Actively participating in music composition has been found to drastically improve cognitive health and functionality.

If you’re a teacher, head of department, curriculum manager, principal, or you work with aspiring musicians, the importance of music education can’t be stressed enough. Music education is key in developing a learner’s communication and language skills, it develops collaboration and team work, boosts confidence, promotes critical thinking, and most importantly nurtures creativity whilst providing an outlet for self-expression.

RSL’s suite of Creative Music Industry Vocational Qualifications at Levels 1–3 have been designed to give your students the skills and knowledge needed to continue into higher education or gain employment in the music industry directly.

The Composition pathway allows learners to develop a comprehensive portfolio of work that is informed by a wide range of musical styles. Learners are equipped with a grounding in specific arranging and orchestration techniques for media, and have options to focus on lyrics, general musicianship, and using DAWs to foster creative independence.

Broadly speaking, learners on the Composition pathway will compose and arrange music, initiate and develop repertoire, expand their musicianship skills through use of a harmony-based instrument, use recording and sequencing software/hardware, and understand contextual issues relating to music style, audience and the music industry. Our composition pathway is open to songwriters and producers across the full gamut of genres, meaning budding beatmakers can rub shoulders with jazz, pop and classical artists.

With the Composition pathway, you’ll be able to build the most industry relevant qualification on the market. We are constantly developing new units for each pathway to reflect industry developments and the optional skill units allow a taster of various subject areas preparing learners for their portfolio careers.

Download the Creative Music Industry Syllabus

Select Creative music Industry Composition Pathway Unit Examples

Please download the syllabus specification above for the full range of core and optional units.

Unit example: Solo Music Composition

The aim of this unit is to develop a learner’s own compositional style and identity through the creation of a cohesive body of work. The purpose of this unit is to facilitate the development of a coherent set of original material for performance or recording, reflective of a profound, analytical understanding of the learner’s own musical context.

Unit Example: Arranging Music (Applications)

The ability to arrange musical structure and content to exacting briefs and requirements in the media industry is a skill that is becoming increasingly sought after. It is commonplace for existing composed music to be reduced to soundbites for the function of radio and TV programming. This unit aims to develop learners’ understanding of the technical and musical skills specific to arranging an existing piece of music to meet defined briefs.

Musical Director - Creative Music Industry Example

Unit Example: Composing Music for Media Destinations

Music has been a necessary part of multimedia for many years, from advert hooks to TV themes, to films, games and ringtones. The skills to compose music for these applications is a key factor in employment, which is growing as adverts become more ubiquitous and the proliferation of new TV and social media channels and programming increases. Learners can assess and develop the skills needed to create music for media while also learning other skills that relate to the use of technology, editing, sound design, arranging and orchestration.

Unit Example: Composing Lyrics

This unit aims to develop learners’ skills in writing effective lyrics for music compositions, developing an understanding of the key concepts of working to a brief. The purpose of this unit is to provide opportunities to explore lyric writing devices, thereby giving learners the capacity to compose lyrics for a range of different briefs. There are many transferable skills that lyric writing can impact upon including enhanced vocabulary, communication skills, ‘emotional intelligence’, social and cultural awareness.

Unit Example: Creating a Sample Library

The creation of samples is a skill that can not only enhance the creation of one’s own music and make it unique to yourself as a producer, but can also become a viable source of income when released as sample packs. As a composer/producer, the ability to plan for and execute the creation of a sample resource is key to developing a wider professional portfolio. Sample libraries can be utilised for commercial purposes or simply as an element of a portfolio of musical works.

What careers can a music composition qualification lead to?

  • Composer
  • Film Composer
  • Arranger
  • Orchestrator
  • Songwriter
  • Media Composer
  • Lyricist
  • Session Musician
  • Producer
  • Production Music Writer
  • Remixer
  • Jingle Writer
  • Musical Director
  • Music Editor
  • Music Teacher
  • Music Historian

Creative Music industry in the Spotlight

SupaJam support disadvantaged and vulnerable young people, many of whom have never achieved a formal qualification. SupaJam currently have a 94% music diploma pass rate, and in 2020, 87% of their learners went on to university which is an amazing achievement considering some of them had fallen out of school at the age of 10.

In this video, we show how RSL's diverse and flexible Vocational Qualifications allow SupaJam to offer creative arts education in a unique, progressive and inclusive learning environment.

Switching to VQ

Moving over to RSL Awards Vocational Qualifications is easy and can be completed in three simple steps...

1. Submit a preliminary application form.
2. Prepare your full centre approval application for submission.
3. Approval complete!

Hit the link below to see the full requirements and to start your centre application today...


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