'KS4 subject timeseries data' from 'Key stage 4 performance'
WarningWARNING - The data used in this table may now be out-of-date as a new release has been published since its creation.
|The number of pupils entering each exam||The percentage of pupils achieving a grade A*-C/9-4||The percentage of pupils achieving a grade A*-G/9-1|
|2010/11||Applied Art and Design||1,476||75.4%||99.1%|
|Art and Design||162,342||76.2%||98.9%|
|D & T: Electronic Products||9,853||65.7%||97.3%|
|D & T: Food Technology||54,049||63.2%||98%|
|D & T: Graphic Products||43,778||59.7%||96.8%|
|D & T: Resistant Materials||58,449||58.3%||97.9%|
|D & T: Systems & Control||4,328||65.2%||98.4%|
|D & T: Textiles Technology||33,657||74.1%||98.6%|
|Other Design and Technology||34,511||61%||97.6%|
|2011/12||Applied Art and Design||1,171||70.9%||99.3%|
|Art and Design||159,012||76.9%||99%|
|D & T: Electronic Products||9,140||66.4%||97.6%|
|D & T: Food Technology||49,524||64.2%||98.8%|
|D & T: Graphic Products||40,806||59.4%||97.1%|
|D & T: Resistant Materials||54,304||58.7%||97.7%|
|D & T: Systems & Control||4,060||65.6%||98.5%|
|D & T: Textiles Technology||31,984||73.7%||98.8%|
|Other Design and Technology||33,689||59.1%||97.9%|
|2012/13||Applied Art and Design||1,051||71.5%||99.1%|
|Art and Design||164,510||76.7%||99%|
|D & T: Electronic Products||8,498||65.1%||97.5%|
|D & T: Food Technology||43,426||62.7%||98.8%|
|D & T: Graphic Products||36,238||58.9%||97.4%|
|D & T: Resistant Materials||52,426||58.6%||98.3%|
|D & T: Systems & Control||3,483||64.4%||98.5%|
|D & T: Textiles Technology||27,760||73.9%||99%|
|Other Design and Technology||33,754||59.4%||98%|
|2013/14||Applied Art and Design||856||71.3%||98.4%|
|Art and Design||171,078||76.2%||98.9%|
|D & T: Electronic Products||8,320||65.1%||98.1%|
|D & T: Food Technology||40,590||61.7%||98.7%|
|D & T: Graphic Products||33,874||58.6%||97.6%|
|D & T: Resistant Materials||52,784||57%||98.2%|
|D & T: Systems & Control||3,241||63.9%||98.6%|
|D & T: Textiles Technology||25,593||71.5%||98.9%|
|Other Design and Technology||36,853||57.9%||98%|
|2014/15||Applied Art and Design||823||69.1%||98.8%|
|Art and Design||176,187||76.1%||99%|
|D & T: Electronic Products||7,895||65.6%||98%|
|D & T: Food Technology||38,423||61.4%||98.6%|
|D & T: Graphic Products||31,859||58.6%||97.4%|
|D & T: Resistant Materials||51,097||56.5%||97.9%|
|D & T: Systems & Control||2,979||64.8%||99%|
|D & T: Textiles Technology||24,202||71.6%||99.1%|
|Other Design and Technology||38,223||58.1%||97.9%|
|2015/16||Applied Art and Design||816||68.6%||98.2%|
|Art and Design||166,664||75.7%||99.1%|
|D & T: Electronic Products||6,605||65.5%||97.9%|
|D & T: Food Technology||33,448||61.2%||98.7%|
|D & T: Graphic Products||25,873||58.3%||97.5%|
|D & T: Resistant Materials||47,529||56.8%||98.2%|
|D & T: Systems & Control||2,515||68.2%||99.2%|
|D & T: Textiles Technology||21,598||72.6%||99.1%|
|Other Design and Technology||37,495||57.5%||97.9%|
|2016/17||Applied Art and Design||564||57.6%||98.4%|
|Art and Design||161,687||75.4%||99.3%|
|D & T: Electronic Products||5,394||68.6%||98.3%|
|D & T: Food Technology||29,791||61%||98.9%|
|D & T: Graphic Products||22,231||58.8%||97.5%|
|D & T: Resistant Materials||43,687||58.1%||98.1%|
|D & T: Systems & Control||2,014||68.3%||98.6%|
|D & T: Textiles Technology||18,031||72.9%||99%|
|Other Design and Technology||35,921||58.5%||98.1%|
|2017/18||Art and Design||159,414||75.3%||99.3%|
|D & T: Electronic Products||4,473||68.1%||98.2%|
|D & T: Graphic Products||19,299||59.9%||97.5%|
|D & T: Resistant Materials||40,998||58.4%||98.3%|
|D & T: Systems & Control||1,559||69.8%||99%|
|D & T: Textiles Technology||15,204||72.4%||99.1%|
|Other Design and Technology||36,366||59.6%||98.1%|
|2018/19||Art and Design||177,265||75.3%||99.3%|
|Design & Technology||88,457||63.5%||98.3%|
|2019/20||Art and Design||187,950||85.8%||99.5%|
|Design & Technology||88,949||78.5%||99.5%|
- All schools include state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision. Since September 2013, general further education colleges and sixth-form colleges have been able to directly enrol 14 to 16 year-olds. 2014/15 was the first year in which colleges have pupils at the end of key stage 4. From 2016 onwards, entries and achievements for these pupils are included in figures as state-funded schools.
- Includes entries and achievements by these pupils in previous academic years.
- Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
- The latest year figures are revised, all other years are final.
- Total number of entries include pupils who were absent, whose results are pending and results which are ungraded or unclassified.
- Figures include attempts and achievements by these pupils in previous academic years where only the best grade in each individual subject is counted per pupil. Where subjects have been combined into a group (e.g. Other Modern Languages) and a pupil has two or more entries, each result in each subject is counted.
- z = When an observation is not applicable
- : = When data is unavailable for other reasons
- c = From 2018 revised data, suppression due to low numbers was not applied unless deemed necessary. Previous years' data remains suppressed. For 2020, where a geographical area contains only one school (for example Isles of Scilly) the data for that area has been suppressed. This is in line with the announcement that school level data would not be published using the summer 2020 exam grades awarded.
- The subject grouping composition file can be found alongside the KS4 data and metadata files under 'Download associated files'.
- Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
- Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
- In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
- Discounting has been applied where pupils have taken the same subject more than once. In 2019/20, only Only one entry per subject is counted and we count the entry with the highest grade for results received in Summer 2020. Previously only the first entry grade would count and this is still the case for any results received before Summer 2020. Further information can be found in the secondary accountability guidance where pupils have already entered for an exam within the same subject in 2018/19, first entry rules will still be used. For more on previous years’ discounting methodology prior to 2020, read the Discounting and Early Entry Guidance at: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores
- Since 2014/15, early entry policy, under which only a pupil’s first attempt at a qualification is counted in performance measures, is extended to all subjects. For Summer 2019/20 results, only a pupils best entry at a qualification is counted in performance measures.
- In 2017, new reformed GCSEs (which use the 9-1 grade scale) were introduced into secondary school performance tables in a phased approach. Unreformed subjects continued to be graded using the A* to G system. Information on how the 9 to 1 scale and the A* to G scale are different and not directly comparable is available in the secondary accountability measures guidance. In 2020, all GCSEs are now reformed and use the 9-1 grading scale.
Source: Key stage 4 performance, KS4 subject timeseries data