Year 4 (2)

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 for–m 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 Word List .............................................................................................................................. 8 Spelling Objectives .............................................................................................................. 9 Cursive Alphabet ............................................................................................................... 10 Letter Outlines .................................................................................................................. 11 Ways to Help with Spelling ............................................................................................... 12 French ................................................................................................................................ 13 Supporting Websites .......................................................................................................... 14 Core Learning of Numeracy ............................................................................................... 15 Fun Maths Activities to do at Home .................................................................................. 17 Maths Vocabulary .............................................................................................................. 21 International Primary Curriculum Topics (IPC) ................................................................ 26 Internet Safety Guide for Parents and Carers ...................................................................... 27

For further information regarding the curriculum visit

http://www.gov.uk/dfe/nationalcurriculum

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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 a reading activity, 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, excluding reading practice.

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.

We would also encourage you to share other books by reading with your child for between 10 and 20 minutes a day.

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CORE LEARNING IN LITERACY – YEAR 4 SPOKEN LANGUAGE Pupils should be taught to: listen and respond appropriately to adults and their peers. ask relevant questions to extend their understanding and knowledge. use relevant strategies to build their vocabulary. articulate and justify answers, arguments and opinions. give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. speak audibly and fluently with an increasing command of Standard English. participate in discussions, presentations, performances, role play, improvisations and debates. gain, maintain and monitor the interest of the listener(s). consider and evaluate different viewpoints, attending to and building on the contributions of others. select and use appropriate registers for effective communication.

WORD READING Pupils should be taught to: apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology), both to read aloud and to understand the meaning of new words they meet. read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

COMPREHENSION Pupils should be taught to: develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. reading books that are structured in different ways and reading for a range of purposes. using dictionaries to check the meaning of words that they have read.

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increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally. identifying themes and conventions in a wide range of books. preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action. discussing words and phrases that capture the reader’s interest and imagination. recognising some different forms of poetry (e.g. free verse, narrative poetry). understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context. asking questions to improve their understanding of a text. drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. predicting what might happen from details stated and implied. identifying main ideas drawn from more than one paragraph and summarising these. identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction. participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

TRANSCRIPTION Pupils should be taught to: spell words on the Year 3 spelling list. spell words that are often misspelt. use the first two or three letters of a word to check its spelling in a dictionary. write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

HANDWRITING Pupils should be taught to: use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined. increase the legibility, consistency and quality of their handwriting.

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COMPOSITION Pupils should be taught to: plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar. discussing and recording ideas. draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures. organising paragraphs around a theme. in narratives, creating settings, characters and plot. in non-narrative material, using simple organisational devices such as headings and sub-headings evaluate and edit by: assessing the effectiveness of their own and others’ writing and suggesting improvements. proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences. proof-read for spelling and punctuation errors. read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

VOCABULARY, GRAMMAR AND PUNCTUATION Pupils should be taught to: develop their understanding of the concepts by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although. using the present perfect form of verbs in contrast to the past tense. choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition. using conjunctions, adverbs and prepositions to express time and cause. using fronted adverbials. learning the grammar for years 3 and 4. indicate grammatical and other features by: using commas after fronted adverbials. indicating possession by using the possessive apostrophe with plural nouns. using and punctuating direct speech. use and understand the grammatical terminology in English accurately and appropriately when discussing their writing and reading.

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WORD LIST – YEARS 4 accident(ally)

forward(s)

potatoes

actual(ly)

fruit

pressure

address

grammar

probably

answer

group

promise

appear

guard

purpose

arrive

guide

quarter

believe

heard

question

bicycle

heart

recent

breath

height

regular

breathe

history

reign

build

imagine

remember

busy/business

increase

sentence

calendar

important

separate

caught

interest

special

centre

island

straight

century

knowledge

strange

certain

learn

strength

circle

length

suppose

complete

library

surprise

consider

material

therefore

continue

medicine

though/although

decide

mention

thought

describe

minute

through

different

natural

various

difficult

naughty

weight

disappear

notice

woman/women

early

occasion(ally)

earth

often

eight/eighth

opposite

enough

ordinary

exercise

particular

experience

peculiar

experiment

perhaps

extreme

popular

famous

position

favourite

possess(ion)

February

possible

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SPELLING OBJECTIVES – YEAR 4 

Adding suffixes beginning with vowel letters of more than one syllable.



The /ɪ/ sound spelt y elsewhere than at the end of words.



The /ʌ/ sound spelt ou.



Prefixes.



The suffixes– ation, ous, ly.



Words with endings sounding like /ʒə/ or /tʃə/ e.g measure, furniture.



Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian.



Words with the /k/ sound spelt ch (Greek in origin) e.g. scheme.



Words with the /ʃ/ sound spelt ch (mostly French in origin) e.g. chef.



Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) e.g. tongue, antique.



Words with the /s/ sound spelt sc (Latin in origin) e.g science.



Words with the /eɪ/ sound spelt ei, eigh, or ey.



Possessive apostrophe with plural words.



Homophones or near homophones.

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C¶u[rã[i[¹Ö A¶l[p[h]a[¥e[t Aªa

B¶ø

Cªc

Dªd

Eâ

F¶<

Gªü

H¶h

I¶i

J¶ý

K¶„

L¶l

M¶m

N¶n

Oª‹

P¶ú

Qªq

R¶r

S¡

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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Say is as it is written

Find the roots and build them up

Fascinating

dis + appear

Find out where the word comes from.

