Year 2 by St George's Communications

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

Year 2 Good Things to Know

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

Learning is growing in doing, knowing and understanding.

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 ................................................................................................................... 19 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. 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 â&#x20AC;&#x201C; YEAR 2 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: continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent. read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes. read accurately words of two or more syllables that contain the same graphemes as above. read words containing common suffixes. read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered. read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation. 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, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently. discussing the sequence of events in books and how items of information are related. becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales. being introduced to non-fiction books that are structured in different ways. recognising simple recurring literary language in stories and poetry. discussing and clarifying the meanings of words, linking new meanings to known vocabulary. discussing their favourite words and phrases. continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear. understand both the books that they can already read accurately and fluently and those that 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. making inferences on the basis of what is being said and done. answering and asking questions. predicting what might happen on the basis of what has been read so far. participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say. explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

TRANSCRIPTION Pupils should be taught to: spell by: segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly. learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones. learning to spell common exception words. learning to spell more words with contracted forms. learning the possessive apostrophe (singular) [for example, the girl’s book]. distinguishing between homophones and near-homophones. add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly.

apply spelling rules and guidance. write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

HANDWRITING Pupils should be taught to: form lower-case letters of the correct size relative to one another. start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined. write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters. use spacing between words that reflects the size of the letters.

COMPOSITION Pupils should be taught to: develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional). writing about real events. writing poetry. writing for different purposes. consider what they are going to write before beginning by: planning or saying out loud what they are going to write about. writing down ideas and/or key words, including new vocabulary. encapsulating what they want to say, sentence by sentence. make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils. re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form. proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]. read aloud what they have written with appropriate intonation to make the meaning clear.

VOCABULARY, GRAMMAR AND PUNCTUATION Pupils should be taught to: develop their understanding of the concepts set out in English by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular). learn how to use: sentences with different forms: statement, question, exclamation, command. expanded noun phrases to describe and specify [for example, the blue butterfly]. the present and past tenses correctly and consistently including the progressive form. subordination (using when, if, that, or because) and co-ordination (using or, and, or but). the grammar for year 2 in English. some features of written Standard English. use and understand the grammatical terminology in English. in discussing their writing.

SPELLING OBJECTIVES - YEAR 2 

The /dʒ/ sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y



The /s/ sound spelt c before e, i and y



The /n/ sound spelt kn and (less often) gn at the beginning of words



The /r/ sound spelt wr at the beginning of words



The /l/ or /əl/ sound spelt –le at the end of words



The /l/ or /əl/ sound spelt –el at the end of words



The /l/ or /əl/ sound spelt –al at the end of words



Words ending –il



The /aɪ/ sound spelt –y at the end of words



Adding –es to nouns and verbs ending in –y



Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it



Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it



Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter



The /ɔ:/ sound spelt a before l and ll



The /ʌ/ sound spelt o



The /i:/ sound spelt –ey



The /ɒ/ sound spelt a after w and qu



The / ɜ:/sound spelt or after w



The /ɔ:/sound spelt ar after w



The /ʒ/ sound spelt s



The suffixes –ment, –ness, –ful , –less and –ly



Contractions



The possessive apostrophe (singular nouns)



Words ending in –tion



Homophones and near-homophones



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 phonically 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.

Level group

Level group name

Basic User

Independent User

Proficient User

Description

Level

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 2 NUMBER – NUMBERS AND PLACE VALUE Pupils should be taught to: count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward recognise the place value of each digit in a two-digit number (tens, ones). identify, represent and estimate numbers using different representations, including the number line. compare and order numbers from 0 up to 100; use <, > and = signs. read and write numbers to at least 100 in numerals and in words. use place value and number facts to solve problems.

NUMBER – ADDITION AND SUBTRACTION Pupils should be taught to: solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures. applying their increasing knowledge of mental and written methods. recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100. add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones. a two-digit number and tens. two two-digit numbers. adding three one-digit numbers. show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot. recognize and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

NUMBER – MULTIPLICATION AND DIVISION Pupils should be taught to: recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognizing odd and even numbers. calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs. show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot. solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

NUMBER - FRACTIONS Pupils should be taught to: recognise, find, name and write fractions quantity write simple fractions for example,

and

of a length, shape, set of objects or

of 6 = 3 and recognise the equivalence of

and

MEASURING Pupils should be taught to: choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels. compare and order lengths, mass, volume/capacity and record the results using >, < and = recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value. find different combinations of coins that equal the same amounts of money. solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change. compare and sequence intervals of time. tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. know the number of minutes in an hour and the number of hours in a day.

GEOMETRY – PROPERTIES OF SHAPES Pupils should be taught to: identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line. identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces. identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]. compare and sort common 2-D and 3-D shapes and everyday objects.

GEOMETRY – POSITION AND DIRECTION Pupils should be taught to: order and arrange combinations of mathematical objects in patterns and sequences. use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).

STATISTICS Pupils should be taught to: interpret and construct simple pictograms, tally charts, block diagrams and simple tables. ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity. ask and answer questions about totalling and comparing categorical data.

FUN MATHS ACTIVITIES TO DO AT HOME NUMBER FACTS You need a 1-6 dice.   

Take turns. Roll the dice. See how quickly you can say the number to add to the number on the dice to make 10, e.g. 4 + 6. If you are right, you score a point. The first to get 10 points wins.

