- Elisabeth Banks is applying to study BSc (Hons) Film and Television Production at York University. She has achieved good GCSE grades including English Language, English Literature, Maths, Combined Science, Computer Science, and Religious Studies.
- Currently, she is studying an Extended Diploma in Creative Media Production and Technology at York College where she has gained experience producing music videos, album covers, video games, film trailers, shorts films, and advertisements.
- She is interested in working in film production at a multimedia company in the future and feels a university course will provide her with additional skills and experience needed for a career in the industry.
James Cooper-Abel is applying for a game design course and has a passion for video games. He studied graphic design and art in secondary school which developed his creative skills. His current media course has helped him gain skills in Adobe programs and creating a music video, audio story, magazine cover and game animation. He wants to study game design at university to gain experience developing games and achieve his goal of becoming a game designer. In his spare time he enjoys playing video games which have inspired his career choice.
Hope Smith is applying to study film and media related degrees at university. She has taken relevant GCSE subjects like Creative Imedia and is currently studying Creative Media Production and Technology at college. Her goal is to become a creative director, especially in the music industry. She has experience filming and editing videos through college coursework and personal projects. University will allow her to gain a wider range of knowledge and skills to pursue her career goals and be attractive to future employers.
Ellie Jones is applying to study film and television or film practice at the London College of Communication, which is part of the University of Arts London. She has a passion for film and wants to become a director. Her UCAS application details her academic history in media-related subjects and her current study in a creative media production course. She believes a university course will help her gain skills and experience to pursue her dream career in film directing. Her personal statement outlines her leadership experience and time management skills that will help her succeed at university.
Btec creative media production introductionJaskirt Boora
This document provides information about the BTEC Creative Media Production Certificate course, which is equivalent to 1 AS level. The course involves 4 units covering pre-production techniques, communication skills, page layout and design, and photography. Students will learn print-based media skills like magazine design, DSLR photography, and journalistic communication. Examples of print media, student work, and costs are also outlined. Potential future pathways mentioned include journalism, creative media production, and graphics.
This document provides a summary of the applicant's education history and qualifications, including:
- GCSE results from 2017-2018 in various subjects.
- BTEC and UAL qualifications in creative media production from 2018-present, including unit grades and final grades.
- A list of potential university courses for film and media-related subjects, including course details and the applicant's rating of suitability.
This document contains information about the applicant's education history including GCSE and diploma qualifications and grades achieved. It also includes details of several university courses the applicant is considering and rankings of their suitability. The highest ranked courses are BA (Hons) Film and Television Studies at the University of Lincoln and BA (Hons) Film and Media Studies at Manchester Metropolitan University.
This document provides a summary of the student's educational qualifications and experience. It includes their GCSE results from 2017-2018, as well as grades from BTEC and UAL diplomas in creative media production from 2018-2019. It also lists several university course options the student is considering and provides links, entry requirements, course content summaries and ratings for how suitable each option seems.
This applicant is applying to study digital media production at university. They have a passion for design and want to further develop their skills and knowledge in this area. They have experience studying creative media at college where they gained skills in areas like film, animation, print design and web design. They see university as a way to focus their passion, expand their skills and prepare for a career in the evolving digital media industry, particularly virtual and augmented reality. Outside of education they have work experience that has helped develop communication and teamwork skills.
James Cooper-Abel is applying for a game design course and has a passion for video games. He studied graphic design and art in secondary school which developed his creative skills. His current media course has helped him gain skills in Adobe programs and creating a music video, audio story, magazine cover and game animation. He wants to study game design at university to gain experience developing games and achieve his goal of becoming a game designer. In his spare time he enjoys playing video games which have inspired his career choice.
Hope Smith is applying to study film and media related degrees at university. She has taken relevant GCSE subjects like Creative Imedia and is currently studying Creative Media Production and Technology at college. Her goal is to become a creative director, especially in the music industry. She has experience filming and editing videos through college coursework and personal projects. University will allow her to gain a wider range of knowledge and skills to pursue her career goals and be attractive to future employers.
Ellie Jones is applying to study film and television or film practice at the London College of Communication, which is part of the University of Arts London. She has a passion for film and wants to become a director. Her UCAS application details her academic history in media-related subjects and her current study in a creative media production course. She believes a university course will help her gain skills and experience to pursue her dream career in film directing. Her personal statement outlines her leadership experience and time management skills that will help her succeed at university.
Btec creative media production introductionJaskirt Boora
This document provides information about the BTEC Creative Media Production Certificate course, which is equivalent to 1 AS level. The course involves 4 units covering pre-production techniques, communication skills, page layout and design, and photography. Students will learn print-based media skills like magazine design, DSLR photography, and journalistic communication. Examples of print media, student work, and costs are also outlined. Potential future pathways mentioned include journalism, creative media production, and graphics.
This document provides a summary of the applicant's education history and qualifications, including:
- GCSE results from 2017-2018 in various subjects.
- BTEC and UAL qualifications in creative media production from 2018-present, including unit grades and final grades.
- A list of potential university courses for film and media-related subjects, including course details and the applicant's rating of suitability.
This document contains information about the applicant's education history including GCSE and diploma qualifications and grades achieved. It also includes details of several university courses the applicant is considering and rankings of their suitability. The highest ranked courses are BA (Hons) Film and Television Studies at the University of Lincoln and BA (Hons) Film and Media Studies at Manchester Metropolitan University.
This document provides a summary of the student's educational qualifications and experience. It includes their GCSE results from 2017-2018, as well as grades from BTEC and UAL diplomas in creative media production from 2018-2019. It also lists several university course options the student is considering and provides links, entry requirements, course content summaries and ratings for how suitable each option seems.
