geology personal statement oxford

Why Apply to Study Earth Sciences in 2024? How To Prepare For Personal Statement and Interviews

In this blog, U2 Earth Science tutor, Charlie, an Oxford Earth Science Graduate, leads you through what Earth Science at University/ Oxbridge involves and why you should apply. We also offer key recommendations for prospective Earth Science applicants who are starting to approach personal statement writing, and interview preparation.

Why Apply to Study Earth Sciences in 2024? (Why on Earth Not!)

Earth. Everything we eat, drink, breathe and use in any way is ultimately derived from and cycled through this floating watery rock, third from the sun. In fact, its precise chemical composition, derived from ancient stardust, is reflected in everything we do right down to the operation and makeup of our cells. The multitude of scientific fields that overlap in studying this miraculous planet (and others), equip students with a breadth of knowledge and skills relevant to careers in scientific research, engineering, finance, government, consultancy and everything in-between.

So What is Earth Science?

The easiest way to describe the subject is as geology with a grounding in science. Yes – it’s rocks, dinosaurs, volcanoes, earthquakes, mountains and other topics you’d associate with geology. It’s applying the principles of fluid dynamics to ocean currents or moving lava, using our understanding of forces and mechanics to estimate dinosaur running speeds or mountain growth, making use of chemistry to study the origin of the solar system and the beginning of life, and utilising computer modelling to hindcast and forecast whole-scale earth system changes, among many other incredibly interesting fields. Earth Science involves the investigation of everything within, atop and surrounding the Earth since its formation and through to its future.

The range of topics under the umbrella of an earth scientist’s study is one of the best things about the subject. Originally applying to university, I ultimately wanted to study climatology and oceanography, but unexpectedly became more interested in rocks than computer modelling and took a U-turn in my interests. This illustrates how broad the subject is and how varied the skill set you learn is – I have experience in coding, lab work, petrology, map-reading and fieldwork.

At the University of Oxford, the Earth Science course lasts four years and results in an undergraduate master’s degree (Master of the Earth Sciences – a grand title!). The first three years are essentially a bachelor’s degree in Earth Science/ Geosciences, while the fourth year is more equivalent to a taught masters involving four seminar-based courses and an independent research dissertation. In my experience, the course is continually evolving to reflect the latest research and applications of the subject, with several differences even between consecutive year groups.

At the University of Cambridge, the Department of Earth Sciences runs four year undergraduate courses as part of the popular Natural Sciences Tripos. 4 subjects are taken in 1st year, one of which must be a mathematical option. The other three modules are chosen at the applicant’s discretion and one of the options is Earth Sciences (Biology of Cells, Chemistry, Computer Science, Earth Sciences, Evolution & Behaviour, Materials Science, Physics or Physiology of Organisms). Some students choose the course specifically to study the Earth Sciences and would therefore choose the subject as their number 1 option. Others wish to specialise in another science, particularly physics, for which Earth Sciences helps in broadening your general scientific understanding. Students graduate with a degree which is fully accredited by the Geological Society of London.

Why Study Earth Science?

I applied to study earth science because I love science and at the end of the day it is a field of scientific study. I also spent the majority of my childhood outdoors, climbing trees, building dens, walking, hiking, camping, catching fish and all manner of other activities which led to me having a strong appreciation for our environment. I was drawn to the fact I would have the opportunity to combine my fascination with science and the environment, and apply these interests to real, tangible problems facing humanity such as climate change and resource shortages . Ancient, ongoing and the future of Earth systems effect everyone. The knowledge gained by an earth scientist is invaluable to understanding and successfully managing natural hazards, resources and our impact on the planet . In this sense, there is a demand for graduates of earth science for careers in weather forecasting, natural disaster planning, mining and hydrocarbon evaluation and sustainable engineering as well as in more surprising job sectors such as policy-making and lobbying, construction, insurance and extra-terrestrial exploration industries. As the Earth’s population and the stress we place on her continues to increase, such knowledge of this vulnerable planets’ reserves and thresholds will undoubtedly remain in high demand.

However, the contributions an earth scientist can make are not limited to their field of study. The course equips its readers with key skills in teamwork, communication, critical report writing, problem solving and leadership that are sought by all employers. Specifically, at Oxbridge, students are encouraged to think for themselves, question research findings and to apply their learning in order to solve unfamiliar and unexpected problems. It’s true that similar notions apply to many university courses, but what sets earth science apart is how interdisciplinary problem solving is at the heart of the subject.

Why Not to Study Earth Science?

Earth science is not for everyone. The rigorous training across a variety of scientific disciplines can be challenging so you must have a passion for science and a motivation to apply your knowledge to genuine problems. The subject stretches a student’s ability in physics, chemistry, biology, maths and computing in addition to teaching new skills in research and fieldwork. The latter is perhaps one of the most stimulating aspects of earth science and also one of its more mentally and physically exhausting. Field investigations are a vital part of training and understanding the history of and ongoing processes on Earth, and often take place overseas as well as in the leading field-sites across the UK. I’ve engaged in fieldwork in everywhere from Northern Scotland and the Pembrokeshire coast, to Bermuda and Japan. As exciting and inviting as this may sound, courses take place across all kinds of terrain and in all weather conditions. Having said that, the team spirit this invites into the group in facing these adversities together is well worth it and most geosciences departments are active and sociable, which is a definite highlight of the subject. Personally I would say fieldwork and mapping is my favourite part, and being able to unravel the geological history of a set of rocks is incredibly rewarding, enough so that I have stayed within the field.

How To Start Preparing An Oxbridge Earth Science Application?

Task 1: understand what the course entails.

