Provision of GCSE subjects 2019 Statistics Report Series No. 128 Gosia Gawedzka Tim Gill 11 April 2022 Author contact details: Gosia Gawedzka & Tim Gill Assessment Research and Development, Research Division Shaftesbury Road Cambridge CB2 8EA UK malgorzata.gawedzka@cambridge.org tim.gill@cambridge.org https://www.cambridge.org/ As a department of the university, Cambridge University Press & Assessment is respected and trusted worldwide, managing three world-class examination boards, and maintaining the highest standards in educational assessment and learning. We are a not-for-profit organisation. Cambridge University Press & Assessment is committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We’re always looking to improve the accessibility of our documents. If you find any problems or you think we’re not meeting accessibility requirements, contact our team: Research Division If you need this document in a different format contact us telling us your name, email address and requirements and we will respond within 15 working days. How to cite this publication: Gawedzka, G. & Gill, T (2022). Provision of GCSE Subjects 2019. Statistics Report Series No.128. Cambridge University Press & Assessment. https://www.cambridge.org/ https://www.cambridge.org/ mailto:researchdivision@cambridgeassessment.org.uk?subject=Accessibility mailto:researchdivision@cambridgeassessment.org.uk?subject=Accessibility 3 Introduction This Statistics Report is the fourth in a new series produced by the Research Division at Cambridge University Press and Assessment, using publicly available school performance data from the Department for Education (DfE). The aim of the new series is to provide a continuation of the Statistics Reports that were previously produced using National Pupil Database (NPD) data (e.g., Gill, 2018), which has become more difficult and time- consuming to access. This report is focused on the provision of GCSE subjects in England in 2019. The data were downloaded from the DfE’s ‘Find and compare schools in England’ service (https://www.compare-school-performance.service.gov.uk), and consisted of Key Stage 4 (KS4) results at a school level in all subjects in schools and colleges in England, as well as school characteristics such as school gender, admissions policy, and the number of disadvantaged pupils at the end of KS4. The main difference between the DfE dataset and the NPD dataset is that the DfE data is at school level and the NPD data is at student level. For example, the DfE dataset has no records for a student’s personal information, such as grades or home postcode. This means that some of the variables used to split the student population into different categories in previous reports (e.g., by attainment or deprivation) were not available, and so similar measures available at school level (e.g., percentage of disadvantaged students in a school) were used to split the data into categories instead. GCSE provision is defined as the number or percentage of schools with at least one student taking the subject. The following qualifications were counted for this report1: GCSE Full Course, GCSE (9-1) Full Course, GCSE (9-1) Full Course (Science Double Award). Schools with at least 10 students taking GCSEs were included in the analysis. In this report the level of provision is presented by different school classifications: school type, school attainment, school gender, school size and school deprivation level. However, it should be noted that the analysis is at the simplest level and takes no account of interactions between these classifications. For instance, Table 13 shows that provision in boys’ and girls’ schools was lower than in mixed schools, for many subjects. This can partly be attributed to the fact that single sex schools tend to be smaller than mixed schools (see Table 9). Results Tables 1 to 5 present the distribution of schools within each of the different school classifications. The total number of schools is not identical in each table, due to small amounts of missing data within some classifications. 