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Why study in the UK?

Great futures happen when you study in the uk.

Step into a world of limitless possibilities in the United Kingdom, where academic excellence meets innovation. From the world-recognised universities to the innovative teaching approach and the leading minds who deliver it, the UK has what you need to reach your potential. It’s not surprising that more than 500,000 international students choose to study here each year!

Why studying in the UK is the right choice for you  

Access to top universities and world-class innovative teaching.

The United Kingdom stands out as a top destination for higher education, boasting impressive credentials.

Notably, it hosts two of the world's top three universities , with 26 institutions ranking among the top 200 ( QS figures. 2023 ). Furthermore, the UK has played a significant role in nurturing talent, as evidenced by the fact that 38 percent of Nobel Laureates received their education there (British Council, 2016). 

Additionally, more than a quarter of global leaders have benefited from UK university education (University Business in 2021). This remarkable track record places the UK at the forefront, making it the highest-ranked country for pursuing higher education ( GREAT campaign, 2021 ).

Flexible courses and get skills that employers want

It’s not just our world-recognized universities that make us a top choice for international students. Every UK degree is 

Flexible and tailor-made to support you - UK postgraduate programs, including many one-year MBA courses, offer shorter durations compared to the US and Australia. This not only provides better value for your investment but also allows you to apply your knowledge in real-world situations sooner. Search for UK courses here .

Focused on developing skills that are sought after by employers and recruiters  - Seven in ten international students say that they are progressing further, being promoted quicker and earning more because of their UK education' (Universities UK International). Learn more about the skills that are a focus of UK education here .

Post-study work opportunities

A survey of international graduate outcomes ( Universities UK, 2020 ) found that international graduates (both EU and non-EU) believe their UK degree was worth the financial investment.  

The UK’s Graduate Route allows international students to apply to stay in the UK and work, or look for work, upon graduation. International students who have successfully completed an undergraduate or master’s degree have the option to apply to stay in the UK for up to two years. PhD graduates can apply to stay for up to three years. Know more about post-work opportunities in the UK here .

Discover student life in the UK

Beyond the world-class education and high-quality teaching, there is so much to love about the UK: 

• An open and inclusive way of life weaved with ancient traditions 
• Stunning landscapes and dazzling nightlife 
• Unbeatable international cultural scene. 
• Trustworthy police force
• Reliable and affordable transport services
• One of the most advanced healthcare systems in the world.

As a student in the UK, you will discover endless ways to enjoy yourself, learn new things, make new and lasting friendships and have some brilliant adventures.

'London has a lot to offer. It really helped me hone my hobbies and my interests outside of the academics. Discovering myself, improving myself and being able to be the best version of myself, is what I found while I was in the UK.'  - Darshan Shah, PhD and MSc in Bioengineering. Currently Asst. Prof. IIT Bombay. 

Scholarships and Student resources

1. Studying in the UK offers excellent value for your investment, with average costs here being lower than those in the USA and Australia . Check out our 8 top money-saving tips for students here.

2. There are many funding options available for international students who want to study in the UK.  You can search for the right scholarship for you here  

3. In the UK, you'll find an extensive array of study options, boasting hundreds of institutions and thousands of courses . Get practical information, from choosing your university to the application process here

4. Come and meet the British Council and many of the UK's universities , face-to-face or virtually. You can leave your information here and we will reach out to let you know about upcoming events

5. What you need to know about Study in the UK that no one ever told you.  Get insights from current students about studying and living in the UK here  

For more information about studying and living in the UK, visit our  Study UK website. 

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UCAS Personal Statement and Examples

What is the ucas personal statement .

The Universities and Colleges Admissions Service (UCAS) Personal Statement is the main essay for your application to colleges and universities in Great Britain. UCAS gives a nice explanation here , but in short, this is your chance to stand out against the crowd and show your knowledge and enthusiasm for your chosen area of study.

You’ve got 4,000 characters and 47 line limit to show colleges what (ideally) gets you out of bed in the morning. How long is that, really? Use your “word count” tool in Google or Word docs to check as you go along, but 4,000 characters is roughly 500 words or one page.

HOW IS THE UCAS PERSONAL STATEMENT DIFFERENT FROM THE US PERSONAL STATEMENT?

Think they’re the same? Think again. Here are some key differences between the UCAS and the US Personal Statement:

When you apply to UK schools, you’re applying to one particular degree program, which you’ll study for all, or almost all, your time at university. Your UCAS personal statement should focus less on cool/fun/quirky aspects of yourself and more on how you’ve prepared for your particular area of study.

The UCAS Personal Statement will be read by someone looking for proof that you are academically capable of studying that subject for your entire degree. In some cases, it might be an actual professor reading your essay.

You’ll only write one personal statement, which will be sent to all the universities you’re applying to, and it’s unlikely you’ll be sending any additional (supplemental) essays. Your essay needs to explain why you enjoy and are good at this subject, without reference to any particular university or type of university.

Any extracurricular activities that are NOT connected to the subject you’re applying for are mostly irrelevant, unless they illustrate relevant points about your study skills or attributes: for example, having a job outside of school shows time-management and people skills, or leading a sports team shows leadership and responsibility.

Your personal statement will mostly focus on what you’ve done at high school, in class, and often in preparation for external exams. 80-90% of the content will be academic in nature.

A QUICK STEP-BY-STEP GUIDE TO WRITING THE UCAS PERSONAL STATEMENT

This may be obvious, but the first step to a great UCAS Personal Statement is to choose the subject you’re applying for. This choice will be consistent across the (up to) five course choices you have. Often, when students struggle with a UCAS personal statement, it’s because they are trying to make the statement work for a couple of different subjects. With a clear focus on one subject, the essay can do the job it is supposed to do. Keep in mind you’re limited to 47 lines or 4000 characters, so this has to be concise and make efficient use of words.

To work out what information to include, my favourite brainstorming activity is the ‘Courtroom Exercise’. Here’s how it works:

The Courtroom Exercise

Imagine you’re prosecuting a case in court, and the case is that should be admitted to a university to study the subject you’ve chosen. You have to present your case to the judge, in a 47 line or 4,000 character statement. The judge won’t accept platitudes or points made without evidence–she needs to see evidence. What examples will you present in your statement?

In a good statement, you’ll make an opening and a closing point.

To open your argument, can you sum up in one sentence why you wish to study this subject? Can you remember where your interest in that subject began? Do you have a story to tell that will engage the reader about your interest in that subject?

Next, you’ll present a number of pieces of evidence, laying out in detail why you’re a good match for this subject. What activities have you done that prove you can study this subject at university?

Most likely, you’ll start with a class you took, a project you worked on, an internship you had, or a relevant extra-curricular activity you enjoyed. For each activity you discuss, structure a paragraph on each using the ABC approach:

A: What is the A ctivity?

B: How did it B enefit you as a potential student for this degree course?

C: Link the benefit to the skills needed to be successful on this C ourse.

With three or four paragraphs like these, each of about 9 or 10 lines, and you should have the bulk of your statement done. Typically two of these will be about classes you have taken at school, and two about relevant activities outside of school.

In the last paragraph, you need to demonstrate wider skills that you have, which you can probably do from your extracurricular activities. How could you demonstrate your time management, your ability to collaborate, or your creativity? Briefly list a few extracurricular activities you’ve taken part in and identify the relevant skills that are transferable to university study.

Finally, close your argument in a way that doesn’t repeat what you’ve already shared. Case closed!

FREQUENTLY ASKED QUESTIONS

What if I’m not sure what I want to study? Should I still apply? 

There are a number of broader programs available at UK universities (sometimes called Liberal Arts or Flexible Combined Honours). However,  you should still showcase two or three academic areas of interest. If you are looking for a broader range of subjects to study and can’t choose one, then the UK might not be the best fit for you.

What if I haven’t done much, academically or via extracurriculars, to demonstrate that I’ll be able to complete the coursework for my degree? Should I still apply?

You certainly can, but you will need to be realistic about the strength of your application as a result. The most selective universities will want to see this evidence, but less selective ones will be more willing to account for your potential to grow in addition to what you’ve already achieved. You could also consider applying for a Foundation course or a ‘Year 0’ course, where you have an additional year pre-university to enable you to develop this range of evidence.

If I’m not accepted into a particular major, can I be accepted into a different major?

It’s important to understand that we are not talking about a ‘major,’ as what you are accepted into is one entire course of study. Some universities may make you an ‘alternative offer’ for a similar but perhaps less popular course (for example you applied for Business but instead they offer you a place for Business with a Language).At others, you can indicate post-application that you would like to be considered for related courses. However, it’s not going to be possible to switch between two completely unrelated academic areas.

What other information is included in my application? Will they see my extracurricular activities, for example? Is there an Additional Information section where I can include more context on what I’ve done in high school?

The application is very brief: the personal statement is where you put all the information. UCAS does not include an activities section or space for any other writing. The 47 lines are all you have. Some universities might accept information if there are particularly important extenuating circumstances that must be conveyed. This can be done via email, but typically, they don’t want to see more than the UCAS statement and your school’s reference provides.

Now, let’s take a look at some of my favourite UCAS personal statement examples with some analysis of why I think these are great.

UCAS PERSONAL STATEMENT EXAMPLE FOR CHEMISTRY

When I was ten, I saw a documentary on Chemistry that really fascinated me. Narrated by British theoretical physicist Jim Al-Khalili, it explained how the first elements were discovered and how Chemistry was born out of alchemy. I became fascinated with Chemistry and have remained so ever since. I love the subject because it has very theoretical components, for example quantum Chemistry, while also having huge practical applications.

In this introduction, the student shows where his interest in Chemistry comes from. Adding some additional academic detail (in this case, the name of the scientist) helps guide the reader into more specific information on why this subject is interesting to him.

This aspect of Chemistry is important to me. I have, for example, used machine learning to differentiate between approved and experimental drugs. On the first run, using drug molecules from the website Drug Bank, I calculated some molecular descriptors for them. I started with a simple logistic regression model and was shocked to find that it had apparently classified almost all molecules correctly. This result couldn’t be right; it took me nearly a month to find the error. I accidentally normalized the molecular-descriptor data individually, rather than as a combined data set, thereby encoding the label into the input. On a second run, after fixing the error, I used real machine learning libraries. Here I actually got some performance with my new algorithm, which I could compare to professional researchers’ papers. The highest accuracy I ever saw on my screen was 86 percent. The researchers’ result was 85 percent; thanks to more modern machine learning methods, I narrowly beat them. I have also studied Mathematics and Physics at A Level and have been able to dive into areas beyond the A Level syllabus such as complex integration in math and the Schrödinger equation in Physics.

