Writing UCAS References

1. Writing UCAS References Sandra Veasey Student Recruitment Officer sandra.veasey@southwales.ac.uk

2. Today’s session • What is a UCAS reference? • Where does it fit within the selection process? • A suggested process • A suggested structure • The content in detail • Some top tips • A good example

3. The Reference: What is it? An informed and academic assessment of: • their academic performance in their post-16 education • their potential for success in higher education • why the course they have chosen is suited to them • any personal qualities which will benefit them at university, such as skills, aptitude, enthusiasm • what they can bring to the university, such as extra-curricular activities and interests www.ucas.com/advisers/online/references

4. Context: The UCAS form • Personal information (name, address etc.) • Universities and courses they are applying for • School / College • Employment history • Qualifications (done and to do) • Personal Statement • Reference

5. The application process • Apply • University decision. Either: • Initial decision – selection test / interview / audition / portfolio discussion – Final decision or • Final decision • Your decision Question:who makes the critical decisions at the university?

6. What do Admissions tutors want? Why should a university offer them a place?

7. What do Admissions tutors want? Knowledge? Skills? Experience? Why should a university offer them a place? Hard work & commitment? Ambition & dedication? Qualifications? Talent? Previous successes?

8. e.g. Creative Industry Current knowledge of industry / inspirations Willingness to act upon feedback / direction Interest in story-telling Why should a university offer them a place? Ability to visualise and/or express ideas Evidence of hard work & commitment? Creativity – rising to a challenge or brief Evidence of how they have developed ideas Technical ability / performance strengths

9. Skills checklist Provide evidence of: • Motivation and commitment • An understanding of the course • Good numeracy and literacy • Essay writing • Research skills • Independent study skills • Time management skills • Self-awareness • Enthusiasm to go beyond the syllabus

10. How to write it • No ‘magic bullet’ or secret formula that guarantees success • Just one part of assessment • Admissions staff have to compare ‘apples’ and ‘oranges’ and ‘pears’

11. The Process This will be different at different schools and colleges, but we suggest… • Students could be invited to provide information about themselves (pro forma and /or discussion) and to compile grade predictions • Subject teachers provide specific comments and predicted grades • Personal Tutor may provide statement on personal qualities and assemble the reference, editing it to include introduction and conclusion, ensure consistency and that it ‘reads well’ • Completed reference added to online application for final checking and submission by senior ‘authorised’ UCAS contact

12. Predicted grades • Predicted grades should be clear and unambiguous, and need to consider: • Do they match the entrance requirements of the courses chosen? • Are they consistent with the past academic performance of the student? • Do they match the reference? • If ‘no’ to any of the above, need to provide explanation in the reference.

13. A suggested structure Structure is not set in stone, but should include: • Background information on the applicant and the school or college • Academic performance post-16 • Extra-curricular activities / Personality • Suitability for the course In more detail….

14. Context of school/college • Relevant info about school/college: • Size/type of school/college • Number of students & proportion going to HE • Range and number of qualifications studied by students • Contextual info about the catchment area • Corresponding relevant info about the student: • participation in special programmes e.g. WP / G&T / Compacts • Individual circumstances that may merit special consideration

15. Academic performance post-16 • Current / past achievement in the subject(s) • Motivation, attitude and commitment • Supplementary course / study information • Curriculum enrichment • Underperformance / Extenuating circumstances? • Note/explain deviations from standard programme • Link to predicted grades

16. Skills checklist Provide evidence of: • Motivation and commitment • An understanding of the course • Good numeracy and literacy • Essay writing • Research skills • Independent study skills • Time management skills • Self-awareness • Enthusiasm to go beyond the syllabus

17. Extra-curricular activities/ Personality • Complement the Personal Statement • Personal qualities that will benefit them at university • Skills, aptitude and enthusiasm • What they can contribute to university • Work experience, volunteering, sport, music • Additional needs

18. Skills checklist Provide evidence of: • Motivation and commitment • An understanding of the course • Good numeracy and literacy • Essay writing • Research skills • Independent study skills • Time management skills • Self-awareness • Enthusiasm to go beyond the syllabus

19. Suitability for the course • Has the student got the ability to succeed academically? • What are their career aspirations? • What type of student would they be? • Clearly indicate if you would recommend the student

20. Skills checklist Provide evidence of: • Motivation and commitment • An understanding of the course • Good numeracy and literacy • Essay writing • Research skills • Independent study skills • Time management skills • Self-awareness • Enthusiasm to go beyond the syllabus

