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International School, LuxembourgA.S.B.L.
Year 3Good Things to Know
1
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.
3
TABLE OF CONTENTS
HOMEWORK .................................................................................................................................. 5
CORE LEARNING IN LITERACY ......................................................................................................... 6
SOME DO’S AND DON’TS WITH READING .......................................................................................... 9
CURSIVE ALPHABET ..................................................................................................................... 10
LETTER OUTLINES ....................................................................................................................... 11
SPELLING OBJECTIVES ................................................................................................................. 12
DIFFICULTIES WITH SPELLING ...................................................................................................... 13
FRENCH ..................................................................................................................................... 14
CORE LEARNING IN MATHEMATICS ................................................................................................ 16
FUN MATHS ACTIVITIES TO DO AT HOME ........................................................................................ 18
MATHS VOCABULARY ................................................................................................................... 21
INTERNATIONAL PRIMARY CURRICULUM TOPICS (IPC) .................................................................. 26
INTERNET SAFETY INFORMATION ................................................................................................... 27
5
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 reading, 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.
We would also encourage you to share other books by reading with your child for between 10 and 20
minutes a day.
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) Regular opportunities to practise word and sentence work
2) Finding out information
3) Reading in preparation for lessons
4) Regular opportunities to practise number skills
5) French or EAL
6) Speaking and recital skills
6
CORE LEARNING IN LITERACY – YEAR 3
Most children learnt to:
A. SPEAKING AND LISTENING
SPEAKING
Choose and prepare poems or stories for performance, identifying appropriate expression, tone,
volume and use of voices and other sounds.
Explain process or present information, ensuring that items are clearly sequenced, relevant details are
included and accounts are ended effectively.
Sustain conversation, explain or give reasons for their views or choices.
Develop and use specific vocabulary in different contexts.
LISTENING AND RESPONDING
Follow up others’ points and show whether they agree or disagree in whole-class discussion.
Identify the presentational features used to communicate the main points in a broadcast.
Identify key sections of an informative broadcast, noting how the language used signals changes or
transitions in focus.
GROUP DISCUSSION AND INTERACTION
Use talk to organise roles and action.
Actively include and respond to all members of the group.
Use the language of possibility to investigate and reflect on feelings, behaviour or relationships.
DRAMA
Present events and characters through dialogue to engage the interest of an audience.
Use some drama strategies to explore stories or issues.
Identify and discuss qualities of others’ performances, including gesture, action and costume.
B. READING
WORD RECOGNITION: DECODING (READING) AND ENCODING (SPELLING)
Note
Year 3 is a significant year for moving the emphasis on teaching from word recognition to language
comprehension. The Rose Report: Independent review of the teaching of early reading (2006) makes
clear that the two dimensions of reading – word recognition processes and language comprehension
processes – are both necessary to achieve fluent reading. However, the balance between word
recognition and language comprehension should change as children acquire secure and automatic
7
decoding skills. For this reason, there is no content provided for strand 5 after Year 2 and the
heading itself is removed after this reference for Year 3.
Children working significantly above or below age-related expectations will need differentiated
support, which may include tracking forward or back in terms of learning objectives. EAL learners
should be expected to work within the overall expectations for their year group, and where this is not
the case should be enabled to reach age-related expectations as quickly as possible. Some newly
arrived learners of EAL may need to undertake time limited work based on objectives for
decoding/encoding in addition to overall language development work.
UNDERSTANDING AND INTERPRETING TEXTS
Identify and make notes of the main points of section(s) of text.
Infer characters’ feelings in fiction and consequences in logical explanations.
Identify how different texts are organised, including reference texts, magazines and leaflets, on paper
and on screen.
Use syntax, context and word structure to build their store of vocabulary as they read for meaning.
Explore how different texts appeal to readers using varied sentence structures and descriptive
language.
ENGAGING WITH AND RESPONDING TO TEXTS
Share and compare reasons for reading preferences, extending the range of books read.
Empathise with characters and debate moral dilemmas portrayed in texts.
Identify features that writers use to provoke readers’ reactions.
C. WRITING
WORD STRUCTURE AND SPELLING
Spell high and medium frequency words.
Recognise a range of prefixes and suffixes, understanding how they modify meaning and spelling,
and how they assist in decoding long complex words.
Spell unfamiliar words using known conventions including grapheme–phoneme correspondences and
morphological rules.
CREATING AND SHAPING TEXTS
Make decisions about form and purpose, identify success criteria and use them to evaluate their
writing.
Use beginning, middle and end to write narratives in which events are sequenced logically and
conflicts resolved.
Write non-narrative texts using structures of different text-types.
8
Select and use a range of technical and descriptive vocabulary.
Use layout, format, graphics and illustrations for different purposes.
TEXT STRUCTURE AND ORGANISATION
Signal sequence, place and time to give coherence.
Group related material into paragraphs.
SENTENCE STRUCTURE AND PUNCTUATION
Show relationships of time, reason and cause through subordination and connectives.
Compose sentences using adjectives, verbs and nouns for precision, clarity and impact.
Clarify meaning through the use of exclamation marks and speech marks.
PRESENTATION
Write with consistency in the size and proportion of letters and spacing within and between words,
using the correct formation of handwriting joins.
Develop accuracy and speed when using keyboard skills to type, edit and redraft.
