english baccalaureate research january 2013 · english baccalaureate research january 2013 updated...

English Baccalaureate Research January 2013 Teacher number statistics updated May 2013

Key Findings .............................................................................................................. 2 Withdrawing arts subjects ........................................................................................ 3 Children at schools with a high proportion of FSM more affected .......................... 4 Children and young people’s access to cultural activities ........................................ 5 Patterns in GCSE entries ........................................................................................... 6 Teacher numbers ...................................................................................................... 8

Initial Teacher Education numbers ....................................................................... 8 Appendix A - Analysis of the DfE Impact of the English Baccalaureate research ..... 9 Appendix B - Patterns in GCSE entries .................................................................... 14

Numbers of GCSEs sat in arts subjects 2002-2012 ............................................. 14 Number of GCSE sat 2002-2012 in arts subjects as a % of pupil numbers ......... 17 Subject percentage of total number of GCSEs sat .............................................. 19 GCSE attempts by subject by type of school ...................................................... 21

Appendix C - Information from DATA on Design and Technology GCSE entry patterns. ................................................................................................................. 23 Appendix D - Teacher numbers .............................................................................. 25

Number of teachers in schools Keystage 3 to 5 .................................................. 25 Highest level of qualification held in a relevant subject by teachers ................. 32 Percentage of hours taught a week by teachers with any relevant post A-Level qualification ........................................................................................................ 35 Percentage of hours taught a week by teachers with degree or higher ............ 36

Appendix E - Initial Teacher Education entrants .................................................... 37 Author: Sam Cairns [email protected]

English Baccalaureate Research January 2013

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Key Findings

• Schools are withdrawing arts subjects as a result of the English Baccalaureate

• Schools with a high proportion of children on free school meals are more than twice as likely to withdraw arts subjects than schools with a low proportion (21% versus 8%)

• GCSE entries in arts subjects have fallen 20% in the last decade, and continue

to fall The English Baccalaureate (EBacc) is having an adverse effect on arts subjects in schools. 15% of schools surveyed by Ipsos MORI in 2012 had withdrawn one or more arts subjects as a result of the EBacc. 21% of schools with a high proportion of free school meals (FSM) reported withdrawing arts subjects. This comes on the heels of a decade long fall in the number of students taking arts GCSEs. In the case of GCSEs in Art and Design subjects this fall is precisely similar to the drop in Geography GCSE entries, a drop that the government cites as one of the reasons for including Geography in the Ebacc. A further worrying trend, and one highlighted as an unintended consequence of the EBacc by the House of Commons Education Committee1, is the impact of the EBacc on children from disadvantaged backgrounds. Children at schools with a high proportion of FSM are more likely to have arts subjects withdrawn, and to have their GCSE option blocks affected; 65% of schools with high FSM reported changing their GCSE options as a result of the EBacc compared to 30% of schools with low FSM. The Committee also raised concerns that the EBacc would not only focus resources away from non-EBacc subjects, like the arts, but also away from the most vulnerable and disadvantaged children, as schools concentrated on students on the borderline of achieving the EBacc. These unintended impacts on the most disadvantaged children raise grave concerns, not least because of the evidence that arts subjects raise the attainment of children from lower socio-economic backgrounds, increase their employability and increase their chances of engaging with their communities. Research shows children from lower socio-economic backgrounds who take part in arts activities at school are three times more likely to get a degree, twice as likely to volunteer and 20% more likely to vote. Scottish research shows employability of students who study arts subjects is higher and they are more likely to stay in

1 House of Commons Education Committee, The English Baccalaureate Fifth Report of Session 2010-12 Volume I (London: The Stationary Office Limited, 2011)


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employment2. Schools provide a vital universal access point for children to the arts, and in some cases provide the only access point. DCMS Taking Part data shows that 33% of 11-15 year old boys and 20% of girls do not access arts outside of schools3 and that children from lower socio-economic backgrounds have less access to arts than children from wealthier families. Schools with a high proportion of FSM withdrawing arts subjects, narrowing children’s access to the arts should ring alarm bells.

Withdrawing arts subjects In 2012 the Department for Education commissioned Ipsos MORI4 to survey schools on the impact of the Ebacc. Their sample consisted of 618 schools. See Appendix A for detailed analysis of the data. From the Ipsos MORI data5 we know in 2012:

• 15% of schools surveyed withdrew one or more arts subjects6. • 21% of schools with a high proportion of FSM7 withdrew one or more arts

subjects compared to 8% of schools with a low proportion of FSM. • 10% of schools with a high proportion of FSM said they had withdrawn

Drama as a subject or course compared to 3% of schools with a low proportion of FSM.

