For teachers

Applying

• Admissions timeline - what to do and by when
• Course listing - a list of undergraduate courses, including entrance qualifications
• Choosing what to study - guidance on course choice
• Summary table of admissions requirements - grades, subject and other requirements
• Guide for applicants - details on each stage of the admissions process
• College overview - how do you choose and do you have to
• Opportunity Oxford - all applicants are automatically considered for our academic programme that helps prepare eligible and talented UK offer holders from under-represented backgrounds for successful student careers at Oxford
• Astrophoria Foundation Year - a one-year fully funded programme for UK state school students with significant academic potential who have experienced severe personal disadvantage of disrupted education.
• Admissions statistics - the facts
• Use of contextual data - where possible, we use a range of data to help us better understand students' attainment in the context of their individual background

Support

• Step-by-step support - collated for applicants and their advisers
• Choosing Oxford newsletter - latest admissions news and tips for applicants and supporters
• About Oxford newsletter - termly newsletter for teachers and advisers
• Supercurricular hub - Oxford-collated subject-specific resources encouraging exploration and engagement beyond school curricula. These materials may well help with writing personal statements or interview preparation

Encourage your students to do their own research on how to make a successful application using all the resources we make available, especially our advice on choosing a course, choosing a college, suggested reading and how to apply.

Course choice is the most important decision students have to make at this stage. As you know your students best, challenge them to consider courses of which they might not be aware: courses which they may really enjoy and which might ultimately lead them onto careers to which they are well-suited. For example a student doing science A-levels who loves Physics, might wish to study Physics at university, but may also like to consider Engineering, Earth Sciences or Materials Science or combining Physics with Philosophy. 

Visit our course pages for full details on what is available for undergraduate study at Oxford.

How can students show their passion for a subject they haven't studied before?

If your student is applying for a subject they have not studied before, they should think carefully about the reasons for choosing this new subject. They may wish to undertake some preparatory reading to explore their interest in that area and to ascertain whether it might be the right course for them. However in-depth knowledge of the field is not a requirement. When tutors are assessing candidates who intend to study a subject they have not formally studied at school, they are predominantly looking at the candidate’s skills and aptitudes rather than any specific knowledge.

Supercurricular exploration and engagement with subjects beyond school curricula might also help here.

We are looking for candidates who have a strong academic background: generally this will mean a good performance at GCSE (or equivalent) and predicted A-level (or equivalent) grades that meet the entrance requirements for a particular course. Where possible we consider grades in context.

Many successful candidates are predicted and go on to achieve grades that exceed the entrance requirements for their course. Candidates do not need to have an immaculate record of top grades, but they do need to be amongst the best achieving students from their school.

You can find more information on a range of qualifications on our admissions requirements pages. In addition, if required for a candidate's chosen course, the quality of submitted written work and/or performance in an admissions test will affect their chances of being shortlisted for interview. 

Details on selection criteria can be found on individual course pages and subject department websites (linked from course pages).

Competition for places is strong, and so those considering an application need to be realistic about their chances of being offered a place. Every year we receive applications from many more able candidates than we have places for. 

From Oxford’s point of view, the purpose of the personal statement is to provide additional information in the applicant’s own words about why they have chosen the subject and why they think they are suitable for the course. Please direct your student(s) to our guidance on writing your personal statement.

The UCAS personal statement now consists of three questions. Read the detailed advice on UCAS to find out what students should include in their answers, plus explore subject-specific personal statement guides to help you and your students understand what admissions tutors are looking for. The questions are designed to give students a starting point and to scaffold their answers. Each answer will have a minimum character count of 350 characters, which is clearly labelled on the question boxes, along with an overall character counter, so you can keep track. The 4000 overall character limit (including spaces) remains the same.

Tutors understand that the UCAS personal statement is written for up to four other university choices and therefore it cannot be tailored specifically for Oxford, especially for those subjects, and combinations of subjects, that few other universities offer. Nevertheless, it is helpful if the student applies to courses that are similar in nature at their university choices, otherwise writing the personal statement becomes more challenging. It remains true that extracurricular activities are only taken into consideration at Oxford where they help demonstrate the student's suitability for their chosen course. 

