The policy and practice of music education in England, 2010–2020

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Education reforms have changed not only the educational system but also those who work within it, resulting in a new 'type' of teacher and a transformation of the meaning and value of education.

“Many have argued that the resulting reforms have changed not only the educational system itself but also those that work within it, resulting in a new 'type' of teacher and a new, 'multi-facetted' transformation of what we understand by the 'meaning and value of education' (Ball, 2018, p. 589).”

• cites Ball, 2018 sourcePartly supported

  The passage labeled References (page unavailable) says that commercialisation transforms education systems, re-forms educational subjects, and changes what it means to teach and learn. It also explicitly describes a multi-faceted transformation of education’s meaning and value. It does not specifically identify a new ‘type’ of teacher, and it limits the transformation of education systems to ‘in part and in some places.’ (LLM, conf=0.84)

  Experimental — accuracy not yet measured

May combine two claims.

Teachers find themselves having to do things they do not believe in, yet are attached to prevailing ideologies, and become 'bearers' of those ideas despite initial or ongoing reluctance.

“They find themselves in the situation of having to do things that they do not believe in, yet also are attached to these prevailing ideologies, and essentially becoming the 'bearers' (Moore and Clarke, 2016, p. 668) of those ideas, despite their initial or ongoing reluctance.”

• cites Moore and Clarke, 2016 sourceSupported

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The National Plan for Music Education was written by Darren Henley and published in 2011.

“The National Plan for Music Education is one such document, written by Darren Henley and published in 2011.”

May combine two claims.

Teachers felt the two most common factors that impacted negatively on students choosing music at Key Stage 4 were the EBacc (57.3%) and changes in options available to students when they selected their GCSE subjects (25.1%).

“Teachers felt the two most common factors that impacted negatively on students choosing music at Key Stage 4 were the EBacc (57.3%) and changes in options available to students when they selected their GCSE subjects (25.1%).”

• cites University of Sussex, 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

The establishment of 123 Music Education Hubs was the government's key response to Henley's National Plan for Music Education.

“The establishment of 123 Music Education Hubs was the government's key response to Henley's National Plan for Music Education.”

May combine two claims.

The Cultural Learning Alliance reported a 9% drop in arts subjects at GCSE entry from 2016 to 2017, and a 28% drop from 2010 to 2017.

“The Cultural Learning Alliance (2017) reported a 9% drop in arts subjects at GCSE entry from 2016 to 2017, and a 28% drop from 2010 to 2017.”

• cites Cultural Learning Alliance, 2017Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based).

Prior to reforms instigated by the coalition government from 2010 onwards, schools in England were all required to meet the demands of the National Curriculum for England.

“Prior to reforms instigated by the coalition government from 2010 onwards, schools in England were all required to meet the demands of the National Curriculum for England.”

Classified as probably not a substantial claim.

The EPI report identified the imposition of the EBacc and Progress 8 accountability measures as central to the general decline.

“As with the University of Sussex research, the report identified the imposition of the EBacc and Progress 8 accountability measures as central to the general decline.”

• cites EPI, 2017Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

This variation is a consistent finding in many pieces of recent research and is particularly evident with secondary schools.

“This has been a consistent finding in many pieces of recent research and is particularly evident with secondary schools.”

Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing). May combine two claims.

There is a common view amongst researchers that the data returned by Music Education Hubs is flawed and findings drawn from it should be treated with some scepticism.

“There is a common view amongst researchers that the data returned by Music Education Hubs is flawed and findings drawn from it should be treated with some scepticism.”

• cites ISM, 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

In 2012/13, music was compulsory for all Year 9 students in 84% of schools; by 2015/16 this had dropped to 67%; in 2016/17 it decreased to 62%.

“In 2012/13, music was compulsory for all Year 9 students in 84% of schools.By 2015/16 this had dropped to 67%.In 2016/17 it decreased even further to 62%.”

• cites ISM, 2017Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The current approach to research and advocacy in music education has intrinsic failings.

“It argues for a clearer focus on a practitioner-led approach to research and advocacy, in particular one led by the notion of 'policy as practice' rather than continuing with the current approach and its intrinsic failings.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The University of Sussex research examined the situation in over 700 state schools.

