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Ribston Hall Sixth Form
Guide to UCAS
Applying to UCAS Go to www.ucas.com/students to register
Most of you will click on Undergraduate or those
looking to attend specific performance related
institutes will need to click on Conservatoires. If you
want to apply to both you can.
Click on ‘APPLY’ for
2020 entry
Click on ‘REGISTER’
Accept the T&Cs and
then click next Start filling out your
personal
information
1
2
3
4
5
Most of you will click UK
Fill out your address
Check it’s the correct
home address for you and
fill out your information.
Do not use a
school email!
use a personal one that
you will be able to check
when you leave school.
6
7
8
Select your preferences
Pick a password that will be
easy for you to remember and
answer the security questions
You need to link your account to
school so once you have
registered go to ‘login’ to apply
You will need the BuzzWord of:
ribstonpippin
9
10
11
12
Make sure Ribston Hall comes
up as your school
Select your form group
Then once at the welcome
page you need to verify your
email address by clicking on
the link
Check your email and enter in
the verification code.
13
14
15
16
Filling out your details
Each one of the sections
needs completing This is your UCAS ID number-you will
need this for all correspondence with
UCAS
This will give you access to
‘How To’ videos which are
very helpful
Under personal details
• It will ask for the student fee code- for most
people this is 02 UK, ChI, loM or EU student
finance services - Applying for student support
assessment by local authority/ Student
Finance.
• Check all the categories however to select the
right one for you.
• They will ask for any disability- this also
includes a learning need such as dyslexia- the
more information you can give here the
better.
• In personal details it will ask for nominated
access. This means picking someone like a
parent or carer to be able to speak on your
behalf. UCAS will only ever speak to you or the
person nominated so pick wisely. You can put
down Miss Leggett as I will be here on results
day and can speak to UCAS for you if you
want.
Under education
• the highest level of qualification you have is ‘below
honours degree level’
• Make sure you add in all of your education- including
your current school… Ribston Hall!
Under choices
• Select the university courses
you wish to attend
• Check you university website
• You can choose up to 5 courses
Under employment
• Outline all the paid and volunteer positions you have
taken up
Under statement
• When you are ready you copy and paste your personal
statement here
• Remember it is 47 lines/4000 characters max!
Don’t pay and send until we have checked it all- however if you
do… don’t panic- it sends to us at school for checking not UCAS
and we can send it back to you to re-edit
How to write a great Personal Statement
The key to a good Personal Statement lies in the preparation – good preparation will ensure that you give yourself the best possible chance to impress potential university admission tutors and gain offers. Why are you expected to write a Personal Statement? Different universities use them differently but the key reasons why universities want to read a personal statement for the following reasons:
• To support their decision for offering you a place at their institution; • To decide on your suitability for study; • To make a decision on a student who has borderline grades.
Information you need to know about the Personal Statement
• It should be approximately 550 words (4,000 characters including spaces – 47 lines) - some word processors get different values if they don’t count tabs and paragraph spacing as individual characters;
• Keep it in font size 12 and use Times New Roman when adding it into UCAS; • Don’t use italics, bold, underline words, indented lines or colour formatting
as these will not be transferred into the ‘Apply’ package; • Do not use the ‘Auto format’ feature in Microsoft Word, as this can mean
that dashes and quotation marks are removed from the submitted statement;
• When you do add it to your application, save it regularly as it times out after 35 minutes of inactivity.
Things to remember before you get started……
• There’s no definite formula to follow- just take your time; • Write in an enthusiastic, concise and natural style – nothing too complex; • Try to stand out, but be careful with humour, quotes or anything unusual –
just in case the admissions tutor doesn’t have the same sense of humour as you;
• Proofread aloud and get your teachers, advisers, and family to check – then redraft until you’re happy with it and the grammar, spelling, and punctuation are correct;
• Don’t lie or embellish the truth; • Do not plagiarise, it will be detected!
