y5 good things to know for website
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International School, LuxembourgA.S.B.L.
Year 5Good 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 ....................................................................................................................... 7
LETTER OUTLINES ......................................................................................................................... 8
SPELLING OBJECTIVES ................................................................................................................... 9
DIFFICULTIES WITH SPELLING ...................................................................................................... 10
FRENCH ..................................................................................................................................... 11
CORE LEARNING IN MATHEMATICS ................................................................................................ 13
PROGRESSION IN CALCULATIONS .................................................................................................. 16
FUN MATHS ACTIVITIES TO DO AT HOME ........................................................................................ 29
MATHS VOCABULARY ................................................................................................................... 32
INTERNATIONAL PRIMARY CURRICULUM TOPICS (IPC) .................................................................. 37
INTERNET SAFETY INFORMATION ................................................................................................... 38
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 5
Most children will learn to:
A. SPEAKING AND LISTENING
SPEAKING
Tell a story using notes designed to cue techniques, such as repetition, recap and humour.
Present a spoken argument, sequencing points logically, defending views with evidence and making
use of persuasive language.
Use and explore different question types and different ways words are used, including in formal and
informal contexts.
LISTENING AND RESPONDING
Identify different question types and evaluate their impact on the audience.
Identify some aspects of talk that vary between formal and informal occasions.
Analyse the use of persuasive language.
GROUP DISCUSSION AND INTERACTION
Plan and manage a group task over time using different levels of planning.
Understand different ways to take the lead and support others in groups.
Understand the process of decision making.
DRAMA
Reflect on how working in role helps to explore complex issues.
Perform a scripted scene making use of dramatic conventions.
Use and recognise the impact of theatrical effects in drama.
B. READING
UNDERSTANDING AND INTERPRETING TEXTS
Make notes on and use evidence from across a text to explain events or ideas.
Infer writers’ perspectives from what is written and from what is implied.
Compare different types of narrative and information texts and identify how they are structured.
Distinguish between everyday use of words and their subject specific use.
Explore how writers use language for comic and dramatic effects.
6
ENGAGING WITH AND RESPONDING TO TEXTS
Reflect on reading habits and preferences and plan personal reading goals.
Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the
meaning of texts.
Compare how a common theme is presented in poetry, prose and other media.
C. WRITING
WORD STRUCTURE AND SPELLING
Spell words containing unstressed vowels.
Know and use less common prefixes and suffixes such as im-, ir-, -cian.
Group and classify words according to their spelling patterns and their meanings.
CREATING AND SHAPING TEXTS
Reflect independently and critically on their own writing and edit and improve it.
Experiment with different narrative forms and styles to write their own stories.
Adapt non-narrative forms and styles to write fiction or factual texts, including poems.
Vary the pace and develop the viewpoint through the use of direct and reported speech, portrayal of
action and selection of detail.
Create multi-layered texts, including use of hyperlinks and linked web pages.
TEXT STRUCTURE AND ORGANISATION
Experiment with the order of sections and paragraphs to achieve different effects.
Change the order of material within a paragraph, moving the topic sentence.
SENTENCE STRUCTURE AND PUNCTUATION
Adapt sentence construction to different text-types, purposes and readers.
Punctuate sentences accurately, including using speech marks and apostrophes.
PRESENTATION
Adapt handwriting for specific purposes, for example printing, use of italics.
Use a range of ICT programs to present texts, making informed choices about which electronic tools
to use for different purposes.
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C¶u[rã[i[¹Ö A¶l[p[h]a[¥e[t
Aªa B¶ø Cªc Dªd Eâ F¶<
Gªü H¶h I¶i J¶ý K¶„ L¶l
M¶m N¶n Oª‹ P¶ú Qªq R¶r
S¡ T¶t U¶u V¶v W¶w X¶ˆ
Y¶þ Z¶z
A¶l[l ªc]a[p[i[t]a[l ¶¯e[t[·e[rã ¶¥e]Ìi[n ¶>›om ¶t[«e
¶t]oú ¶l[i[±e. Cªa[p[i[t]a[l ¶¯e[t[·e[rã ªa[µÖ ¶n]Št
¶Ðoi[±e]d.
A¶l[l ¡[m]a[l[l ¶¯e[t[·e[rã ¶¥e]Ìi[n ¶>›om ¶t[«e
¶b]Št[t]om ¶l[i[±e. T¶«e ªon[l[þ â[ˆ]¦e[p[t[i]on¡
¶¥e]Ìi[n ªa[>·e[r ¶t[«e ¶¯e[t[·e[rã ª‹, ¶v, ¶w ªa[n]d
¶r.
If your child has already been taught to write in a different style, providing their work is
legible, then they will not be re-taught or required to change their style.
8
9
SPELLING OBJECTIVES - YEAR 5
To examine the properties of words ending in vowels other than the letter e.
To investigate, collect and classify spelling patterns in pluralisation, construct rules of regular
spellings e.g. add s to most words; add es to most words ending in s, sh, ch; when y is preceded by a consonant, change to ies; when y is preceded by a vowel, add s.
To investigate, collect and classify spelling in pluralisation, e.g. change f to ves.
To collect and investigate the meanings and spellings of words using the following prefixes:
auto, bi, trans, tele, circum.
To explore spelling patterns of consonants and formulate rules: ll in full becomes l when
used as a suffix.
To identify word roots, derivations, and spelling patterns, e.g. sign, signature, signal; bomb, bombastic, bombard; remit, permit, permission, in order to extend vocabulary and provide
support for spelling.
To explore spelling patterns and consonants and formulate rules: words ending with a single
consonant preceded by a short vowel double the consonant before adding ing.
To explore spelling patterns of consonants and formulate rules: e is usually soft when
followed by i, e.g. circus, accident.
To investigate words that have common letter strings but different pronunciations e.g. rough, cough, bough, boot, foot.
To distinguish between homophones, i.e. words with common pronunciations but different
spellings, e.g. eight, ate; grate, great; rain, rein, reign.
