example ucas personal statement geography

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Geography Personal Statement Examples

Use these Geography personal statement examples as an inspiration to write your own for the UCAS application . Below you can find real 4 personal statements for the geography course.

My deep belief in the significance of geography in today’s world drives my desire to pursue a degree in the field. Many global issues, including population growth, sustainability, environmental degradation, resource depletion, and natural disasters can be understood through a geographical lens. Furthermore, many natural disasters occur as a result of disregarding the advice of geographers, for example, constructing homes on floodplains, altering water courses, or building nuclear power plants in earthquake-prone areas. The importance of geographical knowledge and understanding for our future well-being cannot be overstated, and the subject appeals to me both for its intrinsic interest and its relevance to our daily lives.

My specific interests include geographical economics, globalisation, and the impact of technology on shrinking the world and creating multicultural societies. Additionally, geographical knowledge allows us to recognise the disparities in the human world, which may become more pronounced as resources become scarcer. With the planet being a finite resource and technology not able to solve all our problems, it is crucial for us to consider the sustainability of western consumption and the effects of climate change, as well as the aftermath of natural disasters such as earthquakes, tsunamis, and volcanic eruptions. However, there is no subject more exhilarating than the dynamism of the Earth.

Academically, I am strong and have held various positions of responsibility at school. As a high achiever in the Geography Department, I led a field trip for younger pupils last year. I have coached the year 8 hockey competition at my school and served as captain of the hockey team. I had the opportunity to gain hands-on experience in the field of construction during my work experience at a company in London. I conducted building surveys, visited job sites, and learned about the company’s computer system, giving me a glimpse of what it’s like to work in the industry. Additionally, I attended meetings with professionals and visited other companies, further expanding my understanding of the field. Prior to this, I had a placement at a retail store where I worked in a team and received customer service training. These experiences provided me with valuable insights into the job market and taught me the skills necessary to be employable. The transferable nature of many of the skills involved in geography is what drew me to the field, as it opens doors to various possible careers.

In my free time, I am an avid sports enthusiast, with a particular interest in football and hockey, and I am always committed to staying physically fit. Fishing is another hobby that I enjoy as a means of relaxation. I also love to travel and experience different cultures, having had the opportunity to visit Japan on a school trip and various parts of America, including school skiing trips. I am a beginner piano player and I am currently in grade 2. Additionally, I always strive to stay current in my field of study by following the latest developments and trends.

Personal Statement Example for Geography

I have always been fascinated by the subject of Geography and it has been the school subject that has inspired me the most and in which I have achieved the highest grades. The subject holds great intellectual interest for me, but it also seems to be of great importance and relevance in today’s world. Sustainability is an issue that I believe is of the utmost importance and I would like to pursue a degree course that will deepen my understanding of current problems and potentially enable me to contribute to their solutions. I am interested in all aspects of Geography and am considering a career as a teacher of the subject after completing my degree. I believe that geographical and environmental knowledge is essential for any 21st-century individual, as our survival depends on it. I hope to use my training to guide others towards a responsible attitude towards the world we inhabit.

I am aware of the ways in which the environment is changing and the significance of natural disasters, as well as the human implications of poverty and the gap between MDCs and LDCs. I hope that a degree course would delve into the questions of sustainable development, environmental protection, the geopolitics of water usage, carbon management, the development of alternative fuels, recycling, climate change, and the relationship between trade, business and sustainability. The subject also delves into the field of ethics and politics. I also hope to explore how ecosystems function and how technology can be used for conservation rather than being viewed as an enemy. All of these issues are of great importance to me and have inspired me to apply for a degree in Geography.

I am passionate about geography and have had the privilege to travel extensively in Europe and America, which has given me a glimpse of the world’s geographical diversity and how it affects human habitation. I have participated in conferences on tectonic plates and urban geography, as well as in many Geography professional events at the Royal Geographical Society in London. Through my work experience, I have come to believe that teaching is a career path that I would enjoy. I have held leadership roles in my school, which have helped me develop both academically and personally. I am determined, and dedicated, and have a strong academic record. As the first in my family to consider a university course, I am hardworking, organised, and socially responsible.

