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1. Admissions/ Management Information
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Title of the programme – including any lower awards
Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award.

See guidance on programme titles in:
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Masters MA Music Education: Instrumental and Vocal Teaching
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Postgraduate Diploma Postgraduate Diploma in Music Education: Instrumental and Vocal TeachingPlease indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Both
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Postgraduate Certificate Postgraduate Certificate in Music Education: Instrumental and Vocal Teaching - Exit award onlyPlease indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:2019
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Awarding institutionTeaching institution
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University of York University of York
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Department(s): Music
Where more than one department is involved, indicate the lead department 		Board of Studies
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Lead Department
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Other contributing Departments:
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Route code
(existing programmes only)		PCMUSSIVT1 (certificate) PDMUSSIVT1 (diploma) PMMUSSIVT1 (masters)
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Admissions criteria
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BA in Music with 2:1 or above or equivalent professional experience.
No portfolio is required.
For international applicants a GPA of over 80% in an undergraduate degree in Music;
IELTS 6.5 (with no less than 6 in any component) at the beginning of the programme.
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years/ months) Status (full-time/ part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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MA in Music Education: Instrumental and Vocal Teaching12BothPlease select Y/NYesPlease select Y/NNo
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PG Dip in Music Education: Instrumental and Vocal Teaching9BothPlease select Y/NYesPlease select Y/NNo
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PG Cert in Music Education: Instrumental and Vocal Teaching6Full-timePlease select Y/NYesPlease select Y/NNo
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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4. Programme leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Liz Haddon (Programme Leader). Department Teaching Committee members: Aine Sheil (Director of Teaching and Learning) and Jez Wells (Chair of Board of Studies).
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the Masters programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective masters student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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The MA in Music Education: Instrumental and Vocal Teaching enables you to develop your knowledge of instrumental and vocal pedagogy from both theoretical and practical perspectives. The unique programme develops capability in research skills and reflective practice through its focus on scholarship relating to effective pedagogy, teaching techniques and through practical application of this knowledge in one-to-one teaching. You will complete three theoretical modules, three practical modules and an independent study module (choice of practical work with commentaries, or an extended essay) and take part in seminars, group activities, tutorials and supervisions. York provides excellent support and resources for this programme, and students will be part of a lively and proactive departmental community, working with research-active staff who are also professional instrumental teachers. The skills developed in this programme will contribute to enhanced professional ability as an instrumental/vocal teacher in private studio or institutional contexts, and are relevant to other modes of employment and further postgraduate study.
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5.a.i Statement of purpose for applicants registering for the Postgraduate Diploma programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective diploma student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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The PG Dip in Music Education: Instrumental and Vocal Teaching enables you to develop your knowledge of instrumental and vocal pedagogy from both theoretical and practical perspectives. The unique programme develops capability in research skills and reflective practice through its focus on scholarship relating to effective pedagogy, teaching techniques and through practical application of this knowledge in one-to-one teaching. You will complete three theoretical modules and three practical modules and take part in seminars, group activities, tutorials and supervisions. The programme of study you will follow is the same as that of the MA in terms of teaching, but there is no independent study module for the Diploma. However, as a graduate of the programme you will have the essential knowledge, skills, and critical understanding needed for a range of graduate careers in music and other related disciplines, as well as for further study. York provides excellent support and resources for this programme, and students will be part of a lively and proactive departmental community, working with research-active staff who are also professional instrumental teachers. The skills developed in this programme will contribute to enhanced professional ability as an instrumental/vocal teacher in private studio or institutional contexts, and are relevant to other modes of employment and further postgraduate study.
