|Course Length:||1 Year Full-Time|
|Start Dates:||September 2019, September 2020|
|Department:||Faculty of Education|
|Location:||Edge Hill University|
- Discover quality teaching and learning opportunities in RE and develop professional networks across a range of faith practitioners from a variety of world religions;
- Individually-tailored support.
Successful completion of the programme leads to recommendation for Qualified Teacher Status.
This PGCE will equip you with a range of academic, professional and vocational knowledge, understanding, skills and values necessary to become a high quality and skilled teacher of Religious Education (RE). You will experience professional training, delivered to the highest standard, immersing you in the latest teaching and learning pedagogies. The programme aims to develop reflective and analytical skills as well as providing practical experience in planning effective RE lessons and learning strategies.
Hands-on classroom experience, and opportunities to further your own subject knowledge is an integral part of the programme and helps you develop useful contacts for the future, through meeting and talking with faith practitioners from a variety of world religions.
If you have a degree in Religious Education or a related subject, want to raise cross-cultural awareness and encourage empathy, enquiry and critical thinking in secondary school pupils aged 11 to 16, this is the programme for you.
Student and Alumni Profiles
The PGCE has been a great experience and I believe the skills and knowledge I have acquired will help me to thrive in being an inspiring teacher of Religious Education.
I can only emphasise how important it is that PGCE trainees receive strong support in an encouraging atmosphere and the staff at Edge Hill provide that in abundance.
What will I study?
You will start with an extensive subject knowledge and understanding audit. This will identify your main strengths and weaknesses, and enable your tutor to focus on your individual development needs.
During 12 weeks of study on campus, you’ll develop:
- Understanding of the role RE can play in promoting inter faith dialogue and community cohesion;
- Knowledge of essential educational and pedagogical theory in RE;
- Awareness of appropriate and innovative teaching and assessment methods, including collage and display work, active learning strategies, role play, effective use of IT and presentations, videos, and the requirements of examination boards;
- Strategies to develop students’ understanding of various religious and ethical issues through discussion and debate, research, and field trips to faith communities;
- Understanding of the curriculum and Local Agreed Syllabi*, which influence the teaching of Religious Education according to the concerns and values of the faith communities within a particular area;
- Ability to plan lessons effectively;
- Excellent working knowledge of the latest ICT tools and software used in schools;
- Greater subject knowledge, reflective professional and academic skills such as research methods and methodologies;
- Wider awareness of your role within the teaching profession through study of professional values;
- Knowledge and understanding of RE as Key Stage 3 and Religious Studies at Key Stage 4 and post-16.
How will I study?
A combination of academic study, group discussion and reflection, and practical, work-based learning in the classroom will give you all the knowledge and skills you need to become a creative and innovative teacher. The programme also aims to develop a reflective and a critically analytical approach to education.
You will spend 26 weeks on placement in schools, colleges and settings, putting your training into practice through assisting in and taking responsibility for classes, and working alongside mentors and peers to further your professional development. The focus initially is on observation and supporting teaching and learning. Your teaching timetable will increase as your training progresses and you become more confident and competent in the classroom.
You will also develop your subject knowledge and gain useful contacts with religious communities that could help you during your teaching career, by visiting places of worship and meeting faith practitioners from the six main world religions represented in the Local Syllabi.
How will I be assessed?
A balanced combination of coursework and observed classroom experience will be assessed against academic criteria at Level 7 and the QTS Standards. Various other tasks will enable you to show your competence in ICT and other areas of Religious Education.
Before the end of your PGCE you will need to complete a Career Entry and Development Profile (CEDP) which acts as a useful bridge between your initial teacher training programme and your Induction Year as a Newly Qualified Teacher.
Who will be teaching me?
You will be taught by a dedicated team of knowledgeable, experienced, friendly and supportive tutors who have the welfare of their trainees as a number one priority.
A Great Study Environment
The Faculty of Education has been at the forefront of teacher education for more than 130 years and today enjoys the enviable position of being one of the country’s leading providers of education, training and research for the children’s workforce.
Housed in a state-of-the-art £9m building, the Faculty of Education’s facilities include a 300-seat lecture theatre, five well-equipped ICT suites, and 18 teaching rooms complete with the latest technology.
The Faculty has a strong commitment to practice-based learning and has developed partnerships with over 2,000 schools and colleges, local authorities and professional associations.
SRE4010Developing Subject Knowledge and Pedagogy in Religious Education (30 credits)
Developing Subject Knowledge and Pedagogy in Religious Education prepares you to become an outstanding teacher with the desire and capability to continually improve your subject knowledge and pedagogy in order to enhance the learning of pupils throughout your future teaching career. The module has a joint academic and professional focus and is centred on strands such as enhancing your subject knowledge, developing curriculum knowledge, examining subject pedagogy and its application to practice, linking your training to school improvement via dissemination in placement settings, and critically reflecting on practice.
