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University entrance

Articles cover how to write a good UCAS statement, tips for an outstanding UCAS form, and dealing with interviews

  • What English and Maths Qualifications Do I Need for Studying at a UK University?

    Embarking on the road to studying at university in the UK is an exciting prospect but it involves meeting specific academic requirements, particularly in English and Maths.

    Whether you’re already studying in the UK or planning to join a sixth form, understanding these requirements is crucial for a smooth transition into higher education. This guide will briefly outline the essential English and Maths qualifications needed for university admission.

    Understanding the Basics: GCSEs and A Levels

    Before diving into university requirements, it’s important to grasp the structure of the UK education system and the foundational qualifications.

    The system:

    • UK education has 13 years of schooling. Up to the end of “Year 11”, the school year in which students have their 16th birthday, the UK system is like most countries’ systems with a broad range of usually 10-12 subjects studied.
    • In Year 12 and 13, commonly known as “the sixth form”, specialisation takes place. In these school years, students have their 17th and 18th birthdays.

    The qualifications:

    • GCSEs – these are examinations taken at age 16 by UK students at the end of the secondary / high school phase of education, though the phrase “high school” does not really mean anything in the UK.
    • A Levels (which stands for “Advanced Levels”) – these are examinations taken at age 18 at the end of Year 13 / sixth form.

    Most universities in the UK require students to have passed GCSEs or equivalent in English Language and Maths with at least a grade 4 (equivalent to a grade C in iGCSE, the international GCSE examinations). Some university courses demand a grade 6 (equivalent to grade B) or above.

    These qualifications demonstrate basic proficiency in these subjects.

    For A Levels, universities typically expect students to have studied relevant subjects that align with their chosen degree course. Consider reviewing your subject choices for A Levels by researching university admissions websites. High grades in A Levels are often necessary for competitive courses.

    English Language Proficiency

    For international students or those whose first language isn’t English, proving English language proficiency is a key and essential requirement. Universities commonly accept qualifications such as IELTS, TOEFL, or Cambridge English exams. Each university sets its own minimum score requirements, which can vary depending on the course. It’s essential to check the specific requirements of your chosen universities and prepare accordingly. For UK students, a strong performance in GCSE English Language is usually sufficient.

    It is important to note that in many countries where English is studied as a second language, school qualifications do not generally meet the requirement for entry.

    Maths Requirements for Different Courses

    Maths requirements can vary significantly depending on the degree course. For STEM (Science, Technology, Engineering, and Mathematics) courses, a high grade in A Level Maths is often essential. Courses like Maths, Economics, Computer Science, and Engineering may also require Further Maths and Maths at A Level.

    What is crucial to understand is that for non-STEM courses such as business, creative subjects etc. the requirements might not need A Level maths, but a good grade in GCSE or iGCSE Maths is still required. It’s crucial to research the specific Maths requirements for your intended course and ensure you meet them (or intend to meet them) prior to applying.

    Preparing for Sixth Form

    Joining a sixth form in the UK is a significant step towards university. If you have previously achieved good English and Maths qualifications from your home countries, universities may accept your previous qualifications. Remember – only English studied as a first language is likely to be accepted. There is a wide range of accepted qualifications, and it is not limited to GCSEs, iGCSEs, O Levels or IB. You should discuss this with the staff responsible for supporting your higher education applications in advance.

    If you intend to use your home country qualifications, then obtaining a Statement of Comparability from UK ENIC, which is the UK’s official agency for the recognition and comparison of international qualifications and skills, is always a good idea. There is a cost to this, but it is much cheaper and easier than having to take additional examinations!

    Applying to University: UCAS and Beyond

    The UCAS application process is the gateway to university admission in the UK. Your application should highlight your academic achievements, including your English and Maths qualifications.

    Navigating the English and Maths requirements for university in the UK can seem daunting, but with careful planning and preparation, you can achieve your academic goals. Stay focused, seek guidance, and make the most of your sixth form experience to pave the way for a successful university journey.

    Article written by Mr. Zia Rahman, Curriculum Director STEAM, CGS – Subject Network Lead Mathematics, at Guildhouse School

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  • How the Extended Project Qualification (EPQ) strengthens a university application

    The Extended Project Qualification (EPQ) is a great opportunity for sixth form students to develop a range of desirable university level (and highly transferable) skills, including critical thinking, independent research, academic writing and source analysis. This qualification is equivalent to half an A level and is scored from grade A* to U. It allows students to explore a subject of their personal choice that can also (but importantly, does not have to) relate to their A-level studies, which ultimately ends in the form of a 5,000-word thesis or artefact with 1,500 word accompanying report.

