Art (Secondary PGCE - Graduates only)
University of Wales Trinity Saint David
UCAS Code: 2X5R | Postgraduate Certificate in Education - PGCE
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About this course
The PGCE Secondary Art & Design pathway is exciting, innovative and challenging. It will prepare you thoroughly for the teaching profession.
Our key aim is to equip you to become a confident, high quality teacher of Art and Design with a secure knowledge of curriculum development in Wales. Emphasis is placed on working in partnership with schools, enhancing your skills through practical workshops, as well as providing you with experience of collaborative work and research with galleries and museums.
Excellent subject knowledge, creativity, imagination, motivation and the enthusiasm to make learning in Art & Design an enjoyable and purposeful experience for pupils are essential requirements of the course.
We place a particular focus on the use of contemporary Art, including Welsh examples and we work closely with outside agencies such as the Glynn Vivian Gallery, the National Museum Wales, Artes Mundi, the Saatchi Gallery and Tate Modern.
You will also have the opportunity to work as an Artist-In-Residence or gain teaching experience in a museum or gallery for a short placement to increase your employability.
In addition, you will prepare to teach the new curriculum for the Area of Learning and Experience: Expressive Arts, and the exam groups for GCSE, and A level Art and Design courses. This will involve delivering a full and exciting spectrum of creative experiences.
This pathway is designed to develop your specialist knowledge, experience and skills to enable you to use your expertise and enthusiasm to inspire your pupils across the secondary age range.
Modules
The programme is full-time over 36 weeks.
Broadly, the programme comprises 12-weeks of university-based provision and 24 weeks based in school.
Level 6 Modules
Cycle 3 Core Studies: The Learner: who am I teaching? (30 credits; compulsory)
This module places the child/pupil at the centre of the programme. Understanding how a pupil learns, based on theories of learning, practice-related evidence and the place of health and wellbeing, is fundamental to effective teaching and learning. This module challenges assumptions and beliefs related to cultural diversity and the expectations of a normative model of child development.
This module also positions the teacher as a professional by considering safeguarding, child protection, contractual, pastoral and legal responsibilities.
The assessment component for this module is a written assignment (100%; equivalent to 5000 words).
Cycle 3 Professional and Pedagogic Studies: Leading the Learning: what, how and why am I teaching? (30 credits; compulsory)
Housed in this module is the explicit development of phase appropriate subject-knowledge and pedagogic content knowledge needed to effectively teach the curricular content of each area of learning and experience.
The module also explores the complex nature of the learning environment and the skills needed to manage learners, resources and other adults. The principles of planning, teaching and assessment for learning will be secured, and practical application evaluated. It is in this module that the two aspects of intellectual and experiential learning come together in the classroom and students are supported in their professional teaching experience by practicing teachers, peers and university-based tutors.
The assessment component for this module is a portfolio (100%; equivalent to 5000 words).
Level 7 Modules
Core Studies: Learners, Schools and Communities: where am I teaching? (30 credits; compulsory)
In this module, graduates study the importance of place and context; local and national. The transformative teacher looks beyond the classroom to the community where learners lead their lives and seeks to influence development in both. This means understanding the diverse nature of a community; the effect of poverty and social deprivation and how to use data to understand these issues further.
The assessment components for this module are an individual video (50%; 10 minutes) and a written report (50%; 2,500 words).
Professional and Pedagogic Studies: Researching the Learning: what, how and why am I teaching? (30 credits; compulsory)
In this module, the four dispositions of the research-ready teacher are explicitly explored: being sceptical; being ethical; being a skilled researcher, and being part of an enquiring profession. Student teachers join with practising teachings to form communities of inquiry where real life problems are identified in the classroom and researched through a close-to-practice approach. Different methodologies will be explored including lesson study, case study and small-scale action research.
The assessment component for this module is a research project (100%; 5000 words, with 1000 word equivalent allocated to the Ethics Form).
Assessment methods
The programme offers 60 credits at Masters level and 60 credits at Graduate Level. These are awarded on successful completion of module assessments which include:
• Case studies
• Portfolios
• Video presentation
• Research Project
All assessments are closely linked to practice and are designed to offer you the opportunity to develop teaching and learning that has a positive impact on children and young people.
Award of QTS
Qualified Teacher Status (QTS) is awarded to those student teachers who have fully met the professional teacher standards for QTS.
http://learning.gov.wales/resources/collections/professional-standards?lang=en
This aspect of the programme is assessed through a portfolio of evidence and a professional dialogue with a specialist mentor and tutor.
The Education Workforce Council (the statutory body for teachers in Wales) has a very useful website:
www.ewc.wales
The Uni
SA1 Waterfront Campus, Swansea
Teacher Education
What students say
We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
Design studies
Teaching and learning
Assessment and feedback
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Student voice
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
Design studies
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Design studies
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£14k
£17k
£18k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
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Post-six month graduation stats:
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It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
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Graduate field commentary:
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While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
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