Year 2 collection (Kim) · Year 2 writing — Kim | ReMarkAble AI | ReMarkAble AI
STA 2018 KS1 Expected Standard
Year 2 collection (Kim)
KS1 · 6 pieces
Published exemplification — the same live marking as the product, on government or exam-board material, not a pupil’s book. STA KS1 English writing exemplification. Contains material developed by the Standards and Testing Agency for 2018 national curriculum assessments and licenced under Open Government Licence v3.0.
Writing moderation
Year 6 / End of Key Stage 2
Kim
Year 6 Writing Teacher Assessment Framework
Agreed
Proposed standard
Working at the Expected Standard
Outcome: Agreed
This proposal requires teacher review before it can be confirmed — see the diagnostic warnings below for the reasons.
System evidence coverage: MediumSystem verification success: High
Collection suitability: Suitable
This collection meets the framework's evidence requirements.
Evidence matrix
Statement
P1
P2
P3
P4
P5
P6
Collection
maintain legibility in joined handwriting when writing at speedWorking at the Expected Standard
integrate dialogue in narratives to convey character and advance the actionWorking at the Expected Standard
spell correctly most words from the year 5 / year 6 spelling list, and use a dictionary to check the spelling of uncommon or more ambitious vocabularyWorking at the Expected Standard
write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing)Working at the Expected Standard
use verb tenses consistently and correctly throughout their writingWorking at the Expected Standard
in narratives, describe settings, characters and atmosphereWorking at the Expected Standard
use the range of punctuation taught at key stage 2 mostly correctly (e.g. inverted commas and other punctuation to indicate direct speech)Working at the Expected Standard
use a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphsWorking at the Expected Standard
select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g. using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility)Working at the Expected Standard
write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on what they have read as models for their own writing (e.g. literary language, characterisation, structure)Working at Greater Depth within the Expected Standard
use the range of punctuation taught at key stage 2 correctly (e.g. semi-colons, dashes, colons, hyphens) and, when necessary, use such punctuation precisely to enhance meaning and avoid ambiguityWorking at Greater Depth within the Expected Standard
distinguish between the language of speech and writing and choose the appropriate registerWorking at Greater Depth within the Expected Standard
exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve thisWorking at Greater Depth within the Expected Standard
use paragraphs to organise ideasWorking Towards the Expected Standard
write legiblyWorking Towards the Expected Standard
write for a range of purposesWorking Towards the Expected Standard
in non-narrative writing, use simple devices to structure the writing and support the reader (e.g. headings, sub-headings, bullet points)Working Towards the Expected Standard
spell correctly most words from the year 3 / year 4 spelling list, and some words from the year 5 / year 6 spelling listWorking Towards the Expected Standard
use capital letters, full stops, question marks, commas for lists and apostrophes for contraction mostly correctlyWorking Towards the Expected Standard
in narratives, describe settings and charactersWorking Towards the Expected Standard
✓ supports · ~ partially supports · × contradicts · — not observed · ○ no opportunity · ! system retrieval issue. Use arrow keys to move between cells.
Select a statement from the checklist or matrix to see its evidence.
Towards: Working at Greater Depth within the Expected Standard
To move towards GDS (Working at Greater Depth within the Expected Standard), the currently not-yet-secure EXS narrative technique criteria (ks2-w-exs-02 and ks2-w-exs-03) would need to be secured. The EXS handwriting criterion (ks2-w-exs-09) also needs resolving because the evidence is contradicting, including meeting cross-piece consistency for the mandatory requirement(s).
Framework checklist
Working at the Expected Standard
Handwriting
Narrative technique
Spelling
Purpose and audience
Grammar — tense
Punctuation — direct speech
Cohesion
Grammar and vocabulary choice
Working at Greater Depth within the Expected Standard
Purpose and audience
Punctuation — extended range
Register and formality
Working Towards the Expected Standard
Text organisation
Handwriting
Purpose and audience
Spelling
Sentence punctuation
Narrative technique
Collection details
Pupil
Kim
Year group
Year 6
Key stage
KS2
Framework
Year 6 Writing Teacher Assessment Framework v2026.2