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Introduction
The subject knowledge audit
This audit aims:
 to help you know what subject knowledge means for your subject
 to help you identify your strengths and areas for development in subject knowledge
 to enable you to plan your subject knowledge development between the interview and the start of the course, if you are offered and accept a place.
The features of subject knowledge
There are different ways to think about subject knowledge in the context of teacher education. In its broadest sense, it can consist of the information, concepts, processes and skills in the subject, as well as the methods to teach, plan and assess it. For the purpose of this audit, the focus is mainly on the subject matter itself, though you should also be aware of the concepts and processes that underpin this material.
The need to know
No teacher knows everything about their subject and there is no way that they can. In some subjects, there is no defined list of topics or other information that must be known. For others, the details of subject knowledge are more important. What is essential, however, is that you make sure that you become sufficiently knowledgeable in any topic you need to teach during a school placement. You will certainly discover that one of the best ways to increase subject knowledge is to teach it to someone else.
Subject knowledge in English
To say you ‘know’ English is impossible. This audit must not be thought of as a conclusive list of what needs to be known, but rather as one tool among any encountered on the course for helping you to take ownership of your own learning.
If you are offered and accept a place on the course, your developing subject knowledge will be also be assessed through tutorials and Progress Review Points, as well as your lesson plans, selection/production and effective use of classroom resources and your ability to answer securely pupils’ subject-related questions.

Aspect of English
Reading
English literature, pre-1914, including prose, poetry and drama, which may include:

Jane Austen, Charlotte Bronte, Emily
Bronte, Wilkie Collins, Charles
Dickens, Arthur Conan Doyle, George
Eliot, Thomas Hardy, Mary Shelley, H
G Wells, Robert Browning, John
Keats, Percy Bysshe Shelley, William
Wordsworth, William Blake, Alfred
Tennyson, Andrew Marvell, Christina
Rossetti, Ben Jonson.
Contemporary English literature, including prose, poetry and drama, which may include:

William Golding, Carol Ann
Duffy, Simon Armitage, Philip
Larkin, Ted Hughes, John Agard,
Wilfred Owen, Grace Nichols,
Gillian Clarke, Jackie Kay, Ian
McEwan, Hilary Mantel, George
Orwell, Willy Russell
Seminal world literature, which may include:

John Steinbeck, Alice Munro,
Maya Angelou, Mark Twain,
Victor Hugo
Level of confidence/skill 1 – 5
(1 being the highest)
Notes/evidence

Shakespeare (commonly taught plays include):

Romeo and Juliet, MacBeth, A
Midsummer Night’s Dream,
Much Ado About Nothing,
Twelfth Night, Hamlet, King Lear,
Othello
Fiction for young people, which may include:

Robert Swindells, Louis Sachar,
Patrick Ness, Phillip Pullman,
Malorie Blackman, Anne Fine,
Jacqueline Wilson, Anthony
Horowitz, Michael Morpurgo,
Alan Garner, Robert Westall
Writing
Well-structured formal expository and narrative essays
Stories, scripts, poetry and other imaginative writing

Notes and polished scripts for talks and presentations
Grammar and Vocabulary
The difference between Standard English and other varieties of English
Linguistic terminology, including:

Noun, verb, adjective, adverb(ial), auxiliary verb, clause, cohesive device, conjunction, determiner, homophone, infinitive, modal verb, noun phrase, participle, preposition, pronoun, register, subjunctive, transitive verb
Spoken English
Short speeches and presentations

Formal debates and structured discussions
Improvising, rehearsing and performing play scripts and poetry