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By Nik Taylor (Editor, The Uni Guide) | 21 September 2023 | 7 min read

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• History Personal Statement Examples

Learn how to write a good History personal statement with guidance from the best student examples. Here, we present two history personal statement examples focusing on the medieval and ancient periods to provide you with inspiration and valuable insights into preparing your university application.

You can use it for Oxford , Cambridge , or any other university. 

History Personal Statement Example

History, which has fascinated and engaged me from early on in my education journey, has become my deep passion and formed my intellectual journey. Teaching History at AS-Level proved transformative despite initial scepticism from others: through my independent study of the Crusades and Norman Conquest of England, I achieved outstanding results while honing valuable self-directed learning, exam preparation skills, time management practices and time commitment skills that I now hope to pursue at one of Britain’s premier universities as an undergraduate degree candidate in History.

My interest in history was ignited through reading Ladybird ‘Adventures from History’ books handed down to me, featuring stories about Cleopatra to Charles II and more. As I progressed, my literary journey expanded, including readings from respected historians such as Asbridge and Stubbs. Reading has not only expanded my knowledge but has also inspired a desire to delve deep into historical interpretation and historiography. 

Tosh’s works, in particular, have opened my eyes to historical truth and its ever-evolving narrative of history. Additionally, I find comfort in reading both factual and fictional literature like Bernard Cornwell and Sharon Kay Penman who bring history alive through storytelling.

Beyond academic study, I took the initiative of starting an Ancient History Club at my school. Not only has this engaging venture brought me immense satisfaction but has also sharpened my teamwork and leadership abilities. From organizing collective research projects, delivering presentations, and creating lesson plans, to managing my schedule – these responsibilities were met easily due to my inherent love of history, evident through reading National Geographic articles or R. L. Fox’s ‘The Search for Alexander’ book series.

My A-level subjects (History, Biology and German) have not only enabled me to explore historical inquiry more thoroughly but have also given me an appreciation of science. Supplementary AS-level studies in Mathematics and Chemistry have given me an invaluable foundation in the scientific principles that underpin humanities fields, illuminating how scientific insights can shed new light on ancient civilizations. Though I did not travel much during my studies of history, I gained knowledge about many cultures through studying History. Learning German further deepened my fascination with languages; learning ancient dialects has further deepened this appreciation of history’s complexity. While languages are indispensable tools for travel communication purposes, my true passion lies within history – something I plan on continuing my career path.

As part of my commitment to personal growth, I have spent the past year volunteering. This experience has broadened my abilities to collaborate effectively and communicate with individuals from varying backgrounds and age groups; taught valuable time management lessons; helped maintain an appropriate balance between academic responsibilities and social commitments; been immensely fulfilling; particularly realizing its profound effect on lives that may otherwise feel isolated;

My school community is vibrant in tradition; as an active participant, I have taken on multiple positions of responsibility that contribute to its dynamic fabric. From serving as a musical school student and perfect to leading my sixth-form charity team and fulfilling emotional/academic mentoring responsibilities for younger students – each experience has built my leadership and interpersonal skills further. I am immensely proud of these contributions and look forward to expanding them through active involvement in various clubs and activities beyond school, such as rowing which not only keeps me physically fit but also brings with it camaraderie/discipline associated with team sports!

My desire to pursue a History degree at one of the Russell Group universities stems from a strong desire to engage in rigorous academic inquiry, deepen my understanding of history, and contribute meaningfully to ongoing discourse within this field. With my commitment to self-improvement, voracious hunger for knowledge, and steady commitment to community engagement I hope to make an invaluable contribution both at the university level and wider historical scholarship sphere. I look forward to beginning this intellectual journey alongside esteemed academics while forging a future that combines my love of history with my persistent ambition to make lasting changes in society.

Ancient History Personal Statement

Through the centuries and millennia, cultures across history have been profoundly shaped by the relationship between ancient world and present-day cultures. Michael Crawford brilliantly observed this link when discussing how Roman authorities neglected legitimate grievances that led to its downfall, echoing today’s socialist frameworks and political systems. This profound connection between past and present has ignited my intellectual curiosity as I investigate where today’s global landscape originated from; I view classical civilizations study as essential in understanding their character and growth today.

