Springboard to the Future 2021 - Channing guide to applying to universities by Channing School

Springboard to the Future 2021

Table of contents Part A Important dates and Introduction to Higher Education

page 1

Introduction to Higher Education

page 2-4

Choosing a university and a degree

pages 5-7

Gap years and Deferred places

pages 8-12

Admission Tests

pages 13-14

Interviews

page 15

Degree Apprenticeships

pages 16-17

Overseas Applications

pages 18-21

Art Foundation

page 22

Drama courses

pages 23-25

Music courses

pages 26-29

Part B Completing Your Application on UCAS Apply

Section 1 University applications Section 2 UCAS preliminaries Section 3 UCAS APPLY 2021-22: completing your application Section 4 Guidance on Personal Statements Section 5 GCSE/IGCSE and A level examination boards

Important dates 2021 Late May (before Half Term) Early June Early June 8th June 2nd July End of the term Over the Summer term AUTUMN TERM 2020 6th September

First meeting of potential Oxbridge candidates; USA and Art foundation meetings Channing project presentations Registering with UCAS and workshops on personal statements Deadline for submission of three college choices for Oxford or Cambridge Personal Statement DRAFT due Release of the predicted grades Work on personal statements and any additional reading/work set for Early applicants

Early applicants to meet with Oxbridge Coordinator and Director of Sixth Form

28th September

Deadline for submission of Early applications (Oxbridge, Medicine,Vet Med, Dentistry) as well as UCAS Conservatoires applications. (tbc)

5th October 15th October 2nd November

Year 13 Parents’ evening OFFICIAL DEADLINE FOR EARLY APPLICANTS Oxbridge pre-interview admissions tests, including BMAT (TBC) Academic Forum Non-early UCAS applications final deadline

November Early December

Part A Introduction to Higher Education

While we make every effort to ensure that this booklet is accurate, you are urged to check individual university websites to ensure that you have all the required information. You are about to enter an exciting and important stage in your life where you will be making choices that will affect your future. Whereas in the past others may have made many decisions for you, from now on you will take over much more of this responsibility yourself – so read this booklet carefully and act on the advice it contains! You have had an opportunity to discuss your higher education plans with the Director of Sixth Form as well as your Tutor, parents and friends! it is important that you continue to have these dialogues throughout the rest of the applications process. Keep your tutor fully informed of your current thinking and let them know quickly if you change your mind about your university plans. Of course, we recognise that your ideas might change over the summer holidays as you have the opportunity to ‘visit’ more universities and read more widely. You are probably already engaging in ‘virtual’ tours of universities but you may even want to visit some of these places ‘unofficially’ over the Summer. Providing you keep us informed of your intentions and keep on top of the UCAS process, we will be able to deal with any changes of plan and to help you as much as possible. If you are still uncertain, do make sure that you speak with the Director of Sixth Form at the earliest opportunity. When it comes to choosing or finalising your degree course, please do talk to your subject teachers – they have a great deal of knowledge about universities and the degree courses in their subject area. You are encouraged also to look up the departmental information of the universities in which you are interested, and you may even contact admissions departments directly if you have a particular question which cannot be answered from the information online (but be very careful not to annoy them!). Look carefully at the content of university courses and check that they offer what you want, especially the balance between two or more subjects in joint honours courses. Most importantly, ensure that you have the right qualifications. It is up to you to check these details. The UCAS website is a starting point for this information, but always contact the university themselves if you are in any doubt. As a consequence of the current circumstances, you do need to check even more carefully details relating to courses; requirements; views on gap yeas etc. 2

Why go to university? An article produced by Cardiff University Every year hundreds of thousands of prospective students choose higher education as their next step after school or college. Students don’t have to go to university and can build a career without a degree - but university can offer so much more than just a career path at the end. Here’s why an A level student should consider doing a degree. (Note: a degree can also be obtained through Degree Apprenticeships) For career Improving career prospects In 2016/17, 96% of Cardiff graduates were employed or studying within six months of graduating. Gaining a degree can increase and improve career prospects. Students will not only have a wider variety of career options to choose from once they have a degree, but they are likely to progress much faster up the career ladder too. Pursuing a vocation Students often choose to study at higher education level to further an interest in a particular subject, or in a particular vocation. Some careers, such as those in medicine, nursing, architecture, law and pharmacy, cannot be practised without a particular vocational degree. Earning more Statistics show that graduates earn significantly more than those without higher education qualifications. As a graduate, options will be wider, and they will find it easier to get into employment and to stay in employment. Developing skills for employability A degree will not only give students the opportunity to gain an in-depth knowledge of their chosen subject but also develop transferable skills such as communication, presentation and problem-solving skills, while enhancing their ability to work as part of a team.

For self development Building self-confidence, independence and responsibility University can help students to build their self-confidence and independence. Students will have plenty of opportunities to make new friends from different countries and backgrounds. Living independently can also nurture an increased level of responsibility. Studying a subject for enjoyment Students often choose to study a subject because they enjoyed it at school or college. University presents the opportunity to delve deeper into a subject they enjoy, creating the perfect foundation for a career that interests them. Exciting opportunities In many cases, going to university offers the opportunity of studying in world-renowned higher education institutions all over the globe. At Cardiff University, we have partnerships with 300 institutions, giving you the choice of placements in Europe and all over the world, depending on your programme of study For the future Gaining experience with extracurricular activities There are always dozens of extracurricular opportunities to get involved with at university, which will boost both enjoyment and employability throughout the higher education experience. Making lifelong connections University is an opportunity to make lifelong connections to fellow students from different backgrounds and cultures, as well as to the new city students will call home for the duration of their stay. https://www.cardiff.ac.uk/study/undergraduate/parents-and-supporters/why-go-t o-university

Choosing Universities Remember that entry to the top universities for popular courses is highly competitive. You are strongly advised to include a range of universities in your choices, with a range of different entry requirements if possible (although this is more difficult for certain subjects such as Medicine). For example, in most cases it would be unwise to apply to five universities from Oxford, Cambridge, Bristol, Durham, Edinburgh, UCL, Imperial, LSE and Warwick. There are many other fantastic universities with great courses so do make sure you have researched these and include at least one other in your final list of five. In discussion with your parents, tutor and the Director of Sixth Form, considering an aspirational choice, realistic and safety university choices is HIGHLY RECOMMENDED. Degrees: What Subject? Britain has the widest choice of higher education options available in Europe, therefore in order to make informed decisions when choosing a course you need to think about: What your academic strengths and weaknesses are - be honest with yourself and ask other people if necessary ● Why you enjoy particular subjects ● What interests you ● What your career ambitions are ● What you do not like doing How Do I Choose? You will study your course for at least three years, so it is imperative to choose a subject area that you are enthusiastic about. ● Find out exactly what the subject involves. ● Talk to your teachers/friends/family Visit www.ucas.com The https://www.ucas.com/ has a comprehensive online database of over 50,000 HE courses available at more than 400 universities and colleges which are members of UCAS. Nearly all of the universities provide an undergraduate admission statement for each of their courses. These are compiled by staff at each university and provide information about the course, specific entry requirements and career possibilities, and about the qualities or experience admissions staff are looking for in applicants. Increasingly, they are also providing information about an institution’s admission and selection

criteria, fees, bursaries and financial support, accommodation and student life. Admission statements make it easier to differentiate between courses which have similar names.

Degrees: What Course? Once you have decided what subject you want to study you need to decide which course will suit you. All universities and colleges structure their courses differently, and the way the course is run could be the difference between you loving or hating your degree, and in some cases leaving one university and reapplying. Subjects: What exactly does the course cover? How much time is spent on each module? What is the pattern of a typical teaching week? Most courses will be taught through a mixture of lectures, seminars and tutorials. Course structure: How much time will be spent in lectures, seminars, personal study and assignments? How big are the class sizes? Many degree courses last 3 or 4 years. A four-year course may include a period of time spent abroad or in industry. Many degrees (MAs) from Scottish based universities will be 4 years in length. Course assessment: How is the course assessed - is it by final examination, continuous assessment or a bit of both? Which does it focus on, and which are you better at? Do they match? Modular courses are increasingly common, with units of teaching attracting a specified number of credits. Some modules may be compulsory, others will be optional and it may be possible for you to make up your own study programme. Destination list: Find out what the previous students on the course did after graduation. The Association of Graduate Recruiters publishes an annual report called “What Do Graduates Do?” This provides information about the destinations and employment rates by academic subject / discipline. Facilities: What equipment and resources does the course and university/college have? Look at the IT and library facilities. What is the staff – student ratio? What facilities exist to undertake visit or research outside the formal provision? Study in Europe as part of your course: You may wish to consider applying to one of the universities, whereby you can spend between 4 – 12 months of your course in another country. Note: As a consequence of Brexit, study abroad schemes may be affected. Work placements: Does the course include work experience? If it does, how is this organised? Will you have to find a placement or is it organised for you? And will it be a sandwich course - i.e. will you have to take a whole year out of your study to work? 6

Grade requirements: Find out what the required grades are. More and more courses are asking candidates to obtain a particular grade in a subject, for example, an A* in Mathematics to read Economics at LSE. In some cases, universities are requiring candidates to reach a minimum standard for particular modules.