This paragraph outlines a clear case for this student’s aptitude for and interest in Chemistry. He explains in detail how he has explored his intended major, using academic terminology to show us he has studied the subject deeply. Knowing an admissions reader is looking for evidence that this student has a talent for Chemistry, this paragraph gives them the evidence they need to admit him.

Additionally, I have worked on an undergraduate computer science course on MIT Opencourseware, but found that the content followed fixed rules and did not require creativity. At the time I was interested in neural networks and listened to lectures by professor Geoffrey Hinton who serendipitously mentioned his students testing his techniques on ‘Kaggle Competitions’. I quickly got interested and decided to compete on this platform. Kaggle allowed me to measure my machine learning skills against competitors with PhDs or who are professional data scientists at large corporations. With this kind of competition naturally I did not win any prizes, but I worked with the same tools and saw how others gradually perfected a script, something which has helped my A Level studies immensely.

Introducing a new topic, the student again uses academic terminology to show how he has gone beyond the confines of his curriculum to explore the subject at a higher level. In this paragraph, he demonstrates that he has studied university-level Chemistry. Again, this helps the reader to see that this student is capable of studying for a Chemistry degree.

I have been keen to engage in activities beyond the classroom. For example, I have taken part in a range of extracurricular activities, including ballroom dancing, public speaking, trumpet, spoken Mandarin, and tennis, achieving a LAMDA distinction at level four for my public speaking. I have also participated in Kaggle competitions, as I’m extremely interested in machine learning. For example, I have used neural networks to determine the causes of Amazon deforestation from satellite pictures in the ‘Planet: Understanding the Amazon from Space’ competition. I believe that having worked on projects spanning several weeks or even months has allowed me to build a stamina that will be extremely useful when studying at university.

This penultimate paragraph introduces the student’s extracurricular interests, summing them up in a sentence. Those activities that can demonstrate skills that are transferable to the study of Chemistry are given a bit more explanation. The student’s descriptions in each paragraph are very detailed, with lots of specific information about awards, classes and teachers.

What I hope to gain from an undergraduate (and perhaps post-graduate) education in Chemistry is to deepen my knowledge of the subject and potentially have the ability to successfully launch a startup after university. I’m particularly interested in areas such as computational Chemistry and cheminformatics. However, I’m  open to studying other areas in Chemistry, as it is a subject that truly captivates me.

In the conclusion, the student touches on his future plans, using specific terminology that shows his knowledge of Chemistry. This also reveals that he aims to have a career in this field, which many admission readers find appealing as it demonstrates a level of commitment to the subject.

UCAS PERSONAL STATEMENT EXAMPLE FOR VETERINARY MEDICINE

This next statement has to accomplish a number of tasks, given the subject the student is applying for. As a vocational degree, applicants for veterinary medicine are committing to a career as well as a subject to study, so they need to give information demonstrating they understand the reality of a career in this area. It also needs to explain their motivation for this interest, which quite often is demonstrated through work experience (something which is often a condition for entry into these programs). Finally, as this is a highly academic subject to study at university, the author should include a good level of academic terminology and experiences in the statement.

There is nothing more fascinating to me than experiencing animals in the wild, in their natural habitat where their behaviour is about the survival of their species. I was lucky enough to experience this when in Tanzania. While observing animals hunting, I became intrigued by their musculature and inspired to work alongside these animals to help them when they are sick, as a veterinarian.

In an efficient way, the applicant explains her motivation to become a vet, then squeezes in a bit of information about her experience with animals.

As a horse rider and owner for nearly ten years, I have sought opportunities to learn as much as I can about caring for the animal. I helped around the yard with grooming and exercise, bringing horses in and out from the fields, putting on rugs, and mucking out. I have also been working at a small animal vet clinic every other Saturday for over 2.5 years. There, my responsibilities include restocking and sterilising equipment, watching procedures, and helping in consultations. Exposure to different cases has expanded my knowledge of various aspects, such as assisting with an emergency caesarean procedure. Due to a lack of staff on a Saturday, I was put in charge of anaesthesia while the puppies were being revived. I took on this task without hesitation and recorded heart and respiration rate, capillary refill time, and gum colour every five minutes. Other placements following an equine vet, working on a polo farm, and volunteering at a swan sanctuary have also broadened my experience with different species and how each possesses various requirements. During pre-vet summer courses, I was also introduced to farm animals such as pigs, cows, sheep and chicken. I spend some time milking dairy cows and removing clustered dust from chicken feet, as well as tipping sheep in order to inspect their teats.

In this paragraph, she synthesizes personal experience with an academic understanding of vet medicine. She demonstrates that she is committed to animals (helping in the yard, regular Saturday work, assistance with procedures), that she has gained a variety of experiences, and that she understands some of the conditions (caesareans, clustered dust) that vets have to deal with. Note that she also briefly discusses ‘pre-vet summer courses,’ adding credibility to her level of experience.

I have focused on HL Biology and HL Chemistry for my IB Diploma. I was particularly excited to study cell biology and body systems because these subjects allowed me to comprehend how the body works and are applicable to animal body functions. Topics like DNA replication as well as cell transcription and translation have helped me form a fundamental understanding of genetics and protein synthesis, both important topics when looking into hereditary diseases in animals. Learning about chemical reactions made me consider the importance of pharmaceutical aspects of veterinary medicine, such as the production of effective medicine. Vaccines are essential and by learning about the chemical reactions, I f developed a more nuanced understanding about how they are made and work.

Now, the statement turns to academic matters, linking her IB subjects to the university studies she aspires to. She draws out one particular example that makes a clear link between school and university-level study.

I have also written my Extended Essay discussing the consequences of breeding laws in the UK and South Australia in relation to the development of genetic abnormalities in pugs and German shepherds. This topic is important, as the growing brachycephalic aesthetic of pugs is causing them to suffer throughout their lifetime. Pedigree dogs, such as the German shepherd, have a very small gene pool and as a result, hereditary diseases can develop. This becomes an ethical discussion, because allowing German shepherds to suffer is not moral; however, as a breed, they aid the police and thus serve society.

The IB Extended Essay (like an A Level EPQ or a Capstone project) is a great topic to discuss in a personal statement, as these activities are designed to allow students to explore subjects in greater detail.

The first sentence here is a great example of what getting more specific looks like because it engages more directly with what the student is actually writing about in this particular paragraph then it extrapolates a more general point of advice from those specificities.

By choosing to write her Extended Essay on a topic of relevance to veterinary medicine, she has given herself the opportunity to show the varied aspects of veterinary science. This paragraph proves to the reader that this student is capable and motivated to study veterinary medicine.

I have learned that being a veterinarian requires diagnostic skills as well as excellent communication and leadership skills. I understand the importance and ethics of euthanasia decisions, and the sensitivity around discussing it withanimal owners. I have developed teamwork and leadership skills when playing varsity football and basketball for four years. My communication skills have expanded through being a Model U.N. and Global Issues Network member.

This small paragraph on her extracurricular activities links them clearly to her intended area of study, both in terms of related content and necessary skills. From this, the reader gains the impression that this student has a wide range of relevant interests.

When I attend university, I not only hope to become a veterinarian, but also a leader in the field. I would like to research different aspects of veterinary medicine, such as diseases. As a vet, I would like to help work towards the One Health goal; allowing the maintenance of public health security. This affects vets because we are the ones working closely with animals every day.

In the conclusion, she ties things together and looks ahead to her career. By introducing the concept of ‘One Health’, she also shows once again her knowledge of the field she is applying to.

UCAS PERSONAL STATEMENT EXAMPLE FOR AERONAUTICAL ENGINEERING

Standing inside a wind tunnel is not something every 17 year old aspires to, but for me the opportunity to do so last year confirmed my long-held desire to become a mechanical engineer.

This introduction is efficient and provides a clear direction for the personal statement. Though it might seem that it should be more detailed, for a student applying to study a course that requires limited extended writing, being this matter-of-fact works fine.

I enjoy the challenge of using the laws of Physics, complemented with Mathematical backing, in the context of everyday life, which helps me to visualise and understand where different topics can be applied. I explored the field of aeronautics, specifically in my work experience with Emirates Aviation University. I explored how engineers apply basic concepts of air resistance and drag when I had the opportunity to experiment with the wind tunnel, which allowed me to identify how different wing shapes behave at diverse air pressures. My interest with robotics has led me to take up a year-long internship with MakersBuilders, where I had the chance to explore physics and maths on a different plane. During my internship I educated young teenagers on a more fundamental stage of building and programming, in particular when we worked on building a small robot and programmed the infra-red sensor in order to create self-sufficient movement. This exposure allowed me to improve my communication and interpersonal skills.

In this paragraph, the student adds evidence to the initial assertion that he enjoys seeing how Physics relates to everyday life. The descriptions of the work experiences he has had not only show his commitment to the subject, but also enable him to bring in some academic content to demonstrate his understanding of engineering and aeronautics.

I’m interested in the mechanics side of Maths such as circular motion and projectiles; even Pure Maths has allowed me to easily see patterns when working and solving problems in Computer Science. During my A Level Maths and Further Maths, I have particularly enjoyed working with partial fractions as they show how reverse methodology can be used to solve addition of fractions, which ranges from simple addition to complex kinematics. ­­­Pure Maths has also enabled me to better understand how 3D modelling works with ­­­the use of volumes of revolution, especially when I learned how to apply the calculations to basic objects like calculating the amount of water in a bottle or the volume of a pencil.

This paragraph brings in the academic content at school, which is important when applying for a subject such as engineering. This is because the admissions reader needs to be reassured that the student has covered the necessary foundational content to be able to cope with Year 1 of this course.

In my Drone Club I have been able to apply several methods of wing formation, such as the number of blades used during a UAS flight. Drones can be used for purposes such as in Air-sea Rescue or transporting food to low income countries. I have taken on the responsibility of leading and sharing my skills with others, particularly in the Drone Club where I gained the certification to fly drones. In coding club, I participated in the global Google Code competition related to complex, real-life coding, such as a program that allows phones to send commands to another device using Bluetooth. My Cambridge summer course on math and engineering included the origins of a few of the most important equations and ideologies from many mathematicians such as, E=mc2 from Einstein, I also got a head start at understanding matrices and their importance in kinematics. Last summer, I completed a course at UT Dallas on Artificial Intelligence and Machine Learning. The course was intuitive and allowed me to understand a different perspective of how robots and AI will replace humans to do complex and labour-intensive activities, customer service, driverless cars and technical support.

