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

Year 4 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 CURSIVE ALPHABET .................................................................................................................................... 6 LETTER OUTLINES ....................................................................................................................................... 7 SPELLING OBJECTIVES ................................................................................................................................. 8 DIFFICULTIES WITH SPELLING ........................................................................................................................ 9 FRENCH ................................................................................................................................................... 10 CORE LEARNING IN MATHEMATICS ............................................................................................................. 13 FUN MATHS ACTIVITIES TO DO AT HOME ..................................................................................................... 16 MATHS VOCABULARY ............................................................................................................................... 20 INTERNATIONAL PRIMARY CURRICULUM TOPICS (IPC) .................................................................................. 25 INTERNET SAFETY INFORMATION ................................................................................................................. 26

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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) 6)

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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 or EAL Speaking and recital skills


CORE LEARNING IN LITERACY – YEAR 4 Most children learnt to:

A. SPEAKING AND LISTENING SPEAKING Offer reasons and evidence for their views, considering alternative opinions. Respond appropriately to the contributions of others in the light of differing viewpoints. Tell stories effectively and convey detailed information coherently for listeners. Use and reflect on some ground rules for sustaining talk and interactions.

LISTENING AND RESPONDING Listen to a speaker, make notes on the talk and use notes to develop a role-play. Compare the different contributions of music, words and images in short extracts from TV programmes. Identify how talk varies with age, familiarity, gender and purpose.

GROUP DISCUSSION AND INTERACTION Take different roles in groups and use the language appropriate to them, including the roles of leader, reporter, scribe and mentor. Use time, resources and group members efficiently by distributing tasks, checking progress and making back-up plans. Identify the main points of each speaker, compare their arguments and how they are presented.

DRAMA Create roles showing how behaviour can be interpreted from different viewpoints. Develop scripts based on improvisation. Comment constructively on plays and performances, discussing effects and how they are achieved.

B. READING UNDERSTANDING AND INTERPRETING TEXTS Identify and summarise evidence from a text to support a hypothesis. Deduce characters’ reasons for behaviour from their actions and explain how ideas are developed in non-fiction texts. Use knowledge of different organisational features of texts to find information effectively. Use knowledge of word structures and origins to develop their understanding of word meanings.

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Explain how writers use figurative and expressive language to create images and atmosphere.

ENGAGING WITH AND RESPONDING TO TEXTS Read extensively favourite authors or genres and experiment with other types of text. Interrogate texts to deepen and clarify understanding and response. Explore why and how writers write, including through face-to-face and online contact with authors.

C. WRITING WORD STRUCTURE AND SPELLING Use knowledge of phonics, morphology and etymology to spell new and unfamiliar words. Distinguish the spelling and meaning of common homophones. Know and apply common spelling rules. Develop a range of personal strategies for learning new and irregular words.

CREATING AND SHAPING TEXTS Develop and refine ideas in writing using planning and problem-solving strategies. Use settings and characterisation to engage readers’ interest. Summarise and shape material and ideas from different sources to write convincing and informative non-narrative texts. Show imagination through the language used to create emphasis, humour, atmosphere or suspense. Choose and combine words, images and other features for particular effects.

TEXT STRUCTURE AND ORGANISATION Organise text into paragraphs to distinguish between different information, events or processes. Use adverbs and conjunctions to establish cohesion within paragraphs.

SENTENCE STRUCTURE AND PUNCTUATION Clarify meaning and point of view by using varied sentence structure (phrases, clauses and adverbials). Use commas to mark clauses, and use the apostrophe for possession.

PRESENTATION Write consistently with neat, legible and joined handwriting. Use wordprocessing packages to present written work and continue to increase speed and accuracy in typing.

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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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SPELLING OBJECTIVES â&#x20AC;&#x201C; YEAR 4 To spell two-syllable words containing double consonants, e.g. bubble, kettle, common. To distinguish between the spelling and means of common homophones, e.g. to/two/too;

piece/peace To spell regular verb endings s, ed, ing (link to grammar work on tenses). To spell irregular tense changes, e.g. go/went, can/could. To recognise and spell the suffixes al, ary, ic. To recognise and spell the suffixes ship, hood, ness, ment. The ways in which nouns and adjectives, e.g. fix, simple, solid, drama, dead can be made into verbs by use of the suffixes ate, ify, etc; investigate spelling patterns and generate rules to govern the patterns. To investigate what happens to words ending in f when suffixes are added. To spell words with the common endings ight, etc. To recognise and spell the prefixes al, etc. To explore the occurrence of certain letters within words, e.g. v and k; deduce some of the conventions for using them at the beginnings, middles and endings of words. To explore the occurrence of certain letter strings, e.g. wa (swat, water), wo (worship, won) and ss (goodness, hiss, missile) within words; deduce some of the conventions for using them at the beginnings, middles and endings of words. To spell words with common letter strings but different pronunciations, e.g. tough, through,

trough, plough; hour, journey, could, route, four. Collect/classify words with common roots, e.g. advent, invent, prevent, press, pressure, depress, phone, telephone, microphone, investigate origins and meanings. To practise extending and compounding words through adding parts, e.g. ful, ly, ive, tion, ic, ist, revise and investigate links between meaning and spelling.

