Helping students write a UCAS personal statement

When they should start their personal statements

Encourage your students to start thinking about their personal statement early, ideally, weeks or even months before the UCAS deadline.

This might prompt them to get some extra work experience before they apply. But crucially, it will help them piece together their skills and experiences, so they've got a bank of things to refer to when writing.

Most importantly, emphasise that it's not a last minute job, as tempting as this may seem when they've got so many other things to think about.

Advice to help them get started

That dreaded blank screen can be daunting, but these pointers can help your students make that all-important start on their personal statements.

• Have them set aside some time in a quiet, comfortable place where they won't be disturbed, with access to their computer or a notepad.
• Suggest they write down anything and everything that's influenced their decision to go to university and study their chosen subject(s). They should make a note of their skills and any work experience too.
• They can use the questions below as a guide. Reassure them that they needn't worry about the length of their personal statement at this stage – they can make edits later.

Questions to prompt their ideas

To get their ideas flowing, you could suggest they think about and make notes on the following prompts:

• Do they have any work experience? What transferrable skills did they gain from this?
• If they’ve done an Extended Project Qualification (EPQ) – was it in a relevant subject? What skills did they gain?
• Are these skills transferable to university or their chosen course?
• What plans and ambitions do they have for their future?
• Do they have any achievements are they proud of?
• What personal experiences have they had? What did they learn, or develop from this?
• Why do they want to do their chosen course?
• Have they been to a subject taster day or had some previous exposure to their course of interest?

The answers to some of these prompts may reveal relevant experience that admissions teams will look for on their statements.

We also suggest asking them to consider what skills they'll need for university or their chosen course, and get them to match what they’ve written about their experiences to these skills. 

The three questions they'll answer

For their UCAS personal statements, students will need to write three separate sections answering the following three questions:

• 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 useful?

These sections will form the main portion of their statements, but they should still include an introduction and conclusion within their 4,000 character limit.

Encourage your students to make sure they cover the following across the answers to the three personal statement questions, as well as an introduction and a conclusion.

An intro

The best advice is to keep the introduction brief and avoid overthinking. Students should steer clear of clichés and overly used quotes, such as the typical "I've always wanted to be..." statements.

Instead, they should reflect on the origins of their passion and what motivated them to choose their desired subject. If they find themselves stuck, they can always return to the introduction once they have crafted the rest of their content.

Including subject-specific content

It's crucial for students to discuss the course they are applying for throughout their personal statement and connect it to any relevant exposure they have had to the subject.

They can highlight their enthusiasm for learning, their genuine interest in the subject, or their aspirations to pursue a specific career. Additionally, they can mention any noteworthy books, podcasts, or online courses (MOOCs) they have enjoyed.

These experiences demonstrate what they've gained from their studies or any additional resources they have engaged with. And then by using the ABC method, they can effectively link these experiences to the course, impressing admissions teams.

Highlighting personal skills and achievements

Students should dedicate a section to discussing their experiences and the skills they have developed, making relevant connections to their desired course.

This provides admissions teams with valuable insights into the applicant's potential to contribute to the university community, both academically and personally. But above all, helps to paint a well-rounded picture of your student beyond their academic qualifications.

Work experience and future goals

Students can include any jobs, work experience, placements, or voluntary work they've done. This is especially relevant if it relates to their chosen course. They should focus on linking their experience to skills or qualities that will help them thrive at uni.

If they have a career goal, they can talk about how their course connects to it and will aid their journey towards achieving it. By highlighting this connection, students demonstrate their motivation and determination to make the most of their university education.

A final conclusion

The concluding part of the personal statement should serve as a summary of the points already discussed by the student. It's important not to introduce new information here, but rather provide a closing that reinforces why they have the knowledge and skills to study in higher education.

Top personal statement tips to pass on to your students

• Encourage them to avoid including headings in their personal statement to maximise the use of the limited 4000 characters.
• Stress the importance of being concise and removing unnecessary content to stay within the character limit and maintain relevance to their application.
• Suggest that students consult family and friends if they struggle to recall achievements, as they may provide helpful reminders.
• Remind students that their personal statement should cover all five of their course choices, avoiding specific university names or module details.

• Guide students to focus on highlighting their strengths, rather than dwelling on weaknesses due to character limits.
• Emphasise the use of appropriate language throughout the personal statement, avoiding slang terms that could negatively impact their application.
• Recommend thorough proofreading and seeking feedback from a trusted friend or teacher to ensure accuracy and clarity.
• Advise students applying for healthcare courses that their personal statements should show familiarity with core NHS values. Likewise for other professional courses, such as architecture or law, personal statements should demonstrate an understanding of the values upheld by the governing body of the field.