English Baccalaureate Research
January 2013
Teacher number statistics updated May 2013
Key Findings ............................................................................................................... 2
Withdrawing arts subjects ......................................................................................... 3
Children at schools with a high proportion of FSM more affected ........................... 4
Children and young people’s access to cultural activities ......................................... 5
Patterns in GCSE entries ............................................................................................ 6
Teacher numbers ....................................................................................................... 8
Initial Teacher Education numbers ........................................................................ 8
Appendix A - Analysis of the DfE Impact of the English Baccalaureate research ...... 9
Appendix B - Patterns in GCSE entries ..................................................................... 14
Numbers of GCSEs sat in arts subjects 2002-2012 .............................................. 14
Number of GCSE sat 2002-2012 in arts subjects as a % of pupil numbers .......... 17
Subject percentage of total number of GCSEs sat ............................................... 19
GCSE attempts by subject by type of school ....................................................... 21
Appendix C - Information from DATA on Design and Technology GCSE entry
patterns. ................................................................................................................... 23
Appendix D - Teacher numbers ............................................................................... 25
Number of teachers in schools Keystage 3 to 5................................................... 25
Highest level of qualification held in a relevant subject by teachers .................. 32
Percentage of hours taught a week by teachers with any relevant post A-Level
qualification ......................................................................................................... 35
Percentage of hours taught a week by teachers with degree or higher ............. 36
Appendix E - Initial Teacher Education entrants ..................................................... 37
Author: Sam Cairns
Sam@culturallearningalliance.org.uk
English Baccalaureate Research
January 2013
Updated May 2013
Key Findings

Schools are withdrawing arts subjects as a result of the English Baccalaureate

Schools with a high proportion of children on free school meals are more
than twice as likely to withdraw arts subjects than schools with a low
proportion (21% versus 8%)

GCSE entries in arts subjects have fallen 20% in the last decade, and continue
to fall
The English Baccalaureate (EBacc) is having an adverse effect on arts subjects in
schools. 15% of schools surveyed by Ipsos MORI in 2012 had withdrawn one or more
arts subjects as a result of the EBacc. 21% of schools with a high proportion of free
school meals (FSM) reported withdrawing arts subjects.
This comes on the heels of a decade long fall in the number of students taking arts
GCSEs. In the case of GCSEs in Art and Design subjects this fall is precisely similar to
the drop in Geography GCSE entries, a drop that the government cites as one of the
reasons for including Geography in the Ebacc.
A further worrying trend, and one highlighted as an unintended consequence of the
EBacc by the House of Commons Education Committee1, is the impact of the EBacc
on children from disadvantaged backgrounds. Children at schools with a high
proportion of FSM are more likely to have arts subjects withdrawn, and to have their
GCSE option blocks affected; 65% of schools with high FSM reported changing their
GCSE options as a result of the EBacc compared to 30% of schools with low FSM. The
Committee also raised concerns that the EBacc would not only focus resources away
from non-EBacc subjects, like the arts, but also away from the most vulnerable and
disadvantaged children, as schools concentrated on students on the borderline of
achieving the EBacc.
These unintended impacts on the most disadvantaged children raise grave concerns,
not least because of the evidence that arts subjects raise the attainment of children
from lower socio-economic backgrounds, increase their employability and increase
their chances of engaging with their communities.
Research shows children from lower socio-economic backgrounds who take part in
arts activities at school are three times more likely to get a degree, twice as likely to
volunteer and 20% more likely to vote. Scottish research shows employability of
students who study arts subjects is higher and they are more likely to stay in
1
House of Commons Education Committee, The English Baccalaureate Fifth Report of
Session 2010-12 Volume I (London: The Stationary Office Limited, 2011)
2
English Baccalaureate Research
January 2013
Updated May 2013
employment2. Schools provide a vital universal access point for children to the arts,
and in some cases provide the only access point. DCMS Taking Part data shows that
33% of 11-15 year old boys and 20% of girls do not access arts outside of schools3
and that children from lower socio-economic backgrounds have less access to arts
than children from wealthier families. Schools with a high proportion of FSM
withdrawing arts subjects, narrowing children’s access to the arts should ring alarm
bells.
Withdrawing arts subjects
In 2012 the Department for Education commissioned Ipsos MORI4 to survey schools
on the impact of the Ebacc. Their sample consisted of 618 schools. See Appendix A
for detailed analysis of the data.
From the Ipsos MORI data5 we know in 2012:



15% of schools surveyed withdrew one or more arts subjects6.
21% of schools with a high proportion of FSM7 withdrew one or more arts
subjects compared to 8% of schools with a low proportion of FSM.
10% of schools with a high proportion of FSM said they had withdrawn
Drama as a subject or course compared to 3% of schools with a low
proportion of FSM.
This correlates with the expectations of the expert witnesses at the House of
Commons Education Committee held in April 2011 recorded in the report The
English Baccalaureate who expected music to be damaged by the EBacc proposals8.
The statistics below provide the detailed survey results from the Ipsos MORI survey
which reported that 27% of schools had withdrawn any subject as a result of the
2
Cultural Learning Alliance, The Case for Cultural Learning: key research findings (London:
Cultural Learning Alliance, 2011)
3 Helen Jones, Peter Millward (Knight, Kavanagh and Page) and Babatunde Buraimo
(University Of Central Lancashire), Child participation in culture and sport Analysis of the
2008/09 Taking Part Survey, DCMS, London 2011, page 5-6
4
Helen Greevy, Anastasia Knox, Fay Nunney & Julia Pye, Ipsos MORI The effects of the
English Baccalaureate (London: Department for Education, 2012)
5
Data acquired via a Freedom of Information request asking for the 618 survey returns the
publication The effects of the English Baccalaureate was based on.