9
SOME DO’S AND DON’TS WITH READING
DO build confidence at every opportunity DON’T expect rapid results or constant progress – learning to read is a gradual progress
DO give plenty of praise and encouragement
DON’T criticise your child’s reading or insist that they try harder
DO be patient DON’T insist that every word is correct – a story is spoilt by making it a word recognition
contest, and getting the meaning is far more important
DO choose a time when you can be relaxed and give individual attention DON’T try to read if you or your child is just not in the mood
DO read books which interest your child – let them choose
DON’T cover the pictures – these are vital clues for your child when reading
DO encourage your child to guess if they are unsure of the next word DON’T make comparisons with other children’s progress and be competitive about reading –
we all learn things at different rates
DO keep the session short – stop if your child seems bored or disinterested DON’T try and sound out all the individual letters in an attempt to work out a word – not all
words are built phonically and children need to blend sounds, not isolate them
DO try and help your child guess the word by making out the initial sound DON’T always correct your child if they make sense but don’t necessarily get the word right
– e.g. home for house
DO tell your child the word if they are really struggling DON’T isolate words out of context and expect your child to know them
DO read a book together with your child and share the story – try missing out words and
see if they can fill in the gap
DON’T stop reading to/with your child once you think they can read for themselves
DO ask your child if they can point out easy words on a page, e.g. the, me
DON’T discourage your child from reading books that you think are too easy
DO encourage your child to point as they read, following each word carefully DON’T make your child anxious about reading especially if you are. It is more important that
a child becomes a keen reader than learns to read at a particular age
DO remember that learning to read is dependent on a child’s belief that they can do it
10
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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.
11
12
SPELLING OBJECTIVES - YEAR 3
How the spelling of verbs alter when ing is added
To investigate and learn to use the spelling pattern le as in little, muddle, bottle, scramble,
cradle.
To recognise and spell common prefixes and how these influence word meaning, e.g. un, de,
dis, re, pre.
To use their knowledge of prefixes to generate new words from root words, especially
antonyms; happy/unhappy, appear/disappear.
How words change when er and est are added.
How words change when y is added,
To investigate and identify basic rules for changing the spelling of nouns when s is added,
To investigate, spell and read words with silent letters, e.g. knee, gnat, wrinkle.
To recognise and generate compound words, e.g. playground, airport, shoelace, underneath;
and to use this knowledge to support their spelling.
To recognise and spell common suffixes and how these influence word meanings, e.g. ly, ful,
less.
To use their knowledge of suffixes and to generate new words from root words, e.g.
proud/proudly, hope/hopeful/hopeless.
To use the apostrophe to spell shortened forms of words, e.g. don’t, can’t.
Identify short words within long words as an aid to spelling.
To recognise and spell the prefixes mis, non, ex, co, anti.
To use their knowledge of these prefixes to generate new words from root words, e.g.
lead/mislead, sense/nonsense, and to understand how they give clues to meaning, e.g.
extend, export, explode, mislead, mistake, misplace.
To use the apostrophe to spell further contracted forms of words, e.g. couldn’t.
To explore homonyms which have the same spelling but multiple meanings and explain how
the meanings can be distinguished in context, e.g. form (shape or document), wave (gesture,
shape or motion).
13
Say is as it is
written
Fascinating
Say each
syllable even if
it sounds funny
Wed – nes – day
Ways to help
with difficult
spellings
Find the roots and
build them up
dis + appear
Find out where
the word comes
from.
Knif was the Viking
word for knife. Many
Viking words began
with kn.
Say the word
clearly. Sound
it out syllable
by syllable
Yes – ter – day
Spell the word out
loud, letter by letter,
as you write it down.
S – a – i – d
Make up
Funnies
Necessary has one collar
and two socks.
Because = Big
Elephants Can Always
Use Some Energy.
Hang
spelling
lists
on
bedroom
&
loo
doors
Look for words with
words
Together = To get her
Friend = I will be your
friend to the end
Take a mental
photograph of the
word
Remember
Use the Computer
Remember the way it
feels to type the word.
Practice writing with
graphic programmes
Get the feel of the
word.
Write with your finger
in the air or chalk in big
letter on the board.
Rub out chalk
writing with your
index
14
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 George’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 A B C
Level group
name Basic User Independent User Proficient User
Level A1 A2 B1 B2 C1 C2
Description Can
understand and use
familiar everyday
expressions
and very basic
phrases aimed at the
satisfaction of needs of
a concrete type.
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
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 communicate
in simple and
routine tasks requiring a
simple and direct
exchange of information
on familiar and routine
matters.
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 interact
with a degree of fluency and
spontaneity that makes
regular
interaction with native
speakers quite possible
without strain for either
party.
Can
understand a wide range of
demanding, longer texts,
and recognise
implicit meaning.
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
understand with ease
virtually everything
heard or read.
Can summarise
information from different
spoken and written
sources,
reconstructing arguments and
accounts in a coherent
presentation.
15
Level A1 A2 B1 B2 C1 C2
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
disadvantages
of various options.
Can produce clear, well-
structured,
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/
16
CORE LEARNING IN MATHEMATICS – YEAR 3
* Key objectives are in bold.
Most children learnt to:
USING AND APPLYING MATHEMATICS
Solve one-step and two-step problems involving numbers, money or measures, including time,
choosing and carrying out appropriate calculations.
Represent the information in a puzzle or problem using numbers, images or diagrams; use these to
find a solution and present it in context, where appropriate using £.p notation or units of measure.
Follow a line of enquiry by deciding what information is important; make and use lists, tables and
graphs to organise and interpret the information.