In this section, he demonstrates his commitment to the subject through a detailed list of extracurricular activities, all linked to engineering and aeronautics. The detail he gives about each one links to the knowledge and skills needed to succeed in these subjects at university.

I have represented Model UN as a delegate and enjoyed working with others to solve problems. For my Duke of Edinburgh Award, I partook in several activities such as trekking and playing the drums. I enjoy music and I have reached grade 3 for percussion. I have also participated in a range of charitable activities, which include assisting during Ramadan and undertaking fun-runs to raise money for cancer research.

As with the introduction, this is an efficient use of language, sharing a range of activities, each of which has taught him useful skills. The conclusion that follows is similarly efficient and to the point.

I believe that engineering is a discipline that will offer me a chance to make a tangible difference in the world, and I am certain I will enjoy the process of integrating technology with our everyday life.

UCAS PERSONAL STATEMENT EXAMPLE FOR ECONOMICS AND SOCIAL POLICY

Applying for a joint honours course presents a particular challenge of making the case that you are interested in the first subject, the second subject and (often overlooked) the combination of the two. In this example, the applicant uses her own academic studies and personal experiences to make her case.

I usually spend my summer breaks in Uttar Pradesh, India working at my grandparents’ NGO which produces bio-fertilizers for the poor. While working, I speak to many of the villagers in the nearby villages like Barokhar and Dharampur and have found out about the various initiatives the Government has taken to improve the production of wheat and rice. I understand the hardships they undergo and speaking to them has shown me the importance of Social Policy and the role the government plays in improving the lives of people and inspired me to pursue my university studies in this field.

In the introduction, this applicant explains where her interlinking experiences come from: she has personal experiences demonstrating how economics impacts the most vulnerable in society. In doing so, she shows the admissions reader that she has a deep interest in this combination and can move on to discussing each subject in turn.

My interest in these areas has been driven by the experiences I had at high school and beyond. I started attending Model United Nations in the 9th grade and have been to many conferences, discussing problems like the water crisis and a lack of sustainability in underdeveloped countries. These topics overlapped with my study of economics and exciting classroom discussions on what was going on how different events would impact economies, for instance how fluctuations in oil prices will affect standards of living. Studying Economics has expanded  my knowledge about how countries are run and how macroeconomic policies shape the everyday experiences of individuals.

Unusually, this applicant does not go straight into her classroom experiences but instead uses one of her extracurricular activities (Model United Nations) in her first paragraph. For students applying for subjects that are not often taught at school (Social Policy in this example), this can be a good idea, as it allows you to bring in material that you have self-studied to explain why you are capable of studying each subject at university. Here, she uses MUN discussions to show she understands some topics in social policy that are impacting the world.

By taking up history as a subject in Grade 11 and 12, I have seen the challenges that people went through in the past, and how different ideas gained momentum in different parts of the world such as the growth of communism in Russia and China and how it spread to different countries during the Cold War. I learned about the different roles that governments played in times of hardships such as that which President Roosevelt’s New Deal played during the Great Depression. From this, I gained analytical skills by scrutinizing how different social, political and economic forces have moulded societies in the past.

In this paragraph, she then takes the nearest possible class to her interest in Social Policy and draws elements from it to add to her case for Social Policy. Taking some elements from her history classes enables her to add some content to this statement, before linking to the topic of economics.

To explore my interest in Economics, I interned at Emirates National Bank of Dubai, one of the largest banks in the Middle East, and also at IBM. At Emirates NBD, I undertook a research project on Cash Management methods in competitor banks and had to present my findings at the end of the internship. I also interned at IBM where I had to analyze market trends and fluctuations in market opportunity in countries in the Middle East and Africa. I had to find relations between GDP and market opportunity and had to analyze how market opportunity could change over the next 5 years with changing geo-political situations. I have also attended Harvard University’s Youth Lead the Change leadership conference where I was taught how to apply leadership skills to solve global problems such as gender inequality and poverty.

Economics is explored again through extracurriculars, with some detail added to the general statement about the activities undertaken during this work experience. Though the level of academics here is a little thin because this student’s high school did not offer any classes in Economics, she does as well as she can to bring in academic content.

I have partaken in many extra-curricular activities which have helped me develop the skills necessary for this course. Being a part of the Press Club at school gave me an opportunity to hone my talent for the written word and gave me a platform to talk about global issues. Volunteering at a local library taught me how to be organized. I developed research and analytical skills by undertaking various research projects at school such as the sector-wide contribution of the Indian economy to the GDP in the previous year. As a member of the Business and Economic Awareness Council at school, I was instrumental in organizing many economics-based events such as the Business Fair and Innovation Mela. Being part of various Face to Faith conferences has provided me with an opportunity to interact with students in Sierra Leone, India and Korea and understand global perspectives on issues like malaria and human trafficking.

The extracurricular activities are revisited here, with the first half of this paragraph showing how the applicant has some transferable skills from her activities that will help her with this course. She then revisits her interest in the course studies, before following up with a closing section that touches on her career goals:

The prospect of pursuing these two subjects is one that I eagerly anticipate and I look forward to meeting the challenge of university. In the future, I wish to become an economist and work at a think tank where I will be able to apply what I have learnt in studying such an exciting course.

UCAS PERSONAL STATEMENT EXAMPLE FOR HISTORY OF ART & PHILOSOPHY

This applicant is also a joint-honours applicant, and again is applying for a subject that she has not been able to study at school. Thus, bringing in her own interest and knowledge of both subjects is crucial here.

At the age of four, I remember an argument with my mother: I wanted to wear a pink ballerina dress with heels, made for eight-year-olds, which despite my difficulty in staying upright I was determined to wear. My mother persistently engaged in debate with me about why it was not ok to wear this ensemble in winter. After two hours of patiently explaining to me and listening to my responses she convinced me that I should wear something different, the first time I remember listening to reason. It has always been a natural instinct for me to discuss everything, since in the course of my upbringing I was never given a simple yes or no answer. Thus, when I began studying philosophy, I understood fully my passion for argument and dialogue.

This is an unusual approach to start a UCAS Personal Statement, but it does serve to show how this student approaches the world and why this combination of subjects might work for her. Though it could perhaps be drawn out more explicitly, here she is combining an artistic issue (her clothes) with a philosophical concern (her debate with her mother) to lead the reader into the case she is making for admission into this program.

This was first sparked academically when I was introduced to religious ethics; having a fairly Christian background my view on religion was immature. I never thought too much of the subject as I believed it was just something my grandparents did. However, when opened up to the arguments about god and religion, I was inclined to argue every side. After research and discussion, I was able to form my own view on religion without having to pick a distinctive side to which theory I would support. This is what makes me want to study philosophy: it gives an individual personal revelation towards matters into which they may not have given too much thought to.

There is some good content here that discusses the applicant’s interest in philosophy and her own motivation for this subject, though there is a lack of academic content here.

Alongside this, taking IB Visual Arts HL has opened my artistic views through pushing me out of my comfort zone. Art being a very subjective course, I was forced to choose an opinion which only mattered to me, it had no analytical nor empirical rights or wrongs, it was just my taste in art. From studying the two subjects alongside each other, I found great value, acquiring a certain form of freedom in each individual with their dual focus on personalized opinion and taste in many areas, leading to self- improvement.

In this section, she uses her IB Visual Arts class to explore how her interest in philosophy bleeds into her appreciation of art. Again, we are still awaiting the academic content, but the reader will by now be convinced that the student has a deep level of motivation for this subject. When we consider how rare this combination is, with very few courses for this combination available, the approach to take slightly longer to establish can work.

For this reason, I find the work of Henry Moore fascinating. I am intrigued by his pieces, especially the essence of the ‘Reclining Nude’ model, as the empty holes inflicted on the abstract human body encouraged my enthusiasm for artistic interpretation. This has led me to contemplate the subtlety, complexity and merit of the role of an artist. Developing an art piece is just as complex and refined as writing a novel or developing a theory in Philosophy. For this reason, History of Art conjoins with Philosophy, as the philosophical approach towards an art piece is what adds context to the history as well as purpose behind it.

Finally, we’re given the academic content. Cleverly, the content links both the History of Art and Philosophy together through a discussion of the work of Henry Moore. Finding examples that conjoin the subjects that make up a joint-honours application is a great idea and works well here.

Studying Philosophy has allowed me to apply real life abstractions to my art, as well as to glean a deeper critical analysis of art in its various mediums. My IB Extended Essay examined the 1900s Fauve movement, which made a huge breakthrough in France and Hungary simultaneously. This was the first artistic movement which was truly daring and outgoing with its vivid colours and bold brush strokes. My interest expanded to learning about the Hungarian artists in this movement led by Henri Matisse. Bela Czobel was one of the few who travelled to France to study but returned to Hungary, more specifically Nagybanya, to bestow what he had learned.

Again in this paragraph, the author connects the subjects. Students who are able to undertake a research project in their high school studies (such as the IB Extended Essay here, or the A Level Extended Project or AP Capstone) can describe these in their UCAS personal statements, as this level of research in an area of academic study can enliven and add depth to the writing, as is the case here.

As an international student with a multicultural background, I believe I can adapt to challenging or unfamiliar surroundings with ease. I spent two summers working at a nursery in Hungary as a junior Assistant Teacher, where I demonstrated leadership and teamwork skills that I had previously developed through commitment to sports teams. I was a competitive swimmer for six years and have represented my school internationally as well as holding the school record for 100m backstroke. I was elected Deputy Head of my House, which further reflects my dedication, leadership, teamwork and diligence.

As in the previous examples, this statement gives a good overview of the applicant’s extracurricular activities, with a mention of skills that will be beneficial to her studies at university. She then concludes with a brief final sentence:

I hope to carry these skills with me into my university studies, allowing me to enrich my knowledge and combine my artistic and philosophical interests.

UCAS PERSONAL STATEMENT EXAMPLE FOR LIBERAL ARTS

A good range of UK universities now offer courses called ‘Liberal Arts’ (or similar titles such as ‘Flexible Combined Honours’), which allows students to study a broader topic of study–perhaps combining three or four subjects–than is typically available in the UK system.

This presents a challenge in the personal statement, as within the 47 line / 4000 character limit, the applicant will have to show academic interest and knowledge in a range of subjects while also making the case to be admitted for this combined programme of study.

As a child I disliked reading; however, when I was 8, there was one particular book that caught my attention: The Little Prince. From that moment onwards, my love for literature was ignited and I had entered into a whirlwind of fictional worlds. While studying and analysing the classics from The Great Gatsby to Candide, this has exposed me to a variety of novels. My French bilingualism allowed me to study, in great depth, different texts in their original language. This sparked a new passion of mine for poetry, and introduced me to the works of Arthur Rimbaud, who has greatly influenced me. Through both reading and analysing poetry I was able to decipher its meaning. Liberal Arts gives me the opportunity to continue to study a range of texts and authors from different periods in history, as well as related aspects of culture, economy and society.

