Asked by: Lord Black of Brentwood (Conservative - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what is the timeline for the review of the National Plan for Music Education, which currently runs until 2020.
Answered by Lord Agnew of Oulton
We have begun preparatory work on the refresh of the National Plan for Music Education, which will be published by 2020.
We are grateful to the many music stakeholders who have already submitted reports and proposals, and are reviewing these closely. A further public announcement will be made soon, setting out our plans to ensure that everyone with an interest in music has the opportunity to contribute.
The government believes that music is an important subject and that all pupils should receive a high quality music education, at least up to age 14. That is why the subject is compulsory in the national curriculum and why the government is providing funding of over £300 million for music education hubs between 2016 and 2020. The national curriculum does not apply in academies, but all state-funded schools have to provide a broad and balanced curriculum.
In order to ensure all pupils are able to enjoy a high quality music education, we are also developing and publishing a non-statutory model music curriculum for key stages 1 to 3. This will expand on the statutory programmes of study and act as a benchmark for all schools.
Asked by: Lord Black of Brentwood (Conservative - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government, further to the Written Answer by Viscount Younger of Leckie on 3 December 2018 (HL11550), what further discussions have taken place between the Department for Education and the Russell Group of universities regarding adding music to their list of facilitating subjects; and what progress has been made in that regard.
Answered by Viscount Younger of Leckie - Shadow Minister (Work and Pensions)
This government recognises the importance of arts subjects, including music. Universities are autonomous from government and consequently control the criteria used to determine admissions. We are aware that the Russell Group, which comprises 24 of the UK’s leading universities, publish guidance designed to assist applicants in identifying the A level subjects most likely to facilitate entry to one of their member universities. From engagement with the Russell Group, we understand they are currently reviewing their guidance.
The ability for students to make informed choices is at the heart of our recent reforms to higher education. We are increasing the information available to students to ensure they can make informed choices about what and where to study.
Asked by: Lord Black of Brentwood (Conservative - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what proportion of GCSE pupils (1) entered, and (2) passed, the English Baccalaureate in (a) 2014, and (b) 2018.
Answered by Lord Agnew of Oulton
The proportion of pupils entered for the English Baccalaureate (EBacc), and the proportion of pupils who achieved all components, can be found in the table below.
Proportion of pupils entered for the English Baccalaureate (EBacc), and the proportion of pupils who achieved all components | ||||
| Pupils at end key stage 4[1] (All schools[2]) | Pupils at end key stage 4[2] (State-funded schools[3]) | ||
| 2013/14 | 2017/18[4] | 2013/14 | 2017/18[5] |
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Number of pupils | 618,437 | 583,617 | 558,432 | 523,626 |
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Percentage of pupils entered for the EBacc[5]: | 36.3% | 35.2% | 38.7% | 38.4% |
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Percentage of pupils who achieved all | 22.9% | 22.2% | 24.2% | 24.1% |
Source: Key stage 4 and multi-academy trust performance 2018 (revised) series.[7]
[1] Including entries and achievements in previous academic years.
[2] All schools includes state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
[3] State-funded schools include academies, free schools, city technology colleges, further education colleges with provision for 14 to 16 year-olds and state-funded special schools. They exclude independent schools, independent special schools, non-maintained special schools, hospital schools and alternative provision. Alternative provision includes academy and free school alternative provision.
[4] Figures for 2017/18 are revised, all other figures are final.
[5] As a percentage of pupils at the end of key stage 4.
[6] In 2013/14, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, exams in both English Language and English Literature had to be taken and a grade 4 or above achieved in either subject. Further 9 to 1 reforms in New GCSEs in other EBacc subjects were phased in from September 2016.
[7] The full Key stage 4 and multi-academy trust performance 2018 (revised) series can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/772852/2018_National_tables.xlsx.
Asked by: Lord Black of Brentwood (Conservative - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government which universities or other higher education institutions they have consulted about adding music to their lists of facilitating subjects.
Answered by Viscount Younger of Leckie - Shadow Minister (Work and Pensions)
Universities are autonomous from government, and consequently control the criteria used to determine admissions. We are aware that some universities, notably those that comprise the Russell Group, identify the A level subjects most likely to facilitate entry to university. However, many other higher education institutions are guided simply by UCAS calculations of tariff points, which give equal weighting to A levels, regardless of subject. The government recognises the importance of arts subjects, including music. Students’ ability to make informed choices is at the heart of our recent reforms to higher education. The department is increasing the information available to students to ensure they can make informed choices about what and where to study.