CME Unit 4
CME Learning Outcomes (LO)
There are four Learning Outcomes for Unit 4.
- LO 1: Understand policies and procedures for promoting children and young people’s positive behaviour
- LO 2: Be able to promote children and young people’s positive behaviour
- LO 3: Be able to manage inappropriate behaviour in children and young people
- LO 4: Be able to respond to challenging behaviour in children and young people
Each of these Learning Outcomes is addressed in the four sections (A, B, C, D) that follow the Introduction as well as through the five learning activities.
As a music educator, you may work with large groups of children and young people, small groups or individuals. You may work as a visiting music educator, or at home.
- Promoting positive behaviour is important in whichever context you work. If you work in a school or other educational establishment, there should be policies and procedures in place to promote children and young people’s positive behaviour and sanctions which you may be able to apply if necessary.
- While you may not encounter challenging behaviour in your current working environment, it is important that you demonstrate an understanding of how to deal with it and how to promote positive behaviour.
As a music educator, you should be aware of the document titled, The importance of music: a national plan for music education (NPME).
- In 2011, the then Secretary of State for Education, Michael Gove, and Ed Vaizey, the then Minister for Culture, Communications and Creative Industries published the first National Plan for Music Education (NPME) which was developed on the basis of the recommendations put forward in the Henley Review of Music Education. This was undertaken by the then CEO of Classic FM, Darren Henley, at the request of the government.
- Music Education Hubs were created in response to NPME requirements and the CME was developed by Arts Council England as stated in NPME.
WORKING WITH LARGE GROUPS
- Children and young people enter the learning space with varying degrees of readiness to learn. You should enter it with a range of strategies to enable you to meet challenging behaviour, exercise an appropriate level of control and, through promoting positive behaviour, enable and facilitate musical learning.
- You will need as much prior knowledge of individual children and young people as is necessary to inform how you manage the activity session or lesson. For example, where possible, make sure you know who will be in the session before you begin and any additional needs the learners may have.
WORKING WITH SMALL GROUPS OR INDIVIDUAL LEARNERS
- It may seem that issues of challenging behaviour are unlikely to occur when you are working with a small group, or an individual, but while the behaviour displayed may be different it can be equally inappropriate and challenging.
Now, work through the four sections that follow and the five learning activities.