Step 1

Collect your experiences

Real experiences from your own life are the basic ingredients of a great strategy. We’re
sure you’ve got a treasure chest of experiences that admissions officers will be dying to
hear about. This first stage of the strategy advisor helps you remember relevant and useful
experiences.

Explain how you are a great fit for a

specific university.
E.g. I spent 7 years growing up in Kenya and have enjoyed being in
multi-cultural contexts that value global perspectives. Your university
has a diverse range of students which helps to facilitate interesting
discussions with people who hold different outlooks to me.
Describe how your course may fit into
your long term plans.
E.g. Studying natural sciences excites me. I did a science project on
hormones in the body where I presented my findings to the class.
Studying Applied Chemistry puts me on the pathway to be a medical
researcher.

Describe any experiences you’ve had in

sports teams or competitions.
E.g. For the past 3 years I have played for the basketball team. I have
never missed a training session and help my younger teammates with
their technique. Each year we travel abroad for a team trip where we
learn about new cultures.

Describe any experiences when you’ve

founded or led a club or society.
E.g. For the past year I have been captain of the school netball team.
This responsibility has helped me develop my leadership qualities by
building the confidence of younger players, as well as my public
speaking skills during award ceremonies.
 Describe any unusual trips abroad
you’ve had, or languages that you’ve
learned.
E.g. Last year I travelled to Indonesia and experienced a completely
different culture. I stayed with a local family who owned an art gallery
and they taught me about traditional batik artwork which helped
inspire my creative side.

Describe any experiences or life events

that have had a big effect on the person
you are.
E.g. In 2018 I helped my mum to give up smoking. It took two years
and this has inspired me to be a very determined, persistent person,
as well as helping me realise the joy of helping others.

Describe any experience or life events

that have had a big effect on your subject
choice.
E.g. My best friend is from Egypt and for the last four years I have
been learning Arabic with her. I can now converse comfortably and
read/write in Arabic! This fueled my interest in literary translation.

Describe any relevant work experience

you have.
E.g. Last year I did a voluntary summer internship with an architect
firm. This gave me my first insight into the world of work, and
welcoming people at reception taught me how to behave
professionally. Assisting with admin work helped me to develop
organisational skills.
 Describe any experiences where you
have been an active part of a club, team
or society.
E.g. I have participated in Model United Nations for the past three
years. This has taught me to debate persuasively and to problem
solve while taking into account other people’s ideas.

What concepts do you find interesting

about your subject?
E.g. In mathematics I studied Game Theory. It is an interesting way to
think about how incentives impact international relations and is a topic
I want to dig into in more detail at university.

Describe any special or unusual

academic achievements you have.
E.g. Two years ago I won an award from the French tourism board for
entering a competition to re-market a new holiday destination to
locals. I submitted my proposal all in French, my second language.

What have you done outside of the

classroom to pursue your interest in your
subject.
E.g. In my spare time I direct and produce my own films. I have
produced many online films which can be found on my website
‘www.mymoviewebsite.example’. This has given me experience of
project management, and taught me more about the art of storytelling!
 What qualifications have you completed
outside of the classroom?
E.g. Music grades, Duke of Edinburgh, MOOCs, Language skills,
computer programming, first aid, fitness. Give as much detail in your
examples as possible. When? Where? Why? How long? What did you
learn?

What reading have you found interesting

around your subject?
E.g. I am currently reading Feminist theory on Shakespearean
tragedy. It has broadened my perspective on modern-day feminism,
while at the same time helping me understand historic perspectives of
women in society.

Describe any languages, cultures or trips

that have influenced you.
E.g. This year over the summer, I travelled to China for a month,
exploring huge modern cities and beautiful ancient towns, the likes of
which I’ve never seen before. I loved experiencing Chinese food,
language and culture and it has inspired me to learn more about the
history of this amazing place.

If you are taking a gap year or need to

defer your entry to university, describe
why and what you are hoping to gain
from it.
E.g. During my gap year, I will be working for a rainforest conservation
project in Brazil. As a prospective Zoology student, I believe observing
nature in its original context is essential to studying it in an academic
setting.
Describe any voluntary work or activities
you’ve done within your local community.
E.g. For the past year I have volunteered with a local charity who help
provide food, clothing and shelter for the homeless community. I also
take calls for their emergency phoneline where people can report
when someone is in need of assistance. This has built my compassion
for those less fortunate than me and also my resilience when faced
with tough circumstances.

