The Trinity Certificate for Music Educators (CME) is a nationally recognised, part-time qualification for anyone delivering music education in any setting. It is designed for:

Instrumental and vocal teachers working one-to-one or with groups
Early years and primary teachers who bring music into the classroom
Community musicians leading workshops and projects in local settings
Professional musicians who take part in outreach, education, or participatory work alongside performing

Whether you’re helping young children discover their first rhythms, guiding school ensembles, leading choirs, or delivering community music programmes, the CME gives you the tools, recognition, and confidence to take your teaching to the next level.

The two-year, part-time structure is built to fit around your professional commitments, combining practical training, reflective learning, and personalised support. It allows you to strengthen your practice, explore new approaches, and gain a respected qualification without stepping away from your work.

Learning and assessment

Programmes of study

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Certificate for Music Educators

For instrumental and vocal teachers, early years primary teachers, community musicians professional musicians undertaking educational work – Accredited by Trinity College London

Learning and assessment

The CME assesses your skills and knowledge across six core areas of best practice in music education:

Understanding children and young people’s musical learning
Planning, facilitating, and evaluating learning
Reflective practice and professional development
Promoting positive behaviour
Equality, diversity, and inclusion
Safeguarding in music education

You’ll begin with an initial self-assessment to map your existing skills and experience against the course criteria. With the guidance of a dedicated mentor, you’ll then create a personal action plan outlining the training, support, and professional experiences you’ll need to succeed.

Evidence and the assessment criteria

You’ll provide real-world examples from your own work to meet the assessment criteria in each of the six areas. This is achieved through four programmes of study delivered over the duration of the course, ensuring the qualification reflects the genuine impact you make in your day-to-day teaching.

Assessment is based on a portfolio of evidence and will include things like lesson plans, written reflections, practical demonstrations and observations, and other items from your real working environment.

The course is assessed on a pass/fail basis, keeping the focus on your professional growth rather than grades.

The four programmes of study

The six core areas are woven together into four themed programmes of study, designed to connect related skills and knowledge. The assessment criteria from the six core areas are spread across the programmes as follows:

1: Induction to CME learning

Understanding children and young people's musical learning

Explain why many children and young people value music Explain how music education can help children and young people develop their skills, knowledge and understanding of music to enhance their existing musical affinities Explain why music and musical learning is important for children and young people Explain how music can benefit the whole child or young person by enhancing their aesthetic, spiritual, social, emotional and intellectual development

Planning, facilitating and evaluating children and young people's musical learning

Plan and agree learning objectives that are appropriate to: a. the setting in which musical learning will take place b. the learning mode c. the age, needs, prior experience and expectations of children and young people

Reflective practice and professional development in music education

Explain the importance of reflective practice to improve performance Explain how own role fits into the broader music education context Explain the importance of continually improving own knowledge and practice in music and music education

Promoting children and young people's positive behaviour

Summarise the policies and procedures of a chosen setting relevant to the promotion of children and young people's positive behaviour. Explain the benefits of actively promoting positve aspects of behaviour and how this is linked to motivation. Establish ground rules with children and young people which underpin appropriate behaviour and respect for others. Provide an effective role model for the standards of behaviour expected within the setting, such as self-discipline and self-control.

Equality, diversity and inclusion in music education

Explain what is meant by: a. diversity b. equality c. inclusion d. discrimination Explain how music making can help promote equality, diversity and inclusion Explain how current legislation and codes of practice relating to equality, diversity, inclusion and discrimination apply to own role in music education.

Safeguarding children and young people in music education

Identify the current legislation, guidelines, policies and procedures for safeguarding children and young people, and their application in the context of music education. Explain the roles of different individuals and agencies involved in safeguarding children and young people in their musical learning. Describe actions to take in response to evidence or concerns that a child or young person:a. has been abused, harmed (including self-harm) or bulliedb. would be at risk of harm, abuse or bullying Explain the principles and boundaries of confidentiality and when to share information. Explain the guidelines and boundaries for appropriate and inappropriate touch when supporting learners' music making. Explain how music educators can avoid risks and possible consequences to themselves when they work with children and young people.

