International School, Luxembourg A.S.B.L. Year 2 Good Things to Know
Mar 03, 2016
International School, LuxembourgA.S.B.L.
Year 2Good 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 .................................................................................................................................. 4
CORE LEARNING IN LITERACY ......................................................................................................... 5
SOME DO’S AND DON’TS WITH READING .......................................................................................... 8
CURSIVE ALPHABET ....................................................................................................................... 9
LETTER OUTLINES ....................................................................................................................... 10
FRENCH ..................................................................................................................................... 11
CORE LEARNING IN MATHEMATICS ................................................................................................ 13
PROGRESSION IN CALCULATIONS .................................................................................................. 15
FUN MATHS ACTIVITIES TO DO AT HOME ........................................................................................ 18
MATHS VOCABULARY ................................................................................................................... 21
INTERNATIONAL PRIMARY CURRICULUM TOPICS (IPC) ................................................................... 26
INTERNET SAFETY INFORMATION ................................................................................................... 27
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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
5
CORE LEARNING IN LITERACY – YEAR 2
Most children learn to:
A. SPEAKING AND LISTENING
SPEAKING
Speak with clarity and use appropriate intonation when reading and reciting texts.
Tell real and imagined stories using the conventions of familiar story language.
Explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures
to support communication.
LISTENING AND RESPONDING
Listen to others in class, ask relevant questions and follow instructions.
Listen to talk by an adult, remember some specific points and identify what they have learned.
Respond to presentations by describing characters, repeating some highlight and commenting
constructively.
GROUP DISCUSSION AND INTERACTION
Ensure that everyone contributes, allocate tasks, and consider alternatives and reach agreement.
Work effectively in groups by ensuring that each group member takes a turn challenging, supporting
and moving on.
Listen to each other’s views and preferences, agree the next steps to take and identify contributions
by each group member.
DRAMA
Adopt appropriate roles in small or large groups and consider alternative courses of action.
Present part of traditional stories, their own stories or work drawn from different parts of the
curriculum for members of their own class.
Consider how mood and atmosphere are created in live or recorded performance.
B. READING
WORD RECOGNITION: DECODING (READING) AND ENCODING (SPELLING)
Read independently and with increasing fluency longer and less familiar texts.
Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word
structure, and spelling patterns.
Know how to tackle unfamiliar words that are not completely decodable.
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Read and spell less common alternative graphemes including trigraphs.
Read high and medium frequency words independently and automatically.
UNDERSTANDING AND INTERPRETING TEXTS
Draw together ideas and information from across a whole text, using simple signposts in the text.
Give some reasons why things happen or characters change.
Explain organisational features of texts, including alphabetical order, layout, diagrams, captions,
hyperlinks and bullet points.
Use syntax and context to build their store of vocabulary when reading for meaning.
Explore how particular words are used, including words and expressions with similar meanings.
ENGAGING WITH AND RESPONDING TO TEXTS
Read whole books on their own, choosing and justifying selections.
Engage with books through exploring and enacting interpretations.
Explain their reactions to texts, commenting on important aspects.
C. WRITING
WORD STRUCTURE AND SPELLING
Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word
structure, and spelling patterns including common inflections and use of double letters.
Read and spell less common alternative graphemes including trigraphs.
CREATING AND SHAPING TEXTS
Draw on knowledge and experience of texts in deciding and planning what and how to write.
Sustain form in narrative, including use of person and time.
Maintain consistency in non-narrative, including purpose and tense.
Make adventurous word and language choices appropriate to the style and purpose of the text.
Select from different presentational features to suit particular writing purposes on paper and on
screen.
TEXT STRUCTURE AND ORGANISATION
Use planning to establish clear sections for writing.
Use appropriate language to make sections hang together.
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SENTENCE STRUCTURE AND PUNCTUATION
Write simple and compound sentences and begin to use subordination in relation to time and reason.
Compose sentences using tense consistently (present and past).
Use question marks, and use commas to separate items in a list.
PRESENTATION
Write legibly, using upper and lower case letters appropriately within words, and observing correct
spacing within and between words.
Form and use the four basic handwriting joins.
Wordprocess short narrative and non-narrative texts.
