1|
QTS Literacy Skills Test Support Booklet Second Edition
QTS Literacy Skills Test Support Booklet
The teacher’s use of professional English
A summary guide for ITT applicants
Contents
Preamble.................................................................................................................................... 4
Knowing how the language is organised - the competence to guide learners...................... 4
Communicating with parents and carers. .............................................................................. 4
Communicating with professional peers. .............................................................................. 5
Absorbing complex information accurately. .......................................................................... 5
Teachers in the spotlight – being good role models. ............................................................. 5
Boost Your Spelling ................................................................................................................... 6
The professional vocabulary .................................................................................................. 6
Boost Your Grammar................................................................................................................. 8
Why is good grammar important? ......................................................................................... 8
Grammar 1 Warm-up ........................................................................................................... 10
Grammar 2 Creative Learning .............................................................................................. 12
Grammar 3 The role of play in education ............................................................................ 13
Grammar 4 Phonics: My Views’ by Michael Rosen .............................................................. 16
Grammar - answers .............................................................................................................. 17
Boost your comprehension ..................................................................................................... 19
Assimilating complex information ....................................................................................... 19
Range of sources .................................................................................................................. 19
The test within the test ........................................................................................................ 19
Grappling with Terminology................................................................................................. 20
Explicit and Implicit .............................................................................................................. 21
2|
QTS Literacy Skills Test Support Booklet Second Edition
Contradictions ...................................................................................................................... 23
Comp 1 Mind maps: rubbish in theory, but handy in practice ............................................ 24
Comp 2 Grammar talk - the latest chapter .......................................................................... 27
Comp 3 Inferential Comprehension – or ‘reading between the lines’ ................................ 29
Comp 4 Beyond 2012 – outstanding physical education for all .......................................... 32
Comprehension answers ...................................................................................................... 37
Appendix 1 – Printed and electronic references and links ..................................................... 38
Appendix 2 - Handy word lists to practice .............................................................................. 40
Further exercises and support can be found at:
Creative Openings
http://www.steveslearning.com
See also:
The Comprehension Supplement
The Grammar Supplement
3|
QTS Literacy Skills Test Support Booklet Second Edition
Preamble.
Without going too deeply into the psychology of the matter language is learning. The teacher’s
understanding of this is critical, as it will inform the conduct of every language interaction that takes
place in a learning context. So, apart from the many other professional day to day demands and
expectations that teachers face, they need to be fully tuned into their own language and that of the
children they teach and to be appreciative of the critical importance of both to the success of the
learning enterprise.
The very nature of the work of teachers and the relationship they have with young learners and their
parents and carers means that the demands on the teacher’s language skills are huge and they need
to be able to show a high level of proficiency in their use of language in a variety of contexts and
circumstances. Teachers need to be very accurate in their use of spoken and written language and
that, for many trainee and aspirant teachers, means the deliberate and organised raising of a range
of personal literacy skills. It is not appropriate for those potential teachers who are aware of, for
example, their poor spelling, not to do something about it.
The government has seen fit to use proven proficiency in professional English as a requirement for
entry onto ITT programmes. This has emphasised the need for all teachers, irrespective of phase or
subject specialism, to be able to demonstrate in the course of their professional duties a very high
level of proficiency in English. This is seen as a key professional skill, which is further emphasised in
the range of requirements covered in Standard 3c of the Teachers Standards (2012), relevant to all
trainees, and 3c and d relevant to those training to teach learners in KS1 and KS2.
Knowing how the language is organised - the competence to guide learners.
Teachers need to have facility, accuracy and proficiency in English. Teachers are always dealing with
learners who will need guidance in their use of English in the context of any curricular subject. It is
critical that teachers are able to spot errors and miscues in the learners’ writing and speaking with
the facility to explain the error and model the correction demonstrating understanding of the
importance of language across the curriculum. In order to do this effectively teachers need to
acquire knowledge of how the language is organised and how it works. This is a key professional skill
for all teachers.
Communicating with parents and carers.
There is the need for teachers to be succinct, concise and accurate in their own writing as well as
being able to recognise these qualities in the writing of others. Teachers need to possess a facility
with language that allows them to communicate complex issues to parents, carers and the learners
themselves. Teachers need the facility with written and spoken language to be able to communicate
sensitive and personal information about the learners unambiguously and considerately. This is a
vital professional skill.
4|
QTS Literacy Skills Test Support Booklet Second Edition
Communicating with professional peers.
There is the need to be able to communicate effectively in spoken and written language with our
professional peers when discussing matters of professional import. The language demands on the
teacher are many and varied and one of these is the ability to use the appropriate language when
discussing educational matters with peers and with management. The knowledge of the vocabulary
and syntax of educational discourse is a skill that develops as the practitioner is immersed in the
working of the school and is key professional skill. The teacher needs to have the ability to work
individually, or as part of a team, on the design and the drafting of school and departmental policies,
reports, curricula and so forth.
Absorbing complex information accurately.
The teacher is, like any professional in the public eye, bombarded with written material from a wide
range of sources: the LEA, the government, professional bodies, examination boards and so forth. All
this varied and, frequently, involved and complex information has to be processed effectively,
accurately and quickly. It is necessary to be able to understand and evaluate the material and act
accordingly.
Teachers in the spotlight – being good role models.
Teachers are looked up to as being models in their use of language – the public justifiably expects a
higher standard of English from teachers than many of the other people with whom they come into
daily contact. Teachers are highly educated and highly motivated individuals and it is essential that in
their use of language, as in other aspects of their professional lives, they model the highest
standards. These public expectations have to be shouldered by teachers in their day to day work.
NB – Essential information
It is essential that as part of the preparation for the tests you familiarise yourself with the spelling
lists that appear in:
English programmes of study: key stages 1 and 2 (National Curriculum in England) September 2013
English programmes of study: key stage 3 (National Curriculum in England) September 2013
It is also important to look carefully at:
Appendices 1 and 2 of the National Curriculum and the Glossary. These can all be accessed through
this link: http://www.steveslearning.com/qtsliteracysupport.htm
5|
QTS Literacy Skills Test Support Booklet Second Edition
Section 1
Boost Your Spelling
Techniques to use to give you confidence and raise your spelling power
The professional vocabulary
The words in the QTS Spelling Test are from a vocabulary that it is expected that teachers
should be familiar with; many of the words are specialist terms that teachers use when
writing in the course of their professional duties and so be familiar with their spelling and
their meaning. The recording you hear is words said in Standard English. This is an accent
just like others and this means that some of the words might not sound exactly as you might
expect. That is why it is important to work hard to familiarise yourself with these words and
the ones on the other lists noted at the foot of the page.
To this is added the fact that English is an awkward language and there are many people
who have some level of insecurity about their spelling. Of the thousands of people who
have visited my website the vast majority have been looking for some measure of help
and/or reassurance about spelling – it is the part of the test that many people dread. This
insecurity is often caused by the fact that whilst there are patterns of spelling that can be
discerned in the language, there is always the possibility that a word with which your are
unfamiliar will misbehave and have an unexpected spelling and not seem to conform to any
of the ‘rules’ with which you are familiar.
Another source of spelling insecurity is the number of words that have a homophonic pair –
two words can sound the same, or very nearly the same, but their spelling and their
meaning are very different.
 Chunking
When faced with long and complex words it is wise to chunk them down rather than look at
the whole thing at once. This enables you to see the smaller words within the larger ones
and this in itself often makes the task of remembering the spelling much easier.
 Mnemonics
Personal and often highly individual mnemonics are useful – remembering when spelling
NECESSARY that a shirt has ONE collar (the C) and TWO sleeves (the SS). Making up your
own mnemonics is often better than borrowing someone else’s, because you are more likely
to remember it and for it to be helpful.
