Government curriculum review ‘must try harder’ to boost creative subjects

Bodies representing the theatre sector have criticised an interim report of the government’s review of the educational curriculum for not going “far enough” – but its promise to consider the “constraining effect” of the English Baccalaureate (EBacc) on subject choices has been welcomed.

The report from the Curriculum and Assessment Review, led by Professor Becky Francis, chief executive officer of the Education Endowment Foundation, says that while “many aspects of the current system are working well”, there are barriers to progress for “significant groups of young people”.

It sets an ambition of “high expectations for all” to address the socio-economic gap in attainment. Other priorities include tackling challenges with specific subjects – including declining take-up in the arts – and responding to social and technological change. 

The review will also address a lack of clarity and “uneven” provision in technical and vocational qualifications for 16- to 19-year-olds.

‘Balance and caution necessary’

But following similar warnings from Professor Francis last year, the report notes that “all potential reforms come with trade-offs”, saying “a balanced and cautious approach is necessary”.

The document says the reasons for a decline in the take-up of some subjects is “complicated”. It adds that evidence it received suggests that EBacc performance measures “may unnecessarily constrain the choice of students”, limiting access to vocational and arts subjects.

The review heard “strong concerns” from schools, arts sector bodies and others on this “constraining effect”.

In light of this, the review will continue to “assess the place of the EBacc performance measures within the wider accountability framework”, paying “close attention” to the impact of this and other measures on “young people’s choices and outcomes”.

Claire Walker, co-chief executive of UK Theatre & Society of London Theatre (SOLT), said the organisations “strongly welcome” the review’s decision to further examine the EBacc’s impact.

But she said the bodies’ “grading” for the report overall is “lacks creativity, must try harder”.

“The Prime Minister pledged that a Labour government would ‘put creativity at the heart of the curriculum’, but this review has a long way to go if government is to achieve a gold star,” said Walker.

“Labour’s manifesto promised action to ensure the arts would ‘no longer be the preserve of a privileged few,’ yet access to culture continues to shrink – especially for working-class children.

“Funding cuts and the marginalisation of the arts mean the current system fails to provide high-quality, equitable access to arts education.”

‘Trade-off’ between depth and breadth of curriculum

The review says that many respondents to its call for evidence cited a “trade-off between breadth and depth” in the curriculum. While advocates for the arts and other subjects argue that “some subjects have been squeezed”, others said it can be challenging to adequately address the curriculum’s “large variety of subjects”.

While acknowledging a decline in the take-up of some arts subjects at GCSE – such as drama and music – it notes that art & design “continues to thrive”.

It also argues that the take-up of some subjects may be “more stable than the trends in GCSE take-up imply”, due to an increase in the numbers taking Technical Awards.

In music, while the proportion entering GCSEs fell from 7% in 2016 to 5% in 2024, there was an increase of entries to Technical Awards from 1% to 2% over the same period.

The report also argues that not all the challenges facing arts education fall within its scope.

It admits the calls it heard for improving equipment, better access to extra-curricular activities and more specialist teachers and are “important issues”.

But the report says that where evidence submitted extends beyond curriculum and assessment, it has been passed that to the Department for Education to reflect in its wider work.

Amid rapid changes in society and technology, the report says that young people’s “understanding of human culture through the humanities, languages and the arts” will “remain pivotal”. 

It adds that the rise of AI and trends in digital information “demand heightened media literacy and critical thinking, as well as digital skills”.

“The national curriculum and subject content should support schools to provide a rigorous and knowledge-rich education, aiming for breadth across subjects and depth within subjects,” it says.

“The national curriculum should remain relevant and up to date while embedding and recognising the importance of cultural knowledge stemming from the past.”

Sector bodies welcome EBacc findings

Other arts sector bodies welcomed the report’s comments on the EBacc. On social media, the Independent Society of Musicians (ISM) said: “It is welcomed that the panel has found that the EBacc is ‘limiting access’ to music and the arts in schools.”

“Government must now take action to restore music and the arts for all children in schools.”

And the Cultural Learning Alliance noted that the report’s findings on the EBacc were “in line with” findings from research it published in its 2024 Report Card.