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UCAS Group Tutor Booklet 2005 - 2006
Education Higher
Tutor
Guide
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UCAS Group Tutor Booklet 2005 - 2006
Contents
Dates & Deadlines ..................................................................... 3
Higher Education Jargon Buster .................................................... 4
Advice for students on deciding on a course ....................................... 6
UCAS tariff points system ......................................................... 10
Applying to UCAS on line – some key points ...................................... 11
Structure of the personal statement .............................................. 13
Advice on writing a reference for a student ...................................... 14
Sample form for gathering information from the student ....................... 18
Sample form that students give to subject teachers ............................ 20
Sample form that students use to request a mock interview .................... 22
Steps in the application process ................................................... 23
Tuition fees and student loans from 2006 ........................................ 25
Examples of tutor references ...................................................... 26
Some useful contacts and resources ............................................... 32
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Dates & Deadlines
May Introduction to Higher Education searches Open Day visits can start
June Coursefinder profiles returned.
Your Future Conference – 22nd June.
Research sponsorship opportunities. Consider a Gap Year
July Interviews with tutors in preparation for reference-writing.
Draft personal statement complete.
Research on universities and courses continues
August Collect AS results. Confirm grades match places you apply to
Sept Decisions made on courses & institutions
Personal statement completed. UCAS on-line application completed
23 Sept Our deadline for Oxford, Cambridge, medical, dentistry, veterinary.
Oct 1st – CUKAS deadline (music conservatoires)
Requests to subject teachers for statements to use in reference – ask
for the orange sheet from the Year Office
15th – official deadline for Oxbridge, vets etc.
UCAS forms completed and checked. Reference written by tutor
20 Oct Deadline for completed UCAS forms to arrive in Year office
Parents are informed of the grades on the form.
15 Dec Deadline for NMAS applications
15 Jan Applications received by UCAS after this date are LATE.
Feb Check deadlines for rejecting or accepting offers
16 March UCAS Extra is triggered for eligible candidate
31 March Universities must tell UCAS their decisions on applications made by the
15 January deadline
28 April You must reply to your offers by this date
30 April You should have all your replies by now
April/May Students choose one or two offers to “keep” – one firm offer and one
insurance offer. This is a contract and if you get the grades required
you will be expected to take up the offer.
30 June UCAS stops accepting late applications. Clearing starts
17 Aug Results Day - Sixth form staff will be in College to help.
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Higher Education Jargon Buster
Jargon What it means
BMAT BioMedical Admissions Test –for some medicine degrees at
Bristol, Cambridge, Oxford, Royal Veterinary College,
University College, Imperial College, Manchester. See BMAT
website. 30th September 2006 deadline.
CUKAS Conservatoires UK Admission Service – for music courses at
Birmingham Conservatoire, Leeds College of Music, Royal
College of Music, Royal Northern College of Music, Royal
Scottish Academy of Music and Drama, Royal Welsh College of
Music and Drama, Trinity College of Music.
Conditional Offer An offer which depends on getting certain grades
Decline You receive an offer but decide to reject it.
Defer Apply this year but not start the course until a year later. If
you would like to do this, make sure that the university accepts
deferred entry for your course. And remember to indicate
Deferred in Section3 of your application.
Degree A three or four year programme of HE study.
BA - Bachelor of Arts
Bed – Bachelor of Education
BEng – Bachelor of Engineering
BMus – Bachelor of Music
BSc - Bachelor of Science
BVSc - Bachelor of Veterinary Science
FA or FSc - Foundation Degree – vocational degree. Can
lead onto a full degree.
LLB – Bachelor of Law
MBChB – Bachelor of Medicine
Combined degree – made up of modules of different
subjects
Joint degree – two subjects studied equally
Single degree – focus on one major subject
Sandwich course – periods of study at university are
alternated with periods of study in industry
Sandwich courses usually last for 4 years
DipHE Diploma of Higher Education. Two year course. Needs lower
grades than a degree. Can lead onto a degree.
Firm acceptance Your first choice of course. (see Insurance)
Foundation Year Before your first year if you don’t have the right qualifications
eg for Art, Engineering, Medicine degree
Fresher A first year student in Higher Education
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Jargon What it means
GAMSAT Graduate Medical School Admission Test – for some medicine
courses at St Georges, Nottingham, Peninsula, Swansea. Ring
0870 1122211. 6th January 2006.
GAP Year A year off before you start university. Consider the pros and
cons of this. See Mrs Waudby in the Learning Centre and
books in L5 for more details.
HE Higher Education – education beyond A level standard
HND Higher National Diploma – 2 year vocational qualification. Need
lower grades than a degree. Can lead to a full degree.
Insurance Your second choice acceptance. If you don’t get the grades for
Acceptance your Firm Acceptance, you might get into your Insurance place.
LNAT National Test for Law – needed for entry to some Law degrees
at Birmingham, Bristol, Cambridge, Durham, Glasgow, Kings
College, Manchester Met, East Anglia, Nottingham, Oxford,
University College. See LNAT website. Register from
September to 15 January.
MSAT Medical Schools Admission Test – for entry to some medicine
degrees at Kings College, Queen Mary’s, Warwick. Deadline 28
October.
