We hope that you find our free Advancing Access resources useful. As we are not the only provider of higher education advice and information, we thought that we would present you with a summary of some of the best other sources of information which are available for you and your students. We hope that you will be able to use these online sites in conjunction with Advancing Access as we think their content will nicely complement the resources on our website.
This website offers a wide range of resources for students, teachers and careers advisers. One of the most useful tools available is the course search which allows students to enter their predicted (or achieved) grades and to see a list of subjects offered at different universities with those entry grades. The A-level explorer is another useful search engine where students select their current A-level subjects and are given a selection of relevant degrees they could study. Within these suggestions, users can see the popular careers sought by graduates, the average graduate salary for their chosen subject and the percentage of students in work or further study after graduating. By clicking on the full guide, users are taken to student testimonials, they can also see the necessary subjects required for a course, a brief application checklist (indicating if students need to attend interviews, present a portfolio, sit an entry test and when the admissions date is) as well as advice about writing a tailored personal statement. Users can also access the longer term career paths for studying a given subject, what employers like about those who have studied it, other related subjects to explore, example course modules and the average teaching hours per week. There is also the option for those not studying A-levels to use the explorer and there is an accompanying page on BTECs.
Which? University also has university-specific pages reachable through their where to study tab, allowing users to search by name or city. This information tells users what student life is like in the selected city alongside tips and things to do from university students. These pages include league table rankings, the courses that are offered at each institution and a student budget calculator to estimate living costs.
Their get advice tab includes information, advice, videos and articles on the following topics:
The teachers page provides free resources and advice (including guides, downloads and classroom activities) on a range of topics such as: developing your skills as an adviser, apprenticeships advice and resources, UCAS reference writing (including BTEC, vocational and IB students), higher education options explained, help your student get into university and explain finance and funding to students. Classroom resources and activities are available to suit a wide range of different age groups. All guides are free to download and users can sign up to receive expert tips and advice via email.
There are two calendars on the site containing important dates for Key Stage 5 students:
UCAS provides an extensive body of materials for its users who are finishing their GCSEs or nationals. In the further education strand, UCAS offers information on different study options and qualifications, including advice on A-levels, BTEC diplomas and NVQs. Each section includes information about the recent changes to the qualifications, how they are taught, studied and assessed, who the qualifications are for, the subjects and grades required for study, how long they take to complete and what’s next.
One of the most helpful tools on UCAS can be found in their careers section. Not only can users take a ‘careers quiz’ to find career ideas, there is also an explore jobs section which provides a list of job families. Users can select a job family, a skill and/or a subject and a spread of job industries is generated. Within these job roles, there are further details on what the job entails, the related skills for the role, the possible academic and vocational routes, the essential qualifications for the job, other related subjects and external links for more information. This tool provides practical information on the numerous ways one can achieve their desired career as well as a platform for users to consider their future options. This section also includes advice on how to get into work, the changing career landscape, what employers are looking for and how to write a CV. Via the UCAS progress search, users can search and apply for any post-16 course, including A-levels, Diplomas, Apprenticeships and more, in a specific city or area. UCAS progress is used for admissions to schools, colleges and work places for these post-16 programmes. There are further details on the application process, how to write a UCAS progress personal statement and what happens when offers are made.
The alternatives section includes apprenticeships/traineeships and internships for post-16 study where users can hear from previous students and view the career prospects, details about the job and the qualification you receive. Users can also search for available apprenticeships nationwide. Within this section, there is also information on degree apprenticeships, gap years with deferred entry and studying overseas for the duration of an undergraduate degree.
As one would expect, UCAS has plenty of material on studying undergraduate degrees at universities, colleges and conservatoires. Users can search for courses, find out when and how to apply, understand UCAS tariff points, receive advice on writing personal statements as well as having results day and clearing explained. UCAS has a range of subject guides and information on what the different undergraduate courses involve and how to get onto them, including videos from current students. These pages also include key statistics for the course, including entry requirements, a list of universities that offer this course and similar courses as well as apprenticeships that are available in this subject.
