International School, LuxembourgA.S.B.L.

Year 4Good 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

CURSIVE ALPHABET .................................................................................................................................... 6

LETTER OUTLINES ....................................................................................................................................... 7

SPELLING OBJECTIVES ................................................................................................................................. 8

DIFFICULTIES WITH SPELLING ........................................................................................................................ 9

FRENCH ................................................................................................................................................... 10

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

FUN MATHS ACTIVITIES TO DO AT HOME ..................................................................................................... 16

MATHS VOCABULARY ............................................................................................................................... 20

INTERNATIONAL PRIMARY CURRICULUM TOPICS (IPC) .................................................................................. 25

INTERNET SAFETY INFORMATION ................................................................................................................. 26

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 or EAL

6) Speaking and recital skills

5

CORE LEARNING IN LITERACY – YEAR 4

Most children learnt to:

A. SPEAKING AND LISTENING

SPEAKING

Offer reasons and evidence for their views, considering alternative opinions.

Respond appropriately to the contributions of others in the light of differing viewpoints.

Tell stories effectively and convey detailed information coherently for listeners.

Use and reflect on some ground rules for sustaining talk and interactions.

LISTENING AND RESPONDING

Listen to a speaker, make notes on the talk and use notes to develop a role-play.

Compare the different contributions of music, words and images in short extracts from TV

programmes.

Identify how talk varies with age, familiarity, gender and purpose.

GROUP DISCUSSION AND INTERACTION

Take different roles in groups and use the language appropriate to them, including the roles of

leader, reporter, scribe and mentor.

Use time, resources and group members efficiently by distributing tasks, checking progress and

making back-up plans.

Identify the main points of each speaker, compare their arguments and how they are presented.

DRAMA

Create roles showing how behaviour can be interpreted from different viewpoints.

Develop scripts based on improvisation.

Comment constructively on plays and performances, discussing effects and how they are achieved.

B. READING

UNDERSTANDING AND INTERPRETING TEXTS

Identify and summarise evidence from a text to support a hypothesis.

Deduce characters’ reasons for behaviour from their actions and explain how ideas are developed in

non-fiction texts.

Use knowledge of different organisational features of texts to find information effectively.

Use knowledge of word structures and origins to develop their understanding of word meanings.

6

Explain how writers use figurative and expressive language to create images and atmosphere.

ENGAGING WITH AND RESPONDING TO TEXTS

Read extensively favourite authors or genres and experiment with other types of text.

Interrogate texts to deepen and clarify understanding and response.

Explore why and how writers write, including through face-to-face and online contact with authors.

C. WRITING

WORD STRUCTURE AND SPELLING

Use knowledge of phonics, morphology and etymology to spell new and unfamiliar words.

Distinguish the spelling and meaning of common homophones.

Know and apply common spelling rules.

Develop a range of personal strategies for learning new and irregular words.

CREATING AND SHAPING TEXTS

Develop and refine ideas in writing using planning and problem-solving strategies.

Use settings and characterisation to engage readers’ interest.

Summarise and shape material and ideas from different sources to write convincing and informative

non-narrative texts.

Show imagination through the language used to create emphasis, humour, atmosphere or suspense.

Choose and combine words, images and other features for particular effects.

TEXT STRUCTURE AND ORGANISATION

Organise text into paragraphs to distinguish between different information, events or processes.

Use adverbs and conjunctions to establish cohesion within paragraphs.

SENTENCE STRUCTURE AND PUNCTUATION

Clarify meaning and point of view by using varied sentence structure (phrases, clauses and

adverbials).

Use commas to mark clauses, and use the apostrophe for possession.

PRESENTATION

Write consistently with neat, legible and joined handwriting.

Use wordprocessing packages to present written work and continue to increase speed and accuracy

in typing.

7

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.

8

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SPELLING OBJECTIVES – YEAR 4

To spell two-syllable words containing double consonants, e.g. bubble, kettle, common.

