How to Choose Your A Level Subjects: Complete Student & Parent Guide

A Levels are normally studied in considerably greater depth than GCSEs. Students usually spend two academic years developing advanced subject knowledge and examination skills. The subjects chosen can therefore influence:

This is why subject selection should be treated as an academic decision rather than simply completing a form.

Government careers guidance states that most people choose three A Level subjects, although students can take more or fewer depending on the programme available to them.

alongside their main programme. The appropriate workload depends on Academic Ability, School/College Structure, Future Requirements and Time Available. Taking more subjects is not automatically better.

Students sometimes believe “Four A Levels must look better than three.” This is too simplistic.

Students should prioritise a programme that allows them to perform strongly and sustainably. Check university requirements before adding an additional subject purely for perceived advantage.

Ask: “What might I want to do after A Levels?” Possible pathways include:

If a student already has a possible university course in mind, A Level selection should begin with that course's current entry requirements.

Some university courses require applicants to have studied particular subjects or qualifications.

UCAS advises students who already have an idea about what they want to study to check the relevant entry requirements before choosing earlier qualifications.

The correct process is: Potential Degree → Universities → Course Pages → Required Subjects → Required Grades → A Level Choices. Do this before finalising subjects, not during Year 13.

Do not assume “All Engineering courses require exactly the same subjects” or “Every Psychology degree has the same requirements.”

Always check the current official course page.

Many Year 11 students do not yet know what degree or career they want. That is normal. In this situation, focus on subjects that:

UCAS also advises students to consider subjects they enjoy and that support their longer-term goals.

Review: GCSE Grades, Mock Results, Teacher Feedback, Topic-Test Performance, Independent Ability.

Ask: which subjects am I consistently strong in — not just which subjects did I score well in once?

A Level builds on previous knowledge. Strong foundations can make the transition considerably easier.

A strong GCSE grade is useful evidence, but it should not be the only factor. Ask:

A student might achieve a strong GCSE result but dislike the type of work required at A Level.

Interest becomes increasingly important because students will study the subject in depth over an extended period.

Long-term motivation matters.

A subject that appears easy at GCSE may become much more demanding at A Level. Every A Level requires:

Instead of asking “Which A Level is easiest?” ask “Which subjects best match my strengths and future plans?”

The opposite mistake also occurs. Students sometimes choose subjects because they believe they appear more impressive.

Choose strategically rather than for status.

This is one of the most valuable steps.

Do not rely only on your experience of GCSE.

A student may enjoy GCSE Science but discover that A Level Chemistry requires significantly more Quantitative Work, Detailed Chemical Understanding and Problem Solving.

Likewise, a student may enjoy GCSE Business but need to be prepared for greater Application, Analysis and Evaluation at A Level.

Investigate the course before committing.

But remember: one student's experience is subjective. Use this alongside Teacher Advice + Specification Research + Your Own Strengths.

Use open days or subject evenings to ask:

This gives students a clearer understanding of the actual programme.

Schools and colleges can set their own entry requirements.

Government careers guidance notes that requirements should be confirmed directly with the institution a student wants to attend.

A sixth form may require General GCSE Entry Requirements and/or a Particular GCSE Grade in the Chosen Subject. Check these before making final decisions.

depending on the school. In these cases: read the specification, attend introductory sessions, review sample material, ask the subject teacher, consider the skills required.

Do not reject a subject simply because it is new.

Different A Levels require different academic skills. Ask whether you enjoy:

Understanding your preferred way of working can help narrow choices.

Three subjects can all be demanding in very different ways.

Think about whether the combination provides a manageable balance for you.

A Level subjects should not always be viewed individually. Ask: how will these subjects work together?

A good combination may provide Useful Academic Overlap or A Balanced Mix of Skills.

But there is no universal rule that students must choose subjects that perfectly match each other.

It can be particularly relevant to some highly mathematical university pathways, but students should check individual course requirements. Do not choose it solely because others say it looks impressive.

These subjects can complement each other because A Level Physics involves mathematical reasoning.

However, university requirements should still be checked independently.

Biology and Chemistry can provide a strong science combination for students interested in biological, medical or related scientific pathways.

But exact university requirements vary substantially. Do not assume these two subjects alone automatically satisfy every medicine, dentistry, veterinary or life-science course.

Check each course individually.

Students considering Economics-related university courses should check current course requirements because the required mathematical background can vary significantly between universities.

However, students should not assume that A Level Computer Science is required for every university Computer Science degree. Always check specific entry requirements.

Students should also consider whether they want a timetable containing several subjects with substantial reading and essay workloads.

Not necessarily. Some students benefit from a closely related combination. Others prefer a balanced programme.

For example, Maths + Physics + Chemistry is closely connected, whereas Maths + Economics + English provides a more varied skill mix.

Neither approach is inherently better. The combination should support the student's goals.

This is one of the weakest reasons to select an A Level.

A Level choices can affect two years of study and future opportunities. Choose for yourself.

A good teacher can influence enjoyment — but teachers can change.

rather than one individual teacher.

Parents can provide valuable guidance. However, the student will be completing the lessons, homework, mocks, revision and final examinations.

The final combination should therefore reflect the student's ability and aspirations.

The objective should be an informed decision.

If you are considering university, create a shortlist of possible degree areas. For each: search several universities, read current entry requirements, record required A Levels, record preferred/recommended subjects where stated, identify patterns.

