Type: Postgraduate

Qualification: PG Dip ALTHE

Duration: 2 years (part-time) flexible study

Validated by: University of Kent

This professional development course leads to the award of a recognised teacher training qualification, and is open to those who currently teach and those in learner support roles. Applicants must have at least one year's experience of teaching or supporting learning in Higher Education. We welcome students from a wide range of artistic disciplines; Dance, Theatre, Drama, Visual Arts, Music, Circus, and Media.

Apply by 20th May 2019

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Course overview

Our PGDip ALTHE enables graduates and professionals at varying stages of their careers to evolve and advance their knowledge, skills and understanding of learning, teaching and supporting students’ learning of the Arts in Higher Education. The course is designed so that participants are able to investigate aspects of teaching and learning that are particularly important to them.

Some of the outcomes that are likely to arise from taking the course are:

  • greater knowledge and understanding of learning, teaching, assessment and student support in Higher Education;
  • knowledge of curriculum design within clear academic frameworks;
  • greater understanding of student engagement in higher education;
  • increased confidence in their practice;
  • an ability to think creatively and from an evidence base, about how to improve education and learner support within and beyond your own practice;
  • greater understanding of the application of reflexive practice as a tool for professional development;
  • understanding of action research as a mechanism for change and the development of new knowledge.

Entry requirements

This course is open to those who teach and those in learner support roles in Higher Education Institutions. Entry is through an online application and interview. The PGDip ALTHE is open to graduates and professionals with at least one years’ experience of teaching or supporting learning in Higher Education. We are looking for applicants from a range of related subject areas; Dance, Theatre, Drama, Visual Arts, Music, Circus, Media and Sculpture (although this list is not exhaustive). Applicants must be teaching in a Higher Education environment and be working with students from any of the following categories: Foundation/Access courses, Undergraduate (Level 4-6), Postgraduate (Level 7) or above. The application must be supported with a reference from the applicant’s place of work with recognition and identification of who will take on the role of professional mentor for the applicant whilst on work placement.

Please note: It is a requirement of the programme that applicants have regular student contact hours within their current post(s) and that they are able to source a minimum number of placement hours and have access to a more senior or experienced colleague in your institution, who can act as your professional mentor. We recommend a minimum of 6 student contact hours per week to act as a valuable resource to learning. As a guide, we would advise that during the period of study, applicants are given access to curriculum planning, teaching, support of learners, tutorials and assessment of learners.

What will I study?

Level 7 (Year 1)

  • Arts Based Learning, Teaching and Assessment in Higher Education, (30 credits) Compulsory module
  • Curriculum and Assessment Design in Higher Education (30 credits) Option module
  • Learning Support in Higher Education (30 credits) Option module

Level 7 (Year 2)

Professional Practice Placement (30 credits) Compulsory module

Independent Action Research Project (30 credits) Compulsory module

Teaching and Learning

Students are taught through a combination of workshops, lectures and seminars. Seminars and small group tutorials enable you to discuss and develop your understanding of topics covered in smaller groups. In addition, you have timetabled meetings with your academic tutors. You use industry-standard facilities throughout your course.

  • The course is delivered through three intensive residencies each year and usually happens Friday– Sunday, Saturday to Monday or coincides with institution reading weeks where appropriate. This method of delivery best fits around lecturers’ working patterns.
  • Students join NSCD Moodle (Virtual Learning Environment) and are expected to complete directed study hours and contribute to peer discussion forums and debates
  • Students work autonomously and are required to use independent study hours as prescribed to prepare, plan and deliver work accordingly, to meet the demands of study.

Independent Learning

When not attending timetabled sessions, you will be expected to continue learning independently through self-directed study. Typically, this will involve reading journal articles and books, working on individual and group projects, filming and undertaking critical reflections of your work, undertaking research in the library, preparing coursework assignments and presentations, and preparing for assessments. Students use independent study time to access the library and online NSCD VLE.