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MEd Pathway 1

2nd subject professional registration in dance (GTCS accredited)

Introduction

Who is this pathway for?

For GTCS registered secondary teachers who have a remit for teaching dance within their school, this GTCS-accredited Masters level qualification provides opportunities to develop and demonstrate the specialist knowledge and skills required to teach dance successfully across the Scottish secondary school curriculum. With bespoke support from a range of educational and subject specialists, you will construct an evidence base to demonstrate your engagement with the GTCS Standards for Registration.

What does this pathway lead to?

On successful completion of this qualification you will gain a MEd in Learning and Teaching in the Performing Arts qualification, GTCS 2nd subject registration in dance, and be able to provide significant evidence of your commitment to, and professionalism in, learning and teaching in dance, leading to increased employability within the Scottish Secondary school sector.

What do participants say?

‘This course creates a platform for credibility in your Dance education practice through the GTCS registration. Pathway 1 has afforded me the opportunity to critically analyse my teaching methodologies, planning, and development within my second subject. I feel guided and supported in developing myself as a dance practitioner and educator.’

Introduction

Who is this pathway for?

For GTCS registered secondary teachers who have a remit for teaching dance within their school, this GTCS-accredited Masters level qualification provides opportunities to develop and demonstrate the specialist knowledge and skills required to teach dance successfully across the Scottish secondary school curriculum. With bespoke support from a range of educational and subject specialists, you will construct an evidence base to demonstrate your engagement with the GTCS Standards for Registration.

What does this pathway lead to?

On successful completion of this qualification you will gain a MEd in Learning and Teaching in the Performing Arts qualification, GTCS 2nd subject registration in dance, and be able to provide significant evidence of your commitment to, and professionalism in, learning and teaching in dance, leading to increased employability within the Scottish Secondary school sector.

What do participants say?

‘This course creates a platform for credibility in your Dance education practice through the GTCS registration. Pathway 1 has afforded me the opportunity to critically analyse my teaching methodologies, planning, and development within my second subject. I feel guided and supported in developing myself as a dance practitioner and educator.’

Programme Outline

What would I study and when?

Over the duration of the programme you will engage in five modules of study:

Year one

In the first module, ‘Approaches to Critical Artistry’, you will develop skills in critical and scholarly reflection by critically exploring your learning priorities as both a dancer and teacher. In ‘Practitioner Enquiry’ you will engage in a critical exploration of your practice, looking at practice-based research, effective pedagogies and policies in a schools context.

Years one and two

Spanning years 1 and 2, ‘Context and Culture (Dance)’ allows you to develop and evidence your ability to design, deliver and evaluate your teaching of dance within a secondary school context, and to expand your knowledge and skills in dance over a series of self-directed learning experiences. Your subject mentor will support you in identifying the experiences that will address your learning needs, such as professional placements, projects, masterclasses, or RCS choice modules.

Year two

In ‘Project (PG Cert)’ you will design, deliver and evaluate a work-based research project in dance that will enhance the development of identified learners in a school context.

Year three

In the ‘Final Project’ module you will design your own project to meet your educational needs and professional aspirations. This project can take a number of different forms including but not limited to: curriculum documentation, a strategic plan, a dissertation, a performance, workshops or the design and delivery of new dance classes. This self-generated project might involve creative and collaborative partnership, or be a solo project. You must design a mechanism for disseminating your project findings.

 

How would I study this pathway?

The programme is delivered part-time over a three-year period, through a combination of online workshops, weekend seminars, independent learning, and work-based learning within your own professional context. From the outset, you will engage in a multidisciplinary arts education community of practice with students across all of the PG Learning and Teaching programmes, and, within your specific pathway, you will join an Action Learning Set to share in targeted peer support. A personal supervisor will work with you throughout your studies and you will engage with a subject mentor and professional mentor as you progress through the programme.

Staff and masterclasses

Who teaches on the programme?

Head of Programme: Jamie Mackay

Dr Rachel Drury, Lecturer (Post 16 and Community based Arts Education)

Dr. Jill Morgan, Lecturer (Early Years to Senior Phase)

Mary Troup, Lecturer

 

 

How to apply

Applicants for this pathway must have current GTCS registration and a remit for teaching dance within a secondary school context.

Application process

You need to submit your application for the course online through UCAS Conservatoires. Before submitting your application, please download and read the MA MEd Learning and Teaching 2017-18.

Selection process

Once you have submitted your application for the MEd in Learning and Teaching in the Performing Arts, as part of the selection process, you will be invited to attend a 30 minute online/telephone interview with the Head of Programme.

Interview process
The interview is designed to provide the programme team with an insight into your level of suitability for study on the programme.

The interview will comprise two parts:

  • Short presentation (no more than 10 minutes)
  • Interview (20 minutes)

Presentation
Your presentation will focus on your ideas for the ‘Final Project’ module of the programme which enables you to design and undertake a substantial project that will synthesise your personal understanding of your learning and teaching philosophy and practice and your professional arts and education practice into one cohesive piece of work.

You are invited to share your initial ideas for how you might use this project. For example, you may choose to focus on investigating:

  • Gaps in the existing provision of learning within your specialist profession
  • Opportunities within your specialist area that you could engage with
  • Areas of your specialist area that you believe would benefit from further research
  • Ways in which you might use this final module to address gaps in your own development

You will be requested to provide evidence to establish some foundations for your initial proposals, drawn from any relevant sources.

Any visual aids or other documentation produced for your presentation must be sent to the Head of Programme one week in advance of your interview date. If you elect to submit a presentation without written text e.g. a video presentation, you will be required to provide a short summary of your presentation in English.

Interview
Following your presentation, there will be a 20-minute discussion about your presentation and application with the Head of Programme. This will be used to explore your educational background, experience, opportunities and aspirations and you will be invited to address the following questions:

1. What has led you to apply for this programme?
2. How do you see this programme contributing to your professional development?
3. What opportunities will you have to work with learners during the programme?

Decision
The decision to offer you a place on the programme will be based on both your application and the interview.

This will be communicated to after your interview.

Find out more about the application process on our how to apply page.

Why choose us?

  • We offer a rich and multidisciplinary community of practice
  • A unique programme designed specifically for performing artists and teachers
  • The opportunity to gain a teaching qualification at Masters level
  • Personal supervision and mentoring by expert teachers and artists in the performing arts
  • Opportunities to develop specialist or new skills in your subject discipline or a related performing arts subject
  • Access to unrivalled performing arts education provision, facilities, resources and expertise
  • Opportunities for artistic and educational collaboration between teachers and artists

Graduate destinations

Graduates from pathways 1, 2 and 5 will increase their employability and opportunities for promotion within the schools sector.

Some funding is available for Scottish-domiciled applicants for this programme and can be applied for on the offer of a place.