2: Researched and supported learning (A)

Understanding children and young people's musical learning

Explain how children and young people can develop and improve as performers, composers and critical listeners through: a. learning music in a way that places music-making and musical communication at the heart of their learning experience b. engaging with music from a range of styles, genres and cultures c. working with and without notation d. improvising e. understanding and using a range of appropriate information & communication technology (ICT) and music technology f. working on their own or in groups, including peer learning g. listening and appraising their own and others' musical performances, technique and compositions Explain how music can benefit the whole child or young person by enhancing their aesthetic, spiritual, social, emotional and intellectual development Explain how participation in music and music-making can: a. support creativity and creative development for children and young people b. benefit children and young people in their personal development and other aspects of learning Analyse different pedagogical approaches and their value in musical learning Explain how different pedagogical approaches are applied in different settings and learning modes, giving consideration to: a. formal, non-formal and informal learning b. current initiatives, policies and their influence

Planning, facilitating and evaluating children and young people's musical learning

There are no assessment criteria for this core area in this programme of study

Reflective practice and professional development in music education

Promoting children and young people's positive behaviour

Explain how the policies and procedures of a chosen setting support children and young people to: a. feel safe b. make positive contributions c. develop social and emotional skills. d. understand expectations and limits Explain the benefits of applying boundaries and rules for children and young people's behaviour in accordance with the policies and procedures of a chosen setting Implement strategies for promoting positive behaviour according to the policies and procedures of the setting Identify patterns and triggers which may lead to inappropriate behavioural responses

Equality, diversity and inclusion in music education

There are no assessment criteria for this core area in this programme of study

Safeguarding children and young people in music education

Describe the actions to take when children or young people are ill or injured Support learners in developing safe and appropriate musical techniques, including instrumental care and hygiene Demonstrate strategies to promote and safeguard auditory health

3: Researched and supported learning (B)

Understanding children and young people's musical learning

Describe the application of a range of teaching strategies and, where relevant, their links to learning styles.

Planning, facilitating and evaluating children and young people's musical learning

Design musical learning activities that meet the learning objectives and which: a. promote a sense of ownership, enjoyment and engagement in participants b. are appropriate to the setting, learning mode and age of the participants c. promote the development and/or improvement of the musical skills, knowledge and understanding of participants through appropriately differentiated activities d. promote and support sustained progressive musical learning e. are appropriate to the specific needs of all children and young people f. take account of reflection on previous similar activities Prepare a range of appropriate repertoire, resources and/or learning materials to support musical learning activities. Plan how the process, outcomes and impact of musical learning activities will be evaluated against learning objectives. Prepare learning environments that: a. meet the technical and creative requirements of the planned musical learning activities b. are appropriate for the age range of the children and young people involved c. meet any particular needs/interests of children and young peopled. minimise barriers to learning Identify potential risks or hazards that could affect the health and safety of children and young people in the learning environment Take actions to minimise risks and remove hazards Select and use appropriate strategies, resources and pedagogical approaches that will: a. support, challenge and inspire children and young people to engage in, play, listen to and perform music in ways that develop their personal and musical competencies and understanding b. nurture musical potential and promote independent learning and music-making c. motivate musical creativity and the skills and confidence to communicate musically d. promote the inclusion of all participants in musical learning activities e. support children and young people, as appropriate, to set and achieve personal goals and pursue progression pathways f. promote physical, emotional and intellectual well-being Explain how own role fits into the broader music education context Explain the importance of continually improving own knowledge and practice in music and music education

Reflective practice and professional development in music education

Promoting children and young people's positive behaviour

Demonstrate realistic, consistent and supportive responses to children and young people's behaviour Implement strategies for managing inappropriate behaviour and/or minimising disruption caused by inappropriate behaviour of children and young people according to the policies and procedures of a chosen setting Apply and model rules and boundaries consistently and fairly, according to the age, needs and abilities of children and young people Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred

Equality, diversity and inclusion in music education

Identify common assumptions about musical learning that unintentionally create barriers for individuals. Describe ways of challenging discrimination to promote inclusive practice in musical learning

Safeguarding children and young people in music education

Promote safe practice in the use of ICT, including the internet and online activities, mobile phones, social media, and music technology.