Assessment: Coursework: 100%.
SRE4011Planning for Effective Teaching and Learning in Religious Education (30 credits)
Planning for Effective Teaching and Learning in Religious Education enables you to consider effective teaching in Religious Education, through the discussion and evaluation of a range of contrasting approaches. In addition, the module will analyse the role of Religious Education in the curriculum and explore how it contributes to a range of whole-school issues. There will be a clear focus on the planning, teaching and assessment cycle which underpins and informs the most effective professional practice. The processes of evaluation and review which inform high quality on-going professional development will also be critically examined.
Assessment: Coursework: 100%.
SRE4012Research and Practice in Religious Education (30 credits)
Research and Practice in Religious Education provides an opportunity to individualise and extend your learning through engagement with areas of particular interest, expertise and/or identified areas for development within Religious Education. The module will enable you to engage in relevant classroom-based research in order to make informed judgements and decisions which impact on teaching and learning. These research outcomes will not only improve your individual practice but will also benefit the educational settings in which the research is conducted. The module presents the scope for this research to take place in a variety of educational settings and to reflect current and emerging educational policies and initiatives.
Assessment: Coursework: 100%.
SRP4001Reflective Professional Practice (30 credits)
Reflective Professional Practice clearly links reflective based practice with theory to engage you with the main areas of debate within the evolving policies and practices of the educational world and enable you to apply what you learn from this to your practice. The aim is for you to become a reflective practitioner in line with the Teachers’ Standards (2012). The module will encourage you to apply and develop your understanding of the links between professional development and theory while also consolidating within you the holistic professionalism of a training teacher.
Assessment: Coursework: 100%.
SRP4002Professional Practice 1 (30 credits)
Professional Practice 1 is a school-based module which introduces you to practical aspects of the role of a teacher. The focus initially is on observation and supporting teaching and learning as you engage in teaching commitments in line with your individual training needs. You will progress to undertake approximately 50% of a full teaching timetable and develop responsibilities for planning, teaching and assessing learners. Regular self-target setting and reflection, supported by practice-based mentors, are key features of the module.
Assessment: Coursework: 100%.
SRP4003Professional Practice 2 (30 credits)
Professional Practice 2 provides a final phase to your professional practice in a different educational setting to that of your previous placement. The module takes place in a school which will provide the necessary progression and consolidation of your skills as you undertake approximately 70% of a full teaching timetable. The aim is for you to become autonomous in your needs and targets, ready to graduate as a Newly Qualified Teacher.
Assessment: Coursework: 100%.
120 academic credits are studied on the programme in total, in addition to 60 ungraded credits for the Professional Practice modules.
Timetables for your induction week are normally available in August prior to enrolment. You can expect to receive your timetable for the rest of the academic year during your induction week. While we make every effort to ensure that timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week.
Every effort has been made to ensure the accuracy of our published course information, however our programmes are subject to ongoing review and development. Changing circumstances may necessitate alteration to, or the cancellation of, courses.
Changes may be necessary to comply with the requirements of accrediting bodies, revisions to subject benchmarks statements, to keep courses updated and contemporary, or as a result of student feedback. We reserve the right to make variations if we consider such action to be necessary or in the best interests of students.
To join this PGCE, you will be expected to have:
- A first or second class Honours degree from a UK university (or equivalent qualification);
- GCSE English Language and Mathematics at Grade C or Grade 4 or above (or equivalent qualification);
- Satisfactory levels of Information and Communications Technology competence;
- A commitment to, and understanding of, secondary education, demonstrating the personal attributes, values and motivation required to train as a teacher.
Please note, for the purposes of initial teacher training, level 2 literacy and numeracy qualifications are not considered as equivalent to GCSE Grade C or Grade 4 in English Language and Mathematics.
EU students can get country-specific information about the University’s entry requirements and equivalent national qualifications at www.edgehill.ac.uk/eu.
You are required to undertake Professional Skills Tests in Literacy and Numeracy prior to entry to this programme. Successful completion of the Professional Skills Tests will form part of the conditions of any offer of a place. Further details can be found at www.edgehill.ac.uk/skillstests.
If you accept a formal offer from Edge Hill University you will be required to meet the Department for Education’s standards for physical and mental fitness to teach and clearance to work with children. Further information, including a Declaration of Health questionnaire and details of how to apply for a Disclosure and Barring Service (DBS) Enhanced Disclosure will be sent to you after you have firmly accepted an offer.
English Language Requirements
International students require IELTS 6.5, with a score no lower than 6.0 in each individual component, or an equivalent English language qualification.
If your current level of English is half a band lower, either overall or in one or two elements, you may want to consider our Pre-Sessional English course.
Are there any alternative ways to meet the entry requirements?
If you want to teach Religious Education but have an insufficient level of the subject in your degree to access the course, then our subject knowledge enhancement course in Religious Education could help prepare you to train to teach the subject effectively.
