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International School, Luxembourg A.S.B.L.

Year 2 Good Things to Know


We hope you find this handbook useful, it contains information which is an extension of the Parent Handbook you will have already received. You will receive further information in the form of termly Year Group letters with in depth information on each of the subjects your child(ren) will be studying.

Learning is growing in doing, knowing and understanding.

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TABLE OF CONTENTS HOMEWORK .................................................................................................................................. 4 CORE LEARNING IN LITERACY ......................................................................................................... 5 SOME DO’S AND DON’TS WITH READING .......................................................................................... 8 CURSIVE ALPHABET ....................................................................................................................... 9 LETTER OUTLINES ....................................................................................................................... 10 FRENCH ..................................................................................................................................... 11 CORE LEARNING IN MATHEMATICS ................................................................................................ 13 PROGRESSION IN CALCULATIONS .................................................................................................. 15 FUN MATHS ACTIVITIES TO DO AT HOME ........................................................................................ 18 MATHS VOCABULARY ................................................................................................................... 21 INTERNATIONAL PRIMARY CURRICULUM TOPICS (IPC) ................................................................... 26 INTERNET SAFETY INFORMATION ................................................................................................... 27

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HOMEWORK We are often asked questions by parents about homework – its purpose and the amount. This letter will give you an introduction as to how we view homework here at St. George’s. A more detailed programme for each class will be drawn up by the individual class teachers. There is no doubt that parents who are involved in their child’s learning help them to make faster progress, to gain confidence and to achieve better results. We appreciate the support that you already give your children at home. At St. George’s we believe that the main purposes of homework are: 1) To develop our links with you, the parents 2) To help you to understand what your children are learning at school 3) To give your child the opportunity to practise what they are learning, particularly in literacy and numeracy 4) To develop self discipline and perseverance and become independent learners 5) To help your child to learn to plan the wise use of time and to develop confidence 6) To develop ‘The Homework Habit’ 7) To increase self esteem through knowing that their achievements are regarded as important by both home and school 8) To extend school learning The purpose and the amount of homework change as your child gets older. For children in Reception and Years 1 and 2 the homework could include reading, phonic practice, word games, spelling, learning number facts and reading together. The time spent on homework will be about 1 hour each week for Years 1 and 2 and 30 minutes for Reception. We would also encourage you to share other books by reading with your child for between 10 and 20 minutes a day. In Years 3 – 6 the main purpose of homework is to provide opportunities for your child to develop the skills of independent learning. By the time your child reaches Year 6 their homework will cover a range of tasks and curriculum content. In years 3 – 6 homework could include: 1) 2) 3) 4) 5)

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Regular opportunities to practise word and sentence work Finding out information Reading in preparation for lessons Regular opportunities to practise number skills French


CORE LEARNING IN LITERACY – YEAR 2 Most children learn to:

A. SPEAKING AND LISTENING SPEAKING Speak with clarity and use appropriate intonation when reading and reciting texts. Tell real and imagined stories using the conventions of familiar story language. Explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures to support communication.

LISTENING AND RESPONDING Listen to others in class, ask relevant questions and follow instructions. Listen to talk by an adult, remember some specific points and identify what they have learned. Respond to presentations by describing characters, repeating some highlight and commenting constructively.

GROUP DISCUSSION AND INTERACTION Ensure that everyone contributes, allocate tasks, and consider alternatives and reach agreement. Work effectively in groups by ensuring that each group member takes a turn challenging, supporting and moving on. Listen to each other’s views and preferences, agree the next steps to take and identify contributions by each group member.

DRAMA Adopt appropriate roles in small or large groups and consider alternative courses of action. Present part of traditional stories, their own stories or work drawn from different parts of the curriculum for members of their own class. Consider how mood and atmosphere are created in live or recorded performance.

B. READING WORD RECOGNITION: DECODING (READING) AND ENCODING (SPELLING) Read independently and with increasing fluency longer and less familiar texts. Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns. Know how to tackle unfamiliar words that are not completely decodable.

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Read and spell less common alternative graphemes including trigraphs. Read high and medium frequency words independently and automatically.

UNDERSTANDING AND INTERPRETING TEXTS Draw together ideas and information from across a whole text, using simple signposts in the text. Give some reasons why things happen or characters change. Explain organisational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points. Use syntax and context to build their store of vocabulary when reading for meaning. Explore how particular words are used, including words and expressions with similar meanings.

