OHS Guide to Higher Education 2025

Guide to Higher Education 2025

Welcome to the Oxford High School GDST Higher Education Guide It is exciting to look ahead to the next stage of your life.

This booklet is designed to give you and your parents information about the following: • Higher Education preparation at OHS and the GDST • UCAS – key information about the application process • Applying to overseas universities • Degree apprenticeships • Higher Education finance • Gap Year planning • Preparation for life at university • FAQs At OHS, you will benefit from a wealth of experience and expertise when making decisions about the next stage of your life. From your tutor, subject teachers and Heads of Department to specialist guidance from our Head of Careers and Director of Sixth Form, there are many people on hand to help you make the decision that is right for you.

Our approach to Higher Education preparation is personal to you. Your tutor and subject teachers know

you well: they know your academic and personal strengths and are well-placed to guide your decisionmaking so that you apply for the course and institutions which are the right match for you. Whatever degree you apply for, we have a pathway to prepare you and ensure you make a successful application. Whether that’s for Law, Medicine, Sciences, Arts, Humanities, Languages, Social Sciences, Creative Arts or Performing Arts, there’s a programme for you which will ensure you are fully prepared for all aspects of your application.

As a GDST Sixth Former, you are part of a wider family and with this comes enhanced support to complement our expertise here in school. Unique features, such as GDST CareerStart webinars and insight days, provide you with invaluable networking opportunities, sources of guidance and career experience. The GDST Oxbridge Programme (Oxbridge On Track) and the many and varied GDST university preparation days, bring staff and students from across the Trust together to benefit from experts in the field and the wealth of higher education knowledge contained in the 24 senior schools in the GDST. This is why OHS students are consistently successful in achieving places at their first choice universities.

Miss R Pallas-Brown Assistant Head, Director of Sixth Form

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Timings of UCAS Applications at Oxford High School 2025-2026 Feb - March 2025 and ongoing...

• Begin choosing a course and university: plan Open Days and Taster Courses: visit web sites, talk to tutor and subject staff. Look at information on UCAS and individual universities’ websites.

• Use Unifrog, Higher Ideas programme, SACU and Unistats websites to gather information • Organise relevant work experience/work shadowing/voluntary work for the summer holidays

June 2025

Personal statement prepared, outlining reasons for choices so far, future plans and ambitions.

Log-on to UCAS Apply to begin completing online application form.

Decide on a pattern of application: o o

pre A Level for 2026 entry pre A Level for 2027 entry i.e. deferred entry with Gap Year post A Level for 2027 entry i.e. Gap Year and application after you receive A Level results

Open Days, subject conferences, university pre-interview test discussions and preparation. Start researching Gap Year plans (if applicable). Use Year 12 internal exams and feedback to guide your decisions and choices.

Registration for UK Clinical Aptitude Test (UCAT) www.ucat.ac.uk opens 13th May. (Dates for 2025 UCAT are provisional) Testing begins from 7th July onwards.

May and June 2025

• Year 12 internal exam feedback and Higher Education grades discussed.

• OHS reference material collected and collated from subject staff etc.

• Personal statements drafted, discussions with tutors continue.

• OHS Higher Education Day • Use Year 12 Parents’ Evening to discuss A Level choices, Higher Education grades and HE plans with subject teachers.

• Attend Open Days.

July 2025

2024 leavers return to share wisdom and talk about their experience of university/gap year.

11th July 2025

End of term. Visits to universities, prepare personal statements. Wider reading/further work experience/volunteering.

1st August 2025

Registration for LNAT begins (www.lnat.ac.uk). All other dates relating to LNAT testing for 2026 will be communicated when they are available.

22nd August 2025

OHS deadline for Oxford applications for Organ and Choral awards. Date to be confirmed.

1st September 2025

Oxford and Cambridge deadline for Organ awards. Oxford deadline for Choral awards.

Earliest date for submission of UCAS applications.

LNAT testing begins.

19th September 2025

Closing date for UCAT registration.

4th September 2025

Autumn Term begins. Regular one to one contact with tutors essential.

Personal statements and UCAS forms completed.

12th September 2025

• OHS deadline for receipt of UCAS forms for Oxford and Cambridge applications: all completed forms to Head of Careers.

• Medicine, Veterinary Medicine and Dentistry applications: all completed forms to Head of Careers.

