Year 6 by St George's Communications

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

Year 6 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 Word List.................................................................................................................................... 9 Spelling Objectives ................................................................................................................ 10 Cursive Alphabet .................................................................................................................... 11 Letter Outlines ........................................................................................................................ 12 Ways to Help with Spelling .................................................................................................... 13 French ..................................................................................................................................... 14 Supporting Websites ............................................................................................................... 15 Core Learning In Mathematics .............................................................................................. 16 Fun Maths Activities To Do At Home ..................................................................................... 19 Maths Vocabulary ................................................................................................................... 23 International Primary Curriculum Topics (IPC) ................................................................... 29 Internet Safety Guide for Parents and Carers ...................................................................... 30

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 â&#x20AC;&#x201C; YEAR 6 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. Pupils should be taught to: apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet.

COMPREHENSION

Pupils should be taught to: maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an increasingly 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. increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions. recommending books that they have read to their peers, giving reasons for their choices. identifying and discussing themes and conventions in and across a wide range of writing. making comparisons within and across books.

learning a wider range of poetry by heart. preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience. understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context. asking questions to improve their understanding. 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. summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. identifying how language, structure and presentation contribute to meaning. discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. distinguish between statements of fact and opinion. retrieve, record and present information from non-fiction. participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously. explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary. provide reasoned justifications for their views.

TRANSCRIPTION

Pupils should be taught to: use further prefixes and suffixes and understand the guidance for adding them. spell some words with ‘silent’ letters [for example, knight, psalm, solemn. continue to distinguish between homophones and other words which are often confused. use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically. use dictionaries to check the spelling and meaning of words. use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary. use a thesaurus.

WRITING – HANDWRITING AND PRESENTATION Pupils should be taught to: write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters. choosing the writing implement that is best suited for a task.

COMPOSITION

Pupils should be taught to: plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. noting and developing initial ideas, drawing on reading and research where necessary. in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed. draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action. précising longer passages. using a wide range of devices to build cohesion within and across paragraphs. using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]. evaluate and edit by: assessing the effectiveness of their own and others’ writing. proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning. ensuring the consistent and correct use of tense throughout a piece of writing. ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register. proof-read for spelling and punctuation errors. perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

WRITING – VOCABULARY, GRAMMAR AND PUNCTUATION Pupils should be taught to: develop their understanding of the concepts set out in English by:

recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms. using passive verbs to affect the presentation of information in a sentence. using the perfect form of verbs to mark relationships of time and cause. using expanded noun phrases to convey complicated information concisely. using modal verbs or adverbs to indicate degrees of possibility. using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun. learning the grammar for years 5 and 6. indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing. using hyphens to avoid ambiguity. using brackets, dashes or commas to indicate parenthesis. using semi-colons, colons or dashes to mark boundaries between independent clauses. using a colon to introduce a list. punctuating bullet points consistently. use and understand the grammatical terminology accurately and appropriately in discussing their writing and reading.

WORD LIST â&#x20AC;&#x201C; YEAR 6 accommodate

embarrass

persuade

accompany

environment

physical

according

equip (â&#x20AC;&#x201C;ped, â&#x20AC;&#x201C;ment)

prejudice

achieve

especially

privilege

aggressive

exaggerate

profession

amateur

excellent

programme

ancient

existence

pronunciation

apparent

explanation

queue

appreciate

familiar

recognise

attached

foreign

recommend

available

forty

relevant

average

frequently

restaurant

awkward

government

rhyme

bargain

guarantee

rhythm

bruise

harass

sacrifice

category

hindrance

secretary

cemetery

identity

shoulder

committee

immediate(ly)

signature

communicate

individual

sincere(ly)

community

interfere

soldier

competition

interrupt

stomach

conscience

language

sufficient

conscious

leisure

suggest

controversy

lightning

symbol

convenience

marvellous

system

correspond

mischievous

temperature

criticise (critic + ise)

muscle

thorough

curiosity

necessary

twelfth

definite

neighbour

variety

desperate

nuisance

vegetable

determined

occupy

vehicle

develop

occur

yacht

dictionary

opportunity

disastrous

parliament

SPELLING OBJECTIVES – YEAR 6 •

To know the endings spelt –cious or –tious e.g. vicious, precious, conscious, delicious, malicious, suspicious, ambitious, cautious, fictitious, infectious, nutritious

•

To know endings spelt –cial or–tial e.g. official, special, artificial, partial, confidential, essential

•

To know words ending in –ant, –ance/–ancy, –ent, –ence/–ency e.g. observant, observance, (observation), expectant (expectation), hesitant, hesitancy (hesitation), tolerant, tolerance (toleration)

