Ed Sheeran Applauds New Changes to Arts Education in Schools

Ed Sheeran and the Curriculum Shift: What the 2025 Reforms Mean for Music Education

The announcement that the national curriculum in England will be rebalanced for creative subjects marks a pivotal moment in public education policy. High-profile campaigning, notably by Ed Sheeran, helped focus attention on how sustained access to arts education can transform lives. The reforms emerging from the curriculum review aim to broaden what schools can offer, including a renewed emphasis on music, visual arts and drama alongside foundational subjects like English and maths.

For readers following the debate, the changes address long-standing tensions about measurable progress and curricular breadth. The government has moved to remove restrictive accountability measures that steered schools toward a narrow set of GCSEs, with the stated intent of encouraging students to choose a more diverse set of subjects. That shift directly affects music teachers and departments: rather than being pressured to deprioritise practical arts in favour of headline performance measures, schools can plan schedules that value ensemble work, composition, and performance.

Why artists’ advocacy shifted the conversation

Campaigns led by musicians highlighted concrete classroom outcomes: students who learn an instrument often show gains in confidence, collaboration, and mental health. Ed Sheeran recalled how encouragement from a school music teacher changed his trajectory, and that personal testimony carried weight. Public endorsements from established artists created a visible narrative linking arts education to social mobility and wellbeing.

• Visibility: Celebrity voices brought media attention and political momentum.
• Evidence: Case studies from schools demonstrated how ensemble work supports literacy and communication.
• Coalition: Partnerships between arts councils, unions and parents created a wider base of support.

The curriculum changes explicitly aim to reduce duplication of content and provide clearer sequencing so that students do not repeat material as they progress from primary to secondary. This approach is designed to help pupils maintain steady progress and prevent the common dip in attainment that some researchers observe at the point of transition.

Policy mechanics and the removal of the EBacc

A major structural change has been the decision to scrap the previous progress measure that emphasised a narrow suite of academic GCSEs. The government argued that such measures constrained options and unintentionally sidelined creative subjects. Reconfiguring accountability seeks to reward schools for a broader curriculum, including arts subjects that develop practical and creative skillsets.

• Accountability reform: New progress metrics are intended to accommodate arts and vocational pathways.
• Enrichment benchmarks: Schools are encouraged to offer civic engagement, culture and life-skills opportunities.
• Phased implementation: Schools are given notice and time to adapt timetables and staffing.

Headteachers and professional associations urged that successful implementation will depend on funding and sufficient teacher numbers. The reforms open new curricular possibilities, but the system must ensure schools have the capacity to deliver them well. This recalibration of priorities sends a strong message: music and the arts are no longer peripheral, they are integral to a modern, balanced education. This section illustrates the political and pedagogical turning point for music education.

Key insight: Restoring arts subjects to a central place in the curriculum reframes success beyond exam metrics and into long-term student development.

Practical Impacts in the Classroom: Teachers, Instruments, and Funding

The day-to-day reality in schools will determine whether curricular ambitions become lasting change. A typical school music department—frequently operating on tight budgets—relies on a mix of donations, community partnerships and efficient scheduling to run ensembles, lessons and exams. The reforms are promising but place pressure on leaders to recruit and retain specialist teachers and to invest in equipment.

Case study: Maya Thompson’s department

Maya Thompson is a fictional secondary school music teacher used here as a throughline to show practical decisions. In her school, a refurbished room now contains a roster of instruments: a Yamaha keyboard, a pair of Fender electric guitars, a drum kit with Roland electronic pads, and a couple of Gibson acoustic models. Software licences for composition and recording—tools such as Ableton—support student songwriting projects. These mixed resources are essential for delivering a modern curriculum that includes composition, production and live performance.

• Teacher supply: Increasing specialist posts is the immediate staffing need; recruiting music educators with modern production skills is crucial.
• Equipment lifecycle: Schools must budget for maintenance and digital licences alongside traditional instruments.
• Professional development: Ongoing training helps teachers incorporate learning about streaming platforms like Spotify and Apple Music into lessons on the modern music industry.

Maya’s department also forges partnerships with local colleges and conservatoires. Guest workshops from alumni who studied at places like Berklee College of Music and the Juilliard School expose students to diverse pathways. These encounters provide practical insight into higher education options and creative professions.

