GCSE results day in England is Thursday 20 August 2026. For many pupils, opening that envelope will not just be about celebrating grades. It will also be the moment when provisional sixth-form choices suddenly become real.
Do I still want to take Physics?
Should I swap Psychology for Mathematics?
Is Further Maths worth it?
Do I need Biology for Medicine?
Will taking Economics instead of Chemistry close any doors?
And perhaps the most common question of all:
Which three A levels should I choose?
For pupils who enjoy science, Mathematics, Computing, Geography or other STEM-related subjects, this decision can be particularly important. Some university courses require specific A levels, while others strongly recommend particular combinations.
There is no single perfect combination.
A pupil hoping to study Engineering has different considerations from somebody interested in Medicine. Someone who knows they want Physics can make more specialised choices than somebody who enjoys science but genuinely has no idea what they want to do at 18.
The Russell Group’s Informed Choices advice makes an important point: if you do not yet know what degree you want to study, choosing subjects that keep several options available can be sensible.
The trick is to balance four things:
what you enjoy, what you are good at, what your sixth form will allow you to take and what you might need later.
Here are 17 combinations worth considering.
1. Mathematics, Physics and Further Mathematics
Good for: Physics, Engineering, Mathematics and other highly mathematical degrees.
For a pupil who genuinely enjoys Mathematics, this is an exceptionally coherent combination.
A-level Physics involves much more mathematical thinking than GCSE Physics, while Further Mathematics introduces additional techniques that can be extremely useful for mathematically demanding university courses.
Further Mathematics is particularly worth investigating if a pupil is considering highly selective Mathematics, Physics, Engineering, Economics or Computer Science courses.
Cambridge currently describes Further Mathematics as required or strongly recommended for several of these areas, including Computer Science, Economics, Engineering and Physical Natural Sciences.
At Trinity College Cambridge, for example, prospective Engineering applicants are expected to take Mathematics, Further Mathematics and Physics where Further Mathematics is available.
Think carefully if: you are choosing Further Maths simply because you achieved a grade 9 at GCSE. Being very good at Mathematics and actually enjoying spending hours solving mathematical problems are not quite the same thing.
2. Mathematics, Physics and Computer Science
Good for: Computer Science, Engineering, Physics, technology and some data-related degrees.
This looks like an obvious Computer Science combination, and for many pupils it is an excellent one.
You gain mathematical problem-solving from Mathematics, modelling and analytical thinking from Physics, and algorithms and programming from Computer Science.
But there is an important warning.
Do not assume that A-level Computer Science is automatically the most important A level for a Computer Science degree.
At Cambridge, Mathematics is central to Computer Science admissions and Further Mathematics is currently required to AS or A level if a pupil’s school offers it.
So a pupil considering very mathematical Computer Science courses should investigate:
Mathematics + Further Mathematics + Computer Science
as well.
3. Mathematics, Further Mathematics and Computer Science
Good for: Computer Science, Mathematics, Data Science, AI and highly quantitative courses.
This can be an excellent combination for pupils who enjoy programming but are particularly strong mathematicians.
It also demonstrates something pupils often discover rather late: university Computer Science is not simply about learning to code. Many courses contain substantial mathematics, logic, algorithms and theoretical computer science.
For a pupil already thinking seriously about Computer Science at a highly selective university, this is certainly a combination worth discussing with their sixth form.
Think carefully if: Engineering or Physics is also a serious possibility. In that case, keeping Physics may be useful.
4. Mathematics, Physics and Chemistry
Good for: Engineering, Chemistry, Physics, Materials Science and other physical sciences.
This remains one of the classic STEM combinations.
It is particularly useful for somebody who knows they enjoy science but has not yet decided whether Engineering, Physics, Chemistry or another physical science is the eventual destination.
Mathematics supports both sciences and keeps a large number of quantitative routes available.
For Cambridge Engineering, for example, Mathematics is central and colleges will often expect high achievement in Physics or another science; Cambridge also advises pupils to investigate Further Mathematics carefully.
Think carefully if: you are aiming for the most mathematically competitive Engineering courses and Further Mathematics is available at your school. Find out now how valuable it could be rather than discovering this halfway through Year 12.
5. Biology, Chemistry and Mathematics
Good for: Medicine, Dentistry, Biomedical Sciences, Biochemistry, Chemistry and many life-science courses.
This is one of the best-known combinations for pupils considering Medicine.
It combines the two major laboratory sciences with strong mathematical preparation.
