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Now that your first year of A level study is coming to an end, it is important to begin focussing on your future after WCGS. Some of you will already have an idea of the course you want to study and where you want to study it. Others will have an idea of the general subject area and a vague sense of possible universities, whilst there will be some who are unsure of what A2 subjects you want to study, let alone what you will be doing in one year’s time. Within this guide is:

information about the application process to university

an explanation of the practicalities of applying to universities

an overview of the support, guidance and advice that is available from staff at WCGS and agencies outside of the school

A workbook to help you structure your thinking and preparations Fundamental to this next stage in your life is the realisation that the choices made are your choices, which should be informed but realistic. You should seek advice and guidance during this process from, amongst others, your parents, Form Tutors, subject teachers and subject leaders, Assistant Heads of Sixth Form, the Head of Sixth Form, Dr Meek and the school’s careers advisor Mrs Jacqui Rich. What is UCAS?

UCAS (University and Colleges Admission Service) is the body that organises all the applications to Universities and other Further Education Institutions. As well as facilitating the applications to universities, the UCAS website (www.ucas.ac.uk) contains plenty of advice, details of organisations offering guidance and useful facts and figures to help you in your application. For the majority of students, applications to universities are done entirely online through UCAS. There is a fee for the service UCAS provides, which is £13 for applications to a single course and £24 for application to 2 to 5 courses. The fee is payable online, prior to your application being sent to UCAS by the School. You are able to track the progress of your application once it is submitted and UCAS will also keep you updated on your progress as the universities you have applied to make decisions about your application. Timetable for applying It is essential that you are aware of the timetable for applying and that you meet these deadlines, in order to ensure the smooth running of both your application and the applications of your peers. Missing external deadlines can lead to an increase in the cost to you when applying and affect your chances of successfully applying. You should put the following dates in your phone or diary with a reminder alert at least a week before the deadline. Please note that several of the dates listed here are currently provisional. Students will be kept up to date with deadlines as they become firm. (Dates in brackets are estimates based on previous years).

Student Guide to UCAS, 2016-17

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Date Action Done

24th May 2016 UCAS Apply 2017 opens. Registration with UCAS can begin.

15th July 2016 Deadline for registering with UCAS

1st July 2016 UKCAT testing begins

Summer Term 2016 Complete personal details on the UCAS form Researching relevant courses and universities WCGS Independent Study Project Start a journal of wider reading and work experience (see section 3.2) Draft a personal statement Organise university visits Provide Key information to tutors for school reference Prepare for additional admissions tests: BMAT, UKCAT, LNAT, HAT, ELAT, Thinking Skills Assessment (TSA), STEP, CAT, MAT, OLAT, PAT etc

Summer holiday Complete Personal Statement Undertake study and practice programme for admissions tests Undertake relevant work experience

1st August 2016 LNAT registration opens. For candidates applying to study law at Oxford University it must be sat between 1st September and 20th October 2016.

1st September 2016 Registration for most additional admissions tests opens. Students who need to sit an extra admissions test (excluding UKCAT and LNAT) must register with the Examinations Officer. LNAT testing begins.

Early September 2016

Personal statement checked by subject teachers and Sixth Form team

23rd September 2016 WCGS deadline for receipt of Oxbridge, medicine, dental and veterinary applications. Applicants who have not completed their applications, including Personal Statements will receive compulsory hour long detentions every night after school until they are finished.

1st October 2016 Deadline for registration with the school to sit additional admissions tests (excluding UKCAT and LNAT).Late fees applicable after this date

5th October 2016

Deadline for sitting UKCAT for admission in 2017 Deadline for LNAT registration for candidates applying to study law at Oxford University (it must be sat between 1st September and 20th October 2016).

15th October 2016 UCAS deadline for receipt of Oxbridge, medicine, dental and veterinary applications. Final deadline for registering to sit Oxford admissions tests

2nd November 2016 Additional entrance tests take place in school: BMAT; CAT; ELAT; HAT; MAT; OLAT; PAT; TSA; Philosophy; Cambridge University admissions tests. TSA for Oxford University chemistry degree applicants.

4th November 2016 WCGS deadline for receipt of all other applications. Applicants who have not completed their applications, including Personal Statements, by this date will receive compulsory hour-long support every night after school until they are finished.

Nov./Dec. 2016 Interviews for Oxbridge take place. Medicine and Dentistry interviews begin

Early January 2017 Art Foundation deadlines*

15th January 2017 UCAS deadline for receipt of all applications

February 2017 Finance application forms available for completion online

c. 8th May 2017 Deadline for students to notify UCAS of firm and insurance choices

May 2017 UCAS Extra procedure for students receiving 5 rejections from the first

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round of applications CRB and Health check forms due for Medicine and Dentistry

May/June 2017 A-Level examinations

Late June STEP examinations take place

August 2017 A-Level examination results released – 17th August 2017 If offer confirmed, ensure all paperwork/admin is dealt with, including finance and accommodation formalities If offer not confirmed, clearing begins

*Art Foundation applicants will need to liaise with Miss Musselbrook

The Application Process The application process involves five main stages:

1. Register with UCAS 2. Fill in the application form 3. Write and upload your Personal Statement 4. Pay the fee and send the application; any changes will be emailed to you directly 5. Meet with Form tutors and then Dr Meek/Miss Tovey/Mrs Jennings to check the school reference

and predicted grades. 1. Register with UCAS UCAS APPLY 2017 will be available to use after 24th May 2016. All students are to ensure they are register with UCAS and have linked their application to the school by the end of the sunner term. Enter website www.ucas.com. Click on Apply Next page: Apply and Track your application, click on ‘Apply for 2017 courses’ Next page: Register and Log in. Click on ‘Register’ Read Welcome page. Click ‘Next’ Next page: Terms and conditions. Tick box to accept and ‘next’ Next page: Initial details. Complete all boxes and click ‘next’ Next page: Postal address, click UK and ‘next’ Next page: Postcode, enter house number and postcode, ‘next’ Next page: Confirm address, enter any amendments to first line, ‘next’ Next page: Personal details, enter appropriate details, ‘next’ Next page: Security, enter a password of your choice and choose security questions from list. Make a note of the details if you think you will not remember them! Click ‘next’ Success! You are given a User name. Please make a note of it now, you will not see it again. Click on ‘Log in now’ Next page: How are you applying? Click on ‘Through my school/college’ and ‘next’ Computer asks for Buzzword. Enter Wallington17 and click on ‘next’

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You will be informed that you are registering through Wallington County Grammar School. Click Yes button and ‘next’ The computer will give you a personal ID number which consists of 10 digits – Make a note of it – you will need to quote it if you contact UCAS Customer Services. Click on the link to verify your email address. An email will be sent to the address you have given and you need to enter the code into the box on the ‘Verify email’ page of your application before it is sent to UCAS. Your account is now ready to use. Click on ‘Personal Details’ on the left of the screen and get started!

2. Fill in the UCAS form The Application Form is in 7 parts and is completed entirely online. Apart from the School reference, all parts of the Application Form are completed by you. Providing you have read the material provided for you, undertaken your research thoroughly and responded to suggestions from the staff, completing the form is relatively straight forward and isn’t overly time consuming.

i. Personal details

o These include funding and sponsorship options, residential status, any special needs or disabilities and any criminal convictions – plus you can give a parent, guardian or adviser nominated access if you'd like them to be able to speak on your behalf

o Fee code: most students will choose 02 which indicates an intention to apply for a student loan through student finance. This is NOT an application for student finance but will be used to streamline the process when you do.

ii. Additional information o Your ethnic origin, national identity, any summer schools/taster courses you attended, care

and parental education and occupational background. iii. Education

o Where you have been educated since the age of 11, giving precise dates o Enter all of your GCSE results regardless of the grade you got. Ensure you identify

Double/Triple Awards and Short/Long Courses. Note month is 06 with year exam taken. o Enter Advanced GCE courses/modules. These include all papers taken in Y12 and 13. Put

‘pending’ for all of these in the results box with date as 06 with year taking exam o Enter details of any admissions tests KEY TIP: have your exam certificates with you to ensure that you have the correct exam boards, dates and unit numbers .

iv. University and Course Choices

o You may apply for up to 5 degrees, although some restrictions apply. For example, if you are applying for dentistry, medicine, veterinary medicine or veterinary science, you can apply for a maximum of four choices in any one of these subjects. Additionally, you are not able to apply to both Oxford and Cambridge for undergraduate study. Applications for Art and Design courses have their own restrictions and interested students should seek assistance from Art Subject Leader.

o No preference can be indicated at this stage: the choices are listed alphabetically. Your chosen universities will not know what your other choices are.

v. Employment o Include any volunteer work, as well as paid employment.

