Targets
Targets for the core area of literacy is set out below. “Must”:- indicates what is the minimum expectation of children at each age.“Should”:- is the national expectation.“Could”:- is what higher achievers are aiming for. Children with special needs have their own targets and if you not aware of these please let me know.All sorts of other work is ongoing but whole class targets help to give a focus that everybody is aware of. LITERACY
| FS1 | I can join in with repetitive story phrases and I can use my voice to add sounds to a story e.g. whispering, growling. |
| FS2 | I can recognise all phase 2 and 3 letter sounds and I can blend and segment these to read and spell CVC words. |
| Year 1 | Must – I can begin to write a simple sentence. Should – I can write a simple sentence.Could – I can write a simple sentence and join some with “and” or “but”. |
| Year 2 | Must - I can write a simple sentence. Should - I can write a simple sentence and join some with “and” or “but”.Could – I can use conjunctions like “because”, “so”, and “when” to join ideas in my sentences. |
| Year 3 | Must – I can use capital letters, full stops and question marks in my writing and recognise exclamation marks. Should – I can use capital letters, full stops, question marks and exclamation marks in my writing.Could - I can begin to use commas to separate parts of a sentence. |
| Year 4 | Must - I can use commas when writing a list in a sentence. Should - I can begin to use commas to separate parts of a sentence.Could - I can move phrases around in a sentence and put the commas in the right place. |
| Year 5 | Must - I can put speech marks around the words being spoken. Should - I can punctuate speech correctly, including new speaker, new line.Could - I can punctuate a conversation between two people correctly. |
| Year 6 | Must - I can use commas in a sentence to separate items in a list and to mark out clauses. Should - I can use commas with confidence and can move the clauses round in a sentence punctuating it correctly.Could - I can use a range of punctuation marks effectively considering how this will affect the reader. |
MATHS
| FS1 | I can recognise some numerals of personal significance e.g. age, house number, number of family members. |
| FS2 | I can find one more and one less than a number form 1-5, 1-10, 11-20. |
| Year 1 | Must – I can order a set of given numbers.Should – I can order numbers to at least 20 and position on a number track.Could – I can order whole numbers to at least 100 and position on a number track. |
| Year 2 | Must - Order numbers to at least 20 and position on a number track. Should - Order whole numbers to at least 100 and position on a number track.Could – Order whole numbers to at least 1000 and position on a number line. |
| Year 3 | Must – Know by heart number bonds within 20 e.g. 7+8=15 And the multiple of 10 that add up to 100.Should – Know the sums and differences of multiples of 10 e.g. 70+80=150.Know by heart number pairs that add up to 100 e.g. 78+22=100.Could - Know tables to 10 x 10 and be able to say if 7x8=56, 56÷8=7 |
| Year 4 | Must - Know the sums and differences of multiples of 10 e.g. 70+80=150. Know by heart number pairs that add up to 100 e.g. 78+22=100.Should - Know tables to 10 x 10 and be able to say if 7x8=56, 56÷8=7Could - I can begin to use my knowledge of place value and number to work with decimals e.g.½ of 24=12, ½ of 2.4=1.2 |
| Year 5 | Must - Know tables to 10 x 10 and be able to say if 7x8=56, 56÷8=7. Should - I can begin to use my knowledge of place value and number to work with decimals e.g. ½ of 24=12, ½ of 2.4=1.2 Could - Use my tables knowledge and knowledge of place value to work with decimals e.g. 7x6=42, 7x0.6=4.2 |
| Year 6 | Mastery of all of the above and knowledge of Maths Facts relating to shape and space in preparation for national assessments (SATs). |