Pronouns – a KS2 definition

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Pronouns – a KS2 definition

A Pronoun

Is a word that can take the place

Of a noun or another pronoun

In a sentence

It is used to avoid repetition

And it helps make writing clearer.

Pronouns – KS3 definition

Pronouns are words that stand in for nouns,

they can be singular or plural,

and they can be personal or reflexive.

Being a Pronoun!

I never knew what it was like

To be a pronoun

Until I became one

It’s not as easy as it seems

You have to be versatile

And be able to change

According to the needs of the sentence

It can be tough

But it’s also rewarding

Because you get to help shape the language

Appreciate a Pronoun!

There is a word that we use every day

and we often don’t even think about it

but it’s something that’s really important

it’s a word that helps to identify us

pronouns are so essential

they help us to see who we are

and they help us to know what we want

without them, life would be quite confusing

so let’s all take a moment to appreciate pronouns

and the way they make our lives better

A Little Confused

I always get a little confused

When people start to use pronouns

It seems like everyone has their own

Rules that they must adhere to

There’s he and she and they and it

Which one do I use, I often wonder

And what happens when you want to talk about

A group of people as a collective?

I think it would make life a lot simpler

If everyone just stuck to their own gender

But that’s not the way the world works

So we all just have to muddle through

Get it right!!

There are so many different pronouns,

depending on who you are talking to.

There’s he and she, and him and her,

and then there are they and them.

It can be hard to keep track of them all,

but using the right pronoun is important.

So make sure you know your pronouns,

and use them correctly in every sentence.

Faceless Pronouns

Pronouns without a face

Nameless, they represent

Every person who’s every been

Every person who will be

They are us and we are them

And yet they remain

In place of a noun

A pronoun is a word we use to stand in place of a noun,

it can be singular or plural, masculine or feminine.

Reflecting back upon some examples:

he, him, his; they, them, their–

each one unique in its own way.

Hiding in plain sight, a pronoun is often overlooked,

but it’s such an important part of speech.

Without them, our language would be quite bare;

so take a moment to appreciate these little words that share

Personal Pronouns
Personal Pronouns

So many personal pronouns


There are so many personal pronouns

I don’t know which one to choose

I can be he, she, or it

depending on what the situation calls for

I can be singular or plural

depending on how many people I’m talking about

I can be objective or subjective

depending on what I’m trying to say

But no matter which one I use

I always have to make sure I’m clear.

Possessive Pronouns

Very Special Words

My, your, his, her, its, our, their

Possessive pronouns show who or what belongs to someone or something.

They are very special words.

Each one has a job to do

making sure that everything is clear

who owns what and who is related

to whom and how.

No simply words that we say

My, your, his, her, its, our, and their

Aren’t simply words that we say

They’re a feeling, a force, an energy

That can bind us together or keep us away

When we use them correctly and with care

The feeling they bring is one of

Connection and love

My, mine, and ours

My, mine, and ours

Are the possessive pronouns

That show we own something

And keep it close to us

Never letting it go

These little words define

Who we are and what we feel

Proving that we are in control

My feelings

My, your, his, her, its, our, their

Possessive pronouns show

Who owns what and how they feel

About what is theirs and theirs alone

Never to be shared or given away

Relative Pronouns

Connecting ideas

Relative pronouns are so confusing

But they’re really quite helpful

They help us to connect ideas

And make our writing flow better

There’s who, which, and that

And who’s, which’s, and that’s

They can be confusing at times

But they help us to be clear

Who is the person or thing

Which is the thing or group

That is the thing or group that

You are talking about.

Connecting clauses

Relative pronouns connect clauses,

joining them like a bridge.

They can be who, which, that, or whom,

depending on what you need.

Who is referring to the subject

in a sentence,

and whom is the object in a sentence.

Which is used to refer to things,

and that is used to refer to people.

Whom is used as an object,

and can often be replaced with who.


Reflexive Pronouns

Reflexive pronouns are me, myself, and ours.

They help us show that the verb is affecting

the subject in a special way.

In English we use them to indicate,

that the subject and the object are one and the same.

For example, I can see myself in the mirror;

He hurt himself on accident.

To revise them, you must use hers, theirs, and its-

like this: She gave herself a gift; The cat hid itself under the stairs.

But be careful! Reflexive pronouns must always agree

with their antecedent in number and gender.



Referring to Ourselves

Reflexive pronouns help us show

that we’re thinking of ourselves

and no one else.

We use them in sentences

like “I hurt myself”

or “She’s dressing herself.”

They’re important because they

show how we connect to the world,

and how we think of ourselves

in relation to everything else.

How Is Maths Evident In Children’s Everyday Lives?

How Is Maths Evident In Children’s Everyday Lives?

When looking at different ways of supporting children’s learning it is important to ask the question, “how is maths evident in children’s everyday lives?”

If we incorporate this into natural discussions and living this will support what they are learning in formal settings.

One way to do this is to consider different areas of the home and then outside.  In this article, I will concentrate on the kitchen.

My suggestions will be divided into KS1 and then KS2 and beyond.  These are only rough guides.

Some pre-school children will be ready to try out some of the activities under Key Stage 1.

A child’s success isn’t based on where they start, but on where they finish. Continuing education is more important than learning something by a specific age, so don’t worry if your child isn’t able to do something that you expected them to, just gently guide them in the right direction and try to make it fun for both of you.

Maths in Children’s Everyday Lives in the Kitchen

Finding maths in the kitchen is perhaps the easiest and most obvious place to start so that is why I have chosen it for this article.

Maths in the kitchen

KS1 Children

Counting – let’s start with counting.

