Give priority to applicants based on whether their referee happened to choose that particular aspect Only some referees will comment directly on that for their applicants. Our degrees may have a particular interest in one specific aspect of a subject, but Referees will often comment on different aspects of their applicants, meaning comments cannot beĭirectly compared. We know these are genuine judgements offered in support of applicants.Īs each referee will approach these topics differently, it is very difficult to compare different Why we find subject-specific content less useful We do not use these points from references in our offer-making. Lengthy subject-specific descriptions of an applicant’s performanceĬommentary on the applicant’s nature and disposition for studyĬomments comparing an applicant relative to their cohort or past studentsĭetails of general extra-curricular activities or positions of authority within a school (such as Head Boy or Girl) - applicants will usually include these in personal statements We particularly appreciate information on any extenuating or mitigating circumstances so they canĪcademic references often include descriptions that we find less helpful: All provided references are read and considered in full as part of our selection process. We may considerĮmployer references in certain limited circumstances. We are looking for academic references – if you are an employer or know the applicant inĪnother role, you should encourage them to contact us about their options. Qualifications and personal statements), but they are nevertheless a useful tool when we make References do not form part of our core consideration (unlike predicted grades, achieved We use academic references to contextualise and reinforce the other parts of a UCAS application.

What we want you to include in Section Three.What we want you to include in Section Two.What we want you to include in Section One.Why we find subject-specific content less useful.

Ucas reference examples for teachers