Personal Statements Bank

Writing your personal statement can be daunting – for many university applicants it might be their first time preparing a formal summary of their academic achievements, and that can often feel boastful or uncomfortable – where should you even begin?

Our current students have very kindly given us permission to publish some of their personal statements to help give you some suggestions as to how to structure your personal statement. Most importantly, these personal statements are by no means perfect, but they earned these students their places at the University of Oxford, and therefore your personal statement doesn’t have to be perfect either.

Please note that the majority of these personal statements were written before the changes to the personal statement in 2025 and are therefore not reflective of the new, three part structure. However, the content will still be useful for a current application.

Academic year application was made: 2022-23

What attracts me to biochemistry is the potential to explore the molecular intricacies that uphold life in all its forms. I find it compelling how the closer I look into a certain function, the more complex it becomes. Learning about immunology in A-Level biology piqued my initial interest in biochemistry, as I questioned how communication between cells occurs. This inspired me to read ‘Immune: A Journey into the Mysterious System that Keeps Us Alive’ by Philip Dettmer, which deepened my interest as I discovered the vast diversity of cells in the immune system. My previous perception of immune cells fighting pathogens was elevated to a sophisticated sequence of cells and molecules interacting to defend the body via initiation, propagation and termination of the immune response. I was also fascinated by the key role of proteins in the mechanisms of immune cells, such as signalling and response.

My research into proteomics led me to a podcast on protein structure and AI, where researchers discussed the development of an AI computer programme, AlphaFold2 (AF2): a breakthrough in predicting the 3D structure of proteins using existing data. The importance of this technological advance was stressed to me as I investigated protein structure further. I learned about Levinthal’s paradox, which illustrates the complexity of the protein folding problem and helped me to grasp the significance and potential of AF2. I gained an appreciation for the increasing relevance of bioinformatics in life science. It was also exciting to learn of the advances in molecular medicine that AF2 can lead to. I attended a taster lecture at Oxford focusing on physiological adaptations of the neuromuscular junction. A memorable segment looked at the crucial function of SNARE proteins in membrane fusion, and their importance in synapse transmission. I thought back to AF2’s discovery and how it can allow scientists to model these kinds of proteins more accurately. At university, I hope to delve further into the field of computational biochemistry and its future applications, such as advancements in drug development. It amazes me how understanding details of life on a molecular level can answer wider questions and help to solve real-life problems.

My interest in cells motivated me to engage in Gonville and Caius’ essay competition, answering the question “What are the logistical challenges of multicellularity and how do organisms overcome them?”. I enjoyed evaluating the pros and cons of organisms becoming multicellular, and the evolutionary stages that led to the unique range of life that we observe today. It revealed to me many advantages of unicellularity that I had not considered before, such as exchange with the environment and adapting to changing conditions. While researching single-celled organisms, I was struck by the simplicity of some of their structures and behaviours, leading me to question the borderline between living and non-living matter. I was inspired to read Prof. Paul Davies’ article titled “What is life?” which examines the philosophical and scientific debate surrounding matter and life. Aristotle took a teleological approach, while Schrodinger suggested that new laws of nature may be required to fully comprehend life. From a biochemist’s perspective, I would counter that life is a series of chemical reactions occurring within and between cells, evolved for sustenance and reproduction. It is this seemingly simple yet astonishingly complex idea which makes biochemistry so enthralling to me.

Aside from my studies, I’m also an active member of my community. In addition to volunteering and mentoring, I cultivated my leadership skills and initiative to celebrate diversity at my school by leading the organisation of our first ever Culture Week. Through this, I developed my teamwork and management skills, which are applicable in any lab setting. I was glad to make an impact at my school, and look forward to continuing to do so at university.

Academic year application was made: 2022-23

My interest in biochemistry began while I read an article on the dynamics of ssDNA hybridisation. The scientists achieved an extraordinary amount of detail when using TIRF imaging. They revealed the kinetics of independent strands and explained how these were affected by extrinsic factors with the Eyring equation. Their precision inspired me – chemical principles can be applied to produce a dynamic view of biological systems.

The overlap between biology and chemistry highlighted the intricacies of the molecules which allow for life – all of which contain carbon. This special atom has the perfect number of electrons to have sp3 hybridised orbitals, lending it the ability to form 4 equal sigma bonds and long chains – a phenomenon known as catenation. When a lecture and supervision by Stewart Sage of Selwyn College, Cambridge presented the delicate subcellular pathways of osmoregulation, I was fixed on learning more about the chemistry of life. Having taken part in the Cambridge Chemistry Challenge, I enjoy being exposed to problems which at first seem challenging but can be solved by applying prior knowledge in elegant ways.

I have been especially interested in methods with which enzymes carry out their functions. By gaining a detailed understanding of these mechanisms, we can seek to use the biological machinery to our advantage, as I saw when at the Royal Institution. I was tasked with using gel electrophoresis to compare DNA fragments from different group A Streptococci strains. After running the gel successfully, I understood that palindromic mutations in the fragments had acted as markers for the restriction enzymes, producing DNA bands which were identifiable with the ladder. When analysing the results, we were able to predict the severity of the infection, ranging from mild strep throat to necrotising fasciitis.

The first section of MITx’s Molecular Biology MOOC, discussing DNA replication and repair, drew me more towards enzyme mechanics. I enjoyed learning about the structure of DNA polymerase and how its ‘fingers’ hold dNTPs in place using pi-stacking, interactions with other charged amino acids in the O-helix, and Mg2+ ions. Nucleotide tautomerisation also poses a threat to the accuracy of replication; therefore, the dienzyme contains a proofreading exonuclease, making the process 100 times more accurate. The overlap between mutation and apoptosis interested me; changes in the fine balance between bcl2 and Bax expressions could escalate to cell death, with bh3 mimetic drugs being used to combat this. I saw how problems in the biological field could be solved using chemistry.

Articles on the pathophysiology of Parkinson’s and ARMD led me to read about iPSCs and their use in deriving specialised tissues in vitro – tissues which were used as organoids to study potential therapies for the diseases. After listening to Shinya Yamanaka’s lecture on the future of iPSCs, I was inspired to undertake an EPQ dissertation on the viability of iPSCs in precision medicine. During the research phase, I shadowed researchers in the UCL Institute of Ophthalmology, where I was trained in primer design, protein BLAST, western blots, genotyping murine lines, and PBMC isolation. Above all, I was able to speak to researchers in Prof. Pete Coffey’s lab about their work using a patient-derived iPSC organoid model. This led me closer to understanding how research was approaching to their use in medicine – the team had already developed a strong stem cell replacement therapy.

I found an importance in self-study early as I taught myself the drums and guitar to a high level. This gave me a sense of accomplishment as I sought to imitate this in other impersonal interests. In college, I found it fulfilling to study ancient world literature, via a MOOC; stretching my interests in the arts, I read classical plays and joined a college poetry society. On my DofE Bronze expedition, I developed an interest in adventure sports, camping frequently since.

