Curriculum Objectives

• 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 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
• Verb prefixes [for example, dis–, de–, mis–, over– and re–]
• 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]
• 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]
• Recognising subjunctive forms
• 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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