Since it began in 2010, Musical Bridges established three lines of research and development:

Capturing pupil voice
A longitudinal research study entitled Changing Key was conducted in primary and secondary schools in 3 areas of the country in order to capture pupils’ own experience of transition. Pupils were interviewed during their last term of primary school and then again during the autumn, spring and summer terms at their new secondary schools. You can read more about Changing Key and other ways we captured pupil voice here


Gathering evidence of existing music transition practice
In 2010 we launched a national survey, inviting primary and secondary schools, music services and music organisations to tell us about what works and what could be improved in their current music transition practice. In 2011 we published a report called Sound Tracks which provides a detailed picture of current provision and the issues arising. You can read more about the findings of Sound Tracks here


Continuing Professional Development for Teachers (CPD)
We have initiated two strands of CPD activity with teachers:

The first took place in clusters of schools in Cornwall, London and Oldham during the spring and summer terms in 2011. The aim was to co-develop approaches to music transition with groups of teachers, supported by music services. This involved a creative mixture of shared, cross-phase teaching and the use of online teaching modules. The second CPD programme is being implemented in 10 new localities across England


A Paul Hamlyn Foundation Special Initiative

Musical Bridges: Transforming Transition aims to provide a continuous and progressive musical experience for 9-13 year olds that supports their personal, social and educational development.