Academic year application was made: 2022-23

The ascension of life, from primitive molecules and minerals in hydrothermic sea vents to the emergence of man 200,000 years ago, drives my curiosity to learn more about our natural world. I am most fascinated by evolution, after being intrigued about biological selection in the A-level syllabus. I first satisfied this curiosity by reading Life Ascending by Lane, in which I was captivated most by the ingenuity of evolution and the complex relationship between environment and evolution. For my EPQ, I shall deliver a TED-style talk in which I will answer ‘What is the greatest invention of evolution’. So complex are the products of evolution, such as the eye, that it has been used as the mechanism’s apotheosis: the eye is evidence of celestial design, as claimed by the theologians. I think the attribution to an omnipotent entity is fitting testament to the phenomenon of evolution.
In The Ancestor’s Tale by Dawkins, I was particularly interested by the tense scientific debate that wq a surrounds our origins, which lacks a definitive theory accepted by all. I explored this in my essay “The Origins of Life”, published in a school science magazine. Reading Rise of the Dinosaurs by Brusatte, prompted after visiting the Natural History Museum during the Oxford open day, stoked a curiosity for the detective work played by palaeontologists, where clues tied to current life and ancient fossils are used to elucidate the past. I subsequently published ‘Why no creature has reached the size of the dinosaurs’ for the same science publication, as the sheer concept of a 50-ton, 100-ft sauropod astounds me.
I read New Scientist weekly: the ways science innovates and the ways scientists disagree stokes my curiosity. I submitted to the editorial a short response to an article that proposed self-isolation for all communicable diseases, where I reference the “hygiene hypothesis” and the immutable threat of a sterile world: a juvenile immune system and a barren gut microbiome in addition to the social implications. Penning my opinion to a scientific audience was my first taste of academic writing and discovery, and particularly scientific scrutiny.
In June 2022 an essay I submitted to the New College of Humanities essay competition, on the topic of psychology with the prompt “Does society create criminals?”, reached the final. I wrote my essay from the standpoint of evolution and my hypothesis read: “The evolutionary argument states that there cannot be a criminal gene, thanks to the thousands of years of natural selection that would have prohibited a criminal gene from being inherited”. I think this summarises my argument effectively; I was pleased to be reach the top 5% of entrants and relished the opportunity for academic scrutiny.
During work experience at a clinical trial data-analyst firm, I worked on a drug trial for stage-1 and -2 non-small-cell lung cancer. I most enjoyed the detective work that involved biomedical analysis of symptoms and the biochemical mechanisms of a monoclonal antibody treatment, which made real the A-level syllabus.
As current deputy School Captain and former deputy Head Boy, I’m confident with positions of responsibility and leading peers. I deliver regular whole school assemblies, have reached regional level in the English-Speaking Union debating, and achieved ‘outstanding delegate’ in Model UN. I have swum with High Peak Triathlon Club for 4 years, represented East Midlands in national orienteering events and am completing my gold DofE. I launched a school newspaper, and have represented my school in chess for 4 years. Playing the lead role in a school musical bolstered my confidence and taught me to interpret constructive feedback in a positive manner.
I was honoured to be recently awarded my biology teacher’s retirement prize, for “relentless intellectual curiosity”. I would be satisfied in my career if I retained the enamour for biology that he retained throughout 40 years of teaching: an inexorable desire to keep learning.

Academic year application was made: 2022-23

While being one of the most fundamental theories in biology, evolution remains disputed. At school it seems set in stone, but reading Stephen Buranyi’s piece ‘Do we need a new theory of evolution?’ made me realise that although the modern synthesis may be the accepted theory, there are still exceptions, such as the plasticity of Senegal bichirs. The fact that such a well-known theory is not a full explanation draws me to biology – the theories are always changing, and I will always be learning.
I became interested in bacteria when I watched a lecture about the link between necrotising enterocolitis in pre-term infants and their microbiomes, which, in turn, led me to further research the human microbiome. I came across vaginal seeding and did an independent research project about its effectiveness and whether it should be put into practice. I concluded that further research is needed to understand the mechanism behind microbial transfer between mother and child, as there is a risk of infection for the baby. Dominguez-Bello et al.’s ‘Partial restoration of the microbiota of cesarean-born infants via vaginal microbial transfer’ was particularly useful to my research; I had to consider its relevance as it was very small-scale, but it was the only clinical trial into the practice. I presented my work at a research evening, and then enjoyed discussing it in depth when I was shortlisted to be interviewed about it for a school competition. To build on my research, I would investigate the ethical dilemmas posed by vaginal seeding, particularly around the risks and benefits of doing clinical trials with babies, who obviously cannot consent.
This led me to the ethical consequences of scientific research. I read Rebecca Skloot’s ‘The Immortal Life of Henrietta Lacks’, which gave me an understanding of the importance of both HeLa cells in shaping modern biological research and ethical committees in ensuring scientific investigations are conducted with care and respect. John Sulston’s ‘The Common Thread’ made me realise that there is far more to research than just finding answers to scientific problems; there are fights for funding, academic rivalries and ethical questions raised, in this case by patenting and DNA sequencing. I also learnt about gene drives in mosquito populations to prevent malaria when I listened to the podcast ‘Genetic Dreams, Genetic Nightmares’. I learnt about how CRISPR is used to ensure gene drives spread, even when harmful, and the measures put in place to prevent them spreading too far, which could cause the collapse of an ecosystem.
One of my favourite A-Level topics has been cell structure, so I read Nick Lane’s ‘Power, Sex, Suicide’. A particular aspect of apoptosis that interested me was how in female embryos it allows oocytes to be chosen based on their mitochondria – natural selection on a cellular level. To deepen my understanding of the organelles, I studied Harvard’s MOOC ‘Cell Biology: Mitochondria’. I enjoyed learning about the series of reactions involved in metabolism and cellular respiration, and gained an appreciation of the complexity of cell processes; I am looking forward to understanding them further at university.
Aside from academic work, I am secretary for the school Charities Committee, which has helped me build my teamwork and communication skills. As a Young Leader for my local Brownie pack and an anti-bullying prefect at my school, I have helped plan and run sessions, which has enhanced my leadership and organisational skills. Finally, as a Biology Ambassador, I can share my enthusiasm for the subject with younger years.
I am excited by the continually evolving nature of biology. Further study at university will give me a chance to understand the processes behind life, and hopefully contribute to this dynamic field.

