personal statement for uk schools

British Council

How to write a personal statement for a uk university, by kathryn abell, 19 october 2015 - 05:11.

Kathryn Abell of  Edukonexion  shares some tips.

When applying to a UK university, the discovery that school grades alone are not enough to gain entry onto the programme of your choice can come as an unwelcome surprise. This is especially true for international students, many of whom see the words 'personal statement' for the first time when starting their university application.

But far from being a barrier, the personal statement is, in fact, one of the stepping stones to achieving your goal of studying at a UK university.

A personal statement can help you stand out

If you have selected your study programme well – that is to say, you have chosen something that you are truly excited about that matches your academic profile – then the personal statement is simply a way to communicate to admissions tutors why you are interested in the programme and what you can bring to it. And given the fact that many universities receive multiple applications for each available place, and that most do not offer an interview, your written statement is often the only way you can express your personality and say 'choose me!'.

The 'personal' in 'personal statement' suggests that you should be allowed to express yourself however you want, right? Well, to a certain extent that is true: admissions tutors want to get a picture of you, not your parents, your teachers or your best friend, so it has to be your work. However, the purpose of the statement is to persuade academic staff that they should offer you one of their highly sought-after university places; although there is no strict template for this, there are specific things you should include and certain things you should most certainly leave out.

The importance of the opening paragraph

The online Universities and Colleges Admissions Service (UCAS) undergraduate application form allows a total of 4,000 characters (around 700 words), meaning that you need to craft the statement carefully. The most important part is unquestionably the opening paragraph, as it acts as an invitation to continue reading. If you are not able to catch the attention of the admissions tutor, who has hundreds of statements to assess, then it is highly unlikely they will read through to the end.

The best advice here is to avoid much-used opening lines and clichés such as 'I have wanted to be an engineer since I was a child'. This kind of thing is not the invitation readers are looking for. Instead, try using an anecdote, experience or inspirational moment: 'Although tinkering with engines had always been a childhood hobby, it was the vision of the fastest car on earth, the Bloodhound, at an exhibition in London, that roused my desire to learn everything I could about automotive engineering'. Really? Tell me more!

Of course, your opening paragraph could start in a variety of ways, but the fundamental purpose is to grab the reader’s interest.

Provide evidence of your commitment and skills

Following on from that, you have to provide evidence of your passion and commitment to your chosen programme, and highlight the specific and transferable skills you possess to study it successfully. You can do this by following the  ABC  rule.

Action:  Include examples of what you have done, experienced or even read that have helped you in your choice of degree and boosted your knowledge of the subject area.

Benefit : By doing these things, explain what you learned or gained; in the case of a book or article, put forward an opinion.

Course : The most successful applicants ensure that the information they include is relevant to their course in order to highlight their suitability. Flower-arranging may allow you to realise your creative potential, but will it help you study astrophysics?

It is perfectly acceptable to base this ABC rule on school-based activities, as not all students have opportunities outside the classroom. However, if you can link extra-curricular pursuits to your desired programme of study, you are further highlighting your commitment. As a general rule of thumb, the information you include here should be around 80 per cent academic and 20 per cent non-academic. So, for example, as a member of the school science club – a non-curricular, academic activity – you may have developed the ability to analyse data and tackle problems logically. Taking part in a work placement falls into the same category and could have helped you develop your communication, time-management and computer skills. You get the idea.

Non-academic accomplishments may involve music, sport, travel or clubs and can lead to a variety of competencies such as team-working, leadership, language or presentation skills. A word of warning here: it is vital that you sell yourself, but arrogance or lies will result in your personal statement landing in the 'rejected' pile. Keep it honest and down-to-earth.

Provide a memorable conclusion

Once you have emphasised your keen interest and relevant qualities, you should round off the statement with a conclusion that will be remembered. There is little point putting all your effort to generate interest in the opening paragraph only for your statement to gradually fade away at the end. A good conclusion will create lasting impact and may express how studying your chosen course will allow you to pursue a particular career or achieve any other plans. It can also underline your motivation and determination.

Use a formal tone, stay relevant and be positive

As you have to pack all this information into a relatively short statement, it is essential to avoid the superfluous or, as I like to call it, the 'fluff'. If a sentence sounds pretty but doesn’t give the reader information, remove it. In addition, the tone should be formal and you should not use contractions, slang or jokes; remember, the statement will be read by academics – often leaders in their field.

Referring to books is fine but don’t resort to using famous quotes as they are overused and do not reflect your own ideas. Also, while it's good to avoid repetition, don't overdo it with the thesaurus.

Negativity has no place in a personal statement, so if you need to mention a difficult situation you have overcome, ensure you present it as a learning experience rather than giving the reader an opportunity to notice any shortcomings. Also, bear in mind that your personal statement will probably go to several universities as part of a single application, so specifically naming one university is not going to win you any favours with the others.

Get some help but never copy someone else's work

Checking grammar, spelling and flow is essential and it is perfectly OK to ask someone to do this for you. A fresh pair of eyes and a different perspective always help, and, as long as the third party does not write the content for you, their input could be of vital importance. And while you may get away with not sticking to all of the above advice, there is one thing that you absolutely must not do: copy someone else’s work. Most applications are made through UCAS, which uses sophisticated software to detect plagiarism. If you are found to have copied content from the internet, or a previous statement, your application will be cancelled immediately. Remember, it is a  personal  statement.

Get your ideas down in a mind-map first

Finally, I will leave you with my top tip. If you understand all the theory behind the personal statement and have an abundance of ideas floating in your head, but are staring blankly at your computer screen, take a pen and paper and make a simple mind map. Jot down all your experiences, activities, skills, attributes and perhaps even include books you have read or even current items that interest you in the news. Then look for how these link to your course and highlight the most significant elements using arrows, colours and even doodles. Capturing thoughts on paper and making logical deductions from an image can give structure to your ideas.

Get more advice on your application from our Study UK site .

You might also be interested in:

• How to use a learner's dictionary of academic English
• Five ways UK students can improve their career prospects
• Ways of saying 'darling' in the UK

View the discussion thread.

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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.

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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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Personal statement

The quality of an applicant's personal statement is very important at LSE. The School does not interview for places so this is an applicant’s only opportunity to demonstrate they are a good fit for the course. Applicants should consult the advice here, as well as advice from UCAS when preparing to complete this section of their application. 

Please note that writing a personal statement following the guidelines below does not guarantee an offer of admission. Personal statements are looked at on a comparative basis and there is a great deal of competition for places at LSE. 

LSE does not accept additional or supplementary personal statements. We can only consider the personal statement submitted via UCAS.

Writing your personal statement

We expect that your submitted Personal Statement is structured and coherent and that you fully utilise the space available on your UCAS application form. We expect that you have checked spelling, punctuation, and grammar and that your Personal Statement flows in a logical order. We expect that your Personal Statement is entirely your own original work. We reserve the right to reject your application where it has been found that a statement has significant similarities to a previous submission or has been created with the use of Artificial Intelligence.

Before you start writing, do your research

Before you start writing your personal statement, you should visit our course guides . These guides give information on the course content of each of our undergraduate programmes. 

When assessing your personal statement our Admissions Selectors will look at how well your academic interests align with the LSE course. So, for example, the Anthropology Admissions Selector is likely to prefer a statement which focuses mainly on social anthropology - which is taught at LSE - over one which suggests the applicant is very interested in biological anthropology, or a combined degree with archaeology, as these courses are not offered at the School. 

Similarly, a personal statement which shows an interest mostly in modern international history (the focus of LSE’s International History course) is likely to be more competitive than one which shows a significant interest in ancient history, as LSE does not offer any ancient history units.   