This applicant is applying to study digital media production at university. They have a passion for design and want to further develop their skills and knowledge in this area. They have experience studying creative media at college where they gained skills in areas like film, animation, print design and web design. They see university as a way to focus their passion, expand their skills and prepare for a career in the evolving digital media industry, particularly virtual and augmented reality. Outside of education they have work experience that has helped develop communication and teamwork skills.
This applicant is applying to film production degree courses. They received grades of 3-6 in their GCSEs, including a 3 in French. They have completed a Level 3 Diploma in Creative Media Production and Technology at York College, achieving a PASS grade. They are currently completing a Level 3 Extended Diploma in the same subject area at York College. The applicant has listed several film production degree courses they are interested in and provided ratings for how suitable they feel each course is for them based on location, content, and opportunities. Their highest rated courses emphasize practical skills development and the ability to specialize in an area of film production.
This document contains Oscar-Gibb's UCAS application which includes details of their academic history, current studies, and future plans. Their academic history shows they studied media and creative subjects at GCSE level and are currently in the second year of a UAL Diploma in Creative Media Production and Technology. They provide details on 4 university courses they are applying to for Media Production degrees and rate their suitability for each course.
Stephen Royle is applying to university to study film and television production. He has a background in media studies and is currently studying a diploma in creative media production. He wants to become a camera operator and believes university will help him gain hands-on experience, technical skills, and industry connections to achieve this goal. He has experience doing film work outside of school and aspires to progress further in the field.
This applicant is currently studying an Extended Diploma in Creative Media Production and Technology. They enjoy using creative software like Photoshop and Premiere Pro. Their favorite project so far was making a music video, which has sparked an interest in studying video production further. They want to specialize in a creative field at university to pursue a career they are passionate about. Outside of college, they work part-time and volunteer, helping to build independence and life skills. Their top choices for university study are filmmaking, prop making, and visual effects due to the versatile career opportunities in these fields.
Harry Morton is applying to university film programs with a background in creative media studies. He has achieved strong grades in his GCSEs and Level 3 Diploma in Creative Media Production. His top choice is the Media Production: Film and Television BA at York Saint John, which he rates a 10/10 suitability. He hopes to become a cinematographer and feels the film-focused degrees he is applying to will help improve his skills and achieve this career goal.
This document provides information and tasks for students completing the BTEC Level One/Two Tech Award in Creative Media Production. It outlines 10 tasks for developing digital media production skills related to digital publishing. The tasks involve creating slideshows on digital texts and interactive elements, designing advertisements and tutorials, and developing a digital newsletter. Students are expected to apply skills in software like Photoshop and gather audience feedback to review and improve their work. The final task indicates that students will use feedback to refine their digital newsletter before submission. Completing the tasks helps students learn practical skills while gaining an understanding of digital publishing concepts and processes.
Harry Borwell is applying to university film and TV production courses through UCAS. He has a history of studying creative media qualifications including BTECs in science, IT and work skills at GCSE level and levels 1-3 in creative media at college. His current study is a level 3 extended diploma in creative media production and technology where he has completed units on TV advertising, audio drama production, magazine design, music videos and video game design. He indicates a strong interest in gaining independence through university study away from home in Manchester.
Luke Ross is applying to university to study film production courses. He has a background in media studies where he discovered his interest in filmmaking. His current studies involve filmmaking, editing, and visual effects. He enjoys editing film and wants to improve his skills in areas like color grading. Outside of school, he writes stories and plays sports to stay active. He believes university is the next step to advancing his filmmaking career.
This document outlines the course requirements for a BTEC Level One/Two Tech Award in Creative Media Production unit on film studies. Students will complete three tasks analyzing film posters and scenes from Spider-Man (2002) and Spider-Man: Homecoming (2017), exploring how technical elements construct meaning and audience relationships. Deadlines are provided for submitting each task. Guidelines are given on equipment use, backing up work, and contacting the teacher. Recommended reading materials are also listed.
This document contains Buzzword's UCAS application. It includes details of their grades from GCSEs and college courses in Creative Media Production. Buzzword lists 5 university course choices for Graphic Design, including comments on suitability. Their personal statement discusses their academic history in Design Technology and Creative Media, desire to pursue graphic design, relevant skills developed through college and football, and how university will help achieve career goals.
BTEC Level 3 National in Creative Media Production at South Island School. Information leaflet for Year 11 students choosing their options for Year 12.
Harry is currently studying a Level 3 Extended Diploma in Creative Media Production at college. He has enjoyed learning skills in Photoshop, Audition, and Premiere Pro and producing a variety of media like magazines, advertisements, podcasts, music videos and video games. These projects tested his storytelling, planning, scriptwriting and editing abilities. His favorite unit was making a music video, which provided practical filming and editing experience. Over the summer, he toured ITV Studios in London to learn about live television production.
This document provides information on a unit related to pre-production techniques for creative media industries. The unit aims to develop learner's understanding and skills in planning for production and post-production by covering requirements like resources, health and safety issues, and organizing deployment. Successful pre-production requires research and planning to ensure all elements are in place for production.
Towards quality in e learning quality assurance - epprobate international cou...Marjan Milošević
This document discusses quality assurance in e-learning and the Epprobate international quality label for e-learning courseware. It provides background on e-learning quality, certification approaches, and the BADEN project. It then describes the aim, objectives, procedure, self-assessment document, evaluation process, and quality grid of the Epprobate label. The conclusion states that Epprobate makes progress in addressing challenges of internationalization, distinguishing quality assurance scales, and using an objective yet not overly complex methodology.