1 International GCSEs by AQA, Cambridge International and Edexcel (previously accredited by Ofqual as ‘level 1/2 certificates’, and included in previous provision reports) were discontinued from 2015 to 2017 onwards, as reformed GCSEs in each subject were introduced (Rushton & Ireland, 2022, p. 9). For this reason, they do not appear in the 2019 DfE dataset. https://www.compare-school-performance.service.gov.uk/ 4 School type GCSE qualifications are taught at several different types of school. In line with previous provision reports (e.g., Gawedzka & Gill, 2022) schools were assigned a school type based on their admissions policy and institution type as recorded in the KS4 dataset. The KS4 dataset for 2019, however, uses a new classification of school admissions policies (selective, non-selective schools in highly selective areas (HSA), other non-selective schools), and for this reason the school type classification in this provision report differs from the classification used in previous reports2. Other non-maintained schools, such as special schools, were excluded. Table 1 presents the numbers and percentages of schools and GCSE students attending each of the seven different school types: Academy (non-selective in HSA); Academy (other non-selective); Academy (selective); Other non-selective; Selective; Independent; and Non-selective in HSA. Table 1: GCSE students and schools, by school type. School type Number of students Percent of students Number of schools Percent of schools Academy (non-selective in HSA) 28,004 4.9 174 4.4 Academy (other non-selective) 339,227 59.0 2,032 51.8 Academy (selective) 21,052 3.7 142 3.6 Independent 47,148 8.2 734 18.7 Non-selective in HSA 5,194 0.9 36 0.9 Other non-selective 131,248 22.8 781 19.9 Selective 2,944 0.5 21 0.5 School attainment Schools were ranked by their attainment at GCSE, based on the centre mean score per entry in the DfE3 dataset. This score was used to divide schools into five equally sized groups: Group I represents the lowest attainment group and Group V represents the highest attainment group. Table 2 presents the number of schools and GCSE students in each group, and the minimum, maximum and mean points score for each group. Note that for 81 2 Previous GCSE provision reports (e.g., Gawedzka & Gill, 2022) grouped schools into seven categories: Academy (Comprehensive); Academy (Modern); Academy (Selective); Comprehensive; Selective; Independent; and Secondary Modern. Note that the new admissions policy categories recorded in the KS4 dataset have overlap with the previous admissions policy categories, but are not simply a re-labelling of the categories. For example, the “non-selective schools in highly selective areas” category includes many schools previously listed as “secondary modern” schools, but also other schools, such as comprehensive schools in highly selective areas that were previously listed as “Comprehensive” schools (see Appendix, Table A1). For more information on school categories, see the Department of Education’s register of educational establishments in England and Wales at https://get-information-schools.service.gov.uk/. 