A guide to Personal Statements
10 tips that top universities say they want to see in an excellent personal statement:
1. They want you to explain your reasons for wanting to study the course. What motivates you to take this course further at a university level? Mention how your interest developed, what you have done to pursue it or how you’ve drawn inspiration from your current
studies. Or, just demonstrate your enthusiasm for it. If you want to get something specific out of it, provided it's reasonable, say so.
2. They want you to explain how you're right for the course. Provide evidence to show that not only do you meet the selection criteria; but also that you’ve
researched the course (or profession) and understand what studying the subject at university level will involve.
• Your statement must point to evidence that indicates that you understand the course content and have the skills to thrive in their department. This means taking the time to
carry out research before you do anything else.
3. Talk about your experiences including your super-curricular reading, listening and visits. If possible, outline how you’ve pursued your interest in your chosen subject beyond your current
syllabus. For example, talk about any further reading you’ve done around the subject and give your critical
views or reflective opinions about it (don't just write a list). This could be from MOOCS, books, quality newspapers, websites, periodicals or scientific journals or from films, documentaries, blogs,
radio programmes, podcasts, attending public lectures and so on. Try to avoid mentioning the wider reading that everyone else is doing.
4. Explain why your experiences are relevant to your course... Reflect on your experiences, explaining what you’ve learned from them or how they’ve helped
develop your interest in the subject – it could be work experience, volunteering, a university taster session or outreach programme, summer schools, museum, gallery or theatre visits, archaeological
digs, visits to the local courts, travel, competitions or a maths challenge.
5. Explain why your experiences are relevant to your chosen career. Reflecting on relevant experience or observations will be essential for some professional courses
where, in effect, you’re applying for the career as well as the course:
6. Can you demonstrate transferable skills?
Yes, you can – and admissions tutors will want to hear about them! Remember that you may have added these to your UNIFROG account so go back and have a look at what you have logged in this
section.
It could be you want to talk about your ability to work independently, teamwork, good time management, problem-solving, leadership, listening or organisational skills.
Think – can you demonstrate that you are conscientious, hardworking and will be able to stick to the course? Can you work under pressure, show good communication skills and adjust to the new
university environment?
7. Expand on the most relevant transferable skills….. Don’t simply list off the skills you think you have – think about which ones relate most readily to the
course you’re applying to. Then demonstrate how you’ve developed, used and continued to strengthen these.
Admissions tutors want to hear about specific examples, like:
▪ Projects and assignments (what role did you play, what went well?) ▪ Positions of responsibility (what did you achieve, how has it improved your self-confidence?) ▪ Sport, music or drama (what did you learn from your role, how did you work as a team?)
▪ Young Enterprise, Duke of Edinburgh's Award (what was the biggest challenge, how did you overcome it?)
▪ Volunteering or a part-time job (what have you observed, what extra responsibilities have you taken on, what skills have you demonstrated yourself?).
8. Show that you’re a critical thinker University is all about being able to think independently and analytically so being able to
demonstrate that you’re working like this already is a big plus point.
Briefly explaining how one of your A-level subjects, a work placement, or additional studies such as the Extended Project Qualification (EPQ) has made you think more critically could be a way of
doing this.
9. What’s the long-term plan? Mention what your longer term goals are if you can do it in an interesting way and you’ve got a
specific path in mind. If you do, then try and show a spark of individuality or imagination.
If you’re not sure yet, just talk about what you’re looking forward to at university and what you want to gain from your course or from university life.
If you’re applying for deferred entry, do mention your gap year plans if you’ve made a firm decision to take a year out. Most courses are happy for you to take a gap year – but they will want to know
how you plan to spend it.
10. Keep it positive It can be difficult to get started with your personal statement, but don’t panic. Start with your
strengths, focus on your enthusiasm for the course and talk positively about yourself.
https://university.which.co.uk/advice/personal-statements/personal-statements-the-killer-opening
Remember:
You have one chance to get noticed; Show your personality and passion;
Show a genuine interest and a desire to learn more; Be reflective, not descriptive;
Write with your own style, be authentic; Make it your own statement!
What not to write in your Personal Statement A plea from admissions tutors.
'Don't waste time trying to think of a catchy opening; it's often a complete turn-off.'