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SOME DO’S AND DON’TS WITH READING
DO build confidence at every opportunity
DON’T expect rapid results or constant progress – learning to read is a gradual progress
DO give plenty of praise and encouragement DON’T criticise your child’s reading or insist that they try harder
DO be patient
DON’T insist that every word is correct – a story is spoilt by making it a word recognition contest, and getting the meaning is far more important
DO choose a time when you can be relaxed and give individual attention
DON’T try to read if you or your child is just not in the mood
DO read books which interest your child – let them choose
DON’T cover the pictures – these are vital clues for your child when reading
DO encourage your child to guess if they are unsure of the next word DON’T make comparisons with other children’s progress and be competitive about reading –
we all learn things at different rates
DO keep the session short – stop if your child seems bored or disinterested DON’T try and sound out all the individual letters in an attempt to work out a word – not all
words are built phonically and children need to blend sounds, not isolate them
DO try and help your child guess the word by making out the initial sound DON’T always correct your child if they make sense but don’t necessarily get the word right
– e.g. home for house
DO tell your child the word if they are really struggling
DON’T isolate words out of context and expect your child to know them
DO read a book together with your child and share the story – try missing out words and see if they can fill in the gap
DON’T stop reading to/with your child once you think they can read for themselves
DO ask your child if they can point out easy words on a page, e.g. the, me DON’T discourage your child from reading books that you think are too easy
DO encourage your child to point as they read, following each word carefully
DON’T make your child anxious about reading especially if you are. It is more important that a child becomes a keen reader than learns to read at a particular age
DO remember that learning to read is dependent on a child’s belief that they can do it
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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.
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up, over, back around, up, down,
flick.
up, to the top, down, half way
up, right around.
up, over, back round.
up, over, back around, up to the top, down, flick.
up around.
up, to the top, over,
back, right down, loop.
up, over, back
around, up, right down, loop.
up, over, back
around, up, right down, loop.
up, down, flick.
(Dot after)
up, down, flick.
(Dot after)
up, to the top,
down, half way up, right round, down
out, flick.
up, to the top,
down, flick.
up, down, up,
over, up, over, flick.
up, down, up, over,
flick. up, over, back
all the way
round, flick.
up, right down, up, right round.
up, over, back around, up, right
down, flick.
up, down, back up, over, flick.
up, over, back around, round.
up, to the top, down, flick.
(Cross after)
up, down, round,
up, down, flick.
up, down, up,
flick.
up, down, up,
down, up, flick.
up, down, flick.
(Cross down after)
up, down, round,
up, right down,
loop.
up, along, down, along
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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 2
* Key objectives are in bold.
Most children learn to:
USING AND APPLYING MATHEMATICS
Solve problems involving addition, subtraction, multiplication or division in contexts of numbers,
measures or pounds and pence; identify and record the information or calculation needed to solve a
puzzle or problem; carry out the steps or calculations and check the solution in the context of the
problem.
Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting,
organising and presenting information in lists, tables and simple diagrams.
Describe patterns and relationships involving numbers or shapes; make predictions and test these
with examples.
Present solutions to puzzles and problems in an organised way; explain decisions, methods and
results in pictorial, spoken or written form, using mathematical language and number sentences.
COUNTING AND UNDERSTANDING NUMBER
Read and write two-digit and three-digit numbers in figures and words; describe and extend number
sequences and recognise odd and even numbers.
Count up to 100 objects by grouping them and counting in tens, fives or twos; explain
what each digit in a two-digit number represents, including numbers where 0 is a place
holder; partition two-digit numbers in different ways, including into multiples of 10 and
1.
Order two-digit numbers and position them on a number line; use the greater than (>) and less than
(<) signs.
Estimate a number of objects; round two-digit numbers to the nearest 10.
Find one half, one quarter and three quarters of shapes and sets of objects.
KNOWING AND USING NUMBER FACTS
Derive and recall all addition and subtraction facts for each number to at least 10, all
pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100.
Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20,
and the corresponding halves.
Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts;
recognise multiples of 2, 5 and 10.
Use knowledge of number facts and operations to estimate and check answers to calculations.
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CALCULATING
Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit
number; use practical and informal written methods to add and subtract two-digit
numbers.
Understand that subtraction is the inverse of addition and vice versa; use this to derive and record
related addition and subtraction number sentences.
Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction
(grouping) as division; use practical and informal written methods and related vocabulary to support
multiplication and division, including calculations with remainders.
Use the symbols +, –, ×, ÷ and = to record and interpret number sentences involving all
four operations; calculate the value of an unknown in a number sentence (e.g. □ ÷ 2 = 6,
30 – □ = 24).
UNDERSTANDING SHAPE
Visualise common 2-D shapes and 3-D solids; identify shapes from pictures of them in
different positions and orientations; sort, make and describe shapes, referring to their
properties.
Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes.
Follow and give instructions involving position, direction and movement.
Recognise and use whole, half and quarter turns, both clockwise and anticlockwise; know that a right
angle represents a quarter turn.
MEASURING
Estimate, compare and measure lengths, weights and capacities, choosing and using standard units
(m, cm, kg, litre) and suitable measuring instruments.
Read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale
from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a
ruler to draw and measure lines to the nearest centimetre.
Use units of time (seconds, minutes, hours, days) and know the relationships between
them; read the time to the quarter hour; identify time intervals, including those that
cross the hour.
HANDLING DATA
Answer a question by collecting and recording data in lists and tables; represent the data as block
graphs or pictograms to show results; use ICT to organise and present data.
Use lists, tables and diagrams to sort objects; explain choices using appropriate
language, including ‘not’.
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PROGRESSION IN CALCULATIONS
PREVIOUS LEARNING IN NUMERACY
To be successful in learning children should be able to; count reliably forwards and backward;
recognise individual numerals; know what each numeral represents; know that numerals combine to
make numbers; have some understanding of the concept of zero.
GENERAL PROGRESSION IN NUMERACY
Develop use of picture and mixture of words and symbols to represent numerical activities.
Use standard symbols and conventions (0 – 9, +, - , x, ÷, =).
ADDITION
They will already have:
Made a record in pictures, words or symbols of addition activities they have already carried
out.
Constructed number sentences to go with the practical activities
Related addition to counting on
Used games and songs to develop vocabulary
Stages
Record simple additions in a number sentence using + and =
Know that addition can be done in any order
Introduction of empty number lines
Count on from the most significant number
Continue to use practical apparatus and visual aids to support the recording of calculations
Begin to partition and recombine (seeing 12 + 15 as 10 + 10 and 2 + 5 then 20 + 7 as 27)
Use informal jottings with larger numbers (the empty number line) e.g. 42 + 17
42 52 59
Develop paper and pencil methods for addition which can be done mentally
35 + 52 30 + 50 = 80; 2 + 7 = 9 89
+ 10 + 7
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SUBTRACTION
They will already have
Made a record in pictures, words or symbols of subtraction activities they have already
carried out
Constructed number sentences to go with the practical activities
Related subtraction to taking away and counting how many objects are left
Used games and songs to develop vocabulary
Stages
Use words and visual aids to record calculations
Record simple mental subtractions in a number sentence using – and =
Develop use of vocabulary (difference, take away, etc)
Use jottings to support mental subtractions (empty number line) e.g. 34 – 27
7 10 14 24 34
Begin to use number lines when counting on to find the difference.
Begin to record subtraction by partitioning:
E.g. 74 – 27 74 – 20 – 7 54 – 7 = 47
Or 74 – 27 70 + 4 – 20 – 7 60 + 14 – 20 – 7 40 + 7 = 47
MULTIPLICATION
They will already have:
Used real life contexts and practical equipment to count in repeated groups of the same size
Counted in twos
Counted in fives
Counted in tens
Stages
Draw pictures to show equal sets
3 sets of 4 make 12
Identify patterns of 2s, 5s, and 10s on a hundred square
Solve practical problems that combine groups of 2s, 5s and 10s.
–10 –10 –4 –3
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Develop use of vocabulary for multiplication (x symbol, groups of, lots of, etc)
Count confidently in steps of 2s, 5s and 10s
Recall multiplication facts for 2, 5, and 10
Begin to count in steps of 3 and 4 – use empty number lines or 100 squares as
visual reminders
Make arrays practically
Draw on squared paper
Use x and = to record mental calculations e g 3 x 2 = 6
DIVISION
They will already have
Shared objects into equal groups
Used related vocabulary
Stages
Draw pictures to show sharing and grouping
Solve practical problems involving sharing groups of 2, 5 and 10
Develop use of vocabulary (share, ÷, etc)
Recall division facts for 2, 5 and 10
Perform practical tasks, sharing equally 9 ÷, 3, how many 3s in 9
Use ÷ and = to record number calculations
Use a number line to illustrate groupings
0 2 4 6 8
Begin to solve practical problems involving remainders
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FUN MATHS ACTIVITIES TO DO AT HOME
NUMBER FACTS
You need a 1-6 dice.
Take turns. Roll the dice. See how quickly you can say the number to add to the number on
the dice to make 10, e.g. 4 + 6.
If you are right, you score a point.
The first to get 10 points wins.
You can extend this activity by making two numbers add up to 20, or 50.
HOW HEAVY?
You will need some kitchen scales that weigh things in kilograms.
Ask your child to find something that weighs close to 1 kilogram.
Can he/she find something that weighs exactly 1 kilogram?
Find some things that weigh about half a kilogram.
OUT AND ABOUT
During the week, look outside for ‘thirties’ numbers, such as 34 or 38, on house doors,
number plates, bus stops, etc. How many can you spot? What is the biggest one you can
find?
Next week, look for ‘fifties’ number, or ‘sixties’,...
HOW MUCH?
Once a week, tip out the small change from a purse. Count it up with your child.
CAR NUMBERS
Each person chooses a target number, e.g. 15
How many car numbers can you spot with 3 digits adding up to your target number, e.g. HL
3517
So 3 + 5 + 7 = 15, bingo!
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BEAN SUBTRACTION
For this game you need a dice and some dried beans or buttons.
Start with a pile of beans in the middle. Count them.
Throw a dice. Say how many beans will be left if you subtract that number.
Then take the beans away and check if you were right!
Keep playing.
The person to take the last bean wins!
SPEEDY PAIRS TO 10
Make a set of 12 cards showing the numbers 0 to 10, but with two 5s. If you wish, you could use
playing cards.
Shuffle the cards and give them to your child.
Time how long it takes to find all the pairs to 10
Repeat later in the week. See if your child can beat his / her time.
GUESS MY SHAPE
Think of a 2D shape (triangle, circle, rectangle, square, pentagon or hexagon). Ask your child
to ask questions to try to guess what it is.
You can only answer Yes or No. For example, your child could ask: Does it have 3 sides? Or:
Are the sides straight?
See if he can guess your shape using fewer than five questions?
Now ask them to choose a shape so you can ask questions.
BOARD GAMES
Make a board like this. The numbers are arranged differently from usual, but the games will still work
if you use a snakes and ladders board.
Roll a dice twice. Add the two numbers.
Move along that number of spaces. Before you move,
you must work out what number you will land on.
If you are wrong, you don’t move!
The first to the end of the board wins.
For a change, you could roll the dice and move backwards. Or you could roll the dice once, then
move the number that goes with your dice number to make 10, e.g. throw a 3 or move 7.
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SHOPPING MATHS
After you have been shopping, choose 6 different items each costing less than €1. Make a price label
for each one, e.g. 39 cents, 78 cents. Shuffle the labels. Then ask your child to do one or more of
these:
Place the labels in order, starting with the lowest.
Say what price is an odd number and which is an even number
Add 9 cents to each price in their head.
Take 20 cents from each price in their head.
Say what coins to use to pay exactly for each item.
Choose any two of the items, and find their total cost.
Work out the change from €1 for each item.
STRAIGHT LINES
Choose 4 different lengths between 5 and 20 centimetres. Use a ruler marked in centimetres. Draw
lines of each length.
CIRCLE TRIOS
Draw four circles each on a piece of paper. Write four numbers between 3 and 18, on each circle.
Take turns to roll a dice three times and add the three numbers.
If the total is one of the numbers in your circles then may cross it out.
The first to cross out all four circles wins.
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This is the Maths vocabulary that your child will be exposed to this year. We don’t expect you to
teach it to them, but would like you to be aware of the words that will be used in case your child
would like help or reassurance in their understanding. If English is not their first language, it will
enable you to be aware of the vocabulary they are learning.
* Words new to Year 2 are in red.
NUMBERS AND THE NUMBERING
SYSTEM
COUNTING, PROPERTIES OF NUMBERS AND
NUMBER SEQUENCES
number
zero, one, two, three... to twenty and beyond
zero, ten, twenty... one hundred
zero, one hundred, two hundred... one
thousand
none
how many...?
count, count (up) to
count on (from, to)
count back (from, to)
count in ones, twos, threes, fours, fives...
count in tens
more, less, many, few
tally
odd, even
every other
how many times?
multiple of
sequence
continue
predict
pattern, pair, rule
PLACE VALUE AND ORDERING
units, ones
tens, hundreds
digit
one-, two- or three-digit number
‘teens’ number
place, place value
stands for, represents
exchange
the same number as, as many as
equal to
Of two objects/amounts:
greater, more, larger, bigger
less, fewer, smaller
Of three objects/amounts:
greatest, most, biggest, largest
least, fewest, smallest
one more, ten more
one less, ten less
compare
order
size
first, second, third... tenth... twentieth
twenty-first, twenty-second...
last, last but one
before, after
next
between, half way between
above, below
ESTIMATING
guess how many, estimate
nearly, roughly, close to
about the same as
just over, just under
exact, exactly
too many, too few, enough, not enough
round, nearest, round to the nearest ten
FRACTIONS
part, equal parts
fraction
one whole
one half, two halves
one quarter, two... three... four quarters
CALCULATIONS
ADDITION AND SUBTRACTION
+, add, addition, more, plus
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make, sum, total
altogether
score
double, near double
one more, two more... ten more... one
hundred more
how many more to make...?
how many more is... than...?
how much more is?
-, subtract, subtraction, take (away), minus
leave, how many are left/left over?
one less, two less... ten less... one hundred
less
how many fewer is... than...?
how much less is...?
difference between
half, halve
=, equals, sign, is the same as
tens boundary
MULTIPLICATION AND DIVISION
lots of, groups of
x, times, multiply, multiplied by
multiple of
once, twice, three times.. ten times...
times as (big, long, wide... and so on)
repeated addition
array
row, column
double, halve
share, share equally
one each, two each, three each
group in pairs, threes... tens
equal groups of
÷, divide, divided by, divided into
left, left over
SOLVING PROBLEMS
MAKING DECISIONS AND REASONING
pattern, puzzle
calculate, calculation
mental calculation
jotting
answer
right, correct, wrong
what could we try next?
how did you work it out?
number sentence
sign, operation, symbol
MONEY
money
coin
penny, pence, pound (£), cent, euro (€)
price, cost
buy, bought, sell, sold
spend, spent
pay
change
dear, costs more
cheap, costs less, cheaper
costs the same as
how much...? how many...?
total
ORGANISING AND USING DATA count, tally, sort, vote
graph, block graph, pictogram
represent
group, set
same, different
list, table
label, title
most popular, most common
least popular, least common
MEASURES, SHAPE AND SPACE
MEASURES (GENERAL)
measure
size
compare
measuring scale
guess, estimate
enough, not enough
too much, too little
too many, too few
nearly, roughly, about, close to, about the
same as
just over, just under
LENGTH
23
length, width, height, depth
long, short, tall, high, low
wide, narrow, deep, shallow, thick, thin
longer, shorter, taller, higher... and so on
longest, shortest, tallest, highest... and so on
far, further, furthest, near, close
metre (m), centimetre (cm)
ruler, metre stick, tape measure
MASS
weight, weighs, balances
heavy/light, heavier/lighter, heaviest/lightest
kilogram (kg), half-kilogram, gram (g)
balance, scales, weight
CAPACITY
capacity
full, half full
empty
holds, contains
litre (l), half-litre, millilitre (ml)
container
TIME
time
days of the week: Monday, Tuesday...
months of the year: January, February...
seasons: spring, autumn, summer, winter
day, week, fortnight, month, year
weekend, birthday, holiday
morning, afternoon, evening, night, midnight
bedtime, dinnertime, playtime
today, yesterday, tomorrow
before, after
next, last
now, soon, early, late
quick, quicker, quickest, quickly
fast, faster, fastest
slow, slower, slowest, slowly
old, older, oldest
new, newer, newest
takes longer, takes less time
how long ago? how long will it be to...?