Faith Fomekong is applying to study marketing at university. She has a background in creative media production from college, where she gained skills in video editing, photography, and software. She is interested in a career in media marketing. Outside of college, Faith plays basketball to improve her teamwork and communication. She believes her creative skills and work experience braiding hair have prepared her to be customer-focused. Faith aims to further develop her skills and knowledge through a marketing degree program.
This document provides the specification for AQA's A-Level Media Studies course. It outlines the subject content, assessments, and administration of the course. Key points include:
- The course focuses on close study of media products and the contexts of media through four areas - media language, representation, industries, and audiences.
- Students will complete two written exams and a non-exam assessment creating a cross-media production.
- Exams assess knowledge of unseen media and require analysis and extended responses. The non-exam assessment is coursework.
- Detailed content is provided on theoretical frameworks for studying media language, representation, industries, and audiences. Close study products are also specified for in-depth
Tribeca Flashpoint Academy is an immersive media arts college that focuses on hands-on, real-world training through client projects and industry mentorship. Students work with professionals and collaborate across disciplines from their first semester. The program emphasizes gaining experience through productions, internships, and career services to prepare graduates for jobs in fields like film, animation, games, design and audio.
Jay Birkin is applying to university through UCAS. He has achieved a Merit grade in his Level 3 Diploma in Creative Media Production and Technology and is predicted a Merit for his second year. He is considering courses in Games and Digital Media, Video Games Digital Art, Games Design, Filmmaking, and Visual Effects and Animation. The Visual Effects and Animation course at Leeds Beckett University is rated as the most suitable with a 9 out of 10.
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
Here are a few key points about your current study:
- You are currently studying an Extended Diploma in Creative Media Production at Level 3.
- The course is providing you with a wide range of knowledge and skills relevant to film and media production, including pixel animation, sound design, photography, photo editing with Photoshop, and video editing.
- Subjects like photography, Photoshop, and video editing are giving you hands-on experience with tools and techniques used in the film industry.
- The broad range of media production topics covered in the course are well-suited to preparing you for further study and a career in film.
Nathan is applying to study filmmaking at university. He has studied media for 6 years in secondary school and college, developing skills in editing software. Currently in college, he is studying level 3 media and has created several projects for his final major project, such as an advert and magazine, to prepare for a career in advertising. Nathan plays sports outside of college to improve his teamwork and resilience. He is determined to develop his skills further at university in order to work in media and achieve his goal of a career in advertising through roles like camera operator.
This applicant is applying to film production degree courses. They received grades of 3-6 in their GCSEs, including a 3 in French. They have completed a Level 3 Diploma in Creative Media Production and Technology at York College, achieving a PASS grade. They are currently completing a Level 3 Extended Diploma in the same subject area at York College. The applicant has listed several film production degree courses they are interested in and provided ratings for how suitable they feel each course is for them based on location, content, and opportunities. Their highest rated courses emphasize practical skills development and the ability to specialize in an area of film production.
This document contains Oscar-Gibb's UCAS application which includes details of their academic history, current studies, and future plans. Their academic history shows they studied media and creative subjects at GCSE level and are currently in the second year of a UAL Diploma in Creative Media Production and Technology. They provide details on 4 university courses they are applying to for Media Production degrees and rate their suitability for each course.
Stephen Royle is applying to university to study film and television production. He has a background in media studies and is currently studying a diploma in creative media production. He wants to become a camera operator and believes university will help him gain hands-on experience, technical skills, and industry connections to achieve this goal. He has experience doing film work outside of school and aspires to progress further in the field.
This applicant is currently studying an Extended Diploma in Creative Media Production and Technology. They enjoy using creative software like Photoshop and Premiere Pro. Their favorite project so far was making a music video, which has sparked an interest in studying video production further. They want to specialize in a creative field at university to pursue a career they are passionate about. Outside of college, they work part-time and volunteer, helping to build independence and life skills. Their top choices for university study are filmmaking, prop making, and visual effects due to the versatile career opportunities in these fields.
Harry Morton is applying to university film programs with a background in creative media studies. He has achieved strong grades in his GCSEs and Level 3 Diploma in Creative Media Production. His top choice is the Media Production: Film and Television BA at York Saint John, which he rates a 10/10 suitability. He hopes to become a cinematographer and feels the film-focused degrees he is applying to will help improve his skills and achieve this career goal.
This document provides information and tasks for students completing the BTEC Level One/Two Tech Award in Creative Media Production. It outlines 10 tasks for developing digital media production skills related to digital publishing. The tasks involve creating slideshows on digital texts and interactive elements, designing advertisements and tutorials, and developing a digital newsletter. Students are expected to apply skills in software like Photoshop and gather audience feedback to review and improve their work. The final task indicates that students will use feedback to refine their digital newsletter before submission. Completing the tasks helps students learn practical skills while gaining an understanding of digital publishing concepts and processes.
Harry Borwell is applying to university film and TV production courses through UCAS. He has a history of studying creative media qualifications including BTECs in science, IT and work skills at GCSE level and levels 1-3 in creative media at college. His current study is a level 3 extended diploma in creative media production and technology where he has completed units on TV advertising, audio drama production, magazine design, music videos and video game design. He indicates a strong interest in gaining independence through university study away from home in Manchester.
Luke Ross is applying to university to study film production courses. He has a background in media studies where he discovered his interest in filmmaking. His current studies involve filmmaking, editing, and visual effects. He enjoys editing film and wants to improve his skills in areas like color grading. Outside of school, he writes stories and plays sports to stay active. He believes university is the next step to advancing his filmmaking career.
This document outlines the course requirements for a BTEC Level One/Two Tech Award in Creative Media Production unit on film studies. Students will complete three tasks analyzing film posters and scenes from Spider-Man (2002) and Spider-Man: Homecoming (2017), exploring how technical elements construct meaning and audience relationships. Deadlines are provided for submitting each task. Guidelines are given on equipment use, backing up work, and contacting the teacher. Recommended reading materials are also listed.
