Oxford
| University | Course | Shortlisting Rate 20/21, if known | Success Rate 2019/20 | Success Rate 2020/21 | Approx no. applicants | Approx no. places | Pre-Interview Admissions Test | At-Interview Admissions Test | Written Work Typically Required | Notable Trends – 2019-2021 |
| Oxford | Ancient and Modern History | 72% | 29% | 20% | 100 | 20 | HAT | None | Yes | Increasing Competition |
| Oxford | Archaeology & Anthropology | 76% | 26% | 27% | 100 | 30 | None | None | Yes | Stable Competition |
| Oxford | Biochemistry | 49% | 16% | 17% | 700 | 100 | None | None | No | Stable Competition |
| Oxford | Biological Sciences | 50% | 20% | 19% | 750 | 150 | None | None | No | Stable Competition |
| Oxford | Biomedical Sciences | 27% | 12% | 11% | 450 | 50 | BMAT | None | No | Stable Competition |
| Oxford | Chemistry | 83% | 35% | 30% | 800 | 240 | TBC | None | No | Stable Competition |
| Oxford | Classical Arch and Ancient History | 93% | 25% | 37% | 80 | 30 | None | None | Yes | Decreasing Competition |
| Oxford | Classics | 92% | 46% | 45% | 275 | 125 | CAT | None | Yes | Stable Competition |
| Oxford | Classics and English | 97% | 35% | 46% | 35 | 15 | ELAT and CAT | None | Yes | Sample size too small |
| Oxford | Classics and Modern Languages | 80% | 33% | 35% | 20 | 8 | CAT and MLAT | None | Yes | Sample size too small |
| Oxford | Computer Science | 19% | 8% | 6% | 700 | 50 | MAT | None | No | Increasing Competition |
| Oxford | Computer Science with Philosophy | 24% | 11% | 10% | 175 | 15 | MAT | None | No | Stable Competition |
| Oxford | Earth Sciences | 85% | 35% | 30% | 140 | 40 | None | None | No | Increasing Competition |
| Oxford | Economics and Management | 25% | 7% | 6% | 1,500 | 100 | TSA | None | No | Stable Competition |
| Oxford | Engineering Science | 38% | 20% | 18% | 1,200 | 200 | PAT | None | No | Stable Competition |
| Oxford | English and Modern Languages | 75% | 24% | 26% | 120 | 30 | ELAT and MLAT | None | Yes | Stable Competition |
| Oxford | English Language and Literature | 68% | 25% | 29% | 900 | 250 | ELAT | None | Yes | Stable Competition |
| Oxford | European and Middle Eastern Langauges | 87% | 35% | 36% | 40 | 15 | OLAT and MLAT | None | Yes | Sample size too small |
| Oxford | Experimental Psychology | 32% | 17% | 15% | 500 | 75 | TSA | None | No | Stable Competition |
| Oxford | Fine Art | 29% | 14% | 16% | 200 | 30 | None | None | Yes (portfolio) | Stable Competition |
| Oxford | Geography | 62% | 20% | 23% | 450 | 100 | TSA | None | No | Stable Competition |
| Oxford | History | 69% | 23% | 27% | 1,100 | 300 | HAT | None | Yes | Stable Competition |
| Oxford | History and Economics | 36% | 11% | 10% | 160 | 16 | HAT and TSA | None | Yes | Stable Competition |
| Oxford | History and English | 45% | 15% | 12% | 115 | 15 | HAT | None | Yes | Stable Competition |
| Oxford | History and Modern Languages | 83% | 20% | 24% | 115 | 30 | HAT and MLAT | None | Yes | Decreasing Competition |
| Oxford | History and Politics | 42% | 11% | 13% | 400 | 50 | HAT | None | Yes | Stable Competition |
| Oxford | History of Art | 42% | 14% | 15% | 120 | 20 | None | None | Yes | Stable Competition |
| Oxford | Human Sciences | 52% | 21% | 18% | 220 | 40 | TSA | None | No | Stable Competition |
| Oxford | Law (Jurisprudence) | 40% | 14% | 15% | 1,600 | 250 | LNAT | None | No | Stable Competition |
| Oxford | Law with LSE | 35% | 11% | 11% | 275 | 30 | LNAT | Oral test in the relevant European language at the time of interview. | No | Stable Competition |
