The Russell Group advice ("Informed Choices") detailed here about subject selection has been updated and enhanced. The key messages remain the same but perhaps there is a little more clarity and detail now.
The most useful element for Beaumont students is, I think, their 5 point plan, which I have summarised below:
1. Know what you want to study as a degree?
Check what, if any, are the subject requirements - use UCAS Course Search to do this quickly
2. Not sure what you want to study?
Keep your options open by choosing 1 or 2 "facilitating subjects" (these are the Biology, Chemistry, Physics, Maths, Further Maths, Languages, Geography, History and English Literature). There is absolutely no advice of a need or a preference for 3.
3. GCSEs matter. Since the demise of AS levels universities are using this information more intensely and they often require certain GCSEs at certain standard in support of sixth form subject choices.
4. Think balance and suitable combinations, but do not choose a likely weak area to study just to create balance.
5. Make sure you know why you are choosing a subject, especially if it is new to you. Be able to explain for a minute why this choice makes sense for you.
Sunday 11 December 2016
Wednesday 30 November 2016
Approaching the new A levels successfully
The key issue for students faced with a return to terminal exams after two years of study must be planning consolidation of understanding and command of a much broader amount of content. It is no longer possible to chop up learning into bite size pieces and this is one of the intents of the new qualifications.
Despite the loss of Year 12 exam downtime, teachers will not be able to devote much, if any extra time to additional revision or consolidation, because the new content to be taught has often increased sizeably. This means students must be prepared to revisit previous studies continually to embed understanding. It requires a different approach, but Beaumont students have shown that they have greater independent learning than most, so take heart but take note also.
Despite the loss of Year 12 exam downtime, teachers will not be able to devote much, if any extra time to additional revision or consolidation, because the new content to be taught has often increased sizeably. This means students must be prepared to revisit previous studies continually to embed understanding. It requires a different approach, but Beaumont students have shown that they have greater independent learning than most, so take heart but take note also.
Nursing Apprenticeships Launched
As concerns rise about the impact of the government cuts to Nursing degree bursaries, a response has been made in the form of 1000 Nursing Apprenticeships, where recruits can learn and work and at the end of five years have earned a Nursing Degree. This could be attractive, but as always, with new schemes, careful consideration of the downsides as well as the upsides is needed.
Monday 22 August 2016
Interesting statistics from UCAS
Nationally:
70% of students get into their Firm choice of university
10% into their Insurance choice
10% gain a place via Clearing
Of the 10% who do not get a place in an application round, 50% apply again and 90% of these gain a place this time around.
70% of students get into their Firm choice of university
10% into their Insurance choice
10% gain a place via Clearing
Of the 10% who do not get a place in an application round, 50% apply again and 90% of these gain a place this time around.
Musings on the economics of university study
Is it "worth" it? There is more possible value to a degree than the pure future earnings/cost projections, hence the quotation marks around worth, but as there has been considerable recent analysis of the changing economics, it is worth a review here.
The cost of university study is clearly rising sharply. This is driven by sharply increasing accommodation costs, the ability of universities to begin charging over £9000 per year for tuition, and the sizeable interest rate charge being levied (about to rise to 4.5% per year). Additionally the Government has reneged on its promise to index the £21000 earnings threshold so a greater proportion of real graduate earnings will incur the 9% repayment levy.
At the same time, there is evidence of a decline in the earnings margin between graduates and non-graduates. Taken together an increasing number of students are likely to find that their degree is not "worth" it. However this year a record number (434,000) have secured places at British universities which suggest that the pure financial figures are either not fully recognised or that students see other aspects of gaining a degree, including greater career flexibility and the student experience, to still be worth "investing" in.
As always it is important to recognise that any figures of this type only have validity as broad averages. Many students will obtain much more value (in all its forms) from going to university than the cost whilst many others will, unfortunately, obtain considerably less.
The cost of university study is clearly rising sharply. This is driven by sharply increasing accommodation costs, the ability of universities to begin charging over £9000 per year for tuition, and the sizeable interest rate charge being levied (about to rise to 4.5% per year). Additionally the Government has reneged on its promise to index the £21000 earnings threshold so a greater proportion of real graduate earnings will incur the 9% repayment levy.
At the same time, there is evidence of a decline in the earnings margin between graduates and non-graduates. Taken together an increasing number of students are likely to find that their degree is not "worth" it. However this year a record number (434,000) have secured places at British universities which suggest that the pure financial figures are either not fully recognised or that students see other aspects of gaining a degree, including greater career flexibility and the student experience, to still be worth "investing" in.
As always it is important to recognise that any figures of this type only have validity as broad averages. Many students will obtain much more value (in all its forms) from going to university than the cost whilst many others will, unfortunately, obtain considerably less.
Tuesday 16 August 2016
Social Mobility and the Sutton Trust Programmes
Social Mobility ( or the lack thereof) is one of the biggest issues in British society. Education opportunity plays a big part. This recent article covers the story very well: http://www.bbc.co.uk/news/education-37011068 . The Sutton Trust programme referred to, along with a bigger programme hosted by British universities is promoted each year in the Sixth Form.
