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Masters Degrees (Secondary Art And Design)

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Develop as a highly qualified, effective and confident teacher of art and design, studying with a specialist to gain the knowledge and skills to use a variety of different approaches to teaching your specialist subject; and achieve Qualified Teacher Status (QTS). Read more
Develop as a highly qualified, effective and confident teacher of art and design, studying with a specialist to gain the knowledge and skills to use a variety of different approaches to teaching your specialist subject; and achieve Qualified Teacher Status (QTS).

Intermediate qualifications available:

• Professional Graduate Certificate in Education

This course is accredited by the National College for Teaching and Leadership (a department of the Department for Education) to deliver Initial Teacher Training

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/secondary-art-and-design2#about

Course detail

• Study on a course designed to enable you to join a challenging and rewarding profession – becoming an effective and inspiring teacher who draws on broad subject specific knowledge and secure understanding of teaching and learning theories - with the knowledge and skills to lead learning and initiate change in educational settings
• Explore your understanding of teaching and learning secondary art and design, as you apply your subject knowledge and expertise to planning teaching and managing the art and design classroom; honing your skills of critical self-evaluation and improvement
• Develop your creativity and team-working skills, preparing you to influence and lead in educational settings and enhancing your own sense of independence
• Gain confidence in analysing the evidence of your own practical experience during placements in schools, informing your future actions as you evaluate the impact of applying theory to your teaching practice
• Benefit from a qualification that gives you recommendation for Qualified Teacher Status (QTS), enabling you to gain employment in a school, with opportunities for continuous development through further study at MA/MSc, MPhil, PhD and EdD levels.

Modules

• The Professional Teacher
• The Reflective Teacher*
• The Research Informed Teacher*
• The Subject Specialist (Secondary Art and Design)

*denotes units that can be assessed at Masters level

Format

During the course you will spend around 70% of your time in placement schools where you will be trained across the 11-16 age range. You will develop the skills and knowledge to teach art and design in a creative and imaginative way, using a variety of different approaches. You will also engage with relevant research literature and develop the skills of a reflective and research informed practitioner.

You will attend subject-specific sessions, lectures and seminars, which are designed to develop awareness and understanding of professional issues, the nature and content of the art and design curriculum and the role of Information Communication Technology (ICT) in the teaching of art and design, and issues such as planning and assessment.

You will obtain Qualified Teacher Status (QTS) and up to 60 Masters level credits.

Assessment

The Teachers’ Standards 2012 provide the framework by which your progress in your teaching is judged. These are supplemented with descriptors which support you in understanding the qualities, which define the level at which you meet the standards.

Your assignments and documentary evidence are managed through a webfolio, bringing together your experiences and activities into a coherent structure. It will help you engage in critical self-evaluation of your practice, enabling you to identify areas of strength and areas for future development.

Careers

Local and national demand for University of Bedfordshire graduate teachers is high. Annual destinations surveys show that 90% of graduate teachers will have secured full-time teaching posts to begin in the year of graduation, with a further 9% working in part-time teaching positions.

The course is framed by a commitment to help you to develop the characteristics of a University of Bedfordshire graduate teacher. You will be challenged to explore theories of teaching and learning and to examine the implications of such theories for your own development.

On completion of the course you will have the appropriate attitude, knowledge, skills and understanding to meet the needs of the children’s and schools’ workforce agenda and to lead learning and initiate change in educational settings.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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Teaching is an extremely rewarding and challenging career. Our course is designed to provide you with the knowledge, understanding and skills that you need to be an outstanding teacher. Read more
Teaching is an extremely rewarding and challenging career. Our course is designed to provide you with the knowledge, understanding and skills that you need to be an outstanding teacher. We aim to nurture teachers who are passionate about the development of their own and their pupils' learning.

While we may be one of the oldest higher education institutions in the UK, we’re also a modern and innovative institution, with a well-deserved reputation for the quality of our education. The Faculty of Education and Children’s Services has been awarded 'Outstanding' status by Ofsted, credited with delivering "high levels of academic and pastoral care" - Ofsted Report 2016.

Why Study Secondary Art and Design with QTS with us?

During the course, you will learn how to encourage young people’s understanding of art and design through your subject specialism.

We encourage Art and Design trainees to be:
- enthusiastic and confident in the classroom
- pedagogically skilful and adaptable
- specialists in the teaching of Art and Design: demonstrating practical skills and a knowledge of subject history
- able to see their subject in the context of the whole curriculum
- competent in a number of areas that cross secondary school curriculum boundaries
- able to work as part of a team

The course is designed to ensure you are confident in all basic national curriculum requirements.

What will I learn?

In essence, the course will start you on your professional journey as a teacher. We aim to provide high-quality education and training, and modules will provide you with:
- critical understanding of pedagogy, assessment and curriculum
- critical knowledge, understanding and skills in specialist age phases and subjects
- critical knowledge and understanding of wider professional issues, e.g. behaviour management and inclusive practice
- enrichment opportunities at least 120 days of school-based learning.

How will I be taught?

Professional and academic learning takes place within University and partnership settings in lectures, seminars, practical workshops and tutorials.

School-based learning will move you from observation through group work to whole class teaching.
You will be expected to undertake 10 independent preparation and consolidation study hours (minimum) per week for the University course, in addition to full teaching days when on placement.

How will I be assessed?

Professional and academic learning is assessed through assignments and directed activities.

School-based learning is assessed holistically against the Teachers’ Standards.

Postgraduate Visit Opportunities

If you are interested in this courses we have a number of opportunities to visit us and our campuses. To find out more about these options and to book a visit, please go to: https://www1.chester.ac.uk/study/postgraduate/postgraduate-visit-opportunities

Request a Prospectus

If you would like to know more about the University please request a prospectus at: http://prospectus.chester.ac.uk/form.php

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The PGCE Secondary course is an exciting and challenging 36 week training programme which will thoroughly prepare you for the teaching profession. Read more
The PGCE Secondary course is an exciting and challenging 36 week training programme which will thoroughly prepare you for the teaching profession.

Following successful completion students are recommended for the award of Qualified Teacher Status (QTS). The aim of the course is to equip you to become a confident, high quality teacher of Art and Design. Excellent subject knowledge, creativity, imagination, passion for your subject and the enthusiasm to make learning in Art & Design an enjoyable experience for pupils are essential requirements for success.

