Community councillors are already making the most of the online courses developed by the Improvement Service and The Open University in Scotland.
There have been over 700 hits on the portal where you can sign up for free courses on digital skills, business skills, finance and fundraising, and community and society.
Community Councillors from all over Scotland have already benefited from the free online courses developed by the Improvement Service and The Open University in Scotland
Study abroad opportunities will be available for students
Students from Edinburgh Napier will be able to study across the world after the University was awarded a significant level of funding from the new Turing Scheme.
The funding, which was announced this week, is part of almost £100m that was distributed to education providers following the inaugural call for bids. It will enable and increase global mobility activity in the 2021/22 academic year, supporting students in accessing a range of international opportunities, regardless of their background.
The Turing Scheme is the UK Government’s programme to provide funding for international opportunities in education and training across the world. It supports Global Britain by providing an opportunity for UK organisations from the higher education, further education, vocational education and training and schools sectors to offer students, learners and pupils life-changing experiences to study or work abroad.
As part of the new global scheme, Canada, Japan and the USA are among more than 150 international destinations where UK participants will be funded to take up placements – with 48% of places going to those from disadvantaged backgrounds.
The Turing Scheme gives participants the opportunity to benefit from working and studying abroad, while boosting the UK education sector’s ties with international partners in the process. It also aims to improve social mobility across the UK by targeting areas which had seen lower uptake up of other mobility programmes.
Edinburgh Napier University Principal and Vice Chancellor Andrea Nolan said: “We are delighted to have been successful in our bid to the Turing Scheme.
“We have a long history of both widening participation and global mobility at Edinburgh Napier and it will be fantastic to be able to provide yet more opportunities for students from all backgrounds to experience some time abroad as part of this exciting new scheme.”
Universities Minister Michelle Donelan said: “Our schools, colleges and universities have worked tirelessly to make this programme a success, and I am grateful to them and their global partners who have truly embraced this opportunity for international collaboration.
“I look forward to seeing the innovation and expertise our students, pupils and vocational learners bring back to this country from their journeys to every corner of the globe – from Canada to Japan, and Australia to the United States.”
More information on how students can apply to the scheme will be announced in due course.
UK Government announces 40,000 students and pupils are set to study and work abroad under new student exchange programme, spanning 150 countries
40,000 students will be able to study and work abroad thanks to the government’s new Turing Scheme, with universities and schools due to be told this week that their bids for funding have been successful.
Over 120 universities, as well as schools and further education colleges across the UK, will be awarded grants from the £110m Turing Scheme – which will see 48% of places go to those from disadvantaged backgrounds.
As part of the new global scheme, Canada, Japan and the United States are amongst over 150 international destinations where UK students will be funded to take up work and study placements – alongside popular European countries like Germany and France.
At the heart of the Government’s post-Brexit vision is an ambition to create a truly Global Britain where we learn, work and trade with countries well beyond Europe’s frontiers. The Turing Scheme, which has replaced the UK’s participation in Erasmus+, gives young people the opportunity to benefit from working and studying abroad, while boosting our ties with international partners in the process.
The scheme also aims to improve social mobility across the UK by targeting areas which had seen lower uptake up of the Erasmus+ programme, including across the Midlands and North of England – with education providers in the West Midlands set to receive the most funding.
Education Secretary Gavin Williamson said: “The chance to work and learn in a country far from home is a once-in-a-lifetime opportunity – which broadens minds, sharpens skills and improves outcomes.
“But until now it has been an opportunity disproportionately enjoyed by those from the most privileged backgrounds. The Turing Scheme has welcomed a breadth of successful applications from schools and colleges across the country, reflecting our determination that the benefits of Global Britain are shared by all.
“By strengthening our partnerships with the finest institutions across the globe, the Turing Scheme delivers on the Government’s post-Brexit vision, and helps a new generation grasp opportunities beyond Europe’s borders.”
Ministers have set out a range of measures to improve access to international opportunities through the programme, including funding for travel and expenses such as passports and visas, as well as a grant for living costs, to tackle the barriers some students face to studying overseas.
Extra support has also been guaranteed for preparatory visits to make sure placements meet the needs of participants with disabilities and special educational needs.
Universities Minister Michelle Donelan said: “Our schools, colleges and universities have worked tirelessly to make this programme a success, and I am grateful to them and their global partners who have truly embraced this opportunity for international collaboration.