• Music Colleges and conservatoires often have early deadlines and early audition schedules.

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Continued...

22nd September 2025

FINAL OHS deadline for UCAS forms for all other subjects and universities: all completed forms to Head of Careers, including US applications (both early and regular decision).

15th September 2025 onwards

Pre interview tests for Oxford and Cambridge start – dates to be confirmed

26th September 2025

Last date for UCAT test.

16th October 2025

UCAS Oxford and Cambridge deadline.

16th October 2025

UCAS deadline for Medicine, Veterinary Medicine and Dentistry. Oxford applicants must take LNAT tests by 16th October.

23rd October 2025 tbc

Cambridge University final deadline for receipt of on-line Supplementary Application Questionnaire (SAQ).

Early November 2025

Oxford deadline for submission of portfolios of art work to Ruskin.

10th November 2025 tbc

Last date for submission of written work to candidate’s college of preference (if required).

Beginning of December 2025

Oxford Interviews from now.

1st January 2026

College Board deadline for receipt of applications to US universities (regular decision).

14th January 2026

Forms submitted to UCAS after this date are ‘late’ and will be accepted via UCAS at the discretion of the Institution until 16th May 2026. After this date ‘summer’ applications can be made until 30th June 2026. From 1st July applications go straight into clearing.

Cambridge Interviews scheduled for first three weeks in December, some earlier.

All LNAT tests must be taken by 31st January. Check deadlines with individual universities.

From beginning of January 2026

Art Foundation applications from now. UCAS Extra begins.

15th February 2026

Deadline for Cambridge Choral Awards.

From March 2026

Register and log-on to Student Finance England website to make applications for all HE funding www.studentfinance.direct.gov.uk

May 2026

Majority of decisions made by institutions. Applicants notified via Track on UCAS website.

May 2026

Decisions made by US institutions and letters sent to applicants.

Early June 2026

Deadlines for candidates to reply to UCAS offers online through Track.

18th May 2026

Deadline for ‘late’ applications.

30th June 2026

Deadline for ‘summer’ applications.

Mid August 2026

A Level results published. Clearing begins. University offers confirmed depending on A Level results. Post result inquiries to be made as early as possible.

31st August 2026

Offers confirmed or not depending on results.

1st September 2026

Post A Level application begins, for entry in September 2027.

Please note: information is correct as at January 2025 however dates may be subject to change. Updates and changes will be communicated to students.

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16%

of OHS 2024 entry applicants secured Oxford or Cambridge offers Most Popular Courses • Medicine • Biology • English • Psychology • History

87%

of pupils achieved Russell Group plus university places at over 29 different universities Most popular destinations for OHS students 2024 • Cambridge

• Durham

• Manchester

• Sheffield

• Bristol

• UCL

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Applying to Overseas Universities If you are planning to apply to universities in the US, Europe or further afield, we are here to help.

The following websites are also key sources of advice:

University Study Canada www.universitystudy.ca/canadian-universities

EUNiCAS website – information about universities and undergraduate study in Europe

Common App – the web-based application system used by many US universities and colleges www.commonapp.org

www.eunicas.co.uk

Fulbright Commission – for study in the US. A highly informative website with useful webinars too

A Star Future www.astarfuture.co.uk

www.fulbright.org.uk

If you are interested in applying to a university outside the UK come and talk to Miss Pallas-Brown and our Head of Careers about how we can support your application and preparation.

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UCAS: Key Information about the Application Process UCAS is the Universities’ and Colleges’ Admissions Service. Their role is to process applications for undergraduate study in the UK and more.

The UCAS website is an amazing resource for information about alternatives to university, undergraduate degrees, conservatoires, open days, student finance, student life and more!

An alternative route There is no ‘one size fits all’ approach at OHS, and although the majority of our students go on to universities, there are an increasing number of opportunities available to those who may want to follow an alternative approach.

www.ucas.com/undergraduate

Key dates for both OHS internal deadlines and UCAS deadlines can be found earlier in this booklet.

You will complete your UCAS application online. Most of the information you need to include on the UCAS form is factual information about you, where you live, your school(s), your GCSEs, the A Levels you are studying, and the degree and universities you wish to apply to.

The personal statement is where you articulate why you want to study a particular subject and how your studies and experiences to date make you the right fit for this.

You have a total of 4000 characters in which to do this.