Please be aware, however, that only a handful of our students meet the tight eligibility requirements, so this is only open to a few here who are within the national target audience.
Please be aware, however, that only a handful of our students meet the tight eligibility requirements, so this is only open to a few here who are within the national target audience.
Sunday 10 July 2016
Post CED Week Post
Best start to personal statements we have seen in several years. All prospective applicants should focus on drafting and improving these over the next two weeks and, of course, the summer holidays. The Blog has been updated to pick up some new schemes and more particularly the increasing number of sites that attempt to combine these in to a hub.
Also have updated the Birmingham University link to take enquiries direct to the page prior to using the Offer Calculator. I hope many will use this either now or in September after UCAS projected grades known.
Also have updated the Birmingham University link to take enquiries direct to the page prior to using the Offer Calculator. I hope many will use this either now or in September after UCAS projected grades known.
Monday 18 April 2016
Losing out with Languages?
Media attention today on concerns about drop in A level language numbers. This is a concern especially as it seems likely that much of this is not due directly to lack of interest from students but from curriculum pressures and the current STEM push.
There is another perspective however, that is seen in the Sixth Form. University language study is valued by the Government and employers. This means numbers are supported at university and therefore that therefore prospective language students are in high demand. The reduced competition for places that language students face therefore allows readier access to some very attractive courses of studies and venues.
The moral to this is that there is always more than one side to a story. Think before you leap or follow the herd.
There is another perspective however, that is seen in the Sixth Form. University language study is valued by the Government and employers. This means numbers are supported at university and therefore that therefore prospective language students are in high demand. The reduced competition for places that language students face therefore allows readier access to some very attractive courses of studies and venues.
The moral to this is that there is always more than one side to a story. Think before you leap or follow the herd.
Thursday 18 February 2016
More London University taster courses added
A new swathe of courses covering Engineering, Physics, Pharmacology and French happening between March and July are being promoted. At Kings, Queen Mary, Royal Holloway and UCL. Booking via main site www.london.ac.uk/tasters.
Sunday 24 January 2016
Increasing value of mock exams
Having just marked 3 classes worth from my Year 13s and with the year 12s Mock Week commencing Monday, it is worth brief consideration of what a practice exam's value is and how that might be changing.
Mocks are the place to garner exam technique, especially to resolve any timing issues. Teaching staff have little to no time to dedicate other lessons towards timed, in class, assessments because of the growing content expectations of the new A levels. Also they are an important check on understanding secured, especially links between subject topics that are, again, hard to consistently revisit given content pressures.
Additionally now the new linear A level structure places a much greater emphasis on long-term retention of understanding and knowledge. Teachers have always urged students to consolidate their learning by revisiting in their own time topics already covered in class, however a mock exam often provides the urgency to deliver on this expectation. The same holds for the end of Year 12 exams, whatever their format. Should weaknesses and a lack of diligence in this area be exposed, then there really is still time to tackle the issues exposed and recommit to a continuous learning programme across the latter part of Year 12 and with the lessons learned in terms of preparation for the ever more crucial second summer of A level study.
Mocks are the place to garner exam technique, especially to resolve any timing issues. Teaching staff have little to no time to dedicate other lessons towards timed, in class, assessments because of the growing content expectations of the new A levels. Also they are an important check on understanding secured, especially links between subject topics that are, again, hard to consistently revisit given content pressures.
Additionally now the new linear A level structure places a much greater emphasis on long-term retention of understanding and knowledge. Teachers have always urged students to consolidate their learning by revisiting in their own time topics already covered in class, however a mock exam often provides the urgency to deliver on this expectation. The same holds for the end of Year 12 exams, whatever their format. Should weaknesses and a lack of diligence in this area be exposed, then there really is still time to tackle the issues exposed and recommit to a continuous learning programme across the latter part of Year 12 and with the lessons learned in terms of preparation for the ever more crucial second summer of A level study.
Tuesday 12 January 2016
Sutton Trust Summer Schools
This educational charity has a great reputation for working to create greater social mobility via education. It has run a summer school programme for several years and is launching the 2016 one now. Places at courses at 11 "leading" universities available. Places are free but strict eligibility criteria apply:
- Yr 12
- 5A*/As at GCSE minimum
- First generation in family to attend university
- Eligible for Free School Meals or Pupil Premium or 16-19 Bursary Funds
- In care or "looked after"
Information poster up but best to check with Office over criteria if not sure on eligibility.
Travel Scholarships
Relevant to Year 13s planning interesting educational activities abroad (including structured gap years with this element) where benefit to the community visited. Grants of up to £500 available (and have been secured by Beaumont students in the past).
See Sixth Form office for more details.
See Sixth Form office for more details.