To distinguish between the spelling and means of common homophones, e.g. to/two/too;

piece/peace

To spell regular verb endings s, ed, ing (link to grammar work on tenses).

To spell irregular tense changes, e.g. go/went, can/could.

To recognise and spell the suffixes al, ary, ic.

To recognise and spell the suffixes ship, hood, ness, ment.

The ways in which nouns and adjectives, e.g. fix, simple, solid, drama, dead can be made

into verbs by use of the suffixes ate, ify, etc; investigate spelling patterns and generate rules

to govern the patterns.

To investigate what happens to words ending in f when suffixes are added.

To spell words with the common endings ight, etc.

To recognise and spell the prefixes al, etc.

To explore the occurrence of certain letters within words, e.g. v and k; deduce some of the

conventions for using them at the beginnings, middles and endings of words.

To explore the occurrence of certain letter strings, e.g. wa (swat, water), wo (worship, won)

and ss (goodness, hiss, missile) within words; deduce some of the conventions for using

them at the beginnings, middles and endings of words.

To spell words with common letter strings but different pronunciations, e.g. tough, through,

trough, plough; hour, journey, could, route, four.

Collect/classify words with common roots, e.g. advent, invent, prevent, press, pressure,

depress, phone, telephone, microphone, investigate origins and meanings.

To practise extending and compounding words through adding parts, e.g. ful, ly, ive, tion,

ic, ist, revise and investigate links between meaning and spelling.

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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

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 4

* 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;

choose and carry out appropriate calculations, using calculator methods where appropriate.

Represent a puzzle or problem using number sentences, statements or diagrams; use these to solve

the problem; present and interpret the solution in the context of the problem.

Suggest a line of enquiry and the strategy needed to follow it; collect, organise and interpret selected

information to find answers.

Identify and use patterns, relationships and properties of numbers or shapes; investigate a statement

involving numbers and test it with examples.

Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing,

using diagrams and symbols.

COUNTING AND UNDERSTANDING NUMBER

Recognise and continue number sequences formed by counting on or back in steps of constant size.

Partition, round and order four-digit whole numbers; use positive and negative numbers in context

and position them on a number line; state inequalities using the symbols < and > (e.g. –3 > –5, –1 <

+1).

Use decimal notation for tenths and hundredths and partition decimals; relate the notation to money

and measurement; position one-place and two-place decimals on a number line.

Recognise the equivalence between decimal and fraction forms of one half, quarters, tenths and

hundredths.

Use diagrams to identify equivalent fractions (e.g. 6/8 and 3/4, or 70/100 and 7/10);

interpret mixed numbers and position them on a number line (e.g. 31/2).

Use the vocabulary of ratio and proportion to describe the relationship between two quantities (e.g.

‘There are 2 red beads to every 3 blue beads, or 2 beads in every 5 beads are red’); estimate a

proportion (e.g. ‘About one quarter of the apples in the box are green’).

KNOWING AND USING NUMBER FACTS

Use knowledge of addition and subtraction facts and place value to derive sums and differences of

pairs of multiples of 10, 100 or 1000.

Identify the doubles of two-digit numbers; use these to calculate doubles of multiples of 10 and 100

and derive the corresponding halves.

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Derive and recall multiplication facts up to 10 × 10, the corresponding division facts and

multiples of numbers to 10 up to the tenth multiple.

Use knowledge of rounding, number operations and inverses to estimate and check calculations.

Identify pairs of fractions that total 1.

CALCULATING

Add or subtract mentally pairs of two-digit whole numbers (e.g. 47 + 58, 91 – 35).

Refine and use efficient written methods to add and subtract two-digit and three-digit whole numbers

and £.p.

Multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), understanding the

effect; relate to scaling up or down.

Develop and use written methods to record, support and explain multiplication and

division of two-digit numbers by a one-digit number, including division with remainders

(e.g. 15 × 9, 98 ÷ 6).

