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In my constituency, we have a thriving manufacturing sector, but one area of concern I have is the availability of skills, especially in engineering. Does the Minister agree that we need to redouble our efforts on science, technology, engineering and maths—the STEM subjects—at school to ensure that we have a good pool of skills in that sector?
In my constituency, we have a thriving manufacturing sector, but one area of concern I have is the availability of skills, especially in engineering. Does the Minister agree that we need to redouble our efforts on science, technology, engineering and maths—the STEM subjects—at school to ensure that we have a good pool of skills in that sector?
It is critical that we turn around engineering to ensure that we have the engineering skills necessary to compete in the future. In Stroud and across the country, there are shortages of engineering skills, and this Government are addressing it.
It is critical that we turn around engineering to ensure that we have the engineering skills necessary to compete in the future. In Stroud and across the country, there are shortages of engineering skills, and this Government are addressing it.
It is critical that we turn around engineering to ensure that we have the engineering skills necessary to compete in the future. In Stroud and across the country, there are shortages of engineering skills, and this Government are addressing it.
In my constituency, we have a thriving manufacturing sector, but one area of concern I have is the availability of skills, especially in engineering. Does the Minister agree that we need to redouble our efforts on science, technology, engineering and maths—the STEM subjects—at school to ensure that we have a good pool of skills in that sector?
My honourable friend the Minister for Skills (joint with Department for Education) (Matthew Hancock) is today making the following Statement.
The Government are today publishing the Skills Funding Statement 2012-15 and the FE College Capital Investment Strategy. I will email all honourable Members and a copy of each will be placed...
My honourable friend the Minister for Skills (joint with Department for Education) (Matthew Hancock) is today making the following Statement.
The Government are today publishing the Skills Funding Statement 2012-15 and the FE College Capital Investment Strategy. I will email all honourable Members and a copy of each will be placed...
The Government are today publishing the skills funding statement 2012-15 and the FE college capital investment strategy. I will e-mail all hon. Members and a copy of each will be placed in the Library of the House.
Since May 2010, the Government have made available over £330 million of new FE...
The Government are today publishing the skills funding statement 2012-15 and the FE college capital investment strategy. I will e-mail all hon. Members and a copy of each will be placed in the Library of the House.
Since May 2010, the Government have made available over £330 million of new FE...
I suggest that the hon. Gentleman visit Woodberry Down primary school in Hackney, which has already adopted the new national curriculum that we have suggested, including more advanced fractions, multiplication and division. I have seen the inspirational teaching at that school and the excitement on children’s faces as they play games using advanced fractions and grasp that the underlying principles of mathematics will help them for the rest of their lives. That is what our new curriculum does: it allows excellent teachers to inspire the next generation.
I suggest that the hon. Gentleman visit Woodberry Down primary school in Hackney, which has already adopted the new national curriculum that we have suggested, including more advanced fractions, multiplication and division. I have seen the inspirational teaching at that school and the excitement on children’s faces as they play games using advanced fractions and grasp that the underlying principles of mathematics will help them for the rest of their lives. That is what our new curriculum does: it allows excellent teachers to inspire the next generation.
Will the Minister join me in welcoming the formation of National Numeracy, which is a fantastic new organisation? It has expressed concern about the new maths curriculum for primary schools and says that there is too much
“rote learning and not enough emphasis on problem solving and using maths in real-life contexts.”
I agree with the Minister that numeracy is vital, but I fear that this may be a lost opportunity to improve maths education in primary schools. Will she work with National Numeracy and teachers to develop a maths curriculum that will really make a difference?
A dozen or so years ago, Lord Moser concluded in his report that more than 50% of people in Britain were innumerate and illustrated that by saying that 50% of the population do not understand what 50% means. Recently I attended a National Numeracy reception and spoke to Lord Moser again, and others, and the problem still exists. Are the Government able to put their finger on precisely what has gone wrong and is the Minister doing enough to put it right?
