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(Secondary) Religious Studies PGCE

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Intro

Our (Secondary) Religious Studies PGCE leads to the award of Qualified Teacher Status and offers enrichment opportunities to teach age 16–18.

We will equip you with the skills and knowledge to become a confident and competent religious studies teacher. Content is regularly updated so you can be confident that your working knowledge is based on current theory and practice.

Our teaching graduates' benefit from excellent employment rates that are consistently above the sector average. Plus, we’ll continue to support you through your first few years as an early career teacher.

At Brighton you’ll train to teach with an Ofsted ‘outstanding’ provider and be educated by an expert team.

You’ll gain practical experiences in two carefully selected schools – we have over 600 placement partners offering a variety of opportunities in large, small, urban and rural settings.

At university you’ll learn in our specialist facilities and use our curriculum centre which has over 30,000 resources to support you in the classroom.

Brighton is one of the UKs largest teacher training universities and has been educating teachers and leaders for over 100 years.

Find out about postgraduate events

Key facts

Location Brighton: Falmer

Course code V6X1

Full-time 1 year

Qualified Teacher Status is awarded by the Teaching Regulation Agency (TRA)

interview advice sessions

Get top tips for your interview at one of our online teaching interview advice sessions.

Apply for 2023 from 11 October with DfE Apply

  • We're 8th in the UK for education courses – Guardian University Guide 2023

  • We're in the top 20 in the UK for education courses – The Times League Tables 2023

  • We're in the top 20 in England for education courses – Complete University Guide 2023

Course content

Course structure

Two-thirds of your year will be spent teaching, under supervision, in schools. Our tutors and mentors will advise and support you throughout each placement. You will receive comprehensive feedback during this time, enabling you to see where you are doing well and where you could improve.

The university works in partnership with schools and colleges to provide a high quality programme of support, ensuring a sound relationship between theory and practice. You will benefit from undertaking two placements in two schools or colleges, with the opportunity to visit additional schools or colleges as part of the 'Peer Observation' programme.

You will be encouraged to approach your teaching strategies creatively, to aid the progress of your students and your own skills as an RE teacher. You will learn and practice a variety of teaching approaches and innovative classroom practices on this programme. Your learning will involve:

  • tutor and student-led seminars and presentations
  • practical workshops
  • group-work
  • drama and role play
  • media-based activities; tutorials
  • sessions by visiting specialist lecturers
  • independent directed study
  • external national courses
  • active learning and a range of RE pedagogies.

You will have access to multimedia training materials, giving you the opportunity to develop your confidence and competence in the use of ICT. Our multimedia suites are regularly updated to keep up with technological advancements in classroom teaching provision. The Open Learning Centre and Falmer Library on campus contain a wealth of materials used in the teaching of Religious Education. This includes artefacts, music, images, film and text-books that you can draw upon to use in the classroom.

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We will support you in the development of your subject knowledge by:

  • the use of a subject audit
  • skills exchanges
  • subject knowledge enhancement days on Buddhism, Christianity, Hinduism, Islam, Judaism and Humanism
  • Islam and Sikhism micro-teaching
  • visits to places of worship
  • advice on how to speak to people of faith
  • the maintaining of an ongoing subject knowledge folder.

Areas of study

Religious education continues to occupy a lively, distinctive and often controversial place in education and we engage in this debate as part of the healthy growth of the subject. You will be required to work out your own answers and approaches to the exciting challenges in religious education in professional, reflective and practical ways as you take on the role of a religious education teacher.

A number of support systems are put in place before and during the course, to help students develop their subject knowledge in key curriculum areas. The subject knowledge required for Key Stages 3/4 includes the six major world faiths, religious philosophy and ethics, and secular philosophies and other religious traditions. 

There are four strands to this course: subject study/subject education, education and professional studies, school placements and professional practice.

Course content is kept up to date with changes in local and national initiatives and legislation, so you will be confident that your working knowledge is based on current theory and practice.

The subject study/subject education strand builds upon your existing expertise in religious studies and provides you with the opportunity to develop skills, knowledge and understanding of religious studies in the secondary school context. You will consider the learning and teaching strategies that are relevant to the specialist subject. 

You can earn 40 masters-level credits through the assessment for the subject study/ education module. 

The education and professional studies strand will give you a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing you to develop practical competencies, supported by analytical skills. 

