This unit will be mainly online study with application in the learner's workplace. It is crucial that all involved in music education are up to date in their knowledge of safeguarding procedures and can demonstrate how they would apply this knowledge in a real-life situation.

Guided learning hours: 15 | Credits: 3

6.6.1 Understand legislation, guidelines, policies and procedures for safeguarding children and young people in their musical learning

Assessment criteria:

  • 6.1.1 Identify the current legislation, guidelines, policies and procedures for safeguarding children and young people, and their application in the context of music education
  • 6.1.2 Explain the roles of different individuals and agencies involved in safeguarding children and young people in their musical learning

6.2 Know what to do when children or young people are ill or injured

Assessment criteria:

  • 6.2.1 Describe the actions to take when children or young people are ill or injured

6.3 Know how to respond to evidence or concerns that a child or young person has been abused, harmed or bullied

Assessment criteria:

  • 6.3.1 Describe actions to take in response to evidence or concerns that a child or young person:
    6.a. has been abused, harmed (including self-harm) or bullied
  • 6.b. would be at risk of harm, abuse or bullying

6.4 Be able to create a safe and appropriate environment for musical learning

Assessment criteria:

  • 6.4.1 Support learners in developing safe and appropriate musical techniques, including instrumental care and hygiene
  • 6.4.2 Explain the guidelines and boundaries for appropriate and inappropriate touch when supporting learners' music making
  • 6.4.3 Demonstrate strategies to promote and safeguard auditory health
  • 6.4.4 Promote safe practice in the use of ICT, including the internet and online activities, mobile phones, social media, and music technology

6.5 Know how to avoid risks and possible consequences to self when working with children and young people

Assessment criteria:

  • 6.5.1 Explain how music educators can avoid risks and possible consequences to themselves when they work with children and young people