'The best personal statements get to the point quickly. Don’t labour the point'
'In your opening paragraph you need to show that you know what you are applying for.
Don't waffle or say you want to study something just because it's interesting. Explain what
you find interesting about it.'
'It's much better to engage us with something interesting, relevant, specific and current in
your opening line, not 'from a young age' or 'I have always wanted to'. Start with what's
inspiring you now, not what inspired you when you were six.'
Avoid beginning clichés - these were the top 5 in 2016 that should be avoided-
▪ 'From a young age…'
▪ 'For as long as I can remember…
▪ 'I am applying for this course because…'
▪ 'I have always been interested in…'
▪ 'Throughout my life I have always enjoyed…'
Don't overdo the use of adjectives – try not to repeat the same adjective throughout your
statement. Passionate is a word that is regularly overused; try something different instead!
Quotations are top of the list of admissions tutors' pet hates. They particularly dislike it if you put a quotation in right at the start – and it's even worse if you don't actually explain why it's there. It's your statement, after all so try to avoid it unless it is a quote that really means something to you.
A possible writing framework for your Personal Statement
Section 1 – Paragraphs 1 & 2= 50% of the PS (For Oxbridge and highly competitive courses at top ranking universities, it should be at least 70%) Paragraph 1: Why you want to study this subject and why you are right for the course. You should consider answering these questions in this paragraph:- 1. Why have you chosen to read the subject at university? 2. What is the background to your interest in the subject? 3. What particular areas of your studies appeal most to you and why? 4. You must reveal that you know something about the subject in general, and something about the way it is studied at the institutions you have chosen. 5. Briefly reflect on any aspects of your subjects that you are currently studying which seem relevant to your chosen course. If a subject you take at school is directly relevant to the subject you are hoping to read, greater bias must be given to your enjoyment and skills in that discipline. I am excited at the prospect of studying …...... at university because............/ I would fully embrace the opportunity to study ….... at university because...../ I would really like to pursue ….. at university and believe that I have the right qualities both academically and …..
Paragraph 2: How You Have Prepared Yourself for this Career with Super-Curricular Enrichment/Work Experience/Volunteering? 1. Have you completed any relevant taster courses in preparation for your degree course? What did you learn? How useful were they? 2. Mention any relevant work-experience, summer employment or voluntary work that supports your application - vital when applying for all medical-based courses. 3. What evidence of wider-reading or experience beyond the syllabus can you produce, particularly within the subjects directly relevant to your chosen subject? You should name MOOCS, books, media events and articles that have inspired or challenged you; be prepared to explain why too. 4. Make sure you explain why your experiences are relevant to your chosen career. There are numerous reasons why I am so engaged in................namely..... or most importantly......../ My interest was first triggered by....... lesson/book/talk/Ways with words/MP visit I attended...../ My commitment to studying...... is highlighted by my position as Academic Ambassador/ or my eagerness to engage in wider reading/study beyond the A Level curriculum is highlighted by my completion of a MOOC or academic journals I have read which have triggered my interest in …......etc......
Section 2 – About 25% to 30% of the Personal Statement.
Paragraph 3 – Elaborating on your transferable skills. 1. Write about how any of your experiences you have discussed previously demonstrates your
transferable skills. 2. Make sure you write about specific examples that demonstrate how you’ve developed these
skills such as projects like the EPQ, positions of responsibility, sport, music or drama, volunteering etc.
3. Show that you are a critical thinker that can think independently and analytically.
My love of learning/my eagerness to excel in this subject is highlighted by decision to undertake/investigate/pursue..... an EPQ (if relevant) in ….......... My EPQ is particularly relevant to my university application because...........
I have also undertaken relevant work experience at ….....which supports my application......... I was selected from a competitive field of candidates to work at/study at.......