By the end of the course you will:

  • refine your understanding of pedagogy, including an appreciation of current and emerging educational theories and debate
  • understand how to use and adapt a range of teaching, learning, management and assessment strategies in order to meet the varying needs of learners
  • understand how the progress and wellbeing of learners is affected by a range of influences and know how to take account of the principles of equality, inclusion and diversity.

The school placements/professional practice strand is intrinsically linked to all key strands of the course and is designed to enable you to develop the knowledge and skills necessary to thrive as creative, informed and critical professionals.

You will engage in target setting and action planning, and reflect upon your learning in order to make improvements as you progress through the emerging, embedding and enhancing phases of trainee teacher development towards meeting the Teachers’ Standards and the award of Qualified Teacher Status at the end of the course.

Four students walking in front of the Checkland Building at Falmer, casting long shadows

School-based training

Ofsted identify our approach to training in schools as a key strength of this course, with an excellent balance between university tuition and school-based training.

You will spend a minimum of 120 days on school-based activities, with your training shared between the university and the partner school. 

Your school-based training will include observing teachers, working with individual pupils and groups of pupils, team teaching and independent teaching. Your training will also entail completing specific subject tasks and developing your knowledge of school policy and effective practices.

You will maintain a professional training portfolio and be supported to review your work critically and analytically as well as to set appropriately challenging targets. We will also develop an action plan with you to identify strengths, development needs and actions, so that your practice is continually developing.

Key aims of the school-based training:

  • advance the development of your professional attributes, skills, knowledge and understanding
  • provide practical and specific experiences that enable you to critically analyse your professional practice and take responsibility for your own professional development
  • enable you to work collaboratively with colleagues in order to develop an understanding of the ways in which the attainment, development and well-being of all learners can be achieved with a unified support and teaching system
  • provide opportunities that enable you to adopt a creative and constructively critical approach towards your practice, supported by appropriate reading and research.

During your school-based training, university tutors, school mentors and teachers will support you and take shared responsibility for your professional development.

Your progress will be observed and assessed throughout your placement by university and school staff, followed by feedback sessions to discuss your development. Your e-portfolio will also be evaluated as part of the overall assessment.

Organising your school-based training

Our Partnership Office will organise the school-based training for you. Each year we organise over 2,500 placements for our students. We work hard to ensure that you have placement opportunities that will give you valuable and varied experiences in the area of education in which you are interested.

How it works

We will ask you to complete a placement information form when you start your course, and will use this information to match you to a suitable placement. We will consider your previous experience, travelling distance, the age ranges you wish to teach, and your current needs.

Once we have matched you with a placement, the team in the Partnership Office will confirm the placement as quickly as possible with the school or organisation. They will then contact you with the placement details. Almost all of our placements will be with partner schools or organisations in south-east England, most of them in East and West Sussex.

Ofsted

In our most recent Initial Teacher Education inspection report, the University of Brighton was graded 'outstanding'.

Ofsted identified some of our key strengths as:

  • the very high attainment of the majority of trainees
  • the expertly designed and diverse range of programmes that respond to trainees' backgrounds, needs and interests as well as to national priorities
  • the outstanding progress made by trainees as a result of training, which enables them to fulfil their potential
  • inspirational teaching, tutoring and mentoring that model the best teaching and give trainees the ambition to reach the highest standards
  • highly reflective trainees who demonstrate good subject knowledge and a breadth of understanding of how to teach
  • an excellent range of training experiences that effectively prepare trainees to teach in a diverse society
  • the excellent resources available to trainees
  • leadership that is dynamic in its approach to anticipating change and solving problems
  • a visionary approach to innovation and change.
Ofsted Outstanding provider

Meet the course leader

Dr Tom Newlands
Senior lecturer and route leader: Religious Studies (Secondary).

Prior to joining the University of Brighton in 2008 as a Senior Lecturer in Religious Studies Education, Tom had extensive experience in several secondary schools and a sixth form college as a Head of RE, PSHE and Humanities.

Tom is the subject leader for Religious Studies Education across the university, route leader for PGCE Religious Studies and programme leader for secondary postgraduate courses. He teaches on the BA(Hons) Primary Education with QTS and PGCE Secondary Religious Studies with QTS routes.

