PGCE English and Literacy in Education 1 — Questions and Answers
Question 1: What does 'reading for pleasure' mean as a pedagogical priority in UK schools?
- Pupils reading only fiction texts they personally enjoy
- Fostering intrinsic motivation to read widely and frequently, linked to broader academic and personal outcomes (Correct answer)
- A timetabled silent reading period replacing English lessons
- A policy requiring all pupils to read for 20 minutes each night as homework
Correct answer: Fostering intrinsic motivation to read widely and frequently, linked to broader academic and personal outcomes
Reading for pleasure means developing pupils' intrinsic desire to read across a range of genres and purposes, which research links to vocabulary, empathy, wellbeing and academic achievement.
The OECD PISA study (2002) found reading enjoyment was the strongest predictor of reading attainment - more powerful than socioeconomic background. The National Literacy Trust and UK curriculum guidance emphasise fostering reading for pleasure through: teacher modelling of reading, book talk, access to diverse texts, choice, and a rich reading culture. Ofsted's reading framework also highlights reading for pleasure as a key indicator of school quality.
Question 2: What is 'synthetic phonics' and why is it the mandated approach for early reading in England?
- A method where pupils learn whole words by sight before learning letter sounds
- An approach that teaches pupils to blend individual letter sounds (phonemes) to decode words (Correct answer)
- A reading method that uses picture clues and context to guess unknown words
- A system for teaching grammar through sentence analysis
Correct answer: An approach that teaches pupils to blend individual letter sounds (phonemes) to decode words
Synthetic phonics teaches pupils to decode words by blending the individual sounds (phonemes) that letters or letter combinations represent, and is mandated in England following the Rose Review (2006).
The Rose Review (2006) concluded that systematic synthetic phonics is the most effective method for teaching early reading in English. Pupils learn grapheme-phoneme correspondences, blend sounds to read words (decoding), and segment words to spell them (encoding). The phonics screening check at Year 1 (introduced 2012) assesses this. Programmes such as Letters and Sounds and Read Write Inc. are popular DfE-validated approaches.
Question 3: What does the term 'oracy' refer to in education?
- The ability to read aloud accurately and fluently
- The skills of listening and speaking for a range of purposes and audiences (Correct answer)
- A formal assessment of pupils spoken language at GCSE
- Teaching techniques that use oral rather than written instructions
Correct answer: The skills of listening and speaking for a range of purposes and audiences
Oracy encompasses the full range of speaking and listening skills - discussion, debate, presentation, questioning, and active listening - which are increasingly recognised as essential for learning and life.
Oracy (coined by Andrew Wilkinson, 1965) refers to communicative competence in speaking and listening. Research by Voice 21 and Cambridge Assessment shows strong oracy skills predict academic outcomes, employability and social mobility. The National Curriculum requires that 'spoken language underpins the development of reading and writing'.
Question 4: What is a 'tier 2 vocabulary word' in Beck, McKeown and Kucan's vocabulary framework?
- A basic, everyday word known by most young children (e.g. 'house', 'run')
- A high-utility academic word that appears across many subjects and contexts (e.g. 'analyse', 'significant', 'contrast') (Correct answer)
- A highly specialised technical term used only within one subject (e.g. 'photosynthesis', 'iambic pentameter')
- A word borrowed from another language (e.g. 'cafe', 'genre')
Correct answer: A high-utility academic word that appears across many subjects and contexts (e.g. 'analyse', 'significant', 'contrast')
Tier 2 words are high-frequency academic words that cross subject boundaries and are essential for academic reading and writing but are rarely taught explicitly - making them a priority for vocabulary instruction.
Beck, McKeown and Kucan three-tier framework: Tier 1 = common, everyday words; Tier 2 = academic vocabulary appearing across subjects (evaluate, justify, demonstrate, significant); Tier 3 = subject-specific technical vocabulary (mitosis, quadratic, iambic). Tier 2 words are the highest priority for explicit vocabulary teaching because they underpin academic language and are rarely encountered in everyday conversation.
Question 5: What is a 'reading aloud' strategy used by teachers to support comprehension?
- Asking all pupils to read the same passage aloud simultaneously as a class
- The teacher reading a text aloud expressively, modelling fluency, vocabulary and comprehension strategies (Correct answer)
- A paired activity where stronger readers support weaker readers
- A phonics assessment method used in Key Stage 1
Correct answer: The teacher reading a text aloud expressively, modelling fluency, vocabulary and comprehension strategies
Teacher read-alouds model fluent, expressive reading and provide a shared text for comprehension discussion, benefiting vocabulary, listening comprehension and love of literature.
Teacher-led read-alouds are one of the highest-impact literacy strategies. They expose pupils to vocabulary and text structures beyond their independent reading level, model fluency and prosody, and create opportunities for comprehension discussion. Reading aloud is valued at all ages, not just primary.
Question 6: What does 'writing across the curriculum' mean for subject teachers in secondary schools?
- Only English and Humanities teachers are responsible for teaching writing
- Every subject teacher has a role in developing subject-specific writing skills and literacy in their discipline (Correct answer)
- Pupils should write in every lesson regardless of the subject being taught
- Writing across the curriculum is a primary school policy only
Correct answer: Every subject teacher has a role in developing subject-specific writing skills and literacy in their discipline
All subject teachers share responsibility for teaching the genres, conventions and vocabulary of writing in their discipline - science reports, history essays, design evaluations - not just English teachers.
The National Literacy Strategy and Ofsted have consistently emphasised that literacy is a whole-school responsibility. Every subject has its own writing genres (lab reports, source analysis, design evaluations, mathematical proof), vocabulary, and conventions. Subject teachers are best placed to teach discipline-specific writing. PGCE trainees in all subjects are expected to identify literacy demands in their subject and plan to address them.
PGCE English and Literacy in Education 1
What does 'reading for pleasure' mean as a pedagogical priority in UK schools?