Writing References for Higher Education

A COMPREHENSIVE GUIDE FOR TUTORS

Sue Jones

Subject specific advice from admissions tutors

General advice from admissions tutors about the reference

Information gathering sheets from tutors and course leaders

Examples of references with constructive comments from admissions tutors

Series editor: Michael Senior Published by Senior Press

SENIOR PRESS P O Box 199 Pinner HA5 1WA

Sue Jones
Published 2002 British Library Cataloguing in Publication Data. A catalogue record for this publication is available from the British Library. Designed by S A J Advertising and Design, Stockport

THE MATERIAL IN THIS PUBLICATION CAN BE REPRODUCED FOR USE WITHIN THE PURCHASING INSTITUTION

CONTRIBUTORS R E F E R E N C E S A N D I N F O R M AT I O N G AT H E R I N G S H E E T S
any thanks to all the schools that responded to the offer of writing a reference in their house style to be considered by admissions tutors. I am also grateful for the following schools who offered their information gathering sheets to be published. Special thanks to: Maggie Blackburn, Stockport Grammar School, Stockport Sheila Bond, Preston Manor High School, Middx John Galligan, Preston Manor High School, Middx Amanda Gordon, Preston Manor High School, Middx Stephen Thomas, Castle School, Thornbury Elizabeth Williams, Kingsbury High School, London Kay Zantis, Enfield County School, Enfield

ADMISSIONS TUTORS
We would like to thank our contributors, many of whom gave much time and thought to their comments. They are all undergraduate admissions tutors, unless otherwise stated. Admissions tutors Jon Alltree, Dr. Thom Baguley, Sarah Barber, John Baylis, (retired) David L. Beck, Lionel Bentley, Sandra Betts, Dr. Cliff Bray, Janet Bryant, Dr. Geof Carpenter, Anne Cleary, Cathy Cobley, Dr. Michaela J. Cottee, Dr. Simon Cross, Jos Darling, Helen Dewhurst, Dr. M. Dinneen, David Edgell, Dr. Steve Edwards, Dr. Alan Gadian, Sally-Ann Gill, Ed Gouge, London School of Economics Department of Physiotherapy, University of Hertfordshire Department of Human Sciences, Loughborough University Department of History, Lancaster University Department of Computing and Mathematics, Nottingham Trent University Scottish School of Sport Studies, University of Strathclyde School of Law, Kings College, University of London Department of Social Sciences, University of Bangor School of Biological Sciences, University of Manchester School of Languages and Area Studies, University of Portsmouth School of Engineering and Applied Science, Aston University. Admissions Officer, Harper Adams University College Cardiff Law School, Cardiff University Business School, University of Hertfordshire Centre for Mass Communication Research, University of Leicester Department of Mechanical Engineering, University of Bath Department of Leisure, Tourism and Hospitality, University of Wolverhampton School of Modern Languages, University of Southampton formerly Faculty of Computing Sciences and Engineering, De Montfort University Department of Psychology, University of Wales Swansea Department of Physics, UMIST Textile Design Department, Falmouth College of Arts Institute for Politics and International Studies, University of Leeds

Dr. Peter Green, Dr. Barbara Gwinnett, Sharon Herkes, Ann Hivey, Prof. Derek Holt, Dr. Mike Joy, Donald Kerr, Prof. Philip-John Lamey, Dr. Mike Lauder, Mark Lewis, Christine M. Lomas, Dr. Karen Long, Peter R. Maccoy, Dr. C. Macdonald, Dr. Ann Matear, Paul McDermott, K. C. Molloy, Ian Nicholson, Dr. Anna Pike, Tony Pinkney, Dr. David Pitfield, Anthony Plumridge, Martin Powell, Arthur Pritchard, Dr. B. Ramsey, Dr. Colin J. Restall, Jo Richards, Dr. Tim Robbins, Dr. James Sheptycki, Fiona Sutherland, Carol Sykes, Philip Taylor, Liz Thompson, Dr. Ian Todd, Chrissie Tunney, Catherine Walker, Prof. G. Walker,

School of Sport, Exercise and Health Sciences, University College Chichester School of Humanities, Languages and Social Sciences, University of Wolverhampton Business School, Aston University School of Education, Edge Hill College of Higher Education Mathematics Institute, University of Warwick Computer Science Department, University of Warwick Department of Hospitality, Worcester College of Technology School of Dentistry, Queens University of Belfast School of Sport, Exercise and Health Sciences, University College Chichester School of Health Sciences, Leeds Metropolitan University School of Performance and Cultural Industries, University of Leeds School of Social Sciences, University of Sussex Production, Art and Design Department, Central School of Speech and Drama Department of Electrical and Electronic Engineering, Imperial College, University of London School of Languages and Area Studies, University of Portsmouth School of Environmental Science, University College Northampton Department of Chemistry, University of Bath Hospitality Division, Isle of Wight College School of Science and the Environment, Coventry University Department of English, University of Lancaster Department of Civil and Building Engineering Transport Studies Group, University of Loughborough Faculty of Economics and Social Science, University of West of England, Bristol Department of Social and Policy Sciences, University of Bath School of Performance and Cultural Industries, University of Leeds Department of Design, Brunel University School of Biological Sciences, University of Wales, Swansea Department of Access, Sport and Travel Studies, Dudley College School of Biosciences, University of Nottingham Department of Sociology, University of Durham formerly Admissions Officer, School of Medicine and Dentistry, Queen Mary University of London Department of Hispanic Studies, School of Modern Languages, University of Sheffield School of Education, Edge Hill College of Higher Education Division of Hospitality, University of Huddersfield Department of Environmental Sciences, University of Hertfordshire School of Geography, University of Leeds Undergraduate Admissions Officer, University of Bristol Department of English, University of Leicester

Robin Warner, Prof. Paul Wells, Dr. Cate Whittlesea, Debbie Wright, Dr. Horst Zank,

Department of Hispanic Studies, School of Modern Languages, University of Sheffield Department of Media, University of Teeside Welsh School of Pharmacy, Cardiff University Rolle School of Education, University of Plymouth School of Economic Studies, University of Manchester

In addition, many thanks to Bruce Viveash for his comments when proof reading the early drafts. SUE JONES

CONTENTS...
INTRODUCTION GENERAL ADVICE FOR WRITING UCAS REFERENCES SUBJECT SPECIFIC INFORMATION SECTION INTRODUCTION
Arts and Performing Arts Biological Sciences Business Studies Computer Science Economics and Politics Education Engineering English Geography History Law Mathematics Media Studies Medicine and Physiotherapy Modern Languages Physical Sciences Psychology Sociology Sports Science and Physical Education Tourism, Leisure and Hospitality Management 1 2 6 8 9 11 12 13 14 15 16 18 19 20 21 22 23 24 25 27 28 29 30 31 34 38 39 64 65 67 69 71 73 75

SAMPLE REFERENCES AND COMMENTS FROM ADMISSIONS TUTORS

Some suggestions References 1-13

INFORMATION GATHERING
Some suggestions Document 1 - Subject Specific request Document 2 - Subject Specific request Document 3 - Subject Specific request Document 4 - Subject Specific request Document 5 - Pastoral Summary

INTRODUCTION

he information in this publication has been gathered over a two-year period. The information derives from a survey of over fifty admissions tutors as well as a detailed study of published subjectspecific advice, particularly from the Universities and Colleges Admissions Service web site (www.ucas.ac.uk). Several schools around the country have helped by writing references for this guide in the style that they usually submit to UCAS. These references were then sent to a panel of admissions tutors whose comments have been written below the relevant reference. Selected schools have also submitted examples of their internal information documents, which have been adapted to provide contrasting styles for your consideration in the section Information Gathering. Because the guide is photocopy free for the purchasing institution, the contents can be copied for all sixth form staff and sections can be copied for subject teachers and tutors.

GENERAL ADVICE FOR WRITING UCAS REFERENCES

The following points are derived from the comments made by over fifty admissions tutors from a range of disciplines. Admissions tutors who took part in the survey were very keen to recognise that: writing good references is certainly not easy!

writing good references is certainly not easy!

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GENERAL ADVICE FOR WRITING UCAS REFERENCES

WHATS IT FOR?
When youve known a student for several years and nurtured them through crises and triumphs, there is an urge to use the reference to celebrate their whole school life. But admissions tutors are interested in whether the student can cope with their course and with university, so keep it clear and focused. You are helping to launch your students on the next stage of their life, not delivering their funeral oration. Im looking for... whether they can hack it at degree level and will they be a pain in the neck for my colleagues.

HOW TO LAY IT OUT?

Keep it short, direct and to the point. Dont waffle. Good structure, with clearly focused, brief paragraphs, is most important. If you can express your feelings about the applicant in ten words, dont use twenty. Admissions tutors on popular courses have to make decisions fast so they need to find the relevant

PREDICTED GRADES ~ they must be there and they must be clear. Most tutors prefer them to be
together in bold or underlined at the top or bottom of the reference. If you really want to put them in the subject comments, make them stand out. If they dont meet the course requirements, leaving them out, burying them in the text or coyly referring to them as satisfactory or reasonable will convince no one. Be honest! Be realistic! If an applicant has a profile of B/C/Ds at GCSE and you really want to predict AAA at A2 Level, an admissions tutor is going to take some convincing!

EXAMINATION CATEGORIES ~ admissions tutors know their A Levels but may be less familiar with other types of exams. They have few problems with International Baccalaureate, but some find a prediction of the total points score useful. For AVCEs, it helps to indicate whether applicants are following a three, six or twelve unit course, the titles of course modules and how academic the course is. LEGIBILITY ~ typing is clearest. The reference will be reproduced at about two thirds size by UCAS, so dont use less than 12 point type. PARAGRAPHS ~ break the text into separate, logical sections. Use headings, white space, bold type and underlining to guide the tutor through the information. You might need to decide whether to start with a paragraph about the person in general or get straight to the academic qualities by dealing with subjects first followed by the personal qualities.
Bear in mind that the reference may be read very quickly, so help the reader pick out the main points. Distinguish clearly between the subjects. Sometimes a body of continuous text makes it difficult to see immediately which subject the referee is commenting on. I would like standard university entry requirements such as Maths and English GCSE to be placed at the top of the qualification table to avoid spending ages hunting for each one individually - a little tiring after 689 applicants!

WHAT DO ADMISSIONS TUTORS WANT TO KNOW ABOUT THE STUDENT?

Tutors will be answerable to their colleagues for the quality of students they admit. They want to be fair to all applicants and are under pressure to broaden participation in Higher Education. They need good quality information, backed up by evidence where possible. References that really give a feel for the student are always welcomed since too often the information is rather dry and emotionless, not giving much of an idea of what to expect.

ACADEMIC QUALITIES ~ this is the most important part of the reference. What has the student already
achieved, what qualities are they developing, and how are they tackling any difficulties? What evidence can you give for the applicants qualities? Tutors are not easily convinced that seventeen year-olds have no academic weaknesses whatsoever - but they are interested in the progress they are making in dealing with any problems. Precise reference to each subject being studied is best - some talk too generally.

AS SUBJECTS NOT TAKEN TO A2 ~ most tutors do not expect a subject report. A brief comment if the subject is relevant to the candidates application may be helpful.
It may be indicative of the breadth of knowledge of the student, which may influence an offer.

KEY SKILLS ~ universities are very keen to know that candidates have these skills, but the problem is to measure and evidence them. Many admissions tutors have little faith in current assessment procedures, especially for wider Key Skills. Some universities count them in the points score, but many do not. PERSONAL QUALITIES ~ is the applicant ready for Higher Education? They will have to take greater responsibility for their own work, make new relationships and probably live away from home. What evidence do you have of their personal qualities and ability to meet new challenges? Dont forget the basics, such as honesty, reliability and attendance. SPECIAL CIRCUMSTANCES ~ if the applicant has been held back by health or family difficulties, tutors need to know this if they are to judge fairly. They also need to know about any disabilities. Students may be shy of mentioning such circumstances in their personal statements so, with the students permission, make sure they appear in the reference. Information from the National Bureau for Students with Disabilities can be found on their website at www.skill.org.uk, or through UCAS.
Please provide evidence of activity and achievement that suggest a candidate would be able to complete a University degree and would benefit from the experience.

HNDS
Admissions tutors might need to be made aware why the student has chosen to apply for HNDs rather than degrees.

WHAT DO ADMISSIONS TUTORS WANT TO KNOW ABOUT THE SCHOOL?

The least useful [references] are ones with a lot of information about the centre and not very much about the applicant! You are writing a reference for the student, not the school, however proud you may be of your institution! Some tutors dont want to know anything at all, but some want brief information, especially on anything which may have affected the application adversely, such as significant staffing changes or if subject combinations useful to the applicant could not be offered. You may not want to admit that you could not provide Further Maths, but if the student took it at evening class at the local college, it argues well for his or her commitment and initiative. It is the student applying, not the referee. It could also be significant to the tutor if the school has blanket policies on cashing in AS levels, taking General Studies or Key Skill, and the number of subjects allowed (e.g. provision for four or more AS levels). They may find it useful to know how far the students choice was constrained, but dont include too much detail. Avoid excessive context setting. Some admissions tutors know more about your school than you think. They build up an impression of its reliability over a period of years by comparing the references with the students they receive ~ so be warned! Inevitably universities keep an unofficial book on schools and colleges that send them good students, so reputations here can be built up (or occasionally destroyed)... but university tutors will often back a hunch from a reputable reference writer.

