Webinar Overview: Understanding Changes to UCAS Personal Statements

Duration: Approx. 1 hour 6 minutes

0:00 – 02:00 | Introduction & Purpose of the Session

• Welcome and speaker introduction (Jennifer Barton – Durham University & Advancing Access)
• Overview of session goals: Understanding changes to UCAS personal statements
• Who the session is for: Advisors supporting young and mature learners applying to HE
• Importance of staying up to date with changes

02:00 – 08:41 | Context: CPD Sessions & Housekeeping

• What CPD sessions are and their role in supporting underrepresented learners in HE
• Funding by the Office for Students
• Session format and how questions will be handled (chat & discussion slots)
• Housekeeping: Speaker disclosures (possible interruptions, working from home)
• How personal statements are changing and why this matters

08:41 – 14:56 | Icebreaker Quiz: Personal Statement Myths vs. Reality

• Common misconceptions about personal statements
  • Are personal statements always read? (Answer: It depends)
  • Is reflection more important than listing experiences? (Answer: True)
  • Do they need to be creative and unique? (Answer: Yes, but clarity and structure matter more)
  • Are transferable skills important? (Answer: Yes)
  • Is the character limit still 4,000? (Answer: Yes)

14:56 – 19:58 | Structural Changes to UCAS Personal Statements

• New structured format replacing the traditional free-text personal statement
• Three distinct sections:
  • Section 1: Why do you want to study this course?
  • Section 2: How have your qualifications prepared you?
  • Section 3: What else have you done to prepare?
• Why these changes were introduced:
  • More guidance for students with less support
  • Improved clarity for admissions teams
  • Reducing perceived barriers to HE

19:58 – 26:24 | How Universities Use Personal Statements

• Differences in how institutions assess personal statements
• Examples from Russell Group universities (e.g., varying importance at Durham for economics vs. archaeology)
• How statements help universities differentiate between applicants
• When they are used for interviews or offer-making

26:24 – 32:22 | Section 1: Why Do You Want to Study This Course?

• Crafting a strong response
• Importance of specificity – avoiding vague statements
• Encouraging students to articulate their academic interests
• Example responses: Weak vs. strong comparisons

32:22 – 38:41 | Section 2: How Have Your Qualifications Prepared You?

• Avoiding listing A-levels (universities already know them)
• How to link academic studies to university-level skills
• Using independent research, online courses, and extracurricular learning to strengthen applications
• Example responses: Weak vs. strong comparisons

38:41 – 46:51 | Section 3: What Else Have You Done to Prepare?

• Work experience, extracurricular activities, and personal responsibilities
• How to ensure all experiences link to academic and career aspirations
• Addressing concerns from teachers about this section’s importance
• Example responses: Weak vs. strong comparisons

46:51 – 52:48 | Addressing Challenges for Widening Participation (WP) Students

• Supporting students with limited extracurricular opportunities
• Encouraging reflection on personal responsibilities and school-based activities
• How universities take contextual data into account when reviewing applications

52:48 – 56:45 | Best Practices & Common Mistakes

• Avoiding clichés, generalizations, and overused phrases
• Importance of specificity and structured responses
• Ethical AI use in personal statements (UCAS monitoring for plagiarism)

56:45 – 58:50 | Resources for Advisors & Students

• Advancing Access resources and toolkits
• UCAS guides and reflection worksheets
• Planning tools for structuring responses

58:50 – 01:05:24 | Q&A Session

• Character limit distribution across sections (no set rule, but section 3 is often shorter)
• Courses requiring work experience evidence (e.g., primary education, medicine)
• Durham’s policies on personal statement assessment

01:05:24 – 01:06:40 | Closing Remarks & Next Steps

• Reminder: Webinar recording and slides will be shared
• Evaluation form link for feedback
• CPD program continuity and future sessions