The Home Educator Spring 2023

THE HOME EDUCATOR

the magazine for home educating parents and carers

SMART HOME EDUCATION

How to boost your child' confidence and put them in the driving seat

Spring 2023

Transitioning from attending school to home education

Applying for: Medical School Oxbridge Investment Banking

Helping your child decide what's next after GCSEs / N5s / MYP

The Home Educator

Copyright © Doddle Learn Ltd, 2023

All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law.

Published by Doddle Learn Ltd.

Address: 1 & 3 Kings Meadow, Oxford, United Kingdom, OX2 0DP

Telephone: 01865 208 440

Email: hello@doddlelearn.com

contents

3

Parental tips for transitioning to home education

The big decision: career choices and how to make them

Helping your child decide what's next after Year 11

A guide to qualifications

Home

education: different, equal & more effective for some

Learning disability or difficulty, the reality

is

Foreword

Oxbridge or Russell Group university

A guide to applying for medical school

for a successful career in banking and finance

IHowever, we feel there is need for more information and support for parents,and carers. to fullly equip their home-educated child in a way that provide the same opportunities and potentials available to children in mainstream educational settings.

We hope the magazine will be a useful source of support and information for all parents and carers. If you wish to subscribe or if you have any suggestions or comments about what you would like to see in future editions, please drop us a line at hello@doddleacademy.co.uk.

The Doddle Team

The Home Educator

SMART HOME EDUCATION

How to boost child’s confidence and put them in the driving seat!

“Progress is impossible without change, and those who cannot change their minds cannot change anything.” (George Bernard Shaw)

Home educating parents/carers are recommended to encourage their children to take control of their learning. If a child feels they are in control of their learning, they derive much more satisfaction from the results they produce. By having a specific action plan in mind, home-educating students are often able to see the ‘light at the end of the tunnel’ in their learning a lot more easily.

Action Plan

The purpose of the parent creating an action plan is to ensure that their child feel they are taking responsibility for their own learning. As part of reviewing progress of your child’s learning, ask them to write down which areas they feel confident in, for each subject and in general. Begin your action plan on a positive note by helping them celebrate areas they are doing well. This way, you are acknowledging that although they need extra help with their studies, they are already achieving in other areas of the subject(s) they are learning.

Then, ask your child to write a list of areas they feel they need improvement in. Have a look over this plan and give your input, based on examples you have seen of their work or feedback they have received from their learning platform. Learning platforms such as Doddle provide test results on individual topics and can be used as a basis for this review exercise

SMART Objectives

At this stage, try adopting a ‘coaching’ mentality and talk through with them, each specific area that have been highlighted. Writing down how your child intends on improving performance allows you to keep track of their progress. One way of setting such objectives is using the SMART objectives methodology.

Used by project managers throughout the English-speaking world, this approach to personal development can also be used to empower your child’s learning. Objectives are 'SMART' if they are specific, measurable, attainable/achievable, realistic/ relevant and time-bound.

Specific

A specific goal is more likely to be achieved than a general goal. Specific goals must be clear and unambiguous. Discuss exactly what your child wants to accomplish and give specific reasons for wanting to do so.

Measurable

Discuss how you will monitor the progress of each of your goals. If your goals are not measurable, you won’t be able to ascertain if they have been achieved. Discuss how you will know when your goals have been achieved.

Attainable

Goals must be realistic and achievable. Your goals should be seen as challenging but not so much such that they seem impossible. When your child identifies their most important goals, they will begin to think of ways these can be achieved and start developing the attitudes, abilities and skills required. Once your child starts to see themselves as worthy of their goals, they will start to feel more confident in their own ability.

Relevant

As well as being achievable, goals also have to be relevant. It’s important to bear in mind the final outcome when setting goals to ensure that any progress being made is heading in the right direction. When setting a relevant goal, it may be a good idea to ask, ‘Does this seem worthwhile?’

Time-Bound

By asking your child to set a deadline, you ensure that they are committing to focusing on their goal. A deadline makes sure that goals are not overtaken by other commitments. The effect of setting a timescale is that it encourages a child to work with a sense of urgency.

Helping your child improve their confidence

Psychologists encourage homeschooling parents to treat confidence as a habit that can be nurtured like any of their children’s other habits. Some young learners believe themselves to be naturally ‘unconfident’ at doing certain tasks. Confidence, however, is a skill that can be learned like any other, through practice. People who consider themselves to be confident in a certain situation, have at one point, embraced their uncertainty. Through practice and taking action, it is possible for someone to change their perception of how they performandtoachievetheirgoals.

Feeling in control

If a child feels they are in control of their learning, they feel more confident in their ability to succeed in their studies. One way of improving a child’s confidence is to create an agreed structure to their learning. Familiarity and repetition can help a child adopt a resourceful mindset and aid their learning. The structure of the learning will vary according to the subject and the level being studied.

Positive Language

Whenever you are reviewing your child work, try to use positive language as much as possible, even when correcting their errors or commenting on their poor performance. Try reframing the idea of ‘mistakes’ into something more encouraging. If you highlight an error, give a constructive explanation that leaves the child feeling enlightened rather than deflated. By the same account, it’s important not to be overly positive and to praise mediocrity. By using positive language honestly and effectively your child will know how they have genuinely performed in a task and will respect your feedback.

Replacing Limiting Beliefs

As a parent/carer, it’s important not to accept the word ‘can’t’ as a reason for your child’s shortcomings. If your child is struggling with a particular concept or process, help them break it down into small, manageable chunks and take the time to explain the minor details if you are familiar with the subject. It is often the minor details that make all the difference. Ask your child to explain exactly what they don’t understand about what they are studying and give a clear, concise explanation of the practice if you feel comfortable.

Self-Expression

Encourage your child to express their opinions on everything relating to their studies including your suggestions. Encourage your child to ask questions that they may not otherwise get the chance to ask if they were at school for risk of embarrassment or due to time constraints. By letting a child know that their opinions are just as relevant as yours, they will develop a stronger sense of self-worth, knowing that their thoughts are valued.

The Confidence Effect

When a child starts to see an improvement in their learning, their confidence grows and they will able to apply the techniques they have learned in one subject to another, consequently improving their grades in all subjects.

When somebody is confident, they are more likely to do well in their studies and career. A lack of confidence can hold people back from reaching their full potential.

Transitioning from attending school to home educating

Transferring from attending school to home educating can be complicated, and if not managed properly can result in a significant loss in learning and severe disruptions to your child’s education. Every parent or carer's dream is a smooth transition that will keep their child engaged and enjoying their learning. Here are some quick and simple tips to help manage the transition.

Help establish routines: Most human beings tend to perform better within some form of ‘structure’ or ‘routine’. If they are going to have lie-ins, encourage them not to overdo it. Encourage them to wake up at reasonable times to discipline their bodies and maintain their daily routines. And if possible, let them get out of their pyjamas to create a more ‘work ready’ mentality. Consistency is key. It may be a rocky start, as it is highly unlikely that they will have perfect routines from day one. Keep encouraging them to plan and prioritise each day until they have created some real momentum and routine.

Help them create their own timetable and stick to it: They could mimic the typical school/college structure to pace their day’s learning schedule as much as possible. Support them to maintain a variety of study sessions and extra-curricular activities in their personal timetable. Advise them to break the sessions into small manageable chunks. Their total learning time may be shorter than if they were at school/college but that is perfectly understandable and having a flexible approach to timings creates less pressure.

Allocate specific learning workspaces within the home: Identify several quiet study areas for them to choose to work from throughout the day. Some prefer to rotate the kitchen/dining table, lounge and bedroom to establish some form of variety. Others would rather have one specific learning space they call their ‘study room’. Whatever they decide to go for, let it be a learning space that’s free from distractions.

If possible, encourage them to mute or put away their mobile phone and any gadgets or electronic devices.

Encourage regular breaks: Breakfast, lunch and breaks could be used catch up on social media, virtual playtime, gaming and other extra-curriculars. Reserve time for some form of physical exercise. And constantly encourage them to eat healthily, with plenty of water, fruit and veg, and a balanced diet.

