Audit Of Knowledge, Understanding And Skills In English

Faculty of Education

PGCE Secondary English Pathway

Subject Knowledge Profile

2010-11

Name……………………………………………….

1 Initial review of agreed preparatory work Page 3

At interview students are normally asked to undertake some preparatory work before the start of the programme in Subject Knowledge & Understanding and Information & Communications Technology. This review considers what has been achieved and what areas are still to be developed.

2 English Subject Knowledge Profile Page 4

Profiling English subject knowledge is an essential aspect of developing as a reflective practioner. Finding areas of strength and acknowledging ‘gaps’ identifies the many ‘next steps’ teachers continually do in their career development. This is identified in Professional Standards Q7a and Q7b.

The National Curriculum for English is structured by EN1 – Speaking and Listening, EN2 – Reading, and EN3 – Writing. Its four key elements are: (1) Key Concepts; (2) Key Processes; (3) Range and Content; (4) Curriculum opportunities In this subject knowledge profile you will map your subject knowledge against the KS4 curriculum ‘Range and Content’, and list evidence of your knowledge using examples of previous study, reading, school observation and teaching to identify common aspects in KS4. You will also identify specific subject ICT knowledge here. Generic ICT skills are profiled in your Professional Development Profile (PDP).

This profile requires you to consider areas of subject knowledge in English that are wider than the specialism of your previous study. The profile helps focus on areas of the National Curriculum for English 11-16, literacy areas of the Secondary National Strategy and requirements of GCE A-level. You will need to address these during your training and early career as an 11-18 English teacher.

3 Using ICT in English Teaching Page 14

This audit is based on QTS Standards Q14 and Q15 of the Professional Standards for Qualified Teacher Status, TDA (2007). Its content is drawn from the National Curriculum for English, QCA/DCSF (2007).

4 Post-16 curriculum Page 19

The GCE A-level specifications for English literature and English language for a core, although not exclusive, part of the English taught at post-16 level. Topics in the English language section of the English SKP are drawn from the AQA Specification A. These topics form a guide to teaching language at this level. They focus on areas of GCE A-level language that you may need to address during your training and early career as an 11-18 English teacher.

5 14-19 Specialist Diplomas

Since 2008 the Diploma in Creative and Media has been implemented. Aspects of content from the KS4 English NC are incorporated for 14-16 pupils. This is in the areas of media reading and production, and in spoken and written communications skills. Where observed or taught in 14-16 classrooms they should be mapped into the relevant sections of the English NC.

© University of Plymouth 2010 2 Completing the subject knowledge profile Refer to the PGCE Sec. Programme handbook (PH 4.3) for guidance but remember, this is not a test but an audit. The audit is completed in a number of stages. You should audit your knowledge of English content and range as a school subject at the start of the course, then update the audit with the help of your colleagues, subject mentors and tutors. Your own findings will come from previous experience, reading curriculum materials, classroom observation, teaching and assessing.

Update these sections using evidence from Your formal and informal learning  A-level or equivalent experience in language, literature or linguistics study  Degree level specialism(s) and other subject studies  Book clubs and readers’ groups  Specialist personal interest (e.g. photography, The Hip-Hop or Dylan Thomas Society)  On-going personal reading and study  Faculty subject sessions and materials  School materials and textbooks available in the UoP library and subject teaching room resources

Your school teaching  Your own preparation and lesson teaching in school  School textbooks  School intranet materials  Collaborating with teachers in planning  Books about your taught topics  Recommended and authenticated websites

Broader research and experience  Subject association websites and journals (e.g. EMD, UKLA, NATE)  School visits (e.g. ‘Poetry Live’, The Globe Theatre) and their publications  Phase 5 Enhancement Project

Topics Text and source references

(References to work completed after interview)

Areas for further National Curriculum reference development

© University of Plymouth 2010 4 Programme of study: English (Key stages 3 & 4) All references are from the KS4 section of the NC (www.qca.org.uk/curriculum). You should map your examples of KS3 and KS4 experience, observation and teaching into the SKP sections below.

Curriculum aims Learning and undertaking activities in English contribute to achievement of the curriculum aims for all young people to become:  successful learners who enjoy learning, make progress and achieve  confident individuals who are able to live safe, healthy and fulfilling lives  responsible citizens who make a positive contribution to society.

The importance of English English is vital for communicating with others in school and in the wider world, and is fundamental to learning in all curriculum subjects. In studying English pupils develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively. Literature in English is rich and influential. DCSF 2007:83

© University of Plymouth 2010 5 1 Key concepts A number of key concepts underpin the English curriculum. You need to understand these concepts in order to deepen and broaden pupils’ knowledge, skills and understanding. These essential concepts promote students’ progress in speaking and listening, reading and writing.

