International School, Luxembourg A.S.B.L.
Year 5 Good Things to Know
We hope you find this handbook useful, it contains information which is an extension of the Parent Handbook you will have already received. You will receive further information in the form of termly Year Group letters with in depth information on each of the subjects your child(ren) will be studying.
Learning is growing in doing, knowing and understanding.
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TABLE OF CONTENTS Homework ........................................................................................................................... 4 Core Learning In Literacy ..................................................................................................... 5 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 .............................................................................................................. 22 International Primary Curriculum Topics (IPC) ................................................................ 27 Internet Safety Guide for Parents and Carers ...................................................................... 28
For further information regarding the curriculum visit
http://www.gov.uk/dfe/nationalcurriculum
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HOMEWORK We are often asked questions by parents about homework – its purpose and the amount. This letter will give you an introduction as to how we view homework here at St George’s. A more detailed programme for each class will be drawn up by the individual class teachers. There is no doubt that parents who are involved in their child’s learning help them to make faster progress, to gain confidence and to achieve better results. We appreciate the support that you already give your children at home. At St George’s we believe that the main purposes of homework are: 1) To develop our links with you, the parents. 2) To help you to understand what your children are learning at school. 3) To give your child the opportunity to practise what they are learning, particularly in literacy and numeracy. 4) To develop self-discipline and perseverance and become independent learners. 5) To help your child to learn to plan the wise use of time and to develop confidence. 6) To develop ‘The Homework Habit’. 7) To increase self-esteem through knowing that their achievements are regarded as important by both home and school. 8) To extend school learning. The purpose and the amount of homework change as your child gets older. For children in Reception and Years 1 and 2 the homework could include a reading activity, phonic practice, word games, spelling, learning number facts and reading together. The time spent on homework will be about 1 hour each week for Years 1 and 2 and 30 minutes for Reception, excluding reading practice. In Years 3 – 6 the main purpose of homework is to provide opportunities for your child to develop the skills of independent learning. By the time your child reaches Year 6 their homework will cover a range of tasks and curriculum content. In Years 3 – 6 homework could include: 1) 2) 3) 4) 5) 6)
Regular opportunities to practise word and sentence work. Finding out information. Reading in preparation for lessons. Regular opportunities to practise number skills. French or EAL. Speaking and recital skills.
We would also encourage you to share other books by reading with your child for between 10 and 20 minutes a day.
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CORE LEARNING IN LITERACY – YEAR 5 SPOKEN LANGUAGE Pupils should be taught to: listen and respond appropriately to adults and their peers. ask relevant questions to extend their understanding and knowledge. use relevant strategies to build their vocabulary. articulate and justify answers, arguments and opinions. give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. speak audibly and fluently with an increasing command of Standard English. participate in discussions, presentations, performances, role play, improvisations and debates. gain, maintain and monitor the interest of the listener(s). consider and evaluate different viewpoints, attending to and building on the contributions of others. select and use appropriate registers for effective communication.
WORD READING Pupils should be taught to: apply their growing knowledge of root words, prefixes and suffixes (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, nonfiction 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.
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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.
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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. prÊcising 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.
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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.
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WORD LIST – YEAR 5 accommodate
embarrass
persuade
accompany
environment
physical
according
equip (–ped, –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
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SPELLING OBJECTIVES - YEAR 5
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.
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C¶u[rã[i[¹Ö A¶l[p[h]a[¥e[t Aªa
B¶ø
Cªc
Dªd
Eâ
F¶<
Gªü
H¶h
I¶i
J¶ý
K¶„
L¶l
M¶m
N¶n
Oª‹
P¶ú
Qªq
R¶r
S¡
T¶t
U¶u
V¶v
W¶w
X¶ˆ
Y¶þ
Z¶z
A¶l[l ªc]a[p[i[t]a[l ¶¯e[t[·e[rã ¶¥e]Ìi[n ¶>›om ¶t[«e ¶t]oú ¶l[i[±e. Cªa[p[i[t]a[l ¶¯e[t[·e[rã ªa[µÖ ¶n]Št ¶Ðoi[±e]d. A¶l[l ¡[m]a[l[l ¶¯e[t[·e[rã ¶¥e]Ìi[n ¶>›om ¶t[«e ¶b]Št[t]om ¶l[i[±e. T¶«e ªon[l[þ â[ˆ]¦e[p[t[i]on¡ ¶¥e]Ìi[n ªa[>·e[r ¶t[«e ¶¯e[t[·e[rã ª‹, ¶v, ¶w ªa[n]d ¶r. 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.
