ucas personal statement engineering examples

Writing a Winning UCAS Engineering Personal Statement: Ultimate Guide w/Analysed Examples

Engineering Personal Statement: Why It’s Important

With careers in engineering providing  over 20% of the UK’s total economic productivity and with over one-fourth of its workforce working in engineering fields , it’s no surprise that some of  the best and highest-ranked  engineering schools in the world are located in the United Kingdom. So how do you get a spot in one of the best engineering programmes in the world? You need impressive marks, a good resume, and a stellar engineering personal statement.

Before we get to that, though, let’s back up a little and examine everything it takes to get into a good engineering programme.

Engineering Programme Prerequisites

Before you get ready to apply for an engineering programme at any university, there are  several prerequisites  you need to have met first. While these prerequisites may differ slightly from university to university, the majority of them should remain the same.

Completed Coursework

You must have, at a minimum, at least two A-Levels if you expect to get into an engineering programme. In the most popular programmes, you’ll need at least three, with grades of A’s and B’s in each. The exact entry requirements may vary, but they tend to range from CCC to AAA. Most universities prefer you to have ABB.

Additionally, one of your A-Levels needs to be in maths. A second A Level in physics is also encouraged for students hoping to study engineering at Uni. There are other courses that may be accepted in place of physics, such as other science courses, additional maths courses, or design and/or computing courses, but your safest bet will always be maths and physics as two of your A-Levels. If you don’t have an A-Level in maths, you may be required to take a maths and/or mechanics aptitude test before being considered for admission.

Vocational Courses

If you don’t have the required A Levels, another option you can use at some schools is to substitute vocational courses for them. For example, if you have Level 3 or Level 6 qualifications, you might be able to use these as replacements for the A-Level courses. These qualifications include the following:

• SVQ Scientific, Technical & Formulation Processing (SCQF Level 6)
• Pearson BTEC Level 3 National Extended Diploma in Engineering or Construction and Built Environment

It’s important to note that not all universities will accept these as substitutes for A-Levels, so check with each school individually.

Biotechnology and Chemical Engineering

If you’re interested in a biotechnology or chemical engineering programme, the required A Levels are a little different. Universities usually require two A-Levels in science or a Scottish Highers with either biology or chemistry as one of the subjects. Additionally, you’ll also be required to have five GCSEs that include English, maths, and a science.

Scottish Highers

The most common range for entry into Highers is between ABBB and AAAAB. The majority of universities require AABBB. If a university requests an Advanced Highers to supplement Highers, they most often ask for an AA.

Additional Qualifications for Admission

The only true prerequisites for admission into an engineering programme are those listed above, but there are some additional things you may want to have on your application to make it more memorable. These include relevant work or apprenticeship experience, volunteer experience, and personal references.

Applying for Admission

To apply for any undergraduate programme at a university in the UK, particularly an engineering programme, you have to fill out an application through the  UCAS (Universities and Colleges Admissions Service) . If you’ve ever applied to a college or university in the United States using the Common App, the UCAS is very similar.

It’s a centralised location for applying to a multitude of different schools/courses, and you’ll use it whether you live in the UK or are an international student. The actual name of the application is the UCAS Apply. Once you’ve completed it, you can apply to up to five separate universities (or five separate degree programmes if you aren’t set in your engineering course) simultaneously.

Filling out the UCAS Apply: A Step-by-Step Guide

Step 1: register for the ucas site.

This is a simple setup process. You’ll sign up by setting up a username and password. You’ll create some security questions in case you lose your password, and then you’ll be asked some basic information such as your name, birth date, and other personally-identifying information.

Step 2: Verify Your Account, Sign In & Enter the Rest of Your Information

After verifying that you really did create an account, you’ll be asked to sign in using the username and password you just created. Then you’ll fill in the rest of your personal information, including your residency status. You’ll also be asked about how you plan to pay for university and whether or not you’ll be requesting scholarships.

Additionally, you’ll be asked about any special needs you have or the accommodations you’ll need. If you have any type of criminal record, you’ll indicate that in this section. You can also give permission for an adult in your life – parent, adviser, mentor, guardian, etc. – to have access to your UCAS profile. This gives them permission to talk to university staff about you, your university goals, and anything else of note.

Steps 3 & 4: For UK Residents Only

If you’re an international student, you won’t be required to fill out steps three and four. (Note: Residents of the EU might possibly be asked to fill out step 4.) Section three asks about your national identity, ethnic origin, and occupational background. There are some additional questions in this section that are optional. These ask about your religious beliefs, sexual orientation, and gender identity.

You’ll also be provided with space to discuss your own, personal circumstances, especially as they relate to your ability to pay for and succeed at Uni. This could include information about your parents’ education or background, activities in which you’ve been involved, whether or not you’ve been in care, etc.

Section four isn’t always asked and only appears if questions in the personal details section have been answered a certain way. If they do appear, they’ll be asking about your finances.

Step 5: Choose Your Courses/Universities

In this section, you’ll be able to apply for up to five different courses and/or universities. This is where you choose what programmes you hope to be accepted into. You can only choose five though, so choose wisely.

Step 6: Provide Your Educational History

Here you’ll enter your entire educational history beginning at secondary education. You’ll enter your A-Levels as well as any vocational courses you’ve taken. It’s important that you list all of these exactly right, including the marks you received in each.

Step 7: Employment History

This is where you’ll attach your work resume. This is for paid work only. If you have any volunteer experience or other unpaid work, it’ll be listed in your personal statement instead. You can only list five places of employment, so if you’ve had more than five jobs, choose the five most relevant to the programme you’re pursuing (in this case, engineering).

Step 8: Your Personal Statement

We’ll discuss this in-depth a little later on.

Step 9: Review the Details

Once you’ve completed all the above-listed steps, you’ll have a chance to review everything. Review it thoroughly and make any changes necessary. You won’t be allowed to edit it once it’s been submitted.

Step 10: Personal Reference, Application Fee & Submit

Finally, you’ll need at least one personal reference. This should be from someone who knows you in a professional capacity, either from working with you or having had you in class. You’ll also be required to pay an application fee of £20 if you’re applying to only one course and £25 if you’re applying for multiple courses. Then you’ll submit the application.

Once you’ve submitted your UCAS Apply application, you’re all set. You can track it using the UCAS Tracker to see if your desired universities have received it. Then you wait for the university to reach out to you for more information, an interview, or acceptance.

Writing Your Personal Statement

If you’re applying to an engineering programme, you’ll be required to write a  personal statement  as part of step 8 on the UCAS Apply application. We can’t overemphasise how important step 8 truly is. There are very few universities that require you to write an additional essay or personal statement for entrance into their engineering programmes, so this is your one chance to get it right.

So what exactly should you write about?

There isn’t exactly a prompt for writing your UCAS personal statement. Under this same question – “What should I write about?” – on the  UCAS website , the answer given is simply, “You.” In other words, write about yourself.

The admissions team wants to know why they should give you a coveted spot in the engineering programme over every other applicant. You need to tell them why you want a spot at the university, but you also need to tell them why you  deserve  a spot  and  what it is about you that should make them want to  give  you a spot. This means showcasing your strengths, achievements, and drive to succeed.

In case you need a little more guidance, here are some questions to ask yourself to help you get started:

• Why are you interested in attending university, and what aspects of university life are you most looking forward to experiencing?
• What are your career goals?
• What first interested you in engineering, and what about it continues to interest you?
• What experiences have you had, either in school or in the work environment, that would prepare you for studying at university?
• Was there anything about your earlier education studies you found to be particularly helpful or interesting?
• What do you most hope to gain from your time at the university, and what strengths and positive characteristics will you bring with you?
• What makes you a good candidate for a position at Uni?
• What elements of your future studies are you looking forward to most?
• Have you taken any higher education courses already, received any awards or accolades, or been recognised for outstanding academic or professional ability?
• What can you write about to prove that you’ve researched engineering beyond what you learned in your early education?

If you consider these questions and keep them in mind while writing, you’ll likely cover everything you need to cover to make a good impression on the admissions team. UCAS also provides you with this  personal statement worksheet  to help organise your thoughts and guide your writing.

Standard Engineering Personal Statement Length & Format

One thing to keep in mind while writing your personal statement is that it has to stay within a  certain character limit . No matter how much you have to say, you have to keep it under 4000 characters or 47 lines of text.

While this isn’t an exact word count, that averages out to approximately 500 words, which isn’t a ton of words. It’s about one single-spaced page worth of text. This means that you must be concise. You want to get in all the important information that’ll help your application stand out from all the other applications universities receive, but you have to do it without being too wordy.

Format Requirements

Worrying about the formatting requirements (double-spaced, single-spaced, font size, etc.) is unnecessary for your engineering personal statement because you’ll be typing or pasting it into a text box on the website. As long as your paragraphs are clearly defined and your font is easy to read, you should be fine on formatting guidelines.

However, because you only get 47 lines of text, it’s important that you  structure your paper correctly . This means breaking your personal statement into roughly three sections, with each section answering a specific question. For the sake of clarity, we’ll call these sections the introduction, body paragraphs, and conclusion.

Now let’s break it down a little further.