Gap Years and Deferred Entry If you are thinking of taking a gap year, ensure that you have discussed this carefully with your parents. A gap year can provide an opportunity to stand back from the pressures of university applications in Year 13 and to give you plenty of time to consider who you are and where you are going. It also allows you to try out new activities, to travel and to gain first-hand experience of the world of work. A Post-Award Application (PAA) completed after you have taken your A levels gives you the chance to focus on your A level studies without the distraction of university applications – and has the advantage that any offers you receive will be unconditional, since you will have already achieved the necessary grades. If you are not yet sure what you want to study, a gap year can give you more time to hone your intellectual interests and ensure that the degree course you choose is the right one. If you know what you want to study but also know that you wish to take a gap year, then you can apply for deferred entry. On the UCAS form, you need to tick the correct box to state the year of entry. Note that it is better to do this at the time of completing your UCAS form, rather than trying to persuade a university which has offered you a place for the Autumn after you complete your A levels to grant you a gap year – though some may be willing to do this, it certainly cannot be guaranteed. As some university departments are reluctant to grant deferred entry, it is always advisable to check before completing your UCAS form. Make sure that you plan your gap year well – whether you apply as a PAA or deferred, the Admissions Department will be interested in what you have done and in whether you have spent your time productively, although they do not expect everything you do to be related to your studies.

Gap years: Should I take a year out? Article produced by The Daily Telegraph

Teaching English in Battambang? Kite-surfing in Jericoacoara? Rhino darting in South Africa? Learning Spanish in Sucre? Or building sandcastles on the beaches of Koh Tao? How did you spend your gap year? Traditionally a gap year has been taken between school and university by so-called ‘gappers’, usually around eighteen years of age, who mix up backpacking and adventure with volunteering work, perhaps in health, education or conservation. But recently the market has been shifting; graduates, career-breakers and retirees are taking time out, too. The nature of gap experiences has also changed becoming more structured around career, academic or personal goals. Some assignments are brief; others may last for a year or more. Gappers are increasingly choosing to pull together a number of activities including paid work, fundraising, volunteering and learning a new vocational skill overseas. Supporters of the gap year say it is essential in a globalised world. “For pushing yourself out of your comfort zone, gap years are a must,” says Jonathan Bryan, 9

managing director of Discover Adventure, which specialises in fundraising for challenges that include trekking across the Sahara Desert or cycling through Rajasthan, India. “You meet people with different lifestyles and from different cultures; it is about growing up and fending for yourself.” But critics say they are self-indulgent and an unnecessary distraction. Recently a lawyer at HSBC made headlines by suggesting young people would be better served if they took a Saturday job at JD Sports rather than spending time seeing “wonderful places”. Sandie Okoro, global lead lawyer for HSBC Global Asset Management, said she was less interested in those who have “gone off to China and built an orphanage”. She suggested that a job in a sports shop or supermarket is enough to help youngsters develop resilience and pick up valuable skills that will help them in the workplace. “Forget about going to China and changing the world or whatever,” she said. “I want people who can come to me and have had real experiences.” Okoro’s comments show a surprising flat-earther mentality for someone of her position at an international bank. The skills she lists can, of course, also be developed during a gap year overseas. At the very least, by choosing a retail job in a city overseas, like Berlin or Barcelona, there would be the added bonus of a foreign language skill and heightened cultural competence. On top of that, gap experiences can also endow participants with greater self-awareness and appreciation of public service. They may arrive at university or their first (or next) job refreshed, focused and able to obtain more from their next chapter in life. For some recruiters, a gap experience enhances a CV demonstrating a degree of know-how and employability. Fleur Evans, a top-level head-hunter at JCA Group, said she is very pro taking a year out. "A gap year creates more rounded graduates,” she said, “but I do think you should work and pay for it yourself." Research carried out by Work & Volunteer Abroad (WYSE), a global non-profit association representing youth exchange and volunteer programmes, showed that nearly three-quarters of participants believed their experiences enhanced their ability to find a job or a place in higher education.

Guilin, China Credit: Alamy Even larger numbers spoke about a better understanding of international cultures. The report said “there are far-reaching knock-on effects; the participant returns home as a better informed, culturally aware and altruistic global citizen - one that feels more employable or ready for further study and is likely to go on to help other causes closer to home.” But not everyone will be convinced that conducting an elephant census in Tsavo, Kenya will aid an individual applying for a job in international law. Some, like Okoro, may continue to insist a year on the high street will better arm them for the corporate world. “She’s not completely incorrect,” said Steve Gwenin, chief executive of Global Vision International (GVI). “There’s a huge demand for practical experience from employers and that could be gained on a Saturday job in the UK. But it can also be gained on a job which is part of a structured gap year.” GVI offers a number of programmes with career development at its core which Gwenin claims are becoming increasingly popular. “More than 50 per cent of GVI’s participants enroll in these types of programmes,” he said. “They come away with certificates in leadership or teamwork, as well as transcripts in, for example, scientific research collecting data in marine conservation.” Until now, the UK has been a global leader in both the concept and practice of the gap year. Estimates suggest that every year in this country up to a quarter 11

of a million young people engage in gap activities - and that has helped young Britons stand out in the competitive international jobs market. But we should now take note that other countries are catching on, including the economic powerhouses of the US and Germany. Stefan Wathan is CEO of the not-for-profit Year Out Group. He says about two-thirds of the 25,000 people who take a gap year with them every year are now coming from overseas. “This is a new phenomenon,” he said, “and there is now an American Gap Association.” Responding to Okoro’s comments, Wethan said: “We (in Britain) used to think the gap year was valuable so what has changed? Surely we want all young people to be out there learning languages and getting new experiences.” In the US, Harvard encourages admitted students to defer enrollment for a year “to travel, pursue a special project or activity, work, or spend time in another meaningful way.” Its website states that it has admitted students in part because they accomplished something unusual during a year off. Tufts, Princeton and Brown universities offer a ‘Bridge Year’ giving permission to incoming freshmen to engage in the service sector. If the Ivy League universities in the US - often obsessed with the effective use of time and results that are measurable - are supporting gap experiences, that must go some of the way to proving the worth of structured time out. Gap experiences may not only better a CV but also better an individual. They can be a rich opportunity for personal development: a time to step back and reflect; to gain perspective on values and goals; to be removed from the pressures and expectations of familiar surrounds. Many head off to higher education with new visions of their academic plans, extracurricular pursuits, the intangibles they hoped to gain and career possibilities. “The important thing is not the ticking off of the bucket list but the questions you are asking because of that bucket list,” Wathan said. “We want to hear ‘is there a contribution I can make through my career or ongoing charity work? What can I do?’ That is the world-changing bit.” The full value of time out may never be measured accurately yet it may pay dividends for a lifetime. The greatest proof on the worth of gap years may be gained by speaking to people who have taken one. Few have regrets. Virtually all would do it again. https://www.telegraph.co.uk/travel/gap-year-travel/Gap-years-Should-I-take-a-ye ar-out/

Admissions Tests If you are applying for certain courses, you will be required to take various tests. The LNAT (Law National Aptitude test) and UCAT (formally the UKCAT) should be taken at regional test centres over the summer holidays (or at the beginning of the Autumn term) before you apply to university, whilst the BMAT and entrance tests for Oxford and Cambridge will be taken in school on the 4th November. Please check the details of your course requirements carefully and we will organise a time for you to see the Examination Officer so register for the tests. Some universities (including some of the courses at Cambridge) set entrance tests for candidates when they are invited for an interview at the university. It would be wise to prepare for these over the summer. Details can be found on the university, college and faculty websites (it is important that you check all three), which often carry examples of past papers. Admissions assessments at Cambridge https://www.undergraduate.study.cam.ac.uk/applying/admission-assessments Admissions assessments at Oxford http://www.ox.ac.uk/admissions/undergraduate/applying-to-oxford/gu ide/admissions-tests Medicine (and please check for Dentistry/Vet Science) Biomedical Admissions Test (BMAT) https://www.admissionstesting.org/for-test-takers/bmat/bmat-octobe r/ We will register candidates for the examination, which will be taken on 2nd November 2021 (TBC) and you will receive your individual BMAT identity number. However applicants must individually register with the particular universities as appropriate by entering their UCAS and BMAT details online (www.bmat.org.uk). The final deadline for this is 1st October 2021. UCAT (formerly UKCAT) -University Clinical Aptitude Test You must register for the UCAT yourself by logging onto the https://www.ucat.ac.uk/ucat/dates-and-fees/. There is no single date for sitting the exam, but candidates wishing to apply for entry to the participating universities in 2022 or deferred entry in 2023, are required to take the UCAT.

The LNAT (National Admissions Test for Law) As well as taking the LNAT, you need to apply for your chosen programmes in the normal way. Sitting the LNAT does not constitute an application to any universities. The LNAT must be taken by all applicants (UK, EU and overseas) to undergraduate law programmes at: ● ● ● ● ● ● ● ● ● ● ●

University of Bristol. Durham University. University of Glasgow. King's College London. The University of Nottingham. University of Oxford. SOAS, University of London. UCL LSE IE Law School (Spain) SUSS (Singapore)

You need to register on the website (www.lnat.ac.uk) yourself before November to be able to sit the test at one of the designated examination centres (not Channing School).