The South West Wales Centre of Teacher Education has excellent graduate employment rates with 99% of graduates going into employment or further study (DLHE 14/15).

Key Features

The PGCE Secondary Art and Design programme at Swansea is a supportive, well organised, carefully structured course which places much emphasis on the use of contemporary Art, including Welsh examples. The course works closely with outside agencies such as the Glynn Vivian Gallery, the National Museum Wales, Artes Mundi, the Saatchi Gallery, Tate Modern and Plantasia Tropical Planthouse. You will also have the opportunity to work as an Artist-In-Residence or gain teaching experience in a museum or gallery for a two week period at the end of the programme to increase your employability.

If Welsh is your first language, you will be able to undertake teaching experience placements in Welsh medium schools, have tutorials in Welsh, and receive Tutor lesson observations and both written and verbal feedback in Welsh.

Our programme is the largest provider of Secondary PGCE education and training in Wales and geographically, we are well placed to serve the whole of South Wales. We have the best employment rate of all teacher training programmes throughout Wales and the course is taught by high quality staff with recent and relevant experience of secondary school provision, providing training for serving teachers, conducting school inspections, working as consultants and with the Welsh Joint Education Committee to set examination papers and moderate pupils’ GCSE work in schools.

In addition, we have long established English and Welsh medium partnership placements and very experienced, committed school /college mentors. We are also able to offer post course Continuing Professional Development opportunities.

Career Opportunities

The South West Wales Centre of Teacher Education has excellent graduate employment rates with 99% of graduates going into employment or further study (DLHE 14/15).

Many school and college departments, both locally and nationally, are staffed with several of our teachers and many of our trainees have gone on to forge successful teaching careers at strategic, professional and management levels at home and abroad.

Our PGCE graduates usually remain in close touch with us as they make their careers in the teaching profession and they often become Subject Mentors on the programme. This creates a very strong, sustainable professional network of teachers which is a rich source of continuing professional development.

Recently our PGCE Art and Design graduates have gone on to work as Secondary Teachers in many independent and state schools in Wales, England and abroad including (but not limited) to: Judgemeadow Community College (Leciestershire), Cwmafan Junior School (Port Talbot), Howard School (Rainham, Kent), Amman Valley School (Ammanford), Bridgend County Borough Council, Olchfa Comprehensive School (Swansea), Livanhoe College (Ashby de la Zouch), Ysgol Gyfun Ystalyfera (Ystalyfera).

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Gain qualified teacher status (QTS) with a subject specialism in secondary art and design, qualifying you to teach in secondary schools and post-16 colleges. Read more

Gain qualified teacher status (QTS) with a subject specialism in secondary art and design, qualifying you to teach in secondary schools and post-16 colleges.

On the course you

  • enhance your subject knowledge and understanding
  • develop practical subject skills
  • learn how to teach art and design in secondary schools
  • learn about the wider role of teachers in school
  • gain knowledge about schools and the education system
  • apply your skills and knowledge on school placements

We help you develop the skills you need to be a successful teacher of pupils of all abilities. By studying with us you build your enthusiasm, confidence, knowledge and ability to teach art and design.

You also gain self-evaluation skills by completing a professional development portfolio. This provides evidence that you meet the QTS standards for self-evaluation and personal development.

School placements are central to the course. You complete teaching placements in two 11–16 or 11–18 schools. This allows you to experience the progression from Key Stage 3 to 5. A university-trained mentor supports you when on placement. Your course tutor also visits you to discuss your progress.

We have strong partnerships with secondary schools and colleges in the area and some of our students are offered teaching jobs in their placement schools.

Your placements are complemented by university and academy based study that includes teaching sessions, seminars, group study, tutorials and assessment.

During the course you can choose to complete either the PGCE or the professional certificate in education (PCE). Both qualifications achieve QTS but the PGCE also gives you 60 Masters level credits, which you can use towards a masters degree.

School Direct

Apply for a place through the School Direct scheme for a dedicated route into a job after graduation. During School Direct, the school or partnership of schools that you've applied to will be much more involved in your selection, recruitment and professional development.

For more information visit our School Direct page

Course structure

Core modules

Two key academic modules plus assessed placements in school

Assessment

  • research projects
  • presentations and reports
  • preparing teaching materials and plans
  • teaching practice

Employability

This course is aimed at those aiming to teach in secondary schools

We have an excellent graduate employment record. Over 96 per cent of our PGCE graduates are teaching or in further study within six months of graduating.



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Manchester Metropolitan University has a longstanding national reputation for providing high-calibre initial teacher training with over 20 Secondary specialisms available. Read more
Manchester Metropolitan University has a longstanding national reputation for providing high-calibre initial teacher training with over 20 Secondary specialisms available. The Faculty of Education has a well-established partnership with over 800 secondary schools and colleages across the North West region and beyond.

This PGCE covers all aspects of becoming an effective and successful teacher of art, craft and design in the National Curriculum as well as GCSE and AS/A level. Trainees benefit from excellent studio facilities and an art gallery featuring school and course-related exhibitions. There is a strong emphasis on individual art practice - trainees will be encouraged to share this with peers and pupils in schools.

A minimum of 120 days school-based practice training is combined with university-based training and periods of independent study. Trainees are supported throughout by university and placement mentors.

This PGCE is available via University led and School Direct routes.

We also offer an Assessment-Only route to Qualified Teacher Status (QTS) aimed at experienced, but unqualified graduate teachers wishing to complete a formal qualification.

Features and benefits of the course

-State-of-the-art studio and gallery facilities at the Brooks Building in Manchester
-Experience in a diverse range of schools and colleges
-Choice of University-led, School Direct or Assessment-only routes to Qualified Teacher Status
-Opportunity to apply for four week enrichment experience overseas
-Course includes 60 Masters Level CATS points, or one third of a Masters degree
-Access to NQT alumni support in your first year of teaching
-Close links with our Educational and Social Research Institute

Placement options

School placements are central to the course. As intending teachers trainees begin by developing professional awareness, understanding and skills common to learning and teaching in a variety of settings. They begin to understand the inter-relationship between the school and its community.

Placements will be in at least two different schools or colleges and will range from inner city to rural settings, mixed and single gender schools, City Academies, Comprehensives and Selective Schools, 11-16, 11-18, sixth form and further education colleges.

