International School, LuxembourgA.S.B.L.

Year 3Good Things to Know

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We hope you find this handbook useful, it contains information which is an extension of the Parent

Handbook you will have already received. You will receive further information in the form of termly

Year Group letters with in depth information on each of the subjects your child(ren) will be studying.

Learning is growing in doing, knowing and

understanding.

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TABLE OF CONTENTS

HOMEWORK .................................................................................................................................. 5

CORE LEARNING IN LITERACY ......................................................................................................... 6

SOME DO’S AND DON’TS WITH READING .......................................................................................... 9

CURSIVE ALPHABET ..................................................................................................................... 10

LETTER OUTLINES ....................................................................................................................... 11

SPELLING OBJECTIVES ................................................................................................................. 12

DIFFICULTIES WITH SPELLING ...................................................................................................... 13

FRENCH ..................................................................................................................................... 14

CORE LEARNING IN MATHEMATICS ................................................................................................ 16

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

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

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

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

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HOMEWORK

We are often asked questions by parents about homework – its purpose and the amount. This letter

will give you an introduction as to how we view homework here at St. George’s. A more detailed

programme for each class will be drawn up by the individual class teachers.

There is no doubt that parents who are involved in their child’s learning help them to make faster

progress, to gain confidence and to achieve better results. We appreciate the support that you

already give your children at home.

At St. George’s we believe that the main purposes of homework are:

1) To develop our links with you, the parents

2) To help you to understand what your children are learning at school

3) To give your child the opportunity to practise what they are learning, particularly in literacy

and numeracy

4) To develop self discipline and perseverance and become independent learners

5) To help your child to learn to plan the wise use of time and to develop confidence

6) To develop ‘The Homework Habit’

7) To increase self esteem through knowing that their achievements are regarded as important

by both home and school

8) To extend school learning

The purpose and the amount of homework change as your child gets older. For children in Reception

and Years 1 and 2 the homework could include 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

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CORE LEARNING IN LITERACY – YEAR 3

Most children learnt to:

A. SPEAKING AND LISTENING

SPEAKING

Choose and prepare poems or stories for performance, identifying appropriate expression, tone,

volume and use of voices and other sounds.

Explain process or present information, ensuring that items are clearly sequenced, relevant details are

included and accounts are ended effectively.

Sustain conversation, explain or give reasons for their views or choices.

Develop and use specific vocabulary in different contexts.

LISTENING AND RESPONDING

Follow up others’ points and show whether they agree or disagree in whole-class discussion.

Identify the presentational features used to communicate the main points in a broadcast.

Identify key sections of an informative broadcast, noting how the language used signals changes or

transitions in focus.

GROUP DISCUSSION AND INTERACTION

Use talk to organise roles and action.

Actively include and respond to all members of the group.

Use the language of possibility to investigate and reflect on feelings, behaviour or relationships.

DRAMA

Present events and characters through dialogue to engage the interest of an audience.

Use some drama strategies to explore stories or issues.

Identify and discuss qualities of others’ performances, including gesture, action and costume.

B. READING

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

Note

Year 3 is a significant year for moving the emphasis on teaching from word recognition to language

comprehension. The Rose Report: Independent review of the teaching of early reading (2006) makes

clear that the two dimensions of reading – word recognition processes and language comprehension

processes – are both necessary to achieve fluent reading. However, the balance between word

recognition and language comprehension should change as children acquire secure and automatic

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decoding skills. For this reason, there is no content provided for strand 5 after Year 2 and the

heading itself is removed after this reference for Year 3.

Children working significantly above or below age-related expectations will need differentiated

support, which may include tracking forward or back in terms of learning objectives. EAL learners

should be expected to work within the overall expectations for their year group, and where this is not

the case should be enabled to reach age-related expectations as quickly as possible. Some newly

arrived learners of EAL may need to undertake time limited work based on objectives for

decoding/encoding in addition to overall language development work.

UNDERSTANDING AND INTERPRETING TEXTS

Identify and make notes of the main points of section(s) of text.

