Choosing subjects for the last two years of high school can be a confusing time for both parents and students alike. The basis for deciding which subjects to choose will differ for every student and family depending on individual strengths and preferences, whether academic or extracurricular. In addition, a factor often overlooked in the pursuit of academic success, is a students’ mental health. Poor subject choices can significantly increase levels of stress, and affect the overall happiness and well-being of a student.
Families should begin discussing future academic and career options with their child before they begin Grade 11 (Year 12). Asking probing questions about their interests, favourite school subjects, what they enjoy learning about and where their aptitudes lie, can all help in unveiling a students’ passion and skills.
Begin the conversation by looking towards what the student wants to do, not where they are right now. Then work backwards to see how/if it can fit.
- What do you want to do?
- What are you good at?
- What do you like?
“Want to be an Engineer? Great! Let’s see…are you strong in Maths and Physics?”
“Yes!”
“Do you enjoy problem-solving using Maths and Physics?”
“Yes!”
“Fantastic!”
Outcome: The student should take Maths and Physics in A-Levels/APs/IB HLs
But, let’s face it. Teenagers do not always know what they want to do. This is where the conversation can focus on what the student is good at/what they like to do, rather than what they want to be. Core subject choice decisions, (especially HL/A-Level/APs, etc) can then centre around that. This maximises academic achievement and opens up more options when it is time to choose university pathways.
Be Realistic!
Can success be achieved in the subjects required? Taking the wrong subjects can not only affect future university and career decisions, but can also negatively impact overall academic success…even in the subjects that a student is good at. This is because students will have to divert so much attention to maintaining a passing grade in the ill-suited subject, that they cannot give enough time and attention to their other subjects. This will negatively impact the overall end result.
Two Case Studies
What can happen when subjects are chosen for reasons such as family pressure (You have to take Chemistry! You should be a Doctor!), a false sense of ‘prestige’ (thinking that not taking science or maths for example at a HL shows academic weakness), or even, peer pressure.
Case Study 2- IB Diploma Student. Father had been a strong student in both Maths and Physics when he was in school. He was convinced his child should be too, and with just ‘more studying’ should be able to achieve a 7 in HL Maths. In fact, the student was very interested in History and Economics. For the first year of the IB Diploma, the student struggled. With good intentions, the father would sit with the student regularly to try and teach them how to do the HL Maths. The student could not get beyond a level 4 in the grade boundaries, and more importantly, felt miserable. The student came into our office, tearful and asking for help. This was affecting the student’s overall academic performance, well-being, and ability to feel any sense of success and achievement at school. After speaking frankly with the father, the student was allowed to move to SL Maths. The result? A very impressive 37 points with 6,6,6 at HL! This was in sharp contrast to the 31 points the student was receiving after the first year of IB.
Takeaways
This is not to say that a student should NOT take a subject they may enjoy but are not particularly strong in. Curiosity and passion are essential to all learning. Enjoy Physics, but want to study Law? Great! Take the Physics class but not at a HL…use that energy for HL History instead. Play to strengths. Make informed decisions. Most curricula will require strong critical thinking skills in order to access higher grade bands. Consider this when making choices for essential subjects in your field (i.e. HL requirements)
Speak with a professional! Do not rely on hearsay and rumours. Entry requirements are continuously evolving. Make informed decisions that take into consideration the whole student’s well-being so that they can be both happy and successful.