“Research conducted by the University of Sussex (ISM, 2017) examined the situation in over 700 state schools.”

• cites ISM, 2017Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Arguments put forward for music education vary from those related to intrinsic benefits to those that highlight external ones.

“The arguments put forward for music education vary from those related to the intrinsic benefits to those that highlight an ever-increasing list of external ones (Cohen, 2006;Clift et al., 2008;Hallam, 2009).”

• cites Cohen, 2006Not checked — no full text of the source
• cites Clift et al., 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Hallam, 2009Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Music has remained a subject within the National Curriculum for England despite diminishing curriculum documentation.

“Despite the rapidly diminishing text in the curriculum documentation itself, music has remained a subject within the National Curriculum for England.”

Classified as probably not a substantial claim.

The focus on activity metrics by the Department for Education/Arts Council England in the data returns completed by Hubs, rather than quality of experience and a longitudinal and diverse view of progression and continuation, does not provide an accurate picture of the lived reality of many respondents working in schools and Hubs.

“Respondents also felt that the focus on the activity metrics by the Department for Education/Arts Council England in the data returns completed by Hubs, rather than quality of experience and a longitudinal and diverse view of progression and continuation, does not provide an accurate picture of the lived reality of many of the respondents working in schools and Hubs.(ISM, 2018, p. 11)”

• cites ISM, 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based).

The roles that schools and Music Education Hubs play in the provision of music education are often unclear.

“The roles that schools and Music Education Hubs play in the provision of music education are often unclear, with the specific requirements of a National Curriculum and wider roles and responsibilities set by government agencies such as Arts Council England causing tension, conflict and division.”

May combine two claims.

The alternative of providing all students with an instrumental music teaching 'opportunity' has proved difficult to implement and results in an incoherent patchwork of provision.

“However, as we will consider below, the alternative of providing all students with an instrumental music teaching 'opportunity' has proved difficult to implement in other ways and result in an incoherent patchwork of provision.”

• AssumptionRests on an assumption: The argument advocating generalist primary school teachers teaching music has fallen out of favour in recent years.

Classified as probably not a substantial claim.

The specific requirements of a National Curriculum and wider roles and responsibilities set by government agencies such as Arts Council England cause tension, conflict and division.

“The roles that schools and Music Education Hubs play in the provision of music education are often unclear, with the specific requirements of a National Curriculum and wider roles and responsibilities set by government agencies such as Arts Council England causing tension, conflict and division.”

May combine two claims.

Music has been removed from the curriculum of some schools, and class time allocated to it has decreased in many others.

“the removal of music from the curriculum of some schools, and a decrease in the class time allocated to it in many others;”

Probably not a substantial claim: may not pass S4 (based).

There have been significant reductions in the numbers of students studying GCSE and A Level music qualifications.

“significant reductions in the numbers of students studying GCSE and A Level music qualifications.”

May combine two claims.

In the best cases, music in schools was significantly more inclusive, diverse and better quality than a decade previously.

“In the best cases, music in schools was found to be significantly more inclusive, diverse and better quality that it was a decade previously (Zeserson et al., 2014, p. 16).”

• cites Zeserson et al., 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

The consequence of a system built on increasing values attached to outputs and efficiencies, as opposed to a broad and balanced curriculum, has been well documented.

“The consequence of a system that has been built on increasing the values attached to outputs and efficiencies seen as important to our economic well-being as country, as opposed to a carefully considered implementation of a broad and balanced curriculum for young people's development, has been well documented (Cochran-Smith et al., 2009;Lewis and Hardy, 2015).”

• cites Cochran-Smith et al., 2009Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Lewis and Hardy, 2015Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Over the last 8 years, Music Education Hubs have collated information about their work and submitted this to Arts Council England in quarterly returns.

“Over the last 8 years, Music Education Hubs have collated information about their work and submitted this to Arts Council England in their quarterly returns.”

May combine two claims.

Curriculum reform in England has been dominated by a narrowing of the curriculum around priority subjects (English, mathematics and the sciences) and a test-based, numbers-driven accountability.

