My interest in Geography started as a desire to learn and understand how and why the world around me has formed. Studying Geography has allowed me to immerse myself into the breadth of the subject and I have been fascinated by the intricacies of mobilities within Geography, as well as the many issues and challenges associated with transport planning in the cities of our world. My interest in Urban Geography was first ignited when I was awarded ‘Highly Commended’ in an international Geography essay writing competition, working on this essay provided an opportunity for me to develop my research and analytical skills. I explored affordable ways to solve London’s housing crisis and was inspired by the architect Walter Segal, Chile’s ‘Half Houses’ and other bottom up, community led approaches to development. This led to a further research project into the implementation of ‘Shared Spaces’ and a video call with an Urban Planner in Portland, Oregon. Throughout these projects, I was challenged to consider different forms of active transport, designed to improve safety for cyclists and pedestrians. As I worked on my Shared Space project, I investigated the accessibility and inclusivity issues surrounding implementing Shared Spaces, leading me to consider alternative modes of active transport, including cycleways. I am now researching a cycleway in Cardiff for my Geography Non-Examined Assessment, and have been in contact with members of the Welsh Government who played key roles in designing and planning the scheme. Part of this coursework involved me meeting and interviewing business owners who had been impacted by the cycleway. I have thoroughly enjoyed this aspect of geographical fieldwork and getting to know the individual stakeholders, who were impacted, gave me a valuable insight into the challenges of government initiatives versus community led development.
I further broadened my experience during a week with a Chartered Surveying company where I observed another stakeholder’s viewpoint. I learnt about rural land management from a professional business perspective and had a basic introduction into the role of GIS and Mapping within infrastructure planning (inspired by my love of maps). This brought to life many of the geographies surrounding conflicts between opposing stakeholders, and allowed me to empathise with different people impacted by new developments. As my interest in Urban Geographies has grown, I remain passionate about Physical Geography and am concerned about the environmental impact of our everyday lives. I have been a founding member of my Sixth Form’s Environmental Society, and have taken a leading role in establishing the new ‘College Community Garden’ as well as other projects designed to reduce my College’s carbon footprint. Further opportunities for leadership have become possible through Duke of Edinburgh Gold and Scouting, as I have shared my experience and skills in team situations. As a Young Leader with the Cub Scouts and youth representative on the District Executive Committee for Mid Cheshire Scouts, I have grown in confidence and learnt to communicate effectively across age groups in different situations and with different stakeholders.
10 years later, the same map is still up on my wall, and I am even more fascinated by the world in which we live. I am driven to understand more about the geographies of our world and a degree in Geography is my next step in learning how I can make a positive contribution to our planet within my lifetime.
Academic year application was made: 2021-22
Academic year application was made: 2019-20
Used to also apply for: Liberal arts; Languages and cultures; Sociology
Without studying History, we would never draw patterns in our failures to act with humanity, nor prevent such patterns from recurring. When I visited Auschwitz Birkenau as a HET Ambassador its emptiness infuriated me, for it serves as a reminder of the grim capacity of humans to facilitate genocide remorselessly until caught in the act, but this lesson is lost without the correct historical context. Hearing an account of the bureaucracy involved in transporting 1800 Jews from Corfu to Auschwitz enlightened me to the consequences of being a bystander, but through studying History, we reject complacency on behalf of those who made that mistake before us. Attending two university summer schools encouraged me to assess different sources and compare historians’ interpretations whilst presenting my own, a skill that I have developed through evaluating case studies in A-Level Sociology and apply to historiographical debate through my NEA. From these residentials I gained an awareness of how society is fabricated through headlines and omissions. For this reason, I believe that engagement with History is inseparable from engagement with the present day, for historians’ skills are crucial for navigating current affairs. By studying History at a higher level, I hope to reach beyond the timeline of events and influential figures that constitutes mainstream history, uncovering who is missing from this grand rhetoric, which in truth, is a product of the biases of those who have made active decisions over time to construct it; a systemic erasure of women and people of colour. Through Cheryl Rubenberg’s book ‘Palestinian Women’, I found that this process of erasure persists where women still suffer immense exploitation, due to the inadvertent ignorance of those with the privilege to speak on their behalf