Funding models and realistic steps

To operationalise the reforms, schools can pursue varied funding channels. Local cultural organisations, trusts, and trusts aligned with arts councils can offer grants for instruments and outreach. Additionally, digital licensing deals and bulk purchasing agreements can reduce per-student costs for software like Ableton Live and hardware maintenance agreements for brands such as Yamaha and Roland.

1. Audit current resources and identify immediate repair needs.
2. Apply for targeted grants that support ensembles and community outreach.
3. Develop a sustainable maintenance and teacher-development plan.

Experts caution that policies must be paired with explicit workforce planning and financial commitment. Without targeted investment, departments risk expanding the offer on paper but failing to deliver depth of experience. If the reforms are backed by concrete funding and recruitment incentives, classrooms like Maya’s can become incubators for creative confidence and technical skills.

Key insight: Practical success requires aligning instrument investments, teacher recruitment, and local partnerships to make the curriculum changes tangible in every classroom.

Skills Beyond Performance: Financial Literacy, Misinformation, and Oracy in an Expanded Arts Curriculum

Today’s expanded curriculum is not only about performing; it intentionally weaves life skills into creative learning. The review recommended new content such as spotting misinformation, basic financial literacy, and stronger emphasis on spoken communication. Integrating these units into arts education provides authentic contexts for learning: drama exercises teach argumentation, music production lessons introduce royalties and contracting, and ensemble work builds collaborative problem-solving.

Connecting arts practice to civic and life skills

Introducing financial literacy—how mortgages, taxes and budgeting work—through creative projects makes abstract concepts accessible. For example, songwriting projects can include elements of budget planning and marketing strategy. Similarly, students analyzing lyrics for bias and source-checking podcast samples gain practical media literacy. These practical cross-curricular links are intended to develop critical citizens while keeping students engaged through applied creativity.

• Media literacy: Lessons on spotting disinformation can be taught through analyzing music videos and online artist statements.
• Financial skills: Simple budgeting exercises for a mock tour help students understand revenue, expenses and royalties.
• Oracy: Structured speaking activities elevate communication as a core competency alongside reading and writing.

Introducing oracy with the same status as literacy means regular assessed speaking and listening activities. Drama and music classrooms are natural settings for this: presenting a composition, moderating a panel, or pitching a festival idea all require clear spoken expression. These skills are directly transferable to workplace contexts and higher education interviews.

Post-16 data science and creative technology

The review also suggested exploring a post-16 qualification in data science, reflecting a recognition that modern creative careers increasingly intersect with analytics. Students who learn basic data principles can track audience engagement on streaming platforms such as Spotify and Apple Music, interpret demographic trends, and use those insights to plan outreach. Combining creative technical skills with data literacy prepares pupils for the realities of the contemporary music and arts sectors.

1. Embed data modules into music tech courses to teach analytics alongside composition.
2. Use real-world platforms as case studies to demonstrate audience behavior.
3. Assess projects that combine creative output with measurable impact metrics.

By situating these competencies within arts education, the curriculum creates meaningful, practical learning sequences. Students not only become better performers or producers, they become informed creative professionals ready to navigate an industry shaped by digital platforms and data. This integration is essential to the curriculum’s goal of preparing young people for diverse futures.

Key insight: Embedding financial, media and data literacy inside arts education equips students with the practical skills required in modern creative careers.

Pathways to Professional Music: Higher Education, Industry and Career Guidance

Expanding arts education in schools strengthens routes into higher education and the creative industries. Practical exposure and portfolio development help students build evidence of skill for competitive conservatoires and vocational institutions. Schools that deepen their music offers can provide meaningful references and workshop experiences that align with entry requirements at institutions like the Berklee College of Music and the Juilliard School, while also preparing students for industry roles in production, promotion, and education.

Portfolio-building and real-world connections

Schools can support students in compiling recorded performances, compositions and production projects that showcase range. Synced projects with local venues or festival organisers give students public-facing experience. Inviting industry professionals for masterclasses—engineers with experience on Roland consoles or producers who work with Gibson guitars or Fender amps—gives credibility and direct guidance on professional standards.