A) Start to Google the First Year modules of the Oxford Earth Sciences and Earth Science component of the Cambridge Natural Sciences course to get a flavour of what the subject entails! Note all of the key attributes of the course!

B) Note down the important skills that you will acquire throughout the degree. You will need to evidence that you have the commitment and potential to hone these skills both within your personal statement and at interview. It’s helpful to look on the course’s ‘requirements’ webpage to see the language they use to describe desirable candidates so you can use this vocabulary in your personal statement.

Task 2: Start reading & exploring in preparation for personal statement writing and interview

As Earth Science is not something a student would study at school, the universities are testing aptitude rather than current knowledge, and by no means expect you to be a subject expert. However, engaging in wider reading and research will allow you to broach unfamiliar questions with more confidence at interview, will provide great fodder for your Earth Science personal statement and will demonstrate your motivation for pursuing the course. Here are some ideas to kickstart your preparation:

It may be worth briefly reading about the overview and basics of geology . For example, you could try Geology: A Complete Introduction: Teach Yourself by David Rothery or the OCR A Level Geology Textbook is very good grounding for a lot of Earth Science principles - it’s definitely worth reading to build a genuine understanding/interest in the subject

Looking at some basic geology is useful to review concepts such as igneous vs sedimentary rocks - note down key terms as you go

Naked Scientists Podcasts are great for learning on the go. For example, the episode, “Earth on the Move” explores questions such as ‘Why do we have seasons?’, ‘do you know why we are more likely to see more hurricanes in the future?’ or ‘did you know a new Pangea is likely to form?’

You’ll find a whole range of relevant articles and podcasts on their website. For example, “ Prospecting the Gravity Field ”, “ The search for the perfect planet ” or “ Extreme geology ”

You could read publications by Professors in Earth Sciences from some of the Oxbridge colleges. For example, Roger Benson and Richard Walker at St Edmund Hall, Oxford, have contributed to a number of publications that could be worth looking at. Reading abstracts of papers offers good grounding and will provide the chance to improve on your ability to understand and use key terms

Oxbridge professors often feature in online talks and lectures you could also watch to gain a deeper understanding of the subject. For example, Roger Benson’s biography page on the St Edmund Hall site also suggests watching a short talk, “What Can Dinosaurs Tells Us About Evolution?” - recorded at St Edmund Hall’s Research Expo in 2015

Read How to Build a Habitable Planet : The Story of Earth from the Big Bang to Humankind by Harvard geochemist, Charles H. Langmuir and Wally Broecker, a world-leading Earth scientist. This book is recommended by Cambridge University for Natural Sciences students and provides a comprehensive introduction to the origin (how our planet came to be) and evolution of Earth

Important Note: Build a strong understanding of the difference between Earth Sciences and Geography. Motivations to study Earth Science should be based around understanding the Earth’s systems and less on how society / economy interacts with them

What is an Oxbridge Earth Science interview like?

It is difficult to predict the exact format of the interview at Oxford and Cambridge - each student’s interview is different, and various colleges will have their own processes . However, it is typical for most students to have two interviews. At Oxford, a large number of students are also pooled so candidates could have an additional interview at another college. Interviews could involve:

1) General questions on your background, past academic performance, and achievements - admissions tutors typically will ask questions in relation to Earth Sciences and your suitability for the degree. They may ask you to extrapolate from your personal statement

2) Scientific questions using A-Level knowledge as a foundation e.g. Testing knowledge and recall of gravitational and geometric equations, testing basic chemistry equations / bond types to show a broader interest in grounding principles of Earth Sciences, testing understanding of tectonics

3) Problem solving e.g. Fermi problems

4) Questions on your motivations, future plans, and aspirations

Example Earth Science Oxbridge Interview Questions

Why do we have seasons?

Why and how do we evolve?

How many Olympic swimming pools would need to be decanted to raise the sea levels by 5cm?

Why does Earth have a magnetic field, did it always have one and what would happen if it disappeared tomorrow?

If opposite charges attract why does the north pole of a compass point north?

What’s the difference between a theory and a fact?

Task 3: Learning how to tackle interview questions

From what angle would you approach the above questions?

Can you pre-empt what topic areas from your A-Level studies may relate to key aspects of Earth Sciences? E.g. Chemistry equations, tectonics

Can you use your wider reading to bring in as evidence for your answers?

How would you present your answers, in clear, logical stages? Verbalising your thought process is key to success at Oxbridge interviews

Do you have any examples of real-world applications, research or current developments relevant to Earth Sciences?

So do you think Earth Science is for you? If so, we have some brilliant Earth Science tutors to support your personal statement writing and wider Oxbridge Earth Science Application, including interviews

Personal Statement

U2’s Oxbridge-educated mentors have a close insight into what admissions tutors like to see in an Earth Science personal statement, and can help students to convey their skills, motivations, and long term goals, in order to stand out from other applicants. The statement should be the candidates own work, but our mentors will provide direction and guide you through the process of content building and writing. We offer offline drafting as well as tuition sessions.

Oxbridge Earth Science Mentoring

U2 provides ad hoc tuition and wider Oxbridge Mentoring programmes ( book a free consultation  to discuss options). We have a large team of Oxbridge-educated Earth Science mentors including 1st Class, Master’s and PhD level graduates.

The Process:

1) We suggest an Oxbridge Earth Science graduate as a tutor and send their full CV for review. Our tutors are deeply familiar with the admissions process to study Earth Science at the University of Oxford and Cambridge (as part of Natural Sciences), and are well-placed to guide you through personal statement curation, admissions test (for Cambridge - ESAT) and the interview process. We may suggest a range of application tutors to choose from with slightly differing rates depending on qualifications and level of experience.