ENGAGING WITH AND RESPONDING TO TEXTS Read whole books on their own, choosing and justifying selections. Engage with books through exploring and enacting interpretations. Explain their reactions to texts, commenting on important aspects.

C. WRITING WORD STRUCTURE AND SPELLING Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters. Read and spell less common alternative graphemes including trigraphs.

CREATING AND SHAPING TEXTS Draw on knowledge and experience of texts in deciding and planning what and how to write. Sustain form in narrative, including use of person and time. Maintain consistency in non-narrative, including purpose and tense. Make adventurous word and language choices appropriate to the style and purpose of the text. Select from different presentational features to suit particular writing purposes on paper and on screen.

TEXT STRUCTURE AND ORGANISATION Use planning to establish clear sections for writing. Use appropriate language to make sections hang together.

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SENTENCE STRUCTURE AND PUNCTUATION Write simple and compound sentences and begin to use subordination in relation to time and reason. Compose sentences using tense consistently (present and past). Use question marks, and use commas to separate items in a list.

PRESENTATION Write legibly, using upper and lower case letters appropriately within words, and observing correct spacing within and between words. Form and use the four basic handwriting joins. Wordprocess short narrative and non-narrative texts.

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SOME DO’S AND DON’TS WITH READING DO DON’T

build confidence at every opportunity expect rapid results or constant progress – learning to read is a gradual progress

DO DON’T

give plenty of praise and encouragement criticise your child’s reading or insist that they try harder

DO DON’T

be patient insist that every word is correct – a story is spoilt by making it a word recognition contest, and getting the meaning is far more important

DO DON’T

choose a time when you can be relaxed and give individual attention try to read if you or your child is just not in the mood

DO DON’T

read books which interest your child – let them choose cover the pictures – these are vital clues for your child when reading

DO DON’T

encourage your child to guess if they are unsure of the next word make comparisons with other children’s progress and be competitive about reading – we all learn things at different rates

DO DON’T

keep the session short – stop if your child seems bored or disinterested try and sound out all the individual letters in an attempt to work out a word – not all words are built phonically and children need to blend sounds, not isolate them

DO DON’T

try and help your child guess the word by making out the initial sound always correct your child if they make sense but don’t necessarily get the word right – e.g. home for house

DO DON’T

tell your child the word if they are really struggling isolate words out of context and expect your child to know them

DO DON’T

read a book together with your child and share the story – try missing out words and see if they can fill in the gap stop reading to/with your child once you think they can read for themselves

DO DON’T

ask your child if they can point out easy words on a page, e.g. the, me discourage your child from reading books that you think are too easy

DO DON’T

encourage your child to point as they read, following each word carefully make your child anxious about reading especially if you are. It is more important that a child becomes a keen reader than learns to read at a particular age

DO

remember that learning to read is dependent on a child’s belief that they can do it

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C¶u[rã[i[¹Ö A¶l[p[h]a[¥e[t Aªa

B¶ø

Cªc

Dªd

F¶<

Gªü

H¶h

I¶i

J¶ý

K¶„

L¶l

M¶m

N¶n

Oª‹

P¶ú

Qªq

R¶r

T¶t

U¶u

V¶v

W¶w

X¶ˆ

Y¶þ

Z¶z

A¶l[l ªc]a[p[i[t]a[l ¶¯e[t[·e[rã ¶¥e]Ìi[n ¶>›om ¶t[«e ¶t]oú ¶l[i[±e. Cªa[p[i[t]a[l ¶¯e[t[·e[rã ªa[µÖ ¶n]Št ¶Ðoi[±e]d. A¶l[l ¡[m]a[l[l ¶¯e[t[·e[rã ¶¥e]Ìi[n ¶>›om ¶t[«e ¶b]Št[t]om ¶l[i[±e. T¶«e ªon[l[þ â[ˆ]¦e[p[t[i]on¡ ¶¥e]Ìi[n ªa[>·e[r ¶t[«e ¶¯e[t[·e[rã ª‹, ¶v, ¶w ªa[n]d ¶r.