The UCAS personal statement tool allows users to draft their statement. They can view writing tips, answer relevant questions and track their character count. Under the open days and events section, users can access virtual tours of university campuses, UCAS events for exploring higher education (an opportunity to speak to them and other professional bodies) as well as a page which lists university open days for undergraduate and conservatoire courses. There is a page labelled ‘after applying’ which details how to track an application, when applicants are likely to hear back from the universities, interview tips and the different offers made by universities. There is information on student life too – including what to expect from student accommodation and the different housing options available for undergraduate students. The pages on finance and support contain the different measures of funding that are available and offered by universities, including bursaries, help with travel and accommodation costs and educational grants, local support services and information for parents and carers regarding post-16 education and training.
Bright Knowledge, connected to Brightside (an online mentoring platform for young people) presents a guide to careers, education and student life. Bright Knowledge is known for its plethora of articles which feature the latest updates and advice in relation to further education and careers. For example, in February there were articles on how Brexit will effect Erasmus funding (an EU student-exchange programme), the approval of the 400th new apprenticeship subject and advice on moving from A-levels to university. Some are targeted more specifically at students themselves, including ‘setting goals’, ‘a Fresher’s week survival guide’, ‘the student experience – what to know before you go!’ and many more. Bright Knowledge also has categories on careers, health and wellbeing, money and housing, education, independent living and study skills. Each category has sub-categories on related topics, advice and articles. For instance, within study skills, there are sub-categories on ‘exams and revision’, ‘independent study’, ‘time management and motivation’, ‘speaking and communication’ and further sections on ‘exams and revision’, with articles on ‘how to use practice exam papers’, ‘making a revision schedule’, ‘three ways to get more out of your revision’, ‘how your brain tricks you into thinking cramming works’, ‘dealing with exam stress’, ‘tips to improve your exam technique’ etc.
A similar approach is presented for the different subject areas. There are sub-categories on studying a certain subject, careers using/in this subject, understanding the subject and other related fields. Underneath these sections sits a latest news section and the ‘top articles’ in the subject area. For instance, within business and finance, there are articles on the skills needed to make it into finance, to become a manager, and career profiles offering an explanation of jobs such as, Chief Financial Officer, assurance and forensic associate etc. Every page is slightly different and tailored to the selected subject.
Unistats is primarily a comparison site which contains data for all universities and in the UK. This website allows users to compare higher education courses (considering earnings data and student satisfaction rates etc.) between different institutions. Using the course assistant, users are able to refine a search through subject, qualification type, study mode (part-time, full time, etc.) and location and characteristics (i.e. sandwich courses, foundation years, year abroad). By saving entries, users are shown an alphabetical list of relevant courses at different universities. Users can then compare which courses they are interested in (or have ‘shortlisted’) from any university and see their statistics side-by-side. These statistics include:
When clicking on a specific university course, there are links to the official university page with further details on course information and fees. Users can also find a video guide for using Unistats here.
We hope that by bringing this information to the forefront, more teachers and advisers will know where to look when seeking certain information and in turn, be better able to direct their students to the relevant online platforms. Keep your eye on our blog too for the details of any new online information services, which we will aim to bring you details of as they launch. The Office for Students, for example, are planning a new national online information resource to be launched this year. Wondering why we haven’t mentioned the Russell Group’s excellent Informed Choices guide? This popular guide is soon to be replaced by a new interactive website – we’ll bring you more details about this soon!
This article examines research which highlights the emerging impact of the EPQ on progression to higher education (HE) and university success, with particularly promising findings for underrepresented and marginalised students.
The thought of an interview can be daunting for many students. The thought of multiple interviews can seem a lot worse.
University interviews can be daunting for students, especially when it’s their first time applying for a competitive course like Law.
