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To ask the Secretary of State for Education, how many primary school teachers in each parliamentary constituency in Greater Manchester have a science degree.
To ask the Secretary of State for Education, how many primary school teachers in each parliamentary constituency in Greater Manchester have a science degree.
The following table provides the headcount number and percentage of all regular teachers[1] in service in primary schools in each constituency in Greater Manchester with a degree in a science subject in November 2013. This is the latest information available.
Name of Constituency | Number of teachers with science degree[2] | Number of teachers with a qualification recorded[3] | Percentage with a science qualification
| Confidence interval[4] | Percentage of teachers with qualification recorded | |
Altrincham and Sale West | 31 | 382 | 8.1 | +/- | 2.7 | 88.2 |
Ashton-under-Lyne | 23 | 415 | 5.5 | +/- | 2.2 | 95.0 |
Blackley and Broughton | 47 | 573 | 8.2 | +/- | 2.2 | 96.0 |
Bolton North East | 36 | 416 | 8.7 | +/- | 2.7 | 98.8 |
Bolton South East | 42 | 516 | 8.1 | +/- | 2.4 | 98.5 |
Bolton West | 26 | 404 | 6.4 | +/- | 2.4 | 99.0 |
Bury North | 30 | 355 | 8.5 | +/- | 2.9 | 88.1 |
Bury South | 39 | 368 | 10.6 | +/- | 3.1 | 84.8 |
Cheadle | 29 | 437 | 6.6 | +/- | 2.3 | 98.2 |
Denton and Reddish | 18 | 368 | 4.9 | +/- | 2.2 | 94.6 |
Hazel Grove | 21 | 316 | 6.6 | +/- | 2.7 | 98.4 |
Heywood and Middleton | 48 | 485 | 9.9 | +/- | 2.7 | 98.0 |
Leigh | 41 | 340 | 12.1 | +/- | 3.5 | 96.3 |
Makerfield | 24 | 324 | 7.4 | +/- | 2.9 | 95.9 |
Manchester Central | 33 | 610 | 5.4 | +/- | 1.8 | 96.5 |
Manchester, Gorton | 38 | 494 | 7.7 | +/- | 2.3 | 98.0 |
Manchester, Withington | 28 | 388 | 7.2 | +/- | 2.6 | 97.0 |
Oldham East and Saddleworth | 33 | 473 | 7.0 | +/- | 2.3 | 89.6 |
Oldham West and Royton | 36 | 505 | 7.1 | +/- | 2.2 | 87.5 |
Rochdale | 45 | 498 | 9.0 | +/- | 2.5 | 95.0 |
Salford and Eccles | 25 | 379 | 6.6 | +/- | 2.5 | 94.5 |
Stalybridge and Hyde | 31 | 432 | 7.2 | +/- | 2.4 | 97.3 |
Stockport | 31 | 378 | 8.2 | +/- | 2.8 | 97.2 |
Stretford and Urmston | 35 | 385 | 9.1 | +/- | 2.9 | 80.2 |
Wigan | 27 | 304 | 8.9 | +/- | 3.2 | 89.4 |
Worsley and Eccles South | 42 | 422 | 10.0 | +/- | 2.9 | 89.0 |
Wythenshawe and Sale East | 30 | 441 | 6.8 | +/- | 2.4 | 92.6 |
Total Greater Manchester | 889 | 11,416 | 7.8 | +/- | 0.5 | 93.7 |
Total England | 18,795 | 227,513 | 8.3 | +/- | 0.1 | |
Note: Figures are as reported in School Workforce Census, they have not been scaled up.
Source: School Workforce Census
[1] Includes qualified and unqualified teachers.
[2] Includes teachers with a first or higher science degree but excluding those with a science PGCE where no record of a science degree exists and those with a BEd in sciences.
[3] Those recorded with a qualification in any subject (the total in the sample from which the rate is calculated).
[4] The range within which we can be 95% confident that the true value exists.
To ask the Secretary of State for Business, Innovation and Skills, what estimate he has made of the cost to the public purse of removing university tuition fees for students studying science, medicine, technology, engineering and mathematics.