Tom has a masters in education and his special interests are experiential RE, pedagogies of RE, spiritual development in RE and philosophy for children. He has also completed a doctorate, researching in the field of Religious Education with a specific  focus on autonomy, decision-making and pedagogy in the RE classroom.

Tom is a co-opted member of the Brighton and Hove Standing Advisory Council on Religious Education (SACRE), contributes to publications and has led workshops for teachers in the field of Religious Education.

Dr Tom Newlands course leader

School Direct 

School Direct is an alternative route to Qualified Teacher Status (QTS) and the University of Brighton is working with a number of schools to deliver this programme across a range of secondary subjects as well as in the primary phase. 

To train as a teacher through the School Direct programme you need to apply directly to a school for a School Direct training place, with schools advertising their vacancies on the UCAS Teacher Training website. The University of Brighton supports School Direct through providing training and assessment opportunities at the request of participating schools.

Find out more about School Direct and view vacancies.

Secondary education student teacher in a classroom

 Study here 

Why choose teaching at the University of Brighton?

  • We were rated Outstanding by Ofsted in our 2018 inspection
  • Our graduates benefit from excellent employment rates that are consistently above the sector average
  • We have 600 partner schools and colleges, offering varied placement opportunities to our students
  • We work closely with local authorities, schools, colleges and educational organisations ensuring that our students are kept up to date with the changing world of education
  • Our tutors are experts in their area of research and have published numerous academic publications
  • We offer several routes into teaching with the opportunity to engage in professional development after graduating
  • We have a dedicated team to help you after you qualify, through our Early Teacher Career support programme
  • We’re one of the UKs largest teacher training universities, educating teachers and leaders for over 100 years
Two students having a discussion in a classroom

Features

We offer a range of course features to enhance your learning experience:

Field trips
You will have opportunities throughout the course to visit a number of local places of worship from a range of faiths to support your subject knowledge development. Previous visits have been made to churches, mosques, synagogues and Buddhist centres.

Guest speakers
You will have the opportunity to expand your personal subject expertise through curriculum workshops led by visiting lectures. Previous trainee teachers have taken part in workshops delivered by an A-level teacher and ex-trainee on active learning in key stage 5 Religious Studies / Philosophy teaching. We also have visits from organisations such as The Holocaust Educational Trust who lead a workshop on teaching The Holocaust in RE. 

Subject knowledge enhancement days
You will attend full day workshops on Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism to support your development of the subject knowledge needed for key stage 3 RE and key stage 4 RS teaching. Also, you will attend a half-day workshop on humanism and non-religious world views which have a great part to play in the modern RE curriculum that aims to be inclusive of all faiths and none.

A student adjusting a 3D map of our solar system

Rated 'outstanding' by Ofsted for primary, secondary and early years initial teacher education in our most recent inspection.

Careers

Preparing for your teaching career

You will graduate from this course equipped with the skills and knowledge to become a confident and competent secondary school teacher.

As well as gaining a PGCE, you will be assessed against the national Teachers’ Standards in order to be recommended for the award of Qualified Teacher Status.

You’ll benefit from our partnership with over 600 schools, where you’ll gain practical school-based experience in a wide range of settings – large, small, rural and urban.

You will gain a knowledge and understanding of your specialist subject in the secondary school context. You will consider the learning and teaching strategies that are relevant to this subject and develop leadership and management skills.

If you are considering whether a career in teaching is for you, and you are a UK resident, the Department for Education’s School Experience Programme offers between one and 10 days’ classroom experience in a secondary school.

male trainee teacher with group of pupils in a classroom

School-based training

Each phase of your school-based training will give you supported experience and help you gain confidence in your teaching ability.

Our staff will ensure that you are well prepared before your school-based training, and that you have all the support and guidance needed to make the most of these opportunities.

We have partnerships with over 600 schools and settings which offer you opportunities in large, small, urban and rural settings ensuring you will have a well-rounded experience. You will experience time in two carefully selected schools during your course.

Your school-based training experiences will include:

  • writing lesson plans and evaluations for the classes you teach
  • engaging in both formative and summative assessment of pupils learning and performance
  • completing your e-portfolio as supporting evidence of meeting the Teachers’ Standards.

