A level choices - facilitating subjects again

Good summary

I'd agree ralph that the research skill is a fundamental element and benefit of a good EPQ. If I remember correctly the marking also covered approach, a critical reflection on the process of researching and completing the EPQ as well as the actual content.

DS2 very likely to be at the same sixth form (selective state) that DS1 attended. They are clear that it will be 3 A levels, no AS (aside from any subject that has not yet moved to linear), with an EPQ "encouraged". Only main exception likely to be, as with yours, for FM as a fourth.

I have to admit I'm in two minds about the demise of AS. The benefit that AS did give DS1 was that his initial 4th subject assumed to be dropped after AS, became part way through Y12, clear that it would actually be one the three he'd take through to A2 in Y13. DS2 has to get his choices right from the very start. On the flip side a year without exams (much like the sixth form I, and I suspect most if not all contributors to this thread, had) may provide for a better learming experience

That's interesting, boys3.

I think it will be useful preparation for time management and research skills for university as the A levels will otherwise all be terminal exams (unless ds chooses art).

DS1 did an EPQ when he was in sixth form (couple of years back and with the full AS/A2 system). Found it interesting and not overly onerous. Not sure what bearing, if any, it had on his uni offers. Time and content management seem to be key for EPQ - there are many tales on these threads of DCs becoming bogged down in epics that would seemingly shame many in doctoral thesis :)

Going to be 3 A levels (no AS) plus EPQ at ds's school (independent) - with the exception of Further Maths as a 4th.

I think it's the right decision except for scientists who might want to keep a language or a humanity for breadth, although they can use the EPQ to demonstrate breadth. School has being doing EPQ for a few years and seem to think it's resulted in lower offers for many students.

In the 80s only the really bright did 4 A levels, and even then generally that included double maths. I know my DB, 14 A grade O levels, 'only' did 4 A levels.

I believe our local 6th form colleges have now retrenched from everyone starts with 4, back to the GCSE A/A* people start with 4 (or possibly 5 if doing double maths), but those with GCSEs at A/B or B/C start with 3.

The variation is interesting. I think people doing Further Maths are still taking 5 around here.
It will be interesting to see the long term consequences.
I do live in an area where a very high percentage of students will go to Oxbridge or Russell Group unis.
I do actually think that State schools would struggle to fund more teaching time, so may well require the extra material to be self studied to some extent.

My school is advising 3 A levels to the vast majority (only the very bright are able to take 4) as the specs themselves for those that have been updated are are a lot more difficult with a lot more content being covered. We are though sitting the AS in all subjects

In our area, state sixth forms are still offering AS in all subjects (including the new linear ones) whereas the independent school pupils are only taking AS exams in the non-linear subjects. All schools still seem to be offering 4 subjects in Y12 though.

Back to the facilitating versus non facilitating subjects though......
Aren't more subjects facilitating if they are needed for particular degrees?
For example if you want to take a degree in Art then Art is a facilitating subject etc.
So the main purpose for the facilitating subjects list is keeping options open for pupils who haven't made up their minds about degree choice yet!

Again around here all schools still seem to be doing ASs in all subjects at the end of year 12, then if necessary resorting those papers as part of A2s/A'levels in year 13

I don't think the universities have much choice, they may well prefer to have the AS exam results but sixth forms (especially those not part of schools as they have to pay VAT) can't afford to do that with the funding cuts so if the universities don't accept the changes they will be missing out on good candidates.

Interestingly the 'value' of AS results has been reduced, they are now worth fewer that half the A Level UCAS points (the whole points system has changed but this seems to be the biggest difference as far as I can tell).

I think if you're one of the lucky people who is equally good at science and humanities I'd do science A levels because you can get onto a humanities degree with science A levels but the opposite is not possible.

Otherwise, just do what you are good at and enjoy. Ultimately you are more likely to get on decent degree course with three good grades, even if they are not traditionally facilitating subjects than you are with 3 Es in facilitating subjects. And you have to enjoy the two years of A levels too, it's not just a means to an end, sixth form should be fun. If you later decide that you want to do a degree in a subject that you don't have the right A level for you could always take a year out and do it at night school. What you do at sixth form doesn't mean you can never make a different decision in your life.

There were two girls at my school with unusual subject combinations, one did Chemistry, German and Economics and did law at Oxford, the other did law elsewhere with Chemistry, German and Biology. Admittedly both the people who did Music A level went on to do Music degrees.

of course you dont get an as level anymore if you drop that subject

If you take the AS exams at the end of Y12 in linear subjects, you can still obtain an AS level in that subject! The difference is that now AS level exams for linear subjects don't contribute towards the final mark at the end of Y13. This means that some schools are no longer offering AS level exams and concentrating on the exams at the end of Y13. It costs the sixth forms both extra money and teaching time to offer the new AS exams.
Looks as if unis will be making offers based on 3 subjects at the end of Y13 and won't be discriminating either for or against sixth formers who take AS levels in Y12 and those that don't. (That's according to the websites that I have looked at).

DD's school ask the students to choose 4 A levels with the option of dropping one after year 12.

Unfortunately for DD she doesn't know what she wants to do at university, and personally, I think it is a big ask of a 15 year old to know what they want. She is one of the youngest in her year and isn't very mature or grown up for her age.

She is in the top set for maths and is being pressurised to do maths A level by the teachers, but she hates maths and finds it difficult. So she is opting for biology, geography, psychology and art with a view to dropping art. She already has a grade A for her art GCSE, which she took last year. I know that two of these options aren't considered facilitating subjects, but I'm not sure that taking maths or chemistry and getting a lower grade would be that useful.

DD's college is still recommending people choose 4 A'levels. As do most if not all schools locally (the highly selective girls school which only does 9 GCSEs still does 4 subjects at least to As).

I think of the 'milk round' as the employers actively going to certain universities to advertise their graduate jobs and to encourage applications. Possibly also including first round interviews at the university rather than having to travel to the company.
(graduated in 1980s).

OP - I think you might be better off thinking on a subject basis - what courses do you think the person concerned might want to study then optimise around that. If medicine was on the agenda then RG would take a distance 3rd place behind getting into a med school at all and making sure you do a balance of the right A levels and extra-curricular relevant stuff. If you want to do subject X and only X maybe focus on which unis are good for X and worry about RG secondly. Depending on what X is you will find islands of excellence in X both inside and nowhere near RG. I'd steer clear of overall placings but do something similar on a subject basis, and take into account REF placings, employment and teaching quality.

Interesting.
Also surprised to see Bristol so low.