Transcript Raising Standards Clive Davies Powerpoint

Raising Standards by
Setting Targets and
Tracking Progress
Taking account of
average point scores (APS) and the
new literacy and numeracy
frameworks
© Focus Education 2006
1
Contents
•
Introduction:
How to get the most from the book
Page 3
•
•
Section 1a:
Section 1b:
Tracking Progress in Key Stage 1
Tracking Progress in Key Stage 2
Page 6
Page 17
•
Section 2:
Setting Targets in Key Stage 1
Page 27
•
Section 3:
Setting Targets in Key Stage 2
Page 162
© Focus Education 2006
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Introduction:
How to get the most
from the Book
© Focus Education 2006
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How the Book is set out
•
The book has been set in three main sections;
Section 1:
Provides support for Tracking pupils through Key Stages 1 and 2 linking to
CVA for Key Stage 2. Making use of this section will help you recognise
whether progress is satisfactory or better or whether there is
underachievement happening
Section 2:
Identifies small progressive steps for pupils in Key Stage 1, these are linked to
National Curriculum levels (where applicable); average point scores and stages
of development identified in the table set out in Page 10;
Section 3:
Identifies small progressive steps for pupils in Key Stage 2, these are linked to
National Curriculum levels; average point scores and stages of development
identified in the table set out in Page 20;
© Focus Education 2006
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How to use the Book
There are several ways to make use of this book:
1)
Use the identified small jumps to help individuals to recognise the next step they need to take
in order to improve in each subject; (These are identified as Stages; Sub levels of the National
Curriculum or by Average Point Scores (APS);
2)
Use the statements to aid report writing;
3)
Focus on the Average Point Scores to help you link the targets with expected progress over a
given time;
4)
Use the formulae set out in the next chapter to help you work out expected progress; set
challenging targets and (in the case of Key Stage 2) to link to Contextual Value Added (CVA)
for each pupil in English, mathematics and science;
5)
For the Foundation Subjects the statements may help with long and medium term planning.
© Focus Education 2006
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Section 1a:
Tracking Progress:
in Key Stage 1
© Focus Education 2006
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Tracking Progress in Key Stage 1
•
•
•
•
This Tracking system is built around the principles of looking at the Attainment
point on entry into Key Stage 1 and then using a Standard Progress Expectation to
work out expected progress. To allow for expected variation in the rate of progress, a
Contextual Analysis for each pupil is then applied.
The Standard Progress Expectation is initially built around test results and Teacher
Assessments over the previous five years. The Contextual Analysis takes account of
what has already been identified by the DfES as part of its CVA, which is used as part
of RAISEonline analysis for Key Stage 2.
This system enables schools to work out expected progress for every child in every
class in the following areas: Reading, Writing, Mathematics, ICT, Science, Design and
Technology, History/Geography, PSHE, Art, Music and Physical Education.
Contextual Analysis takes account of the main things that would vary the rate of
progress. These are identified as: Prior Attainment; Socio-Economic Factors; Term of
Birth; Ethnicity, particularly English as an Additional Language; Mobility; Gender;
Recognition of Children with Learning Difficulty or Disability.
© Focus Education 2006
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Standard Progress Expectation
•
This book helps you identify exactly the level of attainment of each child in Years 1 and
2. To do this great care has been taken to take account of the Foundation Stage profile
and National Curriculum levels. However, the main progress analysis is done through
Average Point Scores (APS), eg, Level 1b being 9 points and Level 2b being 15 points.
•
The Key Stage 1 section identifies 24 stages in total. They are small, even jumps that take
children from the levels identified through average point scores (aps) within the
Foundation Stage Profile to the National Curriculum levels. It also identifies the points
at which they converge, eg, FSP Point 9 (lower) being a lower National Curriculum
Level 1b(lower) which equates to 9 APS.
•
The Foundation Stage Profile points have been merged with P scales to help provide the
Stages 1 to 11. It is appreciated that the FS Profile is not intended to be used as a
measure for progress in Key Stage 1 but by using the P scales it is possible to use the
framework that has been set out on Page 8. In addition, an appropriate average point
score (APS) has been included for the convenience of linking the progress with
RAISEonline measures.
•
A good guide is to accept that Stage 1 can equate to a child who is presently matching
the description that is outlined for that area. For example, in writing, a child entering
Year 1 at Stage 1 is likely to have been recognised at FS Profile point 1 for CLL at the end
of the Reception year. In the same way a child entering Year 1 at Stage 3 in history is
likely to have been recognised as being at FS Profile point 3 in KUW at the end of the
reception.
© Focus Education 2006
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Standard Progress Expectation
• The Standard Progress Expectation within Key Stage 1 is 10 stages
(5 for Year 1 and 5 for Year 2). For example, a Year 1 child identified
as having Profile Point 6/7 (upper); that is Stage 7 (APS 5) at the
beginning of the year should have reached Level 2b (upper) by the
end of Year 2 at Stage 17 (APS 15). A child at the upper end of
Profile Point 9/Stage 11 (APS 9) at the beginning of Year 1 should
progress to Level 3c (upper)/Stage 21 (APS 19) by the end of Year 2.
• This will vary, however, according to the contextual indicators for
each child. These include socio-economic circumstances and gender
amongst others and will be identified more fully later.
• The next page identifies the Stages 1 to 24, outlining the APS,
National Level (where appropriate) and FSP (if applicable).
© Focus Education 2006
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Standard Progress Expectation
This table identifies the 24 progressive stages in Key Stage 1 linking the Foundation Stage Points
(FSP) to National curriculum (NC) levels by the use of Average Point Scores (APS).
Pre 1
Pre 2
Pre 3
FSP
Point 3
Pre 4
FSP Point
4/5
(lower)
Pre 5
FSP Point
4/5
(upper)
Pre 6
FSP Point
6/7
(lower)
Pre 7
FSP Point
6/7
(upper))
FSP
Point 8
(Lower)
NC level 1c
(lower)
FSP
Point 1
FSP
Point 2
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
Stage 7
Stage 8
Aps 1
Aps 2
Aps 3
Aps 4
Aps 4
Aps 5
Aps 5
Aps 6
FSP
Point 8
(Upper)
NC level 1c
(secure)
FSP
Point 9
(Lower)
NC level 1b
(lower)
FSP
Point 9
(Upper)
NC level 1b
(secure)
National
Curriculum
Level 1a
(lower)
National
Curriculum
Level 1a
(secure)
National
Curriculum
Level 2c
(lower)
National
Curriculum
Level 2c
(secure)
National
Curriculum
Level 2b
(lower)
Stage 9
Stage 10
Stage 11
Stage 12
Stage 13
Stage 14
Stage 15
Stage 16
Aps 7
Aps 8
Aps 9
Aps 10
Aps 11
Aps 12
Aps 13
Aps 14
National
Curriculum
Level 2b
(secure)
National
Curriculum
Level 2a
(lower)
National
Curriculum
Level 2a
(secure)
National
Curriculum
Level 3c
(lower)
National
Curriculum
Level 3c
(secure)
National
Curriculum
Level 3b
(lower)
National
Curriculum
Level 3b
(secure)
National
Curriculum
Level 3a
Stage 17
Stage 18
Stage 19
Stage 20
Stage 21
Stage 22
Stage 23
Stage 24
Aps 15
Aps 16
Aps 17
Aps 18
Aps 19
Aps 20
Aps 21
Aps 22
© Focus Education 2006
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Introducing Contextual Value Added and
its Potential Impact on Progress
•
Although previous pages set out the expected rate of progress, this
will not be the progress expected for all because factors such as prior
attainment and background impact on this.
•
The following are all of the factors likely to govern rate of progress
through Key Stage 1. Each will vary the expected progress in the way
described in the following pages:
•
•
•
•
•
•
•
Prior Attainment
Socio-Economic Factors
Term of Birth
Ethnicity, particularly English as an Additional Language
Mobility
Gender
Recognised with Learning Difficulty or Disability
© Focus Education 2006
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Contextual Value Added and its Impact on
Progress
Adjustments made to take account of Contextual Value Added : 1
The following helps you to understand how the adjustments are made:
Prior Attainment
Socio-Economic
Factors
Term of Birth
English as an
Additional Language
If the child enters Year
1 at Stage 8 or above,
then +1 is added to the
Standard Progress
Expectation. This is
because the child
involved is showing
above average
attainment (because of
good progress) and this
should be reflected in
the future rate of
progress.
When a child has any
two of the following
factors, then -1 is taken
from the Standard
Progress Expectation:
•Free School Meals;
•Single Parent Family;
•Low Attendance (less
than 90%);
•In care
This is because of low
socio-economic
indicators.
If a child is born in the
Autumn term
(September to
December), then -1 is
taken from the standard
progress expectation;
No adjustment is made
for Spring born children
(January to April);
+1 is added to the
Standard Progress
Expectation for
Summer born children
(May to August).
This is in line with CVA
factors identified within
RAISEonline
Children with English
as an additional
language traditionally
make good headway in
Key Stage 1, but this
does not necessarily
show up in of
attainment. If a child
has EAL, then -1 is
factored into the
Standard Progress
Expectation.
© Focus Education 2006
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Contextual Value Added and Its Impact on
Progress
Adjustments made to take account of Contextual Value Added : 2
The following helps you to understand how the adjustments are made:
Mobility
Gender
Children with Learning
Difficulties and Disabilities
If a child moves school within
Key Stage 1, then an
adjustment of -1 needs to be
made to the Standard
Progress Expectation.
Girls do better than boys in Key
Stage 1. The national figure has
a variance which equates to 1
step on the Standard Progress
Expectation identified in this
system. So, for girls, an
automatic +1 is added.
Children who are identified with
LDD and are at School Action
stage (or likely to be) will have a
-1 adjustment made. Children on
School Action Plus or with a
Statement ( or are likely to be)
will have a -2 adjustment.
© Focus Education 2006
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Example: Bringing Together Standard Progress
Expectation and Contextual Analysis
To see what this would look like in working reality the following example is outlined:
Tracking progress for Key Stage 1 children. Writing. Name: Chloe Haney
Attainment on Entry into Year
1
Stage 8
FSP Point 8
(lower) or
Lower 1c
(APS 6)
Variation as identified in
Contextual Analysis
Prior Attainment
+1
Socio-Economic Factors
-1
Term of Birth
Expected Progress
Standard Progress
Expectation (KS1)
Contextual Analysis
+ 10
+1
Ethnicity, particularly English as an
Additional Language
Mobility
Expected Level at the End of
Year 1
Stage 13
Level 1a (lower)
Gender
Expected Level at end of
Key Stage 1(Year 2)
Stage 19
Level 2a(secure)
(APS 17)
Recognised with Learning Difficulty or
Disability
© Focus Education 2006
+1
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Example of Cumulative Progress Tracker Sheet
Subject: Writing
Stage at Entry into
Year 1
Standard Expectation
Child A
Child B
Child C
Child D
Child F
Child G
8
5
9
3
5
7
6
+10
+10
+10
+10
+10
+10
+10
+10
+1
+1
Socio-Economic Circumstances (-1)
-1
+1
-1
+1
-1
-1
English as an Additional Language
(-1)
-1
-1
Mobility (-1)
Gender (Girls +1)
Child H
7
Prior Attainment (+1)
Term of Birth (+1/ -1)
Child E
-1
+1
+1
+1
Learning Difficulty or Disability
(-1/ -2)
+1
-1
-1
Stage Expectation by end
of Year 2
19
19
15
21
12
12
16
15
Stage Expectation by end of
Year 1
13
13
10
15
7
8
11
10
© Focus Education 2006
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Key Stage 1 Cumulative Progress Tracker Sheet
Subject:
Child A
Child B
Child C
Child D
Child E
Child F
Child G
Child H
Stage at Entry into
Year 1
Standard Expectation
+10
+10
+10
+10
+10
+10
+10
+10
Prior Attainment (+1)
Socio-Economic Circumstances (-1)
Term of Birth
English as an Additional Language
Mobility
Gender
Learning Difficulty or Disability
Expectation by end of
Year 2
Expectation by end of
Year 1
© Focus Education 2006
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Section 1b:
Tracking Progress:
in Key Stage 2
© Focus Education 2006
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Tracking Progress in Key Stage 2
•
•
•
•
The Key Stage 2 Tracking system is built around the principles of using the
Attainment point on entry into Year 3 and then adding a Standard Progress
Expectation to work out expected progress. To allow for expected variation in the
rate of progress, a Contextual Analysis for each pupil is then applied using the
principles that underpin CVA from RAISEonline.
The Standard Progress Expectation is initially built around test results and Teacher
Assessments at the end of Year 2. The Contextual Analysis takes account of what has
already been identified by the DfES as part of its CVA, which is used as part of
RAISEonline analysis for Key Stage 2.
This system enables schools to work out expected progress for every child in every
class in the following areas: Reading, Writing, Mathematics, ICT, Science, Design and
Technology, History, Geography, PSHE, Art, Music and Physical Education.
Contextual Analysis takes account of the main things that would vary the rate of
progress. These are identified as: Prior Attainment; Socio-Economic Factors; Term of
Birth; Ethnicity, particularly English as an Additional Language; Mobility; Gender;
Recognition of Children with Learning Difficulty or Disability.
© Focus Education 2006
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Key Stage 2 Standard Progress Expectation
• At Key Stage 2, 26 to 30 Stages have been identified (depending on
the subject). They are small, even jumps that take children up the
levels identified within the National Curriculum, Levels 1 to 5
(Level 5a for some and up to the upper end of Level 5c for others).
In addition to the levels identified, the table shows the average
point score (APS) associated with each sub level.
• The Standard progress Expectation is 12 points (APS) in the 4 Key
Stage 2 years which equate to 12 Stages on the diagram identified in
the following page. This is the starting point before the Contextual
Analysis is then taken into account.
© Focus Education 2006
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Standard Progress Expectation
This table identifies the 30 Stages mentioned in the previous page.
National
National
National
National
National
National
National
National
National
National
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Level 1c
(lower)
Level 1c
(secure)
Level 1b
(lower)
Level 1b
(secure)
Level 1a
(lower)
Level 1a
(secure)
Level 2c
(lower)
Level 2c
(secure)
Level 2b
(lower)
Level 2b
(secure)
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
Stage 7
Stage 8
Stage 9
Stage 10
aps 6
aps 7
aps 8
aps 9
aps 10
aps 11
aps 12
aps 13
aps 14
aps 15
National
National
National
National
National
National
National
National
National
National
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Level 2a
(lower)
Level 2a
(secure)
Level 3c
(lower)
Level 3c
(secure)
Level 3b
(lower)
Level 3b
(secure)
Level 3a
(lower)
Level 3a
(secure)
Level 4c
(lower)
Level 4c
(secure)
Stage 11
Stage 12
Stage 13
Stage 14
Stage 15
Stage 16
Stage 17
Stage 18
Stage 19
Stage 20
aps 16
aps 17
aps 18
aps 19
aps 20
aps 21
aps 22
aps 23
aps 24
aps 25
National
National
National
National
National
National
National
National
National
National
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Level 4b
(lower)
Level 4b
(secure)
Level 4a
(lower)
Level 4a
(secure)
Level 5c
(lower)
Level 5c
(secure)
Level 5b
(lower)
Level 5b
(secure)
Level 5a
(lower)
Level 5a
(secure)
Stage 21
Stage 22
Stage 23
Stage 24
Stage 25
Stage 26
Stage 27
Stage 28
Stage 29
Stage 30
aps 26
aps 27
aps 28
aps 29
aps 30
aps 31
aps 32
aps 33
aps 34
aps 35
© Focus Education 2006
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Contextual Value Added (CVA) and
its Potential Impact on Progress
•
Although the standard expectation is that pupils advance 12 points in
Key Stage 2, this will not be the progress expected for all because
factors such as prior attainment and background impact on this.
•
You could use the Ready Reckoner to help you work out the expected
progress for each pupil. However, the following is a summary of the
factors identified in RAISEonline as likely to influence the rate of
progress through Key Stage 2. Each will vary the expected progress in
the way described in the following pages:
•
•
•
•
•
•
•
Prior Attainment
Socio-Economic Factors
Date of Birth
Ethnicity, particularly English as an Additional Language
Mobility
Gender
Recognised with Learning Difficulty or Disability
© Focus Education 2006
21
Contextual Value Added and its
Impact on Progress
Adjustments made to take account of Contextual Value Added : 1
The following helps you to understand how the adjustments are made:
Prior Attainment
Socio-Economic
Factors
Date of Birth
English as an
Additional Language
If the child enters Year
3 at Level 2a or above,
then an adjustment
should be made to the
Standard Progress
Expectation as
identified below.
Level 2a - +0.5
Level 3 - +1.0
When a child has any
two of the following
factors, then -0.5 is
taken from the
Standard Progress
Expectation:
•Free School Meals;
•Single Parent Family;
•Low Attendance (less
than 90%);
•In care
This is because of low
socio-economic
indicators.
According to the month
of birth of the pupil then
adjustments need to be
made in the following
way:
Sept/Oct
-0.3
Nov/Dec
-0.2
Jan/
-0.1
Feb/Mar
Apr/May
+0.1
Jun/Jul
+0.2
Aug
+0.3
Children with English
as an additional
language generally
make good progress in
Key Stage 2. This is
mainly because as they
become more fluent in
English they catch up
from their position at
the end of Key Stage 1.
If a child has EAL, then
0.5 is added to the
Standard Progress
Expectation.
© Focus Education 2006
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Contextual Value Added and its
Impact on Progress
Adjustments made to take account of Contextual Value Added : 2
The following helps you to understand how the adjustments are made:
Mobility
Gender
Children with Learning
Difficulties and Disabilities
If a child moves school within
Key Stage 2, then an
adjustment needs to be made
to the Standard Progress
Expectation.
If they join the school in
Year 6 then a 0.8 needs to
taken from the standard
progress;
0.4 if they join in Year 5; and
0.1 if they join in Years 3 or 4
Girls do better than boys in Key
Stage 1 and although girls attain
higher than boys at the end of
Key Stage 2 boys have closed
the gap slightly.
So, for girls, an automatic 0.25
is taken away from the standard
expectation.
Children who are identified with
LDD and are at School Action
stage (or likely to be) will have a
-1 adjustment made. Children on
School Action Plus or with a
Statement ( or are likely to be)
will have a -2 adjustment.
© Focus Education 2006
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Example: Bringing Together Standard Progress
Expectation and Contextual Analysis
To see what this would look like in working reality the following example is outlined:
Tracking progress for Key Stage 2 pupils. Writing. Name: Ryan Smith
Attainment on Entry into Year
3
Stage 10
Level 2b
(secure)
15 APS
Contextual Analysis
Prior Attainment
Socio-Economic Factors
Date of Birth
Expected Progress
Standard Progress
Expectation (KS1)
+ 12
Ethnicity, particularly English as an
Additional Language
Variation as identified in
Contextual Analysis
-0.7
Mobility
Expected Level at the End of
Year 4
Expected Level at end of
Key Stage 2(Year 6)
© Focus Education 2006
-1
Stage 15
Level 3b (lower)
APS 20
Stage 21/22
Level 4b
(lower/secure)
APS 26.3
+0.3
Gender
Recognised with Learning Difficulty or
Disability
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Example of Cumulative Progress Tracker Sheet
Child A
Child B
Child C
Stage at Entry into
Year 3
10
12
14
9
7
5
10
6
Standard Expectation
+12
+12
+12
+12
+12
+12
+12
+12
+0.5
+1.0
Subject: Writing
Prior Attainment (+0.5/ +1.0)
Child D
Socio-Economic Circumstances
(-0.5)
Date of Birth
Child E
Child F
-0.5
+0.3
-0.2
+0.3
Child H
-0.5
-0.1
English as an Additional Language
(+0.5)
Child G
-0.2
+0.5
Mobility
Gender (Girls -0.25)
-0.8
-0.25
-0.25
-0.25
Learning Difficulty or Disability
(-1/ -2)
Stage Expectation by end
of Year 6
-0.25
-1
-2
-1
22.05
24.5
26.55
20.7
17.25
16.4
21.05
16.2
APS Expectation by end
of Year 6
27
29.5
31.5
26
22
21
26
21
National Curriculum
©
Focus Education 2006
Level
4b
4a
5c
4b
3a
3b
4b
3b
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Example of Cumulative Progress Tracker Sheet
Subject:
Child A
Child B
Child C
Child D
Child E
Child F
Child G
Child H
+12
+12
+12
+12
+12
+12
+12
+12
Stage at Entry into
Year 3
Standard Expectation
Prior Attainment (+0.5/ +1.0)
Socio-Economic Circumstances
(-0.5)
Date of Birth
English as an Additional Language
(+0.5)
Mobility
Gender (Girls -0.25)
Learning Difficulty or Disability
(-1/ -2)
Stage Expectation by end
of Year 6
APS Expectation by end
of Year 6
National Curriculum
Level
© Focus Education 2006
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Section 2:
Targets:
at Key Stage 1
© Focus Education 2006
27
Targets at Key Stage 1
•
•
•
•
•
•
The following pages outline targets for different subjects or areas of learning
linking each set of targets with average point scores (APS) and National
Curriculum sub levels.
It is not intended as an exhaustive list but should help children to focus on
their next area of learning.
It is not necessary to present children with each and every target at any given
point but the teacher should initially use their discretion as to how best to
manage the system for them.
For writing, reading and mathematics it expected that the children’s targets are
very visual and may appear at front of books or on cards that they have easy
access to. However for all other subjects it may be best to present the targets
in the form of objectives at the beginning of a specific theme or project.
The targets for foundation subjects are set out in a skill format and not in a
content system. In this way they should be generic across different themes or
projects.
The targets for writing include secretarial targets (to with punctuation, spelling
and handwriting) as well compositional targets. It is important that a balance be
struck across the different types of targets.
© Focus Education 2006
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Working Towards Targets
Key Stage 1
Writing
© Focus Education 2006
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Targets in Writing
Working Towards Stage 1
APS 1
•Is happy to make up, draw and talk about stories associated with
the drawings;
•I am selective about the range of drawing equipment used;
•I recognise that drawing and writing are different;
• I make marks, but do not always ascribe meaning to the marks,
although I am generally aware of the writing purpose.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 2
APS 2
•I can form my letters correctly.
•I know that when I write something it has to make sense.
•I can tell an adult what I want to say about a picture I have made.
•I can recognise my own name in print.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 3
APS 3
•I use both upper and lower case when writing.
•I know that when I read I should go from left to right.
•I am able to point to where the writing starts.
•I know that I still mix up letters and numbers and get my letters
back to front.
•When I write I move from left to right and start at the top and
work down.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 4
APS 4 (Lower)
•My letters are the same size and I nearly always write my letters
the right way round.
•I can hold a pencil correctly and know that this is comfortable for
me.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 5
APS 4 (Upper)
•I can write my first name unaided and am beginning to write some
other words, like ‘dad’ and ‘mum’, without help.
•I can write a number of words, usually ones I am familiar with.
•I can spell my name correctly and know where the capital letter
should be.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 6
APS 5 (Lower)
•I can use writing to make lists and cards and to give instructions.
•I use word banks, charts, signs and sentence starters to help me
make up sentences.
•I know that lists and letters are written in a particular way.
•I can add labels and captions to my pictures.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 7
APS 5 (Upper)
•I can write every letter when someone asks me to.
•The first letter of a word I have written is usually correct.
•The last letter of a word I have written is often correct.
•I make use of some letter sounds when trying to write words.
•Anyone reading my writing should be able to work out what I have
said.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 8
APS 6 (Lower Level 1c)
•I can write about something I have done.
•I can retell or make up a story, using puppets or pictures to help
me.
•I can write my first name and surname correctly, using capital
letters where needed.
•I can spell correctly most familiar CVC words, e.g. cat, dog.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 9
APS 7 (Secure Level 1c)
•My sentences contain specific words or phrases that are to do with
the subject I have written about.
•I say out aloud what I want to write before I write it.
•With help, I am able to read my writing back to someone.
•I know that a full stop is used to finish sentences.
•I use letter sounds to help me with my spellings.
© Focus Education 2006
38
Targets in Writing
Working Towards Stage 10
APS 8 (Lower Level 1b)
•I can write a sentence about something that has happened to me in
the past.
•Anyone reading my writing can make sense of it.
•I use full stops in the correct place.
•I can talk about at least two things that have happened at home.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 11
APS 9 (Secure Level 1b)
•I can talk about events and ideas in non-fiction books I have read.
•I can work out the main ideas and events in a story.
•I can work out what may happen next in a story.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 12
APS 10 (Lower Level 1a)
•I think carefully about the words I use in my writing.
•Every piece of my writing has at least one good idea.
•I say my sentences out aloud to check that they make sense.
•I remember to use finger spaces between words.
•I use capital letters to start my sentences.
© Focus Education 2006
41
Targets in Writing
Working Towards Stage 13
APS 11 (Secure Level 1a)
•My stories have one or more characters and settings
•I can write out simple instructions in the correct order.
•I make sure that all my letters are always the right way round.
© Focus Education 2006
42
Targets in Writing
Working Towards Stage 14
APS 12 (Lower Level 2c)
•I can make my sentences longer by joining two ideas together.
•My writing contains more than one idea and more than one
character.
•I make sure that the starts of my stories are interesting.
•I use capital letters as well as full stops, including ‘I’. I do not to mix up
capital letters and small letters.
•I do not to mix up capital letters and small letters.
© Focus Education 2006
43
Targets in Writing
Working Towards Stage 15
APS 13 (Secure Level 2c)
•I use words like ‘then’ to join two ideas together in the correct order.
•I can write more than one thing about each idea.
•People can make sense of my writing without needing to have it
explained.
•I sound out spelling of words when I am not sure.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 16
APS 14 (Lower Level 2b)
•I can change the way my sentences start.
•I can make my sentences longer and use words other than ‘and’
and ‘then’ to join ideas together.
•I know whom my writing is aimed at.
•I use new words that I haven’t used before in stories and writing.
•I do not mix up capital and small case letters.
•I know which letters are tall and which ones fall below the line.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 17
APS 15 (Secure Level 2b)
•I use at least one describing word in every sentence.
•My sentences include time connectives, such as ‘then’, ‘after’,
‘before’ or ‘meanwhile’.
•My ideas follow one another in a sequence that makes sense.
•I can set out a letter properly.
•I use capital letters for the names of people and places.
•I use question marks when needed.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 18
APS 16 (Lower Level 2a)
•My writing has something of interest in it so that people will enjoy
reading it.
•My descriptions are very clear so that people can recognise what is
meant even when things are not named.
•When writing, I use some of the phrases and words that I come
across in reading.
•I enjoy using words like ‘suddenly’ or ‘amazingly’, so that my writing
grips the reader’s interest.
•I try to use commas in the correct place.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 19
APS 17 (Secure Level 2a)
•My stories have interesting endings that have been carefully
thought about.
•The beginnings of my stories are exciting and interesting and make
people want to read more.
•I know about the differences between story writing and other types
of writing.
•I am consistent in using the first or third person.
•I use exclamation marks if they are needed.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 20
APS 18 (Lower Level 3c)
•I use more interesting connectives, other than ‘and’ and ‘but’, to join
my sentences.
•I try to make sure that the same words are not used all the time.
•My stories are organised so that there is a clear beginning, middle
and ending.
•I keep my writing interesting throughout and am not tempted to look
at quick ways to finish it.
•I check that capital letters, commas and question marks are used
when needed and I try to use speech marks.
•I use a dictionary to check spellings of words.
© Focus Education 2006
49
Targets in Writing
Working Towards Stage 21
APS 19 (Secure Level 3c)
•I use specific nouns when needed, e.g. ‘terrier’ instead of ‘dog’.
•I can write compound, as well as simple, sentences.
•The middle parts of my stories have at least two good ideas.
•I use different words that have not been used before in my writing.
•I take time to describe characters and events within stories, rather
than move from one event to another.
•I can edit writing according to who is likely to read it, adding or
removing parts as necessary.
•I use commas when writing a list.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 22
APS 20 (Lower Level 3b)
•All my sentences begin in a range of interesting ways.
•I use adjectives and adverbs all the time and attempt to think of
different ones to use in different situations.
•I always use the correct first and third person when writing.
•I give careful thought to the planning of writing and re-read it every
time.
•I make sure that descriptions have just enough detail to help the
reader to gain a better understanding about the way the story is
unfolding.
•I write legibly with a joined hand, maintaining consistency in size
and spacing.
•I check punctuation and use speech marks and apostrophes
accurately.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 23
APS 21 (Secure Level 3b)
•I use generalisations such as ‘always’ or ‘never’ when expressing
opinion.
•I consistently use correct tenses in my writing.
