Curriculum Objectives

• 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: 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: Expanded noun phrases to describe and specify [for example, the blue butterfly] / Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon] / Terminology for pupils: noun phrase
• Learn how to use: The present and past tenses correctly and consistently including the progressive form / Correct choice and consistent use of present tense and past tense throughout writing / Terminology for pupils: tense (past, present)
• 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 the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting]

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