Oxford Summer Programme

Turn potential into achievement

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Prospectus

What is included

At a glance

Location

St Anne's College, Oxford University

Price

Starting at £5,499

Age Range

Junior cohort (13 - 15 year olds)
Middle cohort (15 - 18 year olds)
Senior cohort (18+ year olds)

Dates

19th July - 31st July 2026
Ends 4th August with England Extension add-on

Student to teacher ratio

Tutorials are typically 2:1

Minimum English level

B2 (upper intermediate)

Certification

Letter of recommendation
Certificate of achievement

Tutors

Exclusively Oxford and Cambridge academics, including professors and admissions tutors

At a glance

Location

St Anne's College, Oxford University

Price

Starting at £5,499

Age Range

Junior cohort (13 - 15 year olds)
Middle cohort (15 - 18 year olds)
Senior cohort (18+ year olds)

Dates

19th July - 31st July 2026
Ends 4th August with England Extension add-on

Student to teacher ratio

Tutorials are typically 2:1

Minimum English level

B2 (upper intermediate)

Certification

Letter of recommendation
Certificate of achievement

Tutors

Exclusively Oxford and Cambridge academics, including professors and admissions tutors

What is included

✓

Excursions, cultural and extra-curricular activities

All domestic transportation, including airport transfers

Seperate male and female accommodation

Separated accommodation by cohort

✓

Secure college accommodation in Oxford University

>50 hours of teaching

All meals (breakfast, lunch and dinner)

All course supplies

Why our programme?

We found that other Oxford programmes lacked crucial elements of the very institution they were bringing to their students: no tutorial system or even Oxford and Cambridge-educated tutors. For us, this meant they could only offer a surface level experience of Oxford academic life.

We therefore set an exceptionally high standard for our own teaching staff. Merely having studied at Oxford or Cambridge, while important, is not enough. Our academic team is composed of doctoral researchers, postdoctoral fellows and full-time professors, all of whom teach Oxford and Cambridge undergraduates and are directly involved in the full admissions process, including assessing applications and deciding which candidates receive offers. Alongside them, we appoint some of the universities’ most accomplished graduates, including former Presidents of the Oxford Union and alumni who placed first in their cohort among hundreds of candidates in their final examinations.

Our aim is to remain close to the spirit of Oxford’s academic tradition by maintaining a very low tutor to student ratio. This allows teaching to be shaped carefully around each student’s interests and needs, and to support their academic development in a sustained and thoughtful way.

In parallel, our Oxford foundational skills module is designed to support personal as well as academic growth, with a focus on communication, critical thinking and collaborative work, qualities that are increasingly valued by university admissions tutors across the world.

I. Subject material

II. Foundational skills

III. UK university applications

Academic content

Our programme is structured around three academic components, designed to cultivate both intellectual excellence and well-rounded, thoughtful learners.

I. Subject Material

Each student will choose one subject as a major and another as a minor, giving our students both choice and subject depth. They will be assigned one of our Oxford or Cambridge academics as tutors for each subject. Over the two weeks, student will write a research paper on a topic of their choosing, supervised by our tutors, on their major subject.

As subjects are taught in the tutorial style and in small groups, the content is shaped to meet each student’s academic needs and goals. Students discuss their level and aspirations with their tutor at the outset, and the material is then tailored accordingly so that they gain the greatest benefit from their studies. The content below is therefore illustrative rather than prescriptive.

Students studying Classics sample Greek and Latin literature in translation, approaching the texts as works that shaped, and were shaped by, the societies that produced them. Tutorials focus on epic form, the uses of myth, and the ways later writers inherit, revise, and contest earlier models. The aim is to read with attention not only to what a poem says, but to how it constructs authority, heroism, duty, and violence.

Across two weeks, students practise close reading, scansion exercises to sharpen their sense of poetic technique, and short comparative essays that force choices about evidence and interpretation. The course goes beyond the curriculum by treating language, culture and ideas as inseparable, and by training students to make an argument about a text that is grounded in detail rather than impression.

Reading

Homer, The Iliad (trans. Fagles)

Virgil, The Aeneid (trans. Fagles)
Students choosing Creative Writing focus on narrative and voice, treating style as something made rather than something merely possessed. Tutorials cover character, structure, point of view, imagery, and the practical work of revision, with close attention to how choices on the page produce particular effects in the reader. The aim is to replace vague ambition with usable technique, and to show that originality is usually the outcome of discipline.

Across two weeks, students draft short pieces, workshop them in the tutorial style, and revise with purpose. Discussion is frank but constructive, concentrating on what the writing is trying to do, where it succeeds, and what might be altered to make it sharper, stranger, calmer, or more convincing. The course goes beyond the curriculum by building craft habits and a mature relationship to feedback, so that students leave with improved work and a clearer method for producing more.