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up, over, back around, up, down, flick.

up, to the top, down, half way up, right around.

up, over, back round.

up, to the top, over, back, right down, loop.

up, over, back around, up, right down, loop.

up, over, back around, up, right down, loop.

up, down, flick. (Dot after)

up, down, flick. (Dot after)

up, to the top, down, half way up, right round, down out, flick.

up, to the top, down, flick.

up, down, up, over, up, over, flick.

up, down, up, over, flick.

up, over, back all the way round, flick.

up, right down, up, right round.

up, over, back around, up, right down, flick.

up, down, back up, over, flick.

up, over, back around, round.

up, to the top, down, flick. (Cross after)

up, down, round, up, down, flick.

up, down, up, flick.

up, down, up, down, up, flick.

up, down, flick. (Cross down after)

up, down, round, up, right down, loop.

up, along, down, along

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up, over, back around, up to the top, down, flick.

up around.


FRENCH By the end of Year 6, we would expect some of our pupils to attain level C1 if they have been attending French at St Georgeâ&#x20AC;&#x2122;s from Early Years. Below is an explanation of the levels used to assess language levels: The Common European Framework (CEFR) divides learners into three broad divisions that can be divided into six levels. It describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level. Level group Level group name Level Description

A

B

C

Basic User

Independent User

Proficient User

A1

A2

B1

B2

C1

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his / her field of specialisation.

Can understand a wide range of demanding, longer texts, and recognise implicit meaning.

Can introduce him / herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.

Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.

Can deal with most situations likely to arise while travelling in an area where the language is spoken. Can produce simple connected text on topics that are familiar or of personal interest.

Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.

Can express ideas fluently and spontaneously without much obvious searching for expressions.

C2 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.

Can use language flexibly and effectively for social, academic and professional purposes.

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Level Description

A1

A2

B1

B2

C1

C2

Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Can produce clear, wellstructured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

SUPPORTING THE FRENCH LEARNER OUTSIDE OF SCHOOL Language Camps: www.languages.lu/language-camps/ Tutoring: www.languages.lu/school-tutoring/ Tutoring: www.mastercraft.lu/en/soutien_scolaire.html Sports and Languages: www.inlingua.lu/?q=en/node/136 After-school: www.inlingua.lu/?q=en/node/135 Little Gym: www.thelittlegym.eu/lu-fr

SUPPORTING THE EAL LEARNER OUTSIDE OF SCHOOL Little Gym: www.thelittlegym.eu/lu-en Ceramics School: www.ceramics.lu/index.htm British Guides in Luxembourg: www.bglux.eu Telstar Scout Group: www.telstar.lu Newsround: www.bbc.co.uk/newsround Online Talking Stories: http://resources.woodlands-junior.kent.sch.uk/interactive/onlinestory.htm British Council: http://learnenglishkids.britishcouncil.org/en/

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CORE LEARNING IN MATHEMATICS â&#x20AC;&#x201C; YEAR 2 * Key objectives are in bold. Most children learn to:

USING AND APPLYING MATHEMATICS Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence; identify and record the information or calculation needed to solve a puzzle or problem; carry out the steps or calculations and check the solution in the context of the problem. Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting, organising and presenting information in lists, tables and simple diagrams. Describe patterns and relationships involving numbers or shapes; make predictions and test these with examples. Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences.

COUNTING AND UNDERSTANDING NUMBER Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers. Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of 10 and 1. Order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs. Estimate a number of objects; round two-digit numbers to the nearest 10. Find one half, one quarter and three quarters of shapes and sets of objects.

KNOWING AND USING NUMBER FACTS Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100. Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves. Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10. Use knowledge of number facts and operations to estimate and check answers to calculations.

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CALCULATING Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers. Understand that subtraction is the inverse of addition and vice versa; use this to derive and record related addition and subtraction number sentences. Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculations with remainders. Use the symbols +, –, ×, ÷ and = to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence (e.g. □ ÷ 2 = 6, 30 – □ = 24).

UNDERSTANDING SHAPE Visualise common 2-D shapes and 3-D solids; identify shapes from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their properties. Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes. Follow and give instructions involving position, direction and movement. Recognise and use whole, half and quarter turns, both clockwise and anticlockwise; know that a right angle represents a quarter turn.

MEASURING Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments. Read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre. Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hour.

HANDLING DATA Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data. Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including ‘not’.

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PROGRESSION IN CALCULATIONS PREVIOUS LEARNING IN NUMERACY To be successful in learning children should be able to; count reliably forwards and backward; recognise individual numerals; know what each numeral represents; know that numerals combine to make numbers; have some understanding of the concept of zero.

