DOCSLIB.ORG

Gender Preferences and Science Career Choice

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Gender Preferences and Science Career Choice Women & Science 3rd International Conference on Hands-on Science © 2006 H-Sci ISBN 989 9509 50 7 After the presentation of the best-practice 1. Introduction projects we will discuss their approaches and results. There are possibly contributions and The choice of an occupation or career is an experiences from other countries working with important decision for every school Ie aver. At the mentioned age groups. We are interested in the end of compulsory schooling, students decide getting information about their proceedings and whether they want to start working or further previous results. their education. Vocational choice is the Last but not least, we would like to set up outcome of a synthesis of factors. This study criteria for improving teaching methods with focuses on the role of science education m regards to gender aspects. influencing the choice of a science career. Keywords. Gender, Hands-on Science. The total number of students at the University of Malta and the number of undergraduate students following science courses have Gender Preferences and Science increased by 34% from 1995 to 2003. According Career Choice to the Labour Force survey, (March 2001), graduate employees in science related Claire Micallef1 and Suzanne Gatt2 professions make up 12% of the total number of 1 St. Monica School Gzira, Malta. professional employees in Malta. Moreover, 2 Department of Primary Education, Faculty compared to other countries, (Science and of Education, University of Malta. Malta. Engineering Indicators, 2002), Malta ranks [email protected]; among the countries which produce the smallest [email protected] percentage of science graduates. The faculty with the largest student population at the Abstract. Statistics show that the percentage University of Malta during the academic year number of females in science courses at the 2002/03 was the Faculty of Economics, University of Malta is low when compared to Management and Accounts (FEMA), with 24.6% other undergraduate courses. The ratio of males of the total student population. During the same to females varies according to the science academic year, undergraduates in science-related undergraduate course. This paper aims to courses made up only 17.6% (1,569 out of 8,920 identify reasons for gender differences in science University students, 57% males and 43% undergraduate courses, lecturing staff and females). This is a low percentage compared to employees in science related professions. A other countries (except for Norway and New questionnaire was addressed to two hundred and Zealand), Table 1, with Malta ranking among twenty three (223) undergraduate students those countries producing the least number of following science related courses at the science professionals. University of Malta. They were asked about their experience of science at Primary, Secondary and F' n 1 unh't1"u.;· d~ ff>e5 &, nl~ o11if'll u nj\'~ &lJ't ~f ";M .& Sc;IMC~ & E' 'IO' M<!r;'-,qI,ME) Post Secondary levels and about their choice of d¢!Jf~ I,,· ~~ · ve;\ f~ ~.. I~m. In S<elet·1~ ,,,,,kiM 3M lOC'lIi@! : 1 m o r m<l'Sl te<.:<:fTi course/career. Personal interest in science was "..• !~;:_ ! :i_! ·:.f '~~i;;.L .O::-~~.:" . '... :;:: > A found to be the key factor that determines the t :-::; ·, ,-Tt. :;~'\ -'~i/'-'-' decision in whether to pursue a science career or not. No gender difference was found to be statistically significant in this regard. Based on these [mdings, suggestions are made about how to improve science education with a view of increasing the number of students, both male and ~ ·.f female, following a science career. Keywords. Gender Preferences, Science Career. The Labour Force Survey, March 2002 reveals that at the end of September 2001, the 648 3rd International Conference on Hands-on Science Women & Science © 2006 H-Sci ISBN 989 9509 50 7 labour supply totalled 144,692 of which 1969 i.e. amount of publicity, promotion and exposure to 1A %, were found to be graduate employees in science in order to engage in such a job. science related professions. This is also The aim of this paper is to identify gender considerably low when compared to the differences in science-related courses at the proportion of students for the 12 European University of Malta. It also reports results of a Member States in 1992/93 (Key data on survey conducted among science undergraduates Education in the European Union, 1996), Table about their interest in a science career. In view of 2. These statistics show that there is need for these [mdings, actions that need to be taken in more science graduates in Malta. order to attract more students, particularly females, to science are proposed. T~ tl~ z~ P ... .::enl.1!je Nil m~ or Slu<lo!nts. ln HklhN (du~~ n ~. ~~": ~oeI.-,t OO !ltlld & by. U..,ml>er SI~ e . 199·,,' '1J 2. Theoretical background. I~" il (;ji ~; II!..! .. I ,\j., .