WHEN TO SEND IT IN?

Many admissions tutors on oversubscribed courses make decisions as soon as they receive applications, so the sooner they get them the better. Tutors for less popular courses will continue to look at later applications, but very few wait until they are all in before considering them. In general, the early bird catches the worm! 4

SECTION INTRODUCTION

SUBJECT SPECIFIC I N F O R M AT I O N

SUBJECTS
Arts and Performing Arts Biological Sciences Business Studies Computer Science Economics and Politics Education Engineering English Geography History Law Mathematics Media Studies Medicine and related subjects, e.g. Physiotherapy Modern Languages Physical Sciences Psychology Sociology Sports Science and Physical Education Tourism, Leisure and Hospitality Management

SECTION INTRODUCTION: SUBJECT-SPECIFIC INFORMATION

Many tutors have said that they would like references to take more account of the requirements of the subject being applied for, but Sixth Form Tutors cannot be experts in every subject area! The information in this section has come from two sources: Firstly, the introductory bulleted points have been summarised from the very detailed information on the UCAS website at www.ucas.ac.uk. As well as listing their courses, many university departments give useful guidance on the nature of their subject, how it is taught and studied and their expectations of applicants. Your students can make your life easier by finding out what is required of them from the website and university prospectuses and reporting back. Then its up to you to decide how far they fit that profile! Secondly, quotations are taken from admissions tutors who took part in our survey, which involved completing a detailed questionnaire. The comments necessarily reflect only the views of those individuals and not all admissions tutors are in agreement. Nevertheless, we hope that the two types of information taken together will help you to distil your knowledge of each student into a form that is useful for their individual application. It is hoped that one useful outcome of this subject-specific section will be the help it gives subject teachers in writing detailed and useful comments about their students, therefore leading to even more informed UCAS references. Reference writers find it much easier to write informed comments about a student when detailed information is provided by subject staff.

ARTS and PERFORMING ARTS

Students working for an Arts or Performing Arts degree will be expected to: be good communicators be imaginative in the use of materials and processes show understanding of and competence in creative processes develop skills of appreciation and criticism work independently and in teams show awareness of the context of their work seek out and respond to exhibitions and performances build up a portfolio keep a working journal

Some institutions will expect students to have done a post AS or A2 Level Foundation course. Mature students are often at a disadvantage because their referees are often not aware of the importance of offering a clear view of a students academic potential. Admissions tutors look for: Good GCSE profile and extra-curricula activities. Interpersonal skills and awareness and portfolio work during interviews. The students attendance record and general reliability and motivation. Also the students responsiveness to criticism and suggestions; their participation in the course socially and their individual creative development. The students participation with their peers. The students ability and willingness to contribute to group discussion. Their manner. General approach to work; engagement with study. Ability to work both as a team member and independently; self motivation. How well the student writes. How well the student manages concepts. Details of character through the Sixth Form. What value the referee feels their institution has added to the candidate. Tutors also said: Often the references we receive on A Level students ... do not expand much beyond the predicted grades. The grades are less important than the students general approach and enthusiasm. Make sure the information is likely to be relevant to the subject(s) applied for. The format...should be easy to read. Concentrate on ... ability. On submitting applications: Aim to get it to us by November/December. We try to process applicants (invite to interview, then make an offer) as they come in. As early in the process as possible. We do not wait until the deadline.

On tested Key Skills: We place more value upon interview and portfolio examination. Do not value. These skills should be built to a satisfactory level during the course of study in any A2 or AVCE. Specifically excluded from our tariff offers. In arts/performance work a) numeracy is not required, b) communication skills should be exemplary, and c) ICT is essential. But another tutor said that Key Skills are valued very much; it takes the onus off us to teach these skills, which are very important and without which they would find it hard to complete their degree studies. Communication is indicative of a qualification in English and therefore of some value. Word processing skills are valued. Many tutors want wider Key Skills because they form an integral part of the degree course which is vocational and practical; in fact the assessment criteria of the course are centred on these skills. We set an interview task and interview applicants as a group where they undertake a group project which allows us to evaluate these skills. But another tutor said, I am not convinced that these skills are acquired at any significant level. On AVCEs: No one seems to know or be able to tell us what the equivalence of these qualifications to A2s is. An attempt to clarify this in a reference would help, especially as content can vary. Its useful when centres indicate what the benefits of the programme have been in terms of student learning, and how the work experience has equipped candidates for independent academic study at degree level. These references are often more informed with details of the personality and development of the individual student. I find this very useful.

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BIOLOGICAL SCIENCES
Students working for a Biological Sciences degree will be expected to: show interest in the nature and diversity of life show interest in the social context of Biology ask questions design and interpret experiments use statistical techniques do fieldwork assemble information communicate clearly and precisely use IT skills to write essays and reports, analyse data, prepare graphics, research on the Internet

Admissions tutors look for: Ability to organise their studies, problem solving ability, contribution to group exercises. Suitability for HE - maturity, commitment, organisational ability. The ability of a scientist to communicate is an increasingly important aspect of the discipline. Tutors also said: Personal statements that are full of extracurricular activities are not always impressive and can be a distraction from an applicants academic qualities. On submitting applications: One tutor said, Applying before the January deadline will give you the best choice of UCAS visit dates but applying later will not disadvantage your application. But another tutor said, Submit as soon as possible. So read the instructions in each prospectus carefully. On Key Skills: Whilst recognising the value of Key Skills they do not form part of our offers. We expect these skills to be covered when a broad range of subjects are taught. Wider Key Skills are valuable because they address a basic requirement in science degree programmes for future employment. On International Baccalaureate: A prediction of overall points score is always very helpful. On AVCEs: It should be made very clear whether the applicant is studying for a 6 or 12 unit AVCE.

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BUSINESS STUDIES
Students working for a Business Studies degree will be expected to: enjoy the challenge of problem solving show interest in how people interact to compete and co-operate work in teams recognise the importance of organisation for efficient working have an open mind draw on a range of subject disciplines formulate and evaluate a range of solutions to problems be open to change and willing to learn new skills generate ideas and turn them into reality relate theory to practice have a feel for numbers develop IT skills, such as desktop publishing, Internet research, databases and spreadsheets.

Admissions tutors look for: Numerical ability, communication skills, ability to work independently and general attitude. Why they want to study the subject. Any experience of business through part-time jobs, Young Enterprise, etc. Any career aspirations they may have and how they see the degree theyve applied for helping them to achieve these. Information on any extra-curricular activities they are involved in is also interesting. Tutors also said: On submitting applications: Submit an application as early as possible, particularly for courses which are popular. Applications should, ideally, be submitted prior to the main UCAS deadline. But its not the end of the world if theyre late. On tested Key Skills: Key Skills are welcomed... but for the time being we will continue to insist on GCSE Maths and English Language at grade C or better. Key Skills are never included in an offer. As students must have English Language and Maths I tend to look to these GCSEs to give me an indication of their numerical and communication skills. Wider Key Skills are valued because all of these skills will be needed when they come to study at university. If they have them before they come to us, the transition from school to university will be easier for them. These wider Key Skills are welcomed. They are seen as adding something extra to the students profile. On International Baccalaureate: Please specify subjects being studied at HL and SL. Where possible predict points for each subject although overall predictions are more important. On AVCEs: Please be absolutely clear as to whether the student is studying for the 12 unit, 6 unit or 3 unit award. Give overall predicted grade.

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COMPUTER SCIENCE
Students working for a Computer Science degree will be expected to: think logically and clearly enjoy puzzles and problem solving approach problems analytically be systematic structure and evaluate solutions to problems convey ideas concisely develop IT skills, such as word processing, spreadsheets and graphics

Admissions tutors look for: Attitude to and motivation for study, particularly in the specific subject area of their application. Additional information about extracurricular interest in the subject is particularly useful. Initiative, extracurricular pursuits, small business enterprise. The candidates attitude to study - are they hard working? Do they attend classes on time? Are they enthusiastic? On submitting applications: They will be competing with large numbers of other applicants, given that we make offers immediately, the sooner they apply the better! We process applications immediately in most cases, so that we can organise Open Day invitations. If the candidate has not studied a subject close to the degree area: We are interested in the candidates ability to study. On Key Skills: Only valuable to compensate for absence of GCSE English/Maths. But We would be very concerned if a candidate appeared to be failing a key skill. Wider Key Skills are Useful as underlying skills: all students should have them! These are very difficult to measure, and are best mentioned briefly in the reference. On AVCEs: Mention additional units that the student may not have discussed in qualifications to be taken. Why are they taking a vocational rather than a general qualification? This matters since our courses are somewhat traditional, and too few general A Levels might disqualify a candidate.

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ECONOMICS and POLITICS

Students working for an Economics degree will be expected to: show interest in current economic affairs have an inquiring mind and think critically show interest in explaining behaviour enjoy analytical work, use models and test them against data have a feel for numeracy go beyond popular interpretations communicate well show interest in current affairs show interest in a variety of political ideas and systems pose questions and suggest hypotheses draw on a range of academic disciplines gather information show interest in parties, pressure groups and social policy be interested in debate and discussion research and write essays and reports

Students working for a Politics degree will be expected to:

Admissions tutors look for: Transferable skills: IT knowledge, presentation skills. Motivation and perseverance, interest in the subject, use of different sources, research skills, willingness and ability to discuss in class, literacy and numeracy. Essay writing, analytical and research skills. We are looking for independent learners.... We are talent spotting for serious undergraduates, so words like enquiring, questioning, and even disputatious would be accolades. Evidence of enthusiasm, particularly where the candidate hopes to pursue that particular subject at university. Evidence of signs of improvement in skills such as writing, analysis etc. over the first year of the sixth form course. Indication of where the applicants strengths or weaknesses may be within the subject, e.g. brilliant at discussion but less good at essay writing etc., with a suggestion as to whether any weaknesses are likely to be overcome. Tutors also said: On submitting applications: As soon as possible. The earlier the better. On tested Key Skills: These skills become increasingly important and I personally value them highly. We do not make offers based on Key Skills qualifications...Additional qualifications are taken into consideration, however, and may contribute to the decision of whether an offer is made. Studying at a university naturally requires [wider Key Skills], and therefore they are valued highly. On AVCEs: Why they are doing these instead of traditional A Levels.

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EDUCATION
In addition to meeting the criteria for any subject specialism (see relevant pages) students working for an Education degree will be expected to: have a lively personality be interested in children work in a team be able to take responsibility and show leadership be a confident communicator in a range of methods develop good working relationships show interest in current educational issues

Admissions tutors look for: Interest...experience with children. For a professional degree such as one leading to primary teaching, offer a clear section about the candidates personal and intellectual qualities relating to teaching, and any information about the success of their relevant work experience in primary schools...based on testimonials and reports given by the head teachers. The odd quote from such a testimonial can be very influential. Particular abilities within the subject, but also an indication of the candidates interest and enthusiasm in the subject. Organisational skills. Punctuality, attendance, reliability. Tutors also said: A clear picture of their personal and interpersonal skills which might relate to being a successful teacher should be an absolute priority, and some references only give a brief note of these. Often suitability for teaching is ignored. References that include a sentence like Although not very academic, would make an excellent primary school teacher fail to support the candidates application. Comment on an AS subject that the candidate has not taken to A2 if it is a subject relevant to the degree study. On submitting applications: As early as possible. I process the applications and offer interviews as soon as possible after receipt. We offer/hold/decline immediately after the interview. On tested Key Skills: ICT skills and other core subjects [are valued] because they reduce the amount to be covered (standards) whilst they are here. Wider Key Skills are valued as support - important for BEd. Working with others - important at University and in teaching. Independence - important they know how to organise their time. On International Baccalaureate: Full details needed. On AVCEs: Clear detail of the level and amount of content specific to subject applied for would be very useful.

