Supporting your students:

References

LET’S MAKE THINGS HAPPEN

∂

• Start early - teaching self awareness and pragmatism

• Skills development – research, time management &

written communication

• Advice and guidance on university and course choices

• Drafts – peer support

• The applicant must take personal responsibility

Providing support

∂

Access and Student Recruitment

• Low aspirations and/ or attainment

• Small pond syndrome

• Limited understanding of how competitive University

admissions can be

• Confidence

• Pressure(s)

• Stress

In the applicant’s shoes…

∂

• Ensure students are aware of these,

especially internal deadlines.

Key dates 6 September – completed applications can be submitted to UCAS.

15 October (18:00 UK time) – deadline for Oxford or Cambridge, and most courses in medicine, dentistry, or veterinary science/medicine applications.

15 January (18:00 UK time) – deadline for the majority of undergraduate courses.

30 June (18:00 UK time) – last date to submit an application before Clearing.

∂

• Academic results and predictions

• Extra admissions tests and interviews

• Personal Statement & Academic Reference

Information available to the selector

∂

• Failing to check requirements – do they need to sit a

test?

• Qualifications missing or incorrectly entered

• Inappropriate email addresses

• Details of disabilities, special needs or time in care not

given

• Tick boxes (e.g. unspent criminal convictions) in error

• Failing to tick other boxes (e.g. section complete)

• Forgetting passwords so they get locked out of an

application

Common Mistakes

∂

• A reference written by a member of staff who knows the

student

• An honest, fair and relevant assessment of the student

and their potential to succeed in higher education

• Accurate predictions

What do we look for:

∂

• Providing context - general comments about

School/College and applicant (providing context)

• Suitability for chosen course - Subject specific - individual

comments about each subject

• General remarks - about the applicant, including non-

academic information and their suitability for the

programme

References

∂

• Size and type of school

• Number of students in year group

• School catchment

• % eligible for free school meals

• Proportion going to HE

• Typical number and patterns of qualifications

• Specifics on school policy e.g. AS certification

Providing context

∂

• Academic performance in post-16 education

• Their potential for academic success

• Suitability for the course

• Personal qualities that may be of benefit at university

• Extra-curricular activities and skills they can bring

Suitability for Chosen Course

∂

• Provide short paragraphs from each subject tutor on

performance – ensuring style of writing is consistent

• A summary statement to bring this together

• Be honest and clear, particularly about predicted grades:

What are their strengths?

Are they predicted low grades/ higher than expected

– if so, why? Are there extenuating circumstances?

State where students are likely to improve in the time

between the application and their exams

Subject specific

∂

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.

Subject specific example

∂

• Supportive statements - ambitions, motivation, attitude

and commitment – what they’ve brought to the school

• Reflection - past achievement, current activities (focus on

most relevant)

• Curriculum enrichment and skills (e.g. work experience

and voluntary work)

• Involvement in gifted and talented programmes and

University Summer Schools

• Back up statements with evidence

General remarks

∂

• Provide your professional opinion

• Try to meet with the student first to discuss their

application and progress to date - use this to

inform their reference

• Read (and check) the whole application

• Avoid repetition, but back-up their comments if

helpful

• Easy to read with short sentences, covering key

points

Key points

∂

Key points

• Admissions selectors appreciate an academic

judgement from an academic (especially where

no interview is held)

• Be honest and where critical, constructive

• Provide a clear, personal reflection on the

individual – their achievement and potential

• Make your stars stand out – comparisons can be

useful

∂

Key points

• Admissions selectors appreciate an academic

judgement from an academic (especially where

no interview is held)

• Be honest and where critical, constructive

• Provide a clear, personal reflection on the

individual – their achievement and potential

• Make your stars stand out – comparisons can be

useful

∂

After applications are made….

• Coping with ‘rejection’ – expectations must be realistic

from the start

• Deciding between offers – select realistic choices for

firm and insurance

• Exams and coursework all still to come – achieving the

grade!

• Staying in touch

• Preparation and transition

∂

Resources and Support

• www.durham.ac.uk/forteachers

• Personal Statement and Reference Kits

• Opportunities to visit the University

• www.ucas.com/advisers/guides-and-resources

∂

Questions?