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During this course, you will attend subject-specific sessions, lectures and seminars designed to develop the knowledge, skills and understanding required to teach dance in secondary schools. The teaching builds on your existing knowledge about dance, developing effective pedagogical practice to enable you to inspire pupils with competence in dance performance, choreography and appreciation.
In addition, you will develop knowledge of general professional issues and explore the role of dance in relation to the National Curriculum and GCSE, A-Level and other accredited courses. The University works in partnership with local schools to provide you with a course that has a predominantly professional focus. You will undertake two placements in different schools, at least one of which includes A-Level dance, in addition to an observation practice in a primary school. While in the school palcements you will be suported by teachers who have extensive experience in dance. Teaching is through lectures, seminars and workshops, with opportunities for working independently and collaboratively. There are assignments, rather than formal examinations, and continous assessment related to the national standards for Qualified Teacher Status (QTS) specified in the most recent government documentation.
Graduates from this course are in great demand throughout the UK. Many graduates go on to become dance teachers in secondary schools.
During the course you will:
Areas of study you may cover on this course include:
Teaching is through lectures, seminars and workshops with opportunities for working independently and collaboratively.
Areas of study may include, The nature of dance and the dance curricula Teaching and learning in dance Assessment for learning Subject enhancement and understanding of dance 11-16.
There are assignments rather than formal examinations and continuous assessment related to the national standards for Qualified Teacher Status specified in the most recent government documentation.
The aim of the Programme is to:
The course fosters a caring ethos and students are therefore encouraged to build strong links with one another for support purposes through what can best be described as an intense year of study. For the majority of the course students will be placed in schools for significant amounts of time (two placements in total).
Students are placed in stable grouping and receive a number of different strands of support from namely:
1. Consortium Link Tutors (CLT) in partnership with all staff working on the Programme, they will help trainee teachers develop their abilities to reflect on their own practice and to make appropriate use of recent research and theory in the interpretation of that practice. Consortium Link Tutors will normally be the first point of contact for subject mentors and trainee teachers. Any concerns will be discussed with the University link tutor and appropriate action taken.
2. University Link Tutor the university Link Tutor will work with the school-based consortium link tutor in the implementation of the programme in the consortium. He/she will link the University and school-based parts of the programme and aim to ensure that trainees experience a coherent programme.
3. University Subject Tutor university staff from the subject areas will have responsibility, together with the subject mentors, for preparing trainee teachers to teach their subject specialism. In partnership with all staff working on the course, they will help trainee teachers to develop their abilities to reflect on their own practice and to make appropriate use of recent research and theory in the interpretation of that practice. University subject staff will liaise closely with University link tutors in order to ensure that the subject specialist element and the professional studies elements of the programme are complementary and coherent within the University, school and consortia.
4. School Based Mentor subject mentors will have first line responsibility for an individual or a pair (where possible) of trainee teachers working in their department. In partnership with all staff working on the Programme, they will help trainee teachers develop an ability to reflect on their own practice and encourage them to make appropriate use of recent research and theory in the interpretation of that practice; mentors will help them to meet the professional standards.
The Secondary PGCE is geared to meet the needs of our trainees and to provide comprehensive support in your training year. Both your pastoral and academic needs are central to the support offered on this course.
Small group discussions with plenary sessions, small group oral presentations and assessed small group investigations develop these skills. Other opportunities for group work include:
These skills are developed and assessed continually throughout the programme against the QTS Standards, mainly through your Reflective Journal. As part of the General Professional Studies programme you will receive preparation for employment in the form of CV and cover letter advice, a lecture on your employment rights and excellent guidance with regards to preparing for interview. You are encouraged to utilize the universitys excellent careers advice service.
All students will be introduced to the CPCD at Induction where My Future (CMS online) and other self assessment tools will be signposted. Students will be made aware of the service available and how to access it at appropriate points.