NMAS Nursing and Midwifery Admissions Service
Stamford Test On-line system for helping you find a suitable course. See
www.ucas.com
UCAS Universities and College Admission Service
UCAS Track On-line system for tracking progress of your application
UCAS Apply The UCAS on-line application system
Undergraduate A students studying for a first degree (eg BA, BSc)
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Deciding on a course – points to tell students to take into
account
Decision Details
Academic or vocational? Some courses are aimed directly at a particular type of
employment field (vocational). Others are more general.
Accommodation Cost and quality of accommodation varies a lot. Your
choices include:
Hall – student accommodation. Not always on the
same site as the university. Can be fully catered (all
meals provided – expensive), part-catered (you have
to do some meals for yourself), self-catering (you do
your own meals usually in a shared kitchen), en-suite
(expensive but you have your won bathroom
facilities), shared or single (two students in one room
or a room of your own), single sex or mixed sex (the
Halls have men only, women only or a mixture)
Student house (shared with others). Self-catered.
Sometimes arranged through the university;
sometimes through an agency.
Home – much cheaper. Only practicable if you study
near to your home. Miss out on full experience.
Art & Design Two possible admission routes – A and B. Our students
mostly use route A which is the same process as other
subjects. If your teachers think Route B is appropriate,
seek further advice from the Year Office.
Assessment Do you prefer a course with lots of exams or one with lots
of coursework and practical assessment?
Bursaries Some universities are offering more generous financial
packages than others. Check this out. But do not go to a
university simply because they offer a cuddly toy.
Campus or not? Many rural universities are campus-based with most of the
university facilities on one site. More intimate, easy to
make friends. But can be isolated and claustrophobic.
Transport costs can be a problem.
Choice Some courses offer a wide variety of optional modules.
With others there’s less choice.
City or rural? Cities are lively, vibrant and exciting but they can also be
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Decision Details
expensive, crowded and polluted.
Class sizes This varies enormously. Some classes / tutorial groups are
very small; others are much larger.
Cost of living Different places cost different amounts.
Course content Read the course details carefully. Courses with the same
name can cover very different work at different
universities. Beware! Read the University Prospectus
carefully and look at the ‘About this course’ section of the
Course Entry Profiles on the UCAS website.
Course structure Do you prefer a modular approach (units of work lasting
several months) or a linear approach? Pros and cons in
both. What suits you best?
Course type Decide from the following:
Foundation degree – usually for people in employment
HND - If you’re unlikely to get the qualifications you need
for a degree (2 A Levels minimum) or if you prefer a
shorter more vocational course, you could do an HND (you
must have studied 2 A levels or equivalent but need to pass
only 1 A level)
Degree – minimum three years of study. Minimum of 2 A
Levels or equivalent needed. Vocational or academic choice.
England, Northern Fees are different in Scotland and Wales to those charged
Ireland, Scotland or in England and N.I. where most courses charge £3,000 per
Wales year In Wales, tuition fess for 2006 are around £1,200
(but we don’t know what they’ll be from 2007 onwards). In
Scotland, fees will be around £1,800 per year (but
remember many Scottish courses last a year longer than
English ones).
Entry requirements Check these very carefully. Are you doing subjects that
the university will accept for your chosen course? Will you
get the right grades / UCAS points for the course you’re
interested in. Have you studied enough units? It’s vital to
know what grades you’re likely to get and choose courses
that are relevant to these grades. If in any doubt, check
the with course Admissions Tutor at the university. Refer
to the UCAS Tariff page later in this booklet and ask for
advice from the Year Office or Flo Sawer.
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Decision Details
Foundation Year Even with good A Levels you might not have what it takes
to start a particular course right away. So, some courses a
offer a Foundation Year – eg some Art, Engineering and
Medicine courses.
How many? You need to find a maximum of 6 courses (with some
exceptions)
Live at home? It’s not easy when you live here but some students travel
to Teesside or Scarborough on a daily basis. Much cheaper
than living away from home but you miss out on some of the
experiences of ‘real’ student life.
Location Near home or far from home. Benefits in both! Perhaps
best to strike a happy medium by choosing somewhere not
too near and not too far. High transport costs if you’re a
long way away.
Nursing You can apply for a Nursing degree (through UCAS) or a
Nursing Diploma (through NMAS).
Open Days Do find the time and money to attend Open Days for the
places you intend to apply to. It’s the only way to get a
proper ‘feel’ for a place – and you will be living there for
three years or more so it’s important to get it right. Check
www.ucas.com for dates or look in the Open Days Book (L5
or Year Office). See www.opendays.com
Popularity of course Popular courses can demand higher entry grades.
Professional Some courses offer professional qualifications as part of
qualifications the course – eg QTS (Qualified teacher Status) DipSW
(Diploma in Social Work).
Quality of course How do you know that the course you’re applying for has a
good reputation? It’s difficult to know for sure! However,
you can look at books such as Heaps’ Degree Course
Offers, The Guardian University Guide, The Times Good
University Guide, Hotcourses Guide, Art & Design
Directory. There are also some websites to help:
www.tqi.ac.uk,
www.educationguardian.co.uk/universityguide2005,
www.hesa.ac.uk, www.qaa.ac.uk/reviews
Universities asking for the highest grades are not always
the best.
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Decision Details
Sandwich course or Some courses have periods in industry as part of the
not? course. This means they last for an extra year. Real
benefits in getting practical experience and, maybe, a job
for the future.
