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Innovation In Mathematics and Science Partnership

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In particular we will focus, with our partners, on ensuring that schools can: ... 19%) and 31% of science teachers have a chemistry specialism (currently 25 ... – PowerPoint PPT presentation

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Title: Innovation In Mathematics and Science Partnership


1
Innovation In Mathematics and Science Partnership
2
Our principal aim is to secure an effective
school workforce that improves childrens life
chances.
  • We see our success in terms of the benefits
    schools should experience as a result of our
    work. In particular we will focus, with our
    partners, on ensuring that schools can
  • 1. recruit good-quality new people to their
    workforce, especially well-trained newly
    qualified teachers (NQTs)
  • 2. readily obtain relevant and effective training
    for all their staff
  • 3. secure high-quality advice and guidance on
    developing and deploying their staff effectively
  • 4. understand the people development aspects of
    the governments modernisation agenda and know
    how to get reliable support to implement it, and
  • 5. expect TDA services to be provided efficiently

3
Supply of mathematics and science trainees over 3
years
Science
4
The training climate
  • Improving quality
  • Over 90 of places for 2006/07 have been
    allocated to quality category A and B providers -
    up from 86
  • NQT survey sent out in January 2006, 14,000
    responses - 86 of these rated their training as
    good or very good
  • Profile of trainees
  • 33,750 trainees were awarded QTS in 2004/05 up
    from 21,693 in 1999/2000
  • More than 30 of trainees entering training are
    aged 30 or over
  • Changing nature of schools
  • Building schools for the future
  • Extending and modifying the pupils experience in
    schools
  • Responding to personal need and choice
  • Developments around the 14-19 curriculum
  • New professionalism for teachers

5
Science investment framework commitment on
teaching in schools by specialists
  • By 2014 to increase the proportion of mathematics
    lessons taught by specialists from 88 - 95.
  • By 2014 25 of science teachers have a physics
    specialism (currently 19) and 31 of science
    teachers have a chemistry specialism (currently
    25).
  • These will contribute towards greater attainment
    at the end of each Key Stage and increasing the
    proportion of pupils studying these subjects
    post-16.

6
Recruitment Profile
7
Mathematics Teaching Information Line Trend
8
Science Teaching Information Line Trend
9
Placements by Region
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