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Say is as it is written
Find the roots and build them up
Fascinating
Find out where the word comes from.
dis + appear
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
Ways to help Make up Funnies Necessary has one collar and two socks.
Spell the word out loud, letter by letter, as you write it down.
Because = Big Elephants Can Always Use Some Energy.
S–a–i–d
with difficult spellings
Hang spelling lists
Look for words with words
on
Together = To get her
Take a mental photograph of the word
bedroom
Remember
&
Friend = I will be your friend to the end
loo doors Use the Computer Remember the way it feels to type the word.
Get the feel of the word.
Practice writing with graphic programmes Write with your finger in the air or chalk in big 13 letter on the board.
Rub out chalk writing with your index
FRENCH By the end of Year 6, we would expect some of our pupils to attain level C1 if they have been attending French at St Georgeâ&#x20AC;&#x2122;s from Early Years. Below is an explanation of the levels used to assess language levels: The Common European Framework (CEFR) divides learners into three broad divisions that can be divided into six levels. It describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level.
Description
Level group Level group name Level
A
B
C
Basic User
Independent User
Proficient User
A1
A2
B1
B2
C1
C2
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his / her field of specialisation.
Can understand a wide range of demanding, longer texts, and recognise implicit meaning.
Can understand with ease virtually everything heard or read.
Can introduce him / herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.
Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.
Can deal with most situations likely to arise while travelling in an area where the language is spoken. Can produce simple connected text on topics that are familiar or of personal interest.
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Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
Can express ideas fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes.
Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
Description
Level
A1
A2
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.
B1 Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
B2
C1
C2
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Can produce clear, wellstructured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.
SUPPORTING THE FRENCH LEARNER OUTSIDE OF SCHOOL Language Camps: www.languages.lu/language-camps/ Tutoring: www.languages.lu/school-tutoring/ Tutoring: www.mastercraft.lu/en/soutien_scolaire.html Sports and Languages: www.inlingua.lu/?q=en/node/136 After-school: www.inlingua.lu/?q=en/node/135 Little Gym: www.thelittlegym.eu/lu-fr
SUPPORTING THE EAL LEARNER OUTSIDE OF SCHOOL Little Gym: www.thelittlegym.eu/lu-en Ceramics School: www.ceramics.lu/index.htm British Guides in Luxembourg: www.bglux.eu Telstar Scout Group: www.telstar.lu Newsround: www.bbc.co.uk/newsround Online Talking Stories: http://resources.woodlands-
junior.kent.sch.uk/interactive/onlinestory.htm British Council: http://learnenglishkids.britishcouncil.org/en/
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CORE LEARNING IN NUMERACY – YEAR 5 NUMBER – NUMBER AND PLACE VALUE Pupils should be taught to: read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000 solve number problems and practical problems that involve all of the above read Roman numerals to 1000 (M) and recognise years written in Roman numerals.
NUMBER – ADDITION AND SUBTRACTION Pupils should be taught to: add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) add and subtract numbers mentally with increasingly large numbers use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
NUMBER – MULTIPLICATION AND DIVISION Pupils should be taught to: identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers establish whether a number up to 100 is prime and recall prime numbers up to 19 multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers multiply and divide numbers mentally drawing upon known facts divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 recognise and use square numbers and cube numbers, and the notation for squared ( 2) and cubed (3) solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes
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solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.
