Curriculum Objectives

• Terminology for pupils: subordinate clause
• 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 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 commas to clarify meaning or avoid ambiguity in writing / Use of commas to clarify meaning or avoid ambiguity / Terminology for pupils: ambiguity
• Terminology for pupils: relative pronoun
• Terminology for pupils: cohesion
• How words are related by meaning as synonyms and antonyms [for example, big, large, little] / Terminology for pupils: synonym / Terminology for pupils: antonym
• Recognising subjunctive forms
• Terminology for pupils: subject and object