6
The effects of the English Baccalaureate asked schools about subjects withdrawn. We have
defined the following subjects from their list as arts subjects: Art, Drama/performing arts,
Media studies, Music, Technology/Design technology, Textiles
7
High proportion of FSM-eligible pupils = above 16%, Medium proportion of FSM-eligible
pupils = 6%-16%, Low proportion of FSM-eligible pupils = less than 6%
8
House of Commons Education Committee, The English Baccalaureate Fifth Report of Session
2010-12 Volume I (London: The Stationary Office Limited, 2011) Q54 and Q55
3
English Baccalaureate Research
January 2013
Updated May 2013
EBacc. We further analysed the data to isolate the number of schools who had
withdrawn one or more arts subjects.
Withdrew one or more arts subjects Proportion FSM
High Medium
Withdrew non arts subjects
30
20
Withdrew one or more arts subjects 44
35
No subjects withdrawn
135 159
All schools in survey
209 214
Low
16
16
163
195
All schools
66
95
457
618
Withdrew one or more arts subjects Proportion FSM
High Medium
Withdrew non arts subjects
14% 9%
Withdrew one or more arts subjects 21% 16%
No subjects withdrawn
65% 74%
Low
8%
8%
84%
All schools
11%
15%
74%
What subjects or courses have been withdrawn? (Question 13b of the Ipsos MORI survey)
Subject cut
Proportion of FSM
High Medium Low All schools
Art
5%
5%
3% 4%
Drama/Performing Arts
10% 5%
3% 6%
Media studies
1%
1%
1% 1%
Music
6%
4%
2% 4%
Technology/Design technology 3%
6%
2% 4%
Textiles
2%
5%
1% 3%
P.E/Sport
2%
3%
3% 3%
(PE has been included to provide a comparison)
Children at schools with a high proportion of FSM more affected
The English Baccalaureate performance measure is disproportionately affecting
children at schools with a high proportion of pupils with Free School Meals 9 (FSM).
As set out above schools are more likely to withdraw an arts subject if they have a
high proportion of FSM than schools with a low proportion (21% versus 8%).
9
Free School Meals (FSM) have been found to be a proxy for children from families:
 In the bottom quartile of the income distribution
 FSM status proxies “best” children in workless families and those with only one parttime worker
FSM is status is statistically significant in the proxy variable regressions, so it does predict
achievement in the absence of true SES (Socio-Economic Status) measures. However, FSM
status does not always do a good job as a proxy for the true SES of the child.
Graham Hobbs and Anna Vignoles, Is Free School Meals a Valid Proxy for Socio-Economic
Status (in Schools Research) Centre for the Economics of Education, London, 2007
4
English Baccalaureate Research
January 2013
Updated May 2013
In addition schools with a high proportion of FSM are:

twice as likely to report the EBacc influenced the GCSE options blocks
they offered their Year 9 pupils in 2011/12 than schools with a low
proportion (65% v 30%)

twice as likely to report the EBacc influenced their schools curriculum
2011/12 than schools with a low proportion (61% v 32%)

three times as likely to be planning to make changes to their curriculum
offer 12/13 for reasons related to the EBacc than schools with a low
proportion (21% v 7%)

over twice as likely to report a subject or course has been withdrawn as a
result of the EBacc than those with a low proportion of free school meals
(46% v. 20%)
Children and young people’s access to cultural activities
We know that children from families with lower socio-economic status have less
access to arts within their families. Schools provide a universal point of access for
children, and are the only point for access for some.
Analysis published in 2011 by the DCMS of the 2008/09 Taking Part Survey data on 515 year olds engagement in culture, leisure and sport reported10:
 Among boys, one in four (25%) of those aged 5-10 and one in three (33%) of
those aged 11-15 did not take part in cultural activities outside of school.
 Meanwhile, among girls, non-participation in cultural activities was lower –
one in six (17%) of those aged 5-10 and one in five (20%) of those aged 11-15
did not take part in cultural activities outside of school.
In 2009 Ipsos MORI found 77% of parents with A Levels or a degree reported their
child as having participated in cultural activities with the family in the past year
compared to 60% of parents with no qualifications11. The same study also found that
there are ‘no statistically significant differences in terms of children’s participation
with their school by parental qualification level’12.
The Ipsos MORI 2009 report also found:
10
Helen Jones, Peter Millward (Knight, Kavanagh and Page) and Babatunde Buraimo
(University Of Central Lancashire), Child participation in culture and sport Analysis of the
2008/09 Taking Part Survey, DCMS, London 2011, page 5-6
11
Ipsos MORI, Parents’ views on creative and cultural education Report produced for
Creativity, Culture and Education, Ipsos MORI 2009, page 12
12
Ipsos MORI 2009, page 12
5
English Baccalaureate Research
January 2013
Updated May 2013





20% of parents say their child has not been involved in some form of cultural
activity with the family in the last 12 months
75% of parents say their child (aged up to 19) had taken part with their
school in a cultural activity in the past 12 months
74% of parents say their child had taken part in a cultural activity with their
family in the past 12 months
60% of parents with degrees consider regular participation to be very
important
42% of parents without formal qualifications consider regular participation to
be very important
The DCMS Taking Part survey found that in 2011/1213
 99.2% of children aged 5-15 had engaged with the arts in the last year
 98.6% of children aged 5-10 had engaged in arts outside of school in the last
year, in 2009/10 this figure was 97.2%
 78.2% of adults (16+) had engaged in the arts in the last year (84.9% of adults
from upper SES groups had engaged and 67.5% of adults from lower SES
groups)
Further examination of the above figures is needed to identify the different results
for level of participation in activities outside of school.