Knif was the Viking word for knife. Many Viking words began with kn.

Make up Funnies

Necessary has one collar and two socks.

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 Spell the word out loud, letter by letter, as you write it down.

Because = Big Elephants Can Always Use Some Energy.

S–a–i–d

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

lists on

Look for words with words

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

bedroom

Remember

& 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.

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

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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.

Description

Level group Level group name Level

A

B

C

Basic User

Independent User

Proficient User

A1

A2

B1

B2

C1

C2

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 understand with ease virtually everything heard or read.

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.

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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.

Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.

Description

Level

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 OF NUMERACY â&#x20AC;&#x201C; YEAR 4 NUMBER AND PLACE VALUE Pupils should be taught to count in multiples of 6, 7, 9, 25 and 1000 find 1000 more or less than a given number count backwards through zero to include negative numbers recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones) order and compare numbers beyond 1000 identify, represent and estimate numbers using different representations round any number to the nearest 10, 100 or 1000 solve number and practical problems that involve all of the above and with increasingly large positive numbers read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.

ADDITION AND SUBTRACTION Pupils should be taught to: add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate. estimate and use inverse operations to check answers to a calculation. solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

MULTIPLICATION AND DIVISION Pupils should be taught to: recall multiplication and division facts for multiplication tables up to 12 Ă&#x2014; 12 use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers recognise and use factor pairs and commutativity in mental calculations multiply two-digit and three-digit numbers by a one-digit number using formal written layout solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

FRACTIONS (INCLUDING DECIMALS) Pupils should be taught to: recognise and show, using diagrams, families of common equivalent fractions count up and down in hundredths; recognise that hundredths arise when dividing an object by a hundred and dividing tenths by ten. solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number

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add and subtract fractions with the same denominator recognise and write decimal equivalents of any number of tenths or hundredths 1

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3

recognise and write decimal equivalents to /4 , /2 , /4 find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as units, tenths and hundredths round decimals with one decimal place to the nearest whole number compare numbers with the same number of decimal places up to two decimal places solve simple measure and money problems involving fractions and decimals to two decimal places.

MEASUREMENT Pupils should be taught to: Convert between different units of measure (e.g. kilometre to metre; hour to minute) measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres find the area of rectilinear shapes by counting squares estimate, compare and calculate different measures, including money in pounds and pence read, write and convert time between analogue and digital 12 and 24-hour clocks solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.

GEOMETRY PROPERTIES OF SHAPES Pupils should be taught to: compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes identify acute and obtuse angles and compare and order angles up to two right angles by size identify lines of symmetry in 2-D shapes presented in different orientations complete a simple symmetric figure with respect to a specific line of symmetry.

GEOMETRY â&#x20AC;&#x201C; POSITION AND DIRECTION Pupils should be taught to: describe positions on a 2-D grid as coordinates in the first quadrant describe movements between positions as translations of a given unit to the left/right and up/down plot specified points and draw sides to complete a given polygon.

STATISTICS Pupils should be taught to: interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs

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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

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.

SUM IT UP  

30

Each player needs a dice.

Say: Go! Then each rolls a dice at the same time.

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  

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.

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.

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   

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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MATHS VOCABULARY 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.

NUMBERS AND THE NUMBERING SYSTEM

PLACE VALUE AND ORDERING integer, positive, negative above/below zero, minus

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

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

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

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

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CALCULATIONS

jotting answer right, correct, wrong what could we try next? how did you work it out? number sentence sign, operation, symbol, equation

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

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

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

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

SOLVING PROBLEMS MAKING DECISIONS AND REASONING

MEASURES (GENERAL)

pattern, puzzle calculate, calculation mental calculation method

Measure, measurement size compare unit, standard unit

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AREA

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

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

LENGTH

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 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

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 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

SHAPE AND SPACE

CAPACITY

shape, pattern flat, line curved, straight round hollow, solid corner point, pointed face, side, edge, end sort

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

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fold match mirror line, reflection, reflect pattern, repeating pattern, translation

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

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

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

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INSTRUCTIONS

number facts, number pairs, number bonds greatest value, least value

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 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

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

GENERAL Same, different missing number(s)

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

Explorers and Adventurers.

Material World

IPC Topic

Active Planet.

IPC Topic

They Made a Difference.

Land, Sea and Sky

Term 2

Term 3

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WHAT YOU CAN DO RIGHT NOW

FURTHER ADVICE AND RESOURCES

ä 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.

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

ä 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. ä Create a family email address for registering online. ä 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. ä Encourage children to talk to someone they trust if they feel worried or upset by something that happens online. ä 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 C

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ä 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.

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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.

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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.

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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!

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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.

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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.

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 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’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

KEEPING UP WITH CHILDREN ON THE INTERNET

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

www.childnet.com/kia 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

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

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

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

... AN INTERNET SAFETY GUIDE FOR PARENTS AND CARERS

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THE INTERNET – ALWAYS CHANGING

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.

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

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.

WHAT ARE THE RISKS?

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

CONTACT

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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.

CONDUCT

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).

CONTENT

CYBERBULLYING

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

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.

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.

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.

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.

DOWNLOADING, P2P AND FILE-SHARING

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.

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.

COMMERCIALISM

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.

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

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.

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

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.

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.

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

ACCESSING THE INTERNET ON OTHER DEVICES

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.

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.

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.

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