Post Sixth Form Choices Parent Presentation 2015

1. Post-Sixth Form
Parent Information
Evening
11th
March 2015

2. 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.

3. 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

4. OPTION 1
FULL-TIME HIGHER
EDUCATION IN THE UK

5. 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.

6. 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

7. 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.

8. Long term motivations?
 Money?
 Non-financial rewards?
 Intellectual challenge?
 Active, hands-on career?
 Working as a team?
 Leading others?
 Security?

9. 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.”

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. 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?

16. Key Information Sets
Introduced 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?

17. 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.

18. 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.

19. 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”.

20. 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

21. 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...

22. 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.

23. 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.

24. 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.

25. 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.

26. 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.

27. “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.

28. “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.

29. Financial considerations
Llinos Williams:
University of Bangor

30. OPTION 2
VARIATIONS ON A THEME
OF HIGHER EDUCATION IN
THE UK

31. 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

32. 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.

33. 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.

34. 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

35. 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:
hcook@wilmslowhigh.cheshire.sch.uk
drogers@wilmslowhigh.cheshire.sch.uk
llang@wilmslowhigh.cheshire.sch.uk

36. 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

37. 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 students
securing apprenticeships with organisations
companies such as IBM and McCann Ericsson.

38. 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.

39. 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.

40. 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.

41. 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?
llang@wilmslowhigh.cheshire.sch.uk
 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.