2010 GCSE results - Triple Science continues to grow

The continued growth of Triple Science at GCSE – students taking separate Physics, Chemistry and Biology – is evident in the 2010 examination results. However, there also appears to be a trend for increasing numbers of students to be entered for vocational alternatives to GCSE.

Professor Sir John Holman, National STEM Director and Director of the National Science Learning Centre, said: “Last week we saw strong growth in A level science numbers. The students who have received their results today will form the next cohort of A level students, and we’re looking for signs that they will continue the renaissance in school science.

“I’m pleased to say that the signs are good. The numbers taking ‘triple science’ have increased again, by about 30%, repeating the strong growth of past years. This is a real success story, and the priority now is to make sure that every school offers the option to take triple science, because we know this is an excellent preparation for further study of sciences at A level. The growth in popularity of triple science further highlights the desperate need for more specialist physics and chemistry teachers.

“The proportion of students achieving A and A* grades in the sciences has fallen, in contrast to the trend in other subjects. This is probably related to the exam regulator Ofqual’s instruction to exam boards to make their questions more challenging to high ability students. I hope that Ofqual has now rescued the situation and that we will have stability and reliability in science grades in the future. This is particularly important with A* and A grades because students achieving these high grades are much more likely to continue the study of sciences at A level.

“We are seeing the continuing decline in numbers taking ‘double science’, i.e. Science plus Additional Science. This can partly be accounted for by the growth in numbers taking ‘triple science’ instead, but we have evidence that schools are increasingly entering their less academic students for vocationally-related qualifications instead of GCSEs. While these courses may motivate less academic students, their value as genuine preparation for science-related work is questionable. Most worrying is the evidence that schools and academies are entering students for vocationally-related qualifications as a way of improving their league table positions – these qualifications can be equivalent to two or even four science GCSEs.

“Schools should guide students in their choice of qualifications in the interest of the student alone, not to improve the school’s league table position. Schools may not be doing any favours by guiding weaker students towards vocationally-related qualifications, even though it may increase the tally of five GCSE pass equivalents. The Coalition government needs to look urgently at the whole question of GCSE equivalences, which are providing perverse incentives for schools to direct students the wrong way.”

The figures