\1 " H ,,' I. !;.: The under representation of women in \,1 ••• _, science, sex differences in interests and achievements have been the springboard to a : ...' wide range of research in gender and science education. Sex differentiation holds its roots to school, the 'hidden' and overt curriculum apart The December 2004 labour force figures from social interactions in the wider context of published by the National Office of Statistics society. through the labour force survey indicate that the Science is perceived as a male domain in females who are working or willing to work schools. Harding (1996) argues that school within the economy as a percentage of the total science becomes masculinised through: the females of working age is still 30.6% compared predominance of males working in science; the to the 60% by 2010 target set in the Lisbon way science is 'packaged' for teaching and Convention of the European Union. learning; classroom interactions which reinforce Progress in education depends on stereotyped expectations and the way science government's investment. In 2001, the Maltese itself is conceived and practised. Another government invested 7.3 million of its capital disadvantage to females, documented in the expenditure and 46.6 million of its recurrent AAUW report (1992) states that, in America's expenditure in education. (Consolidated fund schools, girls receive an inferior education to account for 2001). With respect to science boys in terms of the amount of attention given in education, the Prime Minister stated that "unless the classroom. Thus teachers should be the country continues to invest heavily in this responsible to eradicate any issues which might sector, it will not only lose the momentum it has reserve the association of particular subjects to established in a variety of economic and social one sex only. Instead they should provide fields, but will undergo a systematic process of opportunities for girls "to participate in science deterioration, leading to economic dependence", as women, rather than substitute men", (Gilbert, Fenech Adami (1996). The shadow minister, 2001). Bartolo (2001), reinforces this initiative by Vlaeminke et al. (1997) mention the saying that if Maltese citizens leave school contextual, cooperative and student-centred without an adequate scientific literacy, Malta curriculum as being more compatible with runs the risk of falling behind in the 21 st century. femininity. Females attune more to science in a Overall, there is a demand for science social context. According to Head (1985) and professionals in Malta. The Employment Harding (1996), they seek humanisation aspects Barometer Survey 2002, indicates a shortage of and applications. mechanical engineers. The statistic is based on The responsibility for the limited number of the unemployment figures for April 2002 and on girls choosing science should not only be the demand of employers during the same peliod. attributed to the curriculum. Kelly (1981) proves In addition to graduate professionals, our society that boys liked science more than girls. In also needs employees in the industrial, technical addition to this, both sexes differ in their and health related areas which support preferences within science subjects. In a Maltese professionals and who also call for a certain study Ventura (1992) reveals that "girls avoid 649 Women & Science 3rd International Conference on Hands-on Science © 2006 H-Sci ISBN 989 9509 50 7 careers in engineering and technology for which procedural knowledge. These differences mathematics is compulsory, and prefer careers in are in favour of boys for physics contexts medicine and related subjects instead."(p.12). such as mechanics and earth and space, These findings, in no way imply that females are and in favour of females for human inferior to males or are incompetent in science. biology. A consideration of the processes In fact, Ventura found that at secondary level, used would suggest that it is the depth of girls, peIform better than boys in science processing of information that is the examinations. As Kelly (1981) claims that critical factor ". despite getting good grades, girls are not (Bell, 2001, p. 484) accepting the physical and mathematical Education and gender do not progress in a SCIences. vacuum but in the context of society at large and The gender gap due to performance in science in smaller nuclei such as the family. Bell (2001) and mathematics becomes wider as age considers activities out of school accountable for increases. Various research works suggest that different performances. He attributes the gender sex differences in scholastic attainment tend to differences mentioned above to the activities in emerge clearly and consistently after the age of which boys and girls prefer to engage and the eleven. Gafni and Beller (1996) assessed the environments made available to them by parents peIformance of 3,300 pupils (aged 9 - 13) from and by peers. 110 different schools and, found that boys' Various researchers claim that single-sex performance was on average better than girls schools and classrooms create less gender-related across all participating countries.
