This is your chance to mention why music education is important. Photo: Shutterstock.
The Labour Government has said it wants to see music and arts subjects return to the heart of schools. To address this and many other issues affecting learning and assessment in schools, it has launched an independent Curriculum and Assessment Review.
The MU is responding to the review on behalf of members, but we recommend that members also submit their own responses. Anyone – musicians, parents, pupils, teachers and more – can respond to the review, which is on the Government website. The deadline for responses is 22 November.
The review focuses on the curriculum and assessment system in schools from ages 5 to 19 in England. You can limit your answers to what is relevant to you, and you do not have to complete the whole thing. We consider the most important parts to be “Section 6: A broad and balanced curriculum” and “Section 7: Assessment and accountability”.
A broad and balanced curriculum
Section 6 covers the primary and secondary curriculum and qualifications.
Questions 28 to 31 ask for your opinions on what supports or limits a broad and balanced curriculum. This is your chance to mention why music education is important, and to share personal experiences and observations of where music provision has declined or been subject to any barriers, giving evidence if you can. You can also mention your observations of where music is well supported, giving details.
Accompanying notes for this section show a reduction in entries for GCSE and A level music, and question 32 asks you to comment on this. The MU believes that school accountability measures, in particular the EBacc, are responsible, but there are other causes too, including insufficient music teachers being trained, messaging from the previous Government about arts subjects being less important, and budgetary constraints. It is important that you share what you observe to be the causes of this decline.
Questions 33 and 34 discuss vocational and technical music qualifications, which have seen increased entries in recent years. This is your chance to share any positive experiences or concerns with these qualifications.
Assessment and accountability
In Section 7 we would highlight the final three questions (44 to 46) as being particularly important. These relate to school accountability measures.
It is our belief that the EBacc, which excludes arts subjects, has been a primary driver in deprioritising music in secondary schools. More broadly, the EBacc sits at the heart of a highly complex accountability structure that over-emphasises English and maths. You can make these points in responding to questions 44-46, giving examples from your own locality if you have them.
Responding to the rest of the review
The review is 54 questions long, covering a wide range of concerns that are mostly not specific to music. Members who are looking for guidance on responding to the whole review can find some useful suggestions on the National Education Union (NEU) website. The NEU is our partner union and is as committed as we are to high-quality music and arts education.
Members can also sign up to attend a free Curriculum Review Roadshow for more information and guidance. Some of these events are in person while others are online.
Members are welcome to contact the MU’s Education Department to discuss any of the above in greater detail. Please email education@themu.org.