| Oxford | Materials Science | 75% | 27% | 35% | 150 | 50 | PAT | None | No | Decreasing Competition |
| Oxford | Mathematics | 31% | 13% | 11% | 1,800 | 200 | MAT | None | No | Stable Competition |
| Oxford | Mathematics and Computer Science | 23% | 10% | 9% | 500 | 50 | MAT | None | No | Stable Competition |
| Oxford | Mathematics and Philosophy | 47% | 12% | 18% | 120 | 20 | MAT | None | No | Decreasing Competition |
| Oxford | Mathematics and Statistics | 15% | 6% | 6% | 220 | 10 | MAT | None | No | Stable Competition |
| Oxford | Medicine | 24% | 10% | 10% | 1,800 | 175 | BMAT | None | No | Stable Competition |
| Oxford | Modern Languages | 93% | 44% | 44% | 400 | 175 | MLAT | None | Yes | Stable Competition |
| Oxford | Modern Languages and Linguistics | 90% | 45% | 40% | 75 | 30 | MLAT | None | Yes | Stable Competition |
| Oxford | Music | 93% | 45% | 50% | 180 | 90 | None | 5-minute video recording of a musical performance | Yes | Stable Competition |
| Oxford | Oriental Studies | 83% | 27% | 34% | 80 | 30 | OLAT (for certain options) | None | Yes | Decreasing Competition |
| Oxford | Philosophy and Modern Languages | 88% | 35% | 33% | 65 | 20 | MLAT | None | Yes | Stable Competition |
| Oxford | Philosophy and Theology | 39% | 23% | 21% | 140 | 30 | Philosophy Test | None | Yes | Stable Competition |
| Oxford | Physics | 28% | 14% | 12% | 1,650 | 200 | PAT | None | No | Stable Competition |
| Oxford | Physics and Philosophy | 19% | 11% | 8% | 150 | 20 | PAT | None | No | Increasing Competition |
| Oxford | Politics, Philosophy, and Economics | 33% | 12% | 12% | 2,250 | 275 | TSA | None | No | Stable Competition |
| Oxford | Psychology, Philosophy, and Linguistics | 31% | 15% | 15% | 260 | 40 | TSA | None | No | Stable Competition |
| Oxford | Religion and Oriental Studies | 44% | 57% | 22% | 10 | 2 | OLAT | None | Yes | Sample size too small |
| Oxford | Theology and Religion | 68% | 50% | 47% | 130 | 60 | None | None | Yes | Stable Competition |
| University | Course | Shortlisting Rate 20/21, if known | Success Rate 2019/20 | Success Rate 2020/21 | Approx no. applicants | Approx no. places | Pre-Interview Admissions Test | At-Interview Admissions Test | Written Work Typically Required | Notable Trends – 2019-2021 |
| Cambridge | Anglo Saxon, Norse and Celtic | High | 67% | 53% | 55 | 30 | None | College-dependent | Yes | Increasing Competition |
| Cambridge | Archaeology | High | 58% | 50% | 60 | 25 | None | Archaeology Admissions Assessment | Yes | Stable Competition |
| Cambridge | Architecture | Medium | 14% | 11% | 600 | 60 | None | Architecture Admissions Assessment | Yes (portfolio) | Increasing Competition |
| Cambridge | Asian and Middle Eastern Studies | High | 54% | 35% | 130 | 45 | None | College-dependent | Yes | Increasing Competition |
| Cambridge | Chemical Engineering and Biotechnology (via Engineering) | Medium | 12% | 13% | 140 | 15 | ENGAA | College-dependent | No | Stable Competition |
| Cambridge | Chemical Engineering and Biotechnology (via Natural Sciences) | Medium | 12% | 14% | 210 | 25 | NSAA | College-dependent | No | Stable Competition |
| Cambridge | Classics (3 years) | High | 57% | 48% | 130 | 65 | None | Translation exercise (60 minutes) | Yes | Decreasing Competition |
| Cambridge | Classics (4 years) | High | 56% | 51% | 70 | 30 | None | Language aptitude interview (20 minutes) | Yes | Increasing Competition |
