Course Specification for Postgraduate Certificate in Further and Higher Music Education

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1 Course Specification for Postgraduate Certificate in Further and Higher Music Education 1. Programme title Postgraduate Certificate in Further and Higher Music Education 2. Awarding institution Middlesex University 3. Teaching institution Brighton Institute of Modern Music 4. Programme accredited by Middlesex University 5. Final qualification Postgraduate Certificate in Further and Higher Music Education 6. Academic year Language of study English 8. Mode of study Part time 9. Criteria for admission to the programme Students are normally admitted to the programme either on the basis of their prior professional experience, and/or if they hold a relevant first degree, at a 2:2 or above. Applicants are also interviewed as part of the admissions process to provide them with an opportunity to demonstrate their potential to succeed on the course. Applicants with overseas qualifications will be treated on an individual basis to assess their potential to benefit from the programme and succeed on it. English Language Requirements: for entry onto postgraduate programmes, the minimum IELTS level accepted by Middlesex University is 6.5, or a TOEFL grade of 575 (paper based test) or 237 (computer based test), with no other qualifications being deemed acceptable as proof of English language competence sufficient for the demands of postgraduate study. This programme will operate in line with these established institutional norms. 10. Aims of the programme The programme aims to help participants develop into confident, capable, professional teachers, able to support high quality student learning and achievement. It aims to provide participants with a thorough grounding in both the theory and practice of teaching, learning and assessment, and to this end includes a significant amount of reflective professional learning based on each participant's own teaching.

2 11. Programme outcomes A. Knowledge and understanding On completion of this programme the successful student will have knowledge and understanding of: 1. How students learn effectively, both generally and in music education specifically. 2. A wide range of appropriate methods for curriculum design, teaching, learning and assessment suitable for different subject areas within music education and for a range of learners in FE and HE. B. Cognitive (thinking) skills On completion of this programme the successful student will be able to: 1. Critically evaluate a range of professional and pedagogical models, analysing theory, scholarship and research evidence in relation to their own professional practice. 2. Research their own professional practice, in order to understand it more deeply and aim to improve it. C. Practical skills On completion of the programme the successful student will be able to: 1. Demonstrate effective practice in supporting student learning including designing curriculum, teaching, assessment and giving feedback to learners. 2. Identify and solve professional problems, and evidence a commitment to continuing professional development and quality enhancement. Teaching/learning methods Students gain knowledge and understanding through participation in seminar & workshop sessions; practical activity and reflection; reading; face-to-face and online discussion with tutors and peers; teaching practice, observation and feedback; tutorials and professional discussion. Assessment Methods Students knowledge and understanding is assessed by professional discussion; contributions to the course blog; teaching observation; and written assignments. Teaching/learning methods Students learn cognitive skills through participation in seminar & workshop sessions; reading; offering and receiving peer feedback and critique; developing professional reflection, evaluation and planning skills; undertaking action research; participation in an action research learning set; tutorials and professional discussion. Assessment Methods Students cognitive skills are assessed by professional discussion; contributions to the course blog; teaching observation; written assignments; and the production of an action research report. Teaching/learning methods Students learn practical skills through participation in workshop activities and reflective evaluation of these; teaching practice, observation and feedback (including giving feedback to peers); observing a range of classes at BIMM led by experienced tutors; undertaking action research; participation in an action research learning set; and eliciting feedback from their own learners. Assessment Methods Students practical skills are assessed by professional discussion; contributions to the course blog; teaching observation; written assignments; and the production of an action research report.

3 12. Programme structure 12.1 Overall structure of the programme The structure of the programme is straightforward. All three modules are compulsory, and they are taken in a specified order. The programme is part-time, and may be take over either one or two years. Two year version: The two-year part time version of the programme is designed to meet the needs of BIMM staff. The group meets once per week, during term, for a 3 hour teaching session (with blended learning support, teaching observations, tutorials etc as detailed elsewhere). On this version of the course, participants work at the rate of gaining approximately 10 credits per term. The structure of this version is as follows: Term 1 Module 1: Professional Practice in Teaching, Learning and Assessment (post-compulsory education) Term 2 Module 2: Term 3 Linking Theory and Practice in Post-Compulsory Education. Term 4 Module 3: Term 5 Taking an Action Research Approach to Researching Professional Practice. Term 6 One year version: We have produced a one-year part time version of the course to meet the needs of graduate students who want to gain a teaching qualification in a year. These students work at the rate of approximately 20 credits per term, and have a higher number of contact hours (one evening per week as above plus one full weekend per month, plus teaching experience, observation, feedback and tutorials). Term 1 Module 1: Professional Practice in Teaching, Learning and Assessment (postcompulsory education). Term 2 & Term 3 Module 2: Linking Theory and Practice in Post- Compulsory Education. PTLLS - Preparation to Teach in the Lifelong Learning Sector (a stand alone qualification required for new teachers in FE, delivered in partnership with City & Guilds and not part of this validation) Module 3: Taking an Action Research Approach to Researching Professional Practice. Please see attached Appendix 1: Programme Structure for a diagrammatic representation of the two versions of the programme.