If you are applying for a range of slightly different courses, we recommend that you focus your personal statement on the areas of overlap between them, so that your statement appeals to all of your UCAS choices. It is important to note that LSE does not accept replacement or supplementary personal statements. 

What to include in your personal statement

Your personal statement should discuss for the most part your academic interest in the subject you wish to study. One way to think about the personal statement is to reflect on what we expect from LSE undergraduates: we ask them to learn about topics relevant to their course, through reading or other experiences, and then discuss the ideas they have encountered in academic essays. This is the skill we look for in the personal statement and we recommend at least 80% of your statement should be dedicated to this type of academic discussion. 

How you show your wider engagement with your subject is entirely up to you. Our Selectors look for students who can best reflect on the experiences and academic ideas they have encountered through the opportunities available to them, not those who have had the best opportunities. If you are not sure where to start, you could try listening to podcasts of LSE public events or look in the prospectus for examples of suggested reading. Remember we are interested not just in a list of what you have read/encountered, but evidence you have reflected on the academic ideas. 

To help you begin, there are several questions you could think about:

• Why have you chosen the course? What attracted you to the subject? Which aspects of the subject have interested you sufficiently to want to study it at degree level? Is there a specific area of the subject you wish to focus on? What are the big issues in the subject, and what do you find most interesting about them? What are your thoughts on these topics?
• Have you developed your subject interest outside of your school studies? For example, have you undertaken any additional reading to broaden your knowledge of the subject? Have you attended lectures or explored online material relating to the subject? What did you find interesting in your reading/in the lectures you attended and what are your thoughts on the topics covered?
• Have you gained any skills from your other school subjects that complement your application to study your chosen subject? Have you had the opportunity to undertake work experience relevant to your application? If you did, how did this experience give you a wider understanding of the topics you will study at university?
• Have you attended any schemes or activities at LSE or other universities, such as Summer Schools, Saturday Schools, LSE Choice, etc? What you have learned from these? Have they furthered your knowledge of or interest in your chosen subject?

If you are applying for deferred entry, as well as thinking about the questions listed above, you may also wish to indicate (briefly) why you are taking a gap year and what you plan to do during the year. 

If you are applying as a post-qualified student (ie, you have already received your final results), you may wish to mention briefly what you have been doing since your exams. 

Please note : You are not expected to simply answer all of the questions above; these questions are merely intended to give you some guidance as to what to think about when writing your statement. 

Extra-curricular activities

At LSE you are admitted to study a particular degree course so the majority of your personal statement − at least 80% − should focus on your academic interest in that subject. Many students like to include some details of their extra-curricular activities such as involvement in sports, the arts, volunteering or student government. As our Selectors are most interested in your academic interests, we recommend that no more than 20% of your statement is spent discussing extra-curricular activities. 

Applying to combined degree programmes

LSE offers a number of combined degree programmes. If you are applying to one of these programmes, you are advised to give equal weighting to each subject in your statement. For instance, if you are applying to our Politics and Economics degree, you must show evidence of interest in both subjects; a statement weighted towards only one aspect of the degree will be significantly less competitive.

Example of a poor personal statement

"I have always dreamed of coming to LSE since I was young. It has been a dream of mine to study at this institution, which is well renowned for its social science courses.  

I am currently studying History, English and Business and Management at Higher level and Italian, Maths and Chemistry at Standard level in the International Baccalaureate, and feel that these subjects are providing me with a solid background for university study.  

I want to study History because I want to be a world class Historian, and feel that this degree will help me. I am especially interested in Ancient History, particularly the history concerning the Roman Empire. I am fascinated by the way in which the empire was run, and the events that led to its downfall.  

"I was the captain of the school football team, and this has taught me the importance of working together as a team, and allowed me to prioritise my time between my studies and football practice. I feel that this has provided me with the experience to successfully balance my academic and social life, and I plan to continue this balance whilst at university.  

It is my dream to become an alumnus of the School, and I am sure that as I am the top student of my class, you will offer me a place."  

This brief example of a personal statement is poor. The applicant has mentioned an interest in history but they have not discussed this in depth or shown any evidence of wider engagement with the subject. Where the applicant does talk about history, the discussion is superficial and focussed on ancient history, which LSE does not offer as part of our history course. 

The applicant has specifically mentioned LSE, which is likely to be unattractive to their other choices, and has wasted space listing their International Baccalaureate subjects, which would be shown in the qualifications section. The applicant has described how a history degree will help them get the job they later want, rather than what they are looking forward to studying during the degree. 

The applicant has reflected on the transferable skills they have developed leading the football team. This is good, but it would be nice to see the same level of reflection applied to academic topics - this student has spent more time talking about football than about history. 

UCAS reference Your teacher's reference: what we're looking for

Watch this presentation LSE Admissions Specialist Paul talks about personal statements

Study at LSE webinars Watch our Personal Statement FAQs webinar

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How to write a personal statement

How to approach writing your personal statement for graduate applications.

If you’re applying for a grad course that requires a personal statement (sometimes also called a ‘statement of purpose’), it can be difficult to know where to start and what to include. Read on for tips from some of our masters’ students about their process and what they found helpful.

1. Before you start

The academic work is the most important reason why we’re here, but that also translates into work experiences, internships, volunteering. I think a big part of the personal statement is crafting that narrative of academic self that fits alongside your professional experiences, to give that greater picture of who you are as an academic. Lauren (MSc Modern Middle Eastern Studies)

Start by thinking about the skills, knowledge and interests you’ve acquired over time and how the course at Oxford will take them forward.

Your statement is the story you want to tell about yourself and your academic work to the department you are applying to.

Most of your application and its supporting documents communicate plain facts about your academic career so far. Your personal statement is your best opportunity to put these facts into context and show assessors how you’ve progressed and excelled.

Make sure you highlight evidence of your achievements (a high grade in a relevant area, an award or scholarship, a research internship).

Presenting yourself

When I was writing my personal statement, I went onto my course website. I looked at what they emphasised and what kind of students they were looking for, and I wrote about my experiences based on that. Kayla (MSc in Clinical Embryology)

Make it easy for an assessor to see how you meet the entry requirements for the course (you can find these on each course page ).

Don’t make any assumptions about what Oxford is looking for!

Get to know your department

You want to study this particular subject and you want to study at Oxford (you’re applying here, so we know that!) but why is Oxford the right place for you to study this subject? What interests or qualities of the academic department and its staff make it attractive to you?

Use your academic department’s website for an overview of their research, academic staff and course information (you'll find a link to the department's own website on each course page ).

I said, ‘why do I actually want to be here? What is it about being at Oxford that’s going to get me to what I want to do? Sarah (Bachelor of Civil Law)

Talk it out

Talking to others about your statement can be a great way to gather your ideas and decide how you’d like to approach it. Sarah even managed to get benefit out of this approach by herself:

“I spent a lot of time talking out loud. My written process was actually very vocal, so I did a lot of talking about myself in my room.”

2. The writing process

Know your format.

Make sure you’ve read all the guidance on the How to Apply section of your course page , so you know what’s needed in terms of the word count of the final statement, what it should cover and what it will be assessed for. This should help you to visualise roughly what you want to end up with at the end of the process.

Make a start

When it comes to writing your personal statement, just getting started can be the hardest part.

One good way to get around writer’s block is to just put it all down on the page, like Mayur.

First - write down anything and everything. In the first round, I was just dumping everything - whatever I’ve done, anything close to computer science, that was on my personal statement. Mayur (MSc Computer Science)

You’ll be editing later anyway so don’t let the blank page intimidate you - try writing a little under each of the following headings to get started:

• areas of the course at Oxford that are the most interesting to you
• which areas you’ve already studied or had some experience in
• what you hope to use your Oxford course experience for afterwards.

