This unit will consider ways in which to ensure music education is fully inclusive all for children and young people. Online learning will bring learners up to date with current developments and challenge them to reflect on areas of their work where there is potential for them to discriminate. This unit will also have a faced to face training session.

Guided learning hours: 15
Credits: 3

Table to show the learning outcomes and assessment criteria
Learning outcomes
The learner will…
Assessment criteria
The learner can…
1. Understand what is meant by diversity, equality and inclusion in music education

1.1 Explain what is meant by:

  • diversity
  • equality
  • inclusion
  • discrimination

1.2 Explain how music making can help promote equality, diversity and inclusion

1.3 Explain how current legislation and codes of practice relating to equality, diversity, inclusion and discrimination apply to own role in music education

2. Be able to overcome barriers to musical learning

2.1 Respond to diverse learning needs and aspirations

2.2 Employ different strategies and approaches to address the specific needs of all individuals

2.3 Employ a range of musical genres, traditions and learning strategies to maximise the success of all individuals

2.4 Identify common assumptions about musical learning that unintentionally create barriers for individuals

3. Be able to promote diversity, equality and inclusion in musical learning

3.1 Interact with individuals in ways that respect their beliefs, culture, values and preferences, and specifically in the context of musical learning

3.2 Take actions that model and promote inclusive practice in musical learning

3.3 Describe ways of challenging discrimination to promote inclusive practice in musical learning