how to write a ucas conservatoires personal statement

Writing a personal statement

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UCAS / UCAS Conservatoires

If you are applying through UCAS for a university course or UCAS Conservatoires (e.g. Trinity Laban Conservatoire of Dance and Music) then you will need to write a personal statement.

Personal Statement Mind Map https://www.ucas.com/file/4251/download?token=KIC9lMgH

Personal Statement Worksheet https://www.ucas.com/file/4261/download?token=u7I6M9Q5

How to write a UCAS Undergraduate personal statement (University courses) https://www.ucas.com/undergraduate/applying-university/how-write-ucas-undergraduate-personal-statement

How to write a UCAS Conservatoires personal statement https://www.ucas.com/conservatoires/filling-your-conservatoires-application/how-write-ucas-conservatoires-personal-statement

Ten places to get personal statement pointers https://www.ucas.com/connect/blogs/ten-places-get-personal-statement-pointers

UCAS Conservatoires And Everything you need to know about It!

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Where Music Takes Flight!

Applying to UCAS Conservatoires can be an exciting journey for aspiring musicians, dancers, and actors. This blog will guide you through understanding what is conservatoire study, the application process, offering tips and insights to help you succeed. Whether you're curious about what UCAS Conservatoires are, how to prepare for auditions, or what life is like as a student, we've got you covered. Join us as we explore everything you need to know to make your dream of attending a top conservatoire a reality.

UCAS Conservatorie Study Meaning

The branch of UCAS ( Universities and Colleges Admissions Service ) that handles applications of UK higher education institutions is called UCAS Conservatories. Students who want to pursue specialised in music at some of the most prestigious institutions in the nation can use UCAS conservatories as a stepping stone. UCAS Conservatories processes applications for undergraduate and postgraduate music programs and manages the admission process on behalf of the participating institutions.

The Participating Institutions

UCAS Conservatories represents a consortium of eight renowned music institutions in the UK. Each institution is known for its rich musical heritage, exceptional faculty, and outstanding facilities. Also, check out these articles to know more about the universities with low acceptance rates in the UK .

The UCAS Application Process

The UCAS application process requires careful preparation and attention to detail. Prospective students must first create a UCAS conservatory account and select their chosen institutions and courses. Along with the application form, applicants are typically required to submit academic qualifications, references, and a personal statement highlighting their musical background, aspirations, and dedication to their craft. Depending on the institution and program, auditions and interviews may be integral to the selection process.

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How to apply?

Your UCAS conservatories application will be an online process. Keep this step-by-step guide to applying to UCAS:

1. Register with UCAS

You can apply only once per academic year , but within that application, you can choose multiple conservatoires and programs. You'll have to register in the UCAS Hub and answer the registration question indicating that you're interested in "conservatories" and the year you plan to start your course. Then you'll be directed to your UCAS Hub dashboard, where you'll see a tile labelled "your application". Just hit on "start" to launch your application.

2. Complete your profile

Once you start with your profile, keep the following points in consideration:

•  All questions are necessary and thus have to be answered, but you don't have to do it all in one go; you can sign in and save your progress. 
•  Ensure your email address is always up to date to avoid missing critical programme updates. 
• They'll ask for your residency status, whether you reside in the UK or not; if not, visit the UKCISA site for more information. 
• UCAS conservatories do not manage student finance applications, but they will, however, ask you about your plan to fund your study. 
• If you want a parent, guardian or advisor to be able to contact UCAS conservatories on your behalf, you can grant them access. We can talk about your application with them, but they can't provide them with your login credentials or information for security reasons.

3. Add your previous education.

The next step is to enter information for up to 5 of the schools, colleges and institutions you have recently attended or are currently enrolled in. If you've attended a conservatoire junior academics or departments, make sure to ensure that. 

4. Add your previous qualifications.

Enter all of your qualifications, whether you have the results (even ungraded ones) or are still awaiting tests and results. You must still include any outstanding qualifications in your application, even if they aren't shown here. Keep in mind, though, that you'll need to transmit the results to the conservatories of your choice as soon as you receive them. 

5. Select your course choices.

When choosing your courses, make sure you select six courses in a no-preference order. 

• Conservatories will be able to see all of your other applications, but they won't be listed in any particular sequence. 
• For music courses, there are "study type" possibilities, but for other courses, it will only say "main specialisation."
• After that, you can select one of the audition sites. 

Typically, there is no need to submit more than one application to a given conservatoire. 

If you're a student who is applying for a music course, there is a possibility that you can choose two instruments if you wish.

• The main specialisation is only a single instrument.
• A joint major speciality involves two instruments being equally studied.
• The secondary specialisation consists of two instruments, one as your primary and one as your secondary. 
• Alternative main specialisations provide two possibilities, both of which you would be pleased to study as a single main instrument.

6. Write a personal statement.

This is your main shot at convincing the UCAS Conservatories that you would make an excellent student and that you wish to study the course. Starting early is always the best choice as it gives you extra time to think about what you want to present. Want to write a winning personal statement? If you are still wondering what to write in a personal statement , then here are some tips .

7. Get two ucas conservatoire references

A ucas conservatoire references is a formal letter of support from a professor, mentor or other authority figure who is familiar with your academic record. You'll need references from two different individuals for both your academic and practical work. Ask your referees to complete the references by entering their information in the application. These will be sent with yours. If references take longer than expected, you can still submit your application. Your referrer should complete the reference forms and email them to you so that you can send them to the UCAS conservatories of your choice. For more information, refer to the conservatoire's websites. For music courses, completion is needed by the end of October or as soon as possible for courses with additional deadlines.

8 Read the Declaration

After you've completed all preceding stages, you'll be able to read and agree to the declaration, which will allow UCAS to process your information and send it to your conservatories

9. Pay application and assessment fees

For the 2025 entrance, the application cost is £28.50 (£27.50 for 2024). Most courses ask you to submit a portfolio, an interview or an audition. Fees are usually associated with these exams and assessments and are paid during these procedures. Some fees might need to be paid directly to the UCAS conservatories. Each fee's amount and steps for payment are specified in your application itself.

When should I submit my UCAS application?

Now that you know how to apply for the UCAS Conservatories, the next step is to know the deadlines for this application. Here’s what you need to know about the UCAS conservatoire deadline for music, dance, drama, and musical theatre courses:

For music courses:

• If you're starting in 2024, apply by 6 PM (UK time) on 2 October 2023.
• If you're starting in 2025, apply by 6 PM (UK time) on 2 October 2024.

For most dance, drama, and musical theatre courses:

• If you're starting in 2024, apply by 6 PM (UK time) on 31 January 2024.
• If you're starting in 2025, apply by 6 PM (UK time) on 29 January 2025.

You can still apply after these dates, but you should check with your chosen conservatoires if they can consider your application. Keep in mind that your application will be late, and courses might already be full.

Many conservatories won't stop accepting applications from international students until later in the year, closer to the start of the term. Simply check the conservatories first before applying to see whether they will consider your application. Make sure to connect with them as soon as possible because if you get a place, you need to arrange your accommodation and visa. 

Tracking UCAS conservatories

• First, they'll process your application; if they have any questions, they'll contact you, so make sure you keep an eye out for updates.
• After your application is processed, the conservatories can access your application online, where they can access your application and all the conservatories you've applied to.
• UCAS will send you a welcome email with your list of choices and personal ID. Make sure to cross-check your details, and if any information is incorrect, contact UCAS immediately. 
• Now that you have your credentials sign in and keep track of the updates and emails UCAS sends on your given email.
• Following this, you'll need to demonstrate your abilities as a form of qualifying exam. If you're a performer, you are invited to either give a live audition or send a recording of your performance or if you're a composer. After viewing your demo, the conservatories will take a decision. The decisions are directly published as soon as UCAS receives them. You'll get an email from UCAS regarding the updates. 

Choosing A Conservatoire Course

After deciding what to study, meeting the entrance requirements and learning about UCAS conservatoire deadline, you may still have a lot of options for courses around the country. With the help of the search tool, browsing is made simple.

Courses and Specialisations

UCAS conservatories offer a wide range of music courses, catering to various specialisations and musical genres. Whether one's interest lies in classical music, jazz, composition, conducting, music education, or performance, there is a diverse selection of programs available. The conservatories provide a structured curriculum that combines theoretical knowledge, practical training, ensemble work, and performance opportunities, allowing students to develop a well-rounded musical education.

Auditioning and interviews

What happens during an audition or interview?

Conservatoires will tell you what you need to prepare for an audition or interview. Audition locations are worldwide, but if you can't attend in person, you might be able to send a video or recording instead.

• Music performers : Usually, you'll play two or more different pieces live.
• Musicians : You might have to play or sing scales, sight-read music, take an aural test, or do an interview.
• Composers : Often, you'll need to submit a portfolio or show some practical work, or you might be invited to an interview.
• Dance and drama applicants : You might need to prepare monologues a performance piece, join a dance class, sing, sight-read text, or improvise.
• Drama production applicants : You might get set tasks to complete before the interview, where you'll discuss these tasks, your understanding of the course, and your career goals.

For more tips on preparing for your audition, check out our guide, 'Making the most of your audition,' on our website at www.ucas.com/conservatoires/audition-tips.

Making arrangements to study

To study in the UK, certain arrangements must be made. Here are the key points to consider:

• Information on visa requirements can be found at www.gov.uk/visas-immigration . 
• The visa application process often includes taking an English language test. Details are provided below.
• Applicants will need to pay a visa application fee and possibly a healthcare surcharge.

English Language Tests

• The UK Visas & Immigration (UKVI) website lists approved English language tests for immigration purposes at www.gov.uk/tier-4-general-visa/knowledge-of-english . 
• Individual conservatoires may have their own English language requirements for non-native speakers, which may be part of a conditional offer. Contact the specific conservatoire for details.
• Many conservatoires offer pre-sessional English courses to help students meet language requirements. Contact the conservatoire for more information.

Living Costs

Before choosing a conservatoire, ensure the ability to cover:

Full tuition fees (check conservatoires' websites for details)

• Daily living expenses
• Music-related costs
• Instruments or costumes
• Travel expenses

For assistance in calculating the cost of studying in the UK:

• Contact the international offices at the conservatoires
• Reach out to the local British Council office at www.britishcouncil.org
• Use the Brightside International Student Calculator at international.studentcalculator.org

Financial Support

• Government funds may be available for UK and EU students. More information can be found at www.ukcisa.org.uk . 
• Scholarship and bursary information is available on the British Council’s Education UK site at www.educationuk.org/global/articles/scholarships-financial-support . 

How Are UCAS Conservatories Different From A University?

Attending a conservatoire through UCAS conservatories offers a unique and immersive musical experience. Students are surrounded by like-minded individuals who share their passion for music, creating a vibrant and stimulating environment. The conservatories boast state-of-the-art facilities, including concert halls, recording studios, practice rooms, and specialised music libraries, giving students access to top-notch resources and equipment.

1. Performance Opportunities

When it comes to pursuing higher education in music, UCAS conservatories stand apart from traditional universities and colleges. While universities and colleges offer comprehensive academic programs, UCAS conservatories focus specifically on music and the performing arts. In this blog post, we will explore the unique characteristics that set UCAS conservatories apart from universities and colleges, highlighting the benefits they offer to aspiring musicians.

2. Specialisation in Music

Unlike universities and colleges, UCAS conservatories are dedicated solely to the study of music and the performing arts. These institutions provide an immersive environment where students can fully immerse themselves in their chosen discipline. The curriculum revolves around music theory, performance, composition, conducting, and other specialised areas of music education, ensuring a focused and in-depth exploration of the subject.

