Would you let your child choose “easier” A-levels to get better grades?

[ainawatson]

My child is about to start sixth form and we're having a bit of a disagreement about subject choices.
They're considering subjects they genuinely enjoy and feel confident they can get good grades in, but I'm wondering whether they should choose more traditionally academic or “useful” subjects instead to keep more university and career options open.
Would you prioritise enjoyment and the chance of higher grades, or choose subjects based more on future career prospects?
Interested to hear what other parents and students would do!

I agree, psychology definitely gets labelled as a “soft” subject when it really isn’t. There’s a lot of research, statistics and critical thinking involved, and it can lead to some really good degree and career options. I think it’s more about choosing subjects that fit the individual and what they might want to do later.

Yes. Former teacher here and at A Level I’ve seen so many students drop out a few months or a year in because they never had much interest in a subject in the first place but had either been pushed by parents to do it, or picked it just because it was their strongest GCSE grade.

Yes, I think that’s an important point. If they already have a particular university course or career in mind, checking the entry requirements before choosing A-levels makes a lot of sense. It would be a shame to choose subjects they enjoy and then find out later they don’t meet the requirements for the course they want. I suppose the tricky part is when they have no idea yet what they want to do!

This is right. I’ve known students pick it because they or parents view it as ‘soft’, and ending up finding it really quite challenging.

If they don’t know what they want to do, and have aptitude in a range of subjects, then looking at what subjects are absolutely required for which types of courses may be useful. STEM subjects tend to have more defined requirements because the courses build on existing knowledge whereas some of the humanities don’t - though they’ll often want an ‘essay subject’. It’s not possible to keep all doors open (though some may still be accessible via a foundation course), but it’s pretty easy to see which doors they may be shutting.

Tell me, OP - when you wrote your original thread title, asking if people would "let" their 16 year old do certain subjects at A level - were you actually thinking of MAKING your son/daughter do subjects they didn't want to do?

I ask because it sounds like the worst possible kind of parental interference if you were thinking that.

When I was in Y7 (we're going back more than 50 years), I was asked by my school to choose a second foreign language (a choice of Spanish or ancient Greek - I went for the latter) to study from Y8. I asked my mother's opinion and her response was an immediate "It's your choice, not mine". She similarly did not interfere with my O level or A level choices and had no input whatsoever to my degree application.

I am a similar age to you and had no involvement from my mum (my dad had died a few years before) in subject choice. My mum trained as a shorthand typist once she left school at 14. She recognised that education had changed and that she didn't have the necessary knowledge to advise mecon subject choice. OP didn't do A levels but does want to influence her DS, and is, quite reasonably, gathering information on MN but not being at all clear on how or if she is applying it.

All of this is happening just before and during the first days of term, and then we learn, despite OP's professed involvement with DS's education, that he hasn't completed his maths bridging homework.

The 'let' stands out for me too, and I have commented on it earlier, pointing out that you can't make a DC study subjects they don't want to study, especially at A level. This thread and the companion thread about the transition to A level are both a little odd, albeit fascinating too.

Definitely not making him. Just trying to guide as he's completely undecided.

@UnintentionalArcher Yes this! I have heard the exact thing.

You have told us that he has chosen chemistry, English and maths, and that you will have to get him a tutor for chemistry, the latter exchange having happened only this week. Term is now in week two. He was given maths bridging homework that he didn't complete in the holidays.

Today, you are telling us he is 'completely undecided'.

Has he abandoned Chemistry, English and maths? Has the college allowed this? Which subjects are on the table now? Who's going to make the final decision, you or him? Isn't he worried about falling behind with all this chopping and changing?

Share this Web site with your with them so they can make informed choices. Of course Russell Group is not for all students, but the subject groupings might be helpful: www.informedchoices.ac.uk/subjects

This is really helpful, thank you.

He was........ not is

Thanks for sharing this. Can you suggest me about tutor.

You did write 'is'. So I was confused. Clear now.

What has your child finalised ??

He is doing Maths, English and Chemistry.

It's okay. No problem.

Would you recommend arranging a tutor from the beginning, or should I see how he manages for the first term?

I'm torn between giving him support early vs letting him be independent.

You could take advice from his teachers.

Yea, I will.