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3. Write your Personal Statement More information is contained in the Workbook about your Personal Statement, but there are several technical issues you should consider:

Write your Personal Statement in Word, using Times New Roman font, size 12, as this will be the format it is entered in on the UCAS reference;

The maximum length of the Personal Statement is 4000 characters, which is approximately 600 words. Statements that exceed this length will not fit completely on the UCAS form;

The Personal Statement should be written in flowing prose and should not be a long list of points.

It should contain 3 paragraphs: o A brief statement about your motivation (i.e. why you want to study the subject). This

should address the intrinsic qualities of the subject that attract you, not what you intend to do with it once you have completed your degree

o What you have done to increase you understanding of the subject and, in some cases, whether or not you have an understanding of the practical realities of your chosen career. This should include discussion of and reflection on wider reading, project work, work experience etc;

o Whether you have skills and aptitudes that match their admissions criteria and that will help you to successfully cope with your chosen degree course and university life in general. Ensure that you have researched any ‘additional selection criteria’ identified by universities on their websites or through the UCAS website.

Once you have written your Personal Statement, you should have it checked by your subject teacher/subject leader, Head of Year and Ms Tovey or Dr Meek in that order. Staff will fill in the Personal Statement checklist which you should attach to the front of the Personal Statement. A Personal Statement that does not have a checklist attached will not be checked!

4. Check, pay and send Once you have had your Personal Statement checked and signed off, you need to paste it into the Personal Statement section of the UCAS form. If it is too long, the UCAS website will warn you and not let you save it. You then need to pay the UCAS fee and click ‘send’. This will not send the application to UCAS but release it to the school staff so your application can be checked and your reference and predicted grades added.

5. Check the school reference In addition to your Personal Statement, the other major part of your UCAS form is the school reference. The reference is the opportunity for the school to recommend you to your chosen universities and will comment on both your academic and personal qualities. The reference will:

a) Begin with a contextual paragraph about the school. This will also put your Year 12 attainment in the context of your peers, identifying where you came overall in the year group and in your classes.

b) Identify your subject specific skills most relevant to your chosen degree and using specific evidence from your courses as identified by you subject teachers.

c) Identify any transferrable skills relevant to your chosen degree, using specific details from your classes and any co-curricular activities.

References are written by Form Tutors using information provided by subject teachers. Your Form Tutor will ask for details of your application and arrange to meet with you to ensure that the reference is correct. Once the reference has been completed your form tutor will send it to Dr Meek or Miss Tovey who will undertake a final check and add your predicted grades. You will need to arrange a meeting with Dr

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Meek or Miss Tovey to check through the final reference. Once they are happy that everything is present and correct they will send the application to UCAS.

Checklist of exam boards used by WCGS

If you need to list any other qualifications not listed above that you have taken at WCGS please see the Mrs Clode in the Data Department for a print out of all your examinations. Applicants who completed their GCSEs or AS Levels at another school should ensure that they check their exam certificates to ensure that their details are correct. Please note that WCGS does not have these details, so it is up to you to get them right.

Finally, remember that this is one of the most important phases in your career. Allow yourself plenty of time for each stage, keeping well-organised and focussed throughout.

We wish you success in the application process and do remember to seek support from the members of staff outlined in this guide.

Extenuating Circumstances Form (Cambridge) In most cases, any extenuating circumstances that might help to explain underperformance in exams will be included in the school reference. Please note, however, that Cambridge has a separate extenuating circumstances form. These usually need to be filled out independently of the UCAS process. The sort of Circumstances it would be appropriate to inform us of via this form include:

a serious, acute or chronic medical condition (especially since the age of 14) which caused significant educational disruption

significant caring responsibilities, or recent bereavement or serious illness within close family

Subject GCSE board A Level board Art Edexcel Edexcel

Biology Edexcel AQA

Business Studies OCR N/A

Chemistry Edexcel OCR

Classical Civilisation OCR OCR

Design & Technology: Product Design N/A AQA

Design & Technology: Electronics AQA N/A

Design & Technology: Resistant Materials AQA N/A

Economics OCR Edexcel

English Language CIE N/A

English Literature B AQA Edexcel

French Edexcel Edexcel

Further Mathematics (MEI) AQA OCR

Geography Edexcel AQA

Government & Politics N/A Edexcel

History Edexcel Edexcel

Hospitality & Catering WJEC N/A

Latin WJEC/OCR N/A

Mathematics (MEI) Edexcel OCR

Music Edexcel N/A

Philosophy N/A AQA

Physics Edexcel AQA

Physical Education AQA N/A

Religious Studies AQA N/A

Spanish Edexcel Edexcel

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serious disruption to educational provision at school/college

other circumstances where serious disruption has occurred – the school/college is welcome to contact a College admissions office to discuss an applicant's particular circumstances

Details about the Cambridge Extenuating Circumstances Form (ECF) can be found at http://www.undergraduate.study.cam.ac.uk/applying/decisions/extenuating-circumstances-form The school will need to fill this in on your behalf. It is your responsibility, however, to inform us of your desire to apply for extenuating circumstances.

Making choices Where to study, what to study and why to study it You may already have an idea of the course you want to study and your preferred universities to study it at, or you may have an idea of the general area of academic study you wish to pursue. When choosing what specific degree or degrees you wish to apply for, you need to consider amongst other things the following:

What you are academically interested in and what you want to study for, at least, three further years;

What academic disciplines you have shown a talent for or, if you are considering a degree in a subject you have not studied before, what skills and abilities relevant to the subject you have already begun to develop;

What career aspirations you may have. Some careers require vocational degrees, where your undergraduate studies prepare you fully or partly, for a specific future career. Other careers simply require any degree, or a wide range of degrees, that develop key skills employers are seeking;

Whether you want to study two subjects at university to an equal level (known as joint degrees) or two subject with one being more dominant (known as major/minor degrees) or whether you would be interested in studying a combined honours degree (this may include one, two, three or four subjects);

Whether you want to study abroad for a year or whether, in a vocational degree, you want a Year in Industry, where your studies are supplemented with career-specific training and employment;

Whether you are required to sit a foundation year for your chosen course. When choosing what universities you wish to apply for, you need to consider amongst other things, the following:

Whether you want to study close to home, so that you can either live at home or make easy use of certain facilities (washing clothes and home cooking in particular!), or whether you are ready to move as far away from home as possible for greater independence;

Whether you want to study at a Campus university, where the academic facilities, social provision, accommodation and so on are centrally located, or whether you want to study at a university that is ‘spread out’ throughout a city or town;

What the reputation, quality of provision, graduate employment rates and so on of the university is. The Quality Assurance Agency (www.qaa.ac.uk) and Unistats (www.unistats.com) may assist you with this.

What the social life and extra-curricular opportunities of the universities and cities or towns are like;

What fees your chosen university is charging.

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University ‘Mission Groups’ Many UK universities are part of wider groups (known as ‘Mission Groups), with the stated purpose of sharing ideas, ethos and ambitions. There are several of these, all with slightly different reputations. The ‘Russell Group’ universities are traditionally considered the best universities in the UK, although this should not be taken as an absolute rule. In general, they tend to be older, larger and better funded. They often rate highest in the university league tables. For these reasons, they are generally the most competitive. Other groups include Million+ and the University Alliance. You should not become obsessed about these groups: what matters is that you choose the universities that have the best course for you regardless of what group they belong to. Many universities who are not in the Russell Group outperform them in terms of research performance and student satisfaction.