Trainees also have the opportunity to apply for a four week enrichment experience overseas. These help to develop an international educational perspective and provide the chance to gain some teaching experience in an international school. Enrichment is in addition to PGCE units of study and opportunities may differ year on year, for example, in 2016 trainees were placed at British International Schools in Kazakhstan, Cyprus or Norway or public schools in Orleans, France.

About the Course

Trainees will be introduced to different models of critical engagement and be involved in a number of gallery education workshops at various stages in the course. You will explore the relationship between curriculum development and assessment for and of learning in art, craft and design and particular concerns, such as drawing for different purposes and needs. In addition you will follow a series of workshops that embrace a range of art, craft, design and new media disciplines. You will be shown how to apply resulting insights in your teaching to the benefit of your pupils.

Much of your work will be undertaken in lecture-related seminars and small scale activity groups where the emphasis is on personal and professional development within the context of shared experiences and mutual support.

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The Secondary Postgraduate Certificate in Education is a one academic year (36 week) course that trains graduates to be secondary school teachers of Art and Design. Read more
The Secondary Postgraduate Certificate in Education is a one academic year (36 week) course that trains graduates to be secondary school teachers of Art and Design.

The PGCE programme has been designed to train teachers to practice as a subject specialist teacher for the secondary age range (11-16). Trainees are assessed against the standards for Qualified Teacher Status (QTS) across the age range. Trainees will also often gain experience of the 16-18 age range, although they will not be formally assessed in this phase.

Art and design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world. Pupils use colour, form, texture, pattern and different materials and processes to communicate what they see, feel and think. Through art and design activities pupils learn to make informed value judgements and aesthetic and practical decisions, becoming actively involved in shaping environments. They explore ideas and meanings in the work of artists, craftspeople and designers. They learn about the diverse roles and functions of art, craft and design in contemporary life and in different times and cultures.

Key benefits

• 24 weeks are spent on placement: a total of eight weeks in one placement during the autumn term and 16 weeks in a second placement during the spring and summer.

• As well as teaching, the programme includes contact time with a Senior Professional Tutor and a Subject Mentor, directed study time and personal study time.

• There is an opportunity to spend time in a primary school and some students may also visit other institutions, such as special schools or colleges of further education.

Course detail

The course is active and practical allowing trainees to develop professional competence through work undertaken in schools and in the University. It is our view that teachers of art and design must be artist teachers, so trainees develop their subject knowledge through a range of workshops including drawing, painting, stained glass, ceramics, printmaking and photography among others. We also work with different subject areas in cross-curricular projects such as exploring geographical themes through art and design media; responding to the work and landscape of a WW1 poet through art, english and geography and creating a medieval experience for children at Chepstow Castle with history and design technology trainees.

Trainees work with young people, develop their expertise in their specialist subject area, share and discuss educational issues and study relevant educational research. The course is just the beginning of what we hope will be a process of continual professional development throughout a challenging and rewarding career.

Structure

The course is part of the Department's programme for Initial Teacher Training. Units studied are:

• Enabling Learning
• Meeting Curriculum Challenges
• Becoming a Teacher

These units are studied in both the school and the University-based parts of the course, the work on each site being complementary.

During the course, consideration will be given to the National Curriculum GCSE and to post-16 courses including AS, A-level, and to the rapidly expanding vocational area of the art and design curriculum. Learning to teach involves a wide range of other skills including the development of young people's ability to communicate and justify their ideas and decisions in art and design, and more generally to develop their language across the curriculum as a whole.

Format

The course is split between university based study (12 weeks) and school based study (24 weeks). The university based blocks look at educational issues related to Art and Design teaching, and the role of Art and Design in the school curriculum. Examples of sessions include:

• Developing a rationale for teaching Art and Design
• Subject knowledge workshops in a wide range of media, including ceramics, screenprinting and photography
• Writing creative and motivational schemes of work and lesson planning
• Planning a school visit

A comprehensive series of seminars and workshops provides opportunities to extend your understanding of a range of pedagogical methodologies within art and design, such as how best to explain, demonstrate, ask questions, support students' progress in your subject and much more, through a reflective approach to your own practice. You will be introduced to the latest ideas and resources for teaching art and design, share and develop a wide variety of teaching approaches and learning activities and become aware of the wider subject community that is made up of art teachers and art educators through the National Society for Education in Art and Design. You will also have the opportunity to develop your subject knowledge through a range of university based workshops, and will be able to select one new area to investigate and produce a range of personal work for exhibition during the course.

Assessment

In order to pass the course, trainees are required to pass each unit. They are assessed on a number of written assignments and also on classroom practice against the standards specified by the Secretary of State for the award of Qualified Teacher Status (QTS).

Careers / Further study

The Postgraduate Certificate in Education (PGCE) programmes now include 40 credits of assessment at Master's Level (Level M). For candidates who opt not to attempt the requisite credit at Level M, a Professional Graduate Certificate in Education will be available as an alternative award.

How to apply

Information on applications can be found at the following link: http://www1.uwe.ac.uk/study/applyingtouwebristol/postgraduateapplications.aspx

Funding

- New Postgraduate Master's loans for 2016/17 academic year –

The government are introducing a master’s loan scheme, whereby master’s students under 60 can access a loan of up to £10,000 as a contribution towards the cost of their study. This is part of the government’s long-term commitment to enhance support for postgraduate study.

Scholarships and other sources of funding are also available.

More information can be found here: http://www1.uwe.ac.uk/students/feesandfunding/fundingandscholarships/postgraduatefunding.aspx

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School Direct (Tuition Fee) is a route into teaching at both primary and secondary levels. Trainees join other student teachers on the established Art and Design PGCE programme at the UCL Institute of Education (IOE), whilst undertaking their teaching experience at their host school or alliance. Read more

School Direct (Tuition Fee) is a route into teaching at both primary and secondary levels. Trainees join other student teachers on the established Art and Design PGCE programme at the UCL Institute of Education (IOE), whilst undertaking their teaching experience at their host school or alliance.

About this programme

This programme aims to inform and inspire, to challenge orthodoxies and encourage a freshness of vision. It provides support and guidance for learning and teaching in art and design, identifying strategies to motivate and engage pupils in making, discussing and evaluating visual and material culture.