Help them to reflect on their learning: Support them to be flexible and be prepared to tweak their strategy if it’s not perfectly working for them. Like all new routines, the first few days are always about finding their feet. Give them time to adjust. Don’t be too tough on them – take it nice and steady, giving them enough grace and space to adjust to this new ‘normal’ learning lifestyle.

Be flexible: Motivate them to be flexible, positive and open-minded whilst discovering their ideal learning style and approach. Use this time to nurture maturity within them and help them develop a genuine love for learning. Remember it’s all about quality not quantity, and there are times when less is more.

Encourage them not to hesitate to ask for help: Discuss with them about any challenges they might be facing. Initiate a conversation about any difficulties they are encountering whether academic, technology-related, stress/depression, social or anything else. You are no doubt aware of or can Google websites or YouTube videos you can refer them to for reinforcement and support, if necessary.

Help them develop a high-achiever mentality: Their success in their education and career is highly dependent on the effort they are going to put in now. If they are dreaming of a high and fast lifestyle, this is the time to make it happen. In most cases, ‘high achievers aren’t born, they’re a product of hard-work and a successdriven mentality’.

The big decision:

Does this sound familiar to you? It’s common for teenage children to struggle with the concept of following a career, life in the world of work, and what they might like to do for the rest of their lives. These are huge decisions for anyone, but at this tender age, they can be overwhelming and bewildering.

As a parent, it’s likely that ultimately, you’ll want your child to be happy in what they do, that they earn a good living, and perhaps that there is career progression as they gain more knowledge and experience.

Some children naturally gravitate towards a chosen career or subject that they have an affinity with. They remain focused and motivated to do well, with a clear idea in their mind about where they are heading next.

For many though, things are not so clear, which is why we have compiled this article to help explore options and to guide you and your child through the vast world of career choices.

Four steps for your child to get started

1.Assess interests, strengths, and weaknesses: To make the right choice, your child needs to spend some time getting to know themselves, to identify their strengths and weaknesses. They should also assess their interests and values. This will help focus on certain areas but also eliminate a number of career choices for which they are simply not suited.

2. Explore career options: Spend time with them researching the broader jobs market, professions and career paths to explore the wide range of careers and job roles available, some of which may not have occurred to your child before. Make a note of what interests them to begin narrowing down options.

3. Create a short list: Combine what your child has learned about themselves with the options they’ve discovered that sound of interest.

“I’ve no idea what I’d like to do.”

“I don’t know where to start looking.”

“I can’t even imagine going to work.”

“How can I keep my options open?”

career choices and how to make them.

Perhaps look at some of these roles in more detail, and try to talk to any friends or family members who may be working in these fields to find out more. This exercise is really useful in enabling your child to imagine what a life pursuing a particular career choice might be like.

4. Act: Set achievable goals and have a career plan. A career plan should outline how your child will attain their chosen career, what qualifications and experience are needed.

Career choice online tools

Don’t worry too much if the above exercise didn’t result in that ‘light bulb’ moment for your child.

There are many different quizzes, articles, selfhelp guides and tests available on the internet that strive to guide your child in their career choices. Read on to find the best websites to help you get all the advice you will need to help you.

Morrisby Profile

Morrisby is an impartial decision-making companion and psychometric test. There is a small charge for using it, though you could try the free practice tests to sample the service. It covers all important decision points including:

• Careers guidance, suggestions, information, career requirements and routes to careers.

• Options at 13/14 (GCSEs, Scottish Nationals, IGCSEs, MYP, High School Diploma)

• Options at 15/16 (A-Levels, Scottish Highers, IBs, Pre-Us, BTECs, Apprenticeships)

• Options at 18 (Higher education, subjects, courses, universities, apprenticeships, and further education)

• Planning – Pathways, helping keep options open, and interviews

The Morrisby Pr ofile psychometric test provides an objective statement of a person’s underlying abilities, personality and career preferences. The test is verified by the British Psychological Society and will provide you with an objective analysis of your:

• Reasoning (solving difficult abstract problems)

• Verbal ability (being good with words)

• Numerical ability (being good with numbers)

• Perceptual ability (being good with diagrams and pictures)

• Spatial ability (being good with plans and 3D shapes)

• Mechanical ability (knowing how things work and fit together)

• Manual speed (working quickly with your hands)

• Manual skill (working carefully with your hands)

• Awareness (noticing people and things around you)

• Flexibility (enjoying change and variety)

• Inner conviction (being sure of your own capabilities)

• Decisiveness and confidence (having ideas, taking the initiative)

Once the results have been processed, your child will receive a detailed Profile and Guidance Report with key findings and career recommendations. The report will also help your child to discover more about their strengths and abilities, find out how to make the most of their skills, work out their personal goals and explore new career opportunities. The report will also include career suggestions and information about further education and training.

All of this is available via their website. https:// www.morrisby.com/

National Careers Service – Skills Assessment

The National Careers Service offers a range of assessments to help find out about career options that might be ideal for your child. The ‘Discover Your Skills and Careers’ Assessment is a 5 – 10 minute assessment to help your child discover what job categories and job roles might suit them. The ‘Skills Health Check’ Assessments are a set of four assessments covering personal skills and six on work activities, each taking 15-30 minutes to complete. These assessments are a brilliant way to help your child decide which types of jobs might be right for them and they might also find the output handy for preparing their CV, job applications and interviews.

Visit the National Careers Service website for more details. https://nationalcareers.service.gov. uk/

Get My First Job

The Get My First Job career personality test is designed to test your child’s personality and then provide a list of careers that are a good match. Before you have signed up, there is an option to take a quick test that will take just 5 minutes and offer a few different choices. However, once you do sign up, your child will be able to take the full test and be given a range of different careers with information about how to jump on certain career ladders and what opportunities are available in those careers.

Take a look here https://www.getmyfirstjob.co.uk/ Resources/CareerQuiz.aspx

Prospects Planner

This is another website offering a quiz to find help identifying career options. In order to take the quiz, your child will first have to register but then they can take the test for free. The quiz has numerous questions to help gauge strengths and weaknesses. At the end of the quiz, you will receive a number of different career suggestions that matched your child’s answers. You can then click on each of those careers to find out more including the expected salary, qualifications needed, and skills and work experience that are required or preferred.

You can take the quiz on their website https:// www.prospects.ac.uk/planner

16 Personalities

16 Personalities is another website that allows childrentotakeafreepersonalitytesttodetermine what their best strengths are and what their weaknessesare.Youcanthenusethisinformation to determine the type of career choices that may be best to pursue.

Take the 16 Personalities test https:// www.16personalities.com/

Career Key

For a small fee, Career Key offers genuine advice and professional help in order to help people find the career of their dreams. On their website, they offer a personality test based on John Holland’s theory of the six different personality types Career Key’s test will help your child find out which personality type they have and what career and university course would best suit them.

Find out more https://www.careerkey.org/

Career Hunter

Career Hunter offers a free test (on the basis that you sign up) to help find a career based on your child’s answers to their questions. Once taken, the test will offer a number of accurate career matches and a personalised career report. There are different tests including verbal reasoning, career motivators and work personality to help identify appropriate career choices.

Take the Career Hunter test. https://test. careeraddict.com

Red Bull Wingfinder

This test has been developed by Red Bull and university professors from University College London and Columbia University New York Your child can take a free 35-minute test that will determine which personality type they have and divided into four categories – connections, creativity, thinking, and drive.

You will need to sign up but once your child has completed the test they will receive a free 19-page report outlining their strengths and weaknesses. They will then also be given advice from Red Bull athletes that have the same strengths as them.

More details are available here https://www. redbull.com/int-en/wingfinder

The Big Five Project

The Big Five Project offers a very in-depth, free personality test. There are 61 questions for your child to take to find out more about what they are like as a person. Although it doesn’t advise specifically on career choices, it is completely anonymous and offers guidance on what type of personality type your child has, which can be helpful when considering career options.

Find out more about personality types https:// www.outofservice.com/bigfive/

Helping your child decide what’s next after Year 11.