“Alongside the trials and tribulations within the music education community, curriculum reform more generally within England has been dominated by a narrowing of the curriculum around subjects that the government consider to be priority areas (English, mathematics and the sciences), and a test-based, numbers-driven accountability (Anagnostopoulos et al., 2013;Lingard et al., 2013Lingard et al., , 2”

• cites Anagnostopoulos et al., 2013Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Lingard et al., 2013 sourceNot checked — no full text of the source
• cites Lingard et al., 2015 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

In 1998, one in five primary schools in England and Wales had cut down on music education as a direct result of government policy to emphasise core subjects such as numeracy and literacy.

“As long ago as 1998, the Times Educational Supplement reported the 'horrifying findings' of their survey, which showed that one in five primary schools in England and Wales had cut down on music education as a direct result of government policy to emphasise 'core' subjects such as numeracy and literacy.”

• cites Times Educational SupplementNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The percentage of schools offering GCSE Music at the start of the 2016/17 academic year was 79%, down from 85% in 2012/13.

“The percentage of schools offering GCSE Music at the start of the 2016/17 academic year was 79% (down from 85% in 2012/13).”

May combine two claims.

39% of respondents reported falling staffing levels for music departments, with only 17% indicating levels had risen.

“39% of respondents reported falling staffing levels for music departments, with only 17% indicating levels had risen.”

• cites University of Sussex, 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.

In recent times, policy-makers have been given an excuse to marginalise music education advocates and press ahead with ill-informed solutions to complex problems.

“In recent times, it has given them an excuse to marginalise what is seen as a noisy and vocal cacophonous group, and press ahead with ill-informed solutions to complex problems.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Music has been included as a core subject within the National Curriculum in England since its establishment in 1992.

“Music has been included as a core subject within the National Curriculum in England since its establishment in 1992 (NCC, 1992).”

• cites NCC, 1992Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Other changes identified as negatively impacting provision of music education at Key Stage 4 were booster classes (36%), shortened lunchtimes (31%) and fewer extra-curricular opportunities (12%).

“Other changes the researchers identified that impacted negatively on the provision of music education at Key Stage 4 were: booster classes (36%), shortened lunchtimes (31%) and fewer extra-curricular opportunities (12%).”

• cites University of Sussex, 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Although the number of schools not offering any curriculum time to music was quite small (2.4%), timetabling arrangements for music had shifted with dramatic curtailment of time for delivery of music education.

“Although the number of schools not offering any curriculum time to music was quite small (2.4%), the research reported that the timetabling arrangements for music had shifted with the dramatic curtailment of time for the delivery of music education.”

• cites ISM, 2017Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Educational reforms and the imposition of frameworks such as Progress 8 and the English Baccalaureate have led to significant reorganisation of the curriculum within schools.

“In either case, educational reforms and the imposition of frameworks such as Progress 8 and the English Baccalaureate (EBacc) have led to significant reorganisation of the curriculum within schools.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

The resulting 'crisis' in music education was predictable.

“The resulting 'crisis' (Masso, 2018) was sadly predictable (Savage, 2018a, p. 215).”

• cites Masso, 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Savage, 2018aNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Competing, dissonant voices have left policy-makers bewildered, confused and frustrated.

“Competing, dissonant voices have left policy-makers bewildered, confused and frustrated.”

May combine two claims.

Music Education Hubs were formed by Arts Council England in 2011 and created in every region with the intention to provide access to high-quality musical experiences for all children.

“Formed by Arts Council England in 2011, they were created in every region with the intention to provide access to high-quality musical experiences for all children.”

Classified as probably not a substantial claim.

For 25 years, the National Curriculum provided a coherent development framework for students' progression during compulsory schooling.

“For 25 years, this legal framework had provided a coherent development framework for students' progression during their compulsory schooling.”

Classified as probably not a substantial claim.

Studies of music education often lack a closer examination of the organisations that deliver music education programmes, such as schools, Music Education Hubs and private companies.