A dozen or so years ago, Lord Moser concluded in his report that more than 50% of people in Britain were innumerate and illustrated that by saying that 50% of the population do not understand what 50% means. Recently I attended a National Numeracy reception and spoke to Lord Moser again, and others, and the problem still exists. Are the Government able to put their finger on precisely what has gone wrong and is the Minister doing enough to put it right?
One of the issues we have identified is too early a reliance on calculators in some classrooms. There is also an over-focus on data in the primary curriculum at the expense of arithmetic and number,
which are the basis of a strong mathematical understanding later in life. We are readjusting the balance to make sure that those core basics are secure first.
We treat maths as a very high priority and are working to attract the best graduates into mathematics teaching through bursaries of up to £20,000. From 2014, we will remove calculators from primary tests to ensure that pupils master the basics, and we are reforming the national curriculum to focus on core arithmetic, which is key to so much future success in employment.
We treat maths as a very high priority and are working to attract the best graduates into mathematics teaching through bursaries of up to £20,000. From 2014, we will remove calculators from primary tests to ensure that pupils master the basics, and we are reforming the national curriculum to focus on core arithmetic, which is key to so much future success in employment.
With that in mind, what steps is my hon. Friend taking to ensure that children have a good basic grasp of mental arithmetic before they are able to rely on calculators?
With that in mind, what steps is my hon. Friend taking to ensure that children have a good basic grasp of mental arithmetic before they are able to rely on calculators?
At present, the evidence suggests that 10-year-olds in England are more likely to use calculators than those in virtually any other country in the world, and we are 28th in the world league tables for maths. It is important that children understand and are fluent in multiplication, division, addition and subtraction before they use calculators. That is why we are removing calculators from the primary tests, in line with high-performing countries such as Hong Kong and jurisdictions such as Massachusetts.
At present, the evidence suggests that 10-year-olds in England are more likely to use calculators than those in virtually any other country in the world, and we are 28th in the world league tables for maths. It is important that children understand and are fluent in multiplication, division, addition and subtraction before they use calculators. That is why we are removing calculators from the primary tests, in line with high-performing countries such as Hong Kong and jurisdictions such as Massachusetts.
At present, the evidence suggests that 10-year-olds in England are more likely to use calculators than those in virtually any other country in the world, and we are 28th in the world league tables for maths. It is important that children understand and are fluent in multiplication, division, addition and subtraction before they use calculators. That is why we are removing calculators from the primary tests, in line with high-performing countries such as Hong Kong and jurisdictions such as Massachusetts.
With that in mind, what steps is my hon. Friend taking to ensure that children have a good basic grasp of mental arithmetic before they are able to rely on calculators?
One of the issues we have identified is too early a reliance on calculators in some classrooms. There is also an over-focus on data in the primary curriculum at the expense of arithmetic and number,
which are the basis of a strong mathematical understanding later in life. We are readjusting the balance to make sure that those core basics are secure first.
One of the issues we have identified is too early a reliance on calculators in some classrooms. There is also an over-focus on data in the primary curriculum at the expense of arithmetic and number,
which are the basis of a strong mathematical understanding later in life. We are readjusting the balance to make sure that those core basics are secure first.
A dozen or so years ago, Lord Moser concluded in his report that more than 50% of people in Britain were innumerate and illustrated that by saying that 50% of the population do not understand what 50% means. Recently I attended a National Numeracy reception and spoke to Lord Moser again, and others, and the problem still exists. Are the Government able to put their finger on precisely what has gone wrong and is the Minister doing enough to put it right?
Will the Minister join me in welcoming the formation of National Numeracy, which is a fantastic new organisation? It has expressed concern about the new maths curriculum for primary schools and says that there is too much
“rote learning and not enough emphasis on problem solving and using maths in real-life contexts.”
I agree with the Minister that numeracy is vital, but I fear that this may be a lost opportunity to improve maths education in primary schools. Will she work with National Numeracy and teachers to develop a maths curriculum that will really make a difference?
