Here are a few key points you could make about projects you've enjoyed this year and why:
- The FMP project allowed me the most creative freedom to explore my interests and try new skills. I enjoyed having ownership over an entire production from start to finish.
- Working on longer, more complex projects like the FMP helped me learn valuable lessons. Through the experience, I've identified areas I can improve for the future, like maintaining consistent camera settings and focus points across shots.
- Practical skills-based projects gave me hands-on experience behind the camera and in editing that I couldn't get from theory-based work. I especially enjoyed developing new techniques in Premier Pro.
- Collaborating with classmates
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
3. GCSEs
School Name Here
Year Subject Grade Awarding Body
2021 English Language 5
2021 English Literature 5
2021 Maths 8
2021 German 5
2021 Business 8
2021 Combined: Sci:
Trilogy Tier H
6.5
2021 Creative Imedia D2
2021 Computer Science 7
4. York College Grades
Year Level (GCSE/FS) Subject Grade Awarding Body
English
Language
Maths
Level 2 Diploma In
Creative Media
Production &
Technology
UAL
AS Level
7. University Course
Course Title FILM MAKING
UCAS Code A280
Link https://digital.ucas.com/coursedisplay/courses/1b094144-2883-4d2a-8190-
f573105c2a9e?academicYearId=2022&courseOptionId=69aec28c-ba98-4088-b997-8a39d012424c
Location Huddersfield
Entry
Requirements/
Qualification
GCSE
Grades
• x
UAL Grade • x
UCAS points • 112
General
Comments/
Course Content
• Cinematography and Camera Work, Storytelling and Editing, Analysing
Content, Film and Television Industries and Law, Production
Management Light, Camera, Action…and Cut: Specialist Skills in Film
Production, Film Pre-Production Project: Ideas, Scripts and Casts,
Global Popular Cinema: Hollywood and Beyond, From Studio to Social
Media: Media Careers and Entrepreneurship (first 2 years)
Rating/Suitability
(0-10> 10 Being
Most Suitable)
7
8. University Course
Course Title FILM
UCAS Code
P3W2
Link https://digital.ucas.com/coursedisplay/courses/16e1e9ab-424e-71f4-e7be-
37a3104dd887?academicYearId=2022#course-summary
Location Leeds
Entry
Requirements/
Qualification
GCSE
Grades
• 4 in English Language
UAL Grade
UCAS points • 112
General
Comments/
Course Content
On this course you will study a selection of modules, which may include:
Analysing Film; Story and Script; Core Production Skills; Film Industries;
Film: Relating Theory and Practice; Drama: Concept to Practice;
Documentary Production; Short Film; Science Fiction; Cult Fandom.
Leeds Trinity University
Rating/Suitability
(0-10> 10 Being
Most Suitable)
6
9. University Course
Course Title CONTENT, MEDIA AND FILM PRODUCTION
UCAS Code P3W6
Link https://digital.ucas.com/coursedisplay/courses/f91ad2d6-c4f0-44bb-952a-
a73b40e18723?academicYearId=2022&courseOptionId=42977eab-8838-47da-89c7-dd4c6de09414
Location Leeds
Entry
Requirements/
Qualification
GCSE
Grades
UAL Grade
UCAS points • 96
General
Comments/
Course Content
• Met Film School has London and Leeds locations. six semesters, each
of 14 taught weeks and 2 weeks for completing assessments.
Rating/Suitability
(0-10> 10 Being
Most Suitable)
5
10. University Course
Course Title FILM PRODUCTION AND PROFESSIONAL PRACTICE
UCAS Code F3P6
Link Film Production and Professional Practice at York College University Centre – UCAS
BA (Hons) Film Production & Professional Practice | York College
Location York
Entry
Requirements/
Qualification
Requirements • Portfolio of work and/or taken my course at YC
UAL Grade
UCAS points
General
Comments/ Course
Content
• College tutors run it, will definitely get on to it. It also allows me to
get credit for working for their film company for 3 years along side
it. Drone pilot qualification, access to red cameras.
• Level 4 • Introduction to Production, Job Roles & Professional
Practice • Introduction to Film Studies • Pre-Production •
Directing • Production Crew • Post-Production Level 5 • Client
Production 1 • Professional Practice • Documentary • Theoretical
Perspective in Film Level 6 • Client Production 2 • Dissertation •
Final Major Project
Rating/Suitability (0-
10> 10 Being Most
Suitable)
10
11. University Course
Course Title FILM PRODUCTION
UCAS Code W612
Link Film Production at Anglia Ruskin University - UCAS
Location Cambridge Campus
Entry
Requirements/
Qualification
GCSE
Grades
• 3 at grade 4 or higher
UAL Grade
UCAS points • 96
General
Comments/
Course Content
• Year 1: Screen Skills. Film Drama: Production and Practices. Talking Pictures.