Each year we organise over 2,500 placements for our students with partner schools and colleges, offering varied placement opportunities. We work hard to ensure that your school-based training will provide you with learning opportunities and valuable experience with the age group you are qualifying to teach.

School-based experience will enable you to demonstrate and grow your knowledge. You'll also make valuable contacts in schools which will help when you are looking for your first teaching role.

secondary religious education students

Facilities for learning

Our facilities include a curriculum centre which contains more than 30,000 specialist resources for trainee teachers including books, DVDs, games and an online catalogue.

Our Falmer campus also houses specialist classrooms that replicate those used in schools so you’ll feel at home when you go on your school-based training and start your career.

Teaching facilities include:

  • science labs
  • art classrooms
  • kiln room
  • dark room
  • design and technology workshop
  • performance studio.
Teaching students in library

Click the image to view a virtual tour of some of our facilities

Graduate destinations

Our teaching graduates benefit from excellent employment rates that are consistently above the sector average.

Career prospects are good; most graduates gain their first teaching posts in school settings as soon as they qualify.

University of Brighton trained teachers are highly sought after by our partnership schools. They are known for their creative and innovative approaches to teaching.

Many of our graduates take on mentoring and leadership roles, or opt for specialist roles such as special education needs.

Our careers service holds an annual teaching recruitment fair on campus which our partner schools attend as they are looking to recruit newly qualified teachers for the next school year.

Group of pupils and fealle trainee teacher walking along a corridoor in school

Early career support

We will continue to support you after you qualify through our early career support programme.

We’ll offer resources, advice, events and drop-in sessions to help you overcome the challenges that many new teachers face in their first few years of working as a qualified teacher. We’ll help you with the next stage of your journey and offer support that will enable you to develop and thrive in your early career.

Our website provides guidance and support for after you graduate, including the latest teaching job vacancies, personal statement feedback, short mock interviews, useful contacts for advice and a variety of helpful resources including videos.

The university tutors supported me long after finishing the course. During my NQT year at a community college they continued to provide me with advice and check on my professional progress and my wellbeing.

Brenda, graduate and teacher

Further study

After completing your NQT year we offer opportunities for you to continue your studies. 

Successful completion of this course means you'll be awarded 60 masters-level credits which can be used towards our Education MA which further integrates academic study with work-based learning and research.

Group of students sitting outside on the Falmer campus

Supporting your employability

Outside of your course, our Careers Service is here to support you as you discover (and re-discover) your strengths and what matters to you. We are here for you throughout your university journey as you work towards a fulfilling and rewarding career.

Connect with our careers team

  • Find part-time work that you can combine with your studies.
  • Find, or be, a mentor or get involved with our peer-to-peer support scheme.
  • Develop your business ideas through our entrepreneurial support network.
  • Get professional advice and support with career planning, CV writing and interview top tips.
  • Meet potential employers at our careers fairs.
  • Find rewarding volunteering opportunities to help you discover more about what makes you tick, and build your CV.

Whatever your career needs, we are here to help. And that's not just while you are a student, our support carries on after you've graduated.

Find out more...

Coloured background with the words Be More, Connected, Skilled, Emlployable

In education, 100% of our research impact is assessed as outstanding or very considerable in terms of its reach and significance in the 2021 Research Excellence Framework.

Entry criteria

Entry requirements

Degree
Normally an honours degree, or equivalent qualification, in the subject specialism or a subject that is directly relevant.

GCSE (minimum grade C or grade 4)
At least English language and maths. Equivalence tests are available for suitable candidates.

Interviews

Interviews for this course can be in-person at the university or online. Applicants invited to interview will be able to choose a date and which option suits them best.

Get top tips for your interview at one of our online teaching interview advice sessions.

Experience

While experience in a school is not a condition of entry for initial teacher education courses we recommend that you take up opportunities to gain a realistic understanding of whether teaching is right for you. The Get Into Teaching School Experience Programme offers opportunities across the country to book a day’s worth of experience.

Read the tips on applying for teacher training.

Other

  • Applicants from minority ethnic and other groups under-represented in the profession are particularly welcome.

  • All offers of places are subject to a satisfactory health check and a Disclosure and Barring Service (DBS) enhanced check.

  • We are committed to safeguarding and child protection. As part of our selection and interview process, we will undertake additional checks to confirm the suitability of candidates.

English language requirements

IELTS 7.0 in all elements.