3 Average points per entry is derived by converting each qualification awarded at KS4 into points and dividing the total by the number of qualifications for which a school was entered. For GCSEs graded 9-1, points were equal to the grade (grade 9 = 9 points, etc.). For double award GCSEs graded 99 – 11, points were as follows: 99 = 9, 98 = 8.5, 88 = 8, 87 = 7.5, 77 = 7, 76 = 6.5, 66 = 6, 65 = 5.5, 55 = 5, 54 = 4.5, 44 = 4, 43 = 3.5, 33 = 3, 32 = 2.5, 22 = 2, 21 = 1.5, 11 = 1. For subjects graded with letters, points were as follows: A* = 8.5, A = 7, B = 5.5, C = 4, D = 3, E = 2, F = 1.5, G = 1. Note that the maximum points score available was 10.75, which corresponded to Grade A at AS level. https://get-information-schools.service.gov.uk/ 5 schools it was not possible to calculate the centre mean score per entry because of the missing data. Table 2: School attainment/ability group. School Ability Group Number of schools Number of students Minimum Maximum Mean Low Group I 778 99,322 1.7 4.2 3.8 ↓ Group II 778 122,116 4.2 4.6 4.4 Group III 778 134,482 4.6 5.0 4.8 Group IV 778 128,542 5.0 5.7 5.3 High Group V 778 90,110 5.7 8.9 6.6 School deprivation level Schools were classified by their deprivation level according to the percentage of students at the end of KS4 who were disadvantaged4. This measure was used to divide schools up into five groups. In Table 3, group A includes the least deprived schools (those with the lowest percentages of disadvantaged students) and group E includes the most deprived schools (those with the highest percentages of disadvantaged students). Note that 819 schools had no record for the percentage of disadvantaged students in the DfE data. Table 3: School deprivation group. School Deprivation Group Number of schools Number of students Min (%) Max (%) Mean (%) Low Group A 637 116,812 0.0 13.7 9.3 ↓ Group B 638 116,307 13.7 20.5 17.1 Group C 640 105,029 20.5 28.6 24.4 Group D 637 98,664 28.6 40.0 34.1 High Group E 637 91,435 40.1 85.1 51.3 School gender School gender was recorded for each school in the DfE dataset. Table 4 shows the numbers and percentages of students attending each school type. Table 4: School gender. School Gender Number of Schools Percentage Boys’ School 215 5.5 4 Defined as those who attract pupil premium funding, meaning pupils claiming free school meals at any point in the last six years and pupils in care, or who left care through adoption or another formal route. Previous statistics reports (until those on the 2017 NPD data) inferred students’ deprivation level from the Income Deprivation Affecting Children Index (IDACI), based on student home address. 6 School Gender Number of Schools Percentage Girls’ School 365 9.3 Mixed School 3,343 85.2 School size In Table 5, schools were classified into 5 groups according to their size (based on the number of students in a school taking at least one GCSE). The categories were chosen on the basis of what is generally considered to be a reasonable size for a teaching group (i.e. 30 students). School size is important for provision because a larger school is more likely to have viable numbers for minority subjects. Table 5: School size (based on number of students taking at least one GCSE). School size Number of Schools Percentage Less than 30 245 6.2 30-59 288 7.3 60-119 880 22.4 120-239 2137 54.5 240 or greater 373 9.5 Since school size is important for provision, Tables 6 to 9 show how each of the other school classifications relates to the size of the school. To give an example, Table 6 shows that independent schools tend to have fewer students taking GCSEs than other school types (with 23.9 % having fewer than 30 students taking GCSEs and only 0.5% with more than 240 students). In contrast, only 0.3% of non-selective academy schools had fewer than 30 students taking GCSEs, with 14.7% having more than 240 students. Table 6: Percent of school size