This correlates with the expectations of the expert witnesses at the House of Commons Education Committee held in April 2011 recorded in the report The English Baccalaureate who expected music to be damaged by the EBacc proposals8. The statistics below provide the detailed survey results from the Ipsos MORI survey which reported that 27% of schools had withdrawn any subject as a result of the

2 Cultural Learning Alliance, The Case for Cultural Learning: key research findings (London: Cultural Learning Alliance, 2011) 3 Helen Jones, Peter Millward (Knight, Kavanagh and Page) and Babatunde Buraimo (University Of Central Lancashire), Child participation in culture and sport Analysis of the 2008/09 Taking Part Survey, DCMS, London 2011, page 5-6 4 Helen Greevy, Anastasia Knox, Fay Nunney & Julia Pye, Ipsos MORI The effects of the English Baccalaureate (London: Department for Education, 2012) 5 Data acquired via a Freedom of Information request asking for the 618 survey returns the publication The effects of the English Baccalaureate was based on. 6The effects of the English Baccalaureate asked schools about subjects withdrawn. We have defined the following subjects from their list as arts subjects: Art, Drama/performing arts, Media studies, Music, Technology/Design technology, Textiles 7 High proportion of FSM-eligible pupils = above 16%, Medium proportion of FSM-eligible pupils = 6%-16%, Low proportion of FSM-eligible pupils = less than 6% 8House of Commons Education Committee, The English Baccalaureate Fifth Report of Session 2010-12 Volume I (London: The Stationary Office Limited, 2011) Q54 and Q55


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EBacc. We further analysed the data to isolate the number of schools who had withdrawn one or more arts subjects.

Withdrew one or more arts subjects Proportion FSM High Medium Low All schools Withdrew non arts subjects 30 20 16 66 Withdrew one or more arts subjects 44 35 16 95 No subjects withdrawn 135 159 163 457 All schools in survey 209 214 195 618

Withdrew one or more arts subjects Proportion FSM High Medium Low All schools Withdrew non arts subjects 14% 9% 8% 11% Withdrew one or more arts subjects 21% 16% 8% 15% No subjects withdrawn 65% 74% 84% 74%

What subjects or courses have been withdrawn? (Question 13b of the Ipsos MORI survey)

Subject cut Proportion of FSM High Medium Low All schools Art 5% 5% 3% 4% Drama/Performing Arts 10% 5% 3% 6% Media studies 1% 1% 1% 1% Music 6% 4% 2% 4% Technology/Design technology 3% 6% 2% 4% Textiles 2% 5% 1% 3% P.E/Sport 2% 3% 3% 3%

(PE has been included to provide a comparison)

Children at schools with a high proportion of FSM more affected The English Baccalaureate performance measure is disproportionately affecting children at schools with a high proportion of pupils with Free School Meals9 (FSM). As set out above schools are more likely to withdraw an arts subject if they have a high proportion of FSM than schools with a low proportion (21% versus 8%).

9 Free School Meals (FSM) have been found to be a proxy for children from families:

• In the bottom quartile of the income distribution • FSM status proxies “best” children in workless families and those with only one part-

time worker FSM is status is statistically significant in the proxy variable regressions, so it does predict achievement in the absence of true SES (Socio-Economic Status) measures. However, FSM status does not always do a good job as a proxy for the true SES of the child. Graham Hobbs and Anna Vignoles, Is Free School Meals a Valid Proxy for Socio-Economic Status (in Schools Research) Centre for the Economics of Education, London, 2007


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In addition schools with a high proportion of FSM are:

• twice as likely to report the EBacc influenced the GCSE options blocks they offered their Year 9 pupils in 2011/12 than schools with a low proportion (65% v 30%)

• twice as likely to report the EBacc influenced their school’s curriculum 2011/12 than schools with a low proportion (61% v 32%)

• three times as likely to be planning to make changes to their curriculum

offer 12/13 for reasons related to the EBacc than schools with a low proportion (21% v 7%)

• over twice as likely to report a subject or course has been withdrawn as a

result of the EBacc than those with a low proportion of free school meals (46% v. 20%)

Children and young people’s access to cultural activities We know that children from families with lower socio-economic status have less access to arts within their families. Schools provide a universal point of access for children, and are the only point for access for some. Analysis published in 2011 by the DCMS of the 2008/09 Taking Part Survey data on 5-15 year olds engagement in culture, leisure and sport reported10:

• Among boys, one in four (25%) of those aged 5-10 and one in three (33%) of those aged 11-15 did not take part in cultural activities outside of school.

• Meanwhile, among girls, non-participation in cultural activities was lower – one in six (17%) of those aged 5-10 and one in five (20%) of those aged 11-15 did not take part in cultural activities outside of school.

In 2009 Ipsos MORI found 77% of parents with A Levels or a degree reported their child as having participated in cultural activities with the family in the past year compared to 60% of parents with no qualifications11. The same study also found that there are ‘no statistically significant differences in terms of children’s participation with their school by parental qualification level’12. The Ipsos MORI 2009 report also found:

10 Helen Jones, Peter Millward (Knight, Kavanagh and Page) and Babatunde Buraimo (University Of Central Lancashire), Child participation in culture and sport Analysis of the 2008/09 Taking Part Survey, DCMS, London 2011, page 5-6 11 Ipsos MORI, Parents’ views on creative and cultural education Report produced for Creativity, Culture and Education, Ipsos MORI 2009, page 12 12 Ipsos MORI 2009, page 12


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• 20% of parents say their child has not been involved in some form of cultural activity with the family in the last 12 months

• 75% of parents say their child (aged up to 19) had taken part with their school in a cultural activity in the past 12 months

• 74% of parents say their child had taken part in a cultural activity with their family in the past 12 months

• 60% of parents with degrees consider regular participation to be very important

• 42% of parents without formal qualifications consider regular participation to be very important

The DCMS Taking Part survey found that in 2011/1213

• 99.2% of children aged 5-15 had engaged with the arts in the last year • 98.6% of children aged 5-10 had engaged in arts outside of school in the last

year, in 2009/10 this figure was 97.2% • 78.2% of adults (16+) had engaged in the arts in the last year (84.9% of adults

from upper SES groups had engaged and 67.5% of adults from lower SES groups)

Further examination of the above figures is needed to identify the different results for level of participation in activities outside of school.