Television: Production and Practices.
• Year 2: Story On Screen: Production and Practice. Advanced Screen Skills. Ruskin
Module. Debates and Practices.
• Year 3: Graduation Films and Portfolio. Optional Modules(Subject to availability)
Year 3: Working in the Creative Industries. Research Project
Rating/Suitability
(0-10> 10 Being
Most Suitable)
6
12. University Course
Course Title FILM PRODUCTION
UCAS Code W435
Link Film Production at University of Salford - UCAS
Location University of Salford
Entry
Requirements/
Qualification
GCSE
Grades
• Grade 4 or above in English
UAL Grade
UCAS points • 112
General
Comments/
Course Content
• YEAR 1: In the first year the course provides you with a fast-moving introduction to a broad range of film
production techniques. You will collaborate in groups to create films in a range of different styles. You will learn
how to develop ideas into compelling stories, how to plan and run shoots, how to direct for single camera on
location and multi-camera in the studio, how to get the best out of your camera, sound and lighting kits and
how to edit and grade. You’ll also learn key concepts in critical film theory and explore and analyse the evolution
of film.
• YEAR 2: In the second year you build further on your filmmaking skills with longer and more challenging
assignments, and have the chance to develop your own creative interests with a choice of options from the
techy end of post production and film VFX to the contrasting skills of scriptwriting and working with actors.
Everyone takes a module in professional practice which runs throughout the year and encourages you to seek
work experience and start developing your professional networks. Learning about the theory of different film
genres is combined with practical exercises in production.
• YEAR 3: In your final year you develop your chosen specialist interests to advanced level, collaborate and
innovate in producing film projects that cross traditional boundaries, apply theoretical knowledge of film
distribution to promoting your own outputs and work on a major project of your own choosing to create film
that will be your calling card to industry.
Rating/Suitability (0-10> 10
Being Most Suitable)
8
13. University Course
Course Title FILM AND TELEVISION PRODUCTION
UCAS Code
P309
Link Film and Television Production at University of Bradford - UCAS
Location Bradford University
Entry
Requirements/
Qualification
GCSE
Grades
• 4 in maths and English
UAL Grade
UCAS points • 112
General
Comments/
Course Content
• Year 1: Creativity and Imagination (core) Editing (core) Film Narrative and Genre (core)
Institutions and Audiences (core) Moving Image Production (core) Reading the Screen (core).
• Year 2: British Film & Television Fictions (core) Drama Production (core) Factual Film and
Television (core) Factual Production (core) Soundscapes (core) Storytelling for Multiple
Platforms (core).
• Year 3: Final Production Project (core) Practices of Representation (core) Professional Industry
Profile (core) Experimental Filmmaking (option) Individual Project Film and Media (option).
Rating/Suitability (0-
10> 10 Being Most
Suitable)
6
14. University Course
Course Title FILM AND TELEVISION PRODUCTION
UCAS Code W600
Link Film and Television Production at University of York – UCAS
Film and Television Production (BSc) - Undergraduate, University of York
Location University of York
Entry
Requirements/
Qualification
GCSE
Grades
• 4 in English
UAL Grade
UCAS points • 136-144
General
Comments/
Course Content
• A very good course, is the one that I looked at with dad I
think. Seems very good I must say.
Rating/Suitability
(0-10> 10 Being
Most Suitable)
10
https://youtu.be/1o4mSkzUg-g
15. University Course
Course Title FILM AND TV PRODUCTION
UCAS Code B031
Link Film and TV Production at Sheffield Hallam University - UCAS
Location Sheffield Hallam University
Entry
Requirements/
Qualification
GCSE
Grades
• 4 English Language or higher
UAL Grade
UCAS points • 112
General
Comments/
Course Content
• Doesn’t seem like the best course, will probably not apply to
this one as it seems like the person who wrote the
description has no idea what the course is.
Rating/Suitability
(0-10> 10 Being
Most Suitable)
4
16. University Course
Course Title FILM AND MEDIA PRODUCTION
UCAS Code P410
Link Film and Media Production at University of Bolton - UCAS
Location University of Bolton, Greater Manchester
Entry
Requirements/
Qualification
GCSE
Grades
UAL Grade
UCAS points • 96
General
Comments/
Course Content
• Will probably not do this
Rating/Suitability
(0-10> 10 Being
Most Suitable)
3
18. Academic History
• In the duration of my academic life I have studied quite a few different
subject; with the required English Literature and Language, Mathematics
and Trippel Science being subjects I have studied. As well as the selected
subjects of Computer Science, German, Business and Creative Imedia.
