Applying for Higher Education:

A Guide for Staff Written by Kate Munday-Hoctor

Written by Kate Munday-Hoctor from Kent and Medway Progression Federation

Design by Emma Bunyard

KMPF is extremely grateful to the numerous staff members at our partner schools, the University of Kent, the University

for the Creative Arts, Canterbury Christ Church University and MidKent College who have supported and contributed

to the development of this guide.Illustrations by Freepik

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contents

YOUR STUDENTS AND HIGHER EDUCATION PARTICIPATION 4

HELPING YOUR STUDENTS DECIDE THE BEST HIGHER EDUCATION ROUTES FOR THEM 5

STUDENT CONCERNS AND HOW TO ADDRESS THEM 9

PREPARING STUDENTS FOR APPLICATION TO HE 11 What to do and when to do it 11

Enabling your students to be in the best position to apply 13Selecting the right course 14

Selecting the right university or college 16

APPLYING ONLINE: UCAS 18Helping students to avoid common mistakes 19

When to apply 21Personal statement 22Writing a reference 25

AFTER SUBMISSION 27Preparing your students for a course interview 28

Receiving and accepting offers 31Students with no offers 33

NEXT STEPS 35Student Accomodation 35

Student Finance 36

WHERE TO STUDY HIGHER EDUCATION IN KENT AND MEDWAY 39

GLOSSARY OF TERMS 40

FURTHER RESOURCES 42

DEADLINE CALENDAR 43

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YOUR STUDENTS AND HIGHER EDUCATION PARTICIPATION

Many students find university or college higher education (HE) a daunting prospect, but perhaps even more so when coming from a widening participation (WP) background.

Widening participation students are under-represented in higher education because they are subject to various forms of disadvantage. WP students include:

Traditionally, these students may not have considered HE as an option, due to a number of social, cultural, geographical and economic factors; for instance, parents’ social backgrounds and occupations, as well as the socio-economic environment in which a student is

raised, are all considered to impact upon aspirations. Likewise, for disadvantaged students especially, the cost of studying can discourage HE participation, as well as the geographical location in which they live.

Lack of information concerning HE and the application process can also act as a deterrent to HE progression for students unfamiliar with the process. This is where your role in supporting students as teacher or adviser is key. Young people from families with no history

of university-level education, or from groups with low HE participation rates, may not receive the same levels of support as some of their peers, or may have specific barriers to overcome. This guide aims to help you help them. It will provide information about the HE

application process so that you can support your students through each step, from choosing between college and university higher education to applying for student finance.

Also included are suggestions for student activities as well as signposts to further relevant information.

“University applicants from non-traditional backgrounds do a little bit worse at every stage. They are also a little bit less likely to get through at every stage. They therefore need a little bit more support at every stage.”

University Head of Admissions.

Refreshing your knowledgeIf the responsibility for HE application support has fallen to you, it is vital that you keep up to date with current developments. UCAS offers adviser training online and in schools and colleges. For further information visit: www.ucas.com/advisers/training

• Some ethnic groups or subgroups;• Students who have been in care;• Disabled students;

• Students from low income backgrounds;• Students from lower socio-economic groups;• First generation HE applicants;• Those from neighbourhoods with low higher education participation (POLAR3).

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HELPING YOUR STUDENTS DECIDE THE BEST HIGHER EDUCATION ROUTES FOR THEM

Although HE might be right for some of your students, it may not be the best option for others. Students should explore the various routes and options available to them, making decisions about those most suitable with encouragement and guidance from you. Part of this process is deciding whether college or university HE is right for them and the type of qualification for which they would like to

study when they are there.

Offer HE exploratory sessions to all students, not just to those who have actively expressed an interest; students who may not have otherwise considered HE may be encouraged to do so as a result, so do not rule anybody out.

Top tip:

UNIVERSITY HECOLLEGE HE

• Courses tend to be more industry specific than academic.

• Most courses allow students to combine study with work-based learning.

• Students can opt to complete a degree level qualification in various stages, rather than commit to a three-year programme.

• Offers flexible learning times. • Tends to offer more contact time and less

independent study time.• Courses are usually tailored to local priorities

and work requirements in the local area.• Courses usually have lower entry requirements

than those provided at universities.• For students who have missed out on marks

or qualifications, colleges offer lower level courses which can provide pathways to HE.

• Students can study in a familiar environment within their local area.

• Tuition fees are usually lower than at universities.

• Both academic and vocational courses are taught.

• Some courses offer work placements and opportunities to study for a year abroad.

• BA/BSc/BEng programmes usually run for three years or more.

• Less flexible learning times, although students can study part-time.

• Tends to offer less contact time and more independent study time.

• A wide range of courses are available at universities nationally.

• Courses have specific entry requirements which students must meet to be accepted to study on a course.

• Some universities offer foundation years for students unable to meet entry requirements. Upon successful completion, students can usually progress to a degree programme the following year.

• Students can move away from home and study in a new environment.

• Tuition fees are usually higher than those charged at colleges.

College or University?

Many students are unaware that further education colleges as well as universities offer higher education. While some may feel more suited to studying at university, college higher education may be more applicable to others.

Introduce students to HE options available at both and ask them to consider the similarities and differences between them.

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HE qualifications provided by colleges may include the following:

• Higher National Certificate: Study at Level 4. Can lead to Level 5 entry on an HND programme, followed by a degree top-up year.

• Higher National Diploma: Study at Levels 4 & 5. Can lead to a degree top-up year, enabling students to gain a full bachelor’s degree.

• Foundation degree: Study at Levels 4 & 5. Students can progress to a top-up year and gain a full bachelor’s degree.• Top-up year: Study at Level 6. Usually completed after students have gained an HND or foundation degree. This allows

students to gain a full bachelor’s degree in partnership with a local university.

HE qualifications provided by universities may include the following:

• Foundation year: Not a ‘stand-alone’ qualification but an introductory course year from which students can progress to the first year of a degree upon successful completion.

• Bachelor degrees: Includes Bachelor of Arts (BA), Bachelor of Science (BSc), Bachelor of Engineering (BEng) and Bachelor of Laws (BL or LBB). A degree with ‘honours’ requires students to pass a higher number of credits than an ‘ordinary’ degree and is therefore often more highly regarded.

• Postgraduate study: Introduce students to postgraduate study and the option to continue study after their first degree. This can include master’s degrees, doctorates or specialist vocational programmes.

Apprenticeships

Apprenticeships can offer a hands-on alternative to a traditional, academic course. Primarily, an apprenticeship is a job, which allows apprentices to earn a paid salary while training on the job and studying at a college, university or with a training provider. The

employer covers the tuition fee costs.

Higher and degree apprenticeships are offered for post Level 3 students. Higher apprenticeships provide an opportunity to gain a higher-level qualification, at Level 4, 5, 6 or 7. These can include NVQ Level 4, HNDs and foundation degrees. Alternatively, students

can gain a full bachelor’s or master’s degree with a degree apprenticeship.

Higher and degree apprenticeships are competitive and students will need to search for vacancies via Apprenticeships on gov.co.uk, or Apprenticeship Kent for opportunities in Kent.