As someone raised in an area rich with Roman archaeology, my interest in Ancient History began early on. Over time, it has transformed from passing intrigue to an eager desire to expand my knowledge base. Engaging with numerous historical texts spanning numerous periods and ancient literature such as The Iliad, Odyssey, and Aeneid has broadened my perspective. Of the many engaging fields of study available to me, the late Roman Republic holds special interest – its multifaceted factors contributing to political and social unrest at that epoch eventually leading up to Empire are particularly captivating and I am eager to uncover their intricacies more thoroughly.

My passion for ancient history led me to launch a web portal dedicated to the art, archaeology, history, culture and literature of Greek and Roman civilizations. Alongside my interest in classical period culture, art and literature is my desire to learn languages: Ancient Greek and Latin are of particular interest as I hope to master them to read, write and converse in them one day; studying this field at university would provide the perfect platform to realize these ambitions.

As part of my college experience, I developed my debate and discussion skills by actively taking part in the college debating society. Participating in lively exchanges of ideas has enhanced my intellectual development; therefore, I am committed to continuing this rewarding pursuit at the university level. Given my firm belief in political engagement, I’m delighted to join forces with the Liberal Democrats. My love for debate and discourse comes through in my written essays, as evidenced by winning an essay competition hosted by my college, where I examined political ideologies in modern British politics. Last year, I had the incredible privilege of participating in a college study trip to Greece that provided firsthand experiences of significant sites of ancient Greek civilisation – such as Delphi’s sacred centre and Epidaurus theatre – which I will always treasure.

As a sports enthusiast, I enjoy participating in and watching football, cricket and golf – I am an active member of Surrey Cricket Club – in my free time. Additionally, walking provides great peace; this summer provided me with an opportunity to traverse a section of North America’s Appalachian Trail! Additionally, as an advocate of architecture preservation, conservation and restoration in Britain – being an active member of the National Trust gives me access to their wide portfolio of properties under their protection and care.

As my plans develop, my ultimate career goal involves heritage management and conservation work within museum work environments. To gain first-hand exposure, I am currently seeking relevant work experience. Furthermore, as part of my post-university trajectory, I would love to take up further study; particularly Ancient History due to its captivating figures of antiquity that offer opportunity through primary sources, remnants from ancient built environments, discussion, debate literature history politics architecture of antiquity courses will propel me toward success!

My passion for Ancient History, nurtured through both personal and academic pursuits, compelled me to embark upon an intensive undergraduate program in this field. The ancient world’s myriad lessons and timeless allure draw me in; by exploring its mysteries I hope to gain greater insight into present and future situations. With an insatiable desire for knowledge and a dedication to intellectual growth, I eagerly anticipate contributing and flourishing within the vibrant academic community at the university.

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History & economics personal statement example 1.

Is one of the useful lessons of the Great Depression that the European periphery cannot restore its competitiveness whilst fixed to an overvalued currency without inducing a debt deflation trap? A study of economics and history can help illuminate such contemporary challenges. United in their drive to understand how societies function and develop, they can be highly complementary disciplines. For example, not only can historians derive unique and more quantifiable insights through the use of economic tools of analysis, but economists also must often have a historical awareness in order to identify the assumptions that their abstract model or theory rests on.

Economics appeals to me because of its precise and logical approach to the dissection of human behaviour and societal issues, which can be harnessed as a pragmatic guide to action. The breadth and depth of this explanatory power was revealed to me through attending Debate Chamber's Economics Summer School, which enabled me to engage with a vast array of ideas from indifference curves to Marx's labour theory of value to China's currency manipulation, all illuminating some of the forces which affect our lives or control our decisions. Moreover, reading "The Worldly Philosophers" by Robert Heilbroner helped contextualise many of these theories.

Due to my fascination with how government intervention can alter market processes, I have researched state capitalism's success in fostering economic development in East Asia for my Extended Project, leading me to books like Atul Kohli's "State Directed Development". The project has made me realise the immense potential of state investment to induce rapid industrialisation when tied to focused and technocratic political institutions, but also the challenges raised from suppressed domestic demand and export reliance, as in China. My independent research skills have been further enhanced through writing both my RES competition essay "A breakup of the euro provides the best hope for a durable recovery of the European economy. Discuss", and my IEA competition essay in which I used OCA theory and economic differentials to demonstrate that the Eurozone is a suboptimal currency union.