group within each school type. School type Less than 30 30-59 60-119 120-239 240 or greater Academy (non-selective in HSA) 0.0 3.5 21.1 63.0 12.5 Academy (other non-selective) 0.3 2.3 17.8 64.9 14.7 Academy (selective) 0.0 0.0 17.1 82.9 0.0 Independent 23.9 29.5 33.5 12.6 0.5 Non-selective in HSA 0.0 0.0 21.1 78.9 0.0 Other non-selective 0.4 1.3 17.6 67.0 13.6 Selective 0.0 0.0 27.5 72.5 0.0 Table 7: Percent of school size group within each school ability group. School Ability Group Less than 30 30-59 60-119 120-239 240 or greater Low Group I 1.9 5.3 31.8 56.1 4.9 ↓ Group II 1.4 1.9 19.1 69.0 8.6 Group III 2.2 2.6 12.8 64.3 18.0 7 School Ability Group Less than 30 30-59 60-119 120-239 240 or greater Group IV 4.2 5.7 12.9 56.8 20.4 High Group V 6.9 13.3 26.7 48.9 4.2 Table 8: Percent of school size group within each school deprivation group. School Deprivation Group Less than 30 30-59 60-119 120-239 240 or greater Low Group A 0.0 1.0 10.8 69.4 18.7 ↓ Group B 0.2 1.6 13.6 65.8 18.8 Group C 0.6 1.4 18.3 68.2 11.5 Group D 0.3 2.8 20.9 65.8 10.3 High Group E 0.4 3.2 27.6 62.3 6.6 Table 9: Percent of school size group within each school gender group. School Gender Less than 30 30-59 60-119 120-239 240 or greater Boys’ School 5.4 6.2 23.6 63.3 1.4 Girls’ School 6.9 12.0 26.2 52.0 2.9 Mixed School 2.9 4.9 19.2 59.9 13.2 Provision of individual GCSE subjects The provision of individual GCSE subjects is presented in Tables 10 to 14, according to the different school classifications described above. For example, Table 10 shows that 52.3% of independent schools offered Chemistry GCSE, compared with 100% of selective schools and academies. Table 11 shows that 74.7% of schools in the lowest attainment group offered Chemistry, compared with 92.8% of schools in the second highest attainment group. It should be noted that some independent schools offer non-accredited International GCSEs instead of GCSEs in particular subjects which do not appear in these tables. This explains why provision is low in independent schools in some compulsory subjects. See Gill (2016) for a detailed analysis of provision of alternative qualifications in English schools. Compared to 2018 (Gawedza & Gill, 2022), provision is steady or slightly increased for English Language, English Literature, and Mathematics depending on the school classification group. The changes compared to previous years therefore presumably reflect a combination of genuine changes in provision (i.e., independent schools taking 9-1 GCSEs) and some qualifications becoming non-accredited (thus no longer appearing in these tables). Hence, any comparisons to previous years’ results should take into account the different data source (DfE data source for this report on provision in 2019, NPD data source for the Statistics Reports on years before 2018), the various changes in the system, and the differing provision patterns between different school types. 8 9 Table 10: Provision of GCSEs by school type (percentages). Subject Academy (other non-sel) Academy (selective) Academy (non-sel, HSA) Independent Other non- selective Non-selective (HSA) Selective Ancient History 1.1 3.5 0.6 1.9 1.0 0.0 0.0 Applied Engineering 3.3 4.9 2.3 0.3 2.9 0.0 0.0 Arabic 17.4 3.5 7.5 8.6 14.2 8.3 0.0 Art & Design 48.9 36.6 55.7 34.2 55.8 55.6 47.6 Art & Design (3d Studies) 5.7 2.8 6.9 6.3 4.9 0.0 0.0 Art & Design (Critical Studies) 0.1 0.7 0.0 0.0 0.0 0.0 0.0 Art & Design (Fine Art) 55.6 66.9 53.4 52.2 51.0 47.2 61.9 Art & Design (Graphics) 11.4 9.9 14.9 5.2 11.8 5.6 4.8 Art & Design (Photography) 34.5 13.4 44.8 15.8 34.3 27.8 4.8 Art & Design (Textiles) 18.1 14.8 19.0 13.1 19.2 16.7 4.8 Astronomy 1.8 5.6 1.1 3.1 2.4 0.0 4.8 Bengali 1.8 1.4 1.1 0.8 