The heart of the school is missing - Music education in the COVID-19 crisis DECEMBER 2020 - Incorporated Society of ...
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The heart of the
school is missing
Music education in the COVID-19 crisis
DECEMBER 2020
ISM_music ISM_music ism_musicians
company/incorporated
ISMusicians ISM_music -society-of-musicians
Xx CONTENTS
Executive summary 2
Headline findings 4
Background 5
The impact of COVID-19 11
Future challenges 24
Rethinking education 25
Recommendations 26
Footnotes 27
More information about this research is available
in the separate Appendix on request.
Report by Dr Jodie Underhill, Research Associate
B The heart of the school is missing: Music education in the COVID-19 crisis DECEMBER 2020
Executive summary
The late publication of safe music teaching guidance in England to the recovery curriculum, playing a vital role in schools
left schools struggling to implement mitigating measures ahead helping their students to explore and express the varied
of schools returning and a lack of consistency in Government emotions and challenges that they will have experienced
guidance across the UK has resulted in Scottish schools being during the pandemic, building stronger relationships and
particularly negatively affected. In Scotland, restrictions on communities within schools and with families. The creative
singing and playing brass and wind instruments have meant that industries, now worth more than £111 billion to the UK
pupils learning these instruments have not been able to continue economy, rely heavily on the pipeline of creative talent from
The ISM has produced this report to cases in schools.1 Different approaches by UK Governments, lessons in the same way that their peers in England, Wales and schools which has been essential in creating the UK’s world-
particularly in relation to summer exams in 2021, have caused Northern Ireland have. The absence of specific guidance for safe renowned music industry.7 This is why on 11 August 2020,
look at the impact COVID-19 has had concerns of further educational inequalities between pupils music teaching in Scotland, Wales and Northern Ireland has also the ISM along with Music Mark and the Music Teachers’
on music in schools. The report living in different regions or experiencing different levels disadvantaged schools in these countries in terms of extra- Association launched a UK-wide campaign, #CanDoMusic,
of restrictions. In November 2020, Ofsted’s Chief Inspector curricular provision and instrumental learning. to ensure all children and young people could resume their
includes findings from our survey of suggested that exams in England could take place solely for musical learning by providing practical ideas and resources.8
UK music teachers exploring their core subjects with centre-assessed grades for other subjects,
creating a hierarchy of qualifications and a devaluing of non- Prior to COVID-19, music education across all four Whilst we are facing an unprecedented crisis in music
experiences during this time. core subjects.2 Additional measures to support exam pupils nations was already facing significant challenges. education, COVID-19 also provides us with a pivotal moment
in England were announced by the Secretary of State for for reflection and an opportunity to reset education policy.
The COVID-19 pandemic has caused significant disruption to Education on 3 December 2020 although full details will not be However, this erosion of music education in our schools We have a potential opening in which to build a curriculum
our education system and teachers are working incredibly published until early 2021.3 is part of a much longer trend. Prior to COVID-19, music which puts young people’s needs first, championing creative
hard in these challenging times, showing flexibility and education across all four nations was already facing significant learning in addition to science, technology, English and
professionalism and consistently adapting in order to provide All aspects of music education are being impacted challenges. Music Education: State of the Nation (2019) maths (STEM) and addressing the needs of young people
opportunities for young people to make and create music. published by the ISM, the University of Sussex and the All- in the post-COVID-19 world. It also offers the opportunity
– curriculum entitlement, singing in schools,
Party Parliamentary Group for Music Education, captured the to revisit the nature and purpose of assessments to ensure
practical music making, extra-curricular activities,
In March 2020, schools across the UK and around the world crisis facing music education in England.4 The study found young people are fully equipped for the future.
instrumental learning and examinations.
closed to slow the spread of the virus. Many schools moved that Government policy had significantly negatively impacted
to remote learning and started using online resources where music education through factors including the English This report lays out recommendations for governments
possible. However, many pupils lacked access to technology. We are extremely concerned about the impact of COVID-19, Baccalaureate (EBacc) accountability measure and statutory across all four nations to address the significant challenges
Our survey found that music education, in some cases, only particularly as music teaching has been singled out as English and maths tests in primary schools. Despite 18 facing music education both in the short term and
became available through instrumental lessons for those problematic within both school and extra-curricular recommendations outlined in the State of the Nation report, moving forward into a post-COVID-19 world. First, all UK
families who could afford them or had the technology in guidance. Following issues raised by a large number of and the Department of Culture, Media and Sport (DCMS) Governments must ensure that they demonstrate clear
place for remote learning. teachers, we created a survey for primary, secondary and calling on the Government to respond to them, to date none leadership through actively encouraging safe music
instrumental music teachers to share their experiences so of them have been addressed or implemented. teaching in schools and the wider community. Clear, timely
The focus then turned towards the full re-opening of schools that we could better understand the landscape. and consistent guidance is also needed to ensure young
and preparing for the new academic year. We welcomed all UK UK-wide issues including lack of funding, widening people’s opportunities to make and create music are not
Governments’ commitment to maintaining a broad, balanced Collated from over 1300 responses across the UK music gaps between advantaged and disadvantaged students disrupted or curtailed. Consistent approaches to exams
and meaningful curriculum in their guidance documents for teaching profession working in schools, our survey findings (particularly for instrumental tuition), falling teacher training and assessments for 2021 and 2022 must also be adopted,
the return to schools. Music is an integral part of the curriculum reveal the detrimental impact that COVID-19 is having on music and recruitment numbers and a continuing decrease in ensuring core subjects are not prioritised over other subjects
in each UK jurisdiction providing access to high quality music education. All aspects of music education are being impacted the uptake of music examination courses have also been and governments must guarantee that pupils sitting music
education in primary and secondary schools and opening up – curriculum entitlement, singing in schools, practical music identified in other important publications such as What’s assessments in summer 2021 are not disadvantaged by the
pathways for further study regardless of a pupil’s background making, extra-curricular activities, instrumental learning and Going On Now? in Scotland5, Music Services Feasibility Study in pandemic and instead rewarded for their achievements.