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5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme will be able to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements in the sections 5.b.ii and 5.b.iii as appropriate.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1Plan and deliver effective instrumental/vocal lessons that are tailored to the musical and technical ability of the pupil, using appropriate resources and demonstrating efficient time management
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2Apply critical understanding of professional issues including safeguarding, child protection, and instrumental studio management to their work in music education
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3Interact and engage with others in a constructive manner by employing interpersonal skills underpinned by empathy and respect, communicating with clarity and attention to detail
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4Critically examine, analyse and evaluate existing pedagogical material and research literature
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5Engage in effective continuing professional development and enhancement by applying developed skills of self-evaluation and reflective practice
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6Communicate persuasively and credibly in written work by identifying and deploying appropriate writing styles for a range of outputs including lesson plans, consent forms, critical appraisal, comparative review, reflective commentary, teaching diaries, essays and dissertation
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7Employ the research skills and teaching expertise developed during the programme and in the production of a dissertation in connection with further postgraduate study or employment opportunities
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5.b.ii. Programme Learning Outcomes - Postgraduate Diploma
Please provide four to six statements outlining what a graduate of the Postgraduate Diploma programme will be able to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1Plan and deliver effective instrumental/vocal lessons that are tailored to the musical and technical ability of the pupil, using appropriate resources and demonstrating efficient time management
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2Apply critical understanding of professional issues including safeguarding, child protection, and instrumental studio management to their work in music education
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3Interact and engage with others in a constructive manner by employing interpersonal skills underpinned by empathy and respect, communicating verbally with clarity and attention to detail
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4Critically examine, analyse and evaluate existing pedagogical material and research literature
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5Engage in effective continuing professional development and enhancement by applying developed skills of self-evaluation and reflective practice
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6Communicate persuasively and credibly in written work by identifying and deploying appropriate writing styles for a range of outputs including lesson plans, consent forms, critical appraisal, comparative review, reflective commentary, teaching diaries and essays
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5.c. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
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The PLOs represent the core aims of the programme, and demonstrate the varied skills that are necessary within instrumental and vocal teaching as well as those expected at level 7 UK postgraduate study. MA, PG Diploma and PG Certificate students will be challenged to explore, articulate and demonstrate their capabiliites in practical and theoretical work, showing that they are aware of the professional skills expected of instrumental and vocal teachers, and also demonstrating their engagement with relevant academic scholarship. Students are required to demonstrate understanding of these through both practical and written work, in forms which may be new to them and which together create a cohesive programme of development.
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ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
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The programme is distinctive through being a ground-breaking MA, filling a gap in international provision in this area for students wanting to explore and develop their skills in instrumental and vocal teaching. It is a market-leader through its focus on instrumental and vocal pedagogy (rather than school classroom music teaching) and inclusion of practical work within sessions and for assessment. It highlights skills embedded in the PLOs essential to the development of professional capability and academic scholarship which are relevant to future employment and to further academic studies. It also includes transferable skills enabling enhanced employability in other areas.
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iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
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Through the starting point of reflection on previous experience as instrumental/vocal teachers and learners, the programme enables students from diverse backgrounds to develop understanding of varied practice, cultural differences and challenges, and builds greater awareness of pedagogical attributes through the integration of engagment with academic and professional literature to connect practical understanding with theoretical perspectives. Students build capacity in reflection, critical awareness and creativity, and undertake structured progressive tasks which enable development of writing and teaching skills. The teaching provides a solid foundation of disciplinary knowledge; additionally, students are encouraged to attend music research seminars and performance workshops, to observe other instrumental/vocal teachers, and integrate with other music students through ensemble participation. The programme leader and teaching team deliver subject specific support through supervisions, writing tutorials, individual feedback and pastoral care. All students complete the Academic Integrity Tutorial, and are encouraged to make use of the Writing Centre and other university provision. International students are encouraged to make use of language and academic writing courses offered by the university.
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iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills. See QAA masters characteristics doument http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
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The programme is structured with progression elements through the differentiated modules. These ensure that skills developed in one module are built on in the following module; for example, skills developed in Module 2: One-to-one teaching (Beginner) progress to Module 4: One-to-one teaching (Intermediate) and again are further developed in Module 6: One-to-one teaching (Advanced). Students are required to complete incremental tasks (including extensions to the duration of practical teaching and to the length of written work); they will develop increasing competence in written and verbal communication during terms 1-3; this progresses towards the ISM.
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v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classroooms, response 'clickers' in lectures, simulations, etc).
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Students are encouraged to use technology within their learning, both in the form of engagement with computer programmes to write their work, and to record their teaching through video and to use this documentation as the basis for reflective writing. They are also required to present documentation relating to teaching such as lesson plans and consent forms in addition to more standard Word documents such as essays. The Google Apps suite is useful for connecting students, for example, to enable them to peer-critique, and to work in collaboration on preparing presentations for seminars (for example, through discussion and evaluation of research articles). Students also engage with technology through critical appraisal of online teaching videos of professional teachers which develops understanding of professional skills, including planning, delivery, time management, communication, empathy and choice of teaching materials. They also appraise current technological educational products such as apps and online resources, and use Padlet in class as a discussion platform. In addition, students use technology such as Qualtircs to create and distribute online questionnaires; they also understand online data storage and data protection as part of this work.
