Example Psychology Personal Statement

Example Psychology Personal Statement

Question 1: Why Do You Want to Study This Course or Subject? 

Psychology captivates me because so much about the mind and behaviour remains unknown. My interest was sparked by a Gifted and Talented lecture on Savant Syndrome and hemineglect, which revealed how scientific research can deepen our understanding of the human condition. Reading books such as ‘Thinking Fast and Slow’ (Kahneman, 2011) and ‘Impulse’ (Lewis, 2013) further intrigued me, particularly in exploring how cognitive biases and subconscious influences shape behaviour. The idea of how much control we truly have over our actions resonates throughout psychology, and I am eager to explore this in greater depth at university. 

Question 2: How have your qualifications and studies helped you to prepare for this course? 

Studying Mathematics and Biology has shown me the significance of statistical analysis in forming scientific conclusions, while Psychology has refined my ability to evaluate research methods critically. English Literature has developed my capacity to structure arguments concisely, an essential skill in psychological discourse. My academic engagement extends beyond the classroom - completing an EPQ on whether mirror neurons are the key to empathy allowed me to assess research such as Carr (2003) and ‘Mirroring People’ (Iacoboni, 2008). This experience deepened my appreciation for experimental design and the potential of technology to unravel abstract psychological phenomena. 

Oxford University’s UNIQ summer school provided valuable insight into undergraduate study, with seminars covering cognition and intergroup conflict. A lecture by Marcus du Sautoy on consciousness highlighted how interdisciplinary approaches can enhance psychological understanding. Attending these lectures reinforced my fascination with both brain mechanisms and social behaviour, inspiring me to further explore the intersections between cognitive and social psychology. 

Question 3: What Else Have You Done To Prepare Outside of Education, And Why Are These Experiences Useful? 

My interest in real-world applications of psychology was strengthened through my experience at Maudsley International, where I observed how clinicians are working to improve global mental health. Learning about the stigma surrounding mental illness in different cultures made me appreciate the importance of scientific advancements in changing perceptions. My voluntary work with Autism Anglia complements this, as I help to disseminate research while deepening my understanding of autism theories, including mirror neuron deficits. These experiences have made me aware of the profound impact psychology has on individuals and society alike. 

Beyond academics, my extracurricular activities have developed skills essential to psychology. My competitive nature has driven me to play sport at county level, reaching the national finals in athletics and hockey. Becoming the Suffolk 800m champion in 2010 and captaining multiple teams has taught me leadership, resilience, and teamwork. Coaching netball and tennis, as well as mentoring students in biology, has strengthened my ability to communicate complex ideas effectively and motivate others - crucial in both research and applied psychology. 

Involvement in theatre has further honed my communication skills. Playing lead roles in school and theatre productions, achieving distinctions in Grade 7 Speech and Drama and Grade 5 Musical Theatre, has enhanced my confidence in public speaking and my ability to understand and express different perspectives. 

Balancing these commitments has helped me to manage my time effectively while maintaining a healthy work-life balance. I look forward to continuing this at university, where I will be challenged academically and surrounded by like-minded peers in the dynamic and ever-evolving field of psychology. 

Example Politics Personal Statement

Question 1: Why Do You Want to Study This Course or Subject? 

Democratic progress across the world appears to be grinding to a halt. The legitimacy of Russian elections is increasingly questioned, with former Soviet leader Mikhail Gorbachev criticising Medvedev and Putin for undermining democracy to retain power. Meanwhile, US and EU efforts to promote democracy in the Middle East have met with little success. Post-Hussein Iraq, despite attempts at state-building, has seen the rise of Islamic State, described by Noam Chomsky as 'one of the results of the US hitting a very vulnerable society with a sledgehammer'. Conversely, China, despite extensive human rights violations, has emerged as one of the world's largest economies, raising the question of whether the success of a state depends on more than democracy alone. Politics intrigues me because it continuously evolves, demanding critical analysis of leadership, governance, and global ideologies. 

Question 2: How have your qualifications and studies helped you to prepare for this course? 