or ability to pay. However, the inconsistencies in guidance for examinations. Our survey findings also suggest that music Wales, and the Arts Council of Northern Ireland Music Strategy Longer term, governments must commit to providing high
reopening schools across the four nations coupled with last teachers’ health and well-being is being negatively affected by 2013-18 in Northern Ireland.6 quality music education for all pupils through National Plans
minute updates gave music educators little time to interpret the changes they are experiencing in the delivery of classroom for Music Education, address the continued narrowing of
and make sense of the information. and extra-curricular music and the amount of support they When considering the value music education plays in young the curriculum and ensure music teacher training routes
have received from their schools. people’s lives, there is genuine cause for alarm. Beyond the are properly funded. COVID-19 must not allow the further
Challenges emerged in the Autumn term regarding the intrinsic value of studying music for its own sake, there is erosion of music education in the UK and could provide a
implementation of Government guidance, school organisation The survey also highlights the inequalities in music a plethora of evidence that studying music builds cultural pivotal moment of reset for education policy.
and mitigating measures. Large numbers of pupils have education that have developed not only between pupils knowledge, creative skills and improves children’s health,
needed to isolate due to the rising numbers of COVID-19 from different backgrounds but also between UK countries. wellbeing and wider educational attainment. Music is central
2 The heart of the school is missing: Music education in the COVID-19 crisis DECEMBER 2020 3
Headline findings
The survey of UK music teachers was launched on
Monday 7 September 2020 and ran until 5 October SOME PUPILS ARE NOT RECEIVING Music teachers are having to alter
2020. Within that time frame, 1307 responses were CURRICULUM MUSIC AS A DIRECT their day-to-day teaching by re-
received by the ISM.
RESULT OF COVID-19 writing schemes of work, teaching
in non-specialist classrooms and
having to teach other subjects in
Music provision is being reduced
as a direct result of COVID-19
Singing, practical music making,
extra-curricular activities and A L MOS T of primary
and secondary
place of music
instrumental lessons are all
10% schools are not
68% 86%
being negatively affected teaching class of secondary
music at all music
Teachers report that extra-curricular
teachers
activities are no longer taking
1/4
report that
OF PRIMARY SCHOOL TEACHERS place in of English
they have re-written schemes
72% & 66%
and secondary school
of work due to COVID-19
39%
teachers say
that pupils are
16%
OF PRIMARY OF SECONDARY not receiving classroom music of secondary
SCHOOLS SCHOOLS
throughout Key Stage 3 as a music teachers
OF SECONDARY SCHOOL TEACHERS continuing result of the EBacc report that
accountability measure they have no access at all to
report a reduction in music During the 2020/21 academic year, specialist music classrooms
provision as a direct result of face-to-face instrumental lessons
the pandemic are not continuing in Music teachers’ health and
35% & 28% 43%
wellbeing are being negatively of music
impacted through the changes they teachers
A full breakdown of the survey results is available on are experiencing in the delivery of are required
request from membership@ism.org OF PRIMARY OF SECONDARY
classroom and extra-curricular music to move between non-specialist
SCHOOLS SCHOOLS
and the amount of support they are classrooms to teach some or all
receiving from their schools music this academic year
4 The heart of the school is missing: Music education in the COVID-19 crisis DECEMBER 2020 5
Recommendations
The recommendations of this report
• Demonstrate clear leadership,
relate to the current situation in UK through actively encouraging
school music departments as a result of music teaching in schools and the
COVID-19, the continued decline of music wider community safely, in line
in schools prior to the pandemic and the with government guidance and
measures which need to be put in place using external resources available
to address them. Based on the findings through #CanDoMusic. In addition, the DfE in England should: The Learning Directorate in Scotland should:
of this report, the ISM calls for all four UK
Governments to: • Provide clear, timely and •
Reinstate bursaries for Urgently revisit their singing, brass
consistent guidance to facilitate postgraduate music Initial and wind guidance in light of further
music teaching in schools and the Teacher Training/Education scientific studies, to allow all pupils to
wider community for the rest of courses from 2021 onwards. continue their instrumental learning.
the 2020/21 academic year and
beyond to ensure young people’s •
Publish the refreshed National
opportunities to make and create Plan for Music Education and The Department for Education and Skills in Wales should:
music is not disrupted further. model music curriculum as soon
as possible. Commit to a National Plan for
• Adopt a consistent approach Music Education and provide a
to exams and assessments for •
Ensure funding for Music Education publication date.
2021 and 2022 ensuring that Hubs is allocated from April 2021
core subjects are not prioritised onwards as a matter of urgency.
over other subjects creating an The Department of Education in Northern Ireland should:
unnecessary hierarchy. • Implement the 18
recommendations contained Address the barriers to access for
• Guarantee that pupils sitting music within the All-Party Parliamentary further music study and career paths
assessments in summer 2021 are Group’s State of the Nation report resulting from the decline of GCSE
rewarded for their achievements (2019), including reforming the and A Level music uptake.
and that none are disadvantaged by EBacc, which were supported by
the coronavirus pandemic. the DCMS Select Committee.
6 The heart of the school is missing: Music education in the COVID-19 crisis DECEMBER 2020 7
Background
The introduction of the English Baccalaureate in 2010 has The DCMS Select Committee report, Changing Lives: the social
contributed to the decline in music education. An accountability impact of participation in culture and sport published in May
measure, not a stand-alone qualification, the EBacc excludes 2019, criticised the downgrading of arts subjects in both
creative, artistic and technical subjects such as Music, Drama English and Welsh schools, stating that they were ‘deeply
and Design and Technology. This disincentivises schools to concerned’ by the evidence presented to them and calling on
offer Arts subjects if the focus on the EBacc is crucial for the Government to take action.17 The report states that,
school’s accountability. Many schools have moved to a two-
Music education had a negative impact on curriculum music provision. More
than 50 per cent of the responding schools were not meeting
year Key Stage 3 to enable pupils to cover the sheer amount
of content in EBacc subjects, further eroding curriculum music.
‘We remain deeply concerned about the
gap between the Government’s reassuring
before COVID-19 the curriculum requirements in Year 6, citing the pressure of Research by Ofsted found that around half of schools had
rhetoric and the evidence presented to us of
statutory tests as a significant reason for this. These findings moved to a two-year Key Stage 3 model which had resulted in
the decline in music provision in state schools,
were supported by Ofsted observations.10 Opportunities to the marginalisation of practical and creative subjects.14 This has
for which the EBacc is blamed and which
Curriculum music sing and the prevalence of singing in primary schools had led to inequalities of opportunity for many pupils. In response
affects students from less advantaged socio-
also diminished since Government funding for the National to the issues highlighted across music education, the DfE
Music is a compulsory part of the curriculum across the UK. In Singing Programme ‘Sing Up’ was cut in 2011. commissioned a non-statutory ‘model music curriculum’ in 2019 economic backgrounds disproportionately. We
England, state-funded schools follow the National Curriculum but it is yet to materialise and there is no evidence to suggest commend, therefore, the work of the All-Party
(NC) from ages 5–14 (Key Stages 1–3). Academies and Free that it will impact upon the systemic problems highlighted. Parliamentary Group for Music Education
Increasingly, schools were moving towards arts
Schools in England must also offer a broad and balanced in pursuing these issues further and would
subjects only being offered on a ‘carousel’, with
curriculum, including music, but they do not have follow the Figures from the Joint Council for Qualifications (JCQ) show a welcome sight of the Government’s response
music only offered for part of the academic year
NC. In Scotland, the Curriculum for Excellence (CfE) applies to continued decline in music entries for both GCSE and A Level to each of the 18 recommendations in its recent
on a rotation with other subjects
children aged 3–18 with music as part of the Expressive Arts over the past decade. Since 2010, there has been a 25 per cent report Music Education: State of the Nation.’
