High school career guidance sessions

Sessions are structured, age-appropriate and held one-to-one or in small groups. Each one supports self-awareness, academic decisions, career exploration and university readiness.

They are personalised and aligned with international school systems (IB, Cambridge, national curricula) and global university pathways. Each sample is written as a dialogue between counsellor and student, with a short summary for parents and inspectors.

Editable session plans are available on request.

A one-to-one session on picking subjects for IB or Cambridge pathways.

• Choose subjects that support academic success and long-term direction, not subjects that just sound impressive.
• Start with interests, then connect them to assessment results and possible career fields.
• Keep options open. Maths and sciences are seen by many universities as facilitating subjects.
• Universities value rigour and consistency. Predicted and final grades matter as much as difficulty.
• Aim for both enjoyment and university fit. Enjoyment often leads to better results.
• Balance matters. Pair sciences with at least one subject that builds writing and critical thinking.
• Check the workload. Choices should be ambitious but sustainable over two years.
• Extracurriculars add to a profile but do not replace subject requirements.
• After choosing, make a preparation plan with academic targets, skills and experiences.

Summary for parents and inspectors: choices are evidence-based, balance interest, performance and university needs, and put flexibility first.

This ongoing one-to-one case follows one student towards business, management, economics or finance.

• Year 9, early awareness: explore what attracts the student to business. Build numeracy, communication and teamwork. Strong core subjects matter more than business subjects. Try student councils, enterprise clubs or simple business projects.
• Year 10, exploration: clarify interests such as finance or entrepreneurship. Keep maths strong. Economics or business studies can help, but many universities favour maths, economics and essay subjects. Start structured activities such as competitions, introductory internships and online courses.
• Year 11, strategy: programmes are competitive. Review subjects and performance. Strengthen essay and communication skills. For the IB, maths, economics and English are strong choices. At Cambridge, maths and economics or business subjects are valued. Take leadership roles.
• Year 12, readiness: finalise countries and universities. UK universities focus on subject alignment and depth. US universities also weigh activities and personal story. Subjects, activities, internships and the personal statement should tell one story. Support continues through applications, interviews and scholarships.

Pathway: US medicine. In the US, students do not enter medical school straight from high school. The route is a four-year Pre-Med undergraduate degree, then medical school (MD), then residency.

• Years 9 to 10: build foundations in biology, chemistry, maths and communication. Explore through reading, science clubs and health workshops, without pressure.
• Year 11: align subjects. Biology and chemistry are essential, maths supports analysis, and strong English is vital. Begin limited, meaningful volunteering or care-related exposure.
• Year 12: apply to Pre-Med undergraduate programmes. Universities look at academics, science readiness, service, leadership and character. Majors can be science or non-science if Pre-Med requirements are met. Depth beats quantity.
• University: complete required science courses, keep a strong GPA, gain clinical experience and prepare for the MCAT. The MCAT, GPA, clinical experience and recommendation letters all matter.

Medicine in the US is described as extremely competitive but achievable with early, long-term planning.