. All personal statements need to be uploaded to Unifrog- even if you write it in word. This helps us have an online platform to your work at all times.

2. You will redraft it several times; 3. Then spell-check it; 4. Then proof-read it to pick up the mistakes that computers can’t read; 5. At this point, when you have done points 1-4, show it to your chosen member of staff and

ask for their opinion- DO NOT EXPECT THEM TO MAKE CHANGES FOR YOU; 6. When you are happy with it, then copy and paste it into your ‘Apply’ form.

N.B. The ‘Apply’ software does not have a spell-check facility.

Where to write your Personal Statement.

Log in to your Unifrog

account and scroll down to

UK Personal Statements

You can then click on each of

the sections and answer the

questions in each box to help

guide you.

And you can just type in one

long box like you would in a

word document- but don’t

forget the format of what you

need to include!!

Or… Scroll to the bottom of

the page…

Veterinary Medicine

Constantly being drawn to documentaries and books about Biology, collecting magazines

such as "Real life bugs" containing invertebrates encased in glass as well as learning about

different organisms and their illnesses peaked my interest at a young age and so began my

desire to study Veterinary Medicine. Since then I have used my time out of academia to learn

more about the profession and the intricacies of animal care.

Completing a MOOC this year titled ‘Do you have what it takes to be a vet?’ by Edinburgh

university took me through having on oversight and understanding of animal welfare,

consultation and working in partnership with an animals owners as how a veterinarian should

approach diagnoses and subsequent medical intervention. This has enabled me to think

critically about the care that should be provided and how to think critically and analyse the

information provided by the animals and owners to come to diagnose a problem; something

that has been very useful when reflecting what I have learnt from being ‘on the floor’ in my

work experiences. The completion of my Extended Project discussed how granting apes’

human rights could help with their conservation included exploring various areas such as ape

behaviour and the closeness of DNA …explain…. What were your outcomes- what skills

have you learnt?

Helping animals in need, whether it be illness or a welfare case underpins my desire to join

this profession. Throughout my variety of work experiences I’ve seen many new

developments in the profession, including the use of hip and knee replacements and

prosthetic legs in small animals, why is this important? What does it enable? Quality of life

etc…. What skills have you learned? My two days at a dairy farm allowed me to see the

importance of artificially inseminating the cows and scanning to test for pregnancy as without

this the farmer may lose profit if the cow is no longer fertile. Impact on the milking industry?

Why is the vet’s role so important in this? After, spending two weeks at two different vet

practices, I have learnt much about how the practices run and the importance of dealing with

people sensitively and with empathy. Watching consultations when a vet has to discuss

euthanasia demonstrated the importance of empathising with owners and ensuring that a

client feels supported through a heart-breaking decision making process is very important.

This is a skill I know I possess as I have helped at a stables every Saturday for three years and

have spent time dealing with horses who suffer from colic and their frightened owners. In

these situations I have learnt how important it is to act quickly in regards to the horse’s

condition as well as being sensitive to the feelings of the owner and communicating clearly

Example statements

- some with annotations.

These are not all perfect by any means but they may

give you a starting block.

There are more on the P:Drive for you to look at.

with them. During this time I have learnt about equine care which has led me into looking at

the possibility of specialising in equine in the future.

A concerning development in the world of ‘designer’ breeds of dog being bought and sold led

me to observe BUAOS surgery on a French Bull dog the need to use a harmonic scalpel; a

surgical instrument that cauterizes tissue using ultrasonic vibrations. Why does this operation

take place in the first place? It became clear the difficulties that brachycephalic dogs face

with breathing and how important it is to make sure the operation is accurate as cutting off

too much palate allows food to enter the airways. This led me to consider if it's justified to

continue to breed these dogs and ways to help the situation.- speak more strongly about your

views here!

I spent a day at the horse races where I learnt the importance of the vet to make sure they are

quick to respond to any situations that may arise and if anything was to happen as they would

push aside all emotions for the welfare of the horse.?-Why ? You have just talked about

empathy, why is it different here? My ongoing volunteering at a rescue centre for cats has

helped me to stay objective and emotionally detached in difficult situations. Really need to

put more skills in here….. My day at an abattoir, whilst extremely interesting, showed me a

different side to veterinary which I’d never seen before. I watched the whole process and saw

the importance of the official vet to make sure the meat wasn't contaminated. Why is this

important? Skills?

I helped with events such as Biology and Science week, as a biology prefect, where I led

activities for young children in a friendly and enjoyable way. I play piano which helps me to

relieve stress during exam session which will continue to be useful when dealing with the

stressful job of being a vet and I regularly help on open evenings to show people around the

school confidently and in a friendly way. I look forward to the prospect of joining this

challenging profession and to contribute to it in the future.

Medicine

At the age of fourteen, I made the brave decision to move to England to improve my

education. Arriving in a new country posed many challenges that I have had to overcome

including studying GCSEs and A levels in a language that is not my native tongue as well as

settling into a new way of life that is culturally very different from the one I left behind in

Macau.