2) We typically suggest beginning with a 1.5 hour informal assessment/ taster session , where the tutor will informally assess the student’s current performance level for application, including test (if applicable) and interview. Following this, we issue a report with feedback, and structure a plan to best prepare.

3) U2’s approach for regular Earth Science application sessions: The main focus of tutorial sessions will be to explore material that can be discussed in the personal statement and at interview - this may sometimes stretch from A-Level standard to First Year Undergraduate. Tutors ensure each student refines their interests within Earth Science, and is exposed to a range of approaches and new concepts, guiding students in their reading and wider subject exploration. Together, we build a case for the student, solidifying the stance and direction they will take during interview and honing skills for the admissions test if applicable.

Frequency of sessions can be decided between student and tutor. Students can take either ad hoc sessions, or we structure a full programme for preparation, which may include further co-curricular opportunities such as our research projects and Oxbridge mock interview days. Honing the skills necessary to succeed for Oxbridge ideally requires long-term preparation and mentoring presents a wonderful opportunity to learn from some of the very best Oxbridge has produced. We also provide GCSE, A-Level or IB support if needed.

Sessions from £75/h.

Preparing for Architecture at University in 2024: 10 Tasks to Kickstart Your Reading, Personal Statement Writing and Interview Preparation

Oxbridge geography applications in 2024: our guide to reading, personal statement writing, oxbridge interview questions and more.

• Aug 12, 2018

How to write an Oxford personal statement

Make sure your personal statement conveys your interest in the subject – write down talks you’ve been to (and what they made you think), open days you’ve attended (and what you took away from them), and maybe even books you’ve read (and whether or not you agree with the author and why). Are you seeing a common thread? It’s less about what you’ve done and more about what you make of it! It’s best to only mention one book or one talk, but really go in to some critical analysis, rather than to just write a list of seven without any additional commentary.

Any extra-curricular activities should be ‘super-curricular’, i.e. related to your degree: for Maths, maybe the Maths Olympiad, for Science, maybe a Science EPQ or that time you entered a Lego competition (totally relevant to Engineering!). For Law, I talked about teaching and debating, and the self-discipline involved in teaching myself a language as an A Level. You can honestly make anything work – try to make yourself stand out a little by having something people don’t normally have! But don’t worry about not having twenty different hobbies – you don’t have space to mention more than one or two, and you won’t really be asked about your personal life at interview.

What I would reiterate, above all, is to not stress over the personal statement. If you’ve spelt everything correctly and you’ve got all your proof that you’re genuinely and voluntarily interested in your subject outside of school then you’re doing it right! And, to the year 12s going in to year 13 – for the love of all that’s holy, take a few weeks off this summer. Breathe. Let yourself detach from the intimidating university admissions process and the pressure of A Levels for a bit, because that will let you be so much more engaged when you jump back in.

#Oxford #OxfordUniversity #PersonalStatement #UCAS #College #Oxbridgeapplication #OxfordPersonalstatement

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Earth Sciences (Geology) @ St Edmund Hall, Oxford in 2020

Interview format.

2x interviews

Interview content

Interview 1: maths based; Interview 2: personal statement and EPQ

Best preparation

Practised interview questions, went over personal statement, mock interview

Final thoughts

Be open to knowing you could be wrong

Remember this advice isn't official. There is no guarantee it will reflect your experience because university applications can change between years. Check the official Cambridge and Oxford websites for more accurate information on this year's application format and the required tests.

Also, someone else's experience may not reflect your own. Most interviews are more like conversations than tests and like, any conversation, they are quite interactive.

Test taken: None Number of interviews: 2 Time between interviews: 1 week Length of interviews: 30 minutes Online interview: Yes

My interviews were online because of COVID. The interviewers were really friendly and we started with basics like why did I want to study geology and what is my favourite area. Then the first interview was maths based mainly. I wasn’t too sure about some bits but I was guided through and my advice is talk about what you are thinking even if it could be wrong. I got one of the answers really wrong but once they gave me some hints I managed to correct myself so it’s more about showing you are teachable and willing to learn. My second interview we discussed my personal statement and mainly my EPQ as well as some other questions about geology based on my A-level subjects.

I did a lot of googling of earth science interview questions and practiced answering them. I went through my personal statement and wrote down key points about everything I had mentioned then with my friend we took it in turns to ask each other questions about our personal statements so we got comfortable talking about them. I had a mock interview with my geography teacher which was good because it put me in a pressured environment and I could practice answering difficult questions on the spot.

Main one is check your junk mail because I didn’t see my interview invitation until the day before which was stressful. In the interview just be yourself, be smiley, be open to knowing you could be wrong and show you are reachable, listen intently. You basically have to show they why they would want to teach you. You will have to talk about your personal statement so don’t put any books in there you haven’t read.

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UCAS Personal Statements

Writing your Personal Statement

The particular parts of geology that really interest you and why.

Are there things you would like to learn more about (e.g. volcanoes, earthquakes, minerals, fossils etc.)? Do you see your future career path involving them?

Things you are doing or have previously done that show you have an interest in geology. 

These can include:

• Studying AS or A-level geology or physical geography
• Trips you have been on with school, family or friends that have involved an aspect of geoscience, such as climbing holidays or visits to museums like the Natural History Museum in London or the Scarborough Rotunda, North Yorkshire . What did you find fascinating about them?
• Membership or participation with local geological conservation groups, clubs such as Rockwatch , or outdoor pursuit clubs like climbing, caving, diving or hiking.
• Previous or future participation in geoscience events (either in or outside school), such as the National Schools Geology Challenge or any events in Earth Science Week
• Relevant books you have read and TV programmes/films you have seen that have fascinated you. Think a little further than volcanoes and earthquakes here - what about climate change, or the oil and mining industries?
• Perhaps there are eminent geologists you follow on social media, or whose work you are particularly familiar with. This is a really good way to demonstrate to universities that you have some familiarity with the work research staff undertake.

