More music in the new National Curriculum...
The Framework for the National Curriculum, published today (click here to view it), backs up the position of music in schools set out in the National Plan for Music Education. The Expert Panel responsible for the Curriculum Review recommends that music should be a statutory part of the curriculum, not just in Key Stages 1 to 3, but at Key Stage 4 too. This recommendation is accompanied by further safeguards for the breadth of the curriculum, along with proposals to limit the distorting effect of assessment and reporting on student learning.
The Framework maintains the distinction between core and foundation subjects. English, Maths and Science will remain as core subjects and will have detailed Programmes of Study and Attainment Targets for each key stage. Music will remain as a foundation subject in key stages 1 to 3; and, along with the other foundation subjects, will have a "refined and condensed Programme of Study, with minimal or no Attainment Targets."
At key stage 4, Music and Art have been designated as "the Arts" and will be a compulsory part of the Basic Curriculum of the school. That is, provision will be compulsory, but the form of provisiion will be left up to the school. The Framework raises a number of possibilities for how this would be carried out, including certified and non-certified courses. GCSE music would remain an option, but it is not envisaged that every student would take it.
The increased provision for music at key stage 4 arises from the view of the Expert Panel that students in England focus too soon on too narrow a range of subjects. This reflects the Panel's wider concern for the breadth of the curriculum. It recognises the narrowing influence of the English Baccalaureate and performance tables, and seeks to address this through statutory curriculum provision, through changes to assessment and reporting arrangements and through Ofsted's inspections.
In setting out its recommendations for each key stage, the Framework also redefines the key stages themselves. It suggests a subdivision of key stage 2 into two, 2-year periods; and also recommends a two-year key stage 3 followed by a three-year key stage 4. Schools would thus prepare a series of schemes of work that addressed learning over two-year periods (within the exception of the three-year key stage 4).
............but fewer teachers to teach it!
Whilst the Curriculum Review is announcing that there will in future be more music in the curriculum at key stage 4, the publication of teacher training allocations last week provided for fewer teachers to teach it. Music, along with 8 other subjects, is having the number of teacher training places cut by 13% in 2012 (following the 32% cut in 2011). Moreover, the Government's policy of increasing the responsibility of schools for the training of teachers means that only 10 out of 24 Higher Education providers have been allocated enough places to make them viable. Indeed, it is the stated intention of the TDA that Higher Education courses will close as places are rationalised.
A consequence of this rationalisation will be a reduction in the capacity for research and for the provision of continuing professional development. This combines with the loss of Local Authority advisory posts to leave many schools without a local source of pedagogical support for music. Although music education hubs (and subject associations) are seen by the Government as a source of support for schools, this provision relies on partnership with organisations that retain this expertise.... organisations such as Higher Education Institutions. It is difficult to predict quite how this fragmented world of newly-formed alliances will look, except that it will continue to draw heavily on the dedication of those who value the role that music plays in the life of our children and young people.
As this eventful year draws to a close, music education is in a considerably stronger position than many feared it might be. This is in no small part due to the involvement of name members who have contributed to the inexorable series of consultations and reviews, to say nothing of their excellent practice that has made it possible to put forward such a strong case for music education. 2012 promises a new series of challenges. I look forward to facing them with you, and wish you a happy and restful Christmas in which to gather your energies for the next instalment.
James Garnett
19 December 2011
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