Describe any work experience you have.

E.g. Each weekend I work in a restaurant. This helped me with my
people skills, gave me a strong work ethic and made me more
financially independent.

Describe any experiences you’ve had in

performing arts (music, theatre etc.).
E.g. I sing in my school choir. This gives me the opportunity to
practice my passion for music and gave me the confidence to perform
solo in front of audiences at concerts.

Describe any experiences where you’ve

been in a position of responsibility.
E.g. I regularly babysit for my neighbours. This shows I am
responsible and trusted by members of the community.
 Describe any other extra-curricular
activities you’ve done.
E.g. I have participated in Model United Nations for the past three
years. This has taught me to debate persuasively and to problem
solve while taking into account other people’s ideas.

2. Identify strategy factors

Strategy Factors are the qualities that university admissions officers look for in students,
reflecting the current trends in global admissions.

NEXT STEP: IMPROVE YOUR STRATEGY 

Review the strategy factors
🏛 University fit: explain how you are a great fit for a specific university.
🎯 Career goals: explain how you would like to use the subject(s) you are applying for to
help you reach your goal.
🏀 Teamwork: it is important to highlight experiences when you have worked as part of a
team or united with others to solve a problem, or reach a group goal.
🏆 Leadership: demonstrating that you have served as the leader (captain, president, chair,
head, etc) of an activity or organization shows that you have the strength of character and
determination to continue to lead groups of people in the future.
🌍 Global perspective: showing an in-depth understanding of other nationalities and
cultures shows a level of maturity and international awareness.
💪 Resilience: experiences or stories that demonstrate you’ve had challenging life
experiences and overcome them, although perhaps the journey of overcoming or
recovering was a struggle, which you learned from.
🔭 Formative interest in subject: significant experiences that led to your subject choice.
🌱 Formative experience/background: an experience or challenge in your life that has
shaped who you are today should be expressed in your application. Communicating
something unique or unusual about your background, personal history or family can give
you an advantage by distinguishing you from other applicants.
💭 Critical thinking: the ability to analyse and evaluate complex issues objectively.
🏡 Subject interest outside classroom: evidence of extensive reading around subject
and/or involvement in subject-related activities.
🥇 Out of school qualifications or credentials: any qualifications or achievements outside
of the traditional curriculum scope (e.g.: music grades, Duke of Edinburgh).
📚 Diligence: evidence of meeting difficult targets and being diligent with study, in and
outside of the classroom.
🎻 Extra-curricular activities & work experience: the admissions committee want to see
both depth (that you’ve been committed to your activities for a while) and versatility (that
you’ve tried lots of different things) in the out-of-school involvements and experiences that
you list.
🌟 X-Factor: What specifically makes you stand out? Why are you a unique and interesting
candidate for the university to consider?
💡 Entrepreneurial spirit: doing things to demonstrate an ability to put your ideas into
action, and to achieve something noteworthy from that action.
👷 Community service: demonstrating that you have given back to your community,
through community service or volunteering, helps the admissions committee see you as
someone who cares about the welfare of others.

You have 0 experiences demonstrating the

University fit factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:

 Research the university in-depth so you understand the culture there. Read this blog post:
https://bridge-u.com/blog/researching-universities-15-questions to help.
 Speak to current students who study there, visit if you can, or attend online events and ask
the university reps questions that matter to you. Use this workbook to organise your
questions and record answers: https://help.bridge-u.com/hc/en-gb/articles/360007778518
 Now, knowing more about the university, write about what you can contribute to make the
university a better place. University admission teams want to see that you have done your
research.

 You have 0 experiences demonstrating the

Career goals factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:

 Use the BridgeU Careers Tool https://careers.bridge-u.com to explore the related degrees
and skills in the areas you are interested in.
 Write what you have done to develop the necessary skills and how they will help if you
pursue that career.
 Think about the subject you’d like to study. What modules are you most interested in?
 Tell the university what you want to do in the future as a career after completing the
course, and specifically how the subject you want to study will help.

 You have 0 experiences demonstrating the

Teamwork factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:

 Think about teams or clubs that you're already a part of.

 Reflect on jobs you've had, and how teamwork was a part of the job.
 When have you done group work at school? What was your “role” in the group?