Small or large Would a small university where things are a bit more
personal suit you better than a large university where you
can be anonymous? Fewer facilities at a small one though.
Social life If this is important to you, check out how active the social
scene is at the university. The Students Union often
provides a wide range of social opportunities. City-based
universities have a lively social scene.
Study facilities These are far better in some places than others. Check
out library facilities, computer access etc.
What to study There are over 50,000 courses to choose from! Do your
research and find a subject that interests and excites you.
Do Coursefinder or try the Stamford Test (at
www.ucas.com) to help. Also look at the Search section of
www.ucas.com, www.aimhigher.com,
www.coursediscoveronline.com, www.hotcourses,com,
www.ukcoursefinder.com,
What’s right for you Weigh up all the factors above and you’ll eventually come up
with
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UCAS TARIFF – POINTS SYSTEM
A Levels / AVCE BTEC Nationals Points
AS A Level / AVCE Award Certificate
AVCE Double
Single
AA DD 240
AB 220
BB DM 200
BC 180
CC MM 160
CD 140
A DD D MP 120
B DE 100
C EE M PP 80
A D 60
B 50
C E P 40
D 30
E 20
POINTS AND UNITS
Some courses ask for grades eg BBC; others ask for points eg 280;
some ask for so many points (or grades) from so many units. Units refer
to the exams you’re taking:
AS = 3 units
A Level / AVCE single award = 6 units
AVCE Double award = 12 units
Some courses prefer students to have studied a certain number of units
eg 21 units preferred (equivalent of 3½ A Levels). Check all these things
carefully before applying.
MUSIC EXAMS: Grade 6, 7 and 8 Music exams with ABRSM, Guildhall,
LCMM, Rockschool and Trinity attract some points. See UCAS website
or ask at the Year Office.
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Applying to UCAS on-line – some Key Points
The ‘buzzword’ which students need the first time they register is WCCUNI06.
UCAS will give students a username when they register. Students will then be given a
password which must have 6 to 14 characters and include at least one number and a
memorable phrase.
Students must remember the username, password and memorable phrase.
1. Section 1.
a. Straightforward. It’s helpful if students include their mobile phone number
and email address in case we need to contact them urgently.
2. Section 2 – further details
a. Scottish Candidate Number and BTEC registration number – not applicable.
b. Student Support Arrangements – North Yorkshire County Council
c. Fee Code – 02 LEA, SAAS, NI, Ed/Lib Boards, DfES
d. Area of Permanent residency – for most students this is North Yorkshire.
Some might live outside North Yorkshire eg Redcar & Cleveland.
e. Residential Category – for most students this is A UK Citizen/EU National
f. Country of Birth – for most this is England
g. Nationality – for most students, this is British
3. Section 3 - Applications.
a. Students can have up to 6 choices but you only have 4 choices for medicine,
veterinary, dentistry and only 1 choice for either Oxbridge or Cambridge.
b. Students don’t need to use up all their choices if they don’t want to.
c. Campus code is sometimes needed if the university has more than one location
for its courses
d. Further details requested – some courses ask about this. Check the box on
the course description on the UCAS website.
e. Point of entry – don’t worry about this. It’s only for students who are not
starting their course in Year 1.
f. Home – is the student living at home whilst studying?
g. Defer – does the student want to defer (put off) their entry for a year?
Check that the university allows this.
4. Section 4 – Education.
a. Details of secondary schools (WCC, Eskdale/Caedmon for most students).
5. Section 5 – be honest!
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6. Section 6 – Additional Information.
a. This information is not used to judge the application.
b. Occupational background – the job of whichever parent earns the most.
c. Ethnic origin – for most this is category (11).
7. Section 7 – Qualifications.
a. The students lists the qualifications they already have and ones that they are
currently studying for. The most likely ones are: GCSE; GCSE Double Award;
GCSE Short Course; Part One GNVQ; Foundation GNVQ; Intermediate
GNVQ; GCE Advanced Subsidiary (NEW) – in other words AS Level; GCE
Advanced Level; AVCE Single Award (6 Units); AVCE Double Award (12
Units);
b. If the student has received AS grades, they must include them, even if they
are re-sitting some units.
c. If the student declined an AS grade they do not include it.
d. Students do not need to include individual unit results.
e. See Page 6 of the UCAS booklet ‘06 Applying Online’ for details.
f. The date to put is the date they received their results – in the vast majority
of cases this is August.
g. The exam boards are shown on a separate page in the student booklet.
h. The exam centre numbers are:
i. WCC – 48181
ii. Caedmon – 48178
iii. Eskdale - 48183
8. Section 8 – Special Needs or Support – complete as necessary.
9. Section 9 – Employment.
a. Include any part-time work, holiday jobs etc.
b. Do NOT include work experience – this can be referred to in the student’s
personal statement.
10. Section 10 – Personal Statement.
a. See below for help.
b. Also see page 12 of the UCAS booklet ‘06 Applying Online’.
c. It’s best for students to prepare the statement in Word first, then paste it
in.
d. Students should not use formatting such as bold or italic until they’ve pasted
it into Apply.
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Structure of Personal Statement
This is a suggested plan but refer to the copies of previous statements as described
in the student guide.