Through seminars and studio-based activities, students will study the concepts, processes and skills of art, craft and design, sharing their knowledge and understanding with other student teachers and considering how it relates to the secondary curriculum. Towards the end of the PGCE, students will build on their own practice by initiating a curriculum development project, culminating in the display of their work at a final exhibition that represents their personal philosophy for art and design education.

Students undertake two Master’s-level (level 7) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.

The Secondary PGCE consists of three core modules: two Master’s-level modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.

Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE).

Core modules

  • Subject Studies - Art and Design (30 Master's-level credits)
  • Wider Educational Studies - Art and Design (30 Master's-level credits)
  • Professional Practice

Optional modules

  • There are no optional modules for this programme

Placement

You will spend two-thirds of your time (120 days) in schools, working with art and design mentors who support you through your two school placements. We are fortunate to have a good choice of schools with whom we work, with some outstanding mentors and strong art and design departments. The Professional Practice module is assessed through these placements, associated tasks and a portfolio.

Teaching and learning

The programme is delivered via keynote lectures, subject lectures, seminars, workshops, tutorials and directed study days at the IOE, as well as time spent in placement at the host school or alliance. Assessment is by the observation of practical teaching, assignments and a portfolio (which links into continuing professional development in the induction year).

Further information on modules and programme structure is available on the department website: School Direct (Tuition Fee): Art and Design

Funding

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as teachers and heads of art and design departments in schools and colleges, while others have jobs as education officers in galleries and museums. Graduates in this area can also be found working as lecturers on art foundation courses.

Employability

Graduates of the Secondary PGCE programme are highly employable and sought after by schools and colleges in London and beyond. Almost all graduates secure their first teaching post by the time they finish the PGCE programme. Graduates of the programme also have great career prospects, with many becoming Head of Department or a Head of Year within 2-5 years, often acting, in their schools, as mentors to new PGCE student teachers. Many of our graduates become senior teachers (such as Assistant Headteachers or Head of a Faculty) in 5-8 years of graduating, and some are now Headteachers. Others have developed their careers as subject specialist teachers and educators, both becoming lead teachers in the classroom and researching, writing and advising other teachers themselves. The Secondary PGCE Programme is a springboard into a rewarding career, not just as a skilled teacher, but as an educational leader.

Why study this programme at UCL?

The Art and Design PGCE is a challenging and forward-looking programme which prepares students to teach across the 11–18 age range. As the leading PGCE in Art and Design in the country, this programme has a strong reputation for promoting innovation in education theory, practice and policy. The tutor team provide a wide range of expertise and interests in contemporary art practices, alternative pedagogies and art histories. A distinctive feature of the programme is the final exhibition where, using their own creative practice, artist-teachers develop work representing their personal philosophy for art and design education.

The IOE provides excellent studio space and facilities for Art and Design, including a computing suite where students will learn about how information and communications technology is used in art and design education. The programme also has strong links with galleries, museums and other sites for learning, which are recognised as an important resource for engaging students in cultural and social issues.

Accreditation:

This route leads to the award of QTS (Qualified Teacher Status).



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The Art and Design PGCE is a challenging and forward-looking programme which prepares students to teach across the 11–16 age range, encouraging them to relate art, craft and design education to contemporary art practice. Read more

The Art and Design PGCE is a challenging and forward-looking programme which prepares students to teach across the 11–16 age range, encouraging them to relate art, craft and design education to contemporary art practice. It has a strong reputation for promoting innovation in education theory, practice and policy.

About this programme

This programme aims to inform and inspire, to challenge orthodoxies and encourage a freshness of vision. It provides support and guidance for learning and teaching in art and design, identifying strategies to motivate and engage pupils in making, discussing and evaluating visual and material culture.

Through seminars and studio-based activities, students will study the concepts, processes and skills of art, craft and design, sharing their knowledge and understanding with other student teachers and considering how it relates to the secondary curriculum. Towards the end of the PGCE, students will build on their own practice by initiating a curriculum development project, culminating in the display of their work at a final exhibition that represents their personal philosophy for art and design education.

Students undertake two level 7 (Master’s-level) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.

The Secondary PGCE consists of three core modules: two Master’s-level (level 7) modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.

Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE).

Core modules

  • Subject Studies - Art and Design (30 Master's-level credits)
  • Wider Educational Studies - Art and Design (30 Master's-level credits)
  • Professional Practice

Placement

You will spend two-thirds of your time (120 days) in schools, working with art and design mentors who support you through your two school placements. We are fortunate to have a good choice of schools with whom we work, with some outstanding mentors and strong art and design departments. The Professional Practice module is assessed through these placements, associated tasks and a portfolio.

Teaching and learning

The programme is delivered via keynote lectures, subject lectures, seminars, workshops, tutorials and directed study days at the IOE, as well as time spent in placements. Assessment is by practical teaching, assignments and portfolio tasks. Students also record their progress in an assessment record file (ARF). This will form part of an ongoing portfolio charting the student's continuing professional development.

Further information on modules and programme structure is available on the department website: PGCE Art and Design

Funding

Bursaries are available for some subject programmes to students who meet the eligibility criteria. To find out what funding may be available to you, please visit the Department for Education funding page.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as teachers and heads of art and design departments in schools and colleges, while others have jobs as education officers in galleries and museums. Graduates in this area can also be found working as lecturers on art foundation courses.

Employability

Graduates of the Secondary PGCE programme are highly employable and sought after by schools and colleges in London and beyond. Almost all graduates secure their first teaching post by the time they finish the PGCE programme. Graduates of the programme also have great career prospects, with many becoming Head of Department or a Head of Year within 2-5 years, often acting, in their schools, as mentors to new PGCE student teachers. Many of our graduates become senior teachers (such as Assistant Headteachers or Head of a Faculty) in 5-8 years of graduating, and some are now Headteachers. Others have developed their careers as subject specialist teachers and educators, both becoming lead teachers in the classroom and researching, writing and advising other teachers themselves. The Secondary PGCE Programme is a springboard into a rewarding career, not just as a skilled teacher, but as an educational leader.

Why study this programme at UCL?

The UCL Institute of Education (IOE) provides excellent studio space and facilities for Art and Deisgn, including a computing suite where students will learn about how information and communications technology is used in art and design education. The programme also has strong links with galleries, museums and other sites for learning, which are recognised as an important resource for engaging students in cultural and social issues.