towards rural areas of the country. The value of Spanish proficiency today cannot be underestimated, given how the impending Venezuelan migrant crisis and xenophobic rhetoric that pollutes the US border lend a growing political relevance to Spanish. Investigating Hispanic culture has shown me how languages provide a broader perspective of History that would otherwise have been overlooked; the series ‘Las Chicas del Cable’ offers a convergence of my interests in Women’s History and Spanish, and my interest in the artist Frida Kahlo enhanced my understanding of the Russian communist movement as I uncovered her involvement with Leon Trotsky. I am determined to continue advancing with my Spanish, as languages grant access to primary sources such as oral history, and empower human connection. I have shown dedication to Spanish by aiding a Year 11 class with their grammar and pronunciation, which motivated me to busk to fundraise for a TEFL project abroad. I am eager to continue my extra-curricular interests of drama and music at university, as I value the strong sense of community that musical theatre cultivates. At school, I recently played Sandy in Grease, a demanding role but one that I relished, often leading warm-ups for younger students and peers. I accredit much of my self-confidence and drive to my involvement with MH:2K, a project which gave me the opportunity to collaborate with like-minded young people on the creation and delivery of workshops about youth mental health. We then pitched proposals for policies and activities that would support young people’s wellbeing to over 200 decision makers and social workers. These projects have reminded me to maintain a positive outlook when facing difficulty and provided insight into effective individual and collective working, thus they have not acted as a detriment to my studies but enhanced them greatly. I believe that the personal and academic skills that I have gained from these experiences combined with my high level of self-motivation and enthusiasm for knowledge demonstrate my suitability for university life and the demands of pursuing History and Spanish at a more advanced level. |
Academic year application was made: 2022-23
Academic year application was made: 2020-21
Used to also apply for: Theoretical Physics; Mathematics and Physics
Want to add yours to help out.
If you are a current St Anne’s student and want to share your personal statement as a way to guide prospective applicants toward a more successful application, please submit your personal statement (anonymously) here .
On this page you'll find a collection of real personal statements written by students applying to study geology and related courses at university.
These personal statements are written by real students - don't expect them all to be perfect! But by reading through a few of these samples, you'll be able to get some ideas and inspiration for your own personal statement.
More help with your personal statement.
You can find personal statement examples for other courses by using this subject list, or by returning to our personal statements by subject page.
Other useful links
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This page covers admissions details specific to the Undergraduate Earth Sciences Courses. Further information about admissions can be found on the University Undergraduate Admissions page . You can view information on the degree programmes offered in this Department on the course listing .
We offer two degrees: a three-year Bachelors degree (BA in Geology) and a four-year Masters degree (MEarthSci). For the first three years the two courses are identical. The 4th Year allows students the option of deepening their training through a choice of higher-level specialisations and by carrying out a research project, which runs throughout the year.
3-year (UCAS Code F642)
4-Year (UCAS Code F644)
We find that most of our students are very strongly motivated towards the 4th Year of the course so we advise that, if you are in doubt about whether to apply for the 3-year course or the 4-year course, you should apply for the 4-year course. It is a simple matter to change from the 4-year course to the 3-year course should you decide to do so, whereas changing from the shorter course to the longer course can sometimes be difficult.
Both courses are accredited by the Geological Society of London , allowing you to progress quickly to Chartered Geologist status in the future.
Your application should be made on the standard UCAS form, on which you need to specify either the 3-Year course in Geology or the 4-Year MEarthSci course. The form also allows you to state your preferred college. If you have no preference you will be allocated a college during the admission process. See our page on Tutors and Colleges to find out more.
There are usually two interviews, each conducted by two interviewers. These will be held online in early to mid-December. Interviews will be conducted via Microsoft Teams using Miro (a virtual whiteboard that enables both the interviewers and the candidate to write on the same document in real-time). An interview is not an examination. As part of the interview process, candidates may be asked to comment on pictures of specimens of geological nature, or to carry out mathematical derivations or calculations. This will be conducted with due recognition of previous knowledge (e.g., specific A levels of each candidate) and experience in the subject being discussed.
