Classics degree personal statement example (1d) International Baccalaureate, UCL offer

Why do you want to study this course or subject?

How can knowledge of antiquity's demise be carried forward to ensure the survival of modern civilisation? While visiting Rome last year I was struck how such a successfully enduring empire could have collapse, standing in the same place where the Romans once sat I realised many unexpected similarities. For example between Rome’s appetite for their gory gladiator battles and today's horror films, and that the Pantheon’s construction was as advanced as many a modern building. Past and present connected in my mind, opening a world to be discovered and ignited my passion for Classics.

On returning from Rome, I attended an Ancient Egyptian arts and language course at UCL, finding the unfamiliar complexity of their language intriguing, though its limiting capabilities to express abstract ideas raised the question of the philosophies lost over the centuries due to their inability to be written in script form.

Walking the full length of Hadrian's Wall earlier this summer challenged my preconceptions about the Romans' influence on the modern world; the Wall prevails as a symbol of the divide between England and Scotland giving a glimpse of how Western politics can be tracked back to the time of Hadrian's rule. Attending this summer's Cambridge Classics Residential Course encouraged me to read Chadwick's Decipherment of Linear B and I became intrigued by the link between archaeology and theories about the ancient world.

Watching a performance of Medea evoked my interest in Dramatic Theory, leading me to Nietzsche's essay 'The Birth of Tragedy' and the nature of Greek tragedy. On reading a contrasting view in Aristotle's Poetics I wrote my extended essay considering the ambiguity of tragedy's decline.

My fascination for Classics will fuel my already strong work ethic at University so I can develop sound knowledge of my subject, aggregating many strands of knowledge into contributions to improvement in the field to become valued member of the Classics community.

How have your qualifications and studies helped you to prepare for this course or subject?

Translating Ovid's Metamorphoses, I found an enthusiasm for the humour of these tales in the prose formation. In an attempt to supplement this I read Avianus' Fabulae which sparked a desire to further explore this genre. In my search for a deeper understanding, I read 'Harrius Potter et Philosophi Lapis' to compare popular forms of Latin in deviating cultures. In my opinion the novel showcases the evolution of language; the phrase 'collisione autocinetorum' invented by Legger in his 'Lexicon Recentis Latinitias' displays the difficulties in comparing societies generations apart, the phrase was unknown to the Romans and so updating an ancient language makes its study all the more relevant.

My other IB subjects complement classical studies. I saw parallels between the morals of the characters of Webster’s 'Duchess of Malfi' and Virgil’s heroes in the Aeneid. Both English Literature and Art at Higher Level have shown me the number of times the influence of classics pervades the layers of history that culture is built on. In my own artwork I explored Plato's allegory of The Cave, enabling me to analyse the text in a more personal approach.

What else have you done to prepare outside of education, and why are these experiences useful?

Working with young children has significantly increased my ability to communicate ideas. Last year I established a science club and outreach programme where I learnt how to teach and inspire others, and this year I have founded an Ancient Egyptian art club at school for younger students, inspiring them to experience and ask questions about humanity’s colourful past.

Universities applied to:

• Cambridge, Pembroke College (Classics)
• UCL (Classics w. a Year Abroad)
• Kings (Classics)
• Bristol (Classics)
• Exeter (Classics w. a Year Abroad)

Grades achieved:

• IB: 36 with a 6 in HL Latin
• IB: 35 with 666 at HL
• IB: 35
• IB: 35

How personal statements have changed?

The current personal statement format, with three 'scaffolding' questions, was introduced by Ucas in September 2025. This personal statement was submitted before then, using the old essay-style format. It has been carefully edited into the three-question format, with all of the original wording kept.

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