This document contains Buzzword's UCAS application. It includes details of their grades from GCSEs and college courses in Creative Media Production. Buzzword lists 5 university course choices for Graphic Design, including comments on suitability. Their personal statement discusses their academic history in Design Technology and Creative Media, desire to pursue graphic design, relevant skills developed through college and football, and how university will help achieve career goals.
BTEC Level 3 National in Creative Media Production at South Island School. Information leaflet for Year 11 students choosing their options for Year 12.
Harry is currently studying a Level 3 Extended Diploma in Creative Media Production at college. He has enjoyed learning skills in Photoshop, Audition, and Premiere Pro and producing a variety of media like magazines, advertisements, podcasts, music videos and video games. These projects tested his storytelling, planning, scriptwriting and editing abilities. His favorite unit was making a music video, which provided practical filming and editing experience. Over the summer, he toured ITV Studios in London to learn about live television production.
This document provides information on a unit related to pre-production techniques for creative media industries. The unit aims to develop learner's understanding and skills in planning for production and post-production by covering requirements like resources, health and safety issues, and organizing deployment. Successful pre-production requires research and planning to ensure all elements are in place for production.
Towards quality in e learning quality assurance - epprobate international cou...Marjan Milošević
This document discusses quality assurance in e-learning and the Epprobate international quality label for e-learning courseware. It provides background on e-learning quality, certification approaches, and the BADEN project. It then describes the aim, objectives, procedure, self-assessment document, evaluation process, and quality grid of the Epprobate label. The conclusion states that Epprobate makes progress in addressing challenges of internationalization, distinguishing quality assurance scales, and using an objective yet not overly complex methodology.
Faith Fomekong is applying to study marketing at university. She has a background in creative media production from college, where she gained skills in video editing, photography, and software. She is interested in a career in media marketing. Outside of college, Faith plays basketball to improve her teamwork and communication. She believes her creative skills and work experience braiding hair have prepared her to be customer-focused. Faith aims to further develop her skills and knowledge through a marketing degree program.
This document provides the specification for AQA's A-Level Media Studies course. It outlines the subject content, assessments, and administration of the course. Key points include:
- The course focuses on close study of media products and the contexts of media through four areas - media language, representation, industries, and audiences.
- Students will complete two written exams and a non-exam assessment creating a cross-media production.
- Exams assess knowledge of unseen media and require analysis and extended responses. The non-exam assessment is coursework.
- Detailed content is provided on theoretical frameworks for studying media language, representation, industries, and audiences. Close study products are also specified for in-depth
Tribeca Flashpoint Academy is an immersive media arts college that focuses on hands-on, real-world training through client projects and industry mentorship. Students work with professionals and collaborate across disciplines from their first semester. The program emphasizes gaining experience through productions, internships, and career services to prepare graduates for jobs in fields like film, animation, games, design and audio.
Jay Birkin is applying to university through UCAS. He has achieved a Merit grade in his Level 3 Diploma in Creative Media Production and Technology and is predicted a Merit for his second year. He is considering courses in Games and Digital Media, Video Games Digital Art, Games Design, Filmmaking, and Visual Effects and Animation. The Visual Effects and Animation course at Leeds Beckett University is rated as the most suitable with a 9 out of 10.
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
Here are a few key points about your current study:
- You are currently studying an Extended Diploma in Creative Media Production at Level 3.
- The course is providing you with a wide range of knowledge and skills relevant to film and media production, including pixel animation, sound design, photography, photo editing with Photoshop, and video editing.
- Subjects like photography, Photoshop, and video editing are giving you hands-on experience with tools and techniques used in the film industry.
- The broad range of media production topics covered in the course are well-suited to preparing you for further study and a career in film.
Nathan is applying to study filmmaking at university. He has studied media for 6 years in secondary school and college, developing skills in editing software. Currently in college, he is studying level 3 media and has created several projects for his final major project, such as an advert and magazine, to prepare for a career in advertising. Nathan plays sports outside of college to improve his teamwork and resilience. He is determined to develop his skills further at university in order to work in media and achieve his goal of a career in advertising through roles like camera operator.
This document contains information about Shanice Yates' UCAS application, including her academic history, current studies, future goals, and personal statement. She is applying to study BA courses in Creative Advertising, Future Media Production, Digital Media, Graphic Design, and Graphic and Media Design. Her current media course has helped her develop skills in Photoshop, Illustrator, and Premiere Pro. She hopes to work in advertising, print, or graphic design after university and feels these degree courses will help her build her portfolio and gain the necessary qualifications for these careers.
This document contains Bailey Furman's UCAS application. It includes details of their academic qualifications including GCSE and UAL grades. It lists three university course options that Bailey is interested in - Film, Photography and Media BA at Leeds University, Creative Technologies and Performance at Liverpool LIPA University, and Film and Media at Newcastle University. Bailey's personal statement discusses their academic history, current study of Creative Media, goals of working in film or photography, experience doing photography and video editing outside of college, and desire to further their education and career prospects through university study focused on film production and photography.
This applicant is applying to film and television production courses at university. They have experience studying creative media production at levels 2 and 3, where they gained skills in filming, editing, and other production techniques. They enjoy hands-on media production work and have a passion for filmmaking. The applicant believes attending university will help them acquire new skills, expand their knowledge, and work on larger projects, bringing them closer to their goal of a career in the media industry.