Paragraph 1
Why has the student chosen the course? What interests them about it? What do
they know about it? What career plans do they have?
Paragraph 2
The Advanced level courses that they’ve followed, indicating any parts of the course
that the student has particularly enjoyed or found relevant. What career plans does
the student have? Reasons for having a Gap Year (if they are).
Paragraph 3
Work experience – both Year 10 and Year 12 – and any part-time jobs or voluntary
work, especially if they’re relevant to the course. Indicate any particular
responsibilities and skills that are involved. Work Experience is particularly
important when applying for nursing, medicine, veterinary or teaching.
Paragraph 4
Sports, hobbies, anything extra to their studies. If they put reading, mention their
latest book or two – similarly music. Travel or other responsibilities – treasurer of
club, etc, should come into this paragraph
Paragraph 5
The final grovelling when the students says things like – “I have enjoyed my Advanced
level course but I am now ready for a new challenge” etc.
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Writing a reference for a student
Please remember to be positive
See examples on pages 13 to 18 of this booklet
Opening Paragraph - Thumb nail sketch of the student.
Transfer to Sixth Form studies
Relationship with peers - are they 'reserved' or are they gregarious
Relationship with staff
Medical/family problems
Confident/conscientious/interested in the subject
Polite/helpful/friendly/punctual.
Subject Paragraphs
One paragraph per subject.
Opening line for each subject must be a statement of the predicted (or actual) grade
and the level (A/AS/AVCE etc) of the course (see examples).
Comment about the current attitude of the student.
Largely quoted from subject staff reference sheet and the projected grades.
Key words and phrases:
Enthusiasm, ability. carefully researched, originality of thought, yet to perform to
potential, only rarely does he/she show the originality of which he/she is capable,
deadlines are met.
Next Paragraph - Other Interests
What sort of person are the institutions getting? This paragraph should supplement
what the student has written.
Sport/College trips/theatre (Use current activities, not old activities).
Church, responsibilities in and outside college, are you a student council rep,
guides/scouts, work experience etc.
Concluding Paragraph
Would you recommend this person? How highly? A good student? An asset? What
have they to offer? Relationships again. Commitment. Interest in work.
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USEFUL PHRASES
now approaching an appropriate level of attainment in his/her subjects
whose focus on those areas that interest him/her is commendable
found the rigours of academic study difficult to cope with but now …
has not found the transition from GCSE to A levels an easy one to make but now …
has a lot to offer as well as benefit from
we feel that an offer would give XX the focus that his/her studies require
could provide the catalyst he/she requires to enable him/her to fulfil his/her
potential
the quality of work produced does not always reflect the quality and innate ability
shown in lessons
a more rigorous approach to consolidation would make us more confident about XX
achieving the results his/her ability suggests he/she should achieve
well-motivated
inspiration to others
good relationship with staff and peers
works to the best of his/her abilities
we feel that an offer at this stage will give XX the opportunity to display the
commitment we would expect from an 'A' level student.
As XX GCSE results indicate he/she is an able student.
QUALITIES
Maturity - age + approach Industrious
Reliability Responsible
Motivation Transition -coped well, taken time, struggled
Approachable Easygoing
Perceptive Independent
Humour - dry, sharp, wicked, ironic Empathy
Determination Commitment
Well rounded - single minded Cheerful - personable - warm personality
Ambition – focused Potential - Strengths and Weaknesses
Confident - reticent Pleasant
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Gregarious - outgoing Shy - modest - quiet
Leadership qualities Working as part of a group
‘Not a natural academic but …' Realistic in ambitions
Relates well to staff and peers Takes full advantage of the opportunities
Social skills Organisational skills
Popularity - staff -peers Punctuality - attendance
Huge asset to the College Outstanding
Honesty Work Experience
Enthusiasm
LAST PARAGRAPH
We're sure he/she will respond positively to the challenge of a degree course in
his/her chosen subject
recommend without reservation (unreservedly)
a credit to whichever institution
a lot to offer as well as benefit from
confirm his/her suitability for his chosen course
would benefit hugely from the opportunities and challenges offered
admissions tutors will be fighting over X
recommend with hesitation
she/he is under no illusions about the nature of the course and its requirements
college confirms her/his application is both realistic and worthy of serious
consideration
absolute confidence in recommending X
recommend highly
worthy candidate carrying the full support of the college
we feel X has the ability to produce excellent Sixth Form results and if you feel
he/she has the commitment you require then we would recommend him/her to you
guarantee he/she would be a high asset
her/his value would be immeasurable
we believe she/he is worthy of your (serious) consideration
recommend him/her as a student who demonstrates the highest commitment
would transfer smoothly to the demands of HE
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her/his work ethic is an inspiration to others
one who knows all about hard work through dedication
Given the opportunity, we feel that X will prove him/herself; he/she needs to be
given the opportunity
an exemplary student who would be a credit to the institution that offers him/her a
place
we hope you are able to make an offer as we feel that this would reinforce his/her
sense of purpose and provide him/her with the incentive to strive for success
now that X has decided, we hope that this will provide him/her with the incentive to
continue his/her improvement and achieve success in his/her Sixth Form studies
an individual, equally comfortable working independently or as part of a team
academically, there may be more able students than X applying, but few, if any, will
have the same commitment and determination to succeed
have no doubts about the suitability of the chosen course (career)
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UCAS REFERENCE
Gathering information for the tutor reference
Student:....................................................................................................... Tutor: ....................
