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.’
Funded places may be available for Scottish domiciled applicants.
What would I study and when?
Over the duration of the programme you will engage in five modules of study:
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.
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.
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.
The Royal Conservatoire of Scotland is in the World Top 10 for performing arts education 2016, 2017 and 2018 (QS World Rankings)
- 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
MEd Pathway 1: 2nd Subject Registration in Dance (GTCS Accredited) is a professional learning programme for teachers already working within a school context. Successful graduation from this pathway demonstrates a significant investment in your development as a teacher of dance and leads to increased and enhanced opportunities within this context. The teaching of dance is changing within the school sector and with an increase in the number of schools offering dance within the curriculum, there is a demonstrable need for GTCS registered dance teachers to be leading on the design, delivery and evaluation of dance teaching across the curriculum. For successful graduates of this pathway, there are enhanced opportunities to take on roles in leading and teaching dance within the school sector. The Final Project module provides an opportunity to design, develop and evaluate a major piece of work to enhance dance teaching in a school context. Disseminating this work within relevant professional networks provides opportunities to demonstrate leadership within the teaching of dance, further enhancing opportunities for professional advancement.
‘I am now dual qualified to teach dance which makes it a more recognisable and valued teaching subject’.
Students on this pathway will study the following modules:
Approaches to Critical Artistry (10 credits) – this module is delivered in year 1 and is designed to introduce key principles of critical reflection, scholarship and academic practices and culminates in a personal learning plan
Practitioner Enquiry (20 credits) – this module is delivered in year 1 and is designed to allow you to explore the principles of practice-based research within a school context and culminates in an individual enquiry plan
Context and Culture (Dance) (60 credits) – this module runs over years 1 and 2 and is designed to help you explore, enhance and evidence your teaching of dance within the curriculum. This will involve a self-directed investigation of dance both within the curriculum and in professional contexts, and the development of your dance teaching within your school context.
Project (PG Cert) (30 credits) – this module begins in year 1 and completes in year 2 and provides an opportunity for you to develop, deliver and evaluate a practice-based research project within your teaching context. Within this module you will design an intervention designed to enhance the learning experience for your pupils, and then to use feedback data to evidence the success of your project and highlight priorities for ongoing development.
Final Project (60 credits) – this module is undertaken in year 3 of the programme. At the start of the module you are provided with a module descriptor template that you need to complete with self-defined additional learning outcomes and assessment modes. The module is an opportunity for your to develop and deliver a major-scale project that in some way will positively impact learners within your professional context. The final project may be designed around a traditional masters dissertation, the development of a new curriculum or strategy document, or the delivery of a new learning experience such as a series of workshops.
You need to submit your application for the course online through UCAS Conservatoires, using institutional code R58 and programme code 310P.
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)
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 some 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 some evidence to support your initial proposals, drawing on published journal articles, books or other key sources and to be prepared to provide some critical analysis of these in light of your project ideas.
Following your presentation, there will be a 20-minute discussion about your presentation and application with the Head of Programme and a member of the delivery team. 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?
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 within two weeks of your interview.