Identify patterns and relationships involving numbers or shapes, and use these to solve problems.
Describe and explain methods, choices and solutions to puzzles and problems, orally and in writing,
using pictures and diagrams.
COUNTING AND UNDERSTANDING NUMBER
Read, write and order whole numbers to at least 1000 and position them on a number line; count on
from and back to zero in single-digit steps or multiples of 10.
Partition three-digit numbers into multiples of 100, 10 and 1 in different ways.
Round two-digit or three-digit numbers to the nearest 10 or 100 and give estimates for their sums
and differences.
Read and write proper fractions (e.g. 3/7, 9/10), interpreting the denominator as the parts of a whole
and the numerator as the number of parts; identify and estimate fractions of shapes; use diagrams to
compare fractions and establish equivalents.
KNOWING AND USING NUMBER FACTS
Derive and recall all addition and subtraction facts for each number to 20, sums and
differences of multiples of 10 and number pairs that total 100.
Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding
division facts; recognise multiples of 2, 5 or 10 up to 1000.
Use knowledge of number operations and corresponding inverses, including doubling and halving, to
estimate and check calculations.
CALCULATING
Add or subtract mentally combinations of one-digit and two-digit numbers.
17
Develop and use written methods to record, support or explain addition and subtraction of two-digit
and three-digit numbers.
Multiply one-digit and two-digit numbers by 10 or 100, and describe the effect.
Use practical and informal written methods to multiply and divide two-digit numbers (e.g. 13 × 3, 50
÷ 4); round remainders up or down, depending on the context.
Understand that division is the inverse of multiplication and vice versa; use this to derive and record
related multiplication and division number sentences.
Find unit fractions of numbers and quantities (e.g. 1/2, 1/3,
1/4 and 1/6 of 12 litres).
UNDERSTANDING SHAPE
Relate 2-D shapes and 3-D solids to drawings of them; describe, visualise, classify, draw and make
the shapes.
Draw and complete shapes with reflective symmetry; draw the reflection of a shape in a
mirror line along one side.
Read and record the vocabulary of position, direction and movement, using the four compass
directions to describe movement about a grid.
Use a set-square to draw right angles and to identify right angles in 2-D shapes; compare angles with
a right angle; recognise that a straight line is equivalent to two right angles.
MEASURING
Know the relationships between kilometres and metres, metres and centimetres, kilograms and
grams, litres and millilitres; choose and use appropriate units to estimate, measure and record
measurements.
Read, to the nearest division and half-division, scales that are numbered or partially
numbered; use the information to measure and draw to a suitable degree of accuracy.
Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock; calculate
time intervals and find start or end times for a given time interval.
HANDLING DATA
Answer a question by collecting, organising and interpreting data; use tally charts, frequency tables,
pictograms and bar charts to represent results and illustrate observations; use ICT to create a simple
bar chart.
Use Venn diagrams or Carroll diagrams to sort data and objects using more than one
criterion.
18
FUN MATHS ACTIVITIES TO DO AT HOME
NUMBER GAMES
Roll two dice. Make two-digit numbers, e.g. if you roll a 6 and 4, this could be 64 or 46. If you
haven’t got two dice, roll one dice twice. Ask your child to do one or more of the activities below.
Count on or back from each number in tens.
Add 19 to each number in their head. (A quick way is to add 20 then take away 1.)
Subtract 9 from each number. (A quick way us to take away 10 then add back 1.)
Double each number.
CAN YOU TELL THE TIME?
Whenever possible, ask your child to tell you the time to the nearest 5 minutes. Use a clock with
hands as well as a digital watch or clock. Also ask:
What time will it be one hour from now?
What time was it one hour ago?
Time your child doing various tasks, e.g.:
Getting ready for school;
Tidying a bedroom;
Saying the 5 times, 10 times or 2 times table.
Ask your child to guess in advance how long they think an activity will take. Can they beat their time
when they repeat it?
FRACTIONS
Use 12 buttons, or paper clips or dried beans, or ...
Ask your child to find half of the 12 things.
Now find one quarter of the same group.
Find one third of the whole group.
Repeat with other numbers.
CUPBOARD MATHS
Ask your child to look at the weights printed on jars, tins and packets in the food cupboard, e.g.
Choose six items. Ask your child to put them in order. Is the largest item the heaviest?
19
ORDER, ORDER!
Each of you should draw 6 circles in a row.
Take turns.
Roll two dice and make a two-digit number (see Number Games).
Write the number in one of your circles. Once the number is written in a circle you cannot
change it!
The first to get all six of their circle numbers in order wins!
MAKE 20
For this game you need to write out numbers 0 to 20 on a piece of paper, Make them big enough to
put counters or coins on.
Take turns. Roll a dice. Put a coin on the number that goes with the dice number to make 20,
e.g. throw a ‘4’ and put a coin on 16.
If someone else’s counter is there already, replace it with yours!
The first person to have counters on 6 different numbers wins.
Now roll two dice, add the numbers together and look for a number to make 20. The first
with coins on 10 different numbers wins.
BOARD GAMES
For these games you need to sketch a board like this. Notice how the numbers arranged.
Start at 1. Toss a coin. If it lands heads, move 1 place along. If
it lands tails, add 10, saying the total correctly before moving.
First person to reach the bottom row wins.
Start anywhere on the board. Roll a dice. Even numbers move
you forwards, odd numbers move backwards. If you land on a
multiple of five, you can move either 10 forwards or 10
backwards. The first person to reach either the top or bottom of
the board wins.
