A Parent’s Guide to… …helping your son/daughter with University Applications

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What does the UCAS form look like? Apply 11

Fee code: 02 Derby

Personal Statements: Procedure The Students should: Ask the related subject teacher for advice Show their draft personal statement to their tutor Act on the advice of their tutor Provide the tutor with a second draft The tutor will then refer them to the link Head of Centre for help if necessary Upload final version onto their UCAS form

What does a personal statement involve? 4 main parts 1. Why the student wants to study the subject 2. Academic skills 3. Extra Curricular interests and skills 4. Parting shot – why me! Substantial piece of writing – 4/5 drafts!

After sitting through many post-dinner conversations with my family as a child I discovered an enjoyment in engaging people in debate, articulatey on historical issues. Anthony Beevor said, 'The absolute truth about such a politically passionate subject can never be known, because nobody can discard prejudice sufficiently'. I believe this statement expresses the essence of Historical learning, in that there are so many different interpretations of one event depending on your own personal views; which succeeds in keeping History perpetually exciting. My interest in History has come from a desire to understand the modern world. I feel that it is important to have a clear understanding of the past and to look at different interpretations of events in order to understand other people's ideas and alternative opinions. For example the statement of the French President, Nicolas Sarkozy that he would eradicate 'the legacy of 68' which caused many protests and riots. The reason for these protests can only be fully understood with a coherent knowledge of the History of the French Enlightenment, trade union system and of course the politics of the riots of May 1968; that historical knowledge is so crucial to a full understanding of current affairs is truly fascinating. My critical engagement with the concept of interpretation is also shown in my other A-Level choices. For example, in Geology the origin of a rock formation or fossil group is a matter of interpretation simply because we do not know for sure. Indeed one must try and collect all of the available evidence and to draw personal conclusions, a challenge that has allowed me to increase my aptitude for lateral thinking. Similarly in English when studying such poets as William Blake, there is so much scope for interpretation that I have learnt not only to gather textural and contextual evidence but to use this to produce a structured, coherent argument. I have also kept a keen interest in modern foreign languages, studying German to GCSE level and French to AS-Level. I am continuing to develop my language skills as I frequently write to my French speaking Grandparents and am planning a four week trip around Europe in the summer not only to immerse myself in foreign language, but look first hand at historical sites that particularly interest me such as the Plaza de Catalonia, Barcelona and Check Point Charlie, Berlin. In addition to my academic studies I have tried to seize as many exciting opportunities as I can. I always enjoy being a part of a performance and I did ballet for 8 years, until I was 15. Having studied Lighting in my GCSE Drama Course I am frequently called upon to arrange the lighting for the A-Level Drama performances. I still take Drama classes outside of school and am working towards my LAMDA Silver Award in acting. I also play guitar and have performed live in local pubs and music festivals. I really enjoy finding ways to challenge myself and work creatively as part of a team, looking at all aspects of a piece of music or drama text in order to mould my own interpretation that suits audience and performers alike. I am now completing my Duke of Edinburgh Gold Award which has given me a huge sense of group achievement, especially after recently completing our 80km expedition. Over four days in the Lake District we were confronted by everything from blistering heat and blistering feet, to wet marsh land and violent winds, and we really had to pull together as a group to make sure that all the members made it. As part of my History Independent Assignment my skills as an independent learner are being tested and so far I have proved my ability as an autonomous learner through researching the planning of a trip to study the archives of the Manchester Guardian to look at some primary sources. I enjoy this type of intellectual challenge and hope that university will continue to present me with even more challenges to allow me to develop as a Historian. An Exemplar Personal Statement

PART 1.WHY I WANT TO STUDY THIS SUBJECT After sitting through many post-dinner conversations with my family as a child I discovered an enjoyment in engaging people in debate, articulately on historical issues. Anthony Beevor said, 'The absolute truth about such a politically passionate subject can never be known, because nobody can discard prejudice sufficiently'. I believe this statement expresses the essence of Historical learning, in that there are so many different interpretations of one event depending on your own personal views; which succeeds in keeping History perpetually exciting. My interest in History has come from a desire to understand the modern world. I feel that it is important to have a clear understanding of the past and to look at different interpretations of events in order to understand other people's ideas and alternative opinions. For example the statement of the French President, Nicolas Sarkozy that he would eradicate 'the legacy of 68' which caused many protests and riots. The reason for these protests can only be fully understood with a coherent knowledge of the History of the French Enlightenment, trade union system and of course the politics of the riots of May 1968; that historical knowledge is so crucial to a full understanding of current affairs is truly fascinating.

