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3.1b Year 3: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although (subordinating conjunctions KS2)

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This resource is part of our grammar curriculum
Real Grammar
  • Covers every objective for years 1-6
  • Five-step sequence ensures deep understanding
  • Includes asssessment and revision tools

This Real Grammar KS2 resources pack provides everything that you need to successfully explore how subordinating conjunctions in KS2 can be used to create complex sentences with pupils in Year 3 or to revisit this learning. Teaching slides, worksheets, games and an opportunity to apply the new learning in a writing task are all included to create a complete resource to teach pupils when this conjunction can be used. This builds on pupils’ knowledge of subordinating conjunctions in KS1, where ‘when’, ‘because’, ‘if’ and ‘that’ are first introduced.

Three Year 2 Real Grammar resource packs are available on the use of subordinating conjunctions: the use of the conjunction ‘because’ and ‘if’; the use of ‘when’ and ‘that’; and a pack that explores the four subordinating conjunctions introduced in Year 2 together. An additional Real Grammar pack is available on the use of subordinate clauses in Year 3.

What is a subordinating conjunction?

A subordinating conjunction introduces a subordinate clause to add information to a main clause (the term ‘subordinate clause’ is introduced in Year 3 and a separate Real Grammar pack is available). In Year 3, pupils are introduced to a wider range of subordinating conjunctions building on the four learnt in Year 2 (because, if, when and that). A list of subordinating conjunctions introduced in the resource pack is included below.

  • after
  • although
  • as
  • because
  • before
  • even
  • though
  • if
  • once
  • since
  • that
  • though
  • unless
  • until
  • when
  • whenever
  • whereas
  • wherever
  • while

  • We took an umbrella because it looked like it might rain.
  • Can I have a lift if it is raining?
  • I loved horse riding when I was young.
  • Greta walked home although it was dark.
  • I have not seen my brother since he got his new games console!
  • Sam had to feed the puppy before she left.
  • They waited until everyone had arrived.
  • Hassan is very loud whereas his brother is much quieter.

What is a main clause?

A main clause (also known as an independent clause) is a clause that makes sense on its own as a simple sentence.

What is a subordinate clause?

A subordinate clause is introduced by a subordinating conjunction. It is not as important as the main clause and cannot be a sentence on its own. They can be placed before, after or within the main clause to create a complex sentence, also known as a multi-clause sentence. The subordinate clause is bold in the example below. Note where commas are used when the subordinate clause is placed before, or within, the main clause.

The main clause below is ‘the children had a treat’.

  • The children had a treat if they completed their homework.
  • If they completed their homework, the children had a treat.
  • The children, if they completed their homework, had a treat.

This is explored further in the Year 3 Real Grammar pack on subordinate clauses.

What is included in this resource pack?

This pack is divided into five parts:


This section includes PowerPoint teaching slides and teaching notes with an optional script to introduce subordinating conjunctions. It can also be used to revisit this aspect of grammar with pupils.


An independent activity for pupils to practise using what they have been taught, allowing teachers to assess understanding.


A series of short, 10-minute activities that can be used following the TEACH session to revisit and rehearse what has been taught. These may be short writing tasks, grammar games or editing/proofreading activities.


A short writing task where pupils can use the grammar skills taught in context to produce independent writing.


Five SATs style test questions, including cloze activities and multiple choice quiz questions, based on the grammar that has been taught.

Teachers can choose which section of the resource pack to use according to their pupils’ needs and could use the activities over a series of lessons or weeks

Teacher notes are provided to show how these quality resources could be used with pupils.

How is this resource differentiated?

The PRACTISE and REVISE sections include three activities differentiated for three levels of ability:

  • Worksheet 1 for pupils who may need support. Questions will have a lower cognitive domain (what is being asked of pupils) and/or vocabulary used may be simplified where possible.
  • Worksheet 2 for pupils working at age related expectations.
  • Worksheet 3 for pupils who may need an additional challenge and may be working at a greater depth in this area. Questions will have a higher cognitive domain with more challenging vocabulary.

SUPPORT and CHALLENGE ideas are also included in the teacher notes of each section where relevant, with ideas of how to support pupils working towards the expected standard or at greater depth in this area.

What pupil-facing resources are included?


    PPT slides; model text ‘‘Three books every Year 3 pupils should read!’; subordinating conjunctions word mat


    Practise 1, Practise 2 and Practise 3 worksheets


    Game 1, game 2


    Planning sheets (2 versions)


    PPT slides; Revise 1, Revise 2 and Revise 3 worksheets

Answer sheets for all worksheets are provided, where appropriate.

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