NUMBER â&#x20AC;&#x201C; FRACTIONS (INCLUDING DECIMALS AND PERCENTAGES) Pupils should be taught to: compare and order fractions whose denominators are all multiples of the same number identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1 1/5 ] add and subtract fractions with the same denominator and denominators that are multiples of the same number multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams read and write decimal numbers as fractions [for example, 0.71 =
71/
100
]
recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents round decimals with two decimal places to the nearest whole number and to one decimal place read, write, order and compare numbers with up to three decimal places solve problems involving number up to three decimal places recognise the per cent symbol (%) and understand that per cent relates to â&#x20AC;&#x2DC;number of parts per hundredâ&#x20AC;&#x2122;, and write percentages as a fraction with denominator 100, and as a decimal solve problems which require knowing percentage and decimal equivalents of and those fractions with a denominator of a multiple of 10 or 25.
1/
2
, 1/4 ,
1/
5,
2/
5,
4/
5,
MEASUREMENT Pupils should be taught to: convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre) understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water] solve problems involving converting between units of time use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.
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GEOMETRY – PROPERTIES OF SHAPES Pupils should be taught to: identify 3-D shapes, including cubes and other cuboids, from 2-D representations know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles draw given angles, and measure them in degrees (o) identify: angles at a point and one whole turn (total 360o) angles at a point on a straight line and ½ a turn (total 180o) other multiples of 90o use the properties of rectangles to deduce related facts and find missing lengths and angles distinguish between regular GEOMETRY – POSITION AND DIRECTION Pupils should be taught to: identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. STATISTICS Pupils should be taught to: solve comparison, sum and difference problems using information presented in a line graph complete, read and interpret information in tables, including timetables.
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FUN MATHS ACTIVITIES TO DO AT HOME HOW MUCH?
While shopping, point out an item costing less than €1. Ask your child to work out in their head the cost of 3 items. Ask them to guess first. See how close they come. If you see any items labelled, for example ‘2 for €3.50’, ask them to work out the cost of 1 item for you, and to explain how they got to the answer.
TIMES TABLES Say together the six times table forwards, then backwards. Ask your child questions, such as: Nine sixes? How many sixes in 42? Six times four? Forty-eight divided by six? Three multiplied by six? Six times what equals sixty? Repeat with the seven, eight and nine times tables.
DECIMAL NUMBER PLATES
Each choose a car number plate. Choose two of the digits, e.g. 4 and 6. Make the smallest and largest numbers you can, each with 1 decimal place, e.g. 4.6 and 6.4. Now find the difference between the two decimal numbers, e.g. 6.4 – 4.6 = 1.8. Whoever makes the biggest difference scores 10 points. The person with the most points wins.
Play the game again, but this time score 10 points for the smallest difference, or 10 points for the biggest total.
FINDING AREAS
AND
PERIMETERS
Perimeter = distance around the edge of a shape Area of a rectangle = length x breadth (width)
Collect 5 or 6 used envelopes of different sizes. Ask your child to estimate the perimeter of each one to the nearest centimetre. Write the estimate on the back. Now measure. Write the estimate next to the measurement. How close did your child get? Now estimate then work out the area of each envelope. Were perimeters or areas easier to estimate? Why?
You could do something similar using and old newspaper e.g.
Work out which page has the biggest area used for photographs. Choose a page and work out the total area of news stories or adverts on that page
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CAR NUMBERS
Try reading a car number as a measurement in centimetres, then converting it to metres, e.g. 456cm, which is 4.56m, or 4m and 56cm. Try this with car numbers that have zeros in them, e.g. 307 cm, which is 3.07m or 3m and 7cm; 370 cm, which is 3.7m, or 3m and 70cm. These are harder!
TABLES Make a times-table grid like this.
Shade in all the tables facts that your child knows, probably 1s, 2s, 3s, 4s, 5s and 10s. Some facts appear twice, e.g. 7 x 3 and 3 x 7, so cross out one of each. Are you surprised how few facts are left? There might only be 10 facts to learn. So take one fact a day and make up a silly rhyme together to help your child learn it, e.g. nine sevens are sixty-three, let’s have lots of chips for tea!
