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 Updated May 2013
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(EBacc) is having an adverse effect on arts subjects in schools. 15% of schools surveyed by Ipsos MORI in 2012 had withdrawn one or more arts subjects as a result of the EBacc. 21% of schools with a high proportion of free school meals (FSM) reported withdrawing arts subjects.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)
2 English Baccalaureate Research January 2013 Updated May 2013 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
3 English Baccalaureate Research January 2013 Updated May 2013
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
4 English Baccalaureate Research January 2013 Updated May 2013
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
5 English Baccalaureate Research January 2013 Updated May 2013
• 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/a00 75980/ebac-contents-faqs Sampled 4/1/2013
6 English Baccalaureate Research January 2013 Updated May 2013
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.
Total arts GCSEs sat and pupil numbers 2002-2012 900000 800000 700000 600000 500000 Total arts GCSEs sat 400000 Pupil numbers 300000 200000 100000 0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
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%
7 English Baccalaureate Research January 2013 Updated May 2013
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.
8 English Baccalaureate Research January 2013 Updated May 2013
Appendix A - Analysis of the DfE Impact of the English Baccalaureate research
Questions asked of schools by Ipsos Mori Evidence in 2012 behalf of DfE
Q.10a Could you tell me whether the 47% of schools say the EBacc has influenced their curriculum offer for 2011/12 and the GCSE introduction of the English Baccalaureate option blocks they offered to their Year 9 pupils. influenced a) Your school's curriculum offer for the Schools with a high proportion of FSM are twice as likely to report the EBacc influenced their current academic year, 2011/12? 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 47% of schools say the EBacc has influenced their curriculum offer for 2011/12 and the GCSE introduction of the English Baccalaureate option blocks they offered to their Year 9 pupils. influenced b) The GCSE option blocks you offered to Schools with a high proportion of FSM are twice as likely to report the EBacc influenced the GCSE your current Year 9 pupils? 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
9 English Baccalaureate Research January 2013 Updated May 2013
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 Schools with a high proportion of FSM are three times as likely to be planning to make changes to to make changes to their curriculum offer 12/13 for reasons related to the EBacc than schools with a low proportion a) your school's curriculum offer in the (21% v 7%) next academic year, 2012/13, for reasons related to the EBacc? 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 Yes 15% (2012) 52% (2011) reasons related to the EBacc? No 85% (2012) 48% (2011) proportion FSM Don't know No Yes High 4% 76% 21% 2011 data from National Centre for Social Low 4% 90% 7% Research 2011, The English Baccalaureate Medium 5% 81% 14% and GCSE choices 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 Q11b Can you tell me whether you expect to make changes to b) the GCSE option blocks you will offer to b) the GCSE option blocks you will offer to Year 9 pupils next year, for reasons Year 9 pupils next year, for reasons related to the EBacc? related to the EBacc? Proportion FSM Don't know No Yes
10 English Baccalaureate Research January 2013 Updated May 2013
High 3% 80% 16% Yes 13% No 87% 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 Schools with a high proportion of free school meals are twice as likely to report a subject or course withdrawn from the curriculum or failed has been withdrawn as a result of the EBacc than those with a low proportion of free school meals to recruit enough pupils for the 2012/13 (46% v. 20%) academic year as a result of the introduction of the EBacc? (4) Q.13 Have any subjects or courses been withdrawn from the curriculum or failed to recruit Yes 27% 45% enough students for the 2012/13 academic year as a result of EBacc? No 73% 55% 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.
11 English Baccalaureate Research January 2013 Updated May 2013
Unable to link to Ofsted – schools not named in data.
2012 Ipsos Mori DfE report text: 15% of schools surveyed withdrew one or more arts subjects. 21% of schools with a high The most commonly withdrawn subject is proportion of FSM withdrew one or more arts subjects compared to 8% of schools with a low drama or performing arts, with almost a proportion of FSM. quarter (23%) of teachers whose schools have withdrawn a subject saying that 10% of schools with a high proportion of FSM said they had withdrawn Drama as a subject or they no longer offer this. Around one in course compared to 3% of schools with a low proportion of FSM. six (17%) say that art has been withdrawn, whilst around one in seven Withdrew one or more arts Proportion (14%) say that design or design subjects FSM technology has been withdrawn. Eleven High Low Medium Grand Total percent say that textiles has been No 14% 8% 9% 11% withdrawn. 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%
12 English Baccalaureate Research January 2013 Updated May 2013
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, Data on subjects withdrawn not included in data released as part of the FOI request. It is not The English Baccalaureate and GCSE clear if subject withdrawn data was collected. 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.