To recognise and spell the suffix: cian, etc.
The correct use and spelling of possessive pronouns, linked to work on grammar, e.g. their, theirs; your, yours; my, mine.
To spell unstressed vowels in polysyllabic words, e.g. company, portable, poisonous, interest, description, carpet, sector, freedom, extra, etc.
To investigate and learn spelling rules: words ending in modifying e drop e when adding ing,
e.g. taking; words ending in modifying e keep e when adding a suffix beginning with a
consonant, e.g. hopeful, lovely.
10
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.
12
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/
13
CORE LEARNING IN MATHEMATICS – YEAR 5
* Key objectives are in bold.
Most children learnt to:
USING AND APPLYING MATHEMATICS
Solve one-step and two-step problems involving whole numbers and decimals and all four operations,
choosing and using appropriate calculation strategies, including calculator use.
Represent a puzzle or problem by identifying and recording the information or calculations needed to
solve it; find possible solutions and confirm them in the context of the problem.
Plan and pursue an enquiry; present evidence by collecting, organising and interpreting information;
suggest extensions to the enquiry.
Explore patterns, properties and relationships and propose a general statement involving numbers or
shapes; identify examples for which the statement is true or false.
Explain reasoning using diagrams, graphs and text; refine ways of recording using images and
symbols.
COUNTING AND UNDERSTANDING NUMBER
Count from any given number in whole-number and decimal steps, extending beyond zero when
counting backwards; relate the numbers to their position on a number line.
Explain what each digit represents in whole numbers and decimals with up to two places,
and partition, round and order these numbers.
Express a smaller whole number as a fraction of a larger one (e.g. recognise that 5 out of 8 is 5/8);
find equivalent fractions (e.g. 7/10 = 14/20, or 19/10 = 190/100); relate fractions to their decimal
representations.
Understand percentage as the number of parts in every 100 and express tenths and hundredths as
percentages.
Use sequences to scale numbers up or down; solve problems involving proportions of quantities (e.g.
decrease quantities in a recipe designed to feed six people).
KNOWING AND USING NUMBER FACTS
Use knowledge of place value and addition and subtraction of two-digit numbers to
derive sums and differences and doubles and halves of decimals (e.g. 6.5 ± 2.7, half of
5.6, double 0.34).
Recall quickly multiplication facts up to 10 × 10 and use them to multiply pairs of multiples of 10 and
100; derive quickly corresponding division facts.
Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. for 6 and 9).
14
Use knowledge of rounding, place value, number facts and inverse operations to estimate and check
calculations.
CALCULATING
Extend mental methods for whole-number calculations, for example to multiply a two-digit by a one-
digit number (e.g. 12 × 9), to multiply by 25 (e.g. 16 × 25), to subtract one near multiple of 1000
from another (e.g. 6070 – 4097).
Use efficient written methods to add and subtract whole numbers and decimals with up
to two places.
Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or
1000.
Refine and use efficient written methods to multiply and divide HTU × U, TU × TU, U.t × U and HTU
÷ U.
Find fractions using division (e.g. 1/100 of 5 kg), and percentages of numbers and quantities (e.g.
10%, 5% and 15% of £80).
Use a calculator to solve problems, including those involving decimals or fractions (e.g. find 3/4 of 150
g); interpret the display correctly in the context of measurement.
UNDERSTANDING SHAPE
Identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids;
use knowledge of properties to draw 2-D shapes, and to identify and draw nets of 3-D shapes.
Read and plot coordinates in the first quadrant; recognise parallel and perpendicular
lines in grids and shapes; use a set-square and ruler to draw shapes with perpendicular
or parallel sides.
Complete patterns with up to two lines of symmetry; draw the position of a shape after a reflection or
translation.
Estimate, draw and measure acute and obtuse angles using an angle measurer or protractor to a
suitable degree of accuracy; calculate angles in a straight line.
MEASURING
Read, choose, use and record standard metric units to estimate and measure length, weight and
capacity to a suitable degree of accuracy (e.g. the nearest centimetre); convert larger to smaller units
using decimals to one place (e.g. change 2.6 kg to 2600 g).
Interpret a reading that lies between two unnumbered divisions on a scale.
Draw and measure lines to the nearest millimetre; measure and calculate the perimeter
of regular and irregular polygons; use the formula for the area of a rectangle to calculate
the rectangle’s area.
Read timetables and time using 24-hour clock notation; use a calendar to calculate time intervals.
15
HANDLING DATA
Describe the occurrence of familiar events using the language of chance or likelihood.
Answer a set of related questions by collecting, selecting and organising relevant data; draw
conclusions, using ICT to present features, and identify further questions to ask.
Construct frequency tables, pictograms and bar and line graphs to represent the
frequencies of events and changes over time.
Find and interpret the mode of a set of data.
16
PROGRESSION IN CALCULATIONS
WRITTEN METHODS FOR ADDITION OF WHOLE NUMBERS
The aim is that children use mental methods when appropriate, but for calculations that they cannot
do in their heads they use an efficient written method accurately and with confidence. Children are
entitled to be taught and to acquire secure mental methods of calculation and one efficient written
method of calculation for addition which they know they can rely on when mental methods are not
appropriate. These notes show the stages in building up to using an efficient written method for
addition of whole numbers by the end of Year 4.
To add successfully, children need to be able to:
recall all addition pairs to 9 + 9 and complements in 10;
add mentally a series of one-digit numbers, such as 5 + 8 + 4;
add multiples of 10 (such as 60 + 70) or of 100 (such as 600 + 700) using the related
addition fact, 6 + 7, and their knowledge of place value;
partition two-digit and three-digit numbers into multiples of 100, 10 and 1 in different ways.
Note: It is important that children's mental methods of calculation are practised and secured
alongside their learning and use of an efficient written method for addition.
