International School, LuxembourgA.S.B.L.

Year 2Good 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 .................................................................................................................................. 4

CORE LEARNING IN LITERACY ......................................................................................................... 5

SOME DO’S AND DON’TS WITH READING .......................................................................................... 8

CURSIVE ALPHABET ....................................................................................................................... 9

LETTER OUTLINES ....................................................................................................................... 10

FRENCH ..................................................................................................................................... 11

CORE LEARNING IN MATHEMATICS ................................................................................................ 13

PROGRESSION IN CALCULATIONS .................................................................................................. 15

FUN MATHS ACTIVITIES TO DO AT HOME ........................................................................................ 18

MATHS VOCABULARY ................................................................................................................... 21

INTERNATIONAL PRIMARY CURRICULUM TOPICS (IPC) ................................................................... 26

INTERNET SAFETY INFORMATION ................................................................................................... 27

4

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

5

CORE LEARNING IN LITERACY – YEAR 2

Most children learn to:

A. SPEAKING AND LISTENING

SPEAKING

Speak with clarity and use appropriate intonation when reading and reciting texts.

Tell real and imagined stories using the conventions of familiar story language.

Explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures

to support communication.

LISTENING AND RESPONDING

Listen to others in class, ask relevant questions and follow instructions.

Listen to talk by an adult, remember some specific points and identify what they have learned.

Respond to presentations by describing characters, repeating some highlight and commenting

constructively.

GROUP DISCUSSION AND INTERACTION

Ensure that everyone contributes, allocate tasks, and consider alternatives and reach agreement.

Work effectively in groups by ensuring that each group member takes a turn challenging, supporting

and moving on.

Listen to each other’s views and preferences, agree the next steps to take and identify contributions

by each group member.

DRAMA

Adopt appropriate roles in small or large groups and consider alternative courses of action.

Present part of traditional stories, their own stories or work drawn from different parts of the

curriculum for members of their own class.

Consider how mood and atmosphere are created in live or recorded performance.

B. READING

WORD RECOGNITION: DECODING (READING) AND ENCODING (SPELLING)

Read independently and with increasing fluency longer and less familiar texts.

Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word

structure, and spelling patterns.

Know how to tackle unfamiliar words that are not completely decodable.

6

Read and spell less common alternative graphemes including trigraphs.

Read high and medium frequency words independently and automatically.

UNDERSTANDING AND INTERPRETING TEXTS

Draw together ideas and information from across a whole text, using simple signposts in the text.

Give some reasons why things happen or characters change.

Explain organisational features of texts, including alphabetical order, layout, diagrams, captions,

hyperlinks and bullet points.

Use syntax and context to build their store of vocabulary when reading for meaning.

Explore how particular words are used, including words and expressions with similar meanings.

ENGAGING WITH AND RESPONDING TO TEXTS

Read whole books on their own, choosing and justifying selections.

Engage with books through exploring and enacting interpretations.

Explain their reactions to texts, commenting on important aspects.

C. WRITING

WORD STRUCTURE AND SPELLING

Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word

structure, and spelling patterns including common inflections and use of double letters.

Read and spell less common alternative graphemes including trigraphs.

CREATING AND SHAPING TEXTS

Draw on knowledge and experience of texts in deciding and planning what and how to write.

Sustain form in narrative, including use of person and time.

Maintain consistency in non-narrative, including purpose and tense.

Make adventurous word and language choices appropriate to the style and purpose of the text.

Select from different presentational features to suit particular writing purposes on paper and on

screen.

TEXT STRUCTURE AND ORGANISATION

Use planning to establish clear sections for writing.

Use appropriate language to make sections hang together.

7

SENTENCE STRUCTURE AND PUNCTUATION

Write simple and compound sentences and begin to use subordination in relation to time and reason.

Compose sentences using tense consistently (present and past).

Use question marks, and use commas to separate items in a list.

PRESENTATION

Write legibly, using upper and lower case letters appropriately within words, and observing correct

spacing within and between words.

Form and use the four basic handwriting joins.

Wordprocess short narrative and non-narrative texts.

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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

9

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.

10

up, over, back around, up, down,

flick.

up, to the top, down, half way

up, right around.

up, over, back round.

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

up around.

up, to the top, over,

back, right down, loop.

up, over, back

around, up, right down, loop.

up, over, back

around, up, right down, loop.

up, down, flick.

(Dot after)

up, down, flick.

(Dot after)

up, to the top,

down, half way up, right round, down

out, flick.

up, to the top,

down, flick.

up, down, up,

over, up, over, flick.

up, down, up, over,

flick. up, over, back

all the way

round, flick.

up, right down, up, right round.

up, over, back around, up, right

down, flick.

up, down, back up, over, flick.

up, over, back around, round.

up, to the top, down, flick.