4: Facilitating, Reflection, EDI and promoting positive behaviour

Understanding children and young people's musical learning

There are no assessment criteria for this core area in this programme of study

Planning, facilitating and evaluating children and young people's musical learning

Demonstrate appropriate technical, musical and artistic concepts and skills in a musical way. Communicate music by: a. making music confidently, fluently and expressively b. showing an understanding of the musical genre c. modelling a range of potential musical outcomes for children and young people Explore ways to integrate own musical interests and expertise within learning processes Analyse learning situations throughout musical learning activities in order to: a. Adapt facilitation strategies, resources/equipment as appropriate, such that they continue to meet the needs of children/young people b. Support sustained progression in learning Support and encourage children and young people to develop and adopt safe and appropriate techniques in music-making, including as appropriate, the handling of musical instruments and other resources. Use a range of appropriate musical assessment techniques/methods to support and evidence the evaluation of children and young people's progress and achievements in relation to their personal goals and learning objectives. Gather feedback from children and young people on their learning experience and use this to evaluate own planning and delivery, and participant outcomes Seek and collate feedback from partners and other stakeholders on the process and outcomes of the musical learning activities Evaluate the effectiveness of the musical learning activities against the learning objectives in order to: a. inform the planning of learning activities in future b. identify areas for own improvement and possible opportunities for further development in facilitation c. determine their overall impact on learners and learning Define the characteristics of effective partnerships in planning, delivery and legacy of musical learning activities Explain why developing and managing effective partnerships is important when planning and facilitating musical learning activities with children and young people Build relationships and collaborate with partners and participants, as appropriate. This may include, for example: a. negotiating and agreeing working arrangements b. agreeing fees/budget and other resources c. agreeing roles and responsibilities of self and others d. agreeing learning objectives and planning musical learning activities

Reflective practice and professional development in music education

Promoting children and young people's positive behaviour

Take appropriate action to pre-empt, divert or defuse potential flash points Use agreed strategies for dealing with challenging behaviour according to the policies and procedures of the setting Assess and manage risks to own and others' safety when dealing with challenging behaviour Support children and young people to identify the situations and circumstances which trigger inappropriate behavioural responses and ways of preventing these from happening Recognise and take immediate action to deal with any bullying, harassment or oppressive behaviour according to the policies and procedures of the setting

Equality, diversity and inclusion in music education

Explain how music making can help promote equality, diversity and inclusion Employ different strategies and approaches to address the specific needs of all individuals Employ a range of musical genres, traditions and learning strategies to maximise the success of all individuals Interact with individuals in ways that respect their beliefs, culture, values and preferences, and specifically in the context of musical learning Take actions that model and promote inclusive practice in musical learning Describe ways of challenging discrimination to promote inclusive practice in musical learning

Safeguarding children and young people in music education

There are no assessment criteria for this core area in this programme of study

Testimonials

Hear directly from those who’ve completed the qualification. Their experiences highlight how the course has supported their professional growth, built confidence, and opened new opportunities.

Boosted my career progression

Before starting the qualification, I felt stuck in my role and unsure how to move forward. The course gave me both the knowledge and the confidence to take the next step. The tutors really understood the challenges we face in the workplace and gave practical advice that I could put into practice straight away. Within six months of finishing, I secured a promotion into a role I’d been aiming for for years. I honestly don’t think I’d have had the courage or the credibility to go for it without this course.

Relevant learning with real-world impact

I’ve done other training programmes before, but this one stood out because it never felt like box-ticking. The content was engaging, and everything we covered was linked to real scenarios I actually deal with in my job. The best part was being able to apply what I learned immediately. I noticed improvements in my own work, and my manager recognised it too—it genuinely made a difference to my team’s performance.

Flexible study that fit my lifestyle

As someone juggling full-time work and family commitments, I wasn’t sure how I’d manage further study. The flexible format made it possible, and I never felt like I was on my own—the support from tutors and peers was excellent. Completing the qualification felt like such an achievement, and I gained so much more confidence in myself. It proved that I can balance learning with everything else in life, and it’s inspired me to keep developing my skills

How to apply

Applying for the CME is simple. Complete the form on this page to express your interest. You’ll be asked for some basic information about yourself and your music education setting. This allows us to make an initial check on your eligibility before inviting you to complete a full application and interview.

Fees

Course fees are £990 for private music educators not affiliated with a MEHEM consortium delivery partner, or £750 for those working for, or affiliated with, a delivery partner (verification required). Funding may be available through your local Music Education Hub.

Apply now!

Applications are open now. Check the entry requirements and submit your form online to start your CME journey today!