Method
Example
STAGE 1: THE EMPTY NUMBER LINE
Steps in addition can be recorded on a number line. The steps often bridge through a multiple of
10.
The mental methods that lead to column
addition generally involve partitioning, e.g.
adding the tens and ones separately, often starting with the tens. Children need to be
able to partition numbers in ways other than into tens and ones to help them make
multiples of ten by adding in steps. The empty number line helps to record the
steps on the way to calculating the total.
8 + 7 = 15
48 + 36 = 84
or:
STAGE 2: PARTITIONING
The next stage is to record mental methods
using partitioning. Add the tens and then the
ones to form partial sums and then add these partial sums.
Partitioning both numbers into tens and ones
mirrors the column method where ones are placed under ones and tens under tens. This
also links to mental methods.
Record steps in addition using partitioning:
47 + 76 = 47 + 70 + 6 = 117 + 6 = 123
47 + 76 = 40 + 70 + 7 + 6 = 110 + 13 = 123 Partitioned numbers are then written under one
another:
17
Method
Example
STAGE 3: EXPANDED METHOD IN COLUMNS
Move on to a layout showing the addition of
the tens to the tens and the ones to the ones separately. To find the partial sums either the
tens or the ones can be added first, and the
total of the partial sums can be found by adding them in any order. As children gain
confidence, ask them to start by adding the ones digits first always.
The addition of the tens in the calculation 47
+ 76 is described in the words 'forty plus
seventy equals one hundred and ten', stressing the link to the related fact 'four plus
seven equals eleven'. The expanded method leads children to the
more compact method so that they
understand its structure and efficiency. The amount of time that should be spent teaching
and practising the expanded method will
depend on how secure the children are in their recall of number facts and in their
understanding of place value.
Write the numbers in columns Adding the tens first:
Adding the ones first:
Discuss how adding the ones first gives the same
answer as adding the tens first. Refine over time
to adding the ones digits first consistently.
STAGE 4: COLUMN METHOD
In this method, recording is reduced further.
Carry digits are recorded below the line, using the words 'carry ten' or 'carry one hundred',
not 'carry one'. Later, extend to adding three two-digit
numbers, two three-digit numbers and
numbers with different numbers of digits.
Column addition remains efficient when used
with larger whole numbers and decimals. Once learned, the method is quick and reliable.
WRITTEN METHODS FOR SUBTRACTION OF WHOLE NUMBERS
The aim is that children use mental methods when appropriate, but for calculations that they cannot
do in their heads they use an efficient written method accurately and with confidence. Children are
entitled to be taught and to acquire secure mental methods of calculation and one efficient written
method of calculation for subtraction which they know they can rely on when mental methods are not
appropriate.
These notes show the stages in building up to using an efficient method for subtraction of two-digit
and three-digit whole numbers by the end of Year 4.
To subtract successfully, children need to be able to:
recall all addition and subtraction facts to 20
subtract multiples of 10 (such as 160 - 70) using the related subtraction fact, 16 - 7, and
their knowledge of place value
partition two-digit and three-digit numbers into multiples of one hundred, ten and one in
different ways (e.g. partition 74 into 70 + 4 or 60 + 14).
18
Method
Example
Note: It is important that children's mental methods of calculation are practised and secured
alongside their learning and use of an efficient written method for subtraction.
STAGE 1: USING THE EMPTY NUMBER LINE
The empty number line helps to record or
explain the steps in mental subtraction. A calculation like 74 - 27 can be recorded by
counting back 27 from 74 to reach 47. The empty number line is also a useful way of
modelling processes such as bridging through a multiple of ten.
The steps can also be recorded by counting
up from the smaller to the larger number to find the difference, for example by counting
up from 27 to 74 in steps totalling 47.
With practice, children will need to record less
information and decide whether to count back
or forward. It is useful to ask children whether counting up or back is the more efficient for
calculations such as 57 - 12, 86 - 77 or 43 - 28.
Steps in subtraction can be recorded on a number line. The steps often bridge through a
multiple of 10.
15 – 7 = 8
74 – 27 =47 worked by counting back:
The steps may be recorded in a different order:
or combined:
The notes below give more detail on the counting-up method using an empty number line.
THE COUNTING-UP METHOD
The mental method of
counting up from the smaller
to the larger number can be
recorded using either number lines or vertically in
columns. The number of rows (or steps) can be
reduced by combining steps. With two-digit numbers, this
requires children to be able
to work out the answer to a calculation such as 30 + ? =
74 mentally.
or
With three-digit numbers the
number of steps can again
be reduced, provided that
children are able to work out answers to calculations such
as 178 + ? = 200 and 200 + ? = 326 mentally.
or
19
Method
Example
The most compact form of
recording remains reasonably efficient.
The method can be used
with decimals where no more than three columns
are required. However, it
becomes less efficient when more than three columns
are needed. This counting-up method
can be a useful alternative
for children whose progress
is slow, whose mental and written calculation skills are
weak and whose projected attainment at the end of Key
Stage 2 is towards the lower end of level 4.
or
STAGE 2: PARTITIONING
Subtraction can be recorded using partitioning
to write equivalent calculations that can be
carried out mentally. For 74 - 27 this involves
partitioning the 27 into 20 and 7, and then subtracting from 74 the 20 and the 4 in turn.
Some children may need to partition the 74 into 70 + 4 or 60 + 14 to help them carry out
the subtraction.
Subtraction can be recorded using partitioning:
74 - 27 = 74 - 20 - 7 = 54 - 7 = 47
74 - 27 = 70 + 4 - 20 - 7 = 60 + 14 - 20 - 7 = 40 + 7
This requires children to subtract a single-digit
number or a multiple of 10 from a two-digit
number mentally. The method of recording links to counting back on the number line.