(Cross after)

up, down, round,

up, down, flick.

up, down, up,

flick.

up, down, up,

down, up, flick.

up, down, flick.

(Cross down after)

up, down, round,

up, right down,

loop.

up, along, down, along

11

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.

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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/

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CORE LEARNING IN MATHEMATICS – YEAR 2

* Key objectives are in bold.

Most children learn to:

USING AND APPLYING MATHEMATICS

Solve problems involving addition, subtraction, multiplication or division in contexts of numbers,

measures or pounds and pence; identify and record the information or calculation needed to solve a

puzzle or problem; carry out the steps or calculations and check the solution in the context of the

problem.

Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting,

organising and presenting information in lists, tables and simple diagrams.

Describe patterns and relationships involving numbers or shapes; make predictions and test these

with examples.

Present solutions to puzzles and problems in an organised way; explain decisions, methods and

results in pictorial, spoken or written form, using mathematical language and number sentences.

COUNTING AND UNDERSTANDING NUMBER

Read and write two-digit and three-digit numbers in figures and words; describe and extend number

sequences and recognise odd and even numbers.

Count up to 100 objects by grouping them and counting in tens, fives or twos; explain

what each digit in a two-digit number represents, including numbers where 0 is a place

holder; partition two-digit numbers in different ways, including into multiples of 10 and

1.

Order two-digit numbers and position them on a number line; use the greater than (>) and less than

(<) signs.

Estimate a number of objects; round two-digit numbers to the nearest 10.

Find one half, one quarter and three quarters of shapes and sets of objects.

KNOWING AND USING NUMBER FACTS

Derive and recall all addition and subtraction facts for each number to at least 10, all

pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100.

Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20,

and the corresponding halves.

Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts;

recognise multiples of 2, 5 and 10.

Use knowledge of number facts and operations to estimate and check answers to calculations.

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CALCULATING

Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit

number; use practical and informal written methods to add and subtract two-digit

numbers.

Understand that subtraction is the inverse of addition and vice versa; use this to derive and record

related addition and subtraction number sentences.

Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction

(grouping) as division; use practical and informal written methods and related vocabulary to support

multiplication and division, including calculations with remainders.

Use the symbols +, –, ×, ÷ and = to record and interpret number sentences involving all

four operations; calculate the value of an unknown in a number sentence (e.g. □ ÷ 2 = 6,

30 – □ = 24).

UNDERSTANDING SHAPE

Visualise common 2-D shapes and 3-D solids; identify shapes from pictures of them in

different positions and orientations; sort, make and describe shapes, referring to their

properties.

Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes.

Follow and give instructions involving position, direction and movement.

Recognise and use whole, half and quarter turns, both clockwise and anticlockwise; know that a right

angle represents a quarter turn.

MEASURING

Estimate, compare and measure lengths, weights and capacities, choosing and using standard units

(m, cm, kg, litre) and suitable measuring instruments.

Read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale

from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a

ruler to draw and measure lines to the nearest centimetre.

Use units of time (seconds, minutes, hours, days) and know the relationships between

them; read the time to the quarter hour; identify time intervals, including those that

cross the hour.

HANDLING DATA

Answer a question by collecting and recording data in lists and tables; represent the data as block

graphs or pictograms to show results; use ICT to organise and present data.

Use lists, tables and diagrams to sort objects; explain choices using appropriate

language, including ‘not’.

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PROGRESSION IN CALCULATIONS

PREVIOUS LEARNING IN NUMERACY

To be successful in learning children should be able to; count reliably forwards and backward;

recognise individual numerals; know what each numeral represents; know that numerals combine to

make numbers; have some understanding of the concept of zero.

GENERAL PROGRESSION IN NUMERACY

Develop use of picture and mixture of words and symbols to represent numerical activities.

Use standard symbols and conventions (0 – 9, +, - , x, ÷, =).

ADDITION

They will already have:

Made a record in pictures, words or symbols of addition activities they have already carried

out.

Constructed number sentences to go with the practical activities

Related addition to counting on

Used games and songs to develop vocabulary

Stages

Record simple additions in a number sentence using + and =

Know that addition can be done in any order

Introduction of empty number lines

Count on from the most significant number

Continue to use practical apparatus and visual aids to support the recording of calculations

Begin to partition and recombine (seeing 12 + 15 as 10 + 10 and 2 + 5 then 20 + 7 as 27)

Use informal jottings with larger numbers (the empty number line) e.g. 42 + 17

42 52 59

Develop paper and pencil methods for addition which can be done mentally

35 + 52 30 + 50 = 80; 2 + 7 = 9 89

+ 10 + 7

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SUBTRACTION

They will already have

Made a record in pictures, words or symbols of subtraction activities they have already

carried out

Constructed number sentences to go with the practical activities

Related subtraction to taking away and counting how many objects are left

Used games and songs to develop vocabulary

Stages

Use words and visual aids to record calculations

Record simple mental subtractions in a number sentence using – and =

Develop use of vocabulary (difference, take away, etc)

Use jottings to support mental subtractions (empty number line) e.g. 34 – 27

7 10 14 24 34

Begin to use number lines when counting on to find the difference.