Unlike some other universities, Oxford does not use the personal statement alone to make offers, or reject applicants, as tutors have access to a wide range of more detailed additional information beyond the UCAS application. Different courses will use the personal statement differently to help them assess candidates. 

There is no specific character count for each section of the UCAS academic reference but there is a limit of up to 4,000 characters (including spaces, headings and line breaks) or 47 lines of text (whichever comes first) to be spread across three sections. Further guidance is available on our UCAS application page.

The reference does not need to be written by the head teacher or head of sixth form; it is more important that it is written by someone who knows the student well enough to comment on their academic abilities and any personal qualities that will help them to succeed. Often the subject teacher in the most relevant field to the applicant’s chosen course is best suited to write the reference but it may also include comments collated from several of the student's teachers. 

References may include the following three sections: 

Section one - this should be a general statement about the school or college and should include particular strengths and achievements of the school the student attends. Please note these comments have more limited value unless they have a direct impact on the particular applicant. It should also be used to mention if there are particular issues that may have had a direct impact on the applicant (e.g. high staff turnover, major disruption because of rebuilding work which closed the labs for a term). However, given the overall limitation of 4,000 characters for the reference, if there is more required then it is best to include a more detailed statement on the school website and then include the URL link in the reference. Oxford uses information on the educational context of an applicant’s school or college to help assess applications, but this is not derived solely from the reference. You can find out more about this on our contextual data webpage.

Section two - if applicable, enter here any information about personal extenuating circumstances which may have impacted the applicant's education and achievements. If this information is particularly sensitive, this can instead be communicated directly to the Oxford college considering the student's application. If they have made an open application (i.e. with no college preference), their college will not be allocated or known until after the UCAS deadline and by the end of October. (See additional guidance below). 

Section three - ideally this should focus on the academic skills and experiences of the student, with the reference giving prominence to the subjects the student is undertaking that are most relevant to their chosen degree. If this means that the information on the candidate’s A-level Biology course is twice that devoted to their A-level in English Literature because they are applying for a degree in Biology, that is highly appropriate. The reference is a key opportunity to focus on the individual applicant and their particular strengths relevant to their chosen subject. Tutors at Oxford, like other universities, are interested to find out if the student is expected to flourish in an intensive academic environment and how they may cope with a sustained workload; specific examples are useful here. Relating the relevant course selection criteria to specific pieces of work, activities, experiences or interactions with the students are helpful indicators and bring the candidate’s qualities to life.

References for independent applicants

The guidance here is primarily for teachers writing UCAS registered centre linked applications. If you have been asked to provide a reference for an independent applicant not currently attending school or college, then please read the relevant advice from UCAS.  

The University is aware that, in line with the Data Protection Act and General Data Protection Regulation, students can obtain a copy of the UCAS reference if they choose to do so and sometimes this can have an effect on the overall nature of the reference. Whilst it may seem difficult for a reference to include comments which, although accurate, do not portray the applicant positively, it is important to recognise that it is ultimately not in the interests of either the candidate or the referee to overstate a candidate’s suitability for study on a demanding course.

Predicted grades are an important part of applications so please do include these alongside any 'pending' qualifications your students have entered in the Education section of their UCAS application. 

When predicting grades, the details you give in the reference on how you (or your school or college) are determining what differentiates this candidate and, for example what makes them an A* or A grade student, are really helpful to tutors.

Methods of making predictions will of course vary from institution to institution but tutors value the key role teachers play in providing reliable information about a student’s academic potential in a particular subject.

Predicting grades for international candidates

In the UK, most students apply to university at the beginning of their final year of school and before they have taken their school-leaving exams. Teachers are asked to predict their student’s grades in any exams they are yet to take. If their application is successful they will be made a conditional offer, the condition being to achieve the required grades in any outstanding exams.

We understand that this is different from the way things are done in other countries and this may be new to you. However it is an important part of the application process to Oxford, and if you do not include predicted grades alongside any pending qualifications listed by the student in the Education section of their UCAS form, this will significantly decrease your student’s chance of getting a place or even being shortlisted. Please check our international qualifications page.