Infer characters’ feelings in fiction and consequences in logical explanations.

Identify how different texts are organised, including reference texts, magazines and leaflets, on paper

and on screen.

Use syntax, context and word structure to build their store of vocabulary as they read for meaning.

Explore how different texts appeal to readers using varied sentence structures and descriptive

language.

ENGAGING WITH AND RESPONDING TO TEXTS

Share and compare reasons for reading preferences, extending the range of books read.

Empathise with characters and debate moral dilemmas portrayed in texts.

Identify features that writers use to provoke readers’ reactions.

C. WRITING

WORD STRUCTURE AND SPELLING

Spell high and medium frequency words.

Recognise a range of prefixes and suffixes, understanding how they modify meaning and spelling,

and how they assist in decoding long complex words.

Spell unfamiliar words using known conventions including grapheme–phoneme correspondences and

morphological rules.

CREATING AND SHAPING TEXTS

Make decisions about form and purpose, identify success criteria and use them to evaluate their

writing.

Use beginning, middle and end to write narratives in which events are sequenced logically and

conflicts resolved.

Write non-narrative texts using structures of different text-types.

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Select and use a range of technical and descriptive vocabulary.

Use layout, format, graphics and illustrations for different purposes.

TEXT STRUCTURE AND ORGANISATION

Signal sequence, place and time to give coherence.

Group related material into paragraphs.

SENTENCE STRUCTURE AND PUNCTUATION

Show relationships of time, reason and cause through subordination and connectives.

Compose sentences using adjectives, verbs and nouns for precision, clarity and impact.

Clarify meaning through the use of exclamation marks and speech marks.

PRESENTATION

Write with consistency in the size and proportion of letters and spacing within and between words,

using the correct formation of handwriting joins.

Develop accuracy and speed when using keyboard skills to type, edit and redraft.

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SOME DO’S AND DON’TS WITH READING

DO build confidence at every opportunity DON’T expect rapid results or constant progress – learning to read is a gradual progress

DO give plenty of praise and encouragement

DON’T criticise your child’s reading or insist that they try harder

DO be patient DON’T insist that every word is correct – a story is spoilt by making it a word recognition

contest, and getting the meaning is far more important

DO choose a time when you can be relaxed and give individual attention DON’T try to read if you or your child is just not in the mood

DO read books which interest your child – let them choose

DON’T cover the pictures – these are vital clues for your child when reading

DO encourage your child to guess if they are unsure of the next word DON’T make comparisons with other children’s progress and be competitive about reading –

we all learn things at different rates

DO keep the session short – stop if your child seems bored or disinterested DON’T try and sound out all the individual letters in an attempt to work out a word – not all

words are built phonically and children need to blend sounds, not isolate them

DO try and help your child guess the word by making out the initial sound DON’T always correct your child if they make sense but don’t necessarily get the word right

– e.g. home for house

DO tell your child the word if they are really struggling DON’T isolate words out of context and expect your child to know them

DO read a book together with your child and share the story – try missing out words and

see if they can fill in the gap

DON’T stop reading to/with your child once you think they can read for themselves

DO ask your child if they can point out easy words on a page, e.g. the, me

DON’T discourage your child from reading books that you think are too easy

DO encourage your child to point as they read, following each word carefully DON’T make your child anxious about reading especially if you are. It is more important that

a child becomes a keen reader than learns to read at a particular age

DO remember that learning to read is dependent on a child’s belief that they can do it

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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

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¶Ðoi[±e]d.

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SPELLING OBJECTIVES - YEAR 3

How the spelling of verbs alter when ing is added

To investigate and learn to use the spelling pattern le as in little, muddle, bottle, scramble,

cradle.

To recognise and spell common prefixes and how these influence word meaning, e.g. un, de,

dis, re, pre.

To use their knowledge of prefixes to generate new words from root words, especially

antonyms; happy/unhappy, appear/disappear.

How words change when er and est are added.

How words change when y is added,

To investigate and identify basic rules for changing the spelling of nouns when s is added,

To investigate, spell and read words with silent letters, e.g. knee, gnat, wrinkle.

