CAMPAIGN UPDATES
Government consultation on reforming Progress 8
The government has opened a consultation on its proposed model of a reformed Progress 8. The consultation closes on 4 May, and we encourage everyone who cares about the future of arts education to submit a response.
The new model replaces the EBacc bucket with a science bucket and introduces a breadth bucket. It proposes that slots 5 and 6 in the breadth bucket should be chosen from two out of three categories of subjects: humanities, creative subjects (art and design, music, drama, dance, and design and technology) and languages (see diagram below). The government has also suggested that science could be added as a fourth category for breadth slots 5 and 6.
The government has opened a consultation on its proposed model of a reformed Progress 8. The consultation closes on 4 May, and we encourage everyone who cares about the future of arts education to submit a response.
The new model replaces the EBacc bucket with a science bucket and introduces a breadth bucket. It proposes that slots 5 and 6 in the breadth bucket should be chosen from two out of three categories of subjects: humanities, creative subjects (art and design, music, drama, dance, and design and technology) and languages (see diagram below). The government has also suggested that science could be added as a fourth category for breadth slots 5 and 6.
The consultation contains questions on Progress 8 and wider academic performance measures, plus a section on the government’s plan to extend targeted RISE (regional improvement for standards and excellence) to all low-attaining schools from January 2027. Go straight to the consultation. The following guidance provides suggestions on how you might wish to respond to the section about Progress 8 (Questions 11-15).
11. How far do you agree that these changes to the Progress 8 model strike a better balance between breadth and flexibility compared with the current P8?
These changes could be a step in the right direction. Placing arts subjects on an equal footing with humanities and languages in the breadth bucket sends an important signal to schools that the arts should receive the same weighting in the curriculum as humanities and languages. This could help an arts teacher to advocate for more curriculum time or funding and may make it easier for a student to take more than one arts subject at GCSE.
However, on their own, these changes are unlikely to provide a significant boost to arts subjects in the curriculum because it is possible to fulfil the reformed Progress 8 without making any changes to a school’s arts offering. Providing three subject blocks for the breadth slots 5 and 6 means that students can choose to study a humanities subject and a language, ignoring the creative block. A school that has focused on prioritising the former EBacc subjects (which include humanities and languages) would not therefore need to make any changes in order to satisfy the requirements of the proposed new model.
If the government is serious about revitalising the arts in schools, it must introduce supplementary measures to support a reformed Progress 8. These include a clear plan to tackle the severe shortage in arts teachers, increased funding for arts education and incentives for teaching a full arts curriculum.
12. What are your views on the inclusion of a fourth category (science) for breadth slots 5 and 6?
Science already has a dominant position over the arts in many schools. This proposal would reinforce that imbalance and mean that arts subjects have to compete harder for inclusion in slots 5 and 6. Science is already boosted in the proposed reforms by having a dedicated bucket (slots 3 and 4) and there is space for a third science in slots 7 or 8.
There could be a benefit by moving Design & Technology into the Science category, which would serve to define category C clearly as an arts entitlement. However, there is no gain for the arts overall from including science as a fourth category in slots 5 and 6.
13. Do you agree that Progress 8 should allow technical awards in the breadth and choice slots, with a maximum of two across all slots?
Yes, technical awards should be allowed in the breadth and choice slots. It is important to ensure parity between academic and technical routes, as they support access for a wider range of students and have clear progression pathways into Level 3 arts courses. Currently, up to three technical awards count in school performance tables and this option should remain.
15. Do you have any other comments on the proposed changes?
These minor changes to the grouping of slots are unlikely to have a significant impact on provision of art subjects in schools given that staffing and resourcing remains a challenge. The opportunity to dismantle the notion that there is a hierarchy of subjects has not been taken. In addition, the baseline for progress measures is still KS2 performance in English and maths. This does not help measure the kinds of skills or creative processes that underpin success in arts subjects. KS2 benchmarking continues to support the premise that some subjects matter more than others.
11. How far do you agree that these changes to the Progress 8 model strike a better balance between breadth and flexibility compared with the current P8?
