All Articles tagged Testing

Addressing Math Gaps

May 4, 2023 Brad Hoffman Leave a Comment

$Math Gaps$ Math Gaps and How to Fill Them

What happens to students who fail to master fractions by 6^th grade? Nothing much, apparently; they continue to work on more advanced areas, building on shaky foundations. Among the myriad of topics covered in mathematics, the following three have a disproportionate effect on future development: fractions, negative numbers, and algebra. Shakiness in these areas leads to math gaps and weaknesses in trigonometry, calculus, statistics, and other topics and endless frustration with standardized tests.

Fractions

Teachers generally present mathematics as a cumulative subject; it requires the mastery of basic techniques before tackling more advanced concepts, which assume complete knowledge of these techniques. Many of my students, for example, learn how to solve systems of equations and happily master these techniques when solutions are integers. Add fractions to the mix, though, and they begin to struggle and lose confidence in the whole topic. These weaknesses and math gaps persist into high school and beyond; in conversations with NYU mathematics professors, they shared that the biggest complaint was that many students couldn’t handle algebraic fractions. Of course, there isn’t time to redo the 6th-grade curriculum at that late stage.

Fractions also tie into other areas – students need to convert freely between fractions, decimals, and percentages; they also need to deal with decimals within fractions e.g.

Simplify:

and (my students’ pet hate) fractions within fractions e.g.

Simplify:

Given how broad and complex this topic is, teachers and tutors should review it throughout middle and high school.

In my experience, a standard method of teaching fraction manipulation leaves much to be desired: a focus on mastering concepts at the expense of developing computational skills, which makes students confused about both. Many of my students take a ponderous approach to fraction manipulation: when solving proportions, for example, we may encounter something like the following equation:

The students may painstakingly find a common denominator and then sometimes struggle with what to do next when cross-multiplication yields the solution in a couple of short steps. Once students understand that the two methods are equivalent, they should routinely use the more efficient one. When they master fraction manipulation in 5^th or 6^th grade, they are free to master more advanced topics as they progress through High School.

Negative Numbers

Fractions aren’t the only stumbling block; handling negative numbers is a topic that causes many of my high school students to struggle. A significant weakness is distributing negative signs outside parentheses and thinking of the relation between negative numbers and the number line. It’s supposed to have been dealt with by 7^th grade and is not touched upon again.

Algebra

Moving from the concrete (i.e., numerical) to the abstract (i.e., algebraic) is a leap that many students never complete consistently. Teachers usually cover this step by 8^th grade, but many students feel abandoned at this point. Algebra is not re-visited until 10^th grade, with geometry typically filling the time gap in 9^th grade, so 8^th-grade progress is often lost by 10^th grade when students have to make the enormous leap to Algebra II, leading to even more frustration and bigger math gaps. The modular nature of most school curricula exacerbates the weaknesses we are discussing, so I favor a more integrated approach that is rare in most American schools but common elsewhere.

There are other areas that could be added to the list, such as geometry and exponents, but the above topics hold the most significant foundational importance. It’s almost pointless to study trigonometry and calculus, for example, without mastery of these areas – it’s akin to playing a sport without training.

Now that I’ve highlighted some common math gaps and areas of frustration for students and their teachers, what are the possible solutions? Students who barely master skills will lose them fast without constant reinforcement – it happens to all of us, to a degree – but school teachers are under pressure to cover a curriculum that doesn’t give them latitude to return to skill-building. Frequent testing puts students under pressure to forget the material they’ve just covered as they anxiously prepare for the next test.

Students and their tutors can fill these math gaps by:

Creating a study program to review past material for students.
Avoiding a “one size fits all” approach – each student has their way of understanding the areas outlined above.
Ensuring that students don’t fall behind on quizzes and tests.

We live in a competitive environment; there is competition for middle schools, high schools, university places, internships, jobs, and graduate schools. Successful students cover more than what is offered in school, so students can’t afford to be left behind. It’s far better to tackle these issues as early as possible and then reinforce them regularly, with the help of tutors if necessary, in order to mitigate unnecessary math gaps.

By Kovan Pillai, PhD and Math Specialist as well as Executive Director of the New York Math Circle

What Are A Levels?