There is no written test or submitted work.
We refer to qualifications in terms of A Levels, but our remarks refer equally to equivalent levels of qualification in other examination systems. Your application will be equally welcome if you are aiming towards other UK qualifications, such as Scottish Highers, or international qualifications, such as International Baccalaureate.
We require all candidates to be studying (to A Level or equivalent):
This provides the best preparation for the course, and will form part of any offer of a place.
The most highly recommended additional A Level subjects for Earth Sciences are:
Additional A Level qualifications in any of these subjects are very helpful.
Find out more about the official qualifications we require from the University Admission page or about International qualifications on the University website .
Students are selected on the basis of ability and potential in the following areas:
Successful pre-examination candidates are made conditional offers, which are usually A*AA or AAAA at A2 level , 39 (including core points) with 766 at HL for IB , or carefully calibrated equivalents in other systems of examination. Post-qualification candidates may receive unconditional offers. The grades required by the offer will include Maths AND Chemistry OR Physics.
In principle, we welcome applications for deferred entry to our courses because we recognise the benefits that a gap year may bring. However, you should be aware that (particularly in a small subject like ours) allocating places for deferred entry makes a significant impact on the number of places available to candidates for the following year. In practice, therefore, offers for deferred entry are likely to be restricted, and some candidates for deferred entry may consequently be offered a non-deferred place instead. Unsuccessful applicants for deferred entry are, of course, welcome to re-apply during their gap year. Except where there are significant extenuating circumstances, it is not possible to change your application to a deferred entry once an offer has been made.
We wish you luck with your exams. Once your results come out and whatever the outcome, we strongly encourage you to visit the University of Oxford’s ‘ What Happens When I receive My Results? ‘ website for the most comprehensive information on your next steps.
If your results meet all the conditions of your offer, your place is assured and you will be able to see confirmation of your place on UCAS Track a few days later. Congratulations! Your college will be in touch shortly after this
If you do not meet all the conditions of your offer (for example if you have not achieved the required grades) your college will make a final decision regarding your offer. If you find yourself in this situation and require further information or you feel we should be alerted to any exceptional circumstances you have experienced, please contact your college . You can also read some FAQs on meeting conditions of offers.
For more information on Deferrals, Appeals, Autumn series exams, Conditional Open Offers, & International Qualification Offer Holders, please refer to the University’s Results website.
Please expand the accordion below to read some of our most frequently asked questions.
Before you try to write anything, reflect on what aspects of Earth Sciences excite you. What sort of science news articles draw your attention? What is it about those aspects of the Earth Sciences that inspire your interest? Perhaps the answer lies in an experience you had, or in a broader part of your character. If you can connect the dots of specific interests to personal experiences or qualities, this gives a clear picture of your motivation. Anyone can use the word “enthusiastic” but a compelling narrative is difficult to write if you don’t feel it deeply.
There is no ‘right’ way to write a personal statement, but honesty and a genuine motivation to study science are important. Don’t write about books you haven’t read, or activities you haven’t done, as this will quickly become apparent if you are asked in interview. We put the most weight on your motivation for wanting to study Earth Sciences, rather than on lists of your achievements, extracurricular activities, or travel plans.
It can be tough to get started with writing your personal statement but if you’re struggling, try to start by writing a list of bullet points about what you’re interested in and why. Once you’ve got a draft, it’s good to get a second opinion. If you can, ask someone else to read it who can give you some feedback – maybe a teacher, or parent. There are also a lot of good resources online with advice on writing your personal statement, and you can view the Oxford guidance on the Undergraduate Admissions webpages.
We do not mind when you have taken your A-levels but you should be prepared to discuss all relevant subjects equally at interview, irrespective of when the exams were sat.
