Develop as a highly qualified effective and confident teacher of drama studying with an experienced specialist team to gain the knowledge and skills you need to teach your specialist subject.
DurationAbout the course
Develop as a highly qualified effective and confident teacher of drama studying with an experienced specialist team to gain the knowledge and skills you need to teach your specialist subject.
This largely school-based course is designed to give you the subject-specific knowledge secure understanding of educational theory and practical teaching skills to lead learning; initiate change; and thrive as a teacher in a challenging and rewarding profession.
In your taught sessions you attend lectures and seminars designed to develop your awareness and understanding of professional issues; the nature and content of the drama curriculum; the role of Information Communication Technology (ICT) in the teaching of drama; and aspects of teaching such as planning and assessment.
During the course you spend around 70% of your time in placement schools where you are trained to teach across the 11-16 age range. You develop the skills and knowledge to teach drama in a creative and imaginative way using a variety of different approaches.
When you successfully complete the course you achieve Qualified Teacher Status (QTS) enabling you to work in a school as a teacher.
Intermediate qualifications available:
Professional Graduate Certificate in Education
Why choose this course?
Study at our Bedford campus home to one of the largest education providers in the region with a long and established history of teacher education
Benefit from our well-established links to more than 500 schools across the eastern region a network that puts us at the forefront of educational developments
Learn to apply your subject and theoretical knowledge to practical areas of teaching expertise including different teaching approaches; planning and preparation; and managing the drama classroom
Be able to evaluate the impact of applying theory to your teaching practice and use your evaluations to inform your future actions
Hone your skills of critical self-evaluation and gain confidence in analysing your own practical experience during your school placements
Engage with relevant research literature and develop the skills of a reflective and research-informed practitioner
Develop your creativity and team-working skills preparing you to influence and lead in educational settings while enhancing your own sense of independence
What will you study?
The Curriculum Specialist (Secondary Drama)
This unit aims to develop your knowledge of learning and teaching in the specific context of Secondary Drama. You will explore the development of Drama specific pedagogy by considering recent research about the teaching and learning of Drama and evaluating the impact, in your own teaching practice, of the ideas and theories presented.
You will be supported to evaluate and improve your knowledge of the school Drama curriculum content and to apply your pedagogic and subject knowledge creatively in the planning and evaluating of your own teaching.
By selecting, applying and evaluating a range of theories about the teaching and learning of Drama, you will develop a personal pedagogic stance which will prepare you to assume the role of a leader of Drama learning.
The Evidence Informed Curriculum Specialist
This unit aims to encourage you to build on your knowledge about learning and teaching and the application of that knowledge in practice. Key to the unit is a focus on the development of evidence informed teaching, through an extended systematic study of your own practice.
The unit is underpinned by a belief that evaluation of theoretical perspectives as they apply to your own teaching is an intrinsic element of best teaching practice.
Within the unit, therefore, you will continually be encouraged to explore what is known about the learning in your subject and to demonstrate independence and creativity in evaluating the relevance of that knowledge in your own context.
School Experience 1
As part of this unit, you will undertake a school placement designed to enable you to observe and practise the procedures which support effective preparation for beginning to demonstrate the teaching and learning in respect to achieving the Teachers’ Standards (DfE, 2012).
This placement’s teaching pattern is designed to ensure that you successfully make the transition from observing and supporting lessons to independently planning and delivering lessons during the placement.
It also aims to help you to develop a range of school contextualised behaviour management strategies, which you are increasingly able to apply effectively and appropriately in keeping with the placement school’s behaviour management policy.
School Experience 2
As part of this unit, you will undertake a school placement designed to enable you to demonstrate the teaching and learning in respect to achieving the Teachers’ Standards (DfE, 2012) by the end of the course.
The unit ensures you continue to develop and apply your experience from School Experience 1 and develop the integrated additional elements of promoting good progress, effective use of assessment, adapting teaching to suit groups of pupils and fulfilling wider professional expectations.
Our University is proud of our super-diverse local and global community of students and staff.
All of us who work and learn within the University are committed to ensuring that all our work begins from the advancement of equity and a principle of inclusion where we respect the rights and dignity of all people whatever their background.
Diversity is one of our key strengths and fundamental to our success. We value the diversity of all, and recognise peoples’ distinct, intersectional identities and their role in enhancing our University community.
We want to ensure that everyone thrives and are treated equally and with respect and are committed to eliminate practices that undermine or are harmful to anyone involved in the activities of our University.
We therefore have a zero tolerance of unlawful discrimination, intimidation or harassment of anyone connected with the University, specifically related to their race, religion or belief, age, gender reassignment, disability, marital or partnership status or maternity and pregnancy and are committed to take appropriate action to address it. In addition we strive to advance equality of opportunity and foster good relations between all people at the University.
We are committed to a developing a culture of learning and will create an environment where people can address and debate differences and constantly reflect on practices to drive improvement.
We recognise that conversations and debate on areas of equality, diversity and inclusion are often challenging and that people will make mistakes. We will openly acknowledge our mistakes and take accountability to improve practices and ensure mistakes are not repeated.
Through our policies, practices and behaviours we will build a culture of equality, openness, inclusion, fairness and transparency. We will do this by avoiding assumptions and check in with peoples lived experience to ensure equity of opportunity.
By taking this course, you will receive practical advice in planning, constructing and carrying out classroom teaching, ensuring you have mastered modern techniques and best practices to enhance your performance.
You will have specific time in your timetable for each of the five core elements below and you will be expected to attend all elements throughout the year.
Unit B - Planning your own session and the importance of providing an inclusive teaching setting that meets all individual needs.
The Oxford Internship scheme, as the PGCE programme is known at the University, is a one-year, full-time course of teacher education for graduates, involving a close partnership between the University department and local comprehensive schools.
The Postgraduate Certificate Education (Innovation in Learning and Teaching) aims to develop knowledgeable and reflective professionals who are able to draw on evidence-based practice in ways that will impact on the workplace and on outcomes for the children and young people in those services.
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