This document is a UCAS application for Liv Crossley applying to study film production. It includes details of her GCSE grades, proposed university courses, personal statement, academic history, current study, future goals, outside interests and conclusion. The applicant is aiming to study film production and eventually work in the TV industry as a producer or director. Several course options in filmmaking are listed, including at York College, Met Film School London, University of Salford and Screen Film School in Manchester.
Hannah Wilkinson is applying to filmmaking degree programs and has provided her academic history and qualifications. She received mostly average GCSE results with her highest grades being in English, History, and Food Technology. In college, she earned a PASS grade in her first year and studied subjects like Media Studies and Film Studies. For her final major project, she wrote and produced a short sci-fi film to strengthen her Premiere Pro and time management skills. She hopes to pursue directing and screenwriting after university and feels film school will help her improve her practical and writing abilities.
The document provides an overview of Lily Ajaib's academic qualifications and grades from GCSEs and college courses, as well as details of her proposed university filmmaking degree options and personal statement. It discusses her interests in filmmaking, photography, and videography developed through art and media college courses, and her goal of specializing in cinematography or concert photography at university to pursue a career in the creative industries.
Lily has enjoyed her creative media course where she has explored filmmaking, photography, and audio production. She created a music video, audio horror story, game animation, and magazine spreads. For her final project, she took concert and architecture photos and shot a showreel. Lily wants to study film or media production in university to learn from industry professionals and build a career as a cinematographer, videographer, or photographer. Completing a degree would provide experience, connections, and opportunities to freelance after graduation.
Alfie Jones is applying to university through UCAS to study media-related degrees. He has achieved strong GCSE results including grades 5-7. Currently, he is studying an Extended Diploma in Creative Media Production at York College where he has created various media projects developing skills in Adobe Premiere Pro, animation, and magazine design in Adobe Photoshop. Alfie is interested in studying either music or fashion media at university to further his career in the media industry. He works part-time jobs to support himself and plays football in his free time, demonstrating commitment.
Hannah Wilkinson has provided her UAL progression proforma detailing her academic history and qualifications, current study focusing on a creative media course, potential university courses and career goals in the television and film industry, specifically directing and screenwriting. The document also includes information on her personal statement, year 1 coursework review highlighting successes and areas for improvement, and goals to specialize in video making for year 2.
James Cooper-Abel is applying to study game design at university. He has a passion for video games and wants to experience developing and designing them. In secondary school, he studied graphic design, art, and DT, learning creative skills. His current media course has helped him develop skills in Adobe software and creating game animations and merchandise. He wants to study game design at university to gain experience writing stories, designing characters and worlds. In his free time, he enjoys playing video games for inspiration. University will help him achieve his goal of becoming a game designer and one day designing his own games.
The document provides information on three different university courses for film and media:
1) Leeds University offers a BA in Film, Photography and Media, ranking highly in the UK. The 3-4 year course covers foundations in year 1, specialization in year 2, and optional modules in year 3.
2) Leeds Art University offers a 3-year Filmmaking degree, starting with exploring roles in year 1, specializing in year 2, and focusing on portfolio/industry in year 3.
3) Met Film School in Leeds offers a 3-year Content, Media and Film Production course, teaching storytelling, social impact, fiction, branding, and building an online presence across levels 4-6.
The document discusses the author's plans to apply to university to study film and media production after completing their current BTEC course. They have chosen to apply to Sunderland, Manchester, Teesside, and Northumbria Universities based on course offerings and location. For each university, they provide details on the specific courses they are applying for, such as Film Production or Film and Media Studies, and discuss factors like entry requirements, course content and focus, and considerations around accommodation needs.
Oliver Coleman is applying to university through UCAS to study media-related subjects like graphic design, video game design, journalism, and media. He achieved a range of GCSE grades from 3-5 and earned a Level 3 Diploma in Creative Media Production with a Pass grade. Oliver enjoys hands-on, practical lessons and independent work. He is currently studying a Level 3 Media course that allows freedom in project content and development of skills like Photoshop and Premiere. Oliver ultimately wants to work in media fields like video games, journalism, or advertising, and university will help him develop the necessary skills and qualifications to pursue this career path.
Samuel Schoettner is applying to film production and filmmaking degree programs. He has studied film studies at GCSE level and completed a level 3 diploma in creative media and production technologies, where he gained experience making short films and improving his technical skills. He achieved distinction grades. Schoettner is passionate about filmmaking and wants to pursue it further through a university degree to expand his knowledge and skills and ultimately work as a director or cinematographer. He believes university can help him determine which specialization is the best fit and provide opportunities to work on ambitious projects.
The document discusses two degree programs - a BA in Social Media Management and a BA in Film and Media - at the University of Sunderland.
The Social Media Management degree develops skills in content creation, social media management, and public relations. Students learn to create and analyze social media content, manage campaigns, and communicate strategically. The degree includes work placements and practical experience.
The Film and Media degree combines academic study with practical film production. Students explore film history and theory while gaining production skills. Core modules cover topics like scriptwriting, cinematography, and analyzing factual media. Assessments include essays, projects, and exams.
Rhys Sadler-Scott is applying to film production programs at three universities. He has a passion for film and media that began with his English GCSE, where he analyzed how language was used in films. His current study has improved his skills in Adobe programs like Premiere Pro. He has enjoyed projects like documentaries and web series that have taught him about filmmaking processes. Rhys wants to study screenwriting and story production at university to further expand his skills and learn from professional filmmakers.
Louis Biddles has applied to study film production at university and has included details of his academic qualifications and experience in filmmaking through his current creative media course, where he has developed skills in camerawork, editing, and Photoshop. He is passionate about working in the film industry after university and has researched several film production degree courses that would allow him to further improve his practical filmmaking abilities.