Begin to record subtraction by partitioning:

E.g. 74 – 27 74 – 20 – 7 54 – 7 = 47

Or 74 – 27 70 + 4 – 20 – 7 60 + 14 – 20 – 7 40 + 7 = 47

MULTIPLICATION

They will already have:

Used real life contexts and practical equipment to count in repeated groups of the same size

Counted in twos

Counted in fives

Counted in tens

Stages

Draw pictures to show equal sets

3 sets of 4 make 12

Identify patterns of 2s, 5s, and 10s on a hundred square

Solve practical problems that combine groups of 2s, 5s and 10s.

–10 –10 –4 –3

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Develop use of vocabulary for multiplication (x symbol, groups of, lots of, etc)

Count confidently in steps of 2s, 5s and 10s

Recall multiplication facts for 2, 5, and 10

Begin to count in steps of 3 and 4 – use empty number lines or 100 squares as

visual reminders

Make arrays practically

Draw on squared paper

Use x and = to record mental calculations e g 3 x 2 = 6

DIVISION

They will already have

Shared objects into equal groups

Used related vocabulary

Stages

Draw pictures to show sharing and grouping

Solve practical problems involving sharing groups of 2, 5 and 10

Develop use of vocabulary (share, ÷, etc)

Recall division facts for 2, 5 and 10

Perform practical tasks, sharing equally 9 ÷, 3, how many 3s in 9

Use ÷ and = to record number calculations

Use a number line to illustrate groupings

0 2 4 6 8

Begin to solve practical problems involving remainders

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FUN MATHS ACTIVITIES TO DO AT HOME

NUMBER FACTS

You need a 1-6 dice.

Take turns. Roll the dice. See how quickly you can say the number to add to the number on

the dice to make 10, e.g. 4 + 6.

If you are right, you score a point.

The first to get 10 points wins.

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

HOW HEAVY?

You will need some kitchen scales that weigh things in kilograms.

Ask your child to find something that weighs close to 1 kilogram.

Can he/she find something that weighs exactly 1 kilogram?

Find some things that weigh about half a kilogram.

OUT AND ABOUT

During the week, look outside for ‘thirties’ numbers, such as 34 or 38, on house doors,

number plates, bus stops, etc. How many can you spot? What is the biggest one you can

find?

Next week, look for ‘fifties’ number, or ‘sixties’,...

HOW MUCH?

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

CAR NUMBERS

Each person chooses a target number, e.g. 15

How many car numbers can you spot with 3 digits adding up to your target number, e.g. HL

3517

So 3 + 5 + 7 = 15, bingo!

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BEAN SUBTRACTION

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

Start with a pile of beans in the middle. Count them.

Throw a dice. Say how many beans will be left if you subtract that number.

Then take the beans away and check if you were right!

Keep playing.

The person to take the last bean wins!

SPEEDY PAIRS TO 10

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

playing cards.

Shuffle the cards and give them to your child.

Time how long it takes to find all the pairs to 10

Repeat later in the week. See if your child can beat his / her time.

GUESS MY SHAPE

Think of a 2D shape (triangle, circle, rectangle, square, pentagon or hexagon). Ask your child

to ask questions to try to guess what it is.

You can only answer Yes or No. For example, your child could ask: Does it have 3 sides? Or:

Are the sides straight?

See if he can guess your shape using fewer than five questions?

Now ask them to choose a shape so you can ask questions.

BOARD GAMES

Make a board like this. The numbers are arranged differently from usual, but the games will still work

if you use a snakes and ladders board.

Roll a dice twice. Add the two numbers.

Move along that number of spaces. Before you move,

you must work out what number you will land on.

If you are wrong, you don’t move!

The first to the end of the board wins.

For a change, you could roll the dice and move backwards. Or you could roll the dice once, then

move the number that goes with your dice number to make 10, e.g. throw a 3 or move 7.

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SHOPPING MATHS

After you have been shopping, choose 6 different items each costing less than €1. Make a price label

for each one, e.g. 39 cents, 78 cents. Shuffle the labels. Then ask your child to do one or more of

these:

Place the labels in order, starting with the lowest.

Say what price is an odd number and which is an even number

Add 9 cents to each price in their head.

Take 20 cents from each price in their head.

Say what coins to use to pay exactly for each item.

Choose any two of the items, and find their total cost.

Work out the change from €1 for each item.

STRAIGHT LINES

Choose 4 different lengths between 5 and 20 centimetres. Use a ruler marked in centimetres. Draw

lines of each length.