•My writing includes clear images related to the subject that I am
writing about.
•When needed, my writing will contain aspects of humour or
suspense.
•I use apostrophes accurately for possession, e.g. dad’s, dads’.
•I spell correctly words containing common prefixes and suffixes,
e.g. un-, dis-, -ly, -ful.
•I use apostrophes, when needed, to show that a letter/s has/have
been omitted.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 24
APS 22 (Lower Level 3a)
•I can use a range of adjectives and adverbs to make descriptions
more interesting;
•My sentences are full of detail and include interesting words and
phrases;
•I attempt to use words that haven’t been used before when
describing events, characters and feelings;
•I use powerful verbs to show character or add impact;
•I vary my sentences, adding phrases to make the meaning more
precise;
• I choose the most appropriate style of writing to suit the needs of
the situations, i.e. poems, lists, letters, reports.
© Focus Education 2006
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Targets in Writing
Working Towards Stage 24 (continued)
APS 22 (Lower Level 3a)
•I make sure my writing will not jump from one idea to another too
often;
•My writing can include descriptions of events and characters in a
variety of styles and sometimes contains humour;
•I can use imagination when describing places and events in stories;
•My descriptions of characters include feelings and emotions when
needed;
•My non-fiction writing is able to interest, instruct, persuade or
amuse the reader;
•I can use commas to separate phrases or clauses within
sentences.
© Focus Education 2006
54
Working Towards Targets
Key Stage 1
Reading
© Focus Education 2006
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Targets in Reading
Working Towards Stage 1
APS 1
•I can take part in book sharing activities, listening to and joining in with stories, poems and
rhymes;
•I enjoy stories and have favourite books;
•I choose to look at books on my own when in the book area, I am particularly interested in
illustrations;
•I know how to handle books, holding them the correct way up and turning pages
appropriately.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 2
APS 2
•I know the difference between print and illustrations.
•I know the sound made by different letters and begin to notice when
words have the same beginning sound.
•I know that signs and symbols mean something.
•I notice that some words rhyme.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 3
APS 3
•I can recognise some familiar words in the environment, such as
McDonalds, Tesco.
•I can talk about familiar texts.
•I can recognise the name and the sound of some letters, especially
those that appear in my name.
•With help, I can read some familiar words such as milk, door, book,
etc..
© Focus Education 2006
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Targets in Reading
Working Towards Stage 4
APS 4 (lower)
•I know that I read from left to right.
•I know that most stories have a main character and I can tell you
something about this main character.
•I enjoy talking to an adult about different characters in a story.
•I can retell a story I have heard and get the sequence right.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 5
APS 4 (upper)
•I turn pages of a book one at a time and show where the beginning
and end of a book is
•I can follow text using my finger, starting at the top left hand side
and with the first line.
•I use the pictures in a book to help me work out the story.
•I can talk to an adult about the main events in a story and can say
how a story starts and ends.
•I can retell the openings of familiar stories when I play.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 6
APS 5 (lower)
•I can read at least 20 words in a range of contexts.
•To help me to read words, I use different clues, including
knowledge of a story or context, grammatical sense and word/letter
recognition.
•I can predict words, symbols, signs or phases in familiar text.
•I can retell the main points or events of a simple narrative in correct
sequence, using linking language.
•When reading, I make use of language patterns such as ‘Run, run ,
as fast as you can’.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 7
APS 5 (upper)
•I use knowledge of key words to help read full sentences.
•To help me to read simple sentences, I make good use of a range
of clues, including familiarity, pictures and recognition of individual
words.
•I can retell a simple story, putting the main events in correct
sequence.
•I sound out letters to help me read words within familiar texts.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 8
APS 6 (Lower Level 1c)
•I can talk about the texts I like and dislike.
•I can point to specific known words as I read.
•I recognise the first letters in unfamiliar words.
•I can follow simple texts when they are read to me.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 9
APS 7 (Secure Level 1c)
•I join in with parts of familiar texts, especially repeated texts or
rhymes.
•I always listen attentively to stories.
•I use picture clues to help read simple text.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 10
APS 8 (Lower Level 1b)
•I can read a range of familiar words – up to 50.
•I can recognise first and final letter sounds in unfamiliar words.
•I use my knowledge of letters/sounds to establish meaning.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 11
APS 9 (Secure Level 1b)
•I respond to events and ideas in non-fiction, when asked.
•I can show understanding of the main ideas and events in a story.
•I can guess at what might happen next.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 12
APS 10 (Lower Level 1a)
•I always attempt to sound out CVC words.
•I read a range of high frequency words (first level) without prompt.
•I can tell someone what I like and dislike about a wide range of
stories.
•I can predict what happens next in familiar texts.
•I am happy to have a go at reading aloud.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 13
APS 11 (Secure Level 1a)
•Reading aloud sometimes helps me to understand the story.
•I can read familiar signs and labels.
•I can recognise letter strings in words.
•I am willing to make an attempt at reading unknown words, using
knowledge of letters and sounds
© Focus Education 2006
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Targets in Reading
Working Towards Stage 14
APS 12 (Lower Level 2c)
•I can read more than 90% of a passage independently, i.e. from an
appropriate selection of books for this stage of my reading.
•I am aware of mistakes that I have made in my reading.
•I use phonics to help decode unknown words.
•I re-read a passage in an attempt to make me understand.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 15
APS 13 (Secure Level 2c)
•I can re-tell the main events or give further information about a
character in a story.
•With the help of an adult, I am able to comment on the most
obvious features in the text.
•I still look at illustrations to help me to read.
•I regularly use more than one strategy for decoding.
•I have a good understanding of the way informational text is
organised.
•I can work out a plot in a story.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 16
APS 14 (Lower Level 2b)
•My reading is almost entirely accurate - from a given range of text.
•I am more aware of sentence construction and use full stops to aid
my expression.
•My reading is normally well paced, especially in parts of the texts.
•I can read ahead.
•I extend the range of strategies I use to decode unfamiliar texts.
•I notice when the reading does not make sense.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 17
APS 15 (Secure Level 2b)
•I correct myself or attempt to use a strategy to work out error.
•I can distinguish between fact and opinion.
•I understand and comment on plot, setting and characters in
familiar and unfamiliar texts.
•I understand and comment on the way information is presented in
fiction, non-fiction and poetry.
•I comment on the setting of a story.
•When I re-tell a story, I refer to most, if not all, the main characters.
•I can distinguish between fact and opinion.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 18
APS 16 (Lower Level 2a)
•My reading of simple, unfamiliar text is accurate.
•I can use a wide range of decoding skills to tackle unfamiliar words;
•I can read ahead to confirm meaning.
•I can enhance meaning through expression and intonation.
•I identify and comment on main characters in stories and the way
they relate to one another.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 19
APS 17 (Upper Level 2a)
•I express my own opinions about events and actions in text;
•I notice when the reading does not make sense.
•I can self-correct, look backwards and forwards in the text and
search for meaning.
•I can identify and comment on the main characters.
•I can comment on the way characters relate to one another.
•I can comment things that might have happened and can make
predictions.
•I can comment on the way the writing is presented.
•I can use my knowledge of the alphabet to locate information in
dictionaries.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 20
APS 18 (Lower Level 3c)
•I show understanding of the main points of the text and re-tell the
story
•I can read independently, appropriately using a range of reading
strategies to establish meaning.
•I can express reading preferences – both by naming authors and by
talking about types of stories.
•I can make sensible predictions about what is likely to happen in
the story and to different characters.
•I know how suspense is built up in a story, including the
development of the plot.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 21
APS 19 (Secure Level 3c)
•I can prepare a reading that conveys humour.
•I can recognise similarities in the plot or characters within different
stories.
•I can read poetry, using intonation and expression, and handle
humour appropriately when needed;
•I can extract information from non-fiction texts, appropriately using
contents, index, chapters, headings and glossary.
•I can recognise the main differences between fiction and non-fiction
texts.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 22
APS 20 (Lower Level 3b)
•I can read a range of texts fluently and accurately.
•I can compare different versions of the same myth and legend.
•Within the text, I can identify language that is different from that in
everyday use.
•I can dramatise and perform a story for others, using a narrator if
necessary.
•I can use appropriate voices for characters and adopt a story-telling
voice when needed.
© Focus Education 2006
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Targets in Reading
Working Towards Stage 23
APS 21 (Secure Level 3b)
•I can compare the way different news is presented in different
formats.
•I can skim materials and note down different views and arguments.
•I can distinguish between fact and opinion.
•I can pause appropriately in response to punctuation and/or
meaning.
•I can justify predications I make by referring to the story.
•I consider different formats and approaches to book reviews.
© Focus Education 2006
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Targets
in
Reading
Working Towards Stage 24
APS 22 (Lower Level 3a)
•I can begin to find meaning beyond the literal, e.g. the way impressions of
people are conveyed, through choice of detail and language.
•I can respond to the tension in a story.
•I can read ahead to determine direction and meaning in a story.
•I can investigate what is known about the historical setting and events and
their importance to the story.
•I can deduce from evidence in the text to work out what characters are like.
•I can explore figurative language and the way it conveys meaning succinctly
•I can explore the relationship between a poet and the subject of a poem.
•I can identify the way a writer sets out to persuade.
•I can skim materials to gain an overview.
•I can devise questions and scan materials to locate information and answers.
© Focus Education 2006
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Working Towards Targets
Key Stage 1
Mathematics
© Focus Education 2006
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Targets in Mathematics
Working Towards Stage 1
APS 1
•I can recite some number rhymes and songs and join in rote
counting;
•I join in rhymes and songs involving subtraction, such as ‘Five
Currant Buns’;
•In practical contexts, I begin to use some of the vocabulary involved
in subtraction, e.g. ‘one less’;
•I attempt to use fingers, pictures and objects to accompany rhymes
and songs;
•I enjoy creating pictures from shapes;
•I can make arrangements with blocks and other objects.
© Focus Education 2006
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Targets in Mathematics
Working Towards Stage 2
APS 2
•I can count by rote to at least 3.
•I can count reliably up to 3 objects, using 1 to 1 correspondence.
•I can count or take up to 3 objects from a larger set.
•I can compare groups of objects with large differences and identify
which has more/less.
•I can match simple shapes.
•I can recognise similar shapes of different sizes.
•I can sort objects by size and colour.
© Focus Education 2006
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Targets in Mathematics
Working Towards Stage 3
APS 3
•I can count out up to 6 objects from a larger set.
•In practical situations, with everyday objects, I am able to find one
less.
•I can subtract one from a group or set of objects up to 5 and count
how many are left.
•I can talk about the features of shapes, using simple vocabulary
such as ‘flat’/‘pointy’.
© Focus Education 2006
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Targets in Mathematics
Working Towards Stage 4
APS 4 (Lower)
•I use number names to 10.
•I can recognise none and zero.
•I can recognise numbers of personal significance, such as 3 or 4.
•I can add two groups of objects accurately, by combining them and
counting all the objects, for totals of up to 10.
•I know the names of shapes such as square, circle, triangle.
•I can copy and continue a simple pattern.
© Focus Education 2006
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Targets in Mathematics
Working Towards Stage 5
APS 4 (Upper)
•I can recite the numbers in order from zero to at least 10 and back
again.
•I can recognise all numbers between 1 and 9.
•I can separate a given number of objects into two groups and say
how many are in each group.
•I can respond to instructions by placing objects appropriately:
in/out; under/over; in front/behind; next to/away from.
© Focus Education 2006
85
Targets in Mathematics
Working Towards Stage 6
APS 5 (Lower)
•I can count or take away up to 10 objects from a larger set.
•I use knowledge of number order to say which number comes next
for numbers to ten.
•I use vocabulary relating to subtraction such as ‘less’, ‘take away’
and ‘how many are left’.
•I can compare objects by size, using terms ‘bigger’, ‘longer’,
‘shorter’.
•I can recognise and name common, regular 2D shapes, such as
circle, triangle, square and oblong; I can select the appropriate
shape when asked.
•I can describe and explore the properties of shapes and can
determine which shapes can slide or roll.
© Focus Education 2006
86
Targets in Mathematics
Working Towards Stage 7
APS 5 (Upper)
•I can recognise the numbers zero to 10.
•I can compare two numbers between zero and 10, saying which is
the larger or smaller.
•I can order written numbers up to 10.
•I can add one more or take away one from a group or set of up to
10 objects and count how many altogether.
•I understand and use language such as ‘heavy’/‘light’; and
‘full’/’empty’.
•I can compare two masses, saying which is heavier or lighter.
•I use terms such as ‘more’ or ‘less’ when comparing capacity.
© Focus Education 2006
87
Targets in Mathematics
Working Towards Stage 8
APS 6 (Lower Level 1c)
•I can count objects to, and match, numbers to10.
•I can read and write all numbers to 10.
•I can correct reversals in numbers when asked to check them.
•I can estimate to 10.
•I use vocabulary such as ‘too many’, ‘more’, ‘estimate’, ‘none’,
‘nought’.
•I can order numbers to at least 10.
•My ordering sequences can include 0.
•I can describe the features of common 2-D shapes.
© Focus Education 2006
88
Targets in Mathematics
Working Towards Stage 9
APS 7 (Secure Level 1c)
•I can add two sets of objects to 10.
•I use vocabulary such as: ‘plus’, ‘how many more’.
•I can record with number sentences, using the term ‘and makes’.
•I can take one away and work out how many are left.
•I can remove a smaller number of objects from a larger one and
work out how many are left.
•I use vocabulary such as ‘fewer’.
•I can continue a repeating pattern.
•I can describe the features of 3-D shapes.
© Focus Education 2006
89
Targets in Mathematics
Working Towards Stage 10
APS 8 (Lower Level 1b)
•I can count objects beyond 10.
•I can match numbers to 10.
•I can read and write all numbers to 10.
•I can order numbers to at least 10, including zero.
•I can add one more and count to 10.
•I can record orally or pictorially.
•I can record using number sentences.
•I can take one away and work out how many are left (up to 10).
•I can recognise a repeating pattern.
© Focus Education 2006
90
Targets in Mathematics
Working Towards Stage 11
APS 9 (Secure Level 1b)
•I can estimate to 10.
•I use vocabulary such as ‘too many’,’ more’,’ estimate’, ‘none’.
•I can order numbers beyond 10, with pictorial support.
•I use vocabulary, such as ‘between’, ‘before’, ‘after’, ‘next’.
•I can add two or three sets to 10.
•I use vocabulary such as ’plus’, ‘how many more’ and ‘altogether’.
•I can record using number sentences.
•I use vocabulary such as: ‘less’, ‘fewer’, take away’.
•I can make a repeating pattern.
•I can count the number of objects involved in a repeating pattern.
•I can make patterns, pictures and models form 2-D and 3-D shapes.
•I can use vocabulary related to time: days of the week and months.
© Focus Education 2006
91
Targets in Mathematics
Working Towards Stage 12
APS 10 (Lower Level 1a)
•I can count sets of objects well beyond 10 with consistent accuracy.
•When writing numbers larger than 1, I will sometimes make reversals of the
two digits, but recognise inaccuracy when this is pointed out.
•I can find a missing number in a simple sequence that increases by one.
•I use the symbol + .
•I use the symbol - .
•I use and understand the symbol = .
•I am confident working with numbers up to 30, with the aid of mathematical
equipment.
•I can read the time to the hour and to half hour.
© Focus Education 2006
92
Targets in Mathematics
Working Towards Stage 13
APS 11 (Secure Level 1a)
•I am aware of the pattern that exists when writing numbers beyond
10.
•I can order numbers to about 30.
•I know how much to add to a given number to make a larger
number (up to about 20).
•I know how much to take away from a given number to leave a
smaller number (up to about 20).
•I use vocabulary such as ‘minus’.
•I can read the time to the hour and half the hour and talk about the
minute and hour hand on a clock.
© Focus Education 2006
93
Targets in Mathematics
Working Towards Stage 14
APS 12 (Lower Level 2c)
•I can count objects well beyond 10.
•I can read numbers up to 100.
•I can order numbers to at least 100.
•I use mental recall to add two numbers to 10.
•I use and respond to the symbols + and = .
•I use mental recall to 10, but not as confidently as with addition.
•I use and respond to symbols – and = .
•I recognise and use halves in a practical context.
© Focus Education 2006
94
Targets in Mathematics
Working Towards Stage 15
APS 13 (Secure Level 2c)
•I use a pattern to support ordering of numbers to 100.
•I can continue a number sequence with lower numbers.
•I can add two lower two-digit numbers by counting on, using a
number line or objects.
•I can select addition or subtraction to solve problems if they are
presented in a familiar context and the language used is not
confusing.
•I can recognise and use quarters in a practical context.
•I can estimate lengths, weights and capacities using standard units.
© Focus Education 2006
95
Targets in Mathematics
Working Towards Stage 16
APS 14 (Lower Level 2b)
•I can read and write numbers to 100.
•I use a number line or a pattern to count.
•I can partition a two-digit number into tens and units.
•I use mental recall of number bonds within 10 to add two-digit
numbers.
•I can apply knowledge of number bonds within 10 to subtract onedigit numbers from two-digit numbers.
•I can select addition or subtraction to solve problems.
•I can recognise and show a half and a quarter of a familiar shape.
•I can measure lengths, weights and capacities using standard units
(m, cm, kg, litre) and suitable measuring instruments.
© Focus Education 2006
96
Targets
in
Mathematics
Working Towards Stage 17
APS 15 (Secure Level 2b)
•I can count high numbers of objects in twos, fives or tens.
•I can recognise and use simple number sequences (twos, threes, fours, fives
and tens).
•I can recognise odd and even numbers.
•I can order numbers and familiar measures, e.g. money (within 100), starting
with the largest or the smallest.
•I can apply understanding of two-digit numbers as tens and units to addition
of two-digit numbers.
•I use apparatus or number line/grid to subtract a two-digit number from a
larger two-digit number.
•I can find a half or a quarter of numbers to 20 that are multiples of two or four
respectively.
•I can identify common 2-D and 3-D shapes from pictures
© Focus Education 2006
97
Targets in Mathematics
Working Towards Stage 18
APS 16 (Lower Level 2a)
•I can count and write numbers to 1000.
•I can discuss numbers in terms of hundreds, tens and units.
•I use mental recall of number bonds within 10 to add two-digit
numbers.
•I can use the ‘greater than’ (>) and ‘less than’ (<) signs when
comparing two numbers
•I can recognise and use the x symbol.
•I can find half of numbers to 20 and some higher numbers.
•I can identify reflective symmetry in patterns and 2-D shapes.
© Focus Education 2006
98
Targets in Mathematics
Working Towards Stage 19
APS 17 (Secure Level 2a)
•I can add two two-digit numbers that require carry over from units
to tens.
•I can recite the 2x, 5x and 10x table.
•I use some recall of some number facts to solve problems in
relation to multiplication.
•I can find a quarter of multiples of 4 to 12 or 16.
•I can solve simple multiplication and sharing problems.
•I know that a right angle represents a quarter turn.
© Focus Education 2006
99
Targets in Mathematics
Working Towards Stage 20
APS 18 (Lower Level 3c)
•I can count, read and write numbers to 1000.
•I can discuss numbers in terms of hundreds, tens and units.
•I can round-up two-digit numbers to the nearest 10.
•I use mental recall of number bonds to 20.
•I can double and halve numbers with confidence.
•I can recognise and use multiplication and division symbols.
•I am very confident in applying the 2x, 5x and 10x tables.
•I recognise and use whole, half and quarter turns both clockwise and
anticlockwise.
•I know the relationship between kilometres and metres; metres and
centimetres; kilograms and grams; litres and millilitres.
© Focus Education 2006
100
Targets in Mathematics
Working Towards Stage 21
APS 19 (Secure Level 3c)
•I can round-up three-digit numbers to the nearest 100.
•I can recognise negative numbers as being below zero.
•I can use negative numbers to measure minus degrees in the temperature
scale.
•I use mental strategies or set out a computation to add/ subtract two-digit
numbers.
•I use informal methods to solve computational problems.
•I use a calculator to solve problems that involve four-digit numbers.
•I have good knowledge of 2x, 5x and 10x tables and am gaining in familiarity
with the 3x, 4x and 6x tables.
•I use appropriate units to estimate, measure and record measurements of
length and weight.
© Focus Education 2006
101
Targets in Mathematics
Working Towards Stage 22
APS 20 (Lower Level 3b)
•I can count and write numbers in 1000s.
•I use understanding of place value to approximate numbers to
nearest 10 or 100.
•I know my addition and subtraction facts to 20.
•I use mental recall of 2x, 5x and 10x table in everyday work.
•I have knowledge of 3x, 4x and 6x tables.
•I can recognise multiplication and division problems.
•I can apply knowledge of times table to multiplication problems.
•I can read the time on a 12 hour digital clock.
© Focus Education 2006
102
Targets in Mathematics
Working Towards Stage 23
APS 21 (Secure Level 3b)
•I can recognise negative numbers in the context of temperature, money and
calculator display.
•I can recognise and use simple fractions, within an appropriate context.
•I can add and subtract two and three-digit numbers when there is carry over
or decomposition in one column.
•I can add or subtract small negative numbers, using a number line.
•I understand that multiplication is ‘lots of’’ and repeated addition.
•I understand division as sharing and begin to understand it as repeated
subtraction.
•I read and record the vocabulary of position, direction and movement using
the four compass directions to describe the movement.
•I can read the time to the nearest 5 minutes on an analogue clock.
© Focus Education 2006
103
Targets in Mathematics
Working Towards Stage 24
APS 22 (Lower Level 3a)
•I can use knowledge and understanding of place value to read and write
numbers in ten thousands and hundred thousands.
•I understand the relationships between fractions.
•I relate to vulgar and decimal fractions, e.g. ½ = 0.5 .
•I can add or subtract simple fractions and decimals to one place.
•I can select and apply efficient mental and written strategies.
•I have secure recall of 2x, 3x, 4x, 5x, 6x and 10x tables.
•I use doubling of known tables to help understand and know the value of far
higher tables.
•I can identify addition and subtraction relationships in patterns or sequences
of numbers.
•I can describe relationships in words, using appropriate mathematical
vocabulary.
•I can use a set square to draw right angles and to identify right angles in
shapes.
©
Focus Education 2006
104
Working Towards Targets
Key Stage 1
ICT
© Focus Education 2006
105
Targets in ICT
Working Towards Stage 2
Working Towards Stage 3
APS 2
APS 3
•I know how to operate simple equipment, e.g. tape
recorder and the mouse on a computer; I can switch on
and off a programmable toy.
•I have an awareness of activities that can only be carried
out on computers or by electronic devices, etc..
Working Towards Stage 4
Working Towards Stage 5
APS 4
APS 4
•I can role play a telephone conversation.
•I am aware of everyday household equipment and what
it does, e.g. washing machine, television, CD player,
microwave, camera and radio.
© Focus Education 2006
•I can explore how things work by dismantling simple and
safe objects, such as torches and clocks.
•I understand how technology is used in everyday life, e.g.
I know that the bar code records price of items in shops.
106
Targets in ICT
Working Towards Stage 6
Working Towards Stage 7
APS 5
APS 5
•I can demonstrate good skills in controlling a
programmable toy.
•I can control a floor robot to make it go forwards and
backwards.
•I can begin to estimate the amount of movement made
by my giving different instructions.
•I can use icons to work through a range of computer
software, including simple data-handling packages.
•I can double click on an icon to start a program.
•I can identify the main parts of a computer, such as
monitor, screen, keyboard and mouse.
•I understand basic computer terms, such as click, print
save and program.
Working Towards Stage 8
Working Towards Stage 9
APS 6
APS 7
•I can use the delete and backspace functions on the
keyboard.
•I can use a simple painting program to create a picture.
•I know that the digital camera can be used to help create
pictures on the computer.
•I can take very effective pictures, using a camera and
know what to do to improve them.
© Focus Education 2006
•I am able to open a program by clicking on the
appropriate icon on the desktop and can close down
software.
•I am able to select an icon, drag it and drop it into the
correct place.
•I am confident in using the space bar.
•I am able to form a simple sentence on the screen,
making use of a given word bank.
107
Targets in ICT
Working Towards Stage 10
Working Towards Stage 11
APS 8
APS 9
•I can save work to my personal folder.
•I can use a mouse to move and place items accurately
onto a screen.
•I can use the Shift key to produce capital letters.
•I can use pictograms to answer simple questions.
•I can print out work without help.
•I can sort out data and present it as a pictogram.
•I can make independent choices about where text and
pictures are placed.
•I can describe and identify objects using key words.
•I know that it is easier to understand data that is
represented graphically rather than in text.
Working Towards Stage 12
Working Towards Stage 13
APS 10
APS 11
•I can move a floor robot forwards and backwards to a
number of specific units.
•I can work out a sequence of instructions to give to a
floor robot.
•I can use tools like colour fill and brushes in a painting
package.
•I can use motifs from the clip art to add things to a scene.
© Focus Education 2006
•I can log on to the network using the user name.
•I can record a message on a tape recorder.
•I can assemble error-free text with independence.
•I can use ICT skills to classify information and present
findings in different ways.
108
Targets in ICT
Working Towards Stage 14
Working Towards Stage 15
APS 12
APS 13
•I can save work to my own folder, using the instruction SAVE AS.
•I can use the return key to insert line breaks and make lists, where
appropriate.
•I know the difference between a contents page and CD ROM menus.
•I know the terms upper and lower case.
•I can use capital letters or bold text to highlight or emphasise words
in text.
•I know where to locate the question mark on a keyboard.
•I can use buttons to navigate a CD ROM.
•I can use menus to locate information.
•I can use index to locate information.
•I can use hyperlinks or hot links to locate information.
Working Towards Stage 16
Working Towards Stage 17
APS 14
APS 15
•I can delete and insert text.
•I can use the ‘undo’ command to fix a mistake.
•I can use the search tool to find the answers to simple
questions.
•I can create lists by using the return key.
•I can use the Shift key and Capitals Lock for capital
letters.
•I can successfully enter a sequence of instructions onto a
floor robot.
•I can alter the layout of a text to make it easier to read.
•I can devise questions that have a yes/no answer and
can understand how a yes/no question can help to identify
objects.
•I know that a database cannot answer every question.
•I can program the floor turtle using commands forward,
back, left and right.
• I can program the turtle so that it arrives at a specific
spot.
© Focus Education 2006
109
Targets in ICT
Working Towards Stage 18
Working Towards Stage 19
APS 16
APS 17
•I know that additional fields can be added to a database.
•I can use a pictogram to help answer specific questions.
•I can choose colours and patterns to suit a purpose.
•I can program a quarter, half and full turns on a floor
turtle.
•I can select and use simple mark-making tools, for
example, brush and pen.
•I can use the spray tools.
•I can choose colours and patterns to suit a purpose.
•I can add an extra field to a database (unaided).
•I can use a pictogram to help answer specific questions.
Working Towards Stage 20
Working Towards Stage 21
APS 18
APS 19
•I can centre and underline text.
•I can change the colour, size and style of font of text.
•I can use the mouse to highlight text.
•I can use the Shift key to produce punctuation marks,
such as exclamation.
© Focus Education 2006
•I can amend text by over-typing and then save the work.
•I can combine text and graphics (clip art or from CDROM)
•I can choose a font to emphasise text.
110
Targets in ICT
Working Towards Stage 22
Working Towards Stage 23
APS 20
APS 21
•I can compose and send e-mails.
•I can read and respond to e-mail.
•I can send an e-mail, using an address book.
•I can add an attachment to e-mail.
•I can frame appropriate questions to use for e-mail.
•I can prepare a message off-line to send via e-mail.
•I can copy an e-mail message onto hard disk.
•I can create an address book for e-mail.
•I can attach a sound file to an e-mail message.
•I can gather, exchange and develop information using
e-mail.
Working Towards Stage 24
APS 22
•I can enter, sort and store information in a database.
•I can use a database to produce a bar chart.
•I can use a database to enter simple questions.
•I can use ICT to record sounds.
•I can use a database to help sort and use information
effectively.
•I know that a database can be searched by field.
© Focus Education 2006
111
Working Towards Targets
Key Stage 1
Science
© Focus Education 2006
112
Targets in Science
Working Towards Stage 2
Working Towards Stage 3
APS 2
APS 3
•I can use my senses to observe and explore a variety of
objects and materials.
•I can describe and begin to sort living things, objects and
events by different criteria.
•I can recognise myself in photographs, e.g. as a baby or
at a birthday party.
•I can identify obvious similarities and differences when I
am exploring materials.
•I know that both birds and butterflies have sets of wings.
•I know that certain materials are easy to join together and
others are not.
