UCAS Parents' Guide 2023

1. COLFE’S SCHOOL
A PARENTS’ GUIDE
TO UNIVERSITY CHOICE AND THE
APPLICATION PROCESS
2023 Entry

2. 2
Contents
Their choice. 3
First steps. 4
What subject and which course? 5
Which university? 7
Completing UCAS Apply 16
Timetable for 2023 university applications. 18
What happens when the offers and results come in? 20
Appendix 1 Writing a personal statement: a step-by-step guide 22
Appendix 2 University finance 25
Appendix 3 Examples of personal statements 26
Appendix 4 Useful resources 31

3. 3
THEIR CHOICE.
After thirteen years in school, our students – your children – are beginning to plan the next stage of their adult
lives. Choosing the right university course may be the first decision of lasting consequence they take
independently, and it should be exciting for them.
It is also difficult. They have to choose a subject and then the course that is best suited to them from the
50,000 on offer in over 300 UK universities.
At Colfe’s, we will guide our Sixth Formers through this process. We will advise and explain, but not direct
them or make decisions for them. That is their responsibility – and we believe that you should let them take
it on.
In one sense you have no choice. Information about your children’s application to university, for example,
cannot be shared with you unless they expressly permit it. Only the student can decide when the application
is complete. Likewise, no one apart from the applicant can or should research the range of financial support
at different universities, apply for grants and loans or arrange accommodation.
All of us need to recognise that, when it comes to university application, it is the applicants (our students,
your children) who are genuinely in control of the process.
Key terms and references
A certain amount of jargon is essential for navigating the university application process. Three key terms and
references are given here.
UCAS Universities and Colleges Admissions Service. The central administrative service that
manages applications to the great majority of undergraduate degree courses in the United
Kingdom
Apply The on-line application system managed by UCAS
Heap Brian Heap, University Degree Course Offers (published annually or available online using
our subscription)
Unifrog Online careers and University platform to which all Year 12 students have access.
A full list of useful books and websites is provided at the end of this booklet.

4. 4
FIRST STEPS
The rewards of a university education, from better employment prospects to the joy of learning for its own
sake, remain worthwhile in spite of the increased financial commitment.
Alternative routes into successful careers often involve degree-level qualifications at some stage, so
familiarity with the UCAS system is advisable for all. This is why we ask all of our Year 13 students to go
through the UCAS process, whatever their current intentions, so that we have completed documentation
available in case it is needed at a later date, and this applies to three or four ex-students every year.
Those who want to apply to university must devote sufficient time and effort to researching and choosing
courses, preparing for interviews and completing the UCAS form.
Course prospectuses are a good place to start comparing the content of courses with similar names at
different universities; they should also describe the careers that graduates have followed afterwards. Unifrog
is also an excellent source of such information.
Attending ‘taster courses’ is also valuable: these explain the nature of degree study in many disciplines and,
again, the kind of employment to which it might lead. Many such courses are available in June and July, and
we have told our students about them. Taster courses can be found on:
https://www.ucas.com/events/exploring-university/learn-about-uni-taster-course
Visiting universities, whether on official open days or by informal arrangement, is very helpful in drawing up
a shortlist, and doing so over the summer holiday would save time in the busy autumn term.
www.opendays.com.
Hopefully, your sons or daughters have also signed up for one of our internships as relevant experience or
observation can really make an application stand out. If they have not, they should see Dr Lea or Mrs Bean
immediately.

5. 5
WHAT SUBJECT AND WHICH COURSE?
For many applicants with wide-ranging abilities and interests this is a genuinely difficult question to answer.
There are two main ways to approach it.
1. Academic interests – what is my favourite subject?
Apart from obvious exceptions such as medicine, veterinary science, engineering and interpreting, the
majority of careers do not require a degree in a specific discipline. For this reason, continuing with a favourite,
and preferably strong, A level subject can be a very sensible choice. University study will focus closely on
the chosen subject for three years, and this time will be much more productive and rewarding if students
actually enjoy what they are doing.
Bear in mind, though, that just as a subject may change between GCSE and A level so the content of a
degree course may differ from an A level subject with the same name. Applicants must make sure that the
course is in fact what they wish to study.
Many students should consider applying for one or more courses with a different name from that of their
favourite A level subject, as grade requirements for these less obvious choices may be lower than for those
with familiar titles. Applicants with appropriate science A levels might, for example, apply to read
Biochemistry, Pharmacology, Zoology, Botany or even Brewing while students of A level Geography might
read Geology, Land Economy, Population Sciences, Estate Management, Environmental Science,
Geomatics or Surveying. A comprehensive list of linked degree courses can be found in Heap.
There are also many joint honours degrees where two subjects are studied, sometimes in equal balance
and sometimes as a major subject (75%) and a minor subject (25%). These courses may offer more flexible
career choices after graduation, but admission to them can be more competitive than to single-honours
courses and some undergraduates find that the workload adds up to more than a single-subject degree. Our
advice is that students should apply for such courses only for positive reasons – for example, because they
are fascinated by the relationship between Physics and Philosophy – rather than for the negative reason that
they cannot decide which subject to read.
Some universities offer combined or multidisciplinary courses in which more than two subjects can be
studied; examples can be found at Durham, St Andrews, and Liverpool Universities, and a table showing
universities offering flexible combined programmes can be found in Heap. Again, our advice would be to
apply to such courses only for positive reasons rather than to avoid a decision. Several universities are now
offering Liberal Arts or Science degrees, based on the American model, which may also be worth exploring
(Birmingham, Leeds, University College London, Exeter and King’s College London are examples).

6. 6
2. Career interests – what qualification do I need?
An alternative strategy is to relate the degree course to career plans and aspirations. This is a sensible
approach for students with definite ideas about the career they wish to follow, particularly in vocational areas,
but many employers do not require a specific degree subject and students do not necessarily need to commit
to a particular career path at this stage. Parents could ask their children to think carefully about the following
questions before choosing a degree course on the basis of career plans:
 Do you know now what you want to be doing in three to five years’ time?
 What did you think you wanted to do two years ago? Have you changed your mind since?
 What are the employment prospects for the career you have in mind?
 Do employers in the chosen area want a degree in a specific subject or are they more concerned
about the level of achievement?
Again Heap provides a good section on careers and relevant courses.
Never assume that taking a degree with a particular title is the only or even the best preparation for a career
in the same area. Many lawyers did not take Law as their first degree, most journalists do not have a
Journalism degree, and the vast majority of those working in the media do not have a Media Studies degree.
Conversely, studying Law at university is an excellent preparation for a variety of other careers in business
or administration, and so on. Universities and departments will give information about careers to help
applicants make up their mind and the website ‘What do graduates do?’ is an independent source of
information:
https://luminate.prospects.ac.uk/what-do-graduates-do
Once students have decided on the subject area they wish to study, they must look more closely at the
precise details of the courses on offer and must honestly assess their likely A level grades.

