Y13 Careers Parental Information - stmarysmagherafelt.comstmarysmagherafelt.com/...Education_2016_Y13_PARENT... · Title St. Mary’s Grammar School Page 1 YEAR 13 CAREERS EDUCATION

Y13 Careers

Parental Information

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St. Mary’s Grammar School Page 1

YEAR 13 CAREERS EDUCATION – AN OVERVIEW

TOPIC LESSON TITLE NUMBER OF CLASSES

1 An Introduction to Y13

Careers

1

2 An Introduction to Work

Experience

1

3 Where to research Work

experience

1

4 Career Planning 3

TERM TWO

5 Work Experience

Preparation #1

1

6 Work Experience

Preparation #2

1

7 Work Experience Debrief 1

TERM THREE

8 An Introduction to UCAS 1

9 The Application Process 1

10 Personal Statements #1 2

11 Personal Statements #2 1

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YEAR 13 CAREERS EDUCATION –

ITS PURPOSE & THE ROLE OF THE PARENT The purpose of Careers lessons are to help students to start to think about their long term future. It is important that they look at their personal skills and qualities and see how they might fit well in certain career pathways. Alongside this they need to look realistically at their academic performance and research the courses that they might consider. IF THEY DON’T GET THEIR AS CHOICES RIGHT, IT MAY IMPACT NEGATIVELY ON THEIR FUTURE CAREER PATH! University places are getting increasingly more competitive and many highly competitive courses look at GCSE and AS results. It is important that they aim to get as many high grades as possible in order to give themselves the best possible start. As parents it is important to be up to date with what is happening throughout the year in the Careers Department. We would recommend that you discuss with your child their career aspirations and be actively involved in their Career research. There may be the temptation to steer your child to a career that you view as aspirational but the Career market is rapidly changing with new lucrative and exciting opportunities coming along which may appear to be unfamiliar to you. Be open to looking outside the box as maybe a new career pathway is your child’s aspiration. We have provided a copy of your child’s Personal Career Plan. This will help focus your child on what needs to be done in order to ensure that he/she is making informed career decisions at the end of the year. Work experience is invaluable. Please encourage your child to meet the administrative deadlines attached. These are in place to ensure their safety and a positive work experience. UCAS preparation begins in Y13. The Personal Statement is a vital part of their university application. Please encourage your child to take the time to prepare a strong Personal Statement that will give them a strong university application.

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Y13 CAREERS TIMELINE Y13 HAVE ONE TIMETABLED CAREERS CLASS PER FORTNIGHT. IF ABSENT, THEY NEED TO CHECK WHAT THEY HAVE MISSED!!

SEPT 01:09:15 Transition into Sixth Form

7:09:15 Transition into Sixth Form

14:09:15 Understanding The Year Ahead

21:09:15 Understanding The Year Ahead

28:09:15 An Introduction to Work Experience

OCT 05:10:15 An Introduction to Work Experience

12:10:15 Initial Work Experience Preparation

19:10:15 Initial Work Experience Preparation

NOV

26:10:15 MID-TERM

02:11:15 Career Research linked to Work Experience

09:11:15 Career Research linked to Work Experience

16:11:15 Understanding Higher Education Options - Course Research

23:11:15 Understanding Higher Education Options - Course Research

DEC

30:11:15 Aptitude Tests Part 1



JAN


11:01: 16

Work Experience – Final Preparations

18:01: 16 MOCK EXAMS

25:01: 16 Health & Safety; Confidentiality

FEB

01:02: 16 Health & Safety; Confidentiality

08:02: 16 WORK EXPERIENCE 11-12th FEBRUARY

15:02: 16 MID-TERM

22:02: 15 Work Experience Evaluation

MAR

29:02: 16 Work Experience Evaluation

07:03: 16 Introduction to UCAS

14:03: 16 Introduction to UCAS

21:03: 16 Personal Statement: Competencies

APR

28:03:16 Personal Statement: Competencies

04:04:16 Personal Statement Preparation: Draft One

11:04: 16 Personal Statement Preparation: Draft One

18:04: 16 UCAS Applications

25:04:16 UCAS Applications

A2 RESULTS OUT 18 AUGUST (TBC)

Careers activities and workshops will be ongoing. Please check the careers bulletin and school C2K email at regular intervals.

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WHERE TO SOURCE CAREERS INFORMATION

All relevant information about Careers events or apprenticeship opportunities will be emailed to you at your C2K email address.

It is your responsibility to ensure that you regularly check this email account and that you clear your deleted messages.

Your form teachers and Head of Year also are emailed about any new opportunities Every Monday a weekly Careers Bulletin will be emailed to you and your tutors. If absent or if your inbox is full, the bulletin can be found in the Year 13 Shared Careers Resources.

The Year 13 Shared Careers Resources page is on Studywiz. You are all members of this group. Here you will find all electronic resources and additional information on specific careers. Sign into Studywiz - http://stmarys.studywiz.com

On the Home page, Click on Learning

Click on Year 13 Careers Shared Resources

We have also set up a Careers Department Twitter account - @CareersDeptSMG

iNDIVIDUAL CAREER GUIDANCE INTERVIEW Through the course of the year I will be interviewing every Y13 pupil to help support their UCAS application. As time is limited and there are so many of you, it is essential that you attend this meeting. A timetable will be emailed to you and will be available in the Y13 Shared Careers Resources. PLEASE MAKE A NOTE OF THE DATE AND TIME OF YOUR INTERVIEW. In order for this meeting to be effective, you should have prepared the preliminary research on courses and grade requirements (electronic form available in the Individual Interview Folder on Studywiz). This will form the basis of the interview. Possible work experience placements, additional courses and information about how to strengthen your university application may be discussed. It is up to you whether you follow through on this advice.

http://stmarys.studywiz.com/

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YEAR 13 CAREERS RESOURCES It is recommended that you create a folder in My Documents called CAREERS. In this folder you should keep all material relevant to your research.