To ask the Secretary of State for Business, Innovation and Skills, what estimate he has made of the cost to the public purse of removing university tuition fees for students studying science, medicine, technology, engineering and mathematics.
We have made no assessment of the public cost of removing tuition fees for students taking Science, Technology, Medicine, Engineering or Mathematics subjects.
To ask Her Majesty’s Government, further to the Written Answer by Lord Nash on 27 November (HL3031), whether they consider that parents who learn that their children are being taught by a school that young earth creationism or intelligent design is scientifically valid are entitled to regard it as evidence...
To ask Her Majesty’s Government, further to the Written Answer by Lord Nash on 27 November (HL3031), whether they consider that parents who learn that their children are being taught by a school that young earth creationism or intelligent design is scientifically valid are entitled to regard it as evidence...
Maintained schools are obliged to comply with section 78 of the Education Act 2002. Maintained schools that teach young earth creationism or intelligent design as valid science undermine the teaching of established evolutionary theory and are therefore not complying with the national curriculum or providing a broad and balanced curriculum as required by section 78. If parents have concerns about this they should raise the matter through the school’s complaints procedure in the first instance.
To ask Her Majesty’s Government, further to the Written Answers by Lord Nash on 1 December (HL3032 and HL3033), whether they consider that independent schools are obliged to meet the requirements in section 78 of the Education Act 2002 to teach a broad and balanced curriculum; and whether such schools...
To ask Her Majesty’s Government, further to the Written Answers by Lord Nash on 1 December (HL3032 and HL3033), whether they consider that independent schools are obliged to meet the requirements in section 78 of the Education Act 2002 to teach a broad and balanced curriculum; and whether such schools...
Independent schools are not obliged to meet the requirements of section 78 of the Education Act 2002 for a broad and balanced curriculum which
(a) promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
(b) prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
However, there are requirements in the independent school standards which, as explained in a previous Answer (HL3032), independent schools are obliged to follow. They contain a detailed standard for spiritual, moral, social and cultural development, and the revised standards which come into force on 5 January 2015 also include an enhanced requirement on preparation for adult life.
The standards do not, as noted in Answer HL3032, prevent the teaching of creationism. Nor do they require the teaching of any specific scientific matters, such as evolution. However, in their arrangements for teaching science, schools are expected to imbue pupils with an appreciation of the need for an evidence-based approach, and an ability to think and learn for themselves.
I have today laid before Parliament a Command Paper “Our plan for growth: science and innovation”. The document sets out the Government’s strategy to build on the great strengths of British science and enterprise, the Government’s priorities for investment and support to 2020/2021, and the key principles that will underpin...
I have today laid before Parliament a Command Paper “Our plan for growth: science and innovation”. The document sets out the Government’s strategy to build on the great strengths of British science and enterprise, the Government’s priorities for investment and support to 2020/2021, and the key principles that will underpin...
My Rt hon Friend the Minister of State for Universities and Science (Greg Clark) has today made the following statement:
I have today laid before Parliament a Command Paper “Our plan for growth: science and innovation”. The document sets out the Government’s strategy to build on the great strengths of British...
My Rt hon Friend the Minister of State for Universities and Science (Greg Clark) has today made the following statement:
I have today laid before Parliament a Command Paper “Our plan for growth: science and innovation”. The document sets out the Government’s strategy to build on the great strengths of British...
To ask Her Majesty’s Government whether, in the revised curricula for GCSE and GCE Geography, Science and Biology, practical fieldwork is an essential, assessed component.
To ask Her Majesty’s Government whether, in the revised curricula for GCSE and GCE Geography, Science and Biology, practical fieldwork is an essential, assessed component.
Fieldwork is an essential component of geography. The new reformed GCSE in geography will require pupils to undertake at least two fieldwork activities in contrasting environments. We recently consulted on new content for geography A level, based on recommendations from the A level Content Advisory Board. The proposed content requires A level students to undertake one independent student investigation involving fieldwork. AS students are also required to undertake fieldwork.