Interviews Oxford and Cambridge interview for all their courses whilst UCL Warwick, Manchester and Bath amongst others interview for many. Applicants for Medicine or Veterinary Medicine are nearly always interviewed, though Edinburgh is a common exception. Some students will be interviewed for other subjects and Open Day interviews are common. Open Day interviews are where the student is likely to be offered a place anyway but they are invited to interview mainly to try to promote the institution and to get the student to choose it as a Firm or Insurance offer. It is important to prepare for all of these interviews. For universities that interview, the process can be protracted and they will call you for an interview any time between November and March. It is not uncommon for some Medical Schools to be interviewing as late as April. 1.

Obviously you will have read the relevant university prospectus and the course material, and will know precisely the content of the course you have chosen.

For practical subjects, such as Engineering and Architecture, or for Art courses, you may be undertaking some kind of practical project. If so, you can take your portfolio with you to interview.

In the case of subjects new to you, you must get hold of a reading list and you must find out all you can about your subject, through work experience, lectures, podcasts, visits to exhibitions, documentaries, etc. Subject departments in school can provide you with reading lists and universities are always willing to supply lists too. If you are struggling, please talk to your Tutor and the Director of Sixth Form. Make sure that you read the books on the list and keep a record of what you have read and your reflection IN THE LOG OF YOUR PARTICIPATION AND PROGRESS REVIEW. This is particularly important for subjects like PPE, Psychology and Anthropology as well as HSPS.

The School arranges interview practice in the Autumn Term.

Keep a copy of your personal statement, so that you can refresh your memory about what you said before you go to the interview. You should also keep copies of any submitted work since this may well form part of a discussion at the interview.

Degree Apprenticeships

University degree or degree apprenticeship: Which route is best?

‘Earn while you learn’. Degree apprenticeships combine paid on-the-job training at leading organisations such as Rothschild & Co (banking), KPMG (accountancy), Denton’s (law) and IBM (tech) with part-time university study. There are no tuition fees to pay and you will have a strong business network to draw on in future, as well as a degree, when you’re done. Nearly all employers guarantee you a job at that point if you perform well. At that point, you also have at least three years’ workplace experience - and no debt, whilst your peers are finding their feet in their first proper job, So why isn’t everyone doing a degree apprenticeship? Increasingly, they are highly regarded; top companies are pairing up with Russell Group universities

e.g. J.P. Morgan and Exeter University. On the downside, you may miss out on some of the advantages of attending a university full-time. In order to decide what is right for you, you will need to analyse your personal priorities and motivations. Do you need financial security? Do you love your subject so much that you want to dedicate 3 or more years to it? Do you prefer theory or practice? How important is an active social life to you? Is there a prestige factor? These are just some of the questions you will need to consider.

Last year, Janita chose to apply to all the major audit firms for a degree apprenticeship. She was sitting on 5 excellent offers while the rest of her form were sweating and fretting over personal statements. 21-year-old Lawrence Evans was expected to go to university but was concerned about debt. On track to obtain top grades at A-level, he was not convinced about studying engineering for three years. Despite achieving the grades to go to Brunel, he decided to defer for a year, taking a job at a firm of architects. He then decided to apply for a degree apprenticeship in Quantity Surveying at Mace, a global consultancy and construction firm. With a starting salary of between £16,000 to £18,500, Lawrence viewed it as a "no-brainer". He has no regrets - he considers QS a practical skill best learned on the job and doesn’t feel he has lost out socially, as Mace is a young and vibrant company. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/atta chment_data/file/699399/Higher_and_degree_apprenticeship_fact_sheet-0904 18.pdf Please speak with the Careers Department if you would like to explore degree apprenticeships in more depth, as you will need to follow the company-specific application process.

Overseas Applications Applying to universities in the USA and elsewhere requires a different set of procedures. We are able to support these applications but it is vital that we are kept well informed of each student’s intentions. Whereas UCAS operates a single form for application to 5 universities in the UK, it is necessary to apply to each overseas establishment on an individual basis. A different set of deadlines will also exist and these are only available from the universities themselves. Applying to the USA The Sixth Form team will be very happy to help you with your applications. You should register your interest with the Director of Sixth Form and your tutor. Once you have alerted us of your intention to apply, there are a few things that you need to do: 1. Research universities (College board; Common application and Fulbright commission websites). Previous applicants have applied to: Vassar; Virginia; Chicago; Dartmouth; NYU; Georgetown; Johns Hopkins; Yale; Tufts; Washington; Stanford; Boston; UPenn; Columbia and Brown (This is not an exhaustive list!) 2. We assume that you will organise to sit (or have already sat) their SATs and/or ACT. Book your tests through the College Board or ACT (www.act.org). NOTE: A number of college have decided to go ‘test optional’ for 2021 so please check college websites 3. Once you have decided on the list of universities (most applicants will apply to around 8-10 universities), you must then decide whether you are going for early decision; early action and/or regular decision. Some definitions: EARLY DECISION: Early Decision (ED) is the application process in which you make a commitment to a first-choice institution where, if admitted, they definitely will enrol. The deadline is November 1st. While pursuing admission under an Early Decision plan, you may apply to other institutions, but may have only one Early Decision application pending at any time. Should you apply for financial aid and not be offered an award that makes attendance possible, the student may decline the offer of admission and be released from the Early 18

Decision commitment. The institution must notify the applicant of the decision within a reasonable and clearly stated period of time after the Early Decision deadline. EARLY ACTION: Early action, like early decision, is an accelerated college application process in which you typically must complete their applications in November. In most cases, you will then receive a decision from the college before the New Year. At many colleges, the acceptance rates are higher for Early Action than for regular admission. Students who are not accepted early can still be considered for admission with the regular admission pool. Also, Early action is not binding -- you are free to apply to other colleges. Finally, you can apply early to other colleges. REGULAR DECISION: You submit an application by January 1st and receive a decision within a reasonable and clearly stated period of time. You may apply to other schools without restriction. EARLY DECISION (and Early Action) 1. If you decide to apply for EARLY DECISION, they must act quickly because of the early deadline. Most of the universities will go through the Common application process. with this in mind, students must: 2. Register on the Common application website 3. You must ask two of your teachers ('science' and 'humanities' teachers, if possible) to write an evaluation for you. Note: Can you please ask prior to the Summer holidays. The Director of Sixth Form will give advice to the teachers on what relevant information is needed for the evaluation. Students must however invite teachers through the online common application form. 4. Counselor's recommendation: the Director of Sixth Form will act as a student's counselor. We will produce a school profile which provides the universities with some background information on the school. The school will also produce a reference (counselor's recommendation) for students as well as a transcript. 5. Deadline: for Early decision and Early action, the application must be completed before Half term. Regular decision: the same as above except the deadline will be later in early December.

Applying to European Universities Studying overseas can give you an edge in the employment market – it shows that you have got what it takes to get on in the world by yourself; demonstrating both independence and initiative as well as confidence and capability. Similarly, international study is usually a rewarding and enlightening experience and there are some particularly competitive courses for which non-UK institutions are the global leaders. What to do if you are interested? Finding out about undergraduate study overseas takes time and persistence. Firstly, you should identify places where you might want to study – English-speaking countries such as Ireland are a good place to start, but universities in some non-Anglophone countries such as Holland and Denmark teach courses in English. Write a list of institutions in the countries identified. You should use the internet and web links below in order to structure their research. You need to make sure you meet the entry requirements for the courses you are interested in; ensuring you find out the important information regarding fees and application deadlines. Most universities have international admissions offices which will provide the information required. You should check the availability of places, how long the application process takes and any hidden costs there might be. Furthermore, it is useful to find out if grants are available. Also, you need to be sure you investigate the reputation in the UK of the institutions under consideration, especially if you are planning to come back to the UK to work. Where’s worth checking out? The universities featured below all offer courses taught in English. Top 5 Irish universities: - University College Dublin - Trinity College Dublin - University College Cork - Dublin City University 20

- National University of Ireland, Galway Relevant web links: www.educationireland.ie www.i-studentadvisor.com/studying-in-ireland.html Well regarded universities elsewhere in Europe (with known English-taught courses): - Utrecht University, Holland - University of Amsterdam, Holland - University of Groningen, Holland - University of Maastricht, Holland - University of Copenhagen, Denmark - Aarhus University, Denmark -SciencesPo, France Relevant web links: www.i-studentadvisor.com/international-courseseurope. html www.studychoice.nl http://studyindenmark.dk General web links: www.astarfuture.co.uk/index.html http://ec.europa.eu/ed ucation/study-in-europe/index_en.html What about Australia? Please have a look at this (Study options) website as a starting point if you are thinking about Australia or New Zealand. Just beware, if you are an Australian citizen, you may have to apply directly to the universities but you will only pay ‘local/domestic’ fees!

