Detailed selection criteria vary from subject to subject but in all we are looking for:

academic ability and potential; motivation and suitability for the chosen course; commitment and self-discipline.

Admissions Tutors are looking for the students they believe:

have the most academic potential are best suited to the course they applied for will most benefit from what we're offering, whatever their background

Most references will contain the following information:

their opinion of your suitability for a particular profession (eg you've demonstrated your dedication and calm nature for nursing) your proposed career plan - if you have one - so make sure your referee is aware of your career ideas and any work experience career plan : Solicitor/barrister -> shadowing a local barrister; file study, interest in current legal issues (school essays/class debates) Summer training program courtesy of The National Students Council of Romania Students Lawyer -> Trained in Romanian and European legislation regarding human/ children/ students rights and how to get involved with defending them + informing other students. ; team work; contributed to improving the Students Lawyer Rules and Regulations.

your performance in individual modules or course components ability of acquiring and developing a vast literary vocabulary : results in English, History, Logics, Culture and Civilization and Romanian Language Olympiads (+ skills achieved -> to be further discussed in more depth ) actively involved in the process of editing and developing the schools magazine Public Speaking competitions (+skills) ; English Kangaroo as a multiple-choice contest -> the ability of mathematically synthesizing and combining different types of information Model United Nations (M.U.N) as a free debate conference -> English speaking skills, public speaking skills ; the ability of sending across a convincing point of view on important social/legal issues of the modern world Essay writing skills (+details)

We're looking for an indication of your ability to think critically and independently, and your willingness to argue logically while keeping an open mind to new ideas as well. You also need

self-discipline, motivation and commitment, and the desire and potential to go beyond what you've learned so far. we're looking for students who really want to learn about the subject they've applied for and aren't just interested in the degree at the end important though this is. Think carefully about why you've chosen your course. Instead of selecting the course you think you ought to do, think about which subject you're most passionate about and want to study for the next few years purely for enjoyment.

Writing references
Practical advice on writing informative references
If you have been asked to write a reference for an applicant, please read through the advice below before starting. The advice is intended for all referees, including tutors, employers, careers advisers and other suitable persons. Please follow the guidance that is relevant to the applicant requesting the reference. UCAS references are designed to provide universities and colleges with an informed and academic assessment of an applicant's suitability for further study. It is the only part of the application that the applicants do not write themselves. Universities and colleges are looking for the following key facts about a student:

their academic performance in their post-16 education 11th grade average : 10

their potential for academic success in higher education why the course they have chosen is suited to them any personal qualities which will benefit them at university, such as skills, aptitude, enthusiasm
o

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Comenius international project ->still in touch with project members -> teamwork ; ability of communicating in English, French, Spanish, German ; active ; open-minded ; high-spirited ; tolerant; ability of creating contacts and sustaining relations. Class debates /speeches/ attitude towards colleagues/ initiative in class issues Relationship with other colleagues/ teachers

what they can bring to the university, such as extra-curricular activities and interests.
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Student body president ; Volunteer work ( County Direction of Youth and Sports; volunteering projects : ecology, fundraising ) -> Genuine interest in helping others and creating a better environment ; persuasive ; strong communication skills Piano , Drama, Television lessons

Read the whole application so that you can understand the applicant's intended career direction, chosen courses and preferred places of study. When writing your reference, you do not need to repeat any of the information that the student has given, unless you want to comment on it. Please note that you should not include a direct reference to any particular university or college, because at this stage we do not allow them to see the identity of the other institutions to which an applicant has applied and they will all read your reference. If you are writing a reference for an international applicant, please write in English. If the applicant's first language is not English, please comment on their ability to write and speak in English, and indicate if any of their studies were taught in English. If you teach the applicant now or taught them prior to their taking a break from education, please give details and describe how they compare with others in their class. If you are supplying the reference from a school or college it can be useful to include brief details about the school/college, such as:

size and type of school/college number of students in student's year group and/or class sizes, and the proportion typically progressing to HE typical number and patterns of qualifications taken by students information about school policy such as certification of AS levels contextual information about the catchment.

If the student's own situation is different to the typical school policy, it is helpful to give details of this. If you choose to enter details about the school/college, please ensure that they are succinct, as the reference should focus mainly on the applicant rather than the centre.