3. Emphasis on Practical Training

UCAS conservatories place a strong emphasis on practical training and performance. While universities and colleges may have music programs, they often offer a broader range of academic courses alongside music. In contrast, conservatories prioritise hands-on experience, providing students with numerous performance opportunities, ensemble work, and master classes. This practical approach enables students to develop their technical skills, stage presence, and musicianship, preparing them for professional careers in the music industry.

4. Intensive One-to-One Instruction

One of the key differences between UCAS conservatories and universities or colleges is the intensive one-to-one instruction students receive. At conservatories, students benefit from individual lessons and mentorship from experienced faculty members who are renowned musicians themselves. This personalised attention allows for a deeper understanding of the student's strengths, weaknesses, and musical goals, fostering rapid progress and artistic development.

5. Performance-based Assessment

In universities and colleges, assessment methods often include written exams, research papers, and group projects. In contrast, UCAS conservatories prioritise performance-based assessment as a fundamental component of the learning process. Students are regularly assessed through recitals, concerts, and performances, where their skills, interpretation, technique, and stage presence are evaluated. This performance-centric approach ensures students develop the necessary skills to excel in live performance situations.

6. Collaborative Environment

While universities and colleges promote interdisciplinary collaboration, UCAS conservatories provide a collaborative environment that revolves specifically around music. Students from various disciplines come together to create music ensembles, orchestras, and chamber groups, fostering a rich and diverse musical community. This collaborative atmosphere allows for creative exchanges, ensemble playing, and the development of teamwork skills, preparing students for real-world professional collaborations.

7. Industry Connections

UCAS conservatories have strong connections to the music industry, with partnerships and affiliations with leading orchestras, opera houses, festivals, and recording studios. These connections provide unique networking opportunities for students, allowing them to interact with professionals and potential employers.

8. Career-focused Education

UCAS Conservatories are renowned for their dedication to preparing students for careers in the music industry. Whether students aspire to become performers, composers, conductors, or music educators, UCAS conservatories offer a comprehensive education that aligns with the demands of the music profession.

UCAS Conservatories serves as a gateway to the world of music for aspiring musicians in the United Kingdom. It provides a platform for people to hone their musical abilities, improve their abilities and get directions from renowned faculty members. UCAS Conservatories offer an amazing chance for ambitious musicians to follow their passion and start a fulfilling career in the performing arts. These institutions feature a variety of courses, cutting-edge equipment and a great legacy of developing musical brilliance. Also, check out this article for all the current updates related to UCAS , including the deadlines, conservatoire application, etc.

Frequently Asked Questions

Can i apply to ucas conservatories if i don't have a traditional academic background in music, how do auditions work for ucas conservatories, are there scholarships or financial support available for students at ucas conservatories, what career opportunities can i pursue after graduating from a ucas conservatoire, what documents are required for a ucas conservatoires application, how long does the ucas application process take, do i need to have a certain level of musical or artistic qualification to apply.

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UCAS Personal Statement and Examples

What is the ucas personal statement .

The Universities and Colleges Admissions Service (UCAS) Personal Statement is the main essay for your application to colleges and universities in Great Britain. UCAS gives a nice explanation here , but in short, this is your chance to stand out against the crowd and show your knowledge and enthusiasm for your chosen area of study.

You’ve got 4,000 characters and 47 line limit to show colleges what (ideally) gets you out of bed in the morning. How long is that, really? Use your “word count” tool in Google or Word docs to check as you go along, but 4,000 characters is roughly 500 words or one page.

HOW IS THE UCAS PERSONAL STATEMENT DIFFERENT FROM THE US PERSONAL STATEMENT?

Think they’re the same? Think again. Here are some key differences between the UCAS and the US Personal Statement:

When you apply to UK schools, you’re applying to one particular degree program, which you’ll study for all, or almost all, your time at university. Your UCAS personal statement should focus less on cool/fun/quirky aspects of yourself and more on how you’ve prepared for your particular area of study.

The UCAS Personal Statement will be read by someone looking for proof that you are academically capable of studying that subject for your entire degree. In some cases, it might be an actual professor reading your essay.

You’ll only write one personal statement, which will be sent to all the universities you’re applying to, and it’s unlikely you’ll be sending any additional (supplemental) essays. Your essay needs to explain why you enjoy and are good at this subject, without reference to any particular university or type of university.

Any extracurricular activities that are NOT connected to the subject you’re applying for are mostly irrelevant, unless they illustrate relevant points about your study skills or attributes: for example, having a job outside of school shows time-management and people skills, or leading a sports team shows leadership and responsibility.

Your personal statement will mostly focus on what you’ve done at high school, in class, and often in preparation for external exams. 80-90% of the content will be academic in nature.

A QUICK STEP-BY-STEP GUIDE TO WRITING THE UCAS PERSONAL STATEMENT

This may be obvious, but the first step to a great UCAS Personal Statement is to choose the subject you’re applying for. This choice will be consistent across the (up to) five course choices you have. Often, when students struggle with a UCAS personal statement, it’s because they are trying to make the statement work for a couple of different subjects. With a clear focus on one subject, the essay can do the job it is supposed to do. Keep in mind you’re limited to 47 lines or 4000 characters, so this has to be concise and make efficient use of words.

To work out what information to include, my favourite brainstorming activity is the ‘Courtroom Exercise’. Here’s how it works:

The Courtroom Exercise

Imagine you’re prosecuting a case in court, and the case is that should be admitted to a university to study the subject you’ve chosen. You have to present your case to the judge, in a 47 line or 4,000 character statement. The judge won’t accept platitudes or points made without evidence–she needs to see evidence. What examples will you present in your statement?

In a good statement, you’ll make an opening and a closing point.

To open your argument, can you sum up in one sentence why you wish to study this subject? Can you remember where your interest in that subject began? Do you have a story to tell that will engage the reader about your interest in that subject?

Next, you’ll present a number of pieces of evidence, laying out in detail why you’re a good match for this subject. What activities have you done that prove you can study this subject at university?

Most likely, you’ll start with a class you took, a project you worked on, an internship you had, or a relevant extra-curricular activity you enjoyed. For each activity you discuss, structure a paragraph on each using the ABC approach:

A: What is the A ctivity?

B: How did it B enefit you as a potential student for this degree course?

C: Link the benefit to the skills needed to be successful on this C ourse.

With three or four paragraphs like these, each of about 9 or 10 lines, and you should have the bulk of your statement done. Typically two of these will be about classes you have taken at school, and two about relevant activities outside of school.

In the last paragraph, you need to demonstrate wider skills that you have, which you can probably do from your extracurricular activities. How could you demonstrate your time management, your ability to collaborate, or your creativity? Briefly list a few extracurricular activities you’ve taken part in and identify the relevant skills that are transferable to university study.

Finally, close your argument in a way that doesn’t repeat what you’ve already shared. Case closed!

FREQUENTLY ASKED QUESTIONS

What if I’m not sure what I want to study? Should I still apply? 

There are a number of broader programs available at UK universities (sometimes called Liberal Arts or Flexible Combined Honours). However,  you should still showcase two or three academic areas of interest. If you are looking for a broader range of subjects to study and can’t choose one, then the UK might not be the best fit for you.

What if I haven’t done much, academically or via extracurriculars, to demonstrate that I’ll be able to complete the coursework for my degree? Should I still apply?

You certainly can, but you will need to be realistic about the strength of your application as a result. The most selective universities will want to see this evidence, but less selective ones will be more willing to account for your potential to grow in addition to what you’ve already achieved. You could also consider applying for a Foundation course or a ‘Year 0’ course, where you have an additional year pre-university to enable you to develop this range of evidence.

If I’m not accepted into a particular major, can I be accepted into a different major?

It’s important to understand that we are not talking about a ‘major,’ as what you are accepted into is one entire course of study. Some universities may make you an ‘alternative offer’ for a similar but perhaps less popular course (for example you applied for Business but instead they offer you a place for Business with a Language).At others, you can indicate post-application that you would like to be considered for related courses. However, it’s not going to be possible to switch between two completely unrelated academic areas.

What other information is included in my application? Will they see my extracurricular activities, for example? Is there an Additional Information section where I can include more context on what I’ve done in high school?

The application is very brief: the personal statement is where you put all the information. UCAS does not include an activities section or space for any other writing. The 47 lines are all you have. Some universities might accept information if there are particularly important extenuating circumstances that must be conveyed. This can be done via email, but typically, they don’t want to see more than the UCAS statement and your school’s reference provides.

Now, let’s take a look at some of my favourite UCAS personal statement examples with some analysis of why I think these are great.

UCAS PERSONAL STATEMENT EXAMPLE FOR CHEMISTRY

When I was ten, I saw a documentary on Chemistry that really fascinated me. Narrated by British theoretical physicist Jim Al-Khalili, it explained how the first elements were discovered and how Chemistry was born out of alchemy. I became fascinated with Chemistry and have remained so ever since. I love the subject because it has very theoretical components, for example quantum Chemistry, while also having huge practical applications.

In this introduction, the student shows where his interest in Chemistry comes from. Adding some additional academic detail (in this case, the name of the scientist) helps guide the reader into more specific information on why this subject is interesting to him.

This aspect of Chemistry is important to me. I have, for example, used machine learning to differentiate between approved and experimental drugs. On the first run, using drug molecules from the website Drug Bank, I calculated some molecular descriptors for them. I started with a simple logistic regression model and was shocked to find that it had apparently classified almost all molecules correctly. This result couldn’t be right; it took me nearly a month to find the error. I accidentally normalized the molecular-descriptor data individually, rather than as a combined data set, thereby encoding the label into the input. On a second run, after fixing the error, I used real machine learning libraries. Here I actually got some performance with my new algorithm, which I could compare to professional researchers’ papers. The highest accuracy I ever saw on my screen was 86 percent. The researchers’ result was 85 percent; thanks to more modern machine learning methods, I narrowly beat them. I have also studied Mathematics and Physics at A Level and have been able to dive into areas beyond the A Level syllabus such as complex integration in math and the Schrödinger equation in Physics.

This paragraph outlines a clear case for this student’s aptitude for and interest in Chemistry. He explains in detail how he has explored his intended major, using academic terminology to show us he has studied the subject deeply. Knowing an admissions reader is looking for evidence that this student has a talent for Chemistry, this paragraph gives them the evidence they need to admit him.

Additionally, I have worked on an undergraduate computer science course on MIT Opencourseware, but found that the content followed fixed rules and did not require creativity. At the time I was interested in neural networks and listened to lectures by professor Geoffrey Hinton who serendipitously mentioned his students testing his techniques on ‘Kaggle Competitions’. I quickly got interested and decided to compete on this platform. Kaggle allowed me to measure my machine learning skills against competitors with PhDs or who are professional data scientists at large corporations. With this kind of competition naturally I did not win any prizes, but I worked with the same tools and saw how others gradually perfected a script, something which has helped my A Level studies immensely.

Introducing a new topic, the student again uses academic terminology to show how he has gone beyond the confines of his curriculum to explore the subject at a higher level. In this paragraph, he demonstrates that he has studied university-level Chemistry. Again, this helps the reader to see that this student is capable of studying for a Chemistry degree.

I have been keen to engage in activities beyond the classroom. For example, I have taken part in a range of extracurricular activities, including ballroom dancing, public speaking, trumpet, spoken Mandarin, and tennis, achieving a LAMDA distinction at level four for my public speaking. I have also participated in Kaggle competitions, as I’m extremely interested in machine learning. For example, I have used neural networks to determine the causes of Amazon deforestation from satellite pictures in the ‘Planet: Understanding the Amazon from Space’ competition. I believe that having worked on projects spanning several weeks or even months has allowed me to build a stamina that will be extremely useful when studying at university.

