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Lord Adonis
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asked Her Majesty's Government:With respect to each year from 1998 to the present, how many graduates began secondary school teaching careers with degree qualifications in (a) English; (b) mathematics; (c) foreign languages; (d) ICT; and (e) physics.
asked Her Majesty's Government:With respect to each year from 1998 to the present, how many graduates began secondary school teaching careers with degree qualifications in (a) English; (b) mathematics; (c) foreign languages; (d) ICT; and (e) physics.
Asked by
Lord Quirk
(Crossbench)
Answered by
Lord Adonis
(Labour)
Type
Written questions
Status
Answered
Answered on
22 February 2008
Complete information relating to the degree qualification of graduates who began secondary school teaching careers is not available centrally.
The table below shows the number of final year postgraduate mainstream initial teacher training (ITT) trainees who gained qualified teachers status (QTS) and entered a teaching post in the maintained sector within six months of gaining their QTS, broken down by the subject of their ITT training and their undergraduate degree.
"Notes""(1) Mainstream includes universities and other higher education institutions, SCITT and OU, but excludes employment-based routes.""(2) The destination of trainees through employment-based ITT courses is not currently collected.""(3) Performance profiles data are collected at the end of a trainee’s first year, therefore 2006-07 data are collected in autumn 2007 and will be published in July 2008.""(4) Trainees who enter teaching posts in independent schools or schools where the sector is unknown are not included in the table above.""(5) The destination of some final year trainees remains unknown, therefore there are potentially more NQTs entering teaching posts within six months of gaining QTS year on year.""(6) There are additional postgraduate trainees on ITT courses where the first degree is unknown, so there are potentially more graduates gaining entering teaching posts.""(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(1) Mainstream includes universities and other higher education institutions, SCITT and OU, but excludes employment-based routes.""(2) The destination of trainees through employment-based ITT courses is not currently collected.""(3) Performance profiles data are collected at the end of a trainee’s first year, therefore 2006-07 data are collected in autumn 2007 and will be published in July 2008.""(4) Trainees who enter teaching posts in independent schools or schools where the sector is unknown are not included in the table above.""(5) The destination of some final year trainees remains unknown, therefore there are potentially more NQTs entering teaching posts within six months of gaining QTS year on year.""(6) There are additional postgraduate trainees on ITT courses where the first degree is unknown, so there are potentially more graduates gaining entering teaching posts.""(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(2) The destination of trainees through employment-based ITT courses is not currently collected.""(3) Performance profiles data are collected at the end of a trainee’s first year, therefore 2006-07 data are collected in autumn 2007 and will be published in July 2008.""(4) Trainees who enter teaching posts in independent schools or schools where the sector is unknown are not included in the table above.""(5) The destination of some final year trainees remains unknown, therefore there are potentially more NQTs entering teaching posts within six months of gaining QTS year on year.""(6) There are additional postgraduate trainees on ITT courses where the first degree is unknown, so there are potentially more graduates gaining entering teaching posts.""(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(3) Performance profiles data are collected at the end of a trainee’s first year, therefore 2006-07 data are collected in autumn 2007 and will be published in July 2008.""(4) Trainees who enter teaching posts in independent schools or schools where the sector is unknown are not included in the table above.""(5) The destination of some final year trainees remains unknown, therefore there are potentially more NQTs entering teaching posts within six months of gaining QTS year on year.""(6) There are additional postgraduate trainees on ITT courses where the first degree is unknown, so there are potentially more graduates gaining entering teaching posts.""(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(4) Trainees who enter teaching posts in independent schools or schools where the sector is unknown are not included in the table above.""(5) The destination of some final year trainees remains unknown, therefore there are potentially more NQTs entering teaching posts within six months of gaining QTS year on year.""(6) There are additional postgraduate trainees on ITT courses where the first degree is unknown, so there are potentially more graduates gaining entering teaching posts.""(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(5) The destination of some final year trainees remains unknown, therefore there are potentially more NQTs entering teaching posts within six months of gaining QTS year on year.""(6) There are additional postgraduate trainees on ITT courses where the first degree is unknown, so there are potentially more graduates gaining entering teaching posts.""(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(6) There are additional postgraduate trainees on ITT courses where the first degree is unknown, so there are potentially more graduates gaining entering teaching posts.""(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
