This inquiry focused on the initial implementation of the National Curriculum for music in primary schools. The findings – from 39 schools in different parts of England – indicate that although some teachers are confident about introducing the new curriculum, many perceive problems implementing the programme as presently formulated. In particular there is a reluctance to teach music history and notation to the extent specified and concern is expressed by class teachers over their ability to cope with all the requirements. Successful implementation wold seem to depend on the presence of supportive head teachers, proactive subject coordinators and appropriate INSET programmes.

Teachers describe work with pupils aged 10 to 15 which explores the connection between listening, appraising and composing and other aspects of listening as a learning process. These case studies provide evidence of how a group of Berkshire teachers make connections that were envisaged by the architects of the National Curriculum but not necessarily encountered in practice.

Recent teaching with PGCE secondary music students has revealed that conducting ensembles is a musical activity in which they have variable knowledge, skills and experience. It is a general expectation, nevertheless, that music teachers still conduct choral and instrumental ensembles as part of their job in schools, and some may also undertake such roles in the wider community. This paper seeks to identify from research literature aspects of effective conducting that warrant greater attention. This forms part of a research project which is exploring definitions of effective conducting and making an analysis and case for more structured teaching in this area within higher education.