Load more

Recommended publications
  • Sixth Form Student Voice
    Sixth Form Student Voice What our students think and what Sixth Form are doing about it Year 13 Exit Questionnaire What we’re doing 1. Sixth Form course choices have prepared me for the next stage in my Course provision extended education/employment over past 2 years Strongly agree 6% Comments Marketing Agree 65% Core Maths “More subject A Level Art Neutral 15% French provision” Economics Disagree 15% Geography Strongly Disagree 0% “Earlier access to English Language Option Blocks to Collaboration with plan next stage” Cardinal Heenan Option Blocks now given in Year 11 Year 13 Exit Questionnaire What we’re doing 2. I have received adequate support and guidance on University and Edge Hill visit as part of Sixth Apprenticeship applications Form Induction Strongly agree 8% Comments Added Future Focus week to Year 12 calendar. Agree 65% “More support for non Subject specific meetings Neutral 15% university applicants” arranged for particular courses eg nursing / teaching Disagree 10% “Liverpool Scholars, Social Ran apprenticeship support Strongly Disagree 0% Mobility, and visits to sessions after Easter university have been invaluable” Everton visit – apprenticeship open day “Talks from outside providers 1:1 apprenticeship application have helped” support with Progress Manager Year 13 Exit Questionnaire 3. Other opportunities have been made available in Sixth Form to What we’re doing develop skills and enhance employability. Added Future Focus Week in Year 12 with a Strongly agree 8% Comments focus on Employability Agree 65% “we would value more Added an opportunity Neutral 17% opportunities to for Work Experience in Year 12 Disagree 21% develop employability skills” Further promotion of our Strongly Disagree 2% in house Employability Award Year 13 Exit Questionnaire 4.
    [Show full text]
  • Aoc College Key Facts 2019-20.Pdf
    COLLEGE KEY FACTS COLLEGES Further education (FE) colleges provide high- quality technical and professional education and training for young people, adults and employers. They prepare 2.2 MILLION students with valuable employability skills, helping to develop their career opportunities. Sixth form colleges (SFC) provide high-quality academic education to 16 to 18-year-olds enabling them to progress to university or higher level vocational education. 244 COLLEGES 168 general further education colleges 51 sixth form colleges 2 art, design & performing arts 13 land-based 10 institutes of adult learning (as at February 2020) STUDENTS 2.2 MILLION PEOPLE1 1.4 MILLION adults study or train in colleges 669,000 16 to 18-year olds study in colleges An additional 69,000 16 to 18-year-olds undertake an apprenticeship through colleges 13,000 14 to 15-year-olds are enrolled in colleges (10,000 part-time; 3,000 full-time) 29 NUMBER OF STUDENTS IN COLLEGES BY AGE (2017/18) 25+ 1,030,000 16-18 738,000 19-24 UNDER 16 14,000 352,000 HIGHER EDUCATION 137,000 PEOPLE study higher education in a college2 165 COLLEGES are currently on the Office for Students (OfS) register of English Higher Education Providers – offering undergraduate and/or postgraduate level courses ONE THIRD of English students aged 19 and under who enter higher education through UCAS studied at a college COLLEGES DELIVER 82% 82% 59% of Higher of Higher of Foundation National National Degrees Certificates Diplomas NUMBER OF HIGHER EDUCATION STUDENTS IN COLLEGES BY AGE (2017/18) UNDER 21 37,400
    [Show full text]
  • Sixth Form Courses 2020 Abbey Services
    SIXTH FORM COURSES 2020 ABBEY SERVICES The School uses Westminster Abbey as its chapel, with all pupils attending services in the Abbey on Mondays and Fridays. We also hold various concerts and special services there throughout the year, giving pupils a chance to speak and perform in this beautiful and historic building. Entry procedure and course information Sixth Form courses 2020 Head Master’s Welcome 5 Life at Westminster 6 The Sixth Form curriculum 8 Before you decide 9 Beyond the subject choices 10 The admissions procedure 14 Scholarships and Bursaries 16 Frequently asked questions 17 Information for overseas candidates 18 Choosing your Sixth Form subjects 19 Course information 23 5 Welcome Dear parents and pupils, Thank you for requesting a copy of this brochure. I hope that you will find it informative and that you will go ahead with an application to Westminster School. The co-educational Sixth Form for pupils joining us in the Sixth Once you have read this brochure at Westminster offers an exciting, Form. In September 2017, girls and explored the website, stimulating and challenging were elected as Queen’s Scholars www.westminster.org.uk, it is always environment for learning. The School for the first time, and a new floor best to have a glimpse at first hand is one of the foremost centres of and observatory have recently of what lies ahead, so I strongly academic excellence in the country – opened in our refurbished Science encourage you to come to one of our a reputation due not only to its building, which also houses the Open Days before the formal process pupils’ unrivalled examination Computer Science Department.
