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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)
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
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
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
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)
Spring 2012: research exercise by Creative & Cultural Skills mapping accredited and non-accredited training
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)
Unit title
Understanding children and young peoples musical learning
Level
4
Credit
7
Planning, facilitating and evaluating children and young peoples musical learning
10
All units are mandatory for achievement of the qualification Total 32 credits
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
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
- 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
- bachelors degrees - bachelors degrees with honours - graduate certificates and diplomas
LRSM; LTCL
DipABRSM; ATCL
- BTEC Awards, Certificates, and Diplomas at level 3 - BTEC Nationals - OCR Nationals - NVQs at level 3
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
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)