Hi everyone,
As a mum, I'm hoping for some advice.
My DS has just started A-levels - Maths, English and Chemistry. He is only a couple of weeks in and we are already feeling the jump from GCSEs!
The workload seems huge and he is having to be so much more independent. I'm trying to support him but I don't want to nag him either.
For mums who have been through this - what do you wish you'd known right at the start?
Was there anything that really helped your child in those first few months? Did you get a tutor, or help with organisation / revision methods?
Any advice from experienced A-level mums would mean so much right now!
Thank you

How did he do at GCSEs? It's quite early to be struggling. So far my DD (also in y12) has found Maths easy but a bit boring and English fun. She's not doing chemistry but is doing 2 others. There's quite a bit of work but she seems to be doing most of it in her free periods during the day. Probably did a couple of hours each day at the weekend.

You said up thread that you encouraged him to do these subjects but are they the right ones for him if he's finding it hard?

https://www.mumsnet.com/talk/education/5574228-what-do-you-wish-youd-known-before-your-child-started-a-levels?page=6&reply=154792920
There is a lot of advice on your other thread. Much of the advice on both threads focuses on your DC being in the lead, and feeling ownership of their studies. The fact that you say 'we' in your latest post suggests you haven't taken this on board.

A levels are not called Advanced for nothing. It is a big jump. There is lots of work. Neither you nor your DS should find this surprising, especially as he took until the last minute to settle on subject choice. I would expect a serious A level student to be spending two or three hours on private study four nights a week, and another six over the weekend.

In your position, I would, based on my experience of teaching at primary and secondary level and teaching adults:

1. Give it another two to four weeks at least - it's early days
2. Ask him what support he would find most helpful from you, remembering that he is in the driving seat, not you
3. Encourage DS to consolidate his learning so far by preparing revision cards; ask him to talk them through with you to help consolidate the subject matter; suggest he makes a voice recording of the notes so he can listen on the way to college/when falling asleep/on a run/in the gym
4. Suggest DS keep a learning log summarising his independent study, noting date, time spent and a summary of what he covered; this should help him feel a sense of achievement and momentum; talk to him about his body clock and when study will be most impactful eg an hour between 6.30am and 7.30am may be better than an hour between 6.30pm and 7.30pm
5. Check whether he has completed his maths bridging homework, which he hadn't completed when the term began; if he hasn't, make it a priority over the next two days
6. Suggest he goes online and looks at the syllabus for each subject, prints them out, and highlights what has been covered in class so far; this should help him establish boundaries for each subject, rather than him having the feeling of swimming in a bottomless ocean
7. Using print-outs of the syllabi and based on what has been covered so far, RAG-rate each subject area; any Green ones don't need any further attention at the moment; Amber need some attention soon; *Red need lots of attention pronto*; by paying attention to the subject areas he understands the least, he should feel more in control; *check he works on this over the weekend so he starts week 3 feeling he's more on top of things*
8. Invest in the 'Made simple' series for Chemistry and Maths (not sure about English as you haven't told us whether he's taking Lang, Lang & Lit, or Lit) and look for resources on YouTube; having concepts explained in ways different to those used by teachers should help clarify new concepts
9. Ask him whether he knows if any others in his classes are struggling too; if he doesn't know, get him to find out; if there are any, invite them round so they can work on steps 6 and 7 together and question one another to help embed what they have learnt

10. Ask him to arrange to meet with a member of staff at college who can talk to him about study skills; at the meeting, he can talk through the above plan so the college can see he really understands that it's down to him and that he is taking the initiative to get on top of things.

This is based on plans I have worked on with level 3 apprentices who are behind and floundering. Specificity is your friend: aconcrete plan, evidence that the student is following it, and a determination not to be beaten.

Make sure he is equipped with record cards, lined A4 paper, post-it notes in varying colours and sizes, lever arch files and highlighters. All of these are vital to studying independently in a structured, constructive way that puts material in order as he goes a long, so revision is primarily about accessing student-generated material that's already in place.

A tutor is not the way to go at this early stage, from what you have said upthread. You need to see evidence that he is putting in the graft himself. Putting a tutor in front of him is merely duplicating what he is being given at school. This is not a vote against tutors, but a reality check: if he is struggling so early on, there is a valid question to be asked: are A levels the right choice for him? If things haven't picked up by the end of the month, it will be time for you to go with him to college and reassess how he spends the next two years.

Typo

English language or literature? If the former it’ll be very different to what he did at GCSE - basically a new subject. (It’s great, I did it at degree).