GENERAL PROGRESSION IN NUMERACY Develop use of picture and mixture of words and symbols to represent numerical activities. Use standard symbols and conventions (0 – 9, +, - , x, ÷, =).

ADDITION They will already have: Made a record in pictures, words or symbols of addition activities they have already carried out. Constructed number sentences to go with the practical activities Related addition to counting on Used games and songs to develop vocabulary Stages Record simple additions in a number sentence using + and = Know that addition can be done in any order Introduction of empty number lines Count on from the most significant number

Continue to use practical apparatus and visual aids to support the recording of calculations Begin to partition and recombine (seeing 12 + 15 as 10 + 10 and 2 + 5 then 20 + 7 as 27) Use informal jottings with larger numbers (the empty number line) e.g. 42 + 17

+7

+ 10

42

52

59

Develop paper and pencil methods for addition which can be done mentally 35 + 52  30 + 50 = 80; 2 + 7 = 9  89

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SUBTRACTION They will already have Made a record in pictures, words or symbols of subtraction activities they have already carried out Constructed number sentences to go with the practical activities Related subtraction to taking away and counting how many objects are left Used games and songs to develop vocabulary Stages Use words and visual aids to record calculations Record simple mental subtractions in a number sentence using – and = Develop use of vocabulary (difference, take away, etc) Use jottings to support mental subtractions (empty number line) e.g. 34 – 27 –3 7

–4 10

–10 14

–10 24

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Begin to use number lines when counting on to find the difference.

Begin to record subtraction by partitioning: E.g. 74 – 27  74 – 20 – 7  54 – 7 = 47 Or 74 – 27  70 + 4 – 20 – 7  60 + 14 – 20 – 7  40 + 7 = 47

MULTIPLICATION They will already have: Used real life contexts and practical equipment to count in repeated groups of the same size Counted in twos Counted in fives Counted in tens Stages Draw pictures to show equal sets 3 sets of 4 make 12

Identify patterns of 2s, 5s, and 10s on a hundred square Solve practical problems that combine groups of 2s, 5s and 10s.

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Develop use of vocabulary for multiplication (x symbol, groups of, lots of, etc) Count confidently in steps of 2s, 5s and 10s Recall multiplication facts for 2, 5, and 10 Begin to count in steps of 3 and 4 – use empty number lines or 100 squares as visual reminders Make arrays practically Draw on squared paper Use x and = to record mental calculations e g 3 x 2 = 6

DIVISION They will already have Shared objects into equal groups Used related vocabulary Stages Draw pictures to show sharing and grouping Solve practical problems involving sharing groups of 2, 5 and 10

Develop use of vocabulary (share, ÷, etc) Recall division facts for 2, 5 and 10 Perform practical tasks, sharing equally 9 ÷, 3, how many 3s in 9

Use ÷ and = to record number calculations Use a number line to illustrate groupings

0

2

4

6

8

Begin to solve practical problems involving remainders

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FUN MATHS ACTIVITIES TO DO AT HOME NUMBER FACTS You need a 1-6 dice. Take turns. Roll the dice. See how quickly you can say the number to add to the number on the dice to make 10, e.g. 4 + 6. If you are right, you score a point. The first to get 10 points wins. You can extend this activity by making two numbers add up to 20, or 50.

HOW HEAVY? You will need some kitchen scales that weigh things in kilograms. Ask your child to find something that weighs close to 1 kilogram. Can he/she find something that weighs exactly 1 kilogram? Find some things that weigh about half a kilogram.

OUT AND ABOUT During the week, look outside for ‘thirties’ numbers, such as 34 or 38, on house doors, number plates, bus stops, etc. How many can you spot? What is the biggest one you can find? Next week, look for ‘fifties’ number, or ‘sixties’,...

HOW MUCH? Once a week, tip out the small change from a purse. Count it up with your child.

CAR NUMBERS Each person chooses a target number, e.g. 15 How many car numbers can you spot with 3 digits adding up to your target number, e.g. HL 3517 So 3 + 5 + 7 = 15, bingo!

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BEAN SUBTRACTION For this game you need a dice and some dried beans or buttons. Start with a pile of beans in the middle. Count them. Throw a dice. Say how many beans will be left if you subtract that number. Then take the beans away and check if you were right! Keep playing. The person to take the last bean wins!

