Higher Education Guide

Founded 1642

New School NewHall Hall School The Best Start in Life

Higher

Education

Guide

2021

CONTENTS INTRODUCTION ........................................................................................................................... 2 GLOSSARY OF USEFUL TERMS ................................................................................................. 4 ACADEMIC MATTERS ................................................................................................................. 7 UNIVERSITIES ................................................................................................................................ 8 CHOOSING YOUR COURSE ..................................................................................................... 10 CHOOSING YOUR UNIVERSITY ............................................................................................. 13 THE UCAS FORM ........................................................................................................................ 14 THE PERSONAL STATEMENT ................................................................................................. 16 VISITING UNIVERSITIES ........................................................................................................... 20 INTERVIEWS & ADMISSION TESTS ....................................................................................... 22 OFFERS ........................................................................................................................................... 24 RESULTS DAY & BEYOND ........................................................................................................ 27 WORK EXPERIENCE ................................................................................................................... 29 TAKING A GAP YEAR ................................................................................................................ 30 OXBRIDGE ..................................................................................................................................... 32 STUDENT FINANCE ................................................................................................................... 33 OVERSEAS UNIVERSITIES ........................................................................................................ 36 ALTERNATIVES TO UNIVERSITY ........................................................................................... 38 WHAT HAPPENS NEXT? ........................................................................................................... 44 APPENDIX I .................................................................................................................................. 47 APPENDIX II ................................................................................................................................. 49 APPENDIX III ................................................................................................................................ 52

INTRODUCTION

Embarking upon the university entrance process can be both daunting and confusing. There is an array of acronyms ranging from A Levels and UCAS, as well as specialist terms like Clearing, Adjustment, Apply Extra, collegiate system, Joint Honours, and Modular courses.

This guide is an attempt to help both parent and student navigate the winding pathway that leads to Higher Education in the United Kingdom. Many things, I hope, will be explained and much of the jargon will be ‘busted.’ The guide is based upon information available at the present time which may of course be subject to change.

The value of this publication will vary according to parent and student. I am aware that many of you have had older children/siblings who have already succeeded in securing a place at university. For you, the guide will act more as a reminder of what needs to be done but it may also contain new information as the system can change each year. In addition, much will have changed from the days when parents of Year 12 students may have been at university themselves, so advice and guidance might need to be updated and reconsidered.

For parents, the process that your child will shortly undertake is both time-consuming and pressured. In order that you can support her/him effectively, may I offer the following advice for your consideration: • • •

Be mindful of the pressures that your child is under from this process and the examination system that they endure.

Encourage your child to complete the UCAS application early! (Our internal deadlines look to assist with this).

Take a positive interest but, at times, hover in the background.

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• • • • • •

• • • • •

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Offer opinions by all means, but they are best offered when they are sought.

Conduct research for your child but encourage her/him to take the lead throughout the process.

Understand that the reputation of some universities may have changed over time.

Be realistic about the options pursued by your child; unrealistic ambition is unhelpful.

Realise that competition for places is fierce and there is no guarantee of success.

Visit universities with your child and offer lifts to others if possible (particularly boarders), and where possible undertake this during holiday periods or on weekends.

Where universities are running virtual open days, please encourage your daughter/son to attend.

Please proof-read their personal statements and offer suggestions for improvement.

Insist (gently) that your child keeps you informed of developments.

Seek advice from others and from the school, if you are in doubt and concerned.

Try to ensure that students are not away on holiday when A Level results are published in August at the end of Year 13.

Encourage work experience. This is recommended for all applicants, and is absolutely vital for potential lawyers, teachers, medics and vets. It is clear from surveys of graduate employers that work experience is an essential feature of a successful job application, and serves to provide excellent evidence of many of the desirable qualities sought by universities and employers.

If your child in fact decides that university is not a pathway they wish to take, please do listen to them and explore the various alternatives with them. We have already introduced to them information about such alternatives, and there is considerable support available from us to help guide them.

I have also included in this guide a section entitled Alternatives to Higher Education.

Apprenticeships, including Degree Apprenticeships, which is a pathway a number of our students annually consider, with some excellent opportunities available to them. We are keen to support all our students, whether it be via the traditional route to university, or an alternative such as directly into employment. We offer considerable support to students wishing to explore this area further and, in this guide, (pages 39-44) I hope you find some useful information.

For students, I hope that this guide will help develop your understanding of the process of applying to Higher Education courses and will prove a useful aid during the year ahead.

Please keep discussing your options with your teachers, tutor, parents, friends and relatives, however do remember that the ultimate decision should be yours.

If you have any further queries, or would like to have seen other topic areas included in this guide, please do not hesitate to let me know.

Mr J Alderson HEAD OF SIXTH FORM

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GLOSSARY OF USEFUL TERMS In order to understand successfully the world of university applications, you will be advised to master a new vocabulary. The terms below should prove useful: Admissions Tutor/Officer These individuals are best contacted if you need help or advice about admission to a particular university.

Admissions Tests Used by some universities as additional information on which to make offers and are usually required for courses in Law, Medicine, Veterinary Medicine, Dentistry and also various courses at Oxford. The tests are BMAT, UCAT, LNAT, HAT and TSA (see the section entitled “Interviews & Admissions Tests” for further details).

Apply Extra This is the pre-clearing process introduced by UCAS. It enables students who do not hold any offers (either because all 5 applications were unsuccessful, or because they rejected offers that were made) to submit their application to further university degree courses (one at a time) for consideration, before the main clearing process in August of Year 13. Apply Extra is available to students from the end of February to the end of June in Year 13.

Art Foundation Degree A course lasting one year that is usually required before students are eligible to pursue an undergraduate course in Art. Campus A campus is a site on which a university is located. It tends to describe a university whose buildings are clustered in one place rather than scattered throughout a city or town. Exeter University, for example, is a campus university; Leeds University is city based.

Collegiate System A university made up of separate colleges. In such universities, the college plays a crucial part in the lives of students. The only true collegiate universities in the UK are Oxford, Cambridge and Durham, although Lancaster University is made up of nine different colleges which are run as a collegiate system.

Clearing The process (run by UCAS) which begins as soon as the A Level results are released in August. It is there to assist students who have missed required grades, or who hold no offers, to find university courses which still have places available.

Combined/Joint Honours Degrees These are degrees where usually two subjects are studied (e.g. “History and Politics” or “Business Studies and French”).

Deferred Entry This allows students who are taking a gap year to apply with their peers, but delay the start date by one year. Universities have different views on this and advice should be sought directly from those in which you are interested.

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Degree Grades Most UK undergraduates will emerge typically after 3 or 4 years with a Bachelor of Arts (BA) or a Bachelor of Science (BSc) degree. These can be classified thus, from best to worse: • • • • •

A First An Upper Second: 2:1 A Lower Second: 2:2 A Third A Pass

Fresher A term deriving from the American for a student in her/his first year at university.

Gap Year Name given to the decision some students take to defer their university start date until one year after they leave school. There are many opportunities available for students and Gap Years need to be carefully planned (see the section entitled “Gap Years” for further details).

Interviews Some universities will not make offers until interviews have occurred, usually only for heavily oversubscribed courses.

Matriculation This is the process of officially enrolling and starting at university, sometimes marked by a photograph and/or dinner.

Modular courses These allow students to spread their assessments over their course, rather than taking all their examinations (‘finals’) in one sitting. University modules cannot generally be re-taken.

Open Days These are organised by universities as a means by which prospective students can gain an insight into a particular university. There are a range of Open Days available to students, ranging from university-wide to departmental. They usually take place in June/July & September/October, but are now increasingly being evenly spread throughout the year, and information on specific Open Days can be sought at www.opendays.com Personal Statement This is the most time-consuming aspect of any university application, where the student has approximately 600 words (4000 characters with spaces) to ‘promote herself/himself to the universities (see the section entitled “Personal Statements” for further details). Please be aware that universities are likely to check such statements for plagiarism and have declined making offers, if plagiarism is discovered. The validity of the personal statement is the responsibility of the applicant.

Pre-University Taster Courses Organised by individual (or cluster groups of) universities, these afford students the opportunity to participate in subject-specific courses. These typically are of one day’s duration and can be useful in helping to gauge one’s respective suitability and interest in such a course.

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¶5HGEULFN· 8QLYHUVLWLHV These universities were built in the 19th century and the first half of the 20th century. Broadly speaking they are all the so-called “modern universities” e.g. Manchester, Liverpool, Birmingham and Reading.

Russell Group of Universities This group is considered by some to be like the US ‘Ivy League’ of the most prestigious universities in the United Kingdom. There are twenty-four universities in the group but they do not necessarily make the ‘Top 20’ as ranked annually by either The Times or The Guardian newspapers (see the section entitled “Universities” for further details), so do not neglect looking at others outside this list.

Sandwich Courses These courses integrate academic studies with industrial, commercial or professional training.

For example, it may involve two years of study, followed by a year in work and then a further year on the course (2:1:1). Alternatively, with sponsorship, students may follow a 1:3:1 sandwich, with a year in industry either side of their university degree. Usually these courses are offered in the fields of Engineering, Science, Business and Modern Languages.

SATs and ACTs These stand for Scholastic Assessment Tests and American College Tests respectively. These are required for any student who wishes to study at an American university, with an institute requiring one of these two to be taken.

UCAS The Universities and Colleges Admissions Service is the central body (based in Cheltenham) through which all students must apply to gain access to a British university.

UCAS Apply This is the computer-based application package that allows students to submit their UCAS forms on-line. It is available for students to commence their applications from September of Year 13.

UCAS Tariff These were introduced in 2002 to recognise the value of additional qualifications (e.g. ABRSM examinations (Music)) in the university applications process. Many universities use this system where offers are made on the basis of points, not just A Level grades. Please note that the tariff was radically changed fairly recently. More details are provided later under the sub-section entitled “Choosing Your Course”.

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ACADEMIC MATTERS It is important to emphasise again that traditionally the performance of Year 12 students in their Trinity Term examinations is very significant for individual Higher Education aspirations. Attainment and progress in the months before those examinations are also important. The examination performance in each subject area at that time will help considerably to inform the decision from subject teachers about individual predicted grades which the school are required to provide for an application. We are expected to produce an honest prediction of what potential we see in the students.