Things you can contribute to student life

What about your other extra-curricular activities, such as sports, music, languages etc? Having an interest in pursuing these while you are at university suggests you will be contributing to student life beyond your studies, as well as demonstrating that you are a dedicated individual.

Why you think an undergraduate university degree will be beneficial to your aspirations

• Will it really help you in pursuing a chosen career path? 
• Is it the start of longer-term academic studies? Perhaps you hope to go on to post-graduate study afterwards.
• Will learning from highly-regarded geologists be useful to you? 
• What parts/courses in the degree are you really looking forward to?

Effective writing skills

The personal statement is also an opportunity to demonstrate that you can write clearly, concisely and effectively. Spelling and grammar must be correct; this shows that you have proof-read the document and that you care about getting these aspects right. 

There is no need to use overly complicated terminology, but ensure it’s not overly simplified. As a guide, if your teachers do not recognise some of the words you are using then you have probably used terms which are too technical.  

UCAS endorses CREST Awards for inclusion in students’ personal statements – they’re well regarded, high-quality and a tangible recognition of success.

Help with your application

Read the university's admissions guidance.

If you haven't already done so, we recommend reading through the University's guide for applicants to learn about each stage of the admissions process and how to make your application.

The University provides additional guidance for International students , mature students and disabled students . There is also guidance for care experienced students .

Asking for help

If you are unsure about how to make an application please see the University's Support website. However, if your query is specific to our BA in Geography degree programme please see our frequently asked questions or get in touch with us directly at: [email protected]

Supporting an applicant

The University also provides guidance for those supporting applicants such as teachers and families .

Official Video Guides for Oxford Applicants

What student life here is really like, undergraduate - how to apply.

Undergraduate - Ways You Can Prepare

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For more videos guides please see the University's Official Video Guides to undergraduate study at Oxford .

Personal statement advice

If you need help with your personal statement please watch the following videos for guidance:

• Video on how to write a personal statement for Geography (The Curious Geographer)
• Video on writing a personal statement for Geography (Oxford from the Inside)
• Nathan's *Geography* Personal Statement Advice (Nathan Lawson)
• Suggested resources for further reading

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Successful Personal Statement For Geography At Oxford

Last Updated: 7th April 2022

Author: Rob Needleman

Table of Contents

Welcome to our popular Personal Statement series where we present a successful Personal Statement, and our Oxbridge Tutors provide their feedback on it. 

Today, we are looking through a Geography applicant’s Personal Statement that helped secure a place at Oxford University. The Geography Course at Oxford provides a holistic view of the workings of physical and human environments, the ways in which humans are transforming the world and the implications for human societies.

Read on to see how this candidate managed to navigate the many disciplines and topics of Geography. 

Here’s a breakdown of the Personal Statement:

SUCCESSFUL?

The universities this candidate applied to were the following:

Enrolling on our Oxbridge Geography comprehensive Programme will give you access to Personal Statement redrafts. 

Your tutor will give you actionable feedback with insider tips on how to improve and make your Personal Statement Oxbridge quality for the best chances of success.  

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 makes it an immensely valuable subject to study in-depth and I would relish the opportunity to pursue further study in the field.

The area that is of particular interest to me is development geography and specifically global aid. I was introduced to the use of aid in closing the wealth divide in my A2 case studies, where bottom-up aid on a local scale was consistently depicted as a sustainable solution. I was forced to question these views, however, after reading ‘Dead Aid’ by Dambisa Moyo. Her critical comments on charity-based aid particularly caught my attention as they offered a stark contrast in perspective on my case studies. I found it interesting that the factors which contributed to the success of many of the case studies, including small-scale, intermediate technology and low cost solutions were the very aspects of aid that Moyo calls ‘band-aid’ solutions implying unsustainability. The book also touched on the controversial issue of whether aid remains a successful or even acceptable solution when the $50 billion of aid given to Africa annually is arguably not producing significant economic development or improvement. To investigate this further I read ‘The End Of Poverty’ by Jeffrey Sachs which explained how well managed aid can indeed offer an answer to closing the wealth divide. This led to my research into the Millenium Villages of Ghana. Here aid, coupled with local leadership, appears to have delivered a long-term solution to serious economic and social problems. This divergence in opinion over a controversial issue has excited me about exploring these issues in more detail.

To investigate these issues further, I have been prompted to take a gap year to experience the workings of an international NGO. I will be joining the work of education promoting ‘Empower A Child’ in Uganda for 3 months. I hope to gain a rewarding insight into the practical relevance of Geography in the field of non-profit aid and specifically to test Sach’s belief that investment into education is a viable solution to ending poverty.

My other subjects complement my understanding of economic, physical and scientific elements of development and Geography in general. Reading ‘Driven to Extinction’ by Richard Pearson highlighted how Biology and Geography are inextricably linked in our study of the physical world, particularly with regards to the role regulatory systems have in levels of biodiversity. Chemistry and Physics have been relevant in equipping me with the skills to devise data collection programmes and to analyse the results; skills which were necessary to my fieldwork visit to Dartmoor. 