May 2, 2023 Brad Hoffman Leave a Comment

In the UK’s unique education system, all students are required to sit formal examinations called GCSEs at around the ages of 15 to 16, after which they are allowed to leave school with no further education requirements. For those who wish to continue their high school education, however, the next step is to study A Levels (Advanced Levels) during the two years between the ages of 16 and 18.

A Levels are designed as a two-year course culminating in exams and a qualification that is superior to a GCSE qualification, but less advanced than a university degree. Indeed, A Levels are an important stepping stone to gain admittance to university in the first place, with universities offering prospective candidates conditional places, dependent upon their achieving certain grades on the final A Level tests. For example, the university may require “three As”, or “two Bs and a C” and it is up to the student to attain these results in their final exams.

Grading

A Levels are graded by letters, ranging from A* (for scores above 90%) through A (for scores above 80%) then B (for scores above 70%) and so on down to E for scores above 40%. Anything under 40% will earn a U, meaning that it was unclassified.

Assessment

Examinations for A Levels happen at the end of the second year of study in one flurry of examinations taking place across several days during the early summer. Certain subjects, such as Art & Design or the main trio of sciences (Biology, Physics and Chemistry) include a significant coursework element that will be completed before these final exams; nonetheless this coursework component will only be worth up to 20% of the overall grade, making it a significant, but not primary part of the assessment.

Uniqueness

The most remarkable feature of A Level courses, which makes them so unique globally, and so notably different from the American system or the European Baccalaureate, is that there are no mandatory subjects. At the age of 16, students are able to choose the subjects that they wish to study and drop all other subjects. Students may pick a maximum of five subjects to study, but most students study three subjects, which is what most universities expect. It may seem tempting to attempt to study more than three subjects, since this would make a student stand out to top universities; but each course of study is very demanding, and there is a very real possibility of struggling under the workload if one takes on too many courses, potentially causing grades to suffer and having the opposite effect of that intended.

The lack of mandatory subjects may be a good or bad thing for the student’s academic growth. For example, a student who loathes math may well thrive once they are no longer obliged to spend time struggling with a hated subject; at the same time, this subject will get no further support and existing math skills may atrophy during the two years that they study their chosen courses. If they wish subsequently to study at an American university, for example, they may find the compulsory math requirements in the American system to be particularly onerous.

However, the unique feature of A Levels that allows for the student to pick courses that they actually want to study encourages students to choose areas of personal interest that will motivate them to pursue their academic career. Studying only three subjects may result in a narrower academic field, but the courses explore those areas more deeply, beginning at an early age a process of specialization that continues into university and the world of employment beyond. By comparison, most American students follow a broader but therefore less in-depth curriculum throughout high school and into their first years of college, only beginning to specialize at the point that they pick their major.

Choosing A Levels

One issue with choosing A Levels at the age of 16 is that many students don’t know at this point in their lives what they wish to study in the future or what vocation they might want to pursue, and therefore do not feel clear about which subjects to pick, and perhaps more importantly which ones they can safely drop. For example, dropping Chemistry at this point would effectively rule out the possibility of a career in medicine.

With over 80 subjects to choose from, trying to make the ‘correct’ choice of which subjects to study can be overwhelming. It is therefore helpful to consider the end-goal, since most students study A Levels with the intention of moving on to university. Universities are typically looking for students with sufficiently strong grades in three subjects, and they will be looking for subjects that pertain to the college course itself. Thus, for example, a student who wants to study for a medical degree will have to have a chemistry A Level and then another two STEM subjects, such as Biology and Math. On the other hand, someone wishing to pursue Politics at university could happily choose more diverse subjects, but will definitely need to have studied at least one essay-based humanities A Level, such as English literature or History, since the college course will have a heavy essay component.

Therefore, it is sensible to contact universities that you might wish to attend to see how many A Level subjects they expect and also what grades are typically required. Alternatively, you might consult UCAS’s guide to choosing a course. The Russell Group, which represents 24 of the leading UK universities, also offers a website to help students make informed choices. However, if you are not yet sure what you wish to study at university – which is typical for 16 year olds – the top ten subjects that keep your options open are: Chemistry, Biology, Physics, Mathematics, Further Mathematics, History, Geography, English Literature, and Languages (either modern or classical). These are all ‘safe’ choices. Ultimately, however, the great gift of A Level is the ability to study whatever is of interest to the student, and it is almost always better to choose subjects that the student will enjoy studying and will be motivated to work on, rather than subjects that they ‘ought’ to do.