| Trainees entering maintained schools | ||||||||
|---|---|---|---|---|---|---|---|---|
| Subject of ITT training | Number of postgraduate trainees with an undergraduate degree qualification in the subject of their ITT course | |||||||
| 1998-99 | 1999-00 | 2000-01 | 2001-02 | 2002-03 | 2003-04 | 2004-05 | 2005-06 | |
| English | 770 | 740 | 850 | 930 | 1,060 | 1,060 | 1,090 | 1,060 |
| Mathematics | 310 | 370 | 350 | 380 | 620 | 850 | 870 | 860 |
| Science | 850 | 950 | 1,080 | 1,250 | 1,170 | 1,420 | 1,360 | 1,520 |
| Information and communications technology | 30 | 50 | 80 | 100 | 250 | 310 | 330 | 370 |
| Modern languages | 450 | 520 | 580 | 570 | 570 | 630 | 420 | 530 |
| All secondary subjects | 4,410 | 4,740 | 4,720 | 5,280 | 6,760 | 7,880 | 7,970 | 8,050 |
| Source: TDA's Performance Profiles |
Subjects
Degrees; ICT; Languages; Teachers; Secondary education; Science; Mathematics; Physics
Date
22 February 2008
Reference
1971; 699 c94-6WA
House
House of Lords
Lords question for short debate on how they propose to develop the teaching of science and mathematics in the United Kingdom so that future generations may be equipped to compete effectively in the emerging global marketplace.
Lords question for short debate on how they propose to develop the teaching of science and mathematics in the United Kingdom so that future generations may be equipped to compete effectively in the emerging global marketplace.
Lead member
Lord Bilimoria
Answering member
Lord Adonis
Department
Department for Children, Schools and Families
Type
Questions for short debate
Subjects
Clubs; Chemistry; Finance; Education; Innovation; Universities; Schools; Teachers; Training; Vocational guidance; Science; GCSE; Biology; Mathematics; Physics; Specialist maths schools
Date
18 October 2007
Reference
695 c820-44
Chamber / Committee
House of Lords chamber
House
House of Lords
Lords question for short debate on whether current methods of funding for research infrastructure are sufficient to allow all universities to engage in basic, innovative and applied research.
Lords question for short debate on whether current methods of funding for research infrastructure are sufficient to allow all universities to engage in basic, innovative and applied research.
Lead member
Baroness Sharp of Guildford
Answering member
Lord Adonis
Department
Department for Education and Skills
Type
Questions for short debate
Subjects
Finance; Infrastructure; Grants; Higher education; Higher Education Funding Council for England; Universities; Teachers; Research; Science; Laboratories; Higher Education Innovation Fund; Research councils
Date
21 May 2007
Reference
692 c520-36
Chamber / Committee
House of Lords chamber
House
House of Lords
Lords debate on motion to call attention to science teaching. Motion withdrawn. (Debated with Lords motion to take note of the report of the Science and Technology Select Committee on Science Teaching in Schools (HL 257 2005-06)).
Lords debate on motion to call attention to science teaching. Motion withdrawn. (Debated with Lords motion to take note of the report of the Science and Technology Select Committee on Science Teaching in Schools (HL 257 2005-06)).
Lead member
Lord Broers
Answering member
Lord Adonis
Department
Department for Education and Skills; Science and Technology Committee (HL)
Type
Debates; Debates on select committee reports
Subjects
Assessments; Curriculum; Classroom assistants; Chemistry; Finance; Incentives; Grants; Higher education; Engineering; Pay; Recruitment; Universities; Schools; Teachers; Training; Secondary education; Science; Laboratories; Mathematics; Physics; Technicians
Date
3 May 2007
Reference
691 c1208-42
Chamber / Committee
House of Lords chamber
House
House of Lords
asked Her Majesty's Government:How many students in (a) state, and (b) independent schools have taken GCSE courses in (i) biology; (ii) chemistry; (iii) physics; and (iv) combined science in each of the years 2002, 2003, 2004, 2005 and 2006
asked Her Majesty's Government:How many students in (a) state, and (b) independent schools have taken GCSE courses in (i) biology; (ii) chemistry; (iii) physics; and (iv) combined science in each of the years 2002, 2003, 2004, 2005 and 2006
Asked by
Lord Lewis of Newnham
(Crossbench)
Answered by
Lord Adonis
(Labour)
Type
Written questions
Status
Answered
Answered on
29 March 2007
The information requested on the attempts in GCSE science is shown in the following table.