My academic background is complemented by my extra-curricular activities. I was the Organ Scholar and Choir Prefect at my school. My responsibilities included conducting and directing the Chapel Choir on a weekly basis. I was also a fully committed and dedicated member of other choirs and ensembles.  I relished the challenge of arranging and conducting in the House Singing competition which required me to inspire and motivate team work within the house. I have gained 3 Grade 8’s in Organ, Piano and Flute and am currently working towards my Piano Diploma. I was involved in leading the school’s Christian Union through which I have catalysed fundraising for organisations such as Mary’s Meals. In my gap year I am working as Organist and Choir director at St Luke’s Church Grayshott before going to Uganda. These activities demonstrate leadership skills, commitment and an enthusiastic approach to challenges, all of which will equip me well for the study of Geography at university.

For more inspiration, take a look through our other successful Personal Statement a nalysis articles:

Successful Personal Statement For Natural Science (Physical) At Cambridge

Successful personal statement for economics at cambridge, successful personal statement for land economy at cambridge, successful personal statement for chemistry at oxford, successful personal statement for classics at oxford, successful personal statement for law at oxford, successful personal statement for classics at cambridge, successful personal statement for engineering at cambridge, successful personal statement for philosophy at cambridge, successful personal statement for veterinary medicine at cambridge, successful personal statement for psychological and behavioural sciences at cambridge, successful personal statement for psychology at oxford, successful personal statement for history at oxford, successful personal statement for physics at oxford, successful personal statement for cambridge mathematics and physics, successful personal statement example for computer science at oxford, successful personal statement for english at cambridge, successful personal statement for oxford english language and literature, successful personal statement for medicine at oxford university, successful personal statement for modern languages at oxford, successful personal statement for engineering at oxford, successful personal statement for natural sciences (biological) at cambridge, successful personal statement for economics & management at oxford, successful personal statement for ppe at oxford, successful personal statement for law at cambridge, successful personal statement for dentistry at king’s college london, successful personal statement for medicine at cambridge.

Download our Free Personal Statement Starter Guide 

Good Points Of The Personal Statement

This is a very good personal statement and is well-written. The student is clearly interested in many aspects of geography, which is very important as geography is a multi-disciplinary subject. The student describes several areas of geography which capture their interest, demonstrating their interest and commitment to the reader. The student justifies their decision to take a gap year well, and the relevance their activities will have to the subject of geography and their interests in global aid.

Bad Points Of The Personal Statement

The student misspells the word ‘millennium’ in the second paragraph. The second paragraph is also very long. It is hard for the reader to stay focused when reading through long paragraphs, and it would have been better if the student had separated the second paragraph into two. The final paragraph is also very long, and it is not clear where the conclusion begins. As a result, the end of the statement does not deliver the impact which the student has intended to produce. If the student separates the sentence ‘These activities demonstrate leadership skills, commitment and an enthusiastic approach to challenges, all of which will equip me well for the study of Geography at university’ into a new final paragraph, this would have made the final statement much more effective.

UniAdmissions Overall Score:

This is a very good statement. The student has a wealth of experiences and clearly highly motivated to study geography. Some paragraphs are very long, and this reduces the impact that the statement has on the reader. With some restructuring, this could be an excellent statement.

This Personal Statement for Geography is a solid example of demonstrating a wealth of knowledge, motivation and interest, vital to Admissions Tutors.

Remember, at Oxford, these Admissions Tutors are often the people who will be teaching you for the next few years, so you need to appeal directly to them.

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Top Tips for an Oxford Biology Personal Statement

Oxford biology personal statement – top 10 tips: dos and don’ts .

The Oxford Personal Statement is a crucial component of your university application as it presents a unique opportunity for you to differentiate yourself from other applicants. In your Biology personal statement, Oxford admissions tutors are looking for you to articulate your story and explain your interests beyond that of numbers on an admissions test. Furthermore, it gives the interviewer a chance to understand who you are, providing a platform to bounce off questions during your interview.

They can tailor questions to your personality, interests, and commitment to who you are as a person and your amalgamation of experiences before you. To guide you through the arduous university application process, our Oxbridge application experts have compiled a list of top 10 tips– dos and don’ts– for your Oxford Biology Personal Statement for the 2024/25 application cycle.

General Advice for Biology Personal Statement

Biology is a course that has undergone rapid expansion and development in recent years. The subject has a diverse range of subtopics, including cell biology, developmental biology, evolutionary biology and ecology. Oxford’s biology course understands this great expanse and wealth of knowledge in biology and encourages a cross-disciplinary approach. This is because a blurring of the distinctions between each discipline has followed the expansion in recent years. For example, environmental biologists with an interest in plants would rely on or apply tools that molecular geneticists also use. 

When writing your Biology personal statement, Oxford tutors will be interested in your understanding that it is an expanding and growing field. Furthermore, when planning out the personal statement, Biology candidates need to make sure to research the University’s achievements in their relevant fields and use it as a guide to illustrate their interest in Biology. 

Top 5 Tips for Oxford Biology Personal Statement

1. explain why you are a good fit for biology.

Being a biology student requires unique traits that would be vastly different from students in other courses. For example, the Biology course at Oxford teaches a broad spectrum of topics, such as that detailed aspects of animals, plants, cells, or ecology. Being someone who is flexible and adaptable to the different and varied content that Oxford would expose you to would be a valuable skill for an Oxford biology student. You can illuminate how you demonstrate these desirable qualities by talking about how certain experiences you have been through have shaped you with such traits. For example, a seemingly unrelated experience in having to plan an event for your school could also equip you with flexibility if you had to be constantly adapting to the different types of people you meet during the event or last-minute changes that you can cope with. These skills are transferable and you can elaborate on in your Oxford personal statement for Biology.