In 2008, I had the opportunity to go on a trip to Iceland where I saw firsthand the effects of pollution on glaciers, and was able to visit many sites that were fascinating to a true geographer. It was an extraordinary experience to visit a terrain that was so different from what I was used to. I have also been fortunate to follow geographical topics whenever I can. I read newspaper articles on all geographical subjects eagerly, and I attended a conference on the workings of tectonic plates, and another on “Understanding Cities.”

My working experience has led me to believe that I would enjoy a teaching career. I worked briefly at a primary school in Wandsworth, carrying out a number of supervisory tasks such as guiding and organizing children’s play and work, taking part in sports day and helping with school assemblies. The job calls for patience, good time management, and the confidence to make decisions. At my own school, I hold a number of positions of responsibility, all of which have helped me to mature both as a student and as a human being. I enjoy reading and I am a runner and have raised money for charity in several races.

Human Geography Personal Statement Example

Choosing to pursue a degree in Geography was an easy decision for me, as it combines my interests in current affairs and the social sciences. I am captivated by the dynamic and ever-changing nature of geography and its ability to bring together social, environmental, and economic disciplines. My particular interest lies in social and political geographies, but I understand the importance of understanding both physical and human worlds in order to fully grasp the subject.

I have always enjoyed engaging in debates, and my involvement in debating societies since high school has helped me develop an understanding of different perspectives. One notable experience was creating a video with my peers in support of nuclear power as a sustainable energy source in relation to climate change. The video was entered into a national competition and I was fortunate enough to attend the Nuclear New Build 2016 conference in London, where my group was awarded the third prize. This experience gave me valuable insight into the cutting-edge research being done in the field of nuclear power and its importance in gaining energy security in the UK.

Fieldwork is another aspect of geography that I find particularly intriguing. I have conducted studies on the River Chew, specifically looking at how it changes downstream and the human influences on its pH levels. My study revealed that more agricultural and industrial areas resulted in a more acidic river, reinforcing my hypothesis. Additionally, my studies in economics, specifically poverty, human development, and globalization, have sparked my interest in social issues.

I have also had the opportunity to learn about other cultures through various experiences. In 2013, I spent a week on an exchange in Germany, where I worked in a local primary school, which helped me become more independent, observant, and responsible. I am also planning to trek around Greece and Albania to achieve my Explorer Belt, a prestigious award in scouting which requires careful planning, teamwork, and perseverance.

I am actively involved in the scouting movement and have taken on various leadership roles. I am a fully qualified Young scout and have gained my first Chief Scouts Award. Through this, I have participated in many activities such as classes in Astronomy, international trips, and planning and completing a two-day expedition. I strongly believe that these experiences and responsibilities have shaped me as a person and have given me the leadership qualities and determination to achieve my goals in my chosen field of study.

Personal Statement for Geography Course

Geography is a subject that has always deeply interested me, as it relates to almost everything in everyday life. Growing up in Southampton, close to the coast, I have had many opportunities to study and explore landmarks such as Lulworth Cove, Durdle Door and Old Harry Rocks. I have also been on field trips to Studland, and South Wales to study various geographical concepts such as succession in a psammosere, urban land uses, rivers, soils, deindustrialization, and urban land uses.

I have been passionate about music since a young age and have been playing the drums for over eight years. In 2001, I achieved a grade 8 standard and grade 5 music theory. In 1998, I joined the Youth Wind Orchestra (DYWO) and had the opportunity to play in the millennium concert at the Royal Albert Hall in 2000. Through DYWO, I have met many other young musicians and teachers from all over Southampton and have learned new percussion instruments such as timpani, vibraphone, and congas. I am also involved in various bands and ensembles in my school and have played at parties and functions with my own rock band.

