ABSTRACT
The New London Orchestra’s ‘Literacy through Music’ (LtM) programme was designed to improve children’s literacy abilities by engaging them in a series of musical activities within the primary school classroom. An important strand of this work was to support the professional development of generalist class teachers who reported lacking the confidence and/or necessary skills to continue this work beyond the life of the programme. The following discussion outlines the theoretical context of the project, the practical context and presents findings relating to both pupil and teacher outcomes.
