This unit will be addressed through 3 face to face training sessions as we believe these 3 core topics are the key to successful  teaching and learning in music. The training sessions will cover areas such as planning teaching strategies that are fit for purpose; leading musical learning activities; using a range of appropriate assessment activities and evaluating progression in children and young people's musical understanding. This unit will be assessed mainly through workplace observation.

Guided learning hours: 45
Credits: 10

Table to show the learning outcomes and assessment criteria
Learning outcomes
The learner will…
Assessment criteria
The learner can…
1. Be able to plan musical learning for children and young people

1.1 Plan and agree learning objectives that are appropriate to:

  • the setting in which musical learning will take place
  • the learning mode
  • the age, needs, prior experience and expectations of children and young people

1.2 Design musical learning activities that meet the learning objectives and which:

  • promote a sense of ownership, enjoyment and engagement in participants
  • are appropriate to the setting, learning mode and age of the participants
  • promote the development and/or improvement of the musical skills, knowledge and understanding of participants through appropriately differentiated activities
  • promote and support sustained progressive musical learning
  • are appropriate to the specific needs of all children and young people
  • take account of reflection on previous similar activities

1.3 Prepare a range of appropriate repertoire, resources and/or learning materials to support musical learning activities

1.4 Plan how the process, outcomes and impact of musical learning activities will be evaluated against learning objectives

2. Be able to prepare the environment for musical learning activities with children and young people

2.1 Prepare learning environments that:

  • meet the technical and creative requirements of the planned musical learning activities
  • are appropriate for the age range of the children and young people involved
  • meet any particular needs/interests of children and young people
  • minimise barriers to learning

2.2 Identify potential risks or hazards that could affect the health and safety of children and young people in the learning environment

2.3 Take actions to minimise risks and remove hazards

3. Be able to lead and facilitate musical learning activities for children and young people

3.1 Select and use appropriate strategies, resources and pedagogical approaches that will:

  • support,challenge and inspire children and young people to engage in, play, listen to and perform music in ways that develop their personal and musical competencies and understanding
  • nurture musical potential and promote independent learning and music-making
  • motivate musical creativity and the skills and confidence to communicate musically
  • promote the inclusion of all participants in musical learning activities
  • support children and young people, as appropriate, to set and achieve personal goals and pursue progression pathways
  • promote physical,emotional and intellectual wellbeing

3.2 Demonstrate appropriate technical, musical and artistic concepts and skills in a musical way

3.3 Communicate music by:

  • making music confidently, fluently and expressively
  • showing an understanding of the musical genre
  • modelling a range of potential musical outcomes for children and young people

3.4 Explore ways to integrate own musical interests and expertise within learning processes

3.5 Analyse learning situations throughout musical learning activities in order to:

3.6 Support and encourage children and young people to develop and adopt safe and appropriate techniques in music-making, including as appropriate, the handling of musical instruments and other resources

3.7 Use a range of appropriate musical assessment techniques/methods to support and evidence the evaluation of children and young people's progress and achievements in relation to their personal goals and learning objectives

4. Be able to evaluate the effectiveness of musical learning activities

4.1 Gather feedback from children and young people on their learning experience and use this to evaluate own planning and delivery, and participant outcomes

4.2 Seek and collate feedback from partners and other stakeholders on the process and outcomes of the musical learning activities

4.3 Evaluate the effectiveness of the musical learning activities against the learning objectives in order to:

  • inform the planning of learning activities in future
  • identify areas for own improvement and possible opportunities for further development in facilitation
  • determine their overall impact on learners and learning
5. Be able to build relationships and collaborate with partners and participants to support musical learning

5.1 Define the characteristics of effective partnerships in planning, delivery and legacy of musical learning activities

5.2 Explain why developing and managing effective partnerships is important when planning and facilitating musical learning activities with children and young people

5.3 Build relationships and collaborate with partners and participants, as appropriate. This may include, for example:

  • negotiating and agreeing working arrangements
  • agreeing fees/budget and other resources
  • agreeing roles and responsibilities of self and others
  • agreeing learning objectives and planning musical learning activities