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WHICH UNIVERSITY?
1. What kind of course do I need?
Subjects of all kinds can be studied in a variety of ways; an English course, for example, might focus on
canonical literature and traditional critical approaches or on linguistics, sociology and creative writing. Most
universities offer a range of options, but applicants still need to ensure that the compulsory elements of the
course correspond with their interests.
Many degree courses incorporate a significant amount of study away from the university, such as a year
abroad for language students, and it might not be possible to complete the degree without this element.
Particularly in technical subjects, a common option is a Sandwich Course including one or more placements
in professional or industrial training or actual employment (possibly overseas); there are ‘thick’ sandwich
courses with a complete year away from academic study and ‘thin’ sandwich courses offering more, but
shorter periods of work or training.
None of these arrangements is better or worse than any other, but applicants must be sure that they apply
for courses that suit their academic and vocational aspirations as well as their personal circumstances.
2. Do I meet the basic university and course requirements?
In addition to the A levels required for particular courses, universities often lay down a basic level of GCSE
achievement for all applicants. This is usually modest: many universities ask only for a 4 or 5 grade in either
or both of English Language and Mathematics, although some still impose the traditional matriculation
requirement of five GCSE grades. An applicant who does not meet the published requirements will
simply be rejected even if his or her A level predictions are satisfactory, and university or department
websites should therefore be studied with care. It is also important to check each course’s subject
requirements at A level, as an application rejected because the student is not taking an essential subject
represents a lost opportunity to apply elsewhere.

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3. What is my expected A level grade profile?
Each university sets entry grades for each course, so your children must take into account their likely grade
outcomes from the start.
The references that we provide for UCAS include predicted grades that are optimistic but realistic. It is
essential that the school does not inflate predicted grades: this could lead universities to make unachievable
offers and invalidate our references for future applicants. Our students should have high aspirations, but for
UCAS purposes they must be objective about the grades they can realistically expect to achieve. They should
discuss their expectations with their subject teachers and Heads of Department.
The situation for 2023 entry is now more straightforward due to the completion of A level reform, whereby
nearly all subjects have become linear with final exams at the end of Year 13. The only exceptions are
Geography and Media Studies who use the International A Level specification from CAiE. This is still a
modular programme where the AS results are added to the A2 results for the overall grade.
Some universities make points based offers instead of grade based offers. You should use the UCAS Tariff
tables below to work out the level of the offer:
A* A B C D E
A level 56 48 40 32 24 16
D* D M P
BTEC 84 72 48 24
4. Which courses should I apply for?
A sensible approach is to apply for one course slightly above the formal prediction (aspirational), two
corresponding with it (solid) and two below (insurance). Applicants do not have to make a final decision about
accepting offers until June 2023. If they are holding an ‘above prediction’ offer, they might find their
performance has improved enough by that time to justify accepting it; conversely, progress later in the A level
course might indicate that lower offers are more likely to be achieved.
Students can receive up to five offers and must make one ‘firm’ and one ‘insurance’ acceptance. The ‘firmly
accepted’ offer will be from the university they would most like to attend if they make the grades, while the
insurance offer will be a safeguard and should demand lower grades at A level or allow more flexibility than
the ‘firmly accepted’ offer.

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We strongly advise students to think very carefully about their lower-offer choices at the application stage
and, later, about their insurance acceptance, trying to choose a university where they would be happy to
study if necessary. This is because acceptance on the ‘insurance’ course is guaranteed if the stipulated
grades are achieved, and it is much the easiest route into university for an applicant who misses his or her
first choice.
In the past, some applicants at Colfe’s have received unconditional offers – guaranteed offers of a place –
from several universities, usually on the condition that the student makes them their first choice institution.
Applicants should remember that making such offers is essentially a recruitment strategy on the part of the
university. As always, what is important is that every student should make the best individual choice of
institution and course.
Detailed and impartial advice on unconditional offers is available from The Complete University Guide:
https://www.thecompleteuniversityguide.co.uk/universities/applying-to-university-and-ucas-
deadlines/unconditional-offers/
5. How do I choose between universities?
Armed with their predicted grade profiles, students can begin to create a shortlist of universities which offer
the right course and with ‘guide offers’ that match their expectations. The Unifrog platform is a useful starting
point, as is the UCAS website’s ‘course search’ section, and the Higher Education section of the school library
contains a range of directories, books, and prospectuses.
As we said above, it is critically important to check university websites, as updated ‘guide offers’ may
be higher than those originally published. Course prospectuses are available online and are also available
for reference in the school library.
A further factor in choosing a university could be the perceived quality of the university or subject department.
This is never easy to assess. Reputations may be out of date: every university is subject to considerable
change over time and has its own strengths and weaknesses. Nevertheless, there are several ways of arriving
at a decision.
League tables published by the newspapers provide information that can be useful if critically assessed.
They are based on the newspapers’ interpretations of Quality Assurance Agency reports, which consider
matters such as the standard of teaching and research, departmental specialisms, resources and facilities
as well as degree quality, finishing rates and employability. Newspapers produce different league tables by
varying the weighting given to individual criteria, so that their rankings of universities can be contradictory.

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Despite these reservations, league tables do provide some indication of the quality of courses on offer.
 The Complete University Guide is published by The Independent. A particularly good feature is the
section on university profiles which gives a quick guide to each university including the league table
position in the last two years, accommodation and tuition fees, scholarships, course flexibility (options
to change subjects), teaching standards and additional websites:
www.thecompleteuniversityguide.co.uk
 The Guardian University Guide excludes from its weightings the research capability of the
universities:
www.guardian.co.uk/education
 Comments from a student perspective can be found at:
http://www.thestudentroom.co.uk/wiki/A-Z_of_Universities
Remember that the forum areas of this site, though moderated, reflect individual opinions.
 Information on Universities world-wide can be found at:
https://www.timeshighereducation.com/
 Unistats also gives useful comparisons of courses and universities:
http://unistats.direct.gov.uk/
Above all, you and your children need to be aware that the all-round quality of provision at a university can
change dramatically over a few years. The University of Bournemouth and Oxford Brookes University are
only two examples of institutions whose academic standing has risen greatly and which in some disciplines
now attract first-rate applicants.
6. Where do I want to live?
Whether considering a university abroad or, as will most probably be the case, one in the UK, students must
think about the personal implications of moving away from home as well as the nature of the place they will
live and its accessibility.
Applicants also need to remember that university life offers a wide range of non-academic opportunities which
can in their way be as important as degree study, for example in politics, outdoor activities, the arts or sport.
Universities, even more than schools, are very different.
Campus universities
All facilities are provided on a single site and social activities take place in the same locations. There are two
types of campus university: a city campus (Birmingham, Nottingham) with facilities just outside the city centre
or a greenfield campus (East Anglia, Keele, Sussex, Surrey, Warwick, York), a self-contained academic
and residential unit.