    Why Choose EPQ?

    Many universities recognize EPQ as a valuable preparation for higher education, with some of them offering reduced offer requirements for students who achieve well (A*- A) in their projects. The EPQ helps students make the transition between A-level study and the type of work typically undertaken at undergraduate level. As well as the skills mentioned above the full programme covers academic essentials such as referencing, research ethics and oral presentations.

    It also allows students to demonstrate their interest in a topic beyond the A-level curriculum content. By doing EPQ, students demonstrate their ability to interact independently with their subject, which is something universities highly value in their applicants.

    cife Colleges: Experts in EPQ Success

    cife colleges are specialist sixth form colleges, with a strong history of helping students earn excellent grades in EPQ. Experienced supervisors know what is needed to produce a high-quality project and provide structured support during the process. At cife colleges, students benefit from a range of expert input that can include the following:

    • Research classes covering all academic skills, project management and academic writing.
    • Specialised guidance on topic selection, structuring research and preparing arguments.
    • Individual weekly consultation with supervisors who have a lot of experience in monitoring EPQ projects.
    • Personalised feedback to help students develop and strengthen their project.
    • The use of PROJECT Q as a specialised software to help students in their project progress.
    • References for academic applications, which helps students highlight their EPQ in personal statements and interviews.
The EPQ process

The EPQ process requires students to identify a topic, plan their research and produce a final effect, most usually in a report of 5,000 words or a practical artefact with 1,500 accompanying report. Students also complete a full production log in which they reflect on their progress and show how they’ve developed their ideas over time.

The evaluation of the project is based on:

  • Project planning and management
  • Use of research and resources
  • Analysis and evaluation
  • Presentation and reflection
How cife colleges help you to succeed

At cife colleges, we understand that managing an independent project can be challenging and that’s why our experienced supervisors are here to guide you at every stage. In addition to individual consultations, students benefit from structured research classes that cover key academic skills such as:

1. Writing for an academic audience and how this affects content, structure, and even the tone of writing.

2. Making efficient use of resources – how to identify and use primary and secondary resources and understand how to assess their credibility in relation to authenticity, research value and academic style.

3. Referencing, bibliographies and footnotes – the different referencing systems and how to present a bibliography.

4. Ethics and risk assessment – the ethical concerns within research including primary research and live participants. The dangers of plagiarism and how to identify potential risk areas where plagiarism might occur during research.

5. Academic essay structure and writing style: the key characteristics of academic writing. This includes synthesising information and accurate paraphrasing.

6. Effective time management – how to establish a critical path analysis and creating a matrix for the purposes of time management.

7. Editing an academic essay – the ways to edit an academic essay to make it more effective in terms of presenting information.

8. Reflective thinking – the importance of reflective thinking in research-based practice.

9. Presentation skills – the key essentials of delivering a comprehensive and effective academic presentation including everything from oral delivery to visual aids.

10. Final presentation of research proposal – each student delivers a presentation that incorporates several of the skills that they have learnt. This enables them to show themselves as a competent and independent researcher ready for the demands of EPQ.

This combination of independent study and educational sessions ensures students develop the skills necessary to succeed in EPQ and beyond.

A powerful addition to personal statement and interviews

EPQ is one of the best ways to show true interest in a topic. Admissions tutors are always looking for evidence that students have been learning beyond the classroom and EPQ provides an excellent opportunity to do so.

By including the EPQ in a personal statement, students can highlight their ability to work independently, conduct detailed research and develop structured arguments, all of which are the skills needed at university.

In addition, EPQ can be the basis of academic interview questions. Many students realise that their project becomes a major topic in interviews, allowing them to discuss a specific area in detail and demonstrate their knowledge and interest.

Are you ready to start?

If you’re considering EPQ, studying at a cife College can be your best chance of success. With specialised advice, classes, structured support and a history of high academic success, our colleges provide an ideal environment for students to develop their research skills and achieve excellent results.

For more information, contact cife’s closest college and find out how we can help you succeed in EPQ.

Article written by Krystian Mazurkiewicz, Head of English and EPQ, at MPW Cambridge

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  • Making a successful second application to Medical School

    Persistence can pay off!

    Gaining admission to a UK medical school is exceptionally competitive. In 2022, only 16% of applicants secured a place, making acceptance the exception rather than the rule. Unsuccessful applicants – whether due to not receiving an offer or missing the required grades – are not alone. However, there are still viable pathways to achieving the goal of studying Medicine.

    Each year, CIFE colleges support students who, despite initial setbacks, successfully secure places at medical schools by retaking A Levels. While the options for reapplicants are more limited, with strategic planning and the right support, our experience in cife colleges is that it is entirely possible to gain admission on a second attempt.

    A Level retakes for Medicine

    The UK currently has 45 medical schools, though a small number only accept international students or are private institutions. Around 20 medical schools traditionally accept retake applicants, with six having no previous grade requirements. These policies change frequently, so it is essential to stay informed and applicants should check individual university websites for specific entry requirements. Medical school applications are uniquely complex, with many factors considered in detail. Strong A Level predictions – typically at least A*AA for retake applicants – are crucial. Medical schools also scrutinise GCSE results more closely than many other degree programmes.

    Additionally, the UCAT admissions test plays a significant role. As UCAT results are available immediately after the test, applicants are able to make informed choices when selecting institutions. Understanding how universities use UCAT scores is essential, as applying to those with historically high cut-off scores without meeting the threshold may result in wasted choices; for example, Bristol accepts retake students but require close to 3000 on the UCAT for an interview. Thorough research and expert guidance are invaluable in this process.

    Retaking – if you don’t have three Bs

    If your A Level results are below three Bs, your options are quite narrow. Only Aston, Bristol, Edge Hill, Exeter, Sheffield, and Southampton currently have open retake policies so you will need to choose four from among these six.

    You will need to focus on the UCAT to make your application as strong as possible. While these universities will not care that you are resitting A Levels, because of the limited options you are subject to their processes and cannot choose with such freedom as other applicants. Strengthening all other areas of your application (UCAT, personal statement, experience) could make all the difference.

    Retaking – if you have at least three Bs

    If you have some strong grades already in the bank, your options are greater as, potentially, this can open up all 20 or so medical schools which accept retakes. Previous grade requirements differ between universities but range from three Bs (Hull-York) to only dropping one grade in one subject (Newcastle).

    The same care needs to be taken to apply to those universities that are best suited towards your strengths and away from your weaknesses (such as your GCSE results, UCAT score or MMI/panel interviews, for example), but you have a bit less scope to be quite as tactical as first time around.

    Post-results application – if you have 3 As

    If you already have at least three As, you may not need to resit A Levels. You can consider a post-results application – applying with your results already in hand. Your chances of acceptance will rely heavily on your GCSEs and your UCAT score as well as your A Levels, however, so careful thought and research into where you should apply is still required.

    Even if you have strong grades, a retake can sometimes be a good option to strengthen your application, whether by turning As into A*s or adding a wider range of subjects and strengthening your chances in the values-led recruitment environment medical schools now largely operate in. Rochester Independent College, for example, has had medical applicants sitting subjects as varied as Philosophy, Sociology and Textile Design alongside Chemistry and Biology. UCL and Brighton and Sussex Medical Schools’ official policies promote a contrasting art or humanities subject for medical applications but elsewhere too, in a competitive market, a different approach can help give the edge in interviews over more traditional third subjects.

    Alternative pathways

    Medicine is not the only route to a career in healthcare. Numerous related degree programmes cater to medical and biochemical interests. Popular alternatives include Biomedical Science and Pharmacy, but other options range from Pharmacology and Microbiology to Midwifery and Audiology. Understanding your strengths and interests will help guide you toward a fulfilling career, even if it takes a different path than you originally intended.

    Final thoughts

    Failing to secure a place at medical school can be deeply disappointing, particularly if an offer was contingent on narrowly missed grades. However, options remain available. Take the time to process the setback, then consider whether retaking A Levels could be the best decision for your academic future.

     

    Article written by Ian Pay, Vice Principal at Rochester Independent College

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  • Advice on how to increase your chances of studying Dentistry at University

    Medicine-related courses are some of the most popular courses that A level students apply for and consequently, the pressure for places is intense. Aspiring dentists face some of the stiffest competition and as a result, we hear lots of stories each year from around the country of students who struggle to gain entry even with fantastic A level grades. What is commonly forgotten is that a successful application to study dentistry is based on a wide range of different elements and not just A level performance. The purpose of this article is to therefore highlight some of the important elements that need careful attention and hard work before submitting an application.