Working Towards Stage 4
Working Towards Stage 5
APS 4
APS 4
•I can talk about my likes and dislikes in certain
environments, e.g. flowers alongside a road look pretty
but litter does not.
•I can identify features of living things and talk about my
personal likes and dislikes.
•I recognise that plants are alive and will grow if looked
after properly.
•I recognise that pets need to be looked after carefully if
they are expected to thrive.
© Focus Education 2006
•I am aware of what happens if ice is left out in the sun.
•I have a growing awareness of how pushes and pulls on
objects work.
•I am very interested in the eating habits of different
animals, such as stick insects.
•I look at the markings on creatures such as caterpillars
and am interested in recurring patterns etc..
•I notice changes in seasonal patterns.
113
Targets in Science
Working Towards Stage 6
Working Towards Stage 7
APS 5
APS 5
•I can predict what each season can bring, e.g. summer is
likely to be warm and leaves fall from trees in autumn.
•I can talk about how to look after a pet and how to help it
to be happy.
•I know that the Sun disappears from the sky at about the
same time each day.
•I know that the Sun gives light to the Earth, even though
it may be difficult to see the Sun because of cloud cover.
Working Towards Stage 8
Working Towards Stage 9
APS 6
APS 7
•I can show where the important parts of the body are.
•I can talk about the changes that happen to humans and
animals as they get older.
•I name some common materials.
•I know that the Sun is an important source of light.
•I know that I cannot see in the dark.
•I can talk about the changes that happen to humans and
animals as they get older.
•I can find out about the characteristics of some common
materials.
•I know that it is dangerous to look directly at the Sun.
© Focus Education 2006
114
Targets in Science
Working Towards Stage 10
Working Towards Stage 11
APS 8
APS 9
•I can tell the difference between living and non-living
things.
•I can identify the following parts of plants: leaf, root, stem
and flower.
•I use terms like ‘bendy’, ‘rough’ and ‘hard’ when talking
about common materials.
•I know the difference between a pull and push.
•I can name some common plants.
•I can compare the movements made by two different
objects.
•I can recognise and describe different types of sounds.
•I know that I use my ears when I hear a sound.
Working Towards Stage 12
Working Towards Stage 13
APS 10
APS 11
•I can explain why a plant is a living thing.
•I can help to make up a test about materials and say
what I have found out.
•I know that it is more difficult to hear a sound when I am
further away from the source.
© Focus Education 2006
•I know that plants need light and water to grow.
•I can help set up an experiment to find out what a plant
needs to grow.
•With some help, I can make up a chart which shows how
sound becomes softer the further away it is.
115
Targets in Science
Working Towards Stage 14
Working Towards Stage 15
APS 12
APS 13
•I can tell the difference between living and non-living objects from the
way they move and grow.
•I know that living things have to be handled very carefully.
•I can suggest why some materials are better for certain things than
other materials.
•I know why shiny objects cannot be seen in the dark.
•I know that adult animals no longer grow.
•I can suggest different ways of presenting information.
•I can explain what happens if a plant is not given light.
•I can make predictions about outcomes when testing materials.
•I know how a water wheel or a windmill moves.
•I know that when a sound is made something moves or vibrates.
Working Towards Stage 16
Working Towards Stage 17
APS 14
APS 15
•I can name different types of food that we eat.
•I know about a balanced diet and can explain why it is important to
keep healthy.
•I can think of questions to help know the difference between babies
and toddlers.
•I can name some materials that occur naturally.
•I know how to use pushes or pulls to help an object speed up, slow
down or change direction.
© Focus Education 2006
•I know that medicine can make people better, but that one needs to
be careful when taking it.
•I know that animals produce young.
•I know that heat can change materials into different types of material.
•I know that pushes and pulls are types of forces.
•I know how to set up an experiment on the way objects move and
can tell if an experiment is a fair one.
•I know a range of appliances that need electricity to make them work.
116
Targets in Science
Working Towards Stage 18
Working Towards Stage 19
APS 16
APS 17
•I know that different plants and animals live in certain
places and can give examples of these.
•I know that a plant produces seeds which grow into
plants themselves.
•I can describe what happens to water when it is heated
or cooled.
•I know that electricity can be dangerous and can explain
why.
•I can record the growth of a plant on a chart and describe
what I observe.
•I can record observations about materials on a chart, but
I also know when comparisons are not fair.
•I can make a drawing of a simple working electrical
circuit.
•I can explain why one circuit works and others may not.
Working Towards Stage 20
Working Towards Stage 21
APS 18
APS 19
•I can talk about a balanced diet.
•I know why it is sometimes necessary to take medicines.
•I can describe the changes that happen to humans as
they get older.
•I know that ice, steam and water are the same material
and know how to change one to another.
•I can explain why different plants and animals are found
in different places.
•I can identify the things that will not change as adults get
older.
•I can explain how to reverse the changes that have
occurred.
•I know how to set out a circuit in a diagram and that the
diagram will explain every part.
© Focus Education 2006
117
Targets in Science
Working Towards Stage 22
Working Towards Stage 23
APS 20
APS 21
•I know what an adequate and varied diet for humans
should comprise.
•I know that there are many ways of achieving a varied
diet.
•I know that plants need light, water, healthy leaves, roots
and stems in order to grow well.
•I can tell what some common materials are used for and
why they are used for certain tasks.
•I can classify materials as magnetic or non-magnetic.
•I know how and why teeth should be looked after.
•I can set up fair experiments in order to find out more
about the way plants grow.
•I can describe some uses of magnets.
•I know how a shadow is formed and that it is similar in
shape to the object forming it.
Working Towards Stage 24
APS 22
•I can find out information about diets and present it in
many different ways.
•I can set up an experiment to find out information about
different materials.
•I can name and tell you about the characteristics of
several rocks.
© Focus Education 2006
•I know that a force acts in a particular direction.
•I can set up an experiment to help understand what
happens to shadows over a period of time.
118
Working Towards Targets
Key Stage 1
Design and Technology
© Focus Education 2006
119
Targets in Design and Technology :
Working Towards Stage 1
APS 1
• I enjoy handling a variety of objects and
materials;
• I know that washing machines, televisions and
other electrical items work through technology;
• I can play with and work a simple construction
toy.
Working Towards Stage 2
APS 2
• I can use a range of construction materials for
building simple structures;
• I choose the correct tool to use Begins to use,
eg, scissors, glue spreaders and rolling pins.
Working Towards Stage 3
APS 3
Working Towards Stage 4
APS 4
•I can make structures or models with a purpose
in mind, using simple tools and techniques;
•I know which materials are easy to join together
and which are not;
•I can select the appropriate tool and equipment
to carry out tasks, eg, scissors for cutting, glue for
sticking
•I use bricks, paper, cardboard and junk to make
simple constructions;
•I am happy to use cutting tools such as scissors;
•I am aware of the purpose of a range of tools
such as scissors, blu tack, paper fasteners,
velcro, etc.
© Focus Education 2006
120
Targets in Design and Technology :
Working Towards Stage 5
APS 4
• I can select a group of materials suitable for
making something;
• I am able to look carefully at the detail in
materials and objects;
Working Towards Stage 7
APS 5
• I can select appropriate resources and tools for
building projects;
• I know how each material works and what their
limitations are;
• I am able to explain why one material may be
more appropriate than another.
© Focus Education 2006
Working Towards Stage 6
APS 5
• I can explore how things work by dismantling
safe and simple objects, eg, torches and clocks;
• I am aware of how technology is used in
everyday life;
Working Towards Stage 8
APS 6
•I can use construction kits, chosen by my
teacher;
•With help, I can make a moving object;
•I can describe tastes and textures of some fruit
and vegetables
•With support, I can build a model from reclaimed
materials.
121
Targets in Design and Technology :
Working Towards Stage 9
APS 7
Working Towards Stage 10
APS 8
• I have constructed models mainly from one type of kit
following instructions or plans;
• I can build a model from construction kit components
and attach features to the model, eg, roofs and windows
using sheet or reclaimed materials.
• I have used tools safely to make an object that incorporates a simple
lever or slider;
• I have used given techniques to practise their making skills and as a
starting point for developing their own ideas;
• I have joined construction kit components together and combined
them with other materials;
• I have successfully constructed a realistic model of an item, such as
playground equipment;
• I have an understanding of the properties, including taste, texture
and appearance, of a range of fruit and vegetables;
• I can construct a model home, incorporating the main features of
windows and doors.
Working Towards Stage 11
APS 9
Working Towards Stage 12
APS 10
• I can talk about how simple moving products work.
•I have assembled a model with accuracy and can talk
about how it is appropriate for the intended user;
•I can prepare and combine ingredients into a specific
product;
•I know about different types of buildings and their main
features.
© Focus Education 2006
•I have developed my own ideas from initial starting
points;
•I can make simple judgements about my work;
•I have used a wide range of materials and construction
techniques;
•I have incorporated some type of movement into my
model;
•I can add more details and features to a construction, eg,
stairs, interior rooms, cut-out windows, curtains, gutters
and can say why they have included them;
122
Targets in Design and Technology :
Working Towards Stage 13
APS 11
• I can record my models by drawing and
labelling;
• I can easily identify what is, and what is not,
working well with my model;
• I have a basic understanding of structures to
make my model strong and stable.
Working Towards Stage 14
APS 12
• I can make clear suggestions as to what I intend
to do;
• I can make a winding mechanism from
construction kits;
• With support, I can use a graphics program.
Working Towards Stage 15
APS 13
Working Towards Stage 16
APS 14
• I can attempt to create a vehicle, which
represents my original idea;
•With support, I can create an object such as a
puppet by gluing two pieces of fabric together and
adding features using appropriate materials and
techniques.
•I will have suggested at least one improvement
to my idea;
•I will have discussed my ideas as they develop
and be able to say what their design has to do;
•I will have gained an understanding of simple
winding mechanisms and make realistic
suggestions as to how my ideas can be achieved;
•I can construct mechanisms using construction
kits and reclaimed materials;
•I can use graphics program to try out my ideas
and suggest improvements
© Focus Education 2006
123
Targets in Design and Technology :
Working Towards Stage 17
APS 15
• I can make a wheeled vehicle which moves and which
generally matches my design;
• I have stitched two pieces of fabric together and added
features using appropriate materials and techniques;
• I can say what works well in my model;
• With a little help I can work with increasing care and
accuracy with the tools and techniques shown to me.
Working Towards Stage 19
APS 17
•I can create a working model which, matches my design
after making judgements about what I want the design to
do.
•I can identify how well an object such as a puppet works
in relation to a simple design criteria;
•I can connect one mechanism to another so that one
turns the other that is driven;
•I can make judgements about my product in relation to
my design idea and suggested improvements to my
original design.
© Focus Education 2006
Working Towards Stage 18
APS 16
• I have incorporated moving parts, eg, opening doors and windows,
tipping bodies or simple steering into my design, after reflecting on
my early ideas;
• I can reflect on my own ideas and work independently to create an
object like a puppet using appropriate techniques to measure, markout and join the fabric pieces I have selected;
• When making an object such as a puppet I will add features to
capture particular characteristics and expressions;
• I can communicate my ideas clearly and make a model with two or
more winding mechanisms;
• I can use a graphics program competently to show realistic ideas.
Working Towards Stage 20
APS 18
•I know that most packaging can be unfolded to form a
net;
•I can gather a range of ingredients needed to prepare a
snack;
•I have developed a limited understanding of simple
pneumatic systems;
•With support, I can make a free standing photograph
frame.
124
Targets in Design and Technology :
Working Towards Stage 21
APS 19
•I can use a pre-drawn net and use it to create a package;
•I can prepare a snack and discuss how it meets a given
purpose;
•With support, I can work with others to create a model
with a moving part controlled by a pneumatic system;
Working Towards Stage 22
APS 20
•I have investigated a commercially made package and
recognise how they are assembled;
•I can evaluate my original package against my original
criteria;
•I can work as part of a team to design and make at least
one moving part controlled by a pneumatic system;
•I can understand ways in which structures can be made
more stable.
Working Towards Stage 23
APS 21
Working Towards Stage 24
APS 22
• I can make up mock-ups of their ideas before measuring,
marking out, cutting and assembling with accuracy;
• I can produce packaging that is visually lively, accurately
made and appropriate for its purpose;
• I can consider how well a snack I have designed meets
its original purpose;
• I have developed an understanding of simple pneumatic
systems;
• I can produce labelled diagrams of ideas to be made at a
later time;
• I am able to match materials, tools and techniques to the
task;
• I have identified what is and is not working well and can
suggest at least one modification;
• I can offer suggestions for modifications to my original
idea;
• I can work as part of a team to design and make a model
that has two moving parts controlled by a pneumatic
system.
© Focus Education 2006
125
Working Towards Targets
Key Stage 1
History and Geography
© Focus Education 2006
126
Targets in History/ Geography :
Working Towards Stage 1
APS 1
Working Towards Stage 2
APS 2
• I can recognise familiar people and places within
our daily lives, e.g. school crossing patrol
person;
• I begin to understand how time passes, e.g. I
understand that I will eventually be older.
• I can recognise myself in photographs, e.g. as a
baby or at a birthday part;.
• I recognise and name familiar features in our
local environment, e.g. church, swimming baths,
temple, post box, bus stop.
Working Towards Stage 3
APS 3
Working Towards Stage 4
APS 4 (Lower)
• I recognise words and phrases like ‘yesterday’ or
‘last year’ as belonging to something that is past;
• I recognise similarities and differences in the
environment, e.g. by looking at road signs.
© Focus Education 2006
• I can talk about why certain buildings are
needed in the locality, e.g. a supermarket;
• I can tell where I would go to buy certain
materials;
• I recognise and name my house and/or the
street I live in, from a photograph.
127
Targets in History/ Geography :
Working Towards Stage 5
APS 4 (Upper)
• I have an awareness of the names of shops in
my locality, e.g. butcher, baker, post office;
• I can name the largest town or city nearest to
me.
Working Towards Stage 7
APS 5 (Upper)
• I can sort a selection of objects into old and new;
• I can find out about myself and events in my own
life by asking questions of family members.
© Focus Education 2006
Working Towards Stage 6
APS 5 (Lower)
• I can discuss events in terms of time, such as:
today, tomorrow, yesterday, last week;
• I use family photographs and video recordings to
find out more about my own family;
• I can talk about important events in my life, e.g.
birthday.
Working Towards Stage 8
APS 6
• I can identify the main differences between old
and new objects;
• I use words and phrases like ‘old’, ‘new’ and
‘very
old’ to help understand about the passing of
time.
128
Targets in History/ Geography :
Working Towards Stage 9
APS 7
• I can ask and answer questions about old and
new objects, such as toys;
• I can talk about my own home, explaining what
can be found in different rooms.
Working Towards Stage 11
APS 9
• I can begin to offer some explanation about the
differences between old and new objects;
• I recognise old household artefacts and can say
in which room they would be found.
© Focus Education 2006
Working Towards Stage 10
APS 8
• I begin to recognise what it means to belong to
a
variety of groups and communities, e.g.
recognise some celebrations, customs, festivals
and practices of a variety of different groups.
• I recognise the distinction between present and
past in my own and other people’s lives.
Working Towards Stage 12
APS 10
• I can begin to compare my home life now with
that of my grandparents.
• I can make up maps to represent make-believe
places.
129
Targets in History/ Geography :
Working Towards Stage 13
APS 11
• I can correctly order a set of objects
chronologically;
• I am aware that geographical features differ from
place to place, e.g. some areas are flat while
others are hilly.
Working Towards Stage 14
APS 12
• I am happy to learn about the past by talking to
an older person;
• I use an increasing number of geographical
terms, such as ‘hill’, ‘river’ and ‘road’, when
describing what I can see;
• I start to talk about contrasting localities.
Working Towards Stage 15
APS 13
Working Towards Stage 16
APS 14
• I know that there are several ways of finding out
about the past;
• I know my own address;
• I know about the effects of weather on myself
and my surroundings.
• I follow directions, including terms like ‘front of’,
‘far’, ‘near’, ‘right’, ‘left’, ‘north’, ‘south’, ‘east’ and
‘west’;
• I know that I live in the U.K. and that the U.K. is
made up of England, Wales, Scotland and
Northern Ireland.
© Focus Education 2006
130
Targets in History/ Geography :
Working Towards Stage 17
APS 15
Working Towards Stage 18
APS 16
• I can use and make up real and imaginary maps;
• I can point to the place I live on the map of the
U.K.;
• I appreciate the difference between something
old and something that is worn.
• I can chronologically order a set of photographs
or pictures and give good reasons for it;
• I follow a route on a map or plan;
• I talk about likes and dislikes in relation to the
environment.
Working Towards Stage 19
APS 17
Working Towards Stage 20
APS 18
• I use maps and globes to identify major
geographical features, e.g. sea, rivers and cities;
• I use a range of information to ask and answer
questions about events in the past.
© Focus Education 2006
• I can appreciate the difference between a
village, town and city;
• I know that people who lived in the past cooked
and travelled differently and used different
weapons from ours.
131
Targets in History/ Geography :
Working Towards Stage 21
APS 19
Working Towards Stage 22
APS 20
• I know that people can affect the environment in
good and bad ways;
• I recognise that people who have lived in the
past will have helped to shape our lives today;
• I begin to recognise that different people have
differing views of events in history;
• I know of a range of artefacts used by people in
the past and can explain how they work.
• I know that different people across the world
experience different weather patterns from our
own;
• I use pictures of different sources and
reconstructions to find out more about a particular
period in history;
• I can communicate knowledge and
understanding orally and in writing and offer
points of view based upon what they have found
out;
• I recognise that the lives of wealthy people were
very different from those of poor people.
© Focus Education 2006
132
Targets in History/ Geography :
Working Towards Stage 23
APS 21
Working Towards Stage 24
APS 22
• I know that people living in warm climates dress
differently from us and have to adapt their lives
according to their climate;
• I recognise the main similarities and differences
between a time in the past and now.
• I show a developing ability to ask and respond to
geographical questions and express views about
physical and human features of the environment;
• I show a degree of empathy with children who
lived in the past; can recognise how their lives
would be different from mine;
• I can describe and compare features of my local
area and identify changes within and across
different periods of time.
© Focus Education 2006
133
Working Towards Targets
Key Stage 1
Physical Education
© Focus Education 2006
134
Targets in Physical Education :
Working Towards Stage 1
APS 1
Working Towards Stage 2
APS 2
• I begin to move spontaneously, using available space;
• I can join in hand rhymes and action games;
• I use body movements to respond to stories.
• I show improving control over stopping and starting, in
response to music;
• I begin to explore different ways of moving through play,
e.g. running in the outdoor play area or pretending to be
different things.
• I carry out a range of activities, such as climbing, riding a
bike and jumping from a height, with confidence;
• I can incorporate imagination into movements by
hanging upside down from climbing frame or pedalling
backwards on bike;
• I can create movements in response to story stimuli;
• I can move around the perimeter of personal space;
• I can move from space to space using whole area and
avoiding other children.
Working Towards Stage 3
APS 3
Working Towards Stage 4
APS 4 (Lower)
• I show good control in my movements and can balance
for more than 3 seconds on one leg;
• I can hold a shape in a fixed position for a small time on
the apparatus and floor;
• I can move in a variety of directions and with different
speeds with some control;
• I can sit, stand, run, jump and balance on various parts
of body, with developing control;
• I can change speed and direction effectively to avoid
obstacles.
© Focus Education 2006
• I can negotiate fixed apparatus with confidence, using
dominant foot to climb on and then using alternate feet to
move along;
• I can move off apparatus and land appropriately;
• I can move with good control and co-ordination when
running, jumping, skipping, sliding, hopping, rolling,
balancing and climbing.
135
Targets in Physical Education :
Working Towards Stage 5
APS 4 (Upper)
• I can explore different ways of moving across apparatus
- under, over, through and around as the apparatus
demands;
• I can change direction and speed effectively to avoid
obstacles;
• I can show a good variety of movements when working
on the floor or on apparatus;
• I can repeat a movement with a view to improving;
• I show uniqueness by moving in a way that no one else
has thought of.
Working Towards Stage 7
APS 5 (Upper)
• I can roll or kick a ball for up to 10 metres;
• I can throw a ball or beanbag accurately over a 2 metre
length;
• I can throw a beanbag up to a height of 1 metre and
catch it;
• I can throw a ball into a net;
• I can kick a ball into a goal;
• I show reasonable control when dribbling a ball;
• I can hit a ball with a large bat.
© Focus Education 2006
Working Towards Stage 6
APS 5 (Lower)
• I can sit and slide along a wide balancing beam;
• I can crawl along a wide balancing beam;
• I can walk along a wide and narrow balancing beam;
• I can climb up rungs or bars on a climbing frame;
• I can move under climbing frame or gym equipment by
lying down, sliding, crawling or rolling;
• I can crawl through the bars on climbing frame or gym
equipment;
• I can climb on and over boxes, benches, etc.;
• I can move around equipment, using hands and feet to
hold on.
Working Towards Stage 8
APS 6
• I am aware of the need to be healthy, in order to work
and play and to fight off germs and illnesses;
• I am aware that, in order to remain healthy, I have to eat
a balanced diet, exercise regularly, get plenty of sleep
and keep myself clean;
• I know that I need to do different things to keep healthy;
• I know that it is important for me to walk and run during
playtimes;
• I know that it is not good to sit in front of the television for
too long;
136
• I am happy to join in vigorous play with other children.
Targets in Physical Education :
Working Towards Stage 9
APS 7
• I show awareness of what happens to the body during and after
exercise;
• I know that my body becomes hot when I have been running around
and notice that my heart rates increase;
• I know that I may perspire, breathe faster and become out of breath
during and after exercise;
Working Towards Stage 10
APS 8
• I can work out a simple movement on or off apparatus, with or
without music, and remember it well enough to repeat it;
• I can repeat, link and change movements and actions in order to
think about, refine and improve them.
.
• I am aware that, when I am active, changes will occur to my body.
Working Towards Stage 11
APS 9
• I can demonstrate good control of my body when using large or
small apparatus;
• I can throw a small or medium sized ball up to a distance of one
metre and catch it with both hands;
• I can work co-operatively with a partner during a range of activities,
e.g. with bat and ball or when making up a dance sequence.
© Focus Education 2006
Working Towards Stage 12
APS 10
• I can remember and repeat short dance phrases, moving with good
control;
• I choose movements in dance that show good understanding of the
dance idea and take account of the music;
• I can catch a bean bag or medium sized ball thrown to me from up
to 5 metres away;
• I can choose different ways of hitting, throwing, striking or kicking a
ball;
• I confidently make my body tense, relaxed, curled or
stretched;
• I can use words like ‘rolling’, ‘balancing’, ’travelling’ or ‘climbing’, in
relation to gymnastic movements.
137
Targets in Physical Education :
Working Towards Stage 13
APS 11
Working Towards Stage 14
APS 12
• I can talk about my dance, using appropriate language
associated with my movements;
• I am beginning to appreciate tactics in small games, e.g.
know where to stand to make it difficult for an opponent;
• My gymnastic movements have a clear beginning,
middle and end;
• I can describe my own and others’ gymnastics
movements, sometimes offering ideas about improving
them.
• I can choose movements that best suit the dance idea
and music;
• I can describe simple tactics in small game situations;
• I can tell when I have performed a gymnastic action well,
showing control;
• I am confident in shallow water.
Working Towards Stage 15
APS 13
Working Towards Stage 16
APS 14
• I can express idea, feeling and mood of intended dance
phrase;
• I can apply skills of striking, rolling and kicking in a small
game situation;
• I show an awareness of my team mates and opponents
in a small game situation;
• With the aid of arm bands, I am willing to have a go at
swimming over a length of at least 5 metres.
© Focus Education 2006
• I can understand why it is important to warm up before
dancing or performing a gymnastic movement;
• I can link actions with increased control in gymnastics
and dance;
• I can work with a partner to create a sequence;
• I can use a range of tactics when playing a game.
138
Targets in Physical Education :
Working Towards Stage 17
APS 15
Working Towards Stage 18
APS 16
• With a partner, I can create, repeat and improve a
sequence showing at least 3 phases;
• I can kick a ball accurately to a partner or to a point over
a distance of 10 metres;
• I can change my body shape by linking movements
during a gymnastic movement;
• I can swim unaided over a distance of 10 metres.
• I can dance imaginatively, changing rhythm, speed, level
and direction of my movements;
• I can travel with, send and receive a ball or other
equipment in different ways;
• In gymnastics, I can perform movements with skill and
safety, showing good awareness of space and partner’s
needs.
Working Towards Stage 19
APS 17
Working Towards Stage 20
APS 18
• I can create and perform dances, using more complex
movement patterns, including those from different times
and cultures;
• I participate with eagerness in small sided games,
showing good tactics from both an attacking and
defensive point of view;
• In gymnastics, I can create and perform short, linked
sequences that have clear beginnings, middles and
ends, and show contrasts in direction, level and speed.
© Focus Education 2006
• With partner or in a small group, I can create dance
phrase that communicates my ideas;
• I can move to find space when I am not in possession
during a ball game;
• I can balance on different parts of the body, using two or
three points, with good control.
139
Targets in Physical Education :
Working Towards Stage 21
APS 19
• I know why it is important to warm up and cool down;
• I show good level of improvisation when developing a
dance idea;
• I pass a ball, with increased accuracy, to a partner on
my own side;
• I recognise the way suppleness and strength affect the
quality of performance.
Working Towards Stage 23
APS 21
• I can suggest improvements to my own and others’
dances;
• I keep possession with some success, in ball games;
• I make up own small sided games and understand the
point of the game.
© Focus Education 2006
Working Towards Stage 22
APS 20
• I use dynamic, rhythmic and expressive qualities clearly
and with control;
• I know and use rules fairly to keep games going;
• I can collect, stop and intercept a ball with increasing
accuracy.
Working Towards Stage 24
APS 22
• I take the lead when creating dances with a partner or a
group;
• I decide quickly where and when to pass a ball in order
to keep possession, showing good awareness of what is
happening around me;
• I can vary tactics and adapt skills according to what is
happening within a game;
• I can change the pace, length and direction of my throws
and shots, to outwit opponents.
140
Working Towards Targets
Key Stage 1
Art
© Focus Education 2006
141
Targets in Art :
Working Towards Stage 1
APS 1
• I can recognise and name six colours, usually including
red, white, black, blue, yellow and green;
• I enjoy using a variety of media, e.g. paint, glue, collage.
Working Towards Stage 3
APS 3
• I can choose colours for a particular purpose in my
creative work, e.g. choosing to use red;
• I begin to use shapes and patterns in different art media,
to represent simple figures and objects.
© Focus Education 2006
Working Towards Stage 2
APS 2
• I can start to make simple representations in painting,
collage and model making;
• I experiment with colour mixing, noting changes in the
colour;
• I can hold a pencil in different ways to create different
effects.
Working Towards Stage 4
APS 4 (Lower)
• With support, I can mix own paint colours;
• My self-portraits include features, such as fingers, hair,
texture of clothes.
142
Targets in Art :
Working Towards Stage 5
APS 4 (Upper)
Working Towards Stage 6
APS 5 (Lower)
• I am able to make simple representations with simple
shapes;
• I can make simple repetitive patterns with pencil or paint.
• I know the likely outcome when two colours of paint are
mixed together;
• I know that different drawing tools make different marks.
Working Towards Stage 7
APS 5 (Upper)
Working Towards Stage 8
APS 6
• I know how to make a darker or lighter shade of any
given colour by adding white or black accordingly.
© Focus Education 2006
• I can create moods in drawings and paintings;
• When model making, I am able to distinguish between
different materials so that it is easier for me to be
successful.
143
Targets in Art :
Working Towards Stage 9
APS 7
• When colouring in, I do so carefully inside lines and
evenly;
• I can evaluate my model and add to or amend it
accordingly;
• I can talk about what I feel about my work.
Working Towards Stage 11
APS 9
• I can respond to my own work and that of others, when
exploring and communicating ideas, feelings and
preferences through art;
• I can talk about the differences between two pieces of
art work;
• I continue to suggest ways of improving my own work.
© Focus Education 2006
Working Towards Stage 10
APS 8
• I can use more than one drawing tool to create the right
effect;
• I use drawings and paintings to communicate ideas
about myself;
• I can explain why I prefer certain pieces of art work.
Working Towards Stage 12
APS 10
• My self portraits give a good indication as to what I
feel about myself;
• I can adapt and improve my own work.
144
Targets in Art :
Working Towards Stage 13
APS 11
Working Towards Stage 14
APS 12
• I can use a range of repeated patterns to create
desired effects;
• I explore and use man made and natural
materials to communicate ideas through collage.
