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To ask the Chancellor of the Duchy of Lancaster what projections for future years have been made by the Office for National Statistics of (a) the number and (b) the proportion of schoolchildren with (i) one or both parents who were born abroad and (ii) English as a second language.

Asked by

James Clappison (Conservative)

Answering body

Chancellor of the Duchy of Lancaster

Type

Written questions

Status

Answered

Date

19 May 2008

Reference

476 c51W; 206272

House

House of Commons

Secondary Schools

The Secretary of State is no doubt aware of the decline in the study of languages in secondary schools, following the Government’s decision to relax the curriculum. We all want to see the study of languages prosper, and we now have the Dearing proposals to try to address the problem. Does the Secretary of State believe that following those proposals there will be an increase in the number of candidates in our secondary schools for public examinations in languages at GCSE and A-level?

Asked by

James Clappison (Conservative)

Answering body

Department for Education and Skills

Oral questions - Supplementary

Status

Answered

Date

15 March 2007

Reference

458 c421

House

House of Commons

Qualifications

To ask the Secretary of State for Education and Skills what proportion of pupils have obtained a GCSE pass at grade A-C in (a) mathematics and English and (b) mathematics, English, a science subject and a modern foreign language in each of the last 20 years.

Asked by

James Clappison (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

18 January 2006

For answer on

20 January 2006

Answered on

14 February 2006

The information requested (where available) can be found in the following table.

Percentage of 15-year-olds achieving A*-C grades in the following GCSEs⁽⁴⁷⁾
	English and mathematics	English, mathematics, science and a modern language
1995	34	24
1996	35	25
1997	36	25
1998	37	26
1999	39	28
2000	40	29
2001	42	30
2002	43	30
2003	43	29
2004	44	28
2005	46	28
⁽⁴⁷⁾ Age at the start of the academic year.

Figures on these combinations of GCSE subjects are not available before 1995.

Date

14 February 2006

Reference

442 c1933W;442 c1933W; 44703

House

House of Commons

GCSE Results

To ask the Secretary of State for Northern Ireland what proportion of pupils in Northern Ireland obtained (a) five GCSE passes at grade A to C, (b) GCSE passes at grades A to C in mathematics and English and (c) GCSE passes in mathematics, English, a science subject and a...

Asked by

James Clappison (Conservative)

Answering body

Northern Ireland Office

Type

Written questions

Status

Answered

Date

9 February 2006

Reference

50311; 442 c1413-4W;442 c1413-4W

House

House of Commons

Specialist Language Schools

To ask the Secretary of State for Education and Skills how many (a) GCSE and (b) A level entries there were in modern languages from each specialist language school in each of the last 10 years, including years before the school acquired specialist status.

Asked by

James Clappison (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

7 December 2005

Reference

440 c1343W;440 c1343W; 33056

House

House of Commons

A-level Grades

To ask the Secretary of State for Education and Skills what proportion of students obtaining three or more A grades at A-level were from (a) grammar schools, (b) state schools and (c) independent schools in each of the last 10 years; and what proportion of students obtaining such grades in...

Asked by

James Clappison (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

25 May 2005

For answer on

6 June 2005

Answered on

6 June 2005

The information requested on the proportion of students obtaining three or more A grades at A-level by school type is in the following table.

16 to 18-year-old candidates achieving at least three A grades at A-level—1995 to 2004
	1995	1996	1997	1998	1999
3 A grades in mathematics
Number of students achieving	20	47	50	23	32
Percentage in comprehensive	0.0	8.5	8.0	4.3	0.0
in grammar	20.0	14.9	12.0	17.4	15.6
in independent	80.0	74.5	68.0	69.6	71.9
in FE sector	0.0	2.1	12.0	8.7	12.5

3 A grades in languages
Number of students achieving	17	19	19	31	16
Percentage in comprehensive	11.8	13.3	10.5	19.4	12.5
in grammar	11.8	0.0	15.8	9.7	25.0
in independent	41.2	40.0	26.3	38.7	31.3
in FE sector	35.3	46.7	47.4	32.3	31.3