[www.gov.uk/apprenticeships-guide] [www.apprenticekent.com/home]

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Russell Group UniversitiesSome students may be suitable for a Russell Group university application. If so, it is important that they check any

additional entry requirements and note important deadlines. Unlike the January 15th deadline for most other universities, Oxford and Cambridge require students to apply by October 15th, attend an interview and sit an

entrance test.

University of BirminghamUniversity of Bristol

University of CambridgeCardiff University

Durham UniversityUniversity of Edinburgh

University of ExeterUniversity of Glasgow

Imperial College LondonKing’s College London

University of LeedsUniversity of Liverpool

London School of Economics and Political ScienceUniversity of ManchesterNewcastle UniversityUniversity of NottinghamUniversity of OxfordQueen Mary University of LondonQueen’s University BelfastUniversity of SheffieldUniversity of SouthamptonUniversity College LondonUniversity of WarwickUniversity of York

The Russell Group

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STUDENT CONCERNS AND HOW TO ADDRESS THEM

“Higher education costs too much and I won’t be able to afford it.”

For many students, acquiring a student loan is a huge concern and one that may prevent them from progressing to HE. While this is understandable, it is important to explain the reality of the situation. Here are some key points:

• The amount students pay back each month depends on the amount they are earning, not on how much they have borrowed. Currently, if a student is earning below £21,000 per year, they will not have to pay anything back. When they start to earn over £21,000 only a small percentage of their salary will be automatically deducted from their monthly pay, like tax. Currently, this is only 9% of the amount of money a student earns above £21,000. For instance, if a student is earning £25,000 per year repayments will be 9% of £4,000, which equates to around £30 a month – a similar amount to a mobile phone contract.

• After 30 years, the debt is wiped clean, even if it has not been fully repaid.• A student loan will not affect a student’s credit rating. • There are scholarships and bursaries available that do not have to be repaid.

There are regular changes to student finance information so ensure that you keep up to date with these via www.gov.uk/student-finance.

“I’m not clever enough to go to university.” “Higher education just isn’t for me.”

• For some students, university HE may not be appropriate. If this is the case, you should support the student while they look for suitable, alternative, progression routes.

• For students who are potentially able to meet university entry requirements but are lacking confidence in their academic ability, encourage visits to Open Days where they can ask current staff and students about course requirements and expectations.

• Course entry requirements vary; while a student may not be able to meet the requirements of one university or college, they may do so in another. Suggest that they compare the range of entry requirements at a variety of institutions.

• Some students may wish to complete a degree-level qualification in stages and nearer to home rather than committing to a three-year university course, so encourage them to explore HE opportunities in colleges as well as universities.

• Ensure that your students know that higher education is about so much more than the end qualification; it is also about the experience overall and the social, extra-curricular and employment opportunities made available during study.

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“I need to earn some money before signing up for a degree, so that I can support myself.”

“There isn’t any point going to university because employers now look for work experience and skills, rather than a higher-level qualification.”

Some students may feel as if they need to leave education so that they can begin to financially support themselves, or that work experience is now more highly valued than academic qualifications. Here’s how to address these concerns:

• Advise students to look into HE options that may allow them to study while working and earning a salary; e.g. higher and degree apprenticeships. These are a great way to gain industry-specific experience while generating an income and not having to pay tuition fees. However, apprenticeship places are competitive and limited.

• Ask students to consider courses providing work placements or a sandwich year in industry. These offer work experience as part of the course, although this might be unpaid.

• Ensure students are aware of the financial support available to them during study; e.g. a maintenance loan or bursary for those with low family incomes.

• Introduce employment opportunities available at universities and colleges or near campus, usually advertised by on-campus careers services. These will allow students to increase their level of income and their work experience whilst studying or during term-time breaks.

“I’m going to apply to a local university or college, because my family can’t really afford to visit all of the other ones I’m interested in.”

• Students should be encouraged to consider universities nationwide and not limit themselves to what is on offer locally. Many institutions offer financial support for low-income families wishing to visit and some publish online virtual tours. Contact institutions directly for further information, or visit UCAS Virtual Tours for links to online campus tours.

“My parents don’t want me to go to university; they say it’s not worthwhile.”

• Some parents might not have accessed higher education themselves and thus may be unfamiliar with the opportunities it offers. Your school should provide parents and carers with relevant information concerning higher education and its benefits. They may also need guidance concerning how they can support their child throughout the application process.

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PREPARING STUDENTS FOR APPLICATION TO HE

WHAT TO DO AND WHEN TO DO IT

• Encourage early engagement and interest in higher education. Invite universities and colleges to your school to present on the wide range of subjects they have available. Raise awareness of subjects which students may otherwise not consider, e.g. the creative arts.

• Offer guidance for students choosing GCSE options. If some already know which career area they are interested in, help them to find out about the GCSE requirements of related HE courses (www.ucas.com).

• Guidance provided to students about their subject choices should include advice about keeping doors open should they wish to apply for higher education.

• Advise students to start thinking more seriously about what they would like to do in the future.

• Introduce higher education options available at colleges and universities.• Encourage students to look into relevant work or voluntary experience that

will support their HE application (search ‘Volunteer’ at www.gov.uk).

• Now is the time for students to consider what to do next and visit potential sixth forms and colleges.

• Advise students to consider the HE courses in which they may be interested, as well as their entry requirements. Knowing what they want to do at HE level will help them to make informed decisions about subject choices now.

• Organise a day visit for your students to a local university or college. • Encourage students to explore any local events related to the subject or career

in which they are interested. Universities and colleges run careers fairs and subject-specific events that students can sign up to free of charge.

Visit www.unitasterdays.com to find out about activities, events and open days at local universities and colleges.

Download ‘Which Way Now? How to choose your key stage 4 options’ (Department for Education). Visit: www.education.gov.uk

Information on careers and routes to them: www.prospects.co.uk

UCAS course search facility: www.ucas.com/students/coursesearch

UK Course Finder: www.ukcoursefinder.com

Visit www.russellgroup.ac.uk to access ‘Informed Choices’: a Russell Group guide to making decisions about post-16 education.

www.unitasterdays.comwww.opendays.com

YR 7, YR 8, YR 9

YR 10

YR 11

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Students should work on their personal statement draft during the summer break while also further developing their subject interest.

• Students will need to register and begin working on their UCAS applications early this year. Remind them to keep their username and password safe.

• Encourage students to be aware of any important deadlines; UCAS offers a list of key dates.• Your school or college should set an internal deadline for students to work towards. This will

give time for staff to provide required references before application deadlines. • Students should monitor their applications online and respond to offers and requests for

additional information or interviews. • Inform students about Extra, Clearing and Adjustment in case their exam or qualification

results are not as expected. • Offer students practice interviews so that they are well prepared if called to interview by

their chosen institution. • Encourage students to attend college or university visit days offered by their chosen

institutions. • Guide students with student finance and accommodation applications. • Offer a parent and carer information evening about the student finance application process

(local universities may be able to help with this).

• Students will need to start preparing for higher education.• Familiarise them with the UCAS application process. • Support students when identifying courses and institutions of interest and their entry

requirements. • Students should begin visiting Open Days, UCAS fairs, or other HE-related events

independently or with their families. • Encourage students to sign up for voluntary or work experience. Some courses may specify

this as a requirement. • Students will need to ensure that they have enough evidence of interest in their subject

and begin working on their personal statement. • Organise a parent and carer information evening about the HE application process.

www.ucas.com

www.opendays.com (a university and college open day directory.)