Reading

Ursula K. Le Guin, Steering the Craft

Strunk & White, The Elements of Style
Students studying English take a taster in close reading and critical method, centred on the idea that interpretation is a discipline rather than a mood. Tutorials work across poetry and prose, focusing on form, metre, voice and rhetoric, and on the relationship between what a text appears to say and what it is made to do. The aim is to train attention, so that claims about meaning are anchored in the smallest particulars of language.

Over two weeks, students write short commentaries and practise comparing rival readings, learning how to test an interpretation against the evidence of tone, structure and phrasing. This goes beyond the curriculum by sharpening precision in expression and in judgement, and by developing the habit of building an argument that can withstand disagreement.

Reading

Jonathan Bate, English Literature: A Very Short Introduction

Helen Vendler, Poems, Poets, Poetry (selected)
Students studying Philosophy take a taster that centres on a small set of large questions about knowledge, mind, and personal identity. Tutorials introduce argument structure and the use of thought experiments, with particular attention to the discipline of stating conditions clearly, including what is necessary and what is sufficient. The aim is to show philosophy as a method of inquiry that advances by distinctions, rather than by opinion.

Over two weeks, students practise rigorous discussion and write concise essays that are judged by clarity of reasoning, not rhetorical flourish. They learn to identify hidden assumptions, to anticipate objections, and to revise a position when the argument requires it. The course goes beyond the curriculum by making precision a habit, so that students leave better able to think, speak and write with logical control.

Reading

Simon Blackburn, Think

Bertrand Russell, The Problems of Philosophy
Students studying History explore European and world history from 1400 to 1650 through the connected themes of Renaissance and Reformation. Tutorials focus on source analysis, causation, and comparison across regions, with sustained attention to how historical arguments are built and where they break down. The period is treated less as a procession of events than as a set of problems, including religious change, political authority, cultural renewal, and the shifting boundaries of the known world.

Across two weeks, students read primary texts closely and write short, focused essays that require them to make choices about evidence, emphasis, and explanation. Rival interpretations are not treated as decoration but as tests, since the task is to decide what a source can bear and what it cannot. The course goes beyond the curriculum by training students to weigh claims against evidence, and to defend an argument with precision rather than breadth alone.

Reading

Jerry Brotton, The Renaissance: A Very Short Introduction

Peter Marshall, The Reformation: A Very Short Introduction

Students choosing Business and Entrepreneurship explore the practical logic of building and running a venture, from the first strategic choices to the discipline of execution. Tutorials cover strategy, product–market fit, unit economics, and team leadership, with a focus on how good decisions are made under uncertainty and how weak ideas are often rescued, or exposed, by the numbers.

Across two weeks, students map a lean canvas and develop a mini go-to-market plan, treating each element as a claim that needs support rather than as a box to be filled. The work is deliberately evidence-led, pushing students to think in terms of customers, incentives, constraints, and trade-offs. This goes beyond the curriculum by insisting on customer-led reasoning and by training the habit of testing assumptions before committing to them.

Reading

Eric Ries, The Lean Startup

Richard Rumelt, Good Strategy/Bad Strategy
Students studying Economics take a taster in introductory microeconomics, beginning with the basic tools economists use to explain choice and constraint. Tutorials cover supply and demand, elasticity, consumer choice and market failure, with an emphasis on how models clarify real behaviour, and on the limits of what they can claim.

Across two weeks, students work through data-led problem sets and short empirical tasks that force them to connect theory to evidence. The aim is to build confidence with the core concepts, while also developing the habit of stating assumptions clearly and checking whether a conclusion is actually warranted. Students finish the course better able to read an economic argument, interrogate it, and produce one of their own with precision.

Reading

CORE, The Economy

Avinash Dixit, Microeconomics: A Very Short Introduction
Students studying Finance sample the core questions of financial management: how cash flows are valued, how investment choices are made, and how risk is handled when the future is uncertain. Tutorials cover time value of money, discounted cash flow, NPV and IRR, the relationship between risk and return, and the basics of capital budgeting, with an emphasis on linking calculation to the judgement it is meant to support.

Across two weeks, students build simple spreadsheet models and apply them to short case-style problems, learning to state assumptions clearly, test sensitivity, and explain what the numbers do and do not show. Discussion keeps the analysis grounded in real decisions, including the trade-offs that sit behind apparently clean outputs. Students finish the course better able to read financial arguments critically and to produce clear, defensible valuations of their own.

Reading

Brealey, Myers & Allen, Principles of Corporate Finance (introductory chapters)

The Economist Guide to Financial Markets
Students studying Geography focus on Earth systems processes, treating the planet as an interacting set of physical and biological systems rather than a collection of topics. Tutorials explore climate and ocean dynamics, the carbon cycle, and landscape change, with attention to feedbacks, thresholds, and the ways local environments are shaped by global processes. The aim is to show how geographers move between mechanisms and patterns, and how they use evidence to connect the two.

