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Post-Sixth FormParent Information
Evening
11th March 2015
WHS post-sixth form trends
Many sixth forms / colleges have to work hard to encourage their students to aspire to university. At WHS we experience the opposite.
The significant majority of WHS tend to assume university is their only option.
We try to encourage all students to fully consider all options available to them. “Trying” university carries a cost.
The new landscape
There used to be 3 main options available to students at 18:
UNI JOB GAP YEAR Now the landscape is wider,
especially due to:Globalisation + higher university
tuition fees + growth in employer engagement at 18
OPTION 1
FULL-TIME HIGHER EDUCATION IN THE UK
HE application figures Increased tuition fees led to a drop in HE applications in
2011 and 2012.
However, this figure has been rising year on year.
In 2014, over 500000 people were placed into HE by UCAS – the highest number ever recorded.
WHS UCAS applications did not drop despite the fee increase. Last year there was an increase to 85% of the Year 13 cohort applying to university. At the time of the recent January 2015 deadline, 87% of the current Year 13 cohort had applied.
Managing this volume of applications is a complex process , requiring parental support to be fully effective.
Useful sources
UCAS Parent Guide: published by UCAS. Please order online.
Sign up to UCAS as a parent: their newsletters will keep you up-to-date
www.parentadviser.co.uk: a new independent website specifically aimed at supporting parents. Covers finance, league tables, the process, course choices, etc. You can also sign up for their regular newsletter updates (free).
www.moneysavingexpert.co.uk: Martin Lewis’ website
Why go to university?
Are they seeking academic challenge? Do they want to study for a further three,
or more, years? Does this excite them? Are they seeking to develop as a person? Do they want to develop independence? Is it their own decision or aspiration? Do they have a medium/long-term career
plan? This must be the right decision for the individual student, not for other people.
Long term motivations?
Money? Non-financial rewards? Intellectual challenge? Active, hands-on career? Working as a team? Leading others? Security?
And the not so good reasons...
“Everyone else is going.”
“I don’t know what else to do.”
“I’ll earn a lot of money afterwards.”
“My parents will be disappointed in me if I don’t go to university.”
“I can’t be bothered researching other options; it seems like a lot of work.”
“It’ll be a laugh.”
Where to start?
Every year, students aimlessly drift along and then submit a university application because they haven’t thought of anything else. This is not a good idea…
Taking proactive and decisive action will help them to make the right decisions.
The process so far... Tutor time October-December: tutors
following introductory programme February and March: Learning Area time with
tutors, Mrs Cook and Mrs Lang PHSCE day 12th March: introduction to post-
sixth form choices programme and presentation on decision to go to university from Llinos Williams.
UCAS fair 12th March: Manchester “Gmex” 17th March: Oxbridge convention at Haydock “Post-Sixth Form” support booklet to be
covered during tutor time starting in March.
Post degree prospects… Degrees are no longer the “passport to guaranteed success”.
However, in April to June 2013 the graduate employment rate stood at 87% which was higher than the employment rate for those educated to A level standard (83%), A* to C grade GCSE standard (76%)and the rates for those with other qualifications (70%) or no qualifications (47%) (Office for National Statistics)
So…graduates still have the competitive edge overall BUT a degree is now more a “licence to hunt” as opposed to offering any guarantees for the future. Nearly half of employed recent graduates were working in a non-graduate role according to the 2013 Office for National Statistics report.
Students must try to differentiate themselves. According to a BBC News report from 2013, around 85 graduates are competing for each graduate position.
What does this mean for our students?
They should not make assumptions about their future post-sixth form.
It is crucial that students are extremely proactive. They must take the time to fully research and explore their options to ensure that they have a long-term strategy.
We must share the “real world” picture.
They should focus not just on academic study but also on developing the skills that will help them in the future.
All courses are not equal
There are often huge variations in graduate and lifetime earnings depending on the degree subject studied.
Our students often assume that “any degree” will be an advantage to them in the future; this is not necessarily the case.
Research is key: www.unistats.com is very useful to help compare % of students securing graduate jobs from various degrees.
Researching university options
Type of course? What subject to study? Course requirements in relation to predicted
grades? Open Days? (Be selective and sensible)
Independent Learning Fortnight is a good opportunity to attend – opendays.com
Reputation of the university for a particular course? (E.g. use broadsheet league tables)
Area of the country – stay near home or move far away? Cost implications of this?
