1-10 of 10 results for subject:Physics
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To ask Her Majesty’s Government how many A-level Physics entries there were between 2006 and 2009, and between 2010 and 2015.
To ask Her Majesty’s Government how many A-level Physics entries there were between 2006 and 2009, and between 2010 and 2015.
Time series information on the number of A Level entries for the requested subjects in the years requested is published in the Statistical First Release “Provisional A level and other level 3 results in England: 2014 to 2015” and presented in the following table:
Number of A Level entries for the stated subject | ||||||
Year | Maths | Physics | English | French | German | Modern Foreign Languages[1] |
2002 | 44,156 | |||||
2003 | 44,453 | |||||
2004 | 46,017 | |||||
2005 | 46,034 | |||||
2006 | 49,805 | 23,657 | 78,147 | 12,190 | 5,534 | 28,010 |
2007 | 53,331 | 23,887 | 77,502 | 12,152 | 5,615 | 28,377 |
2008 | 57,618 | 24,703 | 80,917 | 12,605 | 5,560 | 29,423 |
2009 | 64,517 | 25,620 | 83,649 | 12,231 | 5,119 | 29,529 |
2010 | 69,803 | 27,786 | 84,037 | 12,324 | 5,055 | 29,855 |
2011 | 75,546 | 29,205 | 83,103 | 11,490 | 4,554 | 29,241 |
2012 | 78,077 | 30,749 | 82,825 | 10,871 | 4,208 | 28,375 |
2013 | 80,567 | 31,908 | 83,425 | 9,878 | 3,774 | 27,252 |
2014 | 79,036 | 32,226 | 78,215 | 9,078 | 3,716 | 26,477 |
2015[2] | 82,054 | 31,934 | 81,554 | 9,000 | 3,623 | 27,755 |
Source: 16-18 attainment data | ||||||
[1] Includes French, German, Spanish and other Modern Foreign Languages
[2] 2014/15 figures are based on provisional data. Figures for all other years are final.
To ask the Secretary of State for Education, what steps she is taking to ensure high standards of teaching in maths and physics.
To ask the Secretary of State for Education, what steps she is taking to ensure high standards of teaching in maths and physics.
Our reforms to the curriculum and qualifications are raising standards in mathematics and science. In March 2015 the Prime Minister announced £67m of funding to train an additional 2,500 science and maths teachers and provide subject knowledge enhancement courses for a further 15,000 teachers over the next five years.
Our network of 34 Maths Hubs is helping to improve mathematics teaching through exchanges with Shanghai and the use of high-quality textbooks. The National Science Learning Network and the Stimulating Physics Network are providing high quality training to teachers.
I could not agree more with the hon. Lady and I hope that she will join us in addressing the problem. We have established the Your Life campaign, with leading business people such as Edwina Dunn from Dunnhumby, which is designed to attract more young people into physics and maths...
I could not agree more with the hon. Lady and I hope that she will join us in addressing the problem. We have established the Your Life campaign, with leading business people such as Edwina Dunn from Dunnhumby, which is designed to attract more young people into physics and maths...
My hon. Friend makes a good point. We have made some significant reforms to primary education, including how we teach maths in primary school. We want children to leave primary school after six or seven years fluent in arithmetic, so that they can cope with a more demanding maths curriculum...
My hon. Friend makes a good point. We have made some significant reforms to primary education, including how we teach maths in primary school. We want children to leave primary school after six or seven years fluent in arithmetic, so that they can cope with a more demanding maths curriculum...
To ask the Secretary of State for Education, what proportion of the allocation of (a) physics and (b) mathematics teacher recruitment places are allocated to (i) higher education institutions and (ii) Schools Direct.
To ask the Secretary of State for Education, what proportion of the allocation of (a) physics and (b) mathematics teacher recruitment places are allocated to (i) higher education institutions and (ii) Schools Direct.
The Department for Education has published data on the allocation of initial teacher training (ITT) places for the 2015/16 academic year online at:
www.gov.uk/allocation-of-initial-teacher-training-places
Since 2013, the department has placed no limit on the number of physics or mathematics places that any school or ITT provider can deliver.
To ask the Secretary of State for Education, how many final-year physics trainees there were in (a) 2011, (b) 2012, (c) 2013 and (d) 2014; how many such people were awarded qualified teacher status; and how many such people awarded qualified teacher status were in employment within six months.
To ask the Secretary of State for Education, how many final-year physics trainees there were in (a) 2011, (b) 2012, (c) 2013 and (d) 2014; how many such people were awarded qualified teacher status; and how many such people awarded qualified teacher status were in employment within six months.
Initial teacher training performance information for physics courses in the 2010/11, 2011/12 and 2012/13 academic years is provided in the following table. Information for the 2013/14 academic year will be published this autumn.
All trainees | Awarded qualified teacher status | Awarded qualified teacher status and in a teaching post | |
2010/11 | 641 | 526 | 439 |
2011/12 | 787 | 631 | 535 |
2012/13 | 791 | 626 | 536 |
Figures exclude Teach First.
Source: The National College for Teaching and Leadership Initial Teacher Training Data Management System.
To ask the Secretary of State for Education, what her Department's (a) physics teacher recruitment target and (b) recruitment levels of qualified physics teachers were in each year between 2011 and 2015.
To ask the Secretary of State for Education, what her Department's (a) physics teacher recruitment target and (b) recruitment levels of qualified physics teachers were in each year between 2011 and 2015.
The Department for Education does not have teacher recruitment targets – individual schools and academy trusts are responsible for recruiting the teachers they need. At the time of the last census; vacancy rates were just 0.2% of the total number of teachers in schools.
The total number of trainee physics teachers is published each year in the ‘Initial Teacher Training: Trainee Number Census’ statistical series by the National College for Teaching and Leadership, and is published online at:
www.gov.uk/government/collections/statistics-teacher-training
The total number of secondary school teachers teaching physics (to year groups 7 to 13) is published each year in the ‘School Workforce in England’ statistical series published online at:
www.gov.uk/government/collections/statistics-school-workforce
However, there is no information available to show how many newly recruited physics teachers are teaching in secondary schools.
To ask the Secretary of State for Education, what proportion of secondary school physics teachers hold a physics degree in each local authority in England.
To ask the Secretary of State for Education, what proportion of secondary school physics teachers hold a physics degree in each local authority in England.
The information requested is not available at local authority level.
To ask the Secretary of State for Education, how many trainee secondary school chemistry, physics and mathematics teachers there are in each region of England.
To ask the Secretary of State for Education, how many trainee secondary school chemistry, physics and mathematics teachers there are in each region of England.
The Department for Education publishes information on the number of trainee secondary school chemistry, physics and mathematics teachers as part of the initial teacher training (ITT) statistical first release[1] at a national level on an annual basis.
The Department intends to publish this information at provider level, which will include an aggregation at the regional level, in the summer. This information will then be incorporated into future ITT statistical first releases.
[1] www.gov.uk/government/statistics/initial-teacher-training-trainee-number-census-2014-to-2015
What steps she is taking to ensure that children benefit from high quality maths and physics teaching.
What steps she is taking to ensure that children benefit from high quality maths and physics teaching.