Academic year application was made: 2022-23

In 2019, I watched the Hong Kong protests unfold on the news. The action the protesters took in their attempts to preserve their autonomy moved me to explore the grip China now holds over both post-colonial Hong Kong and the rest of the world. Learning Chinese seemed crucial. That summer, I taught myself the first year of the Mandarin Chinese GCSE syllabus and embarked on the second year of the course in September. Reading J. Chiu’s ‘China Unbound’, I began understanding the political culture of ‘rule by law’ and became convinced of China’s increasing global influence.
Continuing to study Mandarin Chinese at Pre-U allowed my interest in Chinese culture to evolve. I have gained new perspectives on how a society can be structured, including the prevalence of the extended family, which is distinctly different to the West’s nuclear family model. Z.Tian’s film ‘The Blue Kite’ gave me an insight into the harrowing experiences ordinary people faced during the Communist Revolution. The powerful exploration of the Hundred Flowers Campaign and its associated propaganda depicts the devastating impact the State can have on close personal relationships.
I have challenged myself to improve my Chinese skills by participating in the Chinese Bridge speaking competition, in which I reached the finals. Entering the Stephen Spender Prize allowed me to explore Chinese history and language by translating a poem by the feminist revolutionary Qiu Jin. Qiu offers a heartfelt view of the status of women in China. In her poem ‘Reflections’, which considers her time living in Japan, she wrote, ‘Unbinding my feet to pour out a millennium’s poisons.’ I found this a compelling metaphor for the way the lives of women in China are changing, with the undoing of centuries of restrictive practices.
Studying Politics at A Level, I am developing my understanding of the UK’s political system and its role as an influential power on the world stage. At Model United Nations conferences, I addressed issues as varied as the rights of women and children in war zones and cryptocurrency regulation. Twice representing the Democratic People’s Republic of Korea at MUN conferences has motivated me to write an extended essay on the contrasts between North and South Korea and how two countries with similar origins became so different. Reading ‘North Korea Confidential’ by D. Tudor and J. Pearson, I encountered several misrepresentations of the Korean peninsula. The image that the writers present of ordinary North Korean people’s lives seems far less constrained by a dictatorship than the typical Western perception. They write about how North Koreans listen to K-pop and smuggle western movies across the Chinese border. While these accounts seemed initially trivial, I became fascinated by the idea that these small, stolen freedoms might eventually lead to more significant change.
I have explored the use of close linguistic analysis to deconstruct and form arguments during my English Language studies. I am especially interested in how politicians use language to gain political power. Reading linguist N. Fairclough’s book ‘Language and Power’ introduced me to the idea that politicians exercise control through the manufacture of consent. Fairclough suggests that politicians use language to reinforce ideology, using collective pronouns like ‘we’ and ‘us’ to persuade the electorate that they share common concerns.
Outside school, I volunteer for a charity, helping teach children to sail. I have sung at the Edinburgh Fringe and performed in several school musicals. These commitments have improved my confidence through interaction with a diverse range of people.
At university, I look forward to developing my knowledge of the language, culture, and politics of a country and region that remains only tenuously understood by the West. I plan to lay deep foundations for what I hope will be a life of building understanding between our international communities.

Academic year application was made: 2021-22

Used to also apply for: Medical Biosciences; Biochemistry

After encountering cancer on multiple occasions, I was drawn towards investigating the origins of diseases. The question of what microscopic alterations could possibly result in such horrific effects deeply intrigued me. Reading Mukherjee’s The Emperor of All Maladies gave me a first insight into this field. As it walked me through the history of discoveries and treatments, I became acutely aware of the complexities behind cancer and of science as an evolving subject. From radical mastectomies to the discovery of the oestrogen receptor, it introduced me to severe misconceptions and ground-breaking research. Yet I was not satisfied with my level of knowledge, so I pursued an internship at the Center for Excellence in Molecular Cell Science Shanghai under the Chinese Academy of Sciences.

There, we investigated the effects of a CRISPR/Cas9 mediated double knockout (dKO) of the commonly mutated P53 gene and an enzyme involved in DNA methylation in cancer. I conducted cell-based assays, designed plasmids, performed molecular cloning and maintained cell cultures. I further employed these skills at Viva Biotech, assisting in the antibody production department. We found that the dKO indeed inhibited proliferation and led to cell death, and that the two genes were synthetically lethal. It was also speculated that the lethality arose from the activation of the innate immune system and we are now assessing the potential of siRNA downregulation as a clinical therapeutic. Most importantly, this rigorous experience taught me how to critically analyse data, draw logical conclusions and form original hypotheses. Researching the regulation and function of miRNA 190b in lung cancer in another lab, I improved my ability to comprehend abstract biological concepts and learned an array of research techniques, including tissue extraction, microtomy, western blotting and qPCR. When visiting the Shanghai Chest Hospital with the researchers, I witnessed how scientists and physicians cooperated to investigate the underlying mechanisms of a clinical phenotype. Specifically, we tried to understand how the microenvironment and genotype of tumours were altered after a combined treatment of an immune checkpoint inhibitor with cryoablation therapy. Seeing the direct relevance of biomedical research to patients further motivated me to pursue this path. At Hexaell Biotech, I learned about bioartificial livers consisting of an ex-vivo incubator and fibroblast-derived hepatocytes. Engaging in literature-based research on various forms of liver failure, I further deepened my interest in translational research and cell therapy. Additionally, Goldacre’s Bad Pharma provoked me to reflect on clinical trials conducted today. Addressing fraud, exploitative marketing and badly designed trials, it inspired me to seek improvement in clinical research and hopefully develop effective novel treatments.

Beside my academic interests, I developed strong leadership and public speaking skills through my role as Student Body President and President of the German-Franco Model UN club. I teach weekly lessons, lead debates and participate in conferences internationally, which nurtures my critical thinking and analytical skills. Prompted to assist those in need through education and to strive for social equality, I volunteered for Stepping Stones Shanghai, teaching disadvantaged students English. Being in the gymnastics and swimming team taught me the importance of teamwork and resilience, as I won gold at two “Ostasienspiele” and coached the gymnastics team for two years. Furthermore, hiking 130km in 72h throughout northern Germany with peers from nine countries strengthened my determination and perseverance. Inspired by an endless array of possible avenues for research and advances in medicine, I have been imparted with the desire to understand the causes and mechanisms of illness and aspire to contribute to relieving suffering through engaging in innovative translational research.