Although we do present opportunities to students upon receipt of their predicted grades to discuss these with a view to enhancing them, improvement is not guaranteed and will require considerable effort and ability.

In the Michaelmas Term students will be made fully aware of the process to follow for those wishing to enhance their predictions.

In some cases where the examination performances have resulted in very low grades (primarily E or U grades), very careful consideration should be given to the suitability of continuing with the course to A Level in Year 13.

Typically, in Year 13 the courses will become more challenging and in some cases it may be advisable to consider completing the subject to AS Level only, at the end of Year 13, or to explore other options. In extreme circumstances, a student may be afforded the opportunity of re-taking Year 12. Such a decision will be made with the Senior Leadership Team, Mr Alderson, the student and parent(s).

With so many things to be thinking about with regards to university applications (or their alternatives), it is easy for students to neglect their studies. Arguably one of the most important aspects of making an effective application to an academic institution is the presentation of one’s academic profile. One may have researched courses thoroughly, polished one’s personal statement until it shines and already planned how to finance the next few years, however if you do not perform academically to your potential and close to your predicted grades, then such plans will not get you into the course of your choice. Academic progress, driven by one’s ability and attitude to learning, will be vital for a successful application.

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UNIVERSITIES

There is a plethora of information available to parents and students to help begin to make decisions about both the institutions and courses that are most suited to the students.

1. League tables: these can be used to classify universities by quality and reputation. They can be compiled either on a university-wide basis or, more helpfully, on a subject basis.

The most commonly used are those compiled by The Timesand The Guardiannewspapers who update these annually.

2. Student-authored guides: these give the unofficial view of universities. common of these are the Virgin Guide and Push Guide.

The most

3. University Prospectuses: these can be acquired free of charge from the university.

4. University Websites: these are often far more comprehensive than the paper-based versions.

Some guides are available in the Careers section of the Tait Library, although the Unifrog platform is now a rich source of easily accessible and up to date information.

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Russell Group Universities This group is considered by some to be like the US ‘Ivy League’ of the most prestigious universities in the UK. There are twenty-four universities in the group but they do not necessarily make the ‘Top 20’ as ranked annually by either The Timesor The Guardiannewspapers.

They are: • • • • • • • • • • • •

Birmingham Bristol Cambridge Cardiff Durham Edinburgh Exeter Glasgow Imperial College, London King’s College, London Leeds Liverpool

• • • • • • • • • • • •

London School of Economics (LSE) Manchester Newcastle Nottingham Oxford Queen’s, Belfast Queen Mary’s, London Sheffield Southampton University College, London (UCL) Warwick York

It is important to note that although these universities are very highly regarded, students should look very carefully at the course content at these and be aware that there are also other alternative institutions whose courses and teaching styles may be more suited and appealing to them.

Careful consideration should also be given with regards to the typical entry profile and offer for students, ensuring that both are well-matched and attainable for the individual.

If any student is interested in applying to overseas universities, they should look to meet with Mr Alderson as soon as possible during Year 12 so that a plan can be made to support their application. An appointment can be booked via Mrs Tompkins, Sixth Form Administrator.

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CHOOSING YOUR COURSE There is often, at this stage, the temptation to think of universities before considering courses.

This is understandable as Sixth Form students hear about how wonderful university X is or how good the social life is at university Y. I would advise that you think about and research the course first.

Remember, you are going to spend the next three, four or even six years studying this subject or subjects - so choose wisely. There are thousands of courses on offer so it may not be easy.

Clearly there are some in Year 12 who have already made firm decisions, mainly about vocational courses like Medicine, Physiotherapy, Speech Therapy etc. For the rest of you, it is worth considering the advice outlined below. This is particularly important if you are considering a course that you have never studied before, e.g. Psychology, Law and Sociology.

•

Follow your instincts and interests If you have a clear interest in a subject and you know that you would enjoy the subject matter at university then it is seriously worth considering for that reason alone. The best advice is often simply to follow your intellectual curiosity.

•

Discuss options with your teachers Do not wait for a teacher to approach you; take the initiative. Make a point of discussing options with relevant staff (teachers, tutor and Head of Year).

•

8VH WKH YDULRXV ´6HDUFKLQJ IRU RSSRUWXQLWLHVµ . Through this platform you can create search lists with really useful information, including typical grade offers.

•

8VH WKH ´ Search for Coursesµ WRRO RQ WKH 8&$6 ZHEVLWH http://www.ucas.com/ is the website through which your application will be made. Its course search facility is very useful and enables you to search not only by subject, but also by course type and geographical area.

•

Comparison of universities using Unifrog All Year 12 students have login details for Unifrog which has comprehensive information regarding all UK and overseas universities as well as the functionality to compare courses, universities on a wide range of criteria.

•

Consider possible Career Paths It is asking much to expect most 17year olds to know the career they wish to follow.

However, if you have a broad idea, then that may help to narrow your course options.

Always seek advice first.

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•

Record all your research in Student Research Proforma (see Appendix 1) Collating your findings is crucial to making the best possible choice and saves valuable time that could be wasted re-visiting university websites.

Hints and Tips • Choose a degree and course that you are likely to enjoy, especially if at this stage (like many others) you have no clear idea about a career path.

• Check carefully the course requirements. Do not make the mistake, for example, of applying to do a degree in Physiotherapy when you did not opt for Biology at A Level.

All good Physiotherapy courses now insist on Biology! It is also important to check that you have the correct level of GCSEs – in particular with regards to Mathematics and English Language.

• Some degree courses take not three but four years to complete. This is usually the case for Scottish universities and for Language degrees.

• Some degree courses have a ¶\HDU in RXW· the middle of the course (often abroad) extending the degree to four years. This is the case with Languages and increasingly for subjects like Politics where some courses offer a year in Washington or Brussels.

• Research carefully the meaning and expectations of new courses such as Law, Sociology and Anthropology. For instance, one student was surprised to learn that she had to complete a module in Statistics as part of her Psychology degree.

• Consider Joint Honours degrees, if you really enjoy two particular subjects. Many joint degrees are excellent and can give you more scope long term. For example Sport with Business Management or History with French can be just right for some students.

• Be realistic about your courses and destinations. There is no point in applying to universities whose entry grade requirements you have no real hope of matching. For example, Medical courses usually require straight A grades or AAB. You will not get offers unless you are likely to achieve those grades.

• Be aware that a good number of employers look to employ graduates, without a specific subject of degree necessarily in mind. For example, a high percentage of accountants did not study accounting and finance at university.

• Grades reflect the popularity of the course not necessarily its difficulty. If applying for popular courses, consider alternative but related courses such as History and/or War Studies. Both courses may have very similar content, but the required grades can vary significantly. Similarly, adding another subject can change the grades required (e.g. recently History at Leeds attracted an offer of AAA, History and French attracted an offer of AAB).

• Choose a spread of universities in your final list of five. In so doing, you may get offers from the best but equally you will have a couple of insurance choices as back up. Due to increasing competition for places in recent years, you should not necessarily expect to get offers from all five.

• Dentistry, Medical and Veterinary applicants are restricted to a maximum of four choices, but can use the remaining space to apply to another course (which should, of course, relate to their main choice).

• Do not mix subjects in your final choice such as applying to three universities to read English Literature and two more to read Biology. You need to show total commitment to one course. It is also very difficult to write an effective personal statement and reference with a varied focus. There are some exceptions to this, where courses are inter-related.

Predicted Grades Predicted grades are an important aspect of the application process. They are initially forecast by Heads of Department and predictions are made after lengthy consultation with teachers and Page | 11

following detailed examination of performance data during the year, including Year 12 test results and the end of year internally assessed examinations.

The school will err on the generous side in its predictions, aware of the importance attached to them in terms of gaining good offers, however not unrealistically so. There are rumours of departments at universities having blacklists of schools which significantly over-predict, and for the school to undertake such an approach would likely have a negative effect upon future New Hall students applying to those institutions in the future.

Initial UCAS forecast grades will be shared with students at the end of the Trinity Term, with a later revision in September, and there is a clear process by which such predictions can be explored and reviewed (although this could delay the completion of the application).

Your tutor will check that your course choices match your predicted grades and will, if necessary, help you to adjust your application.

UCAS Points Tariff All universities will advertise the typical basis on which they will make conditional offers. These will come either in the form of grades (e.g. BBB) or in the form of points (e.g. 120). Please note that the Points Tariff has undergone radical change for undergraduate courses starting from September 2017. Below is how such points are calculated: Grade A* A B C D E

AS Level 20 16 12 10 6

A Level 56 48 40 32 24 16

Extended Project 28 24 20 16 12 8

Universities which use the points tariff will recognise alternative qualifications. relevant to New Hall students are listed below:

The most

Music Examinations (ABRSM, LCMM, Guildhall, Trinity): Grade 6 7 8

Distinction 12 16 30

Merit 10 14 24

Pass 8 12 18

Merit 10 14 27

Pass 8 12 24

LAMDA and Trinity Drama Examinations: Grade 6 7 8

Distinction 12 16 30

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CHOOSING YOUR UNIVERSITY

Most of you will apply to read for a degree at five universities (N.B. you can only make four applications for Medicine, Dentistry and Veterinary Medicine, but the fifth choice can be used for a related subject e.g. Biochemistry). Before doing so, there are a number of factors to be considered. Most are outlined below.

Geographical Area Where in the UK would you like to be? Does Scotland or Wales appeal? Would you rather stay in and around the South East? Is it important to get as far away from home as possible?

Campus or City Would you prefer the bright lights of a city such as Manchester, Birmingham or Leeds? Would you rather the more self-contained, easily accessible campus such as Reading, Exeter or Kent?

Big or Small Is big or small more beautiful for you? Does the fact that Manchester has one of the biggest concentration of students in Western Europe appeal? Would you rather apply to a smaller university in a smaller town where you feel less anonymous?

Old or New Are you seduced by the thought of studying in the shadow of ancient buildings, majestic museums and stunning churches? Would you rather be surrounded by more functional structures, modern amenities and state of the art lecture theatres?

