Soundscapes are a ubiquitous part of classroom composing yet frequently we are unclear as to what progression looks and sounds like, resulting in children repeating the same composerly thinking and doing. This session will explore how you can plan for progression in composing soundscapes and engage children in conversations about their music.

Working as a music teacher in a secondary school is a challenge. You must be adept at performing, composing and listening, and be able to rely on musicianship skills for teaching nearly 500 years of music across genres and traditions - no mean feat. In 2025, how do we ensure that we are skilled and confident enough to be the curriculum teacher for each student in our classroom? This session will reflect on where we are, the differences in our practice, the opportunities out there, and why we deserve proper continued professional development.

This session looks at how to approach music-making inclusively, in any setting and for any type of group. It will cover practical ideas and progression routes for all, considering where to start, how to foster an environment of belonging and inclusive routes to accreditation. The focus will be on music-making in relation to mainstream whole-class instrumental teaching. The guiding principle is that teaching those with learning difficulties is part of a comprehensive offer, reflecting the social model of disability, NPME2, the framework Sounds of Intent, and schemes such as Trinity Awards and Certificates in Musical Development.

By the end of Key Stage 3, so the National Curriculum tells us, students should be able to ‘compose, … extend and develop musical ideas’ using ‘staff and other relevant notations appropriately and accurately’. Knowing how to teach these valuable skills most effectively is a challenge for many beginning and experienced music teachers. This session focuses on teaching composing at KS3 and beyond. It offers glimpses into projects and activities that draw inspiration from unusual starting points while pointing students in directions that lead to success at GCSE Music.

As children in upper primary develop their identities, some may disengage from classroom music. This session explores practical strategies to maintain their enthusiasm, strengthen musicianship, and foster a positive musical culture. Participants will learn how to implement an asset-based learning approach, building on students’ strengths and interests to keep music relevant and engaging. This session will cover: encouraging participation through student-led activities; selecting repertoire that resonates with older pupils; developing musical confidence and creativity; and making music an inclusive and valued part of school life.

With music technology playing an ever-growing role in how music is created and performed, it’s more important than ever that educators feel equipped to guide students through this evolving landscape. Drawing on real-world insights from both the classroom and music industry, Simon Lyon explores how music tech can enhance curriculum delivery and empower all students to create across all genres. Expect musician-friendly terminology, practical takeaways and demystified modern tech tools that aid both composition and performance.