3. Finishing up

Get some feedback.

Once you’ve got a draft of about the right length, ask for feedback on what you’ve written. It might take several drafts to get it right.

This could involve getting in touch with some of your undergraduate professors to ask them to read your draft and find any areas which needed strengthening.

You could also show it to people who know you well, like family or friends.

Because they’re the first people to say, ‘Who is that person?’ You want the people around you to recognise that it really sounds like you. It can be scary telling family and friends you’re applying for Oxford, because it makes it real, but be brave enough to share it and get feedback on it. Sarah (Bachelor of Law)

Be yourself

Finally - be genuine and be yourself. Make sure your personal statement represents you, not your idea about what Oxford might be looking for.

We have thousands of students arriving every year from a huge range of subjects, backgrounds, institutions and countries (you can hear from a few more of them in our My Oxford interviews).

Get moving on your application today

To find out more about supporting documents and everything else you need to apply, read your course page and visit our Application Guide .

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Personal statement tips

The personal statement is an important part of your UCAS application.

It helps admissions staff at the University decide whether to make you an offer. Some courses have many more applicants than places and there may be many students with good grades applying for the same course as you. 

What is it?

Your personal statement is a short written piece about you. It gives evidence of your skills, knowledge and experience. It’s your chance to tell us why you want to study a particular course and why you would make a great student. Read about:

How to write a UCAS undergraduate personal statement (UCAS website)

Top tips for writing the perfect personal statement (The Complete University Guide)

Maximum length

47 lines or 4,000 characters maximum – whichever comes first.

What to include

Your personal statement is your chance to stand out from the crowd. It is unique and individual to you, but some things to include are:

• Enthusiasm and motivation – your passion for the course should be clear and relate to you and your experiences (eg projects, field trips or experiences at school that sparked your interest in your subject). 
• Understanding of the subject – you need to show you have some knowledge and understanding, even if you have not studied the subject at high school or college. If you have done some reading about the subject, outside of school, mention this.
• Academic prizes or scholarships – this will help you stand out and show evidence of your potential.
• Career aspirations – even if you do not have clear career plans yet, you can show you have thought about your future career and how your chosen degree could help you achieve this.
• Relevant work experience/voluntary activities – explain what skills you have gained from the experience, including skills that would be useful in your university studies. 
• Non-academic interests – your hobbies (such as sports, baking or reading) show your personality and can be a chance to demonstrate different skills.
• What you will contribute to the university community – we want to know what you can bring to Leeds, as well as what you want to get out of university life.

International and EU students

If you are a non-UK student, you should also mention:

• Why you want to study in the UK.
• Why you want to be an international student, rather than study in your own country.

What to avoid

• Plagiarism (copying) – all statements will be checked for plagiarism. Your statement must be your own work so do not use templates. If you have applied before, check your personal statement is completely up to date and relevant to your current application.
• Skills without examples – show how you have developed the skills you think you will need, don't just list them.
• Listing subject knowledge – explain how your knowledge has helped you build career aspirations, choose your degree, or prepare for coming to university.
• Repeating qualifications – don't repeat information covered elsewhere on the application. This uses up valuable space in your personal statement.
• Short personal statement – make the most of the space you have. A short statement suggests you lack of passion or commitment to the course you are applying for.

Our top tips

• Write your personal statement in MS Word (or similar) first, so you can check your spelling and grammar before you add it into your application.
• Get someone else, like your tutor, family or friends, to read your statement to check for any errors and make suggestions before you submit it. You may need a few drafts before you are happy with the final version.
• If English is not your first language, you could mention any opportunities you have had to use English (eg an English-speaking school or work with a company that uses English).
• Use plain, clear English. Be careful with humour, quotes or anything unusual. The admissions tutor might not have the same sense of humour as you!
• Don’t exaggerate. If you get an interview, you might be asked for more detail about what you have written.
• Check the faculty or school website of your chosen course for guidance on your personal statement - especially important if you are applying for a course in medicine or dentistry. For example, see Leeds University Business School's 8 ways to perfect your UK university application .
• Check UCAS application deadlines  to make sure you apply before the closing date. For courses in medicine and dentistry, this is earlier than many other courses.

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Nail your uni application with our personal statement examples!

Discover personal statements by subject, from A to Z. Find inspiration for your own application with these successful personal statement examples from real students.

A-Z of Personal Statements

Learn from previous student personal statements here. We have collated over 700 personal statement examples to help you on your university journey and to help you with how to write a personal statement.

These personal statement examples will show you the kind of thing that universities are looking for from their applicants. See how to structure your personal statement, what kind of format your personal statement should be in, what to write in a personal statement and the key areas to touch on in your statement.

A personal statement is a chance to tell your university all about you - a good personal statement is one that showcases your passion for the subject, what inspired you to apply for the course you’re applying for and why you think you would be an asset to the university.

Our collection includes personal statement examples in Mathematics, Anthropology, Accounting, Computer Science, Zoology and more.

Writing a personal statement has never been easier with our vast collection of personal statement examples.

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Personal Statement Help

What is a personal statement.

A personal statement is an essay written by a student applying to either a college or university. A personal statement is written and then uploaded to UCAS and is then attached to any university applications that the student may then make.

If you need more information check out our personal statement advice articles .

How to write a personal statement

There isn't a clearly defined personal statement template for you to use as each person's statement is different.

When it comes to writing a personal statement for universities, your personal statement should touch on your passions, your interest in the course, why you're applying for the course and why you would be an asset to the university you're applying to.

Talk about the clubs and societies that you belong to, any work experience you may have and any awards you might have won.

If you're still looking for information check out our article on how to write a personal statement .

How to start a personal statement

When it comes to starting your personal statement, the best thing to do is to be succinct and to have enough tantalising information to keep the reader informed and eager for more.

Your introduction should touch on your personal qualities and why you are applying for the subject you're applying for. Keeping things short and sweet means that it also allows you to break your personal statement up, which makes it easier for the reader.

We have plenty of advice for students that are wondering about what to include in a personal statement .

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How to write a teacher personal statement

Your personal statement is your first opportunity to show the school you’re a great fit for the job, and gets you closer to being shortlisted for an interview. The more you show how your skills and interests match the school’s ethos and values, the better. We’ve spoken to a range of teachers to get their top tips for success.

What experience do you have?

Schools want to hear about your trainee experience with different subjects, key stages, types of school, and working with a range of pupils.

Think about your approach to teaching, how you keep pupils engaged, and how you communicate with different kinds of people (children, staff, parents and carers). Ensure you provide evidence for how you have improved student engagement and built positive relationships with pupils.

Schools will be interested in your approach to behaviour management, so think about your go-to strategies.

Are you engaged in teaching theory and research?

Think about any research that has affected your teaching practice. Explain what has worked well and if it didn’t, what you learnt.

Are you up to date on safeguarding statutory guidance?

You need to demonstrate your awareness of the importance of safeguarding and the requirements of Keeping Children Safe in Education . Include any examples of how you worked with a Designated Safeguarding Lead.

What are your skills and qualities?

Are you a well-organised, confident, and motivated teacher? Say it, and provide examples! Schools are looking for great communicators, team players and relationship builders. Make sure you say how you create a positive learning environment, and consider skills like time management, organisation, and flexibility. Schools will also want to know how you overcome challenges.

How can you contribute to wider school life?

Set yourself apart by showing how your hobbies and achievements could contribute to the wider school community. Could you run an after school club or organise school trips?

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Millie's Guide to Personal Statements UK vs. US

Watch Workshop

In the UK, students need to convey why they want to study a chosen subject for the next three years. In the US, colleges want to know about potential students as people.