Russell Group universities

University of Birmingham Imperial College London University of Oxford

University of Bristol King's College London Queen Mary, University of London

University of Cambridge University of Leeds Queen's University Belfast

Cardiff University University of Liverpool University of Sheffield

Durham University London School of Economics University of Southampton

University of Edinburgh University of Manchester University College London (UCL)

University of Exeter Newcastle University University of Warwick

University of Glasgow University of Nottingham University of York

Other universities to which WCGS students commonly apply

School of Oriental and African Studies (SOAS) Lancaster University

University of East Anglia University of Leicester

University of Essex Loughborough University

Goldsmiths Plymouth University

University of Bath University of Sussex

Royal Holloway University of Surrey

What are the entry requirements of the course applied for?

On the UCAS website, every course at every university has an Entry Profile, accessible when you either search for a course or search for a university. Entry profiles (will) give a clear statement of the essential subjects and preferred subjects at A2 and AS, as well as the grades and other requirements universities are looking for from applicants. For example, as well as specifying what grades are required, certain courses may specify required additional tests, skills, recommended evidence of relevant work experience and so on. When it comes to writing your personal statement, you should ensure that you have shown how you are meeting or have met the requirements that the relevant Entry Profiles list: in the same way that an answer to a question in an exam should show awareness of the key criteria, so too should your personal statement. When researching the entry requirements of degrees, you should take note of which universities require additional testing as part of the interview process. The main additional tests are:

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Test Subjects Universities Date and Location

BioMedical Admissions Test (BMAT):

Medicine Oxford, Cambridge, UCL and Imperial College London.

In School, 2nd November

Classics Aptitude Test (CAT) Classics and associated joint honours

Oxford In School, 2nd November

English Literature Admissions Test (ELAT)

English

Oxford In School, 2nd November

History Aptitude Test (HAT) History and joint honours degrees

Oxford In School, 2nd November

National Admissions Test for Law (LNAT)

Law Check university websites Local testing centres. Check LNAT website for deadlines

Mathematics Aptitude Test (MAT

Mathematics Oxford and Imperial In School, 2nd November

Modern and Medieval Languages Test (MML)

Languages Cambridge In School, 2nd November

Modern Languages Admissions Tests (MLAT)

Languages Oxford In School, 2nd November

Oriental Languages Aptitude Test (OLAT)

Oriental studies Oxford In School, 2nd November

Physics Aptitude Test (PAT) Physics and Engineering Oxford In School, 2nd November

Sixth Term Examination Papers (STEP)

Mathematics Cambridge and Warwick (Bath, Bristol and Imperial College also encourage applicants to Mathematics to take STEP).

June 2017

Thinking Skills Assessment (TSA) Cambridge

Computer Science, Natural Sciences, Engineering and Economics

Cambridge In School, 2nd November

Thinking Skills Assessment (TSA) Oxford

Philosophy, Politics and Economics (PPE); economics and management

Oxford In School, 2nd November

Thinking Skills Assessment (TSA) UCL

European social and political studies

UCL In School, 2nd November

UK Clinical Aptitude Test (UKCAT):

Medicine, Dentistry and Veterinary Science

Check university websites (Most medical schools use UKCAT)

Testing centres. See key dates section above for testing deadlines

Pease note that for 2017 entry Cambridge University is introducing a number of pre-interview admissions tests. Details of this can be found at http://www.admissionstestingservice.org. Click on the ‘For Test Takers’ tab and follow the links to Cambridge pre-interview assessments. For BMAT, CAT, ELAT,HAT, MAT, PAT, STEP, TSA (Cambridge, Oxford and UCL) see: http://www.admissionstestingservice.org/ For UKCAT, see http://www.ukcat.ac.uk/

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For LNAT, see http://www.lnat.ac.uk/

It is important to note that whilst university courses may list the required minimum grades, the more popular courses will have large numbers of applicants who have exceeded these grades. You should therefore not expect to automatically receive an offer from a university that has listed your predicted grades as their minimum requirements. You can find out more about individual university admissions procedures, the application process and how applications are assessed on university websites. Medical Schools tend to have differing approaches to how they assess applicants so please use medical school websites to find out more about this.

What happens after I have sent my application off?

As outlined above, the closing date for different courses and different universities vary. There are also internal deadlines that you must stick to if you want your application to proceed smoothly. The key dates for applications are listed in the timetable, above. Once UCAS has received your completed application form the universities you have applied for are then informed: each university only knows that you have applied to them and not to which other ones. During the application/offers process you may receive direct communication from the university. You should make sure that you retain and organise into electronic or physical folders any communications you receive or respond to, and importantly the name of the person, their job title, phone number and email address. This information could be very important to you if you do not receive the outcome you hope for on results day and you may need to access the details quickly in order to get in touch with the right person at the university. You can keep track of your application’s status through UCAS Track. Visit UCAS Apply and click on Track. You then need to enter your username and password to access Track. Admissions Tutors at the universities will review your application and consider, in no particular order of importance:

Your predicted A2 grades;

Your achieved GCSE grades;

Year 12 mock grades, as discussed in your reference;

Any relevant additional tests or sample pieces of work submitted;

Your performance at interview;

Your personal statement;

The school’s reference. They will also seek to establish from your application whether:

You have the intellectual ability and appropriate attitude and motivation to be successful on the course;

You will contribute in lectures, classes and tutorials. University staff want students who will be interesting and rewarding to teach;

You will participate in the wider life of the university and seek to be involved with the plethora of opportunities offered to you at their university;

You are likely to attain or exceed the minimum grades for entry. When universities have considered your application, you will begin to receive offers. Admissions tutors will consider your application to be in one of the three following groups:

Someone whom they definitely want to make an offer to;

Someone whom they definitely do not wish to admit;

Someone whom they wish to make an offer to if they have room.

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You will receive one of the following responses from the universities you have applied to:

Conditional offer: the university will offer you a place if you meet certain conditions, which are usually based on your exams, but may also specify successfully completing or meeting other requirements;

Unconditional offer: you have met all the entry requirements and the university or college is happy to accept you. These are normally offered to mature students or those applying having already attained their A2 or equivalent qualifications;

Unsuccessful application: the university or college has decided not to offer you a place on the course.

Some conditional offers will specify the three A2 grades you are required to get, as well as whether you are required to get a specific grade in a specific subject(s). For example, a Geography department may make you a ABB offer, but stipulate that the A must be in Geography. If your Geography is not particularly strong, it would pay for you to look for universities or colleges which do not make such a stipulation. Some universities or colleges prefer the UCAS tariff points system and make offers in terms of points rather than grades. From September 2017, the following tariff will come into effect: Tariff system for courses starting in September 2017:

A2 Level AS Level

Grade Points Grade Points

A* 56

A 48 A 20

B 40 B 16

C 32 C 12

D 24 D 10

E 16 E 6

U 0 U 0

AS results are included here for illustration purposes only as the school no longer follows a modular A Level system. Offers based on tariff points are usually expressed as a total points for you’re a Levels.

Interviews Interviews are becomingly increasingly rare. However for some universities and courses they are still an fundamental part of the application process. Applicants to Cambridge and Oxford and for Medicine, Dentistry and Veterinary Science will all have to undertake an interview if they pass the initial sifting process. If you are offered an interview, you should make an appointment with Dr Meek who will help you to convene an interview panel. Further advice on preparing for interview will be provided in the Autumn term.

Accepting offers Once you have received responses from all of your applications, you must then decide on how you respond to all of the offers. You must reply to each offer in one of three ways: Firm acceptance (F): If you firmly accept an offer, it means that this is your preferred choice out of all the offers you have received. As this is your first choice, you can only make this reply once. Once you have made this choice you can only change it by contacting the university directly.