| GCSE attempts in science subjects in schools 2002-2006 | ||||||||
|---|---|---|---|---|---|---|---|---|
| Biology | Chemistry | Physics | Combined Science | |||||
| Maintained | Independent | Maintained | Independent | Maintained | Independent | Maintained | Independent | |
| 2002 | 24,664 | 15,862 | 23,849 | 15,218 | 23,759 | 14,881 | 496,357 | 21,774 |
| 2003 | 27,728 | 14,895 | 26,730 | 14,135 | 26,228 | 13,836 | 504,212 | 23,274 |
| 2004 | 29,727 | 15,031 | 28,623 | 14,450 | 28,333 | 14,168 | 509,723 | 24,862 |
| 2005 | 32,838 | 15,509 | 31,248 | 14,681 | 30,954 | 14,483 | 489,608 | 26,903 |
| 2006 | 36,261 | 15,502 | 34,587 | 14,654 | 34,299 | 14,472 | 486,214 | 28,027 |
Subjects
Chemistry; Private education; Pupils; Science; GCSE; Biology; Physics
Date
29 March 2007
Reference
2286; 690 c324WA
House
House of Lords
asked Her Majesty's Government:Further to the Written Answer by Lord Filkin on 21 February 2005 (WA 173), whether the Answer remains valid; and whether they adhere to the view that the scientific theory of intelligent design could be discussed in schools, being one of a range of views on evolution...
asked Her Majesty's Government:Further to the Written Answer by Lord Filkin on 21 February 2005 (WA 173), whether the Answer remains valid; and whether they adhere to the view that the scientific theory of intelligent design could be discussed in schools, being one of a range of views on evolution...
Asked by
Lord Pearson of Rannoch
(Conservative Independent)
Answered by
Lord Adonis
(Labour)
Type
Written questions
Status
Answered
Answered on
18 December 2006
To meet the requirements of the national curriculum for science, teachers have to teach about scientific theories. Intelligent design is not a recognised scientific theory; therefore, it is not included in the science curriculum.
The science programme of study sets out the legal requirements of the national curriculum. It clearly states that pupils should be taught: how uncertainties in scientific knowledge and scientific ideas change over time; the role of the scientific community in validating these changes; that variation within species can lead to evolutionary changes; and that similarities and differences between species can be measured and classified.
Intelligent design can be explored in religious education as part of developing an understanding of different beliefs. It is up to the local SACREs (standing advisory councils on religious education) to set the syllabus for how this should be done. The department is currently working with the Qualifications and Curriculum Authority to communicate this message to schools.
Subjects
Curriculum; Schools; Religion; Science; Evolution
Date
18 December 2006
Reference
713; 687 c257-8WA
House
House of Lords
My Lords, I am very grateful for the noble Lord’s welcome for the new science syllabus. He is absolutely right about the need for more resources for continuing professional development, and we are providing those resources. For example, we have our outstanding £50 million partnership with the Wellcome Foundation to establish the network of science learning centres throughout the country which has been much appreciated by teachers and is substantially improving the quality of in-service training for teachers.
The noble Lord is also right about the availability of the three individual sciences at GCSE. As he knows, earlier this year we announced policies to promote the availability of the three individual sciences at GCSE, including a new entitlement for all pupils who reach level 6 at key stage 3—the higher-performing pupils at the age of 14—to study the three individual sciences; and a new availability from 2008 for the three individual sciences to be taken in all comprehensive schools that have a science specialism. At the moment, there are 292 such schools, but that number will rise. We agree with all the points that the noble Lord has made, and we are seeking to advance both in-service training and the availability of the individual sciences.
My Lords, I am very grateful for the noble Lord’s welcome for the new science syllabus. He is absolutely right about the need for more resources for continuing professional development, and we are providing those resources. For example, we have our outstanding £50 million partnership with the Wellcome Foundation to establish the network of science learning centres throughout the country which has been much appreciated by teachers and is substantially improving the quality of in-service training for teachers.