“I look forward to seeing the innovation and expertise our students, pupils and vocational learners bring back to this country from their journeys to every corner of the globe – from Canada to Japan, and Australia to the United States.”
The total number of individual placements supported this year through the £110m scheme stands at over 40,000 – exceeding the Department for Education’s own estimates. This includes 28,000 placements for university students – compared with only 18,300 under Erasmus+ in the academic year 2018/9.
The Turing Scheme, announced by Education Secretary Gavin Williamson last year, is named after pioneering UK war hero and father of modern computing Alan Turing, who studied abroad at Princeton University before going on crack the Enigma code in World War Two.
Vivienne Stern, Director, Universities UK International, said: “The Turing Scheme will create opportunities for thousands of students from all over the country to gain experience working and studying abroad.
“We know from the evidence we have collected that students who have such experience tend to do better academically and in employment outcomes – and that this is especially true for students from disadvantaged backgrounds.
“We want more students from a wider range of backgrounds to get these sorts of opportunities and believe, that if they do, the UK economy will benefit in the long run.”
David Hughes, Chief Executive, Association of Colleges, said: “The opportunity to work, study or compete abroad is so important for the life chances of all young people.
“It’s encouraging to see colleges taking up all that Turing can offer – including colleges that are newer to international partnerships – exploring exchanges across a broad range of countries.”
Student mobility will be crucial post-pandemic as the world reopens and learners from all backgrounds access their chance to develop technical and personal skills, build their confidence and experience other cultures.
The award has been given by the Council for Learning Outside the Classroom (CLOtC), the national voice for teaching beyond the classroom which is known to contribute significantly to raising attainment and improving pupil and staff wellbeing.
As part of their submission for Gold status, St Andrew’s excelled in the following important areas:
capitalising on their resources, including nearby Corstorphine Hill, to ensure learning was based in local, accessible places
maximising commitment to learning for sustainability and their core ecological values; nurture, inspire, flourish
ensuring that their work was rooted in Curriculum for Excellence and that all learning was underpinned by progressive skills for learning, life and work
Rebecca Favier, Head Teacher at St Andrew’s, said: “Being awarded the gold mark is a tremendous achievement for all the staff and pupils. That we are the first school in Scotland to achieve this makes it even more special! It shows that we are providing our pupils with potentially life-changing opportunities to learn in meaningful contexts.
“We’re thrilled to get national recognition for our efforts, and we look forward to continuing to develop what we do, helping our pupils achieve their potential and to promoting the many benefits of taking teaching and learning beyond the classroom walls.”
Primary 5 pupil Billy said: I love learning outside my classroom on Corstorphine Hill. We do maths, language, science, nature studies and art and it’s fun doing it in the fresh air.
“Even when it isn’t sunny we keep our outdoor clothes in school for all weather. It makes learning feel like playtime with my friends. St Andrew’s is the best school ever!”
Councillor Ian Perry, Education Convener for the City of Edinburgh Council, said: Well done to all the teaching staff and pupils at St Andrew’s who have made such a massive contribution to achieving this award.
“It’s great to see such innovative learning and teaching being taken out of the classroom and getting the national recognition that it fully deserves.”
Councillor Alison Dickie, Education Vice Convener for the City of Edinburgh Council, said: “This past year has been a real challenge for our young people and teaching staff so a massive thumbs up to St Andrew’s for leading the way in Scotland.
“This is creative learning at its best and these outdoor experiences both improve pupils’ academic attainment but also personal development and health and wellbeing.”
Kerr Willis, Chair of St Andrew’s Parent Council, said: “Big congratulations to all the staff and pupils for achieving Gold Award status in LOtC.
“It’s great to see the school making use of the incredible outdoor space near the campus to provide the children with a creative and practical approach to learning. Keep up the great work!”
Dr Anne Hunt, Chief Executive of CLOtC said: “Learning outside the classroom has many proven educational benefits as well as providing some of the most valuable and memorable experiences in a child’s school life.
“Achieving LOtC Mark (Gold) demonstrates that St Andrew’s Fox Covert RC Primary is a leader in providing learning experiences outside the classroom and that these sessions are a genuine part of the everyday life of the school, are available to all of their children and young people.
After a year that’s taken its toll on parents’ and children’s physical and mental health, we’re all longing for a bit of rest and relaxation.
