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|ARCHWAY SIXTH FORM – PLANNING YOUR FUTURE |

You will find a collection of guides and resources to help you choose your future in
Teaching resources > Sixth Form > Planning your future

This is a working document – rename it as yours NOW and remember to keep saving it.

|I have no idea what to do after sixth form – what do I do? | |Research / Read / Ask |
| | |Explore your options |
|I want to go to university – what’s next? | |Choose a course |
| | |Choose a university |
| | |Personal statement |
| | |Open days |
| | |Apply |
|I want to start my work now – what’s next? | |Apprenticeships |
| | |Employment |
| | |Personal statement / CV |
| | |Interview techniques |
|I want some time | |Voluntary work |
|away from education – | |Gap year |
|what are my options? | |Employment |

|Use this guide to help your research. |Or search by website… |
|There are so many websites things can | |
|get confusing – these are the best ones| |
|to plan your future. | |
| |www.movingonmagazine.co.uk/ |http://www.thestudentroom.co.uk/ |http://unistats.direct.gov.uk/ |http://icould.com/ |www.notgoingtouni.com |
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PERSONAL STATEMENT – a summary

|WHAT IS IT? |47 lines about you. |
| |Convinces the admissions officer / employer that you have chosen the right course / job for the right reasons. |
| |The most important document you may ever write. |
| |The first thing an admissions officer / employer will read about you (and maybe the last if it is not good enough) |
|WHY DO I NEED ONE? |Your single best chance to convince that you will be of value to a Higher Education place or job. |
| |Tells all about your experiences, abilities, motivations and achievement that makes them want you on their course / company |
| |If you do not show effort in your PS, why will work hard on your course / job? |
| |They are particularly useful for ‘borderline candidates’ or if you go through clearing |
| |You may not need one now, but you will at some point in the near future. |
| |If you get it done now, expect a much easier year 13. |
|WHAT DOES IT NEED FROM ME? |Patience – be prepared to produce many draughts. Lots of reviewing and editing needed. |
| |Research – you have to know your stuff – what exactly are you applying for? You must read everything from course info to tips to guides to past examples. |
| |Confidence – you may not like talking about you, but you need to. Believe in yourself, sell yourself |
| |Maturity – use your tutor / teachers for advice. Don’t hope it will miraculously ‘go away’. Apply yourself, be committed, meet the deadline. |
|WHAT TO AVOID? |Waffle (meaningful sentences only please!) |
| |Bluff (don’t try and sound like a professor from the 1900s – be yourself) |
| |Repetition (saying something over and over doesn’t strengthen the point – it weakens it) |
| |Clichés (“I’ve always wanted to study…”) |
| |Starting every sentence with ‘I’ (come up with more interesting and varied openers) |
|AND REMEMBER… |Keep in mind who is going to read it. You will be competing against a number of other students for the same place. |
| |What are you going to do to make your form stand out? |
| |Can you show: Passion for the subject / Ability to lead / Effective communication / Commitment, dedication and enthusiasm / Hard work / Understanding of roles within teams / Maturity of thought|
| |/ Awareness of current affairs / Sense of responsibility / Intellectual prowess / Motivation to study independently / A well-rounded individual with a range of interests |

PERSONAL STATEMENT / overall structure:

• We have given a suggested structure for your statement – the size of each section will vary for everyone. • You should aim for at least 75% academic, / 25% non-academic.

|1 |Introduction |Why do you want to study this particular course? What got you in to it in the first place? |
|2 |Evidence of your skills and interests in |What have you done in school – AND OUTSIDE OF SCHOOL - that makes you a better candidate, but that also makes you stand out from your peers? |
| |the subject |What you’ve read, around and beyond your subject. |
| | |What have you done that shows genuine interest? |
| | |This should be the longest paragraph, and perhaps even split into several paragraphs. |
|3 |Year out plans |If you are applying for deferred entry then you must include information about plans |
| |(if applicable) |Travel, employment, voluntary work, work experience – all relevant. |
|4 |Wider Skills |Here is where you explain your non-academic achievements which have developed key skills making you a well-rounded individual. |
|5 |Conclusion |This is the last thing that the tutor will read so summaries exactly why they should select you and what you’re looking forward to about university life. |

