1. Do keep on top of the papers and think about the topics that are relevant to your subject. If you are heading for an Economics interview, you might like to think about the impact of the budget on Britain or on your local area. Equally you may be interested in welfare reforms or tuition fees for undergraduates. If you are preparing for Law, Politics, Philosophy or History, you could think about Wikileaks and the right/wrong/effects of sharing ‘private’ information with the ‘public’.
2. Read, read, read! Not only does this improve your vocabulary and stretch your grammatical muscles but it should give you material to use as evidence in your Oxbridge interview. Further, you will be an entertaining dinner party guest when you are older!
3. Don’t worry too much about what to wear. Look smart, look clean and look confident. It’s great to make an effort, to show you care. Also remember not to wear so much perfume that you gas the interviewer, or so much jewellery that you could be mistaken for an orchestra!
4. You have been invited to interview because they are interested in you. Focus on yourself and do not get freaked out by the competition. Think about what makes you original and ensure that you have opinions and back these up with examples.
5. Think about what has worked for you in the past and don’t forget the power of breathing out and letting the air flow into your lungs. If you are still worried about nerves, read Gwyn’s tips below.

Tips on preparing for Oxbridge interviews and beyond

Gwyn Day works as an Educational Coach advising individual students and top UK Independent and State Schools on how to improve sixth form success. He is a Master Practitioner of NLP (Neuro-Linguistic Programming). Since 2001 he has worked for Oxbridge Applications providing interview advice to aspiring Oxbridge applicants. Here he gives his top tips on preparing for Oxbridge interviews, with a view to controlling stress.

This section looks at how you can conquer the fear of not knowing what to say so that potential shines through at interview.

Know how to use examples

One of the biggest mistakes interviewees make is giving fluffy, general answers without giving proof or examples to back up what they have said. As a general rule, steer clear of answers that someone with no detailed knowledge of the subject/concept could give. As an interviewee you need to demonstrate that you have understood the idea you are grappling with and your use of examples should demonstrate this.

Understand why you might need to use examples

An interviewee who uses examples helps interviewers to understand what they are interested in, and how they approach their chosen subject. If an applicant is forthcoming with examples (but not over the top), the interviewer does not have to work as hard. Further, if a student is generous with their ideas, it suggests they will be a keen contributor to academic discussions in the course of their studies, skills which might make them seem a favourable addition to a tutorial or class.

Build up a bank of examples, which you can confidently draw upon

This may seem obvious, but the majority of students still don’t do this!  You cannot predict what an interviewer will ask, but if you know what you think about certain topics, you will be much more confident when approaching the interview.

Compare and contrast

In an interview, a good applicant will show they can compare and contrast. It is likely that you have already started to do this as part of your normal school work. In English Literature, a range of examples linking themes in A level texts with wider reading  across time periods, for example the use of landscape as an additional character, the importance of animal motifs or the role of science, can be extremely useful to demonstrate effort and genuine interest. You can read more about this in the next chapter.

Know how to roll with the punches

If the interviewer does not question you further on the topics you are interested in, this should not matter. The bank of examples you have made should serve to allow you to create logically structured argument on the spot!

Understand what type of question you may be asked

Your answer will depend on which of the three main types of question is asked i.e. factual, opinion or linking.

A fact-based question

If it is a fact-based question, designed to test your memory, pause to allow your brain, which will already be moving quickly because of the adrenalin rush of the situation, to gather up the salient points. When you start speaking, slow down to give you more gravitas. The admissions tutors understand how important the interview is to you and know that students often rush. The more in control and demonstrably focused/interested you are in the ideas under discussion, the better you will do.

An opinion-based question

If it is an opinion based question (including ethics) your ‘answer’ will not be simply to reel off facts but to answer: ‘I think XYZ because REASON 1, REASON 2, REASON 3, although I appreciate ABC counterpoints’.

A linking question

The most searching question type is the ‘linking,’ for example ‘Tell me about a banana” OR “What did you see on your way here today that tells you about the state of the British economy?”

Many students make the common mistake of immediately jumping into too much detail. For example, I saw rubbish bins were full, I saw buses and a lot of people. They fall into the trap of telling a story. Instead, the best way to approach these types of questions is to think about the big picture. For example, what do I know are the big issues in the UK economy (weak pound, immigration, public deficit/austerity measures) and then demonstrate how those issues are manifested by things you saw.

Practice is the key to confidence. Interviewers have different styles and the more opportunities you take to practice your moves, the more confident you will become. 