These changes could be a step in the right direction. Placing arts subjects on an equal footing with humanities and languages in the breadth bucket sends an important signal to schools that the arts should receive the same weighting in the curriculum as humanities and languages. This could help an arts teacher to advocate for more curriculum time or funding and may make it easier for a student to take more than one arts subject at GCSE.
However, on their own, these changes are unlikely to provide a significant boost to arts subjects in the curriculum because it is possible to fulfil the reformed Progress 8 without making any changes to a school’s arts offering. Providing three subject blocks for the breadth slots 5 and 6 means that students can choose to study a humanities subject and a language, ignoring the creative block. A school that has focused on prioritising the former EBacc subjects (which include humanities and languages) would not therefore need to make any changes in order to satisfy the requirements of the proposed new model.
If the government is serious about revitalising the arts in schools, it must introduce supplementary measures to support a reformed Progress 8. These include a clear plan to tackle the severe shortage in arts teachers, increased funding for arts education and incentives for teaching a full arts curriculum.
- In answering this question it would be helpful to use examples from your own experience as a teacher, parent or student to tell the government about any shortcomings in the arts provision at your school. If your school teaches the arts on a carousel at Key Stage 3, or does not offer some arts subjects as an option at GCSE, will these proposals lead to any changes? If you already know that your school is not planning to make any changes, it would be particularly helpful to explain why.
- You could mention additional measures that you think would support the government’s objective of broadening the curriculum
12. What are your views on the inclusion of a fourth category (science) for breadth slots 5 and 6?
Science already has a dominant position over the arts in many schools. This proposal would reinforce that imbalance and mean that arts subjects have to compete harder for inclusion in slots 5 and 6. Science is already boosted in the proposed reforms by having a dedicated bucket (slots 3 and 4) and there is space for a third science in slots 7 or 8.
There could be a benefit by moving Design & Technology into the Science category, which would serve to define category C clearly as an arts entitlement. However, there is no gain for the arts overall from including science as a fourth category in slots 5 and 6.
13. Do you agree that Progress 8 should allow technical awards in the breadth and choice slots, with a maximum of two across all slots?
Yes, technical awards should be allowed in the breadth and choice slots. It is important to ensure parity between academic and technical routes, as they support access for a wider range of students and have clear progression pathways into Level 3 arts courses. Currently, up to three technical awards count in school performance tables and this option should remain.
15. Do you have any other comments on the proposed changes?
These minor changes to the grouping of slots are unlikely to have a significant impact on provision of art subjects in schools given that staffing and resourcing remains a challenge. The opportunity to dismantle the notion that there is a hierarchy of subjects has not been taken. In addition, the baseline for progress measures is still KS2 performance in English and maths. This does not help measure the kinds of skills or creative processes that underpin success in arts subjects. KS2 benchmarking continues to support the premise that some subjects matter more than others.
Government to scrap the EBacc and reform Progress 8
The government has announced that it will abolish the English Baccalaureate (EBacc) and reform Progress 8.
The announcement is in response to the Curriculum and Assessment Review final report, published on 5 November 2025. The report, ‘Building a world-class curriculum for all’, finds that the EBacc has damaged the uptake of arts subjects in English state schools and recommends the abolition of the EBacc.
The report found that the EBacc had failed in various objectives:
The panel also did not consider that the EBacc performance measure aids the goal of a strong academic core for all students with an ‘appropriately broad and balanced curriculum which would allow young people to pursue their interests and passions whilst ensuring uptake of the subjects that are most likely to support life chances and the needs of our society and economy.’
While the report does not recommend reforming Progress 8, the government’s response states that it will remodel Progress 8 to encourage students to study a greater breadth of GCSE subjects, including the arts. The proposals include replacing the current EBacc bucket with a requirement to study two out of three subjects in humanities, arts and language, with a consultation on the proposals to follow
Save Our Subjects will respond to the government consultation on Progress 8 reform.
The government has announced that it will abolish the English Baccalaureate (EBacc) and reform Progress 8.