STAGE 3: EXPANDED LAYOUT, LEADING TO COLUMN METHOD
Partitioning the numbers into tens and ones
and writing one under the other mirrors the
column method, where ones are placed under ones and tens under tens. This does not link
directly to mental methods of counting back or up but parallels the partitioning method for
addition. It also relies on secure mental skills. The expanded method leads children to the
more compact method so that they
understand its structure and efficiency. The
amount of time that should be spent teaching and practising the expanded method will
depend on how secure the children are in their recall of number facts and with
partitioning.
Partitioned numbers are then written under one
another:
Example: 74 - 27
Example: 741 - 367
20
Method
Example
THE EXPANDED METHOD FOR THREE-DIGIT NUMBERS
Example: 563 − 241, no adjustment or decomposition needed
Expanded method
leading to
Start by subtracting the ones, then the tens, then
the hundreds. Refer to subtracting the tens, for
example, by saying 'sixty take away forty', not 'six take away four'.
Example: 563 − 271, adjustment from the hundreds to the tens, or partitioning the
hundreds
Begin by reading aloud the number from which
we are subtracting: 'five hundred and sixty-three'. Then discuss the hundreds, tens and ones
components of the number, and how 500 + 60 can be partitioned into 400 + 160. The
subtraction of the tens becomes '160 minus 70',
an application of subtraction of multiples of ten.
Example: 563 − 278, adjustment from the
hundreds to the tens and the tens to the ones
21
Method
Example
Here both the tens and the ones digits to be subtracted are bigger than both the tens and the
ones digits you are subtracting from. Discuss how
60 + 3 is partitioned into 50 + 13, and then how 500 + 50 can be partitioned into 400 + 150, and
how this helps when subtracting.
Example: 503 − 278, dealing with zeros when
adjusting
Here 0 acts as a place holder for the tens. The
adjustment has to be done in two stages. First
the 500 + 0 is partitioned into 400 + 100 and then the 100 + 3 is partitioned into 90 + 13.
WRITTEN METHODS FOR MULTIPLICATION OF WHOLE NUMBERS
The aim is that children use mental methods when appropriate, but for calculations that they cannot
do in their heads they use an efficient written method accurately and with confidence. Children are
entitled to be taught and to acquire secure mental methods of calculation and one efficient written
method of calculation for multiplication which they know they can rely on when mental methods are
not appropriate.
These notes show the stages in building up to using an efficient method for two-digit by one-digit
multiplication by the end of Year4, two-digit by two-digit multiplication by the end of Year 5, and
three-digit by two-digit multiplication by the end of Year 6.
To multiply successfully, children need to be able to:
recall all multiplication facts to 10 × 10
partition number into multiples of one hundred, ten and one
work out products such as 70 × 5, 70 × 50, 700 × 5 or700 × 50 using the related fact 7 × 5
and their knowledge of place value
add two or more single-digit numbers mentally
add multiples of 10 (such as 60 + 70) or of 100 (such as 600 + 700) using the related
addition fact, 6 + 7, and their knowledge of place value
add combinations of whole numbers using the column method (see above).
22
Method
Example
Note: It is important that children's mental methods of calculation are practised and secured
alongside their learning and use of an efficient written method for multiplication.
STAGE 1: MENTAL MULTIPLICATION USING PARTITIONING
Mental methods for multiplying TU × U can be based on the distributive law of multiplication
over addition. This allows the tens and ones to be multiplied separately to form partial products.
These are then added to find the total product. Either the tens or the ones can be multiplied first
but it is more common to start with the tens.
Informal recording might be:
Also record mental multiplication using partitioning:
Note: These methods are based on the
distributive law. Children should be introduced to the principle of this law (not its name) in Years 2
and 3, for example when they use their
knowledge of the 2, 5 and 10 times-tables to work out multiples of 7:
STAGE 2: THE GRID METHOD
As a staging post, an expanded method which
uses a grid can be used. This is based on the distributive law and links directly to the
mental method. It is an alternative way of
recording the same steps. It is better to place the number with the most
digits in the left-hand column of the grid so
that it is easier to add the partial products.
38 × 7 = (30 × 7) + (8 × 7) = 210 + 56 = 266
The next step is to move the number being
multiplied (38 in the example shown) to an
extra row at the top. Presenting the grid this way helps children to set out the addition of
the partial products 210 and 56.
The grid method may be the main method
used by children whose progress is slow, whose mental and written calculation skills are
weak and whose projected attainment at the end of Key Stage 2 is towards the lower end
of level 4
23
Method
Example
STAGE 3: EXPANDED SHORT MULTIPLICATION
The next step is to represent the method of
recording in a column format, but showing the working. Draw attention to the links with the
grid method above.
Children should describe what they do by
referring to the actual values of the digits in the columns. For example, the first step in 38
× 7 is 'thirty multiplied by seven', not 'three times seven', although the relationship 3 × 7
should be stressed.
Most children should be able to use this
expanded method for TU × U by the end of Year 4.
STAGE 4: SHORT MULTIPLICATION
The recording is reduced further, with carry
digits recorded below the line.
If, after practice, children cannot use the
compact method without making errors, they should return to the expanded format of stage
3.
The step here involves adding 210 and 50
mentally with only the 5 in the 50 recorded. This highlights the need for children to be able to add
a multiple of 10 to a two-digit or three-digit number mentally before they reach this stage.
STAGE 5: TWO-DIGIT BY TWO-DIGIT PRODUCTS
Extend to TU × TU, asking children to
estimate first.
Start with the grid method. The partial
products in each row are added, and then the two sums at the end of each row are added to
find the total product. As in the grid method for TU × U in stage 4,
the first column can become an extra top row
as a stepping stone to the method below.
56 × 27 is approximately 60 × 30 = 1800.
Reduce the recording, showing the links to the
grid method above.
56 × 27 is approximately 60 × 30 = 1800.
Reduce the recording further.
The carry digits in the partial products of 56 ×
20 = 120 and 56 × 7 = 392 are usually
carried mentally. The aim is for most children to use this long
multiplication method for TU × TU by the end
of Year 5.
56 × 27 is approximately 60 × 30 = 1800.
