|UCAS Code:||XV63 (2 Years) or XV62 (3 Years)|
|Course Length:||2-3 Years Full-Time|
|Start Dates:||September 2017|
|Department:||Faculty of Education|
|Location:||Edge Hill University|
- Initial teacher training at Edge Hill University ranked in the top two in the North West for teaching and personal development in the National Student Survey 2016;
- Modules specifically designed to deliver the subject knowledge needed for teaching RE in high schools, including the new GCSE and A level specifications;
- Benefit from a mix of practical learning such as school placements and experience visits to centres representing all six major world-faiths.
This programme is ideal if you are passionate about religious education, want to teach in secondary schools and gain Qualified Teacher Status. You will study Religion as a modern, living phenomenon that has a real impact on society today as well as how to become an excellent RE teacher. You must be open-minded with a desire to explore beliefs and use your imaginative approach to communicate impartial and considered views.
The sessions we did on interviewing were invaluable, and I'd have done horribly in my job interview without them.
I had wanted to be a teacher since I was little and thought I had missed the opportunity, but this course has given me the tools I need.
I am only here two days a week and when I am away I miss it. It is such a good course.
I know that both the practical and religious sides of this course will help me in my aim of becoming an inspirational teacher.
My brother and sister went to university in Liverpool and Manchester respectively and wish that they had come here instead.
On this course religion becomes a reality rather than something in a book.
Course in Depth
What will I study?
On this degree you will acquire the knowledge and confidence needed to teach all six of the major world faiths in a high school setting. We teach you how to be an excellent RE teacher and guide you through the process of how to plan, deliver, assess and evaluate creative lessons that will inspire and enthuse your future pupils, enabling you to put your subject knowledge across in ways that they will understand.
How will I study?
Learning takes place in the University and in schools. Much of your time at university will be in a classroom setting where there is lots of group work and discussion to increase your knowledge and skills. You will be supported by your course tutors and undertake visits to places of worship and to schools which exemplify good teaching practice.
Guest speakers from the world of education and religion will feature in the course delivery and you will be required to study independently and read widely to support the lectures and seminars you attend.
You will spend a significant amount of time on placement in schools where you will put your training into practice. During this time you will assist in running classes, observing outstanding teachers and working alongside mentors and other colleagues to further your professional development.
Your teaching timetable will increase as your training progresses and you become more confident in the classroom. You will work with pupils from various areas, backgrounds and abilities. This will provide experience in areas such as classroom management and the ability to teach individuals and groups at a range of levels.
How will I be assessed?
Your university work will be assessed as coursework, often academic essays which can take a variety of forms, including creative work and portfolios of evidence where you will demonstrate how to plan effectively, undertake assessment and to develop your subject knowledge.
In school, as you progress from observer to teacher, you will be assessed through lesson observations carried out by mentors in school and tutors from Edge Hill. Your professional development will be mapped against the Teachers’ Standards (2012) for the award of QTS.
There are no formal written examinations as part of the current assessment methods on this programme.
Who will be teaching me?
You will be taught by a range of highly qualified and experienced tutors who are committed to supporting you throughout the programme and providing you with the opportunities to succeed. Tutors are enthusiastic about their subjects and will model good practice. This will enable you to develop your own teaching skill and style.
A Great Study Environment
The Faculty of Education has been at the forefront of teacher education for more than 125 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.
SUG1000 Professional Practice 1A (20 credits)
Professional Practice 1A provides an initial professional practice experience in a secondary school with an additional short placement in a primary setting. Initial professional practice is based upon observation and practical experience. You will have frequent opportunities to observe experienced teachers in the classroom, in addition to shadowing pupils and staff. The school’s safeguarding processes will also be explained. The placement will enable you to carry out a variety of school-based tasks, participate in lessons under your mentor’s supervision, and gradually increase your responsibility for both planning and teaching.
SUG1001 Personal and Professional Conduct - Transition into Higher Education and the Teaching Profession (20 credits)
Personal and Professional Conduct – Transition into Higher Education and the Teaching Profession equips you with the required academic study skills for Higher Education and the necessary professional vocational skills for your teaching experience. The module will also raise your wider professional awareness of the importance of secondary teaching. The aim is to encourage you to make purposeful links between theoretical understanding, the implementation of national policies and initiatives, and your practice-based experiences. Self-evaluation, reflection and the setting of professional development targets are key features of the module.