International A Levels

As well as the regular UK-based A Levels, there is also a variation called the International A Level (IAL). The IAL has fewer course options (about 55 rather than 85), but there is not a significant difference between the content to be studied. The big difference is in how the tests are taken. The regular A Level is assessed at one set of tests at the end of the second year of study. International A Levels are more flexible: you have the option to sit them in the same way as the regular A Level in one go at the end of the second year; or you can sit half of them at the end of the first year, and the other half at the end of the second year. Also, there is more than one opportunity to sit these tests during the same year, meaning that it’s also easier to resit the IAL if need be. This modular approach to test-taking may suit some candidates who do not like to have all the pressure of the exams happen in one fell swoop; but for many candidates it is preferable to spend the full two years studying and developing their knowledge and skills before having to put them to the test. Indeed, by taking half the exam after only one year of studying, there is much less time to prepare and master the material, which potentially makes the process harder rather than easier.

Flexibility and Depth

Ultimately, the appeal of A Levels lies in the authority it places on the learner themselves: the student gets to choose for themselves what to study and what matters to them; at the same time they are empowered to stop studying subjects that they do not enjoy and don’t care to pursue. This personal investment and choice will – ideally – lead to a more focused and specialized student who takes genuine interest in their studies and develops a depth of appreciation in three areas that simply wouldn’t be possible if they were having to study more subjects.

For support with college planning in the US, UK, EU, or Canada, please contact our office.

By Nick Thomas, Private Tutor, Brad Hoffman, M.S.Ed., Board Certified Educational Planner, and Faya Hoffman, M.A., Board Certified Educational Planner

What are the (I)GCSEs?

May 1, 2023 Brad Hoffman Leave a Comment

In the UK, around the age of 15 to 16, students take public examinations called GCSEs (General Certificate of Secondary Education). These are the only mandatory public examinations in the UK system, which means that after earning these qualifications, 16-year olds are allowed to leave school altogether; nevertheless 16-year old school-leavers are still required to enrol in some form of traineeship or apprenticeship until the age of 18, even if they start a regular job.

For most students, however, GCSEs are merely a stepping-stone towards A Levels, which in turn are needed for enrollment in universities. GCSEs are designed as a two-year course, though some schools may start teaching the curriculum a year earlier to allow students longer to prepare. The courses culminate in a separate qualification for each subject studied. It is obligatory to study English, math and science, but it is typical for students to study at least five GCSE courses since this is a key metric used by the government in rating schools. However, students who expect to pursue their academic studies to A Level and beyond will likely take 9 or 10 GCSEs, and potentially more.

Other than the mandatory subjects, students have a very wide range of courses that they can choose from, including eclectic choices such as Food Technology or Ceramics. As a result, students can begin to direct their own future trajectory at a young age in the UK system, but choices do need to be carefully made at this stage with one eye on A Levels and University: for example, if a student decides not to study chemistry at GCSE, then they won’t be able to study it at A Level, and then they won’t be able to apply to study medicine at university.

In practice, however, the freedom to choose is usually limited by the options available at the student’s school. For example, “Manufacturing” is a GCSE course that only 50 students took in 2017 since almost no schools have the ability to offer it. Most schools also set their own required courses and typically this follows another important metric – the EBacc, or English Baccalaureate. This is a score – not altogether dissimilar to the GPA – awarded to each individual student based on their exam results in English, Math, Science, a language (either ancient or modern), and either History or Geography. As a result, schools usually expect their students to take all these subjects, and since the English requirement usually involves both English Literature and English language, and the Science requirement counts for either two or three GCSEs, it is not unusual for students to have six or seven courses chosen for them, leaving them with the ability to choose only a few courses for themselves.

Grading

A significant overhaul of the GCSE system in 2017 means that exams are now graded with a number between 1 and 9 rather than with letters. 9 is the highest possible grade, and represents a very high level of achievement, equivalent to the old A* grade. The lowest score to be considered a “pass” is a 4, and any score between 4 and 9 will earn a “level 2” qualification which is almost certainly the minimum needed to pursue further education either at A Level or university. Anything below a 4 will earn a “level 1” qualification and a score below that will earn a U, meaning that it was unclassified.

