Expressive Arts Subjects Facing Continued Challenges, But Some Hopeful Signs Emerge
As the new academic year begins, the Cultural Learning Alliance (CLA) is reporting on the latest trends and statistics shaping the landscape of cultural learning in England’s schools. While there are some signs of improvement, the ongoing challenges facing expressive arts subjects remain a concern for educators, parents, and the wider school community.
GCSE and A-Level Entries: Modest Increases, But Uneven Progress
The data for the 2024 GCSE and A-Level exam results paint a mixed picture. On a positive note, GCSE entries have increased by more than 250,000 compared to summer 2023, reflecting an overall rise in the 16-year-old population. However, this increase has not translated evenly across all subject areas.
At the GCSE level, the only expressive arts subjects to see a decline this year are Drama, Performing/Expressive Arts, and Dance. Encouragingly, Music GCSE numbers have risen, and the increase appears to be greater than what could be attributed solely to the cohort size growth. Art & Design GCSE entries have also seen a modest uptick, though this may be linked to students migrating from the declining Design & Technology subject.
The A-Level picture is more concerning, with declines in five out of the seven arts-related subjects tracked by the CLA. Dance and Drama A-Levels have seen the most significant drops, with entries declining by 49% and 34% respectively since 2015. While Media/Film/TV and Performing/Expressive Arts continued to see increases in 2024, the balance has shifted, with Art & Design and Music showing only small gains.
Widening Attainment Gaps: A Concerning Trend
The data also reveals a worrying trend of widening attainment gaps between different student groups. At the GCSE level, the gap between independent schools and comprehensive schools has grown to 29%, with 48.4% of private school entries scoring at least a grade 7, compared to just 19.4% for comprehensive schools.
The regional disparities are also stark. In London, 71% of GCSE students achieved a grade 4/C or higher in English, while in several northern and midlands counties, this figure falls below 65%, with Merseyside being the lowest at 61%.
At the A-Level, the attainment gap between the independent sector and other school types has continued to widen. While 49% of students in independent schools achieved a grade A or higher, the figure drops to 22.3% for comprehensive schools and 26.5% for academies.
Narrowing Subject Choices: A Threat to Diverse Learning
Alongside the uneven progress in expressive arts subject entries, the CLA is also concerned about the emerging trend of students choosing a narrower range of subjects at the post-16 level. According to a study commissioned by the British Academy, the “decoupling” of AS and A-Levels in England has likely played a key role in reducing subject diversity.
The research shows a sharp reduction in the proportion of students studying humanities and arts subjects since 2015-16. For example, while 56% of AS or A-Level students studied a humanities subject in 2015-16, this had declined to only 38% by 2021-22. Similarly, the percentage of students taking English Literature and History A-Levels has dropped significantly over the same period.
This troubling trend risks having “profound impacts on the future shape of these disciplines,” as Molly Morgan Jones, Director of Policy at the British Academy, warns. The CLA believes that a well-rounded, interconnected, and equitable curriculum is essential for supporting the development of young people’s skills and their future prospects.
A Renewed Commitment to the Arts and Cultural Learning
Against this backdrop, the CLA has been encouraged by the recent statements and actions from the new government’s Department for Culture, Media and Sport (DCMS) and Department for Education (DfE), which suggest a renewed focus on the importance of the arts and cultural learning.
In her maiden speech, the new Secretary of State for Culture, Media and Sport, Lisa Nandy MP, emphasized the government’s commitment to unlocking “growth and opportunity” in the UK’s culture, media and sport sectors. She specifically referenced the importance of ensuring that all children have opportunities to engage with the arts and sport.
This sentiment was echoed by Darren Henley, Chief Executive of Arts Council England, who stated: “Our artists, arts organisations, museums and libraries are among our country’s greatest assets. Their creativity unlocks a world that enables everyone to imagine and experience life beyond the everyday.”
Furthermore, the Secretary of State for Education, Bridget Phillipson, announced plans to review the school curriculum, with a focus on embedding critical thinking skills across multiple subjects, including the expressive arts. This move aligns with the CLA’s longstanding position on the vital role of the arts in developing essential life skills and critical thinking abilities.
The CLA is cautiously optimistic about these developments and looks forward to seeing how the two government departments can work together to address the “enrichment gap” identified in the organization’s 2024 Report Card. The CLA will continue to advocate for an “arts-rich education” that provides every child and young person with the opportunity to engage with and benefit from the transformative power of the arts and cultural learning.
The Road Ahead: Shaping the Future of Cultural Learning
As the new academic year unfolds, the CLA will be closely monitoring the implementation of the government’s curriculum and assessment review, which presents a critical opportunity to reshape the educational landscape in England.
The CLA will be providing detailed guidance to its network on how to effectively contribute to the government’s “Call for Evidence,” ensuring that the voices of the expressive arts community are heard and their concerns are addressed.
Additionally, the CLA will continue to work closely with partner organizations, such as Curious Minds and the Royal Ballet & Opera, to advocate for increased investment, greater access, and more equitable opportunities in cultural learning. The organization’s blueprint for an “arts-rich education” will serve as a guiding framework for these efforts.
By staying engaged, sharing evidence-based insights, and collaborating with like-minded stakeholders, the CLA is committed to driving the sustained revival of arts and cultural learning in England’s schools. This work is essential for ensuring that every child and young person has the chance to unlock their full potential and thrive in an increasingly complex and interconnected world.
Stay Informed and Get Involved
To stay up-to-date with the latest news and developments from the Cultural Learning Alliance, we encourage the Stanley Park High School community to sign up for our monthly newsletter. By joining us, you will receive important updates, insights, and opportunities to get involved in our mission to champion the right to arts and culture for every child.
Together, we can work towards a future where the transformative power of the arts and cultural learning is recognized and embedded within the education system, empowering the next generation to reach new heights.