Machiavelli emphasised the importance of strong leadership, arguing that courage and intellect are vital qualities for a ruler. Jonathan Powell asserts that Machiavelli's ideas remain relevant today, particularly in leaders' ability to make difficult decisions without pandering to popular opinion. I enjoy debating the modern-day relevance of political thinkers and have explored a variety of political issues through my school’s debating programme. Competing in Slovenia against students from different countries on topics such as whether US military intervention poses a greater threat than Islamic fundamentalism, I noted striking differences in worldview between participants from the US and the Middle East. 

In the House of Lords, I participated in debates and submitted evidence to the Arctic Committee on the region’s economic and environmental future, gaining firsthand insight into UK parliamentary processes. Additionally, I was awarded a distinction for my ESB Level 3 in Spoken English, where I presented on whether the UK should leave the EU. 

As an Academic Scholar and recipient of my school’s 2015 Outstanding Academic Achievement prize, I have sought to integrate political analysis into my studies. English A-Level has allowed me to explore political dimensions in literature, particularly in Arthur Miller’s 'The Crucible'. Studying Spanish has highlighted the political power of language, particularly under Franco’s oppressive regime. Ethical debates also captivate me, and for my Extended Project, I examined capital punishment. While I found Kant’s retributivist justification compelling, I aligned more with Amnesty International’s critique, which exposed racial bias in the US legal system. As an active Amnesty International member, I firmly support abolishing the death penalty. 

Question 3: What Else Have You Done To Prepare Outside of Education, And Why Are These Experiences Useful? 

Last summer, I worked for my MP, helping him maintain strong links with his constituency. By reading letters and emails from constituents, I identified key local concerns and briefed him accordingly, assisting in the selection of issues to raise in Parliament. I also campaigned in Kingston’s Grove Ward for the July council by-election. Canvassing door-to-door proved significantly more effective than telephone campaigning, and I was struck by the high level of engagement with local politics. 

I gained further insight into governmental operations at the Department for Business, Innovation and Skills, where I observed the meticulous detail involved in drafting consumer protection legislation. These experiences have deepened my appreciation for policy-making and the challenges of governance. 

As House Captain and a school Prefect, I enjoy supporting younger students and have developed leadership, teamwork, and organisational skills. My passion for Politics extends beyond academics - it shapes my worldview and engagement with current affairs. I look forward to studying Politics at university, where I can continue to develop my understanding of governance, leadership, and political ideologies in an ever-changing global landscape. 

Example Music Personal Statement

Question 1: Why Do You Want to Study This Course or Subject? 

The relationship between a performer’s interpretation of a work and the influence of the composer’s life and character on the work intrigues me deeply. This connection was explored in a lecture-recital by Andreas Schiff on Beethoven’s Piano Sonatas, which I thoroughly enjoyed, as well as in Alfred Brendel’s discussion on the psychological components of Beethoven’s music. I believe the study of music is a blend of both intellectual inquiry and creative expression, and I am eager to explore this dynamic further at university. I am particularly drawn to the combination of performing, composing, and academic analysis, as I find that it is this intersection that makes music so diverse and exhilarating. 

Question 2: How have your qualifications and studies helped you to prepare for this course? 

I have developed a keen interest in both performing and music analysis. Through independent research, I have explored composers like Fanny Mendelssohn, studying feminist musicology and scholars such as Suzanne Cusick and Susan McClary. Cusick’s work, especially her discussions on the divide between the creative and scientific aspects of composition, has been particularly insightful and has shaped my approach to music analysis. This research has expanded my understanding of music beyond the A-level syllabus and has encouraged me to explore new approaches to scholarship. 

In addition to my academic exploration, I have composed a string quartet in an early Romantic style, inspired by my studies of Fanny Mendelssohn and Romantic music. My growing interest in later works has further influenced my compositional voice, especially as I listen to pieces like Mussorgsky’s ‘Night on a Bare Mountain’, Tchaikovsky’s Fourth Symphony, Richard Strauss’ ‘Death and Transfiguration’, and Stravinsky’s ‘Rite of Spring’. These works have inspired me to compose a programmatic piece about the events of 9/11. I also have an eclectic taste in music, incorporating popular styles into my compositions as a singer-songwriter for guitar and piano. 

