OUR KINGSTON GRAMMAR CURRICULUM

We Are Grammar Gurus!

 How we get our children to be grammatically correct speakers and writers, who have a rich knowledge and understanding of the grammatical language required for each year group.

At Kingston, we help children understand how language works so they can communicate clearly, confidently and creatively. Our Grammar Gurus learn to build effective sentences, explain their choices and use their knowledge to improve their speaking and writing.

Grammar is more than identifying word classes or remembering rules. It gives children the tools to shape meaning: to explain an idea precisely, persuade an audience, describe a setting or create suspense.

Our Intent: Why We Teach Grammar

We want every child to leave Kingston with secure grammatical knowledge and the confidence to use it independently.

Our curriculum develops children who:

• Understand how words, phrases and clauses work together.
• Use grammatical terminology accurately when discussing language.
• Choose sentence structures to suit their audience and purpose.
• Use Standard English when appropriate, including in formal speech and writing.
• Recognise how grammar and punctuation contribute to meaning.
• Review, edit and improve their own writing.
• Apply their learning across the curriculum.

We value the languages and dialects children bring to school. Learning Standard English broadens their choices as communicators while respecting their linguistic identities.

Our Beliefs About Grammar

Children begin developing grammatical understanding through listening and speaking long before they can explain the rules. We build on this foundation through discussion, reading, explicit teaching and purposeful writing.

We believe that:

• Grammar should help children express their ideas effectively.
• Grammatical knowledge supports reading comprehension as well as writing.
• Children need to understand the effect of a language choice, as well as name it.
• New learning becomes secure through revisiting, practice and application.
• Teaching should build confidence, curiosity and independence.

Our Grammar Journey

Our curriculum builds progressively from EYFS to Year 6. Earlier learning is revisited so children can use it with increasing accuracy and control.

The overview below illustrates the journey; our year-group documents provide the detailed curriculum.

How We Teach Grammar

Explicit Teaching and Meaningful Application

We teach grammar through focused lessons and apply it within reading, writing and speaking activities.

Teachers explain new concepts clearly, model examples and guide children through practice. Children then use their learning in meaningful contexts, developing independence over time.

Our approach includes:

• Revisiting previous learning and checking understanding.
• Explaining grammatical vocabulary using clear examples.
• Comparing sentences and discussing how choices change meaning.
• Practising through oral rehearsal and sentence construction.
• Applying grammar within purposeful writing.
• Rereading and editing to improve accuracy and effect.

A Consistent Approach Across Kingston

Staff use shared grammatical terminology and clear models so that children encounter consistent explanations as they move through school.

Our “I say, you say” approach helps pupils practise saying and remembering grammatical vocabulary. Teachers connect each term to examples so children understand what it means and how it works.

Adults model Standard English and help children recognise when particular forms of language are appropriate.

Kingston Clangers

Our Kingston Clangers draw attention to common language slips and help children notice, discuss and correct them constructively.

For example, when practising Standard English, children might revisit:

“We was excited.” → “We were excited.”

The emphasis is on understanding the pattern and applying it independently. Feedback is supportive and respects children’s home languages and dialects.

Grammar in Action

Children learn that grammatical choices affect what a reader understands and how a reader responds.

For example:

The door opened.

This gives the reader a straightforward statement.

As the footsteps stopped outside, the door opened.

Adding a subordinate clause establishes timing and helps create suspense.

Children discuss these effects and choose structures that serve their intended meaning. Effective writing depends on making appropriate choices; a short sentence can be just as powerful as a longer one.

Grammar, Reading and Oracy

Grammar connects closely with our reading, writing and oracy curricula.

Through reading, children explore how authors construct sentences and use punctuation to communicate meaning. Through talk, drama and discussion, they rehearse ideas, experiment with structures and explain their choices.

These experiences help pupils move from understanding language to using it confidently in their own writing.

Supporting Every Learner

We adapt teaching so that all children can develop their grammatical understanding.

Support may include:

• Additional oral rehearsal and opportunities to practise.
• Visual prompts, worked examples and sentence models.
• Breaking new learning into manageable steps.
• Revisiting essential vocabulary and earlier concepts.
• Targeted teaching to address specific gaps.

For pupils with SEND or developing proficiency in English, support responds to their individual language and learning needs.

Children ready to deepen their understanding explore alternative structures, explain subtle changes in meaning and apply their knowledge across different audiences and purposes.

How We Check Understanding

Teachers assess grammatical understanding through discussion, sentence activities, reading responses and children’s writing.

We check whether children can:

• Recognise and explain a grammatical feature.
• Use it accurately in guided practice.
• Apply it independently in their writing.
• Explain how a choice contributes to meaning.
• Identify and improve errors when editing.

This helps teachers identify misconceptions, revisit learning and plan the next steps. Correct answers in a grammar activity are considered alongside pupils’ ability to use their knowledge in meaningful writing.

Knowledge Organisers

Each year group has a knowledge organiser setting out key learning, vocabulary and examples.

Grammar Progression Document 

The Difference Our Curriculum Makes

Our aim is for children to become increasingly accurate, thoughtful and independent communicators.

We look for this in their ability to explain language choices, construct effective sentences, edit their work and apply learning across subjects. As they progress, children develop greater control over how they communicate with different audiences and for different purposes.

At Kingston, becoming a Grammar Guru means understanding language and using it with confidence and purpose.