Will the Minister join me in welcoming the formation of National Numeracy, which is a fantastic new organisation? It has expressed concern about the new maths curriculum for primary schools and says that there is too much
“rote learning and not enough emphasis on problem solving and using maths in real-life contexts.”
I agree with the Minister that numeracy is vital, but I fear that this may be a lost opportunity to improve maths education in primary schools. Will she work with National Numeracy and teachers to develop a maths curriculum that will really make a difference?
I suggest that the hon. Gentleman visit Woodberry Down primary school in Hackney, which has already adopted the new national curriculum that we have suggested, including more advanced fractions, multiplication and division. I have seen the inspirational teaching at that school and the excitement on children’s faces as they play games using advanced fractions and grasp that the underlying principles of mathematics will help them for the rest of their lives. That is what our new curriculum does: it allows excellent teachers to inspire the next generation.
We treat maths as a very high priority and are working to attract the best graduates into mathematics teaching through bursaries of up to £20,000. From 2014, we will remove calculators from primary tests to ensure that pupils master the basics, and we are reforming the national curriculum to focus on core arithmetic, which is key to so much future success in employment.
To ask the Secretary of State for Education what percentage of children achieved (a) five A* to C GCSEs including English and mathematics and (b) two or more A grades at A level in each local education authority (LEA) in each of the last three years, by ethnic origin and...
To ask the Secretary of State for Education what percentage of children achieved (a) five A* to C GCSEs including English and mathematics and (b) two or more A grades at A level in each local education authority (LEA) in each of the last three years, by ethnic origin and...
The information requested has been placed in the House Libraries.1
There is no recognised term whereby local authorities would be classed as wholly 'comprehensive'. All remaining authorities would consist of those with no, or few selective schools.1 Local authorities that are classed as wholly 'selective' have been highlighted in the tables.
(2) in which mainstream schools fewer than (a) 50 per cent., (b) 60 per cent. and (c) 70 per cent. of pupils with no statement of special educational needs achieved A* to C in GCSE (i) English, (ii) mathematics and (iii) either English or mathematics in the latest period for...
(2) in which mainstream schools fewer than (a) 50 per cent., (b) 60 per cent. and (c) 70 per cent. of pupils with no statement of special educational needs achieved A* to C in GCSE (i) English, (ii) mathematics and (iii) either English or mathematics in the latest period for...
[holding answer 31 October 2012]: The information requested for 2011 is given in (a) the following table, and (b) a list of schools with the requested indicators which has been placed in the House Libraries. Information has been given for state-funded mainstream schools only (including academies and free schools) as information on special educational needs (SEN) is not collected at pupil level for independent (not state-funded) schools. Information for 2012 is not yet available—it will be published in late January 2013.
| National
performance of pupils1 with no statements of
special educational needs2 attaining A* to C
in English and/or mathematics at the end of Key Stage 4, Year: 2010/11
(Final), Coverage: England (state-funded mainstream schools
only) | ||
| Number
of pupils at the end of Key Stage 4 with no statement of
SEN | Percentage
of pupils at the end of Key Stage 4 with no statement of
SEN | |
| Total
number of
pupils | 545,610 | — |
| Of
which: | ||
| Did
not achieve A* to C in
English | 156,085 | 28.6 |
| Did
not achieve A* to C in
mathematics | 178,977 | 32.8 |
| Did
not achieve A* to C in either English or
mathematics | 120,248 | 22.0 |
| 1
Includes attempts and achievements by these pupils in previous academic
years. 2 Pupils with no statement of SEN include:
School Action, School Action+, no identified SEN and unclassified
pupils. Source: 2011 Secondary School
Performance Tables data
(post-errata). |
(3) in which mainstream schools fewer than (a) 50 per cent., (b) 60 per cent. and (c) 70 per cent. of pupils with no statement of special educational needs achieved five A* to C grades, including English and mathematics but excluding equivalents at GCSE in each local authority in the...