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Say is as it is written

Find the roots and build them up

Fascinating

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

S–a–i–d

Elephants Can Always Use Some Energy.

with difficult spellings Hang spelling lists Take a mental photograph of the word

on bedroom

Look for words with words

Together = To get her Friend = I will be your friend to the end

&

Remember

loo doors Use the Computer

Remember the way it feels to type the word. Practice writing with graphic programmes

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Get the feel of the word.

Write with your finger in the air or chalk in big letter on the board.

Rub out chalk writing with your index


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 – YEAR 4 * 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; choose and carry out appropriate calculations, using calculator methods where appropriate. Represent a puzzle or problem using number sentences, statements or diagrams; use these to solve the problem; present and interpret the solution in the context of the problem. Suggest a line of enquiry and the strategy needed to follow it; collect, organise and interpret selected information to find answers. Identify and use patterns, relationships and properties of numbers or shapes; investigate a statement involving numbers and test it with examples. Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols.

COUNTING AND UNDERSTANDING NUMBER Recognise and continue number sequences formed by counting on or back in steps of constant size. Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols < and > (e.g. –3 > –5, –1 < +1). Use decimal notation for tenths and hundredths and partition decimals; relate the notation to money and measurement; position one-place and two-place decimals on a number line. Recognise the equivalence between decimal and fraction forms of one half, quarters, tenths and hundredths. Use diagrams to identify equivalent fractions (e.g. 6/8 and 3/4, or 70/100 and 7/10); interpret mixed numbers and position them on a number line (e.g. 31/2). Use the vocabulary of ratio and proportion to describe the relationship between two quantities (e.g. ‘There are 2 red beads to every 3 blue beads, or 2 beads in every 5 beads are red’); estimate a proportion (e.g. ‘About one quarter of the apples in the box are green’).

KNOWING AND USING NUMBER FACTS Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000. Identify the doubles of two-digit numbers; use these to calculate doubles of multiples of 10 and 100 and derive the corresponding halves.

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Derive and recall multiplication facts up to 10 × 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple. Use knowledge of rounding, number operations and inverses to estimate and check calculations. Identify pairs of fractions that total 1.

CALCULATING Add or subtract mentally pairs of two-digit whole numbers (e.g. 47 + 58, 91 – 35). Refine and use efficient written methods to add and subtract two-digit and three-digit whole numbers and £.p. Multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), understanding the effect; relate to scaling up or down. Develop and use written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number, including division with remainders (e.g. 15 × 9, 98 ÷ 6). Find fractions of numbers, quantities or shapes (e.g. 1/5 of 30 plums, 3/8 of a 6 by 4 rectangle). Use a calculator to carry out one-step and two-step calculations involving all four operations; recognise negative numbers in the display, correct mistaken entries and interpret the display correctly in the context of money.

UNDERSTANDING SHAPE Draw polygons and classify them by identifying their properties, including their line symmetry. Visualise 3-D objects from 2-D drawings; make nets of common solids. Recognise horizontal and vertical lines; use the eight compass points to describe direction; describe and identify the position of a square on a grid of squares. Know that angles are measured in degrees and that one whole turn is 360°; compare and order angles less than 180°.

MEASURING Choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity; know the meaning of ‘kilo’, ‘centi’ and ‘milli’ and, where appropriate, use decimal notation to record measurements (e.g. 1.3 m or 0.6 kg). Interpret intervals and divisions on partially numbered scales and record readings accurately, where appropriate to the nearest tenth of a unit. Draw rectangles and measure and calculate their perimeters; find the area of rectilinear shapes drawn on a square grid by counting squares.

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Read time to the nearest minute; use am, pm and 12-hour clock notation; choose units of time to measure time intervals; calculate time intervals from clocks and timetables.

HANDLING DATA Answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate. Compare the impact of representations where scales have intervals of differing step size.

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FUN MATHS ACTIVITIES TO DO AT HOME NUMBER GAME 1 You need about 20 counters or coins. Take turns. Roll two dice to make a two-digit number, e.g. if you roll a 4 and 1, this could be 41 or 14. Add these two numbers in your head. If you are right, you win a counter. Tell your partner how you worked out the sum. The first to get 10 counters wins. Now try subtracting the smaller number from the larger one.

