Role of the Universities

Role of the Universities

• Role of the Universities

• Decide on course content

• Organise lectures, seminars, classes, practicals

• Set and mark examinations

• Award degrees

Differ in terms of:

• Differ in terms of:

• Accommodation
• Appearance
• Facilities
• Location
• Size (number of students)

• Research

• Open application route

(Cambridge only)

• (Cambridge only)

• Used to collect information not on the UCAS application

• Ensures consistent information about all our applicants

• Completed online, in multiple sessions if you want

Applicants who have:

• Applicants who have:

• chosen a subject that truly engages them

• complimentary interests and aptitude for our courses and teaching methods

• a strong record in examinations

• an excellent school/college reference

• the potential to succeed at the highest academic level

• vocational commitment (where appropriate)

We treat each applicant as an individual

• We treat each applicant as an individual

• Academic record (e.g. GCSEs, AS and A Levels)

• School or college reference

• Personal statement

• Submitted written work (where requested)

• Test results (where applicable)

• Performance at interview

Cambridge: ’essential’, ‘highly desirable’, ‘desirable’ and ‘useful’ A Level subjects for some of our courses.

• Cambridge: ’essential’, ‘highly desirable’, ‘desirable’ and ‘useful’ A Level subjects for some of our courses.

• Oxford: ‘essential’, ‘highly recommended’ and ‘helpful’.

• These subjects include: Chemistry, English Literature, History, Languages, Music, Mathematics and Physics. Other subjects that also facilitate course choice include Further Mathematics and Biology.

• Please see Undergraduate Prospectus for further guidance.

School/college reference

• School/college reference

• How do we use them?
• Why are they useful/important?

• Personal statement

• How do we use them?
• What should they include?

Cambridge

• Cambridge

• Bio-Medical Admissions Test (BMAT)

• Cambridge Law Test

• Thinking Skills Assessment (TSA)

• College tests

What are interviewers looking for?

• What are interviewers looking for?

• Your academic ability and potential to thrive at Cambridge
• Your self-motivation, commitment and passion for your chosen subject
• Your ability to think independently and critically
• No trick questions!

Format

• Format

• What will I be asked about?

• Focused and challenging questions, typical of teaching and learning at Cambridge/Oxford
• New approaches to existing knowledge and problem-solving questions

• After Interview

• Successful application

• Unsuccessful application

• Application placed in the ‘pool’

One applicant in four receives an offer, but …

• One applicant in four receives an offer, but …

• Every year more than 10,000 unsuccessful applicants go on to achieve three or more A grades at A level

• We would take more applicants if there were places available

• Competition is tough and our decisions are very difficult to make

• Not receiving an offer is not the end of the world!

Challenging, stimulating courses

• Challenging, stimulating courses

• Top-rated teaching by top-rated lecturers

• Unique system featuring extensive small group teaching

• Superb facilities and unparalleled levels of student support

Tutorials / supervisions

• Tutorials / supervisions

• At least one per week

• One tutor + usually two students

• Exams: end of year, rather than termly

• Degree classification based on exams

Academic

• Academic

• Pastoral

• Bursary Schemes

• Students supporting students

• University Counselling Services

• Disability Resource Centre (DRC)

College community

• College community

• Cambridge University Students’ Union – CUSU

• Nightlife

• College and University societies

• Sport at every level
• Music and drama

Cambridge

• Cambridge

• Teachers’ Conference, 3-5 April 2011

• HE Advisers’ Conference,12-13 September 2011

• Oxford

• Oxford Regional Teachers‘ Conferences 2011,

• June- July 2011