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Teachers

Volume 448: debated on Wednesday 28 June 2006

To ask the Secretary of State for Education and Skills how many teachers are teaching classes in (a) mathematics, (b) English, (c) biology, (d) physics, (e) chemistry, (f) French, (g) German, (h) history and (i) geography in secondary schools in England who have no higher qualification than an A-level in the subject. (80037)

Information on the number of teachers teaching by subject and qualification is collected in periodic staffing surveys the last of which was conducted in November 2002.

The following tables provide the available information.

D8 Teachers in Service: Full-time teachers in maintained secondary schools—Highest post A level qualifications1 held in the subjects they teach2 to year groups 7-13, England

Percentage

Degree3

BEd

PGCE

Cert Ed

Other Qual.

No Qual.

Total teachers (Thousand)

Mathematics

42 ± 3

15 ± 2

9 ± 2

7 ± 1

2 ± 1

24 ± 2

28.2

English

51 ± 3

15 ± 2

7 ± 1

6 ± 1

1 ± 1

20 ± 2

29.4

Combined/General science

62 ± 3

12 ± 2

10 ± 2

4 ± 1

1 ± 1

11 ± 2

28.3

Biology4

71 ± 5

7 ± 3

11 ± 4

3 ± 2

- ± 1

7 ± 3

5.6

Chemistry4

72 ± 5

6 ± 3

12 ± 4

1 ± 1

1 ± 1

7 ± 3

5.2

Physics4

63 ± 6

11 ± 4

15 ± 4

3 ± 2

- ± -

8 ± 3

4.7

Other sciences4

10 ± 6

4 ± 4

5 ± 4

- ± -

- ± -

80 ± 8

1.6

French

54 ± 3

7 ± 2

10 ± 2

3 ± 1

2 ± 1

23 ± 3

16.0

German

47 ± 5

6 ± 3

13 ± 4

1 ± 1

2 ± 1

30 ± 5

6.9

Spanish

37 ± 7

8 ± 4

19 ± 6

- ± -

3 ± 2

33 ± 7

3.6

Other modern languages

18 ± 8

- ± -

9 ± 7

- ± -

3 ± 4

71 ±10

1.4

Design and technology5

26 ± 3

20 ± 3

7 ± 2

21 ± 3

2 ± 1

24 ± 3

20.9

ICT5, 6

13 ± 2

6 ± 1

8 ± 2

2 ± 1

3 ± 1

69 ± 3

18.9

Other/Combined technology5

30± 1 0

13 ± 8

16 ± 7

18 ± 9

2 ± 3

20 ± 9

1.6

Business studies

30 ± 5

11 ± 4

9 ± 3

4 ± 2

3 ± 2

43 ± 5

6.5

Classics

33 ± 7

- ± -

2 ± 4

2 ± -

- ± -

63 ± 7

1.0

History

57 ± 4

9 ± 2

6 ± 2

6 ± 2

- ± -

23 ± 3

13.7

Religious education

22 ± 3

8 ± 2

8 ± 2

4 ± 1

2 ± 1

57 ± 4

14.2

Geography

53 ± 4

9 ± 2

6 ± 2

5 ± 2

1 ± 1

25 ± 3

13.7

Other social studies

35 ± 5

6 ± 3

2 ± 2

2 ± 1

- ± 1

54 ± 6

4.9

