Table of Contents
National Plan for Music Education (2022)
- Builds on The Importance of Education: A National Plan for Music Education (2011)
- Vision: ‘To enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests, including professionally’
- Three goals:
- All children and young people receive high-quality music education in the early years and in schools (SCHOOLS)
- All music educators to work in partnership with children and young people’s needs and interests at their heart (MUSIC HUBS)
- All children and young people with musical interests and talents to have the opportunity to progress their interests and potential, including professionally (progression routes)
The DfE would like to see offered in every school:
- Timetabled curriculum of at least one hour each week of the school year for key stages 1-3
- Access to lessons across a range of instruments and voice
- A school choir and/or vocal ensemble
- A school ensemble/band/group
- Space for rehearsals and individual practice
- A termly school performance
- Opportunity to enjoy a live performance at least once a year
Model Music Curriculum
What is the 2019 Model Music Curriculum?
- Non-statutory guidance for the national curriculum in England, intended for specialist and non-specialist music teachers
- Gives a model of how the statutory music curriculum could be delivered
- Gives a progression of how musical skills and understanding can be developed throughout Key Stages 1 to 3
- It is intended to support music teaching and can be used alongside other quality resources
- At Key Stages 1 and 2, pupils should receive a minimum of one hour of teaching a week; this may take the form of short sessions spread across the week.
- In Years 3 or 4, it is recommended that each class should start a whole-class instrumental programme (WCET) lasting a minimum of one term. The mandatory term will be supported by teachers from the local Music Service and then continue beyond the mandatory term. Click here to find out more about SMT’s WCET offer.
- There should be access to both rhythmic and melodic instruments in KS 1 and 2; this may be as part of the whole-class instrumental programme and/or in other classroom teaching.
- Music should have a minimum of one weekly period the whole way through Key Stage 3. Carousels are not a substitute that fits with the values of comprehensive education.
- Schools are expected to have a Schools Music Development Plan (SMDP) see below.
School Music Development Plans
The June 2022 National Plan for Music Education states that every school should have a Schools Music Development Plan that captures the curricular and co-curricular offer and sets out how it will be staffed and funded. This recommended strategic tool helps schools map out how they will deliver a high-quality, inclusive music curriculum, provide progression opportunities for pupils, and ensure staff are confident in teaching music.
Whether you’re starting from scratch or refining an existing plan, Sutton Music Trust can help with guidance, CPD, and practical support. Contact hello@suttonmusictrust.org.uk and and see our template below.
Curriculum and OFSTED Updates
The DfE published a Curriculum and Assessment Review (CAR) in Nov 25. The key findings and takeaways are:
- The importance of music in schools has been re-emphasised.
- The EBaac will be removed.
- Music has the largest disadvantage attainment gap of any GCSE subject.
- Ofsted reports insufficient focus on building core musical knowledge and technical skills, leaving many students unprepared for GCSE without external tuition.
- GCSE assessment focuses heavily on technical accuracy, with limited emphasis on musicality and fluency.
- In 2024/25, 61% of schools with the highest proportion of disadvantaged students had no GCSE Music entries, compared to 10% of the least disadvantaged schools.
From the OFSTED renewed framework (effective Nov 25):
- Teacher feedback and assessment are most effective when they focus on supportive and encouraging feedback.
- Leaders and teachers should avoid excessive assessment that takes children away from opportunities to learn and make music.
- Lack of instrumental teaching and music reading skills in earlier stages creates barriers to progression.
- There will be no more music deep dives.