CAREERS LUNCHTIME WORKSHOPS Throughout the year there will be a series of lunchtime workshops made available to you. Details of the guest speakers or the topic of the workshop can be found in the weekly careers bulletin. If interested you must email Ms Donoghue. It is important to sign the attendance register at these workshops. These workshops will take place on a Tuesday or Thursday at 1pm. It is important that you are at the door of the Cashin building before 1:10pm as the building will be locked and you will not gain access. There may be occasions, to accommodate guest speakers that the day will change. Just check the Careers Bulletin

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PERSONAL CAREER ACTION PLAN

Where am I now? (GCSE profile) (AS subjects)

GCSE RESULTS AS SUBJECTS

What Career areas interest me?

What grades do I need to get to study these at uni?

What type of work experience might link well with these choices?

What extra-curricular activities might enhance my skills set?

What do I need to do to keep my options open?

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CAREER PLANNING & JOB RESEARCH In order to get the most up to date and relevant information, it is important that you use your class time wisely in order to carry out meaningful research. The following websites are very good: FURTHER EDUCATION (ACCESS TO UNIVERSITY WITH BTEC LEVEL 3)

www.cafre.ac.uk

www.nrc.ac.uk

www.belfastmet.ac.uk

HIGHER EDUCATION

www.ucas.com

www.ulster.ac.uk

www.qub.ac.uk

www.stmarys-belfast.ac.uk/

www.cao.ie

SOURCING COURSES OR JOBS – focus on skills and qualities

http://www.nidirect.gov.uk/careers (A to Z of careers)

www.pathfinderlive.co.uk

www.sacu-student.com

LOOKING AT WHAT JOBS INVOLVE

www.prospects.ac.uk

Using these resources, fill in the following tables based on your findings:

http://www.cafre.ac.uk/

http://www.nrc.ac.uk/

http://www.belfastmet.ac.uk/

http://www.ucas.com/

http://www.ulster.ac.uk/

http://www.qub.ac.uk/

http://www.stmarys-belfast.ac.uk/

http://www.cao.ie/

http://www.nidirect.gov.uk/careers

http://www.sacu-student.com/

http://www.prospects.ac.uk/

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WORK EXPERIENCE

• Ensure that your CV is up to date and has been adapted to suit the area of work experience (see model CV available on Studywiz)

• Consider the areas that you are interested in:

Working with young people

Working in a health –care environment

Working with animals

Working with the public

Working with numbers

Working in hospitality etc

Research possible work shadowing placements. FACTORS TO CONSIDER:

Travel

Competition for places

Time restrictions

The company is not willing to take you – have a Plan B

WHERE TO SOURCE WORK EXPERIENCE

Before you start to contact companies, please check the Work Experience folder on Studywiz. – Where to source work experience

If you see the word CHARTER, you must speak with me as you DO NOT contact these places directly. You need to express an interest to me and I inform Charter NOT YOU OR YOUR PARENTS

Google

The Yellow Pages

Medical, health, hospital labs or hospital pharmacies, large engineering companies, the Media, journalism and the banks – you have to go through the Charter organisation. Please inform Ms Donoghue if you are interested in these areas.

Look on Studywiz to see where last year’s group went

Drive around the town noting the name & addresses of relevant businesses

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IS THERE A NEED FOR WORK EXPERIENCE?

You might think that there is no point of doing work experience. You probably think you’ll just sit there

twiddling your thumbs, or be given a stack of 2,000 envelopes to stuff, stamp and send. Although some

work experience does involve doing menial tasks, it can still be very important.

Some work experience placements might even give you the opportunity to take on some really

interesting and challenging responsibilities. There’s no doubt about it, work experience is incredibly

important!

WHY BOTHER?

One… Young people are more likely to be successful in their job hunt if they have done some good work

experience. Over half of the graduate recruiters that took part in a recent research study by Highfliers

said that, "graduates who have had no previous work experience at all are unlikely to be successful

during the selection process and have little or no chance of receiving a job offer for their organisations’

graduate programmes."

Two… If you haven’t got a clue what career you want to do, work experience is a perfect way to sample all the

career options out there. It’s a way of exploring different jobs without actually committing to anything.

You can dip your toe in the water without taking the full plunge.

Three… It’s the best way to get a real sense of your chosen industry. You’ll get to speak to employees and ask

them questions. You won’t know what it’s like until you get closer to the action.

Four… Doing work experience shows passion and interest. Evidence that you have done work experience

shows the employer/university admissions tutor that you are motivated to get into a chosen career and

that you’ve done your homework.

Five… Work experience gently introduces you to the world of work. You get to learn the dos and don’ts, get

work place savvy and learn to navigate your way through the jungle of office politics. Vitally, it’ll give you

an idea of the skills you might need to thrive in the workplace.

Six… It’ll help you identify your own skills and perhaps even highlight the areas that you might want to work

on. It’ll definitely give you a good understanding of your strengths and weakness.

Seven… You might wow them so much that you’ll manage to wrangle yourself a job or a work placement!

Eight… It’s all about networking. It’ll help you build up contacts and, you never know they might even give you a

heads up about a future job or recommend you to another company.

