HOW TO COMPLETE

AN APPLICATION
FORM
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CV/Application Form checin!
Mae an Appointment or "rop In
For Career# Ad$i#er# a$aila%ilit& call
in or Tel' ()*(+ ,(-(.(
Compiled %&/
Career# 0er$ice
0t1dent 0er$ice#
Ea!le Mall
Content#
Making Applications .3
Internet/Online Applications 4
Completing an Application Form . 5
Teacher Training Application Form [gttr] or gra!"ates#$
%"&lic 'ector T(pe Application Form #4
Thi# #&m%ol i# 1#ed to hi!hli!ht in2ormation
o2 rele$ance to #t1dent#/!rad1ate# 3ith
di#a%ilitie# and/or learnin! di22ic1ltie#'
$
MA4IN5 APPLICATION0
Wh& do application 2orm# e6i#t?
)h( in!ee! * almost e+er( st"!ent ,ill p"t together a C- !"ring their time in higher e!"cation an! it
is important that this is kept "p to !ate * latest holi!a( .o& * ,ork e/perience etc. It ,o"l! &e m"ch
easier to sen! this !oc"ment to e+er( emplo(er o interest. Think ho, man( ho"rs 01 trees2 ,o"l! &e
sa+e!.
It ,o"l! &e easier or (o" &"t not or the emplo(er * p"t (o"rsel in their position * $33 C-s arri+e all
,ith slightl( !ierent inormation * man( ,itho"t the !etails nee!e! to tell i the applicant is capa&le
an! s"ita&le to !o the .o&. Application orms s"ppl( emplo(ers ,ith a stan!ar!ise! an! managea&le
4"antit( an! +ariet( o inormation in the ormat the( re4"ire. The prescri&e! ormat helps the rea!er
to shortlist the can!i!ates or inter+ie, in a ."stiia&le5 air an! rational manner. This is important
especiall( ,here allegations o !iscrimination on gro"n!s o se/ or ethnic origins co"l! &e ma!e.
)hate+er the preerre! metho! o appl(ing or .o&s is * &e it 6mplo(er Application Form or C- an!
co+ering letter there are certain things (o" m"st !o &eore taking pen to paper. The( are78
96A: T;6 <O= :6'C9I%TIO>
- in the a!+ert
- in the recr"itment !irectories
- or s"pplie! &( the organisation
=96A? :O)> T;6 <O= :6'C9I%TIO> I>TO IT' MAI> 6@6M6>T' eg
- technical
- people management
- a!ministration
Asing these s"&8hea!ings5 list the !ierent !"ties o ,ork in the categories.
Then 0an! this is more !iic"lt2 imagine (o" are the recr"iter. )hat 4"alities an! e/perience ,o"l!
(o" ,ish to in! in the applicantB Make a list o essential an! !esira&le skills an! e/perience against
each section eg anal(tical skills ma( &e essential or a comp"ting .o& &"t programming e/perience
onl( !esira&le. The recr"iter ,o"l! &e looking or pro+en aptit"!e rather than esta&lishe! skills. @ist
all the actors that (o" ,o"l! seek as a recr"iter an! then tr( to p"t goo! e/amples rom (o"r o,n
e/perience against each hea!ing.
On the ollo,ing pages ,e gi+e e/amples o ho, to complete an application orm. Man( o the
4"estions aske! ,ill &e similar to the ones (o" ma( enco"nter.
3
INTERNET/ONLINE APPLICATION0
)ith the e/plosion o e8commerce5 more an! more organisations are "sing the internet as part
o their recr"itment an! application proce!"re. There are t,o t(pes o internet applications7
on8line applications an! application orms ,hich can &e !o,n loa!e!.
On8line applications5 ,here the orm is ille! in on the comp"ter an! s"&mitte! +ia e8mail5 are
increasingl( pop"lar. As"all( it is possi&le to !o,n loa! the orm so that (o" can practise
illing it in &( han! i (o" in! that easier. ="t !o check the instr"ctions care"ll( * (o" ma(
in! that (o" cannot go &ack an! change (o"r ans,ers once (o" ha+e ,ritten themC Make
s"re (o" keep a cop(5 either sa+e! on !isk or a !o,n loa!e! har! cop(.
Allo, (o"rsel as m"ch time as (o" ,o"l! a paper application.
Man( organisations are no, pro!"cing their application orms on their ,e& site or (o" to
!o,n loa!. This is "se! simpl( to make it easier or (o" to get hol! o the orms an! sho"l!
&e treate! e/actl( like an( other han! ,ritten application orm.
I the organisation sa( that the( accept applications s"&mitte! either on8line or &( post then
&elie+e themC On8line applications can &e a ,a( to sho, o (o"r IT e/pertise an! emplo(ers
!o recei+e them 4"icker than the snail mail s(stemC
-isit ,,,.selectsim"lator.com to get help ,ith online applications. This site incl"!es
interacti+e a!+ice5 sample 4"estions an! (o"r o,n application orm to complete an! keep or
"t"re "se.
F"rther rele+ant material a+aila&le rom the Careers 'er+ice5 't"!ent 'er+ices5 6agle Mall.
FREE A5CA0 %oolet
Applications5 C-s an! co+ering letters
<o& seeking strategies
Career# 0er$ice Hando1t
;o, to ,rite eecti+e C-s an! co+ering letter
Video# [>ee! to &e +ie,e! in the Careers "nit]
@ooking goo! on paper
Do"r <o&Es On8line
'"&title! +ersions also a+aila&le
4
COMPLETIN5 AN APPLICATION FORM
;ere ,e look in !etail at 4"estions an! recommen! ,a(s o ans,ering them in a positi+e an! help"l
,a(.
The irst part . . . s"rel( nothing can go ,rong hereB

Application Form
Can!i!ate re.
Emplo&er applied to/ MacMan"s A? @t!
Pre2erred 21nction#7 # Market 9esearch anal(st
$

5
Make s"re that the
scheme (o"Ere
appl(ing or e/ists.