Question 3: What Else Have You Done To Prepare Outside of Education, And Why Are These Experiences Useful? 

Outside of formal studies, I have sought out opportunities to broaden my musical experiences. I have performed in numerous venues, including the Purcell Room, St James’ Palace, the Royal College of Music, and the Royal Academy of Music. I am actively involved in both individual and group music, beginning with the piano and expanding to the violin and orchestra. I joined ‘The Voices Foundation’ and my school’s selective choir and consort group, and more recently attended the Eton Choral Course, where I had the chance to perform one of my own compositions. 

As House Music Captain, I direct my house choir and two ensembles, and last year I organised a fundraising concert for Tom’s Trust. I have also won several awards, including ‘Best Junior Soloist’ and ‘Best Senior Performer’ in our inter-house music competition. My limited experience in conducting has confirmed my belief in the vital role of the conductor in interpreting and imparting a work’s meaning to the performers. Valery Gergiev’s performances, which I attended in London and St Petersburg, inspired me to conduct ‘Locus Iste’ by Bruckner during the Eton Choral Course, and I found that conducting requires an in-depth study of the music. 

Through my work with Artis Education, a charity promoting music in schools, I’ve seen firsthand how music fosters creativity and helps develop identity. This experience reinforced my desire to pursue music at university, where I hope to immerse myself in both the academic and practical aspects of the discipline. 

Example Medicine Personal Statement

Question 1: Why Do You Want to Study This Course or Subject? 

Growing up with my autistic brother, I have witnessed the challenges he has faced, reinforcing the importance of tolerance, patience, and a holistic approach to health. This experience first sparked my interest in medicine, as I became aware of how essential it is to treat not just a disease but the person as a whole. My fascination deepened when I encountered Dr. Andrew Blackford’s work on DNA damage and repair through a video competition. This led me to arrange a placement in his laboratory, where I participated in experiments investigating the conservation of the BRCA1 gene across different organisms. The potential of CRISPR-Cas9 to revolutionise gene editing, which I explored in ‘A Crack in Creation’ by J. Doudna, raised ethical questions about genetic modification and the potential exacerbation of societal prejudices. For me, medicine is an opportunity to combine my scientific curiosity with the art of human interaction, and it is this that fuels my passion to study this dynamic discipline. 

Question 2: How have your qualifications and studies helped you to prepare for this course? 

My academic studies have provided me with a strong foundation in the scientific principles underpinning medicine. My EPQ on the causes of obesity, including defective leptin signalling and its relationship with cortisol, challenged the belief that obesity stems purely from a lack of willpower. During my work experience at Guy’s Hospital, I observed that despite the increasing national obesity rate, the number of bariatric surgeries remains static. This led me to reflect on potential biases against overweight individuals within the NHS and barriers to their effective treatment. During a bariatric clinic, I listened to patients’ frustrations about their limited ability to perform basic tasks, reinforcing the importance of compassionate, patient-centred care. 

My work placement in Obstetrics and Gynaecology at UCLH provided further insight into the complexities of medical practice. Witnessing an emergency caesarean delivery allowed me to appreciate both the surgical dexterity of doctors and the importance of empathy in reassuring anxious patients. Reading ‘Birth Day’ by M. Sloan deepened my understanding of pregnancy and childbirth, while an article in the American Journal of Nursing - ‘Second Stage Labour: Has Tradition Replaced Safety?’ - revealed how cultural tradition can sometimes take precedence over maternal well-being. This highlighted to me the importance of patient autonomy, a value I also observed during my GP placement. Instead of a traditional paternalistic approach, the GP I shadowed used patient-centred communication, adapting his language to explain long-term blood sugar control to a patient with diabetes. Inspired by this, I applied the same approach when explaining concepts to children during my three years as a volunteer classroom assistant. 

Question 3: What Else Have You Done To Prepare Outside of Education, And Why Are These Experiences Useful? 