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If you accept an unconditional offer (UF), you are agreeing that you will attend the course at that university or college and must decline all other offers. We will send you a letter which will have instructions about how to contact the university or college to confirm your place. If you accept a conditional offer (CF), you are agreeing that you will attend the course at that university or college if you meet the conditions of the offer. You can accept another offer as an insurance choice. Insurance acceptance (I): You can accept an offer as an insurance choice if your firm choice is conditional. Your insurance choice can be conditional (CI) or unconditional (UI) and acts as a back-up to your firm choice, so if you do not meet the conditions for your firm choice but meet the conditions for your insurance choice, you are committed to that course. The conditions for your insurance choice should be lower than your firm choice, although this is not always possible particularly in very competitive degrees. Decline (D): Once you have decided which offer to accept firmly, and which (if any) to accept as an insurance, you must decline all other offers. If you do not want to accept any of the offers, you may decline them. You will then become eligible for Extra or Clearing, depending upon your circumstances. There are four combinations of offers and replies:

UF only: You have firmly accepted an unconditional offer. You cannot have an insurance choice;

CF only: You have firmly accepted a conditional offer;

CF + CI: You have firmly accepted one conditional offer and accepted another conditional offer as an insurance;

CF + UI: You have firmly accepted a conditional offer and accepted an unconditional offer as an insurance.

If you accept a CO offer firmly, you show your commitment to the university and them to you. As such, if you get the grades or better of the offer, they will confirm their offer in August and you will have to go there. If you have changed your mind, which you have every right to do, you will have to withdraw from the scheme for this year. In August after your A2 results are known, you may not enter into negotiations with one university while you are committed to another. Given the above, you are recommended to apply to 5 courses that require a range of grades as, if all of the courses require high grades and you do not achieve these, you may find that you have not satisfied the requirements of both your CF and CI courses. In which case, you will have to consider the process of clearing or applying the following year. The deadline for accepting or declining offers is in May 2017.

Additional routes through the UCAS system

1. UCAS Extra UCAS Extra is a service for students who have applied to five universities and received rejections from or chosen to decline all five. Extra allows you to search for courses with Extra availability. Extra typically opens in February of the application year and closes in early July. For further details see http://www.ucas.com/how-it-all-works/undergraduate/tracking-your-application/adding-extra-choices

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2. UCAS Adjustment Adjustment allows students who achieved higher grades than those required to meet their firm choice. You may have accepted a place at Reading at ABB, for example, but achieved AAA. Adjustment allows you to apply for a course at a different university with higher entry requirements. Adjustment is typically available between 14th – 31st August. For more details, see http://www.ucas.com/how-it-all-works/undergraduate/results/better-than-expected 3. Clearing Clearing is the process by which universities fill any remaining places on their courses. Typically, Clearing is used if you have offers but have not reached the grades required and have not been able to negotiate a place with your chosen university. You will be informed by UCAS through UCAS Track whether or not you are eligible for Clearing. Clearing is normally extremely competitive and so securing the course you want is not always easy. As such, if you are still determined to go to university no matter what you will need to be flexible about what you study and where. Alternatively, consider taking a Gap Year, resitting exams or entering employment and reapplying for the next cycle. For further advice on Clearing see http://www.ucas.com/how-it-all-works/undergraduate/results/if-you-have-no-offers

Useful websites

Website Description www.ucas.ac.uk The UCAS website includes advice on what you

need to know about applying to university and should be your initial point of advice.

https://careerfinder.ucas.com/ UCAS' career finder tool is a searchable database of work and training opportunities – ideal for those considering their options after education.

www.whatuni.com This website allows you to search for degrees by predicted grade. You simply choose what degree you want to study, enter in the grades you think you are going to get or which have been predicted and it will come up with a list of universities making offers on those predictions (e.g. History; BBB: University of Dundee, etc). A very useful tool for students with lower than AAA/AAB predictions.

www.bestcourse4me.com/ Allows you to explore links between what you study, what you earn and the jobs you can get.

app.morrisby.com/account/signup?ukcf=true The Morrisby Study Interests questionnaire will help assess which higher education subjects might be suitable for you. It is currently available with a free account.

University Degree Course Offers by Brian Heap (in school library, reference only)

A useful resource for students stuck for ideas including a section entitled ‘Choosing your (degree) course by school subjects’ and ‘Choosing your course by career interests.’ Also worth checking out the ‘advice to applicants and planning the UCAS personal statement’ section of any degree course you are interested in.

www.unistats.com You can find statistics on all the courses offered by

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UK universities, such as the average UCAS points on entry, % of graduates entering graduate jobs or further study, student satisfaction and so on.

www.qaa.ac.uk The Quality Assurance Agency provides information on UK universities and measures the provision of universities against a number of criteria, useful for deciding upon what and where to study.

www.thecompleteuniversityguide.co.uk/ A comprehensive guide to university League Tables

UCAS Workbook The following exercises are designed to help you focus your preparations. Your Form Tutor will take you through each step of the process and help you to approach each task in the right way. You should use the opportunity of Form Time to discuss each stage with your peers and to seek guidance if you are unsure at any stage. Step 1. Choosing a university course Most students begin by choosing a university that they like the look of then finding a course that fits their specific interests and career aspirations. What you should do, however, is start by choosing a course then find out what universities are best placed to deliver that course. For most students, course choice is determined by what they have studied at school; students tend to choose courses which are familiar and in which they feel they already have a solid background. There is nothing wrong with this, but it is worth remembering that universities offer a much greater range of courses that are on offer at school. This may be an opportunity to try something new, to use the skills and knowledge gained at school but to apply them in a different area or to combine subjects in a conjoint degree. Many subjects offer a year abroad or industry which you might like to consider.

1. Summarise your academic and personal interests and career goals.

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2. From the diagram above, invent a list of possible university courses. These can range from the fantastic and imaginary to the realistic and practical. Resist the temptation just to repeat the subjects you study at school. If you already know what you want to do, you may feel inclined to skip this section and go straight to Sec. 3. There are several reasons why this is a bad idea:

a. There may be many more courses out there than you have anticipated; b. If you are applying for Medicine, Dentistry or Veterinary Science you will need to make a

separate fifth choice. Avoid the temptation to simply choose ‘Biomed’! c. Once you have been through this process, you may change your mind. Keep your options

open at this stage. Possible Course 1: Possible Course 2: Possible Course 3: Possible Course 4: Possible Course 5:

3. Now that you have a list of possible courses, see if they actually exist. Use the Course Search engine on the UCAS website to research available courses:

Actual Course 1: Actual Course 2: Actual Course 3: Actual Course 4: Actual Course 5: To give you a sense of the sheer variety of course available, here is a list from the University of Birmingham of courses available for students with a Maths background:

Mathematical Economics and Statistics BSc Mathematics MSci

Mathematics and an Arts Subject Joint Honours BA

Mathematics with Business Management BSc

Mathematics and Computer Science BSc Mathematics with Engineering BSc

Mathematics and Sports Science Joint Honours BSc

Mathematics with Philosophy BSc

Mathematics BSc Mathematics with Study in Continental Europe BSc

Mathematics Foundation Year

Step 2. Choosing a university Choosing a university is often a matter of personal preference. Some go for reputation (academic or otherwise), some go for location or facilities, some choose because it is one of the few places that offer their chosen course or because family and friends are or have gone there. All of these are valid reasons for choosing a university, though it is best to choose a university that is going to provide exactly the kind of course you want to study.

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When choosing your university, it is also important to choose a range calculated on the basis of what grades they will require. Your UCAS application will ask to you to make five choices. One of these should be aspirational, two realistic and two ‘insurance’ choices. An insurance choice is just in case you don’t get the grades required by your first choice universities. There is little point selecting five universities that offer on 3As if you know you are going to get ABB.

Before making your final choices, you should do as much research as you can, though university websites or through UCAS (which has a huge amount of advice to offer on subject and university choices), or by arranging Open Day visits, speaking to ex- or current students, etc.

