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Teacher shortages are a significant global problem disproportionally affecting "hardest-to-staff" schools and subjects. To better understand (inter)national policy responses to teacher shortages, this paper uses a Bacchian-inspired approach to critically examine proposals suggested as solutions in policy documents from England and Australia, and thus how the problem is being thought about especially in relation to hardest-to-staff contexts. We contend that the problem representations in the policy documents are narrowly conceived and need to be considered differently through the lenses of (re)professionalisation and social justice. [ABSTRACT FROM AUTHOR]

Classroom music teachers in England design their own music curricula for Key Stage 3 (11 − 14 year olds, 6th – 8th Grades). These curricula are designed in a context where policymakers define, regulate and legitimate curriculum formulations. This study traced curriculum development in England, where government has validated a policy driven approach. It explored programs of study, which music teachers in England design as summaries of musical learning for Key Stage 3. The research consisted of documentary analysis in a two-phase study of 13 secondary (high) schools in the English midlands, exploring musical knowledge for musical learning, which is analyzed utilizing qualitative and quantitative methodologies. The paper concludes with a discussion which explores the impacts of music education policy on classroom practices, and presents a proposed model which captures this interaction. [ABSTRACT FROM AUTHOR]