13 English Baccalaureate Research January 2013 Updated May 2013
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
14 English Baccalaureate Research January 2013 Updated May 2013
Total arts GCSEs sat and pupil numbers 2002-2012 900000
800000
700000
600000
500000 Total arts GCSEs sat 400000 Pupil numbers
300000
200000
100000
0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
15 English Baccalaureate Research January 2013 Updated May 2013
Number of GCSEs sat 2002-2012 in arts subjects 500000
450000
400000
350000 Art and Design subjects
300000 Design and Technology Drama
250000 Geography History 200000 Media/Film/TV Studies Music 150000 Performing/expressive arts
100000
50000
0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
16 English Baccalaureate Research January 2013 Updated May 2013
Number of pupils on roll aged 15 at the start of the academic year or at the end of Key Stage 4 Year 2006/07 655,146 2001/02 606,554 2007/08 653,083 2002/03 622,122 2008/09 634,496 2003/04 643,560 2009/10 639,263 2004/05 636,119 2010/11 627,093 2005/06 648,833 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 0% 1% 2% 2% 2% 4% 4% 4% 3% 4% 3% arts
17 English Baccalaureate Research January 2013 Updated May 2013
Number of GCSE sat 2002-2012 in arts subjects as a % of pupil numbers 80%
70%
60%
Art and Design subjects 50% Design and Technology Drama
40% Geography History Media/Film/TV Studies 30% Music Performing/expressive arts 20%
10%
0% 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12
18 English Baccalaureate Research January 2013 Updated May 2013
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 0.2% 0.2% 0.2% 0.2% 0.5% 0.5% 0.5% 0.4% 0.4% 0.4% arts
19 English Baccalaureate Research January 2013 Updated May 2013
% of total number of GCSE sat 9.0%
8.0%
7.0%
6.0% Art and Design subjects Design and Technology 5.0% Drama Geography
4.0% History Media/Film/TV Studies
3.0% Music Performing/expressive arts
2.0%
1.0%
0.0% 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
20 English Baccalaureate Research January 2013 Updated May 2013
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 Selective Modern Independent All Schools Schools Schools Schools2 Schools Any Design & 39 43 38 19 36 Technology 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 Selective Modern Independent All Schools Schools Schools Schools2 Schools Any Design & 39 43 38 19 36 Technology 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
21 English Baccalaureate Research January 2013 Updated May 2013
Table 2011/12 (provisional) GCSE attempts in selected subjects by pupils at the end of Key Stage 4 by admission basis 2012 60 50 40 30 20 Comprehensive Schools 10 Selective Schools 0 Modern Schools Independent Schools2
History Music Drama Geography Art and Design Media/Film/TV
Any Design & Technology
Table 2010/11 (revised) GCSE attempts in selected subjects by pupils at the end of Key Stage 4 by admission basis 2011 60
50
40
30 Comprehensive Schools 20 Selective Schools 10 Modern Schools 0 Independent Schools2
History Music Drama Geography Art and Design Media/Film/TV
Any Design & Technology
22 English Baccalaureate Research January 2013 Updated May 2013
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.
GCSE D&T Full course entry 2000-2012 500 450 400
350 Thousands Male 300 250 Female 200 Total 150 100 50 0 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
• 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%)
23 English Baccalaureate Research January 2013 Updated May 2013 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.
24 English Baccalaureate Research January 2013 Updated May 2013
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%
25 English Baccalaureate Research January 2013 Updated May 2013
Head count of in service teachers by subject 18000 16000 14000 12000 10000 8000 6000 2010 4000 2000 2011 0 2012
History Music Drama Geography Art and DesignMedia Studies
Design and technology
Combined Arts / Humanities /…
In service teachers as a % of total teacher numbers 8.00% 7.00% 6.00% 5.00% 4.00% 3.00% 2.00% 2010 1.00% 2011 0.00% 2012
Music History Drama Geography Art and DesignMedia Studies
Design and technology
Combined Arts / Humanities /…
26 English Baccalaureate Research January 2013 Updated May 2013
Total number of hours taught keystage 3-5
Subject 2010 2011 2012 History 153400 161800 165100 Geography 138700 146600 149300 Design and technology 119900 114600 107800 Music 92700 93100 91700 Drama 95000 96500 92400 Art and Design 159800 157700 151500 Media Studies 41100 38800 37200 Combined Arts / Humanities / Social Studies 5800 4500 4000 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% Design and technology 3.07% 2.95% 2.87% 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% Combined Arts / Humanities / Social Studies 0.15% 0.12% 0.11%
Number of hours taught to keystage 3
Subject 2010 2011 2012 History 81700 84800 83500 Geography 81300 83700 81800 Design and technology 39200 38500 36500 Music 60300 59700 58100 Drama 48900 50500 48400 Art and Design 79000 77000 73600 Media Studies 2600 2237 2078 Combined Arts / Humanities / Social Studies 4600 3266 2927 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%
