Key stage three looks to engage pupils in the first instance in the making and response to music. The purpose of the national curriculum for music at this level is to encourage students to develop the relevant skills, attributes and attitudes to succeed in interpreting music both as a means of making music as an individual career as well as using music as a guideline for the acquisition of key skills in life such as attaining listen and communicative skills, intuition, aesthetic sensitivity and creative concentration. In this way it can be seen that music has responded to the educational reforms of the New Labour government by becoming more vocational in composition so that the students who do not take music further in the key stages are at least still able to use their experience of being taught the subject to acquire key skills that can be transferred to other subjects across the national curriculum and, ultimately, to the work place.By key stage three students should be able to clearly demonstrate an understanding of how music is made, how music is influenced by the space and time in which it was created and how music is produced. This final learning requirement revolves upon the use of teaching via ICT (Information and Communication Technology), for instance in order to create their own unique personal “music databases” (Russell, 2001:19). The incorporation of ICT into the music classroom is yet another example of the way in which vocational education has superseded academic education in the contemporary national curriculum.