Around 80% of young people stay in education after completing their GCSE/ National 5s. The main options to consider are:

Vocational qualifications

These tend to have a more practical approach, equipping with both the hands-on skills and practical knowledge to undertake the job. They range from those with a ‘Tech’ orientation (generally common in fields such as engineering, IT and Science) to those with an ‘Applied’ orientation (generally common in broader fields such as business, social science or sport).

The most popular further education progression option after GCSE/ National 5s is the Level 3 qualification. These include Level 3 NVQs (National Vocational Qualifications) or SVQs (Scottish Vocational Qualifications), BTEC Nationals, Advanced and Progression Diplomas, BTEC, OCR Level 3 Cambridge Technicals, T Levels and CACHE Level 3 Diplomas. Completing this level will enable entry into University, Degree Apprenticeships, some Training Schemes and a range of technical or supervisory roles

Apprenticeships (and traineeships)

This option is common with those who are fed up with full-time classroom education but want to practically learn a new trade, profession or set of skills. An apprenticeship is typically a full-time paid job with integrated on-the-job and college training built in. Apprenticeships that are ideal for school leavers tend to be Levels 1, 2, and 3 and their duration usually ranges from one and three years.

Traineeships tend to be unpaid training and work experience opportunities to help prepare you for an apprenticeship or work. They tend to be short –could be a few weeks or could last up to six months. They are popular for those who didn’t get a good grade in Maths and English as they often integrate Maths and English training to boost your chances of employability or of joining an apprenticeship.

A-levels, Scottish Highers and Advanced Highers

Generally, these typically adopt a more academic study approach with a course structure focussing more on written work and exams. A Levels/ Scottish Higher and Advanced Higher are considered the main (but not the only) route into university/ higher education. Most people usually study three subjects over a 2-year period with main exams taken at the end of the course.

Tips for choosing the right subjects at A-level

• Choose subjects they are strong at. Your child is more likely to be motivated to study a subject for which they have a natural ability. A good rule of thumb is to pick a subject they have sufficient ability to get at least a Grade 6 (B) in their GCSE/ National 5s. Choosing subjects in which they are predicted to get strong GCSE grades increases their chances of great A-levels and better prospects with wider degree/employment options.

• Choose subjects they are familiar with and enjoy. Again, your child will most probably be more motivated and engaged studying a subject they ‘to some extent’ enjoy. Take time to familiarise with the range of subjects available at A-levels including some that are new to them

It is a good idea to consider a subject they have a connection with:

- Someone who loves researching, developing an argument, and logical presenting ideas should consider subjects like history, sociology or law.

- Someone who loves the outdoors, nature and environment-related issues may

consider subjects like Geography, Biology or Environmental Science.

• Align the subjects to career aspirations. Most universities and employers give guidelines of what subjects are prerequisites for each degree or apprenticeship. For instance:

- Pharmacy generally require Chemistry, plus at least one from Biology, Maths and Physics

- Medicine generally require Chemistry, plus at least one from Biology, Maths and Physics

- English generally require English Literature and/or English Language

- Engineering generally require Maths and one related subject such as Physics, Chemistry, Geography, Science, Computing, Design

• Avoid combining overlapping or ‘too similar’ subjects. Examples of combinations that could be classified as too similar, overlapping or too narrow and might cause issues:

- Biology and Human Biology

- Business and Economics

- Business and Accounting

- Drama and Media Studies

• Minimise ‘non-preferred’, new and nontraditional subjects. Try to have a maximum of one of these less popular subjects. Examples of subjects that fall under this list include: – PE –Music – Media Studies – Drama – Textiles –Dance – Accounting – Home Economics

• Prioritise ‘facilitating’ subjects. Facilitating subjects are commonly preferred A-level subjects. If possible, include at least one or two of these in your combination. Examples of subjects that fall under this list include: –Mathematics – English – Geography – Biology –Chemistry – Physics – History – Classical / Modern languages

• Should you take three or four subjects? Our recommendation is to concentrate on the minimum required 3 subjects as much as possible, unless you feel you really need a wider choice, want to impress in your Oxbridge application or are very convinced the increased workload is not going to be any issue.

• Research. Read the syllabuses and consult teachers and Careers Advisors

• Lastly decide whether FE college, sixth Form college or sixth form is preferred. Sixth Forms tend to focus more on the academic subjects, typically A Levels. Most colleges tend to provide a much wider range of courses at different levels including vocational qualifications and in most cases A Levels as well. The learning environment at college tends to be more relaxed, with a less congested timetable, a

more casual dress code (freedom to wear what you want) and a more diverse age range.

• Before making a choice, your child should:

- consult with teachers and Careers Advisors and any relative/friends who have progressed to Sixth Form/Sixth Form College/FE College.

- visit the different institutions and have a firsthand experience of what it’s like to be at a Sixth Form/Sixth Form College/FE College.

- consider their career aspirations and research where the majority of people in their preferred profession/trade have studied.

Useful Websites for More Information.

Student Underground is an alternative UK Education blog.

www.studential.com/student-underground/categories/a-levels

icould.com uses the power of personal stories to inform young people’s career choices. https://icould.com/explore

UCAS helps to inspire & empower people to make aspirational choices about higher education & learning. https://www.ucas.com/further-education

The Uni Guide delivers the high-quality, expert advice & guidance, independently and free of bias. www.theuniguide.co.uk/advice/a-level-choices

Informed Choices is written by admissions directors from the 24 Russell Group universities & provides information on why subject choice matters. www.informedchoices.ac.uk/qualifications

GOV.UK – Apprenticeships provides practical advice on what an apprenticeship is & how to find one. www.gov.uk/become-apprentice

National Careers Service provides information, advice & guidance to on learning, training & work. https://nationalcareers.service.gov.uk/

allaboutschoolleavers.co.uk is the essential springboard into the job market for school & college leavers. www.allaboutschoolleavers.co.uk/school-leaver-options

Not Going To Uni showcases the alternatives to the standard university route to school & college leavers. https://www.notgoingtouni.co.uk/

A guide to qualifications

Year 13 Destination Dilemma - What route will your child take?

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Home education: different, equal & more effective for some

Has home learning for your children during lockdown prompted thoughts of continuing to teach your children at home on a more permanent level? Dr Ambroz Neil and Wendy Charles-Warner Co-Chairs of Education Otherwise, offer their insights into the world of home education.

At the end of the summer holidays, when many parents are sighing with relief as schools reopen and their children return to the care of others for most of the week, home educating families gather for their annual ‘not back to school’ picnic.

All over England and Wales, those families celebrate the pleasures and triumphs that result from their choice to home educate with spontaneous music, crafts, art and community spirit. It is that community spirit which most embodies home education in this country and many others, a community which embraces difference and enfolds it with support, care and enthusiasm.

To the outside eye looking in, home education can be an enigma, comprising as it often does, very little that is familiar to those who travel a more familiar path of using schools to educate their children;butitisthoseverydifferenceswhichhave the ability to make home education so effective.

Few of those looking from the outside in would even realise that every single parent in this country is a home educator, until they choose not to be, as they actively have to register a child in a school, from the default position of home education. However, every parent dipped their toes in the home education waters during the Covid 19 lockdown. Home education, as with every other choice, comes with challenges, but that toe wetting enabled families to weigh up their individual needs and to choose the right way forward for them.

What is it that makes home education different?

We start with the fact that a state school must provide the National Curriculum and an independent school, or academy, must provide the child with a broad and balanced curriculum, including English, mathematics, science and religious education. Home educating parents have much greater demands put upon them, as they are required to provide an education suitable to the child’s age, ability, aptitude and any special needs they may have.

In short, the parent must provide not only a tailored education but everything else as well. No school is required nor is able to provide a totally individualised education for a child. This requirement for home educating parents might seem like an enormous task and in many respects it can be, but what this actually does is to provide

significant freedom for the child to learn and grow at a pace more akin to them as an individual, free from any constraints but those created by their family’s choices.

‘To be nobody-but-yourself, in a world which is doing its best, night and day, to make you everybody else, means to fight the hardest battle which any human being can fight…’

E.E. Cummings: ‘A Poet’s Advice to Students’

Simply put, home educating parents aim to increase the child’s degree of self-determination over their learning.

