Layered Curricular Targets

OverallWholeSchool Target : Strand 7 Handling Data – (7:2)

Year

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Group

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Framework Objective

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Target

Foundation / Count how many objects share a particularproperty, presenting results using pictures,drawings or numerals
Year 1 / Must / Count how many objects share a particularproperty, presenting results using pictures,drawings or numerals
Should / Use diagrams to sort objects into groupsaccording to a given criterion; suggest adifferent criterion for grouping the same objects
Could / Use lists, tables and diagrams to sortobjects; explain choices using appropriatelanguage, including ‘not’
Year 2 / Must / Use diagrams to sort objects into groupsaccording to a given criterion; suggest adifferent criterion for grouping the same objects
Should / Use lists, tables and diagrams to sortobjects; explain choices using appropriatelanguage, including ‘not’
Could / Use Venn diagrams or Carroll diagrams to sort data and objects using morethan one criterion
Year 3 / Must / Use lists, tables and diagrams to sortobjects; explain choices using appropriatelanguage, including ‘not’
Should / Use Venn diagrams or Carroll diagrams to sort data and objects using morethan one criterion
Could / Compare the impact of representations where scales have intervals of differing step size
Year 4 / Must / Use Venn diagrams or Carroll diagrams to sort data and objects using morethan one criterion
Should / Compare the impact of representations where scales have intervals of differing step size
Could / Construct frequency tables, pictograms and bar and line graphs to represent thefrequencies of events and changes over time
Year 5 / Must / Compare the impact of representations where scales have intervals of differing step size
Should / Construct frequency tables, pictograms and bar and line graphs to represent thefrequencies of events and changes over time
Could / Construct and interpret frequency tables, bar charts with grouped discrete data, and linegraphs; interpret pie charts
Year 6 / Must / Construct frequency tables, pictograms and bar and line graphs to represent thefrequencies of events and changes over time
Should / Construct and interpret frequency tables, bar charts with grouped discrete data, and linegraphs; interpret pie charts
Could / Construct, interpret and compare graphs anddiagrams that represent data, for examplecompare proportions in two pie charts thatrepresent different totals

Hertfordshire County Council

ISP Targets for Mathematics