Invite parents and carers to information evenings about the

HE application process. If your

school is unable to provide this, ensure

that parents and carers are aware of

those offered by higher education providers locally.

www.gov.uk/student-finance

Top tip...Ensure that your school makes the most of opportunities on offer for schools and students at local universities and colleges. Contact university and college outreach departments to

find out about what is on offer.

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YR 13

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Important note…The sooner students

submit their application the better, as HE providers begin allocating places as

soon as they start receiving applications.

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www.ucas.com

ENABLING YOUR STUDENTS TO BE IN THE BEST POSITION TO APPLY

Make the most of higher education events and activities within the local area Part of making HE feel accessible to your students is to offer them insight into what to expect. Universities and colleges offer a range

of activities, events and taster sessions for schools, students and parents. Some may be happy to visit your school and offer a presentation to students and parents or offer student support for the UCAS application process. Contact university and college

outreach departments to find out more.

Encourage students to make the most of HE events nationwide Find out about any taster sessions, summer schools and open days offered at HE institutions nationwide. These will enable students

to experience a university or college campus and provide them with the opportunity to speak with staff and students first-hand. Taking part in a subject-related summer school or taster event may also provide students with ideas for personal statement content.

Many of these events are free and HE institutions often meet accommodation, food and travel costs. Students should apply online via university or college websites.

Open day and taster day research links:www.opendays.com www.unitasterdays.com

Encourage students to attend careers and UCAS fairsThese will introduce students to the variety of options open to them. Help students to find out about those nearby or organise your

own HE or careers fair at school.

Introduce students to the UCAS website UCAS offers advice concerning all aspects of the application process. However, the amount of information included can be overwhelming

so support students while they explore its content for the first time, showing them where and how to find key information.

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Provide parent information Ensure that your school provides information for parents and carers supporting their child’s application to HE. It may be difficult for

parents to support their child through the application process if they have little knowledge of it themselves, so offer a parent information evening at your school or college.

Universities and colleges also offer parent information evenings, so contact them for further information.

UCAS offers a ‘Browse Aloud’ service for users who do not speak English as a first language and may therefore have difficulty interpreting the online information provided. Users can opt for information to be read aloud in their preferred language, and to

simplify or magnify online content if needed.

Support subject-interest development• Within their HE application, students will need to evidence their interest in the subject to which they are applying and show

that this goes far beyond the classroom. Suggest that they read widely around their subject, listen to podcasts, visit relevant places or events of interest etc. recording anything of particular interest. Provide a list of related resources that they can use to explore their subject further.

• Suggest work or voluntary experience for students interested in a vocational course. Further information on voluntary work in the local area can be accessed using www.gov.uk, and by searching ‘Volunteer’.

SELECTING THE RIGHT COURSE

Before beginning the application process online, students need to have researched and selected the course that they feel will be right for them. While they may ask for your advice during this process, it is important that the choice they make is their own decision and

that it suits their own strengths and interests.

Some students may find it difficult to identify a course that is right for them; organise some informal group sessions in which ‘HE course research’ can take place in a supportive environment.

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Top tip:

Course research sessions can be structured around the following step-by-step process:

1. Identify the subjects/topics you find most interesting.2. Research and record the various HE courses related to this subject area.3. Narrow down the course/s of specific interest to you.4. Find out which HE providers offer this course and the differences between

course content at varying institutions.

These activities might take place over one or more sessions. However, highlight to

students the importance of continuing their research outside of

the classroom.

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Course contentStudents will probably need help in understanding the varying content of similar courses delivered at different institutions. Advise

them to compare differences between course modules offered, teaching and learning practices used as well as assessment methods and entry requirements (university and college websites provide this information). They might also wish to check whether a course

offers a work placement or time abroad if this is something in which they are interested.

Entry requirementsOffer guidance concerning the course entry requirements a student is able to meet. You will need to get the balance right between

being realistic about whether they can meet the requirements and encouraging them to pursue what they really want to do. Some students may need help understanding entry requirements and the UCAS tariff system; www.ucas.com provides further

information on both.

Resources for course research

Top tip: Produce a worksheet where students can record courses of interest, their entry requirements and the institutions running them.

This will ensure students have the necessary information at hand when they apply online.

UCAS The UCAS search tool allows users to search for courses online, and access information concerning course entry requirements and fees. Visit: www.ucas.com

University and college online websites University and college websites provide details of courses, including information about content, entry requirements and fees.

Which? University www.university.which.co.uk/courses allows users to browse courses by subject category, or filter courses using entry requirements and predicted grades.

UK Course Finder Offers suggestions for courses based on a questionnaire students are asked to complete: www.ukcoursefinder.com

For students in need of career inspiration and progression route advice, use I Could (www.icould.com) or Prospects (www.prospects.ac.uk)

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SELECTING THE RIGHT UNIVERSITY OR COLLEGE

Once students have identified the course they would like to study, they will need to identify the institutions running that course using UCAS. Having done so, ask them to consider differences between entry requirements and course content as well as their personal

requirements.

Students may wish to consider the following:

• Location: Do they want to study at home or away?• Facilities, extra-curricular activities and student support services: How might the institution support any extra-curricular

interests they might have? Does the student have any additional learning requirements and, if so, what kind of support is offered? (This may include disability services, support for additional learning requirements and support tailored for students with experience of care and those with caring responsibilities of their own.)

• Tuition fees: Tuition fees can vary between courses and providers so advise students to make a comparison. • Study abroad or work experience: Is the student interested in studying abroad or gaining work experience? If so, which

universities or colleges offer this?• Subject specialism: Which universities have the best subject department ratings? Visit www.unistats.com

Open DaysOpen days should be attended the year before a student applies and as part of their course and university or college research. This

will enable them to explore what the institution and its local area have to offer.

Visiting universities far from home may be financially prohibitive for some students. If so, it is worth finding out which institutions offer financial assistance. Arrange visits to local universities to offer students the opportunity to experience a university campus if they

cannot visit those to which they wish to apply.

Some HE institutions offer online virtual tours. Encourage students to access these if they are having difficulty attending Open Days.

University or college research sessions can be structured around the following step-by-step process which you can share with your students:

1. Identify the universities or colleges running your chosen course with realistic entry requirements and suitable course content.

2. Identify the courses and institutions which suit your individual priorities, e.g. whether the institution is located near to home or further away or if it has the facilities or support services you require.

3. Shortlist your preferred courses and institutions.4. Identify the relevant Open Days and attend as many as possible.

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Resources for college or university research

• College and university online websites: Provide course information and insight into student life on campus.

• Unistats: The official website for comparing data on courses and universities. Students can see how colleges and universities rank in comparison to one another, in factors such as student satisfaction, subject specialty and accommodation. www.unistats.com

• Times Higher Education: World University Rankings: Ranks universities worldwide. www.timeshighereducation.com

• UCAS Virtual Tours: This online resource enables students to access links to university and college virtual online tours. www.ucas.com

• University and college Open Day directory: www.opendays.com

Important note…

Ensure students are aware that, even if an institution is highly ranked, it may not be right for them. League tables should form only part of their research.

