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Introducing the Certificate for Music Educators

Helen Sprott London Director, Music, Arts Council England

Richard Crozier Consultant for the development of CME

Arts Council Goal 5 and priorities Every child and young person has the opportunity to experience the richness of the arts, museums and libraries Priorities :

improving the delivery of arts opportunities for children and young people
raising the standard of art being produced for, with and by children and young people (CYP)

Our key activities 2012-15


Every child and young person has the opportunity to experience Every child and young the richness of the arts, museums and libraries
Priority 1: Improving the delivery of arts opportunities for CYP
Priority 2: Raising the standard of art produced for, with and by CYP

Funded Organisations NPOs MPMs Bridges

Music Education Hubs NYMOs In Harmony Youth Music

Cultural Education CEPG Artsmark Arts Award Youth dance company Passport

Quality principles and roadmap Quality framework research Quality events Artsmark development Practitioners Qualification CME Ebacc, KS4 reform

Quality

Quality Roadmap 2011-2015

Facilitating the sector

Researching new qualifications for the arts

Working with DFE

Qualifications for artists

Arts Council has brought together the sector to design two new qualifications Level 3 Certificate for Cultural Practitioners working with CYP Referenced in Henley Reviews of Music Education and Cultural Education Currently working on roll out with a group of cultural organisations Level 4 Certificate for Music Educators (CME) Referenced in Henley Review of Music Education Known as Certificate for Music Educators or CME

Background & Rationale to CME


Aim to create a coherent, joined up and progressive Continuing Professional Development offer for musicians and to raise the quality of experience for CYP wherever they encounter the art form Creative & Cultural Skills commissioned to develop new qualifications for those working in the Arts with CYP to provide: potential for clear progression routes for skills development at levels 2-6 a qualification for skilled practitioners better quality arts and cultural experiences for CYP

First step was the development of Level 3 Certificate for Creative and Cultural Practitioners Working with Children and Young People which is now available

Second, a specific focus on music due to the size of the workforce that engage with CYP

Henley Review (Feb 2011) and National Plan (Nov 2011)


Recommendation 24: A new qualification should be developed for music educators, which would professionalise and acknowledge their role in and out of school. Primarily delivered through in-post training and continuous professional development, musicians who gain this new qualification would be regarded as Qualified Music Educators. It would be as applicable to peripatetic music teachers as it would be to orchestral musicians who carry out Music Education as part of their working lives. that a new qualification be developed for music educators and DCMS and DfE priority to up-skill wider music workforce Paragraph 22 A large proportion of the music education workforce, such as peripatetic music teachers, are based outside school. These professionals need to be recognised for their work and have opportunities to develop their practice. To facilitate this, the Arts Council will support Creative and Cultural Skills to develop a suite of independently assessed and accredited qualifications including a music educator qualification by 2013 to ensure the wider music workforce is properly recognised for their role in and out of school.

Principles of the new Certificate for Music Educators

Support inspiring and motivational learning that can take forward the skills of children and young people; Be relevant to all musicians, regardless of musical genres and sub-genres and stage in career; Be made up of small units that can be delivered in a flexible way;

Incorporate existing units (from other relevant qualifications) wherever possible, in order to facilitate progression.
Designed to comply fully with Ofqual regulatory arrangements and be accredited in the Qualifications and Credit Framework (QCF)

Where are we now?

Spring 2012: research exercise by Creative & Cultural Skills mapping accredited and non-accredited training

Steering group established


Working group established Topics: High level topic areas devised, agreed by steering group Unit development with working group, overseen by steering group with input from Awarding Organisations Consultations exercise: 600+ responses

Qualifications and Credit Framework (QCF)

Qualifications comprise one or more Units of Assessment


Each unit includes:
Learning outcomes what learners will know, understand or be able to do as a result of learning Assessment criteria how learners will demonstrate knowledge, understanding or skills for each learning outcome

Each unit is assigned a level (challenge) and a credit value (size) Units combined through rules of combination (ROC) to form coherent qualifications Qualification size (Award, Certificate, Diploma) and level dependent on total credit value and dominant level of combined units Units can appear in multiple qualifications to provide opportunities for Credit Accumulation and Transfer (CAT)