Patterns in GCSE entries
The Department for Education states:
One of the intentions behind the English Baccalaureate is to ensure that
history and geography remain an option at Key Stage 4. Too many schools are
simply not offering the opportunity to study these subjects. The English
Baccalaureate is designed to reverse the decline in these subjects14
Looking at GCSE entries and results over the last 10 years, and controlling for
fluctuations in the cohort size it is clear there has been a decline in the number of
GCSEs in history and geography which the EBacc appears to be reversing (appendix
B). However it is equally clear that GCSEs in arts subjects have been falling; Art and
Design has been experiencing an almost identical decline to Geography and
continues to decline, while Design and Technology has been experiencing what can
only be described as a nose dive in GCSE entries (71% of pupils took D&T in 2002,
39% in 2012).
13
DCMS, Taking Part: The National Survey of Culture, Leisure and Sport Adult and Child
Report 2011/12: Statistical Release, Statistical Worksheet: Child Engagement
TPY7_Child_Engagement http://www.culture.gov.uk/publications/9301.aspx Sampled
4/1/2013
14
http://www.education.gov.uk/schools/teachingandlearning/qualifications/englishbac/a00
75980/ebac-contents-faqs Sampled 4/1/2013
6
English Baccalaureate Research
January 2013
Updated May 2013
There have been slight falls of one or two percent in numbers of arts GCSEs since the
introduction of the EBacc was announced, however these are in line with existing
trends than can be observed from before the EBacc was announced. The full impact
of the EBacc will not be seen until the 2013 results since most pupils who have taken
GCSEs to date had already chosen their GCSE options when the EBacc was
announced.
Overall there has been a drop of 20% in the total number of arts GCSEs sat in the last
10 years from 786,025 in 2002 to 625,101 in 2012. The decline in total number of
arts GCSE entries can clearly be seen in the following diagram where it is compared
with the fluctuations in pupil cohort size.
Total arts GCSEs sat and pupil numbers
2002-2012
900000
800000
700000
600000
500000
Total arts GCSEs sat
400000
Pupil numbers
300000
200000
100000
0
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
See Appendix B for full figures.
The following chart also clearly shows the falls in arts GCSEs sat across the different
subjects.
Percentage change in number of GCSEs sat in arts subjects as a % of pupil numbers (controls
for cohort size changes)
Number of GCSE sat 2002 and 2012 in arts subjects as a % of pupil
numbers
2001/02
2011/12
Percentage change
Art and Design subjects
34%
29%
-5%
Design and Technology
71%
39%
-33%
Drama
16%
12%
-4%
Geography
40%
30%
-10%
History
36%
36%
0%
7
English Baccalaureate Research
January 2013
Updated May 2013
Media/Film/TV Studies
0%
Music
8%
Performing/expressive arts
0%
(Geography and History included as a comparison)
10%
7%
3%
10%
-1%
3%
See Appendix C for information from DATA specifically about the decline in Design
and Technology GCSEs.
Teacher numbers
The number of teachers recorded by subject and by teaching hours is available for
November 2010, 2011 and 2012. There were no statistically significant changes in
the number of arts teachers in schools or hours taught in arts subjects between 2010,
to 2012. However the three years show an upward trend in the number of history
and geography hours taught. As these two are EBacc subjects and there is not a
similar upward trend in arts subjects it is logical to assume this is an impact of the
EBacc.
There is also a noticeable trend in the % of teaching by post A level qualified
teachers. Across the three years there was a year on year fall in teaching by teachers
with relevant post A level qualifications in history, geography and all the arts
subjects except drama and media studies.
See Appendix D for detailed figures.
Initial Teacher Education numbers
Funded ITT places for arts subjects were dramatically reduced between 2010 and
2012:
Subject
2010 number of places 2012 number of places Percentage change
Art
515
320
-38%
Music
570
380
-33%
Geography
665
625
-6%
History
545
545
0%
The impact of these reductions on teacher supply has yet to be seen.
See Appendix E for more figures.
8
English Baccalaureate Research
January 2013
Updated May 2013
Appendix A - Analysis of the DfE Impact of the English Baccalaureate research
Questions asked of schools by Ipsos Mori
in 2012 behalf of DfE
Q.10a Could you tell me whether the
introduction of the English Baccalaureate
influenced
a) Your school's curriculum offer for the
current academic year, 2011/12?
Evidence
47% of schools say the EBacc has influenced their curriculum offer for 2011/12 and the GCSE
option blocks they offered to their Year 9 pupils.
Schools with a high proportion of FSM are twice as likely to report the EBacc influenced their
schools curriculum 2011/12 than schools with a low proportion (61% v 32%)
47% of schools said the EBacc influenced their curriculum. If schools withdrew an arts subject they
were more likely to report the EBacc had influenced their curriculum (69% of arts withdrawers
reported the EBacc had influenced their curriculum versus 39% of non subject withdrawers)
Type of school: no significant impact
Unable to link to Ofsted – schools not named in data.
Q.10b Could you tell me whether the
introduction of the English Baccalaureate
influenced
b) The GCSE option blocks you offered to
your current Year 9 pupils?
47% of schools say the EBacc has influenced their curriculum offer for 2011/12 and the GCSE
option blocks they offered to their Year 9 pupils.
