Music (Secondary PGCE - Graduates only)
University of Wales Trinity Saint David
UCAS Code: 3CM4 | Postgraduate Certificate in Education - PGCE
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About this course
PGCE - Secondary Music QTS
Inspire tomorrow’s musicians today! By joining us on Yr Athrofa’s Secondary PGCE Music Pathway, you will enable pupils to fulfil their dreams as you nurture their musical talents.
Within a course that covers the demands of all secondary year groups including GCSE, A Level and vocational courses, you will focus upon creative approaches to planning, teaching and assessment.
Designed to be interactive, stimulating and relevant to today’s learners, the pathway will enable you to gain a broad understanding of subject-specific content that can be used both in the classroom and in extra-curricular activities.
Teaching will take place through a series of lectures and practical workshops led by leading classroom practitioners, with the vital underpinning of pedagogical knowledge delivered by academic staff from within the university.
You will be encouraged to extend your personal musical skills, including in performance techniques, composition, appraisal and music technology, and you will study varied musical styles, including jazz, rock & pop, electronic music, rap and the music of Wales.
This will allow you to become a creative and inspiring teacher, able to nurture the diverse musical talents of pupils within the context of exciting education reform in Wales. As part of the new Expressive Arts Area of Learning and Experience, you will develop learners’ imaginative and creative thinking, extend their appraisal and compositional skills, and provide varied performance opportunities.
Excellent subject knowledge, passion for education and an ability to adapt to a professional role are essential requirements for this secondary pathway.
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
Assessment 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
Tuition fees
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The Uni
SA1 Waterfront Campus, Swansea
Teacher Education
What students say
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Music
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