But the school holidays can leave children’s learning brains a little too relaxed. So with the Tokyo Olympics in full flow, keep the kids’ brains sharp with these Games-themed activities from former primary school teacher Abby Milnes of education champs PlanBee:
Learn about…
… time zones
There is an eight-hour time difference between the Games and the UK. This is a great opportunity to teach your children about time differences between countries and why they exist. Challenge your children to work out what time they will need to turn on the TV if they want to watch an event live (hypothetically of course; some of the events may be broadcast in the early hours of the morning in the UK!).
Download this FREE Time Zones Map to help teach your children about Time Zones.
… measuring time
Many of the Olympic events are measured and scored against how long it takes to complete the event. Events under a minute such as the 100m sprint, 200m kayak, team sprints in cycling etc will provide suitable contexts for younger children to think about when measuring time. Older children may like to take on slightly longer events.
This PlanBee lesson may help teach your younger child about measuring time.
Challenge your child to see how many things they can do within the same time as it took an athlete to complete their event. For example, the Olympic record for running 100m was 9.63 seconds set by Usain Bolt at the 2012 Olympics. How many blocks can your child stack in this time? How many ticks can they do on a sheet of paper? After showing children how to read the amount of time on a stopwatch, get them to time each other and take it in turns to see who can beat the record in your own events.
… measuring distance
Other Olympic events such as long jump, javelin, shot put and discus are scored and measured using distance.
Using a metre ruler or measuring tape, challenge your children to take part in a long jump event. They can take a run-up, or go from a standing jump. Mark where the back of their foot landed and help your child measure how far they jumped!
… averages
Some events such as gymnastics are scored by a judges panel. Each judge gives the performance a score which is then averaged out to give a final score. Challenge your child to take individual judges scores and find the average score by adding them up and dividing the total by the number of individual scores.
… variables
“I wonder… do you run faster on grass or concrete?” Challenge your children to think about conducting simple investigations with “I wonder…?” questions like the one above. Younger children may need help with timing but they should be able to make verbal conclusions with you such as “I ran faster on the concrete”.
Older children (7+) should be encouraged to think scientifically. Is it fair if you wear sandals to run on the grass, but running shoes on the concrete? No, they should be the same. What about the distance you run?
Other things they could test:
● Do I run faster wearing trainers, or when I’m barefoot?
● Will I jump further with a run-up?
● Will I jump further with a long run-up or a short run-up?
● Does someone with longer legs jump further?
… pentathlons
What’s the difference between a triathlon, a pentathlon and a decathlon? The number of events! (This is also a perfect opportunity to look at the prefixes tri- pent- and dec- to mean three, five and ten e.g. tri-angle, tri-cycle, pent-agon etc.)
Challenge your children to come up with their own events for a family tri, pent or decathlon! They don’t have to be Olympic events, just a number of events that an athlete will be timed to complete. They don’t even have to be sport related: Who will be the fastest person to put on their socks? Who will be the overall winner?
… drawing figures
Do you have a budding artist in the ranks? Why not challenge them to draw their favourite athlete from the Olympics. Up the challenge by asking them to draw the figure in motion as they complete their event.
Having held the Games before in 1964, Tokyo already had venues to host different Olympic events. The newly built National Stadium was finished in November 2019. Challenge your child to investigate its design, including the different ways it has been designed to be eco-friendly.
Work together to create your own model of an Olympic stadium, making sure there’s enough room for a track and spectators.
… map skills
Some of the cycling events in the Olympic Games require a set route to be planned out over a certain area. Print out a map of your local area and identify where you are and any areas they are not allowed to go to. Together, plan out a cycling route for your own Olympic cycling event. You could repeat the route several times to try and beat your personal best!
Beware: If you are riding on roads, make sure your child can ride confidently on them and is aware of safety rules.
… clothing design
Take a look at the designs for the athletes’ kits. How is the country represented in the design? What functionality does there need to be? This could link nicely with investigating the different countries’ flags.
Scran Academy is celebrating after being shortlisted for a leading UK industry Award. This week, Scran was announced as a Finalist in the Apprenticeship and Skills category of the Public Sector Catering Awards and the recognition will see the youth-led organisation appear at the Ceremony in London later this year.
Scran Academy’s initial focus was to use the innovative food social enterprise to help young people from North Edinburgh to overcome their learning and life barriers and lead more meaningful lives.
Scran’s community-based school uses food to support learners disengaged from mainstream school to access qualifications and work. Despite being less than four years old, they have grown and scaled their impact to support thousands of people throughout the pandemic and city wide.