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Civic universities
In some city universities the departments and other facilities are dispersed on different sites, and the halls of
residence may be some distance from the lecture halls (e.g. Leeds, Manchester and most other major city
universities). While living and studying at this type of university might be less convenient than on a campus,
there is more opportunity for becoming involved in the wider life of a major city and less risk of finding oneself
trapped against one’s will in a student ghetto.
Collegiate universities
Here accommodation, academic support and social life are organised within smaller colleges (Oxford,
Cambridge, Durham, Kent, York).
Scottish and Northern Irish universities
Scottish universities typically offer four-year courses and students are able to pursue a broader range of
subjects in their first year than they would normally study at an English university. UK students not ‘ordinarily
resident’ in Scotland, however, are charged the same annual tuition fees as at home, so Scottish degree
courses are therefore relatively expensive. Nevertheless, their content is often attractive and A level
admission requirements are sometimes slightly lower than in England.
Northern Irish universities (The Queen's University, Belfast and The University of Ulster, which now has
branch campuses in London and Birmingham) follow the English and Welsh degree course structure.
Overseas universities
It is possible to apply to study not only in other parts of the English-speaking world but also on international
courses taught in English at European universities.
http://astarfuture.co.uk
Gives general advice about studying abroad.
United States
To find information on US universities and to organise taking the tests they require in the UK, contact:
US Educational Advisory Service (EAS)
The Fulbright Commission
62 Doughty Street, London WC1N 2JZ
http://www.fulbright.co.uk/study-in-the-usa
Australia and New Zealand
These require fee funding for international students of around £20,000 per year, although medical courses
are considerably more expensive. Information can be found on:
http://www.studyinaustralia.gov.au/
http://studyoptions.com

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European Union
Tuition fees at public universities in the EU vary considerably but can be lower than in England. Universities
in the Republic of Ireland, in particular, are proving increasingly popular with English students, and several
universities in mainland Europe, for example the University of Maastricht, offer international courses taught
in English. Fees are very competitive and students at Maastricht receive excellent tuition, benefits and
incentives.
http://maastrichteducation.in/
English-language courses are available at the University of Prague and other institutions for Medicine and
for Dentistry at the University of Valencia in Spain.
http://emucas.com/
Another option is to consider a UK-based course incorporating a period of study or training in America or
Europe:
www.britishcouncil.org/erasmus
Private universities and colleges
Both at home and abroad, there are a number of private universities able to award degrees as well as colleges
offering degrees validated by another institution. Some private universities, such as The University of Law
or BPP University, offer a specialised professional or vocational education; others might offer degrees on the
American model, a course structure which compresses degree study into two years or a distinctive academic
environment.
Fees vary from £6000 a year (the maximum tuition fee loan available for study at a private university)
upwards. Particularly for applicants interested in vocational subjects, these organisations may well be worth
investigating, but just as with mainstream universities it is important to check whether the reality matches
their publicity and the courses genuinely offer what the student needs. Many have generous bursaries and
scholarships available.
Whether considering a university abroad or, as will most probably be the case, one in the United Kingdom,
students must think about the personal implications of moving away from home as well as the nature of the
place where they will live for at least three years and its accessibility. Places on main railway lines from
London, such as York or Newcastle, are far easier to get to than those that are not (e.g. Hull or Aberystwyth),
railcards and advance-purchase tickets making carefully-planned travel reasonably affordable. Applicants
also need to remember that university life offers a wide range of non-academic opportunities which can in
their way be as important as degree study, for example in politics, outdoor activities, the arts or sport, and
location might well be an important factor in this respect.

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7. Which universities should I visit?
No-one should commit themselves to three years of study in a place they know nothing about, and we
therefore encourage our students to visit the universities they are seriously considering. We allow students
three university visits during term-time and we hope they will make further visits in the coming summer
holidays. Many students will be offered a university visit as part of the selection process only after they have
submitted their UCAS forms. Increasingly, these are taking place on Saturdays.
Open days, particularly those dedicated to specific subjects, require preparation. It is important to have read
about the course and what the university offers before the visit; some universities refer to ‘an informal
discussion’ as part of their open day invitation, and the student’s responses in this discussion may form part
of the basis on which an offer is subsequently made. Students are expected to be able to explain their reasons
for applying and to show some knowledge of the course and the university. General advice on making the
most of open days will be given during our university application lectures and we are happy to provide
individual practice interviews.
Permission to attend an open day during school time must be obtained from Mr Drury and subject teachers
should be told. The website www.opendays.com gives information and advice about most, but not all, open
days and allows students to book places on open days in the current month once they have registered. Most
UK universities have open days in June and July. Students will need to pre-book.
8. Do I want to apply to Oxford or Cambridge?
Considerable prestige attaches to degrees from Oxford or Cambridge, and genuinely high achievers should
always consider whether either of these universities offers a course that matches their interests. The two
universities can vary a great deal in their course structures and content, and courses can even vary between
colleges. Therefore, potential applicants need to research carefully where best for them to apply. Apart from
the high standard of the student intake, the main academic benefit derives from the tutorial system
administered within colleges, whereby undergraduates discuss their work regularly with a tutor, who will at
the very least, be a talented young researcher in their discipline. Other advantages include:
• the very wide range of extra-curricular activities fostered by the collegiate system (for example, just
about every college has a chapel, a choir, a rowing eight and sports teams of all standards);
• non-collegiate institutions such as the Oxford Union;
• shorter terms, which obviously result in longer vacations but more seriously mean that anyone who
does well at Oxford or Cambridge must have developed very good time management skills;
• the sense of community engendered by the college, which some young people find reassuring and
supportive.

