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KS4 · Year 11 · Lesson plan

Apprenticeship vs university — the money side of post-16 decisions

A classroom-ready 60 minutes lesson plan with starter, main, plenary, differentiation, SEND adaptations, EAL support and assessment criteria. Free to use, no login.

Key Stage
KS4
Year group
Year 11
Age range
15–16
Duration
60 minutes
Subject
Maths / PSHE / Citizenship
Cost
Free

Learning aim

Pupils can compare apprenticeship and university routes across cost, debt, earnings and lifetime financial impact, and articulate a decision framework that respects personal circumstances.

CURRICULUM National Curriculum links

RESOURCES What you'll need

LESSON Lesson structure (60 minutes)

Opening
HOOK
"There are two main routes after Year 11: apprenticeship or university. Both can lead to well-paid careers. Which is the better FINANCIAL choice?" Take 3-4 quick opinions. Don't resolve — let pupils discover the answer is more complicated than they think.
Direct teach
TEACH
Compare the two paths over 5 years (Year 12 to age 22). University route: 2 years of sixth form + 3 years of university. During university: no salary, ~£40-£50k Plan 5 student loan, graduate at 21 earning typically £25-£35k starting salary. Apprenticeship route: Year 12 straight into work, paid (apprentice minimum £6.40/hour at 16-18, rising to £11+/hour after age 18 at the National Living Wage). By age 22: has 5 years of work experience, ~£50-£80k in savings (depending on lifestyle), no student debt. Then over a 40-year career: graduate average lifetime earnings ~£1.6-£2.0 million (varies by career), apprentice + experience earnings ~£1.3-£1.7 million — but graduate student loan repayments are 9% over £25k for 30 years, often totalling £30-£50k repaid.
Pupils apply
GUIDED
Pupils complete the comparison table for two career paths: Path A: nurse (uni-required) vs nursing degree apprenticeship. Path B: software developer (degree route vs degree apprenticeship at a tech company). For each, calculate the 5-year financial position (savings vs debt) and the 30-year cumulative earnings (factoring in student loan repayments). Walk the room to support calculations.
Stretch / depth
CHALLENGE
"Your friend is choosing between a degree apprenticeship at a big company (£25,000 starting salary, no debt, fully funded degree) and going to a university for the same subject (£40k in student debt, qualifying with the same degree at 21)." Both lead to similar long-term jobs. Which is the better financial choice? Pupils discuss. Build: usually the apprenticeship wins financially — but university offers other benefits (independence, network, broader experience) that aren't money but matter to many people.
Close
PLENARY
Each pupil writes one factor they think matters MOST in this decision and one that matters LEAST. Share three. Final reflection: "Is money the only thing that matters in this decision?" (No — but it's not nothing.)

DIFFERENTIATION Adapting for all learners

Support (working below ARE)

Focus on one career comparison (e.g. nurse). Use a pre-filled table. Pupils explain the differences they see rather than calculating from scratch.

Stretch (working above ARE)

Calculate the break-even point: at what salary does the higher graduate lifetime earnings overtake the apprentice's head start (factoring in student loan repayments)? Discuss whether this break-even ever happens for some careers.

SEND SEND adaptations

For pupils with autism: provide a clear pros-and-cons table for each route, listing financial and non-financial factors separately. For pupils with anxiety about post-16 choices: emphasise that NO choice is "wrong" — different paths suit different people. For pupils with dyscalculia: pre-fill the calculations.

EAL EAL support

Vocabulary: "apprenticeship", "degree apprenticeship", "tuition fees", "student loan", "graduate", "lifetime earnings", "Plan 5", "repayment threshold". Sentence frame: "By age 22, an apprentice has ___. A graduate has ___. Over a career, ___ usually earns more BUT ___."

ASSESSMENT Assessment criteria

Pupils can: (1) name two financial costs of going to university; (2) calculate apprentice savings after 4 years of £20k/year salary (assume 20% saved); (3) explain one financial advantage of EACH route; (4) articulate the trade-offs in one paragraph.

HOME Homework pack

Four research activities comparing the financial paths. ~40 minutes.

Cost comparison

What pupils do: Find the typical 3-year cost of a UK university degree (tuition + living). Find the typical 3-year apprenticeship outcome (wages earned + qualifications). Build a side-by-side table.

Expected output: A comparison table covering 3 cost/income categories.

Marking guidance: 2 marks per accurate cell. Up to 12 marks total.

Earnings at age 25

What pupils do: Research the average graduate salary 5 years post-uni. Research the average qualified apprentice salary 5 years post-apprenticeship in the same field. Compare.

Expected output: A 2-route earnings comparison.

Marking guidance: 3 marks for each accurate figure, 4 marks for a balanced comparison.

Debt vs no-debt

What pupils do: A university graduate has £45,000 student loan. Plan 5 student loan: 9% of income above £25,000 threshold (2026/27). At a £35,000 salary, how much per year? When would it be paid off (assume 5% interest)?

Expected output: A loan-cost calculation.

Marking guidance: 2 marks for annual cost (£900), 2 marks for considering interest growth, 2 marks for a reasonable payoff estimate.

Extension (optional)

What pupils do: Research 3 sectors where degree apprenticeships exist (e.g. legal, finance, engineering, software). What's the salary trajectory in each?

Expected output: A 3-sector deep-dive.

Marking guidance: Up to 9 marks for thorough research.

Family discussion prompt (safeguarding-aware)

Ask 2 adults you know: "If you went back to age 18, would you do the same path (university or work)?" Compare their reasons.

SAFEGUARDING Classroom safeguarding

Note for teachers: Pupils may feel social or family pressure toward one route. Frame BOTH as valid choices. Do not ask pupils what their family expects of them. Avoid implying that university is "better" or "the proper path" — present both routes neutrally. Be sensitive to pupils whose families may not have university experience.

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