Academic year application was made: 2021-22

Used to also apply for: Geology

Despite the climatic stability of the Holocene, we live on the precipice of environmental change so we must look back in time using ice and sediment cores to reveal the long-term consequences of high levels of atmospheric CO2. The KT mass extinction is a warning of the consequences of ocean acidification as marine life suffered most due to a reliance on CaCO3. I am interested in the coinciding factors contributing to mass extinctions, such as volcanism and the Chicxulub impact 65 Mya, causing a genetic bottleneck.
Oxford’s UNIQ and Imperial’s Sutton Trust summer schools included engaging lectures ranging from Martian geology to modelling mantle convection. It was amazing to see mathematical models mapped to natural processes which I had always thought of as chaotic. I was especially interested by the use of polarising microscopy to study the structure of minerals and how bonding and orientation can be inferred from their appearance.
Through my Nuffield Research Placement, I studied the Bude Formation in N. Cornwall, sketching the sedimentary rocks and taking measurements that I compared to those shown on a geological map, before writing a detailed report. I chose to read further into the event that had created this region and was surprised to find that the Variscan Orogeny is responsible for many geological features local to Devon and Cornwall – from the granite batholiths to the ancient oceanic crust of the Lizard peninsula. I attended a lecture (Imperial) on seismic imaging as another method of visualising sub-surface features. The analytical techniques drew parallels to identifying geological features in the field, and I found that unconformities were clearer. This introduction to fieldwork skills gave me an insight into discerning the bedrock geology of an area, which I would like to develop further.
To see the Lizard ophiolite in person, I went to Coverack where the Moho discontinuity is clearly shown in the boundary between the mantle and crust. I wondered at the difference in chemical composition between the red and green serpentine in the rocks, intrigued by the stark contrast and the abrupt changes in conditions at such depth, causing this reaction. I was struck by the barren Goonhilly Downs which are nutrient-poor as they lie on the mantle rocks.
McGuire’s ‘Waking the Giant’ has broadened my awareness of the extent to which water, as both a liquid and ice, can affect the stability of faults and the magma within volcanoes. I found the seasonality of the coastal Pavlof volcano in Alaska fascinating, although the selection of data to fit a hypothesis seems questionable.
Water’s influence was also clear in MacFarlane’s ‘Underland’, in the karst landscapes of northern Italy and Slovenia shaped by death and war, which I found compelling as their history would be so different independent of their geology. I am enraptured by the link between geology and the sense of place which is so aptly conveyed in his work.
Initiating an IRIS research project and investigating techniques that can be applied on a local scale to mitigate greenhouse gas emissions has developed my research and data analysis skills while deepening my understanding of atmospheric CO2 regulation. I enjoy the interpretation of data as I am intrigued by the correlations present and the processes that control the planet’s climate.
The recent eruption in the Canary Islands gives context to the dynamic nature of Earth sciences as the future collapse of Cumbre Vieja’s western flank is discussed by McGuire. Intuitively, we would expect volcanic eruptions to influence atmospheric gas compositions independent of the environment; it was eye-opening to read how the climate then influences the frequency of eruptions, creating a feedback loop.
Outside my studies, I belong to a community dance company in which we work collaboratively to devise and choreograph performances; I run long distances and I would like to explore the UK’s wild places through my Gold DofE.

Academic year application was made: 2021-22

Used to also apply for: Mechanical Engineering

I enjoy using maths and physics, especially mechanics and calculus, to solve problems. An engineering degree will combine these subjects alongside cutting edge technology to start solving real world sustainability issues.
Inspired by my interest into the physics behind motorsport, I carried out an investigation into the levels of downforce produced by rear diffusers on cars. I utilised my design and technology skills to create a foam and acrylic model of a diffuser where parameters such as the angle of attack can be altered. I then recorded levels of downforce produced using a top pan balance. After obtaining meaningful data, I created a mathematical model based on Bernoulli’s equation to predict values for downforce at different angles/heights. I wrote a fourteen-page report in which I compared the experimental and theoretical values, leading me to explore the limitations of the ideal fluid model and Bernoulli’s equation. Creating a scientific report forced me to present my maths and physics concepts in a clear and comprehensible way, whilst giving me a brief exposure to fluid mechanics, which I thoroughly enjoyed.
Motivated by my introduction to fluid mechanics, I furthered my interest by undertaking a mini university level fluid mechanics course originally run at the University of Sussex. It covered the fundamentals, including topics such as continuity. The course entailed analysing research, creating my own notes, and completing tests at the end of every section. It gave me a valuable insight into what studying Engineering at a top university will be like.
More recently, I got involved in a team competing in the ESA UK CanSat competition as a way to develop my practical engineering skills. Our mission was to use multiple sensors in our satellite to quantitatively describe how severely CO2 and water vapour molecules in the atmosphere contributed to global warming. My role was the internal design of the Can, involving 2D and 3D layout sketches all the way through to the manufacture of the internal structural components. My participation in the competition gave me experience of working in a design team, whilst using my design and engineering skills to manufacture the strongest possible satellite. After exploring areas of climate change during the CanSat competition, I read ‘Engineering – A Very Short Introduction’ by David Blockley. Not only did I find it interesting to learn about the history of engineering and its relationship with art and technology, but it was also intriguing to read about many of the challenges engineers will face in the future including climate change. Keen to learn more, I took part into the EDT Insight into University STEM course, which gave me access to several taster university lectures. I found the ‘Seeing is Believing’ lecture about the history of the electron microscope and how they ‘help develop tomorrow’s materials’ the most fascinating, and I look forward to learning about sustainability problems and how engineers create innovative solutions.
In my free time I do lots of maths and physics-based problem solving. I was part of the team in the International Physics Brawl that came second in the UK for my age group. Following this, I achieved a gold medal in the AS physics challenge. Throughout my time at school, I have also enjoyed solving problems beyond the A-level specification on the Isaac Physics website. I earned an Emerald Award for the Virtual Senior Physics challenge, meaning I was in the top 90 problem solvers on the website. Both the Physics Brawl and harder questions on Isaac Physics have given me valuable experience solving problems using my maths and physics skills.
I play rugby and hockey at school to 1st team level, having also played hockey to county level. Additionally, I play the oboe to Grade 7 level alongside the electric and bass guitars for 11 years. I have been in orchestras/bands throughout my time at school.

Academic year application was made: 2022-23

From the age of seven I have had a world map on my bedroom wall. I was fascinated by the borders, flags, and the perspective it gave me of my position in the wider world. Throughout the years since, I have loved the natural world and embraced every opportunity to be outside and explore the physical landscape.
My interest in Geography started as a desire to learn and understand how and why the world around me has formed. Studying Geography has allowed me to immerse myself into the breadth of the subject and I have been fascinated by the intricacies of mobilities within Geography, as well as the many issues and challenges associated with transport planning in the cities of our world. My interest in Urban Geography was first ignited when I was awarded ‘Highly Commended’ in an international Geography essay writing competition, working on this essay provided an opportunity for me to develop my research and analytical skills. I explored affordable ways to solve London’s housing crisis and was inspired by the architect Walter Segal, Chile’s ‘Half Houses’ and other bottom up, community led approaches to development. This led to a further research project into the implementation of ‘Shared Spaces’ and a video call with an Urban Planner in Portland, Oregon. Throughout these projects, I was challenged to consider different forms of active transport, designed to improve safety for cyclists and pedestrians. As I worked on my Shared Space project, I investigated the accessibility and inclusivity issues surrounding implementing Shared Spaces, leading me to consider alternative modes of active transport, including cycleways. I am now researching a cycleway in Cardiff for my Geography Non-Examined Assessment, and have been in contact with members of the Welsh Government who played key roles in designing and planning the scheme. Part of this coursework involved me meeting and interviewing business owners who had been impacted by the cycleway. I have thoroughly enjoyed this aspect of geographical fieldwork and getting to know the individual stakeholders, who were impacted, gave me a valuable insight into the challenges of government initiatives versus community led development.
I further broadened my experience during a week with a Chartered Surveying company where I observed another stakeholder’s viewpoint. I learnt about rural land management from a professional business perspective and had a basic introduction into the role of GIS and Mapping within infrastructure planning (inspired by my love of maps). This brought to life many of the geographies surrounding conflicts between opposing stakeholders, and allowed me to empathise with different people impacted by new developments. As my interest in Urban Geographies has grown, I remain passionate about Physical Geography and am concerned about the environmental impact of our everyday lives. I have been a founding member of my Sixth Form’s Environmental Society, and have taken a leading role in establishing the new ‘College Community Garden’ as well as other projects designed to reduce my College’s carbon footprint. Further opportunities for leadership have become possible through Duke of Edinburgh Gold and Scouting, as I have shared my experience and skills in team situations. As a Young Leader with the Cub Scouts and youth representative on the District Executive Committee for Mid Cheshire Scouts, I have grown in confidence and learnt to communicate effectively across age groups in different situations and with different stakeholders.
10 years later, the same map is still up on my wall, and I am even more fascinated by the world in which we live. I am driven to understand more about the geographies of our world and a degree in Geography is my next step in learning how I can make a positive contribution to our planet within my lifetime.

