Applicants will normally have a Religious Studies or Philosophy degree, or in some circumstances a related subject such as Sociology with evidence of an interest in Religion or Philosophy. Candidates will need to demonstrate that they have considered how to develop their subject knowledge in the non-statutory framework for Religious Education, especially where topics/religions have not been covered by their degree. Along with an awareness of issues in RE education, a desire to excite, stimulate and engage young people from 11-18 with the possibilities and pleasures open to them in learning about religion and from religion is a good starting point for an application.
Trainees come together with Debbie, the Subject Leader, to provide a weekly opportunity to learn more about the subject and the pedagogy of Religious Education. Subject Pathway sessions are an opportunity to learn from Debbie, visiting experts and each other, sharing highs and lows, resources and lesson ideas. Trainees contribute to sessions and undertake follow up tasks.
Sessions normally take place at Sir Thomas Rich’s School, on a Thursday afternoon. The course is divided into four modules and their purpose is to introduce, develop, broaden and extend trainees’ knowledge of their subject.
Visits extend trainees’ subject knowledge and provide ideas for school trips and the value of them. Recent trips have included Gloucester Cathedral – like many large churches there is an Education Department that provide a service to local schools. The visit gave students ideas about what can be achieved in a place rich in history and artistic beauty. In addition students have had the opportunity to discuss the monastic life with a monk from Prinknash Abbey – the chapel and the surrounding area gave the students an insight into the benefit of a first-hand encounter with someone who has committed their life to prayer and service.
Trainees start the year with three weeks of professional studies, a programme of lectures, workshops and expert speakers, to give a context to the course. By the end of September trainees start their “Parent 1” placement and will be in school full time until mid-December. There are another two weeks of professional studies either side of Christmas. In January trainees start their “Twin” placement in a second school. There are more professional studies weeks before Easter then trainees return to their first school for their “Parent 2” placement. The final placement includes an enhancement week to give opportunities to experience particular aspects of teaching.
There are also weekly subject seminars, every Thursday, with trainees meeting with their Subject Leader and other trainees from their subject.
|Cotswold Edge Teaching Alliance (School Direct)|
|Odyssey TSA (School Direct)|
|Cotswold Teaching School Partnership (School Direct)|
Debbie GloverSir Thomas Rich's School
Having taught RE for over 30 years, Debbie has a vast bank of experience to draw from. As well as her teaching role within Sir Thomas Rich’s RE department – which was rated ‘outstanding’ in a recent OFSTED inspection, she is the Chair of Gloucestershire SACRE which is responsible for setting the curriculum for RE across the county. Debbie is currently collaborating with a publishing company to produce materials in support of the new GCSE specifications for RE. Over her career Debbie has mentored a large number of trainees throughout their training and beyond.
Bursary available: £4,000–£9,000*
*subject to NCTL conditions (call 01242 505945 for more information).
- A Religious Studies or Philosophy degree (or equivalent) or in some circumstances, a related subject such as Sociology with evidence of an interest in Religion or Philosophy.
- Maths and English at Grade C or above at GCSE. (Note: an equivalency test is available from the university.)
- Successful completion of the Get Into Teaching Skills Test. We recommend you review GITEP’s Skills Tests Procedure for 2016 Entry.
- Degree at 2:2 or above.
- Involvement with young people, e.g., coaching, youth club.
- Recent connections with Secondary education.
- An awareness of issues in Religious Education and the non-statutory framework for Religious Education.