This includes the creation of the youth-led Scran Café based at the Comely Bank NHS Centre, which creates a welcoming, relaxing and safe haven for as many as 100 frontline NHS workers and clinical trainees on a daily basis.
Last year Scran also launched the Scran Van, a food truck that provides free healthy food to children and families across the city to combat hunger and increase positive youth activities.
All of these food initiatives puts employability skills, job opportunities and personal development for youth at the heart of what they do.
This award nomination comes as this ground-breaking social venture seeks to empower hundreds more young people with the skills and confidence to lead in the hospitality industry.
At the same time the programme will take a significant bite out of the poverty-related barriers, life challenges and injustices the young people face on a daily basis – being care-experienced, disengaged from mainstream school, at risk of homelessness, unemployed or suffering from poor mental health.
Nominee and Founder of Scran Academy and social entrepreneur, John Loughton BEM, said: “This nomination is a real vote of confidence in our community work and a recognition in the power of food to change lives.
“Will Bain and his team work magic at Scran to ensure food is positive for all people, not just those that can afford it. At Scran we do hand-ups, not just hand-outs and young people go on to change their own lives once they realise people believe in them.
“Scran’s story shows is that if we support local community organisations that are run with passion and authenticity, we can develop creative solutions to social inequality. It also shows that unlike the stereotypes so often in the media, young people make a real and positive contribution to society and your postcode does not have to be your destiny.”
11% rise in individuals applying from most deprived areas
Scottish universities have seen a record number of prospective students applying to study for the academic year ahead, according to new figures from the Universities and Colleges Admission Service (UCAS).
The number of individuals applying to Scottish institutions increased by 10% to 140,440. The figures show the number of Scottish applicants from the most deprived areas applying to UK providers has increased by 11% and there has been a 23% rise in non-EU international applicants.
This year’s statistics also highlight a 41% decrease in applicants based in EU countries looking to study in Scotland.
Higher and Further Education Minister Jamie Hepburn said: “These statistics show a steep rise in prospective students looking to study at Scottish Higher Education Institutions (HEIs), with applicants from Scotland’s most deprived areas increasing by 11% to a record high.
“We have seen a big percentage increase in applicants from international students outside the EU and that again demonstrates the attractiveness of Scotland as a place to come to live and study.
“There was however a sharp drop in EU students applying to come to Scotland, which was always going to be an inevitable consequence of leaving the EU. We will continue to work with our international partners to strengthen our education and research relationships through scholarships and by promoting Scottish learning and research globally, recognising the ongoing importance of our close relationships with our European neighbours.”
David follows in the footsteps of his inspirational grandfather
A YOUNG student has followed in the footsteps of his education trailblazer grandfather to graduate from Edinburgh Napier University.
David Hughes drew inspiration from the academic exploits of Dr David Dick – the first Vice Principal of Napier College who returned to the institution after it was granted University status to complete a PhD at the age of 84.
Growing up, the younger David was driven to succeed in his own right by his grandfather’s achievements, anecdotes and enthusiastic interest in his education.
Now, less than six months after his grandfather passed away, it’s 22-year-old David’s turn in the spotlight as he has been awarded a BA (Hons) in Social Sciences as part of the Class of 2021.
Ex-Royal High School pupil David said: “My grandfather’s knowledge and scholarship, alongside his genuine interest in my studies, were an inspiration during my journey to becoming an undergraduate student and continued throughout my time at University.
“I was excited and encouraged by his anecdotes, as well as his academic achievements in his retired life.”
Wartime telegram boy David Dick became a hydroelectric engineer then lecturer, and following his Vice Principal stint at Napier College from 1964, he was Principal at Edinburgh’s Stevenson College from 1970 – 1988.
He spent his retirement years engaged in the constant pursuit of learning, securing a BA (Hons) at the Open University, a Masters of Literature at the University of Dundee, and his doctorate in philosophy at Edinburgh Napier in 2013, which saw him reportedly crowned Scotland’s oldest PhD graduate.
He was awarded an OBE in 1982 for services to both education and the fire service, of which he chaired the examination board in Scotland for 17 years.
David said: “My grandfather and I spoke on numerous occasions about the difficulties of my dissertation topic, titled ‘Analysis of Scottish Nationalism in 2021 and how it is perceived amongst generational cohorts in Scotland’, and he always asked how I was getting on as the research was coming together.
