PGCE Secondary
Religious Education
£9,700 Training Grants now available
Share your specialist subject knowledge with young people... be an RE teacher today!
This is a one-year course for graduates who wish to train to teach Religious Education/ Studies in Secondary schools.
Trainees joining the course will have graduated in Religious Studies, Theology, Divinity, Biblical Studies, a Humanities or Combined Studies Degree in which they have majored in Religion, or studied elements of Religion for a considerable part of their degrees.
The course will
- provide the opportunity and experience for you to become competent in teaching Religious Education to pupils and students of all abilities in the 11-18 age range
- enable you to acquire by the end of the course the competence and confidence of a Religious Education teacher taking up your first post in a school
- provide an insight into the nature of being a professional teacher that will be the basis of subsequent and continuing professional development
- enable you to develop the skills and insight to be reflective, professional teachers in terms of your awareness concerning a full range of views on issues in Religious Education and education in general
Course Structure
Trainees following the 36 week course spend 24 weeks in schools and 12 weeks in University. You will be located in two different schools.
University-based work
This explores the theoretical and practical aspects of teaching RE in schools today. During this part of the Course, you are given guidance on Planning, Teaching, Classroom Management and Assessment Strategies necessary to equip you to be effective RE teachers.
The Curriculum Cymreig and Key Skills as it relates to RE and developing your IT skills will form indispensable elements of your training.
You will have opportunities for study visits and access to specialist resources. To date, trainees have benefitted from study tours to London, Italy and interesting RE locations throughout South Wales. Students thereby gain valuable first-hand experience of diverse religious communities, of cultural and social developments and of multi-faith education.
The University has an excellent RE Resources Centre.
School-based work
You begin with structured observation tasks in schools and gradually take on teaching responsibilities, including GCSE and A level work. You are supervised and assessed by experienced senior and RE subject mentors as well as University tutors. The training partnership between the University and schools is of a high standard and successful.
Why Trinity?
- Placements in schools across South Wales
- Highly complimentary Inspection Report
- Excellent RE Resources Centre
- Very experienced school and University staff
- RE study tours eg, interesting RE locations throughout South Wales, London, Rome
- Highly successful employment rate
Programme Specification
Educational Aims
The Postgraduate Certificate in Education programme of study offers an initial qualification for graduates who seek to teach at Secondary school level. From its inception it has been organised in full partnership between Trinity University College and quality partner schools.
As an Initial Teacher and Educational Training Course, the programme of study seeks to prepare trainee teachers for the challenges that confront them at the outset of their careers and to develop good professional practice. It offers them the opportunity of gaining knowledge and understanding of Religious Education in theory and practice at a level appropriate for the range of pupils taught.
The general aims of the programme of study are to enable trainees to:
- manage competently issues relating to secondary teaching and Religious Education in particular;
- deliver all the Common Requirements;
- gain the standards required of Newly Qualified Teachers as defined in the National Assembly for Wales Circular 41/2006 in the areas of:
S1 Professional values and practice;
S2 Knowledge and Understanding;
S3 Teaching.
Aims of College-Based Studies:
To introduce trainees to an appropriate range of subject matter and issues relevant to:
- the legal and research context of Religious Education;
- the practice of Religious Education in schools;
- the current debate within education in general;
- the "Standards for Qualified Teacher Status" (National Assembly for Wales Circular 41/2006).
Aims of School-Based Studies:
To introduce trainees to all the relevant standards noted in National Assembly for Wales Circular 41/2006, namely:
S1 Professional values and practice;
S2 Knowledge and Understanding;
S3 Teaching.
The Programme of Study Objectives/Learning Outcomes
College-Based Studies:
The objectives of the programme are:
- to give trainees a comprehensive understanding of the clauses of relevant Education Reform Acts relating to Religious Education in particular and to Education in general;
- to enable trainees to approach with confidence the planning, teaching and assessment of a broad range of subject matter in Religious Education in the 11-18 age range;
- to prepare trainees for dealing with different social, cultural and educational/ professional expectations in the classroom/school;
- to foster trainees' awareness and understanding of adolescents in contexts relevant to the teaching situation in the secondary sector.
School-Based Studies:
The objectives of the programme are:
- to equip trainees with a realistic picture of the nature and range of educational issues and professional practice in schools;
- to enable trainees to gain quality experience of planning, teaching and assessment in situations of ever increasing complexity;
- to ensure that trainees gain the necessary experience in order that they may attain the standards for Qualified Teacher Status.