And here are some ideas for things you could do in the future to add to your experiences in this area:

 Join a team or a club, like the hockey team, or an online debate club.
  Start a study group for the SATs or a particularly difficult course you’re taking.
 Get a group of friends together on the weekend for a sports game. If you enjoy it, make it a
regular thing!
 Help out at a major school event, like a school play, sports game or online event. Ask
whoever is in charge how you can take part and be part of the initiative.
 Get a job over the summer that involves working in a team. It could be an internship at a
company or waiting tables at a restaurant.
 Collaborate with some friends to raise money for charity as a team by doing individual
challenges. For example running up and down your stairs 1000 times between the group.

 You have 0 experiences demonstrating the

Leadership factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:

 Think about any leadership positions you've had in groups or clubs you’re a part of.
 Have you had to take control of a group situation or activity? How did you find that
experience?

And here are some ideas for things you could do in the future to add to your experiences in this area:

 Start a club or group at school – for example, a weekly film club where you talk about your
favourite movies. This can be online.
 Try out for a sports team, can you become a leadership figure, or a mentor within the team,
maybe even captain?
 Volunteer to lead a discussion in one of your classes, or to make a study sheet for a big
exam coming up. This can be done online by creating a discussion forum.
 Run for leadership positions where you can represent the student body to the school
administration. If your school doesn’t have a student government, why not create one to
advocate for students’ needs?

 You have 0 experiences demonstrating the

Global perspective factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:

 Write about any friends or family you've visited in a different country in the past, and your
experience of an interesting culture or way of life.
 Does your family have roots in other countries or cultures? How has this affected your view
of the world?
 Think about any foreign languages you have learned.
 What have you learned from friends at your school who come from other countries?

And here are some ideas for things you could do in the future to add to your experiences in this area:
  Take part in a language immersion course over the summer, if possible in another country, if
not, try to find a way to do this online.
 Sign up for Model UN if your school has a Model UN club. If not, you can always start one!
 Take an online course to learn a foreign language.
 Arrange an online video conversation between your classmates and some students at
school in another country. Discuss the similarities and differences between your school
experiences.

 You have 0 experiences demonstrating the

Resilience factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:

 Spend some time thinking about set-backs (or injuries) you've experienced in your life, and
how you responded to them.
 What’s the toughest thing you’ve had to endure? How did you feel when you came through
the other side

And here are some ideas for things you could do in the future to add to your experiences in this area:

 Consider an ambition you've never achieved before, and put all of your energy into
achieving it over the summer.
 Set yourself an endurance challenge, for example to run 1000km in a year.
 If you’re interested in art or design, hold your own exhibition with classmates.
 If you like performing arts, could you stage a favourite play/musical with friends or peers?
 Train, gather sponsors, and raise money for charity.
 Try out a difficult new activity that you’ve never attempted before. Some examples include
teaching yourself how to code, designing websites, becoming qualified as an Emergency
Medical Technician (EMT) or learning a new language at home.
 If you can, go abroad for the summer and live with a local family in a homestay. Immerse
yourself in the culture and proactively seek new experiences.

 You have 0 experiences demonstrating the

Formative interest in subject factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:

 Think about what originally sparked your interest in your subject.

 Reflect on any themes, topics or areas of your subject that fascinate you.
 If you feel you don’t know much about the subject, why not take an online course? Here are
some useful links www.edx.org and www.coursera.org

And here are some ideas for things you could do in the future to add to your experiences in this area:

 Try and articulate what it is that has made you decide to study your chosen subject over
another.
 You have 0 experiences demonstrating the
Formative experience/background factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:

 Reflect on who your role models are. Think about why you look up to these people.
 Try to identify a moment where your perspective on something changed, and consider why
it changed.
 Spend some time thinking about what your biggest challenge has been up until now. Talk to
a teacher or a friend about how you overcame it.
 Go back through your old homework assignments. Was there an essay you wrote, a book
you read, or a particularly challenging assignment that affected the way you learn?

And here are some ideas for things you could do in the future to add to your experiences in this area:

 Think about the most meaningful activity you participate in outside of school. Find a way to
involve others who have barriers to participation.
 Think about a particular book, film or poem that meant a lot to you. Read or watch it again
and think about why it affected you this way.

 You have 0 experiences demonstrating the

Critical thinking factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:

 Think about books you have read that sparked your interest about the subject and why.
 Reflect on any themes or topics within your subject that you can compare and contrast.