Al,a(s !o"&le8check
the &roch"re.
Make s"re (o" get the
name e/actl( rightC
Check the &roch"res.
't"!ents oten miss
o or a!! %@C or @T:
etc.
There are no 6nglish
nationals. )rite
,hate+er it sa(s in
(o"r %assport.
Per#onal "etail# 7plea#e print thi# #ection8
Title '"rname First name0s2 0in!icate0F2 the one (o" are kno,n &(2
Miss WILLIAMS SIOBHAN LUCY
;ome a!!ress 1 THORNHILL ROAD Term a!!ress 13 DRAKE ROAD
SLOUGH BOLTON
BERKS
Post Code SL2 3DH Post code BL3 9A:
Telephone 01293 774321 Telephone 01204 634281 !"ss#$"s %&'()
68mail 8 68mail SW4*+%',!#i'-#+-./
:ates at a&o+e 01%! 3026202 :ates at a&o+e T"1! 3i!" .&3i' 2926202
>ationalit( BRITISH :ate o =irth *;/./.(
:o (o" nee! a ,ork permit or permanent emplo(ment in the A?B D6' >O :o (o" ha+e oneB D6' >O
:o (o" hol! a "ll A? !ri+ing licenceB D6' >O
I (o" are prepare! to learn to
!ri+e5 &"t ha+enEt (et passe!
(o"r test an! eel that it
,o"l! &e &eneicial to !ri+e in
the .o& (o" are appl(ing or5
get a pro+isional licence.
)rite (o"r !ate o
&irth an! then
check itC Man(
applicants claim
to &e ne,8&orns.
:onEt lea+e
this section
&lank5 &e
s"re to tick
Des or >o.
Ed1cation < Pro2e##ional= Po#t!rad1ate= Fir#t "e!ree/"iploma
%lease list all de!ree#/diploma#/pro2e##ional >1ali2ication# etc hel! or c"rrentl( st"!ie! or5 ,hether at irst
!egree or postgra!"ate le+el. Li#t mo#t recent 2ir#t an! gi+e all res"lts kno,n ,hate+er the o"tcome.
From 8 To
month/(ear
;igher 6!"cation
Instit"tion
A,ar! an! Title o A,ar!
0;>:/:egree/:ipl/M'c/%h: etc2
@ist main s"&.ects &elo, title
9es"lts
0e/pecte!/a,ar!e!2
S"43
1998
5.&"
2002
B'#+/6#''
U&i7"1si3(
BS+ H%&s) I&3"1&#3i%&#'
M#&#$"!"&3 6i38 91"&+8:;
M#1/"3i&$< M#1/"3 R"s"#1+8< H.!#&
R"s%.1+" M#&#$"!"&3< I&3"1&#3i%&#'
B.si&"ss< E+%&%!i+s< 9i&#&+"<
O4"1#3i%&#' R"s"#1+8< L#6 #&,
91"&+8
2:1
Ed1cation < Prior to Hi!her Ed1cation
%lease list !ate 0(ear2/4"aliication/s"&.ects 0gra!e2 o all o the highest le+el e/aminations that 4"aliie! (o" or
(o"r ;igher 6!"cation co"rse0s2 0A/A' @e+els/'cottish ;igher/Irish @ea+ing/Access/G>-H/=accala"reate etc2.
Incl"!e all e/aminations taken at this le+el ,hate+er the o"tcome.
A '"7"'s 1998)
E+%&%!i+s G1#," C
91"&+8 G1#," C
M#38s 6i38 S3#3is3i+s G1#," D
>"m&er o
GC'6/'tan!ar!
Gra!e passes
0Gra!e C 1 a&o+e2
:ate0s2
Gaine!
Gra!e
For Maths
Gra!e or
6nglish @ang"age
>"m&er o A/AF
gra!es
9 1996 B B ;
The important ,or! here is MAI>. I (o" ha+e st"!ie! a co"rse ,ith
man( in!i+i!"al "nits it ,ill &e impossi&le to incl"!e e+er( one.
Think a&o"t the rele+ance o the "nits rom the emplo(erEs point o
+ie,. ;ighlight the important ones.
I
=e positi+e &"t
realistic5 as emplo(ers
,ill &e asking or an
aca!emic reerence.
The re4"est is or inormation
a&o"t e/aminations st"!ie!
e+en i (o" aile! the e/am.
This section can &e o8p"tting or man( mat1re entrant# ,ith lo,er than a+erage initial 4"aliications.
I (o" let school ,itho"t an( real intention o entering higher e!"cation (o" ma( like to tr( the
ollo,ing approach.
Mat1re 0t1dent#/
Ed1cation < Pro2e##ional= Po#t!rad1ate= Fir#t "e!ree/"iploma
%lease list all !egrees/!iplomas/proessional 4"aliications etc hel! or c"rrentl( st"!ie! or5 ,hether at irst
!egree or postgra!"ate le+el. @ist most recent irst an! gi+e all res"lts kno,n ,hate+er the o"tcome.
From * To
Month/(ear
;igher 6!"cation
Instit"tion
A,ar! an! Title o A,ar!
;>:/:egree/:iplo/M'c/%h: etc2
@ist main s"&.ects &elo, title
9es"lts
6/pecte!/a,ar!e!2
S"43 2001 5.&" 2002 B'#+/6#''
U&i7"1si3(
BA B.si&"ss A,!i&is31#3i%&:;
L#6 #&, 9i&#&+"< =.si&"ss
A&#'(sis #&, D"7"'%4!"&3<
M#&#$i&$ O1$#&is#3i%&s #&,
S31#3"$(
II:I
S"43 1998 5.&" 2001 B'#+/6#''
U&i7"1si3(
HND B.si&"ss S3.,i"s:;
B.si&"ss E&7i1%&!"&3>
O1$#&is#3i%& #&, M#&#$"!"&3-
M#1/"3i&$> 91"&+8> E!4'%(!"&3
L#6
2 Dis3i&+3i%&s
4 M"1i3s
2 ?#ss"s
Ed1cation < Prior to Hi!her Ed1cation
%lease list !ate 0(ear2/4"aliication/s"&.ects 0gra!e2 o all o the highest le+el e/aminations that 4"aliie! (o" or
(o"r ;igher 6!"cation co"rse0s2 0A/A' @e+els/'cottish ;igher/Irish @ea+ing/Access/G>-H/=accala"reate etc2.