But pupils should avoid assuming that there is one universal “Medicine combination”.
Medical schools set their own requirements.
Oxford Medicine, for example, currently requires Chemistry plus at least one of Biology, Physics or Mathematics at A level.
Cambridge Medicine also specifies Chemistry alongside additional science or Mathematics subjects.
The lesson is not that everybody must copy Oxford or Cambridge.
The lesson is that anyone considering Medicine should investigate several medical schools before finalising their A levels.
6. Biology, Chemistry and Psychology
Good for: Psychology, Medicine, Neuroscience, Biomedical Sciences and other health-related courses.
This combination may appeal particularly to pupils fascinated by people.
Biology considers living systems. Chemistry examines matter at a molecular level. Psychology introduces behaviour, cognition, research methods and human development.
There is therefore considerable intellectual connection between the three subjects without them being identical.
Think carefully if: Mathematics-heavy courses are another serious possibility.
Dropping Mathematics at 16 can reduce the options available in areas such as Engineering, Mathematics, some Economics courses, Physics and certain Computer Science courses.
7. Biology, Chemistry and Geography
Good for: Biology, Environmental Science, Ecology, Geography and some life-science courses.
This is an underrated combination.
It suits pupils interested in climate, ecosystems, biodiversity, conservation, populations and the interaction between humans and the natural world.
Biology and Chemistry provide strong scientific foundations, while Geography allows pupils to investigate larger environmental and human systems.
It can suit the pupil who likes science but does not necessarily want all three A levels to feel like traditional laboratory sciences.
8. Mathematics, Economics and Further Mathematics
Good for: Economics, Mathematics, Finance, Actuarial Science and quantitative social science.
If a pupil is interested in Economics at university, there is a very important distinction to understand:
A-level Economics and a university Economics degree are not the same thing.
Many university Economics courses are highly mathematical.
UCL’s current Economics BSc, for example, requires A* in Mathematics. Economics itself is not compulsory, although if it is offered UCL specifies the grade required.
That makes Mathematics extremely important for pupils considering selective Economics degrees.
Further Mathematics may also be useful for some highly mathematical Economics courses. Cambridge specifically identifies Economics among the courses where Further Mathematics is required or strongly recommended.
Think carefully if: you dislike Mathematics but like GCSE Economics or Business. Investigate what university Economics actually contains before assuming it is the obvious degree for you.
9. Mathematics, Economics and Geography
Good for: Economics, Geography, Development Studies, Finance and various social-science courses.
This is a particularly attractive combination for pupils interested in what is happening in the real world.
Economies, development, globalisation, resources, inequality, population change, trade and environmental pressures can all be approached from different perspectives.
Mathematics also preserves the possibility of applying for Economics courses where mathematical preparation is important.
The combination offers a useful mixture of mathematical problem-solving, data interpretation, essay writing, evaluation and real-world analysis.
It can therefore suit a pupil who does not want to be entirely “STEM” or entirely “essay based”.
10. Mathematics, Economics and Politics
Good for: Economics, Politics, PPE-style courses, Finance and social sciences.
For the pupil who follows elections, budgets, government decisions and economic news, this can be a fascinating combination.
Politics and Economics naturally intersect, while Mathematics provides quantitative strength.
It also prevents a common mistake: assuming that a course such as Philosophy, Politics and Economics will necessarily expect three essay subjects.
Requirements vary considerably. UCL’s current Philosophy, Politics and Economics BSc, for example, requires A* in Mathematics.
Again, that does not mean every PPE course has the same requirement.
It means check the course rather than guessing from its title.
11. History, Politics and Economics
Good for: Politics, History, International Relations, some PPE courses and other social sciences.
This is a strong combination for pupils interested in how countries and societies function.
History develops the ability to use evidence carefully.
Politics examines government, political ideas and power.
Economics adds the study of markets, incentives and economic policy.
The three subjects can complement one another extremely well.
One caution: if Economics at university is a serious possibility, check Mathematics requirements.
A pupil can be very good at A-level Economics while still discovering that some Economics degrees require A-level Mathematics.
12. English Literature, History and Politics
Good for: Law, History, Politics, English, Journalism, International Relations and humanities courses.
For a pupil who loves reading, discussion and argument, this can be an excellent combination.
All three involve sophisticated written communication, but each demands something slightly different.
English Literature involves close textual analysis.
History requires evidence, judgement and understanding of context.
Politics involves argument, competing ideas and evaluation.