“His passing in January at the age of 91 was extremely difficult. However, the perseverance he showed in his work spurred me on to complete my own studies in the belief that my grandfather would have been proud of my work and achievements.
“I have dedicated my dissertation in his memory.”
David now hopes to follow his childhood dream of achieving an aircrew role in the Royal Air Force or Royal Navy.
Dr John Burnett, lecturer in Edinburgh Napier’s School of Applied Sciences, said: “David’s enthusiasm, diligence, intelligence and determination to succeed are qualities clearly evident in his grandfather’s incredibly rich and impressive life story.
“The first class mark he achieved for his dissertation is a testament to the hard work, resourcefulness and considerable academic skill in the planning, design and execution of what is a complex and challenging topic – even without the trials and tribulations of the ongoing pandemic.
“I’m sure David’s late grandfather would’ve been incredibly proud of his achievements – and rightly so!”
Ten things you learnt at school which are no longer true
Our knowledge of the world is constantly evolving, and as such, some of the things which were once taught in schools are no longer true.
Remember when Pluto (above) was declassified as a planet and you began to doubt everything your teachers had ever told you? Turns out, that was just the start.
From science and history to English grammar, Oxford Home Schooling has compiled a list of 10 ‘facts’ which you may have heard in the classroom but are now considered outdated.
1) Diamond is the hardest material
Correction: There are six materials on earth which are harder than diamond
It was once taught that diamond is the toughest substance on the planet, but, while it remains the most scratch-resistant, there are actually six materials now known to be harder.
These include wurtzide boron nitride – a crystal lattice formed during volcanic eruptions, which is 18% harder than diamond – and graphene – a carbon lattice that is only one atom wide but is the strongest material we know of, in proportion to its thickness[1].
2) Water can only be found on Earth
Correction: There is water in multiple places in our solar system
We used to think that earth was the only place where water can be found, but NASA has since proved its presence on some of our galactic neighbours.
In 2015, it confirmed water flows intermittently on Mars and then, later that year, discovered an ocean beneath the icy crust of Saturn’s moon Enceladus[2]. Many suspect that there’s also an ocean on Jupiter’s moon Europa.
3) King Tutankhamen was murdered
Correction: He either died from a chariot crash or from genetic impairments
Some schools used to teach that King Tutankhamun of Ancient Egypt was murdered when someone struck him on the head.
However, a 2014 BBC documentary suggested that he died in a chariot crash that ultimately ended in an infection and blood poisoning.
Around the same time, a virtual autopsy of the pharaoh’s body indicates he may have died because of genetic impairments, with evidence suggesting his parents were siblings[3].
4) You can’t split an infinitive
Correction: It’s now acceptable
Star Trek’s famous line “to boldly go where no-one has gone before” annoyed a lot of hard-line grammatists by breaking a long-standing rule of the English language – that the infinitive form of a verb (I.e. to go) should not be split.
However, researchers at Lancaster University and Cambridge University Press found that split infinitives are now almost three times as common now as they were in the 1990s[4], and as language keeps evolving, most linguists now consider them acceptable.
5) There are three states of matter – solid, liquid and gas
Correction: There are at least five
One of the fundamentals of chemistry, most school students were told that there are three states of matter – solid, liquid and gas.
However, scientists now know of a fourth natural state, plasma, which despite not being common on earth, is thought to be the most prominent form in the universe.
There’s also a fifth state, the Bose-Einstein condensate (BEC), where molecular motion almost stops completely. BECs were discovered in 1995, but so far have only been found in laboratories[5].
6) Neanderthals were not very intelligent
Correction: They were skilled hunters with advanced tools
Many people used to believe that Neanderthals died out largely because they were less intelligent than Homo sapiens, but recent studies suggest they had similar cognitive abilities and were actually quite skilled hunters[6].
New archaeological evidence shows they used relatively advanced tools and were also better at socialising than once thought.
7) The universe is 13.7 billion years old
Correction: It’s actually 100 million years older
Science lessons used to teach that the universe is 13.7 billion years old, but it turns out we were out by around 100 million years. The European Space Agency’s Planck mission scanned the sky for radio and microwaves and in 2013 concluded that previous estimates were slightly short – the universe is actually 13.82 billion years old[7].
8) No-one knows where Richard III’s body is
Correction: He was buried under a car park in Leicester
For over 500 years, historians and archaeologists had been searching for the body of King Richard III, who died from injuries sustained in the Battle of Bosworth in 1485.
