Posts Tagged ‘EBacc’

On 15 August – yesterday, as I write this – Music Teacher and the Incorporated Society of Musicians launched a campaign to get the English Baccalaureate reviewed to include a sixth pillar of creative subjects which would include music. We ran the following news story on our website, www.musicteachermagazine.co.uk:

The Incorporated Society of Musicians (ISM) and Music Teacher magazine are calling for the government to review the English Baccalaureate (EBacc) with the aim of including music in a sixth pillar of creative and cultural academic subjects.

Everyone can help campaign to get music included in the EBacc by writing a letter to their MP telling her or him of their concerns. The ISM has created a template for what people might like to say, which can be downloaded from http://www.ism.org/news/article/ebacc_revision.

The EBacc ranks schools on the proportion of pupils who get an A* to C grade in five pillars of subject options: maths, English, a language, a science and a humanities subject. But the respected (and higher level) International Baccalaureate (IB) has six pillars of subjects for pupils to pick from, including a creative and cultural option.

Deborah Annetts, chief executive of the ISM, said: ‘We want to see music included in the English Baccalaureate as part of a sixth pillar of creative and cultural subject choices. Not only is music challenging and enriching as a subject in schools, but to forget music at GCSE level is to forget the creative, social, academic, economic, emotional and intellectual benefits of an excellent music education; this is to say nothing of its own unique musical value.’

Christopher Walters, editor of Music Teacher magazine, said: ‘Essentially a performance measure, the EBacc will inevitably have negative consequences for any subjects that are excluded from it. Music Teacher is therefore delighted to be part of a campaign not only to include music but to introduce an entire sixth pillar of creative subjects, which we believe would greatly improve the impact of the EBacc in our schools.’

The influential Education Select Committee, a cross-party committee of MPs, published a report last week calling on the government to revise its current arrangements and ‘think again’. The committee also called the decision to omit music ‘odd’ and could not see a ‘rationale’ behind this decision.

Deborah Annetts welcomed the report and said: ‘The Select Committee report was clear: the government must revise its decisions around what constitutes an English Baccalaureate. At the same time, they must be open and transparent in accepting that the current proposal does not constitute a ‘Baccalaureate’ but rather a league table or performance ranking.

‘The government has said it is prepared to listen and that is why we are asking musicians to write to their MP to ask them to support the review of the EBacc with the aim of including music in an additional subject option.’

In the first 24 hours, the campaign has been reported by the Independent, the Guardian and the BBC news website, each one carrying the following comment from the Department for Education:

‘The EBacc is there to make sure that every single child gets a chance to study the core academic subjects which top universities demand. But the EBacc is not the be all and end all.

‘The White Paper made clear that this is “only one measure of performance and should not be the limit of schools’ ambitions for their pupils”.

‘We’ve protected £82.5m funding for music services this year and are reforming the system so money is targeted where it is needed most in the future.’

While it is tremendously exciting to receive this high level of coverage, the government’s response is similar to what they have said before. If we are to change their minds, then, we must keep up the pressure.

This campaign has the potential to achieve its goals. It is a collaborative effort, which anyone is music education is welcome to get behind. And more than a self-interested campaign for music, it is a call to protect the wider creative and cultural education of our young people, whatever their educational needs.

Watch this blog and the MT and ISM websites for more campaign news – there’ll be plenty. Meanwhile, I would urge you to take a first step and download and complete the template letter to your MP. Many MPs appear to be unaware of the effects that the government’s policies may have on music education, so making sure that as many of them are informed as possible would be a good place to start.

Thank you!

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Even the chair of the Commons education select committee thinks it’s inadvisable – and he’s supposed to be running an official inquiry into it, writes Christopher Walters

You have to admire Michael Gove’s staying power. By now, the EBacc should have been just another coalition U-turn: it’s even more unpopular than the forestry sell-off. But despite a consistent flow of critical comments, the government insists on ploughing on with what everyone can see is a disastrous idea.

Let’s get one thing straight: the EBacc debate is separate from the argument about whether music should remain on the national curriculum. The music education sector is understandably heated about both issues, but it’s important that they don’t get mixed up. The national curriculum debate is worth having; the Ebacc debate is not.

Unfortunately, music education has not shown itself in the best light during the curriculum debate. It has made it a taboo to express the view that taking music off the curriculum might not be a bad idea. While on balance it probably makes sense for music to remain a curriculum subject, some of the arguments for having music outside the compulsory curriculum are well considered and worth hearing. But these have been drowned out by the louder voices of the curriculum camp, many of whom seem to think that everyone should feel as they do. This has almost had the effect of vilifying practitioners who dare to see things differently.

But whatever the rights and wrongs of the way the curriculum debate has been conducted, at least it is a debate. The same cannot be said of the EBacc row: at its centre is a policy with contradictions at every level and no logical rationale.

The EBacc was proposed as an assessment measure for schools, an equivalent to the current league tables. It will be awarded to pupils who achieve a C and above in six GCSEs – not including any arts, ICT or vocational subjects – and a school’s performance will be judged on the number of EBacc passes. But during a recent hearing of the Commons education select committee, it was denied that the EBacc will become the dominant accountability measure. Instead, it was claimed that it will be just one of a range of measures by which parents can judge schools. In which case, why instigate it at all? League tables already exist, and information on schools’ performance in individual subjects is already available.

If it is to be merely the repackaging of existing information, the EBacc will offer no discernable benefits. But this does not mean that it will do no damage, as music educators, headteachers and many others have been quick to point out. The Department for Education has reminded critics that other GCSEs – which could include music – are likely to be taken alongside the EBacc subjects, but surely it is the case that schools will direct more resources towards the EBacc subjects as they strive to improve their ranking – at the cost of the non-EBacc subjects.

Graham Stuart, chair of the Commons education select committee, appears to agree. Despite being responsible for an inquiry into the EBacc which has yet to report, Stuart has freely expressed the opinion that music and other arts subjects will suffer as a result of the EBacc. Perhaps even more worryingly, he has commented that lower-achieving students may find their provision ‘dismantled’ – not exactly a ringing endorsement for the EBacc’s likely knock-on effects.

All of which begs the question of just when the coalition will back-track on the EBacc. Yes, it will mean yet more embarrassment for Michael Gove, just as the Building Schools for the Future U-turn was beginning to be forgotten, but this cannot be helped.

We must all hope that the EBacc will soon be consigned to the past, so that music educators can concentrate on throwing their weight into a fair and transparent debate on music’s place – or otherwise – on the national curriculum. Unlike the EBacc, this is an issue we must debate rigorously if we are to produce an outcome that will best serve our young people. Which, of course, is what really matters.