During this time I significantly improved my language skills and have excelled academically.

Studying both Chemistry and Biology A levels have been the foundations of my journey

towards building and understanding the skills needed to follow this career path, confirming

my desire to pursue medicine. I have completed an Extended Project whereby I completed a

5000 word essay looking into how continuing research into the use of mitochondrial DNA

replacement can reduce the incidence of mitochondrial cytopathies that are as prevalent as 1

in 5000 live births in the UK annually. Carrying out this research has aided me in developing

valuable skills of independent study and university level research.

Whilst assisting a GP in China, I was able to observe how she regularly updated her

knowledge to ensure she could offer her patients the most accurate diagnosis and subsequent

treatment. This showed me that life-long learning is essential which motivated me to

participate in the William Briggs Essay Competition for Medicine this year; which stimulated

my interest in ethical issues that arise in treatments of some disease, such as the need for

obese patients to take some personal responsibility for their health and the need for earlier

intervention and education.

After I had assisted a music therapist in a special needs school, I felt empathy for the

vulnerable individuals there. I decided to do something to help to improve people's quality of

life, so I volunteered in a hospice and a hospital; where, talking to patients who had terminal

diseases further inspired my interest in medicine. During my placement in the cardiac

intensive care unit, I saw doctors make decisions to rehabilitate the patients who just finished

heart surgery. I witnessed an anaesthetist reducing oxygen supply for a patient to help him

gradually make the transition from being connected to a bypass machine to breathing oxygen

in the air. I learnt that doctors have to make lots of decisions precisely to ensure patient

safety. While shadowing surgeons and nurses performing a mitral valve replacement surgery

in the theatre, I felt the bond within the team. I saw the good relationship between colleagues

contributed to the success of the operation and lightened the intense atmosphere of the

theatre. I realised that being a team player was important. I have developed this skill doing

my Gold Duke of Edinburgh expedition in the Brecon Beacons. While facing difficulties on

the steep hills and river crossing. I worked well in a team, encouraged my teammates, and

completed the expedition invigorated. Improvement of my verbal communication skills

occurred greatly when I volunteered to be a way-finder in a hospital. This experience gave

me an insight into medicine from the patient's perspective. I was guiding a patient diagnosed

with asthma, diabetes and cancer in that same week. I realised that doctors often have

difficult conversations and face the reality that they might not save the patient, even if they

have tried their best. I was surprised when the patient seemed to know the status of her

wellbeing. The understanding that patients have of their individual medical

conditions varies significantly; doctors need to explain their situations in an appropriate

manner. I thus understand that a physician needs to teach others and learn from her patients,

herself and colleagues daily. To relax, I love playing badminton and travelling. I have a

strong commitment to music as I have been playing the piano for thirteen years; I am working

towards a teaching diploma level; something that I will continue to do to so at university to

help me to deal with the challenges of being a junior medic. I now realised that taking a risk

and coming to Britain was the best decision I have ever made. I have developed a passion for

medicine and have gained the skills necessary to fulfil my dream of becoming a doctor.

Physiotherapy As an active individual I can understand the frustration that an injury or illness can bring. You are

suddenly engulfed by the negative mind-set that you will never again be good enough or that you

won't be able to recover. With the help and perseverance of Physiotherapists, recovery can be made

possible; thus, making an incredible difference to a person’s life.

My fascination of the human body combined with my love for sport has ignited my passion for

Physiotherapy. Reading articles on Physiotherapy have expanded my knowledge and further

engaged me. A particular article which intrigued me, studied the implementation of a Falls

Prevention Exercise Programme amongst over 65’s. The study found that exercise interventions can

reduce the rate of falling in the elderly. Highlighting not only that exercise is the pinnacle to

recovery, but it can also be effective in preventing injury. I want to develop my knowledge further at

university, as I am intrigued by the role that Physiotherapists play in maximising someone's physical

potential; not only by rehabilitating those who have suffered an injury, but also with the important

role they play in helping patients with neurological, respiratory and Orthopaedic problems.

In Physical Education I have learnt about the anatomy and physiology of the human body, I have

particularly enjoyed learning about how the body responds to exercise and adversity. In Psychology I

have studied human behaviour and the negative irrationality of the human mind which can be a

huge barrier for patient recovery. Sociology has provided me with many transferable skills such as

problem solving and analytical skills. My subjects have allowed me to develop an independent, self-

reliant approach to my studies and I look forward to enhancing these at university.

To gain a deeper understanding of Physiotherapy, I completed work experience at Gloucestershire

Royal Hospital. This was extremely valuable to me; not only did it confirm my desire to be a

Physiotherapist, but the experience encapsulated the incredible teamwork and compassion

displayed by colleagues in the NHS. I shadowed Physiotherapists in the Orthopaedic ward, stroke

unit, trauma unit and witnessed their work rehabilitating outpatients. This experience highlighted to

me the range of injuries and illnesses that Physiotherapists manage on a day to day basis and the

impact they have on the recovery of a diverse range of patients. I shadowed a physiotherapist who

was rehabilitating a stoke patient, they arrived with paralysis on one side of their body and had lost

all their communication skills, after several weeks of rehabilitation she was able to stand without

support and her cognition was improving. This simple example just proved to me the incredible

impact they can have on the lives of others.

