International School, Luxembourg A.S.B.L.
Year 3 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.
TABLE OF CONTENTS HOMEWORK .................................................................................................................................. 5 CORE LEARNING IN LITERACY ......................................................................................................... 6 SOME DO’S AND DON’TS WITH READING .......................................................................................... 9 CURSIVE ALPHABET ..................................................................................................................... 10 LETTER OUTLINES ....................................................................................................................... 11 SPELLING OBJECTIVES ................................................................................................................. 12 DIFFICULTIES WITH SPELLING ...................................................................................................... 13 FRENCH ..................................................................................................................................... 14 CORE LEARNING IN MATHEMATICS ................................................................................................ 16 FUN MATHS ACTIVITIES TO DO AT HOME ........................................................................................ 18 MATHS VOCABULARY ................................................................................................................... 21 INTERNATIONAL PRIMARY CURRICULUM TOPICS (IPC) .................................................................. 26 INTERNET SAFETY INFORMATION ................................................................................................... 27
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) 6)
Regular opportunities to practise word and sentence work Finding out information Reading in preparation for lessons Regular opportunities to practise number skills French or EAL Speaking and recital skills
CORE LEARNING IN LITERACY – YEAR 3 Most children learnt to:
A. SPEAKING AND LISTENING SPEAKING Choose and prepare poems or stories for performance, identifying appropriate expression, tone, volume and use of voices and other sounds. Explain process or present information, ensuring that items are clearly sequenced, relevant details are included and accounts are ended effectively. Sustain conversation, explain or give reasons for their views or choices. Develop and use specific vocabulary in different contexts.
LISTENING AND RESPONDING Follow up others’ points and show whether they agree or disagree in whole-class discussion. Identify the presentational features used to communicate the main points in a broadcast. Identify key sections of an informative broadcast, noting how the language used signals changes or transitions in focus.
GROUP DISCUSSION AND INTERACTION Use talk to organise roles and action. Actively include and respond to all members of the group. Use the language of possibility to investigate and reflect on feelings, behaviour or relationships.
DRAMA Present events and characters through dialogue to engage the interest of an audience. Use some drama strategies to explore stories or issues. Identify and discuss qualities of others’ performances, including gesture, action and costume.
B. READING WORD RECOGNITION: DECODING (READING) AND ENCODING (SPELLING) Note Year 3 is a significant year for moving the emphasis on teaching from word recognition to language comprehension. The Rose Report: Independent review of the teaching of early reading (2006) makes clear that the two dimensions of reading – word recognition processes and language comprehension processes – are both necessary to achieve fluent reading. However, the balance between word recognition and language comprehension should change as children acquire secure and automatic
decoding skills. For this reason, there is no content provided for strand 5 after Year 2 and the heading itself is removed after this reference for Year 3. Children working significantly above or below age-related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group, and where this is not the case should be enabled to reach age-related expectations as quickly as possible. Some newly arrived learners of EAL may need to undertake time limited work based on objectives for decoding/encoding in addition to overall language development work.
UNDERSTANDING AND INTERPRETING TEXTS Identify and make notes of the main points of section(s) of text. Infer characters’ feelings in fiction and consequences in logical explanations. Identify how different texts are organised, including reference texts, magazines and leaflets, on paper and on screen. Use syntax, context and word structure to build their store of vocabulary as they read for meaning. Explore how different texts appeal to readers using varied sentence structures and descriptive language.
ENGAGING WITH AND RESPONDING TO TEXTS Share and compare reasons for reading preferences, extending the range of books read. Empathise with characters and debate moral dilemmas portrayed in texts. Identify features that writers use to provoke readers’ reactions.
C. WRITING WORD STRUCTURE AND SPELLING Spell high and medium frequency words. Recognise a range of prefixes and suffixes, understanding how they modify meaning and spelling, and how they assist in decoding long complex words. Spell unfamiliar words using known conventions including grapheme–phoneme correspondences and morphological rules.
CREATING AND SHAPING TEXTS Make decisions about form and purpose, identify success criteria and use them to evaluate their writing. Use beginning, middle and end to write narratives in which events are sequenced logically and conflicts resolved. Write non-narrative texts using structures of different text-types.
Select and use a range of technical and descriptive vocabulary. Use layout, format, graphics and illustrations for different purposes.
TEXT STRUCTURE AND ORGANISATION Signal sequence, place and time to give coherence. Group related material into paragraphs.
SENTENCE STRUCTURE AND PUNCTUATION Show relationships of time, reason and cause through subordination and connectives. Compose sentences using adjectives, verbs and nouns for precision, clarity and impact. Clarify meaning through the use of exclamation marks and speech marks.
