personal statement references. aims and objectives what are universities looking for? what to...
TRANSCRIPT
Personal Statement References
Aims and Objectives
• What Are Universities Looking
For?
• What to Include in the Reference
• School Information
• Student Information
• Looking at Real Examples
• Further Information
• Personal Statement Tips
What Are Universities
Looking For?
• Potential for success at Higher Education
• Fair assessment of the student’s abilities, achievements, skills and attributes
• As directly related as possible to the student’s desired career path
• Evidence or examples to demonstrate your assessment
What Universities are looking for
A fair analysis of the student in the context of:
The course• Skills, abilities and motivations?• What have they done in school to
support their choice?
Higher Education in general• What they can bring to the
university
A particular profession or career• Have they done their research?
Suitability of a prospective student
Put any important messages at the top of the page
Avoid generic statements
“We recommend *** to your institution”vs
“*** would make an excellent teacher because of her ability to interact and
engage with younger children effectively.”
Make it specific
• The student’s personal statement and application form.
• Course prospectus pages and information:• Entry criteria• Desirable student attributes
• Courses and institutions the student has applied for.
Information that might help
Reference Content
School Information
Very brief statement of the key
information, putting the reference in
context of the school/college
Prospective Student Information
Relevant and important information about
the student and their Motivations,
Academic abilities and achievements,
Skills and abilities, Work Placements,
Additional information
School Information
Keep it brief (A few sentences at the most)
For Example:The Sixth Form College offers a range of A-Level and BTEC National Diploma qualifications to 500 sixth form students. approximately 70 of whom go on to university each year. All students take a critical thinking module as part of a non-examined General Studies Programme. 25% of our students come from a widening participation background.
School Information
Student Information
• Best completed by someone
who knows the student.
• Make it specific to the student.
• Reference to their abilities,
strengths and achievements.
• Some reports can come from
other teachers…but not all.
General Tips
• Proposed career ambitions, attitude,
motivation and commitment
• Motivation and commitment towards
the chosen course or career
• Commitment or motivation shown in
the school/college context
• Suitability for their career choice
Motivations and ambitions
If you are unsure of the chosen career path of the student, talk
about their general suitability for Higher Education
• General background of academic
standard.
• Current achievements.
• Reference to subjects relating to the
courses for which they are applying.
• Relevant curriculum enrichment and
other activities.
• Potential (other than predicted
grades).
Academic Achievement and Ability
• Any relevant skills or achievements.
• Powers of analysis and independent
thought – skills that will be useful in
Higher Education.
• Qualities or strengths beneficial to
their chosen course or career choice.
Skills and abilities
• Relevant work experience, such as
work placements, voluntary work.
• Relevant curriculum enrichment and
related skills.
• The more competitive the course the
more important this element will be.
Work Placements
Additional information:• Any extenuating circumstances
affecting the student or their academic achievements
Concerns for or about the student:
• Admission tutors are good at reading between the lines
Additional Information
• Information or concerns about a student can be delivered subtly
For example:‘*** is capable of hard work’
could be interpreted as:‘*** could work hard if they could be
bothered, but they can’t’
• Information that can warn a university that a student may need a kick start may be useful
Concerns about the student
• You do not need to input predicted
grades onto the reference unless
you are making a particular point.
• If the predicted grades are not a
reflection of the student’s
potential or abilities, this needs to
be explained in the reference.
Predicted Grades
Looking at Real
Examples
Examples of referee references for
applications to Edge Hill University
• Provide additional information about the student and a fair assessment of the student’s skills, abilities and potential for success in higher education.
• Make it specific.
• A consistent message between the Reference and the Personal Statement.
Summary
Useful Websiteswww.edgehill.ac.ukwww.ucas.comwww.ucas.com/advisers/online/references
Useful Documentswww.ucas.com/documents/ucasguides/adviserguide2012.pdf
Further Information
Thank you for listening
Please feel free to contact us:
Daisy Jayes 01695 584258 [email protected]
Chris Bayes: 01695 584198 [email protected]
Ryan Duncan: 01695 584 243
Personal Statements
• Varying levels of importance on personal statements – the more competitive a course, the more important the personal statement.
• For most courses the personal statement and the application are the only things that an admissions tutor will look at to make an offer.
• A very strong personal statement can create an offer.
Why is it important?
o Do we want this student at this university?
o Do we want this student on this course?
The personal statement should provide all of the information relevant for admissions tutors to make a decision on students’ suitability for the course.
What are Universities looking for?
• Qualities and Skills
• Motivation and Interest
• Relevant Experiences
• Dedication, Commitment and
Enthusiasm
• Preparation
What are Universities looking for?
Top Tips
“The statement needs to provoke interest at the beginning, sustain interest throughout, and leave an impression at the end”
Admissions Tutor
• Research the courses• Students need a good awareness of
what the course will give them• Look at university information
• Start Early
• Continuous process
• Relevant Experience
• Test out a career and gain some
valuable skills
Preparation
• Will it give students what they
want?
• Are they prepared for the demands
of course?
• Career aspirations that match the
course.
• Can they prove/demonstrate that
they want to be on this course?
Pick the right course
• Motivation
• Relevant Experience
• Academic Ability
• Personal Qualities and Attributes
• Outside Interests
Content
Specific• Provide details and examples.• Avoid the generic and boring.
Truthful• Modesty can be a good thing.
Spelling and Grammar• 19% of Primary QTS
Applications are rejected because of poor spelling.
The personal statement
Personal Reflection• Offer thoughts about motivations
and lessons learned.• Provide analysis of work
experiences and experiences gained.
• Reflect on own skills and abilities.
Demonstrate and evidence• Provide details and examples to
back up claims.• Give examples to highlight
important information.
Personal Reflection
• Start the journey as early as possible.
• Good preparation is obvious in a personal statement.
• Encourage your students to critically analyse their own skills, abilities and experiences.
Summary
Thank you for listening
Please feel free to contact us:
Daisy Jayes 01695 584258 [email protected]
Chris Bayes: 01695 584198 [email protected]
Ryan Duncan: 01695 584 243