21. Tips: Don’t • Use stock phrases • Repeat yourself • Write as a report (e.g. ‘J--- should concentrate on…’) • Be specific about universities • Exaggerate • Raise weaknesses unless documented, evidenced and communicated to/discussed with student/parents • Be negative – omit things you can’t be positive about

22. “In Maths he has demonstrated a good interest and some natural ability. However he is something of an enigma…” “If working alone, he could be focused and produce promising work. However he comes as part of a package along with his mates and this was counter productive”

23. Tips: Do • Add comment where predicted grades are not a true reflection of potential or are inconsistent with achievement so far • Focus on relevant skills (academic and transferable) • Be concise • Clearly indicate if you are supporting / recommending the student

24. Criminology A: English Literature: B A: Classics: Classical Civilisation: B A: Religious Studies: B A1: Critical Thinking: B XXXX is a small school with a broad entry. It is a multi-cultural environment especially in the sixth form. Students usually take four AS subjects in year 12 and three A-levels in year 13. Sixth form students have the opportunity to develop a range of skills through extra-curricular activities and as prefects and leaders of the school. XXXX is a courteous, hard working, and committed student who is popular with fellow students and well liked by staff. Her family circumstances have been difficult for the last two terms. Problems between her parents culminated in a marriage break up only a few weeks before the AS exams and XXXX , an only child, feels responsible for helping her mother deal with the emotional and financial consequences, both of which have been traumatic. A family bereavement and a list of other accidents and incidents have piled in on top of her during this term. She has shown remarkable strength but is worn down by it at times. Her AS grades and her work this term have suffered. If life gets back onto an even keel she should achieve better A level grades. It will be good for XXXX to get away to university; she has the potential to do well there. Her teachers are united in commenting on her positive attitude to work. In English Literature, she has a good knowledge base for her studies and the intelligence to interpret complex texts successfully. Her perception, knowledge and understanding are developing steadily. In class discussion she is prepared to challenge others and defend her own position, so she would be a useful member of a seminar group as she is articulate and fluent. In Classical Civilisation, XXXX displays a lively interest in the classical world and makes intelligent contributions to class debates. She includes a number of perceptive and interesting observations in her essays but has not achieved a uniformly high standard. XXXX has the ability to think independently and is not afraid to offer an opinion and, with a resolute approach, could improve upon the grade predicted. XXXX has a strong motivation to do well and achieve her full potential in all areas in Religious Studies and is making good progress. She always works with enthusiasm and is learning to analyse and manipulate material to answer the question asked. Her essay style has improved considerably since the course began and she is well organised and meets deadlines. She has expressed independence of thought both in class discussions and her written work showing that she grasps new concepts and is able to apply them. In AS Drama and Theatre Studies XXXX worked very conscientiously and achieved a reasonable standard in written work. She is capable of being both critical and analytical, is very conscientious, stays calm and is methodical. She also got on well with others and contributed to discussions. XXXX was the Operations Director of our Young Enterprise Company; she showed dedication and patience and demonstrated good skills in communication, organisation and working in a team. She is an effective prefect and a confident and articulate public speaker who has taken part in Youth Speaks Competitions. We endorse her choice and warmly recommend her to you as a student who is keen to study a subject in which she has a real interest. She will be an asset to her course, has the potential to do well and will make a valuable contribution to the wider life of her university especially in areas such as speaking and drama.

25. Case study 1: Will (17) • Studying BTEC Extended Diploma in Computing & IT • Predicted DDM • Applying for Computing • Motivated student, but quiet and does not socialise extensively with students in college. Hard working, though does struggle a little bit with some of the course content at times. Few extra-curricular interests, but has developed his own basic gaming apps in his own time. Excellent attendance record.

26. Case study 2: Felix (17) • Studying A-Level History, Psychology and Law • Predicted ABB • Applying for Criminology • Bright student, popular with staff and students, but not particularly self-motivated. Active in a number of extra-curricular activities in school. Easily distracted by his friends, but when he does put his mind to it, gets excellent results. Occasionally hands in assignments late. Good attendance record.

27. Case study 3: Moira (28) • Studying Access to Nursing • Applying for Midwifery • Mature student with young family, had been out of learning for nearly 10 years, before achieving a GCSE in Maths part time last year (grade B achieved), and starting on Access programme this year. • Motivated to become a nurse. Hard working, though does struggle a little bit to keep up. Is progressing well despite this, and does ask for additional help when needed. Quite quiet in class. Good attendance record.

28. Any questions?