The difference between uk & us personal statements.

Despite UK and US colleges being among the most popular choices for international students to apply to, many people don’t realize that the two countries have very different application requirements when it comes to personal statements.

In the UK, students need to convey why they want to study a chosen subject for the next three years; winning personal statements focus more on academic strengths and interests than they do on extracurricular activities.

In the US, colleges want to know about potential students as a person . They have all the academic details they need from SAT scores and school grades, so they want to get a taste of a student’s values, their life experiences, and ultimately what they’ll bring to the college.

Whether you are destined for the UK or the US, here’s how to write a personal statement that will stand out.

UK Personal Statements

Start with why you love the major you’re applying for; that doesn’t mean how long you’ve studied it.

In the UK, you get just one personal statement that you can send to up to five universities. The most important thing here is the word count: the limit is just 4,000 characters, including spaces and punctuation. That’s only about 600 words in total, so keep them short, and make them count. Our recommendation is to use about 80% of the word count to cover your academic profile, and the remaining 20% on your extracurricular activities.

• Start with why you love the major you’re applying for

That doesn’t mean how long you’ve studied it! Instead, you need to talk about what ignites your enthusiasm for the subject – it could be how geography or economics give you a lens with which to view the world, or how medieval literature has transported you through time and expanded your mind. Whatever that spark is, find it and explain it in a way that makes you stand out.

Example: Living in Hong Kong makes it easy to be ignorant about what is happening in other parts of the world. As a resident, I do not have to worry about earthquakes or famines in the foreseeable future. But this sense of ease is sometimes so strong that you can hardly hear voices from the less fortunate or possess a global vision. However, Geography’s interdisciplinary nature creates a diversity of intellectual streams within itself. Motivated by my aspiration to become an urban planner, I am keen on knowing how humans interact with the environment. By two clear scopes, human and physical Geography, the subject essence drives me to dig deeper and step out of my comfort zone.

Highlight your relevant experience & why you’ll excel in your chosen major

Lots of students provide a laundry list of their current subjects but don’t discuss how they relate to the major they're applying for. If you’re applying to study law, you could talk about how your psychology course has helped you understand human behavior or how history has helped you see how legal patterns have repeated themselves. Think about everything you’ve been learning and try to apply it to the subject you want to study.

Example: I have relished the chance to study English Language and Literature at Higher Level for my IB Diploma. From analyzing Shakespeare’s Macbeth to deconstructing a Burger King advertisement, I have been exposed to a diverse range of texts, making me more sensitive to the nuances of linguistic expression.

If you are going to bring something up in your personal statement, you need to leave yourself enough words to explain why you said it.

Mention any relevant extracurricular involvements and/or work experience

You only need to include these if they are relevant. If you do have something to mention here, ensure you detail what it was, what you learned, and, again, how it relates to what you want to study. The challenge lies in being succinct. If you're going to mention something in your personal statement, you need to allocate enough words to explain why you mentioned it.

Example: I undertook an internship at Rouse, a global firm specializing in IP rights. I organized records of trademark registration and renewal certificates and standardized client-facing templates for Vietnam based on existing ones for China. I observed solicitors at work and read correspondence from contentious cases. It amazes me how subtle phonetic, aural, visual, and conceptual similarities between trademarks could lead to an opposition proceeding.

US Personal Statements

The goal of personal statements in the US is to showcase your uniqueness. Especially for top-tier schools, there will be very little difference in grade scores between applicants; this is your one and only chance to stand out.

You can apply to as many colleges as you wish in the US, but be aware that every college has its unique requirements. Make sure you allocate ample time to understand the requirements of your target schools and be prepared to create varying personal statements as necessary.

Since most US universities use the Common App platform for applications, which is what most students applying to US colleges will encounter, we'll focus our advice on Common App statements. This entails a 500-650 word essay response to a prompt that encourages discussion about your background, talents, or a significant challenge you've faced.

Given the minimal difference in grade scores between applicants, this personal statement is your one and only opportunity to stand out.

Picking prompts and nailing them

It's probably best to reverse-engineer the prompt you choose. First, think about what you want to present, and then select the prompt that best matches. This approach will make it easier to find relevant supporting information and will prevent you from producing multiple mediocre essays.

The process of compiling your personal statements will take about six weeks, so ensure you allocate enough time to write them and to receive feedback from one or two trusted individuals.

Millie’s pro tips: our favorite Common App prompts

This is a good, wide-ranging option which we would recommend to most students.

Not a good choice unless you have faced a very serious challenge.

Unless you have a very strong vision on how you’d like to solve a problem, we’d recommend only answering this prompt if you’ve made headway with solving something important.

This is another good option, just make sure you’re focused on the growth, not the accomplishment.

Quite a tricky prompt to answer well. Go for it if you have a very good idea on what you want to say, otherwise opt for prompt 1 instead.

Don’t do a topic of your choice for the sake of it. Prompts 1-6 are so broad it makes sense to opt for one of them unless you have something unique to say.

The whole process of getting your personal statements together will take about six weeks – so make sure you leave enough time to write them, and to allow for feedback from one or two trusted people. Would you like Millie's feedback on your personal statements? Learn more about our 1:1 Writing Clinic here .

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Teaching personal statement examples

Giving you the chance to show why you'd be a great teacher, your personal statement is an important part of your application and worth taking the time over

What is a teaching personal statement?

Your personal statement is used to explain why you want to become a teacher and your suitability for the role. While your application form briefly outlines your qualifications, skills and work experience, your teaching personal statement is where your personality shines through.

Take your time with it. Many candidates often spend a few weeks on this part of the application as you don't have to write it all at once. You should get someone to read over it and be prepared to receive constructive feedback and write a few drafts before you send it off.

It's important to:

• use examples based on your recent teaching experience
• tailor your personal statement according to the school/age group
• use good, clear, written English, using first person terms such as 'my' and 'I'
• be original and honest
• avoid clichés and general statements, such as 'I've always wanted to teach'
• demonstrate a passion for teaching.

While it's crucial to get it right, your teaching personal statement is only a small part of the application process. Find out how else you'll need to prepare to  get a teaching job .

How to write a personal statement for teaching

Your personal statement should be between 500 and 1,000 words. It's crucial that you  don't copy  and that the statement you provide is  your own work .

This is your opportunity to:

• write about any relevant skills and experience you have
• explain your understanding of why teaching is important
• detail why you want to become a teacher
• list any extra skills or experience you have, such as volunteering or first aid.

See  personal statements for postgraduate applications  for more guidance.

The nature of your personal statement will vary, depending on the type of teaching you'd like to pursue. Take a look at some of our example personal statements to get an idea of how they differ.

Personal statement for PGCE primary

As well as focusing on roles in which you've gained experience with primary-age children, a PGCE primary personal statement should demonstrate your well-rounded personality and any skills that could be useful for the range of extra-curricular activities primary schools provide (such as the ability to read music for recorder lessons, or drama experience to help with school plays).

Personal statement for PGCE secondary

Many good PGCE secondary personal statements acknowledge the challenges involved in teaching older pupils and provide examples of where the candidate has worked to overcome these problems. As secondary teaching roles are geared towards teaching a specific subject, training providers are looking for more evidence of your subject and degree knowledge.

Personal statement for School Direct

If you're applying for the salaried School Direct route, you should discuss the experience you've gained in the classroom prior to your application. One of your references will need to be from an employer, or someone who can comment on your work ethic and suitability for teaching. Don't worry if your degree is unrelated to the subject you'd like to teach - you may still be able to apply by completing a subject knowledge enhancement (SKE) course .

