A mixed picture on GCSE results in Wales

ColegauCymru today congratulates all learners receiving their GCSE results and celebrates the hard work that has gone into their achievements.

While overall GCSE performance has improved by 1.2 percentage points with 62.8 per cent of candidates achieving a C grade or above when compared with 2018, there has been a drop in candidates receiving grades A*-C in Mathematics, Mathematics-Numeracy, English Language and English Literature.

In Welsh (first) Language, the percentage of learners at A*-C fell slightly on the previous year, while Welsh (second) Language saw a significant rise in the number of entries, partly explained by the removal of the Welsh Second Language short course. This has impacted on overall student outcomes with 63.1 per cent achieving grades A*-C in 2019 compared with 74.8 per cent in 2018.

The Welsh Baccalaureate saw an overall rise in success, as did the Skills Challenge Certificate element.

Dr Rachel Bowen, Director of Policy and Public Affairs at ColegauCymru / CollegesWales said: “Today is about celebrating the success of learners across Wales and supporting them to take the exciting next steps towards a rewarding career. We would encourage learners, along with their parents and carers, to think about the enormous range of possibilities now open to them and the potential of taking vocational routes as well as traditional academic ones. Across Wales, Further Education colleges offer a huge range of courses: a variety of vocational options as well as A Levels.”

“For those learners who might not have achieved everything they hoped today, there are still a great range of options available throughout Wales’ further education college network, including resits and specialised support for learners who need it. There are also exciting opportunities for adults looking to upskill as we aim to create a culture of lifelong learning in Wales.”

“Over the coming weeks and months, ColegauCymru looks forward to working with key stakeholders to analyse the GCSE results and trends in more detail and developing policy options to ensure more learners are better supported to reach their full potential at this stage of their education.”