    [Show full text]
  • Sixth Form Courses Guide 2020-2022
    Sixth Form Courses Guide 2020 - 2022 You will join the Sixth Form in September and The successful transion from GCSE requires a will be in the Upper School with all the aendant growing maturity and an ability to organise privileges and responsibilies. These years are yourself in a way that reveals a greater potenally the most excing and rewarding of capacity for independent study. Pupils are your School career. We know that you will want expected to stay movated and focused to make the most of your opportunies, so that throughout the Sixth Form. We expect hard you secure the greatest possible benefit from work. In turn we commit ourselves to helping your me in the Sixth Form. Some very important you to pursue and develop your strengths and decisions about higher educaon and careers lie interests. You will experience the pleasure of ahead and the opons open to you will be discovery and exploraon, of forging ideas and determined, in large part, by your approach to increasing awareness and of deepening your Sixth Form life. understanding of the world around you. Personal responsibility and self‐movaon are You will be offered all kinds of challenges and essenal precondions of success. opportunies and are advised to approach these very posively from the outset, with an 98% of Stoics go on to higher educaon each understanding that talent in any field grows as a year, so you can see that Stowe’s Sixth Form result of pung in hours of deep pracce. provision is very good indeed. Academic study is, of course, the main reason why you will be at School and you should consult This booklet summarises the objecves and with Tutors and Heads of Departments to idenfy contents of the Sixth Form courses offered at your intellectual strengths and needs and to Stowe.
    [Show full text]
  • Student Engagement in School Life and Learning: Junior College, Sixth Forms, and Mcast Year 1 Students in Malta
    Student engagement project STUDENT ENGAGEMENT IN SCHOOL LIFE AND LEARNING: JUNIOR COLLEGE, SIXTH FORMS, AND MCAST YEAR 1 STUDENTS IN MALTA. Purpose of Study Understanding the nature and experience of student engagement is crucial to the success of any educational institution. The main aims of the study are: ● To determine the nature of student engagement or lack of student engagement. ● To identify the relation between the significance of student engagement and the academic achievement of students. ● To identify the different forms and purposes of student engagement in any educational institution. ● To identify different forms of student engagement that students experience academically, socially and culturally. ● To identify conditions and pedagogical approaches that support and enhance student engagement and others that may hinder student engagement. ● To identify the forms of leadership that support and hinder student engagement. ● To identify the views about student engagement of the administrators, teaching staff and support staff. Background Portelli (2005) has argued that student engagement as a concept has occupied educational research since the time of Plato and Aristotle, who contemplated the knowledge that should be passed on to future generations; while Augustine considered the role of students in the process of learning. But apart from the process of learning and the involvement of students in it, Rousseau, Montessori and Dewey also considered students’ individual and social needs, while Freire and other critical and feminist theorists have argued that the practical application of knowledge and its contribution to the emancipation of the individual as an active citizen in a democratic society also need to be contemplated (see Portelli 2005).
    [Show full text]
  • Bullers Wood Sixth Form
    BULLERS WOOD SIXTH FORM STUDENT HANDBOOK Contents WELCOME ........................................................................................................................................................................................... 2 GENERAL INFORMATION .................................................................................................................................................................... 3 IMPORTANT CONTACTS AND INFORMATION................................................................................................................................. 3 TERM DATES FOR SCHOOL YEAR – 2021 – 2022............................................................................................................................. 4 SIXTH FORM LIFE ................................................................................................................................................................................. 5 WHAT IS DIFFERENT ABOUT BEING A SIXTH FORMER? .................................................................................................................. 5 OFFICIAL POSTS OF RESPONSIBILITY .............................................................................................................................................. 6 SIXTH FORM EXTRA CURRICULAR ACTIVITIES ................................................................................................................................. 7 EDUCATE & CELEBRATE .................................................................................................................................................................