These key concepts are: Competence Creativity (a) Being clear, coherent and accurate in spoken (a) Drawing on a rich experience of and written communication. language and literature to make fresh (b) Reading and understanding a range of texts, connections between ideas, and responding appropriately. experiences, texts and words. (c) Demonstrating a secure understanding of the (b) Using inventive approaches to making conventions of written language including meaning, taking risks, playing with grammar, spelling and punctuation. language and using it to make new effects. (d) Being adaptable in a widening range of familiar (c) Using imagination to convey themes, and unfamiliar contexts within the classroom and beyond. ideas and arguments, and create settings, moods and characters. (e) Making informed choices about effective ways to communicate formally and informally.

Cultural Understanding Critical Understanding (a) Gaining a sense of the English literary heritage (a) Engaging with ideas and texts, and engaging with important texts in it. understanding and responding to the (b) Exploring how ideas, experiences and values main issues and developing their own are portrayed differently in texts from a range views. of cultures and traditions. (b) Analysing and evaluating spoken and (c) Understanding how English varies locally and written language to appreciate how globally, and how these variations relate to meaning is shaped. identity and cultural diversity. (c) Forming independent views and challenging what is heard or read on the grounds of logic, evidence or argument. (d) Analysing and evaluating spoken and written language to explore their impact on the audience. (English NC pp84-5)

Map relevant ‘Key Concepts’ (e.g. Cultural Understanding (a)) onto your own medium-term planning.

Examples i

3.1 Speaking and Listening t g w n u

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i e l The range of speaking and listening e i p t a m activities should include: m D a o F C

(a) prepared, formal presentations and debates in contexts where the audience and topic are unfamiliar

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(b) informal group or pair discussions requiring students to take on a range of roles

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Examples i 3.2 Reading t g w n u

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i e l e i p t a m m D a o F C The range of literature studied Own particular favoured areas should include: ...... (e) stories, poetry and drama drawn from different historical times ......

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(f) texts that enable students to understand the nature, significance and influence over time of texts from the English literary heritage. This should include work selected from the following pre-twentieth century writers:

Matthew Arnold, Jane Austen, ......

William Blake, Charlotte Brontë, Emily Brontë, ......

Robert Browning, John Bunyan, Lord Byron, ......

Geoffrey Chaucer, William Congreve, John Clare, ......

Samuel Taylor Coleridge, ...... Wilkie Collins, Joseph Conrad, © University of Plymouth 2010 8 t n h i t h

Examples i 3.2 Reading t g w n u

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i e l e i p t a m m D a o F C Daniel Defoe, Charles Dickens, John Donne, John Dryden, ......

George Eliot, Henry Fielding, Elizabeth Gaskell, ......

Oliver Goldsmith, Thomas Hardy, George Herbert, ......

Robert Herrick, Gerard Manley Hopkins, Henry James, ......

John Keats, Christopher Marlowe, ......

Andrew Marvell, John Milton, Alexander Pope, ......

Mary Shelley, Percy Bysshe Shelley, ......

RB Sheridan, Edmund Spenser,

...... Robert Louis Stevenson, Jonathan Swift,

Alfred Lord Tennyson, Anthony ...... Trollope,

Henry Vaughan, HG Wells, Oscar ...... Wilde,

William Wordsworth, Sir Thomas ...... Wyatt

(i) plays by Shakespeare

Examples i 3.2 Reading t g w n u

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i e l e i p t a m m D a o F C ...... List six plays that you are familiar with or have taught ......

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(j) non-fiction and non-literary texts studied should include forms such as: ...... journalism, travel writing,

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...... essays, reportage,

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literary non-fiction, ......

...... multi-modal texts including film ......

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Examples i

3.3 Writing t g w n u

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i e l e i p t a m m D a o F C List sources pertinent to the teaching of EN3 skills identified in the programme of study:

(a) develop and sustain ideas, themes, imagery, settings and characters when writing to imagine, explore and entertain ......

(b) analyse and evaluate subject matter, supporting views and opinions with a range of evidence ......

(c) develop and sustain ideas and views cogently and persuasively ...... (d) use formal, impersonal and concise expression to explain or describe information and ideas relevantly and clearly......

(e) The forms for such writing should be drawn from different kinds of: stories, poems, play scripts, ...... autobiographies, ...... screenplays, diaries, ...... minutes, ...... accounts,

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Examples i

3.3 Writing t g w n u

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i e l e i p t a m m D a o F C information leaflets,

...... plans, summaries,

...... brochures,

...... advertisements,

...... editorials,

...... articles and letters conveying opinions, ...... campaign literature, ...... polemics,

...... reviews, commentaries,

...... articles,

...... essays and reports.