The document describes the author's experience being diagnosed with Type 1 Diabetes at age 12, including symptoms leading to diagnosis, initial treatment in the hospital learning how to manage their condition, and subsequent struggles with insulin injections that required regular visits from a psychologist and nurse to help overcome. After diagnosis, the author faced challenges adjusting to life with Type 1 Diabetes and learning how to properly manage their condition through insulin therapy.
Mahi Iftikhar has directed episodes of shows like 24 Hours in A&E. The document analyzes an episode they directed called "Never Let Me Go" which uses techniques like shallow focus interviews and personal stories that make the serious topics feel more light-hearted. These techniques may be useful for the student's own production.
Jess Stevenson directed photography for an episode of "Stacey Dooley's Back on the Psych Ward" which used shallow focus interviews in natural environments to feel realistic. It included a variety of shot types of interviews and existing patient footage to feel comforting and realistic. These techniques increased production quality and may be useful for the student's project.
The student plans to create an informative
The student created a social media website layout design and a travel video about York for a group project. For the website design, the student included common features like the logo, search bar, navigation bar, and individual posts. For the video, the student researched locations in York, created a shot list and editing plan, and produced a first draft which was then improved based on feedback. The student felt they gained experience with group work and video skills. Challenges included issues filming locations and technical problems, but the student solved these through alternative footage or adjustments. Overall, the student rated their work as "good" and felt it effectively targeted their intended 16-24 year old audience through its focus on travel and use of conventions for
The document provides details on a planned travel guide video for York, England. It includes initial thoughts on themes related to time, grouping of ideas, and potential locations in York related to history and nightlife. Production details are outlined such as equipment, personnel, shot lists, editing plans, scripts, and scheduling. Risks and contingencies are also considered, such as weather, equipment issues, and filming permissions. The goal is to create a 1-2 minute video appealing to 16-24 year olds through various shots of attractions, facts, and a focus on both daytime and nighttime activities in York.
The document discusses Instagram as a social media platform. It notes that Instagram primarily targets a younger audience and allows users to post photos and videos in different ways. It has added features like Reels and Stories over time to stay engaging. Instagram uses a simple and clear interface that makes it easy to navigate and post content. Users can post about any topic and use hashtags to filter content. The simple yet colorful gradient logo represents the platform's focus on creative content. Overall, the personalized experience makes Instagram suitable for all interests.
The document discusses Instagram and its target audience. It notes that Instagram primarily targets a younger audience, as shown in the left chart. The platform allows users to post photos and videos in different ways, such as standard posts, reels (Instagram's version of TikTok), and stories (taken from Snapchat). Over time, Instagram has added new features to stay relevant to its target audience and trends. The simple and clear icons and layout make Instagram easy to navigate and create posts on. Hashtags help users filter content by their preferences. The colorful gradient logo represents the artistic nature of the content users can post on the platform. Overall, Instagram provides a personalized experience for users across different interests.
The document discusses Instagram and its target audience. It notes that Instagram primarily targets a younger audience, as shown in the left chart. The platform allows users to post photos and videos in different ways, such as standard posts, reels (Instagram's version of TikTok), and stories (taken from Snapchat). Over time, Instagram has added new features to stay relevant to its target audience and trends. The simple and clear icons and layout make Instagram easy to navigate and create posts on. Hashtags help users filter content by their preferences. The colorful gradient logo represents the artistic platform where users can freely post any content. Overall, Instagram provides a personalized experience for users across different interests.
Elisabeth Banks created a fanzine about musician Ariana Grande. She undertook research on fanzines, Ariana Grande, and her target audience. This helped develop her project and determine what content to include. Her development process included creating a style sheet, mood board, content outline, page layouts, and production schedule. The final fanzine consisted of 12 pages covering various aspects of Ariana Grande's life and career. While the writing process took the most time, Elisabeth was ultimately pleased with the final product and felt it effectively conveyed the information to her target audience.
This document outlines the production process for a book by Elisabeth Banks. It details the completion of interviews and the evolution of designs for the front and back covers as well as each page from pages 1 through 10 of the book.
Elisabeth Banks is creating a fanzine about singer Ariana Grande. She will cover Grande's childhood, music career including albums and tours, achievements, controversies, personal life including marriage, and her fragrance line. Banks will take her own photos, conduct fan interviews, and design the fanzine in Adobe software. She has outlined content, equipment needs, style guidelines, and a production schedule to complete the fanzine in three weeks.
The document provides information on several film and media theories:
- The auteur theory states that a film reflects the director's artistic vision through recurring themes and techniques.
- Reception theory suggests media texts are encoded by producers and decoded differently by audiences.
- The hypodermic needle model views audiences as passive recipients of media messages.
- The male gaze portrays women as sexual objects for the male audience.
The document also includes biographical information on renowned nature documentarian Sir David Attenborough.
Elisabeth Banks proposes creating a fanzine about singer Ariana Grande. The fanzine will cover Grande's life and career from childhood to future projects. It will also discuss controversies like backlash from the Manchester attack. Banks will interview Grande fans about meeting her and her music. The target audience is fans aged 16-24. Banks will use pink and purple colors associated with Grande in the layout. Research will include fanzines and information about Grande. Evaluation will include self-assessment and comparing the finished project to the initial proposal.
The document provides details for researching topics to include in a fanzine about Ariana Grande. It outlines information about Ariana's childhood, discography including albums and tours, major life events like the Manchester attack and Mac Miller's death, her relationship and marriage to Dalton Gomez, and her achievements. Research topics covered include Ariana's early interest in performing and horror, her albums and tours over the years, how she dealt with backlash after tragic events, and facts about her career accomplishments. The document aims to gather foundational information on these topics to determine what can be written about in more depth for the fanzine.
