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

Iseenodust, I agree. Both DH and I are linguists (language trainers/translators) and speak 4 and 5 languages respectively.

Yet we managed to have a child with no aptitude for language, and more importantly, a huge resistance to learning MFL

And whilst I agree with you, if I look at the choice he has between German and Computing (they are in the same block ), and considering computing is something he loves and is set to do well in, whilst in German he would maybe get a C witg hard work, we let him choose computing

But yes, in theory I think he should do a language, but then the pragmatist in me thinks it is better to let him do subjects he enjoys and can do well ...

It is very one-sided though, all this tech and science (and alien to me)

Decision is made now, I feel I just have to accept (embrace even) the fact his brain is the opposite of mine and DH!

I think it's a perfectly respectable set of options. Ideally he would do an MFL or Humanity, but if he's no good at them and won't enjoyed them them, then it's better he play to his strengths and come out with a good set of grades. There's no better way to switch off a recently-acquired love of learning than forcing pupils into subjects they hate. If he enjoys learning in school, he'll be more receptive to broader education outside it.

I do empathise with taking a pragmatic approach. I never managed to persuade DS to learn anything musical and decided not to push it because all I could predict would be an uphill battle over practice. #mumsnetfail

I'm a geography teacher and I have to say the new specification is so much harder than the old one and there is loads of writing (although maybe not quite as much as history). Also, there is no tier, which again makes it more difficult. We are the most popular option at my school partly because humanities are valued at both college and uni. However there is no point in him doing it if he's going to get anything less than a 5 (possibly 4). I am trying my absolute best to get kids though a GCSE they really don't like and tbh can't do. Last year we achieved 94% A*-C, but I doubt our current year 10 will be anywhere near this. They are finding it very hard indeed at the moment. Yes humanities and MFL are important, but so is enjoying your education. It will be a very difficult and miserable 2 years if he chooses subjects he hates.

Stoplicking, yes I guess the current y9 (and teachers!) Have enough on their plate with all the changes happening to gcse's!

Always do the subjects you want to do not the ones you think you ought to do to impress someone else.

In parts of Scotland they can only take 6 subjects at Nat 5 ( age 16), so after Maths, English, and with three sciences they would have only one option in total left. I'm jealous of the choice your ds ha.

GCSE RE has much more philosophy/ethics than RE at KS3.

Maybe it depends which exam board you sit for RE GCSE but we were told the philosophy/ethics element had been cut right back for the new GCSE, which is a shame. My dcs will focus on the perspective of life through Christianity and and the perspective through Islam, we are atheists and understanding the world from others perspective is really important. Unlike Goegraphy, history, even languages, we're unlikley to explore much of the GCSE RE Spec in our everyday life and travels and there is much to misunderstand.

OP - let your kid do what they like and are good at. The Ebac is a complete waste of time and nobody cares about it other than league table compilers. My son has dropped all humanities (he was a madly keen geographer, devouring atlases and climate books, until he ran into the inanity of "human geography", or glorified sociology as we now call it) but is doing two languages, CS and music. I am pleased he won't be wasting his time on RS/RE either. elfinpre is spot on, in short.

I'm sure it depends on the exam boards, but I found the presentation of subjects to my daughter interesting. She will be doing History and Geography but the RS teacher pointed out that that subject is more about formulating and expressing your own opinions than the others. (to be honest she's going to do that in History anyway regardless I think!).

Having read the extra background you posted, it sounds like he will be taking an excellent set of subjects. I don't know how useful computing will be but have hopes of the newer syllabus; also have little knowledge of how GCSE stats really benefits someone who I guess may be continuing with maths to A level. However, getting good results in subjects that he is naturally interested in should be less stressful and a really important positive feedback. Good luck to you both!

I'd 2nd or 3rd the musescore recommendation if he is not familiar with it already - my music and computer geek son who has been composing for several years considers musescore better than sibelius. Admittedly we have seen musescore improve quite a bit - but that is part of the point, as it is continually developing. (btw said son is barely 12 so opinions slightly pedantic as they can be at that age!)

I think the above post should be deleted MN.

flavo, I've reported you for spam.

I do hope that the standard of spelling and grammar is higher in your plagiarism services than it is in your post.

do you actually know the definition of plagiarism?

Plagiarism "taking someone else's work and passing it off as your own"

Getting someone else to complete your assignments would meet my definition of plagiarism. Even if it isn't on a technicality, getting someone else to do your assignments is cheating.

"Plagiarism is presenting someone else’s work or ideas as your own, with or without their consent, by incorporating it into your work without full acknowledgement. "

Source: The University of Oxford plagiarism guidance.

HTH.

Goodness, this thread is still going.

Thanks for the further responses, it is very reassuring for me/us!

This "Custom writing services" thing to pass exam sounds like cheating to me! So will not encourage DS down that route

My ds has ASD and dyslexic type difficulties. I'm also going to be allowing him to take stem subjects which he excels at over academic subjects he's likely to fail and will be working hard to make sure he's allowed!

My ds will go into computing and so I actually don't think it's relevant if he can recite geographical facts or say hello in German!