how long will it take to...?
hour, minute, second
o’clock, half past, quarter to, quarter past
clock, watch, hands
digital/analogue clock/watch, timer
how often?
always, never, often, sometimes, usually
once, twice
SHAPE AND SPACE
shape, pattern
flat, curved, straight
round
hollow, solid
corner
point, pointed
face, side, edge, end
sort
make, build, draw
surface
3D SHAPES
cube
cuboid
pyramid
sphere
cone
cylinder
2D SHAPES
circle, circular
triangle, triangular
square
rectangle, rectangular
star
pentagon
hexagon
octagon
PATTERNS AND SYMMETRY
size
bigger, larger, smaller
symmetrical
line of symmetry
fold
match
mirror line, reflection
pattern
repeating pattern
24
POSITION, DIRECTION AND MOVEMENT
position
over, under, underneath
above, below
top, bottom, side
on, in
outside, inside
around
in front, behind
front, back
before, after
beside, next to
opposite
apart
between
middle, edge
centre
corner
direction
journey, route
left, right
up, down
higher, lower
forwards, backwards, sideways
across
close, far, near
along
through
to, from, towards, away from
clockwise, anti-clockwise
movement
slide
roll
turn, whole turn, half turn, quarter turn
right angle
straight line
stretch, bend
INSTRUCTIONS listen
join in
say
recite
think
imagine
remember
start from
start with
start at
look at
point to
show me
put, place
fit
arrange, rearrange
change, change over
split
separate
carry on, continue
repeat
what comes next?
predict
describe the pattern
describe the rule
find, find all, find different
investigate
choose
decide
collect
use
make
build
tell me
describe
name
pick out
discuss
talk about
explain
explain your method
explain how you got your answer
give an example of...
show how you...
read
write
record
write in figures
present
represent
trace
copy
complete
finish, end
25
fill in
shade, colour
label
tick, cross
draw
draw a line between
join (up)
ring
arrow
cost, count, tally
calculate
check
work out
solve
GENERAL same/different
missing number(s)
number facts
number pairs
number bonds
number line, number track
number square, hundred square
number cards
number grid
abacus
counters, cubes, blocks, rods
die, dice
dominoes
pegs, peg board
geo strips
same way, different way
best way, another way
in order, in a different order
not
all, every, each
26
INTERNATIONAL PRIMARY CURRICULUM TOPICS
(IPC TOPICS)
TERM 1
IPC Topic Corresponding Science Topic
Our World Plants in the local Environment
Our World Variation
TERM 2
IPC Topic Corresponding Science Topic
Buildings Grouping and Changing Materials
Buildings Using Electricity
TERM 3
IPC Topic Corresponding Science Topic
The Places People Go Forces and Movement
The Places People Go Health and Growth
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
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ith o
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by
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see
it.
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eetin
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ou h
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ith o
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e ca
n be
dan
gero
us. O
nly
do
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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
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ruse
s or
nas
ty m
essa
ges!
ASo
meo
ne o
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e m
ight
lie
abou
t w
ho th
ey a
re, a
nd in
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atio
n on
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Che
ck in
form
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n or
adv
ice
with
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her
web
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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
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rtab
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r w
orri
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r if
you
or s
omeo
ne
you
know
is b
eing
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lied
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e.T
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PIN
G U
P W
ITH
CH
ILD
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N T
HE
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ulty
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rule
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mily
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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
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mbe
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me
addr
ess,
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tos
or s
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e –
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spen
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and
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peop
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e in
tern
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eate
a fa
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gist
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ookm
ark
your
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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
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nlin
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Child
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nter
natio
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2-20
11
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iste
red
char
ity n
o. 1
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73
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hild
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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
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smar
t.or
g.uk
/par
ents
Child
net’s
aw
ard
win
ning
sui
te o
f Kno
w IT
All
reso
urce
s ha
ve b
een
desi
gned
to h
elp
educ
ate
pare
nts,
teac
hers
and
you
ng p
eopl
e ab
out s
afe
and
posi
tive
use
of th
e in
tern
et. Y
ou c
an a
cces
s th
e su
ite o
f res
ourc
es fo
r fr
ee a
t ww
w.c
hild
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