2. What do we use references for?  To assist in selection/decision making  To distinguish between candidates with similar academic profiles  Professional assessment of a student’s potential to succeed at HE  Suitability for chosen course(s)  Verification of other information on UCAS form  Contextualise performance and predicted grades

3. What do you use references for?  To support students in securing a place on the right course  To reflect upon the student’s: ◦ Academic qualities – strengths and weaknesses ◦ skills ◦ work ethic ◦ motivation and commitment

4. How do you begin?  Who’s writing the reference? Personal tutor, subject tutor, contributions from several people?  Get the student to do the groundwork! Ask them to provide: ◦ details of the courses they are applying for and where ◦ what the course requirements are  grades  subjects  skills  interview/selection test ◦ how much competition they are likely to face ◦ personal statement

5. University Choices for J. Bloggs Institution University of York University of Sheffield Course EnglishEnglish Literature Typical offer AAAAAB Essential/preferred subjects English Lit or Lang/Lit Skills or experience Articulate and well read Wide cultural interests Engagement with literature includes poetry and drama as well as fiction Committed to literature Well read and evidence of texts which have been inspirational Applications per place 7 apps per place5 apps per place Other (e.g. placement options, year abroad)

6. Before you get started  Discuss choices with the student – are their expectations realistic?  Help students to understand their strengths and weaknesses so that they can maximise their potential  Remember – students have five choices so there is scope for aspiration/ambition  Variety of courses applied to? Is more research needed?

7. Is there a correct structure?  There is no right or wrong way of presenting a reference but consider:  What you can’t control: ◦ 4,000 characters (including spaces) or 47 lines ◦ No text formatting (no bold, italics, underlining)  What you can control: ◦ Resist the urge to write to much (or too little!) ◦ Should be well organised, clear and look professional ◦ Should be free of errors

8. Possible structure and content  Predicted grades  Introduction ◦ Summary and evaluation of student ◦ School context and setting (be concise)  Subject by subject report (academic qualities) ◦ Details from subject teachers – subjects can be grouped if necessary ◦ Best or most relevant subjects first ◦ Make each subject clear (e.g. “In English …”)  Discussion of personal qualities ◦ Extra curricular activities ◦ Focus on skills

9. Content Predicted Grades ◦ Add to the appropriate section on the UCAS application ◦ Are the predicted grades credible based on past performance? If not, why not? ◦ If the student has already achieved their final results, it’s useful for you to confirm these in the reference ◦ Over-predicting and under-predicting  Only 52% of grades are accurately predicted (UCAS Admissions Process Review)  42% of grades are over-predicted by at least 1 grade  Over-predicting could contribute to a student receiving an offer that they subsequently fail to meet  Under-predicting could result in no offer being made ◦ Make sure student is aware of their predicted grades

10. Subject Evaluation  Performance in each subject area  Particular reference to the subject to which they are applying  What are their strengths in each subject?  How will this skill be useful on a university course?  Has your student performed well in any key topics of a subject?  Have they shown initiative by doing independent research?  Did they make any notable achievements at AS level?  If the student is on an upward trend – say so!  Position relative to other students  Subject commentary should be consistent with predicted grades  Do achieved results support predicted grades?

11. Personal qualities  Highlight and verify the key activities students mention in their personal statement  Avoid repetition, but highlight key skills you know they have acquired  What do their extra-curricular activities say about  them?  Don’t be tempted to list – consider the skills they  acquire through their involvement  Have they had a position of responsibility within the  school?  What is their attitude towards extra-curricular activities?  How do they contribute towards the college?

12. Suitability for higher education and future plans  Motivation and enthusiasm  Prepared to go beyond the specification  Genuinely enjoys study of the subject  Independent learner  Good at planning ahead, managing time  Has the student told you about their career aspirations?  How will their current activities prepare them for this?  How motivated is the student to succeed?  Is university an essential part of their progression?

13. Mitigating circumstances Please tell us about anything which may have/have had an adverse effect on performance.  School ◦ change of teaching staff ◦ change of building/site ◦ unusually large classes leading to timetabling difficulties  Personal circumstances ◦ ask for the student’s consent to mention sensitive circumstances ◦ illness during course or exams ◦ illness or death of a close family member ◦ current family issues ◦ home learning environment

14. Occasional problems  Wrong student! Wrong gender/name  Predicted grades unrealistic given past performance  Reference concentrates on only one choice of HE institution or course  Spelling mistakes  Student has changed mind but reference hasn’t been edited  Identical reference given to several students  Too much repetition of information provided in the personal statement