Here we have a slightly longer than usual opening paragraph, but given the nature of the course being applied for this works well. A personal story segueing from literature to modern languages to history and cultural studies shows that this student has a broad range of interests within the humanities and thus is well-suited to this course of study.

Liberal Arts is a clear choice for me. Coming from the IB International Baccalaureate Diploma programme I have studied a wide range of subjects which has provided me with a breadth of knowledge. In Theatre, I have adapted classics such as Othello by Shakespeare, and playing the role of moreover acting as Desdemona forced me to compartmentalise her complex emotions behind the early-modern English text. Studying History has taught me a number of skills; understanding the reasons behind changes in society, evaluating sources, and considering conflicting interpretations. From my interdisciplinary education I am able to critically analyse the world around me. Through studying Theory of Knowledge, I have developed high quality analysis using key questions and a critical mindset by questioning how and why we think and why. By going beyond the common use of reason, I have been able to deepen greaten my understanding and apply my ways of knowing in all subjects; for example in science I was creative in constructing my experiment (imagination) and used qualitative data (sense perception).

Students who are taking the IB Diploma, with its strictures to retain a broad curriculum, are well-suited to the UK’s Liberal Arts courses, as they have had practice seeing the links between subjects. In this paragraph, the applicant shows how she has done this, linking content from one subject to skills developed in another, and touching on the experience of IB Theory of Knowledge (an interdisciplinary class compulsory for all IB Diploma students) to show how she is able to see how different academic subjects overlap and share some common themes.

Languages have always played an important role in my life. I was immersed into a French nursery even though my parents are not French speakers. I have always cherished the ability to speak another language; it is something I have never taken for granted, and it is how I individualise myself. Being bilingual has allowed me to engage with a different culture. As a result, I am more open minded and have a global outlook. This has fuelled my desire to travel, learn new languages and experience new cultures. This course would provide me with the opportunity to fulfil these desires. Having written my Extended Essay in French on the use of manipulative language used by a particular character from the French classic Dangerous Liaisons I have had to apply my skills of close contextual reading and analysing to sculpt this essay. These skills are perfectly applicable to the critical thinking that is demanded for the course.

Within the humanities, this student has a particular background that makes her stand out, having become fluent in French while having no French background nor living in a French-speaking country. This is worth her exploring to develop her motivation for a broad course of study at university, which she does well here.

Studying the Liberal Arts will allow me to further my knowledge in a variety of fields whilst living independently and meeting people from different backgrounds. The flexible skills I would achieve from obtaining a liberal arts degree I believe would make me more desirable for future employment. I would thrive in this environment due to my self discipline and determination. During my school holidays I have undertaken working in a hotel as a chambermaid and this has made me appreciate the service sector in society and has taught me to work cohesively with others in an unfamiliar environment. I also took part in a creative writing course held at Keats House, where I learnt about romanticism. My commitment to extracurricular activities such as varsity football and basketball has shown me the importance of sportsmanship and camaraderie, while GIN (Global Issue Networking) has informed me of the values of community and the importance for charitable organisations.

The extracurricular paragraph here draws out a range of skills the student will apply to this course. Knowing that taking a broader range of subjects at a UK university requires excellent organizational skills, the student takes time to explain how she can meet these, perhaps going into slightly more detail than would be necessary for a single-honours application to spell out that she is capable of managing her time well. She then broadens this at the end by touching on some activities that have relevance for her studies.

My academic and personal preferences have always led me to the Liberal Arts; I feel as though the International Baccalaureate, my passion and self-discipline have prepared me for higher education. From the academics, extracurriculars and social aspects, I intend to embrace the entire experience of university.

In the final section, the candidate restates how she matches this course.

Overall, you can see how the key factor in a UCAS statement is the academic evidence, with students linking their engagement with a subject to the course of study that they are applying to. Using the courtroom exercise analogy, the judge here should be completely convinced that the case has been made, and will, therefore issue an offer of admittance to that university.

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Studying in the UK

13 Dec 2021

12 Benefits of Studying in the UK as an International Student

There are so many benefits of studying in the UK as an international but we've narrowed it down to our top 12! Learn all about the financial benefits and career opportunities for international students in our latest blog.

by Bethan Courtie · 13 min read

Deciding to travel and study abroad is a huge step for students and can be a very daunting prospect for many - especially if this is your first experience of living away from your family home.

However, there are many benefits to coming to the UK and studying here, especially for students who are looking to explore an exciting new culture and access opportunities like never before. The UK has many enriching prospects available to students, which if you have the opportunity to, should definitely take advantage of. Plus, to help you navigate through any worries you may have, there are a lot of resources available to help you in this process. 

In this blog, we’ll go through a selection of the benefits to coming and studying in the UK as an international student to help give you a better insight into what it’s like to be a student in the UK. 

What are the benefits of studying in the UK?

In 2019/20, there were over 530,000 international students studying in the UK, with the largest number of students coming from China, India and the USA. This data shows that not only are there a lot of students coming to study here, but there must be good reason as to why the UK seems to be such a desirable place to study as an international student.

To explore this further, we’re going to delve into some of the top reasons to come and study in the UK, in no particular order. 

Internationally recognised universities

The UK is home to some of the most renowned universities in the world; Oxford , Cambridge , St. Andrews , the list goes on. Degrees from UK universities are respected around the world and look great on a CV when applying to jobs in the future. 

Universities in the UK have strict standards that are highly regarded by educators and employers from top international organisations, employing tutors who are experts on many academic topics, and as a result of this, are generally highly rated in international university rankings. 

Oxford University is currently ranked second in the world , demonstrating further that the quality of the tuition and courses are world-renowned. 

World class education

The Oxford tutorial method of teaching is one of the most famous in the world, recognised as crafting some of the finest thinkers throughout history.

Established in the 1800s, it focuses more on conversations between students and tutors, with small class sizes made a priority to allow this to happen. Essays are usually presented by the students in weekly one-on-one sessions which then forms the basis of the discussion. This gives the students a much more personal experience with their tutor as they are able to regularly sit down, have discussions and receive feedback on their work, rather than solely having interactions through group lectures. 

Famous history

The UK has one of the richest histories in the world, making it an incredibly interesting and inspiring destination for young learners. Stonehenge in Salisbury, as an example,  is the most architecturally sophisticated and only surviving lintelled stone circle in the world. Although no-one knows for sure, Stonehenge was believed to have been created in around 3000BC, making it older than the Egyptian pyramids. 

And that’s just one example. In the UK, there are over 2,500 museums , with the largest of which being in London. The British Library in King’s Cross, London, has over 170 million items in its collection! Many of these museums have free entry and hold regular touring  exhibitions for people to come and explore. 

Another fun part of the history of the UK that can still be seen today is the evidence of when Romans arrived in Britain in 55BC . The Romans brought new ideas to Britain including toilets and bath houses (with innovations in sanitation ), towns (including Bath and Lincoln) and the development of actual roads ! Original Roman roads are still in use today - you can always tell a Roman road because they are usually very straight, this is because they were built for people to get from A to B as quickly as possible. 

Work on English language skills

Another benefit of studying in the UK as an international student is the ability to work and practice English language skills. While the UK is heavily multicultural with over 300 different languages in use, where better in the world to come and finesse your English skills?

We know that English is now becoming the official language for much of the business world, so for those of you looking to work in an international corporation, having competent English skills on your CV will help you stand out to employers.

Whilst in the UK, not only will you benefit from studying in English, learning from some of the best academics in the world, but the social aspect of studying in the UK as an international student will result in you getting a more colloquial “real life” experience of the English language. 

Even if English is your first language, coming to England to learn will give you a unique opportunity to learn from world class tutors and immerse yourself in the language. 

Support for international students

There are a number of support systems in place to help international students come to the UK to study, one of which is the UK Council for International Student Affairs (UKCISA). 

UKCISA operates a helpline, lobbies the Government on issues affecting international students, and runs a student ambassador programme to share previous students experiences with those looking to move to the UK for their studies. UKCISA is especially helpful if you are looking for support regarding government guidelines and regulations, such as changes in visa requirements.

The British Council and their Study UK website gives information and insight to international students about studying in the UK. They can help you understand the process of applying to university in the UK, inform you of scholarships available and also direct you to approved agents in your country that you can use to help you apply to a UK university .

Every university has an office dedicated to international students designed to help international students. This team can provide advice on immigration, employment, funding, academic and personal matters. This department may also coordinate activities and events for international students. 

Opportunities after studying

There are plenty of opportunities for international students after studying in the UK, available to you either here in the UK, or when you return home. 

Due to UK university degrees being recognised worldwide, your academic credentials will look great on your CV and job applications. Studying as an international student not only shows future employers that you’ve pursued a top-rated education, but that you can also step out of your comfort zone, and are committed to bettering your educational opportunities. 

In addition, there are many internship opportunities for students in the UK, as well as placement years you can take as part of  your degree to give you experience in the workplace.  This is a good idea to consider if your university offers the opportunity o as a recent survey showed that two thirds of employers look for graduates with relevant work experience. 

Finally, the UK government also recently announced a new post-study visa that will allow international students who graduate from the summer of 2021 to stay and work in the UK for a further two years.

Diverse culture

The vast diversity of culture in the UK is a great reason to study here as an international student. There are over 270 nationalities and over 300 different languages spoken in the UK (as we touched upon earlier), and this makes it such a rich place to come and study and live. 

London is the capital city of England, and, according to a recent study, 84% of Londoners think that the city’s cultural scene ensures a high quality of life. Alongside this, 44% of London residents are of Black and ethnic minorities,  demonstrating the diversity in and around the UK’s top cities.

There are so many benefits of a diverse culture; the food, the music, the fashion to name a few. People bringing their own identities and cultures to a country or city enables the residents to learn from each other’s heritage and grow as individuals. This is a wonderful experience for international students to come and be a part of!

Financial benefits

Alongside all the fun perks of being an international student in the UK, there are also some exciting financial benefits too, which just means even more incentive to come and study in the UK. 

Firstly , a degree in the UK takes less time to complete than in other countries. In the UK, it takes three years for an undergraduate degree and then one extra to complete a postgraduate qualification (unless you are a medical or research student). In many other countries it takes a minimum of four years to complete an undergraduate degree, and then a postgraduate is two or even three years on top of that. 