The new grade system has narrower bands and therefore draws sharper distinctions between students’ relative levels. For example, the old A-grade is now separated between 7 (a standard A) and 8 (a strong A), and similarly the old C-grade is distinguished between 4 (a standard passing grade) and 5 (a strong passing grade).

Universities will almost certainly require a 4 or 5 in English and Math at the very least, but at the upper end it should be noted that more than ten GCSEs will only be beneficial if the grades are consistently high. If studying further courses will overburden a student and cause the quality of their work and the resultant grade to suffer, then doing more courses could easily and unnecessarily backfire.

Assessment

Examinations for GCSEs happen at the end of the second year of study in one flurry of examinations taking place across several days during May and June. Resits – if needed – happen in November. GCSE courses used to contain a lot of coursework until the overhaul in 2017; nowadays there is almost no coursework in GCSE courses and the final examinations are almost entirely responsible for the full grade in almost all subjects.

International GCSEs (IGCSEs)

As well as the regular UK-based GCSEs, there is also a variation called the International GCSE (IGCSE). In the past, IGCSEs were more distinct from the GCSEs, but now that GCSEs have been overhauled and have removed the old coursework requirements, there is really very little to tell between the two tests, and they are certainly treated as interchangeable by universities and businesses.

There are, however, two meaningful differences: first of all, the IGCSE can be sat at multiple sessions throughout the year, in November or January or at the classic end-of-year session during May and June. By contrast the GCSE exams are only sat once a year in May and June, with resits occurring during November if necessary.

The second and more important difference is that the IGCSE is truly an international test. It is offered in over 150 countries whereas the GCSE exam is only offered in the UK and at select schools in a handful of other countries. In other words, someone not based in the UK will almost certainly be looking at taking IGCSEs rather than GCSEs. This will typically be preferable for other reasons too: since the IGCSE course is offered all around the world, it means that an international student whose family moves around the world can continue to study the same course and take the same exam, even when they change countries and change schools.

The IGCSE variant is designed for an international audience, and in some courses it even adapts to different countries. Thus, for example, the UK-centric GCSE requires students in English to study Shakespeare and the GCSE course in History places a lot of significance on British history; meanwhile, the IGCSE in English makes Shakespeare optional, and the IGCSE in History offers more variation in topics and cultures from around the world.

Summary

GCSEs (and IGCSEs) are an important stepping stone in the British system, marking the end of formal schooling for some, and a gateway to further education (at A Level and university) for others. It also marks the first point in the system that a student can begin to pick their own courses, although in practice this ability to exercise choice is typically strongly limited by the school that the student attends. Nevertheless, students start to make plans for themselves and their futures, which is a big hallmark of the UK’s A Level exams and university system. The new system is able to distinguish more precisely between candidates, allowing the best students to shine, while at the same time making it straightforward for almost all students to achieve a solid qualification that they can add to their resumes as they choose their next steps in life.

For support with college planning in the US, UK, EU, or Canada, please contact our office.

By Nick Thomas, Private Tutor, Brad Hoffman, M.S.Ed., Board Certified Educational Planner, and Faya Hoffman, M.A., Board Certified Educational Planner

UCAS Overview

April 29, 2023 Brad Hoffman Leave a Comment

The United Kingdom is famous for its university system. Every year, British institutions dominate the top places in international higher education rankings, making the UK an attractive place for applicants from around the world. In order to apply to these universities, students must use University and College Admissions Service, better known as UCAS. This centralized admissions application service is used by all UK universities and colleges. In the 2022-2023 academic cycle, UCAS received 596,590 applicants.

Here is a step-by-step guide to understanding and applying to UK universities through UCAS:

Research

Start by researching the universities and courses that you are interested in. You can use the UCAS website, university websites, league tables, and prospectuses to find out more about the courses on offer. International students can apply through UCAS, just like UK students, but they will need to do some extra paperwork.

Choose a course of study

Once you have registered, you can search for courses using the UCAS website. You can search by course type, location, and subject. Applicants can choose up to five courses to apply for, while in the US, there are no limits.