NUMBER GAME 2 Put some dominoes face down. Shuffle them. Each choose a domino. Multiply the two numbers on your domino. Whoever has the biggest answer keeps two dominoes. The winner is the person with the most dominoes when they have all been used.

NUMBER GAME 3 Use three dice. If you have only one dice, roll it 3 times. Make three-digit numbers, e.g. if you roll, 2, 4 and 6, you could make 246, 264, 426, 462, 624 and 642. Ask your child to round the three-digit number to the nearest multiple of 10. Check whether it is correct, e.g. 76 to the nearest multiple of 10 is 80. 134 to the nearest multiple of 10 is 130. Roll again. This time round the three-digit numbers to the nearest 100.

TABLES Practice 3x, 4x and 5x tables. Say them forwards and backwards. Ask your child questions like: What are five threes? What is divided by 5? Seven times three? How many threes in 21?

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MEASURING Use a tape measure that shows centimetres. Take turns measuring lengths of different objects, e.g. the length of a sofa, the width of a table, the length of the bath, the height of a door. Record the measurement in centimetres, or metres and centimetres if it is more than a metre, e.g. if the bath is 165 cm long, you could say it is 1m and 65cm (or 1.65cm). Write all the measurements in order.

DICEY TENS For this game you need a 1-100 square (a snakes and ladders board will do), 20 counters or coins, and a dice. Take turns. Choose a two-digit number on the board, e.g. 24. Roll the dice. If you roll a 6, miss that turn. Multiply the dice number by 10, e.g. if you roll a 4, it becomes 40. Either add or subtract this number to or from your two-digit number on the board, e.g. 24 + 40 = 64. If you are right, put a coin on the answer. The first to get 10 coins on the board wins.

LOOKING AROUND Choose a room at home. Challenge your child to spot 20 right angles in it.

DICEY DIVISION You each need a piece of paper. Each of you should choose five numbers from the list below and write them on your paper. 5

6

8

9

12

15

20

30

40

50

Take turns to roll a dice. If the number you roll divides exactly into one of your numbers, then cross it out, e.g. you roll a 4, it goes into 8, cross out 8. If you roll a 1, miss a go. If you roll a 6 you have an extra go. The first to cross out all five of their numbers wins.

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SUM IT UP Each player needs a dice. Say: Go! Then each rolls a dice at the same time. Add up all the numbers showing on your own dice, at the sides as well as at the top. Whoever has the highest total scores 1 point. The first to get 10 points wins.

OUT AND ABOUT Choose a three-digit car number, e.g. 569 Make a subtraction from this, e.g. 56 – 9 Work it out in your head. Say the answer. If you are right, score a point. The first to get 10 points wins.

LEFT OVERS Take turns to choose a two-digit number less than 50. Write it down. Now count up to it in fours. What number is left over? The number left is the number of points you score, e.g. Choose 27. Count: 4, 8, 12, 16, 20, 24. 3 left over to get to 27. So you score 3 points The first person to get 12 points or more wins. Now try the same game counting in threes, or in fives. Can you spot which numbers will score you points?

PAIRS TO 100 This is a game for two players. Each draw 10 circles. Write a different two-digit number in each circle – but not a ‘tens’ number (10, 20, 30, 40...). In turn, choose one of the other player’s numbers. The other player must then say what to add to that number to make 100, e.g. choose 64, add 36. If the other player is right, she/he crosses out the chosen number. The first to cross out 6 numbers wins.

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MUGS You need a 1 litre measuring jug and a selection of different mugs, cups or beakers. Ask your child to fill a mug with water. Pour the water carefully into the jug. Read the measurement to the nearest 10 millilitres. Write the measurement on a piece of paper. Do this for each mug or cup. Now ask your child to write all the measurements in order.

ALL THE SIXES Time your child while she/he does one of these. Count in sixes to 60. Count back in sixes from 60 to zero. Start with 4. Count on in sixes to 70. Start with 69. Count back in sixes to 3. Next week, try to beat the record.

