Post-18 Options:
Handbook for
students and parents
2017 Cycle
2
CONTENTS
Page
Post-18 Options
3
Higher Education
3
Why choose Higher Education?
3
What to consider when choosing a course
3
Applying to University
6
Research and Sources of Information
10
Deferred Entry: taking a year out
12
Work Experience
13
Aptitude Tests
13
Multiple Mini Interviews
14
Finance
15
Colleges of Further and Higher Education
18
Part-time Study
19
Employment
20
Higher Apprenticeships
20
Other Options
20
Apprenticeships
21
How Can Parents Help?
22
Writing a Personal Statement
23
What is a personal statement and who reads it?
23
Structuring a personal statement – what to include
23
Transferable Skills
28
15 Top Tips
29
Further Information
30
Sample Personal Statement
31
Campbell College Deadlines
32
CAMPBELL COLLEGE BELFAST SLC 2016
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POST 18 OPTIONS
 Higher Education
-
University
-
College of Further and Higher Education
-
Apprenticeships
 Employment
-
Higher Apprenticeships
Other options
HIGHER EDUCATION
Higher Education is the term usually applied to Degrees, Foundation Degrees and Higher National
Diplomas. Such courses are available in Universities, and Colleges of Further and Higher
Education.
Why choose Higher Education?
Reasons include:
 Development of subject knowledge, independence and motivation as well as the
transferable skills essential for future employability.
 Improvement of career prospects to enhance long-term financial success.
 Essential for some career areas (Medicine, Dentistry, Teaching, Law, Chartered
Engineering, Architecture etc).
 Achievement of full academic and personal potential.
What to consider when choosing a course
a) What subject(s) to study?
b) What level of qualification?
c) What type of course?
d) Where and what kind of institution?
a)
iv)
Subject Choice
Options:
Continue with a familiar subject which is of interest (Chemistry, Hospitality, ICT, Languages,
Politics).
Take up a new subject e.g. Economics, International Relations, Linguistics, Psychology.
Study a subject with direct career links e.g. Accountancy, Agriculture, Biomedical Science,
Engineering, Law.
Pursue a vocational course e.g. Medicine, Physiotherapy, BEd Teaching.






Level of Qualification
Students should evaluate their likely attainment at A level and consider whether they are
best suited to:
Honours degree (e.g. BA, BSc, BEng, BMus, BEd)
(Level 6)
Integrated Masters degree (e.g. MSc, MEng, MMath, MChem, MPhys)
(Level 7)
Foundation degree
(Level 5)
Higher National Diploma (HND)
(Level 5)
Ordinary degree (relatively unusual, but more common at Scottish Universities) (Level 5)
Other certificates/diplomas (e.g. Higher National Certificate – HNC; DipHE)
(Level 4)
i)
ii)
iii)
b)
CAMPBELL COLLEGE BELFAST SLC 2016
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Most post-18 school leavers read a Bachelors degree with Honours (eg BA, BSc, BEng, BMus),
which takes three years (excluding placement years). In Scotland, degrees are usually of four
years’ duration (again, excluding placement years), but it is sometimes possible for A level
students to enter directly into the second year of a Scottish degree. Scottish universities also
sometimes offer Ordinary (rather than Honours) degrees in some subject areas which are awarded
after three years of study. Also note that the ancient Scottish universities confer the degree of
Master of Arts in arts subjects after four years, but this is broadly equivalent to the degree of
Bachelor of Arts from other UK universities.
Many post-18 applicants for Sciences/Engineering apply for an integrated Masters programme.
Since a Masters degree is often essential in order to become chartered in scientific/engineering
fields, an integrated Masters degree combines undergraduate and Masters level study in a four
year course (five years with a placement year, or in Scotland).
Foundation degrees and HNDs can act as a stepping-stone towards a degree, or serve as a
qualification in their own right. Foundation degrees can be useful for students who do not have
the right subjects for a particular degree course, or do not meet the entrance requirements for a
degree course. Also, for study of Art and Design based courses at degree level, a foundation year
in Art is often an entrance requirement. There are some established links between local colleges
(such as Belfast Metropolitan College, South Eastern Regional College) and specific universities,
facilitating transition to second or final year degree level study on completion of a foundation
degree or HND.
c)
Type of Course (at degree level)
Single Honours
Emphasis on one subject (usually with module options)
Joint Honours
Study of two subjects (not necessarily related)
Combined Honours
Study of a combination of two or three subjects
Major/Minor
e.g. Biotechnology with Spanish (Biotechnology as major subject)
Sandwich Courses
Alternating periods of study and work-related experience.
Placements can be for a semester (thin sandwich), or for a full
year (thick sandwich).
Think about:

Entrance requirements

Flexibility of course structure and options

Course content and duration

Academic facilities

Proportion of applications to offers made

Relevant professional accreditation

Methods of teaching and assessment

Interview or non-interview entry

Industrial placement opportunities

Study abroad opportunities (eg Erasmus)
CAMPBELL COLLEGE BELFAST SLC 2016
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Entrance requirements:
Universities and Colleges of Higher Education have both general and course requirements.
General requirements:
a minimum qualification expected to be eligible for a degree
course (sometimes called Matriculation requirement).
Course requirements:
a specific requirement (e.g. a particular A/AS level or GCSE
subject, often with a minimum grade).
Offers can be related to the UCAS tariff (see below), but it is more usual for institutions/courses to
demand specific grades, including specific grades in particular subjects. Most will require three
subjects to full A level or equivalent and count these points only, but some may accept points
achieved in a fourth AS level or occasionally other qualifications (e.g. Associated Board Music
Exams). If a subject is taken at both AS and A/A2 level, the points from the A level grade only
are counted. Be aware that while many universities accept the BTEC Level 3 Subsidiary Diploma or
60-credit Diploma as equivalent to A level, some universities or courses will require three full
A levels, sometimes with an additional subject at AS level.
It is important to check websites for up-to-date entrance requirements, and it is the
responsibility of the applicant to verify these before applying to an institution.
UCAS Tariff 2017
The UCAS tariff has been revised for courses beginning September 2017, with a new points value
attached to qualifications and grades as listed below. An AS level as a stand-alone qualification is
now worth 40% rather than 50% of a full A level. In reality these changes to the tariff system
should have little effect on university offers. Most universities will stipulate precise grades in
entrance requirements and where the tariff is used in offers, this will reflect new points values.
AS level Grade
(40% of A level)
d)
A level Grade
A*
56 points
BTEC Subsidiary Diploma
(60 credits) – A level equivalent
Distinction*
Distinction
A
20 points
A
48 points
B
16 points
B
40 points
C
12 points
C
32 points
D
10 points
D
24 points
E
6 points
E
16 points
Merit
Pass
Where and what kind of Institution?
Consider:
 Northern Ireland, elsewhere in UK, Republic of Ireland, Europe, Hong Kong, USA
 Reputation of university/institution and of chosen course within institution
 Fees, costs and financial implications
 Campus or city university
 Availability and type of accommodation
 Nature of surrounding area
 Travel and accessibility
 Pastoral and academic support
 Non-academic facilities – sporting, social etc.
A College or University should never be chosen without visiting it first.
CAMPBELL COLLEGE BELFAST SLC 2016
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Applying to University
Applications for degree courses at UK institutions are made through UCAS (Universities and
Colleges Admissions Service), an administrative organisation which processes applications to
universities and colleges. An internet-based system called APPLY is used which means that
students can work on applications both at home and in school. The system goes live at the end of
May 2016 and students can commence their applications over the summer holidays. They may
choose a maximum of five courses, and there is no order of preference. Subject to suitable offers,
they may eventually hold two of these offers (one Firm and one Insurance) until receipt of A level
results in August 2017. If initial applications do not generate satisfactory offers, university places
may still be gained through UCAS EXTRA (an application process beginning in February 2017) and
UCAS CLEARING (in August 2017), although by this time many popular courses will already be full.
Students can keep updated about the status of their application throughout the year by using the
online TRACK system.
If applying for Dentistry, Medicine, Veterinary Medicine/Science, a maximum of four choices can
be made in any of these subjects, plus one other. For applications to these courses and to Oxford
University or the University of Cambridge, there is an earlier closing date of 15 October 2016,
although if applying for some Oxbridge scholarships, the deadline can be even earlier. Students
intending to apply to Oxford or Cambridge have only one choice for that university and it is not
possible to apply to both. Any student considering applying to Oxford or Cambridge for any
courses, or for Medicine, Dentistry or Veterinary at any institution should clarify their intentions
with Mrs S Coetzee if they have not already done so.
Some Art and Design courses may have different deadlines for application – some may be
15 January 2017, whereas others may be 24 March 2017. Furthermore, a significant proportion of
Art and Design degree courses require or recommend an Art foundation course to be completed
first (depending upon the course and the candidate). Some applications to UK Art foundation
courses are made directly to the institution within a separate application process, but note that
the foundation course at the University of Ulster is integrated with the degree course and requires
a UCAS application. Students interested in Art and Design courses should speak to their Art
teacher for individual advice and consult Mrs S Coetzee about applications.
While separate application processes are used for many foundation degrees, HNDs and other
certificates in a range of subjects, many require application through UCAS; prospective students
should check entrance requirements and the means of application carefully. Additional
performing arts courses at conservatoires are available through UCAS Conservatoires, which is a
separate application system. The deadline for some UCAS Conservatoires applications is
1 October 2016.
The Application Process
During the Easter term of 2016, students have commenced their research of post-18
opportunities, including courses and institutions. In the Summer term 2016, they are offered a
Careers Guidance Interview with a member of the Post-18 Team at Campbell; this focuses on post18 choices, course and institution choices, and the reviewing of first drafts of personal statements.
Students have received guidance on undertaking further research, making decisions, developing
relevant experience and revising personal statements. Some students have engaged in Centigrade
Higher Education profiling in school. If any student is still uncertain about their potential course
choices, it is possible to undertake this online. See www.centigradeonline.co.uk for details.
CAMPBELL COLLEGE BELFAST SLC 2016
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Over the summer holidays, students will need to continue in their investigations and on return to
school in late August, will be expected to be in the final stages of making choices. They should also
have completed their personal statement supporting these choices. A good personal statement
can make the difference between successful and unsuccessful applications, so it is essential that
sufficient time and effort is devoted to this. If thorough preparation is not undertaken before
September, students will not be able to take full benefit of the help and advice on offer.
Students are given precise guidelines on the APPLY process through information sessions and
timetabled Careers classes in Year 14. Throughout the Christmas term they are offered
considerable support through individual interviews with their allocated Post-18 Adviser who will
assist them in completing an online application. Students may also request, or be referred, for an
interview with Ms Gillian McCluskey (Careers Adviser with the Northern Ireland Careers Service),
who is available in Campbell College one day a week to provide general careers advice, especially
with regard to courses at Colleges of Further and Higher Education, employment opportunities
and apprenticeships.
References for all students are completed by the school and once a student is happy with their
application, a fee is paid by credit card (usually £24) and the application sent electronically to their
Post-18 Adviser. The application is then checked by the adviser, but can still be returned to the
student at this stage if there are errors or improvements to be made. These can be corrected and
re-sent without incurring another fee. References are attached and final processing undertaken
by the UCAS Co-ordinator. It may take the school up to a fortnight to process an application
before it is sent to UCAS. Students should remember that the deadlines issued by UCAS are not
the date by which they should send their application to school advisers. Universities and Colleges
look favourably on early applications, therefore the process of applying needs to be underway as
soon as students return to school after the summer holidays. This is especially crucial for
Oxbridge, Medicine, Dentistry and Veterinary candidates. All other students should have their
applications fully completed by Tuesday 8 November 2016.
Administration of Post-18 Support and UCAS Applications
SUMMER 2016
EASTER/SUMMER TERM 2016





Year 13 Careers classes
Guidance interview
summer term
OCTOBER/NOVEMBER 2016

Submitted to CCB
UCAS Coordinator for
final checks
Further course research over summer holidays
Background subject reading or further experience
Redraft Personal Statement
SEPTEMBER/OCTOBER 2016

Submit application to
Post-18 Adviser
MAY - AUGUST 2016

Applications can
be returned at
this stage for
corrections and
amendments
Register for APPLY 2017
(Year 14 Induction
afternoon at Campbell)
SEPTEMBER/OCTOBER 2016
OCTOBER/NOVEMBER 2016

Application sent
to UCAS


Post-18 Adviser checks application
Reference added

2 meetings
with Post-18
Adviser
CAMPBELL COLLEGE BELFAST SLC 2016
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CAO and International Applications
Applicants for institutions in the Republic of Ireland use the CAO system, and advice on applying
through CAO will be provided to any prospective candidates in September. Applicants may select
up to ten courses, in order of preference and for most courses, places are awarded strictly on
academic merit. Offers are not made in the same way as UCAS applications, instead, applicants
only know if they are successful after results in August 2017, and to which of their chosen courses
they have been assigned. Most post-18 students apply for Level 8 courses in the Republic of
Ireland. The CAO tariff also differs from the UCAS tariff. For further information, see www.cao.ie .
In the past, applicants for the more prestigious universities in the Republic of Ireland such as
Trinity College Dublin and other National University of Ireland (NUI) institutions were required to
have four A levels in order to achieve the necessary CAO tariff scores. Recent revision to points
attached to A levels within the CAO system now means that students with good grades in three
A levels and one further AS level are in a stronger position for acceptance to these universities.
The last few years have seen a rise in the number of students from Northern Ireland, including
Campbell College students, studying at different universities across Europe. There are now
hundreds of degree programmes in European universities (many of which feature in the top 100
worldwide universities), especially in Northern Europe, that are delivered through the English
language. Other benefits include low fees and sometimes government grants. Generally,
entrance requirements are lower than UK universities, but this is not a reflection of quality so
much as the pressure on the tertiary level education system here. However, potential applicants
should be aware that there tend to be more rigorous systems of testing students throughout the
year in European universities, and drop-out/failure rates are higher. See www.eunicas.com for
further information on European programmes. Eunicas is an independent and relatively
inexpensive application support service for European universities, and can help streamline the
process of European applications.
For support with other applications, for example to American or Asian Universities, students
should see the ‘Study Abroad’ section of the ‘Research and Sources of Information’ pages of this
guide and speak to their Post-18 Adviser.
Talks and Presentations
An extensive programme of presentations, visits and conventions has been offered by Campbell
College over the course of Year 13, covering different institutions and subject areas. Local open
days take place early in September 2016. Students will continue to be informed of opportunities
through their timetabled Careers lessons and assemblies, Firefly, as well as the Careers Notices on
the Campbell College website and the Campbell College Careers Facebook page. Parents are also
kept updated by Careers Notices through Parentmail and through the Facebook page.
References, Predicted Grades and Adjustment
Subject references and predicted grades have to be completed early in the Christmas term of
Year 14. For this reason, they are largely based upon performance in Year 13. Students are aware
of the significance of their Year 13 studies as well as AS level grades, which are the most accurate
indicator of overall performance at A level. Predicted grades for each subject will be the same as
the level of achievement at AS level, unless there are specific circumstances in which the subject
teacher believes that the student will achieve a grade higher. Predicted grades will not be made
CAMPBELL COLLEGE BELFAST SLC 2016
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more than one grade higher than that achieved at AS level. In subjects which are not taken at
AS level (such as Art and Design), predicted grades will be at the discretion of the teacher on the
basis of Year 13 attainment.
Many students believe that they can significantly improve grades at A level after
underperformance at AS level, through retakes and improved effort. However, this does not help
in the first stages of a UCAS application since initial offers are based on predicted grades. The
school has to be able to stand over these grades and universities want to see continued,
consistent performance and motivation in their students. Furthermore, some more competitive
institutions and courses specify that qualifications can only be considered if they are taken in one
sitting.
Students who outperform expectations at A level have the option to use UCAS ADJUSTMENT. This
provides students exceeding the requirements of their offers with a limited time to reconsider
their choices if there are courses with higher entrance requirements that still have vacancies. In
reality, very few applicants have been placed in this way to date. Inevitably the more prestigious
courses are unlikely to have vacancies at this stage of the application process. However, with
English universities no longer restricted by government caps on numbers, use of ADJUSTMENT has
the potential to increase over the next few years.
Students will be informed of their predicted A level grades early in September 2016 and are urged
to select their final course choices accordingly, after consideration of entrance requirements.
CAMPBELL COLLEGE BELFAST SLC 2016
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Research and Sources of Information
Excellent sources of information for research include:
University Applications
www.ucas.com
For information on everything connected with UCAS and services including:




Courses, fee and entry requirements
Sign up for monthly newsletter
Events
Video guides




Links
UCAS Apply
UCAS Conservatoires
Track your application
www.whatuni.com
Essential university and course information, including independent reviews from current university
students.
www.ukcoursefinder.com
Course information and a useful study interest questionnaire for ideas on potential courses.
www.centigradeonline.co.uk
An online questionnaire service from which a detailed report is produced outlining courses to
which candidates are well matched - cost £20.
www.bestcourse4me.com
University course guide linking what you study, what you can earn and career opportunities
available.
www.hotcourses.com
University and course information.
www.universitycompare.com
Profiles, articles, reviews and information about different universities.
www.opendays.com
Information on university and college open days across the UK.
www.unistats.com
Official information facilitating comparison of different subjects across universities.
www.thetimes.co.uk/tto/public/gug/
(The Times subscription required)
www.telegraph.co.uk/education/universityeducation/universities-and-colleges/
www.guardian.co.uk/education/universityguide
www.thecompleteuniversityguide.co.uk
University Guides for data on courses, rankings, subject tables and other useful information.
www.push.co.uk
A student-centred independent university guide.
www.cao.ie
For courses in the Republic of Ireland.
CAMPBELL COLLEGE BELFAST SLC 2016
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General Careers and Graduate Opportunities
www.nidirect.gov.uk/careers
General careers information, especially relevant for students considering options other than
university.
www.icould.com
www.careersbox.co.uk
Lots of Careers-based films.
www.5050magazine.co.uk/webzine.html
Careers and lifestyle magazine.
www.prospects.ac.uk
Whilst aimed at graduates, this site is worth a look to get an idea of opportunities after a degree.
www.milkround.com
Information on graduate opportunities.
www.qub.ac.uk/careers
Website of Queen’s University Belfast Department of Careers, Employability and Skills.
www.targetjobs.co.uk
Careers advice and graduate jobs.
Study Abroad
www.fulbright.co.uk
For study in the USA.
www.acu.ac.uk
Association of Commonwealth Universities.
www.degreesahead.co.uk
Organisation promoting degrees delivered in
English across Europe, as well as Australia,
New Zealand, South Africa.
www.harvard-ukadmissions.co.uk
Assistance with UK applications to Harvard.
www.studyoptions.com
For study in Australia and New Zealand.
www.collegeboard.org
SATS and USA College planning.
www.eunicas.co.uk
Information and applications to European
Universities delivering programmes in the
English language.
www.petersons.com
Guide to Colleges in the USA.
www.studyabroad.com
Information and opportunities studying in
over 100 countries.
Books (available to borrow from the Careers Library)









Choosing your Degree Course and University – Brian Heap
Degree Course Offers - Brian Heap
Times Good University Guide – John O’Leary
The UCAS Guide to getting into University and College
Getting into the UK’s Best Universities and Courses – Susanne Christian
How to complete Your UCAS Application - Beryl Dixon/UCAS
Insider’s Guide to Applying to University – Karla Fitzhugh
Studying Abroad – Cerys Evans

Your Gap Year – Susan Griffith
A Parent’s Guide to Graduate Jobs – Paul Redmond
CAMPBELL COLLEGE BELFAST SLC 2016
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Deferred Entry – Taking a Year Out
Some students choose to take a year out, commonly known as a gap year, before commencing a
course at university or college.
Advantages
 Time to develop personal qualities
 New experiences and opportunities
 Developing independence
 A chance to sample possible vocations
 Enhancement of CV
Disadvantages





May be difficult to resume studies
Not advisable in some subjects due to loss of skills
during time out
Potentially difficult to adjust to living on a student loan
Other students may seem immature
Possible delaying tactic to avoid making a decision
While it is possible to leave university application until after leaving school, if a student intends to
take a gap year, the advantage of deferred entry is that a university place is already secured,
leaving the student free to pursue their plans. Students apply in the usual way, stating in their
application that they wish to be considered for deferred entry (2018 entry). They should first
consult the institutions to which they intend to apply to check particular policies on deferred
entry, before the application is submitted. If a student takes a year out, Admissions Tutors will
expect them to have made constructive use of the year and this must be justified and
demonstrated in the personal statement.
There are many gap year organisations that run programmes. Important considerations for
students thinking about a gap year include:






Selection process.
Programme (what is to be gained from placement)?
Money – how much will it cost and what is included?
The organisation – private, public or charity and its track record.
Pre-departure training, travel arrangements and vaccinations.
Support mechanisms during programme.
If organising own placement, the following should be considered:
 Transport
 Accommodation
 Budget for food and living costs
 Vaccinations
For gap year ideas, try:
www.gapyear.com
www.gap-year.com
www.projecttrust.org.uk
www.gapforce.org
www.realgap.co.uk
www.gapwork.com
www.i-to-i.com
www.ncvo-vol.org.uk
www.stepforward.org.uk
www.volunteernow.co.uk
www.projects-abroad.co.uk
www.sportlived.co.uk
www.bunac.org
www.campamerica.co.uk
www.flyingfishonline.co.uk
www.lattitude.org.uk
www.questoverseas.com
www.coolworks.com
Other gap year resources:
www.interrailnet.com
www.hostels.com
www.statravel.co.uk
www.nhs.uk/travelhealth
CAMPBELL COLLEGE BELFAST SLC 2016
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Work Experience
Students aiming for certain vocational degrees must impress Admissions Tutors beyond their
A level results alone. Gaining relevant work experience and writing about it intelligently in the
UCAS personal statement is essential; in many cases this will make the difference between getting
an interview and an instant rejection.
Universities require such work experience for two main reasons:


So that applicants demonstrate definite commitment to their career choice
So that they can see that applicants are pursuing their chosen career with eyes wide open
to its realities.
Whilst work experience is extremely useful in preparation for any vocational degree (such as
Engineering, Journalism or Law), it is essential for many courses that involve work with people in a
medical or care setting e.g. Medicine, Dentistry, Nursing, Physiotherapy, Occupational Therapy,
Teaching, as well as Veterinary Science.
Whilst organised Work Experience and Work Shadowing are crucial, prospective candidates for a
caring profession such as Medicine must also be able to demonstrate ability to take a ‘hands-on’
approach. Examples of relevant experience might include voluntary work in a care home or
hospice, or involvement with St John’s Ambulance. Aspiring vets could help out in veterinary
practices or on farms, working with animals. Teaching applicants should be able to show an ability
to work with children through sports coaching, youth groups, involvement in summer schemes
etc.
To get the best out of any work experience, students should keep a diary or other record of what
they have done and what they learned from it. Once selected for interview, the applicant must be
prepared to talk in some depth about their experiences.
Aptitude Tests
Some vocational degrees demand aptitude tests as an entrance requirement e.g.
BMAT
UKCAT
HPAT
LNAT
Some Medicine, Veterinary Medicine and Biomedical Science courses (including
Brighton and Sussex, Cambridge, Imperial College, Lancaster, Leeds, Oxford,
Royal Veterinary College, UCL)
Medicine (most institutions)
Health related courses at University of Ulster (e.g. Dietetics, Occupational Therapy,
Physiotherapy, Podiatry, Radiography, Radiotherapy, Speech and Language
Therapy) or Medicine courses in Republic of Ireland (NB these are different tests)
Law (at Birmingham, Bristol, Durham, Glasgow, King’s College London, Nottingham,
Oxford, SOAS, UCL). Also required for the IE Law School.
NB Cambridge does not use LNAT – applicants complete the Cambridge Law Test
instead).
Students should consult University prospectuses for further information on specific requirements.
It is essential to register for some tests by September 2016.
CAMPBELL COLLEGE BELFAST SLC 2016
14
Oxford and Cambridge Universities also require other aptitude tests for a number of courses at
certain colleges. Students should discuss their intentions at an early stage with Mrs S Coetzee to
ensure that they are fully informed about the requirements to undertake such tests.
See the following for further information and practice tests:
www.bmat.org.uk
Biomedical Admissions Test – information, guidance, preparation and practice questions.
www.ukcat.ac.uk
UK Clinical Aptitude Test – information, booking and familiarity tutorial.
https://hpat-ulster.acer.edu.au/
Health Professions Admission Test for University of Ulster - information, guidance, preparation
and practice questions.
https://hpat-ireland.acer.edu.au/
Health Professions Admission Test for Medicine in the Republic of Ireland - information, guidance,
preparation and practice questions.
www.lnat.ac.uk
National Admissions Test for Law – information, guidance, registration, preparation and practice
questions.
www.admissionstests.cambridgeassessment.org.uk
Thinking Skills assessments, STEP Papers, English Literature Admissions Test, History Aptitude Test
and Physics Aptitude Test.
www.onexamination.com/ukcat
Online resource to assist with preparation for UKCAT test from BMJ Learning. Good general advice
– subscriptions £26 - £41.
www.ukcatprep.com
Preparation for UKCAT test –subscription £30 - £50, but some resources are free.
www.kaptest.co.uk
UKCAT and BMAT preparation through classroom based courses or online resources.
Other preparation resources are available from the Careers Library.
Multiple Mini Interviews – Medicine, Dentistry and Nursing
Many Medical, Dental and some Nursing courses now use the multiple mini interview (MMI) as
part of their selection process. Candidates are required to complete a circuit with different
scoring stations and interact with actors to show that they have good communication skills, can
make ethical judgments and solve problems. In this way, they are able to demonstrate their skills
and capabilities rather than just discussing them.
It is especially important that applicants prepare thoroughly for this process by reading up on
Medical Ethics, familiarising themselves with key concepts in the Medical profession and keeping
up to date with current affairs. Many Universities offer preparation resources for MMIs on their
websites and there are local courses offered by providers such as 3fivetwo Training Academy. See
www.3fivetwotraining.com for further details.
CAMPBELL COLLEGE BELFAST SLC 2016
15
Finance
Fees
The new maximum fees for students as of 2016 – 2017 are as follows:
Domicile of student
Institution location
Northern
Ireland
England
Scotland
Wales
£3,925
Up to £9K
Up to £9K
Up to £9K
England
£9K – QUB
£6K - UU
Up to £9K
Up to £9K
Up to £9K
Scotland
£9K – QUB
£6K - UU
Up to £9K
£1,820
(paid by SAAS)
Up to £9K
Up to £9K/£6K
(additional grant
up to £5,190
provided)
Up to £9K
(additional grant
up to £5,190
provided)
Up to £9K
(additional grant
up to £5,190
provided)
Up to £9K
(additional grant
up to £5,190
provided)
European Union
£3,925
Up to £9K
£1,820
(paid by SAAS)
Up to £9K
Other International
Variable
Variable
Variable
Variable
Northern Ireland
Wales
Loans
Loans are available to cover both Tuition Fees and Maintenance. It is possible to get a loan to
cover the full cost of fees at most universities. The maximum amount of Maintenance Loan
available depends upon where a student is at university. All students are entitled to 75% of the
maximum amount, and 25% is means tested. The maximum amounts available for academic year
2016-17 are outlined below.
Maximum amount
available
75% entitlement
Means tested amount
Parental home
£3,750
£2,812
Up to £938
Living away from home
(not London)
£4,840
£3,630
Up to £1,210
London
£6,780
£5,085
Up to £1,695
Studying overseas
£5,770
£4,327
Up to £1,443
Tuition Fee loans are paid by Student Finance NI directly to the relevant institution. Maintenance
Loans are paid to students in instalments throughout the academic year.
CAMPBELL COLLEGE BELFAST SLC 2016
16
Repayments
Students who have received their loans from Student Finance NI begin to pay back loans once they
are earning a specified income (currently £17,495 per annum or over; this figure will rise with
inflation). They will pay back 9% of any income over this amount. A progressively tapered system
of interest rates will be employed. Any outstanding payments will be written off after
25 years. For students domiciled in England, Wales or the EU these terms may be slightly different
but work in a similar way.
Grants
Means-tested Maintenance Grants of up to £3,475 are also available to assist with living costs.
These are not repayable. Amounts available for the academic year 2016-17 are:
Total annual household income
Amount available
£19,203 or less
Full grant of £3,475
Between £19,204 and £41,065
Partial grant
Over £41,065
No grant
These figures may vary for students domiciled elsewhere within the UK.
For every £1 that is received as a Maintenance Grant, the Maintenance Loan amount available will
be reduced by 50 pence.
In certain instances, including disability, students may be entitled to a Special Support Grant of up
to £3,475 rather than a Maintenance Grant. Unlike the Maintenance Grant, the Special Support
Grant does not affect the Maintenance Loan entitlement.
Republic of Ireland
Northern Ireland students attending publicly funded institutions in the Republic of Ireland have
their fees paid for by the Irish government, although they are liable for a fee contribution of up to
€3,000 per academic year, for which they may apply for a Fee Contribution Loan from Student
Finance NI paid directly to the university. Students are also eligible to apply for a Maintenance
Loan of up to £4,840 and any other financial support if applicable (eg Maintenance Grant and
Special Support Grant).
Courses with Fees Paid/Bursaries
Students on the following courses at the University of Ulster may not be liable to pay the tuition
fees:
Dietetics
Physiotherapy
Podiatry
Occupational Therapy
Radiography/Radiotherapy
Speech and Language Therapy
UK students may also be able to apply for an income-assessed bursary for these courses which is
not repayable. In this event, a lower maximum amount of repayable Maintenance Loan will be
available.
CAMPBELL COLLEGE BELFAST SLC 2016