Across two weeks, students complete short field or mapping tasks and practise interpreting satellite data, learning what remote sensing can reveal and where it can mislead. They are trained to read maps and datasets as arguments that require judgement, including choices about scale, classification, and uncertainty. Students finish the course better able to explain environmental change with precision, and to support their claims with appropriate data.

Reading

Kump, Kasting & Crane, The Earth System

Erle C. Ellis, The Anthropocene: A Very Short Introduction
Students studying Law take a taster in criminal law that introduces both the substance of the subject and the habits of legal reasoning. Tutorials focus on actus reus and mens rea, the structure of key offences, and the role of defences, with close attention to how rules are applied and limited through cases. Students learn to read judgments for ratio and reasoning, not just for outcome, and to see how apparently clear principles become contested at the margins.

Across two weeks, students practise tight legal analysis using the IRAC method, and take part in mini-moots that train clarity, responsiveness, and the discipline of arguing from authority. The aim is not to memorise large amounts of doctrine, but to develop the ability to handle problems carefully, to separate relevant from irrelevant facts, and to explain a conclusion in terms a lawyer would recognise.

Reading

Jonathan Herring, Criminal Law: A Very Short Introduction

Glanville Williams, Learning the Law
Students studying Politics sample political theory through the concepts that sit at the centre of modern argument. Tutorials examine liberty, equality, justice and democracy through classic texts, treating them as attempts to solve problems rather than as sets of slogans. Students learn to read with precision, paying attention to definitions, assumptions, and the kinds of evidence or reasoning a political philosopher thinks can bear weight.

Across two weeks, students write concise position papers and practise structured debate, with an emphasis on making claims clearly, anticipating objections, and revising an argument when it cannot be defended. The aim is to cultivate a disciplined style of political thinking that can distinguish between rhetoric and reason, and that can explain not only what one believes, but why.

Reading

Jonathan Wolff, An Introduction to Political Philosophy

Niccolò Machiavelli, The Prince
Students studying Psychology explore the discipline as an attempt to explain mind and behaviour with evidence rather than impression. Tutorials range across cognition, development, brain and behaviour, and research methods, with particular attention to how psychologists turn broad questions into testable claims. Students are trained to distinguish between what a study seems to show and what its design actually allows one to conclude.

Across two weeks, students revisit classic experiments through guided replications and structured exercises, then practise reading journal articles with care, identifying the research question, the method, the results, and the limits. The aim is to build confidence with core concepts while developing a more disciplined eye for argument, causation, and uncertainty.

Reading

Daniel Kahneman, Thinking, Fast and Slow

Eysenck & Keane, Cognitive Psychology (selected chapters)

This module examines the conceptual and evidential bases of biological diversity. It proceeds from the premise that evolution is best understood not as a settled set of conclusions, but as an explanatory framework whose strength depends on the quality of the evidence brought to bear. Tutorials range across phylogeny, natural selection, speciation and biodiversity, moving from microbes to mammals while keeping the central question in view: how variation is generated, organised and sustained over time.

The emphasis is twofold. On the one hand, students develop the practical habits needed to handle biological evidence well, including working with real datasets and learning to read phylogenetic trees as arguments that invite scrutiny rather than illustrations that demand assent. On the other hand, they practise scientific writing that is proportionate in its claims, attentive to uncertainty, and precise in its use of sources. By the end of the fortnight, students produce a short, data-led piece of writing that signals serious super-curricular engagement.

Reading:
E.O. Wilson, The Diversity of Life
Brian & Deborah Charlesworth, Evolution: A Very Short Introduction
Students choosing Chemistry study physical chemistry through the topics that most sharply constrain how chemists explain change. Tutorials focus on thermodynamics and kinetics, working through entropy, Gibbs free energy and equilibrium, alongside reaction rates and mechanism. The aim is to show how these concepts govern what can happen, how far it can go, and how quickly it proceeds.

The work is grounded in problems rather than summary. Students practise moving between equations, graphs and interpretation, developing a feel for units, approximation and scale, and learning to state assumptions plainly before trusting the conclusion. By the end of two weeks, they should be able to use quantitative reasoning to support a chemical argument, and to write clearly about what a calculation demonstrates, and what it does not.

Reading:

Peter Atkins, Chemistry: A Very Short Introduction

Atkins & de Paula, Physical Chemistry (introductory sections)
Students studying Computer Science use functional programming as a thinking tool, rather than as a stylistic preference. Tutorials introduce recursion, higher-order functions, and types, with an emphasis on how these ideas support disciplined reasoning about programs. Functional programming is treated here as a way of writing code that makes its structure and assumptions visible, and therefore easier to test, explain, and trust.