curriculum area in the Broad General Education phase (ages decline in pupils taking GCSE music and a 43 per cent decline
3–13/14). In the 2008 Curriculum for Wales, music is part of Secondary school music provision also faced decline as a in those taking A Level music.15* This is despite the Minister for
Creative Development in the Foundation stage (3–7 years curriculum subject. Based on longitudinal research since 2012 School Standards, Rt Hon Nick Gibb MP, telling the Department
old) and a stand-alone subject for Key Stage 2 and Key Stage from the University of Sussex and a range of other sources, for Culture, Media and Sport (DCMS) Select Committee in
3 (7–14 years old). A new Curriculum for Wales Framework the report found that music was no longer being taught December 2018 that the take-up of arts GCSEs had remained
was published in January 2020 covering pupils aged 3–16 for across Key Stage 3 (pupils aged 11–14) in more than 50 per ‘broadly stable’ at around 44 per cent and that the Government,
implementation from September 2022. Music will become cent of state-funded secondary schools. Increasingly, schools ‘…take music and the arts extremely seriously.’16
part of the Expressive Arts Area of Learning and Experience. were moving towards arts subjects only being offered on a
The Northern Ireland Curriculum covers Foundation Stage ‘carousel’, with music only offered for part of the academic
and Key Stages 1–4 (ages 4–16). Music is a statutory part of year on a rotation with other subjects such as dance, drama
The Arts curriculum until the age of 14. Although in England, and art. However, in some schools there was no music
Scotland and Wales music is not a compulsory examination provision at all or music was only taught on one day per year.
subject, schools in Northern Ireland must offer access to at
least one course that leads to a qualification in The Arts Area Teacher training figures from the Department for Education
of Learning at age 16. (DfE) show that only 82 per cent of the recruitment target
for music teachers was reached in England for the 2019/20
academic year, representing the seventh consecutive year
England
where Initial Teacher Training (ITT) recruitment targets for
The All-Party Parliamentary Group for Music Education secondary subjects were missed.11The number of music
published the State of the Nation report in February 2019 teachers recruited into teaching since 2010 has also declined
which exposed the crisis facing music Education in England.9 by 53 per cent.12 On 13 October 2020, the DfE announced that
Jointly authored by Dr Alison Daubney (University of Sussex), training bursaries for arts, English and humanities subjects had
Gary Spruce (Birmingham City University) and the ISM, been removed for 2021/22.13 As many prospective trainees
the report demonstrated that music education has been will not be able afford to train without financial support, it is
significantly negatively impacted by Government policy. The unlikely that future recruitment targets will be met and access
pressure of accountability measures for maths and English, to courses will be restricted only to those who can afford it.
especially in Year 6 (the final year of primary school) had
8 The heart of the school is missing: Music education in the COVID-19 crisis DECEMBER 2020 *Not adjusted for cohort size. 9State of the Nation recommendations 11 Ring-fenced funding for Hubs must be
continued beyond 2020 at current levels
15 Ensure that all teachers are supported to
access regular and relevant high-quality
or increased levels. subject-specific CPD, and improve the
working conditions of the workforce.
1 Schools should receive clear guidance that 6 The Government should encourage all 12 Ofsted must look for evidence of
headline accountability measures must not schools to embed a culture of singing via sustained and high-quality musical 16 Ensure that there is a sufficient number
erode the delivery of a broad and balanced classroom teaching. learning across the curriculum at all key of properly qualified teachers coming
curriculum at Key Stage 3, and that a broad stages, instead of focusing heavily on through to support the delivery of music
and balanced curriculum must be delivered accountability measures imposed by the education in our schools and Hubs.
across all schools at all Key Stages. Music Government that have shown to be
and the arts are at the heart of a broad 7 Ofsted and the Government should make it failing. They must be responsible for
clear that delivering only the narrow ensuring that a full and balanced
and balanced curriculum.
curriculum prescribed by the EBacc will curriculum is being delivered regularly 17 Secondary music should be treated as a
have an adverse impact on inspections shortage subject, and greater efforts and
in all schools.
and evaluations. financial incentives applied to attract high-
2 Music should be taught by a subject quality candidates onto ITE/ITT programmes.
specialist teacher as part of the curriculum
in all state schools for all pupils for at least 13 Ofsted should reconsider their proposal
one hour every week across all of a three- 8 The new National Plan for Music contained in Education inspection
year Key Stage 3. All secondary schools
Education must provide clarity as to the framework 2019: inspecting the substance
18 The Government must ensure that primary
roles and responsibilities of schools and teachers have access to high-quality,
should have at least one full time music of education in connection with their relevant and practical subject-specific
Hubs relating to the delivery of a music approach to the EBacc. We urge them to
teacher who exclusively teaches music. learning opportunities relating to teaching
education for all pupils. drop their proposal that inspectors the music curriculum through their training,
understand what schools are doing to NQT period and beyond. In line with other
prepare for the EBacc to be achieved, and
3 The English Baccalaureate and Progress 8 subjects, funded subject-knowledge
accountability measures should be 9 The revised National Plan for Music they should take those preparations into enhancement courses should be developed
Education should address the quality, consideration when evaluating the intent and offered through partnerships with ITE
reviewed and reformed to provide a better
provision and access to music education of the school’s curriculum. providers in higher education.
education for our children. At the very least
a sixth pillar should be added to the EBacc for Early Years and SEND, and improve
for the creative subjects, including music. signposting of music education
opportunities for 18 to 25-year-olds.
14 Ensure that as per the Government policy
directive in 2016, classroom teachers
teach within their area of specialism and
4 The Government should scrap the 2018
introduction of the ‘average points score’ 10 The metrics for measuring the work that this is respected.
measure for the EBacc. delivered in response to the NPME need
to be revised to go beyond ‘levels of
activity’ reported through the current
narrow set of metrics. The quality of the
5 The Government should broaden the work being delivered needs to be part of
National Curriculum by making individual this evaluation work.
creative subjects including music
entitlement areas at Key Stage 4, replacing
the broader entitlement area of ‘the arts’.