Another important difference: Whereas most American students enter university without a declared major and finish in four years, UK universities expect students to hit the ground running in order to complete their studies in just three years. UK Students are admitted into specific programs, like Engineering or Classics, so before they even walk through a UK university’s gates, they will have selected and prepared for a major, or course of study.

This process begins with challenging coursework during the first two years of high school in the UK, which is then assessed by GCSEs. It is followed by even more focused and specialized coursework during the last two years of high school in the UK, which is then assessed by A Levels.

Converting international standardized test scores

For US applicants without A levels, APs are strongly encouraged – and often required – in order to demonstrate preparedness for the course to which you are applying. If your school doesn’t offer AP exams, you should be able to arrange to take exams at a nearby high school that administers AP Exams. In practice, this coordination is quite challenging. Students may also include ACT or SAT scores to further show academic excellence depending on the parameters of each university’s admissions office.

Many UK universities also make offers based on overall IB point score (or range) and specific points to be achieved in higher level subjects. For international applicants taking an IB diploma course, the conversion of points into scores is complex.

The highest total that a Diploma programme student can be awarded is 45 points. (42 from six subjects plus three from the Core). A student who manages to earn 45 points on their IB Diploma will get the equivalent to 5 A* at A Level. Following this same logic, 24 points is equivalent to 5 Ds. In the higher level individual courses, 7 is equivalent to A Level A* and 3 equivalent to E. In the standard level individual courses, 7 is equivalent to AS Level A and 3 equivalent to E.

Confused? Speak to your high school’s college counselor, who should be able to provide you with a more detailed explanation of how the IB converts to A Level scores.

Write your personal statement

You will need to write a personal statement that explains why you are interested in the courses that you have chosen and why you are suitable for them. This is your chance to show your passion for your chosen subject and demonstrate your skills and achievements. You can find out more about the differences between the American Common App essay and the UCAS personal statement here.

Provide your education history

You will need to provide details of your qualifications, including GCSEs, A Levels, and any other qualifications that you have. You will also need to provide the name and address of your school or college. If English is not your first language, you will need to demonstrate your proficiency in the language. Most universities in the UK require an English language qualification such as IELTS, TOEFL, or Cambridge English. Check with each university to see which qualifications they accept and what the minimum score requirements are.

A note on Oxbridge

Oxford and Cambridge are the two oldest English-speaking universities in the world and among the most prestigious, making them attractive to many students. Both universities use a special, intensive screening process for applicants and require a round of interviews for all potential admitted students. It is important to keep in mind that with these traditions come a number of unique quirks regarding their application processes. For example, while Cambridge and Oxford are both excellent schools, students may only apply to one, not the other–unless you happen to be a church organist!

Other significant details: At Cambridge, you apply directly to one of the 31 colleges within the university, while at Oxford, you can choose to apply to a specific college or make an open application. Harry Potter fans may already be familiar with the college system. Just like at Hogwarts, students live, dine, and socialize through their college, and each one has its own traditions and culture. Some colleges are women-only, while others specialize in certain subjects, like the sciences. Make sure to carefully research the colleges you’re interested in before applying, as it’s very rare for students to switch once they are admitted.

Additionally, Oxford requires applicants to take the Thinking Skills Assessment (TSA) while Cambridge may require specific admissions tests depending on the course you are applying for, especially if it is technical. Again, make sure to thoroughly read any additional requirements before applying!

Prepare and submit your application

Once you have completed all the sections of the application, you can submit it through UCAS.

If you wish to apply to Oxford or Cambridge, you must submit your application by mid October (it is October 16 for 2024 entry); for all other schools, the deadline is late January (it is January 31 for 2024 entry).

If you are applying as an international student, you will need to provide additional documents to support your application, including your academic transcripts (translated into English) and proof of English language proficiency. You may also need to provide additional documents such as a passport, visa, or financial statement to show that you have enough funds to cover your tuition fees and living expenses in the UK.

You can track the progress of your application on the UCAS website. You will be able to see when your application has been received, when universities have made decisions, and when you have received offers.

When to expect your offers

Once you have received offers, you will need to reply to them through UCAS. These offers will arrive at different times depending on the school and course you’ve applied to.