Key Information SetsIntroduced in 2012, each university must publish these on their website. They help students compare universities and cover areas such as:
Tuition fees. Accommodation costs. Teaching hours and how course is assessed. Student satisfaction ratings. Average salary after six months for former
students. What have former students done next - work,
study or out of work? Is the students' union any good?
Predicted grades Choices must be in line with students’ predicted
grades.
All Year 12 students must declare all AS (and GCSE) grades when applying to university. Therefore, predicted grades A2 need to be in line with the AS grades already achieved.
Entry criteria courses is published in prospectuses and online. Calling / emailing to check is advised; entry requirements and selection criteria often change within the cycle.
We advise choosing a “spread” of choices to be safe i.e. 2 at an aspirational grade level, 2 at a very realistic level and at least one at a lower level.
Interestingly...
Mary Curnock Cook OBE, Chief Executive of UCAS, advocates students’ firm offer to be aspirational (they may achieve the grades) and their insurance offer to be their “real” choice which is achievable.
Predicted grades Subject teachers provide predicted grades are
submitted at the end of September based on AS grades, attitude and work to date. It is important that students trust their judgement: there is no benefit to the teacher to either over-predict or under-predict.
Students are encouraged to discuss predicted grades with their subject teachers in a mature manner.
Please note: entry requirements are an indicator of market forces NOT the calibre of the course or university = “supply and demand”.
Course demand & grade requirements
Courses with core subject / traditional names will have higher entry requirements as they attract more applicants (mainly because they are “familiar” to students without requiring additional research)...For example:
“English Language” compared with “Linguistics”.
We know most of our students do not research the subject options in much depth - they tend to choose “familiar” course titles.
www.bestcourse4me.com
Money Talks…
Discussions with Year 13 students reveal that very few have had a conversation with their parents regarding university costs.
A significant proportion of students assume that they will receive all the financial support that they will need from their parents…
Many students dismiss local universities because of this assumption. However, living at home can save upwards of £20,000 of post-graduate debt. We are extremely fortunate to have a number of excellent universities within easy travelling distance...
Money Talks… Timing
It is crucial that these discussions take place sooner rather than later: often students find out too late that their parents cannot provide the level of financial support anticipated.
Knowing this earlier may change students’ options, e.g. they may not have applied to London universities or may have opted to stay at home.
University Application Process
All online via “UCAS Apply” (University & College Administration System).
Students will receive sessions on how to apply and how to write a Personal Statement through tutorial time / PHSCE days: attendance is crucial.
Students must take responsibility for ensuring they know what to do and for when: ultimately it is their application.
Personal statement
Students’ chance to sell themselves.
Takes time and effort: should not be left until the last minute.
Form tutors will check personal statements and give advice, sometimes more than once. However, deadlines must be met.
Makes clear reference to the chosen course and why they want to study this.
There will be support for this in the booklet given to students and during form time.
Other considerations Increasingly, institutions are using additional measures, other than the application, to select students, such as:
Interviews: very common now to gauge how serious students are about the course.
Admission tests: will be flagged on the UCAS application and the admissions criteria.
Submission of work: such as portfolios.
Therefore…
With over 50,000 courses on offer: requirements vary.
Students must check: this is their responsibility.
Key deadlines
Students submit a detailed reference request letter to their tutor by Friday 19th June.
Pay UCAS fee by 25th September: payable to Wilmslow High School. £23 last year: TBC.
Internal early applications deadline is 25th September.
All applications must be received by school by Friday 20th November.
Final UCAS applications deadline 15th January.
“Early Applicants” Applications for Oxford / Cambridge and medicine /
dentistry / veterinary science have an early application deadline of 15th October: this is non-negotiable. The internal deadline to submit these applications is 25th September.
Meetings provide further information for these students to be prepared as they submit applications so much earlier.
These students must be extra proactive and prepared; the deadline will come around very quickly.
NB: there is nothing to stop others applying early if they so wish.
“Early Applicants”
It is crucial that aspirations are realistic for such highly competitive courses.
For medicine / dentistry / veterinary science a significant amount of regular and varied work experience is crucial.
To “take a chance” on Oxford or Cambridge could be wasting a valuable and much needed choice. Haydock information day has been booked – 17th March.
Early applicants must have a strong GCSE grade profile.