Schools with a high proportion of FSM are twice as likely to report the EBacc influenced the GCSE
options blocks they offered their Year 9 pupils in 2011/12 than schools with a low proportion (65%
v 30%)
47% of schools said the EBacc influenced their GCSE option blocks. 40% of schools who didn’t
9
English Baccalaureate Research
January 2013
Updated May 2013
withdraw any subjects said the Ebacc influenced their GCSE option blocks. 71% of schools who
withdrew an arts subject said the EBacc influenced their GCSE option blocks.
Unable to link to Ofsted – schools not named in data.
Q11a Can you tell me whether you expect Schools with a high proportion of FSM are three times as likely to be planning to make changes to
to make changes to
their curriculum offer 12/13 for reasons related to the EBacc than schools with a low proportion
a) your school's curriculum offer in the
(21% v 7%)
next academic year, 2012/13, for reasons
related to the EBacc?
11a Can you tell me whether you expect to make changes to
a) your school's curriculum offer in the next academic year, 2012/13, for
Yes 15% (2012) 52% (2011)
reasons related to the EBacc?
No 85% (2012) 48% (2011)
proportion FSM
Don't know No
Yes
High
4% 76%
21%
2011 data from National Centre for Social
Low
4% 90%
7%
Research 2011, The English Baccalaureate Medium
5% 81%
14%
and GCSE choices
Half of schools made changes to their curriculum last year or are planning to in 12/13 as a result of
the EBacc (315 schools, 51%)
No significant variations on type of school.
Unable to link to Ofsted – schools not named in data.
Q11b Can you tell me whether you expect
to make changes to
b) the GCSE option blocks you will offer to
Year 9 pupils next year, for reasons
related to the EBacc?
Q11b Can you tell me whether you expect to make changes to
b) the GCSE option blocks you will offer to Year 9 pupils next year, for reasons
related to the EBacc?
Proportion FSM
Don't know
No
Yes
10
English Baccalaureate Research
January 2013
Updated May 2013
Yes 13% No 87%
High
Low
Medium
3%
3%
5%
80%
88%
83%
16%
9%
12%
Half of schools say the EBacc influenced their GCSE option blocks in 2012 or they will make
changes to option blocks in 2013 as result of the EBacc (314 schools 51%)
No significant variations on type of school.
Unable to link to Ofsted – schools not named in data.
Q13 Have any subjects or courses been
withdrawn from the curriculum or failed
to recruit enough pupils for the 2012/13
academic year as a result of the
introduction of the EBacc? (4)
Yes 27% 45%
No 73% 55%
Schools with a high proportion of free school meals are twice as likely to report a subject or course
has been withdrawn as a result of the EBacc than those with a low proportion of free school meals
(46% v. 20%)
Q.13 Have any subjects or courses been withdrawn from the curriculum or failed to recruit
enough students for the 2012/13 academic year as a result of EBacc?
Don't know 4.53%
No 69.42%
Yes 26.05%
Q13 by proportion of FSM
Prop FSM
High
Low
Medium
Don't know
No
Yes
36%
29%
46%
29%
36%
20%
36%
35%
34%
No significant variations on type of school.
11
English Baccalaureate Research
January 2013
Updated May 2013
Unable to link to Ofsted – schools not named in data.
2012 Ipsos Mori DfE report text:
The most commonly withdrawn subject is
drama or performing arts, with almost a
quarter (23%) of teachers whose schools
have withdrawn a subject saying that
they no longer offer this. Around one in
six (17%) say that art has been
withdrawn, whilst around one in seven
(14%) say that design or design
technology has been withdrawn. Eleven
percent say that textiles has been
withdrawn.
15% of schools surveyed withdrew one or more arts subjects. 21% of schools with a high
proportion of FSM withdrew one or more arts subjects compared to 8% of schools with a low
proportion of FSM.
10% of schools with a high proportion of FSM said they had withdrawn Drama as a subject or
course compared to 3% of schools with a low proportion of FSM.
Withdrew one or more arts
Proportion
subjects
FSM
High
Low
Medium
Grand Total
No
14%
8%
9%
11%
Yes
21%
8%
16%
15%
No subjects withdrawn
65%
84%
74%
74%
Grand Total
100% 100%
100%
100%
High Low
Medium
Grand Total
30
16
20
66
44
16
35
95
135
163
159
457
209
195
214
618
No
Yes
No subjects withdrawn
Grand Total
Q.13b What subjects or courses have been withdrawn?
Subject cut
Proportion of FSM
High Low Medium All schools
Art
5%
3%
5%
4%
12
English Baccalaureate Research
January 2013
Updated May 2013
Drama/Performing Arts
10%
3%
Media studies
1%
1%
Music
6%
2%
Technology/Design technology
3%
2%
Textiles
2%
1%
P.E/Sport
2%
3%
(PE has been included to provide a comparison)
5%
1%
4%
6%
5%
3%
6%
1%
4%
4%
3%
3%
No significant variations on type of school.
Unable to link to Ofsted – schools not named in data.
National Centre for Social Research, 2011, Data on subjects withdrawn not included in data released as part of the FOI request. It is not
The English Baccalaureate and GCSE
clear if subject withdrawn data was collected.
choices
Schools were asked if any subjects or
courses had been withdrawn from the
curriculum or failed to recruit enough
students for the 2011/12 academic year.
Just under half of schools (45%) said that
a course had been withdrawn. Schools
were asked which subjects had been
withdrawn. A top-level analysis of the
answers shows that most of the courses
that have been withdrawn are BTEC
courses. However, courses like music,
performing arts and textiles were also
mentioned, as were some languages.