3 A grades in sciences
Number of students achieving	611	621	729	802	900
Percentage in comprehensive	19.1	19.3	22.2	17.6	21.0
in grammar	14.2	138	15.5	15.6	18.7
in independent	55.8	53.3	48.4	52.0	46.8
in FE sector	10.8	13.5	13.9	14.8	13.6

3 A grades in any subjects
Number of students achieving	12,698	13,305	14,065	15,874	16,550
Percentage in comprehensive	28.1	28.6	28.4	28.6	29.0
in grammar	12.9	12.7	13.4	14.0	14.7
in independent	41.0	40.3	40.4	39.0	38.4
in FE sector	18.0	18.4	17.8	18.4	17.9

3 A grades in languages, mathematics and sciences
Number of students achieving	5,062	5,218	5,518	6,300	6,371
Percentage in comprehensive	26.3	25.7	26.4	26.3	27.6
in grammar	13.4	13.1	13.3	14.1	15.0
in independent	45.1	46.0	45.0	44.3	43.2
in FE sector	15.3	15.2	15.3	15.3	14.2

3 A grades in sciences and mathematics
Number of students achieving	4,664	4,732	5,015	5,756	5,828
Percentage in comprehensive	26.4	25.5	26.7	26.3	27.8
in grammar	13.1	13.1	13.2	14.1	15.0
in independent	45.2	46.3	44.9	44.3	42.9
in FE sector	15.3	15.1	15.2	15.2	14.3

	2000	2001	2002	2003	2004
3 A grades in mathematics
Number of students achieving	33	29	39	51	50
Percentage in comprehensive	6.1	3.4	10.3	0.0	0.0
in grammar	12.1	3.4	17.9	7.8	10.0
in independent	75.8	79.3	69.2	86.3	88.0
in FE sector	6.1	13.8	2.6	5.9	2.0

3 A grades in languages
Number of students achieving	20	16	28	45	34
Percentage in comprehensive	10.0	6.3	10.7	11.1	8.8
in grammar	10.0	6.3	17.9	2.2	2.9
in independent	65.0	43.8	46.4	55.6	73.5
in FE sector	15.0	43.8	25.0	31.1	14.7

3 A grades in sciences
Number of students achieving	887	881	1,274	1,168	1,192
Percentage in comprehensive	234	21.7	23.0	22.2	25.3
in grammar	17.1	18.6	19.2	19.4	17.6
in independent	45.4	46.5	43.5	46.1	45.0
in FE sector	14.0	13.2	14.4	12.2	12.1

3 A grades in any subjects
Number of students achieving	17,014	17,900	20,443	22,365	23,953
Percentage in comprehensive	29.2	28.6	28.5	28.2	27.5
in grammar	14.9	15.9	16.6	15.7	16.4
in independent	38.2	37.3	37.5	37.7	37.7
in FE sector	17.7	18.3	17.5	18.4	18.4

3 A grades in languages, mathematics and sciences
Number of students achieving	6,201	6,309	6,991	6,963	7,368
Percentage in comprehensive	26.9	27.2	25.8	25.6	24.6
in grammar	15.3	16.1	17.9	16.5	17.1
in independent	42.7	42.4	41.8	43.4	43.4
in FE sector	15.1	14.3	14.5	14.5	14.8

3 A grades in sciences and mathematics
Number of students achieving	5,657	5,695	6,236	6,161	6,556
Percentage in comprehensive	27.3	27.7	26.5	26.1	25.2
in grammar	15.1	15.9	18.1	16.9	17.4
in independent	42.1	41.6	40.5	41.9	42.1
in FE sector	15.4	14.8	14.9	15.1	15.2

Date

6 June 2005

Reference

1738; 434 c326-8W;434 c328-30W

House

House of Commons

Dept for Education and Skills

To ask the Secretary of State for Education and Skills, how many entries there were at A-level in (a) French, (b) German and (c) modern languages from schools currently designated as specialist language colleges in each of the last eight years, including entries from such schools before their designation. -...