Art Foundation courses An accredited Art Foundation course prepares the student for the study of Art or Design at degree level. The purpose is to gain a thorough understanding of visual disciplines, extending the range of specialisations beyond those studied at A level, such as Graphic communication, Three-dimensional design, Fashion, Theatre design, or Animation, for example, as well as the traditional Fine Art disciplines. The intention is to explore a range of art forms and techniques, and begin to develop your own creative style, direction and personal interests. Work is usually undertaken in small groups and the relatively small intake of students ensures regular one-to-one guidance with a tutor throughout the year. Students benefit from excellent facilities and often work alongside degree students. Students are able to hear from a range of practitioners and industry mentors who will give lectures on their practice. These will help to engage the student in a critical investigation of their work, progressions, aims and ambitions. Students also undertake research in galleries and museums which can form part of the course. Whatever your preferred career path, the Foundation Diploma in Art & Design prepares you for higher level learning in an art environment and for your artistic or creative practice beyond. PRACTICALITIES There is a need to visit some Foundation College exhibitions or open days well before applying. Students need to prepare applications before the Christmas holiday and we would recommend applying to several institutions. Each institution will require a separate application. A portfolio will need to be prepared, usually comprising twenty to thirty pieces of work, including life drawings and sketchbooks. This is usually preceded by the submission of an on-line portfolio, so works will need to be photographed. Staff advise and mentor students throughout the process and advise in the writing of personal statements. Students from Channing have progressed to prestigious courses at St. Martins, Kingston University and the Royal Drawing School as well as further afield such as Falmouth, Leeds or Oxford Brookes. Channing Art Department

Drama and Theatre Studies beyond Channing If you want to continue studying Drama and Theatre studies further after your A-Levels, you should consider whether University or Drama School is the best option. Before you decide which route you would rather take, it’s important to consider why you want to further your studies and the sort of career you might want to go into; a Drama and Theatre course at University is vastly different to studying at a Drama School or Conservatoire. They have very different entry requirements and offer quite separate training. University Courses Reading Drama and Theatre Studies at University offers a broader education in theatre, theory and its many disciplines. The majority of Drama courses will have a strong practical element. Indeed, many courses have a variety of practical modules, allowing you to explore and develop interests in directing or writing, design or technical skills as well as performance. However, in addition to this there will also be a focus on the theoretical side of the subject, such as the history of theatre, literature of drama and the canon of practitioners and styles. Although not considered a practical or vocational training, a degree in Drama and Theatre will secure a breadth of knowledge that you wouldn’t achieve directly from a course at Drama School. Studying Drama at a University also offers you the opportunity to pursue acting, design, directing or tech outside of your course. Many universities have superb extra-curricular drama opportunities, where theatre companies are born and really great work is made. This does allow you to really explore what kind of dramatist you are, where your interests and talents really lie. The freedom this offers is invaluable and a key selling point of studying at a University. Here are a few universities which are popular for Drama and Theatre Studies and offer some great courses: • University of Bristol • University of Birmingham • University of Manchester 23

• University of Warwick • University of Exeter • University of York • Royal Holloway Drama School/ Conservatoire Studying at Drama School offers an exceptionally thorough and practical training in the various diverse practical strands of theatre. So whether you’re a set designer, stage manager, actor, musical theatre performer – each discipline is represented and courses are there to train you in that skill. Although these courses are predominantly practical, they still lead to an academic qualification with the majority offering Bachelor of Arts qualifications. Courses and their content vary widely and it is worth investigating which areas you want to be trained in - a BA in Devised or Contemporary Theatre is very different to Acting. It’s a demanding experience, with high standards and expectations and it is incredibly competitive to get a place on many courses. Auditions require special consideration as you may be required to prepare a number of elements such as; to perform a monologue piece, sing a song, show a portfolio, complete a presentation and participate in an interview, depending on which type of course you apply for. Attending a Drama School or Conservatoire gives you the discipline, practical skills and intellectual understanding necessary for a lasting career in theatre, TV, radio or film. Many important contacts can be made by completing your training in this environment. Courses are designed to prepare you physically and mentally for the hard work you must undertake to make it in the industry. Studying at Drama School will also give you the opportunity to be seen by agents, casting directors, theatre companies and television companies, and you will make the connections within the industry to work in design or technical teams. This is vital when you’re looking to secure that first job. If you are serious and determined about a career in theatre, TV or film, then studying at Drama School is certainly something to consider. These courses provide greater contact time than many university courses, and don’t be surprised if your evenings and weekends are also spent in rehearsals or attending theatre trips. This option attracts committed applicants who are passionate about theatre and are willing to dedicate a lot of time to honing their craft.

Applying for Drama School/ Conservatoires The application process for Drama Schools is largely separate to UCAS. Some of them have migrated across to UCAS, but they are mainly independent. Once you have decided which schools you would like to apply, the application forms can be found online. There is usually an audition fee which is non- refundable. You will go through an audition process, sometimes with a workshop or group task and most schools have call back auditions. The process is similar for technical or design applicants, but will consist of a workshop and interview rather than an audition. More information can be found at the links below, and this list is a selection of the top Drama Schools in the UK: • Guildhall School of Music and Drama http://www.gsmd.ac.uk/ • The London Academy of Music and Performing Art http://www.lamda.org.uk/ • Royal Academy of Dramatic Art http://www.rada.ac.uk/ • Royal Conservatoire of Scotland https://www.rcs.ac.uk/ • Central School of Speech and Drama http://cssd.ac.uk/ • Rose Bruford https://www.bruford.ac.uk/ • Bristol Old Vic Theatre School http://www.oldvic.ac.uk/ • Royal Welsh College of Music and Drama https://www.rwcmd.ac.uk/ • Trinity Laban https://www.trinitylaban.ac.uk/ • Guildford School of Acting http://gsauk.org/ • East 15 Acting School http://east15.ac.uk/ • Italia Conti Academy http://www.italiaconti.com/

Channing Drama Department

Applying to study at a Music College/Conservatoire Undergraduate study at Music Colleges is for students who are firmly set on becoming professional musicians. Courses at Music Conservatoires are primarily focused on practical music making. The academic content can be somewhat limited, with academic standards considerably lower than on a University course. Many academically able musicians (including those who don’t study Music) choose to take an undergraduate degree at a University. They then move onto Music College for postgraduate study and, in many cases, are still able to pursue a successful career as professional musicians For some students, but mostly for singers, there may even be an advantage in deferring professional musical study to postgraduate level. The principal criteria is your ability as a performer. Competition for places at the top conservatoires (The Royal schools, Guildhall and Trinity) is extremely fierce and all applicants are expected to be at a post grade VIII level. There are academic requirements, but the bar is set at a low level; for instance entry on the Royal College of Music’s Bachelor of Music programme requires a C in A level Music plus an E in another subject. Application for most of the UK’s Music Colleges (listed below) is via the Conservatoires UK Admissions Service (CUKAS) and not via UCAS (but it is on the same website!). However, it is possible to pursue a parallel process, simultaneously applying for University via UCAS and for Music College via CUKAS. This is highly advisable given the highly competitive nature of Music Colleges and if you wish to keep your options open between University versus Conservatoire study. For instance, a better than expected set of A level results might open the door to undergraduate study at University rather than Music College. Information about how to apply and the audition process is clearly laid out on the UCAS website (Conservatoire section). Applications are made via this link on the UCAS website. The application process starts very early, with online 26

applications in July for admission the following September. You will need to complete your application by 1 October to guarantee that all your chosen Music Colleges will consider you. You can apply to the following Music Colleges through CUKAS: • Royal College of Music • Royal Northern College of Music • Royal Academy of Music • Trinity Laban Conservatoire of Music and Dance • Birmingham Conservatoire • Leeds College of Music • Royal Welsh College of Music and Drama • Royal Conservatoire of Scotland The notable exception is the Guildhall School of Music and Drama, which has its own application process via the website at http://www.gsmd.ac.uk/apply.html In choosing the right Music College and course you will need to do as much research as possible. From location and building to atmosphere and opportunities, each conservatoire is different. In particular does the College have a good reputation for your instrument/singing? Do you have a particular teacher in mind? Try to attend as many open days as possible and talk to past and present students. If you are thinking of applying to Music College please arrange to see Mr Boxall during the Summer term before your application goes in. But you can study Music at University…. Taking a degree in Music at a top university can be exceptionally rewarding. At undergraduate level the study of Music is an altogether broader and richer discipline than at A level, covering all the expected technical and analytical aspects but also encompassing the wider philosophical, aesthetic, historical and anthropological questions raised within the subject. You will be encouraged to develop areas of academic specialism through independent research and will have a degree of freedom to develop existing strengths, for instance composition, performance, source study, analysis etc. Some university music departments have exceptionally lively and busy extra-curricular music programmes. These can be of a very high standard, for instance those

at Oxford, Cambridge and Durham. You will also have much more freedom to put on your own projects at university than you would at a music college, where activities are usually staff-led and tightly controlled. Undergraduate Music courses vary widely in their content. It is therefore essential to research through trawling websites, attending open days and talking to present and past students. Some questions you might consider are as follows: • Does the balance of performance versus academic aspects of the course suit you? • If you are an active performer, how strong is the extra-curricular music? • does the course cater for any particular interests (eg Jazz, Pop Music, Early Music, Music Production, Ethnomusicology) • If you are a top performer, do you need to consider a university with links to a music college? • If you intend to go on to a music college at Postgraduate level will you have access to first class instrumental/vocal teaching at your chosen university? A list (by now means exhaustive) of universities to research includes: Cambridge, Oxford, Kings College - London, Manchester, Royal Holloway, Durham, Birmingham, York, Bristol, Glasgow, Southampton, Cardiff, Sheffield and Nottingham Applying for Choral or Instrumental Awards at Oxford or Cambridge Winning a Choral or Instrumental award at an Oxbridge college brings a number of potential rewards. As well as the kudos involved there can be financial incentives, including an annual bursary and free singing lessons. You will automatically be making music at a high level within your College and the University, and over the following three years going on foreign tours, making broadcasts and recordings. On a social level, you will be mixing from day one with like-minded students. It is important to realise from the start that winning an Award will not give you any advantage on the academic front; you will still need to satisfy the stringent academic entry requirements. However, if you are reading Music what you offer to the College and Faculty as a performer will clearly be considered as part of the overall package. It is important to do plenty of research. Commitments will vary and could be up to six services a week with one of the choral foundations.