The new content for combined science and biology GCSEs sets clear expectations that students should undertake fieldwork. The content for A level biology sets out the practical skills and techniques needed for biology, including a specific reference to using sampling techniques in fieldwork.
Assessment arrangements are a matter for Ofqual, the Office of Qualifications and Examinations Regulation and I have asked its Chief Regulator, Glenys Stacey, to write directly to Baroness Miller. A copy of her reply will be placed in the House Library.
Letter dated 11/12/2014 from Baroness Neville-Rolfe to Lord Allen regarding questions relating to the EU research budget. 2 p.
Letter dated 11/12/2014 from Baroness Neville-Rolfe to Lord Allen regarding questions relating to the EU research budget. 2 p.
My noble Friend the Parliamentary Under Secretary of State for Business, Innovation and Skills and Minister for Intellectual Property (Baroness Neville-Rolfe) has today made the following statement.
The Competitiveness Council took place in Brussels on 4-5 December. I represented the UK during the Internal Market and Industry discussion...
My noble Friend the Parliamentary Under Secretary of State for Business, Innovation and Skills and Minister for Intellectual Property (Baroness Neville-Rolfe) has today made the following statement.
The Competitiveness Council took place in Brussels on 4-5 December. I represented the UK during the Internal Market and Industry discussion...
The Competitiveness Council took place in Brussels on 4-5 December. I represented the UK during the Internal Market and Industry discussion on day one, with Shan Morgan the Deputy Permanent Representative to the EU representing the UK for the Research discussion on day two.
The Council opened with...
The Competitiveness Council took place in Brussels on 4-5 December. I represented the UK during the Internal Market and Industry discussion on day one, with Shan Morgan the Deputy Permanent Representative to the EU representing the UK for the Research discussion on day two.
The Council opened with...
To ask the Secretary of State for Education, what support her Department is providing to the Your Life campaign promoting take-up of maths and science subjects.
To ask the Secretary of State for Education, what support her Department is providing to the Your Life campaign promoting take-up of maths and science subjects.
The Your Life campaign is independently led, with sponsorship from business, and backed by strong support across Government. It is a three-year campaign to ensure the UK has the maths and science skills it needs to succeed in a competitive global economy.
A 2014 CBI/Pearson report found that STEM skills are in widespread demand and nearly two in five firms that need employees with STEM skills and knowledge currently have difficulties recruiting staff.
It is essential that students leave school as fully-rounded individuals, with experience of a broad and balanced curriculum to prepare them for life in modern Britain. Maths and science are valuable skills to have, no matter what they choose to pursue.
To ask the Ministers for Women and Equalities, how the Government Equalities Office pilot project to improve links between schools and businesses to raise the career aspirations of young people, which has been awarded to the British Chambers of Commerce, will be co-ordinated with the work in this area at...
To ask the Ministers for Women and Equalities, how the Government Equalities Office pilot project to improve links between schools and businesses to raise the career aspirations of young people, which has been awarded to the British Chambers of Commerce, will be co-ordinated with the work in this area at...
The aim of the School-Business Partnerships pilot is to establish long lasting and mutually beneficial partnerships in which schools and businesses work together. The primary focus of the partnerships is on business, particularly local business, rather than national organisations. In addition, each partnership is focusing on the sectors best suited to the local area.
Four out of the five partnerships have incorporated some element of STEM activity in their programme. For example, two have partnered with STEM Ambassadors to deliver activities in schools and one partnership is hosting an event with The Royal Academy of Engineering next year. In addition, Government has shared information on the activities of Engineering UK, the Royal Academy of Engineering, the Royal Society and STEMnet with the British Chambers of Commerce.
Four years ago, in the first autumn statement of this Parliament, I presented the accounts of an economy in crisis. Today, in the last autumn statement of this Parliament, I present a forecast which shows that the United Kingdom is the fastest-growing major economy in the world. Back then, Britain...
Four years ago, in the first autumn statement of this Parliament, I presented the accounts of an economy in crisis. Today, in the last autumn statement of this Parliament, I present a forecast which shows that the United Kingdom is the fastest-growing major economy in the world. Back then, Britain...