Unlike many other science departments at the University of Oxford, there is no admissions test for Earth Sciences. Once we have received all of the applications to the undergraduate course, these will be reviewed. We try to invite to interview everyone who has the predicted minimum entry grades for our course and who has demonstrated through their personal statement an interest in, and understanding of, Earth Sciences. Typically >80% of applicants are called to interview. We use the interviews as one part of the assessment process, but we take account of applicants’ track record, predicted grades and other relevant circumstances as well when we make offers.
You will receive two interviews. These are typically around 30 minutes each and may be on the same day, or across two days. Each interview will be conducted by two members of academic staff. One interview may be more qualitative and the other more quantitative. We know these can seem very daunting but the interviews are not designed to try and catch you out or to assess what you know. The aim is to try and get to know you as a scientist. The interviewers are interested to see how you approach scientific problems and whether you have the flexibility to work through them.
Generally, the interview questions involve applying your A Level knowledge to new scenarios in Earth Sciences. These are often big picture questions or tasks, such as interpreting a rock’s history based on your understanding of physics and chemistry or estimating the rise in sea level change from the melting of Antarctic ice using algebra. You might be asked to estimate how long a raindrop stays in the atmosphere for, and then go on to further discuss how water is circulated around the planet and the timescales and spatial scales involved. On the face of it, these might seem like impossible questions, but you’ll be given data or information to help you work through this. It’s best if you vocalise your thought processes (much like showing your working in a maths problem); the interviewers will gently guide you towards the right answer!
If you want further information, you can watch a mock interview with two of our tutors via YouTube .
There is no need to revise specifically but interview questions will be based loosely around your A Level courses, so a good familiarity with what you have already covered will be helpful. Make sure you know what you have written in your personal statement and that you have a good understanding of the course that you are applying to and why you want to do it.
No. We don’t assume any knowledge of Geology in your interview - our questions will be based on your A Level courses but are designed to see how you think through problems rather than testing your knowledge per se.
No. We do not expect you to know the A Level courses for all the sciences, but interviewers will assume you are familiar with the subjects that you are currently studying at A Level.
Yes. The aim of the interviews is to see how you approach a problem, not whether you know the answer straight away. These are conversations, not tests. If you are unsure about something being discussed, or if you have questions about the course or any topic of Earth Sciences, you can ask your interviewers – it’s a two-way process. If you are struggling to answer a question, the interviewers help you along with gentle guidance or by providing additional information to steer your thought processes. They also understand that interviews can be daunting and that you may be nervous, so don’t worry!
There are typically around 40 places offered on the Earth Sciences course each year and there are usually around 3-4 applications for every place available.
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If you’re applying for a grad course that requires a personal statement (sometimes also called a ‘statement of purpose’), it can be difficult to know where to start and what to include. Read on for tips from some of our masters’ students about their process and what they found helpful.
Read through a successful Computer Science Personal Statement for Oxford with a full analysis by Oxbridge Tutors. Find out why the Personal Statement helped the candidate to receive an Oxford offer.
Learn how to write a compelling geology personal statement Oxford with tips, examples, and key insights to help you stand out in your university application. Perfect for aspiring geologists!
Geology and Earth Sciences Personal Statement Example. A visit to a collection of minerals and gemstones while holidaying in the Lake District in 2006 opened my eyes to the fascinating subject of geology.
Your geology personal statement is a piece of creative writing that allows university admissions tutors to see if you are a good fit for their degree. This is why it's important to start early and spend as much time as possible writing your statement.
If you are a current St Anne’s student and want to share your personal statement as a way to guide prospective applicants toward a more successful application, please submit your personal statement (anonymously) here.
He says: ‘My Oxford degree helped me to develop the knowledge, understanding and confidence to approach geological problems in a critical and informed manner. I appreciated the course’s focus on both the theoretical and practical side of geology.’
On this page you'll find a collection of real personal statements written by students applying to study geology and related courses at university.
There is no ‘right’ way to write a personal statement, but honesty and a genuine motivation to study science are important. Don’t write about books you haven’t read, or activities you haven’t done, as this will quickly become apparent if you are asked in interview.
Demonstrating your passion for the earth sciences is super important when it comes to filling in your UCAS application, writing your personal statement and if you end up going for interviews.