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In Wales, one of the seven core aims of the Welsh Government is the importance of allowing the voices of young people to be heard. This investigation placed pupil voice at its centre, exploring the impact of Musical Futures during the 2011–2012 pilot in three schools in Wales. Semi-structured interviews with focus groups of six to eight Key Stage 3 (KS3) learners provided evidence specific to each educational context, insight into learners' views regarding the approach and explored: their learning preferences and reflections on the outcomes; the extent to which they directed their own learning; and the skills they acquired and/or developed. A thematic analysis of the interviews illustrated how the implementation of Musical Futures can vary from school to school. The findings indicated that a less formal environment engaged and motivated KS3 learners and provided a platform for developing both musical and extra-musical skills.
Evans et al. (Tue,) studied this question.