Face to face training day breakdown for this element of Unit 5: Equality, diversity and inclusion in music education.

CME learners should read this page and ensure the preparation tasks are complete before attending the face to face training days.

The 2017-18 face to face training day for unit 5 will be on:

  • Friday 5 March 2019, 1.30 - 7.00pm
    Nottingham Music Service, College Street, Nottingham, NG1 5AQ.

What tasks must learners do prior to attending the course?

Task
(including what the learner will need to bring to the training day)
Which CME assessment criteria will the task generate evidence for?How will the task be used during the training day?
1. Explain what is meant by:
a. Diversity
b. Equality
c. Inclusion
d. Discrimination
5.1.1 (full)Course will start with questioning and explanation of these four aspects.

Explanation can be submitted as evidence for assessment.
2. Complete the EDI audit (see attached table) as fully as possible.5.1.2 (partial)Statistics will be compelled by course leader and presented as overall average. This will be used to gather ideas about how to move forward.

What tasks must learners do after attending the course?

Task
(including what the learner will need to bring to the training day)
Which CME assessment criteria will the task generate evidence for?How does the task build on learning from the training day?How will it be assessed?
1. Following your own EDI audit, write a report or blog evaluating what you can do to address inclusion in music-making in your own setting. (If your own data was unavailable, use the collated data from the workshop day or the Case Study data.)5.1.2
5.3.2
5.3.3
Builds on the EDI collation, and the case study of how to improve inclusivity in music learning.Submit written report or blog.
2. Reflect on the variety of teaching approaches you experienced during the workshop. Submit a lesson plan and video evidence that show some of the more inclusive approached to teaching and learning.5.2.2-3
5.3.1-2
Asks participants to use approaches modelled in the workshop.Written teaching plan / observation of the lesson.
3. Find the EDI policy from your school or workshop setting, and cross reference this with the statutory legislation on EDI (pages 3-9).5.1.3 (full)Use for discussion purposes.Written answers submitted.

Useful resources

  • Wright, R: 'Addressing individual needs and equality of opportunity in the music curriculum' in Philpott, C and Spruce G: Learning to Teach Music in the Secondary School (2007).
  • Grant E: 'Beyond access - towards equality of outcome: the challenge for instrumental music educators' in Harrison, C and Mullen P: Reaching Out: music education with hard to reach children and young people (2013).
  • Cooke, C: 'Promoting an inclusive music classroom' in Beach, N, Evans, J and Spruce G: Making Music in the Primary School (2011).
  • Zimmerman, S: 'Including those with special educational needs: ''whole' class instrumental and vocal teaching' in Beach, N, Evans, J and Spruce, G: Making Music in the Primary School (2011).
  • Spruce, G: 'Culture, society and musical learning' in Philpott, C and Spruce G: Learning to Teach Music in the Secondary School (2007).
  • "Equality Act 2010: advice for schools' (2013). See online.

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