Elisabeth Banks is seeking experience in the film production industry and has intermediate skills in video editing, digital graphics, photo editing, and advertising design. She has worked as an events planner assistant for a tent rental company, which involved preparation, cleaning, and set up of rental items. She also worked as an after school club assistant, planning activities, supervising children, and ensuring safety procedures. She is currently studying for a Level 3 Extended Diploma in media after completing GCSEs.
The document outlines Elisabeth Banks' plans for producing a music video and album cover during COVID-19 lockdown. The video will be filmed from a first-person perspective showing a day at the coast to create feelings of freedom and happiness. It will be uploaded to YouTube to share these feelings with others affected by lockdowns. Equipment needs, locations, personnel, and a production schedule are discussed to complete the project in one filming day and five editing days. Risks like equipment failure or unsafe filming conditions are considered along with contingencies.
The document provides an evaluation of a production process project completed by Elisabeth Banks. It summarizes her research, planning, issues that occurred, and technical qualities of her music video and album cover. For her research, she analyzed production techniques, existing music videos, and conducted a questionnaire. Her planning included storyboards, structural breakdowns, and album cover designs. Issues included emotional stress from timing issues and technical problems with footage and transitions. Her finished products had strong editing, aesthetics, and audience appeal but could have been improved by making footage colors match the retro style more closely. She received peer feedback that praised elements like transitions but noted some clips were too long and colors could better reflect the filter.
The document discusses research conducted for a music video and CD cover project, including analyzing existing music videos and CD covers to identify common successful techniques, conducting a questionnaire to understand audience preferences, and compiling sources in a bibliography. Key aspects that will be incorporated include filming in first person, matching clips to the music, using color grading, featuring the artist, and including preferred beach activities based on the questionnaire results.
This document outlines Elisabeth Banks' initial plans for a student production project. She lists some potential project ideas including a music video, marketing materials, documentary, or charity advertisement. Her personal strengths are noted as video and audio production, digital marketing creation, on-location filming, and planning. She wants to choose a project that showcases her skills and that she will enjoy and connect with personally. A music video is selected that represents gaining freedom from lockdown and associates with good memories at the beach. Research is also presented on why she connects with the chosen song and how she can bring more life to it through her video. Her mood board focuses on bright beach scenes from a first-person perspective to influence the look and feel
The document outlines Elisabeth Banks' pre-production process for a music video, CD cover, and teaser video. The music video will be filmed from a first-person perspective and uploaded to YouTube to bring feelings of freedom and happiness to those affected by COVID lockdowns. Elisabeth will film using an iPhone head mount at 3 locations - her house, in a car, and at the coast. She has storyboarded the video and provided a structural breakdown. Elisabeth has also outlined her equipment, personnel, risks, and production schedule.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
5. University Course
Course Title BSc (Hons) Film and Television Production
UCAS Code W600
Link https://www.york.ac.uk/study/undergraduate/courses/bsc-film-television-production/
Location York University
Entry Requirements/
Qualification
GCSE Grades
UAL Grade • DDD
UCAS points
General Comments/ Course
Content
• Your first year will introduce you to some of the key technologies, core production processes
and major ideas and theories that drive film- and programme-making.
• n your second year you will hone your production skills and study a full range of professional
disciplines on the way towards creating your own projects.
• In your final year, you'll be able to make a statement about what you want to be in the
professional world: film-maker or programme-maker, technician or producer, writer or
director and more besides.
Rating/Suitability (0-10> 10
Being Most Suitable)
7/10
6. University Course
Course Title Film, Photography and Media BA
UCAS Code W600
Link https://courses.leeds.ac.uk/g619/film-photography-and-media-ba#section3
Location Leeds University
Entry Requirements/
Qualification
GCSE Grades
UAL Grade • DDD
UCAS points
General Comments/
Course Content
• Year one lays the foundations of the course by helping you to develop your academic and practice-
based skills. Core modules will introduce you to screenwriting as well as camera, editing and
photographic practices. You’ll then put these into context and build your critical skills with modules on
the history and theory of film and communications, and learn more about research in communication
and media that can help to inform practice.
• In the following year, you’ll expand and enhance your skills as you work on a short film project and
take further core modules in photography and cinema. You’ll also begin to specialise in topics that suit
your interests, career plans and abilities, with optional modules that range from motion graphics to
issues of genre in cinema and the role of technology in communication and the media.
• In your final year, you’ll choose from optional modules on topics like audience research, mobile
media, documentary journalism and international communication – and you could undertake a four-
week work placement to gain hands-on industry experience.
Rating/Suitability (0-
10> 10 Being Most
Suitable)
7/10
7. University Course
Course Title Film and Media
UCAS Code P303
Link https://www.ncl.ac.uk/undergraduate/degrees/p303/
Location Newcastle University
Entry Requirements/
Qualification
GCSE Grades
UAL Grade • DDD
UCAS points
General Comments/
Course Content
• You are introduced to documentary film-making as a field of academic study, and will become
comfortable with camera, audio, and editing technology. You'll undertake a range of
documentary film-making exercises, complemented by a screening-based module exploring
documentary film history.
•You build upon your film-making skills and undertake more complex and advanced film-making
exercises.
•You can also choose to explore issues, subjects, and themes within cultural studies in more
depth, and investigate areas of journalism practices and media studies.
•You have the option of a full-year dissertation documentary practice project produced in a crew,
or an individual written dissertation. These are opportunities to explore ideas and interests, as
well as demonstrate the film-making and research skills you've developed over the first two years
of the degree.
•You also continue to take options in cultural and media studies, or modules from further across
the University.