10 The heart of the school is missing: Music education in the COVID-19 crisis DECEMBER 2020 11Scotland was very much dependent on the expertise of the staff and
although there were usually one or more specialist music
Government guidance activities with other people and suggests either virtual lessons
or pupils making recordings of themselves and giving them to
The Royal Conservatoire of Scotland carried out research into
music education in Scotland between 2018 and 2019 and
teachers in secondary schools, there was an increasing move
towards the creation of Expressive Arts departments. Schools
during COVID-19 their teachers as an alternative to face-to-face lessons.
a report by the Music Education Partnership Group (MEPG) had also seen a decline in entries for GCSE and A Level music. Government guidelines for music teaching in schools have In Wales, Department for Education and Skills guidance from
was subsequently published in February 2019 entitled What’s GCSE music entries fell 37 per cent between 2009 and 2019 and been at best inconsistent and at worst non-existent. Initial 13 July 2020 only makes reference to peripatetic teachers, who
Going on Now? 18 This was a follow up to research conducted A Level music entries fell 58 per cent in the same period.23 * guidance published by the DfE in England on 2 July 2020 are permitted to move between schools.33 No further mention
in 2003.19 restricted singing to groups of 15 and warned that choirs and of music is made in this guidance or in subsequent updates. In
The report concluded that a National Plan for Music ensembles involving brass and wind playing should not take Northern Ireland, guidance initially published by the Department
The report identified some perception of a devaluation of Education should be considered along with the creation of a place. Peripatetic instrumental teachers were allowed to move of Education on 19 June 2020 and replaced on 29 September 2020
music compared to other subjects and a lack of specialist music new organisation to develop and deliver the plan. between schools but were encouraged to teach outside of does not include any reference to music teaching other than to
teachers in primary schools. The numbers of primary school Government figures for all trainee teachers in Wales in school hours. The guidance was updated on 28 August 2020 to state that further guidance for practical lessons will be published
music teachers fell by 50 per cent from 98 in 2008 to 49 in 2019. 2018/19 show that the overall number of secondary trainees allow singing and wind and brass playing to take place with a once developed.34 However, the Education Authority Music Service
Government figures from the October 2019 intake showed that was 44 per cent lower than target figures and 22 per cent range of mitigating measures, but for most schools this came relaunched one-to-one and small group lessons at the end of
targets for music trainees were missed by 37 per cent.20 lower for primary trainees. There were just 10 trainees too late to implement as they had either already returned to September 2020 following publication of its own guidance based
for secondary music in this cohort representing 2% of all school or term was about to start.30 on the available research and the English DfE’s school guidance.35
Inequalities in access to music provision were also secondary trainees.24 The number of registered secondary
identified with a postcode lottery for the cost of music teachers fell from 424 in 2016 to 407 in 2020.25 In Scotland, guidance published by the Learning Directorate on As a result of the inconsistencies both within and between
30 July 2020 specified that singing, talking at volume and playing nations, pupils are receiving a very mixed experience. Teachers
instrumental tuition.
wind and brass instruments should be avoided ‘during the initial report that Local Authorities, particularly in Scotland and Wales,
Northern Ireland return to schools’.31 Further guidance for music teaching was have all interpreted the guidance differently and teachers in
Inequalities in access to music provision were also identified The Arts Council of Northern Ireland Music Strategy 2013- published by Education Scotland on 21 September 2020 with a Northern Ireland, mostly instrumental teachers, have had to
with a postcode lottery for the cost of instrumental tuition. 2018 recognised the need to do more to ensure music sliding scale of risk.32 This guidance advises that children and approach local public health departments and councils for
Some Local Authorities provided music tuition for free and provision was ‘equally distributed across the country and young people should not take part in singing, brass or wind permission to resume teaching.36
where others charged, the fees varied widely. This widened fully supported by the infrastructure.’26 The report identified
the gap between those who could afford instrumental a need for further research in terms of the quality of youth
tuition and those who could not. The report also found music activities, gaps in provision and further opportunities.
that the demand for instrumental tuition in schools often As part of the music strategy, The Arts Council of Northern
outstripped the supply. Ireland committed to advocating strongly for music education
entitlement and professional development for teachers.
Music education for all Despite the DfE reinforcing their desire for a broad and
balanced curriculum, an Ofsted briefing from interim school
Unlike England, the uptake of music qualifications in Media reports from the end of June 2020 suggested that the visits between 14 and 18 September 2020 found that
Scotland between 2015 and 2020 has increased. Higher and The numbers of students enrolled on ITT courses across all initial DfE plans for the reopening of schools in England included practical aspects of music were not always being taught
Advanced Higher music saw larger increases of 15 per cent subjects decreased 4 per cent between 2014 and 2018. The a narrowing of the curriculum by suspending non-core subjects and that school leaders were struggling to decide how
and 7 per cent respectively, with a slight increase of 0.2 per actual number graduating decreased by 5 per cent in the for two terms and pupils possibly dropping GCSEs in order to to include music fully in the curriculum because of safety
cent for National 5 music.21*However, the MEPG also found same period.27 Figures from the Council for the Curriculum, concentrate on English and Maths.37 These leaked plans caused concerns.40 A further briefing covering visits between 29
that music qualifications were insufficient in themselves to Examinations and Assessment show that the uptake of GCSE concern among many music educators and the ISM wrote to Nick September and 23 October 2020 found that school leaders
aid progression to some programmes at degree level. music fell 19 per cent and by 46 per cent for A Level music Gibb, the Minister for School Standards, calling on him for urgent identified pupils as having gaps in their music learning
between 2007 and 2020.28 * clarification.38 The subsequent ‘Guidance for the Reopening of but that they had also placed restrictions on the subject,
Schools’ makes several references to schools providing a broad most notably the suspension of singing or instrumental
Wales The Education and Training Inspectorate (ETI) Chief and balanced curriculum and only allows the suspension of work.41Curriculum legislation in Wales updated on 1 October
The Welsh Government commissioned the Music services Inspector’s report 2016-1829 states that, ‘the provision of a ‘some subjects for some pupils in exceptional circumstances.’ 2020 acknowledged that limiting contacts between children
feasibility study, published in January 2019, to identify and broad, and balanced primary curriculum which nurtures the in schools (through the organisation of ‘contact groups’)
assess options for the future delivery of music services.22 children’s creative and physical talents is more essential The National Plan for Music Education in England was due may limit access to the ‘full breadth of the curriculum’ and
The report identified a lack of consistency in the structure than ever.’ The Chief Inspector also found that post-14 to be refreshed in autumn 2020 following a consultation in specifically mentions music in the examples.42
and governance of music education, the fee structure of exams and assessments could lead to ‘a narrowing of the March 2020. The publication was delayed due to COVID-19
Music Education Services, the cost of provision and the curriculum and restricted pathways.’ Finally, the report noted and in an answer to a Parliamentary Question on 27 October It is clear that COVID-19 has had a negative impact on curriculum
sustainability of the music workforce. a decline in arts uptake in the post-14 curriculum. 2020, Nick Gibb confirmed that the refresh was ‘on hold but provision as well as instrumental learning, extra-curricular
The report found that in primary schools, music teaching will be published in due course’.39 activities and music across the wider life of the school.
