Many prospective students ask us, “How do I gain a dance teaching qualification that will be recognised across a range of sectors and levels?”
The Head of our Dance Teaching Qualifications programme, Sam Le Bihan, explains:
“Since 2011 there have been two routes to gain a PGCE: the Professional Graduate Certificate in Education at Level 6, or the Postgraduate Certificate in Education at Level 7. You can also gain a dance teaching qualification via a postgraduate diploma (PGDip) and these qualifications are at the same level of study as a Master’s Degree (Level 7) but they're shorter and you don't (usually) have to write a dissertation. Another option is a Master of Arts in Education, which again is awarded at Level 7. All the outlined courses are offered across a broad range of vocational colleges, awarding organisations, and universities. And then, if and when you are ready, there is always a PhD in Dance or Education!
“At bbodance we offer an alternative to the Professional Graduate Certificate in Education at Level 6. Students who have gained a Level 3 qualification in Dance or Performing Arts can access our Level 4, 5 and 6 Diploma in Dance Teaching courses. On graduation from the Level 5 course, students gain their bbodance Registered Teacher status, while Level 6 graduates are eligible to undertake professional formation via SET to gain QTLS. We also offer a ten-module pathway course for third-year Dance and Performing Arts students, outlining 3 modules in their first year on our course and then 7 modules in their second year with us. For Dance and Performing Arts graduates, we offer the same ten-module pathway and they can decide to cover this in one academic year or over two.
“Our current Dance Teaching Qualifications students are professional dancers, new, young teachers, and teachers who have taught for many years and now wish to further underpin their skills and knowledge. It is wonderful to have teachers that cover such a broad range of genres, from Street Dance to Classical Ballet, and settings from primary schools to vocational professional colleges. This means that we are able to have vibrant discussions on the expertise that is required to teach across these ranges and, very often, similar challenges as teachers.”
(Photo by Luke Lebihan)