Last month, we broke down the new UCAS Personal Statement, discussing the questions and how best to approach them. Now, we’re back with sample responses for each of the new UCAS questions. Read on to learn more about each question and check out sample essays for each.
1. Why do you want to study this course or subject
What it’s asking:
- This question invites you to showcase your passion and knowledge for your chosen subject area.
- You are also encouraged to demonstrate to universities and colleges why your chosen subject area is a good fit for you and your goals.
Things to think about:
- What are your motivations for studying this course? Have you been inspired by a key moment or role model?
- What knowledge do you already have of this subject area? What have you already researched? What books or subject experts have sparked your interest?
- What are your future ambitions, and why are they a good fit for you?
Sample essay:
Growing up, there are many things that do not make sense—for me, school has never been one of them. Regardless of the challenges I faced, school has always been a place where I’ve felt like I belong and am celebrated. This, I understand, is not the norm; when I first learned that for many students, school is somewhere they have to be rather than they get to be, I was sad. I recognized my privilege in feeling like the education system was set up for my success, and I was sad for my peers who, for them, it was not. I found ways to lighten the load for my classmates who struggled to understand concepts, stepping into a ‘teaching’ role at a young age. Sharing my understanding and thought process with others was not only for their benefit, but my own: to teach something, one must think critically about why and how, rather than the simple what of personal understanding.
I found my academic groove when I stepped into senior-level English and history courses. I have always been a voracious reader and history nerd, but it was here that I started learning at the pace and depth I’d always craved. Most importantly, it was here that I had teachers who really encouraged and inspired me. Whether assigning additional readings or supporting my independent research on literature as an avenue for testimony, my teachers saw my passion and fanned its flames. With their support, I became a more analytical thinker, confident speaker, and dedicated writer.
2. How have your qualifications and studies helped you prepare for this course or subject?
What it’s asking:
- This question wants to know more about the relevant or transferable skills you’ve gained from your schooling and how these skills will contribute to your success in this subject area.
Things to think about:
- Consider how your studies or training relate to your chosen courses or subject area. This could be your studies in school, summer courses, or online training, any form of formal education.
- Think about your relevant or transferable skills. Which subjects have helped develop these skills?
- Do you have any relevant educational achievements, like an academic award or winning a school competition?
Sample essay:
Students who take Peer Helping, a course that is delivered once a week after school, are given a spare block in their schedule. While I could have used this spare to study or rest, I chose to fill it by volunteering in the Learning Support Program. Assigned to a group of five eighth-grade students with LDs ranging from ADHD to dyslexia to dyscalculia, I was both challenged and enriched by this, roughly, 100 hours of support work. Often my friends’ “go-to” study buddy, I was not new to peer-to-peer teaching, but the experience of learning to meet diverse and disparate needs in LSP gave me insight into the experience of a teacher and the skills necessary to properly support each student. I bettered my understanding of LDs through dedicated research, learned strategies to best reach each learner, and read articles on how to embolden their confidence. I developed pedagogical approaches that worked for me, my group, and the support teachers. Receiving the Peer Helping award in recognition of my commitment was affirming, but seeing my students grow through challenges, not giving up on themselves or their learning, was what confirmed my interest and fitness in pursuing a career in education.
3. What else have you done to prepare outside of education, and why are these experiences useful?
What it’s asking:
- This question gives you a chance to talk about any other activities you’ve participated in outside of formal education, which further demonstrate your suitability for the course.
Things to think about:
- Activities may include: work experience, employment, or volunteering, personal life expereinces or responsibilities, hobbies and extracurriculars, and achievements outside of school.
- Anything you choose to include should reflect on why you’re including it.
Sample essay:
The responsibility of a teacher is not only to foster educational growth, but also social-emotional growth. “Mentor” is a title I do not take lightly, understanding the importance of modeling kindness, authenticity, and inclusivity. When launching the club Chick Chat, my co-president and I had one goal: bridge the gap between senior and junior students. Attending a large high school, grade eights are corralled into a separate, smaller campus. While this is a sound approach to the high school transition, it creates a greater sense of separation between the junior and senior students. Once I moved into the ‘senior’ role, I saw the opportunity to open a line of communication in order to support young girls’ emotional development, creating a space where we could speak freely with one another, answer questions they were too afraid to ask parents or teachers, and promote a true sense of belonging. With our 15 weekly attendees, we do just that. Similarly, as a member of the Best Buddies club for the past four years, I have had the opportunity to build genuine connections with students with developmental differences. My buddy, Braydon, loves basketball. At lunch, we read books about basketball and draw pictures of basketball, and on the weekends we hit the court. Inclusive education is of extreme importance to me, as I have seen first-hand what it has done for Braydon and the rest of his cohort. Learning about autism has inspired me to advocate for extending inclusive education into general education classrooms. According to a study conducted by Indiana University in 2022, including students with disabilities in gen-ed classrooms not only promotes acceptance of diversity, but the schools’ students also have “higher grades and are better prepared for secondary education and future jobs.”
Student teaching ballet and being a senior member on my cheerleading team have offered additional opportunities for me to practice the balance between teaching skill and emotional intelligence. Both sports require intense discipline and resilience. Every move must be executed with exact precision–without which we run the risk of letting down the group or, in cheerleading, getting seriously injured. I’ve experienced both, and the emotional toll it wields is heavy, but it does not have to be. High-level ballerinas and cheerleaders learn to accept pain and extreme stress as normal, and as a mentor, I have the opportunity to model both the resilience necessary to succeed and the necessity of knowing and communicating one’s physical and emotional boundaries. I know when and how I can push my students or younger teammates so that they learn but never feel unsafe, unheard, or uncelebrated.
As an educator, I am committed to using what gifts I have been given to spark embers or fan flames of not only my students’ academic interest, but their self confidence and belonging. Education is for everyone—and in the words of Frank McCourt, “you might be poor, your shoes might be broken, but your mind is a palace.”
If you’re looking for more guidance, UCAS has a myriad of resources available. Options writing coaches can also meet one-on-one with students to work on their UCAS personal statement. Contact us today to book in!