The long mystery was solved in 2013 when researchers from the University of Leicester announced that they’d discovered the controversial monarch’s remains beneath a car park in the city[8].
9) Nothing can travel faster than light
Correction: Things can move faster than light under the right conditions
It’s still true that nothing can travel faster than light in a vacuum or in similar conditions in space.
However, scientists have managed to slow light down by either trapping it inside waveguides made with photonic crystals or inside ultracold atom clouds.
This can reduce the speed of light from around 300,000km per second to near zero, so lots of things could outpace it[9].
10) We have five senses
Correction: We have way more than five
The five main senses – touch, taste, sight, hearing and smell – are still our most fundamental, but we also have lots of other mechanisms helping us to make sense of the world.
For example, we have proprioception – a sense of space. This is how our brain understands where we are in relation to other things. We also have others, such as neuron sensors, which help to control balance[10].
Greg Smith, Head of Operations at Oxford Home Schooling, said: “Every year in every subject, experts are constantly learning and updating our knowledge. This means that some things which were once taught at school now don’t tell the whole story, or have even been proved to be wrong!
“This can only be a good thing, however, as it shows that we are developing a greater understanding of our world.”
For more ‘facts’ you learnt in school which are no longer true, visit:
COVID delayed has delayed decisions about university
COVID has caused many young people to delay thinking about their future. But as the prospect of freedom slowly returns, they are starting to get serious about what happens next.
Exams were cancelled this year making way for teachers to determine students’ grades, so, if you’ve left it until now to think about university, we’ve got some top tips.
Many people think that university clearing is only open on results day and for a few weeks afterwards – it’s not the case!
Dr Lisette Johnston, Head of School at ScreenSpace, part of MetFilm School explains what Clearing is all about and urges young people to plan now!
This year, clearing opens on the 5th July, and universities are already advertising courses available through Clearing.
What isClearing?
Clearing is the process that students use to access university AFTER they’ve received their A-level level results (or A-level equivalents).
Is it justfor those who didn’t get their expected grades?
No, COVID-19 has really affected the way people are thinking about university. Historically, it was widely recognised that schools and colleges didn’t always get predicted exam grades right, and this year with teachers effectively awarding students’ their predicted grades, universities are expecting lots of lastminute applications.
Last year’s results were affected by the pandemic, but that didn’t put young people off from going to university, and the number of students given university places rose nearly 3%. 2020 was also a record year for students applying through clearing: 70,000, people, including those who had applied earlier in the year, were accepted through Clearing.
What if my grades are higher than I expected?
If your results are better than expected and you’ve accepted a place at a university based on lower grades, you can ‘trade up’ to a different course or university that required higher grades, this is called Adjustment.
I’m getting my A-level results in August – I’ve put off deciding whether to go to university because of COVID-19, but… what can I do now?
Here are Dr Lisette’s 6 top tips
1.Get Cracking: the sooner you apply the better! Some courses cap the number of students they will take, so apply early and that way you are more likely to get a conditional offer, which is better than missing the boat if you leave it to phone on results day.
2. Be informed. Don’t wait until results day to look around universities and get a taste of what’s on offer, there are lots of campus tours (real and virtual) between now and August, so as well as looking at course content online it’s a real bonus if you can actually go to a university and see what it is really like. That way you can hit the ground running.
3. What do you really want? If you haven’t got the grades you expected, you might not get into your first choice, but that doesn’t mean going through Clearing to get in just anywhere. If staying at home is important to you, find out what the options are available locally. If you are passionate about a specific topic, find out where the next best place on the list is and what grades they expect currently. It’s also acceptable to ask how many people they took through Clearing last year. They might not be able to tell you on a course by course basis, but you should be able to get a breakdown across the university.
4. Be realistic. Oxford and Cambridge may be out of reach. Decide what is a priority for you. If you haven’t got the results you expected, what is more important – the course, the location, or a degree in general? The last thing you want is to get on a course and find out it’s not what you want. And don’t just go somewhere ‘cos all your mates are going there!
5. Be open minded. Within a university there are often opportunities to transfer courses to take electives more closely linked to your original choices. See who offers this. Also Clearing gives a chance to go to a place you might not have thought about before.
6. Remember, you’re not stuck – if you start at a university and you realise it’s the wrong course or the wrong place – you can change!
At ScreenSpace we had students who came through Clearing last year, some after the course started; they’re actually much happier than they were with their original choice.
