6 minute read
From International School to
By Ciara Newby
My 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 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.
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
a team? You developed communication skills and leadership skills? Great – tell us about them! All these skills will help you to contribute and adapt to life at university.
Students are more than just a number
Studying online doesn’t mean that students are not part of a community of learners. Universities are aware, more than ever before, of the importance of providing a supportive community, regardless of where students might be in the world. Students who are supported are more likely to feel happy, and inevitably more likely to succeed academically, resulting in a win-win situation for any university.
Preparation for university studies begins long before students are on campus, but once they begin their studies, student services and support are promoted and available as a resource, not a last resort. This year Bath has not been alone in providing a range of virtual activities before students arrive at the university, which will aid their preparation for life as an undergraduate and, for those travelling to Bath from elsewhere, for life in the UK. From knowing what to pack, advice on getting a visa, or knowing how to open a bank account, universities want to ensure the transition from international school to university is as smooth and successful as it can be.
Durham University’s Discover Durham provides advice on transition to the UK from overseas, featuring current international students, and the University of Bristol’s Global Lounge is an online resource for students who wish to celebrate different cultures and to ensure a sense of belonging. Their online ‘speedfriending’ sessions provide a welcoming and safe environment for shyer students, and facilitate access wherever students might be located. These are just a few examples of the benefits of online engagement for students, which has grown considerably throughout the pandemic. Plans are also underway throughout the UK to ensure a safe and welcoming quarantine for those who might need it, with access to interactive virtual social and wellbeing activities throughout a student’s time indoors. Last year, the University of Bath Student Union’s Corona Community was extremely popular and ensured students were supported in quarantine and beyond, regardless of where they were located in the world.
There is still so much more we can do
It goes without saying that this is a stressful time to be a university applicant, though the resilience and adaptability seen in young people over the past year is to be commended. Building a sense of purpose begins in the high school, but it is crucial to maintain and develop it at university and beyond. I loved hearing about Shrewsbury International School Bangkok’s Passion Project that allows Sixth Formers to gain an insight into the passions and interests that make their teachers tick – a brilliant initiative that encourages students to reflect on these passions and that sense of purpose, which in turn can be beneficial in a personal statement, and in helping them explore what interests they want to pursue at university.
What more can we do together? Universities have long been committed to working with schools and developing valued relationships, but the pandemic in many ways has made these relationships even more accessible as we have all adapted to online interaction. From summer schools to taster lectures or longer-term projects, universities welcome opportunities to form closer links with international schools in paving the way for a smoother school-university transition for young people. If you have an idea, or there is something you need help with, making that connection may just pay off! ◆
Ciara Newby is Recruitment Manager for Undergraduate Admissions and Outreach at the University of Bath, UK ✉ cjmn20@bath.ac.uk
