Asked by: Baroness Bonham-Carter of Yarnbury (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how many key stage 3 (1) art and design, (2) music, (3) drama, (4) design and technology, (5) history, and (6) geography teachers there were in state secondary schools in England for each year from 2010 to 2017.
Answered by Lord Agnew of Oulton
The number of teachers in state funded secondary schools for the requested subjects is shown in the attached table. The table shows that numbers of teachers for art and design, music, drama and design and technology decreased between 2010 and 2017. The number of teachers for history and geography increased between 2010 and 2017.
Information on subjects by teachers in state funded secondary schools is collected from a large sample of schools. This is then weighted and grossed to provide national totals. The percentage of schools returning this information each year has been provided for context.
Driving recruitment and boosting retention of teachers is a key focus for this government.
To support the recruitment of music and history teachers, we offer tax-free bursaries of up to £9,000. Design and Technology (D&T) teacher recruitment is supported through bursaries of up to £12,000. For geography we offer tax-free bursaries of £26,000 for trainees with a 2:2 or higher, or a prestigious scholarship worth £28,000 tax-free.
All trainees on tuition fee-funded training routes are able to apply for student finance, regardless of their subject and degree class. This includes a tuition fee loan so that trainees do not need to pay for training upfront and a maintenance loan to support living costs.
In March, the Secretary of State for Education announced a strategy to drive recruitment and boost retention of teachers. The strategy will build upon the existing work already undertaken to support schools, including; introducing a period of stability; clarifying the roles of actors within the accountability system and providing evidence-based solutions to strip away the workload that does not benefit pupils. The strategy will cover a wide range of areas such as professional development, career progression, flexible working and entry routes into teaching.
Asked by: Baroness Bonham-Carter of Yarnbury (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what was the annual percentage change in the number of key stage 4 (1) art and design, (2) music, (3) drama, (4) design and technology, (5) history, and (6) geography teachers in state secondary schools in England for each year from 2010 to 2017.
Answered by Lord Agnew of Oulton
The number of teachers in state funded secondary schools for the requested subjects is shown in the attached table. The table shows that numbers of teachers for art and design, music, drama and design and technology decreased between 2010 and 2017. The number of teachers for history and geography increased between 2010 and 2017.
Information on subjects by teachers in state funded secondary schools is collected from a large sample of schools. This is then weighted and grossed to provide national totals. The percentage of schools returning this information each year has been provided for context.
Driving recruitment and boosting retention of teachers is a key focus for this government.
To support the recruitment of music and history teachers, we offer tax-free bursaries of up to £9,000. Design and Technology (D&T) teacher recruitment is supported through bursaries of up to £12,000. For geography we offer tax-free bursaries of £26,000 for trainees with a 2:2 or higher, or a prestigious scholarship worth £28,000 tax-free.
All trainees on tuition fee-funded training routes are able to apply for student finance, regardless of their subject and degree class. This includes a tuition fee loan so that trainees do not need to pay for training upfront and a maintenance loan to support living costs.
In March, the Secretary of State for Education announced a strategy to drive recruitment and boost retention of teachers. The strategy will build upon the existing work already undertaken to support schools, including; introducing a period of stability; clarifying the roles of actors within the accountability system and providing evidence-based solutions to strip away the workload that does not benefit pupils. The strategy will cover a wide range of areas such as professional development, career progression, flexible working and entry routes into teaching.
Asked by: Baroness Bonham-Carter of Yarnbury (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how many key stage 4 (1) art and design, (2) music, (3) drama, (4) design and technology, (5) history, and (6) geography teachers there were in state secondary schools in England for each year from 2010 to 2017.
Answered by Lord Agnew of Oulton
The number of teachers in state funded secondary schools for the requested subjects is shown in the attached table. The table shows that numbers of teachers for art and design, music, drama and design and technology decreased between 2010 and 2017. The number of teachers for history and geography increased between 2010 and 2017.
Information on subjects by teachers in state funded secondary schools is collected from a large sample of schools. This is then weighted and grossed to provide national totals. The percentage of schools returning this information each year has been provided for context.
Driving recruitment and boosting retention of teachers is a key focus for this government.