17
For the same courses in England, Wales and Scotland, the arrangements are similar, but not all
places will attract bursaries.
For the first four years of Medical and Dental courses, support is on the same basis as for other
higher education students, but for the fifth and later years of study, tuition fees are paid in full and
bursaries are available. Students will also be able to get a reduced rate, non-income assessed loan
for the balance of maintenance support.
Bursaries are also available for Nursing and Midwifery courses. Northern Ireland domiciled
students studying approved Social Work courses are also eligible for a bursary scheme.
CAFRE
Fees for Northern Ireland or EU domiciled students for higher education courses at the College of
Agriculture, Food and Rural Enterprise (CAFRE) have been capped at £1,555 per annum. For
students domiciled elsewhere, these fees are £9,000.
University Support
If a university charges fees of over £6,000 they are obliged to set out measures to support
students from less advantaged backgrounds. There are many bursary and scholarship schemes
offered by individual universities, and prospective students are advised to carefully research all
means of support available to them.
International Students
For international students (students attending courses within the UK, who are not permanently
resident within the EU) the exact cost of fees will depend upon the course and institution. Fee
Loans and Maintenance Loans are not available. With the substantial change to fee structures
since 2011, there is now far less of a disparity between fees for home students studying in
England, Scotland or Wales, and international students.
Further Information
For further information, contact Student Finance NI or check the links below.
www.studentfinanceni.co.uk
Site run as partnership between Department for
Employment and Learning and the Education
Authority
www.delni.gov.uk/studentfinance
Department for Employment and Learning
www.nus.org.uk
National Union of Students website
www.nhsbsa.nhs.uk/816.aspx
Information on NHS student bursaries
www.scholarship-search.org.uk
Scholarship information
www.thecompleteuniversityguide.co.uk
Bursary and scholarship grids and other information
CAMPBELL COLLEGE BELFAST SLC 2016
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Colleges of Further and Higher Education
Colleges of Further and Higher Education offer a range of courses at different levels, but in
general:
Further Education
Level 3 courses
Eg
BTEC Diplomas
Post 16
Higher Education
Level 5 courses
eg
BTEC HND
Foundation degrees
Post 18
Foundation degrees and HNDs, in addition to standing as useful qualifications within their own
right, can provide an entry route into a degree course at university or college. Some courses at
local Colleges are delivered in conjunction with Queen’s University or the University of Ulster.
Links between universities and courses at Colleges of Further and Higher Education, along with
transfer possibilities, should be investigated fully while researching foundation degrees and HNDs.
The Colleges also offer Bachelors degrees in some subject areas.
Applications for courses are usually made directly to the College of Further and Higher Education
(although sometimes through UCAS, particularly where courses are delivered in conjunction with
local universities). Many of the courses are more vocationally-based, equipping students with
work-related skills and combining theory with practical experience. Work placements are usually
a vital component of foundation degrees and HNDs.
HNDs and foundation degrees usually require a minimum of two relevant A levels or equivalent,
with appropriate GCSEs. Some courses specify UCAS tariff points as a guide to entrance
requirements. In Northern Ireland, higher education courses have become increasingly
competitive in recent years and this is reflected by the entrance requirements for courses. In
some cases, these are almost comparable with entrance requirements for university degree level
courses.
The range of Level 5 courses available in Northern Ireland includes:
Business
Accounting; Business (also with Accounting, Knowledge Management, Marketing);
Marketing; Property, Planning and Housing.
Computing
Computing and Systems Development; Creative Media Production (Games Design or
Moving Image); Interactive Media; iMedia; Software Engineering.
Social Studies
Early Childhood Studies; Health and Social Care; Work with Children and Families.
Creative Studies
Art and Design; Fashion Management; Graphic Design; Hair and Beauty Management;
Music; Performing Arts.
Hospitality,
Leisure and Tourism
Events Management; Health and Leisure Studies; Hospitality and Tourism Management;
Sports (Coaching and Sports Development); Sport and Exercise Science; Sport, Exercise and
Fitness; Travel and Tourism Management.
Science and
Agri-Foods
Animal Management; Applied Biology; Applied Chemistry; Agriculture; Agriculture and
Rural Studies; Equine Management; Food Nutrition and Health; Food Manufacture;
Horticulture – Landscape Management; Horticulture – Sportsturf Management.
Technology
Architectural Technology; Building Services and Renewable Energies; Construction; Civil
Engineering; Electrical/ Electronic Engineering; Manufacturing Engineering; Mechanical
Engineering; Product Design and Development; Sustainable Construction.
CAMPBELL COLLEGE BELFAST SLC 2016
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Belfast Metropolitan College (BMC) incorporates sites in central Belfast, the Titanic Quarter and
Castlereagh. South Eastern Regional College (SERC) includes sites at Bangor, Newtownards,
Lisburn and Downpatrick. The College at Newtownabbey is one of the sites of the Northern
Regional College (NRC).
Most applications for full-time Higher Education courses at the College of Agriculture, Food and
Rural Enterprise (CAFRE) at Greenmount, Loughry and Enniskillen, are to be made through UCAS.
Applications for other courses including Further Education courses should be made directly to the
College.
Open days and information sessions are usually held at local Colleges of Further and Higher
Education, starting in January. Check relevant websites for details.
The following websites may be useful:
Belfast Metropolitan College
www.belfastmet.ac.uk
South Eastern Regional College
www.serc.ac.uk
Northern Regional College
www.nrc.ac.uk
CAFRE (College of Agriculture, Food and Rural Enterprise)
www.cafre.ac.uk
Open University
www.open.ac.uk
Part-time Study
Part-time study at the University of Ulster has become an increasingly popular option for students
who wish to remain in Northern Ireland. A part-time degree course at the University of Ulster can
be completed in a minimum of four and a half years, with costs from £5,156 for the entire degree.
Part-time study also allows students the flexibility to work and support themselves financially
through their study (see section on Employment on page 20).
Some part-time degree courses have lower entrance requirements than full-time degree courses,
although this depends on the subject area. For example, part-time Business courses tend to have
lower entrance requirements, but part-time Engineering courses tend to have the same entrance
requirements since the courses are accredited by external professional bodies.
Applications for part-time degree courses at the University are not made through UCAS. For
further information, see the University of Ulster website.
In addition to the University of Ulster, the local Colleges also offer some part-time study options
for Level 5 courses, as does CAFRE. The Open University also offers many possibilities for parttime study.
CAMPBELL COLLEGE BELFAST SLC 2016
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EMPLOYMENT
Higher Apprenticeships
Over the last few years, there has been substantial investment in Northern Ireland in Higher
Apprenticeships with employers recognising the importance of offering employment and training
opportunities to students leaving school with A levels, with the benefit of securing a home-grown
talent pipeline. Young people can also gain from such programmes in terms of receiving
vocational training and qualifications without incurring debt.
Higher Apprenticeships offer the opportunity for employment with a salary and the chance to
study part-time for a degree, relevant professional qualifications or a Level 4/Level 5 qualification.
With investment in Northern Ireland from financial services and technology companies, these are
becoming increasingly common in the Financial and ICT Sectors. Companies offering Higher
Apprenticeships locally include:





Allen Overy
Fujitsu
Randox
Goldblatt McGuigan
Norbrook Laboratories




BT
 Liberty IT
Kainos
 PwC
Deloitte – BrightStart Programme
RSM McClure Watters
Higher Apprenticeships opportunities are available elsewhere in mainland UK too. For more
information on Higher Apprenticeships in the Financial and ICT sectors see:
 www.directions.org.uk/careers

http://bringitonni.info
Opportunities in the Financial sector – register for
updates
Information about the ICT industry in Northern Ireland
Other Options
Employment possibilities directly following A levels might include:

Administrative posts (Health Trusts, Civil Service, Insurance Companies).

Accounting Technician posts – training on the job with part-time study towards AAT, ACCA,
CAT professional qualifications.

Food Industry (area of particular growth in NI; CAFRE offer part-time courses). See
www.tastycareers.org.uk

Construction/Engineering – local employers (eg Graham Construction) offer some
work/training programmes for school leavers. Campbell students will be kept informed of
opportunities through the Careers Notices (available on Parentmail).

Hospitality Industry – see www.hospitalityguild.co.uk and www.people1st.co.uk .

Retail - check retailer websites for Trainee Schemes.

Register with Recruitment Agencies.

PSNI/Ambulance/Fire Service (check relevant websites)
 www.joinpsni.co.uk
www.policecouldyou.co.uk
 www.nifrs.org
 www.niamb.co.uk

Army/Navy/RAF (speak to designated Careers Officers).
Also see www.people1st.co.uk
CAMPBELL COLLEGE BELFAST SLC 2016
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Also see www.notgoingtouni.co.uk . Whilst this is an English website, it might provide further
ideas.
For employment opportunities in Northern Ireland, see:
 Local Newspapers - Belfast Telegraph (Tuesday/ Friday), Irish News (Thursday)
 Recruitment Agencies
 www.jobcentreonline.com
 www.nijobs.com
 www.nijobfinder.co.uk
Apprenticeships
Apprenticeships (formerly ApprenticeshipsNI) are programmes designed for young people
between 16 and 24 years of age, with GCSE qualifications or higher, offering training across a wide
range of career areas. Apprentices are employees within a company or organisation who also
receive ‘off-the-job’ training, usually on a day-release basis with a Training Supplier (for example, a
local College or other training organisation), to work towards achieving Level 2 or Level 3
vocational qualifications. Apprentices are paid in the same way as any other employee with the
minimum amount of National Minimum Wage.
If you are interested in becoming an apprentice, you must find an employer who is willing to take
you on. Many employers advertise apprenticeship programmes in the local press (eg NIE and
previously Bombardier); you could also see Job Centre online, check employer websites, contact
employers yourself, or contact local training suppliers who may be aware of vacancies.
Once you are in employment, you contact your local Apprenticeships training supplier who will
check your eligibility and can register you on the programme. Your training supplier will then
meet with you and your employer to discuss your apprenticeship and training needs. They will
develop and agree a training plan with you both. To find local training suppliers see:
http://www.online.detini.gov.uk/DELTraining_Ext/Home.aspx
If you are interested in apprenticeship opportunities, you may wish to speak with our local
Northern Ireland Careers Service Adviser, Ms Gillian McCluskey. Speak to Mrs S Coetzee to
organise an appointment.
Many Higher Apprenticeship, Apprenticeship and Employment opportunities are advertised
throughout the year on the Parentmail Careers Notices and the Campbell College Careers
Facebook page.
CAMPBELL COLLEGE BELFAST SLC 2016
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HOW CAN PARENTS HELP?
Parents can help students in their career planning process by discussing career possibilities and
post-18 options. They can encourage students to research options using the suggestions in this
booklet as a starting point, and to seek the advice that they need, attending events, open days and
meetings that may be relevant. Early application to any course of study or training programme is
advantageous. Students can begin filling in their UCAS applications from the end of May 2016
onwards.
If a UCAS application is to be made, parents should ensure that course choices have almost been
finalised upon returning to school in August 2016. Obviously there are other factors that may
impact upon this (such as AS level results), but the summer holidays present an excellent
opportunity to spend time researching and making decisions. Additional support will be available
in confirming course choices in September, but students will be expected to have a clear idea of
their intentions.
Parents can also ensure that the first draft of their son’s personal statement is ready for the first
day back at school in September, preferably having been proof-read and checked. Throughout the
UCAS process, it is important to check that both school and UCAS deadlines are adhered to, and
that students keep updated on their offers using the online TRACK system. Students must respond
to offers by the individual deadline they are given by UCAS, and parents can also check if use is
being made of EXTRA, CLEARING and ADJUSTMENT, if applicable.
Finally, we request that parents ensure that their sons are at home when A level results are issued
in August 2017. If away on holiday, it is difficult to address any problems that might emerge with
regard to A level results and course offers, the consequence of which may be loss of a place at
university.
If parents have any further queries, they should not hesitate to contact the Careers Department at
Campbell College.
CAMPBELL COLLEGE BELFAST SLC 2016
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WRITING A PERSONAL STATEMENT
What is a personal statement and who reads it?
A personal statement is information about you which will help University Admissions
Tutors/Employers decide if you are suitable for the course/job for which you have applied. This is
the first impression you will make upon a University Admissions Tutor or Employer, so it is vital
that you put in the required effort to ‘sell yourself’ effectively.
The personal statement section of a UCAS application is crucial as it can mean the difference
between receiving an offer, or a rejection for your chosen courses. It is within this section that
you can demonstrate the qualities, skills and experience, as well as the unique contribution you
can offer an institution. An effective personal statement will be tailored to the course you want
to study and the Universities or Colleges to which you are applying.
Structuring a personal statement – what to include
Of course, your personal statement is your own work and it must be personal, but most
statements tend to follow a familiar structure. Using the mnemonic IMAGES might help you to
understand how your personal statement should take shape:
INTRODUCTION - WHY
•Demonstrate that you have thought carefully and understand nature of course
•Demonstrate your suitability for this course
MOTIVATION - WHAT
•What have you done to demonstrate a genuine interest in the subject?
•This may include Work Experience, if it is closely tied to your course choice
ACADEMIC
These
paragraphs
should
constitute
75 – 80% of
overall
Personal
Statement
•How do your studies relate to your chosen course?
•What skills have you developed that will be important for your chosen course?
GOOD CONTRIBUTION TO SCHOOL LIFE
•Scholarships, Awards, Peer Mentor, Prefect, Open Days, Charities etc.
•Sports, Teams, D of E, CCF, Choir/Orchestra/Drama (emphasise skills/qualities)
Closely
linked
EXTRA CURRICULAR
•Sports, Teams, D of E, CCF, Choir/Orchestra/Drama (emphasise skills/qualities)
•Other activities, responsibilities, interests outside of school
•Work Experience (if not directly related to career area), part-time employment
•Gap year plans
SUMMARY
•Briefly summarise any points above
•Reassert that you are capable, keen and committed
CAMPBELL COLLEGE BELFAST SLC 2016
24
Remember that this is a basic structure. You might find it is better to adapt this slightly to suit
your own personal circumstances. You should write in paragraphs so that it is easy to understand,
but you do not need necessarily need to use one paragraph for each of the sections above - you
may wish to use more or fewer depending upon your needs. Be careful not to make paragraphs
too short.
The statement should be written in continuous prose. Some applicants use sub-headings within
their statements, but this can interrupt the flow of ideas and show a less ‘personal’ and more
‘formulaic’ approach.
You are permitted 4,000 characters in your statement (approximately 620 words with spaces).
Before you begin, remember your audience and the purpose of the Personal Statement. This is
your opportunity to sell yourself by demonstrating your interest, knowledge, suitability,
enthusiasm and commitment, to the Admissions Tutor.
1.
Introduction - WHY
This should be arresting and original, but be careful not to sound too off the wall. Perhaps you
might like to describe the first time you realised that your chosen subject was fascinating. Some
people use a quote (but this can be hit or miss – an Admissions Tutor is interested in what you
think, not what someone else has already said, unless you can add further reflection on it). Try
not to resort to clichés such as ‘From an early age . . . . ‘ or ‘I am passionate about . . . ‘. The
Introduction can often be the hardest part to write. If you are having difficulties, start writing
about your Motivation and see if an idea springs from that. Remember that your aim is to
convince Admissions Tutors of why you want to study the subject and how committed you are,
communicating the fact that this is a considered decision.
2.
Motivation - WHAT
Many students often wonder how they can show motivation in a Personal Statement. This section
should pick up from the ideas expressed in the Introduction and further explain the reasons for
your interest in chosen courses. For example, if there is a particular topic or experience that has
inspired you to pursue a course, you should talk about it. Additional reading around your chosen
subject area will show commitment, as will attendance at lectures and other events. If you are
applying for a subject area that you have not studied at school, this is even more crucial. To
convey motivation within your personal statement, consider referring to any of the following:











Books
Journals, periodicals, newspapers or magazines
Talks, public meetings
Courses and trips
A project or coursework piece that you have particularly enjoyed
People: experts or professionals
Science documentaries or arts programmes
Visits (to universities, businesses etc)
Workshops or conferences
Evening classes, clubs
Work Experience
CAMPBELL COLLEGE BELFAST SLC 2016
25
Generally, the more vocational the course, the more you need to emphasise your commitment to
and interest in the profession.
Good examples of expressing motivation in a personal statement include:
My interest in the world of business has existed since an early age; however, it was a talk by
Patricia Carson, who has established a chain of local Mexican restaurants, which really inspired
me. She began herself by serving pizzas while a Business student, and emphasised the importance
of people to the success of her business, of treating them as a family and of motivating them to
succeed and to reach their potential. I recognise that good social and communication skills as well
as a caring style of leadership will be essential in my future business career.
Having taken GCSE maths a year early I had an additional year in which we got to work on higher,
A Level maths. After reading books such as ‘Fermat’s Last Theorem’ by Simon Singh, ‘The Magical
Maze: seeing the world through mathematical eyes’ by Ian Stewart, and other such books that
speak about theorems which I had little prior knowledge about, such as game theory and chaos
theory, I was enthralled by the world of maths.
I would find studying Theology both intellectually challenging and thoroughly enjoyable. I believe
that the wide range of skills taught within the subject such as historical analysis, textual and literal
criticism, learning an ancient language and comparative techniques will contribute to a truly
motivating course.
2a.
Work Experience/Voluntary Work
Work Experience is another means of demonstrating motivation if it is relevant to the course to
which you are applying, and can strengthen your application. You might include:

What you have done (work experience, voluntary work, part-time job)

What you have learned from these experiences

What skills and qualities you have developed through these experiences (eg team
work, communication, meeting deadlines, solving problems)

The relevance of your experience to your application
Good examples include:
I completed Work Experience last year at the Lyric Theatre Belfast, shadowing technical and stage
management departments and gaining practical experience of plotting the lighting desk. As a
result of this, I was given the opportunity to work with a lighting designer in a summer production,
plotting and editing the lighting sates during technical rehearsals and previews. These experiences
have helped me further develop my technical abilities but also provided me with an insight into
lighting design and how it can be used to enhance mood and atmosphere within a performance. It
also helped me to understand the need to work as part of a team and to be able to compromise
and negotiate, as well as the challenges of irregular work patterns and working in pressured
situations.
CAMPBELL COLLEGE BELFAST SLC 2016
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I spent one week last summer working voluntarily for a disabled children’s charity called
‘Activenture’ with a group of children on a residential visit. I gained experience of helping with
daily care routines and also of outdoor activities and team activities in order to build confidence
and independence. I found the week challenging, and looking after children 24 hours a day was
testing to my stamina, nevertheless, I found it to be a most rewarding and enjoyable experience.
3.
Academic
In this section, outline how your current studies relate to your chosen courses and what skills you
have developed that are important for your future studies. Do not worry if some of your subjects
do not initially appear to relate to your chosen courses. Concentrate on the transferable skills you
have developed and how these will benefit you.
Remember - Sections 1 to 3 should make up about 75 – 80% of your overall personal statement.
The remaining 20 - 25% should cover school and out-of-school activities that emphasise
important transferable skills.
4.
Good contribution to school life
You need to show your intended institutions the extent to which you contribute to school life
through which you can emphasise responsibility, maturity and commitment. Example activities
and responsibilities might be:

Scholarships/Awards

Peer Mentor

Prefect

Other positions of responsibility (Food Committee; House Senate; School Council)

Sports (teams or as an individual)

Other teams – Debating, Chess etc

Orchestra/Choir

Duke of Edinburgh Awards

Combined Cadet Force

Charity Fundraising

Jengana and other

Open Days

Scripture Union
5.
Extra Curricular
Invariably, your commitment to school life will be shown through your extra-curricular
commitments. Avoid listing your various commitments and achievements; instead, be reflective
and emphasise the skills and qualities that you have developed through participation in these
activities (e.g. team-work, perseverance).
CAMPBELL COLLEGE BELFAST SLC 2016
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Good examples highlighting extra-curricular endeavours include:
I have taken an active part in school life, achieving a Gold Award for participating in over 50 House
events. I took part in two Medallion Shield rugby finals and in Year 12 I was a member of the
Schools Cup winning 1st XV team. Through this I showed dedication, focus, and the ability to
perform under pressure leading up to and including the final, and it was an experience I enjoyed. I
have been awarded Major Colours for my contribution to the rugby club.
As a School Prefect and Charity representative I have had opportunities to develop leadership
qualities. These have been enhanced further by my participation in the school teams for rugby,
squash and athletics.
I have attained the rank of Lance Corporal in the College’s Combined Cadet Force, in which I have
learned survival skills while on manoeuvres, discipline of weapons handling, and shown the ability
to follow orders. I am currently working towards my Gold Duke of Edinburgh Award. This has given
me the opportunity to develop team work and leadership skills, but most of all I have enjoyed
taking on and completing new challenges.
This year I have been appointed Deputy Head Boy, and assist the Head Boy in
planning and assigning duties to Prefects and ensuring they carry out their responsibilities. I serve
on fund raising committees and am currently involved with organising the school formal. Through
my duties I have further developed strong teamwork skills and have show that I can
make decisions and show resilience under pressure. I have also shown good time management
skills in balancing all my commitments.
I have had experience in coaching sports as well. I chose hockey coaching as a service for my Duke
of Edinburgh Award as I represent the College 1st XI. It involved me directing and training the
youngest teams in the school once a week. It interested me how skill levels, strategies and team
cohesion differed between age groups; this altogether benefited my ability to analyse sporting
situations.
You may also have responsibilities, activities and achievements outside of school, including
membership of other organisations such as church or youth groups, community work, general
part-time employment, voluntary work, foreign travel or hobbies. Avoid vague phrases such as ‘I
enjoy reading’, and especially ‘I enjoy socialising’.
This would also be a good place to mention a part-time job which could provide excellent evidence
of skills that have been developed. Also, if your Work Experience did not link directly with your
chosen course or career area, you could discuss what you gained from the experience and what
general skills were developed.
Again, do not list activities but reflect on what they demonstrate about you and what positive
skills and qualities you have further developed. This is also a good opportunity to highlight time
management skills.
A good example might be:
In my spare time I swim and scuba dive to the level of rescue diver and emergency first responder
and my next goal is to become a master diver. I have gained the St. John’s Ambulance 3 Cross
Award and Life Saving to Award of Merit. My experience within this organisation has developed my
ability to work with members of the public and show empathy towards them.
CAMPBELL COLLEGE BELFAST SLC 2016
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If you are intending to take a gap year, your precise plans and what you expect to achieve from
the experience should be outlined here.
6.
Summary
This is the last impression you make on the reader and psychologically very powerful. You might
like to:



summarise the whole personal statement and assert that you are capable and keen.
use the conclusion as a springboard for a new idea that grows from what has been stated
in the personal statement.
create a structurally impressive statement by echoing the start of your statement, creating
a symmetry, but giving the same idea a fresh direction or twist.
Transferable Skills
You might wish to highlight some of the following transferable skills and qualities in your Personal
Statement. Remember to back this up with examples and evidence.
Communication
Problem solving
Team working
Interpersonal skills
Initiative
Leadership
Organisation
Time management
Negotiation skills
Self motivation
Stress tolerance
Patience
Resilience
Commitment
Sensitivity
Confidence
Flexibility
Working to deadline
Responsibility
Stamina
Decision making
Willingness to learn
Adaptability
Good response to advice
Numeracy
Literacy
ICT
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15 Top Tips
Also consider the following in ensuring that you impress an Admissions Tutor.
1. Research your courses thoroughly and ensure that you show an understanding of the exact
nature of the courses that you are applying for.
2. Format – you have 4,000 characters only (including spaces) which must fit into 47 lines;
anything more than this will be deleted by the UCAS APPLY system. The APPLY system will
not accept text in bold, italics, or underlined and some characters are not permitted.
3. Grammar, spelling and punctuation are extremely important – make sure your statement is
thoroughly proof-read (and get someone to help you if necessary).
4. Style – be enthusiastic and concise and try to sound natural and genuine. Do not try to
sound too clever or use complex language you do not fully understand – this may backfire
on you. Be careful with humour – this rarely comes across well in the context of a Personal
Statement.
5. Don’t overstate your point and sound fake (or over-use the thesaurus). For example, do
you believe any of the following?
- ‘I was entranced by the biography of Tony Blair’
- ‘My studies of Organic Chemistry have fuelled my desire to study Pharmacology so that
I can develop new drugs to get rid of all diseases to make the world a better place ‘.
- ‘I find the study of twentieth-century Music analysis mesmerising’.
Well, neither would an Admissions Tutor.
Be careful not to make too much use of phrases such as ‘I am passionate about . . . . ’ and
‘This fuelled my desire . . . . . . ’
6. Don’t say . . . . show!
Be specific and display precise knowledge. Give examples – don’t say ‘I have read a lot
around my subject’ – explain what you have read, and more importantly, what you have
learned and how it has benefited and affected you. Don’t say ‘I have a fervent desire to
study Politics’, instead show it through what you write.
7. Don’t write lists of things you have done or achieved (such as what books you have read,
what you observed on work experience or your rugby achievements since Year 8). It is far
better to reflect and show an insight into what you have learned as a result of these
experiences.
8. Don’t waste valuable space by stating the obvious (like your name, or school) or what
subjects you are studying and grades you have already achieved (all of this information can
be found elsewhere in your application).
9. Don’t sound passive in your statement eg ‘In History we were taught about the causes of
the First World War’. An Admissions Tutor is less interested in what you have been taught
than what you have learned. The same applies when discussing group work – highlight
your own achievements. Use I not We.
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10. Be careful not to be too full of self-praise in your personal statement; self-praise is no
praise at all. Sound confident in your achievements, but not arrogant.
11. Don’t be negative or give excuses. For example, don’t say things like ‘I used to play hockey,
but I had to give it up as I was struggling to find the time’ or ‘We should have performed
better in our Young Enterprise Scheme but mistakes were made by other members of the
team’. Accentuate the positives. Avoid words with a negative connotation eg
Always
Awful
Bad
Don’t
Fault
Hate
Mistake
Never
Nothing
Panic
Problems
Quit
12. Be honest – don’t make claims that aren’t true or exaggerate. You are likely to get found
out, especially if you have an interview.
13. Don’t mention a specific University in your Personal Statement – remember it will be read
by Admissions Tutors from all of your choices.
14. Do not copy a Personal Statement from any other source. UCAS screen all Personal
Statements with their Copycatch similarity detection system, which has millions of
statements already stored. If you are found to have similarity in your personal statement,
your application will be flagged and this could have serious consequences and jeopardise
your chance of a place.
15. Use the SO WHAT? rule. Read every sentence and at the end of each one, ask yourself ‘So
What?’. Does it provide evidence of your suitability to the course?
eg ‘In Year 9 I went on a school trip to France’. (SO WHAT?)
If it is irrelevant, scrap it.
Further Information
Further information and guidance on writing personal statements can be found:

www.ucas.com

Individual University websites

Degree Course Offers - Brian Heap

How to Write a Winning UCAS Personal Statement – Ian Stannard

Personal Statements: How to write a UCAS Personal Statement – Paul Telfer

60 Successful Personal Statements for UCAS Application - Guy Nobes and Gavin Nobes

How to complete Your UCAS Application - Beryl Dixon/UCAS

Creating your UCAS Personal Statement – Alan Bullock
The Careers Department has a range of useful titles which can be loaned to students. Many
parents and pupils find it useful to purchase their own book for reference at home. Pupils
considering Oxbridge, Medicine, Dentistry or Veterinary courses would benefit from obtaining
specialist books in these areas. Most titles are available on Amazon; please speak to Mrs S
Coetzee for further guidance.
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Sample Personal Statement
My interest in Business and Economics began whilst reading ‘What Happened?’ by Hugh Pym and
Nick Kochan. In very simple terms they explain how the recent global economic crisis was caused
by a cavalier attitude to lending, which was encouraged by United States Government Policy, by
some American banks to the lower socio-economic groups in American society. This was
compounded by the fact that the debt was then passed on to other financial institutions to ensure
the banks maintained the required balance between assets and liabilities. This spread the problem
of debts that could not be repaid to financial institutions throughout the world. I have been
fascinated by how the United Kingdom government have attempted to deal with this problem.
Initially they have cut the Base Rate to an all time low and, in effect, printed money through
quantitative easing in an effort to stimulate growth in the economy. This seems to be in direct
opposition to what Milton Friedman said in his book ‘Free to Choose’ where he said that
governments needed to control the growth of the money supply carefully otherwise the country
concerned would develop ‘the hangover’ of inflation. It is these opposing, yet equally valid
theories which have intrigued me.
Through studying Physics and Mathematics, I have developed my skills in problem solving,
analysing data, dealing with new concepts, taking uncertainty into consideration,
making modelling assumptions and most importantly, developing my numerical skills. I
particularly enjoyed the statistical module of A level Mathematics. As a logical thinker,
Mathematics has always been one of my favourite subjects at school and last year I participated in
the UKMT Maths challenge, achieving a Gold award. My skills have been developed further in my
studies of Further Mathematics where equations and concepts are more complex. Studying
History has also helped me develop analytic skills, the ability to extract important information
from sources, interpret information and look at a question or situation in terms of the bigger
picture. In this way, through my A level studies I feel that I have developed the skills that are
crucial for further study of Economics.
For work experience last year, I spent a week in Stuttgart shadowing a Commercial Manager at
Thales, a multi-national manufacturing company specialising in Aerospace, Transportation and
Defence. Through this I learnt a great deal about foreign economic conditions across the globe
and was able to compare the situations in the United Kingdom and Germany, in particular the
influence that such industry has on the national economy and the government.
I participate fully in extra curricular life at school and in recognition of my contribution was
appointed as a Prefect this year. I represent the College within the 1st XI hockey squad and also
play for a club at Junior 3 league level. Through this I have shown a consistent ability to work as a
member of a team. These commitments also require time management; I attend training through
both school and my club three times a week. Furthermore, I play cricket for the College 2nd XI
team and have been awarded Major Colours for hockey and Club Colours for cricket. Twice a
week I coach junior hockey, organising training drills for the students to practise and offering
advice on developing their skills. This has improved my communication skills and I have enjoyed
relating to younger students and watching them improve and grow in confidence in the game. I
also represent my school through the Pipe Band, performing at school events and participating in
competitions; I have earned Major Colours for this long term commitment.
Through hard work and dedication I have achieved success in my school career and will bring the
same values and attitudes to my studies at University. I look forward to the challenges and the
opportunities provided through studying Business Economics at University.
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CAMPBELL COLLEGE DEADLINES – 2017 Cycle
Thursday 1 September 2016
UCAS Personal Statements to be complete.
Information on chosen courses/institutions/other
career plans to be ready for first meeting with
Post-18 Adviser.
Friday 30 September 2016
Completed Oxbridge applications and all Medicine,
Dentistry, Veterinary applications to be sent to
Post-18 Adviser.
Tuesday 8 November 2016
All other UCAS applications to be completed and sent
to Post-18 Adviser.
CAMPBELL COLLEGE BELFAST SLC 2016