Incl"!e all e/aminations taken at this le+el ,hate+er the o"tcome.
199@-1998 A++"ss C%.1s"
M%,.'"s i&+'.,",: B1#i& #&, B"8#7i%.1> S%+i#' ?s(+8%'%$(> C%$&i3i7" ?s(+8%'%$(>
E+%&%!i+s>
His3%1( A 16 .&i3s #3 '"7"' 3 A Ki3"!#1/ #+8i"7",-
1971-1977 O '"7"'s A E&$'is8> His3%1(> A13 A3 38is s3#$" I 8#, &% #!=i3i%& 3% +%&3i&." !( s3.,i"s
#&, 4"10%1!", 6"'' ="'%6 !( #=i'i3()
>"m&er o GC'6/'tan!ar!
Gra!e passes 0Gra!e C 1 a&o+e2
:ate0s2
Gaine!
Gra!e
For Maths
Gra!e or
6nglish @ang"age
>"m&er o A/AF
gra!es
I2 &o1 are 3orried a%o1t pre#entin! &o1r ca#e e22ecti$el& in thi# #ection it 3o1ld %e
3i#e to tal to a career# ad$i#er'

J
Emplo&ment and Wor E6perience
%lease !escri&e &riel( an( ,ork 0,hether pai! or "npai!2 ,hich (o" ha+e "n!ertaken. ;ighlight 0F2 the t,o
most rele+ant an! note ,hat (o" achie+e!.
From * To
Month/(ear
6mplo(er <o& Title/9esponsi&ilities Achie+ements
5.&" 2001 S"43 2001 S/"''"33 #&,
R
#
(
!
%
&
,
BM#1/"3 R"s"#1+8 I&3"17i"6"1:;
; i&3"17i"6", 4"%4'" %& 38" s31""3 #&,
i& 38"i1 8%!"s
; 8"'4", 3% +1"#3" # &"6 ,#3#=#s"
; "&3"1", ,#3# #&, 41%,.+", 1"4%13s
- #ssis3", i& 41"s"&3#3i%& 3%
+'i"&3s
I!41%7",
%1$#&is#3i%&#'
s/i''s-
C1"#3", # &"6
,#3#=#s" 38#3
6%1/", "00i+i"&3'(
5.&"1999 S"43 1999 W H S!i38 BR"3#i' Assis3#&3:;
; s"17", 38" 4.='i+> #&s6"1",
"&C.i1i"s> %1,"1", =%%/s
; 8"'4", 6i38 s3%+/ +%&31%'
; #ssis3", !"1+8#&,is"1s 6i38 6i&,%6
,is4'#(s
I!41%7",
+%!!.&i+#3i%&
s/i''s
N%7 1998 A41i' 1999 T"s+% S8"'0 9i''"1 I!41%7", 41%,.+3
/&%6'",$" #&,
,"D3"1i3(
5eo!raphical Location
:o (o" ha+e a strong preerence or a partic"lar locationB I so5 gi+e !etails.
I #! 0.''( !%=i'" #&, 41"4#1", 3% 1"'%+#3" 3% 0.'0i' 38" ,"!#&,s %0 38" +#1""1-
O9
I 6%.', 41"0"1 3% s3#( i& 38" N%138 W"s3 3% !#i&3#i& ",.+#3i%&#' +%&3i&.i3( 0%1 !( +8i',1"&-
Per#onal Intere#t#/Achie$ement#
Ase the space &elo, to !escri&e ,ith !ates 0(ear2 an( spare8time acti+ities. Incl"!e organising5 lea!ing or gro"p acti+ities.
Those re4"iring initiati+e5 creati+it( or gi+ing intellect"al !e+elopment are also o interest.
1998 %&6#1,s K""& !"!="1 %0 38" U&i7"1si3( C#&%" S%+i"3(> 41"si,"&3 i& !( s"+%&, ("#1-
O1$#&is", s%+i#' #&, s4%13i&$ "7"&3s i&+'.,i&$ #& i&3"1;.&i7"1si3( +%!4"3i3i%& 0%1 %7"1 @0
+%!4"3i3%1s-
2000 L"#1&i&$ 5#4#&"s" =( #33"&,i&$ #& "7"&i&$ +'#ss-
2001 E"1( "&38.si#s3i+ i&3"1"s3 i& 38" .s" %0 666- L"#1&i&$ 3% 41%$1#! i& HTML #&, i&3"&, 3%
+%&s31.+3 %6& 8%!" 4#$"-
K
It can &e !iic"lt to gain rele+ant ,ork e/perience an! sometimes this section can
look !epressingl( empt(. Think &ack * ha+e (o" e+er &een emplo(e! or sel8
emplo(e!5 pai! or "n8pai! in an( capacit(B I (o" ha+e a choice make s"re that (o"
select .o&s that relate to (o"r chosen area o emplo(ment.
For the earl( part o their career man( gra!"ates are e/pecte! to &e airl( mo&ile.
I (o" place restrictions (o" m"st &e prepare! to talk a&o"t (o"r !ecisions at
inter+ie,. The secon! statement ma( &e an accepta&le5 i restricting5 reason.
0peci2ic E$idence
The ollo,ing 4"estions are !esigne! to enco"rage (o" to pro+i!e e+i!ence o speciic a&ilities. Do"r e/amples can &e
taken rom (o"r e!"cation5 ,ork e/perience5 placements or spare8time or other +ol"ntar( acti+ities &"t !o not ,rite solel(
a&o"t co"rse8,ork.