To recognise and generate compound words, e.g. playground, airport, shoelace, underneath;

and to use this knowledge to support their spelling.

To recognise and spell common suffixes and how these influence word meanings, e.g. ly, ful,

less.

To use their knowledge of suffixes and to generate new words from root words, e.g.

proud/proudly, hope/hopeful/hopeless.

To use the apostrophe to spell shortened forms of words, e.g. don’t, can’t.

Identify short words within long words as an aid to spelling.

To recognise and spell the prefixes mis, non, ex, co, anti.

To use their knowledge of these prefixes to generate new words from root words, e.g.

lead/mislead, sense/nonsense, and to understand how they give clues to meaning, e.g.

extend, export, explode, mislead, mistake, misplace.

To use the apostrophe to spell further contracted forms of words, e.g. couldn’t.

To explore homonyms which have the same spelling but multiple meanings and explain how

the meanings can be distinguished in context, e.g. form (shape or document), wave (gesture,

shape or motion).

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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

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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 3

* Key objectives are in bold.

Most children learnt to:

USING AND APPLYING MATHEMATICS

Solve one-step and two-step problems involving numbers, money or measures, including time,

choosing and carrying out appropriate calculations.

Represent the information in a puzzle or problem using numbers, images or diagrams; use these to

find a solution and present it in context, where appropriate using £.p notation or units of measure.

Follow a line of enquiry by deciding what information is important; make and use lists, tables and

graphs to organise and interpret the information.

Identify patterns and relationships involving numbers or shapes, and use these to solve problems.

Describe and explain methods, choices and solutions to puzzles and problems, orally and in writing,

using pictures and diagrams.

COUNTING AND UNDERSTANDING NUMBER

Read, write and order whole numbers to at least 1000 and position them on a number line; count on

from and back to zero in single-digit steps or multiples of 10.

Partition three-digit numbers into multiples of 100, 10 and 1 in different ways.

Round two-digit or three-digit numbers to the nearest 10 or 100 and give estimates for their sums

and differences.

Read and write proper fractions (e.g. 3/7, 9/10), interpreting the denominator as the parts of a whole

and the numerator as the number of parts; identify and estimate fractions of shapes; use diagrams to

compare fractions and establish equivalents.

KNOWING AND USING NUMBER FACTS

Derive and recall all addition and subtraction facts for each number to 20, sums and

differences of multiples of 10 and number pairs that total 100.

Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding

division facts; recognise multiples of 2, 5 or 10 up to 1000.

Use knowledge of number operations and corresponding inverses, including doubling and halving, to

estimate and check calculations.

CALCULATING

Add or subtract mentally combinations of one-digit and two-digit numbers.

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Develop and use written methods to record, support or explain addition and subtraction of two-digit

and three-digit numbers.

Multiply one-digit and two-digit numbers by 10 or 100, and describe the effect.

Use practical and informal written methods to multiply and divide two-digit numbers (e.g. 13 × 3, 50

÷ 4); round remainders up or down, depending on the context.

Understand that division is the inverse of multiplication and vice versa; use this to derive and record

related multiplication and division number sentences.

Find unit fractions of numbers and quantities (e.g. 1/2, 1/3,

1/4 and 1/6 of 12 litres).

UNDERSTANDING SHAPE

Relate 2-D shapes and 3-D solids to drawings of them; describe, visualise, classify, draw and make

the shapes.

Draw and complete shapes with reflective symmetry; draw the reflection of a shape in a

mirror line along one side.

Read and record the vocabulary of position, direction and movement, using the four compass

directions to describe movement about a grid.

Use a set-square to draw right angles and to identify right angles in 2-D shapes; compare angles with

a right angle; recognise that a straight line is equivalent to two right angles.

MEASURING

Know the relationships between kilometres and metres, metres and centimetres, kilograms and

grams, litres and millilitres; choose and use appropriate units to estimate, measure and record

measurements.

