About the course
In this course, professional and subject theory courses are delivered by the University of Leicester and the two school placements are within the Brooke Weston Teaching School Alliance schools. In the first school placement at Brooke Weston, there will be the opportunity to mix with trainees from other disciplines and to consider the ways in which theory is translated into good practice by outstanding teachers.
At university, trainee teachers within the History, Geography, RE and Social Sciences subject specialisms are taught as a PGCE Humanities group. You will have specialist inputs on your chosen subject and also gain experience of issues in planning and teaching cross-curricular work within the Humanities.
Religious Education is an exciting and relevant subject which plays a major role in helping children to contribute to a cohesive and compassionate society.
The PGCE programme is both challenging and rewarding and we hope that it will develop both your enthusiasm and confidence as a teacher and Religious Education specialist.
PCGE Secondary Religious Education aims to:
•Support students to extend and deepen their subject knowledge of Religious Education:
•Expose students to a wide range of strategies for teaching and learning and assessment in Religious Education;
•Support students in exploring the use of ICT in Religious Education teaching and learning, including Internet resources and services and Blackboard as integral parts of the course; and
•Support students to individualise their learning on the course as competent and committed professionals.
The Religious Education subject specialism will cover a variety of areas including:
•The meaning and purpose of Religious Education;
•Teaching RE at KS3, GCSE and A Level;
•The possibilities, opportunities and limitations in the implementation of the non-statutory National Curriculum Framework for Religious Education;
•Assessment in Religious Education;
•Learning about and learning from religion;
•Teaching religion in a diverse community;
•Social, moral, spiritual and cultural development;
•Emotive and controversial issues;
•Curriculum Design; and
•Personal, Social and Health Education.
Continuous assessment is used throughout the course and there are no examinations.
There is a two-stage interview process. If invited for interview, you will first meet members of the Brooke Weston team and will have the opportunity to meet current or former trainees and to see Brooke Weston at work. The interview takes the form of a conversation which will explore your ideas about education and your subject; the object is to ensure that those who join the course will have the best possible chance of becoming good and outstanding teachers.
In the second interview, which is at the university, you will meet members of the course team who will give an overview of the course and answer any questions you may have. You will participate in a group task with candidates from a range of subjects and give a brief presentation as part of a small group. Subject tutors will introduce a written subject task that you will complete during the day and you will have an individual interview with a subject tutor. The interview is not a daunting process but rather a discussion about your suitability and preparation for going into teaching. During the interview, you will explore any additional preparation needed to help put you in the best possible position to engage successfully with the course from the start.
How school placements work
You will undertake two secondary teaching placements in the Brooke Weston Teaching School Alliance partner schools. The placements are referred to as 'Phase A' and 'Phase B' placements.
After induction you will spend 8 weeks in your Phase A placement school. Wherever possible, the first placement is in Brooke Weston Academy. This placement offers ample opportunity to observe and learn from outstanding teachers. Trainees also have the opportunity to discuss their work and progress with each other and to enhance their understanding of ways to apply what they have learned through a practical school-based programme of professional studies. You will build on existing experience and develop new skills with support from the Coordinator for Initial Teacher Education and a subject mentor who will oversee your professional development. Both will liaise closely with your university tutor who will also support you. During this placement you will be expected to fulfil a 50% timetable.
During your second placement you will spend about 14 weeks in a different school, also supported by a mentor, ITE Coordinator and university tutor. We try to place trainees in contrasting schools to ensure you have a rich and varied experience in your initial training year and that you have the opportunity to teach across the 11-18 age range. During this placement you will be expected to fulfil a 66% timetable.
All trainees will also undertake a week in a primary school following their Phase A placement to support their understanding of the broader context of education and to support writing of one of the PGCE assignments.
The course fees for 2019/2020 are as follows:
Tuition fees for the 2019/20 academic year are yet to be confirmed.
As an indication of what you might pay, the fee for students who started in September 2018 was: £9,250
Applications are welcome from those with an 2:1 (although 2:2 will be considered) in an RE-related degree such as Religious Studies, Theology, Philosophy or in a closely related discipline.
Those with joint or combined honours degrees in relevant subjects are also welcome to apply e.g. Arts/Humanities, Law, Sociology or Social Anthropology, where a significant amount of time was spent studying religion in other contexts.
A good A level pass in Religious Studies would also be beneficial and applicants should be able to demonstrate a genuine interest in and enthusiasm for Religious Education at interview.
You must have a genuine interest and enthusiasm for Religious Education and for working with young people. The PGCE is a challenging course and applicants need a wide range of skills, knowledge, experiences and an aptitude for teaching. These skills include the ability to form relationships, good communication, commitment to learning and teaching and reflective qualities.
Applicants without RE as a major subject are expected to undertake essential background reading before the course starts.
We expect all prospective trainees to have spent some days observing, possibly assisting, students and teachers in RE/Humanities classrooms to familiarise themselves with current developments.
Admission to the course is subject to a satisfactory medical report. The University will provide more information about this should you be offered a place.
All offers are subject to a satisfactory enhanced DBS disclosure. We will provide instructions regarding the DBS application process once you have accepted an offer of a place on the course.
About the training provider
Brooke Weston Academy Teaching School offers trainees a strong, ever-growing network of expertise which means that we are at the forefront of innovative practice in this area. Although we can offer trainees the chance to experience the wide variety of school organisation and curricula across our partnership, they will all have the opportunity to train in at least one Outstanding school.
Working with our university partners, we seek to ensure that trainees graduate from the course feeling supported, confident and well equipped for teaching. Completion and employment rates are high. Trainee satisfaction is also at a very high level, as shown by the evaluations of the course; the university training, the opportunity to discuss issues with peers, the level of support and the feeling of being valued are all particularly appreciated.
About the accredited provider
The School of Education at the University of Leicester has a long and successful history of teacher training and a strong reputation for producing graduate teachers prized by schools.
The School of Education offers a PGCE via the School Direct training route, working in a close and collaborative relationship with Brooke Weston, so that our trainees benefit from the wealth of experience at the university and achieve consistently high quality outcomes.
Training with disabilities and other needs
The University of Northampton offers support for applicants with a declared need. Individual meetings are held with trainees throughout the year with the Head of Initial Teacher Training and Programme Leader to discuss needs and signpost support.
Leicester School of Education's AccessAbility Tutor will contact all trainees who declare a disability and offer advise about the support which they may be entitled. They ask trainees to tell us how their disability may affect their learning and any adjustments they needed in order to access their studies.
These requests, with trainees' permission, are passed on to the relevant tutors, lecturers and schools so that they can accommodate all needs.
Trainees can contact the School of Education's AccessAbility Tutor and the University's AccessAbility Centre for further advice or to report a problem.
Some examples of how we support trainees with disabilities include:
• Accessible school placements provided for trainees with a physical disability.
• Tutors who are sensitive to the needs of trainees with mental health difficulties.
• Slide presentations and resources are made available to all trainees at least 24 hours before a session takes place.
• The AccessAbility Centre provides after hours appointments for PGCE trainees who are on placement and unable to attend during the day.
• Disabled parking permits are provided to enable trainees with physical disabilities to park close to university buildings.
• A variety of lesson planning templates is discussed with trainees with dyslexia to identify one that meets their needs and aids progression.
Apply on the UCAS website. You’ll need to register with UCAS before you can apply.
Visit Get into Teaching for guidance on applying for teacher training.
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||Brooke Weston Academy, Coomb Road, Corby, Great Oakley NN18 8LA
Advice and support
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