The announcement is in response to the Curriculum and Assessment Review final report, published on 5 November 2025. The report, ‘Building a world-class curriculum for all’, finds that the EBacc has damaged the uptake of arts subjects in English state schools and recommends the abolition of the EBacc.
The report found that the EBacc had failed in various objectives:
- Increases in the uptake of EBacc subjects have not translated into increased study of them at 16-19
- The uptake of the EBacc among students from socio-economically disadvantaged areas remains lower than for non-disadvantaged students
- The EBacc has also led to students being entered for GCSEs in which they are unlikely to perform well, and disproportionately so for those from socio-economically disadvantaged backgrounds
- The evidence does not suggest that taking the EBacc combination of subjects increases the likelihood that students attend Russell Group universities
- The EBacc has not been successful in its aim of significantly increasing the proportion of students studying Languages
The panel also did not consider that the EBacc performance measure aids the goal of a strong academic core for all students with an ‘appropriately broad and balanced curriculum which would allow young people to pursue their interests and passions whilst ensuring uptake of the subjects that are most likely to support life chances and the needs of our society and economy.’
While the report does not recommend reforming Progress 8, the government’s response states that it will remodel Progress 8 to encourage students to study a greater breadth of GCSE subjects, including the arts. The proposals include replacing the current EBacc bucket with a requirement to study two out of three subjects in humanities, arts and language, with a consultation on the proposals to follow
Save Our Subjects will respond to the government consultation on Progress 8 reform.
Save Our Subjects responds to the Curriculum and Assessment Review
The Save Our Subjects campaign has submitted a response to the government's Curriculum and Assessment Review Call for Evidence, which closed on 22 November 2024. Our response called for urgent reform of the EBacc and Progress 8, citing the wealth of evidence of the damage that these accountability measures have done to arts and technical subjects in English state secondary schools. We also pointed out the inequality this has created, with arts education fast becoming the preserve of the privileged few.
We were encouraged by the Prime Minister's words at Prime Minister's Questions on 6 November: ‘…music, the creative subjects and art are really important not only for the pleasure and knowledge that they give to children and young people but for the experience of working in groups and leadership. That is why we are determined to ensure that they are counted as subjects again in the curriculum, which will encourage many more schools to provide them in the curriculum and enrich the futures of children and young people across the country.’
The Curriculum and Assessment Review is a vital opportunity to change the future of arts education in the English state system. We hope that the government uses it to ensure that arts and technical subjects are placed at the heart of the curriculum, allowing all children and young people the opportunity to access a high-quality arts education regardless of their background.
The panel is scheduled to publish the preliminary findings of the review in spring 2025, with the final report due in autumn 2025.
The Save Our Subjects campaign has submitted a response to the government's Curriculum and Assessment Review Call for Evidence, which closed on 22 November 2024. Our response called for urgent reform of the EBacc and Progress 8, citing the wealth of evidence of the damage that these accountability measures have done to arts and technical subjects in English state secondary schools. We also pointed out the inequality this has created, with arts education fast becoming the preserve of the privileged few.
We were encouraged by the Prime Minister's words at Prime Minister's Questions on 6 November: ‘…music, the creative subjects and art are really important not only for the pleasure and knowledge that they give to children and young people but for the experience of working in groups and leadership. That is why we are determined to ensure that they are counted as subjects again in the curriculum, which will encourage many more schools to provide them in the curriculum and enrich the futures of children and young people across the country.’
The Curriculum and Assessment Review is a vital opportunity to change the future of arts education in the English state system. We hope that the government uses it to ensure that arts and technical subjects are placed at the heart of the curriculum, allowing all children and young people the opportunity to access a high-quality arts education regardless of their background.
The panel is scheduled to publish the preliminary findings of the review in spring 2025, with the final report due in autumn 2025.
Labour commits to reforming Progress 8
We are delighted that in a recent speech to the Labour Creatives conference on 14 March, Sir Keir Starmer committed to reforming Progress 8. The Labour leader said that accountability measures had caused a ‘creativity crisis in schools’ and announced that ‘…from day one, Labour will reform the school accountability framework, to make sure arts count. We will update the Progress 8 performance measure… Use it to help all children study a creative arts subject, or sport, until they are 16.’ The reform would mean that a creative or vocational subject has to be included in the third Progress 8 bucket.