SUG1007 Principles, Pedagogy and Planning in Religious Education (20 credits)
Principles, Pedagogy and Planning in Religious Education introduces subject-specific professional responsibilities for Key Stage 3 and Key Stage 4, covering lesson preparation, delivery, evaluation and pupil assessment. The module enables you to develop the required professional vocational skills and knowledge for your teaching experience, working towards effective classroom delivery for all pupils. This will include an introduction to how to plan and deliver effective and well-structured lessons which promote a love of learning and encourage children’s intellectual curiosity. You will discover how to plan for the effective use of homework and other out-of-class activities to consolidate and extend pupil knowledge.
SUG1035 Beginning the Study of Religion (20 credits)
Beginning the Study of Religion draws on insights from a variety of historical disciplines to examine how religion is a contested concept. You will be encouraged to engage with a variety of notions of religious faith to enable you to develop a good knowledge and understanding so that in school settings you will foster and maintain pupils’ interest and address misunderstandings. You will define religion and spirituality and explore how a variety of disciplines analyse the concept and phenomena of religion.
SUG1036 The History of Christian Thought and Culture (20 credits)
The History of Christian Thought and Culture presents you with the opportunity to discover how Christianity has developed in terms of the understanding of key beliefs. Through a combination of classroom-based activities and experiences in the field, you will enhance your understanding of how Christianity has developed from a Jewish sect to a multi-faceted global faith. You will discover the basic teachings of the main Christian denominations, explain the social, political and theological significance of decisive transformations in the history of the Church, and evaluate how Christian thought and culture has been influenced by modern and post-modern theory and society.
SUG1037 Hindu Dharma (20 credits)
Hindu Dharma presents Hindu belief as Sanatana Dharma. Through a combination of classroom-based activities and experiences in the field, you will be given an introductory overview of the key features of Hindu beliefs and practices. Hinduism is now accepted as a generic term used to identify the varied religious practices of a large proportion of the population of the people of India. However, despite this plurality of belief and practice within Hinduism, there is a certain unity among all the various doctrines and schools of thought that Hindus refer to as the ‘eternal laws of nature’ which can be defined as Sanatana Dharma. This module prepares you to plan and teach programmes of study on Hindu Dharma in a confident and informed way. You will also have the opportunity to evaluate how Hindu life and community has evolved in the present day, both in the UK and in India.
SUG1038 Islam (20 credits)
Islam presents Islam as a dynamic modern British way of life, firmly grounded in the Quranic message revealed to Muhammad. Through a combination of classroom based activities and experiences in the field, you will develop your understanding of Islamic beliefs and practices. The module will ensure you can describe, contrast and explain the variety of beliefs and practices within Sunni and Shia Islam, refer appropriately to central Islamic texts and sources of authority, and evaluate the position of global Islam in respect of local modernity.
SUG2000 Professional Practice 1B (20 credits)
Professional Practice 1B allows you to prepare for, and subsequently complete, a placement in which you will undertake up to 50% of a full teaching timetable, comprising observation, small group or whole class teaching with your mentor or another trainee, and solo teaching as appropriate. You will have responsibility for planning lessons or parts of lessons, maintaining sound discipline, ensuring appropriate teaching methods are used, assessing learners’ progress, and making written evaluations of your own teaching. You will also be expected to take a full role in the wider life of the school, participating in tutor work, pastoral care, extra-curricular activities, professional development opportunities, parents’ evenings and school events.
SUG2001 Personal and Professional Conduct - Legal Requirements for Professional Practice (20 credits)
Personal and Professional Conduct – Legal Requirements for Professional Practice helps you to understand the required professional conduct, duties and responsibilities of a secondary teacher. The aim is to encourage you to make purposeful links between theoretical understanding, the implementation of national policies and initiatives, and your practice-based experiences. Self-evaluation, reflection and the setting of professional development targets are key features of the module.
SUG2007 Creative Medium Term Planning and Teaching in Religious Education (20 credits)
Creative Medium Term Planning and Teaching in Religious Education enables you to consider effective teaching in religious education, through the discussion and evaluation of alternative approaches. In addition, the module will analyse the role of religious education in the curriculum and examine how it contributes to a range of whole-school issues. There will be a clear focus on the planning, teaching and assessment cycle, which lies at the heart of the most effective professional practice, and on evaluation and review, which lies at the heart of ongoing professional development.
SUG2010 Educational Research Methods for School Improvement (20 credits)
Educational Research Methods for School Improvement provides you with an introduction to qualitative and quantitative educational research methods for personal and school improvement. The reading and assessment of publications, combined with reflection on methodological issues, forms a key element of the module. You will formulate a research plan which provides an excellent foundation if you wish to pursue higher degree study or further research work in the future. The module will demonstrate the need to keep up to date with both research and development in knowledge and pedagogy in your chosen subject area and encourage you to critically evaluate your own learning.