As the leading PGCE in Art and Design in the country, this programme has a strong reputation for promoting innovation in education theory, practice and policy. The tutor team provide a wide range of expertise and interests in contemporary art practices, alternative pedagogies and art histories.

A distinctive feature of the programme is the final exhibition where, using their own creative practice, artist-teachers develop work representing their personal philosophy for art and design education.

Accreditation:

Students who successfully complete this programme will be recommended for Qualified Teacher Status (QTS).



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This specialist course has been rated as ‘Outstanding’ by Ofsted for 14 years with particular highlights being the high quality school placements, excellent partnerships with museums, galleries and the wider arts community and the managements and quality assurance of the programme. Read more
This specialist course has been rated as ‘Outstanding’ by Ofsted for 14 years with particular highlights being the high quality school placements, excellent partnerships with museums, galleries and the wider arts community and the managements and quality assurance of the programme.

Because the course has been built around partnerships with primary, secondary and special schools, museums and galleries, community groups and artists, it offers you the opportunity to gain a PGCE in Secondary Art, Craft and Design Education with Qualified Teacher Status.

It will prepare you to become a highly effective practitioner, able to make a significant contribution to education and equipped to teach pupils across the range of art, crafts and design.

You’ll spend the majority of your time in two contrasting secondary school placements, with the remaining time at Northumbria University or at sites including museums, galleries, studios and workshops.

Thanks to our exclusive partnership with the BALTIC Centre for Contemporary Art, you’ll also have access to BALTIC’s extensive library and archive.

Learn From The Best

This course will encourage you to challenge and develop your own personal philosophy and pedagogy by learning from a wide field of experienced practitioners.

Our delivery team include senior schools leaders, outstanding subject specialist teachers, research active lecturers, professionals from galleries, museums and creative organisations, artists, makers and designers.

They all model the attributes of an outstanding subject teacher and will encourage you to pursue and develop your own personal areas of expertise and interest by harnessing your prior experience and practice.

The majority of teaching staff are partners in external organisations including schools, museums and galleries across the North East, with a breath of expertise in arts, craft and design education. They include staff from our partner, BALTIC Centre for Contemporary Art.

Teaching And Assessment

The course has two main components; school based placements in two contrasting schools and an arranged timetable of lectures, seminars, workshops, tutorials enrichment days, studio days and project days.

The arranged timetable explores four main areas: professional knowledge and generic educational practice; art education practice and knowledge; art education skills and knowledge; and art education research, theory and philosophy.

You’ll also get the chance to customise project briefs, co-design enrichment opportunities and address art, craft and design subject knowledge and skills gaps, plus undertake a primary placement and have placements in post 16 education to explore the transition stages.

You’ll be assessed using a variety of strategies including written assignments, presentations and reflective professional portfolios. You’ll also undergo in-school assessment of your professional conduct and the planning and teaching of lessons.

This assessment enables you to have the maximum impact on pupil progress and demonstrate that you meet the requirements to be awarded a PGCE and Qualified Teacher Status (QTS) aligned to the Teachers’ Standards 2012.

Module Overview
TE6674 - Professional Studies: Art, Craft and Design (NC, 30 Credits)
TE6675 - Professional Placements: Secondary Art, Craft and Design (NC, 30 Credits)
TE7055 - Contemporary Issues & Practice in Art and Design Education (NC, 30 Credits)
TE7056 - Inquiry of Current Issues in Art Education (NC, 30 Credits)

Learning Environment

You’ll spend a minimum of 120 days, which will be the majority of your time, in two contrasting secondary school placements. They will be carefully matched to your individual academic and professional requirements, making sure you get great opportunities based on your needs.

You’ll also spend a significant amount of time at BALTIC and in our partnership museums, galleries and schools where you’ll be guided and mentored by experienced teachers and senior leaders.

Your training will include access to specialist art equipment including kilns, studio based equipment and materials – both on campus, and also across the partner organisations that you train in.

On top of that, you’ll be able to tap into our well-established network of subject-specialist, dedicated link tutors, all experienced senior leaders in arts education in secondary schools. They will ensure you make the best possible progress and are well prepared for your transition into teaching.

Digital learning is integrated and embedded into the course, from e-learning platforms to digital communication and presentations, and you’ll also use our e-learning portal, social networking platforms, digital communication tools and collaborative tools.

Research-Rich Learning

Arts education is an area rich in ongoing research, which is strongly reflected in the content of this course.

Our members of teaching staff come from a wide range of backgrounds and have a diverse range of research interests and expertise.

Prominent and key research areas include arts education; craft education; how arts can improve health and wellbeing; being an artist teacher; creative and cultural sector partnerships and collaborations. Other topics covered include ceramics in education; education in museums and galleries; quality assurance in schools; and creativity in education.

These fascinating areas are all explored and applied across and throughout the breadth of teaching on this course.

Give Your Career An Edge

Graduates from this course enjoy a consistently high employment rate and many students secure a position even before graduation.

This programme has outstanding recruitment, regularly recording excellent employability for its graduates. In 2015, 95% secured a job within three months of graduation and 100% within six months of graduation.

The vast majority of students who study this course go into secondary arts education, but those who don’t often choose to work in educational roles in museums and galleries or have gone on to successfully work in international arts education and administration.

Most of our recent graduates are based in the UK but some are tapping into the growing demand for outstanding graduates with a PGCE in schools across Europe and the Middle East.

Your Future

Many of our former students have told us that this course was transformative for them, both professionally and personally, providing long term impacts on their careers, with many jumping up the career ladder to middle and senior leadership.

Many graduates also decide to return to the programme to support our trainee teachers by guest lecturing, mentoring and developments research in arts education through the programme.

Becoming a secondary art teacher has the potential to be a hugely satisfying professional choice, and you’ll be able to make an immeasurable impact on students throughout the lifetime of your career.

The course carries a consistent record of delivering fantastic opportunities for progression after completion, with high employability levels and overall year-on-year outstanding satisfaction from students.

Your placements in two contrasting school settings aim to provide you with the best possible all-round experience of teaching at secondary level, which will stand you in excellent stead when it comes to applying for teaching roles.

If you decide to continue your studies, successful completion of this course means you could carry 60 credits forward towards a full or part time Masters degree at Northumbria making it cheaper and quicker.

