|Campus||St Luke's Campus|
|Discipline||Secondary Religious Education|
Course leaders: Dr Karen Walshe
Normally a 2:1 Honours degree – other qualifications and experience may be accepted.
- Build on your existing Theology, Religious Studies or Philosophy (or similar) expertise and learn the theoretical and practical approaches to teaching through Key Stages 3-5 in the varied classroom situations you will encounter
- Develop your confidence, competence and independence as a teacher with the unique Exeter Model of Initial Teacher Education which progressively increases your school-based teaching over three terms
- You will join a supportive community of trainees and teachers who are passionate about education and research and will support you during your course and beyond
- Work as a classroom teacher within two schools, where you will be supported by expert mentors and University tutors
- Achieving the PGCE provides 60 M-level credits alongside your Qualified Teacher Status. You can continue your studies following the PGCE and work towards a Masters in Education
Programme Director: Dr. Annabel Watson
Web: Enquire online
Phone: +44 (0)1392 72 72 72
100% of our Education research has internationally excellent impact
Based on research impact rated 4* + 3* in REF 2021*
Top 125 in the world for Education
The Times Higher World University Rankings by Subject 2021.
Rated Ofsted outstanding in all areas
Diverse placement opportunities across the region
PGCE students must have an honours degree and GCSE English and Mathematics at Grade C/4 or equivalent. A satisfactory medical assessment and DBS enhanced check are also requirements for entry to this programme.
Typically, successful applicants have a 2:2 degree or above in Theology, Religious Studies, Philosophy, or a related subject such as Sociology or Anthropology.
For applicants without the required GCSE pass at grade C/grade 4, we accept a Grade 4 pass in the English and Mathematics equivalency tests offered by A Star Equivalency and equivalencytesting.com (please do contact the PGCE Admissions team for further guidance before signing up for an equivalency test). See full list of accepted English/Maths equivalent qualifications.
We want all potentially excellent teachers to have the opportunity to train. If your qualification profile does not fit the norm, please do contact us.
Entry requirements for international students
Please visit our entry requirements section for equivalencies from your country and further information on English language requirements.
A practical and interactive course, you will explore various methods for teaching the major world religions; non-religious beliefs; philosophy of religion and ethics. You’ll also develop the fundamentals of teaching such as behaviour management, assessment, lesson planning, inclusive teaching, and working with the school community and parents. We’ll support you to become a reflective and confident teacher who is able to assess your own achievements and professional development requirements.
During placement, you will have the opportunity to put the skills learned into practice whilst being fully supported by your Lead Mentor who will work as an expert partner and your Reflective Mentor who challenges your thinking about teaching in ways that can be used to enhance your performance.
The programme has three fully integrated components:
The modules we outline here provide examples of what you can expect to learn on this course based on recent teaching. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand.
The Professional Studies component introduces you to key educational ideas and principles within a range of educational contexts. The module is followed throughout the year with both University and school-based elements and is concerned with classroom issues, whole school issues and the role of education in the wider society.
Central to school-based work is the development of your ability to meet the standards of professional competence which trainees must demonstrate in order to meet national standards for the award of QTS.
The principal aims of the module are to equip students with a comprehensive understanding of the background issues and practice of the current teaching of RE in the secondary school, and to enable them to achieve QTS. In addition, the module seeks to nurture reflective and autonomous professional practitioners who are able to identify strengths and areas for development in their subject knowledge and pedagogy, through evaluating current professional practice in relationship to developments in research and curriculum theory.
Dr Geoff Teece
Lecturer in Education
Geoff has over ten years lecturer in religious education at the University of Birmingham. Previous to that Geoff was Director of the RE Centre situated at Westhill College. He is an experienced trainer of RE teachers both in Initial Teacher Education and as a provider of Continuous Professional Development. He is the author of a number of books on religious education as well as being a regular contributor to RE journals, both professional and academic.
- UK: £9,250 full-time
- International: £21,500 full-time
A variety of attractive financial support packages are available. Find out more.
The University of Exeter has over £2.5 million in scholarships available for students applying to study with us in 2023 - including our Global Excellence Scholarships* for international fee paying students and financial support for students from disadvantaged backgrounds, lower income households and other under-represented groups to help them access, succeed and progress through higher education.
* Terms and conditions apply. See online for details.
Teaching and research
Our unique approach to Initial Teacher Education is praised by Ofsted and provides fantastic opportunities for trainees to achieve through our highly original Exeter Model of Initial Teacher Education. The programme runs over three terms and provides a carefully phased development of trainees’ independence as teachers. You will be assessed through University and school-based assignments; there are no formal exams.
|Term 1||Term 1 begins with two weeks of school experience in which trainees are supported and guided to gain insights into school practices which they will use in the weeks following. This leads into the University based course which focuses on professional development, specialist subject knowledge, pedagogy and teaching skills. Two weeks of this term will be spent in your first placement school as part of the Beginning Practice phase of your training.|
|Term 2||Term 2 is spent in your first school placement with three seminar days held at the University. At the end of the term, you visit your second school placement for a short induction period.|
|Term 3||Term 3 is spent in your second school placement with two seminar days held at the University.|
By learning on campus for most of the first term you have access to the tools needed to rapidly build professional knowledge and confidence ready for your work in school placements. You also benefit from the opportunity to build friendships and become part of a community of trainees and teachers who are passionate about education and will support you during your course and beyond. We carry out a detailed skills audit with every trainee so we understand your development needs and can personalise elements of training to strengthen the skills you need to excel as a teacher.
Facilities and support
During placements, Exeter trainees benefit from the focused support of two School-based Tutors: a Lead Mentor who works as an expert partner, and a Reflective Mentor who develops and challenges your thinking about teaching in ways that can be used to enhance performance.
Campus-based modules are taught at the School of Education at the St Luke’s Campus in Exeter, which offers an excellent range of specialist facilities and the UK’s largest Education library.
All our tutors have real-world experience as teachers. They also lead and innovate: our tutors have written textbooks for trainee teachers and school pupils, advised government, led subject networks and are active educational researchers.
The PGCE team’s current research interests lie in the areas of literacy pedagogy and writing development, technology for learning, literacy and disadvantage and teacher agency.
The PGCE provides excellent grounding for a long career within education, whether you aspire to become an outstanding classroom practitioner, school leader, or specialist in a specific area of education, the opportunities are broad.
Careers support including skills training, internships, jobs vacancies, employment fairs and other events is available through the Career Zone.