Nine… And yes, work experience does give you something to put on your CV/UCAS form!

http://www.allaboutcareers.com/jobs/internships

http://www.allaboutcareers.com/jobs

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THE AIMS AND OBJECTIVES OF WORK EXPERIENCE

AIM

To give students an opportunity to experience the work environment in an area linked to

their career plans for the future.

OBJECTIVES

To help students experience what a chosen career could have in store.

To help students gain a greater awareness of the skills and aptitudes required within

the work environment.

To enhance and develop a link between ‘life at school’ and the ‘world of work’.

To provide a greater incentive and motivation to work in school.

During the Work Shadowing placement it would be expected that students would be

involved in:

. Observation - to follow an employee around for a period of time, observing the various tasks in which he or she engages, and doing so within the context of a total role. Interaction - talking with employees being shadowed, and watching or talking with other workers who may have a range of responsibilities Participation – where possible participation in appropriate activities such as helping /

assisting with particular tasks.

DATES FOR WORK EXPERIENCE:

Thursday 11th & Friday 12th February 2016 Two consecutive dates in May or June when on Study Leave (Additional opportunity)

NO WORK EXPERIENCE CAN TAKE PLACE WITHOUT THE NECESSARY PAPERWORK IN PLACE. YOU ARE NOT INSURED

WITHOUT THIS PAPERWORK IN PLACE!!

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WORK EXPERIENCE PROCEDURES DATE WORK TO BE COMPLETED

August 20th

2015 (Y13 Interviews) Signed Parental Consent returned

(PLACEMENTS CANNOT GO AHEAD WITHOUT A

SIGNED PARENTAL CONSENT)

Lesson 1 ********** CV updated & emailed to Ms Donoghue/Mrs McNeill

to be checked

BEFORE HALLOWEEN Initial enquiries + CV posted/emailed out

As soon as positive reply received Inform Ms Donoghue & Mrs O’Donnell (forward copy

of email or bring copy of letter)

Official Acceptance Form sent out (PLACEMENT

ONLY VALID ONCE THE SCHOOL OFFICIAL

ACCEPTANCE FORM HAS BEEN RECEIVED)

By end of November Ensure all students placed & official paperwork

returned

December All signed insurance forms returned by employer to

school

WORK EXPERIENCE CAN ONLY GO AHEAD IN

FEBRUARY IF ALL PAPERWORK HAS BEEN

RECEIVED BEFORE JANUARY 2016

January 2016 Work Experience lessons focusing on Health &

Safety & Confidentiality

February Work Experience

Evaluation of Work Experience

March (Those opting for additional May/June

placement)

Initial enquiries + CV posted/emailed out

April Inform Ms Donoghue (forward copy of email or bring

copy of letter)

Official Acceptance Form sent out (PLACEMENT

ONLY VALID ONCE THE SCHOOL OFFICIAL

ACCEPTANCE FORM HAS BEEN RECEIVED)

May Ensure all remaining students placed & official

paperwork returned & All signed insurance forms

returned by employer to school prior to placement

beginning

June Work Experience

Evaluation of Work Experience

NO PLACEMENTS CAN TAKE PLACE DURING SCHOOL HOLIDAYS AS THE

SCHOOL’S INSURANCE WILL NOT BE VALID.

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WORK SHADOWING CHECK LIST

All students should have:

Returned all Parent consent forms.

Completed all follow up letters confirming details of specific dates you are attending your placement

Collected the Copy of the “Work Shadowing Log Book” which must be

completed during your placement.

Remind the contact person about the Evaluation Forms. This can either be posted back to the school or returned by you.

Recorded the name and contact details for each placement. – please

check emails regularly for updates

Made a telephone call to the placement checking start times and other arrangements in the week prior to beginning the placement.

Also contacted any company / organisation who offered you a place but

you are now NOT taking.

If for any reason you are unable to attend your Work Experience you must contact the school immediately (028 796 32320) and speak to either Ms Donoghue or Mrs. O’ Donnell. You must also contact your place of work, explaining the reasons for absence.

In exceptional circumstances if you are very unhappy in your placement

you should contact Ms Donoghue who will attempt to deal with the problem but an alternative placement may be difficult to find during the week.

You must STRICTLY adhere to all Health and Safety rules within your

designated work place.

There must also be the highest regard for confidentiality no matter where you have a placement.

Please adhere to the dress code (smart dress will be expected in most

work environments)

Remember the use of mobile phones during the working day will not be

allowed .

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UCAS PREPARATION COURSE RESEARCH This is completed throughout the year both in the Careers Education class and in the student’s own time. It is important that they check for specific subject entry requirements, specific grade requirements, is there a selection test, does the university provide guidance to help with the application process? Time is set aside to guide them through the navigation of the key websites. A list of websites is provided for you on Page 8. PERSONAL STATEMENT

SKILLS AND QUALITIES Having completed your job research you can see that most jobs require certain skills and qualities such as good communication skills and the ability to work as part of a team. It is very important to be aware that you have these skills and that you may have to work on improving them. Quite often students don’t think that they have many skills but in the next activity you will see that many school based activities allow you to begin to develop these skills.

Popular skills that University Admissions Officers want

A roundup of several surveys suggests skills that employers/university admissions officers

often admire. The following list is representative but not comprehensive:

Effective communication: Employers seek candidates who can listen to instructions

and act on those instructions with minimal guidance. They want employees who speak,

write, and listen effectively, organise their thoughts logically, and explain everything

clearly.

Computer and technical literacy: Almost all jobs now require an understanding,

ranging from basic to advanced, of computer software, word processing, e-mail,

spreadsheets, and Internet navigation.