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Entry is clearly competitive, and applicants need both to have achieved very good grades at GCSE
(statistically those with above seven 8/9 grades are more likely to be offered a place) and to be predicted at
least A*AA at A level (A*A*A for sciences at Cambridge). In addition:
• Both use special tests such as the ELAT (English Literature Admissions Test), HAT (History Aptitude
Test), Bio-Medical Admissions Test (BMAT), Thinking Skills Assessment (TSA). Oxford’s tests are
all centralised whereas Cambridge still has some college autonomy although they are becoming
more centralised as fewer schools do AS levels.
• Both universities may ask for examples of work completed at school.
• Both universities will expect applicants to have taken on study in their area beyond their A Level
course to show to enthusiasm and dedication for their subject choice.
• Both universities will interview candidates who come through the initial selection procedures.
Colfe’s is well equipped to help students through the administrative process of applying to Oxford or
Cambridge as well as to prepare them academically; applicants work closely with subject mentors who
supervise their wider reading, and they also attend discussion groups led by senior members of staff. All
serious Oxford or Cambridge candidates need to demonstrate that they have read widely around their subject
beyond the demands of the A level specification, and must therefore carry out a considerable amount of work
over the summer holiday. Their UCAS applications must be submitted by October 15th 2022 at the very
latest.
The following website is comprehensive and informative:
http://www.cam.ac.uk/admissions/undergraduate/teachers/oxfordandcambridge
See also:
http://www.ox.ac.uk/admissions/undergraduate_courses/index.html
http://www.cam.ac.uk/admissions/undergraduate
9. Do I want to be a doctor or lawyer? Or a vet or a dentist?
There is fierce competition for places in these subjects, though more so in Medicine, Veterinary Science and
Dentistry than in Law. Successful applicants are likely to have mainly 7/8/9 grades at GCSE and to be
predicted at least AAA at A level; in addition, prospective medics and dentists should, as a minimum, arrange
some work shadowing with professionals during the summer before sending off the UCAS form and
undertake voluntary work evidencing a genuine sense of vocation. Applicants for Veterinary Science require
quite extensive work experience with animals throughout their A level years, and all students in these areas
should consider residential and day courses such as Medlink and Vetlink.

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Applicants will probably need to sit a vocational aptitude test before their interviews. These are LNAT (Law
National Admissions Test), BMAT (BioMedical Admissions Test) and UCAT (University Clinical Aptitude
Test). The results play a major part in the selection process, and although the tests are essentially of natural
ability rather than knowledge, candidates must familiarise themselves with their format and aim to develop
the skills they assess.
The BMAT test may be taken on two dates, usually around Aug/Sept and then Oct/Nov. The first date can
only be taken at one of 20 centres, the later one at school. You may only take it once but doing the early date
means you will have your results before the application deadline. Not all medical schools will accept the early
date. Registration for the Oct/Nov sitting closes in the first week of October.
The UCAT must be taken by 29th Sept 2022 and registration closes at noon on 22nd September.
Like Oxford and Cambridge candidates, medical, dental and veterinary applicants must submit their UCAS
Apply form by 15th October at the latest. Law applicants are advised to submit their forms as early as possible.
For details of the aptitude tests and courses requiring them see:
www.lnat.ac.uk,
www.ucat.ac.uk
http://www.admissionstestingservice.org/our-services/medicine-and-healthcare/bmat/about-bmat/.
Those considering a career in law should remember that a law degree is not a necessity, as Law Colleges
offer conversion courses for graduates in other disciplines.
Further useful websites include:
www.bma.org.uk
http://www.lawsociety.org.uk/home.law.
10. Might I need anything apart from A levels?
A list of other courses with requirements additional to A level grades is available in Heap, and applicants
should read university and departmental prospectuses carefully to see what is expected. Examples include
creative subjects which might require submission of a portfolio, an audition or an Associated Board grade in
Music, while some vocational subjects might have a preference for candidates with more life experience than
a school leaver.

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COMPLETING UCAS APPLY
We will begin the process of completing the online UCAS application in school in May; once registered with
Apply, candidates can work on their applications from any computer with internet access. The earlier the
application is made, the better the chances that it will be read thoroughly by admissions tutors. Students
receive comprehensive advice and information as a year group, and will have been interviewed in the spring
or early summer term about their course choices. The application costs approximately £26, which should be
paid online to UCAS by debit/credit card when the form is complete and ready to be sent to the referee.
The UCAS Apply form has three sections. Students fill in two (personal details and personal statement) and
the school fills in the third (the reference).
Section 1. Personal details
In this section students enter their personal details, local authority information and qualifications as well as
the course codes of the universities and courses they wish to apply to. It is very straightforward, and Apply
provides ‘Help’ links which should resolve most questions. If in doubt, see your Personal Tutor or Mrs Bean.
Section 2. Personal statement
Applicants are allowed to write up to 4000 characters including spaces (approximately 600-650 words)
explaining why they both want and deserve a place on their desired course.
If a student has yet to choose a definite subject area, it is better to start writing alternative statements suitable
for each course, a process which may in itself help towards a resolution, than to do nothing. Only one personal
statement may finally be submitted to UCAS, however. We strongly advise against applying for courses in
different areas as a means of deferring the decision.
We will give students guidance on writing the personal statement in May. To prepare for the UCAS process
students could compile a CV from which they can begin to construct a personal statement. While they can all
write a narrative of what they have done, a good personal statement explains what they gained from each
experience and how any skills they developed relate to their choice of course.
How much weight should be given to extra-curricular activities and hobbies within a statement will depend
on which course the students are applying for and how relevant the activities are to it. However, applicants
should always present themselves as well-rounded people able to maintain a healthy life-work balance and
so able both to ‘stay the course’ and to contribute to the wider life of their university. As a rough guide, about
70-80% of the statement should be focused on the academic or course specific content, but this can vary.

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A step-by-step approach to writing a personal statement is given in Appendix 1 and examples of Colfeian
personal statements are included in Appendix 3.
The personal statement will be completed by students using the Unifrog platform – www.unifrog.org
Section 3. Reference
The school reference confirms, with evidence, that students’ academic performance, approach to work and
personal qualities are appropriate to the courses for which they have applied. Students’ personal tutors
collate the comments of individual subject teachers and produce a final draft for the approval of the
Headmaster, who is our students’ referee. Students will gain by discussing their plans with their teachers in
some depth.

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TIMETABLE FOR 2023 UNIVERSITY APPLICATIONS
Year 12
May 18th UCAS Apply opens for registration and entry of personal details. Year 12 to register with
UCAS on May 20th and begin online application as soon as possible.
May 27th First draft of personal statement due.
June 20th Registration for UCAT opens.
June 20th Second draft of personal statement due.
Year 13
September 12th Review of Oxbridge summer study programme and set work if required by College.
First BMAT test date around this time.
September 19th Personal statements: final draft for Oxbridge candidates, medics/dentists and vets to have
been emailed to relevant supervisor.
Final college or open application decisions to have been made by Oxbridge candidates.
September 26th UCAS forms for Oxbridge candidates, medics/dentists and vets to have been completed
and sent to Assistant Head of Sixth Form (Academic).
October Mock Oxbridge Entrance Test Date TBC.
October 15th Applications to Oxbridge, and for medical and veterinary subjects, to have been received
by UCAS.
October/
November Medics to sit BMAT test – NB this is usually during half-term.
Oxbridge entrance tests.
November Oxbridge Mock Interview Evening Date TBC.
December Oxbridge interviews.

