Curriculum Objectives

• Beginning to punctuate sentences using a capital letter / Using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ / Introduction to capital letters to demarcate sentences / Terminology for pupils: letter / Terminology for pupils: capital letter
• Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun / Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper) / Terminology for pupils: singular / Terminology for pupils: plural
• Sequencing sentences to form short narratives
• Learning how to use both familiar and new punctuation correctly including: full stops / Use of full stops to demarcate sentences
• Learning how to use both familiar and new punctuation correctly including: capital letters / Use of capital letters to demarcate sentences
• Learning how to use both familiar and new punctuation correctly including: question marks / Use of question marks to demarcate sentences
• Understand and use sentences with different forms: command / How the grammatical patterns in a sentence indicate its function as a command / Terminology for pupils: command
• Learn how to use: Co-ordination (using or, and, or but) / Co-ordination (using or, and, but)
• Learn how to use: Subordination (using when, if, that, or because) / Subordination (using when, if, that, because) / Develop their understanding of the concepts set out in English appendix 2 by: Extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although
• Use of –ly in Standard English to turn adjectives into adverbs / Terminology for pupils: adverb
• Terminology for pupils: adjective
• Terminology for pupils: verb