Please use Section 2 of your UCAS academic reference to tell us about any disability or specific learning difficulty that may affect your student's application. Our Disability Advisory Service provides support from the point of considering an application right up until graduation. If your student needs extra time or other support for exams, please make sure that this is noted when they are registering for admissions tests.

Sadly some students have to deal with a serious illness, bereavement, a challenging home life or other extreme difficulty. If your student has experienced extra challenges and yet is still getting top grades and would like to study at a top university, we would like to be made aware of this. Please make sure the situation is mentioned in Section 2 of the academic reference. If for any reason you feel it is not appropriate to give this information on the UCAS application or because your student needs to provide further details or evidence, in addition to the information provided in the reference, it is best to contact the college that is considering their application (this can be done after the deadline, if the student is making an open application).

Read UCAS's advice for students with individual needs.

Read our advice for disabled students.

Tests form one part of Oxford's admissions process and are used alongside a range of information to help assess candidates' academic potential and suitability for some of our courses. From 2026, Oxford will be using UAT-UK's admissions tests. Requirements for course are available on individual course pages. UAT-UK will be publishing details for their 2026 admissions test cycle in April. 

Read more about UAT-UK admissions tests.

Check the full list of Oxford undergraduate courses requiring an admissions test.

Many of our courses require applicants to send in a sample of their written work as part of their application. The tabs on this page will give you more details of what you need to send (if anything), how to send it, and the deadlines by which the work must be received.

The deadline for submitting written work is 10 November. Please note that the deadline for submitting Fine Art portfolios is earlier.

Details on submitting written work.

Candidates can find lots of advice about interviews; why we interview and what they should expect. They will also find sample questions, demonstration interviews for many courses and guidance on the technology required. 

Offering practice interviews

Giving candidates the opportunity to discuss their motivation for the course and their academic interest in the subject for which they are intending to apply will be of great benefit to them.

Often students are experienced in expressing themselves coherently and with enthusiasm on paper (as will be demonstrated in their personal statement), but some students may have greater difficulty in vocalising their opinions and academic interests in an academic interview context.

A practice interview will help the candidate to gain more experience of talking about themselves and their academic interests in an unfamiliar environment. 

You might consider organising one practice interview for your student with a subject specialist and another one with someone the student does not know. You could also contact other schools in your area and arrange to do practice interviews for each other’s students.

However, drilling students and asking them to memorise large amounts of pre-rehearsed material or answers will be of little use to them in the interview context, as the Oxford tutors leading the interviews are able to spot this kind of approach very quickly.

Other ways to prepare: revision and wider reading

If students have studied the subject that they are applying for at school or college, then a solid knowledge of the field will be required, particularly in science subjects. Students should therefore aim to revise topics they have covered at school or college in the past year.

Candidates are encouraged to explore their subject widely and outside their school or college study, as well as developing and extending their knowledge on topics that may have interested them within their A-level (or equivalent) course.

Candidates should develop their own curiosity and commitment for their subject and should undertake further reading and exploration to foster that interest. This will help them demonstrate their motivation for the proposed course of study at interview.

Wider reading can include newspaper articles, websites, journals, magazines and other publications that relate to their subject, and exploration of their subject could also involve watching relevant TV documentaries or films, visiting museum exhibitions or attending public lectures. They may also wish to explore examples of their subject area in the wider world, such as taking an interest in the scientific or economic theories that underlie news stories. If you know your student has enjoyed a particular aspect of their subject with you at school, then we also encourage you to suggest further resources for them.

It is important to note that reading widely on its own is not enough; students should be encouraged to take a critical view of ideas and arguments that they encounter at school or college, or in the media and think about all sides of any debate. It is better to read fewer books or articles but read them critically and in depth, than read more materials but in a shallower way. Keeping a reading journal can be a useful way of recording their thoughts.

Forming discussion groups of students with similar subject interests can be a good way for your students to gain experience of talking about issues and themes within their subject. If there are not many interested students at your school, consider collaborating with other local schools. Online forums can also be useful places for discussion.

Read our guidance on interview preparation.

