Giving your students the competitive edge

Cardiff University / Durham University / University of Edinburgh University of Birmingham / University of Bristol / University of Cambridge Cardiff University / Durham University / University of Edinburgh University of Exeter / University of Glasgow / Imperial College London King’s College London / University of Leeds / University of Liverpool London School of Economics and Political Science / University of Manchester Newcastle University / University of Nottingham / University of Oxford Queen Mary University of London / Queen’s University Belfast University of Sheffield / University of Southampton / University College London University of Warwick / University of York

Today’s session Part 1 – how do students get the competitive edge? Appropriate subject choice at KS4 and KS5 Applying for the right course at university Nail that personal statement! Supporting with the UCAS reference Part 2 – Using Advancing Access to support your students

Appropriate subject choice Overriding principle for all subject choice – students should choose subjects which they’re interested in and enjoy Key Stage 4 subject choice Vocational choices can get students to where they want to be quicker and can improve engagement sometimes, but balance this against ruling other options out The Government has been pushing “EBacc” subjects for a good reason – they keep options open For high achieving students, KS4 is a great opportunity to explore their academic interests

Appropriate subject choice Key Stage 5 subject choice A Levels still by far the most common route in to the most competitive courses Three A Levels or four? The EPQ could be taken in to consideration. Even if it isn’t, it can be mentioned in the personal statement and can be a springboard for super-curricular activity Choice of facilitating subjects correlates with entry to competitive courses Some students might mistakenly believe a particular subject choice will give them an advantage (e.g. A Level Law) Many selective universities will accept vocational qualifications but often look at the finer details. Avoid having all eggs in one basket

Appropriate degree choice The applications and admissions process is about matching the right people and the right courses. A student who doesn’t make an appropriate choice of course immediately gives themselves a disadvantage Common reasons degree choices go wrong: Course not researched thoroughly enough Student could be braver (in choosing subject not studied at A Level, not directly related to A Level choices, not career related) Student sells themselves short Student lured in with unconditional offer Parental pressure Rule of thumb: Student has made the right choice if the thought of the personal statement, extra reading, super-curricular activity, work experience etc. doesn’t feel like a chore

The personal statement This didn’t ought to feel like a big struggle for the student if they’re applying for the right course. This doesn’t mean it shouldn’t be taken very seriously! Extra-curricular (unlike super-curricular) activities may not give students an advantage for the most competitive courses Being original is a necessary but not sufficient condition The very best personal statements include: - Details of wider reading which has taken place with accompanying critical reflection on what has been read - Details of work experience for competitive vocational courses such as medicine, with critical reflection. The very best candidates are able to tie their reading and work experience together neatly

The all-important “research paragraph” Students should prioritise quality and not quantity when it comes to extra reading There is not time for a summary of the whole subject – students can spend a lot of time focussing on something niche, that’s what academics do (this also increases the likelihood of originality) Good students go on an intellectual journal and the admissions tutor can see how one piece of wider reading has prompted the student to move on to something else

Some good uses of the teacher reference Corroborating what the student has covered in the personal statement Providing contextual information about the school or college Making the student look as wonderful as possible (whilst knowing in the back of your mind that every other referee is doing the same thing!)

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Any questions? Get in touch with us: enquiries@advancingaccess.ac.uk Thanks for listening! Any questions? Get in touch with us: enquiries@advancingaccess.ac.uk paul.martin@advancingaccess.ac.uk www.advancingaccess.ac.uk Follow us on Twitter @AdvancingAccess