In addition to the advice and guidance you will receive in school, there is a great deal of advice on universities’ websites, on Unifrog and Higher Ideas, and on the UCAS website. You will also have plenty of discussion with your tutor and subject teachers who will comment on your drafts to help you present yourself, your qualities, skills, experiences and interest in the subject(s) you want to study at university.

For more information go to:

how-write-ucas-undergraduate-personal-statement

Degree Apprenticeships & Apprenticeships What’s the difference?

While both involve learning as part of a company or business, degree apprenticeships are offered by universities working in partnership with companies and professional bodies. Anyone studying for a degree apprenticeship will be an undergraduate, as well as an employee, gaining a Bachelor’s or Master’s Degree at the end of 3 – 6 years of study, as well as a huge range of skills, expertise and experience through your employer.

Degree apprenticeships are offered via a wide range of universities, companies and professional bodies in a broad spread of sectors including creative and digital, health and science, accounting, finance and legal, engineering and construction.

For more information about apprenticeships, go to:

and Mulitverse apprenticeships www.multiverse.io/en-GB/young-adults

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Personal Statements Five things to do now to boost your personal statement Struggling to find something to say in your personal statement? Here are five simple things you can do to boost your experience, skills and confidence.

Before you hit submit, check that you’ve included these essentials - as opposed to these throwaways - in your personal statement.

1. Get involved at school Speak to friends and teachers to see what you might be able to get involved in as part of your school or college community, or try your school’s newsletter, intranet and noticeboards. This could be anything from a student council rep or prefect, to a position of responsibility in a club you’re part of, mentoring younger students or helping out at events.

Remember: to make it count on your UCAS application, you need to be able to reflect critically on your experience, not simply list that you did it. What skills have you developed? What did you achieve? How does this help to illustrate that you’re a strong applicant for the course?

2. Pick up new skills (fast) Are there any supplementary skills you could add to your arsenal to make you a stronger applicant for a course?

Don’t take on something completely new for the sake of it, or venture too far from your existing interests; but extending your subject knowledge into a new avenue can be beneficial.

If you’re applying to a computer science course, for instance, try getting to grips with the principles of a new coding language, or attend a university taster lecture to get a new take on a subject you’re familiar with (or perhaps one you’re not!). Don’t forget online learning via FutureLearn or similar platforms is also a great way to enhance your knowledge and skills base.

3. Reframe your current experience Are you applying to a business course but have more experience in drama and theatre than corporate organisations? Your experience isn’t redundant if you’re able to reflect on how the skills you developed relate back to the university subject you’re applying to.

It is about how you explain this experience in your personal statement. In the example above, a business applicant with experience in musical theatre can talk

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about how they have extensive experience working in a group, working to a deadline; and communicating material in a convincing manner.

Framed properly, an experience which isn’t directly related to the field you’re applying to could make an admissions tutor sit up and take notice.

4. Volunteer Volunteering is a good opportunity to show some initiative and gain new skills, fast; these can include mentoring, event organisation, project-planning, working in a team and more. Plus, it’s a noble pursuit that you should get lots out of.

Are there any issues which you rant about regularly, or have a particular passion for? See what related local events or groups are around you and get involved in making a change.

You would be surprised just how many volunteering opportunities pop up when you begin looking; from activities attached to local schools and hospitals to religious, sporting and other community events, you’re bound to find something near you.

Some final things to consider At this point you shouldn’t really be scrambling around to find opportunities for experience and skills to put in your personal statement. Be confident in the experiences you’ve gained to date - it’s about finding ways to make your experience and achievements relevant to the courses you’re applying to, by reflecting what you’ve learned or gained from it.

If you continue to find yourself feeling unenthusiastic at this stage, have a serious think about your chosen options - go back and revisit the reasons you’re applying to this subject.

UCAS application forms: Changes for 2025 and 2026 application cycles Reference The new style reference was introduced for the 2024 application cycle and includes three questions: 1. A general statement about the school/college.

This will be mandatory and is something that OHS references have always included.

2. Information about any extenuating circumstances that may affect the applicant’s examination performance. This will be optional.

3. Any other circumstances specific to the applicant that universities/colleges should be aware of. This will be optional.

The aim of this change is that universities/colleges should be able to find the information they need to make their selection decisions and to target support for students who need it, and that schools know that they are providing the information that is most useful and focused.