Academic year application was made: 2021-22

Used to also apply for: Geology

Geography manifests in many fields, which was what drew me to the subject in the first place. Although my passion was sparked while studying atmospheric elements, I’ve since learnt to appreciate the effect humans have on not only the natural environment, but on each other. Having traveled to many countries and interacted with people worldwide, one thing that also intrigues me is how cultures merge and interact. The subject truly shows how everything is interconnected.
With climate being one of the topics I’m most interested in, my Extended Essay is on the effect of vegetation on air temperature. I enjoyed the process of recording temperatures and observing trends, but many adjustments were needed initially, like the size of chosen locations and how to quantify vegetation growth. After overcoming these problems, I concluded that urban climate is multifaceted: while urban vegetation plays a role in lowering temperature, it is not the only aspect to be considered for reducing the urban heat island effect, as albedo, traffic and other factors contribute to the intricate system as well.
On a larger scale, I came across an ambitious solution to climate change in a video about mammoths; it explained why increasing the number of animals could protect Arctic permafrost. I’m in awe of how genetic engineering can conserve endangered species or revive extinct ones to preserve biodiversity; working with nature could solve many issues. Additionally, the Kurzgesagt video on Africa’s overpopulation noted that Ethiopia’s schools have increased 25-fold over 20 years. If other countries apply this and invest in education, people would understand using family planning or contraception to lower the birth rate, reducing demand on resources. Geographical skills are relevant to many problems in daily life.
On the human side, unlike from a purely geographical perspective where entire diasporas are explored as a whole, Persepolis delves into cultural expression on a migrant’s personal level, following Marjane as she bridges gaps to form a multicultural identity. It shows culture as complex, and proves how it can have deep impacts on people. Meanwhile, I’ve started reading Dune, dubbed ‘the first planetary ecology novel’, which explained the establishment of International Earth Day. I was drawn in by worldbuilding and the importance of melange, so I’m looking forward to see how real concepts of our planet can be applied to fictional ecologies and relations.
I attended St Anne’s online summer school to learn about earth sciences, because I’m interested in arid and arctic environments. From learning about how people survive in extreme temperatures and how human behavior affects these places, to the rise of remote sensing techniques, I gained interest and insights into the research and fieldwork involved in geography, and realized that studying geography relies on kinesthetic learning beyond textbook material. I could also see the importance of technology in the modern study of geography, as it lets us access previously inaccessible places and monitor temporal changes.
Aside from geography, I have been my school’s Battle of the Books team for 5 years, which is a great place to generate ideas and help leading a group of people. Through consistent journaling over the years, I have also found writing to be a clear way of conveying thoughts while exploring abstract notions. More recently I picked up learning Spanish on Duolingo, as it has over 500 million speakers worldwide and foreign cultures are compelling to me.
Using Hank Green’s analogy, I hope studying geography will not only improve my map reading and critical thinking skills, but also help me learn how to ‘uncook the bacon’ we’ve made by damaging the planet’s workings, and understand the systems that hold our world together. As a multicultural, temperate country that values natural and social sciences, the UK seems like the ideal place to foster my geographical knowledge and broaden my horizons.

 

Academic year application was made: 2019-20

Used to also apply for: Liberal arts; Languages and cultures; Sociology

 

Without studying History, we would never draw patterns in our failures to act with humanity, nor prevent such patterns from recurring. When I visited Auschwitz Birkenau as a HET Ambassador its emptiness infuriated me, for it serves as a reminder of the grim capacity of humans to facilitate genocide remorselessly until caught in the act, but this lesson is lost without the correct historical context. Hearing an account of the bureaucracy involved in transporting 1800 Jews from Corfu to Auschwitz enlightened me to the consequences of being a bystander, but through studying History, we reject complacency on behalf of those who made that mistake before us.
Attending two university summer schools encouraged me to assess different sources and compare historians’ interpretations whilst presenting my own, a skill that I have developed through evaluating case studies in A-Level Sociology and apply to historiographical debate through my NEA. From these residentials I gained an awareness of how society is fabricated through headlines and omissions. For this reason, I believe that engagement with History is inseparable from engagement with the present day, for historians’ skills are crucial for navigating current affairs. By studying History at a higher level, I hope to reach beyond the timeline of events and influential figures that constitutes mainstream history, uncovering who is missing from this grand rhetoric, which in truth, is a product of the biases of those who have made active decisions over time to construct it; a systemic erasure of women and people of colour. Through Cheryl Rubenberg’s book ‘Palestinian Women’, I found that this process of erasure persists where women still suffer immense exploitation, due to the inadvertent ignorance of those with the privilege to speak on their behalf towards rural areas of the country.
The value of Spanish proficiency today cannot be underestimated, given how the impending Venezuelan migrant crisis and xenophobic rhetoric that pollutes the US border lend a growing political relevance to Spanish. Investigating Hispanic culture has shown me how languages provide a broader perspective of History that would otherwise have been overlooked; the series ‘Las Chicas del Cable’ offers a convergence of my interests in Women’s History and Spanish, and my interest in the artist Frida Kahlo enhanced my understanding of the Russian communist movement as I uncovered her involvement with Leon Trotsky. I am determined to continue advancing with my Spanish, as languages grant access to primary sources such as oral history, and empower human connection. I have shown dedication to Spanish by aiding a Year 11 class with their grammar and pronunciation, which motivated me to busk to fundraise for a TEFL project abroad.
I am eager to continue my extra-curricular interests of drama and music at university, as I value the strong sense of community that musical theatre cultivates. At school, I recently played Sandy in Grease, a demanding role but one that I relished, often leading warm-ups for younger students and peers. I accredit much of my self-confidence and drive to my involvement with MH:2K, a project which gave me the opportunity to collaborate with like-minded young people on the creation and delivery of workshops about youth mental health. We then pitched proposals for policies and activities that would support young people’s wellbeing to over 200 decision makers and social workers. These projects have reminded me to maintain a positive outlook when facing difficulty and provided insight into effective individual and collective working, thus they have not acted as a detriment to my studies but enhanced them greatly.
I believe that the personal and academic skills that I have gained from these experiences combined with my high level of self-motivation and enthusiasm for knowledge demonstrate my suitability for university life and the demands of pursuing History and Spanish at a more advanced level.