Find out more

• Discover how to structure a teaching CV .
• Find out what it's really like to be a primary or secondary school teacher .
• Search postgraduate courses in teaching .

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How to write the perfect teaching personal statement

Application and interview, tes editorial.

When applying for a new job, you may be competing with tens or hundreds of other applicants in a race for the role.

The HR manager or headteacher recruiting for the job will be scrutinising every detail of your application to make sure they are bringing in the right people for interview.

The application form is the first hurdle you have to get over and sets the first impression of you as a person in the recruiter’s mind.

• Advice on honing your job search
• How to write a personal statement for teacher training
• How to write a must-read CV

The personal statement: why does it matter? 

The personal statement presents the perfect opportunity to show you are an exceptional candidate, understand teaching and know the school you are applying to.

It is not an easy task and is a tricky thing to get right. It requires being concise and clear – it shouldn’t be too long or read like a list.

You should talk about yourself and your professional achievements, while at the same time apply those experiences to the school itself.

We spoke to Malcolm Trobe, deputy general secretary of the Association of School and College Leaders , about what goes into the perfect personal statement. Here's what he said:

What does a great teaching personal statement look like?

"In general, I would say no longer than two sides of A4 – typescript. It needs to be well structured and linked to the specific school. It will need to include a number of key areas, including behavioural management, educational philosophy, subject expertise, pedagogy, personal organisation and skills and enrichment activities that the candidate can bring."

What should it contain?

"I would recommend that candidates include three elements in each of the key areas:

• What their beliefs/philosophy/approach is – i.e., the theory
• Their experience in that area
• How they would use that experience in the school they are applying to and specific to the job they are applying for

The statement should also include something personal in terms of their outside interests to indicate that they live an interesting and well-balanced life."

What are school leaders looking to read in a good personal statement?

"They will want to see something of the person’s character come through. It must not be just a list of achievements or repeat of the CV. It needs to be well-written, error-free and mention the school they are applying for – but not too many times. It should read as if it has been specifically written for the school and job they are applying for. I would be looking for something similar to the approach I have indicated above, covering all of the key areas and indicating that they have a vocation for working with young people. Somehow I would like to see a ‘generosity of spirit’ come through in the statement."

How can a candidate stand out in a personal statement?

"A good personal statement needs to include something of the person themselves. It has to make the reader believe that the candidate has something special without bragging or appearing arrogant – but something a bit above what other candidates may offer. A really good introduction and ending are important, and it's worth spending a great deal of time crafting those sections of the statement. Hook the reader in at the beginning and finish on a high note so that they want to meet the person and explore what has been written."

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Medicine Personal Statement Examples

Get some inspiration to start writing your Medicine Personal Statement with these successful examples from current Medical School students. We've got Medicine Personal Statements which were successful for universities including Imperial, UCL, King's, Bristol, Edinburgh and more.

Personal Statement Examples

• Read successful Personal Statements for Medicine
• Pay attention to the structure and the content
• Get inspiration to plan your Personal Statement

Personal Statement Example 1

Check out this Medicine Personal Statement which was successful for Imperial, UCL, QMUL and King's.

Personal Statement Example 2

This Personal Statement comes from a student who received Medicine offers from Bristol and Plymouth - and also got an interview at Cambridge.

Personal Statement Example 3

Have a look at this Medicine Personal Statement which was successful for Imperial, Edinburgh, Dundee and Newcastle.

Personal Statement Example 4

Take a look at this Medicine Personal Statement which was successful for King's, Newcastle, Bristol and Sheffield.

Personal Statement Example 5

Pick up tips from this Medicine Personal Statement which was successful for Imperial, Birmingham and Manchester.

Personal Statement Example 6

This Personal Statement comes from a student who got into Graduate Entry Medicine at King's - and also had interviews for Undergraduate Medicine at King's, QMUL and Exeter.

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• mrsstrickey
• Jan 16, 2021

Writing a Personal Statement

Going for your first NQT post can be a daunting prospect... especially when in teaching, you need to write a personal statement to support your application form.

Schools use your personal statement to help short list candidates for a position by checking off the criteria of the person specification that they can see in your statement. It is always a good idea to write your personal statement alongside the person specification, ensuring that you have included all the "essential" criteria and as much of the "desirable" criteria you can that are assessed through the application.

Where possible, you should also use the language of the school you are applying to - their vision, values, mission and ethos statements will help you here and should be available on the school's website. You will also sometimes find these in the application pack. Read this carefully and then read it again, reading between the lines of what they might be looking for.

Here is an example of the structure of a personal statement for a trainee teacher applying for their first NQT job:

Begin with an impact statement that summarises your philosophy on teaching or that refers to the mission/vision/values/ethos of the school you are applying to:

I believe that it is, as Einstein said, the supreme art of the teacher to awaken joy in creative expression and knowledge. As a passionate teacher, dedicated to ensuring the very best outcomes for all students I teach, this statement resonates with me as I endeavour to awaken joy in all of the learners within my classroom. It was your belief all young people have the right to a transformational educational experience, that will enable them, no matter what their starting point, to fulfil their potential and realise their ambitions that first attracted me to your school as it aligns with my own personal and professional philosophy on education.

Throughout my practice, I constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. I have consistently set high expectations of pupils in different training contexts. There are high levels of mutual respect between me and pupils. I am very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. In my lesson, I generate high levels of enthusiasm, participation and commitment to learning.

Back this up with an example from your training.

I have also assumed a high level of responsibility for the attainment progress and outcomes of the pupils I have taught. I have demonstrated confident judgement in planning for pupil progression both within individual lessons and over time and I am able to articulate a clear and well-justified rationale as to how I am building on prior achievement. Within my lessons, I seek to actively promote engaging and effective methods that support pupils in reflecting on their learning. I have demonstrated that I am able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment, which has been obtained through systematic and accurate assessment. I regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress.

In order to plan effective lessons, I draw on my in-depth subject and curriculum knowledge of [your subject or phase] to plan confidently for progression and to stimulate and capture pupils’ interest. Throughout my training, I have demonstrated very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in my planning. I am astutely aware of my own development needs in relation to extending and updating my subject, curriculum and pedagogical knowledge in my early career and have been proactive in developing these effectively during my training. I always model very high standards of written and spoken communication in all professional activities. I also successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing.

I plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests. I am highly reflective in critically evaluating my practice. I am able to accurately judge the impact of my practice on individual and groups of learners and can use my evaluation to inform future planning, teaching and learning. During my training, I have shown initiative in contributing to curriculum planning and developing and producing effective learning resources in my placement settings.

I have been able to quickly and accurately discern my learners’ strengths and needs and I have been proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. I have an astute understanding of how effective different teaching approaches are in relation to impact on learning and engagement of learners

I can confidently and accurately assess pupils’ attainment against national benchmarks. I use a range of assessment strategies very effectively in my day-to-day practice to monitor progress and to inform future planning. In my practice, I systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. I have shown that I am able to assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress.

I have been able to rapidly adapt to the different circumstances in which I have trained, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. I have also demonstrated an ability to adapt to remote working and remote delivery in response to the Global Pandemic. I consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment highly supportive of learning. I am able to manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation. Where it is needed, I actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

During my training, I have been proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. I have built strong professional relationships and have demonstrated that I am able to work collaboratively with colleagues on a regular basis. I have taken responsibility for deploying support staff in my lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. I deliberately seek out opportunities to develop my own professional learning and respond positively to all the feedback I receive. I have also demonstrated that I can communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being when required to do so formally, but I am also proactive in communicating in relation to individual pupils’ emergent needs.