Top tip: Ensure that students select courses with varying entry requirements in case they exceed or do not meet their expected

exam or qualification results.

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APPLYING ONLINE: UCAS

UCAS IN A NUTSHELL

• Most HE applications are completed online via the University and College Admissions Service (www.ucas.com). Using one form, students can apply for up to five different courses.

• After submission, they are able to check the progress of their application via UCAS Track. Track displays offers made by institutions, requests for additional information and calls to interview.

• Students need to register and take note of their username and password.

UCAS will ask students for:

• Their school or college ‘buzzword’ (provided when your school or college registered with UCAS);• Their personal details;• Details of up to five courses they want to apply for and the names of the institutions providing them;• Details of the schools and colleges they have previously attended;• The qualifications they have and are currently taking;• Employment details;• A personal statement;• A reference from their school or college.

Exceptions to the rule

• When applying for performance-based courses, students need to check whether their institution is listed as a UK Conservatoire. If so, they will need to register and apply using UCAS Conservatoires (www.ucas.com).

• Students applying for part-time study usually need to apply to the institution directly.• Those applying for an Open University course will need to apply direct to the Open University at www.open.ac.uk.

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HELPING STUDENTS TO AVOID COMMON MISTAKES

Incorrect qualificationsAdvise students to double-check that they have correctly identified the qualifications they have or are currently taking.

Higher-level qualifications do not overrule the need for the GCSE requirements of a course. Students should include GCSE results and retakes when listing qualifications and may need to retake any that they are missing.

Missing exam certificatesStudents will need to provide evidence of entry requirement qualifications. If they do not have them, they should allow up to 12

weeks when re-ordering copies from the appropriate examining board.

Nationality vs. ethnicityThe UCAS form asks students for their national identity and ethnic origin. Some find this confusing, so ensure your students know

which is which. As the amount of tuition fee a student pays partly depends on whether or not he/she is a UK National it is important to get this right.

Criminal convictionsThe UCAS form asks applicants to identify any unspent criminal convictions. It is important that students answer correctly, as there can

be implications otherwise. UCAS offers explanatory notes defining an unspent criminal conviction. If students are still unsure, they should clarify their situation with their local police station.

If a student does have an unspent conviction, this may not prevent them from securing a place on their chosen course; they may be asked to clarify their position further to assess whether it has any bearing on their application.

Incorrect college, university and course namesSo that their application is not sent to the wrong institution, students should double-check the names and titles of the courses and

institutions to which they are applying.

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Personal statement and reference contradictionsContradictions between a personal statement and a reference provided may cause a student to miss out on a university or

college place. Before writing a reference the staff member should engage with the student and be familiar with all elements of their application.

Spelling, grammar and punctuationSpelling, grammar and punctuation errors can make an application appear sloppy. Ensure students proofread their applications and

ask others to check them before submission.

Incorrect contact detailsStudents should ensure the contact details they provide when registering for UCAS are correct and up-to-date at all times. Universities

and colleges may wish to contact them directly and UCAS sends alerts regarding any changes to their application via email.

Work experienceSome courses will require applicants to have obtained relevant work experience before the course start date. Help students to

arrange this the year before applying. If it is too late, they should try to organise this as soon as possible, then mention it in their personal statement.

Clicking ‘Save’ instead of ‘Submit’Ask students to double-check that they have submitted their application once it is complete. Clicking the wrong button could mean

missing deadlines and losing out on a university or college place.Application forms should be fully complete before submitting.

Lost supporting itemsStudents will need to send any additional items requested by a college or university using Recorded Delivery when using Royal Mail.

Where possible, advise students to scan and send documents electronically.

“I found some parts of the UCAS form very confusing, and it all took much longer than I was expecting. I also would have liked more help in how to choose

between the offers I got.”

Year 13 Student

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WHEN TO APPLY

Things you should know …

• The official deadline for most undergraduate courses falls on JANUARY 15, although this can vary between courses and institutions. If students want to apply after this date, suggest that they contact the institution as it may allow a late application.

• If applying for medicine, dentistry or veterinary courses, or to the Universities of Oxford or Cambridge, the application deadline is OCTOBER 15 – much earlier than for most other undergraduate courses.

• Deadlines for applications to UK Conservatoires vary; suggest that students check UCAS and conservatoire websites for further information.

• The Open University has more than one deadline during the year, depending on the course. Individual course details can be checked via their website: www.open.ac.uk

• UCAS provides a list of key dates online. • Applications need to be started well in advance of the UCAS deadline. Your school or college should set its own deadline for

students to work towards, allowing plenty of time before the official deadline. This will mean that staff are able to check over applications and provide references in good time.

• The earlier applications are submitted the better; universities and colleges start allocating places as soon as they begin to receive them. Students will put themselves in a better position when submitting before the deadline.

Deferred entry applications

• The same UCAS deadlines apply to those wishing to take a gap year and apply for a university or college place the following year. • If applying for deferred entry, students should contact their selected institutions to check whether they are happy to receive an

application for deferred entry, as some may not be. • Advise students to ensure that the institution will still be running their chosen course the following year. • Some may wish to wait until their gap year and then apply for immediate entry the same year, rather than complete a deferred

entry application. They should be advised that applying for deferred entry while still at school or college means a greater level of support would be available to them.

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PERSONAL STATEMENT

Students are required to complete a personal statement as part of the online application process. This is an important element and where they should spend most time.

They can only submit one statement for all of their selected courses, so they will need to make sure it is applicable to all of them. As such, advise that they do not specifically name the course to which they are applying if their other choices do not call it by the same

name, nor should they refer to any modules offered if these are not run by every course.

What is it? A statement of around 4,000 characters (roughly 500 words), showing an Admissions Officer how the student is suitable for their

course and why they should be chosen over other candidates.

Who reads it? An Admissions Tutor/Officer who is usually an academic member of staff. This person will probably specialise in the subject for which the student is applying. The Admissions Officer judges whether the student is suitable for the course – a judgement based on their

personal statement, exam/qualification results and the reference provided.

What should students include?Primarily, the statement should evidence a student’s strong interest in the subject for which they are applying, while also showing

that they will get the most out of their course and their time spent in higher education. As such, a student should include the following within their statement:

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2. Relevant hobbies and interests • If applicable in some way to the course for which they are applying, students may wish to discuss extra-curricular interests.

However, this should be kept to a minimum, and they should explain how these are either relevant to the course subject or have helped them to develop transferable skills that will assist them in some way at university or college.

3. Relevant work or voluntary experience • Like hobbies and interests, if discussing any work or voluntary experience, students will need to show how this is relevant to

their chosen subject or discuss any transferrable skills it has helped them to develop. • Discussing and reflecting upon work or voluntary experience is important for those applying for a course with work

experience as an entry requirement.

4. Future career plans• Students may wish to mention long-term career plans and how their chosen course fits into them. This is especially important

if they are applying for a vocational course.

• Evidence for subject interest should comprise the greater part of the personal statement. Admissions tutors are looking for specific rather than general discussion and for evidence to show that the student’s subject interest reaches far beyond the classroom.

• Students may wish to discuss a particular book, piece of artwork, documentary, landmark or perhaps a lecture they have attended which relates to their chosen subject in some way. They should analyse and reflect upon one or two of these things. Did a book, journal or podcast tell them something about the subject that they did not know already? Did it introduce a specific topic the student would like to explore further?