And here are some ideas for things you could do in the future to add to your experiences in this area:

 Think about connections across different subjects you are studying.

 Think about connections between the theory of your subject and the practical application.
 Think about how your subject applies to a recent, real-world issue.
 Watch a TED Talk on www.TED.com on an area of interest and explain the impact it has on
you.
 Take an online course in your subject to get a more in-depth understanding, e.g. a MOOC on
www.edx.org or www.coursera.org

 You have 0 experiences demonstrating the

Subject interest outside classroom factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:
  Think about times you have participated in related activities to your subject in your spare
time, like starring in a local dramatic production or doing relevant work experience.

And here are some ideas for things you could do in the future to add to your experiences in this area:

 Join or found a club or society related to your subject interest, such as a debate club.
 Volunteer to assist a researcher in your subject area.
 Work or volunteer in a related environment.
 Write a blog, or collate and share your thoughts with others interested in your subject area
online.
 Watch a TED Talk on www.TED.com on an area of interest and explain the impact it has on
you.
 Take an online course in your subject to get a more in-depth understanding, e.g. a MOOC.
Here are some useful links www.edx.org and www.coursera.org

 You have 0 experiences demonstrating the

Out of school qualifications or credentials
factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:

 Think about any grades you have completed in music, theatre, or with any other
independent qualification bodies.
 Do you lead or influence any projects outside of school which significantly impact others?

And here are some ideas for things you could do in the future to add to your experiences in this area:

 Sign up to be accredited in something related to your subject.

 Take an online course in your subject to get a more in-depth understanding, e.g. a MOOC.
Here are some useful links www.edx.org and www.coursera.org

 You have 0 experiences demonstrating the

Diligence factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:

 Think about a time when you have had to work hard and independently to achieve a goal.
 Reflect on any experiences which have seen you go above and beyond to complete a
project.

And here are some ideas for things you could do in the future to add to your experiences in this area:

 Set yourself a target, like completing a black belt in a martial art, or learning a language, and
track your progress with clear timelines for completion.
  On your next assignment that interests you at school, go the extra mile and produce
something extraordinary that you could talk about in a university application essay or
interview.

 You have 0 experiences demonstrating the

Extra-curricular activities & work experience
factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:

 List times when you've dedicated yourself to learning a new skill like watercolour painting, a
musical instrument, or a new language.
 Do you regularly take part in any clubs, teams or societies?

And here are some ideas for things you could do in the future to add to your experiences in this area:

 Listen to the Unipod Podcast to learn about supercurricular vs extracurricular activities:

https://whichschooladvisor.com/uae/guides/unipod-the-podcast-for-university-seekers
 Try a new activity that you can do by yourself (and for free), like learning how to code by
taking online classes. Make sure you commit to doing this activity regularly.
 Read a book over the summer that you’ve always wanted to read but never had time. Look
up what newspapers or magazines are available in areas you find interesting and go to your
local library to read them, or get a subscription online.
 Attend an educational lecture or conference nearby or online.
 Arrange an event at your school to bring an exciting speaker to give a talk on something
interesting that your community would benefit from hearing.

 You have 0 experiences demonstrating the X-

Factor factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:

 Think about what makes you individual or unique.

 Reflect on any skills, achievements or current goals that really make you stand out from the
crowd.
 Do you have an interesting and visionary ambition for yourself? Can you talk about your
plans for achieving this goal?

 You have 0 experiences demonstrating the

Entrepreneurial spirit factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:
  Think about times when you've taken initiative and started something that didn't exist
before.
 Have you managed to make money in an interesting or creative way?

And here are some ideas for things you could do in the future to add to your experiences in this area:

 Begin a club at your school to educate your community about news, or a relevant topic e.g.
global economics, politics or science. This could also be an online group.
 Think of something you'd like your school to change, and lobby the headteacher to make it
happen (e.g. to install recycling bins).
 Offer your neighbors a dog-walking, gardening or babysitting service.
 Write a book that would be of interest to your community, and ask local bookshops or your
school library to stock it. Alternatively, make it an ebook and publish it using on an online
publisher, e.g. Amazon.
 Follow an online tutorial to code an app for something that matters to you.