You can extend this activity by making two numbers add up to 20, or 50.

HOW HEAVY? You will need some kitchen scales that weigh things in kilograms.   

Ask your child to find something that weighs close to 1 kilogram. Can he/she find something that weighs exactly 1 kilogram? Find some things that weigh about half a kilogram.

OUT AND ABOUT  

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

HOW MUCH? 

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

CAR NUMBERS   

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

BEAN SUBTRACTION For this game you need a dice and some dried beans or buttons.     

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

SPEEDY PAIRS TO 10 Make a set of 12 cards showing the numbers 0 to 10, but with two 5s. If you wish, you could use playing cards.   

Shuffle the cards and give them to your child. Time how long it takes to find all the pairs to 10. Repeat later in the week. See if your child can beat his / her time.

GUESS MY SHAPE    

Think of a 2D shape (triangle, circle, rectangle, square, pentagon or hexagon). Ask your child to ask questions to try to guess what it is. You can only answer Yes or No. For example, your child could ask: Does it have 3 sides? Or: Are the sides straight? See if he can guess your shape using fewer than five questions? Now ask them to choose a shape so you can ask questions.

BOARD GAMES Make a board like this. The numbers are arranged differently from usual, but the games will still work if you use a snakes and ladders board.    

Roll a dice twice. Add the two numbers. Move along that number of spaces. Before you move, you must work out what number you will land on. If you are wrong, you don’t move! The first to the end of the board wins.

For a change, you could roll the dice and move backwards. Or you could roll the dice once, then move the number that goes with your dice number to make 10, e.g. throw a 3 or move 7.

SHOPPING MATHS After you have been shopping, choose 6 different items each costing less than €1. Make a price label for each one, e.g. 39 cents, 78 cents. Shuffle the labels. Then ask your child to do one or more of these:       

Place the labels in order, starting with the lowest. Say what price is an odd number and which is an even number Add 9 cents to each price in their head. Take 20 cents from each price in their head. Say what coins to use to pay exactly for each item. Choose any two of the items, and find their total cost. Work out the change from €1 for each item.

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

CIRCLE TRIOS Draw four circles each on a piece of paper. Write four number between 3 and 18, on each circle.   

Take turns to roll a dice three times and add the three numbers. If the total is one of the numbers in your circles then may cross it out. The first to cross out all four circles wins.

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

Of three objects/amounts:

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

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

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

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

Of two objects/amounts:

greater, more, larger, bigger less, fewer, smaller

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

number sentence sign, operation, symbol

MULTIPLICATION AND DIVISION

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

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

ORGANISING AND USING DATA

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

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

SOLVING PROBLEMS MAKING DECISIONS AND REASONING pattern, puzzle calculate, calculation mental calculation jotting answer right, correct, wrong what could we try next? how did you work it out?

LENGTH length, width, height, depth long, short, tall, high, low

SHAPE AND SPACE

wide, narrow, deep, shallow, thick, thin longer, shorter, taller, higher... and so on longest, shortest, tallest, highest... and so on far, further, furthest, near, close metre (m), centimetre (cm) ruler, metre stick, tape measure

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

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

3D SHAPES

CAPACITY

cube cuboid pyramid

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

sphere cone cylinder

TIME

2D SHAPES

time

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

days of the week: Monday, Tuesday... months of the year: January, February... seasons: spring, autumn, summer, winter

day, week, fortnight, month, year weekend, birthday, holiday morning, afternoon, evening, night, midnight bedtime, dinnertime, playtime today, yesterday, tomorrow before, after next, last now, soon, early, late quick, quicker, quickest, quickly fast, faster, fastest slow, slower, slowest, slowly old, older, oldest new, newer, newest takes longer, takes less time how long ago? how long will it be to...? how long will it take to...? hour, minute, second oâ&#x20AC;&#x2122;clock, half past, quarter to, quarter past clock, watch, hands digital/analogue clock/watch, timer how often? always, never, often, sometimes, usually once, twice

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

POSITION, DIRECTION AND MOVEMENT position over, under, underneath above, below top, bottom, side on, in outside, inside around in front, behind

front, back before, after beside, next to opposite apart between middle, edge centre corner direction journey, route left, right up, down higher, lower forwards, backwards, sideways across close, far, near along through to, from, towards, away from clockwise, anti-clockwise movement slide roll turn, whole turn, half turn, quarter turn right angle straight line stretch, bend

describe the pattern describe the rule find, find all, find different investigate choose decide collect use make build tell me describe name pick out discuss talk about explain explain your method explain how you got your answer give an example of... show how you... read write record write in figures present represent trace copy complete finish, end fill in shade, colour label tick, cross draw draw a line between join (up) ring arrow cost, count, tally calculate check work out solve

INSTRUCTIONS listen join in say recite think imagine remember start from start with start at look at point to show me put, place fit arrange, rearrange change, change over split separate carry on, continue repeat what comes next? predict

GENERAL same/different missing number(s) number facts number pairs number bonds number line, number track

number square, hundred square number cards number grid abacus counters, cubes, blocks, rods die, dice dominoes

pegs, peg board geo strips same way, different way best way, another way in order, in a different order not all, every, each

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

From A to B. Push/Pull.

TERM 2 IPC Topic

The Stories People Tell. Sensational.

IPC Topic

The Things People Do. Water World.

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

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.

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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.

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