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
• 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
• 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
• Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]
• Develop their understanding of the concepts set out in English appendix 2 by: Using passive verbs to affect the presentation of information in a sentence / Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)] / Terminology for pupils: active / Terminology for pupils: passive
• Indicate grammatical and other features by: Using hyphens to avoid ambiguity / How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover] / Terminology for pupils: hyphen
• Indicate grammatical and other features by: Using semi-colons to mark boundaries between independent clauses / Use of the semi-colon to mark the boundary between independent clauses [for example, It’s raining; I’m fed up] / Use of semi-colons within lists / Terminology for pupils: semi-colon
• The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter]

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