 You have 0 experiences demonstrating the

Community service factor.
Here are some examples of things you might have already done that could add to your experiences in
this area:

 Make a list of issues you and your fellow students have discussed or acted on that affect
your community (such as recycling or homelessness).

And here are some ideas for things you could do in the future to add to your experiences in this area:

 Organize a debate at school about a community issue that you think is important.
 Volunteer for a local cause you believe in, for example helping the elderly, or working with a
local charity.
 Organize an event at school to raise money for a charity or organization that would benefit
from the funds. For example, you could organize a cake sale or hold a raffle.
 Create an online event at your school to bring exciting speakers (e.g. a parent with an
interesting professions) to give a talk on something interesting that your classmates could
benefit from.
 Arrange a food drive in your community for a cause like homelessness. For example, you
can ask everybody you know to collect cans of tinned food to donate to the homeless in
your community.
 Do you have a neighbour who can’t leave their house? Can you help them to buy groceries
or post their mail?

GET YOUR STRATEGY REPORT! 

BridgeU uses your profile to score every undergraduate university and course in the countries you
are applying to, on two main axes: Chance of Acceptance and Preference Fit.

Chance of Acceptance
This is the likelihood you’ll be accepted if you apply to the university or course. See "How is your
Chance of Acceptance calculated?" section below.
Grouping
Your matches are in three groups - Reach, Match and Safety.
BridgeU uses Chance of Acceptance to group  UK,  US, and  Canadian matches. Matches are
grouped into these Chance of Acceptance ranges:
Reach

< 35%

Match

35–75%

Safety

> 75%

BridgeU
uses a
combination
of the
university’s
international
ranking and
your grades
to
group  Dutch
matches.
Top-ranked
Dutch
matches are
in Reach,
middle-
ranked in
Match and
low-ranked in
Safety.

Preferenc
e Fit
This
indicates
how closely
the university
or course
aligns with
your own
preferences.

How is your Chance of Acceptance calculated?

We calculate your Chance of Acceptance by combining:

 the percentage of successful applications to this university/course,

 their stated entry requirements, and
 your grades.
Percentage of successful applications
This is the percentage of applicants who receive offers at this university or course. For example, a
successful applications rate of 80% means that 4 out of every 5 students applying to that university
or course received an offer.
BridgeU considers below 20% to be a low successful applications rate. This will inevitably impact
your own chance of acceptance, which might be lower than you had expected. Even if your grades
are very strong and easily exceed the entry requirements, a very low acceptance rate can bring your
overall score down by quite a bit. Watch out for this!

Entry requirements
These vary between universities and between courses at the same university. They can be based on
the GPA, UCAS tariff, A-levels or IB scores that a university provides.

Your grades
Enter your grades in the Education section of your Profile. We currently support grades from the
following systems:

 International Baccalaureate (IB)

 IBCP
 French Baccalaureate
 UK System
o A levels
o AS levels
o BTECs
o Pre-Us
 SAT
 ACT
 4–point GPA

If your school uses a different system, then please convert your grades to an equivalent GPA, and
use that.
How is Preference Fit calculated?
Preference Fit is calculated by taking the information you entered in the Preferences section of your
Profile, and cross-checking it with data we have about each university.
Each attribute is scored according to your preference, and then these scores are aggregated
together into a single Preference Fit percentage score for that university.
For example, If you express a preferences for at least 20% international students, then any
university with more than 20% international students will score highly for this specific preference.
Individual preferences explained:
Selectivity

How selective do you want your university to be?

Size

How big do you want your university and classes to be?

Gender

Do you want the student body to be co-educational or single-sex?

Setting

Do you want to live in a rural, town/suburban or city environment?

Cost

How much do you want to your university to cost?

Type (US only)

Do you want to study at a pre-professional or liberal arts institution?

Internationality

Do you want to be surrounded by international students at university?

Subjects

Are your subject interests a good fit with this course, or with courses available at this
university (US).

Region (US and Canada only)

Which area of the country do you want to study in?

This indicates how closely the university or course aligns with your own preferences.
Sample essay from a student admitted to Harvard University
 Tip: hover over text like this to read our notes on this essay.
I have a secret. Every day, after school, I come home late. On the train back I process the
day just passed. I race to my front door, weaving through commuters, black taxis and
lampposts. I open the door quietly and creep silently up to my room. I don’t want to be
interrupted. In my room I unload the day, throwing my bag onto my desk and my coat on my
chair. The feeling is always liberating. I take a moment to make my choice. I shut down my
phone, close the blinds and turn off the lights. My heartbeat slows. I settle into my cocoon
and watch as hundreds of thousands of pixels come to life and light up the room. We all
have a secret — the thing we do when we’re alone, for ourselves. That solitary pastime. My
escape, and my secret, is film.

