A matter of choice

Deciding which subjects suit in high school should depend on aptitude and interests

BY MOHAN DHALL

In the next few months, Year 10 students will be making their subject selection choices for Years 11 and 12. In some schools the whole process starts even earlier. This is because the school might create subject lines from the expressions of interest articulated by the students. Whether the process occurs sooner or later in the year, there are many factors that need to be considered when choosing subjects for Years 11 and 12. Some of these factors include:

• The course the student wants to study at university

• Scaling and perceptions about subject value

• The academic strengths, aptitudes and preferences of the student versus family expectations

• Number of subjects to choose

• The teaching staff who take various subjects

• The birth order of the child

University entrance

It is typical these days for most students completing Year 12 to be considering entry into university. University degrees are a pathway to a professional life, and they increase the income earning capacity of people in the labour market. Some university courses have particular pre-requisites which can be determined by reading the Universities Admissions Centre (UAC) handbook or by students visiting the university websites and selecting courses of interest. Some courses require that students study Mathematics, but many do not.

Scaling and perceptions about subject value

There is a perception within schools, amongst teachers, parents and students that some subjects are ‘worth more’ than other subjects when it comes to determining the ATAR. Traditionally it has been thought that 4 Unit Mathematics, Physics, Chemistry and Economics are high value subjects, and that other subjects carry lower weight. Whilst many students who take these subjects are very serious about academic achievement, students need to be aware that when choosing such courses they are being compared to a strong subject cohort. Thus, just taking these subjects does not guarantee success. Rather, students probably have to work harder to achieve. Nevertheless, it is the case that not all subjects are equal. Some subjects do carry greater weight in ATAR calculations.

The academic strengths, aptitudes and preferences of the student versus family expectations

Whilst it may be tempting for students to take on subjects that they think will help them achieve highly in final examinations, it is essential for student to start with themselves. They need to ask questions such as, “What am I good at?”, “What do I like?” and “What do I want to do?”.

Of course, such questions can be very confronting for families where expectations are not really negotiable. For example, parents may desire that their child gain access to Commerce or Law or Pre-medicine, but the child may not want or be suited to these professions. This then can lead to family tensions. It is useful for parents to remember that, whilst high expectations are good, the starting point should be the child.

If the child has a particular strength and interest in Business, then perhaps they are better suited to Business Studies instead of Economics. If a student needs to they can always do a bridging course between school and university if they need to fulfill a pre-requisite.

Number of subjects to choose

When uncertain, it can be useful for students to consider doing an extra subject. This can expose them to different areas of study that can help them decide which they have a preference for, and are thus likely to perform better in. The extra work this choice entails will need to be balanced against any extra-curricular activities and interests a child has.

If the student decides to drop a subject they need to be reminded that whilst a teacher may be disappointed, they need to consider their own best interests and what they need to do in order to maximise their results. In this way the decision to drop a subject is about them, not the teacher.

The birth order of the child

The birth order of the child is not often considered, but needs to be given due thought. Generally, if a child is second born and is following a highly successful older brother or sister, it may be tempting for parents to encourage the second child to be like the eldest. This is not helpful and can create resentment between siblings. It is highly likely that the second child will have different interests and strengths, and these need to be recognised and encouraged.

Teaching staff who take various subjects

A minor but significant consideration may be the teaching staff. Although it probably should not factor into decisionmaking, a teacher’s personality can significantly affect a student’s self-belief as well as their interest in a subject. Thus a student may be influenced between subjects by a teacher. This is important and should be raised with the student.

The International Baccalaureate (IB) or Higher School Certificate (HSC)

For some students and their families the question is a very broad one, such as which accreditation to opt for, or which school. These are very significant decisions. Some schools offer both the IB and the HSC which makes the decision slightly easier. The strengths of the IB are that it is globally recognised and thus allows for entry into universities in other nations. Another strength is that it has a very broad focus and that there are Standard Level (SL) and Higher Level (HL) courses. The HL courses have aspects that are as rigorous as first-year university. The IB tends to score very highly when translated to ATAR values. The HSC is regionally recognised and it a very good credential. A student doing well on the HSC will be well placed to do well at university. At the very top end it is arguably more rigorous than the IB.

University or not…?

After all of this discussion, it is relevant to ask whether university is necessary. Many students do very well in life having undertaken vocational courses through TAFE, having worked their way up through a business or by getting involved in creative pursuits. If the child feels that they do not suit a formal academic life, they may need to experience the workplace first for university study to have relevance, context or meaning. Thus, parents need to be open to who their child really is. It is sad when students work hard to please parents, do a university course they do not like and end up doing work where they cannot be themselves. If parents understand their child, they are likely to make decisions that keep close family connections, celebrate individuality and respect individual differences.

Whilst it may be tempting for students to take on subjects that they think will help them achieve highly in final examinations, it is essential for student to start with themselves.

If the child feels that they do not suit a formal academic life, they may need to experience the workplace first for university study to have relevance, context or meaning.