A Brief Introduction

The introduction should take up about 15-20% of your personal statement. That’s approximately seven to ten of the 47 provided lines. In your introduction, try to answer the question, “Why do you want to study engineering?” You can talk about the experiences that shaped your love of the subject and the things about it that continue to interest you. You might even touch on why you feel it’s important that people study engineering at all.

Full, Rich Body Paragraphs

Your body paragraphs should make up about 55-65% of your engineering personal statement, or 26 to 30 lines. In these paragraphs, you’ll address the questions, “What have you done that has prepared you for this course?” and “Why do you deserve a spot in the programme?” This is when you go in-depth into your experiences, educational history,  relevant  employment, etc.

Other questions you may want to address in your body paragraphs are:

• How have you cultivated the knowledge you need to succeed in this field?
• What did you learn while preparing for this course?
• Did you receive high marks in the classes relevant to an engineering course?
• Did you win any awards or receive any other accolades?
• What about your life experiences that has fully prepared you not just to enrol in the course but to excel in it?

A Brief Conclusion

Your conclusion should make up between 20-25% of your engineering personal statement, which is roughly ten to 12 lines. Here you’ll sum up your personal statement and bring it to a close. This is where you’ll add in any other extracurricular activities that might not be relevant to engineering but are impressive enough that you want the admissions team to know about them. You can also touch briefly on your future career goals in this section.

Other Things to Remember

One statement – five applications.

One of the most important things to remember about your engineering personal statement for your UCAS Apply application is that you can only write one statement, even though you could be applying to five different courses/universities. This means you don’t want to mention any specific university by name. If you do, the four other universities to which you’ve applied may think you aren’t seriously interested in them and disregard your application altogether.

Additionally, if you’ve applied to study different subjects rather than simply applying to five different engineering programmes, you won’t be able to focus your personal statement quite so much on the field of engineering. Instead, you’ll have to take a much more general approach to writing your personal statement, discussing your strengths in general terms as opposed to how they would apply specifically to the field of engineering.

Proofread and Edit

Do  not  submit your application and your included engineering personal statement without first proofreading and editing your statement. It’s even better if you can ask a  mentor, professor, or trusted friend  to look over it for you before you submit it. Having a fresh set of eyes looking over your paper is a great way to find errors you might have otherwise missed. Proper grammar and writing style are important, so don’t rush ahead without a proper amount of time spent editing and cleaning up.

The Website Will Time Out

Another important thing to remember is that the UCAS website will time out after 35 minutes of inactivity. For this reason, it’s better if you write your personal statement ahead of time in a separate document and then simply copy and paste it into the text box once it’s been fully edited and is ready to go.

Engineering Personal Statement Examples

Example personal statement 1.

“I hope a degree from your University will allow me to transfer key abilities from a place of study into, eventually, a place in industry. After much extended research, my admiration for the engineering innovator, Karl Benz, has been truly established. Commonly regarded as the originator of the first automobile powered by an internal combustion engine, his contributions to the vast domain that is engineering are simply colossal. One creation of his that captivated my mind tremendously was the ‘Blitzen Benz’; a vehicle fabricated solely for the purpose of speed. […]

Understandably, I am mindful that the finest engineers must possess a resilient skill-set, which should include the ability to thrive in both collaborative and solo tasks, flourish under pressure and blossom in positions requiring a leadership mentality. Hopefully, a place on this course will allow me to reinforce and augment my previously developed skills whilst allowing me to simultaneously acquire many more essential abilities that will prove beneficial in later life.”

– Read the rest  here

Although this excerpt is a little longer than we usually like to include, we had to include it. It’s just too impressive to ignore. First of all, you’ll notice the author refers to “your University.” This is how you should always speak of the prospective university in your engineering personal statement because it sounds personal, but it doesn’t call any specific school by name, which would alienate the other four universities to which you applied.

Secondly, the author speaks of his admiration for the engineer and inventor Karl Benz. This shows that he’s researched his field of study outside of what he learned in school. It shows he has a genuine interest and passion for engineering, which means he should do well at Uni. The section that’s been removed goes into more detail about the ‘Blitzen Benz,’ using language that shows he has a solid knowledge of the technical terms associated with engineering.

Finally, he smoothly transitions into highlighting his strengths. He mentions many of the qualities that make for a good engineer and then mentions he has those qualities. In the next section, which has also been removed for the sake of brevity, he talks a bit about how he cultivated those qualities. He also says he hopes his time at Uni will help further these necessary qualities in him, and then transitions into talking about his future goals.

It is a powerfully written personal statement that shows the writer to be an excellent candidate for the engineering programme.

Our Verdict:

Example Personal Statement 2

“Engineers build societies. More specifically, mechanical engineers apply fundamental maths and physics laws to construct mechanical devices that we use every day, despite sometimes going unnoticed. For this reason, I would like to pursue a career in engineering, as it is such a key component in societies. It combines my fascination of how things work and the mechanics behind devices, with the ability to apply maths and physics concepts to real-life situations.

Studying Maths Mechanics at A-level has given me experience with calculus and more advanced mathematics, including differential equations, creating a firm grounding for the mathematics I should encounter at degree level. Physics has given me an understanding of fundamental notions and reinforced the mechanical aspects of maths […]”

his is another example of a well-written engineering personal statement. The introductory paragraph, in particular, is superb and covers everything that should be covered. The writer starts by highlighting why engineering is important to society as a whole. In doing so, she also demonstrates a solid knowledge of what engineering is all about.

She transitions smoothly into why she wants to become an engineer and mentions that she has a fascination with both  “how things work”  and  “the mechanics behind devices,”  which are two key elements for a successful engineer. In her next paragraph, she begins talking about her educational history, showing she has the experience and education necessary for a foundation in engineering.

Altogether, she presents herself as someone with passion, clearly defined goals, and a solid foundation that should allow her to hit the ground running when she begins at the university.

Example Personal Statement 3

“My desire to study Engineering stems from the practical application of Maths and Physics to real world situations to enhance and improve them is a field that I find fascinating and perplexing. After partaking in different engineering-based experiences, I learnt how varied and inclusive this subject is, and that is the reason I want to study Engineering at University.”

In contrast to the first two examples, this is an example of a weak engineering personal statement that wasn’t done well. This is the author’s introductory paragraph, and right from the beginning, it fails to paint the writer in a good light. The first sentence is grammatically incorrect and makes no sense as written. The paragraph is also much too short and vague.

Referring back to the common structure of a personal statement, you’ll remember the introductory paragraph should be about seven to ten lines long. This one is about four. It doesn’t have enough information on it, and the information that’s there is too general. It sounds like a child’s version of what an engineer does and why it’d be fun to be an engineer.

The student mentions  “partaking in different engineering-based experiences”  but doesn’t give any examples to back up that claim. Even his reason for wanting to be an engineer isn’t clearly defined. This is a weak, unmemorable statement that isn’t going to impress anyone on an admissions team.

Example Personal Statement 4

“My extra-curricular activities in and out of school have enhanced my ability to lead a group. I joined stem club at the beginning of year 12 and this has contributed to the improvement of my problem-solving skills which has helped me significantly in my maths modules and physics. […] I play the piano […] piano allows me to improve my thinking skills on the spot. My schedule is very busy and challenges me to manage my time carefully […] I am always challenging my own understanding and I believe that I have the right attitude, skills and personality for this degree. I feel that a career in engineering will make good use of my strengths.”

– Read the rest  here

Let’s look again at the typical structure of a personal statement listed above. You’ll see that the conclusion paragraph should be about ten lines long. It’s also a good place to list all the extracurricular activities that aren’t strictly associated with engineering but that you want the admissions team to know about you.

This author wrote a great conclusion paragraph. Although sections have been removed, you can see it’s close to the right length. Additionally, she uses the conclusion paragraph exactly as it should be used, listing all of her extra achievements she wants the admissions team to know. Beyond that, though, she uses these extracurricular activities as another way to show her strengths – strengths that would make her a good fit for any engineering programme.

She mentions having good leadership skills. She also talks about being part of a STEM (science, technology,  engineering,  and mathematics) club. She talks about playing the piano but then adds that her ability to play has improved her on-the-fly problem-solving skills. She talks about work and her busy schedule, but then stresses that this has helped her learn good time management skills.

Instead of just using her conclusion to provide a list of her extracurricular activities, she uses it as another opportunity to casually and naturally highlight her skills. She ends by saying these skills she learned in all these activities will serve her well in her future career as an engineer, which is a great way to end the personal statement on a relevant note.

Example Personal Statement 5

“During my school life, I have enjoyed taking part in sporting events organised by the French charity “Justice au Coeur” […] My extracurricular activities include athletics […] I also attended a scouts’ club in my neighbourhood, and have passed Grade 7 in drama. […]

I am a native speaker of English and French […] I have also studied Latin at my school for six years, and am going to take it as a subject at the French Baccalauréat.

One of my main hobbies is model rocketry. […]

I completed two weeks of unpaid work experience in a WHSmith bookshop in Wimbledon in June 2012. I thoroughly enjoyed my time there.”