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ENGINEERING
Students working for an Engineering degree will be expected to: show interest in problem solving have an inquiring mind, showing flair and creativity enjoy making things show interest in the social significance of engineering have an understanding of science use a wide range of mathematical techniques work in a team communicate well orally and in writing retrieve and analyse information show awareness of the engineering world Candidates must be aware of the level of Mathematics required. Engineers tend to want only relevant information stated plainly in references. Remember that between October and February I read 2500 references. I want to reach a decision on the applicant quickly. I want to be able to form an opinion ...in thirty seconds or so. Another admissions tutor quoted Claude Debussy - In opera, there is always too much singing. Admissions tutors look for: Attendance, ability to meet deadlines, willingness to contribute in class, laboratory skills, any areas where the student has experienced problems, modules which were retaken: information on all these is welcome. Coherence of their plans and motivation. Commitment to subject. Suitability for degree subject, with evidence. Any noted enthusiasm. Evidence of a well-rounded and mature personality is encouraging. Tutors also said: We would like to know if there were any difficulties for the candidate in studying Physics, Maths and Further Maths. Give a clear indication of your estimate of the candidates capacity to complete the degree course for which she/he has applied. Concentrate on what the candidate is doing and their expectations. Some use words like the top grade and this is not helpful. Some hide predictions. Know the student and give a realistic description of potential. We will always make allowances for students performing better than predicted and may make offers to students above their predicted grades. But we do not wish to raise false hopes in students who have no chance of reaching the required level of performance. Make it interesting. On submitting applications: As soon as possible - October. [Offers are made] immediately. The earlier the better but we will consider applications until June/July. Submit as early as possible. We want to give all the applicants to whom an offer is made the chance to visit the university and speak with the tutors.

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On tested Key Skills: As we ask for A Level Maths, number as a key skill is taken for granted. But also a possible substitute for grade C GCSE Maths. Wider Key Skills are valuable but the criteria are on the basis of A and AS or equivalent, not extras. We would expect these to come with high quality applicants. On International Baccalaureate: Probable international nature of study is a plus. The breadth of IB is welcome and we try to view it as an overarching qualification. But there is the potential to mask any weakness in contributing subjects. So, although offers will be made against the complete qualification, I want to know where the applicants strength really lies. On AVCEs: Although Engineering is a vocational degree, not all courses accept AVCEs. The Maths background is lacking for our courses. An A grade in A Level Maths in addition would probably make students suitable. Not sufficient for application to our degrees. Since many of the modules in an AVCE have a significant practical assessment, I would like to have an opinion on the ability of the applicant under examination conditions.

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ENGLISH
Students working for an English degree will be expected to: write clearly, fluently and logically for a range of audiences show intellectual curiosity read widely take part in debate and discussion and show interest in others ideas think and argue logically show interest in theatre, cinema and film be curious about the use and development of language be able to study independently

Admissions tutors look for: The quality of the students engagement with literary texts, or with the basic materials of other Humanities subjects. Flair and independence. Work patterns, quality of mind, self-discipline, motivation. Tutors also said: On submitting applications The earlier the better. Get them in early! We offer places as and when the applications come in. On tested Key Skills: I pay some attention to them, but am much more interested in the traditional academic subjects (except in non-standard applications). Communication and ICT are relevant in considering the students capacity to study for a degree in English. Wider Key Skills are good background material - but the performance in English at A Level remains the prime indicator of quality for us.

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GEOGRAPHY
Students working for a Geography degree will be expected to: show curiosity about places, lifestyles, landscapes and travel observe, record and interpret data from fieldwork develop solutions to problems assess arguments and evidence critically use a variety of research and information gathering techniques be able to relate theory to practice work in a team perhaps be involved in organisations that show an interest in Geography

Admissions tutors look for: A thirst for knowledge and an enquiring mind. Skills and personal attitude, e.g. work ethos. Transferable skills, e.g. numeracy, literacy, oracy, graphicity. Active membership of relevant clubs or societies. Any jobs or relevant work experience and how the student might fit in with the style of learning at university. Tutors also said: It is helpful to see the progression of a student and, if they have had problems, how they are tackling them. On submitting applications: Decisions... are made as soon as possible, and often before the entry deadline. Get the application in early. Send it through quickly! On tested Key Skills: Number and communication may be particularly useful if the candidate has poor GCSE Maths/English grades. If two applicants were identical I would look closely at Key Skills and extra AS Levels and General Studies - but only then. Wider Key Skills are extremely valuable because these are essential parts of our curriculum. Evidence could show up in use in coursework projects, wider use of Key Skills outside of school. On International Baccalaureate: If they have studied abroad and particularly in the USA there is no evidence of GCSEs or equivalent. On AVCEs: Some comment on literacy is very desirable. As much information as possible on the courses makeup with a clear list of the different elements

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HISTORY
Students working for a History degree, will be expected to: show a genuine interest in the past read widely retrieve information from a variety of sources draw on a range of academic disciplines, such as social sciences, literary criticism communicate at length in writing discuss in a group analyse problems understand text and detect bias show understanding of the past in many aspects, such as economic, political cultural and religious

History admissions tutors look for: Participation in class discussions, interest in their chosen subject The quality of mind of the applicant, their ability to think out of the box, their personal presence in the school/college, their suitability for university-type work and life... ability to think on their feet, speak out, socialise, evidence of an interesting person one would want to teach. Contribution to extra-curricular school activities. Tutors also said: On submitting applications: Submit it as early as possible. But Requests to know about a university before October are infuriating. We make offers as quickly as we can process them. On tested Key Skills: We expect all candidates to have good Key Skills, whether acquired through the KS qualification or not. On wider Key Skills: We expect candidates to have them as they are essential for degree level study. Evidence could be found in referees description of how candidates work in class and their approach to their work. Candidates description of extra-curricular activities in personal statement. Id prefer to see mention of these skills in the reference and evidence in the personal statement. We value the ability, but would only take Key Skills into account at the margins. On AVCEs: Provide information about an applicants academic ability. Short description of content and assessment methods...would be helpful.

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LAW
Students working for a Law degree will be expected to: show interest in famous and current legal cases be interested in ethical and moral dilemmas see issues from a variety of perspectives analyse abstract concepts and ideas and apply them to specific situations argue a case clearly use language accurately assimilate and retain large amounts of information work in a team and independently work under pressure show self-motivation and perseverance

Admissions tutors are looking for: Transferable skills. Motivation and commitment. Communication skills, oral and written. Tutors also said: On submitting applications: Submit as early as possible. We get 2000+ applications, so we process as they arrive... we dont take late applications. On A Level subjects other than Law: We want to know the academic content of each course - especially vocational/practical courses, e.g. Art and Design, Theatre Studies, etc. As long as the subjects are 70%+ academic in content, we are happy. On Key Skills: We are waiting to see, but currently do not propose to consider these. Not included in the conditions of our offers. We seek applicants whose academic profiles ensure they have the necessary Key Skills. On AVCEs: If taken alone without A2 Levels, the reason for this should be explained, and the evidence provided that the applicant has the necessary academic skills to cope with the degree for which they have applied.

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MATHEMATICS
Students working for a Mathematics degree are expected to: have good deductive skills and enjoy puzzles think clearly and logically be systematic enjoy finding structured solutions to problems, evaluating and refining them take pride in presentation and accuracy work things out for themselves work independently and in groups be aware of varied applications of Mathematics be aware of the social aspects of Mathematics, e.g. the use and abuse of statistics

Admissions tutors look for: Enthusiasm for and commitment to the subject. Ability to write well is a bonus I welcome. Qualities such as reliability, helpfulness, perseverance, enthusiasm. Whether the student is sufficiently interested in the subject to pursue it voluntarily outside of normal classes. Whether the student shows initiative and can solve problems independently. Whether this student is fundamentally honest, reliable, trustworthy, conscientious, friendly. Whether they are extrovert, introvert, very sociable, etc. is less important. Tutors also said: Although clear indications of ability are essential, I regard some items not generally commented on as equally important, e.g. Is the student near the limit of his/her ability? Does he/she have an interest in the subject as opposed to just being good at it? Is he/she a good performer in non-standard problems? On submitting applications: We respond immediately, usually with a standard conditional offer. As early as possible - give yourself the opportunity to visit all your six choices. Maths degrees, student life etc. vary enormously. On tested Key Skills: We take them seriously, but realise that there are practical difficulties and inequality in schools ability to deliver these, so do not penalise students who do not, with good reason, have these. Wider Key Skills are valuable as they all feature significantly in our degree. Problem solving and the ability to work independently are important and relevant to university courses. A short concise example is always useful as evidence of Key Skills. On International Baccalaureate: For Baccalaureate we generally ask the student to send sample exam papers. On AVCEs For any student with non-standard qualifications as much detail as possible on syllabus content in Maths should be given. Normally AVCE students are required to attend an interview as a condition of their offer. 22

MEDIA STUDIES
The balance between theory and practical work varies widely between courses - some are vocationally orientated, some claim to be and some are very academic. Applicants should research this carefully. Students working for a Media Studies degree are expected to: show interest in all areas of the media be curious about recent developments in the media be creative have good written and oral communication skills be receptive to new ways of thinking respect the values and beliefs of others be able to work independently and in a team be prepared to work with a range of technologies and materials argue a position effectively

Admissions tutors look for: Current levels of application and achievement. Attitude to work. Conceptual understanding of relationship between theory and practice Willingness to engage with new material. Related personal activities that signal investment in the discipline extra-curricularly and as a mark of gaining relevant knowledge. That this student has put thought, energy and enthusiasm into discovering the suitability of the course they have applied for. Aptitude for critical thinking, reflection and appetite for new ideas that sometimes come from left field. That this student has used critical faculties generated by their A Level experience to guide their decision making. Enthusiasm and motivation in personal life. I try to look for/hope for an ethos of care towards others. Previous experience. Tutors also said: Include a more detailed statement about the qualities and academic resources of a candidate which will equip them for higher education, and make the transition from their previous studies. Occasionally I get references from teachers/advisers who wish to distance themselves from the academic choices of their students. This is depressing. Students who wish to pursue an academic course in communications/media despite teachers wishes are clearly the sort of student Im interested in giving an offer to. On tested Key Skills: These are valuable in evidencing basic literacies intrinsic to the entry level expectations of competency and fitness for purpose. Wider Key Skills are equally valuable as the preparatory aspects of encouraging the growth of autonomous and independent learners. On Baccalaureate: A need for more detail about their studies.

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MEDICINE and related subjects, e.g. PHYSIOTHERAPY

Medical schools require very specific information and candidates must research these criteria before asking for a reference. The following list only indicates in general terms what may be required. Students working for a medical degree will be expected to: be strongly motivated to medicine have an aptitude for science be interested in people have concern for the welfare of others be good communicators cope with stressful situations be well informed about medicine as a career

Admissions tutors look for: Evidence of ability to integrate information, solve problems, study independently and in groups, work consistently. Service to school, ability to get on with people, ability to think/study independently and effectively. Team work, job experience. Mature, outgoing with outside interests. Evidence of communication skills, teamwork, honesty, integrity. Tutors also said: Be honest [about predicted grades] because admission depends on actual grades. It is important that the reference reflects the requirements of the course outlined in our admissions booklet. That they are realistic in the academic predictions they make and link them to course requirements. Most medical courses are heavily over-subscribed, so It does help to keep it succinct - they are more likely to get read then. On submitting applications: Dont write in after the form has been submitted to change the predicted grades. Get them in on time. Although I do wait to the deadline, I would not wait that long - the majority of good applications are received earlier. On tested Key Skills: We value Key Skills but as they are not uniform we do not feel it fair to count the points as yet. The Key Skills would reflect the areas we look for in applicants. We take these as part of our points total, at the same time as asking for 2As at 100 points. I do not agree with the double counting that goes with ICT and Computer Studies and use of number and Maths. If someone was a near miss in the summer, I would only count these once when comparing with other students. We value all three but particularly the communication skills. Wider Key Skills are useful attributes that students need. We value all of these - all are relevant to both the course and the future career...All are assessed at interview. On International Baccalaureate: Details of the studied subjects. On AVCEs: Link to course requirements. [where acceptable as qualifications] 24

MODERN LANGUAGES
Students working for a Modern Languages Degree will be expected to: show interest in the culture of their chosen country through books, plays, films and current affairs strive for accuracy and precision in language develop skills for effective oral presentations write in a variety of styles think critically and analytically read widely in a variety of texts reflect on language be prepared (for many courses) to study abroad for a year

Admissions tutors look for: Applicants enthusiasm for the subject and motivation to study the particular degree for which they have applied. A picture of the whole student, not just their predicted grades. Activities applicant has taken part in - including any positions of responsibility. Any known career aspirations. Indication of their personality. Indication of their motivation to study at degree level. Indicators of aptitude for languages. Evidence of willingness to learn / work independently in improving knowledge of vocabulary, idiom, etc. using media materials or other resources. Motivation in other arts/social science subjects - politics, history, etc. Tutors also said: Be unambiguous in evaluations and realistic in grade predictions (this does not rule out indications of higher potential, where appropriate.) Any relevant foreign residence or family background may be of interest, together with any indications of past or intended gap-year work or travel abroad. I would be interested to read about a candidates exposure to the language(s) in question - for example, any additional courses which might have been taken, any work experience in the country of the target language, and so on. Apart from subject qualifications linguistic competence gained in other ways (through living abroad for example) would be taken into consideration. Interest and motivation for studying a new area, and any relevant experience. On submitting applications: Its obviously best to submit the application as early as possible, but that must be balanced with the need to submit full information. We do get forms that appear to have been rushed and have to contact the applicant to clarify points. Decisions are made straight away... We offer places as soon as possible.