6|
QTS Literacy Skills Test Support Booklet Second Edition
 Look, Say, Cover, Write, Check
Many people find the look, say, cover, write, check sequence useful – as it is often used in
primary schools to help young children with their spelling power it will be a useful addition
to your personal set of spelling strategies:
o LOOK – look carefully at the word breaking it down into its chunks in your head.
o SAY – Say the word out loud – make sure you are saying correctly (spelling
mistakes are often related to hearing mistakes)
o COVER – Cover the word up – with paper or had – No peeping!
o WRITE – Write the word down
o CHECK - Success!!!!! No? Try again.
Suggested reading and links (more details in Appendix 3)




This document can be accessed in its entirety from www.steveslearning.com
www.howtospell.co.uk is very dynamic and useful website with links to You Tube video
lessons.
The Adult Learner’s Guide to Spelling by Anne Betteridge, published by Chambers 2011
QTS Spelling sets can also be found at: http://quizlet.com/subject/qts-literacy-test/
Go to the Spelling Lists in appendix 2
7|
QTS Literacy Skills Test Support Booklet Second Edition
Section 2
Boost Your Grammar
Rules of thumb:
For each sentence read the whole of it very carefully. What is its meaning?
Look carefully at all the options.
Select the option that provides exact agreement in terms of number and tense as well as
making sense.
Read the completed sentence to yourself so that you know it sounds right.
Why is good grammar important?
For many people good grammar comes naturally and when you see a grammatical error in a
piece of writing you will be able to recognise it even though you may not always be able to
explain what is wrong.
The ability to use good grammar is one of the ways the teacher shows that they appreciate
the precision with which language can be used and should be used. Young learners need
good models of both written and spoken language use and one of several of those models
will be their teacher.
Good grammar is not a class thing and the aim is not to persuade teachers or children to
‘talk posh’. Unfortunately, in the UK, we associate certain accents and dialects with certain
classes and part of the work of the teacher is to make sure that children do not feel that
their language is being undervalued if they happen to use non-standard forms. Rather, we
want them to be able to comfortable with both standard and non-standard forms. If we
achieve this, it will empower learners by giving them effective access to the language of the
media and of learning at the same time as feeling comfortable with their personal language
and the thinking they do it in.
Errors made by young learners
As teachers we need to be able to spot the grammatical errors in the writing and the
speaking of the children. Whatever our specialist subject, or whatever the main subject of
the lesson there needs to be a consciousness of the language of the subject and how we can
encourage the learners to see it when written, to hear it when spoken and to learn how to
8|
QTS Literacy Skills Test Support Booklet Second Edition
use it appropriately themselves as a precision tool of their thinking, learning and
understanding.
Common errors
The support exercises contained in the next few pages contain examples of many of the
common errors of grammar that people habitually make – as such many of them will be
easy to spot, some, perhaps, not so easy. The QTS Literacy Skills Test is testing your ability to
understand Standard English grammar and to be comfortable with its use in your speech
and in your writing. This is not a matter of accent, this is a matter of dialect and teachers are
very likely to come across non-standard usages among their pupils and need to be able to
encourage the use of standard forms alongside their own idiolect and know when each is
appropriate.
Support exercises
The support exercises that follow give practice in a range of grammatical matters including
agreement of number and agreement of tense, choosing the correct word (link with the
correct use of vocabulary) and the structure of sentences, linked with the correct use of
punctuation.
Whilst Grammar 1 is about short answers, Grammar 2, 3 and 4 are based on texts written by
current educational thinkers.
9|
QTS Literacy Skills Test Support Booklet Second Edition
Grammar 1
Warm-up
Agreement
Each of the following sentences has at least one grammatical error in it – rewrite the correct
version in the space provided.
1. The two factors in the success of the school was the commitment of the staff and the
hard work of the pupils.
2. The parents were impressed by the effort of the children in the production of the play.
3. The main criteria of success was the happiness of the pupils who should of felt very
proud.
4. The boy had been sat in the corner for about half an hour.
5. Many teachers, having been trained in ICT, has made excellent progress in the use of
Excel.
Put each of the following words into a sentence
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
10 |
Contemptible
Contemptuous
Preferential
Curricular
Effected
Affect
Disinterested
Uninterested
Collaboration
Connotation
Ambiguous
Succinctly
m.
n.
o.
p.
q.
r.
s.
t.
Tallest
Exclusive
Inclusion
Exclusion
Uncommunicative
Hypothetical
Bureaucratic
Beneficial
QTS Literacy Skills Test Support Booklet Second Edition
Fill in the gaps
1
This is the pupil of _______ I spoke yesterday.
2
Jo is good at maths, but Angie is the _________ in the class at English.
3
Andrew did very ________ in his ICT test.
4
The parents wanted to see the teacher _________ had been most
effective.
5
This was the school that _______ been nominated for the Best School
Award.
6
These children should ________ been given more help.
7
The class’s average scores were, pleasingly, ________ than expected.
8
The ________ in the Head’s memo was that my classroom teaching
was very strong.
9
I _________ from this that I may be able to apply for the promoted
post.
10
The trouble with that child is _______ she will not get down to work.
11 |
QTS Literacy Skills Test Support Booklet Second Edition
Put the
missing word
here
Grammar 2
Creative Learning
Read the passage carefully and choose and mark the best fit from the alternatives in the
boxes.
Making connections
Being creative involves the whole (curriculum, curricula) not just the arts. It is not
necessarily about making an end-product such as a picture, song or play.
Children will more easily make (conventions, connections) between things they've learned if
the environment encourages them to do so. For example, (they needs, they need) to be able
to fetch (materials, material) easily and to be able to move them from one place to another.
Effective (partners, practitioners) value each child's culture and help them to make
connections between (experiential, experiences) at home, the setting and the wider
community.
It is difficult for children to make creative (convections, connections) in (living, learning)
when colouring in a worksheet or making a Diwali card just like everyone else's.
Transforming understanding
New connections help to (transform, transmit) our understanding but this can often be a
long process.
For example, children may need to run, jump and walk through puddles many times to
check out what (happened, happens). In this way they begin to understand more about the
(effect, affect) of force on water (KUW). They learn how to stay steady on their feet on a
slippery surface (PD). They might (construct, create) a little dance about splashing (CD) or
say a rhyme such as 'Doctor Foster' (CLL).
Effective practitioners record the (procedures, processes) that children go through. This will
help everyone to see how the children's thinking is (developing, devolving). Both children
and adults can then talk about the learning that has taken place
12 |
QTS Literacy Skills Test Support Booklet Second Edition
Grammar 3
The role of play in education
Note
The examination of grammar in the QTS Skills Test can cover a considerable area. You should refer to
the Johnson and Bond book where there is a long list of the possible errors that you need to be able
to spot and correct in the test. There are also explanations of these and examples. As experienced
readers of texts you will instinctively be able to sort the correct from the incorrect – instinct plays
quite a large part in grammar, that and experience that tells you if the sentence ‘sounds right’.
Passage 1
Read this passage carefully and mark the alternative in the brackets that you feel is
correct.
Teresa Cremin, professor of education at the Open University, on the role of play in
education
The US researcher Sternberg (argue, argues) that as children move through school, they
quickly learn how the system works and (express, suppress) their spontaneous creativity.
This doesn't happen, however, at home, on digital platforms or out with their friends where
they are often highly (creative, creating).
Some teachers, in seeking to achieve (proscribed, prescribed) targets, which they are
pressured to do, also (curb, curve) their creativity, avoid taking risks and leading
(exploitations, explorations) in learning. But it needn't be that way. A key issue in my view is
being convinced that play and creativity have an important role in education, and that as
professionals we have a responsibility to nurture these.
The world is changing and is more (uncertain, self-contained) than ever before. Surely
creativity is a critical component in enabling us to cope, to find pleasure, and to use our
imaginative and innovative powers. These are (key results, key resources) in a knowledgedriven economy and, as educators, we must take up the mantle and educate for tomorrow.
For an approach that fosters playful sharing of ideas, Teresa recommends The Helicopter
Technique, developed by the team at MakeBelieve Arts in London.