I went on a two-week work experience with “The Band of the Royal Corps of Signals” in Blandford, where I played the percussion and had the opportunity to participate in Prince Philip’s 70th birthday celebrations at Cardiff castle. Although I have chosen not to pursue music as a career, I have gained valuable experiences and financial gain through playing in shows and teaching regularly.

I have also worked in a small village shop for a year and in the cafeteria at Monkey World, a local zoo for primates. During the summer, I was also chosen to supervise a newly built play area at Monkey World, which was a challenging but rewarding experience.

I have had the opportunity to travel to various countries such as Spain, Argentina, Poland, and Italy on family holidays. During my gap year, I plan to work to save up for more travel experiences prior to starting university.

How to Write a UCAS Personal Statement [With Examples]

example ucas personal statement geography

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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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10 Top Tips for a Cambridge Geography Personal Statement

Your Cambridge personal statement is a crucial component in your university application as it gives you a chance to articulate why you’re particularly interested in Geography and to distinguish yourself from other applicants. Additionally, it offers the Cambridge interviewer a focal point to base discussions about your personality, interests and deduce your commitment to Geography. To help guide you through the process, our Cambridge application experts have compiled a list of top 10 tips for everything you should do and not do for your Oxbridge Geography Personal Statement for the Cambridge 2024/25 application cycle.

Geography is a course that focuses on some of the biggest challenges facing our planet, from food security, climate and biodiversity emergencies to pandemics and globalisation, and social inequalities and urbanisation to volcanoes and melting ice sheets. Your Geography personal statement could demonstrate the link between these domains and more. Moreover, when planning out your personal statement, make sure you research Cambridge’s achievements in the field of Geography and include it into your writing to illustrate your interest in studying Geography at Cambridge. For example, the department holds themselves to a high academic standard and many graduates are employed the year after graduation.

Almost all Cambridge colleges that admit undergraduates will accept applications for Geography. The current exception is Peterhouse College. Newnham College and Murray Edwards College only accept applications from women. Wolfson College , Hughes Hall College and St Edmund’s College only admit students who are over 21 at the time the course starts. In some years, certain Colleges have more Geography students than others, but the pattern fluctuates from year to year.

Cambridge no longer requires Geography applicants to complete a pre-interview assessment. However, some Cambridge colleges may ask applicants who are invited to an interview to submit one or two examples of your written work from a relevant A Level/IB (or equivalent) course. Therefore, your geography personal statement is essential in making a god first impression on admissions tutors. We’re here to help, whether it’s through a cambridge geography personal statement check or reading on for our top tips.

Top 5 Tips for a Cambridge Geography Personal Statement

Tell your story.

Think about what drew you to study Geography at Cambridge in the first place. What skills or experience do you have that are worth mentioning? Cambridge admissions tutors are looking out for personal experiences against a high academic background. Consider your future career plans, extra-curricular work, and why you chose to study at Cambridge over all other universities.

What makes you suitable

In your personal statement, you must demonstrate what sets you apart from all other aspiring Geographers. Since Geography is such a multi-disciplinary subject, there are many things to mention from globalisation, to inequalities, to wealth divide and more. Remember to mention what interests you about Geography and any relevant skills or experience you have. This can range from extra reading to travelling, to academic skills.

Read around the subject you’re applying for

Since the competition at Cambridge University is so great, demonstrating you have undertaken extra-curricular work will benefit your personal statement. Examples include readings in topics within Geography that interest you, for example, urbanisation or the wealth gap. Click here for a list of books published by Cambridge University for ideal reading.

Proof read & read aloud your work

Once you’re happy with the content of your draft, check it, check it and check it again! Useful people to ask to proofread your work include a teacher in the field, a current Cambridge student, and a student who is studying Geography. By allowing people to take a look at your statement, they would be able to pick up mistakes or name improvements that you may have missed.