Discovering how changing economic, social and political forces moulded the values, structures and prosperity of past societies is central to my love of history. For this reason, the all-encompassing ideological experimentation and economic fluctuations of the European inter-war period fascinates me. This was fuelled through reading "Dark Continent" by Mark Mazower, which provided incisive interpretations into these processes of profound change.

In particular, I found his argument that post 1918 liberalism's downfall was due to its ideological dogmatism in the face of a more polarised and collectivist age very thought provoking in its implications about democracy's long term stability. In contrast to this collectivist period, reading "The People and the British Economy 1830-1914" by Roderick Floud demonstrated to me how, through free trade and laissez-faire governments, economic agents following their own interests can greatly improve the prosperity of a society as a whole. Reading "What is History?" by E.H.Carr made me appreciate the elements of historical theory that must be considered when undertaking a historical inquiry. However, I felt his definition of objectivity within history to be excessively narrow and restrictive in its implications.

Outside my studies, I am pursuing my DofE gold award which has involved me teaching dyspraxic children trampolining for a year, developing my communication skills. I have also achieved my black belt in Tae-Kwon-Do after eight years, teaching me self discipline. Finally, partaking in my school's debating society has taught me how to organise my ideas in a coherent style. I hope these skills will enable me to embrace these subjects with the dedication they deserve.

Profile info

This personal statement was written by leurs6 for application in 2013.

leurs6's university choices Oxford University The University of Nottingham The University of York The University of Warwick The University of Durham

Green : offer made Red : no offer made

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Successful Personal Statement For History At Oxford

Last Updated: 6th April 2022

Author: Rob Needleman

Table of Contents

Welcome to our popular Personal Statement series where we present a successful Personal Statement, and our Oxbridge Tutors provide their feedback on it. 

Today, we are looking through a History applicant’s Personal Statement that helped secure a place at Oxford University. The History Course at Oxford combines the examination of large regions over extended periods of time with more focused work on smaller social groups, shorter periods and particular themes.

Read on to see how this candidate demonstrates that they can understand and analyse history.  

Here’s a breakdown of the Personal Statement (the applicant uses most of the 4,000 characters available):

SUCCESSFUL?

The universities this candidate applied to were the following:

Enrolling on our Oxbridge History comprehensive Programme will give you access to Personal Statement redrafts. 

Your tutor will give you actionable feedback with insider tips on how to improve and make your Personal Statement Oxbridge quality for the best chances of success.  

History Personal Statement

My passion for history can best be explained by discussing the period of German Unification, which displays the most engrossing virtues of studying the subject. Firstly there is great scope for debate and exploration of the interlocking causations, examining the relative importance of Bismarck’s own role against the military strengthening of Prussia or the shifting international relations. But most interestingly it is a defining period in the shaping of modern Europe and the way in which it links the past to the present is most fascinating. Studying this period reveals how international relations progressed after the Napoleonic era leading to the way in which Germany was unified through war and thus became a country built around war. It is therefore arguable that this era created the state which would then trigger the two wars which have shaped the modern world. This period shows how history can give us a more rounded understanding of the world we live in, linking our mysterious and intriguing past to our all too familiar present surroundings. It is partly this, which motivates me to study history as in doing so I gain immense satisfaction from learning how our world has evolved.

An understanding of history also provides a fundamental backdrop for any other areas of study. I have found this through my other A-Level subjects, for example historical knowledge of politics in Britain was essential to AS politics, particularly when studying the political situation in Ireland. An understanding of past conflicts is indispensable when it comes to managing contemporary politics. Furthermore, whilst taking French the study of Un Sac De Billes by Joseph Joffo unearthed experiences of living under Vichy France. To learn a language fully it is important to immerse oneself in the culture and history of the country in order to develop a more rounded understanding of the people who live there. Thus it seems that history is inescapable; it not only provides vital background knowledge but also helps bring to life every other academic subject, which is why in my opinion, it is the most important.     