Patterns in GCSE entries The Department for Education states:

One of the intentions behind the English Baccalaureate is to ensure that history and geography remain an option at Key Stage 4. Too many schools are simply not offering the opportunity to study these subjects. The English Baccalaureate is designed to reverse the decline in these subjects14

Looking at GCSE entries and results over the last 10 years, and controlling for fluctuations in the cohort size it is clear there has been a decline in the number of GCSEs in history and geography which the EBacc appears to be reversing (appendix B). However it is equally clear that GCSEs in arts subjects have been falling; Art and Design has been experiencing an almost identical decline to Geography and continues to decline, while Design and Technology has been experiencing what can only be described as a nose dive in GCSE entries (71% of pupils took D&T in 2002, 39% in 2012). 13DCMS, Taking Part: The National Survey of Culture, Leisure and Sport Adult and Child Report 2011/12: Statistical Release, Statistical Worksheet: Child Engagement TPY7_Child_Engagement http://www.culture.gov.uk/publications/9301.aspx Sampled 4/1/2013 14http://www.education.gov.uk/schools/teachingandlearning/qualifications/englishbac/a0075980/ebac-contents-faqs Sampled 4/1/2013


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There have been slight falls of one or two percent in numbers of arts GCSEs since the introduction of the EBacc was announced, however these are in line with existing trends than can be observed from before the EBacc was announced. The full impact of the EBacc will not be seen until the 2013 results since most pupils who have taken GCSEs to date had already chosen their GCSE options when the EBacc was announced. Overall there has been a drop of 20% in the total number of arts GCSEs sat in the last 10 years from 786,025 in 2002 to 625,101 in 2012. The decline in total number of arts GCSE entries can clearly be seen in the following diagram where it is compared with the fluctuations in pupil cohort size.

See Appendix B for full figures. The following chart also clearly shows the falls in arts GCSEs sat across the different subjects. Percentage change in number of GCSEs sat in arts subjects as a % of pupil numbers (controls for cohort size changes) Number of GCSE sat 2002 and 2012 in arts subjects as a % of pupil numbers

2001/02 2011/12 Percentage change Art and Design subjects 34% 29% -5% Design and Technology 71% 39% -33% Drama 16% 12% -4% Geography 40% 30% -10% History 36% 36% 0%

0

100000

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700000

800000

900000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Total arts GCSEs sat and pupil numbers 2002-2012

Total arts GCSEs sat

Pupil numbers


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Media/Film/TV Studies 0% 10% 10% Music 8% 7% -1% Performing/expressive arts 0% 3% 3%

(Geography and History included as a comparison) See Appendix C for information from DATA specifically about the decline in Design and Technology GCSEs.

Teacher numbers The number of teachers recorded by subject and by teaching hours is available for November 2010, 2011 and 2012. There were no statistically significant changes in the number of arts teachers in schools or hours taught in arts subjects between 2010, to 2012. However the three years show an upward trend in the number of history and geography hours taught. As these two are EBacc subjects and there is not a similar upward trend in arts subjects it is logical to assume this is an impact of the EBacc. There is also a noticeable trend in the % of teaching by post A level qualified teachers. Across the three years there was a year on year fall in teaching by teachers with relevant post A level qualifications in history, geography and all the arts subjects except drama and media studies. See Appendix D for detailed figures.

Initial Teacher Education numbers Funded ITT places for arts subjects were dramatically reduced between 2010 and 2012:

Subject 2010 number of places 2012 number of places Percentage change Art 515 320 -38% Music 570 380 -33% Geography 665 625 -6% History 545 545 0%

The impact of these reductions on teacher supply has yet to be seen. See Appendix E for more figures.


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Appendix A - Analysis of the DfE Impact of the English Baccalaureate research Questions asked of schools by Ipsos Mori in 2012 behalf of DfE

Evidence

Q.10a Could you tell me whether the introduction of the English Baccalaureate influenced a) Your school's curriculum offer for the current academic year, 2011/12?

47% of schools say the EBacc has influenced their curriculum offer for 2011/12 and the GCSE option blocks they offered to their Year 9 pupils. Schools with a high proportion of FSM are twice as likely to report the EBacc influenced their schools curriculum 2011/12 than schools with a low proportion (61% v 32%) 47% of schools said the EBacc influenced their curriculum. If schools withdrew an arts subject they were more likely to report the EBacc had influenced their curriculum (69% of arts withdrawers reported the EBacc had influenced their curriculum versus 39% of non subject withdrawers) Type of school: no significant impact Unable to link to Ofsted – schools not named in data.

Q.10b Could you tell me whether the introduction of the English Baccalaureate influenced b) The GCSE option blocks you offered to your current Year 9 pupils?

47% of schools say the EBacc has influenced their curriculum offer for 2011/12 and the GCSE option blocks they offered to their Year 9 pupils. Schools with a high proportion of FSM are twice as likely to report the EBacc influenced the GCSE options blocks they offered their Year 9 pupils in 2011/12 than schools with a low proportion (65% v 30%) 47% of schools said the EBacc influenced their GCSE option blocks. 40% of schools who didn’t


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withdraw any subjects said the Ebacc influenced their GCSE option blocks. 71% of schools who withdrew an arts subject said the EBacc influenced their GCSE option blocks. Unable to link to Ofsted – schools not named in data.