Over two weeks, students build small programs designed to be correct before they are clever. They practise reading code closely, reviewing one another’s work, and justifying design decisions in clear terms. The approach goes beyond much school-level computing by foregrounding abstraction and proof-like clarity, so that correctness is something argued for, not merely hoped for.

Reading:

Graham Hutton, Programming in Haskell

Subrata Dasgupta, Computer Science: A Very Short Introduction
Students studying Engineering focus on the principles that allow engineers to make reliable claims about the physical world. Tutorials cover free-body diagrams, stress and strain, beams and trusses, and the purpose and use of safety factors. Rather than treating these as isolated techniques, the course shows how they fit together as a way of reasoning from load and geometry to stability, strength, and likely points of weakness.

Over two weeks, students work through structured design-style problems that require more than simply applying a formula. They learn to idealise sensibly, to state assumptions, and to check whether a result is plausible before trusting it. The approach goes beyond much school physics by emphasising engineering judgement, including the ability to explain not only what a structure can carry, but why, and under what conditions that conclusion no longer holds.

Reading
J.E. Gordon, Structures: Or Why Things Don’t Fall Down
Hibbeler, Engineering Mechanics: Statics (selected)
Students studying Mathematics take a two-week taster anchored in linear algebra and the craft of proof. Tutorials introduce vectors and matrices, transformations, and the geometric intuition that makes the subject more than symbol manipulation. Alongside this runs a sustained focus on proof techniques, so that students learn not only how to obtain an answer, but how to justify it with clarity and control.

Levels vary widely in mathematics, and the tutorial format is well suited to that reality. Teaching is pitched to where each student begins, then adjusted as they gain confidence, moving from guided problems to more open-ended questions that demand explanation as well as calculation. The course takes students beyond the school curriculum by strengthening rigorous thinking that transfers across STEM, especially the habit of turning informal insight into a structured argument.

Reading

Timothy Gowers, Mathematics: A Very Short Introduction

Daniel Velleman, How to Prove It
Students studying Medicine take a taster in the pre-clinical foundations of how the body is organised and described. Tutorials introduce anatomical language, tissues, and the major organ systems, with short clinical case snippets used to show why detail matters and how structure relates to function. The aim is to build a framework that is accurate enough to support further study, rather than a set of disconnected facts.

Across two weeks, students work with virtual dissection resources and histology images, and practise structured note-making that prioritises clarity, terminology, and recall. This goes beyond the school curriculum by insisting on precision in language and by training the study habits expected in medical education, including the ability to summarise complex material without losing what is essential.

Reading

Oxford Handbook of Medical Sciences (selected chapters)

Anatomy: A Very Short Introduction (OUP)
Students studying Physics take a taster that begins where the subject is at its most uncompromising, and most rewarding: mechanics and special relativity. Tutorials revisit forces, energy and momentum with an insistence on first principles, then extend that discipline to frames of reference and relativistic reasoning. The purpose is not to race through topics, but to show how a small number of ideas, handled carefully, can carry a great deal of explanatory weight.

Across two weeks, students work through demanding problem sets that prioritise modelling over memory, including questions where the hardest step is deciding what to ignore and what cannot be ignored. Short experimental investigations are used in the same spirit, as a check on reasoning and a prompt to think clearly about assumptions, measurement, and uncertainty. The course goes beyond the curriculum by training the habit of building an argument from simple starting points, and defending it under pressure.

Reading

Richard Feynman, Six Easy Pieces

Kleppner & Kolenkow, An Introduction to Mechanics (selected chapters)

Independent research paper

Students work on an independent research paper supervised and marked by our Oxford or Cambridge tutors. This research is completed in their major subject, on a topic of their choosing, and guided through small tutorial-style sessions. Top UK universities look for students who show genuine super-curricular interest, and a research paper completed under the supervision of an Oxbridge academic allows our students to demonstrate exactly that. It helps them stand out in applications, showing depth of thought and real engagement beyond the curriculum.

When asked in an interview or UCAS personal statement, for example, “Why medicine?”, our students can point to a research paper they completed at Oxford under the supervision of Dr Stefan Kluzek of Lady Margaret Hall. They can explain the question they explored, the academic reading they engaged with, and what the process taught them about the subject. This gives them a concrete, substantive experience to draw on — something far more compelling than relying solely on an A* at A-Level or a 7 in the IB.