24
Method
Example
STAGE 6: THREE-DIGIT BY TWO-DIGIT PRODUCTS
Extend to HTU × TU asking children to
estimate first. Start with the grid method. It is better to place the number with the most
digits in the left-hand column of the grid so
that it is easier to add the partial products.
286 × 29 is approximately 300 × 30 = 9000.
Reduce the recording, showing the links to the grid method above.
This expanded method is cumbersome, with
six multiplications and a lengthy addition of numbers with different numbers of digits to
be carried out. There is plenty of incentive to
move on to a more efficient method.
Children who are already secure with
multiplication for TU × U and TU × TU should have little difficulty in using the same method
for HTU × TU. Again, the carry digits in the partial products
are usually carried mentally.
286 × 29 is approximately 300 × 30 = 9000.
WRITTEN METHODS FOR DIVISION OF WHOLE NUMBERS
The aim is that children use mental methods when appropriate, but for calculations that they cannot
do in their heads they use an efficient written method accurately and with confidence. Children are
entitled to be taught and to acquire secure mental methods of calculation and one efficient written
method of calculation for division which they know they can rely on when mental methods are not
appropriate.
These notes show the stages in building up to long division through Years 4 to 6 - first long division
TU ÷ U, extending to HTU ÷ U, then HTU ÷ TU, and then short division HTU ÷ U.
To divide successfully in their heads, children need to be able to:
understand and use the vocabulary of division - for example in 18 ÷ 3 = 6,the 18 is the
dividend, the 3 is the divisor and the 6 is the quotient
partition two-digit and three-digit numbers into multiples of 100, 10 and 1 in different ways
recall multiplication and division facts to 10 × 10, recognise multiples of one-digit numbers
and divide multiples of 10 or 100 by a single-digit number using their knowledge of division
facts and place value
25
Method
Example
know how to find a remainder working mentally - for example, find the remainder when 48 is
divided by 5
understand and use multiplication and division as inverse operations.
Note: It is important that children's mental methods of calculation are practised and secured
alongside their learning and use of an efficient written method for division.
To carry out written methods of division successful, children also need to be able to:
understand division as repeated subtraction
estimate how many times one number divides into another - for example, how many sixes
there are in 47, or how many 23s there are in 92
multiply a two-digit number by a single-digit number mentally
subtract numbers using the column method.
STAGE 1: MENTAL DIVISION USING PARTITIONING
Mental methods for dividing TU ÷ U can be
based on partitioning and on the distributive
law of division over addition. This allows a multiple of the divisor and the remaining
number to be divided separately. The results are then added to find the total quotient.
Many children can partition and multiply with
confidence. But this is not the case for
division. One reason for this may be that mental methods of division, stressing the
correspondence to mental methods of multiplication, have not in the past been given
enough attention.
Children should also be able to find a remainder mentally, for example the
remainder when 34 is divided by 6.
One way to work out TU ÷ U mentally is to
partition TU into a multiple of the divisor plus the remaining ones, then divide each part separately.
Informal recording in Year 4 for 84 ÷ 7 might be:
In this example, using knowledge of multiples,
the 84 is partitioned into 70 (the highest multiple of 7 that is also a multiple of 10 and less than
84) plus 14 and then each part is divided separately using the distributive law.
Another way to record is in a grid, with links to
the grid method of multiplication.
As the mental method is recorded, ask: 'How
many sevens in seventy?' and: 'How many sevens in fourteen?'
Also record mental division using partitioning:
26
Method
Example
Remainders after division can be recorded similarly.
STAGE 2: SHORT DIVISION OF TU ÷ U
'Short' division of TU ÷ U can be introduced
as a more compact recording of the mental method of partitioning.
Short division of two-digit number can be
introduced to children who are confident with multiplication and division facts and with
subtracting multiples of 10 mentally, and whose understanding of partitioning and place
value is sound.
For most children this will be at the end of
Year 4 or the beginning of Year 5. The accompanying patter is 'How many threes
divide into 80 so that the answer is a multiple
of 10?' This gives 20 threes or 60, with 20 remaining. We now ask: 'What is 21 divided
by three?' which gives the answer 7.
For 81 ÷ 3, the dividend of 81 is split into 60, the highest multiple of 3 that is also a multiple 10
and less than 81, to give 60 + 21. Each number is then divided by 3.
The short division method is recorded like this:
This is then shortened to:
The carry digit '2' represents the 2 tens that have
been exchanged for 20 ones. In the first recording above it is written in front of the 1 to
show that 21 is to be divided by 3. In second it is written as a superscript.
The 27 written above the line represents the
answer: 20 + 7, or 2 tens and 7 ones.
STAGE 3: 'EXPANDED' METHOD FOR HTU ÷ U
This method is based on subtracting multiples
of the divisor from the number to be divided, the dividend.
For TU ÷ U there is a link to the mental
method. As you record the division, ask: 'How many
nines in 90?' or 'What is 90 divided by 9?'
Once they understand and can apply the
method, children should be able to move on from TU ÷ U to HTU ÷ U quite quickly as the
principles are the same.
This method, often referred to as 'chunking',
27
Method
Example
is based on subtracting multiples of the divisor, or 'chunks'. Initially children subtract
several chunks, but with practice they should
look for the biggest multiples of the divisor that they can find to subtract.
Chunking is useful for reminding children of
the link between division and repeated subtraction.
However, children need to recognise that
chunking is inefficient if too many subtractions
have to be carried out. Encourage them to
reduce the number of steps and move them
on quickly to finding the largest possible
multiples.
The key to the efficiency of chunking lies in
the estimate that is made before the chunking
starts. Estimating for HTU ÷ U involves
multiplying the divisor by multiples of 10 to find the two multiples that 'trap' the HTU
dividend. Estimating has two purposes when doing a
division:
o to help to choose a starting point for the
division; o to check the answer after the calculation.
Children who have a secure knowledge of
multiplication facts and place value should be able to move on quickly to the more efficient
recording on the right.
