For a sample of secondary schools, the School Workforce Census collects information on the curriculum taught by teachers to pupils in years 7-13. The curriculum data is only collected from secondary schools that use electronic timetabling software that can produce data in the format required. This means that the sample size can change each year, Consequently, the number of schools that provide data can change from year to year.
Curriculum information is based on the sample of teachers in secondary schools where curriculum data was provided. The data have been weighted and grossed so that all totals presented in the table provide a representative, national picture.
Teachers are counted once against each subject and key stage that they were teaching irrespective of the amount of time spent teaching that subject or key stage. A teacher may therefore be counted against multiple subjects and/or key stages and the sum of subjects or key stage teachers will not sum to the total number of secondary teachers elsewhere in the publication. For sciences, modern foreign languages, design and technology and EBacc, teachers of multiple subjects are counted once under each individual subject within the group but only appear once in the overall, and subject group, totals. For example, a teacher who teaches biology, general science and other science will appear against each of those science subjects but will only appear once in the all sciences total. From 2017, sciences and EBacc figures also include computer science.
Other/Combined technology includes construction and built environment. Religious Education includes philosophy. Other social studies includes law, politics, sociology and psychology. Information and communication technology is abbreviated to ICT and Personal, Social and Health Education and other associated subjects is abbreviated as PSHE.
EBacc subjects are mathematics, English, all sciences, (including computer science), history, geography and all modern languages.
The publication provides information on the proportion of teachers, and of hours taught by teachers, who hold relevant post A level qualifications by the subject taught. This is for teachers with qualified teacher status only.
Each qualification of a teacher was deemed as ‘relevant’ to the subject taught if the subject of their qualification (reported using both the Joint Academic Coding System (JACS) and newer Higher Education Classification of Subjects (HECoS) codes) appeared in the Department’s subject mapping. The full mapping used is available on the same web page as this statistical publication. Teachers teaching an EBacc subject are included where they have a relevant post A level qualification in the subject they are teaching, however, they may also teach other subjects within EBacc for which they have no relevant post A level qualification.
Where a teacher is recorded as having a PGCE they must also have a first degree recorded as well to be included, as their record of qualifications is not complete without both records. The degree held by a teacher may be in a different, but related subject, to their PGCE.
The overall sample size for analysis of the combined qualifications and curriculum data for teachers is lower than for curriculum information alone as we need to have both qualifications and curriculum information. The data are weighted and grossed so that all totals presented in the files provide a representative, national picture.
For qualifications and curriculum information confidence intervals have been calculated around the percentages to show the statistical accuracy of the data and give a range within which we can be reasonably sure (95 per cent certain) that the true value actually lies.
Investigations have revealed that there is some bias in the sample of the schools providing data with some regions providing a higher percentage of their schools to the sample than others. These differences may be caused by the Management Information System in use in that area.
The percentages published for qualifications and curriculum combined are the percentages estimated to have the particular qualification as their highest qualification in the subject out of the total number of teachers who teach the subject. This is irrespective of the number of hours the teacher teaches the subject or the level of teaching. The percentages for the number of hours taught is the percentage of teaching in the subject by teachers with the specified level of qualification in the subject.