SUG2032 Judaism (20 credits)
Judaism presents Judaism as a fascinating historical religion which has a variety of forms of expression in modern society. Through a combination of classroom-based activities and experiences in the field, you will develop your understanding of key features of Judaism. The module will ensure you can describe the central principles of Judaism, explain and compare the variety of Jewish beliefs and practices, and reflect on how Jewish individual and community life has evolved in the contemporary UK.
SUG2033 Old Testament Theology (20 credits)
Old Testament Theology follows Rogerson (2009) in attempting to use the texts of the Old Testament in a critical way in order to suggest how they might be used in today’s world, both to make sense of the writing and to make sense of God. Through a combination of classroom-based activities and personal study, you will consider key critical passages from the biblical text to enable you to develop a good knowledge and understanding of how the text can say something to contemporary society. The aim is to be able to explain how Old Testament texts may help religious and non-religious people to engage with dilemmas in the contemporary global community and reflect on the place of Old Testament narratives in contemporary popular culture.
SUG2034 Buddhist Dharma (20 credits)
Buddhist Dharma presents Buddhism as both ancient and modern, global and local. Through a combination of classroom-based activities and experiences in the field, you will develop your understanding of the key features of Buddhism. On successful completion of the module, you will be able to describe the central principles of Buddhist dharma, explain and compare the variety of Buddhist beliefs and practices, and reflect on how Buddhist life and community (Sangha) has evolved in contemporary UK society.
SUG3000 Professional Practice 2 (40 credits)
Professional Practice 2 consists of a synoptic placement during which you will be required to undertake up to 70-75% of a teaching timetable, comprising observation, small group or whole class teaching with your mentor or another trainee, and solo teaching as appropriate. You will have responsibility for planning lessons or parts of lessons, considering the role of a scheme of work and developing it for a specific group of learners, maintaining sound discipline, ensuring appropriate teaching methods are used, assessing learners’ progress, and making written evaluations of your own teaching. You will also be expected to take a full role in the wider life of the school, participating in tutor work, pastoral care, extra-curricular activities, professional development opportunities, parents’ evenings and school events.
SUG3001 Personal and Professional Conduct - Employability (20 credits)
Personal and Professional Conduct – Employability equips you with the advanced academic study skills required for Higher Education and the necessary professional vocational skills for your professional practice. In addition, the module enables you to further your working knowledge of the standards for teachers’ conduct, enhance your employability, prepare for job applications and interviews, and understand what to expect from your year as a Newly Qualified Teacher. Self-evaluation, reflection and the setting of professional development targets are key features of the module.
SUG3007 Classroom Assessment and Target Setting Skills in Religious Education (20 credits)
Classroom Assessment and Target Setting Skills in Religious Education develops your understanding of assessment theory in relation to both formative and summative assessment practice in school. You will grade work against school-based and national benchmarks relevant to religious education studies, as well as developing strategies for giving meaningful feedback and targets to pupils in order to secure progression. The module also outlines the cycle of evaluation and review, examining its impact on future planning.
SUG3014 School Improvement Study in Religious Education (20 credits)
School Improvement Study in Religious Education enhances your skills in qualitative and quantitative educational research methods for personal and school improvement. The reading and assessment of publications, together with reflection on the design, implementation and critical evaluation of methodological issues, form key elements of the module. You will implement and evaluate a research plan during a professional placement and gain a strong foundation for potentially pursuing higher degree study or further research work in the future.
SUG3037 New Testament Criticism (20 credits)
New Testament Criticism examines the evolution of approaches to studying the Gospel narratives through the twentieth century and twenty-first century. Using a combination of classroom-based activities and personal study, you will develop your understanding of key critical approaches to biblical texts to enable you to have a good knowledge and understanding of the story of Jesus. You will discover how to describe in detail central Christian beliefs and principles of, for example, the kingdom of God, incarnation and atonement. The module utilises a variety of approaches to critically analyse the text of the New Testament, encouraging you to reflect on how the narrative of Jesus’ life is read and used in religious communities and contemporary popular culture.
SUG3038 Religion in the Twenty First Century (20 credits)
Religion in the Twenty First Century examines the development of religion through the 20th century and will explore the challenges that faith traditions face within the 21st century. The module will explore how faith traditions evolve and also examine how societies and culture affect them. You will develop your understanding of what influences the key modern evolutions of religion, be able to describe a variety of contemporary forms in depth, critically evaluate the modern-day challenges to organised religion, and reflect on how religious individual and community life has evolved in 21st-century UK society.