By contrast, this is an example of a writer who didn’t do a good job of adding in her extracurricular activities. First of all, even though it’s not evident here, this information is listed in this author’s body paragraphs, not her conclusion. These sentences, along with several similar ones that have been removed, make up  four paragraphs  of the body of her engineering personal statement.

She used  four paragraphs  talking about things that have absolutely nothing to do with engineering. She wasted those four paragraphs. All this information is nice information to provide, but it should have all been condensed into one small paragraph at the end of the personal statement.

Instead, she took the paragraphs that should have been devoted to what she’s done to prepare her for engineering and why she deserves a spot in the programme and wasted them on extracurricular activities that aren’t really relevant.

Remember: You only have 4000 characters to write your personal statement, and use those characters wisely.

To Sum It All Up…

The main things to remember when writing your engineering personal statement are to be truthful, be concise, and be authentic. It’s also important that you write a 100% unique, “personal-to-you” personal statement. It’s okay to look at other people’s statements for inspiration or to get a feel for what works and what doesn’t, but there are severe consequences for plagiarism ( here’s a plagiarism-checker you can use ) and cheating, including having your entire application trashed at all the universities to which you applied.

Finally, make sure you dedicate enough time to the process. You want to plan your statement out ahead of time and have enough time to write it thoroughly and completely. It’s also important to save time for the  editing and proofreading stages  after you’ve finished your first draft.

Be specific when talking about your interests, goals, and strengths. Remember, this is one of the few times in life when it is okay to sell yourself. You want to make a good impression, and you want to be memorable. The more easily the admissions team can recall you and your engineering personal statement, the more likely you’ll get a spot in a good engineering programme.

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UCAS Personal Statement and Examples

What is the ucas personal statement .

The Universities and Colleges Admissions Service (UCAS) Personal Statement is the main essay for your application to colleges and universities in Great Britain. UCAS gives a nice explanation here , but in short, this is your chance to stand out against the crowd and show your knowledge and enthusiasm for your chosen area of study.

You’ve got 4,000 characters and 47 line limit to show colleges what (ideally) gets you out of bed in the morning. How long is that, really? Use your “word count” tool in Google or Word docs to check as you go along, but 4,000 characters is roughly 500 words or one page.

HOW IS THE UCAS PERSONAL STATEMENT DIFFERENT FROM THE US PERSONAL STATEMENT?

Think they’re the same? Think again. Here are some key differences between the UCAS and the US Personal Statement:

When you apply to UK schools, you’re applying to one particular degree program, which you’ll study for all, or almost all, your time at university. Your UCAS personal statement should focus less on cool/fun/quirky aspects of yourself and more on how you’ve prepared for your particular area of study.

The UCAS Personal Statement will be read by someone looking for proof that you are academically capable of studying that subject for your entire degree. In some cases, it might be an actual professor reading your essay.

You’ll only write one personal statement, which will be sent to all the universities you’re applying to, and it’s unlikely you’ll be sending any additional (supplemental) essays. Your essay needs to explain why you enjoy and are good at this subject, without reference to any particular university or type of university.

Any extracurricular activities that are NOT connected to the subject you’re applying for are mostly irrelevant, unless they illustrate relevant points about your study skills or attributes: for example, having a job outside of school shows time-management and people skills, or leading a sports team shows leadership and responsibility.

Your personal statement will mostly focus on what you’ve done at high school, in class, and often in preparation for external exams. 80-90% of the content will be academic in nature.

A QUICK STEP-BY-STEP GUIDE TO WRITING THE UCAS PERSONAL STATEMENT

This may be obvious, but the first step to a great UCAS Personal Statement is to choose the subject you’re applying for. This choice will be consistent across the (up to) five course choices you have. Often, when students struggle with a UCAS personal statement, it’s because they are trying to make the statement work for a couple of different subjects. With a clear focus on one subject, the essay can do the job it is supposed to do. Keep in mind you’re limited to 47 lines or 4000 characters, so this has to be concise and make efficient use of words.

To work out what information to include, my favourite brainstorming activity is the ‘Courtroom Exercise’. Here’s how it works:

The Courtroom Exercise

Imagine you’re prosecuting a case in court, and the case is that should be admitted to a university to study the subject you’ve chosen. You have to present your case to the judge, in a 47 line or 4,000 character statement. The judge won’t accept platitudes or points made without evidence–she needs to see evidence. What examples will you present in your statement?

In a good statement, you’ll make an opening and a closing point.

To open your argument, can you sum up in one sentence why you wish to study this subject? Can you remember where your interest in that subject began? Do you have a story to tell that will engage the reader about your interest in that subject?

Next, you’ll present a number of pieces of evidence, laying out in detail why you’re a good match for this subject. What activities have you done that prove you can study this subject at university?

Most likely, you’ll start with a class you took, a project you worked on, an internship you had, or a relevant extra-curricular activity you enjoyed. For each activity you discuss, structure a paragraph on each using the ABC approach:

A: What is the A ctivity?

B: How did it B enefit you as a potential student for this degree course?

C: Link the benefit to the skills needed to be successful on this C ourse.

With three or four paragraphs like these, each of about 9 or 10 lines, and you should have the bulk of your statement done. Typically two of these will be about classes you have taken at school, and two about relevant activities outside of school.

In the last paragraph, you need to demonstrate wider skills that you have, which you can probably do from your extracurricular activities. How could you demonstrate your time management, your ability to collaborate, or your creativity? Briefly list a few extracurricular activities you’ve taken part in and identify the relevant skills that are transferable to university study.

Finally, close your argument in a way that doesn’t repeat what you’ve already shared. Case closed!

FREQUENTLY ASKED QUESTIONS

What if I’m not sure what I want to study? Should I still apply? 

There are a number of broader programs available at UK universities (sometimes called Liberal Arts or Flexible Combined Honours). However,  you should still showcase two or three academic areas of interest. If you are looking for a broader range of subjects to study and can’t choose one, then the UK might not be the best fit for you.

What if I haven’t done much, academically or via extracurriculars, to demonstrate that I’ll be able to complete the coursework for my degree? Should I still apply?

You certainly can, but you will need to be realistic about the strength of your application as a result. The most selective universities will want to see this evidence, but less selective ones will be more willing to account for your potential to grow in addition to what you’ve already achieved. You could also consider applying for a Foundation course or a ‘Year 0’ course, where you have an additional year pre-university to enable you to develop this range of evidence.

If I’m not accepted into a particular major, can I be accepted into a different major?

It’s important to understand that we are not talking about a ‘major,’ as what you are accepted into is one entire course of study. Some universities may make you an ‘alternative offer’ for a similar but perhaps less popular course (for example you applied for Business but instead they offer you a place for Business with a Language).At others, you can indicate post-application that you would like to be considered for related courses. However, it’s not going to be possible to switch between two completely unrelated academic areas.

What other information is included in my application? Will they see my extracurricular activities, for example? Is there an Additional Information section where I can include more context on what I’ve done in high school?

The application is very brief: the personal statement is where you put all the information. UCAS does not include an activities section or space for any other writing. The 47 lines are all you have. Some universities might accept information if there are particularly important extenuating circumstances that must be conveyed. This can be done via email, but typically, they don’t want to see more than the UCAS statement and your school’s reference provides.

Now, let’s take a look at some of my favourite UCAS personal statement examples with some analysis of why I think these are great.

UCAS PERSONAL STATEMENT EXAMPLE FOR CHEMISTRY

When I was ten, I saw a documentary on Chemistry that really fascinated me. Narrated by British theoretical physicist Jim Al-Khalili, it explained how the first elements were discovered and how Chemistry was born out of alchemy. I became fascinated with Chemistry and have remained so ever since. I love the subject because it has very theoretical components, for example quantum Chemistry, while also having huge practical applications.

In this introduction, the student shows where his interest in Chemistry comes from. Adding some additional academic detail (in this case, the name of the scientist) helps guide the reader into more specific information on why this subject is interesting to him.

This aspect of Chemistry is important to me. I have, for example, used machine learning to differentiate between approved and experimental drugs. On the first run, using drug molecules from the website Drug Bank, I calculated some molecular descriptors for them. I started with a simple logistic regression model and was shocked to find that it had apparently classified almost all molecules correctly. This result couldn’t be right; it took me nearly a month to find the error. I accidentally normalized the molecular-descriptor data individually, rather than as a combined data set, thereby encoding the label into the input. On a second run, after fixing the error, I used real machine learning libraries. Here I actually got some performance with my new algorithm, which I could compare to professional researchers’ papers. The highest accuracy I ever saw on my screen was 86 percent. The researchers’ result was 85 percent; thanks to more modern machine learning methods, I narrowly beat them. I have also studied Mathematics and Physics at A Level and have been able to dive into areas beyond the A Level syllabus such as complex integration in math and the Schrödinger equation in Physics.

This paragraph outlines a clear case for this student’s aptitude for and interest in Chemistry. He explains in detail how he has explored his intended major, using academic terminology to show us he has studied the subject deeply. Knowing an admissions reader is looking for evidence that this student has a talent for Chemistry, this paragraph gives them the evidence they need to admit him.