This penultimate paragraph introduces the student’s extracurricular interests, summing them up in a sentence. Those activities that can demonstrate skills that are transferable to the study of Chemistry are given a bit more explanation. The student’s descriptions in each paragraph are very detailed, with lots of specific information about awards, classes and teachers.

What I hope to gain from an undergraduate (and perhaps post-graduate) education in Chemistry is to deepen my knowledge of the subject and potentially have the ability to successfully launch a startup after university. I’m particularly interested in areas such as computational Chemistry and cheminformatics. However, I’m  open to studying other areas in Chemistry, as it is a subject that truly captivates me.

In the conclusion, the student touches on his future plans, using specific terminology that shows his knowledge of Chemistry. This also reveals that he aims to have a career in this field, which many admission readers find appealing as it demonstrates a level of commitment to the subject.

UCAS PERSONAL STATEMENT EXAMPLE FOR VETERINARY MEDICINE

This next statement has to accomplish a number of tasks, given the subject the student is applying for. As a vocational degree, applicants for veterinary medicine are committing to a career as well as a subject to study, so they need to give information demonstrating they understand the reality of a career in this area. It also needs to explain their motivation for this interest, which quite often is demonstrated through work experience (something which is often a condition for entry into these programs). Finally, as this is a highly academic subject to study at university, the author should include a good level of academic terminology and experiences in the statement.

There is nothing more fascinating to me than experiencing animals in the wild, in their natural habitat where their behaviour is about the survival of their species. I was lucky enough to experience this when in Tanzania. While observing animals hunting, I became intrigued by their musculature and inspired to work alongside these animals to help them when they are sick, as a veterinarian.

In an efficient way, the applicant explains her motivation to become a vet, then squeezes in a bit of information about her experience with animals.

As a horse rider and owner for nearly ten years, I have sought opportunities to learn as much as I can about caring for the animal. I helped around the yard with grooming and exercise, bringing horses in and out from the fields, putting on rugs, and mucking out. I have also been working at a small animal vet clinic every other Saturday for over 2.5 years. There, my responsibilities include restocking and sterilising equipment, watching procedures, and helping in consultations. Exposure to different cases has expanded my knowledge of various aspects, such as assisting with an emergency caesarean procedure. Due to a lack of staff on a Saturday, I was put in charge of anaesthesia while the puppies were being revived. I took on this task without hesitation and recorded heart and respiration rate, capillary refill time, and gum colour every five minutes. Other placements following an equine vet, working on a polo farm, and volunteering at a swan sanctuary have also broadened my experience with different species and how each possesses various requirements. During pre-vet summer courses, I was also introduced to farm animals such as pigs, cows, sheep and chicken. I spend some time milking dairy cows and removing clustered dust from chicken feet, as well as tipping sheep in order to inspect their teats.

In this paragraph, she synthesizes personal experience with an academic understanding of vet medicine. She demonstrates that she is committed to animals (helping in the yard, regular Saturday work, assistance with procedures), that she has gained a variety of experiences, and that she understands some of the conditions (caesareans, clustered dust) that vets have to deal with. Note that she also briefly discusses ‘pre-vet summer courses,’ adding credibility to her level of experience.

I have focused on HL Biology and HL Chemistry for my IB Diploma. I was particularly excited to study cell biology and body systems because these subjects allowed me to comprehend how the body works and are applicable to animal body functions. Topics like DNA replication as well as cell transcription and translation have helped me form a fundamental understanding of genetics and protein synthesis, both important topics when looking into hereditary diseases in animals. Learning about chemical reactions made me consider the importance of pharmaceutical aspects of veterinary medicine, such as the production of effective medicine. Vaccines are essential and by learning about the chemical reactions, I f developed a more nuanced understanding about how they are made and work.

Now, the statement turns to academic matters, linking her IB subjects to the university studies she aspires to. She draws out one particular example that makes a clear link between school and university-level study.

I have also written my Extended Essay discussing the consequences of breeding laws in the UK and South Australia in relation to the development of genetic abnormalities in pugs and German shepherds. This topic is important, as the growing brachycephalic aesthetic of pugs is causing them to suffer throughout their lifetime. Pedigree dogs, such as the German shepherd, have a very small gene pool and as a result, hereditary diseases can develop. This becomes an ethical discussion, because allowing German shepherds to suffer is not moral; however, as a breed, they aid the police and thus serve society.

The IB Extended Essay (like an A Level EPQ or a Capstone project) is a great topic to discuss in a personal statement, as these activities are designed to allow students to explore subjects in greater detail.

The first sentence here is a great example of what getting more specific looks like because it engages more directly with what the student is actually writing about in this particular paragraph then it extrapolates a more general point of advice from those specificities.

By choosing to write her Extended Essay on a topic of relevance to veterinary medicine, she has given herself the opportunity to show the varied aspects of veterinary science. This paragraph proves to the reader that this student is capable and motivated to study veterinary medicine.

I have learned that being a veterinarian requires diagnostic skills as well as excellent communication and leadership skills. I understand the importance and ethics of euthanasia decisions, and the sensitivity around discussing it withanimal owners. I have developed teamwork and leadership skills when playing varsity football and basketball for four years. My communication skills have expanded through being a Model U.N. and Global Issues Network member.

This small paragraph on her extracurricular activities links them clearly to her intended area of study, both in terms of related content and necessary skills. From this, the reader gains the impression that this student has a wide range of relevant interests.

When I attend university, I not only hope to become a veterinarian, but also a leader in the field. I would like to research different aspects of veterinary medicine, such as diseases. As a vet, I would like to help work towards the One Health goal; allowing the maintenance of public health security. This affects vets because we are the ones working closely with animals every day.

In the conclusion, she ties things together and looks ahead to her career. By introducing the concept of ‘One Health’, she also shows once again her knowledge of the field she is applying to.

UCAS PERSONAL STATEMENT EXAMPLE FOR AERONAUTICAL ENGINEERING

Standing inside a wind tunnel is not something every 17 year old aspires to, but for me the opportunity to do so last year confirmed my long-held desire to become a mechanical engineer.

This introduction is efficient and provides a clear direction for the personal statement. Though it might seem that it should be more detailed, for a student applying to study a course that requires limited extended writing, being this matter-of-fact works fine.

I enjoy the challenge of using the laws of Physics, complemented with Mathematical backing, in the context of everyday life, which helps me to visualise and understand where different topics can be applied. I explored the field of aeronautics, specifically in my work experience with Emirates Aviation University. I explored how engineers apply basic concepts of air resistance and drag when I had the opportunity to experiment with the wind tunnel, which allowed me to identify how different wing shapes behave at diverse air pressures. My interest with robotics has led me to take up a year-long internship with MakersBuilders, where I had the chance to explore physics and maths on a different plane. During my internship I educated young teenagers on a more fundamental stage of building and programming, in particular when we worked on building a small robot and programmed the infra-red sensor in order to create self-sufficient movement. This exposure allowed me to improve my communication and interpersonal skills.

In this paragraph, the student adds evidence to the initial assertion that he enjoys seeing how Physics relates to everyday life. The descriptions of the work experiences he has had not only show his commitment to the subject, but also enable him to bring in some academic content to demonstrate his understanding of engineering and aeronautics.

I’m interested in the mechanics side of Maths such as circular motion and projectiles; even Pure Maths has allowed me to easily see patterns when working and solving problems in Computer Science. During my A Level Maths and Further Maths, I have particularly enjoyed working with partial fractions as they show how reverse methodology can be used to solve addition of fractions, which ranges from simple addition to complex kinematics. ­­­Pure Maths has also enabled me to better understand how 3D modelling works with ­­­the use of volumes of revolution, especially when I learned how to apply the calculations to basic objects like calculating the amount of water in a bottle or the volume of a pencil.

This paragraph brings in the academic content at school, which is important when applying for a subject such as engineering. This is because the admissions reader needs to be reassured that the student has covered the necessary foundational content to be able to cope with Year 1 of this course.

In my Drone Club I have been able to apply several methods of wing formation, such as the number of blades used during a UAS flight. Drones can be used for purposes such as in Air-sea Rescue or transporting food to low income countries. I have taken on the responsibility of leading and sharing my skills with others, particularly in the Drone Club where I gained the certification to fly drones. In coding club, I participated in the global Google Code competition related to complex, real-life coding, such as a program that allows phones to send commands to another device using Bluetooth. My Cambridge summer course on math and engineering included the origins of a few of the most important equations and ideologies from many mathematicians such as, E=mc2 from Einstein, I also got a head start at understanding matrices and their importance in kinematics. Last summer, I completed a course at UT Dallas on Artificial Intelligence and Machine Learning. The course was intuitive and allowed me to understand a different perspective of how robots and AI will replace humans to do complex and labour-intensive activities, customer service, driverless cars and technical support.

In this section, he demonstrates his commitment to the subject through a detailed list of extracurricular activities, all linked to engineering and aeronautics. The detail he gives about each one links to the knowledge and skills needed to succeed in these subjects at university.

I have represented Model UN as a delegate and enjoyed working with others to solve problems. For my Duke of Edinburgh Award, I partook in several activities such as trekking and playing the drums. I enjoy music and I have reached grade 3 for percussion. I have also participated in a range of charitable activities, which include assisting during Ramadan and undertaking fun-runs to raise money for cancer research.

As with the introduction, this is an efficient use of language, sharing a range of activities, each of which has taught him useful skills. The conclusion that follows is similarly efficient and to the point.

I believe that engineering is a discipline that will offer me a chance to make a tangible difference in the world, and I am certain I will enjoy the process of integrating technology with our everyday life.

UCAS PERSONAL STATEMENT EXAMPLE FOR ECONOMICS AND SOCIAL POLICY

Applying for a joint honours course presents a particular challenge of making the case that you are interested in the first subject, the second subject and (often overlooked) the combination of the two. In this example, the applicant uses her own academic studies and personal experiences to make her case.

I usually spend my summer breaks in Uttar Pradesh, India working at my grandparents’ NGO which produces bio-fertilizers for the poor. While working, I speak to many of the villagers in the nearby villages like Barokhar and Dharampur and have found out about the various initiatives the Government has taken to improve the production of wheat and rice. I understand the hardships they undergo and speaking to them has shown me the importance of Social Policy and the role the government plays in improving the lives of people and inspired me to pursue my university studies in this field.

In the introduction, this applicant explains where her interlinking experiences come from: she has personal experiences demonstrating how economics impacts the most vulnerable in society. In doing so, she shows the admissions reader that she has a deep interest in this combination and can move on to discussing each subject in turn.

My interest in these areas has been driven by the experiences I had at high school and beyond. I started attending Model United Nations in the 9th grade and have been to many conferences, discussing problems like the water crisis and a lack of sustainability in underdeveloped countries. These topics overlapped with my study of economics and exciting classroom discussions on what was going on how different events would impact economies, for instance how fluctuations in oil prices will affect standards of living. Studying Economics has expanded  my knowledge about how countries are run and how macroeconomic policies shape the everyday experiences of individuals.

Unusually, this applicant does not go straight into her classroom experiences but instead uses one of her extracurricular activities (Model United Nations) in her first paragraph. For students applying for subjects that are not often taught at school (Social Policy in this example), this can be a good idea, as it allows you to bring in material that you have self-studied to explain why you are capable of studying each subject at university. Here, she uses MUN discussions to show she understands some topics in social policy that are impacting the world.

By taking up history as a subject in Grade 11 and 12, I have seen the challenges that people went through in the past, and how different ideas gained momentum in different parts of the world such as the growth of communism in Russia and China and how it spread to different countries during the Cold War. I learned about the different roles that governments played in times of hardships such as that which President Roosevelt’s New Deal played during the Great Depression. From this, I gained analytical skills by scrutinizing how different social, political and economic forces have moulded societies in the past.