In the case of Oxford and Cambrdge, all decisions are made after interviews are held in November or December with candidates usually being notified by the end of January. But most other schools will send out letters in March, April, May, and even as late as July!

If you are also applying to American schools, this schedule may make it difficult to know what options you have, which is why it’s best to apply as early as possible in order to make an informed decision. And remember that if you have been accepted on early decision or selective early action to certain American schools, those decisions are binding.

Firm choice vs Insurance

Unlike the American university system, in which offers of admission are almost never reneged on so long as a student remains in good standing, UK schools offer admission based on predicted grades and mock A Level exams. However, this admission is conditioned on students’ final grades and A Level results, which are taken at the end of the academic year. This means students don’t have a clear sense of where they will be attending until the summer between sixth form (or high school) and the start of university.

For many students, this uncertainty necessitates a back up. If you’ve sat your practice A Levels and been accepted for a course at your Firm Choice that requires two As and an A* and then you fail to clear that same bar on your actual A Levels, your offer may be revoked.

The insurance school provides a sense of safety. Choose one with a slightly lower set of requirements than your firm choice. Though it’s not required on the UCAS application, it’s highly recommended.

Getting there

If you live outside the UK and are accepted to study at a UK university, you will need to apply for a student visa. Check with the university for guidance on how to apply for a visa and what the requirements are. Once you have received your offer and your visa, you can start preparing for your studies in the UK. This may include arranging accommodation, booking travel, and familiarizing yourself with the UK’s culture and customs. Tea, anyone?

For support with college planning in the US, UK, EU, or Canada, please contact our office.

By Brad Hoffman, M.S.Ed., Board Certified Educational Planner, and Faya Hoffman, M.A., Board Certified Educational Planner

An Effective UCAS Personal Statement

April 27, 2023 Brad Hoffman Leave a Comment

The UCAS personal statement is a very specific essay that is both seemingly simple and mission critical to the process of applying to university in the UK. This is the only opportunity you have to introduce yourself to your chosen university in your own words, and the same essay will be sent to all of the universities that you apply to. And you only have 4000 characters to say everything you need to say.

4000 characters is roughly 650 words. That’s not a lot, so it’s important to be clear, specific and concise. Although the essay should be written in formal language it pays to keep things simple: you won’t impress the universities with fancy, thesaurus-sourced language, and it’d only waste valuable characters.

The British Education System

The nature of the UCAS personal statement strongly reflects the British education system itself. A defining aspect of British education is that students are able to narrow down their chosen fields of study over a period of years, and applying to university is the culmination of that process: with rare exceptions, students apply to study one specific subject that they intend to focus on for the next three years, and which is likely to inform their career choices that shape the rest of their lives.

In fact, when you apply to a British university you are not so much applying to the university itself as to a specific department within the university. Your personal statement will be read by the Director of Admissions but also by the faculty members who teach your chosen course. As a result, the people reading the essay are experts in their field and are looking for evidence that the applicant has an aptitude for the particular subject of study.

Since the British system forces students to whittle down the subjects that they opt to study at GCSE and then to specialize even further at A Level, they will typically have explored their chosen subjects at a deeper and more specific level than their counterparts in other education systems; and the professors at British universities expect their applicants to already be conversant with the technical language and concepts of their subject.

British students who have completed A Level studies have been specializing in their chosen subjects for two years and are likely to have explored their subject at a deeper level than students who have been following a broader curriculum. Therefore, it is this deeper level of knowledge and interest that the British professors are looking for. It is not enough to wish to study a certain course; one has to show a clear track record of interest and activity in that area.

The Content of the Personal Statement

In essence, the UCAS personal statement is a persuasive essay with an introduction, a conclusion and several body paragraphs explaining why you would be a great student for the particular subject you’re applying to study. The thesis of the argument is simply that you should be studying this particular subject. Anything that doesn’t support that thesis doesn’t belong in the essay.

It can be hard to process that one’s heroics as the star of the football team or the organizer of a charity may in fact be irrelevant to this essay, except insofar as they provide evidence of character traits that might enhance your studies. Even then, such impressive achievements that demonstrate one’s enthusiasm, dedication, resilience, or initiative in general will only warrant a mention towards the end of the statement as a bonus. The point of the UCAS personal statement is simply to leave no doubt that you are passionate and determined to study this particular subject. In just 650 words. For reference, there are already over 600 words in this essay by this point. Space constraints mean that the kind of achievements that stand out in an American university application are merely reduced to a quick list in one sentence in the British personal statement.