Comment on punctuality and attendance
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Work Experience – Where did you go? What did you do?
Is anything particularly relevant to your application?
................................................................................................................................................................
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Did you do any additional work experience?
................................................................................................................................................................
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Responsibility
Have you had any responsibility this year either in or out of College?
e.g. Student Council, secretary of a club or society, Captain of football team etc
................................................................................................................................................................
................................................................................................................................................................
Achievements this year
e.g. passed driving test, first aid course, counselling course, ‘buddy’, Apollo, Bar Mock
Trial, Question Time etc
................................................................................................................................................................
................................................................................................................................................................
Sport – do you take part or watch?
Are you a member of a club or a team? What level do you play? e.g. College team
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Interests – do you belong to a club or organisation?
e.g. music – do you play or listen? what type of music? what grade have you
achieved? do you play in a group/orchestra?
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Helping – do you help anyone?
e.g. babysitting, shopping for elderly person, member of St John Ambulance
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Course applying for – try to give some reasons for your choice
What do you know about it? You should research this
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Anything else you think your tutor should know
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UCAS Reference Subject Comments
URGENT and CONFIDENTIAL
Student:......................................... T.G. ................
Subject: ......................................................................
Level: AS A2 AVCE Single AVCE Double CISCO Other
(Please circle)
Projected Grade (hybrid grade is allowed): ...............................
Course(s) Applied for: .......................................................
Subject Teacher(s) ..........................................................
For A Level subjects and Single Award AVCE, it is usual for students to give an
orange sheet to the subject leader who will liaise with the other teacher(s) to write
your subject comment. For Double Award AVCE, give an orange sheet to each of your
teachers.
Date given to teacher(s): ...................................................
Please write a paragraph to be inserted into the UCAS reference. This should include
subject specific comments on: Quality of work, commitment and motivation,
understanding, originality, communication skills, IT skills, own research, reading to
extend knowledge, etc. as appropriate.
The comments should be positive in nature. For guidance on length please refer to
examples given in this booklet.
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Whitby Community College - Mock Interview Request Form
Name: .........................................Tutor Group: ......
University/College: ................................................
Course applied for: ................................................
Date of ‘real’ interview: ..........................................
Advanced Level Courses: Teachers
1. ................................. .............................
2. ................................. .............................
3. ................................. .............................
4. ................................. .............................
5. ................................. .............................
Free periods
Mon (A) Tue (A) Wed (A) Thur (A) Fri (A)
Mon (B) Tue (B) Wed (B) Thur (B) Fri (B)
Interviewers:
1. ...................................................................
2. ...................................................................
Date of mock interview: .........................................
Time: ..............................................................
Venue: .............................................................
Informed: Student Interviewer 1 Interviewer 2
UCAS copy to: Interviewer 1 Interviewer 2
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UCAS APPLICATION STEPS
1. Student asks subject teachers for likely grades at the end of Yr 13.
2. Student calculates UCAS points from these grades – see UCAS Tariff
3. Student starts university research. Help from the Year Office and The
Connexions Personal Advisor.
4. Student registers on-line. MAKE A NOTE OF USERNAME, PASSWORD
AND SECURITY ANSWER
5. Student checks that the grades given to the tutor by the subject teachers are
good enough for the courses they’re applying for
6. Student completes the research
7. Student works with Group Tutor to devise personal statement
8. Student gives subject teachers orange forms (available from the Year Office)
so that they can write a subject reference
9. Students completes on-line application form and personal statement. Students
DO NOT ‘SEND TO REFEREE’ at this stage
10. Student prints out a copy of the application form. Place it in the UCAS IN
tray on the rack behind Malcolm Mercer’s desk
11. Student collects it the next day from the UCAS OUT tray on the same rack.
If changes are needed, a pink slip will tell the student what to do next
12. If necessary, student goes on-line and make any changes that are suggested
13. Student re-prints the amended form. Student returns the original print-out
and the amended print-out to the UCAS IN tray
14. Student collects it the next day from the UCAS OUT tray
15. When the application is considered to be complete with no more changes
required, the student will receive a lilac coloured slip
16. Student print out a copy for their file and prints out a second copy to give to
the Group Tutor. Student asks the tutor to write a reference
17. Student goes on-line and sends the application to referee (it comes to the Year
Office). Student will need to pay the £15 fee by credit or debit card
18. The Year Office attach the reference and send the form to UCAS
19. Students can check the progress of their application through UCAS Track
20. A letter will be sent to the student indicating that UCAS have received the
application and showing the grades included on the reference
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21. Students may be invited to attend for interview. If so, we recommend that
the student asks the Year Office for a mock interview. Student should give as
much notice as possible
22. Student will receive conditional offers, or rejections
23. Once student has all their offers or rejections, they have to choose one firm
acceptance and, if they wish, one insurance acceptance
24. If the student gets the grades required by the firm acceptance, they are
committed to going to the firm place
25. If the student doesn’t get the grades for the firm acceptance but does get
the grades for their insurance acceptance, they are committed to going to the
insurance place (if they had one)
26. If the student has no place by March or April, they will enter the UCASEXTRA
system which gives them a series of extra chances to apply to other courses
27. If the student still doesn’t have a place come results day, they can enter the
CLEARING system.