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Examples i

3.4 Language and variation t g w n u

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i e l e i p t a m m D a o F C List sources pertinent to the teaching of language and variation identified in the programme of study:

(a) spoken language variation and attitudes to use of standard and non-standard forms ......

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(b) the ways in which language reflects identity through regional, social and personal variation and diversity ......

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(d) the importance of sentence © University of Plymouth 2010 13 t n h i t h

Examples i

3.4 Language and variation t g w n u

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i e l e i p t a m m D a o F C grammar and whole-text cohesion and their ...... impact in writing

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(e) the development of English, including its development over time, current influences, ...... borrowings from other languages, origins of words and the impact of technology on spoken and written ...... communication

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(f) the importance and influence of English as a global language......

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All of the following requirements must be interpreted in relation to the age(s) of the pupils being taught. Knowledge and understanding of the ICT requirements of the pupils’ National Curriculum for English, and across the curriculum, come from The National Curriculum p.14.

Considerable use of ICT will enable student teachers to introduce real-life experience into the classroom and to enhance the quality of their pupils’ productive work.

ICT specific to English: experience of software

t t r h a n

ICT Applications Examples of Classroom Use i g l e i u t a e m t

p a e F m t h a o t i C D n w i Word-Processor (accuracy) e.g. Re-draft and update; spell-checking; varying vocabulary, presentational e.g. Microsoft WORD devices, tone or order; considering cause and effect ...... e.g. creating handouts and worksheets, on-screen templates, grammar starter ...... kits, displays and presentations;

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...... Voice activated word- processor ...... e.g. Dragon Dictate

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ICT Applications Examples of Classroom Use i l a t i n D t e m t h a e g F p u h t a i m t

o w C Text-to-speech word- processor ...... e.g. Talking Textease

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Word-processing (for e.g. making an instructional flow-chart; presentation) lay out of covers or page; formatting text and graphics; re-present text to raise self- ...... esteem

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...... Presentation e.g. choosing between OHP, video, audio, speech or writing frames ......

r e t a t i ICT Applications Examples of Classroom Use n l a i e t D t m e h a p g F m u h t o a i t C

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Web page preparation e.g. present information as Internet or newspaper pages

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r e t a t i ICT Applications Examples of Classroom Use n l a i e t D t m e h a p g F m u h t o a i t C

w n i know how to use ICT to find e.g. use ‘international movie database’ for professional things out, worksheet information; discriminating including: between sources on the Internet with no editorial scrutiny; comparing fact & ...... opinion in downloads;

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...... Audio recording (possibly e.g. record events such as tape-record editing) interviews; repeated listening, transcription, drafting, presentation;

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Video recording (possibly e.g. edit a video recording; record editing) readings or drama

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Internet (information e.g. exchanging ideas between different transfer or downloading) schools’ pupils using e-mail & attachments

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t r e a n t ICT Applications Examples of Classroom Use i l e a i t D e m t p a h F g m h u o t i a C t n w i

Specialist SEN software e.g. integrated learning systems (ILS); Clicker

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Other software

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Other software

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Other software

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Other software

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Much ICT use in English teaching is generic within the subject. The underlying concepts are common across ICT uses and English teachers may need to become familiar with pupils’ current levels of ICT capability when judging which technology may be appropriate to use in English teaching.

t r e a n t Subject Website Resources Examples of Classroom Use i l e a i t D e m t p a h F g (Teaching materials found on m h u o t i a C the Web) t n w i

SEN software

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Literature study software

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Language study software

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Other

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GCE A-level language Topics in GCSE A-level language extend KS3 and GCSE competencies. They make understanding more explicit and extend the range, diversity and complexity of the materials studied. Learning is developed through investigative approaches that require both secure and receptive knowledge and understanding. t h n

GCE A-level language Examples i t h

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i e l e i p t a m m a D o F C 4.1 Concepts in language a. Idiolect: the language style acquired by individuals as a ...... result of their personal characteristics, systems of belief (ideologies) and social ...... experience......

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...... b. Dialect: the variations in language produced as a result of local community ...... and regional diversity

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...... c. Sociolect: language variations produced by the ...... effects of education, socio- economic class, systems of belief (ideologies), ...... occupation and membership of any other social groups......

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i t g w n Descriptions of language u

Examples a e r t t a

i e l e i p t a m m D a o F C 4.2 Descriptions of language ...... a. Lexis: vocabulary choices available to users of English......

...... b. Grammar: the fundamental structures and functions of English i.e. the written word, ...... spoken utterances, sentences and whole texts......

...... c. Phonology/phonetics: the contribution made by the voice to the communication of ...... meaning, including intonation, rhythm, pace, volume, word stress and pauses in spoken ...... English.