• In Imedia we studied copy right laws, basic photoshop and video editing
(using Imovies). We made basic short videos and posters. I feel as though
this project was a good introduction to using photoshop for me, as well as
learning how to use different video editing software.
• I also took A-level Business, Maths and Computer Science for 2 weeks, and
ended up realising it was not for me. This resulted in my realising my
passion for film and changing from A-levels to a media course at York
College.
• At Highschool I also did drama for 3 years, while also participating in a
drama club that was only open for year 7’s in my first year of high school,
and being involved in my School House performance of Anne.
19. Current Study
Currently I am doing an Extended Diploma in Creative Media Production (LV3). The
course is wonderful at preparing me for further advancement in the film industry, as
it has and is providing me with a wide range of knowledge on: pixel animation,
sound design, photography, photo editing using photoshop and video editing. The
course will also provide me with more specialised knowledge, as I have selected
video/camera work as my subject for the second year of the course.
This course has provided me with the creative freedom to create my projects, while
also educating me on aspects of film that I never new about before. It has been a
great introduction into the film industry. I have developed my editing skills using
Premiere Pro, ability to use DSLR cameras, tripods, green screens, my skill with
adobe audition, my skill with photoshop and my ability to plan and asses my own
work, as well assessing others. This has lead to me wanting to study film even more
enthusiastically, as I have learnt things about motion, shape theory, lighting and
composition which I never included in prior work, but wish to focus on in further
projects.
20. The Future
My ultimate goal at the moment is to eventually be a
director/screen writer of my own big budget films.
University is a stepping stone for this career path, as Uni
will provide a educational environment where I will be
able to develop my skills and understanding of film. I will
also be surrounded by like minded individuals (professors
and students) who will help me to further develop my
skills and passion, while making connections and friends
in the industry who can help me develop as a
professional, and as a person. The are also a lot of
workshops and other opportunities that University
provide, that I believe will be of great benefit to me (as I
want to participate in as much as I possibly can).
21. Outside College
Outside of college I have learnt quite a lot.
Outside of college I edit YouTube videos, make thumbnails and icons.
I participated in Sea Cadets for Two and a Half years before deciding to leave.
I often volunteered at the Knaresborough library, as I went to a club at the
local library. We hosted events for the local community, such as a harry potter
workshop and an Alice in Wonder land Tea Party, both of which where for
primary school kids. I am not able to go very much anymore, as college
days/times prevent me from going very often. However I participate whever I
can on Wednesdays I am not at college.
22. Outside College
I first started leaning to edit near the beginning of 2018, after I had seen a video presentation in
my French class (from a previous years presentation). Inspired by the presentation on French
speaking countries, I started learnt how to use the mobile software called ‘iMovies Mobile’, and
made a video presentation for my German class, with my project getting voted as the best in the
class. This lead me onto starting to do YouTube videos: playing mobile games with my friends and
trying other forms of content, such as vlogs. Through editing for my old YouTube channel, I was
able to develop my editing skills and eye for editing over the period of doing this, watching
tutorials and finding creative ways around the limits of editing on a phone: such as creating my
own green screen effects by using a photo editing app and the video software.
Towards the end of 2019 I first started using the Adobe software known as Premiere Pro, with me
first learning it so that I could edit an informational series of videos for my Stepmothers physio
company (Peak Physiotherapy) on how to use a certain management software for clients and
diary’s. After getting semi competent with the software I started to use it for my YouTube videos,
learning from tutorials how to use the software and achieve certain effects that I wanted in the
videos. I had quite a few YouTube channels and have developed my skills very well from them (I
will link certain videos and channels on the next slide).
I also learnt how to edit photos using photoshop and mobile software, as well as learning how to
start targeting my videos towards an audience.
Doing YouTube was a really great reason to develop my editing skills, and is probably the biggest
factor that has lead me onto the path of wanting to work in the film industry. YouTube is also
something that I will continue to uses as a means to develop my editing and filming skills, be that
videos for myself of for friends who wish for help in starting off.
23. Conclusion
• I want to go to University because of the
opportunities and further learning it will
provide. It will help me to get my footing in
the industry and become much more
knowledgeable. I believe I am a good
candidates as I am studious and have a
burning passion for film and digital creation.
24. Introduction
Hi, my name is Charlie Stevens and I want to go
to University so to develop my skills and
understanding of film. I wish to gain a footing in
the film industry and eventually move onto
making my own professional and big movies.