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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 4 are in red. above/below zero, minus

NUMBERS AND THE NUMBERING SYSTEM

PLACE VALUE AND ORDERING units, ones tens, hundreds, thousands ten thousand, hundred thousand, million digit, one-, two-, three-, or four-digit number numeral ‘teens’ number place, place value stands for, represents exchange the same number as, as many as equal to

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

Of three objects/amounts: greatest, most, biggest, largest least, fewest, smallest one... ten... one hundred... one thousand more/less compare, order, size first... tenth... twentieth last, last but one before, after next between, half way between guess how many, estimate nearly, roughly, close to, about the same as approximate, approximately just over, just under exact, exactly too many, too few, enough, not enough round (up or down), nearest round to the nearest ten round to the nearest hundred integer, positive, negative

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PROPERTIES OF NUMBERS AND SEQUENCES number, count, how many? odd, even every other how many times? multiple of digit next, consecutive sequence continue predict pattern, pair, rule relationship sort, classify, property

FRACTIONS AND DECIMALS part, equal parts fraction one whole half, quarter, eighth third, sixth fifth, tenth, twentieth proportion, in every, for every decimal, decimal fraction decimal point, decimal place

CALCULATIONS ADDITION AND SUBTRACTION add, addition, more, plus, increase sum, total, altogether score double, near double how many more to make...? subtract, subtraction, take (away), minus, decrease leave, how many are left/left over? difference between


half, halve how many more/fewer is... than...? how much more/less is...? equals, sign, is the same as tens boundary, hundreds boundary inverse

MULTIPLICATION AND DIVISION lots of, groups of 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 remainder factor, quotient, divisible by inverse

SOLVING PROBLEMS

spend, spent pay change dear, costs more, more/most expensive cheap, costs less, cheaper, less/least expensive how much...? how many...? total, amount value, worth

HANDLING DATA count, tally, sort, vote survey, questionnaire, data graph, block graph, pictogram represent group, set list, chart, bar chart, tally 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)

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

Measure, measurement size compare unit, standard unit metric unit, imperial unit 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

MONEY

LENGTH

money coin, note penny, pence, pound (ÂŁ), cent, euro (â&#x201A;Ź) price, cost buy, bought, sell, sold

length, width, height, depth, breadth 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

MAKING DECISIONS AND REASONING

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far, further, furthest, near, close distance, apart/between, distance to/from... edge, perimeter kilometre(km), metre (m), centimetre (cm), millimetre (mm) mile ruler, metre stick, tape measure

MASS mass: big, bigger, small, smaller, balances weight: heavy/light, heavier/lighter, heaviest/lightest weigh, weighs kilogram (kg), half-kilogram, gram (g) balance, scales

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

AREA area, covers, surface square centimetre (cm2)

TIME time

days of the week: Monday, Tuesday... months of the year: January, February... seasons: spring, autumn, summer, winter day, week, fortnight, month year, leap year, century, millenium weekend, birthday, holiday calendar, date, date of birth morning, afternoon, evening, night am, pm, noon, midnight today, yesterday, tomorrow before, after, next, last now, soon, early, late, earliest, latest quick, quicker, quickest, quickly fast, faster, fastest, slow, slower, slowest, slowly

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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...? timetable, arrive, depart 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

SHAPE AND SPACE shape, pattern flat, line curved, straight round hollow, solid corner point, pointed face, side, edge, end sort make, build, construct, draw, sketch centre, radius, diameter net surface angle, right-angles base, square-based vertex, vertices layer, diagram regular, irregular concave, convex open, closed

3D SHAPES 3D, three-dimensional cube cuboid pyramid sphere, hemi-sphere, spherical cone cylinder, cylindrical prism tetrahedron, polyhedron

2D SHAPES


2D, two-dimensional circle, circular, semi-circle triangle, triangular equilateral triangle, isosceles triangle square rectangle, rectangular, oblong pentagon, pentagonal hexagon, hexagonal heptagon octagon, octagonal polygon quadrilateral

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

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 origin, coordinates clockwise, anti-clockwise compass point, north, south, east, west (N, S, E, W)

north-east, north-west, south-east, south-west (NE, NW, SE, SW) horizontal, vertical, diagonal movement slide, roll whole turn, half turn, quarter turn, rotate angle... is a greater/smaller angle than right angle degree straight line stretch, bend ruler, set square angle measurer, compasses

INSTRUCTIONS listen, join in, say, recite think, imagine, remember start from, start with, start at look at, point to, show me put, place 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, construct 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 justify make a statement read, write, record write in figures present, represent interpret trace, copy complete, finish, end

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fill in, shade, colour label, plot tick, cross draw, sketch 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

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


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

Corresponding Science Topic

Do you live round here

Habitats

Do you live round here

Keeping Warm

TERM 2 IPC Topic

Corresponding Science Topic

What’s on the Menu

Moving and Growing

What’s on the Menu

Solids, Liquids and how they separate

TERM 3 IPC Topic

Corresponding Science Topic

Inventions that Changed the World

Friction

Inventions that Changed the World

Changing Circuits

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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

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• 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


Year 4 Good Things to Know 2013-14  

Year 4 Curriculum Information

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