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On the tested Key Skills: We value these, although they are not entry requirements.... Experience shows that ICT and communication skills in particular are useful and will be developed during the course of the degree. We do not count them formally in our offers as yet (could change) but do note them and value them, and they do count in favour of the candidate if predictions, references, etc. are not convincing. Wider Key Skills are valued as they are important skills for graduates and will be further developed during the degree. These are ones which enhance a graduates employability. Some prior understanding of what these concepts mean and what they involve is useful preparation for a...unit we run called Study Skills. We particularly value independence and working with others.

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PHYSICAL SCIENCES
Students working for degrees in Physics and Chemistry would be expected to: show curiosity about the world be interested in problem solving and applying knowledge to practical problems develop their laboratory skills observe, record and interpret data be numerate be analytical and think logically develop research skills and present findings clearly and concisely be good communicators work independently and in groups show interest in the applications of their chosen Physical Science

Most Science admissions tutors place great emphasis on predicted grades. Staff giving advice should point out that it is pointless applying where the student does not satisfy the requirements. But they may still read the reference because there can be good reasons. Admissions tutors look for: Why they wish to study the subject. Commitment, maturity, attendance, motivation. Non-academic activities. Interests, hobbies, career aspirations, subject specific interests... course related work experience, short courses attended. Tutors also said: Grades are paramount. Useful to have comments on diligence, attitude, progress. If basic matriculation has not been met, e.g. English, maths, language GCSE, then there should be an explanation. I scan the reference for key words, e.g. outstanding, committed, able, reliable etc. which indicate there are no underlying problems. On submitting applications: As soon as possible. Invitations to interviews are made as soon as the form is received. Offers leave the department within twenty four hours of the interview. On tested Key Skills: Not valued in terms of points but clearly if a student has ability in these areas it is welcomed. Wider Key Skills are valued as they are required for a student to study successfully at third level. We do value them and look [for them] in the references. On International Baccalaureate: Give good background to nature of course and list predictions in blocks as there are so many.

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PSYCHOLOGY
Candidates should be aware that many courses have a significant Mathematics and Science content. Students working for a Psychology degree will be expected to: show interest in why people and animals behave as they do be enquiring, tolerant and open minded think scientifically, critically and analytically design, carry out and analyse investigations interpret experimental data and understand quantitative concepts understand theoretical and practical approaches to human behaviour draw on a range of subject disciplines communicate effectively in a variety of situations

Admissions tutors look for: Knowledge of the subject applied for is highly desirable. Referees and applicants often have inaccurate images of some degree content - Psychology is a good example. General personality and approach to study, balance of academic work with other interests, maturity, independence and readiness for University life. Information about readiness for University life is valuable...many students tend to underestimate the degree of independence required, the importance of time management and the nature of the workload theyll experience. Is there any reason to expect under performance? Or to explain past underperformance? Tutors also said: Be truthful. Glowing references are so common that any admissions tutor...takes them with a pinch of salt. Avoid generic references. If AS grades are declared but are not good indicators of the candidates ability, then it is useful to know this (with supporting explanation if possible). Most Access references are useless because the tutors dont know the students (yet.) On submitting applications: Before Christmas...for popular courses or departments. Try and get it in by mid November... I make a decision within two or three days of receiving them. Get in early. On tested Key Skills: Information on core skills (e.g. numeracy) and readiness for University study. Although these qualifications are beneficial, we do not require them as many schools cannot or do not offer them. We have found Application of Number useful in making offers to students with poor Maths GCSEs. They may increase in importance from next year (and might play a valuable role in concessions in August). We take them into account.... But they are not widely respected. It is unlikely a reasonable student would have to rely on these. We do value [wider Key Skills] but do not place much emphasis on them. The main reason we dont use them often is that we often have little evidence of them (especially time management and independence). On AVCEs: References which include useful information about course content would be an advantage e.g. a reference which mentions details of coursework that a student has excelled at, or explains the reasoning behind a students choice of qualification. 28

SOCIOLOGY
Students working for a Sociology degree will be expected to: show interest in how Society works be open to new ideas be prepared to abandon common prejudices conduct research from various sources read widely retrieve and interpret statistics and other data understand and evaluate different points of view formulate arguments write essays and reports work in team show interest in history, politics and current affairs

Admissions tutors look for: Any evidence of initiative and imagination which might not be reflected in qualifications. Evidence of breadth of interest and socialising experience. Motivation, group work, relationships with others. What I most want to know about a student are their work habits...and intellectual curiosity. Analytical ability, ability to communicate in oral and written form, ability to work with others. Tutors also said: Give priority to factual information: attendance, participation, quality of coursework, roles performed within the institution. Keep comments on disposition brief and to the point. Predicted grades ... the reasons for them. Short and sharp. Emphasise students work habits and curiosity/intelligence in relationship to the subjects taken and key skills, in that order. After that, it is sometimes useful to say something about the students outside interests and general collegiality. If the applicant does not have Sociology A Level: Does the school offer Sociology? If so, why is someone applying for the degree who chose not to take it? On submitting applications: It is important to meet the deadline before Christmas as places start to get allocated. On tested Key Skills: We do value these ... would like them referred to. Number may provide evidence of adequate numeracy where GCSE Maths is weak. A Levels still dominate, but these are useful. Key skills are useful to students studying in a University environment. Increasingly students are coming to University with a high quotient of all three...Very often, these variables are what tip the balance of a decision. But for some tutors there is very little congruence between qualifications and real skills. On AVCEs: Make sure Key Skills are covered. Whether referee considers the student to be of HE standard. Why?...explain deviation from normal A Level route. 29

SPORTS SCIENCE and PHYSICAL EDUCATION

Many courses have a significant Mathematics and Science content - candidates should research this aspect carefully. Students working for a degree in Sports Science or Physical Education will be expected to: show evidence of participation in sport, perhaps in different roles, e.g. coach, referee as well as player show interest in a wide range of sport and exercise show interest in science from the human perspective be interested in problem solving be good communicators develop skills in written and oral work plan research and present findings show interest in working with the community

Admissions tutors look for: Motivation. Interest, involvement and commitment to sport, e.g. participation, performance excellence. Ability to work alone and in groups. Time keeping and time management. Ability to meet deadlines. Critical analysis. Project design. General personality, ability to relate to peers and superiors. Interest in local issues, current involvement in the community. Current involvement in sport and outdoor education - coaching, refereeing, administration. Personal career plans. Tutors also said: [We look for a] clear and concise description of academic qualities. Full reference about academic strengths and weaknesses of student. On tested Key Skills: We will accept level 2 in number and communication as equivalent to GCSE in Maths and English, but would prefer GCSE. I am not convinced that Key Skills address the same type of issues as GCSE, particularly in Maths where we are using more traditional Mathematics in aspects of the degree. Wider Key Skills are strongly valued and would be used to consider a borderline candidate, but a student needs to demonstrate academic qualities too - after all, they are applying for an academic training. These skills are quite hard to judge on paper. Most evidence comes from details given in the reference. In addition, evidence in the personal statement of participation in activities outside academic life will indicate some of these skills. On candidates with subjects not closely related to the degree area: Scientific content of course [is important]. Enthusiasm and interest in related area. On International Baccalaureate and AVCE: Specific module titles for these courses are useful to assess the scientific content of such courses. 30

TOURISM, LEISURE AND HOSPITALITY MANAGEMENT

Students working for a degree in Tourism, Leisure and Hospitality Management will be expected to: have an outgoing personality and good interpersonal skills show interest in current issues concerning the industry be able to motivate and manage people challenge ideas, generate ideas and develop strategies be confident in writing and speaking have relevant work experience show team spirit and leadership be interested in Business theory and practice be willing to develop ICT skills

An interest in food and drink can be an advantage! Both degrees and HNDs are available in many universities and colleges. Applicants should consider carefully which course would suit them best. Admissions tutors look for: Ability to use ones initiative, flexibility to cope with working as a team member. The ability to think while working - three dimensionality. The travel and tourism industry needs to get a feel for the personality of a prospective employee. Remember to add interests and achievements outside academic study. An interest in the subject and a clear sense of direction. The students approach to their work, commitment and motivation. What work experience the person has. Their interests and how these have helped them develop. Their strengths and weaknesses. Acquisition of transferable skills. Motivation commitment, flexibility. Attendance. Career plans, personal qualities (motivation, analytical skills, communication skills, independence of thought), health problems that could affect application, interests, posts of responsibility held. Tutors also said: Do not recommend a student whose predicted grades would not enable them to secure a place at University! If the student is more suited to entry at HND level, say so, or if they struggled a bit at GCSE but are now blossoming, say so. Personalise; evaluate, dont describe; avoid cliches; convey something of the individual. References are best presented in short, sharp paragraphs, typed or word processed. The use of coloured paper is creeping in - white, boring as it is, is clear and professional.

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On tested Key Skills: We do value them, and the student will have to continue developing these skills whilst with us. We value them a great deal, and we see these as a clear indication of relevant abilities. They are particularly useful if a student has not done well at GCSE. Valued highly - but dry confirmation of acquisition is less important than the evaluation in context of the individuals skill by the referee; interview reference and personal statement should together be enough to form an initial picture. Formal evidence is redundant. On wider Key Skills: We value them just as much [but] can you make a statement that shows how they have developed in these skill areas? Great emphasis needs to be given to wider skills. They are much more useful tools and skills for use in the world of work. All are important transferable skills necessary in all contexts of life. We look for the ability to work as a member of a team, target setting, planning, reviewing progress, problem solving, organisational skills. On International Baccalaureate and AVCEs: It is sometimes hard to tell if a student is double award or a single award - a good reference makes this clear...Dont say x is studying for her AVCE say x is studying for a double award in Travel and Tourism. Give predicted grades for all subject areas studied.

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33

SAMPLE REFERENCES & COMMENTS FROM ADMISSIONS TUTORS

BRIEF

INTRODUCTION

CONTENTS
Further advice from admissions tutors for writing UCAS references Some suggestions for using the sample references Reference 1 Reference 2 Reference 3 Reference 4 Reference 5 Reference 6 Reference 7 Reference 8 Reference 9 Reference 10 Reference 11 Reference 12 Reference 13

his section provides an opportunity to read a range of reference styles as well as appreciate comments from a selection of admissions tutors about the references. Most of the references in this section start with a general paragraph about the person but references can also begin with subject specific skills.

Several schools around the country produce references for this guide in the style that they usually submit to UCAS. These were then sent to a panel of admissions tutors whose comments have been written after each reference.

Most of the references in this section start with a general paragraph about the person but references can also begin with subject specific skills.
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FURTHER ADVICE FROM ADMISSIONS TUTORS ON WRITING UCAS REFERENCES

ABSOLUTE HONESTY REQUIRED.

A T T B

dmissions tutors depend on referees as professionals:

References are prepared by experienced persons with professional obligations and standards to maintain. We have a degree of confidence that references are written by teachers who are likely to be reasonably truthful.

hey depend on the referees judgement of academic ability:

It gives an independent assessment of an applicants performance and progress by a professional closely involved. The reference offers a (hopefully) candid assessment of the students abilities and likely results.

hey depend on the referees judgement of character:

The reference should be... independent and insightful. It should be objective and meaningful. It gives an indication of work ethic and general suitability for the course. Some applicants are rather modest and do not sell themselves very well and the reference can help to get a more rounded picture of the applicant.

ut they can read between the lines!

Please try to avoid having a standard reference with just the names and predictions changed. Sometimes the cut and paste reference...is easy to spot. I look for consistency between [the reference and the personal statement] if they cover the same ground. Some references are too brief and one does not get the feeling that the person writing the reference knows the individual concerned. I do take account of the type of school, and I am more sceptical of independent schools where staff tend to be more optimistic with their comments. I am loath to make too great a judgement on the back of [the reference and personal statement] - I hate to say it but 99% of the references I receive are various degrees of glowing. I take the reference with a pinch of salt, after all the schools are under pressure to place their students in HE.

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A
But

dmissions tutors often want to make fast and accurate decisions:

Some referees write wordy, literary tomes; others are brief and to the point; a few are too brief to be of use. Remember, I want to find out information about the applicant quickly, and I am not interested in the expressive skills of the referee. I do appreciate it when a referee has spent a moment or two longer in composition so that the reference brings a point of importance into sharp focus.

nd the reference must be relevant to academic life!

Universities are not looking for appellations like well-behaved, polite or as I saw recently from an unnamed ladies college the description of a girl with excellent breeding and charming manners.