    Some key elements of a dentistry application:

    1. Academic grades
    2. Work experience/voluntary work
    3. Pre-admissions tests
    4. Personal statement
    5. Interview
    1. Academic grades

    The most important element of your application is your academic profile; there is little room for manoeuvre if you do not meet the required grades. At GCSE, the requirements can vary widely, but grade 7 or above in most subjects, particularly the core subjects is going to be beneficial. At A level, there is less variation in required grades and most courses expect AAA. The majority of dental schools will expect two of these grades to come from A level Biology and Chemistry, though a small number of universities will accept alternative combinations. It is important to note that if you do not meet these grades, it is unlikely that you will be accepted.

    2. Work experience/voluntary work

    Building up a profile of dentistry-specific work experience and a range of other voluntary work helps to show the admissions officers that you really mean business. You should aim to build up a variety of experience over a long period of time; students who cram experience into the summer holiday after their first year of A levels are less likely to present as truly dedicated applicants. Most courses require that you have undertaken at least two weeks of direct work experience with a dentist, so this should be your first priority. Online work experience is a good place to start but trying to get face-to-face experience where possible is a good idea. After that, aim for ongoing voluntary work in clinical or care-based settings to demonstrate your commitment to a career in a care role.

    3. Pre-admissions tests

    Universities have been using clinical pre-admissions tests for a number of years and they continue to be a major challenge to students pursuing entry to study

    dentistry. All universities use the UCAT, a computer-based aptitude test. The test is losing one of the previous sections for the 2025 cycle, which means that new scores will not be directly comparable with ones taken in previous years. Careful research and ongoing practice for the UCAT is needed to maximise your chances of securing a high score.

    4. Personal statement

    The personal statement remains as important as ever and gives you an opportunity to demonstrate to the admissions team your motivation, skills and interests. This is not something that can be done easily, so your statement needs lots of thought and will need to be drafted and redrafted many times before it is perfect. This cannot be left until the last minute, so it is important to start work on it as soon as possible. For the 2025-26 cycle and beyond, UCAS have modified the personal statement so that students now break their statement into three sections in response to three questions.

    5. Interview

    Universities use either a traditional panel interview or the Multiple Mini Interview (MMI) to determine whether a student is suited to study dentistry. These interviews are increasingly complex and rigorous, so long-term preparation and practice are vital to ensure that a student succeeds. They often involve the student reflecting on why they want to pursue a career in dentistry, what they have learned during their work experience and consideration of ethical scenarios, as well as practical tasks and opportunities to provide instructions. Most of these interviews are in person, but a number of universities also interview online via platforms such as MS Teams or Zoom.

    A final note – Retake students

    Many students who do not achieve the A level grades they wanted first time round too often conclude that their dreams to become a dentist are over. This is certainly not the case as there are courses that consider retake students. The afore mentioned points are all relevant to a retake student, but all such students are advised to contact dental schools directly before applying to check whether their circumstances make them eligible to be considered. For example, some dental schools stipulate certain minimum grade attainment during the first sitting of A levels.

    Article written by Mark Shingleton, Principal at MPW Birmingham

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  • Interview advice for Oxbridge, Medical Schools and Law Schools

    This article is all about university entrance interviews. It focuses on interviews for entrance to Oxford and Cambridge, but it applies just as directly to interviews for Medical School and Law School.

    The article is set out in condensed form, as a set of signposts rather than a detailed ‘how to’ guide partly because we expect that you will be talking about interviews with your school and partly because you can’t approach interview preparation with a ‘paint-it-by-numbers‘ approach.

    Most university entrance decisions are made without interview: decisions are made just on the contents of your UCAS application form (see Six Top Tips for an outstanding UCAS form and How to write a good  UCAS Personal Statement). Most universities will invite you to an Open Day, but these aren’t interviews. Open Days are there to let you look check out the university, not for it to find out about you.There’s more about this in Get the best out of university Open Days..

    However, interviews are still used for medical school admission, by Oxford and Cambridge colleges, and by some other very competitive courses. For them, the interview makes all the difference between an offer and rejection.

    This article is arranged in sections to make it easier to take in. Just click on the   +   to expand the sections you want to read.

