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Fees and Funding

Here's the fees and funding information for each year of this course

Overview

Applicants applying for postgraduate initial teacher training courses will now need to apply through the DfE for entry in September 2022.

This course leads to the award of Qualified Teacher Status (QTS) for the 11-to-16 age range, which qualifies you to be a teacher in secondary schools in England and Wales. Where possible, we also give you the chance to gain experience in the 11-to-18 age range.

Religious Education (RE) helps to develop young people's religious literacy so that they will develop an understanding and appreciation of the diverse beliefs and practices found in religions and world views today.

Training to teach RE in London offers you the chance to tackle challenging, thought-provoking topics with young people.

You can use your creativity and passion for the subject to develop lessons that help your pupils discuss and answer the most fundamental questions – from belief in God to the meaning and purpose of life.

By training as a religious education teacher, you can help your pupils become compassionate young adults, respectful of religious and cultural differences.

We are proud of our longstanding practice of supporting non-traditional students. Although many of our students will have a degree in religious studies, we welcome applications from those with a degree in other disciplines, provided applicants can demonstrate a genuine passion for understanding the religious world, and sound subject knowledge of religious and secular traditions.

What makes this course different

Person in classroom

100 partnership schools

The number of secondary schools we work with across East London and into Essex in which our students undertake full placements. When they gain employment, most of our students secure jobs within our partnership schools.

WHAT YOU'LL LEARN

As well as learning about children and child development, you will learn how to be a specialist teacher of religious education. 

Subject sessions will support your understanding of the current key issues in religious education. This will include debating the aims of RE pedagogy and current issues. 

The subject studies element of your training provides an introduction to RE as a basic curriculum subject - what the aims of RE are and how RE is important for young people.

Sessions will offer theoretical perspectives on how to teach RE in both community and faith schools - in particular looking at differing and competing pedagogies as well as the aims of religious education, the principles of syllabus design and evaluation, and the assessment and recording of children's progress.

Time will be given to exploring RE teaching in practice, including how to create a respectful classroom ethos with the sensitivity that RE, in particular, demands.

MODULES

  • Core Modules
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    Active Enquiry and Intervention: Impacting upon Learner Progress

    • To develop knowledge and understanding of critical thinking, reflective practice and educational research;
    • To develop an awareness of action research - its processes, practices and relevance for reflective educational practice and change;
    • To develop knowledge of pedagogy, through primary research and the critical evaluation of theory and literature;
    • For trainee teachers to carry-out a classroom intervention informed by reading and research activity and to reflect critically on the process;
    • To demonstrate a practical appreciation of evidence-informed teaching;
    • To identify appropriate classroom strategies to develop learning and teaching which are informed through educational research, evidence and scholarship.
    • To apply classroom strategies informed by scholarship to a specific educational context and setting.
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    Developing Subject Expertise and Subject Specialism

    · To use mechanisms to identify areas of development within the chosen subject

    · To select one area of development to improve expertise

    · To implement strategies to develop subject expertise within the chosen area of development

    · To understand pedagogy and its impact upon learning within the chosen subject.

    · To identify the different pedagogic models related to the chosen area of development

    · To develop and implement a pedagogic approach that is appropriate and relevant to context of the chosen area of development.

    · To reflect on the implementation of the pedagogic model and to identify modifications or adaptations for future practice.

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    School-Based Learning: Reflections on Practice (Mental Wealth)

    This module focuses on the development of professional practice in a practical context. It provides an initial experience of teaching and learning in a secondary school environment. This module focuses on best practice in secondary teaching, based on current research. With the support of an experienced mentor this module aims:

    · to support students in understanding a range of key issues and curriculum initiatives related to teaching practice, and to implement this knowledge during their school-based experience;

    · to enable students to meet the relevant Teachers’ Standards for Qualified Teacher Status;

    · to enable students to support children’s learning and development effectively in the classroom.

HOW YOU'LL LEARN

We will support you to become an outstanding teacher of religious education. You will learn how to devise and deliver engaging lessons that enthuse all pupils.

Subject sessions will support your understanding of current issues in religious education and worldviews and will enable you to develop the appropriate skills, knowledge and understanding for teaching religious education in the secondary school context. 

Sessions will offer theoretical perspectives on how to teach RE in both community and faith schools. Time will be given to exploring RE teaching in practice, including how to teach RE in a rigorous, thoughtful and meaningful manner and create a respectful classroom ethos with the sensitivity that religious education demands.

The RE training is organised so that it feels like a school. Your subject tutor will be like your form tutor at school. We believe that we should model good practice to you so that you can learn by example. 

This is designed to further develop your enthusiasm for teaching RE as well as enabling you to develop the skills to devise and deliver lessons that excite and intrigue pupils. 

Our ethos is based on collaboration, not competition. We encourage you to work collaboratively just as you will when you qualify and start working in a school.

You will undertake two long placements in contrasting schools, totalling 24 weeks. We work in partnership with over 100 schools and colleges to provide a high-quality programme of support.  

You will be on placement from week three, so right from the beginning of your training, you will have a strong link between theory and practice. 

While an experienced teacher will be in the classroom with you, it is you who will be planning the lessons and teaching the lessons. You will start by observing the teacher, then helping. By the end of the Secondary PGCE course, you will be teaching 60 per cent of a normal teacher's timetable.

You will have the opportunity to visit additional schools and settings. For instance, if your first placement is in a mixed comprehensive school in Barking & Dagenham, then you might go to a single-sex faith school in Havering for your second one. 

Our tutors and subject mentors will advise and support you throughout each placement as you learn to teach.

HOW YOU'LL BE ASSESSED

To pass your PGCE and be recommended for Qualified Teacher Status, you have to demonstrate that you have met the Teachers' Standards.

While the course is modular, the emphasis is on the whole process of your development as a teacher. So, rather than a fragmentary approach, there is ongoing assessment, charting the often subtle transformations in your knowledge and understanding, and your practical skills.

CAMPUS and FACILITIES

Stratford Campus

Stratford Campus, Water Lane, Stratford

WHO TEACHES THIS COURSE

The teaching team includes qualified academics, practitioners and industry experts as guest speakers. Full details of the academics will be provided in the student handbook and module guides.

Elicia Lewis

Elicia is Programme Leader for Secondary RE ITE and leads the Primary PGCE Humanities with RE route.

See full profile

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YOUR FUTURE CAREER

The Secondary PGCE course at the University of East London was designed in 2001 in conjunction with the local authorities to address the secondary education teacher shortage in east London.

The partnership works with input and support from the London Boroughs of Barking & Dagenham, Newham, Tower Hamlets, Hackney, Waltham Forest and Redbridge.

It means that our graduates are represented in virtually every secondary school in east London. Some are now deputy heads or in senior management roles in schools that are taking our current trainees for their placements.

Across all subjects, from maths to modern languages, our teacher training graduates are acting as mentors to those following in their footsteps.

The partnership means that you have a head start when it comes to securing a teaching post in east London at the end of your training.

Both local authorities and individual schools visit our campus regularly to meet our trainees and advertise available vacancies.

You may also decide to undertake further study at the University of East London, either at the end of your course or after gaining teaching experience, perhaps specialising in Special Educational Needs or taking our MA Leadership in Education.

We also offer the opportunity for doctoral study to further develop your teaching knowledge and expertise.

Explore the different career options you can pursue with this degree and see the median salaries of the sector on our Career Coach portal.