GCSE Results – girls do well in sciences and languages
Girls who attend girls’ schools have performed outstandingly in today’s GCSE results, with particular success in sciences and languages. A random selection of results from Girls’ Schools Association member schools include the following:
At City of London School for Girls, 96% of entries achieved grades A*-B and a quarter received 10 A*s or more. In Languages, 98.5% of entries achieved A*-A grades while in combined sciences (biology, chemistry and physics) over 77% scored A* grades.
At Redland High School, 98% of pupils’s GCSE entries have been awarded at least one A* / A grade and a quarter of all pupils have received 10 or more A* / A grades. Eighty per cent of all pupils studying biology, chemistry or physics achieved the top A* / A grade. Every GCSE student has been awarded at least one science subject at grade A* – C and in languages the A*/A pass rate is 70% (90% in Spanish and German). Student Francesca Millar achieved 11 A* grades.
Eighty one per cent of GCSE entries at The Maynard School achieved A* or A grades in physics, and 71% of these top grades were in mathematics. Two students, Olivia Crawford and Isabel Kidner, are celebrating 10 A*s each.
At Croydon High School, over 85% of all entries were graded at A*- B, with 96.67% achieving A* to C grades. In maths, 88.4% of entries awarded A* to B grades. All girls at the school take all three sciences and are celebrating a 83.9% pass rate at grades A*- B. The languages pass rate is 100% A* – B in German and 92.5% and 83.3% A* – B in French and Spanish respectively.
In York, The Mount School is celebrating the fact that 100% of pupils passed five GCSEs with grades A*-C. Top achiever Caroline Rosenzweig (9 A*s, 1A and another A* in further maths) already has her sights set on an engineering degree at Harvard.
And in Lancashire, 98% of students at Moreton Hall have achieved five or more passes at A*- C and 91% of grades awarded for separate sciences were A*-A grades.
President of the Girls’ Schools Association, Alice Phillips, said:
“These results show, yet again, that girls’ schools are a powerful environment for enabling girls to do well in traditionally more difficult STEM and languages subjects.”