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37

SOME SUGGESTIONS FOR USING THE REFERENCES & COMMENTS

Assume you are a busy admissions tutor. 1. READ THE REFERENCE QUICKLY THROUGH ONCE. CAN YOU Find the predicted grades? Find the type of course (A Level/AVCE/IB) being followed? Get a clear idea of the applicants main academic strengths and weaknesses? Get a clear idea of the applicants personality? If you cant, the reference may go straight onto the Rejections pile. 2. ASSUME THE REFERENCE HAS REACHED THE POSSIBLE PILE AND READ IT MORE CAREFULLY. Are the subjects clearly separated? Are personal and academic comments clearly separated? How effectively does the presentation guide you through the information? Is there evidence for the comments? Are quotations attributed where appropriate? Does the balance between academic and personal comments seem right? Has the referee considered whether the candidate is suitable for a specific subject or type of course? Are any weaknesses or other significant issues, such as special needs, addressed? Is any significant information about the candidate or the school missing? 3. CONSIDER THE LANGUAGE. Does the referee seem to know the candidate well, or is this a rather anonymous cut and paste exercise? Has the vocabulary been carefully selected to give insight into the candidate? Is there any irrelevant material here? Could some points have been condensed without losing their effectiveness? Alternatively, should some points have been expanded? How much of this reference will you want to read when it has been reduced in size by UCAS? 4. CONSIDER WHAT THE REFERENCE SAYS ABOUT THE REFEREE. While admissions tutors can be irritated by lengthy, over-written and highly personal references, they are also critical of mechanical, impersonal comment banks. The following quotation is taken at some length because it succinctly makes the points emphasised by so many admissions tutors. Generally speaking, the quality of references I see is very high. They are clear and concise and it is evident the person writing the reference is trying to be as informative as possible whilst also helping the student to achieve an offer of a place at their chosen university. The worst type of reference I see is the template style where the reference has clearly been assembled on a word processor from a series of stock phrases. I have seen as many as six references from one institution where the wording of the reference is identical except for the candidates name. This does not help the student and reflects poorly on the school or college from which they are coming. I can also appreciate that typographical errors sometimes occur in the reference but I have seen instances where a student has consistently been referred to by the wrong gender. This suggests that either the referee has been careless or does not know the student very well - neither of which inspires confidence in the rest of the reference. 38

REFERENCE 1
X is a well-motivated and mature student who is highly articulate and intelligent. Always friendly, cheerful and polite, X has developed a good working relationship with both teachers and peers and is able to work well both as an individual and as part of a team. She has an excellent record of attendance and punctuality. Her honesty has never been questioned. A committed student, X organises her studies and other activities effectively and with a sense of purpose. Following her very good results in a range of subjects at GCSE, X is currently studying Mathematics, Physics and Business Studies at A Level. Her subject tutors have made the following comments: Mathematics: estimated grade B Xs enjoyment of mathematics is demonstrated by her determination and commitment when facing challenging problems and by her satisfaction in solving these problems. She is able to think abstractly and to extrapolate information from a variety of questions. X uses her powers of analysis when approaching difficult problems and offers concise, accurate solutions to a range of problems. She uses her time well and meets all deadlines for handing in work. Physics: estimated grade C X is coping well with the demands of the course and she understands the main concepts involved. She meets deadlines and hands in work on time and is capable of working and thinking independently. She can carry out and plan practical coursework tasks skilfully. Business Studies: estimated grade B X is working hard in Business Studies and has reached a good standard at this stage of the course. She spends much time outside lessons preparing work and clearly enjoys research and reading around the subject. She is beginning to develop some clear analytical skills. In addition to her A Level subjects, X has passed the RSA Integrated Business Technology Stage II examination and also the Young Enterprise examination. She was an active member of the schools Young Enterprise group last year, an experience she found challenging and which developed her organisational skills. Throughout her school life, X has given freely of her time in extra-curricular activities and charity events. She is a senior prefect and has previously taken on the role of form monitress, reflecting her ability and readiness to undertake responsibility. X has taken part in the schools Year 7 reading project, which involved her mentoring a Year 7 student on a weekly basis to help her to improve her literacy skills. This revealed Xs caring nature and her willingness to help others. X has had the opportunity to use her initiative whilst on several work placements including those carried out with British Telecom where she gained valuable practical skills in the use of ICT, in addition to learning about the management of a large organisation. I recommend her to you most highly.

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WHAT THE TUTORS SAID:

STRENGTHS:
Well set out - predicted grades... easy to pick out at a glance. Good commentary on personal and academic qualities, sound reflection upon the person. Good summary. I feel this is a good reference. Remarks about individual subjects, and general remarks, clearly separated from each other. Very useful... Clear and precise... Succinct remarks about subjects which reinforce the predicted grades. Personal comments are relevant, and relate to key skills and to useful extra-curricular interests. I have a very good mental picture of what X is like.

REFERENCE 1 REFERENCE 2 REFERENCE 3 REFERENCE 4 REFERENCE 5 REFERENCE 6 REFERENCE 7 REFERENCE 8 REFERENCE 9 REFERENCE 10 REFERENCE 11 REFERENCE 12 REFERENCE 13

WEAKNESSES:
Some ambiguity - an experience she found challenging... this could be taken to mean that she struggled to cope with the demands of the experience. Alternatively, it could be meant to portray that the experience was a positive one which stretched the student. Reference says nothing about the suitability of the course applied for.

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REFERENCE 2
X is a model student, hardworking, conscientious, enthusiastic, and someone who, unquestionably, would cope with the heavy workload on a Law degree at the highest level. Above all, she is determined to do well. We can confidently predict A grades in all her subjects: Sociology, Psychology, English and General Studies teachers rate her highly. Xs English teachers describe her as a pleasure to teach. Her work is always thorough and she consistently contributes in lessons. She has a fluent and engaging writing style and shows real insight into a variety of texts. She is a very well motivated student, sees implications beyond the scope of a topic, is a lucid thinker and able to develop a clear argument. All of this is echoed by Xs Sociology teachers. In this subject, alongside work of a high standard, she has taken a very professional approach to her coursework topic on the impact of family situation on children. She achieved a high grade A in the summer Mock exams. She listens to advice, acts upon it and makes valuable contributions to class discussions. She is able to use and analyse contemporary events and issues to illustrate themes and concepts in her work. She shows evidence of thorough background reading, writes fluently and is able to apply knowledge with confidence. Xs Psychology teacher remarks on her high degree of commitment throughout the course, demonstrating an excellent grasp of skills and concepts and a depth of understanding. Xs excellent time management skills are also commented on, together with her preparedness to read widely on her own initiative. She is a student who is always prepared to take the lead. Added to all this, X gained a grade A in the summer Mock exam for General Studies, which is further evidence of all round academic potential. She can be expected to repeat this in the final examination. Xs personal statement is a testament to her desire to involve herself in a range of activities and to gain experience and insight to support her academic studies. She has been actively involved in debating both in and outside school, been a member of the School Council as well as holding down a part time job. Work Shadowing a barrister and her MP at Westminster, together with numerous visits to the courts, are further evidence of her commitment to her chosen course of study. X is a considerate, trustworthy and popular student. She works well both as an individual and as part of a team. She has grown in confidence in the Sixth Form and developed effective social skills. She is punctual, reliable and committed in all aspects of Sixth Form life. Her attendance has been excellent and she plays an active role in discussions and activities in her form and in General Studies lessons. Her tutor has remarked that she is delighted to have such a highly motivated student in her tutor group. We can recommend X without reservation. She has all the qualities needed for success.

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WHAT THE TUTORS SAID:

STRENGTHS:
Content is useful, although the reference needs more structure. Good - e.g. position of predicted grades is clear but could be clearer. The first paragraph is particularly good (as anyone skim reading will pick up the main points they need very easily from it). Content is good. References to specific strengths such as time management and work experience are good and the degree of detail on many points is useful evidence to back up the referees opinion. Subject comments spot on. [I] much prefer this style of personal comments - it sticks to academic, school and career related activities and general approach to learning and her peers. I assume that the applicants themselves will talk more about their outside interests and so would not really expect the referee to comment on them. Detailed account of performance in A Level subjects, though a little repetitive.

REFERENCE 1 REFERENCE 2 REFERENCE 3 REFERENCE 4 REFERENCE 5 REFERENCE 6 REFERENCE 7 REFERENCE 8 REFERENCE 9 REFERENCE 10 REFERENCE 11 REFERENCE 12 REFERENCE 13

WEAKNESSES:
Presentation is poor, predicted grades are not immediately clear - give predicted grades for each subject (even if AAA). Layout OK, but would be improved if each subject was in bold or underlined. Very positive, but fairly general. So long and detailed that I doubt whether [it] would fit onto the UCAS form.

42

REFERENCE 3
As his Personal Statement shows, X is a student who has taken a full part in Sixth Form life and who leads a full life outside school. He is well balanced and he has been able to manage a solid commitment to his studies with an active involvement in a range of sporting activities, usually at a competitive level. He has also benefited from part time work, learning new skills and dealing with the challenge of responsibility. There can be no doubt about his commitment to his IT work. He has learnt a range of skills on his AVCE IT course, as well as gaining relevant experience outside, especially from work experience which he has organised for himself. X is on target for a grade C in AVCE IT. He has worked hard at System Installation and Configuration and is always well prepared for lessons. He has taken a keen interest in the course and gained much from the more practical aspects. X is described as being very well motivated, frequently showing initiative, with the ability to use number effectively. He is able to use and evaluate IT applications in a detailed way and has the ability to work to effective collective goals. X has not found Biology an easy subject but has worked hard to raise his level of achievement. Commitment to coursework has been good and he has exhibited solid powers of analysis, effective communication skills and independence of thought in this subject. He is described as a very likeable student who is always prepared to ask questions to ensure a good understanding of the topic. A solid pass is confidently expected in this subject. The Chemistry Department are confident that X will also gain a pass in this subject. He is interested in his work and has made sound progress. He has competent practical skills and takes an active role in class discussions. He is usually able to reason effectively, shows evidence of background reading and is tenacious in his attempts to grasp difficult concepts. Xs performance in the General Studies Mock paper last summer was encouraging and a grade C is a strong possibility in this subject. We can support Xs application with enthusiasm. He will prove a reliable and committed student in higher education.

43

WHAT THE TUTORS SAID:

STRENGTHS:
The reference to the Personal Statement in the first paragraph is a very nice touch. It shows that the tutor has read it and, presumably, endorses what it says. Also, this first paragraph gives a nice, positive, across-the -board picture of the applicants main activities. The reference gives a good all-round picture of the applicant, and one would feel reasonably confident that the referee has been open and honest about the applicants strengths and weaknesses. The referee has used language which is clear, appropriate and more-or-less to the point. The use of separate paragraphs for each subject, plus separate opening and concluding paragraphs, is laudable. Some comments are very helpful, such as mentioning work experience which he has organised for himself. Also, throughout the reference, the referee clearly refers to the skills that the applicant has demonstrated in his studies. The use of quotes in paragraphs 2 and 3 lends some authority to the comments, yet it is not clear who is being quoted. Something along the lines of His tutor comments that... would be helpful.

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WEAKNESSES:
It would be helpful if the reference to the AVCE could confirm whether this is the part award, single award or double award, particularly if this is not clear from the qualifications section. Similarly, it would be helpful if the references to the applicants other subjects could confirm whether these are to be taken as an A Level or AS Level. Unclear. Difficult to find predicted grades, and to distinguish parts of the reference relating to individual subjects. Unhelpful, I had to work hard to extract the information I needed from it. However, the information was there. Predicted grades are phrased as A solid pass is confidently expected... , ...will gain a pass... , ...is on target for a merit... . This is unhelpful, as solid and on target for are fairly meaningless, and prediction of a pass implies X might just avoid completely failing! Either X is a very weak student, or the referee has no idea how well they are really doing, and as Course Selector I will assume the former. Comments like shows evidence of background reading is faint praise, and the inference is that X has done very little background reading, if any. This is a reference where I feel I am reading between the lines, and the referee is trying very hard to say something good about a candidate who is a no-hoper. I would quibble about the meaning of one or two comments, such as He has worked hard at System Installation and Configuration and is always well prepared for lessons. This appears to be a nonsequiter. Also, why has he worked hard at these subjects? Is it because he enjoys them, or because he struggles with them, or is it the case that he has neglected the other topics? Its not clear why the referee supports the applicant with enthusiasm. This seems like hyperbole. For one thing, the vagueness about the grades for Biology and Chemistry counts against the applicant. If he were a brighter candidate than he appears to be, the referees enthusiasm might be more convincing. Also, it might be safer to say He should prove a reliable and committed student... rather than He will prove... .