Problem-solving/Creativity: Employers always want people who can get them out of

a pickle. Problem-solving ability can aid you with making transactions, processing data,

formulating a vision, and reaching a resolution. Employers need the assurance that you

can conquer job challenges by thinking critically and creatively.

Interpersonal abilities: Relationship-building and relationship-management are high

priorities with many employers. These skills confirm that a candidate can relate well to

others, both co-workers and customers.

Teamwork skills: The ability to work well with others while pursuing a common goal is

a long-running favourite of employers. But so is the ability to work with minor

supervision.

Diversity sensitivity: In today’s world, cultural sensitivity and ability to build rapport

with others in a multicultural environment is highly valued by employers.

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Planning and organising: Workplace life requires prioritizing and organizing

information. Employers value people who, metaphorically, dig a well before they’re

thirsty.

Leadership and management: Leadership consists of a strong sense of self,

confidence, and a comprehensive knowledge of company goals. These are qualities

that motivate and inspire, providing a solid foundation for teamwork.

Employers continue to look for assurances that you can in some way either make money

for them or save money for them. Skills useful in saving money are universally desired,

including by the non-profit organisations.

Personal qualities that University Admissions Tutors want

Here are some personal qualities that employers typically rate highly:

Adaptability and flexibility: Nearly half of employers in a recent survey gave a high

rating to “openness to new ideas and concepts.” They also like candidates who can

work independently or as part of a team, changing gears when required, whether

multitasking or adapting working hours and locale.

Professionalism and work ethic: Employers seek productive workers with positive

work ethics who stick with challenges until they meet them.

Positive attitude and energy: The last to be picked and promoted are candidates who

show gloomy outlooks and emotional immaturity. Exhibit a sunny outlook and

energetic, organised behaviour.

With many graduates struggling to find work, it's wise to ask the question, ‘What are

employers are looking for in a candidate?' Unfortunately, a university degree may

well be insufficient. It is skills and experiences that can make you a desired

applicant and supplement your qualifications. What skills, then, are needed? How

can you develop them? How can you demonstrate that you have those skills to your

employer?

Please watch the video clip on Studywiz under the UCAS Process – How to write an

excellent Personal Statement

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Introduction to Selection Tests It now is no longer enough to get really high grades in your GCSE and A Levels Such is the competition and exam success rate that many universities are turning to selection or aptitude tests to decide on their successful applicants. These are often at an additional cost and compulsory with some courses: Dentistry, Medicine, Veterinary Medicine, Allied Health Therapies (Ulster), some UK Law courses, Education (*), Performing Arts (*), and some Nursing courses (*).

(*) indicates that the selection test is either an essay, an audition or a series of interviews rather than an aptitude test.

WHAT ARE THEY? Aptitude tests are structured systematic ways of evaluating how people perform on tasks or react to different situations. They have standardised methods of administration and scoring with the results quantified and compared with how others have done at the same tests. Employers/universities will use them alongside interviews, application forms, references, academic results and other selection methods, so test results won't usually be the only information looked at. No test is perfect, and some candidates such as those with disabilities, may be at a disadvantage when taking this type of test. If you have a disability contact the test administrator in advance as they may be able to make allowances

WHY USE THEM? They are administered by a computer program which makes logical decisions based on score results All students have exactly the same chance It helps show who can cope under strict time pressure and who has the right skills for the chosen job

WHAT FORM DO THEY TAKE? Selection tests can vary slightly depending on the profession you hope to enter. Often they are strictly time bound. They are often psychometric and range from logical puzzles, mathematical problem solving, the analysis and interpretation of data, pattern setting, essays to practical puzzles. It is important to research the type of selection test used by the university or organisation you are applying to.

UNIVERSITY SELECTION TESTS

UKCAT – http://www.ukcat.ac.uk/ (UK MEDICINE, DENTISTRY)

HPAT ULSTER – www.hpat-ulster.acer.edu.au (ALLIED HEALTH THERAPIES IN UNIV OF ULSTER)

LNAT – www.lnat.ac.uk (SOME LAW COURSES IN UK) BMAT – www.admissionstestingservice.org (SOME MEDICINE &

VETERINARY MEDICINE COURSES IN UK)

HPAT IRELAND – www.hpat-ireland.acer.edu.au (MEDICINE IRISH REPUBLIC)

http://www.kent.ac.uk/careers/intervw.htm

http://www.kent.ac.uk/careers/applic.htm

http://www.kent.ac.uk/careers/referees.htm

http://www.kent.ac.uk/careers/disabled.htm

http://www.ukcat.ac.uk/

http://www.hpat-ulster.acer.edu.au/

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

http://www.admissionstestingservice.org/

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APPRENTICESHIPS:

Apprenticeships are becoming an increasingly popular and cost effective way to access

key professions. They offer on the job training and allow people to work their way up

through the company rather than incurring large debts with student loans. Many big

financial, engineering, hospitality companies and companies within the food industry

offer apprenticeship programmes. They can be found on the companies’ websites or

through the nijobfinders website. Higher Apprenticeships are a very attractive option to

many post 16 students. They are a means of earning money with a big firm, learning on

the job, getting lots of practical experience as well as a means to offsetting huge

student debt. It is a new way of thinking about higher education. It is worth giving it

some thought but be aware that there is great competition for these apprenticeships

and they are not limited to school leavers – graduates and people in jobs looking for a

change of career can also apply. Opportunities will be emailed to all students as and

when they arrive.

If interested, see Ms Donoghue for guidance on how to prepare effectively.

