Marie Bessant, Lead Subject Advisor

The eagerly awaited Curriculum and Assessment Review (CAR) was published on 5 November alongside the DfE’s response to the review.  

Since its release, subject associations, teachers and sector organisations have been sharing thoughts and responses about what the recommendations mean for music and drama. 

In this blog, I explore the key points and highlight how Cambridge OCR’s Music and Drama GCSEs already support many of the CAR’s ambitions.

Overview

Overall, the review delivers a positive message for both music and drama. It recommends strengthened provision from Key Stage 1–3, which in turn supports healthy GCSE uptake and progression to KS5 and beyond. 

The review: 

• Reinforces music music as an entitlement, emphasising protected provision at KS3 and clearer progression to GCSE. 
• Elevates drama’s status, recommending it sits as a discrete strand within KS3 English to ensure consistent access. 
• Supports stronger, more inclusive KS3 arts provision as a foundation for increased KS4 participation. 
• Recommends removing the EBacc and reforming Progress 8, opening more option space for creative subjects. This has been welcomed by the sector. (See ISM, Music Mark, National Drama, the CLA and more and who have all been advocates for broader arts provision and Ebacc removal.)
• Stresses the need for specialist training. Cambridge OCR offers curriculum planners, delivery guides, professional development webinars and assessment resources that support teachers effectively.

How Cambridge OCR’s GCSE Music specification supports CAR outcomes

Greater curriculum breadth, diversity and representation 

Cambridge OCR includes diverse areas of study such as Concerto Through Time, Rhythms of the World, Film Music, and Conventions of Pop, supporting CAR’s push for broader musical representation. We also encourage study of genres relating to the student’s own interests and performance skills in My Music. 

Broader musical literacy beyond notation 

Cambridge OCR emphasises practical musicianship through performance, composition, and appraising, supporting CAR’s call for inclusive musical literacy. An integrated approach via the areas of study means music theory can be taught implicitly as well as explicitly as students explore music making aurally and practically as well as in various written forms (staff notation, tab, lead sheets, chord symbols…).

Equitable access to GCSE Music 

Cambridge OCR allows flexible notation formats and genuinely wide repertoire choices, reducing barriers for a wide range of musical learners. Classical, contemporary and worldwide performance and composition styles are encouraged – DJs, music producers, rappers and pop singers are as able to achieve well as those with access to wider musical activity. We have professional development and exemplars dedicated to music technology and pop/rock styles to support the 21st century musician. 

Cambridge OCR’s flexible approach to notation formats, repertoire options and performance styles reduces barriers for a wide range of learners. No prior learning beyond KS3 is assumed, and instrumental grades are not required.

How OCR’s GCSE Drama specification supports CAR outcomes

Stronger focus on live performance and creativity 

Cambridge OCR supports this through practical components: Devising Drama and Presenting and Performing Texts both emphasise creativity, collaboration and live performance. 

More equitable access and reduced written overload 

CAR identifies that drama needs to be more accessible. Cambridge OCR balances practical assessment and encourages a varied and personal approach to NEA portfolios, ensuring a wider range of learners can succeed without being dominated by written tasks. 

Diversity of texts and representation 

Our GCSE Drama supports this with contrasting play texts and a flexible text list that allows centres to choose culturally relevant material. 

Emphasis on oracy, collaboration and creativity 

CAR highlights oracy, teamwork and imagination as priority skills. Cambridge OCR’s Devising, Performing and Live Theatre components directly develop these skills. 

What does the future look like? 

Cambridge OCR’s current qualifications are already in line with many of the messages in the CAR, and continue to be inclusive and open to all. This will hopefully mean a renewed confidence for schools to offer these at KS4 following supported KS1-3 and therefore increasing uptake. 

For music, the CAR represents the biggest opportunity in a decade to rebuild GCSE Music as a fair, inclusive, and musically rich subject. I hope we see better access, a wider musical lens, and more equitable pathways into GCSE. 

And for drama, the CAR represents the biggest opportunity in a decade to rebuild GCSE Drama as a fair, inclusive, and creatively rich subject. I hope we see better access, more consistent KS3 drama, and stronger, more equitable pathways into GCSE Drama.

Join our CAR briefing webinar 

We’ll be running a free CAR briefing webinar on 2 February 2026 to explain the impact of the Curriculum and Assessment Review on food preparation and nutrition. You’ll have a chance to ask questions and pass on your thoughts about the proposed changes. You can join any of our subject briefings by signing up on our teacher networks and subject briefings page.

Stay connected

At Cambridge OCR we’re committed to making assessment straightforward and are here to support teachers and students at every step of the way. Contact us if you have any specific questions about the CAR, or what it means for you and your students. You can always join our teacher panels to help us shape the development of these qualifications as we go through reform.

To stay up-to-date with subject news from us, make sure you sign up to receive our email updates.

If you are considering teaching any of our qualifications, use our online form to let us know, so that we can help you with more information.

About the author

Marie joined Cambridge OCR in July 2014 after teaching music and performing arts for 10 years. As one of our Lead Subject Advisors, Marie is also Cambridge OCR’s performing arts specialist and led the development for the new Music GCSEs and A Levels, and now oversees the management, development and support of Music and Drama GCSE and A Level, and the Cambridge Technical vocational performing arts qualifications. With experience as Head of Department at secondary schools and FE colleges, Marie has a wealth of experience teaching the performing arts at GCSE, A Level, and Level 2-4 vocational qualifications. Marie is an organist and pianist with a love for rock music, shopping, food, reading (anything from Austen to Atwood, and particularly anything fantasy and sci-fi) and a particular love of Kris Kristofferson.