To support the recruitment of music and history teachers, we offer tax-free bursaries of up to £9,000. Design and Technology (D&T) teacher recruitment is supported through bursaries of up to £12,000. For geography we offer tax-free bursaries of £26,000 for trainees with a 2:2 or higher, or a prestigious scholarship worth £28,000 tax-free.
All trainees on tuition fee-funded training routes are able to apply for student finance, regardless of their subject and degree class. This includes a tuition fee loan so that trainees do not need to pay for training upfront and a maintenance loan to support living costs.
In March, the Secretary of State for Education announced a strategy to drive recruitment and boost retention of teachers. The strategy will build upon the existing work already undertaken to support schools, including; introducing a period of stability; clarifying the roles of actors within the accountability system and providing evidence-based solutions to strip away the workload that does not benefit pupils. The strategy will cover a wide range of areas such as professional development, career progression, flexible working and entry routes into teaching.
Asked by: Baroness Bonham-Carter of Yarnbury (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what was the annual percentage change in the number of teaching hours for (1) art and design, (2) music, (3) drama, (4) design and technology, (5) history, and (6) geography at key stage 4 in state secondary schools in England in each year from 2010 to 2017.
Answered by Lord Agnew of Oulton
The requested information is shown in the attached table.
As the total number of hours taught to key stage 4 year groups varies each year, the percentage of time spent teaching each of the subjects requested has also been provided for context. The figures shown in the attached table cover teaching in years 10 and 11.
Information on subjects taught at key stage 4 is collected from a large sample of schools, this is then weighted and grossed to provide national totals. The percentage of schools returning this information each year has also been provided for context.
Schools have the freedom to decide how to teach the curriculum, but must make sure it is broad and balanced, offering a range of subjects to help pupils progress through acquiring knowledge, understanding and skills.
Traditionally GCSEs are two year courses of study that pupils start in year 10. The new national curriculum and reformed GCSEs are designed so that key stage 3 plays an important role in preparing pupils for natural progression to GCSEs.
Asked by: Baroness Bonham-Carter of Yarnbury (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how many hours of (1) art and design, (2) music, (3) drama, (4) design and technology, (5) history, and (6) geography were taught at key stage 4 in state secondary schools in England in each year from 2010 to 2017.
Answered by Lord Agnew of Oulton
The requested information is shown in the attached table.
As the total number of hours taught to key stage 4 year groups varies each year, the percentage of time spent teaching each of the subjects requested has also been provided for context. The figures shown in the attached table cover teaching in years 10 and 11.
Information on subjects taught at key stage 4 is collected from a large sample of schools, this is then weighted and grossed to provide national totals. The percentage of schools returning this information each year has also been provided for context.
Schools have the freedom to decide how to teach the curriculum, but must make sure it is broad and balanced, offering a range of subjects to help pupils progress through acquiring knowledge, understanding and skills.
Traditionally GCSEs are two year courses of study that pupils start in year 10. The new national curriculum and reformed GCSEs are designed so that key stage 3 plays an important role in preparing pupils for natural progression to GCSEs.
Asked by: Baroness Bonham-Carter of Yarnbury (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what was the annual percentage change in the number of teaching hours for (1) art and design, (2) music, (3) drama, (4) design and technology, (5) history, and (6) geography at key stage 3 in state secondary schools in England in each year from 2010 to 2017.
Answered by Lord Agnew of Oulton
The requested information is shown in the attached table.
As the total number of hours taught to key stage 3 year groups varies each year, the percentage of time spent teaching each of the subjects requested has also been provided for context. The figures shown in the attached table cover teaching in years 7, 8 and 9.
Information on subjects taught at key stage 3 is collected from a large sample of schools, this is then weighted and grossed to provide national totals. The percentage of schools returning this information each year has been provided for context.
Schools have the freedom to decide how to teach the curriculum, but must make sure it is broad and balanced, offering a range of subjects to help pupils progress through acquiring knowledge, understanding and skills.
Traditionally GCSEs are two year courses of study that pupils start in year 10. The new national curriculum and reformed GCSEs are designed so that key stage 3 plays an important role in preparing pupils for natural progression to GCSEs.