In practice, when a child has a greater degree of self-determination, not only can they have input into the choice of educational approach but he, or she, can study each subject at their own pace, spending as much time as they wish on each topic. This gives us a useful comparison with a school setting; in school each child typically follows a lesson for a certain amount of time, in a set term.

For a child whose interest is gripped by the subject at hand, that short moment in time is far too fleeting, just as it is for the child who struggles to understand and needs more time to allow concepts, information and ideas to be absorbed. For the home educated child there is greater flexibility to stay with the topic for as long as they need to absorb it, to understand it.

‘This year Cerys really got into the Egyptians, and we almost lived the times for several months until we moved on. She learnt to write in Hieroglyphs, we cooked Egyptian meals, played Egyptian games and created models of Egyptian homes. It was wonderfully enriching.’

Manon, mother of Cerys aged 11

An important point here is that there is greater flexibility for the child to learn in a manner that is more suitable and at a better pace for them. That is not the only advantage however; learning is also more likely to be in a more familiar environment, one-to-one or in a small group setting. This flexibility can enable children to embrace their individuality.

Are socialisation or examination achievements compromised?

Those who know little about home education usually ask similar questions, such as: ‘but what about socialisation?’ and ‘what about exams and getting a job?’ These are understandable concerns. In the case of the former, socialisation simply looks different to those who have not experienced home education. Home educated children can take examinations at any point, or

not at all if their ambitions do not require it. It is not at all unusual for them to take examinations and even professional qualifications that are not available to school children, some even achieving degrees prior to the end of compulsory ‘school’ age at 16.

‘My son sat a maths GCSE at age 9, because he just loves maths, then decided to do a maths degree straight afterward. He did eventually do more GCSEs, but not until he was halfway through his degree and in fact, he sat his last two GCSEs at 16, after he graduated.’

Father of home educated young man.

‘Eleanora wanted to be an opera singer from a very young age, so we never focused too much on sciences, as they were not key. She achieved her ambitions and is so happy to have arrived where she wants to be.’

Gilly, mother of Eleanora, always home educated.

Flexibility to specialise

Home educated children have a wide variety of opportunities in addition to different examinations, which are not routinely available at school: They might learn to carve, fly a plane, take ballet lessons, learn geology standing inside a volcano, develop their own bakery, give a TED talk, create their own film, or develop their own publication. Some even get to enjoy ‘world schooling’; travelling the world to learn from different communities. For some children, home education is simply the best way to reach their potential: fostering their entrepreneurial spirit, creativity and boosting their self-esteem.

Home educated children will very often develop a deep love of learning. After all, when you enjoy what you do, you wake up each day looking forward to doing it! They can attend events and trips at any time throughout the year, free from crowds and often at lower prices too, as ‘out of season’ is irrelevant when they are not tied to term dates. They learn through life, are in the community and of that community. Every day is a new day, a new opportunity.

While not the panacea for all education woes, home education is different and equal…or perhaps for your child different and better suited?

Education Otherwise is a charitable organisation which has been supporting elective home education in the UK since 1977. The charity liaises with Government and Government bodies and provides advice to families, Local Authority officers, schools, and other agencies. Education Otherwise operates a national helpline and provides signposting to resources, together with links to over 330 local, regional and national community networks and family support groups for elective

home educating families. Education Otherwise also publishes regular academic articles relating to home education and maintains a data base of relevant research. Through this work, Education Otherwise aims to promote, maintain and improve public awareness of the availability of choice for families, who may wish to make educational provision for their children otherwise than through state-maintained or private educational settings.

https://www.educationotherwise.org/

Learning disability or difficulty, the reality

It is estimated that there are approximately 2.16% of adults and 2.5% of children with a learning disability in the UK (Office for National Statistics 2019). This may seem like a small number, but in reality, it is difficult to accurately determine a more exact figure because many individuals pass through the education system and much of their working life undiagnosed.

They either develop individual strategies to address the challenges that learning disability presents or chalk it up to not being smart. Individuals with learning disabilities often have difficulty asking for help with peer-related situations, they often lack the social-emotional skills necessary to handle peer pressure, bullying, and reading social cues of others and consequently often suffer in silence. However, for those that know and understand their difficulties, and learn to acknowledge their coping strategies, life can be challenging yet rewarding in equal measure.

So, what is the difference between learning disability and learning difficulty? Learning disability describes when an individual finds it harder to learn, understand and communicate. In contrast, learning difficulty refers to specific challenges with learning resulting from medical, emotional or language problems (SEN). Therefore, an individual with specific difficulties such as dyslexia does not necessarily have learning disabilities.

Overall, learning disabilities are neurologicallybased processing problems which interfere with learning basic skills. This inevitably opens the debate regarding intelligence. While there is some data to suggest a relationship between some learning disabilities and lowered IQ, it is not enough to suggest causation. Further, higher level skills such as organising, time planning, abstract reasoning, long or short-term memory and attention are usually also affected by neurologically based problems.

There are many types of learning disabilities: ADD/ ADHD (Attention Deficit Hyperactivity Disorder), Dyslexia, Dysgraphia. Dyscalculia, Dyspraxia, Auditory processing disorder, Visual processing issues, Nonverbal learning disabilities, to name a few. The general use of the expression, “a slow learner,” further complicates matters. “A slow

learner” is not a diagnostic category. It is an expression used to describe a student who can learn necessary academic skills but at a rate and depth below the average of his or her peers.

I have had the privilege of interviewing two young adults, Daniel and Ashley, who have both passed through the education system, including university, and both have learning disabilities. Their frank description of their experiences is compelling, reflecting the impact that their learning disability had and continues to have on their lives.

In the rest of the article, I highlight the challenges that both Ashley and Daniel have had while studying and then transitioning into the adult world of work as they endeavour to fulfil their ambition.

University experience – AD(H)D and the Domino Effect: For students, university can be a turbulent and challenging time; but it is exactly these experiences that form character and strengthen individuals. The struggles are not uniform, however, and some may have a larger challenge ahead of them than others.

Daniel and Ashley are two professionals who have persevered through the education system and graduated from university, despite facing hardships that have come with their learning disabilities. Both have AD(H)D but are also both adamant that their diagnoses are challenges, not excuses, and both believe there are equally as many benefits as there are hindrances that come with the disorder.

I have interviewed them and they have concluded that their seemingly negligible experiences of having AD(H)D have, over time, compounded into a domino effect, which has ultimately resulted in losing control.

Many students with AD(H)D struggle to maintain attention, which means that, being able to absorb content in lectures is nigh on impossible. Both Ashley and Daniel described leaving lectures unable to recall much of what occurred and believed that their attendance was futile - reading, watching educational videos, or even just listening to a dicta-phone recording of the lecture would have all been better uses of their time.

The key point to these activities is that if you lose attention, you can easily go back through the parts you’ve missed. In a lecture however, missing one important point could mean you spending the remainder of the lecture trying to work out what is going on. Furthermore, even if attention was able to be maintained throughout the lecture, both Daniel and Ashley described that recalling information was difficult, a common tendency of AD(H)D.

This was worsened by the fact they could not simultaneously listen and take notes. As a result of all this, they would both attend lectures but still require time to read, watch or listen to further educational material. They thus had less time to complete coursework; the first domino to losing control set in place.

Independent learning challenges: Working from home can cause a lot of problems; productivity can be affected by not having a clear distinction between work and life space. However, communal work environments come with their own set of issues for those with AD(H)D.

Despite Daniel and Ashley studying subjects that involved working in very different environments, they both encountered similar issues. The focal point of these issues revolved around distraction; Ashley found that sounds very easily interrupted her workflow; for Daniel, it was all too easy to become engrossed in assisting other people with their work, struggling to prioritise his own work above others. Failing to work effectively in these environments was another domino in the struggle for control.

Generally speaking, those with AD(H)D often struggle with sleep; being wide awake at times when they should rest; and very tired at times when they should be attentive . A shley and Daniel often lost a lot of sleep for a multitude of reasons and ‘all-nighters’ were a frequent occurrence during term time - not just during deadlines.