In this paragraph, she then takes the nearest possible class to her interest in Social Policy and draws elements from it to add to her case for Social Policy. Taking some elements from her history classes enables her to add some content to this statement, before linking to the topic of economics.

To explore my interest in Economics, I interned at Emirates National Bank of Dubai, one of the largest banks in the Middle East, and also at IBM. At Emirates NBD, I undertook a research project on Cash Management methods in competitor banks and had to present my findings at the end of the internship. I also interned at IBM where I had to analyze market trends and fluctuations in market opportunity in countries in the Middle East and Africa. I had to find relations between GDP and market opportunity and had to analyze how market opportunity could change over the next 5 years with changing geo-political situations. I have also attended Harvard University’s Youth Lead the Change leadership conference where I was taught how to apply leadership skills to solve global problems such as gender inequality and poverty.

Economics is explored again through extracurriculars, with some detail added to the general statement about the activities undertaken during this work experience. Though the level of academics here is a little thin because this student’s high school did not offer any classes in Economics, she does as well as she can to bring in academic content.

I have partaken in many extra-curricular activities which have helped me develop the skills necessary for this course. Being a part of the Press Club at school gave me an opportunity to hone my talent for the written word and gave me a platform to talk about global issues. Volunteering at a local library taught me how to be organized. I developed research and analytical skills by undertaking various research projects at school such as the sector-wide contribution of the Indian economy to the GDP in the previous year. As a member of the Business and Economic Awareness Council at school, I was instrumental in organizing many economics-based events such as the Business Fair and Innovation Mela. Being part of various Face to Faith conferences has provided me with an opportunity to interact with students in Sierra Leone, India and Korea and understand global perspectives on issues like malaria and human trafficking.

The extracurricular activities are revisited here, with the first half of this paragraph showing how the applicant has some transferable skills from her activities that will help her with this course. She then revisits her interest in the course studies, before following up with a closing section that touches on her career goals:

The prospect of pursuing these two subjects is one that I eagerly anticipate and I look forward to meeting the challenge of university. In the future, I wish to become an economist and work at a think tank where I will be able to apply what I have learnt in studying such an exciting course.

UCAS PERSONAL STATEMENT EXAMPLE FOR HISTORY OF ART & PHILOSOPHY

This applicant is also a joint-honours applicant, and again is applying for a subject that she has not been able to study at school. Thus, bringing in her own interest and knowledge of both subjects is crucial here.

At the age of four, I remember an argument with my mother: I wanted to wear a pink ballerina dress with heels, made for eight-year-olds, which despite my difficulty in staying upright I was determined to wear. My mother persistently engaged in debate with me about why it was not ok to wear this ensemble in winter. After two hours of patiently explaining to me and listening to my responses she convinced me that I should wear something different, the first time I remember listening to reason. It has always been a natural instinct for me to discuss everything, since in the course of my upbringing I was never given a simple yes or no answer. Thus, when I began studying philosophy, I understood fully my passion for argument and dialogue.

This is an unusual approach to start a UCAS Personal Statement, but it does serve to show how this student approaches the world and why this combination of subjects might work for her. Though it could perhaps be drawn out more explicitly, here she is combining an artistic issue (her clothes) with a philosophical concern (her debate with her mother) to lead the reader into the case she is making for admission into this program.

This was first sparked academically when I was introduced to religious ethics; having a fairly Christian background my view on religion was immature. I never thought too much of the subject as I believed it was just something my grandparents did. However, when opened up to the arguments about god and religion, I was inclined to argue every side. After research and discussion, I was able to form my own view on religion without having to pick a distinctive side to which theory I would support. This is what makes me want to study philosophy: it gives an individual personal revelation towards matters into which they may not have given too much thought to.

There is some good content here that discusses the applicant’s interest in philosophy and her own motivation for this subject, though there is a lack of academic content here.

Alongside this, taking IB Visual Arts HL has opened my artistic views through pushing me out of my comfort zone. Art being a very subjective course, I was forced to choose an opinion which only mattered to me, it had no analytical nor empirical rights or wrongs, it was just my taste in art. From studying the two subjects alongside each other, I found great value, acquiring a certain form of freedom in each individual with their dual focus on personalized opinion and taste in many areas, leading to self- improvement.

In this section, she uses her IB Visual Arts class to explore how her interest in philosophy bleeds into her appreciation of art. Again, we are still awaiting the academic content, but the reader will by now be convinced that the student has a deep level of motivation for this subject. When we consider how rare this combination is, with very few courses for this combination available, the approach to take slightly longer to establish can work.

For this reason, I find the work of Henry Moore fascinating. I am intrigued by his pieces, especially the essence of the ‘Reclining Nude’ model, as the empty holes inflicted on the abstract human body encouraged my enthusiasm for artistic interpretation. This has led me to contemplate the subtlety, complexity and merit of the role of an artist. Developing an art piece is just as complex and refined as writing a novel or developing a theory in Philosophy. For this reason, History of Art conjoins with Philosophy, as the philosophical approach towards an art piece is what adds context to the history as well as purpose behind it.

Finally, we’re given the academic content. Cleverly, the content links both the History of Art and Philosophy together through a discussion of the work of Henry Moore. Finding examples that conjoin the subjects that make up a joint-honours application is a great idea and works well here.

Studying Philosophy has allowed me to apply real life abstractions to my art, as well as to glean a deeper critical analysis of art in its various mediums. My IB Extended Essay examined the 1900s Fauve movement, which made a huge breakthrough in France and Hungary simultaneously. This was the first artistic movement which was truly daring and outgoing with its vivid colours and bold brush strokes. My interest expanded to learning about the Hungarian artists in this movement led by Henri Matisse. Bela Czobel was one of the few who travelled to France to study but returned to Hungary, more specifically Nagybanya, to bestow what he had learned.

Again in this paragraph, the author connects the subjects. Students who are able to undertake a research project in their high school studies (such as the IB Extended Essay here, or the A Level Extended Project or AP Capstone) can describe these in their UCAS personal statements, as this level of research in an area of academic study can enliven and add depth to the writing, as is the case here.

As an international student with a multicultural background, I believe I can adapt to challenging or unfamiliar surroundings with ease. I spent two summers working at a nursery in Hungary as a junior Assistant Teacher, where I demonstrated leadership and teamwork skills that I had previously developed through commitment to sports teams. I was a competitive swimmer for six years and have represented my school internationally as well as holding the school record for 100m backstroke. I was elected Deputy Head of my House, which further reflects my dedication, leadership, teamwork and diligence.

As in the previous examples, this statement gives a good overview of the applicant’s extracurricular activities, with a mention of skills that will be beneficial to her studies at university. She then concludes with a brief final sentence:

I hope to carry these skills with me into my university studies, allowing me to enrich my knowledge and combine my artistic and philosophical interests.

UCAS PERSONAL STATEMENT EXAMPLE FOR LIBERAL ARTS

A good range of UK universities now offer courses called ‘Liberal Arts’ (or similar titles such as ‘Flexible Combined Honours’), which allows students to study a broader topic of study–perhaps combining three or four subjects–than is typically available in the UK system.

This presents a challenge in the personal statement, as within the 47 line / 4000 character limit, the applicant will have to show academic interest and knowledge in a range of subjects while also making the case to be admitted for this combined programme of study.

As a child I disliked reading; however, when I was 8, there was one particular book that caught my attention: The Little Prince. From that moment onwards, my love for literature was ignited and I had entered into a whirlwind of fictional worlds. While studying and analysing the classics from The Great Gatsby to Candide, this has exposed me to a variety of novels. My French bilingualism allowed me to study, in great depth, different texts in their original language. This sparked a new passion of mine for poetry, and introduced me to the works of Arthur Rimbaud, who has greatly influenced me. Through both reading and analysing poetry I was able to decipher its meaning. Liberal Arts gives me the opportunity to continue to study a range of texts and authors from different periods in history, as well as related aspects of culture, economy and society.

Here we have a slightly longer than usual opening paragraph, but given the nature of the course being applied for this works well. A personal story segueing from literature to modern languages to history and cultural studies shows that this student has a broad range of interests within the humanities and thus is well-suited to this course of study.

Liberal Arts is a clear choice for me. Coming from the IB International Baccalaureate Diploma programme I have studied a wide range of subjects which has provided me with a breadth of knowledge. In Theatre, I have adapted classics such as Othello by Shakespeare, and playing the role of moreover acting as Desdemona forced me to compartmentalise her complex emotions behind the early-modern English text. Studying History has taught me a number of skills; understanding the reasons behind changes in society, evaluating sources, and considering conflicting interpretations. From my interdisciplinary education I am able to critically analyse the world around me. Through studying Theory of Knowledge, I have developed high quality analysis using key questions and a critical mindset by questioning how and why we think and why. By going beyond the common use of reason, I have been able to deepen greaten my understanding and apply my ways of knowing in all subjects; for example in science I was creative in constructing my experiment (imagination) and used qualitative data (sense perception).

Students who are taking the IB Diploma, with its strictures to retain a broad curriculum, are well-suited to the UK’s Liberal Arts courses, as they have had practice seeing the links between subjects. In this paragraph, the applicant shows how she has done this, linking content from one subject to skills developed in another, and touching on the experience of IB Theory of Knowledge (an interdisciplinary class compulsory for all IB Diploma students) to show how she is able to see how different academic subjects overlap and share some common themes.

Languages have always played an important role in my life. I was immersed into a French nursery even though my parents are not French speakers. I have always cherished the ability to speak another language; it is something I have never taken for granted, and it is how I individualise myself. Being bilingual has allowed me to engage with a different culture. As a result, I am more open minded and have a global outlook. This has fuelled my desire to travel, learn new languages and experience new cultures. This course would provide me with the opportunity to fulfil these desires. Having written my Extended Essay in French on the use of manipulative language used by a particular character from the French classic Dangerous Liaisons I have had to apply my skills of close contextual reading and analysing to sculpt this essay. These skills are perfectly applicable to the critical thinking that is demanded for the course.

Within the humanities, this student has a particular background that makes her stand out, having become fluent in French while having no French background nor living in a French-speaking country. This is worth her exploring to develop her motivation for a broad course of study at university, which she does well here.

Studying the Liberal Arts will allow me to further my knowledge in a variety of fields whilst living independently and meeting people from different backgrounds. The flexible skills I would achieve from obtaining a liberal arts degree I believe would make me more desirable for future employment. I would thrive in this environment due to my self discipline and determination. During my school holidays I have undertaken working in a hotel as a chambermaid and this has made me appreciate the service sector in society and has taught me to work cohesively with others in an unfamiliar environment. I also took part in a creative writing course held at Keats House, where I learnt about romanticism. My commitment to extracurricular activities such as varsity football and basketball has shown me the importance of sportsmanship and camaraderie, while GIN (Global Issue Networking) has informed me of the values of community and the importance for charitable organisations.

The extracurricular paragraph here draws out a range of skills the student will apply to this course. Knowing that taking a broader range of subjects at a UK university requires excellent organizational skills, the student takes time to explain how she can meet these, perhaps going into slightly more detail than would be necessary for a single-honours application to spell out that she is capable of managing her time well. She then broadens this at the end by touching on some activities that have relevance for her studies.

My academic and personal preferences have always led me to the Liberal Arts; I feel as though the International Baccalaureate, my passion and self-discipline have prepared me for higher education. From the academics, extracurriculars and social aspects, I intend to embrace the entire experience of university.

In the final section, the candidate restates how she matches this course.

Overall, you can see how the key factor in a UCAS statement is the academic evidence, with students linking their engagement with a subject to the course of study that they are applying to. Using the courtroom exercise analogy, the judge here should be completely convinced that the case has been made, and will, therefore issue an offer of admittance to that university.

