STA 2018 KS2 Expected Standard

Year 6 collection (Leigh)

KS2 · 6 pieces

Published exemplification — the same live marking as the product, on government or exam-board material, not a pupil’s book. STA KS2 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

Leigh

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: HighSystem verification success: High

Collection suitability: Suitable

This collection meets the framework's evidence requirements.

Evidence matrix

Statement

Collection

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

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

maintain legibility in joined handwriting when writing at speedWorking 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

in narratives, describe settings, characters and atmosphereWorking 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

use verb tenses consistently and correctly throughout their writingWorking 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

integrate dialogue in narratives to convey character and advance the actionWorking at 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

distinguish between the language of speech and writing and choose the appropriate registerWorking 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

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

write legiblyWorking 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

write for a range of purposesWorking 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

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

use paragraphs to organise ideasWorking 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 reach Working at Greater Depth within the Expected Standard (GDS), the mandatory purpose-and-audience criterion needs to be met consistently across pieces.

Framework checklist

Working at the Expected Standard

Purpose and audience

Spelling

Handwriting

Punctuation — direct speech

Narrative technique

Grammar and vocabulary choice

Grammar — tense

Cohesion

Working at Greater Depth within the Expected Standard

Register and formality

Punctuation — extended range

Purpose and audience

Working Towards the Expected Standard

Handwriting

Sentence punctuation

Narrative technique

Purpose and audience

Spelling

Text organisation

Collection details

Pupil: Leigh
Year group: Year 6
Key stage: KS2
Framework: Year 6 Writing Teacher Assessment Framework v2026.2
Framework type: Statutory
Pieces in collection: 6
Created: 27 Aug 2026, 00:30

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