Further support and resources are available from the CPCD. Resources and support available at all levels include;
Applications for PGCE courses are made online through the Graduate Teacher Training Registry (GTTR). www.gttr.ac.uk To enquire about this course please contact the Admissions team at the Bedford campus (PGCE.admissions@beds.ac.uk or +44 (0)1234 793279)..
Candidates should possess an upper second class Honours degree or above in Dance or one which demonstrates a substantial dance component. All applicants must have GCSE grade C (or equivalent) in English and Mathematics. Recent and relevant experience of working with children preferably in a mainstream school is also necessary. Applicants whose first language is not English and who do not have GCSE grade C in English need to have an average score of 6.0 IELTS, including an individual score of at least 6.0 on each of the four areas.
Candidates who are successful in being shortlisted will be invited to attend interview. This includes a written literacy test, practical and an assessment to judge their suitability for teaching. All suitable applicants will undergo a check by the Criminal Records Bureau.
A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.
Foundation degrees are also particularly suitable if you want to qualify while working.
Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.
We welcome applicants with relevant work experience.
We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.
The general requirement is one of the following:
As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.
We have students from all the European Union member countries so we are quick to make decisions on most qualifications.
(Please note that applicants on a full student visa are not eligible for part-time study)
We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.
Please read the Direct application instructions before completing the course application form.
Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section
APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.
Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `
The APL form should be submitted at the same time as the course application form.
We regret we are unable to process APL forms from students who have not submitted a formal course application form.
Return your completed application to:
University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom
T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk
As a student of the School of Education your personal welfare is of great importance to us. The student support team (Student Services) consists of the Student Welfare Officer, the Counsellor, the Student Learning Advisor, the Disability Advisor and the Dyslexia Tutor. The team offers a confidential impartial service giving advice on issues that may be affecting you both academically and personally either inside or outside the School of Education. We have a range of student support facilities that can be accessed by all our students. Details are contained in your student handbook.
We acknowledge our statutory duty as an ITT provider that the provision made is in accordance with the Disability Discrimination Act (especially Part 4 of the said Act).
Communication
To help with the development of this you will:
Spend the majority of your time in the school environment where you will observe other teachers and develop your own teaching style supported by the school and the university. Through this you will develop the communications skills need in working with students and colleagues.
Information Literacy
To help with the development of this you will:
Be supported in knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.
Research and Evaluation
To help with the development of this you will:
Complete a research investigation. You have been developing the questioning attitude and skills of evaluation that are essential in reflective practitioners. This task will extend these skills by allowing you to focus on one aspect of the curriculum (or on one aspect of their work as a beginning teacher) with the aim of developing it to the benefit of the pupils trainees teach and to the school in which you are working.
Creativity and Critical Thinking
To help with the development of this you will:
Complete a reflective journal throughout the year. The reflective journal provides a medium through which you can summarise your observations, questions, learning and reflections as the course progresses. It should also be a source of evidence against the standards. The journal should also be used as a focus for your weekly meetings with your mentor.
We recognize that the PGCE programme is an intense year of study and therefore endeavour to support your continued learning and improvement throughout. We do this in a number of ways. At the start of the first two terms you will have an induction and inter-placement fortnight, respectively. The purpose of this is to provide you with either behaviour management / classroom practice and PSHE/ Citizenship skills to help you prepare for Placement 1 and 2. Both fortnights are a combination of lectures and seminars in which both your subject specialism and General Professional Studies (GPS) will be taught. Once out on placement part of your week (1 2 days) will generally be spent in the university attending lectures and seminars, receiving additional support and reflecting on your practice.
As part of obtaining the Qualified Teacher Status (QTS) qualification you are statutorily obliged to successfully complete the QTS skills tests in literacy, numeracy and information technology. Support in this regard is available as well as learning support more generally where there is a recognized need for provision.