SUG3039 Silkhism and Jainism (20 credits)
Silkhism and Jainism examines the variety of religious belief in India. Through a combination of classroom-based activities and experiences in the field, you will develop your understanding of the key features of Sikh and Jain religions. The module will enable you to describe the history and central beliefs, principles and practices of the Sikh and Jain faiths. You will also develop the knowledge to critically explain, compare and contrast the variety of Sikh beliefs and practice with those of Jainism and other Indian religions. Reflection on the global and local political, cultural and religious impacts of these faith traditions will place your learning in a wider context.
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.
- 3 Year Route – 112 UCAS Tariff points on the new UCAS Tariff. An A Level at minimum grade C (or equivalent) in Religious Studies is usually required, plus GCSE English Language and Mathematics at Grade C or Grade 4 or above (or equivalent);
- 2 Year Route – relevant HND/HNC or Part1 (120 credits at Level 4) of a degree programme, plus GCSE English Language and Mathematics at Grade C or Grade 4 or above (or equivalent). Evidence of secondary school experience is recommended.
Please note, for the purposes of initial teacher training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in Mathematics or English.
An interview will form part of the selection process.
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.
Some typical examples of how you can achieve 112 UCAS Tariff points are detailed below.
- A Levels – BBC;
- BTEC Extended Diploma (or combination of BTEC QCF qualifications) – Distinction, Merit, Merit (DMM);
- Access to Higher Education Diploma – 45 credits at Level 3, for example 15 credits at Distinction and 30 credits at Merit. The required total can be attained from various credit combinations.
Please note, the above examples may differ from actual offers made. A combination of A Level and BTEC awards may also be accepted.
As long as you have a minimum of two A Levels (or equivalent), there is no maximum number of qualifications that we will accept UCAS points from. This includes additional qualifications such as the Welsh Baccalaureate and Extended Project Qualification (EPQ), AS Levels that haven’t been continued to A Level, and General Studies AS or A Level awards.
For further information on how you can meet the entry requirements, including details of alternative qualifications, please visit www.edgehill.ac.uk/offers.
EU students can get country-specific information about the University’s entry requirements and equivalent national qualifications at www.edgehill.ac.uk/eu.
International students should visit www.edgehill.ac.uk/international for information on the entry criteria for overseas applicants.
Are there any alternative ways to meet the entry requirements?
If you have the ability to study for a degree but lack the necessary qualifications or confidence, our Fastrack: Preparation for Higher Education course could be for you. This free, seven-week programme provides a great opportunity to enhance your study skills and subject knowledge and demonstrate that you are ready to study a particular subject with us, in lieu of achieving the UCAS Tariff points in the entry criteria.
Upon successful completion of a Fastrack course, you will be well placed to progress onto a corresponding Edge Hill University degree, although additional entry requirements may apply and the availability of specific programmes cannot be guaranteed. For more information, visit www.edgehill.ac.uk/fastrack.
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?
There is a national shortage of Secondary RE teachers and you will qualify as an outstanding secondary teacher who is able to bring excellent subject knowledge to a first teaching post. You will also have practical experience in school and other settings, have built your confidence, and obtained a set of skills that will allow you to excel as a teacher.
Graduates from this degree have a high level of employability in schools across the UK, with some also working internationally. We offer excellent support to help you gain your first teaching post.
Before the end of your degree 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.
If you are a prospective UK or EU student who will be joining this undergraduate degree in academic year 2017/18, we expect tuition fees to increase to £9,250 per annum but this is currently subject to Government approval.Tuition fees for international students enrolling on the programme in academic year 2017/18 are £11,575 per annum.
Subject to eligibility, UK and EU students can apply for a Tuition Fee Loan from the Government to cover the full cost of tuition fees. UK students may also be eligible to apply for additional funding to help with living costs.
For comprehensive information about the financial support available to eligible UK and EU students joining this programme in academic year 2017/18, together with details of how to apply for funding, please view our Money Matters 2017/18 guide at www.edgehill.ac.uk/undergradfinance2017.
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 undergraduate 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.
Additional scholarships, which you may qualify to receive, reward outstanding grades and are available to eligible UK and EU students.
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 at www.ucas.com.
Visit www.edgehill.ac.uk/applyucas to find out more about the application process.
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/bookanopenday.
Alternatively, if you are unable to attend an open day, you can find out more about all of our events for prospective undergraduate students, including monthly campus tours, at www.edgehill.ac.uk/undergradevents.
Request a Prospectus
If you would like to explore our full range of degrees before you apply, you can order an undergraduate prospectus at www.edgehill.ac.uk/undergradprospectus.
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: firstname.lastname@example.org
Course ChangesThis page outlines any material changes to course content, programme structure, assessment methods, entry criteria, and modes of study or delivery, implemented since 1st September 2015.
No material changes have been made to the information for this course since 1st September 2015. Any future amends will be tracked here.