Both Oxford (late April) and Cambridge (early May) run Open Days for Choral and Organ awards. In addition, most of the College Directors of Music are happy to hear you sing or play at any time before the formal auditions. At Oxford, applications for Choral awards have to be in very early – 1st September in the year prior to entry. Auditions are usually held in the third week of September, prior to the UCAS deadline of mid October. Offers of choral/organ awards are therefore made before the academic tests and interviews in December, and are provisional on success in the academic entry process. For Cambridge Choral and Instrumental Awards you will submit your UCAS application first in October but then should indicate your interest in a Music Award shortly afterwards on the Supplementary Application Questionnaire (SAQ). If you are successful in receiving an academic offer the following January you will need to apply for a Choral audition in mid February. Both Oxford and Cambridge offer Instrumental Awards, separate from the Choral and Organ awards. Arrangements for these vary from College to College. If you are thinking of applying for any of these awards it is essential to talk things through with Mr Boxall early in the Summer Term in the year prior to entry. With applications for Oxford Choral awards needing to be in prior to the start of the Autumn Term, all arrangements for references need to be in place before the summer holidays. For comprehensive, and up to date, information please consult the relevant University website; http://www.study.cam.ac.uk/undergraduate/apply/musicawards/ http://www.music.ox.ac.uk/apply/undergraduate/choral-and-organ-awards/organ -awards/ Channing Music Department

Part Two Completing Your Application on UCAS Apply

Section 1 University Applications UCAS (the University and Colleges Admissions Service), is the body that organises all applications to universities and other higher education institutions. The actual decisions about who will be made offers and accepted as students are made by the academic staff in the universities and colleges concerned. Admissions teams will be looking for students who have the intellectual ability to cope with the course, have the right attitude and motivation, and who will contribute positively to the life of the university. In particular, they want students who are likely to accept an offer if it is made and are in line for achieving the type of examination grades the course concerned generally commands. It is essential to look at the admissions criteria profiles on university websites, which give a clear statement of the grades and other requirements demanded. However, you should remember that just because your predicted grades are in line with the standard offer a university makes, this does not mean that you will automatically receive an offer. Many departments have far more good candidates than they have places to offer. For example, In 2017-18 for example, a university received 29,218 applications (not including applications for deferred entry) for 4644 places. For popular courses at Bristol, such as English, there may be over 15 applicants per place, and a great many of these will exceed the minimum or typical grade requirements. It is highly competitive out there! The standard offer for a particular course may be stated in a variety of ways, although most offers received by Channing students are expressed by grades rather than UCAS points. The UCAS tariff points system is available online.

Section 2 UCAS Preliminaries 1. For applications in 2021-22, the application fee is £26.50. This will be paid centrally by the school and the cost added to your end of term bill or you can pay independently when we send the application. 2. You may choose up to five universities on your UCAS application. The order is purely by University Code Number and you are unable to state any order of preference. Candidates applying for Medicine, Dentistry or Veterinary Medicine may nominate only four universities in these subjects. No university will be aware of the other universities to which you have applied – UCAS sends them only the information relevant to that particular institution. 3. All students will make their application using the online application system, called UCAS Apply which you can access through UCAS hub. 4. When you have completed your UCAS Apply form, including your personal statement, you will go through the form with the Director of Sixth Form. When we are satisfied that it is complete, you will send it electronically to the school. It will be checked and the school reference will be added. Once you have checked the form for a final time, it will be sent to UCAS. You are ultimately responsible for checking that the information you provide is correct. 5. UCAS will acknowledge that your application has been received and processed, and you will be able to see the progress of your applications in the coming months via the UCAS Track system. 6. UCAS will send your application to each of your chosen universities. Each university considers the application and informs UCAS of its decision. UCAS then notifies you. You will be able to log into UCAS Track as often as you like to check the progress of your applications. Some university decisions are conditional upon interview and some universities may contact you for further details or information. You should note that the later you submit your UCAS form, the later decisions will be. However, even those who have applied early in the Autumn may not hear from certain universities before March or April. Patience is key!

7. You will have to reply to any offers received through Track. You are permitted to hold two offers – a Firm offer and an Insurance offer. Once you have chosen these, any other offers you received will be automatically declined. You should not reply to offers without discussing first with the Director of Sixth Form what you are planning to do as it is not possible to change your final decisions later on. You must adhere to the deadlines set by UCAS; for most applicants, you will need to make your final decisions by the first week in May. 8. It is not advisable to accept an offer firmly until you are absolutely certain that it is the university you wish to go to. You are free to decline any offer before you have received all the decisions, but such a decision is then irreversible. If you firmly accept a conditional offer and then achieve the examination grades stipulated in that offer, then the agreement between you and the university is binding on both sides. This is also the case if after the A level results your Insurance offer is confirmed instead. You are not free to negotiate with other universities. If you wish to try for a different university, you must withdraw from UCAS in August 2022 and submit a new application after 1 September 2022 for entry in 2023. 9. At the end of February, if you find yourself without any offer for whatever reason and you have used up all five choices, UCAS Extra enables you to have an additional choice. The system operates from the end of February to June. Institutions with vacancies indicate this on the UCAS website and you can then make an application to one additional institution through UCAS. 10.When A level results are published in August, it may be that the conditional Firm and Insurance offers you hold are not met. You will then enter Clearing, and it is essential that you should be available from mid-August onwards to discuss appropriate action with the School. Admissions tutors do not look favourably on approaches from parents in Clearing; they wish to talk directly to the prospective student.

Section 3 UCAS Apply 2021-2022: completing your application How to register for the first time (DO NOT START THIS YET! WE WILL DO THIS TOGETHER on 22nd June) Make sure that you know all your basic details accurately – address and postcode, phone number and email address. Have paper and pen to hand/phone so that you can jot down the username given to you by UCAS – once given, it will not be repeated. You are ready to go! Allow 15 minutes to register. You will need to be at a computer that has access to the internet.

Registering on UCAS Apply You will need to note down four pieces of information: ● Your username ● Your password ● Your answers to security questions ● Your UCAS-ID To register: ● Log into UCAS HUB and on the first page there will be: START application ● Apply for 2022 entry (not 2021!!!) even if you are considering deferring ● Select Register and follow the instructions on screen. ● You need to tick the box accepting the terms and conditions. ● Enter your details. Give your name as it appears on official documents as this must match with the name on your exam certificates so that the universities can match your application with your grades. ● You are registering through a school – Channing School ● Type in our buzzword which is Channing2021 (all one word and note the capital C). ● Confirm that you are registering through Channing School. 34

● Write down your UCAS-ID. You will need it if you call UCAS or correspond with universities. ● Always remember to log out – don’t just close the screen. Beware that there is a timeout function on the Apply website which logs you out after a period of inaction and will not save the changes you have made unless you have checked the appropriate box. However, you can always go back and re-enter the information.

How to complete your application

You are now ready to start filling in your application. Your screen should look something like this:

PLEASE START WITH: 1. PERSONAL DETAILS 2. CONTACT AND RESIDENCY DETAILS 3. EDUCATION 4. EMPLOYMENT 5. NATIONALITY DETAILS 6. SUPPORTING INFORMATION 7. ENGLISH LANGUAGE SKILLS 8. FINANCE AND FUNDING