Q11a Can you tell me whether you expect to make changes to a) your school's curriculum offer in the next academic year, 2012/13, for reasons related to the EBacc? Yes 15% (2012) 52% (2011) No 85% (2012) 48% (2011) 2011 data from National Centre for Social Research 2011, The English Baccalaureate and GCSE choices

Schools with a high proportion of FSM are three times as likely to be planning to make changes to their curriculum offer 12/13 for reasons related to the EBacc than schools with a low proportion (21% v 7%)

11a Can you tell me whether you expect to make changes to a) your school's curriculum offer in the next academic year, 2012/13, for reasons related to the EBacc? proportion FSM Don't know No Yes High 4% 76% 21% Low 4% 90% 7% Medium 5% 81% 14%

Half of schools made changes to their curriculum last year or are planning to in 12/13 as a result of the EBacc (315 schools, 51%) No significant variations on type of school. Unable to link to Ofsted – schools not named in data.

Q11b Can you tell me whether you expect to make changes to b) the GCSE option blocks you will offer to Year 9 pupils next year, for reasons related to the EBacc?

Q11b Can you tell me whether you expect to make changes to b) the GCSE option blocks you will offer to Year 9 pupils next year, for reasons related to the EBacc? Proportion FSM Don't know No Yes


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Yes 13% No 87%

High 3% 80% 16% Low 3% 88% 9% Medium 5% 83% 12%

Half of schools say the EBacc influenced their GCSE option blocks in 2012 or they will make changes to option blocks in 2013 as result of the EBacc (314 schools 51%) No significant variations on type of school. Unable to link to Ofsted – schools not named in data.

Q13 Have any subjects or courses been withdrawn from the curriculum or failed to recruit enough pupils for the 2012/13 academic year as a result of the introduction of the EBacc? (4) Yes 27% 45% No 73% 55%

Schools with a high proportion of free school meals are twice as likely to report a subject or course has been withdrawn as a result of the EBacc than those with a low proportion of free school meals (46% v. 20%) Q.13 Have any subjects or courses been withdrawn from the curriculum or failed to recruit enough students for the 2012/13 academic year as a result of EBacc? Don't know 4.53% No 69.42% Yes 26.05% Q13 by proportion of FSM

Prop FSM Don't know No Yes High 36% 29% 46% Low 29% 36% 20% Medium 36% 35% 34%

No significant variations on type of school.


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Unable to link to Ofsted – schools not named in data.

2012 Ipsos Mori DfE report text: The most commonly withdrawn subject is drama or performing arts, with almost a quarter (23%) of teachers whose schools have withdrawn a subject saying that they no longer offer this. Around one in six (17%) say that art has been withdrawn, whilst around one in seven (14%) say that design or design technology has been withdrawn. Eleven percent say that textiles has been withdrawn.

15% of schools surveyed withdrew one or more arts subjects. 21% of schools with a high proportion of FSM withdrew one or more arts subjects compared to 8% of schools with a low proportion of FSM. 10% of schools with a high proportion of FSM said they had withdrawn Drama as a subject or course compared to 3% of schools with a low proportion of FSM.

Withdrew one or more arts subjects

Proportion FSM

High Low Medium Grand Total No 14% 8% 9% 11% Yes 21% 8% 16% 15% No subjects withdrawn 65% 84% 74% 74% Grand Total 100% 100% 100% 100%

High Low Medium Grand Total No 30 16 20 66 Yes 44 16 35 95 No subjects withdrawn 135 163 159 457 Grand Total 209 195 214 618

Q.13b What subjects or courses have been withdrawn?

Subject cut Proportion of FSM High Low Medium All schools Art 5% 3% 5% 4%


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Drama/Performing Arts 10% 3% 5% 6% Media studies 1% 1% 1% 1% Music 6% 2% 4% 4% Technology/Design technology 3% 2% 6% 4% Textiles 2% 1% 5% 3% P.E/Sport 2% 3% 3% 3%

(PE has been included to provide a comparison) No significant variations on type of school. Unable to link to Ofsted – schools not named in data.

National Centre for Social Research, 2011, The English Baccalaureate and GCSE choices Schools were asked if any subjects or courses had been withdrawn from the curriculum or failed to recruit enough students for the 2011/12 academic year. Just under half of schools (45%) said that a course had been withdrawn. Schools were asked which subjects had been withdrawn. A top-level analysis of the answers shows that most of the courses that have been withdrawn are BTEC courses. However, courses like music, performing arts and textiles were also mentioned, as were some languages.

Data on subjects withdrawn not included in data released as part of the FOI request. It is not clear if subject withdrawn data was collected.