The noble Lord is also right about the availability of the three individual sciences at GCSE. As he knows, earlier this year we announced policies to promote the availability of the three individual sciences at GCSE, including a new entitlement for all pupils who reach level 6 at key stage 3—the higher-performing pupils at the age of 14—to study the three individual sciences; and a new availability from 2008 for the three individual sciences to be taken in all comprehensive schools that have a science specialism. At the moment, there are 292 such schools, but that number will rise. We agree with all the points that the noble Lord has made, and we are seeking to advance both in-service training and the availability of the individual sciences.
Answered by
Lord Adonis
(Labour)
Asked by
Lord Jenkin of Roding
(Conservative)
Type
Oral answers to questions
My Lords, I very much welcome the Government’s support. In some ways, it goes back to the Science and Society report of this House, which contained a whole chapter on the need to reform the science syllabus in schools. The Minister referred to the piloting, which has been extremely successful and warmly welcomed by head teachers and science teachers in a great many schools. Does he accept that the new syllabus can offer pupils the choice of doing three separate science subjects, and is that not one of its very valuable points? However, does he also accept that, if this is to work successfully, more resources will need to go into giving teachers the money and the time to undertake continuous professional development?
Subjects
Curriculum; Schools; Science
Date
24 October 2006
Reference
685 c1084-5
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, I entirely agree with the noble Lord. That is why we are keen to make the three individual sciences available. It is also why we are promoting the study of mathematics much more vigorously in schools, including the take-up of further mathematics at AS and A-level. Numbers have significantly increased at AS-level, and that is very welcome. As the noble Lord will know, we are also introducing a new maths GCSE to further stimulate students who show most capacity in the area he described from the age of 14 and not simply leaving it to the individual sciences at GCSE or AS and A-level.
My Lords, I entirely agree with the noble Lord. That is why we are keen to make the three individual sciences available. It is also why we are promoting the study of mathematics much more vigorously in schools, including the take-up of further mathematics at AS and A-level. Numbers have significantly increased at AS-level, and that is very welcome. As the noble Lord will know, we are also introducing a new maths GCSE to further stimulate students who show most capacity in the area he described from the age of 14 and not simply leaving it to the individual sciences at GCSE or AS and A-level.
Answered by
Lord Adonis
(Labour)
Asked by
Lord Turner of Ecchinswell
(Crossbench)
Type
Oral answers to questions
My Lords, does the Minister agree that, although the new Twenty First Century Science does an extraordinarily good job of presenting science in general and physics in particular as relevant to everyday life, there remains a need to cater also—additionally and perhaps separately, with appropriately qualified teachers—to the smaller number of students who have an aptitude for the mathematical, analytic character of the physical sciences, which can often seem arcane to the majority, for whom Twenty First Century Science is so sensibly designed?
Subjects
Curriculum; Schools; Science
Date
24 October 2006
Reference
685 c1085
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, I see that the noble Baroness has tabled amendments on this subject, which we look forward to addressing later. The number studying three individual sciences has risen. The new entitlement, which I described to her noble friend earlier, will see the availability of the three sciences significantly extended over the next few years. The number of pupils gaining level 6 or above in the key stage 3 science tests was 259,000 this year. That is the group to which we will be extending the entitlement in two years’ time.
We will not achieve anything in this area unless we have enough highly qualified and motivated teachers in our schools. Unfortunately, the party opposite left us with a massive deficit of highly qualified teachers in this area. We have increased the supply of science teachers by 30 per cent since 1997, but we have to make good decades of under-investment in this area. Neither I nor any other Minister can wave a magic wand and suddenly make things happen. It has taken decades of under-investment to get us into this position in the first place.
My Lords, I see that the noble Baroness has tabled amendments on this subject, which we look forward to addressing later. The number studying three individual sciences has risen. The new entitlement, which I described to her noble friend earlier, will see the availability of the three sciences significantly extended over the next few years. The number of pupils gaining level 6 or above in the key stage 3 science tests was 259,000 this year. That is the group to which we will be extending the entitlement in two years’ time.
We will not achieve anything in this area unless we have enough highly qualified and motivated teachers in our schools. Unfortunately, the party opposite left us with a massive deficit of highly qualified teachers in this area. We have increased the supply of science teachers by 30 per cent since 1997, but we have to make good decades of under-investment in this area. Neither I nor any other Minister can wave a magic wand and suddenly make things happen. It has taken decades of under-investment to get us into this position in the first place.