Read, to the nearest division and half-division, scales that are numbered or partially

numbered; use the information to measure and draw to a suitable degree of accuracy.

Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock; calculate

time intervals and find start or end times for a given time interval.

HANDLING DATA

Answer a question by collecting, organising and interpreting data; use tally charts, frequency tables,

pictograms and bar charts to represent results and illustrate observations; use ICT to create a simple

bar chart.

Use Venn diagrams or Carroll diagrams to sort data and objects using more than one

criterion.

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FUN MATHS ACTIVITIES TO DO AT HOME

NUMBER GAMES

Roll two dice. Make two-digit numbers, e.g. if you roll a 6 and 4, this could be 64 or 46. If you

haven’t got two dice, roll one dice twice. Ask your child to do one or more of the activities below.

Count on or back from each number in tens.

Add 19 to each number in their head. (A quick way is to add 20 then take away 1.)

Subtract 9 from each number. (A quick way us to take away 10 then add back 1.)

Double each number.

CAN YOU TELL THE TIME?

Whenever possible, ask your child to tell you the time to the nearest 5 minutes. Use a clock with

hands as well as a digital watch or clock. Also ask:

What time will it be one hour from now?

What time was it one hour ago?

Time your child doing various tasks, e.g.:

Getting ready for school;

Tidying a bedroom;

Saying the 5 times, 10 times or 2 times table.

Ask your child to guess in advance how long they think an activity will take. Can they beat their time

when they repeat it?

FRACTIONS

Use 12 buttons, or paper clips or dried beans, or ...

Ask your child to find half of the 12 things.

Now find one quarter of the same group.

Find one third of the whole group.

Repeat with other numbers.

CUPBOARD MATHS

Ask your child to look at the weights printed on jars, tins and packets in the food cupboard, e.g.

Choose six items. Ask your child to put them in order. Is the largest item the heaviest?

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ORDER, ORDER!

Each of you should draw 6 circles in a row.

Take turns.

Roll two dice and make a two-digit number (see Number Games).

Write the number in one of your circles. Once the number is written in a circle you cannot

change it!

The first to get all six of their circle numbers in order wins!

MAKE 20

For this game you need to write out numbers 0 to 20 on a piece of paper, Make them big enough to

put counters or coins on.

Take turns. Roll a dice. Put a coin on the number that goes with the dice number to make 20,

e.g. throw a ‘4’ and put a coin on 16.

If someone else’s counter is there already, replace it with yours!

The first person to have counters on 6 different numbers wins.

Now roll two dice, add the numbers together and look for a number to make 20. The first

with coins on 10 different numbers wins.

BOARD GAMES

For these games you need to sketch a board like this. Notice how the numbers arranged.

Start at 1. Toss a coin. If it lands heads, move 1 place along. If

it lands tails, add 10, saying the total correctly before moving.

First person to reach the bottom row wins.

Start anywhere on the board. Roll a dice. Even numbers move

you forwards, odd numbers move backwards. If you land on a

multiple of five, you can move either 10 forwards or 10

backwards. The first person to reach either the top or bottom of

the board wins.

UP AND DOWN THE SCALES

Guess with your child the weights of people in your home.

Then weigh them (if they agree!). Help your child to read the scales.

Record each weight, then write all the weights in order.

Repeat after two weeks. What, if any, is the difference in the weights?

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BEAN RACE

You need two dice and a pile of dried beans.

Take turns to roll the two dice.

Multiply the two numbers and call out the answer.

If you are right, you win a bean.

The first to get 10 beans wins.

BINGO!

One person has the 2x table and the other has the 5x table. Write six numbers in that table on your

piece of paper, e.g.

4 8 10 16 18 20

Roll one or two dice. If you choose to roll two dice, add the numbers, e.g. roll two dice, get 3

and 4, add these to make 7.

Multiply that number by 2 or by 5 (that is by your table number, e.g. 7 x 2 or 7 x 5)

If the answer is on your paper, cross it out.

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

GUESS MY NUMBER

Choose car number you can see e.g. 592.

BT 5925

Add 10 to the number in your head. Say the answer aloud.