Asked by

James Clappison (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

20 January 2005

For answer on

27 January 2005

Answered on

27 January 2005

Mr. Clappison: To ask the Secretary of State for Education and Skills how many entries there were at A-level in (a) French, (b) German and (c) modern languages from schools currently designated as specialist language colleges in each of the last eight years, including entries from such schools before their designation. [210831] Mr. Stephen Twigg: The information requested on GCE A-levels entries for 16 to 18-year-olds in specialist language colleges between 1997 and 2004 is given in the table: _________________________________________________________________________________________________. French German Other modern languages All modern languages 2004 914 435 660 2,009 2003 913 512 567 1,992 2002 936 500 525 1,961 2001 1,033 542 484 2,059 2000 1,014 571 444 2,029 1999 1,152 600 443 2,195 1998 1,188 598 407 2,193 1997 1,315 553 361 2,229 _________________________________________________________________________________________________. The specialist language colleges included are those operational on 1 September 2004.

Date

27 January 2005

Reference

210831; 430 c508W

House

House of Commons

Dept for Education and Skills

Supplementary on proportion of A-level candidates who took at least one foreign language in 2003-04 and impact of removing a modern language from the core subjects of the national curriculum.

Asked by

James Clappison (Conservative)

Answering body

Department for Education and Skills

Oral questions - 1st Supplementary

Status

Answered

Date

20 January 2005

Reference

429 c942

House

House of Commons

Dept for Education and Employment

To ask the Secretary of State for Education and Employment, how many applications were received for courses of postgraduate initial teacher training commencing in September; and how many had been received at the same stage last year, broken down into those applying for secondary teaching in (a) maths, (b) foreign...

Asked by

James Clappison (Conservative)

Answering body

Department for Education and Employment

Type

Written questions

Status

Answered

Tabled on

13 June 2000

For answer on

21 June 2000

Answered on

21 June 2000

Mr. Clappison: To ask the Secretary of State for Education and Employment how many applications were received for courses of postgraduate initial teacher training commencing in September; and how many had been received at the same stage last year, broken down into those applying for secondary teaching in (a) maths, (b) foreign languages, (c) science and (d) technology. [126317] Ms Estelle Morris: Latest available figures for applications for postgraduate initial teacher training courses in England and Wales for secondary teaching in maths, modern foreign languages, science and technology, together with comparative figures for the previous year are given in the table. _________________________________________________________________________________________________. 3 June 2000 5 June 1999 Mathematics 950 1,085 Science 2,167 2,324 Modern Languages 1,757 1,673 Technology 871 928 _________________________________________________________________________________________________. Note: The figures are for applications as entered on the GTTR computer system. Source: Graduate Teacher Training Register (GTTR) The Government announced on 30 March that training salaries would be introduced for postgraduate trainees starting initial teacher training courses from September 2000. Since that date, latest available figures show 1,119 (32 per cent.) more applications have been input onto the Graduate Teacher Training Registry computer system than for the equivalent period last year. The number of trainees recruited onto mathematics postgraduate initial teacher training courses declined between 1994-95 and 1998-99. There was a similar decline in the number of trainees recruited onto science postgraduate initial teacher training courses between 1996-97 and 1998-99. Last year, with the introduction of "golden hellos", recruitment to mathematics and science was up on the previous year. In recognition of the fierce competition for good graduates in mathematics, science, modern foreign languages, information technology and design and technology, as well as £6,000 training salaries, new style "golden hello" incentives of £4,000 were announced for postgraduate trainees in these subjects who pass their induction year and go on to take up a relevant teaching post. Since the announcement, available figures for all these subjects together show an increase of 379 or 22 per cent.

Date

21 June 2000

Reference

126317; 352 c207-8W

House

House of Commons

Dept for Education and Employment

To ask the Secretary of State for Education and Employment, how many persons were recruited into initial teacher training in 1999-2000 for secondary school teaching in (a) mathematics, (b) science, (c) languages and (d) technology; and what were the targets for that year for recruitment in those subjects. - Inc...