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January 2023 Closing dates for Art foundation courses (check individual colleges for dates).
January 25th Final Closing date for most UCAS applications from UK and EU (including some art and
design courses) – but remember places have been being allocated since September.
June 8th Deadline to accept or reject offers from Universities.
August 2023 A Level Results Day. Clearing vacancies published; all Year 13 students and parents
should be available so that university places can be confirmed. Date TBC – Likely to be
17th August.

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What happens when the offers come in?
UCAS applicants receive notification that their application has been received, usually by email or through
their UCAS Hub. This communication will also give each applicant a unique UCAS personal ID and
application number which will be required when contacting universities or colleges and for logging onto
‘Track’.
Then they have to wait. There are no hard and fast rules regarding when the offers do or do not come in, yet
the earlier the application is made, the better the chances that it will be read thoroughly by admissions tutors.
Early applications tend to gain early offers though some subjects, notably Medicine and Veterinary Science,
are exceptions. Some individual courses or universities operate a ‘gathered field’, waiting until after the
closing date to make decisions, although they will have read through applications as they come in and made
some judgements.
Offers are usually made by email, and for Year 13 students will almost always be conditional. This means
that the institution offering a place is doing so on the condition that certain grades are achieved in the summer.
Once a student has received responses from all of the universities they have applied to they can make their
choice of a ‘firm’ and ‘insurance’ acceptance. If students receive no offers from their five choices (four for
medics, dentists and vets), UCAS Extra operates from the end of February to mid-July and provides details
of courses which still have vacancies.
What happens when the results come in?
Of course, we hope that all of our students will secure places at their first choice universities. If students
achieve the stipulated grades they are expected to go to their first choice university. Shortly after getting their
results, they will receive written confirmation of their place and must accept this on UCAS Track; a similar
procedure applies if the first choice offer is missed but the insurance requirements are met.
Students in these circumstances are entitled neither to negotiate with other universities nor to enter the
clearing system, while those who have applied for deferred entry have to ask to be ‘released’ by the
institution holding a place for them if they wish to change their mind and reapply through UCAS at a later
stage. For those who do better than expected, there is an opportunity to seek a better offer through ‘Self-
Release’, but there is always risk involved in accepting a place you have not visited and researched.
Some candidates might miss their offer by a small margin or have the right number of points from the wrong
combination of subjects. The first choice or insurance university may simply notify the student that he or she
has been accepted, but if nothing is heard it is advisable to telephone the admissions hotline and ask if a
place on the course is still available.
If a first or insurance place is not confirmed, the next step is Clearing. Students can research available places

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using the search tool on the UCAS website andmay apply directly to universities which still have places. It is
also worth phoning universities whose offers the student previously declined. Since 2015, it has been possible
to register in advance of results so that universities with vacancies can contact the student directly.
Around 12% of students in the UK find their places through Clearing each year, often with entirely satisfactory
results. Nevertheless, Clearing places have to be accepted quickly, and Clearing is no substitute for making
carefully considered choices at the start.
Whatever happens, Careers and Sixth Form staff will be available on Results Day to give advice and support.
Students should come to school with fully-charged mobile phones and a note of all relevant information, such
as their UCAS reference number; the telephone lines can be very busy at this time, so patience and
persistence are needed, but over the last few years almost every Colfe’s applicant has gone home on Results
Day pleased with the outcome.
Students should be in the UK when their results come in case they need to negotiate about their
university place. We will brief Year 13 students about Results Day before the end of the summer term.

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APPENDIX 1
Writing a personal statement: a step-by-step guide
Making a start:
 Look at the department pages on the websites of a few universities doing the course you are
interested in – these often have pointers as to what admissions tutors like to see in personal
statements. Note, however, that such pointers are essentially descriptions of the kind of student who
will enjoy the course; if they do not prompt you to make true statements about yourself, you should
probably look elsewhere!
 Recognise that you will need to go through several drafts to produce a really polished
statement – hence the timetable in this booklet. Many people write eight or nine drafts before
achieving a satisfactory statement.
 Do some research on yourself and write down some ideas on paper:
o Why you want to study your subject – look for a minimum of three reasons
o What you find interesting about your subject – from your A levels and/or your reading
o Divide a sheet of paper into two columns: on the left list your extracurricular interests, activities
and responsibilities and on the right note what you think you have gained from each
o Read the sheet critically – this is your self-portrait. Can you make it more interesting over the
summer?
Plagiarism – a warning
Plagiarism means passing the work of others off as your own, which is forbidden in your personal statement
as much as it is in examination work. UCAS uses Copycatch software to check every personal statement,
and will pass on information about suspected plagiarism to universities. Good personal statements are, as
their name suggests, personal and could not be written by anyone except yourself.
Building your personal statement
1. Write it in Word so that you can correct spelling and grammar. Do not enter it into your UCAS
online page until it has been checked at school.
2. Follow the paragraph guidelinesbelow. It is sometimes hard to start with Paragraph 1 so start on
another and then cut and paste your paragraphs into the expected order: The visual separation
between paragraphs will probably be lost on the UCAS form but working in this way will help you to

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order your ideas.
Paragraph 1. Why you are applying to study your chosen subject
 How and why did you become interested in your subject?
 What do you find interesting about the subject, particularly at A level?
 Explain why you want to develop your interest in the subject at university and how it might
contribute directly or indirectly to your future life.
 Reflect enthusiasm. If you are not enthusiastic about the subject you should not be applying
to study it for three years.
Paragraph 2. Show that you are serious
 Identify one or two specific aspects of your subject you find especially interesting and say why .
 Comment on books you might have read outside the syllabus, or other ways in which you have
independently extended your knowledge.
 Show an awareness of developments in your subject – new critical ideas, books, research,
ways of bringing the subject to a wider public, practical applications etc.
Paragraph 3. Other activities and achievements relevant to your academic subject
 Work experience or observation you may have done.
 Any voluntary work – particularly applicable to care courses.
 Any lectures you have been to or watched online and their interest.
 Things you may have done that are unofficial and yet relevant, such as writing for magazines,
making a film, visiting an historical site, blogging – obviously this all depends on your subject.
Paragraph 4. Extra-curricular interests, activities and responsibilities
Here you can include other qualities you would like people to know about and attributes that suggest
not only that you would be good company for the next three years but also that you might be able to
look after yourself.
 School activities, such as sport, music, drama, fund-raising, CCF, Duke of Edinburgh, Gambia,
academic societies, trips etc.
 Out-of-school activities – students often overlook the value of membership of organisations
like the Scouts, a church or a youth club, which at the very least prove you are not a sociopath
and probably reflect impressive qualities of leadership, self-reliance and responsibility. If you

