Appendix

Curriculum and assessment reform

Prior to the pandemic there was an increasing awareness of the detrimental effects of policy on the creative curriculum and calls for exams and accountability measures to be reformed. Reports such as those by Edge Foundation45, the CBI46 and Durham Commission47 highlighted the impact of a narrow, arts-poor curriculum on the wider skills that employers look for, such as creativity, resilience, communication and problemsolving. As Edge Foundation stated in their 2016 report 14-19 Education: A New Baccalaureate, ‘the current structure of the curriculum through the EBacc and Progress 8 effectively tries to address the problem of Twenty-First Century skills using a late Nineteenth-Century approach to education.’48 Calls for reform also came from within government with Robert Halfon MP, the Chair of the Education Select Committee, and the One Nation Caucus of Conservative MPs suggesting that GCSEs could be scrapped and replaced by a holistic baccalaureate at age 18. The latter also called for a review of KS2 tests.

More recently, reports from PEC49, EPI50 and the Times Education Commission51 have raised the issue of narrow academic programmes of study, accountability measures and how these affect employability skills. Proposals for exam and assessment reform have also been put forward by educational coalitions such as Rethinking Assessment and New Era Assessment, who recognize that the current system is not working for either young people or employers.

Footnotes

1 Hallam, S. and Himonides, E. (2021) The Power of Music: an exploration of the evidence OSF. Preprint https://osf.io/p9yva/ 2 CBI (2019) Getting young people ‘work ready’ https://www.cbi.org.uk/ media/2960/cbi_work-readiness.pdf 3 Department for Digital, Culture, Media and Sport (2021) DCMS Economic

Estimates 2019 (provisional): Gross Value Added https://www.gov.uk/ government/statistics/dcms-economic-estimates-2019-gross-valueadded/dcms-economic-estimates-2019-provisional-gross-value-added 4 Daubney, A., Spruce, G., Annetts, D (2019) Music Education: State of the

Nation. London, UK: All-Party Parliamentary Group for Music Education,

University of Sussex, ISM https://www.ism.org/images/images/Stateof-the-Nation-Music-Education-WEB.pdf 5 Farquharson, C., Sibieta, L., Tahir, I. and Waltmann, B. (2020) 2021 annual report on education spending in England https://ifs.org.uk/ publications/15858 6 Child Poverty Action Group (2022) The cost of the school day in England: pupils’ perspectives https://cpag.org.uk/sites/default/files/files/ policypost/The_Cost_of_the_School_Day_in_England_Pupils_

Perspectives_0.pdf 7 Department for Education (2020) Music education: call for evidence https://www.gov.uk/Government/consultations/music-education-callfor-evidence

8 Department for Education (2021) Music education – Report on the call for evidence conducted February – March 2020 https://assets.publishing. service.gov.uk/Government/uploads/system/uploads/attachment_ data/file/1006059/Report_on_the_call_for_evidence_on_music_ education.pdf 9 Department for Education and Gibb, N. (2020) New National Plan to shape the future of music education https://www.gov.uk/government/news/ new-national-plan-to-shape-the-future-of-music-education 10 Department for Education (2020) Music education: call for evidence https://www.gov.uk/Government/consultations/music-education-callfor-evidence

11 Department for Education (2021) Music education – Report on the call for evidence conducted February – March 2020 https://assets.publishing. service.gov.uk/Government/uploads/system/uploads/attachment_ data/file/1006059/Report_on_the_call_for_evidence_on_music_ education.pdf

12 Ibid

13 Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology

Qualitative Research in Psychology 3 77-101. 14 Digital, Culture, Media and Sport committee (2019) Changing Lives: the social impact of participation in culture and sport: Government Response to the Committee’s Eleventh Report https://publications.parliament.uk/pa/ cm201719/cmselect/cmcumeds/2597/259702.htm 15 http://www.musicmanifesto.co.uk/ 16 https://www.singup.org/about-us 17 Department for Education and Department for Culture, Media and Sport (2011) Music Education in England: a review by Darren Henley for the

Department for Education and the Department for Culture, Media and

Sport https://www.gov.uk/government/publications/music-educationin-england-a-review-by-darren-henley-for-the-department-foreducation-and-the-department-for-culture-media-and-sport

18 ibid

19 Department for Education (2011) The importance of music: a national plan for music education https://www.gov.uk/Government/publications/theimportance-of-music-a-national-plan-for-music-education 20 Department for Education (2021) Model Music Curriculum: Key Stages 1 to 3 https://assets.publishing.service.gov.uk/Government/uploads/system/ uploads/attachment_data/file/974366/Model_Music_Curriculum_Full. pdf 21 Farquharson, C., Sibieta, L., Tahir, I. and Waltmann, B. (2020) 2021 annual report on education spending in England https://ifs.org.uk/ publications/15858 22 Fautley, M. and Whittaker, A. (2018) Key Data on Music Education Hubs 2018 https://www.artscouncil.org.uk/sites/default/files/download-file/

Music%20Education%20Hubs%2C%20Key%20Data%20-%202018.pdf 23 Child Poverty Action Group (2022) The cost of the school day in England: pupils’ perspectives https://cpag.org.uk/sites/default/files/files/ policypost/The_Cost_of_the_School_Day_in_England_Pupils_

