The government has finally published its long-awaited model music curriculum, more than a year and a half after it was promised.
The controversial supplementary curriculum should have been published in the summer of 2019, but the Department for Education said in October of that year that the framework would only become available to schools when it “meets the high standards teachers, pupils and parents expect”.
The model music curriculum has been developed by a panel of 15 music education specialists - teachers, education leaders and musicians from across the UK - led by Baroness Fleet.
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Background: DfE to publish new model music curriculum
The Associated Board of the Royal Schools of Music (ABRSM) was selected to draft the curriculum in February 2019, after putting in a £4,500 bid for the contract.
The other two organisations approached, the Incorporated Society of Musicians (ISM) and Music Mark, both subject associations, chose not to bid.
‘A rigorous and broad music curriculum’
The framework covers key stages 1, 2 and 3, with pupils encouraged to listen to classical music from Beethoven and Tchaikovsky, rock ‘n’ roll songs from Little Richard and Elvis Presley, jazz from Nina Simone, and modern classics such as Queen.
The government said the model framework should ensure that all pupils can benefit from “knowledge-rich and diverse lessons” and “make it easier for teachers to plan lessons and help to reduce workload by providing a structured outline of what can be taught in each year group”.
But the plans were previously described as ”deeply concerning” by dozens of experts in music education, who were worried that the DfE expert panel leading the project did not include people with sufficient knowledge of teaching music in schools.
Outlining the content of the model curriculum, the DfE said: “The plan aims to support all pupils in their musical progression from Year 1 - where they’ll be introduced to beat, rhythm and pitch - through to secondary school, where pupils will be introduced to more technical aspects of music like quavers, treble clefs and staccato and legato.
“At KS1 and KS2, listening to a variety of music styles and sounds is designed to broaden pupils’ musical horizons and encourage them be open-minded about the music they listen to. At KS3, pupils will have the opportunity to discuss and interpret the musical meaning behind songs, and develop their creativity through improvisation and composition.”
Simon Toyne, president of the Music Teachers’ Association, said: “The model music curriculum is an important step in supporting our teachers to ensure every child is able to access meaningful music lessons in the classroom.”
Schools minister Nick Gibb said: “Music is a hugely important part of most people’s lives. This is especially true during the lockdown period, in which music has been used to inspire, soothe and energise us.
“A rich variety of music should be part of the daily life of every school. We want all schools to have a rigorous and broad music curriculum, that inspires their pupils to love music, and stands alongside high levels of academic attainment.
“I know music lessons will have been challenging during remote education, and while there is rightly a focus on academic catch-up, it is also important for children and young people to experience music, sport and arts for their wider development.
“After the most difficult of years, it’s time for a musical renaissance across England’s schools and I hope this will inspire a new generation of musicians.”