9. ADD CHOICES 10. PERSONAL STATEMENT Personal details ● Details you entered at the beginning will appear in this section. Check them carefully and make any necessary amendments. ● Once finished click Save this section and move on. Contact and residency details ● Your permanent address is where you live most of the time. ● You must verify your email address – unless you do so you cannot send your form to us. Nominated access ● This allows you to nominate someone with whom UCAS can discuss your application if you are away (e.g. on a gap year or over the Christmas holidays). This should be a parent or guardian. Residency details ● For most of you, your residential category is likely to be UK Citizen or EU National. For some of you, it may be ‘Other’. If you are not sure click on the ? button for help. State if you hold dual nationality. ● Once finished click Save this section and move on. The Education section (please check the qualification/boards at the end of this booklet to help with this section) This is the section where we see the most frequent number of errors. Read the instructions below carefully and follow them step-by-step – do not rush ahead! ● Click Add place of education and only enter the schools that you have attended at secondary school level (ADD details here) ● Once you have entered your schools, you can then Add Qualifications. Choose from the shortlist displayed. IGCSEs and GCSEs ● Note that you took GCSEs in some subjects and IGCSEs in other subjects. ● For GCSEs, select GCSE (Grade: 9-1). For IGCSEs, select International GCSE (9-1) unless you did a subject that still awards A*-G in which case select the A*-G alternative. o Select the exact subject title -do not guess this! o The qualification date for GCSEs or IGCSEs taken at the end of Year 11 is August 2020. 36

o Select the correct exam board o Select the correct grade (you should know this or be able to check against your certificates) o Click Save and add another to submit more GCSEs or IGCSEs – but be careful! The form resets but the qualification date and exam board remain unchanged. You will have to manually change these if they need to be changed. ● If you took a GCSE early, your qualification date will be different. You will need to check your certificates carefully for the date. ● Do not complete this section from memory – double-check your results, qualification dates and exam boards on your certificates. This is particularly true for girls who did not take GCSEs here (and you will need to put these GCSEs under your previous school). A levels ● This is where you enter the subjects that you are continuing to the end of Year 13. ● For Further Mathematicians, this is also where you enter your Maths and Further Maths A levels. ● Select GCE Advanced Level o Select the exact subject title o The qualification date for A levels is AUGUST 2022, even for Maths A level for Further Mathematicians. o Select the correct exam board o Select Pending as the grade. o Don’t enter any information about modules/units. Leave this blank. o Click Save and add another to submit another A level – but be careful! The form resets but the qualification date and exam board remain unchanged. You will have to manually change these if they need to be changed. If you are a PAA applicant, you can enter your actual grades instead of Pending. You can also enter the information about individual modules if you so wish – it is up to you. EPQ and Other qualifications ● Search for Extended Project (Level 3) and enter a short summary of the topic of your project. For the qualification date, you should enter is AUGUST 2022. The exam board is AQA. Your grade should be entered as Pending. We will give you predicted grades in September.

● You may wish to include music, dance and drama results (Grade 5 and above, or the equivalent). You can check on the UCAS website to see if they are worth UCAS points. ● If you have music qualifications, such as ABRSM or equivalents; dance qualifications, such as RAD or equivalents; drama or speech qualifications, such as LAMDA – only enter each subject once with the highest grade you achieved (so do not enter Grade 6, Grade 7 and Grade 8 – only Grade 8). ● You can enter D of E Awards and Sports Leaders Awards here too. ● If you are due to take a music, dance, LAMDA, etc. exam, you can enter a date in the future and put your grade as Pending. We will only predict you a Pass in that exam – we are not in a position to predict Merits or Distinctions. ● For qualifications which do not appear in the list click on Other and add the relevant qualification. ● Where you are asked to state the highest level of qualification you expect to have before you start your course, select Below honours degree level qualifications. ● If you have completed a qualification (music award; a GCSE level; an A level etc) outside of Channing (you sat the exam somewhere else), you will need to add another institution (where you did the qualification) and then add the qualification. ● Once finished click Save this section and move on. The Employment section: ● Enter in this section details of any work for which you have been paid (part-time or full-time). This does not include work-shadowing or work experience, only paid employment. You will need to click Mark this Section as complete even if you do not fill in any employment details. Click Save this section and move on. Nationality details: ● Enter your country of birth, nationality as it appears on your passport and log any Dual nationality you have. ● Click Mark this section as complete. ● Once finished click Save this section and move on. Supporting information: ● Complete the sections about your EU status and that of your parents. Disability/Special Needs 38

● On the disability/special needs section – if you have a permanent condition (including a learning difficulty such as dyslexia, or any physical or mental health condition) state it. It will be to your advantage. Universities are totally geared up to support, and they want to: they have to prove that they do so. If you are dyslexic, you could be offered a free laptop; if you are diabetic, you could be given a room with a phone or emergency button; if you are physically disabled, you may be given a room with easy access. If you need extra time in university examinations, then filling this in now may help to obtain that later on when you really need it. It could also alert universities that you need extra time in admissions test or interviews. Completing this section will not disadvantage your application in any way. Once you have completed this section, remember to tick Mark this section as complete and Save this section. This applies for all sections subsequently. English language skills ● Once you have completed this section, remember to tick Mark this section as complete and Save this section. This applies for all sections subsequently. The Finance and Funding section: Student support Check this section on your student finance arrangements with your parents. ● The fee code indicates who will be paying your fees. Nearly all British citizens who have been resident in the UK as their permanent residence for the past 3 years will be eligible for an LEA award, even if you do not think you will be awarded one. Your fee code will be UK, ChI, IoM or EU student finance services. Please note that for British citizens, even if your parents will be paying for all your maintenance and your tuition fees, you should still register with code UK, ChI, IoM or EU student finance services, rather than Private Finance. Your student support arrangements will normally be your local authority for your home address. Please check this section carefully. ● Overseas girls may have to pay fees and their code will be Private Finance. ● Once you have completed this section, remember to tick Mark this section as complete and Save this section. This applies for all sections subsequently. The Your Choices section: 39

● Select up to five institutions, unless you are applying for Medicine, Veterinary Medicine, or Dentistry, in which case you are allowed to choose only four (plus one other science course). ● You may not apply to both Oxford and Cambridge. ● Check the details of the courses you are applying for carefully – there can be similar courses at the same university and it is important that you choose the correct ones! ● You do not have to complete all five slots. You can always add a course later, after discussion with the Director of Sixth Form, but once you have filled in all five slots and sent off your application, you cannot change them. Be very sure that you would be pleased to go to all your chosen universities/courses. ● Click add a choice to add a choice. ● Under University/college name type the name of your chosen institution. ● Then select the Course in the same way, checking carefully it’s the right one. ● Then choose the Location from the drop down choices offered. ● Under Start date choose your year of entry to university (this is the place to state that you want a deferred place, if that is your intention). ● Only complete the Further Details section if it is requested within Course Search or in the university or college prospectus. If you are applying for a combined degree, you will need to list the subjects that you intend to study. e.g. for Modern Foreign Languages, you are likely to have to indicate the choice of language in this section (e.g. French and Spanish). ● Only complete Point of Entry if you are applying to start your course at a point which is not the first year of the course and if you have agreed this already with the university. This will not apply to the vast majority of you. ● For Live at Home you should choose No unless you are planning to live at home during your university course in term time. ● Click Save. The Personal Statement section: ● For full detail and for guidance on writing a personal statement, please read Section 4 as well as your ‘Springboard to the Future Personal Statement’ booklet. There is also a link to guidance in the webpage. ● Write this in Google docs and then copy and paste it into the document. ● Bear in mind that UCAS removes all formatting, so spacing may sometimes change and special characters/fonts (like italics and bold) won’t show. ● Click on save after every change you make thereafter. ● You must click on preview in this section before you save your work.

Almost there! When you have completed all the sections on the form, and checked them, please go to ‘View all details’ in the left hand section selection which will show you a complete copy of your application form. Please make an appointment with the Director of Sixth Form to go through the form and then you can Pay/Send. Your application will then have your reference and predicted grades added to the form. It is your responsibility to complete the UCAS form correctly, so please take this seriously!

After you have applied If you want to view your form after it has been sent to the referee, you can do so by visiting UCAS Apply. Once your form has been sent to UCAS and you have received confirmation of this from UCAS, you will be able to see details of the progress of your application throughout by logging on to UCAS Track – this will show you messages from universities, any offers received, etc.

Section 4 Guidance on Personal Statements Many universities do not interview applicants, so the only information they have about you is your UCAS form. The personal statement is a key part of this and it is your chance to demonstrate to admissions tutors why they should give you an offer. Although not all universities use the personal statement as the key element in their decision making, for many others it is absolutely the most important part of the UCAS form as it demonstrates your academic and other interests, not to mention your ability to write effectively. The maximum number of characters available for you to use is 4,000, and you are also limited to 47 lines when you copy your final statement into the box on your UCAS application (which will not be the same as 47 lines in a Word document). Start by drafting a statement in Word which is about a side of typed A4 long. You will need to take this to discuss with your tutor to see if you are on the right track before you try to refine your statement. Your tutor must see a first draft before the end of the Summer term. Many girls

find that they do five or six (or more) drafts before they are completely happy so don’t rush this process and start early! It is essential to look at the admissions entry requirements listed by universities (use UCAS or individual university websites) to check what the departments are looking for in successful applicants. Look on the UCAS website to find entry profiles for the courses you are applying for. Many courses now have detailed entry profiles which tell you both what the department is expecting from its applicants and also what you can expect from their course. Read these carefully so that your statement is relevant and focused. The principle aim is to convey your enthusiasm and passion for studying your chosen subject(s). Specific examples are more convincing than general statements. There is no definitively good or bad way of writing a personal statement, but our advice can be found in the Springboard to the Future Personal Statement booklet that you were sent. You should bear in mind that individual universities do not know where else you have applied or what other courses you have selected. If you are applying for slightly different courses at a number of universities, this can make writing your personal statement difficult as you wish to appear committed to the course. You should discuss this with your tutor and the Director of Sixth Form if this is an issue with your application. In some cases, a particular course may not be available elsewhere. For example, PPE is available at Oxford but your other choices may well be straight Politics or Economics courses. In this situation we recommend that you focus your personal statement on Politics or Economics (i.e. the course for the majority of your choices) but you might wish to include a sustained comment on Philosophy too. Another approach is to write about a topic where your interests overlap – e.g. for French and History of Art comment on a particular French artist and any associated literary or cultural context, or mention galleries you have visited during trips to France. The universities are aware of the problems that this presents you and they read your applications with this in mind. Roughly 80-85% of your personal statement should be about your academic interests. Although extra-curricular activities are important, admissions tutors in the UK are primarily focused on wanting to know how enthusiastic you are about their subject and how well you will be able to study it independently at university level. Word of Warning 42