PERSONAL STATEMENT / guide to structure / Introduction

|Essential guide |1 - Introduction: |
|Brief but convincing | |
|Capture the reader’s attention straight away so they are compelled to keep reading.| |
|Question to consider | |
|What got you interested in the subject / job? | |
|What was your personal trigger? Was it a book, a trip, a play, an exhibition, an | |
|assembly, a film, a teacher, personal experience, work experience? | |
|What about the BIG picture – why is this subject important to the world in which we| |
|live? What’s going on in the world right now that relates to your subject / job. | |
|Specifics within your subject. Every subject can be broken into sub themes – which | |
|specific area gets your pulse racing and why!? | |
|Are you able to write about your long term career plans? Perhaps you can say why | |
|the course / job is a perfect stepping stone for you. | |
|What to avoid | |
|‘I have always been interested in…’. | |
|Starting with a quote from an expert in that field. Research says this only works | |
|if it is well selected, with your own comments on the quote itself. | |
|Word bank | |
| | |

|Essential guide |2 - Evidence of skills and interests |
|If you mention subjects, mention the most relevant ones and specific subjects | |
|within it. | |
|Evidence of further reading, independence, and an ability to link your findings to | |
|the real world are all essential here. | |
|If you don’t know what to read, start by checking the university website for a | |
|reading list for undergraduates. | |
|Use the handouts from registration to help you – these are full of key catch | |
|phrases that you can use, and examples of how your school experiences have | |
|developed skills for Higher Education or employment | |
|Question to consider | |
|What further reading have you done? What current studies have led you to further | |
|reading / experiences? | |
|How have you gone beyond your A-level to find out more – where have you been? What | |
|do you collect? To what do you subscribe? Who do you ‘follow’ on social networking | |
|sites etc? | |
|What to avoid | |
|Sentences like…‘I currently study Maths, English and Biology. Maths helps my | |
|problem solving skills, English helps my essay writing and Biology has helped me | |
|understand nature.’ They know this already – they will stop reading. | |
|Do not mention all of your subjects – focus on relevant ones, and specific themes | |
|within them. | |
|Word bank | |
|Textbooks / plays / poetry / passages / articles / journals / newspapers / theatre | |
|trips / art exhibitions / museums / histotical sites / geographical landmarks / | |
|documentaries / podcasts / work experience / voluntary work / paid employment / | |
|internships / community activities / workshops / laboratory work / seminars / | |
|masterclasses / summer school / competitions / prizes / awards / published work / | |
|hobbies / collections / current affairs / | |

|Essential guide |3 – Year Out plans (if applicable) |
|This is very important to convince them that you don’t just want a long holiday – | |
|even if you do! | |
|Do not go on and on about this, it is an academic application. | |
|Do not be afraid of saying travelling with friends – this shows you are | |
|adventurous, organized and have probably funded it yourself. | |
|Question to consider | |
|What are your plans for a year out? | |
|Why have you decided this is a good idea? | |
|What are you hoping to achieve or get out of the whole experience? | |
|Will this help you in any way with your degree / employability / long term | |
|aspirations in the future? How? | |
|What to avoid | |
|Crass comments that suggest you are taking a year out because of laziness. It must | |
|appear to have purpose and be a well informed and suitable decision. | |
|‘I am taking a gap year to take time out from education because I have been at | |
|school for ages.’ | |
|‘I am going to visit x in y because he can show me other cultures.’ | |

|Essential guide |4 - Wider Skills |
|Opportunity to describe your qualities through the experiences you have had along | |
|the way. | |
|Usually non-academic skills | |
|You need to reword your experiences into admirable qualities and skillsets that | |
|they will want. | |
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|Question to consider | |
|What kind of person are you outside the classroom? | |
|What kind of thing have you done? Sports / plays / musicals / exhibitions / | |
|fundraising / volunteering etc | |
|How can these skills be linked to the needs / demands of your course / job that you| |
|are applying for? | |
|What to avoid | |
|Don’t expect working and studying to impress because thousands of sixth formers do | |
|this. | |
|More is not better – do not list hobbies to make out you are a diverse and widely | |
|experienced individual. Be a master of one or two trades rather than a Jack of all.| |
|Word bank | |
|These are the soft skills listed in the Enrichment Programme: |
| |
|Work independently: Motivation / Self manage / Organization / Determination / Self sufficiency / Maturity |
|Work as a team: Participation / Leadership / Reasoning / Discussion / Negotiation / Pro-activity / Respect for others |
|Communicate effectively: Accurate spelling & grammar / Speaking & listening / Dialogue / Discussion / Coherence / Imagination / Public speaking / Delivering presentations |
|Solve problems : Analyse situations / Calculate risks / Devise solutions / Critical & logical thinking / Innovation |
|Mentor & lead others: Advise / Direct / Inspire / Enthuse / Nurture / Organize / Motivate / Passion / Energise / Friendliness / Empathy / Understanding |
|Plan & organize: Efficient use of time / Communicate / File management / Application of ICT / Word processing / Excel spreadsheets |

|Essential guide |5 - Conclusion |
|Keep it short and punchy. Summarise yourself so they remember you. | |
|Write this last – much easier once you have done the rest! | |
|Use aspirational language. | |
|Question to consider | |
|Can you summarise in a few sentences: | |
|why you are a suitable candidate? | |
|what you hope to get out of, and give to, the community you will be a part of? | |
|What to avoid | |
|summarizing what you have already written. | |
|Word bank | |
|Use the language in the Enrichment Programme (section4) and use examples below as a| |
|guide. | |
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