As representatives of the University of Exeter, we were excited to present at the Neon conference on our partnership with The Elephant Group (TEG) to diversify our student body.
As educators and advisers, keeping up with the latest developments in the university application process is essential to effectively guide students.
Richard, an Economics and Finance student at the University of York, discusses how he chose his GCSEs and A-levels, his study motivations, and offers advice on selecting qualifications.
Daniyel, a Law student at King’s College London, shares how he chose his subjects and offers advice on qualifications and personal statements.
Orin, studied Law at the University of Oxford, shares how her GCSEs influenced her A-level choices and decision to attend university. She also offers advice on selecting qualifications.
Josh, a Computer Science student at the University of Newcastle, shares how he chose his A-levels, offers advice on university applications, and reflects on valuable lessons for future students.
Mayowa studies English Literature at King's College London. She shares her university application journey, her enjoyment of university life, and valuable advice for choosing a course and university.
Mayowa, studying English Literature at King's College London, discusses her GCSE and A-Level subject choices, offering advice for students on making informed decisions.
Sarah, a Biochemistry graduate from Birmingham, discusses how university aided her transition to employment and shares valuable insights for choosing the right career path.
Samra, a Medicine student at the University of Liverpool, shares how she chose her course, the value of her work experience, and advice on overcoming barriers. She also offers tips for applying to study medicine.
Jackson, a Theatre and Performance Studies student at the University of Bristol, shares his insights on choosing qualifications, the significance of enjoying your subjects, and how bursaries and scholarships influenced his university decision.
Eireann, an English and Education graduate from Cambridge, shares how a summer school helped her decide on university and her course. She also offers advice on selecting the right university.
Gemma, a Communication and Media student at the University of Leeds, explains how an access course helped her and shares thoughts on university as a path for everyone.
Amy, an English Language graduate from the University of Glasgow, shares how she chose her university course, why she selected Glasgow, and her experience with scholarships.
Billie-Joe, studying Social Work and Geography at Queen's University Belfast, shares how she chose her GCSE subjects, what she enjoyed in A-Level, and offers advice for subject consideration.
Billie-Joe discusses her university life, sharing advice for care leavers, her motivation for studying social work, extracurricular involvement, and the benefits she gained as a student.
Hamid studies Philosophy, Politics, and Economics at LSE. He discusses his career aspirations, factors influencing his course choice, and how summer schools shaped his university decision.
Billie-Joe, studying Social Work and Geography at Queen's University Belfast, shares his university selection process, reasons for choosing Belfast, and helpful advice for others.
Bishoy shares his journey in choosing a university and course, highlighting the significance of aligning his degree with career goals and evaluating different options.
Sophie discusses her journey to studying Law at Sheffield, covering her decision-making process, considerations for open days, and advice on personal statements.
Fatima, studying Dentistry at Cardiff University, shares her journey, emphasising diverse work experiences, teacher support during applications, and the benefits of attending a Russell Group University.
Khima, a Law student at the University of Edinburgh, shares how he chose his A-Levels and how his dream job influenced those decisions.
Sophie, a law student at Sheffield, shares her experiences with GCSEs and offers valuable advice for selecting A-Level subjects based on her personal choices.
Saif, a graduate in Accounting and Finance from Manchester, discusses choosing a university and course, highlighting the benefits of access schemes in decision-making.
Saif, a graduate in Accounting and Finance from Manchester, shares how his degree aided his career at Enterprise and offers tips for securing a graduate job.
Bishoy, studying Aerospace Engineering at Southampton, reflects on his university experience, highlighting the skills gained and what he enjoyed most about student life.
Onome, a Chemical Engineering graduate from Imperial College London, discusses his summer school experience, course highlights, and what mattered when applying for jobs after his masters.
Khima discusses his motivation for studying law at Edinburgh, highlights the city's appeal, and shares tips for open days.
Habiba, studying Maths at Queen Mary University, discusses her course selection factors, extracurricular activities, and shares valuable advice for choosing the right university.