• I recognise the differences when using a hard or
soft pencil or thick or thin brushes;
• I can create different tones by using dark and
light;
• I can explore ideas about sculptures.
Working Towards Stage 15
APS 13
Working Towards Stage 16
APS 14
• I choose the most appropriate pencil or brush to
use
when drawing or painting;
• I use a view finder to focus on a specific part of
an
artefact before drawing it.
© Focus Education 2006
• I use ideas and processes to communicate
ideas in 3D.
• I regularly consider the use of one of three
grades of
pencil when drawing, e.g. 4B, HB or 4H.
145
Targets in Art :
Working Towards Stage 17
APS 15
• I can investigate shape, pattern and texture;
• I make up prints based on patterns in the environment.
Working Towards Stage 19
APS 17
• I am beginning to appreciate the impact of light and dark
on simple objects;
• I can organise my own working area and clear up
effectively afterwards.
© Focus Education 2006
Working Towards Stage 18
APS 16
• I can draw imaginatively and from memory;
• I observe carefully and then record my perceptions of
what I have seen;
• I investigate shape, form and texture in materials to
create 3D form.
Working Towards Stage 20
APS 18
• I can record first hand observations using a range of
appropriate materials;
• I can cope with overlapping shapes in drawing.
146
Targets in Art :
Working Towards Stage 21
APS 19
Working Towards Stage 22
APS 20
• I can select and record visual and other information in a
sketchbook;
• I can make informed choices because of the experience
I have with a range of media.
• I use ideas from own sketchbooks to create and develop
my own ideas;
• I can explore the application of wet/dry paint.
Working Towards Stage 23
APS 21
Working Towards Stage 24
APS 22
• I have extensive ability to look carefully and consider
shape, tone and texture in drawings and paintings;
• I can choose, from a range of media, the most
appropriate way of communicating my ideas and
experiences;
• My work reflects mood and emotion as well as visual
representation.
© Focus Education 2006
• I can explore the way shape and colour can be
organised and combined to create patterns for different
purposes;
• I collect and record visual and other information about a
specific location.
147
Working Towards Targets
Key Stage 1
Music
© Focus Education 2006
148
Targets in Music
Working Towards Stage 1
APS 1
• I know the difference between singing and speaking;
• I respond to music by tapping or humming.
Working Towards Stage 3
APS 3
• I listen to and respond to different types of music and
sounds and recognise sound changes, e.g. loud to quiet,
slow to fast;
• I can choose from a selection of instruments to
accompany music and songs.
© Focus Education 2006
Working Towards Stage 2
APS 2
• I know some familiar songs/rhymes and have some
understanding of simple rhymes;
• Through movement, I am beginning to respond
imaginatively to music.
Working Towards Stage 4
APS 4 (Lower)
• I can hum a favourite pop or well-known song;
• I can sing the chorus of these songs from memory;
• I have a repertoire of simple songs which I can sing
from memory.
149
Targets in Music
Working Towards Stage 5
APS 4 (Upper)
• I can perform songs as a class group or individually;
• I readily join in with class singing.
Working Towards Stage 7
APS 5 (Upper)
• I can talk about feelings evoked by a piece of music or
dance;
• I am beginning to create my own music and songs to
accompany their play;
© Focus Education 2006
Working Towards Stage 6
APS 5 (Lower)
• I am beginning to identify and repeat sounds and simple
patterns, using percussion, voice and hands;
• I respond to different moods in music, orally and through
movement;
• I can choose instruments to represent different sounds,
e.g. bells for rain;
• I am beginning to create simple repeated rhythms.
Working Towards Stage 8
APS 6
•I recognise and explore how sounds can be changed;
•I enter into a given role in response to story or piece of
music and can develop this imaginatively.
150
Targets in Music
Working Towards Stage 9
APS 7
Working Towards Stage 10
APS 8
• I can talk knowledgably about feelings evoked by a piece
of music or dance;
• I enjoy singing, either individually or as part of a large
group.
• I can recognise that different musical instruments create
different moods and feelings;
• I explain why I prefer certain types of music.
Working Towards Stage 11
APS 9
Working Towards Stage 12
APS 10
• I can listen carefully and recall short rhythmic and
melodic patterns;
• I respond to my own work and that of others when exploring
and communicating ideas, feelings and preferences
through music;
• I can talk about the differences between two pieces of
music.
•I use my voice expressively by singing songs and speaking
chants;
• I respond to different moods in music and recognise
well-defined changes in sounds.
© Focus Education 2006
•I recognise that my voice can be used in different ways,
and am beginning to find my singing voice;
•I clap short rhythmic patterns, but will need help when
recalling longer phrases or talking about pieces of music;
151
Targets in Music
Working Towards Stage 13
APS 11
• I can identify simple repeated patterns and take account
of musical introductions;
• I rehearse and perform with others;
• I recognise that my own voices can be used in different
ways.
Working Towards Stage 15
APS 13
• I identify different ways sounds can be made and
changed;
• I recognise and respond to changes in tempo (speed of
pulse).
© Focus Education 2006
Working Towards Stage 14
APS 12
• I sing simple songs from memory, with enjoyment;
• I use voices confidently in a variety of ways;
• I listen carefully and recall short rhythmic and melodic
patterns.
Working Towards Stage 16
APS 14
• I show physical control when playing musical
instruments;
• I repeat and create short rhythmic phrases confidently.
152
Targets in Music
Working Towards Stage 17
APS 15
• I sing simple songs accurately at a given pitch and with
clear diction and expression;
• I recognise and explore how sounds can be organised.
Working Towards Stage 19
APS 17
• I show considerable physical control of instruments and
of my body, when performing and responding to music;
• I carefully choose sounds and instruments and suggest
how they should be used and played;
• I work in partnership with a friend to create a sequence
of long and short sounds.
© Focus Education 2006
Working Towards Stage 18
APS 16
• I identify subtle changes in sounds and recall complete
phrases;
• I make controlled long and short sounds, using voice and
instruments.
Working Towards Stage 20
APS 18
• I sing songs from memory with accuracy of pitch, in a
group or alone;
• I work with a small group to compose, perform and
record extended sequences involving sounds of varying
duration.
153
Targets in Music
Working Towards Stage 21
APS 19
Working Towards Stage 22
APS 20
• I can understand the importance of articulating the words
to communicate the song to an audience;
• I can direct the work of others.
• I can demonstrate increasing aural memory and physical
control;
• I create descriptive music, e.g. based on animals, that
uses a sequence of sounds.
Working Towards Stage 23
APS 21
Working Towards Stage 24
APS 22
• I can practise, rehearse and present performances with
an awareness of the audience;
• I suggest ways of improving performance of a song;
• I identify subtle changes and differences.
© Focus Education 2006
• I sing songs, in unison and two parts, with clear diction,
control of pitch, a sense of phrase and musical
expression;
• I will work in groups of three or four to extend my ideas
to longer pieces of music with several layers of sounds.
154
Working Towards Targets
Key Stage 1
PSHCE
© Focus Education 2006
155
Targets in PSHCE :
Working Towards Stage 1
APS 1
• I tend to watch and listen before joining in;
• I am beginning to communicate with my familiar friends;
• I can communicate needs to familiar adults;
• I am happy to use the same materials or resources as
others;
• I tend to identify with one prominent adult.
Working Towards Stage 3
APS 3
• I am able to concentrate for a lengthy period on a given
activity;
• I will often return to an activity after a break;
• I take part in make-believe or imaginative play;
• I will sometimes make first moves to join in with others;
• I can talk to someone about being happy or sad.
© Focus Education 2006
Working Towards Stage 2
APS 2
• I attempt to dress and undress for PE and dance;
• I wash my hands after using toilet;
• I tend to communicate with others through single words
or short phrases;
• I play alongside others after watching what is happening
first;
• I feel part of the class;
• I can follow familiar routines.
Working Towards Stage 4
APS 4 (Lower)
• I help with pouring drinks at snack time;
• I am very independent when dressing and undressing;
• I share equipment with others;
• I show patience when waiting turn;
• I show excitement when doing an activity they like.
156
Targets in PSHCE :
Working Towards Stage 5
APS 4 (Upper)
• I can select my own resources when working
independently;
• I am happy to choose my own resources from a given
selection;
• I am happy to talk to adults who are at school for short
periods, e.g. lunchtime supervisors;
• I often use ‘please’ and ‘thank you’;
• I show an interest in what others have to say;
• I can recognise if my friend is feeling sad.
Working Towards Stage 7
APS 5 (Upper)
• I try out new ideas on own;
• I initiate ideas when working with a group;
• I have an awareness that there are many special days
celebrated by different groups of people;
• I recognise the consequences of being selfish;
• I am sensitive to the feelings of others, when talking in a
small or large group.
© Focus Education 2006
Working Towards Stage 6
APS 5 (Lower)
• I am patient when listening to others and can talk about
others’ ideas;
• I carry on with an activity even if I find it difficult;
• I know what is and is not acceptable behaviour;
• I am happy to take directions from adults;
• I know that other cultures have different types of
celebrations.
Working Towards Stage 8
APS 6
• I sit attentively for prolonged periods, as in assembly;
• I am aware that my own beliefs and ideas matter;
• I understand that I have the right to be treated fairly;
• I know the difference between right and wrong;
• I can value the property of others.
157
Targets in PSHCE :
Working Towards Stage 9
APS 7
• I can listen to instructions and carry them out without being
distracted;
• I very rarely fidget or cause minor distraction;
• I am proud of own culture but respectful of that of others;
• I have good self-esteem;
• I can recognise if I have done something inappropriate and know
why;
• I am able to explain to others why something may have been
inappropriate.
Working Towards Stage 11
APS 9
• I can settle quickly into a task;.
• I am highly motivated and enjoy working;
• I am happy to change my own ideas if others come up with good
ones;
• I can negotiate rules with others;
• I express likes and dislikes and know that they may be different from
the likes and dislikes of others;
• I express things in a caring way.
© Focus Education 2006
Working Towards Stage 10
APS 8
•
•
•
•
•
•
I often offer a range of ideas or solutions to problems;
I am motivated enough to ‘get on’ with work on my own;
I can work collaboratively and really listen to others’ ideas;
I follow someone else’s rules and ideas;
I like the idea of belonging to a group;
I know that groups have to follow rules.
Working Towards Stage 12
APS 10
• I listen to others during circle time;
• I can answer a direct question about a problem or issue related to
the class;
• I make decisions after considering a limited number of options;
• I can identify likes and dislikes;
• I can identify what is right and wrong.
158
Targets in PSHCE :
Working Towards Stage 13
APS 11
• I can make sensible decisions about eating healthily;
• I am aware that there can be external pressures on my
decision making;
• I realise that I usually have several alternatives when
making decisions;
• I know that animals have needs just as humans do;
• I know that animals need food, water and
companionship.
Working Towards Stage 15
APS 13
• I know why it is important to drink water regularly;
• I recognise the need to respect own and others’ dignity;
• I know that animals need to be looked after by a vet if
they are ill;
• I can give examples of what the police do;
• I can identify the main parts of a police uniform.
© Focus Education 2006
Working Towards Stage 14
APS 12
• I can recognise that certain actions can make others feel
unsafe;
• I eagerly participate in physical activities;
• I know that animals need a place to live;
• I know that humans need to look after animals properly;
• I recognise that there are community police officers;
• I know about other members of the community who help
us.
Working Towards Stage 16
APS 14
• I can form excellent relationships with everyone around
me;
• I use my initiative when needed;
• I know how to ask for help in an emergency;
• I know that animals need the freedom to behave
naturally.
159
Targets in PSHCE :
Working Towards Stage 17
APS 15
• I am aware of peer and media pressure in certain
circumstances;
• I know about my responsibility to keep myself and my
property safe;
• I am beginning to appreciate that humans have a
responsibility for all animals – in the wild, on the farm
and as pets.
Working Towards Stage 19
APS 17
• I am very good at assessing risk and taking appropriate
action;
• I am particularly good at listening to the views of others
and responding sensitively;
• I offer simple ideas or opinions about a real school or
class issue;
• I know how to help and protect wild animals.
© Focus Education 2006
Working Towards Stage 18
APS 16
• I co-operate with friends and with members of staff;
• I know whom to go to if feeling under pressure;
• I express views with confidence during class
discussions;
• I can identify the wild life in the local area.
Working Towards Stage 20
APS 18
• I can lead a discussion in a simple but effective way;
• I make reasoned decisions built on sensible outcomes;
• I justify choices and explain them to others.
160
Targets in PSHCE :
Working Towards Stage 21
APS 19
• I can cope with an increasing number of alternatives
when making decisions;
• I can recognise that there are times when the decision
taken may have been the wrong one.
Working Towards Stage 23
APS 21
• I will always respond sensibly to a difficult situation;
• I can be relied upon to talk to a friend who is feeling low;
• I justify my decisions and can explain them;
• I evaluate the consequences of my decisions.
© Focus Education 2006
Working Towards Stage 22
APS 20
• I can manage changes very well and recognise that they
are inevitable in some circumstances;
• I understand I have responsibilities for other people;
• I understand I have responsibilities for the
environment.
Working Towards Stage 24
APS 22
• I can explain why certain foods are healthy and some
are not;
• I can investigate their options through research and
questioning.
161
Section 3:
Targets:
at Key Stage 2
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162
Targets at Key Stage 2
•
•
•
•
•
•
•
The following pages outline targets for different subjects or areas of learning in
Key Stage 2 linking each set of targets with average point scores (APS) and
National Curriculum sub levels.
As with Key Stage 1 the targets are not intended as an exhaustive list but
should help children to focus on their next area of learning.
It is not necessary to present children with each and every target at any given
point but the teacher should initially use their discretion as to how best to
manage the system for them. Within Key Stage 2 children take more control of
these themselves as part of improving their self-assessment skills.
For writing, reading and mathematics it expected that the children’s targets are
very visual and may appear at front of books or on cards that they have easy
access to. However for all other subjects it may be best to present the targets
in the form of objectives at the beginning of a specific theme or project.
The targets for foundation subjects are set out in a skill format and not in a
content system. In this way they should be generic across different themes or
projects.
The targets for writing include secretarial targets (to with punctuation, spelling
and handwriting) as well compositional targets. It is important that a balance be
struck across the different types of targets. In Key Stage 2 it is important that
there is more emphasis given to the compositional targets in order to help
children make appropriate progress.
The identified stages for progress are outlined again on the following page to
remind you of expected progress.
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Identified Stages at Key Stage 2
This table identifies the 30 Stages mentioned in the previous page.
National
National
National
National
National
National
National
National
National
National
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Level 1c
(lower)
Level 1c
(secure)
Level 1b
(lower)
Level 1b
(secure)
Level 1a
(lower)
Level 1a
(secure)
Level 2c
(lower)
Level 2c
(secure)
Level 2b
(lower)
Level 2b
(secure)
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
Stage 7
Stage 8
Stage 9
Stage 10
aps 6
aps 7
aps 8
aps 9
aps 10
aps 11
aps 12
aps 13
aps 14
aps 15
National
National
National
National
National
National
National
National
National
National
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Level 2a
(lower)
Level 2a
(secure)
Level 3c
(lower)
Level 3c
(secure)
Level 3b
(lower)
Level 3b
(secure)
Level 3a
(lower)
Level 3a
(secure)
Level 4c
(lower)
Level 4c
(secure)
Stage 11
Stage 12
Stage 13
Stage 14
Stage 15
Stage 16
Stage 17
Stage 18
Stage 19
Stage 20
aps 16
aps 17
aps 18
aps 19
aps 20
aps 21
aps 22
aps 23
aps 24
aps 25
National
National
National
National
National
National
National
National
National
National
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Level 4b
(lower)
Level 4b
(secure)
Level 4a
(lower)
Level 4a
(secure)
Level 5c
(lower)
Level 5c
(secure)
Level 5b
(lower)
Level 5b
(secure)
Level 5a
(lower)
Level 5a
(secure)
Stage 21
Stage 22
Stage 23
Stage 24
Stage 25
Stage 26
Stage 27
Stage 28
Stage 29
Stage 30
aps 26
aps 27
aps 28
aps 29
aps 30
aps 31
aps 32
aps 33
aps 34
aps 35
© Focus Education 2006
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Working Towards Targets
Key Stage 2
Writing
© Focus Education 2006
165
Targets in Writing
Working Towards Stage 1
APS 6 (Lower Level 1c)
•I can record in writing something I have done;
•I can retell or make up a story, using pictures to help;
•I make sure that all my letters are easy for people to read;
•I can write my first name and surname correctly, using capital
letters where needed;
•I can spell correctly familiar CVC words, e.g. cat, dog.
• I can write a list.
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Targets in Writing
Working Towards Stage 2
APS 7 (Secure Level 1c)
•I can write sentences containing specific words or phrases that are
to do with the subject I am writing about;
•I can say out aloud what I want to write before writing it;
•I can read my writing back to someone;
•I know that a full stop is used to finish sentences;
• I will attempt to use a phonic strategy to spell an unfamiliar word.
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Targets in Writing
Working Towards Stage 3
APS 8 (Lower Level 1b)
•I can write a sentence about something that has happened in the
past;
•I can describe the place where something happens;
•I produce writing that makes sense to other readers;
•I can use full stops in the correct place;
•I can write about at least two things that have happened to me.
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Targets in Writing
Working Towards Stage 4
APS 9 (Secure Level 1b)
•My writing is easy to follow and makes sense;
•I can write simple questions about something I want to find out
about;
•I use words and phrases to help build up ideas about a character;
•I make sure that all my letters are formed correctly and are about
the same size.
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Targets in Writing
Working Towards Stage 5
APS 10 (Lower Level 1a)
•I give careful thought to the words I use so that my writing makes
sense;
•I make sure each piece of writing has at least one good idea;
•I can rehearse what is written by saying sentences out aloud to
check that they make sense;
•I remember to use finger spaces between words;
•I use capital letters to start my sentences.
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Targets in Writing
Working Towards Stage 6
APS 11 (Secure Level 1a)
•I write stories that have one or more characters and settings;
•In the middle of a story one of my events can sometimes lead to
another;
• I always read my writing aloud to check it makes sense;
•My story beginnings often creates a setting;
•I can write out simple instructions in the correct order;
•I make sure that all my letters are always the right way round.
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Targets in Writing
Working Towards Stage 7
APS 12 (Lower Level 2c)
•I am able to make my sentences longer and join two ideas together;
•My writing contains more than one idea and more than one
character;
•I can describe physical features accurately;
•The beginnings of my stories are interesting;
•I use capital letters as well as full stops, including ‘I’;
•I do not to mix up upper and lower case letters.
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Targets in Writing
Working Towards Stage 8
APS 13 (Secure Level 2c)
•I can use words like ‘then’ to join two ideas together in the correct
order;
•I use specific names of people, places, objects, etc., when
recounting an event;
•I write more than one thing about each idea;
•People can make sense of my writing without needing to have it
explained;
•I will sound out spelling of words if I am not sure.
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Targets in Writing
Working Towards Stage 9
APS 14 (Lower Level 2b)
•I can change the way my sentences start;
•I make sentences longer and use words other than ‘and’ and ‘then’
to join my ideas together;
•I have a good idea about whom the writing is aimed at;
•I use new words that haven’t been used before in stories and
writing;
•I do not mix up capital and small case letters;
•I know which letters are tall and which ones fall below the line.
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Targets in Writing
Working Towards Stage 10
APS 15 (Secure Level 2b)
•I can use at least one describing word in each of my sentence;
•My sentences include time connectives, such as ‘then’, ‘after’,
‘before’ or ‘meanwhile’;
•My ideas follow one another in a sequence that makes sense;
•I can set out a letter properly;
•I use capital letters for the names of people and places;
•I use question marks when needed.
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Targets in Writing
Working Towards Stage 11
APS 16 (Lower Level 2a)
•My writing has something of interest in it, helping people to enjoy
reading it;
•My descriptions are very clear, so that people can recognise what is
meant, even when things are not named;
•I often use some of the phrases and words that I come across in
my reading;
•I make an effort to use words like ‘suddenly’ or ‘amazingly’ to grip
the reader’s interest;
•I attempt to use commas in the correct place.
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Targets in Writing
Working Towards Stage 12
APS 17 (Secure Level 2a)
•My stories have interesting endings that I have carefully thought
about;
•The beginnings of my stories are exciting and interesting and make
people want to read more;
•I have thought about the differences between story writing and
other types of writing;
•I am consistent in using the first or third person;
•I use exclamation marks, if they are needed.
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Targets in Writing
Working Towards Stage 13
APS 18 (Lower Level 3c)
•I use more interesting connectives, other than ‘and’ and ‘but’, to join
sentences;
•I try to make sure that the same words are not used all the time;
•I organise stories so that there is a clear beginning, middle and
ending;
•I keep my writing interesting throughout and am not tempted to look
at quick ways to finish it;
•I check that capital letters, commas and question marks are used
when needed, and begin to use speech marks;
•I use a dictionary appropriately to check spellings of words.
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Targets in Writing
Working Towards Stage 14
APS 19 (Secure Level 3c)
•I can use specific nouns when needed, e.g. ‘terrier’ instead of ‘dog’;
•I can write compound, as well as simple, sentences;
•I have at least two good ideas in the middle part of my stories ;
•I use words that I have not used before in my writing;
•I take time to describe characters and events within stories, rather
than move from one event to another;
•I edit my writing according to who is likely to read it, adding or
removing parts as necessary;
•I use commas when writing a list.
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Targets in Writing
Working Towards Stage 15
APS 20 (Lower Level 3b)
•I begin all my sentences in a range of interesting ways;
•I use adjectives and adverbs with confidence and attempt to think of different
ones to use in different situations;
•I consistently use the correct first and third person when writing;
•I give careful thought to the planning of my writing and re-read it as a matter
of course;
•I ensure that descriptions have just enough detail to help the reader gain a
better understanding about the way the story is unfolding;
•I write legibly with a joined hand, maintaining consistency in size and spacing;
•I check punctuation and use speech marks and apostrophes accurately;
•I apply known rules and conventions when trying to spell unknown words.
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Targets in Writing
Working Towards Stage 16
APS 21 (Secure Level 3b)
•I use generalisations such as ‘always’ or ‘never’ when expressing my opinion;
•I consistently use correct tenses when writing;
•My writing includes clear images related to the subject of my writing;
•When needed, my writing will contain aspects of humour or suspense;
•I am beginning to consider different styles of handwriting for different
purposes, e.g. note-taking;
•I can use apostrophes for possession accurately, e.g. dad’s, dads’;
•I spell correctly words containing common prefixes and suffixes, e.g. un-, dis-,
-ly, -ful;
•I use apostrophes, when needed, to show where letters have been omitted.
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Targets in Writing
Working Towards Stage 17
APS 22 (Lower Level 3a)
•I can use a range of adjectives and adverbs to make my
descriptions more interesting;
•My sentences are full of detail and include interesting words and
phrases;
•I attempt to use words that haven’t been used before when
describing events, characters and feelings;
•I use powerful verbs to show character or add impact;
•I vary my sentences, adding phrases to make the meaning more
precise;
•I choose the most appropriate style of writing to suit the needs of
the situations, eg: poems, lists, letters, reports.
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Targets in Writing
Working Towards Stage 18
APS 23 (Secure Level 3a)
•I make sure my writing will not jump from one idea to another too
often;
•My writing can include descriptions of events and characters in a
variety of styles and can sometimes contain humour;
•I can use imagination when describing places and events in my
stories;
•My descriptions of characters include feelings and emotions when
needed;
•My non-fiction writing is able to interest, instruct, persuade or
amuse the reader;
•I can use commas to separate phrases or clauses within my
sentences.
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Targets in Writing
Working Towards Stage 19
APS 24 (Lower Level 4c)
•I make a deliberate attempt to use new words that I haven’t come
across before in my writing.
•I look carefully at the way my sentences begin to see if there is
enough variety in my work.
•I know which words are acceptably abbreviated in everyday writing,
eg, etc.
•I recognise when it is appropriate to use a new paragraph and can
explain why I have done so.
•I vary the way my stories open so that I intermix action, dialogue
and description appropriately.
•I check through their writing to make sure that it has just the right
amount of direct speech.
•I check my work to see if there are parts that need more description
or detail.
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Targets in Writing
Working Towards Stage 20
APS 25 (Secure Level 4c)
•I am prepared to carry out a little research to find words that are specific to the event that
I am writing about.
•I check to see if there are any sentences that can be re-organised so as to give my
writing a greater impact.
•At times, I consciously use short sentences to speed up action sequences.
•I can use dialogue and reactions from other characters to make my character interesting.
•I pay particular attention to the format of my sentences when checking through my work.
•I recognise when a simile may generate more impact than a metaphor, and vice versa.
•I recognise when it is reasonable to allow direct speech to tell the reader more about an
individual’s personality.
•I recognise that a combination of good adjectives, similes and metaphors may help create
a powerful image of the characters I am writing about.
•I can write a newspaper report with genre features like a headline, lead line and time
sequence conventions.
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Targets in Writing
Working Towards Stage 21
APS 26 (Lower Level 4b)
•I am comfortable using a thesaurus to help expand written vocabulary.
•I know how to re-order sentences so that they create maximum effect.
•I vary choice of pronouns correctly to refer to the first, second and third
person, both singular and plural.
•I am prepared to rethink certain parts of my writing if I feel I can get a better
impact in doing so.
•I use commas or ellipses in order to create greater clarity and effect in my
writing.
•I check my work to see if they have been too wordy and hazy in my
descriptions.
•I am fully aware of the terminology and formality associated with letter writing,
complaining or sending a greeting.
•I am able to set out points clearly and precisely when asked to consider the
pros and cons of an argument
•I can appreciate when it may be necessary to bullet point or number items to
help
reader
gain a better understanding of what is happening.
©
Focusthe
Education
2006
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Targets in Writing
Working Towards Stage 22
APS 27 (Secure Level 4b)
•I check that I have been consistent in my use of language associated with the
first, second and third person.
•At least one non-finite clause is included in piece of my writing.
•I am happy to listen to the views of a response partner or teacher and rethink
my writing as a consequence.
•I use precise words that describe any situation associated with specific
events as accurately as possible.
•I use more emotion and feelings when describing characters so that the
reader can gain a more vivid understanding of each character being
described.
•I provide clear narrative markers when using conventions such as flashbacks
or time shifts, so that the reader is not confused.
•I appreciate when writing a report or a letter that it usual to follow a time
sequence.
•In my argument writing, I include evidence from both sides and form some
conclusions.
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Targets in Writing
Working Towards Stage 23
APS 28 (Lower Level 4a)
•I am aware that time connectives can successfully move a story on.
•I use short, punchy phrases more regularly in my own story writing,
recognising the impact they are likely to have.
•I am aware of how to add suspense into writing.
•I can create more interesting characters by focusing on details of heir
behaviour and interaction with other characters.
•I can put just the right amount of humour, when needed, into my writing.
•I can set out a series of points in such a way as to persuade the reader of a
point of view.
•I vary the use of adjectives, verbs and adverbs so as to take account of the
particular points I am trying to make.
•When reading work through, I show keen awareness of the audience that is
going to read it, and try to hear what has been written from that point of view.
•I am happy to read my writing out to a group of people and listen carefully to
their considered criticism.
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Targets in Writing
Working Towards Stage 24
APS 29 (Secure Level 4a)
•I appreciate how the use of certain powerful verbs can add to the tension or
deepen the reader’s understanding of a specific situation.
•I can identify when and why I have imperatives.
•I can justify the order of clauses used in each sentence that I write and I mark
boundaries with commas.
•I create characters using: metaphor and similes; powerful verbs and seeing
them through the eyes of other characters.
•I am able to use dialogue between two people to help the reader understand
more about their relationship.
•I can use the correct phrases to portray different emotions to draw in the
reader.
•I recognise that certain characters that I write about will have their own
distinctive vocabulary or dialect.
•I am disciplined enough to be prepared to evaluate my own writing and make
changes to the order, or add or remove parts, as is necessary.
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Targets in Writing
Working Towards Stage 25
APS 30 (Lower Level 5c)
•My ideas are organised into a planned and coherent series of paragraphs;
•My writing is well constructed and shows a secure grasp of the chosen genre;
•I use a variety of narrative techniques to engage the reader;
•My work show some control of complex sentences;
•My use of text type securely establishes context and purpose;
•My use of different formats within a piece is appropriate and effective;
•I use stylistic devices to engage a specific readership;
•I can convey feeling through images rather than through direct statements.
•I am able to adapt my work for the reader;
•I use language precisely and effectively to conveys my intended meaning.