It can be excellent preparation for degrees in which pupils will spend a great deal of time reading, analysing and constructing arguments.
Think carefully if: you enjoy discussing ideas but dislike reading independently. Three essay-heavy A levels can involve a considerable amount of reading outside lessons.
13. English Literature, History and a Modern Foreign Language
Good for: Languages, English, History, Law and International Relations.
This is a strong humanities combination with an international dimension.
Languages are particularly valuable because they develop something that many other A levels do not: the ability to communicate and think in another language while studying the culture and society surrounding it.
For pupils considering language degrees, dropping the language after GCSE could restrict later possibilities.
Oxford’s current admissions table, for example, specifies a modern language for its Modern Languages courses.
Think carefully if: the GCSE language grade was strong but the pupil disliked actually speaking or using the language. A-level language study requires sustained engagement.
14. History, Geography and Politics
Good for: Geography, Politics, History, International Relations and many social sciences.
This is another combination that deserves more attention.
Climate change, migration, conflict, development, energy, borders, resources and globalisation can all be explored through different lenses.
It develops substantial essay-writing ability but also involves data, maps, evidence and interpretation.
For the pupil who constantly asks why countries develop differently, why governments make particular decisions or why people move, this can be a genuinely engaging sixth-form programme.
15. Mathematics, Geography and Physics
Good for: Geography, Geophysics, Earth Sciences, Engineering and environmental routes.
This is a very good option for pupils who enjoy physical geography and science.
Physics helps explain many of the processes underlying the natural world.
Mathematics provides quantitative tools.
Geography puts those ideas into much larger real-world contexts.
A pupil interested in climate, energy, earthquakes, oceans, weather, transport or resources might find this an unusually satisfying combination.
16. Art, Mathematics and Physics
Good for: Architecture, Design, Engineering and creative technical careers.
Not every pupil fits comfortably into the label “arts student” or “science student”.
Some are both.
This combination brings together creativity, visual communication, mathematical reasoning and physical understanding.
It could be considered by a pupil interested in Architecture, product design or other fields in which technical thinking and creativity meet.
However, Architecture requirements vary considerably between universities and portfolios can be important.
Never assume that one particular A-level combination is compulsory everywhere simply because it sounds logical.
17. Mathematics, One Science and One Essay Subject
Examples could include:
Mathematics + Physics + History
Mathematics + Biology + Geography
Mathematics + Chemistry + Politics
Mathematics + Biology + English Literature
Good for: the pupil who genuinely does not yet know.
There is sometimes too much pressure on 16-year-olds to define themselves.
“I’m a scientist.”
“I’m an arts person.”
“I’m going into finance.”
“I want to be a doctor.”
Some pupils genuinely know.
Many do not.
A broad combination can be perfectly sensible.
The Russell Group’s Informed Choices tool is particularly useful here because pupils can enter different post-16 subjects and investigate the university areas they might leave open.
Breadth should not, however, become randomness.
If Medicine, Engineering, Economics, Mathematics or another degree with specific subject requirements is a realistic possibility, check those requirements before dropping an important subject.
Five combinations to investigate particularly carefully
Some choices are not necessarily bad combinations, but they deserve additional research.
Physics without Mathematics
A pupil can sometimes study A-level Physics without A-level Mathematics depending on the sixth form.
But anyone thinking seriously about Physics or Engineering at university should investigate course requirements before doing this.
Many university routes in these areas are highly mathematical.
Economics without Mathematics
Perfectly reasonable if you simply love Economics at A level.
Potentially problematic if you later decide you want a highly mathematical Economics degree.
UCL Economics is a clear current example of a course requiring Mathematics.
Computer Science without Mathematics
Again, this may be absolutely fine as an A-level programme.
But do not conclude that having Computer Science A level will compensate for not having Mathematics on every Computer Science degree.
Cambridge’s current Computer Science requirements demonstrate how important Mathematics and Further Mathematics can be.
Medicine without Chemistry
Requirements vary between medical schools, so there is no value in making sweeping claims.
However, Oxford currently requires Chemistry and Cambridge also includes Chemistry in its subject requirements. Anyone considering Medicine should therefore research medical schools carefully before dropping Chemistry.
Three very similar subjects simply because they “look impressive”
A pupil should not take Mathematics, Further Mathematics and Physics because somebody told them it is the cleverest combination.
Equally, they should not choose three essay subjects because they have been told those are best for Law.
The subjects have to fit the pupil.
Do you actually need to know your career at 16?