CIRCLE TRIOS

Draw four circles each on a piece of paper. Write four numbers between 3 and 18, on each circle.

Take turns to roll a dice three times and add the three numbers.

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

The first to cross out all four circles wins.

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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 2 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

more, less, many, few

tally

odd, even

every other

how many times?

multiple of

sequence

continue

predict

pattern, pair, rule

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 less, ten less

compare

order

size

first, second, third... tenth... twentieth

twenty-first, twenty-second...

last, last but one

before, after

next

between, half way between

above, below

ESTIMATING

guess how many, estimate

nearly, roughly, close to

about the same as

just over, just under

exact, exactly

too many, too few, enough, not enough

round, nearest, round to the nearest ten

FRACTIONS

part, equal parts

fraction

one whole

one half, two halves

one quarter, two... three... four quarters

CALCULATIONS

ADDITION AND SUBTRACTION

+, add, addition, more, plus

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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

MULTIPLICATION AND DIVISION

lots of, groups of

x, times, multiply, multiplied by

multiple of

once, twice, three times.. ten times...

times as (big, long, wide... and so on)

repeated addition

array

row, column

double, halve

share, share equally

one each, two each, three each

group in pairs, threes... tens

equal groups of

÷, divide, divided by, divided into

left, left over

SOLVING PROBLEMS

MAKING DECISIONS AND REASONING

pattern, puzzle

calculate, calculation

mental calculation

jotting

answer

right, correct, wrong

what could we try next?

how did you work it out?

number sentence

sign, operation, symbol

MONEY

money

coin

penny, pence, pound (£), cent, euro (€)

price, cost

buy, bought, sell, sold

spend, spent

pay

change

dear, costs more

cheap, costs less, cheaper

costs the same as

how much...? how many...?

total

ORGANISING AND USING DATA count, tally, sort, vote

graph, block graph, pictogram

represent

group, set

same, different

list, table

label, title

most popular, most common

least popular, least common

MEASURES, SHAPE AND SPACE

MEASURES (GENERAL)

measure

size

compare

measuring scale

guess, estimate

enough, not enough

too much, too little

too many, too few

nearly, roughly, about, close to, about the

same as

just over, just under

LENGTH

23

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

metre (m), centimetre (cm)

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

weekend, birthday, holiday

morning, afternoon, evening, night, midnight

bedtime, dinnertime, playtime

today, yesterday, tomorrow

before, after

next, last

now, soon, early, late

quick, quicker, quickest, quickly

fast, faster, fastest

slow, slower, slowest, slowly

old, older, oldest

new, newer, newest

takes longer, takes less time

how long ago? how long will it be to...?

how long will it take to...?

hour, minute, second

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

3D SHAPES

cube

cuboid

pyramid

sphere

cone

cylinder

2D SHAPES

circle, circular

triangle, triangular

square

rectangle, rectangular

star

pentagon

hexagon

octagon

PATTERNS AND SYMMETRY

size

bigger, larger, smaller

symmetrical

line of symmetry

fold

match

mirror line, reflection

pattern

repeating pattern

24

POSITION, DIRECTION AND MOVEMENT

position

over, under, underneath

above, below

top, bottom, side

on, in

outside, inside

around

in front, behind

front, back

before, after

beside, next to

opposite

apart

between

middle, edge

centre

corner

direction

journey, route

left, right

up, down

higher, lower

forwards, backwards, sideways

across

close, far, near

along

through

to, from, towards, away from

clockwise, anti-clockwise

movement

slide

roll

turn, whole turn, half turn, quarter turn

right angle

straight line

stretch, bend

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

decide

collect

use

make

build

tell me

describe

name

pick out

discuss

talk about

explain

explain your method

explain how you got your answer

give an example of...

show how you...

read

write

record

write in figures

present

represent

trace

copy

complete

finish, end

25

fill in

shade, colour

label

tick, cross

draw

draw a line between

join (up)

ring

arrow

cost, count, tally

calculate

check

work out

solve

GENERAL same/different

missing number(s)

number facts

number pairs

number bonds

number line, number track

number square, hundred square

number cards

number grid

abacus

counters, cubes, blocks, rods

die, dice

dominoes

pegs, peg board

geo strips

same way, different way

best way, another way

in order, in a different order

not

all, every, each

26

INTERNATIONAL PRIMARY CURRICULUM TOPICS

(IPC TOPICS)

TERM 1

IPC Topic Corresponding Science Topic

Our World Plants in the local Environment

Our World Variation

TERM 2

IPC Topic Corresponding Science Topic

Buildings Grouping and Changing Materials

Buildings Using Electricity

TERM 3

IPC Topic Corresponding Science Topic

The Places People Go Forces and Movement

The Places People Go Health and Growth

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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