Plannin!= implementation and achie$in! re#1lt#/
:escri&e a challenging pro.ect5 acti+it( or e+ent ,hich (o" ha+e planne! an! taken thro"gh to a concl"sion. Incl"!e (o"r
o&.ecti+e5 ,hat (o" !i!5 an( changes (o" ma!e to (o"r plan an! state ho, (o" meas"re! (o"r s"ccess.
M( 6%1/ 6i38 Li&$% S+%4" i& ?#1is i&7%'7", 3"#+8i&$ E&$'is8 3% =.si&"ss!"& .si&$ 3"D3 =%%/s 41%7i,", =( 38"
s+8%%'- I s%%& ,is+%7"1", 38#3 3i1", #&, F#,", =.si&"ss 4"%4'" &"", s3i!.'#3i%& #&, "D+i3"!"&3 i& %1,"1 3% '"#1& i&
38" "7"&i&$- I>38"1"0%1"> ,"si$&", # +%!4'"3"'( &"6 1#&$" %0 3"#+8i&$ !#3"1i#'s .si&$ UK &"6s4#4"1s> 3"'"7isi%&
41%$1#!!"s> 7i,"%s #&, 0i'! "D31#+3s-
B( +#1"0.' !%&i3%1i&$ I 0%.&, 68i+8 &"6s4#4"1s> 41%$1#!!"s "3+ s""!", !%s3 4%4.'#1 #&, +%&+"&31#3", 38"
+%.1s" 6%1/ !%1" %& 38%s" !",i#- A'38%.$8 i3 6#s 8#1, 6%1/ i3 4#i, %00 #s !( +'#ss 1"+"i7", ="33"1 "7#'.#3i%& #&,
="33"1 !#1/s 38#& 38" %38"1 +'#ss"s-
In2l1encin!= comm1nication and team3or/
:escri&e ho, (o" achie+e! a goal thro"gh inl"encing the actions or opinions o others 0perhaps in a team conte/t2.
)hat ,ere the circ"mstancesB )hat !i! (o" !o to make a !ierenceB ;o, !o (o" kno, the res"lt ,as satisactor(B
As 41"si,"&3 %0 38" C#&%" S%+i"3( ,.1i&$ !( s"+%&, ("#1> !( 41i%1i3( 6#s 3% i&+1"#s" 38" !"!="1s8i4 =( @0G- I
,i, 38is =( 4"1s.#,i&$ 38" +%!!i33"" 38#3 6" s8%.', =" !%1" %.3$%i&$ #&, %1$#&is", # s"1i"s %0 "7"&3s #i!",
!#i&'(> =.3 &%3 "D+'.si7"'(> #3 01"s8"1s-
D.1i&$ 01"s8"1s 6""/ 6" 1#& !i&i +#&%" 1#+"s i& 38" s6i!!i&$ 4%%'> 8#, # 0#!i'( 6#3"1 0.& ,#( #&, # s%+i#' "7"&3
%&" "7"&i&$- W" +%&3i&.", 3% 1.& "7"&3s #i!", #3 &%& +'.= !"!="1s 381%.$8%.3 38" ("#1 #&, #'s% 3%%/ 1"$.'#1
#,7"13s i& 4.='i+#3i%&s s3.,"&3s 1"#,> SU N"6s4#4"1> s4%13s S%+i"3( &"6s4#4"1 "3+-
B( =1i&$i&$ +#&%"i&$ 3% 38" #33"&3i%& %0 !%1" 4"%4'" #&, 6i,"&i&$ i3s #44"#' 6i38 &%&;s"1i%.s "7"&3s 6" #+8i"7",
%.1 3#1$"3 =( 38" "&, %0 38" ("#1-
Anal&#i#= pro%lem #ol$in! and creati$e thinin!/
:escri&e a !iic"lt pro&lem that (o" ha+e sol+e!. 'tate ho, (o" !eci!e! ,hich ,ere the critical iss"es5 sa( ,hat (o" !i!
an! ,hat (o"r sol"tion ,as. )hat other approaches co"l! (o" ha+e taken.
M( 0i&#' ("#1 41%F"+3 6#s 3% s3.,( 38" /"( ,i00"1"&+"s ="36""& 38" UK #&, 91"&+8 !#1/"3 0%1 '.D.1( +8%+%'#3"
41%,.+3s- T8is i&7%'7", 6%1/i&$ +'%s"'( 6i38 38" !#F%1 +%&0"+3i%&"1( !#&.0#+3.1"1s i& =%38 +%.&31i"s-
I3 s%%& ="+#!" #44#1"&3 38#3 38" &#3i%&#' #33i3.,"s 3% +8%+%'#3" #1" 7"1( ,i00"1"&3- T8" i&0%1!#3i%& 1"C."s3", =(
38" !#&.0#+3.1"1s i& "#+8 +%.&31( 6#s C.i3" ,i00"1"&3- T% +%!4i'" # C."s3i%&&#i1" 38#3 6%.', #&s6"1 #'' C."s3i%&s
6%.', 8#7" =""& 0#1 3%% '%&$ #&, +.!="1s%!"> s% I ,"+i,", %& # +%!=i&#3i%& %0 4"1s%&#' i&3"17i"6 #&,
C."s3i%&&#i1"> 38" C."s3i%&&#i1" +%7"1i&$ !#33"1s +%!!%& 3% =%38 +%.&31i"s- I i&3"17i"6", # 3%3#' %0 60 4"%4'"
01%! 91#&+" #&, UK- Wi38 38" 1"s.'3s I $#7" s"7"1#' 41"s"&3#3i%&s 3% +%!4#&i"s i& =%38 +%.&31i"s-
A& #'3"1&#3i7" #441%#+8 6%.', 8#7" =""& 3% !#i' %.3 # '#1$" &.!="1 %0 C."s3i%&&#i1"s 3% si!i'#1 $1%.4s %0 4"%4'">
s#( 0i1s3 ("#1 s3.,"&3s> i& UK #&, 91#&+" #&, #&#'(s" 38" 1"3.1&s- I 0"'3 38" i&3"17i"6 !"38%, 41"0"1#='"> #s 4"%4'"
6"1" !%1" 6i''i&$ 3% #&s6"1 C."s3i%&s 0#+" 3% 0#+" #&, !#&( #,,", 4%i&3s #&, +%!!"&3s 68i+8 6"1" 1"'"7#&3 #&,
8"'40.'-
L
These t(pes o 4"estions ,orr( a lot o people. The( look at the &ig5
&lank spaces an! their hearts sink. T9D to see this thro"gh the e(es o
the rea!er. )hat ,o"l! someone recr"iting or this ,ork area &e
looking orB ;o, can (o" organise (o"r inormation to con+ince them
that not onl( ha+e (o" tho"ght a&o"t their .o& an! their organisation &"t
(o" ha+e also consi!ere! the t(pe o contri&"tion (o" co"l! makeB
'tr"ct"re (o"r repl( to correspon! ,ith Messential skillsN that are
rele+ant to the role.
