|Course Length:||1 Year Full-Time|
|Start Dates:||September 2017, September 2018|
|Department:||Faculty of Education|
|Location:||Edge Hill University|
Please note, this programme is suspended for September 2017 entry.
- Discover how to use music in order to develop a pupil’s playing skills and allow them to enjoy a liberating freedom of expression;
- Study with the largest provider of high quality secondary teacher training in the UK;
- Excellent quality teaching and learning opportunities;
- Individually-tailored support.
Successful completion of the programme leads to recommendation for Qualified Teacher Status.
This programme will equip you with a range of academic, professional and vocational knowledge, understanding, skills and values necessary to become a high quality and skilled teacher of Music. You will experience professional training, delivered to the highest of standards, which immerses you in the very latest teaching and learning pedagogies.
The programme aims to develop reflective and analytical skills as well as providing practical experience in planning effective lessons and learning strategies, hands-on classroom experience, and opportunities to further deepen your own subject knowledge.
If you have a degree in or featuring Music and want to develop the musical abilities and appreciation of secondary school pupils aged 11 to 16, this is the programme for you.
The course really does prepare you well and I felt confident the first time I stood up to teach a class due to the amount of training I'd had beforehand.
I am now looking forward to securing my first teaching role and continue with my professional development even further.
Course in Depth
What will I study?
You will start with an extensive subject knowledge and understanding audit, to identify your main strengths and weaknesses, and enable your tutor to focus on your individual development needs.
During 12 weeks of study on campus, you’ll develop:
- Knowledge of essential educational theory
- Awareness of appropriate and innovative teaching and assessment methods, including composition, performance and appraising
- Strategies to introduce trainees to a range of live and recorded music from different times and cultures, including from the British Isles, Western classical, folk, jazz and popular genres
- Understanding of the curriculum and current teaching practice.
- Ability to plan lessons effectively
- Excellent working knowledge of the latest ICT hardware and software used in schools
- Deeper subject knowledge.
- Wider awareness of your role within the teaching profession through study of professional values.
How will I study?
A combination of academic study, group discussion and reflection, and practical, work-based learning in the classroom will give you all the knowledge and skills you need to become a creative and innovative teacher. The programme aims to develop a reflective and a critically analytical approach to education.
You will spend 26 weeks on placement in schools and colleges and other settings, putting your training into practice through assisting with and taking responsibility for classes, and working alongside mentors and peers to further your professional development. The focus initially is on observation and supporting teaching and learning. Your teaching timetable will increase as your training progresses and you become more confident and competent in the classroom.
How will I be assessed?
A balanced combination of coursework and observed classroom experience will be assessed against academic criteria at Level 7 and the QTS Standards. Various other tasks will enable you to show your competence in ICT and other areas of Music.
Key assignments include:
- Demonstrating practical skills (e.g. conducting, accompanying and leadership of an ensemble);
- Creation of a teacher support pack for one area of subject knowledge;
- Planning, teaching and assessing a unit of work (including a series of lesson plans);
- Producing a report on monitoring how pupils develop their musical ability and critically evaluating school and departmental practice;
- Research project.
Before the end of your PGCE you will need to complete a Career Entry and Development Profile (CEDP) which acts as a useful bridge between your initial teacher training programme and your Induction Year as a Newly Qualified Teacher.
Who will be teaching me?
Knowledgeable, friendly, supportive tutors and outside speakers from a range of backgrounds (eg Arts colleges, Music services), delivering lectures, seminars and practical performance workshops on campus.
A Great Study Environment
The Faculty of Education has been at the forefront of teacher education for more than 125 years and today enjoys the enviable position of being one of the country’s leading providers of education, training and research for the children’s workforce.
Housed in a state-of-the-art £9m building, the Faculty of Education’s facilities include a 300-seat lecture theatre, five well-equipped ICT suites, and 18 teaching rooms complete with the latest technology.
The faculty has a strong commitment to practice-based learning and has developed partnerships with over 2,000 schools and colleges, local authorities and professional associations.