UP AND DOWN THE SCALES
Guess with your child the weights of people in your home.
Then weigh them (if they agree!). Help your child to read the scales.
Record each weight, then write all the weights in order.
Repeat after two weeks. What, if any, is the difference in the weights?
20
BEAN RACE
You need two dice and a pile of dried beans.
Take turns to roll the two dice.
Multiply the two numbers and call out the answer.
If you are right, you win a bean.
The first to get 10 beans wins.
BINGO!
One person has the 2x table and the other has the 5x table. Write six numbers in that table on your
piece of paper, e.g.
4 8 10 16 18 20
Roll one or two dice. If you choose to roll two dice, add the numbers, e.g. roll two dice, get 3
and 4, add these to make 7.
Multiply that number by 2 or by 5 (that is by your table number, e.g. 7 x 2 or 7 x 5)
If the answer is on your paper, cross it out.
The first to cross out all six of their numbers wins.
GUESS MY NUMBER
Choose car number you can see e.g. 592.
BT 5925
Add 10 to the number in your head. Say the answer aloud.
Can your child guess which car you were looking at? If so she/he can have a turn next.
SECRET SUMS
Ask your child to say a number, e.g. 43.
Secretly do something to it (e.g. add 30). Say the answer, e.g. 73.
The child then says another number to you, e.g. 61.
Do the same to that number and say the answer.
The child has to guess what you are doing to the number each time!
Then they can have a turn at secretly adding or subtracting something to each number that
you say to them.
21
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.
* Words new to Year 3 are in red.
NUMBERS AND THE NUMBERING
SYSTEM COUNTING, PROPERTIES OF NUMBERS AND
NUMBER SEQUENCES
number
zero, one, two, three... to twenty and beyond
zero, ten, twenty... one hundred
zero, one hundred, two hundred... one
thousand
none
how many...?
count, count (up) to
count on (from, to)
count back (from, to)
count in ones, twos, threes, fours, fives...
count in tens, hundreds
more, less, many, few
tally
odd, even
every other
how many times?
multiple of
sequence
continue
predict
pattern, pair, rule
relationship
PLACE VALUE AND ORDERING
units, ones
tens, hundreds
digit
one-, two- or three-digit number
‘teens’ number
place, place value
stands for, represents
exchange
the same number as, as many as
equal to
Of two objects/amounts:
greater, more, larger, bigger
less, fewer, smaller
Of three objects/amounts:
greatest, most, biggest, largest
least, fewest, smallest
one more, ten more, one hundred more
one less, ten less, one hundred less
compare
order
size
first, second, third... tenth... twentieth
twenty-first, twenty-second...
last, last but one
before, after
next
between, half way between
above, below
ESTIMATING
guess how many, estimate
nearly, roughly, close to
approximate, approximately
about the same as
just over, just under
exact, exactly
too many, too few, enough, not enough
round (up or down)
nearest, round to the nearest ten
FRACTIONS
part, equal parts
fraction
one whole
one half, two halves
one quarter, two... three... four quarters
one third, two thirds, three thirds
one tenth
22
CALCULATIONS ADDITION AND SUBTRACTION
+, add, addition, more, plus
make, sum, total
altogether
score
double, near double
one more, two more... ten more... one
hundred more
how many more to make...?
how many more is... than...?
how much more is?
-, subtract, subtraction, take (away), minus
leave, how many are left/left over?
one less, two less... ten less... one hundred
less
how many fewer is... than...?
how much less is...?
difference between
half, halve
=, equals, sign, is the same as
tens boundary, hundreds boundary
MULTIPLICATION AND DIVISION
lots of, groups of
x, times, multiply, multiplication, multiplied by
multiple of, product
once, twice, three times.. ten times...
times as (big, long, wide... and so on)
repeated addition
array
row, column
double, halve
share, share equally
one each, two each, three each...
group in pairs, threes... tens
equal groups of
÷, divide, division, divided by, divided into
left, left over, remainder
SOLVING PROBLEMS MAKING DECISIONS AND REASONING
pattern, puzzle
calculate, calculation
mental calculation
method
jotting
answer
right, correct, wrong
what could we try next?
how did you work it out?
number sentence
sign, operation, symbol, equation
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
costs the same as
how much...? how many...?
total, amount
value, worth
HANDLING DATA count, tally, sort, vote
graph, block graph, pictogram
represent
group, set
list, chart, bar chart
table, frequency table
Carroll diagram, Venn diagram
label, title, axis, axes
diagram
most popular, most common
least popular, least common
MEASURES, SHAPE AND SPACE MEASURES (GENERAL)
measure
size
compare
measuring scale, division
23
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
LENGTH
length, width, height, depth
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...
kilometre(km), metre (m), centimetre (cm)
mile
ruler, metre stick, tape measure
MASS
weight, weighs, balances
heavy/light, heavier/lighter, heaviest/lightest
kilogram (kg), half-kilogram, gram (g)
balance, scales, weight
CAPACITY
capacity
full, half full
empty
holds, contains
litre (l), half-litre, millilitre (ml)
container
TIME
time
days of the week: Monday, Tuesday...
months of the year: January, February...
seasons: spring, autumn, summer, winter
day, week, fortnight, month, year, century
weekend, birthday, holiday
calendar, date
morning, afternoon, evening, night, midnight
am, pm
bedtime, dinnertime, playtime
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...?