Combined arts/humanities/ social studies

5 ± 3

4 ± 2

7 ± 3

1 ± 1

1 ± 1

83 ± 5

5.3

Music

59 ± 5

15 ± 4

5 ± 2

6 ± 3

2 ± 2

13 ± 4

6.3

Drama

25 ± 4

10 ± 3

12 ± 3

6 ± 2

2 ± 1

45 ± 5

8.1

Art and design

54 ± 4

10 ± 3

7 ± 2

9 ± 3

1 ± 1

20 ± 4

9.3

Physical education

25 ± 3

31 ± 3

6 ± 2

13 ± 2

2 ± 1

22 ± 2

21.4

Careers education

2 ± 2

1 ± 2

3 ± 3

4 ± 4

3 ± 4

87 ± 7

1.5

PSHE6

1 ± -

1 ± -

2 ± 1

1 ± -

- ± -

95 ± 1

61.4

General studies

1 ± 1

2 ± 1

1 ± 1

- ± 1

- ± -

95 ± 2

7.1

Citizenship

2 ± 1

1 ± 1

2 ± 1

- ± 1

- ± -

94 ± 2

9.0

Other

32.8

Total2, 7

33 ± -

10 ±-

7 ± -

5 ± -

1 ± -

44 ± -

388.4

‘-’ = zero or less than 0.5.

1 Where a teacher has more than one post A level qualification in the same subject, the qualification level is determined by the highest level reading from left (Degree) to right (Other Qual.). For example, teachers shown under PGCE have a PGCE but not a degree or BEd in the subject, while those with a PGCE and a degree are shown only under Degree.

2 Teachers are counted once against each subject which they are teaching.

3 Includes higher degrees but excludes BEds.

4 Teachers qualified in combined/general science are treated as qualified to teach biology, chemistry, or physics. Teachers qualified in biology, chemistry or physics are treated as qualified to teach combined/general science.

5 Teachers qualified in other/combined technology are treated as qualified to teach design and technology or information and communication technology. Teachers qualified in design and technology or information and communication technology are treated as qualified to teach other/combined technology.

6 Information and Communication Technology is abbreviated as ICT and Personal Social and Health Education is abbreviated as PSHE.

7 ‘Other’ not included in total percentages.

Source:

Secondary Schools Curriculum and Staffing Survey 2002.

D9 Teachers in Service: Full-time teachers in maintained secondary schools—Proportion of subject periods taught to year groups 7-13 holding a post A level qualification1 in that subject 2, England

Percentage

Degree3

BEd

PGCE

Cert Ed

Other Qual.

No Qual.

Total teachers (Thousand)