We also welcome Labour's commitment to putting creativity 'at the heart of the curriculum'. We will be writing to the other major political parties ahead of the General Election to seek similar commitments.
We are delighted that in a recent speech to the Labour Creatives conference on 14 March, Sir Keir Starmer committed to reforming Progress 8. The Labour leader said that accountability measures had caused a ‘creativity crisis in schools’ and announced that ‘…from day one, Labour will reform the school accountability framework, to make sure arts count. We will update the Progress 8 performance measure… Use it to help all children study a creative arts subject, or sport, until they are 16.’ The reform would mean that a creative or vocational subject has to be included in the third Progress 8 bucket.
We also welcome Labour's commitment to putting creativity 'at the heart of the curriculum'. We will be writing to the other major political parties ahead of the General Election to seek similar commitments.
Response to our open letter from the DfE
The Department for Education (DfE) finally replied to our open letter of 19 July in November. The DfE's response includes a number of highly questionable assertions, including about the uptake of arts subjects in schools and funding for arts education.
We have issued a statement that challenges and clarifies these assertions. We also highlight the fact that the influential House of Lords' Education for 11-16 Year Olds Committee has just published its report, which calls for the EBacc to be scrapped and Progress 8 to reformed. We have sent a copy of the statement to the new Minister for School Standards, Damian Hinds.
The Department for Education (DfE) finally replied to our open letter of 19 July in November. The DfE's response includes a number of highly questionable assertions, including about the uptake of arts subjects in schools and funding for arts education.
We have issued a statement that challenges and clarifies these assertions. We also highlight the fact that the influential House of Lords' Education for 11-16 Year Olds Committee has just published its report, which calls for the EBacc to be scrapped and Progress 8 to reformed. We have sent a copy of the statement to the new Minister for School Standards, Damian Hinds.
On Wednesday 19 July 2023, the #SaveOurSubjects campaign, including representatives from the Independent Society of Musicians (ISM), the Edge Foundation, NSEAD, Action for Children’s Arts, the Sixth Form Colleges’ Association and One Dance UK handed in a letter to the Department for Education for the Education Secretary, Gillian Keegan.
The letter has been signed by over 1,200 people, including high-profile signatories such as classical music luminaries Alice Coote, Ian Bostridge, Julius Drake, Mark Elder, Gerald Finley, Jeremy Huw Williams, Mark Padmore and Nicky Spence; broadcasters Petroc Trelawney and Sean Rafferty; Baroness Sue Nye and Sir Christopher Frayling, plus the general secretaries of the National Education Union, Mary Bousted and Kevin Courtney, as well as chief executives of a wide range of arts organisations and subject associations.
The letter hand-in comes as the Labour Party announced it would reform Progress 8 if in government to ensure students can 'enjoy music, sport, art, drama, and develop the knowledge and skills they need to thrive throughout life'.
Commenting on the campaign, ISM Chief Executive Deborah Annetts said, 'The rate at which arts subjects are disappearing from our schools is both staggering and frightening. The support for our letter to Gillian Keegan clearly demonstrates the level of concern. ISM research and plenty more has shown that the reasons behind this are largely due to the EBacc and Progress 8 accountability measures. Students deserve to be taught a truly broad and balanced curriculum that gives them the skills for the 21st-century workplace.
'That’s why the Secretary of State should read the letter we have delivered today carefully, listen to our campaign, reform Progress 8 and provide the Arts Premium that it promised. There is a growing list of individuals and organisations who wish to see government take action, including former Conservative Education Secretary Lord Kenneth Baker, who has called for reform.'
Edge Chief Executive, Alice Barnard said, 'Edge has long been calling for a broader and more balanced curriculum that develops the skills young people need to become well-rounded individuals and productive members of society. But this is not just an economic imperative. The arts and creative subjects have the potential to positively impact mental health and wellbeing, as well as providing young people with sense of purpose. A broad curriculum is the best to develop well-rounded learners, to unlock opportunity for young people and to create a more equitable society all round.'