Personal statement Currently the personal statement is a free text section of the application form where the applicant promotes themselves as the ideal candidate for the courses they have chosen. The UCAS survey revealed that 72% of applicants felt positive about the personal statement as an opportunity for them to use their own voice and advocate for themselves. 83% reported that the process of writing a personal statement is stressful and 79% agreed that it is difficult to write a personal statement without support. The proposed changes to the personal statement have been introduced for the 2026 application cycle and will give students more structure through a series of questions to answer. The questions cover the following key areas: • Why do you want to study this course/subject?

• How have your qualifications and studies helped you to prepare for this?

• What else have you done outside education to prepare for this and why are these experiences useful?

This covers everything that UCAS has published so far regarding changes to the reference and the personal statement. We will keep you up-dated as and when more information is published, and training for students and colleagues will be provided in due course.

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Finance

Student Finance England

Lots of useful information for students and parents can be found on the UCAS website and on the student finance website. Please note that the figures currently published are for the academic year 2024/25.

Preparing for University Life All OHS students are well-prepared for the academic rigour of university study, and it is just as important for us to ensure that they are prepared for all other aspects of university and beyond.

OHS students have their own interactive digital course hosted on Firefly which covers everything you need to know about life at university, and how to use the opportunities which you’ll have to develop your employability further.

In addition, all Year 13 students have the opportunity to follow our cooking for university course which covers a range of nutritious, straightforward and cost-efficient meals, and to learn public-speaking skills, basic DIY and self- defence skills.

Wellbeing resources are available to all students throughout the Sixth Form for support now, and to enable them to develop good habits for the future.

The course covers the following topics: • Making the most of your money and budgeting • Developing leadership further • Life at University—including wellbeing, work-life balance, health (both physical and mental), what to take with you • Managing your studies

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Gap Year Planning Gap years can be used to enhance your CV, travel, learn new skills, and much more. Find out more and get some inspiration here.

A gap year offers you the opportunity to gain skills and experiences, while giving you time to reflect and focus on what you want to do next. A productive gap year can be valuable on your CV – many employers value the experiences students have gained if they’ve actively managed their time, set themselves goals, and stretched themselves.

A gap year can also enhance your higher education studies – if you decide to apply for university, you could tailor your gap year to relate it to the subject area you plan to study.

Admissions tutors know that some students may take a little time to adjust to studying again, but many former gap year students are generally more focused and responsible.

Why do you want to take a year out?

It is really important to set goals to make your time productive, so you need to identify what you want to achieve. You might want to: • Have a break from study • Gain new skills/experiences • Earn money

Gap year ideas, what can you do?

Volunteering – support a worthwhile cause and gain valuable experience. You could take part in a wildlife conservation project, teach children, or help build a school in a third world country.

Travel – explore the world, discover new cultures, and develop your independent living skills at the same time! You could go backpacking across South East Asia, InterRail through Europe, or buy a round the world plane ticket!

Paid employment – earn money and gain new skills at home or aboard. You could work on an outback farm in Australia, as a ski lift operator in Canada, or at a backpacker hostel in New Zealand.

Work experience – if you want to gain relevant experience and skills for a particular career or subject you plan to study, you could consider a work placement or internship. These can last from a few weeks to a year.

Depending on the type of contract on offer, you may or may not receive a salary. These are very popular and competition for places is high, so you will need to apply early. The Springpod website is a good starting place to find information about work experience: https://www.springpod.com/.

Part-time courses – why not take the opportunity to try something new? You could take up a new language, learn how to programme, try a new sport or music instrument, or learn a new practical skill, such as mechanics, carpentry, or cookery.

• Spend time deciding what you want to do • Do a combination of the above A year out isn’t an option that suits everyone – for some, it may be advisable not to take a break between studies.

Here are some pros and cons to consider.

Pros

Cons

An opportunity to have a break from studying and return refreshed. You can volunteer, get valuable work experience, and travel the world

Some people find a year out becomes a distraction from their longer-term plans

A productive gap year can be valuable on your CV

An unstructured year out may not add much value to your future – careful thought and planning is essential

You could relate the experience and activities to the subject area you plan to study

It can be harder to return to study or work after a year-long break

You can earn and save money towards your higher education costs or future plans

It can be expensive and you could find yourself in a worse financial position at the end

You will develop maturity if you don’t yet feel ready for higher education or work life. For some careers, it can be an advantage to be slightly older and have some life experience

If you don’t get organised, you may end up spending your gap year just ‘thinking about it’

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Gap year tips What do you want to achieve from a gap year?