This provides evidence for subject choices. UCAS recommends reading course information carefully and consulting university websites for detailed requirements.

Requirements can vary. Instead of researching one institution, compare several.

Create a table of Potential Course against University 1, University 2, University 3 and the Common Requirement. This reduces the risk of choosing subjects around a single course.

Students interested in Medicine should investigate subject requirements before selecting A Levels.

Do not rely on statements such as “You just need three sciences” or “You must always take exactly these three subjects.”

Requirements differ between medical schools and can change between admissions cycles. Check each medical school's current published requirements.

Engineering pathways can be mathematically demanding.

depending on the discipline and institution. Again, check the current course page.

Students sometimes assume “I must take A Level Computer Science.” This is not universally true.

or another combination best supports their targets.

University Economics courses can vary greatly in mathematical demand.

Students should investigate whether their target universities require Mathematics or have other subject expectations. Do this before Year 12 begins.

Students considering Law should also check individual university entry requirements rather than assuming that A Level Law is automatically required.

Focus on choosing subjects that allow strong academic performance while meeting any explicit course criteria.

Do not panic. At 16, many students are still exploring future options.

Subject choices do not require students to know their entire future career.

Start with approximately four or five subjects that interest you. Then compare:

Gradually reduce the list. This is better than making an immediate decision based on one factor.

Score each potential subject from 1–5 against factors such as: I enjoy it, I am strong at it, Useful for future plans, I like the course content, Workload suits me.

This does not make the decision automatically, but it encourages students to think systematically.

GCSE mocks can provide useful evidence. For possible A Level subjects, ask:

One poor mock should not automatically eliminate a subject, but patterns matter.

Useful questions include:

Teachers often have useful insight into a student's current academic readiness.

A Level learning involves significant work outside lessons. Students should consider whether they are prepared to:

depending on the subject.

Some subjects include more mathematics than their GCSE versions may suggest.

or other quantitative subjects, review the current specification to understand the mathematical demands.

Strong knowledge alone may not be enough if the assessment requires extensive written argument.

Ask: how do I perform best? Some students excel in Problem Solving, others in Written Analysis or Practical Application.

The assessment structure should not be the only deciding factor, but it is worth understanding.

Some A Level specifications may include coursework or other forms of non-exam assessment, while others rely predominantly on examinations.

Check: Qualification → Exam Board → Current Specification before choosing.

Do not rely on information from students who studied an older specification.

The subject itself should usually be the primary consideration.

Ask the school which specification it teaches.

Compare the entire offer, not simply the board name.

Do not choose an institution simply because you believe one exam board is “easier”.

Students may prefer particular paper styles, but there is no sensible universal rule that one regulated A Level board is simply “easy” and another “hard”.

Focus on learning the specification actually taught by your school.

Some schools may allow subject changes, particularly early in Year 12. However, this varies by institution.

Choose carefully from the beginning.

Act early.

Do not simply stop attending or studying the subject.

No. National statistics do not determine how an individual student will perform.

A better predictor is: Individual Ability + Interest + Preparation + Teaching + Consistent Work. Choose based on personal academic fit.

Future career opportunities can be part of the decision, but salary alone is a weak basis for selecting a subject.

A strong pathway normally combines: Ability + Interest + Qualifications + Future Opportunity. Students are more likely to maintain effort in subjects they can engage with seriously.

Students considering these routes should also investigate specific entry requirements. A Levels do not lead only to university.

This is where early research matters.

List both routes. Compare required subjects and identify whether a combination can keep both possibilities open.

Seek guidance before making the final decision.

Before submitting subject choices:

If several answers are unclear, research further.

These questions support decision-making without making the decision solely for the student.

Avoiding these mistakes can prevent significant problems later.

Use this step-by-step process:

Before finalising:

How many A Levels should students choose?

Most students choose three A Levels, although programmes vary and some students take more or fewer.

Should I choose A Levels I enjoy or ones useful for university?

Ideally, consider both. A strong combination balances academic strength and interest with any specific future requirements.

Do universities require particular A Levels?

Some courses do. Check the current entry requirements of several universities before finalising your subjects.

What if I don't know what I want to study at university?

Choose subjects you enjoy and perform strongly in while considering how to keep plausible future pathways open.

Should I choose four A Levels?

Only when the workload is appropriate and there is a clear reason. More subjects do not automatically produce a stronger academic outcome.

Does Further Maths count as a separate A Level?

Yes, Further Mathematics is a separate A Level qualification where offered.

Should I choose subjects because my friends are taking them?

No. Your subjects should reflect your own strengths and goals.

Can I study an A Level if I didn't take it at GCSE?

For some subjects, yes. Exact entry requirements depend on the sixth form or college.

Is A Level Computer Science required for a Computer Science degree?

Requirements vary by university. Check individual course pages rather than assuming it is universally required.

Do you need A Level Law to study Law at university?

Requirements differ by university. Students should check the individual course requirements rather than assuming A Level Law is mandatory.

Can A Level subjects be changed after starting Year 12?

Sometimes, particularly early in the year, but this depends on the institution and available timetable.

Should I choose subjects based on predicted grades?

Grades are useful evidence, but also consider enjoyment, underlying skills, teacher feedback and future requirements.

How should I compare two possible subject combinations?

Compare: Academic Strength + Interest + Workload + University Requirements + Future Flexibility, rather than considering any single factor alone.