It can be difficult to know what options to choose at KS3 or KS4, and just as hard to know how to help someone make those choices. Perhaps a parent has a specific set of ideas about what subjects should be taken which conflict with the young person’s ideas. Maybe that young person has no idea what they want to do in the future so choosing at this stage feels hard. Whatever the reason, this blog post breaks down some of the steps you can take to navigate the process.
Priority 1: Interest
Learning is primarily driven by curiosity so it’s useful to pursue something you find interesting. This is why teachers advocate choosing your subjects yourself rather than with friends or having (an often well-meaning) parents make all the decisions. Reaching your potential in a subject takes effort and motivation so find reasons to take an interest in them.
With your core subjects, think about all the uses you’ll have for them – learning algebra can help with creating spreadsheets for future business endeavours, for example. Reading literature helps with developing empathy and communication skills. Now have a think about all the things you find engaging and interesting in life and work out how you can use your school subjects to learn more about them.
KS4 & 5 are a marathon not a sprint, which is why Morphise was designed to help young people get to the root of these sorts of decisions and to understand what you are curious about, because from curiosity grows interest, and it’s exposure to different opportunities which ultimately lead us to our purpose.
If you’re not sure what you’re interested in, start with the more global interests:
- Do you enjoy being creative? Look at The Arts (Music, Art, Drama, Dance), Graphics, perhaps the technologies.
- Are you curious about travel and other cultures? Perhaps the Humanities are for you.
- Do you enjoy reading and stories? Maybe it’s English, Drama or again, the Humanities.
- How about business and entrepreneurism? Consider Computing, Business Studies, Media Studies or Economics.
- Is finding out the right answer important to you? Maths and the Sciences often attract such logical thinkers.
This list isn’t exhaustive, but it gives you an idea about where to start. Once you’re in the right subject-to-interest ballpark, dig into the differences between them by asking the teachers in that faculty. Do your assumptions about the subject match up to the reality? For example, PE often attracts pupils who like being active and “don’t want to be sat behind a desk all day” (their words, not mine). Firstly, a top-rate teacher will use different methods to engage you in learning and second, PE gets incredibly theoretical and science-y at KS4 and 5, so much of the time is spent in a classroom. The point is, try not to get caught up in what you like doing, but focus on what you want to know more about (which is the bit that can be tough).
Focus on what you want to know more about, not just what you like doing.
If you already know what career you want the chances are it’s because you have an interest in it (unless you’re pursuing that career to please someone else, which we’ll come onto later), in which case the decisions become a little easier – work out which subjects support your ideal career choice and pursue those. Ask someone in that industry what they studied, or if you don’t like the subjects required for it, ask yourself if its’ the teacher, the school, or the actual course. It might be time to time to consider your motivations in a little more detail, or time to look at a sixth form college.
I’ve met KS3 pupils who have a couple of different ideas about what they might like to do in the future but struggle due to the surprisingly limited options available. Despite taking up to 10 subjects in KS4, there isn’t that much choice by the time you take out the foundation subjects (Maths, English, Science) and that’s limited even further if you’re being pointed down the route of the EBACC (again, something we come onto later).
It is true that interests can change quickly at this age which is why some people advise keeping your options open and choosing ‘safe’ subjects (more traditional courses), but if you’re excited to work towards something then it’s hardly ever going to be a waste of time.
Priority 2: Success
There are 2 reasons success is down as the second priority. One reason is because I’ve seen pupils who really struggled in a subject but turn it around through grit, drive and determination. They’ve worked with a tutor, made use of extra-curricular sessions, or leaned on their teacher’s support and come out with grades that reflect their potential. You don’t have to be good at something to choose to pursue it, but you do need to want to work at it (hence, ‘interest’ is number 1).
The second reason is a more personal story. In year 11 I was really interested in PE, Theatre and English and I was also good at them. I was asked to pick a fourth and didn’t know what to do, but on the first day back in year 12 the head teacher took me aside and pointed out that I’d achieved an A* (grade 9) in History. I didn’t think that I particularly liked History but apparently, I was good at it. I took her advice and it became my 4th KS5 subject. I did just as well in History as the other 3 subjects and to this day I love it.