1. Evidence for subject interest

“If I was a football manager putting together a team, what I would want is people who are really good at playing football. Why should I be interested if they are also really good at other things?”

University Head of Admissions

“It’s not so much about what you can do, as what you make of what you do.” University Progression Manager

“The people who assess applications are human. Don’t irritate them by making them have to hunt for relevant bits of information within the personal statement”

University Head of Admissions

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What else can staff do to help?

• Encourage students to develop their subject interest further; e.g. provide a list of subject-related resources that they can explore.

• Arrange visits to local university subject-taster sessions, or ask whether the university will give a presentation at your school. See www.unitasterdays.com or contact university and college outreach departments directly.

• Set a piece of homework asking students to further research an interesting aspect of their chosen subject. Perhaps they could give a presentation on this in class.

• Organise in-school personal statement writing sessions or make the most of personal statement workshops offered by local HE institutions.

• Help students to write and structure their statement with a worksheet that breaks down its component parts.• Provide personal statement feedback and, if possible, one-to-one meetings with students.

Make sure the personal statement is specific but applicable to all universities or colleges to which you are applying.Do not list qualifications as they are mentioned elsewhere on the form. However, do highlight particular academic achievements. Descriptions of outside interests and work experience should form only a small part of the personal statement and be linked back to your chosen subject in some way.Subject interest needs to come through in a genuine way; sell yourself but without lying or exaggerating and avoid clichése.g. ‘I have wanted to study this subject since I was a child’.Avoid bland statements. Think carefully about why something is interesting rather than just stating that it is. Do not plagiarise excerpts from other people’s statements; UCAS uses an electronic system that will flag this up.Type the statement into a separate document and only paste it into the UCAS form once it is completely finished. Do not write anything in your statement that you would not be able to talk confidently about if attending a university orcollege interview.Specifically name any books, writers, podcasts etc. to which you are referring.Redraft your statement until you are happy and ask others to check it over. Make sure your statement is well structured; include a short introduction and conclusion. Use formal rather than informal language.

Tips to be given to students

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WRITING A REFERENCEThe value of a reference you write cannot be underestimated. It can make the difference between a student gaining a place on their selected course or not. The best and most helpful references are bespoke; you should avoid using the same stock phrases in all the

references you write because institutions may notice this and it can adversely affect students’ chances of being made an offer.

Ensure that you are familiar with all aspects of a student’s application and their reasons for selecting their chosen courses and institutions before writing your reference.

“As a referee, you’re aiming to give universities and colleges an informed and academic assessment of an applicant’s suitability for further study.”

UCAS

Things you should know…• Schools and colleges can access student applications and upload references when signing in to UCAS Adviser Track. • Your reference should be around 4,000 characters, or 47 lines. • When you add your reference to the online application, click ‘Save’ regularly, as it will time out after 35 minutes of inactivity.• The student may have applied for up to five courses. The reference should not name individual institutions or courses if they are

not applicable to all of the student’s choices. • Under the Data Protection Act, applicants are permitted to request copies of references so do not write anything you would not

want them to see. • The reference should be honest but try to avoid negative comments.

Useful resources

• Me and a Degree … Applying for Higher Education: A Step-by-Step Guide offers information, advice and guidance for students interested in applying to HE. Personal statement writing activities are also included. Available at www.kmpf.org.

• www.purepotential.org includes personal statement advice and an online library with over 100 annotated personal statement examples.

• www.ucas.com provides advice concerning how to structure and what to include in a personal statement. Students can also access online activities and worksheets.

• www.university.which.co.uk includes subject-specific personal statement advice.

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“References are as important for what they don’t say as what they do say. We try to read between the lines. It is often what is not said in a reference that causes us to call a

student for interview if we are undecided about offering them a place.”

Senior University Lecturer

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What to include, according to UCAS:

• Students’ post-16 academic performance and their potential for success in higher education (include statistical information on the student where it is relevant and adds something positive);

• Why they are suited to their chosen subject and career path plus their attitude, motivation and commitment;• Skills and qualities like aptitude and enthusiasm and current or past achievements that will help with their chosen subject area;• Achievements, work experience and extracurricular activities that relate to their chosen course(s);• Any commitments (like January AS assessments) that might prevent interview attendance on a particular day;• Any factors or personal circumstances that might affect their performance (consent must be gained before mentioning health or

disabilities);• Avoid repeating any of the information the student has provided in their application, unless you want to comment on it; • Include specific rather than general information providing concrete examples where possible; • Include the student’s predicted grades, if applicable.

Important notes…

• If the student is on an Access course, foundation course or another one-year course, you may not have known them long enough to be able to provide a full reference. If so, explain that you are providing a temporary reference before completing a full one next spring. You will need to send any later references direct to the college or university, quoting the applicant’s personal ID.

• For further detailed guidance on providing a reference, visit www.ucas.com or contact UCAS directly. University and college admissions departments may also offer support and guidance.

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AFTER SUBMISSION

Once students have completed their online applications, UCAS will process them before sending them on to their chosen institutions. While waiting to hear whether they have secured a place, your students will need to do the following:

Monitor their application

• Regularly monitor their account using UCAS Track, checking for requests for additional information or calls to interview from universities and colleges.

• Respond to interview invitations via Track. Here they can ‘accept’ or ‘decline’ the invitation or ask to change the date or time (although they should try to go at the suggested time and date).

• Regularly check the email account with which they registered, as UCAS will send any updates and changes to their application status here.

• Provide additional information if required (e.g. a reference or piece of work). They should provide these as soon as possible or contact the institution if they are having difficulty doing so.

Nominate somebody to act on their behalf

• If a student is going away or will not be able to monitor their online account for some reason, they should nominate somebody to keep track of their application and make decisions on their behalf if necessary (e.g. a teacher or parent).

• If they did not nominate somebody when first completing their application, they should call UCAS to set this up.

Ensure contact details remain up-to-date

• Contact details should be kept up-to-date via UCAS Track so that universities and colleges can contact students directly.

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Suggest they familiarise themselves with what will be required on the day

• Advise students to read any information sent to them by the institution beforehand. Do they need to prepare anything ahead of time? For instance, prepare for an audition or numeracy and literacy test, or provide a portfolio of work?

Check that they can discuss all aspects of their application

• Students should re-read all aspects of their application, ensuring that they can discuss each part and any additional work they have submitted.

• They should revise any books, theories and topics of discussion included in their personal statement.

Suggest that they research into current issues relating to the course subject

• They can mention this during interview to show that they are taking an active interest in the subject.

Advise students to refresh their knowledge about the institution and course to which they are applying

• The interviewer will want to see that the student has a good idea about what will be required on the course so they should look over its content and assessment methods.

Offer practice interviews

• Arrange some practice interviews. The interviewer will preferably have knowledge of the subject the student wants to study so that they can question them about it. If you have links with a local university or college, you may be able to arrange for staff to come in to the school for this purpose.

• Set up a reciprocal arrangement with another local school or college to do practice interviews for each other’s students. Being interviewed in an unfamiliar environment by an unfamiliar person will help to prepare students for the real thing.

