ADVANCED PEDAGOGIES - 2025/6

Module Overview

This module builds on all previous learning from Year 1, particularly Movement Practices and Pedagogies, to introduce students to key principles, skills and techniques required to facilitate training for performance across a variety of teaching and learning contexts, including, but not limited to, schools, community groups, education outreach activities, professional training and online learning across diverse communities. Through detailed examination of key practices and practitioners, observation of teaching practice, and the development and delivery of movement curricula students will learn how to develop and apply their pedagogical understanding in a range of contexts.

Module provider

Guildford School of Acting

Module Leader

TURNER Thomas (GSA)

Number of Credits: 60

ECTS Credits: 30

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Module Availability

Year long

Prerequisites / Co-requisites

N/A

Module content

This module is divided into two components: Pedagogies and Analysis; Design and Delivery. Through a series of seminars, and practical classes students are introduced to key principles and techniques of movement teaching, building on knowledge from previous modules including Movement Practices and Pedagogies, Movement Direction and Intimacy, and Choreography. This is followed by in-depth case study analysis of key movement practice/practitioners. Moving into Design and Delivery, students undertake a period of observation and practice, developing their applied knowledge of teaching, and engage in independent research to design and develop movement curricula. Self-reflection is embedded throughout the module, and an open and self-directed approach to the development of individual teaching and research interests.

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate:

• The ability to critically reflect on pedagogic practices.


• A clear understanding of safe and inclusive movement practices.


• Integrated knowledge of pedagogic and movement practices to design and deliver teaching strategies.


• Professional skills inorganisation and management of independent work.


• The ability to communicate effectively in physical, verbal, and written form.

Thus, the summative assessment for this module consists of:

A 4,000 word case-study analysis of one or more practices/practitioners, informed by research and independent study.

A 2,000 word design of a movement curriculum, in response to a specified brief. The delivery of a 40-minute workshop drawn from the designed movement curriculum, with supporting documentation.

Formative assessment is embedded within the learning and teaching for this module, and may include: in-class verbal feedback, presentation of draft work (practical and written), questioning and dialogue, and facilitated peer-to-peer feedback and group discussion, tutorials, engagement with the online learning environment. These will support students to work reflectively and resourcefully, evaluating their own work and process and responding proactively to feedback, and offers a range of approaches to facilitate different learning styles and needs.

Module aims

• Introduce students to the principles, skills and techniques required to facilitate training for performance in a range of settings and across diverse communities
• Enable students to effectively analyse and evaluate the learning and teaching approaches of themselves and of other professional practitioners
• Develop students¿ teaching practice through observation and delivery
• Enable students to develop a comprehensive understanding of the structures and considerations within the design and delivery of movement curricula.
• Support students to develop independent research interests, and work independently and proactively to deepen individual knowledge and understanding.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to

Build on previous learning, particularly from Movement Practices and Pedagogies to introduce further principles, tools, and techniques for movement teaching. Students will be introduced to concepts of curriculum design and development, and supported to develop their understanding of movement education in a range of settings. Through undertaking independent in-depth analysis of key practices/practitioners, and observation of practitioners at work, students gain further insights into a range of pedagogical approaches and actively apply this to their own teaching practice. Self-directed work and independent research is designed to develop independent, resourceful students, supporting the transition from training to the professional field and allowing students to focus their studies on areas of specific interest and growth.

The learning and teaching methods may include:

Seminars and practical classes will offer students further knowledge and skills in pedagogical practices, curriculum design, and an understanding of teaching in a range of contexts. Through observation and shadowing, students will see this work in applied contexts and develop their own skills and experience in delivery. Independent research and study, supported by supervision and tutorials, will support students to develop their own areas of interest, receive feedback on their work, engage in reflection and discussion, and develop their transferable skills in research and communication.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: MOVM001

Other information

GSA delivers its provision across three teaching blocks, within the University of Surrey’s existing semester structure.

Guildford School of Acting is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Digital Capabilities:

Course content includes discussion of teaching in-person and online, and students must engage with digital tools in the development and design of their curriculum, considering accessibility needs within the creation of learning materials and appropriate mediums for the dissemination of their practice (live, captured content, written, verbal, film etc) .

Employability:

Through developing teaching practice and skills in curriculum development students gain professional skills in their chosen field, preparing them for careers post-training.

Global and Cultural Capabilities and Sustainability:

Discussion of inclusivity will be embedded in the course content, as students consider perspectives related to decolonialising movement teaching, inclusive practice, sustainable delivery, and collaborative approaches to learning and teaching.

Resourcefulness and Resilience:

Through working in a highly independent and self-directed way students gain transferrable skills and a resilient, adaptable approach.

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2025/6 academic year.