•

To know words ending in –able and –ible, –ably and –ibly e.g. applicable/applicably (application), considerable/considerably (consideration), tolerable/tolerably (toleration) changeable, noticeable

•

To know how to add suffixes beginning with vowel letters to words ending in –fer e.g. referring, referred, referral, preferring, preferred, transferring, transferred, reference, referee, preference, transference

•

To understand use of the hyphen e.g.co-ordinate, re-enter, co-operate, co-own

•

To know the ‘i before e except after c’ rule and its exceptions

•

To know the spelling of words containing the letter-string ough

•

To spell words with ‘silent’ letters e.g. doubt, island, lamb, solemn, thistle, knight

•

To use the correct homophones and other words that are often confused e.g. advice/advise, device/devise, licence/license, practice/practise, prophecy/prophesy, farther/father, guessed/ guest, heard/herd: a group of animals

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. If your child has already been taught to write in a different style, providing their work is legible, then they will not be re-taught or required to change their style.

Say is as it is written

Find the roots and build them up

Fascinating

Find out where the word comes from.

dis + appear

Say the word clearly. Sound it out syllable by syllable

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

Yes – ter – day

Say each syllable even if it sounds funny Wed – nes – day

Make up Funnies

Ways to help

Necessary has one collar and two socks.

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

Because = Big

S–a–i–d

Elephants Can Always Use Some Energy.

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

lists

Together = To get her

on bedroom

Remember

Look for words with words

Friend = I will be your friend to the end

& loo doors Use the Computer Remember the way it feels to type the word. Practice writing with graphic programmes

Get the feel of the word.

Write with your finger in the air or chalk in big letter 13 on the board.

Rub out chalk writing with your index

FRENCH By the end of Year 6, we would expect some of our pupils to attain level C1 if they have been attending French at St Georgeâ&#x20AC;&#x2122;s from Early Years. Below is an explanation of the levels used to assess language levels: The Common European Framework (CEFR) divides learners into three broad divisions that can be divided into six levels. It describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level. Level group Level group name Level Description

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 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.

B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. 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 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 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 spontaneousl y 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.

Level Description

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 disadvantage s of various options.

Can produce clear, wellstructured, detailed text on complex subjects, showing controlled use of organisationa l 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 6 NUMBER – NUMBER AND PLACE VALUE Pupils should be taught to: read, write, order and compare numbers up to 10 000 000 and determine the value of each digit round any whole number to a required degree of accuracy use negative numbers in context, and calculate intervals across zero solve number and practical problems that involve all of the above.

NUMBER – ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION Pupils should be taught to: multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context perform mental calculations, including with mixed operations and large numbers identify common factors, common multiples and prime numbers use their knowledge of the order of operations to carry out calculations involving the four operations solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why solve problems involving addition, subtraction, multiplication and division use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.

NUMBER – FRACTIONS (INCLUDING DECIMALS AND PERCENTAGES) Pupils should be taught to: use common factors to simplify fractions; use common multiples to express fractions in the same denomination compare and order fractions, including fractions > 1 add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions

multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, divide proper fractions by whole numbers [for example,

รท2=

]

associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 8/3] identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places multiply one-digit numbers with up to two decimal places by whole numbers use written division methods in cases where the answer has up to two decimal places solve problems which require answers to be rounded to specified degrees of accuracy recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

RATIO AND PROPORTION Pupils should be taught to: solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison solve problems involving similar shapes where the scale factor is known or can be found solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

ALGEBRA Pupils should be taught to: use simple formulae generate and describe linear number sequences express missing number problems algebraically find pairs of numbers that satisfy an equation with two unknowns enumerate possibilities of combinations of two variables.

MEASUREMENT Pupils should be taught to: solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate

use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places convert between miles and kilometres recognise that shapes with the same areas can have different perimeters and vice versa recognise when it is possible to use formulae for area and volume of shapes calculate the area of parallelograms and triangles calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [for example, mm3 and km3].

GEOMETRY â&#x20AC;&#x201C; PROPERTIES OF SHAPES Pupils should be taught to: draw 2-D shapes using given dimensions and angles recognise, describe and build simple 3-D shapes, including making nets compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

GEOMETRY â&#x20AC;&#x201C; POSITION AND DIRECTION Pupils should be taught to: describe positions on the full coordinate grid (all four quadrants) draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

STATISTICS Pupils should be taught to: interpret and construct pie charts and line graphs and use these to solve problems calculate and interpret the mean as an average.

FUN MATHS ACTIVITIES TO DO AT HOME FAVOURITE FOOD 

Ask your child the cost of a favourite item of food. Ask them to work out what 7 of them would cost, or 8 or 9. How much change would there be from €50? Repeat with his/her least favourite food. What is the difference in cost between the two?