Asked by

James Clappison (Conservative)

Answering body

Department for Education and Employment

Type

Written questions

Status

Answered

Tabled on

29 February 2000

For answer on

22 March 2000

Answered on

22 March 2000

Mr. Clappison: To ask the Secretary of State for Education and Employment how many persons were recruited into initial teacher training in 1999-2000 for secondary school teaching in (a) mathematics, (b) science, (c) languages and (d) technology; and what were the targets for that year for recruitment in those subjects. [112984] Ms Estelle Morris: Figures for recruitment into initial teacher training in 1999-2000 for secondary school teaching in mathematics, science, modern foreign languages and technology in England and corresponding targets are given in the following table. _________________________________________________________________________________________________. Recruitment Target Mathematics 1,307 1,680 Science 2,362 2,390 Modern Foreign Languages 1,469 2,200 Technology 1,702 2,860 _________________________________________________________________________________________________. Notes: 1. Figures represent head-counts; that is the total of full-time and part-time recruitment. 2. Technology includes Design and Technology, Engineering, Computer Studies, Business Studies, Commerce, Home Economics and Needlecraft. 3. Targets for 1999-2000 exclude 300 for Mathematics and 300 for Science under the MS600 Scheme. 4. Recruitment data are provisional mid-year data. Coverage: Universities and other HE institutions, SCITT and OU. Sources: Intake: TTA Survey of ITT Providers Targets: DfEE As a result of the introduction of "Golden Hellos", recruitment to secondary teacher training in mathematics was 17 per cent. higher than the previous year. For science the figure was 4 per cent. and recruitment was very close to target. In both these subjects, the previous trend was a decline in recruitment. "Golden Hellos" will also apply to secondary teacher training in modern foreign languages from September 2000. In the longer term, the reforms announced in the Teachers Green Paper will improve the pay, training leadership and support for teachers and encourage more of the best graduates to join the profession.

Date

22 March 2000

Reference

346 c572-4W; 112984

House

House of Commons

Dept for Education and Employment

To ask the Secretary of State for Education and Employment, if he will list the numbers recruited into initial teacher training courses for teaching in secondary schools for (a) mathematics, (b) science, (c) languages and (d) technology in each of the last 10 years. - Inc table.

Asked by

James Clappison (Conservative)

Answering body

Department for Education and Employment

Type

Written questions

Status

Answered

Tabled on

29 February 2000

For answer on

22 March 2000

Answered on

22 March 2000

Mr. Clappison: To ask the Secretary of State for Education and Employment if he will list the numbers recruited into initial teacher training courses for teaching in secondary schools for (a) mathematics, (b) science, (c) languages and (d) technology in each of the last 10 years. [112981] Ms Estelle Morris: Figures for recruitment into initial teacher training for teaching in secondary schools for mathematics, science, modern foreign languages and technology in England over the last 10 years are given in the following table. Recruitment to initial teacher training in England over the last 10 years _________________________________________________________________________________________________. Mathematics Science Modern Foreign Languages Technology {1} 1990-91 1,055 1,549 1,042 1,291 1991-92 1,541 2,111 1,277 1,937 1992-93 1,699 2,148 1,384 2,216 1993-94 1,790 2,397 1,550 2,160 1994-95 1,950 2,918 1,789 2,131 1995-96 1,795 2,794 1,790 1,854 1996-97 1,653 2,937 1,720 1,963 1997-98 1,464 2,789 1,799 1,982 1998-99 1,120 2,279 1,657 1,682 1999-2000 1,307 2,362 1,469 1,702 _________________________________________________________________________________________________. {1} Technology includes Design and Technology, Commerce, Home Economics and Needlecraft Engineering, Computer Studies, Business Studies, Commerce, Home Economics and Needlecraft. Notes: 1. All figures before 1992-93 represent full-time equivalents. From 1992-93 onwards figures represent head-counts; that is the total of full-time and part-time recruitment. 2. Recruitment data are provisional mid year data. Coverage: Universities and other HE institutions, SCITT and OU. Sources: England: DFE Recruitment Survey, 1990-91 to 1993-94; HESES 1994-95; TTA Survey of ITT Providers 1995-96 onwards.

