Singing in the Curriculum PGCert
2014 - 2015
Singing in the Curriculum
Singing in the Curriculum
University of Chester
University of Chester
Continuing Professional Development
Classroom / Laboratory,
Annual - January - April - September
Education & Children's Services
Academic and Professional Programmes
Saturday 1st May 2010
To secure professional learning consistent with a Masters level philosophy, the programme aims to:
cultivate original thinking.
facilitate critical reflection.
stimulate research and enquiry.
influence impact and change
Fully explore factors affecting engagement and learning using singing as a medium.
Evaluate the effectiveness of singing as a learning tool.
Develop confidence of staff in using own voices and singing in cross-curricular contexts.
Establish a range of strategies for using singing throughout the curriculum in and out of the classroom.
Critically reflect on the impact of singing on behaviour, learning and achievement in the creative curriculum.
Investigate and analyse the impact of government policy and national initiatives on developing singing in the curriculum
Evaluate the effectiveness of a range of teaching and learning strategies, including peer assessment, to enable children to improve singing.
Knowledge and Understanding
Critically engage with theoretical frameworks and literature
Harness insights into subject knowledge
Critically review the ways in which research methodology supports professional enquiry
Apply critical considerations when undertaking research
Make effectual use of professional learning to assess impact on practice
Thinking or Cognitive Skills
Make critical use of research evidence
Formulate valid conclusions that link theory to practice
Think independently about essential issues, concepts and ideas
Refine the kinaesthetic skills required of, for example, music, drama, D&T and art
Write to academic standards required at M level
Engage in meaningful debate and critical discussion
Synthesise written and oral information
Maintain a learning journal
Application of Number
Select and use appropriate research methodology, methods and applications for data handling
Information Literacy and Technology
Use the university’s VLE to access information
Use electronic research skills
Access data bases for research and information
Use the University’s e portfolio to maintain a professional learning journal
Improving own learning and performance
Critically reflect on professional practice
Develop new pedagogical and leadership skills
Use initiative and manage own learning
Make independent use of supervision
Working with others
Engage in group presentations and disseminations
Work with professional colleagues to share ideas, research and good practice
Generate and apply new knowledge
Analyse complex concepts
Transferable Professional Skills
leadership and management
The Postgraduate Certificate Singing in the Curriculum has been developed in partnership with Sing Up , Chester and West Cheshire Local Authoriity and the Voices Foundation. The Certificate comprises three modules of 20 credits each.
These modules may be taken in any order, and there is no pre-requisite to study one prior to progressing to another.
In order to achievethe Postgraduate Certificate Singing in the Curriculum students mustsuccessfully complete anythree of the fivemodules listed in this programme specification.
The programme is open to both graduates who hold a good degree and non-graduates with professional experience. Non-graduates may be admitted to the award-bearing aspects of the programme by virtue of a professional qualification and a compulsory interview with the Programme Leader. Only applicants for specific named pathways must hold Qualified Teacher Status.
The Programme operates within the parameters set by the Department for Education (DfE) supporting teachers to deliver national requirements. There are no QAA benchmark statements for postgraduate study in Education.Qualifications at Masters level are awarded to students who have demonstrated:
I. a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at the forefront of their academic discipline, field of study, or area of professional practice;
II. a comprehensive understanding of techniques applicable to their own research or advanced scholarship;
III. originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in their discipline;
IV. conceptual understanding that enables the student:
to evaluate critically current research and advanced scholarship in the discipline
to evaluate methodologies and develop critiques of them and, where appropriate to propose new hypotheses.
Typically, holders of the qualification will be able to:
a) deal with the complex issues both systematically and creatively, making sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non specialist audiences;
b) demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
c) continue to advance their knowledge and understanding, and to develop new skills to a high level;And will have the qualities and transferable skills necessary for employment requiring:
the exercise of initiative and responsibility;
decision –making in complex and unpredictable situations; and
the independent learning ability required for continuing professional development.
The main methods of teaching are:
Tutor led seminars
Formative progress feedback is available during the modules.
CPD adheres to the Assessment Policy of the Faculty of Education and Children’s Services. The programme adheres to the University’s policy for the assessment of students with disabilities or special circumstances.
Work is returned to students by post within four weeks of submission.
Extensions or deferrals can be granted if students produce documentary evidence of mitigating circumstances in support of their request.
Appeals against assessment decisions can logged in accordance with the University’s academic appeals regulations.
The MA has 7 assemessment methods validated
This postgraduate Certificate for each of the modules, uses:
Assessment method CAssessment task
Part 1 An annotated portfolio - 3000 words (notional).Part 2 A critical commentary - 2000 words (+-10%).5000 words (20 CAT points)Module learning outcomes to be addressed: 100% of the marks will be awarded together for the two parts. Where an overall grade of 40% has not been achieved, both parts 1 and 2 will be resubmitted.
Students who engage in Chester’s CPD masters programme will become reflective practitioners and critical thinkers who can articulate their views with confidence and conviction. They will have expert knowledge of the political arena of education. They will have read widely and engaged with theoretical frameworks which have challenged their values, beliefs and understanding. They will have become confident researchers, finding solutions to challenges in their professional setting and practice. Their professional integrity will have been affirmed and they will have become sufficiently professionally secure to confront and manage change and to lead others, should they choose.
Based on previous trends, graduates from the CPD programme might expect to take one or more of the following routes:
Remain in teaching.
Gain promotion within teaching.
Move to an LA's advisory service.
Move to work in Higher Education - either part or full time.
Move to work in situations other than teaching – for example, social work, research, childcare, bookshops, libraries, publishing, theatre.
The University of Chester is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
This Postgraduate Certificate can be a stand alone award within the MA Education Programme or can be transfered through APCL into the MA Education. Any three of the four modules in Section 24 can be accumulated to achieve the award.
Back - to previous page Print - launches the print options panel