What percentage of pupils are expected to achieve Greater Depth at KS1?

There is no target percentage. Nationally, around 13–16% of pupils typically achieve GDS in writing at KS1, but this varies significantly between schools. The judgement should be based solely on whether a pupil meets all the TAF criteria, not on any expected proportion.

Does Greater Depth writing need to be error-free?

No. The TAF uses language like “mostly correctly”, which allows for occasional errors. A Greater Depth writer demonstrates consistent control, not perfection. The occasional misspelling or punctuation slip in otherwise sophisticated writing does not prevent a GDS judgement.

How do I evidence “draws on reading” for moderation?

Annotate specific vocabulary and grammatical structures in the pupil’s writing that go beyond their everyday spoken language. If you can identify where a word or phrase likely came from (a class text, a story they read independently), note it. Patterns of book-influenced language across multiple pieces are the strongest evidence.

Can a pupil achieve Greater Depth if they struggle with spelling?

The GDS standard requires pupils to spell most common exception words correctly and add suffixes accurately. If a pupil’s spelling is inconsistent, they are unlikely to meet all GDS criteria. However, occasional errors in ambitious words (words above age-related expectations) should not be held against them.

KS1 Greater Depth

Greater Depth Writing at KS1

Working at Greater Depth is the highest standard in the KS1 Teacher Assessment Framework. This guide explains exactly what Greater Depth writing looks like, how to identify it in pupil work, and how to develop the skills pupils need to get there.

What This Question Asks

Working at Greater Depth within the Expected Standard (GDS) is the highest judgement a pupil can receive for writing at the end of Key Stage 1. It goes beyond simply meeting the Expected Standard — it requires pupils to demonstrate a level of independence, sophistication, and control that is notably above age-related expectations. A Greater Depth writer at KS1 draws on their reading to enrich their own writing, using vocabulary and grammatical structures they have encountered in books rather than relying solely on everyday spoken language. They can write coherently for different purposes, make meaningful revisions to improve their work, and use a wider range of punctuation including apostrophes for contraction and possession. Their spelling extends beyond common exception words to include accurate use of suffixes, and their handwriting shows the beginnings of joining. Crucially, all of these features must be demonstrated consistently across a range of independent writing — a single outstanding piece is not sufficient. The challenge for teachers is distinguishing between a confident Expected Standard writer who occasionally produces strong work, and a genuine Greater Depth writer who operates at this level as a matter of course.

Mark Scheme Breakdown

Expected Standard (for comparison)EXS

Writes narratives about personal experiences and those of others, recording events simply and clearly.
Demarcates most sentences with capital letters and full stops, and uses question marks correctly.
Uses present and past tense mostly correctly and consistently.
Uses co-ordination (or, and, but) and some subordination (when, if, that, because).
Spells many common exception words correctly.
Forms capital letters and digits of the correct size and orientation.

Greater Depth — Composition and EffectGDS

Writes effectively and coherently for different purposes — the reader can follow the writing easily and it achieves its intended effect.
Draws on their reading to inform vocabulary and grammar — uses words and phrases encountered in books, not just everyday speech.
Makes simple additions, revisions, and proof-reading corrections to their own writing — shows awareness that writing can be improved.

Greater Depth — Technical AccuracyGDS

Uses the punctuation taught at Key Stage 1 mostly correctly, including apostrophes for contracted forms (don’t, can’t) and the possessive singular (the dog’s bone).
Adds suffixes to spell most words correctly (e.g. -ment, -ness, -ful, -less, -ly).
Spells most common exception words correctly.
Uses the diagonal and horizontal strokes needed to join some letters.

How to Structure Your Answer

Identify the key differences between EXS and GDS

The leap from Expected to Greater Depth is not about writing more — it is about writing with greater control and awareness. Focus on three areas: drawing on reading (vocabulary and grammar from books), self-editing (making meaningful revisions), and extended punctuation (apostrophes for contraction and possession). These are the distinguishing features moderators look for.

Look for vocabulary influenced by reading

Greater Depth writers use words and phrases they have absorbed from being read to and from reading independently. Instead of “the forest was dark”, a GDS writer might write “the forest was gloomy and silent.” Instead of “she was happy”, they might write “she was delighted.” The vocabulary does not need to be complex — it needs to go beyond the child’s natural spoken register.

Compare: "The bear went into the cave" (EXS) vs "The bear crept into the gloomy cave and waited" (GDS) — the second draws on story language the child has encountered through reading.

Check for evidence of self-editing and revision

Greater Depth pupils should show that they re-read their work and make improvements. This might appear as crossed-out words replaced with better choices, added adjectives or adverbs, corrected spellings, or re-ordered sentences. The revisions must be the pupil’s own, not made at teacher direction. Evidence of editing in at least two or three pieces across the collection is expected.

Assess apostrophe use in context

The GDS standard specifically requires correct use of apostrophes for contraction and singular possession. Check that pupils use these in their independent writing, not just in grammar exercises. Look for natural, accurate use of forms like “didn’t”, “I’m”, “the girl’s hat” across multiple pieces.

Verify handwriting includes some letter joins

GDS requires pupils to use “the diagonal and horizontal strokes needed to join some letters.” This does not mean fully joined handwriting — but there must be clear evidence that the pupil is beginning to join letters. If all writing is in a printed style with no joining strokes, the pupil cannot achieve Greater Depth.

Common Mistakes to Avoid

Judging Greater Depth based on length rather than quality — a long piece with repetitive vocabulary is not Greater Depth, while a shorter piece with precise, varied language may be.

Overlooking the “draws on reading” criterion — this is the most distinctive feature of GDS writing and the one most often under-evidenced at moderation.

Accepting teacher-directed revisions as evidence of self-editing — moderators will look for pupil-initiated improvements, not corrections made because the teacher told them to.

Ignoring the handwriting joining requirement — even one or two consistent joins (e.g. “th”, “in”) are sufficient, but zero joining means the criterion is not met.

Confusing occasional strong writing with consistent Greater Depth — one excellent story does not make a GDS writer. The standard must be met across the evidence collection.

Top Tips

Read aloud to your class every day and explicitly discuss the vocabulary and grammar authors use. Greater Depth writing is fuelled by a rich reading diet — pupils cannot draw on reading if they have not been immersed in it.

Teach self-editing as a specific skill, not just “check your work.” Give pupils editing checklists and model the process of re-reading, identifying a weak word, and replacing it with a stronger one.

Create a “words from books” display that collects interesting vocabulary from class reading. Encourage pupils to use these words in their own writing — this builds the bridge between reading and writing that GDS requires.

Practise apostrophes in context, not just in worksheets. Have pupils write sentences about classroom events using contractions and possessives, then check their own accuracy before submitting.

When moderating internally, always ask: “Could this have been written by any Year 2 pupil, or does it show something beyond typical?” Greater Depth writing has a quality that stands out — it reads like a child who is already thinking like a writer.

Practise This Question Type

Write a description of a dragon’s cave. Use interesting words from stories you have read. Try to make the reader feel like they are really there. When you have finished, read your writing again and see if you can make any improvements.

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KS1 Writing Assessment Framework

KS2 Greater Depth Writing

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