Our contextual data policy is reviewed regularly to ensure that it accurately reflects the educational landscape and considers the long-term impact of events such as COVID-19 on the GCSEs and A-levels results of those applying to our University.

The University of Oxford is looking for students with the highest academic potential, from different backgrounds. We know that factors such as socio-economic disadvantage and school performance can make it difficult for you to access your full potential before applying to university. Therefore, we use a range of contextual data to help us to better understand your achievements in the context of your individual background.

For UK students applying for an undergraduate course, we look at:

• Information about your school
• Information about your neighbourhood
• Any experience in the care system
• Eligibility for Free School Meals (FSM) since age 11
• Additional Widening Participation (WP) information

Find out more about our use of contextual data.

Competition for places is very strong. We typically receive well over 20,000 applications each year for around 3,300 places, so there are not enough places for all the well-qualified students who apply to study here. It is very competitive to get a place at Oxford. The success rates are published on each course page.

There are three stages when candidates find out about the progress of their applications:

• In late November or early December, when they hear whether or not they have been shortlisted for interview
• By mid-January, shortlisted candidates will be informed if their application has been successful or not. Around this time, they will also receive the results of any admissions test.
• Most offers are conditional, and so confirmation of a student's place typically depends on achieving the required grades in their A-levels or other exams.

Please note that specific feedback in relation to an applicant can only be given in accordance with the General Data Protection Regulation (GDPR) and our Undergraduate applicant privacy policy.

Oxford University welcomes applications from students from all backgrounds and is committed to a fair and transparent admissions process. Complaints and appeals are taken very seriously and will be dealt with appropriately and carefully.

Not being shortlisted for interview, or not being offered a place to study at Oxford is not in itself grounds for an appeal: appeals are not upheld unless there is evidence of a serious procedural error or irregularity. There is no right of appeal or complaint over matters of academic judgement. 

Information for offer holders.

Requesting feedback.

Complaints or appeals process.

We are committed to improving opportunities for talented students who have faced disadvantage or are currently under-represented at Oxford, and to ensuring that students with outstanding academic potential from all backgrounds can access our world-leading teaching. There is no typical student and no single Oxford experience. Our students come from every background imaginable. What they do have in common is an ability and motivation for learning and studying. The University runs a number of access and outreach initiatives to attract and admit students from all backgrounds and ensure Oxford reflects the breadth and diversity of the UK. 

In addition to central University initiatives, many colleges and academic departments run their own outreach programmes and events throughout the year. These activities may include subject taster sessions, workshops, open days, school visits, and online events designed to support prospective students and teachers. Details of these opportunities can be found on individual college and department websites, where you will find the most up-to-date information about upcoming events, eligibility, and how to take part.

Students are not always aware of the generous financial support and funding opportunities available at Oxford. We aim to ensure that no one with outstanding academic potential is deterred from studying here because of their background, personal circumstances, or finances.

For 14-16 year olds, BeUNIQ fosters academic confidence and self-efficacy, thereby supporting educational aspirations. This bespoke engagement programme aims to reach beyond schools and collaborate with organisations working with the wider local community. BeUNIQ leads naturally to participation on UNIQ. 

Supporting 17- and 18-year-old UK state school students reach their higher education aspirations. Offering over 1,000 places each year, including an in-person regional welcome event and a residential in Oxford, UNIQ is our flagship outreach programme for UK state school students in their first year of higher education. It also supports the continuation of the exciting academic journeys begun on BeUNIQ.
 

Each year, Oxford hosts thousands of events that offer students an insight into life here and the opportunities available to academically able and intellectually curious applicants.

• Outreach events and programmes for your students
• University-wide Open Days - two in June/July and one in September
• Oxford Student Conferences - an annual March online conference with tutors and students sharing information about our courses, the application process, and student life at Oxford. Talks are aimed at Year 12 students who have completed their GCSE examinations (or equivalent) and are now undertaking further study.
• The Oxplore Festival - a travelling two-day event designed to inspire young people (11-13 year olds) to think about higher education
• Oxford for UK - regional college consortia websites with details of local outreach activity

Opportunity Oxford is an academic bridging programme designed to support UK offer holders from under-represented backgrounds in their transition from school or college to the University. It aims to prepare students for successful academic careers at Oxford by helping to bridge gaps in educational resources and support that some may have experienced prior to university.