During my A Level history course, the Napoleonic era particularly fascinated me and I pursued my interest through further reading, looking specifically at Napoleon’s downfall, an area I found most compelling as it offers the greatest exposition of the psychology of this exceptional man. I read Digby Smith’s ‘The Decline and Fall of Napoleon’s Empire’ as well as Zamoyski’s ‘1812’. I picked up on several themes throughout Zamoyski’s book and developed my own opinions such as sympathetic stances towards General Barclay and the Tsar, but was particularly intrigued by how Napoleon let his ego drive his pre-war diplomacy and how Napoleon’s own role in the breakdown of the Treaty of Tilsit perhaps triggered his eventual downfall. The fact that I was so gripped by so many different themes within an historical study of one war also reveals another aspect of history that is so appealing to me. It offers vast numbers of different avenues to pursue in one’s research, whether it is Napoleon’s diplomacy or the fallibility of the Russian command.

Outside of my academic studies, I am a dedicated sportsman but have particularly flourished musically as a cellist, obtaining a grade 8 standard in year 11 and am a committed member of various ensembles. Music has coloured my historical studies, for example, I played various Shostakovich symphonies coinciding with my study of Stalinist Russia at GCSE, each with a very different feel depending upon his relationship with Stalin, but perhaps most moving was playing his 10 th symphony, a purely self-indulgent expression of relief after the death of the dictator. It is impossible to appreciate this great work without its historical context, which transforms the piece into something personal, attaching the listener emotionally. History is not only fascinating in itself, but it enriches our appreciation of all other interests.

For more inspiration, take a look through our other successful Personal Statement a nalysis articles:

Successful Personal Statement For Law At Cambridge

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The student speaks intelligently and successfully links their interests – both within history and outside of history – to the study of history on a wider scale. The statement is well organised and reads well. Paragraph three, in particular, has many strong points with a greater focus on what really interests the student and why. The student does well to focus on the different areas of exploration within history showing a strong awareness of the nuances within historical study.

Bad Points Of The Personal Statement

The statement focuses too much on what the student knows, rather than what interests the student – the first paragraph, in particular, reads too much like an essay, and less like an exploration of why this student actually wants to study history. The student risks falling into a trap of trying to teach and impress the admissions tutor with their knowledge instead of offering a more personal approach. The student also needs to try to avoid repetition, for example ‘most interestingly’ and ‘most fascinating’ within the same sentence in order to ensure the whole statement flows better.

UniAdmissions Overall Score:

This is a very strong, well-written Personal Statement. The student has clearly proved they can both understand and analyse history. The student perhaps needs to focus more on their own motivations behind studying history, but overall, the statement suggests a student with great potential and zeal for the subject. What would make the student stand out even more is a stronger closing statement – something to bring the whole personal statement together.

This Personal Statement for History is a great example of a strong, well-written Statement. The candidate’s interest and achievements are clearly shown which is vital to Admissions Tutors.

Remember, at Oxford, these Admissions Tutors are often the people who will be teaching you for the next few years, so you need to appeal directly to them.

There are plenty more successful personal statements and expert guides on our Free Personal Statement Resources page.

Our expert tutors are on hand to help you craft the perfect Personal Statement for your Oxford History application.

With our  Oxbridge History Premium Programme, we help you craft the perfect Personal   Statement , score highly on the HAT and teach you how to  Interview effectively .

Discover our  Oxbridge History Premium Programme  by clicking the button below to  enrol and triple your chances of success.

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The History degree at Durham is designed to give you a sense of the diversity of human experience – geographically and chronologically. We offer an unusually broad range of options that will take you to very different places and times. You can also explore diverse themes and approaches, such as environmental and scientific history, visual cultures, and gender and sexuality. The course will equip you with critical and presentational skills that are valuable in many careers.

Year 1 offers you an induction into advanced historical study, engaging with different periods and approaches to the study of the past.

Year 2 raises new questions about the human past, setting these in specific periods and parts of the world. It develops your understanding of historiography - the history of history-writing – and gives you experience of writing an extended historical argument. You can also apply to add a placement year or a year abroad to your degree, increasing the course from three years to four.

In Year 3 the focus is on intensive study and independent learning. The special subject guides you through the primary and secondary material on a specific period or phenomenon; the dissertation allows you to choose your own topic, and devise your own question, for an extended piece of writing. The dissertation is an opportunity to focus on a topic that fascinates you – and brings together the skills you have developed through your time at Durham.

Throughout your degree, you will be encouraged to attend an extensive programme of activities, including research seminars and public lectures from high-profile guest speakers.