Additional In2ormation
%lease ,rite here an( a!!itional inormation5 not co+ere! else,here ,hich ,ill strengthen (o"r application.
I i&3"&, i& 38" "#1'( s3#$"s %0 !( +#1""1 3% $#i& # 41%0"ssi%&#' 7%+#3i%&#' C.#'i0i+#3i%&-
W8"1" ,i, (%. 8"#1 %0 .s2s"" #& #,7"13is"!"&3H
?1%s4"+3s Di1"+3%1(-
0peci2ic 0ill#
#. @ist an( lang"ages that (o" kno, in!icating le+el o proicienc( 0&asic/,orking kno,le!ge/l"ent/mother tong"e2.
$. 'peci( (o"r e/perience ,ith an( generic comp"ter packages/programming lang"ages 0limite!/,orking
kno,le!ge/e/tensi+e2.
3. In!icate an( other speciic rele+ant skills 0la&orator( techni4"es5 graphics skills etc2.
9'."&3 91"&+8> 6%1/i&$ /&%6'",$" %0 G"1!#& #&, S4#&is8-
C%!4.3"1 'i3"1#3" 8#7i&$ 3#/"& +%.1s"s #3 38" U&i7"1si3( C%!4.3i&$ C"&31" %& ,#3# =#s"s>
s41"#,s8""3s #&, 6%1, 41%+"ssi&$ A +%!4"3"&3 6i38 Mi+1%s%03 O00i+"-
Career Choice
6/plain ,h( (o" ha+e applie! or the .o& "nction0s2 that (o" note! on the irst page. Oer e+i!ence o (o"r s"ita&ilit( 0eg
co"rses "n!ertaken5 ,ork sha!o,ing5 skills5 strengths an! e/periences2. 6mphasise ,h( (o" consi!er (o"rsel to &e a
strong can!i!ate.
T8" 0%''%6i&$ 4"1s%&#' s/i''s #&, #331i=.3"s 6i''> I 8%4"> +%&7i&+" (%. %0 !( s.i3#=i'i3(-
A&#'(3i+#' s/i''s A M( 1"4%13 i&7%'7", #&#'(si&$ #&, 41"s"&3i&$ +%!4'"D ,#3# 1"s.'3i&$ i& # 12>000 6%1, 1"4%13-
?1%F"+3 M#&#$"!"&3 A D.1i&$ !( 6%1/ "D4"1i"&+" 4'#+"!"&3 6i38 # !#1/"3 1"s"#1+8 +%!4#&( I 6#s i&7%'7", i&
+1i3i+#' 6%1/ 0%1 3 i!4%13#&3 +'i"&3s 36% %38"1 s3.,"&3s '"3 38"! ,%6&)- I 8#, 3% s+8",.'" # s"1i"s %0 i&3"17i"6s
48%&"> s31""3 #&, 8%!") #&, +8"+/ i3s 41%$1"ss- I +%''#3", #'' 38" ,#3# #&, !#," s"7"1#' s.++"ss0.' 41"s"&3#3i%&s
3% 38" +'i"&3s-
T"#! S/i''s A C#&%" +'.= +%!!i33"" !"!="1 0%1 3 ("#1s- ?1"si,"&3 i& !( s"+%&, ("#1 68"& 6" !#&#$", 3%
i&+1"#s" !"!="1s8i4 =( @0G-
#3
This is a positi+e statement
sho,ing am&ition. Do" are
in!icating (o" ,ish to progress
,ithin (o"r chosen iel!.
This can!i!ate has gi+en an in!ication o her skills
'he appears coni!ent a&o"t "sing comp"ter sot,are
The package is ,ell kno,n
'he has taken the initiati+e to atten! rele+ant co"rses to
!e+elop her aptit"!e
;er lang"age skills are e+i!ent
This can!i!ate has chosen to highlight e+i!ence to sho, those skills
she eels are the most important or a career as a market research
anal(st. 'he might e4"all( ha+e talke! more a&o"t her ,ork
e/perience ,ith . . . . . . . . . . 5 the options she chose in her !egree
co"rse or an( other acts she elt to &e rele+ant.
Health "eclaration
%lease gi+e !etails o an( health matters o rele+ance to the ,ork applie! or.
G%%, $"&"1#' 8"#'38-
Man( application orms or me!ical 4"estionnaires or .o&s ask !irect 4"estions a&o"t !isa&ilit(
an! health. I (o" gi+e alse inormation a&o"t this an! an emplo(er in!s o"t the tr"th later (o"
co"l! risk losing (o"r .o&.
On an application orm ,hich asks !irect 4"estions a&o"t !isa&ilit( (o" can gi+e !etails (o" eel
are important. Do" ma( eel that (o"r !isa&ilit( an! (o"r lie e/periences !"e to (o"r !isa&ilit(
increase (o"r a&ilit( to !o the .o&. Do" ma( ,ish to incl"!e them in the section on the application
orm that asks a&o"t ,h( (o" eel (o" are s"ita&le or the .o&. Al,a(s oc"s on ,hat (o" CA> !o
* not ,hat (o" CA>ET.
