Following the publication of the government’s curriculum and assessment review on 5th November, Alex Wilson, Head of Sheffield Girls’ GDST, has spoken in support of pupils having protected access to studying the individual sciences at GCSE.
At Sheffield Girls’ we offer Biology, Chemistry and Physics as separate GCSEs because depth matters. Studying the single sciences gives pupils more curriculum time in each subject, more practical investigation and a stronger conceptual grounding. That additional precision pays off later. It smooths the step to A Level, keeps competitive pathways open, from Medicine and Veterinary Science to Engineering, Computer Science and Data, and builds the academic confidence girls need to choose, and stay with, high-tariff STEM courses at university.
Our strength in the sciences is underpinned by specialist teachers with deep academic expertise. Our Heads of Department bring rigorous subject knowledge from leading universities, including Oxford, Cambridge, Manchester and Imperial College London, and draw on years of classroom experience to guide pupils with clarity and ambition. This specialist teaching sits alongside outstanding laboratory facilities and a rich co-curricular offer that allows pupils to explore, test ideas and discover their interests early.
Beyond the classroom, girls benefit from an exceptional range of science enrichment opportunities. Our recently launched Aviation Club, led by Physics specialist and avid light aircraft pilot Stuart Dodson, introduces pupils to aviation engineering and the mechanics of flight through hands-on simulation and project work. Pupils with an interest in space exploration can take part in our Space Tech programme, working towards a NASA-accredited diploma that builds skills in coding, remote sensing and satellite technology.
For pupils leaning towards Medicine and the life sciences, our student-led Medical Society provides mentoring, talks, application guidance and peer support. Members also take part in our popular Dissection Doctors sessions, which give girls structured, guided access to anatomical study and practical technique in a safe, supportive environment. Our Sixth Formers also enjoy taking on leadership roles in STEM clubs and societies, for example leading dissection sessions with younger pupils and helping with Infant and Junior science lessons.
Inspectors, universities and employers tell us repeatedly that secure knowledge, fluent practical skills and visible commitment to a discipline remain some of the strongest indicators of future success. Our subject experts, specialist facilities and wide-ranging co-curricular routes support exactly that.
The national context stands in stark contrast. Despite the direction set out in the government’s curriculum review, many state schools are struggling to offer, or sustain, triple science because of acute staffing shortages, particularly in Physics. Teacher vacancies remain at record levels, and recent data suggests that up to 700,000 pupils in the UK do not have a specialist physics teacher at all (NFER). With fewer experts available, pupils experience reduced practical work, limited choice and fewer routes into A Level Physics, which remains a critical gateway for engineering and technology degrees.
Policy is edging towards a statutory entitlement to study the sciences separately, but an entitlement without the capacity to deliver it risks widening gaps. If a school cannot staff Physics, girls cannot choose it.
Our commitment is clear: to provide depth, continuity and real choice. In a landscape where many schools face significant barriers to resourcing specialist science teaching, we are proud to give our pupils a pathway that prepares them fully for A Level and beyond. It opens routes into high-growth STEM fields where young women remain underrepresented and equips them with the curiosity, resilience and ambition to thrive.
When girls can study the separate sciences well, and see women teaching, leading and succeeding in them, they do more than keep doors open. They step forward with confidence and walk through them.
Alex Wilson, Head