The programme of study will seek to achieve these aims through the following means:
- The establishment of a coherent programme of study structure with a pattern of school and college-based work, which enables the requirements of National Assembly for Wales Circular 41/2006 to be met.
- The designation of clear roles and responsibilities for the school mentors and college tutors, to allow complementary contributions to be made, with accompanying regular consultation.
- The provision of a College-based programme of study delivered through a variety of teaching methods which introduce trainees to the key legal, theoretical and pedagogical issues of secondary school teaching and the broader educational and whole-school issues which affect secondary schooling.
- The provision of complementary School-Based Studies which introduce trainees to whole school and Religious Education specialist issues which build upon innovative ways of working between the College and its partner schools.
- The experience of teaching across the age and ability range within two secondary schools, for extensive and continuous periods.
- The assessment process which records the development of standards in the appropriate areas.
- The regular and systematic evaluation of the programme of study by all participants as a means of encouraging critical reflection and improvement in quality provision in ITT.
Programme Outcomes
The standards for Qualified Teacher Status (QTS)
QTS is the first stage in a continuum of professional development that will continue through the statutory induction period and throughout a teacher’s career. ITT lays the foundation for subsequent professional and career development. During the induction period, newly qualified teachers can build on the strengths identified in their ITT, and work on the areas which they and those working with them have highlighted as priorities for future professional development. This should help them to play an active role in their early professional development and performance management, and that of their colleagues.
The QTS Standards are outcome statements that set out what trainees must know, understand and be able to do at the end of an ITT course to gain QTS. The Standards are organised in three inter-related sections which describe the criteria for the award:
S1: Professional values and practice: these Standards outline the attitudes and commitment to be expected of anyone qualifying to be a teacher, and are derived from the General Teaching Council for Wales’s ‘Statement of Professional Values and Practice’.
S2: Knowledge and understanding: these Standards require newly qualified teachers to be confident and authoritative in the subjects they teach and to have a clear understanding of how all pupils should progress and what teachers should expect them to achieve.
S3: Teaching: these Standards relate to skills of planning, monitoring and assessment, and teaching and class management. They are underpinned by the values and knowledge covered in the first two sections.
S1: Professional values and practice
To gain QTS, trainees must show that they understand and uphold the principles of the General Teaching Council for Wales’s ‘Statement of Professional Values and Practice’ by demonstrating all of the following:
S1.1 They understand the diverse learning needs for pupils and endeavour to provide the best possible education for them to maximise their potential, whatever their individual aspirations, personal circumstances or cultural, linguistic, religious and ethnic backgrounds.
S1.2 They demonstrate the professionalism to motivate and inspire pupils and secure their intellectual and personal development ensuring that relationships with pupils are built on mutual trust and respect.
S1.3 They demonstrate combinations of professional characteristics which aim to motivate and inspire pupils and secure their intellectual and personal development.
S1.4 They recognise the importance of communicating information and expectations clearly and sensitively to parents and guardians and of fostering positive relationships between home and school.
S1.5 They endeavour to promote the place of the school within the wider community.
S1.6 They recognise and understand the contribution provided by and needed from the support staff and other professionals in the learning process.
S1.7 They are able to contribute to the wider development of the school and profession and are aware of the importance of maintaining up-to-date professional knowledge, understanding and skills and are able to reflect on their own practice. They recognise their own needs and take responsibility for their continuing professional development.
S1.8 They are aware of, and work within, the statutory frameworks relating to teachers’ responsibilities.
