Unit breakdown
The Certificate for Music Educators is broken down into six units of study representing up-to-date best practice in music education
The six units of the CME have a series of learning outcomes and assessment criteria each learner must be able to evidence.
Overview of units
Unit 1: Understanding children and young people's musical learning
1.1 Understand why music is important to children and young people
Assessment criteria
- 1.1.1 Explain why many children and young people value music
- 1.1.2 Explain how music education can help children and young people develop their skills, knowledge and understanding
1.2 Understand how children and young people engage in learning music
Assessment criteria:
- 1.2.1 Explain why music and musical learning is important for children and young people
- 1.2.2 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
1.3 Understand the purposes of children and young people experiencing and learning music
Assessment criteria:
- 1.3.1 Explain how music can benefit the whole child or young person by enhancing their aesthetic, spiritual, social, emotional and intellectual development
- 1.3.2 Explain how participation in music and music-making can:
a. support creativity and creative development for children and young people
b. benefit children and young people in their personal development and other aspects of learning
1.4 Understand different pedagogical approaches and how they are used to meet the needs of children and young people learning music
Assessment criteria:
- 1.4.1 Analyse different pedagogical approaches and their value in musical learning
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1.4.2 Explain how different pedagogical approaches are applied in different settings and learning modes, giving consideration to:
a. formal, non-formal and informal learning
b. current initiatives, policies and their influence
- 1.4.3 Describe the application of a range of teaching strategies and, where relevant, their links to learning styles
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Unit 2: Planning, facilitating and evaluating children and young people's musical learning
2.1 Be able to plan musical learning for children and young people
Assessment criteria:
- 2.1.1 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
- 2.1.2 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
- 2.1.3 Prepare a range of appropriate repertoire, resources and/or learning materials to support musical learning activities
- 2.1.4 Plan how the process, outcomes and impact of musical learning activities will be evaluated against learning objectives
2.2 Be able to prepare the environment for musical learning activities with children and young people
Assessment criteria:
- 2.2.1 Prepare learning environments that:
a. meet the technical and creative requirements of the planned musical learning activities
b. are appropriate for the age range of the children and young people involved
c. meet any particular needs/interests of children and young people
d. minimise barriers to learning
- 2.2.2 Identify potential risks or hazards that could affect the health and safety of children and young people in the learning environment
- 2.2.3 Take actions to minimise risks and remove hazards
2.3 Be able to lead and facilitate musical learning activities for children and young people
Assessment criteria:
- 2.3.1 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 understanding
b. nurture musical potential and promote independent learning and music-making
c. motivate musical creativity and the skills and confidence to communicate musically
d. promote the inclusion of all participants in musical learning activities
e. support children and young people, as appropriate, to set and achieve personal goals and pursue progression pathways
f. promote physical, emotional and intellectual well-being
- 2.3.2 Demonstrate appropriate technical, musical and artistic concepts and skills in a musical way
- 2.3.3 Communicate music by:
a. making music confidently, fluently and expressively
b. showing an understanding of the musical genre
c. modelling a range of potential musical outcomes for children and young people
- 2.3.4 Explore ways to integrate own musical interests and expertise within learning processes
- 2.3.5 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 people
b. Support sustained progression in learning
- 2.3.6 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
- 2.3.7 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
2.4 Be able to evaluate the effectiveness of musical learning activities
Assessment criteria:
- 2.4.1 Gather feedback from children and young people on their learning experience and use this to evaluate own planning and delivery, and participant outcomes
- 2.4.2 Seek and collate feedback from partners and other stakeholders on the process and outcomes of the musical learning activities
- 2.4.3 Evaluate the effectiveness of the musical learning activities against the learning objectives in order to:
a. inform the planning of learning activities in future
b. identify areas for own improvement and possible opportunities for further development in facilitation
c. determine their overall impact on learners and learning
2.5 Be able to build relationships and collaborate with partners and participants to support musical learning
Assessment criteria:
- 2.5.1 Define the characteristics of effective partnerships in planning, delivery and legacy of musical learning activities
- 2.5.2 Explain why developing and managing effective partnerships is important when planning and facilitating musical learning activities with children and young people
- 2.5.3 Build relationships and collaborate with partners and participants, as appropriate. This may include, for example:
a. negotiating and agreeing working arrangements
b. agreeing fees/budget and other resources
c. agreeing roles and responsibilities of self and others
d. agreeing learning objectives and planning musical learning activities
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Unit 3: Reflective practice and professional development in music education
3.1 Be able to improve personal effectiveness through reflective practice
Assessment criteria:
- 3.1.1 Compare models of reflective practice
- 3.1.2 Explain the importance of reflective practice to improve performance
- 3.1.3 Use reflective practice and feedback from others to improve own performance
