PGCE Secondary Music

Explores quality issues in teaching and learning in music and is taught from the premise that music education should be inclusive and involve all pupils whatever their abilities and backgrounds.

The programme is designed primarily for graduates who wish to work as music teachers in a secondary school, but could also be valuable for visiting instrumental teachers, teaching music in a community arts context or working as an education officer within professional arts organisations.

Why study PGCE Secondary Music?

There is a strong emphasis on music technology and world music during the programme and local musicians and music educators are regularly invited to lead workshops and share lead practice.

Course structure

The programme will prepare you to become a successful member of a secondary school music department and will enable you to teach music to pupils aged 11-16 with post-16 enhancement. The programme will enable you to meet the Standards for Qualified Teachers  through the Profile Characteristics. The programme is structured around two school phases (October / December and February / June) and two university phases (September / October and January / February).

There is a strong emphasis on music technology and world music during the programme and local musicians and music educators are regularly invited to lead workshops and share lead practice.

Course assessment

A personalised process of continuous assessment ensures that learning is appropriate and effective. Assessment takes account of both the programme experience and the school or setting and includes researching developing practice through assignment tasks.  Support is provided to develop a rigorous evidence-based account of your educational journey.

Assessment in all of the PGCE programmes is designed to be progressive and to assist you in the provision of evidence to support your achievement against the Standards for QTS.

PGCE programmes are assessed in University, school or other settings. The evidence base includes:

• Formally assessed assignments
• Professional dialogue in progress reviews
• The Professional Learning and Practice portfolio
• School phase reports and observations
• Professional development activities
• Subject knowledge tests and tasks (where appropriate)

PGCE programmes are taught by highly qualified and experienced staff both in University and in partner schools or other settings. Teaching accommodation is located on the Newton Park campus, the Culverhay and Southdown sites and in several partner schools.

University teaching takes place in rooms equipped with relevant texts, equipment, training materials and electronic resources. Open access computer facilities are available. The University’s Virtual Learning Environment (Minerva) provides remote access to a wide range of resources.

Set texts are recommended for readings.

The Library holds a wide collection of teaching and learning resources. 

Teaching methods

The tradition of music education is a long established one at Bath Spa University and offers a high quality experience for PGCE students. Local schools offer excellent support through mentors and professional tutors, local music services and musicians. The annual Bath Spa Music Education Conference provides continuous professional development opportunities for serving teachers from Early Years to secondary level. It is expected that you will have a high level of commitment and be willing to take responsibility for your own professional development and needs identification.

You will explore quality issues central to teaching and learning, drawing on the latest research and practice in music education. Planning, assessment and developing resources feature in the first university phase, together with music technology and world music sessions. Exploring and developing subject knowledge is an important thread throughout the programme, as is the opportunity to develop new skills and knowledge. A situated model of teacher education is explored through group teaching sessions in a local school right from the start of the programme.

During the second university phase you are encouraged to be involved in additional musical opportunities such as delivering workshops in a primary school, shadowing visiting instrumental teachers, working with pupils from a special school or visiting Wells Cathedral School. 

Course enquiries

Entry requirements

In addition to the General Entry Requirements you are expected to have a degree in Music (including Music Technology, Performance etc.) with music as a major part of the degree. In addition some keyboard skills are desirable. Primarily, it is enthusiasm for music and a desire to enthuse and motivate young people in quality musical experiences that should be your main reasons for embarking on this programme.

Career opportunities

All PGCE courses culminate in Qualified Teacher Status (QTS).  This enables qualified BST to apply for a wider range of teaching posts and other education based employment. 

What students say...

As a musician, and a music graduate from Bath Spa, education has always been an important part of what I have done. I had previously been involved in a number of projects and schemes with young people and the PGCE was the chance to develop these skills in a wider context and gain a formal qualification in the process. The tailored programme allows Bath Spa Teachers to progress at a rate that is appropriate for them. The support is excellent and there is always someone you can ask for help and often their knowledge and expertise is first class and based on vast experiences in education.  The range of experiences offered by the programme is fantastic and BSTs have the chance to participate in a number of events at a number of schools in more than one context e.g. workshops and enrichment days.

Ben Jose, PGCE Secondary Music.

I knew that I wanted to go into teaching, and that I preferred to work with older students specialising in my own subject area rather than teaching a range of subjects at Primary level. I had heard that Bath Spa have a good PGCE programme and the University is conveniently located for where I live. I started the programme straight after completing my Bachelor of Music Degree and I particularly liked the range of activities and training sessions that formed part of the programme.

Luke Pickett, PGCE Secondary Music.

I had previously studied at Bath Spa University and liked the location. I had also received positive feedback from past graduates about the programme. Some of the best aspects of the programme were the university-based workshops that explored classroom teaching. These were particularly useful for me as they gave me some material to work with when I started my first school phase. I particularly enjoyed my second school phase as it gave me an opportunity to get to know the boys I was teaching and form solid working relationships with them. The support I received from my subject mentor was excellent and all of the staff were always helpful and friendly.

Francis Faux, PGCE Secondary Music.