With an excellent national reputation and plenty of choices and opportunities on this programme to make it a really personalised experience, your professional career in arts education can really take off.

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This programme prepares you to teach art and design in secondary schools. You are shown how to plan, resource and organise art lessons, and how to monitor, record, evaluate and assess the art practices of students. Read more

This programme prepares you to teach art and design in secondary schools. You are shown how to plan, resource and organise art lessons, and how to monitor, record, evaluate and assess the art practices of students.

We encourage you to create exciting, questioning and stimulating learning environments.

You'll explore how young people develop their own forms of exploration, expression and communication.

You'll learn about current educational initiatives and agendas and wider political and conceptual issues related to art and design education and how to design, develop, resource and organise art and design lessons, and how to monitor, record, evaluate and assess the art and design practices of young people.

A central philosophical position of the Goldsmiths PGCE is the importance and essential element of your practice as an artist/designer/craftsperson and how this can contribute to your development as an educator.

School Direct

It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.

Additional costs

As well as your PGCE fees, you will have to cover your travel costs to your school placements.

We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

Structure

College-based work

There are practice-based Art and Design workshops, lectures and seminars and individual and group tutorials, which are conducted by Goldsmiths lecturers, artist teachers and gallery/arts educators.

The content of the lectures and seminars focus on current issues including:

  • contemporary art and design practices
  • learner identities
  • visual and place-based pedagogies
  • inclusive strategies for learning
  • political and conceptual issues in art and design
  • artist teacher identities
  • assessment and evaluation of Art and Design
  • designing and developing opportunities for learning

School-based work

During the Autumn Term you are placed in a secondary school Art and Design department to observe, participate in and teach alongside experienced teachers.

You'll visit a primary school to develop an understanding of younger children’s work and how the Art and Design curriculum is taught.

During the Spring and Summer terms you are placed in a second school, where you will experience a sustained experience of teaching in which you develop competence in the Professional Standards.

Throughout the course you will develop and implement Art and Design practices in all Key Stages of the curriculum including post-16.

Learning & teaching

A range of teaching methods are employed across the PGCE programmes, including:

  • Taught subject sessions
  • Taught General Professional Study sessions
  • Practical workshops
  • Core lectures
  • Group tutorials/seminars
  • Individual tutorials
  • Individual and group presentations
  • Supported self-study

As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.



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The Art and Design in Education MA draws on the research and teaching expertise with the Art, Design and Museology group at the UCL Institute of Education (IOE). Read more

The Art and Design in Education MA draws on the research and teaching expertise with the Art, Design and Museology group at the UCL Institute of Education (IOE). It examines the relationship between art practice, theory and pedagogy and enables students to develop a rigorous approach to educational research in art colleges, schools and galleries.

About this degree

This programme will enable you to share and investigate art education from theoretical, historical and practical perspectives. It addresses key issues such as globalisation, alternative models for art education, new technologies and embodied learning. Students will explore the relationship between practical and theoretical modes of enquiry and learn to conduct research using appropriate methodologies.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits), and a dissertation (60 credits).

Core modules

  • Alternative Models for Art Education
  • Research Based Practice in Art and Design Education

Optional modules

  • Contemporary Art and Artists in Education
  • Material and Virtual Cultures: Transforming the Museum and Gallery Experience
  • Responsive Museums: Inclusion and Outreach in Practice

Dissertation/report

All students undertake a dissertation in one of three modes:

  • a thesis of 20,000 words
  • exhibition and 10,000-word report
  • an exhibition of a residency / placement and 10,000-word report

Teaching and learning

Teaching methods include studio practice, lectures, seminars, and gallery-based learning delivered by IOE staff, visiting lecturers and professionals working in universities, galleries and schools. Assessment is based on coursework assignments and the dissertation.

Further information on modules and degree structure is available on the department website: Art and Design in Education MA

Careers

UCL IOE's Art and Design MA students have a strong record of success in obtaining leadership roles in arts organisations and education. Alumni are currently working as lecturers in further and higher education, heads of arts faculties in secondary schools, freelance artists educators in galleries and museums as well as careers advisers for the arts. Graduates have also been very successful entering PhD programmes.

Recent career destinations for this degree

  • Assistant Principal and Secondary School Teacher (Art), Kensington Aldridge Academy
  • Primary School Class Teacher (Art), Kender Primary School
  • Secondary School Teacher (Head of Art and Design), St. Helen's School
  • Senior Arts Education Officer, Ministry of Education - Singapore
  • Freelance Artist and Designer, Location Inflation

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

Art and design education at the IOE - the leading institution for education worldwide (QS World University Rankings 2015) - has a long and distinguished history which can be traced back to the work of pioneering art educator Marion Richardson (1892-1946).

Located in the heart of Bloomsbury, the current MA works closely with galleries and museums continuing Richardson's quest to strengthen links between contemporary art practice and education.

Students enjoy the use of purpose built studio space in IOE's Grade I listed building and benefit from being part of a wider community of PGCE, MA and doctoral students.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Culture, Communication & Media

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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Why study at Roehampton. This course will provide you with excellent employment prospects. official figures show that 99% of our graduates are in work or further study within six months of graduating (Destinations of Leavers of Higher Education 2017 results). Read more

Why study at Roehampton

  • This course will provide you with excellent employment prospects: official figures show that 99% of our graduates are in work or further study within six months of graduating (Destinations of Leavers of Higher Education 2017 results).
  • We offer a wide range of subject specialisms.
  • Successful completion of this degree will provide you with Qualified Teacher Status (QTS).

Course summary

Do you want to inspire young people and help change lives? Would you like to enjoy a great starting salary and a rewarding career?

Teaching offers all of this. Being able to educate and inspire future generations, seeing young people grow and develop with your help is unlike any other job.

As one of the UK’s leading and longest-running providers of teacher education, we can offer you the best foundation for a successful career in the profession. Completion of this Postgraduate Certificate in Education will provide you with Qualified Teacher Status (QTS) from one of the highest rated providers in the country.

If you study PGCE Secondary at Roehampton you will be taught by a supportive, passionate and driven team of academic staff. Our experienced team strive to ensure you receive the best education and will encourage you to become a confident and successful teacher. In addition to our academic staff, we also have a range of support departments to help you with everything from dealing with money matters, to support with your studies.

