<标题> This is particularly true of the secondary sector of the state educational system where a move from the school system to adult participation in society is imminent. This change of perspective at a policy making level has necessarily impacted upon the value ascribed to numeracy subjects such as mathematics, literacy subjects such as English and new technology subjects such as design and IT, in the process educationally devaluing the educational value of artistic subjects such as art and creative subjects such as music. This, in turn, has necessarily impacted upon the day-to-day job of teaching in both the primary and secondary sectors. At the same time, the government has presided over a new legislative framework that requires teachers and schools to rate each pupil as they move through the ‘key stages’ of this revised national curriculum. This has been translated into an upsurge in bureaucracy, red tape and paperwork pertaining to overseeing “programmes of study and end of key stage descriptions”, which “has influenced the way in which teachers plan their schemes of work” (Philpott, 2003:50). As ever, more time dedicated to paperwork means less time dedicated to teaching, which has also impacted upon the day?to?day job of teaching music. With this essential background in mind attention must now be turned towards the different Key Stages for the subject of music within the national curriculum in order to fully appreciate the deep-seated structural changes that have beset teachers in recent years.