Non-academic factors Are sports facilities critical? Is it important for the university to have a good reputation in music and drama? Will the quality of the local ‘club’ scene be decisive? Is it desirable to be near a national park so that you can keep up your interest in outdoor pursuits?

Financial Considerations It is worth stressing that some towns/cities are more expensive than others in terms of cost of living. London, Oxford, Bath, Cambridge and Edinburgh tend to be on the expensive side whilst Hull, Lancaster, Leeds, Liverpool, Manchester, Newcastle or Sheffield would be cheaper than the average. Do look to find out about bursaries and scholarships which may be available to you.

Accommodation If this is an important consideration, then make sure you check that the university offers suitable accommodation to all new undergraduates.

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THE UCAS APPLICATION FORM At first glance, the UCAS form and procedures look complex and bureaucratic. Actually, the process is fairly straightforward once you have chosen your universities and courses.

The only way you can apply to a UK university is through UCAS, so you need to ensure that you do it properly. You will be advised during tutor time about how to complete the form.

All forms should be submitted to Mr Alderson by just before the October half-term of Year 13, so that they can likely be sent off to UCAS during November. You therefore need to be organised, motivated and committed to keeping to deadlines. It is worth remembering that the sooner you submit your application the better, allowing you to focus upon your studies.

Filling in the form All UCAS applications are made on-line through ‘UCAS Apply’. The application fee for 2021 entry was £26 for two to five courses applied for) will be added to your Lent Term account.

The following advice is worth noting: Your personal details • Avoid nicknames.

• Avoid strange email addresses e.g. fairyprincess@hotmail.com. Do NOT use the @newhallstudent.co.uk address • Do not forget your postcode.

• Be clear about your ‘residential category’; this is important for the purposes of tuition fees.

For UK nationals, the fee code will be ‘02’.

• Consider whether you wish to reveal the university background of your parents.

Your choice of courses • You can apply to a maximum of five universities (fewer if you wish). However, you are only eligible for ‘Apply Extra’, if you have used all five opportunities. This does not “open” until February.

• It is vital that you include accurate details of course, campus and university codes.

• You should ensure (where possible) that you choose institutions which are likely to make different offers – a spread of grades/points-based offers means that you can then choose as your insurance offer one which has a slightly lower threshold. Ultimately, however many offers a student is made from her/his total of five courses applied to, (s)he can only choose two: a firm offer and an insurance offer. In practice, this means that if your first choice course would typically be AAB, then ideally you would apply to two or three AAB courses, one or two ABB, with one at BBB. Your education • There is no need to include your primary or nursery schools.

Your qualifications • All your (I)GCSE results should be included and should be accurate not only in grades but also exam board and date taken. Please note that if results are found to be untrue, this could lead to an offer being withdrawn.

• All final A Level grades should be marked ‘pending’ because these will not be known until Results Day. Page | 14

• • •

Any dance, drama or music qualifications should also be included.

All international qualifications should be included.

IELTS results must be included for students with English as an Additional Language. A certain level in such tests will almost certainly be required from overseas’ applicants.

Your employment history • Emphasise any relevant work experience here as well as any regular employment that you have undertaken.

Your personal statement • See next section.

Your declaration • Remember, that by signing the declaration you are saying that the information you have provided is accurate and complete and that you agree to abide by the rules of UCAS. Your reference • Your tutor will write your reference with input from your subject teachers.

• It will include reference to your attitude, motivation, organisation and suitability for the course. It will also include your predicted grades.

• Remember that the school will always aim to be positive in its references, which distinguishes them from the academic report each student receives each year from their teachers.

• All students are encouraged to read their reference to check for any erroneous details, however we do not look to email/send out copies to students or parents.

Your submission • Once you have completed your application and consider it ready, send it electronically to Mr Alderson, by clicking “pay and send”. This will send it to him (and his team) for final checking, before being sent off to the universities.

• Be patient – it will take time for the form to be checked and then submitted. The internal deadlines have been set so as to allow the applications to be processed more efficiently– if you do not submit your application by the deadline given, then the delay may be considerable • To assist him in completing these checks he may delegate such a task to the two Heads of Year.

• If Mr Alderson finds errors on the form, he will send it back to you by email for amending (this is often the most time-consuming process, since every year forms are typically returned several times for errors). You should consider any comments carefully, seek clarification if necessary, and then look to amend your form appropriately and as soon as possible before notifying him that you have made whatever changes you wanted to make.

• Although there are certain details which will have to have been completed before the applications can be sent off, with regards to the personal statement it is meant to “come from the student” and the advisory team in the Sixth Form can only advise; it is up to the student to what extent they heed this advice. For more information about the personal statement read the next section.

Remember: to check, double-check, proof-read… and then ask someone else to do the same.

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THE PERSONAL STATEMENT This section is crucial because it is the only part of the application where you have a chance to select and emphasise specific points about yourself; it is your opportunity to sell yourself.

Clearly your academic potential and grades are crucial, and an academic focus should typically constitute the vast majority of the statement, but your wider experiences are also important.

You will spend time in May and June attending lectures and workshops that should help you to write your personal statement. In the meantime, however, here is some general information and advice: How do Admissions Tutors use the Personal Statement?

• To help them select candidates.

• To assess whether the candidate understands the nature of the course.

• To ascertain the level of interest that the candidate has in the course.

• To help decide between borderline candidates.

• To help them decide which candidates to interview • To give interviewers options for questions.

What information should be included in the Personal Statement?

• Reasons you wish to undertake the course, especially for ‘new’ subjects. The course may also link to your chosen career.

• How your interest in the subject has developed (but not using an exaggerated and clichéd phrase such as, “I have been pass ionate about studying …... since the age of 5 when…”).

• Your academic suitability for the course and reference to relevant academic assignments undertaken.

• The reasons for your chosen A Levels and how they may contribute towards preparing you for university study in general, and this course in particular.

• The level of interest you have in the course & the wider reading which you have undertaken.

• Your wider interests and extra-curricular activities including: sports, drama, music, Duke of Edinburgh Award, debating etc. and how these are relevant to your chosen course/university study.

• Details of relevant work experience; particularly when the course is vocational.

• Evidence of your personal qualities and skills (e.g. teamwork, leadership, IT, communication).

• Your positions of responsibility (e.g. team captain, prefect).

• Examples demonstrating your willingness to work hard and persevere with tasks.

Universities are also very keen to see accurate, well-structured, well-planned statements, displaying good use of English.

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What should you avoid on your Personal Statement?

• Don’t be tempted to download one from the internet or use whole phrases from someone else’s – this must be your own work. UCAS now uses sophisticated plagiarism software to detect personal statements that have been downloaded from the internet or copied from previous submissions; if you are caught, then your application may become void.

• Don’t waffle.

• Don’t refer to your qualities and skills without giving examples.

• Don’t start every paragraph with ‘I’.

• Don’t make mistakes; proof-read carefully and re-draft several times.

• Don’t refer to work experience without explaining the insights gained from it.

• Don’t make out that you are Superman/woman.

• Don’t say that your main interests include ‘going to the pub’ and ‘listening to Gangsta rap!’

How should you structure your Personal Statement?

The first task will be to read any entry profiles provided for each course at each institution, if these are available. These may include information regarding what the admissions tutors are looking for; exploring www.ucas.com/students/coursesearch is a good place to start. Students will be given clear guidance in May and June about how to structure an effective personal statement.

An example from Bristol University, for their History course, is given below with relevant targets highlighted:

“We look to see that the personal statement has evidence of high levels of interest in, and commitmentto, the study of history, and check that your interest in history extends beyond the syllabus (if you are currently studying history), and that you have read widelywithin the subject of history and that you have critically engagedwith that reading. We are also interested to hear about relevant any experience of the practice of history , e.g., museum work, or anndependent i research project.

We want to see that your personal statement demonstrates coherent, analytical and critical thinking . Credit is given for wellconstructed and accurately expressed argument . We may also take into account competence in a forei gn languageor an understanding of how other relevant disciplines can inform the study of history .

Once you have read the relevant information, make a list of the key characteristics and skills that your five chosen institutions wish to see in applicants and make sure that you address these in your statement. It is important to divide your statement into coherent paragraphs and you should aim to fill most of the page. Outlined below is a broad guideline, although there is no definitive structure which one should follow: Paragraph 1 • This is the most important section.

• State why you have chosen the course and your academic suitability to it.

• Explain (if appropriate) how it may link to your chosen career and you may include relevant work experience here.

• Give examples of the specific topics you have enjoyed, the presentations you have made, the research that you have undertaken, the field trips you have embarked upon, the books you have read, the links to your chosen career; stating such evidence is very important.

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e.g.

“I have always been fascinated by the past, beginning with childhood interests in time-travel and mythology. At school, I have been particularly enthused by my History lessons and by the scope and variety of the subject matter taught. This interest has been developed with student exchanges to France and History field trips to Germany and Eastern Europe. Such opportunities have encouraged me to undertake an in-depth study in 18th century French social history and I have also pursued some independent research into 20th century European dictators. Books like Hitler’s Willing Executionersby Daniel Goldhagen and the comparative study of Hitler and Stalin by Alan Bullock have extended my knowledge and understanding of the subject, as has my active membership of the History Society throughout my time in the Sixth Form. All in all, my commitment to History as well as my genuine skills in the subject have confirmed for me that I am suited to a degree course in History at university.”

Paragraph 2 • Outline your wider academic skills and refer to your other subjects (equally, you may include work experience here).

• Bring out your wider interests that have academic value and links. e.g.

“My interest in languages has been developed through my passion for travel. Trips abroad to places like Spain, France and India have also broadened my perspective on life and have exposed me to a breadth of different cultures and traditions. In addition, I enjoy visits to the theatre both to the West End and to smaller theatre companies either English or French speaking. I hope to extend these cultural interests during the year abroad of my languages degree.”

Paragraph 3 • Set out your areas of responsibility at school and in the wider community.

• Include your wider interests and commitments e.g. library duty, social events organiser, voluntary work, junior sports coaching, supporting Preparatory School pupils.

• Avoid simply creating a list (you may have to leave out some), and endeavour to touch upon the qualities you displayed with, or skills which were enhanced by, such responsibilities or commitments. e.g.