| Cambridge | Computer Science | Medium | 10% | 8% | 1,600 | 130 | TMUA | College-dependent | No | Increasing Competition |
| Cambridge | Economics | Medium | 14% | 11% | 1,500 | 150 | TMUA | College-dependent | No | Increasing Competition |
| Cambridge | Education | High | 33% | 24% | 180 | 40 | None | College-dependent | Yes | Rapidly Increasing Competition |
| Cambridge | Engineering | Medium | 16% | 14% | 2,500 | 330 | ENGAA | College-dependent | No | Increasing Competition |
| Cambridge | English | High | 33% | 26% | 750 | 200 | None | College-dependent | Yes | Stable Competition |
| Cambridge | Geography | High | 35% | 24% | 425 | 100 | None | College-dependent | Yes | Rapidly Increasing Competition |
| Cambridge | History | High | 35% | 32% | 600 | 200 | HAA | College-dependent | Yes | Stable Competition |
| Cambridge | History and Modern Languages | High | 37% | 32% | 80 | 30 | None | Discursive response in English (if ab initio) or Foreign Language (if studied at A level) Language Aptitude Test (20 minutes) | Yes | Decreasing Competition |
| Cambridge | History and Politics | High | 26% | 23% | 300 | 60 | None | College-dependent | Yes | Rapidly Increasing Competition |
| Cambridge | History of Art | High | 27% | 33% | 100 | 30 | None | Structured comparison of images (60 minutes) | Yes | Decreasing Competition |
| Cambridge | HSPS | Medium | 20% | 14% | 1,400 | 200 | None | College-dependent | Yes | Increasing Competition |
| Cambridge | Land Economy | Medium | 21% | 18% | 420 | 70 | None | College-dependent | No | Rapidly Increasing Competition |
| Cambridge | Law | Medium | 18% | 14% | 1,800 | 250 | LNAT | None | No | Increasing Competition |
| Cambridge | Linguistics | High | 47% | 36% | 125 | 50 | None | College-dependent | Yes | Stable Competition |
| Cambridge | Mathematics | Medium | 34% | 33% | 1,600 | 240 (see note) | None | College-dependent | No | Stable Competition |
| Cambridge | Medicine | Medium | 17% | 14% | 2,000 | 280 | BMAT | None | No | Increasing Competition |
| Cambridge | Modern & Medieval Languages | High | 51% | 46% | 350 | 150 | None | Discursive response in Foreign Language (40 minutes) and English (20 minutes) |
Yes | Decreasing Competition |
| Cambridge | Music | High | 56% | 40% | 150 | 70 | None | College-dependent | Yes | Stable Competition |
| Cambridge | Natural Sciences | High | 25% | 22% | 2,800 | 600 | NSAA | College-dependent | No | Stable Competition |
| Cambridge | Philosophy | High | 26% | 21% | 250 | 60 | None | Cambridge Philosophy Test | Yes | Stable Competition |
| Cambridge | Psychological and Behavioural Sciences | Medium | 20% | 12% | 800 | 100 | None | College-dependent | No | Rapidly Increasing Competition |
| Cambridge | Theology, Religion, and Philosophy of Religion | High | 42% | 42% | 125 | 50 | None | Comprehension questions on a pre-recorded sample lecture (60 minutes) | Yes | Stable Competition |
| Cambridge | Veterinary Medicine | Medium | 22% | 19% | 420 | 80 | NSAA | None | No | Stable Competition |
Want to find out what your chances are of getting into Oxford or Cambridge? Every year we survey hundreds of people who applied the previous year, giving you crucial statistical insight into the probability of gaining a place.
We have gathered information on all elements of the Oxford and Cambridge application processes, from which schools students came from, to whether they were asked about their personal statements at interview, and what further help they would like if they were to apply again.
