Curriculum Objectives

• Terminology for pupils: subordinate clause
• Develop their understanding of the concepts set out in English appendix 2 by: Using prepositions to express time and cause / Express time, place and cause using prepositions [for example, before, after, during, in, because of] / Terminology for pupils: preposition
• Develop their understanding of the concepts set out in English appendix 2 by: Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition / Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition / Terminology for pupils: pronoun
• Develop their understanding of the concepts set out in English appendix 2 by: Using fronted adverbials / Indicate grammatical and other features by: Using commas after fronted adverbials / Fronted adverbials [for example, Later that day, I heard the bad news.] / Use commas after fronted adverbials
• Indicate grammatical and other features by: Indicating possession by using the possessive apostrophe with plural nouns / The grammatical difference between plural and possessive –s / Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]
• Indicate grammatical and other features by: Using and punctuating direct speech / Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, "Sit down!"]
• Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
• Terminology for pupils: determiner
• Terminology for pupils: possessive pronoun
• Terminology for pupils: adverbial
• Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]

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