

Grammar


Tenses


Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous


Past

Past Simple

Past Continuous

Past Perfect

Past Perfect Continuous


Future

Future Simple

Future Continuous

Future Perfect

Future Perfect Continuous


Parts Of Speech


Nouns

Countable and uncountable nouns

Verbal nouns

Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

Concrete nouns

Abstract nouns

Common nouns

Collective nouns

Definition Of Nouns

Animate and Inanimate nouns

Nouns


Verbs

Stative and dynamic verbs

Finite and nonfinite verbs

To be verbs

Transitive and intransitive verbs

Auxiliary verbs

Modal verbs

Regular and irregular verbs

Action verbs

Verbs


Adverbs

Relative adverbs

Interrogative adverbs

Adverbs of time

Adverbs of place

Adverbs of reason

Adverbs of quantity

Adverbs of manner

Adverbs of frequency

Adverbs of affirmation

Adverbs


Adjectives

Quantitative adjective

Proper adjective

Possessive adjective

Numeral adjective

Interrogative adjective

Distributive adjective

Descriptive adjective

Demonstrative adjective


Pronouns

Subject pronoun

Relative pronoun

Reflexive pronoun

Reciprocal pronoun

Possessive pronoun

Personal pronoun

Interrogative pronoun

Indefinite pronoun

Emphatic pronoun

Distributive pronoun

Demonstrative pronoun

Pronouns


Pre Position


Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition


Preposition by construction

Simple preposition

Phrase preposition

Double preposition

Compound preposition

prepositions


Conjunctions

Subordinating conjunction

Correlative conjunction

Coordinating conjunction

Conjunctive adverbs

conjunctions


Interjections

Express calling interjection

Phrases

Sentences


Grammar Rules

Passive and Active

Preference

Requests and offers

wishes

Be used to

Some and any

Could have done

Describing people

Giving advices

Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

First conditional

Second conditional

Third conditional

Reported speech

Demonstratives

Determiners


Linguistics

Phonetics

Phonology

Linguistics fields

Syntax

Morphology

Semantics

pragmatics

History

Writing

Grammar

Phonetics and Phonology

Semiotics


Reading Comprehension

Elementary

Intermediate

Advanced


Teaching Methods

Teaching Strategies

Assessment
The transition from Key Stage 1 to Key Stage 2
المؤلف:
Simon Ellis
المصدر:
Additional Educational Needs
الجزء والصفحة:
P118-C8
2025-04-13
858
The transition from Key Stage 1 to Key Stage 2
This transition is likely to be less of an issue in primary schools where the child remains in the same school even though they are moving up a Key Stage. Nevertheless it is important not to under-estimate that ‘becoming a junior’ will still be a daunting prospect in some children’s minds even if they are not changing school.
If the change is within the same school, then many of the points raised previously considering Foundation Stage to Key Stage 1 will, with certain adaptations, apply.
The KS1 to KS2 transition takes on greater significance where the transition is from an infant to a junior school when the child will be leaving familiar surroundings, familiar staff and on some occasions leaving friendship groups if the infant school feeds several junior schools. Because junior schools do not have infants on site, sometimes the ethos can feel very different to the child.
Where the change is to a separate junior school, useful steps to support the child might include:
■ Visits to the receiving school.
■ Visits from the teacher(s) from the receiving school.
■ Knowing the names of the class teacher and TAs who work in the class.
■ Knowing other children who are transferring to the same school.
■ Identification of a ‘buddy’ at the receiving school.
■ ‘Friendship Stops’ in the playground at the receiving school. An area, such as a bench, where a child can go if they have no one to play with. Older children are assigned to visit the area and help the child to find someone to play with.
■ Circle time sessions exploring what children are looking forward to or worrying about.
■ Practice through role play, puppets and stories of skills such as asking for help and introducing yourself to someone you don’t know.
■ Planning farewell activities that celebrate past school experiences.
Discussion
Can you identify any other measures that either the infant school or the receiving junior school could adopt to support the transition?
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