Some offers will be conditional upon completing a subject knowledge enhancement course but the enhancement programme does not necessarily qualify you for a place on the PGCE Secondary Religious Education (Age Phase 11-16) with QTS unless this is made clear at the time the offer is made. This will be discussed with you if you are called for an interview.
Recognition of Prior Learning
Edge Hill University recognises learning gained elsewhere, whether through academic credit and qualifications acquired from other relevant courses of study or through recognition of an individual’s professional and employment experience (also referred to as ‘experiential learning’).
Previous learning that is recognised in this way may be used towards meeting the entry requirements for a programme and/or for exemption from part of a programme. It is your responsibility to make a claim for recognition of prior learning. For guidance, please consult the University’s Recognition of Prior Learning Policy and contact the faculty in which you are interested in studying.
What are my career prospects?
Successful completion of this programme will allow you to gain QTS and progress into employment as a Newly Qualified Teacher (NQT) of Religious Education at secondary school level.
Our proactive careers advisory service can help you to find job vacancies and offers in-depth advice on teacher job applications and interviews, to help you secure work.
Teaching is a rewarding job and there are many ways in which you could progress in your career, either in the classroom or in a leadership role. For more information, see www.education.gov.uk.
If you are a prospective UK or EU student who will be joining this PGCE in academic year 2019/20, the tuition fee will be £9,250. Tuition fees for international students enrolling on the programme in academic year 2019/20 are £13,000.
If you are a prospective UK or EU student who will be joining this PGCE in academic year 2020/21, tuition fees are still to be announced.Tuition fees for international students enrolling on the programme in academic year 2020/21 are £13,250.
Subject to eligibility, UK and EU students joining this PGCE in academic year 2019/20 can apply for a Tuition Fee Loan from the Government to cover the full cost of tuition fees. UK and EU students enrolling on the programme in academic year 2019/20 may also be eligible to apply for additional funding to help with living costs.
If you are a prospective UK or EU student who will be joining this PGCE in academic year 2019/20, you may be eligible to receive a bursary worth £9,000 if you have a first class, 2:1 or 2:2 honours degree, or if you have successfully completed a PhD or Masters award.
For comprehensive information about the financial support available to eligible UK and EU students joining this programme in academic year 2019/20, together with details of how to apply for funding, please view our Money Matters 2019/20 guide at www.edgehill.ac.uk/pgcefinance2019.
Financial support arrangements for eligible UK and EU students joining this programme in academic year 2020/21 are still to be announced.
Financial support information for international students can be found at www.edgehill.ac.uk/international/fees.
Edge Hill University offers a range of scholarships with a competitive application process for prospective full-time PGCE students. These scholarships aren’t linked to academic success and celebrate determination, talent and achievement beyond your coursework, for instance in creativity, enterprise, ICT, performance, sport or volunteering.
To find out more about scholarships, to assess your eligibility, and to meet some of our dedicated scholarship winners, visit www.edgehill.ac.uk/scholarships.
How to Apply
Apply online through UCAS Teacher Training at www.ucas.com/apply/teacher-training.
Visit www.edgehill.ac.uk/applyucasteachertraining to find out more about the application process.
Further information for international students about how to apply is available at www.edgehill.ac.uk/applyinternational.
Should you accept an offer of a place to study with us and formally enrol as a student, you will be subject to the provisions of the regulations, rules, codes, conditions and policies which apply to our students. These are available at www.edgehill.ac.uk/studentterms.
If you are considering applying to study at Edge Hill University, the best way to gain an insight into student life is to discover our stunning campus for yourself by attending an open day. You can view dates and book your place at www.edgehill.ac.uk/opendays.
Alternatively, if you are unable to attend an open day, you can find out more about all of our events for prospective students, including monthly campus tours, at www.edgehill.ac.uk/visitus.
Request a Prospectus
If you would like to explore our full range of PGCEs before you apply, you can order a PGCE prospectus at www.edgehill.ac.uk/pgceprospectus.
Get in Touch
If you have any questions about this programme or what it’s like to study at Edge Hill University, please contact:
- Course Enquiries
- Tel: 01695 657000
- Email: email@example.com
If you would like to talk to the programme leader about the course in more detail, please contact:
- Sjay Patterson-Craven
- Tel: 01695 657762
- Email: Sjay.Patterson@edgehill.ac.uk
Course ChangesExpand All This page outlines any material changes to course content, programme structure, assessment methods, entry criteria, and modes of study or delivery, implemented in the past two years.
28th March 2018 - Change to Entry Requirements
The wording of the entry criteria around demonstrating an interest in teaching has been revised to remove reference to time spent in schools. The revised wording states that applicants are expected to have a commitment to, and understanding of, secondary education, demonstrating the personal attributes, values and motivation required to train as a teacher.