Why Geography

Since Geography is such a varied subject, write a little bit about what stimulated your interest, and consider the careers this degree will present to you. Most students end up working in varied careers, such as business, marketing and human resources, according to the Cambridge website.

Top 5 things to AVOID for your Cambridge Geography Personal Statement

Writing a list of achievements.

Don’t list things without expanding on them. It’s better to list fewer experiences but to expand upon what you learnt from those experiences. Make sure you link back to studying a degree in Geography as it will show Cambridge admissions tutors you have insight into what the degree will entail.

Don’t write anything that isn’t true

Don’t exaggerate. You may be asked to provide evidence of your stated achievements, or if you are interviewed you may be asked detailed questions about things you’ve mentioned. It will reflect poorly on you if you are caught out or if you are unable to answer questions about your personal statement.

Copying someone else’s personal statements

Don’t plagiarise. While you can look at geography personal statement examples, do not copy someone else’s UCAS personal statement or use something you have found on the internet. UCAS uses software to check every personal statement for plagiarism. If you are caught, your application will not be seen as genuine or authentic.

Not reflecting on or justifying your point

Explain points without repeating yourself. Expand on how you’ve acquired certain skills and why they’re important. Examples include, data collection and analytical skills. Remember, quality is always better than quantity- it’s better to expand on a few points than to list every point you can without going into detail.

Don’t sound unprofessional

Steer clear of slang, clichés and quotes. It will sound repetitive to Cambridge admissions tutors to hear about how students are “passionate” about their subject or that they have a “thirst for knowledge”. Write about your personal experience with your Geography journey, and allow the Cambridge admissions tutor to do the rest.

→ What is a Cambridge Geography Personal Statement?

A Cambridge Geography Personal Statement is a written statement that accompanies a university application to study geography at the University of Cambridge. The personal statement is an opportunity for the candidate to showcase their academic achievements, interests, and passion for geography.

→What should be included in a Cambridge Geography Personal Statement?

A Cambridge Geography Personal Statement should include the candidate’s academic achievements, their relevant work experience, any relevant extracurricular activities or hobbies, and their passion for geography. The statement should also highlight the candidate’s interest in the course and their future career aspirations.

→How long should a Cambridge Geography Personal Statement be?

A Cambridge Geography Personal Statement should be no longer than 4,000 characters or 47 lines of text, whichever comes first. This includes spaces and punctuation.

→How important is it to proofread my personal statement?

Proofreading your personal statement is extremely important as it shows attention to detail and a commitment to presenting your best work. It is recommended that you read your personal statement out loud to catch any errors or awkward phrasing.

→What are some common mistakes to avoid in a Cambridge Geography Personal Statement?

Common mistakes to avoid in a Cambridge Geography Personal Statement include making general statements without providing specific examples, using cliches, copying or plagiarizing content, being too informal or using inappropriate language, and not proofreading thoroughly.

→Why is the personal statement important for a Cambridge geography application?

The personal statement is an important component of a Cambridge geography application because it allows the admissions team to assess the candidate’s suitability for the course. The personal statement also provides an opportunity for the candidate to demonstrate their motivation and passion for the subject.

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UCAS Personal Statement and Examples

What is the ucas personal statement .

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

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

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

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

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

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

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

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

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

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

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

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

The Courtroom Exercise

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

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

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

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

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

A: What is the A ctivity?

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

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

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

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

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

FREQUENTLY ASKED QUESTIONS

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

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

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

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

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

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

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

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

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

UCAS PERSONAL STATEMENT EXAMPLE FOR CHEMISTRY

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

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

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

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

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

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

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

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

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

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

UCAS PERSONAL STATEMENT EXAMPLE FOR VETERINARY MEDICINE

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

UCAS PERSONAL STATEMENT EXAMPLE FOR AERONAUTICAL ENGINEERING

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

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

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

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

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

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

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

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

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

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

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

UCAS PERSONAL STATEMENT EXAMPLE FOR ECONOMICS AND SOCIAL POLICY

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

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

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

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

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

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

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

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

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

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

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

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

UCAS PERSONAL STATEMENT EXAMPLE FOR HISTORY OF ART & PHILOSOPHY

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

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

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

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

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

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

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

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

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

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

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

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

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

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

UCAS PERSONAL STATEMENT EXAMPLE FOR LIBERAL ARTS

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

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

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

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

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

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

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

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

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

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

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

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

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

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Geography Personal Statement