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PREPARING YOUR STUDENTS FOR A COURSE INTERVIEW

After submission, some universities or colleges may require students to attend an interview before offering them a place.

Help to prepare your students:

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Encourage students to prepare some questions of their own

• At some point, the interviewer will probably ask if the student has any questions of their own, so they should prepare two or three. These might relate to course content or aspects of the subject about which they would like to find out more.

• Advise students not to re-ask questions that are already answered during the interview. Instead, they can say that they had a couple of questions concerning X and Y but that these have already been covered.

Work with your students on how to go beyond “yes” and “no” answers

• This is their opportunity to talk to someone genuinely interested in what they have to say, so remind them to make the most of it.

Suggest that students check to see whether there is a dress code

• If a student is unsure how to dress for their interview, advise them to contact the institution for direct guidance.

Plan your journey and don’t be late!

• Emphasise the importance of journey planning and early arrival. • Suggest that, on the day, students have the number of the department or person that they are meeting to hand so that they can

contact them if they experience delays.• Booking train tickets in advance can save money.

The interviewer will be checking:

• That the student matches the person in his or her application;• That they are genuinely passionate about their subject;• That they can talk openly and widely about any detail of

their application;• That they are motivated, enthusiastic and eager to learn;• Anything else that the student might contribute to the university or college.

Useful resourceswww.thecompleteuniversityguide.co.uk and www.ucas.com have further tips for interview

preparation.

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I tell students that if they are invited to an interview, then the university or college really wants to offer them a place. All the student has to do is not cause them to change their

mind about that.

FE College UCAS Officer

If a student comes out of an Oxbridge interview thinking it has gone well, then it probably hasn’t. It means the interviewer didn’t consider the candidate worth pushing

to their absolute limit, where they no longer feel they can answer.

School HE Advisor

Art and performance-based coursesStudents applying to study art- or performance-based courses– e.g. Fine Art, Photography, Music or Dance– may be asked

to provide a portfolio of work as part of the interview process or to prepare an audition piece for a live performance at their chosen institution. The university, conservatoire or college to which the student has applied will be able to offer further

guidance concerning how best to prepare, so students should contact them directly. Further information about applying to art or performance-based courses can be found at www.ucas.com.

Which questions are likely to be asked?

1. Why do you want to do this course? Students may wish to discuss a specific module on offer, or something that this course offers which another provided by a

different institution may not.

2. Why do you want to come to this university or college?Why exactly have they applied here? Are there any particular facilities or societies of interest? Does the university or college

rank highly in league tables? What does the local area have to offer etc.?

3. What are your strengths and weaknesses?The interviewer wants to see that a student’s strengths relate to the course in some way, and that their weaknesses will not

prevent them from doing well. Students should not claim that they have no weaknesses but, instead, describe how they will overcome those they disclose.

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RECEIVING AND ACCEPTING OFFERS

Once universities and colleges have processed applications, they may offer a CONDITIONAL or UNCONDITIONAL place. Students will receive official notification from UCAS when receiving an offer. UCAS Track also displays offers made.

CONDITIONAL: The university or college is offering the student a place providing they meet conditions related to their forthcoming exam or qualification results.

UNCONDITIONAL: The student has already met the course requirements so has been offered a place. If a student accepts this offer, they are committing to it and must decline all other offers.

When students receive more than one offer…

• They should select a first and second choice, also known as firm acceptance and insurance acceptance. • They can only accept one firm and one insurance choice. They must then decline all other offers if they are holding more than

two. • The insurance acceptance is a backup for students who do not meet the requirements of their firm acceptance choice.

Therefore, it should have lower entry requirements. • Students do not have to select an insurance place but advise them to do so in case they are unable to meet the requirements of

their firm choice.

Offer confirmation

• Colleges and universities confirm places after the release of summer examination results (sent directly to UCAS by awarding bodies).

• Students should receive a confirmation letter five to seven days after the university or college confirms their place. This will appear in Track so advise them to monitor their application online.

• The confirmation letter will provide information concerning anything else the student needs to do (e.g. provide proof of qualifications).

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What if a student’s grades are better than expected?

• If a student’s results exceed those required by their firmly accepted offer, and they want to consider courses and institutions with higher entry requirements, they will have five days in which to apply to another institution using UCAS Adjustment.

Adjustment

Top tip: Students should be advised to stay at home (rather than be away on holiday) when results are released. Extra and Clearing spaces

fill up quickly so they will need to act quickly to give themselves the best chance of securing a place.

What if a student does not get the results needed to get onto their chosen course?

• A university or college may still accept a student who misses the entry requirements by a grade or two so suggest they contact the institution to check. Otherwise, the university or college may offer an alternative course that they will need to accept or decline.

• If a student does not receive a place, they may wish to apply through Extra or Clearing.

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• Adjustment is for students who do better than expected with their results and want to apply for a course with higher entry requirements than that of their firm acceptance choice.

• Adjustment runs from 18th – 31st August. However, a student’s own personal five-day period starts from the moment their conditional firm offer changes to unconditional firm and they register for Adjustment via UCAS Track.

• To secure a place on another course, a student must have received an alternative offer before the five-day period ends. If they do not receive an alternative place, they will remain accepted by their confirmed place.

• There are no Adjustment vacancy lists so advise students to contact institutions directly to discuss an Adjustment place.

• Visit www.ucas.com for further information on Adjustment.

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STUDENTS WITH NO OFFERS

There are various options for a student who has been rejected, received no offers or has not accepted those they have.

• If the student has not used up all of their five choices on the application form and they are holding no offers, they may be able to add and apply for more courses via UCAS Track.

• If they have used up all of their five choices they should be eligible to apply for more courses via UCAS Extra (see below), providing that they hold no offers.

• If the student’s Extra applications are also unsuccessful and/or the Extra deadline has passed, they can apply for more courses through UCAS Clearing, even when not including all five choices in their initial application (see below).

UCAS Extra

• Extra is open between the end of February and the beginning of July.

• Using Extra, students can apply for as many courses in as many institutions as they wish but only one at a time before the July deadline.

• They can only select courses made available through UCAS Extra.

• Extra applications can be made with pending qualification or exam results.

UCAS Clearing

• Clearing opens in early July and usually runs until late October. However, the Clearing end-date depends on how quickly courses fill up so students will need to act quickly.

• Clearing allows students to apply for as many courses in as many institutions as they wish but only one at a time.

• Results must have been received before applying for a place through Clearing.

• Students will need to contact institutions directly to provide their Personal ID and Clearing number.

• Visit www.ucas.com for further information con-cerning Extra and Clearing.

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How to support students who still have not received an offer…

• Advise them to consider rethinking course choices, retaking any qualifications or applying for a lower-level course that could put them in a better position the following year.

• The HE institutions to which they have applied may be able to offer further guidance and advice for an application the following year.

• The student may benefit from further careers guidance at this time, if available.

• Explore alternative higher education routes and options with students or put them in touch with a local college or organisation who can. Alternatives might include the following:

- Access to Higher Education Diploma

- Higher National Certificate

- Higher National Diploma

- Foundation year

- Foundation degree

Important note…

Some of these courses are free for students under 24 years of age. For

others, students may be able to apply for student finance. Advise students to contact the Finance Adviser at the

institution running the course for further information.