They disclosed that working during the night gave them the space to work without the distractions that were present during the day, but it also was the time they felt most productive; often being alert and more focused at times when everyone else would be getting ready to sleep. But working late often meant that day-time obligations were hard to maintain, and their social lives were often disrupted. To sustain either meant to lose out on sleep, which is ultimately a very corrosive action to take. A large domino in the struggle for control.

Prioritisation and time management: Another trait that is common to AD(H)D, is taking on too much. With such varied interests, it can be hard to prioritise what you spend your time doing. Ashley took on a lot of additional responsibilities in her household, without considering the ramifications.

Unable to prioritise and often choosing urgency overimportance;Ashleyevenfoundherselfdriving without insurance which had been cancelled as payments bounced during her exam period.

Daniel, similarly, took on too many responsibilities at university, running the architecture student society and becoming student representative. Whilst these activities were very beneficial, they came at a cost to his academic performance and social life. This inability to prioritise was the domino that tipped in a long line of dominos.

Whilst control was seemingly lost early-on in their studies, by the end of university both Daniel and Ashley eventually devised their own coping mechanisms and had sought help with managing their time. Both advocate that getting assistance was key to turning their studies around; simply having someone to talk to objectively and openly was fundamental. But they also strongly believe that by not trying to fit into the norm and devising their own approaches to studying - tackling their issues in their way - were paramount to not only succeeding but excelling in university. With the right approach, AD(H)D can benefit as much as it inhibits.

Transitioning to the workplace: Transitioning from school or university to work for individuals with learning disabilities presents a whole new set of challenges that go unnoticed by the general public. Whilst the university setting may have offered a great deal of flexibility and support to students with learning disabilities, the world of work is, generally not as accommodating. That is not to say that learning disability prevents individuals from thriving in the workplace. Rather, it just requires greater overall awareness, planning andwillingnessonallpartiestodevelopandadopt appropriate support strategies.

When I first managed a member of staff with a learningdisability,heencouragedmetodevelopan appreciationofnotjusthisdisabilitybutassociated behavioural implications. Simple things helped such as ensuring that he was given more time in meetings to express his views. I also ensured that demanding work-related opportunities were not inadvertently withheld in a misguided effort not to make things too challenging for him.

I’d like to take this opportunity to thank both Ashley and Daniel for sharing their very personal experiences.

Jameka Neil (Author)

Latha Kathakamathamby (Interviewer) Alexander Partners www.alexanderpartners.org.uk

What is the Best Way to Revise?

Tips for home-educators

Claire Senior, who has over 20 years experience as tutor, teacher and examiner, shares her insights into the best way to revise for GCSE and A Level exams, covering everything from past papers to effective revision techniques.

If you’ve ever Googled ‘best way to revise’, then chances are, you’re in need of some study motivation and a few pointers to help you prepare for your upcoming exams. As aviation pioneer Amelia Earhart said, “The most effective way to do it, is to do it.” Having said that...some methods of revision have a much greater impact than others. It’s easy to fall into the trap of thinking that you’re doing lots of revision because you’re spending an hour starting at a book. Fifteen minutes of adopting another method can often be a much more efficient use of time.

So, why do students still fall into the “sitting in the library” thinking trap? Well, because it’s easier than the methods that require brain power and analysis. Yet, it’s much less effective.

Here are my top tips on the best way to revise, so you’ll pass exams with flying colours.

Find Out What You’ll be Tested On

While it might be interesting to read around the subject (and helpful in many cases), exams are based on a specific set of topics and skills. Firstly, find out which exam board will be setting your exam.

They provide specifications for each of the exams they set. These are easily accessible from a quick internet search if you haven’t been given one by your teacher.

Organise Your Coursework

When it comes to revising for exams, preparation is key. One of the best ways to get organised is to go through all your coursework notes and pull out those that are relevant to your exam. Not everything that you’ve studied throughout the year will be directly relevant to your tests, so only select the topics are.

You can then arrange your ‘exam’ notes in a new folder, so that they’re easily accessible should you need to check anything. This condensed version of your coursework can also be useful reading material in the hours leading up to your exam, to familiarise yourself with the content and get you in the right mindset for the test.

For more advice on how to organise your course notes, take a look at this video from student Olivia Greenhalgh.

Create a Revision Timetable

Once you know what you’ll be tested on, how can ou guarantee that you’ll actually put the time and effort in? One of the best ways to revise is to use revision timetable. Not only do they hold you accountable for studying when you’re supposed to, but they can be a great motivator as you mark off each day that you complete.

revision timetable doesn’t need to be elaborate. can be as simple as a spreadsheet or a written chedule. If you prefer a more technological approach however, why not try a free revision timetable app like Adapt, which calculates the perfect amount of revision for each day.

For those of you who prefer visual learning techniques, using a wall planner as a revision timetable is a great way to see your entire plan in the one place. Boxclever Press have a great evision wall planner you can buy on Amazon or imilar sites. If you choose this DIY approach to reating a timetable, then you’ll want to:

• Work out how many weeks you have left until each exam.

• Decide how many hours per week you need to study each subject.

• Choose one subject, break up the hours throughout the week and mark on your calendar when you’ll study it.

• Try to be as specific as possible with what you’ll study. Don’t just write the subject name, specify what topics you’ll cover and remember to schedule time at the end of each week for practicing with specimen papers.

• Do this for each subject and before you know it, you’ll have created a personal revision plan to help guide your studying.

Can You Explain the Content to an Eight-YearOld?

Make sure you understand all the content. Memorising facts without knowing the context will only get you so far. For application-based questions, you’ll need to thoroughly understand the information as well as how it all links together.

you’re not sure whether or not you understand omething, try explaining it to an eight-year old seriously). This might feel like an odd thing to do for GCSE or A Level subjects, but the more you understand something, the simpler you can make sound when writing it in the exam.

Use a Variety of Revision Techniques

One of the biggest mistakes students make when revising is only using one approach. Sure, you may enjoy reading through textbooks and highlighting notes, but sometimes a more proactive approach is required to ensure you actually retain the information you’re revising. Here are some revision techniques you should use to mix up your approach:

Keyword Recall – Using your exam notes, write out individual keywords and phrases that relate to each topic. You can write them out all on the one page, on flashcards or, better still, on post-it notes. Stick the keywords around the house and every time you see one, try to recall as much information about the topic as you can. It’s best to verbalise your thoughts out loud to strengthen your memory.

Student as Teacher – Again, using your exam notes, have a friend or family member choose a topic from your folder. Your role is to act as the teacher, teaching the other person about the subject as if they were the student. This is a good revision technique to improve your confidence as you realise how much you know.

Mind Mapping – Creating mind maps can be a good way of organising key themes or important equations into a visual reminder. Start by writing the subject in the centre of the page and creating stems that connect to each theme or formula. You can then add other relevant information around each theme. This technique works particularly well for visual learners or for creative students that are studying a more logical subject.

Study Groups – Your fellow classmates can be a great source of information, inspiration and support. Joining or organising a study group can provide you with the motivation to revise even when you don’t feel like it. In a study group, students can help you with any areas of a subject that you feel stuck with. It also makes revising more fun and you can organise quizzes or competitions to keep things interesting.

For some more revision techniques, check out this video from student Emma Louise:

If you’ve exhausted all the past papers in your subject, you can also try practising with specimen papers that are created by education companies and designed in the same style as those from the exam boards. Doddle has its own set of practice exam papers for each examination board.

Don’t Overdo it - Schedule Regular Breaks

Analyse and Practice

with Past

Papers One of the best ways to revise is to analyse past papers. Practising exam questions is great, but if you don’t know where you have gained or lost marks, then you’ll likely make the same mistakes in the next test too.

Take the time to read the mark scheme. Find out which words and phrases the exam board give marks for and which ones lose you marks. Okay, so this can be a bit time consuming, but it’s definitely a much more efficient use of your time than just reading through notes, and hoping for the best.

