The Inclusive Practitioner Certificate for Music Educators

What is the Inclusive Practitioner CME?

The Inclusive Practitioner CME is a comprehensive training programme leading to a professional, level 4 qualification in music education and is accredited by Trinity College, London. It offers musicians the opportunity to develop and validate their skills in working with young people who experience barriers when accessing music education in formal and non-formal settings.

The course is led by experts in the field of musically inclusive practice and is built around an ethos of reflective practice and person-centered learning.

The CME programme consists of a year of face-to-face and online training, and delivery support sessions. Coursework is submitted to an agreed deadline/format and 1-2-1 assessment feedback is provided by a team of experienced assessors.

What you will gain

Accredited qualification – Gain a recognised Foundation Degree level qualification, accredited by Trinity College London.

Unique learning – Inclusive Practitioner is the only CME course of its kind available in the UK.

Flexible assessment – 1-1 support from a learning assessor, helping you engage with the modules and coursework submissions in a format that suits your needs.

Learn from experts – Learn from experienced and highly trained facilitators, who are experts their field as well as gaining valuable insight from fellow participants from across the sector.

Share knowledge – Upskill yourself and your team – get the tools and confidence to make change in your organisation or share knowledge with your organisation.

Join a community – Become part of a committed international alumni community of individuals and organisations working to improve quality of inclusive music making.

Make an impact – receive support to enhance your skills allowing you to facilitate inclusive, life-changing music making experiences in your community and positively impact young lives.

Who is the programme for?

The CME is for musicians and music educators who have been working with young people in music for at least one year and who are committed to developing their inclusive practice.

It is undisputed that the music education sector does not fully reflect the diversity of British society. The more diverse the workforce is, the better we can engage with and support children and young people of all backgrounds to fulfil their potential. For this reason, we want to actively encourage and support people with protected characteristics to access the course. There are many pathways into being an inclusive practitioner.

Learners might include:

• Musicians and youth workers who support young people’s music making
• Early years and primary teachers
• Community musicians and workshop leaders
• Instrumental and vocal teachers working with music services, hubs, schools or privately