Financial considerations
Llinos Williams: University of Bangor
OPTION 2
VARIATIONS ON A THEME OF HIGHER EDUCATION IN THE UK
Sponsorships/scholarships
Examples: •Royal Navy & Royal Marines, RAF, The Army: any academic discipline•BP: £5,000 for Year 1 of STEM degrees @ Bath, Birmingham, Cambridge, Durham, Imperial, Manchester, Nottingham, Oxford, Strathclyde•Whitworth Scholarships: £5,000pa for any Engineering discipline•Balfour Beatty: Construction, Civil Engineering or Quantity Surveying @ Loughborough, Salford, Nottingham, Birmingham, Leeds, Southampton, Surrey, Durham, Northumbria, Nottingham Trent, Liverpool John Moores•Defence Engineering & Science Group (DESG): Engineering and science disciplines; sponsorship can be obtained during the first year or mid-course •Defence Technical Undergraduate Scheme (DTUS): similar scheme @ Aston, Loughborough, Newcastle, Northumbria or Southampton
•+ Sports or Music Scholarships: at numerous unis•+ Achievement Scholarships for applicants achieving high grades •+ NHS Bursaries for many healthcare degrees •+ Social Work Bursaries for degrees in Social Work
•Useful source of info = www.thescholarshiphub.org.uk
Gap Years Can be useful for students who have not yet
decided what they want to do.
In the current climate, we advise that students do something useful with this time: “travelling” not viewed as favourably by future employers as it once was.
If students do wish to travel, combine with useful work experience (e.g. volunteering in an overseas hospital).
Takes time to plan – and can be expensive.
How can you help?
Encourage thorough research – all options. Encourage students to have an open mind. Encourage students to be realistic. Encourage development of skills. (PLTs/5Rs) Encourage reading the bulletin for
opportunities. Discuss finances. Attend open days. Assist writing Personal Statement / CV. Remind of deadlines. Support revision. Ensure part-time work / outside commitments
are minimised.
Useful websites www.ucas.com www.unistats.com www.parentadviser.co.uk www.applytouni.com www.studentfinance2013.com www.notgoingtouni.co.uk www.direct.gov.uk/studentfinance www.bestcourse4me.com www.apprenticeships.org.uk www.bis.gov.uk/studentfinance www.findfoundationdegree.co.uk www.prospects.ac.uk www.opendays.com www.vinspired.com
What next? There is a lot to think about!
UCAS Guides for parents – please order!
We would encourage parents to consider the ideas covered this evening, speak to sons / daughters and visit some of the websites.
Email addresses:
What if I choose not to go to university? Additional advice and guidance is given to students who decide not to apply for university on:
Other FE routes: college, part time courses, foundation degrees.
Applying for jobs: searching, applying, CVs, interviews.
Applying for apprenticeships. How can the National Careers Service website help
me?
The timing of this tends to be later.www.notgoingtouni.co.uk
Not going to uni? Be proactive! Students not applying through UCAS have less of a defined process to follow so need to be more proactive to identify the opportunities.
Prestigious organisations are seeing students deterred from applying to university as an opportunity to secure some bright young people early in their careers.
Recent success stories include studentssecuring apprenticeships with organisations companies such as IBM and McCann Ericsson.
Is a university degree needed?
For a number of industries and careers, a degree is neither required nor necessary; practical experience and “on the job” training may well be preferable.
If a degree isn’t required, students may still
wish to go on to HE, for the educational and personal experience, but should be clear regarding the practical benefit afterwards.
Most students assume that they need a degree to succeed.
Research is crucial.
What are HE (and employers) looking for?
General knowledge and awareness of issues impacting the world around them.
Personal Learning & Thinking Skills (PLTs):
- team workers- independent enquirers- self managers- reflective learners- effective participants- creative thinkers
The “5Rs”: readiness, resourcefulness, resilience, responsibility, reflectiveness.
Work experience: who needs it?
Relevant work experience is extremely useful, both to help decide on a future path and to give “competitive edge”.
Students considering employment/ apprenticeships should seek relevant experience to increase their chances of securing a position.
For vocational degrees (nursing, teaching, medicine, physiotherapy, etc) evidence of work experience is an integral part of the selection process: students without relevant experience are likely to be unsuccessful.
Students must allow sufficient time to set up work experience.
Work experience: practicalities
Independent learning fortnight – Monday 6th July – Friday 17th July (inclusive)
Opportunity to spend one or two weeks on one or more placements. Documentation and checks need completing. Can you help? [email protected]
Students can arrange work experience for Wednesday afternoons. Any other work experience must be arranged for during school holidays.
A note for the future: work experience during university degree is now essential for competitive edge on graduation. The degree itself is seldom enough anymore.