Once you know how points are awarded, it’s time to get down to business. Gather all the past exam papers that you can from your exam board’s website (useful links at the end of this section) and work your way through them one-by-one.

As your exam approaches, start to tackle full papers in one go, under exam conditions and within the allowed time frame. This will improve your exam technique, get you used to answering questions under pressure and improve your time management skills.

Here are some useful links to past papers from each of the major exam boards:

OCR: https://www.aqa.org.uk

CAMBRIDGE: www.cambridgeinternational.org

CCEA: https://ccea.org.uk

EDEXCEL: https://qualifications.pearson.com

OCR: https://www.ocr.org.uk/qualifications

SQA: https://www.sqa.org.uk/pastpapers/

WJEC: https://www.wjec.co.uk/home

As the saying goes, ‘all work and no play, makes Jack a dull boy’. It’s important to take regular breaks when you’re revising for exams. It can be tempting to continue revising for long hours when you feel in the mood, but it’s actually best to stop at the point that you feel you’re ‘in the flow’. If you take a break when you’re feeling engaged, you’ll find it much easier to get back into the swing of things when you go back to it.

One way to make sure you don’t overdo it with long periods of study is to use the Pomodoro technique. Essentially, this involves setting a timer for half-hour periods and working without distraction until the buzzer sounds. You can then take a 10 or 15-minute break until you set the timer again.

Your child's journey to Oxbridge or a Russell Group University.

From Year 8 to admissions, here’s a guide to what your child’s journey may look like if they want to attend an Oxbridge or Russell Group University

Year 8/9 - Choose their GCSEs / N5s wisely, choosing subjects they are very strong at, thoroughly enjoy and have a connection with their future studies and career.

Year 11 - Ruthlessly pass their GCSEs / N5s. Choose their A Levels / Scottish Highers/IBs wisely.Atthisstagetheymusthavedecidedwhich degree courses or subject areas they are likely to pursue and what pre-requisite subjects they need to be accepted. Remember the key priority is to pick ‘facilitating subjects’ as much as possible.

Year 12 - Get some relevant work experience linked to their chosen subject area, if possible. Participate in extra-curricular activities and if possible, campaign for a leadership position to help decorate their Oxbridge / Russell Group application. Get their admission test preparation underway. Start drafting their personal statement and addressing any areas of weakness. If they are doing their AS Level exams or Scottish Highers, make sure they give them their best shot. If not, they still need to excel in their Year 12 Mocks / End of Year Exams.

Year 13 - Complete the UCAS Application, check the deadline (usually in October). We can never over-emphasise the importance of getting the personal statement right – make sure its spoton. Admissions tests are usually taken between October and November, so make sure they are fully prepared. (Warning – they can be s uper-challenging – so heavy preparation is extremely recommended). Interviews are usually in December and January – again, thorough preparation is essential. Offers are usually made in January. May/June is the exam season – the ultimate

crunch time! Some cour ses such as Cambridge Maths degrees sit their STEP admissions test around this time as well. Before they know it, it’s summer – Results season and starting Uni is just around the corner!

Oxbridge admissions process

Being accepted at Oxford or Cambridge or a Russell Group university is notoriously challenging. Things to consider before including Oxford or Cambridge or a Russell Group university on their UCAS application university choices:

1. Your child must have excellent GCSE / N5 grades under their belt.

2. They must have a strong set of AS or A Level / Scottish Advanced Higher / IB grades or predicted grades to demonstrate their exceptional academic abilities. They are generally expected to be on course to achieve AAA or 39-42 IB points (776 at Higher Level) as a bare minimum to stand a chance.

3. Make sure their personal statement is unique –demonstrating their exceptional academic abilities and potentials, their true passion for the chosen subject, as well as curiosity, critical reflection, a growth mindset, intriguing extra-curricular achievements and a well-rounded personality.

4. They must ace the admissions tests. A strong admissions test score gives them a chance to be considered for interview.

5. They must excel in the interview to get the final part of the jigsaw puzzle in place – a high interview score will only come through a lot of practice.

Year 12/13 UCAS personal statement tips

With only 4000 characters (around 500 –600 words), every sentence must remind the admissions tutors of your child’s abilities, potential, motivation, passion and enthusiasm. For each sentence they write, they should ask themselves: “Does this clearly demonstrate to the admissions tutors why they should enrol me on this course?”

Tip 1: Start preparation early

Given the October deadline, applicants are encouraged to start drafting their personal statement in Year 12 or over the summer holidays before starting Year 13.

Tip 2: Emphasise on academic stamina

Your child should prove their academic excellence and commitment in their subject through mentioning or critiquing:

• subject-relevant books, journals or digital publications they have read

• essays/blogs/portfolios/websites/ programming languages/research they have carried out

And in addition, include details of:

• their EPQ (Extended Project Qualification) essay

• team or individual competitions they have participated in

• prizes or awards they have won

• relevant lectures/webinars/online courses/ summer school they have attended or watched

• work experience projects/assignments they have undertaken

• what kept them intellectually active during any gap-year/year-out

• documentaries/podcasts they have watched or listened to

Tip 3: Demonstrate an understanding of university learning style

Your child should be ready to demonstrate to the admissions tutors that they understand the difference between Year 13 (A Levels / Scottish Highers/ IBs) and University. They must prove that they fully appreciate the depth, rigour, selfdirected independent learning and challenging style of assessment at a top university.

Tip 4: Give examples and reference to extracurriculars in context

Ensure your child includes detailed examples, putting them into context, and try to link them to the subject they are applying for. Illustrate in detail how their specific personal experiences and accomplishments link with their relevant personal traits, for instance passion, motivation, leadership ability, self-discipline and perseverance.

Tip 5: Practise, practise, practise

Use Oxbridge and Russell Group preparation websites or attend courses such as:

www.oxbridgeapplications.com

www.u2tuition.com

www.kingseducation.com

www.bellerbys.com

www.bonasmacfarlane.co.uk

www.oxfordtutors.com

Admissions test tips

Most Oxbridge and some Russell Group degree courses use a specific Admission Test, which in most case is tailored and relevant to the subject.

Tip 1: Start preparation early

Most successful candidates start preparing for admissions tests around May/June, as soon as they are done with Year 12 Mocks / AS Exams.

Tip 2: Identify the relevant admission test

Once your child knows the universities and courses they wish to apply for, they should find out which Admissions Tests they require.

Style of questions could include the following:

1. What is a number? What is your favourite number and why?

2. Do you think a robot needs comfort if unwell?

3. What are you expecting to get out of this degree?

4. What have you been researching on recently?

5. Do you thinking smoking should be banned and why?

Popular admissions tests used by Oxbridge and Russell Group Universities:

• STEP (Sixth Term Examination Paper) – Maths, Computing, Engineering and Economics courses

• MAT (Mathematics Admissions Test) – Maths and Computing related courses

• TMUA (Test of Mathematics for University Admissions) – Maths and Computing courses

• CTMUA (Cambridge Test of Mathematics for University Admissions) – Maths and Computing courses

• CSAT (Computer Science Admissions Test) –Computing courses

• PAT (Physics Aptitude Test) – Physics, Engineering and Material Science courses

• ENGAA (Engineering Admissions Assessment) –Engineering courses

• NSAA (Natural Sciences Admissions Assessment) – Natural Science (Physics, Chemistry & Biology) courses

• ECAA (Economics Admissions Assessment) –

• TSA (Thinking Skills Assessment) – Politics, Philosophy, Economics, Management and History courses

Tip 3: Make full use of past papers

They can begin by going through the content and when they start feeling comfortable, try attempting past papers, if possible, under timed conditions to fine-tune their exam technique. They should use this opportunity to practice time management by allocating time to each section and sticking to those time allocations. If they have time, consider practicing questions from other admissions tests too.

• If they are struggling with a multiple-choice question and are running out of time, there is no harm in taking a guess. Try to eliminate giving answers that are clearly wrong.

• For essay-type subjects, it’s recommended to practice critical thinking, formulating arguments and writing convincing essays.

Interview tips

Interviews are usually the next step for candidates with the required admission test scores. Most interviews are around 30 minutes, typically conducted by two or three subject tutors.

