If you've ever tried teaching main and subordinate clauses, you'll know it can be a bit tricky to explain! As teachers, we're always looking for better ways to help students grasp these fundamental building blocks of writing. Whether you're just starting to introduce clauses or working with students on complex sentence structures, we’ll walk you through some practical strategies that work well in both primary and secondary classrooms.
- What is a main clause?
- What is a subordinate clause?
- Key differences between main and subordinate clauses
- Complex sentences
- How to teach types of clauses at KS2
- How to teach types of clauses at KS3
What is a main clause?
A main clause is a clause that can stand alone as a complete sentence. Also classed as an independent clause, a main clause contains a subject (person/thing completing the action) and verb (doing word) in order to make sense.
An independent clause has a group of words that express a full idea or thought in a complete sentence.
Some main clause examples:
- Jenny likes chocolate.
- The rain is falling.
- Mrs Smith is a teacher.
What is a subordinate clause?
A subordinate clause is part of a sentence but can’t be a complete sentence by itself, which makes it a dependent clause. This means it relies on the main clause of the sentence to make complete sense.
Examples of a subordinate clause are:
- Because it was raining
- Where the bike was found
- If I can find my purse
These subordinate clauses can’t make sense by themselves, as they add detail to the main clause but don’t describe a complete action, event or feeling.
A subordinate clause also contains a subject and verb and begins with a subordinating conjunction or relative pronoun to provide additional information to the whole sentence.
Examples of subordinating conjunctions: after, while, before, because, if, although.
Examples of relative pronouns: who, which, that, when, where, whose.
Key differences between main and subordinate clauses
There are four main differences between a main clause and a subordinate clause.
- Meaning. Both a main clause and a subordinate clause need to have a subject and a verb. However, only the main clause can stand alone as a complete sentence that makes sense by itself.
- Complete thought. A main clause reflects a complete thought, feeling or action. In contrast, a subordinate clause adds to the meaning of a whole sentence but isn’t a complete thought on its own.
- Independent sentence. A main clause is complete, so this makes it an independent clause or sentence. As a subordinate clause is only part of a complete sentence, it is a dependent clause.
- Beginning. A subordinate clause typically begins with a subordinating conjunction or relative pronoun, whereas a main clause does not.
Complex sentences
A complex sentence consists of one main clause and one or more dependent or subordinate clauses to create a complete sentence or thought. The main clause is likely linked to the subordinate clause using a subordinating conjunction or relative pronoun.
Complex sentences are ideal for adding depth to an idea and for describing something in more detail. You can also use the term ‘multi-clause sentence’ to help children understand the structure of a complex sentence.
Here is an example of a complex sentence containing a main clause and a subordinate clause:
Our car was moving quickly down the road because dad was late for work.
- Main clause: Our car was moving quickly down the road
- Subordinate clause: because dad was late for work
The main clause makes sense by itself but the subordinate clause doesn’t. It adds more information to the main clause, explaining why the car was moving quickly.
In this example, the main clause comes first in the sentence, but this isn’t always the case. The subordinate clause can appear first or at any point in a complex sentence. For example: Because dad was late for work, our car was moving quickly down the road.
Subordinate clauses can also be embedded in a complex sentence. For example: Our car, because dad was late for work, was moving quickly down the road.
How to teach types of clauses at KS2
KS2 teaching ideas
Beginning with the basics is key to making sure children understand the foundations of clause and sentence structure early.
Here are some tips on how to teach clause types at KS2:
- Begin with simple examples of one clause or main clause sentences. Relate these to real-life situations for the children to support learning.
- Once they have a firm grip of main clauses, introduce subordinate clauses. Use visual aids, such as illustrating each clause with images.
- Encourage active participation so children familiarise themselves with main and subordinate clauses and can identify them in different situations. You could laminate words and get the children to move them around on the table into main clauses and subordinate clauses.
- Use fun games, such as online interactive ones or quizzes to get children practising and taking an independent approach.
KS2 common misconceptions
One common misconception is that children may misinterpret any group of words as a main clause, even misidentifying a phrase as a clause. Making sure children know that a main clause should have a subject and a verb is key.
Children may also mistake any group of words that isn’t the main clause as a subordinate clause. Reinforcing the purpose of a subordinate clause and the need for a subordinating conjunction is important for clear understanding.
KS2 teaching resources
- Identifying the main clause and the subordinate clause - clear colour coding clause support activity.
- Cracking complex sentences - children identify clauses and then add subordinate clauses to make complex sentences.
- Clever clauses - children learn how to position subordinate clauses in different parts of sentences.
- Subordinating conjunctions word mat - a handy reference tool with a range of subordinating conjunctions for complex sentence construction.
- Clause links - clause and connectives word lists to support children as they make their own complex sentences.
How to teach types of clauses at KS3
KS3 teaching ideas
Students at KS3 need to be able to focus on identifying the role of main and subordinate clauses in sentences, how they connect to create complex sentences and how the clauses reflect deeper concepts or ideas.
Tips for teaching clause types at KS2:
- Colour coding different types of clauses in a text can help clarify understanding.
- Provide sentences with missing main or subordinate clauses and get students to complete the sentences with examples.
- Use starter activities that focus on combining main and subordinate clauses with cloze exercises or clause combination activities.
- Build sentences using different types of clauses. Model turning a main clause into a complex sentence with a subordinate clause. Students can create their own sentences. This can be used as a springboard for descriptive writing.
KS3 common misconceptions
Some students at KS3 may believe that complex sentences are superior so they need to add a subordinate clause to a main clause in all instances. Helping them understand the power of sentence variety can help with this.
Students also may think that clause order determines importance, thinking that the main clause must be at the start of a sentence. Practising sentence flexibility using different examples can help support a better understanding of sentence construction.
KS3 (and KS4) teaching resources
- Main and subordinate clauses PowerPoint - a useful clause summary with supporting exercises for whole class learning.
- Simple, compound and complex sentences - a PowerPoint that takes students through the basics with practice exercises.
- Sentence skills mat - a great reference tool for students containing a round up of clauses, sentence types and tenses to stick in books.
- Modelling a sentence structure - using food as inspiration, this resource supports students to understand clause placement and flexibility.
- Sorting out sentence structures: narrative writing - activities to help students build confidence with a range of sentences in creative writing.
