Use the features of the Punjabi sound system and build phonemic awareness by experimenting with stress and intonation to pronounce high tonal sounds in words; for example, ੜ, ਘ, ਝ, ਢ, ਧ, ਭ

Consolidate the use of all the lagaan, linking them to short, and long sounds

Distinguish the use of the bindi (ਂ) and tippee (ੰ) to pronounce Punjabi letters with a nasal quality

Recognise and correctly pronounce the under-dotted characters ਸ਼, ਖ਼, ਗ਼, ਜ਼, ਫ਼, ਲ਼

Become aware that majority of characters in Gurmukhi script occur as partners and the first sound in each pair is unaspirated and the second sound in each pair is aspirated; for example, in ਕ, ਖ and ਗ, ਘ, ਕ, ਗ are unaspirated sounds and ਖ, ਘ are aspirated sounds

Further understand that Punjabi is written from left to right, using the Gurmukhi script, with the letters being joined on top by a line to form a word, and like in English, there are spaces between words when writing sentences

Distinguish the use of the bindi (ਂ) and tippee (ੰ) when writing Punjabi words with a nasal sound

Use the adhak (ੱ) to give stress to the sound of a consonant that it precedes

Observe the slight differences in the formation of letters; for example, ਗ, ਗ਼; ਮ, ਸ, ਸ਼

Generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the Punjabi grammatical system, including:

• building an understanding of different types of nouns used to name special people or measurable things; indicate a state; and to name a group of things; for example, ਪੰਜਾਬ, ਤੇਲ, ਖ਼ੁਸ਼ੀ, ਇੱਜੜ, ਦਲ, ਜੱਥਾ
• becoming aware that pronouns can be used to ask questions; for example, ਕੌਣ; ਕਿਸਦਾ; ਕਿਹੜਾ?
• becoming aware that pronouns act like an adjective when they modify nouns; for example, ਇਹ ਕਿਤਾਬ ਮੇਰੀ ਹੈ।
• using different forms of verbs in the context of time; for example, ਮੀਤਾ ਅੱਜ ਆਈ ਹੈ।; ਮੀਤਾ ਪਿਛਲੇ ਸੋਮਵਾਰ ਆਈ ਸੀ।; ਮੀਤਾ ਅਗਲੇ ਵੀਰਵਾਰ ਆਵੇਗੀ।
• becoming aware that sentences can be written in different ways without altering the meaning of the sentence (active voice and passive voice); for example, ਸਿਮਰਨ ਨੇ ਚਿੱਠੀ ਲਿਖੀ।; ਚਿੱਠੀ ਸਿਮਰਨ ਦੁਆਰਾ ਲਿਖੀ ਗਈ।
• noticing that adverbs modify verbs; for example, ਕਮਰਾ ਖਚਾਖਚ ਭਰਿਆ ਹੋਇਆ ਸੀ।; ਉਹ ਹੌਲ਼ੀ-ਹੌਲ਼ੀ ਜਾ ਰਿਹਾ ਹੈ।
• becoming aware that the function of postpositions in Punjabi is the same as that of prepositions in English, except that postpositions are used after the noun; for example, ਸੀਤਾ ਨੇ ਕਿਤਾਬ ਪੜ੍ਹੀ। ਵਾਕ ਵਿਚ ਸੰਬੰਧਕ ‘ਨੇ’ ਸੀਤਾ ਦੇ ਬਾਅਦ ਆਇਆ ਹੈ, ਜੋ ਕਿ ਇਕ ਨਾਂਵ ਹੈ।
• using conjunctions to create compound sentences; for example, ਮੈਂ ਬਜ਼ਾਰ ਜਾਵਾਂ ਜਾਂ ਮੈਂ ਆਪਣਾ ਕੰਮ ਖ਼ਤਮ ਕਰਾਂ।
• further understanding that the gender of masculine words ending with mukta is changed by adding a kanna and ਣੀ to the word; for example, ਸੇਠ – ਸਿਠਾਣੀ; ਮੁਗ਼ਲ – ਮੁਗ਼ਲਾਣੀ
• pluralising the words ending with dulankar (ੂ) by adding ਆ and a bindi on top (ਆਂ) of the root word; for example, ਵਸਤੂ-ਵਸਤੂਆਂ; ਗਊ-ਗਊਆਂ
• observing that some words connect nouns and pronouns to a verb or other words in a sentence for example, ਨੇ, ਨੂੰ, ਨਾਲ, ਲਈ; ਦਾਦੀ ਜੀ ਨੇ ਕਹਾਣੀ ਸੁਣਾਈ।; ਦਾਦੀ ਜੀ ਨੇ ਬੱਚਿਆਂ ਨੂੰ ਕਹਾਣੀ ਸੁਣਾਈ।; ਦਾਦੀ ਜੀ ਨੇ ਬੱਚਿਆਂ ਲਈ ਖੀਰ ਬਣਾਈ।
• understanding the perfect continuous tense in all three forms and observing the verb endings in the sentences; for example, ਉਹ ਦੋ ਘੰਟੇ ਤੋਂ ਇੰਤਜ਼ਾਰ ਕਰ ਰਿਹਾ ਹੈ।; ਮੈਂ ਸਵੇਰ ਤੋਂ ਸਫ਼ਰ ਕਰ ਰਹੀ ਸੀ।; ਉਹ ਸਵੇਰ ਤੋਂ ਸਫ਼ਰ ਕਰ ਰਿਹਾ ਹੋਵੇਗਾ।
• developing an understanding of how adding a letter/s before or adding a letter/s or a symbol after a root word creates new words; for example, ਉਮਰ-ਹਮਉਮਰ; ਪੰਜਾਬ-ਪੰਜਾਬਣ; ਉਸਾਰ-ਉਸਾਰੀ
• using Punjabi sentence structure to create compound sentences
• using different grammatical features such as homonyms and synonyms to create texts
• developing an understanding that one word can be substituted for many words; for example, ਦਇਆ ਦੀ ਭਾਵਨਾ ਵਾਲਾ – ਦਿਆਲੂ
• becoming aware of the participle and its types; for example, ਰਾਮ ਰੋਜ਼ ਗਾਉਂਦਾ ਹੈ।; ਮੈਨੂੰ ਪੜ੍ਹਿਆ-ਲਿਖਿਆ ਅੱਜ ਵੀ ਯਾਦ ਹੈ।
• using cardinal and ordinal numbers in familiar contexts and modelled language, such as with age, date, time and describing the school day; for example, ਨੀਤੀ ਅੱਜ ਪੌਣੇ ਪੰਜ ਵਜੇ ਘਰ ਆਈ ਹੈ।

Continue to build a metalanguage to describe grammatical concepts and to organise learning resources

Understand the structures, conventions and purposes associated with a range of texts created for information exchange or social interaction

Explore how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation

Reflect on changes in their own use of Punjabi over time, noticing how and when new ways are adopted or existing ways adapted

Understand that language use reflects cultural expression, assumptions and perspectives