 

Academic year application was made: 2021-22

My fascination for the law was triggered by a primary school visit to my local university’s replica courtroom where my classmates and I performed a mock trial. Having to think on my feet and exchange ideas and arguments was exhilarating for me and this inspired me to investigate the possibility of a legal career. Language and culture have always interested me and, as law is a cultural product, I believe this is what led me to discover my adoration for the study of languages. I strongly believe that proficiency not only in one’s own language but also that of others, broadens the mind and helps attention to detail, skills that I recognise are vital for studying law successfully.
To understand the practical application of the law, I have undertaken a number of legal programmes and wider research. Reading In Black and White by Alexandra Wilson, as a young, Black female myself, I found particularly insightful and inspiring, and The Secret Barrister challenged some preconceptions that I had, for instance, where I had not yet fully acknowledged the importance of fair and equal legal representation for those suspected of the most serious crimes, such as rape and murder. This was reinforced by a visit to my local magistrates court, where I observed a young father being sentenced for assault charges, and to a crown court sentencing of an ex-boyfriend for harassment and assault; having witnessed the actuality of the effects of law, my belief in the importance of adequate legal application and representation has only deepened. In sensitive cases like these it was impressive to see how both advocates for the complainant and defendant were properly represented and justice was served. Moreover, in Year 10 I attended the Young Lawyer Programme hosted by Investin where I spoke as a human rights advocate in front of approximately 250+ people and was also able to enhance my critical thinking skills by examining a criminal case. Having also attended virtual law work experience programmes hosted by Springpod and Browne Jacobson, I have now heard from a range of different solicitors and have developed skills of legal research.
I have been able to hone my lateral-thinking and problem-solving skills and have acquired the ability to have a more global perspective as a result of my Spanish studies. I found Crónica de una muerte anunciada by Gabriel García Márquez a captivating piece of literature as, being based on real events, it allowed me to learn about how lawlessness in more isolated areas of Latin America, with citizens taking justice into their own hands in an extrajudicial way, has had grave consequences. On the other hand, researching the Civil Rights Movement helped me consider King’s argument in support of the need for civil disobedience when the court system fails to deliver justice.
Always looking to broaden the depth of my knowledge and cognizing the significance of a diverse curriculum, I chose to undertake an EPQ on the teaching of black history, giving me the opportunity to improve my investigative and analytical skills. I am proud to be a leading ambassador of my school’s Diversity and Inclusion team, an active member of the Amnesty International group, and a Senior Prefect. I enjoy the thrill of being a part of the school debating society and outside school I currently serve as the elected Member of Youth Parliament for my constituency.
In Politics A level some landmark cases discussed were of particular interest to me – for example, the Charlie Gard case which demonstrated clearly the importance of following the correct legal process, where judges must apply the law fairly, even in the most tragic situations. Like politics, language and law are not fixed, they are always changing, and this dynamic and contemporary element excites me. Hence, I wish to read law at undergraduate level with a study year abroad in Spain.

Academic year application was made: 2019-20

My path to choosing to study materials science and engineering grew from a lifelong wish to understand and engineer solutions to the practical projects and problems I encountered.
However, I also value scientific understanding, with my main interests being in applying physics and chemistry. I often find my class notes from one subject surrounded by annotations based on another, meaning that I am developing an interwoven base of knowledge from my current studies. Hence, materials science excites me for its inter-disciplinary approach, relying on concepts from across the traditional sciences. The combination of engineering application, experimental investigation and conceptual explanation is key for me, and I believe materials science is the perfect framework in which to explore this.
Having become familiar with the basics of the interactions between light and atoms through A-Level Physics and Chemistry, I decided to attend a public lecture in the University of Durham about laser-cooling atoms. This lecture, and the rest of the series, was enjoyable and intellectually engaging, as digging deep into the scientific explanations such as the Doppler effect and the resonance frequencies of atoms for photon absorption interested me more than simply inspecting exciting phenomena superficially.
Further to my interest in the interactions between matter and light, and pursuing an interest in solutions to the energy crisis, I completed a MOOC looking at sustainable energy materials. In order to solve problems such as energy storage and solar cell production, the materials science is key to making progress. Guided by this, I researched and learned about the materials science which drives energy generation methods. I enjoyed understanding and calculating some of the fundamental limits which the materials and natural resources such as sunlight impose on efficiency, such as the band gap in OPV cells that directly impacts on the range of photons absorbed and also the efficiency of conversion if overly energetic photons are absorbed. This clear link between the chemistry, structure and function of the materials is fascinating to me, as it is both predictable conceptually and quantifiable empirically and I appreciate applications such as this as the intersection of mechanical, manufactural, optical and economical properties of materials.
Prior to taking an academic interest in materials, I have been developing a hands-on familiarity with their properties and uses. My recreational projects use the material scraps available in the house, including (over time) tape and cardboard, woods and plastics, and mild steel. I have learnt material characteristics and uses by experience. While completing the Boys’ Brigade Queen’s Badge in 2018-19, I began a project to construct a unicycle from scraps in my garage. I ran into problems dealing with all the forces and modularity required in designing the axle. Through the course of 4-5 iterations I learnt practically some of the
limitations of the materials for forming different shapes and functioning under compound loads, which I took as a valuable lesson in treating components as deformable rather than mechanically perfect.
I recently met with a materials researcher from Newcastle University who has offered me lab experience in his department. From this, I hope to learn about characterisation and analytical techniques which are implemented in real-world research, and to broaden my knowledge of the basic principles of materials science.
Having been attracted to the subject as the intersection of all the concepts and applications I find most engaging and exciting, comparing courses in finer detail I have chosen MEng Materials Science courses to open routes into Engineering practice whilst also offering the opportunity to progress instead into scientific research. I look forward immensely to being able to continue to fill my head and time with studies and developments in this field.

Academic year application was made: 2021-22

As an avid mathematician, I believe it’s imperative to appreciate how the cogs behind mathematical ideas work; forming elegant constructs and linking supposedly unrelated concepts together. Pursuing further education in mathematics would give me the opportunity to savour, in much finer detail, the intricacies and beauty of the mathematics I am yet to encounter.
My favourite aspect of mathematics is problem solving – progressing through a question that on first reading appeared impossible is beyond satisfying; I find the process of scouring a problem for the key piece of reasoning that unlocks the whole thing gratifying and intellectually stimulating. I took part in an AMSP course entitled “Problem Solving Matters”: it consisted of weekly online lectures, with a challenging worksheet to be completed independently followed by an interactive mentoring session to develop ideas. It was an invaluable experience that forced me to reflect on how I can be a better mathematician – it changed my mindset on how I approach unfamiliar questions, particularly in the curve sketching module and taught me the importance of perseverance when tackling difficult problems.
I wrote an essay as part of the Newnham College, Cambridge: Philippa Fawcett Essay Competition, where I explored the achievement of mathematics in finding ‘order in the sequence of primes’. Coincidentally, one of my favourite episodes of the BBC podcast ‘Simon Singh’s Numbers’, is about primes (“The Largest Prime”), which provided a springboard for beginning the essay. It allowed me to research ideas that interested me in depth and taught me how to cite, organise, and explain my findings cohesively. The essay gave me an opportunity to explore a wide variety of topics, most interestingly the Euler Product Formula and the Riemann Hypothesis. I thoroughly enjoyed researching all of the ideas I discussed in the essay and was eager to learn more after I submitted it. I then encountered Marcus du Sautoy’s “The Music of the Primes” upon my teacher’s recommendation. The book was a captivating read – I was amazed at how rich the history of primes is and gained a deeper understanding of the complexity and utility of the Riemann Hypothesis and of primes, specifically their role in cryptography.
In Year 9, I began attending The Royal Institution’s annual Mathematics Masterclasses, and have been participating in them every year since. This year, the masterclasses were delivered online by the University of Kent; they gave me an insight into undergraduate-style teaching,which reassured my decision to study mathematics, as I found them engaging and informative. My appreciation for mathematics has grown with me over the years as my curiosity piqued, and my interest continues to be fuelled as I discover more tantalising mathematics. After being introduced to statistical analysis in my A Level studies, I attended Dr Kit Yates’ online lecture entitled ‘The Maths of Life and Death’. It explored how data manipulation misleads the public in fields such as medicine and politics, and demonstrated how powerful and potentially dangerous statistics can be.
Outside of my academic work, I have undertaken a variety of activities that pushed me to build my character: I completed my Bronze Duke of Edinburgh Award, which taught me the value of good attitude. In 2019, I undertook a work experience placement for GfK, a global market analysis company, at their Canary Wharf branch, which highlighted to me the value of good work ethic. Having participated in NCS, I had the opportunity to improve my confidence while organising social action projects to do good in my community. I also play volleyball and have coached a team for a tournament in which they placed second. Within my school community, I am a Guardian Angel – a role where I am responsible for welcoming and mentoring new Year 7s.