The most interesting information is found in this report…
There are a number of advantages to taking a gap year, which often come across during interviews. Gap year applicants may be more comfortable speaking to superiors in a one-to-one situation, having taken a break from the hierarchy of school or college. Gap years can help students develop a broader outlook and become more flexible in their approach to new ideas or questions thrown at them.
However, whilst it is perfectly valid to go travelling or work for a charity during a gap year, this is unlikely to have much of an effect on your application to Oxford or Cambridge, since the admissions tutors would only be interested in experiences that are relevant to your subject. If you are considering a gap year, it is worth doing something relevant to your subject in the summer after you finish school which you can then mention in your personal statement and/or interview.
As in other areas of the Oxbridge admissions, there is no standard policy and the answer is down to individual tutors at different colleges making subjective choices. There are, however, some guidelines which can help.
With some of the ‘hard’, technical subjects (Maths, Physics, Medicine etc.) there is sometimes a fear among tutors that as a result of a year away from studying, students may lose the precision and the skills they have honed in their sixth form studies.
For Maths, the official line from Cambridge University is “If you’re applying for Mathematics, most Colleges have a preference for immediate entry.” Oxford takes a similar stance, stating “applications for deferred entry are discouraged, unless the plans for the gap year have a substantial mathematical component.”
For Physics, Oxford’s faculty states that if you are thinking about taking a gap year, you should ‘discuss your plans with the tutors at your chosen college.’ They go on to state that some sponsorship schemes offering a year’s work experience in a physics-related field ‘are excellent.’ Two good websites to look at include ‘The Year in Industry’ – which has contacts with a number of companies who might be able to assist with suitable ‘science based’ schemes for a gap year. You should also check out the Institute of Physics.
For Engineering, some Cambridge colleges actively encourage a gap year (check the prospectus for further details).
If you are considering Languages, taking a gap year can be a great decision if you spend it abroad, to improve your language skills and appreciation of a foreign culture. (And by culture, we don’t mean lying on the beach soaking up the atmosphere… as relaxing as that can be).
Advantages: If you are unsuccessful in securing a deferred place, you then have the option of reapplying post A-level or equivalent the following year and still taking a gap year.
Disadvantages: By applying for a deferred place, you are asking the tutors to save you a place without knowing the standard of next year’s applicants. So if you are applying in 2018 for entry in 2020, you have to convince the tutors that you’re not only amongst the top candidates they are interviewing this year, but also that you will be one of the best applicants next year, which is a gamble for the tutors.
Advantages: the main advantage of applying post A-level (or equivalent) is that you will be applying with achieved rather than predicted grades. This is a big incentive for universities as they can make unconditional offers and will not have the uncertainty of you not achieving the required grades.
Disadvantages: if you are unsuccessful, you would only be able to reapply if you then took two gap years – not a particularly engaging prospect for a university. Also, you need to think carefully as to whether your grades will definitely meet the criteria. When it comes to applying you will be doing so with your ‘real grades.’
If you do decide to take a gap year, here are our suggestions for making the most of your year out of study:
Plan: Make sure you spend some time planning your gap year so you strike the right balance between work and play. Remember, if you’re applying to Oxbridge after university you will need to be in the country until at least December for the applications process. It may well be worth spending a good chunk of this time preparing. Since many of your competitors will still be at school studying for their A-levels, this will give you an advantage.
Research: It’s no good planning a round the world trip if you don’t have the funds to pay for it. Once you’ve planned what you would like to do, research the cost and the time frame. You can’t do a ski season in Vermont if you need to be in Cambridge for interviews during December. If you are undecided as to what you want to do, speak to people – whether older friends, teachers or travel advisors – to see what they suggest.
Be logical: Is it worth sacrificing a place at one of the top ten universities in the world for a year of hedonism? Be prepared to dedicate at least the first third of your gap year to university applications, and this includes summer activities. Brainstorm how you could utilise your free time to make your application stand out. Do things you could write about in your personal statement and talk confidently about at interview: you might decide to attend a summer course, do work experience or even find a part-time job which ties in with your subject.
Many people are under the impression that it is more expensive to study at Oxford or Cambridge. This is emphatically not the case.