- 3.1.4 Evaluate how own practice has developed and improved through:
a. reflection on best practice
b. reflection on challenges, failures and mistakes
3.2 Understand how own role fits into the broader music education context
Assessment criteria:
- 3.2.1 Explain how own role fits into the broader music education context
- 3.2.2 Identify opportunities for progression in own role and in wider creative, cultural and education contexts
3.3 Understand the principles of professional development
Assessment criteria:
- 3.3.1 Explain the importance of continually improving own knowledge and practice in music and music education
- 3.3.2 Explain how to overcome potential barriers to professional development, for example cost, time, and access
- 3.3.3 Compare the use of different sources and systems of support for professional development
- 3.3.4 Explain factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date
3.4 Be able to prioritise goals and targets for own professional development
Assessment criteria:
- 3.4.1 Evaluate own knowledge and performance against professional standards and benchmarks
- 3.4.2 Prioritise development goals and targets to meet:
a. expected standards of practice
b. the needs of those who are likely to participate in musical learning
c. current needs in music education provision
3.5 Be able to prepare a personal professional development plan
Assessment criteria:
- 3.5.1 Select learning opportunities to meet development objectives and reflect personal learning style
- 3.5.2 Produce a plan for own professional development, using an appropriate source of support
- 3.5.3 Establish processes to evaluate effectiveness of the plan
3.6 Be able to adapt to changing roles and contexts in music education
Assessment criteria:
- 3.6.1 Use personal development and reflective practice to respond and adapt to:
a. meet the needs of those who participate in musical learning
b. align with changing roles and contexts within music education
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Unit 4: Promoting children and young people's positive behaviour
4.1 Understand policies and procedures for promoting children and young people's positive behaviour
Assessment criteria:
- 4.1.1 Summarise the policies and procedures of a chosen setting relevant to the promotion of children and young people's positive behaviour
- 4.1.2 Explain how the policies and procedures of a chosen setting support children and young people to:
a. feel safe
b. make positive contributions
c. develop social and emotional skills
d. understand expectations and limits
- 4.1.3 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
4.2 Be able to promote children and young people's positive behaviour
Assessment criteria:
- 4.2.1 Explain the benefits of actively promoting positive aspects of behaviour and how this is linked to motivation
- 4.2.2 Establish ground rules with children and young people which underpin appropriate behaviour and respect for others
- 4.2.3 Implement strategies for promoting positive behaviour according to the policies and procedures of the setting
- 4.2.4 Demonstrate realistic, consistent and supportive responses to children and young people's behaviour
- 4.2.5 Provide an effective role model for the standards of behaviour expected within the setting, such as self-discipline and self-control
4.3 Be able to manage inappropriate behaviour in children and young people
Assessment criteria:
- 4.3.1 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
- 4.3.2 Apply and model rules and boundaries consistently and fairly, according to the age, needs and abilities of children and young people
- 4.3.3 Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred
4.4 Be able to respond to challenging behaviour in children and young people
Assessment criteria:
- 4.4.1 Identify patterns and triggers which may lead to inappropriate behavioural responses
- 4.4.2 Take appropriate action to pre-empt, divert or defuse potential flash points
- 4.4.3 Use agreed strategies for dealing with challenging behaviour according to the policies and procedures of the setting
- 4.4.4 Assess and manage risks to own and others' safety when dealing with challenging behaviour
- 4.4.5 Support children and young people to identify the situations and circumstances which trigger inappropriate behavioural responses and ways of preventing these from happening
- 4.4.6 Recognise and take immediate action to deal with any bullying, harassment or oppressive behaviour according to the policies and procedures of the setting
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Unit 5: Equality, diversity and inclusion in music education
5.1 Understand what is meant by diversity, equality and inclusion in music education
Assessment criteria:
- 5.1.1 Explain what is meant by:
a. diversity
b. equality
c. inclusion
d. discrimination
- 5.1.2 Explain how music making can help promote equality, diversity and inclusion
- 5.1.3 Explain how current legislation and codes of practice relating to equality, diversity, inclusion and discrimination apply to own role in music education
5.2 Be able to overcome barriers to musical learning
Assessment criteria:
- 5.2.1 Respond to diverse learning needs and aspirations
- 5.2.2 Employ different strategies and approaches to address the specific needs of all individuals
- 5.2.3 Employ a range of musical genres, traditions and learning strategies to maximise the success of all individuals
- 5.2.4 Identify common assumptions about musical learning that unintentionally create barriers for individuals
5.3 Be able to promote diversity, equality and inclusion in musical learning
Assessment criteria:
- 5.3.1 Interact with individuals in ways that respect their beliefs, culture, values and preferences, and specifically in the context of musical learning
- 5.3.2 Take actions that model and promote inclusive practice in musical learning
- 5.3.3 Describe ways of challenging discrimination to promote inclusive practice in musical learning
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Unit 6: Safeguarding children and young people in music education
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:
a. has been abused, harmed (including self-harm) or bullied
b. would be at risk of harm, abuse or bullying
- 6.3.2 Explain the principles and boundaries of confidentiality and when to share information
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
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