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have had a job you should mention it, as employment is also evidence of a level of self-
discipline and responsibility.
 Explain what you have gained from these activities, and how they confirm your suitability as
an undergraduate – for example, turning up for football training every Saturday is some proof
that you will pull your weight in a collaborative academic project.
Paragraph 5. Conclusion. Do not overlook this as it rounds off your statement
 Summarise your reasons for wanting to study your subject and for believing you have an all-
round contribution to make to the university.
If this sounds daunting, embark on self-improvement during the summer – there will be no time in the autumn
term:
 Read around the subjects and courses for which you are eligible.
 Find something to read that is not a textbook but can be used to show your interest and
enthusiasm. Check out the school library and the internet to find something of interest or look
for some relevant articles on JSTOR.
 Go to a lecture or do some voluntary work – whatever is relevant to your chosen course.
 Find some work observation or experience, even if only for a day, or some courses to attend.
 Seek your parents’ and teachers’ advice!
There is no ‘trick’ to writing a good personal statement; admissions tutors want to gain a sense of the
applicant’s personality both academically, in terms of informed subject interest and enthusiasm, and
personally, as a potential member of an academic and social community. Your statement should be accurate
and formal as a matter of courtesy (and to prove that you can actually construct sentences, spell, and
punctuate) but its voice must be your own. You will notice that the three good examples given in Appendix 3
are all different, adapting the general outline given above in individual ways.

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APPENDIX 2
University Finance – note proposed changes to the system for 2023 entry as detailed below:
All students currently have to pay tuition fees of up to £9,250 for each year of study at university
(now frozen until 2025), and it is therefore likely that many students will need to take out a tuition
fee loan repayable from the April followinggraduation (i.e. April 2027 at the earliest for most 2023
entrants) once the graduate’s salary is over £25,000 pa. Interest on the loan is linked to the RPI
and is added from the day the loan is taken. The loan term is now 40 years unless it is paid off
prior to this. After 40 years the debt is cancelled.
Repayments are collected through the tax system at a rate of 9% of income over £25,000, which
might work out at about £9-£10 a month for someone earning this amount. While the student is
at university, interest is charged at inflation (RPI). There is no doubt that for those earning
average incomes in the £40,000 - £50,000 region it will represent a significant monthly payment.
Early repayment of the loan, in part or in full, is allowed without penalty. Full details can be found
here:
https://www.gov.uk/student-finance/new-fulltime-students
An additional student maintenance loan is also available as detailed below:

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This is paid to the student in instalments at the start of each term. All students can access a
proportion of the maximum loan, but the balance is dependent on family income.
The school cannot offer individual help or advice on filling in student loan applications, which
should be done by approximately mid-May.
Further financial help can be obtained through bursaries and scholarships at individual
universities. Corporate sponsorship is also likely to be increasingly available, for example through
the post-A level traineeships offered by some of the big companies, although access to such
comprehensive funding will probably be highly competitive. Particularly in the field of
engineering, several companies traditionally offer varying levels of sponsorship; relevant
information is often available on university websites. Useful websites may be found in appendix 4.
APPENDIX 3
Examples of personal statements
1. Modern Languages

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The importance of languages for me stems from the fact that it allows communication both from
within our own and across a range of other cultures. Growing up in a household where both
English and Yoruba are spoken allowed me to engage in the vibrant Nigerian culture contrasting
to the Western society I live in. My eyes were opened to the opportunities of studying languages
after a Spanish Exchange trip to Murcia where I enjoyed the warm hospitality of a Spanish student
and her family. Being so immersed in the culture and experiencing the lively and friendly
atmosphere, my language levels improved immensely. Since then I have taken part in another
exchange in Madrid and visited Barcelona with school.
Whilst discovering Spanish film, I was attracted by the headstrong and diverse female characters
in Pedro Almodovar's 'Volver' and 'Todo Sobre Mi Madre'. This encouraged me to sign up to a
study day about his films that I will attend later on this year. I have also enjoyed reading Latin
American literature such as 'Crónica de una muerte anunciada' with its themes of honour, destiny,
machismo, guilt and responsibility. After reading Lorca's 'Yerma', I was able to compare the
traditional Spanish society, where women lacked freedom, to the more modern society presented
by Almodovar's independent women. 'Las palmeras en la nieve' deals with the Spanish presence
in West Africa and taught me about the effect it had on the societies.
I became interested in Italian after taking part in some FutureLearn courses for beginners and I
was surprised by how quickly I was able to pick up grammar and vocabulary due to its similarities
with Spanish. Films such as 'Ladri di biciclette' and 'Roma città aperta' from the post-war genre of
neorealism educated me on how WWII affected Italy. On FutureLearn, I am also currently
exploring a course on Cultural Studies and Modern Languages and I have been particularly
interested by the way powerful slogans can demand national reform such as the anti-psychiatry
movement in Italy 'La libertà è terapeutica'. I look forward to learning more about Italy's history
and film as well as the challenge of learning a new language.
As a Young Leader in Girlguiding UK, I have developed leadership skills while running sessions for
the young Guides. Through hard work and determination, I have raised GBP5500 over the past
three years in order to represent my county and region with great pride during the international

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opportunities for which I have been selected. During my trip to Mexico in 2014, I worked in an
orphanage and food bank. Throughout the trip, I was eager to practise my Spanish and became
interested in the history of the development of the Spanish language in Mexico after visiting
Aztec pyramids, which led to me doing some research on the Aztec Empire and the Spanish
invasion of 1519. This summer I volunteered in South Korea with Girlguiding and took part in an
enriching Cultural Youth Camp. I was fascinated by the Korean culture and the Hangul alphabet
and would like to develop this interest at a later date.
Having gained a scholarship and consequently moving school for sixth form, I have had to adapt
to a new environment. My commitment in school led to me being selected as a prefect. In order
to share my enthusiasm for languages, I worked with a Year 8 Spanish Class explaining important
grammar points to students and helping them to improve their conversational fluency.
At MFL Breakfast Club it was encouraging to hear such a wide range of job prospects from various
people who use languages in their careers. I hope to get involved in clubs and societies at
university as well continuing with sports such as athletics which I have competed in regionally. I
look forward to the stimulating experience of not only developing linguistic fluency, but also
deepening my cultural understanding.
2. Chemistry
My imagination has been sparked by my studies at A Level, in part by being introduced to the
work of great chemists, such as Linus Pauling and William Knowles, the latter being a particular
inspiration of mine, having read about him in Sam Kean's 'The Disappearing Spoon'. Especially
interesting is his work on the synthesis of the laevorotatory enantiomer in 1968, a revolutionary
discovery of 'L - Dopa' used in the treatment of Parkinson's Disease. His research and work
created an opportunity to improve the welfare of many people suffering from the disease,
something I would be immensely proud of achieving during my life.
My passion for Chemistry developed further while researching emerging UK-basedfirms for an
Economics project. I found a company, Sirius Minerals, which aims to begin the extraction of large
reserves of an inorganic compound used to make fertilizer, much like the ammonia produced by