Can your child guess which car you were looking at? If so she/he can have a turn next.

SECRET SUMS

Ask your child to say a number, e.g. 43.

Secretly do something to it (e.g. add 30). Say the answer, e.g. 73.

The child then says another number to you, e.g. 61.

Do the same to that number and say the answer.

The child has to guess what you are doing to the number each time!

Then they can have a turn at secretly adding or subtracting something to each number that

you say to them.

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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 3 are in red.

NUMBERS AND THE NUMBERING

SYSTEM COUNTING, PROPERTIES OF NUMBERS AND

NUMBER SEQUENCES

number

zero, one, two, three... to twenty and beyond

zero, ten, twenty... one hundred

zero, one hundred, two hundred... one

thousand

none

how many...?

count, count (up) to

count on (from, to)

count back (from, to)

count in ones, twos, threes, fours, fives...

count in tens, hundreds

more, less, many, few

tally

odd, even

every other

how many times?

multiple of

sequence

continue

predict

pattern, pair, rule

relationship

PLACE VALUE AND ORDERING

units, ones

tens, hundreds

digit

one-, two- or three-digit number

‘teens’ number

place, place value

stands for, represents

exchange

the same number as, as many as

equal to

Of two objects/amounts:

greater, more, larger, bigger

less, fewer, smaller

Of three objects/amounts:

greatest, most, biggest, largest

least, fewest, smallest

one more, ten more, one hundred more

one less, ten less, one hundred less

compare

order

size

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

twenty-first, twenty-second...

last, last but one

before, after

next

between, half way between

above, below

ESTIMATING

guess how many, estimate

nearly, roughly, close to

approximate, approximately

about the same as

just over, just under

exact, exactly

too many, too few, enough, not enough

round (up or down)

nearest, round to the nearest ten

FRACTIONS

part, equal parts

fraction

one whole

one half, two halves

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

one third, two thirds, three thirds

one tenth

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CALCULATIONS ADDITION AND SUBTRACTION

+, add, addition, more, plus

make, sum, total

altogether

score

double, near double

one more, two more... ten more... one

hundred more

how many more to make...?

how many more is... than...?

how much more is?

-, subtract, subtraction, take (away), minus

leave, how many are left/left over?

one less, two less... ten less... one hundred

less

how many fewer is... than...?

how much less is...?

difference between

half, halve

=, equals, sign, is the same as

tens boundary, hundreds boundary

MULTIPLICATION AND DIVISION

lots of, groups of

x, times, multiply, multiplication, multiplied by

multiple of, product

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

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

repeated addition

array

row, column

double, halve

share, share equally

one each, two each, three each...

group in pairs, threes... tens

equal groups of

÷, divide, division, divided by, divided into

left, left over, remainder

SOLVING PROBLEMS MAKING DECISIONS AND REASONING

pattern, puzzle

calculate, calculation

mental calculation

method

jotting

answer

right, correct, wrong

what could we try next?

how did you work it out?

number sentence

sign, operation, symbol, equation

MONEY

money

coin, note

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

price, cost

buy, bought, sell, sold

spend, spent

pay

change

dear, costs more, more/most expensive

cheap, costs less, cheaper, less/least

expensive

costs the same as

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

total, amount

value, worth

HANDLING DATA count, tally, sort, vote

graph, block graph, pictogram

represent

group, set

list, chart, bar chart

table, frequency table

Carroll diagram, Venn diagram

label, title, axis, axes

diagram

most popular, most common

least popular, least common

MEASURES, SHAPE AND SPACE MEASURES (GENERAL)

measure

size

compare

measuring scale, division

23

guess, estimate

enough, not enough

too much, too little

too many, too few

nearly, roughly, about, close to, about the

same as, approximately

just over, just under

LENGTH

length, width, height, depth

long, short, tall, high, low

wide, narrow, deep, shallow, thick, thin

longer, shorter, taller, higher... and so on

longest, shortest, tallest, highest... and so on

far, further, furthest, near, close

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

kilometre(km), metre (m), centimetre (cm)

mile

ruler, metre stick, tape measure

MASS

weight, weighs, balances

heavy/light, heavier/lighter, heaviest/lightest

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

balance, scales, weight

CAPACITY

capacity

full, half full

empty

holds, contains

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

container

TIME

time

days of the week: Monday, Tuesday...

