English Subject Knowledge Audit
Initial Subject Knowledge Audit
Create a document using the following template. Copy eleme...
Speaking and
Listening
Group work (different
structures), roleplay,
presentation, public
speaking,
Group work
(different
s...
cultures and
traditions other than
White British e.g.
Agard, Zephaniah,
Syal, Toni Morrison,
Maya Angelou, Chinua
Achebe, ...
theory, semantics. e.g.
pragmatics,
face theory,
semantics.
Post 16 (English/
English with Drama
Specialists only):
N/A
Sk...
 texts published
before 1770 (pre-
Romantic),
 texts covering prose,
poetry and drama.
Skills and
understanding specific...
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Subject knowledge audit 3

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Transcript of "Subject knowledge audit 3"

  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 AQA and iGCSE 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,
  2. 2. 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. 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; Owen, Golding; Steinbeck; Priestley; Lee, Sassoon, Brooke Contemporary Writers e.g. Morpurgo, Duffy, Armitage, Heaney, Syal, etc Morpurgo, Duffy, Armitage, Heaney Writers representing Behn, Zephaniah,
  3. 3. cultures and traditions other than White British e.g. Agard, Zephaniah, Syal, Toni Morrison, Maya Angelou, Chinua Achebe, Peter Carey, etc etc! Collins, Voltaire, Flaubert, Zola KS3 novelists e.g. Morpurgo, Pullman, Sachar, Gleitzman, Blackman etc. Morpurgo, Collins, Almond, KS3 plays e.g. versions of Dracula, Our Day Out etc. 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 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 • frameworks for the study of language,
  4. 4. theory, semantics. 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 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 N/A
  5. 5.  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 shape and change forms and meanings in language. N/A

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