“Being nominated as a Student Council representative in the Sixth Form provided me with the opportunity to represent others in a responsible and fair manner. I had to extend my communication skills by speaking and listening in a large group. This experience should equip me to communicate effectively in an academic environment whilst at university. In addition, I have been involved in a number of drama productions as a technical assistant, working well as part of a team and realising the importance of meeting deadlines. Further responsibility has been gained as a member of the charity committee that helped run the school’s non-uniform days and raise funds for the poppy appeal and CAFOD. I intend continuing with similar cultural and social activities during my time at university.”

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Paragraph 4 • Stress your particular skills: computer literacy, languages, communication, working to deadlines, problem solving, using initiative, working independently etc. e.g.

“Work experience as a clerical assistant in a busy office enabled me to develop a number of important skills. Working in a small team ensured that I was able to listen carefully to others and work co-operatively with a variety of different people. In addition, I often had the opportunity to work independently which allowed me to use my own initiative. Such skills will no doubt prove useful during my undergraduate degree.”

Paragraph 5 • Your concluding remarks and observations. e.g.

“The combination of my A Levels and extra-curricular activities has made me a self-motivated, determined individual with diverse interests. I now feel prepared to take on the challenges and take advantage of all that university life has to offer.”

Your Personal Statement should • Show that you have skills suited to university life and that you will benefit from it.

• Show that you are an interesting personality with a passion for the chosen course.

• Be approximately 600 words long (4,000 characters including spaces), 47 lines long and must fit in the relevant box.

• Be checked by subject staff.

• Be drafted, re-drafted and re-drafted until you get it right!

• Not be plagiarised ²universities will check all personal statements for plagiarism.

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VISITING UNIVERSITIES The best way to judge whether or not you are suited to a university is to visit it, and we strongly encourage students (and parents) to undertake such a visit. The best time to visit is during an official Open Day. These are opportunities not only to visit the university facilities but also to explore your chosen department and meet current university staff and students. During the recent series of pandemic lockdowns such opportunities were scarce, but universities have sought to offer virtual opportunities to engage with their institutions so there will likely be a variety of ways to do so. Our policy with regards to Open Days during the term can be found in Appendix III at the end of this booklet. Alternatively, you may wish to spend time over the May half-term visiting your chosen universities. Contact these in advance and see if you can arrange to meet with an admissions tutor.

As fewer universities interview candidates, Open Days (particularly Department Open Days) are important events and enable prospective students to find answers to questions not included in the prospectus. The sorts of questions you could ask are outlined below: The Open Day Check-List Subject specific 1. Are my examination subjects acceptable for entry to the course?

2. What grades are usually required?

3. How are the teaching and assessment structured?

4. Are candidates interviewed before being offered a place?

5. What is the average intake of students each year onto the course?

6. What is the staff/student ratio? What is the male/female ratio?

7. Will I be at a disadvantage if I apply for deferred entry?

8. Is a gap year encouraged?

9. How is the course taught?

10. Will there be opportunities of study trips or visits abroad?

11. How good are the IT facilities?

12. How good is the careers service?

13. What do current students think of the course?

14. What is the reputation of the department locally, nationally, internationally?

General issues 1. What are the university facilities like?

2. Are all first year students guaranteed accommodation?

3. What is the accommodation like?

4. What student welfare services are available?

5. Can I keep a car safely?

6. How good are the catering facilities?

7. How good is security on campus/in the town?

8. What clubs and societies are available?

9. How active is the Student Union?

10. How easily do students find work once they have graduated?

For information on Open Days either consult www.opendays.com or explore the website of the relevant university.

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Consider the following before committing yourself • In the Trinity Term of Year 12, important lessons continue across the whole subject range.

• You do not necessarily need to go to Open Days for all five of your choices – that becomes expensive both financially and in terms of time.

• Where possible aim to attend Open Days on weekends or during holiday periods, not during term time, which will necessarily require you to miss lessons. Nevertheless, we do recognize that there are occasions when missing a day of school for such a visit is desirable. For more information about our policy with regards to this, please see Appendix III at the back of this booklet.

• You may wish to be cautious early on and then choose to attend Open Days at the universities that have given you offers. It may prove rather futile attending Open Days only to find that the university in question has rejected you.

• Remember that Open Days continue throughout the first term of Year 13 and students in the past have often applied for Open Days once they are fully immersed in the UCAS process.

• Try to team up with others to attend Open Days.

• Try and share lifts/transport – and please think of any boarders in your planning, who could benefit from this.

• You can visit London colleges in the afternoon and evenings – thereby avoiding missing a whole day of school.

• Think carefully about the Open Days you choose to attend and ensure your choices are realistic in terms of the grades needed to secure an offer from that university.

• Do not forget to seek the appropriate permission, if you are proposing to miss school for any such visits.

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INTERVIEWS & ADMISSION TESTS Once upon a time, all prospective university students were interviewed as part of the application process. Today, an interview is relatively rare. This is mainly because so many more students are going to university and it is simply too expensive to interview them all.

Essentially, all Oxbridge, Medicine, Dentistry and Veterinary candidates should expect to be interviewed along with some lawyers, some physiotherapists, some nurses, most teachers and some creative/art subjects (who are likely to require a portfolio of work).

The following section therefore is of main concern to these groups.

Before the interview • Request a mock interview through School (see Mrs Tompkins who can arrange for this to happen) • Organise your transport so that you get there in good time; there is nothing worse than rushing or arriving late.

• Dress appropriately; you do not need to wear a suit since smart casual is acceptable.

• Read the university prospectus and information about the department and course very carefully.

• Re-read your personal statement and UCAS form; many interview questions are based on this.

• Prepare answers for obvious questions e.g. why have you chosen this course, what has attracted you to this university, what are your strengths and weaknesses (go easy on the weaknesses), where do you see yourself in 10 years’ time, what qualities go into making a successful doctor/lawyer etc.

• Be prepared to discuss specific interests you have, books you have read, newspapers you read or places you have visited connected to your chosen course.

• If you are applying for a course that you have not studied before e.g. Law, make sure that you have a decent grasp of the subject before the interview.

During the interview • On the day, try to look calm, cheerful and reasonably relaxed. A firm handshake, eye contact and a smile will always go down well.

• Do not try to bluff in the interview; they may well see through you in seconds. If you do not know an answer, say so.

• Be engaging and enthusiastic; they like candidates who show a genuine interest in their subject.

• The interview is unlikely to come in the form of a ‘grilling’. Rather, interviewers aim to put the candidate at ease and want to discuss their thoughts and ideas.

• You will often be asked at the end of the interview whether or not you have any questions; have one or two ready to ask BUT do not ask questions on topics covered in the material already sent to you by the university.

• Beware of body language – avoid playing with your hair (a possible sign of flirtation) and do not cover up your mouth (a possible signal of lies).

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• • •

Sit up straight (it means you are alert), lean slightly forward (it means you are interested), nod in agreement from time to time.

Speak clearly, speak concisely and try to provide examples to illustrate your points.

REMEMBER – You never get a second chance to make a first impression!

How will the school help?

1. All students will be given the opportunity to receive interview/presentation skills training.

2. Mock interviews can be arranged for students, but students need to be proactive in seeking help with this and sufficient notice should be given.

3. Subject specific interviews can be arranged on an individual basis. You must inform your tutor immediately when you receive notice of an interview. S/he can then help to arrange a mock interview.

Admission Tests A number of undergraduate degree courses now require students to sit tests in addition to submitting their UCAS form. These are for the very over-subscribed courses such as Medicine, Veterinary Medicine and Law and are increasingly being used by Oxford. You will need to check carefully the test that is required by each institution and the manner in which this needs to be completed. You will also need to check the date of the test, since this can fall in the October halfterm break.

In brief, examples of tests are as follows: BMAT:

ELAT: HAT: LNAT:

Mathematics/ Computer Science Physics: TSA: UCAT:

BioMedical Admissions Test. Used by a growing number of universities for Medicine, Veterinary Medicine, Dentistry and Biomedical Sciences. For a full list see: http://www.admissionstestingservice.org/for-testtakers/bmat/about-bmat/.

English Literature Admissions Test (Oxford).

History Aptitude Test (Oxford).

National Admissions Test for Law (used by Birmingham, Bristol, Cambridge, Durham, Exeter, Glasgow, King’s College London, Nottingham, Oxford and UCL).

Mathematics & Computer Science Aptitude Test (Oxford).

Physics Aptitude Test (Oxford).

Thinking Skills Assessment (PPE and Economics & Management at Oxford).

UK Clinical Aptitude Test (Medicine or Dentistry. Used by over twenty universities – see UKCAT website for details).

Cambridge also test students at interview in the following subject areas: Medieval and Modern Languages, Computer Science, Natural Sciences, Engineering, and Economics. With the national changes to A Levels gathering pace, it is likely that further tests may be created. Although we endeavour to keep abreast of such changes, students should look to explore the nature of any entrance tests and ask for support, if this is required.

Non-traditional Interviews In recent years universities have been calling students to interview for subjects not listed above.

These are rarely interview days of the traditional type; they are usually designed to help the universities decide if you are a serious applicant and to promote their course and institution to you. There may be a group interview, which is usually very informal lasting only ten to fifteen minutes, comprising of one or two general questions and then an opportunity for the applicants to discuss any questions they themselves may have about the course. Students would be well advised, however, to prepare fully for these to ensure that they impress on the day and can discuss this with their tutors.

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OFFERS All applications submitted by 15 January 2022 will be considered by British universities (although we strongly recommend that you submit your application in good time before that, if this is possible, which is reflected in our internal deadlines). There is a late March application deadline for receipt at UCAS of applications for Art and Design courses, except those listed with a 15 January deadline.

UCAS will acknowledge your application and will ask you to check that it has interpreted your application correctly. Your acknowledgement will include your application number as well as your password to enable you to log into the UCAS Track system to follow the progress of your application. It is advisable to keep a careful note of your application number and quote it if and when you need to contact UCAS. Decisions Decisions will then come from the universities in random order (most will have decided by the end of March in Year 13). These decisions, or offers, should start to arrive a few weeks after you apply (which in some cases can be as early as November) and are communicated to you via UCAS Track.