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Targets
in
Writing
Working Towards Stage 26
APS 31 (Secure Level 5c)
•My narrative pace and setting are manipulated to reflect mood;
•In each paragraph I use at least three different constructions to begin a
sentence.
•My characters are developed with direct and reported speech used to move
the story forward;
•I use adventurous and precise vocabulary for effect;
•My writing style is deliberate and maintained;
•I use position of clauses to achieve a specific effect;
•I can control the pace of a story to manipulate suspense.
•I can identify an example of a literary feature like personification or alliteration
in my writing.
•My main ideas are supported by relevant argument, or detail;
•I make appropriate choices between standard English, colloquialism or dialect
according to the formality of the writing.
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Targets in Writing
Working Towards Stage 27
APS 32 (Lower Level 5b)
•I make sure that elements of dialogue, action and description are
interwoven;
•I manage detail and sequence confidently to sustain the reader’s
interest (e.g. inclusion of conflict or the relationship between
characters, the management of surprise, and the use of devices
such as flashback and time shift);
•My viewpoint is well controlled (e.g. encourages reader to
sympathise with a particular character);
•I choose my vocabulary well for effect and precision.
•The length and structure of my sentences are varied;
•My writing features an introduction that establishes purpose and a
final paragraph that may offer an appropriate summary and/or
appeal to the reader;
•My vocabulary is well chosen for effect and precision.
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Targets in Writing
Working Towards Stage 28
APS 33 (Secure Level 5b)
•My writing will show control of the narrative by commenting on the
action or indicating the thoughts and feelings of the characters;
•My plot sequence may be disrupted for effect (e.g. focusing on
alternative action or character);
•My writing uses an appropriate range of figurative language to
enhance the narrative;
•My control of complex sentences shows understanding of how
clauses can be manipulated to achieve different effects;
•I choose adverbial and expanded noun phrases well so as to add
interest.
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Targets in Writing
Working Towards Stage 29
APS 34 (Lower Level 5a)
•My paragraphs are varied in length and structure;
•I manipulate connections between ideas in a variety of ways;
•My writing is well structured and shows sophisticated and
imaginative use of the chosen genre;
•My elements of dialogue, action and description are closely
interwoven;
•My vocabulary is chosen purposefully to create effects and sustain
interest;
•Each of my paragraphs has a clear focus.
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Targets in Writing
Working Towards Stage 30
APS 35 (Secure Level 5a)
•My characterisation is connected to key events in the narrative, and
relationships between characters may change as a result of what
happens to them in the story;
•My word order may be manipulated for emphasis; sentences may
include embedded subordinate clauses for economy of expression;
•My content is organised cohesively by reference within and
between paragraphs;
•My layout devices, (e.g. bullet points) are used as appropriate.
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Working Towards Targets
Key Stage 2
Reading
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Targets in Reading
Working Towards Stage 1
APS 6 (Lower Level 1c)
•I can talk about the texts I like and dislike;
•I point to specific known words as I read;
•I recognise initial letter sounds in unfamiliar words;
•I follow simple texts when someone reads to me.
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Targets in Reading
Working Towards Stage 2
APS 7 (Secure Level 1c)
•I can join in with parts of familiar text, especially repeated text or
rhymes;
•I listen attentively to a story;
•I use picture clues to help read simple text.
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Targets in Reading
Working Towards Stage 3
APS 8 (Lower Level 1b)
•I can read a range of familiar words;
•I recognise initial and final letter sounds in unfamiliar words;
•I use knowledge of letters/sounds to establish meaning.
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Targets in Reading
Working Towards Stage 4
APS 9 (Secure Level 1b)
•I can respond to events and ideas in non-fiction, when asked;
•I show understanding of the main ideas and events in a story;
•I guess at immediate events.
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Targets in Reading
Working Towards Stage 5
APS 10 (Lower Level 1a)
•I can sound out CVC words without prompt;
•I read a range of high frequency words (first level) without prompt;
•I express likes and dislikes about a wide range of texts;
•I predict what happens next in familiar texts;
•I can read aloud with support.
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Targets in Reading
Working Towards Stage 6
APS 11 (Secure Level 1a)
•I can establish meaning when reading aloud;
•I read familiar signs and labels;
•I recognise phonetically regular words;
•I make an attempt at unknown words, using knowledge of letters
and sounds;
•I make simple deductions with help and prompting from adults.
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Targets in Reading
Working Towards Stage 7
APS 12 (Lower Level 2c)
•I can read more than 90% of a passage independently, i.e. from an
appropriate selection of books for this stage of reading;
•I am aware of mistakes that have been made in my reading;
•I am using phonics to help decode unknown words;
•I can re-read a passage in an attempt to clarify meaning.
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Targets in Reading
Working Towards Stage 8
APS 13 (Secure Level 2c)
•I can re-tell the main events or give further information about a
character in the text;
•I comment on the most obvious features in the text, with the help of
an adult;
•I tend to read word by word;
•I still rely heavily on illustrations;
•I am beginning to use more than one strategy for decoding;
•I have a good understanding about the way informational text is
organised;
•I am beginning to have a grasp of plot.
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Targets in Reading
Working Towards Stage 9
APS 14 (Lower Level 2b)
•I can read accurately from a given range of texts making very few
errors;
•I am more aware of sentence construction and use full stops to aid
my expression;
•I pace my reading well, especially in parts of the texts;
•I can read ahead;
•I can extend the range of strategies used to decode unfamiliar
texts;
•I sometimes notice when the reading does not make sense.
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Targets in Reading
Working Towards Stage 10
APS 15 (Secure Level 2b)
•I can usually self-correct or attempt to use a strategy to work out
my error;
•I use graphic clues as an additional aid to help with reading;
•I understand and comment on plot, setting and characters in
familiar and unfamiliar texts;
•I understand and comment on the way information is presented in
fiction, non-fiction and poetry;
•I can comment on the setting;
•I refer to most, if not all, the main characters when re-telling a story;
•I distinguish between fact and opinion.
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Targets in Reading
Working Towards Stage 11
APS 16 (Lower Level 2a)
•My reading is accurate.
•I can read simple, unfamiliar text accurately.
•I can use a wide range of decoding skills to tackle unfamiliar words;
•I read ahead to confirm meaning;
•I enhance meaning through expression and intonation;
•I identify and comment on main characters in stories and the way
they relate to one another.
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207
Targets in Reading
Working Towards Stage 12
APS 17 (Secure Level 2a)
•I can express my own opinions about events and actions in text;
•I sometimes notice when the reading does not make sense and
take appropriate action;
•I self-correct, look backwards and forwards in the text and search
for meaning;
•I identify and comment on the main characters;
•I comment on the way characters relate to one another;
•I talk about things that might have happened and can make
predictions;
•I am beginning to comment on the way the writing is presented;
•I use knowledge of the alphabet to locate information in
dictionaries.
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208
Targets in Reading
Working Towards Stage 13
APS 18 (Lower Level 3c)
•I show understanding of the main points of the text and re-tell the
story;
•I read independently, using a range of reading strategies
appropriately to establish meaning;
•I express reading preferences – both by naming authors and by
talking about types of stories;
•I make sensible predictions about what is likely to happen in the
story and to different characters;
•I know how suspense is built up in a story, including the
development of the plot.
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209
Targets in Reading
Working Towards Stage 14
APS 19 (Secure Level 3c)
•I can prepare a reading that conveys humour;
•I recognise similarities in the plot or characters within different
stories;
•I read poetry, using intonation and expression, and handle humour
appropriately, when needed;
•I extract information from non-fiction texts, using contents, index,
chapters, headings and glossary appropriately;
•I recognise the main differences between fiction and non-fiction
text.
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210
Targets in Reading
Working Towards Stage 15
APS 20 (Lower Level 3b)
•I can read a range of texts fluently and accurately;
•I can compare different versions of the same myth and legend;
•Within the text, I can identify language which is different from that
in everyday use;
•I can dramatise and perform a story for others, using a narrator if
necessary;
•I can use appropriate voices for characters and adapt a story-telling
voice when needed.
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211
Targets in Reading
Working Towards Stage 16
APS 21 (Secure Level 3b)
•I can compare the way different news is presented in different
formats;
•I skim materials and note down different views and arguments;
•I distinguish between fact and opinion;
•I pause appropriately in response to punctuation and/or meaning;
•I justify predications they make by referring to the story;
•I consider different formats and approaches to book reviews.
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212
Targets in Reading
Working Towards Stage 17
APS 22 (Lower Level 3a)
•I am beginning to find meaning beyond the literal, e.g. the way
impressions of people are conveyed through choice of detail and
language;
•I respond to the tension in a story;
•I read ahead to determine direction and meaning in a story;
•I investigate what is known about the historical setting and events
and their importance to the story;
•I can deduce from the evidence in the text what characters are like;
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213
Targets in Reading
Working Towards Stage 18
APS 23 (Secure Level 3a)
•I explore figurative language and the way it conveys meaning
succinctly;
•I explore the relationship between a poet and the subject of a
poem;
•I identify the way a writer sets out to persuade;
•I skim materials to gain an overview;
•I devise questions and scan materials to locate information and
answers.
© Focus Education 2006
214
Targets in Reading
Working Towards Stage 19
APS 24 (Lower Level 4c)
•I can identify key points when reading appropriate texts and
understand the significant ideas, themes, events and characters;
•I can locate and use information from a range of sources, both
fiction and non-fiction;
•I am able to compare fictional accounts in historical novels with the
factual account;
•I can appreciate the bias in persuasive writing, including articles
and advertisements;
•I can talk widely about different authors, giving some information
about their backgrounds and the type of literature they produce.
© Focus Education 2006
215
Targets in Reading
Working Towards Stage 20
APS 25 (Secure Level 4c)
•I can use evidence from the text to justify opinions;
•I can use inference and deduction to work out the characteristics of
different people from a story;
•I can compare the language in older texts with modern standard
English (spelling, punctuation and vocabulary);
•By using the text, I can identify aspects of the way of life within the
story that are different from my own experiences;
•I can skim, scan and organise non- fiction information under
different headings;
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216
Targets in Reading
Working Towards Stage 21
APS 26 (Lower Level 4b)
•I can show awareness of the listener through the use of pauses,
giving emphasis and keeping an appropriate pace so as to entertain
and maintain interest;
•I can refer to the text to support predictions and opinions;
•I can show by my answers that I have read beyond the text;
•I can recognise complex sentences;
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217
Targets in Reading
Working Towards Stage 22
APS 27 (Secure Level 4b)
•I can understand how the meaning of sentences is shaped by
punctuation, word order or connectives;
•I can talk about the author’s techniques for describing characters,
settings and actions;
•I consider different ways in which information can be presented,
focusing on process, classification, chronology and the implications
for effective reading;
•I identify similarities and differences in the range of available
dictionaries, thesauruses, etc., and evaluate their usefulness;
•I can compare the opening of a particular novel with the beginning
of other novels I have read recently;
•I can locate relevant information and use findings coherently.
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218
Targets in Reading
Working Towards Stage 23
APS 28 (Lower Level 4a)
•I can tackle unfamiliar and challenging text with confidence;
•I can use skimming, scanning and note taking to identify the gist or
key points in a text;
•I can recognise the ways writers present issues and points of view
in fiction and non-fiction;
•I can identify how dialogue is used to present a character or how a
report is introduced;
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219
Targets in Reading
Working Towards Stage 24
APS 29 (Secure Level 4a)
•I can identify expressive, figurative and descriptive language used
to create effects in poetry and prose;
•I can talk about different aspects of language used in poems and
prose, for example, features of dialect or slang;
•I can evaluate text, referring to relevant passages to support my
opinion;
•I am able to cope with different features of the language, such as,
abbreviations, colloquialisms, and specialist vocabulary
•I can identify features of distinctive poetic form.
© Focus Education 2006
220
Targets in Reading
Working Towards Stage 25
APS 30 (Lower Level 5c)
•I can select relevant information and identify key features, themes
and characters from a range of appropriate texts;
•I can use voice and language to engage the reader;
•I can select sentences, phrases and relevant information to justify
opinions;
© Focus Education 2006
221
Targets in Reading
Working Towards Stage 26
APS 31 (Secure Level 5c)
•I can draw on detail to give persuasive answers to questions;
•I can explain implied meaning, making reference to text;
•I can use note-making effectively to summarise the main points of
the text; Can use note-making effectively to summarise the main points of the
text;
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222
Targets in Reading
Working Towards Stage 28
APS 33 (Secure Level 5b)
•I can use inference and deduction with much confidence;
•I can retrieve and collate information from a range of sources;
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223
Targets in Reading
Working Towards Stage 29
APS 34 (Lower Level 5a)
•I can describe and evaluate an author’s use of techniques, for
example, narrative structure, character action, themes or figurative
language, justifying interpretations by reference to text;
•I can consider arguments critically and consider techniques for
effective persuasion (choice of language, organisation and layout of
text);
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224
Targets in Reading
Working Towards Stage 30
APS 35 (Secure Level 5a)
•I can perceive hidden irony;
•I can investigate the degree of formality in written standard English.
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225
Working Towards Targets
Key Stage 2
Mathematics
© Focus Education 2006
226
Targets in Mathematics
Working Towards Stage 1
APS 6 (Lower Level 1c)
•I can count objects and match numbers to10;
•I read and write all numbers to 10, although I sometimes make
reversals;
•I can correct reversals in numbers when asked to check them;
•I can estimate to 10;
•I use vocabulary such as ‘too many’, ‘more’, ‘estimate’, ‘none’,
‘nought’;
•I can order numbers to at least 10;
•I can sequence 0, if included.
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227
Targets in Mathematics
Working Towards Stage 2
APS 7 (Secure Level 1c)
•I can count objects beyond 10;
•I match numbers to 10;
•I read and write all numbers to 10;
•I order numbers to at least 10, including zero;
•I add one more and count to 10;
•I record orally or pictorially;
•I take one away and work out how many are left
(up to 10);
•I can recognise a repeating pattern.
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228
Targets in Mathematics
Working Towards Stage 3
APS 8 (Lower Level 1b)
•I can add one more and count;
•I can add two sets of objects to 10;
•I use vocabulary such as ‘plus’, ‘how many more’;
•I record with number sentences, using the term ‘and makes’;
•I take one away and work out how many are left;
•I remove a smaller number of objects from a larger one and work
out how many are left;
•I use vocabulary such as ‘fewer’;
•I talk about and use the numbers set out in previous columns within
the context of number stories, as well as in stories about home and
school life;
•I can continue a repeating pattern.
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229
Targets in Mathematics
Working Towards Stage 4
APS 9 (Secure Level 1b)
•I can estimate to 10;
•I use vocabulary such as ‘too many’, ‘more’, ‘estimate’, ‘none’;
•I order numbers beyond 10 with pictorial support;
•I use vocabulary, such as ‘between’, ‘before’, ‘after’, ‘next’;
•I add two or three sets to 10;
•I use vocabulary such as ‘plus’, ‘how many more’ and ‘altogether’;
•I can record using number sentences;
•I use vocabulary such as ‘less’, ‘fewer’, ‘take away’;
•I talk about and use the numbers set out in previous columns within
the context of number stories, as well as in stories about home and
school life;
•I make a repeating pattern;
•I count the number of objects involved in a repeating pattern.
© Focus Education 2006
230
Targets in Mathematics
Working Towards Stage 5
APS 10 (Lower Level 1a)
•I can count sets of objects well beyond 10 with consistent accuracy;
•When writing numbers larger than 10, I will sometimes make
reversals of the two digits, but recognise inaccuracy when this is
pointed out;
•I can find a missing number in a simple sequence that increases by
one;
•I am beginning to use the symbol + ;
•I am beginning to use the symbol - ;
•I am beginning to understand and use the symbol = ;
•I can demonstrate confidence in working with numbers up to 30,
with the aid of mathematical equipment.
© Focus Education 2006
231
Targets in Mathematics
Working Towards Stage 6
APS 11 (Secure Level 1a)
•I am aware of the pattern that exists when writing numbers beyond
10;
•I can order numbers to about 30;
•I know how much to add to a given number to make a larger
number (up to about 20);
•I can demonstrate the use of recall of low numbers rather than
relying on counting;
•I know how much to take away from a given number to leave a
smaller number (up to about 20);
•I can use vocabulary such as ‘minus’;
•I am more confident working with higher numbers for the purpose
of addition rather than subtraction;
•When presented with written subtractions, I will often make ‘smaller
from
larger’ unit error unless using apparatus or a number line.
© Focus Education 2006
232
Targets in Mathematics
Working Towards Stage 7
APS 12 (Lower Level 2c)
•I can count objects well beyond 10;
•I read numbers up to 100;
•I can order numbers to at least 100;
•I use mental recall to add two numbers within range of
1-10;
•I use and respond to the symbols + and = ;
•I use mental recall to10, but not as confidently as with addition;
•I carry out subtraction, typically by counting back on a number line
or removing objects;
•I use and respond to symbols – and = ;
•I recognise and use halves in a practical context.
© Focus Education 2006
233
Targets in Mathematics
Working Towards Stage 8
APS 13 (Secure Level 2c)
•I am sometimes able to write numbers to 100 but am not always
secure;
•I may continue to make some errors with higher two-digit numbers;
•I can use a pattern to support ordering of numbers to 100;
•I can continue a number sequence with lower numbers;
•I can add two lower two-digit numbers by counting on, using a
number line or objects;
•When presented with written subtractions, I will often make ‘smaller
from larger’ unit error unless using apparatus or a number line;
•I can select addition or subtraction to solve problems if they are
presented in a familiar context and the language used is not
confusing;
•I can recognise and use quarters in a practical context, but usually
require
help.
© Focus Education 2006
234
Targets in Mathematics
Working Towards Stage 9
APS 14 (Lower Level 2b)
•I can read and write numbers to 100;
•I am sometimes unsure of the correct digit order when writing a few
(higher) numbers;
•I can use a number line or a pattern to count;
•I can partition a two-digit number into tens and units;
•I am beginning to use mental recall of number bonds within 10 to
add two-digit numbers;
•I am beginning to apply knowledge of number bonds within 10 to
subtract one-digit number from a two-digit number;
•I can select addition or subtraction to solve problems;
•I can recognise and show half and quarter of a familiar shape;
© Focus Education 2006
235
Targets in Mathematics
Working Towards Stage 10
APS 15 (Secure Level 2b)
•I can count high numbers of objects in twos, fives or tens;
•I can recognise and use simple number sequences (twos, threes,
fours, fives and tens);
•I can recognise odd and even numbers;
•I can order numbers and familiar measures, e.g. money (within
100), starting with the largest or the smallest;
•I am beginning to apply my understanding of two-digit numbers as
tens and units to the addition of two-digit numbers;
•I can use apparatus or number line/grid to subtract a two-digit
number from a larger two-digit number;
•I remain more confident with addition than subtraction;
•I can find half or a quarter of numbers to 20 that are multiples of
two or four respectively.
© Focus Education 2006
236
Targets in Mathematics
Working Towards Stage 11
APS 16 (Lower Level 2a)
•I can count and write numbers to 1000, although may require some
support with the written numbers;
•I have better understanding of place value with tens and units;
•I can discuss numbers in terms of hundreds, tens and units;
•I can use mental recall of number bonds within 10 to add two-digit
numbers;
•I am more confident in using number bonds when subtracting;
•I can recognise and use the ‘x’ symbol;
•I can find half of numbers to 20 and some higher numbers.
•I can compare angles with a right angle.
© Focus Education 2006
237
Targets in Mathematics
Working Towards Stage 12
APS 17 (Secure Level 2a)
•I can add two two-digit numbers that require carry over from units
to tens;
•I can recite the 2x, 5x and 10x table;
•I am beginning to use some recall of some number facts to solve
problems in relation to multiplication;
•I can find a quarter of multiples of four to 12 or 16;
•I can solve simple multiplication and sharing problems;
•I am beginning to show an organised and methodical approach to
solving problems.
•I can relate 2-D and 3-D shapes to drawings of them.
•I can draw and complete shapes with reflective symmetry.
© Focus Education 2006
238
Targets
in
Mathematics
Working Towards Stage 13
APS 18 (Lower Level 3c)
•I can count, read and write numbers to 1000;
•I am able to discuss numbers in terms of hundreds, tens and units;
•I round-up two-digit numbers to the nearest 10;
•I feel more secure in solving two-step problems involving numbers, money or
measures;
•I can use mental recall of number bonds to 20;
•I double and halve numbers with confidence;
•I recognise and use multiplication and division symbols;
•I am still at the stage of demonstrating a more secure understanding of
multiplication than division;
•I am very confident in applying the 2x, 5x and 10x tables.
•I can recognise horizontal and vertical lines.
•I can choose and use appropriate units to estimate, measure and record
measurements.
© Focus Education 2006
239
Targets in Mathematics
Working Towards Stage 14
APS 19 (Secure Level 3c)
•I can round-up three-digit numbers to the nearest 100;
•I recognise negative numbers as being below zero;
•I use negative numbers to measure minus degrees in the temperature scale;
•I use mental strategies or set out a computation to add/ subtract two-digit
numbers;
•I use informal methods to solve computational problems;
•I am becoming more accurate in solving subtraction problems;
•I can use a calculator to solve problems that involve four-digit numbers;
•I have knowledge of 2x, 5x, 10x table and are gaining in familiarity with the
3x, 4x and 6x tables.
•I can describe, visualise, classify and draw common 2-D and 3-D shapes.
•I can draw polygons and classify their properties.
© Focus Education 2006
240
Targets
in
Mathematics
Working Towards Stage 15
APS 20 (Lower Level 3b)
•I can count and write numbers in 1000s;
•I use understanding of place value to approximate numbers to nearest 10 or
100, when working with three-digit numbers;
•I know addition and subtraction facts to 20;
•I can apply this knowledge to work out number facts that cannot be recalled;
•I use understanding of number relationships as part of mental strategies;
•I use mental recall of 2x, 5x and 10x table;
•I know 3x and 4x tables;
•I recognise multiplication and division problems and cope sensibly with
remainders;
•I apply knowledge of times table to multiplication problems.
•I know that angles are measured in degrees and that a whole turn in 360
degrees.
•I can draw rectangles and measure and calculate their perimeters.
© Focus Education 2006
241
Targets in Mathematics
Working Towards Stage 16
APS 21 (Secure Level 3b)
•I am beginning to use decimal notation as a proportion of a unit and use this
within the context of money;
•I can recognise negative numbers in the context of temperature, money and
calculator display;
•I can recognise and use simple fractions, within an appropriate context;
•I can add and subtract two and three-digit numbers when there is carry over
or decomposition in one column;
•I have a more secure understanding of addition and subtraction and the
relationship between them;
•I can add or subtract small negative numbers, using a number line;
•I can understand multiplication as ‘lots of’ and repeated addition;
•I can understand division as sharing and begin to understand as repeated
subtraction.
•I can compare and order angles of less than 180 degrees.
•I choose and use standard metric units and their abbreviations when
© Focus Education 2006
estimating,
measuring and recording length, weight and capacity.
242
Targets in Mathematics
Working Towards Stage 17
APS 22 (Lower Level 3a)
•I can use my knowledge and understanding of place value to read
and write numbers in ten thousands and hundred thousands;
•I understand relationships between fractions, e.g. two quarters are
the same as one half, which is the same as four eighths;
•I am beginning to understand the value of numbers to the right of
the decimal point;
•I am beginning to relate vulgar and decimal fractions,
e.g. ½ = 0.5 ;
•I can add or subtract vulgar fractions and decimals to one place.
•I can make nets of common solids.
•I can classify polygons by their properties, including line symmetry.
•I am beginning to use decimal notation to record measurements,
© Focus
2006
eg,
1.3Education
m or 0.7kg
243
Targets in Mathematics
Working Towards Stage 18
APS 23 (Secure Level 3a)
•I am developing skills in operating negative numbers;
•I am increasing their range of mental strategies;
•I have secure recall of 2x, 3x, 4x, 5x and 10x tables;
•I have developing knowledge of other table facts to 10;
•I use doubling of known tables to help understand and know the
value of far higher tables;
•I can identify addition and subtraction relationships in patterns or
sequences of number;
•I can describe relationships in words, using appropriate
mathematical vocabulary.
•I can find the area of rectilinear shapes drawn on a square grid by
counting squares.
•I can read time to the nearest minute, use am and pm and 12 hour
clock
notation.
© Focus Education 2006
244
Targets in Mathematics
Working Towards Stage 19
APS 24 (Lower Level 4c)
•I know and understand that, when you multiply a number by 10, the
digits move one place to the left;
•I know and understand that when you multiply a number by 100,
the digits move two places to the left;
•I know and understand that when you divide a number by 10, the
digits move one place to the right;
•I know and understand that when you divide a number by 100, the
digits move two places to the right;
•I can order a set of negative numbers by value;
•I know the value of each digit in a decimal number with up to 2
decimal places.
•I can identify and describe properties of rectangles, triangles and
regular polygons and 3-D solids.
•I can draw and measure lines to the nearest millimetre
© Focus Education 2006
245
Targets in Mathematics
Working Towards Stage 20
APS 25 (Secure Level 4c)
•I can round decimals with one decimal place to the nearest whole
number;
•I can round a sum of money to the nearest pound;
•I can round a given length to the nearest metre;
•I know by heart all the multiplication facts to 10 x 10;
•I know by heart all the square numbers from 1 x 1 to 10 x 10;
•I can respond quickly to a multiplication question posed (within the
1x1 to 10x10 range).
•I can read and plot co-ordinates in the first quadrant
•I can recognise parallel and perpendicular lines.
•I can use a formula to calculate the area of a rectangle.
© Focus Education 2006
246
Targets in Mathematics
Working Towards Stage 21
APS 26 (Lower Level 4b)
•I recognise the equivalence between decimal and fraction forms of
one half, one quarter, three quarters, tenths and hundredths;
•I can calculate the difference between 2 numbers by counting up
through the next multiple of 10, 100 or 1000;
•I can subtract a near multiple of 10 or 100 and adjust;
•I use pencil and paper methods to support, record or explain
addition and subtraction calculation.
•I can draw and measure acute and obtuse angles using a
protractor.
•I can use my knowledge of properties to identify and draw nets of
3-D shapes.
•Using a grid I can draw a shape that has been reflected, translated
or rotated through 90 or 180 degrees.
•I can read time using the 24 hour clock notation.
© Focus Education 2006
247
Targets in Mathematics
Working Towards Stage 22
APS 27 (Secure Level 4b)
•I know how to set up a written addition calculation, lining up the units
underneath the units and so on;
•I use pencil and paper methods to add the most significant digits first and to
support, record or explain calculations;
•I use an efficient standard written method to add numbers with up to 6 digits;
•I use pencil and paper methods to subtract numbers with up to 4 digits
(decomposition);
•I know that, when decimal fractions are recorded in columns, the decimal
points should line up under each other.
•I can find the difference between a positive and a negative integer, or two
negative integers.
•I can identify all prime numbers up to 100.
•I can estimate angles and use a protractor to check my estimation.
•I can read timetables using a 24 hour clock notation.
© Focus Education 2006
248
Targets in Mathematics
Working Towards Stage 23
APS 28 (Lower Level 4a)
•I set out multiplication calculations in columns, putting the unit under the units
and the tens under the tens;
•I use partitioning to help solve short multiplication (HTU x U) questions
approximately to begin with, so as to help judge if the answer is correct;
•I use partitioning to solve long multiplication (TU x TU) questions
approximately first, to help judge if the answer is correct;
•I can solve single-step story problems about numbers in real life, choosing
the appropriate operation and method of calculation;
•I can use a calculator to solve problems involving multi-step calculations.
•I can explain and record single-step story problems, using numbers, signs
and symbols to help show how the problem was solved.
•I can use a protractor to estimate and calculate angles in a triangle or around
a point.
© Focus Education 2006
249
Targets in Mathematics
Working Towards Stage 24
APS 29 (Secure Level 4a)
•I solve 2-step story problems about numbers in real life, choosing
the appropriate operation and method of calculation.
•I can explain and record 2-step story problems, using numbers,
signs and symbols to help show how the problem was solved.;
•I solve multi-step story problems about numbers in real life,
choosing the appropriate operation and method of calculation;
•I solve multi-step problems involving money, time, length weight
and capacity.
•I can express one quantity as a percentage of another, eg, £30 as a
percentage of £150.
•I can find equivalent percentages, decimals and fractions.
•I can use co-ordinates in the first quarter to draw, locate and
complete shapes that meet given properties.
•I can select and use standard metric units and convert between
units using decimal places to two places.