    [Show full text]
  • Sixth Form Prospectus Welcome to the Mendip Studio School Prospectus
    Mendip Studio School Sixth Form Prospectus Welcome to the Mendip Studio School prospectus. As many of you will already know, Mendip Studio School is now a member of the Midsomer Norton Schools’ Partnership. We are delighted that this stunning provision will be available to children in the local area and beyond, who seek a different way of learning and a different set of opportunities than those on offer in more traditional comprehensive schools. Mendip Studio School is an exciting place to learn and has its roots in a philosophy that links schooling to the world of work. The focus areas of Mendip Studio School are Science, Technology and Engineering – vital areas of study for the economy of the United Kingdom, but also superb areas for students who want to experiment and be tomorrow’s engineers, designers, or research scientists. Mendip Studio School is small by design, based around the Whilst being at Mendip Studio principles of the workplace and values students as individuals. School it has allowed me to gain We trust students to work hard, to dress smartly without a traditional uniform and support them to be self-motivated skills and confidence that I would not and successful. The staff are specialist to the studio school have had otherwise. As the school and believe whole-heartedly that there can be other ways to learn as young adults, than through the old fashioned system works with outside employers, it we have all known for the last 75 years. In short, the Mendip allowed me to gain work experience Studio School gives students the freedom to be who they with an employer and later I hope to want to be; succeed educationally, personally and be ready for university, an apprenticeship or the world of work.
    [Show full text]
  • SIXTH FORM Prospectus 2017-18
    The Crossley Heath School SIXTH FORM Prospectus 2017-18 Welcome hen you join us in the sixth form at Crossley Heath you join a community which offers a warm Wwelcome, high academic standards and a wealth of opportunities. We are committed to supporting you to achieve your aspirations, so we tailor our offer to meet the needs of individual students, offering a wide range of traditional and modern subjects. Through our extensive enrichment programme, ‘Getting Ahead’, you can explore new experiences, discover new talents, develop your skills and have some fun! We believe that being a sixth form student is not just an important step on the way to further study or careers, but is an important transition to enjoying a well-rounded adult life. Students are treated as adults and are expected to be responsible for themselves, moving towards the maturity and independence of adulthood with the guidance and support of our experienced staff team. At Crossley Heath, you will build strong relationships with staff. We are proud of the excellence of our teaching and our highly respected subject specialists will support you to engage in innovative and Head Boy, Matthew Shaw: I have loved my time at Crossleys and collaborative approaches to learning. staying on at sixth form was a natural step for me. Rugby is one Whilst the majority of our students choose to go on to university of my passions and the trip to Australia was fantastic. I have also when they leave us, we are by no means a ‘university factory’ and enjoyed developing my personal skills and mentoring some of the encourage and support our students to explore alternative pathways younger students.
    [Show full text]
  • Education in Scotland
    EDUCATION IN SCOTLAND Education in Scotland is markedly different from that in the rest of the United Kingdom - with a different curriculum, school boards to oversee school management and a General Teaching Council which has been in existence since 1965. Whilst there are many examples of successful and innovative practice in Scotland, the system is quite often not recognised as different by writers who talk about the United Kingdom education system as if it were one smooth whole. This book describes recent developments in both legislation and practice in Scotland, drawing comparisons with the English system. Chapters cover adminis­ tration and management, early years education provision, the curriculum in Scotland, secondary education and special educa - tional needs. Margaret Clark is Emeritus Professor of Education at the Uni­ versity of Birmingham. Pamela Munn is Professor of Curriculum Research at Moray House Institute of Education, Edinburgh. EDUCATION IN SCOTLAND Policy and practice from pre-school to secondary Edited by Margaret M. Clark and Pamela Munn First published 1997 by Routledge Published 2017 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA Routledge is an imprint ofthe Taylor & Francis Group, an iriforma business Copyright© 1997 Margaret M. Oark, Pamela Munn and individual chapters to their authors The Open Access version of this book, available at www.tandfebooks.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication Data Education in Scotland: policy and practice from pre-school to secondary/edited by Margaret M.