My secret began after watching Apocalypse Now. The film created a disturbing experience.
I was confronted by a completely different universe in which the dark heart of humanity was
exposed, both visually and intellectually. It affected me in a transformative way and what
had always been a lukewarm interest suddenly became an obsession. After this experience
I craved more films. I was addicted. I bought a book called 1001 Films to See Before You
Die and have since been working my way through this list, director by director. Hitchcock,
Scorsese, Jarmusch, Fellini, Wilder. To date I have watched over 300 films. Strangely
enough, this feels like one of my biggest accomplishments.

What attracts me to film is a bit of a mystery. On the one hand, films relax me. I can
meditate and be calm. On the other hand, film stimulates me by engaging me intellectually,
aesthetically and emotionally. Stanley Kubrick said that a film should be more like music
than fiction, describing film as a progression of emotional states. Film possesses a unique
ability to produce power through simplicity. A film I watched recently, The White Ribbon,
tells the story of a small rural town in pre-World War One Germany. The story is one of
individuals, but it tells the far greater human story of the origins of hate. Film is my
education outside the classroom.

David Lynch called film 'a magical medium that allows you to dream.' In truth, though,
anybody can dream. Film is what translates human dreams into reality. For that reason
alone films are magical. No matter what happens in my life, I can always get lost in my
films. My 'happy place' is not an island in the Bahamas, or a beach in the South of France. It
is a rainy afternoon, in a warm room, with a film in front of me. The film creates a bubble
around the room I am in. Everybody needs a quiet space. Some practice yoga, others play
an instrument, but my alone time, my secret, is film.

Sample essay from a student admitted to Yale University

 Tip: hover over text like this to read our notes on this essay.
The Kenya Music Festivals were for me the greatest growing experience during high school
- an education within an education. The festivals were an umbrella for many activities and I
tried them all - the classical set-piece; the duet; the folk dances; the solo poems, the
instrumentals and the French public speaking. Preparing for these competitions involved
cultivating many skills. Through the practice sessions, I learnt about commitment, and how
to manage time. Often, I had to solve problems and learned how to deal with authority
figures. I enjoyed writing poems for the own creation category. In my senior year many
discouraged me from participating because of the imminent national examinations. I stood
my ground and proved that extra-curricular activities were not a prescription for academic
failure. I emerged the best in both categories I participated in nationally. Most of all, the
festivals gave me a chance to use my creative skills, and express my love of music and
performing.

Sample personal statement from a student admitted to study

Business
This student was accepted at Queen's University Belfast and Ulster University.
 Tip: hover over text like this to read our notes on this personal statement.
Studying economics since GCSE has allowed me to gain insight into the economic and
business world. As well as furthering my knowledge of the importance that small firms have
on our economy today. Coming from a background in which being involved in a small family
business was second nature, it was fascinating to find out the significance and role
something which felt so normal had on the economy. This has helped stir my passion for
economics as a subject to push me to strive to learn more and more about it. Also all the
while I have been enthralled by the leaps and bounds being made in technology over the
last years, and how it has nearly completely changed the economic and business world.

Currently in school I study Economics, ICT and Technology at A-level with the hopes of
utilising the array of skills I have gained from studying these subjects in the business world.
Economics has given me an insight into the theory and the push behind why firms make the
decisions that they do, and the impacts that government action and legislation may have on
firms, and how they respond to this. ICT has helped me to understand the large and ever
growing reliance on computerised systems to further develop a business to reach its
maximum potential and Technology has given me an insight into manufacturing processes
and marketing of goods in today's market. At GCSE level I achieved two A's and seven B's,
the A's being in Economics and Maths, this shows to me how early my passion for
economics started to show through in my school work. As part of my education I had to
spend time on work experience. For this I spent four days at Ivan Scott and Associates, a
well-respected structural and civil engineering firm in the Coleraine area, while on my work
experience I got to know the staff there, and I became accustomed to working both in an
office and out on building sites. Also, from speaking to the owner of the business, Ivan
Scott, I found out the struggles him and his firm had faced in recent years since the
economic downturn and how it had affected his industry as a whole. It was remarkable to
see that his problems had generally been related to the same problems my family had faced
with running two local pubs in Coleraine as well. From that I could really see how widely the
economy could be affected by certain occurrences, and I was enthralled by it all.