Find fractions of numbers, quantities or shapes (e.g. 1/5 of 30 plums, 3/8 of a 6 by 4 rectangle).

Use a calculator to carry out one-step and two-step calculations involving all four operations;

recognise negative numbers in the display, correct mistaken entries and interpret the display correctly

in the context of money.

UNDERSTANDING SHAPE

Draw polygons and classify them by identifying their properties, including their line symmetry.

Visualise 3-D objects from 2-D drawings; make nets of common solids.

Recognise horizontal and vertical lines; use the eight compass points to describe direction; describe

and identify the position of a square on a grid of squares.

Know that angles are measured in degrees and that one whole turn is 360°; compare and

order angles less than 180°.

MEASURING

Choose and use standard metric units and their abbreviations when estimating,

measuring and recording length, weight and capacity; know the meaning of ‘kilo’, ‘centi’

and ‘milli’ and, where appropriate, use decimal notation to record measurements (e.g. 1.3

m or 0.6 kg).

Interpret intervals and divisions on partially numbered scales and record readings accurately, where

appropriate to the nearest tenth of a unit.

Draw rectangles and measure and calculate their perimeters; find the area of rectilinear shapes

drawn on a square grid by counting squares.

15

Read time to the nearest minute; use am, pm and 12-hour clock notation; choose units of time to

measure time intervals; calculate time intervals from clocks and timetables.

HANDLING DATA

Answer a question by identifying what data to collect; organise, present, analyse and

interpret the data in tables, diagrams, tally charts, pictograms and bar charts, using ICT

where appropriate.

Compare the impact of representations where scales have intervals of differing step size.

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FUN MATHS ACTIVITIES TO DO AT HOME

NUMBER GAME 1

You need about 20 counters or coins.

Take turns. Roll two dice to make a two-digit number, e.g. if you roll a 4 and 1, this could be

41 or 14.

Add these two numbers in your head. If you are right, you win a counter. Tell your partner

how you worked out the sum.

The first to get 10 counters wins.

Now try subtracting the smaller number from the larger one.

NUMBER GAME 2

Put some dominoes face down.

Shuffle them.

Each choose a domino.

Multiply the two numbers on your domino.

Whoever has the biggest answer keeps two dominoes.

The winner is the person with the most dominoes when they have all been used.

NUMBER GAME 3

Use three dice.

If you have only one dice, roll it 3 times.

Make three-digit numbers, e.g. if you roll, 2, 4 and 6, you could make 246, 264, 426, 462,

624 and 642.

Ask your child to round the three-digit number to the nearest multiple of 10. Check whether it

is correct, e.g.

76 to the nearest multiple of 10 is 80.

134 to the nearest multiple of 10 is 130.

Roll again. This time round the three-digit numbers to the nearest 100.

TABLES

Practice 3x, 4x and 5x tables. Say them forwards and backwards.

Ask your child questions like:

What are five threes? What is divided by 5?

Seven times three? How many threes in 21?

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MEASURING

Use a tape measure that shows centimetres.

Take turns measuring lengths of different objects, e.g. the length of a sofa, the width of a

table, the length of the bath, the height of a door.

Record the measurement in centimetres, or metres and centimetres if it is more than a

metre, e.g. if the bath is 165 cm long, you could say it is 1m and 65cm (or 1.65cm).

Write all the measurements in order.

DICEY TENS

For this game you need a 1-100 square (a snakes and ladders board will do), 20 counters or coins,

and a dice.

Take turns.

Choose a two-digit number on the board, e.g. 24.

Roll the dice. If you roll a 6, miss that turn.

Multiply the dice number by 10, e.g. if you roll a 4, it becomes 40.

Either add or subtract this number to or from your two-digit number on the board, e.g. 24 +

40 = 64.

If you are right, put a coin on the answer.

The first to get 10 coins on the board wins.

LOOKING AROUND

Choose a room at home.