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TERMINOLOGY

UCAS The organisation that coordinates and administers applications to all UK universities CUKAS A branch of UCAS that specialises in applications to certain music and drama conservatoires. Applications are made earlier than the standard UCAS application and often require an audition. Students need to check the individual conservatoire’s application deadline. PHASE ONE APPLICANTS This is the name given to Y14 students who are applying to the very competitive courses of Medicine, Dentistry, Veterinary Medicine, Oxford or Cambridge. Their applications have to submitted very early in September to UCAS so Phase One applicants must be committed and willing to work on their application at the end of Year 13 and over the summer holidays. ALLIED HEALTH THERAPIES This is the term given to Occupational Therapy, Speech & Language Therapy, Physiotherapy, Podiatry, Dietetics, Radiotherapy, and Radiography. PERSONAL STATEMENT This is a very important part of the UCAS form. Students have 4,000 characters (including spaces) in which to convince University Admission Tutors that they deserve a place on their chosen course. A student can apply to 5 courses through UCAS but they only write one Personal Statement. Detailed support & guidance is provided throughout Y13 & Y14 to help with the Personal Statement. Many universities also provide detailed guidance on their own website. CAO This is the organisation that coordinates and manages applications to Universities and Institutes of Technology in the South of Ireland. There is no Personal Statement but the courses must be in rank order. Decisions are made purely on academic results. FURTHER EDUCATION This refers to Regional Technical Colleges such as NRC, SWRC or CAFRE. These colleges often offer an alternative pathway to university through BTEC Level 3 Extended Diplomas or Foundation Degrees HIGHER EDUCATION This refers to universities. UNDERGRADUATE This is the level of entry for a Y14 student who hopes to go to University. B.Eng Bachelor of Engineering. This degree normally lasts three years. M.Eng Master of Engineering. This is the next level of a degree up from a Bachelor. Most Masters Degrees last two years though it is possible to apply to a Master’s degree on some courses. Entry requirements are higher. These accelerated degrees last four years. ENTRY REQUIREMENTS Specific grade or subjects required by the University to be considered for certain courses. Other additional entry requirements may be required. Check the individual course requirements.

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HIGHER EDUCATION JUST HOW STIFF IS THE COMPETITION FOR UNIVERSITY PLACES?

UNIVERSITIES OFFERING MEDICINE (A100) UNIVERSITY NUMBER OF

APPLICATIONS NUMBER OF PLACES

ABERDEEN 2301 168

BARTS & THE LONDON 2370 276

BIRMINGHAM 2499 334

BRIGHTON & SUSSEX 2514 138

BRISTOL 3840 222

CAMBRIDGE 1535 272

CARDIFF 2290 309

DUNDEE 1794 134

DURHAM 641 99

EAST ANGLIA 1392 142

EDINBURGH 2863 207

EXETER 1792 130

GLASGOW 1759 228

HULL YORK 1093 140

IMPERIAL 2256 277

KEELE 2016 129

KING’S COLLEGE, LONDON 2978 320

LANCASTER 551 54

LEEDS 3515 238

LEICESTER 2470 162

LIVERPOOL 3091 267

MANCHESTER 2058 365

NEWCASTLE 2151 219

NOTTINGHAM 2762 240

OXFORD 1468 150

PLYMOUTH 1022 86

QUEEN’S. BELFAST 982 262

QUEEN MARY’S, LONDON 2369 253

SHEFFIELD 2873 237

SOUTHAMPTON 3066 246

ST ANDREW’S 1037 98

ST GEORGE’S 1109 105

UCL 2412 322

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DENTISTRY (A200)

UNIVERSITY NUMBER OF APPLICANTS

NUMBER OF PLACES

ABERDEEN 201 20

BARTS & THE LONDON 700 79

BIRMINGHAM 751 75

BRISTOL 959 67

CARDIFF 800 76

DUNDEE 350 62

GLASGOW n/a 85

KING’S COLLEGE, LONDON n/a 128

LEEDS 1100 81

LIVERPOOL n/a 64

MANCHESTER n/a 75

NEWCASTLE n/a 75

PLYMOUTH n/a 64

QUEEN’S. BELFAST n/a 45

QUEEN MARY’S, LONDON 700 79

SHEFFIELD n/a 75

VETERINARY MEDICINE (D100)

UNIVERSITY NUMBER OF APPLICANTS

NUMBER OF PLACES

BRISTOL 1365 130

CAMBRIDGE n/a 70

EDINBURGH 2150 115

GLASGOW n/a 120

LIVERPOOL n/a 160

NOTTINGHAM n/a 130

ROYAL VETERINARY COLLEGE (LONDON)

n/a 200

SURREY n/a 25

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PERSONAL STATEMENTS

Their purpose:

A personal statement shows you'd be a great student

It helps to persuade universities and colleges to accept you on their course.

Course tutors use personal statements to compare applicants, so try to make yours stand

out.

Remember it's the same personal statement for all courses you apply to – so avoid

mentioning universities or colleges by name, and ideally choose similar subjects. If they're

varied then write about common themes – like problem solving or creativity

Where to start

First of all plan when you need to start researching and writing – download the personal

statement timeline from the school’s Careers VLE.

Have a look at the personal statement mind map for more ideas, or use our personal

statement worksheet to write down answers to these questions and more.

You can only submit one personal statement and this cannot be changed after your

application has been sent to UCAS.

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YOUR PERSONAL STATEMENT

USE THE FOLLOWING POINTS AS A GUIDE TO STRUCTURING YOUR PERSONAL STATEMENT

1. Why are you applying?

For example why you want to study at higher education level.

Why you're applying for the course you've chosen: this is particularly important

when you're applying for a subject that you have not studied before. Tell the

university the reasons why that subject interests you, and include evidence that you

understand what's required to study the course, eg if applying for psychology

courses, show that you know how scientific the subject is.