Answered by
Lord Adonis
(Labour)
Asked by
Baroness Buscombe
(Conservative)
Type
Oral answers to questions
My Lords, the new curriculum may offer the three separate sciences to high achievers in the state sector, but why should not all pupils be entitled to learn the three separate sciences up to GCSE, not just pupils taught in the independent sector?
Subjects
Curriculum; Schools; Science
Date
24 October 2006
Reference
685 c1086
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, we have significantly increased incentives to recruit teachers into science and into the three scientific disciplines in particular. That is yielding fruit: the number of specifically trained physics teachers recruited between 2000 and 2004 doubled; the number of specifically trained biology teachers recruited in that period more than doubled; and the number of specifically trained chemistry teachers in that period went up by 50 per cent. We have a good track record but I fully accept that we have further to go.
My Lords, we have significantly increased incentives to recruit teachers into science and into the three scientific disciplines in particular. That is yielding fruit: the number of specifically trained physics teachers recruited between 2000 and 2004 doubled; the number of specifically trained biology teachers recruited in that period more than doubled; and the number of specifically trained chemistry teachers in that period went up by 50 per cent. We have a good track record but I fully accept that we have further to go.
Answered by
Lord Adonis
(Labour)
Asked by
Lord Walton of Detchant
(Crossbench)
Type
Oral answers to questions
My Lords, does the Minister agree that one of the problems, despite this excellent new curriculum, is that far too many students in comprehensive schools are still being taught science by teachers with no specific science qualifications? The initiative that he has mentioned is extremely welcome. The requirement for students to be inspired to study science is crucial, and I hope that the Government can say what action they are taking to improve the standard of science teachers.
Subjects
Curriculum; Schools; Science
Date
24 October 2006
Reference
685 c1086-7
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, the picture at post-16 is not quite as straightforward as the noble Baroness suggests. She is absolutely right that the numbers studying the three sciences to A-level have declined, but the numbers studying at AS level have risen quite substantially. Between 2001 and 2006, the number studying biology at AS level has risen from 51,000 to 59,000; the number studying chemistry at AS level has risen from 35,000 to 41,000; and the number studying physics at AS level has also risen, although only marginally, from 29,174 to 29,659. The issue is in part one of progression from GCSE to AS, and the results of the pilot have been encouraging. However, the issue also—in some ways, more substantially for the immediate future of getting more pupils up to A-level—is to encourage those who start on the AS course to continue into the second year of sixth form to take the A2.
My Lords, the picture at post-16 is not quite as straightforward as the noble Baroness suggests. She is absolutely right that the numbers studying the three sciences to A-level have declined, but the numbers studying at AS level have risen quite substantially. Between 2001 and 2006, the number studying biology at AS level has risen from 51,000 to 59,000; the number studying chemistry at AS level has risen from 35,000 to 41,000; and the number studying physics at AS level has also risen, although only marginally, from 29,174 to 29,659. The issue is in part one of progression from GCSE to AS, and the results of the pilot have been encouraging. However, the issue also—in some ways, more substantially for the immediate future of getting more pupils up to A-level—is to encourage those who start on the AS course to continue into the second year of sixth form to take the A2.
Answered by
Lord Adonis
(Labour)
Asked by
Baroness Sharp of Guildford
(Liberal Democrat)
Type
Oral answers to questions
My Lords, the Minister said that Twenty First Century Science provided a good background on which to take A-levels. As we are extremely concerned about the fall in the number of pupils taking some of the sciences at A-level, particularly physics and chemistry, can he give us any indication of whether the pilots showed that those who were stimulated by the novelty of the new curriculum went on to study them at A-level?
Subjects
Curriculum; Schools; Science
Date
24 October 2006
Reference
685 c1085-6
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, I think I do agree—yes.
My Lords, I think I do agree—yes.
Answered by
Lord Adonis
(Labour)
Asked by
Lord Haskel
(Labour)
Type
Oral answers to questions
My Lords, does my noble friend agree that making science more approachable to all pupils is to be supported? Does he agree that science has to understand the needs of pupils as much as pupils have to understand science?