Sometimes our interest in a subject grows because we’re good at it. Sometimes we’re good at something because we care about it. Either way, try it out and see how you get on.
Priority 3: Opportunity
If the key intention of education is to prepare us for work, and the ideal working environment is somewhere we can live out our purpose, then having opportunities to uncover that purpose is paramount.
Some subjects aren’t studied in mainstream schools and if you have a specific interest, it’s worth looking into this. Do you need to audition for stage school to pursue your love of Dance and realise your true potential in it? Or will it be enough to do the final years at your current school, dance in your free time and then look for a college placement?
Do you speak a language that isn’t offered at your school? Did you know that you can ask your school to enter you for it anyway? If you haven’t studied the language but speak it at home, it’s probably worth finding an online tutor or checking out the International Studies available from key exam boards.
Perhaps you’re fed up with school and want a college experience or an apprenticeship. Again, this is driven by having a particular interest in something and then looking around for opportunities in it. Tell people about your interests – friends, family, teachers – you never know what connections people might have who could help you. Also check out local authority websites and lean on the expertise in your school if you’re fortunate enough to have a careers advisor.
Find a route that works for you and then look for the available pathways
Likewise with university. Sometimes there’s an expectation placed on young people to attend university like it’s a finishing school. We have a strong class system in British culture which can lead to the belief that you’ve somehow won ‘The Game of Education’ if you wind up at university (or that you’re only truly ‘educated’ if you’ve achieved a degree). I think this cultural belief deserves to be interrogated because education is everywhere and not everyone is suited to the traditional pathways. Some young people want to leave school at 18 and set up their own business, spending years falling over, failing, and then finally cracking it. Perhaps going to night classes or reading in their spare time. That path is no less admirable than getting into university – it’s just different. The important part is figuring out which pathways are available to you and coming up with a route that works for you.
Priority 4: Other people
I read this quote and it really resonated. Helen Carefoot was talking about intrinsic motivation – the desire within the self to get something done – she said, “push yourself based on your own interests. If you have too many voices telling you what to do, then you have trouble making good choices.” School teachers, friends, parents, grandparents, wider family, religious institutes, mentors and guides, and wider culture can all have an opinion about what you choose to do and it can get confusing. Part of the purpose of Morphise is to help young people tap into their own internal voice and try to sift through their personal desires versus suggestions or expectations from other people.
It can be a bit tricky when other people’s opinions and advice has more weight depending on the age and maturity of the recipient. If you’re a 13-year-old who has thought through their life choices and made some decisions about your purpose in life you might expect a different response to an 18-year-old who still doesn’t know what they want to do. Most people just want the best for us, and so our responsibility lies in finding out ways to investigate and trust our ideas, our instincts and decisions.
Find ways to tap into your personal desires rather than relying on or listening to other people.
In the absence of any actual answers, this whole process is a personal one (not necessarily an individual one depending on who your parents are) and needs to be part of ongoing discussions, research and thought. Choosing anything to please someone else can be a slippery slope because studies and work take up a huge chunk of time and energy, so it’s worth finding some satisfaction and fulfilment in them.
Having goals about which institution you want to go to, which course to study, aiming for a particular job or annual income are all admirable as a starting point. When it comes to resilience, hard days, stress and workload, the studies are pretty united that it comes down to satisfaction and fulfilment – if you care about what you do, if you’re interested in it and it holds meaning for you (so that you feel like you’re being of service), then the difficult days feel easier.
Choosing anything to please someone else can have consequences in the long run
It’s great when personal interest and other people’s expectations are aligned and ultimately, it’s about working out who must live with the consequences of these decisions and for how long. Time and time again research has shown that “status, money, possessions, achievement, the school your child goes to, or the grades he gets, are not factors that contribute to the development of a healthy sense of self,” according to Madeline Levine, psychologist and co-founder of Stanford University’s Challenge Success.
Everything we do at Morphise is about finding and focussing on a personal truth so that we feel inspired and joyful as much as possible. That doesn’t always come from elite schooling, massive wage packages or top grades, despite what we get told.