II. Foundational skills

Top universities demand well-rounded learners who pair top grades with the skills of future leaders. That’s why our programme has a mandatory track dedicated to nurturing the key skills to create future leaders. We cover 5 foundational skills. These are:

1. Communication;
2. Debating;
3. Critical thinking;
4. Leadership; and
5. Teamwork

It is taught through our three step teaching philosophy, LEAD, designed to be interactive, collaborative and engaging:

1. Students first learn core foundations in skills classes;
2. Then apply them through a team project; and
3. Finally demonstrate their growth in competitions and presentations.

Nurturing future leaders

The team project is the best way to put these foundational skills into action. Students will be put in teams with the task of designing a product or service that they will present to our panel of judges (similar to Dragon’s Den or Shark Tank).

We will deliver a lesson for each to help students structure their ideas and set them on the right path to consider all the relevant factors. It will involve:

Brainstorming an Idea
Market Sizing
Product Differentiation
Marketing & Pricing
Presentation

Students are invited to the historic Oxford Union chamber, renowned for hosting world-leading debates and speakers at the forefront of public discourse. The students are divided into teams of four and paired against each other in successive rounds in British Parliamentary format. Each match produces a winner, who then advances to the next stage of the tournament, narrowing the field until two teams meet in the grand final.

The final debate takes place in front of all of the students, giving students the chance to showcase their skills under real audience pressure. Motions are released 15 minutes before each debate, giving teams limited preparation time and encouraging quick thinking, collaboration and creativity.

III. UK application seminars

We run dedicated seminars and lectures that demystify the UK university admissions process. Our academic team, who interview applicants, work in admissions and help decide who receives offers at Oxford and Cambridge, explain exactly what top universities look for and how students can stand out. We also run practical workshops on UCAS personal statements, where students work through exercises on how to write strong, compelling answers. Together, these sessions give students clear, insider guidance on how to present genuine academic interest and build a winning application.

How our programme elevates university applications

Entry to leading UK universities has become increasingly competitive, and strong grades alone are no longer enough to set applicants apart. Admissions decisions increasingly turn on evidence of intellectual engagement and academic maturity beyond the classroom. Our programme is designed with this in mind, focusing on practical benefits for students applying to UK universities, which can be grouped into three main areas.

I. Programme certification

Students who complete the course receive both a certificate and a personalised recommendation letter. These show that your child is willing to be academically stretched and pursue their subject beyond the curriculum, qualities valued by elite UK universities, reinforced by exposure to the tutorial system and our tutors’ credibility.

II. Personalised coaching

We provide personalised mentoring to understand your child’s strengths and weaknesses, then create a tailored roadmap for their university ambitions. This includes coaching on the full admissions process, from tests to interviews. As a result, your child apply confident of the process, and ready to succeed.

III. Accelerated development

By exposing your child to a university experience, they will gain a more rigorous understanding of their subjects, going well beyond the curriculum. Coupled with dedicated learning in key foundational skills, your child will be perceived by application tutors as more confident, perceptive and ready than other applicants.

Our academic team

Learn more

Our team is built around professors, academics, postdoctoral researchers, and doctoral students from Oxford and Cambridge, many of whom teach Oxford undergraduates and postgraduates and are deeply familiar with admissions processes at top universities. Each brings over 300 hours of tutoring experience each, with subject specialists covering the full range of disciplines offered at Oxford and Cambridge. Meet our academic team, who will provide personalised guidance and mentorship at every stage of your or your child’s academic journey.

Wolfson College, Oxford

Dr. Marc Ventresca is Associate Professor of Strategic Management at the Saïd Business School, University of Oxford, and a Fellow of Wolfson College. His work focuses on the commercialisation of Low Earth Orbit space, innovation strategy and ecosystems, the economic sociology of emerging markets among others. At Oxford Global Courses, he contributes to lecturing on business management and finance.

Somerville College, Oxford

Dr. Kate Roll is an Associate Professor at UCL and a former Senior Research Fellow at the University of Oxford’s Saïd Business School. Her teaching career began at Oxford, where she lectured in Empirical Politics at Somerville College and in General Management at Lady Margaret Hall, drawing on the university’s distinctive tutorial method. She later developed the Technology for Impact elective at Saïd Business School, which examined how digital technologies can address complex global challenges, and she continues to co-convene the Innovation Strategy module. Kate’s writing on teaching has appeared in The Guardian and Times Higher Education, and she was nominated for Oxford’s Most Outstanding Lecturer award in 2018 as well as the UCL Student Choice Awards. She is also a Fellow of the Higher Education Academy. At Oxford Global Courses, she delivers seminars on UK university applications, with a particular focus on applying to Oxford, as well moral markets and business innovation strategy.

Kellogg College, Oxford

Dr. Kubilay Ahmet Küçük is a Postdoctoral Research Associate in the Department of Computer Science at the University of Oxford and a former researcher at ETH Zurich. His work focuses on trusted and confidential computing, secure remote execution, and building privacy-preserving systems for modern cloud and IoT environments. Alongside his research, Ahmet has extensive experience tutoring computer science and supporting students in both theoretical and applied computing. At Oxford Global Courses, he teaches on cybersecurity, systems security, and the governance of emerging technologies.