13
English Baccalaureate Research
January 2013
Updated May 2013
Appendix B - Patterns in GCSE entries
Numbers of GCSEs sat in arts subjects 2002-2012
Number of GCSE sat 2002-2012 in arts subjects - numbers from the Joint Council for qualifications annual results tables
http://www.jcq.org.uk/examination-results/gcses
Pupil numbers from DfE: GCSE and Equivalent Results (Provisional) and National Curriculum Teacher Assessments at Key Stage 3 in England,
2011/12 http://www.education.gov.uk/rsgateway/DB/SFR/s001094/index.shtml Table 1a 3. Number of pupils on roll aged 15 at the start of
the academic year or at the end of Key Stage 4
Art and Design subjects
Design and Technology
Drama
Geography
History
Media/Film/TV Studies
Music
Performing/expressive
arts
Total arts GCSEs sat
Pupil numbers
2002
204759
433594
99480
240310
217614
48192
2003
210366
439617
98118
232830
218565
34812
51639
2004
211724
437403
100059
227832
230688
39820
56742
2005
209647
396668
99560
216756
227240
45683
58481
2006
212357
371672
100808
213469
231657
57521
60668
2007
211601
354959
102601
213124
227854
66425
61249
2008
205543
332787
100728
203862
226702
69823
59824
2009
193578
305809
93019
196018
219809
67972
53568
2010
188193
287701
87336
194599
221281
67764
51272
2011
183236
253624
80855
180737
218588
67433
48099
2012
178895
240704
76608
187022
222983
61680
46368
8968
9706
9666
10066
28325
26649
24650
22288
22239
20846
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
786025 843520 855454 819705 813092 825160 795354 738596 704554 655486 625101
606,554 622,122 643,560 636,119 648,833 655,146 653,083 634,496 639,263 627,093 623,440
14
English Baccalaureate Research
January 2013
Updated May 2013
Total arts GCSEs sat and pupil numbers 2002-2012
900000
800000
700000
600000
500000
Total arts GCSEs sat
Pupil numbers
400000
300000
200000
100000
0
2002
2003
2004
2005
2006
2007
2008
15
2009
2010
2011
2012
English Baccalaureate Research
January 2013
Updated May 2013
Number of GCSEs sat 2002-2012 in arts subjects
500000
450000
400000
350000
Art and Design subjects
Design and Technology
300000
Drama
Geography
250000
History
200000
Media/Film/TV Studies
Music
150000
Performing/expressive arts
100000
50000
0
2002
2003
2004
2005
2006
2007
2008
2009
16
2010
2011
2012
English Baccalaureate Research
January 2013
Updated May 2013
Number of pupils on roll aged 15 at the start of the academic year or at the end of Key Stage 4
Year
2006/07
655,146
2001/02
606,554
2007/08
653,083
2002/03
622,122
2008/09
634,496
2003/04
643,560
2009/10
639,263
2004/05
636,119
2010/11
627,093
2005/06
648,833
2011/12
623,440
DfE: GCSE and Equivalent Results (Provisional) and National Curriculum Teacher Assessments at Key Stage 3 in England, 2011/12
http://www.education.gov.uk/rsgateway/DB/SFR/s001094/index.shtml
Table 1a 3. Number of pupils on roll aged 15 at the start of the academic year or at the end of Key Stage 4
Number of GCSE sat 2002-2012 in arts subjects as a % of pupil numbers
Art and Design subjects
Design and Technology
Drama
Geography
History
Media/Film/TV Studies
Music
Performing/expressive
arts
2001/02
34%
71%
16%
40%
36%
0%
8%
0%
2002/03
34%
71%
16%
37%
35%
6%
8%
1%
2003/04
33%
68%
16%
35%
36%
6%
9%
2%
2004/05
33%
62%
16%
34%
36%
7%
9%
2%
2005/06
33%
57%
16%
33%
36%
9%
9%
2%
17
2006/07
32%
54%
16%
33%
35%
10%
9%
4%
2007/08
31%
51%
15%
31%
35%
11%
9%
4%
2008/09
31%
48%
15%
31%
35%
11%
8%
4%
2009/10
29%
45%
14%
30%
35%
11%
8%
3%
2010/11
29%
40%
13%
29%
35%
11%
8%
4%
2011/12
29%
39%
12%
30%
36%
10%
7%
3%
English Baccalaureate Research
January 2013
Updated May 2013
Number of GCSE sat 2002-2012 in arts subjects as a % of pupil numbers
80%
70%
60%
Art and Design subjects
50%
Design and Technology
Drama
Geography
40%
History
Media/Film/TV Studies
30%
Music
Performing/expressive arts
20%
10%
0%
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
18
2009/10
2010/11
2011/12
English Baccalaureate Research
January 2013
Updated May 2013
Subject percentage of total number of GCSEs sat
Numbers taken from the Joint Council for qualifications annual results tables http://www.jcq.org.uk/examination-results/gcses
Art and Design subjects
Design and Technology
Drama
Geography
History
Media/Film/TV Studies
Music
Performing/expressive
arts
2002
3.6%
7.7%
1.8%
4.2%
3.8%
0.9%
2003
3.7%
7.7%
1.7%
4.1%
3.8%
0.6%
0.9%
0.2%
2004
3.6%
7.4%
1.7%
3.9%
3.9%
0.7%
1.0%
0.2%
2005
3.7%
6.9%
1.7%
3.8%
4.0%
0.8%
1.0%
0.2%
2006
3.7%
6.5%
1.8%
3.7%
4.0%
1.0%
1.1%
0.2%
19
2007
3.6%
6.1%
1.8%
3.7%
3.9%
1.1%
1.1%
0.5%
2008
3.6%
5.9%
1.8%
3.6%
4.0%
1.2%
1.1%
0.5%
2009
3.5%
5.6%
1.7%
3.6%
4.0%
1.2%
1.0%
0.5%
2010
3.5%
5.4%
1.6%
3.6%
4.1%
1.3%
1.0%
0.4%
2011
3.6%
4.9%
1.6%
3.5%
4.2%
1.3%
0.9%
0.4%
2012
3.4%
4.6%
1.5%
3.6%
4.3%
1.2%
0.9%
0.4%
English Baccalaureate Research
January 2013
Updated May 2013
% of total number of GCSE sat