No.
And this is perhaps the most reassuring message for pupils reading this after GCSE results.
You do not have to have your life mapped out.
The aim is not to decide exactly what job you will be doing at 35.
The aim is to avoid making an unnecessary decision now that removes something you already think you might want later.
There is a big difference between:
“I have no idea whether I want to be an accountant, teacher, journalist or scientist.”
and
“I am seriously considering Medicine.”
The second pupil needs to investigate requirements much more carefully.
Three A levels or four?
Another results-day conversation is whether to take three or four.
Taking four does not automatically make an application better.
UCL, for example, states that its undergraduate entrance requirements are based on three A levels and, where applicants study more than three, offers are still based on three grades including any required subjects.
There can certainly be reasons to start four.
Mathematics and Further Mathematics may naturally be taken alongside two other subjects.
Some schools deliberately start pupils with four.
A pupil might also genuinely want to explore four subjects before making a final decision.
But the guiding principle should be:
quality rather than collecting subjects.
Three excellent grades with strong understanding and genuine enthusiasm are a very different proposition from becoming overwhelmed by an unnecessary fourth subject.
Further Mathematics deserves a special mention
One subject pupils should investigate carefully after GCSE results is Further Mathematics.
A pupil receiving an 8 or 9 in GCSE Mathematics and considering Mathematics, Engineering, Physics, Economics or Computer Science should at least find out what their sixth form offers.
Cambridge’s subject-choice guidance specifically highlights Further Mathematics for several mathematically demanding courses.
That does not mean every strong mathematician should take it.
It means pupils should make the choice knowingly.
Finding out in Year 13 that a subject would have strengthened your preparation is rather late.
What about Law?
Pupils sometimes believe they need A-level Law to study Law at university.
Do not make assumptions of this kind.
University requirements should be checked individually rather than inferred from the degree title.
For many humanities and social-science courses, universities are interested in whether pupils have the academic skills needed for the degree rather than necessarily requiring an A level with exactly the same name.
The same principle applies to several other subjects.
You do not necessarily need A-level Economics for Economics.
You do not necessarily need A-level Computer Science for Computer Science.
And studying Psychology at university does not automatically mean every institution will require A-level Psychology.
Check. Don’t guess.
Should you take the subject in which you got your highest GCSE grade?
Maybe.
But GCSE results should inform a decision rather than make it automatically.
Imagine a pupil receives:
Mathematics — 9
Physics — 9
Chemistry — 8
History — 8
Geography — 7
The obvious-looking combination might be Mathematics, Physics and Chemistry.
But what if Geography is the subject they read about at home?
What if they cannot imagine giving it up?
What if their real interest is climate science?
The grades matter.
Interest matters too.
A levels involve two years of increasingly difficult study. Motivation becomes important when the novelty of sixth form has disappeared and there is another set of notes, questions or essays to complete.
Don’t choose an A level because your friend is doing it
This happens more than pupils admit.
Two friends decide they will both take Psychology.
One changes their mind.
They are placed in different classes anyway.
Six months later the other pupil is still studying a subject they never particularly wanted.
Your friends matter.
Your friendships matter.
But they should not determine your academic programme for the next two years.
Don’t choose it solely because you like your GCSE teacher
A brilliant teacher can inspire a pupil to love a subject.
That is one of the best things a teacher can do.
But your GCSE teacher may not teach you in Year 12.
Look at the actual A-level course.
Ask the department:
What topics will we study?
How much Mathematics is there?
How much essay writing?
How much practical work?
Is there coursework?
What does an actual A-level paper look like?
How much independent reading is expected?
What do pupils usually find hardest?
Those questions can reveal much more than the subject title.
Ignore the playground league table of “easy” and “hard” A levels
There is no universally easy A level.
Difficulty depends partly on the pupil.
A student who loves algebra may happily spend an evening solving mechanics problems but find a History essay painfully difficult.
Another pupil may write effortlessly for three pages but dread manipulating equations.
The important question is not:
“Which A level is easiest?”
It is:
“Which A levels suit the way I think and the things I enjoy?”
GCSE results day: a simple way to make the final decision
When the results arrive on Thursday, don’t make the decision simply by picking the three highest grades.
Start with the combination you were already considering.
Then ask:
Do my results meet the sixth form’s entry requirements?
UCAS notes that sixth forms and colleges commonly have general and subject-specific GCSE requirements for A-level study.
Then ask:
Do I still want to study these subjects?