4.0 0.0 0.0 Biology 93.1 100.0 77.6 53.8 94.0 77.8 100.0 Business Studies: Single 55.2 50.7 51.7 25.7 53.8 41.7 47.6 Chemistry 92.1 100.0 77.0 52.3 93.1 77.8 100.0 Chinese 8.8 17.6 5.7 14.7 7.7 13.9 4.8 Classical Civilisation 1.8 7.0 0.0 22.1 0.9 0.0 19.0 Classical Greek 0.5 7.7 0.0 20.7 0.3 0.0 9.5 Computer Studies/Computing 81.5 92.3 62.6 42.4 85.1 75.0 76.2 D&T Food Technology 54.7 45.8 58.6 27.0 59.5 50.0 57.1 Dance 22.4 16.9 28.7 11.0 23.4 13.9 0.0 Design & Technology 68.8 82.4 63.2 42.8 75.8 66.7 100.0 Drama & Theatre Studies 67.0 74.6 53.4 58.2 66.7 52.8 61.9 Economics 6.1 19.0 5.2 3.0 4.9 2.8 4.8 Electronics 1.2 4.9 0.0 2.0 0.8 0.0 0.0 10 Subject Academy (other non-sel) Academy (selective) Academy (non-sel, HSA) Independent Other non- selective Non-selective (HSA) Selective English Language 100.0 100.0 100.0 66.8 100.0 100.0 100.0 English Literature 100.0 100.0 100.0 63.9 100.0 100.0 100.0 Film Studies 7.3 0.7 10.3 1.2 6.0 8.3 0.0 French 87.9 99.3 87.4 53.5 91.0 91.7 100.0 Geography 98.5 100.0 98.3 67.7 99.5 100.0 100.0 Geology 0.3 2.8 0.0 0.5 0.4 0.0 4.8 German 41.7 80.3 24.7 32.4 41.2 27.8 90.5 Gujarati 3.8 8.5 1.7 1.5 2.9 0.0 4.8 History 97.6 97.9 98.9 54.2 100.0 100.0 90.5 Italian 23.6 6.3 19.5 6.7 25.9 16.7 9.5 Japanese 1.8 6.3 0.6 4.2 1.8 0.0 4.8 Latin 8.2 36.6 1.1 45.4 6.3 0.0 52.4 Mathematics 100.0 100.0 100.0 59.3 100.0 100.0 100.0 Media/Film/Tv Studies 29.4 7.0 35.1 4.4 29.8 22.2 19.0 Modern Greek 3.9 1.4 4.6 0.8 4.7 0.0 0.0 Modern Hebrew 0.5 0.0 0.0 0.7 0.8 0.0 0.0 Music 66.7 96.5 47.1 63.9 72.2 41.7 100.0 Other Classical Languages 0.2 0.0 0.0 1.9 0.4 0.0 0.0 Persian 6.5 8.5 3.4 2.5 8.3 2.8 4.8 Physical Education/Sports 68.8 85.9 59.2 54.6 74.3 52.8 71.4 Physics 92.1 100.0 77.0 51.5 93.0 77.8 100.0 Polish 32.6 14.1 32.8 1.5 32.3 36.1 9.5 Portuguese 25.0 2.8 25.9 2.7 26.4 27.8 4.8 Psychology 13.4 9.9 12.1 6.5 11.5 27.8 4.8 Punjabi 4.3 0.7 1.7 0.4 4.4 8.3 0.0 Religious Studies 72.7 85.2 70.1 65.3 85.4 72.2 85.7 Russian 10.1 11.3 13.8 14.7 10.0 11.1 9.5 11 Subject Academy (other non-sel) Academy (selective) Academy (non-sel, HSA) Independent Other non- selective Non-selective (HSA) Selective Science: Double Award 98.9 66.9 98.9 55.7 99.6 97.2 81.0 Social Science: Citizenship 14.8 2.1 13.2 7.5 15.9 11.1 0.0 Sociology 17.9 4.2 17.2 1.8 18.4 11.1 4.8 Spanish 75.3 86.6 76.4 46.6 78.6 72.2 76.2 Statistics 15.9 8.5 20.7 7.2 15.2 33.3 9.5 Turkish 13.8 4.9 17.2 6.1 15.4 8.3 9.5 Urdu 9.1 2.8 4.6 5.4 9.5 13.9 0.0 12 Table 11: Provision of GCSEs by school attainment group (percentages). Low attainment → High attainment Subject Group I Group II Group III Group IV Group V Ancient History 0.5 1.0 1.3 0.8 2.8 Applied Engineering 2.1 1.8 4.5 2.8 2.1 Arabic 14.1 18.1 16.8 14.3 6.4 Art & Design 50.8 50.0 52.1 50.4 36.0 Art & Design (3d Studies) 6.6 6.7 4.5 4.8 5.3 Art & Design (Critical Studies) 0.1 0.1 0.0 0.1 0.1 Art & Design (Fine Art) 45.5 56.4 53.1 54.5 62.9 Art & Design (Graphics) 9.8 10.9 12.0 12.3 7.1 Art & Design (Photography) 36.1 36.9 34.4 28.9 16.6 Art & Design (Textiles) 14.4 17.0 17.2 20.4 17.6 Astronomy 1.4 1.2 1.4 3.6 3.9 Bengali 1.0 3.2 1.8 2.7 1.2 Biology 77.8 91.8 94.7 93.3 72.1 Business Studies: Single 34.8 52.8 57.8 63.9 36.9 Chemistry 74.7 90.6 94.7 92.8 72.2 Chinese 6.4 8.0 7.1 9.9 18.4 Classical Civilisation 0.1 1.0 1.5 2.2 23.4 Classical Greek 0.0 0.4 0.1 0.6 21.5 Computer Studies/Computing 64.4 79.2 84.6 81.4 64.8 D&T Food Technology 39.8 50.9 59.9 60.9 42.0 Dance 16.3 17.5 25.7 24.7 18.6 Design & Technology 52.6 67.7 75.4 72.4 63.4 Drama & Theatre Studies 41.8 61.3 72.4 75.8 75.4 Economics 0.8 5.0 4.8 9.4 8.6 Electronics 0.4 0.3 1.7 1.3 3.2 English Language 99.6 99.7 99.7 96.3 75.1 English Literature 98.7 99.6 99.4 96.7 