S2: Knowledge and understanding
To gain QTS, trainees must demonstrate all of the following:
S2.1 They have a secure knowledge and understanding of the subject(s) they are trained to teach. For those qualifying to teach secondary pupils this knowledge and understanding should be at a standard equivalent to degree level. In relation to specific phases, this includes:
(c) For Key Stage 3
- they know and understand the relevant National Curriculum Programme(s) of Study;
- if they are qualifying to teach one or more of the core subjects, they are familiar with the principles of Aiming for Excellence in Key Stage 3 and with the subsequent guidance materials Raising Standards in Literacy and Numeracy and Raising Standards in Information and Communication Technology;
- they know and understand the common requirements of the National Curriculum and are familiar with the guidance set out in Aiming for Excellence in Key Stage 3;
(d) For Key Stage 4 and post-16
- they must, if their courses cover Key Stage 4, know and understand the relevant National Curriculum Programme(s) of Study;
- they are aware of the Learning Pathways for progression through the 14-19 phase in school, college and work-based settings;
- they are aware that Learning Pathways include programmes from several domains including the statutory national curriculum requirements at Key Stage 4, the Learning Core and wider experiences;
- they are familiar with the Key Skills as specified by ACCAC before 1 April 2006, or by the National Assembly, and the National Qualifications Framework;
- they know the progression within and from their own subject and the range of qualifications to which their subject contributes;
- they understand how courses are combined in students’ curricula;
S2.2 They know and understand the National Curriculum aims and guidelines; in particular:-
- they know and understand the values, aims and purposes and the general teaching requirements set out in the Introduction to the School Curriculum in Wales;
- they understand that, in Wales, pupils should be given opportunities, where appropriate, to develop and apply their knowledge and understanding of the cultural, economic, environmental, historical and linguistic characteristics of Wales (the Curriculum Cymreig);
- as relevant to the age range they are trained to teach, they are familiar with the Personal and Social Education Framework (PSE) and A Framework for Work-Related Education for 14 to 19-Years Olds in Wales (WRE);
- they are familiar with the most recent national guidance on the promotion of Education for Sustainable Development and Global Citizenship;
S2.3 They are aware of expectations, typical curricula and teaching arrangements in the Key Stages or phases before and after the ones they are trained to teach.
S2.4 They understand how pupils’ learning can be affected by their physical, intellectual, linguistic, social, cultural and emotional development.
S2.5 They know how to use ICT effectively, both to teach their subject and to support their wider professional role.
S2.6 They understand their responsibilities under the SEN Code of Practice for Wales, and know how to seek advice from specialists on less common types of special educational needs.
S2.7 They know a range of strategies to promote good behaviour and establish a purposeful learning environment.
S3: Teaching
S3.1 Planning expectations and targets
To gain QTS, trainees must demonstrate all of the following:
S3.1.1 They set challenging teaching and learning objectives which are relevant to all pupils in their classes. They base these on their knowledge of:-
a) the pupils;
b) evidence of their past and current achievement;
c) the expected standards for pupils of the relevant age range; and
d) the range and content of work relevant to pupils in that age range.
S3.1.2 They use these teaching and learning objectives to plan lessons, and sequences of lessons, showing how they will assess pupils’ learning. They take account of and support pupils’ varying needs so that girls and boys, from all ethnic groups, can make good progress.
S3.1.3 They select and prepare resources, and plan for their safe and effective organisation, taking account of pupils’ interests and their language and cultural backgrounds, with the help of support staff where appropriate.
S3.1.4 They take part in, and contribute to, teaching teams, as appropriate to the school. Where applicable, they plan for the deployment of additional adults who support pupils’ learning.
S3.1.5 As relevant to the age range they are trained to teach, they are able to plan opportunities for pupils to learn in out-of-school contexts, such as school visits, museums, theatres, field-work and employment-based settings, with the help of other staff where appropriate.
S3.2 Monitoring and assessment
To gain QTS, trainees must demonstrate all of the following:
S3.2.1 They make appropriate use of a range of monitoring and assessment strategies to evaluate pupils’ progress towards planned learning objectives, and use this information to improve their own planning and teaching.
S3.2.2 They monitor and assess as they teach, giving immediate and constructive feedback to support pupils as they learn. They involve pupils in reflecting on, evaluating and improving their own performance.
S3.2.3 They are able to assess pupils’ progress accurately using, as relevant, the early learning goals, National Curriculum level descriptions, criteria from national qualification, the requirements of Awarding Bodies, National Curriculum assessment frameworks or objectives from the relevant guidance. They may have guidance from an experienced teacher where appropriate.
S3.2.4 They identify and support more able and talented pupils, those who are working below age-related expectations, those who are failing to achieve their potential in learning, and those who experience behavioural, emotional and social difficulties. They may have guidance from an experienced teacher where appropriate.
S3.2.5 With the help of an experienced teacher, they can identify the levels of attainment of pupils learning English or Welsh where this is the language in which they are being taught and is different from the language or form of language of their home. They begin to analyse the language demands and learning activities in order to provide cognitive challenge as well as language support.
S3.2.6 They record pupils’ progress and achievements systematically to provide evidence of the range of their work, progress and attainment over time. They use this to help pupils review their own progress and to inform planning.