Extracted from article found at:
http://www.guardian.co.uk/teacher-network/teacher-blog/2013/feb/27/play-education-creative-learningteachers-schools
13 |
QTS Literacy Skills Test Support Booklet Second Edition
Passage two
Choose and mark the sentence that best fits
Overcoming barriers to parental engagement in school
Parental engagement can be a very powerful tool in raising achievement. By working
together with the school, parents can create a fantastic home learning environment and
help to reinforce lessons learned in school.
A. Unfortunately all to often parents become disengaged with school and may even
appear disinterested in their child’s education.
B. Unfortunately, all too often, parents become disengaged with school and may
even appear disinterested in their child’s education.
C. Unfortunately all too often parents became disengaged with school and may even
appear to be disinterested in their child’s education
This often isn’t the case, instead parents are often falling foul of common barriers which
prevent them from engaging fully with the school.
Unpleasant memories of school
Many parents can be reluctant to engage with their child’s school because they have such
difficult memories of their own time at school. They may be only a few years out of school
and still consider it to be quite a daunting place.
A. Open honest friendly staff who communicate positively with parents broke down
these barriers though it can be hard to encourage the first step.
B. Open, honest, friendly, staff who communicated positively with parents can help
to break down the barriers. Though, it can be hard to encourage the first step.
C. Open, honest, friendly staff who communicate positively with parents can help to
break down these barriers, though it can be hard to encourage the first step.
Sometimes holding informal, fun events aimed at bringing parents into school can help to
bridge the gap. Just make sure you make them feel really welcome when they get there.
Forbidden by children to ‘make a fuss’
Parents speaking to teachers can be a real no no for a lot of kids. They think their parents
are stirring up trouble and making a fuss. The only way to get around this barrier is to
14 |
QTS Literacy Skills Test Support Booklet Second Edition
slowly chip away at the entire ethos of school-parent relationships at your school until
everyone can understand that regular communications between teachers and parents is
normal and helpful.
Only get involved if there’s a problem
Many parents wouldn’t dream of contacting the school unless there was an issue with their
child.
A. Again, this barrier can only be broken down by trying to address the ethos of
home-school communications.
B. Again this barrier can only be broken down by trying to have addressed the ethos
of home-school communications.
C. Again – this barrier – can only be broken down by trying to address the ethos of
the ‘home-school’ communications.
Parents need to be helped to understand that even when their child is doing very well, they
can be instrumental in driving that achievement further.
Infrequent communication from the school
Many parents hear only very infrequently from the school – they might get sent home the
occasional newsletter but in terms of actually hearing information about their child, it may
be limited to one report and one parents evening a year. That’s not a useful dialogue. Think
about how you can usefully increase the frequency of your communications with parents –
and how you can make it a two way conversation.
Extracted from article found at:
http://www.creativeeducation.co.uk/blog/index.php/2011/06/parental-engagement/
15 |
QTS Literacy Skills Test Support Booklet Second Edition
Grammar 4
Phonics: My Views’ by Michael Rosen
Choose the best alternative from the choices available in the boxes.
My observations: teaching children to read by phonics alone is in essence a means of
teaching children how to read out loud.
1A That is the process that was being taught that is all that phonics on its own can do this is
acknowledged by phonics enthusiasts in two ways. Included in all phonics programmes are
words that can't be decoded phonically.
1B That is the process that is being taught. That is all that phonics on its own can do. This is
acknowledged by phonics enthusiasts in two ways: included in all phonics programmes are
words that can't be 'decoded' phonically.
1C That is the process that will be taught, that is all that phonics on its own can do. This is
acknowledged by phonics enthusiasts in two ways included in all phonics programmes are
words that can't be 'decoded' phonically.
2A They are called such things as 'tricky' words or 'red' words. These are learned as whole
words. The other way is that most phonics enthusiasts I have met advocate a rich diet of
rhymes and stories for children in Reception and Year One.
2B They are called such things as 'tricky' words or 'red' words these were learned as whole
words the other way is that most phonics enthusiasts I have met, advocate a rich diet of
rhymes, and stories for children in Reception and Year One.
2C They are called such things as tricky words or red words these are learned as whole
words the other way is that most phonics enthusiasts I have met will advocate a rich diet of
rhymes and stories for children in reception and year one.
3A These are read to the children rather than read with or by them. However there is in that
an implicit understanding that reading involved an internalising of the whole code of written
language. And that one way to do this is to hear written language being read.
3B These are read ‘to' the children rather than read 'with' or 'by' them. However, there is in
that an implicit understanding that reading involves an 'internalising' of the whole code of
written language and that one way to do this is to hear written language being read.
16 |
QTS Literacy Skills Test Support Booklet Second Edition
3C These are read 'to' the children rather than read 'with' or 'by' them however. There is in
that an implicit understanding. That reading involves an 'internalising' of the whole code of
written language and that one way to do this is to hear written language being read.
Allied to this of course is the idea that reading is not just a matter of making appropriate
noises but a matter of 'making meaning'.
This is an extract from Michael Rosen’s blog 3rd January 2013 found at:
http://michaelrosenblog.blogspot.co.uk/2013/01/phonics-summary-of-my-views.html
Grammar Section – answers
Grammar 1 page 10
Agreement
The two factors in the success of the school were the commitment of the staff and the hard
work of the pupils.
The parents were impressed by the efforts of the children in the production of the play.
The main criterion of success was the happiness of the pupils who should have felt very
proud.
The boy had been sitting in the corner for about half an hour.
Many teachers, having been trained in ICT, have made excellent progress in the use of Excel.
Fill in the gap
1.
2.
3.
4.
5.
17 |
Whom
Best
Well
Who
Had
6. Have
7. Better/higher
8. Implication
9. Inferred
10. That
QTS Literacy Skills Test Support Booklet Second Edition
Grammar 2 page 12
curriculum
connections
they need
materials
practitioners
experiences
connections
learning
transform
happens
effect
create
processes
developing
Grammar 3 page 13
Passage 1
Argues, express, creative, prescribed, curb, explorations, uncertain, key resources.
Passage 2
B, C, A.
Grammar 4 page 15
B,
A,
B.
18 |
QTS Literacy Skills Test Support Booklet Second Edition
Section 3
Boost your comprehension
Assimilating complex information
Being able to quickly read, understand and assimilate large quantities of text from a
variety of administrative, professional and academic sources is a key skill of a
teacher. From the National Curriculum documents to Government guidance of child
protection, from journal articles to internal school memos information has to be
read accurately and then frequently and immediately incorporated into the daily
round of the teacher.
Range of sources
The passages that are used for the QTS Literacy Skills Test are all weighty and carry
much information, they are frequently couched in academic language or show the
signs of having been drafted by civil servants. As a teacher you are one of the
audiences and so in the support material in this booklet is material from such a range
of sources. There is material that will help you to discern the opinions of the writer
as they critique certain aspects of government policy, there are passages that
demonstrate certain views on the current thinking in education and there are articles
taken from the educational pages of national newspapers. Each of the extracts
endeavours to provide experience in reading complex material as well as that of
unpicking the meanings carried by the words.
The test within the test
Experience has shown that the way the questions are couched in the test can prove
something of a problem. There is a demand here, as well as in all other aspects of
this test, to have at your fingertips a teacher’s vocabulary and a teacherly way of
looking at things. The phrasing of the questions and the judgements that examinees
are being asked to make this a rigorous test.


19 |
Vocabulary in context. This part of the test is about your understanding of
vocabulary and about your ability to assimilate the information in a complex
piece of writing.
Shades of meaning. You will need to assess and understand the shades
of meaning that can exist between words (see Grappling with Terminology
below)
QTS Literacy Skills Test Support Booklet Second Edition

How opinions are expressed. You will also need to appreciate that in the
passage there will probably be more than one opinion expressed and you
need to be able to differentiate between them.
Grappling with Terminology
The following terms are frequently used in the comprehension part of the test – they
can look daunting, here’s a breakdown of what they mean.