Why that subject interests you.

What your ambitions are when you finish your course.

How your current or previous studies relate to the course(s) that you have chosen

2. What makes you suitable?

Why you're suitable for the course: tell the universities the skills and experience

you have that will help you to succeed on the course.

Do your A Level subjects allow you to develop these skills?

These skills or experiences can also from education, employment or work

experience, or from hobbies, interests and social activities.

3. Which of your skills and experiences are most relevant?

any activities that demonstrate your interest in the course(s)

Check course listings to see what level of understanding you need to have and what

qualifications or skills they're looking for.

This way you can link your experiences to the skills and qualities they mention,

and you can put them into a structure that's most relevant to the course providers.

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Skills and achievements

Universities like to know the types of skills you have that will help you on the course, or

generally at university. They also like to see if you've been involved in any accredited or

non-accredited achievements. Include:

non-accredited skills and achievement which you have gained through activities

such as:

Duke of Edinburgh Award

Millennium Volunteers Scheme

John Paul II

Young Enterprise.

Any other achievements that you are proud of, eg reaching grade 3 piano or being

selected for the sports teams .

Positions of responsibility that you hold/have held both in and out of school, eg form

prefect or representative for a local charity.

Attributes that make you interesting, special or unique.

Hobbies and interests

Think about how your hobbies, interests and social activities demonstrate your skills and

abilities. If there's anything that relates to your course or to the skills needed to complete a

higher education course, include it - the more evidence the better

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We looked at some of the reasons why applications were unsuccessful and here's a few

that were sent to applicants:

Your personal statement does not strongly support your desire to study your chosen

degree.

Your personal statement did not show sufficient understanding, relevance or

knowledge about the course you are applying for.

You failed to demonstrate sufficient knowledge and interest in the subject in

your personal statement.

There is a lot of competition for places on this course and your personal statement

and experience was not as strong as other applicants this year.

Application form (including personal statement, reference and predicted grades) does

not evidence accurate understanding of or motivation for subject.

Unsuccessful as you have not expressed a strong enough interest in the subject

area in your personal statement.

This should give you an idea of how important it is to show why you want to study the

course and what you can bring to it - especially because it might be compared with other

applicants applying for the same course.

.

The strongest applicants are those who can link their extra-curricular activities to their

proposed course of study."

– Assistant Registrar for Undergraduate Admissions, University of Warwick

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How to write it

There's no right answer for how to write it, or any definite formula you should follow

– just take your time and don't worry if it doesn't sound right on your first attempt. Even the

best writers in the world redraft their work! You need to allow plenty of time to redraft the

personal statement on several occasions.

Remember this is like a paper interview! Can you get through to the next stage of the

application process?

1. Structure

In the course listings see which skills and qualities the universities or colleges value most.

Then structure your info into an order that's most relevant to them.

2. Style

Write in good English and avoid italics, bold or underlining.

Use an enthusiastic and concise tone of voice – nothing too complex – just what

comes naturally.

Be careful with humour, quotes or anything unusual – you do want to be individual,

but if the admissions tutor doesn't have the same sense of humour as you, it might

not work.

Get the grammar, spelling and punctuation right, and redraft your statement

until you're happy with it.

Proofread and read it aloud to hear what it sounds like.

Ask advisers/family members to check it too.

3. Format

You can use up to 4,000 characters or 47 lines of text (including spaces and blank

lines).

We recommend you write your statement first and then copy and paste into your

online application (but watch out for the character and line count – the processor

might get different values because it doesn't count tabs or paragraphs).

When you add to your online application click 'save' regularly because it will time out

after 35 minutes of inactivity.

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4. Don't copy!

Don’t copy anyone else's personal statement or from personal statements posted on

the internet. Make sure your personal statement is all your own work.

All personal statements are screened using Copycatch similarity detection system. If

you are found to have similarity in your personal statement, your application will be

flagged, you, together with your choices will receive an email alert and this could

have serious consequences for your application.

5. TAKE ON BOARD ADVICE

The Careers Department have experience of the UCAS process. It is advisable to get your

personal statement checked by the Careers Department. It takes time to read and correct

each statement so please allow plenty of time when asking for the statement to be

corrected. Complete the school’s Personal Statement coversheet outlining what courses

you have applied for and your AS grades.

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Take a look at the sample statements on the website www.purepotential.org

under the heading ‘Going to University’ ≥Personal Statements ≥ Statement

Library. It provides some very good guidance on personal statement structure.

Personal Statement Deadlines for Drafts 2016/2017

PHASE ONE APPLICANTS:

DRAFT ONE DUE – By 30 April 2016

DRAFT TWO DUE – By 28 May 2016

DRAFT THREE DUE – By 26 June 2016

DRAFT FOUR DUE – By 28 August 2016

DRAFT FIVE (FINAL STATEMENT) DUE – By 9th September 2016

PHASE TWO APPLICANTS:

DRAFT ONE DUE – By 30 April 2016

DRAFT TWO DUE – By 28 May 2016

DRAFT THREE DUE – By 26 June 2016

DRAFT FOUR DUE – By 25th September 2015

DRAFT FIVE (FINAL STATEMENT) DUE – By 9th October 2016

http://www.purepotential.org/

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USEFUL WEBSITES

ORGANISATION WEBSITE

University and Colleges Application System (All UK Universities )

www.ucas.com

Northern Regional College www.nrc.uk

Queens University www.qub.ac.uk

University of Ulster www.ulster.ac.uk

Stranmillis University College www.stran.ac.uk

St. Mary’s University College Belfast www.stmarys-belfast.ac.uk

Central Application Office (All Universities in the South of Ireland)

www.cao.ie

The Northern Ireland Careers Service www.careersserviceni.gov.uk

Northern Ireland Direct www.nidirect.gov.uk

The Alliance of Sector Skills www.sscalliance.org

Higher Education Support www.hotcourses.com

Careers and Jobs www.prospects.ac.uk

http://www.ucas.com/

http://www.nrc.uk/

http://www.qub.ac.uk/

http://www.ulster.ac.uk/

http://www.stran.ac.uk/

http://www.stmarys-belfast.ac.uk/

http://www.cao.ie/

http://www.careersserviceni.gov.uk/

http://www.nidirect.gov.uk/

http://www.sscalliance.org/

http://www.prospects.ac.uk/

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KEY INFORMATION ABOUT POPULAR COURSES COURSE TITLE

PERSONAL STATEMENT LOCAL UNIVERSITIES WHERE OFFERED

MISCELLANEOUS

MEDICINE VERY IMPORTANT – FOCUSING ON EXPERIENCE, SKILLS & QUALITIES. MUST SHOW LINKS WITH OWN EXPERIENCES

QUB ONLY

GCSE PROFILE VERY

IMPORTANT UKCAT APTITUDE

TEST

MMI (MULTIPLE MINI

INTERVIEWS)

OFFER: AAAa

DENTISTRY VERY IMPORTANT – FOCUSING ON EXPERIENCE, SKILLS & QUALITIES MUST SHOW LINKS WITH OWN EXPERIENCES

QUB ONLY

GCSE PROFILE VERY

IMPORTANT

UKCAT APTITUDE TEST

MMI (MULTIPLE MINI

INTERVIEWS)

OFFER: AAAa

VETERINARY MEDICINE VERY IMPORTANT – FOCUSING ON EXPERIENCE, SKILLS & QUALITIES. MUST SHOW LINKS WITH OWN EXPERIENCES

NOT WITHIN NORTHERN IRELAND

BMAT APTITUDE TEST

MMI (MULTIPLE MINI

INTERVIEWS)

SOME REQUIRE EXTENSIVE &

VERY VARIED EXPERIENCES

OFFER:A*AA

Title


SPORTS SCIENCE VERY IMPORTANT – NEED TO SHOW EVIDENCE OF COMMITMENT TO SPORT. MUST BE WIDE RANGING.

UNIVERSITY OF ULSTER JORDANSTOWN OFFER:AAB

NURSING

VERY IMPORTANT – FOCUSING ON EXPERIENCE, SKILLS & QUALITIES. MUST SHOW LINKS WITH OWN EXPERIENCES.

QUB UNIVERSITY OF ULSTER

DIFFICULT TO GET WORK

EXPERIENCE.

NEED TO SHOW EVIDENCE OF

VOLUNTARY WORK WITH

CHILDREN, SPECIAL NEEDS,

NURSING HOME, SUMMER

SCHEMES, EMERGENCY

MEDICINE, ST JOHN’S

AMBULANCE

INTERVIEW BASED

OFFER:BBC

Title


MIDWIFERY VERY IMPORTANT – FOCUSING ON EXPERIENCE, SKILLS & QUALITIES. MUST SHOW LINKS WITH OWN EXPERIENCES.

QUB


EXPERIENCE.


VOLUNTARY WORK WITH



SCHEMES, EMERGENCY


AMBULANCE

INTERVIEW BASED

OFFER:BBC

SOCIAL WORK VERY IMPORTANT – FOCUSING ON EXPERIENCE, SKILLS & QUALITIES. MUST SHOW LINKS WITH OWN EXPERIENCES.



EXPERIENCE.


VOLUNTARY WORK WITH



SCHEMES, EMERGENCY


AMBULANCE

INTERVIEW BASED

MAY BE ASKED FOR

ADDITIONAL STATEMENT TO

BACK UP YOUR ORIGINAL

APPLICATION

OFFER:BBB

TEACHING VERY IMPORTANT – FOCUSING ON STRANMILLIS (THROUGH UCAS) NEED SCHOOL BASED WORK

Title


EXPERIENCE, SKILLS & QUALITIES. MUST SHOW LINKS WITH OWN EXPERIENCES.

ST MARY’S UNIVERSITY COLLEGE (SEPARATE APPLICATION)

EXPERIENCE.


VOLUNTARY WORK WITH


NURSING HOME, AND

SUMMER SCHEMES. PEER

MENTORING IN SCHOOL.

INTERVIEW BASED

STRANMILLIS INTERVIEWS –

FIRST WEEK OF JANUARY –

INCLUDES A 5 MINUTE

PRESENTATION

ST MARY’S UNIVERSITY

COLLEGE – MID FEBRUARY

INTERVIEWS

OFFER:AAB/AAA

PHYSIOTHERAPY NOT OVERLY IMPORTANT FOR UNIVERSITY OF ULSTER AS HAVE TO PASS HPAT APTITUDE EXAM BUT IF APPLYING TO OTHER UK UNIVERSITIES YOUR P.S. MUST BE FULL OF EVIDENCE OF CARING EXPERIENCE AND AN AWARENESS OF WHAT IS INVOLVED IN THIS CAREER