Outside of school I try to be a very rounded individual. I enjoy playing both individual and
team based sports, such as Golf, Gaelic and Hurling. This kept me fit until I was unable to
continue contact sports, as a compromise to this I then decided to help train younger
members in my local GAA club so that they could develop further and enjoy being
active. Over the summertime also worked full-time at The Original Factory Shop, in
Portrush. This has helped me to gain further confidence in myself and has taught me a lot
about taking responsibility for my actions, as well as behaving in a professional manner to
everyone when the situation requires it, I continue to work there throughout the year now,
showing that I am a hard worker and am very employable. Also working there has helped
me to have an insight in the running of a large business; as the shop I work in has over one
hundred and fifty stores across the United Kingdom, I found out how a firm to such an
extent managed to operate and co-operate with each other in unison to achieve the most
profitable outcome for themselves. I also learned how competition from the large firms has
led to creative marketing strategies in the hope of staying competitive with the other firms.

In conclusion, I believe that my experience in the field of economics, as well as interests in

the technological and IT side of life results in a well-rounded, knowledgeable, and a
determined work ethic which would be put to very good use while studying at a further
education level in the future.

Introduction

Before approaching teachers, university advisors, and mentors about writing

recommendations on your behalf, ensure your advisor wants recommendations
requested through BridgeU. Requesting through BridgeU will send an email request to
the teachers or recommenders you choose. You should also create a Letter of
Recommendation (LOR) Plan for each of your teachers, assigning different positive
characteristics to each recommender. If possible, you want each of your recommenders
to say something different about you in order to portray your full range of strengths as
an applicant.
When you speak with each of your teachers (either in person, or via email), be sure to
request that they highlight some of the qualities/achievements recommended from your
Strategy Report.
Instructions
1. Register with College Board
2. Fill in personal info on college board profile
3. Find your nearest test centre
4. Pick your SAT date
5. Book and pay as far in advance as possible
6. Start studying (books, online resources, tutors)
7. Look on the College Board website to see what you
should and should not take
8. Send your scores to universities via the College
Board website.

What's the difference between the SAT and the ACT?

The SAT The ACT
3 hours + 50-minute optional essay 2 hours 55 minutes + 40-minute optional essay
154 questions 215 questions
Scored out of 1600 Scored out of 36
3 sections: 4 sections:

 Reading Test (65 minutes, 52 questions)  Reading Test (35 minutes, 40 questions)

 Writing and Language Test (35 minutes,  English Test (45 minutes, 75 questions)
44 questions)  Math Test (60 minutes, 60 questions)
 Math Test (80 minutes, 58 questions)  Science Test (35 minutes, 40 questions)

You need to register about 4 weeks before the test
day.
The questions get more difficult towards the end of
a section
Accepted by almost all U.S. universities
Tests Arithmetic, Algebra, Algebra II and
Trigonometry
Allows a calculator on some, but not all, Math
questions
No penalty for guessing
You need to register about 5 weeks before the test
day.
The difficulty level of the questions is random
throughout the test
Accepted by almost all U.S. universities
Tests Arithmetic, Algebra, Algebra II and
Trigonometry
Allows a calculator on all Math questions
No penalty for guessing

More from around the Internet:

Official SAT website
Official ACT website
Universities that don’t require the SAT or ACT

 Quick Facts
  The College Board released a new version of the SAT after January 23 2016
  The SAT is scored out of 1600
  The SAT has three sections: Reading, Writing and Language, and Math
  The essay on the SAT is optional and is scored separately to the multiple-choice
sections of the test, though many universities require it
   More information at https://collegereadiness.collegeboard.org/
 Frequently Asked Questions
 What is the SAT testing?
 The SAT is testing the core skills that you learn in school and that will be relevant to
you when you go to university. There are three sections: Reading, Writing and
Language, and Math, and an optional essay. You will be asked to analyse primary
sources, apply your mathematical skills to real-life scenarios, and identify
grammatical and stylistic errors.
 How does SAT scoring work?
 You will receive 2 scores out of 800. The first combines your correct answers in the
Reading and Writing and Language sections to give you one score, which is then
scaled to a number out of 800. For Math, all your correct answers will be added up to
give you a scaled Math score out of 800.
 When will I get my scores?
 Your scores will be available between two and three weeks after you’ve taken the
test.
 Can I use a calculator?
 You can use a calculator in most of the Mathematics section, though there are some
questions that forbid the use of a calculator.
  Handy links
 More from around the Internet:
 Official SAT Website
 Free Practice Test