12 The heart of the school is missing: Music education in the COVID-19 crisis DECEMBER 2020 *Not adjusted for cohort size. 13Impact of COVID-19
Quotes from primary teachers:
‘It’s been decimated!...I now only work with two ‘So hands off now ‘We can listen.
on music education
year groups for music… I am teaching maths and [music teaching]. Inventing is reduced
Schools experiencing
Schoolsa reduction
experiencing
in music
a reduction
provision
in music
as a direct
provision as a direct How music English
How interventions
provision
music provision for thein
in schools rest
is of the
schools
being istime…
affected:
being affected: Distanced and using significantly…
result of Covid-19
result
by country:
of Covid-19 by country: I’ve lost my studio which is now a staffroom…’ next to no equipment Performing is dead.’
Primary Primary Secondary Secondary
Primary Primary
No singing 38% No singing 38%
Secondary Secondary
No singing 7% No singing 7%
for worrying about
England 65% England 65%England 36% England 36%
No instrumentalNolessons
instrumental
23% lessons 23% No instrumentalNo lessons
instrumental
21% lessons 21%cleaning it.’
Scotland 76% Scotland 76%
Scotland 53% Scotland 53% ‘We cannot
No extra-curricular sing
No activities 21% and
extra-curricular No‘Due
activities 21% to staggered
extra-curricular
No activities
extra-curricular
46% activities 46%
Wales 43% Wales 43%
Restricted/no use
Restricted/no
of instruments
use of instruments No practical music
No making
practical17%
Northern IrelandNorthern
60% Ireland 60% the children
in class music 10%
are
in class music 10%
breaks/lunch andmusic
the making 17%
The findings of this survey demonstrate that COVID-19 is Schools experiencing a reduction in music provision
hugely disappointed need to constantly
having a detrimental effect on music education, with 68% as a direct result of COVID-19 by country:
when they ask to wash hands, the
of primary school teachers and 39% of secondary school
80a 80
sing and we tell amount of time
teachers stating that music provision is being reduced as
direct result of the pandemic.
them no.’ spent on music has
70 70 been reduced.’
For both primary and secondary schools, the negative 60 60
impact was felt most in the devolved nations where Percentage (%)
50
governments have provided little or no guidance on music 50
teaching and the return to schools. Quotes from Secondary teachers:
40 40
England Wales 30 30 ‘…the heart of the ‘…as a direct result of ‘Honestly, it’s impossible to state how devastating
school is missing’ COVID-19 the content this will be in the long run for Music as a subject.
20 20 60 60
Scotland Northern Ireland of music lessons is There is no provision at all for instrumental
10 10 restricted, the efficacy lessons, ensemble projects, bigger inclusive
50 ‘…not50being able to of teaching has performances or even classroom ensemble work.
0 0 instill a love of music been reduced, the This will, of course, harm students emotionally
Primary Secondary
40 in the
40 same way experience of music and academically.’
ols experiencing
Schools a reduction
experiencing in music
a reduction provision
in music as a direct
provision as a direct How music
How provision
music in schools
provision is being
in schools affected:
is being affected:
tesult
of Covid-19 by country:
of Covid-19 by country: due to teaching in has been diminished.’
ary
Primary Secondary
Secondary
Primary
Primary Secondary
Secondary
30 a normal
30 classroom
No singing 38% 38%
No singing No singing 7% 7%
No singing
and 65% 65%
England
and 76% 76%
Scotland
England
Scotland
36% 36%
England
53% 53%
Scotland
No instrumental lessons
No instrumental 23% 23%
lessons
Secondary School No instrumental
Secondary No lessons
instrumental
has a SchoolRecovery
has a 21% 21%
lessons
Curriculum
Recovery Curriculum
with less instruments.’
School music provision
No extra-curricular activities
No extra-curricular 21% 21%
activities No extra-curricular activities
No extra-curricular 46% 46%
activities
Wales 43% 43%
Wales Recovery Curriculum
Recovery Curriculum includes music includes music
Northern Ireland
Northern 60% 60%
Ireland
How music provision in schools is being affected:
Restricted/no use
Restricted/no of
useinstruments
of instruments No practical
No music
practical making
music 17%
making 17% 20 20
in class music
in class 10% 10%
music
England 41% England 41% England 37% England 37%
Scotland 37% Scotland 37% Scotland 33% Scotland 33%
Wales 57% Wales 57% Wales 33% Wales 33% 10 10
80 Singing, practical music making, Northern IrelandNorthern
20% Ireland 20%
Northern IrelandNorthern
20% Ireland 20%
In addition to these activities, primary whole class
extra-curricular activities and 0 0
70 instrumental lessons (also known as Whole Class Ensemble
60
instrumental lessons had all been Teaching, Wider Opportunities or First Access) offered in 72%
of primary respondents’ schools, had also been affected.
50
negatively affected. These lessons usually involve whole classes of primary aged
children learning to play an instrument, taught by specialist
40 For primary teachers, singing was the activity that instrumental teachers often working alongside school staff.
30 had been affected the most whereas for secondary Just over half (53%) of responding primary schools were
teachers it was extra-curricular activities. The wider, not undertaking whole class instrumental teaching: 46%
20 negative impact the removal of singing activities 60 60 No extra-curricular in England and 83% in Scotland. This was partly due to the
No singing
was having on younger children in other subjects, activities instruments on offer having restrictions placed on them
10
particularly counting songs in maths was frequently 50 50 No instrumental Restricted/no use of (particularly brass instruments), and partly due to differing
0 mentioned by primary school respondents. lessons instruments in class music Local Authority approaches.
