Tag Archive for: oxbridge

Thinking of applying to Oxford or Cambridge?

Students wishing to study at a university in the UK apply through UCAS (Universities and Colleges Admissions Service), which allows students to apply to 5 courses at 5 universities. However, anyone interested in making an Oxford or Cambridge application will have to apply early (by 15th October) and choose which one of these prestigious institutions they wish to put down on their UCAS form (students are not allowed to apply to both).

Oxbridge is the term used to refer to two of the oldest universities in the UK – Oxford and Cambridge. Both offer traditional academic courses where formal assessment is often 100% based on examinations. Both stress the importance of their highly personalised teaching time led by subject experts, with Oxford calling these sessions tutorials and Cambridge referring to them as supervisions.

Colleges and ‘pool’ applications

In contrast to most UK universities Oxford and Cambridge are made up of colleges and applications are made to individual colleges (unless a student makes an open or ‘pool’ application where the student is allocated a college place).  Once a student is accepted at a college then that remains their home and central focus of teaching for much of their time at university.  Each college decides which applicants will be offered places, co-ordinates the tutorial system, provides accommodation and other facilities and takes overall responsibility for the students’ academic and pastoral care.  The university and its departments and faculties set and mark examinations, decide on course content and organise lectures, seminars and practicals. Both universities boast historic architecture and excellent facilities and are situated in attractive places to live, where students enjoy cycling and punting on the rivers.

Specialist subjects

Whilst Oxford and Cambridge share a reputation for world-renowned teaching and research in both arts and science subjects there are differences between them, particularly when it comes to course choice and course structure.  Many courses offered by both Institutions have a lot in common but there are particular subjects or combinations of subject that are only offered at one of the Universities.  For example, PPE (Politics, Philosophy and Economics) is offered at Oxford and HSP (Human, Social and Political Science) at Cambridge.  If you want to study Veterinary Science at Oxbridge then you must apply to Cambridge; those interested in Fine Art must head for Oxford.  Cambridge courses (or Triposes) cover subject areas very broadly in the initial years and then offer a wide range of options in which to specialize in the later years.  Most science subjects at Cambridge are taught within the Natural Sciences framework, which gives students a broad first year before allowing specialization in the following years.  This is in contrast to Oxford where science specialisms are studied from day one.

Supra-curricular requirements

It is important that both students and schools are aware of the knowledge, preparation and research necessary to make a successful application to either of these very competitive universities. Students need to be aware that there are likely to be additional requirements and different deadlines involved. All UCAS applications require evidence of academic achievement (results of examinations that have already been taken) alongside predicted results for forthcoming exams and the personal statement.  Oxford and Cambridge may also require students to provide written work and/or sit an admissions test and no student is offered a place without a formal, academic interview.  Schools are required to provide predicted grades for any forthcoming examinations and a reference that reflects the academic potential of the student for the relevant course.

Admissions Tests and/or extra work required

In most subjects, at both Oxford and Cambridge, students are now asked to sit admissions tests either prior to being invited to interview or (for some subjects at Cambridge) on the day of the interview. The tests are about applying the knowledge that students might reasonably have been expected to have gained from their school curriculum to new problems. Potential applicants will need to check the registration deadlines and familiarise themselves with the format of the relevant test by looking on the websites.

Anyone applying for a humanities subject may also be asked to submit 1 or 2 essays that they have written at school. These should showcase not only their ability to express academic ideas in writing but also their ability to work through complex ideas in a systematic way.

Supplementary Application Questionnaire

Any student applying to Cambridge University is also asked to complete a SAQ (Supplementary Application Questionnaire), which is submitted online shortly after the UCAS application.  The SAQ collects additional information such as which topics have been studied at school and allows students to submit an alternative personal statement, which should focus on the Cambridge course rather than the more general subject area covered by all the UCAS choices.

