Programme summary for Professional Graduate Certificate in Education (PGCE): Secondary Music

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About the programme

This programme aims to meet the standards required to be recommended to the General Teaching Council for England (GTCE) for Qualified Teacher Status (QTS) in one of the following secondary school subjects: design & technology (food and textiles); English; information & communication technology; mathematics; modern languages; music; physical education; religious education; science. Paramount within the programme are the skills required to educate young people in a multicultural and multilingual urban environment.

Professional qualifications

After successful completion of the programme home students will be recommended to the General Teaching Council for England (GTCE) for Qualified Teacher Status.

Programme structure

The programme normally runs over 36 weeks from September to July. Twenty-four weeks will be spent in partner schools – generally split into two separate and contrasting placements. The remaining time will be taken up in seminars, tutorials and assignment activities designed to support your professional development.

The subject-based element of the programme is characterised by a focus on bringing a musical education to all children; starting from the experiences they themselves bring to school and then encouraging a broadening of experience, knowledge, skill and enthusiasm. The music programme starts by looking at why music has a central position in the curriculum and goes on to consider how we learn music and foster pupils’ skills as musicians; from developing a motivated active engagement in musical activity to encouraging the more sophisticated skills of the highly talented and gifted. The idea is for you to look at music from the perspective of the learner, focus on the potential that pupils have and how they can realise that potential.

The UEL Secondary Team also offers additional subject knowledge development courses in Music which are designed to give our trainees the basic knowledge of a wide range of topics such as composing, music ICT and world music, in order to embark on their school experience with confidence. The subject knowledge development courses start before the full PGCE programme in early September.

Career opportunities

Successful completion of the PGCE enables you to apply for teaching posts and the vast majority of our students attain such posts. There is a clear teaching career structure in place, with several paths available. Some graduates take the management path through management in subject or pastoral issues on to senior management and/or headship. Others concentrate on teaching and may become Advanced Skills Teachers.

Support

You receive mentor support within schools supplemented by visits from your UEL tutor. Tutorial support is also available and this will be negotiated around your individual development needs. The programme is designed to support you in meeting the Professional Standards for QTS through focused seminars, lectures and assignments.

Admission

Application is through the Graduate Teacher Training Register (GTTR). You will need to demonstrate through the GTTR form and at interview that you:

are an effective reader and are able to communicate clearly and accurately in Standard English, both spoken and written
possess the appropriate personal and intellectual qualities to be a teacher
have achieved a standard equivalent to Grade C in the GCSE examinations in English and Mathematics
hold a first degree in an appropriate subject from a United Kingdom Higher Education Institution or an equivalent qualification.

The process of selection will involve:

scrutiny of the GTTR form
a face to face individual interview
a subject audit
a literacy task
a numeracy task
a short presentation
a subject task.

UEL is also required to ensure that potential entrants:

satisfy the Secretary of State’s requirements for physical and mental fitness to teach;
undergo an Enhanced Criminal Records Bureau Disclosure to ensure that they do not have a background which prevents them from working with children or young persons or that they have not been previously excluded from teaching or working with children.