Archive

TOPIC – INCLUSION STRATEGY & PLANNING

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 |

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

07/06/2022 |

ED&I Bootcamps – what happened next? Merton Music Foundation

13/05/2022 |

Embedding inclusion into the music services quality assurance cycle – what might help? National Music Services Working Group on Inclusion, Feb ‘22

09/02/2022 |

Embedding Inclusion with Music Service Quality Assurance Cycles

03/02/2022 |

How to set up an Equality Diversity and Inclusion (EDI) working group in your music service

12/01/2022 |

[VIDEO] Tools for change – how to embed ED&I in music services using the Youth Music toolkit

14/12/2021 |

[REPORT #2] Embedding inclusion in the strategy and delivery of music services – annual review and learning 2020-21

30/11/2021 |

How do we measure becoming more inclusive? National Music Services Working Group on Inclusion, Sept ’21

29/09/2021 |

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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