hour, minute, second
o’clock, half past, quarter to, quarter past
clock, watch, hands
digital/analogue clock/watch, timer
how often?
always, never, often, sometimes, usually
once, twice
SHAPE AND SPACE
shape, pattern
flat, curved, straight
round
hollow, solid
corner
point, pointed
face, side, edge, end
sort
make, build, draw
surface
right-angles
vertex, vertices
layer, diagram
3D SHAPES
cube
cuboid
pyramid
sphere, hemi-sphere
cone
cylinder
prism
2D SHAPES
circle, circular, semi-circular
triangle, triangular
24
square
rectangle, rectangular
star
pentagon, pentagonal
hexagon, hexagonal
octagon, octagonal
quadrilateral
PATTERNS AND SYMMETRY
size
bigger, larger, smaller
symmetrical
line of symmetry
fold
match
mirror line, reflection
pattern
repeating pattern
POSITION, DIRECTION AND MOVEMENT
position
over, under, underneath
above, below
top, bottom, side
on, in
outside, inside
around
in front, behind
front, back
before, after
beside, next to
opposite
apart
between
middle, edge
centre
corner
direction
journey, route, 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
clockwise, anti-clockwise
compass point
north, south, east, west (N, S, E, W)
horizontal, vertical
diagonal
movement
slide
roll
turn, whole turn, half turn, quarter turn
angle... is a greater/smaller angle than
right angle
straight line
stretch, bend
INSTRUCTIONS listen
join in
say
recite
think
imagine
remember
start from
start with
start at
look at
point to
show me
put, place
fit
arrange, rearrange
change, change over
split
separate
carry on, continue
repeat
what comes next?
predict
describe the pattern
describe the rule
find, find all, find different
investigate
choose
25
decide
collect
use
make
build
tell me
describe
name
pick out
discuss
talk about, explain
explain your method
explain how you got your answer
give an example of...
show how you...
show your working
read, write
record
write in figures
present
represent
interpret
trace
copy
complete
finish, end
fill in
shade, colour
label
tick, cross
draw a line between
join (up)
ring
arrow
cost, count, tally
calculate
work out
solve
investigate
question
answer
check
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, dominoes
pegs, peg board
geo strips
same way, different way
best way, another way
in order, in a different order
not
all, every, each
draw, sketch
26
INTERNATIONAL PRIMARY CURRICULUM TOPICS
(IPC TOPICS)
TERM 1
IPC Topic Corresponding Science Topic
Rainforest Helping Plants Grow
Rainforest Rocks and Soils
TERM 2
IPC Topic Corresponding Science Topic
Dinosaurs Characteristics of Materials
Dinosaurs Magnets and Springs
TERM 3
IPC Topic Corresponding Science Topic
Different Places, Similar Lives Teeth and Healthy Eating
Different Places, Similar Lives Light and Shadows
Child
net f
orm
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rt o
f the
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e IW
F.
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Kee
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fe b
y be
ing
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ot to
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e ou
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orm
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ith o
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gero
us. O
nly
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ith y
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nts’
or
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erm
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ven
then
onl
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hen
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can
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pres
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MAc
cept
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M m
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or
ope
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ictu
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or te
xts
from
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ust c
an le
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Che
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ooks
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eone
who
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t if s
omeo
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met
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ou fe
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orri
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know
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lied
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ITH
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rule
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iscl
osin
g pe
rson
al
info
rmat
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– su
ch a
s yo
ur fu
ll na
me,
em
ail a
ddre
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eate
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gist
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ookm
ark
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ily’s
favo
urite
web
site
s.
Add
ww
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eop.
polic
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to y
our
favo
urite
s if
you
ever
nee
d to
re
port
onl
ine
abus
e to
the
polic
e.
• En
cour
age
child
ren
to ta
lk to
som
eone
they
trus
t if t
hey
feel
w
orri
ed o
r up
set b
y so
met
hing
that
hap
pens
onl
ine.
• M
ake
use
of a
vaila
ble
fi lte
ring
and
mon
itori
ng s
oftw
are.
The
se
can
help
to b
lock
inap
prop
riat
e m
ater
ial b
ut r
emem
ber
they
are
no
t 100
% e
ffec
tive
and
are
no s
ubst
itute
for
adul
t inv
olve
men
t an
d su
perv
isio
n. F
or m
ore
advi
ce s
ee: w
ww
.get
netw
ise.
org
• M
ake
sure
you
r ch
ildre
n kn
ow th
e SM
ART
rule
s. C
hild
net’s
SM
ART
rule
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ve b
een
wri
tten
esp
ecia
lly fo
r yo
ung
peop
le to
re
min
d th
em h
ow to
be
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nlin
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Child
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nter
natio
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200
2-20
11
Reg
iste
red
char
ity n
o. 1
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w.c
hild
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This
gui
de h
as b
een
wri
tten
and
pro
duce
d by
chi
ldre
n’s
char
ity C
hild
net I
nter
natio
nal.