SMU4010 Developing Subject Knowledge and Pedagogy in Music (30 credits)
Developing Subject Knowledge and Pedagogy in Music prepares you to become an outstanding teacher with the desire and capability to continually improve your subject knowledge and pedagogy in order to enhance the learning of pupils throughout your future teaching career. The module has a joint academic and professional focus and is centred on strands such as enhancing your subject knowledge, developing curriculum knowledge, examining subject pedagogy and its application to practice, linking your training to school improvement via dissemination in placement settings, and critically reflecting on practice.
SMU4011 Planning for Effective Teaching and Learning in Music (30 credits)
Planning for Effective Teaching and Learning in Music enables you to consider effective teaching in Music through the discussion and evaluation of alternative approaches. In addition, the module will analyse the role of Music in the curriculum and examine how it contributes to a range of whole-school issues. There will be a clear focus on the planning, teaching and assessment cycle, which lies at the heart of the most effective professional practice, and on evaluation and review, which lies at the heart of ongoing professional development.
SMU4012 Research and Practice in Music Education (30 credits)
Research and Practice in Music Education provides an opportunity to individualise and extend your learning through engagement with areas of particular interest, expertise and/or identified areas for development within music education. The module will enable you to engage in relevant classroom-based research in order to make informed judgements and decisions which impact on teaching and learning. These research outcomes will not only improve your individual practice but will also benefit the educational settings in which the research is conducted. The module presents the scope for this research to take place in a variety of educational settings and to reflect current and emerging educational policies and initiatives.
SRP4001 Reflective Professional Practice (30 credits)
Reflective Professional Practice clearly links reflective based practice with theory to engage you with the main areas of debate within the evolving policies and practices of the educational world and enable you to apply what you learn from this to your practice. The aim is for you to become a reflective practitioner in line with the Teachers’ Standards (2012). The module will encourage you to apply and develop your understanding of the links between professional development and theory whilst also consolidating within you the holistic professionalism of a training teacher.
SRP4002 Professional Practice 1 (30 credits)
Professional Practice 1 is a school-based module which introduces you to practical aspects of the role of a teacher. The focus initially is on observation and supporting teaching and learning as you engage in teaching commitments in line with your individual training needs. You will progress to undertake approximately 50% of a full teaching timetable and develop responsibilities for planning, teaching and assessing learners. Regular self-target setting and reflection, supported by practice-based mentors, are key features of the module.
SRP4003 Professional Practice 2 (30 credits)
Professional Practice 2 provides a final phase to your professional practice in a different educational setting to that of your previous placement. The module takes place in a school which will provide the necessary progression and consolidation of your skills as you undertake approximately 70% of a full teaching timetable. The aim is for you to become autonomous in your needs and targets, ready to graduate as a Newly Qualified Teacher.
120 academic credits are studied on the programme in total, in addition to 60 ungraded credits for the Professional Practice modules.
Timetables for your induction week are normally available in August prior to enrolment. You can expect to receive your timetable for the rest of the academic year during your induction week. Please note that while we make every effort to ensure that timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week.
Every effort has been made to ensure the accuracy of our published course information, however our programmes are subject to ongoing review and development. Changing circumstances may necessitate alteration to, or the cancellation of, courses.
Changes may be necessary to comply with the requirements of accrediting bodies, revisions to subject benchmarks statements, to keep courses updated and contemporary, or as a result of student feedback. We reserve the right to make variations if we consider such action to be necessary or in the best interests of students.
To join this PGCE you should have: A first or second class Honours degree from a UK university (or equivalent qualification); GCSE English Language and Mathematics at Grade C or Grade 4 or above (or equivalent qualification); Satisfactory levels of Information and Communications Technology competence; A demonstrable interest in teaching within the curriculum area. You could show this in a number of ways – time spent in schools, knowledge of the chosen curriculum area, relevant practical experience.
Please note, for the purposes of initial teacher training, Level 2 Literacy and Numeracy qualifications are not considered as equivalent to GCSE Grade C or Grade 4 in English or Mathematics.
EU students can get country-specific information about the University’s entry requirements and equivalent national qualifications at www.edgehill.ac.uk/eu.
You are required to undertake Professional Skills Tests in Literacy and Numeracy prior to entry to this programme. Successful completion of the Professional Skills Tests will form part of the conditions of any offer of a place. Further details can be found at www.edgehill.ac.uk/skillstests.