Re2eree#
Aca!emic 9eeree
>ame
%osition
A!!ress
Telephone
Other 9eeree
>ame
%osition
A!!ress
Telephone
A$aila%ilit&
%lease gi+e an( !ates ,hen (o" are not a+aila&le or
inter+ie,.
D.1i&$ !( 0i&#'s M#( 1@ A 5.&" 28)
%lease gi+e the !ate rom ,hich (o" are a+aila&le or
emplo(ment.
91%! S"43"!="1 2002
"eclaration
The statements ma!e on this rom are tr"e. I "n!erstan! an( alse statements ma( .eopar!ise m( application
an! ma( lea! to an oer &eing ,ith!ra,n. I ha+e attache! the 64"al Opport"nities Monitoring :ata.
'igne! . . . . . . . . . . . . . . . . . . . . . >ame 0please print2 . . . . . . . . . . . . . . . . . . . . :ate . . . . . . . . . . . .
##
I (o" ha+e health pro&lems5 ,hich ma( aect (o" in (o"r chosen
,ork5 (o" are !"t( &o"n! to gi+e the inormation. Tr( to &e as
positi+e as possi&le etc MAter a &ike acci!ent last s"mmer I ha+e
limite! mo+ement in m( let arm. This con!ition sho"l! impro+e
,ith time an! I am a!+ise! that it ,ill not aect m( general health
an! itness.N
9emem&er to sign.
Tr( to make (o"rsel as
a+aila&le as possi&le
an! 4"ote act"al !ates
,here (o" can.
Check to see i the
organisation has in!icate! a
preerre! starting !ate.
Teacher Trainin! Application Form ?!ttr@ 2or !rad1ate#
Fillin! in the Form
The gttr orm is "se! &( an A!missions T"tor to !eci!e ,ho to in+ite or inter+ie,.
,e&site ,,,.gttr.ac."k.
The orm sho"l! &e complete! on8line ,hich or man( applicants pro+i!es a more presenta&le
+ersion. The training pro+i!ers recei+e the electronic +ersion 4"icker than a har! cop(. Do" m"st
make s"re that (o"r reeree is also happ( to "se the electronic ormat. As soon as GTT9 recei+e (o"r
application (o"r principal reeree ,ill a"tomaticall( recei+e an email rom the GTT9 asking him or her
to +eri( that the( ,ill pro+i!e (o" ,ith a reerence. This email also re4"ests an agreement to s"&mit
an online reerence &( (o"r principal reeree. DOA9 A%%@ICATIO> CA>>OT =6 %9OG96''6:
"ntil this principal reeree has emaile! this agreement.
The initial sections o the orm sho"l! &e straightor,ar! an! gttr instr"ctions sho"l! help to clari(
completion. The section re4"iring the "tmost attention is the section relate! to7
Per#onal 0tatement
Gi+e clear an! concise reasons ,h( (o" ,ant to teach * oten a mi/t"re o reasons * ,ant to help
chil!ren/st"!ents !e+elop "ll potential5 al,a(s ha! the "rge/,ante! to teach5 relati+es ,ho teach5
helpe! in school an! this has gi+en (o" the interest/incenti+e as (o" eel that this is ,hat (o"
reall( ,ant to !o5 etc. <"st stating that (o" like chil!ren is not eno"ghCC
Incl"!e all e/perience ,ith chil!ren5 +isits to schools5 g"i!es5 '"n!a( school5 games coaching5
(o"th cl"&s5 camps etc.
I (o" ha+enEt &een into school (et * get there 4"ickl(. This is essential. All in#tit1tion# ,ill &e
looking or #chool e6perience 3ith the rele$ant a!e ran!e as a sign o commitment to teaching.
Most pro+i!ers ,ant to see #3 !a(s or %rimar( an! a minim"m o $ to 3 !a(s or 'econ!ar(.
This ,ill gi+e strong important e+i!ence o commitment. For %rimar( schools contact the ;ea!5
or 'econ!ar( a ;ea! o :epartment * ,o"l! s"ggest a letter/email irst gi+ing the name an!
phone n"m&er 0make it eas( or the school2 o a reeree5 as in the c"rrent climate schools 4"ite
rightl( like to kno, ,ho the( are letting in thro"gh the gates. The( are "s"all( +er( "n!erstan!ing
a&o"t this5 an! "nless it is a &"s( perio! 4"ite happ( a&o"t st"!ents going in. Get the most o"t o
(o"r +isits * take notes 0"no&tr"si+el( * !onEt "pset an(one2 * o&ser+e * ask 4"estions * ask ,h(
the( are thereB etc.
Tr( o"t a !ierent age range * this ,ill make s"re (o" are going or the right one * also gi+es (o"
reasons or ,h( (o" ha+e picke! (o"r age range. A goo! comparison o %rimar( ,ith 'econ!ar(
!eci!ing (o"r choice ,ill help at inter+ie,. 'chool e/perience can &e !one in ,eeks5 !a(s5 hal
!a(s * ho,e+er (o" can manage it. )here a !egree is marginal rele+ant school e/perience
s"pporte! &( strong proessional testimonials/reerences ma( strengthen the application.
The &roa!er (o"r range o interests the &etter. Incl"!e !etails o (o"r st"!(/lie e/periences that
,ill ena&le (o" to contri&"te to cross8c"rric"lar !imensions an! themes ,ithin a school. Also
transera&le skills (o" ha+e ac4"ire! s"ch as lang"age5 I.T5 organisational skills ,hich ,o"l!
contri&"te to (o"r eecti+eness as a teacher. I (o" eel that (o" ha+e something else to oer that
,ill enhance (o"r application * "se itC
Mention enth"siasm5 moti+ation5 keenness to teach5 commitment in all the a&o+e. There is no
room or mo!est(C
This is also an assessment o (o"r a&ilit( to comm"nicate. Mae #1re5 that it is +er( ,ell
presente! * teachers nee! to &e a&le to e/press themsel+es clearl(25 0a 3ell pre#ented
application orm ,ill certainl( p"t those rea!ing it in a &etter rame o min! * it co"l! make all the
!ierenceC25 clear5 conci#e 0no ram&ling2 2ree 2rom error# 0especiall( no #pellin! mi#tae#2.
