National Curriculum KS2 Y5 & Y6: Vocabulary, Grammar and Punctuation

Statutory requirements

Pupils should be taught to:

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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