Supported (S)
Can you find a part of the passage that agrees with the statement? Can you find a
specific quote that supports the point in question?
That is to say; is the meaning of the statement supported by the meaning of all or
part of the passage? If you can find such a reference, then the statement in the
question is supported.
Implied (I)
If something is implied it is not stated directly, but as you read the passage you get
the drift – you get the implication, there will be hints – If a passage was about
corporal punishment, for example, and the writer was against this there would be
clues in the writing that would allow us to decide the opinion of the writer apart
from direct statements. This is called inferential comprehension – it can also be
called ‘reading between the lines’.
No evidence (NE)
Here will be a statement and as you look over the passage again you will find that
there is no evidence for that opinion in the text.
Implicitly contradicted (IC)
Imply is the verb, implicit is the adjective (see above) and implicitly is the adverb. In
this case we are looking to see whether there is anything in the passage that, whilst
not being said directly, is suggesting a contradiction.
Explicitly Contradicted (EC)
In this case as you look through the passage you find that there is meaning in the
passage that is contradicted by (goes against) the statement in the question.
20 |
QTS Literacy Skills Test Support Booklet Second Edition
Explicit and Implicit
Examples of implications
ideas that are carried between the lines
1. What is being implied by this sentence?
Informal discussions and sharing of ideas between staff (teachers and teaching
assistants) were useful but insufficient to promote consistency of approach and
better progression.
Answer
There is value in informal discussions but these needed to take place more often if
they are to help to properly maintain consistency of approach and progression
among the pupils.
2. What is being implied in this sentence?
In primary schools, some teachers lack the specialist knowledge needed to teach PE
well and outcomes for pupils are not as good as they could be.
Answer
Specialist subject knowledge is needed to teach PE effectively in primary schools and
improve the outcomes for the pupils.
3. What is being implied in this paragraph?
Although the survey uncovered areas of good practice, the quality of transition
between Key Stages 2 and 3 in English was too often no better than satisfactory. The
lack of regular communication and exchange of ideas between primary and
secondary schools created problems for continuity in teaching and assessment.
Answers (Each of these are closely related in meaning and ‘correct’)


21 |
Because of the variation across the country of the quality of transition
arrangements between key stages 2 and 3 many pupils do not always get a
good deal on transfer.
Better arrangements should be made between secondary schools and their
feeder primaries in order to facilitate continuity.
QTS Literacy Skills Test Support Booklet Second Edition


It would be a good idea if primary and secondary schools liaised more closely.
The progress of the pupils would be better if there was better
communication and information exchange between primary and secondary
schools.
Exercises – try these
What is being implied by these statements?
From a report on geography teaching
1. Fieldwork encouraged a higher than average take-up of examination courses
at a time when examination entries for geography were falling nationally.
_____________________________________________________________________
2. Developing a deeper understanding of people and places, and of the need to
live in balance with an increasingly fragile environment, is more important
than ever in today’s world.
_____________________________________________________________________
From a report on PE teaching
3. Nevertheless, the report confirms there is more good and outstanding PE
than at the time of the last Ofsted PE survey in 2008. Sustained government
investment has enabled schools to make significant improvements in PE and
school sport.
_____________________________________________________________________
4. More able pupils do not have enough time to practise and achieve their very
best. Only a minority of schools play competitive sport to a very high level.
_____________________________________________________________________
22 |
QTS Literacy Skills Test Support Booklet Second Edition
Contradictions
Explicit

If something is explicit it is in the text - there is evidence that you can point to - it
can be a fact or an opinion, but it is there in black and white.
For example: the text says "George did not like dogs and had never owned one."
The reader is perfectly clear about George's position on dogs.
If the statement in the question says "George was fond of dogs." - then this would go
against what was explicitly stated in the text and have to be EC.
Implicit

If something is implied (or implicit) it is being suggested by the text.
For example: the text says "George moved away from the dog, he'd never owned
one."
This doesn't say the words that George didn't like dogs, but it is the feeling that you
get when you read it.
If the statement in the question said "George was fond of dogs." then this would go
against what was implied or suggested by the text and have to be IC.
23 |
QTS Literacy Skills Test Support Booklet Second Edition
Comprehension 1
Comment
Mind maps: rubbish in theory, but
handy in practice
It is a shame that perfectly good teaching tools are constantly being justified with
hokum references to neuroscience, says Philip Beadle
Philip Beadle, The Guardian, Tuesday 18 April 2006
I mind mapped this article before writing it. It would be interesting to find out whether
regular readers notice any rise in quality. Mind mapping is easy. First, locate hundreds of
coloured pencils. Then sharpen them until your index finger is swollen. Of course, the leads
will become lodged in the sharpener, which will then break, but you must persist. Under no
circumstances use a felt tip. They are wrong.
10
Draw something right dead bang in the middle of your paper. Do not go too near the sides,
children, for we are "radiant" thinkers and need space to spread our thoughts! Draw six
multicoloured lines out from the centre and a picture at the end of each that is in some way
related to the central image. The lines should be curly: there is no room for the ruler in the
realm of the creative. Finally, write key words in upper or lower case on the curly lines. You
have now drawn a basic mind map and are ready to rule the world and the spineless ants
who inhabit it.
Mind maps have all the seductiveness of popular science. When we have mastered them, we
feel as if we are in possession of a precious secret known only to the select few million who
have purchased a book by their progenitor, Tony Buzan.
20
And they come with some grand claims: mind maps "help make your life easier and more
successful", says Buzan in How to Mind Map. You will immediately "think up brilliant ideas"
and "gain control of your life". It is a wonder the world managed to turn without them,
really.
The popular science bit goes like this. Your brain has two hemispheres, left and right. The left
is the organised swat who likes bright light, keeps his bedroom tidy and can tolerate sums.
Your right hemisphere is your brain on drugs: the long-haired, creative type you don't bring
home to mother.
24 |
QTS Literacy Skills Test Support Booklet Second Edition
30
40
According to Buzan, orthodox forms of note-taking don't stick in the head because they
employ only the left brain, the swotty side, leaving our right brain, like many creative types,
kicking its heels on the sofa, watching trash TV and waiting for a job offer that never comes.
Ordinary note-taking, apparently, puts us into a "semi-hypnotic trance state". Because it
doesn't fully reflect our patterns of thinking, it doesn't aid recall efficiently. Buzan argues
that using images taps into the brain's key tool for storing memory, and that the process of
creating a mind map uses both hemispheres.
The trouble is that lateralisation of brain function is scientific fallacy, and a lot of Buzan's
thoughts seem to rely on the old "we only use 10% of the neurons in our brain at one time"
nonsense. He is selling to the bit of us that imagines we are potentially super-powered,
probably psychic, hyper-intellectuals. There is a reason we only use 10% of our neurons at
one time. If we used them all simultaneously we would not, in fact, be any cleverer. We
would be dead, following a massive seizure.
Mind maps bring out the staffroom cynic in all of us. It is a shame that perfectly good
teaching tools are constantly being justified with hokum references to neuroscience.
Teachers want ideas with useful practical applications. If we wanted to be walking
authorities on the hippocampus and cerebellum, we would have got better A-levels and
worn slightly more conservative clothes.
50
The mind map is underused in schools because of its association with bad science and with
Buzan, the emperor of self-promotion. But, providing you have access to a shipload of
coloured pencils and a naughty boy to sharpen them, they are a good and valid classroom
method with a variety of applications.
The educationist Ian Gilbert, in his book Essential Motivation in the Classroom, tells a
possibly apocryphal story of a school in which revision notes were all in the form of mind
maps. Come exam time, teachers erected a giant white screen and asked students to project
their recollections of their revision notes on to it. Needless to say, everyone got an A* and
world peace was finally achieved.
60
As visual tools, mind maps have brilliant applications for display work. They appear to be
more cognitive than colouring in a poster. And I think it is beyond doubt that using images
helps recall. If this is the technique used by the memory men who can remember 20,000
different digits in sequence while drunk to the gills, then it's got to be of use to the year 8
bottom set.