International students can also apply to get scholarships, grants and bursaries to give them some additional financial help when embarking on their overseas studies. 

Living costs in the UK are also generally more reasonable than other countries. While major cities like London are more expensive to live in, lots of university cities in the UK, like Birmingham, Edinburgh and Durham are considered to be particularly cheap - giving you more opportunity (and cash) to go out and explore your new surroundings! 

Location location location

One of the biggest advantages to studying in the UK is it’s geographical location.. You are just a two and a half hour train away from Paris when you’re in London, an 8 hour flight to New York from the England capital and a two hour flight to Italy. Plus, there are over 40 airports in the UK so it really couldn’t be easiest to get to Europe, USA or anywhere in the world from the UK.

Internally, the UK has one of the best transport systems in the world. There are a number of options when it comes to travelling; trams, buses, trains, ferries. This makes it all so easy to help you travel around the UK when you’re here as an international student. You can travel to Scotland, Wales, Ireland and England and in between them all very easily from ports and stops around the UK. 

Wide range of courses available

Stuck on what to study in the future? Choose something you’re passionate about. In the UK, there are more than 395 universities offering over 50,000 courses, so you’re spoilt for choice! You can study such courses as Contemporary Circus at Bath Spa, Brewing and Distilling at Heriot-Watt and Surf Science at Cornwall University, along with many other non-traditional courses available - there is something for everyone!

Not only is there such a variety of courses available for students, but the university towns and cities are so varied as well. With a population of 67 million, the UK is nowhere near as big as the USA (329 million) or India (1.3 billion), but travelling from Edinburgh in Scotland to Devon in England feels like it could be different worlds. 

In my opinion this is one of the best benefits to studying in the UK as an international student - it is a relatively small place to be, but home to such a vast array of different cultures, architecture, accents and landmarks. There is always something new to see. 

Large student community 

As mentioned earlier, in 2019/20 there were estimated to be over 2.53 million students in the UK, with 530,000 of these as international students. And this is a number which keeps growing each year. In cities such as Bristol and Birmingham where there are multiple colleges and universities, the student community is huge and there is no lack of societies or clubs to join that match your interests. 

There are always a huge number of student societies to choose from at universities (there are over 400 at Oxford University alone), but even if you don’t find a social aspect you enjoy at university there are always so many options in towns and cities in the UK. 

There are many platforms and student apps , like MeetUp , that you can join to meet like-minded people and do fun activities together or just make some new friends over a coffee! This is a great way of throwing yourself into the culture when you move to a new place and finding some fun new friends to get dinner with or join a club with. 

Get out of your comfort zone

The main benefit of studying abroad as an international student is that you are completely out of your comfort zone. Now I know this might sound really scary and not like a benefit at all, but I promise it is. 

Eleanor Roosevelt said “do one thing every day that scares you” and becoming an international student, going to a new place, and making new friends definitely counts and something that’s scary. 

While it may be nerve-wracking at the beginning, you will come out of the experience a better, more well rounded person. Someone who doesn’t let fear stand in the way of their personal growth and someone who is brave enough to make such big decisions at a young age. 

Not only will this look great on your LinkedIn profile and job applications , but you will make unforgettable memories from throwing yourself in the deep end and getting out of your comfort zone. This will be a tale to tell at many dinner parties to come!

While I hope this has encouraged you to look into studying abroad, we know that with current restrictions this can’t always be possible. Why not get the UK learning experience from home while you plan your international student trip? 

Get a head start on the Oxbridge tutoring method with a Melio course. Taught by world class tutors and expert academics, our courses offer you a unique insight into the Oxford and Cambridge university teaching style, all from the comfort of your own home. 

Our One-on-One tutorials allow you to get a personalised experience from one of our tutors, while our Academic Online Courses will enable you to learn alongside like minded students from around the world! For more information on the courses we can offer, visit our website or get in touch with our team .

When travel becomes easier and restrictions ease, have a look at our sister company, Oxford Summer Courses , who offer unrivalled summer programmes in Oxford, Cambridge and London. This will not only give you a unique insight into what it’s like to be an international student in the UK, but will help you get an idea if this is something you would be interested in in the future. 

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Looking towards those all-important next steps in your education? Struggling to choose a university course? Read our helpful guide for tips and tricks to choosing one which is right for you.

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When applying to UK universities as an international student, where do you start? We’ve created a helpful guide to walk you through the very basics of the UK admissions process.

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• Study in the UK

Hundreds of thousands of international students study in the UK each year, giving the UK a consistently high ranking in popularity. With a diverse population and a reputation for prestigious schooling, the UK is a natural location for international students to flock to. And for students worldwide seeking an English-language education, what better place to study than the country that invented the language?

With an excellent higher-education system and hundreds of world-class universities, the UK promises a rich experience for international students. Our Study UK resource is intended to help you learn more about studying in the UK as an international student, and includes sections on choosing the UK as a destination, choosing a location within the UK, learning more about the country, its history and culture, and adapting to life in your adopted country.

About the UK

Learn about the origins of the United Kingdom, a country rich in history and culture and find out how the country we know today was formed over many years through the union of England, Scotland, Wales and Northern Ireland.

Why Study in the UK

The UK is one of the most popular destinations in the world to study abroad, but why is it so popular - learn more about what the UK has to offer international students.

UK Education System

Recognized around the world as a world class system, the UK's education system is comprehensive and adaptable. This section also has vital information on how to enter programs in the UK such as GCSE, A-Levels and degree programs.

Financial Aid for the UK

Financing an international education is the greatest barrier for most international students. This section helps students learn about sources of funds including scholarships and loans, as well as other practical financial topics like tuition costs and budgeting.

Studying/Living in the UK

What is it like to live in the UK? What is the climate like? What is the public transport system like? All these questions about the UK are answered and more, with a focus on the information that international students need most.

After Graduation

Once you have graduated, what do you do? International graduates from the UK have a variety of options from looking for work, to continuing their education in a graduate program, to returning back to their home country with their new skills and knowledge.

Online Degrees from the UK

Students who want the benefit of a UK accredited degree while never having to leaving their home country choose to study online. With the increased popularity of distance learning, there are several fully-online programs from world class universities for students to choose from. Find one that offers the degree program you want to pursue, and fits within the budget and schedule you need.

We also encourage you to interact with our resources and post messages, leave comments and help us build our UK student community. You can learn a lot from fellow students, and your participation makes our resources better:

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World renowned universities

Degrees from uk higher education providers are respected around the world, british universities are recognised internationally, studying in the uk.

What type of undergraduate study is available in the UK?

In the UK after leaving school, most students going onto university or college study for an undergraduate degree. These are usually made up of modules (some compulsory and some optional) that add up to a full degree

Discover the types of undergraduate courses you can do

What subjects are available at undergraduate level in the UK?

UK degree courses tend to be very specialised, allowing you to focus on your chosen subject from day one. However, there are other courses that allow a little more flexibility in what you study. When you start searching for courses, make sure you read the course descriptions carefully, and click through to university websites for further information.

It’s important you choose a subject you enjoy and will help you reach your goals. Here are some things to help you choose the right subject for you:

• Think about what you enjoy day-to-day – maybe this could be part of a future job role?
• Explore different job sites and graduate career options to look for ideas on what you’d like to do once you've finished your studies. Check out UCAS career list for inspiration.
• Think about your career goals and the qualifications required as part of a person specification. 
• Take a look at UCAS subject guides to get an idea of the types of subjects you could study, and the industries graduates go on to work in.
• Sign up to UCAS hub to get personalised recommendations based on the courses that interest you.

Brilliant work opportunities

Generally, an international student can work up to 20 hours a week during term-time, and 10 hours out of term-time.

Take on a part-time job or an internship

You can learn new skills and earn money while you study. Your university may even help you secure an internship as part of your course, which will give you a competitive edge when you graduate.

Work in the UK after you graduate

There's a few options for post-study visas in the UK. Your best option is the graduate visa which allows you to stay in the UK for an additional two years after successfully finishing your course in the UK. 

Financial benefits

International students can enjoy some financial benefits when choosing the UK.

A degree in the UK takes less time to complete than in other countries

In many countries it takes four years, plus two or three extra years to complete a postgraduate degree. In the UK it takes three years for an undergraduate degree and then one extra to complete a postgraduate qualification (unless you are a medical or research student). 

International students can get financial help

This includes  scholarships, grants and bursaries  – and living costs in the UK, especially when outside of cities like London, are reasonable. Research the area before applying to the university to better understand the prices, but generally, entertainment, food, and rent is cheaper than the US.

Unique culture

If you decide to study in the UK, there's always something to do, no matter what your interests are.

The UK has families with roots from around the world

This leaves the UK with a unique mix of different cultures, food, and interests. You will not just learn about British culture, but from people from other countries and cultures too.

Plus a mix of restaurants, nightlife, shops, and sporting activities

No matter what part of the UK you move to, you will find things to keep you interested – from art galleries and bars to concerts and open-air markets. You'll always find something to entertain yourself with outside of class hours. 

Culture shocks

Eight things to know about studying in the UK

• There are more than 395 universities and colleges, offering over 50,000 undergraduate-level higher education courses across the UK.
• UK higher education applications are made through UCAS.
• There are different deadlines for applying for different courses, and to different universities – take a look at the  key dates and deadlines  relevant to courses you’re interested in.
• You will need to pay   tuition fees  – these vary depending on the university or college, and the course you choose. You may be able to get financial help with your tuition fees, or a scholarship. However, EU students are not subject to tuition fees in Scotland.  
• The amount of money you will need to cover living costs will vary based on where you study. London and other large cities tend to be more expensive.
• Many international students need to apply for a visa to study in the UK, and there are work permit restrictions and some English language qualifications you may need.
• Universities advise all applicants what standard of English is required for their courses. Most course providers will ask you to demonstrate proficiency in English, or to take an approved English language test if English is not your first language.
• First-year students tend to live in university halls of residence (university accommodation) – but there are lots of  other accommodation options .

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Studying In the United Kingdom Report (Assessment)

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Cultural differences in the uk, the dimensions of culture, works cited.

Globalisation has brought people from diverse cultures together due to technology. This has seen these people working and learning to communicate often with each other. The education sector has not been spared especially in the UK where students from other cultures are relocating to study in the UK. While this move seems exciting, most students find themselves experiencing culture shock (Carter 9).

Students from other cultures are at a loss on how to relate to the new culture. Take for example two students from South Africa and Italy who have relocated to study in the UK. It is important to note that these students are from different cultures yet need to conform to the UK culture. Cultural differences continue to pose a challenge to most students coming to study in the UK, it is therefore important to understand and address the issue.