Child
net r
uns
a sp
ecia
l par
ents
’ sem
inar
whi
ch
can
be h
eld
in y
our
scho
ol a
nd th
ere
is fu
rthe
r ad
vice
for
pare
nts
on C
hild
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Kid
SMAR
T w
ebsi
te
at w
ww
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smar
t.or
g.uk
/par
ents
Child
net’s
aw
ard
win
ning
sui
te o
f Kno
w IT
All
reso
urce
s ha
ve b
een
desi
gned
to h
elp
educ
ate
pare
nts,
teac
hers
and
you
ng p
eopl
e ab
out s
afe
and
posi
tive
use
of th
e in
tern
et. Y
ou c
an a
cces
s th
e su
ite o
f res
ourc
es fo
r fr
ee a
t ww
w.c
hild
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com
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Child
net’s
Dig
izen
web
site
pro
vide
s in
form
atio
n ab
out u
sing
soc
ial n
etw
ork
site
s an
d so
cial
med
ia
site
s cr
eativ
ely
and
safe
ly, i
t sha
res
advi
ce a
nd
guid
ance
on
prev
entin
g an
d re
spon
ding
to
cyb
erbu
llyin
g. w
ww
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izen
.org
Child
net’s
Sor
ted
web
site
is a
res
ourc
e pr
oduc
ed
entir
ely
by y
oung
peo
ple
for
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g pe
ople
and
ad
ults
on
the
issu
es o
f int
erne
t sec
urity
. It g
ives
im
port
ant i
nfor
mat
ion
and
advi
ce o
n ho
w to
pr
otec
t com
pute
rs fr
om th
e da
nger
s of
vir
uses
, ph
ishi
ng s
cam
s, s
pyw
are
and
Troj
ans.
ww
w.c
hild
net.
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ted
FUR
THER
AD
VICE
AN
D R
ESO
UR
CES
WH
AT Y
OU
CA
N D
O R
IGH
T N
OW
The
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nter
natio
nal w
ebsi
te g
ives
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tern
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afet
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ourc
es a
nd li
nks
for
youn
g pe
ople
, par
ents
, tea
cher
s, a
nd o
ther
or
gani
satio
ns. C
hild
net’s
Cha
tdan
ger
web
site
, ac
cess
ible
from
her
e, g
ives
info
rmat
ion
and
advi
ce a
bout
how
to
keep
saf
e w
hile
cha
ttin
g on
line.
ww
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net.
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The
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Exp
loita
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and
Onl
ine
Prot
ectio
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EOP)
Cen
tre’
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ebsi
te
hous
es a
ran
ge o
f inf
orm
atio
n on
how
to
sta
y sa
fe o
nlin
e. It
incl
udes
a li
nk
that
ena
bles
par
ents
and
you
ng p
eopl
e to
mak
e re
port
s of
act
ual o
r at
tem
pted
ab
use
onlin
e w
hich
the
polic
e w
ill
inve
stig
ate.
ww
w.c
eop.
polic
e.uk
The
Inte
rnet
Wat
ch F
ound
atio
n w
ebsi
te
is th
e U
K’s
hot
line
for
repo
rtin
g ill
egal
on
line
cont
ent.
It de
als
spec
ifi ca
lly w
ith
child
abu
se im
ages
hos
ted
wor
ldw
ide
and
crim
inal
ly o
bsce
ne a
nd in
cite
men
t to
raci
al h
atre
d co
nten
t hos
ted
in th
e U
K.
ww
w.iw
f.org
.uk
Man
y ch
ildre
n m
ay h
ave
bett
er te
chni
cal s
kills
than
you
; how
ever
th
ey s
till n
eed
advi
ce a
nd p
rote
ctio
n w
hen
usin
g in
tern
et a
nd
mob
ile te
chno
logi
es.
This
Chi
ldne
t Kno
w IT
All
guid
e w
ill h
elp
you
to u
nder
stan
d on
line
safe
ty is
sues
and
giv
e yo
u pr
actic
al a
dvic
e as
you
talk
to y
our
child
ren
so th
ey c
an g
et th
e m
ost o
ut o
f the
inte
rnet
and
use
it
posi
tivel
y an
d sa
fely
. SO
CIA
L N
ETW
OR
KIN
GSo
cial
net
wor
king
ser
vice
s or
blo
gs a
re p
lace
s on
line
whe
re y
oung
pe
ople
can
cre
ate
pers
onal
ised
web
-pag
es in
ord
er to
exp
ress
th
emse
lves
and
sha
re id
eas
and
opin
ions
with
oth
ers.
The
se
serv
ices
ena
ble
them
to m
eet a
nd s
ocia
lise
onlin
e by
link
ing
to
othe
r pe
ople
and
ther
efor
e cr
eate
an
envi
ronm
ent f
or th
e w
hole
of
thei
r so
cial
net
wor
k to
eas
ily e
xcha
nge
info
rmat
ion
and
chat
.
WH
AT A
RE
THE
RIS
KS?
Pers
onal
info
rmat
ion
and
cont
act d
etai
ls c
an b
e co
ntai
ned
in a
pr
ofi le
or
coul
d be
dis
clos
ed d
urin
g on
line
conv
ersa
tions
. Suc
h in
form
atio
n ca
n le
ad to
chi
ldre
n an
d th
eir
soci
al n
etw
ork
rece
ivin
g un
wan
ted
cont
act f
rom
inap
prop
riat
e pe
ople
. Chi
ldre
n ca
n al
so p
ost
com
men
ts o
r im
ages
of t
hem
selv
es o
r ot
hers
onl
ine,
whi
ch m
ay
com
prom
ise
thei
r or
thei
r fr
iend
s’ s
afet
y or
be
used
as
a m
eans
to
bul
ly o
ther
s.
WH
AT C
AN
YO
U D
O?