Beyond my academic studies, I have sought experiences that have developed my ability to communicate, empathise, and work within a team - essential skills for a medical career. Volunteering at a stroke unit showed me that patient care extends beyond treating organic disease; rehabilitation and psychological support are equally vital. Befriending a stroke patient helped me appreciate the positive effects of interdisciplinary collaboration in delivering holistic patient care. Similarly, at a Revitalise centre for people with disabilities, I engaged with individuals from diverse backgrounds, further developing my capacity for empathy and active listening. 

Leadership and teamwork have also been central to my extracurricular activities. As House Captain, I have learned to balance responsibility, organisation, and collaboration. Additionally, I have combined my passion for baking with education, running classes for students and staff to raise money for local charities. These experiences have honed my ability to interact with people from all walks of life, a skill that will be invaluable in medicine. 

Through all these experiences, I have developed the scientific knowledge, practical skills, and interpersonal abilities necessary for a career in medicine. I look forward to embracing the challenges of medical school, where I can continue to explore the intersection of science and compassionate patient care. 

Example Law Personal Statement

Question 1: Why Do You Want to Study This Course or Subject? 

The Law does not exist in a void; it is wide-reaching and interconnected, touching everything we do. This complexity and breadth drive my curiosity and passion for the subject. Through my EPQ on regulation and access to mineral markets, I explored how small changes in international law can have significant real-world consequences. For example, conflict mineral legislation, while well-intentioned, initially restricted artisanal miners from accessing global markets, threatening livelihoods and economic development. This case study deepened my appreciation for the nuanced impact of legal frameworks and how they touch every aspect of our lives. 

Question 2: How have your qualifications and studies helped you to prepare for this course? 

My academic studies have allowed me to develop skills essential for success in Law, including critical analysis, structured argumentation, and extended writing. My A-levels have provided exposure to both financial and humanitarian aspects of society, such as the minimum wage’s role in balancing consumer protection with business constraints. Beyond the classroom, I have explored legal issues in depth. Through my work experience, I examined the practical implementation of GDPR at a GP Surgery and Dental Practice, working alongside professionals to update privacy policies and present findings to staff. This experience demonstrated the intricate balance between medical ethics, commercial interests, and legal compliance. 

To extend my knowledge, I read ‘Data and Goliath’ by Bruce Schneier, which highlighted pre-GDPR concerns about personal data sovereignty and introduced me to broader jurisprudential debates on state surveillance. I further engaged with human rights law through King’s College’s Pre-University Taster Course, where I debated the European Court of Human Rights' influence, including its rulings on prisoner voting and police kettling tactics. Personally, I believe kettling should be reserved for only the most extreme situations and even then, used sparingly. My exposure to such debates has strengthened my ability to evaluate legal arguments from multiple perspectives. 

Question 3: What Else Have You Done To Prepare Outside of Education, And Why Are These Experiences Useful? 

Law’s presence in everyday life became personally significant to me through the Equality Act, which enabled me to work on a laptop and reach my academic potential. This first-hand experience reinforced my belief in the importance of legal safeguards for equality. Additionally, my role as chair of my school’s Model United Nations honed my debating, diplomatic, and analytical skills, requiring me to think quickly and form persuasive arguments under pressure. 

Beyond law, I have succeeded in competitions such as BASE and the Student Investor Challenge, applying financial reasoning to decision-making. My involvement in a samba band and Bath Carnival’s planning team showcased my ability to engage with the wider community, where I developed software to record and analyse crowd numbers, leading to increased council funding. These experiences demonstrate my ability to process complex information, make connections across disciplines, and apply knowledge in innovative ways - qualities that will support my study of Law at university. 

Example English Literature Personal Statement

Question 1: Why Do You Want to Study This Course or Subject? 

Literature, for me, is not about celebrating life or escaping reality; rather, it is an art form whose primary preoccupation is death. It challenges our mortality and acknowledges our fear of dying. As T.S. Eliot notes, “Every poem [is] an epitaph.” We create literature to make immortal a part of ourselves, defying our otherwise mortal existence. In Virginia Woolf’s ‘Mrs. Dalloway’, Clarissa views Septimus’ death as an “attempt to communicate” - and I would argue that literature itself is an attempt to communicate in the face of death. This interplay of life and death is the reason I am drawn to literature, as it challenges us to understand and confront our own mortality. 

