Detail of Content to Be Introduced (Statutory Requirement)

English programmes of study: key stages 1 and 2, National curriculum in England © Crown copyright 2013 Appendix 2: Vocabulary, grammar and punctuation – Years 1 to 6 Detail of content to be introduced (statutory requirement) Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Regular plural noun suffixes –s or –es Formation of nouns using suffixes such Formation of nouns using a range of The grammatical difference between Converting nouns or adjectives into The difference between vocabulary [for example, dog, dogs; wish, wishes], as –ness, –er and by compounding [for prefixes [for example super–, anti–, plural and possessive –s verbs using suffixes [for example, –ate; typical of informal speech and including the effects of these suffixes on example, whiteboard, superman] auto–] –ise; –ify] vocabulary appropriate for formal speech Standard English forms for verb the meaning of the noun and writing [for example, find out – Formation of adjectives using suffixes Use of the forms a or an according to inflections instead of local spoken Verb prefixes [for example, dis–, de–, discover; ask for – request; go in – enter] Suffixes that can be added to verbs such as –ful, –less whether the next word begins with a forms [for example, we were instead of mis–, over– and re–]

d where no change is needed in the consonant or a vowel [for example, a we was, or I did instead of I done] How words are related by meaning as

r (A fuller list of suffixes can be found on

o spelling of root words (e.g. helping, rock, an open box] synonyms and antonyms [for example, page 46 in the year 2 spelling section in W helped, helper) big, large, little]. English Appendix 1) Word families based on common How the prefix un– changes the words, showing how words are related Use of the suffixes –er, –est in meaning of verbs and adjectives in form and meaning [for example, solve, adjectives and the use of –ly in [negation, for example, unkind, or solution, solver, dissolve, insoluble] Standard English to turn adjectives into undoing: untie the boat] adverbs How words can combine to make Subordination (using when, if, that, Expressing time, place and cause using Noun phrases expanded by the addition Relative clauses beginning with who, Use of the passive to affect the sentences because) and co-ordination (using or, conjunctions [for example, when, of modifying adjectives, nouns and which, where, when, whose, that, or an presentation of information in a and, but) before, after, while, so, because], preposition phrases (e.g. the teacher omitted relative pronoun sentence [for example, I broke the Joining words and joining clauses using adverbs [for example, then, next, soon, expanded to: the strict maths teacher window in the greenhouse versus The and Expanded noun phrases for description Indicating degrees of possibility using therefore], or prepositions [for example, with curly hair) window in the greenhouse was broken e

c and specification [for example, the blue adverbs [for example, perhaps, surely] before, after, during, in, because of] (by me)]. n butterfly, plain flour, the man in the Fronted adverbials [for example, Later or modal verbs [for example, might, e t

n moon] that day, I heard the bad news.] should, will, must] The difference between structures typical e of informal speech and structures S How the grammatical patterns in a appropriate for formal speech and writing sentence indicate its function as a [for example, the use of question tags: statement, question, exclamation or He’s your friend, isn’t he?, or the use of command subjunctive forms such as Sequencing sentences to form short Correct choice and consistent use of Introduction to paragraphs as a way to Use of paragraphs to organise ideas Devices to build cohesion within a Linking ideas across paragraphs using a narratives present tense and past tense group related material around a theme paragraph [for example, then, after that, wider range of cohesive devices: throughout writing this, firstly] repetition of a word or phrase, Headings and sub-headings to aid Appropriate choice of pronoun or noun grammatical connections [for example, Use of the progressive form of verbs in presentation within and across sentences to aid Linking ideas across paragraphs using

t the use of adverbials such as on the

x the present and past tense to mark cohesion and avoid repetition adverbials of time [for example, later],

e Use of the present perfect form of other hand, in contrast, or as a

T actions in progress [for example, she is place [for example, nearby] and number verbs instead of the simple past [for consequence], and ellipsis drumming, he was shouting] [for example, secondly] or tense choices example, He has gone out to play [for example, he had seen her before] Layout devices [for example, headings, contrasted with He went out to play] sub-headings, columns, bullets, or tables, to structure text] Separation of words with spaces Use of capital letters, full stops, question Introduction to inverted commas to Use of inverted commas and other Brackets, dashes or commas to indicate Use of the semi-colon, colon and dash to marks and exclamation marks to punctuate direct speech punctuation to indicate direct speech parenthesis mark the boundary between independent Introduction to capital letters, full stops, demarcate sentences [for example, a comma after the clauses [for example, It’s raining; I’m fed question marks and exclamation marks Use of commas to clarify meaning or reporting clause; end punctuation within up] to demarcate sentences Commas to separate items in a list avoid ambiguity inverted commas: The conductor o i Use of the colon to introduce a list and t shouted, “Sit down!”]

a Capital letters for names and for the Apostrophes to mark where letters are use of semi-colons within lists u

t personal pronoun I missing in spelling and to mark singular

c Apostrophes to mark plural possession

n possession in nouns [for example, the Punctuation of bullet points to list [for example, the girl’s name, the girls’ u girl’s name] information P names] n How hyphens can be used to avoid Use of commas after fronted adverbials ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]

g letter, capital letter noun, noun phrase adverb, preposition conjunction determiner modal verb, relative pronoun subject, object o l

o word, singular, plural statement, question, exclamation, word family, prefix pronoun, possessive pronoun relative clause active, passive n

i sentence command, clause, subordinate clause adverbial parenthesis, bracket, dash synonym, antonym m

r punctuation, full stop, question mark, compound, adjective, verb, direct speech cohesion, ambiguity ellipsis, hyphen, colon, semi-colon, bullet e

T exclamation mark suffix consonant, consonant letter vowel, points s

l adverb vowel letter i

p tense (past, present) inverted commas (or ‘speech marks’) u p

apostrophe, comma r o f

y The table above focuses on Standard English and should be read in conjunction with the programmes of study as it sets out the statutory requirements. Schools are not required by law to teach the example content in [square brackets] or the content indicated as being ‘non-statutory’.

Education Improvement Service, Shropshire Council