Higher Education

MAKING THE RIGHT HIGHER EDUCATION CHOICE

INTRODUCTION The Director of University Entrance, working with experienced and committed colleagues, leads Common Room in offering a clear introduction to the world of Higher Education. A wealth of information and advice is available, but there is no substitute for careful research. The Universities Office (adjacent to the Coffee Shop) is perfectly situated to allow boys and visiting parents to call in and discuss any aspect of their HE application strategy.

Whilst some sixth-formers have definite plans, most need guidance.

Our guiding principle is that each boy must decide for himself which courses and institutions are most suitable for him: our role is to help them to arm themselves with good quality information that is discovered through personal research Applying to university has become more and more competitive and even the best candidates may receive disappointments and rejections. It is, through careful preparation and groundwork that chances of success are raised.

TIMELINE - LOWER SCHOOL

Shells

 PSHE presentation about university and non-university routes, UK and non-UK options and how to set aspirations and make sensible choices.

Removes

 FMs are encouraged to send boys to talk with the Director of University Entrance about A Level choice issues and anything relating to university applications.

Fifths

 Discussion about A Level choices, including at Vths Parents’ Meeting.  Research into suitability of proposed choices vis-a-vis potential university courses via relevant websites, including the Russell Group’s ‘Informed Choices’.

TIMELINE - 6.1  Allocation of form masters.

Michaelmas Term

 US universities meeting for interested 6.1 boys and parents, including presentation by Dr Jon Tabbert (Radley’s US universities advisor).  SAT tutorial sessions given by ST Logic for those boys who sign up.  Talk to Oxbridge aspirants (mid-October).

 General briefing re. university applications and UCAS timeline.  University visitors give talks to boys (UK and non-UK universities).

Lent Term

 Process of consultation re. university application strategy continues with Tutors, Form Masters, Heads of Departments and Director of University Entrance.  Oxbridge Supervisors allocated.  Oxbridge ‘long-list’ candidates and parents attend a presentation and Q & A session (end January).  Early university open days take place.

 6.1 parents’ meeting (first day of term). This includes a presentation about the graduate employment market.  Open days at universities.

Summer Term

 Consultation continues, with Form Masters (and Oxbridge Supervisors, where relevant) taking the lead role.  Presentation on UCAS application form completion and Personal Statements.  Personal Statement support (via form-masters).  UCAS Apply registration (late May): instructions given once the registration window opens.  June 6.1 exams, which have a significant impact on grade predictions.

TIMELINE - 6.2 AND BEYOND  Early September: First date for submitting UCAS application.

Michaelmas Term

 Submission of UCAS and other applications by relevant internal and external deadlines.  University admissions/aptitude tests: UKCAT, BMAT, LNAT, TSA etc.  Oxbridge practice interviews (early November).  Interviews at Oxford and Cambridge (early December).

Lent Term

Summer Term

Post Radley

 Early January: Oxford and Cambridge decisions relayed to candidates.  Early January: Some Cambridge Pool candidates re-interviewed.

 Final date for Firm and Insurance acceptances of offers.  Deadline for Student Finance applications for non-deferred entry applicants (late May).

 August: A Level results published.  Director of University Entrance, Tutors & HoDs available for advice and support throughout the exam results period.  Clearing and Adjustment processes operate.

For exact dates, please see the calendar

TO STUDY OR NOT TO STUDY? Historically, almost all Radleians have progressed to Higher Education, mainly but not exclusively within the UK.  Although only a very small number in each cohort of the past 25 years have chosen to move directly into employment (1-2% per annum at most), this option is likely to become of more interest as the jobs market becomes swamped with broadly similar looking potential recruits.  Radleians are therefore encouraged to at least consider the alternatives to a traditional HE pathway.  Degree apprenticeships are just one other route that now exists – and this may be the right choice for a student

who has a clear idea about his career direction.  Assuming the choice is to study for a degree, the extraordinary range of choices may appear initially bewildering. This is even more the case when possibilities around the globe are factored in. It is important to be excited rather than daunted – and we try hard to show Radleians where exciting possibilities are available, especially in Canada, Europe and the USA.  Above all, this must be a personal choice that works well for the individual. Our role as advisers is to try to find the right fit of post-Radley destination for each Radleian.

ALWAYS, ALWAYS READ THE PROS The choice of university destinations may appear bewildering. There are many factors to consider. Within the UK there are many universities with a long-established global reputation and others which are relatively young, but with areas of undoubted excellence and which provide exciting teaching within a dynamic environment.