This shows my ability to communicate/ work in a team/
Section 3 – About 20% of the PS; less for Top-Ranking Universities
Paragraph 4 - Focus on your extra-curricular interests and:- 1. Give evidence of all forms of achievement – music/drama/dance experiences and
examinations; D. of E.; World Challenge; Ten Tors, etc; 2. Leadership potential in and out of school – positions of responsibility; any political or charity
work; 3. Details of any other significant successes you have enjoyed; 4. Mention any Gap year plans you have, and point out the positive advantages. 5. Explain what your long term plan is.
With regards to extra-curricular pursuits, I have participated in/led/........ As a result/consequence of my involvement in, I have been able to develop an invaluable skill-set/personal qualities including.........communication skills.
I am also an active member of the school/wider community/sports clubs ….... These commitments demonstrate/display my ability to ….................and am keen to immerse myself in university life.
A final thought…. One technique that can be effective is the ABC approach. This is when you talk about the ‘A’ (activity/event/journal article/project/experience etc.) Then ‘B’ say how it benefited you and what transferrable skills you learnt followed by ‘C’ the consequence that will have to your course at university.
A= Activity B = Beneficial skills C= Consequence to course For example, if you started with an interesting line about what is currently motivating to study your chosen degree course, you could link back to it in your closing paragraph, perhaps with something about why you would love to study this further at university.
Check, Check, Check – the Drafting Process Make sure you:
1. All personal statements need to be uploaded to Unifrog- even if you write it in word. This helps us have an online platform to your work at all times.
2. You will redraft it several times; 3. Then spell-check it; 4. Then proof-read it to pick up the mistakes that computers can’t read; 5. At this point, when you have done points 1-4, show it to your chosen member of staff and
ask for their opinion- DO NOT EXPECT THEM TO MAKE CHANGES FOR YOU; 6. When you are happy with it, then copy and paste it into your ‘Apply’ form.
N.B. The ‘Apply’ software does not have a spell-check facility.
Where to write your Personal Statement.
Log in to your Unifrog
account and scroll down to
UK Personal Statements
You can then click on each of
the sections and answer the
questions in each box to help
guide you.
And you can just type in one
long box like you would in a
word document- but don’t
forget the format of what you
need to include!!
Or… Scroll to the bottom of
the page…
Veterinary Medicine
Constantly being drawn to documentaries and books about Biology, collecting magazines
such as "Real life bugs" containing invertebrates encased in glass as well as learning about
different organisms and their illnesses peaked my interest at a young age and so began my
desire to study Veterinary Medicine. Since then I have used my time out of academia to learn
more about the profession and the intricacies of animal care.
Completing a MOOC this year titled ‘Do you have what it takes to be a vet?’ by Edinburgh
university took me through having on oversight and understanding of animal welfare,
consultation and working in partnership with an animals owners as how a veterinarian should
approach diagnoses and subsequent medical intervention. This has enabled me to think
critically about the care that should be provided and how to think critically and analyse the
information provided by the animals and owners to come to diagnose a problem; something
that has been very useful when reflecting what I have learnt from being ‘on the floor’ in my
work experiences. The completion of my Extended Project discussed how granting apes’
human rights could help with their conservation included exploring various areas such as ape
behaviour and the closeness of DNA …explain…. What were your outcomes- what skills
have you learnt?
Helping animals in need, whether it be illness or a welfare case underpins my desire to join
this profession. Throughout my variety of work experiences I’ve seen many new
developments in the profession, including the use of hip and knee replacements and
prosthetic legs in small animals, why is this important? What does it enable? Quality of life
etc…. What skills have you learned? My two days at a dairy farm allowed me to see the
importance of artificially inseminating the cows and scanning to test for pregnancy as without
this the farmer may lose profit if the cow is no longer fertile. Impact on the milking industry?
Why is the vet’s role so important in this? After, spending two weeks at two different vet
practices, I have learnt much about how the practices run and the importance of dealing with
people sensitively and with empathy. Watching consultations when a vet has to discuss
euthanasia demonstrated the importance of empathising with owners and ensuring that a
client feels supported through a heart-breaking decision making process is very important.
This is a skill I know I possess as I have helped at a stables every Saturday for three years and
have spent time dealing with horses who suffer from colic and their frightened owners. In
these situations I have learnt how important it is to act quickly in regards to the horse’s
condition as well as being sensitive to the feelings of the owner and communicating clearly
Example statements
- some with annotations.