74.4 Film Studies 8.5 6.4 8.0 5.1 1.3 French 73.4 86.9 91.1 91.3 73.7 Geography 92.5 98.1 97.8 95.2 84.7 Geology 0.0 0.3 0.5 0.6 1.0 German 21.3 35.3 42.7 52.1 53.3 Gujarati 1.0 2.3 3.2 4.9 4.9 History 91.8 98.3 98.8 95.5 68.8 Italian 23.9 25.3 20.6 19.3 11.3 Japanese 0.8 1.3 1.4 2.8 5.4 Latin 1.4 3.0 6.0 14.3 54.1 Mathematics 100.0 99.6 99.6 96.7 67.2 Media/Film/Tv Studies 22.0 27.0 32.4 30.7 9.5 Modern Greek 5.0 4.0 3.6 3.0 1.5 Modern Hebrew 0.4 0.3 0.1 0.9 1.0 13 Low attainment → High attainment Subject Group I Group II Group III Group IV Group V Music 35.5 61.1 77.1 81.6 84.7 Other Classical Languages 0.0 0.1 0.3 0.6 1.7 Persian 4.2 5.8 7.1 6.9 6.3 Physical Education/Sports Studies 42.7 62.7 79.2 83.5 71.2 Physics 74.3 90.2 94.9 93.1 71.6 Polish 36.1 36.1 27.5 22.4 8.6 Portuguese 25.7 26.1 22.2 19.2 9.0 Psychology 13.4 13.1 13.5 10.9 7.5 Punjabi 5.3 4.4 3.2 3.2 0.9 Religious Studies 57.7 73.9 81.0 80.2 81.0 Russian 11.7 10.9 9.6 7.7 16.1 Science: Double Award 95.4 98.5 98.6 93.6 65.2 Social Science: Citizenship 16.5 14.3 15.3 12.6 6.6 Sociology 12.9 18.4 19.8 16.1 5.3 Spanish 60.9 74.2 78.4 78.4 66.1 Statistics 16.2 17.7 15.0 15.3 7.2 Turkish 11.6 13.4 13.6 14.0 10.0 Urdu 11.1 8.4 9.1 8.4 3.3 14 Table 12: Provision of GCSEs by school deprivation group (percentages). Low deprivation → High deprivation Subject Group A Group B Group C Group D Group E Ancient History 2.0 0.8 1.3 1.1 0.5 Applied Engineering 5.2 5.0 2.5 2.7 0.5 Arabic 3.3 8.5 11.1 19.8 33.6 Art & Design 48.2 48.3 45.6 56.7 53.8 Art & Design (3d Studies) 3.6 6.1 5.0 6.8 5.2 Art & Design (Critical Studies) 0.2 0.2 0.2 0.2 0.0 Art & Design (Fine Art) 58.1 61.4 58.9 46.2 49.3 Art & Design (Graphics) 11.6 13.2 10.6 10.7 11.5 Art & Design (Photography) 25.3 35.1 32.8 41.3 34.5 Art & Design (Textiles) 20.9 17.7 18.1 16.5 17.6 Astronomy 3.0 3.1 2.5 1.1 0.6 Bengali 0.3 0.5 0.9 2.2 7.2 Biology 98.1 97.0 95.0 90.3 82.7 Business Studies: Single 67.2 64.6 53.0 46.5 40.2 Chemistry 98.1 97.0 94.8 88.9 79.9 Chinese 10.0 7.4 6.1 7.5 12.9 Classical Civilisation 4.1 2.7 0.9 0.6 0.8 Classical Greek 2.5 0.5 0.3 0.3 0.3 Computer Studies/Computing 90.7 90.1 82.0 75.4 70.5 D&T Food Technology 71.6 67.6 56.3 50.1 32.8 Dance 30.0 28.7 23.0 18.7 12.4 Design & Technology 86.5 82.8 73.0 62.8 50.2 Drama & Theatre Studies 83.7 80.6 65.8 52.9 48.8 Economics 12.6 5.3 3.6 3.8 6.3 Electronics 2.8 1.6 0.9 0.2 0.5 English Language 100.0 100.0 100.0 100.0 100.0 English Literature 99.8 100.0 100.0 100.0 100.0 Film Studies 4.6 8.5 6.3 7.7 7.4 French 97.6 93.6 90.6 85.2 79.4 Geography 99.7 99.5 98.9 98.9 96.9 Geology 1.1 0.8 0.3 0.2 0.0 German 68.6 52.5 38.0 31.1 22.8 Gujarati 3.1 3.8 3.9 4.6 2.8 History 98.6 99.1 97.7 97.8 98.1 Italian 12.6 14.6 19.1 28.3 40.3 Japanese 3.1 2.0 0.9 1.4 2.0 Latin 21.0 10.2 5.2 4.9 2.8 Mathematics 100.0 100.0 100.0 100.0 100.0 Media/Film/Tv Studies 27.9 33.1 32.7 28.9 20.7 Modern Greek 1.4 2.8 3.4 5.5 6.8 Modern Hebrew 0.9 0.6 0.2 0.5 0.3 Music 92.3 83.2 70.9 50.9 44.1 15 Low deprivation → High deprivation Subject Group A Group B Group C Group D Group E Other Classical Languages 0.9 0.2 0.0 0.0 0.0 Persian 3.5 3.1 5.6 9.6 12.4 Physical Education/Sports Studies 92.2 85.3 71.4 57.5 45.1 Physics 98.1 97.0 94.8 88.9 79.7 Polish 18.4 23.5 34.5 41.3 40.0 Portuguese 11.3 19.0 22.0 28.9 40.3 Psychology 10.2 11.9 13.3 14.4 14.3 Punjabi 1.6 1.4 3.0 7.7 6.6 Religious Studies 85.4 80.4 75.9 72.5 67.3 Russian 6.1 8.0 9.8 14.0 13.7 Science: Double Award 90.9 98.9 99.4 99.1 99.2 Social Science: Citizenship 7.1 13.6 14.4 17.7 18.4 Sociology 13.7 14.9 17.8 17.6 22.3 Spanish 85.1 77.0 72.8 72.2 76.5 Statistics 14.9 16.5 15.2 17.6 15.1 Turkish 6.9 11.3 11.3 17.4 22.6 Urdu 1.4 4.4 4.7 13.3 19.5 16 Table 13: Provision