SPEEDY PAIRS TO 10 Make a set of 12 cards showing the numbers 0 to 10, but with two 5s. If you wish, you could use playing cards. Shuffle the cards and give them to your child. Time how long it takes to find all the pairs to 10 Repeat later in the week. See if your child can beat his / her time.

GUESS MY SHAPE Think of a 2D shape (triangle, circle, rectangle, square, pentagon or hexagon). Ask your child to ask questions to try to guess what it is. You can only answer Yes or No. For example, your child could ask: Does it have 3 sides? Or:

Are the sides straight? See if he can guess your shape using fewer than five questions? Now ask them to choose a shape so you can ask questions.

BOARD GAMES Make a board like this. The numbers are arranged differently from usual, but the games will still work if you use a snakes and ladders board. Roll a dice twice. Add the two numbers. Move along that number of spaces. Before you move, you must work out what number you will land on. If you are wrong, you donâ&#x20AC;&#x2122;t move! The first to the end of the board wins. For a change, you could roll the dice and move backwards. Or you could roll the dice once, then move the number that goes with your dice number to make 10, e.g. throw a 3 or move 7.

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SHOPPING MATHS After you have been shopping, choose 6 different items each costing less than â&#x201A;Ź1. Make a price label for each one, e.g. 39 cents, 78 cents. Shuffle the labels. Then ask your child to do one or more of these: Place the labels in order, starting with the lowest. Say what price is an odd number and which is an even number Add 9 cents to each price in their head. Take 20 cents from each price in their head. Say what coins to use to pay exactly for each item. Choose any two of the items, and find their total cost. Work out the change from â&#x201A;Ź1 for each item.

STRAIGHT LINES Choose 4 different lengths between 5 and 20 centimetres. Use a ruler marked in centimetres. Draw lines of each length.

CIRCLE TRIOS Draw four circles each on a piece of paper. Write four numbers between 3 and 18, on each circle. Take turns to roll a dice three times and add the three numbers. If the total is one of the numbers in your circles then may cross it out. The first to cross out all four circles wins.

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This is the Maths vocabulary that your child will be exposed to this year. We don’t expect you to teach it to them, but would like you to be aware of the words that will be used in case your child would like help or reassurance in their understanding. If English is not their first language, it will enable you to be aware of the vocabulary they are learning. * Words new to Year 2 are in red. equal to

NUMBERS AND THE NUMBERING SYSTEM COUNTING, PROPERTIES OF NUMBERS AND NUMBER SEQUENCES number zero, one, two, three... to twenty and beyond zero, ten, twenty... one hundred zero, one hundred, two hundred... one thousand none how many...? count, count (up) to count on (from, to) count back (from, to) count in ones, twos, threes, fours, fives... count in tens more, less, many, few tally odd, even every other how many times? multiple of sequence continue predict pattern, pair, rule

PLACE VALUE AND ORDERING units, ones tens, hundreds digit one-, two- or three-digit number ‘teens’ number place, place value stands for, represents exchange the same number as, as many as

Of two objects/amounts: greater, more, larger, bigger less, fewer, smaller

Of three objects/amounts: greatest, most, biggest, largest least, fewest, smallest one more, ten more one less, ten less compare order size first, second, third... tenth... twentieth twenty-first, twenty-second... last, last but one before, after next between, half way between above, below

ESTIMATING guess how many, estimate nearly, roughly, close to about the same as just over, just under exact, exactly too many, too few, enough, not enough round, nearest, round to the nearest ten

FRACTIONS part, equal parts fraction one whole one half, two halves one quarter, two... three... four quarters

CALCULATIONS ADDITION AND SUBTRACTION +, add, addition, more, plus 21


make, sum, total altogether score double, near double one more, two more... ten more... one hundred more how many more to make...? how many more is... than...? how much more is? -, subtract, subtraction, take (away), minus leave, how many are left/left over? one less, two less... ten less... one hundred less how many fewer is... than...? how much less is...? difference between half, halve =, equals, sign, is the same as tens boundary

what could we try next? how did you work it out? number sentence sign, operation, symbol