Subjects
Curriculum; Schools; Science
Date
24 October 2006
Reference
685 c1086
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, the Government support the introduction of the new key stage 4 programme of study for science. It is as rigorous as the previous one; it is more engaging for all pupils; and it provides a sound basis for further study of science at A-level and beyond. The implementation of the new GCSEs will be formally monitored, but early feedback from schools has been largely positive.
My Lords, the Government support the introduction of the new key stage 4 programme of study for science. It is as rigorous as the previous one; it is more engaging for all pupils; and it provides a sound basis for further study of science at A-level and beyond. The implementation of the new GCSEs will be formally monitored, but early feedback from schools has been largely positive.
Answered by
Lord Adonis
(Labour)
Asked by
Lord Jenkin of Roding
(Conservative)
Type
Oral answers to questions
Whether they support the introduction of the new science syllabus for schools, Twenty First Century Science; and whether progress in getting the syllabus into schools is satisfactory.
Subjects
Curriculum; Schools; Science
Date
24 October 2006
Reference
685 c1084
Chamber / Committee
House of Lords chamber
House
House of Lords
Whether they support the introduction of the new science syllabus for schools, Twenty First Century Science; and whether progress in getting the syllabus into schools is satisfactory.
Whether they support the introduction of the new science syllabus for schools, Twenty First Century Science; and whether progress in getting the syllabus into schools is satisfactory.
Asked by
Lord Jenkin of Roding
(Conservative)
Answered by
Lord Adonis
(Labour)
Oral questions - Lead
Status
Answered
For answer on
24 October 2006
Answered on
24 October 2006
My Lords, the Government support the introduction of the new key stage 4 programme of study for science. It is as rigorous as the previous one; it is more engaging for all pupils; and it provides a sound basis for further study of science at A-level and beyond. The implementation of the new GCSEs will be formally monitored, but early feedback from schools has been largely positive.
Subjects
Curriculum; Schools; Science
Date
24 October 2006
Reference
685 c1084
Chamber / Committee
House of Lords chamber
House
House of Lords
Lords debate on unstarred question on what account they are taking of the impact of fast-moving advances in science and technology on how young people think and learn in planning future education policy.
Lords debate on unstarred question on what account they are taking of the impact of fast-moving advances in science and technology on how young people think and learn in planning future education policy.
Lead member
Baroness Greenfield
Answering member
Lord Adonis
Department
Department for Education and Skills
Type
Questions for short debate
Subjects
Children; Curriculum; ICT; Education; Internet; ADHD; Prescription drugs; Schools; Science
Date
20 April 2006
Reference
680 c1219-44
Chamber / Committee
House of Lords chamber
House
House of Lords
Lords debate on unstarred question on whether the operation of the research assessment exercise in universities is satisfactory.
Lords debate on unstarred question on whether the operation of the research assessment exercise in universities is satisfactory.
Lead member
Lord Williams of Elvel
Answering member
Lord Adonis
Department
Department for Education and Skills
Type
Questions for short debate
Subjects
Costs; Bureaucracy; Finance; Higher education; Universities; Research; Science
Date
30 March 2006
Reference
680 c945-68
Chamber / Committee
House of Lords chamber
House
House of Lords
How many university students of scientific subjects have left university before graduating in each year since 1997 for which figures are available.
How many university students of scientific subjects have left university before graduating in each year since 1997 for which figures are available.
Asked by
Lord Jones of Cheltenham
(Liberal Democrat)
Answered by
Lord Adonis
(Labour)
Type
Written questions
Status
Answered
Answered on
28 February 2006
Since 1996-97, information on non-completion rates for higher education students has been published annually by the Higher Education Funding Council for England (HEFCE) and, latterly, by the Higher Education Statistics Agency (HESA) in Performance Indicators in Higher Education. This report includes a table showing the non-continuation rates of young entrants following their year on entry for each subject group, and the latest version (covering entrants in 2002–3) is available from the HESA website at www.hesa.ac.uk/pi/0304/continuation.htm. Figures for previous years are available from the HESA website (for 2001–02) and the HEFCE website www.hefce.ac.uk (for earlier years).