The programme underlines Oxford’s long-standing commitment to ensuring that the very best students from all backgrounds have the means and resources to thrive. It is part of the University’s wider efforts to increase the number of high-achieving students admitted from backgrounds identified as priorities for widening access to higher education, and reflects Oxford’s determination to ensure that students with the highest academic potential can succeed, regardless of background.

Since 2020 the University has made more than 1,000 offers with a place on the Opportunity Oxford programme, and a further 1,500 offer holders have been invited to take part in the entirely online OppOx Digital programme.

Find out more about Opportunity Oxford.

The Astrophoria Foundation Year is a one-year foundation programme for UK state school students who have experienced severe personal disadvantage or disrupted education that has prevented them from applying directly to an Oxford undergraduate degree. Designed for motivated students with significant academic potential, the programme combines academic challenge with tailored support to build skills, confidence and self-belief. It provides an alternative pathway to undergraduate study at Oxford for those who have the ability to succeed but need an additional year of preparation.

Find out more about the Astrophoria Foundation Year.

Oxplore is an innovative digital outreach portal from the University of Oxford. As the ‘Home of Big Questions’ it aims to engage those from 11 to 18 years with debates and ideas that go beyond what is covered in the school classroom.

Big questions tackle complex ideas across a wide range of subjects and draw on the latest research undertaken at Oxford. Oxplore aims to raise aspirations, promote broad thinking and stimulate intellectual curiosity. 

Oxplore Teach provides ready-to-use activities for teachers and other educators to use with learners from the age of 11. The activities are designed to support learners in developing confidence and critical thinking skills, encouraging them to think like a university researcher.

Covering a wide range of topics and disciplines, the sessions have been created to be flexible and fit around the needs of teachers, and can be used as part of timetabled lessons or as activities for lunchtime clubs, enrichment sessions, drop-down days and more. The platform also includes Continuous Professional Development and Learning (CPDL) materials for teachers to help them support pupils in developing key skills.

The University also offers free teaching materials via TESconnect: more than 100 resources for Key Stages 2-5. This includes a new series of free science podcasts, ‘Big Questions’, in which a selection of the University’s top researchers address important issues in science today. Organised in bite-sized chunks, these resources are ideal for encouraging Key Stage 4 and 5 students to explore and challenge the knowledge that surrounds these fascinating areas. 

• Oxford's TESconnect profile
• 'Big Questions' podcasts

The Oxford University Careers Service wants to help students to make informed decisions about their future career. We are pleased to extend this ambition to schools – helping pupils to have the skills and tools to make those decisions, whether they apply to university, enrol in an apprenticeship, go straight into work, or do something else.

All our careers advice and briefings on industry sectors, application skills and more are freely available via our Careers Service website. 

This hub brings together high-quality supercurricular resources, organised by subject and age from under 12s to 16–18. It includes materials from Oxford’s colleges and departments, alongside trusted external sources.

Explore our Supercurricular Hub.

Explore a range of Oxford-run academic competitions for school-aged students, designed to challenge and inspire intellectual curiosity. Taking part offers valuable experience, encourages independent thinking, and provides opportunities to engage more deeply with subjects beyond the classroom.

Academic competitions for school-aged students.

Oxplore Teach provides ready-to-use activities for teachers and other educators to use with learners from the age of 11. The activities are designed to support learners in developing confidence and critical thinking skills, encouraging them to think like a university researcher.

Covering a wide range of topics and disciplines, the sessions have been created to be flexible and fit around the needs of teachers, and can be used as part of timetabled lessons or as activities for lunchtime clubs, enrichment sessions, drop-down days and more. The platform also includes Continuous Professional Development and Learning (CPDL) materials for teachers to help them support pupils in developing key skills.

The Oxford Education Deanery is a research-engaged professional learning partnership, which aims to draw on the expertise of University specialists to support Oxfordshire teachers and improve outcomes for pupils in Oxfordshire schools. The Deanery offers a number of opportunities for teachers to develop their practice through engagement in and with research.