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Appendix B - Patterns in GCSE entries

Numbers of GCSEs sat in arts subjects 2002-2012 Number of GCSE sat 2002-2012 in arts subjects - numbers from the Joint Council for qualifications annual results tables http://www.jcq.org.uk/examination-results/gcses Pupil numbers from DfE: GCSE and Equivalent Results (Provisional) and National Curriculum Teacher Assessments at Key Stage 3 in England, 2011/12 http://www.education.gov.uk/rsgateway/DB/SFR/s001094/index.shtml Table 1a 3. Number of pupils on roll aged 15 at the start of the academic year or at the end of Key Stage 4 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Art and Design subjects 204759 210366 211724 209647 212357 211601 205543 193578 188193 183236 178895 Design and Technology 433594 439617 437403 396668 371672 354959 332787 305809 287701 253624 240704 Drama 99480 98118 100059 99560 100808 102601 100728 93019 87336 80855 76608 Geography 240310 232830 227832 216756 213469 213124 203862 196018 194599 180737 187022 History 217614 218565 230688 227240 231657 227854 226702 219809 221281 218588 222983 Media/Film/TV Studies 34812 39820 45683 57521 66425 69823 67972 67764 67433 61680 Music 48192 51639 56742 58481 60668 61249 59824 53568 51272 48099 46368 Performing/expressive arts 8968 9706 9666 10066 28325 26649 24650 22288 22239 20846 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Total arts GCSEs sat 786025 843520 855454 819705 813092 825160 795354 738596 704554 655486 625101 Pupil numbers 606,554 622,122 643,560 636,119 648,833 655,146 653,083 634,496 639,263 627,093 623,440


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0

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2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Total arts GCSEs sat and pupil numbers 2002-2012

Total arts GCSEs sat

Pupil numbers


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0

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100000

150000

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350000

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450000

500000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Number of GCSEs sat 2002-2012 in arts subjects

Art and Design subjects

Design and Technology

Drama

Geography

History

Media/Film/TV Studies

Music

Performing/expressive arts


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Number of pupils on roll aged 15 at the start of the academic year or at the end of Key Stage 4Year 2001/02 606,554 2002/03 622,122 2003/04 643,560 2004/05 636,119 2005/06 648,833

2006/07 655,146 2007/08 653,083 2008/09 634,496 2009/10 639,263 2010/11 627,093 2011/12 623,440

DfE: GCSE and Equivalent Results (Provisional) and National Curriculum Teacher Assessments at Key Stage 3 in England, 2011/12 http://www.education.gov.uk/rsgateway/DB/SFR/s001094/index.shtml Table 1a 3. Number of pupils on roll aged 15 at the start of the academic year or at the end of Key Stage 4

Number of GCSE sat 2002-2012 in arts subjects as a % of pupil numbers 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 Art and Design subjects 34% 34% 33% 33% 33% 32% 31% 31% 29% 29% 29% Design and Technology 71% 71% 68% 62% 57% 54% 51% 48% 45% 40% 39% Drama 16% 16% 16% 16% 16% 16% 15% 15% 14% 13% 12% Geography 40% 37% 35% 34% 33% 33% 31% 31% 30% 29% 30% History 36% 35% 36% 36% 36% 35% 35% 35% 35% 35% 36% Media/Film/TV Studies 0% 6% 6% 7% 9% 10% 11% 11% 11% 11% 10% Music 8% 8% 9% 9% 9% 9% 9% 8% 8% 8% 7% Performing/expressive arts

0% 1% 2% 2% 2% 4% 4% 4% 3% 4% 3%


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0%

10%

20%

30%

40%

50%

60%

70%

80%

2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12

Number of GCSE sat 2002-2012 in arts subjects as a % of pupil numbers



Drama

Geography

History


Music



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Subject percentage of total number of GCSEs sat Numbers taken from the Joint Council for qualifications annual results tables http://www.jcq.org.uk/examination-results/gcses 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Art and Design subjects 3.6% 3.7% 3.6% 3.7% 3.7% 3.6% 3.6% 3.5% 3.5% 3.6% 3.4% Design and Technology 7.7% 7.7% 7.4% 6.9% 6.5% 6.1% 5.9% 5.6% 5.4% 4.9% 4.6% Drama 1.8% 1.7% 1.7% 1.7% 1.8% 1.8% 1.8% 1.7% 1.6% 1.6% 1.5% Geography 4.2% 4.1% 3.9% 3.8% 3.7% 3.7% 3.6% 3.6% 3.6% 3.5% 3.6% History 3.8% 3.8% 3.9% 4.0% 4.0% 3.9% 4.0% 4.0% 4.1% 4.2% 4.3% Media/Film/TV Studies 0.6% 0.7% 0.8% 1.0% 1.1% 1.2% 1.2% 1.3% 1.3% 1.2% Music 0.9% 0.9% 1.0% 1.0% 1.1% 1.1% 1.1% 1.0% 1.0% 0.9% 0.9% Performing/expressive arts

0.2% 0.2% 0.2% 0.2% 0.5% 0.5% 0.5% 0.4% 0.4% 0.4%


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0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

6.0%

7.0%

8.0%

9.0%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

% of total number of GCSE sat



Drama

Geography

History


Music


English Baccalaureate Research

January 2013

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GCSE attempts by subject by type of school

Department for Education, GCSE attempts and achievements1 in selected subjects of

pupils at the end of Key Stage 4 in schools (percentage of pupils attempting the

subject)

Year: 2011/12 (Provisional) Coverage: England

http://www.education.gov.uk/researchandstatistics/statistics/allstatistics/a0021498