New skills, experience, or do you want more time to consider your future? Set goals to make your time productive – think about getting the right balance between time spent and benefits gained.

How much time can you be away and when?

What do you want to spend your time doing and where?

Are you going to work, are there interests or hobbies you can take further, or do you want to help others by volunteering? What value will it add to your study, your CV, or career?

What is available?

Research the wide range of gap year and volunteering schemes available or look into organising it yourself. If you’re using an agency or scheme, check out how long they have been running, if they are financially sound, and are members of a reputable organisation such as ABTA or Year Out Group, where they agree to follow a code of conduct. Look at the reviews, articles, and advice from people who’ve ’been there and done’ the sort of gap year you’re considering.

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How much money will you need?

Unless you’re planning to work or have some financial help, you are going to need money. Set yourself a realistic budget that you can afford to stick to. Costs vary considerably, so research carefully and don’t forget to add things like flights, visas, accommodation, insurance, and vaccinations (you can check the Foreign and Commonwealth Office website for information on vaccinations).

Get advice It’s worth checking forums and social media for tips and insight into other people’s experience of gap years you’re interested in, particularly if you are looking at going abroad. Think carefully about what you want to do and seek advice if you want to talk your ideas through further.

It may be possible to defer your acceptance of a place on a higher education course for a year – however, you may need to make your case directly to the university or college concerned for why this would be beneficial.

If you have any doubts, discuss your ideas further with parents/carers, teachers, or a careers adviser.

Higher Education Support at Oxford High School FAQs Which universities do OHS students go to and what do they study?

We encourage our students to apply to leading universities in the UK and beyond for subjects they are good at and enjoy. OHS students are highly regarded by universities and are enormously successful in achieving offers from all leading universities. The destinations of our 2024 Leavers and their degree courses are included in this guide.

What guidance is offered at OHS to help students choose the courses and universities which are right for them?

Miss Pallas-Brown (Director of Sixth Form), Mrs Heath (Head of Careers & Higher Education), Mrs Townend (Deputy Director of Sixth Form) and the Sixth Form Tutors are all on hand to discuss UCAS applications with students. The timetable we follow is enclosed in this booklet. Last term we introduced Year 12 students to the websites Unifrog, Higher Ideas, SACU and the UCAS course search which students can use to find information about courses and institutions. Our Oxbridge programme, Reach, is underway. Later this term applicants for Medicine will have a conference on all aspects of the application process for Medicine, including a focus on interviews. We have covered the UCAS application process, students have begun ongoing discussion of their plans with their Tutor and relevant subject teachers in addition to attending the Higher Education Evening. In the Summer Term we provide workshops on personal statements and the UCAS form as well as guidance and preparation on preinterview tests and interview preparation. Subject teachers will provide guidance on wider reading. 2024 Leavers will be invited to talk to Year 12 in the Summer Term about their university and Gap Year experiences.

In the Autumn Term of Year 13, advice on wider reading continues and we organise practice interviews with constructive feedback so that students approach interviews with confidence. All this is in addition to the regular talks, lectures and other events we organise for students such as weekly seminars, regular Careers talks and events, interview preparation and opportunities to attend a range of talks and conferences run at OHS. In addition information about talks offered through the GDST and at other GDST schools, universities and other organisations

and professional bodies is regularly shared with our students through assemblies and the Careers and Sixth Form Google Classrooms. We expect students to be proactive and organised in taking advantage of these opportunities.

What support does GDST offer?

University pre-interview test preparation days are all organised by the GDST, in addition to the Oxbridge Conference, and draw on the wide range of expertise within the GDST as well as making use of other organisations.

These events take place in the Summer Term and more information will be provided later this term. The GDST Careerstart Programme has an extensive range of Insight Days and networking opportunities with a variety of leading global companies just for GDST Sixth Form students.

Can students apply post A Level?

Yes. Each year several students choose to apply post A Level. Students who choose to do this get the same level of support from us as those who apply pre A Level.

Mrs Heath and Miss Pallas- Brown meet with post A Level applicants in the course of Year 13 and are available from publication of A Level results onwards for advice and guidance. Post A Level applicants are very welcome to come into school to use the resources in the Careers Centre and to see staff after they have left school. Our support to post A Level applicants is all part of our after-sales service.