© Focus Education 2006
250
Targets in Mathematics
Working Towards Stage 25
APS 30 (Lower Level 5c)
•I can find the difference between a positive and a negative integer,
or two negative integers, in context
•I use decimal notation for tenths, hundredths and thousandths;
partition, round and order decimals with up to three places, and
position them on the number line;
•I use knowledge of place value and multiplication facts to 10 x 10
to derive related multiplication and division facts involving decimals
(e.g. 0.8 x 7, 4.8 / 6) ;
•I use knowledge of multiplication facts to derive quickly squares of
numbers to 12 x12 and the corresponding squares of multiples of
10;
•I can calculate mentally with integers and decimals: U.t + U.t, U.t U.t, TU x U, TU / U, U.t x U, U.t / U;
•I can transform images using ICT.
•I can construct a triangle given two sides and the included angle.
© Focus Education 2006
251
Targets in Mathematics
Working Towards Stage 25 (continued)
APS 30 (Lower Level 5c)
•I can describe, identify and visualise parallel and perpendicular edges or
faces; use these properties to classify 2-D shapes and 3-D solids;
•I can make and draw shapes with increasing accuracy and apply knowledge
of their properties;
•I can read and interpret scales on a range of measuring instruments,
recognising that the measurement made is approximate and recording results
to a required degree of accuracy; compare readings on different scales, for
example when using different instruments;
•I can describe and predict outcomes from data using the language of chance
or likelihood;
•I can tabulate systematically the information in a problem or puzzle; identify
and record the steps or calculations needed to solve it, using symbols where
appropriate; interpret solutions in the original context and check their accuracy.
© Focus Education 2006
252
Targets in Mathematics
Working Towards Stage 26
APS 31 (Secure Level 5c)
•I can express one quantity as a percentage of another (e.g.
express 400 as a percentage of 1000); find equivalent
percentages, decimals and fractions;
•I can solve simple problems involving direct proportion by scaling
quantities up or down;
•I recognise that prime numbers have only two factors and identify
prime numbers less than 100; find the prime factors of two-digit
numbers
•I use approximations, inverse operations and tests of divisibility to
estimate and check results;
•I use efficient written methods to add and subtract integers and
decimals, to multiply and divide integers and decimals by a one-digit
integer, and to multiply two-digit and three-digit integers by a twodigit integer.
•I use coordinates in the first quadrant to draw, locate and complete
shapes that meet given properties;
© Focus Education 2006
253
Targets in Mathematics
Working Towards Stage 26 (continued)
APS 31 (Secure Level 5c)
•I can estimate angles, and use a protractor to measure and draw
them, on their own and in shapes; calculate angles in a triangle or
around a point;
•I can calculate the perimeter and area of rectilinear shapes;
estimate the area of an irregular shape by counting squares;
•I can construct and interpret frequency tables, bar charts with
grouped discrete data, and line graphs; interpret pie charts;
•I can suggest, plan and develop lines of enquiry; collect, organise
and represent information, interpret results and review methods;
identify and answer related questions;
•I can represent and interpret sequences, patterns and relationships
involving numbers and shapes; suggest and test hypotheses;
construct and use simple expressions and formulae in words then
symbols (e.g. the cost of c pens at 15 pence each is 15c pence)
© Focus Education 2006
254
Targets in Mathematics
Working Towards Stage 27
APS 32 (Lower Level 5b)
•I can compare and order integers and decimals in different
contexts;
•I understand how the commutative, associative and distributive
laws, and the relationships between operations, including inverse
operations, can be used to calculate more efficiently; use the order
of operations, including brackets;
•I can consolidate rapid recall of number facts, including
multiplication facts to 10 x 10 and the associated division facts;
•I can use correctly the vocabulary, notation and labelling
conventions for lines, angles and shapes;
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Targets in Mathematics
Working Towards Stage 27 (continued)
APS 32 (Lower Level 5b)
•I can convert between related metric units using decimals to three
places (e.g. convert 1375 mm to 1.375 m, or vice versa);
•I understand and use the probability scale from 0 to 1; find and
justify probabilities based on equally likely outcomes in simple
contexts;
•I can solve problems by breaking down complex calculations into
simpler steps; choose and use operations and calculation strategies
appropriate to the numbers and context; try alternative approaches
to overcome difficulties; present, interpret and compare solutions.
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Targets in Mathematics
Working Towards Stage 28
APS 33 (Secure Level 5b)
•I can order a set of fractions by converting them to decimals;
•I can consolidate and extend mental methods of calculation to
include decimals, fractions and percentages;
•I recognise the square roots of perfect squares to 12 x 12;
•I can extend knowledge of properties of triangles and quadrilaterals
and use these to visualise and solve problems, explaining reasoning
with diagrams;
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Targets in Mathematics
Working Towards Stage 28 (continued)
APS 33 (Secure Level 5b)
•I know the sum of angles on a straight line, in a triangle and at a
point, and recognise vertically opposite angles;
•I can solve problems by measuring, estimating and calculating;
measure and calculate using imperial units still in everyday use;
know their approximate metric values;
•I can explore hypotheses by planning surveys or experiments to
collect small sets of discrete or continuous data; select, process,
present and interpret the data, using ICT where appropriate; identify
ways to extend the survey or experiment;
•I represent information or unknown numbers in a problem, for
example in a table, formula or equation; explain solutions in the
context of the problem.
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258
Targets in Mathematics
Working Towards Stage 29
APS 34 (Lower Level 5a)
•I recognise approximate proportions of a whole and use fractions
and percentages to describe and compare them, r example when
interpreting pie charts;
•I use standard column procedures to add and subtract integers and
decimals, and to multiply two-digit and three-digit integers by a onedigit or two-digit integer; extend division to dividing three-digit
integers by a two-digit integer;
•I recognise and use multiples, factors, divisors, common factors,
highest common factors and lowest common multiples in simple
cases;
•I use all four quadrants to find coordinates of points determined by
geometric information;
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Targets in Mathematics
Working Towards Stage 29 (continued)
APS 34 (Lower Level 5a)
•I can identify all the symmetries of 2-D shapes; transform images
using ICT;
•I can calculate the area of right-angled triangles given the lengths
of the two perpendicular sides, and the volume and surface area of
cubes and cuboids;
•I can construct, interpret and compare graphs and diagrams that
represent data, for example compare proportions in two pie charts
that represent different totals;
•I can develop and evaluate lines of enquiry; identify, collect,
organise and analyse relevant information; decide how best to
represent conclusions and what further questions to ask.
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Targets in Mathematics
Working Towards Stage 30
APS 35 (Secure Level 5a)
•I use ratio notation, reduce a ratio to its simplest form and divide a
quantity into two parts in a given ratio; solve simple problems
involving ratio and direct proportion (e.g. identify the quantities
needed to make a fruit drink by mixing water and juice in a given
ratio);
•I can calculate percentage increases or decreases and fractions of
quantities and measurements (integer answers);
•I use bracket keys and the memory of a calculator to carry out
calculations with more than one step; use the square root key;
•I make and justify estimates and approximations to calculations;
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Targets in Mathematics
Working Towards Stage 30 (continued)
APS 35 (Secure Level 5a)
•I can construct a triangle given two sides and the included angle;
•I can write a short report of a statistical enquiry and illustrate with
appropriate diagrams, graphs and charts, using ICT as appropriate;
justify the choice of what is presented;
•I can generate sequences and describe the general term; use
letters and symbols to represent unknown numbers or variables;
represent simple relationships as graphs;
•I can explain and justify reasoning and conclusions, using notation,
symbols and diagrams; find a counter-example to disprove a
conjecture; use step-by-step deductions to solve problems involving
shapes.
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Working Towards Targets
Key Stage 2
ICT
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263
Targets in ICT :
Working Towards Stage 1
Working Towards Stage 2
APS 6 (Lower Level 1c)
APS 7 (Secure Level 1c)
• I can use the delete and backspace functions on the
keyboard;
• I can use a simple painting program to create a picture;
• I know that the digital camera can be used to create
pictures on the computer;
• I can take very effective pictures, using a camera; and
know what to do to improve them.
• I can open a program by clicking on the appropriate icon
on the desktop and can close down software;
• I can select an icon, drag it and drop it into the correct
place.
• I am confident in using the space bar;
• I can form a simple sentence on the screen, making use
of a given word bank.
Working Towards Stage 3
Working Towards Stage 4
APS 8 (Lower Level 1b)
APS 9 (Secure Level 1b)
• I can save work to a personal folder;
• I use a mouse to move and place items accurately on a
screen;
• I use the shift key to produce capital letters;
• I use pictograms to answer simple questions.
© Focus Education 2006
• I can sort out data and present it as a pictogram;
• I make independent choices about where text and
pictures are placed;
• I can describe and identify objects using key words;
• I know that it is easier to understand data that is
represented graphically rather than in text.
264
Targets in ICT :
Working Towards Stage 5
Working Towards Stage 6
APS 10 (Lower Level 1a)
APS 11 (Secure Level 1a)
• I can work out a sequence of instructions to give to a
floor robot;
• I can use tools like colour fill and brushes in a painting
package;
• I use motifs from clip art to add things to a scene
created.
• I can log on to the network, using the user name;
• I can record a message on a tape recorder;
• I can assemble error-free text with independence;
• I use ICT skills to classify information and present
findings in different ways.
Working Towards Stage 7
Working Towards Stage 8
APS 12 (Lower Level 2c)
APS 13 (Secure Level 2c)
•I can save work to own folder using the instruction
SAVE AS;
•I can use the return key to insert line breaks, and make
lists where appropriate;
•I know the difference between a contents page and CD
ROM menus;
•I know the terms upper and lower case;
•I use capital letters or bold text to highlight or emphasise
words in text;
•I know where to locate the question mark on a keyboard.
© Focus Education 2006
• I can use menus to locate information;
• I use index to locate information;
• I use hyperlinks or hot links to locate information.
265
Targets in ICT :
Working Towards Stage 9
Working Towards Stage 10
APS 14 (Lower Level 2b)
APS 15 (Secure Level 2b)
• I can delete and insert text;
• I use the ‘undo’ command to fix a mistake;
• I use the search tool to find the answers to simple
questions;
• I can create lists by using the return key;
• I use the shift key and capital lock for capital letters;
• I can successfully enter a sequence of instructions onto
a floor robot.
• I can alter the layout of a text to make it easier to read;
• I devise questions that have a yes/no answer and can
understand how a yes/no question can help to identify
objects;
• I know that a database cannot answer every question;
• I can program the floor turtle, using commands: forward,
back, left and right;
• I can program the turtle so that it arrives at a specific
spot.
Working Towards Stage 11
Working Towards Stage 12
APS 16 (Lower Level 2a)
APS 17 (Secure Level 2a)
•I know that additional fields can be added to a database;
•I use a pictogram to help answer specific questions;
•I can choose colours and patterns that suit their purpose;
•I program a quarter, half and full turns on a floor turtle.
© Focus Education 2006
• I can select and use simple mark-making tools, e.g.
brush and pen tools;
• I use the spray tools;
• I choose colours and patterns that suit their purpose;
• I add an extra field to a database (unaided);
• I use a pictogram to help answer specific questions.
266
Targets in ICT :
Working Towards Stage 13
Working Towards Stage 14
APS 18 (Lower Level 3c)
APS 19 (Secure Level 3c)
• I can centre and underline text;
• I can change the colour, size and style of font of
text;
• I use the mouse to highlight text;
• I use the shift key to produce punctuation marks
such as exclamation.
• I can amend text by over-typing and then save
the work;
• I can combine text and graphics (from clip art or
from CD-ROM);
• I can choose a font to emphasise text.
Working Towards Stage 15
Working Towards Stage 16
APS 20 (Lower Level 3b)
APS 21 (Secure Level 3b)
• I can compose and send e-mails;
• I can read and respond to e-mail;
• I can send an e-mail, using an address book;
• I can add an attachment to e-mail;
• I frame appropriate questions to use for e-mail;
• I prepare a message off-line to send via e-mail.
© Focus Education 2006
•I can copy an e-mail message onto hard disk;
•I can create an address book for e-mail;
•I can attach a sound file to an e-mail message;
•I can gather, exchange and develop information
using e-mail.
267
Targets in ICT :
Working Towards Stage 17
Working Towards Stage 18
APS 22 (Lower Level 3a)
APS 23 (Secure Level 3a)
• I can enter, sort and store information in a database;
• I use a database to produce a bar chart;
• I use ICT to record sounds;
• I use a database to help sort and use information
effectively.
• I can put together text, speech and graphics effectively;
• I use a database to enter simple questions;
• I know that a database can be searched by field;
• I can add lyrics or vocal sounds to a composition.
Working Towards Stage 19
Working Towards Stage 20
APS 24 (Lower Level 4c)
APS 25 (Secure Level 4c)
• I can use a digital camera independently;
• I can change page set up, eg, landscape to portrait;
• I can open a spreadsheet program and understand the
layout of cells;
• I can skim-read information and check its relevance and
then modify strategies.
• I can enter formulae into cells;
• I am able to highlight and change cells in a spreadsheet;
• I can enter data into a spreadsheet from facts given;
• I am able to understand and discuss meaning of bias;
• I can check databases for accuracy, and correct, where
necessary
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Targets in ICT :
Working Towards Stage 21
Working Towards Stage 22
APS 26 (Lower Level 4b)
APS 27 (Secure Level 4b)
• I can enter labels onto a spreadsheet;
• I can move, rotate and re-size shapes using an objectbased graphics package;
• I can create objects using geometric tools;
• I can carry out simple search using criteria, such as ‘is
the same as’ or ’contains’;
• I am able to use the terms ‘is bigger than’ and ‘is smaller
than’ and their symbols in search.
• I know the dangers and implications of using inaccurate
data;
• I can create a multimedia presentation, incorporating
images, sound and text;
• I can produce a diagram that shows links between pages
in a multimedia presentation;
• I am able to review the basic functions of a multimedia
presentation;
• I understand the needs of an audience of younger
children when preparing a multimedia presentation.
Working Towards Stage 23
Working Towards Stage 24
APS 28 (Lower Level 4a)
APS 29 (Secure Level 4a)
• I can prepare a multimedia presentation with any given
audience in mind;
• I am able to create a background, add a border and a
title to a multimedia card;
• I am able to pint a page from the Internet;
• I can collect information and store it for easy retrieval
when preparing a multimedia presentation.
© Focus Education 2006
• I can combine clip art and graphic objects in a
multimedia presentation;
• I can create a button to move from one card to another;
• I plan an outline for a multimedia presentation;
• I can work as part of a group and make amendments to
work in progress.
269
Targets in ICT :
Working Towards Stage 25
Working Towards Stage 26
APS 30 (Lower Level 5c)
APS 31 (Secure Level 5c)
• I can create hyperlink text links from one card to
another;
• I can set up title cards for a complex project and
buttons to navigate;
• I know how to import a sound on to card;
• I can add an animated graphic to a screen;
• I can access the Internet using a favourites list;
• I can bookmark favourite sites on the Internet;
• I can evaluate multimedia pages and recognise
the features of good page design.
• I can identify and enter the correct formulae into
cells on a database;
• I can copy cells on a database;
• I can use a spreadsheet to draw a graph or
chart;
• I can choose a range of pictures and texts taken
from the Internet to create an article;
• I can use IF….THEN and use REPEAT
FOREVER;
• I can set up a sensing software as part of a
control program, which can take samples of data
for a set period of time;
• I know that a source used in own work should
always be acknowledged;
• I know how to highlight key information
downloaded from the Internet.
270
© Focus Education 2006
Targets in ICT :
Working Towards Stage 27
APS 32 (Level 5b)
• I can use and program two inputs;
• I use spreadsheets to check predictions;
• I use a range of sources to check validity of information on a spreadsheet;
• I can interpret graphs and data collected from sensors;
• I can develop a system that controls events in response to conditions;
• I know that a computer is able to take samples of data for a set period of time;
• I know how to write and edit procedures to light up two light bulbs in sequence;
• I can write procedures that produce an action when the switch is pressed
© Focus Education 2006
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Working Towards Targets
Key Stage 2
Science
© Focus Education 2006
272
Targets in Science :
Working Towards Stage 1
Working Towards Stage 2
APS 6 (Lower Level 1c)
APS 7 (Secure Level 1c)
• I can show where the important parts of the body
are;
• I can talk about the changes that happen to
humans and animals as they get older;
• I can name some common materials;
• I know that the Sun is an important source of
light;
• I know that one cannot see in the dark.
© Focus Education 2006
•I can talk about the changes that happen to
humans and animals as they get older;
•I can find out about the characteristics of some
common materials;
•I know that it is dangerous to look directly at the
Sun.
273
Targets in Science :
Working Towards Stage 3
Working Towards Stage 4
APS 8 (Lower Level 1b)
APS 9 (Secure Level 1b)
• I can tell the difference between living and nonliving things;
• I can identify the following parts of plants: leaf,
root, stem and flower;
• I use terms like ‘bendy’, ‘rough’ and ‘hard’ when
talking about common materials;
• I know the difference between a pull and a push.
• I can name some common plants;
• I can compare the movements made by two
different objects;
• I recognise and describe different types of
sounds;
• I know that they use ears when they hear a
sound.
Working Towards Stage 5
Working Towards Stage 6
APS 10 (Lower Level 1a)
APS 11 (Secure Level 1a)
• I can explain why a plant is a living thing;
• I can help to make up a test about materials and
say what I have found out;
• I know that it is more difficult to hear a sound
when further away from the source.
•I know that plants needs light and water to grow;
•I can help set up an experiment to find out what
a plant needs to grow;
•With some help, I can make up a chart which
shows how sound becomes softer the further
away it is.
© Focus Education 2006
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Targets in Science :
Working Towards Stage 7
Working Towards Stage 8
APS 12 (Lower Level 2c)
APS 13 (Secure Level 2c)
• I can tell the difference between living and nonliving objects by the way they move and grow;
• I know that living things have to be handled very
carefully;
• I can suggest why some materials are better for
certain things than other materials;
• I know why shiny objects cannot be seen in the
dark.
• I know that adult animals no longer grow;
• I can suggest different ways of presenting
information;
• I can explain what happens if a plant is not
given light;
• I can make predictions about outcomes when
testing
materials;
• I know how a water wheel or a windmill moves;
• I know that when a sound is made something
moves or
vibrates.
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Targets in Science :
Working Towards Stage 9
Working Towards Stage 10
APS 14 (Lower Level 2b)
APS 15 (Secure Level 2b)
• I can name different types of food that we eat;
• I know about a balanced diet and can explain
why it is
important to keep healthy;
• I can think of questions to help know the
difference
between babies and toddlers;
• I can name some materials that occur naturally;
• I know how to use pushes or pulls to help an
object
speed up, slow down or change direction.
•I know that medicine can make people better, but
that care is needed when taking it;
•I know that animals produce young;
•I know that heat can change materials into other
types of material;
•I know that pushes and pulls are types of forces;
•I know how to set up an experiment about the
way objects move, and can tell if an experiment is
a fair one;
•I know a range of appliances that need electricity
to make them work.
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Targets in Science :
Working Towards Stage 11
Working Towards Stage 12
APS 16 (Lower Level 2a)
APS 17 (Secure Level 2a)
• I know that different plants and animals live in
certain places and I can give examples of these;
• I know that a plant produces seeds which grow
into plants themselves;
• I can describe what happens to water when it is
heated or is cooled;
• I know that electricity can be dangerous and I
can explain why.
• I can record the growth of a plant on a chart and
describe what I observed;
• I can record observations about materials on a
chart, but I also know when comparisons are not
fair;
• I can make a drawing of a simple working
electrical circuit;
• I can explain why one circuit works, but others
may not.
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Targets in Science :
Working Towards Stage 13
Working Towards Stage 14
APS 18 (Lower Level 3c)
APS 19 (Secure Level 3c)
• I can talk about a balanced diet;
• I know why it is sometimes necessary to take
medicines;
• I can describe the changes that happen to
humans as they get older;
• I know that ice, steam and water are the same
material and I know how to change one to
another.
© Focus Education 2006
• I can explain why different plants and animals
are found in different places;
• I can identify the things that will not change as
adults get older;
• I can explain how to reverse changes in
materials that have occurred;
• I know how to set out a circuit in a diagram and
how the diagram will explain every part.
278
Targets in Science :
Working Towards Stage 15
Working Towards Stage 16
APS 20 (Lower Level 3b)
APS 21 (Secure Level 3b)
• I know what an adequate and varied diet for
humans should comprise and know that there are
many ways of achieving one;
• I know that plants need light, water and healthy
leaves, roots and stems in order to grow well;
• I can tell what some common materials are used
for and why they are used for certain tasks;
• I can classify materials as magnetic or nonmagnetic.
•I know how and why teeth should be looked
after;
•I can set up fair experiments in order to find out
more about the way plants grow;
•I can describe some uses of magnets;
•I know how a shadow is formed and that a
shadow is similar in shape to the object forming it.
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Targets in Science :
Working Towards Stage 17
Working Towards Stage 18
APS 22 (Lower Level 3a)
APS 23 (Secure Level 3a)
• I can find out information about diets and
present it in many different ways;
• I can set up an experiment to find out
information about different materials;
• I can name and tell you about the characteristics
of several rocks;
• I can set up an experiment to help understand
what happens to shadows over a period of time.
© Focus Education 2006
• I know that a force acts in a particular direction;
• I can make predictions about what happens to
shadows formed by different materials and
objects;
• I know that even transparent objects block out
some light and form shadows;
280
Targets in Science :
Working Towards Stage 19
Working Towards Stage 20
APS 24 (Lower Level 4c)
APS 25 (Secure Level 4c)
•I can identify the components of a healthy and
varied diet and describe how an idea about the
effect of diet on health was tested;
•I can recognise that during exercise the heart
beats faster to take blood more rapidly to the
muscles;
•I can name and explain the functions of some
parts of a flower;
•I can explain how to carry out a fair test to find
the conditions necessary for germination;
•I can explain that living things need to reproduce
if the species is to survive;
•I recognise some harmful effects of drugs;
•I can describe the processes of pollination,
fertilisation, seed dispersal and germination;
•I recognise stages in the growth and
development of humans;
•I recognise that air is material;
•I recognise that air is one of a range of gases
which have their uses;
•I recognise that liquids evaporate to form gases;
•I recognise that the Earth, sun and moon are
spherical and support this with some evidence;
•Suggest how to change the pitch and loudness
of the sounds produced by a range of music
instruments
© Focus Education 2006
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Targets in Science :
Working Towards Stage 21
Working Towards Stage 22
APS 26 (Lower Level 4b)
APS 27 (Secure Level 4b)
•I make careful measurements of pulse rate;
•I can explain why it is important to use a number
of seeds or plants in an investigation into growth
and germination;
•I recognise when observations and
measurements need to be repeated;
•I can provide explanations for what I observe in
terms of knowledge and understanding about
gases;
•I can explain the relationship between liquids and
solids in terms of evaporation;
•I can explain how changing conditions affect
processes such as evaporation and
condensation;
•I recognise that it is daylight in the part of the
Earth facing the sun;
•I can describe ways in which the pitch of sound
made by a particular instrument or vibrating object
can be raised or lowered.
•I can explain why repeated measurements of
pulse rate should be made;
•I can explain why it is important to test the effects
of exercise on the pulse rate of several people;
•I can explain some early evidence for the effect
of diet on health;
•I can make distinctions between the properties of
solids, liquids and gases;
•I recognise that the moon orbits the Earth and
identify patterns in secondary data about sunset
and sunrise;
•I can explain that the changes in the appearance
of the moon over a period of 28 days occur
because the moon orbits the Earth once every 28
days;
•I can identify what is vibrating in a range of
musical instruments.
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Targets in Science :
Working Towards Stage 23
Working Towards Stage 24
APS 28 (Lower Level 4a)
APS 29 (Secure Level 4a)
• I recognise that a green plant needs light and water to
grow well;
•I recognise that there are many very small organisms
which can cause illness or decay or which can be used in
food production;
•I recognise that solids remain in the solution when they
dissolve and can be recovered by evaporation;
•I recognise the hazards of burning materials;
•I can identify that weight is a force and is measured in
Newtons;
•I can describe some situations in which there are two
forces acting on an object;
•I recognise that light travels from one light source;
•I recognise that when light hits a shiny surface, it is
reflected;
•I can suggest ways of changing the brightness of a bulb
in a circuit;
•I can successfully draw a circuit diagram;
•I can construct circuits from diagrams using conventional
symbols;
•I recognise that a green plant produces new materials
from air and water;
•I can describe how animals in two habitats are suited to
the conditions;
•I recognise that micro-organisms feed, grow and
reproduce like other organisms;
•I recognise that there is a limit to how much solid will
dissolve in a liquid;
•I can classify some changes, eg, dissolving, as reversible
and others, eg burning as irreversible;
•I recognise that irreversible changes often make new and
useful materials;
•I can draw a diagram to show a force acting on an object;
•I use a forcemeter accurately to measure forces;
•I recognise that light sources are seen when light from
them enters the eyes;
•I can set up a circuit which can be used to investigate an
idea;
•In use knowledge about electrical conductors and
insulators to answer questions about circuits.
© Focus Education 2006
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Targets in Science :
Working Towards Stage 25
Working Towards Stage 26
APS 30 (Lower Level 5c)
APS 31 (Secure Level 5c)
• I can represent feeding relationships in food
chains beginning with green plants;
• I use a key to identify animals and plants;
• I recognise that green plants are the sources of
food for all animals;
• I recognise that green plants produce materials
for new growth from air and water in the
presence of light;
• I can describe, using evidence, that yeast is
living;
• I can identify several factors that affect the rate
at which a solid dissolves;
• I present results in a suitable graph and can
explain what the results show;
• I can explain that in some cases the new
material arising from reversible and irreversible
changes are gases;
• I describe and explain the motion of some
familiar objects in terms of several forces acting
on them;
• IFocus
canEducation
interpret2006
quite complex circuit diagrams;
©
• I can explain how micro-organisms can move
from one food source to another;
• I can explain how the movement of microorganisms between food sources can cause
food poisoning;
• I successfully investigate an aspect of
dissolving;
• I can explain the difference between shadow
formation and reflection in terms of a path of
light
• I can describe the difference between wires
usually used for circuits and fuse wires;
284
Working Towards Targets
Key Stage 2
Design and Technology
© Focus Education 2006
285
Targets in Design and Technology :
Working Towards Stage 1
Working Towards Stage 2
APS 6 (Lower Level 1c)
APS 7 (Secure Level 1c)
• I have used construction kits, chosen by my
teacher;
• With help, I have made a moving object;
• I can describe tastes and textures of some fruit
and vegetables;
• With support, I can build a model from reclaimed
materials.
•I have constructed models mainly from one type
of kit, following instructions or plans;
•I can build a model from construction kit
components and attach features to the model, eg
roofs and windows using sheet or reclaimed
materials.
© Focus Education 2006
286
Targets in Design and Technology :
Working Towards Stage 3
Working Towards Stage 4
APS 8 (Lower Level 1b)
APS 9 (Secure Level 1b)
• I have used tools safely to make an object that
incorporates a simple lever or slider;
• I have used given techniques to practise my making
skills and as a starting point for developing my own
ideas;
• I have joined construction kit components together and
combined them with other materials;
• I have successfully constructed a realistic model of an
item, such as playground equipment;
• I have an understanding of the properties, including
taste, texture and appearance, of a range of fruit and
vegetables;
• I can construct a model home, incorporating the main
features of windows and doors.
© Focus Education 2006
• I have been able to talk about how simple moving
products work;
• I have assembled a model with accuracy and can talk
about how it is appropriate for the intended user;
• I can prepare and combine ingredients into a specific
product;
• I can show an understanding of different types of
buildings and their main features.
287
Targets in Design and Technology :
Working Towards Stage 5
Working Towards Stage 6
APS 10 (Lower Level 1a)
APS 11 (Secure Level 1a)
•I have developed my own ideas from initial
starting points;
•I have made simple judgements about my work;
•I have used a wide range of materials and
construction techniques;
•I have incorporated some type of movement into
my model;
•I can add more details and features to a
construction, (eg, stairs, interior rooms, cut-out
windows, curtains, gutters) and be able to say
why they have included them;
© Focus Education 2006
•I have recorded my models by drawing and
labelling;
•I can easily identify what is, and what is not,
working well with my model;
•I have a basic understanding of structures to
make my models strong and stable.
288
Targets in Design and Technology :
Working Towards Stage 7
Working Towards Stage 8
APS 12 (Lower Level 2c)
APS 13 (Secure Level 2c)
• I can make clear suggestions as to what I intend
to do;
• I can make a winding mechanism from
construction kits;
• With support, I can use a graphics program.