T8is 0%1! 8#s 3% =" $%%,- This personal statement is (o"r one %i! chance to #ell &o1r#el2'
#$
F1rther 1#e21l tip#
Al,a(s pro+i!e e+i!ence to s"pport statements * relect on e/periences gaine! highlighting skills
an! e/perience rele+ant to the classroom an! teaching.
%resent (o"r inormation in a clear ,a( "sing lang"age ,hich is positi+e.
A soli! &lock o ,riting or te/t can &e !iic"lt to rea! * tr( to &reak it "p ,ith some spaces.
Ase the space sensi&l(. It can &e possi&le to "se the ,ork e/perience section to gi+e "rther
rele+ant inormation e.g.
Moor @ane %rimar( 'chool * Oct $33$ * :ec $333 * One !a( per ,eek.
O&ser+ation o Dears 3 * I.
Comprehensi+e !isc"ssion ,ith class teachers regar!ing ,ork loa!5 lesson preparation5
assessment criteria an! !iscipline relate! matters.
-alle( -ie, %rimar( 'chool * <an $33$ * March $333 * One !a( per ,eek.
Coaching an! s"per+ising the ."nior net&all team. I ,as a&le to moti+ate in!i+i!"als &( "sing an
enco"raging enth"siastic approach an! &( making skills training "n.
#3
P1%lic 0ector T&pe Application#
The initial sections are +er( similar to the ma.orit( o application orms an! thereore sho"l! &e 4"ite
straightor,ar!.
The section that is most time cons"ming an! oten ca"ses the most ,orr( is "s"all( at the en! an!
ma( look something like this.
RELEVANT 04ILL0= 4NOWLE"5E AN" EAPERIENCE
It is important to rea! the G"i!ance >otes ,hich ,ill ha+e &een sent ,ith the application orm.
0ample !1idance note#
I a person speciication asks (o" to &e a&le to comm"nicate eecti+el( ,ith c"stomers5 (o" might
,ant to !escri&e the c"stomers (o" ha+e comm"nicate! ,ith an! ho, (o" ha+e !one this eecti+el(.
=e speciic a&o"t (o"r skills an! speci( (o"r o,n responsi&ilities.
6/plain an(thing (o" !o ,hich tells the rea!er something more a&o"t (o"r skills an! a&ilities.
For e/ample5 (o" ma( &elong to a tenantsE association ,here (o" organise meetings. Do" ma(
arrange rales/o"tings or take min"tes o a cl"& or charit(5 or ma( &e responsi&le or caring or an
el!erl( relati+e.
F1rther 1#e21l tip#
Make this section eas( or the selector to rea!
Consi!er "sing the same hea!ings as those gi+en in the person speciication
An!er these hea!ings5 a!!ress each o the criteria pro+i!ing rele+ant e+i!ence to sho,
ho, (o"r skills5 4"alities an! e/perience match the essential re4"irements.
I (o" can also sho, ho, (o" match an( !esira&le re4"irements that ,ill &e an a!!e!
&on"s.
I (o" !eci!e to t(pe this section on a separate sheet o A4 or "se a contin"ation sheet
make s"re (o" incl"!e (o"r name an! .o& reerence n"m&er.
Al,a(s photocop( (o"r complete! orm. This ,ill &e essential rea!ing material in
preparation or (o"r inter+ie,.
#4
%lease "se this page to sho, ho, (o" meet items on the %erson 'peciication to &e assesse!
&( application orm. Gi+e !etails o ho, (o" meet the criteria5 ,hat e+i!ence !o (o" ha+e to
sho, (o" meet each item. 0%lease contin"e on a separate sheet i necessar(2.
0ample item# 2rom a per#on #peci2ication
0ample an#3er# to the#e item#
E6perience
#. )ithin team O5 I ha+e !emonstrate! the a&ilit( to "n!erstan!5 anal(se an! compile reports on a
,i!e range o p"&lic health iss"es5 cons"ltations an! policies. )hen pro!"cing g"i!ance or 'enior
Oicers an! 6lecte! Mem&ers5 m( reports are concise an! s"ccinct !"e to their other time
constraints. M( ,ritten comm"nication st(le has &ecome more targete! an! clear as a res"lt o
atten!ance at positi+e lang"age an! emotional intelligence master classes. A ke( re4"irement o m(
role in implementing 'DT6C ,as the a&ilit( to translate kno,le!ge o a comple/ s(stem into easil(
"n!erstan!a&le a!+ice an! g"i!ance or s(stem "sers.
$. As a mem&er o the Competenc( s"&gro"p5 I ha+e &een responsi&le or researching &est practice to
inorm the ,ork o the gro"p. In "n!ertaking research5 I cons"lte! ,ith other e/cellent Co"ncils as a
,a( o &enchmarking o"r c"rrent rame,ork against &est practice. Internet sites5 s"ch as I1:eA5
6mplo(ers Organisation5 @GA an! CI%:5 along ,ith management .o"rnals ha+e also &een important
so"rces o rele+ant inormation. In presenting the inormation to the gro"p5 I pro+i!e! e/tracts o
rele+ant inormation an! an e+al"ation o each rame,ork. The in!ings ,ere split into +ario"s
sections in a ta&"lar orm to make the res"lts eas( to interpret. A "rther e/ercise ,as "n!ertaken to
map competencies against those o other Co"ncils.
Re>1irement#
7on the %a#i# o2 the Bo% #peci2ication8
E6perience
#. :emonstrate a&ilit( to anal(se polic( iss"es5 an!
to present a!+ice an! g"i!ance in an easil(
"n!erstoo! ,a(.