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NEXT STEPS: STUDENT ACCOMMODATION AND FINANCE

ACCOMMODATION• Once a university or college has confirmed a student’s place, they may need to apply for accommodation at their chosen

institution, especially if studying away from home. • They should apply for accommodation as soon as they have accepted an offer; spaces are allocated on a first-come, first-served

basis. • Encourage research into accommodation types on offer; many universities offer options that suit different budgets. Students

should start researching before receiving offers so that they can apply for their chosen accommodation as soon as possible. • University websites ask students to rank their accommodation preferences and apply online. • If a student misses out on an accommodation space in their university they will need to locate alternative, off-campus

accommodation. The university should have its own Accommodation Officer: suggest that the student contact them for help in locating somewhere else to live.

Studying at home• Many students opt to study nearer home. However, most are eligible to apply for a space in university accommodation during

their first year even when studying locally. If a student has applied to a local university, still encourage them to consider residing in its Halls of Residence – a great way to develop independence and interact with other students.

• FE colleges do not usually offer student accommodation. If a student has opted to study higher education at college and needs to secure accommodation, encourage them to get in touch with the college for help in locating accommodation nearby.

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Maintenance loan • Students can apply for a maintenance loan from Student Finance England to cover living costs they may incur during study; e.g.,

rent, food, travel and books. • Maintenance loans are means-tested, meaning the higher the student’s current household income the less they will receive, and

vice versa. • Maintenance loans are paid directly into a student’s bank account at the start of each academic term. How they spend it will be

up to them, so they will need to know how to budget appropriately.

Scholarships and bursaries

• Students may be eligible to apply for a scholarship or bursary at their chosen institution – money they will not have to pay back.• Suggest research into bursaries or scholarships on offer. Different institutions offer different types of each: e.g., some are based

on academic or sporting talent, others on low household income. • For a bursary or scholarship, students will need to apply direct to the university or college.

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STUDENT FINANCE

Schools and colleges should offer advice and guidance regarding student finance and its application process. Not securing the financial provision needed to pay tuition fees may prevent a student from taking up their place on a course at university or college.

What help is available to students?

Tuition fee loan• Most full-time UK students are eligible to apply for a tuition fee loan from Student Finance England, to cover the full amount of

their course fees, regardless of their family’s household income. Students can find further information and apply here: www.gov.uk/student-finance

• Student Finance England (part of the Student Loans Company) will pay this amount directly to universities and colleges at the start of each academic year.

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What they will need…

A working email;A bank account in their name;University or college and course details;National Insurance Number and an in date passport or long birth certificate;Details of their household income;Details from parents, carers or a partner in support of their application (if applicable).

Students should know about …The Student Finance Adviser at their chosen university or college who they should contact if they are experiencing

difficulty when applying for finance. If a student identifies this person as ‘consent to share’, they can speak with Student Finance England on the student’s behalf. Students can also identify parents/carers as ‘consent to share’ and opt to end

this at any time.

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Currently, part-time students may be eligible for a tuition fee loan but not a maintenance loan. However, Student Finance England are due to make changes to available finance for part-time students so students should contact them to enquire further.

Student finance information can change on an annual basis.

Please visit www.gov.uk for up-to-date information.

• Applications are made online at www.gov.uk/apply-online-for-student-finance.• Students should apply as soon as their course place is confirmed. Applications open

around February each year and take roughly six weeks to be processed. Applying for student finance early will mean a student’s tuition fees and maintenance loan are paid on time.

• Students will need to reapply online for student finance ahead of each academic year.

Important note…

How and when students should apply

Additional support • Students who are parents, carers, care-leavers, or with additional learning requirements or long-term health conditions may be

eligible for extra financial support. For further information, students should directly contact the university or college.

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• If a student is currently living with parents, carers or a partner, it is likely they will need to support their application and complete a separate online form.

• Parents, carers or partners will need to set up their own online account with Student Finance England. If they have applied for student finance themselves in the last 25 years, or have previously supported another child’s application, they will already have an account that they should use, rather than setting up a new one.

• They will need to provide details of their income and send in supporting evidence: e.g. a P60 or benefit award letter. • If the student’s parent/carer is living with a partner, they too will need to submit income details.• Parents, carers and partners can access further information at www.gov.uk/apply-for-student-finance/parents-and-partners

or by contacting Student Finance England.

If a student’s parent, carer or partner will not support their application for student finance• In this circumstance, the student should contact their university or college Student Finance Adviser for advice. It may mean

that the student is unable to receive the full maintenance loan to which they are entitled, although they will probably still receive a basic rate.

• Some students may be able to apply for student finance as an estranged student, providing that they are under 25 years of age and estranged from their parents/carers or are financially supporting themselves. Further information can be found at www.standalone.org.uk.

For teacher-friendly information and resources on student finance, visit www.practitioners.slc.co.uk

Important note…

Universities

7. Canterbury Christ Church University (Canterbury, Medway)www.canterbury.ac.uk

8. University for the Creative Arts (Canterbury, Rochester, Maidstone)www.uca.ac.uk

9. University of Greenwich (Medway)www.gre.ac.uk

10. University of Kent (Canterbury, Medway)www.kent.ac.uk

KENT

EAST SUSSEX

MEDWAY

SURREY

LONDON

ESSEX

Tonbridge

Hadlow

Maidstone

Ashford

Folkestone

Dover

Broadstairs

Canterbury

SheernessGravesend

DartfordGreenwich

Avery Hill

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2

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KENT

EAST SUSSEX

MEDWAY

SURREY

LONDON

ESSEX

Tonbridge

Hadlow

Maidstone

Ashford

Folkestone

Dover

Broadstairs

Canterbury

SheernessGravesend

DartfordGreenwich

Avery Hill

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2

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2

2 3

3

5

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KENT

EAST SUSSEX

MEDWAY

SURREY

LONDON

ESSEX

Tonbridge

Hadlow

Maidstone

Ashford

Folkestone

Dover

Broadstairs

Canterbury

SheernessGravesend

DartfordGreenwich

Avery Hill

1

2

2

2

2 3

3

5

4

4

4

6

6

77

8

8 10

99

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112 10

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WHERE TO STUDY HIGHER EDUCATION IN KENT AND MEDWAY

Colleges delivering higher education

1. Canterbury College (Canterbury)

www.canterburycollege.ac.uk

2. East Kent College(Broadstairs,

Folkestone, Dover)www.eastkent.ac.uk

3. Hadlow College (Tonbridge, Canterbury)

www.hadlow.ac.uk

4. MidKent College (Gillingham, Maidstone)

www.midkent.ac.uk

5. North Kent College (Dartford, Gravesend)www.northkent.ac.uk

6. West Kent College (Tonbridge, Ashford)www.westkent.ac.uk

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Higher education glossary

Adjustment – A system where students whose exam results meet or exceed those required by their firmly accepted conditional offer have up to five days to look for an alternative course without losing their confirmed place.

BA – Bachelor of Arts degree

BEng – Bachelor of Engineering degree

BSc – Bachelor of Science degree

Bursary – Money given to students which does not have to be paid back.

Buzzword – A word chosen by your school or college when they register with UCAS. Students will need this buzzword when they first set themselves up on UCAS so that they are linked to the correct school or college.