PART 2.ACADEMIC SKILLS My critical engagement with the concept of interpretation is also shown in my other A-Level choices. For example, in Geology the origin of a rock formation or fossil group is a matter of interpretation simply because we do not know for sure. Indeed one must try and collect all of the available evidence and analyse it to draw personal conclusions, a challenge that has allowed me to increase my aptitude for lateral thinking. Similarly in English when studying such poets as William Blake, there is so much scope for interpretation that I have learnt not only to gather textural and contextual evidence but to use this to produce a structured, coherent argument. I have also kept a keen interest in modern foreign languages, studying German to GCSE level and French to AS-Level. This has proven to be most useful when studying European history as the language and culture of a nation is both reflected in and created by the history of that nation. I am continuing to develop my language skills as I frequently write to my French speaking Grandparents and am planning a four week trip around Europe in the summer not only to immerse myself in foreign language, but look first hand at historical sites that particularly interest me such as the Plaza de Catalonia, Barcelona and Check Point Charlie, Berlin.

PART 3.OTHER SKILLS & INTERESTS In addition to my academic studies I have tried to seize as many exciting opportunities as I can. I always enjoy being a part of a performance and I did ballet for 8 years, until I was 15. Having studied Lighting in my GCSE Drama Course I am frequently called upon to arrange the lighting for the A-Level Drama performances. I still take Drama classes outside of school and am working towards my LAMDA Silver Award in acting. I also play guitar and have performed live in local pubs and music festivals. I really enjoy taking on things that challenge and stretch me such as looking at all aspects of a piece of music or drama text in order to mould my own interpretation to suit audience and performers alike. I also enjoy working with others and believe that I am an effective team player. I am currently completing my Duke of Edinburgh Gold Award which has given me a huge sense of group achievement as well as testing my resilience, commitment and determination to the limit. We recently completed our 80km expedition. Over four days in the Lake District we were confronted by everything from blistering heat and blistering feet, to wet marsh land and violent winds, and we really had to pull together as a group to make sure that all the members made it. PART 4.PARTING SHOT – WHY YOU WANT ME! I have thoroughly enjoyed my education thus far and I now feel ready to embrace the challenges and opportunities that university can offer. I have particularly enjoyed my History Independent Assignment which has allowed me to develop as the type of autonomous learner that will flourish in a university environment. I would truly relish the opportunity to develop further as a historian by taking on the intellectual challenge that university study will provide.

Personal Statement Dos and Don’ts Do.... Plan it like an essay. Be clear and concise. Be honest! Draft and re-draft. Check spelling and grammar. Use evidence. Be positive. Make it personal. Make it RELEVANT. Don’t Waffle. Start with ‘I’ve always wanted to be....’ Use gimmicks or quotations unless very relevant. Make unsupported claims. List endless sports/hobbies

Choices: Procedure Students select 5 courses* in line with predicted grades *Medics/Dentists choose 4 medical schools 1 optimistic 3 realistic 1 pessimistic (or a combination thereof) Students make sure they meet ‘additional requirements’ Eg Physiotherapy NottinghamCardiff ABB (Biology or PE)AAB (Biology to at least B) Min A-B grades at GCSE to inc Maths, English and Biology or Double Science GCSE grade C at least in Maths, English and Science

Choices: Procedure Student discusses courses with tutor. Next Steps Reviews and on going throughout Year 13 Tutor Time. Once approved, courses transferred onto UCAS form

‘Sending to referee’ Once form is complete checked for accuracy by tutor Students send to referee, this involves paying £21 fee by card on-line Form will go to Link Head of Centre Target = 2 weeks for reference to be completed and form sent to UCAS; Link Head of Centre works directly with student on final “polish” before submission of form. UCAS process the form and send to Universities Student waits for responses (Conditional Offers/ Rejections)

Finance: Fee loan and maintenance loan (repayable when in full time employment) Some grants (not repayable) Bursaries and scholarships Organised directly with Not coordinated through school

UCAS Applications Key Dates 1 st September 2010 – 15 th January 2011 – Complete UCAS form 15 th October Deadline for Oxbridge & Medics/Dentistry/Vets 12 th November CENTRE DEADLINE - UCAS forms should be sent to referee by October Half Term-we hope to send off all forms by this date. September 2010 – April 2011 – Universities will either: reject or offer March UCAS Extra begins April/May 2011 – You decide on 2 final offers: firm and insurance Summer 2011 – Students make applications to Student Finance England for their support arrangements. (NB. this cannot be coordinated by school and is the individual student’s responsibility) August A Level results. Confirmation of place or clearing September University courses commence

Link Heads of Centre in Year 13 Mr Archer 13LJB 13GAP Mr D’Elia 13 TJJ (currently 12 CF) 13 JAR (currently 12 EJF) Mr Henshaw 13MN 13HG Mrs Archer 13 WY (currently 12 SHM) 13SM

Link Heads of Centre in Year 13 additional responsibilities Mr Archer Oxbridge Applications Mr D’Elia Medics, Vets, Dentists and Pharmacist Applications Mr Henshaw Applications for Employment,Apprenticeships and GAP Year Mrs Archer Law Applications

Useful Websites UCAS: Student Finance Direct: Aim Higher Uni Money Site: Student Loans Company: