Albert Pye and Ravensmere Schools Grammar Curriculum

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1 Albert Pye and Ravensmere Schools Grammar Curriculum Introduction The aim of our schools own grammar curriculum is to ensure that all relevant grammar content is introduced within the primary years in a way that is conducive and clear for teaching staff, leading to improved fluency between year groups. Our grammar curriculum has been based on the 2014 Primary Curriculum and so includes all statutory content within each key stage. However, some content has been moved to a different year group from the one it is allocated to in The National Curriculum. In addition, some extra content has been added to provide a more holistic view of grammar. The sections have been merged from the 2014 Primary Curriculum in order to provide more fluency between areas. Also, this curriculum begins with Reception, as opposed to Year 1, to acknowledge that some of the 2014 Primary Curriculum Year 1 content is already covered by the Early Years Curriculum. The content below should be introduced within the named year group. The terminology the children need to become familiar with is made clear for each year group within the Terminology section. More advanced terminology has been used within the curriculum year groups, only to provide clarity for teaching staff this does not need to be taught in addition to the vocabulary in the Terminology sections. The first group pf bullet points within the deals with aspects of grammar in relation to building sentences. Whereas the second group of bullet points indicates word trends and punctuation that are linked with spelling patterns. Reception In Reception: teaching staff introduce the term process, children begin to recognise the term and can demonstrate and name processes as well as identify them in a story children separate words with spaces children combine words to make a simple sentence with support, children begin to use full stops and capital letters to demarcate a sentence that they have written Letter, Capital Letter, Full Stop Process In order to introduce the term process, teachers could lead activities were children demonstrate the named process in various different sessions. The aim is to make it a familiar term that is often used. e.g. Show me the process of jumping/crawling/balancing/drawing/listening Year 1 In Year 1, children: can use capital letters for proper nouns and the pronoun I can demarcate sentences with question marks and exclamation marks

2 become familiar with the terms noun and verb, identifying examples within texts and the world around them know that a simple sentence has only one verb and can write such a sentence know that a simple sentence can also be called a clause as it contains a subject and a verb Teaching Staff: introduce regular plural noun suffixes s and es and how these change the meaning of a word from its singular state e.g. fox, foxes, home, homes introduce that suffixes can be added to verbs to create different meanings (only with words where no change is made to the root word) e.g. help, helping, helped, helper Noun, Verb, Subject Simple Sentence, Compound Sentence Punctuation, Question Mark, Exclamation Mark Singular, Plural, Suffix sequence sentences to form short narratives - Introduction of verb can be lead on from previous knowledge of the term process. Year 2 In Year 2, children: can identify and name adjectives (as words that add information to nouns) use expanded noun phrases for description and specification (e.g. the blue butterfly, plain flour, the man in the moon) identify and use adverbs (words that add information to verbs) and know that they often have the suffix -ly identify whether a sentence is a statement, question, exclamation or command by looking at the grammatical patterns in a sentence use commas in a list know that two simple sentences/clauses can be joined to make a compound sentence using and, but can use subordination, using connectives (such as because, when, if, that) to extend sentences. Teaching staff draw attention to the fact that this is now a complex sentence, not a compound sentence. introduce apostrophes to mark contractions and singular possession in nouns (e.g. the girl s name, Tom s jumper) introduce formation of nouns using suffixes (e.g. kind kindness, help helper) introduce formation of nouns using compound words (e.g. whiteboard, superman) introduce formation of adjectives using suffixes (e.g. play playful, hope hopeless) introduce use of the suffixes er and est in adjectives for the comparative/superlative. introduce concepts of present and past tense. Adjective, Adverb, Noun Phrase Compound Sentence, Complex Sentence