1/gcse-national-curriculum-teacher-assessment-ks3-england

As a percentage of pupils at the end of Key Stage 4 in all schools

Comprehensive

Schools

Selective

Schools

Modern

Schools

Independent

Schools2

All

Schools

Any Design &

Technology

39 43 38 19 36

Geography 25 47 23 37 26

History 31 54 25 40 31

Music 7 13 5 10 7

Art and Design 25 27 25 30 25

Drama 12 15 10 16 12

Media/Film/TV 9 3 10 1 8

Department for Education, GCSE attempts in selected subjects by pupils at the end of Key Stage 4 by admissions basis (percentages)

http://www.education.gov.uk/researchandstatistics/datasets/a00201306/dfe-gcse-

and-equivalent-results-in-england-201011-revised

Year: 2010/111 (Revised) Coverage: England

As a percentage of pupils at the end of Key Stage 4 in all schools

Comprehensive

Schools

Selective

Schools

Modern

Schools

Independent

Schools2

All

Schools

Any Design &

Technology

39 43 38 19 36

Geography 25 47 23 37 26

History 31 54 25 40 31

Music 7 13 5 10 7

Art and Design 25 27 25 30 25

Drama 12 15 10 16 12

Media/Film/TV 9 3 10 1 8


January 2013

Updated May 2013

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Table 2011/12 (provisional)

Table 2010/11 (revised)

0

10

20

30

40

50

60

Any

Desi

gn &

Tec

hnology

Geogr

aphy

Histo

ry

Musi

c

Art

and D

esign

Dra

ma

Med

ia/F

ilm/T

V

GCSE attempts in selected subjects by pupils at the end of Key Stage 4 by

admission basis 2012

Comprehensive Schools

Selective Schools

Modern Schools

Independent Schools2

0

10

20

30

40

50

60

Any

Desi

gn &

Tec

hnology

Geogr

aphy

Histo

ry

Musi

c

Art

and D

esign

Dra

ma

Med

ia/F

ilm/T

V

GCSE attempts in selected subjects by pupils at the end of Key Stage 4 by

admission basis 2011

Comprehensive Schools

Selective Schools

Modern Schools

Independent Schools2


January 2013

Updated May 2013

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Appendix C - Information from DATA on Design and Technology GCSE entry patterns. GCSE D&T 2012

Reasons for the decline in entry since 2004

The chart below shows that the D&T GCSE entry was around the 430,000 level until 2004. Up until

then D&T was a statutory subject which had to be taken by all pupils in KS4. In 2004 the government

removed D&T and MFL as statutory subjects at KS4 with the intention of giving school greater

flexibility in their post-14 curriculum. Since then there has been a gradual, year on year decline.

• D&T remains the most popular non-statutory GCSE after English, maths and science – but the

entry is now much closer to that of the other foundation subjects, particularly, history,

geography and art and design.

• It is important to remember that many schools now enter candidates for BTEC qualifications

instead of GCSE, and these, along with vocational GCSE and diploma entries, account for in the

region of a further 45,000 candidates in D&T related areas eg:

o BTEC Firsts (Level 2) – Construction and the Built Environment (6,700), Engineering (7,500),

Hospitality (4,900) and Art and Design (28,300 - where we know, anecdotally, that many D&T

departments teach their D&T) account for a further 47,500 candidates Double Award GCSEs had

4,195 candidates in Engineering, Manufacturing and Hospitality and Catering.

o Diploma entries (principal learning) increased. In Construction and Built Environment, Creative

and Media, Engineering and Manufacturing & Product Design there were just over 500 entries at

Level 1 and just over 6,500 at Level 2

Other implications/comments Single sciences

• Over recent years the decrease in D&T entry is partly explained by the increase in single science

entries:

o Physics up 12.3% in 2012 (2011 up 16.4%)

0

50

100

150

200

250

300

350

400

450

500

2012201120102009200820072006200520042003200220012000

Thou

sand

s

GCSE D&T Full course entry 2000-2012

Male

Female

Total


January 2013

Updated May 2013

24

o Chemistry up 12.3% (up 16.2%)

o Biology up 12.4% (up 14.2%)

Over the last five years, the number of entries for

o Biology has increased 94.3 per cent (85,521 in 2008; 166,168 in 2012);

o Chemistry has increased 107.6 per cent (76,656 in 2008; 159,126 in 2012);

o Physics 108.7 per cent (75,383 in 2008; 157,377 in 2012).

Students taking single sciences have approximately 30% of their curriculum dedicated to science

and therefore fewer opportunities to choose other options.

the increased take up of single sciences is also likely to have an impact on standards in D&T.

Results show that students taking single sciences are very able – over 93% gain A*-C grades and

nearly half get A*-A. Anecdotally these are students who have less opportunity in their

curriculum to study subjects such as D&T. Impact could be that fewer of the most able students

take D&T.