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Haber's process. This particularly interested me, as it provides alternative options for transition of
chemistry outside of the laboratory. Although not as directly life-changing as work in research for
new treatments, large-scale industrial projects such as this are based in chemistry and require a
skilled comprehension of the processes that will occur, alongside managing the economic
expenses in industry.
Between lessons at school I enjoy mentoring three AS chemists, helping them with peer-to-peer
advice on revision techniques, solidifying my own knowledge by conveying theories and ideas
surrounding the first year of the A-Level course in the process. I was accepted as a part of a small
group, through my membership of ChemNet, to work on the isolation, IR spectroscopy and mass
spectrometry analysis of trimyristin, hosted by the Royal Society of Chemists. I extracted the
triester from nutmeg, due to around 25% of nutmeg's mass consisting of trimyristin. This, in turn,
led me to a deeper insight of surfactants and the roles of their polar hydrophilic 'heads' and
organic hydrophobic 'tails'. This taste of lab work challenged me to work methodically for long
periods, a lesson that will hold me in good stead given the weekly lab hours of a Chemistry
degree. I was introduced to another area of chemistry outside of my A Level studies, following my
attendance at a seminar on applied chemistry and biochemistry. The speaker gave a detailed
description of the chemistry of human blood, explainingthe various influxes of our red blood
cells' pH and their related affinity to binding with oxygen to form the oxyhaemoglobin complex. I
will be attending another seminar in November, this time on Arsenic. Although not directly related
to my current studies, I enjoy broadening my understanding outside of the classroom and
textbook.
I am an avid sportsman and natural leader, having captained school rugby teams from U12s
through to 2nd team and played for the 1st team, I was also a member of the 2016 Kent County
Cup winning squad playing for Sidcup RFC. I also play 2nd XI football. These roles have led me to
have a clear and confident ability to communicate and cooperate under pressure. My sporting
experiences have helped me to learn how to define myself amongst a group and taught me many
lessons including leading by examplein both my work rate and mindset.
I am looking forward to expanding my organic studies in particular, to extend my knowledge on

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how more complex molecules interact and react with the body. I know a degree in Chemistry
would open up a large range of careers options, however, I am particularly interested in research
work on the pharmaceutical treatment of life-changingdiseases, such as Parkinson's, Alzheimer's
and early onset dementia.
3. History - Oxbridge
My first taste of the diversity and fascination of History was in viewing classifieddocuments
regarding a local WWII POW camp, at the National Archives. I was surprised by how one primary
source provided such a connection to the past and intrigued by the hand written comments
scribbled on the page which helped me to form my own judgement, something I had never done
before. Since then I have continued to form and debate my own opinions of the past, critically
exploring the greater influences that it had and I look forward to contributing to the never-ending
discoveries Historians make.
I am intrigued by the role that leaders' personalities play in shaping historical change and was
struck by the seeming contradiction of Stalin's successful centralisation and Nicholas II's failed
attempts to cling to these same values. Initially I had thought it was Russia's entry into WWI that
had put an end to Tsarist Russia, thinking that any leader would have met the same fate, but after
watching Worsley's 'Empire of the Tsars: Romanov Russia' and reading Maisse's book 'Nicholas
and Alexandra' I began to see the importance of personality. I found Maisse's emphasis on the
Tsar's naivety and over reliance on a mystic connection with his people a convincing way of
understanding what Figes has called 'The People's Tragedy'. Conversely, I had the opportunity to
discover Stalin's paranoid personality when writing my EPQ on his control of Soviet composers
and use of their music as propaganda. Despite having playedthis music, as a flautist in the
National Children's Orchestra, I had never considered how much it had been manipulated by
Stalin. I was helped by the research skills I gained from writing articles at Think Publishing and
those I used at the World Schools' Debating Competition. I enjoyed the immediacy of consulting
primary sources and I felt a closeness to history that I had never before experienced. I enjoy the

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historic study of human behaviour and the ways in which the opinions and actions of ordinary
people are as complex as those of leaders, something I first experienced reading Browning's
'Ordinary Men'. When researching the WWII POW camp I was surprised by the officers'
benevolent treatment of the inmates. In an effort to discover whether this reflected British public
opinion at the time, I read 'Britain's love hate relationship with foreigners during WWII', which
revealed that people's attitudes were dictated by self-interest. To gain some political context, I
read 'Island Refuge' by Sherman, whose analysis of the importance of economic and social
concerns in the reaction to refugees helped me to understand why it was that the public was wary
of them and visiting New York's Museum of Jewish Heritage enhanced my understanding of the
discontent among refugees. It seems to me that key to understanding the past lies in knowing the
exact context for seemingly inexplicable, immoral behaviour.
One of the most interesting aspects of History is that it is destined to be repeated and that we
face the same geo-political problems now that occurred in the last century. I was fascinated by
Hosking's view, at a lecture I attended, that history is simply the repetition of a cycle, which he
explained through Putin's aggression in the Ukraine. I enjoy making connections across vast
periods of time, which have seemingly little in common and found Karatani's referral to Marx in
his essay 'History and Repetition Today' intriguing. I don't completely agree with Marx's view that
great events in history are often repeated twice, 'once as tragedy and twice as farce' but I find it
more convincing than the progressive view that history is a permanent advancement. I look
forward to continuing my study of History, which will give me the opportunity to immerse myself
in events which I am currently unaware of and use these new discoveries to gain a greater
understanding of the big questions the study of History has confronted me with thus far.
4. Economics and Politics - Joint Honours
The importance and relevance of economics related disciplines to the modern world has led me
to want to pursue the study of the subjects at a higher level. I am particularly interested in the
practical application of economics in government policy, and to what extent it has a role in the
economy. I have found myself mostly engaged with post-war British politics, especially the end of
post-war consensus on Keynesian economics and the beginning of the Thatcherite period with