Additionally, I have worked on an undergraduate computer science course on MIT Opencourseware, but found that the content followed fixed rules and did not require creativity. At the time I was interested in neural networks and listened to lectures by professor Geoffrey Hinton who serendipitously mentioned his students testing his techniques on ‘Kaggle Competitions’. I quickly got interested and decided to compete on this platform. Kaggle allowed me to measure my machine learning skills against competitors with PhDs or who are professional data scientists at large corporations. With this kind of competition naturally I did not win any prizes, but I worked with the same tools and saw how others gradually perfected a script, something which has helped my A Level studies immensely.

Introducing a new topic, the student again uses academic terminology to show how he has gone beyond the confines of his curriculum to explore the subject at a higher level. In this paragraph, he demonstrates that he has studied university-level Chemistry. Again, this helps the reader to see that this student is capable of studying for a Chemistry degree.

I have been keen to engage in activities beyond the classroom. For example, I have taken part in a range of extracurricular activities, including ballroom dancing, public speaking, trumpet, spoken Mandarin, and tennis, achieving a LAMDA distinction at level four for my public speaking. I have also participated in Kaggle competitions, as I’m extremely interested in machine learning. For example, I have used neural networks to determine the causes of Amazon deforestation from satellite pictures in the ‘Planet: Understanding the Amazon from Space’ competition. I believe that having worked on projects spanning several weeks or even months has allowed me to build a stamina that will be extremely useful when studying at university.

This penultimate paragraph introduces the student’s extracurricular interests, summing them up in a sentence. Those activities that can demonstrate skills that are transferable to the study of Chemistry are given a bit more explanation. The student’s descriptions in each paragraph are very detailed, with lots of specific information about awards, classes and teachers.

What I hope to gain from an undergraduate (and perhaps post-graduate) education in Chemistry is to deepen my knowledge of the subject and potentially have the ability to successfully launch a startup after university. I’m particularly interested in areas such as computational Chemistry and cheminformatics. However, I’m  open to studying other areas in Chemistry, as it is a subject that truly captivates me.

In the conclusion, the student touches on his future plans, using specific terminology that shows his knowledge of Chemistry. This also reveals that he aims to have a career in this field, which many admission readers find appealing as it demonstrates a level of commitment to the subject.

UCAS PERSONAL STATEMENT EXAMPLE FOR VETERINARY MEDICINE

This next statement has to accomplish a number of tasks, given the subject the student is applying for. As a vocational degree, applicants for veterinary medicine are committing to a career as well as a subject to study, so they need to give information demonstrating they understand the reality of a career in this area. It also needs to explain their motivation for this interest, which quite often is demonstrated through work experience (something which is often a condition for entry into these programs). Finally, as this is a highly academic subject to study at university, the author should include a good level of academic terminology and experiences in the statement.

There is nothing more fascinating to me than experiencing animals in the wild, in their natural habitat where their behaviour is about the survival of their species. I was lucky enough to experience this when in Tanzania. While observing animals hunting, I became intrigued by their musculature and inspired to work alongside these animals to help them when they are sick, as a veterinarian.

In an efficient way, the applicant explains her motivation to become a vet, then squeezes in a bit of information about her experience with animals.

As a horse rider and owner for nearly ten years, I have sought opportunities to learn as much as I can about caring for the animal. I helped around the yard with grooming and exercise, bringing horses in and out from the fields, putting on rugs, and mucking out. I have also been working at a small animal vet clinic every other Saturday for over 2.5 years. There, my responsibilities include restocking and sterilising equipment, watching procedures, and helping in consultations. Exposure to different cases has expanded my knowledge of various aspects, such as assisting with an emergency caesarean procedure. Due to a lack of staff on a Saturday, I was put in charge of anaesthesia while the puppies were being revived. I took on this task without hesitation and recorded heart and respiration rate, capillary refill time, and gum colour every five minutes. Other placements following an equine vet, working on a polo farm, and volunteering at a swan sanctuary have also broadened my experience with different species and how each possesses various requirements. During pre-vet summer courses, I was also introduced to farm animals such as pigs, cows, sheep and chicken. I spend some time milking dairy cows and removing clustered dust from chicken feet, as well as tipping sheep in order to inspect their teats.

In this paragraph, she synthesizes personal experience with an academic understanding of vet medicine. She demonstrates that she is committed to animals (helping in the yard, regular Saturday work, assistance with procedures), that she has gained a variety of experiences, and that she understands some of the conditions (caesareans, clustered dust) that vets have to deal with. Note that she also briefly discusses ‘pre-vet summer courses,’ adding credibility to her level of experience.

I have focused on HL Biology and HL Chemistry for my IB Diploma. I was particularly excited to study cell biology and body systems because these subjects allowed me to comprehend how the body works and are applicable to animal body functions. Topics like DNA replication as well as cell transcription and translation have helped me form a fundamental understanding of genetics and protein synthesis, both important topics when looking into hereditary diseases in animals. Learning about chemical reactions made me consider the importance of pharmaceutical aspects of veterinary medicine, such as the production of effective medicine. Vaccines are essential and by learning about the chemical reactions, I f developed a more nuanced understanding about how they are made and work.

Now, the statement turns to academic matters, linking her IB subjects to the university studies she aspires to. She draws out one particular example that makes a clear link between school and university-level study.

I have also written my Extended Essay discussing the consequences of breeding laws in the UK and South Australia in relation to the development of genetic abnormalities in pugs and German shepherds. This topic is important, as the growing brachycephalic aesthetic of pugs is causing them to suffer throughout their lifetime. Pedigree dogs, such as the German shepherd, have a very small gene pool and as a result, hereditary diseases can develop. This becomes an ethical discussion, because allowing German shepherds to suffer is not moral; however, as a breed, they aid the police and thus serve society.

The IB Extended Essay (like an A Level EPQ or a Capstone project) is a great topic to discuss in a personal statement, as these activities are designed to allow students to explore subjects in greater detail.

The first sentence here is a great example of what getting more specific looks like because it engages more directly with what the student is actually writing about in this particular paragraph then it extrapolates a more general point of advice from those specificities.

By choosing to write her Extended Essay on a topic of relevance to veterinary medicine, she has given herself the opportunity to show the varied aspects of veterinary science. This paragraph proves to the reader that this student is capable and motivated to study veterinary medicine.

I have learned that being a veterinarian requires diagnostic skills as well as excellent communication and leadership skills. I understand the importance and ethics of euthanasia decisions, and the sensitivity around discussing it withanimal owners. I have developed teamwork and leadership skills when playing varsity football and basketball for four years. My communication skills have expanded through being a Model U.N. and Global Issues Network member.

This small paragraph on her extracurricular activities links them clearly to her intended area of study, both in terms of related content and necessary skills. From this, the reader gains the impression that this student has a wide range of relevant interests.

When I attend university, I not only hope to become a veterinarian, but also a leader in the field. I would like to research different aspects of veterinary medicine, such as diseases. As a vet, I would like to help work towards the One Health goal; allowing the maintenance of public health security. This affects vets because we are the ones working closely with animals every day.

In the conclusion, she ties things together and looks ahead to her career. By introducing the concept of ‘One Health’, she also shows once again her knowledge of the field she is applying to.

UCAS PERSONAL STATEMENT EXAMPLE FOR AERONAUTICAL ENGINEERING

Standing inside a wind tunnel is not something every 17 year old aspires to, but for me the opportunity to do so last year confirmed my long-held desire to become a mechanical engineer.

This introduction is efficient and provides a clear direction for the personal statement. Though it might seem that it should be more detailed, for a student applying to study a course that requires limited extended writing, being this matter-of-fact works fine.

I enjoy the challenge of using the laws of Physics, complemented with Mathematical backing, in the context of everyday life, which helps me to visualise and understand where different topics can be applied. I explored the field of aeronautics, specifically in my work experience with Emirates Aviation University. I explored how engineers apply basic concepts of air resistance and drag when I had the opportunity to experiment with the wind tunnel, which allowed me to identify how different wing shapes behave at diverse air pressures. My interest with robotics has led me to take up a year-long internship with MakersBuilders, where I had the chance to explore physics and maths on a different plane. During my internship I educated young teenagers on a more fundamental stage of building and programming, in particular when we worked on building a small robot and programmed the infra-red sensor in order to create self-sufficient movement. This exposure allowed me to improve my communication and interpersonal skills.

In this paragraph, the student adds evidence to the initial assertion that he enjoys seeing how Physics relates to everyday life. The descriptions of the work experiences he has had not only show his commitment to the subject, but also enable him to bring in some academic content to demonstrate his understanding of engineering and aeronautics.

I’m interested in the mechanics side of Maths such as circular motion and projectiles; even Pure Maths has allowed me to easily see patterns when working and solving problems in Computer Science. During my A Level Maths and Further Maths, I have particularly enjoyed working with partial fractions as they show how reverse methodology can be used to solve addition of fractions, which ranges from simple addition to complex kinematics. ­­­Pure Maths has also enabled me to better understand how 3D modelling works with ­­­the use of volumes of revolution, especially when I learned how to apply the calculations to basic objects like calculating the amount of water in a bottle or the volume of a pencil.

This paragraph brings in the academic content at school, which is important when applying for a subject such as engineering. This is because the admissions reader needs to be reassured that the student has covered the necessary foundational content to be able to cope with Year 1 of this course.