44

REFERENCE 4
X is an outstanding young man; were I to pour out a stream of superlatives it would be no more, no less than he deserves. He is this years Head Prefect; I can only say that it is an exceptional year group and yet he has stood out. He has a buoyancy and energy and a natural sense of care for others that make it a privilege to know him. He simply loves life, people, school, everything, and though he makes major commitments to all sorts of things, he does all that he undertakes supremely well. (I saw him purely by chance, many miles from school, during the summer holidays - he was at the seaside accompanying a group of disabled people who were on a day out, and that is absolutely typical of him.) His work is imbued with the same spirit; he is the fortunate possessor of rich talent, but he goes beyond a reliance on talent and works just as hard as is required of him to bring out the best in him. The superlatives which I have sought to avoid flood from his teachers. In Chemistry he is an excellent student, showing creativity and not just a capacity for following straight lines. His written and oral work is excellent, and it is all enhanced by a degree of enthusiasm and of assiduousness that few could hope to match. A certainty for an A. His Maths is also top class, and he already has one 100% score in a module under his belt. There is nothing that is beyond him, and when he is pawing the ground in search of neater solutions he is endlessly imaginative. He has all the hallmarks of a natural, and an A is axiomatic. Curiously, Physics comes less easily to him, and the talk here is of a straightforward A rather than of an absolutely top-flight one. But his confidence in techniques is still improving, and the results are therefore still rising. I may ultimately be doing him an injustice - he may yet get a truly top-class A, and I can certainly guarantee that that will be his target. Organising his days must be nightmarishly difficult - he is restlessly energetic, always committed. And he never gets things wrong either, for all that he does. He is a talented Rugby player, currently on the very fringe of the first XV but not concerned that he is not quite there for X it is the communal good that matters, and he will play anywhere, any time. Musically he is a natural performer, full (I quote) of pizzazz! He is a trumpeter and an excellent singer (Grade 8 by the age of 12), one of the schools three representatives at the Millennium Concert at St. Pauls. He has a huge stage presence in school drama, but the essence of him lies not in star billing but in collaboration - he has appeared in recent years in all our major productions. He is a most enthusiastic member of our Model United Nations team. He is a qualified climber, a leading figure in the Climbing Club at school and quite understanding in the way that he assists with younger pupils. He has also represented the school at athletics and soccer, and it was no surprise that he should be awarded a highly prestigious school Travel Award, adjudged by distinguished Old Boys of the school. I cannot think of any school occasion of note which he has not attended, to the often undisguised admiration of thousands of prospective parents. I cannot think that I have ever, in over 30 years, met a better candidate than X - it is truly my privilege to be able to recommend him without the slightest reservation.

45

WHAT THE TUTORS SAID:

STRENGTHS:
The most important message I get from this reference is the enthusiasm of the candidate for his subject, his dissatisfaction with routine solutions, and his determination to aim high even for topics he finds more difficult. The reference gives a picture of a candidate who has plenty of potential still to come and the writer is clearly very confident that the potential will be realised.

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WEAKNESSES:
But the style is too rococo for some tastes and may obscure the excellence of the candidate: Could be described as over the top. This would not put me off (Id probably offer the candidate an interview out of interest!) I find there is often more information to be had by reading between the lines than from the bare facts. Very verbose...lots of superlatives, but still contains useful information. I feel that the author is trying to hide something - it is so fulsome! And some busy tutors may not be willing to read so much detail: The style of this reference annoys me. Paragraphs are lengthy, and although the content is fine, the style of writing makes it difficult to get to get to the point. The personal comments are fine too, but it takes too long to find them. Finally, when you fit it onto a UCAS form you will find that the font size will have to be minute to fit it all in.

46

REFERENCE 5
X is someone of whom we are very proud. She is an exceptionally hard working and committed pupil who is popular with both staff and students and has gained their respect for her friendly and responsible attitude. She has an excellent record of attendance and punctuality; she is mature, well motivated and conscientious as well as being meticulous in her organisation of herself and her studies. X has held some positions of responsibility with success. She took on the responsibility as captain of the school sports day athletics team displaying excellent organisational skills. She has been consistently supportive of her forms and the schools charity events and has personally raised money for these charities. Xs wide interests include playing tennis and football (for which she won a trophy); reading, playing chess and using the Internet. Her keen interest in foreign languages led her to attend an evening class in German in addition to her school studies. X has completed a successful period of work experience as an assistant administrator in a company. She dealt with public enquiries, sorted out problems and gained experience of software packages such as Word and Excel. X has constantly maintained high standards throughout her school career as her GCSE results reveal and is expected to pass all her A Level subjects with A grades. She is currently studying Chemistry, Mathematics and Physics and her teachers comments reflect her diligent and responsible attitude to her work. Chemistry: estimated grade A X is highly motivated, very able and conscientious. A model student, X is a pleasure to teach. Mathematics: estimated grade A X displays good ability, commitment and good mathematical knowledge. She also has a good sense of humour. Physics: estimated grade A X has worked independently and consistently hard. She relates well to her peer group and to teachers. She is well suited to study aeronautics and engineering. I have no hesitation in recommending X to you as a mature, well motivated young woman with personal and social qualities which make her well suited to her chosen area of study.

47

WHAT THE TUTORS SAID:

STRENGTHS:
Clearly written and easy to read, with predicted grades clearly shown for later reference. I prefer this plain nature of the words and style. Is a little brusque, but conveys an air of objectivity, and is very close to the ideal from the stylistic point of view. The perfect structure, style and content. It takes 15 seconds to read and I know that the applicant fulfils all my requirements. A joy!

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WEAKNESSES:
Far too terse and sometimes unclear. What has Xs sense of humour got to do with her Mathematics ability for example? The sections on individual subjects are the most important ones, so they should be more detailed. This has too many paragraphs.

48

REFERENCE 6
X is an individualistic, different young man, good value every time volunteers are required, if one can follow his very particular ways of going about almost any task laid before him. He is perfectly well accepted by his peers, who recognise that he has his own ways, and he is a decent, helpful and polite young man. Academically he works extremely hard, and the problem for his teachers has generally been to try to get him to channel his efforts to best effect. He is as individualistic in his approach to work as he is in general, and he is certainly not lacking in interest or responsiveness. He is much better at practical aspects of work than at the higher elements of theory, and another issue to be addressed with him in the remaining time is that of selectivity: he adduces a lot of detail, often, but needs to thin it out to make the best impression. In Business Studies he is very enthusiastic - as he always is in everything he does - but he really does need to learn to select detail, to write entirely to the demands of the question, and to write more analytically and less descriptively. His predicted grade is a bit of a guess. A good day could see him at a B, but there are other days and the C-prediction is something of an average. History is his strongest subject and one which he could certainly tackle at university. He reads widely around the subject, and as in Business studies, he works hard to correct his deficiencies, which are largely technical. His English is not terribly secure, but the ideas are there and need only the kind of refinement that the Upper Sixth year normally brings. A C grade, with an outside possibility of a B. All the above comments are to be met in relation to Xs Psychology - lots of ideas, not always enough selectivity, a tendency to describe rather than analyse or evaluate; he is impervious to group pressure, though, when he has an idea to follow, and he will stand out against the mass if necessary. Again, we could wish for a better style in which his thinking were couched. Probable grade: C. Outside the classroom X is rarely still, getting himself involved in quite a range of activities, and once he is involved he does nothing by half-measures. He spent a hectic Lower Sixth year as a director with his Young Enterprise company - it was a precipitous ride at times, the business equivalent of haring madly round hairpin bends at full speed down steep gradients. But he learned a lot of useful lessons for life, and he deserves a lot of credit for the animation he brought to the job. When he commits himself, he does it properly, and he was one of the very few to see out the full commitment to last years Sixth Form Ball. He is a voluble debater and member of the Model United Nations team, a holder of strong convictions. He was terrific with children and staff at the Special School he attended on Community Service. He has recently rejoined the Chorus, not the worlds leading singer but competent and above all wholly reliable. Finally, for this necessarily brief overview, he has devoted a lot of time to school drama, especially in his Lower ad Upper Sixth years. X is in his own way a larger than life character, and I hope the above gives a suitable flavour of him. He deserves a Higher Education Place, and I am pleased to support his application thus.

49

WHAT THE TUTORS SAID:

GENERAL
LAYOUT IS:

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Good but essentially wed like to see a list of his subjects and predicted grades clearly at the top, or at least separated from the text. The use of separate paragraphs for each subject is a good feature...

STYLE:
I would hardly ever see a reference this long. It was rather repetitive in that we got to the point about the person pretty quickly and would have liked to have known more, rather differently. The style is, on the whole, vague and unhelpful. Just about every sentence contains both a positive and a negative comment. It would be better to separate out, or at least be more explicit about, the applicants strengths and weaknesses. The referee tends to use flowery descriptions...and tends to focus much more on the applicants personal attributes (or lack thereof?) rather than their academic qualities.

SUBJECT

COMMENTS:

Not bad - a bit of reading between the lines required, but none too subtle. Comments such as English not terribly secure ring serious alarm bells. All point only to his fabled individuality and a grade and few make detailed or reflective comments about his academic ability. It would be helpful if the references to the applicants subjects could confirm whether these are to be taken as an A Level or AS Level, or even, in the case of Business, as an AVCE. The referee has, at least, attempted to give a prediction for every subject, even if they have been rather waffley in places.

PERSONAL

COMMENTS:

Certainly give a clear idea of the person, though not particularly geared to whether the personality of the applicant would benefit from university education, cope with it or mature because of it. The nuances arent subtle: he is perfectly well accepted by his peers. In terms of psychological analysis, it may not be a teachers forte or place, but if the person has become the way they have because of home circumstances or experiences both inside or outside school, Id like to know about them. The penultimate paragraph gives a helpful (albeit guarded) insight into the applicants many and varied activities. Right from the start this reference appears to be describing a quirky, idiosyncratic, maybe even a problematic character, without ever coming right out and saying so. The reference to him beingindividualistic, different and having very particular ways immediately sets one up to read between the lines for any hint of problems. Maybe this is what the referee intended. If not, they are doing a disservice to the applicant. Having built up such a negative image of this larger than life character I fail to understand why he deserves a Higher Education place. Nowhere is it stated what contribution he might make, or benefit he might gain. In fact, reading between the lines, I am of the impression that this applicant is not yet ready to benefit from Higher Education.

50

REFERENCE 7
X is a friendly, co-operative and highly motivated student who is mature, confident and articulate. Her personal qualities have enabled her to develop very good relationships with staff and peers alike. X has maintained an excellent record of attendance and punctuality and we have always known her to be honest and reliable. Throughout her time here, X has worked conscientiously and has achieved excellent results across all curriculum areas at GCSE. Determination and hard work have ensured that X maintained her high standards during A Level in History and English and A/S Level in Mathematics. Mathematics: estimated grade A X is a well-organised, sensible student who is able to view her own work critically. She will flourish in Higher Education. History: estimated grade A X is a hard working and reliable student. She has an excellent relationship with her peers. She would make an excellent history student at university. English: estimated grade B A mature and likeable student, X is conscientious, thorough in her approach to her work. She should do well at university. X has held positions of responsibility with success. She has been a good form monitress, school librarian and member of the yearbook committee. This year she carried out her duties of deputy head girl sensibly and reliably and has been a mentor for a Year 7 student as part of a reading scheme to raise literacy standards of younger members of the school. X completed Post-16 Extension Programme modules in Yoga, Religion and the Arts and in Media Studies and has been a volunteer at a young persons advice service. X has participated fully in the life of the school, over the years she has been involved in the debate society, the school choir, and the drama club, which has led her to participate in various school productions. X has completed successful periods of voluntary work experience with an architect, a school, a university law department and a barrister. Following her voluntary placement with them, the university department recognised Xs ability and offered her a paid job during the holidays. In this placement X was involved in a variety of office tasks including photocopying and filing but also invigilating examinations and dealing with students. Currently, X has a part time job in Woolworths as a sales assistant. Xs interests include cycling, aerobics, swimming, travelling, listening to music, playing Mahjong, meeting new people and bungee jumping.

51

WHAT THE TUTORS SAID:

SUBJECT
COMMENTS:

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Pithy and not terribly analytical, but packs quite a bit in. Each sentence of the should do well at university type tells me nothing. Why? What is it about her that will flourish in a university environment? Because shes academically bright, because she will be well suited to learning independently, because she will benefit from learning in a seminar environment? Easy to see the predicted grades, although subject teachers comments are vague and largely unhelpful.

PERSONAL

COMMENTS:

Full of detail and generally helpful. However, what comes across is the gendered comment that boys are more confident and individualistic, and more girls conscientious and anxious to fit in. Is this what one is saying about the applicant? If one is reading between the lines and getting a wrong picture, then one needs to spell out what she is like more explicitly.

STYLE

OF LANGUAGE:

This is quite long, but...quite brisk (but not brusque) to the point and helpful. The grades and subjects are easy to spot and it is slightly less wordy [than some.]

