Arts exam entries paint ‘worrying’ picture

Sector leaders have voiced concern that the arts are being “crushed out of schools” following “worrying” entry numbers to GCSE and A Level exams in creative subjects in 2022.

Analysis from the Cultural Learning Alliance (CLA) found entries to GCSE arts subjects in 2022 fell by 4% compared to 2021, with a decline across seven creative subject areas: art and design; dance; design and technology; drama; media, film and tv studies; music; and performing and expressive arts. Overall, GCSE entries for these subjects have dropped by 40% since 2010.

At A Level, although there was a 5% increase across all arts subjects entries in 2022 compared to 2021, the number remains 28% down on 2010 levels.

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General Secretary of the Association of School and College Leaders Geoff Barton called the long-term decline in creative arts subjects “worrying”.

“This [decline] is driven by government performance measures which favour traditional academic subjects at the expense of other subjects, and funding pressures which make small classes difficult to sustain,” he commented.

At GCSE level, dance, drama and performing arts saw the biggest percentage drops. As most students receiving results this August made their subject choices at the start of the pandemic, the decline could in part be due to schools limiting options in subjects that require students to work and perform together. 

But the number of students taking Music GCSE reached its lowest this century. 

Figures from the Joint Council for Qualifications show that after a brief increase in entries in 2020 and 2021, the 33,793 music GCSE entries this year marks a 4% decrease on last year and a 27% decrease compared to 2010.

Deborah Annetts, Chief Executive of the Incorporated Society of Musicians noted the “staggering” decline since the introduction of the EBacc in 2010 and called for the accountability measure, alongside Progress 8, to be “urgently reformed or scrapped to prevent further damage to our arts subjects”.

Pauline Tambling and Sally Bacon, co-authors of The Arts in Schools: a new conversation on the value of the arts in and beyond schools, told ArtsProfessional the combined weight of the EBacc, Progress 8, league tables and Ofsted is “crushing the arts out of schools”.

“Although there have been recent small gains in some subjects, annual incremental decline conveys a bigger picture about the impact of relentless accountability measures and what is prioritised in the system.”

A Level entries

Some creative subjects did see an increase in A Level entries, according to CLA analysis.

Design and Technology and Art & Design witnessed the largest increases, with 15% and 6% more entries in 2022 than 2021 respectively, while there was no change in Dance or Performing Arts A Level entries.

A spokesperson for Creative and Cultural Skills (CCSkills) said design and technology subjects are “probably thought of as more secure options and [are] still positioned as such by media, governments and industry”.

“What we need now is greater collaboration between education and employers and much more accurate advice and support for young people when making their career decisions, particularly for young people from diverse or disadvantaged backgrounds,” they added.

“We’ve talked for a long time about the importance of the arts and creativity to culture, society, wellbeing and the economy yet the current landscape creates more divide and less connectedness.”

Music saw a 5% year-on-year increase, the first rise in eight years, although figures remain 40% down on 2010 entries.

While welcoming this year’s increase, UK Music Chief Executive Jamie Njoku-Goodwin called the long-term trend “deeply worrying” and said political leaders should ensure music is at the heart of education by delivering on an arts premium for secondary school pupils.

“We need government action to support and grow our world-leading industry, particularly after the catastrophic impact of Covid-19 on our sector.

“Political leaders across the UK must get behind the different national plans for music education to encourage more young people to study and enjoy music by making sure music is at the very heart of our education system.”

Tambling and Bacon said a change in the way policy makers value education is required to reverse the decline in the uptake of creative subjects.

Noting a sharp increase in A Level Business Studies alongside a decline in A level English Literature, the pair said “the current bonfire of the arts and humanities is a consequence of applying a purely economic metric”.

“The policy narrative has filtered down to parents and pupils and needs to change. 

“It is well evidenced that arts subjects have huge value in affording children the skills they will require for life and work, and they deserve a curriculum and assessment system that protects and values all art forms.”