The problem is that visual ignoramuses, such as this writer, can't think of that many pictures
and end up drawing question marks where a frog should be.
70
They are no good as planning tools for those with a linguistic bias, as the process of creating
one is too bloody slow and, maybe because of all the left-brain-right-brain-cross-filtrationaction, they can give you a headache. But they are a useful piece in any teachers' repertoire,
given the right circumstances.
I have always had a particular fondness for one of my father's tools. It is called a podger, and
it does just that: it podges. There comes a time, when you are burning off bolts, when it is
the only thing that will do. It's a useful tool, the podger, but, like the mind map, you
shouldn't mistake it for a universal screwdriver.
25 |
QTS Literacy Skills Test Support Booklet Second Edition
Inferential comprehension task
Examine each of these extracts from the text and write down what is being inferred by the
use of the highlighted words.
1. (Lines 37-38) The trouble is that lateralisation of brain function is scientific fallacy,
and a lot of Buzan's thoughts seem to rely on the old "we only use 10% of the
neurons in our brain at one time" nonsense.
2. (Lines 45-46) Mind maps bring out the staffroom cynic in all of us. It is a shame that
perfectly good teaching tools are constantly being justified with hokum references
to neuroscience. Teachers want ideas with useful practical applications.
3. (Lines 50-51) The mind map is underused in schools because of its association with
bad science and with Buzan, the emperor of self-promotion.
4. (Line 61) As visual tools, mind maps have brilliant applications for display work.
5. (Lines 77-78) It's a useful tool, the podger, but, like the mind map, you shouldn't
mistake it for a universal screwdriver.
Notes
Comprehension 2
Monday, 21 October 2013
Grammar talk - the latest chapter
Michael Rosen
Anyone listening to BBC Radio 4 World at One today would have heard an argument
between two people talking about 'grammar', one the author of Gwynne's grammar books
and the other, Harry Ritchie who has just written a book about grammar.
The argument which keeps doing the rounds is a) that there is a 'correct grammar' b) this
must be taught (and always was in the old days) c) teaching this grammar enables poor
people to succeed….
… All talk of ‘correct English’ or ‘standard English’ is intertwined with issues of education i.e.
how do you teach people to write Standard English? First of all, a claim is often made that in
the past ‘everyone’ used to be able to do it, and the reason why they were able to do it is
because they were taught ‘grammar’ (i.e. the grammar of Standard English) so that by the
time ‘we’ were nine, we knew all the rules. (This is what Gwynne said on today’s World at
One). Both these statements are absolute untruths.
A) Many people failed the tests and hurdles given to them in the 1940s and 1950s. As a
result many people received no more than 9 years schooling (aged 5-14).
B) In state primary schools we were taught the ‘parts of speech’ but we weren’t taught
‘grammar’. This was taught to those of us who went to grammar school - a small minority of
the total number of school pupils.
The importance of getting this picture of the past right is that a good deal of talk about
standard English, ‘correct English’, grammar and rules is that it is fixed into the ‘narrative of
decline’ i.e. that things were good in the 40s and 50s but then it has all slowly got worse
27 |
QTS Literacy Skills Test Support Booklet Second Edition
since then. This is then used as the justification for insisting that a) there are rules b) the
rules aren’t being obeyed, c) the rules must be obeyed, d) the fact that they aren’t being
obeyed explains in part the narrative of ‘broken Britain’ along with e.g. crime, drug-taking,
the presence of the ‘underclass’ and so on.
I think this is a classic case of blaming the victim. I believe that our economic system creates
poverty and to blame the poor for being poor through e.g. their ‘bad’ use of English is to
mask and disguise the real causes of poverty and inequality. In fact, the main determinant of
school failure is itself the poverty and inequality caused by the economic system not
people’s non-use of Standard English.
This is a short extract from Michael Rosen’s blog the full version can (and should) be seen at:
http://michaelrosenblog.blogspot.co.uk/2013/10/grammar-talk-latest-chapter.html
Questions
1. In the first paragraph the writer makes several important points. Which three of the following
statements is true?
A. The writer feels that standards of English teaching have gone down in the past half century
B. The writer challenges the assertion by N.M. Gwynne, (the author of ‘Gwynne's
Grammar: The Ultimate Introduction to Grammar and the Writing of Good English’)
that everyone knew the all the rules of grammar by the time they were nine years
old.
C. The writer asserts that knowing and using ‘Standard English’ is a sign of a good
education.
D. Learning ‘Parts of Speech’ is not learning ‘Grammar’. Grammar was only taught to a
minority of pupils who actually went to ‘Grammar Schools’.
E. The writer was taught parts of speech and also went to grammar school.
2. In the second and third paragraphs the writer makes several important points about
‘Standard English’. Which two of these statements is true?
A. The narrative of decline and a ‘broken Britain’ is associated in some people’s minds
with a perceived decline from the 40s and 50s when grammar rules were taught
explicitly.
B. The writer asserts that the development of an ‘underclass’ in Britain is linked to the
fact that so many rules are now being broken.
28 |
QTS Literacy Skills Test Support Booklet Second Edition
C. Any idea of a brokenness of Britain is far more to do with the failure of the economic
system which deliver poverty and inequality than it is to do with any notion of
children using ‘bad’ English.
D. School failure is inextricably linked to the inability of young people to appreciate the
importance of being able to write and speak in Standard English.
Comprehension 3
Inferential Comprehension – or ‘reading between the lines’
The butterfly effect in schools: sharing simple ideas can have a big
impact
Sir Tim Brighouse talks about his career-long love for education tips and encourages schools
to share more of their simple but powerful good ideas.
5
10
15
Tips for teachers have always had an undeserved bad name. When I started teaching in
1962, I couldn't get enough of them but they were in short supply in my theory-dominated
PGCE course. I couldn't see the relevance of my tutors' theory and they frowned on my
enthusiasm for tips to survive and then thrive. It puzzled me then and it still does. Surely
theory becomes relevant with experience and enables you to distinguish between likely
good and bad tips.
I went on to help run local education authorities where I was similarly fascinated by 'tips' for
management and leadership. In the middle of all that I had four years in a university running
its education department and its PGCE course where we followed Oxford's lead in making it
more school based, and therefore valuable to would-be teachers and their host schools.
It was my mid-career university job that I found a theoretical justification for my love of
useful tips as it provided me with the chance to read all the books I should have read when I
was an undergraduate. In the course of my voracious reading, I learned about 'chaos theory'
and in particular the illustration of little things having large impact – the 'butterfly effect' –
so called because if sufficient butterflies whirr their wings in the Amazonian rain forest a
tornado can be unleashed hundreds of miles away. Of course not every time but sometimes
if the climate and conditions are right.
29 |
QTS Literacy Skills Test Support Booklet Second Edition
20
25
Armed with theoretical backing, I have been fascinated ever since by these butterflies
particularly as they affect school improvement and teaching. Ideally and most appealingly
they should be interventions which require low effort but have high impact.
So a 'butterfly' would be rotating staff meetings in a primary school round classrooms so the
host can start the meeting with a set of reflections on the best things and the points for
development in their classroom organisation. Later the same school might rotate a staff
agenda item among staff so that they take it in turns to review the use of some new piece of
children's literature in their teaching and how it might work with a different age group.
Yet another possibility is to have an item where a pupil's piece of work has been marked by
three different teachers not from their own school so there can be debate about marking
and assessment, so often the Achilles heel of school practice.
30
35
In the same vein, I was fascinated to visit a London academy that had adopted the simple
but powerful practice of interspersing students' workbooks with blue and green stickers, the
former for the student to reflect on a couple of strengths of the work they have just
completed and one point for development while the latter green stickers act as prompts for
the teachers response. It seemed a simple but effective way to embed some aspects of
formative assessment and take some of the heat out of marking.
