Decisions, decisions! Never easy at the best of times, but particularly when it may be the first time students have been faced with having to make some major choices. Deciding on school options at the age of around 13 or 14 is straightforward for some, but some students struggle to choose between different GCSE/Scottish National or other courses – which can also present a challenge for those supporting them.
In this article we pose some questions you can ask young people to help them with their decision-making process. Some of the questions may seem obvious, but it’s easy to make assumptions about what young people are considering and what information they have accessed.
1. Firstly, what subjects are available to you? Students have to continue with certain core disciplines (e.g. English, maths and science) and perhaps other subjects that are made compulsory by their school. Apart from these, they are normally free to choose a few other courses. Unfortunately, it’s not possible for all schools to offer all subjects and choices usually have to be made from groups of disciplines – the humanities and modern foreign languages, for instance. Timetabling and demand can mean that students may be restricted in the choices they can make. Check that the young person you are advising is clear about what is possible.
2. What are you good at? It’s natural for (most) students to be better at certain subjects than others and choosing these may be more likely to result in good grades. Often the subjects students are good at are also the ones they enjoy, but the two don’t necessarily go hand in hand, so this is worth a discussion.
3. Are there new subjects on offer? Many GCSE/National subjects will already be familiar to students, but a range of new subjects – such as sociology, business, media studies or engineering – may also be available. Make sure that students fully investigate any new subjects that interest them so that they have an accurate picture about the topics they will cover. If they decide not to take one of these new subjects now, they could consider picking it up post-16 as it may not be necessary to have studied them at GCSE/National level first.
4. What learning and assessment methods suit you? Although end-of-course written exams are a feature of most GCSEs/Nationals, practical assessments form an important part of certain subjects. Many schools also offer a range of vocational programmes, such as those leading to OCR Level 1/2 Cambridge Nationals, BTEC Level 1/Level 2 Tech Awards or WJEC Level 1/2 Vocational Awards; these offer an applied approach to learning and benefit students who prefer a range of assessment methods. It’s worth noting that some of the more practical or vocational subjects might depend less on final exams, but coursework can take up a significant amount of time.
5. Do you have a career in mind? If so, they should investigate whether any particular subjects are required or preferred for entry. For training in certain scientific or healthcare roles, for example, they may be well placed to take combined (double) or triple science. Research is key!
6. How do your choices balance with each other? Some subjects sit well together whereas others can provide light relief from the more exam-based disciplines.
7. What wider interests do you have? Music, drama, PE etc can be taken as school subjects or continued in a student’s spare time. The latter might be preferable in some cases because it can be good to keep some interests purely for pleasure and there may be other subjects the student can do instead.
8. If you have made your decisions, on what are you basing them? Check that students are choosing subjects for the right reasons. Make sure that the choice is their own and that they are not being persuaded to take them by well-meaning parents or other influencers. Ensure that they are not picking a subject because they like the teacher they currently have (there’s no guarantee they’ll have them in the future), think it will be an easy option (all subjects have their challenges) or because their friends are taking it (what’s right for their friends may not be right for them and they may not even be in the same class).
9. How many subjects should you take? Students will be guided by their teachers, but should bear in mind that doing more GCSEs/Nationals or other courses than the norm will affect the time they have available to study and revise, and this can impact on grades. Having said that, for some students taking additional courses would give them the chance to continue with subjects they might otherwise have to drop.
10. Would you suit a different learning environment? Students might not be aware that it’s sometimes possible to continue their education in another setting, such as a local further education college or university technical college. This is something they could explore if available in their area, particularly if they are interested in having a technical education and/or learning about a sector of work.
Next steps
It’s important that young people get as much information and advice as possible. Encourage them to attend options events, check out their school’s website or course information booklets, and use the careers resources available to them. Their subject teachers can tell them more about course content and assessment methods; they will also say if they feel a subject might or might not suit them.
There’s plenty of information online; Studential and BBC Bitesize, for example, can help with choosing GCSEs and Scottish Nationals, but be sure to point students to impartial and up-to-date sources. Information may also be found through the student’s national careers service:
- National Careers Service for those in England
- Careers Wales
- Careers Service for Northern Ireland
- My World of Work for those in Scotland
Gaining a balanced perspective
Making option decisions can be daunting and even stressful, especially if students don’t have any idea about their future plans. If this is the case, remind them that GCSEs/Nationals and other qualifications at this level aren’t just about preparing them for the world of work or for future study, they are intended to provide them with a broad education. Essentially, they are stepping stones for the future. And if they drop a subject then later regret the decision, it’s not the end of the world – they may be able to do a swap within the first couple of weeks or have the chance to pick it up later on in their lives.
Making option decisions can also be exciting. Remind students that they will have the chance to continue with subjects they enjoy, drop ones they’re not so keen on and/or possibly start something new.
© Debbie Steel
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