Schools watchdog Ofsted has published part one of its subject review for music in which the literature that informs its view of what a ‘high-quality’ music education looks like is outlined.
The Office for Standards in Education, Children’s Services and Skills (Ofsted) announced in March that they would be publishing these two-part reports across all subjects.
Using evidence from deep dives currently being undertaken in schools around the country, the second report for music is due in 2022.
With 190 references ranging from academic papers to tweets, the report focuses on several key sections, including making the case for music, curriculum planning and scope, different types of knowledge in music education, pillars of progression, developing skills of SEND pupils, pedagogy, and assessment.
Each section ends with bullet-pointed practical applications, and the report makes clear that its contents is based on ‘the assumption that a central purpose of good music education is for pupils to make more music, think more musically and consequently become more musical’.
Speaking to MT, senior HMI and national lead for music at Ofsted, Mark Phillips, said: ‘I would expect schools to read this review and ask themselves some questions about their curriculum: Is it well sequenced? Does it provide the knowledge that pupils need to progress in music over time, incrementally?’
He added: ‘Just doing music isn’t enough – we’ve got an obligation to make sure it’s quality. We want headteachers to be asking questions about the quality of the music education in their schools. We want music teachers to step forward and really deliver a quality music curriculum, not just activities.’
The report is available to read now. MT’s full interview with Mark Phillips can be read here, and will also be printed in our August issue. We will also be examining the report further in our September issue.