Course structure

We have one core module in Year 1: Making History . But our students do not all study the same thing on this module: we teach it through multiple strands. You will choose a ‘strand’, focused on a particular topic. With the other students on that strand you will meet regularly in a seminar group, following a course of reading and discussion that gives you a grounding in the key skills you will need at later stages of the course to interpret and explain historical information.

You will also take four optional modules in Year 1, choosing from a list of around a dozen.

Some recent examples of optional modules:

• Decline and Crisis? Europe 1300–1500
• Transformations in the Late Antique Mediterranean, c.300–c.700 CE
• Connected Histories: Early Modern Europe, c.1450–1750
• The Atlantic Archipelago, c.1500–c.1750
• Modern Times: A Cultural History of Europe, c.1860–1960
• Power in Africa
• Imagining East Asia in the Modern World
• Wars and Welfare: c. 1900–1945
• The Rise and Fall of American Slavery, 1607–1865

There is also a core module in Year 2: Conversations in History . As in Year 1, this is actually taught through multiple strands in seminar groups – so students do not all study the same thing. But whatever the focus of your strand, the core module will encourage you think about how history is written, and to identify and define your own questions. You will develop effective strategies for handling contrasting approaches as you plan and write an in-depth, independent project, and you will discuss and explain your ideas in a small-group context.

Again, you will take four optional modules in History in Year 2, choosing from a wide range.

• The Book of Hours in Medieval Life and Art
• Medieval Islamic World
• Inventing France, 1300–1500: Kings and Communities of the Realm
• Law and Order in the Barbarian Kingdoms c.500–800 AD
• The Court: Art and Power in Early Modern Europe
• A ‘Pure’ Land? Gender, Caste and Community in South Asia, c.1750–1950
• The “Vast” Early Modern Americas
• Early Modern Hospitality in Global Comparative Perspective
• Hard Times: British Society, 1815–1902

Year 3 (Year 4 if undertaking a placement or year abroad)

In your final year, you will choose your own dissertation topic, through consultation with a supervisor. The potential range of topics is very wide – in recent years, varying from representation of bandits in twentieth-century Hollywood films to ceremonial in medieval France. Guided by your supervisor, you will undertake independent research – and you will write your dissertation.

As a History student, you will also take a special subject, an entirely seminar-taught intensive course; and you will choose one other module.

Examples of recent special subjects and optional modules:

• Developing Africa
• Revolution and History
• Liberty, Equality, Democracy: Progressive Thought in Nineteenth Century Britain
• History and Its Audiences
• Empires and States in Early Modern Asia: Nomads, Slaves, Scholars, Rulers
• Health, Wealth, and Happiness: Investigating Standards of Living and Wellbeing in the Past
• Beyond Feudalism

Additional pathways

Students on the BA in History can apply to be transferred onto either the ‘ with Year Abroad ’ or ‘ with Placement ’ pathway during the second year. Places on these pathways are in high demand and if you are chosen your studies will extend from three years to four.

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You will learn through a combination of lectures, seminars, and tutorials. Lectures are a big part of the programme in Year 1 and Year 2 – we use them to introduce broad historical questions and offer context and critical commentary. Seminars are small group sessions – 10-12 students, or 15 students for the special subject - in which we guide you in a critical discussion of readings and evidence. Tutorials are individual or very small group sessions where we offer you detailed advice or feedback on a specific piece of work.

Through the degree, you will progress from more general topics to specialised studies as you gain confidence and experience and develop as an independent, self-motivated learner. In each year you will be allocated an academic advisor to discuss module choices in line with your interests and aims

The Durham degree involves coursework and examinations. In each year of the course, you will have to do some of both – though coursework is the larger part of the assessment. There is also an assessed spoken presentation in the second year, because we think it is important that we develop and test your skills in talking to an audience.

Entry requirements

A level offer - A*AA including History.

Contextual offer – AAB  including History.

Cambridge Pre-U - D2D3D3 including History.

BTEC Level 3 National Extended Diploma/OCR Cambridge Technical Extended Diploma – D*DD and History A level at grade A (or equivalent) is required.

IB Diploma score - 38  with 666 at Higher Level including History.

In addition to satisfying the University’s general entry requirements, please note:

We also consider other level 3 qualifications, including T-levels.