Subjects
Higher education; Universities; Science; Student wastage
Date
28 February 2006
Reference
679 c50WA; 4176
House
House of Lords
Lords debate on motion to call attention to education in schools. Motion withdrawn.
Lords debate on motion to call attention to education in schools. Motion withdrawn.
Lead member
Baroness Shephard of Northwold
Answering member
Lord Adonis
Department
Department for Education and Skills
Type
Parliamentary proceedings
Subjects
Admissions; Curriculum; Capital investment; Classroom assistants; Finance; Governing bodies; Headteachers; Recruitment; Standards; Schools; Teachers; Special educational needs; School choice; Science; Literacy; GCSE; Numeracy; Trust schools
Date
19 January 2006
Reference
677 c771-820
Chamber / Committee
House of Lords chamber
House
House of Lords
What is their estimate of the numbers of students (a) of all ages, and (b) aged 17 who enrolled on internally assessed (i) university access courses in further education colleges, and (ii) university science access courses in each year since 1985 to 2004; what proportion of these (c) passed their...
What is their estimate of the numbers of students (a) of all ages, and (b) aged 17 who enrolled on internally assessed (i) university access courses in further education colleges, and (ii) university science access courses in each year since 1985 to 2004; what proportion of these (c) passed their...
Asked by
Lord Desai
(Labour)
Answered by
Lord Adonis
(Labour)
Type
Written questions
Status
Answered
Answered on
10 October 2005
The available figures on registrations on the access to HE courses recognised by the Quality Assurance Agency (QAA) are as follows:
These QAA figures are based on ones collected from its authorised validating agencies and so do not include access to HE programmes that are not QAA-recognised. QAA does not hold data prior to 1996-97, and the robustness of data pre-2000 cannot be guaranteed as the current data checking procedures were not then in place. QAA does not collect registration data by subject or by type of institution so cannot provide a breakdown of the number of enrolments in science subjects or further education colleges.There should be no registrations of 17 year-olds on QAA-recognised courses as these result in external qualifications and are not eligible for Learning and Skills Council (LSC) funding for students under 19.The numbers of certificates awarded by AVAs on QAA-recognised access to HE courses are as follows (certificates should only be awarded by AVAs to those students who successfully complete a QAA-recognised access to HE course)
It would be misleading to present the number of certificates as a proportion of registrations as those registered on part-time courses may not be intending to complete their course within the year they registered in.Figures on the proportion of those registered who gained university places to do degrees are not available from QAA or the Higher Education Statistics Agency.
| 1996-97 | 1997-98 | 1998-99 | 1999-2000 | 2000-01 | 2001-02 | 2002-03 | 2003-04 |
| 31,778 | 32,734 | 36,132 | 37,729 | 38,684 | 40,484 | 40,218 | 45,877 |
| 1996-97 | 1997-98 | 1998-99 | 1999-2000 | 2000-01 | 2001-02 | 2002-03 | 2003-04 |
| 13,524 | 14,850 | 15,276 | 17,194 | 16,404 | 17,085 | 18,393 | 19,605 |
Subjects
Access; Degrees; Admissions; Further education; Higher education; Qualifications; Universities; Science; Student numbers
Date
10 October 2005
Reference
1035; 674 c87-90WA
House
House of Lords
What were the total GCE A-level entries and passes by candidates in all further education colleges, excluding sixth-form colleges, in England broken down by age and by gender in (a) biological sciences; (b) chemistry; (c) physics; (d) other sciences; (e) mathematics; and (f) computer studies, in (i) 1970; (ii) 1975;...
What were the total GCE A-level entries and passes by candidates in all further education colleges, excluding sixth-form colleges, in England broken down by age and by gender in (a) biological sciences; (b) chemistry; (c) physics; (d) other sciences; (e) mathematics; and (f) computer studies, in (i) 1970; (ii) 1975;...
Asked by
Lord Desai
(Labour)
Answered by
Lord Adonis
(Labour)
Type
Written questions
Status
Answered
Answered on
19 July 2005
The information requested (where available) has been placed in the House Libraries.
Subjects
Age; Chemistry; ICT; Further education; Gender; Standards; Science; Biology; Mathematics; Physics; GCE A-level; GCE AS-level; GNVQs; Vocational certificate of education
Date
19 July 2005
Reference
966; 673 c201-3WA
House
House of Lords