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STA 2018 KS2 Expected Standard
Piece E — Instructions
Year 6 · STA Expected Standard · Leigh
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.
Published script
Live marked report
Marked against: STA · primary · English writing
KS2 Writing Assessment
EXS
Working at the Expected Standard
You have written a clear and interesting information report about theatres. The structure is strong, with headings and bullet points helping the reader follow your ideas, and you use ambitious vocabulary to make the facts sound lively and informative.
Strengths
You organise your writing clearly into sections such as 'Seating and Audience' and 'Building and design'.
You use a good range of factual and ambitious words, for example 'perfect acoustics', 'commencing' and 'Scaglioli'.
You include details that engage the reader, such as 'Did you know that...' questions and 'Amazing but True' facts.
Areas for Development
Some sentences run on or become awkward, which can make the meaning less clear.
Your punctuation is mostly secure, but some commas and clauses need tighter control, especially in longer sentences.
A few phrases sound slightly conversational for a formal report, so the register could be kept more consistently formal.
Next Steps
1
Practise turning one long sentence into two clear sentences, then read it aloud to check it makes sense.
2
Proofread for commas and full stops in longer sentences, especially after fronted adverbials and around added information.
3
Keep using ambitious topic vocabulary, but check that each sentence sounds smooth and complete.
MetPartially metNot met
Composition
| Can-statement | Status | Evidence |
|---|---|---|
| write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader | Met | The piece is clearly an information report, with a title, subheadings and bullet-point facts such as 'Amazing but True:' and 'Did you know that...?' which keep the reader engaged. |
| use paragraphs to organise ideas | Met | Ideas are grouped into distinct sections, including 'The past', 'The Rich and Wealthy', 'Kings Theatre' and 'Globe Theatre'. |
| in non-narrative writing, use simple devices to structure the writing and support the reader | Met | Headings, sub-headings and bullet points guide the reader through the report. |
Vocabulary
| Can-statement | Status | Evidence |
|---|---|---|
| select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately | Met | The report uses subject-specific and precise language such as 'perfect acoustics', 'Scaglioli', 'decorated balcony' and 'trap doors'. |
| distinguish between the language of speech and writing and choose the appropriate register | Partially met | The writing is mainly formal and informative, but phrases like 'Did you know that...' and 'Penny Stinkers' give it a more conversational feel at times. |
| exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this | Partially met | There is clear awareness of an informational register, but the control is not yet fully consistent across the piece. |
grammar and punctuation
| Can-statement | Status | Evidence |
|---|---|---|
| use a range of devices to build cohesion within and across paragraphs | Met | Cohesive devices such as 'However', 'Interestingly', 'Additionally', 'Unlike' and 'Although' link ideas across the report. |
| use verb tenses consistently and correctly throughout their writing | Partially met | Historical facts are mostly in the past tense, e.g. 'were built' and 'was built', while general facts are presented in the present tense. |
| use the range of punctuation taught at key stage 2 mostly correctly | Partially met | The writing includes brackets, colons, apostrophes, commas and bullet points, for example '(1599)', 'The Rich and Wealthy:' and 'a lady's ankle'. |
| use the range of punctuation taught at key stage 2 correctly and, when necessary, use such punctuation precisely to enhance meaning and avoid ambiguity | Partially met | Some punctuation is effective, but control is uneven in longer sentences, for example 'Curved walls, round room the stage, bounces off them, so at the top of the theatre sound is still heard.' |
Spelling
| Can-statement | Status | Evidence |
|---|---|---|
| spell correctly most words from the year 5 / year 6 spelling list | Partially met | Many ambitious spellings are correct, including 'Elizabethan', 'acoustics', 'commencing', 'surrounded' and 'theatres'. |
| spell correctly most words from the year 3 / year 4 spelling list | Met | Common spelling is generally secure in words such as 'beautiful', 'because', 'information' and 'people'. |
Handwriting
| Can-statement | Status | Evidence |
|---|---|---|
| Handwriting (assessed from the original work) | Met | Neat letters with some uneven spacing and size.; Neat cursive with some uneven spacing and size.; Neat letters with some uneven spacing and size variation.; Neat and evenly spaced handwriting with clear letter formation. |
Grammar, Punctuation & Spelling security assessment
Sentence structure
Varied sentence forms and openers
Mostly secure
“Over 4,000 years ago in ancient Greece, the first theatres were built to entertain people or to teach new things.”
“Although some of the roof is thatched, the centre is left open, for natural light shows up the actors, and also adds atmosphere.”
“If an actor gets ready at number 13, they believe their performance will be cursed!”
The writing includes simple, compound and complex sentences.
Vocabulary
Ambitious technical and descriptive language
Secure
“perfect acoustics”
“Scaglioli”
“decorated balcony”
The report uses precise subject vocabulary and descriptive phrases.
Cohesion
Linking words and phrase chains
Mostly secure
“However, men were thought to be more important than ladies”
“Additionally, ladies in the boxes had fans to communicate with a man whilst a play was commencing”
“Unlike, the Kings Theatre, in the Globe rich people were sat at the very top”
Contrast and addition are signalled across paragraphs.
Punctuation
Structural punctuation and other KS2 punctuation
Mostly secure
“Seating and Audience”
“The Rich and Wealthy:”
“(1599)”
“a lady's ankle”
“• Did you know that there are 7 ghosts in the Kings Theatre?”
Headings, colons, brackets, apostrophes and bullet points are used.
Spelling
Ambitious and topic-specific spellings
Mostly secure
“Elizabethan”
“acoustics”
“commencing”
“theatres”
Many less common spellings are accurate.
Handwriting
Legibility and joining
Not yet evident
Handwriting cannot be judged from OCR text.