Challenge your child to spot 20 right angles in it.

DICEY DIVISION

You each need a piece of paper. Each of you should choose five numbers from the list below and

write them on your paper.

5 6 8 9 12 15 20 30 40 50

Take turns to roll a dice. If the number you roll divides exactly into one of your numbers,

then cross it out, e.g. you roll a 4, it goes into 8, cross out 8.

If you roll a 1, miss a go. If you roll a 6 you have an extra go.

The first to cross out all five of their numbers wins.

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SUM IT UP

Each player needs a dice.

Say: Go! Then each rolls a dice at the same time.

Add up all the numbers showing on your own dice, at the sides as well as at the top.

Whoever has the highest total scores 1 point.

The first to get 10 points wins.

OUT AND ABOUT

Choose a three-digit car number, e.g. 569

Make a subtraction from this, e.g. 56 – 9

Work it out in your head. Say the answer.

If you are right, score a point.

The first to get 10 points wins.

LEFT OVERS

Take turns to choose a two-digit number less than 50.

Write it down. Now count up to it in fours. What number is left over?

The number left is the number of points you score, e.g.

Choose 27.

Count: 4, 8, 12, 16, 20, 24.

3 left over to get to 27.

So you score 3 points

The first person to get 12 points or more wins.

Now try the same game counting in threes, or in fives. Can you spot which numbers will score you

points?

PAIRS TO 100

This is a game for two players.

Each draw 10 circles. Write a different two-digit number in each circle – but not a ‘tens’

number (10, 20, 30, 40...).

In turn, choose one of the other player’s numbers.

The other player must then say what to add to that number to make 100, e.g. choose 64,

add 36.

If the other player is right, she/he crosses out the chosen number.

The first to cross out 6 numbers wins.

19

MUGS

You need a 1 litre measuring jug and a selection of different mugs, cups or beakers.

Ask your child to fill a mug with water.

Pour the water carefully into the jug.

Read the measurement to the nearest 10 millilitres.

Write the measurement on a piece of paper.

Do this for each mug or cup.

Now ask your child to write all the measurements in order.

ALL THE SIXES

Time your child while she/he does one of these.

Count in sixes to 60.

Count back in sixes from 60 to zero.

Start with 4. Count on in sixes to 70.

Start with 69. Count back in sixes to 3.

Next week, try to beat the record.

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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 4 are in red.

NUMBERS AND THE NUMBERING

SYSTEM

PLACE VALUE AND ORDERING

units, ones

tens, hundreds, thousands

ten thousand, hundred thousand, million

digit, one-, two-, three-, or four-digit number

numeral

‘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... ten... one hundred... one thousand

more/less

compare, order, size

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

just over, just under

exact, exactly

too many, too few, enough, not enough

round (up or down), nearest

round to the nearest ten

round to the nearest hundred

integer, positive, negative

above/below zero, minus

PROPERTIES OF NUMBERS AND SEQUENCES

number, count, how many?

odd, even

every other

how many times?

multiple of

digit

next, consecutive

sequence

continue

predict

pattern, pair, rule

relationship

sort, classify, property

FRACTIONS AND DECIMALS

part, equal parts

fraction

one whole

half, quarter, eighth

third, sixth

fifth, tenth, twentieth

proportion, in every, for every

decimal, decimal fraction

decimal point, decimal place

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

21

half, halve

how many more/fewer is... than...?

how much more/less is...?

equals, sign, is the same as

tens boundary, hundreds boundary

inverse

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

divide, division, divided by, divided into

remainder

factor, quotient, divisible by

inverse

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

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

total, amount

value, worth

HANDLING DATA count, tally, sort, vote

survey, questionnaire, data

graph, block graph, pictogram

represent

group, set

list, chart, bar chart, tally 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, 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

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

22

far, further, furthest, near, close

distance, apart/between, distance to/from...