What help do students receive if they wish to take a Gap Year?

Gap Year opportunities like internships, jobs and volunteering placements are advertised in Sixth Form assemblies and elsewhere. Information about different Gap Year organisations is available in the Careers Centre and we can put students in touch with former students who can share their experiences. Mrs Heath and Miss Pallas- Brown, together with the Sixth Form Tutors, are also on hand to advise and help students plan an exciting, productive and focused Gap Year which will enhance their university application. The GDST Travel Scholarships can help to fund Gap Year travel.

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What happens to the UCAS form once a student has completed it?

Each UCAS form, including personal statement, will be checked and proof-read by Mrs Heath. Each section of the form is checked carefully. This is a big undertaking and we expect students to adhere to our internal deadlines so that there is plenty of time for this. Mrs Heath passes the checked UCAS forms to Miss PallasBrown, who then checks the forms again and attaches the reference. Each UCAS form is read and approved by the Headmistress before it is sent to UCAS. At each stage we return forms to students if there are any alterations to be made.

Who writes the UCAS reference?

Subject teachers provide information for the reference and Mrs Heath and Miss Pallas-Bown are responsible for writing the reference for each student. The UCAS reference is an extremely important part of the application and we take great care to ensure that each reference reflects the academic and personal strengths of each student.

How are predicted grades determined?

• In June of Year 12 students will receive provisional Higher Education grades for each subject. We give students provisional grades at this stage as part of our academic monitoring and to help students make realistic decisions about courses and institutions.

• We look carefully at performance in the Year 12 internal exams and any other assessments as well as performance throughout Year 12 to determine Higher Education grades for the UCAS form.

• The Higher Education grades that will be entered onto the UCAS form are decided in September of Year 13.

How can students ensure a strong UCAS application?

Our advice to all students is: • Make use of resources • Seek and act on advice • Start early, writing a strong personal statement takes time • Stick to deadlines • Perform to your best in assessments and internal exams • Undertake wider reading and anything which shows commitment and enthusiasm for your chosen course, and the chance to develop transferable skills

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University Destinations: 2024 Leavers Each degree course appears once, even though there may have been two or more students on the course

Institution

Subject

Barnard College USA

Liberal Arts

Durham University

Anthropology and Sociology Computer Science Geography History Law Natural Sciences Physics Psychology with Foundation year

ESCP (France)

International Management

Imperial College London

Computing Materials Science and Engineering Mathematics Medical Biosciences Medicine

King's College London, University of London London School of Economics and Political Science, University of London

Politics Psychological and Behavioural Science

Loughborough University

Earth Science

Newcastle University

Fine Art Medicine and Surgery Psychology

Oxford Brookes University

Built Environment (Foundation) Psychology

Queen Mary University of London

Law

Regent University, Virginia (USA)

Liberal Arts

SOAS

Global Development

The University of Edinburgh

History of Art and English Literature Russian Studies and Linguistics Russian Studies and Politics

UCL

Biological Sciences

Chemistry Engineering and Architectural Design Medicine (6 years) Philosophy University of Bath

University of Birmingham

Architecture Biology Criminology Biomedical Science Law Biological Sciences Biomedical Science

University of Bristol

Archaeology and Anthropology Cellular and Molecular Medicine Economics and Management Mechanical Engineering Medicine Politics and Italian Politics and Russian

University of Cambridge

Classics English History History and Modern Languages Human, Social, and Political Sciences Medicine Natural Sciences Economics, Behavior and Data Science

University of East Anglia UEA University of Exeter

Ancient History and Archaeology with International Study Biochemistry Biological Sciences Human Sciences Medicine Natural Sciences with International Study

University of Leeds

Economics Geography

University of Liverpool

Architecture

University of Nottingham

Economics

University of Oxford

Biochemistry (Molecular and Cellular) English Language and Literature

University of Sheffield

Aerospace Engineering with industrial placement Biological Sciences Biomedical Science Law and Criminology Medicine

Philosophy University of Southampton

Computer Engineering Psychology

University of the Arts London

Costume for Theatre and Screen

University of Warwick

Mathematics Philosophy and Literature

University of Washington (USA)

Liberal Arts

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Oxford High School, Belbroughton Road, Oxford OX2 6XA 01865 559888 oxfordhigh@oxf.gdst.net