Ideally 'butterflies' have most impact when they reinforce any of the following comments
from Judith Little who said you know you are in an outstanding school where you can see
that:
• Teachers talk about teaching.
40
• Teachers observe each other's teaching.
• Teachers plan, organise and evaluate their work together.
• Teachers teach each other.
45
So butterflies that affect the likelihood of that happening can powerfully improve the whole
school effect, and I still collect them avidly. But not as avidly as some. There's a head in
Surrey, Ani Magill, who is such a lepidopterist that she has found 365 briefly stated ideas to
try in schools.
After all there are so many things that require enormous effort in schools – sometimes it has
to be said without any huge result - that it is refreshing to find something simple that helps.
50
• Do you have a tip or butterfly about teaching or school improvement to share? If so, post
your advice in the comments. We want to create an ideas bank of tips for schools and
teachers
Questions
1. Re-read paragraph 1 (lines 1-6). Choose the sentence below that most closely
describes what is being implied in this paragraph.
30 |
QTS Literacy Skills Test Support Booklet Second Edition
A. The writer felt that when he was training there was an imbalance between
theory and practice.
B. Tutors were encouraging of the idea of ‘tips for teachers’.
C. Theoretical approaches to teacher training are not useful.
2. Re-read lines 8-11. Choose the sentence below that most closely describes what is
being implied in these two sentences.
A. Oxford’s teacher training programme is very heavily theoretical and academic.
B. The writer is in favour of school based teacher training as it benefits the schools
as well as the trainees.
3. Re-read lines 22-26. Choose the two sentences below that most closely describe
what is being implied in this paragraph.
A. This kind of practice is inclusive and valuable to all members of the school staff
and shows the development of openness and sharing of good practice.
B. The Leadership team needs to ensure that it has control of what is happening in
the classroom.
C. Small initiatives that have the quality of children’s learning as the focus will have
a much greater beneficial effect than would be first imagined.
D. Everyone needs to share the same books to maintain standards across the
school.
4. Review the whole passage. Choose the statement below that sums up the message
that the writer wishes to convey.
A. It is often the small, well targeted initiatives from within the teaching body of a
school that have lasting impact.
B. In order to manage AfL it is necessary to look at the idea of multi-coloured
stickers.
31 |
QTS Literacy Skills Test Support Booklet Second Edition
Comprehension 4
Beyond 2012 – outstanding physical education for all
Physical education in schools 2008–12
This is an adapted extract from Ofsted Report 120367, February 2013
This report is based on evidence from inspections of physical education between September 2008 and
July 2012. Her Majesty’s Inspectors and additional inspectors from Ofsted visited 120 primary
schools, 110 secondary schools and seven special schools. This report draws also on evidence from
four visits to schools to observe good practice in PE.
5
10
15
20
25
30
Physical education (PE) is part of every child’s entitlement to a good education. It is unique
in that it is taught through physical activity in weekly practical lessons both indoors and
outdoors, in a wide range of physical, creative and aesthetic settings. It provides pupils with
the generic skills, knowledge and understanding they need to become physically literate,
and at the same time gives most of them their first regular experiences of sport. When
taught well, physical education enthuses and inspires pupils to participate fully and develop
a life-long love of physical activity, sport and exercise.
This report, Beyond 2012 – outstanding physical education for all, acknowledges the
improvements made to PE and school sport over the last four years. However, inspectors
found that despite significant investment during much of this time, not all pupils have a
good physical education. In some schools, there is not enough physical education in PE. In
other schools, PE is not taught in enough depth and there is only limited access to a high
standard of competitive sport. PE requires further improvement in about one third of
primary schools and one quarter of secondary schools.
In primary schools, some teachers lack the specialist knowledge needed to teach PE well
and outcomes for pupils are not as good as they could be. More able pupils are not always
challenged to achieve their very best, levels of personal fitness are not high enough and not
all pupils are able to swim 25 metres before they leave school. PE in secondary schools does
not always contribute to improving pupils’ fitness. More able pupils do not have enough
time to practise and achieve their very best. Only a minority of schools play competitive
sport to a very high level. Only a few schools have achieved a balance between increasing
participation and generating elite performance: in these schools sport was played to a very
high standard.
Nevertheless, the report confirms there is more good and outstanding PE than at the time
of the last Ofsted PE survey in 2008. Sustained government investment has enabled schools
to make significant improvements in PE and school sport. However, continuing these
improvements will present a formidable challenge for schools against a backdrop of greater
expectations. Ofsted recommends that the Department for Education considers devising a
32 |
QTS Literacy Skills Test Support Booklet Second Edition
new national strategy for PE and school sport that builds on the successes of school sport
partnerships and enables schools to make a major contribution to the sporting legacy left by
the 2012 Olympic Games.
33 |
QTS Literacy Skills Test Support Booklet Second Edition
Task 1
Identifying the meanings of words and phrases
… physical, creative and aesthetic settings. (line 3)
A
B
C
indoor and outdoor games and activities
the gym, the sports field and the dance studio
activities such as gymnastics, keep fit and dance
… physically literate, (line 4)
A
B
C
being able to write about the impact of physical activity
learners need to know how far they can push themselves
knowledge and understanding of your body’s capabilities and potential
… generating elite performance: (line 24)
A
B
C
fostering the highest age related level of sporting achievement
driving everyone hard to win
promoting the development of a winning ethos
Sustained government investment … (line 28)
A
B
C
34 |
specific and targeted grants for sporting projects
general government funding for sport and the arts
long term investment to achieve long term aims and objectives
QTS Literacy Skills Test Support Booklet Second Edition
Task 2
Selecting headings and subheadings
Read each paragraph again and select from the choices below the most suitable title for
each paragraph.
Paragraph 1
A
B
C
Knowing your body
Participation sports are good for children
Good physical education has life long value
Paragraph 2
A
B
C
Not enough quality PE in primary schools
Further improvement in PE provision needed
Improvement needed in the majority of secondary schools
Paragraph 3
A
B
C
Too many pupils fail to realise their potential
Elite athletes not encouraged by the system
Many schools achieve highest standards in sport
Paragraph 4
A
B
C
35 |
The Olympic legacy has been wasted
High expectations not being met
New strategy needed to build on the 2012 legacy
QTS Literacy Skills Test Support Booklet Second Edition
Task 3
Completing a bulleted list
Select five of the statements below that appropriately complete the list of bullet points. The
last one has been done for you.
A.
B.
C.
D.
E.
F.
G.
The lack of specialist knowledge amongst staff in primary schools
There is an insufficient level of challenge
Only swimming is sufficiently supported in schools
Some PE curricula do not develop fitness effectively
Government investment in PE in insufficiently sustained
Time available for promising youngsters is limited
Ofsted have seen no improvement in PE provision since 2008
Factors that prevent children from realising their potential are:





36 |
Few schools are capable of effectively supporting elite performers
QTS Literacy Skills Test Support Booklet Second Edition
Comprehension section - Answers
Comprehension 1 - Mind maps: rubbish in theory, but handy in practice
1. The inference here is that the left-hand/right-hand theory of the brain has already
been discredited – certainly in the simplistic way that it appears to be looked at by
Tony Buzan in the context of Mind-Maps.
2. The use of the word ‘hokum’ is key here. This is an Amercanism and means ‘rubbish’,
the sort of word that was saved for the sellers of quack remedies in the Wild West.
The inference here is that these ideas are worse than useless, they could even be
damaging.
3. Tony Buzan has become very rich and very influential on the strength of Mind-Maps
and one of his chief commercial attributes is that he knows how to be a good
salesman.
4. The inference here with the use of the work ‘display’ in a rather pejorative way
suggests that the pretty pictures that the children come up with are useful for
covering wall space but they don’t have any learning value.
5. In the sense the phrase ‘universal screwdriver’ means that thing that will fix anything
– the all-purpose tool. Too many people have jumped onto Mind-Maps without
thinking through what they really are good for – thinking they will solve all the
learning problems that children have.
