Pupil outcome: I can use the words 'searing', 'stifling' and 'sweltering' effectively in multiple contexts. Key learning points: - 'Searing' is an adjective which means burning or scorching. - 'Stifling' is an adjective which means...

Pupil outcome: I can use the words 'dreary', 'ominous' and 'splattered' effectively in multiple contexts. Key learning points: - Dreary is an adjective which means boring or miserable. - Ominous is an adjective which means scary,...

Pupil outcome: I can use research to plan the recount paragraph, focusing on the Titanic's design and construction. Key learning points: - The purpose of the recount section is to engage the reader and give them specific information...

Pupil outcome: I can write the first half of the duel scene, using a range of cohesive devices and all the elements of a narrative. Key learning points: - We have planned the structure, content and vocabulary for our narrative. - When we...

Pupil outcome: I can use my plan to write the diet section of a non-chronological report about aye-ayes. Key learning points: - A section of a non-chronological report contains specific information for the reader. - Writers can use a...

Pupil outcome: I can write the first main paragraph of an essay, including a range of linguistic features. Key learning points: - Our essay will give one side of an argument, using a logical order that is supported by evidence. -...

Pupil outcome: I can write a narrative opening based on ‘A Christmas Carol’. Key learning points: - The introduction of Scrooge’s character greatly contrasts the general Christmas atmosphere in the opening. - Precise vocabulary,...

Pupil outcome: I can use the words 'clammy', 'gleaming' and 'oppressive' effectively in multiple contexts. Key learning points: - Clammy is an adjective which means soggy or moist. - Gleaming is an adjective which means shining or...

Pupil outcome: I can effectively use the words 'submerged', 'drenched' and other rich vocabulary associated with being wet. Key learning points: - 'Submerged' is an adjective, which means to be completely underwater. - 'Drenched' is an...

Pupil outcome: I can use the words 'howl', 'whirlwind' and 'windswept' effectively in multiple contexts. Key learning points: - 'Howl' is a verb which means to cry or wail. - 'Whirlwind' is a noun which means a hurricane or tornado. -...

Pupil outcome: I can write the first half of the climax and resolution of ‘Beowulf and the dragon’, using a range of cohesive devices to connect ideas and using techniques to increase pace and tension. Key learning points: - Writing is...

Pupil outcome: I can write the introduction to a persuasive letter, including a clear summary of the problem. Key learning points: - The introduction to a persuasive letter will primarily focus on summarising the purpose of the letter. -...

Pupil outcome: I can write the second half of the climax and resolution of ‘Beowulf and the dragon’, using a range of cohesive devices to connect ideas and using techniques to increase pace and tension. Key learning points: - Writing is...

Pupil outcome: I can use my research to plan and write the first section of an essay about the Windrush. Key learning points: - Writing is most successful when structure, content and vocabulary is planned. - Information in this section...

Pupil outcome: I can write the introduction of an explanation text to explain how the digestive system works. Key learning points: - An introduction's purpose is to give general facts about the topic and to tell the reader what they will...

Pupil outcome: I can write the first half of a setting description in 'Sherlock Holmes'. Key learning points: - Writing is most successful when structure, content and vocabulary is planned. - Oral rehearsal is an important step in the...

Pupil outcome: I can use the words 'relentless', 'scorching' and 'suffocating' effectively in multiple contexts. Key learning points: - Relentless is an adjective which means constant or non-stop. - Scorching is an adjective which means...

Pupil outcome: I can use the present tense with adverbs of time for future meaning and I can use the BORDER acronym to respond fully and accurately in writing. Key learning points: - Future plans can be expressed by using the present...

Pupil outcome: I can use my research and understanding of Harriet Tubman’s early life to plan and write a section of a biography. Key learning points: - In the sections, writers share detailed, specific information about an aspect of the...

Pupil outcome: I can write detailed paragraphs to explain what happens to food when it leaves the stomach. Key learning points: - The main paragraphs in an explanation text tell the reader how the process of digestion is carried out. -...

Pupil outcome: I can write the opening of a journalistic report on 'Little Red Riding Hood'. Key learning points: - The opening paragraph of a journalistic report provides an overview of the news event. - The opening answers the...

In this lesson, you can learn how to make complex sentences of all types in English.

Making complex sentences will help your English writing. By using a variety of complex sentence forms, your writing will become...

Dependent Clauses identifies and defines various types of clauses by reading sentences that contain noun, relative, and adverbial clauses.

An adjective clause, also known as an adjectival, or relative clause is a dependent clause that modifies a noun or a pronoun. In effect, this clause functions as one part of speech: the adjective. Why would you want or need to reduce the...