PRESENTATION Write with consistency in the size and proportion of letters and spacing within and between words, using the correct formation of handwriting joins. Develop accuracy and speed when using keyboard skills to type, edit and redraft.
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
give plenty of praise and encouragement criticise your child’s reading or insist that they try harder
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
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
read books which interest your child – let them choose cover the pictures – these are vital clues for your child when reading
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
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
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
tell your child the word if they are really struggling isolate words out of context and expect your child to know them
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
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
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
remember that learning to read is dependent on a child’s belief that they can do it
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SPELLING OBJECTIVES - YEAR 3 How the spelling of verbs alter when ing is added To investigate and learn to use the spelling pattern le as in little, muddle, bottle, scramble, cradle. To recognise and spell common prefixes and how these influence word meaning, e.g. un, de, dis, re, pre. To use their knowledge of prefixes to generate new words from root words, especially antonyms; happy/unhappy, appear/disappear. How words change when er and est are added. How words change when y is added, To investigate and identify basic rules for changing the spelling of nouns when s is added, To investigate, spell and read words with silent letters, e.g. knee, gnat, wrinkle. To recognise and generate compound words, e.g. playground, airport, shoelace, underneath; and to use this knowledge to support their spelling. To recognise and spell common suffixes and how these influence word meanings, e.g. ly, ful, less. To use their knowledge of suffixes and to generate new words from root words, e.g. proud/proudly, hope/hopeful/hopeless. To use the apostrophe to spell shortened forms of words, e.g. don’t, can’t. Identify short words within long words as an aid to spelling. To recognise and spell the prefixes mis, non, ex, co, anti. To use their knowledge of these prefixes to generate new words from root words, e.g. lead/mislead, sense/nonsense, and to understand how they give clues to meaning, e.g. extend, export, explode, mislead, mistake, misplace. To use the apostrophe to spell further contracted forms of words, e.g. couldn’t. To explore homonyms which have the same spelling but multiple meanings and explain how the meanings can be distinguished in context, e.g. form (shape or document), wave (gesture, shape or motion).
Say is as it is written
Find the roots and build them up
Find out where the word comes from.
dis + appear
Knif was the Viking word for knife. Many Viking words began with kn.
Say the word clearly. Sound it out syllable by syllable Yes – ter – day
Say each syllable even if it sounds funny
Wed – nes – day
Ways to help
Make up Funnies
Necessary has one collar and two socks.
Spell the word out loud, letter by letter, as you write it down.
Because = Big
Elephants Can Always Use Some Energy.
with difficult spellings Hang spelling lists Take a mental photograph of the word
Look for words with words
Together = To get her Friend = I will be your friend to the end
loo doors Use the Computer
Remember the way it feels to type the word. Practice writing with graphic programmes
Get the feel of the word.
Rub out chalk writing with your index
Write with your finger in the air or chalk in big letter on the board. 13
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€™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
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. Can use language flexibly and effectively for social, academic and professional purposes.
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 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/
CORE LEARNING IN MATHEMATICS â€“ YEAR 3 * Key objectives are in bold. Most children learnt to:
USING AND APPLYING MATHEMATICS Solve one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations. Represent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using ÂŁ.p notation or units of measure. Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information. Identify patterns and relationships involving numbers or shapes, and use these to solve problems. Describe and explain methods, choices and solutions to puzzles and problems, orally and in writing, using pictures and diagrams.
COUNTING AND UNDERSTANDING NUMBER Read, write and order whole numbers to at least 1000 and position them on a number line; count on from and back to zero in single-digit steps or multiples of 10. Partition three-digit numbers into multiples of 100, 10 and 1 in different ways. Round two-digit or three-digit numbers to the nearest 10 or 100 and give estimates for their sums and differences. Read and write proper fractions (e.g. 3/7, 9/10), interpreting the denominator as the parts of a whole and the numerator as the number of parts; identify and estimate fractions of shapes; use diagrams to compare fractions and establish equivalents.
KNOWING AND USING NUMBER FACTS Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100. Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000. Use knowledge of number operations and corresponding inverses, including doubling and halving, to estimate and check calculations.
CALCULATING Add or subtract mentally combinations of one-digit and two-digit numbers.
Develop and use written methods to record, support or explain addition and subtraction of two-digit and three-digit numbers. Multiply one-digit and two-digit numbers by 10 or 100, and describe the effect. Use practical and informal written methods to multiply and divide two-digit numbers (e.g. 13 Ă— 3, 50 Ăˇ 4); round remainders up or down, depending on the context. Understand that division is the inverse of multiplication and vice versa; use this to derive and record related multiplication and division number sentences. Find unit fractions of numbers and quantities (e.g. 1/2, 1/3, 1/4 and 1/6 of 12 litres).