Lear
n fr
om a
nd te
ach
child
ren
how
to u
se th
ese
appl
icat
ions
re
spon
sibl
y. C
heck
the
priv
acy
sett
ings
ava
ilabl
e an
d en
cour
age
child
ren
to m
ake
thei
r pr
ofi le
s ac
cess
ible
onl
y to
peo
ple
know
n of
fl ine
. Enc
oura
ge y
oung
peo
ple
to k
eep
thei
r pe
rson
al in
form
atio
n to
a m
inim
um a
nd to
thin
k ve
ry c
aref
ully
bef
ore
incl
udin
g a
pers
onal
ph
otog
raph
of t
hem
selv
es o
r th
eir
frie
nds
in th
eir
profi
le. P
hoto
s on
line
can
easi
ly b
e co
pied
, cha
nged
and
use
d el
sew
here
, and
can
po
tent
ially
sta
y on
line
fore
ver.
For
furt
her
info
rmat
ion
on s
ocia
l net
wor
king
saf
ety
visi
t:
ww
w.c
hild
net.
com
/dow
nloa
ds/b
log_
safe
ty.p
df
WH
AT IS
PEE
R-2
-PEE
R (P
2P)?
A fi l
e-sh
arin
g ne
twor
k en
able
s pe
ople
to e
xcha
nge
phot
os, v
ideo
s,
mus
ic, s
oftw
are
and
gam
es d
irec
tly b
etw
een
com
pute
rs, b
y do
wnl
oadi
ng P
2P s
oftw
are.
IS IT
LEG
AL?
Peop
le w
ho d
ownl
oad
or u
ploa
d co
pyri
ghte
d m
ater
ial o
nlin
e w
ithou
t th
e au
thor
’s p
erm
issi
on a
re b
reak
ing
the
law
. You
can
lega
lly
dow
nloa
d by
goi
ng to
web
site
s w
here
this
per
mis
sion
to s
hare
fi le
s ha
s be
en g
iven
.
WH
AT A
BO
UT
INA
PP
RO
PR
IATE
C
ON
TEN
T A
ND
CO
NTA
CT?
File
sha
ring
net
wor
ks a
re th
e le
ast
regu
late
d pa
rt o
f the
inte
rnet
. Th
ey c
an c
onta
in p
orno
grap
hy a
nd
inap
prop
riat
e co
nten
t, of
ten
in
fi les
with
mis
lead
ing
nam
es. D
irec
t ch
ildre
n to
lega
l dow
nloa
ding
site
s to
re
duce
this
ris
k.
WH
AT A
RE
THE
PR
IVA
CY
AN
D S
ECU
RIT
Y R
ISK
S?Yo
ur c
ompu
ter
is a
t ris
k fr
om s
pyw
are,
vir
uses
and
oth
er in
vasi
ve
prog
ram
mes
if y
ou a
re s
hari
ng fi
les
on n
on-r
egul
ated
site
s. P
rote
ct
your
com
pute
r an
d pe
rson
al fi
les
by v
isiti
ng r
eput
able
site
s an
d by
in
stal
ling
a fi r
ewal
l and
ant
i-vi
rus
soft
war
e.
For
furt
her
info
rmat
ion
visi
t: w
ww
.chi
ldne
t.co
m/d
ownl
oadi
ng
MO
BIL
E P
HO
NE
S W
hils
t mob
ile d
evic
es o
ffer
op
port
uniti
es in
term
s of
co
mm
unic
atio
n, in
tera
ctio
n an
d en
tert
ainm
ent,
child
ren
can
be a
t ri
sk o
f acc
essi
ng a
nd d
istr
ibut
ing
inap
prop
riat
e co
nten
t and
imag
es
and
talk
ing
to s
tran
gers
aw
ay fr
om
pare
ntal
sup
ervi
sion
. Chi
ldre
n ca
n re
ceiv
e ab
usiv
e te
xt m
essa
ges,
be
vuln
erab
le to
com
mer
cial
mob
ile p
hone
pre
ssur
es a
nd r
un u
p la
rge
phon
e bi
lls.
It is
ver
y im
port
ant t
o en
cour
age
your
chi
ldre
n no
t to
give
out
thei
r m
obile
num
bers
to s
tran
gers
eith
er o
nlin
e or
in r
eal l
ife a
nd h
elp
them
to u
se th
eir
mob
ile s
afel
y an
d re
spon
sibl
y.
For
mor
e ad
vice
vis
it: w
ww
.cha
tdan
ger.
com
/mob
iles
GA
ME
S C
ON
SOLE
S A
ND
HA
ND
HEL
D G
AM
ING
DE
VIC
ES
Hom
e en
tert
ainm
ent c
onso
les
such
as
the
Play
stat
ion,
Wii
and
Xbox
ar
e ca
pabl
e of
con
nect
ing
to th
e in
tern
et a
s ar
e ha
ndhe
ld g
ames
co
nsol
es li
ke th
e D
Si a
nd P
lays
tatio
n Po
rtab
le.
For
mor
e ad
vice
on
onlin
e ga
min
g an
d ho
w to
sta
y sa
fe v
isit
ww
w.c
hild
net.
com
/dow
nloa
ds/O
nlin
e-ga
min
g.pd
f
THE
INTE
RN
ET –
ALW
AYS
CHA
NG
ING
K
eepi
ng u
p to
dat
e w
ith c
hild
ren’
s us
e of
tech
nolo
gy is
cha
lleng
ing
for
man
y ad
ults
. It c
an b
e ha
rd to
sup
ervi
se w
hat y
oung
peo
ple
are
view
ing
and
crea
ting
onlin
e, w
ho th
ey a
re c
hatt
ing
to a
nd te
xtin
g,
and
wha
t the
y ar
e do
wnl
oadi
ng.
