English - the torch of life: reflections on the Newbolt Report from an ITE perspective

ABSTRACT

This article reflects on how English as a school subject was positioned in the seminal paper “The Teaching of English in England”, otherwise known as The Newbolt Report, and its relationship with current government policy in England. Nearly a century after the Report’s publication, questions regarding the content and purpose of English as a subject that arise from Newbolt are used as a lens to consider the challenges presented in the initial training year to Secondary English teachers.

KEYWORDS:

• Newbolt Report
• secondary English
• initial teacher education
• national curriculum
• government policy
• subject position

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Rachel Roberts

Rachel Roberts was a secondary English teacher for ten years before moving into Higher Education.  She currently is subject lead for the secondary English PGCE at the University of Reading and her research interests include English pedagogy and mentorship.