2. Application Process Outline 2014 Sep13 – Applications open 15 Oct 13 – Deadline for Oxbridge applications* 15 Jan13 – UCAS applications close (UK) 25 Feb 14 – UCAS Extra 24 Mar – Some A&D course application deadlines Apr 14 – Decision time on offers May/Jun – Students need to reply to offers After Jun applications go into clearing Aug 14 – Results / Adjustment / Clearing May / Jun 13 research courses Jun / Jul / Aug 13 Visit universities Open Days Summer Schools Draft personal statements? Sep 13 Continue with draft Get reviewed * Oct 13 – Dec 13 Institutional deadlines Jan 14 UCAS main deadline

3. Personal Statements Supporting BTEC and Access to HE Diploma learners in writing effective personal statements

4. Common Pitfalls! Turned statement into a story Too far back – from an early age / I was 5 when.... Flippant comments / humour out of context Quotes not justified / named people not justified Shopping list style Relevancy and up-to date Repetitive words Not understanding about the course they have applied for (title of the degree) Negativity

5. Assumptions! A-level students good at theory and not practice BTEC students good at practice but not theory Access students have lots of experience (work/life) and less on academic ability

6. It’s Personal! Its personal? – Similarity Detection System They need to write it first Unique and persuasive 47 lines (5000 characters / 600 words) Different people read them Its their way of saying ‘that place is for me” so need to make it positive impression! Use as framework for jobs

7. Framework (guide) ►In their statement they should try and include the following: Reasons for choosing the course (60%) Work Experience (10%) School and college experience (10%) Experience outside school (10%) Sports / music / language involvement (5%) Concluding statement (5%)

8. Why is it so important? Essentially it gives them the opportunity to sell themselves to the Admissions Tutors or other staff Less likely to have interviews! It can be down to a choice between one statement and another. Will help them later when applying for jobs Why do they think they are a good student for that programme?

9. Choosing your course ►Its essential that you state your reasons with examples Reasons for choosing the course and why Knowledge of the subject area Provide examples that confirm your interest Describe any specific interests / activities that relate to the course you have chosen, what interests you most Identify skills related to the course and how they acquired them Future career plans

10. Work experience ► Include any work experience and any skills (transferable) gained while doing it for example: Working to deadlines | Diplomacy, empathy and sensitivity | Confidence, working independently | Problem solving, team work | Using your initiative, responsibility | Communication skills – speaking / listening / reading Evidence of skills: Details of jobs, placements, work experience (what they did, what were they responsible for and how does it link to the course?

11. School / College Experience ► Link with what you are doing now to what you want to do! Influenced by a particular subject/s - which Influenced by a particular person/s – who and why Gained skills as a result of going to college (if so what skills) How does their current or previous studies relate to the course you have chosen –Don’t list all the units (SDS) –Pick one or two units that relate to the course –They can refer to future units if necessary –What is the connection here –It must be relevant as this will show their research skills

12. Experience outside school ► More to life than studying Received awards or recognition Family or carer responsibilities Voluntary, charity or community activities Spent a significant time abroad (i.e. not a holiday) Playing musical instrument / amateur dramatics Remember the skills gained from these!

13. Sporting / musical involvement ► Particularly for related degrees: Which sports and why? Skills developed from these, examples? What level of sportsmanship? What musical instruments do they play and why? Grades, competency? Who/what influences them in music? How relevant are these to the course?

14. Languages ► Related degrees or skills set: Which languages and why? Level and competency What skills do they have from languages? Their background to languages? Languages in the future? Study abroad?

15. Concluding statement ► This should show that you: - Have the skills suited to university life Someone who will benefit from university Will benefit from the chosen course Have an interesting personality Shown good research skills Show commitment and enthusiasm

16. Do’s and Don’ts ► What they need to remember: - Organise your material so that it is informative and interesting read Short and concise paragraphs Only write things they can or are prepared to talk about (interviews) Don’t describe what you are doing now (story telling) No spelling or grammatical errors Practice makes perfect – expect several drafts

17. Final points Needs to be checked over by people that know them enough to make suggested changes The statement must reflect their individuality They must not lie Personality must come across Use all available space (47 lines) Use humour with extreme caution! No quotes unless justified End on a positive note

18. Things to think about Law ► Very popular subject – people do drop out! Compulsory if you want to join the profession No quick route – minimum 7 years (starting block) Intellectually challenging and demanding It’s not all “big bucks” and glamorous Two principal routes – Barrister or Solicitor Additional key skills required: Integrity, advocacy, professional responsibility, good judgement, high interpersonal skills, empathy CPD throughout career

19. Things to think about Media ► Extremely popular subject –! Fast paced, dynamic and constantly moving industry Media comprises of many specialist areas Intellectually, practically challenging and demanding It’s not all “big bucks” and glamorous Get used to a life of jumping through hoops Additional key skills required: Self confidence, self starters and go-getters, high interpersonal skills, team-working and networking May not always have a permanent job