Year 1 by St George's Communications

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

Year 1 Good Things to Know

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

Learning is growing in doing, knowing and understanding.

TABLE OF CONTENTS Homework ........................................................................................................................... 4 Core Learning in Literacy ..................................................................................................... 5 Spelling Objectives ............................................................................................................... 9 Cursive Alphabet ............................................................................................................... 10 Letter Outlines .................................................................................................................. 11 Some Doâ&#x20AC;&#x2122;s and Do Not with Reading ................................................................................ 12 French ................................................................................................................................ 13 Supporting Websites ......................................................................................................... 14 Core Learning in Mathematics .......................................................................................... 15 Fun Maths Activities to do at Home .................................................................................. 17 Maths Vocabulary .............................................................................................................. 20 International Primary Curriculum Topics (IPC) ................................................................ 24 Internet Safety Guide for Parents and Carers ...................................................................... 25

For further information regarding the curriculum visit

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

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.

CORE LEARNING IN LITERACY – YEAR 1

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 phonic knowledge and skills as the route to decode words. respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes. read accurately by blending sounds in unfamiliar words containing GPCs that have been taught. read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings. read other words of more than one syllable that contain taught GPCs. read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s). read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words. 5

re-read these books to build up their fluency and confidence in word reading.

COMPREHENSION Pupils should be taught to: develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently. being encouraged to link what they read or hear read to their own experiences. becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics. recognising and joining in with predictable phrases. learning to appreciate rhymes and poems, and to recite some by heart. discussing word meanings, linking new meanings to those already known. understand both the books they can already read accurately and fluently and those they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher. checking that the text makes sense to them as they read and correcting inaccurate reading. discussing the significance of the title and events. making inferences on the basis of what is being said and done. predicting what might happen on the basis of what has been read so far. participate in discussion about what is read to them, taking turns and listening to what others say. explain clearly their understanding of what is read to them.

WORD SPELLING Pupils should be taught to: spell: words containing each of the 40+ phonemes already taught. common exception words. days of the week. name the letters of the alphabet: naming the letters of the alphabet in order. using letter names to distinguish between alternative spellings of the same sound. add prefixes and suffixes: using the spelling rule for adding â&#x20AC;&#x201C;s or â&#x20AC;&#x201C;es as the plural marker for nouns and the third person singular marker for verbs. 6

using the prefix un–. using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]. apply simple spelling rules and guidance. write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

HANDWRITING

Pupils should be taught to: sit correctly at a table, holding a pencil comfortably and correctly. begin to form lower-case letters in the correct direction, starting and finishing in the right place. form capital letters. form digits 0-9. understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

COMPOSITION

Pupils should be taught to: write sentences by: saying out loud what they are going to write about. composing a sentence orally before writing it. sequencing sentences to form short narratives. re-reading what they have written to check that it makes sense. discuss what they have written with the teacher or other pupils. read aloud their writing clearly enough to be heard by their peers and the teacher.

VOCABULARY, GRAMMAR AND PUNCTUATION

Pupils should be taught to: develop their understanding of the concepts set out by: leaving spaces between words. joining words and joining clauses using and.

beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark. using a capital letter for names of people, places, the days of the week, and the personal pronoun â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; learning the grammar for year 1. use the grammatical terminology in discussing their writing.

SPELLING OBJECTIVES – YEAR 1 

The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck.



The /ŋ/ sound spelt n before k.



Division of words into syllables.



-tch - The /tʃ/ sound is usually spelt as tch if it comes straight after a single vowel letter. Exceptions: rich, which, much, such.



The /v/ sound at the end of words.



Adding s and es to words.



Adding the endings –ing, –ed, –er, -est to words where no change is needed to the root word.



Adding –er and –est to adjectives where no change is needed to the root word.



ai, oi - The digraphs ai and oi are virtually never used at the end of English words.



ay, oy - ay and oy are used for those sounds at the end of words and at the end of syllables.



Vowel – consonant – vowel e.g. a-e – made, these, five, home.



ar - e.g. car, start, park, arm, garden.



ee - e.g. see, tree, green, meet, week.



ea (/i:/) e.g. sea, dream, meat, each, read (present tense).



er (/ɜ:/) (stressed sound): her, term, verb, person.



er (/ə/) (unstressed schwa sound): better, under.



ir – e.g. girl, bird, shirt, first, third.



ur - e.g. turn, hurt, church.



oo - Very few words end with the letters oo, although the few that do are often words that primary children in year 1 will encounter, for example, zoo.



oo (/ʊ/) e.g. book, took, foot, wood, good.



oa - The digraph oa is very rare at the end of an English word.



oe - e.g. toe, goes out, about, mouth, around, sound.



ou - The only common English word ending in ou is you.



ow (/aʊ/) ow (/əʊ/) ue ew - Both the /u:/ and /ju:/ (‘oo’ and ‘yoo’) sounds can be spelt as u–e, ue and ew.



ie (/aɪ/) e.g. lie, tie, pie, cried, tried, dried.



ie (/i:/) e.g. chief, field, thief.



igh - e.g. high, night.



or - e.g. for, short, born.

