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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,
scanning,
phonics,
skimming,
scanning,
Speaking and
Listening
Group work (different
structures), roleplay,
presentation, public
speaking,
Group work
(different
structures),
roleplay,
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. Macbeth
etc 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;
First World War
Poetry; Golding;
Steinbeck;
Plath; Pinter etc
Plath; Pinter etc
Contemporary
Writers e.g.
Morpurgo, Duffy,
Armitage, Heaney,
Syal, etc
Morpurgo,
Duffy,
Armitage,
Heaney, Syal,
etc
Writers
representing
cultures and
traditions other
than White British
e.g. Agard,
Zephaniah, Syal, Toni
Morrison, Maya
Angelou, Chinua
Achebe, Peter Carey,
etc etc!
e.g. Agard,
Zephaniah,
Syal, Toni
Morrison, Maya
Angelou, Chinua
Achebe, Peter
Carey, etc etc!
KS3 novelists e.g.
Morpurgo, Pullman,
Sachar, Gleitzman,
Blackman etc.
Morpurgo,
Pullman,
Sachar,
Gleitzman,
Blackman etc.
KS3 plays e.g.
versions of Dracula,
Our Day Out etc.
e.g. versions of
Dracula, Our
Day Out etc.
Language
• Word classes
Word classes Word classes
• Sentence Types
Sentence Types Sentence Types
• Sentence parsing
(syntax)
Sentence
parsing (syntax)
• Clauses
Clauses
• Tenses
Tenses Tenses
Punctuation Punctuation
Other topics used
to teach English
e.g. Greek myths
e.g. Greek
myths
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
N/A
literary texts can
depend on a reader’s
assumptions and
stance;
• the connections and
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
N/A
description and
analysis of speech
and writing;
• how geographical,
social, personal and
historical variation
shape and change
forms and meanings
in language.
description and
analysis of speech
and writing;
• how geographical,
social, personal and
historical variation
shape and change
forms and meanings
in language.

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Subject knowledge audit 1

  • 1. 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,
  • 2. Reading phonics, skimming, scanning, phonics, skimming, scanning, Speaking and Listening Group work (different structures), roleplay, presentation, public speaking, Group work (different structures), roleplay, 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. Macbeth etc 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; First World War Poetry; Golding; Steinbeck; Plath; Pinter etc
  • 3. Plath; Pinter etc Contemporary Writers e.g. Morpurgo, Duffy, Armitage, Heaney, Syal, etc Morpurgo, Duffy, Armitage, Heaney, Syal, etc Writers representing cultures and traditions other than White British e.g. Agard, Zephaniah, Syal, Toni Morrison, Maya Angelou, Chinua Achebe, Peter Carey, etc etc! e.g. Agard, Zephaniah, Syal, Toni Morrison, Maya Angelou, Chinua Achebe, Peter Carey, etc etc! KS3 novelists e.g. Morpurgo, Pullman, Sachar, Gleitzman, Blackman etc. Morpurgo, Pullman, Sachar, Gleitzman, Blackman etc. KS3 plays e.g. versions of Dracula, Our Day Out etc. e.g. versions of Dracula, Our Day Out etc. Language • Word classes Word classes Word classes • Sentence Types Sentence Types Sentence Types • Sentence parsing (syntax) Sentence parsing (syntax) • Clauses Clauses • Tenses Tenses Tenses Punctuation Punctuation Other topics used to teach English e.g. Greek myths e.g. Greek myths Spoken Language Study (GCSE)
  • 4. • 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 N/A
  • 5. literary texts can depend on a reader’s assumptions and stance; • the connections and 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 N/A
  • 6. description and analysis of speech and writing; • how geographical, social, personal and historical variation shape and change forms and meanings in language.
  • 7. description and analysis of speech and writing; • how geographical, social, personal and historical variation shape and change forms and meanings in language.