To find 196 ÷ 6, we start by multiplying 6 by 10,
20, 30, … to find that 6 × 30 = 180 and 6 × 40
= 240. The multiples of 180 and 240 trap the number 196. This tells us that the answer to 196
÷ 6 is between 30 and 40.
Start the division by first subtracting 180, leaving 16, and then subtracting the largest possible
multiple of 6, which is 12, leaving 4.
The quotient 32 (with a remainder of 4) lies between 30 and 40, as predicted.
STAGE 4: SHORT DIVISION OF HTU ÷ U
'Short' division of HTU ÷ U can be introduced
as an alternative, more compact recording. No
chunking is involved since the links are to partitioning, not repeated subtraction.
The accompanying pattern is 'How many
threes in 290?' (the answer must be a multiple of 10). This gives 90 threes or 270, with 20
remaining. We now ask: 'How many threes in 21?' which has the answer 7.
Short division of a three-digit number can be
introduced to children who are confident with
multiplication and division facts and with subtracting multiples of 10 mentally, and
whose understanding of partitioning and place value is sound.
For most children this will be at the end of
Year 5 or the beginning of Year 6.
For 291 ÷ 3, because 3 × 90 = 270 and 3 × 100
= 300, we use 270 and split the dividend of 291 into 270 + 21. Each part is then divided by 3.
The short division method is recorded like this:
This is then shortened to:
28
Method
Example
The carry digit '2' represents the 2 tens that have been exchanged for 20 ones. In the first
recording above it is written in front of the 1 to
show that a total of 21 ones are to be divided by 3.
The 97 written above the line represents the answer: 90 + 7,or 9 tens and 7 ones.
STAGE 5: LONG DIVISION
The next step is to tackle HTU ÷ TU, which for
most children will be in Year 6.
The layout on the right, which links to chunking, is in essence the 'long division' method.
Recording the build-up to the quotient on the left of the calculation keeps the links with 'chunking'
and reduces the errors that tend to occur with
the positioning of the first digit of the quotient.
Conventionally the 20, or 2 tens, and the 3 ones forming the answer are recorded above the line,
as in the second recording.
How many packs of 24 can we make from 560
biscuits? Start by multiplying 24 by multiples of 10 to get an estimate. As 24 × 20 = 480 and
24 × 30 = 720, we know the answer lies
between 20 and 30 packs. We start by subtracting 480 from 560.
In effect, the recording above is the long division
method, though conventionally the digits of the answer are recorded above the line as shown
below.
29
FUN MATHS ACTIVITIES TO DO AT HOME
HOW MUCH?
While shopping, point out an item costing less than €1.
Ask your child to work out in their head the cost of 3 items.
Ask them to guess first. See how close they come.
If you see any items labelled, for example ‘2 for €3.50’, ask them to work out the cost of 1
item for you, and to explain how they got to the answer.
TIMES TABLES
Say together the six times table forwards, then backwards. Ask your child questions, such as:
Nine sixes? How many sixes in 42?
Six times four? Forty-eight divided by six?
Three multiplied by six? Six times what equals sixty?
Repeat with the seven, eight and nine times tables.
DECIMAL NUMBER PLATES
Each choose a car number plate.
Choose two of the digits, e.g. 4 and 6. Make the smallest and largest numbers you can, each
with 1 decimal place, e.g. 4.6 and 6.4.
Now find the difference between the two decimal numbers, e.g. 6.4 – 4.6 = 1.8.
Whoever makes the biggest difference scores 10 points.
The person with the most points wins.
Play the game again, but this time score 10 points for the smallest difference, or 10 points for the
biggest total.
FINDING AREAS AND PERIMETERS
Perimeter = distance around the edge of a shape
Area of a rectangle = length x breadth (width)
Collect 5 or 6 used envelopes of different sizes.
Ask your child to estimate the perimeter of each one to the nearest centimetre. Write the
estimate on the back.
Now measure. Write the estimate next to the measurement.
How close did your child get?
Now estimate then work out the area of each envelope.
Were perimeters or areas easier to estimate? Why?
You could do something similar using and old newspaper e.g.
Work out which page has the biggest area used for photographs.
Choose a page and work out the total area of news stories or adverts on that page
30
CAR NUMBERS
Try reading a car number as a measurement in centimetres, then converting it to metres, e.g.
456cm, which is 4.56m, or 4m and 56cm.
Try this with car numbers that have zeros in them, e.g. 307 cm, which is 3.07m or 3m and
7cm; 370 cm, which is 3.7m, or 3m and 70cm. These are harder!
TABLES
Make a times-table grid like this.
Shade in all the tables facts that your child knows, probably 1s,
2s, 3s, 4s, 5s and 10s.
Some facts appear twice, e.g. 7 x 3 and 3 x 7, so cross out one
of each.
Are you surprised how few facts are left?
There might only be 10 facts to learn. So take one fact a day
and make up a silly rhyme together to help your child learn it,
e.g. nine sevens are sixty-three, let’s have lots of chips for tea!
TELEPHONE CHALLENGES
Challenge your child to find numbers in the telephone directory where the digits add up to
42.
Find as many as possible in 10 minutes.
On another day, see if they can beat their previous total.
TARGET 1000
Roll a dice 6 times.
Use the six digits to make two three-digit numbers.
Add the two numbers together.
How close to 1000 can you get?
CAR NUMBERS 2
Choose a car number.
You may add or subtract 10, 20, 30, 40, 50, 60, 70, 80 or 90.
Try to get close as possible to 555.
Who can get closest during a week?
31
DICEY DIVISION
For this game you need a 1-100 board (a snakes and ladders board will do), a dice and 20 coins or
counters.
Take turns.
Choose a two-digit number. Roll a dice. If you roll 1, roll again.
If your two-digit number divides exactly by the dice number, put a coin on your chosen two-
digit number. Otherwise miss that turn.
The first to get 10 counters on the board wins.
