Curriculum Objectives

• Use of –ly in Standard English to turn adjectives into adverbs / Terminology for pupils: adverb
• Terminology for pupils: noun
• Terminology for pupils: adjective
• Terminology for pupils: verb
• Develop their understanding of the concepts set out in English appendix 2 by: Using conjunctions to express time and cause / Express time, place and cause using conjunctions [for example, when, before, after, while, so, because] / Terminology for pupils: conjunction
• 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
• Terminology for pupils: determiner
• 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
• Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]
• Verb prefixes [for example, dis–, de–, mis–, over– and re–]
• Terminology for pupils: relative pronoun
• Develop their understanding of the concepts set out in English appendix 2 by: Recognising vocabulary and structures that is appropriate for formal speech and writing, including subjunctive forms
• 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
• Indicate grammatical and other features by: Using colons to mark boundaries between independent clauses / Indicate grammatical and other features by: Using a colon to introduce a list / Use of the colon to mark the boundary between independent clauses / Use of the colon to introduce a list / Terminology for pupils: colon
• Indicate grammatical and other features by: Punctuating bullet points consistently / Punctuation of bullet points to list information / Terminology for pupils: bullet points
• 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]
• How words are related by meaning as synonyms and antonyms [for example, big, large, little] / Terminology for pupils: synonym / Terminology for pupils: antonym
• The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech]
• Terminology for pupils: subject and object

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