Course overview

Teaching secondary-age children is your chance to share your passion for your subject and inspire the next generation.

Teaching children isn’t a one-size-fits-all approach. Every subject is different, which is why we centre our support on subject-specific knowledge, up-to-date teaching practices and, most importantly, your specific needs as a trainee teacher.

All our PGCE Secondary courses lead to Qualified Teacher Status (QTS) and the award of a level 7 Postgraduate Certificate in Education.

Our PGCE Secondary Religious Education course prepares you to teach in the 11 – 16 age phase. It may be possible to gain experience of teaching post 16 during your PGCE and the qualification does not preclude you from teaching post 16 once employed. There are two stages to your PGCE Secondary Religious Education course.

For more information on the University-based and school-based training blocks, please visit our website.

Learning and teaching

At Leeds Trinity we aim to provide an excellent student experience and provide you with the tools and support to help you achieve your academic, personal and professional potential.

Our Learning, Teaching and Assessment Strategy delivers excellence by providing the framework for:

• high-quality teaching
• an engaging and inclusive approach to learning, assessment and achievement
• a clear structure through which you progress in your academic studies, your personal development and towards professional-level employment or further study.

Assessment

At the end of each placement your school mentor, who will have supported you throughout your time in school, will assess your practice, using evidence from the whole of your time in school, including observations, lesson plans and marked work.

You’ll complete a progress portfolio to collate evidence of your teaching practice. At the end of the course, we will use this evidence to show that you have met the Teachers’ Standards.

You’ll also complete two level 7 Master’s assignments to test your ability to be critically reflective and research-led in your approach to teaching.