• I can attempt to create a vehicle which
represents my original idea;
• With support, I can create an object such as a
puppet by gluing two pieces of fabric together
and adding features using appropriate materials
and techniques;
• After prompting, I will have suggested at least
one improvement to my idea;
© Focus Education 2006
289
Targets in Design and Technology :
Working Towards Stage 9
Working Towards Stage 10
APS 14 (Lower Level 2b)
APS 15 (Secure Level 2b)
•After clarifying ideas through discussion, I have
gained an understanding of how simple
mechanisms related to moving vehicles work;
•I will have discussed my ideas as they develop
and will be able to say what my design has to do;
•I will have gained an understanding of simple
winding mechanisms and make realistic
suggestions as to how my ideas can be achieved;
•I can construct mechanisms using construction
kits and reclaimed materials;
•I can use a graphics program to try out my ideas
and suggest improvements
•I can make a wheeled vehicle which moves and
which generally matches my design intention;
•I will have stitched two pieces of fabric together
and added features using appropriate materials
and techniques;
•I can say what works well in my model;
•With minimal guidance, I can work with
increasing care and accuracy using the tools and
techniques shown to me.
© Focus Education 2006
290
Targets in Design and Technology :
Working Towards Stage 11
Working Towards Stage 12
APS 16 (Lower Level 2a)
APS 17 (Secure Level 2a)
• I show a wider understanding of building a
model and will have incorporated moving parts,
(eg, opening doors and windows, tipping bodies
or simple steering) into their design, after
reflecting on their early ideas;
• I can reflect on my own ideas and work
independently to create my own object, such as
a puppet, using appropriate techniques to
measure, mark-out and join the fabric pieces I
have selected;
• When making an object such as a puppet I will
have added features to capture particular
characteristics and expressions;
• I can communicate my ideas clearly and make a
model with two or more winding mechanisms;
• I can use a graphics program competently to
show realistic ideas.
• I can create a working model which matches my
design intention, after having made judgements
about what I want the design to do;
• I can identify how well an object such as a
puppet works in relation to simple design criteria;
• I can connect two mechanisms so that one
drives the other;
• I can make judgements about my product in
relation to my design idea and suggest
improvements to my design.
© Focus Education 2006
291
Targets in Design and Technology :
Working Towards Stage 13
Working Towards Stage 14
APS 18 (Lower Level 3c)
APS 19 (Secure Level 3c)
•I know that most packaging can be unfolded to
form a net;
•I can gather a range of ingredients needed to
prepare a snack;
•I have developed a limited understanding of
simple pneumatic systems;
•With support I can make a free-standing
photograph frame.
© Focus Education 2006
•I can use a pre-drawn net to create a package;
•I can prepare a snack and discuss how it meets
a given purpose;
•With support, I can work with others to create a
model with a moving part controlled by a
pneumatic system;
292
Targets in Design and Technology :
Working Towards Stage 15
Working Towards Stage 16
APS 20 (Lower Level 3b)
APS 21 (Secure Level 3b)
•I will have investigated a commercially made
package and can recognise how such packages
are assembled;
•I can evaluate my original package against the
original criteria;
•I can work as part of a team to design and make
at least one moving part controlled by a
pneumatic system;
•I can understand ways in which structures can
be made more stable.
•I can make up mock-ups of their ideas before
measuring, marking out, cutting and assembling
with accuracy;
•I can produce packaging that is visually lively,
accurately made and appropriate for its purpose;
•I can consider how well a snack I have designed
achieves its original purpose;
•I will have developed an understanding of simple
pneumatic systems;
© Focus Education 2006
293
Targets in Design and Technology :
Working Towards Stage 17
Working Towards Stage 18
APS 22 (Lower Level 3a)
APS 23 (Secure Level 3a)
• I can produce labelled diagrams of ideas to be
made at a later time;
• I will be able to match materials, tools and
techniques to the task;
• I will have identified what is and is not working
well and suggest at least one modification;
• I can suggest modifications to my original idea;
• I will have worked as part of a team to design
and make a model that has two moving parts
controlled by a pneumatic system.
© Focus Education 2006
• I can identify what is and is not working well with
my chosen designs and suggested at least one
modification;
• I will have considered a greater range of ways of
making a structure stable, justifying my choices.
• I can evaluate my structures in relation to my
design criteria;
• I can produce a step-by-step plan for the
production of my chosen design.
294
Targets in Design and Technology :
Working Towards Stage 19
Working Towards Stage 20
APS 24 (Lower Level 4c)
APS 25 (Secure Level 4c)
•I recognise that sound can be created in several different
ways;
•I will have gathered and used information to generate a
number of ideas and selected one design for making a
musical instrument;
•I will have modeled parts of my design as appropriate,
and/or produced annotated diagrams;
•I will have made suggestions about how I should plan
and make a product;
•I will have measured, marked out, cut and assembled my
product with accuracy;
•I will have used my experiences of food ingredients and
cooking methods to help generate ideas;
•I will have produced an order of work and chosen
equipment appropriately;
•I will have clear ideas related to food hygiene and safety;
•I will have produced sketches and step-by-step plans and
identified tools and materials;
•I will have evaluated my work carefully and focused on a
final evaluation linked to my original criteria;
•I will have used ICT for research and designing;
•I will have drawn on my understanding of the
characteristics and properties of foods to select
appropriate ingredients;
•I will have used prototypes to test ideas before
developing a set of plans to work from;
•I will have made a model which is accurate, functions well
and is well finished and appropriate for the user;
•I will have compared my product to the original plan when
evaluating, and suggested ways to improve the finished
product;
•I will have evaluated several ideas and drawn up a
specification to inform the design;
•I will have used tools and equipment accurately and
safely to create a quality outcome that meets the original
design specification.
© Focus Education 2006
295
Targets in Design and Technology :
Working Towards Stage 21
Working Towards Stage 22
APS 26 (Lower Level 4b)
APS 27 (Secure Level 4b)
• I will have reinforced and strengthened
frameworks using triangulation and carried out a
fair test;
• I can include in my designs drawings that show
several alternative ideas;
• I will take information from my investigations to
use in my own products;
• I can evaluate critically both the appearance and
function of a product against my original
specifications;
• I will be familiar with how an electrical motor
behaves when connected in an electrical circuit;
• I will know how to harness the rotation produced
by a motor to drive a moving part on a model I
have made, employing belts and pulleys;
• I will have gained an understanding of how
electricity is used to drive products;
• I will have set out a step-by-step approach to
how my product/ model will be made, and listed
the tools and materials to be used;
• I will be able to identify what is, and what is not,
working well with my chosen designs, and
modified my designs as I went along;
• I will have worked independently and
systematically to design and make a product of
high quality, drawing on evaluation of existing
products and trialling my own ideas;
• I will be able to give clear reasons for choosing a
specific idea, taking into account construction
methods, appearance and function of my
product;
• I will have analysed possible designs in some
depth against the design criteria, displaying
awareness of constraints and the implication of
changes;
© Focus Education 2006
296
Targets in Design and Technology :
Working Towards Stage 23
Working Towards Stage 24
APS 28 (Lower Level 4a)
APS 29 (Secure Level 4a)
•I can produce a working model which can rotate
at different speeds and may include other rotating
mechanisms;
•I will have communicated design ideas clearly
and implemented improvements;
•I will have designed and made a well-finished
working model incorporating a motor by which I
can control the speed and direction of movement;
•I will give greater consideration to the intended
user of my model.
• I can investigate the properties of materials and
decide how they can best be used;
• I can work out how to use belts and pulleys to
make a mechanism work;
• I can carry out thorough tests and suggest
several alternatives before making improvements
to my work;
• I will take time to find out if designs meet the
needs of users as I progress;
• I can communicate ideas and alternative ideas,
and show awareness of the constraints of my
ideas
• I can present a persuasive text on the benefits
of my product.
© Focus Education 2006
297
Targets in Design and Technology :
Working Towards Stage 25
APS 30 (Level 5c)
• I use a range of ways of seeking the views of intended users of my products (market
research);
• I use the Internet to thoroughly research products and the environments in which they
are used;
• I can control devices using ICT with accuracy ;
• I use understanding of the characteristics of familiar products when developing and
communicating ideas;
• I know that resources are a constraint but can still plan costs and own time, and take
account of the best materials to use for a product.
© Focus Education 2006
298
Working Towards Targets
Key Stage 2
History
© Focus Education 2006
299
Targets in History
Working Towards Stage 1
Working Towards Stage 2
APS 6 (Lower Level 1c)
APS 7 (Secure Level 1c)
•I can identify the main differences between old
and new objects;
•I use words and phrases like ‘old’, ‘new’ and
‘very old’ to help understand passing of time.
•I can ask and answer questions about old and
new objects, such as toys;
•I can identify objects as belonging to the present
or the past.
Working Towards Stage 3
Working Towards Stage 4
APS 8 (Lower level 1b)
APS 9 (Secure level 1b)
•I can distinguish between present and
past in my own and other people’s lives;
•I use words and phrases about the passing of
time;
•I recognise household objects from the past and
present;
•I collect information about the past by asking
questions of older people, looking at older objects
and reading books.
© Focus Education 2006
•I am beginning to explain the differences
between old and new objects;
•I recognise old household artefacts and can say
in which room they would be found;
• I have a good knowledge about how objects in
the past were used.
300
Targets in History
Working Towards Stage 5
Working Towards Stage 6
APS 10 (Lower Level 1a)
APS 11 (Secure level 1a)
•I am beginning to compare my home life now
with that of my grandparents;
•I am beginning to give some reasons for the
differences between old and new toys and
household objects.
•I can correctly order a set of objects
chronologically;
•I can offer explanations as to why I have placed
objects in chronological order in the way I have;
•I can explain why people from different societies
lived in different styles of homes.
Working Towards Stage 7
Working Towards Stage 8
APS 12 (Lower Level 2c)
APS 13 (Secure level 2c)
•I am happy to learn about the past by talking to
an older person;
•I can accurately sequence events in someone’s
life, using books to do so;
© Focus Education 2006
•I know that there are several ways of finding out
about the past;
•I can recount the life of someone that I have
studied;
•I can draw accurate conclusions from looking at
pictures of events of the past;
301
Targets in History
Working Towards Stage 9
Working Towards Stage 10
APS 14 (Lower Level 2b)
APS 15 (Secure level 2b)
•I can recount and sequence correctly information
about a famous person’s life;
•I can use videos, pictures and books to find out
more about a famous person from the past.
•I appreciate the difference between something
old and something that is worn;
•I can give at least one good reason for the
actions of one person or a group of people from
the past;
•I am beginning to understand that events in the
past can be represented in different ways.
Working Towards Stage 11
Working Towards Stage 12
APS 16 (Lower Level 2a)
APS 17 (Secure level 2a)
•I can chronologically order a set of photographs
or pictures and give good reasons for it;
•I can recognise why eye-witness accounts of a
famous event may vary;
•I am aware that actions taken by people in the
past affect our lives today.
© Focus Education 2006
•I use a range of information to ask and answer
questions about events in the past;
•I understand that my area was different in the
past;
•I can make some comparisons between my area
in the past and today;
•I use dates and technical vocabulary accurately
when sequencing events.
302
Targets in History
Working Towards Stage 13
Working Towards Stage 14
APS 18 (Lower Level 3c)
APS 19 (Secure level 3c)
•I know that people who lived in the past cooked
and travelled differently and used different
weapons from ours;
•I can answer questions about the past by
selecting and combining information from sources
and giving reasons for their selection;
•I recognise some of the similarities and
differences in living conditions at different times in
their area.
•I recognise that people who have lived in the
past will have helped to shape our lives today;
• I am beginning to recognise that different people
have differing views of events in history;
• I know of a range of artefacts used by people in
the past and can explain how they work.
•I recognise buildings and features in their local
area and know that the locality has changed over
time;
•I can demonstrate factual knowledge and
understanding about the history of my locality, or
about some of the main events and people linked
to my area;
© Focus Education 2006
303
Targets in History
Working Towards Stage 15
Working Towards Stage 16
APS 20 (Lower Level 3b)
APS 21 (Secure level 3b)
•I use pictures of different sources and
reconstructions to find out more about a particular
period in history;
• I can communicate knowledge and
understanding orally and in writing and offer
points of view based upon what I have found out;
• I recognise that the lives of wealthy people were
very different from those of poor people;
•I can describe and compare features of my local
area and identify changes within and across the
periods;
© Focus Education 2006
•I recognise the main similarities and differences
between a time in the past and now;
•I know that a historical event can be interpreted
in different ways;
•I can summarise the main aspects of life for rich
and poor people in the past;
•I can select and combine information from
several sources to find out about aspects of the
past in their locality.
304
Targets in History
Working Towards Stage 17
Working Towards Stage 18
APS 22 (Lower Level 3a)
APS 23 (Secure level 3a)
•I show a degree of empathy with children who
lived in the past;
•I can recognise how the lives of people who lived
in the past would be different from my own;
•I can explain why there were differences in
people’s lifestyles for a given period in history.
•I can identify and locate in time some
characteristic features of the post-war years;
•I can demonstrate knowledge and understanding
of why people left their homeland to settle in other
countries;
•I present information I have researched, using
terminology appropriate to the historical period
being studied;
•I understand and begin to use the terms BC and
AD to locate appropriate historical dates.
© Focus Education 2006
305
Targets in History
Working Towards Stage 19
Working Towards Stage 20
APS 24 (Lower Level 4c)
APS 25 (Secure level 4c)
•I can ask and answer questions related to an
archaeological site;
•I understand why different accounts of history
can give a positive or a negative view of people in
history, eg, the Vikings or the Romans;
•I am quick to recognize the differences between
ancient civilizations and people who lived in the
recent past;
© Focus Education 2006
•I understand the strengths and limitations of
archaeological evidence;
•I can describe some features of an Ancient
civilization being studied and can describe
important features of life in that time, comparing
life in different city states;
•I can explain some of the beliefs of an ancient
civilization and why its people held them;
306
Targets in History
Working Towards Stage 21
Working Towards Stage 22
APS 26 (Lower Level 4b)
APS 27 (Secure level 4b)
•I can place the changes in a given period within
a chronological framework;
•I am able to make appropriate use of dates and
terms;
•I present selected information using some
specialist terms;
•I can interpret an event from one perspective
and, in so doing, show an appreciation of other
possible interpretations.
© Focus Education 2006
•I can select and combine information from
several sources to find out about the past;
•I give results of some of the main events and
changes in the locality during a given period;
•I produce extended historical writing that is
organised and structured appropriately;
307
Targets in History
Working Towards Stage 23
Working Towards Stage 24
APS 28 (Lower Level 4a)
APS 29 (Secure level 4a)
•I make links between the changes and the
causes of the changes within a given period, and
describe these links in some detail;
•I use a range of sources to reconstruct aspects
of the life of particular workers from another time
in history;
•I demonstrate an ability to assess the importance
of an individual to the history of the period;
•I use sources critically within the enquiry to reach
and support their conclusions about changes in a
given period of British history;
•I can describe reasons for, and outcomes of,
particular voyages of exploration and attempts at
settlement;
© Focus Education 2006
•I can select and combine information from a
range of archaeological sources;
•I show some understanding of key changes in
post-war society and culture;
•I understand the strengths of and similarities
between different sources of information;
•I select and combine information to produce
extended descriptions of aspects of life in an
ancient civilization;
308
Targets in History
Working Towards Stage 25
Working Towards Stage 26
APS 30 (Lower Level 5c)
APS 31 (Secure level 5c)
•I can understand why something introduced by
an ancient civilization is still in use today;
•I can demonstrate factual knowledge and
understanding about the everyday lives of men
and women in a given civilisation and use it to
describe the characteristic features;
•I describe reasons for and results of particular
events;
•I can use my knowledge and understanding of a
given civilisation to make links with other societies
and periods;
•I demonstrate an ability to assess the importance
of an individual to the history of the period;
•I use my knowledge and understanding of a
given period to make links with other societies
and periods;
•I select and combine information from a range of
sources to reach substantiated conclusions;
•I can work independently to produce a structured
account of the legacy of an ancient civilization,
using dates and terms as appropriate.
© Focus Education 2006
309
Working Towards Targets
Key Stage 2
Geography
© Focus Education 2006
310
Targets in Geography
Working Towards Stage 1
Working Towards Stage 2
APS 6 (Lower Level 1c)
APS 7 (Secure Level 1c)
•I can annotate a simple map showing some
features;
•I can talk about dangers of parking and general
mis-use of the roads outside school;
•I know the main features of a seaside resort.
•I can talk about their own homes, explaining
what can be found in different rooms;
•I understand that people play a part in
developing and changing their local area;
Working Towards Stage 3
Working Towards Stage 4
APS 8 (Lower Level 1b)
APS 9 (Secure Level 1b)
•I am beginning to recognise what it means to
belong to a variety of groups and communities,
e.g. recognise some celebrations, customs,
festivals and practices of a variety of different
groups;
•I am able to carry out a local survey and draw
some specific conclusions from my evidence.
© Focus Education 2006
•I can discuss ways of tackling specific issues in
my area, eg, parking outside school;
•I am familiar with a contrasting environment in
the UK;
311
Targets in Geography
Working Towards Stage 5
Working Towards Stage 6
APS 10 (Lower Level 1a)
APS 11 (Secure Level 1a)
•I can make up maps to represent make-believe
places;
•I can begin to follow a route on a map between
two familiar places;
•I can talk about why seaside resorts around the
world can be popular.
•I am aware that geographical features differ from
place to place, e.g. some areas are flat whilst
others are hilly;
•I can take digital photographs of different
geographical features in my area.
Working Towards Stage 7
Working Towards Stage 8
APS 12 (Lower Level 2c)
APS 13 (Secure Level 2c)
•I use an increasing number of geographical
terms, such as ‘hill’, ‘river’ and ‘road’, when
describing what I can see;
•I start to talk about contrasting localities.
© Focus Education 2006
•I know my own address and post code;
•I know about the effects of weather on myself
and my surroundings.
312
Targets in Geography
Working Towards Stage 9
Working Towards Stage 10
APS 14 (Lower Level 2b)
APS 15 (Secure Level 2b)
•I can follow directions, including terms like ‘front
of’, ‘far’, ‘near’, ‘right’, ‘left’, ‘north’, ‘south’, ‘east’
and ‘west’;
•I know that I live in the U.K. and that the U.K. is
made up of England, Wales, Scotland and
Northern Ireland.
•I can use and make up real and imaginary maps;
•I can point to the place I live on the map of the
U.K.;
•I can talk, with some confidence, about the
differences between my local area and a
contrasting place.
Working Towards Stage 11
Working Towards Stage 12
APS 16 (Lower Level 2a)
APS 17 (Secure Level 2a)
•I can follow a route on a map or plan;
•I can talk about likes and dislikes in relation to
the environment.
© Focus Education 2006
•I use maps and globes to identify major
geographical features, e.g. sea, rivers and cities;
•I show a greater understanding of a more distant
place and can carry out more individual research
on that country;
•I can carry out research about another place.
313
Targets in Geography
Working Towards Stage 13
Working Towards Stage 14
APS 18 (Lower Level 3c)
APS 19 (Secure Level 3c)
•I appreciate the difference between a village,
town and city;
•I can plan a visit to a specified place and talk
about how I would get there, what clothes I would
need and how much it would cost me.
•I know that people can affect the environment in
good and bad ways;
•I use an increasing number of geographical
terms when describing my local area.
Working Towards Stage 15
Working Towards Stage 16
APS 20 (Lower Level 3b)
APS 21 (Secure Level 3b)
•I know that different people across the world
experience different weather patterns from our
own;
•I can communicate knowledge and
understanding orally and in writing and offer
points of view based upon what I have found out.
© Focus Education 2006
•I know that people living in warm climates dress
differently from us and have to adapt their lives
according to their climate;
•I can describe a range of physical and human
features of my locality.
314
Targets in Geography
Working Towards Stage 17
Working Towards Stage 18
APS 22 (Lower Level 3a)
APS 23 (Secure Level 3a)
•I show a developing ability to ask and respond to
geographical questions and express views about
physical and human features of the environment;
•I can describe and compare features of my local
area and identify changes within and across
different periods of time.
•I can identify how people affect the environment
and recognise ways people try to manage it for
the better;
•I can investigate the issue of traffic management
in a specific area and use the evidence to make a
reasoned decision about the outcome;
•I can describe the physical and human features
of a place studied, and understand how the mix of
these features helps to explain its character;
•I draw out similarities and differences between
places and begin to understand links between
them;
•I can account for own views of the environment,
recognising that others may have reasons for
thinking differently;
© Focus Education 2006
315
Targets in Geography
Working Towards Stage 19
Working Towards Stage 20
APS 24 (Lower Level 4c)
APS 25 (Secure Level 4c)
•I am beginning to realise the importance of
location in understanding water distribution;
•I recognise how the presence or absence of
water can change the character of places;
•I can offer appropriate observations about
locations and the patterns made by human and
physical features;
•I recognise human processes and begin to
understand how they can change the character of
a place;
•I recognise and describe how people can
improve or damage the environment.
•I show how people can improve the environment
through water conservation;
•I design some elements of a plan to improve the
local High Street;
•I use confidently a full range of skills and different
kinds of maps and resources to undertake
independent investigations;
•I am beginning to understand the democratic
process used to make local decisions;
•I understand the importance of location in
understanding place, and offer explanations for
patterns of physical or human features;
•I describe the approaches taken to
environmental management.
© Focus Education 2006
316
Targets in Geography
Working Towards Stage 21
Working Towards Stage 22
APS 26 (Lower Level 4b)
APS 27 (Secure Level 4b)
•I recognise selected physical processes relating
to rivers, and I am beginning to appreciate how
these can change the character of places;
•I describe the varying weather conditions in the
world, and understand how these influence the
way in which any area is developed;
•I recognise selected physical processes relating
to rivers and mountains, and am beginning to
appreciate how these can change the character of
places;
•I can identify and explain different views held by
people about an environmental change.
© Focus Education 2006
•I relate local river work to generalisations about
rivers elsewhere;
•I find a range of source materials and plot
detailed, sophisticated weather information;
•I can explain quite a sophisticated range of
similarities and differences between places.
317
Targets in Geography
Working Towards Stage 23
Working Towards Stage 24
APS 28 (Lower Level 4a)
APS 29 (Secure Level 4a)
•I can identify time differences from around the
world;
•I know how changes to the environment can
impact on the people who live there;
•I know about key places in the UK and Europe
and are continually adding to my knowledge.
© Focus Education 2006
•I can plan a journey and think about different
modes of transport that may need to be used;
•I can begin to contrast a town in a wealthy
country with one in a less economically
developed country;
•I can use multimedia presentations to explain
own and other peoples’ views about
environmental change.
318
Targets in Geography
Working Towards Stage 25
Working Towards Stage 26
APS 30 (Lower Level 5c)
APS 31 (Secure Level 5c)
•I collect, synthesise and use information from a
wide range of secondary sources to inform my
enquires;
•I can develop a suitable investigation to find out
more about a place in the news;
•I can compare reports of the same event in
different media;
•I can work out journey times on flights around the
world, using formulae and knowledge of time
zones.
© Focus Education 2006
•I can use a compass to follow a route around a
locality near school or on a residential visit;
• I can explain own views on environmental
changes on both local and global levels;
• I can describe how human activity changes an
environment and understand that people have
differing views about it;
•I can analyse population data from two
settlements and describe the similarities and
differences.
319
Working Towards Targets
Key Stage 2
Physical Education
© Focus Education 2006
320
Targets in Physical Education
Working Towards Stage 1
Working Towards Stage 2
APS 6 (Lower Level 1c)
APS 7 (Secure Level 1c)
•I am aware of the need to be healthy, in order to
work and play and to fight off germs and illnesses;
•I am aware that, in order to remain healthy, I
have to eat a balanced diet, exercise regularly,
get plenty of sleep and keep myself clean;
•I know that I need to do different things to keep
healthy;
•I know that it is important for me to walk and run
during playtimes;
•I know that it is not good to sit in front of the
television for too long;
•I am happy to join in vigorous play with other
children.
•I am aware of what happens to the body during
and after exercise;
•I know that the body becomes hot when I have
been running around and notice that my heart
rates increase;
•I know that I may perspire, breathe faster and
become out of breath when exercising;
•I am aware that, when they I am active, changes
will occur to my body.
© Focus Education 2006
321
Targets in Physical Education
Working Towards Stage 3
Working Towards Stage 4
APS 8 (Lower Level 1b)
APS 9 (Secure Level 1b)
•I can work out a simple movement on or off
apparatus, with or without music, and remember it
well enough to repeat it;
•I can repeat, link and change movements and
actions in order to think about, refine and improve
them.
.
•I can demonstrate good control of my body when
using large or small apparatus;
•I can throw a small or medium-sized ball up to a
distance of one metre and catch it with both
hands;
•I work co-operatively with a partner during a
range of activities, e.g. with bat and ball or when
making up a dance sequence.
© Focus Education 2006
322
Targets in Physical Education
Working Towards Stage 5
Working Towards Stage 6
APS 10 (Lower Level 1a)
APS 11 (Secure Level 1a)
• I can remember and repeat short dance
phrases, moving with good control;
• I choose movements in dance that show good
understanding of the dance idea and take account
of the music;
•I can catch a bean bag or medium-sized ball
thrown to them from up to 5 metres away;
•I choose different ways of hitting, throwing,
striking or kicking a ball;
•I confidently make my body tense, relaxed,
curled or stretched;
• I use words like ‘rolling’, ‘balancing’, ’travelling’
or ‘climbing’, in relation to gymnastic movements.
© Focus Education 2006
•I can talk about my dances, using appropriate
language associated with my movements;
•I am beginning to appreciate tactics in small
games, e.g. know where to stand to make it
difficult for an opponent;
•My gymnastic movements have a clear
beginning, middle and end;
•I can describe my own and others’ gymnastics
movements, sometimes offering ideas about
improving them.
323
Targets in Physical Education
Working Towards Stage 7
Working Towards Stage 8
APS 12 (Lower Level 2c)
APS 13 (Secure Level 2c)
•I can choose movements that best suit my dance
idea and music;
•I can describe simple tactics in small-game
situations;
•I can tell when I have performed a gymnastic
action well, showing control;
•I am confident in shallow water.
• I can express idea, feeling and mood of
intended dance phrase;
• I can apply skills of striking, rolling and kicking in
a small-game situation;
• I show awareness of team mates and opponents
in a small-game situation;
• With the aid of arm bands, I am willing to have a
go at swimming over a length of at least 5 metres.
© Focus Education 2006
324
Targets in Physical Education
Working Towards Stage 9
Working Towards Stage 10
APS 14 (Lower Level 2b)
APS 15 (Secure Level 2b)
•I can understand why it is important to warm up
before dancing or performing a gymnastic
movement;
•I can link actions with increased control in
gymnastics and dance;
•I can work with a partner to create a sequence;
•I can use a range of tactics when playing a
game.
© Focus Education 2006
•With a partner, I can create, repeat and improve
a sequence showing at least 3 phases;
•I can kick a ball accurately to a partner or to a
point over a distance of 10 metres;
•I can change my body shape by linking
movements during a gymnastic movement;
•I can swim unaided over a distance of 10 metres.
325
Targets in Physical Education
Working Towards Stage 11
Working Towards Stage 12
APS 16 (Lower Level 2a)
APS 17 (Secure Level 2a)
•I can dance imaginatively, changing rhythm,
speed, level and direction of my movements;
•I can travel with, send and receive a ball or other
equipment in different ways;
•In gymnastics, I can perform movements with
skill and safety, showing good awareness of
space and partner’s needs.
• I can create and perform dances, using more
complex movement patterns, including those from
different times and cultures;
• I can participate with eagerness in small-sided
games, showing good tactics from both an
attacking and defensive point of view;
• In gymnastics, I can create and perform short,
linked sequences that have clear beginnings,
middles and ends, and show contrasts in
direction, level and speed.
© Focus Education 2006
326
Targets in Physical Education
Working Towards Stage 13
Working Towards Stage 14
APS 18 (Lower Level 3c)
APS 19 (Secure Level 3c)
• With partner or in a small group, I can create
dance phrase that communicates their ideas;
• I can move to find space when I am not in
possession during a ball game;
• I can balance on different parts of the body,
using two or three points, with good control.
© Focus Education 2006
• I know why it is important to warm up and cool
down;
• I show good level of improvisation when
developing a dance idea;
• I pass a ball, with increased accuracy, to a
partner on my own side;
• I recognise the way suppleness and strength
affect the quality of my performance.
