Objective: To measure the levels and patterns of physical activity, using accelerometers, of 11-year-old children participating in the Avon Longitudinal Study of Parents and Children (ALSPAC). Design: Cross-sectional analysis. Setting: ALSPAC is a birth cohort study located in the former county of Avon, in the southwest of England. This study used data collected when the children were 11 years old. Participants: 5595 children (2662 boys, 2933 girls). The children are the offspring of women recruited to a birth cohort study during 1991-2. The median age (95% CI) of the children is now 11.8 (11.6 to 11.9) years. Methods: Physical activity was measured over a maximum of 7 consecutive days using the MTI Actigraph accelerometer. Main outcome measures: Level and pattern of physical activity. Results: The median physical activity level was 580 counts/min. Boys were more active than girls (median (IQR) 644 (528-772) counts/min vs 529 (444-638) counts/min, respectively). Only 2.5% (95% CI 2.1% to 2.9%) of children (boys 5.1% (95% CI 4.3% to 6.0%), girls 0.4% (95% CI 0.2% to 0.7%) met current internationally recognised recommendations for physical activity. Children were most active in summer and least active in winter (difference = 108 counts/min). Both the mother and partner's education level were inversely associated with activity level (p for trend ,0.001 (both mother and partner)). The association was lost for mother's education (p for trend = 0.07) and attenuated for partner's education (p for trend = 0.02), after adjustment for age, sex, season, maternal age and social class. Conclusions: A large majority of children are insufficiently active, according to current recommended levels for health.

There is a growing body of neurological, cognitive, and social psychological research to suggest the possibility of positive transfer effects from structured musical engagement. In particular, there is evidence to suggest that engagement in musical activities may impact on social inclusion (sense of self and of being socially integrated). Tackling social exclusion and promoting social inclusion are common concerns internationally, such as in the UK and the EC, and there are many diverse Government ministries and agencies globally that see the arts in general and music in particular as a key means by which social needs can be addressed. As part of a wider evaluation of a national, Government-sponsored music education initiative for Primary-aged children in England (“Sing Up”), opportunity was taken by the authors, at the request of the funders, to assess any possible relationship between (a) children's developing singing behavior and development and (b) their social inclusion (sense of self and of being socially integrated). Subsequently, it was possible to match data from n = 6087 participants, drawn from the final 3 years of data collection (2008–2011), in terms of each child's individually assessed singing ability (based on their singing behavior of two well-known songs to create a “normalized singing score”) and their written responses to a specially-designed questionnaire that included a set of statements related to children's sense of being socially included to which the children indicated their level of agreement on a seven-point Likert scale. Data analyses suggested that the higher the normalized singing development rating, the more positive the child's self-concept and sense of being socially included, irrespective of singer age, sex and ethnicity.

The article reports on the first year of an independent evaluation ofthe National Singing Programme 'Sing Up' (2007-2011 in England. The aim of the Sing Up Programme is to provide all primary-aged children (up to the age of 11 years) with opportunities for singing under high quality vocal leadership both within their school curriculum and outside of school on a regular basis. As part of the evaluation, members of the research team msited 81 schools across England, and assessed the singing behamor and development of 3,762 individual children using the combination of two established rating scales. The focus was on providing an initial profile of children's singing prior to the launch of the National Programme and, subsequently later in the first year, to conduct a small number of additional visits to see if there was any evidence of early impact. The results confirm that children's singing is subject to developmental processes, with variations related to sex, age and ethnicity. There is also some evidence that, ru)twithstanding such variations, a programme of sustained singing education can have a positive benefit on children's singing behaviors and development.

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This article reports a pilot study of the potential benefits of a sustained programme of singing activities on the musical behaviours and hearing acuity of young children with hearing impairment (HI). Twenty-nine children (n=12 HI and n=17 NH) aged between 5 and 7 years from an inner-city primary school in London participated, following appropriate ethical approval. The predominantly classroom-based programme was designed by colleagues from the UCL Institute of Education and UCL Ear Institute in collaboration with a multi-arts charity Creative Futures and delivered by an experienced early years music specialist weekly across two school terms. There was a particular emphasis on building a repertoire of simple songs with actions and allied vocal exploration. Musical learning was also supported by activities that drew on visual imagery for sound and that included simple notation and physical gesture. An overall impact assessment of the pilot programme embraced pre- and post-intervention measures of pitch discrimination, speech perception in noise and singing competency. Subsequent statistical data analyses suggest that the programme had a positive impact on participant children's singing range, particularly (but not only) for HI children with hearing aids, and also in their singing skills. HI children's pitch perception also improved measurably over time. Findings imply that all children, including those with HI, can benefit from regular and sustained access to age-appropriate musical activities.

The relationship between music and mathematics has often been the subject of discussion, both inside and outside the field of education. As part of an exciting project on a European scale, the paper explores the changing contexts in Catalonia (Spain) and England (UK) in relation to the integrated approach to the teaching of music and mathematics. We analyse three areas: academic literature, the curriculum frameworks, and publications and resources prepared by and for teachers. Our findings suggest that due to the more favourable attitude towards cross-curricular approaches in education, more progress has been made in England, in terms of developing resources to support an integrated approach to the teaching of music and mathematics, than in Catalonia. Nonetheless, teachers in both locations are very interested in developing these approaches. Although there is a need for further teacher training and support, there is evidence of progress already being made in schools.

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