Describe their suitability for the chosen courses

The most important part of your reference is your assessment of the applicant's suitability for the higher education courses they have chosen. We recommend that you consider including the following points.

Proposed career ambitions, attitude, motivation and commitment. If relevant, your opinion on their suitability for this career path. Past achievement and current activities, with particular reference to subjects relating to the courses for which they are applying. Any supplementary information about their qualifications and study which they have not already described in their application. Relevant curriculum enrichment and related skills such as work experience, voluntary work.

Students are asked to state any disabilities or special needs in a separate part of the application. Students are not obliged to disclose such information on their application; however, early disclosure gives the universities and colleges more time to prepare and arrange the support that a student may need. Some referees may wish to mention the student's learning difference or disability in an academic context, such as how they currently cope at school or college. Many courses provide details of the selection criteria and attributes they are looking for in their prospectuses, websites, or Entry Profiles. This may be a helpful starting point, particularly if you are constructing a reference for a course that you have little prior experience in recommending an applicant for. When writing a reference for any applicant, including those outside the UK, please remember that, under the Data Protection Act, the applicant can ask for a copy of the reference and any other personal information that we have about them. If the application, including the reference, has any information missing, or has any false or misleading information, we and the universities and colleges have the right to cancel the application and withdraw any offers without reimbursing the application fee.

Predicted grades
You only need to enter information in this section if the applicant is currently studying or is awaiting results. Each pending qualification that the applicant has entered on their application will be listed in the reference section. Please select / enter the predicted grade for each qualification listed. If you cannot provide predicted grades, this section can be left blank.

It is helpful if referees are honest and clear about particular subjects students are having difficulty with. If a low predicted grade is accompanied by a glowing reference it can be difficult to see the relationship between the two. Therefore it is useful if referees are able to say in the reference why a student is achieving this grade, whether a higher grade is within their grasp and whether they have the potential and/or motivation to reach this higher grade. This can help universities and colleges take into account a student's potential as well as their previous performance. If a student's predicted grade is not a reflection of their true abilities, it is useful to state why the student has been disadvantaged and what their intellectual potential ought to allow them to get. This is also true in cases where a student is likely to improve in the time between the application being made and the exams taken.

Sample completed tutor references There are three sample finished references to view. You may like to read through these to get an idea about the part subject references play in the whole process. Natasha is an outstanding candidate, marked by the manner in which she combines a fiercely intellectual and conceptual appreciation of her academic studies with a wonderfully goodhumoured and personable approach to working with others. In English Language lessons, she engages at an impressively sophisticated level with texts, ideas and manners of approach - expressing her own responses in a strongly persuasive way, but always supportively receptive to the views of others. In both oral and written work, she already displays a distinctive critical voice. She is eager to challenge assertion and has excellent independent study skills which feed evidence into the support of her own responses. She is confidently predicted an A grade for A Level. Natasha has been equally impressive within her Theatre Studies course - both in terms of her commitment to dramatic aspects and to academic study. She has a flair for ensemble work - a good leader, diplomatic, she encourages focus and creativity in others. She has worked hard to improve the physicality of her acting, which, when combined with her strong vocal skills, produces powerful performances. She has a passion for historical/cultural research, and has already made notes well beyond the requirements of the course. She is capable of an A grade. She is a natural linguist, speaking and writing in Spanish with confidence and accuracy. She has a great interest in the culture of Spain , and has read widely in the literature of the nation. Natasha readily volunteers to class discussions, is supremely organised with written studies, and is certainly capable of an A grade at A Level. Although Natasha has not carried on her studies in Philosophy, she easily might have done so with success. She impressed with her passion for intellectual enquiry, detailed questioning, and perspicacious research skills. Natasha is an exceptional candidate for Higher Education. She has travelled widely - indeed, lived abroad for long periods of time - which, rather than disrupting her education, has significantly enhanced her appreciation of culture and ability to communicate in a confident and engaging manner. As well as taking part in a wide range of activities within the school community (such as editing and organising the school newspaper), Natasha has a committed local role in a dramatic group, symphony orchestra and wind band - and organises flute ensemble performances and other musical events. Indeed, she has a central involvement in anything which combines initiative and energy with intellectual and cooperative challenge. She loves learning for its own sake, fully reciprocates any interest shown in her progress, and will thoroughly enjoy and exploit the opportunities offered by a university community. She is unreservedly recommended for degree study. ________________________________________________________________________

