Archive

RESOURCE

Youth voice recent useful resources

24/06/2022 |

[RESOURCE] Lewisham Music tutor job description

06/07/2021 |

Critical reflection diary template – a resource for music service tutors

22/04/2021 |

[RESOURCE UPDATE] The stages and indicators of inclusion in music services and hubs

27/01/2021 |

[REPORT] Embedding inclusion in the strategy and delivery of music services – annual review and learning

25/11/2020 |

[RESOURCE] The stages and indicators of inclusion in music services and hubs

21/10/2020 |

How we used Equality, Diversity and Inclusion planning to create our 10-year vision

01/06/2020 |

[RESOURCE] How to use Youth Music’s Equality, Diversity and Inclusion tool for action planning – a view from Hertfordshire Music Service

01/06/2020 |

Hertfordshire Music Service Tuition Report Form & Guidance

01/06/2020 |

How to set up an in-school Music Nurture Group

19/05/2020 |

Recent Posts

PROGRESSION – a response from Changing Tracks to NPME2 

20/07/2022 |

SCHOOLS – a response from Changing Tracks to NPME2

14/07/2022 |

PARTNERSHIPS & SUSTAINABILITY – a response from Changing Tracks to the refreshed National Plan for Music Education in England (NPME2)

05/07/2022 |

[NEWS] Announcing 15 music services and schools piloting trauma-informed music nurture groups this Autumn 

01/07/2022 |

ED&I Bootcamps – what happened next? Southwark Music

24/06/2022 |

Youth voice recent useful resources

24/06/2022 |

National Plan for Music Education: recommendations from Changing Tracks’ learning, Jan 2022

07/06/2022 |

How can we make Whole Class Ensemble Teaching more inclusive? Part 1: questions

07/06/2022 |

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