Richard, an Economics and Finance student at the University of York, shares his university life experience, highlighting extracurricular activities and how they prepared him for future employment.
Nathan, an English student at Exeter, shares why he chose his course, the benefits of a gap year, and offers advice on selecting a university subject.
Matt, a Linguistics student at UCL, shares how he chose his GCSE subjects, the skills that supported his studies, and offers advice for selecting subjects.
Saif, a graduate in Accounting and Finance from Manchester, shares insights on making subject choices, emphasising how his GCSE experience influenced his A-Level decisions.
Jess discusses her Sociology experience at Durham, highlighting involvement opportunities, the benefits of university, and advice for those considering applying to higher education.
Gemma, a Communication and Media student at the University of Leeds, shares her experiences navigating university life with a disability and the opportunities she found.
Nathan, an English student at the University of Exeter, discusses challenges he faced transitioning to A-levels and shares insights that helped him realise he could attend university.
Habiba, studying Maths at Queen Mary University, shares how her future plans influenced her GCSE choices and offers valuable advice for making subject selections.
Fatima, studying Dentistry at Cardiff University, shares her insights on excelling in studies, the A-Level transition, and the importance of keeping her subject choices open for future opportunities.
In this case study, Khima, a Law student at the University of Edinburgh, talks about how getting involved in extra-curricular activities made her university experience even better.
Amy, an English Language graduate from the University of Glasgow, offers advice on subject choices, succeeding at highers, overcoming challenges, and her decision to pursue a postgraduate course.
This year, Imperial College London and the University of Cambridge established a joint venture to deliver two admissions tests.
This article will discuss different barriers which LGBTQ+ students may face, and tools we can effectively use to dismantle these barriers.
We know students are using Chat GPT for their Personal Statements, right?
Within this blog, you will find an introduction to the new Advancing Access team, information on how Advancing Access can support you as well as upcoming opportunities to get involved in!
Degree apprenticeships continue to rise in popularity and appeal across all industry sectors.
The NHS Long Term Workforce Plan aims to drastically increase the number of education and training places available in healthcare professions.
Students are bound to feel the pressure when they receive offers and the choice is in their hands.
With housing shortages, rising prices and varying application processes, it’s no wonder that students find the prospect of arranging accommodation at university daunting.
You may have seen reports in the media recently that UCAS are planning on making changes to the undergraduate application process.
You may have heard different universities talk about their ‘Access and Participation Plans’ (or APPs).
With the right preparation, students can approach university interviews with confidence and turn what might be a daunting experience into an enjoyable one.
In October 2017 the University of Oxford made its first foray into digital outreach with the launch of Oxplore.org.
You will be familiar with talking to parents and carers of students to support attainment and learning.
Admissions tests allow students to be academically stretched and assessed and enable universities to distinguish those individuals with the most ability.
You may have heard by now that there are some new questions on the UCAS application for students applying to enter HE from 2023 onwards.
The most daunting and difficult task for students when applying to university is writing their personal statement.
How well is your school or college doing in terms of the proportion of students who progress to HE.
The reality of working in education is that resources are limited and must be targeted.
It’s already that time of year again. The time when you and your students prepare to submit UCAS applications.
Are you supporting students who may be interested in studying law in Scotland?
The study of humans, especially in an ever changing world, has been an intriguing area for many years and has always been of immense value – now perhaps even more than ever before.
Super-curricular activities can include anything your students do outside of the curriculum related to the subject(s) they are interested in.
The Government is currently in the process of reforming level 3 qualifications in England and new T Level qualifications are seen as the centrepiece of these reforms.
A new school year is beginning and although Covid-19 is still with us we can at least now say that the worst is likely to be behind us.
In the UK, there is a growing desire to ‘level-up’ or widen participation of young people accessing higher education.
Recently there has been a lot of discussion around disadvantaged pupils and specifically the low attainment of white working class students.