Interviews
Having looked at the all the information at their disposal Oxbridge admissions tutors decide who should be called for interview.  These interviews are different at Oxford and Cambridge from most other universities. Students are interviewed on their own with 2 or 3 academics asking questions and posing problem-solving scenarios that are always relevant to the course applied to.  The purpose of the interview is to assess how students think and how they use their current knowledge alongside any additional information given during the interview to solve new problems.

Students living outside the UK/EU – even temporarily

Students attending an international school need to be aware that they may also need to complete some extra elements. Anyone applying to Cambridge who is living outside of the EU at the time of application must complete a COPA (Cambridge Online Preliminary Application) prior to submitting the UCAS form. Students who are not taking UK school qualifications (which include the IB) will need to check the entry requirements very carefully and are likely to be asked to submit a transcript of their high school academic results.  Evidence of English language skills will be required and any student receiving an offer must apply for a student visa if from outside the UK.

Overseas v UK fee status
The cost of studying at Oxford or Cambridge is dependent upon whether the student is assessed as an ‘overseas’ or UK home student. At Oxford and Cambridge overseas fee payers are required to pay ‘College fees’ (which cover academic facilities and other services provided by Colleges) in addition to the usual undergraduate tuition fees.  This is on top of accommodation and living costs.

UK Study Options specializes in helping students apply to Oxford or Cambridge. See what university application support we can offer you to help you secure a place at one of these excellent institutions.

Use your summer wisely – get work experience!

The summer holidays are here, you’ve worked really hard at school and you’re looking forward to a break – perhaps you have some travel booked. But if you are thinking about applying to university in the UK, the holidays are an important time to get work experience, internships or volunteering that will contribute to a more competitive UCAS application, not to mention enhance your career opportunities.

Assume that admissions receive more applications than there are places on the course and that everyone who applies has met the academic entry criteria – what is going to make your application more compelling than the next? What you have done outside your studies that will win you a place on an oversubscribed course?

Universities favour work experience as it shows that you are serious about your future and are able to pursue multiple interests. It doesn’t necessarily need to be directly related to your studies (unless you are applying to Medicine, Veterinary or Law).

Why is this important?

  1. Work experience, internships and volunteering will give you a whole range of skills that are desirable to universities, such as commitment, self-motivation, time management, team working, negotiation and organisational skills, not to mention role-specific skills. These skills can all be applied to enrich your studies.
  2. The experience you gain will prove invaluable in the classroom, helping you to connect academia with the ‘real’ world. It can add context and insight to your studies and a different perspective.
  3. Work experience helps you to form realistic career expectations and goals which universities like to see in their prospective students. It also allows you to try out certain sectors and roles to see if you like them before making big decisions about your career.
  4. Having some professional experience before you graduate will help make the transition from studying to working easier and will increase you chances of getting the job you apply for. Universities love employable alumni – it reflects well on the university and improves their employability stats. The Careers Centre at your destination university will offer a great deal of support including: compiling your CV, application letter writing, gaining the competitive edge when it comes to beating the opposition!
  5. You can get ahead in building a professional network that you can call on for career support and job opportunities after you graduate.

How do you get work experience?

There are many ways you can secure work experience and volunteering work. It depends on what you are interested in and where you live but an obvious place to start is in your local area. Reach out to local businesses, organisations, public services etc to see if they have opportunities. You may be able to use family connections or friends to help you secure informal experience. It’s great if you can get practical experience but even the chance to shadow a member of staff will give you some insight into your chosen role/sector – it’s better than nothing.

UCAS recommend several resources to get you started – so get exploring and get ahead of your peer group!

www.ucas.com/alternatives/internships/internships-and-volunteering

UK Study Options supports students with enrichment activities that boost their profiles and enhance their applications to university. We also offer services such as CV and cover letter guidance and proofing, as well as, conduct mock interviews and more to prepare students for internships, university and beyond! Read about our services on our University Application Support webpage.

What Makes an Effective Personal Statement?