 PGCE Secondary at Roehampton gives you a Masters qualification. This postgraduate qualification gives you the tools to build a successful career in teaching while providing a holistic view of the profession; you will look at the child, curriculum and teacher. We offer a wide range of subjects that you can specialise in:

In addition to your subject modules, you will also study a module which will hone your expertise and effectiveness as a teacher. You will learn how to manage a classroom, how planning and preparation contribute to the effectiveness of your teaching, how best to work with parents and other adults, and gain an understanding of children’s behaviour.

Our subject rooms are set up to resemble classrooms, ensuring that from your first day at university you will be in a school environment. This is important for your full immersion into the school environment and familiarity with the way classrooms are structured, and the type of resources teachers need on a daily basis.

Your placements at our partner schools will provide you with invaluable hands-on work experience giving you the confidence you need for your future career and a better understanding of how teaching works in practice.

All our academic staff have extensive teaching experience in schools, and many have served in local authorities or subject associations as advisory teachers, as Ofsted inspectors or as consultants. This means that our programmes are based on the reality of the classroom and the education system. Many work at the cutting edge of research in teacher education, which has a positive impact on the quality of provision for all of our students.

Content

This one year qualification will build your confidence in the classroom, your understanding of the wider role a teacher plays and provide you with all the subject knowledge to effectively teach your specialist subject to all age groups of secondary school children.

You will select a subject that you would like to specialise in and over the course of the year complete two modules in this subject. You will be introduced to a range of theories, practice, pedagogy, current research and literature relevant to that subject. All of your learning will ask you to reflect on your own experiences in your school placement with a consideration of current issues and research. These reflections will then allow you to review and adjust your teaching methods to improve your own practice.

You will undertake two blocks of school experience, two blocks of school experience, Foundation for 6 weeks in one school, and 12 weeks Development and Consolidation in another.

Modules

You will take two subject specialism modules, as well as the below core modules: 

  • Professional Studies
  • Teaching Experience

Career options

This degree will qualify you to teach a specialist subject across the secondary sector. Besides teaching and school responsibilities, a number of our graduates go on to management and leadership roles within schools and other education settings. Graduates also follow careers in consultancy, sector communications, publishing, training, charity, policy, advocacy, government, national assessment and curriculum development roles. Others go on to further academic study, for example our MA in Education.

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Do you want to become an outstanding teacher? Our specialist PGCE in Secondary Education with Art and Design is a direct route to a career of which you can be proud. Read more
Do you want to become an outstanding teacher? Our specialist PGCE in Secondary Education with Art and Design is a direct route to a career of which you can be proud.

Art and Design develops a passion for visual knowledge and understanding and the use of technology. This course develops a range of teaching styles appropriate to the delivery of Art and Design within the National Curriculum and GCSE/A Level specifications. Art and Design impacts on our lives and this course aims to produce dynamic, confident, and innovative teachers who are committed to developing life skills.

The aim of the course is to prepare trainee teachers for a first appointment as a teacher of Art and Design in a secondary school and assess current developments in the subject and their possible effect on teaching in schools. To develop as a teacher, you will be learning about how pupils develop their art and design skills and knowledge, and how they can be helped to a better understanding of themselves and the world through Art and Design. Furthermore, our PGCE Art and Design trainees can take up ‘enhancements’ linked to other curriculum subjects e.g. English, primary phase or Special Education Needs and Diversity.

We acknowledge that the trainees themselves are the most valuable resource on the course and we will be giving you the opportunity you to share your specialisms with the other trainees, and you will develop essential components of creativity and imagination such as determination, hard work, observing, thinking, experimenting, investigating, making, evaluation.

At the University of St Mark & St John, we pride ourselves on the quality of our teaching programmes. PGCE External examiners commented “The work across the Partnership results in excellent relationship building with staff and pupils as well as creative and forward thinking pedagogical ideas.” If the idea of joining these trainees inspires and motivates you, it’s time to start the application process.

General Entry Requirements

In addition to the specific course entry requirements, all PGCE applicants will need to meet the following:

- Recent secondary school classroom observation experience.
- To be able to clearly and accurately communicate both spoken and written English.
- Candidates must take part in individual and group interviews with representatives from schools as well as University tutors.

Suitability Clearance

You will be required to:

- Provide a satisfactory DBS (Disclosure and Barring Service), Enhanced Disclosure, related to the Rehabilitation of Offenders Act 1974 and the Joint Circular ‘Protection of Children’.

- Meet the Secretary of State’s requirements for physical and mental fitness to teach as detailed in ‘Fit to Teach’ by completing an on-line medical questionnaire.

Career Opportunities

The University of St Mark & St John is widely renowned for producing excellent teachers. We have superb links with our partnership schools throughout the South West, London and overseas. You will find our graduates teaching in schools across the country.

- Over 95% of secondary trained teachers employed in teaching jobs – above the sector and region average.

- High quality training and outcomes – 100% of Secondary PGCE trainees completing in 2014 were graded good or outstanding.

- Long and established history of teacher education – 175 years of experience.

- Partnership – wide and diverse – praised by Ofsted (2014) – ‘effective use of local diversity and wider links which ensures trainees have breadth and variety in their training, so making them highly employable’.

Find out how to apply here - http://www.marjon.ac.uk/courses/applying/

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Interaction Design at Malmö University. We educate designers who can articulate and develop cutting-edge practices in key areas of interaction design. Read more

Interaction Design at Malmö University

We educate designers who can articulate and develop cutting-edge practices in key areas of interaction design: tangible and sensor-based interaction, wearable and embodied interaction, game design, participatory design practices, critical design, social innovation and collaborative media development. Students approach these genres within a broad context that considers the social, political and ethical consequences of their designs. Our education is studio-based, bringing students into close contact with our design professors.

This is a one-year programme, which is also offered as the first year of a two-year programme providing a more well-rounded combination of design practice and academic research.

Interaction Design: one-year programme

Interaction Design: two-year programme

The education is provided by the Faculty of Culture and Society at the department School of Arts and Communication.

Practical Design Skills and Academic Research

Interaction design is a rapidly changing discipline, and we maintain the relevance of our education by working with real-world design cases and outside clients that include local industry partners, as well as cultural and civic organisations. Navigating a shifting design landscape also requires the critical mindset of a scholar, and we foster reflective design by teaching research skills and involving students in active research projects.

