English Subject Knowledge Audit

 

Initial Subject Knowledge Audit

Create a document using the following template. Copy elements from the left hand column and paste into the appropriate RAG column. As the year progresses, you should be moving elements from left to right, and recording in the right hand column evidence of your subject knowledge development.

English

Basic awareness Improving

knowledge

Secure (but not necessarily expert) knowledge

Date and relevant action, experience, reading or other

Curriculum Frameworks

National Curriculum for English

 National Curriculum for English

   

GCSE specifications from more than one board, in English, English Language and English Literature

 GCSE specifications from more than one board, in English, English Language and English Literature

   

Areas of Study:

Writing

Use of talk to prompt writing, creative writing prompts, treatment of writing as process, editing,

 

Use of talk to prompt writing, creative writing prompts, treatment of writing as process, editing,

   

Reading   phonics, skimming,

   

phonics, skimming, scanning, scanning,

Speaking and Listening

Group work (different structures), roleplay, presentation, public speaking,

 

Group work (different structures), role play, presentation, public speaking,

 

Linguistic/ literary devices

metaphor, simile, rhetorical questions, alliteration, assonance, onomatopoeia, juxtaposition, oxymoron, etc

 

metaphor, simile, rhetorical questions, alliteration, assonance, onomatopoeia, juxtaposition, oxymoron, etc

 

English literary heritage (pre-twentieth century) 

Shakespeare e.g. Macbeth etc including contextual knowledge about his time and society, and Elizabethan theatre performance.

 

Shakespeare e.g. Othello, Romeo & Juliet, A Midsummer’s Night Dream including contextual knowledge about his time and society, and Elizabethan theatre performance.

 

e.g.

Other Renaissance playwrights; Romantics; Gothic; Restoration Comedy; Chaucer; Austen; Hardy; Eliot; Dickens; Brontës; etc.

   

Other Renaissance playwrights; Romantics; Gothic; Restoration Comedy; Chaucer; Austen; Hardy; Eliot; Dickens; Brontës; etc.

 

English literary heritage (twentieth century) e.g. First World War Poetry; Golding; Steinbeck; Plath; Pinter etc

 

First World War Poetry; Golding; Steinbeck; Plath;

   

Contemporary Writers e.g.

  Morpurgo, Duffy,

   

Morpurgo, Duffy, Armitage, Heaney, Syal, etc

Armitage, Heaney

Writers representing cultures and traditions other than White British e.g. Agard, Zephaniah, Syal, Toni Morrison, Maya Angelou, Chinua Achebe, Peter Carey, etc etc!

 Behn, Zephaniah, Collins,

   

 KS3 novelists e.g. Morpurgo, Pullman, Sachar, Gleitzman, Blackman etc.

 Morpurgo, Pullman, Sachar, Gleitzman, Blackman etc.

Morpurgo, Collins, Almond,

   

 KS3 plays e.g. versions of Dracula, Our Day Out etc.

 e.g. versions of Dracula,    

 Language

Word classes      Word classes  

Sentence Types      Sentence Types  

Sentence parsing (syntax)   Sentence

parsing (syntax)   

Clauses    Clauses    

Tenses      Tenses  

Punctuation      Punctuation  

 Other topics used to teach English

e.g. Greek myths

 e.g. Greek myths

Greek Mythology, Ballads

   

 Spoken Language Study (GCSE)

• variations of usage in both spoken and written language.

   

• variations of usage in both spoken and written

   

language.

• how geographical, social, personal and historical variation shape and change forms and meanings in language.

 

• how geographical, social, personal and historical variation shape and change forms and meanings in language.

   

• frameworks for the study of language, e.g. pragmatics, face theory, semantics.

 • frameworks for the study of language, e.g. pragmatics, face theory, semantics.

     

         

Post 16 (English/ English with Drama Specialists only):

 N/A      

Skills and understanding specific to English Literature teaching • how texts relate to the contexts in which they were written, including the importance of cultural and historical influences on texts and the relevance of the author’s life and his/her other works;• the significance of literary traditions, periods and movements in relation to texts studied;• the ways in which texts have been interpreted and valued by different readers at different times, acknowledging that interpretation of literary texts can depend on a reader’s assumptions and stance;• the connections and

 N/A      

comparisons between texts and how texts relate to one another

Range could include:

Shakespeare

texts published before 1900

texts of sufficient substance and quality to merit serious consideration, and written originally in English

texts published before 1770 (pre-Romantic),

texts covering prose, poetry and drama.

 Skills and understanding specific to English Language teaching • frameworks for the systematic study of the structure of language, including phonology, lexis, grammar, semantics and pragmatics;• variations of usage in both spoken and written language• frameworks for elucidating the structure of language,• variations in language according to mode (speech and writing) and context;• the application and usefulness, of different linguistic frameworks for the description and analysis of speech and writing;• how geographical, social, personal and historical variation

 N/A      

shape and change forms and meanings in language.