The road to university from Form 1 onwards: Complete guide

When students and parents make preparations for tertiary education, they usually do so at the late stage of results’ day. John or Sally now have their results, and the long and arduous task of selecting their university journey begins. There is a myriad of variables at play here; did the student get the desired grades or distinction, or are their results scraping the barrel? This is a discussion for another day as the conditions under which John or Sally chose their subjects, a huge factor in their eventual success or demise, also has to be assessed. Have there been discussions about the field of study the student want to pursue, or will they receive the all too familiar tirade, “You’re going to be a doctor, lawyer, accountant, [insert revered job titles our parents try to force us into]. Have there been any discussions about the cost of university, or the best career paths based on the chosen field? For example, if one is pursuing Medicine, the best option is to study in one’s own country and then go abroad for progressions in Masters and further specialisation. And yet, the preparations begin the day John or Sally get their results.

The sad reality is, the journey to further education actually starts in Form 1. That early, you’ll exclaim, but true. In Form 1 students are exposed to an extended syllabus of subjects, and the objective is to introduce the Science, Arts, and Business fields gradually. Although Form 1 is a soft launch pad into Form 2 subject choices and students are likely to excel as a general function of the lower level of difficulty. You will note traits of a student’s strengths and weaknesses based on their attitude towards the subject. Is John constantly asking for help with their maths homework? Does spelling give Sally heart palpitations because she’s sure to fail? Which subjects does the student gush about and constantly share new learnings and insights about? In contrast, which subjects are cited as OK, boring or down right slandered?

The best way to support students at this stage is to encourage them to give of their best in all of their subjects. Assist with any remedial actions in assistance with homework, or the engagement of a tutor, but the key result at this stage is the student’s testimony of their preferred subjects. Get it straight from the horse’s mouth. Because the subjects are new and novel, the student’s first impression is likely a sound and authentic response, outlining whether or not it relates to their inherent strengths or is an exposed weakness. For example, for those whose spatial intelligence is low, and who struggle with hand eye coordination, PE will be a nightmare. At Form 1, the student’s remarks will give a map of their initial interests and areas of weakness. This in conjunction with career progression mapping as facilitated by teacher-parent interactions is an invaluable first point on the journey to tertiary education.

At Form 2, student performance levels out and falls into a rhythmic pattern. For some students the learning curve is steep so subjects they initially struggled with in Form 1, become manageable as time progresses, and they hit they stride in Form 2. By all means, the variances of acclimatising to high school are now near eradicated, and the student’s grades start telling a story of their subject strengths. Again, the emphasis should be on putting one’s best foot forward in every subject in order to get the very best subject combination option at A-Level. Think of it this way, your subject choices are a buffet, at form one you have access to all the meals available, and all the groups, protein, carbohydrates, minerals etcetera. As you progress to form 2, you are asked to start picking favourites, and to eliminate some meals. Once they’re gone, they’re gone. Now, at form 3, you have a combination of meals that will directly speak to firstly, your ability to get the required 6 grade pass, with Maths and English at C or better, (your entry into A-level). Secondly, your ability to get a balanced diet of three subject choices that fall under the Arts, Commercials, or Sciences.

At A-Level, most students are scrambling for decent passes across 3 different subjects to make a viable combination, whereas this could be clearly delineated as soon as their subject choice options are availed at form 2. This stage will come with its own challenges, for example what do you do with gifted students who are the multi-potentialite excelling every subject? We’ll discuss this another day.

Once the subject choices are made at form 3, the accompanying career progression mapping should include the identification of each student’s preferred career path, and desired field. Thereafter, the subject combinations and the desired grades for entry into said field at tertiary level should be disclosed. Too often, students will desire a chosen field e.g. Computer Engineering, but won’t have the prerequisite e.g. Computer Science and the knowledge of a coding language. Other fields will have English Language at A-Level as a prerequisite, while other more specialised field like Medicine would see one benefit from taking 4 subjects (Maths, Biology, Physics, Chemistry) to give one a competitive edge. Entry into the field is highly competitive and cut-throat! Students need to be equipped with all the information.

As early as the reception of O-Level results and the consolidation of A-Level combinations, students, and parents, alike need to be discussing the tertiary institutions they will be opting for. Key topics to dissect are, what is the desired educational outcome? Does the student want to work locally, or eventually work abroad? If it is the latter, which destination excels in the provision of the chosen field of study? For example, Germany is presently dominating in terms of Electrical and Mechanical Engineering, Software and IT, providing amazing pathways for career progression, post study work opportunities and accelerated pathways to citizenship. What is the budget for the student’s tertiary studies? Are there any merit-based scholarships or tuition deferral options available?

This greatly clarifies the route from as early as Lower 6 ensuring there is a better chance for the student to achieve their goals and walk into a fulfilling life-long career of their choice! Most working professionals are not presently working in the field they studied, and although that speaks to the volatility of today’s global employment scape, it also exposes the foundational mismatch of student interests and the eventual field of study. But this does not have to be the case; with intentional and continuous career progression mapping, we can ensure that every student finds their calling and generates a career of life-long impact that serves the community and the world at large.