Grammar

Teaching grammar and syntax is essential for effective communication, language comprehension and writing proficiency. Discussions continue regarding how explicitly and to which degree of specificity and sophistication grammar should be taught. However, when learners have a more confident understanding, it can help them to better notice, describe and practise the moves of successful speakers and writers. 

Key considerations

• Schools/clusters should determine their own systematic approach to developing grammatical awareness and application. 

• Expectations should, as a minimum, align with those outlined in the literacy framework.   

• Teaching grammar and syntax explicitly enables teachers to help learners understand how to improve the accuracy and clarity of their language use. 

• Teaching grammar within context enhances understanding, precision, application, and transfer. 

• Securing a strong foundation in the grammar and syntax of one's first language facilitates the acquisition of additional languages, as it provides a basis for understanding and comparing linguistic structures. 

Where schools/clusters determine their own systematic approach to developing grammatical awareness and application, expectations should at least match those described in the literacy framework. 

Discussions continue regarding how explicitly and to which degree of specificity and sophistication grammar should be taught; currently tending towards teaching grammar in context where meaning/precision/application/transfer is enhanced.

It is important that clusters have a shared agreement about which grammar is taught and mastered and when.

This is a useful video giving explanations and examples of common grammatical features: https://www.youtube.com/watch?v=gfYq2ng9s4E   It would be very useful to have short videos made by pupils explaining these grammatical features but including examples relating to Pembrokeshire and Wales.

Below is an example of Grammar Fundamentals that a cluster could agree is mastered by the end of Year 6.  Each school could determine which features are taught and mastered by the end of each year in school.  These end of year expectations could be aligned with broader writing and literacy milestones as in the example below.