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How to Write a UCAS Personal Statement [With Examples]

James is senior content marketing manager at BridgeU. He writes and directs content for BridgeU's university partners and our community of international schools

What are the big challenges students should be aware of before writing their UCAS Personal Statement?

• The essential ingredients for writing a great Personal Statement
• How to write the UCAS Personal Statement [with examples]

Final hints & tips to help your students

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The UCAS Personal Statement can sometimes be a student’s only chance to impress a UK university. Read our in-depth guide to helping your students plan & write a winning application.

There are hundreds of articles out there on how to write a UCAS Personal Statement that will grab the attention of a UK university admissions officer.  

But if you’re working with students to help them perfect their Personal Statement in time for the  relevant UCAS deadlines , we can sum up the secret to success in three words.

Planning, structure and story. 

The UCAS Personal Statement is a student’s chance to talk about why they want to study for a particular degree, course or subject discipline at a UK university. 

As they set about writing a personal statement, students need to demonstrate the drive, ambition, relevant skills and notable achievements that make them a  suitable candidate for the universities they have chosen to apply to . 

But the UCAS Personal Statement requires students to write a lot about themselves in a relatively short space of time. That’s why lots of planning, a tight structure and a compelling story are essential if a student’s Personal Statement is to truly excel. 

As important deadlines for UK university applications grow closer, we at BridgeU have put together a guide, outlining some of the strategies and techniques to help your students to write a personal statement which is both engaging and truly individual.

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Discover the simple steps that will boost the confidence of your native English speaking & ESL students alike in  University Application Essays: The 5 Secrets of Successful Writing .

As they begin to plan their Personal Statement, students may feel intimidated. It’s not easy to summarise your academic interests and personal ambitions, especially when you’re competing for a place on a course which is popular or has demanding entry requirements. In particular, students will likely come up against the following challenges.

Time pressure

Unfortunately, the Personal Statement (and other aspects of university preparation) comes during the busiest year of the student’s academic life so far.

Students, and indeed teachers and counsellors, must undertake the planning and writing of the personal statement whilst juggling other commitments, classes and deadlines, not to mention revision and open day visits!

Because there is already a lot of academic pressure on students in their final year of secondary school, finding the time and headspace for the personal statement can be hard, and can mean it gets pushed to the last minute. The risks of leaving it to the last minute are fairly obvious – the application will seem rushed and the necessary thought and planning won’t go into  making the personal statement the best it can be . 

Sticking closely to the Personal Statement format

The character limit which UCAS sets for the personal statement is very strict – up to 4,000 characters of text. This means that students have to express themselves in a clear and concise way; it’s also important that they don’t feel the need to fill the available space needlessly.  Planning and redrafting of a personal statement is essential .

Making it stand out

This is arguably the greatest challenge facing students – making sure that their statement sets them apart from everyone else who is competing for a place on any given course; in 2024 alone, UCAS received applications from 594,940 applicants. In addition, UCAS uses its own dedicated team and purpose built software to check every application for plagiarism, so it’s crucial that students craft a truly  original personal statement which is entirely their own work .

The essential ingredients for writing a great UCAS Personal Statement 

We’ve already mentioned our three watch words for writing a high quality Personal Statement.

Planning. Structure. Story. 

Let’s dig deeper into these three essential components in more detail.

Watch: How to Write a UCAS Personal Statement with University of Essex

Planning a ucas personal statement.

It might sound like a no-brainer, but it’s vital that students plan their Personal Statement before they start writing it. Specifically, the planning phase could include: 

• Students thoroughly researching the UK university courses they plan on applying to. 
• Deciding on what relevant material to include in their Personal Statement (we’ll cover this in more detail later on). 
• Writing an unedited first draft where they just get their thoughts and ideas down on paper. 

Structuring a UCAS Personal Statement

As we’ve discussed, the UCAS Personal Statement requires students to be extremely disciplined – they will be required to condense a lot of information into a relatively short written statement. This means that, after they’ve written a rough first draft, they need to think carefully about how they structure the final statement. 

A stand out Personal Statement will need a tight structure, with an introduction and a conclusion that make an impact and really help to tell a story about who your student is, and why they are drawn to studying this particular degree. 

This brings us nicely to our third and final ingredient…

Telling a story with a Personal Statement

The UCAS Personal Statement is a student’s opportunity to show a university who they are and how their life experiences have shaped their academic interests and goals. 

So a good Personal Statement needs to offer a compelling narrative, and that means making sure that a student’s writing is well-structured, and that every sentence and paragraph is serving the statement’s ultimate purpose –  to convince a university that your student deserves a place on their subject of choice. 

How to help your students start their UCAS Personal Statement

In order to ensure that a personal statement is delivered on time and to an appropriate standard, it’s essential to plan thoroughly before writing it. Here are some questions you can ask your students before they start writing:

How can you demonstrate a formative interest in your subject?

It may sound obvious but, in order for any UCAS personal statement to have the necessary structure and clarity, students need to think hard about why they want to study their chosen subject. Ask them to think about their responses to the following questions:

What inspired you to study your chosen subject?

Example answer:  My desire to understand the nature of reality has inspired me to apply for Physics and Philosophy

Was there a formative moment when your perspective on this subject changed, or when you decided you wanted to study this subject in more detail?

Example answer:  My interest in philosophy was awakened when I questioned my childhood religious beliefs; reading Blackburn’s “Think”, convinced me to scrutinise my assumptions about the world, and to ensure I could justify my beliefs.

Can you point to any role models, leading thinkers, or notable literature which has in turn affected your thinking and/or inspired you?

Example answer :  The search for a theory of everything currently being conducted by physicists is of particular interest to me and in “The Grand Design” Hawking proposes a collection of string theories, dubbed M-theory, as the explanation of why the universe is the way it is.

Asking your students to think about the “why” behind their chosen subject discipline is a useful first step in helping them to organise their overall statement. Next, they need to be able to demonstrate evidence of their suitability for a course or degree. 

How have you demonstrated the skills and aptitudes necessary for your chosen course?

Encourage students to think about times where they have demonstrated the necessary skills to really stand out. It’s helpful to think about times when they have utilised these skills both inside and outside the classroom. Ask students to consider their responses to the following questions. 

Can you demonstrate critical and independent thinking around your chosen subject discipline?

Example answer :  Currently I am studying Maths and Economics in addition to Geography. Economics has been a valuable tool, providing the nuts and bolts to economic processes, and my geography has provided a spatial and temporal element.

Are you able to demonstrate skills and competencies which will be necessary for university study?

These include qualities such as teamwork, time management and the ability to organise workload responsibly.

Example answer:  This year I was selected to be captain of the 1st XV rugby team and Captain of Swimming which will allow me to further develop my leadership, teamwork and organisational skills.

How have your extracurricular activities helped prepare you for university?

Students may believe that their interests outside the classroom aren’t relevant to their university application. So encourage them to think about how their other interests can demonstrate the subject-related skills that universities are looking for in an application. Ask students to think about any of the following activities, and how they might be related back to the subject they are applying for.

• Clubs/societies, or volunteering work which they can use to illustrate attributes such as teamwork, an interest in community service and the ability to manage their time proactively.
• Have they been elected/nominated as a team captain, or the head of a particular club or society, which highlights leadership skills and an ability to project manage?
• Can they point to any awards or prizes they may have won, whether it’s taking up a musical instrument, playing a sport, or participating in theatre/performing arts?
• Have they achieved grades or qualifications as part of their extracurricular activities? These can only help to demonstrate aptitude and hard work. 

How to write the UCAS Personal Statement [with examples] 

If sufficient planning has gone into the personal statement, then your students should be ready to go!

In this next section, we’ll break down the individual components of the UCAS Personal Statement and share some useful examples.

These examples come from a Personal Statement in support of an application to study Environmental Science at a UK university. 

Watch: King’s College London explain what they’re looking for in a UCAS Personal Statement

Introduction.

This is the chance for an applying student to really grab an admission tutor’s attention. Students need to demonstrate both a personal passion for their subject, and explain why they have an aptitude for it .  This section is where students should begin to discuss any major influences or inspirations that have led them to this subject choice. 

Example :  My passion for the environment has perhaps come from the fact that I have lived in five different countries: France, England, Spain, Sweden and Costa Rica. Moving at the age of 15 from Sweden, a calm and organized country, to Costa Rica, a more diverse and slightly chaotic country, was a shock for me at first and took me out of my comfort zone […] Also, living in Costa Rica, one of the most biodiverse countries in the world, definitely helped me realize how vulnerable the world is and how we need to take care of it in a sustainable manner. 

This opening paragraph immediately grabs the reader’s attention by giving the reader an insight into this student’s background and links their academic interests with something specific from the student’s personal backstory. 

Discussing Academic Achievements 

The next paragraph in this Personal Statement discusses the student’s academic achievements. Because this student has had an international education, they frame their academic achievements in the context of their personal background. They also cite useful examples of other curricula they have studied and the grades they have achieved. 

Example : 

Throughout my academic life I have shown myself to be a responsible student as well as a hard working one, despite the fact that I have had to move around a lot. I have achieved several other accomplishments such as a high A (286/300) in AS Spanish at age 15, and also completed a Spanish course of secondary studies for ‘MEP’(Ministerio de Educacion Publica), which is a system from Costa Rica.   

You’ll notice that this student doesn’t just list their achievements – their strong academic performance is always linked back to a wider discussion of their personal experiences. 

Showcasing Extracurricular Activities

As well as discussing academic achievements, a good Personal Statement should also discuss the student’s extracurricular activities, and how they relate back to the student’s overall university aspirations. 

By the third/fourth paragraph of the Personal Statement, students should think about incorporating their extracurricular experiences, 

Another valuable experience was when my class spent a week at a beach called ‘Pacuare’ in order to help prevent the eggs of the endangered leatherback turtle from being stolen by poachers who go on to sell them like chicken eggs. We all gained teamwork experience, which was needed in order to hide the eggs silently without scaring the mother turtles, as well as making it more difficult for the poachers to find them. 

When the poachers set fire to one of the sustainable huts where we were staying, not only did I gain self-awareness about the critical situation of the world and its ecosystems, I also matured and became even more motivated to study environmental sciences at university.

This is a particularly striking example of using extracurricular activities to showcase a student’s wider passion for the degree subject they want to study. 

Not only does this Personal Statement have a story about volunteering to save an endangered species, it also illustrates this applicants’ wider worldview, and helps to explain their motivation for wanting to study Environmental Science. 

Concluding the UCAS Personal Statement

The conclusion to a UCAS Personal Statement will have to be concise, and will need to tie all of a student’s academic and extracurricular achievements. After all, a compelling story will need a great ending. 

Remember that students need to be mindful of the character limit of a Personal Statement, so a conclusion need only be the length of a small paragraph, or even a couple of sentences. 

“ After having many varied experiences, I truly think I can contribute to university in a positive way, and would love to study in England where I believe I would gain more skills and education doing a first degree than in any other country.  “

A good Personal Statement conclusion will end with an affirmation of how the student thinks they can contribute to university life, and why they believe the institution in question should accept them. Because the student in this example has a such a rich and varied international background, they also discuss the appeal of studying at university in England. 

It’s worth taking a quick look at a few other examples of how other students have chosen to conclude their Personal Statement. 

Medicine (Imperial College, London) 

Interest in Medicine aside, other enthusiasms of mine include languages, philosophy, and mythology. It is curiously fitting that in ancient Greek lore, healing was but one of the many arts Apollo presided over, alongside archery and music.   I firmly believe that a doctor should explore the world outside the field of  Medicine, and it is with such experiences that I hope to better empathise and connect with the patients I will care for in my medical career. 