‘Geography students hold the key to the world’s problems’ – Michael Palin. I have had a passionate interest in Geography since beginning high school at St. John Plessington; this and many documentaries have influenced my interest with the subject and inspired me to carry on my studies with it. This is a factor that has allowed me to show more enthusiasm in the subject which is exactly why I would enjoy a career relating to Geography.

I look forward to problem solving based learning, such as environmental impacts and sustainability within certain aspects of the course. Helping out with Eco-club with years 7-9 has allowed me to develop an interest within the field of study and improved my communication skills and leadership skills, as I have had to work with multiple students of different ages and abilities.

I am currently studying English Literature, Geography and Psychology. I thoroughly enjoy the challenges and different approaches to learning in all three subjects as they all allow an insight into how I learn. In English there are many group based activities, this has allowed me to grow as a communicator and to take responsibility for the group. Also English has helped grow my analytical skills as the work is based on the reader’s interpretation. Whereas in Geography the subject is based more on independent study which depends on organisation and time management skills, such as research into causes and effects into conflicts. In Psychology lots of the work has been formatted as presentation work, enabling me to establish more confidence and challenge me to do more public speaking activities. For example, my group was tasked with creating a presentation on schizophrenia. In this presentation I prioritised tasks and split the workload between the group, this shows responsibility and leadership style qualities as well as patience to work with others as a team. I enjoy independent research more as it allows me to work at my own pace and to my own standard. It also gives me the freedom and creativity to shape my work to how I want it.

Outside of my studies I play for a local football team which heavily relies on fluent commination and team work as in sports it is an integral part of the game and is the key to success. This helped me develop decision making skills, especially in high pressure situations. One factor contributing to my interest in studying Geography is due to visiting several different courses on open days at John Moores , and being the most interested by Geography.

During my Geography studies, I took part in a field test with my classmates. This involved obtaining data and analysing it within a group. In my work experience at Cammell Laird, I worked as part of a team of naval architectures, this offered valuable insight into the role communication and team work in a heavy industry and allowed for me to have insight into life in a competitive working environment. Outside of education I have developed multiple skills through my part time job in a kitchen showroom which have fluently transferred into my work life; skills such as a hard working ethic that has allowed me to be more responsible and manage my workload properly and efficiently.

As well as a part time job, The Duke of Edinburgh award has helped me to learn about resilience and team leadership. During DofE I have had to volunteer in both a farm to help rear animals and to grow a vegetable patch, these experiences have benefitted me with my outlook on life as I now am a more organised, social and deterministic person with a great work ethic.

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It is clear our climate is changing at a rate and to a level never experienced by our planet. Temperature increase is faster than Earth has ever experienced and CO2 concentrations have reached new heights. It is intriguing that we have entered unchartered areas and my ambition is to understand what the future holds.

My interest in the rapidly changing climate conditions led me to Dr James Hansen, who recently published a paper entitled Ice melt, sea level rise and superstorms. He discusses the impact of ice sheet melting in Greenland and Antarctica, both consequences of warming. He assessed the possible impact of ice melting on the Atlantic Meridional Overturning Circulation (AMOC). He made me aware that this melting could halt the AMOC, driving superstorms far more powerful than any of modern time. I found this evaluation striking and it proves if we don’t change our habits we will put our lives at risk. It inspired me to join a campaign in which I sent an email to HSBC highlighting environmental problems caused by their investments, and how vital it is they change their attitude towards climate change. This was driven by a desire to contribute to reducing anthropogenic warming.