Government changes to student finance in recent years have caused some people to rethink their higher education options, reluctant to graduate in debt. A certain amount of student loan debt is unavoidable, but both Oxford and Cambridge are determined that no one should be put off from applying because of financial considerations and they have taken action accordingly.
Furthermore, the collegiate system, which does not cost Home and EU students extra, not only means extra funding opportunities, but also cheaper living costs with college accommodation. Of course, rents vary, but crucially, you don’t have to pay during the vacations, only for the eight-week terms when you are in residence.
The Oxford Opportunity Bursary (OOB) and the Cambridge Bursary have been developed to help students who are already in receipt of a government maintenance grant, meet their remaining living costs. The bursaries are means tested and awarded on a sliding scale, i.e. the lower your household’s residual income the more money you will receive. These figures are re-assessed each year of your degree, so if your financial situation does not change you will continue to receive the same level of support, but if your needs change this will be reflected in the amount of bursary you receive.
If you qualify for the maximum government maintenance grant, then you will receive the maximum bursary available, and this combined amount is intended to cover all of your living costs. It should therefore not be necessary to take out a student maintenance loan in addition to the statutory student loan covering tuition fees.
The OOB provides an additional start-up fund designed to cover the initial costs of university, e.g. specialist books and equipment, a computer, or items necessary for living away from home for the first time. Whilst the Cambridge Bursary does not provide this initial boost for poorer students, the cut off point to qualify for a bursary, in terms of residual income, is higher than the OOB, so more students receive support.
For the OOB, both you and each of your sponsors (i.e. both parents if both contribute to your household income) must consent to have your financial details shared with the University by signing the relevant part of your application for student support that you make to your Local Authority each year. For the Cambridge Bursary, your College provides you with a form when you arrive in Cambridge.
The colleges at Oxford and Cambridge tend to look after their students very well. Although the type of support and amount of funding varies from college to college, often depending upon how relatively rich or poor they are, the following is typical of what most colleges offer:
Oxford and Cambridge aim to offer places to the best students with the highest level of academic potential in their chosen subject. Both Oxford and Cambridge universities put a huge amount of time, effort and resources into attracting the top students from all sorts of different backgrounds, and are determined that no student should be deterred from applying due to financial or social considerations. Theoretically, no-one is at a disadvantage – apart from those who don’t apply.
The first step for students thinking about applying to Oxford or Cambridge is to attend one of the nationwide Oxford and Cambridge Student Conferences, held in March every year by the universities. Open to all students, these events offer a huge range of information and the opportunity to speak to current students and discuss their experiences.
In addition to this, both universities run a number of schemes and initiatives throughout the year to attract the best students regardless of background, and to ensure that each and every student is considered individually when they apply.
Oxford
CambridgeEach year, for students applying to Oxford or Cambridge Universities, we run a free Access and Scholarship Scheme. The Schemes provide personalised guidance over the course of a year, including one-to-one time with one of our best subject mentors and attendance on our intensive courses.
Read more about our Schemes here.
Last year, over 4,200 UK students chose US universities for their undergraduate studies. With over 4,500 universities to choose from, and a whole new vocabulary to learn, the admissions process can be daunting. With a basic understanding of a few of the terms and processes, however, and a good selection of reference materials, both students and advisors can overcome the challenges of navigating the US university admissions system.
US universities, like those in the UK, accept applications during the fall, September-January. Also like the UK, many use a common application, helpfully named The Common Application. All parts of the application are filed electronically, but schools may choose to send paper copies of letters of recommendation and exam results. The student will need two letters of academic reference, and one main school reference discussing the student’s contributions to the school, both in and out of the classroom. The student is asked to write one personal essay, but should be aware that many universities using the Common App require additional supplementary statements. Students can link to their chosen universities through the Common App and find all admissions requirements through those links. If a university is not listed on the Common App, the student will find the application on the university’s website.