2. Understanding what the biology course entails

For most students, the understanding of the course that they are interested in comes from impressions from movies or their high school experience. Although your experience in taking Biology in high school would serve as a good foundation for the course, do not expect it to be exactly the same! The university course would include practical work, or even completely different fields such as ecological fieldwork, genome sequencing and genome editing. Make sure you thoroughly research the course beforehand, and that you have a realistic understanding of what the course entails. You can also speak to existing students or post-graduates of the course to gain a better understanding of what you are in for. Displaying this realistic understanding in your Biology Oxford personal statement can also give you an edge over other contestants, as it shows that you have a reasonable and thought-through motivation for the course.

3. Read biology content

Of course, Oxford does not expect you to be an expert in your field of study– you are going to university to study the material after all. However, for any biological sciences personal statement, showing that you are well-read in your course and reading ahead is a great way of demonstrating your interest in it. Look at it this way: if we are interested in a movie star, we would want to find out everything about him. Similarly, if you are genuinely interested in your course, you would also naturally want to learn more and explore the topic on your own. Reading does not only include books. This could also include podcasts, magazine articles, or even Netflix documentaries. Listening to a podcast on your ride home from school can be a nice way to ease such material into your lifestyle. You can find some good articles in Nature or Scientific American that publishes the latest innovations in biochemistry, and you can also visit Oxford’s recommended reading list for some book inspirations: Balliol Biology Reading .

4. Start early

Always try and start your Biology personal statements early so you would have enough time to get feedback on your work and sufficient time to revise drafts. If you are going through writer’s block and have been staring at an empty word document for days, begin by writing a bullet point of all the achievements and experiences you have been a part of in the recent 5 years, a separate list of the desirable qualities of a biology student, and a separate list of what the course is about. You can work from there by matching your experiences to the desirable qualities of aspects of the course and slowly flesh our paragraphs. Once you have a rough draft, you can start organising your information and writing the paragraphs in a more succinct and ideal fashion.

5. Proofread your work

Try and buffer enough time to allow friends, family, and preferably seniors of the course to read through your Oxford Biology personal statement to factor in feedback! Remember, especially because you are telling your own story, you might not be the most objective judge of your Biology Oxford personal statement. After writing your statement, it can also be good to not touch it for a week and come back to it with a fresh mind to re-edit the draft.

Top 5 things to AVOID for your Oxford Biology Personal Statement

1. listing every achievement that you have done.

Remember that Oxford tutors are looking for students who are a good match for the course. This means that it is likely that not every single experience that you had in high school might be relevant for biology. For example, topping your cohort in History might be impressive, but if you don’t demonstrate how it is relevant to studying biology, it would not add value to your Biology personal statement.

2. Compare yourself with your friends or peers

It might seem tempting to pitch yourself against other applicants you know and to see how you measure up against them, or try and include experiences in your Biology personal statement Oxford because you think other applicants have done such experiences. Remember that Oxford tutors are looking out for students who are a good match for that course, and changing yourself to be another type of student may not necessarily make you a more competitive candidate. Be authentic and sincere as to why you and your experiences are a good fit for the course and don’t try to be someone else!

3. Sacrifice readability for fancy language

Understand that the Biology Oxford personal statement is a medium for you to tell your story and your passion. If using a thesaurus is getting in the way of that, opt for simple language. Oxford tutors value Biolofy personal statements that they can read with ease and understand. Just imagine this– the tutor would be reading hundreds of Oxford personal statements in one day. Even though they are highly qualified, if you use scatter your essay with too many unconventional words, it would make it extremely difficult for them to get through your essay or even understand the point that you are trying to convey. If you’re not familiar with certain words, don’t use them as it might work against you instead!

4. Explain why you are a good fit for biology, instead of what the university or biology can do for you

Remember that you are applying to get into university, so your tutors are looking out for students who would match the course well and benefit from it. Flattery to the university would not help your application and would only take up valuable word count– you are already applying, so they already know that you are interested in pursuing a degree with them.

5. Being cliché and Unprofessional

You don’t need an “aha” moment that inspired your whole future or motivation for your university degree. A simple explanation of how unique aspects of biology intrigues you or draws you in, although seemingly simple and ordinary, would be even more valuable if explained well. Try to be authentic and original, and really understand why YOU would love studying biology!

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• Biology personal statements

Biology degree personal statement example (1t) Oxford application

Attending my school’s Biology Critical Review Club has ignited my interest in kin selection theory and altruism. I am fascinated by kin selection’s ability to explain observations seemingly inconsistent with Darwinian natural selection, such as a sterile ant’s willingness to rear offspring of its queen (Hamilton, 1972) and the formation of fruiting bodies in slime mould (West & Gardner, 2010). Reading around my subject has expanded my knowledge beyond the A level syllabus leaving me eager to gain greater understanding.

My desire to study biology was confirmed during a work experience at the Sutton Institute of Cancer Research. Working alongside experts on cell cycle control and drug discovery was particularly inspiring. Following a selection process I was invited to a week at Clare Hall Laboratories where I had the unique opportunity to witness the use of immunodeficient mice to model the pathology of malignant tumours. I enjoyed performing a range of practical techniques such as gel electrophoresis of DNA and western blotting of proteins. I also encountered genetically modified mice at the Neurogenetics Laboratory of Guy’s Hospital where I learned how the number of CAG codon repeats in the HTT gene affects the prognosis of sufferers of Huntington’s disease, a topic I researched further for a recent symposium. More broadly, these practical experiences inspired me to read Nesse and Williams’ book ‘Why We Get Sick’ which gave me greater insight into our susceptibility to disease, from the perspective of natural selection.