Question 2: How have your qualifications and studies helped you to prepare for this course? 

I first discovered the darkened fairytale in the works of Tove Jansson, which eventually led me to develop a deep appreciation for the short story. Through writers like Chekhov, the Modernists, and contemporary contributors to ‘Granta’, I came to see the short story as the most authentic literary form. Contrary to the idea that short stories are incomplete or truncated, I believe they offer the clearest representation of real life - unmodified by plot or neat endings. At their best, short stories provide the most direct version of the writer’s intent, offering a purity of style that allows for an immediate, unfiltered response from the reader. The brutal honesty of Woolf’s ‘Street Haunting’ and the disconcerting ambiguity of Joyce’s ‘An Encounter’ were significant influences on my desire to study literature. 

My engagement with Modernist literature has also led me to consider how form shapes meaning. Inspired by my studies of Eliot and Pound, I have researched how fragmentation in literary form mirrors a fractured perception of reality. I have explored critical perspectives such as Maud Ellmann’s analysis of stream-of-consciousness narration, which has deepened my appreciation for Woolf’s syntactical experimentation in ‘The Waves’. My research into unreliable narration, particularly through the works of Nabokov and Ishiguro, has allowed me to investigate how literature manipulates reader perception to challenge notions of truth and memory. 

In my exploration of literature, I have also reflected on the tension between different literary forms. While theatre shares the immediacy of the short story, I find it hard to reconcile theatre with literature. To me, they are separate art forms, each with its own intent. This reflection led me to initiate a discussion as President of my school’s Literary Society on the value of the New Historicist approach to literature. In this dialogue, I emphasised the importance of distinguishing between literary and non-literary texts, as well as between short stories and short plays, due to their differing intentions. For me, literature is a medium that strives for permanence through the engagement of the reader. Without the reader, a text cannot aim to achieve this permanence. 

Question 3: What Else Have You Done To Prepare Outside of Education, And Why Are These Experiences Useful? 

My academic interests have been shaped by both formal study and extracurricular involvement. As President of the Literary Society, I have facilitated discussions that challenge conventional interpretations of literature, such as exploring the value of New Historicism. This role has enhanced my critical thinking and communication skills, which will be essential in university study. I am eager to engage in the ongoing conversation of literary criticism and to continue exploring the ways in which literature resists the finality of death through its dialogue with the past. 

To further enrich my understanding, I have attended lectures at the British Library on the evolution of Gothic literature and its role in shaping ideas about death and the supernatural. I have also participated in a creative writing workshop on minimalist prose, where I experimented with Hemingway’s ‘iceberg theory’ to refine my own literary style. These experiences have reinforced my passion for literature and its ability to transcend time, allowing voices from the past to shape contemporary thought. 

Example Economics Personal Statement

Question 1: Why Do You Want to Study This Course or Subject? 

Economics fascinates me because it seeks to impose structure on a world that often defies it, much like how music transforms chaotic sound into harmony. Yet, events such as the UK’s pandemic recovery and the 2022 inflation shock reveal the limits of traditional models, reinforcing my interest in the evolving nature of economic thought. Reading Mariana Mazzucato’s ‘The Value of Everything’ challenged my understanding of productivity, prompting me to explore alternative metrics like the Genuine Progress Indicator (GPI), which integrates dimensions often overlooked in GDP. Similarly, Gerd Gigerenzer’s ‘Risk Savvy’ deepened my curiosity about decision-making under uncertainty, particularly his argument that heuristics can be adaptive rather than irrational, which made me consider the sensitivity of how risk is communicated in public policy. The interplay between theory and application, as well as the ongoing process of refining economic models through multiple analytical lenses, fuels my desire to study economics at university. 

Question 2: How have your qualifications and studies helped you to prepare for this course? 

A-level Economics has grounded me in the discipline while exposing its limitations. For instance, the Phillips Curve suggests an inverse relationship between inflation and unemployment, but during the 2022 inflation surge, this did not hold true. In my EPQ, I analysed UK wage and price trends and concluded that pandemic-era supply chain disruptions and energy shocks had overridden demand-side inflation mechanisms. The need for macroeconomic models to adapt is a theme I'm exploring further in my video submission for the Royal Economic Society's Young Economist of the Year competition.  