“However, what is often missing from these studies is a closer examination of the organisations that deliver music education programmes, such as schools, Music Education Hubs and a host of other private companies.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

It is a requirement for music to be taught to students within all schools.

“As such, it is requirement for music to be taught to students within all schools.”

May combine two claims.

Rapid changes to the qualifications framework have occurred, including new specifications for GCSE and A Level examinations and the abolition of AS Levels.

“rapid changes to the qualifications framework (including the introduction of new specifications for GCSE and A Level examinations, and the abolition of AS Levels);”

Probably not a substantial claim: may not pass S3 (load-bearing).

By 2018, the Director of the Royal College of Music criticised the steady decline of music provision in state primary schools.

“Moving ahead 20 years, one can find pillars of the music education community, such as the Director of the Royal College of Music, criticising the 'steady decline' of music provision in state primary schools (Santry, 2018).”

• cites Santry, 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

In 2011, Henley's review called for measures to increase the probability of children receiving an excellent Music Education and decrease the possibility of them receiving a poor one.

“In 2011, Henley's review called for: . . . the need for measures to be taken to increase the probability of children receiving an excellent Music Education and of decreasing the possibility of them receiving a poor one.(DfE and DCMS, 2011, p. 5)”

• cites DfE and DCMS, 2011Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The current National Curriculum for Music consists of 209 words, with 55 words for Key Stage 1, 130 for Key Stage 2, and 200 for Key Stage 3, a combined total of 594 words.

“Yet the current National Curriculum for Music consists of 209 words (DfE, 2013), 55 words for the Programme of Study for Key Stage 1, 130 words for Key Stage 2 and 200 words for Key Stage 3; a combined total of 594 words.”

• cites DfE, 2013Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

The National Plan for Music Education sets out a vision for music education that gives children from all backgrounds and every part of England the opportunity to learn a musical instrument, make music with others, learn to sing, and progress.

“The National Plan for Music Education sets out a vision for music education that gives children from all backgrounds and every part of England the opportunity to learn a musical instrument; to make music with others; to learn to sing; and to have the opportunity to progress.(Gibb, 2018)”

• cites Gibb, 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The least amount of time offered for music via a carousel approach was 25 min for 6 weeks in the year, equating to 2.5 h across the entire academic year.

“The least amount of time offered for music via a carousel approach was 25 min for 6 weeks in the year.This equated to just 2.5 h across the entire academic year.”

• cites ISM, 2017Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

In many schools, students start their GCSE studies in Year 9 rather than Year 10, resulting in a complete cessation of all subjects outside the student's own GCSE choices at age 13.

“In many schools, students start their GCSE studies in Year 9 rather than in Year 10 (see below).This has resulted in a complete cessation of all subjects that fall outside the student's own GCSE choices at the age of 13.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Many local authorities used confirmation of three-year funding for Hubs as an excuse to withdraw their investment because they were under pressure to make significant savings.

“Many Local Authorities have used the confirmation of three-year funding for Hubs as an excuse to withdraw their investment as they are under pressure to make significant savings themselves.”

• cites Musicians' Union, 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Since 2014, numerous music services have closed or been significantly restructured, resulting in a significant deterioration in teachers' pay, terms and conditions.

“Yet since 2014, numerous music services have closed or been significantly restructured, resulting in a significant deterioration in teachers' pay, terms and conditions.”

• cites Musicians' Union, 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

The lack of security paired with the chaotic nature of instrumental teaching services resulted in significant employment fragmentation and an increasing sense of de-professionalisation for Musicians' Union members.

“For individuals, the lack of security paired with the chaotic nature of Music education in England, 2010-2020 9 instrumental teaching services (within Music Education Hubs, music service or other private organisations) resulted in significant employment fragmentation and an increasing sense of de-professionalisation for their members.”

• cites Musicians' Union, 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The Zeserson review was conducted 3 years after the National Plan for Music Education was published and Music Education Hubs established.

“One of the major studies, the Zeserson review discussed previously, was conducted 3 years after the National Plan for Music Education was published and Music Education Hubs established.”

• cites Zeserson et al., 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Government intervention in music education has disempowered music education communities wherever they are located.

