Dec
Music
Developing Subject-Specific CPD Strategies in Music
Deputy Head of Music Service at Services For Education, Adam Hickman, discusses practical strategies to strengthen music-specific CPD for teachers and subject leaders…
Music subject leaders play a vital role in shaping not just curriculum delivery, but the culture of musical learning in a school. Yet, for many, subject leadership can happen in isolation.
In secondary schools, there may be only one music specialist; in primary settings, a single teacher often carries full responsibility.
Subject-specific CPD, especially through conversations with colleagues in local schools and similar contexts, provides essential challenge, inspiration and perspective.
For music subject leaders, talking to another practitioner can be one of the most powerful forms of professional development. It strengthens decision-making, refreshes classroom practice and reinforces the sense that you’re part of a wider, professional community.
Below are practical strategies to strengthen music-specific CPD for teachers and subject leaders.
1. Join Your Subject Association
Subject associations play a vital role in supporting professional learning. They provide access to current research, peer networks, and opportunities to deepen subject knowledge.
For music educators:
Other associations are listed in the Council for Subject Associations (CFSA) Directory.
Engaging through their events, newsletters and online forums can connect you with like-minded professionals and current thinking in the field.
2. Engage With Your Local and National Music CPD Networks
Every Music Hub in England provides a professional community with regular CPD opportunities.
In Birmingham, Services For Education coordinates half-termly CPD events – both virtual and in-person – for music leads to share ideas, explore action research, and develop curriculum approaches.
Partnerships with conservatoires, universities and Initial Teacher Training providers also encourage new music teachers to join these networks early in their careers.
If your school is part of a Multi-Academy Trust (MAT), explore whether there are shared Music CPD opportunities within your trust network.
For national updates, refer to:
These documents shape expectations for curriculum design, leadership, and CPD priorities in music education.
3. Expand Professional Learning Through Digital and Hybrid Models
Since 2020, CPD delivery has evolved. Teachers can now engage flexibly with online courses, podcasts, and virtual conferences, making professional learning more accessible than ever.
Self-directed professional growth could involve:
- Reading recent subject-specific research
- Watching conference sessions on demand
- Listening to educational podcasts focused on music pedagogy
- Using digital resources that prompt professional reflection
4. Attend the Birmingham Music Education Conference 2026
To deepen subject knowledge and strengthen leadership in music, consider attending our annual Birmingham Music Education Conference held at Midlands Arts Centre on Tuesday 3rd March 2026.
This year’s theme, Creative Pathways: Partnerships for Musical Progression, focuses on curriculum design and the evaluation of current provision, as well as providing valuable subject-specific CPD for Birmingham schools to support the delivery of the music curriculum, and more.
The event includes:
- Workshops led by practising music educators
- Opportunities to network with music leads across primary, secondary and special schools
- CPD sessions aligned with national policy and current guidance
Summary
Investing time in subject-specific CPD is one of the most powerful ways to strengthen both teacher expertise and music provision.
Building or joining a professional community offers space to share ideas, refine curriculum design, and reflect on teaching approaches.
With the expansion of virtual and hybrid learning, connecting with others in music education has never been easier.
Music matters for its own sake – and ongoing professional learning ensures it continues to thrive in every classroom.
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About the Author
Adam Hickman - Deputy Head of Music Service, Services For Education
Adam graduated from Royal Birmingham Conservatoire (formerly Birmingham Conservatoire) in 2008 with a BMus (Hons) degree, where he studied classical guitar with Mark Ashford and Mark Eden. Upon graduation, Adam completed a PGCE in Primary Education at Birmingham City University and has since worked as a peripatetic music teacher. He is currently Deputy Head of Music Service at Services For Education.
In the past, Adam has worked as an External Examiner at Royal Birmingham Conservatoire and coordinated and lectured on music education modules at both Birmingham City University and The University of Birmingham.
In June 2019, Adam was awarded Honorary Membership of Royal Birmingham Conservatoire in recognition for his work in music education. Adam is also active as a conductor and ensemble director through his work with the Birmingham Schools’ Training Guitar Ensemble and the National Youth Guitar Ensemble.