January 2013

Updated May 2013

25

Appendix D - Teacher numbers From Department for Education data

http://www.education.gov.uk/researchandstatistics/statistics/statistics-by-

topic/teachersandschoolworkforce/a00205723/school-workforce-in-england-

provisional-nov-2011

Number of teachers in schools Keystage 3 to 5

Head count of in service teachers SUBJECT 2010 2011 2012 History 15000 16600 15800

Geography 13500 14900 14200

Design and technology 15000 14800 13800

Music 7500 8000 7400

Drama 11100 11600 10500

Art and Design 13200 13900 12800

Media Studies 7000 6600 6100

Combined Arts / Humanities / Social Studies 1300 1200 1000

Total 239800 241500 232100

In service teachers as a percentage of total teacher numbers

Subject 2010 2011 2012 History 6.26% 6.87% 6.81%

Geography 5.63% 6.17% 6.12%

Design and technology 6.26% 6.13% 5.95%

Music 3.13% 3.31% 3.19%

Drama 4.63% 4.80% 4.52%

Art and Design 5.50% 5.76% 5.51%

Media Studies 2.92% 2.73% 2.63%

Combined Arts / Humanities / Social Studies 0.54% 0.50% 0.43%


January 2013

Updated May 2013

26

0

2000

4000

6000

8000

10000

12000

14000

16000

18000

Histo

ry

Geogr

aphy

Des

ign a

nd tech

nology

Musi

c

Dra

ma

Art

and D

esign

Med

ia S

tudie

s

Combin

ed Art

s / Hum

aniti

es /…

Head count of in service teachers by subject

2010

2011

2012

0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

6.00%

7.00%

8.00%

Histo

ry

Geogr

aphy

Des

ign a

nd tech

nology

Musi

c

Dra

ma

Art

and D

esign

Med

ia S

tudie

s

Combin

ed Art

s / Hum

aniti

es /…

In service teachers as a % of total teacher numbers

2010

2011

2012


January 2013

Updated May 2013

27

Total number of hours taught keystage 3-5 Subject 2010 2011 2012 History 153400 161800 165100

Geography 138700 146600 149300


Music 92700 93100 91700

Drama 95000 96500 92400

Art and Design 159800 157700 151500

Media Studies 41100 38800 37200


Total number of hours taught in all subjects 3901000 3890700 3759900

Percentage of total number of hours taught keystage 3-5 Subject 2010 2011 2012 History 3.93% 4.16% 4.39%

Geography 3.56% 3.77% 3.97%


Music 2.38% 2.39% 2.44%

Drama 2.44% 2.48% 2.46%

Art and Design 4.10% 4.05% 4.03%

Media Studies 1.05% 1.00% 0.99%


Number of hours taught to keystage 3

Subject 2010 2011 2012 History 81700 84800 83500

Geography 81300 83700 81800


Music 60300 59700 58100

Drama 48900 50500 48400

Art and Design 79000 77000 73600

Media Studies 2600 2237 2078


Total 1821300 1807600 1,718,600

Percentage of total hours taught to KS3

Subject 2010 2011 2012

History 4.49% 4.69% 4.86%

Geography 4.46% 4.63% 4.76%


January 2013

Updated May 2013

28


Music 3.31% 3.30% 3.38%

Drama 2.68% 2.79% 2.82%

Art and Design 4.34% 4.26% 4.28%

Media Studies 0.14% 0.12% 0.12%


0

20000

40000

60000

80000

100000

120000

140000

160000

180000

Histo

ry

Geogr

aphy

Des

ign a

nd tech

nology

Musi

c

Dra

ma

Art

and D

esign

Med

ia S

tudie

s

Combin

ed Art

s / Hum

aniti

es / S

ocial

…

Total number of hours taught by subject keystage 3-5

2010

2011

2012


January 2013

Updated May 2013

29

0.00%

0.50%

1.00%

1.50%

2.00%

2.50%

3.00%

3.50%

4.00%

4.50%

5.00%

Histo

ry

Geogr

aphy

Des

ign a

nd tech

nology

Musi

c

Dra

ma

Art

and D

esign

Med

ia S

tudie

s

Combin

ed Art

s / Hum

aniti

es /…

Percentage of total hours taught by subject keystage 3-5

2010

2011

2012


January 2013

Updated May 2013

30

0

10000

20000

30000

40000

50000

60000

70000

80000

90000

Histo

ry

Geogr

aphy

Des

ign a

nd tech

nology

Musi

c

Dra

ma

Art

and D

esign

Med

ia S

tudie

s

Combin

ed Art

s / Hum

aniti

es / S

ocial

Stu

dies

Number of hours taught to KS3 by subject

2010

2011

2012


January 2013

Updated May 2013

31

0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

6.00%

Histo

ry

Geogr

aphy

Des

ign a

nd tech

nology

Musi

c

Dra

ma

Art

and D

esign

Med

ia S

tudie

s

Combin

ed Art

s / Hum

aniti

es / S

ocial

Stu

dies

Percentage of total hours taught to KS3 by subject

2010

2011

2012


January 2013

Updated May 2013

32

Highest level of qualification held in a relevant subject by teachers (Hours taught in a typical week to pupils in years 7 to 13 by highest post A-level qualifications of the teacher teaching the lesson) 2010

SUBJECT Degree or

higher %

Bachelor of

Education %

Postgraduate

Certificate of

Education %

Other

qualification %

Mathematics 50.8 7.4 23.0 2.4 English 72.2 4.4 10.4 1.5 History 77.0 3.0 8.8 0.9 Geography 76.8 3.7 7.3 0.9 Design and

technology

57.8 15.3 9.3 6.2

Music 80.3 4.8 7.8 2.6 Drama 56.4 4.1 8.6 2.0 Art and design 79.2 4.2 8.4 1.5 Media Studies 23.1 0.0 3.1 0.0

