Flexible: Normally 18 months (parttime), but can take up to 3 years to complete. School experience totalling 24 weeks
Head of Department: Kriss Turner
Telephone +44 (0) 1962 827425
Email Kriss.Turner@winchester.ac.uk
Programme Leader: Jane Warren
Email Jane.Warren@winchester.ac.uk
If English is not your first language: IELTS 6.5 (including 6.5 in academic writing) or a TOEFL score of 575 (paper-based) or 232 (computer-based) or equivalent
Start dates: September Entry requirements and application process Applicants are advised to access the Training and Development Agency for Schools (TDA) website located at
www.tda.gov.uk for general information. This guidance is based on the TDA requirements for gaining Qualified Teacher Status (QTS) and identifies the minimum academic requirements that candidates must meet to be eligible for admission. Please ask the Course Enquiries and Applications team for further information including details of the qualifications, experience and the personal qualities looked for in applicants. Students should apply direct to the University by completing the Direct Entry Application Form. The selection process includes an interview. Students are invited to notify the University of any special arrangements that are required and contact Course Enquiries and Applications to discuss the support that may be provided to students. Successful candidates at interview will be required to complete a health check form and to obtain enhanced CRB clearance to ensure they meet the government guidance for ensuring that the health, safety, wellbeing and educational progress of pupils are not
jeopardised.
The University of Winchester is based on an Anglican Foundation and combines a tradition of high quality provision in theology and religious studies with a national reputation for
initial teacher education.
The programme is based on an individual training plan for individuals and is distinctive in its combination of flexible study patterns, age range options and Masters-level opportunities.
Study is designed to give students the theoretical knowledge and professional skills to teach RE in the secondary school. Flexibility is its key feature. Students may prepare to teach the 11-16 or 11-18 age ranges. They also have opportunities to gain Masters-level credit for some modules; these include Professional Studies, Teaching Religious Education (1) and Teaching Religious Education (2).
The programme consists of an initial needs analysis followed by seven modules, four University-based and three school-based. The initial needs analysis includes time in
school and can lead to exemption from some modules, normally school-based time, on the basis of prior experience. All seven modules have to be completed.
During the University-based modules, students develop understanding of both the theory and practice of teaching RE using a range of learning and teaching approaches.
In school-based modules, students are supported in developing practical classroom skills both in teaching RE and in the teacher’s wider professional role.
The timescale within which the programme is completed is agreed as part of the initial needs analysis.
Religious Education
The Subject explores the nature of RE today and how it has evolved into its present form. It considers the place of RE in the secondary school and the range of content that is found in agreed and examination syllabuses.
Teaching Religious Education (1)
Introduces students to theoretical and practical approaches to teaching RE. It includes lesson planning, learning and teaching strategies and assessment, together with an introduction to other key teaching tools such as ICT (Information and Communication Technology).
Teaching Religious Education (2)
Develops the issues introduced in the previous module. It introduces students to a wider range of teaching and learning approaches and broadens knowledge and experience
through topics such as RE and citizenship. It also considers RE in the primary and post-16 phases. Professional Studies considers a wider range of professional issues that are
important for all teachers, irrespective of subject specialism. Themes include classroom management, safeguarding of children, special educational needs, working with other adults, pastoral care, inclusion and equal opportunities.
School Experience (1)
Gives students the opportunity to begin to develop their teaching skills in a secondary school that will support them in working from small groups to whole class teaching, over a
period of six weeks. Self-directed School Experience enables students to follow areas of particular interest over a period of six weeks in a school or other relevant setting. It is
designed to be flexible, and students are guided in their selection of an appropriate placement. Time can be spent in more than one setting, for example one week in further
education combined with two weeks in a special school.
School Experience (2)
Involves a 10-week placement at the end of the programme. Students are expected to demonstrate that they meet the requirements for the award of Qualified Teacher Status (QTS). It involves substantial subject teaching, together with ongoing training in both subject and generic issues, supported in the school by a professional tutor and a subject mentor.
The teaching team includes University staff with a specialism in RE and in Initial Teacher Education, local education authority and Diocesan advisers, advanced skills teachers
and secondary school mentors. Students are supported through a combination of distance and face-to-face teaching. Another key aspect is University-based modules that include both University and school-based work. Seminars and workshops, whether electronic or face-to-face, are supported by school-based tasks so that theory and practice are integrated.
Assessment is through school placements and portfolios of evidence built up by students over the course. Each of the three university taught modules contributes to an assessment portfolio, with RE Subject Knowledge as another separate portfolio. To obtain QTS, students are also required to pass the Training and Development Agency (TDA) Skills Tests in English, Mathematics and ICT.
The PGCE leads to a recommendation for Qualified Teacher Status (QTS).