Curriculum Objectives

• 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!"]
• Develop their understanding of the concepts set out in English appendix 2 by: Using the perfect form of verbs to mark relationships of time and cause
• Develop their understanding of the concepts set out in English appendix 2 by: Using expanded noun phrases to convey complicated information concisely
• 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
• 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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