TELEPHONE CHALLENGES
Challenge your child to find numbers in the telephone directory where the digits add up to 42. Find as many as possible in 10 minutes. On another day, see if they can beat their previous total.
TARGET 1000
Roll a dice 6 times. Use the six digits to make two three-digit numbers. Add the two numbers together. How close to 1000 can you get?
NUMBERS 2
Choose a car number. You may add or subtract 10, 20, 30, 40, 50, 60, 70, 80 or 90. Try to get close as possible to 555. Who can get closest during a week?
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DICEY DIVISION For this game you need a 1-100 board (a snakes and ladders board will do), a dice and 20 coins or counters.
Take turns. Choose a two-digit number. Roll a dice. If you roll 1, roll again. If your two-digit number divides exactly by the dice number, put a coin on your chosen twodigit number. Otherwise miss that turn. The first to get 10 counters on the board wins.
LINE IT UP You need a ruler marked in centimetres and millimetres.
Use the ruler to draw 10 different straight lines on a piece of paper. Ask your child to estimate the length of each line and write the estimate on the line. Now give them the ruler and ask them to measure each line to the nearest millimetre. Ask them to write the measurement next to the estimate, and work out the difference. A difference of 5 millimetres or less scores 10 points. A difference of 1 centimetre or less scores 5 points. How close to 100 points can she/he get?
GUESS MY NUMBER
Choose a number between 0 and 1 with one decimal place, e.g. 0.6. Challenge your child to ask you questions to guess your number. You may only answer ‘Yes’ or ‘No’. For example, she/he could ask questions like ‘Is it less than a half?’ See if she/he can guess your number in fewer than 5 questions. Now let your child choose a mystery number for you to guess.
Extend the game by choosing a number with one decimal pace between 1 and 10, e.g. 3.6. You may need more questions!
TIMES TABLES Ask your child a different times-table fact every day, e.g. What is 6 times 8? Can you use this to work out 12 x 8? and: What is 48 divided by 6?
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MATHS VOCABULARY This is the maths vocabulary that your child will be exposed to this year. We don’t expect you to teach it to them, but would like you to be aware of the words that will be used in case your child would like help or reassurance in their understanding. If English is not their first language, it will enable you to be aware of the vocabulary they are learning.
NUMBERS AND THE NUMBERING SYSTEM
PLACE V ALUE AND ORDERING 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
exact, exactly too many, too few, enough, not enough round (up or down), nearest round to the nearest ten/hundred round to the nearest thousand integer positive, negative above/below zero, minus
PROPERTIES OF NUMBERS SEQUENCES
NUMBER
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 square number one squared, two squared... (12, 22...)
Of two objects/amounts: >, <, ≥, ≤,
AND
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 just over, just under
FRACTIONS, DECIMALS, PERCENTAGES , RATIO AND PROPORTION part, equal parts fraction, proper/improper fraction mixed number
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divide, division, divided by, divided into remainder factor, quotient, divisible by inverse
numerator, denominator equivalent, reduced to, cancel one whole half, quarter, eighth third, sixth, ninth, twelfth fifth, tenth, twentieth, hundredth 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 constant solving problems
MAKING DECISIONS
AND
REASONING
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
CALCULATIONS ADDITION AND SUBTRACTION add, addition, more, plus, increase sum, total, altogether score double, near double how many more to make...'? subtract, subtraction, take (away), minus, decrease leave, how many are left/left over’? difference between half, halve how many more/fewer is... than...? how much more/less is...? equals, sign, is the same as tens boundary, hundreds boundary 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...? total, amount, value, worth discount currency
MULTIPLICATION AND DIVISION lots of, groups of times, multiply, multiplication, multiplied by multiple of, product once, twice, three times... ten times... times as (big, long, wide... and so on) repeated addition array row, column double, halve share, share equally one each, two each, three each... group in pairs, threes... tens equal groups of
HANDLING DATA count, tally, sort, vote survey, questionnaire data, database graph, block graph, line graph pictogram,
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distance apart/between, distance to... from... edge, perimeter kilometre (km ), metre (m) centimetre (cm), millimetre (mm) mile ruler, metre stick, tape measure
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 maximum/minimum value classify, outcome
MASS mass: big, bigger, small, smaller, balances weight: heavy/light, heavier/lighter, heaviest/lightest weigh, weighs kilogram (kg), half-kilogram, gram (g) balance, scales
PROBABILITY
CAPACITY
fair, unfair likely, unlikely, likelihood certain, uncertain probable, possible, impossible chance, good chance poor chance, no chance risk, doubt
capacity full, half full empty holds, contains litre (l), half-litre, millilitre (ml) pint, gallon container, measuring cylinder
MEASURES, SHAPE AND SPACE
AREA
MEASURES (GENERAL)
area, covers, surface square centimetre (cm2), square metre (m2) square millimetre (mm2)
measure, measurement size compare unit, standard unit metric unit, imperial unit measuring scale, division guess, estimate enough, not enough too much, too little too many, too few nearly, roughly, about, close to about the same as, approximately just over, just under
TIME time
days of the week: Monday, Tuesday... months of the year: January, February... seasons: spring, summer, autumn, winter 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
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
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circle, circular, semi-circle triangle, triangular equilateral triangle, isosceles triangle, scalene triangle square rectangle, rectangular, oblong pentagon, pentagonal hexagon, hexagonal heptagon octagon, octagonal polygon quadrilateral
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 how often? always, never, often, sometimes, usually
SHAPE AND SPACE
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
shape, pattern flat, line curved, straight round hollow, solid corner point, pointed face, side, edge, end sort make, build, construct, draw, sketch centre, radius, diameter net surface angle, right-angled congruent base, square-based vertex, vertices layer, diagram regular, irregular concave, convex open, closed
POSITION DIRECTION AND MOVEMENT POSITION
over, under, underneath above, below, top, bottom, side on, in, outside, inside, around in front, behind, front, back before, after, beside, next to opposite, apart between, middle, edge, centre corner direction journey, route, map, plan left, right up, down, higher, lower forwards, backwards, sideways, across close, far, near along, through, to, from, towards, away from ascend, descend grid, row, column origin, coordinates clockwise, anti-clockwise
3D SHAPES 3D, three-dimensional cube, cuboid pyramid sphere, hemi-sphere, spherical cone cylinder, cylindrical prism tetrahedron, polyhedron, octahedron 2D SHAPES 2D, two-dimensional
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read, write, record write in figures present, represent interpret trace, copy complete, finish, end fill in, shade, colour label, plot tick, cross draw, sketch draw a line between, join (up), ring, arrow cost, count, tally calculate, work out, solve, convert investigate, question answer check
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 right angle, acute, obtuse degree straight line stretch, bend ruler, set square angle measurer, compasses, protractor
GENERAL same, 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
INSTRUCTIONS listen, join in, say, recite think, imagine, remember start from, start with, start at look at, point to, show me put, place arrange, rearrange change, change over split, separate carry on, continue, repeat what comes next? predict describe the pattern, describe the rule find, find all, find different investigate choose, decide collect use, make, build, construct, bisect tell me, 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
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INTERNATIONAL PRIMARY CURRICULUM TOPICS (IPC TOPICS) TERM 1 IPC Topic
Mission to Mars Fairgrounds
TERM 2 IPC Topic
Climate Control Being Human
TERM 3 IPC Topic
Going Global
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WHAT YOU CAN DO RIGHT NOW
FURTHER ADVICE AND RESOURCES
ä Get involved in your children’s internet use. Discussing the opportunities and risks with children involves helping them to see for themselves how they might get into and out of difficulty.