40 40
30 30
14 TheSecondary
heart of the school
School
Secondary is missing:
has ahas
School a MusicCurriculum
Recovery education
Recovery in the COVID-19 crisis
Curriculum DECEMBER 2020 15
Recovery Curriculum
Recovery Curriculum includes music
includes music
20 20
England 41% 41%
England England 37% 37%
EnglandExtra-curricular activities NOT continuing in the 2020/21 Schools not holding
Extra-curricular
a festive concert
activities
or NOT
performance:
continuing in the 2020/21
academic year: academic year:
Primary Secondary
Primary Secondary England 51% Primary England 61% Secondary
England 67% England 62% Scotland 61% England 67% Scotland 69% England 62%
The negative impact was also felt particularly for exam years
in secondary schools, especially where it was reported that
One third (33%) of primary music teachers and one in four
(41%) secondary music teachers thought that these changes
Scotland 91%
Extra-curricular music
Scotland 79%
Wales 93%
Northern Ireland 80%
Scotland 91%
Extra-curricular
Wales 93%
activities
Northern
Scotland 79%
NOT
Ireland
Wales continuing in the
60%93%
2020/21 academic year: Northern Ireland 80%
Schools
Schools some pupils
experiencing
experiencing had in
a reduction nomusic
a reduction access
in music to specialist
provision
provision
as aas
direct teaching rooms or
a direct to How
music
How teaching
music
music at their schools
provision
provision in in wouldislast
schools
schools beingfor the
is being entire
affected:
affected: Respondents to the survey reported that extra-curricular
result
result
of Covid-19
of Covid-19
by country:
by country:
equipment, and may not have had access to instruments to academic year. 49% of primary and 42% of secondary 100 were music activities were not continuing at all during the 100 100
Primary
Primary Secondary
Secondary
Primary
Primary practice or technology
Secondary for composition work at home.
Secondary notNosure how
singing
No singing long they would last, adding
38%38% not7%only
No singing
No singing 7% to the 2020/21 academic year in nearly three quarters (72%)
England
England
65%65% England
England
36%36%
Scotland
Scotland
76%76% Scotland
Scotland
53%53% uncertainty forlessons
No instrumental exam
No instrumental lessonsyears
23% 23% and curriculum planning
No instrumental
No instrumental but21%
lessons
lessonsalso
21% of primary schools and two thirds (66%) of secondary
Pupils sittingWales
Wales
43%43%
Scottish Qualifications
Authority (SQA) exams were
No extra-curricular
No extra-curricular
concerns for the
activities
activities
21%21% No extra-curricular
No extra-curricular
activities 8046%
activities
46% 80 80
Restricted/no
Restricted/no oflong-term
use useinstruments well-beingNoofpractical
of instruments Nostaff andmusic
practical
music pupils.
making
making
17%17% schools. The responses from Scotland, Wales and Northern
Northern
Northern
Ireland
Ireland
60%60%
in class
in class
music
music
10%10%
being further disadvantaged in Scotland, where restrictions Ireland indicated that fewer extra-curricular activities
Percentage (%)
remain in place for brass and wood playing and singing. 60 were continuing compared to England. Responses from 60 60
the teachers show that a lack of government guidance
80 80 for providing safe continuation of ensembles, choirs and
70 70 40 orchestras combined with restrictions on numbers and 40 40
the need to reduce contacts across school year groups
60 60
Recovery Curricula For secondary schools, the number of respondents who said
their school had a recovery curriculum was broadly in line with
20
have contributed to the overall reduction in enrichment
opportunities for pupils.
20 20
50 50
the number of respondents across all four countries who said
40 40 In response to school closures and that their recovery curricula also specifically included music. 0 0 0
Primary Secondary
30 30 the subsequent return of pupils,
20 20 Professor Barry Carpenter developed 60 60 ‘Lack of extra-curricular takes away a good deal of England Wales
10 10 the concept of a recovery curriculum the enrichment we can provide to our high ability
50 50 students. Particularly opportunities for PP ‘pupil
0 0 which is intended to help the school Scotland Northern Ireland
premium’ students who cannot afford lessons.’
Percentage (%)
community recover emotionally, while 40 40
addressing the inevitable gaps in 30 30 ‘We are unable to run our extra-curricular ‘Under our current ‘Extra-curricular offer is
children’sSecondary
learning.
Secondary
School
School
hashas
a a Recovery
Recovery
Curriculum
Curriculum activities of which we had many. We are also extra-curricular less due to staggered
Recovery
Recovery
Curriculum
Curriculum includes
includes
music
music
20 20 unable to offer rehearsal or out of lesson schedule we will school timetable
England
England
41%41% England
England
37%37%
Scotland
Scotland
37%37% Scotland
Scotland
33%33% practice time in the department as we cannot be able to offer which means
The recovery curriculum aims to respond to the loss of 10 10
Wales
Wales
57%57% Wales
Wales
33%33% maintain bubbles this way.’ extra-curricular lunchtime rehearsals
routine, structure, friendship, opportunity and freedom
Northern
Northern
Ireland
Ireland
20%20% Northern
Northern
Ireland
Ireland
20%20%
experienced by children and young people during the
opportunities to are not possible.’
0 0
pandemic. Many schools have adopted this model as a way a maximum of 75
‘Extra-curricular is gone students each week,
of supporting their pupils as they returned to school. Secondary School has a Recovery Curriculum
Recovery Curriculum includes music
and is the lifeblood of down from c.170
47% of primary teachers and 41% of secondary teachers the department.’ before lockdown.’
said that their schools had a recovery curriculum in place.
However, of these only 31% of primary schools and 37% England Wales
of secondary schools had recovery curricula in place
which specifically included music. Whilst the figures for Scotland Northern Ireland
primary school recovery curricula were similar in England
and Scotland (49% and 43% respectively), almost twice
as many (34%) English recovery curricula included music
than Scottish recovery curricula (18%). This reflects the
differences in school guidance for music teaching between
the two countries, where the restrictions in England were
not as severe as Scotland.