Academic year application was made: 2022-23

As a child, my inspiration was Andre Rieu: I have fond memories of his gorgeous melodies and camaraderie with his orchestra, and these were catalysts for my love of music, which is still strong today. However, as I grew up and developed as a musician, I became increasingly more interested in Rieu’s relationship with his audience than in his music: in particular, reading Adorno’s essay “On Popular Music” changed my perception of my childhood’s idol. According to Adorno, concerts have become rituals to present familiar pieces to audiences without engaging with new music – and this is a prominent feature of Rieu’s success. These thoughts ignited an interest in audience preference and listening habits. Studying the negative effects of streaming software on classical music in the UNIQ Summer School was captivating, as was reading Thomas Hodgson’s “Spotify and the democratisation of music”, an essay on Spotify’s algorithmic recommendation system. This project also inspired me to enter Cambridge university’s HE+ contest, where I showed dedication and independence in making an academic poster which resulted in a certificate of excellence.
I live and breathe music, and even though my school couldn’t offer A Level Music, I still pursued my passion through the online Trinity Laban Distance Learning course, a testament to my determination and commitment even after school hours. In addition, I always strive to take my studies beyond A Level constraints: when studying Berlioz’s Symphonie fantastique for a set work, I read his programme notes and was surprised because, in the first version, he points out the main musical substance (the ‘idee fixe’) to the listener but omits it in a revised version, disallowing the audience to discover the main musical concept. This fact shocked me: even in the 19th Century composers could manipulate mainstream audiences and restrict their musical knowledge and discovery.
I am a versatile composer; through competitions I’ve written for a plethora of genres and instruments. I was part of the Rushworth Young Composers scheme over lockdown, writing a wind quintet that was recorded by professional RLPO players. I was also awarded 2nd prize in the ORA Singers’ Competition in 2021, for my choral work Surge propera amica mea. Moreover, one of my string quartets was chosen to be workshopped by the renowned Solem Quartet in an online livestream. I savour the challenges of writing music, developing my own creativity as well as accepting constructive criticism in workshops.
I’ve achieved Grade 8 distinction in violin and piano, recently starting to learn the organ where I’ve accompanied congregations in hymns. I am a First Violinist in the Liverpool Philharmonic Youth Orchestra, and was recognised for my leadership as I was appointed concertmaster in my last year. I’ve also worked with Early Music as Education since its inception in 2017, where I’ve even played abroad in summer residencies, not only developing musical skills, but life skills, as I’ve immersed myself in local culture whilst trying to be a role-model to younger players. Also with EMAE, I was paid to work for their primary-school programme and taught Year 5 students. This depended on my resilience and problem-solving skills, and it was so fulfilling to inspire the children in the subject I adore.
Despite not studying music officially in school, I still contribute to our music department by running the String Group, the only student-led ensemble in school. The development of exciting repertoire relies on significant coaching skills, having a critical ear and developing a positive rapport with every individual. I also accompany the school choir as a pianist, where I’ve enjoyed adapting to a variety of different, unfamiliar genres of music and including them into my wider listening.
Music is a fundamental part of who I am, and I would relish the opportunity to study music in university and beyond. I hope you will consider my application favourably.

Academic year application was made: 2020-21

I believe that to face the challenges presented by the modern world, it is necessary to study closely all layers of human interaction: for individuals, philosophy; for groups, politics; and between groups, economics. Understanding the foundations of such analytical systems is key; working from Halbach’s ‘The Logic Manual’ introduced me to the syntax and semantics of formal logic. Drawing on my A-Level experience with functions, I was fascinated by Frege’s functional representation of basic mathematical operations and predicate logic. Upon reading Descartes’ ‘Meditations on First Philosophy’ I noted that his theory of ‘simple’ certainties, such as arithmetic, bore resemblance to Frege’s idea that all mathematics can be derived a priori from pure logic. If true of mathematical knowledge, could the same be true of philosophical knowledge? Kripke’s example ‘Hesperus is Phosphorus’ provided an answer by proving the existence of necessary a posteriori truths. Thus analytic philosophy is anchored to the empirical world, an important principle in PPE. However, how should knowledge, specifically propositional knowledge, be defined? Following a research project, I concluded that Zagzebski’s formula for Gettier cases defeats all reductive analyses of knowledge. I admired Williamson’s knowledge-first approach to avoiding this problem; I wish to develop similarly creative approaches.

To apply reasoning in economic contexts, during the lockdown I took the online course ‘Microeconomics: An Introduction’ by OUDCE. I was particularly interested by Hayek’s abstract idea of the market process as one of uniting pieces of dispersed information to create opportunities for exchange. Kirzner proposes that liberty is vital in identifying said opportunities, and also that only free markets can provide scope for liberty. In ‘The Worldly Philosophers’, Heilbroner emphasises the power of economic theories, though I began to question the ethics of reliance on abstract models to inform policy decisions. I used my experience with statistics to deconstruct the Black-Scholes formula for option pricing, which revealed latent weaknesses such as a vulnerability to tail risk. I read ‘Talking to my
Daughter’ by Ioannis Varoufakis, in which he argues for the democratisation of economic decisions. However, while taking ‘Political Philosophy: An Introduction’ by OUDCE, I used Plato’s criticism of democracy to reason that economic decisions should be left to experts. Secondly, Varoufakis also condemns economic models for failing to account for human psychology, criticism supported by Kahneman’s influential work in behavioural economics. I concluded that models should be used with care.


