Category "Misc"


Mrs Bhambra – Supernova’s class teacher and Year leader

Miss Walsh – Andromeda’s class teacher

Mr Hardy – Milkyway’s class teacher

Mrs Ardley – Year group teaching assistant

Ms Patel – Year group teaching assistant

Ms Lawrence – Year group teaching assistant

Target Date Date Date Date Date Date
T1. My handwriting is neat and equally sized with clear capital letters, ascenders & descenders
T2. I attempt as many joins as possible
The majority of the time I punctuate my work using: T3. Full stops
T4. Capital letters
T5. Question marks (?) All the Ws
T6. Exclamation marks (!)
T7. Commas (,) in lists List sentence
T8. I can use  commas for clauses in sentences that start with time adverbials (before, after, when, while)
T9. I am beginning to use inverted commas (””) to show words spoken out loud
T10. I can put a piece of punctuation before I close inverted commas
T11. I can keep my writing in the correct tense (Past, present or future)
T12. I can use a variety of pronouns (He, she, they, us, me, we or them) to avoid repeating the noun
T13. I can use conjunctions in the middle of my sentence FANBOYS to make a compound sentence
T14. I can vary the opening of my sentences, including using ly starters and starting with a conjunctions  


T15. I can use a simile sentence
T16. I can use a Double –ly ending sentence.
T17, I can write a sentence that starts with an emotion word and then a comma Emotion word,
T18. I can select ambitious (a word that most children of my age wouldn’t use) adjectives, adverbs and.
T19. I can plan and write a structured narrative with a setting, characters and plot.
T20. I can use features of these text types: instructions, letters, information texts
T21. I can begin to group ideas which go together into paragraphs.
T22. I can spell words with common prefixes (un-, dis-, mis-, in-), and suffixes (-er, -ing, -ed, -ness, -ful, -less, –ly)
T23. I can spell some words correctly from the year 3 and 4 spelling list  


T24. I can spell some homophones correctly (eg fair /fare  there / their)
T25. I can make some independent corrections when checking my work, and make further changes after my teacher has marked using the editing code
Number and Place Value  







1)      I can compare and order numbers up to 1000 (in numerals and words) ,use < > and = symbols and give a number 10 or 100 more/less than any given number
2)    I can identify, represent and estimate numbers using different representations
3)    I can count from 0 in multiples of 4, 8, 50 and 100
4)     I can recognise the place value of each digit in a 3 digit number (hundreds, tens and units)
5)    I can solve number problems and practical problems involving the above
Addition, Subtraction Multiplication and Division  







6)    I can add and subtract numbers mentally (incl. HTU + U, HTU + T and HTU + H)
7)    I can add and subtract numbers with up to three digits using formal written methods of column addition and subtraction using cubes and rods  to explain what I am doing and why.
8)    I can estimate the answer to a calculation and use inverse operations to check answers
9)    I can recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
10)   I can write and calculate answers to multiplication and division number sentences (using the multiplication tables that I know – 2,3,4,5,8 and 10x tables)  including 2 digit times 1 digit numbers, using mental and progressing to formal written methods
11)    I can solve problems, including missing number problems,(using my knowledge of maths vocabulary, inverse and my estimation skills (will the answer be BIGGER or smaller)
Fractions and Decimals  







12)   I can count up and down in tenths – understand that in order to find a tenth, an object should be divided into 10 equal parts/a number should be divided by 10
13)   I can recognise and write fractions as a discrete set of objects
14)   I can recognise and use fractions as numbers i.e. unit factions and non-unit factions with small denominators (A unit fraction is where the numerator is 1 and a nonunit fraction has a numerator that isn’t 1.)
15)   I can recognise and show, using diagrams, equivalent fractions with small denominators
16)   I can add and subtract fractions with the same denominator within one whole (e.g. 5/7 + 1/7 = 6/7)
17)   I can compare and order unit fractions, as well as fractions with the same denominators
18)   I can solve problems that involve all of the above







19)   I can use the correct language for measures: lengths (mm/cm/m), mass (g/kg), volume/capacity (ml/l), and I can add and subtract simple measures.
20) I can add and subtract amount of money to give change, using £ and p in practical context
21)   I can tell and write the time from an analogue clock (incl. 12/ 24 hour clock and using Roman numerals up to XII)
22) I can use and understand time vocabulary such as o clock, am/pm, morning, afternoon, noon and midnight
23) I know the numbers of seconds in a minute, minutes in an hour, hours in a day, days in a week/each month/year and leap year







24) I can draw 2d shapes and make 3d shapes using modelling materials. I can describe some properties (eg regular/irregular, right angles/perpendicular, parallel)
25) I can recognise angles (including right angles) as a property of shape or description of a turn and I can describe angles that are greater than or less than a right angle (using < > and =)
26) I recognise that two right angles make a half turn, three make three quarters of a turn and four make a complete turn
27) I can identify horizontal and vertical lines, including pairs of perpendicular and parallel lines






28) I can interpret and present data using bar charts, pictograms and tables
29) I can solve one and two step questions (e.g. How many more…? How many fewer…?) using information presented in scaled bar charts and pictograms






30) I can use reasoning language to explain how to solve a problem
31)   I can use reasoning language to convince another person how I know the answer to a simple problem using proof
32) I can work systematically