Mathematics

52 ± 1

17 ± -

10 ± -

8 ± -

1 ± -

12 ± -

630

English

62 ± 1

15 ± -

6 ± -

6 ± -

1± -

9 ± -

650

Combined/General science

65 ± 1

13 ± -

10 ± -

5 ± -

1 ± -

6 ± -

610

Biology4

76 ± 1

6 ± 1

10 ± 1

3 ± 1

- ± -

5 ± 1

60

Chemistry4

80 ± 1

5 ± 1

8 ± 1

1 ± -

2 ± -

5 ± 1

50

Physics4

73 ± 2

9 ± 1

9 ± 1

2 ± 1

- ± -

6 ± 1

50

Other Sciences4

11 ± 2

3 ± 1

4 ± 1

- ± -

- ± -

82 ± 2

20

French

61 ± 1

8 ± -

10 ± -

4 ± -

3 ± -

15 ± 1

300

German

59 ± 1

8 ± 1

13 ± 1

1 ± -

3 ± -

16 ± 1

110

Spanish

43 ± 2

13 ± 1

22 ± 2

- ± -

4 ± 1

18 ± 2

50

Other modern languages

27 ± 2

- ± -

8 ± 2

- ± -

1 ± 1

63 ± 2

20

Design and technology5

30 ± 1

25 ± 1

7 ± -

23 ± 1

2 ± -

13 ± -

480

ICT5, 6

22 ± 1

11 ± 1

11 ± 1

3 ± -

4 ± -

49 ± 1

210

Other/Combined technology5

37 ± 3

11 ± 2

12 ± 2

28 ± 3

6 ± 1

6 ± 2

20

Business studies

35 ± 1

11 ± 1

12 ± 1

6 ± 1

4 ± 1

33 ± 1

90

Classics

71 ± 2

- ± -

2 ± 1

1 ± -

- ± -

26 ± 2

10

History

70 ± 1

10 ± 1

6 ± -

6 ± -

- ± -

8 ± -

250

Religious education

44 ± 1

12 ± 1

11 ± 1

6 ± 1

3 ± -

24 ± 1

190

Geography

69 ± 1

10 ± 1

7 ± -

5 ± 1

1 ± -

9 ± 1

240

Other social studies

54 ± 2

7 ± 1

3 ± -

1 ± -

- ± -

35 ± 2

60

Combined arts/humanities/ social studies

6 ± 1

10 ± 1

11 ± 1

- ± -

3 ± 1

70 ± 2

50

Music

66 ± 1

18 ± 1

4 ± -

7 ± 1

2 ± -

4 ± -

140

Drama

43 ± 1

14 ± 1

11 ± 1

9 ± 1

2 ± -

22 ± 1

120

Art and design

65 ± 1

11 ± 1

7 ± -

8 ± 1

1 ± -

8 ± 1

210

Physical education

35 ± 1

37 ± 1

5 ± -

15 ± 1

2 ± -

6 ± -

420

Careers education

3 ± 1

5 ± 2

7 ± 2

13 ± 4

4 ± 2

68 ± 5

10

PSHE6

2 ± -

2 ± -

2 ± -

2 ± -

1 ± -

92 ± 1

150

General studies

1 ± 1

2 ± 1

1± 1

- ± -

- ± -

95 ± 1

20

Citizenship

2 ± 1

2 ± 1

3 ± 1

- ± -

- ± -

93 ± 2

20

Other

220

Total2, 7

51 ± -

15 ± -

8 ± -

8 ± -

2 ± -

17 ± -

5,460

‘-’ = zero or less than 0.5.

1 Where a teacher has more than one post A level qualification in the same subject, the qualification level is determined by the highest level reading from left (Degree) to right (Other Qual.). For example, teachers shown under PGCE have a PGCE but not a degree or BEd in the subject, while those with a PGCE and a degree are shown only under Degree.

2 Teachers are counted once against each subject which they are teaching.

3. Includes higher degrees but excludes BEds.

4 Teachers qualified in combined/general science are treated as qualified to teach biology, chemistry, or physics. Teachers qualified in biology, chemistry or physics are treated as qualified to teach combined/general science.

5 Teachers qualified in other/combined technology are treated as qualified to teach design and technology or information and communication technology. Teachers qualified in design and technology or information and communication technology are treated as qualified to teach other/combined technology.

6. Information and Communication Technology is abbreviated as ICT and Personal Social and Health Education is abbreviated as PSHE.

7 ‘Other’ not included in total percentages.

Source:

Secondary Schools Curriculum and Staffing Survey 2002.

Research by the National Foundation for Education Research (NFER) conducted during 2005 and published by the Department in January 2006 indicated that 92 per cent. of all teachers teaching science were science specialists with 44 per cent. holding a biology specialism, 25 per cent. holding a chemistry specialism, 19 per cent. a physics specialism and 5 per cent. a specialism in another science. An estimated 2 per cent. of teachers teaching science did not hold a post A-level qualification in science. In addition, the research estimated that 76 per cent. of teachers teaching maths were maths specialists. An estimated 14 per cent. held no post A-level qualification in maths. For both maths and science, the research suggested that specialists deliver a greater proportion of the curriculum time than their relative size within the work force would suggest. For example, although only 10 per cent. of teachers teaching science at Key Stage 4 hold a degree in physics, they deliver 43 per cent. of the curriculum time for GCSE physics with the rest supplied mainly by those with a chemistry degree or those with an initial teacher training specialism in science. (“Mathematics and Science in Schools: The Deployment of Teachers and Support Staff to Deliver the Curriculum”; Moor et al; DfES; 2006). For further information please see the research report at:

http://www.dfes.gov.uk/research/data/uploadfiles/RR708.pdf