Campus – The buildings and grounds of a university or college.

Clearing – A system which enables students to apply for a place on a course with vacancies, at the end of the application cycle.

Conditional offer – An offer of a place made by a university which has certain conditions attached to it that a student has to meet in order to secure their place, such as the achievement of certain grades.

Deferral – An agreement between a university and student for the student to delay starting their course until the following year.

Degree apprenticeship – Similar to higher apprenticeships but provides an opportunity to earn a bachelor’s or master’s degree while earning a paid salary.

Extra – The system which allows students who made five choices on their UCAS application but are not holding any offers, to apply for another course. This takes place before Clearing starts.

FE – Further education. FE usually refers to study that is taken after statutory schooling is finished but below higher education level.

Firm offer – The offer of a place which the student has accepted as being their first choice.

Foundation degree – A vocational degree that includes work-based learning and is completed in a shorter amount of time than a full degree. Students can usually go on to do an extra year or two at the end of the foundation degree to receive a full honours degree.

Foundation year (also called Year 0) – Only available in some subjects. For students who have not met the degree entry requirements, the foundation year enables them to do some preparatory study for the degree. Successful completion usually guarantees a place on the full degree course.

Fresher – This is the name given to a student who is just starting their time at university.

Gap year – A year away from study, most frequently between the end of school or college and the start of higher education.

Graduate – A person who has been awarded a degree from a higher education institution.

Halls – The Halls of Residence are blocks of accommodation on campus for students. Priority is usually given to first year students.

HE – Higher education. Study at degree level or higher. HE courses are offered at universities and some colleges.

Higher apprenticeship – Provides students with the opportunity to gain a higher education qualification while earning a salary.

HNC/HND – Higher National Certificate and Higher National Diploma.

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Honours degree – A qualification awarded by a higher education institution after the satisfactory completion of a Bachelor degree programme. When studying for a Bachelor’s degree with honours, students are required to pass a higher number of credits than if studying for an ordinary degree.

Insurance – The offer of a place which the student has accepted as being their second choice.

Joint honours degree – A combined degree in more than one subject.

Lecture – A discussion and presentation delivered by a university or college lecturer while students take notes. Master’s degree – A higher level degree which can be taken after satisfactory completion of a first degree. Also known as a postgraduate qualification.

Oxbridge – an informal term to describe the Universities of Oxford and Cambridge.

PGCE – Postgraduate Certificate in Education. A teacher training course taken after successful completion of a degree.

PhD – Doctor of Philosophy. A qualification beyond a Master’s degree level which is the culmination of years of research in a specific subject area.

Postgraduate courses – Higher level courses, usually taken only after successful completion of a degree.

Reading week – A period during the university term when there are no taught sessions and students are expected to work on their own study and research.

Russell Group – A group of 24 leading UK universities, set up as a collaborative group in 1994. Places at Russell Group universities are generally the most competitive. They include Oxford and Cambridge.

Sandwich year – A year of work or study abroad as part of a course. This usually takes place before the final year.

Scholarship – Financial help awarded to students by an institution.

Single honours degree – A degree in a single subject.

Seminar – A classroom based activity that is more interactive than a lecture. Discussion is usually based on course material.

Students’ Union – A student organisation present in most universities and colleges. It is there to represent students on local and national issues, as well as organising many activities for students on campus.

Tariff points – The points system attributed to entry qualifications for HE courses.

Top-up year – For students who have successfully completed an HND or foundation degree and want to progress onto the final year of an honour’s degree programme.

Track – Accessed online through UCAS. This is where students track the progress of their application, receive information on offers made, and reply to offers.

Tuition fees – These are the fees charged by universities and colleges for their courses.

Tutorial – A one-to-one discussion session with a tutor about work or issues with the course.

UCAS – Universities and Colleges Admissions Service. Almost all students applying for full-time higher education courses in the UK apply through UCAS.

Unconditional offer – An offer of a place made by a university or college with no conditions attached to it.

Undergraduate – A student who is in the process of studying for their first degree. Vocational course – A work-related programme of study designed to help gain access to a specific career.

Work-based learning – Learning which takes place in a work environment.

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FURTHER RESOURCES FOR STUDENTS AND TEACHERS

Prospects – Provides information about different careers and the necessary progression routes.www.prospects.ac.uk

Student Finance – Information on how much university is going to cost, what financial support is available and how students can apply for it can be found here: www.direct.gov.uk/studentfinance www.ucas.com/ucas/undergraduate/undergraduate- finance-and-support

The Student Room – An online community where students can access information and chat with other students.www.thestudentroom.co.uk

Which? University – Provides information about applying to universities and choosing the right course and institution. www.university.which.co.uk

UCAS – The Universities and Colleges Admissions Service. www.ucas.com

UK Course Finder – Helps users find the most suitable course through a questionnaire.www.ukcoursefinder.com

Union View – Film clips of students discussing their university and showing the campuses and surrounding areas. www.unionview.com

Unistats – The official website for comparing data on courses and universities.www.unistats.direct.gov.uk

Complete University Guide – An independent guide offering a wide range of information and advice about universi-ties, courses, careers and student fees. www.thecompleteuniversityguide.co.uk

I could – Provides progression route advice and inspiration in the form of career-related videos. www.icould.com

Informed Choices – Advice from the Russell Group about choosing GCSE and A-level subjects.www.russellgroup.ac.uk/media/5320/informedchoices.pdf

Kent and Medway Progression Federation – Access the ‘Activity Portal’ and find out about activities, events and open days available to students, run by institutions offering higher education courses in Kent and Medway.www.kmpf.org

National Careers Service – Independent advice about progression routes and choosing qualifications.www.nationalcareersservice.direct.gov.uk/

Not Going to University – Information for students who are considering alternative options to university. www.notgoingtouni.co.uk

Open Days – The university and college open day directory.www.opendays.com

Plotr – Interactive quizzes that help students to find the right career.www.plotr.co.uk

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DeadlinesSeptember

Early September (around 6th): UCAS applications open for courses starting next year.

October October 15th: Application deadline for medicine, dentistry and veterinary courses and for Oxford and Cambridge Universities.

JanuaryJanuary 15th: Application deadline for most courses, other than those with October and March deadlines.

FebruaryLate February (25th): Extra opens.

MarchMid-March (24th): Application deadline for some art and design courses (although some have January 15th deadline).

End of March: Universities will usually have made their decisions by this stage.

May Early May (5th): University and college decisions due on applications submitted by January 15th.

JuneEnd of June (30th): Applications received after this date will automatically be entered into Clearing.

JulyEarly July (4th): Last date to apply through Extra.

Early July (5th): Clearing opens.

AugustMid-August (17th): A-level results published. Adjustment opens for registration.

End of August (31st): Remaining offer conditions must be met by this date. Adjustment period ends.

SeptemberMid to late September: Final opportunity to apply for courses starting this year.

End of September: Clearing vacancies removed from UCAS search tool.

OctoberLate October: The last opportunity to add Clearing choices and for universities and colleges to accept Clearing applicants.

DEADLINE CALENDERN.B. The dates included here are approximate. It is important to check exact dates via the UCAS website as these may change each year.

Key dates for UK Conservatoires and Open University courses may also vary.

www.kmpf.org