Route B (Sequential) Applications for Art & Design
Check with the Year Office if you are in any doubt about Route A and Route B
applications for Art & Design.
Additional tests for Medicine, Veterinary, Law
For some courses in Medicine, Veterinary and Law students need to sit an additional
test. Refer to http://www.ucas.com/tests/index.html.
Hepatitis B
If applying for medicine, veterinary, dentistry or other health-related courses
students may need immunization. Check with the university.
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Tuition Fees and Student Loans from 2006 – summary
Tuition Fees
Most courses in England and Northern Ireland will charge an annual tuition fee of
£3,000. It’s cheaper in Scotland and Wales
Universities who charge more than £2,700 tuition fees must offer some kind of
bursary to students receiving the full Higher Education grant
Universities are devising their own bursary offers
Students don’t need to pay tuition fees whilst you are studying
Higher Education Grant
Some families will get a Higher Education grant to help pay for fees. This does
not have to be re-paid.
The amount of grant depends on household income – less than about £15,000 and
they’ll get £2,700; between £15,000 and £33,000 they’ll get part of the grant.
Over £33,000 and they’ll get nothing!
Tuition Fees Loan
Students can take out a loan for the amount they are charged for their fees
Students pay this back after they graduate
Maintenance Loans to cover Living Costs
Students can also take out a loan to cover living costs
Everyone can get up to 75% of the loan (around £3,000 per year in most cases)
Whether they get the other 25% depends upon household income
Students don’t pay this back until after they graduate
How to find out more
www.support4learning.org.uk www.dfes.gov.uk/studentsupport
www.slc.co.uk www.aimhigher.ac.uk
www.doh.gov.uk – for NHS bursaries
www.dfes.gov.uk/dancedrama for dance and drama awards
DfES Helpline 0800 731 9133 NYCC helpline 08456 077577
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Examples of references
XXX is a quiet polite student who steadily performs to the best of her abilities. She has a
great many acquaintances and a much smaller circle of really good friends in whom she would
confide. After amassing a competent collection of GCSE results she made the transition to
A-level studies relatively painlessly. XXXX is a dedicated student with a tendency towards
shyness but this is diminishing as her confidence grows.
Predicted grade C in A Level Economics and Business
XXXX has already achieved a strong grade C at AS-level in this subject and will maintain this
grade over the full A-level course. A good listener, XXXX concentrates well and shows clear
understanding of issues and concepts in her responses to questions. Although she prefers not
to take the lead in discussions, XXXX is improving in this respect as her confidence in her
own ability develops. XXXX has shown particular strength (grade B) in her coursework, which
is well researched and successful in applying theory to real world problems. Her work is well
presented and reaches balanced conclusions based on logical and perceptive analysis.
Predicted grade D in AS Level Law
XXXX is a quiet student who is happy to allow others to discuss the ideas, which she is then
able to use to her own benefit. She is finding the large body of knowledge and understanding
required for Law a challenge, but is working to meet that challenge. If XXXX continues to
rise to the challenge, her subject teacher believes she could achieve the predicted grade at
AS-level.
Predicted grade A/B in A Level RS
XXXX achieved a B grade in AS but was only six mark short of the A boundary. Her subject
teacher has been very impressed by her progress on this course. Her essays are always clear
and well structured and she has shown impressive critical and analytical faculties. However,
XXXX's personal organisation still has room for development and her reticence in group work,
though improving still requires some effort.
XXXX has a weekend job, which she enjoys; it allows her to work with people of all ages and
backgrounds. XXXX has during the past year worked for Network, a charitable organisation
for which she did some shop work. XXXX is very responsible. She regularly looks after her
Auntie's small children and baby sits for various other friends and family. Her big challenge
at present is learning to drive. Interested in health and fitness, XXXX often goes to the
local gym. She enjoys quiz nights, which she attends every week with her friends. She is
learning to play the guitar and also enjoys reading.
XXXX is a quiet, sensible and caring person who is good at listening to people and she can find
an aspect of humour in any conversation. XXXX is a very nice young woman who richly
deserves to succeed and as such this college wholeheartedly endorses her application.
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XXXX is a highly personable and sociable young lady with vitality and charm. She is
never without a smile and her pleasant and gregarious personality makes her a
popular and lively member of the tutor group. She is always polite and interacts well
with students and teachers alike. XXXX is keen to do well an all her subjects and
excels in sports where she is an active member of a number of teams. She
represents the College at hockey, netball and basketball and trains with the town
mixed basketball team.
Predicted Grade C in A Level PE,
XXXX is a highly motivated and conscientious student. Her work, which is
exceptionally well organised, is representative of her methodical approach to her
studies. She shows a sound grasp of the central concepts and is able to express these
fluently, particularly in respect of Anatomy and Physiology. XXXX is genuinely
interested in her studies and always makes time to develop her understanding
further, reading around the subject and consulting other texts. She is a very able
sportswoman who has worked hard to develop her levels of performance, but most
importantly she has the knowledge and understanding to make the important link
between theory and practice. Her academic abilities, natural abilities and outgoing
personality make her an excellent candidate for her chosen course.