52

REFERENCE 8
X is an interesting, not necessarily conformist young lady, strong-minded without being unpleasantly rebellious, one who knows her own mind, will listen to advice and may or may not accept it. She is socially very popular and well adjusted, able to relax as much with adults as with her peers. She found the transition from GCSE to A Level very hard and there were a few tears along the way. She is not, and would not claim to be, a top-drawer academic, and she went through a spell of wondering whether she was in fact doing something worthwhile or not. With encouragement and support and a more settled frame of mind she has actually done very well, rescuing herself to the point where she ought to get some decent grades and justify an application to Higher Education. We are in fact rather impressed by what she has achieved - it was not, and never was going to be, easy for her, but she has battled through and deserves recognition. Psychology is her first love, and in this subject she has effected something akin to a resurrection. Her first work was minimalist, not in effort, but in content, for she did not really appreciate the depth and breadth involved. But her work later in the Lower Sixth and now in the Upper Sixth is much better. She did a great deal of careful research and writing up for her coursework, and her attitude in class is so much more engaged as a result of the successes she has thrived upon. She is heading for a C/B. In Geography, her Lower Sixth Year is best described as enigmatic, for she seemed at once willing to engage in the work and to be too inhibited to join in. The Upper Sixth has seen something of the same transformation effected in Psychology, and the results have risen from despair to real optimism. If her grade is depressed in the end it will be because of technical failings rather than lack of effort or knowledge. She needs to elaborate more on whatever theme, to provide a stronger case through illustration, for example. Her grade remains enigmatic. A, C or a D - we really do not know. Her Biology is similar to her Geography; another area in which, after a dismal and depressed start, X has rescued a good deal from could easily have been left as mere wreckage. Again, her teachers are delighted that she has managed to generate so much more interest and therefore motivation, and while she will never find the work easy, she will actually do the work as well as she can and will deserve all the success she gets, at whatever grade. More enigmas; anything from a C to an E. Most of Xs extra-curricular talents are outside the school. She is an excellent skier, and she is very fit and athletic, having done a BAGA Grade 1 in gymnastics and a Grade 3 in Classical ballet. She is a very good tennis player indeed, having captained the school team and indeed been runner up in the County Cup. I hope that this reference is taken as entirely supportive. X has worked her way up from pretty deep despair not all that long ago to a far more positive and successful situation now. Her present frame of mind certainly qualifies her to enter Higher Education, and I am very pleased to give my support to her application.

53

WHAT THE TUTORS SAID:

PRESENTATION
IS:

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OK - position of predicted grades could be clearer. Has predicted grades that are so vague as to be almost useless, which is incredibly rare. So long and detailed that I doubt whether [it] would fit onto the UCAS form.

CONTENT:
Evidently there have been academic weaknesses but these have been addressed, so how much emphasis should be placed on them? Content is mixed. It reads like an honest, open reference, but perhaps creates an impression of a weak applicant (one who might not be ready for university study.) I think that a blunter, less apologetic reference would be more favourable to the student. I cant help feeling such an honest and forthcoming reference puts her at a disadvantage relative to a similar student whose referee knew her less well. The reference could emphasise her present position over her past difficulties. This reference is too repetitive and colloquial, and while quite informative in the subject based contextual statements, these need editing, and a greater degree of objectivity required. The grades need to be more specific, and the somewhat provocative language in places tempered. Ultimately, it is a fundamentally contradictory and unhelpful reference.

54

REFERENCE 9
X is an extremely enthusiastic, honest and conscientious young woman with a very positive attitude towards school life. X has learned to overcome her disability (she is profoundly deaf) with such courage and good humour that she has been an inspiration to both her peers and her teachers. Her courteous and friendly nature enables her to form good relationships with staff and peers alike. Since joining us in Year 7, she has established an excellent record of attendance and punctuality. A committed student, X organises her studies and other activities effectively. As anticipated, she achieved excellent results in a range of subjects. Determination and very hard work have ensured that she has maintained her high standards during her A Level studies, as the following comments taken from her academic reports indicate. Sociology: estimated grade B X is able to write clear, well-organised arguments, making good use of supporting evidence. She shows determination, commitment and the ability to work on her own. English Literature: estimated grade A X is one of our best students and carries out all learning tasks. She has a good working relationship with the rest of the class during discussions and workshops. X has a strong interest in all types of English literature and from an early age has taken an active part in performing in public. She has continued this into her school career and has held some leading roles both in school and in public drama productions (with the Chicken Shed theatre). Her love of literature has led her to produce some creative writing ranging from a story in the school magazine to the publication of poetry and factual pieces of writing. X has acquired textprocessing skills in order to facilitate her work and communication. X has helped with numerous charity projects, raising on one occasion a considerable sum of money for Great Ormond Street Hospital, but also for Oxfam and Marie Curie, as well as GOSH, and the Deaf Childrens Society. She has also given her time to do some voluntary work working as part of the A Team, a group of members helping at summer workshops. She has also worked backstage at a production staged by a deaf theatre group. X completed extremely successfully some work experience in a school for the deaf in Year 11, where she was able to use her newly acquired signing skills. Her interests are varied and include sign language, drama, writing, travelling, visiting museums, art galleries and the theatre. I have no hesitation in highly recommending X to you as a mature, well-motivated young woman with personal and social qualities which make her well suited to her chosen area of study.

55

WHAT THE TUTORS SAID:

First two paragraphs fine. This is not really enough academic information. The comments about English literature tell you virtually nothing about the applicants actual ability in the subject - I would like to see more specific academic information than this. There is a lot of personal information in the second half of the reference, much of which I would expect to be duplicated in the personal statement anyway. This applies especially to the second and third paragraphs from the end. This section gets rather listy. There is no information on what students are expected to take at the centre. Overall, Layout not great, too much space listing various things she has done (although the bits on what kind of person she is are fine and do the job without the extra stuff). Nowhere near enough specific academic information. Language fine. A helpful, efficient and well executed reference in relation to offering pertinent and focused information. There is perhaps too much of an over-compensatory emphasis on the extra curricular, which should form a more substantive part of the student statement, and insufficient attention to the issues that would have had to be addressed and resolved in relation to this particular students circumstances, even in despite of her self-evident achievement.

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56

REFERENCE 10
X is a rather private young lady, with a small but loyal group of friends but in general with a strong preference to keep to herself. She is absolutely reliable, extremely well organised and extremely bright, too. She sets herself the most exacting standards in everything she does, and sometimes she agonises when she transparently need not do so about whether she is meeting her perfectionist targets. That perfectionist streak caused her early difficulties in the Sixth Form - she could not easily make a final choice of subjects, so she decided to start out with four, which has put her under pressures she had not previously felt. Now, however, she is at the level in everything at which she believes she ought to be, and she is much happier and making excellent progress. Her reserve did in fact conceal some of her anxieties for a while, but we think those anxieties have greatly receded. Her final examination entries have yet to be determined, but she would also like to take Italian at GCSE, to remedy the absence of a foreign language, for reasons of previous policy at the school. (She is already heading for an A in Italian.) In Maths she is highly competent, logical, clear and - repetitive though this is - hindered only by her eternal search for absolute perfection. We have noted few signs of real difficulties, but even if she had problems they might never come to light, so quiet is she in class. She is well on course for an A. Xs Further Maths performance is also good, but not as sharp as her insight in the rest of her Maths. She may ultimately take an A/S in this, and though she should do well, she is more likely to get a B than an A. It would also take much pressure off her to reduce her subjects to three main line A Levels. Xs initial worries over her Physics have disappeared. She has produced excellent module results, and her work is thoughtful and extremely thorough. She goes directly to the heart of a problem, and she explains herself clearly and concisely. The only worry about her work rate is that it occasionally risks being too high. An A looks certain at the present rate of progress. It is in Chemistry that X seems most inclined to emerge from her shell. Whilst not a leader, she does volunteer answers in class, and she works well both independently and as part of a group. Her work is at all times thorough, well learnt, and academically precise and concise. She is a very powerful candidate indeed for an A grade, again provided that she does not over-work. X is a competent musician, a member of the string orchestra, the Chorus and the First Orchestra. She was part of the Model United Nations delegation to Dublin, where, though she remained essentially very diffident, her intellect was unmistakable. She helped with the Sixth Form Ball arrangements, and she has always given time and effort in her House, in swimming, hockey and athletics (she is a good long distance runner). She completed her Bronze Duke of Edinburgh Award outside school; in school she is continuing with the Silver - she shows immense self-motivation. It is hoped that the Upper Sixth year will help X to come out of herself more. She is extremely academic, and has chosen her field of study after careful thought (she attended a Liverpool University Medical conference for Sixth-formers to assist with her decision), and she deserves every support in her application.

57

WHAT THE TUTORS SAID:

Valuable insights into the student - could it be more condensed? If reading rapidly, I would be likely to miss information from this style. Rather too wordy - especially if applying for an oversubscribed course. Too wordy, flowery, reads like a psychologists report.

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REFERENCE 11
X is a hard working and enthusiastic young woman. She is always courteous and relates well to her peers within a strong friendship group. Her attendance is good and we have always known her to be honest, reliable and in good health. She shows determination to succeed in her chosen A Level subjects and is learning to be effective in the management of her studies, which include a fourth A Level in Persian, for which she attends a community school. The following comments are taken from her subject teachers academic profiles: Biology: estimated grade B X has demonstrated good understanding of concepts and theories. During practical lessons she works safely and efficiently. Chemistry: estimated grade C/B X is well-motivated, presents work punctually and shows understanding of most topics. She works well impractical groups. Physics: estimated grade B X is keen to do well and shows interest in the subject. She understands the main concepts. She meets deadlines and is capable of working and thinking independently. She can carry out practical coursework tasks skilfully. In school X has been involved in a variety of activities. She has taken responsibility as a librarian and sub-prefect as well as being elected manager of the school branch of the Yorkshire Bank. In these roles she has demonstrated efficiency, reliability and very good communication skills. Examples of her caring nature and willingness to help others have been her efforts in raising funds for charity and acting as a reading mentor to a Year 7 pupil as well as the time she has spent with young children and the elderly in her local community. Xs experiences have been broadened through the Post 16 extension programme. She has completed courses in Media Studies. Out of school in addition to studies, X enjoys keeping fit through various sporting activities as well as participating in music, dancing and other cultural pursuits. X has made good use of work shadowing to establish her career interest and has selected courses in Higher Education that will help her achieve her ambition of working in the field of medicine and biological science.

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WHAT THE TUTORS SAID:

Clear, well set, easy to read. Succinct...clear access to grades and still had personal insights.

REFERENCE 1 REFERENCE 2 REFERENCE 3 REFERENCE 4 REFERENCE 5 REFERENCE 6 REFERENCE 7 REFERENCE 8 REFERENCE 9 REFERENCE 10 REFERENCE 11 REFERENCE 12 REFERENCE 13

ONE TUTOR COMPARED THE REFERENCES 10 AND 11:

STRENGTHS AND WEAKNESSES OF

Specific comments from the subject teacher evident in both of the references is very helpful and something Id welcome in all UCAS references. A clear statement of the predicted grade for each specific subject, as presented here is required. This is especially important for a degree like mine where the performance in one subject is very important. So ABC overall is not very helpful when we need the student to gain at least a B in [for example] Chemistry. It is useful to see both the strengths and weaknesses of the candidate. However in reference 10 I thought perhaps too much information was presented in this area, perhaps to the detriment of the candidate who was academically able (A, A, A, A/B predicted). Reference 11 appeared more balanced with strengths and weaknesses both being addressed. Although it is useful to know why a student (e.g. ref 10) has taken 4 subjects, I considered that this would only be necessary if it had adversely affected their work e.g. swap from one subject to another at the beginning of the 6th form affecting an A/S result or if one subject had been dropped. The additional pressure of an extra subject did not appear to have affected the student in ref. 10, so the information appeared irrelevant. A concluding paragraph summing up the information and perhaps reiterating the predicted grades or those obtained is useful. I would have liked to have seen this in reference 11. Neither reference included the information I would have like related to work or related experience in [the subject applied for]. Both references were one line comments with little information towards the end of the reference. Knowledge of the profession gained via work experience or another means is really important to me as an admissions tutor [for a medical subject]. Therefore I would have liked this information to have been more detailed and presented directly after the information on subjects and grades. Both references included details of school and outside areas of interest which were relevant. Id be happy to see this information towards the end of the reference before the conclusion.

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FURTHER REFERENCES TO CONSIDER

The following references do not have tutor comments and are included for discussion. The references match much of the advice provided by admissions tutors because: the grades are stated at the top of the page so they are clear to admissions tutors (NB. this does not force the admissions tutor to read the rest of the reference) each subject has its own paragraph; specific skills are discussed specific activities / examples are referred to; progress throughout the advanced level courses is outlined; the references are relatively concise.

