Archive

TUTORS

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 |

Capturing social, personal and musical outcomes in your pupil report form

10/05/2022 |

[VIDEO] How might instrumental music teachers influence inclusion?

15/03/2022 |

Music nurture groups: ten tip for new leaders

06/10/2021 |

[VIDEO] Working with vulnerable young people through music – nurture groups

24/06/2021 |

Critical reflection diary template – a resource for music service tutors

22/04/2021 |

Creating your music tutor’s log as part of evaluation.

12/03/2021 |

[VIDEO] Reflective practice – powerful, cost-effective, inclusive CPD for music tutors

11/02/2021 |

[VIDEO] Putting diversity and representation at the heart of our music services

08/10/2020 |

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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