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...... d. Semantics: the ways in which meanings, implicit and explicit, are constructed and ...... understood in English both spoken and written...... e. Pragmatics: ways in which social conventions and ...... implied meanings are encoded in spoken and written language......

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Topics in A-level language (Language in social contexts) h n i t h

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i e l e i p t a m m D a o F C 4.3 Language and occupational groups ...... a. Forms and functions of talk; registers and styles of ...... writing; historical and contemporary changes, ...... where appropriate. In particular, everyday ...... functions and activities (e.g...... the role of interpersonal language) and their ...... discourse features......

...... 4.4 Language and gender b. Forms and functions of talk; ...... gender themes in writing; historical and contemporary ...... changes. In particular, conversational styles and ...... representations in writing......

...... 4.5 Language and power c. Conversational analysis; ...... stylistic analysis of texts; historical and contemporary ...... changes, as appropriate. In particular, influential power ...... (e.g. advertising, politics, media, culture) and ...... instrumental power (e.g...... law, education, commerce, management)......

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i t g w n Topics in A-level language u

Examples a e r t t a

i e l e i p t a m m D a o F C 4.6 Original writing a. Knowledge, understanding  appropriate choice of lexis, and insight in using syntax and discourse appropriate contextual strategies terminology and accurate and coherent written  use of appropriate register expression. and style  characteristics of genres and sub-genres b. Expertise and accuracy in writing for a variety of  purposes and skills of specific purposes and drafting and re-drafting audiences, using knowledge of linguistic features to explain and comment on choices made. c. Understand, discuss and explore concepts and issues  analyzing and reviewing the relating to language in use. production of their own texts  analyzing and reviewing the reception of their own texts.

i t g w n Topics in A-level language u

Examples a e r t t a

i e l e i p t a m m D a o F C 4.7 Investigating language  some differences between a. establish appropriate spoken and written English. contexts for investigation  a regional variety of spoken English. b. collect language data or select texts for investigation in principled and sensitive  the English spelling system. ways  speech (or writing) of individuals in the process of c. apply a knowledge of language development. systematic frameworks to data/texts  norms and variations in everyday uses of English. d. apply and evaluate different approaches and  transcription (with methodologies commentary) of a stretch of everyday discourse. e. draw conclusions to show an  English of a distinct awareness of both the occupational, professional limitations and value of or other social group. investigations into data  stylistic features of popular media.

 A study of language choices made by bi-lingual or multi- lingual individuals in the community.

 a particular area of semantics in English.

i t g w n Topics in A-level language u

Examples a e r t t a

i e l e i p t a m m a D o F C 4.8 Editorial writing ...... a. The influence of social context, form and language ...... structure on the creation ...... and interpretation of meaning ...... b. A variety of genres, forms, ...... modes ...... c. Registers of writing edited, ...... transformed and re- ...... presented a variety of source material for new ...... audiences and purposes.

4.9 Language Development  the primacy of speech and the learning of the sound system The distinctive features of speech and literacy  the child’s acquisition of development in children from 0 phonology, lexis and grammar to 7 years who are native users in order to achieve purposes of English. (pragmatics)

 social interaction in language - the acquisition and development of innate structures to achieve, continue and extend interpersonal communication (e.g. turn- taking, politeness rules, implied meanings, specific contexts, social awareness and other discourse patterns)

 developments in children’s language and their conceptual development

 the beginnings of reading and writing.

i t g w n A topic in A-level Literature u

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Texts in Context i p t a m m D a o F The aim of this unit is to C encourage: (i) wide reading across all three genres, and across time and across genders (ii) close reading of a poetry text. Example poems/texts

Victorian Literature ...... Poetry Selected Poems John Clare

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...... Selected Poems The Brontës (ed. Norris)

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Selected Poems Thomas Hardy ......

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...... Scars Upon My Heart (ed. Reilly)

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...... The Oxford Book of War Poetry: (ed. Stallworthy) ......

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i t g w n A topic in A-level Literature u

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Texts in Context i p t a m m D a o F Example poems/texts C

The Struggle for Identity in Modern Literature ......

Poetry And Still I Rise Maya Angelou ......

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The World’s Wife Carol Ann Duffy ......

Skirrid Hill Owen Sheers ......

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Angela Carter Wise Children ......

Kiran Desai Hullaballoo in the

Guava Orchard ......

Roddy Doyle The Woman Who

Walked into Doors ......

Michael Frayn Spies

David Guterson Snow Falling on ...... Cedars

Jackie Kay Trumpet * ......

Toni Morrison Beloved *

D.B.C. Pierre Vernon God Little ......

Alice Walker The Color Purple

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Drama

Caryl Churchill Top Girls ......

Brian Friel Making History

Wole Soyinka Death and the King’s ...... Horseman

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