Layered Curricular Targets

Overall Whole School Target: Strand 2 Counting and Understanding Number Place Value (3) FS - Y4

Year

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Group

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Framework Objective

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Target

Foundation / Use language such as ‘more’ or ‘less’ to compare two numbers
Use ordinal numbers in different contexts
Year 1 / Must / Use language such as ‘more’ or ‘less’ to compare two numbers
Use ordinal numbers in different contexts
Should / Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10
Could / Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers
Year 2 / Must / Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10
Should / Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers
Could / Read, write and order whole numbers to at least 1000 and position them on a number line
Year 3 / Must / Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers
Should / Read, write and order whole numbers to at least 1000 and position them on a number line
Could / Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols < and > (e.g. –3 > –5, –1 < +1)
Year 4 / Must / Read, write and order whole numbers to at least 1000 and position them on a number line
Should / Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols < and > (e.g. –3 > –5, –1 < +1)
Could / Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers
Year 5 / Must / Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols < and > (e.g. –3 > –5, –1 < +1)
Should / Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers
Could / Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers
Year 6 / Must / Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers
Should / Find the difference between a positive and a negative integer, or two negative integers, in context
Could / Compare and order integers and decimals in different contexts

Hertfordshire County Council

ISP Targets for Mathematics