You receive detailed written feedback on all of your assignments. Your subject leader and Consortium Link Tutor (CLT) will help you reflect carefully on this. They will provide you with advice, guidance and on going commentary to support you throughout your time on the programme. Your CLT and school based mentor will periodically review your progress in the light of feedback and agree targets for improving your performance.
We work hard to promote personalized learning in order to ensure that you are appropriately prepared to enter a profession that demands its practitioners are more reflective. Your Reflective Journal is a key instrument for developing your reflective skills. Increasingly the emphasis is on M-level entry to the profession so with this in mind you will be provided with opportunities to discuss your career development beyond the acquisition of Qualified Teacher Status (QTS). Use of the following also help to improve your learning and performance:
Students are expected to utilse BREO, the universitys learning platform. This is an excellent resource used by students and lecturers to extend and personalize the learning experience.
Your professional development is important to us. As an aspiring teacher it is important that you realize that gaining QTS is just the start of your career development and that having a plan of progression will be central to your success as a professional. In this regard we will help you `shape your career profile in a number of ways:
www.tda.gov.uk/standards
www.dcsf.gov.uk/legislation
Professional Framework:
The framework of professional standards for teachers will form part of a wider framework of standards for the whole school workforce. The standards provide the framework for a teachers career and clarify what progression looks like. The standards clarify the professional characteristics that a teacher should be expected to maintain and to build on at their current career stage. After QTS is achieved, as a new entrant to the profession the expectation is that you would continue to meet the core standards and to both broaden and deepen your professional attributes, knowledge, understanding and skills within that context. The standards support you in identifying your professional development needs and will help you decide the `next steps. As a teacher you have a professional responsibility to be engaged in effective, sustained and relevant professional development throughout your career.
All the standards are underpinned by the five key outcomes for children and young people as identified in the Every Child Matters framework and the six core areas for the Common Core of skills and knowledge for the childrens workforce. Your practise should be informed by an awareness of legislation concerning the development and well-being of children and young adults.
The GPS lectures you attend will build on all aspects of the profession and reinforced in your CLT sessions. All assignments are clearly cross-referenced to the QTS Standards and identify which of those are likely to be reflected in the work for that particular week. Students self-assess against the Standards and record their progression in your reflective journals.
CriminalRecords Bureau (CRB) Checks:
You are expected to be aware of what it means to work with members of the public in a professional educational setting as you progress through your course. You will interact with staff and children from diverse backgrounds, which may include vulnerable children and young adults. It is therefore necessary for you to undertake a series of CRB checks throughout various stages of your career starting with entry to this course. A CRB check helps to inform the school about your position of trust and to ensure that the school provides and maintains its protection of pupils / students, as you undertake school experience throughout your time on the course.
General Professionalism:
You are required to attend all lectures and CLT sessions regularly without fail. On the rare occasion you are unable to attend i.e. due to sickness or bereavement, you must give your subject tutor/ CLT due notice. It is your responsibility to inform Registry of any unavoidable absences from these classes or school placements.
As a training professional, you are expected to conduct yourself in an orderly, dignified and professional manner at all times. You are expected to demonstrate honesty and integrity in all dealings within the School of Education.
You are expected to meet all 33 Professional Standards for the award of Qualified Teacher Status and can expect to be supported in all elements of the course to develop competence against these Standards. You will be explicitly assessed against all Standards. Tutors on the course have extensive experience in supporting trainees to demonstrate their competencies. Mentors and class teachers provide on-going role modeling in professional practice, feedback focused on Standards and targets relating to meeting Standards.
The course has a very high level of inclusion and embedding and is under continual review in accordance with the changes in the education sector. Tutors attend ITT meetings and are all working as support tutors for trainees, thus working with the Standards, within school environments, including detailed lesson observations. Individual tutors meet with colleagues in schools, are involved in the development of Secondary provision within the locality, act as external markers for parallel courses, review textbooks and carry out research. It is intended that these activities continue and any new opportunity to extend our knowledge is exploited readily.