The value of public debate as part of the scientific process came home to me during a series of lectures at the Natural History Museum alongside the ‘One Million Years’ exhibition. I was surprised to learn how genome sequencing had shown Neanderthals interbred with ancient man as recently as 40,000 years ago. I was fascinated by the controversy that ensued amongst the researchers when I questioned the extent to which the two entities can continue to be regarded as separate species.

In the field of marine biology, I have analysed scientific papers in order to write an EPQ dissertation on the ecological impacts of salmon aquaculture. This helped me develop valuable independent research and critical thinking skills. My focus on issues such as the transmission of salmon lice and its role as a vector for the infectious salmon anaemia virus has furthered my long-held interest in the balance between conservation and exploitation of ecosystems. I was delighted to further develop my ecological sampling ability during a cetacean conservation course with The Sea Watch Foundation.

Teamwork has been a key focus of my outside pursuits. In 2012 I was accepted onto the National Performance Programme for Modern Pentathlon and have since represented Great Britain on three occasions. I was honoured to receive a Sports Aid Award following nomination by Pentathlon GB. Training intensively for five sports alongside my academic endeavours has taught me to manage time effectively. My role as House Captain and Cross Country team Captain has developed my leadership and communication skills.

I believe my desire to understand new principles, to balance the theoretical with practical and to apply biological concepts to real world issues make me particularly suited to study biology. I now feel ready to take on the academic and wider challenges of university life.

Universities Applied to: Oxford (Biological Sciences) - Offer ( A*AA) Firm Durham (Biology) - Offer (AAA) Insurance York (Biology) - Offer (AAB) Rejected Exeter (Biology) - Offer (AAB) Rejected Birmingham (Biology) - Offer (Unconditional if firm) Rejected

Grades Achieved: Maths (AS) - Grade A Biology (A2) - Grade (A at AS, A* at A level) Chemistry (AS/A2) - Grade (A at AS, A* at A level) Physics (AS/A2) - Grade (A at AS, A* at A level)

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OpenSAFELY: Effectiveness of COVID-19 vaccination in children and adolescents

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Background Children and adolescents in England were offered BNT162b2 as part of the national COVID-19 vaccine roll out from September 2021. We assessed the safety and effectiveness of first and second dose BNT162b2 COVID-19 vaccination in children and adolescents in England.

Methods With the approval of NHS England, we conducted an observational study in the OpenSAFELY-TPP database, including a) adolescents aged 12-15 years, and b) children aged 5-11 years and comparing individuals receiving i) first vaccination with unvaccinated controls and ii) second vaccination to single-vaccinated controls. We matched vaccinated individuals with controls on age, sex, region, and other important characteristics. Outcomes were positive SARS-CoV-2 test (adolescents only); COVID-19 A&E attendance; COVID-19 hospitalisation; COVID-19 critical care admission; COVID-19 death, with non-COVID-19 death and fractures as negative control outcomes and A&E attendance, unplanned hospitalisation, pericarditis, and myocarditis as safety outcomes.

Results Amongst 820,926 previously unvaccinated adolescents, the incidence rate ratio (IRR) for positive SARS-CoV-2 test comparing vaccination with no vaccination was 0.74 (95% CI 0.72-0.75), although the 20-week risks were similar. The IRRs were 0.60 (0.37-0.97) for COVID-19 A&E attendance, 0.58 (0.38-0.89) for COVID-19 hospitalisation, 0.99 (0.93-1.06) for fractures, 0.89 (0.87-0.91) for A&E attendances and 0.88 (0.81-0.95) for unplanned hospitalisation. Amongst 441,858 adolescents who had received first vaccination IRRs comparing second dose with first dose only were 0.67 (0.65-0.69) for positive SARS-CoV-2 test, 1.00 (0.20-4.96) for COVID-19 A&E attendance, 0.60 (0.26-1.37) for COVID-19 hospitalisation, 0.94 (0.84-1.05) for fractures, 0.93 (0.89-0.98) for A&E attendance and 0.99 (0.86-1.13) for unplanned hospitalisation. Amongst 283,422 previously unvaccinated children and 132,462 children who had received a first vaccine dose, COVID-19-related outcomes were too rare to allow IRRs to be estimated precisely. A&E attendance and unplanned hospitalisation were slightly higher after first vaccination (IRRs versus no vaccination 1.05 (1.01-1.10) and 1.10 (0.95-1.26) respectively) but slightly lower after second vaccination (IRRs versus first dose 0.95 (0.86-1.05) and 0.78 (0.56-1.08) respectively). There were no COVID-19-related deaths in any group. Fewer than seven (exact number redacted) COVID-19-related critical care admissions occurred in the adolescent first dose vs unvaccinated cohort. Among both adolescents and children, myocarditis and pericarditis were documented only in the vaccinated groups, with rates of 27 and 10 cases/million after first and second doses respectively.

Conclusion BNT162b2 vaccination in adolescents reduced COVID-19 A&E attendance and hospitalisation, although these outcomes were rare. Protection against positive SARS-CoV-2 tests was transient.

Competing Interest Statement

BG has received research funding from the Laura and John Arnold Foundation, the NHS National Institute for Health Research (NIHR), the NIHR School of Primary Care Research, NHS England, the NIHR Oxford Biomedical Research Centre, the Mohn-Westlake Foundation, NIHR Applied Research Collaboration Oxford and Thames Valley, the Wellcome Trust, the Good Thinking Foundation, Health Data Research UK, the Health Foundation, the World Health Organisation, UKRI MRC, Asthma UK, the British Lung Foundation, and the Longitudinal Health and Wellbeing strand of the National Core Studies programme; he is a Non-Executive Director at NHS Digital; he also receives personal income from speaking and writing for lay audiences on the misuse of science. BMK is also employed by NHS England working on medicines policy and clinical lead for primary care medicines data. IJD has received unrestricted research grants and holds shares in GlaxoSmithKline (GSK).

