No mfl/humanities for gcse... bad idea?#

[Therealslimshady1]

DS (yr 9) feels very strongly that he wants to drop History/Geography/and MFL altogether.

Whilst his school (state comp)expects most pupils to do the ebac, he would be allowed to do other stuff instead.

He'd do maths, stats, english, triple science, design and technology, computing and music.

To me that looks a fairly solid list of gcse, playing to his strengths (Stem) and avoiding his weaknesses (dyslexia, so hates languages/writing etc)

Am not British, and some of my British friends are concerned/think I am wrong for allowing him to not do the ebac.

Will it aversely affect his chances in life (a level, uni) if he does not do a language?

As to history and geography, I think computing and tech are actually more relevant???

It seems scary to go against the grain

Lots of schools are now offering alternative qualifications alongside gcses. DDs school insists on English (language and literature), Maths and either double or triple sciences as a compulsary element any other gcse can be dropped and btecs are offered in catering, hospitality, health and social care, engineering and dozens of others.

Very few employers ask for the Ebac qualification and usually only ask for english and maths. Some universities are starting to ask for mfl but lots do not.

He will be fine with the ones he has but you should check that the school will allow him to drop them if thats what he wants to do.

Some universities like a broad range of GCSEs and look at results. MFL is dropped quite often (wrongly in my view) but he really should do a humanity. How much writing does Geography have? It is a fairly stunted education to stop any humanity teaching at 14.

Some universities are starting to ask for mfl but lots do not. Please tell us which universities are asking for MFL for a non language course? I only know of one - UCL and even then, they ask for a C grade or require you to take a language module in your first year even then it's hardly challenging......you don't even need to pass the module, just attend!

Enrolment on an additional 15-credit module (0.5 course unit) in a Modern Foreign Language, over and above the student’s standard programme diet [a 0 credit unit]. Students must meet the minimum attendance requirements and take part in the assessment, but do not have to pass the module and the mark will not be included in the student’s classification calculation.

Let him do it.

Dd is dyslexic and initially did German at gcse and in year 9 was predicted a B, so doing well. By end of year 10 she was predicted an E. she couldn't cope with it at all, maybe due to the dyslexia? Dunno, but I insisted she dropped it as she was hysterical over it.

She has also found essay based subjects harder. She did take geography though.

If your ds isn't going to take a humanity or mfl for a degree or a level then I don't see the point. Dds head of year said Dd should take the subjects which make her happy which I think was good advice.

He can't do geography, as it is in the same block as computing...and he loves computing, can code, and is set to do well, so is not dropping that.

Possum, yes that is exactly what I fear might happen to DS. A language is difficult to learn if you already struggle with English. Though his teacher thinks he may be able to get a B or C...

His history teacher told him it was a bit hopeless and he would never get higher than a C, which put him off (as he is actually getting a bit ambitious,about grades) am a bit with teacher, but maybe it's fair enough

It's fine. Universities don't care. I doubt employers do either.

His choices are great, very similar to my own DS. We also worried about the importance of the EBAC but teachers advice was choose what he is good at and/or enjoys. He has been very happy and successful with his choices, just about to finish A levels and has two offers from top universities. No university mentioned the EBAC.

I know what you mean about dropping humanities at 14 Bubbles.

DS says all they are doing in history is the history of medicine in medieval times, or something like that (a bit niche)

He needs to keep learning about 20th century history at least, to understand the modern world. But maybe I need to make sure I educate him myself.

I bully him by making him watch programmes about the fall of the Berlin Wall etc.

Better an A or a B in tech or computing than a C in history.

Dd found the leap in mfl too much to cope with at gcse whereas previously she hadn't struggled and in fact had been selected to do a second mfl in year 8 as she showed an aptitude for it. Her teacher seemed to think it could be the dyslexia causing problems. Dunno, there's maybe other dyslexic kids who do fine,,,,,but it doesn't sound like it's a passion of his anyway so why bother?

Laundryelf, that is nice to hear!

"DS says all they are doing in history is the history of medicine in medieval times, or something like that (a bit niche)"

In case it helps, the history of medicine topic is from prehistory to around 1950, and is actually a gallop through social history and very interesting. And he'll do another topic as well- so not quite a niche as he thinks.

EBacc is for the school only and not the pupil (in the same way SATS are). So do not worry about that at all.

DSS is dyslexic and dropped languages - leaving him to get A*s and As instead.