The Structure

The key to grabbing the reader’s attention in the introduction – and therefore standing out from the thousands of other applicants – is to leave no doubt about how enthusiastic you are to devote your time to studying your chosen subject. Preparing for the UCAS personal statement is a great opportunity for self-reflection, including thinking about where your passion for this subject began, and what motivates you to keep studying it now. Sharing the journey of how your initial interest grew into a deep desire to explore this area further is a powerful statement that will resonate both intellectually and emotionally; thus it is a great way to begin the essay.

The body paragraphs should provide clear evidence that this passion has already motivated you and driven your behavior for some time, and that the desire to study your chosen subject for the next three years is the culmination of a string of historical choices and activities rather than merely a whim or ambition.

Each paragraph will introduce a new aspect that provides further evidence of this suitability, and each example should be clear and specific. Typically, half the space will in fact reflect academic experiences at school. For example, a student who wants to pursue archaeology will be able to discuss a history project that they carried out, while the student who wishes to learn more about pharmacology will be able to talk about – and have anecdotes to provide evidence for – their interest in chemistry.

The other half of the body paragraphs will demonstrate how the fascination with the subject is so deep that it spills over into extra-curricular activities. It’s crucial that these activities aren’t merely impressive but rather that they directly relate to the chosen topic. For example, an internship at Goldman Sachs will be a great anecdote for a prospective Economics student, but irrelevant for our archeologist. It is also beneficial to reflect on how these activities have impacted or deepened your insights and appreciation of the field.

Coming to the end of the essay, a few sentences can be spared for a little ‘bragging’, especially if these edited highlights demonstrate good character traits that will support your studies. Even then, there is no credit for being a ‘hero’. The professors at British universities who are reading the UCAS personal statement are not looking for stars but rather individuals who are invested in their education. You’ll certainly score bonus points if you can see yourself having a career in this field after graduating, or wish to follow those professors on an academic path. Dedication and devotion will be the qualities that win over the university gatekeepers.

Educating Young Adults

British universities aim their education at young adults rather than old children, meaning that they are not a more advanced version of high school. Students are expected to behave as adults and are treated as such: they must organize their own time, arrange their schedules and hold themselves accountable.

Academically, students are not going to be spoon-fed concepts as is typical in earlier education. Rather, they will be expected to be engaged in self-study, which is why the drive and motivation to pursue the subject is so important. At the same time, the long-standing interest in the subject – coupled with the naturally deeper study offered by A Levels – means that students are typically expected to already know the terminology and technical language of their chosen topic. Students who don’t have that pre-existing passion for the subject may find themselves floundering. And there’s every chance that you will be taught by the very professor who wrote the course book that you are studying from, so there is no room for students who aren’t invested in the material.

However, if you know what you want to study and have been fascinated by the subject for years, and you can’t wait to understand more or ask all the questions that only experts could answer, then finding the evidence to write the UCAS personal statement should be very straightforward. The hard part will be condensing it into only 4000 characters!

By Nick Thomas, Private Tutor, Brad Hoffman, M.S.Ed., Board Certified Educational Planner, and Faya Hoffman, M.A., Board Certified Educational Planner

All Articles tagged Testing

Addressing Math Gaps

$Math Gaps$ Math Gaps and How to Fill Them

Fractions

Negative Numbers

Algebra

What Are A Levels?

Grading

Assessment

Uniqueness

Choosing A Levels

International A Levels

Flexibility and Depth

What are the (I)GCSEs?

Grading

Assessment

International GCSEs (IGCSEs)

Summary

UCAS Overview

Research

Choose a course of study

Converting international standardized test scores

Write your personal statement

Provide your education history

A note on Oxbridge

Prepare and submit your application

When to expect your offers

Firm choice vs Insurance

Getting there

An Effective UCAS Personal Statement

The British Education System

The Content of the Personal Statement

The Structure

Educating Young Adults

Company Overview

School Planning

Private Tutoring

Test Preparation