Writing UCAS References Jonathan Tinnacher University of Leicester

The UCAS Reference What is it? The process Predicted grades What goes in the reference? Tips: Do’s and Don’ts

The Reference: What is it? An informed and academic assessment of: their academic performance in their post-16 education their potential for success in higher education why the course they have chosen is suited to them any personal qualities which will benefit them at university, such as skills, aptitude, enthusiasm what they can bring to the university, such as extra-curricular activities and interests www.ucas.com/advisers/online/references

There is no one correct way No ‘magic bullet’ or secret formula that guarantees success Just one part of assessment Admissions staff have to compare ‘apples’ and ‘oranges’ and ‘pears’

Who reads them?

How and when are references used? As part of selection Info about school can gives context to rest of application: i.e. the opportunities the student has had. Info about applicant can give context and support to their academic achievement and to their personal statement – e.g supporting and evidencing claims around motivation, skills and personal attributes. Exceptional circumstances – can enable an offer to be made when otherwise it might not. For ‘near misses’ at confirmation In clearing

The Process This will be different at different schools and colleges, but we suggest… Students could be invited to provide information about themselves (pro forma and /or discussion) and to compile grade predictions Subject teachers provide specific comments and predicted grades Personal Tutor may provide statement on personal qualities and assemble the reference, editing it to include introduction and conclusion, ensure consistency and that it ‘reads well’ Completed reference added to online application for final checking and submission by senior ‘authorised’ UCAS contact

Predicted grades Predicted grades should be clear and unambiguous, and need to consider: Do they match the entrance requirements of the courses chosen? Are they consistent with the past academic performance of the student? Do they match the reference? If ‘no’ to any of the above, need to provide explanation in the reference.

How to write the reference Structure is not set in stone, but should include: Background information on the applicant and the school or college Academic performance post-16 Extra-curricular activities / Personality Suitability for the course

Background/context of school or college Relevant info about school/college: Size/type of school/college Number of students & proportion going to HE Range and number of qualifications studied by students Contextual info about the catchment area Corresponding relevant info about the student: participation in special programmes e.g. WP / G&T / Compacts Individual circumstances that may merit special consideration

Academic performance post-16 Current / past achievement in the subject(s) Motivation, attitude and commitment Supplementary course / study information Curriculum enrichment Underperformance / Extenuating circumstances? Note/explain deviations from standard programme Link to predicted grades

BTEC / Access Do provide outline content of the course (not module list), focusing on topic relevant to subject applied for Mention Maths/English equivalency level Maths ability/potential is critical for Engineering – detail where applicant has strengths here Indicate learning styles and assessments used Comment on student’s potential to cope with extended writing and examinations

Extra-curricular activities/ Personality Complement the Personal Statement Personal qualities that will benefit them at university Skills, aptitude and enthusiasm What they can contribute to university Work experience, volunteering, sport, music Additional needs

Suitability for the course Has the student got the ability to succeed academically? What are their career aspirations? What type of student would they be? Clearly indicate if you would recommend the student

Tips: Don’t Use stock phrases Repeat yourself Write as a report (e.g. ‘J--- should concentrate on…’) Be specific about universities Exaggerate Raise weaknesses unless documented, evidenced and communicated to/discussed with student/parents Be negative – omit things you can’t be positive about

“In Maths he has demonstrated a good interest and some natural ability “In Maths he has demonstrated a good interest and some natural ability. However he is something of an enigma…” “If working alone, he could be focused and produce promising work. However he comes as part of a package along with his mates and this was counter productive”

Tips: Do Add comment where predicted grades are not a true reflection of potential or are inconsistent with achievement so far Focus on academic skills, enthusiasm, ICT skills Be concise Clearly indicate if you are supporting / recommending the student

Criminology A: English Literature: B A: Classics: Classical Civilisation: B A: Religious Studies: B A1: Critical Thinking: B XXXX is a small school with a broad entry. It is a multi-cultural environment especially in the sixth form. Students usually take four AS subjects in year 12 and three A-levels in year 13. Sixth form students have the opportunity to develop a range of skills through extra-curricular activities and as prefects and leaders of the school. XXXX is a courteous, hard working, and committed student who is popular with fellow students and well liked by staff. Her family circumstances have been difficult for the last two terms. Problems between her parents culminated in a marriage break up only a few weeks before the AS exams and XXXX , an only child, feels responsible for helping her mother deal with the emotional and financial consequences, both of which have been traumatic. A family bereavement and a list of other accidents and incidents have piled in on top of her during this term. She has shown remarkable strength but is worn down by it at times. Her AS grades and her work this term have suffered. If life gets back onto an even keel she should achieve better A level grades. It will be good for XXXX to get away to university; she has the potential to do well there. Her teachers are united in commenting on her positive attitude to work. In English Literature, she has a good knowledge base for her studies and the intelligence to interpret complex texts successfully. Her perception, knowledge and understanding are developing steadily. In class discussion she is prepared to challenge others and defend her own position, so she would be a useful member of a seminar group as she is articulate and fluent. In Classical Civilisation, XXXX displays a lively interest in the classical world and makes intelligent contributions to class debates. She includes a number of perceptive and interesting observations in her essays but has not achieved a uniformly high standard. XXXX has the ability to think independently and is not afraid to offer an opinion and, with a resolute approach, could improve upon the grade predicted. XXXX has a strong motivation to do well and achieve her full potential in all areas in Religious Studies and is making good progress. She always works with enthusiasm and is learning to analyse and manipulate material to answer the question asked. Her essay style has improved considerably since the course began and she is well organised and meets deadlines. She has expressed independence of thought both in class discussions and her written work showing that she grasps new concepts and is able to apply them. In AS Drama and Theatre Studies XXXX worked very conscientiously and achieved a reasonable standard in written work. She is capable of being both critical and analytical, is very conscientious, stays calm and is methodical. She also got on well with others and contributed to discussions. XXXX was the Operations Director of our Young Enterprise Company; she showed dedication and patience and demonstrated good skills in communication, organisation and working in a team. She is an effective prefect and a confident and articulate public speaker who has taken part in Youth Speaks Competitions. We endorse her choice and warmly recommend her to you as a student who is keen to study a subject in which she has a real interest. She will be an asset to her course, has the potential to do well and will make a valuable contribution to the wider life of her university especially in areas such as speaking and drama.

University of Leicester Any questions? Jonathan Tinnacher University of Leicester j.tinnacher@me.com