ACT
Quick Facts
  Tests English, Mathematics, Reading, Science and Writing (optional)
  Accepted by all U.S. universities
  3 hours 30 minutes in time
  Administered 5 times a year outside the U.S.
  4 multiple choice sections and 1 writing sample
  You’ll receive a score for each section, and a composite score for the whole test,
out of 36
  More information at http://www.actstudent.org/
 Frequently Asked Questions
 What does the ACT test?
 The ACT tests Mathematics, English, Reading, Science, and Writing (optional). The
English section tests English usage and mechanics, covering topics such as
grammar, punctuation and sentence structure. It also tests rhetorical skills such as
writing strategy, organization, and style. The Mathematics section tests Algebra,
Geometry, and Trigonometry. Science section tests scientific reasoning and
problem-solving, asking you to analyze graphs, interpret research, and address
conflicting viewpoints. The optional Writing section tests your writing skills.
 How is the ACT scored?
 On the ACT, you will receive a score out of 36 for each section and a composite
score out of 36, which is an average of the four sections.
 How is the Writing section scored?
 You will receive a Writing subscore and a Combined English/Writing score. You will
also get some comments about your essay from on of the people who read your
 essay. The Combined English/Writing score is comprised of 2/3 English test and 1/3
Writing test. The Combined English/Writing score is out of 36.
 When will I get my scores?
 Your scores will be available between two and three weeks after you’ve taken the
test.
 Can I use a calculator?
 Yes, but only in the Mathematics section.
Handy links
 More from around the Internet:
 The ACT Official Website
 Test Prep: Further Reading about the ACT
 Free Practice ACT
Test preparation

BridgeU partners with Kaplan for online SAT and ACT preparation.

Learn more on Kaplan’s website:

SAT
 Live Online
 Self Paced
ACT
 Live Online
 Self Paced
 As part of your applications to UK universities, you may need to take one or more of
the following additional exams depending on the course that you are applying for.
Below, you’ll find a brief overview of what tests you might need to take and how you
can go about signing up.
 The BMAT
 The BMAT is the BioMedical Admissions Test. It’s required by some universities in
the UK, the Netherlands and Singapore for those wanting to study Medicine,
Veterinary Medicine, Dentistry or Biomedical Science. The BMAT is a two-hour long
test divided into three sections. If one of the courses you’re applying to requires the
BMAT, you can register to take it either at your school or at an authorised BMAT test
centre.
 The UKCAT
 The UKCAT is used to assess students applying for Medicine or Dentistry at some
universities in the UK. It tests various attributes that are considered to be beneficial
for healthcare providers to have. Candidates can only take the test once, and are
able to sit it in a variety of global locations. For a full list of universities requiring the
UKCAT, click here. For more information about exactly what the UKCAT is testing,
click here.

The LNAT
The LNAT is the exam you’ll probably have to take if you choose to apply for an
undergraduate law degree. The test is two and a quarter hours long and is made up of two
sections. You can find a list of universities that require the LNAT here. You can only take
the LNAT once, and you must take it in the UCAS year in which you are applying to
university. Your LNAT score does not carry over from one year to the next, so make sure
you’re ready for it when you do sign up!

MAT and STEP

The MAT is a test administered in partnership with the University of Oxford for Maths and
Computer Science students. Imperial College also requires the MAT for all of its
undergraduate Mathematics applicants. The test lasts two hours and thirty minutes. You
can find out more about the content and how to register here.

Other Tests
In addition to these tests, the universities of Oxford and Cambridge often administer exams
to candidates applying for certain courses at the time of interview. If you are applying to
Oxbridge, it’s important to ensure that you know what will be expected of you during the
interview so that you can ensure you are sufficiently prepared.

 Other Resources
More from around the Internet:
UCAS Admissions Tests Website
List of courses requiring an additional admissions test.
Admissions Testing Service website