WH
AT A
RE
THE
RIS
KS?
Th
e ri
sks
for
child
ren
whe
n us
ing
the
inte
rnet
and
mob
ile p
hone
s in
clud
e in
appr
opri
ate:
CO
NTA
CT
Pote
ntia
l con
tact
from
som
eone
onl
ine
who
may
wis
h to
bul
ly o
r ab
use
them
. It i
s im
port
ant f
or c
hild
ren
to r
emem
ber
that
onl
ine
cont
acts
may
not
be
who
they
say
they
are
. Chi
ldre
n m
ust k
eep
pers
onal
det
ails
pri
vate
and
agr
ee n
ot to
mee
t uns
uper
vise
d w
ith
anyo
ne th
ey h
ave
only
con
tact
ed v
ia th
e in
tern
et. I
t’s im
port
ant
that
you
dis
cuss
with
you
r ch
ild w
ho th
ey c
an r
epor
t ina
ppro
pria
te
conv
ersa
tions
, mes
sage
s an
d be
havi
ours
to a
nd h
ow.
CO
ND
UC
TCh
ildre
n m
ay b
e at
ris
k be
caus
e of
thei
r ow
n an
d ot
hers
’ onl
ine
beha
viou
r, s
uch
as th
e pe
rson
al in
form
atio
n th
ey m
ake
publ
ic. T
hey
may
als
o be
com
e ei
ther
per
petr
ator
s or
targ
ets
of c
yber
bully
ing
(the
use
of i
nfor
mat
ion
and
com
mun
icat
ion
tech
nolo
gies
to
delib
erat
ely
upse
t som
eone
els
e).
CO
NTE
NT
Inap
prop
riat
e m
ater
ial i
s av
aila
ble
to c
hild
ren
onlin
e.Co
nsid
er u
sing
fi lt
erin
g so
ftw
are
and
agre
e gr
ound
rul
es a
bout
w
hat s
ervi
ces
you
are
happ
y fo
r yo
ur c
hild
ren
to u
se. G
ive
them
st
rate
gies
for
deal
ing
with
any
con
tent
they
are
not
com
fort
able
w
ith –
suc
h as
turn
ing
off t
he c
ompu
ter
scre
en a
nd te
lling
an
adul
t th
ey tr
ust.
Ther
e ca
n be
lega
l con
sequ
ence
s fo
r co
pyin
g co
pyri
ghte
d co
nten
t. Yo
ung
peop
le n
eed
to b
e aw
are
that
pla
giar
isin
g co
nten
t and
do
wnl
oadi
ng c
opyr
ight
ed m
ater
ial w
ithou
t the
aut
hor’
s pe
rmis
sion
is
ille
gal.
CO
MM
ERCI
ALI
SMYo
ung
peop
le’s
pri
vacy
can
be
inva
ded
by a
ggre
ssiv
e ad
vert
isin
g an
d m
arke
ting
sche
mes
.
Enco
urag
e yo
ur c
hild
ren
to k
eep
thei
r pe
rson
al in
form
atio
n pr
ivat
e,
lear
n ho
w to
blo
ck p
op-u
ps a
nd s
pam
em
ails
, and
use
a fa
mily
em
ail
addr
ess
whe
n fi l
ling
in o
nlin
e fo
rms.
CYB
ERB
ULL
YIN
GN
ew te
chno
logi
es p
rovi
de a
n ap
pare
ntly
ano
nym
ous
met
hod
by
whi
ch b
ullie
s ca
n to
rmen
t the
ir v
ictim
s at
any
tim
e of
the
day
or
nigh
t. W
hile
the
bully
ing
may
not
be
phys
ical
, the
vic
tim m
ay r
ecei
ve
an e
mai
l, ch
at o
r te
xt m
essa
ges
or b
e th
e ta
rget
of u
nfav
oura
ble
web
site
s or
soc
ial n
etw
orki
ng p
rofi l
es th
at m
ake
them
feel
em
barr
asse
d, u
pset
, dep
ress
ed o
r af
raid
. Thi
s ca
n da
mag
e th
eir
self-
este
em a
nd p
ose
a th
reat
to th
eir
psyc
holo
gica
l wel
l-be
ing.
For
mor
e ad
vice
on
prev
entin
g an
d re
spon
ding
to c
yber
bully
ing
see:
w
ww
.dig
izen
.org
DO
WN
LOA
DIN
G, P
2P A
ND
FIL
E-SH
AR
ING
AC
CESS
ING
TH
E IN
TER
NET
ON
O
THER
DE
VICE
S Th
e in
tern
et c
an b
e ac
cess
ed th
roug
h m
obile
pho
nes,
han
dhel
d ga
min
g de
vice
s an
d ga
min
g co
nsol
es a
s w
ell a
s ot
her
devi
ces
like
the
iPod
Tou
ch a
nd iP
ad. I
nter
net s
afet
y is
sues
app
ly to
thes
e in
tera
ctiv
e te
chno
logi
es.
St George’s International School, Luxembourg A.S.B.L
11, rue des PeupliersL-2328 Luxembourgtel: +352 42 32 24fax: +352 42 32 34www.st-georges.lu
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