16 The heart of the school is missing: Music education in the COVID-19 crisis DECEMBER 2020 17Extra-curricular
activities NOT continuing
activities NOT
in the
continuing
2020/21 in the 2020/21 Schools not holding
Schools
a festive
not holding
concert
a festive
or performance:
concert or performance:
academic year:
Primary Primary Secondary Secondary
Primary Secondary Secondary England 51% England 51%England 61% England 61%
England 67%
England 62% England 62% Scotland 61% Scotland 61%
Scotland 69% Scotland 69%
Scotland 91%
Scotland 79% Scotland 79% Wales 93% Wales 93%
In addition
Wales 93% to a reduction
Wales 93% of extra-curricular music activities, Schools not holding a festive
Northern Ireland 60%concert
Northern Ireland or
60%performance: In primary schools, the percentage of Scottish respondents 80 80
53% of primary
Northern Ireland schools
Northern
80% and
Ireland 63% of secondary schools who
80% who reported that face-to-face instrumental lessons were not
normally hold a festival concert or performance at the end of
70
taking place was almost twice that of English respondents. In
70
0
0 100
the first term would not be able to this year. Much of the content 100 secondary schools, the responses showed less variance. 60 60
Percentage (%)
of these performances comes from extra-curricular activities,
so there is a clear correlation between a lack of enrichment 50 50
0 80 80
opportunities and far fewer concerts and performances taking England Wales
place in the first term of the 2020/21 academic year.
40 40
Percentage (%)
0 60 60 Scotland Northern Ireland 30 30
England Wales
20 20
0 Scotland Northern Ireland 40 40
10 10
0 20 20 0 0 0
Primary Secondary
0 0 0
Primary Secondary Even when instrumental teachers had reported a return to
face-to-face teaching (33%) or a mix of face-to-face and ‘Virtual instrumental ‘…most instrumental
online teaching (25%) these changes were rarely described lessons have led instruction is going
as a positive experience. There were issues with recruitment to some teachers on through video link
and retention of pupils, reduction of income, managing and many pupils in the evenings and
Instrumental lessons ‘They [pupils] need instant feedback and guidance
timetables, observing restrictions, implementing mitigating
measures and getting to grips with technology.
declining to take part as such several pupils
on their vocal pieces in order to build confidence until it can be done have quit as they
99% of instrumental teachers working in schools reported face-to-face.’ cannot do this.’
that teaching had changed for them for 2020/21. Primary and control in their voices and performance. It’s
‘…more difficult to recruit new pupils as I can’t do
and secondary class teachers reported that 35% of primary almost impossible to do this if they record and
demonstrations, more difficult to help beginners
instrumental lessons and 28% of secondary instrumental send it to me.’ ‘No year 7 intake on instrumental lessons at all.
as I can’t go near them… fewer people able to
lessons were not continuing in person this academic year. Many who did have lessons in other year groups
afford lessons.’
Where restrictions still existed for certain instruments, some have stopped as they do not want online lessons
lessons contained no practical music making at all.
‘…we are in school ‘… instrumental
but only able to talk lessons have taken a at home.’
/ discuss in lessons. massive hit. In some ‘Numbers of students
‘Only woodwind and ‘We have been told have massively
Pupils are recording year groups over
brass ‘consultations’, to discuss their pre- reduced. School
their work at home 50% stopped playing
no instruments being recorded singing which leavers not being
and sending it to me instruments over
played when tutors the pupils find off replaced yet by new
or bringing it in to lockdown’
visit the school.’ putting and awkward.’ students. I think
listen to and discuss.’
parents are nervous.’
18 The heart of the school is missing: Music education in the COVID-19 crisis DECEMBER 2020 19England 73% England 73% England 86% England 86%
Scotland 27% Scotland 27% Scotland 7% Scotland 7%
Wales 0% Wales 0%
Northern Ireland
Northern
7% Ireland 7%
Despite school guidance allowing visiting instrumental
teaching to resume, 10% of instrumental teachers were
currently not teaching at all. Most respondents reported
‘None of the schools I teach at want me back, A broad and 100 100
that this was due to school restrictions, although a small
even though they can have us, but they just do
not have the space for us to teach whilst keeping balanced curriculum? 80 80
minority had been furloughed.
our distance from our pupils.’
The study found that 8% of primary schools and 9% of
Percentage (%)
‘Not allowed in ‘The school has secondary schools had removed classroom music completely 60 60
schools to teach as decided not to restart ‘This [particular] school are not allowing return to for some or all year groups as a result of COVID-19, meaning
instrumental lessons because to quote office staff that children up to the age of 14 were not able to have
it would affect the instrumental lessons
sustained access to music education as part of their 40 40
percentage integrity of bubbles.’
of Scottish respondents until things are back of school “there is too much for them to cope
entitlement to a broad and balanced curriculum as well as
-to-face instrumental lessons were not to normal!’ with and we can’t afford to give out hand sanitiser
reducing access to music as an exam option. Both primary
st twice that of English respondents. In to the teachers.”’ 20 20
‘One school has and secondary schools in England accounted for the largest
responses showed less variance. number of missing lessons.
banned instrumental
lessons altogether.’
Secondary 0 0
Lessons removed Lessons removed
England 27% England Wales
from primary from secondary
Scotland 32%
by country by country
Wales 36% Larger Regular cleaning/ Scotland Northern Ireland
WhereIreland
instrumental Primary
Northern 20% teachers had returned to face-to- teaching room disinfecting
face teaching, a range of mitigating measures have been Larger teaching room 25%
employed to safely deliver lessons. These included the use Reduced group Reduced group numbers 19%
Increased ventilation
of larger teaching rooms, reduced group numbers, wearing numbers Screens between the teacher and
face coverings and using screens between teachers and Screens between the Children grouped pupil(s) 15%
pupils. The findings from the survey suggest that schools teacher and pupil(s) in class ‘bubbles’ The use of Some
masksrespondents
or visors 15%in primary schools cited lack of time
Lessons outside 6%
are interpreting and applying the guidance in many different The use of masks Instrumental cover in the school day, limited or no visiting whole class
Social distancing 4%
ways but are also being hampered by the facilities available or visors (covering the end of instrumental tutors or class organisation as reasons for
a trumpet to prevent Regular cleaning/disinfecting 3%
to them, with only around a quarter of respondents having this. In secondary schools, some respondents reported
Lessons outside droplets) Increased ventilation 3%
the use of a larger teaching room. timetabling issues, staggered lunchtimes and lessons
Children grouped in class ‘bubbles’ 2%
Taught in person being
Instrumental replaced
cover with numeracy
1% (covering the and literacy.
Social distancing
after school hours end of a trumpet to prevent droplets)
Quotes from primary teachers: Quotes from secondary teachers:
0 5 10 15 20 25
Primary Secondary ‘We are not teaching ‘No music on [the] ‘GCSE Music for year 11 is not on the timetable. I
Primary music at all.’ curriculum now.’ teach it after school twice a week for an hour.’
