UCAS References for teachers and advisers

1. UCAS References for teachers and advisers Access and Student Recruitment Team Durham University 2012/13

2. [ ] Key information • Use your reference to communicate: • the student’s academic performance in post-16 education; • their potential for academic success in higher education; • why the student’s chosen course is suited to them; • the personal qualities that will benefit the student at university; • what the student can bring to the university (extra-curricular activities and interests).

3. [ ] Online submission • 47 lines or 4000 characters including spaces • The reference can be pasted from a word package • All formatting will be removed • Complete your reference online via UCAS Apply(http://www.ucas.com/students/apply/)

4. [ ] The challenges • Students may: • have low aspirations and/or attainment; • be used to success (often easy success); • have limited awareness of the competitiveness of applying to University; • lack confidence; • be unsure of the correct next step for them.

5. [ ] The challenges (continued) • Students should take responsibility for: • the process of applying; • seeking advice and guidance from staff; • doing their research. • Encourage your students to maintain a flexible plan at the earliest point in the application stage!

6. ? ? What does competitivemean?

7. [ ] Competition for places • What does “competitive” mean? • …It can refer to: • High expectations for entry alone; • High expectations for entry plus intense competition; • Institutions (not all programmes); • Courses(at non-competitive institutions).

8. Why does it matter..?

9. [ ] Competition for places • Many programmes at different institutions are competitive. • Are your students fully aware of this? • “I can accept the rejection from Cambridge, as so many able students apply, but I could not understand why I … was rejected by the other universities”, which were Durham, Edinburgh and Warwick” • (History applicant)

10. [ ] Competition for places

11. [ ] The context • GCSE results (or equivalent) • AS results (or equivalent) • A2 predictions (or equivalent) • Interviews • Admissions tests • Academic reference • Personal statement

12. [ ] UCAS reference overview • The reference is an integral part of the UCAS form; • The reference and personal statement may be the only direct point of contact with the Admissions Tutor; • No single correct way of producing the reference; • Every single reference is read; • Remember, your role is also to check the application is completed correctly (particularly qualifications).

13. [ ] Structure • Context: • General comments about your school / college and the student; • Subject: • Individual comments about each subject; • Student: • Comments on the student’s suitability for the programme to which they have applied.

14. [ ] 1. School context • Size and type of school • Number of students in year group • School catchment • Proportion going to HE • Typical number and patterns of qualifications • Specifics on school policy e.g. AS certification Consider including…

15. [ ] 1. School context • Generic statements: • Some schools/colleges produce a generic statement that you can access for all UCAS references. • Students in context: • Is the student atypical in relation to the school/college norms (e.g. in relation to catchment)?

16. [ ] 2. Subject comments • Include a short paragraph from each subject tutor • Use a summary statement to bring this together • Unit grades are welcomed… • “AS unit grades please. Don't tell us it is your policy not to reveal them, and then expect us to make an offer to an applicant with weak GCSE grades and brilliant A-level predictions” • (Admissions Selector)

17. [ ] 2. Subject comments • Be honest and clear about particular subjects students are having difficulty with. Admissions tutors will question a glowing reference with a low predicted grade: • Why is the grade prediction low? • Is a higher grade within their capabilities? • Are there extenuating circumstances? • Is the student likely to improve by the time of their exams?

18. [ ] 3. General comments • Supportive statements on proposed career ambitions, motivation, attitude and commitment • Reflect on past achievement and current activities, with greatest reference to most relevant subjects • Relevant curriculum enrichment and skills (e.g. work experience and voluntary work) • Involvement in activities such as gifted and talented programmes and University Summer Schools Remember: Do not give information about an applicant’s health or disability without their prior agreement.

19. [ ] Tips • Read the whole application so you are aware of the student’s intentions; • Avoid repeating information in the personal statement, but back-up their comments if helpful; • If you have only known a student for a short time, an interim reference is fine; please state that a full reference will follow; • For non-native English applicants, comment on their ability to write and speak in English.

20. Use superlatives with caution – make your STARstudents shine!

21. [ ] Remember • Be honest and, where critical, constructive; • Any information you leave out will be noticed by the Selector (which you may or may not intend); • Provide a clear, personal reflection on their achievement and potential; • Admissions tutors appreciate an academic judgement from a fellow academic(especially where no interview is held). … under the Data Protection Act students can request to see any data on them held by UCAS.

22. [ ] Good practice • Before writing the reference, meet with the student to discuss their application and progress to date • Use this discussion to inform their UCAS Reference

23. [ ] Admissions selector quotes • “We often compare a candidate’s application to the other ones received from his/her school, and finding that every student has the same positive attributes does not fail to give a bad impression.” • (Admissions Selector) • “If it says in the prospectus that you need A2 level Maths, then you know what, you need A2 level Maths.” • (Admissions Selector)

24. [ ] Admissions selector quotes • “What we are really interested to know from the Referee is whether the candidate has a fast mind, can work independently, can assimilate new concepts quickly, is good at project work, is a good communicator, has imagination and dynamism, is well organised, has maturity, etc.” • (Admissions Selector)

25. [ ] Admissions selector quotes • “Don't hesitate to write enthusiastically about students you think highly of… if the applicant is head and shoulders above the rest of the class, make it clear.” • (Admissions Selector)

26. [ ] Personal statement structure • Why do you want to study this subject? • What makes you particularly suitable to study the subject? • What else have you done that makes you an interesting and unique individual? Explore our teaching kit on ‘Personal Statements’! https://www.dur.ac.uk/teaching.kits/personal.statements/

27. [ ] Admissions selector quotes • “The personal statement is a place to demonstrate breadth, depth and dynamism.” • (Admissions Selector) • “One particularly counter-productive practice is to tell the reader what should be concluded from the facts presented (e.g., that the student's involvement in such or such activities demonstrates his qualities of leadership).” • (Admissions Selector)

28. [ ] Admissions selector quotes • “I want to see a balance between academic interests and extra-curricular. Lots of academic and little or no extra-curr = nerd… whilst lots of extra-curr and no academic means they won’t work hard enough.” • (Admissions Selector) • “Applicants seem to worry about their lack of work experience. Well it is simply not easy to arrange chemical work experience and I don’t worry about that.” • (Admissions Selector)

29. [ ] After the replies… • Supporting your students after they receive their replies is just as important as when they are deciding where to apply, and when completing their application: • Deciding between offers: • select realistic choices for firm and insurance whilst maintaining effort to achieve grades (it’s not over yet!) • Coping with ‘rejection’: • expectations must be realistic from the start. All universities are special so any offer is an achievement!

30. Any questions? Note: all quotes are from Durham University Undergraduate Admissions Selectors