.... is there such a thing? If there are teachers who want to teach instrumentally but not classroom teaching I mean, is there a qualification that can do this that has the same weight as a PGCE?

The Royal Northern does something like this - don't know how much weight is given to classroom training, but it's definitely aimed at people wanting to teach instruments.

Don't know if anywhere else does.

I suspect all *actual* PGCEs would require some classroom training.

There are also courses like the CT ABRSM and there is at least one piano specific course, I forget the details, but I don't believe they carry "official" weight as a PGCE does.

The EPTA course, to be run at the Purcell School in Bushey from next year, is very comprehensive, sound, and thought-provoking. It has a different emphasis to the CT course, which doesn't have a performance element. The EPTA course doesn't require you to buy a video camera and video your lessons - but you do get plenty of feed-back on your teaching.
When I did it, there was an excellent balance of new and experienced teachers - and we all learnt a huge amount. Highly recommended!

Isn't the EPTA course just for piano teachers? Or have I misunderstood that?

Yes, it is indeed just for piano teachers - and, of course, can hardly carry the same weight as a PGCE. The EPTA course runs for 12 days - or used to. (Alternate Sundays for 6 months, with course work etc) . I believe the CT course is something like 3 weekends, plus observed teaching/mentoring etc - so ends up being pretty pricey ( which is why I preferred the EPTA one!) The PGCE is a one year course, so can't begin to compare.

And there's also the MTPP someone mentioned, at Reading which I'm waiting for details of. If you google MTPP it comes up...

They ought to consider expanding and developing this EPTA course for string and woodwind teachers. I for one won't take the CT because of 1. the cost, I think it's overpriced, 2. the way it's run doesn't fit in with my freelance work, and 3. I refuse to buy a video camera for the sole purpose of any course only for it to go in a cupboard afterwards and become a museum piece twelve months later.

A PGCE would be of no use to me as I don't teach school curriculum (classroom) music and additionally, I'm not a keyboard player, which most school music teachers are (have to be).

Absolutely Amanda, I agree. I'm not an orchestral player like yourself but I do teach freelance. I won't take the CT Course as there is no way I can afford it, I'm in enough debt as it is from University 4 years ago and I don't want any more! But I wish there was a course for someone like me, I teach provately the Recorder, Piano/Keyboard, Music theory and GCSE / A Level but I would love it if I could have a course that was tailored to that but also fitted around my work. I don't want to be a class teacher, I want to be an instrumental teacher!!!

I am a peri with a PGCE (and no intention of becoming a classroom teacher, either before or since taking it), and am also a mentor on the RNCM's PGCE with specialist instrumental teaching course. Personally, I have found that my teaching has changed completely (and I think much for the better) since doing the PGCE - my skills in teaching, understanding of pace / progress in a lesson, behaviour management, assessment and lots more have all improved so much. I had 10+ years of instrumental teaching experience before I did it, which I think helped a lot, but (if anyone's wondering!) I would really advocate doing one even if you have no intention of going into a classroom as a "proper" teacher after it.

I would tend to err on the side of caution if deciding to take a PGCE course without any intention of going into the classroom, but if anyone can do it as well as manage their private pupils they have my full admiration! (I know of local peri teachers for county who have managed it - but perhaps they were given time off for the classroom work). The PGCE is a very very tough course and the tutors and mentors will soon find out if a student is not 'committed' to the classroom. I completed all my paperwork without too much problem. However, the difficulties were due to fitting in 24 piano pupils a week combined with full-time in school. On top of that, at least two hours planning and evaluating the lessons for the next day. I worked for fifteen hours a day during term-time for just over a year and spent the holidays writing up essays and planning lessons. I was unable to engage fully with extra-curricular activities after school because I had to be here to piano teach - with a ten minute 'window' between school and private pupils.

I withdrew from the course but yes I learnt a LOT - maybe at a cost to my well-being at the time. However, it was clear my priorities were with piano teaching - no way was I going to cancel all my lovely pupils for a year to get a PGCE and you have to do an NQT year afterwards to get full QTS - and those awful computer SKills Tests...... I made a tough decision not to continue but very glad I did. Got my MA and DipAB since. Now chasing instrumental teaching diplomas and much happier.

I did notice the other day something about the OU teaming up with TG to offer primary music experience but I think it's for already qualified teachers. At least it's a step in the right direction.

Just to clarify - I am totally committed to teaching, but wished to continue with my peri work afterwards. I do a lot of whole-class and small group teaching, which I feel benefited hugely from my experience. It was jolly hard work, I'll agree with that!

I did the PGCE knowing I wanted to be a woodwind teacher and found it helpful and relevant in many ways. Didn't particularly enjoy the 3 years I spent in school though (for the course, some supply and my NQT year afterwards). In fact I had a major breakdown at the age of 24, but that was due to lack of support in the school I was working in, not the PGCE.