If you accept a formal offer from Edge Hill University you will be required to meet the Department for Education’s standards for physical and mental fitness to teach and clearance to work with children. Further information, including a Declaration of Health questionnaire and details of how to apply for a Disclosure and Barring Service (DBS) Enhanced Disclosure will be sent to you after you have firmly accepted an offer.
Recognition of Prior Learning
Edge Hill University recognises learning gained elsewhere, whether through academic credit and qualifications acquired from other relevant courses of study or through recognition of an individual’s professional and employment experience (also referred to as ‘experiential learning’).
Previous learning that is recognised in this way may be used towards meeting the entry requirements for a programme and/or for exemption from part of a programme. It is your responsibility to make a claim for recognition of prior learning. For guidance, please consult the University’s Recognition of Prior Learning Policy and contact the faculty in which you are interested in studying.
What are my career prospects?
Successful completion of this programme will allow you to gain QTS status and progress onto employment as a Newly Qualified Teacher (NQT) at secondary school level in Music.
Our proactive careers advisory service can help you to find job vacancies and offers in-depth advice on teacher job applications and interviews, to help you secure work.
Teaching is a rewarding job and there are many ways in which you could progress in your career, either in the classroom or in a leadership role. For more information, see www.education.gov.uk.
If you are a prospective UK or EU student who will be joining this PGCE in academic year 2017/18, the tuition fee will be £9,250Tuition fees for international students enrolling on the programme in academic year 2017/18 are £12,500.
Subject to eligibility, UK and EU students can apply for a Tuition Fee Loan from the Government to cover the full cost of tuition fees.
If you are joining this PGCE in academic year 2017/18, you may be eligible to receive a training bursary from the Department for Education, subject to degree class or highest relevant academic qualification achieved. If you are a UK or eligible EU student, you can expect to receive £9,000 if you have been awarded a first class honours degree or successfully completed a PhD, or £4,000 if you have been awarded a 2:1 honours degree or successfully completed a Masters programme.
UK students may also be eligible to apply for additional funding to help with living costs.
For comprehensive information about the financial support available to eligible UK and EU students joining this programme, together with details of how to apply for funding, please view our Money Matters 2017/18 guide at www.edgehill.ac.uk/pgcefinance2017.
Financial support information for international students can be found at www.edgehill.ac.uk/international/fees.
Edge Hill University offers a range of scholarships with a competitive application process for prospective full-time PGCE students. These scholarships aren’t linked to academic success and celebrate determination, talent and achievement beyond your coursework, for instance in creativity, enterprise, ICT, performance, sport or volunteering.
To find out more about scholarships, to assess your eligibility, and to meet some of our dedicated scholarship winners, visit www.edgehill.ac.uk/scholarships.
How to Apply
Apply online through UCAS Teacher Training at www.ucas.com/apply/teacher-training.
Visit www.edgehill.ac.uk/applyucasteachertraining to find out more about the application process.
Should you accept an offer of a place to study with us and formally enrol as a student, you will be subject to the provisions of the regulations, rules, codes, conditions and policies which apply to our students. These are available at www.edgehill.ac.uk/studentterms.
If you are considering applying to study at Edge Hill University, the best way to gain an insight into student life is to discover our stunning campus for yourself by attending an open day. You can view dates and book your place at www.edgehill.ac.uk/opendays.
Alternatively, if you are unable to attend an open day, you can find out more about all of our events for prospective students, including monthly campus tours, at www.edgehill.ac.uk/visitus.
Request a Prospectus
If you would like to explore our full range of PGCEs before you apply, you can order a PGCE prospectus at www.edgehill.ac.uk/pgceprospectus.
Get in Touch
If you have any questions about this programme or what it’s like to study at Edge Hill University, please contact:
- PGCE Course Enquiries
- Tel: 01695 657000
- Email: firstname.lastname@example.org
If you would like to talk to the programme leader about the course in more detail, please contact:
- Donna Cummins
- Tel: 01695 650993
- Email: Donna.Cummins@edgehill.ac.uk
Course ChangesExpand All This page outlines any material changes to course content, programme structure, assessment methods, entry criteria, and modes of study or delivery, implemented since 1st September 2015.
No material changes have been made to the information for this course since 1st September 2015. Any future amends will be tracked here.