Internationally Recognised

Our programme was founded in 1998, making it one of the more established programmes of its kind. We focus on areas where our design and research excellence is internationally recognised: tangible and sensor-based interaction, wearable and embodied interaction, game design, participatory design practices, critical design, social innovation and collaborative media development.

Who are you?

Interaction design requires the fusion of multiple skill sets. We recruit students with different backgrounds – design, media, engineering, the arts, and social sciences – and focus our teaching on creating disciplinary synergy in the concrete design work.

Content

The programme comprises full-time study for one academic year, divided into four courses starting with a studio-based introduction to multidisciplinary collaboration and mainstream interaction design. The next two courses address embodied interaction and collaborative media, two of our signature topics. The final course is a Master’s level graduation project.

Upon graduation, you are eligible for the second year of the two-year Master’s programme to learn more about interaction design research and theory. Read more about the two-year Master’s programme

Teaching Methods

The programme is based on a learning-by-doing pedagogy. This means that we encourage an iterative practice of experimentation and reflection. As teachers, we view ourselves as coaches guiding you in this process.

Studio-based

The programme is studio-based. You will also have access to computer labs, a materials workshop and a prototyping lab for electronics, sensor and microprocessor programming.

Group work in multidisciplinary teams

The primary method of learning is through group work in multidisciplinary teams with classmates and other stakeholders. Abilities to work in teams and with others – including user communities – are important parts of our curriculum, and several projects are organised to practice doing this.

Humanistic approach

With our humanistic approach, you will be practicing qualitative research approaches to support your design of tangible artefacts as well as digital and interactive services, systems and artefacts. We emphasize an understanding of people in their use situations.

Reflective and experimental design thinking and practical doing

Prototyping in the studio and real-world contexts is an integral part of becoming an interaction designer.

To practice reflective and experimental design activity, projects and courses integrate seminars and hands-on workshops introducing students to, among other things, ethnographic fieldwork, visualisation, low- and high-fidelity prototyping, microprocessor programming and video sketching, as well as evaluation of use qualities. All these practices are backed up by literature references and examples.

The thesis project

Your thesis project will be a combination of a design project and reflective writing that will involve communicating and discussing your design work. This is one result of a student's work in Thesis Project I.

Working environments

Students have access to studio space, and we encourage a healthy studio culture. This is where we conduct group-work, seminars, workshops, presentations and discussions. Close by there is a well-equipped materials workshop and a physical prototyping lab for electronics and sensor work. Additionally, we often use the facilities at the MEDEA research centre for final presentations, exhibitions, seminars and programme-meetings.

Career opportunities

Students enter the programme with different kinds of expertise, from art and design to engineering and social sciences. Upon graduation, you will have built a strong understanding of how your particular skills play a role in interaction design and how they combine with other specialities of fellow designers.

Potential positions

Most alumni move on to positions as interaction designers, user experience specialists or usability architects in the ICT, telecom and media industries. For some, this involves fine-tuning the interfaces and interactions of current products to users' needs; other interaction designers work on concept development for future products and services. Yet other alumni find their calling in strategic positions where the role of interaction design is considered in relation to market and business development.

Some interaction designers are also found in the role of change agents in public organisations and NGOs.



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The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection. Read more
The University of Brighton is one of the UK's largest teacher training universities, rated ‘outstanding’ in our last Ofsted inspection.

This course leads to the award of Qualified Teacher Status (QTS) for the 11–16 age range which enables you to be employed as a qualified teacher in secondary schools in England and Wales. The course also offers enrichment opportunities to teach the 16–18 age phase.

The programme would be suitable if you have graduated with a good honours degree or equivalent in a subject directly relevant to art and design.

Studying with us, you will have access to excellent resources and gain practical experience in two of around 250 schools with whom we have partnerships. You will be mentored by a successful teaching team with an outstanding national reputation and comprehensive research profile that informs course content.

Specialising in art and design at PGCE level means that you will be able to take a role in the leadership and development of this subject area throughout your career.

Students on this course can choose to progress to one of our Education MAs after completing the PGCE.

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see what you are doing well and where you might need to improve.

The university works in partnership with schools and colleges to provide a high quality programme of support, ensuring a sound relationship between theory and practice. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the Peer Observation programme.

The School of Education has excellent multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision.

Areas of study

There are four strands to this course: subject study/subject education, education studies, school placements and professional development.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in art and design and provides you with the opportunity to develop skills, knowledge and understanding of art and design in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject.

The subject education module is specifically related to teaching the specialist subject in school while the subject study module enables you to take your subject specialist studies to an increased depth. You can earn 20 masters-level credits through the assessment for the subject study module.

The education studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competences, supported by analytical skills. By the end of the course you will:

• refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate

• understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners

• understand how the progress and well-being of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

Professional development - intrinsically linked to all key strands of the programme and is designed to enable you to evaluate critically and reflect upon your learning in order to make improvements. You will be expected to gather and justify evidence of your achievements on a regular basis and develop and implement improvement plans.

Students use an e-portfolio to record their achievements and this is reviewed throughout the course. An action plan is used to support professional development during placements and makes up a significant part of the improvement planning process.

At the end of the course, the e-portfolio provides evidence that you have met the Teachers’ Standards for the award of Qualified Teacher Status.

Placements

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school.

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Please visit the website for more information regarding placements:

https://www.brighton.ac.uk/courses/study/secondary-art-and-design-pgce.aspx

School Direct

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase.

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Please click the link below for more information regarding the schools direct route and current vacancies

https://www.brighton.ac.uk/courses/study/School-Direct-Tuition-and-School-Direct-Salaried.aspx

Careers and employability

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

Career prospects are good; most graduates gain their first teaching posts in secondary schools as soon as they qualify.

If you demonstrate a high level of understanding you may be eligible for masters-level credits.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme (SEP) offers 1 to 10 days’ classroom experience in a secondary school. For details,visit http://www.education.gov.uk/get-into-teaching/school-experience.aspx.

The teachers we train are:

• highly committed to their pupils’ learning and ambitious in what they want to help them achieve
• inquisitive, critically reflective and motivated to keep learning and improving their own practice
• quick to adapt to different learning contexts and confident to challenge inequalities
• an asset to the profession, willing to share their knowledge and experience and to collaborate with others
• well-prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

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