Comprehension 2 - Grammar Talk – the latest chapter
1. B, D, E.
2. A, C.
Comprehension 3 - The Butterfly Effect
Task 1 A
Task 2 B
Task 3 A, C.
Task 4 A
Comprehension 4 – Beyond 2012 – outstanding physical education for all
Task 1: B, C, A, C.
37 |
Task 2: C, B, A, C.
Task 3: A, B, D, F
QTS Literacy Skills Test Support Booklet Second Edition
Appendix 1 – Printed and electronic references.
Books
Supporting the current form of the test
Johnson, Jim, & Bond, Bruce Passing the Literacy Skills Test, third edition, (Achieving QTS
Series), Learning Matters Ltd, 2012
Patmore, M. Johnson J., Bond, B., Weiss, N., Barker, G., Passing the Professional Skills Tests
for Trainee Teachers and Getting into ITT (2013)
Tyreman, Chris (2011) How to Pass the QTS Numeracy and Literacy Skills Tests: Essential
Practice for the Qualified Teacher Status Skills Tests (Testing Series)
NB – this book covers the tests as they will be from the autumn of 2014
Tyreman, Chris (2013) How to Pass the Professional Skills Tests for Initial Teacher Training
(ITT): 1000 + Practice Questions.
Websites and video clips
Online tests:
 http://www.education.gov.uk/schools/careers/traininganddevelopment/professiona
l/b00211208/literacy/practice-literacy (PDFs)
 http://www.education.gov.uk/QTS/literacy/assessment_engine.html (Interactive)
 http://media.education.gov.uk/assets/files/pdf/l/literacy%20test%20specification.p
df
Areas of literacy in the tests:
 http://www.education.gov.uk/schools/careers/traininganddevelopment/professiona
l/b00211208/literacy/content
Passing the Professional Skills Tests for Trainee Teachers and Getting into ITT (2013)
 http://newteachers.tes.co.uk/content/how-pass-qts-literacy-skills-test
A Guide to the QTS Literacy skills test by Rita Pike on Teachers Media
 http://www.teachersmedia.co.uk/trainee/literacyskillstest
Highly recommended spelling site
 http://www.howtospell.co.uk/ with links to ..
 https://www.youtube.com/watch?v=HBTV1aaeXxo&list=UUbyo0ahlf0LiZJg_t7uyvIg
38 |
QTS Literacy Skills Test Support Booklet Second Edition
QTS Literacy Test 'Trainee Teachers' 20.51 mins
 http://www.youtube.com/watch?v=VzOCaEALrUE
Resources for spelling, grammar, punctuation and comprehension
 http://www.steveslearning.com/qtsliteracysupport.htm
QTS Literacy Test Spelling Sets:
 http://quizlet.com/subject/qts-literacy-test/
BBC sites
 Skillswise – help for both English and maths:
http://www.bbc.co.uk/skillswise/english
 Bitesize - http://www.bbc.co.uk/bitesize/ks2/english/
Highly recommended spelling site:
 http://www.howtospell.co.uk/ with links to
 https://www.youtube.com/watch?v=HBTV1aaeXxo&list=UUbyo0ahlf0LiZJg_t7uyvIg
Spelling App – mad and fun to sharpen spelling – for iPhone, iPad etc
 https://itunes.apple.com/us/app/miss-spells-class/id308754739?mt=8
Rules and examples of grammar issues
 http://www.oxforddictionaries.com/words/spelling-rules-and-tips
 http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_41.htm
39 |
QTS Literacy Skills Test Support Booklet Second Edition
Appendix 2 - Handy word lists to practice
List 1
Look, Say, Cover, Write, Check
Absence
Achievement
Advice
Analysis
Apparatus
Arguing
Athletic
Beginning
Benefited
Calendar
Candidate
Comparative
Conscience
Controversy
Desperate
Disappoint
Dormitory
Eliminate
Encouraging
Exaggerate
Accommodate
Acquire
Amateur
Annual
Appearance
Arithmetic
Balance
Believe
40 |
Accidentally
Acquaintance
Advise
Analyse
Apparent
Argument
Attendance
Belief
Boundaries
Changeable
Compelled
Conscientious
Criticise
Definition
Dictionary
Disastrous
Effect
Embarrass
Environment
Excellence
Accumulate
Acquitted
Among
Apartment
Arctic
Ascend
Battalion
Beneficial
QTS Literacy Skills Test Support Booklet Second Edition
List 2
Look, Say, Cover, Write, Check
Business
Committee
Conferred
Controversial
Definitely
Description
Disappearance
Dissatisfied
Britain
Commission
Conceivable
Conscious
Deferred
Describe
Dining
Discipline
Eighth
Eminent
Equipped
Exhilarate
Eligible
Encouragement
Especially
Existence
Existent
Fascinate
Formerly
Formally
Frantically
41 |
Height
Incidentally
Inevitably
Interesting
Lightning
Manufacture
Mischievous
Occasionally
Opportunity
Particularly
Perspiration
Possibility
Precedence
Preparation
Procedure
Experience
February
Forty
Generally
Hindrance
Incredible
Intellectual
Irresistible
Loneliness
Marriage
Mysterious
Occurred
Optimistic
Performance
QTS Literacy Skills Test Support Booklet Second Edition
List 3
Look, Say, Cover, Write, Check
Explanation
Fiery
Government
Humorous
Independence
Intelligence
Knowledge
Maintenance
Mathematics
Necessary
Occurrence
Parallel
Permissible
Perseverance
Picnicking
Practical
Preferred
Privilege
Pursue
Recommend
Physical
Possible
Preference
Prevalent
Proceed
Pronunciation
Prominent
Referring
Receive
42 |
Familiar
Foreign
Grievous
Immediately
Laboratory
Manoeuvre
Miniature
Noticeable
Omitted
Paralysis
Personnel
Possession
Precede
Prejudice
Probably
Profession
Quizzes
Reference
Rhythm
Seize
Ridiculous
Separation
Specifically
Temperamental
Tyranny
Usually
Receiving
Repetition
Sacrilegious
QTS Literacy Skills Test Support Booklet Second Edition
List 4
Look, Say, Cover, Write, Check
Psychology
Pursue
Rigorous
Exaggerated
Regrettably
Automatically
Embarrassment
Pedagogic
Maturity
Redundant
Supersede
Preponderant
Severely
Specimen
Tendency
Unanimous
Weather
Rhyme
Schedule
Similar
Separate
Impediment
Emergent
Independent
Equivalent
Prevalent
Excellent
Remission
Reminiscent
43 |
Studying
Succession
Tragedy
Undoubtedly
Sincerely
Succeed
Technique
Transferring
Unnecessary
Whether
Grandeur
Hypocrisy
Immediately
Changing
Weird
Restaurant
Profession
Quantify
Separate
Heroes
Scheme
Prestige
Prevail
Prevalent
Psychiatrist
Rhyme
Rhythm
Sceptic
Schedule
QTS Literacy Skills Test Support Booklet Second Edition
List 5
This collection of words could cause distress – but not anymore!!
