Subordinating Conjunctions: Year 6 SPaG

Year 6 SPaG worksheet on subordinating conjunctions: 14 SATs-style questions with answers. Free printable PDF.

3-page A4 PDF from the Tiger Shark Education question bank (Sentences and clauses): two pages of questions (tick one) and an answer page. Example questions: Which conjunction completes the sentence? Tick one. Label each box ___ we can find things later. (as though, even though, so that, in case) / Which conjunction completes the sentence? Tick one. We waited ___ the rain stopped. (unless, although, until, whereas)

What are subordinating conjunctions? A subordinating conjunction introduces a subordinate clause, showing how it relates to the main clause: because (reason), although (contrast), when, while, until and since (time), if and unless (condition). The subordinate clause can come before or after the main clause: Although it was late, we kept reading.

Common mistakes and tips: Children confuse subordinating conjunctions with prepositions (after the film versus after the film ended) and with co-ordinating conjunctions. Others leave subordinate clauses standing alone as sentences (Because I was tired.). Ask pupils whether the clause makes sense on its own: if it doesn’t, it needs a main clause to complete it.

Quick example to try: give pupils the main clause ‘We stayed indoors’ and ask them to add a subordinate clause using because, although, until and if. Then ask them to move each subordinate clause to the start of the sentence and add the comma it now needs.

In the KS2 SATs, grammar and punctuation are tested in a separate paper of around 50 short questions, and this topic regularly appears. The questions on this sheet use the same styles as the test (circle, tick, underline, insert), so children practise the format as well as the knowledge.

Teaching ideas: model the first two questions together and talk through the reasoning, then let children complete the rest independently. Use the answers to group pupils for a follow-up session. For extra challenge, ask children to explain their answers in a full sentence using the correct grammatical terms.

Supporting all learners: for children who find grammar difficult, read the questions aloud and work through the first few together before they continue alone. Colour-coding word classes or clauses on mini whiteboards makes abstract ideas more concrete, and sorting word cards or building sentences from strips helps too. More confident pupils can write their own test-style questions for a partner, with the answers and a short explanation. Once each topic is secure, mix it with others, because the real test does not group questions by topic and pupils need to recognise what each question is asking them to do.