Lady Margaret Hall, Oxford

Dr. Hannie Lawlor is Associate Professor in Modern Spanish Literature and Film, and Fellow and Tutor in Spanish at Lady Margaret Hall. Her research focuses on women’s autobiographical practices in the twentieth and twenty-first centuries, with a particular interest in comparative work across languages, cultures, and media. She delivers seminars on UK university applications, clarifying what admissions tutors are looking for and how students can present their academic case.

Lady Margaret Hall, Oxford

Dr. Stefan Kluzek is a clinician–scientist at the University of Oxford, where he lectures in Medicine and conducts research on knee injuries, osteoarthritis and the metabolic factors that shape long-term joint health. He completed his DPhil on developing new methods to detect early inflammatory change in osteoarthritis. At Oxford Global Courses, he delivers seminars on the Oxbridge and UK university application process.

Saïd Business School, Oxford

Dr. Oğuz Karasu is a postdoctoral economist at the University of Oxford’s Saïd Business School, affiliated with the Oxford Space Initiative, where he researches the emerging space economy and high-growth, technology-driven industries. At Oxford Global Courses, he lectures in Economics, with a particular focus on the space economy and innovation-led industries, helping students connect economic theory with real-world transformations in business and technology.

Exeter College, Oxford

Fantin Lowenstein is completing doctoral reserach at the Radcliffe Department of Medicine, University of Oxford, affiliated with Exeter College. He explores the role of elevated phenylalanine on cardiovascular health, focusing on metabolism, redox-signalling, and vascular physiology. At Oxford Global Courses, he tutors Medicine and contributes seminars on cardiovascular science, physiology, and life-sciences topics informed by his cutting-edge research.

Regents Park College, Oxford

Israr Khan is a law tutor at Oxford University. His research focuses on investor-state resolution in the Global South. While completing his law PhD at Oxford, he was elected President of the Oxford Union, and won numerous awards for advocacy, including the Jessup International Law Competition. Israr teaches law to undergraduates and postgraduates at Oxford University. He has also organised and directed numerous Oxford summer programmes for many years.

Brasenose College, Oxford

Dr. Aftab Mallick is a post-doctoral researcher at the University of Oxford as well as the Oxford Centre for Global History. His work examines global capitalism, financial systems, and the political economy of South Asia across the nineteenth and twentieth centuries. At Oxford University, Aftab tutors both undergraduates and postgraduates studying History. At Oxford Global Courses, he tutors world history.

Merton College, Oxford

Mihai Vasile earned a First-Class Master’s degree in Physics from Merton College, Oxford, and is now completing doctoral research using advanced optical sensing techniques to study neuroreceptor systems with single-molecule precision. A former International Physics Olympiad competitor at age 15, Mihai tutors in Physics and Mathematics at Oxford Global Courses and is a dedicated mentor committed to helping students reach their full potential.

Lady Margaret Hall, Oxford

Nathan Weiner is an M&A Investment Banking Associate at J.P. Morgan. He studied Economics and History at Lady Margaret Hall, University of Oxford, as well as at Northwestern University. At Oxford, he was involved in mentoring and academic support for students in economics and related subjects, and at Oxford Global Courses he teaches Economics and Business, drawing on his practical experience in finance and market analysis.

Trinity College, Cambridge

Barty Wardell studied Aeronautical Engineering at the University of Cambridge, ranking in the top 10% his year. While at Cambridge, he served as Co-President of Cambridge University Spaceflight, a student society that designs and launches high-powered rockets. He is now CEO of Vividata, an AI consulting firm that builds tailored machine-learning solutions for global businesses. At Oxford Global Courses, he teaches engineering.

Lady Margaret Hall, Oxford

Danial Hussain graduated from Oxford with a degree in Politics, Philosophy and Economics. He served as President of the Oxford Students’ Union, where he authored ‘The College Disparity Report’, which highlighted systemic inequalities within Oxford. It led to national media coverage in The Times with over 3,000 signatures on our Open Letter. At Oxford Global Courses, he tutors any of Politics, Economics, and Philosophy.

Hertford College, Oxford

Akshay is an AI product leader and Oxford MBA graduate, where he served as Co-Chair of the Technology Oxford Business Network. His work sits at the intersection of AI, product strategy, and cloud systems, helping teams turn ideas into scalable, human-centred products. Before Oxford, he studied at Yale and gained experience across global technology and product roles. At Oxford Global Courses, he contributes to sessions on AI strategy, digital product innovation, and the future of intelligent systems.