These are not all perfect by any means but they may
give you a starting block.
There are more on the P:Drive for you to look at.
with them. During this time I have learnt about equine care which has led me into looking at
the possibility of specialising in equine in the future.
A concerning development in the world of ‘designer’ breeds of dog being bought and sold led
me to observe BUAOS surgery on a French Bull dog the need to use a harmonic scalpel; a
surgical instrument that cauterizes tissue using ultrasonic vibrations. Why does this operation
take place in the first place? It became clear the difficulties that brachycephalic dogs face
with breathing and how important it is to make sure the operation is accurate as cutting off
too much palate allows food to enter the airways. This led me to consider if it's justified to
continue to breed these dogs and ways to help the situation.- speak more strongly about your
views here!
I spent a day at the horse races where I learnt the importance of the vet to make sure they are
quick to respond to any situations that may arise and if anything was to happen as they would
push aside all emotions for the welfare of the horse.?-Why ? You have just talked about
empathy, why is it different here? My ongoing volunteering at a rescue centre for cats has
helped me to stay objective and emotionally detached in difficult situations. Really need to
put more skills in here….. My day at an abattoir, whilst extremely interesting, showed me a
different side to veterinary which I’d never seen before. I watched the whole process and saw
the importance of the official vet to make sure the meat wasn't contaminated. Why is this
important? Skills?
I helped with events such as Biology and Science week, as a biology prefect, where I led
activities for young children in a friendly and enjoyable way. I play piano which helps me to
relieve stress during exam session which will continue to be useful when dealing with the
stressful job of being a vet and I regularly help on open evenings to show people around the
school confidently and in a friendly way. I look forward to the prospect of joining this
challenging profession and to contribute to it in the future.
Medicine
At the age of fourteen, I made the brave decision to move to England to improve my
education. Arriving in a new country posed many challenges that I have had to overcome
including studying GCSEs and A levels in a language that is not my native tongue as well as
settling into a new way of life that is culturally very different from the one I left behind in
Macau.
During this time I significantly improved my language skills and have excelled academically.
Studying both Chemistry and Biology A levels have been the foundations of my journey
towards building and understanding the skills needed to follow this career path, confirming
my desire to pursue medicine. I have completed an Extended Project whereby I completed a
5000 word essay looking into how continuing research into the use of mitochondrial DNA
replacement can reduce the incidence of mitochondrial cytopathies that are as prevalent as 1
in 5000 live births in the UK annually. Carrying out this research has aided me in developing
valuable skills of independent study and university level research.
Whilst assisting a GP in China, I was able to observe how she regularly updated her
knowledge to ensure she could offer her patients the most accurate diagnosis and subsequent
treatment. This showed me that life-long learning is essential which motivated me to
participate in the William Briggs Essay Competition for Medicine this year; which stimulated
my interest in ethical issues that arise in treatments of some disease, such as the need for
obese patients to take some personal responsibility for their health and the need for earlier
intervention and education.