Funding Statement

The OpenSAFELY Platform is supported by grants from the Wellcome Trust (222097/Z/20/Z); MRC (MR/V015757/1, MC_PC-20059, MR/W016729/1); NIHR (NIHR135559, COV-LT2-0073), and Health Data Research UK (HDRUK2021.000, 2021.0157). In addition, this research used data assets made available as part of the Data and Connectivity National Core Study, led by Health Data Research UK in partnership with the Office for National Statistics and funded by UK Research and Innovation (grant ref MC_PC_20058). BG has also received funding from: the Bennett Foundation, the Wellcome Trust, NIHR Oxford Biomedical Research Centre, NIHR Applied Research Collaboration Oxford and Thames Valley, the Mohn-Westlake Foundation; all Bennett Institute staff are supported by BG's grants on this work. The views expressed are those of the authors and not necessarily those of the NIHR, NHS England, UK Health Security Agency (UKHSA) or the Department of Health and Social Care.

Funders had no role in the study design, collection, analysis, and interpretation of data; in the writing of the report; and in the decision to submit the article for publication.

Author Declarations

I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

The details of the IRB/oversight body that provided approval or exemption for the research described are given below:

This study was approved by the Health Research Authority (REC reference 20/LO/0651) and by the London School of Hygeine and Tropical Medicine Ethics Board (reference 21863).

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable.

Data Availability

All data were linked, stored and analysed securely using the OpenSAFELY platform, https://www.opensafely.org/ , as part of the NHS England OpenSAFELY COVID-19 service. Data include pseudonymised data such as coded diagnoses, medications and physiological parameters. No free text data was included. All code is shared openly for review and re-use under MIT open license [ https://github.com/opensafely/vaccine-effectiveness-in-kids ]. Detailed pseudonymised patient data is potentially re-identifiable and therefore not shared. Primary care records managed by the GP software provider, TPP were linked to ONS death data and the Index of Multiple Deprivation through OpenSAFELY.

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Geophysics and earth science personal statement example.

As liberalism is giving way to realism in international relations, trade growth and progress will yield to a scramble for resources and survival. This "neo-realism" is a nationalism with international appeal, that unites across borders, and divides within them. I am not applying for a Political Science course, but because of these changes the world will need more Earth Scientists, and I want to become one of them. I am captivated by the planet we live on. I took its bait of beauty early on and have been hooked ever since.

To perpetuate my experiences, as a child, I collected rocks from every seashore I walked and every hill I climbed. As I grew older, I learned to let go, and embrace the elements rather than collect pieces of them. Today I live out my fascination by surfing waves, hiking and climbing rocks, skiing mountains and landsailing. These activities have helped me better understand the earth's mechanisms. I can do all this near our home in Southern Spain, close to where the Zanclean Flood unfolded.

I have always researched in depth that which has engaged me, to which end I watch a myriad of documentaries and read plenty of articles and books in search for answers. In-depth discussions with my science teachers on topics spanning from dark matter to the origins of life, have also provided clarifications. This curiosity of mine is backed up by an ability to focus for long periods of time. I am innovative, creative and can think outside the box. Let me make it clear that I am choosing my career path for selfish reasons, and not because of a call, desire or obligation to contribute to society.

Having said that, I am unpretentiously conscious of, and positive towards, possible contributive communal effects of my practice, but that is not my driving force. My motivation is the realisation of my own potential, and that is best fulfilled by dedicating my life to science. I was recently awarded "Physics Student of the Year" and received full scholarship accreditation. My interest in the course is demonstrated by research and activities I have taken part in, including visiting Khao Lak (Thailand) which was devastated by the tsunami in 2004.

I was only 11 at the time of my visit, but it made a lasting impression. I have worked a week as a 'Seismology Data Analyst' at the Republican Seismic Survey Center of Azerbaijan and travelled to Gobustan to experience the unique geothermal phenomena known as 'mud volcanoes'. In 2016, I won a silver medal in the chemistry category at an international event in Izmir, challenging much older students. This summer I have worked with forecasting and analysing weather, wind and ocean currents. In December I will be a Volcano Adventure Guide Assistant on expeditions to Acatenango and Pacaya.

I have lived in a range of different countries, and open-mindedness is therefore a prominent feature of my frame of reference. I am fluent in English, Spanish Norwegian and Thai, and have studied Mandarin for five years. To disconnect, I thoroughly enjoy a good game of chess, and have learnt from both Shahriyar Mammedyarov (World Champion) and his sister Turkan (European Champion). However, football is the leisure activity I enjoy the most. I have trained in many good academies, and this year competed in the "International Schools' League" in Baku where I was selected for the All-Star Team.

I will utilise my aversion to losing in sports in my studies to help me achieve my goals. All things considered, and as an addict to the unpredictable chaos of mother nature, I would very much welcome the opportunity to not only unravel some of the remaining geophysical mysteries, but above all the chance to develop better ways of both predicting and handling the consequences of global geophysics. Although my motives are not fundamentally altruistic, if granted this privilege, I pledge that it is one that I will not squander. I will therefore do this because I want to, but also by reason of being the right thing to do.

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Offers made for:

Oxford University (Earth Sciences) Imperial College London (Geophysics) University of Edinburgh (Geophysics) University College London (Earth Sciences) University College London (Environmental Geosciences)

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