Training to teach in England as an international student
If you're not a UK citizen, with the exception of those training to teach physics or modern languages, you are unlikely to get help funding your training unless you have permission to live permanently in the UK. You can find information about your options on the UK government's Get into Teaching website.

Fees

Course fees

UK (full-time) 9,250 GBP

International (full-time) 15,300 GBP

As a postgraduate trainee teacher there is a range of funding available which you could be eligible to receive whilst you are studying:

  • Tax-free bursaries and scholarships – these depend on the subject you are training to teach and your highest relevant academic award. 

On our website you will find information about other funding including:

  • the student finance package from Student Finance England – tuition fee loans and maintenance loans
  • Parents’ Learning Allowance
  • Childcare Grant
  • Care leaver’s bursary
  • Disabled Students’ Allowance.

If you're not a UK citizen, you are unlikely to get help funding your training unless you have permission to live permanently in the UK.

What's included

You may have to pay additional costs during your studies. The cost of optional activities is not included in your tuition fee and you will need to meet this cost in addition to your fees. A summary of the costs that you may be expected to pay, and what is included in your fees, while studying a course in the School of Education are listed here.

  • You will have access to computers and necessary software, however many students choose to buy their own hardware, software and accessories. The amount spent will depend on your individual choices but this expenditure is not essential to pass any of our courses.
  • In most cases coursework submissions are electronic but you may wish to print notes and should budget approximately £30 for printing.
  • For courses which require a placement, you’ll be expected to pay for your travel expenses but you may be able to claim some travel costs back from the university, depending on where your placement is in relation to where you live.
  • Course books are available from the university but you may wish to budget up to £150 to buy your own copies
  • You may wish to consider budgeting up to £25 for stationery/teaching materials.

You can chat with our enquiries team through the Stay in touch panel at the end of this page if you require further information. Or check our finance pages for advice about funding and scholarships as well as more information about fees and advice on international and island fee-paying status.

Info

The fees listed here are for full-time courses beginning in the academic year 2023–24.

Further tuition fees are payable for each subsequent year of study and are subject to an annual increase of no more than 5% or RPI (whichever is the greater). The annual increase for UK students, who are subject to regulated fees, will increase no more than the statutory maximum fee.

You can find out more about our fees in the university's student contract and tuition fee policy (pdf).

The tuition fee you have to pay depends on a number of factors including the kind of course you take, and whether you study full-time or part-time. If you are studying part-time you will normally be charged on a pro rata basis depending on the number of modules you take.

Location and student life

Campus where this course is taught

Falmer campus

Set in the South Downs, our Falmer campus is around four miles from Brighton city centre. Students based here study a range of subjects – from 2024 these will include education studies, teaching, sport and exercise, nursing and midwifery, allied health professions and medicine. Brighton and Hove Albion's Amex stadium and beautiful Stanmer Park are right next door.

Falmer campus has two halls of residence on site, as well as a library, restaurant, cafes and the students' union shop and bar.

The campus sports centre has a fitness suite, activity studios and a sports hall. There is also a floodlit astroturf football pitch, netball and tennis courts.

Specialist learning facilities at Falmer include the curriculum centre used by teaching and education students, which houses over 30,000 teaching resources, and clinical skills and simulation suites used by health students. New facilities are being developed ready for September 2024 when all of our sport and health students will be based here. Learn more about the changes at Falmer.

Cycle lanes link Falmer with our other campuses and the city centre. There are regular bus services to the city centre and other campuses. Falmer train station is right next to campus and a nine minute journey to central Brighton.

Newly refurbished atrium in the Checkland Building

Accommodation

Brighton: Falmer

We guarantee an offer of a place in halls of residence to all eligible students.

Halls of residence
We have self-catered halls on all our campuses, within minutes of your classes, and other options that are very nearby.

  • You can apply for any of our halls, but the options closest to your study location are:
  • Falmer campus is linked to the halls on Falmer campus and at Varley Park. All halls are self-catered.
    • Paddock Field and Great Wilkins halls offer a range of rooms on our Falmer campus, minutes from your classes, and on the edge of the South Downs.
    • Varley Park is a popular dedicated halls site, offering a mix of rooms and bathroom options at different prices. It is around two miles from Falmer campus and four miles from the city centre. Public transport in the city is excellent, and there’s a shuttle bus between our Brighton campuses during term time.