In my Drone Club I have been able to apply several methods of wing formation, such as the number of blades used during a UAS flight. Drones can be used for purposes such as in Air-sea Rescue or transporting food to low income countries. I have taken on the responsibility of leading and sharing my skills with others, particularly in the Drone Club where I gained the certification to fly drones. In coding club, I participated in the global Google Code competition related to complex, real-life coding, such as a program that allows phones to send commands to another device using Bluetooth. My Cambridge summer course on math and engineering included the origins of a few of the most important equations and ideologies from many mathematicians such as, E=mc2 from Einstein, I also got a head start at understanding matrices and their importance in kinematics. Last summer, I completed a course at UT Dallas on Artificial Intelligence and Machine Learning. The course was intuitive and allowed me to understand a different perspective of how robots and AI will replace humans to do complex and labour-intensive activities, customer service, driverless cars and technical support.

In this section, he demonstrates his commitment to the subject through a detailed list of extracurricular activities, all linked to engineering and aeronautics. The detail he gives about each one links to the knowledge and skills needed to succeed in these subjects at university.

I have represented Model UN as a delegate and enjoyed working with others to solve problems. For my Duke of Edinburgh Award, I partook in several activities such as trekking and playing the drums. I enjoy music and I have reached grade 3 for percussion. I have also participated in a range of charitable activities, which include assisting during Ramadan and undertaking fun-runs to raise money for cancer research.

As with the introduction, this is an efficient use of language, sharing a range of activities, each of which has taught him useful skills. The conclusion that follows is similarly efficient and to the point.

I believe that engineering is a discipline that will offer me a chance to make a tangible difference in the world, and I am certain I will enjoy the process of integrating technology with our everyday life.

UCAS PERSONAL STATEMENT EXAMPLE FOR ECONOMICS AND SOCIAL POLICY

Applying for a joint honours course presents a particular challenge of making the case that you are interested in the first subject, the second subject and (often overlooked) the combination of the two. In this example, the applicant uses her own academic studies and personal experiences to make her case.

I usually spend my summer breaks in Uttar Pradesh, India working at my grandparents’ NGO which produces bio-fertilizers for the poor. While working, I speak to many of the villagers in the nearby villages like Barokhar and Dharampur and have found out about the various initiatives the Government has taken to improve the production of wheat and rice. I understand the hardships they undergo and speaking to them has shown me the importance of Social Policy and the role the government plays in improving the lives of people and inspired me to pursue my university studies in this field.

In the introduction, this applicant explains where her interlinking experiences come from: she has personal experiences demonstrating how economics impacts the most vulnerable in society. In doing so, she shows the admissions reader that she has a deep interest in this combination and can move on to discussing each subject in turn.

My interest in these areas has been driven by the experiences I had at high school and beyond. I started attending Model United Nations in the 9th grade and have been to many conferences, discussing problems like the water crisis and a lack of sustainability in underdeveloped countries. These topics overlapped with my study of economics and exciting classroom discussions on what was going on how different events would impact economies, for instance how fluctuations in oil prices will affect standards of living. Studying Economics has expanded  my knowledge about how countries are run and how macroeconomic policies shape the everyday experiences of individuals.

Unusually, this applicant does not go straight into her classroom experiences but instead uses one of her extracurricular activities (Model United Nations) in her first paragraph. For students applying for subjects that are not often taught at school (Social Policy in this example), this can be a good idea, as it allows you to bring in material that you have self-studied to explain why you are capable of studying each subject at university. Here, she uses MUN discussions to show she understands some topics in social policy that are impacting the world.

By taking up history as a subject in Grade 11 and 12, I have seen the challenges that people went through in the past, and how different ideas gained momentum in different parts of the world such as the growth of communism in Russia and China and how it spread to different countries during the Cold War. I learned about the different roles that governments played in times of hardships such as that which President Roosevelt’s New Deal played during the Great Depression. From this, I gained analytical skills by scrutinizing how different social, political and economic forces have moulded societies in the past.

In this paragraph, she then takes the nearest possible class to her interest in Social Policy and draws elements from it to add to her case for Social Policy. Taking some elements from her history classes enables her to add some content to this statement, before linking to the topic of economics.

To explore my interest in Economics, I interned at Emirates National Bank of Dubai, one of the largest banks in the Middle East, and also at IBM. At Emirates NBD, I undertook a research project on Cash Management methods in competitor banks and had to present my findings at the end of the internship. I also interned at IBM where I had to analyze market trends and fluctuations in market opportunity in countries in the Middle East and Africa. I had to find relations between GDP and market opportunity and had to analyze how market opportunity could change over the next 5 years with changing geo-political situations. I have also attended Harvard University’s Youth Lead the Change leadership conference where I was taught how to apply leadership skills to solve global problems such as gender inequality and poverty.

Economics is explored again through extracurriculars, with some detail added to the general statement about the activities undertaken during this work experience. Though the level of academics here is a little thin because this student’s high school did not offer any classes in Economics, she does as well as she can to bring in academic content.

I have partaken in many extra-curricular activities which have helped me develop the skills necessary for this course. Being a part of the Press Club at school gave me an opportunity to hone my talent for the written word and gave me a platform to talk about global issues. Volunteering at a local library taught me how to be organized. I developed research and analytical skills by undertaking various research projects at school such as the sector-wide contribution of the Indian economy to the GDP in the previous year. As a member of the Business and Economic Awareness Council at school, I was instrumental in organizing many economics-based events such as the Business Fair and Innovation Mela. Being part of various Face to Faith conferences has provided me with an opportunity to interact with students in Sierra Leone, India and Korea and understand global perspectives on issues like malaria and human trafficking.

The extracurricular activities are revisited here, with the first half of this paragraph showing how the applicant has some transferable skills from her activities that will help her with this course. She then revisits her interest in the course studies, before following up with a closing section that touches on her career goals:

The prospect of pursuing these two subjects is one that I eagerly anticipate and I look forward to meeting the challenge of university. In the future, I wish to become an economist and work at a think tank where I will be able to apply what I have learnt in studying such an exciting course.

UCAS PERSONAL STATEMENT EXAMPLE FOR HISTORY OF ART & PHILOSOPHY

This applicant is also a joint-honours applicant, and again is applying for a subject that she has not been able to study at school. Thus, bringing in her own interest and knowledge of both subjects is crucial here.

At the age of four, I remember an argument with my mother: I wanted to wear a pink ballerina dress with heels, made for eight-year-olds, which despite my difficulty in staying upright I was determined to wear. My mother persistently engaged in debate with me about why it was not ok to wear this ensemble in winter. After two hours of patiently explaining to me and listening to my responses she convinced me that I should wear something different, the first time I remember listening to reason. It has always been a natural instinct for me to discuss everything, since in the course of my upbringing I was never given a simple yes or no answer. Thus, when I began studying philosophy, I understood fully my passion for argument and dialogue.

This is an unusual approach to start a UCAS Personal Statement, but it does serve to show how this student approaches the world and why this combination of subjects might work for her. Though it could perhaps be drawn out more explicitly, here she is combining an artistic issue (her clothes) with a philosophical concern (her debate with her mother) to lead the reader into the case she is making for admission into this program.

This was first sparked academically when I was introduced to religious ethics; having a fairly Christian background my view on religion was immature. I never thought too much of the subject as I believed it was just something my grandparents did. However, when opened up to the arguments about god and religion, I was inclined to argue every side. After research and discussion, I was able to form my own view on religion without having to pick a distinctive side to which theory I would support. This is what makes me want to study philosophy: it gives an individual personal revelation towards matters into which they may not have given too much thought to.

There is some good content here that discusses the applicant’s interest in philosophy and her own motivation for this subject, though there is a lack of academic content here.

Alongside this, taking IB Visual Arts HL has opened my artistic views through pushing me out of my comfort zone. Art being a very subjective course, I was forced to choose an opinion which only mattered to me, it had no analytical nor empirical rights or wrongs, it was just my taste in art. From studying the two subjects alongside each other, I found great value, acquiring a certain form of freedom in each individual with their dual focus on personalized opinion and taste in many areas, leading to self- improvement.

In this section, she uses her IB Visual Arts class to explore how her interest in philosophy bleeds into her appreciation of art. Again, we are still awaiting the academic content, but the reader will by now be convinced that the student has a deep level of motivation for this subject. When we consider how rare this combination is, with very few courses for this combination available, the approach to take slightly longer to establish can work.

For this reason, I find the work of Henry Moore fascinating. I am intrigued by his pieces, especially the essence of the ‘Reclining Nude’ model, as the empty holes inflicted on the abstract human body encouraged my enthusiasm for artistic interpretation. This has led me to contemplate the subtlety, complexity and merit of the role of an artist. Developing an art piece is just as complex and refined as writing a novel or developing a theory in Philosophy. For this reason, History of Art conjoins with Philosophy, as the philosophical approach towards an art piece is what adds context to the history as well as purpose behind it.

Finally, we’re given the academic content. Cleverly, the content links both the History of Art and Philosophy together through a discussion of the work of Henry Moore. Finding examples that conjoin the subjects that make up a joint-honours application is a great idea and works well here.