32. 32
monetarist and supply side economic thinking. This led me to do my History A level extended
essay on whether it was Labour weakness or Conservative strength that enabled Mrs Thatcher to
win three consecutive elections.
My ability to understand contemporary UK economics and government policy objectives was well
illustrated by my Macroeconomics AS grade, where I discussed the possible effects on the UK
economy if the pound began to fall in value, for which I achieved the highest mark in the year
with 69/70. Although I do not consider myself a free marketeer, to give myself a better
understanding of the thinking behind differing economic policies in Britain and around the world,
I attended the post Brexit discussion at the free market think tank Institute of Economic Affairs,
and a talk entitled the 'Rise and Fall of Nations' at LSE, which gave me an insight into the possible
future winners and losers in the global economy. From studying post war British politics, it is
evident that perceived economicstrength was the foremost factor that decided many elections in
the UK, evidenced by Labour's loss in 1979 following the 'winter of discontent'. However, much
has been said about the economic damage that Brexit might bring to the UK, so it would be
interesting to study contemporary politics at university and see how other issues affect the
outcome of elections. I took part in a human geography competition where I wrote an essay on
the idea of 'Trade not Aid' in which I discussed the need to reduce global inequality of wealth. I
found that there are compelling arguments for and against the case. Given the current austerity
imposed by the government, Britain's 'generous' figures for foreign aid have been highlighted by
the likes of UKIP as a way to reduce the deficit. By entering this competition my understanding of
analysing government spending has improved; for instance, the trade-off that policy-makers must
consider when choosing where to spend money, for example, the opportunity cost of spending
money on foreign aid is that you cannot spend it on education. It is these political decisions which
interest me. I have tried to further my understanding of economic theories beyond the A level
syllabus. A book that has made me question the status quo was 'Economics after capitalism' by
Derek Wall, which questioned the norms of private enterprise and low taxes associated with
capitalism, and instead attacked the social injustice of inequality, something that I strongly believe
the government should try to reduce.

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I have represented both football and cricket first XI school teams since year 11. In October of year
12 I gained my level one football coaching badge. Coaching young children every weekend has
helped me develop leadershipand communication skills, which has been useful in my role as a
year 7 mentor, helping pupils with organisation and any problems. Patience and commitment are
perhaps the most important qualities I have learned by doing this.
The recent political and economic problems in the UK have reinforced my understanding that
both subjects are interrelated and have a huge impact on our everyday lives. Studying at
university would provide an ideal environment where I can further my knowledge, and, more
importantly, formulate and alter my current ideas on the subjects. I feel my passion for both
Politics and Economics makes me an ideal student for a joint course, and I look forward to getting
involved in both academic and social aspects of university.
APPENDIX 4
Useful resources
Title Author Publisher
40 Successful Personal Statements for UCAS Application Nobes, Guy COA
Bmat and UKCat Uncovered Osinowo, T Wiley
Careers 2018
Choosing your Degree Course & University Heap, Brian Trotman
Degree Course Descriptions Mainstone, John COA
Getting Into Series: Art & Design; Languages; Psychology etc. Trotman
Getting Into the UK's Best Universities Dixon, Beryl Trotman
Going to university abroad Martin Hyde Routledge
How to Complete your UCAS Application Dixon, Beryl Trotman
Times Good University Guide O’Leary, John Times
Top Universities Guide O'Leary, John QS
UCAS Progression series including Psychology, Law, Engineering UCAS
Virgin Guide to British Universities Dudgeon, Piers Virgin
What Do Graduates Do? Ball, Charlie HECSU
These are just a few of the books available in the Careers Library.
Websites
https://www.gov.uk/student-finance Applying for student loans
http://www.medlink-uk.net As above

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http://emucas.com/ Medical and Dental Programmes in Europe taught in English
http://www.medicalprojects.co.uk/pre-med-placements/?gclid=COe-ipCP4cwCFfMV0wode9sNgg Medical
work experience
https://www.themedicportal.com/ The Medic Portal with useful information for medical applicants
http://www.smallpeicetrust.org.uk/ Engineering experience courses
http://www.etrust.org.uk/headstart/courses Engineering experience courses
http://www.london.ac.uk/tasters University taster courses
http://unistats.direct.gov.uk/ Comparing UKL HE course data
http://www.thecompleteuniversityguide.co.uk/ League tables and more
https://www.timeshighereducation.com/world-university-rankings/2018/world-
ranking#!/page/0/length/25/sort_by/rank/sort_order/asc/cols/stats
https://www.timeshighereducation.com/student/news/student -experience-survey-2016-results
Studying abroad
https://www.astarfuture.co.uk/
https://www.studyinholland.nl/ study in Holland
http://www.fulbright.co.uk/study-in-the-usa University in the USA
http://studyinaustralia.gov.au University in Australia
http://www.britishcouncil.org/erasmus Years abroad during university
http://www.opendays.com/ Booking open days and more
http://www.cam.ac.uk/admissions/undergraduate/ Applying to Cambridge
http://www.ox.ac.uk/admissions/undergraduate_courses/index.html Applying to Oxford
http://www.admissionstestingservice.org Information about university admissions tests
http://www.admissionstestingservice.org/for-test-takers/bmat/about-bmat/ Bmat (medicine and biology)
admissions test
http://www.ucat.ac.uk/ Medicine admissions test
http://student.bmj.com/student/student-bmj.html Student BMJ advice for medical applicants
http://www.bma.org.uk/ Information for medical applicants
http://www.lnat.ac.uk/ Law admissions test
https://www.thelawyerportal.com/ brilliant website for would be lawyers
http://www.lawsociety.org.uk/law-careers Information for law applicants
http://www.parliament.uk/ Information about government
http://www.army.mod.uk/join Army careers
https://www.raf.mod.uk/recruitment/ RAF careers
http://www.royalnavy.mod.uk/careers/ Royal Navy careers
http://www.networkrail.co.uk/aspx/1066.aspx School leaver schemes and graduate careers
http://www.kpmgcareers.co.uk/ Careers with KPMG
http://www.pwc.co.uk/careers/ Careers for school leavers and beyond
http://www.ey.com/UK/en/Careers/Students Careers with EY for school leavers and graduates
http://careers.marksandspencer.com/ Careers in retail
http://www2.deloitte.com/uk/en/careers/life-at-deloitte.html Careers at Deloitte

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http://www.jlpjobs.com/ Careers with John Lewis
http://www.notgoingtouni.co.uk/ Careers and information if university is not for you
http://www.push.co.uk/ Push: the independent higher education and careers website
https://www.allaboutschoolleavers.co.uk/ Useful website about opportunities for school leavers
Updated May 2023