MULTIPLICATION AND DIVISION

ORGANISING AND USING DATA

lots of, groups of x, times, multiply, multiplied by multiple of once, twice, three times.. ten times... times as (big, long, wide... and so on) repeated addition array row, column double, halve share, share equally one each, two each, three each group in pairs, threes... tens equal groups of ÷, divide, divided by, divided into left, left over

count, tally, sort, vote graph, block graph, pictogram represent group, set same, different list, table label, title most popular, most common least popular, least common

SOLVING PROBLEMS MAKING DECISIONS AND REASONING pattern, puzzle calculate, calculation mental calculation jotting answer right, correct, wrong

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MONEY money coin penny, pence, pound (£), cent, euro (€) price, cost buy, bought, sell, sold spend, spent pay change dear, costs more cheap, costs less, cheaper costs the same as how much...? how many...? total

MEASURES, SHAPE AND SPACE MEASURES (GENERAL) measure size compare measuring scale guess, estimate enough, not enough too much, too little too many, too few nearly, roughly, about, close to, about the same as just over, just under

LENGTH


length, width, height, depth long, short, tall, high, low wide, narrow, deep, shallow, thick, thin longer, shorter, taller, higher... and so on longest, shortest, tallest, highest... and so on far, further, furthest, near, close metre (m), centimetre (cm) ruler, metre stick, tape measure

MASS weight, weighs, balances heavy/light, heavier/lighter, heaviest/lightest kilogram (kg), half-kilogram, gram (g) balance, scales, weight

CAPACITY capacity full, half full empty holds, contains litre (l), half-litre, millilitre (ml) container

TIME time

days of the week: Monday, Tuesday... months of the year: January, February... seasons: spring, autumn, summer, winter day, week, fortnight, month, year weekend, birthday, holiday morning, afternoon, evening, night, midnight bedtime, dinnertime, playtime today, yesterday, tomorrow before, after next, last now, soon, early, late quick, quicker, quickest, quickly fast, faster, fastest slow, slower, slowest, slowly old, older, oldest new, newer, newest takes longer, takes less time how long ago? how long will it be to...? how long will it take to...? hour, minute, second oâ&#x20AC;&#x2122;clock, half past, quarter to, quarter past

clock, watch, hands digital/analogue clock/watch, timer how often? always, never, often, sometimes, usually once, twice

SHAPE AND SPACE shape, pattern flat, curved, straight round hollow, solid corner point, pointed face, side, edge, end sort make, build, draw surface

3D SHAPES cube cuboid pyramid sphere cone cylinder

2D SHAPES circle, circular triangle, triangular square rectangle, rectangular star pentagon hexagon octagon

PATTERNS AND SYMMETRY size bigger, larger, smaller symmetrical line of symmetry fold match mirror line, reflection pattern repeating pattern

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POSITION, DIRECTION AND MOVEMENT position over, under, underneath above, below top, bottom, side on, in outside, inside around in front, behind front, back before, after beside, next to opposite apart between middle, edge centre corner direction journey, route left, right up, down higher, lower forwards, backwards, sideways across close, far, near along through to, from, towards, away from clockwise, anti-clockwise movement slide roll turn, whole turn, half turn, quarter turn right angle straight line stretch, bend

INSTRUCTIONS listen join in say recite think imagine remember

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start from start with start at look at point to show me put, place fit arrange, rearrange change, change over split separate carry on, continue repeat what comes next? predict describe the pattern describe the rule find, find all, find different investigate choose decide collect use make build tell me describe name pick out discuss talk about explain explain your method explain how you got your answer give an example of... show how you... read write record write in figures present represent trace copy complete finish, end


fill in shade, colour label tick, cross draw draw a line between join (up) ring arrow cost, count, tally calculate check work out solve

GENERAL same/different missing number(s)

number facts number pairs number bonds number line, number track number square, hundred square number cards number grid abacus counters, cubes, blocks, rods die, dice dominoes pegs, peg board geo strips same way, different way best way, another way in order, in a different order not all, every, each

25


INTERNATIONAL PRIMARY CURRICULUM TOPICS (IPC TOPICS) TERM 1 IPC Topic

Corresponding Science Topic

Our World

Plants in the local Environment

Our World

Variation

TERM 2 IPC Topic

Corresponding Science Topic

Buildings

Grouping and Changing Materials

Buildings

Using Electricity

TERM 3 IPC Topic

Corresponding Science Topic

The Places People Go

Forces and Movement

The Places People Go

Health and Growth

26


Keep safe by being careful not to give out personal information either to people you are chatting with online or by posting it online where other people can see it.

