Helping Your Child Choose the Right A Levels
Choosing A Levels can feel like quite a big decision.
At 15 or 16, we’re basically asking our teens to choose three subjects that they’ll spend the next two years studying, when quite a lot of them still have absolutely no idea what they want to do afterwards.
Some will know straight away. Others will change their minds approximately 27 times.
And that’s fine.
When we were going through A-Level choices, I found it helped to look at a few things rather than getting too caught up in finding the “perfect” combination.
Start with the subjects they actually enjoy
This sounds obvious, but I think it’s probably the best place to start.
Which lessons do they genuinely enjoy? What subjects are they interested enough in to spend another two years studying?
A Level is a big step up from GCSE and there’s a lot more independent work involved, so choosing something purely because they think they should isn’t always the best idea.
That doesn’t mean they have to absolutely love every subject.
But if they already dread it at GCSE, choosing to do even more of it for another two years probably needs some thought.
Look at what they’re good at too
Enjoyment is important, but so is ability.
Look at their predicted grades, mocks and how they’ve generally performed over the last couple of years rather than relying on one exam result.
It’s also worth speaking to their teachers.
They’ll have a much better idea of what’s involved at A Level and whether your teen is likely to cope with the jump.
Sometimes the subjects they’re naturally strongest at aren’t necessarily the ones they’d immediately think about choosing.
Check the GCSE entry requirements
This is an important one because every sixth form and college can set its own entry requirements.
As a general guide, students will usually need at least five GCSEs at grades 9–4 to study A Levels, and many schools and colleges ask for around a grade 6 in the subject they want to continue. But requirements vary, particularly for subjects like Maths and the sciences.
So check the actual requirements for the sixth form or college they’re applying to.
And check them before they get too attached to a particular combination.
If GCSE Results Day has already happened and they haven’t quite got the grades they needed, it’s still worth speaking to the sixth form or college rather than assuming that’s the end of it.
Consider their future plans… if they have any
If your teen already has a particular university course or career in mind, work backwards.
Some university courses require particular A Levels.
For example, Maths is required for many Maths-related degrees, while Medicine courses commonly have specific science requirements. Exactly what’s needed varies between universities, so I’d always check individual course requirements rather than relying on a general list. UCAS recommends doing this before A-Level choices are finalised.
Their A-Level choices can therefore close off certain university courses later if they haven’t taken a required subject.
That sounds scary, but it doesn’t need to be.
If they have a rough idea of what they might want to study, have a look at a handful of university courses together and see what subjects they ask for.
If university might be on their radar, I’ve also looked at how much GCSE grades matter for university.
What if they have no idea what they want to do?
Also completely normal.
I certainly wouldn’t expect every 15 or 16-year-old to have their future career mapped out.
If they genuinely don’t know, I’d focus on choosing subjects they enjoy, are reasonably good at and which leave them with a decent range of options afterwards.
UCAS gives very similar advice: think about what they enjoy and are good at, any subjects they might need later and how open they want to keep their future choices.
This is also where getting some proper advice around choosing A Levels can be useful, particularly if they’re unsure how different subject combinations might affect what they can do later.
Do some A-Level combinations work better than others?
Sometimes, particularly if they’re considering a specific university course.
Some degree courses require particular subjects or combinations. At Cambridge, for example, subject choices can affect which courses students are able to apply for, particularly within STEM. Cambridge advises students interested in maths or science courses to think carefully about combinations of Biology, Chemistry, Physics, Maths and Further Maths.
But I wouldn’t take that to mean every teenager needs to choose some supposedly “perfect” set of A Levels.
For most students, it’s much more useful to work backwards from any courses they’re genuinely considering.
And if they aren’t considering Cambridge or another course with very specific requirements, don’t make their choices around Cambridge requirements!
Should they choose three or four A Levels?
For most students, three is absolutely normal.
A Levels are usually studied as three or more subjects over two years, and most people choose three.
Taking four isn’t automatically better.
Even Cambridge says its offers are usually based on three A Levels taken together in Year 13 and that taking four doesn’t normally give applicants an advantage, although Further Maths can be useful or expected as a fourth subject for some STEM courses.
I’d much rather my teen did really well in three subjects than overloaded themselves with four because they thought universities would be more impressed.
What about subjects they haven’t studied at GCSE?
This can make choosing even harder.
Psychology, Sociology, Politics and Economics are just some of the subjects teenagers might suddenly be offered at A Level without having studied them before.
They shouldn’t automatically rule those out.
But I’d definitely encourage them to find out what the course actually involves.
Read the course description. Look at the specification. Ask teachers. Go to the sixth-form open evening and speak to current students if possible.