    [Show full text]
  • Sixth Form Prospectus
    2021 Farmor’s School AN ACADEMY SIXTH FORM SIXTH FORM PROSPECTUS 1 The Sixth Form Leadership Team: Welcome to Famor’s School 3 Study programme 4 Trips & visits 5 Choosing your courses 6 Application Process 7 Art & Design: Fine art 8 Art & Design: Digital photography 9 Laura Hubbard-Miles Biology 10 Head of Y12 lhubbard-miles@farmors. Business studies 11 gloucs.sch.uk Chemistry 12 Computer science 13 Design & Technology: 3D Design 14 Design & Technology: Fashion & Textiles 15 Drama & theatre 16 Economics 17 English Language & Literature 18 Claire Andrews-Alsaigh Head of Y13 English Literature 19 candrews-alsaigh@farmors. Extended Project Qualification 20 gloucs.sch.uk Food science & Nutrition 21 French 22 Geography 23 History 24 Core Mathematics 25 Mathematics 26 Further Mathematics 27 Clare Orgill Sixth Form Pastoral Administrator Media 28 [email protected] Music 29 Physical Education 30 Physics 31 Psychology 32 Sociology 33 Spanish 34 Next steps 35 Liz Lloyd Careers Coordinator [email protected] 2 Welcome to Famor’s School EXCELLENCE “Their concept is We have a unique balance of so unique and brilliant, I feel like freedom and academic rigour, As Head of the school really puts the students of independence and support, of first”Student 2019. routine and choice. This, coupled Farmor’s Sixth with the breadth of our offer of OUTSTANDING purpose-built both A levels and Enrichment Form, I’d like facilities complement the quality Programmes, attracts students of A level teaching that you will from many different schools. New to offer you a enjoy. Our staff regularly ‘go entrants make up over 20% of the the extra mile’ with one-to-one cohort each year.
    [Show full text]
  • The Sixth Form 2021-2023 Harrow School Sixth Form
    THE SIXTH FORM 2021-2023 HARROW SCHOOL SIXTH FORM 2 2021-2023 CONTENTS THE SIXTH FORM AT HARROW 4 ACADEMIC LIFE IN THE SIXTH FORM 5 TIMELINE 2021–2023 4–5 CHOOSING YOUR A LEVEL SUBJECTS 6 UNIVERSITY ENTRANCE 7 AMERICAN UNIVERSITIES 8 CAREERS 9 ANCIENT HISTORY 12 FINE ART 13 BIOLOGY 14 CHEMISTRY 15 DESIGN & TECHNOLOGY: DESIGN ENGINEERING 17 DRAMA AND THEATRE 18 ECONOMICS 19 BUSINESS 20 ENGLISH LITERATURE 21 GEOGRAPHY 22 HISTORY 23 HISTORY OF ART 24 LATIN 26 CLASSICAL GREEK 27 MATHEMATICS/FURTHER MATHEMATICS 28 MODERN LANGUAGES 29 MUSIC 30 MUSIC TECHNOLOGY 31 PHOTOGRAPHY 32 PHYSICS 34 POLITICS 35 SPORTS SCIENCE 36 THEOLOGY & PHILOSOPHY 39 PREFERRED SIXTH FORM SUBJECTS 40 SUBJECTS OFFERED AT HARROW IN THE SIXTH FORM 41 FREQUENTLY ASKED QUESTIONS 42 CHECKLIST 43 3 HARROW SCHOOL SIXTH FORM THE SIXTH FORM AT HARROW his booklet has been prepared to inform boys’ choices for their studies in the Sixth Form. T The transition from the Fifth Form, with the milestones of GCSEs behind them, is an important stage in boys’ academic careers at Harrow, bringing the opportunity to choose from a wide range of A level and Elective subjects. In making their choices, boys can play to their academic strengths and develop their intellectual passions. In the Sixth Form, boys will find that they need to take more responsibility for organising themselves. Divisions are smaller, the atmosphere is more informal, and beaks will generally look for more initiative from boys in their approach to academic work. We will expect boys to read widely, both in relation to and beyond their subjects.
    [Show full text]
  • A Guide to Life in the Sixth Form and the Sixth Form Curriculum
    A GUIDE TO LIFE IN THE SIXTH FORM AND THE SIXTH FORM CURRICULUM 2018-2020 Contents HEADMASTER’S PREFACE .............................................................................................................................. 3 FOREWORD FROM THE HEAD OF SIXTH FORM ............................................................................................. 3 ACADEMIC INTRODUCTION ........................................................................................................................... 4 THE SIXTH FORM CURRICULUM: 2018-2020 ................................................................................................. 7 The Pathway to the Sixth Form (for present Fifth Form pupils)................................................. 7 Choosing subjects ....................................................................................................................... 8 Assessment Points .................................................................................................................... 10 Work Patterns and Monitoring Progress .................................................................................. 11 Holiday Work ............................................................................................................................ 12 STUDY AIDS AND ADVICE ............................................................................................................................ 12 Careers and Universities ..........................................................................................................
    [Show full text]