The letter has been signed by over 1,200 people, including high-profile signatories such as classical music luminaries Alice Coote, Ian Bostridge, Julius Drake, Mark Elder, Gerald Finley, Jeremy Huw Williams, Mark Padmore and Nicky Spence; broadcasters Petroc Trelawney and Sean Rafferty; Baroness Sue Nye and Sir Christopher Frayling, plus the general secretaries of the National Education Union, Mary Bousted and Kevin Courtney, as well as chief executives of a wide range of arts organisations and subject associations.
The letter hand-in comes as the Labour Party announced it would reform Progress 8 if in government to ensure students can 'enjoy music, sport, art, drama, and develop the knowledge and skills they need to thrive throughout life'.
Commenting on the campaign, ISM Chief Executive Deborah Annetts said, 'The rate at which arts subjects are disappearing from our schools is both staggering and frightening. The support for our letter to Gillian Keegan clearly demonstrates the level of concern. ISM research and plenty more has shown that the reasons behind this are largely due to the EBacc and Progress 8 accountability measures. Students deserve to be taught a truly broad and balanced curriculum that gives them the skills for the 21st-century workplace.
'That’s why the Secretary of State should read the letter we have delivered today carefully, listen to our campaign, reform Progress 8 and provide the Arts Premium that it promised. There is a growing list of individuals and organisations who wish to see government take action, including former Conservative Education Secretary Lord Kenneth Baker, who has called for reform.'
Edge Chief Executive, Alice Barnard said, 'Edge has long been calling for a broader and more balanced curriculum that develops the skills young people need to become well-rounded individuals and productive members of society. But this is not just an economic imperative. The arts and creative subjects have the potential to positively impact mental health and wellbeing, as well as providing young people with sense of purpose. A broad curriculum is the best to develop well-rounded learners, to unlock opportunity for young people and to create a more equitable society all round.'
On Thursday 11 May 2023, Deborah Annetts (Chief Executive at the ISM), Olly Newton (Executive Director at Edge Foundation), Dr Geoffrey Readman (Chair at National Drama) and Tony Ryan (Chief Executive at the Design and Technology Association) gave evidence to the House of Lords Committee on Education for 11 - 16 Year Olds. The Committee also heard from Carolyn Roberts (Co-Director of Prince's Teaching Institute) and Dr Hilary Leevers (CEO at EngineeringUK) at two earlier sessions.
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On 24 April 2023, the Royal Society of the Arts held an event called 'The changing face of 21st century learning'. Andy Haldane (Chief Executive of the RSA) was joined by Rachel Sylvester (Chair of the Times Education Commission), The Rt Hon David Blunkett (former Secretary of State for Education) and Lord Kenneth Baker (Chair of the Baker Dearing Educational Trust) to discuss the case for a 'radical re-think' of education in the 21st Century.
Lord Baker spoke about the impact of both the EBacc and Progress 8 on arts and technology subjects.
Lord Baker spoke about the impact of both the EBacc and Progress 8 on arts and technology subjects.
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NEWS ARTICLES
- Rachel Landon, CEO of Music in Secondary Schools Trust, talks to GB News on the importance of music funding in state schools, July 2023
- Give classroom bean-counters a handbagging, The Times, July 2023
- Labour accuses UK government of ‘stifling children’s creativity', The Guardian, June 2023
- Would you sacrifice a GCSE grade for a more holistic education?, tes, June 2023
- GCSEs and A levels: How to entice more students to sit arts exams, tes, June 2023
- The Guardian view on arts education: a creativity crisis, The Guardian, February 2023
- Cost of living: Red Wall children missing out on art, drama and music as crisis hits schools, parents say, The i, December 2022
- A rich life in the UK’s creative industries is a long shot if you are born poor, The Guardian, December 2022
- State-school past of top composers is a lesson for future, The Times, November 2022
- Art, drama and languages to become ‘preserve of private schools’ as state sector cuts bite, The Guardian, November 2022