of GCSEs by school gender (percentages). Subject Boys’ School Girls’ School Mixed School Overall Ancient History 3.7 1.1 1.1 1.3 Applied Engineering 3.3 0.8 2.8 2.6 Arabic 18.6 15.9 13.5 14.0 Art & Design 34.0 37.0 49.5 47.5 Art & Design (3d Studies) 2.8 2.7 6.0 5.5 Art & Design (Critical Studies) 0.5 0.3 0.1 0.1 Art & Design (Fine Art) 55.3 60.3 53.6 54.3 Art & Design (Graphics) 10.2 6.0 10.8 10.3 Art & Design (Photography) 16.3 17.3 32.8 30.4 Art & Design (Textiles) 1.4 25.8 17.3 17.2 Astronomy 2.3 2.5 2.2 2.3 Bengali 2.8 2.7 1.8 2.0 Biology 78.6 76.7 86.7 85.4 Business Studies: Single 42.3 36.7 50.7 48.9 Chemistry 79.1 75.6 85.7 84.4 Chinese 11.2 14.5 9.3 9.9 Classical Civilisation 9.8 17.3 4.1 5.6 Classical Greek 14.4 14.5 2.8 4.5 Computer Studies/Computing 71.6 64.1 75.7 74.4 D&T Food Technology 17.7 52.3 52.2 50.3 Dance 2.3 27.7 20.8 20.4 Design & Technology 69.3 49.0 67.4 65.8 Drama & Theatre Studies 42.3 75.3 65.1 64.8 Economics 12.6 6.6 5.1 5.7 Electronics 6.5 0.3 1.1 1.4 English Language 89.3 86.0 94.9 93.8 English Literature 87.4 85.8 94.4 93.2 Film Studies 4.2 2.2 6.3 5.8 French 74.9 74.8 84.0 82.6 Geography 82.3 86.8 94.3 93.0 Geology 2.3 0.5 0.4 0.5 German 43.3 43.3 40.2 40.7 Gujarati 6.5 5.5 2.8 3.2 History 82.3 78.4 91.8 90.0 Italian 13.0 14.8 20.9 19.9 Japanese 2.8 4.4 2.1 2.3 Latin 29.8 42.5 11.8 15.7 Mathematics 89.8 78.4 94.1 92.4 Media/Film/Tv Studies 15.8 11.8 26.0 24.1 Modern Greek 3.3 1.4 3.6 3.4 Modern Hebrew 0.5 1.4 0.4 0.5 Music 65.6 73.4 66.9 67.5 17 Subject Boys’ School Girls’ School Mixed School Overall Other Classical Languages 2.3 3.6 0.1 0.5 Persian 7.4 8.8 5.6 6.0 Physical Education/Sports Studies 61.9 64.7 68.0 67.3 Physics 79.1 75.6 85.5 84.2 Polish 17.2 15.6 27.6 25.9 Portuguese 18.1 17.5 20.7 20.3 Psychology 5.6 10.1 12.2 11.6 Punjabi 1.4 3.0 3.5 3.4 Religious Studies 79.5 87.9 72.4 74.3 Russian 16.3 12.1 10.7 11.1 Science: Double Award 76.7 75.1 92.1 89.7 Social Science: Citizenship 8.4 15.6 13.0 13.0 Sociology 4.7 12.1 15.2 14.4 Spanish 61.4 66.6 72.2 71.1 Statistics 14.4 5.8 15.1 14.2 Turkish 9.3 15.1 12.4 12.4 Urdu 10.2 14.2 7.2 8.1 18 Table 14: Provision of GCSEs by school size (percentages). Subject < 30 30-59 60-119 120-239 240 or greater Ancient History 0.8 0.7 0.3 1.5 2.7 Applied Engineering 0.0 0.3 1.6 3.0 6.2 Arabic 16.3 8.3 10.7 15.2 18.0 Art & Design 29.0 38.5 46.6 49.9 54.7 Art & Design (3d Studies) 2.0 5.2 4.4 5.9 8.3 Art & Design (Critical Studies) 0.0 0.0 0.0 0.2 0.0 Art & Design (Fine Art) 35.1 45.1 54.0 57.2 57.9 Art & Design (Graphics) 4.5 6.6 6.6 11.4 19.6 Art & Design (Photography) 12.7 24.3 22.7 33.5 47.7 Art & Design (Textiles) 6.9 12.2 10.7 20.0 27.3 Astronomy 1.2 1.0 2.5 2.2 3.5 Bengali 0.8 1.4 0.9 2.3 3.8 Biology 50.2 67.4 80.1 92.0 96.8 Business Studies: Single 22.4 31.6 34.7 55.9 73.5 Chemistry 47.8 65.6 79.0 91.3 96.0 Chinese 3.3 9.7 10.5 10.2 11.3 Classical Civilisation 3.7 11.8 9.1 3.9 3.5 Classical Greek 1.2 4.2 8.2 3.9 1.6 Computer Studies/Computing 27.3 50.0 66.1 83.1 93.6 D&T Food Technology 17.1 32.3 39.7 57.2 71.6 Dance 4.1 10.4 11.0 23.7 41.8 Design & Technology 15.9 35.1 59.0 75.2 84.2 Drama & Theatre Studies 20.4 50.3 54.4 73.1 82.3 Economics 1.6 3.5 1.8 7.2 10.7 Electronics 0.4 1.0 0.7 1.6 2.4 English Language 84.5 84.4 88.5 97.3 99.2 English Literature 78.4 82.6 88.4 97.3 99.2 Film Studies 0.8 2.1 4.2 6.8 10.2 French 44.1 66.3 76.3 89.4 96.8 Geography 55.9 79.2 92.5 98.2 99.2 Geology 0.0 0.0 0.5 0.6 0.5 German 15.1 30.2 30.3 45.4 62.7 Gujarati 1.2 0.3 1.5 4.0 6.4 History 66.9 71.2 84.9 95.8 98.7 Italian 4.1 11.1 16.0 23.4 26.5 Japanese 0.8 0.7 2.8 2.5 2.4 Latin 6.5 22.2 22.0 13.2 15.5 Mathematics 86.5 81.3 84.8 96.6 98.7 Media/Film/Tv Studies 1.6 6.3 16.0 28.6 46.1 