I always treat pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position. I realise the need to safeguard pupils' well-being, in accordance with statutory provisions. I show tolerance of and respect for the rights of others. I do not undermine fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. I always ensure that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law. I am always punctual and have good attendance. I have attended numerous CPD sessions and will continue to do so. I have also completed a weekly duty (before school and at break} and attends daily briefings (whole school, subject or pastoral). I have taken on board the policies of the school and maintain a high standard in all my practices. I have a good understanding of the framework within which I work and my professional duties

End with a statement that implies/assumes you will be invited for interview:

I would relish the opportunity to work at your school and look forward to discussing this further with you at interview.

You can download the word version of this

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University of Kentucky faculty issue no-confidence vote in school president over policy change

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LEXINGTON, Ky. (AP) — The University of Kentucky senate has issued a vote of no confidence in President Eli Capilouto, but the school’s Board of Trustees issued a statement afterward saying it “unequivocally supports” him.

The faculty entity took the symbolic vote on Monday after the Board of Trustees decided last month to change the role of the senate from one that makes policy to one that advises, news outlets reported. The resolution says the revisions call into question Capilouto’s ability to lead and it “advises the board to redo the process of shared governance reforms.”

The vote doesn’t necessarily result in action, but is symbolic of the faculty’s lack of trust in leadership.

UK Board of Trustees Chair E. Britt Brockman said the board directed Capilouto to examine the school’s regulations with a focus on more responsiveness.

“After months of inclusive dialogue on our campus, President Capilouto presented a revised set of governing principles that streamline the rules and clarify responsibilities, creating more avenues for greater involvement and collaboration among students, faculty and staff,” the statement said, adding that the board overwhelming supports the process and the president’s leadership.

DeShana Collett, chair of the senate council, said the vote was about a process that left faculty feeling ignored.

“This was a big move for the senate, and it wasn’t taken lightly,” Collett said.

Capilouto said in a statement after the vote that he understands the concerns and will continue to work with the campus community on the regulations.

“Moving forward, my hope is that we will come together,” he said.

The Board of Trustees is scheduled to take a final vote on the governance changes in June.

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• Housing, local and community
• Planning and building
• Building regulation

Government to lay new law to halt the march of gender-neutral toilets in buildings

New requirements will be brought forward for single sex toilet facilities in new non-domestic buildings to alleviate safety, privacy and dignity concerns.   

The new legislation follows the results of a consultation on the proposals, where responses showed 81% agreed with the intention for separate single-sex toilet facilities and 82% agreed with the intention to provide universal toilets where space allows.  A universal toilet is self-contained, and a fully enclosed toilet room with a wash hand basin for individual use.

Responses highlighted particular concerns from women, elderly and the disabled who felt unfairly disadvantaged as publicly accessible toilets are increasingly being converted into gender neutral facilities where users share cubicle and hand-washing facilities. This leads to increasing waiting in shared queues, decreased choice and less privacy and dignity. 

The new requirements will mean everyone can access appropriate facilities either through a separate single-sex space or a self-contained, universal toilet.   

Changes to building regulations will mean that new non-domestic buildings, including restaurants, shopping centres, offices and public toilets will be required to provide separate single-sex toilets for women and men. Self-contained, universal toilets may be provided in addition, where space allows, or instead of single-sex toilets where there isn’t enough space.   

In addition to single-sex toilets becoming the default for new non-domestic buildings and places undertaking major refurbishment, the policy encourages provision of self-contained universal toilets, which are a fully enclosed toilet room with a washbasin and hand-drying facilities for individual use.   

Minister for Women and Equalities Kemi Badenoch said:

These regulations will guide organisations to design unisex and single-sex toilets, ending the rise of so-called “gender-neutral” mixed sex toilet spaces, which deny privacy and dignity to both men and women. Today’s announcement will also create better provision for women so that our particular biological, health and sanitary needs are met. This is following our work last week limiting the use of mixed-sex wards in the NHS and demonstrates how this government is committed to ensuring single-sex spaces are protected for all.

Housing Minister Lee Rowley said:

We know all members of society value safety, privacy and dignity, and this new legislation will help ensure the right facilities are in place for everyone.  It is vital that new buildings, particularly in public spaces, are serving the community with right toilet provision.

The government is clear that single-sex spaces are essential for ensuring privacy and dignity for the elderly, women, and girls. 

The move comes following a set of announcements of firm action to protect spaces for women and girls, such as the government’s introduction of a new NHS constitution which put patient safety and dignity at the heart of care, including reinforcing the NHS’s commitment to providing single-sex wards. It also follows the Minister for Women and Equalities’ call for examples of organisations issuing incorrect guidance on single-sex spaces. 

In addition, the Department for Education re-enforced that schools are required to comply with minimum standards, including that separate toilets for boys and girls aged 8 years and over are to be provided. While colleges are not subject to the same legal requirements, they should take the same approach given the same safeguarding considerations apply.

Changes to building regulations will ensure that:   

• separate single-sex toilets facilities are provided for men and women
• self-contained, universal toilets may be provided in addition to single-sex toilets, where space allows
• self-contained universal toilets may be provided instead of single-sex toilets only where lack of space reasonably precludes provision of single-sex toilet accommodation

Further information

The new requirement will apply to new non-domestic buildings, or buildings which undergo a material change of use, with some exceptions.   

These exemptions are:   

• residential homes
• en suite facilities in individual rooms for residential purposes 
• residential rooms in care homes
• premises used wholly or mainly for early years provision 
• cellular accommodation in custodial facilities

While separate toilet facilities for boys and girls aged 8 years or over must already be provided in schools, except where the toilet facility is provided in a room that can be secured from the inside and that is intended for use by one pupil at a time.  

The changes will affect England only.  

In the Building Regulations 2010 Part T and Approved Document T, the phrase universal toilets is used. This refers to self-contained, private toilets, which are a fully enclosed toilet room with a wash hand basin for individual use.

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Apple unveils stunning new iPad Pro with the world’s most advanced display, M4 chip, and Apple Pencil Pro