LINE IT UP
You need a ruler marked in centimetres and millimetres.
Use the ruler to draw 10 different straight lines on a piece of paper.
Ask your child to estimate the length of each line and write the estimate on the line.
Now give them the ruler and ask them to measure each line to the nearest millimetre.
Ask them to write the measurement next to the estimate, and work out the difference.
A difference of 5 millimetres or less scores 10 points. A difference of 1 centimetre or less
scores 5 points.
How close to 100 points can she/he get?
GUESS MY NUMBER
Choose a number between 0 and 1 with one decimal place, e.g. 0.6.
Challenge your child to ask you questions to guess your number. You may only answer ‘Yes’
or ‘No’. For example, she/he could ask questions like ‘Is it less than a half?’
See if she/he can guess your number in fewer than 5 questions.
Now let your child choose a mystery number for you to guess.
Extend the game by choosing a number with one decimal pace between 1 and 10, e.g. 3.6. You may
need more questions!
TIMES TABLES
Ask your child a different times-table fact every day,
e.g. What is 6 times 8? Can you use this to work out 12 x 8?
and: What is 48 divided by 6?
32
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 5 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- or three-, or four-digit
number
numeral
‘teens’ number
place, place value
stands for, represents
exchange
the same number as, as many as
equal to
Of two objects/amounts:
>, greater, more, larger, bigger
<, less, fewer, smaller
≥, greater than or equal to
≤, less than or equal to
Of three objects/amounts:
greatest, most, biggest, largest
least, fewest, smallest
one... ten... one hundred... one thousand
more/less
compare, order, size
ascending/descending order
first... tenth... twentieth
last, last but one
before, after
next
between, half way between
guess how many, estimate
nearly, roughly, close to, about the same as
approximate, approximately
≈, is approximately equal to
just over, just under
exact, exactly
too many, too few, enough, not enough
round (up or down), nearest
round to the nearest ten/hundred
round to the nearest thousand
integer
positive, negative
above/below zero, minus
PROPERTIES OF NUMBERS AND NUMBER
SEQUENCES
number, count, how many?
odd, even
every other
how many times?
multiple of
digit
next, consecutive
sequence
continue
predict
pattern, pair, rule
relationship
sort, classify, property
formula
divisible (by), divisibility, factor
square number
one squared, two squared... (12, 22...)
FRACTIONS, DECIMALS, PERCENTAGES, RATIO
AND PROPORTION
part, equal parts
fraction, proper/improper fraction
mixed number
numerator, denominator
equivalent, reduced to, cancel
one whole
half, quarter, eighth
third, sixth, ninth, twelfth
fifth, tenth, twentieth, hundredth
proportion, ratio
33
in every, for every
to every, as many as
decimal, decimal fraction
decimal point, decimal place
percentage, per cent, %
CALCULATIONS
ADDITION AND SUBTRACTION
add, addition, more, plus, increase
sum, total, altogether
score
double, near double
how many more to make...'?
subtract, subtraction, take (away), minus,
decrease
leave, how many are left/left over’?
difference between
half, halve
how many more/fewer is... than...?
how much more/less is...?
equals, sign, is the same as
tens boundary, hundreds boundary
units boundary, tenths boundary
inverse
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
USING A CALCULATOR
calculator
display, key, enter, clear
constant
solving problems
MAKING DECISIONS AND REASONING
pattern, puzzle
calculate, calculation
mental calculation
method, strategy
jotting
answer
right, correct, wrong
what could we try next’?
how did you work it out?
number sentence
sign, operation, symbol, equation
MONEY
money
coin, note
penny, pence, pound (£), cent, euro (€)
price, cost
buy, bought, sell, sold
spend, spent
pay
change
dear, costs more, more/most expensive
cheap, costs less, cheaper, less/least
expensive
how much...? how many...?
total, amount, value, worth
discount
currency
HANDLING DATA count, tally, sort, vote
survey, questionnaire
data, database
graph, block graph, line graph
pictogram,
represent
group, set
list, chart, bar chart, bar line chart
tally chart
table, frequency table
Carroll diagram, Venn diagram
label, title, axis, axes
34
diagram
most popular, most common
least popular, least common
mode, range
maximum/minimum value
classify, outcome
PROBABILITY
fair, unfair
likely, unlikely, likelihood
certain, uncertain
probable, possible, impossible
chance, good chance
poor chance, no chance
risk, doubt
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
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, gallon
container, measuring cylinder
AREA
area, covers, surface
square centimetre (cm2), square metre (m2)
square millimetre (mm2)
TIME
time
days of the week: Monday, Tuesday...
months of the year: January, February...
seasons: spring, summer, autumn, winter
day, week, fortnight, month
year, leap year, century, millennium
weekend, birthday, holiday
calendar, date, date of birth
morning, afternoon, evening, night
am, pm, noon, midnight
today, yesterday, tomorrow
before, after, next, last
now, soon, early, late, earliest, latest
quick, quicker, quickest, quickly
fast, faster, fastest, slow, slower, slowest,
slowly
old, older, oldest, new, newer, newest
takes longer, takes less time
how long ago? how long will it be to...?
how long will it take to...?
timetable, arrive, depart
hour, minute, second
o'clock, half past, quarter to, quarter past
35
clock, watch, hands
digital/analogue clock/watch, timer
24-hour clock, 12-hour clock
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-angled
congruent
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, octahedron
2D SHAPES
2D, two-dimensional
circle, circular, semi-circle
triangle, triangular
equilateral triangle, isosceles triangle, scalene
triangle
square
rectangle, rectangular, oblong
pentagon, pentagonal
hexagon, hexagonal
heptagon
octagon, octagonal
polygon
quadrilateral
PATTERNS AND SYMMETRY
size
bigger, larger, smaller
symmetrical
line of symmetry, axis of symmetry
line symmetry, reflective 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
parallel, perpendicular
x-axis, y-axis
36
quadrant
movement
slide, roll
whole turn, half turn, quarter turn
rotate, rotation
angle, ...is a greater/smaller angle than
right angle, acute, obtuse
degree
straight line
stretch, bend
ruler, set square
angle measurer, compasses, protractor
INSTRUCTIONS listen, join in, say, recite
think, imagine, remember
start from, start with, start at
look at, point to, show me
put, place
arrange, rearrange
change, change over
split, separate
carry on, continue, repeat
what comes next? predict
describe the pattern, describe the rule
find, find all, find different
investigate
choose, decide
collect
use, make, build, construct, bisect
tell me, describe, name, pick out, identify
discuss, talk about
explain
explain your method/answer/reasoning
give an example of...