SALE OF THE CENTURY 



When you go shopping, or see a shop with a sale on, ask your child to work out what some items would cost with: 50% off 25% off 10% off 5% off Ask your child to explain how she/he worked it out.

TV ADDICTS Ask your child to keep a record of how long she/he watches TV each day of the week. Then ask her/him to do this.  

Work out the total watching time for the week. Workout the average watching time for a day (that is, the total time divided by 7).

Instead of watching TV, you could ask them to keep a record of time spent eating meals, or playing outdoors, or anything else they do each day. Then work out the daily average.

FOUR IN A LINE Draw a 6 x 7 grid and fill it with numbers under 100.    

 

Take turns. Roll three dice, or roll one dice three times. Use all three numbers to make a number on the grid. You can add, subtract, multiply or divide the numbers, e.g. if you roll 3, 4 and 5, you could make 3 x 4 – 5 = 7, 54 ÷ 3 = 18, (4 + 5) x 3 = 27, and so on. Cover the number you make with a coin or counter. The first to get four of their counters in a straight line wins.

RHYMES Make up rhymes together to help your child to remember the harder times-tables facts, e.g. 6 x 7 = 42 phew! 7 x 7 = 49 fine! 6 x 8 = 48 great!

RECIPES Find a recipe for 4 people and rewrite it for 8 people, e.g. 4 people 125g flour 50g butter 75g sugar 30ml treacle 1 teaspoon ginger

8 people 250 g flour 100g butter 150 g sugar 60 ml treacle 2 teaspoons ginger

Can you rewrite it for 3 people? Or 5 people?

FOURS    

Use exactly four 4s each time. You can add, subtract, multiply or divide them. Can you make each number from 1 to 100? Here are some ways of making the first two numbers 1 = (4 + 4) ÷ (4 + 4) 2=4÷4+4÷4

THREE IN A ROW For this game you need a calculator. Draw a line like this:

  

Take it in turns to choose a fraction, say 2/5. Use the calculator to convert it to a decimal (i.e. 2 ÷ 5 = 0.4) and mark your initials at this point on the line. The aim of the game is to get 3 crosses in a row without any of the other player’s marks in between. Some of the fractions are harder to place than others, e.g. ninths.

FLOWERS      

Take turns to think of a flower. Use an alphabet code, A = 1, B = 2, C = 3... up to Z = 26. Find the numbers for the first and last letters of your flower, e.g. for a ROSE, R = 18, E = 5. Multiply the two numbers together, e.g. 18 x 5 = 90. The person with the biggest answer scores a point. The winner is the first to get 5 points.

When you play again you could think of animals, or countries.

JOURNEYS Use the chart in the front of a road atlas that tells you the distance between places.  

Find the nearest place to you. Ask your child to work out how long it would take to travel to some place in Luxembourg or neighbouring countries if you travelled at an average of 60 km per hour, i.e. 1 kilometre per minute, e.g. Luxembourg City to Trier: Luxembourg City to Brussels:

47km 212km

Encourage your child to count in 60s to work out the answers mentally.

ONE MILLION EUROS Assume you have €1 000 000 to spend or give away. Plan with your child what to do with it, down to the last penny.

CARD GAME Use a pack of playing cards. Take out the jacks, queens and kings.     

Take turns. Take a card and roll a dice. Multiply the two numbers. Write down the answer. Keep a running total. The first to go over 301 wins!

47 minutes 3 hours and 32 minutes

REMAINDERS Draw a 6 x 6 grid like this.    



Choose the 7, 8, or 9 times table. Take turns. Roll a dice. Choose a number on the board, e.g. 59. Divide it by the tables number e.g. 7. If the remainder for 59 ÷ 7 is the same as the dice number, you can cover the board number with a counter or coin. The first to get four of their counters in a straight line wins!

DOUBLES AND TREBLES     

Roll two dice. Multiply the two numbers to get your score. Roll one of the dice again. If it is an even number, double your score. If it is an odd number, treble your score. Keep a running total of your score. The first to get over 301 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

PLACE VALUE AND ORDERING just over, just under exact, exactly too many, too few, enough, not enough round (up or down), nearest round to the nearest ten/hundred/ thousand integer, positive, negative above/below zero, minus

units, ones tens, hundreds, thousands ten thousand, hundred thousand, million digit, one-, two- or 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 NUMBER 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 formula divisible (by), divisibility, factor, factorise square number one squared, two squared... (12, 22...) prime, prime factor

Of two objects/amounts: >, <, ≥, ≤,

greater, more, larger, bigger less, fewer, smaller greater than or equal to less than or equal to

Of three objects/amounts: greatest, most, biggest, largest least, fewest, smallest one... ten... one hundred... one thousand more/less compare, order, size ascending/descending order 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 ≈, is approximately equal to

FRACTIONS, DECIMALS, PERCENTAGES, RATIO AND PROPORTION 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

part, equal parts fraction, proper/improper fraction mixed number numerator, denominator equivalent, reduced to, cancel one whole half, quarter, eighth third, sixth, ninth, twelfth fifth, tenth, twentieth, hundredth, thousandth proportion, ratio in every, for every to every, as many as decimal, decimal fraction decimal point, decimal place percentage, per cent, %

USING A CALCULATOR calculator, display, key enter, clear, sign change constant, recurring memory, operation key

CALCULATIONS

MAKING DECISIONS AND REASONING

ADDITION AND SUBTRACTION

pattern, puzzle calculate, calculation mental calculation method, strategy jotting answer right, correct, wrong what could we try next’? how did you work it out? number sentence sign, operation, symbol, equation

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 units boundary, tenths boundary inverse

MONEY money coin, note penny, pence, pound (£), cent, euro (€) price, cost buy, bought, sell, sold spend, spent pay change dear, costs more, more/most expensive cheap, costs less, cheaper, less/least expensive how much...? how many...?

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

total, amount, value, worth discount, profit, loss currency

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

HANDLING DATA count, tally, sort, vote survey, questionnaire data, database graph, block graph, line graph pictogram, represent group, set list, chart, bar chart, bar line chart tally chart table, frequency table Carroll diagram, Venn diagram label, title, axis, axes diagram most popular, most common least popular, least common mode, range, mean, average, median statistics, distribution maximum/minimum value classify, outcome

LENGTH 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, circumference kilometre (km), metre (m) centimetre (cm), millimetre (mm) mile, yard, feet, foot, inches, inch ruler, metre stick, tape measure, compasses

MASS mass: big, bigger, small, smaller, balances weight: heavy/light, heavier/lighter,

PROBABILITY

heaviest/lightest weigh, weighs tonne, kilogram (kg), half-kilogram, gram (g) pound (lb), ounce (oz) balance, scales

fair, unfair likely, unlikely, likelihood, equally likely certain, uncertain probable, possible, impossible chance, good chance poor chance, no chance equal chance, even chance, fifty-fifty chance risk, doubt biased, random

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

MEASURES, SHAPE AND SPACE MEASURES (GENERAL) measure, measurement size compare unit, standard unit metric unit, imperial unit measuring scale, division guess, estimate

AREA area, covers, surface square centimetre (cm2), square metre (m2) square millimetre (mm2)

TIME time

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

net surface angle, right-angled congruent intersecting, intersection plane base, square-based vertex, vertices layer, diagram regular, irregular concave, convex open, closed tangram

day, week, fortnight, month year, leap year, century, millennium 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 o'clock, half past, quarter to, quarter past clock, watch, hands digital/analogue clock/watch, timer 24-hour clock, 12-hour clock Greenwich Mean Time, British Summer Time International Date Line how often? always, never, often, sometimes, usually

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

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

SHAPE AND SPACE shape, pattern flat, line curved, straight round hollow, solid corner point, pointed face, side, edge, end sort make, build, construct, draw, sketch centre, radius, diameter circumference, concentric, arc

PATTERNS AND SYMMETRY size, bigger, larger, smaller symmetrical line of symmetry, axis of symmetry line symmetry, reďŹ&#x201A;ective symmetry fold match mirror line, reflection, reflect pattern, repeating pattern, translation

right angle, acute, obtuse, reflex degree straight line stretch, bend ruler, set square angle measurer, compasses, protractor

INSTRUCTIONS listen, join in, say, recite think, imagine, remember start from, start with, start at look at, point to, show me put, place arrange, rearrange change, change over adjusting, adjust 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, bisect tell me, define, describe, name, pick out, identify discuss, talk about explain explain your method/answer/reasoning 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

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 parallel, perpendicular x-axis, y-axis quadrant movement slide, roll whole turn, half turn, quarter turn rotate, rotation angle, ...is a greater/smaller angle than

draw, sketch draw a line between, join (up), ring, arrow cost, count, tally calculate, work out, solve, convert investigate, interrogate (data), question, prove answer check

GENERAL same, identical, different missing number(s) number facts, number pairs, number bonds greatest value, least value number line, number track number square, hundred square number cards, number grid abacus counters, cubes, blocks, rods die, dice, spinner dominoes pegs, peg board, pin board geo-strips same way, different way best way, another way in order, in a different order not, all, every, each

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

The Time Tunnel Bake It

TERM 2 IPC Topic

What a Wonderful World Out of Africa

TERM 3 IPC Topic

What Price Progress Holiday Show

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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