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. Leicester is ideally placed to offer the opportunity to work in both inner city and rural environments, with learners from a wide range of ethnic backgrounds. 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:
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:
PGCE students can apply for loans from Student Finance England and may be entitled to a tax-free bursary -https://getintoteaching.education.gov.uk/funding-and-salary/overview
Find out more about scholarships and funding on our website - https://le.ac.uk/study/postgraduates/fees-funding/scholarships-discounts
• 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 a genuine interest in and enthusiasm for Religious Education at interview.
Applicants will be expected to undertake essential background reading before the course begins.
We expect all prospective students to have spent some days observing, possibly assisting, learners and teachers in secondary 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 School of Education has a long and successful history of teacher training and a strong reputation for producing graduate teachers prized by schools.
The School of Education is located in the heart of Leicester, identified in recent research as one of the most affordable study destinations in Britain. We are within five minutes’ walk of both the railway station and the main University of Leicester campus with its student support services and award-winning library.
The School of Education works in partnership with over 150 local schools. They represent an unusually varied and interesting range of institutions, including rural village schools, suburban and inner city schools and academies, and special schools. Many of the schools have a diverse, multi-ethnic population. Training to teach here provides the solid foundations to teach in a range of different contexts.
We are also a proactive partner with individual schools and alliances who offer the University of Leicester PGCE via the School Direct and SCITT training routes. Our close and collaborative relationship with partner schools ensures that, whichever training route they choose, University of Leicester PGCE students benefit from the same wide-ranging but consistently high quality experiences.
Training with disabilities and other needs
The School of Education's AccessAbility Tutor will contact all students who declare a disability and offer advise about the support which they may be entitled. We ask students to tell us how their disability may affect their learning and any adjustments they needed in order to access their studies.
These requests, with students' permission, are passed on to the relevant tutors, lecturers and schools so that they can accommodate all student needs.
Students 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 students with disabilities include:
• Accessible school placements provided for students with a physical disability.
• Tutors who are sensitive to the needs of students with mental health difficulties.
• Slide presentations and resources are made available to all students at least 24 hours before a session takes place.
• The AccessAbility Centre provides after hours appointments for PGCE students who are on placement and unable to attend during the day.
• Disabled parking permits are provided to enable students with physical disabilities to park close to university buildings.
• A variety of lesson planning templates is discussed with students 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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||School of Education, 21 University Road, Leicester LE1 7RF
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