Features
From International School to University:
Some helpful pointers By Ciara Newby
M
y ten years of teaching the International Baccalaureate in international schools was a dream. I could see how many doors it opened for students on a global level and I loved supporting them as they made the exciting decision of where in the world to study after high school. A permanent return to the UK saw the end of my teaching days as I decided to take my interest in university admissions to ‘the other side’. I took up a role working in international student recruitment at a Russell Group university before moving to the University of Bath in 2018. The opportunity to continue to visit students across the world was inevitably appealing, fused with my own core belief in the benefits of international education. Fast forward and here we are, in the middle of a pandemic. It isn’t a pleasant way for anyone to live, but I feel constantly proud of the adaptable and resilient approach of our students. A year can seem like a lifetime for an 18-yearold. One crisis has led into another, and concerns about student wellbeing and mental health are increasingly commonplace. It is hardly surprising that some students are questioning their capabilities, as cancelled exams cause
14 | International School | Summer 2021
some to worry they won’t have had the chance to prove themselves this summer. I have learned a lot from seeing these two sides of a student’s journey and I have grown to value deeply the collaborations I have with international schools. This article allows me the opportunity to share three of the things my move from schools to universities has taught me about the university application process.
be a deciding factor in any competitive UK university and that they are read thoroughly and reviewed by more than one person. Due to the ongoing Covidrelated uncertainty, this year at Bath we have made fewer offers than usual to ensure that students and staff can be kept safe without overcrowding and with due consideration of social distancing. This has made the personal statement more vital than ever in the decision-making process.
Everyone is aware that students engage in extra-curricular activities, but what universities love hearing about is supercurricular activities Personal statements do matter I continue to be surprised when meeting teachers, students or parents who tell me that personal statements are insignificant, that all that matters is those predicted grades, that an algorithm is used, or that admissions teams do nothing more than glance at personal statements briefly. I assure you that a personal statement can
Unlike in the context of applications to universities in the USA, a UCAS personal statement will be focused primarily on a student’s academic interests – though that doesn’t mean focusing only on what they are learning about in school. Everyone is aware that students engage in extracurricular activities, but what universities love hearing about is super-curricular activities: how a student’s passion is complementing their academic learning. An EPQ (Extended Project Qualification) or IB Diploma Extended Essay can go a long way in showcasing how students are continuing to explore their academic curiosity independently. This isn’t to say that we don’t care about extra-curricular activities, though they shouldn’t take up the whole statement. My own personal mantra on this is so what?! You’re a prefect? So what?! You’re captain of a sports team? So what?! Essentially, my point to students (who are often slightly taken aback at my response) is that what they write should be less about listing activities, and more about what they have made of the opportunities the activities offer. Why do we need to know you are captain of