Modern Greek 0.8 0.7 3.4 4.0 3.5 Modern Hebrew 1.6 0.7 0.5 0.4 0.8 Music 29.0 56.3 59.9 73.6 84.5 19 Subject < 30 30-59 60-119 120-239 240 or greater Other Classical Languages 1.6 3.8 0.6 0.0 0.0 Persian 0.4 0.7 5.0 7.3 9.1 Physical Education/Sports Studies 28.2 57.6 58.5 73.4 86.9 Physics 47.8 65.3 78.5 91.2 95.7 Polish 0.8 4.5 21.9 32.8 28.7 Portuguese 0.4 5.2 18.1 25.6 19.6 Psychology 7.8 7.6 8.1 13.1 17.2 Punjabi 0.8 0.3 1.9 4.0 7.2 Religious Studies 41.2 56.9 68.8 80.4 86.9 Russian 1.6 8.3 12.4 12.2 10.5 Science: Double Award 67.3 75.3 85.9 94.2 98.4 Social Science: Citizenship 15.9 7.6 7.8 14.6 17.7 Sociology 2.9 4.2 6.7 16.8 33.8 Spanish 27.8 56.3 63.8 78.6 85.0 Statistics 5.3 11.5 11.5 15.4 21.7 Turkish 2.0 5.9 10.3 14.4 18.2 Urdu 11.8 3.8 6.5 8.3 11.3 20 References Gawedzka, G. & Gill, T (2022). Provision of GCSE Subjects 2018. Statistics Report Series No.127. Cambridge University Press & Assessment. Available at: https://www.cambridgeassessment.org.uk/our-research/all-published-resources/statistical- reports/ Gill, T. (2018). Provision of GCSE subjects 2017. Statistics Report Series No. 122. Cambridge University Press & Assessment. Available at: https://www.cambridgeassessment.org.uk/our-research/all-published-resources/statistical- reports/ Gill, T (2016). Uptake of level 2 qualifications in English schools 2015. Statistics Report Series No. 103. Cambridge University Press & Assessment. Available at: https://www.cambridgeassessment.org.uk/our-research/all-published-resources/statistical- reports/ Rushton, N. & Ireland, J. 2022. Register of change part 2 2010- 2021.Cambridge University Press & Assessment. Available at: https://www.cambridgeassessment.org.uk/Images/650635-register-of-change-part-2-2010- 2021.pdf https://www.cambridgeassessment.org.uk/our-research/all-published-resources/statistical-reports/ https://www.cambridgeassessment.org.uk/our-research/all-published-resources/statistical-reports/ https://www.cambridgeassessment.org.uk/our-research/all-published-resources/statistical-reports/ https://www.cambridgeassessment.org.uk/our-research/all-published-resources/statistical-reports/ https://www.cambridgeassessment.org.uk/our-research/all-published-resources/statistical-reports/ https://www.cambridgeassessment.org.uk/our-research/all-published-resources/statistical-reports/ https://www.cambridgeassessment.org.uk/Images/650635-register-of-change-part-2-2010-2021.pdf https://www.cambridgeassessment.org.uk/Images/650635-register-of-change-part-2-2010-2021.pdf 21 Appendix A Table A1 shows a cross-tabulation of schools (those that appeared in both the 2018 and 2019 DfE KS4 data) according to the previous and new school type classifications. The first row, for example, shows that of the schools that were classified as “Academy (comprehensive)” based on the 2018 KS4 data, 120 were classified as “Academy (non-selective in HSA) based on the 2019 KS4 data, while 1935 were classified as “Academy (other non-selective)”. Table A1: Cross-tabulation of schools according to the previous school type classification (in use until reports on 2018 data) and new school type classification (from 2019 data onwards). Previous school type Academy (non-sel, HSA) Academy (other non-sel) Academy (selective) Non-selective (HSA) Other non-selective Independent Selective Academy (comprehensive) 120 1935 . . . . . Academy (secondary modern) 53 18 . . . . . Academy (selective) . . 138 . . . . Comprehensive . 53 . 10 762 . . Independent . . . . . 788 . Secondary modern 2 . . 26 6 . . Selective . . . . . . 21 Introduction Results School type School attainment School deprivation level School gender School size Provision of individual GCSE subjects References Appendix A