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 2018-19 face to face training day for unit 5 will be on:

  • Tuesday 12 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
    Explain what is meant by:
    a. Diversity | b. Equality | c. Inclusion | d. Discrimination

    How will this be used during the session?
    The course will start with questioning and explanation of these four aspects. These explanations can be submitted as evidence for assessment.

    This will generate evidence for…
    5.1.1 (full)


  • Task
    Complete the EDI audit (see attached table) as fully as possible.

    How will this be used during the session?
    Statistics will be compiled by course leader and presented as an overall average. This will be used to gather ideas about how to move forward.

    This will generate evidence for…
    5.1.2 (partial)

What tasks must learners do after attending the course?


  • Task
    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.)

    This will generate evidence for…
    5.1.2, 5.3.2, 5.3.3

    How will this build on the learning from the Face to Face session?
    Builds on the EDI collation, and the case study of how to improve inclusivity in music learning.

    How will it be assessed?
    Submit a written report or blog.


  • Task
    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.

    This will generate evidence for…
    5.2.2/3, 5.3.1/2

    How will this build on the learning from the Face to Face session?
    Asks participants to use approaches modelled in the workshop.

    How will it be assessed?
    Written teaching plan/observation of the lesson.


  • Task
    Find the EDI policy from your school or workshop setting, and cross-reference this with the statutory legislation on EDI (pages 3-9).

    This will generate evidence for…
    5.1.3 (full)

    How will this build on the learning from the Face to Face session?
    Use for discussion purposes.

    How will it be assessed?
    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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