Rating/Suitability (0-10> 10
Being Most Suitable)
5/10
8. University Course
Course Title BA Media Production
UCAS Code W374
Link https://www.hull.ac.uk/study/undergraduate/media-production-ba-hons
Location Hull University
Entry Requirements/
Qualification
GCSE Grades
UAL Grade • DMM
UCAS points 112 points
General Comments/
Course Content
Year 1 You'll examine dimensions of film, cinematography, editing, and sound.You will learn about structures of modes of
screen storytelling. Get hands-on with filmmaking equipment in our studio and editing facilities. Develop understanding of
post-production workflows and how they tie to the on-set and pre-production stages of media production.
Year 2 - Stages of project development, planning, organisation, costing, feasibility, and broader social and legal
considerations. Understanding of digital production methods across a wide range of contexts, from traditional film
production to live performances and art installations.Develop skills in scenography, stage management, scriptwriting,
performance, and movement. practical project-based module supporting the development of specialised creative and
technical skills for production of sound and music.
Year 3- Project module allows you to carry out a substantial piece of work in your chosen area of specialism. Explore
technical skills relevant to professional practice. Refine your technique to an advanced level through practice
exercises. Plan your own creative film-making project.
Rating/Suitability (0-
10> 10 Being Most
6/10
9. University Course
Course Title Film and Media Studies - BA (Hons)
UCAS Code PW36
Link https://www.kent.ac.uk/courses/undergraduate/3758/film-media-studies
Location Kent University
Entry Requirements/
Qualification
GCSE Grades
UAL Grade DMM
UCAS points
General Comments/
Course Content
• Our new Film and Media Studies degree is designed for students with a passion
for contemporary culture and a love of cinema. The Media component enables
you to study contemporary culture while undertaking creative practice, such as
filmmaking, photography, screenwriting, which in turn feed into your study of
Film, from its silent beginnings to present day to develop a critical appreciation
and awareness.
• The programme consists of a balance between the two disciplines of Media
Studies and Film, combining the core modules from each programme with a
balance of options from the two.
Rating/Suitability (0-
10> 10 Being Most
Suitable)
7/10
10. University Course
Course Title Film and Media Production
UCAS Code W600
Link https://www.staffs.ac.uk/course/film-media-production-ba
Location Staffordshire University
Entry Requirements/
Qualification
GCSE Grades
UAL Grade • DMM
UCAS points • 112
General Comments/ Course
Content
• Our first year will help you get an all-round knowledge in the field, including aspects of craft
skills for film production and the processes of film production, as well delving into non-fiction
film production, ideas and developments in pre-production and the study of cinema.
• In the second year, you will complete core modules in Advanced Craft Skills for Film
Production and Fiction film Production. This is also when you will have the chance to tailor
your course to your future career ambitions, selecting to continue studying film and media
production as a broad degree, or specialising in:
• In your final year, you’ll take your specialisms further by studying advanced modules in your
chosen specialism, as well as expanding further on the concepts of contextual studies and
research methods. Your course will culminate in a final personal presentation and portfolio
review, which will be negotiated with your supervisor, this will be tailored to your own
pathway and career ambition and demonstrate your knowledge of film and media
production.
Rating/Suitability (0-10> 10
Being Most Suitable)
7/10
12. Academic History
At school I studied creative imedia and graphic design at GCSE level. In creative imedia
I created a website, promotional poster for a new game, and produced a informational
video. In graphic design I created a movie poster and energy drink packaging. Studying
these ignited my interest in arts and design and media production.
The main skills I picked up at school are an understanding of the design process,
specifically it helped me to aprecate how many different and complexed stages are
involved in what would seem to be a simple product. My studies also helped me to
learn the basics of creative media along with graphic design both traditional and
digital. I also learnt to plan and organise my work in a more effective way, learning to
create work in draft plan storyboards etc.
13. Current Study
Currently I am studying an Extended Diploma in Creative Media Production and
Technology course at York College. During the course I have produced two music
videos, an album cover, designed a video game with animated examples and
promotional material, changed a films genre and created a trailer (comedy to
thriller), a short film (group project), advert for an energy drink (group project),
and a creepy audio story.
The skills I have learnt on this course are, how to fully plan a project, how to use
adobe software such as premiere pro, photoshop and audition, improved
my filming and editing skills, improved my image composition skills, learnt how to
create pixel art in photoshop along with how to animate pixel art in photoshop,
improved team work skills, and learnt how to put multiple audio files together.
This course has increased my interest in this sector specifically film production.
14. The Future
I would like to work at a multi media company
ideally in film production.
While the college course has provied me with a far
greater understanding of this area I apreciate that
there is signifcantly more to learn before I could be
considered for a job in the industry. I believe that a
univeristy based course will provide me with the
additional skills and experience I will need.
15. Outside College
I am fairly active outside of college. I enjoy working
on my own video projects, experimenting with the
tools available and getting as much practice as
possible.
I also spend time watching films and tv shows as
well as online gaming with my friends, this really
helps me unwind but also helps me to be more
creative with my work.
In addition I help my Mum expand and develop her
home sleepover business, through social
media, which she started this year.
16. Conclusion
I want to go to university so that I can continue to
grow as a person and gain a far greater
understanding of a subject which I am truly
passionate about. The course would give me the
skills to realise my ambition of working in the media
industry.
I would consider myself a good candidate as I am
hard working, passionate, and committed. It has
taken me several years to find a career path which
truly excites me and attending univeristy is the final
step towards realising my dreams and ambitions.
17. Introduction
I am applying for a subject in the creative media
and film production industry. I want to go to
university to study this as I believe it will allow
me to grow as a person and further my
understanding and improve my skills in this
sector. I believe going to university is the next
step to reaching my future goal.
Editor's Notes
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?
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.