The Childnet International website gives internet safety advice, resources and links for young people, parents, teachers, and other organisations. Childnet’s Chatdanger website, accessible from here, gives information and advice about how to keep safe while chatting online. www.childnet.com
ä Agree rules as a family about not disclosing personal information – such as your full name, email address, phone number, home address, photos or school name – time spent online, and contacting people via the internet. ä Create a family email address for registering online. ä Bookmark your family’s favourite websites. Add www.ceop.police.uk to your favourites if you ever need to report online abuse to the police. ä Encourage children to talk to someone they trust if they feel worried or upset by something that happens online. ä Make use of available filtering and monitoring software. These can help to block inappropriate material but remember they are not 100% effective and are no substitute for adult involvement and supervision. For more advice see: www.getnetwise.org C
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ä Make sure your children know the SMART rules. Childnet’s SMART rules have been written especially for young people to remind them how to be careful online.
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Keep safe by being careful not to give out personal information either to people you are chatting with online or by posting it online where other people can see it.
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Meeting someone you have only been in touch with online can be dangerous. Only do so with your parents’ or carers’ permission and even then only when they can be present.
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Accepting emails, IM messages, or opening files, pictures or texts from people you don’t know or trust can lead to problems – they may contain viruses or nasty messages!
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Someone online might lie about who they are, and information on the internet may not be reliable. Check information or advice with other websites, books, or someone who knows.
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Tell your parent, carer or a trusted adult if someone or something makes you feel uncomfortable or worried, or if you or someone you know is being bullied online.
Childnet runs a special parents’ seminar which can be held in your school and there is further advice for parents on Childnet’s KidSMART website at www.kidsmart.org.uk/parents Childnet’s award winning suite of Know IT All resources have been designed to help educate parents, teachers and young people about safe and positive use of the internet. You can access the suite of resources for free at www.childnet.com/kia Childnet’s Digizen website provides information about using social network sites and social media sites creatively and safely, it shares advice and guidance on preventing and responding to cyberbullying. www.digizen.org
KEEPING UP WITH CHILDREN ON THE INTERNET
Childnet’s Sorted website is a resource produced entirely by young people for young people and adults on the issues of internet security. It gives important information and advice on how to protect computers from the dangers of viruses, phishing scams, spyware and Trojans. www.childnet.com/sorted
www.childnet.com/kia The Child Exploitation and Online Protection (CEOP) Centre’s website houses a range of information on how to stay safe online. It includes a link that enables parents and young people to make reports of actual or attempted abuse online which the police will investigate. www.ceop.police.uk
The Internet Watch Foundation website is the UK’s hotline for reporting illegal online content. It deals specifically with child abuse images hosted worldwide and criminally obscene and incitement to racial hatred content hosted in the UK. www.iwf.org.uk
Childnet forms part of the UK Safer Internet Centre in partnership with the SWGfL and the IWF. www.saferinternet.org.uk
This guide has been written and produced by children’s charity Childnet International.
Childnet International © 2002-2011 Registered charity no. 1080173 www.childnet.com
... AN INTERNET SAFETY GUIDE FOR PARENTS AND CARERS
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THE INTERNET – ALWAYS CHANGING
Keeping up to date with children’s use of technology is challenging for many adults. It can be hard to supervise what young people are viewing and creating online, who they are chatting to and texting, and what they are downloading. Many children may have better technical skills than you; however they still need advice and protection when using internet and mobile technologies. This Childnet Know IT All guide will help you to understand online safety issues and give you practical advice as you talk to your children so they can get the most out of the internet and use it positively and safely.
WHAT ARE THE RISKS?
The risks for children when using the internet and mobile phones include inappropriate:
CONTACT
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Potential contact from someone online who may wish to bully or abuse them. It is important for children to remember that online contacts may not be who they say they are. Children must keep personal details private and agree not to meet unsupervised with anyone they have only contacted via the internet. It’s important that you discuss with your child who they can report inappropriate conversations, messages and behaviours to and how.
CONDUCT
Children may be at risk because of their own and others’ online behaviour, such as the personal information they make public. They may also become either perpetrators or targets of cyberbullying (the use of information and communication technologies to deliberately upset someone else).