Inspiration and joy doesn’t necessarily come from elite schooling, massive wage packets or top grades.
Priority 5: Work or Play?
There’s a difference between doing something for work and doing something for yourself. I started Morphise because it lights me up every day to get to work with young people and adults as they learn more about themselves and find their versions of inner peace and clarity, but it’s definitely work. I also play football regularly and in my 20s was playing and coaching to a standard that I could make a living out of it, but after a while I started falling out of love with it. I was trying to turn my hobby into my work and as a result I disliked both. This doesn’t happen for everyone as we see daily in both Premier Leagues, but it’s still something to be mindful of. Just because you enjoy playing an instrument, it doesn’t mean you have to study it. Just because you’re a brilliant writer, enjoy drawing or building things, it doesn’t mean you have to turn it into your career. You are allowed to keep doing things just for fun, so long as you can honestly say you’ve given it plenty of thought.
Priority 6: The ability to U-Turn
KS3 choices (GCSE & BTEC, predominantly) are purposely broad, designed to teach you basic learning skills. There is a lot of debate over whether an employer or university will look closely at them, and it does tend to depend on the institution, so just do your best. The decisions you make at this stage will not define the rest of your life.
KS4 choices (going into KS5) are slightly more niche, but even then, it’s not the end of the world if you change your mind. The key thing to remember is that you can always make up gaps if you need to with courses like Extended Project Qualifications.
The subject choices you make at 13 do not have to define the rest of your life.
There are some pretty basic things to avoid if you can though:
Priority 7: Choosing classes because of friends
It’s great if you get to study with your best mates and can even be fun to run off to uni together, but it’s also fun if you don’t. Meeting people and working with someone new can seem difficult, but if you’re doing it in pursuit of something you love, it’ll be so much easier.
Likewise, working with friends can be distracting. There are plenty of pros and cons for knowing people in your classes but it’s not the most important thing. You might even see it as an opportunity to develop social skills by becoming friends with new people in your subject classes.
Sometimes your friends might feel rejected if they planned for you to do the same subjects or go to college together, so it’s helpful to be able to clearly explain why you’ve chosen a different path. A friend who loves you will respect your well-thought-out choices.
Priority 8: Letting parents decide
It’s a negotiation so get your arguments lined up about your career option and how that relates to the choices you’re making. Consider having a back-up plan so you can show you’ve thought it through.
If you want to be a professional footballer, find a coaching course to do on the side so they know you’ll still have money coming in. If you’re serious about acting, dedicate some time outside of your studies to the actual career. Find a drama school, take over the school production. Most parents say no to things when they’re scared you’ve not thought something through or that you might get hurt by it – try to alleviate those fears if you can.
Parents have known us longer than we’ve known ourselves (considering we’re not conscious of ourselves for the first part of life) so it’s understandable they have opinions. Accept them but you don’t have to follow them. There’s a difference between them having ideas and expectations. Again, the topic of cultural obligation is a little nuanced for a blog post but it’s still worth investigating.
Priority 9: Choosing based on the teacher.
It’s always flattering to know that someone has chosen your subject because they like you. Liking the teacher isn’t the same as liking the subject. Likewise, avoiding a subject because you think the teacher is mean is also a terrible idea. Sometimes teachers are like a whole new person once you get them in their genius zone. We all have things that we’re better at and some teachers just don’t enjoy teaching year 7, 8 & 9 and can come across as mean or strict as a result. Try not to assume that’s the way they always are (granted they might be) because chances are you’ve not yet seen them in their true light. If you’re interested in the subject, take it.
Priority 10: Doing the EBACC because you’ve been asked to by your school
There’s a much longer blog post brewing about the EBACC so watch this space. All I’ll ask here is, ‘who does the EBACC benefit?’ If it’s beneficial to the individual to study the foundation subjects (Maths, Double English, Double Science) and EBACC choices (a modern foreign language and a humanities) then go ahead. If it doesn’t benefit the pupil and they have no interest in those subjects, it doesn’t matter if they’re ‘academically capable’. Too often I see a young person (12-13 years old) who hasn’t formed a strong opinion yet but has ideas about what they’d like to do, which doesn’t involve an EBACC, but between school pressure and parental concerns that the school knows best, they disregard their passions and follow a path dictated by an absurd measurement of ‘success’.