Want to live independently? We can help – find out more about private renting.

Outside views at Falmer accommodation

Outside views at Falmer accommodation

Extensive facilities at Falmer sports centre

Extensive facilities at Falmer sports centre

Students dining at Westlain

Students dining at Westlain

Local area

About Brighton

The University of Brighton is at the heart of our city's reputation as a welcoming, forward-thinking place which leads the way when it comes to the arts, music, sustainability and creative technology. Brighton is home to a thriving creative community and a digital sector worth £1bn a year to the local economy, as much as tourism.

Many of the work-based learning opportunities offered on our courses such as placements and guest lectures are provided by businesses and organisations based in the city.

You can also get involved with city festivals and events such as the Brighton Festival, the Fringe, Brighton Digital Festival, Brighton Science Festival, the London to Brighton bike ride, and the Great Escape festival of new music to name but a few. Other annual highlights include Pride, the Brighton Marathon, and Burning the Clocks which marks the winter solstice.

You'll find living in Brighton enriches your learning experience and by the end of your course you will still be finding new things to explore and inspire you.

It's only 50 minutes by train from Brighton to central London and less than 40 minutes to Eastbourne. There are also daily direct trains to Bristol, Bedford, Cambridge, Gatwick Airport, Portsmouth and Southampton.

Map showing distance to London from Brighton
Brighton Beach sunset

Maps

Falmer campus

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Support and wellbeing

Your course team

Your personal academic tutor, course leader and other tutors are all there to help you with your personal and academic progress. You'll also have a student support and guidance tutor (SSGT) who can help with everything from homesickness, managing stress or accommodation issues.

Your academic skills

Our Brighton Student Skills Hub gives you extra support and resources to develop the skills you'll need for university study, whatever your level of experience so far.

Your mental health and wellbeing

As well as being supported to succeed, we want you to feel good too. You'll be part of a community that builds you up, with lots of ways to connect with one another, as well having access to dedicated experts if you need them. Find out more.

Students talking in a social area

Sport at Brighton

Sport Brighton

Sport Brighton brings together our sport and recreation services. As a Brighton student you'll have use of sport and fitness facilities across all our campuses and there are opportunities to play for fun, fitness or take part in serious competition. 

Find out more about Sport Brighton.

Sports scholarships

Our sports scholarship scheme is designed to help students develop their full sporting potential to train and compete at the highest level. We offer scholarships for elite athletes, elite disabled athletes and talented sports performers.

Find out more about sport scholarships.

Students playing frisbee

Student views  

Percy Hagan

I chose to study the (Secondary) Religious Studies PGCE because I’ve always had a keen interest in how religion plays such an important role in people’s lives and in our world today.

I chose the University of Brighton because of its very diverse community and how inspiring it is. The rich curriculum, the workshops, the external speakers/lecturers, the opportunities for educational visits and the beautiful buildings and landscape, made it an easy decision for me.

My two placement schools provided me with different experiences and opportunities to develop. I had the opportunity to teach both secondary and A-level students, enabling me to build on my subject knowledge, develop more practical ways of positively managing student behaviour and learn how to effectively manage workload. The schools were very supportive and provided CPD opportunities that helped me develop in my practice.

Everyone on the course team was friendly and supportive. The drop-in sessions, advice and resources offered by the team were extremely helpful. I particularly appreciate the advice and support given to help with job applications and interviews. This helped me secure a role during my time on placement.

After graduating, I was offered employment at both of my placement schools and I have been working at my first placement school since. I have progressed from being a tutor to Deputy Head of Year, mentored two trainee teachers, been Head of KS3 in the Beliefs and Values faculty and I’m currently Head of Faculty for Beliefs and Values.

I believe one of the main reasons why I have seen this level of progress in my teaching career is because of the support I received from the University of Brighton and as an early careers’ teacher.

Studying a PGCE at Brighton was a wonderful experience for me. I would advise anyone looking to make this decision to not look back, as you would soon find that it was one of the best decisions you ever made.

Percy_Hagan_RS_PGCE

Jane Matthews

I chose the University of Brighton to study the (Secondary) Religious Studies PGCE because of its exemplary reputation within the field of teaching.