UNDERSTANDING SHAPE Relate 2-D shapes and 3-D solids to drawings of them; describe, visualise, classify, draw and make the shapes. Draw and complete shapes with reflective symmetry; draw the reflection of a shape in a mirror line along one side. Read and record the vocabulary of position, direction and movement, using the four compass directions to describe movement about a grid. Use a set-square to draw right angles and to identify right angles in 2-D shapes; compare angles with a right angle; recognise that a straight line is equivalent to two right angles.
MEASURING Know the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres; choose and use appropriate units to estimate, measure and record measurements. Read, to the nearest division and half-division, scales that are numbered or partially numbered; use the information to measure and draw to a suitable degree of accuracy. Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock; calculate time intervals and find start or end times for a given time interval.
HANDLING DATA Answer a question by collecting, organising and interpreting data; use tally charts, frequency tables, pictograms and bar charts to represent results and illustrate observations; use ICT to create a simple bar chart. Use Venn diagrams or Carroll diagrams to sort data and objects using more than one criterion.
FUN MATHS ACTIVITIES TO DO AT HOME NUMBER GAMES Roll two dice. Make two-digit numbers, e.g. if you roll a 6 and 4, this could be 64 or 46. If you havenâ€™t got two dice, roll one dice twice. Ask your child to do one or more of the activities below. Count on or back from each number in tens. Add 19 to each number in their head. (A quick way is to add 20 then take away 1.) Subtract 9 from each number. (A quick way us to take away 10 then add back 1.) Double each number.
CAN YOU TELL THE TIME? Whenever possible, ask your child to tell you the time to the nearest 5 minutes. Use a clock with hands as well as a digital watch or clock. Also ask: What time will it be one hour from now? What time was it one hour ago? Time your child doing various tasks, e.g.: Getting ready for school; Tidying a bedroom; Saying the 5 times, 10 times or 2 times table. Ask your child to guess in advance how long they think an activity will take. Can they beat their time when they repeat it?
FRACTIONS Use 12 buttons, or paper clips or dried beans, or ... Ask your child to find half of the 12 things. Now find one quarter of the same group. Find one third of the whole group. Repeat with other numbers.
CUPBOARD MATHS Ask your child to look at the weights printed on jars, tins and packets in the food cupboard, e.g. Choose six items. Ask your child to put them in order. Is the largest item the heaviest?
ORDER, ORDER! Each of you should draw 6 circles in a row. Take turns. Roll two dice and make a two-digit number (see Number Games). Write the number in one of your circles. Once the number is written in a circle you cannot change it! The first to get all six of their circle numbers in order wins!
MAKE 20 For this game you need to write out numbers 0 to 20 on a piece of paper, Make them big enough to put counters or coins on. Take turns. Roll a dice. Put a coin on the number that goes with the dice number to make 20, e.g. throw a ‘4’ and put a coin on 16. If someone else’s counter is there already, replace it with yours! The first person to have counters on 6 different numbers wins. Now roll two dice, add the numbers together and look for a number to make 20. The first with coins on 10 different numbers wins.
BOARD GAMES For these games you need to sketch a board like this. Notice how the numbers arranged. Start at 1. Toss a coin. If it lands heads, move 1 place along. If it lands tails, add 10, saying the total correctly before moving. First person to reach the bottom row wins. Start anywhere on the board. Roll a dice. Even numbers move you forwards, odd numbers move backwards. If you land on a multiple of five, you can move either 10 forwards or 10 backwards. The first person to reach either the top or bottom of the board wins.
UP AND DOWN THE SCALES Guess with your child the weights of people in your home. Then weigh them (if they agree!). Help your child to read the scales. Record each weight, then write all the weights in order. Repeat after two weeks. What, if any, is the difference in the weights?
BEAN RACE You need two dice and a pile of dried beans. Take turns to roll the two dice. Multiply the two numbers and call out the answer. If you are right, you win a bean. The first to get 10 beans wins.
BINGO! One person has the 2x table and the other has the 5x table. Write six numbers in that table on your piece of paper, e.g. 4
Roll one or two dice. If you choose to roll two dice, add the numbers, e.g. roll two dice, get 3 and 4, add these to make 7. Multiply that number by 2 or by 5 (that is by your table number, e.g. 7 x 2 or 7 x 5) If the answer is on your paper, cross it out. The first to cross out all six of their numbers wins.
GUESS MY NUMBER Choose car number you can see e.g. 592. BT 5925 Add 10 to the number in your head. Say the answer aloud. Can your child guess which car you were looking at? If so she/he can have a turn next.