The social attitude of the UK students in most instances differs from that of their counterparts. When the students first arrive to study in the UK, they notice some aspects that differ from what they are accustomed to. This culture shock that is often experienced has raised numerous questions on how to understand the different cultures and whether there are set guidelines that need to be followed to adapt to a particular culture.

Dr Geert Hofstede attempted to explain this issue by conducting a worldwide research in more than 60 countries (Hofstede 14). He differentiated cultures by applying the four cultural dimensions namely; the power distance, individualism/collectiveness, uncertainty avoidance and the masculinity/feminity dimension.

Studying in the UK is not only prestigious but also offers quality education to both native and international students. This is the reason why currently, most learning institutions in the UK are flooded with students from other countries. However, most of these students face challenges while trying to adjust to the new life in the UK.

This is brought about by the difference in culture and can result to culture shock. However, it is important for any student willing to study in the UK to study and understand the dimensions in culture and their applicability in the learning institution. The student is required to learn and adjust in some areas in the new learning environment.

Power Distance Dimension (PDD) – Power distance has been explained by Hofstede as sharing of power amongst the people in a certain community. Power can either be shared or dispersed equally or unequally. According to Hofstede, the power that is shared unequally in the society is a high power distance while the low power distance indicates equal power sharing (Hofstede 65).

Application: UK has been ranked as a low power distance with a belief that power should be distributed equally in the learning institutions. Students from a high power distance country like South Africa might find difficulties adjusting to this new trend. The role of students and teachers in decision making differs in both countries.

In South Africa, the teacher is the sole decision maker with little or no contribution at all from the student. The teachers possess particular powers that are unquestionable by the student. On the other hand, UK teachers respect the students’ role in decision making. Team work in UK is very essential hence the need to get everybody involved. On the other hand, students from Italy may easily adjust to the new system as their culture is ranked as a moderate power distance.

Individualism/Collectivism Dimension (ICD) – Interrelationship between people within a particular company differ in different cultures (Hofstede 148). A high individualism entails a culture which has a loose connection amongst its people. A low individualism on the other hand ensures that the members of the community are concerned about the well being of each other. This indicates a strong connection between the individuals of that particular community.

Application: UK culture conforms to high individualism. Students willing to study in the UK should learn to get most of their things done on their own. This is a culture that most students from Italy will find difficult to adjust to as their country is ranked as having low individualism.

Studying in the UK requires students to perform most duties on their own such as cooking, making personal arrangements and managing one’s resources. Students in the UK are expected to meet their own expenses and are therefore allowed to work part time. Students from South Africa who are used to government intervention will find it difficult conforming to this culture (Foskett and Foskett 57).

Uncertainty Avoidance Dimension (UAD) – Societies are likely to be faced with uncertainty over some issues that are beyond their reach (Hofstede 110). This leads them to come up with rules or beliefs to deal with such issues. The high uncertainty avoidance cultures have rules to govern them so as to avoid uncertain situations. The low uncertainty avoidance culture on the other hand has very few rules but highly tolerate any deviant issues.

Application: Students in the UK have been conformed to a culture of low uncertainty avoidance as compared to students in South Africa and Italy. Though there are no strict rules governing the students studying in UK, they are bound by some ethical issues. Time keeping and management is one of the key areas that a student should be aware of. Punctuality is highly regarded and a student should always be on time to attend lectures and other meetings within the learning institution.

Instructions pertaining assignments are strictly followed. Issues such as plagiarism and failure to reference the work as instructed can lead to serious consequences. The teachers also apply different assessment strategies such as essays, reports and main exams to gauge students’ capabilities. Students from other cultures such as South Africa might find these strategies different from what they are used to in their own countries.

Masculinity/Feminity Dimension (MFD) – Hofstede explained this dimension as the capability of both females and males to perform equally (Hofstede 148). In high masculinity, the men are expected to perform more than the females. They are said to be the providers and stronger than their female counterparts. An example of such a culture is experienced in South Africa. In low masculinity cultures, both men and women play an equal role in the society.

Application: The UK culture conforms to low masculinity where both the female and the male students are equal. Women in the UK are independent and play equal roles as their male counterparts. South African students studying in the UK might find this culture challenging and shocking and might take time adjusting.

The idea of studying in UK can be an intriguing experience to students of other cultures. However, they can be faced with cultural challenges hence the need to learn them beforehand. This will help them adjust to the new culture that they are facing in the new environment. Though it is considered normal to experience the culture shock, it is important for a foreign student to adapt to the UK culture so as to make their life comfortable.

Carter, Holly. The Essential Guide for Study Abroad in the United Kingdom . Maryland: Forbes Boulevard, 2004. Print.

Foskett, Nicholas and Foskett, Rosalind. Postgraduate Study in the UK: The International Student’s guide . London: Sage Publications, 2006. Print.

Hofstede, Geert. Culture’s Consequences: International Differences in Work-Related Values . London: Sage Publications, 1984. Print.

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IvyPanda . 2019. "Studying In the United Kingdom." March 7, 2019. https://ivypanda.com/essays/studying-in-the-united-kingdom/.

1. IvyPanda . "Studying In the United Kingdom." March 7, 2019. https://ivypanda.com/essays/studying-in-the-united-kingdom/.

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How to apply to study in the UK

Laura Lightfinch

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Table of contents

• Introduction

1. Research your options 

2. collect your important documents , 3. apply for university , 4. once you’re accepted, apply for a visa .

While studying in the UK may inspire thoughts of a bustling London, complete with skyscrapers, the underground and a lively nightlife – there's more to these small islands than first meets the eye. 

Beyond the large urban cities like London, Edinburgh, Dublin, Manchester and Birmingham, the UK provides a versatile study destination with plenty of historical, coastal and trendy artistic cities to choose from too.  

Renowned for its quality higher education, the UK is home to the prestigious University of Cambridge (ranked second in the QS World University Rankings ) and the University of Oxford (ranked fourth), alongside 87 other top UK universities.  

If you’re looking to study in the UK, here’s everything you need to know to apply.  

With over 100 universities to choose from and each location offering a unique student experience, choosing where to study in the UK can feel overwhelming. There are lots of ways to make this process easier, so you can feel confident in your decision.  

Check university rankings 

University rankings, including the QS World University Rankings and QS World University Rankings by Subject, provide an unbiased assessment of the best universities in the world.  

Based on a number of indicators including academic reputation, research, employment outcomes and faculty/student ratio, rankings are a great way to start your university search and get an idea for which universities you’ll research in more depth.  

Once you’ve made a list of universities that you might be interested in, explore the university websites for a more detailed view including programme information, facilities and student initiatives. 

Sign up for university open days and fairs 

In-person and online open days are a great way to ask the questions you have about studying. You can talk with academics, students and staff from the university, including the admissions, scholarships and support teams.  

If you live outside of the UK and can’t travel to the university for an open day, most institutions now offer virtual open days. While you won’t be able to explore the campus for yourself, you’ll still be able to watch lectures, chat to academics and students and ask questions. Some universities also create 360-degree photographs and videos of the campus so you can still get a feel for studying there.  

University fairs, like QS events , give you the chance to meet lots of universities from across the UK at the same time, to ask your questions, network and even get your CV reviewed.  

Work with an education counsellor 

If you’re feeling unsure about the best decision for your future, working with an educational counsellor can help. QS Counsellors can help you to identify your goals and preferences, and create a shortlist of universities and programmes that feel right for you.  

Counsellors provide an unbiased view of the options available to you and can help you with visa information, application support and even interview preparation.  

Once you’ve decided on your shortlist of universities and programmes, it’s time to check the application requirements of each institution. You’ll need to submit a range of documents to prove that you are eligible for study. 

Depending on whether you’re applying for undergraduate or postgraduate study, you’ll be required to submit your information through different processes. Check the individual university websites for details.  

You’ll typically be required to provide your educational qualifications, an application essay (or personal statement in the UK), a reference from a previous lecturer or tutor who can approve your suitability for the programme, and proof of your English Language proficiency if English isn’t your first language. Find out more about English language tests .  

Once you’ve collected your documents and have made a note of the application deadlines for each institution, you can apply!  

Apply for undergraduate study with UCAS 

In the UK, all undergraduate applications are submitted through the Universities and Colleges Admissions Service (UCAS) . You can apply for up to five courses at once and UCAS handles everything for you. There is a small fee, but it’s very simple to use. 

You can submit all your information into UCAS via your dashboard, including your personal statement which gives you the opportunity to show who you are and why you will thrive on the programme. It’s one of the most important ways for you to stand out from the crowd and give the programme leaders a sense of who you are and what you want to achieve.  

You’ll also provide a reference from somebody who can approve your suitability for the programme, like a schoolteacher or tutor. It’s helpful to reach out to your referrer in advance, so they have enough time to write a meaningful reference before the deadline.  

Once you submit your applications, you can track your progress on the UCAS website. This is also where you’ll see any offers you receive. 

Apply directly for postgraduate study 

If you want to study a postgraduate programme in the UK, you have to apply directly to the universities via their own application processes.  

Each university website will provide specific details on how to apply, which documents you require and important application deadlines. If you’re unsure about any part of the process, you can reach out to the admissions contact and ask any questions you have. 

As a postgraduate applicant, you’ll still be required to submit a personal statement or letter of application, proof of your language skills, previous qualifications and a reference.  

Some universities may require you to submit an essay on a topic of their choice, or to take an exam, depending on the subject you choose.  

Apply to highly-ranked UK universities with QS 

You can also work with QS to submit a single application for university programmes in the UK, and around the world.    

Simply fill out the application form on TopUniversities.com and you’ll be contacted by a QS Counsellor who you'll work with to determine the universities and programmes you want to apply to.  

The QS counsellor partners with top universities all over the world, including in the UK, and will submit the applications on your behalf, providing you with the guidance you need along the way.  

Examples of partner universities in the UK include the University of Nottingham, the University of Loughborough, Goldsmiths University of London and the Cambridge School of Visual and Performing Arts. 

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Congratulations, you’ve been accepted to study in the UK! Before you do, you’ll need to obtain a student visa. Your visa will depend on your programme of study and the university you choose, as well as the country you’ll be travelling from. 

To apply for a visa, you can fill out a form on the government website and follow the steps to find out what you need, depending on your circumstances. It costs £363 to apply for a student visa from outside the UK and you’ll also be expected to pay a healthcare surcharge for accessing the national health service (NHS). Find out more about applying for a student visa in the UK.  