During my study I gained extensive knowledge on the fundamentals of how individuals learn and progress, including identifying and overcoming barriers to learning. I was able to extend my knowledge on specific religious and non-religious beliefs, whilst exploring how these can in turn be presented and engaged with in a respectful yet stimulating manner.

I enjoyed having the opportunity to learn about different pedagogical approaches and how these effect student engagement and academic progression. I enjoyed the university to placement ratio, and felt that I received appropriate and timely feedback to help me develop and progress both professionally and personally.

The course lead, Tom Newlands, has an amazing amount of knowledge to impart and share, and he has a very unique and experiential way of doing this so you receive a holistic experience of what it is like to be a teacher as well as a student.

After graduating, I was offered a permanent job at one of my placement settings, where I am currently enjoying my second year as an early careers teacher. I run a weekly afterschool debate club, and also am a project leader on the STEM Solar Car and Bus project, I am also an ambassador for Mental Health and will soon be a literacy champion within my department. In addition, I am very fortunate to be a Progress Mentor for a year 8 group which I have carried forward from last year.

My PGCE has given me a new lease of life! I have an amazing rewarding career which is stimulating and varied, and is a career in which I can continue to develop academically and professionally.

Jane Matthews USE

Mark Schvetz

When I graduated from my degree in anthropology I had no idea what I wanted to do as a career, but I had always been fascinated by the rituals, practices and traditions of different cultures, and how they form a part of their social lives.

After various different jobs in call centres, bars, care work and as a SEN teaching assistant I realised that I wanted to nurture ideas and debate and support critical thinking - something that could be achieved as a mainstream teacher.

Religious studies was the closest subject which fitted within my area of interest and I choose the University of Brighton as it was local to where I was living and I knew it was a good university - this was certainly reflected in the passion and commitment from all the staff.

The highlights of this course for me was the lively discussions and debates that the PGCE group had on a huge range of topics and issues relating to RE and society which were really stimulating.

School-based training offered an opportunity to try out so many teaching strategies which has helped me invaluably in my career. I am now second in charge of religious studies at a fantastic school in Brighton, within a highly reputable department. I am really lucky for the experience the course gave me.

Grace Austick

My passion for RE comes from studying the subject at A level, I really enjoyed the content and felt inspired by my teachers.

I realised that I wanted to go into teaching at secondary level whilst studying the Education BA (Hons) at the University of Brighton where I focused on the important role RE plays in a students' life as part of my research project.

The (Secondary) Religious Studies PGCE seemed a fitting route to follow my degree and I was drawn by the level of support that was available at interview from the course leader and his wealth of knowledge about the subject.

The course leader really listened to what I wanted to achieve during my training and the course was tailored to my needs. This was reflected in both phases of my school-based training where I had amazing support from the mentors and university tutors. Without this level of support I feel my PGCE would have been very different.

Studying this course provided me with the skills to be able to teach at GCSE and A level in my first year of teaching as a newly qualified teacher (NQT). The university continues to support me with my career progression and now in my second year of teaching I am head of RE for Key Stage 4.

This course helped to boost my confidence and really has defined my career which I love!

Hannah Kinchin-Frost

I studied at Brighton for my undergraduate degree so knew the university and city well. I had also read that the university was one of the best in the country for teacher training, so choosing to further my study here was an easy choice.

The Religious Studies PGCE course was great. I particularly enjoyed the discussions we had during seminars about our subject content reaffirming my passion in philosophy and world religions. In addition to this, I really enjoyed visiting places of worship in Brighton and Hove and being given the opportunity to speak with people from local religious communities.

The support network within the course was amazing. My subject tutor was very approachable and had lots of experience to pass on. I felt that he really understood the strengths and interests of each individual and matched us perfectly to placement schools he knew would make us into excellent teachers.

On placement I received lots of support which helped me build my confidence quickly. I relished the opportunity to see such varied teaching methods on my placements and the experience definitely reinforced the type of teacher I wanted to be which I am grateful for.

Since graduating I have returned to one of my placement schools working as a Leader of Life Skills for Key Stage 3. I am also responsible for supporting my team with regular and effective CPD opportunities.

For anyone looking to study teaching at Brighton I would say do it! It is hard work at times but the end result is so rewarding. You will make some great friends who you will be able to share experiences with and support each other along the way.

Hannah Kinchin-Frost

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