Curriculum Objectives

• Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble] / Terminology for pupils: word family
• 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]
• 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
• Develop their understanding of the concepts set out in English appendix 2 by: Using modal verbs to indicate degrees of possibility / Indicating degrees of possibility using modal verbs [for example, might, should, will, must] / Terminology for pupils: modal verb
• Develop their understanding of the concepts set out in English appendix 2 by: Using adverbs to indicate degrees of possibility / Indicating degrees of possibility using adverbs [for example, perhaps, surely]
• Develop their understanding of the concepts set out in English appendix 2 by: Using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun / Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun / Terminology for pupils: relative clause
• Indicate grammatical and other features by: Using brackets, dashes or commas to indicate parenthesis / Brackets, dashes or commas to indicate parenthesis / Terminology for pupils: parenthesis / Terminology for pupils: bracket / Terminology for pupils: dash
• Terminology for pupils: relative 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]