27 English Baccalaureate Research January 2013 Updated May 2013
Design and technology 2.15% 2.13% 2.12% 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% Combined Arts / Humanities / Social Studies 0.25% 0.18% 0.17%
Total number of hours taught by subject keystage 3-5 180000 160000 140000 120000 100000 80000 60000 40000 2010 20000 2011 0 2012
History Music Drama Geography Art and DesignMedia Studies
Design and technology
Combined Arts / Humanities / Social…
28 English Baccalaureate Research January 2013 Updated May 2013
Percentage of total hours taught by subject keystage 3-5 5.00% 4.50% 4.00% 3.50% 3.00% 2.50% 2.00% 1.50% 2010 1.00% 2011 0.50% 0.00% 2012
Music History Drama Geography Art and DesignMedia Studies
Design and technology
Combined Arts / Humanities /…
29 English Baccalaureate Research January 2013 Updated May 2013
Number of hours taught to KS3 by subject 90000 80000 70000 60000 50000 40000 30000
20000 2010 10000 2011 0 2012
Music History Drama Geography Art and DesignMedia Studies
Design and technology
Combined Arts / Humanities / Social Studies
30 English Baccalaureate Research January 2013 Updated May 2013
Percentage of total hours taught to KS3 by subject 6.00%
5.00%
4.00%
3.00%
2.00%
2010 1.00% 2011
0.00% 2012
History Music Drama Geography Art and DesignMedia Studies
Design and technology
Combined Arts / Humanities / Social Studies
31 English Baccalaureate Research January 2013 Updated May 2013
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 Bachelor of Postgraduate Other higher % Education % Certificate of qualification % Education % 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 57.8 15.3 9.3 6.2 technology 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 Bachelor of Postgraduate Other higher % Education % Certificate of qualification % Education % 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 54.1 15.7 9.7 5.5 technology 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
Postgraduate Degree or Bachelor of Other SUBJECT Certificate of higher % Education % qualification % Education % 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
32 English Baccalaureate Research January 2013 Updated May 2013
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
Highest level of qualification held in a relevant subject 2010 90.0 80.0 70.0 60.0 50.0 Degree or higher4 40.0 30.0 Bachelor of Education 20.0 10.0 Postgraduate Certificate of 0.0 Education Other qualification5
English History Music Drama Geography Mathematics Art and designMedia Studies
Design and technology 8
33 English Baccalaureate Research January 2013 Updated May 2013
Highest level of qualification held in a relevant subject 2011 90.0 80.0 70.0 60.0 50.0 Degree or higher4 40.0 Bachelor of Education 30.0 20.0 Postgraduate Certificate of 10.0 Education 0.0 Other qualification5
English History Music Drama Geography Mathematics Art and designMedia Studies
Design and technology8
Highest level of qualification held in a relevant subject 2012 90.0 80.0 70.0 60.0 Degree or higher % 50.0 40.0 Bachelor of Education % 30.0 20.0 Postgraduate Certificate of 10.0 Education % 0.0 Other qualification %
English History Music Drama Geography Mathematics Art and designMedia Studies
Design and technology
34 English Baccalaureate Research January 2013 Updated May 2013
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
% of hours taught a week by teachers with any relevant post A-Level qualification 120.0
100.0
80.0
60.0 2010
40.0 2011 2012
20.0
0.0
English History Music Drama Geography Mathematics Art and designMedia Studies
Design and technology
35 English Baccalaureate Research January 2013 Updated May 2013
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
% of hours taught a week by teachers with degree or higher 90.0
80.0
70.0
60.0
50.0
40.0 Degree or higher 2010 30.0 Degree or higher 2011 20.0 Degree or higher 2012
10.0
0.0
English History Music Drama Geography Mathematics Art and designMedia Studies
Design and technology
36 English Baccalaureate Research January 2013 Updated May 2013
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%
37 English Baccalaureate Research January 2013 Updated May 2013
ITT numbers 2002-2012 1,200
1,000
800
600 Art Music Geography 400 History
200
0 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13
38 English Baccalaureate Research January 2013 Updated May 2013
ITT entrants
Music
Art & design 2012 number of entrants 2011 number of entrants History 2010 number of entrants
Geography
0 100 200 300 400 500 600 700 800
% of ITT postgraudate entrants with a 2:1 or better UK degree
39 English Baccalaureate Research January 2013 Updated May 2013
Music
2012 % of postgraduate entrants with 2:1 or better Art & design UK degree 2011 % of postgraduate entrants with 2:1 or better UK degree History 2010 % of postgraduate entrants with 2:1 or better UK degree Geography
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
40 English Baccalaureate Research January 2013 Updated May 2013
41