9.0%
8.0%
7.0%
6.0%
Art and Design subjects
Design and Technology
Drama
5.0%
Geography
History
4.0%
Media/Film/TV Studies
Music
3.0%
Performing/expressive arts
2.0%
1.0%
0.0%
2002
2003
2004
2005
2006
2007
2008
2009
20
2010
2011
2012
English Baccalaureate Research
January 2013
Updated May 2013
GCSE attempts by subject by type of school
Department for Education, GCSE attempts and achievements1 in selected subjects of
pupils at the end of Key Stage 4 in schools (percentage of pupils attempting the
subject)
Year: 2011/12 (Provisional) Coverage: England
http://www.education.gov.uk/researchandstatistics/statistics/allstatistics/a0021498
1/gcse-national-curriculum-teacher-assessment-ks3-england
As a percentage of pupils at the end of Key Stage 4 in all schools
Comprehensive Selective Modern Independent
Schools
Schools
Schools Schools2
Any Design &
39
43
38
19
Technology
Geography
25
47
23
37
History
31
54
25
40
Music
7
13
5
10
Art and Design
25
27
25
30
Drama
12
15
10
16
Media/Film/TV 9
3
10
1
All
Schools
36
26
31
7
25
12
8
Department for Education, GCSE attempts in selected subjects by pupils at the end
of Key Stage 4 by admissions basis (percentages)
http://www.education.gov.uk/researchandstatistics/datasets/a00201306/dfe-gcseand-equivalent-results-in-england-201011-revised
Year: 2010/111 (Revised) Coverage: England
As a percentage of pupils at the end of Key Stage 4 in all schools
Comprehensive Selective Modern Independent All
Schools
Schools
Schools Schools2
Schools
Any Design &
39
43
38
19
36
Technology
Geography
25
47
23
37
26
History
31
54
25
40
31
Music
7
13
5
10
7
Art and Design
25
27
25
30
25
Drama
12
15
10
16
12
Media/Film/TV 9
3
10
1
8
21
English Baccalaureate Research
January 2013
Updated May 2013
Table 2011/12 (provisional)
GCSE attempts in selected subjects by
pupils at the end of Key Stage 4 by
admission basis 2012
60
50
40
30
20
Comprehensive Schools
10
Selective Schools
Modern Schools
0
Independent Schools2
Table 2010/11 (revised)
GCSE attempts in selected subjects by
pupils at the end of Key Stage 4 by
admission basis 2011
60
50
40
30
Comprehensive Schools
20
Selective Schools
10
Modern Schools
0
Independent Schools2
22
English Baccalaureate Research
January 2013
Updated May 2013
Appendix C - Information from DATA on Design and Technology GCSE entry
patterns.
GCSE D&T 2012
Reasons for the decline in entry since 2004
The chart below shows that the D&T GCSE entry was around the 430,000 level until 2004. Up until
then D&T was a statutory subject which had to be taken by all pupils in KS4. In 2004 the government
removed D&T and MFL as statutory subjects at KS4 with the intention of giving school greater
flexibility in their post-14 curriculum. Since then there has been a gradual, year on year decline.
500
450
400
350
300
250
200
150
100
50
0
Male
Female
Total
Thousands
GCSE D&T Full course entry 2000-2012
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

D&T remains the most popular non-statutory GCSE after English, maths and science – but the
entry is now much closer to that of the other foundation subjects, particularly, history,
geography and art and design.

It is important to remember that many schools now enter candidates for BTEC qualifications
instead of GCSE, and these, along with vocational GCSE and diploma entries, account for in the
region of a further 45,000 candidates in D&T related areas eg:
o
BTEC Firsts (Level 2) – Construction and the Built Environment (6,700), Engineering (7,500),
Hospitality (4,900) and Art and Design (28,300 - where we know, anecdotally, that many D&T
departments teach their D&T) account for a further 47,500 candidates Double Award GCSEs had
4,195 candidates in Engineering, Manufacturing and Hospitality and Catering.
o
Diploma entries (principal learning) increased. In Construction and Built Environment, Creative
and Media, Engineering and Manufacturing & Product Design there were just over 500 entries at
Level 1 and just over 6,500 at Level 2
Other implications/comments

o
Single sciences
Over recent years the decrease in D&T entry is partly explained by the increase in single science
entries:
Physics
up 12.3% in 2012 (2011 up 16.4%)
23
English Baccalaureate Research
January 2013
Updated May 2013
o
o
Chemistry
Biology
o
o
o
Over the last five years, the number of entries for
Biology has increased 94.3 per cent (85,521 in 2008; 166,168 in 2012);
Chemistry has increased 107.6 per cent (76,656 in 2008; 159,126 in 2012);
Physics 108.7 per cent (75,383 in 2008; 157,377 in 2012).
up 12.3% (up 16.2%)
up 12.4% (up 14.2%)
Students taking single sciences have approximately 30% of their curriculum dedicated to science
and therefore fewer opportunities to choose other options.
the increased take up of single sciences is also likely to have an impact on standards in D&T.
