EP901-0 PGCE Secondary Subject Studies: Art and Design
Introductory description
Blended model of distance learning, workshops and seminars within the university and at school-based “Subject Hubs of Excellence”. Equivalent to 60 hours.
Module aims
- To enable students to become effective, competent and professionally aware secondary teachers of Art and Design in secondary school. 2. To provide students with overview of developments in teaching and learning in Art and Design. 3. To maintain, refine and expand students' subject knowledge in Art and Design appropriate to teaching secondary learners. 4. To ensure students know and are able to apply an appropriate range of teaching and learning styles and strategies. 5. To ensure students understand pupils' achievements and difficulties and can respond effectively to their individual needs. 6. To ensure that students who are recommended for QTS meet all the national statutory requirements and Teaching Standards for qualified teacher status.
Outline syllabus
This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.
The Secondary PGCE Subject Studies module has been developed to support the professional
practice of students, as undertaken in their school setting, as they work towards meeting the
Teachers’ Standards. It is designed to heighten students’ awareness of the pedagogy of their
subject area and enable them to adopt a range of approaches and strategies to ensure that their
teaching is sufficiently diverse to challenge or support as appropriate. It is also designed to ensure
that students have a broad understanding of issues in their subject(s), beyond those they may
encounter in their school setting. This will enable them to combine theory with practice and
systematically evaluate and reflect on action taken, thus ensuring that students (trainee teachers)
emerge from their PGCE as effective, competent and professionally aware educators in their
subject area.
Learning outcomes
By the end of the module, students should be able to:
- Show understanding of recent and current developments in teaching and learning in Art and Design.
- Identify and critically evaluate the key principles underpinning leading edge approaches, methods and debates in the teaching and learning of Art and Design.
- Actively engage with and critically analyse current theories and practices in teaching Art and Design.
- Explore a range of relevant educational themes within the context of teaching Art and Design, including: inter- cultural awareness and cultural entitlement.
- Demonstrate the acquisition of and critical engagement with practical classroom skills.
- Critically reflect on the knowledge and appropriate pedagogic skills and knowledge needed for a rigorous and innovative approach to teaching Art and Design.
Indicative reading list
The reading list held by the University Library (via Tallis Aspire) will be kept up to date in
accordance with developments in the subject area.
Addison, Nicholas and Burgess, Lesley (Editors) (2007) Learning to Teach Art and Design in the
Secondary School - A Companion to School Experience 2nd Edition
Paperback, 360pp 26 colour illustrations, Routledge/Falmer, ISBN 0 415 16881 3
Addison, Nicholas; Burgess, Lesley; Steers, John and Trowell, Jane, (2010) Understanding Art
Education - Engaging reflexively with practice, Paperback, 171pp. some b&w illustrations, by
Routledge, ISBN 978 0 415 36740 0
Hickman, Richard (Ed) (2000) Education: 11-18 - Meaning, purpose and direction, Paperback,
151pp Continuum, ISBN 0-8264-4786-4
Gardner, Howard (1990) Art Education and Human Development, Paperback, 63 pp. The Getty
Center for Education in the Arts, ISBN 0 89236 179 4
Hardy, Tom (Ed) (2006) Art Education in a Postmodern World, Hardback 166pp Published by
Intellect, ISBN 1-84150-146-8
Kindler, Anna M., Child Development In Art, Paperback by NAEA, ISBN 0-937652-77-6
Addison, Nicholas and Burgess, Lesley (editors) Issues in Art and Design Teaching, paperback
Routledgefalmer, ISBN 0 415 26669 6
Rayment, Trevor (Ed) (2007) Problem of Assessment in Art & Design (The), Hardback 124pp
Published by Intellect Books, ISBN 978-1-84150-145-1
Genders, Carolyn (2002 reprinted 2007) Sources of Inspiration, Paperback 170pp full colour
illustration Published by A&C Black, ISBN 9 780713 670981
Subject specific skills
.
Transferable skills
.
Private study description
No private study requirements defined for this module.
Costs
No further costs have been identified for this module.
Students can register for this module without taking any assessment.
Assessment group A1
| Study time | Eligible for self-certification | ||
|---|---|---|---|
Assessment component |
|||
| Non-assessed module | No | ||
|
This module is not assessed for academic credit as it only contributes toward the recommendation for the award of QTS. |
|||
Reassessment component is the same |
|||
Feedback on assessment
Ongoing formative feedback provided by Subject Mentors in schools. Students will self-assess
their subject knowledge via an ongoing auditing process. University Teaching Fellows will provide
formative feedback on tasks as and when appropriate. Summative feedback is provided by school
Mentors at regular Assessment Points and by University Teaching Fellows in tutorials.
Courses
This module is Core for:
- Year 1 of TIEQ-X34W Postgraduate Certificate in Education (Secondary) School Direct
- Year 1 of TIEQ-X34Y Postgraduate Certificate in Education (Secondary) School Direct Salaried
- Year 1 of TEPQ-X355 Postgraduate Certificate in Education (Secondary): Art and Design