Only UCL want a language and I understand even they will let you in without a language as long as you study one whilst there. So no language is not going to hold him back.

If anything if his strengths are STEM he is better preparing himself for his likely A levels/degree/choice of career.

It isn't as if he is taking basket weaving, trampolining and rollerskating instead!

What titchy said. 17yo DS didn't do any humanities; made similar choices as OP's DS & they were good ones for him.

Bertrand, see, I think that sounds really interesting!

But then, I did history and 3-languages for A level, yet I have a DS with an "opposite" type of brain who wants to do maths/chem/phys/computing ....

That's why it all seems so unfamiliar to me

Also exciting I guess. But he'd be one of 5 percent who don't do the ebac at his school.

DD just did the history GCSE with history of med topic. So much sheer memorisation. Also a huge amount about WWII (which was more interesting to listen to her revise on). My DS would have been bored stiff with the medicine topic & wasn't fond of essay writing, either.

It honestly doesn't make a blind bit of difference to him whether he does the EBacc or not.

I do suggest the you/he checks the computing syllabus though- some of ds's friends (the ones good at computing) who did it this year were bored rigid-it was just too easy for people with a real interest in the subject. But the syllabus is changing for next year so it may be different.

I did the History of Medicine topic nearly 30 years ago - it was awful, the dullest topic I studied in History!

I think letting your dc take subjects he enjoys and can succeed in will give him a more positive experience of education. Read "Informed Choices" It's available online and it will tell you what the top Universities want because they have signed up to it!

As others have said, Ebacc isn't a qualification. It's a performance measure for the school.

I think it is desirable to have a second essay subject alongside English Lit but I appreciate that this doesn't suit all pupils. How does the school deliver the statutory RE curriculum?

It matters not one iota. Your child will be better served studying subjects he is comfortable with.

A good number of subjects with lots of academic ones included and high grades is better than getting lower grades in a mfl and humanity - and that's how uni will see a child with triple sci and lots of other top subjects.

Mfl will be a closed door. Essay subjects not fully closed but check if they might want essay subject a levels if it might be advisable to do a humanity for the skills, although will get some from English.

Ebac is good for keeping doors open more than being requested of individuals in itself.

My gut reaction is that is a very one sided set of options, and that he is specialising age 14 which seems a bit young.

However if he wouldn't succeed with essay based subjects or languages, then better to do something he will succeed with.

That looks fine to me ... it's old fashioned to think they need mfl/humanities if these are not well suited x

TeenandTween and Wombat, yes it is onesided, very much so. The back story is that he "failed" Sats and was always 2 years behind at primary, and could not memorise times tables/spellings/facts. So he was SEN, with lots of IEPs and worries. At secondary we/slowly realised he is actually good at maths/science/tech and this paired with an amazing English department meant he suddenly got good grades and started liking school. This is all fairly recent, and made us/him jump on the stem subjects!

Bertrand Russell, yes that is true. I have not checked the syllabus, he had odd grades for computing (low effort grade, highest possible attainment) which indicates it is a bit boring/simple. He says he knows more than the teacher (teen arrogance!) But is working outside the curriculum when he is finished (designing apps). I fear not many gifted computing people work in teaching? Not at DS school anyway.

LeannePerrins, he thinks RE is pointless, he cannot understand that people cling to religion with all the developments in science. He says religion is what people had before they knew how the world was really created, and he is not interested. Religion and history are about the past, and he is interested in the future (again, teen arrogance attitude)

I am quite close to signing off the options he wants, it helps to talk about things on here.

Have also had a chat with deputy head yesterday, which was useful.

Thanks for the input!

With that background the choices make sense.

Regarding RE, you know this I'm sure, but religion isn't in the 'past', it is very much in the present. Think how many current conflicts are run on religious grounds. RE syllabus tends to be about understanding how and why others think as they do, and sorting out your own beliefs.

I have a STEM background and worked for 20 years for an electronics company doing software, project management etc. The industry needs people who can write coherently - think about specifications, user guides, comparison documents etc. By only doing English, he won't be giving his general writing skills much chance to develop.

However, as I said, with his background I can absolutely see why you/he are thinking these options are best.

Real that's all very well but the law says that he must cover the statutory curriculum in RE until year 11, although there is no requirement for him to take a GCSE in it. Different schools manage this in in different ways and I wondered what his school's arrangements are.