Predicted grade C in A Level Mathematics
Although XXXX has so far not fully achieved her potential in the subject, her
commitment has improved as the course has progressed. She is now showing the
inclination to persevere until she overcomes difficulties and the quality of her work is
improving all the time. XXXX communicates effectively and participates well in oral
work. She is making steady progress in group work and is doing her best to complete
homework although further independent study will be required in order that she
achieves her target grade.
Predicted grade C in A Level Psychology
XXXX has a good understanding of the main issues and can make effective contributions to
class discussions. She has good communication skills and her analytical and evaluation skills
are improving. XXXX is well organised and can be relied on to complete work to an
appropriate standard. She works well with others and has shown an aptitude for
mathematical analysis. She works hard in class when under pressure, enjoying the tasks set
and demonstrating strong views on some of the issues. With her commitment, enthusiasm and
proven experience and success in a range of sports, along with her pleasant, outgoing and
sensible personality,
I am confident that XXXX will achieve considerable success in her chosen career. Her
combination of subjects at A Level and her ability to see the links between them will provide
her with a range of skills to further develop at University. I am in no doubt that she will
quickly become involved in extra curricular sporting activities in much the way that she has
done at College and will be as much of an asset to your University as she has been to us. I
therefore most strongly recommend XXXX to you and wish her continued success in the
future.
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XXXX is a lovely student who has fitted well into the sixth form. He has taken an
active part in college life particularly with his work for the student council and as a
Senior Student. He has represented the college at local events and helped out at
open evenings here. XXXX is a bright student who is self motivated. I think it is
important to point out that XXXX comes from a family who do not have a history of
higher education.
Predicted grade C in A Level Physics
XXXX is taking A Levels in Physics, Chemistry, Maths and Biology. His Physics
teacher is pleased with the ability and level of understanding that he is able to
demonstrate, particularly when applying his knowledge to unfamiliar situations. He
seems determined to improve in this subject and his teacher predicts a grade C.
Predicted grade B/C in A Level Biology
XXXX's Biology teachers comment on his excellent attitude and contributions to oral
work. In group work his particular strength is his ability to steer more assertive
students by using his reasoning and diplomatic skills. They feel that his work is
improving all the time.
Predicted grade B in A Level Mathematics
XXXX's maths teachers describe him as a capable mathematician who demonstrates
the ability to work his way through problems using acquired skills and his own
initiative. He can explain his solutions to the class with confidence. They feel that
XXXX will continue to develop over the rest of the course and has a realistic chance
of gaining a grade B.
Predicted grade B in A Level Chemistry
XXXX is described as an enthusiastic chemist by his Chemistry teachers and they
comment on his full participation in lessons. He asks thoughtful questions and his
contributions in the class demonstrate a very good understanding of the subject.
Homework is fully completed and submitted on time and his attendance to lessons is
good. If XXXX continues to show this level of commitment then he should gain a B in
this subject.
There is a common theme to the comments from XXXX's subject tutors and that is
one of growing confidence. I feel that XXXX has started to realise the potential
excitement of further study and he will continue to improve in higher education. He
certainly has a lot to offer any institution, as evidenced by his enthusiastic
involvement as a Senior Student where, having been elected by staff and students, he
has shown commitment and enthusiasm for the duties and responsibilities associated
with this position.
We recommend him most highly as a student who will make the very most of the
opportunities in Higher Education..
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XXXX is a sensible, hard working and committed student. He has flourished in the
Sixth Form at Whitby and has developed both as a student and as a person. His
enthusiasm for his studies is only matched by his enthusiasm for life itself.
Predicted grade A or B in A-level Religious Studies
XXXX’s teacher says that he has made an outstanding contribution to the lessons.
She describes him as thoughtful, mature, argumentative and prepared to offer
opinions in order to provoke responses from the rest of the class. His teacher really
appreciates how his involvement has caused the rest of the group to become more
involved. XXXX is quick to understand new ideas and is able to see flaws or
contradictions in arguments. He has excellent communication skills constantly
producing well-constructed and thoughtful essays.
Predicted grade B or A in A Level History
His teachers describe him as an excellent and committed historian. He has a natural
interest in and flair for the subject. He is good at communicating both in a written
form and during class discussions. They say he is utterly reliable in terms of his
character and his work.
Predicted grade C in A Level English Language (predicted a grade C or B).
XXXX’s teacher says that he always produces work of good quality, and possessing a
sound knowledge of the basics of English language, he is able to apply them to
advanced study. His coursework project is based on an original idea, whilst being
firmly grounded in current linguistic theory. It is well planned and researched
showing that he is able to organise his time and study effectively.
Outside of his studies XXXX is fully involved in the life of the college. He is both a
senior student and a tutor group representative on the year council. He is also a keen
sportsman and plays rugby for the college team. Outside of college he works in a
restaurant in his home village. He also enjoys socialising with his friends, as do most
young people.
XXXX is an excellent student, enthusiastic and hard working, conscientious and
committed. He is focussed but not blinkered to the world outside. He is a rounded
character and is deeply committed to achieving his ambition of becoming an actor, as
shown by the list of 'parts' he has performed in his personal statement. We are
impressed with his commitment to his studies and to the college's greater life. We
confidently believe that he will take this 'commitment to the whole' to any degree
course he pursues. We are delighted to wholeheartedly support XXXX's application
to study to become an actor.