There are endless things in the kitchen that you can count:

– Ingredients, jars tins, saucepans, cutlery, pasta pieces, and so on.

Then, you can use a multitude of questions rather than just asking children to count something. At other times you can just explain what you’re doing so that they hear appropriate vocabulary.

“How many eggs were there altogether?”

“How many eggs have I got left?”

“How many eggs have I used?”

” Auntie Sue and Jack are coming for dinner today. How many knives and forks will we need?”

“There are already 3 forks on the table. How many more do we need?”


Groups of…

Use inexpensive ingredients to experiment with making groups of different sizes.

“Using pasta pieces can you make me 3 groups of 4?”

“Now make me two groups of 6.”

“Which is the biggest? How do you know?”

These could be painted and then glued onto a piece of paper in appropriate groups and kept as evidence of an investigation, or just as a piece of artwork that the children like looking at.



Measuring is perhaps the most obvious thing to do in the kitchen that uses maths.

This could be part of a cooking activity or it could just be done on its own.

“Measure out 3 cups of flour.”

“How much does this egg weigh?”

“Add 300ml of milk.”

“Which is heavier, stevia or sugar?”

“Which spoon is the longest?”



The position is part of the maths curriculum for younger children.

“Please take out the top box.”

” I’m going to put the cake on the middle shelf.”

“Let’s put some icing on top of the cake.”

“Take the orange out of the box.”

Box of oranges


” I’m going to eat half a muffin.”

“Let’s cut this apple into quarters.”

“I want to put this cake into 6 pieces. First I’m going to cut it in half, next I’m going to cut each half into 3 pieces so I’m going to cut it into thirds. This will give me 6 pieces altogether as 2 x 3 is 6.”

An eighth of an apple tart


“Are there any cubes in the kitchen?”

“This rolling pin is a cylinder shape.”

“What shapes can you see in the Toblerone box?”

Rolling pin maths in children's everyday lives

KS2 Children – and beyond

Have a look at the sections above. Some of the KS1 questions can be adapted for KS2

These suggestions and questions are just a very general guideline. You’ll need to adapt them depending on the age and ability of your child.



Make a shopping list and then estimate how much the total bill is likely to be.

“I’m going to get us two fish and one portion of chips. That should cost us £10.54. What change should I get from £20?”

“Here is £10. Go to the ice cream van outside and choose three different ice creams. Make sure it comes to less than £6 as I need £4 in change for the car park later tonight.”

Fish and chips


“How many potatoes do you think we should cook for the four of us?”

“How much do they weigh?”

“What weighs the most – the cauliflower or the cabbage?”

“What’s the difference?”

“Is it cheaper to eat chips or baked potatoes?”

“How did you work that out?”

“Is there more fat in a pan au chocolat or an almond croissant?”

“What is the difference as a percentage?”

“Which of these soups has the greatest percentage of vegetables in it?”

“Which is better value- a multipack of 24 bags of crisps costing £4.15, or a 6-pack of crisps costing £1.05?”

“How much money could you save using a box of milkshake powder and milk compared with buying ready-made milkshakes?”



” How hot does the oven have to be?”

“How long does it usually take to heat up to that temperature?”

“Shall we time it?” ” Let’s guess and see who is nearest.”

“How long will it take to cook?”

“If I put it in at 3 when will it be ready?”

“If I want it to be ready by 6 when do I have to put it in the oven?”

“In what order should I put things into the oven, so that everything is ready by 7:30?”


Looking at labels on food can be a huge source of inspiration.

You can find the same sort of information on online shopping sites

Online shopping sites

Online shopping sites have huge amounts of data. You can spend quite a long time on any one product or do some comparisons.

As an example, on on on I’m going to look at a tin of Heinz vegetable soup on the Tesco website:

Heinz vegetable soup photo

So here we have a photo and we can immediately start discussing the picture.

“What is the soup going to have in it, do you think?”

Then we can have a look at the offers.

“How much is each tin if you buy 4 of them?”

“How much is each tin  if you buy by 8 of them?”

“How accurate is 24p for 100g for one tin?”

“Explain your answer.”

“Would you pay more for 7 tins or 8 tins?”

Nutritional values

Nutritional values

You’ll notice nutritional values like these on all foods in the UK.

In just this one little diagram we have weights, decimals, percentages, comparisons, ratios and conversions! No wonder some schools do whole topics around food labels.

These figures show the recommended maximum that any adult should eat within one day.

“If someone lived off soup for a day, how many tins should they eat as a maximum so as not to go over any of the recommended amounts?”

“Find a recipe for vegetable soup and compare the amount of salt that goes into a homemade recipe and a tin of soup. What do you notice?”

“What is 5% as a fraction?”

“What is the ratio of saturates to fats?”



Finally let’s have a look at the ingredients.

“How much water do you think there is in this can?” – you don’t have to know the answer to all the questions, you can just ponder some of them.

“Why don’t they give the percentage for all of the ingredients?”

“Do you think they ought to?”

“What is the ratio of tomatoes to peas by weight?”

“Could you make up a soup recipe and include the percentage of each ingredient?”


I’m sure that as you have been reading this article you will have been thinking of lots of ideas of your own and they will be the best ones.

Also, listen out for your children’s questions. They will be even more interested in exploring what possible answers are if they have come up with the question themselves.

Of course, their questions won’t sound quite like my one did.

They might be more like:

“Where is my cup?”

“Why is soup so runny?”

“Why don’t you cut bigger pieces of cake?”

“Can’t you add more salt when you’re cooking?” – ok this might be from an older person! But you could explore it as a family.


Where next:

Try my Online Fractions Games page