• Portfolios: A systematic approach to collecting evidence of work makes higher-education applications competitive.
• Industry links: Partnerships with studios and equipment manufacturers provide technical mentoring.
• Work experience: Local internships help students understand the business side of music.

For students aspiring to study at recognised institutions, schools can simulate audition conditions and provide feedback on repertoire choices, technical proficiency and presentation. Alumni networks—former pupils who progressed to conservatoires or industry roles—serve as mentors and sometimes as audition referees. Schools that actively curate these experiences make the leap from classroom learning to professional aspiration a realistic pathway.

Streaming economy and entrepreneurial learning

Understanding how platforms operate is essential. Practical units that analyse playlisting, metadata and revenue splits on services like Spotify and Apple Music help pupils grasp the mechanics of modern music careers. Lessons may cover topics such as rights management, the role of distributors, and promotional strategies for independent artists.

1. Teach practical workflows for releasing music, from mastering to digital distribution.
2. Integrate lessons on royalties, sync licensing, and the impact of streaming algorithms.
3. Support entrepreneurial projects where students plan and execute small-scale release campaigns.

Schools can also use technology to diversify offerings: Ableton and other DAWs allow students to produce, perform and demonstrate technical competence. With targeted career guidance, these experiences create multiple routes: higher education at places like Berklee or Juilliard, apprenticeships in recording studios, or immediate entry into local creative industries. This section underscores the importance of practical, industry-aligned schooling.

Key insight: Structured portfolio work, industry partnerships, and entrepreneurial training transform classroom arts education into clear, achievable career pathways.

Community, Policy, and the Future: Scaling Reforms Across Diverse Schools

Ensuring that reforms reach every classroom requires coordinated community action and honest policy appraisal. The curriculum review signalled an ambition to reduce attainment gaps and give disadvantaged students equal access to creative opportunities. Realising this requires local strategies that respond to demographic differences and resource constraints.

Local partnerships and equitable access

Community hubs, cultural institutions and museums can play a vital role. Collaborations with organisations help schools mobilise expertise and facilities. For example, partnerships with local theatres or visual arts institutions create pathways for students to engage with professional practice. Schools in resource-limited areas may adopt shared-service models for expensive equipment, pooling instruments and specialist staff across clusters of schools.

• Shared resources: Regional consortia for instruments and tech reduce duplication and cost.
• Community mentors: Local artists and museum educators offer workshops and role models.
• Targeted outreach: Programs aimed at disadvantaged pupils increase participation.

Policy debates continue about accountability and standards. Critics argue that removing rigid measures risks lowering expectations for some learners, while supporters insist that a broader curriculum promotes engagement and inclusion. The success of these reforms will depend on transparent evaluation and willingness to adapt based on evidence and school feedback.

Managing implementation and measuring success

Implementation plans must include workforce strategies, clarity on funding, and phased timelines. Professional bodies and education leaders stress that without a costed plan, schools will struggle to deliver new content. Clear milestones—teacher recruitment targets, instrument procurement schedules, and student participation benchmarks—allow for iterative improvement.

1. Define clear funding commitments alongside curricular changes.
2. Set measurable participation and attainment targets for arts subjects.
3. Maintain an open dialogue with teachers, parents and community partners to refine delivery.

Several contemporary initiatives and articles provide helpful context and advocacy for parents and educators. Resources that empower parental engagement, theatre-based arts education programmes, and analyses of educational funding and workforce issues can guide local decision-making and help schools build evidence-based plans.

Useful resources that communities and leaders might consult include pages on parental empowerment in education, methods for supporting arts programmes such as children’s theatre and arts education, and practical analyses like education aid and its consequences. Broader case studies on district strategies and international partnerships are available at Detroit education strategies and educational opportunities in Cameroon, while commentary on technology and AI in schooling can be found at AI shortcomings in education.

Scaling these reforms fairly will be a test of political will, funding choices and community solidarity. When implemented thoughtfully, the reforms can widen access to the arts, nurture future musicians and cultural workers, and embed practical life skills into every child’s learning experience. This final section points toward the systemic work that will determine the reforms’ long-term success.

Key insight: Equitable implementation depends on coordinated funding, local partnerships, and measurable targets that ensure arts education benefits all students.