National Curriculum KS2 Y5 & Y6: Vocabulary, Grammar and Punctuation
Statutory requirements
Pupils should be taught to:
- develop their understanding of the concepts set out in English Appendix 2 [see the table below on this page] by:
- recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
- using passive verbs to affect the presentation of information in a sentence
- using the perfect form of verbs to mark relationships of time and cause
- using expanded noun phrases to convey complicated information concisely
- using modal verbs or adverbs to indicate degrees of possibility
- using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
- learning the grammar for years 5 and 6 in English Appendix 2 [see the table below on this page]
- indicate grammatical and other features by:
- using commas to clarify meaning or avoid ambiguity in writing
- using hyphens to avoid ambiguity
- using brackets, dashes or commas to indicate parenthesis
- using semi-colons, colons or dashes to mark boundaries between independent clauses
- using a colon to introduce a list
- punctuating bullet points consistently
- use and understand the grammatical terminology in English Appendix 2 [see the table below on this page] accurately and appropriately in discussing their writing and reading.
| Y5: Detail of content to be introduced | |
|---|---|
| Word | Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]. Verb prefixes [for example, dis–, de–, mis–, over– and re–]. |
| Sentence |
Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun. Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must]. |
| Text |
Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]. Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]. |
| Punctuation |
Brackets, dashes or commas to indicate parenthesis. Use of commas to clarify meaning or avoid ambiguity. |
| Terminology for pupils | modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity. |
| Y6: Detail of content to be introduced | |
|---|---|
| Word | 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]. |
| 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)]. 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]. |
| Text |
Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis. Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]. |
| Punctuation |
Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up]. Use of the colon to introduce a list and use of semi-colons within lists. Punctuation of bullet points to list information. 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 | subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points. |
Notes and guidance (non-statutory)
Pupils should continue to add to their knowledge of linguistic terms, including those to describe grammar, so that they can discuss their writing and reading.
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