MIT’s ‘Introduction to Probability and Statistics’ honed my ability to interpret economic data beyond my Maths A-Level. As part of the course, I tested the limits of econometrics by examining the relationship between government debt and growth using Reinhart and Rogoff’s dataset, adjusting for variable bias. I was struck by the sensitivity of econometric estimates to underlying assumptions, particularly regarding model specification and the handling of endogeneity, revealing how tiny adjustments can dramatically alter empirical findings.  

My interest in policy began during the COVID pandemic, when government support measures were a constant discussion. More recently, I have enjoyed reading Bank of England working papers, including Haldane et al. (2016) on quantitative easing. I found that QE disproportionately benefits asset holders, which raised questions for me about the equity of central bank interventions. While I agree that QE can be stabilising in the short-term, there are complex trade-offs involved, and I question whether it is fair in the long run, given its potential to exacerbate wealth inequality. 

Question 3: What Else Have You Done To Prepare Outside of Education, And Why Are These Experiences Useful? 

My experience at InvestIN’s investment banking course, where I valued a fictional tech startup, highlighted how market prices often diverge from intrinsic value due to investor sentiment, aligning with Robert Shiller’s ‘Irrational Exuberance’. However, my exploration of Bitcoin’s price movements led me to question Shiller’s framework. While he emphasises the role of institutions in moderating bubbles, Bitcoin’s decentralised nature means it is driven largely by collective sentiment rather than regulatory mechanisms. This made me consider how speculative behaviour is shaped not only by psychology but also by the asset’s structure, suggesting that theories may need adaptation for new, decentralised markets. 

Beyond finance, I founded my school’s Economics Discussion Group, where we debate issues such as carbon taxation and wealth redistribution. I also connect with my Latin American heritage through playing guitar, recently completing Grade 8. Composers I have explored, like Villa-Lobos and Piazzolla, blend structure with improvisation, which both reflects how economic systems balance competing forces and unpredictable variables, and also captures the dynamic I find most alluring about economics as a discipline. 

Example Engineering Personal Statement

Question 1: Why Do You Want to Study This Course or Subject? 

Little did I know at the age of seven, when I was building imaginative cars and rockets with LEGO, that my lifelong curiosity about how things work would lead me to pursue engineering. My fascination with problem-solving and innovation has only grown stronger over the years, inspiring me to seek opportunities where I can apply engineering principles to real-world challenges. What excites me most about engineering is its potential to bring about change and improve lives. Writing an article about a weather balloon project, which was published in ‘The Scientific Student’, reinforced my belief that engineering is not just about technical ability, but also about communicating ideas and inspiring others. Meeting Matt Parker after reading ‘Things To Make And Do In The Fourth Dimension’ further expanded my perspective, as we discussed how mathematical conjectures - such as colouring in a torus - could be applied in engineering, for example, to label parts of a rocket for easy identification of vital structures. Engineering is an ever-evolving discipline that pushes the boundaries of possibility, and I am eager to contribute to its advancement. 

Question 2: How have your qualifications and studies helped you to prepare for this course? 

My passion for engineering has driven me to attend IoP lectures and university taster days, where I explored topics such as CERN’s particle physics research, LIGO’s gravitational wave detection, and the ongoing energy crisis. These experiences reinforced how engineering is at the forefront of technological advancements that shape our world. They also led me to read ‘The Elegant Universe’ by Brian Greene, which highlighted how fundamental engineering is to scientific breakthroughs, such as the Greenwich telescope’s role in proving Einstein’s general relativity. I have also undertaken work experience at Atkins, where I shadowed professionals across various engineering disciplines, including electrical, civil, and mechanical. This placement exposed me to the full cycle of engineering projects, from identifying problems to delivering final solutions. The most insightful aspect was witnessing a team design a level crossing system and later construct it on-site, an experience that deepened my appreciation for the practical implementation of engineering solutions. Additionally, my involvement in my school’s STEM society allowed me to lead a project that researched, built, and tested a weather balloon. Managing the Raspberry Pi flight computer, which transmitted live images and data from 32km into the atmosphere, developed my problem-solving skills and understanding of technical applications in engineering. 