Personal statements are an essential part of your UCAS application as they set you apart from all the other equally capable candidates applying for one of the limited places on a course. Your personal statement should give the Admissions Tutor a strong understanding of who you are and why you want to study the course that you are applying to. You only have 4,000 characters, so you have to be concise but compelling. It is also likely to be the only communication that you as an individual have with an Admissions Tutor so you need to make it count.

It is also very important to understand that the most selective UK universities wish to see a personal statement that is at least 70 – 80% academic. Your extra-curricular activities, hobbies and interests should form only a small part. Remember – the person reading your statement is likely to be an academic who has spent their life studying the subject you claim to have an interest in. Therefore, the main focus of the statement should be your interest in the course and the evidence you have to prove it.

The best personal statements provide evidence of:

  • enthusiasm and motivation for study of the subject
  • understanding and/or experience of the subject
  • academic engagement with the subject
  • relevant knowledge and skills for the subject
  • originality and independence of thought

The Russell Group of research-intensive universities which includes institutions such as, Oxford, Cambridge, Durham, Warwick, Edinburgh and Exeter, recommends the following 4-part structure:

  • Introduction
  • Course
  • Extra- curricular activities
  • Conclusion

We’ll have a look at each of these in turn.

Introduction – why do you want to study this course?

This should be a snappy opener to grab the reader’s attention – no longer than 4 sentences. It should be interesting, original and give an indication of your personality. Keep in mind that a personal statement should be personal and the introduction is your chance to make a connection with the Admissions Tutor.

Admissions Tutors like to know why an applicant is applying for the chosen course, particularly if they are applying for a subject that they have not studied before at school, such as Engineering or Earth Sciences. You could include a personal trigger that explains why the course interests you or an example of how it relates to modern affairs. You could mention one of the ‘big issues’ in the subject you have applied for or talk about what you find most interesting about the course. Sometimes students start with a relevant quote (if you use a quotation you must ensure that it is accurate and that you explain how it has inspired you) or some questions to show that you know what the course entails and that you are enthusiastic about studying it in more depth. Be warned – if you are expressing interest in a particular aspect or module of the course, be sure to check that all your course choices offer this as part of the degree. Sometimes students talk about their current studies at school and how these have inspired them to pursue the subject at a higher level. Career interests can be a starting point for course choice but be aware that Admissions Tutors will still want to see academic interest in the subject.

The course – what evidence do you have to prove your academic engagement with the subject?

This is the main body of the statement where you can demonstrate both your enthusiasm for and commitment to the course.

Tutors are looking for a personal statement that demonstrates your academic engagement with the subject. They are looking for evidence to show why a course genuinely interests you together with proof that you understand what is required to study the course. In other words, they need to be reassured that you have done your research and have looked beyond course titles to investigate what the course is actually about.

Because this section should be 70-80% of the statement it can be helpful to break it down into ‘inside school’ and ‘outside school’. ‘Inside school’ could include current studies and what you have found particularly interesting and would like to take further. ‘Outside school’ will be anything that you have done that is relevant to your course, which is outside of your school curriculum. Admissions tutors are looking for these ‘super-curricular’ activities as evidence that you are engaging independently with your subject and that you have the capacity and self-motivation for independent study – key to a successful undergraduate experience. The focus here is not to list loads of activities but to give fewer examples with evidence and to show that you have thought about/reflected on/learnt from these experiences.

Extra-curricular activities – what have you done that shows you have the skills needed to be a successful student on the course?

Although competitive universities are primarily interested in seeing evidence of academic interest in the personal statement they also want well rounded students. They are looking for proof that you have the skills necessary to succeed on your course and that you will be able to cope with university life. Non-academic interests and achievements can also help you to stand out from the crowd and give personality to a ‘personal’ statement.

As with the academic interests it is important not to list a whole stream of interests and activities – no matter how impressive you think they are. It is far better to choose fewer, more interesting examples, draw out the transferable skills that you have gained from them and show why these demonstrate your potential to succeed on the course.