Column 1 - Words with double consonants
Column 2 - ‘Awkward’ words
Look, Say, Cover, Write, Check
Accommodation
Apprentice
Committee
Success
Succinct
Vacillate
Professionalism
Exaggeration
Harass
Assess
Misspell
Occurrence
Abbreviation
Challenging
Immeasurable
Disappearance
Curriculum
Grammar
Permission
Parallel
44 |
Illuminating
Independently
Formally
Procedural
Unnecessary
Preference
Ineffective
Predecessor
Acknowledgement
Grammatically
Anxiety
Exaggeratedly
Exhaustive
Justifiable
Miscellany
Implementation
Mathematical
Perpetrator
Commemorative
Relieved
QTS Literacy Skills Test Support Booklet Second Edition
List 6
-able and –ible words
Rule of thumb:

If the first part of the word makes sense on its own (break, enjoy .. etc)
add -ABLE

If the first part of the word does not make sense on its own (divi, feas .. etc)
add -IBLE
Look, Say, Cover, Write, Check
Comparable
Favourable
Lovable
Adorable
Walkable
Miserable
Probable
Questionable
Respectable
Forgivable
Disposable
Agreeable
Enviable
Identifiable
Enjoyable
Valuable
Breakable
Reliable
Listenable
Reasonable
45 |
Edible
Indelible
Legible
Credible
Ineligible
Horrible
Terrible
Sensible
Possible
Susceptible
Reversible
Indestructible
Invincible
Tangible
Flexible
Divisible
Feasible
Inflexible
Incorrigible
Impossible
QTS Literacy Skills Test Support Booklet Second Edition
List 7
Look, Say, Cover, Write, Check
Assistant
Assistance
Accomplishment
Advanced
Consultant
Contribution
Conducted
Creativity
Delegation
Developmental
Delivery
Designated
Define
Diversification
Diverse
Devotee
Devotional
Distinguished
Edification
Encouragement
Enhancement
Enlightenment
Evaluations
Approve
Approximate
Challenge
Commit
Commensurate
Committed
46 |
Experiential
Examination
Facilitator
Formulaic
Fulfilment
Forecast
Generation
Generic
Gathering
Guidance
Identifiable
Identification
Implemented
Implementation
Inculcation
Influential
Informative
Maintained
Maintenance
Management
Maximise
Mediation
Modernisation
Disappear
Dissipate
Profound
Excellent
Grammar
Gripped
QTS Literacy Skills Test Support Booklet Second Edition
List 8
Look, Say, Cover, Write, Check
Motivation
Negotiation
Observation
Obtain
Operational
Originality
Overhaul
Participation
Participatory
Pedagogy
Performance
Preparation
Promotion
Provision
Publication
Publicity
Pursued
Quantified
Qualified
Received
Reception
Correspondence
Curriculum
Recur
Recurrence
Satellite
Succeed
Inefficient
47 |
Recommended
Refinement
Reorganisation
Representation
Restructuring
Revision
Safeguarding
Scholarship
Security
Selective
Specification
Spearhead
Standardised
Strengthening
Structure
Superseded
Supervision
Targeted
Transformative
Transcendent
Validity
Happily
Vegetarian
Correspondent
Homophone
Pronounce
Pronunciation
Miscellaneous
QTS Literacy Skills Test Support Booklet Second Edition
List 9
Look, Say, Cover, Write, Check
Existent
Fascinate
Formerly
Formally
Frantically
Height
Incidentally
Inevitably
Interesting
Lightning
Manufacture
Mischievous
Occasionally
Opportunity
Particularly
Perspiration
Possibility
Precedence
Preparation
Procedure
Quartile
Committee
Professional
Idiosyncrasy
Sixth
Quadrant
Consensus
Impracticable
Emergent
48 |
Experience
February
Forty
Generally
Hindrance
Incredible
Intellectual
Irresistible
Loneliness
Marriage
Mysterious
Questioning
Optimistic
Performance
Physical
Possible
Preference
Prevalent
Proceed
Pronunciation
Cumulative
Abbreviate
Acclimatise
Allowed
Apparent
Appear
Approach
Appropriate
Parallel
QTS Literacy Skills Test Support Booklet Second Edition
List 10
This is mixed list of awkward and professional words that occur regularly in the spelling
section of the test. Some of these have presented problems when they are heard in the
spelling section
Look, Say, Cover, Write, Check
Miscellany
Philosophical
Omit
Omission
Opportunity
Curiosity
Curious
Passage
Permissible
Possess
Proceed
Meticulous
Recommend
Questionnaire
Humour
Ideology
Succinct
Terrible
Truthful
Until
Naïve
Occasion
Effect
Jeopardy
Awe
Awful
Queue
Repertoire
Inclusivity
49 |
Eighth
Fifth
Half
Halves
Heroes
Humorous
Suspicion
Table
Thorough
Tried
Twelfth
Unanimous
Vicious
Confident
Impatient
Judgement
Label
Ladle
Merit
Mileage
Monotonous
Prejudice
Demonstrable
Assessment
Adolescence
Pursue
Stories
Fuelled
Responsibility
QTS Literacy Skills Test Support Booklet Second Edition
List 11 – updated 23rd April
This is long, mixed list of awkward and professional words that occur regularly in the spelling
section of the test. Some of these have presented problems when they are heard in the
spelling section.
Look, Say, Cover, Write, Check
Accommodation
Misspell
Approve
Disappear
Committee
Abbreviate
Approximate
Dissipate
Professional
Acclimatise
Challenge
Embarrass
Exaggerate
Allowed
Commit
Excellent
Success
Apparent
Commensurate
Grammar
Apprentice
Appear
Committed
Gripped
Harass
Approach
Correspondence
Happily
Assess
Appropriate
Curriculum
Vegetarian
Immeasurable
Parallel
Recur
Vacillate
Inefficient
Passage
Recurrence
Homophone
Miscellaneous
Permissible
Satellite
Pronounce
Miscellany
Possess
Succeed
Pronunciation
Occurred
Proceed
Succinct
Effect
Omit
Precede
Terrible
Jeopardy
Omission
Recommend
Truthful
Awe
Opportunity
Questionnaire
Until
Awful
Curiosity
Humour
Naive
Queue
Curious
Ideology
Occasion
Repertoire
Eighth
Judgement
Prestige
Rhyme
Fifth
Label
Prevail
Rhythm
Half
Ladle
Prevalent
Sceptic
Halves
Merit
Psychiatrist
Schedule
50 |
QTS Literacy Skills Test Support Booklet Second Edition
Heroes
Mileage
Psychology
Scheme
Humorous
Monotonous
Pursue
Separate
Suspicion
Prejudice
Rigorous
Impediment
Table
Demonstrable
Exaggerated
Emergent
Thorough
Assessment
Regrettably
Independent
Tried
Adolescence
Automatically
Equivalent
Twelfth
Pursue
Embarrassment
Prevalent
Unanimous
Stories
Pedagogy
Excellent
Vicious
Fuelled
Maturity
Remission
Confident
Responsibility
Redundant
Reminiscent
Impatient
Possession
Supersede
Preponderant
Correspondent
Predecessor
Meticulous
Cumulative
Emergent
Impractical
Consensus
Quadrant
Hypothesis
Uncommunicative
Sensitivity
Bureaucratic
Auxiliary
Cohesive
Conjunction
Ellipsis
Homophone
Homonym
Intransitive
Temperature
Convenience
Yacht
Supplement
Marvellous
Sixth
Idiosyncrasy
Irretrievable
Disjointed
Guaranteed
Statutory
Hygienist
Transitive
Phoneme
Controversy
Neighbour
Environment
Negligible
Justifiably
Achievable
Compulsory
Explicit
Mathematical
Commemorative
Relieved
Conscious
Similarity
Benefited
Syllabus
Capabilities
Inappropriate
Crucial
Communication
Accomplishments
Unacceptable
Synonymous
Exhaustive
Alerted
Implementation
Perpetrator
Illuminating
Independently
Formally
Procedural
Unnecessary
Preference
Ineffective
Acknowledge
Grammatically
Inconspicuous
Subordination
Delinquent
Resilient
51 |
QTS Literacy Skills Test Support Booklet Second Edition
Euphemistic
Hyperventilate
Fictitious
Incongruous
Synoptic
Privilege
Synopsis
Foreign
Budgeting
Mysteriously
Psychologist
Temperamental
Succinctly
Budgeted
Vegetable
Inconspicuous
Infallible
Beneficial
Sensitively
Competence
Embarrassed
Received
Adjourned
Acquaintance
Hygiene
Sophisticated
Fallible
Communicative
Conspicuous
Independence
Collaboration
Inattentive
Differentiation
Accidentally
Statistician
Proficiency
Knowledge
52 |
QTS Literacy Skills Test Support Booklet Second Edition