In the previous paper, I illustrated changes that had occurred in music composition activities in British compulsory music education after World War II. More specifically, J. Paynter and his colleagues' publication (1970), "Sound and Silence," diversified people's views towards what music composition was, and subsequently, led to attitudinal changes in teachers and policy makers towards how music composition should be included in music classrooms. In the present paper, the nature of these changes are further examined by means of governmental documents and policies, i.e., GCSE Examination and National Curriculum.