Computers are playing an increasing role in music, especially in secondary schools. Now software can enable students to compose and arrange music and develop their musical creativity, even when they can't play an instrument. But provision is patchy and can depend upon the enthusiasm of your child's music teacher.

The National Curriculum says that students should use Information and Communication Technology (ICT) to 'create, manipulate and refine sounds' at ages 11-14, and at GCSE and Standard in Scotland. Rob Jones, Music Teacher at St Mary's College, Hull, says: "Where it is being used, it is usually among the best examples of integrating information and communication technology into a curricular subject." Good practice schools will offer pupils keyboards and digital record and playback devices called sequencers. Common software programmes to help with composition include: RM Music Explorer, Compose World 2 , Sibelius, Capella and Cubase.

Cubase uses a musical keyboard attached to a computer. A melody is played on the keyboard and recorded. More melodies can be recorded to create the impression of a collection of instruments playing simultaneously. Pupils can select from a range of synthesised instrument sounds such as violin, piano or flute.

Adrian Pitts, Director of Music at Tonbridge Grammar School for Girls in Kent says: "In the hands of a skilful teacher, it can help enable all students to access music right from the word go. Using simple features they can create sophisticated musical products. Cubase enables students who are not able to play an instrument to create music of their own, in layers, with control over dynamics, tempo, texture, timbre and structure - all the right buttons for the National Curriculum."

Rachel Sturrock used Cubase to compose a strings piece for her Music GCSE. She says: "It is really easy to use. To make something really good you have to be musical, but it is easy to understand because you can do it one track at a time." Pupils at her school were given the option to record their composition direct from the computer so it could be sent off to be examined. But Rachel preferred to play her composition on a traditional cello. Compared to the real thing she feels the synthesised instruments, "don't sound very nice".

Some schools also use packages like Music Ace 2 to help with theory. And the internet has a wealth of useful materials.

Adrian Pitts, made a study of eighteen different secondary schools in England. He found that:

• There were clear benefits for student motivation and attainment
  
• When used appropriately ICT can deepen pupils' understanding of music without being reliant on the pupil's physical ability to perform the music written
  
• Students made the best use of ICT when they had been taught the building blocks needed to compose. Musical software alone was not enough to ensure success