Date

22 March 2000

Reference

346 c574-5W; 112981

House

House of Commons

Dept for Education and Employment

To ask the Secretary of State for Education and Employment, how many applications for entry into initial teacher training courses starting in Autumn 2000 for the secondary school subjects of (a) mathematics, (b) science, (c) languages and (d) technology have been made in the current academic year to date; and...

Asked by

James Clappison (Conservative)

Answering body

Department for Education and Employment

Type

Written questions

Status

Answered

Tabled on

29 February 2000

For answer on

22 March 2000

Answered on

22 March 2000

Mr. Clappison: To ask the Secretary of State for Education and Employment how many applications for entry into initial teacher training courses starting in autumn 2000 for the secondary school subjects of (a) mathematics, (b) science, (c) languages and (d) technology have been made in the current academic year to date; and how many were made in 1999-2000. [112985] Ms Estelle Morris: Applications for initial teacher training courses can be made at postgraduate and undergraduate level. Applications in England and Wales to undergraduate courses at 4 February and postgraduate courses at 19 February for courses starting in 2000-01 together with equivalent figures and end of year figures for the previous year are given in the following tables. Undergraduate applications _________________________________________________________________________________________________. As at 4 February 2000-01 As at 5 February 1999-2000 End of year for 1999-2000 Mathematics 175 247 361 Science 225 271 342 Modern Foreign Languages 35 29 54 Technology 684 726 1,063 _________________________________________________________________________________________________. Source: Universities and Colleges Admissions Service PGCE applications _________________________________________________________________________________________________. As at 19 February 2000-01 As at 20 February 1999-2000 End of year for 1999-2000 Mathematics 407 529 1,690 Science 938 1,125 3,450 Modern Foreign Languages 806 904 2,307 Technology 318 441 1,619 _________________________________________________________________________________________________. Notes: 1. Figures for undergraduate and postgraduate cannot be combined as applicants can make up to six applications through UCAS, but only one application through GTTR. 2. Postgraduate end of year figures exclude applications made direct to the ITT provider. 3. Undergraduate end of year figures exclude applications made at the clearing stage. 4. Technology includes Design and Technology, Engineering, Computer Studies, Business Studies, Commerce, Home Economics and Needlecraft. Source: Graduate Teacher Training Registry These figures show that at the equivalent time last year, only about a third of final applications had been recorded for postgraduate subjects in Mathematics, Science and Technology and under half for courses in Modern Foreign Languages. Over the last five years there has been a trend for secondary initial teacher training postgraduate applications to be made later in the year.

Date

22 March 2000

Reference

346 c575-6W; 112985

House

House of Commons

Academic year	Percentage achieving 5 or more GCSEs at grade A* to C
1992–93	48
1993–94	49
1994–95	51
1995–96	52
1996–97	54
1997–98	55
1998–99	56
1999–2000	57
2000–01	57
2001–02	59
2002–03	59
2003–04	60
Notes: 1. The latest available information relates to the 2003–04 academic year. 2. The earliest available information relates to the 1992–93 academic year.

Librarians' tools

Type

House

Session

Year

Department

Member

Primary member

Answering member

Legislative stage

Legislation

Subject

Publisher

Academicyear	Percentage achieving GCSEs in mathematics and English at grade A* to C	Percentage achieving GCSEs passes at grades A* to C in mathematics, English, a science and a modem foreign language
1995–96	46	64
1996–97	48	64
1997–98	49	60
1998–99	50	65
1999–2000	51	68
2000–01	51	68
2001–02	52	68
2002–03	52	66
2003–04	51	64
Notes: 1. The latest available information relates to the 2003–04 academic year. 2. The earliest available information relates to the 1995–96 academic year.