You’ll notice that this example very specifically ties the students’ academic and extracurricular activities together, and ties the Personal Statement back to their values and beliefs. 

Economic History with Economics (London School of Economics)

The highlight of my extra-curricular activities has been my visit to Shanghai with the Lord Mayor’s trade delegation in September 2012. I was selected to give a speech at this world trade conference due to my interest in economic and social history. […] I particularly enjoyed the seminar format, and look forward to experiencing more of this at university. My keen interest and desire to further my knowledge of history and economics, I believe, would make the course ideal for me.

By contrast, this conclusion ties a memorable experience back to the specifics of how the student will be taught at the London School of Economics – specifically, the appeal of learning in seminar format! 

There’s no magic formula for concluding a Personal Statement. But you’ll see that what all of these examples have in common is that they tie a student’s personal and academic experiences together – and tell a university something about their aspirations for the future.

Watch: Bournemouth University explain how to structure a UCAS Personal Statement

Know the audience

It can be easy for students to forget that the person reading a personal statement is invariably an expert in their field. This is why an ability to convey passion and think critically about their chosen subject is essential for a personal statement to stand out. Admissions tutors will also look for students who can structure their writing (more on this below). 

Students should be themselves

Remember that many students are competing for places on a university degree against fierce competition. And don’t forget that UCAS has the means to spot plagiarism. So students need to create a truly honest and individual account of who they are, what they have achieved and, perhaps most importantly, why they are driven to study this particular subject.

Proof-read (then proof-read again!)

Time pressures mean that students can easily make mistakes with their Personal Statements. As the deadline grows closer, it’s vital that they are constantly checking and rechecking their writing and to ensure that shows them in the best possible light. 

Meanwhile, when it comes to giving feedback to students writing their Personal Statements, make sure you’re as honest and positive as possible in the days and weeks leading up to submission day. 

And make sure they remember the three key ingredients of writing a successful Personal Statement. 

Planning, structure and story! 

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We'll carry out checks to verify your personal statement is your own work.

Provided it is your own work, you can use your personal statement from your application last year. If it appears to have been copied from another source, we'll inform the universities and colleges to which you have applied. They will then take the action they consider appropriate. We'll also contact you by email to tell you this has happened.

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By Nik Taylor (Editor, The Uni Guide) | 18 August 2023 | 22 min read

How to write an excellent personal statement in 10 steps

Stand out from the crowd: here's how to write a good personal statement that will get you noticed

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Your personal statement forms a core part of your university application, and the sooner you get going, the better you can make it. You may think that your personal statement won’t matter as much to unis as your grades and experience but a great personal statement could make all the difference between you and a candidate with the same grades. Sure, your application might not reach that deal breaker stage. But is it something you want to leave to chance?  Here we’ll take you through the process of planning, writing and checking a good personal statement, so you end up with something you can submit with confidence. And to make sure the advice we're giving you is sound, we’ve spoken to admissions staff at loads of UK universities to get their view. Look out for video interviews and advice on applying for specific subjects throughout this piece or watch our personal statement playlist on YouTube .

• Are you looking for personal statement examples? Check our library of hundreds of real personal statements, on The Student Room

Personal statement deadlines

You'll need to make sure you've got your personal statement written well in advance of your application deadline. Below are the main university application deadline dates for 2024 entry.

2024 entry deadlines

16 October 2023: Deadline for applications to Oxford and Cambridge universities, along with most medicine, dentistry, and veterinary courses.   31 January 2024: Deadline for applications to the majority of undergraduate courses. After this date, universities will start allocating places on these courses –   but you can still apply after the 31 January deadline , as this article explains . 30 June 2024:  Students who apply after this date will be entered into Clearing .

• Read more: Ucas deadlines and key application dates

What is a personal statement?

A personal statement is a central part of your Ucas application, where you explain why you’ve chosen a particular course and why you’ll be good at it. It's your chance to stand out against other candidates and hopefully get that all-important offer. You only write one personal statement which is then read by each university you apply to, so if you are applying for more than one subject (or it's a combined course) it's crucial that you include common themes or reference the overall skills needed for all subjects. Personal statements are especially important if you’re trying to get on a very competitive course, where you need to do anything you can to stand out to admissions tutors. Courteney Sheppard, senior customer experience manager at Ucas, advises that your personal statement is "the only part of the application that you have direct control over. Do lots of research to demonstrate your passion, curiosity and drive to pursue your chosen subject." There’s a limit on how much you can write: your personal statement can be up to 4,000 characters (including spaces) or 47 lines of 95 characters (including spaces); whichever is shorter. This may appear generous (read: long) but once you've got going you may find yourself having to edit heavily.

• Read more: teacher secrets for writing a great personal statement

1. Plan what you want to cover

The first thing you need to do is make a plan. Writing a personal statement off the top of your head is difficult. Start by making some notes, answering the following questions:

• What do you want to study?
• Why do you want to study it?
• What is there about you that shows you’re suited to studying this subject at university? Think about your personality, as well as your experiences.
• What are your other interests and skills?

These few points are going to form the spine of your personal statement, so write them in a way that makes sense to you. You might want to make a simple bulleted list or you might want to get all arty and use a mindmap. Whatever you choose, your aim is the same. You want to get it clear in your own head why a university should offer you a place on its course. Getting those details down isn't always easy, and some people find it helpful to make notes over time. You might try carrying a notebook with you or set up a memo on your phone. Whenever you think of something useful for your personal statement, jot it down. Inspiration sometimes comes more easily when you’re thinking about something else entirely. It might help to take a look at The Student Room for some sample personal statements by university and sample personal statements by subjects , to give you an idea of the kind of thing you want to include. 

• Read more: personal statement FAQs

2. Show off your experience

Some things are worth adding to your personal statement, some things are not. Firmly in the second camp are your qualifications. You don’t need to mention these as there’s a whole other section of your personal statement where you get to detail them very precisely. Don’t waste a single character going on about how great your GCSE grades are – it’s not what the admissions tutor wants to read. What they do want to see is: what have you done? OK, so you’ve got some good grades, but so do a lot of other applicants. What have you done that’s different, that shows you off as someone who really loves the subject you’re applying for? Spend some time thinking about all the experience you have in that subject. If you’re lucky, this might be direct work experience. That’s going to be particularly appropriate if you’re applying for one of the more vocational subjects such as medicine or journalism . But uni staff realise getting plum work experience placements is easier for some people than others, so cast your net wider when you’re thinking about what you’ve done. How about after-school clubs? Debating societies? Are you running a blog or vlog? What key skills and experience have you picked up elsewhere (eg from hobbies) that could be tied in with your course choice? Remember, you’re looking for experience that shows why you want to study your chosen subject. You’re not just writing an essay about what you're doing in your A-level syllabus. Use this checklist as a guide for what to include:

• Your interest in the course. Why do you want to spend three years studying this subject at university?
• What have you done outside school or college that demonstrates this interest? Think about things like fairs/exhibitions, public lectures or voluntary work that is relevant to your subject.
• Relevant work experience (essential for the likes of medicine, not required for non-vocational courses such as English )
• Skills and qualities required for that career if appropriate (medicine, nursing and law as obvious examples)
• Interest in your current studies – what particular topics have made an impression on you?
• Any other interests/hobbies/experiences you wish to mention that are relevant either to the subject or 'going to uni'. Don't just list your hobbies, you need to be very selective and state clearly what difference doing these things has made to you.
• Plans for a gap year if you’re deferring entry.

Read more: 6 steps you need to take to apply to university

3. Be bold about your achievements

Don't be bashful about your achievements; that’s not going to help you get into uni. It's time to unleash your inner Muhammed Ali and get all “I am the greatest” with your writing. Do keep it focused and accurate. Do keep your language professional. But don’t hide your qualities beneath a layer of false modesty. Your personal statement is a sell – you are selling yourself as a brilliant student and you need to show the reader why that is true. This doesn’t come naturally to everyone, and if you’re finding it difficult to write about how great you are it’s time to enlist some help. Round up a friend or two, a family member, a teacher, whoever and get them to write down your qualities. Getting someone else’s view here can help you get some perspective. Don’t be shy. You are selling your skills, your experience and your enthusiasm – make sure they all leap off the screen with the way you have described them.

• Read more: the ten biggest mistakes when writing your personal statement  

4. How to start your personal statement

Type your personal statement in a cloud-based word processing program, such as Google Docs or Microsoft Word and don’t copy and paste it into Ucas Hub until it’s finished.  One of the benefits of doing it this way is that you can run spell check easily. (Please note, though, that Word adds "curly" quotation marks and other characters (like é or ü) that won't show up on your Ucas form, so do proofread it on Ucas Hub before submitting it to ensure it is how you typed it.)  Another big benefit is that you'll always have a backup of what you've written. If you're being super careful, you could always save your statement in another place as well. Bear in mind that extra spaces (eg adding spaces to the beginnings of paragraphs as indentation) are removed on Ucas. In your first sentence, cut to the chase. Why do you want to do the course? Don’t waste any time rambling on about the daydreams you had when you were five. Just be clear and concise – describe in one line why this course is so important to you. Then, in the rest of your intro, go into more detail in demonstrating your enthusiasm for the course and explaining how you decided this is what you want to do for the next three or more years. However you choose to start your statement, just avoid the following hoary old chestnuts. These have been some of the most used lines in personal statements over the years – they are beyond cliche, so don’t even think about it.

• From a young age I have (always) been [interested in/fascinated by]…
• For as long as I can remember, I have…
• I am applying for this course because… 
• I have always been interested in… 
• Throughout my life I have always enjoyed… 
• Reflecting on my educational experiences… 
• [Subject] is a very challenging and demanding [career/profession/course]… 
• Academically, I have always been… 
• I have always wanted to pursue a career in… 
• I have always been passionate about…   

5. Focus your writing on why you've chosen that subject

So you’ve got your intro done – time to nail the rest of it. Bear in mind that you’ve got to be a little bit careful when following a personal statement template. It’s easy to fall into the trap of copying someone else’s style, and in the process lose all of your own voice and personality from your writing. But there is a rough order that you can follow, which should help keep you in your flow. After your opening paragraph or two, get into any work experience (if you’ve got it). Talk about extracurriculars: anything you've done which is relevant to the subject can go here – hobbies, interests, volunteering. Touch on your career aspirations – where do you want this course to take you? Next, show your enthusiasm for your current studies. Cite some specific examples of current work that you enjoyed. Show off your relevant skills and qualities by explaining how you’ve used these in the past. Make sure you’re giving real-world examples here, not just vague assertions like “I’m really organised and motivated”. Try to use examples that are relevant.   Follow this up with something about you as a person. Talk about non-academic stuff that you like to do, but link it in some way with the course, or with how it shows your maturity for dealing with uni life. Round it all off by bringing your main points together, including a final emphasis of your commitment to studying this particular course.

• Read more: how to write your personal statement in an evening  

6. How long should a personal statement be?

You've got to work to a very specific limit when writing your personal statement. In theory you could use up to 4,000 characters – but you’re probably more likely to be limited by the line count. That's because it's a good idea to put line breaks in between your paragraphs (to make it more readable) and you only get a maximum of 47 lines. With this in mind, 3,500 characters is a more realistic limit. But when you’re getting started you should ignore these limits completely. At first, you just want to get down everything that you feel is important. You'll probably end up with something that is far too long, but that's fine. This is where you get to do some polishing and pruning. Keep the focus of your piece on the course you’re applying for, why you want to do it and why you’re perfectly suited to it. Look through what you’ve written so far – have you got the balance right? Chop out anything that goes on a bit, as you want each point to be snappy and succinct.