4 12.2 Levels and modules Level 6 COMPULSORY Students must take the following: Module 1: Professional Practice in Teaching, Learning and Assessment (post-compulsory education) PROGRESSION REQUIREMENTS In line with Section 3.1 of the University s Assessment and Progression regulations for Taught Postgraduate Programmes (see ectione.htm ) there are no progression requirements between modules on this programme. Level 7 COMPULSORY Students must take both of the following: PROGRESSION REQUIREMENTS As above. Module 2: Linking Theory and Practice in Post- Compulsory Education. Module 3: Taking an Action Research Approach to Researching Professional Practice. 13. Information about assessment regulations Assessment on the programme follows the standard regulations of Middlesex University for taught postgraduate provision - see University Regulations, Postgraduate Taught Programmes, Section E: Assessment and Progression Regulations for Taught Programmes available at Please note that in accordance with the provision of Section E4.5, this qualification will not be classified, and all work is graded on the basis of the University s Pass / Refer / Fail system. A module pass is awarded to all candidates who successfully demonstrate achievement of the relevant learning outcomes and meet the assessment criteria; and the award of a Postgraduate Certificate is made to all candidates who successfully complete all three modules. Candidates have resit and appeal opportunities as laid out in the University s regulations (see above). Full assessment criteria are laid out for students in the Programme Handbook.

5 14. Placement opportunities, requirements and support (if applicable) All participants are provided with adequate teaching opportunities at BIMM, and we have already established relationships with a number of other colleges where we have succesfully placed students for teaching practice. We also encourage and support our participants to find other teaching opportunities during their studies. 15. Future careers (if applicable) The majority of participants on the programme aim to develop (or further) portfolio careers in the music industry - generally combining elements of performing; producing; writing music; private teaching and college-based teaching. This course aims to provide participants with a suitable qualification to support these latter two career aims. 16. Particular support for learning (if applicable) Details of learning support available to all students at BIMM are set out in the Programme Handbook. In addition to this college-wide provision, participants on the PGCert have two further sources of individual support: they have an entitlement to regular tutorial support (available face-to-face, or via phone / ); and are part of a very supportive learning community that maintains strong and regular contact between weekly sessions via the course blog to which all participants are required to contribute every week. 17. JACS code (or other relevant coding system) 18. Relevant QAA subject benchmark group(s) n/a There are no specific subject benchmarks relevant to this programme, but it has been designed to meet the expectations of the FHEQ for Masters level work. 19. Reference points As stated in Section 19, the course has been designed to meet the expectations of the FHEQ at Masters level, which can be used as a reference point for other level 7 qualifications, including postgraduate certificates (FHEQ, Descriptor for higher education qualification at level 7 - preamble). In particular, this programme s development has been informed by Paragraph 39 of the FHEQ: 39. Much of the study undertaken for master's degrees will have been at, or informed by, the forefront of an academic or professional discipline. Students will have shown originality in the application of knowledge, and they will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex issues both systematically and creatively, and they will show originality in tackling and solving problems. They will have the qualities needed for employment in circumstances requiring sound judgment, personal responsibility and initiative in complex and unpredictable professional environments. The programme has also been developed to meet the professional requirements of the LLUK New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector.

6 20. Other information We would like to take the opportunity to highlight two particular aspects of the teaching and learning strategy for the programme: 1 blended learning provision. There is a course blog running alongside the face-to-face sessions. The blog is designed to be fully interactive, and not just a repository for course information and materials. All participants are expected to contribute to the blog on a weekly basis, responding to specific prompts / questions. Participants are also encouraged to use the blog to start their own discussion threads, and to share useful resources. The blog is an effective part of developing a well-functioning learning community that balances peer support and challenge. It also allows participants to keep in regular contact outside of scheduled classroom time. 2 metacognitive strategies. A very wide variety of teaching and learning approaches are used during the course, and participants regularly discuss these as a way both of processing their own learning experience and of discussing whether and how different methods might be effective in their own teaching contexts. Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the rest of your programme handbook and the University Regulations.

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