edge, perimeter

kilometre(km), metre (m),

centimetre (cm), millimetre (mm)

mile

ruler, metre stick, tape measure

MASS

mass: big, bigger, small, smaller, balances

weight: heavy/light, heavier/lighter,

heaviest/lightest

weigh, weighs

kilogram (kg), half-kilogram, gram (g)

balance, scales

CAPACITY

capacity

full, half full

empty

holds, contains

litre (l), half-litre, millilitre (ml)

pint

container, measuring cylinder

AREA

area, covers, surface

square centimetre (cm2)

TIME

time

days of the week: Monday, Tuesday...

months of the year: January, February...

seasons: spring, autumn, summer, winter

day, week, fortnight, month

year, leap year, century, millenium

weekend, birthday, holiday

calendar, date, date of birth

morning, afternoon, evening, night

am, pm, noon, midnight

today, yesterday, tomorrow

before, after, next, last

now, soon, early, late, earliest, latest

quick, quicker, quickest, quickly

fast, faster, fastest, slow, slower, slowest,

slowly

old, older, oldest, new, newer, newest

takes longer, takes less time

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

how long will it take to...?

timetable, arrive, depart

hour, minute, second

o’clock, half past, quarter to, quarter past

clock, watch, hands

digital/analogue clock/watch, timer

how often?

always, never, often, sometimes, usually

SHAPE AND SPACE

shape, pattern

flat, line

curved, straight

round

hollow, solid

corner

point, pointed

face, side, edge, end

sort

make, build, construct, draw, sketch

centre, radius, diameter

net

surface

angle, right-angles

base, square-based

vertex, vertices

layer, diagram

regular, irregular

concave, convex

open, closed

3D SHAPES

3D, three-dimensional

cube

cuboid

pyramid

sphere, hemi-sphere, spherical

cone

cylinder, cylindrical

prism

tetrahedron, polyhedron

2D SHAPES

23

2D, two-dimensional

circle, circular, semi-circle

triangle, triangular

equilateral triangle, isosceles triangle

square

rectangle, rectangular, oblong

pentagon, pentagonal

hexagon, hexagonal

heptagon

octagon, octagonal

polygon

quadrilateral

PATTERNS AND SYMMETRY

size

bigger, larger, smaller

symmetrical

line of symmetry, line symmetry

fold

match

mirror line, reflection, reflect

pattern, repeating pattern, translation

POSITION, DIRECTION AND MOVEMENT

position

over, under, underneath

above, below, top, bottom, side

on, in, outside, inside, around

in front, behind, front, back

before, after, beside, next to

opposite, apart

between, middle, edge, centre

corner

direction

journey, route, map, plan

left, right

up, down, higher, lower

forwards, backwards, sideways, across

close, far, near

along, through, to, from, towards, away from

ascend, descend

grid

row, column

origin, coordinates

clockwise, anti-clockwise

compass point, north, south, east, west (N, S,

E, W)

north-east, north-west, south-east, south-west

(NE, NW, SE, SW)

horizontal, vertical, diagonal

movement

slide, roll

whole turn, half turn, quarter turn, rotate

angle... is a greater/smaller angle than

right angle

degree

straight line

stretch, bend

ruler, set square

angle measurer, compasses

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

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

justify

make a statement

read, write, record

write in figures

present, represent

interpret

trace, copy

complete, finish, end

24

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

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, pin board

geo-strips

same way, different way

best way, another way

in order, in a different order

not

all, every, each

25

INTERNATIONAL PRIMARY CURRICULUM TOPICS

(IPC TOPICS)

TERM 1

IPC Topic Corresponding Science Topic

Do you live round here Habitats

Do you live round here Keeping Warm

TERM 2

IPC Topic Corresponding Science Topic

What’s on the Menu Moving and Growing

What’s on the Menu Solids, Liquids and how they separate

TERM 3

IPC Topic Corresponding Science Topic

Inventions that Changed the World Friction

Inventions that Changed the World Changing Circuits

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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