My University choices Record your chosen universities here. This does not need to be your final list, but should at least represent the universities you wish to look at in greater depth or visit during an Open Day. To discover what the normal A Level offer will be, refer to the individual course information of the UCAS website. Then search by subject and then by university. Click on ‘Entry routes’ then ‘Course Specific Requirements’. These pages also contain information about any prerequisites subjects (i.e. any subjects you need to have taken to qualify to study that subject).

University Course Reason for choice Normal A Level offer

Any prerequisites or admissions tests?

Aspirational, realistic or ‘Insurance’?

1.

2.

3.

4.

5.

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Step 3. Writing your Personal Statement Your Personal Statement is an opportunity for you to tell a university or college about your suitability to study a particular course. It is not an opportunity to write an autobiographical account of your life thus far. Admissions tutors will want to know:

a) What you want to study and a robust, well-thought out reason or reasons why; b) What you have done to increase you understanding of the subject and, in some cases, whether or

not you have an understanding of the practical realities of your chosen career; c) Whether you have skills and aptitudes that match their admissions criteria and that will help you to

successfully cope with your chosen degree course and university life in general. In addition to this, you need to show that you are highly motivated to study your chosen subject: you r motivation should refer to the intrinsic qualities of the course/career, not what you will get out of it in the end. You also need to ensure your punctuation, spelling and grammar are perfect. Few Admissions Tutors will want to accept candidates who have not mastered the basic art of writing clearly and well. As a rule, your Personal Statement should:

Be factually accurate;

Be enthusiastic and persuasive;

Use correct punctuation and grammar;

Be properly proof read – don’t simply rely on using a Spell Check;

Be no more than 4000 characters (around 600 words), word-processed using Times New Roman, 12pt.

Your Personal Statement should not:

Use overly elaborate words and sentence structure;

Be irrelevant to your chosen course or courses;

Be a simple list of what you have done.

3.1 Why do you want to study X? Before we start formulating this section of the Personal Statement, take a few moments to consider the following justifications. Each is flawed. Try and spot what is wrong with them:

Reason Problem I want to read Geography because I am very interested in it

I am interested in Archaeology through watching Time Team

I’ve always been interested in Medicine I want to read a degree in finance as it will make me lots of money

Studying International Relations will allow me to truly understand the complexity of our global society and allow me to rid the world of all the injustices, inequalities and exploitation of the masses

Ever since my father successfully sued his former employer, I have been fascinated by the legal profession and the study of Law

Ever since I have been able to read I have been fascinated with the works of Keats, Shakespeare and Austin

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Our car careered of the road and into the cliff. All I remember was panic and then blood, blood everywhere. The next thing I knew I was in a Hospital surrounded by caring doctors who nursed me back to health. From that moment I knew I wanted a career in Medicine.

‘There is no such thing as a moral or an immoral book. Books are well written or badly written.’ Oscar Wilde

Answers:

Reason Problem I want to read Geography because I am very interested in it

This is a circular argument, since it assumes what it is trying to prove. It is the same as saying ‘I am interested in Geography because I am interested in Geography’

I am interested in Archaeology through watching Time Team

Weak evidence / justification. This hardly counts as a strong reason to study Archaeology.

I’ve always been interested in Medicine Implausible / unable to be substantiated / generally really unconvincing! It does not matter how long you have wanted to study a subject!

I want to read a degree in finance as it will make me lots of money

Weak justification and hardly one which shows a strong understanding of the intrinsic qualities of finance. In any case, studying finance is no guarantee that you will make lots of money.

Studying International Relations will allow me to truly understand the complexity of our global society and allow me to rid the world of all the injustices, inequalities and exploitation of the masses

This is what is known as an ‘upward Slippery Slope’. It begins with a simple statement and ends with you saving the world. Avoid any justification that argues to world changing consequences (e.g. ‘by studying medicine I will save lives and thus help to further the development of the human race.’)

Ever since my father successfully sued his former employer, I have been fascinated by the legal profession and the study of Law

This is a faulty appeal to history. Just because something significant has happened in your past is no good reason to study it in the future.

Ever since I have been able to read I have been fascinated with the works of Keats, Shakespeare and Austin

This is simply implausible. No one begins reading with Shakespeare and Auden!

Our car careered of the road and into the cliff. All I remember was panic and then blood, blood everywhere. The next thing I knew I was in a Hospital surrounded by caring doctors who nursed me back to health. From that moment I knew I wanted a career in Medicine.

As well as making a faulty appeal to history, this is at best B-grade literature. Avoid anything that is overly emotive. You want to impress an admissions tutor with your intrinsic interest in the subject, not sicken him or her with awful prose.

‘There is no such thing as a moral or an immoral book. Books are well written or badly written.’ Oscar Wilde

Putting a quotation into a Personal Statement is just using other people’s words – not their own – and is always without a full context due to the word limit. Not a good idea!

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Why I want to study X. Use to box below to record all the positive attributes of your chosen subject. Think about what it is about that subject that is interesting or attractive. It is not enough just to say that ‘you are good at it’ or that ‘you have already studied it’. Why are you good at it? Why did you choose it at A Level? Think about the knowledge it involves or the skills it requires. Use the admissions criteria listed on the course information in the UCAS website to help you identify relevant aspects. Refer also to the specifications produced by departments you might apply to: this will help you to show an admissions tutor that you really want to do their course (which they will love!).

Paragraph 1: Try it yourself Once you have developed your list of key attributes, try writing your first paragraph, using the starter sentence.

I want to study ____________________________ because:

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3.2 What have I done to extend my understanding or knowledge of my chosen subject? Admissions tutors want to see that you have given serious consideration to your chosen subject and that you have engaged in a substantial body of extra work to extend your subject-specific knowledge. To do this you MUST go beyond the topics covered in your A-Level courses. This is also an opportunity to show that you are capable of sustained hard work, essential for success at university level. You should make this section as specific as possible:

look at specific areas of interest;

analyse specific arguments/debates in books or other secondary literature;

compare different academic approaches and come to a conclusion;

Analyse your work experience in terms of academic issues that were raised as a result of it. The best way to develop this is to keep:

a journal of everything you have read, including you reflections and cross references to other texts;

a journal of your work experience. You should try to link this to your wider reading;

By keeping journals, you will also have an invaluable resource when it is time to prepare for your interview.

An example I have read a range of literature presenting physical subjects both within and beyond the scope of the A-Level curriculum, which has developed and consolidated a keen interest in quantum mechanics - books by Stephen Hawking, Marcus Chown and Richard Feynman. I took particular interest in exploring the very challenging ideas concerning the quantum theory of light and matter in Feynman's 'QED', whilst the original concepts presented in Edwin Abbott's 'Flatland' offer stimulating alternatives to the four dimensional space-time we seem to live in. These books have raised my interest in the nature and problem of gravitation and in particular the quantum rejection of Einstein's theory of general relativity. Additionally, in reading the New Scientist journal and other sources on the internet, I keep up to date with new developments, ideas and discoveries in the world of Physics. I am eagerly, if not slightly anxiously, anticipating the delayed start up of the LHC at CERN, fascinated by the hunt for the elusive Higg's boson. Reading Journal

Text/website Key points My reflections (Have I gained a deeper understanding? What links with other reading can I make?

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Construct a similar logbook for work experience, using the following format:

Placement Tasks undertaken/practices observed

What processes/practices have I learned or understood? What skills have I learned?

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Paragraph 2: Try it yourself!

I have developed my understanding of ________________________by:

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3.3 What skills have I got that will ensure that I can cope with my chosen course and university life as a whole? This is your opportunity to talk about all your extra-curricular activities. However, Admissions Tutors do NOT want to read a list of everything you have done outside the classroom. Does getting a Duke of Edinburgh Bronze Award mean you will make a good biologist? Of course not. But, your ability to work in teams, to solve problems and persevere with difficulty might, so think first about what skills you will need on your chosen course then what evidence (from your extra curricular activities) could be used to back this up. To find out what kinds of attributes your Admissions Tutors are looking for, consult the Entry Profiles for your course on the UCAS website.

Key skill required Evidence from co-curricular activities

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Paragraph 3: Try it yourself!