SECRET SUMS Ask your child to say a number, e.g. 43. Secretly do something to it (e.g. add 30). Say the answer, e.g. 73. The child then says another number to you, e.g. 61. Do the same to that number and say the answer. The child has to guess what you are doing to the number each time! Then they can have a turn at secretly adding or subtracting something to each number that you say to them.
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 3 are in red. equal to
NUMBERS AND THE NUMBERING
Of two objects/amounts:
SYSTEM COUNTING, PROPERTIES OF NUMBERS AND NUMBER SEQUENCES
Of three objects/amounts:
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, hundreds more, less, many, few tally odd, even every other how many times? multiple of sequence continue predict pattern, pair, rule relationship
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
greater, more, larger, bigger less, fewer, smaller greatest, most, biggest, largest least, fewest, smallest one more, ten more, one hundred more one less, ten less, one hundred 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 approximate, approximately about the same as just over, just under exact, exactly too many, too few, enough, not enough round (up or down) nearest, round to the nearest ten
FRACTIONS part, equal parts fraction one whole one half, two halves one quarter, two... three... four quarters one third, two thirds, three thirds one tenth
CALCULATIONS ADDITION AND SUBTRACTION +, add, addition, more, plus 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, hundreds boundary
MULTIPLICATION AND DIVISION lots of, groups of x, times, multiply, multiplication, multiplied by multiple of, product 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, division, divided by, divided into left, left over, remainder
SOLVING PROBLEMS MAKING DECISIONS AND REASONING pattern, puzzle calculate, calculation
mental calculation method jotting answer right, correct, wrong what could we try next? how did you work it out? number sentence sign, operation, symbol, equation
MONEY money coin, note penny, pence, pound (£), cent, euro (€) price, cost buy, bought, sell, sold spend, spent pay change dear, costs more, more/most expensive cheap, costs less, cheaper, less/least expensive costs the same as how much...? how many...? total, amount value, worth
HANDLING DATA count, tally, sort, vote graph, block graph, pictogram represent group, set list, chart, bar chart table, frequency table Carroll diagram, Venn diagram label, title, axis, axes diagram most popular, most common least popular, least common
MEASURES, SHAPE AND SPACE MEASURES (GENERAL) measure size compare measuring scale, division
guess, estimate enough, not enough too much, too little too many, too few nearly, roughly, about, close to, about the same as, approximately 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 distance, apart/between, distance to/from... kilometre(km), metre (m), centimetre (cm) mile 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
days of the week: Monday, Tuesday... months of the year: January, February... seasons: spring, autumn, summer, winter day, week, fortnight, month, year, century weekend, birthday, holiday calendar, date morning, afternoon, evening, night, midnight am, pm bedtime, dinnertime, playtime today, yesterday, tomorrow
before, after next, last now, soon, early, late, earliest, latest 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€™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 right-angles vertex, vertices layer, diagram
3D SHAPES cube cuboid pyramid sphere, hemi-sphere cone cylinder prism
2D SHAPES circle, circular, semi-circular triangle, triangular
square rectangle, rectangular star pentagon, pentagonal hexagon, hexagonal octagon, octagonal quadrilateral
PATTERNS AND SYMMETRY size bigger, larger, smaller symmetrical line of symmetry fold match mirror line, reflection pattern repeating pattern
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, map, plan left, right up, down higher, lower forwards, backwards, sideways across close, far, near along through
to, from, towards, away from ascend, descend grid row, column clockwise, anti-clockwise compass point north, south, east, west (N, S, E, W) horizontal, vertical diagonal movement slide roll turn, whole turn, half turn, quarter turn angle... is a greater/smaller angle than right angle straight line stretch, bend
INSTRUCTIONS listen join in say recite think imagine remember 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... show your working read, write record write in figures present represent interpret trace copy complete finish, end fill in shade, colour label tick, cross draw a line between join (up) ring arrow cost, count, tally calculate work out solve investigate question answer check
GENERAL same/different missing number(s) number facts, number pairs, number bonds greatest value, least value 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 draw, sketch
INTERNATIONAL PRIMARY CURRICULUM TOPICS (IPC TOPICS) TERM 1 IPC Topic
Corresponding Science Topic
Helping Plants Grow
Rocks and Soils
TERM 2 IPC Topic
Corresponding Science Topic
Characteristics of Materials
Magnets and Springs
TERM 3 IPC Topic
Corresponding Science Topic
Different Places, Similar Lives
Teeth and Healthy Eating
Different Places, Similar Lives
Light and Shadows
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.
• 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
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.
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.
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).
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.
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.
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 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€™s International School, Luxembourg
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