My concern for climate change led me to pursue an online course entitled ‘Climate Change’ by the University of Exeter. The new engaging content allowed me to develop my independent study skills, while furthering my knowledge. This introduced me to climatology, a new found strand that captured my attention leading me to A Very Short Introduction: Climate, which introduced me to how our climate system functions. The El-Nino-Southern Oscillation (ENSO) is discussed and the socio-economic implications of El-Nino events on countries in Asia and Pacific region became of particular interest to me. The event caused inflation in India; my knowledge of Economics allowed me to understand the adverse effects this has on an economy. Reinforcing my belief that the human population and the physical environment are entwined and showing climate systems have great power over our lives.

I uncovered that climate change is an increasingly important factor in urbanised areas. Further illustrating the interaction between the human population and physical environment. It is clear urban areas are crucial to the world economy. This prosperity could be undermined by climate change, a process to which urban areas contribute hugely. The process pushes people to the cities, as they escape the uncertainty of rural life caused by increasingly frequent extreme weather events, such as drought. They are driven to equally vulnerable urban areas. A World Bank article showed the 20 most vulnerable cities, I was initially shocked that the ever sinking Venice did not feature. After research I found that Venice is investing in the MOSE Project, which will protect the city and thus does not feature on the list. I am amazed that despite our knowledge we choose to base such fundamental parts of our world economy in vulnerable areas; with our decisions putting livelihoods at risk. It made me recognise how vital it is to our world economy that we change our attitudes. A huge challenge my generation will face, which I am determined to be involved in.

Outside academic study, I have participated in team sports which has required commitment and motivation, skills that can be transferred to a university setting. Part time work in customer service has developed my communication skills and confidence. Balancing my time between work and study has helped me hone my time management skills.

Equipped with a desire to understand our ever shifting planet, along with the skills I have acquired and a thirst to develop my knowledge, I believe I will be able to thrive in a university environment.