“Government intervention in music education has disempowered music education communities wherever they are located.”

May combine two claims.

Music Education Hubs were meant to facilitate partnership but have struggled to deliver it.

“It is this notion of partnership that Music Education Hubs were meant to facilitate but have struggled to deliver.”

Probably not a substantial claim: may not pass S2 (checkable).

Following Berlant's concept of cruel optimism, there is an obvious cruelty in teachers' lived experience through the deliberate forcing of actions and subjugation of their own belief systems within a powerful and unyielding policy discourse.

“Following Berlant's (2011) concept of cruel optimism, there is an obvious cruelty on teachers' lived experience here, through the deliberate forcing of actions and the subjugation of their own belief systems within a powerful and unyielding policy discourse.”

• cites Berlant, 2011 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Music services made teaching staff redundant and re-engaged them on casual or zero-hour contracts or as self-employed teachers.

“Music services making the entirety of their teaching staff redundant, only to re-en- gage them on casual or zero-hour contracts or as self-employed teachers.”

• cites Musicians' Union, 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

There was a lack of investment in teachers' career and professional development.

“A lack of investment in teachers' career and professional development.”

• cites Musicians' Union, 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Teachers were given no guarantee of work, no pension, no holiday pay or maternity/paternity pay.

“Teachers being given no guarantee of work, no pension, no holiday pay or mater- nity/paternity pay.”

• cites Musicians' Union, 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Advocacy is one among several policy practices central to the constitution of programs, from curriculum to recruitment, pedagogical choices, student engagement, program structure, and diversity and inclusivity policies.

“Advocacy is one within several policy practices that are central to the constitution of our programs, from curriculum to recruitment, to pedagogical choices, student engagement, program structure, and diversity and inclusivity policies, among others.”

• cites Schmidt, 2019Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Schmidt argues for 'policy as practice'.

“His research argues for 'policy as practice'.”

• cites Schmidt, 2019Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The Zeserson review urged all involved in music education to work together more effectively to improve the quality of provision, and to disseminate best and next practice.

“More positively, the review urged all involved in music education to work together more effectively to improve the quality of provision, and to disseminate best and next practice.”

• cites Zeserson et al., 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The current debate is being conducted in an environment influenced by the uncertain status and contested legitimacy of government policy.

“The current debate is being conducted in an environment influenced by the uncertain status and contested legitimacy of government policy.”

Classified as probably not a substantial claim.

Since the introduction of the National Plan for Music Education there have been significant changes in music education within England.

“Since the introduction of the National Plan for Music Education there have been significant changes in music education within England.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

The creation of Music Education Hubs, new charitable trusts and cooperatives such as the Love Music Trust in Cheshire East can be seen as a positive outcome of this process; there is often increasing dynamism and commitment to music education in these areas compared to services previously offered by the local authority.

“The creation of Music Education Hubs, new charitable trusts and cooperatives such as the Love Music Trust in Cheshire East can be seen as a positive outcome of this process; there is often an increasing dynamism and commitment to music education in these areas compared to the services previously offered by the local authority.”

Probably not a substantial claim: may not pass S4 (based).

The disjunction between policy and practice has decimated music education in many parts of England over recent years.

“Seeking to tell the story of music education from the perspectives of those teaching music in primary schools, secondary schools and Music Education Hubs will help illuminate the disjunction between policy and practice that has decimated music education in many parts of England over recent years.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Music education became a 'postcode lottery', with rural areas suffering at the expense of larger towns and cities.

“Music education, according to the report, became a 'postcode lottery', with rural areas suffering at the expense of larger towns and cities (Musicians' Union, 2014, p. 4).”

• cites Musicians' Union, 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

Kemmis's practice architecture theory holds that the intersection of cultural-discursive, social-political and material-economic fields creates working conditions that enable or constrain certain practices.

“His argument is that the intersection or interdependent fields of 'cultural-discursive', 'social-political' and 'material-economic' create a set of 'working conditions' to enable or constrain certain practices.”

• cites Kemmis, 2012Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

Schmidt argues that traditional approaches to advocacy, whilst important, are limited and limiting.

