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Coverage includes word classes and affixes, sentence structure, text organization, and punctuation conventions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/english-appendix-2-vocabulary-grammar-and-punctuation-years-1-to-6/413316/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/english-appendix-2-vocabulary-grammar-and-punctuation-years-1-to-6/413316.png","ImageObject",300,407,{"name":42,"@type":43},"Jasmine","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",16,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How should pupils use grammar concepts in their own speech and writing?","Question",{"text":63,"@type":64},"Pupils should apply and explore the grammatical concept in their own speech and writing and note where it is used by others through discussion and practice.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why should earlier content be revisited in later years?",{"text":68,"@type":64},"Earlier years’ content should be revisited to consolidate knowledge and build on pupils’ understanding, since concepts may be introduced before they are fully understood.",{"name":70,"@type":61,"acceptedAnswer":71},"What areas does the guidance cover across Years 1 to 6?",{"text":72,"@type":64},"It covers vocabulary (words, suffixes and prefixes), sentence construction, text organisation (such as sequencing and paragraphs), punctuation, and a set of terminology pupils should recognise and use.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},413316,1790718465,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":101,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","English Appendix 2: Vocabulary, grammar and punctuation  \nThe grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge of grammar is, however, very important, as it gives us more conscious control and choice in our language. Building this knowledge is best achieved through a focus on grammar within the teaching of reading, writing and speaking. Once pupils are familiar with a grammatical concept [for example‘modal verb’], they should be encouraged to apply and explore this concept in the grammar of their own speech and writing and to note where it is used by others. Young pupils, in particular, use more complex language in speech than in writing, and teachers should build on this, aiming for a smooth transition to sophisticated writing.  \nThe table below focuses on Standard English and should be read in conjunction with the programmes of study as it sets out the statutory requirements. The table shows when concepts should be introduced first, not necessarily when they should be completely understood. It is very important, therefore, that the content in earlier years be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding. Teachers should also go beyond the content set out here if they feel it is appropriate.  \nThe grammatical terms that pupils should learn are labelled as 'terminology for pupils'. They should learn to recognise and use the terminology through discussion and practice. All terms in bold should be understood with the meanings set out in the Glossary.  \nVocabulary, grammar and punctuation – Years 1 to 6  \n\n| Year 1: Detail of content to be introduced (statutory requirement) |  |\n| --- | --- |\n| Word | Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun\u003Cbr>Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)\u003Cbr>How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat] |\n| Sentence | How words can combine to make sentences\u003Cbr>Joining words and joining clauses using and |\n| Text | Sequencing sentences to form short narratives |\n| Punctuation | Separation of words with spaces\u003Cbr>Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences\u003Cbr>Capital letters for names and for the personal pronoun I |\n| Terminology for pupils | letter, capital letter\u003Cbr>word, singular, plural\u003Cbr>sentence\u003Cbr>punctuation, full stop, question mark, exclamation mark |\n\n\n| Year 2: Detail of content to be introduced (statutory requirement) |  |\n| --- | --- |\n| Word | Formation of nouns using suffixes such as –ness,–er and by compounding [for example, whiteboard, superman]\u003Cbr>Formation of adjectives using suffixes such as –ful,–less (A fuller list of suffixes can be found in the year 2 spelling section in English Appendix 1)\u003Cbr>Use of the suffixes –er,–est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs |\n| Sentence | Subordination (using when, if, that, because) and co-ordination (using or, and, but)\u003Cbr>Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]\u003Cbr>How the grammatical patterns in a sentence indicate its function asa statement, question, exclamation or command |\n\n\n| Year 2: Detail of content to be introduced (statutory requirement) |  |\n| --- | --- |\n| Text | Correct choice and consistent use of present tense and past tense throughout writing\u003Cbr>Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting] |\n| Punctuation | Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences\u003Cbr>Commas to separate items in a list\u003Cbr>A","cbCaigZdZDFbaIsm","https://ap.wps.com/l/cbCaigZdZDFbaIsm","pdf",330912,"English","# Vocabulary, grammar and punctuation - Years 1 to 6\n## Year 1\n## Year 2\n## Year 3\n## Year 4","[{\"question\":\"How should pupils use grammar concepts in their own speech and writing?\",\"answer\":\"Pupils should apply and explore the grammatical concept in their own speech and writing and note where it is used by others through discussion and practice.\"},{\"question\":\"Why should earlier content be revisited in later years?\",\"answer\":\"Earlier years’ content should be revisited to consolidate knowledge and build on pupils’ understanding, since concepts may be introduced before they are fully understood.\"},{\"question\":\"What areas does the guidance cover across Years 1 to 6?\",\"answer\":\"It covers vocabulary (words, suffixes and prefixes), sentence construction, text organisation (such as sequencing and paragraphs), punctuation, and a set of terminology pupils should recognise and use.\"}]","English Appendix 2 - Vocabulary, grammar and punctuation - Years 1 to 6 | PDF",1790594434,15]