Greater Depth Writing at KS2
Greater Depth at Key Stage 2 requires Year 6 pupils to demonstrate assured, conscious control over their writing choices. This guide unpacks every GDS criterion, explains how it differs from Expected Standard, and shows you what moderators are looking for in evidence portfolios.
What This Question Asks
Working at Greater Depth within the Expected Standard (GDS) at KS2 represents writing that goes significantly beyond what is expected of a typical Year 6 pupil. Where the Expected Standard asks pupils to write effectively with mostly correct grammar and punctuation, Greater Depth demands something qualitatively different: conscious, deliberate control over language choices. A GDS writer does not just use varied vocabulary — they select vocabulary precisely for effect. They do not just vary sentence structure — they manipulate clause position deliberately to control pace, emphasis, and meaning. The most challenging aspect of the GDS standard is the requirement to “distinguish between the language of speech and writing” and to exercise “assured and conscious control over levels of formality.” This means a Greater Depth writer can shift between formal and informal registers appropriately and demonstrate awareness of why those shifts matter. For example, they might write a formal letter using impersonal constructions and then write a diary entry in a conversational, personal voice — and the shift is clearly deliberate, not accidental. Technically, GDS also requires correct use of semicolons and colons to mark clause boundaries, and a wider range of punctuation for parenthesis. All of these features must be demonstrated consistently across the evidence collection.
Mark Scheme Breakdown
- Writes effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader.
- Uses paragraphs to organise ideas around a theme.
- Uses a range of cohesive devices including adverbials, conjunctions, and pronouns.
- Uses verb tenses consistently and correctly.
- Uses the range of punctuation taught at KS2 mostly correctly.
- Spells most words correctly from the Year 5/6 statutory spelling list.
- Writes 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.
- Distinguishes between the language of speech and writing, and selects the appropriate register.
- Exercises an assured and conscious control over levels of formality through selecting vocabulary precisely and manipulating grammatical structures.
- Uses the range of punctuation taught at KS2 correctly, including colons and semicolons to mark the boundary between independent clauses.
- Uses a wide range of clause structures, sometimes varying their position within the sentence.
- Uses inverted commas, commas for clarity, and punctuation for parenthesis mostly correctly.
How to Structure Your Answer
Understand the core distinction: control, not just competence
The difference between EXS and GDS is not about making fewer mistakes. It is about making deliberate choices. An EXS writer uses varied vocabulary; a GDS writer selects vocabulary precisely for a specific effect on the reader. An EXS writer uses different sentence types; a GDS writer manipulates clause position to control emphasis and pace. When assessing, ask: “Is this a lucky accident or a deliberate choice?”
Assess register and formality across the evidence collection
The GDS standard requires pupils to distinguish between formal and informal registers and control them consciously. Look for evidence of both formal writing (letters, reports, balanced arguments using impersonal constructions, passive voice, and formal conjunctions) and informal writing (diary entries, dialogue, personal recounts). The key evidence is that the pupil shifts appropriately between registers across different pieces.
Formal: "It has been brought to our attention that the school field is being misused during break times." Informal: "I couldn’t believe it when Mrs Thompson said we could go on the trip — I’d been waiting for ages!" The same pupil writing both shows conscious register control.
Check for semicolons and colons used correctly
GDS requires correct use of colons and semicolons to mark boundaries between independent clauses. This is one of the most commonly failed criteria. The colon should introduce a related second clause that explains or expands the first (e.g. “She knew what she had to do: run.”). The semicolon should link two closely related independent clauses (e.g. “The hall fell silent; every eye turned to the door.”). Check that these appear in independent writing, not just grammar exercises.
Evaluate clause structure variety and manipulation
GDS writers vary clause position within sentences for effect. Look for fronted adverbials, embedded relative clauses, and sentences where the subordinate clause appears before the main clause. The variation should serve a purpose — building tension, adding detail, or controlling pace — not just appear random.
Confirm consistency across the full evidence portfolio
Every GDS criterion must be demonstrated across the evidence collection, not just in a single piece. Review the full portfolio and check that register control, precise vocabulary, varied clause structures, and correct semicolon/colon use appear in at least two or three different pieces. One outstanding piece surrounded by average work does not meet the GDS threshold.
Common Mistakes to Avoid
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Practise This Question Type
Write two pieces about the same event: first, a formal report for the school newsletter about your class trip to the museum, and then a diary entry describing the same trip in your own voice. Think carefully about how your language changes between the two.
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