Question 3: What Else Have You Done To Prepare Outside of Education, And Why Are These Experiences Useful? 

Beyond academics, I am committed to developing leadership and teamwork skills. As a mentor to younger students and my school’s Charity Captain, I have had the opportunity to engage with the wider community, organising fundraising events for both local charities and our partner school in Tanzania. These roles have strengthened my ability to manage projects and inspire others. My dedication extends to sports, as I row three times a week with my school team, demonstrating resilience and discipline. Additionally, nine years of Taekwondo have instilled in me the values of courtesy, integrity, perseverance, and self-control. My creativity is expressed through darkroom photography, with my work displayed in a Birmingham art gallery, showcasing my ability to think outside the box - an essential skill in engineering. I also sought the opportunity to work with Matt Parker at the Manchester Science Festival, where we demonstrated how a computer displays images by manually colouring in over 8000 individual pixels using pens and plastic sheets. This hands-on project emphasised the importance of making technical concepts accessible to the public, a skill essential in engineering. My diverse experiences have reinforced my ability to collaborate, lead, and think critically - qualities that will be invaluable in my engineering studies and future career. 

Example Classics Personal Statement

Question 1: Why Do You Want to Study This Course or Subject? 

I am convinced that Classics offers the richest kind of education one can be fortunate enough to acquire. The excitement of exploring the complex literary allusiveness of the Horatian ode, Virgilian epic, Plato’s philosophical sophistication, and the dramatic power of the Sophoclean hero captivates me. Furthermore, the gripping historical narratives of Thucydides demonstrate the concrete impact of philosophical and literary ideas. My passion for this subject drives me to explore both its literary and philosophical dimensions, and I hope to make the most of the opportunities during my undergraduate years to pursue this passion further. 

Beyond my existing studies, I have engaged with secondary scholarship to develop independent insights into these texts. For instance, I explored R.G. Austin’s analysis of Virgil’s Aeneid to understand the poetic and ideological implications of Aeneas’ pietas, particularly in his controversial decision to leave Dido. Similarly, I have engaged with the works of Jasper Griffin on Homeric epic and how oral tradition informs the construction of heroism and divine intervention in the Iliad. Reading modern critical perspectives has helped me refine my ability to assess ancient texts in light of broader literary traditions and theoretical frameworks. 

Question 2: How have your qualifications and studies helped you to prepare for this course? 

My studies at A-level, especially of ‘Antigone’, deepened my interest in Sophocles and led me to read the rest of his corpus. By working through both Philoctetes and the choral odes of Antigone in the original, I explored how characters like Chrysomethis and Ismenes illuminated the moral courage of Electra and Antigone. The themes of isolation and the preservation of heroism in the works of Sophocles moved me profoundly. 

In seeking to understand the tension between the laws of the polis and unwritten divine laws, I turned to Plato’s Crito, which made me reflect on the consistency of Antigone’s commitment to burying Polyneices with Socrates' view on obeying the laws of the state. Further reading of the Phaedo, Gorgias, and Republic I deepened my philosophical understanding. Alongside these, I engaged with Thucydides, particularly the Mytilenian and Melian Debates, where I explored proto-Nietzschean attitudes, revealing how philosophical concepts could manifest in brutal historical realities. The complexities of Thucydides’ historical psychologising raised further questions, particularly regarding his portrayal of Cleon and the tension between his personal views and historical accounts. 

My academic exploration also includes Horace’s adaptation of Greek thought into Roman culture. I admire Horace’s respect for Greek predecessors and his subtle adaptation of Greek myths and literary styles to align with the Augustan regime. His lyricism, especially in poems like ‘Satire IX’, showcases a level of intimacy with the reader that is unrivalled, and I have enjoyed exploring his poetic range alongside the grandeur of Virgil's ‘Aeneid’, particularly Books IV and X. To better understand Horace’s engagement with philosophical themes, I have examined his reception of Stoic and Epicurean thought, drawing on Gordon Williams’ and David West’s interpretations of his philosophical eclecticism. 