If you have a long wait, it possibly means that you are a borderline candidate, but don’t read too much into it. Some popular universities give late offers as do many medical schools. Others have a policy of waiting until after the final deadline (15 January) to process all applications at once.

Before they make final decisions, they may invite you to interview or they may offer you a place and invite you to an Open Day/Applicant Day. You will receive one of three decisions: • U = unconditional offer (these are relatively rare, but more recently seem to be being offered). You are in! No further qualifications are required, although it is very much in your interest to continue working towards achieving your predicted grades.

•

C = conditional offer Still some work to do! If you accept the offer (say BBB or AAB) and you achieve the grades, then you are in.

•

R = rejection Sorry – no place.

Replies You have to reply to any offer you receive, but not until you have all your decisions. This is all completed on-line. e.g. you may get an offer of BBB or 120 points.

You may, however, receive a more specific offer e.g. BCC, but the B must be in Geography.

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Accept or decline?

Many students get three, four, even five offers but you should not necessarily expect to receive an offer from every choice; this is increasingly rare due to the increased competition for places in recent years. However, many offers you receive, you must reduce these down to two. We advise students not to decide hastily, but take the time they need to research a little more, visit the site and/or see how their work progresses up to the deadline, which is typically early in May. You may find yourself in the situation below where you have four offers: You now need to make one firm and one insurance offer and decline the rest.

Firm Acceptance If you firmly accept an offer this means that it is your first preference. You can accept only once, you will not be able to change or cancel your reply.

Insurance Acceptance You may also hold one additional offer as an insurance acceptance. In almost all cases, your insurance offer should be lower than your firm offer, to allow for missed grades in August.

Decline If you decline an offer, you are indicating that you definitely do not wish to accept it. Be quite sure before you decide.

Before you make your final decisions you should discuss your decision with your tutor and/or one of the Sixth Form management team. Typically, most students will decide upon which two courses will be accepted sometime in April, but they should check the condition of offers from UCAS. What do universities look for when they give offers?

• Intellectually able applicants.

• Motivated applicants.

• Competitive applicants.

• Applicants who are likely to accept.

• Applicants who are likely to make a valuable contribution.

• Applicants who are likely to get the grades. :KDW LI , GRQ·W JHW DQ\ RIIHUV" This is very rare, but it does happen. You must inform your Tutor immediately. Indeed we advise that you regularly keep your tutor up to date with the progress of your applications.

Currently we can view your progress, however the information we receive for the cohort of students is updated only once a month.

1. You can apply for ‘UCAS Extra’, which means you can re-apply for other courses or universities and your deadline is the end of June. This is done one university at a time.

UCAS will publish listings of courses that will still consider applicants. You should discuss this with your Head of Year.

2. You can ‘go through clearing’. This system operates once results have been released in August. There is still a chance that you can get into your chosen course, if places are still available. On Results Day in August all students who do not quite get the required grades for their chosen courses, are given guidance and support through this process.

3. You can re-take some of your examinations and re-apply the following year.

4. You can apply for an alternative course.

5. You may decide to take a Gap Year and re-apply.

6. You may decide to go into employment and delay going to university.

7. You may decide to apply for Apprenticeships Page | 25

Remember – all is not lost if you get no offers. Much can be done before (through ‘UCAS Extra’ or through Clearing) to secure you a place at university, if that is really what you want.

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RESULTS DAY & BEYOND

Results will be issued around the middle of August.

It is advisable to ensure that you are in the UK on that day – avoid booking a holiday at this point and come into school on that day if you can. Coming into school will mean that you can directly access the advice and support from staff. If you are a boarder or if you are going to be away during results, make sure you have a way of contacting the school to help you with your final decision-making. However, you must remember that the day is very busy and it may take some time to speak to a member of staff on the telephone. Please be aware that we cannot give out examination results over the telephone.

You must also ensure that you have submitted your contact details before you leave at the end of term. N.B. If you are a boarder and submitted New Hall as your main postal address during the application cycle, you must change this in July before you leave the school.

Before results day you need to have thought of the following • Will I definitely accept my offer?

• Am I, even at this late stage, thinking of a Gap Year?

• Do I have a ‘Plan B’ in case I don’t achieve the required grades?

• Do I understand ‘Clearing’?

• Will I do better than expected?

• Have I accumulated all the relevant information for my chosen university?

Having one parent and a mobile phone on the day is very handy! UCAS Track is updated at 8.00am on Results Day and it is highly advisable to check whether your place has been confirmed as soon as possible. Later in the day the UCAS system will get extremely busy which can cause stressful delays.

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If your examinations go well and you meet your offers • You need to confirm your place.

• Before the end of August, UCAS will send you an official notification of the result of your application. If your place is confirmed, you will be asked to reply to the institution within seven days.

• You need to deal with your university registration, accommodation and induction procedures, details of which should be sought directly from the institution you have accepted.

• You need to sort out your finances and loans, if this has not already happened. Students will have been advised about Student Finance earlier in Year 13 and encouraged to apply for the various loans available.

• Each year there may be a few students who may have achieved grades significantly higher than expected and higher than those required in their offer, who may wish to explore whether they can change their plans and look for an alternative course with such higher grades. There is a helpful guide at the following link: http://www.ucas.com/how-it-allworks/undergraduate/results/better-than-expected.

Some universities will still offer you a place even if you have missed the conditional offer. The chance of this happening, however, varies greatly from course to course. You should contact your university straight away to check if the offer still stands. The universities have the results well in advance of you, so will have already made the final decision.

If your grades are disappointing and fall short of your offers 1. You will need to take advice from staff. Each department will have a representative in school on the morning of the Results Day; typically this representative will be the Curriculum Leader. Other senior staff are available too.

2. It is important that you make yourself available on both the Thursday and Friday of that week. We advise students to come in early to school (typically from around 7.30am) on the Thursday so that advice can be given and an action plan discussed before phone lines open in universities.

3. You will need to find out about vacancies through the clearing system.

4. Being prepared to go to the university in person or emailing across your UCAS personal statement may be an advantage.

Vacancies will be published in various newspapers including the Independent and on the UCAS website. Official help-lines are also available. You must have your UCAS number to hand.

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WORK EXPERIENCE For certain courses, some sort of relevant work experience is increasingly regarded as essential.

These include: • Medicine and Dentistry.

• Physiotherapy.

• Veterinary Science and working with animals.

• Architecture.

• Education.

• Law. • Speech Therapy.

Students, however, of any course are encouraged to embark on a period of work experience, for it can often be a valuable addition to their Personal Statement.

University admissions tutors inform us that students should not only mention such experience on their UCAS forms but should also outline the insights that they have gained from such an experience.

For example: “A student last year applied to read Psychology at a prestigious university. She was unable to secure any directly relevant experience so instead decided to work in a primary school for a week in July. Whilst there she asked if she could observe and study the different learning habits of 7 year olds and gained some fascinating insights into the differences between boys and girls of that age. She highlighted some of these observations on her UCAS form and such revelations are genuinely well received.”

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TAKING A GAP YEAR There has been a very wide range of Gap Year opportunities available to students. Thousands of school leavers every year have deferred their entry to university in order to gain some experience of the wider world. Opportunities include: • A year in industry.

• Paid employment.

• Volunteering.

• Acquiring a new language.

• Going on an expedition.

• Qualifying as a ski/sail instructor.

• Enrolling on an Art History course.

Before deciding whether you are going to embark on one, it is worth considering the pros and cons. Please note that real advantages can only be gained if you spend your Gap Year productively. With the recent pandemic, the opportunities for GAP years have been severely curtailed, but we are hopeful that these will start to regrow soon.

Advantages • Maturity Students arrive at university a year older and a year wiser. They have also matured greatly (if they have used the time productively) and have learnt to become independent and self-reliant. It is often easy to spot the Freshers who have taken a Gap Year, for not only do they look healthy; they are invariably more outgoing and confident.

• Rested Students start their degree courses having had a break from the academic and examinations treadmill. They often appear fresher and ready for the academic challenges ahead.

• Finances Students can, and do, spend part of their Gap Year making and saving money for university. This is becoming increasingly important.

• Skills Students can, and do, gain new skills and valuable work experience during Gap Years, making them more attractive to potential employers.

Disadvantages • Time Time is often cited as a concern regarding Gap Years particularly for students thinking of pursuing long degrees like Medicine.

• Continuity Continuity has been known to be a problem in certain subjects like Mathematics and Science whereby students simply forget much of what they learnt in the Sixth Form and have to spend much of their first year at university catching up.

• Distraction Distraction is something that worries some parents. The fear is that by taking a Gap Year, a student will want to opt out of university altogether (in our experience this rarely happens).

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Choosing/planning your Gap Year There is an abundance of organisations ready and willing to sign you up and part you from your money. It is therefore well worth planning and researching your options carefully to ensure that you embark on the right adventure for you and get value for money on the way.

It is worth asking yourself these key questions: • Do I want to travel abroad or stay in the UK? • Do I want to spend part of the year in the UK and part of it abroad?

• Do I want to work as a volunteer or for a local wage?

• Do I want to embark on a real challenge / adventure?

• Do I want to be involved in conservation work?

• Do I want to spend time in the Developing World?

• Do I want to teach?

• Do I want to learn a new language?

• Do I want to learn a new skill?

• How will I pay for it?

• Have I informed my university that I will be deferring for a year?

• Do I need to save some money for university?

• Will I plan the year out myself or go through a reputable organisation?

• Have I contacted the foreign office about safety issues?

• Have I taken out full insurance?

• Have I consulted my doctor regarding medical issues?

Useful contacts There are many organisations that now cater for and organise Gap Years. Most relevant information and contacts are held in the careers library. An excellent starting point is ‘Opportunities in a Gap Year’ published by Careerscope (2005) (approx. £10: ISBN 0901936995).

The following websites might also prove useful starting points: • www.aventure.co.uk - Africa and Asia venture.

• www.bunac.org - working adventures worldwide e.g. summer camps in the USA. • www.changingworlds.co.uk - voluntary and paid placements worldwide.

• www.esu.org - English Speaking Union exchange scheme.