• Read more: universities reveal all about personal statements  

7. Keep it simple

8. Smart ways to end your personal statement

Writing a closing line that you’re happy with can feel as tricky as coming up with your opener. What you’re looking for here is a sign-off that is bold and memorable. The final couple of sentences in your statement give you the opportunity to emphasise all the good stuff you’ve already covered. Use this space to leave the reader in no doubt as to what an excellent addition you would be to their university. Pull together all your key points and – most importantly – address the central question that your personal statement should answer: why should you get a place on the course?

• Read more: universities explain how to end your personal statement with a bang  

9. Make sure your personal statement has no mistakes

Now you’ve got a personal statement you’re happy with, you need to make sure there are no mistakes. Check it, check it a second time, then check it again. Once you’ve done that, get someone else to check it, too. You will be doing yourself a massive disservice if you send through a personal statement with spelling and/or grammatical errors. You’ve got months to put this together so there really is no excuse for sending through something that looks like a rush job. Ask your teachers to look at it, and be prepared to accept their feedback without getting defensive. They will have seen many personal statements before; use what they tell you to make yours even better. You’ve also got another chance here to look through the content of your personal statement, so you can make sure the balance is right. Make sure your focus is very clearly on the subject you are applying for and why you want to study it. Don’t post your personal statement on the internet or social media where anyone can see it. You will get picked up by the Ucas plagiarism checker. Similarly, don't copy any that you find online. Instead, now is a good time to make your parents feel useful. Read your personal statement out to them and get them to give you feedback. Or try printing it out and mixing it up with a few others (you can find sample personal statements on The Student Room). Get them to read them all and then try to pick yours out. If they can't, perhaps there's not enough of your personality in there.  

10. Don't think about your personal statement for a whole week

If you followed the advice at the very start of this guide, you’ve started your personal statement early. Good job! There are months before you need to submit it. Use one of these weeks to forget about your personal statement completely. Get on with other things – anything you like. Just don’t go near your statement. Give it a whole week and then open up the document again and read through it with fresh eyes. You’ll gain a whole new perspective on what you’ve written and will be well placed to make more changes, if needed.

• Read more: how to write your personal statement when you have nothing interesting to say  

10 steps to your ideal personal statement

In summary, here are the ten steps you should follow to create the perfect personal statement.  

Personal statement dos and don'ts

• Remember that your personal statement is your personal statement, not an article written about your intended field of study. It should tell the reader about you, not about the subject.
• Only put in things that you’re prepared to talk about at the interviews.
• Give convincing reasons for why you want to study the course – more than just "enjoying the subject" (this should be a given).
• For very competitive courses, find out as much as you can about the nature of the course and try to make your personal statement relevant to this.
• Be reflective. If you make a point like 'I like reading', 'I travelled abroad', say what you got from it.
• Go through the whole thing checking your grammar and your spelling. Do this at least twice. It doesn’t matter if you’re not applying to an essay-based course – a personal statement riddled with spelling mistakes is just going to irritate the reader, which is the last thing you want to do. If this is something you find difficult then have someone look over it for you.
• Leave blank lines between your paragraphs. It’s easier for the reader to get through your personal statement when it’s broken into easily digestible chunks. Remember that they’re going to be reading a lot of these! Make yours easy to get through.
• Get someone else's opinion on your statement. Read it out to family or friends. Share it with your teacher. Look for feedback wherever you can find it, then act upon it.
• Don’t write it like a letter. Kicking off with a greeting such as "Dear Sir/Madam" not only looks weird, it also wastes precious space.
• Don’t make jokes. This is simply not the time – save them for your first night in the union.
• Don’t criticise your current school or college or try to blame teachers for any disappointing grades you might have got.
• Be afraid of details – if you want your PS to be personal to you that means explaining exactly which bits of work or topics or activities you've taken part in/enjoyed. It's much more compelling to read about one or two detailed examples than a paragraph that brushes over five or six.
• Just list what you're doing now. You should pull out the experiences that are relevant to the courses which you're applying to.
• Mention skills and activities without giving examples of when they have been demonstrated by you or what you learnt from them. Anyone can write "I have great leadership skills" in a PS, actually using a sentence to explain when you demonstrated good leadership skills is much rarer and more valuable.
• Refer to experiences that took place before your GCSEs (or equivalent).
• Give explanations about medical or mental health problems. These should be explained in your reference, not your PS.
• Apply for too many different courses, making it difficult to write a convincing personal statement which supports the application.
• Write a statement specific to just one institution, unless you're only applying to that one choice.
• Copy and paste the statement from somewhere else! This means do not plagiarise. All statements are automatically checked for plagiarism by Ucas. Those that are highlighted by the computer system are checked manually by Ucas staff. If you’re found to have plagiarised parts of your statement, the universities you apply to will be informed and it could jeopardise your applications.
• Use ChatGPT or another AI program to write your personal statement for you. Or, if you do, make sure you thoroughly edit and personalise the text so it's truly yours. Otherwise you're very much at risk of the plagiarism point above.

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How to write your university application.

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UCAS personal statement

What is a personal statement.

The personal statement is one part of your UCAS application. You are given 4,000 characters and 47 lines to describe your interest in the subject you are applying for and what skills and experience you possess that show your passion for your chosen subject.

What you need to know

Your UCAS personal statement will be read by all UK universities you apply to, so should not be overly tailored to any one institution, unless you are applying only to one.

Tip: If you are applying to multiple institutions, but have specific information that you'd like to give to Cambridge, such as your reasons for applying for a course different from the ones you have chosen elsewhere, this can go in My Cambridge Application (additional questionnaire) where there's an opportunity to add a further personal statement that only Cambridge reads.

As a general rule, top UK universities tend to be less interested in extracurricular activities than their US counterparts, and you should not devote more than 20-25% of the personal statement to interests such as sport, drama, and music, unless these are directly relevant to the subject you wish to study, or can be used to demonstrate vocational commitment. The rest of the personal statement should be academic in orientation, and describe the intellectual journey you have been on.

It is not enough to say, “ I took x classes ”: you should also explain where taking those classes took you (“ in the course of my project on x, I became interested in y, and this led me to read/start a blog on/join a discussion group on/set up a student society on z ”).

Reading is important, as are super-curricular activities that develop your course interests, such as science Olympiads, mooting, internships, and relevant volunteering.

You can find lots of tips on personal statements online, and they may “tip the balance” at other universities, so it is important not to be too self-deprecating. However, do remember that the personal statement is only one part of your application, and since Christ's, at least, interviews 80%+ of undergraduate applicants, you may well get the chance to explain yourself further!

“Being passionate about your field of study it not just a major advantage in applying – it is absolutely necessary in both succeeding in it and thriving here afterwards.”

How the personal statement is used

Your personal statment will be read by both subject specialists in the course you have applied for and our Director of Admissions. If you are invited for interview, you may be asked questions relating to things you wrote in your personal statement or it may not be mentioned at all.

Later in the process when decisions are made, if you are not selected for a place at Christ's College but your application is thought to be strong, then you may be selected for the Winter Pool. This means that your application would be considered by other Cambridge Colleges, who may have had weaker direct applicants. If you are selected for the Winter Pool then your personal statement will also be read by staff from other Colleges, who may be considering you for a place.  

What should be included?

We mentioned above that we are interested in academic criteria , and that what we are asking you to do is very different to a college essay for applications to US universities.

Although there are lots of opportunities to get involved in extra curricular activities and hobbies when you are a student here, it is important to be clear that we do not assess you at all on your achievements in other areas during the admissions process (even f they are considerable) - we only assess you on your ability and potential to acheive highly in your chosen subject.

In the personal statement, we therefore want to read about your academic interests at this stage. We would like you to:

• explain your reasons for wanting to study the subject at university
• demonstrate enthusiasm for and commitment to your chosen course
• express any particular interests within the field
• outline how you’ve pursued your subject interest in your own time.

You can be very specific if you want to and mention particular projects / books / authors / articles / experiences that have made an impression on you and why. You can mention things you have done at / for school as well as things you have done on your own initiative. We are not looking for a list, however - we want to know what you got out of your work or research, rather than just the fact that you did it. 

Positive approach: make the process work for you

Another difference from applications to US universities is that we ask you to apply for one course at Cambridge, and although there is a lot of flexibility within the courses (more than it looks at first glance), this is quite different to the approach in, for example a Liberal Arts degree in the US.

We won't hold you to what you said in your personal statement - a couple of years down the line your interests are likely to have developed quite a bit and that's fine. Some students even change courses during their degree (normally at the end of a year) if an emerging interest in an adjacent area is particularly strong. Think of the personal statement as a snapshot, explaining where you are in your understanding of your academic interests at the point of application .

Using your resources

Further sources of information

• UCAS Personal Statement information
• How to write a great Personal Statement (Cambridge article)
• Cambridge Admissions UCAS application page
• Cambridge SU Guide to Personal Statements (written by Shadab !)  

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How to write an effective UCAS personal statement

Personal statement top tops

For many students, writing a compelling personal statement for their UCAS application is a daunting prospect. Louise Evans,  Head of Adviser Experience at UCAS, shares her top tips for writing an effective personal statement below.

The personal statement is an important part of the UCAS application. It’s a student’s opportunity to describe their ambitions, skills, and experience. However, it’s often the part of the application they also worry about the most.

If they’re in need of some inspiration, then look no further – here are the best places to pick up a pointer or two.

1. The UCAS website

Planning should start on the UCAS website . There are tips on how to get started and what to include. It also covers technical aspects to bear in mind, such as the character count.

2. Personal statement timeline

The  personal statement timeline is really useful. It’s packed with advice on how to spread out the planning and writing stages so there’s no last minute panicking.

3. Our blog

A few years ago we asked university admissions tutors to tell us what they’re looking for in the personal statement .

4. Teachers and tutors

Teachers and tutors are well placed to know a student’s strengths and can point out areas and skills a student may not have considered, but are really relevant.

5. Open days

Open days are not only a chance to find out what a university has to offer, but also to find out what they expect from their students. If at all possible students should make the time to visit a university and ask as many questions as they can. Course tutors can offer advice on what they like to see in personal statements, and what can help somebody stand out from the crowd. Find out when open days are happening in our  open days search .

6. Video guide

This video with Jane Marshall from Imperial College has everything a student needs to know about how to write a personal statement. In less than five minutes you can get some great tips.

7. Personal statement mind map

Although it might look a bit chaotic, this personal statement mind map is a great way for a student to get their thoughts in order .

7. Search for course details 

Every course that can be applied for is listed in our search tool , together with entry requirements and a description of what it covers. Students can find the courses they’re interested in and try to match up their strengths and experiences to the course requirements.

8. Friends and family

Once they’ve drafted their personal statement, get your students to read it aloud to people they trust. They’ll be able to offer fresh insight into how the statement flows and any areas that might have been missed.

Personal Statement

Your personal statement is your chance to write about why you want to study the course of your choice. This can be daunting, but there are various resources and tools available to help you begin and guide you through the process.

How to write a UCAS Undergraduate personal statement

How to write a UCAS Conservatoires personal statement

Stuck with starting?

Scroll down to watch videos or click on links in 'Other resources' ​

If you would like to discuss Personal Statements or get feedback on a draft, speak with your personal tutor or an adviser from the Careers and Employability team.

Other resources

UCAS Tips and Advice

UCAS Personal Statement Tool

UCAS Personal Statement worksheet

20 things for Personal Statement

Which?: How to write a UCAS Personal Statement

Middlesex University 4 section tool

Mature Students: Five things to include

Birkbeck Personal Statement Tool

WKC 5 suggested paragraphs

WKC final draft checklist

Example statements with comments

Studential Example Personal Statements ​​​

How To Write A Conservatoire Reference: No More Stress!