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vi) ... how this programme (as outlined in these PLOs) will support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employablity objectives should be informed by the University's Employability Strategy:
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Students are supported to consider and plan their future options from the first term onwards. They connect with other students, university staff and external individuals who want to take vocal or instrumental lessons, and therefore are experiencing 'real-life' contexts in which to put their learning into practice. This continues throughout the programme. Students are also encouraged to take part in the student society MEG (Music Education Group) in order to deliver music workshops in schools, homes for the elderly, hospitals and other settings. Within the programme, students receive feedback from lecturers and peers which enables understanding of their capabilities and develops their confidence, motivation and resilience, and the emphasis on continuing professional development additionally focuses their attention towards the desire for on-going improvement. The areas covered within the programme connect specifically to employment as an instrumental or vocal teacher, to self-employment, to further study and transferable elements are identified to ensure students are aware of the relevance of their skills to other areas of employment, such as community arts, broadcasting, events management, arts administration, music therapy or journalism.
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viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
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As on all Music MA programmes, teaching is research-led. The programme leader's peer-reviewed published articles, books and book chapters inform the programme content and these sources are of course integrated with other scholarship. The addition of Dr Naomi Norton and Dr Caronline Waddington-Jones to the programme staff enables research-informed teaching connecting to published output on musicians' health and well-being, and special educational needs, which are of direct relevance to the programme. In addition, the teaching and learning on the programme draws on the substantial practical teaching experience of the programme leader (1-1 teaching, educational music workshops and other educational provision), Dr Norton (1-1 teaching, group teaching and educational workshops), and Dr Powell (1-1 teaching and musical analysis) as well as the ensemble involvement by all staff which is of direct relevance to understanding educational contexts and cultures.
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5.d. Progression
For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one.

Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
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On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to:
If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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PG Cert exit award will be awarded on successful completion of any 60 taught credits. Certificate holders will make progress towards PLOs 1-6: they will be able to plan and deliver effective instrumental/vocal lessons that are tailored to the musical and technical ability of the pupil, using appropriate resources and demonstrating efficient time management; apply critical understanding of professional issues including safeguarding, child protection, and instrumental studio management to their work in music education; interact and engage with others in a constructive manner by employing interpersonal skills underpinned by empathy and respect, communicating with clarity and attention to detail; critically examine, analyse and evaluate existing pedagogical material and research literature; engage in effective continuing professional development and enhancement by applying developed skills of self-evaluation and reflective practice; communicate persuasively and credibly in written work by identifying and deploying appropriate writing styles for a range of outputs such as lesson plans, consent forms, shorter pieces which may include critical appraisal, comparative review, reflective commentary, teaching diaries and essays depending on the modules undertaken.
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6. Reference points and programme regulations
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6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points
Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
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QAA documents for Music have been consulted.
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6.b. University award regulations
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The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
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7. Programme Structure
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7.a. Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

IMPORTANT NOTE:
If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format.

To clearly present the overall programme structure, include the name and details of each invidual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
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http://www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/
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Full time structure
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20MUS00051MEffective PedagogySAEAA
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20MUS00052MOne-to-one teaching (beginner)SAEA
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20MUS00053MTeaching techniquesSAEA
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20MUS00054MOne-to-one teaching (intermediate)SAAEAA
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20MUS00055MEnhanced teaching skillsSAEA
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20MUS00056MOne-to-one teaching (advanced)SAAEA
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60MUS00057MISMSA
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Please indicate when the Progression Board and Final Exam board will be held and when any reassessments will be submitted.
NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
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Progression BoardSummer Term & Week 15
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ReassessmentSummer Term & Week 20
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Exam BoardAutumn Term & Week 8
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Part time structures
Please indicate the modules undertaken in each year of the part-time version of the programme. Please use the text box below should any further explanation be required regarding structure of part-time study routes.
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Year 1 (if you offer the programme part-time over either 2 or 3 years, use the toggles to the left to show the hidden rows)
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation