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John Dunford, head of the Association of School and College Leaders, echoed his optimism about the rising takeup of maths and science subjects.

“We welcome the increases in maths, further maths, the sciences and languages at A-Level," he said.

“It is what we have been hoping for for several years. The concerns we were talking about last year about the declining trends in those subjects has at last been turned around.”

However, Richard Lambert, director-general of the Confederation of British Industry (CBI), warned that the numbers taking science and maths A-levels had to continue to rise substantially for Britain to thrive.

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“Employers congratulate students and teachers on these results, and it is great to see young people succeed. A-Levels reflect ability and determination, and are valued and understood by business," he said.

Teachers' leaders dismissed claims that the unprecedented level of achievement suggested a lowering in standards. Dr Mary Bousted, general secretary of the Association of Teachers and Lecturers (ATL), said the focus should be on the “hopes and dreams of young people” rather than debates about “dumbing down” or comparisons with other qualifications.

She said: “The debate about qualifications is one worth having, but not today. Young people’s qualifications should not be used as political footballs to be booted into touch when it suits an older, more cynical generation.”

Christine Blower, acting general secretary of the National Union of Teachers, said the results were a “ringing endorsement” of high quality teaching standards and student attainment.

Jim Knight, Schools Minister, announced plans to introduce a 5,000-word dissertation, open-ended questions and an A* top grade to distinguish the most brilliant pupils from those who are simply excessively drilled for exams.

Some critics have argued that universities are finding it increasingly difficult to select pupils because so many are now achieving A grades.

He also defended the introduction of the diploma, the vocation based qualification, in September saying it would bridge the gap between academic and vocational qualifications.

He said: "What the diploma will introduce is an additional form of teaching and learning. We are going to be expanding the apprenticeship, the traditional form of vocational learning.

“We are reforming the A-level, the traditional form of academic learning. But in between those and alongside those, the diplomas will bring out the academic best in young people by relating their learning strongly to the world of work.”

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