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ore - e.g. more, score, before.



aw - e.g. saw, draw, yawn, crawl.

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au - e.g. author, August, dinosaur.



air - e.g. air, fair.



ear - e.g. dear, hear, beard.



ear (/ɛə/) e.g. bear, pear, wear.



are (/ɛə/) e.g. bare, dare, scared.



Words ending –y (/i:/ or /ɪ/).



New consonant spellings ph and wh.

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Using k for the /k/ sound.

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Adding the prefix –un.

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Compound words - Compound words are two words joined together. Each part of the longer word is spelt as it would be if it were on its own.



Common exception words.

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.

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

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

up, over, back round.

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

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

up, down, flick. (Dot after.)

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

up, to the top, down, flick.

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

up, down, up, over, flick.

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

up, right down, up, right round.

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

up, down, back up, over, flick.

up, over, back around, round.

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

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

up, down, up, flick.

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

up, down, flick. (Cross down after.)

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

up, along, down, along.

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

up around.

SOME DO’S AND DO NOT WITH READING DO DO NOT

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

DO DO NOT

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

DO DO NOT

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

DO DO NOT

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

DO DO NOT

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

DO DO NOT

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

DO DO NOT

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

DO DO NOT

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

DO DO NOT

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

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

DO NOT DO DO NOT

ask your child if they can point out easy words on a page, e.g. the, me. discourage your child from reading especially if you are, it is more important that a child becomes a keen reader than learning to read at a particular time.

DO DO NOT

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

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

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

Basic User

Independent User

Proficient User

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.

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

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

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

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

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

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

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

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

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

CORE LEARNING IN MATHEMATICS – YEAR 1 NUMBER – NUMBER AND PLACE VALUE Pupils should be taught to: count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens given a number, identify one more and one less. identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. read and write numbers from 1 to 20 in numerals and words.

NUMBER – ADDITION AND SUBTRACTION Pupils should be taught to: read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs represent and use number bonds and related subtraction facts within 20. add and subtract one-digit and two-digit numbers to 20, including zero. solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 =  – 9.

NUMBER – MULTIPLICATION AND DIVISION Pupils should be taught to: solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

NUMBER – FRACTIONS Pupils should be taught to: recognise, find and name a half as one of two equal parts of an object, shape or quantity. recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

MEASUREMENTS Pupils should be taught to: compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] mass/weight [for example, heavy/light, heavier than, lighter than]. capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] time [for example, quicker, slower, earlier, later]. measure and begin to record the following: lengths and heights. 15

mass/weight. capacity and volume. time (hours, minutes, seconds). recognise and know the value of different denominations of coins and notes. sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]. recognise and use language relating to dates, including days of the week, weeks, months and years. tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

GEOMETRY â&#x20AC;&#x201C; THE PROPERTIES OF SHAPES Pupils should be taught to: recognise and name common 2-D and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] 3-D shapes [for example, cuboids (including cubes), pyramids and spheres].

GEOMETRY â&#x20AC;&#x201C; POSITION AND DIRECTION Pupils should be taught to: describe position, direction and movement, including whole, half, quarter and three quarter turns.

FUN MATHS ACTIVITIES TO DO AT HOME SECRET NUMBERS 

Write the numbers 0 to 20 on a sheet of paper.



Ask your child secretly to choose a number on the paper.

Then ask him/her some questions to find out what the secret number is, e.g. Is it less than 10? Is it between 10 and 20? Does it have a 5 in it? He/she may answer only yes or no. 

Once you have guessed the number, it is your turn to choose a number. Your child asks the questions.

For an easier game, use numbers up to 10. For a harder game, use only 5 questions, or use bigger numbers.

SHAPE ACTIVITY At home, or when you are out, look at the surface of shapes. 

Ask your child – what shape is this plate, this mirror, the bath mat, the tea towel, the window, the door, the red traffic light, and so on.



Choose a shape for the week, e.g. a square.



How many of these shapes can your child spot during the week, at home and when you are out?

DICE GAME You need a 1 – 6 dice, paper and pencil. 

Take turns.



Choose a number between 1 and 10 and write it down.



Throw the dice and say the dice number.



Work out the difference between the chosen number and the dice number, e.g. if you wrote down a 2 and the dice shows 5, the difference is 3.

You could also draw a number line to help your child to see the difference between the two numbers.

HOW OLD? Start with your child’s age. Ask your child: 

How old will you be when you are 1 year older?



How old were you last year?

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How old will you be 10 years from now?



And so on.

TAKINGS For this game you will need a dice and a collection of small things such as Lego bricks, sticky shapes or dried beans. You will also need a pencil and paper. 

Take turns.



Roll a dice. Take that number of beans. Write down the number.



Keep rolling the dice and taking the number of beans. BUT, before you take them, you must write down your new total.

For example, Sally has 7. She throws 4. She has to work out how many she will have now. She starts counting from seven: eight, nine, ten, eleven. She writes 11. 