Thinnest Apple Product Ever

World’s Most Advanced Display

Only Possible with M4

Outrageously Powerful Device for AI

Pro Cameras

Pro Connectivity

Apple Pencil Pro

All-New Magic Keyboard and Smart Folio

Powerful iPadOS Features

Logic Pro for iPad 2

Final Cut Pro for iPad 2

iPad Pro and the Environment

• Customers can order the new iPad Pro with M4 starting today, May 7, at apple.com/store , and in the Apple Store app in 29 countries and regions, including the U.S., with availability in stores beginning Wednesday, May 15.
• The new 11-inch and 13-inch iPad Pro will be available in silver and space black finishes in 256GB, 512GB, 1TB, and 2TB configurations.
• The 11-inch iPad Pro starts at  $999  (U.S.) for the Wi-Fi model, and  $1,199  (U.S.) for the Wi-Fi + Cellular model. The 13-inch iPad Pro starts at  $1,299  (U.S.) for the Wi-Fi model, and  $1,499  (U.S.) for the Wi-Fi + Cellular model. Additional technical specifications, including nano-texture glass options, are available at apple.com/store .
• For education, the new 11-inch iPad Pro is available for  $899  (U.S.) and the 13-inch iPad Pro is $1,199 (U.S.). Education pricing is available to current and newly accepted college students and their parents, as well as faculty, staff, and home-school teachers of all grade levels. For more information, visit  apple.com/us-hed/shop .
• The new Apple Pencil Pro is compatible with the new iPad Pro. It is available for $129 (U.S.). For education, Apple Pencil Pro is available for $119 (U.S.).
• Apple Pencil (USB-C) is compatible with the new iPad Pro. It is available for $79 (U.S.) and $69 (U.S.) for education.
• The new Magic Keyboard is compatible with the new iPad Pro. It is available in black and white finishes. The new 11-inch Magic Keyboard is available for $299 (U.S.) and the new 13-inch Magic Keyboard is available for $349 (U.S.), with layouts for over 30 languages. For education, the 11-inch Magic Keyboard is available for $279 (U.S.) and the 13-inch Magic Keyboard is available for $329 (U.S.).
• The new Smart Folio is available for $79 (U.S.) in black, white, and denim finishes for the new 11-inch iPad Pro and $99 (U.S.) for the new 13-inch iPad Pro.
• Logic Pro for iPad 2 is available on May 13 as a free update for existing users, and for new users, it is available on the App Store for $4.99 (U.S.) per month, or $49 (U.S.) per year, with a one-month free trial. Logic Pro for iPad 2 requires iPadOS 17.4 or later. For more information, visit apple.com/logic-pro-for-ipad .
• Final Cut Pro for iPad 2 will be available later this spring on the App Store for $4.99 (U.S.) per month, or $49 (U.S.) per year, with a one-month free trial.
• Apple offers great ways to save on the latest iPad. Customers can trade in their current iPad and get credit toward a new one by visiting the Apple Store online , the Apple Store app, or an Apple Store location. To see what their device is worth, and for terms and conditions, customers can visit apple.com/shop/trade-in .
• Customers in the U.S. who shop at Apple using Apple Card can pay monthly at 0 percent APR when they choose to check out with Apple Card Monthly Installments, and they’ll get 3 percent Daily Cash back — all upfront.

Text of this article

May 7, 2024

PRESS RELEASE

Featuring a new thin and light design, breakthrough Ultra Retina XDR display, and outrageously fast M4 performance with powerful AI capabilities, the new iPad Pro takes a huge leap forward

CUPERTINO, CALIFORNIA Apple today unveiled the groundbreaking new iPad Pro in a stunningly thin and light design, taking portability and performance to the next level. Available in silver and space black finishes, the new iPad Pro comes in two sizes: an expansive 13-inch model and a super-portable 11-inch model. Both sizes feature the world’s most advanced display — a new breakthrough Ultra Retina XDR display with state-of-the-art tandem OLED technology — providing a remarkable visual experience. The new iPad Pro is made possible with the new M4 chip, the next generation of Apple silicon, which delivers a huge leap in performance and capabilities. M4 features an entirely new display engine to enable the precision, color, and brightness of the Ultra Retina XDR display. With a new CPU, a next-generation GPU that builds upon the GPU architecture debuted on M3, and the most powerful Neural Engine yet, the new iPad Pro is an outrageously powerful device for artificial intelligence. The versatility and advanced capabilities of iPad Pro are also enhanced with all-new accessories. Apple Pencil Pro brings powerful new interactions that take the pencil experience even further, and a new thinner, lighter Magic Keyboard is packed with incredible features. The new iPad Pro, Apple Pencil Pro, and Magic Keyboard are available to order starting today, with availability in stores beginning Wednesday, May 15.

“iPad Pro empowers a broad set of pros and is perfect for anyone who wants the ultimate iPad experience — with its combination of the world’s best displays, extraordinary performance of our latest M-series chips, and advanced accessories — all in a portable design. Today, we’re taking it even further with the new, stunningly thin and light iPad Pro, our biggest update ever to iPad Pro,” said John Ternus, Apple’s senior vice president of Hardware Engineering. “With the breakthrough Ultra Retina XDR display, the next-level performance of M4, incredible AI capabilities, and support for the all-new Apple Pencil Pro and Magic Keyboard, there’s no device like the new iPad Pro.”

The new iPad Pro — the thinnest Apple product ever — features a stunningly thin and light design, taking portability to a whole new level. The 11-inch model is just 5.3 mm thin, and the 13-inch model is even thinner at a striking 5.1 mm, while both models are just as strong as the previous design. The 11-inch model weighs less than a pound, and the 13-inch model is nearly a quarter pound lighter than its predecessor — allowing pro users to extend their workflows in new ways and in more places. The new iPad Pro is available in two gorgeous finishes — silver and space black — both with 100 percent recycled aluminum enclosures.

The new iPad Pro debuts the Ultra Retina XDR, the world’s most advanced display, to provide an even more remarkable visual experience. The Ultra Retina XDR display features state-of-the-art tandem OLED technology that uses two OLED panels and combines the light from both to provide phenomenal full-screen brightness. The new iPad Pro supports an incredible 1000 nits of full-screen brightness for SDR and HDR content, and 1600 nits peak for HDR. No other device of its kind delivers this level of extreme dynamic range. Tandem OLED technology enables sub-millisecond control over the color and luminance of each pixel, taking XDR precision further than ever. Specular highlights in photos and video appear even brighter, and there’s more detail in shadows and low light than ever before on iPad — all while delivering even more responsiveness to content in motion. For pro users working in high-end, color-managed workflows or challenging lighting conditions, a new nano-texture glass option comes to iPad Pro for the first time. 1 Nano-texture glass is precisely etched at a nanometer scale, maintaining image quality and contrast while scattering ambient light for reduced glare. With its breakthrough tandem OLED technology, extreme brightness, incredibly precise contrast, brilliant colors, and nano-texture glass option, the new Ultra Retina XDR display is the world’s most advanced display, giving iPad Pro customers an unparalleled viewing experience.

The incredibly thin and light design and game-changing display of the new iPad Pro is only possible with M4, the next generation of Apple silicon that delivers a huge leap in performance. M4 is built on second-generation 3-nanometer technology that’s even more power efficient, which is perfect for the design of the new iPad Pro. With an entirely new display engine, M4 introduces pioneering technology for the stunning precision, color, and brightness of the Ultra Retina XDR display. The new CPU offers up to four performance cores and now six efficiency cores, 2 with next-generation machine learning (ML) accelerators, to deliver up to 1.5x faster CPU performance over M2 in the previous-generation iPad Pro. 3 M4 builds on the GPU architecture of M3 — the 10-core GPU includes powerful features like Dynamic Caching, and hardware-accelerated mesh shading and ray tracing, which come to iPad for the first time. Coupled with higher unified memory bandwidth, pro rendering apps like Octane will see up to 4x faster performance than M2. 3 M4 also delivers tremendous gains and industry-leading performance per watt. Compared to M2, M4 can deliver the same performance using just half the power, and compared to the latest PC chip in a thin and light laptop, M4 can deliver the same performance using just a quarter of the power. 4 A new advanced Media Engine includes support for AV1 decode, providing more power-efficient playback of high-resolution video experiences from streaming services.

The new iPad Pro with M4 features Apple’s most powerful Neural Engine ever, capable of 38 trillion operations per second, which is 60x faster than Apple’s first Neural Engine in the A11 Bionic chip. Combined with next-generation ML accelerators in the CPU, a high-performance GPU, more memory bandwidth, and intelligent features and powerful developer frameworks in iPadOS, the Neural Engine makes the new iPad Pro an outrageously powerful device for AI. With iPad Pro with M4, users can perform AI-enabled tasks even faster, like easily isolate a subject from its background in 4K video with just a tap with Scene Removal Mask in Final Cut Pro. With this advanced level of performance, the Neural Engine in M4 is more powerful than any neural processing unit in any AI PC today.

iPadOS also has advanced frameworks like Core ML that make it easy for developers to tap into the Neural Engine to deliver phenomenal AI features locally, including running powerful diffusion and generative AI models, with great performance on device. iPad Pro also supports cloud-based solutions, enabling users to run powerful productivity and creative apps that tap into the power of AI, such as Copilot for Microsoft 365 and Adobe Firefly.