2011 SUBJECT Degree or

higher %

Bachelor of

Education %

Postgraduate

Certificate of

Education %

Other

qualification %

Mathematics 52.6 7.4 21.7 2.3 English 71.8 4.5 9.7 1.6 History 75.6 3.2 7.7 0.9 Geography 71.6 3.6 7.5 1.0 Design and

technology

54.1 15.7 9.7 5.5

Music 81.2 5.2 5.2 2.3 Drama 58.4 4.2 7.4 2.0 Art and design 78.2 4.8 7.8 1.1 Media Studies 23.3 1.1 3.5 0.4

2012

SUBJECT Degree or

higher %

Bachelor of

Education %

Postgraduate

Certificate of

Education %

Other

qualification %

Mathematics 48.0 5.4 23.0 5.8 English 69.6 3.0 8.4 3.7 History 74.7 2.1 6.6 1.5 Geography 72.9 2.3 5.8 1.3


January 2013

Updated May 2013

33

Design and

technology 55.0 12.9 8.4 6.0 Music 78.9 3.7 3.6 2.2 Drama 57.3 3.1 7.9 4.6 Art and design 77.1 3.6 6.6 1.8 Media Studies 26.6 0.7 2.8 1.5

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

Mat

hemat

ics

Engl

ish

Histo

ry

Geogr

aphy

Des

ign a

nd tech

nology

8

Musi

c

Dra

ma

Art

and d

esign

Med

ia S

tudie

s

Highest level of qualification held in a relevant subject 2010

Degree or higher4

Bachelor of Education

Postgraduate Certificate of

Education

Other qualification5


January 2013

Updated May 2013

34

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

Mat

hemat

ics

Engl

ish

Histo

ry

Geogr

aphy

Des

ign a

nd tech

nology

8

Musi

c

Dra

ma

Art

and d

esign

Med

ia S

tudie

s


Degree or higher4

Bachelor of Education


Education

Other qualification5

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

Mat

hemat

ics

Engl

ish

Histo

ry

Geogr

aphy

Des

ign a

nd tech

nology

Musi

c

Dra

ma

Art

and d

esign

Med

ia S

tudie

s


Degree or higher %

Bachelor of Education %


Education %

Other qualification %


January 2013

Updated May 2013

35

Percentage of hours taught a week by teachers with any relevant post A-Level qualification % of hours taught 2010 2011 2012 Mathematics 83.6 84.0 82.1

English 88.4 87.5 84.7

History 89.6 87.4 84.9

Geography 88.8 83.7 82.3

Design and technology8 88.6 85.0 82.3

Music 95.5 93.8 88.4

Drama 71.2 71.9 72.9

Art and design 93.3 91.8 89.1

Media Studies 27.2 28.4 31.7

0.0

20.0

40.0

60.0

80.0

100.0

120.0

Mat

hemat

ics

Engl

ish

Histo

ry

Geogr

aphy

Des

ign a

nd tech

nology

Musi

c

Dra

ma

Art

and d

esign

Med

ia S

tudie

s

% of hours taught a week by teachers with

any relevant post A-Level qualification

2010

2011

2012


January 2013

Updated May 2013

36

Percentage of hours taught a week by teachers with degree or higher

SUBJECT 2010 2011 2012

Mathematics 50.8 52.6 48.0

English 72.2 71.8 69.6

History 77.0 75.6 74.7

Geography 76.8 71.6 72.9

Design and technology 8 57.8 54.1 55.0

Music 80.3 81.2 78.9

Drama 56.4 58.4 57.3

Art and design 79.2 78.2 77.1

Media Studies 23.1 23.3 26.6

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

Mat

hemat

ics

Engl

ish

Histo

ry

Geogr

aphy

Des

ign a

nd tech

nology

Musi

c

Dra

ma

Art

and d

esign

Med

ia S

tudie

s

% of hours taught a week by teachers with degree or higher

Degree or higher 2010




Updated May 2013

37

Appendix E - Initial Teacher Education entrants Data from Initial Teacher Training (ITT) Places1 by Subject, 1990/91 to 2012/13 http://www.education.gov.uk/researchandstatistics/statistics/allstatistics/a00196887/itt-course-registrations The number of ITT places for Art fell by 38% between 2010 and 2012 The number of ITT places for Music fell by 33% between 2010 and 2012 The number of ITT places for Geography fell by 6% between 2010 and 2012 The number of ITT places for History remained the same between 2010 and 2012 ITT places 2002-2013

2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 Art 850 900 880 800 700 600 670 595 515 320 320 Music 700 700 725 690 640 600 690 635 570 390 380 Geography 1,100 985 935 925 850 770 770 715 665 615 625 History 950 950 910 810 700 600 685 620 545 545 545 Subject Number of places 2010 Number of places 2012 Percentage change Art 515 320 -38% Music 570 380 -33% Geography 665 625 -6% History 545 545 0%


Updated May 2013

38

0

200

400

600

800

1,000

1,200

2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13

ITT numbers 2002-2012

Art

Music

Geography

History


Updated May 2013

39

ITT entrants

% of ITT postgraudate entrants with a 2:1 or better UK degree

0 100 200 300 400 500 600 700 800

Geography

History

Art & design

Music

2012 number of entrants




Updated May 2013

40

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Geography

History

Art & design

Music

2012 % of postgraduate entrants with 2:1 or betterUK degree




Updated May 2013

41

english baccalaureate research january 2013 · english baccalaureate research january 2013 updated...

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