• www.gapforce.org – overseas gap year programmes, summer programmes and volunteer abroad projects • www.gapyear.com – worldwide jobs and advice on travel • www.i-to-i.com - specialising in TEFL courses.

• www.interrail.eu - unlimited rail travel across 30 European countries.

• www.notgoingtouni.co.uk – gap year and voluntary programmes from NGTU partners • www.oysterworldwide.com – paid work programmes overseas • www.pgl.co.uk/gapyear - work on adventure holiday courses in UK and overseas.

• www.projects-abroad.co.uk - teaching and projects abroad.

• www.skilegap.com - train and work as a ski instructor in Canada.

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OXBRIDGE Competition for places at Oxbridge is fierce, so only students with a very strong academic record should apply. 15 October is the deadline for the receipt at UCAS of applications to the universities of Oxford or Cambridge. This is significantly earlier than the January deadline for all other UCAS applications. Consequently, Oxbridge applicants must prepare their applications well in advance of other students and, therefore, good organization and planning are essential.

In order to make a realistic application, students should meet the following criteria: • A very strong GCSE profile: seven or more grades at 9-7 (A*/A) grades • A passionate commitment to their chosen subject. Additional and broad reading around the subject will be assumed and tested. With this in mind, it is strongly recommended that Oxbridge applicants undertake an Extended Project, which will ideally be completed before they go (if called) to interview; indeed, it is our expectation that such candidates will have undertaken this.

The vast majority of A Level students who are accepted by Oxbridge (97.4%) achieve A*AA or better. The offers from Oxbridge will range from AAA to A*A*A*, so you have to be realistically on track to achieve these grades.

There are no GCSE requirements outlined by either university. It is more important that a potential applicant has a GCSE profile which is strong overall (i.e. contains a majority of grades at 9 and 8 (A* equivalent).

Please remember that the Oxbridge teaching process is distinct and different from other universities in the UK. The system is based on tutorials (often with just one or two students) with the academic tutors. Your contact time might be quite limited and the system relies heavily on your own self-discipline, commitment and tenacious willingness to read, analyse and discuss.

There will be nowhere to hide and you must enjoy this very focussed and intense study. The terms might be relatively short (usually 8 weeks) but they are relentless and demanding. If you think that this level of intensity is daunting and frightening, think carefully before pursuing an application.

You must be prepared to undertake the extra work and preparation provided by the relevant department and use your summer holiday to strengthen your application. You will also need to attend the relevant Open Days. Participation in the fortnightly Oxbridge Preparation meetings is also strongly encouraged.

You could also defer your application until after you have completed your A Levels – this is sometimes known as a 7th term application. This option is becoming increasingly popular as the competition for places based on predicted grades is intensifying and you will have an advantage if you have already achieved the grades they require.

Those students who have ambitions to apply to either Oxford or Cambridge should already have identified themselves to Mr Bray Director of Studies, who coordinates the Oxbridge programme.

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STUDENT FINANCE All the information below is taken from www.gov.uk/student-finance. Please see this website for further details, since changes will be updated there first and the information below may not reflect such changes after publication of this booklet. Nevertheless, the information below should give you a feel for how student finance is organized and assessed.

The rates listed below apply to new students for the 2021-2022 academic year.

How much will your university or college course cost?

If you are going to university or college the main costs you’ll have are: •

Tuition fees (the amount you are charged each year for your course).

•

Living costs (money for accommodation, food, bills and books).

Your costs will vary depending on where you study and live. Grants, bursaries and loans are available to help you with these costs.

Full-time student costs Tuition fees Check your university or college prospectus or website to find out what your tuition will cost.

The maximum tuition fees a university or college in the UK can charge full-time students from England is £9,250.

Not all universities or colleges will charge the maximum amount. Those that charge over £6,000 will need to ensure that students from all income groups can access their courses.

Tuition fees for gap year students If you decide to take a gap year and delay your entry from 2022/23, your tuition fees will be at the 2023/2024 rates.

Help with university or college costs - full-time students Loans to cover your tuition fees You do not have to pay tuition fees up front, you can get a Tuition Fee Loan to cover the full cost.

Your Tuition Fee Loan is paid directly to your university or college. You will have to pay your Tuition Fee Loan back when you earn over a certain amount. See ‘Repaying student loans’ below for details.

Tuition fee bursaries and scholarships You may be able to get a bursary to help towards your tuition fees. You do not have to pay bursaries back. Bursaries are available if you are charged the maximum and receive the Special Support Grant. See ‘Grants to help with your living cost’ below to find out about these grants.

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Maintenance Loan All full-time students can apply for a Maintenance Loan to help with their living costs. The exact amount you can borrow will depend on several factors such as: • Your household income.

• Where you live.

• When your start your course.

• What year of study you are in.

You have to pay Maintenance Loans back when you earn over a certain amount. See ‘Repaying student loans’ below for details. The amount available as a Maintenance Loan is dependent upon the annual income of your parent(s), who are expected to provide financial support during your university course. See the table below for those living away from home and studying outside London. For further information and a fuller breakdown of the different calculations visit the Student Finance Calculator at gov.uk/student-finance-calculator, or Martin Lewis’ clear and helpful guide at https://blog.moneysavingexpert.com/2020/09/martin-lewis--how-much-thegovt-expects-parents-to-give-their-ch/?_ga=2.260300943.308568431.16147073091746475314.1613563997

These maintenance loans are paid into your bank account at the start of each term, once you have registered on your course.

Part-time student costs Tuition fees Page | 34

Universities or colleges can charge tuition fees up to £6,750 a year for most part-time courses, however this may change in the future. Check with your university or college how much they charge. It is also worth finding out how much the fees are likely to rise over the length of your course.

Tuition Fee Loans If you are a part-time student who is starting your first degree, you may be able to get a Tuition Fee Loan to cover your tuition costs. Eligibility depends on the 'intensity' of your part-time course being at least 25 per cent of a full-time course. For example, if your course takes six years to complete and the full-time equivalent takes three, the intensity will be 50 per cent. Ask your university or college, if you are not sure.

Loans to cover your course costs If you are a part-time student you may be able to get a Professional and Career Development Loan. This could help with your course fees and living costs. It is a bank loan you pay back when you finish your studies. The amount you can borrow for your whole course is between £300 and £10,000.

Repaying student loans You pay your Tuition Fee Loan or Maintenance Loan back from the April after you leave your course and earn over £27,295 a year. A very useful guide to student loans is www.moneysavingexpert.com/students/student-loans-tuition-fees-changes If you’re on a part-time course, repayments start in the April after three years of study if you earn over £27,295. This applies even if you are still studying.

'LVDEOHG 6WXGHQWV· $OORZDQFHV These are aimed at helping people with a disability, mental health condition or specific learning difficulty (e.g. dyslexia) to study on the same basis as other students. How much you get depends on your individual needs.

More information regarding the provision for students with learning difficulties can be found at https://www.gov.uk/disabled-students-allowances-dsas/overview .

A clear and informative talk on tuition fees by finance expert Martin Lewis is available on YouTube. He dispels several myths and has reassuring advice on the true costs of repayments.

Please see: http://youtu.be/55fKa-ErQ8E https://www.moneysavingexpert.com/students/student-loanstuition-fees-changes/

Please note that figures listed above may change and so you should always check for updates, by following the links listed above.

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OVERSEAS UNIVERSITIES

There are many exciting options beyond the UK university market and a vast array of choices (in the USA alone there are over 3,000 colleges/universities – UCAS for UK-based universities and colleges numbers just over 130). With fees for students wishing to study at UK universities now averaging c. £9,000 p/a (back in 2012 it was a third of this price!), looking overseas is now growing in popularity, there being less of a distinction now in cost between UK-based universities and overseas ones; please ensure you check the tuition fees for each individual European university following Brexit. A key question to consider is where you should go to study and why there. There is no “correct” answer for this, since your needs/interests/learning style/sense of adventure etc. will be unique to you. There are an increasing number of subjects offered overseas in non-English speaking countries (e.g. Netherlands, Spain) which run courses taught and assessed in English, and recognised as commensurate with a similar English qualification, so do not be put off by its location. Those interested in studying overseas should make direct contact with Mr Alderson who will arrange an initial meeting and look to help coordinate your application.

A few good resources to use, which will also update you with useful events being organised (usually in London) are the following websites: 1. http://thestudentworld.com/ (this covers a number of EU countries, NZ/Australia, USA, Canada and a few others, giving advice also on Finance/Travel as well) 2. http://www.fulbright.org.uk/ (this focuses specifically on studying in the USA, and a really useful point of contact for questions/timelines for applying etc.; you can sign up for the e-newsletter, which is useful).

3. https://www.prospects.ac.uk/postgraduate-study/study-abroad (this gives information about studying across many countries; how to apply, cost, universities in the country, advice about applications etc. – an excellent starting point).

4. http://astarfuture.co.uk/students.html (a site dedicated to advising about studying abroad; lists over 500 courses which are taught through English but outside of UK – with a useful subject search) 5. http://www.topuniversities.com/ (a site with links to universities sorted by continents; useful resources for advice; events; annual world ranking of universities) 6. For applications to Ireland – go to the Central Applications Office. http://www.cao.ie/index.php

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Considering undergraduate degree study in the USA is becoming increasingly popular. The advantages are easy to identify: • • •

Experiencing a different culture and lifestyle.

Experiencing a broader education – normally two years of a broad range of subjects, followed by two years focusing in on a ‘major’.

Studying in the USA can be advantageous if you are considering working there later in life.

However, there are a number of possible disadvantages: • •

• • • •

Undergraduate courses usually last 4 years.

It can be very expensive for international students (top institutions charge around $30,000 per year; approximately $10,000 on accommodation and $1500 for books and insurance).

See www.internationalacac.org/scholar-program for information on scholarships.

You will need a visa to study and an additional visa to undertake paid work.

There is no NHS and health insurance is compulsory.

Legal alcohol consumption age is 21 in most states.

Law, Medicine and Dentistry are postgraduate courses.

The good universal source of information about USA university study is found at www.fulbright.co.uk.

