KS1 Writing Assessment Framework
The Teacher Assessment Framework (TAF) sets out the standards pupils must demonstrate in writing by the end of Key Stage 1. This guide explains every criterion across the three judgement standards — Working Towards, Expected, and Greater Depth — so you can assess Year 1 and Year 2 writing with confidence and consistency.
What This Question Asks
The KS1 Writing Teacher Assessment Framework (TAF) is a statutory document used to assess pupils’ writing at the end of Key Stage 1 (Year 2). It replaced the previous interim frameworks and is used alongside the KS1 SATs to determine each pupil’s overall writing judgement. Unlike reading and maths, writing is not externally tested — it is assessed by the class teacher using evidence collected across the year. The TAF sets out “pupil can” statements organised into three standards: Working Towards the Expected Standard, Working at the Expected Standard, and Working at Greater Depth within the Expected Standard. For a pupil to be judged as meeting a standard, they must demonstrate all of the statements within that standard consistently across a range of independent writing. The key word is “independent” — work produced with significant scaffolding, dictation, or heavy editing does not count. Teachers must collect a body of evidence (typically 5–6 pieces of independent writing across different genres) to support their judgement. The framework covers composition, vocabulary, grammar, punctuation, and spelling, with handwriting assessed as part of the Expected Standard. It is important to note that the TAF is a “best fit” model — occasional errors do not disqualify a pupil from a standard, provided the skill is demonstrated consistently overall.
Mark Scheme Breakdown
- Writes sequences of sentences to form short narratives or descriptions.
- Demarcates some sentences with capital letters and full stops.
- Segments spoken words into phonemes and represents these with plausible graphemes.
- Spells some common exception words correctly (e.g. the, said, you).
- Forms lower-case letters in the correct direction, starting and finishing in the right place.
- Uses spacing between words that is generally consistent.
- Writes narratives about personal experiences and those of others (real and fictional), writing about real events, recording these simply and clearly.
- Demarcates most sentences with capital letters and full stops, and uses question marks correctly when required.
- Uses present and past tense mostly correctly and consistently.
- Uses co-ordination (e.g. or, and, but) and some subordination (e.g. when, if, that, because) to join clauses.
- Segments spoken words into phonemes and represents these by graphemes, spelling many correctly.
- Spells many common exception words correctly.
- Forms capital letters and digits of the correct size, orientation, and relationship to one another and to lower-case letters.
- Uses spacing between words that reflects the size of the letters.
- Writes effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing.
- Makes simple additions, revisions, and proof-reading corrections to their own writing.
- Uses the punctuation taught at Key Stage 1 mostly correctly, including apostrophes for contracted forms and the possessive (singular).
- Spells most common exception words correctly.
- Adds suffixes to spell most words correctly in their writing (e.g. -ment, -ness, -ful, -less, -ly).
- Uses the diagonal and horizontal strokes needed to join some letters.
How to Structure Your Answer
Collect a range of independent writing evidence
Gather at least 5–6 pieces of writing produced independently across the year. These should cover different genres — narrative, recount, letter, instructions, poetry — and should not have been heavily scaffolded, dictated, or copied. Evidence from across the curriculum (science observations, history recounts) is valid and encouraged.
A narrative about a class trip, a set of instructions for making a sandwich, a letter to a story character, a recount of a science experiment, and a poem about the seasons.
Annotate each piece against the TAF statements
For each piece of writing, highlight or annotate where specific TAF criteria are demonstrated. Use a tracking grid or highlighting system to record which statements are evidenced in which piece. Remember that not every statement needs to appear in every piece — but each statement must be demonstrated across the collection as a whole.
Check for consistency and independence
A pupil must demonstrate each criterion consistently, not just once. Look for patterns across the collection: does the pupil use full stops and capital letters in most pieces, or only in one? Ensure that all evidence comes from genuinely independent work — writing produced during a test or timed task is usually the strongest evidence of independence.
Make an overall judgement using best fit
The TAF uses a best fit model. A pupil meets a standard when they demonstrate all the statements within it. If a pupil meets all WTS and EXS statements but not all GDS statements, the judgement is EXS. Occasional errors in otherwise consistent work should not prevent a pupil from meeting a standard. Document your reasoning clearly in case of moderation.
Prepare for internal and external moderation
Organise each pupil’s evidence folder with a cover sheet summarising the judgement and which pieces evidence which criteria. Be prepared to explain borderline decisions. Moderation panels will look for evidence of independence, consistency, and accurate application of the TAF descriptors.
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Write a story about an adventure in a magical forest. Remember to use capital letters and full stops, interesting words to describe what you see, and tell the reader what happens at the beginning, middle, and end.
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