CONTENT
CYBERBULLYING
New technologies provide an apparently anonymous method by which bullies can torment their victims at any time of the day or night. While the bullying may not be physical, the victim may receive an email, chat or text messages or be the target of unfavourable websites or social networking profiles that make them feel embarrassed, upset, depressed or afraid. This can damage their self-esteem and pose a threat to their psychological well-being. For more advice on preventing and responding to cyberbullying see: www.digizen.org
SOCIAL NETWORKING
Social networking services or blogs are places online where young people can create personalised web-pages in order to express themselves and share ideas and opinions with others. These services enable them to meet and socialise online by linking to other people and therefore create an environment for the whole of their social network to easily exchange information and chat. WHAT ARE THE RISKS? Personal information and contact details can be contained in a profile or could be disclosed during online conversations. Such information can lead to children and their social network receiving unwanted contact from inappropriate people. Children can also post comments or images of themselves or others online, which may compromise their or their friends’ safety or be used as a means to bully others. WHAT CAN YOU DO? Learn from and teach children how to use these applications responsibly. Check the privacy settings available and encourage children to make their profiles accessible only to people known offline. Encourage young people to keep their personal information to a minimum and to think very carefully before including a personal photograph of themselves or their friends in their profile. Photos online can easily be copied, changed and used elsewhere, and can potentially stay online forever.
Inappropriate material is available to children online. Consider using filtering software and agree ground rules about what services you are happy for your children to use. Give them strategies for dealing with any content they are not comfortable with – such as turning off the computer screen and telling an adult they trust.
DOWNLOADING, P2P AND FILE-SHARING
There can be legal consequences for copying copyrighted content. Young people need to be aware that plagiarising content and downloading copyrighted material without the author’s permission is illegal.
WHAT IS PEER-2-PEER (P2P)? A file-sharing network enables people to exchange photos, videos, music, software and games directly between computers, by downloading P2P software.
COMMERCIALISM
IS IT LEGAL? People who download or upload copyrighted material online without the author’s permission are breaking the law. You can legally download by going to websites where this permission to share files has been given.
Young people’s privacy can be invaded by aggressive advertising and marketing schemes. Encourage your children to keep their personal information private, learn how to block pop-ups and spam emails, and use a family email address when filling in online forms.
For further information on social networking safety visit: www.childnet.com/downloads/blog_safety.pdf
WHAT ABOUT INAPPROPRIATE CONTENT AND CONTACT? File sharing networks are the least regulated part of the internet. They can contain pornography and inappropriate content, often in files with misleading names. Direct children to legal downloading sites to reduce this risk. WHAT ARE THE PRIVACY AND SECURITY RISKS? Your computer is at risk from spyware, viruses and other invasive programmes if you are sharing files on non-regulated sites. Protect your computer and personal files by visiting reputable sites and by installing a firewall and anti-virus software. For further information visit: www.childnet.com/downloading
ACCESSING THE INTERNET ON OTHER DEVICES
The internet can be accessed through mobile phones, handheld gaming devices and gaming consoles as well as other devices like the iPod Touch and iPad. Internet safety issues apply to these interactive technologies. MOBILE PHONES Whilst mobile devices offer opportunities in terms of communication, interaction and entertainment, children can be at risk of accessing and distributing inappropriate content and images and talking to strangers away from parental supervision. Children can receive abusive text messages, be vulnerable to commercial mobile phone pressures and run up large phone bills. It is very important to encourage your children not to give out their mobile numbers to strangers either online or in real life and help them to use their mobile safely and responsibly. For more advice visit: www.chatdanger.com/mobiles GAMES CONSOLES AND HANDHELD GAMING DEVICES Home entertainment consoles such as the Playstation, Wii and Xbox are capable of connecting to the internet as are handheld games consoles like the DSi and Playstation Portable. For more advice on online gaming and how to stay safe visit www.childnet.com/downloads/Online-gaming.pdf