Admission Criteria As is the same in the UK, universities vary their selection criteria based upon reputation and popularity. Ivy League universities (top) usually look for an SAT score of 1310 and accept students from the top 10% nationally. Students who have a B/C profile at A Level should be eligible to compete for places at the universities that fall just below Ivy League status, but are still highly competitive. In addition, students should have achieved at least a B grade in Mathematics, English, a science, a foreign language and a humanities subject at GCSE. There is no centralised admissions process in the USA, so an application will have to be made to each university individually, for which there will be a charge. Closing dates for applications will also vary according to each institution, but are usually one year in advance of the date of entry.

In addition to the application form, you will also usually need to submit: • A personal statement.

• Examination certificates.

• References and/or school reports.

• Essays.

• Certificate of financial responsibility.

SATs (Scholastic Assessment Tests) SAT stands for Scholastic Assessment Test. These tests are designed to test aptitude rather than taught knowledge. Having said that, practice is essential: the tests are timed (3h45mins) and multiple choice. If you get answers wrong, you lose points, and many of the multiple choice answers are designed to trick you into answering incorrectly. For SAT I there are two sections Mathematics and Verbal. SAT II and ACT tests may also be required by more selective institutions. See www.collegeboard.com for more details and sample papers. You are advised to book test places well in advance at local centres, due to increasing interest in USA universities.

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ALTERNATIVES TO UNIVERSITY APPRENTICESHIPS Apprenticeships offer a valid alternative to university, with the qualifications to match. If you choose to do a degree apprenticeship, you will still get to graduate with your cap and gown, but you will also build up several years of work experience – this is something you will not get if you undertake a standard undergraduate degree.

An apprenticeship is a job with substantial training, a way to earn and learn, gaining a real qualification, long-term career path and the possibility for higher earnings. You will not build up any university debts: you will have been earning for the length of your apprenticeship and there are no tuition fees.

An apprenticeship is not an easy option. You will be starting a challenging job and trying to prove yourself in the workplace, while getting to grips with studying for a degree. You will be expected to achieve academically and at work, managing your time and adjusting to longer hours with fewer holidays than at school or university. You might have to travel or relocate to find the right opportunity for you.

What is an apprenticeship?

An apprenticeship is a combined package of work and study. As an apprentice, you will be employed by a company and you will be paid a wage for the work that you do. Apprentices are entitled to the same rights as other employees: a contract of employment and at least 20 days paid holiday per year, including bank holidays.

You will spend most of the week at work (usually a minimum of 30 hours) watching, learning and “getting stuck in”. You will be learning from colleagues across all levels of the business, typically working closely with someone more senior who will review your progress and coach you. You will also spend time attending college, a university or training provider, training at work or online. Some apprenticeships use a combination of options; your employer will decide which method works best.

What grades do I need?

Entry requirements vary from programme to programme, and depend on the sector and prior skills.

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What Apprenticeships are there?

There are hundreds of different apprenticeships on offer. From Accounting to Aerospace Engineering, new apprenticeships are being developed all the time with more highly skilled apprenticeships popping up each year. Big companies like Rolls Royce, GlaxoSmithKline, Goldman Sachs and the BBC offer degree apprenticeships, but you will also find smaller companies offering them, too. As well as being flexible and adaptable to suit changing business needs at work, you will also need to be self-motivated during independent study, and be prepared to put what you learn into practice.

Sought-after skills and qualities: ● Teamwork ● Collaboration ● Interpersonal skills ● Enthusiasm ● Motivation apprenticeships* qualities ● Communication ● Analysis ● Creative solutions ● Attention to detail ● Logical thinking ● Initiative

What are employers looking for?

An apprenticeship is designed by employers - this means you will be developing the right skills and knowledge to be a success in your chosen industry. They are looking for personal aptitude and enthusiasm rather than just your academic ability. It helps if you have a particular interest in the area you want to work in and can demonstrate this from previous experience. Anything that can demonstrate your interest and your readiness for work could help you stand out from the crowd.

Which level is the right level?

There are various levels of apprenticeship that you could apply for. Courses take between one and six years to complete depending on the level.

Apprenticeship

Level

Intermediate

2

Advanced

3

Higher

4, 5, 6 and 7

Degree

6 and 7

Equivalent educational level 5 GCSE passes (grade A*-C or 9-4) 2 A-Level passes/Level 3 Diploma/International Baccalaureate Foundation, Bachelor’s or Master’s degree Bachelor’s or Master’s degree

Career Prospects The prospects for higher and degree apprentices look bright. One of the reasons businesses take on apprentices at these levels is that they need a highly-skilled workforce. This is a good thing for the company but also for you. Exactly what happens after an apprenticeship will depend on your employer and your contract. Many higher and degree apprenticeship programmes are designed to develop the leaders and managers of the future. The experiences you gain as an apprentice can provide a springboard towards promotions and higher-level opportunities. After several years Page | 39

working with managers and peers, experiencing various aspects of the business and developing the essential skills and knowledge, you should have become a very valuable employee. It is not unusual for an ex-apprentice to work their way up to the boardroom.

The Recruitment Process There can be a number of stages to get through before you even get to a face-to-face interview: an application form, online tests, perhaps a phone or online interview, before going to an assessment day. You might find that smaller organisations have a slightly more informal or personal process, perhaps involving an initial written application, followed by face-to-face interview stages if you are shortlisted.

How to apply and next steps There are a variety of ways you can find the apprenticeship that is right for you.

1. Search for the most up-to-date apprenticeship opportunities on UNIFROG. 2. Use the ‘Find an apprenticeship’ tool on GOV.UK (https://www.gov.uk/applyapprenticeship). Once you register, you can set up email and text alerts to inform you about new apprenticeship roles.

3. You can also find a range of vacancies at https://www.ratemyapprenticeship.co.uk/, as well as thousands of apprenticeship reviews.

4. It is worth checking directly on employer recruitment sites too. Visit https://amazingapprenticeships.com/ and use ‘Vacancy snapshot’, which provides useful information on well-known employers – this may help you with your application.

When to apply: Unlike university applications, there is no fixed deadline when it comes to applying for apprenticeships. Vacancies appear throughout the year. Do not wait until the deadline to apply; some companies close their recruitment as soon as they have sufficient candidates.

As a general rule, vacancies with larger companies start appearing in the autumn, but the majority pop up from January or February onwards. Smaller businesses might start recruiting a month or two before the job starts, so if you hope to start work in August or September, you might start looking from Easter onwards.

Do check start dates closely, to make sure you will have finished school. Start your research early – the sooner the better, so you have time to fill any gaps in your CV with the things employers are typically looking for, including getting some relevant work experience.

Stay focused! It is normal to have some doubts and nerves about the process, especially around April/May, when your friends have received all of their university offers and you might still be waiting to find the right apprenticeship to apply for. The key is not to panic. Keep calm and focus on making a great application when the right opportunity arises.

Can I apply for both (university and apprenticeships) at the same time?

If you are undecided between going to university or applying for an apprenticeship, you can apply for both. There is nothing stopping you from applying to university through UCAS while keeping your eye out for interesting apprenticeship vacancies. Try not to think about it as Page | 40

university or an apprenticeship. You are not restricted to one apprenticeship application either – you can apply for multiple apprenticeship opportunities. However, in the end, you will have to make a decision. Therefore, ensure you research your options carefully to help you make the right choice for you.

Examples An example of a higher apprenticeship offer that was made to a past New Hall student:

Some examples of degree apprenticeship offers that were made to past New Hall students:

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A Focus on Degree Apprenticeships: • • • • • • •

It is a growth area You still get to graduate with your cap and gown In addition, you will have built up several years of work experience No university debts - no tuition fees and you will have been earning for the length of your apprenticeship Average student debt after completion of undergraduate degree = £40-50k Degree apprenticeship = c.£15/16k/year wage and no debt c.£100k difference

Degree Apprenticeships ²things to think about: • • • • • •

A degree apprenticeship will not suit everybody (however, a standard university degree doesn’t suit everybody) Student experience will differ from a standard degree course You will experience campus life but only up to a point You won’t be living in halls of residence Motivation is key - degree apprenticeships are tougher than doing a degree You will be expected to achieve both academically and at work, managing your time and adjusting to longer hours with fewer holidays than at school or university

Apprenticeships ²general points to consider • • • • • • •

Is there a real job at the end of it?

Will I have the same status in the company as somebody who has a standard degree?

Can I move into a management role?

Will your education be as broad as if you went to university?

Am I suited to university? Would an apprenticeship suit me better?

Do I know what I want to do? If not, a standard degree might be the most suitable option.

You could apply to university and apply for apprenticeships (keeps your options open).

How we aim to support you?

A support programme is in place for those students who want to apply for apprenticeships. We have connections with a company, Pathway CTM, which offers significant and professional support for our students (https://pathwayctm.com/ )The students are given a variety of opportunities to find out about apprenticeship opportunities through presentations from representatives from Pathway CTM and by visiting the National Apprenticeship Show. Pathway CTM, to which students have access, provides assistance to all students who make apprenticeship applications. This includes (if required) helping them put together a CV, helping them to complete application forms, and giving them advice about assessment days and interviews. Tailored mock interviews can also be arranged. Furthermore, Pathway CTM offer a mentoring programme that the students can access for further support with any applications they make.

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Apprenticeship Success: Although interest varies from year to year, over the last few years our students have received some excellent offers (for higher/degree apprenticeships) from a variety of well-known and wellrespected companies including those listed below. For the vast majority of these, the balance between paid work and training within an exciting work environment has proven to be an outstanding choice for these individuals.

•

UBS

•

Moore Stephens

•

RSM

•

Mott MacDonald

•

Unilever

•

Weston Homes

•

PwC

•

AON

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WHAT HAPPENS NEXT?

Outlined below are some of the key stages of the process from March until the end of Year 13: March ²June (Year 12) Students should: • Visit the UCAS website and explore further the Unifrog platform.

• Begin their university and course research, recording findings in their Unifrog profile.

• Conduct a variety of ‘virtual tours’ of universities on-line.

• Identify Open Days of interest.

• Attend Virtual Open Days where possible before considering attending open days (when they become available again) • Consider visiting a university, but not when they have examinations during the Year 12 Examination Week (tbc in late May or early June 2021).