‘Well I’ve always been told that I just need to be myself – so why do I need advice on that? I don’t want to be a robot.’

I counter this with the challenge: think about your behaviour in different scenarios. Do you behave in the same way with your parents, a group of friends, your sports/music/drama peers, in a part time job or on work experience? For most people the answer is ‘no’.  You will have your own personal interview style and as in any new situation it takes time to learn the rules of engagement and how you as an individual can show yourself at your best.

Remember....now is not the time to read every book under the sun. Take time to reflect and digest what you have read. The quality of your reading is as, if not more, important than the quantity of reading you have done. Can you the arguments in the books you have read? Do you agree or disagree with the points made? Have you got your own opinions on the subject?

Good luck! Make sure you enjoy your interview, whatever happens! It is a great experience to have.

If you would like more advice, give Jane, Charlotte or Sarah a call between 9-6.30pm on 0207 499 2394.

The A level enigma

It’s that time of year again:   The days are hot and more or less sunny; the jingle of an ice cream van rises on the wind and a familiar question sweeps the broadsheets of our fair land.  Are A levels getting easier?

When the results come in on Thursday morning certain cynics will roll their eyes at yet another record breaking year.  Even as an impartial outside observer, it can be difficult not to see some truth in the accusations.   How can each successive year out-do the previous one if it isn’t something to do with the exam?   Surely the chemicals in the water can’t be that effective. 

So what is going on?

The UK’s three major exam boards, AQA, Edexcel and OCR, which set the A level papers are in turn moderated by Ofqual, the government’s Office of Qualifications and Examinations Regulation.   Ofqual states that the levels of questions is roughly even between all three boards and roughly equivalent to the exams of previous years.   Chief Executive Isabel Nisbet says “Whatever grades candidates achieve, they can be confident that they have not been unfairly disadvantaged, or advantaged, because they took their exam with one board and not another.”   It seems that the A levels themselves aren’t getting any easier.  So where does the negative press come from?

Andrew Gilligan’s article in the Telegraph this weekend delved deeper.   Edexcel, now owned by the giant publisher Pearson, runs seminars in some subjects for teachers and students designed to show how to ‘structure’ the ‘perfect’ answer and ‘meet the requirements [of] the generic mark scheme’ - all for a not so small fee.  The problem, it seems, is not that the exams are getting easier, but that schools and pupils are simply being given the answers; that once elusive A grade is fast becoming the norm.  A win-win situation for schools and exam boards perhaps, but those who are really losing out are the brightest students, who find it harder and harder to stand out academically and win their place at the best Universities, such as Oxford and Cambridge.

If this is the case, could there be an easy remedy?   The government could send their meanest looking suits over to Edexcel HQ and tell them to up their game – or else! They could then pop round to give Ofqual a clip round the ear for missing the problem and be home in time for tea.  But although it is frustrating for students, who work hard for two years only for it to be implied that they were spoon fed the answers, it isn’t as simple as that.   Instead each successive Schools’ Minister imposes a new set of changes on the A level system.  First they introduced AS levels, then modules and coursework, all of which have been criticized for lowering the standard. A more recent change is the A* grade at A level, an introduction that brings me out in a cold sweat when I think about my own results.  The A* was introduced to distinguish the top students from the hordes who get straight As, but even here there is a disagreement between the top institutions:  Cambridge requires it, whilst Oxford ignores it.   Now Michael Gove, the current Minister for Schools is planning another shake up: getting rid of AS levels all together.  These changes along with the periodic threat of IB invasion is enough to make even the best teacher’s head spin and again it seems it’s the brightest students who are losing out. Whilst the government may have big plans for the future, A level students are, for the moment at least, stuck with the current system and all its problems.  

So what can you do?  If you’re thinking about applying to Oxbridge, your will already be armed with an impressive academic record.  But how can you ensure that your clutch of As and A*s stand out from the rest and you make the strongest application you can? 

Do your research on the course you are applying for to make sure it is really what you want to do, read around your subject to find out what really interests you and make sure your personal statement is as good as it can be by checking out our useful guide to writing your personal statement.  Admissions tests have become an important part of the Oxbridge admissions process in recent years so make sure you know what will be required of you by looking at our handy test guides.   Above all, be confident in yourself that you can succeed.

Best of luck for your A level and AS level results on Thursday!   And if any one gives you any stick, just pat them kindly on the arm and tell them that this year’s record breaking A levels are just further proof of Darwin’s Theory of Evolution!