I have developed many of the skills needed to flourish at university. For example:

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Assessing Personal Statements Successful Personal Statements will evidence how well you meet the university’s expectations academically, vocationally and personally. Your task is to compare your neighbour’s Personal Statement to the things outlined in their subject description. How accurately does their Personal Statement reflect the actual requirements of the degree for which they intend to read? Place a tick or cross in the Yes or No column to show whether they have matched the requirements.

Content Yes No

Opening paragraph. What do I want to study at university and why? Look for:

1) A robust reason why they have chosen to study a particular subject (i.e. one that isn’t vague and general). This should start: ‘I want to study X because…’

2) A statement of what drew them to the subject in the first place or what specific aspects interest them and which they look forward to pursuing further at degree level. This should link to the topics they have outlined

3) Specialist vocabulary relevant to their chosen subject linked to further specialist reading or experience

4) A sense that your neighbour really knows what he or she is talking about. Is the opening section written with confidence and precision or is it weak and vague?

Second paragraph. How have I developed my understanding of my subject to a level sufficient to impress an admissions tutor? Look for:

1) Start with ‘I have developed my understanding of X by…’ 2) Discussion of a specific aspect of the course and a developed analysis of

the issues involved; 3) Evidence of further reading, work experience, etc. to support the above

discussion. How extended is this work? Is there evidence that extra reading is broad and deep or is it limited to one or two fairly basic texts or texts from their A-Level course?

4) Support reading/work experience/personal experience with reflection on what you learned as a result. If you read something you ‘developed and understanding’; if you did something you gained a skill.

5) Sophisticated, academic vocabulary

Third paragraph: What other skills do I have that will allow me to cope with degree level study? Look for:

1) ‘I have also developed many of the skills needed to flourish/succeed as a X’

2) A focus on skills and abilities rather than a list of ‘things they have done’.

3) Relevance: are the skills being discussed actually relevant to their chosen subject? Have you shown how they will be relevant? Do the skills mentioned in the personal statement match those explicitly required by their university?

4) Evidence: have they provided evidence to show that they have, in fact, developed these skills? Evidence does not have to come from work undertaken in school; relevant work-experience or extra-curricular activities can also be used

5) A sense of what future career plans they have and how their planned degree course links to these plans

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Final section: Tying it all together

1) Did you bring all the preceding material together to provide a string conclusion?

2) Did you provide a statement of how they will contribute to the overall life of the university?

3) Does your Personal Statement end on a positive note?

Is the grammar, spelling and punctuation correct?

Is the Personal Statement original?

Does every sentence start with ‘I’?

Have they obviously lied or over-exaggerated?

Have they used quotations (they shouldn’t!)?

Is their Personal Statement rambling?

Does their Personal Statement use overly long sentences?

Do they sound pretentious?

Is it too long?

Is it too short?

Overall, does your Personal Statement match the requirements listed in their subject description?

Given what you have said in their personal statement, would you offer yourself a place at university?

FAQs

I am having trouble starting my Personal Statement. What should I do? The opening sentence of the Personal Statement is usually the most difficult. Don’t worry about it too much. It is always best to begin by saying why you want to study your particular subject. If you are struggling, begin with ‘I want to study X because…’ I am applying for more than one course. Do I have to talk about all my course choices in my Personal Statement? You only get to write one Personal Statement so you do need to talk about your suitability to study all the courses for which you have applied. Most combinations will have a common theme (e,g, Medicine and Biomed) or work well together (e.g. English and History) so you should also think about what links them. Many students fail to get a place in their ‘insurance’ course because they haven’t talked about it in their personal statement, so make sure you do. How long should I make each section? The word limit is very strict so you have limited space. Make the opening paragraph quite short and focus on the second and third ones. The second and third sections should make up about ¾ of your application. Do I need a conclusion? You should end with a brief conclusion that summarises your suitability for the course. You could talk about how ready you are to meet the new challenges of university study. Alternatively, you could talk briefly about your future career plans. Conclusions should be short and punchy.

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How many people should I get to look at my Personal Statement? You should show your Personal Statement to at least three people: your subject teacher or teacher who has some knowledge of your chosen course, your Form Tutor and, finally, Ms Tovey, Dr Young, Dr Whiting or Dr Meek. You should do this sequentially, not all at the same time: we tend to get quite irritated after having read a Personal Statement to then be told that it is an old draft. By the time it comes to Dr Meek your Personal Statement should be in its final draft. I have shown my Personal Statement to three different teachers and they all have different ideas. What should I do? We will all have different ideas about what makes a good Personal Statement and so conflicting advice is not uncommon. Remember, a Personal Statement is just that – Personal to you. So you must be the final arbiter of what it includes. There seem to be a lot of examples of good Personal Statements on the internet. Should I use these?

Avoid using the internet to find examples of Personal Statements. You have no idea who wrote them and whether or not they were successful. Admissions Tutors will know of the common exemplars available and be able to spot the similarities instantly. You also run the risk of writing the same thing as many other candidates. The Personal Statement should be entirely your own work. See the note on Plagiarism on p. 20 above. I have heard that you need to make your Personal Statement ‘stand out’. How do I do this?

You do this by making your case to study a subject as strong as possible and by showing through your wider reading and thinking that you will make a first rate candidate. Do not under any circumstances resort to cheap gimmicks to get your Personal Statement to stand out: don’t use overly elaborate language, don’t use quotes, don’t start with jokes or interesting anecdotes. Admissions Tutors tend simply to find these tiresome. What do I do with my Personal Statement once I have completed it? Once you have finished your final draft, you should upload it onto the UCAS website. Exemplar Personal Statements The following Personal Statements are for the purposes of illustration only and are designed to give you a sense of what a strong statement looks like. Under no circumstances should any part of these be copied. UCAS uses sophisticated anti-plagiarism software to detect plagiarism (which essentially means copying someone else’s work without acknowledgement). UCAS checks each Personal Statement against:

a library of personal statements previously submitted to UCAS

sample statements collected from a variety of websites

other sources including paper publications. If the UCAS Similarity Detection Service identifies a 10% or higher similarity (which includes paraphrasing, that is, a slight rewording of someone else’s work), they will notify universities and admissions tutors of their concerns and your application will be at risk of rejection.

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Physics I relish studying Physics because it satisfies my intrinsic curiosity about how the universe works. Moreover, my aptitude for and enjoyment of problem solving complements the deeply logical and mathematically rigorous nature of the subject. The AS course bolstered my interest in Physics, particularly the study of wave-particle duality, fundamental particles and the laws governing particle interactions. The Elegant Universe by Greene was one of my starting points for further study and I found the applicability to Physics of established Pure Maths such as Calabi-Yau spaces and Topology fascinating examples of the deep connection between the subjects. Greene also explains the conflict between quantum mechanics and general relativity in the ultramicroscopic realm using the uncertainty principle. I found this conflict intriguing and pursued it in more depth by using mathematical primers to improve my knowledge of quantum mechanics whilst reading the chapters about the Maths behind relativity and relativistic energy and momentum in Feynman's Six Not so Easy Pieces. These were invaluable as they deepened my understanding of ideas presented qualitatively by Greene. They also gave me a fresh perspective on material on space and time I had seen at lectures at UCL and a master class at Churchill College, Cambridge. To widen my knowledge of Quantum Physics, I used Feynman's QED to consider the behaviours of light through a probabilistic framework. I was amazed by how the time differential between the path of a photon reflecting off the front and the back of a material to a point can be used to create probability amplitudes that accurately reflect the relationship between the thickness of a material and proportion of photons that reflect. This aided my understanding of AS optics whilst Feynman's explanation of the infinite number of ways an electron can traverse two points in space-time extended my understanding of Feynman diagrams from AS. To further stretch myself, I worked independently on AS Olympiad papers and will sit the BPhO this year. I have also developed many of the skills needed to flourish as a physicist. As a subject ambassador, I have handled responsibilities such as interviewing prospective staff and have been asked by teachers for advice on how to improve lessons. I have also helped manage the Physics Society since its inception, which organises talks by staff and students and provides a place to discuss recent Physics news. By acting as a teaching assistant one afternoon a week, I have deepened my understanding as I have had to explain concepts rather than just know them. I have represented my school a number of times in the SATRO Problem Solving Challenge and in Maths competitions such as the UKMT Team Challenge and the Hans Woyda Competition and found working with others under pressure rewarding. I received the Fred Clifford Memorial Prize for excellence in middle school and this, alongside sitting on the Hutchins Committee which promotes academic excellence and outreach to younger years, reflects my continued commitment to academia. I also have a wide range of academic interests outside Physics, the most prominent of which is Economics. I chose to independently take A-Level Economics alongside my GCSEs and I feel I was successful due to my self motivation, capacity for independent study and determination to achieve my goals. I have been on the school rugby team since Year 7 and have three training sessions and a match every week which requires me to be an excellent team player and manage my time effectively. Having represented my school a number of times in debating, I have strengthened my ability to think critically and communicate effectively and coherently. As a founding member of our Environment Society, I have helped increase sustainability in school since 2007. Given my willingness to work, inquisitive nature, numeracy and analytical skills, I feel I would be perfectly suited to the challenges of university and look forward immensely to taking an undergraduate course in Physics.

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English Throughout my study of literature I have enjoyed the opportunity to develop a greater appreciation for the profound nature of this multi-facetted subject. I am fascinated by the way that literature frames the context in which it is written, allowing insights into other worlds and ideologies; furthermore, the relationship that develops between 'author' and 'reader' provides a subjective education that is boundless. Indeed, 'The Death of the Author' suggests that the power of the text lies where the individual creates his own ideas separate from the author's. This has particular resonance in the Gothic and Modernist genres where both serve as mediums which challenge the individual and society by holding a mirror up so that faults can be analysed. The Gothic genre has inspired creativity in my interpretations of texts; for example, 'The Strange Case of Dr Jekyll and Mr Hyde' and 'The Picture of Dorian Gray' both display the superficiality of a society that praises repressed behaviours, whilst ostracising free action. I enjoyed the authors' examination of a side to human nature that was subdued in Victorian England, a revolutionary exploration for the era. 'Frankenstein' and 'Dracula' both utilise stereotypes in the text to present faults. 'Frankenstein' confronts issues of monstrosity within society; the fact that we empathise with the monster at the end inspires personal reflection on societal attitudes to the grotesque and abnormal. 'Dracula' also challenges ideals; the Count is rich and aristocratic, ideals strived for in Victorian England, yet he is also symbolic of traditional values cast out of society which creates a paradox. I think that this is a very powerful and effective method of criticism. Modernist authors, much like their Gothic counterparts, interrogate society through their recreation in fiction; this has broadened my understanding of literature as it encourages the usually passive reader to become an active participant in their literary experience. In Woolf's 'Mrs Dalloway', I found the method of writing powerful; the stream-of-consciousness technique enabled me to access the shift in political and social atmosphere in post-1918 England. The characters are presented as desperately trying to cope with pressures amid the change that is going on around them, which reflects contemporary issues of changing social order. I enjoyed a similar examination in 'The Great Gatsby', a novel that contrasts the glitterati with their loss of prior convictions. Due to my empathy with those who didn't transform to fit in, I questioned the class divisions presented; the characters experience similar difficulties but are bound to their 'class', challenging the nature of hierarchy. The break from previous genres in content and writing style inspired my interest, as Modernist writing is a more dynamic and evolved area of literature. The freedom of thought inspired by the two genres offers me the chance to evaluate both critical and contextual perspectives, which is particularly engaging. My passion for literature and the literary experience prompted me to start up my school's English Society, a forum for scholarly discussion which offers my peers an insight into texts, whilst also enhancing their interest in writing. My open-mindedness in appraising others' interpretations, and formulating my own, has been strengthened by studying History, a subject in which several perspectives of one event are often presented. Furthermore, Government and Politics has made me conscious of the context surrounding literature, highlighting the interrelation between the individual and society, something which is often reflected in writing. Debating Society has developed my ability to construct arguments through critical thinking and has also improved my oral communication skills, encouraging articulation and clarity when presenting my thoughts. I would relish the opportunity to engage further with a range of texts and extend my passion English.

Medicine The analytical and problem-solving aspects of medicine that play a part in resolving complex medical scenarios appeal to me because I enjoy and thrive on the intellectually stimulating challenges they provide. A career in medicine would allow me to pursue my keen interest in human biology, whilst providing regular social interaction and the opportunity to contribute to improving patients' quality of life. Whilst shadowing a Consultant Pathologist at St Thomas' Hospital for a week, I learnt about diagnosis and the importance of continual learning in medicine through clinical meetings and teaching sessions. I observed procedures such as fine-needle aspiration and bronchoscopies, and was fascinated by the manual dexterity and attention to detail involved. I sat in on multidisciplinary meetings in which staff cooperated to

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coordinate care, and realised the value of effective communication and team working skills in providing high quality treatment. During a two-week placement in Whipps Cross Hospital, I saw how impaired kidney function affected the body's ability to regulate itself and the therapeutic effects of treating such conditions. I disinfected and made beds, whilst also monitoring patients' vital signs, giving me insight into some essential ward roles. I observed the way in which patients and their data were treated, and learnt the importance of maintaining the dignity and confidentiality of patients, as well as respect for patient autonomy. Doing so preserves the bond of trust between patient and doctor and ensures a higher standard of care, in keeping with GMC guidelines on 'good medical practice'. I later read 'Medical Ethics: A Very Short Introduction', from which I learnt a great deal about the ethical dilemmas doctors can face. Caring for an autistic 6 year old on Whitgift Special Needs Activity Project also gave me valuable experience of a care environment. I learnt to interpret my young person's body language and differentiate between the sounds he made based on pitch and intonation because of his inability to speak. I realised how big a responsibility caring for others is, but also how rewarding it can be, and was inspired to research further into the autistic spectrum. I currently volunteer on a regular basis in a care home and on a surgical ward at St Helier Hospital. My role in the care home has given me an awareness of degenerative disorders and the methods taken to address their symptoms, while the tasks I have undertaken on the ward include feeding a blind patient, which, again, required me to adapt to the situation and communicate as clearly as possible. I have demonstrated patience, maturity and empathy when dealing with both residents and patients, and have understood the need to take a holistic approach to care. As part of my National Citizen Service volunteer work, I led a team to deliver football activities to a group of over 30 children with special educational needs, receiving an FA Junior Football Leaders Award as a result. I enjoy writing and participated in the Young Journalist scheme, which involved submitting eight articles to the Local Guardian website, improving my time management skills. I was also responsible for the organisation of my school's Fashion and Talent Show, which raised £1000 for the Royal Marsden Cancer Charity and strengthened my leadership and team working skills. Through my work experience and voluntary placements, I have gained invaluable insight into the nature of medicine both as a degree and a vocation and my ambition to study medicine has only been reinforced. I passionately believe that I possess the intellectual capability and resilience to study medicine and can balance this with extra-curricular activities to ensure that I achieve my full potential in medical school and beyond.