After I had assisted a music therapist in a special needs school, I felt empathy for the
vulnerable individuals there. I decided to do something to help to improve people's quality of
life, so I volunteered in a hospice and a hospital; where, talking to patients who had terminal
diseases further inspired my interest in medicine. During my placement in the cardiac
intensive care unit, I saw doctors make decisions to rehabilitate the patients who just finished
heart surgery. I witnessed an anaesthetist reducing oxygen supply for a patient to help him
gradually make the transition from being connected to a bypass machine to breathing oxygen
in the air. I learnt that doctors have to make lots of decisions precisely to ensure patient
safety. While shadowing surgeons and nurses performing a mitral valve replacement surgery
in the theatre, I felt the bond within the team. I saw the good relationship between colleagues
contributed to the success of the operation and lightened the intense atmosphere of the
theatre. I realised that being a team player was important. I have developed this skill doing
my Gold Duke of Edinburgh expedition in the Brecon Beacons. While facing difficulties on
the steep hills and river crossing. I worked well in a team, encouraged my teammates, and
completed the expedition invigorated. Improvement of my verbal communication skills
occurred greatly when I volunteered to be a way-finder in a hospital. This experience gave
me an insight into medicine from the patient's perspective. I was guiding a patient diagnosed
with asthma, diabetes and cancer in that same week. I realised that doctors often have
difficult conversations and face the reality that they might not save the patient, even if they
have tried their best. I was surprised when the patient seemed to know the status of her
wellbeing. The understanding that patients have of their individual medical
conditions varies significantly; doctors need to explain their situations in an appropriate
manner. I thus understand that a physician needs to teach others and learn from her patients,
herself and colleagues daily. To relax, I love playing badminton and travelling. I have a
strong commitment to music as I have been playing the piano for thirteen years; I am working
towards a teaching diploma level; something that I will continue to do to so at university to
help me to deal with the challenges of being a junior medic. I now realised that taking a risk
and coming to Britain was the best decision I have ever made. I have developed a passion for
medicine and have gained the skills necessary to fulfil my dream of becoming a doctor.
Physiotherapy As an active individual I can understand the frustration that an injury or illness can bring. You are
suddenly engulfed by the negative mind-set that you will never again be good enough or that you
won't be able to recover. With the help and perseverance of Physiotherapists, recovery can be made
possible; thus, making an incredible difference to a person’s life.
My fascination of the human body combined with my love for sport has ignited my passion for
Physiotherapy. Reading articles on Physiotherapy have expanded my knowledge and further
engaged me. A particular article which intrigued me, studied the implementation of a Falls
Prevention Exercise Programme amongst over 65’s. The study found that exercise interventions can
reduce the rate of falling in the elderly. Highlighting not only that exercise is the pinnacle to
recovery, but it can also be effective in preventing injury. I want to develop my knowledge further at
university, as I am intrigued by the role that Physiotherapists play in maximising someone's physical
potential; not only by rehabilitating those who have suffered an injury, but also with the important
role they play in helping patients with neurological, respiratory and Orthopaedic problems.
In Physical Education I have learnt about the anatomy and physiology of the human body, I have
particularly enjoyed learning about how the body responds to exercise and adversity. In Psychology I
have studied human behaviour and the negative irrationality of the human mind which can be a
huge barrier for patient recovery. Sociology has provided me with many transferable skills such as
problem solving and analytical skills. My subjects have allowed me to develop an independent, self-
reliant approach to my studies and I look forward to enhancing these at university.
To gain a deeper understanding of Physiotherapy, I completed work experience at Gloucestershire
Royal Hospital. This was extremely valuable to me; not only did it confirm my desire to be a
Physiotherapist, but the experience encapsulated the incredible teamwork and compassion
displayed by colleagues in the NHS. I shadowed Physiotherapists in the Orthopaedic ward, stroke
unit, trauma unit and witnessed their work rehabilitating outpatients. This experience highlighted to
me the range of injuries and illnesses that Physiotherapists manage on a day to day basis and the
impact they have on the recovery of a diverse range of patients. I shadowed a physiotherapist who
was rehabilitating a stoke patient, they arrived with paralysis on one side of their body and had lost
all their communication skills, after several weeks of rehabilitation she was able to stand without
support and her cognition was improving. This simple example just proved to me the incredible
impact they can have on the lives of others.
I also undertook work experience in a primary school, this allowed me to engage with young
individuals. Physiotherapists work within schools to help children develop their mobility skills and
joint range of movement. This work experience provided me with the opportunity to gain a trusting
and respectful relationship with children to get the most out of them educationally and socially.
Playing hockey for Gloucester City Hockey for 7 years and captaining at St Peters School for 5 years
highlights my leadership, teamwork and organisational skills. Within this role I was required to lead
warm ups, cooldowns and team discussions. Being captain has also been a hugely beneficial role for
me, it allowed me to develop my resilience under pressure and confidence when speaking in front of
others. My commitment to my team has enabled me to fulfil more personal achievements of which I
am extremely proud. I have won the most improved player, hockey player of the year and most
recently Top Ladies Goal scorer in 2017.
