Asked by: Baroness Bonham-Carter of Yarnbury (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what estimate they have made of the number of students taking subjects linked to design at (1) primary, (2) secondary, and (3) tertiary level, in each year since 2009; and what steps they are taking to increase the uptake of those subjects.
Answered by Lord Agnew of Oulton
The number and percentage of students taking design and technology (D&T) and art and design qualifications is set out in the attached tables.
The government believes that both art and design and D&T are important subjects. All state maintained secondary schools must teach art and design and D&T to pupils aged 5-14. There is also a statutory entitlement for every pupil aged 14-16 to take D&T and an arts subject, if they wish to do so.
Like maintained schools, academies must provide a broad and balanced curriculum. Ofsted’s new inspection arrangements, which will be introduced in September, place a renewed focus on schools ensuring all pupils receive a broad, balanced and ambitious curriculum.
The arts are an essential part of a broad and balanced education and high-quality arts education should not be the preserve of the elite, but the entitlement of every single child. Between 2016-20, we are spending almost £500 million on a range of arts and cultural education programmes.
At primary school, data from the Teacher Voice Omnibus 2016 survey revealed that the average amount of time spent teaching art and design and D&T was broadly similar to the amount of time spent teaching history and geography. GCSE art and design remains a popular choice and 2019 Ofqual provisional GCSE data shows the proportion of pupils taking this subject has increased since 2018.
The department has worked closely with organisations such as the James Dyson Foundation and Royal Academy of Engineering to strengthen the new D&T curriculum and GCSE. The new GCSE will be taken for the first time in summer 2019. To improve the quality of teaching D&T in schools, the department offers D&T graduates bursaries of up to £12,000 to enter the profession.
Both art and design and D&T GCSEs count towards the progress and attainment 8 secondary accountability measures, which is the headline measure of secondary school performance.
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 3 (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 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.