Oxford University Opportunities
For Year 12s there are 3 general Oxford University Study (taster) Days 15,16,17 March in a broad range of subjects. You must have a minimum of 5 A* at GCSE (7 for Medicine) to apply.
See http://www.pathways.ox.ac.uk/#y12study for more details and application. Deadline 31/1/16
Additionally St John's College, Oxford running Study Days across dates in late Feb and March for German, English and History prospective applicants. Deadlines late jan to early Feb. Details at:
www.sjc.ox.ac.uk/3958/Year-12-Study-Days.html
Also University College, Oxford have Study Days for Humanities, Mathematical and Physical Sciences across mid Feb to early March. First deadline here is this Friday (15th January). More at:
www.univ.ox.ac.uk/content/activities-and-events
See http://www.pathways.ox.ac.uk/#y12study for more details and application. Deadline 31/1/16
Additionally St John's College, Oxford running Study Days across dates in late Feb and March for German, English and History prospective applicants. Deadlines late jan to early Feb. Details at:
www.sjc.ox.ac.uk/3958/Year-12-Study-Days.html
Also University College, Oxford have Study Days for Humanities, Mathematical and Physical Sciences across mid Feb to early March. First deadline here is this Friday (15th January). More at:
www.univ.ox.ac.uk/content/activities-and-events
Friday 1 January 2016
Unconditional Offer Considerations
The unconditional university entry offer prior to A level completion is a relatively new phenomenon, but students from Beaumont have received these over the previous 2 - 3 years and already some this year have. Historically, some have taken these offers up and some have not. There is no doubt a need for clarity of thought when making this decision.
To be clear these offers are attempts, by the universities which make them, to sway an applicant to choose them over the likely four similar ranked alternatives. These offers are nearly always made only on the condition that this degree course is put first choice and alternatives are all effectively therefore rejected.
For the student there are Pros and Cons of this new development in the university application saga. Put briefly the Pros are:
a) less stress which, depending on the individual, may be beneficial to well-being as well as allowing greater focus on the actual study of subjects rather than pure exam hurdle preparation.
b) the guarantee of a place, which prevents a need to take a year out or face the uncertainties involved in the Clearing process. This can also help in securing good quality student accommodation, which for some universities can be difficult.
The Cons are:
a) a risk that the motivation to gain the best possible A level grade combination is lost. Whilst in the short-term this will not matter, it may well, once the graduate job application process begins. There is no doubt that, due to university degree class inflation, recruiters are looking at A level grades as a significant discriminator. Beaumont certainly does when recruiting new graduate staff.
b) the potential loss of a better course option which has to be conceded once the unconditional offer is taken. Many universities are now taking students who achieve one and two grades below their offer, so even a slight disappointment in overall A level grade outcome is often not an eliminator from obtaining a place via a conditional offer.
Our advice is that unconditional offers should be treated with great caution and careful consideration. For some students, in some circumstances, they are definitely a welcome new option, but for others, they can be a temptation that can lead to long-lasting regret.
To be clear these offers are attempts, by the universities which make them, to sway an applicant to choose them over the likely four similar ranked alternatives. These offers are nearly always made only on the condition that this degree course is put first choice and alternatives are all effectively therefore rejected.
For the student there are Pros and Cons of this new development in the university application saga. Put briefly the Pros are:
a) less stress which, depending on the individual, may be beneficial to well-being as well as allowing greater focus on the actual study of subjects rather than pure exam hurdle preparation.
b) the guarantee of a place, which prevents a need to take a year out or face the uncertainties involved in the Clearing process. This can also help in securing good quality student accommodation, which for some universities can be difficult.
The Cons are:
a) a risk that the motivation to gain the best possible A level grade combination is lost. Whilst in the short-term this will not matter, it may well, once the graduate job application process begins. There is no doubt that, due to university degree class inflation, recruiters are looking at A level grades as a significant discriminator. Beaumont certainly does when recruiting new graduate staff.
b) the potential loss of a better course option which has to be conceded once the unconditional offer is taken. Many universities are now taking students who achieve one and two grades below their offer, so even a slight disappointment in overall A level grade outcome is often not an eliminator from obtaining a place via a conditional offer.
Our advice is that unconditional offers should be treated with great caution and careful consideration. For some students, in some circumstances, they are definitely a welcome new option, but for others, they can be a temptation that can lead to long-lasting regret.
Aldi and Lidl offer market leading graduate salaries
Aldi offers £42000 starting salary rising to £70000 in 4 years plus benefits including Audi car. Lidl close behind. Average graduate starting salaries are in the £23- 26,000 range. Aldi currently have 400 graduate area managers and at Lidl 600 graduates are in management roles. The boss of Aldi UK started as a graduate trainee.
Amongst all the understandable concern about the costs and returns of going to university these examples should encourage university applicants in terms of the broad range of graduate job availability.
Amongst all the understandable concern about the costs and returns of going to university these examples should encourage university applicants in terms of the broad range of graduate job availability.
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