Conclusion

It is sensible to finish the statement in a professional manner by rounding it off with one or two concluding sentences. Without repeating what you have already said, link back to the course you are applying for, remind the Admissions Tutor how committed you are, and how you are looking forward to participating in university life as a whole. Make this a really positive finish showing why you think that you deserve to be offered a place.

Top tips

  • Ensure that there are no spelling or grammatical errors. When you are satisfied with the content, proof read it – no one is immune from the odd typo or mistake. Do not just rely on spell-check. The easiest way to spot mistakes is to read the statement out loud to yourself and let others read it too
  • Make full use of the space available, but with correct punctuation. Get rid of words/phrases that do not add anything to your statement
  • Start writing your statement well in advance of the deadline so you have time to re-draft it a number of times
  • Follow a clear, logical structure
  • Avoid jargon, abbreviations or non-standard English
  • Try to include some subject specific vocabulary
  • Avoid repetition of information contained in the UCAS form
  • Write using active verbs, not passive verbs

Things to avoid

  • Jokes (these can come across as unprofessional and your sense of humour may not appeal to the Admissions Tutor)
  • Every sentence beginning with ‘I’. Try using gerunds (a verb plus ‘ing’ at the start of sentences)
  • Lots of pompous language that you would not ordinarily use in an attempt to impress
  • Lists – an admissions tutor does not want a long list of every book that you have read or every sport that you play. Fewer examples of current or recent activities in more detail is the key
  • Naming a particular university unless you are only applying to that one university
  • Lying or exaggerating claims (remember that if you have an interview you may well be asked questions based on your statement)
  • Saying that you have “always loved” a subject. Talking about how you first developed an interest in something is more believable and interesting.

And finally:

Always remember that every part of the statement should answer the question “why should we give you a place on the course?”

Take advice from parents, teachers, and advisers but at the end of the day it is YOUR statement and it should reflect and sound like you – it is called a personal statement for a reason.

UK Study Options provide tailored student guidance on writing a personal statement for competitive university applications. Have a look at what our Personal Statement Package includes.

What makes medicine applications different (2)

In the second blog of this series we consider some of the course related factors that need to be considered by prospective medical students.

Course length and qualifications

The standard medical course (for school leavers) is usually five years long. There are over 30 UK institutions offering standard courses, which lead to a variety of primary medical qualifications – MBchB, MBBS, BMBS, MBBCh, MBBChir, BMBCh. While this variety can appear confusing, students can rest assured that these qualifications are all variations of ‘Bachelor of Medicine and Bachelor of Surgery’ and are all validated by the GMC (General Medical Council).

At some universities (Oxford, Cambridge, UCL and Imperial) an extra 6th year of study leads to an intercalated or additional degree as a compulsory part of the course. This extra qualification is optional at many more medical schools, although it is worth noting that selection for the intercalation programme may be competitive and only open to the top ranking students in the year.

For students who have high academic achievement but who don’t hold the science subjects required for entry to a Standard course there is the option to apply to a six-year ‘Medicine with a Preliminary Year’ course. These are either Standard Entry courses with an additional year at the start, or sometimes the preliminary year is taken as a standalone one-year course. This is not an option for students who haven’t achieved the required grades to meet the entry requirements of Standard courses.

Cost

How much a medical course will cost you in tuition fees depends on whether you are classed as a Home/EU fee payer or an Overseas fee payer and on the institution you apply to. The difference in fees for Home and Overseas students is substantial (for more information read our ‘fee status’ blogs) and to further complicate matters there are different fee systems in England, Scotland, Wales and Northern Ireland. The universities will assess each student’s application for Home/EU fees on their own merits. Home/EU students are responsible for their tuition fees in the pre-clinical years but the NHS pays the tuition fees for years 5 and 6 in full.