The purpose of interviews is not to catch your child out. They want to ensure they are resilient and can cope with the academic intensity of this level of study, their analytical and logical judgements and how agile and adaptable they are to new complex challenges being thrown at them.

It’s usually not the accuracy of their response that matters most – it’s their approach and way of thinking that is important – so encourage your child to share their thoughts and reasoning so tutors can assess what their learning and communication style is.

Tip 1: Planning is key

Make the necessary travel and accommodation preparations. Some universities like Oxford may require your child to stay for 2-3 nights, so do bear that in mind in your planning.

Tip 2: Check if there is a ‘at-interview’ test

Some universities, such as Cambridge, may want your child to sit an admissions test on the interview day. Get them to confirm this and if so, help them, to be fully prepared.

Tip 3: Research the type of questions usually asked

Your child should:

• Prepare thoroughly with a friend or relative

• Thoroughly review their A Level / Scottish Higher / IB content as it may form the basis of some of the interview questions

• Read widely on the subject.

Be aware that:

• Some universities mix general and subject specific interviews.

• Some interviews start with the standard, ‘Why this subject?’ question. Always be ready to answer this one.

With most interviews being more subject specific, it is unlikely to have many questions based on your child’s personal statement, unless the admission tutors find something intriguing or that requires clarification.

Some questions can be very technical. Your child will definitely find it useful to carry out research on the style of questions specific to the course and university they are applying for. Some course interviews present a problem sheet to attempt prior to the test, then the interview will focus on your child’s approach to answering this.

The key to success throughout is in the preparation. It starts very early on in your child’s academic career at school, and this should of course be supplemented by extra-curricular pursuits to build a well-rounded candidate, ready for the challenges and rewards of attending Oxbridge or Russell Group Universities.

What to expect from an Oxbridge or Russell Group University.

An Oxbridge or Russell Group University can be slightly different to others, so here’s a brief guide on what to expect, from degree length to customs and traditions.

Degree length

Most Oxbridge and Russell Group bachelors’ degrees last three years. However - Oxbridge undergraduate degrees leading to a Masters in the subject – for example, Computer Science (MCompSci), Engineering Science (MEng), Maths (MMath) and Physics (MPhys) last four years. Most Oxbridge Bachelor of Arts graduates are automatically conferred or promoted to the degree of Master of Arts (MA) as an academic rank, and not a qualification.

Academic year

Each Oxford or Cambridge and some Russell group academic year is divided into three ‘intense’ terms, which are each eight weeks long:

• Michaelmas term from October to December

• Hilary (Oxford) or Lent (Cambridge) term from January to March

• Trinity (Oxford) or Easter (Cambridge) term from April to June

In-between students have substantial vacation / holidays within which they will be studying from home.

However - some Russell Group universities’ academic year is divided into 2 semesters.

Collegiate system

Universities like Oxford and Cambridge (and a few other Russell Group universities such as Durham

and York) operate a residential college system. Every Oxford or Cambridge student belongs to a college. There are 45 colleges at Oxford and 31 colleges at Cambridge.

Applicants usually choose a particular college to apply to and colleges ordinarily handle their own application processes. Each college is like a little ‘complex of historic and attractive buildings’ of student support services including accommodation, common rooms, cafes and bars, library services, computing facilities, health and finance services.

Oxbridge colleges are closely-knit social hubs and communities of undergraduate and post-graduate students studying different degrees, who work as a team in a lot of social events and participate as a team in intercollegiate competitions and sporting events. Colleges also provide academic support to students through their tutors and academic supervisors.

Teaching and learning

Teaching is delivered using a range of methods including

• Lectures: Lectures act as a starting point for each topic and typically last around 50 minutes to an hour.

• Problem sheet/example sheet assignment questions: sets of questions based on recent lectures.

• Tutorials/supervision: one-to-one or smallgroup sessions (1-3 students) providing the opportunity to explore the student’s subject more deeply, discuss their current essay or piece of work and ideas, and receive regular feedback from their tutor / academic supervisor. Debates with tutors take place too

and will enhance intellectual confidence.

• Labs/practicals: laboratory classes focusing on practical elements of the course.

• Classes and seminars: small/mediumsized group discussions led by an academic providing students with the opportunity to discuss topics in more detail.

• Field trips, study visits, study abroad and language courses: several Oxbridge and Russell Group courses include opportunities to go on field trips, study visits, language courses or international exchange programmes.

• Essays and independent research: an opportunity for students to undertake their own research study (self-directed learning), explore theories and critically generate ideas. They will receive lots of reading lists and will be expected to write at least one essay a week, in most cases.

• Work experience: a chance to explore the world of work in the student’s chosen career. This often could lead to the opportunity of a securing a job upon graduating.

Exams

Most Oxbridge courses are assessed by exams at the end of the first and last years.

• First year examinations (prelims / moderations): these exams must be passed in order to progress to the second year.

• Final year exams (finals): must be passed to achieve the degree and determine the classification of the degree together with any practical work and/or dissertation.

• Colleges may also set their own progress tests or mock exams or ‘collections’, at the start/ end of each term to check that students are progressing satisfactorily through the course. These do not count towards the final degree class.

• Most Russell group courses are assessed each year, with the second and third year results determining the final degree classification.

Customs and traditions

Most Oxbridge colleges have their own traditions on all sorts of things, such as:

• Dress codes for various events and seasons

• ‘Formal dress’ dinners with tutors

• ‘Fancy dress’ college balls

• Sporting events such as the ‘Oxford and Cambridge Boat Race’

• Matriculation - a celebration of formal admission wearing full fusc (gown and mortarboard).

A guide to applying for medical school

Medicine, Dentistry and Veterinary Medicine are amongst the most competitive degree programmes. If your child is interested in any of these fields, it’s crucial that they are thoroughly prepared for the journey that leads to medical school, and how to get their application to stand out from the crowd.

The educational journey is long, with the initial higher education courses taking a lot longer to complete than a regular bachelor’s degree, and once qualified there is a commitment to lifelong learning.

Your child should be 100% sure that they want to study medicine, having researched the level of study needed, as well as the hours and lifelong commitment once qualified.

Competition for entry into medical schools is very high so every grade counts, and your child will need to commit to achieving the best grades possible from their GCSEs onwards.

They are interested, what now?

Almost every medical school in the UK requires three top grades in science subjects:

• A-level: AAA including chemistry and one other science, biology being the preference, followed by physics, and even maths or psychology.

• International Baccalaureate: 37 points including chemistry and another science subject.

• 3 Scottish Highers: S5: AAAAA/AAAABB or S6 ABB.

If they struggle to meet these entry requirements, they may wish to consider doing the six-year course ‘Medicine with a Foundation Year or Preclinical Year’. They could also consider enrolling on a related course such Biomedical Sciences or Biochemistry, then transfer to Medicine after the first year if they achieve high grades. There is also the Graduate Entry Route to consider after finishing their degree.

Choosing a medical school

When researching medical schools your child should consider the grades they anticipate getting and their learning style, as medical school courses can generally be broken down into traditional, integrated or problem-based learning.

Once they’ve decided on the type of course they’d prefer, location could be the next factor. With courses lasting up to six years, they need to be

comfortable living away from home for such a long time and should consider the cost of living in each area too.

Medical placement or work experience

If your child can organise medical work experience prior to their application, it’s a fantastic way of gaining a first-hand idea of whether a career in medicine will suit them, as well as being a great addition to the CV they’ll need.

With medicine being so competitive, hospitals and other obvious areas are often overwhelmed with applications for work experience, so another avenue for your child to try is volunteering, especially in care-based roles. Volunteering in a care home or youth group will demonstrate a willingness to dedicate themselves and reflects key skills expected from a medical doctor such as empathy, patient interactions and communication skills.

Admissions tests

Another factor to consider and research is the different types of admissions tests and what they involve.The UCAT and BMAT are by far the most popular admissions tests and are designed to assess thinking skills, medical knowledge, and clinical aptitude.