The updated camera system on the new iPad Pro delivers even more versatility, and with its rich audio from four studio-quality mics, users can shoot, edit, and share all on one device. The 12MP back camera captures vibrant Smart HDR images and video with even better color, improved textures, and detail in low light. It also now features a new adaptive True Tone flash that makes document scanning on the new iPad Pro better than ever. Using AI, the new iPad Pro automatically identifies documents right in the Camera app, and if a shadow is in the way, it instantly takes multiple photos with the new adaptive flash, stitching the scan together for a dramatically better scan.

On the front, the TrueDepth camera system moves to the landscape location on the new iPad Pro. The Ultra Wide 12MP camera with Center Stage makes the experience of video conferencing in landscape orientation even better, especially when iPad is attached to a Magic Keyboard or Smart Folio.

iPad Pro includes a high-performance USB-C connector with support for Thunderbolt 3 and USB 4, delivering fast wired connectivity — up to 40Gb/s. Thunderbolt supports an extensive ecosystem of high-performance accessories, including external displays like the Pro Display XDR at its full 6K resolution, and external storage, all connected using high-performance cables and docks. iPad Pro supports Wi-Fi 6E for super-fast Wi-Fi connections for pro workflows on the go. Wi-Fi + Cellular models with 5G allow users to access their files, communicate with colleagues, and back up their data in a snap while on the go. Cellular models of the new iPad Pro are activated with eSIM, a more secure alternative to a physical SIM card, allowing users to quickly connect and transfer their existing plans digitally, and store multiple cellular plans on a single device. Customers can easily get connected to wireless data plans on the new iPad Pro in over 190 countries and regions around the world without needing to get a physical SIM card from a local carrier.

Apple Pencil Pro features even more magical capabilities and powerful new interactions that take the Apple Pencil experience even further. A new sensor in the barrel can sense a user’s squeeze, bringing up a tool palette to quickly switch tools, line weights, and colors, all without interrupting the creative process. A custom haptic engine delivers a light tap that provides confirmation when users squeeze, use double-tap, or snap to a Smart Shape for a remarkably intuitive experience. A gyroscope allows users to roll Apple Pencil Pro for precise control of the tool they’re using. Rotating the barrel changes the orientation of shaped pen and brush tools, just like pen and paper. And with Apple Pencil hover, users can visualize the exact orientation of a tool before making a mark.

With these advanced features, Apple Pencil Pro allows users to bring their ideas to life in entirely new ways, and developers can also create their own custom interactions. Apple Pencil Pro brings support for Find My for the first time to Apple Pencil, helping users locate Apple Pencil Pro if misplaced. It pairs, charges, and is stored on the side of iPad Pro through a new magnetic interface. iPad Pro also supports Apple Pencil (USB-C), ideal for note taking, sketching, annotating, journaling, and more, at an incredible value.

Designed for the new iPad Pro, an all-new thinner and lighter Magic Keyboard makes it more portable and versatile than ever. The new Magic Keyboard opens to the magical floating design that customers love, and now includes a function row for access to features like screen brightness and volume controls. It also has a gorgeous aluminum palm rest and larger trackpad that’s even more responsive with haptic feedback, so the entire experience feels just like using a MacBook. The new Magic Keyboard attaches magnetically, and the Smart Connector immediately connects power and data without the need for Bluetooth. The machined aluminum hinge also includes a USB-C connector for charging. The new Magic Keyboard comes in two colors that perfectly complement the new iPad Pro: black with a space black aluminum palm rest, and white with a silver aluminum palm rest.

The new Smart Folio for iPad Pro attaches magnetically and now supports multiple viewing angles for greater flexibility. Available in black, white, and denim, it complements the colors of the new iPad Pro.

iPadOS is packed with features that push the boundaries of what’s possible on iPad. With Reference Mode, iPadOS can precisely match color requirements of the Ultra Retina XDR display for tasks in which accurate colors and consistent image quality are critical — including review and approve, color grading, and compositing. Stage Manager enables users to work with multiple overlapping windows in a single view, resize windows, tap to switch between apps, and more. With full external display support of up to 6K, iPad Pro users can also extend their workflow, as well as use the built-in camera on an external display for enhanced video conferencing. Users can take advantage of the powerful AI capabilities in iPad Pro and intelligent features in iPadOS, including Visual Look Up, Subject Lift, Live Text, or Live Captions and Personal Voice for accessibility.

With iPadOS 17 , users can customize the Lock Screen to make it more personal — taking advantage of the larger display on iPad — and interactive widgets take glanceable information further with the ability to get tasks done right in the moment with just a tap. The Notes app gives users new ways to organize, read, annotate, and collaborate on PDFs, and working with PDFs is also easier with AutoFill, which intelligently identifies and fills fields in forms.

Logic Pro for iPad 2 , available starting Monday, May 13, introduces incredible studio assistant features that augment the music-making process and provide artists help right when they need it — all while ensuring they maintain full creative control. These features include Session Players, which expand on popular Drummer capabilities in Logic to include a new Bass Player and Keyboard Player; ChromaGlow, to instantly add warmth to tracks; and Stem Splitter, to extract and work with individual parts of a single audio recording.

Final Cut Pro for iPad 2 , available later this spring, introduces Live Multicam, a new feature that transforms iPad into a mobile production studio, allowing users to view and control up to four connected iPhone and iPad devices wirelessly. 5 To support Live Multicam, an all-new capture app also comes to iPad and iPhone, Final Cut Camera, 6 giving users control over options like white balance, ISO, and shutter speed, along with monitoring tools like overexposure indicators and focus peaking. Final Cut Camera works as a standalone capture app or with Live Multicam. Final Cut Pro for iPad 2 also allows users to create or open projects from external storage, giving editors even more flexibility, and offers new content options. 7

The new iPad Pro is designed with the environment in mind, including 100 percent recycled aluminum in the enclosure, 100 percent recycled rare earth elements in all magnets, and 100 percent recycled gold plating and tin soldering in multiple printed circuit boards. The new iPad Pro meets Apple’s high standards for energy efficiency, and is free of mercury, brominated flame retardants, and PVC. The packaging is 100 percent fiber-based, bringing Apple closer to its goal to remove plastic from all packaging by 2025.

Today, Apple is carbon neutral for global corporate operations, and by 2030, plans to be carbon neutral across the entire manufacturing supply chain and life cycle of every product.

Pricing and Availability

• Nano-texture glass is an option on the 1TB and 2TB configurations of the 11-inch and 13-inch iPad Pro models.
• iPad Pro models with 256GB or 512GB storage feature the Apple M4 chip with a 9‑core CPU. iPad Pro models with 1TB or 2TB storage feature the Apple M4 chip with a 10‑core CPU.
• Testing was conducted by Apple in March and April 2024. See apple.com/ipad-pro for more information.
• Testing was conducted by Apple in March and April 2024 using preproduction 13-inch iPad Pro (M4) units with a 10-core CPU and 16GB of RAM. Performance was measured using select industry‑standard benchmarks. PC laptop chip performance data is from testing ASUS Zenbook 14 OLED (UX3405MA) with Core Ultra 7 155H and 32GB of RAM. Performance tests are conducted using specific computer systems and reflect the approximate performance of iPad Pro.
• Final Cut Pro for iPad 2 is compatible with iPad models with the M1 chip or later, and Logic Pro for iPad 2 will be available on iPad models with the A12 Bionic chip or later.
• Final Cut Camera is compatible with iPhone X S and later with iOS 17.4 or later, and iPad models compatible with iPadOS 17.4 or later.
• External project support requires iPadOS 17.5 or later.

Press Contacts

Tara Courtney

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Apple Media Helpline

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