Music Teacher - Towards an integrated music education

The teaching of music at primary school level can be a hit-and-miss affair with far-reaching consequences. Asha Bishop argues for a coordinated approach between primary and secondary that provides high-quality musical experience and greater opportunity

Hannah Matthews, brass teacher at Charnwood College, with Y5 pupils at their first concert at Robert Bakewell Primary School, July 2024 (a project sponsored by the Leicestershire Music and Cultural Trust) - © Courtesy Asha Bishop/Charnwood College

Over 20 years ago, I started my career working as a primary music specialist and became acutely aware of the challenges of teaching music within the primary phase. Fast-forward to today, when supporting primary colleagues as a secondary director of music, I see first-hand that the challenges are even greater. Staffing, curriculum time, the demands of SATs, and subject knowledge gaps facing subject non-specialists are ever-prominent issues.

Teaching the whole breadth of the national curriculum from EYFS to KS2 is a major challenge, particularly for a single class-teacher. Pressure of time in the school day, lack of resources, the challenge of accessing wider musical opportunities and, most important, the lack of subject-specific expertise can create obstacles that prevent the consistent delivery of high-quality music lessons.