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Geography Personal Statement
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Geography Personal Statement Advice
Show the real you. The University of Southampton is looking for a similar blend in your geography personal statement: ' A high quality piece of writing that outlines your interests in geography, your extracurricular pursuits, and something of what makes you distinctive as a person.'. A good way to do this is to write about something that ...
Geography Personal Statement Examples For UCAS Application
Human Geography Personal Statement Example. Choosing to pursue a degree in Geography was an easy decision for me, as it combines my interests in current affairs and the social sciences. I am captivated by the dynamic and ever-changing nature of geography and its ability to bring together social, environmental, and economic disciplines.
Geography Personal Statement Examples
Geography Personal Statement Example 11. The immense size and complexity of the world, its societies and how they function never fails to amaze me. I am living in a crucial period of the history of resource management. This is a serendipitous time for generating more sustainable methods of harnessing, distributing and consuming the earth's ...
Geography Personal Statement Examples
UCAS personal statements are changing: here's what you need to know Personal statements are set to become a ... PERSONAL STATEMENT EXAMPLES Geography personal statements . Discover personal statement examples written by students accepted onto geography and related courses. Read through the examples to help shape your own personal statement.
Geography personal statements
These geography personal statements are written by real students. Among them you will find personal statements that have formed part of successful applications to universities such as Manchester, Aberdeen and King's. Bear in mind, these personal statements are presented in exactly the way they were originally submitted to Ucas.
BA Geography Personal Statement
BA Geography Personal Statement. Submitted by Amelia. As an eleven-year-old, I travelled to the Cape Verde Islands. As soon as our plane began to descend, I was astonished by the diverse landscape below me. An abundance of questions burst into my mind: how was this desert-like island created?
Geography Personal Statement 5
Geography Personal Statement. The immense size and complexity of the world has always fascinated me. As such, I have developed a deep appreciation of the rich interactions between the human and physical realms when studying Geography. To supplement my curiosity, I read National Geographic and enjoy publications of widely acclaimed scientists ...
Writing a geography personal statement: expert advice from universities
Tell admissions tutors why you want to study geography: you can impress them more by demonstrating a genuine interest in the subject. Dr Andrew Russell, undergraduate admissions tutor for the school of geography at Queen Mary University of London, says: "I like to see students' motivations and ambitions in personal statements.
How To Write Your Undergraduate Personal Statement
Just start by showing your enthusiasm for the subject, showcasing your knowledge and understanding, and sharing your ambitions of what you want to achieve. Avoid cliches! Remember, this opening part is simply about introducing yourself, so let the admissions tutor reading your personal statement get to know you. Keep it relevant and simple.
How to Write a UCAS Personal Statement [With Examples]
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.
Successful Personal Statement For Geography At Oxford
Geography Personal Statement. Geography is outward-looking, dynamic and topical. It allows me to gain insight into daily news stories on immigration and Middle Eastern conflicts for example, by highlighting their complexity and the challenge to find and evaluate solutions to these problems for the future. The diversity and vital relevance of ...
Geography Personal Statement Examples
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Geography Personal Statement Example 33
Geography Personal Statement Example 33. In an increasingly connected world, global issues feel larger than ever. The way in which. Geography encompasses and provides solutions to these issues is something I believe is key for. the future of the Earth and as such a Geography degree is something that particularly appeals.
Top 10 Personal Statement Tips for Cambridge Geography
A Cambridge Geography Personal Statement should include the candidate's academic achievements, their relevant work experience, any relevant extracurricular activities or hobbies, and their passion for geography. The statement should also highlight the candidate's interest in the course and their future career aspirations.
UCAS Personal Statement and Examples
The Universities and Colleges Admissions Service (UCAS) Personal Statement is the main essay for your application to colleges and universities in Great Britain. UCAS gives a nice explanation here, but in short, this is your chance to stand out against the crowd and show your knowledge and enthusiasm for your chosen area of study.
Geography Personal Statement Example 21
Geography Personal Statement Example 21. From the dry, arid Saharan desert, to the cold, unforgiving Arctic, the world is home to a diverse and breathtaking range of environments. The astonishing array of landscapes across the globe are home to a staggering 8.7 million species. It is the extraordinary variety of the physical world which I find ...
UCAS Personal Statements
UCAS Personal Statements. This part of the UCAS process is crucial to your application, as it tells university departments why you want to study geology. The personal statement is limited to 4,000 characters, equating to about 600 words. ... Studying AS or A-level geology or physical geography; Trips you have been on with school, ...
BA Geography Personal Statement
Inspire your BA Geography personal statement with our UCAS examples and learn from previous students who have already applied to university. Order Prospectus; Course Degree Quiz; ... PERSONAL STATEMENT EXAMPLE BA Geography Personal Statement . Submitted by Amelia . All Geography Statements Search Geography Courses .
Geography Personal Statement
Geography Personal Statement. 'Geography students hold the key to the world's problems' - Michael Palin. I have had a passionate interest in Geography since beginning high school at St. John Plessington; this and many documentaries have influenced my interest with the subject and inspired me to carry on my studies with it.
Geography Personal Statement Example 2
Geography Personal Statement Example 1. At first glance, my A Level choices appear scientifically biased, but they underpin key topics studied in Geography. I enjoy investigating the theories of global economies, population and poverty. The mathematics I have studied enables me to manipulate raw data meaningfully.
Geography Personal Statement Example 18
Geography Personal Statement Example 1. At first glance, my A Level choices appear scientifically biased, but they underpin key topics studied in Geography. I enjoy investigating the theories of global economies, population and poverty. The mathematics I have studied enables me to manipulate raw data meaningfully.
Geography Personal Statement Example (Oxbridge)
This personal statement is unrated. Climate change and urbanisation demonstrate our planet's dynamic nature. My passion for Geography comes from a desire to understand these changes and the social, economic and environmental issues they bring. It is clear our climate is changing at a rate and to a level never experienced by our planet.