PGCE Secondary Music

at University of East London

MODULES

Year 1

CORE MODULES


Active Enquiry and Intervention Impacting upon Learner Progress

To develop knowledge and understanding of critical thinking, reflective practice and educational research;
To develop an awareness of action research - its processes, practices and relevance for reflective educational practice and change;
To develop knowledge of pedagogy, through primary research and the critical evaluation of theory and literature;
For trainee teachers to carry out a classroom intervention informed by reading and research activity and to reflect critically on the process;
To demonstrate a practical appreciation of evidence-informed teaching;
To identify appropriate classroom strategies to develop learning and teaching which are informed through educational research, evidence and scholarship.
To apply classroom strategies informed by scholarship to a specific educational context and setting.
Developing Subject Expertise and Subject Specialism
Developing Subject Expertise and Subject Specialism
· To use mechanisms to identify areas of development within the chosen subject

· To select one area of development to improve expertise

· To implement strategies to develop subject expertise within the chosen area of development

· To understand pedagogy and its impact upon learning within the chosen subject.

· To identify the different pedagogic models related to the chosen area of development

· To develop and implement a pedagogic approach that is appropriate and relevant to context of the chosen area of development.

· To reflect on the implementation of the pedagogic model and to identify modifications or adaptations for future practice.

School-Based Learning: Reflections on Practice (Mental Wealth)

This module focuses on the development of professional practice in a practical context. It provides an initial experience of teaching and learning in a secondary school environment. This module focuses on best practice in secondary teaching, based on current research. With the support of an experienced mentor this module aims:

· to support students in understanding a range of key issues and curriculum initiatives related to teaching practice, and to implement this knowledge during their school-based experience;

· to enable students to meet the relevant Teachers’ Standards for Qualified Teacher Status;

· to enable students to support children’s learning and development effectively in the classroom.

Research informed practice

Interviews

The entire interview process lasts about three hours. During the interview you will be asked to talk about a current educational issue. Please ensure you have done some research into current educational issues in advance of the interview. You could, for example, read recent editions of the Times Educational Supplement. 

Our aim is to find out as much as we can about your attributes, skills, knowledge and understanding in order to shape training opportunities for you, should you be offered a place on the programme. 

Your responses to these tasks and activities will be considered alongside all the other evidence to assess your suitability for the Secondary PGCE programme.

During the individual interview you will be given the chance to talk with a tutor about the programme and any other issues that are relevant.

International

Full time, 1 year

£13,320

Per year

The Secondary PGCE course at the University of East London was designed in 2001 in conjunction with the local authorities to address the secondary education teacher shortage in east London.

The partnership works with input and support from the London Boroughs of Barking & Dagenham, Newham, Tower Hamlets, Hackney, Waltham Forest and Redbridge.

It means that our graduates are represented in virtually every secondary school in east London. Some are now deputy heads or in senior management roles in schools that are taking our current trainees for their placements.

Across all subjects, from maths to modern languages, our teacher training graduates are acting as mentors to those following in their footsteps.

The partnership means that you have a head start when it comes to securing a teaching post in east London at the end of your training.

Both local authorities and individual schools visit our campus regularly to meet our trainees and advertise available vacancies.

You may also decide to undertake further study at the University of East London, either at the end of your course or after gaining teaching experience, perhaps specialising in Special Educational Needs or taking our MA Leadership in Education.

We also offer the opportunity for doctoral study to further develop your teaching knowledge and expertise.