Meeting someone you have only been in touch with online can be dangerous. Only do so with your parents’ or carers’ permission and even then only when they can be present.

Accepting emails, IM messages, or opening files, pictures or texts from people you don’t know or trust can lead to problems – they may contain viruses or nasty messages!

Someone online might lie about who they are, and information on the internet may not be reliable. Check information or advice with other websites, books, or someone who knows.

Tell your parent, carer or a trusted adult if someone or something makes you feel uncomfortable or worried, or if you or someone you know is being bullied online.

S

M

A

R

T

• Make sure your children know the SMART rules. Childnet’s SMART rules have been written especially for young people to remind them how to be careful online.

• Make use of available filtering and monitoring software. These can help to block inappropriate material but remember they are not 100% effective and are no substitute for adult involvement and supervision. For more advice see: www.getnetwise.org

• Encourage children to talk to someone they trust if they feel worried or upset by something that happens online.

• Bookmark your family’s favourite websites. Add www.ceop.police.uk to your favourites if you ever need to report online abuse to the police.

• Create a family email address for registering online.

• Agree rules as a family about not disclosing personal information – such as your full name, email address, phone number, home address, photos or school name – time spent online, and contacting people via the internet.

• Get involved in your children’s internet use. Discussing the opportunities and risks with children involves helping them to see for themselves how they might get into and out of difficulty.

WHAT YOU CAN DO RIGHT NOW

The Internet Watch Foundation website is the UK’s hotline for reporting illegal online content. It deals specifically with child abuse images hosted worldwide and criminally obscene and incitement to racial hatred content hosted in the UK. www.iwf.org.uk

Childnet International © 2002-2011 Registered charity no. 1080173 www.childnet.com

This guide has been written and produced by children’s charity Childnet International.

Childnet forms part of the UK Safer Internet Centre in partnership with the SWGfL and the IWF. www.saferinternet.org.uk

The Child Exploitation and Online Protection (CEOP) Centre’s website houses a range of information on how to stay safe online. It includes a link that enables parents and young people to make reports of actual or attempted abuse online which the police will investigate. www.ceop.police.uk

Childnet’s Sorted website is a resource produced entirely by young people for young people and adults on the issues of internet security. It gives important information and advice on how to protect computers from the dangers of viruses, phishing scams, spyware and Trojans. www.childnet.com/sorted

Childnet’s Digizen website provides information about using social network sites and social media sites creatively and safely, it shares advice and guidance on preventing and responding to cyberbullying. www.digizen.org

Childnet’s award winning suite of Know IT All resources have been designed to help educate parents, teachers and young people about safe and positive use of the internet. You can access the suite of resources for free at www.childnet.com/kia

Childnet runs a special parents’ seminar which can be held in your school and there is further advice for parents on Childnet’s KidSMART website at www.kidsmart.org.uk/parents

The Childnet International website gives internet safety advice, resources and links for young people, parents, teachers, and other organisations. Childnet’s Chatdanger website, accessible from here, gives information and advice about how to keep safe while chatting online. www.childnet.com

FURTHER ADVICE AND RESOURCES

... AN INTERNET SAFETY GUIDE FOR PARENTS AND CARERS

www.childnet.com/kia

KEEPING UP WITH CHILDREN ON THE INTERNET


THE INTERNET – ALWAYS CHANGING

Encourage your children to keep their personal information private, learn how to block pop-ups and spam emails, and use a family email address when filling in online forms.

Young people’s privacy can be invaded by aggressive advertising and marketing schemes.

COMMERCIALISM

There can be legal consequences for copying copyrighted content. Young people need to be aware that plagiarising content and downloading copyrighted material without the author’s permission is illegal.

Inappropriate material is available to children online. Consider using filtering software and agree ground rules about what services you are happy for your children to use. Give them strategies for dealing with any content they are not comfortable with – such as turning off the computer screen and telling an adult they trust.

CONTENT

Children may be at risk because of their own and others’ online behaviour, such as the personal information they make public. They may also become either perpetrators or targets of cyberbullying (the use of information and communication technologies to deliberately upset someone else).