Stephen is an engagingly modest student who shows an impressively mature approach to both his academic studies and his relationships with others. He capably balances his enthusiasm for his Sixth Form courses with a wide range of passions outside of college - and is a well-rounded, interesting candidate as a result. In his Physical Education studies, Stephen is valued as a mature, sensible student with an impressive work ethic. Thoughtfully quiet, but not shy, he is constructively respectful of others' views - yet able to articulate his own ideas in a clear and positive manner. His skills with others connect well with his abilities within teams: he is a talented all-round sportsman, and viewed as an "awesome" rugby player by the school coach. In his A Level Physical Education examinations, he is capable of a C grade this summer. Within Design and Technology, Stephen shows good manufacturing skills and an increasing understanding of the design process. He makes challenging choices in his designs, showing interest in the skills needed for success in the subject. Although he needs to speed up the rate he completes independent work, he is making steady progress. He is capable of a C at A Level. Within his ICT course, Stephen has developed a growing understanding of the role of technology within the business and educational world - and has developed a concurrent set of skills and techniques in the use of a wide range of software packages. His approach is uniformly positive, his attitude enthusiastic, and his skills have significantly improved - and are expected to make significant further improvements over the course of Year 13. He is predicted a D grade in the summer's A Level. Throughout Stephen's AS Mathematics course, he displayed his typical enjoyment of a challenge and determination to succeed. Though not a naturally gifted mathematician, he showed great quality in his diligence, determination and perseverance. He was regarded as an exemplary student in a subject he found hard: enthusiastic, open to advice, keen to experiment. Outside of school, Stephen displays admirable commitment to a range of activities. As stated, he plays rugby to an extremely high level - having achieved quite a reputation in local teams. He has a particular passion for windsurfing, which he is able to enthuse about with eloquence! Alongside this, he enjoys kayaking, sailing, and hones his nautical skills as a Sea Scout. He is also a dedicated devotee of Karate, and an amateur musician. As can be seen, he has a great deal to bring to Higher Education, and will certainly make full and enthusiastic use of all the opportunities offered him - both academic and extra-curricular. He is whole-heartedly recommended. ________________________________________________________________________ Billy is a confident, out-going student - keen to take part in a wide range of school activities, both academic and extra-curricular. He is a motivated, ambitious candidate, impatient with inactivity - making consistent contributions, in numerous ways, to the experiences of other students within the school. Billy shows commitment to a wide range of extra-curricular activities, but still impresses staff with his ability to maintain high levels of work within his academic studies. He is particularly effective in his self-organisation and in the initiative he brings to independent study. In General Studies lessons, he is valued as a positive and perceptive student, genuinely enthused by the concepts and details of the subject. He participates well in lessons, and articulates his own

responses to issues in a thoughtful and clear manner. He is predicted a grade C at A2 in the summer examinations. Staff within the History faculty view Billy as hard-working and well-motivated. He is knowledgeable, insightful, and particularly noted for his fine discussion skills. Although his written work can be variable, it always shows a firm grasp on the topics and the fruits of his inquisitive responses to ideas. His inter-personal skills within the group are especially remarked upon. He is confidently predicted grade C at A2. Billy has hugely impressed staff within the Art Department . He applies himself in a way that is both creative and assiduously hard-working. He is highly ambitious for his own success - indeed, his ambition has proved an extremely effective self-motivator. He has shown success in a wide range of media, and shown particular strengths in his careful preparatory work. He is willing to experiment and has developed a personal style which he presents effectively. He could achieve a grade A in this subject. In Mathematics, Billy showed an admirable level of determination. His genuine enjoyment of the subject helped him maintain a tremendous degree of effort - and his low grade was both unfortunate and unexpected. Despite setbacks, his approach was always both diligent and motivated - and success is expected in the retakes he has organised. Billy has shown a mature ability to engage in team work, particularly for the benefit of others. He is an active member of the school's student counsellor support system, helping younger students to deal with issues relating to their time in school, and has been a member of the school's Student Council liaising with staff and governors. Outside of school, he participates in a range of youth projects and outdoor activity schemes, displaying his commitment and confident inter-personal skills. There is no doubt that Billy would make the most of not only the academic aspects of Higher Education, but the opportunity to become a valued part of a new community.