Type of course

 Although all UK medical schools adhere to standards set by the GMC each course is different and each uses different teaching methods. It is therefore very important that applicants think carefully about the type of learning that would suit them best. Courses can generally be divided into:

  •  Traditional pre-clinical and clinical – as practised by Oxford and Cambridge. These courses start with 2 years of mainly lectures and tutorials covering science based modules. These are followed by three years of a clinical course which will include GP placements and hospital work in addition to subject based lectures. This course structure often appeals to students who wish to have a solid grounding in the science before much patient interaction.
  • Integrated – this method is now practised by the majority of medical schools and combines theory with patient contact from the very start of the course. In contrast to the traditional courses, scientific knowledge is taught by topic rather than discipline. Integrated courses can be further subdivided into those that specialise in Problem-based learning (PBL), Case-based learning (CBL) and Enquiry-based learning (EBL) all of which may appeal to the student who is a good independent learner and proactive in their approach to  study.
    • PBL is practised by Manchester, Glasgow, Queen Mary, Peninsula, Sheffield, Keele, Hull and York, Barts and East Anglia. Here the emphasis is on peer-to-peer teaching, small group learning and problem solving. Different medical schools use PBL to a greater or lesser extent, some teaching entirely by PBL with others using the method only occasionally.
    • CBL is offered by Liverpool, Cardiff and Glasgow. This is very similar to PBL and uses virtual ‘trigger’ cases to prompt learning of a particular area of the curriculum.
    • Enquiry-based learning (EBL) as practised by Birmingham.  Again this is similar to PBL but learning starts with the posing of questions, problems or scenarios.

    As well as differing in terms of teaching style, structure and patient contact, UK medical schools also differ in their methods of selection. Research is key in order for students to fit themselves to the school that best suits them and we will consider some of these differences in the next blog.

Plan Ahead with your UK university choices: Pre Personal Statement Tips and Ideas!

Get ahead of the competition – Personal Statement 1

As a Higher Education specialist I help many students who are considering applying to either Oxford or Cambridge or to a competitive course such as medicine, dentistry, veterinary, law or economics. There are two important UCAS application deadlines:

  • October 15th 2016 for Oxford OR Cambridge – this means you have to get your application in if you are applying for any course at all at these institutions for 2017 entry.
  • October 15th 2016 if you are applying for medicine, dentistry and veterinary at any university in the UK for these subjects for 2017 entry.

The second deadline January 15th 2017 is for all other subjects for UK and EU nationals (except Art and Design). Technically international students can apply up to the 30th June in the year of entry but this is not advisable as your application will be stamped LATE and the institution may not have any places left by the time you apply.

The other thing to bear in mind is some subjects are extremely competitive to get into in all the universities. Economics and Law are two competitive subjects that spring to mind. It is better for international students if you get ahead and prepare to submit your UCAS application at least by the end of October and by the January 15th deadline if you possibly can.

So, where do you start? ….

…Bearing in mind that there may be as many as 12 applicants, all with the specified grades for each place. You have to really stand out and:-

  • Decide on the subject/s you are most likely to succeed at and enjoy studying for three years or more.
  • Start reflecting upon what it is about the subject/s that really fires your passion.
  • Think about your natural preferences in your studies and potential careers.
  • Think about the skills you gain by studying each of your subjects at school.
  • Go to the UCAS website AND the Departmental Website of your shortlisted courses – check the Eligibility Requirements to make sure you are a good fit and have the required subjects.
  • Make sure you also have the right number of subjects and grades at GCSE or equivalent.
  • Look at the Application Process on the Departmental Website – see if there are any other requirements to be fulfilled such as Admissions Tests, Interview or Supplementary work to be submitted.
  • Have a look at the Course Modules on the Departmental website: There will be a lot of information for prospective students to help you gain momentum with your preparation.

Many universities have pre-study reading or recommended books listed on their websites. Why? Because up to 25% of students drop out of their course each year because they were not aware of what the course and subject entailed. Student selection in competitive institutions is a very well-tuned process. It is all about student retention! It’s important to select the right students and that the students know exactly what is expected of them. All this advance preparation will certainly give you the edge with that all-important Personal Statement.

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