S3.2.7 They are able to use records as a basis for reporting on pupils’ attainment and progress orally and in writing, concisely, informatively and accurately for parents, carers, other professionals and pupils.
S3.3 Teaching and Class Management
To gain QTS, trainees must demonstrate all of the following:
S3.3.1 They have high expectation of pupils and build successful relationships, centred on teaching and learning. They establish a purposeful learning environment where diversity is valued and where pupils feel secure and confident.
S3.3.2 They can teach the required or expected knowledge, understanding and skills relevant to the curriculum for pupils in the age range for which they are trained and make appropriate use of the Curriculum Cymreig. In relation to specific phases:
c) those qualifying to teach Key Stage 3 pupils teach their specialist subject(s) competently and independently using the National Curriculum Programmes of Study for Key Stage 3 and the relevant guidance. Those qualifying to teach the core subjects or ICT at Key Stage 3 use the relevant frameworks, methods and expectations set out in the Aiming for Excellence in Key Stage 3 guidance. All those qualifying to teach a subject at Key Stage 3 must be able to use the common requirements, such as literacy and numeracy, in their teaching, as appropriate to their specialist subject;
(d) those qualifying to teach Key Stage 4 and post-16 pupils teach their specialist subject(s) competently and independently using, as relevant to the subject and age range, the National Curriculum Programmes of Study and related schemes of work, or programmes specified for national qualifications. They also provide opportunities for pupils to develop the Key Skills specified by ACCAC before it was abolished on 1 April 2006, or by the National Assembly.
S3.3.3 They teach clearly structured lessons or sequences of work which interest and motivate pupils and which:
- make learning objectives clear to pupils;
- employ interactive teaching methods and collaborative group work;
- promote active and independent learning that enables pupils to think for themselves, and to plan and manage their own learning.
S3.3.4 They differentiate their teaching to meet the needs of pupils, including the more able and talented and those with special educational needs. They may have guidance from an experienced teacher where appropriate.
S3.3.5 They are able to support those pupils learning English or Welsh where this is the language in which they are being taught and is different from the language or form of language of their home, with the help of an experienced teacher where appropriate.
S3.3.6 They take account of the varying interests, experiences and achievements of boys and girls, and pupils from different cultural and ethnic groups, to help pupils make good progress.
S3.3.7 They organise and manage teaching and learning time effectively.
S3.3.8 They organise and manage the physical teaching space, tools, materials, texts and other resources safely and effectively with the help of support staff where appropriate.
S3.3.9 They set high expectations for pupils’ behaviour and establish a clear framework for classroom discipline to anticipate and manage pupils’ behaviour constructively, and promote self-control and independence.
S3.3.10 They use ICT effectively in their teaching.
S3.3.11 They can take responsibility for teaching a class or classes over a sustained and substantial period of time. They are able to teach across the age and ability range for which they are trained.
S3.3.12 They can provide homework and other out-of-class work which consolidates and extends work carried out in the class and encourages pupils to learn independently.
S3.3.13 They work collaboratively with specialist teachers and other colleagues and, with the help of an experienced teacher as appropriate, manage the work of teaching assistants or other adults to enhance pupils’ learning.
S3.3.14 They recognise and respond effectively to social inclusion and equal opportunities issues as they arise in the classroom, including by challenging stereotyped views, and by challenging bullying or harassment, following relevant policies and procedures.
S3.3.15 They take appropriate opportunities to promote and teach education of sustainable development and global citizenship in all relevant aspects of their teaching.
How to Apply
Applications are available from the Graduate Teacher Training Registry GTTR, on 01242 223707 http://www.gttr.ac.uk
For further information, contact:
Vaughan Salisbury (Course Director PGCE Secondary)
PGCE - Religious Education (Secondary)
01267 676650
v.salisbury@trinity-cm.ac.uk
or the Faculty Office 01267 676686
Faculty of Education and Training
01267 676767 www.trinity-cm.ac.uk
- £9,700 Funding Grants available
Plus your Tuition Fees paid directly to the University
(in England, £11,500 Funding Grants available less Tuition Fees of £1,800) - Highly complimentary Inspection Report
- Very experienced school and University staff
- School placements across South Wales
- Excellent RE Resources Centre
- Long established specialist RE training University
- Opportunity for Study Tours eg, interesting RE locations throughout South Wales, London, Rome
"I had excellent mentors who gave guidance, support and really useful feedback"
trainee comment