GCSE results can change confidence, but one unexpected grade does not necessarily need to change everything.
Then ask:
What might I want to do after sixth form?
You do not need one answer. Write down three or four possibilities if necessary.
Then:
Look up the entry requirements for those courses.
Universities and colleges set their own entry requirements, and these vary by course and institution.
Finally ask:
Am I closing a door that I genuinely care about?
If not, you probably have a sensible combination.
One final thought for parents
Results morning can become surprisingly tense.
Parents see an unexpected grade and immediately begin solving the problem.
“You should take Chemistry.”
“Don’t do Art.”
“You got a 9 in History — you have to take it.”
“Economics will be more useful.”
Often the most helpful thing a parent can do is slow the conversation down enough for the young person to think.
Ask:
Which subject would you be most disappointed never to study again?
Which one are you genuinely excited to start?
What might you want to do at 18?
Have we actually checked what those courses require?
Are you choosing this subject because you want it or because somebody else thinks you should?
That is likely to lead to a better decision than attempting to construct the combination that sounds most impressive.
The bottom line
The best A-level combination is not necessarily:
the three subjects with the highest GCSE grades,
the three hardest-sounding subjects,
the three your friends are taking,
or the three subjects somebody believes universities “like”.
A good combination sits where ability, enjoyment and future opportunity overlap.
GCSE results day may alter the plan.
That is fine.
A grade may open a possibility that did not seem realistic before. Another may mean talking to the sixth form about alternatives.
But pupils do not need to have their entire future worked out by Thursday afternoon.
They simply need to make the next decision thoughtfully.
Choose subjects you can imagine working hard at for two years. Check the requirements of any degrees you are seriously considering. And try not to close a door you already know you may want to walk through.
Sources used
Ofqual – Student guide to exams and assessments in 2026
Used to confirm that GCSE results in England are released on Thursday 20 August 2026.
https://www.gov.uk/government/publications/ofqual-student-guide-to-exams-and-assessments-in-2026/what-happens-after-you-have-taken-your-exams-or-assessments
Russell Group – Informed Choices
Used for general guidance on choosing post-16 subjects and keeping university options open.
https://www.informedchoices.ac.uk/
UCAS – A levels and post-16 qualifications
Used for information on sixth-form entry expectations and subject-specific GCSE requirements.
https://www.ucas.com/further-education/post-16-qualifications/qualifications-you-can-take/levels
UCAS – University entry requirements
Used for the principle that universities set their own course requirements and that pupils should check individual courses.
https://www.ucas.com/international/international-students/applying-university-international-student/entry-requirements-uk-courses
University of Cambridge – Choosing your A-level subjects
Used for guidance on Further Mathematics and mathematically demanding courses.
https://www.undergraduate.study.cam.ac.uk/apply/before/choosing-high-school-subjects
University of Cambridge – Computer Science
Used for current guidance on Mathematics and Further Mathematics for Computer Science applicants.
https://www.undergraduate.study.cam.ac.uk/courses/computer-science-ba-hons-meng
University of Cambridge – Engineering
Used for current Engineering subject guidance.
https://www.undergraduate.study.cam.ac.uk/courses/engineering-ba-hons-meng
University of Cambridge – Medicine
Used for current Medicine subject requirements.
https://www.undergraduate.study.cam.ac.uk/courses/medicine-mb-bchir
University of Oxford – Medicine
Used for current A-level requirements including Chemistry and an additional science or Mathematics subject.
https://www.medsci.ox.ac.uk/study/medicine/pre-clinical/requirements
University of Oxford – Undergraduate admissions requirements
Used for examples of current subject requirements across Oxford courses.
https://www.ox.ac.uk/admissions/undergraduate/courses/admissions-requirements/summary-table-of-admissions-requirements
UCL – Economics BSc
Used to illustrate the importance of A-level Mathematics for some Economics degrees.
https://www.ucl.ac.uk/prospective-students/undergraduate/degrees/economics-bsc-econ-2026
UCL – Philosophy, Politics and Economics BSc
Used as an example of a PPE course requiring Mathematics.
https://www.ucl.ac.uk/prospective-students/undergraduate/degrees/philosophy-politics-and-economics-bsc-2026
UCL – Undergraduate entry requirements
Used for guidance on three versus four A levels.
https://www.ucl.ac.uk/study/prospective-students/undergraduate/how-apply/entry-requirements
University entry requirements can change. Pupils should always check the current admissions page for the individual course and university they are considering before making final subject choices.
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