$. 9esearching5 anal(sing an! appraising
inormation rom a ,i!e range o so"rces.
E##ential 7E8
Or
"e#ira%le 7"8
6
6
To %e
identi2ied %&/
Application Form
7AF8=
Inter$ie3 7I8=
Te#t 7T8=
Other 7#peci2&8
AF5 I5 T
AF5 I
0corin!
0cheme
4no3led!e/#ill#/a%ilitie#
#. Thoro"gh amiliarit( ,ith Microsot Oice
pro!"cts5 especiall( ACC6'' an! 6/cel.
$. :e+elopment e/perience ,ith ACC6'' an!
6/cel5 e.g. "se o macros5 !ata anal(sis
techni4"es.
3. ?no,le!ge o statistical metho!s an! statistical
sot,are.
4. 6/cellent interpersonal5 comm"nication5 an!
presentational skills5 &oth ,ritten an! oral.
5. =e a&le to !emonstrate n"merac(5 goo!
anal(tical an! organisational a&ilities.
I. The a&ilit( to ,ork "n!er press"re an! to meet
tight !ea!lines.
6
:
:
6
6
6
AF5 I
AF5 I
AF5 I
AF5 I
AF5 I5 T
AF5 I
#5
4no3led!e / 0ill# / A%ilitie#
#. Thro"gho"t the gra!"ate scheme5 I ha+e !e+elope! m( inormation technolog( skills. In
achie+ing the 6C:@ 4"aliication5 I am a&le to !emonstrate m( proicienc( ,ith all Microsot
Oice packages. I ha+e restr"ct"re! an! manage! large !ata&ases incl"!ing the corporate
mentoring !ata&ase. All 'DT6C s(stem recor!s ,ere maintaine! ,ithin 6/cel.
$. One o m( ,eekl( acti+ities at )est %ennine ,as to collate the n"m&er o press reports eat"ring
the local area. I ,as responsi&le or setting "p an! maintaining a common ,eekl( sprea!sheet.
Macros ,ere incorporate! into the ,ork&ook to simpli( the task o "p!ating the inormation on a
,eekl( &asis. )ithin m( c"rrent role5 I "se Access 4"eries to anal(se an! e/tract inormation rom
the mentoring !ata&ase.
3. -ario"s "ni+ersit( statistical co"rses ha+e e4"ippe! me ,ith a irm "n!erstan!ing o 4"antitati+e
techni4"es or management !ecision8making. I am amiliar ,ith a ,i!e range o statistical metho!s
incl"!ing orecasting techni4"es5 !ecision anal(sis5 linear programming5 linear regression an!
sim"lation. I am an e/perience! "ser o '%'' sot,are. As part o m( marketing anal(sis co"rse5 I
anal(se! compan( !ata "sing the sot,are package.
4. All o m( roles ha+e re4"ire! strong comm"nication skills ,ith internal an! e/ternal parties
at all le+els ,ithin the organiPation. )hen !eli+ering training5 pro+i!ing ace to ace s"pport
or sol+ing telephone en4"iries5 it has &een essential to e/plain things in a simple an! logic
manner. As a mentor to a mo!ern apprentice5 I can !emonstrate the a&ilit( to moti+ate
thro"gh the "se o positi+e lang"age an! 4"estioning skills.
As a champion o the 'DT6C s(stem5 I ,as in+ol+e! in a +ariet( o presentations to raise
the proile o the s(stem &oth internall( an! e/ternall(. I presente! 'DT6C at e/ternal
e+ents ,ith other local a"thorities that ,ere consi!ering p"rchasing the s(stem. Increase!
coni!ence in presenting ,as a ke( o"tcome !"ring m( time on this pro.ect.
6ecti+e ,ritten comm"nication skills ha+e &een essential in comm"nicating ,ith a ,i!e
spectr"m o colleag"es rom !ierent proessional !isciplines as ,ell as thir! parties.
-ario"s roles ha+e in+ol+e! ser+icing high8le+el meetings an! pro!"cing acc"rate an!
concise min"tes. )ritten reports5 min"tes an! electronic comm"nication all !emonstrate
m( a&ilit( to comm"nicate eecti+el(.
5. I manage! the &"!get ,hich has a ma/im"m o"tgoing o QI335333 per ann"m. This in+ol+es
monitoring act"al e/pen!it"re against pro.ecte! e/pen!it"re to ens"re committe! e/pen!it"re
remains ,ithin the set limits. )hile ,orking at The One Acco"nt5 I ,as responsi&le or !ealing ,ith
comple/ oset mortgage en4"iries ,hich pro+i!e! me ,ith an opport"nit( to enhance m(
n"merical a&ilities. Financial mo!"les at "ni+ersit( ha+e in+ol+e! practical e/perience o assessing
a compan(Es inancial sta&ilit( "sing inancial ratios. :"ring m( placement ,ith team O5 I anal(se!
comple/ perormance !ata. I ,orke! closel( ,ith ICT to &"il! tolerances to ens"re all !irectorate
perormance !ata ,as complete! &( set !ea!lines. An escalation proce!"re ,as !e+elope! that
a"tomaticall( triggere! an email escalation process i !ata ,as not entere! ,ithin gi+en
timescales.
I. As team O is a small team an! has a lot o ongoing pro.ects5 I ,ork on a n"m&er o pro.ects at
the same time. Time press"res ha+e &een teste! "rther as I am c"rrentl( ,orking in &oth team
O an! team D. )hen ,orking "n!er press"re an! to tight !ea!lines5 I ha+e "se! time
management an! prioritisation to ens"re all tasks ha+e &een complete! in an acc"rate an!
timel( manner. 't"!(ing part8time in a!!ition to ,orking "ll8time has meant that I ha+e nee!e!
to prioritise m( ,orkloa! in or!er to complete n"mero"s assignments to set the !ea!lines. In
!oing this I ha+e prioritise! in accor!ance ,ith the set timescales an! the !egree o ,ork
in+ol+e!.
;an!o"ts/Applicationorms83K/3K
#I