Programmes of study and the assessment criteria
Learners are guided through the CME in four programmes of study, allowing evidence to be gathered for each of the assessment criteria
The assessment criteria for the Certificate for Music Educators are split into six focussed areas (sometimes refered to as units) representing best contemporary practice in music education:
- 1: Understanding children and young people's musical learning
- 2: Planning, facilitating and evaluating children and young people's musical learning
- 3: Reflective practice and professional development in music education
- 4: Promoting children and young people's positive behaviour
- 5: Equality, diversity and inclusion in music education
- 6: Safeguarding children and young people in music education
How learners study and gather evidence for their portfolio
Learners are guided through the CME in four programmes of study, bringing together related assessment criteria together from all six focus areas (units).
Programme of Study 1: Induction to CME learning
Assessment criteria to collect evidence for:
Understanding children and young people's musical learning
- Explain why many children and young people value music
- Explain how music education can help children and young people develop their skills, knowledge and understanding of music to enhance their existing musical affinities
- Explain why music and musical learning is important for children and young people
- Explain how music can benefit the whole child or young person by enhancing their aesthetic, spiritual, social, emotional and intellectual development
Planning, facilitating and evaluating children and young people's musical learning
- Plan and agree learning objectives that are appropriate to: a. the setting in which musical learning will take place b. the learning mode c. the age, needs, prior experience and expectations of children and young people
Reflective practice and professional development in music education
- Explain the importance of reflective practice to improve performance
- Explain how own role fits into the broader music education context
- Explain the importance of continually improving own knowledge and practice in music and music education
Promoting children and young people's positive behaviour
- Summarise the policies and procedures of a chosen setting relevant to the promotion of children and young people's positive behaviour.
- Explain the benefits of actively promoting positve aspects of behaviour and how this is linked to motivation.
- Establish ground rules with children and young people which underpin appropriate behaviour and respect for others.
- Provide an effective role model for the standards of behaviour expected within the setting, such as self-discipline and self-control.
Equality, diversity and inclusion in music education
- Explain what is meant by: a. diversity b. equality c. inclusion d. discrimination
- Explain how music making can help promote equality, diversity and inclusion
- Explain how current legislation and codes of practice relating to equality, diversity, inclusion and discrimination apply to own role in music education.
Safeguarding children and young people in music education
- Identify the current legislation, guidelines, policies and procedures for safeguarding children and young people, and their application in the context of music education.
- Explain the roles of different individuals and agencies involved in safeguarding children and young people in their musical learning.
- Describe actions to take in response to evidence or concerns that a child or young person:a. has been abused, harmed (including self-harm) or bulliedb. would be at risk of harm, abuse or bullying
- Explain the principles and boundaries of confidentiality and when to share information.
- Explain the guidelines and boundaries for appropriate and inappropriate touch when supporting learners' music making.
- Explain how music educators can avoid risks and possible consequences to themselves when they work with children and young people.
Programme of study 2: Researched and supported learning Part A
Assessment criteria to collect evidence for:
Understanding children and young people's musical learning
- Explain how children and young people can develop and improve as performers, composers and critical listeners through: a. learning music in a way that places music-making and musical communication at the heart of their learning experience b. engaging with music from a range of styles, genres and cultures c. working with and without notation d. improvising e. understanding and using a range of appropriate information & communication technology (ICT) and music technology f. working on their own or in groups, including peer learning g. listening and appraising their own and others' musical performances, technique and compositions
- Explain how music can benefit the whole child or young person by enhancing their aesthetic, spiritual, social, emotional and intellectual development
- Explain how participation in music and music-making can:a. support creativity and creative development for children and young peopleb. benefit children and young people in their personal development and other aspects of learning
- Analyse different pedagogical approaches and their value in musical learning
- Explain how different pedagogical approaches are applied in different settings and learning modes, giving consideration to:a. formal, non-formal and informal learningb. current initiatives, policies and their influence
Reflective practice and professional development in music education
- Compare models of reflective practice
- Use reflective practice and feedback from others to improve own performance
- Explain how to overcome potential barriers to professional development, for example cost, time, and access
- Compare the use of different sources and systems of support for professional development
- Explain factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date
- Evaluate own knowledge and performance against professional standards and benchmarks
- Prioritise development goals and targets to meet:a. expected standards of practiceb. the needs of those who are likely to participate in musical learningc. current needs in music education provision
Promoting children and young people's positive behaviour
- Explain how the policies and procedures of a chosen setting support children and young people to:a. feel safeb. make positive contributionsc. develop social and emotional skillsd. understand expectations and limits
- Explain the benefits of applying boundaries and rules for children and young people's behaviour in accordance with the policies and procedures of a chosen setting
- Implement strategies for promoting positive behaviour according to the policies and procedures of the setting
- Identify patterns and triggers which may lead to inappropriate behavioural responses
Safeguarding children and young people in music education
- Describe the actions to take when children or young people are ill or injured
- Support learners in developing safe and appropriate musical techniques, including instrumental care and hygiene
- Demonstrate strategies to promote and safeguard auditory health
Programme of study 3: Researched and supported learning Part B
Assessment criteria to collect evidence for:
Understanding children and young people's musical learning
- Describe the application of a range of teaching strategies and, where relevant, their links to learning styles.