I also undertook work experience in a primary school, this allowed me to engage with young

individuals. Physiotherapists work within schools to help children develop their mobility skills and

joint range of movement. This work experience provided me with the opportunity to gain a trusting

and respectful relationship with children to get the most out of them educationally and socially.

Playing hockey for Gloucester City Hockey for 7 years and captaining at St Peters School for 5 years

highlights my leadership, teamwork and organisational skills. Within this role I was required to lead

warm ups, cooldowns and team discussions. Being captain has also been a hugely beneficial role for

me, it allowed me to develop my resilience under pressure and confidence when speaking in front of

others. My commitment to my team has enabled me to fulfil more personal achievements of which I

am extremely proud. I have won the most improved player, hockey player of the year and most

recently Top Ladies Goal scorer in 2017.

My hard working and compassionate nature, passion for Physiotherapy and drive to achieve forges

the ultimate combination for me to be the ideal candidate for this course.

RHHS UCAS timeline- Undergraduate

21st May 2019

UCAS Undergraduate Apply opens for 2020 entry.

4th September 2019

Applicants can pay and send their applications to UCAS, and unis and colleges can

start making decisions on applications.

13th September

All students need to have finished their Personal Statements and have them

uploaded on to UCAS ready for checking.

15th October 2019

Applications for Oxford, Cambridge or most courses in medicine, dentistry and

veterinary medicine/science should arrive at UCAS by 18:00 (UK time). The

reference needs to be completed before the application can be sent to us.

15th January 2020

Applications for the majority of undergraduate courses should arrive at UCAS by

18:00 (UK time) on this day (check course details in our search tool for the correct

deadline). The reference needs to be completed before the application can be sent

to us.

25th February 2020

Extra starts for eligible applicants.

30th June 2020

If an application is sent to us by 18:00 (UK time) on this day, we’ll send it to the

chosen universities or colleges. Applications received after this date will

automatically be entered into Clearing.

5th July 2020

Last date for applicants to add an Extra choice.

31st August 2020

The deadline for any remaining conditions to be met – otherwise the university or

college might not accept the applicant. Adjustment ends on this date.

21st September 2020

The final deadline for applications to 2020 courses. Applications must arrive at

UCAS by 18:00 (UK time).

20th October 2020

The deadline for adding Clearing choices, and for universities or colleges to

accept applicants in Clearing.

RHHS UCAS timeline- Conservatoires

18th July 2019

UCAS Conservatoires Apply opens for 2020 entry. Applicants can pay and send their

applications to UCAS, and conservatoires can start making decisions on

applications.

1st October 2019

o Closing date for music applications is today at 18:00 (UK time) – applications

received after this date will be classed as 'late' and are not guaranteed to be

considered by the conservatoires.

o Dance, drama or musical theatre courses may have different deadlines –

applicants should check conservatoires' websites for information.

o If a course deadline has passed, applicants must contact the conservatoire to

check they have vacancies before applying.

15th January 2020

Applications for most undergraduate dance, drama, or musical theatre courses,

should arrive at UCAS by 18:00 (UK time) today.

Check conservatoires’ websites for information.

13th August 2020

A level results day.

28th August 2020

Final deadline for 'late' 2020 applications. Applications must arrive at UCAS by 18:00

(UK time).

RHHS EXAM BOARDS 2018/2019

Year 11 Year 12 Year 13

Art and Design (Fine Art) AQA AQA AQA

Art and Design (Photography) - AQA -

Biology AQA AQA AQA

Business - Eduqas -

Chemistry AQA OCR OCR

Computer Science OCR OCR OCR

Dance AQA AQA AQA

Food Preparation & Nutrition AQA - -

Food Science & Nutrition - Level 3 Applied Cert./Diploma

- WJEC WJEC

D+T AQA - -

D+T Product Design - - AQA

Art & Design (Textile Design) AQA AQA AQA

Drama Edexcel - Eduqas

Economics - - Edexcel

English Language AQA AQA AQA

English Literature AQA AQA AQA

Film Studies - Eduqas Eduqas

French AQA AQA -

Geography Edexcel Edexcel Edexcel

German AQA - -

Health & Social Care - BTEC Level 3 National Diploma

- - Edexcel

History Edexcel Edexcel Edexcel

Maths Edexcel Edexcel Edexcel

Further Maths AQA Edexcel -

Music Edexcel Edexcel Edexcel

PE AQA AQA AQA

Physics AQA OCR OCR

Politics - Edexcel Edexcel

Psychology - AQA OCR

RS Edexcel AQA AQA

Combined Science: Trilogy AQA - -

Sociology - AQA AQA

Spanish AQA AQA -

Higher Project(L2-Y10) and Extended Project(L3-Y12/13)

AQA (Y10) AQA AQA