3 Statement, Question, Exclamation, Command Compound Word Tense (past & present) Apostrophe, Comma use past or present tense throughout writing correctly and consistently use the progressive form of verbs to mark actions in progress within the present and past tenses (e.g. she is drumming, he was shouting) - More emphasis and focus should be spent on compound as opposed to complex sentences at this stage, although complex sentences do need to be introduced at this stage too. - The second group of bullet points covering apostrophes, tenses and suffixes are covered by Letters and Sounds Phase 6 Phonics. See p56 of the 2014 Primary Curriculum to see the fuller list of suffixes. - When introducing the compound sentence, the only connectives that can be used are: for, and, nor, but, or, yet (FANBOY). If a different connective is used, the sentence then becomes a complex sentence, not a compound sentence as subordination will occur. Year 3 In Year 3, children: can discriminate between a phrase and a clause by identifying a subject and a verb can discriminate between a main clause and a subordinate clause (with support) extend sentences to include more than one main clause (creating compound sentences) using various conjunctions can identify and discriminate between simple and compound sentences can write simple and compound sentences of a given length (e.g. 12 words) can identify and use prepositions use inverted commas to demarcate speech use an apostrophe to show possession in plural words Introduce formation of nouns using prefixes (e.g. super-, anti-, auto-) Introduce the forms of a and an and how they relate to words beginning with a vowel or consonant Show how words are related in form and meaning by their word families (e.g. solve, solution, solver, dissolve, insoluble) Word Family, Prefix Clause, Phrase, Main Clause, Subordinate Clause Direct Speech, Inverted Commas Compound Sentence, Subject Conjunction, Preposition Consonant, Consonant Letter Vowel, Vowel Letter Sub-heading, Heading use headings and sub-headings use and understand the present perfect form of verbs (e.g. he has gone out to play as opposed to he went out to play) - Conjunction and connective are not interchangeable terms.

4 Year 4 In Year 4, children: can discriminate between a main clause and a subordinate clause extend sentences by including a subordinate clause to express time, place or cause using conjunctions, connectives, adverbs and prepositions create expanded noun phrases by adding modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to the strict maths teacher with curly hair) use fronted adverbials, followed by a comma can recognise and define a word that is a determiner/article, connective, pronoun recognise and define all eight word classes can recognise and define abstract, proper and collective nouns introduce the grammatical differences between plural and possessive s highlight the role of Standard English forms of verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done) Determiner, Article, Connective Pronoun, Possessive Pronoun Adverbial Abstract Noun, Collective Noun, Proper Noun use paragraphs to group writing around a theme use nouns and pronouns appropriately within and across sentences to avoid repetition and aid cohesion - Conjunction and connective are not interchangeable terms. Year 5 In Year 5, children: use relative clauses beginning with who, which, where, when, whose, that or by omitting a relative pronoun can indicate degrees of possibility using adverbs or modal verbs use brackets, dashes or commas to indicate parenthesis use commas to clarify meaning or avoid ambiguity use semi-colons, colons and dashes to demarcate clauses introduce that nouns or adjectives can convert into verbs using suffixes (e.g. ate, - ise, -ify) introduce verb prefixes and their meanings (e.g. dis-, de-, mis-) Modal Verb, Relative Pronoun Relative Clause Parenthesis, Bracket, Dash, Semi-Colon, Colon Cohesion, Ambiguity

5 use devices (such as connectives and pronouns) to build cohesion within a paragraph link ideas across paragraphs using adverbials of time (then, later), place (nearby), number (secondly) or tense choices (he had seen her before) Year 6 In Year 6, children: know how words are related by meaning as synonyms and antonyms know the difference between vocabulary typical of informal and formal speech and writing know the difference between structures typical of informal speech and those appropriate for formal speech and writing (e.g. the use of questions tags: He s your friend, isn t he? or subjunctive forms If I were or Were they to come in some very formal writing and speech) knowingly use the passive to affect the presentation of a sentence (e.g. I broke the window vs. the window was broken (by me)) use the perfect tense to mark relationships of time and cause use expanded noun phrases to convey complicated information concisely can use a colon to indicate a list and can use semi-colons within lists know how hyphens can be used to avoid ambiguity (e.g. man eating shark vs. maneating shark or recover vs. re-cover) Synonym, Antonym Informal, Formal, Subjunctive Question Tag Passive, Active, Perfect Ellipsis, Colon Bullet points link ideas across paragraphs using a wide range of cohesive devices: repetition of a word or phrase, adverbials, ellipsis use devices to structure text columns, bullets, tables (including correct punctuation use when using bullet points)

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