Results show that students taking single sciences are very able – over 93% gain A*-C grades and
nearly half get A*-A. Anecdotally these are students who have less opportunity in their
curriculum to study subjects such as D&T. Impact could be that fewer of the most able students
take D&T.
24
English Baccalaureate Research
January 2013
Updated May 2013
Appendix D - Teacher numbers
From Department for Education data
http://www.education.gov.uk/researchandstatistics/statistics/statistics-bytopic/teachersandschoolworkforce/a00205723/school-workforce-in-englandprovisional-nov-2011
Number of teachers in schools Keystage 3 to 5
Head count of in service teachers
SUBJECT
2010
2011
2012
History
15000 16600
15800
Geography
13500 14900
14200
Design and technology
15000 14800
13800
Music
7500
8000
7400
Drama
11100 11600
10500
Art and Design
13200 13900
12800
Media Studies
7000
6600
6100
Combined Arts / Humanities / Social Studies
1300
1200
1000
Total
239800 241500
232100
In service teachers as a percentage of total teacher numbers
Subject
2010 2011
History
6.26% 6.87%
Geography
5.63% 6.17%
Design and technology
6.26% 6.13%
Music
3.13% 3.31%
Drama
4.63% 4.80%
Art and Design
5.50% 5.76%
Media Studies
2.92% 2.73%
Combined Arts / Humanities / Social Studies 0.54% 0.50%
25
2012
6.81%
6.12%
5.95%
3.19%
4.52%
5.51%
2.63%
0.43%
English Baccalaureate Research
January 2013
Updated May 2013
Head count of in service teachers by
subject
18000
16000
14000
12000
10000
8000
6000
4000
2000
0
2010
2011
2012
In service teachers as a % of total teacher
numbers
8.00%
7.00%
6.00%
5.00%
4.00%
3.00%
2.00%
2010
1.00%
2011
0.00%
2012
26
English Baccalaureate Research
January 2013
Updated May 2013
Total number of hours taught keystage 3-5
Subject
2010
2011
2012
History
153400 161800
165100
Geography
138700 146600
149300
Design and technology
119900 114600
107800
Music
92700
93100
91700
Drama
95000
96500
92400
Art and Design
159800 157700
151500
Media Studies
41100
38800
37200
Combined Arts / Humanities / Social Studies
5800
4500
4000
Total number of hours taught in all subjects 3901000 3890700 3759900
Percentage of total number of hours taught keystage 3-5
Subject
2010
2011
2012
History
3.93%
4.16%
4.39%
Geography
3.56%
3.77%
3.97%
Design and technology
3.07%
2.95%
2.87%
Music
2.38%
2.39%
2.44%
Drama
2.44%
2.48%
2.46%
Art and Design
4.10%
4.05%
4.03%
Media Studies
1.05%
1.00%
0.99%
Combined Arts / Humanities / Social Studies
0.15%
0.12%
0.11%
Number of hours taught to keystage 3
Subject
History
Geography
Design and technology
Music
Drama
Art and Design
Media Studies
Combined Arts / Humanities / Social Studies
Total
2010
81700
81300
39200
60300
48900
79000
2600
4600
1821300
2011
84800
83700
38500
59700
50500
77000
2237
3266
1807600
2012
83500
81800
36500
58100
48400
73600
2078
2927
1,718,600
Percentage of total hours taught to KS3
Subject
History
Geography
2010 2011 2012
4.49% 4.69% 4.86%
4.46% 4.63% 4.76%
27
English Baccalaureate Research
January 2013
Updated May 2013
Design and technology
Music
Drama
Art and Design
Media Studies
Combined Arts / Humanities / Social Studies
2.15%
3.31%
2.68%
4.34%
0.14%
0.25%
2.13%
3.30%
2.79%
4.26%
0.12%
0.18%
2.12%
3.38%
2.82%
4.28%
0.12%
0.17%
Total number of hours taught by subject
keystage 3-5
180000
160000
140000
120000
100000
80000
60000
40000
20000
0
2010
2011
2012
28
English Baccalaureate Research
January 2013
Updated May 2013
Percentage of total hours taught by subject
keystage 3-5
5.00%
4.50%
4.00%
3.50%
3.00%
2.50%
2.00%
1.50%
1.00%
0.50%
0.00%
2010
2011
2012
29
English Baccalaureate Research
January 2013
Updated May 2013
Number of hours taught to KS3 by subject
90000
80000
70000
60000
50000
40000
30000
20000
2010
10000
2011
0
2012
30
English Baccalaureate Research
January 2013
Updated May 2013
Percentage of total hours taught to KS3 by
subject
6.00%
5.00%
4.00%
3.00%
2.00%
2010
1.00%
2011
2012
0.00%
31
English Baccalaureate Research
January 2013
Updated May 2013
Highest level of qualification held in a relevant subject by teachers
(Hours taught in a typical week to pupils in years 7 to 13 by highest post A-level qualifications of
the teacher teaching the lesson)
2010
SUBJECT
Degree or
higher %
Bachelor of
Education %
Other
qualification %
7.4
4.4
3.0
3.7
15.3
Postgraduate
Certificate of
Education %
23.0
10.4
8.8
7.3
9.3
Mathematics
English
History
Geography
Design and
technology
Music
Drama
Art and design
Media Studies
50.8
72.2
77.0
76.8
57.8
80.3
56.4
79.2
23.1
4.8
4.1
4.2
0.0
7.8
8.6
8.4
3.1
2.6
2.0
1.5
0.0
SUBJECT
Degree or
higher %
Bachelor of