Most US universities require admissions tests. A student can choose between the SAT or the ACT, but should check with the university website to see if either is preferred. In addition, the most selective of US universities often require the student to submit SAT Subject Test scores. Most students sit for the SAT or ACT twice, so it is important to start the testing process early. Students in their AS year should sit the exam in either January, May or June, with the idea of re-sitting it in their A Level year in October, November or December. Registration is all online, and there is no late registration. Students may register and get more information on sat.collegeboard.org/ and www.actstudent.org/regist/. There are no minimum scores required for admission, but a university’s website will give you an idea of the range of scores they will consider. The SAT/ACT score accounts for about half of what a university considers in evaluating applicants; the other half comes from the student’s academic record, activities and interests, and the school’s recommendation. As admission is rarely subject-based, there are no course requirements for admissions, although applicants would be expected to have some academic background for specialist courses.
With so many to choose from, it’s important that students start the process by thinking about what type of a university they want by considering location, size, academic offerings and cost. The best place to begin is on The College Board’s Big Future website. Here, the student will be able to research universities, majors and scholarships. It really is a one-stop-shop! Another great resource is The Fulbright Commission, a US-government funded organisation to promote US education around the world. Their website provides a wealth of helpful information.
Make no mistake; it’s expensive to study at US universities. The vast majority are residential in nature, and a student has to consider not only the tuition and fees but the room and board. Tuition and fees can vary significantly from university to university, as there are no standard government-set fees as in the UK. Private universities are generally the most expensive, with state-funded universities often less so. However, as private universities often have more financial aid available, the price for the student can sometime be even less than at a state institution.
The best source of financial aid is always the university’s financial aid office. Few give merit aid; most give need-based aid, but sometimes not to international students, so this should be researched early on. In addition to Big Future, students can get information about aid and scholarships from Finaid-The Smart Student Guide to Financial Aid.
Ideally, students interested in applying to the US will begin the testing process in the spring of their penultimate year in school, with re-sits in the autumn of their last year. Application deadlines vary, but the majority fall in November-January. Students will receive a response to their applications in mid-late March, with April 1 being the reply day for Ivy League universities. Students have until May 1 to make their decisions, and must notify their university of choice that they will be attending by that date. Students who are also applying to UK universities and waiting for exam results in August should accept their US offer, and then if they decide to take their UK choice, simply notify the US university to say that their plans have changed.
So, whether it is for the flexibility of academic programs at a wide range of academic institutions or the chance to experience American university life, or simply the desire to gain a more international view of the world, there are many good reasons for students to want to study in the US. Granted, the process is more complicated than that of UCAS, but the rewards can be great, and between The College Board and The Fulbright Commission, there is a lot of help to guide you through it!
Eileen Penman is an American-born graduate of the University of San Diego. Chair of the Guidance Committee of the European Council of International Schools (1995-2006) and member of the TOEFL Board, the SAT Advisory Board, the Advanced Placement Advisory Board, she is an expert educational consultant and adviser. Here, she shares with us essential tips and guidelines for supporting students applying to the US. More on Eileen Penman…
Last year, Oxbridge Applications launched its first ever Schools’ Magazine, packed full of university admissions news, resources and titbits for you and your students.
Our second issue will be released over the summer, ready for the September term and early admissions chaos. Until then, you can download the previous issue here.
For more Schools Materials, check out our Schools Pack
Our consultant and Premier Tutor Olivia writes in the Huffington Post, exploring the rise in international applications and how this is affecting applicants, as well how much of an impact a degree from Oxford or Cambridge still has worldwide.
Your complimentary “So you want to go to Oxbridge? Tell me about a banana…”
If you’re looking for resources and advice before making your application to Oxford or Cambridge, then you’ve come to the right place! We have been industry-leading experts in applying to Oxbridge since 1999, amassing quite a catalogue of info, tips, and tricks to help you get into the best position possible to get that elusive Oxbridge offer you’ve been dreaming of.
We’ve condensed the stuff that most people want to know into our free E-book “So you Want to Go to Oxbridge? Tell me About a Banana…”. Packed full of over a decade’s research and up-to-date advice on how to prepare, Tell me about a banana draws on the experiences of thousands of successful Oxbridge graduates and how they would approach the application process if they had to do it all over again.
The process of applying to Oxford and Cambridge takes a good deal of energy, time and commitment. Our advice is simple – you need to apply for the course and university at which you would love to study. You need to be 100% motivated to study that course at that university.