Larger teaching room 25% Secondary
Reduced group numbers 19% Larger teaching room 27%
Screens between the teacher and ‘Specialist music only
Reduced group numbers 12%
‘Just trying to catch ‘KS3 currently aren’t ‘…no music lessons
pupil(s) 15% beingthe
Screens between delivered in
teacher and up on normal lessons receiving any music to provide cover/
The use of masks or visors 15% pupil(s) 20% years 3 and 4 due they’ve missed is lessons whatsoever.’ support…’
Lessons outside 6% to super
The use of masks bubble
or visors 20% our priority.’
Social distancing 4% groupings.’
Lessons outside 2%
Regular cleaning/disinfecting 3% Social distancing 3% ‘Year 8 have reduced
Increased ventilation 3% Regular cleaning/disinfecting 4% ‘Usually [taught on] a curriculum time
Children grouped in class ‘bubbles’ 2% Increased ventilation 3% carousel. This year no to accommodate
Instrumental cover 1% (covering the Children have to be from the same music regularly.’ staggered lunchtimes.’
end of a trumpet to prevent droplets) ‘bubble’ 3%
0 5 10 15 20 25 0 5 10 15 20 25 30 Taught in person after school hours
1% ‘Orchestra lessons (1 hour per week for KS3) are
Percentage (%) Percentage (%)
removed for literacy and numeracy.’
Secondary
Larger teaching room 27%
Reduced group numbers 12%
20 The heart of the school is missing: Music education in the COVID-19 Screens
crisis between the teacher and
DECEMBER 2020 21
pupil(s) 20%
The use of masks or visors 20%untry
By country By country
By country where lessons
wherewere
lessons
removed
were removed
teaching teaching
other subjects
other subjects
nd 73%
England 73% England 86%
England 86% England 10%
England 10% England 92%
England 92%
and Scotland
27% 27% Scotland Scotland
7% 7% Scotland Scotland
16% 16% Scotland Scotland
3% 3%
Wales 0%Wales 0% Wales 7%Wales 7% Wales 21%Wales 21%
NorthernNorthern
Ireland 7%
Ireland 7% NorthernNorthern
Ireland 0%
Ireland 0% NorthernNorthern
Ireland 20%
Ireland 20%
100 As a result of reduced music provision, some secondary
teachers reported changes to their timetables for the
100 100 Day-to-day impacts ‘Shared Drama/Music space is being used as a
80
2020/21 academic year. 11% of teachers had had music
80 80
of COVID-19 COVID-19 first aid room.’
lessons removed from their usual timetable as a result of
COVID-19 and 8% of secondary teachers had been asked to As well as the effects of COVID-19 on curriculum and extra-
Percentage (%)
‘Practice room is COVID ‘Practice rooms now
60 teach other subjects in place of music this academic year. 60 60 curricular music, teachers reported further adverse impacts concern holding bay.’ a KS4 store room for
on their day-to-day teaching. Many schools have had to
year group bubble
make changes to the way they organise classes and year
40 40 40 instruments.’
England Wales groups by creating ‘bubbles’ or ‘contact groups’ in order to ‘2 of my 5 practice
reduce the number of contacts and movement around the rooms are being used
Scotland Northern Ireland buildings, as well as to manage non-teaching time such ‘Less practice
20 20 20 as COVID isolation
as lunch breaks. For some teachers this has meant classes rooms. Unequipped
rooms in case any staff
remaining static whilst the teacher travels between rooms,
or students display classrooms. Teaching
0 0 0 and for others being moved to a non-specialist teaching
any symptoms.’ in standard classrooms
Breakdown by country Breakdown by country space. For others, it has meant re-writing schemes of work
without instruments.
where lessons where teaching other to accommodate these changes and, in some instances,
were removed subjects fewer music lessons and teaching other subjects.
Noise issues.’
‘No specialist rooms
16% of secondary music teachers reported that they
used at KS3.’
currently had no access at all to specialist music classrooms
and 43% of music teachers were having to move between
The removal of curriculum music lessons ‘GCSE students have no access to practice rooms,
The English Baccalaureate (EBacc) accountability measure and non-specialist classrooms to teach some or all music
drum kits, guitars piano (many students don’t
was most prevalent in England, and its damaging impact on music education has been a concern lessons this academic year. Just over a third (35%) of music
have these instruments at home). Year 10 don’t
since its introduction in 2010. In recent years, there has been classrooms or practice rooms had been repurposed for other
although these responses related solely an increase in schools introducing a two-year Key Stage 3 subjects or uses. Practice rooms were most likely to be have access to composition software.’
to COVID-19, they continue the worrying (where Key Stages apply) to allow more teaching time for repurposed for medical use.
exam courses and reducing access to classroom music. 26%
trend of a narrowing curriculum that has of English respondents to this survey indicated that their
been observed previously by the ISM in school did not provide classroom music in all three years of
Key Stage 3 meaning that over a quarter of children were
its 2019 State of the Nation report. missing out on curriculum music lessons at some point during 86% of secondary music teachers reported that they have ‘Removing whole class ‘Complete redesign of
Year 7, Year 8 and/or Year 9. In Wales, the figure was lower at had to re-write schemes of work due to COVID-19. In Wales singing from KS3 and courses in BGE [Broad
However, responses to further questions in this survey 17% and in Northern Ireland it was 0%. and Northern Ireland, 100% of teachers had rewritten
a higher proportion of General Education]
also suggested that some of the issues raised in the State of schemes of work, compared to 88% in Scotland and 85%
written work now in curriculum.’
the Nation have continued, leading to a further decline 22% of teachers said their Key Stage 3 pupils were not in England. In addition to those teachers who have had
comparison to practical
in music education. usually receiving weekly music lessons. Again, the figure no access to specialist music rooms, lessons have been
was highest in England (33%), compared to Wales (8%) re-written to remove practical work, singing, instrumental
music-making.’
‘All practical elements
and Northern Ireland (0%). 38% of Key Stage 3 music activities, group work and to accommodate lost learning
have had to be
lessons were on a rota or carousel system for some or all and future remote education.
‘Re-written all replaced as a direct
year groups. 100% of those were in English schools.
schemes to account instruction from the
‘Corporate rebranding so all lessons to be for bubbles, sharing of Head and also because
re-planned to corporate template – all key equipment and pupils all lessons are in non-
stages. All lessons must be uploaded to google facing the front.’ specialist rooms.’
classroom for absent pupils at the same time as
present pupils receive lessons – so also an extra
factor for planning.’ ‘Writing schemes that don’t involve instruments
due to cleaning issues.’
22 The heart of the school is missing: Music education in the COVID-19 crisis DECEMBER 2020 23You can also read