• Access Oxbridge advice.

• Reflect upon the suitability and desirability of Apprenticeships as a viable pathway. A number of students explore this alongside undertaking a UCAS application, so one can do both.

• Work hard across all subjects!

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May ²July (Year 12) Students will experience: • Internally-assessed examinations, which are undertaken with clear feedback to help to build an effective plan to maximise academic potential.

• Initial UCAS Forecast Grades to assist with course and institution selection.

• The Future Pathways Programme, which involves a variety of university application preparation sessions. This is conducted over a number of weeks. This will include tutorials, explaining how the UCAS on-line application system works.

• One-to-one support from their tutor to create an initial draft version of their personal statement.

September (Year 13) • Updated UCAS predicted grades are shared with students.

• Final choices of universities to be explored (five in total).

October (Year 13) • 15 October - final national UCAS deadline for all Oxbridge, Medicine, Dentistry or Veterinary Science applications.

• Half-term: desirable school deadline for all other UCAS applications.

November (Year 13) • Mock interviews can be arranged.

• Entrance Tests for some courses (e.g. BMAT for Medicine).

• First university offers are made to applicants.

• Late November - Year 13 Parents’ Evening (tbc).

December (Year 13) • Oxbridge interviews.

January ²April (Year 13) • 15 January 2022 - final UCAS deadline for September 2022 applications.

• Early January mock examinations.

• Predicted grades given by departments.

• Most UCAS decisions received by end of January.

• Late-February - UCAS Extra opens.

• Final two university choices made, typically by end of April. A first choice (firm offer) and reserve university (insurance offer) must be identified and UCAS notified before the deadline or all offers will be rescinded.

May ²July (Year 13) • A Level Examinations.

August (Year 13) • Mid-August - A Level Results Day. • Clearing system operates for those students who have not obtained offers or who have missed their conditional grades. Extensive support is provided by staff on and directly after Results Day.

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$QG ILQDOO\ « I hope that this guide will have helped you begin to understand the process of applying to Higher Education and will prove a useful aid during the year ahead.

Please keep discussing your options with your teachers and tutor, parents and relatives etc., however, do remember that the decision must be yours.

We are here to help. If you have any further queries, or would like to have seen other topic areas included in this guide, please do not hesitate to let me know.

Mr J Alderson HEAD OF SIXTH FORM j.alderson@newhallschool.co.uk

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APPENDIX I STUDENT RESEARCH PROFORMA NAME OF INSTITUTION: ________________________________________ 1)

Details of institution

No of students (undergraduate/graduate/international)

Male: female ratio

City vs. campus

% 1st years provided with accommodation

Annual average accommodation costs

Distance from home / cost of train fare

Distance from accommodation to faculty/library

Sports facilities on offer

Clubs on offer

Library provision

IT provision

SEN provision (if applicable)

Bursaries/scholarships?

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2)

Details of course

Entry requirements (GCSE/A Level subjects; grades; IELTS score; work experience) Length of study Applicants: places Course rating in Times/Guardian Guides % Assessment by exam/coursework Theory vs practical work Average contact time with tutors Entry profile on UCAS Admissions test?

Interview?

Deferred entry?

Sandwich year opportunities?

Overseas year opportunities?

Graduate prospects?

Open day dates

Course content (compulsory and optional modules)

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APPENDIX II Our students end up applying and going to many different universities and other Higher Education institutions to study equally varied subjects. In order to give you an idea about this variety please find below the list of UK university destinations for Year 13 students who left New Hall School in 2020 and who started university courses from September 2020. The list does not include those who went directly into employment or who opted to undertake a Gap Year, many with secured university placements for 2020.

University BATH SPA BIRMINGHAM BIRMINGHAM BIRMINGHAM CAMBRIDGE CANTERBURY CC CARDIFF CARDIFF CARDIFF COVENTRY DURHAM DURHAM EXETER EXETER EXETER EXETER EXETER GREENWICH IMPERIAL COLLEGE IMPERIAL COLLEGE KEELE KING’S COLLEGE KING’S COLLEGE KINGSTON LANCASTER LANCASTER LEEDS LEEDS LEEDS LIVERPOOL JOHN MOORES LOUGHBOROUGH LOUGHBOROUGH

Course Commercial Music Philosophy, Religion and Ethics History Education History and Politics American Studies/Politics English Literature and Creative Writing Adult Nursing (Spring 2021) Architecture Psychology English Literature and Philosophy Marketing and Management English with Employment Experience Abroad Economics with Industrial Experience English Business and Management Biological Sciences Human Resource Management Chemistry Earth and Planetary Science Business Management and Finance History Economics Creative and Cultural Industries: Art Direction Business Management (Study Abroad) Geography (Study Abroad) Fine Art Digital Media Law

Choice Firm Firm Firm Firm Firm Firm Firm Clearing Clearing Insurance Firm Firm Firm Firm Firm Firm Firm Firm Firm Firm Clearing Firm Clearing

Event Management

Firm Firm Firm Firm Firm Firm Insurance

Finance and Management (with placement year) Computer Science (with placement year)

Firm Insurance Page | 49

LOUGHBOROUGH LOUGHBOROUGH LOUGHBOROUGH LOUGHBOROUGH LOUGHBOROUGH LOUGHBOROUGH LOUGHBOROUGH LSE MANCHESTER MANCHESTER MANCHESTER NEWCASTLE NEWCASTLE NEWCASTLE NEWCASTLE NOTTINGHAM NOTTINGHAM NOTTINGHAM NOTTINGHAM NOTTINGHAM NOTTINGHAM NOTTINGHAM NOTTINGHAM TRENT NOTTINGHAM TRENT OXFORD BROOKES OXFORD BROOKES QUEEN MARY’S LONDON QUEEN MARY’S LONDON ROYAL HOLLOWAY SOUTHAMPTON SUSSEX UNIVERSITY COLLEGE, LONDON UNIVERSITY COLLEGE, LONDON UNIVERSITY COLLEGE, LONDON UNIVERSITY COLLEGE, LONDON UNIVERSITY COLLEGE, LONDON UNIVERSITY COLLEGE, LONDON UNIVERSITY COLLEGE, LONDON UNIVERSITY COLLEGE, LONDON

Psychology Materials Science and Engineering Politics and International Relations Business Economics and Finance (with placement year) Politics and International Relations Robotics, Mechatronics and Control Engineering (with placement year) Human Biology (with placement year) Actuarial Science Philosophy Chemistry Fashion Marketing Philosophy English Literature Agri-Business Management Marketing and Management Psychology Nursing (Adult) Biology Psychology English Medicinal and Biological Chemistry Politics and International Relations Building Surveying Business Law Architecture Events Management Business with Law Law Politics and International Relations Electrical and Electronic Engineering Computer Science

Firm Firm Firm

Biological Sciences

Firm

Medicine (6 years)

Firm

Architecture and Environmental Design

Firm

Engineering (Chemical)

Firm

Astrophysics

Firm

Medicine (6 years)

Firm

Statistics, Economics and Finance Theoretical Physics

Firm

Insurance Firm Clearing Firm Firm Firm Clearing Firm Firm Firm Clearing Firm Firm Firm Firm Clearing Firm Firm Firm Firm Clearing Firm Firm Insurance Firm Firm Firm Clearing

Firm Page | 50

UNIVERSITY OF EAST ANGLIA UNIVERSITY OF EAST ANGLIA UNIVERSITY OF EAST ANGLIA UNIVERSITY OF EAST ANGLIA

Law Accounting and Finance with a Year in Industry

Clearing

Law

Clearing

International Relations and Politics Film Production

Insurance

UNIVERSITY OF THE ARTS

Insurance

Firm

Animation UNIVERSITY OF THE ARTS WARWICK WARWICK WARWICK WINCHESTER WINCHESTER YORK YORK

Politics and Sociology Mathematics Politics and International Studies Sport and Exercise Psychology Accounting & Finance English Education

Firm Firm Firm Firm Insurance Insurance Firm Insurance

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APPENDIX III Our policy regarding students opting to take time away from school to attend university open days (or similar) We recognise the importance of visiting Higher Education institutions as part of the decisionmaking process for students and their future aspirations. For most students this will be in line with their UCAS application and to one of the many UK universities. For others this may relate to their applications to Music Colleges, Art Foundation courses, Drama Schools, the Armed Services etc. We also recognise that any absence from school will result in work and teaching support being missed. As a result, if many lessons are missed, then students run the significant risk of falling behind in their A Level courses. Our policy therefore looks to balance the tension between these two issues.

•

•

•

•

•

• •

Students should make any requests for absence from school as per the normal guidelines (i.e. addressed to the Head of Sixth Form by means of a written letter or email, to sixthformcentre@newhallschool.co.uk ) at least a week prior to the relevant date of the requested absence.

Students can expect to be supported by the school for visits of this nature in up to three instances per academic year where it would require absence from lessons. The academic year runs from September through to July. With Open Days tending to occur at the end of Year 12 and the first few months of Year 13, students can look to expect to be supported for visits missing three days in Year 12 and three days in Year 13; six in total. If students wish to make more visits during the school week than this advised allocation, this can still be considered, however it will be scrutinised more carefully and concerns raised about how much time from school may well result from this/these additional visits.

Students are encouraged to plan visits wherever possible which will not result in absence from lessons. Many universities run multiple Open Days, which usually include one day on a weekend or in the holiday period; such opportunities should be prioritised by the student, where possible.

If permission is granted by the Head of Sixth Form for such an absence from school, it is the responsibility of the student in person to inform her/his teachers of the absence in advance of the day to be missed. This is not only a common courtesy but also will provide an opportunity to discuss what work will be missed as a result.

Upon returning from the visit it is the responsibility of the student to confirm with the teacher(s) of lessons missed what work they need to complete and by when this should be done. Such confirmation from the teacher(s) should be sought within three teaching days of their return to school.

Such work that has been agreed should be completed within the timeframe stipulated.

The above does not relate to interviews or auditions, which constitute a compulsory part of the selection process, or to post-offer days. For such an instance permission should be requested in the normal manner (as listed above), however it will not count against their total allocation of permitted visits.

Policy reviewed inFebruary2021, JAL

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