Law I want to study Law because of my zeal for what is, to me, the on-going codification of Man's ideals in an attempt to enforce rules on citizens so that all may enjoy the envisaged utopian society that the writers of laws aspire to. Law is an intrinsic part of society; these laws, which are established public rules of social conduct enforced by a State, allow us to enjoy freedom through the necessary restriction of our liberty and so law is the essential fabric of maintaining order. In studying Law I wish to gain a broad knowledge of both national and international law, taking particular interest in human rights and European law, since the ethical and global side of law intrigues me due to its implications for different cultures and the ways we interact.Current events illustrate why law is relevant: Article 27 of the UN Charter has allowed Russia to consistently veto in the Security Council and thus block any real hard-line international intervention in the Syrian crisis. Furthermore, the fact that the same country and culture can have different laws at different stages in time fascinates me because it demonstrates that law is not perfect or an exact science but a juxtaposition; set rules in constant flux. As people's morals and ideals change so too do their laws: prior to The Slavery Abolition Act 1833 it was acceptable to own slaves in the British Empire. Due to such examples I side with Aristotle in that "even when laws have been written down, they ought not always to remain unaltered" - it is this relentless evolution and complexity which draws me to Law. My participation in both the Law and Politics Societies has furthered my interest and knowledge in law and aided my ability to debate and construct arguments. Lecturing in both has developed my public speaking

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skills as well as spread my enthusiasm for law. Work experience at a local solicitors and shadowing a Criminal Justice during a phone-hacking case enabled me to experience the practicing side of law. I did 8 months of volunteer work for the British Heart Foundation; I consider helping others a vital aim for law, thus I am especially looking forward to pro bono work. Amidst my extensive reading, the books I found most thought-provoking were John N Adams and Roger Brownsword: "Understanding Law" and A.W.B. Simpson: "Invitation to Law" for their exploration of how legal positivists separate law and morality. I found it particularly interesting, and convincing, how natural-law theorists rebuke this distinction by arguing that legal duty and soundness are a mere subset of morality. However, I believe Dworkin's interpretivism to have more merit than both schools. My studies at A Level have benefitted my academic potential for Law. In History, I have recognised how law shapes real life events as well as developing my ability to form logical arguments based on analysis of evidence, and evaluating its relevance and credibility to reach a strong and logical conclusion. In English, I have improved my understanding of how different wordings of the same concept can create subtle but intrinsically different interpretations. In addition, Government and Politics has given me an explicit insight into law as well as an understanding of how politics affects not only the formulation of laws but attitudes to law itself: for example the traditional conservative belief that the role of law is not to uphold liberty; instead it is to preserve order. My curiosity in such legal theory led to an interest in Thomas Hobbes and John Locke which made me contemplate a fundamental question of jurisprudence: why should we be governed by law? I concluded that to have the prerogative of independence is to have law; we have free will but we do not have autonomy unless protected by law - lest other individuals' and external organisations' unchecked freedom constrain and impede on our own. It is for this very reason that I wish to learn about the most purposive and moral system of rules we call law.

PPE I am interested in the extent to which the evolution of philosophical, political and economic thought has characterised society's development. The rigorous problem-solving and rational approach inherent to the study of PPE greatly appeals to me. The fact that there are always a variety of defensible positions in these disciplines makes this problem-solving even more intriguing. I am particularly fascinated by the relationship between ethics, economics and policymaking. I am currently undertaking an independent research project which discusses the question, 'Is it rational to be just?', concerning the ethics of tax avoidance due to outcry over the actions of Google, Starbucks and Amazon. At present, the main points of contention are 'Is it just to obey the government?' and 'Is it just to avoid tax when others lack this privilege?'. Upon reading Wolff's 'An Introduction to Political Philosophy', I found that social contract theorists thought that all would enter into social contracts to legitimise government as the absence of government and its contract, however tacit, would lead to anarchy. Accordingly, it would be rational to pay tax as tax avoidance would be a violation of this social contract. They do not place the same value on justice as Plato did in his Republic, who valued justice both for its consequences and for its own sake. I feel that the ever-changing socio-political factors which frame economists' decisions define the dynamic nature of economics; this in turn makes its problem-solving more complex as economists are always on uncharted territory. I find economics exciting due to the fact that governments only wield a fraction of financial power; they are challenged by multinationals and foreign governments, and their decisions are directed by political constraints and philosophical motivations, such as equality. However, my interest is captured most by the real-life gravity of economic matters and the huge influence they have on the lives of individuals. Strong attitudes towards governments and big business, and political allegiances, are often galvanised in times of financial boom and bust. Reading an article entitled 'The Great Deceleration' in The Economist sparked a personal inquest into China's rise onto the world stage, beginning with J. Fenby's 'Tiger Head Snake Tails'. I was fascinated by the somewhat paradoxical state of the Chinese economy. At a time when China needs domestic consumption, the heralded materialism of the emergent bourgeoisie, which drove the explosion of new business, persists with its unquenched thirst for foreign brands.

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The nature of philosophical enquiry, stated by Russell in his 'Problems of Philosophy', is one which disregards assumptions and dogmatic beliefs, and one which I feel permeates the disciplines of PPE. The general acceptance that we now live in a globalised world appeared dogmatic to me, and led me to read Friedman's 'The World is Flat' and contrast it with Pankaj Ghemawat's view on globalisation. I found Ghemawat's approach more persuasive than Friedman's approach due to his broader, and in my view more legitimate, conception of globalisation extending beyond trade and information to encompass immigration, investment and aid. I also think that Ghemawat's use of statistics was far superior to Friedman's evidence, which was characterised by a myriad of anecdotes and observations. I often develop my skill set by engaging non-academic activities both inside and outside of school. I love debating for my school as it develops the skill of logical, eloquent argument and teaches empathy for opposing viewpoints. I thoroughly enjoyed helping plan my school talent show and RAG week last year; these opportunities also allowed me to develop my organisational and leadership skills. My position as a Senior Prefect further enables me to contribute to my school. I feel that I have demonstrated capabilities relevant to the study of PPE, and look forward to studying PPE at university.

Chemical Engineering Thinking about challenges that future generations will face, to make the most of the worlds limited resources has prompted me to follow a career path in engineering, focusing on chemical, civil and environmental. I am intrigued by the mechanisms and processes by which engineers deal with fundamentals like energy production, sustainability, water and waste management. Particularly of interest to me are the detrimental effects and misconceptions about environmental issues which have arisen due to the increasing demand for non-renewable fuels and the degree to which new resources can be part of the solution. I am fascinated by the relationship between Chemistry and the environment and was especially struck by the role of a chemical compound Corexit in the BP oil spill in the Gulf of Mexico that caused so much damage to the ecosystem. This demonstrated the fact that a lot of the principles of chemical and civil engineering are linked to important environmental processes. This summer in Goa, I was involved in an aspect of water harvesting which aided low income farmers to ensure crop production was not compromised. I had the opportunity to volunteer with the Reira group - and saw firsthand that apart from providing an excellent source of water supply with the unpredictable rains, it promoted energy conservation in rural areas helping to recharge the natural aquifers in the ground. This spurred me on into thinking about how different types of industrial processes could be made more efficient and economical. This in turn led me to produce an independent research project on the Haber process and how it could be made more sustainable. As part of my research I read "Green: Your Place in the New Energy Revolution" which gave me an insight into the technological and economic future of issues relating to renewable energy and how imperative it is for our wellbeing. I am looking forward to learning more about these issues at a work experience placement in February at Atkins Global in the Oil and Gas sector. I have developed a range of skills required to succeed as an engineer. Mathematics has helped develop my problem-solving and analytical skills allowing me to have a logical approach to problems and helping me develop the ability to think laterally. Geography raises my awareness of issues arising in our globally interconnected society and has shown me how the smallest of changes can have major impacts socially and environmentally. Being Vice Captain of School has helped me learn how to balance a heavy workload from leading on whole school initiatives, public speaking at charity events and co-ordinating the school council. I have started and lead the Engineering Society which gives aspiring and enthusiastic engineers a platform to present topics of their interest. Recently I presented a lecture on thermodynamics - a topic that was well attended by colleagues and staff. Outside school, I have a job tutoring Maths to children between the ages of 5 - 16. This task is challenging and requires me to break down complex ideas in an accessible way. Volunteering weekly at a local care home has helped me serve the wider community and to develop important life skills - confidence to interact with a wide number of staff and reacting to situations calmly and diligently especially when dealing with the elderly. This led me to receive a Millennium Volunteers - Award for Excellence 2013. All these skills will be an asset to me in university life.

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Chemical, civil and environmental engineering are diverse courses that will enable me to broaden my knowledge of the chemical processes that go into manufacturing the necessities that we use in our everyday lives. Being a part of this course will allow me to be involved in arriving at solutions to problems in our rapidly developing society. It is a challenge - one where initiative, commitment and perseverance play an equal part and one which I would like to take on.