Governance Today Summer 2021

• At key stage 3, pupils will have the opportunity to discuss and interpret the musical meaning behind songs and develop their creativity through improvisation and composition • For schools adopting a knowledge-rich approach, there could be value in the creation of knowledge organisers and other curriculum progression documents, but again these are not compulsory to adopt. There is a lot applaud, but it should be noted that the publication of the Model Music Curriculum has not been universally welcomed. A number of high profile music education academics have been very critical and some content has already been amended, including several musical examples with questionable cultural origins. Lewis Gibbs, Head of Babcock LDP Music / Music Education Hub Lead for Torbay & Devon On Friday 26 March the long awaited Model Music Curriculum was finally published by the Department for Education. It has been in development by the Associated Board of the Royal Schools of Music (more commonly associated with graded music exams than curriculum development) for over two years, informed by the recommendations of a panel of expert advisers including teachers, headteachers, academics, Music Education Hub leads and prominent figures from the music industry. The resulting guidance document sits alongside the National Curriculum for Music and provides a valuable opportunity to reflect on curriculum provision and the wider role that music plays in the life of the school. Whilst, like similar model curricula for other subjects, it’s non-statutory, it’s certainly hard to ignore, particularly in light of both Ofsted and the Government’s focus on ensuring schools deliver an ambitious and broad curriculum in all subjects. The intention is not to be prescriptive, but to demonstrate one possible approach to the current National Curriculum for Music, giving details of what could be taught in each year to progress logically towards the end of key stage 1, 2 and 3 expectations. While it’s hoped that it will make life easier for teachers ‘providing a benchmark to help teachers, school leaders and curriculum designers make sure every music lesson is of the highest quality’ (Nick Gibb MP, Minister of State for School Standards), it’s not a teaching resource - it will still require teachers to create or source their own lesson plans and teaching materials. What does it say? • The Model Music Curriculum sets out a minimum teaching time requirement for curriculum music teaching of one hour per week from year 1 to year 9, which can be broken down into smaller units of time if necessary. Importantly, it explicitly states that key stage 3 music must not be diminished by ‘carousel’ systems of timetabling • Singing, performing, composing and listening form the basis of the National Curriculum for Music. The Model Music Curriculum covers each of these areas in detail with, unsurprisingly, a strong focus on demonstrating musical progression. Pupils are expected to listen to a variety of musical styles and sounds, broadening their musical horizons and encouraging them to be open minded about the music they listen to - suggested listening ranges from Mozart and Beethoven to Kate Bush and Oasis • Pupils should explore traditional and world music and consider how this sits within the culture of the country, countries or region of origin. Schools are encouraged to consider the diversity of their community and explore their own specific, localised ‘cultural capital’ • For first time, the National Curriculum and the National Plan for Music Education are brought together, by suggesting that children in year 3 or 4 should be offered whole class ensemble tuition (WCET) as part of the school’s overall approach to music - the guidance suggests that this should be in addition to curriculum music teaching THE NEW MODEL MUSIC CURRICULUM A valuable opportunity to reflect on curriculum provision and the wider role that music plays in the life of the school “ Aminimum teaching time requirement for curriculum music teaching of one hour per week from year 1 to year 9 “ 18 Governance Today