While considering the use of models in research in ‘The Bottom Billion’ by Paul Collier, I realised that economies of agglomeration in developing nations have parallels with growing communities of immigrants in receiving countries. Prompted by Collier’s controversial article ‘The New Exodus’, I took ‘International Labour Migration: Economics, Politics and Ethics’ by OUDCE, which cites perceived risk to national identity as a core reason for intolerance of immigrants. I was also interested in David Cameron’s idea that state multiculturalism over-emphasises cultural differences, inviting friction. However, many overestimate the number, and impact, of migrants in their country; surveys found that when given the facts, opinion of immigrants improves. Migration due to climate change can only increase tensions, something I am keen to examine in greater depth.

I took a leading role in my school’s Youth Parliament, pressing for environmental policy change, and organised a march to reduce plastic use. I play the drums to a national level, piano, and bass guitar, and attended theatre school for many years, including a solo on a West End stage. Pursuing music alongside independent study through lockdown has honed my time management skills. University is a challenge I am ready to embrace.

Academic year application was made: 2022-23

The strands of PPE are integral in shaping our understanding of the world and studying them in combination will provide me with the conceptual frameworks to create innovative solutions to global issues. Having witnessed the removal of the Colston statue, which had long been a symbol of racial injustice, I became interested in the philosophical justifications for civil disobedience. In ‘Crito’, Plato’s Socrates deemed civil disobedience to be morally wrong as it violates the social contract to which every citizen has tacitly consented. However, in my view, if the law is unjust, then civil disobedience can be legitimised as the state has breached their side of the contract by implementing an unjust law. I encountered a paradigm example of peaceful civil disobedience when listening to an episode of the Talking Politics podcast where Runciman detailed Gandhi’s notion of satyagraha, which rejects the use of violent means to achieve freedom as this would render the ‘holy land’ ‘unholy’. Having debated this issue at my Sixth Form History of Ideas Society, I believe that civil disobedience should only be used as a last resort once legal means have been exhausted. If legal means have been pursued without achieving change, this would add further legitimacy to civil disobedience in the face of serious injustice. Even so, to me, civil disobedience should be non-violent since it is unacceptable to respond to wrongs by causing further harm to people and property.
 
Following the rise of the youth climate movement, I conducted an independent research project titled ‘What Makes a Social Movement Successful?’. After reading Tarrow’s ‘Power in Movement’, I studied the political opportunity model and applied it to the 1964 General Surgeon Report which linked smoking to cancer, thereby providing an ideal opportunity for the anti-smoking movement to strengthen their agenda. However, as illustrated by the American Cancer Society, the political opportunity model alone does not explain why some movements are more successful than others. Upon further research, I came to believe that framing must be used in conjunction with opportunities to ensure success. This was reaffirmed when I read ‘The Framing Perspective on Social Movements’ by Snow et al., as Snow shows how shaping grievances into more resonant claims allows activists to form a unifying narrative to demobilise opponents. Successful anti-smoking campaigns framed the narrative in terms of the injustice suffered by bystanders whose health is directly put at risk by being around smokers. In contrast, the climate movement is hindered as the negative effects will mostly affect future generations and it is often framed as an existential threat rather than something immanent; this makes governments less likely to act promptly.
 
Wanting to explore the duty that developed nations have to help developing ones, I looked at foreign aid as a way to fight poverty. Reading ‘Dead Aid’ by Moyo exposed me to how foreign loans are used by wealthy countries to acquire geopolitical power over developing nations. Whilst I agree to some extent, I disagree that all types of aid lead to dependency and corruption. In my view, providing aid at a grassroots level can act as a catalyst for economic development by overcoming the complex barriers individuals face. This is supported by ‘Poor Economics’, where Banerjee and Duflo discuss the example of the state of Rajasthan, which accepted aid from NGOs in the form of mobile clinics to increase immunisation rates from 6% to 38%. Mobile clinics overcome the problem of geographical immobility whilst also reducing the chances of embezzlement that typically accompany financial handouts. Moreover, improving infrastructure ensures self-sufficiency through job creation, thereby preventing dependency.
 
Delivering speeches as Head Girl improved my confidence in speaking up on issues that matter to me. I am looking forward to studying PPE to better comprehend our evolving society.

Academic year application was made: 2022-23

Used to also apply for: Theoretical Physics; Mathematics and Physics

My interest in physics began with my curiosity surrounding phenomena and technology, and passion for mathematical modelling. The notion that a single principle can underlie so many different processes amazes me, something which I was exposed to through reading “A Storm in a Teacup”. Technology manipulates these principles in surprising and creative ways, for example the humble rice cooker uses magnet Curie points to mechanically turn off upon cooking. Courses on elementary particles and the evolving universe piqued my interest in nuclear and particle physics. I found it fascinating to see how our knowledge of these fields has evolved over the years and the experiments that have caused this development. Therefore I researched and wrote an article on the Muon G-2 experiment for a magazine. To develop my interests, I participated in work experience at RAL, where I was part of the synchrotron simulations group, as well as the CERN particle physics masterclass to identify the Z-particle using software. Particle Physics also intrigues me as I’m interested in seeing how group theory, a concept that I self-studied to a basic level out of interest, plays a role. I explored quantum technology through a selective summer school. It was both mathematically rigorous and experimental; I learned the maths behind concepts such as superposition, entanglement and the Mach-Zehnder Interferometer. I also built a quantum eraser and explored the many innovative ways that quantum effects are manipulated in technology, from quantum key distribution to photonic quantum computing, with explanations as to how photonic qubits were manipulated by quantum gates. This sparked an interest in photonics and optics, which I wish to explore into the future. My interest in quantum mechanics also prompted me to complete a MOOC in this field, which I found highly mathematically demanding yet thoroughly enjoyable. I particularly enjoyed the section on the Schrodinger equation and quantum tunnelling, as it went through the maths and implications from the ground up. A friend and I therefore produced a video for a competition explaining why tunnelling is required for nuclear fusion in the sun. This was a challenging exercise in research, as I had to continually question my assumptions to prevent misconceptions, and it exposed me to new concepts beyond my imagination, such as the centrifugal barrier. This brought home the interconnectedness of physics and I am excited to see more such connections. Mathematical modelling and problem solving in physics and maths excite me due to the joy of either solving a problem or finding a past misconception. I thus solved hundreds of challenging questions on Isaac Physics and worked through mentoring schemes. Furthermore, I participated in Elite Maths and have scored highly on UKMT challenges. I mentor year 10 students in maths problem solving and also run a physics club. Teaching has allowed me to engage with my subjects further, and prompted in-depth deliberation on concepts. Being an avid programmer, I participated with my school team at the VEX IQ robotics International Championship 2018 and won the excellence award, the highest accolade in the competition. In year 10, in the more advanced VEX EDR, I individually won an award for programming, being the youngest programmer there. I took a MOOC in machine learning, my favourite part of which was Reinforcement Learning, something I later saw used to control Tokamak plasmas by DeepMind, which is a fascinating combination of AI and physics. Another example is the use of photonics for neural networks. Philosophy too intrigues me, from aesthetics to the philosophy of science and determinism – a topic on which I wrote an essay. I was shortlisted for an essay competition surrounding the morals of breaking laws. Writing these essays improved my critical thinking and research skills, as I had to reflect upon information from a wide variety of sources and come to a reasoned conclusion.
Instagram Twitter Youtube