    Why do some subjects / universities interview?
    • Because your GCSE  marks, A-level predictions, UCAS Personal Statement don’t give enough information
      • about how you think. There’s lots more about this below
      • (in the case of career-facing degrees such as medicine) about your commitment to the profession
    • Because they have too many applicants who look brilliant on paper
    • NB Your UCAS form is still vital. It has to be impressive or you won’t get interviewed at all
    What do admissions tutors want to find out?
    • Will they enjoy teaching you?
    • Will you cope with the demands of the course?
    • Will you ‘add value’ – to the teaching, to the university community?
    • Do you have a realistic commitment to your subject?

    But they don’t have a stereotype or ‘ideal student’ to measure you against They want a diverse student body, not a lot of clones

    How do they approach university interviews?
    • As fairly as they can. That’s why you’ll be seen by more than one interviewer
    • They try to make the interview similar for all candidates, but also they need to follow individual thought lines as the interview ‘conversation’ develops.
      • So, they won’t ask anything needing knowledge of a special syllabus. Any background knowledge will be from the ‘core’ syllabus of the subjects you are studying
      • Any factual questions are likely based on first year sixth material though interviewers can’t assume every student has covered the same topics, so, they often ask questions based on material that will be ‘new’ to all candidates. This is the fairest approach. New material provides a good way to see if you:
        • Make connections between it and what you already know.
        • Can speculate sensibly
        • Are able to be critical / logical
        • Grasp new ideas quickly
        • Are ‘articulate’ – ie able to express yourself
    • You may have to sit a test before the interview starts, or you might be asked to read something to prepare. Ask for details if the university / college website doesn’t tell you what the interview format is.
      • This is a skill you can practice
      • Don’t be intimidated by questions on something unfamiliar in the interview. Everyone is in the same boat.
    What sort of questions do interviewers ask?
    • Expect the unexpected but prepare for the standard questions anyway (for egs, see later)
    • Expect follow-up questions:
      • ‘why do you think that?’
      • ‘what would you say if…?’
      • ‘how do we know that…?’
    • The first few questions may be mainly to relax you. Later questions are usually designed to start a dialogue, or/and teach you something new. They want to explore:
      • how you think
      • how quickly you learn
      • how flexible your thinking is
      • how logical you are

      these are all really important – not something you can easily hide / change, though practice may help you get a bit better and will make this more familiar / less stressful

    • Questions on what you know:
      • Existing knowledge is usually tested indirectly.
      • The interview isn’t usually a quiz.
    • Checking whether you are OK with the methodology of your subjects: how historians / scientists / mathematicians etc:
      • think
      • discuss
      • assess and use evidence
    • The interviewer may challenge what you say. This doesn’t mean that you’ve gone wrong. He or she is just checking that you can handle counter-argument.
    What will they expect you to know?
    • Your first-year A-level work
    • Something interesting from the news relevant to your subject. It shows that you’re aware of the wider context and that you go beyond the text-book
    • Something extra about subject topics you are really interested in. At this level, you’re expected to show real intellectual curiosity and to want to explore for yourself.
    • What you wrote in your UCAS Personal Statement:
      • You are very likely to be asked about your Personal Statement
      • Do you need to check on anything – eg re-read books you mention?!
      • Think about how your experiences are relevant. This is particularly important for career-facing degrees
    What to sort out before university interviews ?
    • Check the university, college and department websites for:

      • Information about what will happen at the interview
      • Ideas to help answer the possible question of ‘why did you choose this college / university?’
      • More about the subject you’ve applied for
      • ‘Selection criteria’ which specify what admissions tutors are looking for
      • Good advice on interviews (eg Cambridge have useful videos of interviews)
      • Course details such as content, assessment, options
      • Ideas to help you explain why you are applying for this subject .
    • Look at / sort out the ‘What you should know’ material
    • Practice discussing your subject:
      • With friends (eg try to explain difficult ideas, solutions to problems etc)
      • with your teachers
      • with teachers you don’t know. After all, you won’t know your interviewers.
    • Find out about your subjects’ methodology. Ask your teachers about this!
    • Practice reading and understanding short articles about subject topics, (Eg New Scientist, the Economist – whatever’s relevant to your subject)
      • What’s the article about? Can you summarise it?
      • What’s the article relate to? What’s the background?
      • What are the implications of the article?
    • You’ll probably be asked if you have any questions
      • It’s not essential to ask any, but possibilities include details of course options, how your work is assessed, job prospects, accommodation and sports facilities.
      • Don’t ask about things which are fully dealt with in the prospectus / website!
    What to do immediately before university interviews
    • Relax and sleep properly the night before – no partying!
    • Know where you have to go
    • Eat enough a couple of hours before, but not so much that you get sleepy
    • Be twenty minutes early
    • Respect the occasion. Dress comfortably but make sure you look tidy
    What’s the right attitude for university interviews?
    • I’ll do the best I can
    • It will be like a one-to-one session with a new teacher who is about to make my UCAS grade prediction
    During interviews it is good to:
    • Look directly at your questioner, especially if there is more than one person in the room
    • Concentrate hard, especially if you feel the interview isn’t going well
    • Sit up straight and look attentive. This will help you keep alert as well as looking businesslike
    • Pause for a moment to collect your thoughts before answering a tricky question.
    • Say so if you really don’t know how to answer
    • It is OK to say “I’m not sure but might it be … ?”
    • Be enthusiastic about things that excite you.
    During interviews don’t:
    • Get angry, dogmatic or very defensive
    • Make very positive statements if you actually are uncertain
    • Give one-word answers. Your interviewer will feel that you are hard work and unresponsive
    • Dwell on your mistakes (everyone makes some). If you do you are more likely to panic and miss the next question as well.
    • Talk for too long:
      • Say what you think and why, briefly. If they want more they will say so
      • If you are getting into a muddle it is better to stop than to keep talking.
    • Rely on memorised answers to the standard questions:
      • You may not get any standard questions at all
      • Your answers will sound unnatural and not true to you as an individual
    What if I get really stressed?
    • Interviews are stressful so it is normal for you to feel tense beforehand. This is usually a positive thing – the adrenaline will help to keep you alert
    • But too much tension and you may seize up.
    • Prepare well and arrive in good time at the interview – so you know you’ve done everything right so far
    • Realise that almost everyone makes the occasional mistake during an interview. It is not the end of the world and certainly does not mean failing the interview
    • Interviewers expect you to get stuck and may push you to the point where you do get stuck so they can then teach you something new
    • Don’t be afraid to say that you don’t know the answer – they can’t expect you to know everything
    • If you feel you are making a mess of your answer:
      • stop talking as soon as you can,
      • take a few deep breaths,
      • concentrate as hard as you can on the next question.
    Here are the sort of interview questions you might get asked

    Questions about the course and university

      • ‘Why did you choose this degree?’
      • ‘What features of our course do you like the look of?
      • ‘Why did you choose this university / college’?

    You might not get asked any of them, but these are ‘standard’ questions to think about in advance

    Subject-specific questions:

      • ‘Why are some materials elastic but others are not?’
      • ‘What are the disadvantages of giving the Bank of England independence from government?’

    Ideally, you know your stuff and have done a bit of extra reading but there is no other direct way to prepare for this sort of question. If you really can’t handle it the interviewer is probably correct in deciding that you are unlikely to cope with the course! Do not be afraid to say so if you haven’t covered the topic yet

    Questions about your interests & experience:

      • ‘What did you enjoy most about helping produce the year-book?’
      • ‘Do you still play the piano?’
      • ‘I see you collect coins – do you specialise in any country?’
      • ‘What’s the last book you’ve read?’

    Questions from your UCAS statement are common. They may be just to relax you, but may also be exploring how much energy you have to do well outside class. You don’t have to be an expert in all the things you mentioned but be prepared to say something intelligent in response to questions about what you wrote.

    Questions to explore your opinions:

      • ‘Do you think that people should get legal aid if they want to sue for libel?’
      • ‘Should policemen have the right to go on strike?’
      • ‘Are scientists responsible for the uses other people make of their discoveries?’

    These questions can involve any area – your interests, current events, your subjects. Open-ended questions relating to your subject area are particularly common, especially on controversial topics (e.g. in medicine questions about abortion, euthanasia, the NHS are common). Keep your eye on the news and the quality press for relevant ideas. Your teachers will also be able to suggest points to consider. In general, interviewers are more interested in how you handle this sort of question than in whether you say the ‘right’ thing. You must be prepared to justify what you have said and to show that you realise there are often several valid view-points.

    Last updated: Jul 8, 2021

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