A lot can change in the 4 years it takes to get from making these decisions to going to university so let young people choose the subjects they want to study and stop giving courses a hierarchy.
Let young people choose the subjects they want to study and stop giving courses a hierarchy.
Still confused?
Still confused and want to gain some clarity about your choices and your future? Regardless of where you are in the journey, these decisions can be tough. Being willing to do some thinking and exploration is the first step to untangling it all, but helping young people and adults understand what they most want to do (and why) is a key component of the work at Morphise, so get in touch if you’d like to find out how we can support you.
Asking the other adults in your life for their opinions and advice can also be really helpful, but just be mindful about who you ask, what you ask them about, and how much their answer affects your decisions. Because you’re the person who gets to live with the outcome. I’ve been pretty full-on with the cautionary part of this tale, so in an attempt to be useful, here’s some questions you might lead with when you talk to your teachers, career advisor or parents/guardian…
“What do you think are the benefits of going to college versus staying at school?” (or vice versa, perhaps even ‘going into the workplace versus university)
“If you wanted to be [insert role/job – a chef], what subjects might you choose?”
“I’m thinking about studying to become/get into [insert job/role or industry] because [your reason]. What are your thoughts?”
e.g. “I’m thinking about studying to get into the animal welfare industry because I’m not sure if I want to be a vet or something else but I know I really love working with animals and I could be good at it. What are your thoughts?”
“I want to look at working in [job/role/industry]. Do you know anyone I could talk to about it?”
Common questions:
Do I need to choose subjects which complement one another?
Not necessarily, but it can help if it’s what you really want to do. For example, studying English Literature and Theatre Studies means double exposure to Shakespeare – if that’s your thing. Likewise with the Sciences and Maths if you want to go into medicine.
Other people find that they want some time off from analytical thinking and want to balance out their studies with a creative subject, which also seems like a sensible choice. Again, it’s based on what works for you.
How prepared do I need to be?
It’s like a game of chess – the more moves ahead you can be with your strategy, the more you limit your options but the more focussed and intentional you become. So, if you know at age 13 what you want to do with your life, with a little time, thought and preparation you can map out your ideal choices about subjects, schools, universities or career options.
And just like a good chess player, if you wander down a dead end you can always pivot and find a new strategy that stays aligned with what you want from your life.
Some people get to 18 and far beyond that without ever knowing what they want to do and that’s completely reasonable as well. In fact, at UCU we specialise in working with adults who want to develop the kind of clarity we’re talking about here, so it’s never too late.
Who can I ask for advice?
Schools are boiling over with people willing to offer you advice about what to do with your future. Some advice you can trust, others is just “a form of nostalgia [and] dispensing it is a way of fishing the past from the disposal, wiping it off, painting over the ugly parts and recycling it for more than it’s worth.”* Which is another way of saying, you don’t have to take all the advice you’re given but it’s still worth listening.
It’s always worth talking to the adults you trust at school (and sometimes even the ones you’re not so keen on). Be sure to do your own research and make sure they have up to date knowledge, especially when it comes to specific institutions like universities, because their policies change regularly.
Look online for official communication and webinars or interviews from colleges, businesses or universities and consider following them on social media.
Another excellent source of information is Pathway CTM who specialise in connecting businesses to talented young people through apprenticeships. They’re also on social media and host event up and down the country.
Do you have any specific questions or queries about the contents of this blog post? Or do you need some personalised help untangling your choices? Best thing to do is reach out and ask your question. I’ll update this post with more common questions based on what you tell me is important. Alternatively, why not book on a free webinar I host monthly, where I explain in more detail the power of prioritising fulfilment over success, the role of self-knowledge in our decision-making, wellbeing and mental health, and why the teenage brain is physiologically primed for personal development and self awareness.