You will find that there are many useful websites (from which some of this advice is taken) with information about how to write a good Personal Statement, such as www.studential.com/guide/write_personal_statement.htm Many of these websites allow you to look at personal statements written by others. Whilst this can help you to get started and give you some ideas, it is essential that the personal statement is all your own work and really reflects YOU! All personal statements are put through anti-plagiarism software by UCAS who will inform your universities if there is evidence that you have lifted phrases or paragraphs from others. For further details of this, please see www.ucas.com/ucas/undergraduate/apply-and-track/filling-your-application/fraud -and-similarity

Past examples of personal statements Examples of paragraphs to give you an idea of what has been written in the past: 1. General opening paragraph describing what you want to study 2. Description/reflection on your A’ level subjects (starting with the most relevant) and remember to include your Channing project here too! 3. Description/reflection on extra-curricular activities in school 4. Description of outside school activities / work experience 5. Closing paragraph (to get the reader to confirm why you should be given an offer) Sample opening paragraphs:

My zest for performance and other aspects of drama began at a young age and has since been fuelled by the different genres of theatre that I have both seen and been involved in. I have recently been inspired by the RSC's production of 'The Crucible' as well as Stephen Schwartz's 'Wicked'. I feel that a vocational 43

degree in a performance subject would enable me to channel my enthusiasm and flair in this area in order to grow as an actor, in the hope of following this path in the future. I find History absorbing. I enjoy extending my knowledge of individuals and events, as well as trying to weigh up how the world has been shaped by its past. Historical context is  illuminating as societies, like individuals, can rarely shake off their history. In modern  history I have been particularly engaged by the revolutionary ideas of Marx and Lenin and  their emphasis on the role of class-consciousness as the cornerstone of the historical  process, driving the development of social and political change. Sample A level subjects paragraphs:

I love studying Classical Civilisation for A level , as I believe it complements English very well, not only with the language analysis but from a historical and factual point of view. Tragedies are my preferred aspect of the subject and my particular favourite is "Electra" by Sophocles. Economics has helped me improve the quality of rational argument within an essay and allowed me to gain a wider understanding of current affairs. My enjoyment of science subjects stems from the opportunity to apply one's knowledge to solve specific problems. Chemistry, in particular, allows great creativity and satisfaction from reaching a correct solution. I like Maths as it constantly encourages thought and provides an excellent grounding in calculations for other closely related subjects. I have studied Latin because I find the construction of languages interesting and it has helped me to think more logically when faced with a problem. School has given me the opportunity to learn and think independently. Alongside Biology, which has been an introduction to the workings of the human body, studying Chemistry has given me experimental and analytical skills. Maths is a joy to learn, from solving problems to its active role in society. Art at AS level appealed to my creative side and gave me the balance between science and non-science subjects. Maths was possibly a poor choice for A-level as I found it very challenging after

GCSE, and perhaps neglected it in favour of those subjects that I enjoyed more. My A levels have been an excellent preparation for the demands of a degree based on media and sociology. I found History A Level enormously satisfying, particularly my personal investigation on the Iranian Revolution. It developed my research skills and my ability to sift through and analyse a huge amount of information in order to extract key points. Sample descriptions of extra-curricular activities in school:

Sport is a large part of my life. I have represented my school in the netball, hockey and rounders teams, and received full colours in netball for my contribution, effort and hard work in the team. I have taken part in the Duke of Edinburgh's Bronze Award scheme, completing 12 hours of community service at a local primary school assisting with a Year 2 class. This taught me the importance of patience and responsibility as I helped with reading and writing tasks. I also enjoy playing the piano at Grade 5 level. Following the Tsunami in 2004, I initiated the selling of 300 'WaveOfHope' wristbands of which the proceeds were donated to Tsunami victims via my school. Last year I was awarded a Bronze certificate in the Senior Mathematics Challenge and I have  competed in the Hans Woyda Mathematics competition. I represented Channing at the Financial  Mathematics day at Barclays Bank, which involved problem solving exercises in groups and  attending lectures about the use and importance of mathematics in the financial industry. In  Year 12, I completed the Young Enterprise Scheme which showed me how businesses operate and  the importance of good organisation and as the Financial Director, I achieved a Credit in the examination. Enrichment courses (AS Critical Thinking and the Financial Institute's  Certificate in Financial Services) have been enjoyable whilst broadening my knowledge and  skills. I also thrive on taking part in sporting activities, such as hockey, rounders, tennis  and I am currently the captain of the senior netball team. In my final year at school I took on the responsibility of being editor of the French magazine 'La  Vache Qui Dit'. It was a fantastic opportunity, working with

writers of all different ages and  abilities.

Sample descriptions of outside school activities / work experience:

My hobbies are playing the cello and singing. I love the outdoors and I now ski competitively appreciating landforms such as corries which I had learned about in glaciology, as much as the sport itself! I also enjoy sailing a topper, for pleasure purposes as well as in regattas in Aldeburgh, Suffolk, and this has certainly strengthened my understanding of coastal landscapes and marine processes. For work experience, I spent a week in July 2005 in a jewellery shop where I learned first hand how a company works and how to deal with the public. This was relevant last summer when I worked for six weeks at a tennis club organising children's activities, tennis tournaments as well as family suppers where my people skills were tested with customers. I also teach at a Sunday School and enjoy helping children problem solve and allowing them to explore their capabilities. The latter two experiences have allowed me to interact with children and have fuelled my ambition to become a Geography teacher after leaving university. My other interests are varied; I play the flute and dance has been an enduring passion from an early age. I am currently working towards ballet Grade 8 and tap Grade 6. I am proud of my Duke of Edinburgh Bronze and Silver Awards, in which I have been able to exercise my leadership qualities and demonstrate my ability to work in a team. I have carried out voluntary work at Kentish Town City Farm and have contributed greatly to  The British Divers' Marine Life Rescue charity, raising money at both school and public events  to support the conservation work they endeavour to carry out. Over the past few years I have accumulated a wide range of work experience relating to animal  welfare and management. I have been assisting in

consultations and operations at a local small  animal veterinary surgery. This has comprised evening surgeries over sixteen months and two  one-week stints. During summer 2006 I spent two weeks working in London zoo looking after a  variety of mammals ranging from giraffes and okapi to meerkats and marmosets. Other farm related experience includes two weeks on a dairy farm in Staffordshire helping with milking,  feeding calves, fixing fences and generally getting my hands dirty; animal care and general  maintenance over a six month period at Kentish Town City Farm; a weekend lambing in Milton  Keynes and a brief spell helping on a pig farm.

Sample closing paragraphs:

I believe that I am ready for university life and the fresh challenges it will inevitably present, and that with the education I have received to date, my hard work and determination, combined with a good university degree, I will be able to make a positive contribution to society in the near future. I enjoy reading New Scientist magazine, which has increased my knowledge of recent breakthroughs in Science. Its independent stance, such as the unbiased report on MMR vaccines, has developed my enthusiasm for studying further into this field. Science is rapidly advancing and to read Natural Sciences, I am sure, would be an exciting and worthwhile challenge to undertake. I am looking forward to the challenges of university and the rewards that my career will bring.

Section 5 GCSE/IGCSE/GCE EXAMINATION BOARD DETAILS

GCSE SYLLABI INFORMATION

SUBJECT

ART & DESIGN (9 - 1)

BIOLOGY IGCSE (9 - 1)

CHEMISTRY IGCSE (9 - 1)

2019 / 2020 BOAR SYLLAB D US CODE

AQA 8202 PRS N

UNIT CODES

8202 / X

8202 / C PORTFOLIO C/W

EXT SET TASK

4BI1

4BI1 / 1B

4BI1 / 2B

PRS 4CH1 N

4CH1 / 1C

4CH1 / 2C

J199 / 11

J199 / 21

MYTH

HOMER

CLASSICAL CIVILISATION OCR J199 (9 - 1)

J292 / 01 LANGUAGE 5

CLASSICAL GREEK (9 - 1)

OCR J292 J J292 / 04

VERSE LITERATURE

J292 / 06 LITERATURE & CULTURE

COMPUTER SCIENCE IGCSE (9 - 1)

CIE

0984 / 21

0984 0984 / 11 AX

THEORY

PROBLEM SOLVING

5690 U10-1 NEA DEVISING THEATRE

DRAMA (9 - 1)

WJE C690Q 5690 U20-1 NEA PERFORMING C S C690 U30-1 8700 / 01

8 ENGLISH LANGUAGE (9 - 1) AQA

8700

8700 / 02 8700 / C NEA SPOKEN LANGUAGE

9 10

ENGLISH LITERATURE (9 AQA 8702 1) FRENCH IGCSE (9 - 1)