Education %
Other
qualification %
Mathematics
English
History
Geography
Design and
technology
Music
Drama
Art and design
Media Studies
52.6
71.8
75.6
71.6
54.1
7.4
4.5
3.2
3.6
15.7
Postgraduate
Certificate of
Education %
21.7
9.7
7.7
7.5
9.7
81.2
58.4
78.2
23.3
5.2
4.2
4.8
1.1
5.2
7.4
7.8
3.5
2.3
2.0
1.1
0.4
SUBJECT
Degree or
higher %
Bachelor of
Education %
Mathematics
English
History
Geography
48.0
69.6
74.7
72.9
5.4
3.0
2.1
2.3
2.4
1.5
0.9
0.9
6.2
2011
2.3
1.6
0.9
1.0
5.5
2012
32
Postgraduate
Certificate of
Education %
23.0
8.4
6.6
5.8
Other
qualification %
5.8
3.7
1.5
1.3
English Baccalaureate Research
January 2013
Updated May 2013
Design and
technology
Music
Drama
Art and design
Media Studies
55.0
78.9
57.3
77.1
26.6
12.9
3.7
3.1
3.6
0.7
8.4
3.6
7.9
6.6
2.8
6.0
2.2
4.6
1.8
1.5
Highest level of qualification held in a
relevant subject 2010
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
Degree or higher4
Bachelor of Education
Postgraduate Certificate of
Education
Other qualification5
33
English Baccalaureate Research
January 2013
Updated May 2013
Highest level of qualification held in a
relevant subject 2011
90.0
80.0
70.0
60.0
Degree or higher4
50.0
40.0
Bachelor of Education
30.0
20.0
Postgraduate Certificate of
Education
10.0
0.0
Other qualification5
Highest level of qualification held in a
relevant subject 2012
90.0
80.0
70.0
60.0
Degree or higher %
50.0
40.0
Bachelor of Education %
30.0
20.0
Postgraduate Certificate of
Education %
10.0
0.0
Other qualification %
34
English Baccalaureate Research
January 2013
Updated May 2013
Percentage of hours taught a week by teachers with any relevant post A-Level
qualification
% of hours taught
Mathematics
English
History
Geography
Design and technology8
Music
Drama
Art and design
Media Studies
2010
83.6
88.4
89.6
88.8
88.6
95.5
71.2
93.3
27.2
2011
84.0
87.5
87.4
83.7
85.0
93.8
71.9
91.8
28.4
2012
82.1
84.7
84.9
82.3
82.3
88.4
72.9
89.1
31.7
% of hours taught a week by teachers with
any relevant post A-Level qualification
120.0
100.0
80.0
60.0
2010
2011
40.0
2012
20.0
0.0
35
English Baccalaureate Research
January 2013
Updated May 2013
Percentage of hours taught a week by teachers with degree or higher
SUBJECT
Mathematics
English
History
Geography
Design and technology 8
Music
Drama
Art and design
Media Studies
2010
50.8
72.2
77.0
76.8
57.8
80.3
56.4
79.2
23.1
2011
52.6
71.8
75.6
71.6
54.1
81.2
58.4
78.2
23.3
2012
48.0
69.6
74.7
72.9
55.0
78.9
57.3
77.1
26.6
% of hours taught a week by teachers with
degree or higher
90.0
80.0
70.0
60.0
50.0
40.0
Degree or higher 2010
30.0
Degree or higher 2011
20.0
Degree or higher 2012
10.0
0.0
36
English Baccalaureate Research
January 2013
Updated May 2013
Appendix E - Initial Teacher Education entrants
Data from Initial Teacher Training (ITT) Places1 by Subject, 1990/91 to 2012/13
http://www.education.gov.uk/researchandstatistics/statistics/allstatistics/a00196887/itt-course-registrations
The number of ITT places for Art fell by 38% between 2010 and 2012
The number of ITT places for Music fell by 33% between 2010 and 2012
The number of ITT places for Geography fell by 6% between 2010 and 2012
The number of ITT places for History remained the same between 2010 and 2012
ITT places 2002-2013
2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13
Art
850
900
880
800
700
600
670
595
515
320
320
Music
700
700
725
690
640
600
690
635
570
390
380
Geography
1,100
985
935
925
850
770
770
715
665
615
625
History
950
950
910
810
700
600
685
620
545
545
545
Subject
Art
Music
Geography
History
Number of places 2010
515
570
665
545
Number of places 2012
320
380
625
545
Percentage change
-38%
-33%
-6%
0%
37
English Baccalaureate Research
January 2013
Updated May 2013
ITT numbers 2002-2012
1,200
1,000
800
600
Art
Music
Geography
400
History
200
0
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
38
2009/10
2010/11
2011/12
2012/13
English Baccalaureate Research
January 2013
Updated May 2013
ITT entrants
Music
Art & design
2012 number of entrants
2011 number of entrants
History
2010 number of entrants
Geography
0
100
200
300
400
500
600
700
% of ITT postgraudate entrants with a 2:1 or better UK degree
39
800
English Baccalaureate Research
January 2013
Updated May 2013
Music
2012 % of postgraduate entrants with 2:1 or better
UK degree
Art & design
2011 % of postgraduate entrants with 2:1 or better
UK degree
History
2010 % of postgraduate entrants with 2:1 or better
UK degree
Geography
0%
10%
20%
30%
40%
50%
60%
70%
80%
40
90%
100%
English Baccalaureate Research
January 2013
Updated May 2013
41