Decrease in A-level music submissions reaches an all-time low after 15 years of continuous fall
In recent years, there has been a concerning trend in the enrolment of A-level music in England, with the number of students choosing to study music decreasing since around 2010. This decline can be attributed to a variety of interconnected factors.
One significant aspect is the changes in the A-level music specifications and assessment style. These modifications have made the course more demanding or less appealing, causing some students to opt for other subjects. The balance between practical and theoretical content may also play a role in student interest.
School and funding pressures are another contributing factor. Budget cuts and resource constraints in schools have often led to a reduction in the provision of specialist music teachers, fewer ensembles, and limited access to instruments or technology. This situation, in turn, discourages uptake.
Wider educational and cultural trends also influence the participation in A-level music. Students may prioritise STEM subjects or courses perceived as more directly linked to university admission or careers. There can be less parental or institutional encouragement for music if it is seen as less practical.
The perceived career prospects in music also deter enrolment. The uncertainty of professional pathways in music or the perception that music is a hobby rather than a viable career can discourage students from choosing the subject.
Demographic and social factors also play a role. Changes in student interests, family backgrounds, and unequal access to music education before A-level contribute to the participation.
This decline in A-level music enrolment is part of a broader trend, with a decrease in arts-related A-level entries and an increase in competition from technical and scientific subjects. This is further compounded by educational policy and funding changes that limit music education opportunities in schools.
The English Baccalaureate (Ebacc), introduced in 2010, does not include any arts subjects. The Independent Society of Musicians (ISM) has reported that the Ebacc has damaged access to music and other arts subjects. Since 2010, there has been a 44.8% fall in entries for A-level music in England.
Recently, Keir Starmer announced an £88 million investment into clubs and activities including music, sport, and arts. The Prime Minister has also expressed a desire for music to count towards the curriculum and considers music a hugely important part of the UK school curriculum. In an interview, the Prime Minister stated that not enough children have the opportunity to play music.
In response to these developments, the ISM is urging classroom music teachers in England to complete a survey and share their experiences. Deborah Annetts, the ISM's chief executive, congratulated all students receiving their exam results and thanked their music teachers.
This article serves as a reminder of the complexities surrounding the decline in A-level music enrolment in England and the need for continued support and investment in music education to ensure that all pupils have access to it.
- The decline in A-level music enrolment in England can be linked to changes in the A-level music specifications and assessment style, resulting in a more demanding or less appealing course for students.
- Budget cuts and resource constraints in schools have led to a reduction in the provision of specialist music teachers, fewer ensembles, and limited access to instruments or technology, which discourages uptake.
- Policy-and-legislation changes, such as the introduction of the English Baccalaureate (Ebacc) in 2010, which does not include any arts subjects, have been reported to damage access to music and other arts subjects, contributing to the decreasing enrolment in A-level music.
- To address these issues, the ISM has urged classroom music teachers in England to complete a survey, share their experiences, and advocate for continued support and investment in music education, ensuring that all pupils have access to it for personal-growth, learning, skills-training, career-development, education-and-self-development, and general-news purposes.