Prospective mature students who are considering making Higher Education applications face various issues to navigate.
Supporting students with disabilities to access university may feel overwhelming - the processes are different to those in schools or colleges.
An estranged student, according to the charity Stand Alone, is a young person who is, or will be, “studying without the support and approval of a family network.”
With the Turing Scheme coming in this year, new opportunities for students from all backgrounds to have an international adventure are emerging.
Lack of family support during adolescent years can cause serious challenges with practical matters such as accessing funding and accommodation.
As a disabled student from a single-parent, low-income household, taking advantage of all the university support available to me was imperative to enable me to make the most of HE.
Last year, the government saw a backlash from students, teachers and parents as their commissioned exam grade algorithm came under criticism.
Even in 2021, there are still myths surrounding post-16 vocational qualifications and the possibility for students to progress from these qualifications onto higher education (HE).
There are a large number of misconceptions about the true cost of university. Some of these misconceptions overestimate the cost, while others underestimate it.
Foundation Years are increasingly common at universities in the UK. The University of Cambridge recently announced the launch of its first and existing programmes.
Even in such politically polarised times there’s one thing which politicians of all stripes can agree on: action is needed to enable more disadvantaged students to progress to the UK’s top universities.
Following on from last year’s ‘self-release’ function, UCAS have released a new feature called Clearing Plus which will be available from early July until the end of August.
It’s that time of year when we would normally be rolling out the well-practised routine of HE Fairs, UCAS Exhibitions and Open Days for students applying for university entry in 2021.
As a working class minority ethnic undergraduate student, I noticed the lack of representation on my ancient history course, but it wasn’t until I started my role as a Widening Participation Graduate Intern.
‘Service children’ or children from ‘military families’ are the terms used to refer to children in schools or colleges with a parent or parents who currently serve in the armed forces or have served in the last six years.
The percentage of 16-17 year olds recorded in education and training within England, as at March 2019, was 93%.
As the January 15 UCAS deadline has passed and universities across the country are busy processing offers.
Over the last five years there has been a spike in university outreach activities and programmes available for secondary schools and colleges to partake in.
With as little as 12% of care leavers entering higher education we should all be looking at ways in which we can support looked after children (LaC) from an early age.
Choosing which path to pursue after sixth form or college can be a stressful time for students.
Taking part in a Widening Participation programme was one of the best things I decided to do over the summer of 2017.
“Contextual admissions” is currently something of a hot topic in higher education.
The Office for Students has launched a new website for prospective students called Discover Uni.
Students usually begin the process of applying for university in the last two years of school and teachers play a key role in supporting this process.
As someone who has answered hundreds of phone calls in the past from students on A level results day.
Two new apps have been released by the Universities Minister in a bid to simplify the wealth of information surrounding university and career choices for students.
the Russell Group launched a new interactive website to host its Informed Choices guide.
In this post, Anais Banag, a fourth-year law student at Edinburgh Law School, shares her experience of being involved with ‘Access to the Professions’.
One of the subjects we’ve been asked about most just recently is Degree Apprenticeships. What are they? Are they right for your students? And how do your students apply for them?
It might be argued that writing a personal statement is something of a guessing game. Students know very little about those who will read it.
The name of the test which many universities require applicants to take for their medical and dental degree programmes has changed from the UKCAT (United Kingdom Clinical Aptitude Test) to the UCAT (University Clinical Aptitude Test).
When encouraging young people to pursue higher education, in whatever form that might be, we’re often faced with a barrage of questions asking how, and more importantly why, they should do so.
We hope that you find our free Advancing Access resources useful. As we are not the only provider of higher education advice and information, we thought that we would present you with a summary of some of the best other sources.
If ever there’s a situation where universities and schools are talking a different language when it comes to a given topic, we see part of our job as being the interpreter.
The first article in a blog is rarely the most interesting one – I dare say that this will be no exception…