PRS 4FR1 N

8702 / 01 8702 /0 2 4FR1 / 01 LISTENING

4FR1 / 02 READING & WRITING 4FR1 / 03 ORAL EXAM 11

FURTHER PURE MATHS IGCSE (9 - 1)

PRS 4PM1 N

8035 / 01 PHYSICAL 12

GEOGRAPHY (9 - 1)

AQA 8035

8035 / 02 HUMAN 8035 / 03 APPLICATIONS 4GN1 / 01 LISTENING

GERMAN IGCSE (9 - 1)

PRS 4GN1 4GN1 / 02 READING & WRITING N 4GN1 / 03 ORAL EXAM 1HI0 / 10 CRIME

HISTORY (9 - 1)

PRS 1HI0 N

1HI0 2N (B1 ANGLO SAX & P4 COLD WAR) 1HI0 / 30 RUSSIA J282 / 01 LANGUAGE

LATIN (9 - 1)

OCR J282F J282 / 03 PROSE LITERATURE J282 / 05 VERSE LITERATURE

MATHEMATICS A IGCSE (9 PRS 4MA1 - 1) N MUSIC (9 - 1)

PHYSICS IGCSE (9 - 1)

PRS 1MU0 N PRS 4PH1 N

19 PROJECT QUALIFICATION AQA

1MU0 / 01 NEA PERFORMING 1MU0 / 02 NEA COMPOSING 1MU0 / 03 4PH1 / 1P

4PH1 / 2P

7792 7791 LEVEL 1 7992 LEVEL 2

20 RELIGIOUS STUDIES (9 - 1) OCR J625 AA

J625 01 CHRISTIANITY J625 02 ISLAM J625 06 PHILOSOPHY & ETHICS 4SP1 / 01 LISTENING

SPANISH IGCSE (9 - 1)

PRS 4SP1 4SP1 / 02 READING & WRITING N 4SP1 / 03 ORAL EXAM

A LEVEL SYLLABI INFORMATION

A 1

SUBJECT

2020 / 2021

BOARD

ART & DESIGN (FINE ART) OCR

SYLLABUS CODE

H601

UNIT CODES

UNIT 1

UNIT 2

PERS INVST

EXT SET TASK

UNIT 01

BIOLOGY

AQA

7402

UNIT 02 UNIT 03 UNIT 01

CHEMISTRY

AQA

7405

UNIT 02 UNIT 03

01 WORLD OF THE HERO 4

CLASSICAL CIVILISATION

(11)

OCR

H408

02 CULTURE & THE ARTS (21)

03 BELIEFS & IDEAS (32) 01 UNSEEN TRANSLATION 5

CLASSICAL GREEK

OCR

H444

02 PROSE COMP 03 PROSE LITERATURE 04 VERSE LITERATURE

DRAMA & THEATRE STUDIES

01 DRAMA & THEATRE

AQA

7262

02 ORIGINAL DRAMA 03 MAKING THEATRE 01 MICRO

ECONOMICS

OCR

H460

02 MACRO 03 SYNOPSIS U10-1 POETRY

ENGLISH LITERATURE WJEC A720QSL

U20-1 DRAMA U30-1 UNSEEN TXTS 50

UNIT 4 COURSEWORK

EXTENDED PROJECT (EPQ)

AQA

7993

7993 LEVEL 3 01 LISTENING / READING

FRENCH

PRSN

9FR0

02 WRITTEN RESPONSE 03 ORAL EXAM 01 CORE PURE MATHS 1

FURTHER MATHEMATICS

02 CORE PURE MATHS 2

PRSN

9FM0 3A FURTHER PURE C0

MATH

3C FURTHER MECHANICS 1

01 PHYSICAL 12

GEOGRAPHY

OCR

H481B

02 HUMAN 03 GEOGRAPHICAL 04 INVESTIGATION 01 LISTENING / READING

GERMAN

PRSN

9GN0

02 WRITTEN RESPONSE 03 ORAL EXAM UNIT 1C TUDORS

HISTORY

AQA

7042

UNIT 2P CHINA 03 HISTORICAL INVS 01 UNSEEN TRANSLATION

LATIN

OCR

H443

02 PROSE COMP 03 PROSE LITERATURE 04 VERSE LITERATURE 01 PURE MATHS 1

MATHEMATICS

PRSN

9MA0

02 PURE MATHS 2 03 STATS & MECHANICS 01 PERFORMING

MUSIC

PRSN

9MU0

02 COMPOSING 03 APPRAISAL

PHYSICS

PRSN

9PH0

01 PHYSICS I

02 PHYSICS II 03 PRINCIPLES UNIT 4 PRACTICAL

01 UK POLITICS 19

POLITICS

PRSN

9PL0

02 UK GOVERNMENT 03 USA COMPARATIVE 01 INTRODUCTORY TOPICS

PSYCHOLOGY

AQA

7182

02 PSYCHOLOGY IN CONTENT

03 ISSUES & OPTIONS 01 LISTENING / READING 21

SPANISH

PRSN

9SP0

02 WRITTEN RESPONSE 03 ORAL EXAM

Useful Websites 1.

Choosing a University, College or Course ● www.university.which.co.uk Compares universities based on student feedback ● www.ucas.com Comprehensive details of courses, offer levels and application procedures from UCAS, with sections for students and parents ● www.universityadvice.co.uk Extensive advice on how to choose a course and university ● www.theguardian.com/education Comprehensive coverage of higher education ● www.qaa.ac.uk/en Course reviews by The Quality Assurance Agency ● www.london.ac.uk/tasters Excellent taster courses run by the University of London ● www.myfuturewise.org.uk ISCO/Inspiring Futures Foundation ● https://unistats.ac.uk/ Compare official course data from universities and colleges

2. ● ● ● ● ● 3.

Courses outside the UK www.tcd.ie Trinity College Dublin www.fulbright.co.uk Information for US applicants www.braintrack.com Worldwide list of universities www.australian-universities.com Australian universities www.thestudentworld.com Courses outside the UK The Application Process

● www.admissionstestingservice.org Cambridge Assessment Admissions Testing 4.

General Information

● ● ●

www.open.ac.uk The Open University www.studyinscotland.org Studying in Scotland www.opendays.com University Open Days

Financial Issues

● ● ● ● 6. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● 7.

www.gov.uk/student-finance www.ucas.com/ucas/undergraduate/finance-and-support www.slc.co.uk The Student Loan Company www.hefce.ac.uk The Higher Education Funding Council Gap Year Breaks www.aventure.co.uk Africa & Asia Venture www.arthistoryabroad.co.uk Art History Abroad www.changingworlds.co.uk Changing Worlds www.coralcay.org Coral Cay Conservation www.frontier.ac.uk Frontier: Conservation, Education, Exploration www.johnhallvenice.co.uk John Hall Venice Course www.karenhilltribes.org.uk Karen Hilltribes Trust www.lanacos.com Lanacos Languages Abroad www.lattitude.org.uk Lattitude Global Volunteering www.leiths.com Leiths School of Food & Wine www.csvcommunitypartners.org.uk Community Service Volunteers www.yini.org.uk Year in Industry www.step-together.org.uk Volunteering www.tallships.org Tall Ships www.raleighinternational.org Raleigh International www.questprofessional.co.uk Quest Professional www.projecttrust.org.uk Project Trust www.podvolunteer.org Pod Volunteer www.peakleaders.com Peak Leaders www.orchardscookery.co.uk Orchards Cookery www.mercyships.org.uk Mercy Ships www.mindthegapyear.com Mind the Gap Year https://www.gvi.co.uk/ Student websites

● www.nus.org.uk National Union of Students ● www.thestudentroom.co.uk Student forums 8. ● ● ● ●

Careers www.myfuturewise.org.ukISCO / Inspiring Futures Foundation www.coa.co.uk Cambridge Occupational Analyst programmes www.bma.org.uk Careers advice for Medicine applicants www.allaboutlaw.co.uk Careers in Law 54

● ● ● ● ● ● ●

www.futuremorph.org www.lawsociety.org.uk www.engc.org.uk www.rcvs.org.uk www.army.mod.uk www.raf.mod.uk www.royalnavy.mod.uk

STEM Careers Careers in Law Careers in Engineering Veterinary careers Careers in the Army Careers in the Navy Careers in the Navy or Royal Marines

9. Apps ● ● ● ●

UCAS News Uni Guide Free The Student Room UNiDAYS – discounts on favourite brands

Essay competitions https://www.johnlockeinstitute.com/summer-school http://www.ox.ac.uk/admissions/undergraduate/applying-to-oxford/teachers/aca demic-competitions-schools-and-colleges Check Cambridge colleges for subject specific essay competitions

Channing The Bank, Highgate London N6 5HF T: 020 8340 2328 Channing Junior School 1 Highgate High Street, Highgate London N6 5JR info@channing.co.uk www.channing.co.uk INDEPENDENT DAY SCHOOL FOR GIRLS AGED 4-18

Springboard to the Future 2021 - Channing guide to applying to universities

Articles inside

Overseas Applications pages

Degree Apprenticeships pages

Drama courses pages

Interviews

Gap years and Deferred places pages

Music courses pages

Admission Tests pages

Art Foundation