months of the year: January, February...

seasons: spring, autumn, summer, winter

day, week, fortnight, month, year, century

weekend, birthday, holiday

calendar, date

morning, afternoon, evening, night, midnight

am, pm

bedtime, dinnertime, playtime

today, yesterday, tomorrow

before, after

next, last

now, soon, early, late, earliest, latest

quick, quicker, quickest, quickly

fast, faster, fastest

slow, slower, slowest, slowly

old, older, oldest

new, newer, newest

takes longer, takes less time

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

how long will it take to...?

hour, minute, second

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

clock, watch, hands

digital/analogue clock/watch, timer

how often?

always, never, often, sometimes, usually

once, twice

SHAPE AND SPACE

shape, pattern

flat, curved, straight

round

hollow, solid

corner

point, pointed

face, side, edge, end

sort

make, build, draw

surface

right-angles

vertex, vertices

layer, diagram

3D SHAPES

cube

cuboid

pyramid

sphere, hemi-sphere

cone

cylinder

prism

2D SHAPES

circle, circular, semi-circular

triangle, triangular

24

square

rectangle, rectangular

star

pentagon, pentagonal

hexagon, hexagonal

octagon, octagonal

quadrilateral

PATTERNS AND SYMMETRY

size

bigger, larger, smaller

symmetrical

line of symmetry

fold

match

mirror line, reflection

pattern

repeating pattern

POSITION, DIRECTION AND MOVEMENT

position

over, under, underneath

above, below

top, bottom, side

on, in

outside, inside

around

in front, behind

front, back

before, after

beside, next to

opposite

apart

between

middle, edge

centre

corner

direction

journey, route, map, plan

left, right

up, down

higher, lower

forwards, backwards, sideways

across

close, far, near

along

through

to, from, towards, away from

ascend, descend

grid

row, column

clockwise, anti-clockwise

compass point

north, south, east, west (N, S, E, W)

horizontal, vertical

diagonal

movement

slide

roll

turn, whole turn, half turn, quarter turn

angle... is a greater/smaller angle than

right angle

straight line

stretch, bend

INSTRUCTIONS listen

join in

say

recite

think

imagine

remember

start from

start with

start at

look at

point to

show me

put, place

fit

arrange, rearrange

change, change over

split

separate

carry on, continue

repeat

what comes next?

predict

describe the pattern

describe the rule

find, find all, find different

investigate

choose

25

decide

collect

use

make

build

tell me

describe

name

pick out

discuss

talk about, explain

explain your method

explain how you got your answer

give an example of...

show how you...

show your working

read, write

record

write in figures

present

represent

interpret

trace

copy

complete

finish, end

fill in

shade, colour

label

tick, cross

draw a line between

join (up)

ring

arrow

cost, count, tally

calculate

work out

solve

investigate

question

answer

check

GENERAL same/different

missing number(s)

number facts, number pairs, number bonds

greatest value, least value

number line, number track

number square, hundred square

number cards, number grid

abacus

counters, cubes, blocks, rods

die, dice, dominoes

pegs, peg board

geo strips

same way, different way

best way, another way

in order, in a different order

not

all, every, each

draw, sketch

26

INTERNATIONAL PRIMARY CURRICULUM TOPICS

(IPC TOPICS)

TERM 1

IPC Topic Corresponding Science Topic

Rainforest Helping Plants Grow

Rainforest Rocks and Soils

TERM 2

IPC Topic Corresponding Science Topic

Dinosaurs Characteristics of Materials

Dinosaurs Magnets and Springs

TERM 3

IPC Topic Corresponding Science Topic

Different Places, Similar Lives Teeth and Healthy Eating

Different Places, Similar Lives Light and Shadows

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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