A subject can sound completely different from what it actually involves.
And yes, this works both ways. Something they weren’t particularly interested in initially might turn out to be exactly their thing.
Balance challenge with enjoyment
I’d try to find a balance.
They want subjects that will challenge them, obviously, but taking three subjects purely because they look impressive isn’t necessarily going to make for a very happy two years.
Likewise, choosing three subjects because their friends are taking them probably isn’t the strongest strategy either.
They’re the ones who’ll have to sit through the lessons, do the coursework and revise for the exams.
Their friends might not even end up in the same classes.
Don’t choose based on the teacher
We’ve all had teachers we love.
But teachers move schools, go on maternity leave, change year groups and sometimes just don’t end up teaching the class your teen expected.
A brilliant teacher can definitely spark an interest in a subject, but I’d make sure your teen likes the subject itself, rather than choosing it because they want the same teacher for another two years.
Look at how the subject is assessed
This is something that’s quite easy to overlook.
Some teenagers are much happier sitting exams. Others do better when there’s coursework, practical work or extended projects involved.
Have a look at how each A Level is assessed.
If they’re choosing three subjects that are all heavily essay-based, for example, are they happy writing that many essays?
Likewise, someone who really struggles with exams might want to understand exactly how much of their final grade will depend on them.
It shouldn’t dictate their choices completely, but it’s useful to know what they’re signing up for.
Go to sixth-form and college open evenings
Open evenings are really useful for this.
Don’t just look around the building and grab a prospectus.
Speak to the subject teachers.
Ask what students tend to find difficult. What GCSE grades do they normally expect? How big is the jump from GCSE? What does the workload actually look like?
If there are current students around, even better.
Teenagers will sometimes ask another teenager something they’d never dream of asking a teacher while we’re standing next to them.
What if they change their mind after GCSE Results Day?
This happens all the time.
They might do better than expected in one subject. Worse in another. Or simply spend the summer thinking about it and decide that one of their original choices isn’t right anymore.
Their choices aren’t necessarily set in stone.
Whether they can change will depend on the sixth form or college, available spaces, entry requirements and whether the new combination works on the timetable.
I’d encourage them to ask at enrolment rather than assume it’s too late.
And even after term starts, there may still be a short window where changes are possible.
I’ve covered more about that transition in Starting Sixth Form or College: What Parents Need to Know.
Keep their options open, but don’t obsess over it
There’s a lot of advice online about choosing subjects that “keep your options open”.
That’s useful to a point.
But it’s impossible to keep every possible option open.
A teenager interested in engineering is likely to need a very different combination from someone considering English or History.
The aim isn’t to somehow find three magical A Levels that lead to every university course and career imaginable.
It’s to choose subjects that suit them now, while checking that they aren’t accidentally closing the door on something they’re already seriously considering.
Let it be their decision
Probably the hardest bit for us parents.
We can research. Ask questions. Point things out. Encourage them to think ahead.
But ultimately they’re the ones doing the A Levels.
I’d be wary of pushing a subject because we think it’s more useful, more academic or more likely to lead to a good career if they really don’t want to study it.
Three A Levels is a lot of work.
Having some genuine interest in what they’re studying makes those two years a lot easier.
And if they don’t have their whole life planned out at 16?
I really wouldn’t worry.
Most of us didn’t either.
FAQs about choosing A Levels
How many A Levels should my child choose?
Most students study three A Levels. Some start with four or take Further Maths as an additional subject, but four isn’t automatically better for university applications.
What GCSE grades do you need for A Levels?
It varies by school or college. Generally, students will need around five GCSEs at grades 9–4, and many providers ask for around a grade 6 in subjects being continued at A Level. Always check the actual entry requirements for the sixth form or college.
Should you choose A Levels based on what you want to study at university?
If your teen already has a university course in mind, definitely check its entry requirements before choosing. Some degrees require particular A Levels. If they have no idea what they want to study yet, choosing subjects they enjoy and are good at while keeping a reasonable range of options open is sensible.
Is it OK to choose an A Level you haven’t studied at GCSE?
Yes. Plenty of A-Level subjects aren’t commonly offered at GCSE. The important thing is understanding what the course involves and checking whether there are any entry requirements.
Can you change A Levels after GCSE Results Day?
Potentially, yes. It depends on the sixth form or college, subject entry requirements, available places and timetable combinations. It’s worth asking at enrolment if your teen has changed their mind.
Is it better to take four A Levels?
Not necessarily. Three is the normal number, and universities generally make offers based on three. Taking four can make sense in some circumstances, particularly Further Maths for certain STEM routes, but more isn’t automatically better.
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