The current context of music education in England This report is supported by research into how people learn music from a number of academic disciplines, including education, expertise and cognitive psychology. The report draws on a range of sources, including a review of research and published literature, and is underpinned by previous research that informed the ‘Education inspection framework: overview of research’ and ‘Principles behind Ofsted’s research reviews and subject reports’. Summarised our review of research into factors that can affect the quality of music educationĬonsidered curriculum progression, pedagogy, assessment and the impact of school leaders’ decisions on provision Outlined the national context in relation to music This expectation is reflected in the national curriculum and is at the heart of the education inspection framework. The requirement for maintained schools and academies to offer a broad and balanced curriculum is set out in the Education Act 2002 (for maintained schools) and the Academies Act 2010. In England, all pupils should study music until the end of key stage 3. For many pupils, the music they love will be part of the narrative of their lives and bring colour to the experiences that shape them. Music education offers young people the chance to understand, perform and create in an aural dimension that often sits outside our capacity to describe in words. Music touches the very heart of our humanity and a sense of the wonder of music has touched human societies throughout history.
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