About the course
Student teachers within the Religious Education, Geography and History 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. Your two school placements are in your specialist subjects.
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.
Applications are welcome from students with an Upper Second (although 2:2 will be considered) in a RE-related degree such as Religious Studies, Theology, Philosophy or in a closely related discipline.
Those students 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 students should be able to demonstrate a genuine interest in and enthusiasm for Religious Education at interview.
If invited for interview, 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 our Partnership Schools. We try to place students 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.
The placements are referred to as 'Phase A' and 'Phase B' placements.
In planning your placements, your subject tutor will try to balance the distance you are asked to travel with your individual needs and our knowledge of our wide range of school partners.
After induction you will spend 8 weeks in your Phase A placement school. You will build on existing experience and develop new skills with support from the school's Coordinator for Initial Teacher Education and a subject mentor who will oversee your professional development during the placement and 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. During this placement you will be expected to fulfil a 66% timetable.
All students 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:
• 2:1 degree for English, Geography, History or Social Science
• 2:2 degree for Mathematics, MFL, Sciences or RE
(We may, under exceptional circumstances, accept a Third if there are
other very strong recommending features in your application.)
• GCSE Grade 4 (old grade C) or above in English Language and Maths (equivalency test available if needed)
• A-levels (or equivalent) in relevant subjects
• Although not essential, you may find it useful to have recent experience working with children and/or observing teaching in a school setting.
• A pass in the Professional Skills Tests in literacy and numeracy
You should be able to demonstrate genuine interest and enthusiasm for Religious Studies at interview.
Applicants without Religious Studies as a major subject need to undertake essential background reading prior to the course.
We expect all prospective students to have spent some days observing, learners and teachers in Humanities classrooms to familiarise themselves with current developments.
The PGCE is a challenging course, and we are looking for applicants with 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.
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
The Hatton Teaching School Alliance is founded on the principle of collaboration and an absolute belief that by working together we can improve life chances for all students in all of our schools.
Our School Direct training course is ideal for trainees who are looking for hands-on in-school training, learning from teachers who deliver lessons every day. You will be allocated a school-based mentor and will also have a school-based professional tutor, who puts together a comprehensive in-school training programme.
We have consistently high employment rates, with many of our trainees going on to be employed within the Alliance. The combination of the school based mentoring programme and the University taught modules gives you a competitive advantage when applying for your first teaching position.
You will feel part of the school community from the start of your training to the end. We ensure you are supported to get Qualified Teacher Status giving you the best possible start to your teaching career. In addition to QTS you will also graduate with a PGCE which includes at least 60 credits towards a Masters degree.
We believe that we offer high quality training, giving sustained attention to developing the confidence of trainees to become reflective classroom practitioners who are confident subject specialists and all-round professionals. Constant monitoring, training and collaborative work between our partners and the Hatton Teaching School Alliance ensures close co-operation, and an excellent academic and professional partnership, which gives our School Direct student teachers varied but consistently rewarding experiences.
Training with disabilities and other needs
The Hatton Teaching School Alliance provides a personalised approach to all our trainee teachers, working in partnership with the higher education institutes, specialist teams and with the trainee to ensure that the course is fully accessible to all potential trainees. We do this by individualising a support plan which is regularly reviewed and evaluated to account for the evolving nature of a trainee's journey. For example, a previous trainee with dyslexia was successfully supported through their course and by being provided with specialist software, 1:1 discussions with specialist teams to build self-esteem and to achieve their full potential. Access for all is an integral characteristic of the HTSA as we believe we thrive on diversity.
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.
When you apply you’ll need these codes for the Choices section of your application form:
Training provider code:
Training programme code:
Choose a training location
You’ll also need to choose a training location – select the relevant location name on the application form.
||The Pyghtle, Wellingborough, Northamptonshire NN8 4RP
Support and advice
For questions about this course you should contact the training provider using the contact details above.
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