CONDUCT

Potential contact from someone online who may wish to bully or abuse them. It is important for children to remember that online contacts may not be who they say they are. Children must keep personal details private and agree not to meet unsupervised with anyone they have only contacted via the internet. It’s important that you discuss with your child who they can report inappropriate conversations, messages and behaviours to and how.

CONTACT

The risks for children when using the internet and mobile phones include inappropriate:

WHAT ARE THE RISKS?

This Childnet Know IT All guide will help you to understand online safety issues and give you practical advice as you talk to your children so they can get the most out of the internet and use it positively and safely.

Many children may have better technical skills than you; however they still need advice and protection when using internet and mobile technologies.

Keeping up to date with children’s use of technology is challenging for many adults. It can be hard to supervise what young people are viewing and creating online, who they are chatting to and texting, and what they are downloading.

CYBERBULLYING

IS IT LEGAL? People who download or upload copyrighted material online without the author’s permission are breaking the law. You can legally download by going to websites where this permission to share files has been given.

WHAT IS PEER-2-PEER (P2P)? A file-sharing network enables people to exchange photos, videos, music, software and games directly between computers, by downloading P2P software.

DOWNLOADING, P2P AND FILE-SHARING

For further information on social networking safety visit: www.childnet.com/downloads/blog_safety.pdf

WHAT CAN YOU DO? Learn from and teach children how to use these applications responsibly. Check the privacy settings available and encourage children to make their profiles accessible only to people known offline. Encourage young people to keep their personal information to a minimum and to think very carefully before including a personal photograph of themselves or their friends in their profile. Photos online can easily be copied, changed and used elsewhere, and can potentially stay online forever.

WHAT ARE THE RISKS? Personal information and contact details can be contained in a profile or could be disclosed during online conversations. Such information can lead to children and their social network receiving unwanted contact from inappropriate people. Children can also post comments or images of themselves or others online, which may compromise their or their friends’ safety or be used as a means to bully others.

SOCIAL NETWORKING

Social networking services or blogs are places online where young people can create personalised web-pages in order to express themselves and share ideas and opinions with others. These services enable them to meet and socialise online by linking to other people and therefore create an environment for the whole of their social network to easily exchange information and chat.

New technologies provide an apparently anonymous method by which bullies can torment their victims at any time of the day or night. While the bullying may not be physical, the victim may receive an email, chat or text messages or be the target of unfavourable websites or social networking profiles that make them feel embarrassed, upset, depressed or afraid. This can damage their self-esteem and pose a threat to their psychological well-being. For more advice on preventing and responding to cyberbullying see: www.digizen.org

For more advice on online gaming and how to stay safe visit www.childnet.com/downloads/Online-gaming.pdf

GAMES CONSOLES AND HANDHELD GAMING DEVICES Home entertainment consoles such as the Playstation, Wii and Xbox are capable of connecting to the internet as are handheld games consoles like the DSi and Playstation Portable.

For more advice visit: www.chatdanger.com/mobiles

It is very important to encourage your children not to give out their mobile numbers to strangers either online or in real life and help them to use their mobile safely and responsibly.

MOBILE PHONES Whilst mobile devices offer opportunities in terms of communication, interaction and entertainment, children can be at risk of accessing and distributing inappropriate content and images and talking to strangers away from parental supervision. Children can receive abusive text messages, be vulnerable to commercial mobile phone pressures and run up large phone bills.

The internet can be accessed through mobile phones, handheld gaming devices and gaming consoles as well as other devices like the iPod Touch and iPad. Internet safety issues apply to these interactive technologies.

ACCESSING THE INTERNET ON OTHER DEVICES

For further information visit: www.childnet.com/downloading

WHAT ARE THE PRIVACY AND SECURITY RISKS? Your computer is at risk from spyware, viruses and other invasive programmes if you are sharing files on non-regulated sites. Protect your computer and personal files by visiting reputable sites and by installing a firewall and anti-virus software.

WHAT ABOUT INAPPROPRIATE CONTENT AND CONTACT? File sharing networks are the least regulated part of the internet. They can contain pornography and inappropriate content, often in files with misleading names. Direct children to legal downloading sites to reduce this risk.


St Georgeâ&#x20AC;&#x2122;s International School, Luxembourg

11, rue des Peupliers L-2328 Luxembourg tel: +352 42 32 24 fax: +352 42 32 34 www.st-georges.lu

A.S.B.L

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