Certificate for Music Educators


Unit no.
1

Unit title
Understanding children and young peoples musical learning

Level
4

Credit
7

Planning, facilitating and evaluating children and young peoples musical learning

10

Reflective practice and professional development in music education

Promoting children and young peoples positive behaviour

Equality, diversity and inclusion in music education

Safeguarding children and young people in music education

All units are mandatory for achievement of the qualification Total 32 credits

Example of unit content

Unit 2: Planning, facilitating and evaluating children and young peoples musical learning Learning outcomes - the learner will 1) Be able to plan musical learning for children and young people 2) Be able to prepare the environment for musical learning activities with children and young people

3) Be able to lead and facilitate musical learning activities for children and young people
4) Be able to evaluate the effectiveness of musical learning activities 5) Be able to build relationships and collaborate with partners and participants to support musical learning

Assessment Criteria: The learner can:


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 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 1.3 Prepare a range of appropriate repertoire, resources and/or learning materials to support musical learning activities 1.4 Plan how the process, outcomes and impact of musical learning activities will be evaluated against learning objectives

Delivery and assessment Two delivery models have been under discussion:

a) 'Centralised' - an applicant applies to an Awarding Org and registers with them, then goes on to study before submitting the portfolio of evidence to the Awarding Org
b) 'Devolved' - an applicant registers at a local study centre with an approved course provider which oversees their study and progress and final portfolio.

Assessment Principles
Assessment of each unit will be through a portfolio of evidence, including practical demonstration in the real work environment. To avoid learners having to repeat learning or undertake unnecessary courses of study, evidence of prior learning and experience may also be considered as a basis for determining whether a learner can demonstrate that they can meet the assessment requirements for one or more units. Competence based assessment should ideally take the form of direct observation of music educators at work in their usual work environment, which must be recorded clearly and accurately. Knowledge-based evidence may include documents produced as a result of real work activities, assignments or tasks, or questioning (duly recorded) to demonstrate understanding about principles and methods.

Quality Assurance
Awarding organisations are expected to implement an appropriate quality assurance system, which can monitor and maintain standards of assessment. The precise mechanism will be dependent on whether assessment is centralised (i.e. undertaken by the awarding organisation), or devolved to Approved Centres. Awarding Organisations will determine what will qualify those who are undertaking internal and external quality assurance to make decisions about that quality assurance. Ofqual monitors the work of Awarding Organisations in England

Qualifications and levels


Level Examples of QCF qualifications FHEQ level Some current music exams and qualifications New qualifications

- Award, Certificate and Diploma in strategic direction

- doctoral degrees

- BTEC Advanced Professional Diplomas, Certificates and Awards - NVQs at level 5 (in the QCF framework)

- masters degrees - integrated masters degrees - postgraduate certificates - postgraduate diplomas - Professional GraduateCertificate in Education

FRSM; FTCL

- BTEC Advanced Professional Diplomas, Certificates and Awards

- bachelors degrees - bachelors degrees with honours - graduate certificates and diplomas

LRSM; LTCL

- HNDs - BTEC Professional Diplomas, Certificates and Awards

- diplomas of higher education - Foundation Degrees - higher national diplomas

- BTEC Professional Diplomas Certificates and Awards - HNCs - NVQs at level 4

- certificates of higher education - higher national certificates

DipABRSM; ATCL

Certificate for Music Educators


Certificate for Creative Practitioners working with Children and Young People

- BTEC Awards, Certificates, and Diplomas at level 3 - BTEC Nationals - OCR Nationals - NVQs at level 3

RSL level 3 Certificate for Music Educators Grades 6, 7 and 8

Next Steps
Two Awarding organisations are taking the new qualification forward: ABRSM and Trinity The awarding organisations are preparing the qualifications for submission to Ofqual expected by 31 May 2013 The qualification will be accredited and operational by Sept 2013

Discussions have begun with course providers

Relationships between UK credit frameworks and EQF

Units

Each unit assigned a level (challenge) and a credit value (size) Units combined through rules of combination (ROC) to form coherent qualifications

Qualification size (Award, Certificate, Diploma) and level dependent on total credit value and dominant level of combined units Units can appear in multiple qualifications to provide opportunities for Credit Accumulation and Transfer (CAT)