7,500 students started teacher training courses in all subjects counted as Stem (science, technology, engineering and maths)."

But Stem subjects include •design and technology,

But Stem subjects include •design and technology, •information and communications

But Stem subjects include •design and technology, •information and communications technology, business studies,

But Stem subjects include •design and technology, •information and communications technology, business studies, •graphics,

But Stem subjects include •design and technology, •information and communications technology, business studies, •graphics, •textiles

But Stem subjects include •design and technology, •information and communications technology, business studies, •graphics, •textiles •and food technology.

In 2006, there were just 350 teacher training recruits who were physics specialists.

"A lot are expected to drop out leaving fewer than 200 new physics teachers."

Physics teachers 200 out of 7500 !

They also may not be the best science graduates which is what we need at teachers

Physics teachers 200 out of 7500 !

They also may not be the best science graduates which is what we need at teachers

They may be up against top class non-science graduates

Physics teachers 200 out of 7500 !

They also may not be the best science graduates which is what we need at teachers

They may be up against top class non-science graduates

They almost certainly will be teaching over 16s. This is too late as they are needed for pre14s and in primary schools to encourage enthusiasm for science in small kids

But as Case points out Stem subjects also include design and technology, information and communications technology, business studies, graphics, textiles and food technology.

"A lot are expected to drop-out before they reach the classroom and two-fifths typically leave within the first five years. Out of the original 350, that will leave fewer than 200 new physics teachers."

Figures obtained by Case reveal that only half as many chemistry, maths, physics and biology specialists were registered on teacher training courses in 2006 - the first year for which breakdown by subject is available. Dr Leevers said: "In 2006, there were just 350 teacher training recruits who were physics specialists.

"In fact 7,500 teachers had started teacher training courses in all subjects counted as Stem (science, technology, engineering and maths)." But as Case points out Stem subjects also include design and technology, information and communications technology, business studies, graphics, textiles and food technology. Dr Leevers said: "People signing up to start a textiles teaching course were being hailed as new classroom teachers." Clarification of the figures quoted in Mr Blair's November speech entitled Our Nation's Future - Science was sought by Dr Brian Iddon MP.

"A lot are expected to drop-out before they reach the classroom and two-fifths typically leave within the first five years. Out of the original 350, that will leave fewer than 200 new physics teachers." "Frankly, we're tired of complaining that 25% of schools do not have any specialist physics teacher, and there are worrying shortages in chemistry and mathematics too. "A million children are being taught physics by people who are not physics teachers. It's not fair on the children, it's not fair on the teachers and it's bad for the economy," she added.

The state of American math and science teaching is at the "crisis" stage, says the panel, with almost 30 percent of middle school students taught by unqualified biology teachers, a figure that rises to 40 percent in the physical sciences (chemistry, geology, and physics). At the high school level, between 8 and 15 percent of all students are instructed by teachers who do not hold major or minor degrees, or certification, in teaching the subject. Meanwhile, less than half of high school graduates are ready for college-level math and science. "How does a nation that has bet its future on innovation and technology tolerate this state of affairs?" asks the report.