My hard working and compassionate nature, passion for Physiotherapy and drive to achieve forges
the ultimate combination for me to be the ideal candidate for this course.
RHHS UCAS timeline- Undergraduate
21st May 2019
UCAS Undergraduate Apply opens for 2020 entry.
4th September 2019
Applicants can pay and send their applications to UCAS, and unis and colleges can
start making decisions on applications.
13th September
All students need to have finished their Personal Statements and have them
uploaded on to UCAS ready for checking.
15th October 2019
Applications for Oxford, Cambridge or most courses in medicine, dentistry and
veterinary medicine/science should arrive at UCAS by 18:00 (UK time). The
reference needs to be completed before the application can be sent to us.
15th January 2020
Applications for the majority of undergraduate courses should arrive at UCAS by
18:00 (UK time) on this day (check course details in our search tool for the correct
deadline). The reference needs to be completed before the application can be sent
to us.
25th February 2020
Extra starts for eligible applicants.
30th June 2020
If an application is sent to us by 18:00 (UK time) on this day, we’ll send it to the
chosen universities or colleges. Applications received after this date will
automatically be entered into Clearing.
5th July 2020
Last date for applicants to add an Extra choice.
31st August 2020
The deadline for any remaining conditions to be met – otherwise the university or
college might not accept the applicant. Adjustment ends on this date.
21st September 2020
The final deadline for applications to 2020 courses. Applications must arrive at
UCAS by 18:00 (UK time).
20th October 2020
The deadline for adding Clearing choices, and for universities or colleges to
accept applicants in Clearing.
RHHS UCAS timeline- Conservatoires
18th July 2019
UCAS Conservatoires Apply opens for 2020 entry. Applicants can pay and send their
applications to UCAS, and conservatoires can start making decisions on
applications.
1st October 2019
o Closing date for music applications is today at 18:00 (UK time) – applications
received after this date will be classed as 'late' and are not guaranteed to be
considered by the conservatoires.
o Dance, drama or musical theatre courses may have different deadlines –
applicants should check conservatoires' websites for information.
o If a course deadline has passed, applicants must contact the conservatoire to
check they have vacancies before applying.
15th January 2020
Applications for most undergraduate dance, drama, or musical theatre courses,
should arrive at UCAS by 18:00 (UK time) today.
Check conservatoires’ websites for information.
13th August 2020
A level results day.
28th August 2020
Final deadline for 'late' 2020 applications. Applications must arrive at UCAS by 18:00
(UK time).
RHHS EXAM BOARDS 2018/2019
Year 11 Year 12 Year 13
Art and Design (Fine Art) AQA AQA AQA
Art and Design (Photography) - AQA -
Biology AQA AQA AQA
Business - Eduqas -
Chemistry AQA OCR OCR
Computer Science OCR OCR OCR
Dance AQA AQA AQA
Food Preparation & Nutrition AQA - -
Food Science & Nutrition - Level 3 Applied Cert./Diploma
- WJEC WJEC
D+T AQA - -
D+T Product Design - - AQA
Art & Design (Textile Design) AQA AQA AQA
Drama Edexcel - Eduqas
Economics - - Edexcel
English Language AQA AQA AQA
English Literature AQA AQA AQA
Film Studies - Eduqas Eduqas
French AQA AQA -
Geography Edexcel Edexcel Edexcel
German AQA - -
Health & Social Care - BTEC Level 3 National Diploma
- - Edexcel
History Edexcel Edexcel Edexcel
Maths Edexcel Edexcel Edexcel
Further Maths AQA Edexcel -
Music Edexcel Edexcel Edexcel
PE AQA AQA AQA
Physics AQA OCR OCR
Politics - Edexcel Edexcel
Psychology - AQA OCR
RS Edexcel AQA AQA
Combined Science: Trilogy AQA - -
Sociology - AQA AQA
Spanish AQA AQA -
Higher Project(L2-Y10) and Extended Project(L3-Y12/13)
AQA (Y10) AQA AQA