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As the former Senior Content Editor for TopUniversities.com and TopMBA.com, Laura published articles for our student audience around the world, working with ambassadors and alumni to provide helpful content to those looking for study options. Laura has six years' experience in Higher Education marketing and writing for a student audience. 

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Improving your Essay Writing Skills

IELTS Study Tips

Last updated: 6 March 2024

Essays provide the opportunity to craft thoughtful arguments on complex topics within the confines of a prescribed and often restrictive word count. As an international student at a UK university , the biggest challenge in essay writing is making each one a little bit better than the last, especially if you must write them regularly.

So, how do you take your essays to the next level and go from great to brilliant? Learn more about six great essay tips and techniques that will improve your essay writing below and if you're getting ready to apply to study in the UK , make sure to  arrange a free consultation with SI-UK to learn more about the best universities ,  courses and how to make sure your  IELTS score is high enough.

Six Essay Writing Tips for International Students

1. read other people’s essays.

Starting a study group is a great way to exchange essays, which will help you develop your essay-writing style. Read as many as you can from fellow students and academics on a variety of subjects and different disciplines, and as you do so, be critical: what do you like and dislike about them? How persuasive are the arguments presented? Is the argument a balanced one, with points adequately supported with evidence?

2. Build your vocabulary and use it properly

A good vocabulary will allow you to express exactly what you mean as clearly and concisely as possible. Economy with words is a characteristic of all good essays, so try to be precise and clear with arguments and points.

• Read fiction and nonfiction widely and refer to a dictionary for words you don’t know; this way, you’ll learn about new words and know how to use them properly.
• Use a thesaurus – you will add variety to your language and avoid re-using the same words.
• Learn prefixes, suffixes and roots – many roots come from Latin and Greek words and it’s often possible to deduce the meaning of a new word if you know its root and read it in context.
• Start a vocabulary book by using a notepad and collecting new words and their meanings. The act of writing down the definition will help you remember it.

Do not use big words just for the sake of it though. Your essay should not contain meaningless meanderings, so review each sentence and remove any words or paragraphs that don’t add anything to your argument.

3. Words to help develop an argument

Like the above, avoid repeating yourself and focus on using language effectively to help build an argument and create a sense of structure. Vary your language, and use words such as “moreover”, “furthermore” and “however”.

4. Elevator pitching and planning

Make an essay plan before you begin and understand your argument. Only then can you start writing the structure for an essay that builds up to your overall conclusion?

To condense what you’re trying to say into a short, snappy summary, try making an ‘Elevator Pitch’ - a technique salespeople use when condensing an argument - to surmise what you intend to write and why readers should be interested in it.

5. Tell the reader what other people say

When writing essays it is extremely important to cite other people’s opinions, and sources, on what you’re writing about. Contrasting views should be sought; it’s unlikely that everyone agrees on the topic, so show you’ve looked at all the possible angles.

It’s fine to disagree with a scholar you quote, provided you can give evidence and reasoning. This shows that you have thought about it and made your own mind up; this is a good way of demonstrating strong critical reasoning skills.

6. Syntax, punctuation and tone of voice

A sophisticated sentence structure makes a world of difference to your argument. Make your essay easy for readers to understand by using a variety of sentence structures, long and short, and be precise so that your sentences don’t become too long or difficult to read. Poor grammar makes an essay harder to read.

Study in the UK

If you need to improve your reading or writing before applying to study at a UK university, SI-UK London provides IELTS preparation lessons and an  IELTS Practice Test to learn your current ability.  Enquire with our international education consultants and teachers to get started today.

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What's the difference between Great Britain and the United Kingdom? What's the best English music festival? And do English people really drink a lot of tea? Read about England and find out!

Instructions

Do the preparation task first. Then read the article and do the exercises to check your understanding.

Preparation

England is the biggest of the four countries in the United Kingdom. Together with Scotland and Wales, these three countries are the island of Great Britain. The English Channel is in the south between England and France. People travel to France by ferry across the English Channel or by train through the Channel Tunnel which goes under the sea.

Over 50 million people live in England and that’s around 80 per cent of the total UK population. It is a multicultural country where more than 250 languages are spoken in the capital city, London. The United Kingdom is a constitutional monarchy, which means that there is a queen or king but they don’t make the laws of the country. Laws and political decisions in England are made by the Parliament of the United Kingdom. The Houses of Parliament are in central London next to the River Thames and the most famous part is the clock tower, Big Ben. Other large cities in England are Birmingham, Manchester, Liverpool, Leeds and Bristol. Outside cities, England is a very green country and has many rural areas of natural beauty such as the Lake District, an area with lots of lakes in the north, and the New Forest, a big area of forest in the south of the country.

The official language of England is English, which is spoken today by millions of people all over the world. Many students go to England from other countries to study the language and learn about the culture. Although everyone speaks English, there are many different accents around the country. French was the official language in England between 1066 and 1362, which is why there are many French words and expressions in English such as ‘bon voyage’ for ‘have a good trip’ or ‘bouquet’ for ‘a bunch of flowers’.

English people love music. In the summer you can go to music festivals all over the country like those at Glastonbury, Leeds or Reading. Glastonbury is a five-day festival of music, dance, comedy, theatre and circus and around 175,000 people go. Many people stay at the festivals for a few days and camp in tents. People listen to all types of music, especially pop and rock. England has produced many international groups and singers like the Beatles, Amy Winehouse, Coldplay, Ed Sheeran and Adele.

The most popular sports in England are football, rugby and cricket and most towns have a sports ground where teams can play. English football teams like Manchester United, Chelsea and Liverpool are world-famous and English football players include David Beckham, Wayne Rooney and Harry Kane. Women’s football is also popular and teams play in leagues and competitions all over the country. Every year, the English rugby union team play in the Six Nations Championship against Wales, Scotland, Ireland, France and Italy. Cricket is a traditional sport played with a bat and ball which began in England and is now played all over the world. People like to watch all these sports on television, as well as other sports like horse racing, tennis, snooker (a type of billiards) and motor racing.

England is a very multicultural country and this has a big influence on the food people eat. Indian, Chinese and Italian cuisines are popular alternatives to traditional English food like fish and chips, roast beef or sausage and mash (mashed potatoes). Many English people drink several cups of tea every day, usually with milk. However, coffee and herbal teas are also popular.

The national flag of England is white with a red cross. It is called the St George’s Cross and Saint George is the patron saint of England. St George’s Day is on 23 April, but it’s not a public holiday. The rose is the national flower of England and the lion is the national animal. The lion is a symbol of many English sports teams.

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Great Britain Essay Examples

Type of paper: Essay

Topic: Education , Politics , Family , Students , Crime , Vehicles , Infrastructure , England

Words: 3000

Published: 01/25/2020

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This essay explores the following cultural aspects of Great Britain: the political system and government, the economy, education, transportation, policing and crime. Under the first sub-heading “Political System and Government the essay explains that the fundamental principle of the government of Great Britain is that of a parliamentary democracy, but with Queen Elizabeth II ruling overall as the titular Head of State, then continues to summarize the make-up of the government, the roles of the House of Commons and the House of Lords, and more. The second section discusses Britain’s economy, its global ranking, its relationship with the European Union and Britain’s retention of the Pound Sterling as its currency. That section also describes how Britain’s economy has evolved from a predominantly manufacturing base into one where services are the major sector by percentage. Next comes the Education system in Britain, which is summarized from pre-school facilities through to university, placing some emphasis on U.S. / UK differences and on a small number of regional differences within the UK. Then comes Transportation – a section covering all Britain’s transport networks, including road, rail, air and sea – the latter including the undersea tunnel linking England with France. The final section is about the Police and crime. That covers the structure of the various UK police forces, which included dedicated British Transport Police (for the rail network) and covers some regional differences.

Introduction

Great Britain comprises three principal regions or parts on its mainland: England, Wales and Scotland. It is the major part of the United Kingdom, which also includes Northern Ireland. The rest (southern part) of Ireland is a separate country called Eire – the Republic of Ireland (“What is the difference between the United Kingdom, Great Britain, and England?”, n.d.). This essay explores the following cultural aspects of Great Britain: the political system and government, the economy, education, transportation, policing and crime.

Political System and Government

“How government works” (n.d.) explains that the fundamental principle of the government of Great Britain is that of a parliamentary democracy, but with Queen Elizabeth II ruling overall as the titular Head of State. In the British parliamentary system the government is headed by a Prime Minister who has ultimate responsibility for the government’s policies and decisions. He has the power to appoint other members of the government as well as overseeing the running of Britain’s Civil Service and the various government agencies. He is based at a well-known London address: Number 10 Downing Street. Currently, as described in the article, Britain’s coalition government since May 2010 is made up of members of the Conservative Party and the Liberal Party – two of the three main political parties, the third being the Labour Party. It has a Deputy Prime Minister (from the Liberal Party), who assists the Prime Minister, is consulted on policy decisions, and has his own specific areas of responsibility. The same article also describes how senior members of the government form the Cabinet, who meet weekly while Parliament is in session, to discuss the major issues. In addition to the Prime Minister, there are 21 ministers in the Cabinet, plus a further 99 ministers who work outside of that body. Administratively, the government comprises 24 ministerial departments, a further 20 departments that are not designated as ministerial, plus over 300 peripheral government agencies and related public bodies. The British Parliament comprises the House of Commons – which has 650 elected representatives called Members of Parliament (MPs) – and the House of Lords. As described in “How Parliament works” (n.d.), the House of Commons is “the supreme legal authority in the UK” which the article states “is the most important part of the UK constitution.” The separate and independent House of Lords functions as a check on the House of Commons, and can challenge actions of the government. All new laws have to pass through both of these institutions.

The Economy

“The Economy of the UK, GB, British Isles” (2010) describes the UK economy as between the world’s sixth or eighth largest, depending on the criteria used. Noting that it encompasses the economies of England, Wales, Scotland and Northern Ireland, the article also mentioned that though the Isle of Man and the Channel Islands are included in the British Isles, they have their own statuses as offshore banking centers. Because the United Kingdom is a European Union (EU) member state, it is part of a system known as a single market, which allows free movement between member states of its peoples, goods (trade), services and – importantly – finance (capital). However, as the article reports, the UK controls and maintains independence of its economy and continues to use as its currency the Pound (Sterling), whereas the remainder of the EU uses the Euro. The article notes that although the UK was “the birthplace of the first industrial revolution”, other countries have since caught up and Britain has been affected negatively by two World Wars in the last century, so that it is unlikely to return to the once-held position of the world’s number one economic power. The present economic climate is one of austerity and slow or zero economic growth, with a very large trade deficit, second only to the U.S. Interestingly, for a country that was once a major center of manufacturing industry, the article reports that by far the largest sector now is that of services, representing some 77 percent, most importantly in finance and banking, where London is one of the three world centers of finance, along with New York and Tokyo. Services are followed by manufacturing at just 22 percent, with agriculture trailing way behind at between one and two percent, although it still produces circa 60 percent of the country’s food requirements. Although UK agriculture is “highly mechanised and efficient”, it does benefit from considerable subsidies – both from the British government and from the European Union. Similarly, although manufacturing as a sector has shrunk dramatically from former times, the article reports that based on output values, the UK is still “the sixth-largest manufacturer of goods in the world.” The manufacturing industries include aerospace, which the article reports as “the second largest in the world.”

