Large parts of UK music education, it seems, are in suspended animation, on account of a new government, funding reviews, curriculum reviews, and the effects of last year's hub reorganisation.
This made planning MT's focus this month – ‘Assessment & Qualifications’ – a challenge, as these tend to rely on other things being in place first. The DfE's Curriculum and Assessment Review (for England) is under way, with an interim report due soon (we're not sure when) and the full report, later in 2025. The Review seeks ‘to deliver a broader curriculum’, which most interpret as meaning Music and other non-STEM subjects will come in from the cold, again valued for their creativity and contribution to wellbeing.
This is welcome news, of course, but it would be nice to think DfE and others will act swiftly on any recommendations. According to the Cultural Learning Alliance, in May 2024, 42% of state-funded schools no longer offer GCSE Music; other sources, not least MT, reported that A Level Music entries decreased by 43% between 2010 and 2023, and it was even suggested A Level Music could vanish by 2033 based on current trends. So, while we wait and see what changes are ahead, the pipeline of pupils, students, trainee teachers and researchers is already taking the strain. Just ask the staff and students at Cardiff University.
Another ‘unknown’ around learning and qualifications – this time in instrumental music teaching – is the black hole in funding for hubs identified in a recent report from the think tank Demos. This confirms what most hub leaders already knew, namely that hidden costs and inflation were jeopardising the ambition of the NPME and, in particular, the provision of instrumental music teaching. According to Ofsted, half the schools it inspected in 2023 didn't offer any instrumental lessons, suggesting that hubs were failing to reach all children and schools two years ago. The main barrier, according to school leaders (via Ofsted), was that parents couldn't afford lessons, which suggests parental contribution was becoming the main way to fund these. This isn't ideal for those planning budgets in current times, given the economic headwinds. Hub leaders, in addition, report not being able to plan because of delayed financial decisions in central government.
This is not to say we haven't gone full out to cover ‘Assessment & Qualifications’ in this issue! Colleagues from BMERG discuss progression at Key Stage 3, unpicking terminologies and explaining ‘washback’; Michael Davidson invites us to consider ways of diversifying progression pathways; and MT meets an exam board that is perhaps better known overseas. We also carry a review of ABRSM's new diplomas.
Finally, please don't forget to complete the survey for our campaign ‘Growing Musicians, Shaping Lives’ – the deadline is 31 March.