University is one of the first steps in reaching for
my goals. It will surround me with like minded
individuals who are as passionate as I am, and I
hope that we will be able to raise each other up
to new hights as we learn and work along each
other
26. Which projects have you enjoyed most
this year & why?
I would say that I have definitely enjoyed the FMP the most this year. My
reasoning for this is the creative freedom that it allows, as well as the great
amount of work we put into it.
The filming, panning and editing of the FMP have allowed me to learn new
skills and develop ones I already had. I have learnt many new editing
techniques and effects for Premier Pro, camera skills and knowledge (that I
did not have prior) and started learning how to manage actors.
Writing about my project and planning it have allowed me to realise flaws
that my work had, and how I would go about things differently. For example
when cutting, I generally didn’t have the point of focus located in the same
areas. I did not realise that the shutter speed and IOS should be at the same
level. I need to keep footage a similar warmth when filming on a different
camera. All of these are things that I will most definitely work towards and
learn from in future projects.
27. Which projects have you least enjoyed
[& why]?
The project I enjoyed the least was the
animation aspect of Adventure. I did not dislike
this project, however I found the animation the
least enjoyable out of all other projects. I prefer
doing video related projects, and animation
takes a lot of effort for very little output, where
as with video I would have more time to plan
and think about what it was I wanted to
do/convay.
28. What is you biggest success
• I would say my biggest success has been my
FMP (more so the interview). I believe this to
be my biggest success, as it has allowed me to
show some of the skills and development that
I have made/learnt this year. It has definitely
been the highest quality piece of work that I
have made, as well as the one that I have put
the most effort into.
29. What has been your biggest mistake in
coursework
I would say that my biggest mistake this year has also been
apart of my FMP, more specifically the trailer. I had originally
planned to have quite a lengthy trailer, however my script and
editing left me with a lot less footage than I first thought. This
lead to a much less visually appealing project, and to me
creating an interview bit of work to go with it, so to show my
work and skill off more clearly.
This has lead me to the conclusion that when I have a project
in the future, I need to film and plan a lot more footage than I
need. It is better to have more than I need, rather than none
at all. This is because you can still make your project the
length and quality that you want with too much footage, and
can not make much with too little footage.
30. Which skills do you think you have
develop most?
I think this year I have developed my time management,
editing and camera skills the most. I have learnt how to
effectively manage time through constantly leaving
myself with too little time at the start of the year, with
me leaning to give myself more contingency for aspects
that can take longer than planned. I have developed my
editing skills with Premier Pro this year, reaching a new
more skilful level. My camera skills are still quite basic,
but I have developed a lo from never having used a
camera at all, to understanding how they operate and
how to use them well. I have also learnt how to edit
audio with Adobe audition and record my own audio
effects, which is something I had no prior experience
with.
31. What area are aiming to specialise in
during Year 2?
For year 2 I want to specialise in film/video
production. This fits my goals for the future as I
want to eventually produce my own feature films,
and focusing in film and video production will help
lead onto this. I enjoy the editing process, creative
planning process and filming processes; these
aspects are all related to film/video production and
will help me be more knowledgeable on the
processes that go into making films, and aspects I
have to consider when making/planning my own
films.
Editor's Notes
Delete as appropriate. If you have not sat any resits, been at college last year or in FE education in previous years you can delete this slide.
Write a short paragraph about subjects you’ve already studied at school/college that have helped prepare you for your chosen courses at University- level 2 or GCSE level. What did you make? What skills did you learn? Why did this make you want to progress on and study further etc.
Talk about this course- Extended Diploma in Creative Media Production and Technology. Reference how it has helped you prepare for your chosen courses at University. What did you make? What skills did you learn? Why did this make you want to progress on and study further etc.
Reference specific projects and software/hardware that you are familiar with.
What do you want to do in the future (ensure it is related to the subjects you are applying for). How will university help you to achieve that?
What do you do outside college? Any hobbies, part time jobs, client work, volunteer work? How does this make you a better candidate for university study?
What do you do outside college? Any hobbies, part time jobs, client work, volunteer work? How does this make you a better candidate for university study?
Summarise why you want to go to university. What will it help you achieve? Why are you a good candidate?
Keep it short and to the point.
Brief introduction referencing what subject/s (keep general if necessary) you are applying for and briefly why you want to go to university.
Think about specific elements of projects and which you’ve enjoyed most
We learn from our mistakes! So you need to talk about them!
This isn’t just technical skills with cameras, software, etc, it could be skills in time management and organisation, etc
Think about why this specialisation, how it fits with your goals for the future, etc.