show how you...
show your working
justify
make a statement
read, write, record
write in figures
present, represent
interpret
trace, copy
complete, finish, end
fill in, shade, colour
label, plot
tick, cross
draw, sketch
draw a line between, join (up), ring, arrow
cost, count, tally
calculate, work out, solve, convert
investigate, question
answer
check
GENERAL same, different
missing number/s
number facts, number pairs, number bonds
greatest value, least value
number line, number track
number square, hundred square
number cards, number grid
abacus
counters, cubes, blocks, rods
die, dice, spinner
dominoes
pegs, peg board, pin board
geo-strips
same way, different way
best way, another way
in order, in a different order
not
all, every, each
37
INTERNATIONAL PRIMARY CURRICULUM TOPICS
(IPC TOPICS)
TERM 1
IPC Topic Corresponding Science Topic
Myths, Legends and Beliefs Lifecycles
Myths, Legends and Beliefs Earth, Sun and Moon
TERM 2
IPC Topic Corresponding Science Topic
Going Global Keeping Healthy
Going Global Changing Sounds
TERM 3
IPC Topic Corresponding Science Topic
Weather and Climate Changing State
Weather and Climate Gases around Us
Child
net f
orm
s pa
rt o
f the
UK
Saf
er In
tern
et
Cent
re in
par
tner
ship
with
the
SWG
fL a
nd th
e IW
F.
ww
w.s
afer
inte
rnet
.org
.uk
Kee
p sa
fe b
y be
ing
care
ful n
ot to
giv
e ou
t per
sona
l inf
orm
atio
n ei
ther
to p
eopl
e yo
u ar
e ch
attin
g w
ith o
nlin
e or
by
post
ing
it on
line
whe
re
othe
r pe
ople
can
see
it.
SM
eetin
g so
meo
ne y
ou h
ave
only
be
en in
touc
h w
ith o
nlin
e ca
n be
dan
gero
us. O
nly
do
so w
ith y
our
pare
nts’
or
care
rs’ p
erm
issi
on a
nd e
ven
then
onl
y w
hen
they
can
be
pres
ent.
MAc
cept
ing
emai
ls, I
M m
essa
ges,
or
ope
ning
fi le
s, p
ictu
res
or te
xts
from
peo
ple
you
don’
t kno
w o
r tr
ust c
an le
ad to
pro
blem
s –
they
may
co
ntai
n vi
ruse
s or
nas
ty m
essa
ges!
ASo
meo
ne o
nlin
e m
ight
lie
abou
t w
ho th
ey a
re, a
nd in
form
atio
n on
the
inte
rnet
may
no
t be
relia
ble.
Che
ck in
form
atio
n or
adv
ice
with
ot
her
web
site
s, b
ooks
, or
som
eone
who
kno
ws.
RTe
ll yo
ur p
aren
t, ca
rer
or a
trus
ted
adul
t if s
omeo
ne o
r so
met
hing
mak
es y
ou fe
el
unco
mfo
rtab
le o
r w
orri
ed, o
r if
you
or s
omeo
ne
you
know
is b
eing
bul
lied
onlin
e.T
KEE
PIN
G U
P W
ITH
CH
ILD
REN
O
N T
HE
INTE
RN
ET
ww
w.c
hild
net.c
om/k
ia
... A
N IN
TER
NET
SAF
ETY
GU
IDE
FOR
PA
REN
TS A
ND
CA
RER
S
• G
et in
volv
ed in
you
r ch
ildre
n’s
inte
rnet
use
. Dis
cuss
ing
the
oppo
rtun
ities
and
ris
ks w
ith c
hild
ren
invo
lves
hel
ping
them
to
see
for
them
selv
es h
ow th
ey m
ight
get
into
and
out
of d
iffi c
ulty
.
• Ag
ree
rule
s as
a fa
mily
abo
ut n
ot d
iscl
osin
g pe
rson
al
info
rmat
ion
– su
ch a
s yo
ur fu
ll na
me,
em
ail a
ddre
ss, p
hone
nu
mbe
r, ho
me
addr
ess,
pho
tos
or s
choo
l nam
e –
time
spen
t on
line,
and
con
tact
ing
peop
le v
ia th
e in
tern
et.
• Cr
eate
a fa
mily
em
ail a
ddre
ss fo
r re
gist
erin
g on
line.
• B
ookm
ark
your
fam
ily’s
favo
urite
web
site
s.
Add
ww
w.c
eop.
polic
e.uk
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
s ha
ve b
een
wri
tten
esp
ecia
lly fo
r yo
ung
peop
le to
re
min
d th
em h
ow to
be
care
ful o
nlin
e.
Child
net I
nter
natio
nal ©
200
2-20
11
Reg
iste
red
char
ity n
o. 1
0801
73
ww
w.c
hild
net.
com
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
net’s
Kid
SMAR
T w
ebsi
te
at w
ww
.kid
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
net.
com
/kia
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
.dig
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
youn
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.
com
/sor
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
Child
net I
nter
natio
nal w
ebsi
te g
ives
in
tern
et s
afet
y ad
vice
, res
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
w.c
hild
net.
com
The
Child
Exp
loita
tion
and
Onl
ine
Prot
ectio
n (C
EOP)
Cen
tre’
s w
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