(3) in which mainstream schools fewer than (a) 50 per cent., (b) 60 per cent. and (c) 70 per cent. of pupils with no statement of special educational needs achieved five A* to C grades, including English and mathematics but excluding equivalents at GCSE in each local authority in the...
[holding answer 31 October 2012]: The information requested for 2011 is given in (a) the following table, and (b) a list of schools with the requested indicators which has been placed in the House Libraries. Information has been given for state-funded mainstream schools only (including academies and free schools) as information on special educational needs (SEN) is not collected at pupil level for independent (not state-funded) schools. Information for 2012 is not yet available—it will be published in late January 2013.
| National
performance of pupils1 with no statements of
special educational needs2 attaining A* to C
in English and/or mathematics at the end of Key Stage 4, Year: 2010/11
(Final), Coverage: England (state-funded mainstream schools
only) | ||
| Number
of pupils at the end of Key Stage 4 with no statement of
SEN | Percentage
of pupils at the end of Key Stage 4 with no statement of
SEN | |
| Total
number of
pupils | 545,610 | — |
| Of
which: | ||
| Did
not achieve A* to C in
English | 156,085 | 28.6 |
| Did
not achieve A* to C in
mathematics | 178,977 | 32.8 |
| Did
not achieve A* to C in either English or
mathematics | 120,248 | 22.0 |
| 1
Includes attempts and achievements by these pupils in previous academic
years. 2 Pupils with no statement of SEN include:
School Action, School Action+, no identified SEN and unclassified
pupils. Source: 2011 Secondary School
Performance Tables data
(post-errata). |
To ask the Secretary of State for Education at which schools fewer than (a) 30 and (b) 50 per cent. of pupils who did not have a statement of special educational needs and were not eligible for free school meals, achieved five GCSEs at grade A* to C, including English...
To ask the Secretary of State for Education at which schools fewer than (a) 30 and (b) 50 per cent. of pupils who did not have a statement of special educational needs and were not eligible for free school meals, achieved five GCSEs at grade A* to C, including English...
The information requested for 2011 is given in a list of schools with the requested indicators which has been placed in the House Libraries. Information has been given for state-funded mainstream schools only (including academies and free schools) as information on special educational needs (SEN) or free school meals (FSM) eligibility is not collected at pupil level for independent (not state-funded) schools. Information for 2012 is not yet available—it will be published in late January 2013.
To ask the Secretary of State for Education what steps his Department is taking to promote the study of mathematics and science in schools.
[126952]
To ask the Secretary of State for Education what steps his Department is taking to promote the study of mathematics and science in schools.
[126952]
The Government is doing much to promote the study of science and mathematics in schools. These subjects are at the heart of its key reforms.
A formal consultation on the new primary and secondary mathematics and science curriculum content will take place in early 2013. The Department is also currently consulting on a new suite of world class qualifications replacing GCSEs in core academic subjects, to be called English Baccalaureate Certificates (EBCs). The first teaching of EBCs in mathematics, science and English will be in 2015 with the first exams taken in 2017.
Good teaching is vital to engaging more students in mathematics and science. The Department is attracting the best graduates into mathematics and science teaching through bursaries of up to £20,000.
The Department has also teamed up with the Institute of Physics and the Royal Society of Chemistry to offer £20,000 scholarships to the most gifted aspiring physics and chemistry teachers. The Department is funding the network of science learning centres and the National Centre for Excellence in the Teaching of Mathematics to provide existing teachers with access to high quality professional development.
The Department is continuing to fund programmes to support greater take up of GCSE triple science and further mathematics and physics A levels.
The Department is also working with Cambridge university to develop an advanced curriculum to deepen young people's understanding of mathematical ideas and give them a greater mastery of the subject. The Department is also working with Mathematics in Education and Industry (MEI) to develop a mathematical and statistical problem solving advanced level curriculum that will be appealing and useful to students who would not normally continue to study mathematics post-16.
New maths specialist Free Schools for talented 16 to 18-year-old mathematicians will increase the likelihood of students studying mathematics, engineering and science at university.