“He argues that traditional approaches to advocacy, whilst important, are limited and limiting (Schmidt, 2019, p. 173).”

• cites Schmidt, 2019Not checked — no full text of the source

Probably not a substantial claim: may not pass S1 (asserted). May combine two claims.

Teachers argue that access to high-quality music education has become a 'postcode lottery' and that fragmentation of music education due to curriculum reforms and diversity of approaches has significantly enhanced this incoherence.

“These teachers argue that the opportunity to access high-quality music education has become a 'postcode lottery' and that the fragmentation of music education as a result of curriculum reforms and the diversity of approaches taken by Music Education Hubs and other bodies has significantly enhanced this incoherence.”

• cites ISM, 2017Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Local authorities were losing control and influence over schools, facing increasing financial pressures and cuts to services.

“Furthermore, these changes came at a time when local authorities were themselves placed between a rock and a hard place in terms of losing control and influence over schools within their localities, increasing pressures on their own finances, with resultant cuts to services”

• cites Musicians' Union, 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Policy is a manifestation of the individual and frames their participation and action within society.

“Policy, in this argument, is a manifestation of the individual and frames their participation and action within society (Schmidt, 2019, p. 178).”

• cites Schmidt, 2019Not checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

The policy discourse around music education in England is celebratory and patriotic.

“The policy discourse around music education is England is celebratory and patriotic.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Ofsted has noted that the accountability framework that primary and secondary schools currently work under has had a detrimental impact on the provision of National Curriculum arts subjects in many schools.

“Similarly, Ofsted have recently noted that the accountability framework that primary (and secondary) schools currently work under has had a detrimental impact on the provision of National Curriculum arts subjects in many schools (Ofsted, 2018).”

• cites Ofsted, 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

Government intervention has unsuccessfully attempted to influence actions and behaviours in a formalistic manner through identification of key outcomes and has only served to worsen what was already an incoherent and patchy level of provision.

“It has unsuccessfully attempted to influence actions and behaviours in a formalistic manner through the identification of key outcomes and has only served to worsen what was already an incoherent and patchy level of provision.”

May combine two claims.

Music Education Hubs are constantly being told to find alternative funding streams, while school funding has become a national concern.

“Music Education Hubs are constantly being told to find alternative funding streams, while school funding has become a national concern.”

• cites Musicians' Union, 2019Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Millar, 2019Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based).

The policy discourse is characterised as one of positive progress and development by many of its powerful actors and agencies.

“It is characterised as one of positive progress and development by many of its powerful actors and agencies.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Widespread casualisation resulted in loss of employment rights and other benefits of formal employment.

“Widespread casualisation resulting in the loss of employment rights and other ben- efits of formal employment.”

• cites Musicians' Union, 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

The field of music education is shaped and entrenched by many historical, cultural and contextual factors that have shaped its discourse over the last 150 years.

“But the field of music education itself is shaped and entrenched by many historical, cultural and contextual factors that have shaped its discourse over the last 150 years (Cox, 1996(Cox, , 2002)).”

• cites Cox, 1996 sourceNot checked — no full text of the source
• cites Cox, 2002Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

The Department for Education has noted that there is a 'legitimate concern' about the narrowing of the curriculum.

“The Department for Education itself has noted that there is a 'legitimate concern' about the narrowing of the curriculum in this way (Westminster Education Forum, 2018).”

• cites Westminster Education Forum, 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

There is a deliberate and sustained mechanism within the policy domain to promote possible 'better' solutions to issues being faced today.

“But there is also a deliberate and sustained mechanism within the policy domain to promote possible 'better' solutions to issues being faced today (a 'better'-quality music education, a 'better' partnership, a 'better' more inclusive offer, etc.)-the 'optimism' bit of cruel optimism.”

Probably not a substantial claim: may not pass S3 (load-bearing).

There was an increasing level of control through restrictive employment covenants.

“An increasing level of control through restrictive employment covenants.”

• cites Musicians' Union, 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

There are concerns about the incoherent and patchy approach to music education across the country.

“There are also concerns about the incoherent and patchy approach to music education across the country.”

• cites ISM, 2017Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.