• Ancient History’ is not accepted in lieu of ‘History’. 
• We welcome applications from those with other qualifications equivalent to our standard entry requirements and from mature students with non-standard qualifications or who may have had a break in their study.
• Applications for deferred entry may be considered in special circumstances. Please contact us using  durham.ac.uk/study/askus/  
• We welcome applicants who have taken Global and Independent Research Cambridge Pre-U and Extended Project Qualification. These qualifications, however, do not form part of our offer. 
• If you are an international student who does not meet the requirements for direct entry to this degree, you may be eligible to take an International Foundation Year pathway programme at the  Durham University International Study Centre .

Alternative qualifications

• Other UK qualifications
• EU qualifications 
• International qualifications

International students who do not meet direct entry requirements for this degree might have the option to complete an International Foundation Year.

English language requirements

Country specific information

Fees and funding

The tuition fees for 2025/26 academic year have not yet been finalised, they will be displayed here once approved.

The tuition fees shown for home  students are for one complete academic year of full time study and are set according to the academic year of entry. Fees for subsequent years of your course may rise in line with an inflationary uplift as determined by the government.

The tuition fees shown for  overseas and EU  students are for one complete academic year of full time study, are set according to the academic year of entry, and will be subject to an annual inflationary increase and are expected to rise throughout the programme of study. The fee listed above is for the first year of the course only; fees for subsequent years will be confirmed not less than 3 months before the start of the academic year to which the increase is intended to apply and will be published on the Finance webpages here [link].

In deciding the annual level of increase the University will take into account inflationary pressures on the costs of delivery. Tuition fees will rise annually by up to the higher of;

• the latest annual percentage increase in the Consumer Prices Index.

Please also check costs for colleges and accommodation .

Scholarships and Bursaries

We are committed to supporting the best students irrespective of financial circumstances and are delighted to offer a range of funding opportunities. 

Career opportunities

Our aim is to make you better at thinking, speaking, and writing for yourself; and better at critically assessing the words that others speak and write. Thinking analytically, arguing clearly and concisely - these are fundamental skills in many jobs. Our graduates have gone on to find successful careers in a wide variety of fields. They work in teaching at schools and universities, in museums and galleries, in law, finance, banking and accountancy, the Civil Service, the charity sector, media, journalism, and the military and further study.

Of those students who graduated in 2020-21:

• 87%  are in paid employment or further study 15 months after graduation across all our programmes

Of those in employment:

• 85%  are in high skilled employment
• With an average salary of  £28,000 .

(Source: HESA Graduate Outcomes Survey. The survey asks leavers from higher education what they are doing 15 months after graduation. Further information about the Graduate Outcomes survey can be found here  www.graduateoutcomes.ac.uk )

Department information

Why study history? Our answer to that is simple: because we are human, and we need to understand ourselves, and one another. History helps us to see other ways of thinking and living – and it offers us alternative perspectives on the present.

The History programme at Durham is designed to give you a sense of the diversity of human experience – geographically and chronologically. We offer an unusually broad range of options that will take you to very different places and times. You can also explore diverse themes and approaches, such as environmental and scientific history, visual cultures, and gender and sexuality. The course will equip you with critical and presentational skills that are valuable in many careers.

For more information see our  department pages .

• Top 50 in the world  in the  QS World University Subject Rankings 2023
• Top 5  in  The Guardian University Guide 2024
• Top 5  in  The Times and Sunday Times Good University Guide 2024
• Top 5  in  The Complete University Guide 2024

For a current list of staff, please see the History Department web pages .

The Department of History occupies the heart of Durham World Heritage Site . Our location is within easy reach of all University colleges, lecture halls and libraries.

Our work incorporates everything from manuscripts to photography, printed sources to museum collections. You will work with staff on a rich array of primary sources, which range from medieval manuscripts in the cathedral archive, through the ceramics, prints and textiles held by the Oriental Museum, to the documents of the Sudan Archive, and more. Durham holds historical resources of international significance.

Find out more:

Use the UCAS code below when applying:

The Universities and Colleges Admissions Service (UCAS) handles applications for all undergraduate courses.

• Contextual Offers
• Admissions Policy

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Register for an Undergraduate Open Day

• Date: 01/09/2023 - 31/08/2024
• Time: 09:00 - 16:00

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