When it comes to university applications there is no denying that admissions officers’ first criteria will be academic results in relevant subjects. After that though, comes understanding the applicant as a person, rather than viewing them as a list of predicted qualifications.

They need to know who you are as a person to assess if their course or institution is right for you. In other words, they want to know what you do with your time outside of the classroom and your extra-curricular activities. So how do you convey this to them?

Extra-curricular activities should make up about 30 per cent of your personal statement and generally the same rule applies for interviews. In either situation you need to demonstrate how your extra-curricular activities tally with your desired course, as well as shaping how you engage with the world.

They are a tool to demonstrate your interest and passion for that subject. So how should you decide where to invest your time outside of the classroom?

When it comes to extra-curricular activities, quality is key; you and the causes you are working for, will benefit more if you devote time to a select group of activities, rather than working half-heartedly on too many.

Where possible, extra-curricular activities should partner with your own academic interests, but above all, the activities should be something you enjoy doing. They should be used as tools for self-discovery, as they allow you to learn what you truly enjoy and are often the best ways to discover your desired path in life.

At my school, students study under a co-curricular programme, which sees them split their school time equally between academics and extra-curricular activities, under four key areas: Environmental, Global, Social Justice and Outdoor.

The services/activities themselves range from working with political refugees to training to be a lifeguard. While advice is available, students select their particular activity based on personal preference and it is interesting to see how individuals develop as a result of the time spent volunteering and working for the benefit of others.

Year-on-year, it is gratifying to hear from those students and often university admissions tutors, about how these activities have made a difference when it comes to securing their desired undergraduate course. Furthermore, we often see this correlation continue onto an alumni’s career choice.

We find that many students, who elect to volunteer with the disadvantaged through our social justice programmes, go on to work with charities or similar organisations.

From a careers aspect, there can be no denying that the ability to demonstrate leadership, focus and dedication can pay dividends. Ultimately, there are countless opportunities for students to benefit through such activities, so here is a quick checklist to aid you in assessing what might be right for you:

• What causes are you most passionate about?

• How much time can you dedicate to a cause?

• Where do you feel you can make a difference, what skill sets can you offer?

In your personal statement, or at interview, your activities need to demonstrate:

• How the time you have spent has been productive, meaningful and helped you to develop.

• The differences you have helped to make, for a cause or in the lives of others.

• How your efforts reveal your competence, curiosity, perseverance, maturity, character, focus and passion.

• Any recognition you or your project has received.

• How has this extra-curricular activity translated across into academic achievement?

In short, extra-curricular activities are the most genuine method for students to demonstrate what makes them unique and interesting.

More importantly, they can be the best method to discover your personal education, career and life goals- so make them an integral and essential part of your life in sixth form and ensure your choices are based on your interests and what you enjoy.

John Walmsley is Principal of UWC Atlantic College in south Wales