Applying to Competitive Universities Caitriona Woolhouse, Head of Student Recruitment, University of Oxford

Competitive courses Competitive institutions Application ratios Offers

QualityPopularityReputation Decision makers

What can be considered? GCSE Grades Predicted A level grades (or equivalent) Personal Statement Teacher’s reference Pre-Interview tests Written work Interview(s)

Supporting students in applying for competitive courses Programme of study Course choice is the most important decision – personal interest(s), research thoroughlyResults Hard work to ensure the students do as well as they can in their current studies Engage and explore Being proactive in their learning – current studies and interests relevant to intended degree programmePractise Discussing academic interest(s) Past/example admissions test papers Time management – generally and for tests/exams

Personal Statements  Important part of the application procedure  Up to 4,000 characters (this includes spaces) or 47 lines of text (this includes blank lines)  Allows students to: Discover if they truly love the subject Explain why they want to study this course Show their motivation and commitment Make a good first impression Sell themselves to admissions tutors May provide content for discussion at interview

Structuring the Personal Statement 75% Academic 25% Extra Curricular  I want to study…  I have read/watched/visited …  It was interesting because…  In my spare time I play…  I had some work experience at…  I enjoy…

Super Curricular Exploration

Teachers’ Reference: What do Admissions Tutors look for? Unit marks not required but can be very helpful Areas of particular strength Relating to the relevant subject selection criteria is helpful How good candidate is relative to peers Contextual achievement Additional information only required if change of circumstances post-application

Why use tests?  Rising applications per place  Differentiating between well qualified candidates  More forms of data to help select  Assess aptitude rather than knowledge  A common set of data with which to compare applicants  Help us concentrate interviewing resources on those most likely to achieve an offer

Types of test Skills:  Application of GCSE or early AS module knowledge  Interpretation of data or argument  Critical thinking  Comprehension  Essay writing  Response to new material Method:  Multiple choice  Short answer questions  Essays

Example: LNAT & TSA

Logistics & Registration  UCAS is very clear on both course search and during the application when students need to take tests  It is a students’ responsibility to ensure they are registered for tests and deadlines for this may vary  Most can be taken within schools  Majority are pen & paper tests  Bursaries are available for those tests that charge  Students may be required to take more than one test

How to prepare?  Dependent on test – aptitude or ability?  Science tests – Revision of early work helpful. Firm knowledge of subject matter helpful  Humanities (English, History, Languages) – Practice of similar exercises from teachers helpful  TSA & LNAT – Unseen essays  All – PRACTICE & Exam technique  Sample papers and marking schemes available  Limited number so spread out attempts Pace Structure Purpose

Why Interview?  Interviews to attract or to select  Why interview?  Different information than that available on UCAS  To select between strong candidates  Legal requirements  Technical / Practical ability and skills  To select students suited to teaching methods

Interviews: Format  Interactive tests of:  Interest  Aptitude  Core knowledge and technical skills  Capacity to learn from mistakes and to listen in discussion Focused and challenging questions New approaches to existing knowledge Interviews usually cover: Academic work Reading and other super-curricular exploration Subject-related wider awareness ‘Prompt’ material

GCSE Grades Predicted A level grades (or equivalent) Personal Statement Teacher’s reference Pre-Interview tests Written work Interview(s)