At interview, Admissions Tutors want to see applicants who have a genuine love for the subject, and who have the potential to thrive studying it when they get there. This passion needs to be reflected in the personal statement – and as you’ll be spending three, potentially more years of your life studying it – you do genuinely need to like the subject!
Remember that courses at Oxford and Cambridge are often different in structure and topics covered, if not in duration. Some courses are only found at Oxford or Cambridge. For example, Human Sciences at Oxford and HSPS (Human, Social and Political Science) at Cambridge.
It is also worth considering the grades you might need to attain to gain a place. Nearly all Cambridge courses now require at least one A* and applicants for Science, Maths and Engineering at Oxford may be given offers requiring at least one A* at A level.
This follows moves by Cambridge, Warwick and Imperial to introduce the new A* grade into their offers. Applicants for Mathematics and joint honours including Mathematics may be given an offer requiring two A*s at A level.
As you know, to get an A* in your A levels, you need to get an A overall for the full A level (including your AS marks) and score over 90% for the A2 year. You can only get an A* for a full A level and not for an AS level or a particular module. If you have any concerns about how this will affect you, or if you are worried about getting the A* you need for Oxford or Cambridge, speak to your teacher or get in touch with us to see how we can help you.
“Ask an Oxford graduate as to whether they think they went to the best university…and they’ll say yes. Ask a Cambridge graduate, and they’ll tell you the same.”
Cambridge asks applicants to submit details of the individual module marks, whether certified or not. Applicants fill out a separate SAQ form once they have submitted their UCAS form. Oxford University does not ask for this breakdown, so if your UMS scores aren’t looking too good, this might be something to help you make a choice.
The two universities also use the various Admissions Tests slightly differently. Oxford uses the results of Admissions Tests to short-list applicants for interview, and therefore tends to interview fewer candidates than Cambridge.
Cambridge on the other hand, tends to interview most applicants, even if their Admissions Test score is not as strong as they would typically expect from a successful applicant.
Ask an Oxford graduate as to whether they think they went to the best university…and they’ll say yes. Ask a Cambridge graduate, and they’ll tell you the same (and we should know – we’ve spoken to thousands!).
The two cities have their differences. We certainly advise visiting the two places to work out where you think you’ll suit. Do you prefer the tranquillity of Cambridge or the bustle of Oxford? Does the location affect you? Ask yourself will it be difficult to travel home for the holidays?
Given you will be spending the next three, or potentially more years of your life there, you need to feel excited by the place. After spending a summer school in Cambridge, one applicant that we supported decided that it simply was not the city for her. Another however, fell head over heals in love…she’s now graduated and is planning to stay in Cambridge to do a PhD.
Really have a think about what you are looking for from a university – academically and socially. Which do you like the feel of? Where can you see yourself? Although family, friends, teachers and us can help you to decide, the ultimate choice is yours!
We sent a quick survey round to our tutors to find out how they chose. Here are some of the replies:
Jenni, English Graduate of Cambridge.
I chose Cambridge because the course seemed more flexible and modern. You weren’t required to do Old English and there was scope to write about film, opera, international and very contemporary literature. I was also very into close analysis of texts, so liked the Practical Criticism as a basis of the course – this turned out to be my best paper! The Cambridge course was stronger on foreign languages, which I loved studying. I knew the drama at Cambridge was better (more than 40 plays a term) and I’m now training to be an actor. I also didn’t want to stay at home in Oxford!Bertie, Classics Graduate of Oxford.
In contrast to most people, I didn’t have any difficulty deciding on Oxford. The Classics course at Oxford is so different from the Tripos that I never really considered the latter. I never felt in any great rush to get through my time at university, and it felt natural to choose the option which would enable me to study more material in greater depth. Obviously, it didn’t hurt that I have always found Oxford more aesthetically pleasing and knew that the city was a bit more lively.
Our Oxbridge-graduate consultants are available between 9.00 am – 5.00 pm from Monday to Friday, with additional evening availability when requested.
Oxbridge Applications, 14 – 16 Waterloo Place, London, SW1Y 4AR