The University Clinical Aptitude Test (UCAT) is a computerised exam that tests key skills such as communication, spatial awareness, quantitative reasoning, and numeracy. It usually covers five key areas: verbal reasoning, abstract reasoning, quantitative reasoning, decision making and situational judgement. The exam is usually taken between July and October and results are given straight after the test, so they can be used as a gauge to see which medical schools are more likely to accept your child and to tailor personal statements accordingly.

The BioMedical Admissions Test (BMAT) is common with some top medical schools such as Oxford, Cambridge, UCL and Imperial College. The test covers 3 main sections: problemsolving, scientific knowledge and essay writing. Registration opens in July and the exam is usually taken between September and October.

The Situational Judgement Test for Admission to Clinical Education (SJTace) is mainly used for entry to the Scottish Graduate Entry Medical Programme (ScotGEM), in particular, the University of Dundee and the University of St Andrews.

The Graduate Medical School Admissions Test (GAMSAT) is primarily used for the Graduate Entry Medicine courses and for a few selected Standard Entry Medicine courses where the applicant is a graduate. As with the UKCAT, an applicant must register for and sit the GAMSAT before making the UCAS application. Registration is in August while the test is sat in September.

Advice on the personal statement

A personal statement for medical school is the chance for your child to showcase their academic prowess and work experience, alongside their passion for medicine and why a career is so important to them.

It’s important to understand what the admissions staff want to see, so the best way for your child to do that is to visit their chosen medical school’s admissions website. This will ensure they know precisely what the admissions staff want them to include and will guide them on the structure and tone needed. Key things to demonstrate in a personal statement:

• Motivations and inspiration for choosing medicine

• The volunteering, work experience and extracurricular activities they’ve done and how they relate to the emotive skills needed in medicine

• Wide ‐ ranging personal interests and participation in extracurricular activities that demonstrate teamwork or overcoming challenges.

Preparing for an interview

If your child gets offered an interview, the best advice is to use their chosen medical school’s website to find out more about the style of interview offered. It could be a panel interview or a Multiple Mini Interview (MMI), so they will need to do a lot of research on what to expect and the types

of questions asked. It’s also essential that they prepare some good quality and original responses to help them on the day. Preparing some solid answers to justify why they chose that medical school and degree programme in particular shows that they have done their research. Having knowledge of the attached hospital, its speciality, and performance is key too.

There are some great online resources that can help your child prepare and practice for a medical school interview, here is a selection:

• Cambridge Admissions Testing Service www.admissionstesting.org/

• Kaplan Test Prep www.kaptest.co.uk/

• MedEntry www.medentry.co.uk

• The Medic Portal www.themedicportal.com/

• UniAdmissions www.uniadmissions.co.uk/

• 6Med https://6med.co.uk/

• BMA www.bma.org.uk/

• GMC www.gmc-uk.org/

• NICE www.nice.org.uk/

The Home Educator

Preparing for a banking & finance degree / higher apprenticeship

The indisputable three stages of a fulfilling life are Learn, Earn and Serve

Most successful politicians and business leaders who are serving on FTSE 100 and Fortune 500 boards have all been through these three stages. Investment banking is a unique profession that allows individuals to use what they have learnt to earn well in the early part of their life, giving them a chance to serve and give back to society in the latter stages of their career without having to worry about bills.

Mark Carney, former Governor of the Bank of England (2013 – 2020) is a typical example. He is someone whose Learn’ phase included an Economics Bachelor’s degree at Harvard and Master’s and Doctorate degrees at Oxford. His ‘Earn’ phase saw him rewarded with seven-figure earnings during an illustrious 13-year career at GGoldman Sachs. His ‘Serve’ phase includes leading the Banks of Canada before taking the helm at the Bank of England.

Prime Minister Rishi Sunak and ex-Chancellor Sajid Javid, are also other notable examples. From studying at top Uni's, to senior banking positions earning millions per year, before taking a 98% pay-cut to serve as a politician.

So, what does it take to break into investment banking?

Start preparation early For most City/Wall Street investment banking roles, early preparation helps to build an ideal profile. It is beneficial for your child to have made up their mind early in their education, as they will need to choose the ideal subjects and push for the right grades at College and University.

Subjects like finance, economics, accounting, mathematics, and engineering tend to be natural fits for City jobs, but most investment banks are now open-minded and accept candidates who are high achievers in any academic background.

Start networking Your child should aim to expand their network by connecting with recruiters at campus recruitment fairs and investment banking clubs. Connecting online with investment banking seniors, recent graduates and alumni who have joined financial firms is recommended. As ‘insiders’, they will know where the hidden ‘unadvertised’ opportunities may be, who the key contact in their firms are, the rules of the game and the inside knowledge and terminology that will impress interviewers.

Thisprovidestheidealopportunitytoaskquestions to help prepare for potential interview questions. It’s a good idea for your child to identify their key personal attributes and what makes them stand out from their peers.

Maximising opportunities There are a range of financial firms and banks, from top investment banks and middle-market firms to smaller brand boutique investment banks. Applying to them all will increase the chances of getting more interviews, and in the process, this will help fine-tune interview skills. Some smaller elite firms may have more attractive, unique opportunities and can act as a stepping-stone before joining bulge-bracket global banks.

Making an application shine Apart from top grades or mathematical, economics or financial acumen, there are other things which can help set an application apart. If your child is not coming from Oxbridge, a Russell Group University, an elite school or typical investment banking feeder school/ college, don’t worry, they can still enhance their CV by:

• Joining college/university clubs and extracurricular activities that can highlight their analytical prowess, aptitudes and interests

• Highlighting any achievements especially at an elite or professional level

• Including leadership roles at school or university as they demonstrate a track record of assertiveness and confidence

Prepare a job securing CV and cover letter Most City/Wall Street investment banks look out for the followingonCVsandcoverletterswhenevaluating candidates:

•Top grades in the ideal subjects and degrees

• Any outstanding extra-curricular performance including athletic achievements or club leadership

• Placement or internship experience in an investment banking or related environment

• Knowledge of the organisation your child is applying for, their core values and unique features. If they have met or connected with any key insiders, try to mention them in the cover letter

• A high level of enthusiasm both for the profession as well as for the bank itself

Internships and summer placements are a crucial sweetener that can provide a competitive edge. Most recruiters believe that candidates with junior role experience in the profession have an advantage over their peers.

Your child should expect a thorough scrutiny of their placement/ internship experience in the interview. They could be quizzed on anything including: types of clients, transactions values involved, key achievements, how they fitted within their team and details of any challenges encountered. It is important to give honest answers and focus on strengths and solutions.

Preparation, preparation, preparation

When making any application, knowledge of the industry and the bank is key. Hopeful applicants should get to know:

•Who the key players are

•Industry insights and latest developments

•What the bank specialises in

•What their current market position is

Every interviewee must be able to demonstrate good reasons why they are applying for a particular role, and with a particular firm. Find a way of clearly highlighting that the bank they are applying for is their first choice. Make sure they don’t appear as too confident or too humble, they should strike a balance between showing a keen interest but not being overly zealous.

Prepare for questions like:

• Why do you think you are the right person for this role?

• How do you see yourself adding value to the business?

It’s also important to be prepared for some Investment Banking Technical Skills questions such as:

•Financial modelling and advanced Excel

•Valuations

•Financial Statement Analysis

•Mergers and Acquisitions

•Financial sales and corporate communication

Lastly, your child should:

•Be prepared for a strict recruitment process

•Accept that a role in the financial and banking sector can require long working hours (sometimes 50+ hours per week)

• Allow enough time for the typically lengthy recruitment process. The entire process can be drawn out and very timeconsuming.

The banking and financial sector is interesting, demanding, rewarding and will put your child’s knowledge and aptitude for finances to good use. It promises excellent career progression and remuneration in return for hard work and dedication.

Key differentiators for prospective banking and finance candidates:

Finance, Maths or Economics degree or qualifications such as ACT, CFA, CFI, ACA or CISI

Useful further reading

Investment Banking Career Path - How to Plan for a Job in IB

https://corporatefinanceinstitute. com/ resources/careers/map/banks/ investment-banking-career-profile/