327
Targets in Physical Education
Working Towards Stage 15
Working Towards Stage 16
APS 20 (Lower Level 3b)
APS 21 (Secure Level 3b)
•I use dynamic, rhythmic and expressive qualities
clearly and with control;
•I know rules and use them fairly to keep games
going;
• I can collect, stop and intercept a ball with
increasing accuracy;
•I choose actions, body shapes and balances
from a wider range of themes and ideas.
•I can adapt my performance to the demands of
the task, using their knowledge of composition;
© Focus Education 2006
•I can suggest improvements to their own and
others’ dances;
•I keep possession with some success, in ball
games;
•I make up own small-sided games and
understand the point of the game;
•I create, practise and refine longer and more
complex sequences in gymnastics, including
changes in level, direction and speed;
•I choose the best pace for a running event, so
that my running can be sustained.
328
Targets in Physical Education
Working Towards Stage 17
Working Towards Stage 18
APS 22 (Lower Level 3a)
APS 23 (Secure Level 3a)
•I take the lead when creating dances with a
partner or a group;
•I make up longer, more complex gymnastic
sequences, including contrasting actions, shapes,
balances and dynamics;
•I decide quickly where and when to pass a ball in
order to keep possession, showing good
awareness of what is happening around me;
•I can vary tactics and adapt skills according to
what is happening within a game;
•I can change the pace, length and direction of
my throws and shots, to outwit opponents;
•I show control at take-off in jumping activities .
•I compose motifs and plan dances creatively and
collaboratively in groups;
•I easily adapt gymnastic sequences from one
situation to another;
•I adapt and refine the way I use weight, space
and rhythm in my dances to express myself in the
style of the dance I use;
•I pass, dribble and shoot with control in games;
•I can identify and use tactics to help my team
keep the ball and take it towards the opposition’s
goal;
•I show accuracy and good technique when
throwing for distance;
•I understand how stamina and power help
people to perform well in different athletic events.
© Focus Education 2006
329
Targets in Physical Education
Working Towards Stage 19
Working Towards Stage 20
APS 24 (Lower Level 4c)
APS 25 (Secure Level 4c)
• I organise my own warm-up and cool-down
exercises;
•I recognise and comment on dances, showing an
understanding of style;
•I develop my own gymnastic solutions to a task
by choosing and applying a range of
compositional principles;
•During small games, I successfully mark
opponents and help each other in defence;
•I pick out things that can be improved in my own
and others’ performance;
•I strike a bowled ball accurately;
•I show good control, speed, strength and
stamina when running, jumping and throwing.
•I use my understanding of composition to create
dance phrases for myself and others in my group;
•I can combine and perform gymnastic actions,
shapes and balances showing clarity, fluency,
accuracy and consistency in my movements;
•I use my knowledge of dance to adapt my skills
to meet the demands of a range of dance styles;
•I show expression in my dances and sensitivity
to the music;
•I use a number of different techniques to pass,
dribble and shoot during small sided games;
•I use a range of fielding skills, eg, catching,
throwing, bowling, intercepting, with growing
control and consistency;
© Focus Education 2006
330
Targets in Physical Education
Working Towards Stage 21
Working Towards Stage 22
APS 26 (Lower Level 4b)
APS 27 (Secure Level 4b)
• I work creatively and imaginatively on my own
and with a partner to compose motifs and
structure simple dances;
•I perform a dance movement to an
accompaniment expressively and sensitively;
•I understand how dance helps me keep healthy;
•In gymnastics I prepare a sequence with a small
group that is to be performed to an audience;
•I apply basic principles of team play to keep
possession of the ball.
•I use marking, tackling and/or interception to
impose my defence;
•I use and apply basic rules consistently and
fairly;
•I understand and implement a range of tactics in
games;
© Focus Education 2006
• I use appropriate criteria to evaluate and refine
my own and others’ ideas;
•I talk about dance with understanding, using
appropriate language and terminology;
•In gymnastics, I show an awareness of factors
influencing the quality of a performance and
suggest aspects that need improving;
•I know the position I am playing and how to
contribute when attacking or defending;
•I play games effectively, reading situations and
responding quickly;
•I can bat, bowl and field with control;
•I adapt my athletic skills and techniques to
different challenges and equipment.
331
Targets in Physical Education
Working Towards Stage 23
Working Towards Stage 24
APS 28 (Lower Level 4a)
APS 29 (Secure Level 4a)
• I interpret different dance stimuli with
imagination and flair;
•In dance, I create, refine and structure
movements and patterns with artistic
understanding;
•When performing a sequence, I can arrange my
own apparatus safely to suit needs of the task;
•During games, I use good quality skills
effectively;
•I use a range of tactics for attacking and
defending when bating, bowling or fielding;
•I use good technique and pace my efforts well in
athletics.
•I communicates the artistic intention of a dance
clearly, fluently, musically and with control;
•I include a wide range of actions, shapes and
balances in their performance, some of which are
original;
•I chooses skills and tactics that meet the needs
of the situation;
•I identify the main types of fitness needed for
games and use these in warm-up routines;
© Focus Education 2006
332
Targets in Physical Education
Working Towards Stage 25
Working Towards Stage 26
APS 30 (Lower Level 5c)
APS 31 (Secure Level 5c)
•I show awareness of musical structure, rhythm,
mood and phrasing in dance sequences;
•In gymnastics, I can lead a warm up and explain
how activity improves health, fitness and well
being;
•I make decisions quickly in games;
•I can play in a number of positions;
• I can play a full game of short tennis, using a
wide range of shots with a degree of consistency
and accuracy;
•I identify activities that help develop stamina or
power and suggest how some can be used when
warming up.
•I develop materials imaginatively and with
understanding of content, showing a clear sense
of dance style, and respond to the music when
performing;
•In gymnastics, I use my own criteria to judge
performance and will suggest different ideas that
will lead to improvement in own and groups’
performance;
•In gymnastics, I combine my own work well with
others’ work showing a good understanding of
partners and group relationships;
•I understand attacking and defending positions
well;
•I watch my own and others’ performances and
suggest improvements for specific purposes;
•I can start a game of short tennis with a serve of
my choice;
© Focus Education 2006
333
Working Towards Targets
Key Stage 2
Art
© Focus Education 2006
334
Targets in Art
Working Towards Stage 1
Working Towards Stage 2
APS 6 (Lower Level 1c)
APS 7 (Secure Level 1c)
• I can create moods in drawings and paintings;
• When model making, I am able to distinguish
between different materials so that it is easier for
me to be successful.
•When colouring in, I do so carefully inside lines
and evenly;
•I can evaluate my model and add to or amend it
accordingly;
•I can talk about what I feel about my work.
Working Towards Stage 3
Working Towards Stage 4
APS 8 (Lower Level 1b)
APS 9 (Secure Level 1b)
•I can use more than one drawing tool to create
the right effect;
•I use drawings and paintings to communicate
ideas about myself;
•I explain why I prefer certain pieces of art work.
© Focus Education 2006
•I can respond to my own work and that of others,
when exploring and communicating ideas,
feelings and preferences through art;
• I talk about the differences between two pieces
of art work;
• I continue to suggest ways of improving my own
work.
335
Targets in Art
Working Towards Stage 5
Working Towards Stage 6
APS 10 (Lower Level 1a)
APS 11 (Secure Level 1a)
•My self portraits give a good indication of what I
feel about myself;
•I can adapt and improve my own work.
•I can use a range of repeated patterns to create
desired effects;
•I explore and use man-made and natural
materials to communicate ideas through collage.
Working Towards Stage 7
Working Towards Stage 8
APS 12 (Lower Level 2c)
APS 13 (Secure Level 2c)
•I recognise the differences when using a hard or
soft pencil or thick or thin brushes;
•I create different tones by using dark and light;
•I explore ideas about sculptures.
© Focus Education 2006
•I choose the most appropriate pencil or brush to
use when drawing or painting;
•I use a view finder to focus on a specific part of
an artefact before drawing it.
336
Targets in Art
Working Towards Stage 9
Working Towards Stage 10
APS 14 (Lower Level 2b)
APS 15 (Secure Level 2b)
•I use ideas and processes to communicate ideas
in 3D;
•I regularly consider the use of one of three
grades of pencil when drawing, e.g. 4B, HB or
4H.
•I can investigate shape, pattern and texture;
•I make up prints based on patterns in the
environment;
•I am able to mix and match colours, predict
outcomes, name colours and make my own black.
Working Towards Stage 11
Working Towards Stage 12
APS 16 (Lower Level 2a)
APS 17 (Secure Level 2a)
•I can draw imaginatively and from memory;
•I observe carefully and then record my
perceptions of what I have seen;
•I investigate shape, form and texture in materials
to create 3D form.
• I am beginning to appreciate the impact of light
and dark on simple objects;
•I can organise my own working area and clear up
effectively afterwards;
•I can overlay three colours on a print and
produce a repeating network;
© Focus Education 2006
337
Targets in Art
Working Towards Stage 13
Working Towards Stage 14
APS 18 (Lower Level 3c)
APS 19 (Secure Level 3c)
•I can record first-hand observations using a
range of appropriate materials;
•I can cope with overlapping shapes in drawing;
•I can predict with increasing accuracy the colours
that I mix.
© Focus Education 2006
•I can select and record visual and other
information in a sketchbook;
•I make informed choices because of the
experience I have with a range of media;
•I explore how shape and colour can be
organised and combined to create patterns for
different purposes;
•I am able to layout the proportions of a face;
•I create my own shapes using a variety of lines
and tools, including biros and felt-tip pens;
338
Targets in Art
Working Towards Stage 15
Working Towards Stage 16
APS 20 (Lower Level 3b)
APS 21 (Secure Level 3b)
•I successfully use ideas from my own
sketchbooks to create and develop my own ideas;
•I explore the application of wet/dry paint;
•I investigate a variety of methods and
techniques, using shape, tone and texture in
drawing, photography and print making;
•I explore how visual qualities can be organised
and combined for different purposes to
communicate my ideas;
•I investigate lines, shapes, colours and textures
to produce work on a theme;
•I combine painting, print-making and collage
techniques to enhance my own work.
•I have extensive ability to look carefully and
consider shape, tone and texture in drawings and
paintings;
•I can choose, from a range of media, the most
appropriate way of communicating my ideas and
experiences;
•My work reflects mood and emotion as well as
visual representation;
•I explore methods and approaches used by
different artists to inform my own ideas;
•I look at groups of people or objects and notice
the relationship between size and proportion.
© Focus Education 2006
339
Targets in Art
Working Towards Stage 17
Working Towards Stage 18
APS 22 (Lower Level 3a)
APS 23 (Secure Level 3a)
•I can explore the way shape and colour can be
organised and combined to create patterns for
different purposes;
•I collect and record visual and other information
about a specific location;
• I explore a range of ideas, using shape, tone
and textures seen in the built environment;
•I use black and white photographs to examine
tone.
© Focus Education 2006
•I use sketchbooks and select relevant visual
information for my work;
•I combine visual and tactile qualities to convey
the ideas of place and journey;
•I make personal choice about the shape or
format of my own work and materials and
techniques;
•I successfully create 2D objects and use shades
from dark to light to create a 3D effect.
340
Targets in Art
Working Towards Stage 19
Working Towards Stage 20
APS 24 (Lower Level 4c)
APS 25 (Secure Level 4c)
•I explore ideas for still-life painting of objects that
have meaning for me;
•I experiment with and combine materials and
processes to design and make 3D form;
•I collect visual and other information by
observing and recording features of the
environment;
•I am beginning to use paler colours to create
distance and darker colours for the foreground;
•I consistently choose the correct pencil for a
given task.
© Focus Education 2006
•I experiment with and use my knowledge of
painting techniques to communicate ideas and
experiences;
•When working from source materials, I explore
shape, form, space and decoration;
•I use a variety of recording methods and
techniques, combining and organising shape,
form and space;
341
Targets in Art
Working Towards Stage 21
Working Towards Stage 22
APS 26 (Lower Level 4b)
APS 27 (Secure Level 4b)
•I investigate colour, shape and texture in textile
materials and processes, and use these to
communicate my ideas in a story;
•I identify and draw simple objects, and use
marks and lines to produce texture;
•I identify and express moods and feelings
evoked by environmental factors.
© Focus Education 2006
•I manipulate materials, tools and techniques to
develop and extend ideas for a 3D form;
•I investigate a range of materials and processes
and combine and organise line, tone, shape and
colour to represent figures and forms in
movement;
•I look for tones which express sadness or
happiness.
342
Targets in Art
Working Towards Stage 23
Working Towards Stage 24
APS 28 (Lower Level 4a)
APS 29 (Secure Level 4a)
•I record and collect visual and other information
to develop my ideas for a still life painting;
•I investigate, combine and organise visual and
tactile qualities and apply my knowledge of
materials and processes to communicate my
ideas;
•I investigate the way in which other cultures
approach the depiction of the human figure.
© Focus Education 2006
•I use single and double point perspective;
•I look at intentional and unintentional patterns in
the environment and identify these in my own
work;
•I successfully use shading to create mood and
feeling.
•I use greater detail and proportions when
drawing a face, eg facial lines and expressions.
343
Targets in Art
Working Towards Stage 25
Working Towards Stage 26
APS 26 (Lower Level 5c)
APS 27 (Secure Level 5c)
•My work communicates movement as well as still
life;
•I adapt and refine work to reflect its meaning and
purpose, keeping notes and annotations in my
sketch books;
•I can talk about the way in which different artists
approach the same subject;
•I compare my own methods to those of others
and keep notes in my own sketch books.
© Focus Education 2006
•I promote an awareness of different concepts
and genres in the art world;
•I look carefully at the methods used and make
decisions about the effectiveness of my own
ideas;
•I can combine graphics and text based on my
own research of commercial designs;
•I produce work that includes technical aspects,
such as architectural design.
344
Working Towards Targets
Key Stage 2
Music
© Focus Education 2006
345
Targets in Music
Working Towards Stage 1
Working Towards Stage 2
APS 6 (Lower Level 1c)
APS 7 (Secure Level 1c)
•I recognise and explore how sounds can be
changed;
•I enter into given role in response to story or
piece of music and develop this imaginatively.
•I can talk knowledgeably about feelings evoked
by a piece of music or dance;
•I enjoy singing, either individually or as part of a
large group.
Working Towards Stage 3
Working Towards Stage 4
APS 8 (Lower Level 1b)
APS 9 (Secure Level 1b)
•I can recognise that different musical instruments
create different moods and feelings;
•I can explain why I prefer certain types of music.
© Focus Education 2006
•I can listen carefully and recall short rhythmic and
melodic patterns;
• I respond to my own work and that of others when
exploring and communicating ideas, feelings and
preferences through music;
• I can talk about the differences between two pieces of
music;
•I use voice expressively by singing songs and speaking
chants;
• I respond to different moods in music and recognise
well-defined changes in sounds.
346
Targets in Music
Working Towards Stage 5
Working Towards Stage 6
APS 10 (Lower Level 1a)
APS 11 (Secure Level 1a)
•I recognise that my voice can be used in different
ways, and I am beginning to find my singing
voice;
•I clap short rhythmic patterns, but will need help
when recalling longer phrases or talking about
pieces of music.
•I can identify simple repeated patterns and take
account of musical introductions;
•I rehearse and perform with others;
•I recognise that my own voice can be used in
different ways.
Working Towards Stage 7
Working Towards Stage 8
APS 12 (Lower Level 2c)
APS 13 (Secure Level 2c)
•I sing simple songs from memory, with
enjoyment;
•I use my voice confidently in a variety of ways;
•I listen carefully and recall longer rhythmic and
melodic patterns.
© Focus Education 2006
• I identify different ways sounds can be made
and changed;
• I recognise and respond to changes in tempo
(speed of pulse).
347
Targets in Music
Working Towards Stage 9
Working Towards Stage 10
APS 14 (Lower Level 2b)
APS 15 (Secure Level 2b)
•I show physical control when playing musical
instruments;
• I repeat and create short rhythmic phrases
confidently.
•I sing simple songs accurately at a given pitch
and with clear diction and expression;
•I recognise and explore how sounds can be
organised.
Working Towards Stage 11
Working Towards Stage 12
APS 16 (Lower Level 2a)
APS 17 (Secure Level 2a)
•I identify subtle changes in sounds and recall
complete phrases;
•I make controlled long and short sounds, using
voice and instruments.
© Focus Education 2006
•I show considerable physical control of
instruments and of my body, when performing and
responding to music;
•I carefully choose sounds and instruments and
suggest how they should be used and played;
•I work in partnership with a friend to create a
sequence of long and short sounds.
348
Targets in Music
Working Towards Stage 13
Working Towards Stage 14
APS 18 (Lower Level 3c)
APS 19 (Secure Level 3c)
•I sing songs from memory with accuracy of pitch,
in a group or on my own;
•I work with a small group to compose, perform
and record extended sequences involving sounds
of varying duration.
•I can understand the importance of articulating
the words to communicate the song to an
audience;
•I can direct the work of others.
Working Towards Stage 15
Working Towards Stage 16
APS 20 (Lower Level 3b)
APS 21 (Secure Level 3b)
•I can demonstrate increasing aural memory and
physical control;
•I create descriptive music, e.g. based on
animals, that uses a sequence of sounds.
© Focus Education 2006
•I can practise, rehearse and present
performances with an awareness of the audience;
•I can suggest ways of improving performance of
a song;
•I can identify subtle changes and differences.
349
Targets in Music
Working Towards Stage 17
Working Towards Stage 18
APS 22 (Lower Level 3a)
APS 23 (Secure Level 3a)
•I sing songs, in unison and two parts, with clear
diction, control of pitch, a sense of phrase and
musical expression;
•I will work in groups of three or four to extend my
ideas to longer pieces of music with several
layers of sounds.
•I sing confidently in tune with awareness of
breathing, diction, dynamics, phrasing and pitch
control;
•I can hold my part in a two-part round with
confidence;
•I recognise and make creative use of the way
sounds can be changed, organised and controlled
(including ICT).
Working Towards Stage 19
Working Towards Stage 20
APS 24 (Lower Level 4c)
APS 25 (Secure Level 4c)
• I identify where to place emphases and accents
in song to create the intended effects;
•I perform songs from memory with confidence
and with an understanding of the meaning and
impact of words;
•I create rhythmic patterns with an awareness of
timbre and duration;
•IFocus
appreciate
©
Educationthe
2006effects of the harmonies
produced in two-part rounds.
•I perform rhythmic patterns confidently with a
strong sense of pulse within simple cyclic
patterns;
•I sustain a drone or melodic ostinato to
accompany singing.
350
Targets in Music
Working Towards Stage 21
Working Towards Stage 22
APS 26 (Lower Level 4b)
APS 27 (Secure Level 4b)
•I sing confidently, alone and in a group,
displaying a variety of vocal techniques;
•I perform showing expressive control of the
musical elements;
•I create melodies with an understanding of the
relationship between lyrics and melody in song
writing;
•I perform songs in a way that reflects their
meaning.
© Focus Education 2006
•I take the lead in class or group singing;
•I sing expressively and in tune, both on my own
and in a group;
•I show an understanding of how lyrics can reflect
the cultural context and have social meaning;
351
Targets in Music
Working Towards Stage 23
Working Towards Stage 24
APS 28 (Lower Level 4a)
APS 29 (Secure Level 4a)
• I identify where to place emphases and accents
in song to create the intended effects;
•I perform songs from memory with confidence
and with an understanding of the meaning and
impact of words;
•I create rhythmic patterns with an awareness of
timbre and duration;
•I appreciate the effects of the harmonies
produced in two-part rounds.
•I demonstrate musical sensitivity in selecting
sounds and structures in relation to the intended
effect;
•I can refine and improve my work;
•I demonstrate imagination and confidence in the
use of sound;
•I sing harmony part confidently and accurately;
•I describe and compare different kinds of music
using musical vocabulary.
© Focus Education 2006
352
Targets in Music
Working Towards Stage 25
Working Towards Stage 26
APS 30 (Lower Level 5c)
APS 31 (Secure Level 5c)
•I identify and feel cyclic patterns;
•I appreciate the harmonies produced and work
out drones and melodic ostinato and use them to
accompany singing;
•I take advantage of ICT equipment, where
available;
•I play the more complex instrumental parts, (eg,
xylophone, flute/recorder, violin, cello or clarinet),
with rhythmic and dynamic control.
•I create music which reflect given intentions and
use notations as a support for creative work and
performance;
•I take the lead in creating and performing and
provide suggestions for others;
•I make connections between the different stimuli
provided;
•I use a variety of musical devices including
melody, rhythms, chords and structures.
© Focus Education 2006
353
Working Towards Targets
Key Stage 2
PSHCE
© Focus Education 2006
354
Targets in PSHCE
Working Towards Stage 1
Working Towards Stage 2
APS 6 (Lower Level 1c)
APS 7 (Secure Level 1c)
•I sit attentively for prolonged periods, as in
assembly;
•I am aware that my own beliefs and ideas matter;
•I understand that I have the right to be treated
fairly;
•I know the difference between right and wrong;
•I value the property of others.
© Focus Education 2006
•I can listen to instructions and carry them out
without being distracted;
•I very rarely fidget or cause minor distraction;
•I am proud of my own culture but respectful of
that of others;
•I have good self-esteem;
•I can recognise if I have done something
inappropriate and know why;
•I am able to explain to others why something
may have been inappropriate.
355
Targets in PSHCE
Working Towards Stage 3
Working Towards Stage 4
APS 8 (Lower Level 1b)
APS 9 (Secure Level 1b)
•I often offer a range of ideas or solutions to
problems;
•I am motivated enough to ‘get on’ with work on
my own;
•I can work collaboratively and really listen to
others’ ideas;
•I follow someone else’s rules and ideas;
•I like the idea of belonging to a group;
•I know that groups have to follow rules.
© Focus Education 2006
• I can settle quickly into a task;.
• I am highly motivated and enjoy working;
• I am happy to change own ideas if others come
up with good ones;
• I can negotiate rules with others;
• I express likes and dislikes and know that they
may be different from the likes and dislikes of
others;
• I express things in a caring way.
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Targets in PSHCE
Working Towards Stage 5
Working Towards Stage 6
APS 10 (Lower Level 1a)
APS 11 (Secure Level 1a)
•I listen to others during circle time;
•I can answer a direct question about a problem
or issue related to the class;
•I make decisions after considering a limited
number of options;
•I identify likes and dislikes;
•I identify what is right and wrong.
© Focus Education 2006
•I can make sensible decisions about eating
healthily;
•I am aware that there can be external pressures
on my decision making;
•I realise that I usually have several alternatives
when making decisions;
•I know that animals have needs just as humans
do;
•I know that animals need food, water and
companionship.
357
Targets in PSHCE
Working Towards Stage 7
Working Towards Stage 8
APS 12 (Lower Level 2c)
APS 13 (Secure Level 2c)
•I recognise that certain actions can make others
feel unsafe;
•I eagerly participate in physical activities;
•I know that animals need a place to live;
•I know that humans need to look after animals
properly;
•I recognise that there are community police
officers;
•I know about other members of the community
who help us.
© Focus Education 2006
•I know why it is important to drink water
regularly;
•I recognise the need to respect my own and
others’ dignity;
•I know that animals need to be looked after by a
vet if they are ill;
•I can give examples of what the police do;
•I can identify the main parts of a police uniform.
358
Targets in PSHCE
Working Towards Stage 9
Working Towards Stage 10
APS 14 (Lower Level 2b)
APS 15 (Secure Level 2b)
•I can form excellent relationships with everyone
around me;
•I use my initiative when needed;
•I know how to ask for help in an emergency;
•I know that animals need the freedom to behave
naturally.
•I am aware of peer and media pressure in certain
circumstances;
•I know about my responsibility to keep myself
and my property safe;
•I am beginning to appreciate that humans have a
responsibility for all animals – in the wild, on the
farm and as pets.
© Focus Education 2006
359
Targets in PSHCE
Working Towards Stage 11
Working Towards Stage 12
APS 16 (Lower Level 2a)
APS 17 (Secure Level 2a)
•I co-operate with friends and with members of
staff;
•I know whom to go to if I feel under pressure;
•I express views with confidence during class
discussions;
•I identify the wild life in the local area;
•I recognise what I like, what is fair and unfair and
what is right and wrong.
•I am very good at assessing risk and taking
appropriate action;
• I am particularly good at listening to the views of
others and responding sensitively;
•I offer simple ideas or opinions about a real
school or class issue;
•I know how to help and protect wild animals;
•I make choices that affect my own health and
can explain the reasons for these choices;
•I use strategies for helping myself in unfamiliar
situations (e.g getting lost) .
© Focus Education 2006
360
Targets in PSHCE
Working Towards Stage 13
Working Towards Stage 14
APS 18 (Lower Level 3c)
APS 19 (Secure Level 3c)
•I can lead a discussion in a simple but effective
way;
•I make reasoned decisions built on sensible
outcomes;
•I justify choices and explain them to others;
•I set goals which address my own weaknesses;
•I talk and write about opinions on issues that
affect myself and society;
•I use the Internet to research topical issues.
© Focus Education 2006
•I can cope with an increasing number of
alternatives when making decisions;
•I can recognise that there are times when the
decision taken may have been the wrong one;
•I can develop relationships with others through
work and play.
361
Targets in PSHCE
Working Towards Stage 15
Working Towards Stage 16
APS 20 (Lower Level 3b)
APS 21 (Secure Level 3b)
•I can manage changes very well and recognise
that they are inevitable in some circumstances;
•I understand I have responsibilities for other
people;
•I understand I have responsibilities for the
environment;
•I can share opinions in group debates;
© Focus Education 2006
•I will always respond sensibly to a difficult
situation;
•I can be relied upon to talk to a friend who is
feeling low;
•I justify my decisions and can explain them;
•I evaluate the consequences of my decisions;
•I can speak to others (adults / visitors) to gain
expertise in an area of PSHE (e.g. school nurse –
smoking / puberty).
362
Targets in PSHCE
Working Towards Stage 17
Working Towards Stage 18
APS 22 (Lower Level 3a)
APS 23 (Secure Level 3a)
•I can explain why certain foods are healthy and
some are not;
•I can investigate my options through research
and questioning;
•I use graphics packages to present information in
an eye catching and informative manner .
•I know who to go to if I have a personal problem;
• I have a good understanding about why it is
important to drink water frequently;
•I can distinguish between foods that are healthy
and those that are not.
Working Towards Stage 19
Working Towards Stage 20
APS 24 (Lower Level 4c)
APS 25 (Secure Level 4c)
•I can talk and write about my own opinions on
issues that affect society, and can begin to give
reasons for these opinions;
• I can design a healthy meal and explain why I
have chosen the ingredients I have.
© Focus Education 2006
•I can contribute to class/group debates and am
prepared to have my own opinions questioned;
•I can write and ask questions to help find
something out;
•I understand that it is up to me to make decisions
about healthy eating;
•I understand the reason why racist remarks are
offensive.
363
Targets in PSHCE
Working Towards Stage 21
Working Towards Stage 22
APS 26 (Lower Level 4b)
APS 27 (Secure Level 4b)
•I can work within a given budget;
•I am able to consider different points of view
when discussing a topical issue
•I can identify and explain positive things about
myself and my own achievements;
•I recognise how important it is to treat individuals
with dignity, even when their opinions may be
very different.
© Focus Education 2006
•I use search engines to find out information
about a given topic;
• I can recognise my own mistakes and
understand why they have happened;
•I am able to use role play and discussion to
suggest a solution to a problem and I can
consider why this solution may not be
appropriate;
•My levels of co-operation, across and within
gender groups, are excellent.
364
Targets in PSHCE
Working Towards Stage 23
Working Towards Stage 24
APS 28 (Lower Level 4a)
APS 29 (Secure Level 4a)
•I can set personal goals and have ideas about
how to achieve these;
•I can resolve differences by making decisions
and looking at choices;
•I can sit and talk with a friend and listen
sensitively to something that may be bothering
them;
•.I respect a school’s need to have reasonable
rewards and sanctions;
• I take pride in my work and involve myself
enthusiastically in my lessons.
© Focus Education 2006
•I can be depended on to make sensible choices
and decisions;
•I show considerable concern for the safety and
well being of peers;
•I demonstrate a high level of social responsibility
by ensuring that my behaviour is not intimidating
or offensive;
•I learn very well how to deal with change and to
be creative in my thinking.
365
Targets in PSHCE
Working Towards Stage 25
APS 30/31 (Level 5c)
•I respond maturely to any incidents of potential aggression;
•My behaviour is exemplary and my attitudes are excellent;
•I show a great deal of initiative in getting involved in school and community activities;
•I am confident in managing changes in my lives and am developing very well the knowledge
and understanding that will enable me to become an informed citizen;
•I am developing a strong self confidence that empowers me to take initiative and also to
work constructively with others.
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366