Studying Philosophy has allowed me to apply real life abstractions to my art, as well as to glean a deeper critical analysis of art in its various mediums. My IB Extended Essay examined the 1900s Fauve movement, which made a huge breakthrough in France and Hungary simultaneously. This was the first artistic movement which was truly daring and outgoing with its vivid colours and bold brush strokes. My interest expanded to learning about the Hungarian artists in this movement led by Henri Matisse. Bela Czobel was one of the few who travelled to France to study but returned to Hungary, more specifically Nagybanya, to bestow what he had learned.

Again in this paragraph, the author connects the subjects. Students who are able to undertake a research project in their high school studies (such as the IB Extended Essay here, or the A Level Extended Project or AP Capstone) can describe these in their UCAS personal statements, as this level of research in an area of academic study can enliven and add depth to the writing, as is the case here.

As an international student with a multicultural background, I believe I can adapt to challenging or unfamiliar surroundings with ease. I spent two summers working at a nursery in Hungary as a junior Assistant Teacher, where I demonstrated leadership and teamwork skills that I had previously developed through commitment to sports teams. I was a competitive swimmer for six years and have represented my school internationally as well as holding the school record for 100m backstroke. I was elected Deputy Head of my House, which further reflects my dedication, leadership, teamwork and diligence.

As in the previous examples, this statement gives a good overview of the applicant’s extracurricular activities, with a mention of skills that will be beneficial to her studies at university. She then concludes with a brief final sentence:

I hope to carry these skills with me into my university studies, allowing me to enrich my knowledge and combine my artistic and philosophical interests.

UCAS PERSONAL STATEMENT EXAMPLE FOR LIBERAL ARTS

A good range of UK universities now offer courses called ‘Liberal Arts’ (or similar titles such as ‘Flexible Combined Honours’), which allows students to study a broader topic of study–perhaps combining three or four subjects–than is typically available in the UK system.

This presents a challenge in the personal statement, as within the 47 line / 4000 character limit, the applicant will have to show academic interest and knowledge in a range of subjects while also making the case to be admitted for this combined programme of study.

As a child I disliked reading; however, when I was 8, there was one particular book that caught my attention: The Little Prince. From that moment onwards, my love for literature was ignited and I had entered into a whirlwind of fictional worlds. While studying and analysing the classics from The Great Gatsby to Candide, this has exposed me to a variety of novels. My French bilingualism allowed me to study, in great depth, different texts in their original language. This sparked a new passion of mine for poetry, and introduced me to the works of Arthur Rimbaud, who has greatly influenced me. Through both reading and analysing poetry I was able to decipher its meaning. Liberal Arts gives me the opportunity to continue to study a range of texts and authors from different periods in history, as well as related aspects of culture, economy and society.

Here we have a slightly longer than usual opening paragraph, but given the nature of the course being applied for this works well. A personal story segueing from literature to modern languages to history and cultural studies shows that this student has a broad range of interests within the humanities and thus is well-suited to this course of study.

Liberal Arts is a clear choice for me. Coming from the IB International Baccalaureate Diploma programme I have studied a wide range of subjects which has provided me with a breadth of knowledge. In Theatre, I have adapted classics such as Othello by Shakespeare, and playing the role of moreover acting as Desdemona forced me to compartmentalise her complex emotions behind the early-modern English text. Studying History has taught me a number of skills; understanding the reasons behind changes in society, evaluating sources, and considering conflicting interpretations. From my interdisciplinary education I am able to critically analyse the world around me. Through studying Theory of Knowledge, I have developed high quality analysis using key questions and a critical mindset by questioning how and why we think and why. By going beyond the common use of reason, I have been able to deepen greaten my understanding and apply my ways of knowing in all subjects; for example in science I was creative in constructing my experiment (imagination) and used qualitative data (sense perception).

Students who are taking the IB Diploma, with its strictures to retain a broad curriculum, are well-suited to the UK’s Liberal Arts courses, as they have had practice seeing the links between subjects. In this paragraph, the applicant shows how she has done this, linking content from one subject to skills developed in another, and touching on the experience of IB Theory of Knowledge (an interdisciplinary class compulsory for all IB Diploma students) to show how she is able to see how different academic subjects overlap and share some common themes.

Languages have always played an important role in my life. I was immersed into a French nursery even though my parents are not French speakers. I have always cherished the ability to speak another language; it is something I have never taken for granted, and it is how I individualise myself. Being bilingual has allowed me to engage with a different culture. As a result, I am more open minded and have a global outlook. This has fuelled my desire to travel, learn new languages and experience new cultures. This course would provide me with the opportunity to fulfil these desires. Having written my Extended Essay in French on the use of manipulative language used by a particular character from the French classic Dangerous Liaisons I have had to apply my skills of close contextual reading and analysing to sculpt this essay. These skills are perfectly applicable to the critical thinking that is demanded for the course.

Within the humanities, this student has a particular background that makes her stand out, having become fluent in French while having no French background nor living in a French-speaking country. This is worth her exploring to develop her motivation for a broad course of study at university, which she does well here.

Studying the Liberal Arts will allow me to further my knowledge in a variety of fields whilst living independently and meeting people from different backgrounds. The flexible skills I would achieve from obtaining a liberal arts degree I believe would make me more desirable for future employment. I would thrive in this environment due to my self discipline and determination. During my school holidays I have undertaken working in a hotel as a chambermaid and this has made me appreciate the service sector in society and has taught me to work cohesively with others in an unfamiliar environment. I also took part in a creative writing course held at Keats House, where I learnt about romanticism. My commitment to extracurricular activities such as varsity football and basketball has shown me the importance of sportsmanship and camaraderie, while GIN (Global Issue Networking) has informed me of the values of community and the importance for charitable organisations.

The extracurricular paragraph here draws out a range of skills the student will apply to this course. Knowing that taking a broader range of subjects at a UK university requires excellent organizational skills, the student takes time to explain how she can meet these, perhaps going into slightly more detail than would be necessary for a single-honours application to spell out that she is capable of managing her time well. She then broadens this at the end by touching on some activities that have relevance for her studies.

My academic and personal preferences have always led me to the Liberal Arts; I feel as though the International Baccalaureate, my passion and self-discipline have prepared me for higher education. From the academics, extracurriculars and social aspects, I intend to embrace the entire experience of university.

In the final section, the candidate restates how she matches this course.

Overall, you can see how the key factor in a UCAS statement is the academic evidence, with students linking their engagement with a subject to the course of study that they are applying to. Using the courtroom exercise analogy, the judge here should be completely convinced that the case has been made, and will, therefore issue an offer of admittance to that university.

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How to Write a UCAS Personal Statement [With Examples]

James is senior content marketing manager at BridgeU. He writes and directs content for BridgeU's university partners and our community of international schools

What are the big challenges students should be aware of before writing their UCAS Personal Statement?

• The essential ingredients for writing a great Personal Statement
• How to write the UCAS Personal Statement [with examples]

Final hints & tips to help your students

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The UCAS Personal Statement can sometimes be a student’s only chance to impress a UK university. Read our in-depth guide to helping your students plan & write a winning application.

There are hundreds of articles out there on how to write a UCAS Personal Statement that will grab the attention of a UK university admissions officer.  

But if you’re working with students to help them perfect their Personal Statement in time for the  relevant UCAS deadlines , we can sum up the secret to success in three words.

Planning, structure and story. 

The UCAS Personal Statement is a student’s chance to talk about why they want to study for a particular degree, course or subject discipline at a UK university. 

As they set about writing a personal statement, students need to demonstrate the drive, ambition, relevant skills and notable achievements that make them a  suitable candidate for the universities they have chosen to apply to . 

But the UCAS Personal Statement requires students to write a lot about themselves in a relatively short space of time. That’s why lots of planning, a tight structure and a compelling story are essential if a student’s Personal Statement is to truly excel. 

As important deadlines for UK university applications grow closer, we at BridgeU have put together a guide, outlining some of the strategies and techniques to help your students to write a personal statement which is both engaging and truly individual.

Handpicked Related Content

Discover the simple steps that will boost the confidence of your native English speaking & ESL students alike in  University Application Essays: The 5 Secrets of Successful Writing .

As they begin to plan their Personal Statement, students may feel intimidated. It’s not easy to summarise your academic interests and personal ambitions, especially when you’re competing for a place on a course which is popular or has demanding entry requirements. In particular, students will likely come up against the following challenges.

Time pressure

Unfortunately, the Personal Statement (and other aspects of university preparation) comes during the busiest year of the student’s academic life so far.

Students, and indeed teachers and counsellors, must undertake the planning and writing of the personal statement whilst juggling other commitments, classes and deadlines, not to mention revision and open day visits!

Because there is already a lot of academic pressure on students in their final year of secondary school, finding the time and headspace for the personal statement can be hard, and can mean it gets pushed to the last minute. The risks of leaving it to the last minute are fairly obvious – the application will seem rushed and the necessary thought and planning won’t go into  making the personal statement the best it can be . 

Sticking closely to the Personal Statement format

The character limit which UCAS sets for the personal statement is very strict – up to 4,000 characters of text. This means that students have to express themselves in a clear and concise way; it’s also important that they don’t feel the need to fill the available space needlessly.  Planning and redrafting of a personal statement is essential .