You can only take your beans if you are right.



The first person to collect 20 beans wins!

TRACK GAMES Make a track to 20 or longer. Make it relevant to your child’s interests – sea world, space, monsters, and then play games on it. 

Throw a dice. Move along that number of spaces. BUT before you move, you must work out what number you will land on. If you are wrong, you don’t move! The winner is the first to land exactly on 20. Now play going backwards to 1.



Throw a dice. Find a number on the track that goes with the number thrown to make either 10 or 20. Put a counter on it, e.g. you throw a ‘4’ and put a counter on wither 6 or 16. If someone else’s counter is there already you may replace it with yours! The winner is the first person to have a counter on 8 different numbers.

OUT AND ABOUT 

On the way to school, see how many cuboids, spheres and cylinders you can spot. Which did you see most of?

CUPBOARD MATHS 

Choose two tins or packets from your food cupboard.



Ask your child to hold one in each hand and tell you which is heavier, and which is lighter. (Check by reading the weight on each tin or packet).



If he/she is right, they keep the lighter one. Then choose another item from the cupboard, trying to find one that is still lighter still.



Carry on until your child has found the lightest item in the cupboard. It might be suitable to eat as a prize.

CAR NUMBER B INGO 

Each person chooses a target number, e.g. 14. Think about which pairs of numbers add to make your target.



You have to see a car that has two numbers that add up to your target number. ZK 8925



Say: 9 + 5 = 14, bingo!



Change the target number each week.

You can extend this activity by looking for three numbers which add up to your target number.

ADDING CIRCLES For this game, you need a dice and pencil and paper. 

Each of you should draw four circles on your piece of paper. Write a different number between 2 and 12 in each circle.



Roll a dice twice. Add the two numbers.



If the total is one of the numbers in your circles then you may cross it out.



The first person to cross out all four circles wins.

DICEY COINS For this game you need a dice and about twenty 10 cent coins. 

Take turns to roll the dice and take that number of 10 cent coins.



Guess how much money this is. Then count aloud in tens to check, e.g. saying ten, twenty, thirty, forty, ...



If you do this correctly you keep one of the 10 cent pieces.



First person to collect €1 wins.



Don’t forget to give the coins back!

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 COUNTING, PROPERTIES OF NUMBERS AND NUMBER SEQUENCES

next between, half way between above, below

number zero, one, two, three... to twenty and beyond zero, ten, twenty... to one hundred none how many...? count, count (up) to count on (from, to) count back (from, to) count in ones, twos... tens... more, less, many, few odd, even every other how many times? pattern, pair

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

CALCULATIONS ADDITION

AND

SUBTRACTION

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

PLACE V ALUE AND ORDERING units, ones tens exchange digit ‘teens’ number 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 more, ten more one less, ten less compare order size first, second, third... tenth, eleventh... twentieth last, last but one before, after

SOLVING PROBLEMS MAKING DECISIONS AND REASONING pattern puzzle answer right, wrong what could we try next? how did you work it out? count out, share out, left, left over number sentence sign, operation

nearly, roughly, close to, about the same as just over, just under

LENGTH length, width, height, depth long, short, tall high, low wide, narrow deep, shallow thick, thin longer, shorter, taller, higher... and so on far, near, close metre ruler, metre stick

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

MASS weight, weighs, balances heavy/light, heavier/lighter, heaviest/lightest balance, scales, weight

CAPACITY full half full empty holds container

ORGANISING AND USING DATA

TIME time

count, sort, vote group, set list same, different table

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

MEASURES, SHAPE AND SPACE MEASURES (GENERAL) measure size compare guess, estimate enough, not enough too much, too little too many, too few

how long will it be to...? how long will it take to...? how often? always, never, often, sometimes, usually once, twice

opposite apart between middle, edge centre corner direction journey left, right up, down forwards, backwards, sideways across close, far, near along through to, from, towards, away from movement slide roll turn, whole turn, half turn stretch, bend

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

3D SHAPES cube cuboid pyramid sphere cone cylinder

INSTRUCTIONS listen join in say think imagine remember start from start with start at look at point to show me put, place fit arrange rearrange change, change over split separate carry on, continue repeat what comes next? find choose collect use make build tell me describe pick out

2D SHAPES circle triangle square rectangle star

PATTERNS AND SYMMETRY size bigger, larger, smaller symmetrical pattern repeating pattern match

POSITION, D IRECTION

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 22

GENERAL

talk about explain show me read write record trace copy complete finish, end fill in shade colour tick, cross draw draw a line between join (up) ring arrow cost count work out answer check

same number(s) different number(s) missing number(s) number facts number line, number track number square number cards abacus counters, cubes, blocks, rods die, dice dominoes pegs, peg board 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

I’m Alive. The Magic Toymaker.

TERM 2 IPC Topic

Seeing the Light. Flowers and Insects.

TERM 3 IPC Topic

The Circus is coming.

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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

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.

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.

CMY

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.

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.

... 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