This study addresses the baseline assessment of pupil composing competencies at age 11+. It asks whether it might be possible for these to be evaluated by the use of a whole-class listening task. A rationale for this proposal is discussed. Results from a pilot study which administered an original audiated puzzle-task to a cohort of pupils, followed by a related composing assignment, are presented, analysed and discussed. This methodology is shown to reveal information about pupil composing competencies.