Planning, facilitating and evaluating children and young people's musical learning
- Design musical learning activities that meet the learning objectives and which:a. promote a sense of ownership, enjoyment and engagement in participants b. are appropriate to the setting, learning mode and age of the participants c. promote the development and/or improvement of the musical skills, knowledge and understanding of participants through appropriately differentiated activities d. promote and support sustained progressive musical learning e. are appropriate to the specific needs of all children and young people f. take account of reflection on previous similar activities
- Prepare a range of appropriate repertoire, resources and/or learning materials to support musical learning activities.
- Plan how the process, outcomes and impact of musical learning activities will be evaluated against learning objectives.
- Prepare learning environments that:a. meet the technical and creative requirements of the planned musical learning activitiesb. are appropriate for the age range of the children and young people involvedc. meet any particular needs/interests of children and young peopled. minimise barriers to learning
- Identify potential risks or hazards that could affect the health and safety of children and young people in the learning environment
- Take actions to minimise risks and remove hazards
- Select and use appropriate strategies, resources and pedagogical approaches that will:a. 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 understandingb. nurture musical potential and promote independent learning and music-makingc. motivate musical creativity and the skills and confidence to communicate musicallyd. promote the inclusion of all participants in musical learning activitiese. support children and young people, as appropriate, to set and achieve personal goals and pursue progression pathwaysf. promote physical, emotional and intellectual well-being
Reflective practice and professional development in music education
- Evaluate how own practice has developed and improved through:a. reflection on best practiceb. reflection on challenges, failures and mistakes
- Identify opportunities for progression in own role and in wider creative, cultural and education contexts
- Select learning opportunities to meet development objectives and reflect personal learning style
- Produce a plan for own professional development, using an appropriate source of support
- Establish processes to evaluate effectiveness of the plan
Promoting children and young people's positive behaviour
- Demonstrate realistic, consistent and supportive responses to children and young people's behaviour
- Implement strategies for managing inappropriate behaviour and/or minimising disruption caused by inappropriate behaviour of children and young people according to the policies and procedures of a chosen setting
- Apply and model rules and boundaries consistently and fairly, according to the age, needs and abilities of children and young people
- Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred
Equality, diversity and inclusion in music education
- Identify common assumptions about musical learning that unintentionally create barriers for individuals.
- Describe ways of challenging discrimination to promote inclusive practice in musical learning
Safeguarding children and young people in music education
- Promote safe practice in the use of ICT, including the internet and online activities, mobile phones, social media, and music technology.
Programme of study 4: Facilitating, Reflection, EDI and Promoting positive behaviour
Assessment criteria to collect evidence for:
Planning, facilitating and evaluating children and young people's musical learning
- Demonstrate appropriate technical, musical and artistic concepts and skills in a musical way.
- Communicate music by:a. making music confidently, fluently and expressivelyb. showing an understanding of the musical genrec. modelling a range of potential musical outcomes for children and young people
- Explore ways to integrate own musical interests and expertise within learning processes
- Analyse learning situations throughout musical learning activities in order to:a. Adapt facilitation strategies, resources/equipment as appropriate, such that they continue to meet the needs of children/young peopleb. Support sustained progression in learning
- 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.
- 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.
- Gather feedback from children and young people on their learning experience and use this to evaluate own planning and delivery, and participant outcomes
- Seek and collate feedback from partners and other stakeholders on the process and outcomes of the musical learning activities
- Evaluate the effectiveness of the musical learning activities against the learning objectives in order to:a. inform the planning of learning activities in futureb. identify areas for own improvement and possible opportunities for further development in facilitationc. determine their overall impact on learners and learning
- Define the characteristics of effective partnerships in planning, delivery and legacy of musical learning activities
- Explain why developing and managing effective partnerships is important when planning and facilitating musical learning activities with children and young people
- Build relationships and collaborate with partners and participants, as appropriate. This may include, for example:a. negotiating and agreeing working arrangementsb. agreeing fees/budget and other resourcesc. agreeing roles and responsibilities of self and othersd. agreeing learning objectives and planning musical learning activities
Reflective practice and professional development in music education
- Use personal development and reflective practice to respond and adapt to:a. meet the needs of those who participate in musical learningb. align with changing roles and contexts within music education
Promoting children and young people's positive behaviour
- Take appropriate action to pre-empt, divert or defuse potential flash points
- Use agreed strategies for dealing with challenging behaviour according to the policies and procedures of the setting
- Assess and manage risks to own and others' safety when dealing with challenging behaviour
- Support children and young people to identify the situations and circumstances which trigger inappropriate behavioural responses and ways of preventing these from happening
- Recognise and take immediate action to deal with any bullying, harassment or oppressive behaviour according to the policies and procedures of the setting
Equality, diversity and inclusion in music education
- Explain how music making can help promote equality, diversity and inclusion
- Employ different strategies and approaches to address the specific needs of all individuals
- Employ a range of musical genres, traditions and learning strategies to maximise the success of all individuals
- Interact with individuals in ways that respect their beliefs, culture, values and preferences, and specifically in the context of musical learning
- Take actions that model and promote inclusive practice in musical learning
- Describe ways of challenging discrimination to promote inclusive practice in musical learning