REFERENCE 12
X entered the sixth form with outstanding GCSE grades, including 5 *A grades. He is currently studying Chemistry, Physics, Mathematics and Further Mathematics at A2 level, having achieved A grades in all four subjects at AS level, including 100% on the M2 Mathematics unit. His predicted A2 grades are: Chemistry: A Physics: A Mathematics: A Further Maths: A

In all his subjects X has demonstrated an exceptional ability to grasp the most complicated concepts. In Chemistry his blend of numeric and communication skills enables him to calculate quickly and accurately and to explain his ideas fluently and succinctly. His leadership skills and team working were shown to excellent effect in the preparation of a group presentation on fuels. Throughout this course he has shown a very high level of motivation and determination and a willingness to work independently. He grasps difficult ideas from all branches of Chemistry with alacrity and shows particular enthusiasm for physical chemistry. In Physics X has shown the ability to grasp new ideas with natural ease, to think critically and to ask perceptive and thoughtful questions. He has read widely around the subject. In his coursework he has demonstrated persistence in the collection of data and a willingness to apply high-level ICT skills. In Physics X has taken a leading role in group and practical work. X took his AS Mathematics course in his stride, solving most of the problems with relative ease and often being several steps ahead of other A grade students in the class. His algebraic skills are excellent and he is able to break down complex problems into manageable stages. He is able to work independently and tackle and solve the hardest questions in the textbook. In Further Maths one of his strengths is the ability to work out quickly in his head the solutions to most problems. Where he has found some of the proofs difficult, for example proof by contradiction, he has shown a great determination to grasp the complex concepts involved. In this, as in other subjects, he willingly and successfully helps other members of the group improve their understanding. X has shown himself in all respects to be an excellent member of the school community. He is a school prefect, with particular responsibility for Year 7 ICT support. He is captain of the school Mathematics team, supports individual students in a Year 7 Science class each week and also organises revision sessions. His own talent and interest in table tennis encouraged him to set up a school table tennis club and arrange for the team to participate in competitions up to county level. X is a truly exceptional student who would thrive under the stimulus of a demanding academic environment at University. He combines outstanding intellect with a modest and well-balanced personality which makes him popular and well respected by peers and staff alike. He would be an asset to any institution and we have no hesitation in giving his application our strongest support. 61

REFERENCE 13
At the end of Y11, X achieved 3 GCSEs at grade C or above and Merit at Part One Intermediate Business. He is currently studying AVCE Business Full Award and Sociology at A2 level having achieved an E grade in Sociology at AS level. His predicted grades are: Sociology: E AVCE Business: E

REFERENCE 1 REFERENCE 2 REFERENCE 3 REFERENCE 4 REFERENCE 5 REFERENCE 6 REFERENCE 7 REFERENCE 8 REFERENCE 9 REFERENCE 10 REFERENCE 11 REFERENCE 12 REFERENCE 13
62

In Sociology, X is a co-operative and helpful student who has the ability to work with all members of the class and be sensitive and responsive to their opinions. X recently produced oral presentations of a good standard on an aspect of the family in society. He spoke confidently in front of the class and presented his arguments in a clear and logical way. His knowledge and understanding of key terms and concepts is improving and he makes every effort to synthesise complex arguments and apply them in a relevant manner. He is genuinely interested in many of the topics and issues raised and he enjoys debating conflicting theoretical explanations, for example discussing the ways in which the media can influence their audiences. X has completed a number of Units on the AVCE Business course. He has a satisfactory theoretical understanding of business terms and concepts and can generally apply his knowledge effectively. He has a basic understanding of financial and accounting concepts and can solve straightforward problems accurately. He has shown that he can work both independently and in groups. He collected information for his group on the Business Planning Unit and he worked independently, investigating marketing techniques, on the Marketing Unit. His IT and communication skills are improving and he has used a range of methods to present his work. Xs record of attendance and punctuality is very good. He has participated in a variety of school functions and events including the schools reading scheme. He has also taken a full and active part in school football teams. He has proved, over a number of years, to be a committed and reliable team member. X is a cheerful student who enjoys expressing his opinions and taking part in discussions. We believe he has the potential to benefit from a higher education course.

63

INFORMATION GATHERING SHEETS

his section contains examples of the paperwork used by a variety of schools to collect information for reference writers. Schools and colleges are complex institutions and each has to develop methods to suit its individual circumstances, but by comparing your system with others, you can investigate its strengths and weaknesses.

CONTENTS
Document 1 Subject Specific Document 2 Subject Specific Document 3 Subject Specific Document 4 Subject Specific

A range of schools submitted examples of their documentation. They have been adapted to provide contrasting styles for your consideration.

Schools and colleges are complex institutions and each has to develop methods to suit its individual circumstances
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Document 5 Pastoral Summary

INFORMATION GATHERING ~
SOME SUGGESTIONS
To gather information for UCAS references four key areas must be examined. These are: Decide on the information you need Develop your information system Fit the evidence to the application Keep your staff informed

ECIDE ON THE INFORMATION YOU NEED

How have the candidates done so far academically? What evidence do you need to give a clear idea of the individual student and how they have developed, what progress they have made towards managing their own learning and what they contribute to their teaching group? How are they likely to do academically? How will you assess whether they are capable of completing a Higher Education course successfully? How will they cope with university life? This breaks down into: personal organisation: What evidence do you have about punctuality, reliability, meeting deadlines, taking responsibility for themselves and coping resourcefully with change? managing relationships with others: What do you know about how they get on with peers, staff, taking responsibility for others and going outside school (e.g. work experience, community service)?

EVELOP YOUR INFORMATION SYSTEM

Analyse your existing system against this checklist: What information have we got so far? It might be reports, records, targets, RoAs, Personal Statements or work experience reports. Where are they, whos got access to them and who needs access? What information do we still need? Where are the gaps between the information you have and what the universities and colleges want to know? Whos got this further information? It could be held by students, staff, people outside school or by other schools if you work in a consortium. How will you contact them? How do we ask for the information? How well do staff understand what information we want and why we need it? What are the advantages and disadvantages of tick boxes, open questions and structured questions in getting the quality of information you want? What form is our information in? Is it on paper, on record cards, on disk or in the computer? How long will it take us to put the information together? Find the balance between getting up to date information and giving people enough time to provide it - write it into your timetable so people know when they will be asked.

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IT THE EVIDENCE TO THE APPLICATION

No individual tutor can know everything about all the courses their students might apply for. As well as the subject specific information in this book, you can also use the research the student should be doing for their application. Applicants should be researching prospectuses and the UCAS site to find out what the course requires, why they like it and why they think they can do it. They need this in order to write their Personal Statements. This statement should pull out significant themes. Obviously you will not want to repeat the Personal Statement but admissions tutors are relying on you to tell them how effectively the applicant has acquired the knowledge, skills and characteristics they are looking for.

EEP YOUR STAFF INFORMED

The production of references should fit seamlessly into your reporting system and you should not feel as though you are starting from scratch. Your colleagues will appreciate anything you can do to simplify their work, so make sure your staff handbook clearly explains the nature, function and timing of the reports you require them to produce.

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DOCUMENT 1

UCAS REFERENCE REQUEST

S U B J E C T S TA F F
Student Subject What grade is the student likely to achieve: At current progress? If they work flat-out? Teacher

Dear Colleague I would be most grateful for your help in preparing a reference. Please complete the following questionnaire by ticking the relevant boxes (the questions on the last page on strengths and weaknesses are especially important) and return it to me by ...................................... Please do not forget to add comments that are suitable for inclusion on a reference. Many thanks
Updated exam results External Grade achieved: Date taken: Comment:

Internal

Grade achieved:

Date taken:

Comment:

INSTRUCTIONS Please indicate the students abilities in the following areas on a scale of 1 to 5 by putting a circle around the appropriate number. Examples of what would denote particular scores are provided.

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UNDERSTANDING CONCEPTS
1 Impressively thorough 2 3 Understands most aspects but some gaps and superficiality 4 5 Very poor grasp of underlying concepts

KNOWLEDGE OF FACTS
1 Excellent, knows peripheral material as well as main points 2 3 Knows most of the main points but gaps in detail 4 5 Knowledge weak in most areas

CLARITY OF WRITING
1 Writing clear, easy to follow, well organised arguments 2 3 Work reasonably planned, argument occasionally poorly expressed 4 5 Writing weak in most areas

POTENTIAL FOR HIGHER EDUCATION

1 Excellent potential, will flourish 2 3 Reasonable, may struggle at times but should cope 4 5 Not promising, lacks ability or/and drive

What are this students main strengths?

What are this students main weaknesses?

How does he/she get on with other students?

Any additional comments which might help this reference?

Many thanks for your help.

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DOCUMENT 2 SUBJECT/DEPARTMENT UCAS REFERENCE DATA SHEET

PART A: TO BE FILLED IN BY STUDENT by (date)

NAME: TUTOR GROUP: SUBJECT(S) YOU WISH TO STUDY IN HE: UNIVERSITY/COLLEGE DEGREE/ HND 1 2 3 4 5 6 COLLEGE COURSE e.g. ART FOUNDATION SUBJECT/COURSE TITLE EXPECTED OFFER NAME OF TUTOR:

A/AS/AVCE LEVEL SUBJECTS

AS GRADES AWARDED

SUBJECT STAFF

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PART B: CONFIDENTIAL. TO BE FILLED IN BY HoD IN CONSULTATION WITH SUBJECT STAFF.

5 HIGH MOTIVATION POWERS OF ANALYSIS COMMUNICATION SKILLS INDEPENDENCE OF THOUGHT COMMITMENT TO COURSEWORK PLEASE ALSO COMMENT ON: (1) The students strengths in terms of skills and concepts in your subject 4 3 2 1 LOW

(2) The extent to which they have shown initiative in developing their knowledge beyond basic course requirements

Any other positive comments

HODs SIGNATURE RETURN: TO BY (date)

A COMPLETE RETURN IS ESSENTIAL

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DOCUMENT 3

UCAS REFERENCE
The Headteacher has instructed that this form must be returned within five working days of the date of issue. To: Name of student: Form: The above is applying for admission to University to read: They have applied for degrees within the range of a minimum tariff / grade of to a maximum tariff / grade of Teacher to complete Year 12 AS/VCE grade Estimated A2 grade now Estimated AVCE grade now Estimate if more focused Estimate if more focused Date of Issue: Return by:

Please provide, as fully as possible, an assessment of the suitability of this student under the following headings:

ACADEMIC QUALITIES:
written and verbal powers of expression; competence in presenting coherent argument; ability to think logically, with originality and independence of mind; interest in ideas; ability to research, organise and use information; planning of work;

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COURSEWORK/FIELDTRIPS
e.g. title, students initiative.

ATTITUDE TO WORK:
reliability;

punctuality;

planning;

capacity for hard, sustained, well organised work;

perseverance;

ability to concentrate;

practical aptitude;

contribution to group work.

SUITABILITY AND MOTIVATION FOR THE CHOSEN COURSE.

Signed (teacher)
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DOCUMENT 4

UCAS Reference Guidance Sheet for Subject Teachers

The subject references you provide are very important for the form tutors and head of sixth form as your comments are used to write the actual UCAS reference. What you write will influence that students chance of winning a university place of their choice, so please try and give actual examples of achievements. Things to bear in mind when filling this form in are: this is not a report, please dont include negative comments or irrelevant information; it is a reference and should be an overall account of that student during the course and their achievements and strengths; stress the positive, everyone has qualities whether they display them orally, through groupwork, through presentation, demonstrate leadership, through independent work, through coursework etc. Lastly the sixth form team appreciate the time that you give up for this essential task and the wonderful references you write. Please try and keep to the deadline as its there to ensure the tutors have enough time to put all your references together into one coherent reference and any delay can have serious consequences for that students future. Many competitive Universities and courses are first come first served. Thank you.

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UCAS Reference Information

Name Subject A/S Grade Tutor Group Teacher Predicted A2 Grade

Please describe the students progress in your subject; include references to their motivation, ability and progress over the course.

Give an example of how this student has displayed leadership/ groupwork/teamwork within your subject.

Describe this students independent work. If coursework is done outline the work the student has done independently.

What are this students strengths in your subject? (explain in terms of skills)

Give an example of an area of your subject in which this student has shown determination/perseverance/commitment.

Describe any Study Conferences or Trips that this student has attended and how this would have benefited them.

Please complete no later than

and return to
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DOCUMENT 5

PASTORAL SUMMARY ~ UCAS REFERENCE

STUDENT TO COMPLETE THIS SECTION
1. What activities have you taken part in throughout your sixth form / outside sixth form?

2. What responsibilities have you been given?

3. What other comments can you offer that show you to be an organised student, to be an active student, to be motivated, and show you to possess teamwork skills / social skills?

4. Other comments that might help staff write an informative reference to your chosen universities / future employers.

Identify any staff involved with the information above (questions 1,2,3) and state in what way.

Having completed the section above hand in your report to your form tutor

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FORM TUTOR TO COMPLETE THIS SECTION

Please write a brief report about the student commenting on: their level of involvement in the school / outside the school, social skills, motivation, level of organisation, reliability, any problems (e.g. medical) that might affect academic performance.

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NOTES

NOTES

WRITING REFERENCES FOR HIGHER EDUCATION

A COMPREHENSIVE GUIDE FOR TUTORS
Sue Jones

riting References for Higher Education is based on a detailed survey of over fifty undergraduate admissions tutors from a range of disciplines. The publication includes:

Subject specific advice from over fifty admissions tutors General advice about the reference Information gathering sheets from tutors and course leaders Materials for subject leaders to help write more effective reports on their students Examples of references across a range of courses Constructive comments from admissions tutors about a range of references Sue Jones is an experienced secondary school teacher who now works as a freelance journalist, writing largely for the Times Educational Supplement.

Senior Press P O Box 199 Pinner HA5 1WA ISBN 0 9530296 89