 It is essential to find out from the individual prospectuses and at Open Days what precisely is involved in a course.

Subject

 Do not assume that all courses with the same name provide the same exemptions. In particular, beware of combined or joint courses; they may not cover enough of a subject to permit exemptions.

 The choice of degree course has a very significant influence on university success and career enhancement.  Do you need to study a particular subject at degree level? Do you want to continue studying a school subject?

Would you prefer to start a new subject? At most institutions a final decision on which precise specialism to follow may be delayed until the end of a more general first year.

Course  Courses with the same name sometimes vary greatly: there may be differences in length, content, teaching methods and methods of assessment.

Professional Exemptions  Some courses give you exemption from certain professional exams needed later on, for example in Engineering, Law and Psychology.

Length of course  Most degree courses take 3 years.  Medicine, Veterinary Science, Dentistry and Architecture always take longer, and all courses at Scottish universities take 4 years.  Increasing numbers of science courses are becoming 4 year courses, or offering an optional fourth year to give a Master’s Degree. Sandwich courses

SPECTUS...

Course content  Not all subjects are offered by all institutions. Some tend to concentrate on the more academic disciplines, others teach subjects more directly related to particular careers.  A specialist college concentrates on one area, such as the performing arts or the visual arts. Where there is an overlap, often the different types of institution teach similar-sounding subjects in significantly different ways.  It is vital, therefore, that you check the content of a course thoroughly, both in the published literature and when attending Open Days.

Teaching methods  These vary greatly from one institution to another.  Oxford and Cambridge sit at one extreme, with a high proportion of the teaching done in tutorials, though lectures and seminars form a significant element of most courses.  At most other universities there is a combination of lectures and seminars.

 In subjects such as Medicine and Engineering a significant amount of time in all universities will naturally be spent doing practical work.

Methods of assessment  All institutions have some sort of formal final assessment. Most have examinations at some point during the course but some rely more than others upon continually assessed coursework.

It is worth considering which system will allow you to perform to your best advantage.

Each Radleian should expect to take much personal responsibility for researching his options and driving his application forward. There is much support and encouragement available within the school and parents too will have a key role to play in this regard.

But experience tells us that the best outcomes are achieved by those who take the most responsibility.

REQUIRED A LEVELS FOR UNIVER

The table below summarises the subjects that are required as the bare minimum for an application to t course leads directly on from the school subject). Other subjects may be highly recommended if you wis are considering a particular course.

The table also functions as a good general indicator of what will probably be required or highly recomm

NB: Oxford and Cambridge do not explicitly require Further Maths because some schools do not offer it course that requires A Level Mathematics.

For this course:

Oxford requires:

Biochemistry (Molecular and Cellular)

Chemistry and another science or Mathematics

Biomedical Sciences

Two from Biology, Chemistry, Mathematics or Physics

Chemistry

Chemistry and Mathematics

Computer Science

Mathematics

Earth Sciences

Mathematics, plus Chemistry or Physics

Economics and Management

Mathematics

Engineering Science

Mathematics and Physics

History of Art

A subject involving essay writing

Materials Science

Mathematics and Physics

Medicine

Chemistry with Mathematics or Biology or Physics

Physics

Physics and Mathematics

Physics and Philosophy

Physics and Mathematics

The relevant pages for Oxford, Cambridge and UCAS: Oxford: ox.ac.uk/admissions/undergraduate/courses/admission-requirements Cambridge: www.undergraduate.study.cam.ac.uk/courses UCAS: ucas.com/ucas/subject-guide-list?scheme=undergraduate

RSITY COURSES

that degree course at Oxford or Cambridge (excluding common sense requirements where the sh to make a strong application. High grades will be obligatory. You must research further if you

mended at non-Oxbridge universities.

t. However, given that Radley does offer it, assume Further Maths is also a requirement for any

For this course:

All Cambridge colleges require:

Chemical Engineering (Engineering Route)

Chemistry, Mathematics and Physics

Chemical Engineering (Natural Sciences Route)

Chemistry and Mathematics

Computer Science

Mathematics

Economics

Mathematics

Engineering

Mathematics and Physics

Medicine

De facto: Three or more Science/Mathematics A Levels

Veterinary Medicine

De facto: Three or more Science/Mathematics A Levels