Question 3: What Else Have You Done To Prepare Outside of Education, And Why Are These Experiences Useful? 

Outside the classroom, I have developed a deeper understanding of the Classical world through practical experience. I spent a month working on a classical archaeology project headed by Dr. Simon Stoddart at sites from the Republican and Imperial periods along the boundary between Etruria and Umbria, on either side of the Tiber. This hands-on experience allowed me to engage directly with the material culture of the period, enhancing my appreciation of the Classical world and its historical context. This experience has further reinforced my passion for Classics and has solidified my desire to pursue it at university. 

Example Computer Science Personal Statement

Question 1: Why Do You Want to Study This Course or Subject? 

The most remarkable aspect of Computer Science is the ability to create revolutionary programs from zeros and ones. My curiosity about how machines operate, combined with a love for solving logical problems, has driven my passion for computing. The subject’s potential to solve real-world challenges excites me, and I am eager to explore it further at a higher level. 

Question 2: How have your qualifications and studies helped you to prepare for this course? 

 With an inquisitive mind comes a desire to obtain knowledge in everything I do. I strive to tackle challenging problems and expand my understanding, gaining academic fulfilment when solving one question leads to another. This drive has led me to participate in the UKMT, Maths Olympiad, Bebras Challenge, and the Senior Physics Challenge, where I placed in the top 120 students. These competitions have honed my ability to think innovatively, creatively, and logically, providing a solid foundation for Computer Science. 

Mathematics and Further Decision have given me insight into how optimal solutions can be derived through algorithms. For my Year 13 programming project, I developed an interactive educational tool for Kruskal’s algorithm, aimed at Further Mathematics students. Transforming an algorithm from paper to code was enthralling and deepened my appreciation of algorithmic efficiency. This experience introduced me to essential development tools such as source control, which have improved my coding practices.  

Cyber security is an ever-growing concern as computers continue to permeate society. During a CyberFirst Advanced course, I researched elliptical curve cryptography and the trapdoor algorithm behind it. This revealed the significance of mathematics in computing and allowed me to explore real-life applications of logarithmic concepts learned in A-level Mathematics. My fascination with cryptosystems, along with a desire to deepen my knowledge, led me to write an essay on the elliptic curve discrete logarithm function, which I presented to A-level students. 

I further expanded my problem-solving and communication skills at a Summer School, where I explored the ethical complexities of programming driverless cars. Discussing ‘The Moral Machine Experiment’ demonstrated how ethical perspectives differ globally. These discussions reinforced my belief that Computer Science is not only a technical discipline but also one that intersects with ethical and societal considerations. 

Question 3: What Else Have You Done To Prepare Outside of Education, And Why Are These Experiences Useful? 

Beyond academics, I actively develop my leadership and teamwork skills. As Head Girl, I have organised and spoken at assemblies and hosted my school’s annual awards evening, strengthening my ability to communicate effectively and remain composed under pressure. Teamwork is integral to this role, requiring me to consider diverse perspectives while managing time efficiently. I apply organisational techniques such as spreadsheets and Gantt charts to optimise my productivity. 

A work placement at Aviva provided valuable insight into how teamwork and communication underpin successful software development. Within a scrum team, I contributed to website development, expanding my self-taught knowledge of HTML and gaining exposure to real-world coding practices. Inspired by Pooja Chandrashekar’s work in promoting diversity in Computer Science, I mentored two teams for the Year 8 CyberFirst girls’ competition and assisted in teaching lower-year computing classes. These initiatives align with my ambition to inspire younger students and foster a love for Mathematics and Computing. 

Attending a Wikipedia Edit-A-Thon at Cambridge University made me aware of the underrepresentation of scientists in STEM. This inspired me to actively update and create Wikipedia pages for overlooked contributors in the field. Without diverse role models, students may feel unrepresented, potentially deterring them from entering STEM careers. My ambition is to be at the forefront of technological revolutions, working in an innovative environment such as Googleplex.