If you’re asked to write a reference for a conservatoire applicant, the chances are that they’re applying through UCAS in the UK or directly to specialist schools in the US, such as Berklee College of Music .

Each system has its own guidelines, with some institutions requiring both academic and practical references or sometimes just broader letters of recommendation.

So how do you write a conservatoire reference?

You should write a conservatoire reference by ensuring that you include commentary and opinion of your first-hand experience of the applicant’s ability in their specialism. Include informed opinion of their suitability for higher study and professional practice, as well as their academic potential.

That sounds like a lot, but basically, universities and colleges want to know if the applicant is of a good enough standard to be called for an audition and if they have the potential to achieve highly on the course.

Your role is to help the applicant secure that audition and to give the judging panel confidence in their capability and commitment.

Here’s my snapshot guide to how to write a stress-free conservatoire reference…

1 Writing a Practical Conservatoire Reference

If you’ve been asked to write a practical reference for a conservatoire applicant, then the chances are that you are a class music, art, drama or dance teacher, a 1:1 peripatetic teacher, band leader, coach or head of a relevant academic department.

It’s possible that you might be a club leader or someone that the applicant has undertaken work experience or placements with, but you should have enough of a history with them that you feel comfortable commenting on their practical progress and potential.

You may not be part of an academic establishment, like a school or college, so you may not have access to the systems and guidance they use. You should feel confident about contacting the applicant’s school for help and advice if you need it.

Sometimes, not being a member of staff at the applicant’s school can be quite valuable, as it means that you’re likely to have a unique relationship with the student and can write about them from a very different perspective.

That’s great for admissions teams, who will get a rounded picture of the applicant.

If you don’t feel qualified to write the reference, then don’t. Instead, work with the applicant to help them identify the most appropriate referee and help support them through the process.

What to Include in a Practical Reference:

• A very brief personal introduction that gives contextual information to support your qualifications, experience and authority in the field.
• A very brief explanation of your relationship to the applicant, the length of time you’ve known them and in what capacity.
• The applicant’s practical, theoretical and artistic abilities in their specialism. This should be based on your direct experience and observation of their progress over a period of time.
• The applicant’s commitment to their specialism outside of the classroom. What do you know of their wider experience in their specialism, opportunities taken or challenges overcome?
• The applicant’s attitude to work and their level of discipline and application. How motivated are they?
• Your opinion of their innate talent and capability, with examples.
• The applicant’s key achievements, their experience and their potential for working professionally in their intended field.

If you want to find out more about writing awesome college references, then check out my 7 quick tips for writing college references right here .

2 Writing An Academic Conservatoire Reference

It’s possible that you’ll find yourself writing an academic reference for a conservatoire applicant and that your knowledge of their arts specialism is limited.

That’s fine.

Someone else will cover their practical reference, so your focus can be on outlining their more traditional academic potential.

However, your academic reference or letter of recommendation needs to be slightly different to a more conventional application…

Elements to Include in an Academic Reference

As with the majority of academic references, you should include:

• A summary of the applicant’s academic progress, achievements and potential, including their strengths, areas that they find challenging and obstacles they’ve overcome.
• Their attitude towards learning, motivation, and meeting academic goals.
• Their transferable skills.
• Contributions to the wider life of the school or college.
• Their potential value to the university and their suitability in general for study at degree level and beyond.
• Their ranking within their cohort for core subjects.
• Details of how the school or college has generated pending or predicted results data.

Additional Elements For Conservatoire References

• The degree and scope of the applicant’s engagement with their arts specialism at school (if you know).
• Comment by teachers relevant to the application (if they are not providing the practical reference).
• The candidate’s history in their specialism as well as your justified opinion of their potential to succeed in this field.

You can find my in-depth article on how to write university references here or click on the image below…

3 How Do References Work On UCAS Conservatoires?

I’m often asked this question, and it’s true that the conservatoire system in the UK can seem a bit complicated. Here’s how it works in a nutshell…

Students can apply for up to six courses in the conservatoire system, which is different to the standard undergraduate number of five.

Applications can also begin much earlier than most other degree courses, so it’s possible that you’ll be asked to complete a reference late in the previous academic year or at the very beginning of the current one.

Applicants can choose their referees, although this is usually done in consultation with their school. UCAS requires both practical and academic references, but these must come from different sources.

Don’t write both, as this is likely to delay their application.

How Do I Submit A UCAS Conservatoire Reference?

You’ll need to supply your email, and details of how to upload the reference will be sent to you via UCAS. You should not pass the reference directly to the applicant to upload, as they will not be able to do this.

You can show the applicant your reference in advance if you would like, and it’s good practice to liaise with the member of staff at their school who is coordinating the application or providing the academic reference (if that’s not you).

That way, you can check that, between you, everything relevant is included.

The applicant will then be notified that your references have been uploaded (they won’t be able to see them), and their application will move forwards.

If you’re not confident about the quality of your writing and want to make sure that your reference or letter of recommendation is as expert, accurate and compelling as it can be, then why not use Grammarly to help?

It’s a great option for improving all kinds of academic writing, and the free version is super-powerful. You can find out more here , or hit the banner below.

Good luck with your reference writing, and don’t forget to contact me if you’d like some 1-1 support. You’ve got this! D

Research and content verified by Personal Statement Planet .

David Hallen

I've worked in the Further Education and University Admissions sector for nearly 20 years as a teacher, department head, Head of Sixth Form, UCAS Admissions Advisor, UK Centre Lead and freelance personal statement advisor, editor and writer. And now I'm here for you...

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How to Write a Personal Statement for Your UK Study Application

• July 22, 2024

If you want to study in the United Kingdom as an international student, writing a personal statement is a key part of the application process. Most personal statements are submitted to the Universities and Colleges Admissions Service in the UK (UCAS). In fact, anyone applying to two or more courses in the UK must apply via UCAS. Read on to learn about how a personal statement for UK institutions differs from one for United States-based institutions, some common mistakes to avoid, and a couple of tools from experts in the field.

Planning to study in the UK? ApplyBoard’s free platform can connect you with courses that match your academic goals .

Know Your Audience

If you’re submitting your personal statement to UCAS, your personal statement will be read by all of the institutions you’re applying to. So, keep your interest focused on the course material, not a specific institution. If you mention an institution you’d like to attend, the others you’ve applied to will likely discard your application.

It also might be tempting to reuse material you’ve written for applications in different countries. However, while both UK and US institutions ask for personal statements, their admissions teams are looking for different thing s. In general, UK-based institutions are looking for a statement that is tailored to the course you’re applying for . Everything you include, from academic records to recreational activities, should tie back to the course.

For example, if you’re applying to a medical course, be sure to share if you took advanced courses in biology and chemistry. Talking about working as a lifeguard, or as a first aid volunteer for summer events is helpful. A part-time retail job is less relevant. So, while you might have mentioned the retail job in a personal statement for a US university to show how you respond to stressful situations, it’s best omitted here.

In general, using storytelling in your statement is generally a better fit for US, not UK applications.

That said, UK institutions are most interested in your academic achievements. Be sure to highlight your course-specific knowledge, any special accomplishments, and be clear about why you’d like to pursue this course of study. If you still have space, you can speak to extracurriculars, but they play a smaller role in your assessment.

As you prepare to study in the UK, refer to our undergraduate or postgraduate application guides for strategies to make your application stand out.

Make It Personal

Becoming an international student can come with uncertainty. There are lots of things to keep track of along your study journey . But one thing you know better than anyone else is you . This statement is your chance to highlight why you’re passionate about the course you’re applying to, and why you’re a great person for admissions teams to choose. Show your enthusiasm for the course material, but be careful not to exaggerate your skills or experience, as that can hurt your chances.

The good news is you don’t have to write a lot—personal statements must be 4,000 characters or fewer. That’s about 47 lines, or two sides of an A4 piece of paper. However, with this character limit, every word matters toward making a great first impression. Plus, because lots of international students learned English as an additional language, we get that you might feel nervous about your writing skills.

It might feel tempting to prompt a generative AI tool like ChatGPT or Gemini to write your statement. However, AI-produced writing isn’t specific to your experiences, and uses broad observations that can sound sappy or overused (“I want to change the world,” “I want to make my mark in this field,” etc.)

Sounding like everyone else is also risky because UCAS runs similarity checks on every personal statement. If your statement has a similarity score of over 30% with another statement , UCAS will alert the institutions you’re applying to. Understandably, being flagged could lower your chances of acceptance.

What are some key questions you should answer in your personal statement? Here’s our advice—plus a free introduction template .

Use Tech Tools Wisely

Are there ways to use generative AI tools without getting in trouble? Actually, yes. It depends on how you use them. Institutions know that tech like this is changing how people communicate, but they still want to make sure students are actively learning.

So, while you should write your statement yourself, UCAS suggests that you can use AI tools to help you brainstorm key skills to highlight in your statement. Got a run-on sentence you want to shorten? Add it to an AI prompt and ask it to offer some different versions. If you do use AI, always check that everything it drafts is right. AI tools can make things up , and it’s vital that everything in your statement is true.

As you start your draft, consider using the Personal Statement Builder . It’s a free tool offered by UCAS in their Hub. The Personal Statement Builder can guide you through the layout of your statement, and share official guidance around what to include in it. Plus, it has a character counter, so you’ll never go over the word count!

Lastly, give yourself lots of time to draft and edit your personal statement. It’s also a good idea to read it out loud to a friend or family member, who can offer a second perspective on which parts are strong, and where you can edit.

We hope that this guidance helps you write a first-rate personal statement for UK institutions!

Ready to start your study abroad journey to the UK? Check out courses from over 60 institutions on the ApplyBoard platform .

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Personal statement for Conservatoire .. hElp

Why you are applying for the course and what in particular it is you wish to develop during your time at the conservatoire. What is it about your specialism that interests / inspires you.

Your overall career ambition in music

Your current skills (mention the ABRSM Grade level or equivalent that you have reached)

Any musical ensembles / groups / orchestras you are a part of

Any performances you have taken part in, what did you learn from them

You can also mention extra curricular activities such as sports or other interests that demonstrate a broader range of skills

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UCAS to replace personal statement essay with three questions to help disadvantaged people

UCAS surveyed potential applicants about to start their personal statement and found more than three-quarters prefer the new three-question format.

By Claire Gilbody Dickerson, news reporter

Thursday 18 July 2024 03:37, UK

Students applying for university through UCAS will be required to answer three questions under new plans to help support people from disadvantaged backgrounds. 

Under the current system, prospective students have been filling out a free-response essay for their personal statement, which can be up to 4,000 characters long.

But amid concerns the task helps advantaged people who can get support, the essay will, as of September 2025, be replaced with three mandatory questions.

The questions are:

• Why do you want to study this course or subject?

• How have your qualifications and studies helped you to prepare for this course or subject?

• What else have you done to prepare outside of education, and why are these experiences helpful?

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Students seeking to start university in 2026 will be the first to experience the reformed application form, which will allow for the same amount of writing as the essay.

The move comes as UCAS data suggests the gap in university application rates between the most and least advantaged students has widened in the last year.

Keep up with all the latest news from the UK and around the world by following Sky News

Data shows the application rate from the most disadvantaged backgrounds has fallen slightly to 25.4% in England, while the application rate for the most advantaged has marginally increased to 60.7%.

UCAS surveyed potential applicants about to start their personal statement, and found more than three-quarters prefer the new three-question format.

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Previous UCAS research found 79% of students felt that the process of writing the personal statement was difficult to complete without support.

Jo Saxton, chief executive at UCAS, said: "The changes to the personal statement, along with our recent fee waiver for students in receipt of free school meals, are all part of UCAS's contribution to the sector-wide effort to ensure more people from disadvantaged backgrounds can benefit from the life-changing opportunity of higher education."

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