Making it stand out

This is arguably the greatest challenge facing students – making sure that their statement sets them apart from everyone else who is competing for a place on any given course; in 2022 alone, UCAS received applications from 683,650 applicants (+1.6k on 2021) students. In addition, UCAS uses its own dedicated team and purpose built software to check every application for plagiarism, so it’s crucial that students craft a truly  original personal statement which is entirely their own work .

The essential ingredients for writing a great UCAS Personal Statement 

We’ve already mentioned our three watch words for writing a high quality Personal Statement.

Planning. Structure. Story. 

Let’s dig deeper into these three essential components in more detail.

Watch: How to Write a UCAS Personal Statement with University of Essex

Planning a ucas personal statement.

It might sound like a no-brainer, but it’s vital that students plan their Personal Statement before they start writing it. Specifically, the planning phase could include: 

• Students thoroughly researching the UK university courses they plan on applying to. 
• Deciding on what relevant material to include in their Personal Statement (we’ll cover this in more detail later on). 
• Writing an unedited first draft where they just get their thoughts and ideas down on paper. 

Structuring a UCAS Personal Statement

As we’ve discussed, the UCAS Personal Statement requires students to be extremely disciplined – they will be required to condense a lot of information into a relatively short written statement. This means that, after they’ve written a rough first draft, they need to think carefully about how they structure the final statement. 

A stand out Personal Statement will need a tight structure, with an introduction and a conclusion that make an impact and really help to tell a story about who your student is, and why they are drawn to studying this particular degree. 

This brings us nicely to our third and final ingredient…

Telling a story with a Personal Statement

The UCAS Personal Statement is a student’s opportunity to show a university who they are and how their life experiences have shaped their academic interests and goals. 

So a good Personal Statement needs to offer a compelling narrative, and that means making sure that a student’s writing is well-structured, and that every sentence and paragraph is serving the statement’s ultimate purpose –  to convince a university that your student deserves a place on their subject of choice. 

How to help your students start their UCAS Personal Statement

In order to ensure that a personal statement is delivered on time and to an appropriate standard, it’s essential to plan thoroughly before writing it. Here are some questions you can ask your students before they start writing:

How can you demonstrate a formative interest in your subject?

It may sound obvious but, in order for any UCAS personal statement to have the necessary structure and clarity, students need to think hard about why they want to study their chosen subject. Ask them to think about their responses to the following questions:

What inspired you to study your chosen subject?

Example answer:  My desire to understand the nature of reality has inspired me to apply for Physics and Philosophy

Was there a formative moment when your perspective on this subject changed, or when you decided you wanted to study this subject in more detail?

Example answer:  My interest in philosophy was awakened when I questioned my childhood religious beliefs; reading Blackburn’s “Think”, convinced me to scrutinise my assumptions about the world, and to ensure I could justify my beliefs.

Can you point to any role models, leading thinkers, or notable literature which has in turn affected your thinking and/or inspired you?

Example answer :  The search for a theory of everything currently being conducted by physicists is of particular interest to me and in “The Grand Design” Hawking proposes a collection of string theories, dubbed M-theory, as the explanation of why the universe is the way it is.

Asking your students to think about the “why” behind their chosen subject discipline is a useful first step in helping them to organise their overall statement. Next, they need to be able to demonstrate evidence of their suitability for a course or degree. 

How have you demonstrated the skills and aptitudes necessary for your chosen course?

Encourage students to think about times where they have demonstrated the necessary skills to really stand out. It’s helpful to think about times when they have utilised these skills both inside and outside the classroom. Ask students to consider their responses to the following questions. 

Can you demonstrate critical and independent thinking around your chosen subject discipline?

Example answer :  Currently I am studying Maths and Economics in addition to Geography. Economics has been a valuable tool, providing the nuts and bolts to economic processes, and my geography has provided a spatial and temporal element.

Are you able to demonstrate skills and competencies which will be necessary for university study?

These include qualities such as teamwork, time management and the ability to organise workload responsibly.

Example answer:  This year I was selected to be captain of the 1st XV rugby team and Captain of Swimming which will allow me to further develop my leadership, teamwork and organisational skills.

How have your extracurricular activities helped prepare you for university?

Students may believe that their interests outside the classroom aren’t relevant to their university application. So encourage them to think about how their other interests can demonstrate the subject-related skills that universities are looking for in an application. Ask students to think about any of the following activities, and how they might be related back to the subject they are applying for.

• Clubs/societies, or volunteering work which they can use to illustrate attributes such as teamwork, an interest in community service and the ability to manage their time proactively.
• Have they been elected/nominated as a team captain, or the head of a particular club or society, which highlights leadership skills and an ability to project manage?
• Can they point to any awards or prizes they may have won, whether it’s taking up a musical instrument, playing a sport, or participating in theatre/performing arts?
• Have they achieved grades or qualifications as part of their extracurricular activities? These can only help to demonstrate aptitude and hard work. 

How to write the UCAS Personal Statement [with examples] 

If sufficient planning has gone into the personal statement, then your students should be ready to go!

In this next section, we’ll break down the individual components of the UCAS Personal Statement and share some useful examples.

These examples come from a Personal Statement in support of an application to study Environmental Science at a UK university. 

Watch: King’s College London explain what they’re looking for in a UCAS Personal Statement

Introduction.

This is the chance for an applying student to really grab an admission tutor’s attention. Students need to demonstrate both a personal passion for their subject, and explain why they have an aptitude for it .  This section is where students should begin to discuss any major influences or inspirations that have led them to this subject choice. 

Example :  My passion for the environment has perhaps come from the fact that I have lived in five different countries: France, England, Spain, Sweden and Costa Rica. Moving at the age of 15 from Sweden, a calm and organized country, to Costa Rica, a more diverse and slightly chaotic country, was a shock for me at first and took me out of my comfort zone […] Also, living in Costa Rica, one of the most biodiverse countries in the world, definitely helped me realize how vulnerable the world is and how we need to take care of it in a sustainable manner. 

This opening paragraph immediately grabs the reader’s attention by giving the reader an insight into this student’s background and links their academic interests with something specific from the student’s personal backstory. 

Discussing Academic Achievements 

The next paragraph in this Personal Statement discusses the student’s academic achievements. Because this student has had an international education, they frame their academic achievements in the context of their personal background. They also cite useful examples of other curricula they have studied and the grades they have achieved. 

Example : 

Throughout my academic life I have shown myself to be a responsible student as well as a hard working one, despite the fact that I have had to move around a lot. I have achieved several other accomplishments such as a high A (286/300) in AS Spanish at age 15, and also completed a Spanish course of secondary studies for ‘MEP’(Ministerio de Educacion Publica), which is a system from Costa Rica.   

You’ll notice that this student doesn’t just list their achievements – their strong academic performance is always linked back to a wider discussion of their personal experiences. 

Showcasing Extracurricular Activities

As well as discussing academic achievements, a good Personal Statement should also discuss the student’s extracurricular activities, and how they relate back to the student’s overall university aspirations. 

By the third/fourth paragraph of the Personal Statement, students should think about incorporating their extracurricular experiences, 

Another valuable experience was when my class spent a week at a beach called ‘Pacuare’ in order to help prevent the eggs of the endangered leatherback turtle from being stolen by poachers who go on to sell them like chicken eggs. We all gained teamwork experience, which was needed in order to hide the eggs silently without scaring the mother turtles, as well as making it more difficult for the poachers to find them. 

When the poachers set fire to one of the sustainable huts where we were staying, not only did I gain self-awareness about the critical situation of the world and its ecosystems, I also matured and became even more motivated to study environmental sciences at university.

This is a particularly striking example of using extracurricular activities to showcase a student’s wider passion for the degree subject they want to study. 

Not only does this Personal Statement have a story about volunteering to save an endangered species, it also illustrates this applicants’ wider worldview, and helps to explain their motivation for wanting to study Environmental Science. 

Concluding the UCAS Personal Statement

The conclusion to a UCAS Personal Statement will have to be concise, and will need to tie all of a student’s academic and extracurricular achievements. After all, a compelling story will need a great ending. 

Remember that students need to be mindful of the character limit of a Personal Statement, so a conclusion need only be the length of a small paragraph, or even a couple of sentences. 

“ After having many varied experiences, I truly think I can contribute to university in a positive way, and would love to study in England where I believe I would gain more skills and education doing a first degree than in any other country.  “

A good Personal Statement conclusion will end with an affirmation of how the student thinks they can contribute to university life, and why they believe the institution in question should accept them. Because the student in this example has a such a rich and varied international background, they also discuss the appeal of studying at university in England. 

It’s worth taking a quick look at a few other examples of how other students have chosen to conclude their Personal Statement. 

Medicine (Imperial College, London) 

Interest in Medicine aside, other enthusiasms of mine include languages, philosophy, and mythology. It is curiously fitting that in ancient Greek lore, healing was but one of the many arts Apollo presided over, alongside archery and music.   I firmly believe that a doctor should explore the world outside the field of  Medicine, and it is with such experiences that I hope to better empathise and connect with the patients I will care for in my medical career. 

