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1 Oct 2007 : Column 2396W—continued
| Secondary schools inspected between 1996/97 and 2002/03 | |||||
| School name | Streamed lessons observed | Setted lessons observed | No streamed or setted lessons observed | Inspection year | Open/closed |
| Secondary schools inspected between 2003/04 and 2005/06 | ||||
| School name | Streamed or setted lessons observed | No streamed or setted lessons observed | Inspection year | Open/closed |
Specialist Diplomas: Engineering
Mr. Gibb: To ask the Secretary of State for Children, Schools and Families what discussions he has had with representatives from universities on the content of the Level 3 Diploma in Engineering. [155069]
Jim Knight: Representatives from the higher education sector have been fully involved in the design and development of all 14-19 diplomas through the Diploma Development Partnerships, as well as through our Higher Education Engagement Project Board.
Students successfully completing a Level 3 Diploma in Engineering will be well prepared for entry into higher education. Representatives of HE, including the Royal Academy of Engineering, the Engineering Professors Council and Russell Group representatives have all been involved in developing Level 3 diploma content. In addition a group consisting of engineering and mathematics professors, higher education tutors and other education experts has developed an optional specialist module which will be appropriate for diploma students seeking entry onto undergraduate courses leading to Chartered Engineer status.
Teachers: Training
Mr. Gibb: To ask the Secretary of State for Children, Schools and Families (1) what discussions he has had with the Minister for Women and Equality on the decision to require mature students born before 1 September 1979 to have a GCSE at grade C or above (or recognised equivalent) in science in order to begin initial teacher training; [148758]
(2) what estimate he has made of the number of applicants for initial teacher training courses since 2006 who have had applications voided as a result of the decision to require mature students born before 1 September 1979 to have a GCSE at grade C or above (or recognised equivalent) in science in order to begin initial teacher training. [148757]
Jim Knight: Prior to October 2006, teacher training providers were required to ensure that all candidates entering primary teacher training had achieved a standard equivalent to a grade C in the GCSE examination in a science subject. This was because primary trainees were normally required to teach the whole curriculum, including maths, English and science and would be better prepared to train to teach these subjects if they have demonstrated the GCSE equivalent in them. However, an exemption had been applied for those born before 1 September 1979 as this coincided with the date at which science became compulsory at key stage 4 of the National Curriculum for people born after that date.
I have had no meetings with the Minister for Women and Equality. Last year the Training and Development Agency for Schools (TDA) took advice from the DTI (the sponsors of the legislation) and from ACAS and both confirmed that the original requirement which referred to entrants born after 1 September 1979 would be discriminatory as defined by the new age discrimination legislation that came into force on 1 October 2006.
In order to comply with the new legislation, the TDA therefore removed the exemption for those born before 1 September 1979 and applied the requirement to all primary entrants recruited on or after 1 October 2006, and alerted training providers to the change in the entry requirement. Offers made prior to this date for places on courses beginning after it could stand as they were made prior to the legislation being introduced but any candidates offered places after 1 October 2007 would need to demonstrate the GCSE science standard.
The requirement is for a standard of science knowledge, rather than a requirement to hold a particular qualification, and applicants with no formal qualifications in science can demonstrate this standard via a variety of means. Some teacher training providers offer equivalency tests; others use subject knowledge audits to test this standard. Some providers have worked with further education colleges to offer extra GCSE science courses and the TDA has worked with both providers and their associations to ensure that effective practice in meeting the needs of applicants is shared.
No data are held on the number of unsuccessful applications to primary initial teacher training and it is not therefore possible to determine whether any applications have been voided as a result of removing the exemption for older applicants.
Teaching Methods: Gravesend
Mr. Holloway: To ask the Secretary of State for Children, Schools and Families how many schools in Gravesham use (a) streaming and (b) setting. [149304]
Jim Knight: This is a matter for Ofsted. HM Chief Inspector, Christine Gilbert, has written to the hon. Member and a copy of her reply has been placed in the House Library.
Letter from Christine Gilbert, dated 27 July 2007:
Your recent parliamentary question has been passed to me, as Her Majesty's Chief Inspector, for reply.
You asked how many schools in Gravesham use (a) streaming and (b) setting.
In total, 30 primary schools in Gravesham were inspected between 1 September 1996 and 31 August 2006 (some have been inspected more than once during this period). Setting or streaming was observed in at least one lesson in 11 of these schools. In total, 3,892 lessons were observed in primary schools in Gravesham during this period. Of these lessons, 7 per cent. were either setted or streamed.
In total, eight secondary schools in Gravesham were inspected between 1 September 1996 and 31 August 2006 (some have been inspected more than once during this period). Setting or streaming was observed in at least one lesson in all eight of these schools. In total, 2,221 lessons were observed in secondary schools in Gravesham during this period. Of these lessons 28 per cent. were either setted or streamed.
Some explanation of these figures may be helpful. Before September 2005, inspectors were usually informed about how classes were organised by means of pre-inspection documentation, discussion with headteachers or teachers' schemes of work or lesson plans. Under the inspection arrangements at that time, all full-time teachers were observed by inspectors. Since September 2005, the recording of class organisation has been based either on discussions with the
headteacher or teacher by reference to the lesson plan at the time of observation. A much smaller number of lessons are observed than would have been seen under the previous inspection framework. Lessons seen may therefore not represent pupil grouping in the school as a whole.
Prior to 2003-04 lessons were recorded as being setted, streamed, mixed ability or otherwise organised. For clarity, setting is the term used to describe the organisation of pupils in classes on the basis of their prior attainment in the particular subject being taught. The term banding, which is very similar to
streaming, is used when the decision as to which pupils are included or not in a class is based on the prior attainment in a range of subjects.
From 2003-04 the distinction between streaming and setting was removed and instead data recorded on whether the class was mixed ability or setted/streamed.
A copy of this reply has been sent to Jim Knight MP, Minister of State for Schools and Learners, and will be placed in the library of both Houses.
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