Christ Church, Oxford

Bob Sira Sira is an engineer at Microsoft and a postgraduate Software Engineering student at Christ Church, University of Oxford. At Microsoft, he works within the Cloud and AI division, contributing to the development of the Windows Server operating system. Alongside his work at Microsoft, Bob has built a range of applications and websites for multiple organisations. Bob is also an experienced tutor, teaching computer science.

St. Edmund's Hall, Oxford

Aleksander Krużewski read Economics and Management at the University of Oxford. He later completed master’s study at HEC Paris and Yale University, and worked as a Research Assistant at HEC on a finance project examining the Federal Home Loan Bank System’s effect on excess risk taking. He is COO and Co-Founder of Vividata, where he helps Fortune 500 companies apply AI in practical, measurable ways. At Oxford Global Courses, he teaches Business and Entrepreneurship and Economics, and delivers lectures on AI.

Extracurricular activities

While our programme is academically focused, we want students to return home not only more confident and capable, but with lasting memories and friendships. We host many extracurricular events across Oxford's most spectacular venues. These include punting, quiz nights, movie nights, sports and picnics, tours of Oxford University colleges and departments, museum tours.

Formal Dinner

Experience a traditional Oxford evening where students dress up in formal attire, enjoy a three-course meal in one the university's historic halls.

Punting

A traditional Oxford pastime of gliding along the river in a flat-bottomed boat, steered by pushing a long pole.

Pricing

The Foundation tier provides the core programme experience. The Scholar tier builds on this with guaranteed ensuite accommodation in Oxford halls, as well as two one-to-one online calibration sessions with a tutor before the course, allowing students to get ahead on subject material and ensuring the teaching is better tailored once the programme begins. It also includes two post-course mentorship sessions, which students can schedule flexibly to review progress, reflect on outcomes, and discuss next steps toward their academic goals.

	Foundation	Scholar
Price	£5,499	£5,999
Room type	Standard Oxford accommodation	Ensuite Oxford accommodation
Pre-course calibration	✗	Two 1-hour sessions
Post-course mentorship	✗	Two 1-hour sessions

Extend to see the rest of England

Extend the Oxford experience with 4 inspiring nights exploring Cambridge, Stratford-upon-Avon and London!

Cambridge: Tour historic colleges, visit King’s Chapel and the Fitzwilliam, enjoy punting, and end with a group dinner.

Stratford & London: Visit Shakespeare’s Birthplace, watch a Royal Shakespeare Theatre play, then head to London for an evening walk and dinner.

London: With 2 nights in London, explore the Tower of London, St Paul’s, the Houses of Parliament, St. Pauls, with plenty of time for museums, shopping or relaxation.

The England extension, at an additional £1,399, gives your child the chance to explore England, unwind with their new friends, and become culturally enriched before returning home.

Visa and arrival information

Each student will be looked after from the moment they arrive. One of our trained Residential Deans will meet them at the airport terminal, and we will share their contact details with you in advance. We will then take them directly to their accommodation in Oxford.

We encourage applicants to apply for visas individually, and we are happy to support with any questions and provide a letter to the government confirming your child's placement on our programme. Most students require a Standard Visitor Visa (visit to study). You can find more information on the UK government website by clicking below.

Learn more

Student welfare and safety

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We treat student health and safety as a non-negotiable priority, with safeguarding procedures and trained Residential Deans living on site to provide visible, round-the-clock pastoral support. All staff are fully vetted, students are inducted so they know exactly who to approach, and families have clear daytime and 24-hour emergency contact routes.

Day-to-day routines are structured with sign-in and sign-out, age-appropriate curfews, and supervised accommodation arrangements in secure college settings, alongside prompt medical support, careful handling of allergies and dietary needs, and pre-programme venue audits covering fire safety and risk assessments.

How to secure your place

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Step I

Step II

Step III

Step IV

Confirm your eligibility

Submit your application

Reserve your place

Our team will review

Once your application has been reviewed, our team will review your application and guide you through the remaining steps.

Pay the £1,299 reservation deposit, which places your application in the review queue. We recommend doing this early, as places are limited and some subjects fill quickly.

Fill in the application form and answer the short motivational questions.

Make sure you meet the age and academic requirements, have at least B2-level English, and have your most recent transcript ready to upload.

FAQs

The programme is open to three age groups:

Juniors (13–15);

Middles (15–18);

and Seniors (18–25).

Applicants are expected to have at least B2-level English, and all students must complete short motivational questions on the application form so we can assess suitability for the tutorial format.
The application deadline is 31st March, although places may fill earlier due to limited capacity.
Admission is selective, since places are limited in order to keep tutorial groups small. We review applications for academic motivation, maturity, and readiness for the tutorial style, and we recommend applying early as popular subjects can fill quickly.
Teaching is organised around two academic subjects, one taken as a major and one as a minor. The core teaching is delivered through small tutorials, typically at a 2:1 student-to-tutor ratio, which allows discussion to be sustained and feedback to be detailed.

