PGCE Secondary Religious Education

University of East London (UEL)
United Kingdom
Postgraduate Certificate
Study mode
1 year
Tuition fee (local)
USD 11,880
Tuition fee (foreign)
USD 14,124

Entry Requirements


  • Minimum 2.2 Honours degree or above in the subject area applicant plans to teach.
  • We would normally expect you to have Grade A - C in GCSE English and Mathematics (See below for accepted equivalences)


The entire interview process lasts about three hours. During the interview you will be asked to talk about a current educational issue.  Please ensure you have done some research into current educational issues in advance of the interview.  You could, for example, read recent editions of the Times Educational Supplement. 

Our aim is to find out as much as we can about your attributes, skills, knowledge and understanding in order to shape training opportunities for you, should you be offered a place on the programme. 

Your responses to these tasks and activities will be considered alongside all the other evidence to assess your suitability for the Primary PGCE programme.

During the individual interview you will be given the chance to talk with a tutor about the programme and any other issues that are relevant.


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.


  • Active Inquiry (core)
  • School-Based Learning 1: Reflections on Practice (core)
  • School-Based Learning 2: Reflections on Practice (core)
  • Technology-Enhanced Learning (core)
  • Developing subject expertise and subject specialism (core)

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