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
• Beginning to punctuate sentences using a full stop / Introduction to full stops to demarcate sentences / Terminology for pupils: full stop
• 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
• How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat]
• How words can combine to make sentences / Terminology for pupils: sentence
• Sequencing sentences to form short narratives
• Terminology for pupils: word
• Leaving spaces between words / Separation of words with spaces / Terminology for pupils: punctuation
• Learning how to use both familiar and new punctuation correctly including: commas for lists / Commas to separate items in a list / Terminology for pupils: comma
• Learning how to use both familiar and new punctuation correctly including: apostrophes for contracted forms and apostrophes for the possessive (singular) / Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name] / Terminology for pupils: apostrophe
• Understand and use sentences with different forms: statement / How the grammatical patterns in a sentence indicate its function as a statement / Terminology for pupils: statement
• Understand and use sentences with different forms: question / How the grammatical patterns in a sentence indicate its function as a question / Terminology for pupils: question
• Understand and use sentences with different forms: exclamation / How the grammatical patterns in a sentence indicate its function as a exclamation / Terminology for pupils: exclamation
• 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
• Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman] / Formation of adjectives using suffixes such as –ful, –less (A fuller list of suffixes can be found in the year 2 spelling section in English Appendix 1) / Use of the suffixes –er, –est in adjectives / Terminology for pupils: compound / Terminology for pupils: suffix
• Use of –ly in Standard English to turn adjectives into adverbs / Terminology for pupils: adverb

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