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XXXX is a delightful young lady who has gained in confidence throughout her time in
the Sixth Form. She is a hardworking student who is liked by her peers and staff
alike. XXXX enriches her life with a great variety of positive and exciting activities,
and makes herself an important and valued member of the community as a result of
this; her participation in activities at church, and at the sports centre spring to
mind.
Predicted grade B in A Level ICT
XXXX is keen to expand on the learning she did last year where she was particularly
successful with the work using Excel. She takes a conscientious approach to both
coursework and homework and uses good organisation to manage her time and meet
deadlines. She is gaining confidence in class discussions and is able to get her opinions
across to others. For her IT coursework XXXX has learnt to interview clients, work
out their problems and develop an IT solution that meets their requirements. This
year she is tackling a substation problem for a local engineering firm using advanced
features of Access in her outcome. The ICT team look forward to her achieving a
similar high standard on her coursework this year as the excellent
work she produced at AS which is currently being used as exemplar material for
current year 12 students.
Predicted grade B in A Level Maths
XXXX is a well organised student who is always able to meet deadlines: her self
assurance has improved throughout the year and she has become more skilled at
understanding difficult concepts with increasing ease. She communicates effectively
and is always willing to offer answers in class and to seek appropriate help inside and
outside of class time.
Predicted grade B in A Level Psychology
XXXX is a hard working and reliable student who always completes work on time. She
works well in small groups and can learn independently. Her analytical skills are
improving and she gives good verbal answers and contributions to discussions. XXXX
has consistently given good presentations to the class and she has the ability to get a
good grade and is well prepared to put in the hard work to achieve this.
XXXX has really engaged with life in the Sixth Form; she has always worked to her
very best standard, has managed to juggle a busy and energetic life outside college
with her studies
and has joined in fully with the wit and repartee that flies about in our tutorial time.
I am confident that XXXX will continue to mature, to explore, to develop and that
she will take to higher education with ease. I wish her the very best of luck and give
her my strongest recommendation.
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XXXX is a bright and cheerful young lady who has blossomed during her time in the sixth
form. She sees life as a challenge to be enjoyed and whatever XXXX does it is with
enthusiasm, a smile and at least 110% commitment! I have never known her give second best.
Her friendly and open disposition means she has a wide circle of friends and she is well
respected by her peers and teachers. XXXX has a mature outlook on life and even though
she involves herself in a wide range of activities she organises her time to meet all her
deadlines. Her punctuality and attendance are excellent. She is intelligent, articulate and
freethinking and, as you would expect, all her subject teachers think highly of her.
Predicted grade in A Level Performing Arts
The subject allows XXXX to express her personality to the full and it is no surprise that she
achieved grade A in this subject. Her teacher comments that although she had to make up a
lot of ground after her time in Japan she set about the task with enthusiasm and
commitment. She attended extra tuition sessions and submitted work for all six modules in
the same summer session, a factor her teacher feels makes the grade A even more
impressive. In her written work XXXX showed that she can draw on information from a range
of sources and use it to construct a logical and coherent argument. Her practical work was
mature and ambitious and she was not afraid to tackle sophisticated subjects such as child
abuse or the plight of Muslim women living under Taliban rule. XXXX also participated in
college productions such as Godspell.
Predicted grade A in A Level French
XXXX is described as an excellent linguist. Throughout the course she has shown great
maturity as an independent and original thinker. This is best seen in the thematic work she
has produced. She has excellent listening skills and a good accent and she is becoming
increasingly fluent with the language. XXXX has good ICT skills and has used these in her
research and to extend her knowledge of the topics and grammar covered. It is no surprise
that she is predicted grade A.
Predicted grade B in A Level Maths.
XXXX is described by her teacher as a thoughtful and conscientious student who works well
in class. XXXX is able to work on her own initiative and she consistently tries to work her way
through problems she finds difficult, asking for help when required. This gives her a level of
understanding that enables her to have the confidence to explain the answers in detail to
other students. She is very well organised and her detailed notes help her revise thoroughly.
XXXX's time in XXXX benefited her enormously and to listen to her talk you realise how
much she enjoyed it and how passionate she is about the country and its people. Once back at
college XXXX quickly made up for lost ground in her studies and, as her personal statement
shows, she rapidly involved herself in a range of activities, such as being a mid-day supervisor
and being a member of the college newspaper team and mock trial team in national
competitions. XXXX is clearly ready for the challenge of higher education and we are
delighted to recommend her to you without hesitation.
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Some useful contacts and resources
Coursefinder – www.ukcoursefinder.com
DfES Helpline 0800 731 9133 www.dfes.gov.uk/studentsupport
Uni FAQs booklet – download from www.guidance-services.co.uk
Health Care Students helpline – 0845 60 60 655, www.doh.gov.uk
NHS Student Grant Unit 01253 655 655 –
Nursing – www.nmas.ac.uk, 0870 1122206
NYCC helpline 08456 077577 email: Student.support@northyorks.gov.uk
Performing Arts Courses – 0800 731 9133
Quality of courses www.qaa.ac.uk, www.tqi.ac.uk, www.educationguardian.co.uk
Teacher Training Agency – www.useyourheadteacher.gov.uk 0845 6000991
UCAS helpline – 0870 1122211 www.ucas.com
UCAS Fax – 012423 544961
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