UNIVERSITY OF ULSTER HAVE TO PASS HPAT TEST TO

GET AN OFFER IN ULSTER

AVAILABLE IN UK WITHOUT

ENTRANCE EXAM BUT

PERSONAL STATEMENT MUST

BE VERY STRONG ON PHYSIO

A BLEND OF 2 OR 3 THERAPIES

IS NOT ADVISABLE IF APPLYING

TO UK UNIVERSITIES

OFFER:BBB

Title


ANY OF THE ALLIED HEALTH THERAPIES NOT OVERLY IMPORTANT FOR UNIVERSITY OF ULSTER AS HAVE TO PASS HPAT APTITUDE EXAM BUT IF APPLYING TO OTHER UK UNIVERSITIES YOUR P.S. MUST BE FULL OF EVIDENCE OF CARING EXPERIENCE AND AN AWARENESS OF WHAT IS INVOLVED IN THIS CAREER

UNIVERSITY OF ULSTER HAVE TO PASS HPAT TEST TO

GET AN OFFER IN ULSTER

AVAILABLE IN UK WITHOUT

ENTRANCE EXAM BUT

PERSONAL STATEMENT MUST

BE VERY STRONG ON THE

PARTICULAR THERAPY

A BLEND OF 2 OR 3 THERAPIES

IS NOT ADVISABLE IF APPLYING

TO UK UNIVERSITIES

OFFER:BBB

LAW A WIDE EXPERIENCE IS NOT OVERLY IMPORTANT. THEY FOCUS MORE ON THE SKILLS AND QUALITIES THAT YOUR SUBJECTS PROVIDE YOU WITH. PERSONAL STATEMENT IMPORTANT FOR BORDERLINE CANDIDATES WHOSE GRADES ARE NOT OVERLY STRONG.


YOUR GCSE AND AS PROFILE

ARE VERY IMPORTANT IN THE

ADMISSIONS PROCESS AT QUB

FOR CERTAIN ENGLISH

UNIVERSITIES YOU HAVE TO SIT

THE LNAT TEST FOR LAW

OFFER:AAB

Title


COMPUTING A WIDE EXPERIENCE IS NOT OVERLY IMPORTANT. THEY FOCUS MORE ON THE SKILLS AND QUALITIES THAT YOUR SUBJECTS PROVIDE YOU WITH. PERSONAL STATEMENT IMPORTANT FOR BORDERLINE CANDIDATES WHOSE GRADES ARE NOT OVERLY STRONG.





MANY COMPUTER COURSES IN

ULSTER ACCEPT ALL A LEVEL

SUBJECTS.

OFFER:ABB/BBB

ACCOUNTANCY A WIDE EXPERIENCE IS NOT OVERLY IMPORTANT. THEY FOCUS MORE ON THE SKILLS AND QUALITIES THAT YOUR SUBJECTS PROVIDE YOU WITH. PERSONAL STATEMENT IMPORTANT FOR BORDERLINE CANDIDATES WHOSE GRADES ARE NOT OVERLY STRONG.





OFFER:AAB/AAA

ENGINEERING A WIDE EXPERIENCE IS NOT OVERLY IMPORTANT. THEY FOCUS MORE ON THE SKILLS AND QUALITIES THAT YOUR SUBJECTS PROVIDE YOU WITH. PERSONAL STATEMENT IMPORTANT FOR BORDERLINE CANDIDATES WHOSE GRADES ARE NOT OVERLY STRONG.





OFFER:AAB/ABB

Title


ART & DESIGN COURSES

1. FOUNDATION DIPLOMA:

NORMALLY NEED TO SEE

EVIDENCE OF CREATIVITY.

SELECTION IS MADE MAINLY

ON THE PORTFOLIO. THERE

MAY BE NO INTERVIEW BUT A

REQUEST FOR THE PORTFOLIO

2. DEGREE ENTRY:

THROUGH UCAS NEED TO SEE EVIDENCE OF CREATIVITY. GENERALLY SPEAKING NEED TO SUCCESSFULLY COMPLETE A FOUNDATION ART DIPLOMA BEFORE BEING ABLE TO BE SUCCESSFULLY CONSIDERED FOR THE ART & DESIGN DEGREE IN UNIVERSITY OF ULSTER

UNIVERSITY OF ULSTER – BELFAST - UCAS BELFAST MET (DIRECT ENTRY) NWRC (DIRECT ENTRY) NRC- BALLYMENA (DIRECT ENTRY)

1. UNIVERSITY OF ULSTER –

THROUGH UCAS

ON COMPLETION OF

FOUNDATION ART COURSE & A

PORTFOLIO INTERVIEW , NEED

TO WRITE AN ADDITIONAL

PERSONAL STATEMENT TO

SHOW THE BREADTH OF WHAT

YOU HAVE LEARNT IN THE

FOUNDATION YEAR

OFFER:CCC

PERFORMING ARTS UK UNIVERSITIES & COLLEGES STUDENTS INTERESTED IN

MAKING APPLICATION TO A

DEGREE IN PERFORMING ARTS

OUTSIDE OF NORTHERN

IRELAND WOULD NORMALLY

APPLY TO ITALIA CONTI.

THERE ARE A NUMBER OF

OTHER INSTITUTIONS T

Title


HAT OFFER THIS OPTION

PERFORMING ARTS ITALIA CONTI WILL BE ASKED TO WRITE AN

ADDITIONAL PERSONAL

STATEMENT TO COMPLEMENT

YOUR APPLICATION.

NORMALLY REQUESTED EARLY

JANUARY

AUDITION IN LONDON

OFFER:CCC

ALL DEGREE COURSES IN THE UK

PERSONAL STATEMENT IS VERY IMPORTANT FOR UK BASED DEGREES. CLEAR EVIDENCE & PASSION FOR THE CHOSEN CAREER AREA MUST BE IN EVIDENCE

UK GRADES RANGE ACCORDING TO

EACH INSTITUTE

ANNUAL FEES CAN REACH

£9,000 PER YEAR