You’ll notice that this example very specifically ties the students’ academic and extracurricular activities together, and ties the Personal Statement back to their values and beliefs. 

Economic History with Economics (London School of Economics)

The highlight of my extra-curricular activities has been my visit to Shanghai with the Lord Mayor’s trade delegation in September 2012. I was selected to give a speech at this world trade conference due to my interest in economic and social history. […] I particularly enjoyed the seminar format, and look forward to experiencing more of this at university. My keen interest and desire to further my knowledge of history and economics, I believe, would make the course ideal for me.

By contrast, this conclusion ties a memorable experience back to the specifics of how the student will be taught at the London School of Economics – specifically, the appeal of learning in seminar format! 

There’s no magic formula for concluding a Personal Statement. But you’ll see that what all of these examples have in common is that they tie a student’s personal and academic experiences together – and tell a university something about their aspirations for the future.

Watch: Bournemouth University explain how to structure a UCAS Personal Statement

Know the audience

It can be easy for students to forget that the person reading a personal statement is invariably an expert in their field. This is why an ability to convey passion and think critically about their chosen subject is essential for a personal statement to stand out. Admissions tutors will also look for students who can structure their writing (more on this below). 

Students should be themselves

Remember that many students are competing for places on a university degree against fierce competition. And don’t forget that UCAS has the means to spot plagiarism. So students need to create a truly honest and individual account of who they are, what they have achieved and, perhaps most importantly, why they are driven to study this particular subject.

Proof-read (then proof-read again!)

Time pressures mean that students can easily make mistakes with their Personal Statements. As the deadline grows closer, it’s vital that they are constantly checking and rechecking their writing and to ensure that shows them in the best possible light. 

Meanwhile, when it comes to giving feedback to students writing their Personal Statements, make sure you’re as honest and positive as possible in the days and weeks leading up to submission day. 

And make sure they remember the three key ingredients of writing a successful Personal Statement. 

Planning, structure and story! 

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Software Engineering Personal Statement Examples

Use our Software Engineering Personal Statement Examples as guides to writing your own. Make sure after writing to check and proofread before submitting your application to UCAS . The following examples can be used as guidance only. 

Undergraduate Software Engineering Personal Statement Example

As a prospective student of basic programming at Mount Mill Hill International School in the UK, I am excited to apply for the program and pursue my passion for software development. With a strong background in computer science and experience in the field, I am eager to continue my education and develop my skills in software engineering.

My interest in software engineering began in secondary school, where I was first introduced to programming and developed a love for problem-solving and creating innovative solutions. Since then, I have pursued this interest through my studies and internships, gaining experience in a variety of programming languages and development environments.

One of the things that I enjoy most about software engineering is the opportunity to solve complex problems and create innovative solutions. I have a strong aptitude for problem-solving and enjoy working in a team environment to develop creative solutions to challenging problems.

I am particularly interested in studying Software Engineering at the University of Leeds because of the program’s focus on practical, hands-on experience and the use of cutting-edge technologies. I am confident that the program’s curriculum and resources will provide me with the skills and knowledge I need to succeed in the field of software engineering.

In addition to my passion for software development, I also have excellent communication and collaboration skills. I believe that effective communication and teamwork are essential for success in software engineering, and I am excited to work with other students and industry professionals as part of the program.

My long-term goal is to graduate from the University of Leeds with a degree in Software Engineering and begin a successful career in the field. I am excited about the opportunity to study at your university and contribute to the success of your program. Thank you for considering my application.

Recommended for reading:

• The Best Cambridge Colleges for Engineering
• The Best Oxford Colleges for Engineering

Postgraduate Software Engineering Personal Statement Example

As a recent graduate of the University of King’s College with a Bachelor’s degree in Computer Science, I am excited to apply for the open software engineering position at your company. Throughout my studies, I have developed a strong foundation in software development, as well as a passion for the latest technologies and trends in the field.

In addition to my academic background, I have also gained practical experience through internships at Yukos and KMPG. These internships provided me with hands-on experience in software development and the opportunity to work on real-world projects. I have experience with a variety of programming languages, including Java and Python, and am always eager to learn new tools and technologies.

In addition to my technical skills, I also have excellent communication and collaboration skills. I am a strong believer in the importance of effective communication and collaboration within a team, and I have experience working in both agile and waterfall development environments.

My long-term goal is to continue to grow and develop as a software engineer, and to take on increasingly complex and challenging projects. I am excited about the opportunity to join your team and contribute to the success of your company. Thank you for considering my application.

How to Write Software Engineering Personal Statement

A personal statement for software engineering is a document that outlines your interests, experiences, and goals in the field of software engineering. It is often used as part of a job application or as part of a university application.

In the first paragraph , it is important to introduce yourself and provide some background information about your education and experiences. This might include information about any relevant degrees or certifications you have, as well as any work experience you have in the field of software engineering.

In the second paragraph , you can expand on your interest in software engineering and why you are drawn to this field. This might include discussing your passion for technology and problem-solving, as well as any specific areas of interest within the field of software engineering.

In the third paragraph , you can discuss any specific skills or experiences that make you a strong candidate for a career in software engineering. This might include technical skills such as programming languages you are proficient in, as well as soft skills such as collaboration and communication.

In the fourth paragraph , you can discuss your goals and aspirations in the field of software engineering. This might include your long-term career goals, as well as any specific projects or challenges that you are excited to work on. Finally, in the fifth paragraph , you can provide a brief summary of your personal statement and reiterate your interest in and passion for software engineering. This is a great opportunity to highlight why you are a strong candidate for a career in this field and why you would be a valuable addition to a software engineering team.

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Mechanical engineering personal statement example 30.

I remember my first experience of engineering was when I was quite young. In year 2, a couple of students and I were taken to complete a project where we had to build a small cart out of household items and we competed against schools in our local area to see how far our cars could travel down a ramp. However, we didn’t do very well. Obviously, the reasoning was far above my understanding at the time but experiences like that established an inquisitiveness for the way the world works especially regarding engineering.

My interest in engineering and computer science has determined my choices at A Level as Maths, Further Maths, Physics. I also study Music as it’s one of my passions and am about to complete my Grade 8 Piano. I love problem solving; it is what engineering is all about. To develop my problem solving skills, I started attending further physics sessions in Year 12. Using Isaac Physics, we worked through higher level questions including mechanics. Motivated by these sessions, I asked my teachers to recommend some resources that provided a greater challenge and my physics teacher brought out a book called “Professor Povey's Perplexing Problems''. This has provided a great insight into the world of physics in general. Since joining The Royal Latin, I have also been selected to take part in UKMT Maths Challenges and British Physics Olympiads and receive bronze and silver awards regularly. I particularly enjoy these because they encourage thinking outside the box and develop problem-solving; they are part of the reason why I wanted to study A level Further Maths.

During Sixth Form, I put myself forward to join [Insert Sixth Form]’s student leadership team. Following a very rigorous and thorough interview process, I was selected to be deputy head boy. This role has enabled me to work with younger students, parents and staff. During the year I have developed my time management and organisational skills enabling me to balance my academic studies with this added responsibility. Taking parents and prospective students on tours of the school has developed my communication skills further and I’m very proud to be representing my school in this way.

I have taken the opportunity to complete my DofE Gold award whilst at school. I am a keen sportsman and enjoy sports such as swimming and cycling. For the service part of the award, I am a volunteer coach at my swimming club. Working with other coaches and talking to swimmers has definitely improved my communication, confidence and teamwork skills. Another one of my hobbies is computing. During Summer 2021, I applied for the CS50: Introduction to Computer Science course that is led by Harvard University on edX. While also studying C, Python and computing fundamentals, this course offered me an insight into how lectures and homework assignments are like at a university and gave me a chance to establish independent learning skills.

I took the initiative to arrange work experience with a company called EM Motorsport for a week. In this role, I helped to build the control panels for the Bahrain Grand Prix that year. This involved soldering wires to boards, building the control panel itself and briefly looking at the code. I particularly enjoyed the week as I’m interested in Formula 1 and the inner workings of cars. I’d also love to be a part of a Formula Student team and build and design cars . I enjoy watching videos on the topic and I am subscribed to channels such as Engineering Explained. Road cycling has played a big part in my interest in engineering and in particular the mechanical workings and aerodynamic saving. I enjoy researching newer technologies that are being developed such as the effort to decrease rolling resistance in tires, testing the sweet spots between aerodynamic design and low weight for hills. Therefore a degree in engineering or computer science will provide a good foundation for this and I relish the opportunity of studying for it at university.

Profile info

There is no profile associated with this personal statement, as the writer has requested to remain anonymous.

Author's Comments

I decided to apply to Cambridge pretty late (like 2 weeks before the deadline) so I can't imagine it's the best personal statement I could've produced but I'm still pretty happy with it. I was never good with writing but it does the job I think. If I could redo it, I'd probably include some more academic content and try to come up with a less cringy/cliche introduction. Not too hopeful about Cambridge (especially with the ENGAA lmao) but it doesn't hurt to try ig. Happy to answer any Qs! 3977 characters with spaces, 667 words.

Applying to: Southampton Bath Loughborough Cambridge Warwick (but for Computer Science)

This personal statement is unrated

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