The Education System

The education system in England is usefully and quite comprehensively described in an article by Dunn & Collyer (2011) entitled “Understanding the British School System.” It was produced and published under the auspices of the U.S. Air Force 422nd Air Base Group, for the information of U.S. military personnel or civilian support personnel who might need to place children in the schools system (free for families based in the UK). For that reason it included mention of some UK / U.S. differences, which are noted where applicable in the following paragraphs. Note that there are also detail differences from the “England and Wales” system, especially in Scotland, but also in Northern Ireland. Those differences – as summarized in a British Council article entitled “The Education Systems of England & Wales, Scotland and Northern Ireland” (n.d.) – are covered where appropriate in the text. Dunn & Collyer reported that in England all children between the ages of five and 16 attend free but compulsory schooling. (Also available to qualifying U.S. personnel and families). There are also pre-schools available for younger children, though most of those are fee-paying. The school year begins in September and ends in the following July and comprises three terms (or semesters). Autumn (Fall) term begins in September and ends at the Christmas break. The Spring Term is January through to the Easter holiday, then the Summer Term follows into July. There are short holidays (about a week) in the middle of each 12-week term. The Christmas and Easter breaks last approximately two weeks, and the Summer holiday is the longest – usually extending to around six weeks. As explained by Dunn & Collyer, the schooling is divided into Primary and Secondary education. Primary schools educate children between the ages of four and 11, moving each child up to the next class each year. The article noted that ages four to seven equate to Key Stage 1, and ages seven to 11 equate to Key Stage 2. Subjects taught at Primary Schools are determined by and in accordance with the National Curriculum. Secondary schools teach children between the ages of 11 and 16, in most cases in schools called Comprehensive schools, which cater for children of all abilities. Again the National Curriculum is followed, and the children are assessed at ages 14 (Key Stage 3) and at 16 (Key Stage 4). At that stage children sit the General Certificate of Education (GCSE) exams, which may be supplemented by course work assessments in various subjects. As further described by Dunn & Collyer, many children stay on at school for a further two years after the age of 16, enrolling in what is referred to as the Sixth Form. In this period they study for Advanced Level exams (“A” levels) in a smaller number of subjects, often as the principal route to qualify for university. Dunn & Collyer reported that there are fee-paying schools available in Britain for those parents who prefer that option for their children. Those can be either day schools or boarding establishments. All schools tend to follow a similar daily timetable, running from approximately 8:45 in the morning to 3:00 or later in the afternoon with a midday lunch break of about one hour. Religious education is compulsory for the schools, though parents may opt out for their children if they wish. Many schools in Britain have a mandatory school uniform policy, which is distinctive school-to-school. Assessments of the child’s performance and progress are made regularly in the form of school reports. At Primary school level these are usually once each year, but at Secondary school are more likely to be at the end of each term. In Secondary schools, children at the age of 13-14 (end year 9) select about 10 of the subjects for continuing, and drop the remainder. Dunn & Collyer noted that this is earlier then the practice in the U.S. At the age of 16 children are permitted to leave school, or can stay on to study for a further two years to qualify for university entrance, which – if attended – is usually a four year course. Dunn & Collyer provided – especially for American parents – the following information regarding differences between the UK and U.S. systems. The first and quite important difference is that transport to/from school is not an automatically available facility in the UK. Though there may be a service for some Secondary schools, it is the individual’s responsibility. British schools will not recognize U.S. holidays such as Independence Day and Thanksgiving, so U.S. parents need to obtain special permission if planning family celebrations on those days. Regarding differences between the school systems in different parts of the British Isles, the article by the British Council noted that in Scotland the curriculum is slightly different, and that Scottish Secondary educations begins at age 12. It also noted that the exams have different names in Scotland. The school year in Scotland begins in mid-August and ends in June, whereas in Northern Ireland the corresponding dates are begin-September and end-June. In Scotland the teaching of a foreign language begins in Primary school. In Northern Ireland religion is a more sensitive issue and many schools indicate their religious allegiance by part of the name of the school, e.g. RC for Roman Catholic.

British Transportation Systems

Barrow (2012) published an article on a school’s website, entitled “Types of Transport in Britain”, that provided a good overview of British transportation systems, and cited the nation’s road and motorway system as the primary component of the routes for domestic transport. Barrow claimed that there are circa 225,000 miles of roads/motorways in total, accounting for around 85 percent of all passenger miles travelled in Britain. Most of the roads are free to use, although there are a few roads that charge toll fees, including the central area of London, which calls the fees “congestion charges”. Barrow listed the average miles travelled by individuals within Britain by various means per year (averaged over 1999 to 2001) as follows: Walking – 189; By bicycle – 39; On the bus – 342; By train – 368, In the car – 5354. Not only did car travel account for by far the greatest distance travelled, but all the methods other than the car showed shorter distances than a similar analysis undertaken some 15 years earlier, showing that Britain had become much more car-orientated in that time. Barrow also noted that about three quarters of all households own at least one car. Motorcycles are also a popular means of private transport, totalling circa one million on Britain’s roads. Mopeds (engine size up to 50cc) are especially popular with young people as they can be ridden at age 16 using a “provisional” licence. Full licences for driving cars or motorcycles can be obtained from the age of 17 after passing an official Driving Test. Barrow noted that whereas most of Britain’s freight was formerly transported around the country by either train or canal barge, about two thirds of it is now carried by lorries (trucks). There is also an extensive network of public bus services throughout Britain, including the world-famous “double-decker” red buses used throughout London. In just a few towns, perhaps most famously in the Northern seaside resort of Blackpool, there are also tram systems – electric vehicles running in rail tracks embedded in the street, and powered from overhead wires. Britain’s train network is extensive – one of Europe’s largest – with in excess of 11,000 miles of track, carrying about 1,500 trains daily through as many as 2,500 stations. Britain boasted the first ever of the world’s public railways, when the Stockton and Darlington line opened in 1825. The so-called “main line” trains terminate on the outskirts of the capital, London, at a series of major stations. From those stations, passengers are able to travel anywhere in London on the London Underground or “Tube” network, which started in 1890 – another world first. That network has over 250 miles of track and encompasses a greater area than any other comparable system. Britain has direct rail links with continental Europe via trains running through tunnels bored between England and France 50 metres below the seabed of the English Channel. Britain’s air transport system includes no less than 470 airports, with five major airports serving London. Figures for 2004 showed that London’s airports jointly handled more than 120 million passengers, with London Heathrow – the busiest in the world – handling 67 million of them. In terms of international cargo transport, Barrow reported that although the Channel Tunnel also carries a certain amount of freight, shipping carries most freight, with Dover being the busiest of Britain’s ports.

Policing and Crime

“Policing in the UK: A Brief Guide” (2012), published by the Association of Chief Police Officers, states there are 44 separate police forces distributed throughout England, Wales and Northern Ireland. Each is headed by a Chief Constable who reports to the Home Secretary, a government minister. Beginning in November 2012, most of those police forces – other than the City of London force and the police in Northern Ireland – have an elected Police and Crime Commissioner providing local direction and other functions. In addition to those “regular” police forces, there is also a separate force called the British Transport police that polices Britain’s railway systems, and other specialist police such as those associated with the Ministry of Defence and nuclear establishments. Scotland has its own police forces (presently integrating into one unified force), although the British Transport Police also cover the rail network in Scotland. Regarding crime in the UK, Burn-Murdoch & Chalabi (January 2013) published an article in the Guardian newspaper, summarizing current statistics and trends. Essentially, the article showed that crime in general had fallen in the period (Sept 2011-Sept 2012), and total numbers of crimes were 29 percent fewer than 10 years earlier. Only two individual crime categories showed increases over the 12-month period. They were thefts of bicycles and other household items, although the increases were very small. Homicide – a major crime category – has shown a drop to half of the figures for 2001-2002.

Barrow, M. “Types of Transport in Britain.” (2012). Project Britain: British Life & Culture. Retrieved from http://resources.woodlands-junior.kent.sch.uk/customs/questions/transport.html Burn-Murdoch, J., & Chalabi, M. “Crime statistics for England & Wales: what's happening to each offence?” (January 2013). The Guardian. Retrieved from http://www.guardian.co.uk/news/datablog/2011/jul/14/crime-statistics-england-wales Dunn, L. & Collyer, J. “Understanding the British School System. (2011). U.S. Air Force 422nd Air Base Group. Retrieved from http://www.422abs.com/rafc/LinkClick.aspx?fileticket=Rw8YrHUPTTw%3D&tabid=82&mid=467 “How government works.” (n.d.). GOV.UK. Retrieved from https://www.gov.uk/government/how-government-works “How Parliament works.” (n.d.). Retrieved from http://www.parliament.uk/about/how/ “Policing in the UK: A Brief Guide.” (2012). The Association of Chief Police Officers. Retrieved from http://www.acpo.police.uk/documents/reports/2012/201210PolicingintheUKFinal.pdf “The Economy of the UK, GB, British Isles.” (2010). Economy Watch. Retrieved from http://www.economywatch.com/world_economy/united-kingdom/?page=full “The Education Systems of England & Wales, Scotland and Northern Ireland” (n.d.). The British Council. Retrieved from http://www.britishcouncil.org/flasonline-uk-education-system.pdf “What is the difference between the United Kingdom, Great Britain, and England?” (n.d.). About.com Geography. Retrieved from http://geography.about.com/library/faq/blqzuk.htm

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Introduction, political system and government, the economy, the education system, british transportation systems, policing and crime.

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• UK Parliament. (2021). About Parliament. https://www.parliament.uk/about/
• UK Government. (2021). The Economy. https://www.gov.uk/topic/economy
• UK Department for Education. (2021). Education in England. https://www.gov.uk/education
• Network Rail. (2021). Our Railway. https://www.networkrail.co.uk/
• Home Office. (2021). Policing in the UK. https://www.gov.uk/government/organisations/home-office/series/policing-in-the-uk

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