We recommend a maximum of 1000 characters for this section.

Any policy on the production or content of transcripts.

Length of time that the school has been teaching the qualifications that applicants are taking to prepare themselves for university entry.

Proportion or size of the cohort that typically applies to study in UK universities annually.

In addition to the guidance provided by UCAS, we would value the following information for applicants applying from schools or colleges outside the UK: This is an opportunity to articulate any policy about not predicting grades for qualifications where the school or college feels the assessment method or qualification structure is not suited to predictions.

Any policies or processes used for predicting grades (eg internal assessments).

Information about your school, college or centre which may affect performance, such as significant staff changes, or damage to buildings.

Your portfolio of qualification provision and any restrictions on options for students.Context of your school, college, or centre eg detail on any selection policies (eg open access, academically selective), funding status (eg private or government-funded), performance, intake demographics, progression rates to higher education.We are very interested in receiving the information that UCAS outline in their guidance: Section Two (applicant-specific mitigating factors and extenuating circumstances).References for standard-age applicants:.The following material would be particularly valuable for candidates applying to the University: Instead, it is helpful for remarks about academic performance and potential are as specific as possible, and supported by factual evidence. Most of our applicants are predicted to achieve top grades, and words and phrases such as 'outstanding' and 'one of the best.' appear in many references.

Teacher comments can also provide important perspectives on the applicant. This means they are deeply interested in their chosen subject, have a high level of academic potential for it, are a very strong performer in their school or college cohort and highly motivated for academic study.Ĭomments from subject specialists that evidence an applicant’s intellectual flexibility and curiosity, analytic ability, logical reasoning, capacity for hard work and the ability to learn quickly are extremely useful. Admissions Tutors look for indications that a student is well suited to study at Cambridge. The school/college reference provides us with vital information about an applicant's abilities and potential.

Ucas reference examples