Perspectives_0.pdf 24 ISM (2018) Consultation on the future of music education https://www. ism.org/images/images/Future-of-Music-Education-ISM-report-

December-2018.pdf 25 Ofsted (2002) The Annual Report of Her Majesty’s Chief Inspector of Schools 2000/01 https://webarchive.nationalarchives.gov.uk/ ukgwa/20091016100033/http://www.archive2.official-documents. co.uk/document/deps/ofsted/hc500/352-03.htm

26 Ibid

27 Ofsted (2018) An investigation into how to assess the quality of education through curriculum intent, implementation and impact https://assets. publishing.service.gov.uk/Government/uploads/system/uploads/ attachment_data/file/936097/Curriculum_research_How_to_assess_ intent_and_implementation_of_curriculum_191218.pdf

28 Ibid

29 Daubney, A. and Mackrill, D. (2018) Mapping music education in

English secondary schools 2016-2018 https://www.sussex.ac.uk/ webteam/gateway/file.php?name=changes-in-secondary-musiccurriculumprovision-2016-18-november2018.pdf&site=319

30 Department for Education (2021) School workforce in England https://explore-education-statistics.service.gov.uk/find-statistics/ school-workforce-in-england 31 Department for Education (2021) Schools, pupils and their characteristics https://explore-education-statistics.service.gov.uk/find-statistics/ school-pupils-and-their-characteristics 32 Daubney, A., Spruce, G., Annetts, D (2019) Music Education: State of the

Nation. London, UK: All-Party Parliamentary Group for Music Education,

University of Sussex, ISM https://www.ism.org/images/images/Stateof-the-Nation-Music-Education-WEB.pdf 33 Underhill, J. (2021) Education select committee renews call for music to be included in the Ebacc https://www.classical-music.uk/news/article/ education-select-committee-renews-call-for-music-to-be-included-inthe-ebacc-1

34 https://www.jcq.org.uk/examination-results/ 35 Ibid

36 Underhill, J. (2020) The Heart of the school is missing: Music education in the COVID-19 crisis https://www.ism.org/images/files/ISM_UK-Music-

Teachers-survey-report_Dec-2020_A4_ONLINE-2.pdf 37 Prior, L., Jerrim, J., Thomson, D. and Leckie, G. (2021) A review and evaluation of secondary school accountability in England: Statistical strengths, weaknesses and challenges for ‘Progress 8’ raised by COVID-19

Review of Education, 9 (3) 38 Who Gets a Music Education? (2019) https://teachertapp.co.uk/whogets-a-music-education/ 39 Department for Education (2021) School workforce in England https://explore-education-statistics.service.gov.uk/find-statistics/ school-workforce-in-england 40 Department for Education (2021) Initial Teacher Training Census https://explore-education-statistics.service.gov.uk/find-statistics/ initial-teacher-training-census/2021-22#_ftn8 41 Department for Education (2020) Initial Teacher Training Census https://explore-education-statistics.service.gov.uk/find-statistics/ initial-teacher-training-census/2020-21 42 Department for Education (2020) Funding: initial teacher training (ITT) https://www.gov.uk/Government/publications/funding-initial-teachertraining-itt 43 Department for Education (2020) Funding: initial teacher training (ITT) https://www.gov.uk/government/publications/funding-initial-teachertraining-itt 44 BPI (2019) BPI calls on Government to tackle growing inequality in access to music in state schools https://www.bpi.co.uk/news-analysis/bpi-callson-Government-to-tackle-growing-inequality-in-access-to-music-instate-schools/ 45 Newton, O., Laczik, A., Emms, K., Beardmore, H. and Cohen, K. (2018)

Towards a Twenty-First Century Education System https://www.edge. co.uk/documents/12/edge_future_learning_report_final.pdf 46 CBI (2019) Getting young people ‘work ready’ https://www.cbi.org.uk/ media/2960/cbi_work-readiness.pdf 47 Durham Commission (2019) Report on Creativity and Education https://www.dur.ac.uk/resources/creativitycommission/

DurhamReport.pdf 48 Baker, K. (2016) 14-19 Education: A new Baccalaureate https://www.edge. co.uk/documents/191/14-19_Education_-_A_New_Baccalaureate_

Final.pdf 49 Williams, J., Pollard E., Cook, J. and Byford, M. (2022) Enhancing Creative

Education https://www.pec.ac.uk/assets/images/PEC-report-Enhancing-

Creative-Education-FINAL.pdf 50 Robinson, D. and Bunting, F. (2021) A narrowing path to success? 16-19 curriculum breadth and employment outcomes https://epi.org.uk/wpcontent/uploads/2021/09/EPI-Royal_Society-16-19-report.pdf 51 Times Education Commission https://www.thetimes.co.uk/society/ education/education-commission

The ISM is the UK's largest non-union representative body for musicians. It is also a subject association for music. Since 1882, the ISM has been dedicated to promoting the importance of music and supporting those who work in the music profession. It supports over 11,000 members across the UK, many of whom work in music education, and who have continued to teach throughout the pandemic. The ISM provides the secretariat to the All-Party Parliamentary Group for Music Education, and co-authored its seminal report, Music Education: State of the Nation, published in 2019. Since then, the ISM has researched the impact of COVID-19 on music in schools across the UK, and in December 2020 it published The heart of the school is missing: Music education in the COVID-19 crisis.