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PGCE Secondary Education with Religious Education (RE)

Become an RE teacher in a secondary school.

Qualified Teacher Status (QTS).

Entry requirements

A degree at 2:2 or above.

GCSE English and Mathematics at grade 4 or grade C or above (or an equivalent qualification).

Experience of working with young people.

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UCAS code 2W4H

Duration One year full-time

Course Summary

Religious Education teachers empower young people and this PGCE RE aims to produce dynamic, confident, and innovative teachers who are committed to making Religion and Worldviews accessible for all. PGCE RE includes current debates and practices within Religion and Worldviews, as well as those issues relating to the promotion of the spiritual, moral, social and cultural development of all pupils; it develops a range of teaching styles appropriate to the delivery of Religion and Worldviews within the National Curriculum and GCSE/A Level specifications.

The course’s perspective on religious education distils the best practice of the recent past and gives a decidedly contemporary flavour with an eye to the future. Furthermore, our PGCE RE trainees take up ‘enhancements’ linked to other curriculum subjects, primary phase or special education needs and diversity.

The route to qualified teacher status will require you to work closely with all those involved in the training partnership – teachers, University tutors, school mentors, professional tutors in school and, last but not least, your fellow trainees. Ofsted 2014 commented that: “the collaborative nature of the partnership that promotes high-quality training across all settings". You are encouraged to take an active and collaborative role in your own learning and we all look forward to working with you on what we know will be a rewarding and enjoyable year working towards achieving your PGCE RE.

Why this course at Marjon?

Our trainees scored us 89% student satisfaction for postgraduate teacher training, this puts us in the top 25% quartile of all providers in England (Postgraduate Taught Experience Survey, 2019).

93.9% of our graduates are in further study, sustained employment or both five years after graduating, compared to a sector average for England of 88.2%. We are 1st in the South West (LEO, 2019).

Marjon Teacher Education Partnership has well-established links with schools across the South West, London and Service Children’s Education, our connections span over 300 schools and settings.

Marjon education and teaching graduates are 3rd in all University providers for graduate earnings five years after leaving the university (Institute for Fiscal Studies, 2018).

Marjon Graduates are more socially mobile than other providers across the South West with more trainees gaining NQT employment in more diverse areas (DFE Supply, Retention and Mobility data, 2018).

We recognise the value of excellent role models in initial teacher training and promote the involvement of outstanding teachers and Specialist Leaders in Education in working with trainees.

Modules for this course

Modules

1st Year

Professional Practice in Schools
By the end of this module trainees should be able to demonstrate the competencies of a newly qualified teacher (NQT) by achieving the minimum expectation required by the Teachers’ Standards. The module includes two placements in schools.
Learning Behaviours in Context
Research a range of learning and teaching theories and strategies to develop an understanding of how children learn. Critically evaluate research and current developments in education that inform the application of routines, relationships and responses in context.
Becoming a Teacher: A Reflective Journey
Systematically reflect on and evaluate the effectiveness of subject specific pedagogy on learning experiences and develop a range of approaches to use in schools.
Inclusion in the Secondary Classroom: Maximising Achievement
Investigate and discuss a wide range of sources to develop a secure knowledge and understanding of theory, policy and practice to help identify the issues around maximising pupil achievement. Develop understanding and skills which contribute to a fully inclusive classroom.
Understanding the Learner: Assessment and Progress
Understand the essential link between planning and assessment and develop a critical awareness of planning for progression and its effect on learning.

This course is perfect if you're curious about

How can I build strong relationships with pupils, colleagues and parents in school?

How can I promote a love of learning in my pupils and a passion for Religious Education?

How to I deal with challenging and controversial issues with my classes?

What can I do to develop my ability to become a leader in education?

How do good teachers keep on top of their workload?

How do I best prepare for applying for teaching jobs?

“ The overall quality of training continues to be a very positive one judging by the comments made by TTs that I ‘met’ ... this goes for both university and school-based training sessions ... the humanities curriculum tutor has clearly provided thorough support to the trainee teachers throughout the training year and this was echoed strongly by the trainee teachers.”
External Moderator - 2020

What might you become?

RE teachers are in short supply and the regional demand will vary from year to year. Previous PGCE RE trainees are now in employment locally in Plymouth, Devon and Cornwall but also further afield e.g. East Midlands, London, Yorkshire, Birmingham and in international schools.

Marjon University will work with partnerships to ensure that you receive the very best in teacher training preparing you to teach in any type of school, church schools, academies, cooperative trusts, independent schools or free schools. 93.9% of our teaching graduates are in further study, sustained employment or both five years after graduating, compared to a sector average for England of 88.2%. This makes us 1st in the South West (LEO, 2019).

How you’ll be taught and assessed?

How will you be taught?

Collaborative learning, critical reflection and a strong culture of support underpin the RE PGCE. You will have a minimum of 120 days in school in 2 block placements and 12 weeks in University undertaking a range of activities, teaching includes lectures, seminars, workshops, conferences, tutorials, independent study or research and school based training.

How will you be assessed?

Assessments relate to your development of practice in school. All are coursework based, you will generate reflective journals, portfolios, essays and presentations.

 

Course leader

Professor Gillian Golder

Gill is Director of the Marjon Teacher Education Partnership, she taught in schools for 13 years before joining the University. She works with schools, MATS and alliances to support whole school improve, develop evidence based practice and support teacher development. She spends some of her time in Westminster discussing latest ideas and initiatives with the Department for Education and other Education group.

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Fees and funding

Fees UK students: £9,250

Fees for International students: £12,000

Funding available for this course

 

Additional costs:

 

Your schedule

 

 

Course location(s):

 

Lecturers

Lecturers

Jonathan Cripps

Lecturer

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Jonathan’s career as a history teacher has spanned over 25 years, working in secondary schools in Sussex, Suffolk and Cornwall. Previously, he has worked for Cornwall LEA as an Advanced Skills Teacher, supporting history departments, NQTs and recent entrants to the teaching profession across the county. He is a Teacher Fellow of the Historical Association.

MarkAndrew Dearden

Senior Lecturer

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Alison Keyworth

Director of the Institute of Education

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Alison has experience of strategic and operational leadership and management within the secondary and HE sectors and is instrumental in the training and quality assuring of in-school coaches/mentors.

Julie Stevens

Senior Lecturer and Programme Leader for Secondary Initial Teacher Training

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Julie Stevens taught in secondary schools as a teacher of Physical Education in Devon, Cornwall and Sussex, worked for the LEA education department advisory service and the Youth Sport Trust. She has been teaching in universities for over 10 years with a focus on Initial Teacher Training in all subjects, with a specialism in Physical Education.

More information

 

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