This is complemented by seminars in larger groups, as well as a foundational skills module that combines taught sessions with team-based exercises. There is also the opportunity for independent study as part of students' independent research papers.

Across the programme, each student receives 56 hours of teaching in total.
Yes. Every student follows a personalised academic plan. Tutors tailor lessons to the student’s background, interests, and goals, in line with the Oxford tutorial tradition.
Two one-to-one post-course mentorship sessions are included in the Scholars Package. These provide structured follow-up on university applications, academic planning, and any personalised guidance the student would find most useful.

More generally, support does not end when the programme finishes. All participants join our Oxford Global Courses Ambassador community, and may continue to contact our Residential Deans and academic tutors for advice on applications and next steps as needed.
Welfare is supported by constant pastoral cover and clear routines. Residential Deans live on site and are visible throughout the day and evening, with sign-in and sign-out procedures, evening registers, and quiet hours for under 18s so that students are accounted for and properly rested.

Under-16s may only leave campus when accompanied by staff, while 16 to 18 year olds may go off campus only in small groups after signing out, must return for the next register, and are not permitted to leave after curfew. Accommodation is in single rooms within college buildings with controlled entrances, with single-sex and age-separated corridors, and nightly headcounts and walk-throughs to confirm everyone is safe. All staff are fully vetted (enhanced DBS or international police clearance) and safeguarding trained, and parents have both a daytime contact number and a 24-hour emergency line.
Yes. Airport transfers are included. Residential Deans meet students on arrival at the airport and accompany them to Oxford using transport arranged by us. At the end of the programme, they escort students back to the airport and assist with drop-off at the appropriate departure terminals.
No. Visa applications and fees are the responsibility of parents or guardians. We provide full documentation support but do not submit applications on families’ behalf.
If a visa application is refused, all fees will be refunded on receipt of the official refusal notice, with the exception of the reservation deposit.
We understand that plans can change, and we try to keep our approach clear and fair. The reservation deposit (£1,299) is non-refundable. Where the 14-day cooling-off period applies, you may cancel within 14 days for a refund of amounts paid, less the enrolment fee, provided the service has not started. If you have asked us to begin providing services within those 14 days, a proportionate charge may apply for what has already been delivered.

After the cooling-off period, refunds of tuition and accommodation fees depend on how far in advance you cancel: 120 days or more before the programme start date (100% of fees paid, excluding the enrolment fee), 90 to 119 days (50%), 45 to 89 days (10%), and 0 to 44 days (no refund). Refunds are made to the original payer within 28 days of confirming eligibility, net of bank, card, and foreign exchange charges. If a student cannot attend due to a visa refusal, fees paid will be refunded except for the reservation deposit, on receipt of the official refusal notice.

Once a programme has begun, we are not able to offer refunds for missed sessions or early departure, and optional extras and third-party costs are generally non-refundable unless the external provider issues a refund.
Weekends are dedicated to supervised enrichment and cultural activities. There is no academic teaching during the weekends.
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Dietary and religious requirements are treated as a practical matter rather than an afterthought. We ask families in advance about any dietary, allergy, or medical requirements so we can plan properly and brief staff. Our catering teams can accommodate Halal and Kosher needs, as well as vegetarian, vegan, and allergen-specific diets, with suitable alternatives arranged where needed.

We can also arrange access to multifaith prayer rooms and quiet spaces, so students can observe their beliefs comfortably during the programme.
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Yes, in many cases. We ask families in advance to share any learning differences, accessibility needs, or support plans, so that we can make sensible arrangements before the programme begins rather than improvising on arrival.

Where appropriate, we can match a student with a tutor who has relevant SEN experience, for example supporting students with ADHD, anxiety, dyslexia, dyscalculia, or mild autism spectrum traits. The tutorial format is often well suited to this, since pace, structure, and feedback can be adjusted without lowering expectations. Common adjustments include clearer weekly planning, structured note-making support, breaking tasks into manageable steps, allowing short breaks, and agreeing a predictable approach to discussion and written work.

We cannot provide clinical care or specialist one-to-one learning support beyond what is reasonable within a short residential programme, so where a need is complex or requires dedicated provision, we will be candid at the outset. If you share details early, we will advise honestly on what we can accommodate and what would be necessary for the student to thrive.
Oxford Global Courses contracts with the University of Oxford for the use of its facilities and works exclusively with Oxford and Cambridge academics. However, the programme is not operated by the University of Oxford itself.

If you have any further questions, do get in touch with our team, who will be happy to help.

Download our prospectus

Prospectus

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