Asked by: Baroness Bonham-Carter of Yarnbury (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how many hours of (1) art and design, (2) music, (3) drama,( 4) design and technology, (5) history, and (6) geography were taught at key stage 3 in state secondary schools in England in each year from 2010 to 2017.
Answered by Lord Agnew of Oulton
The requested information is shown in the attached table.
As the total number of hours taught to key stage 3 year groups varies each year, the percentage of time spent teaching each of the subjects requested has also been provided for context. The figures shown in the attached table cover teaching in years 7, 8 and 9.
Information on subjects taught at key stage 3 is collected from a large sample of schools, this is then weighted and grossed to provide national totals. The percentage of schools returning this information each year has been provided for context.
Schools have the freedom to decide how to teach the curriculum, but must make sure it is broad and balanced, offering a range of subjects to help pupils progress through acquiring knowledge, understanding and skills.
Traditionally GCSEs are two year courses of study that pupils start in year 10. The new national curriculum and reformed GCSEs are designed so that key stage 3 plays an important role in preparing pupils for natural progression to GCSEs.
Asked by: Baroness Bonham-Carter of Yarnbury (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how many students were in key stage 3 in state secondary schools in England in each year from 2010 to 2017; and what was the annual percentage change in the number of students for each of those years.
Answered by Lord Agnew of Oulton
The requested information is shown in the table below:
Number of pupils by key stages 3 and 4 in secondary schools
year | key stage 3 | % change | key stage 4 | % change | |
2010 | 1,677,023 | n/a | 1,134,938 | n/a | |
2011 | 1,670,486 | -0.4 | 1,117,700 | -1.5 | |
2012 | 1,640,040 | -1.8 | 1,121,510 | 0.3 | |
2013 | 1,610,360 | -1.8 | 1,117,765 | -0.3 | |
2014 | 1,585,635 | -1.5 | 1,100,400 | -1.6 | |
2015 | 1,595,066 | 0.6 | 1,082,750 | -1.6 | |
2016 | 1,630,578 | 2.2 | 1,059,175 | -2.2 | |
2017 | 1,678,497 | 2.9 | 1,043,635 | -1.5 | |
Source: School Census
Asked by: Baroness Bonham-Carter of Yarnbury (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how many students were in key stage 4 in state secondary schools in England in each year from 2010 to 2017; and what was the annual percentage change in the number of students for each of those years.
Answered by Lord Agnew of Oulton
The requested information is shown in the table below:
Number of pupils by key stages 3 and 4 in secondary schools
year | key stage 3 | % change | key stage 4 | % change | |
2010 | 1,677,023 | n/a | 1,134,938 | n/a | |
2011 | 1,670,486 | -0.4 | 1,117,700 | -1.5 | |
2012 | 1,640,040 | -1.8 | 1,121,510 | 0.3 | |
2013 | 1,610,360 | -1.8 | 1,117,765 | -0.3 | |
2014 | 1,585,635 | -1.5 | 1,100,400 | -1.6 | |
2015 | 1,595,066 | 0.6 | 1,082,750 | -1.6 | |
2016 | 1,630,578 | 2.2 | 1,059,175 | -2.2 | |
2017 | 1,678,497 | 2.9 | 1,043,635 | -1.5 | |
Source: School Census
Asked by: Baroness Bonham-Carter of Yarnbury (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what reports or assessments they have made or received on the quality and quantity of music education at primary level education outside school activities since September 2015; and in each case for which year.
Answered by Lord Agnew of Oulton
Responses to the Department for Education’s ‘Teacher Voice Omnibus’ Survey (conducted between May and June 2016), indicated that the median average time primary school teachers spent teaching music as a dedicated subject was 30 minutes per week. The amount of provision and support provided by music education hubs to augment this, is set out in annual reports published by Arts Council England. In 2015/16, the latest year for which data has been published, hubs provided or supported 14,866 ensembles and choirs, including 6,887 that are area-based. 342,225 children and young people regularly took part in these, including 34,724 key stage 1 pupils and 174,657 key stage 2 pupils. The 2015/16 report is attached.