KS2 Writing Assessment Framework
The KS2 Writing Teacher Assessment Framework defines the standards pupils must meet by the end of Year 6. This guide breaks down every criterion across the three judgement standards so you can assess upper primary writing accurately, consistently, and with full confidence at moderation.
What This Question Asks
The KS2 Writing Teacher Assessment Framework (TAF) is the statutory tool for assessing writing at the end of Key Stage 2 (Year 6). Writing is the only core subject at KS2 that is not externally tested — it is assessed entirely through teacher judgement using evidence collected across the final year. The framework sets out “pupil can” statements organised into three standards: Working Towards the Expected Standard (WTS), Working at the Expected Standard (EXS), and Working at Greater Depth within the Expected Standard (GDS). To be judged at a standard, a pupil must demonstrate all statements within that standard. The evidence must come from independent writing — work produced without significant scaffolding, word banks, or teacher dictation. Teachers typically collect 6–8 pieces across different genres and purposes: narrative, persuasion, explanation, discussion, recount, and formal/informal writing. The KS2 TAF is more demanding than KS1 in several areas: it expects a wider range of sentence structures, more sophisticated punctuation (including colons, semicolons, and hyphens), accurate use of Standard English, and the ability to select vocabulary and grammatical structures appropriate to the level of formality required. Spelling expectations include words from the Year 5/6 statutory spelling list. Handwriting must be joined, legible, and fluent for the Expected Standard.
Mark Scheme Breakdown
- Writes for a range of purposes, using some features of the intended text type.
- Uses paragraphs to organise ideas.
- Uses capital letters, full stops, question marks, and exclamation marks mostly correctly.
- Uses some co-ordinating and subordinating conjunctions to extend sentences.
- Spells most words from the Year 3/4 statutory spelling list correctly.
- Produces legible joined handwriting.
- Writes effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader.
- In narratives, describes settings, characters, and atmosphere with carefully chosen vocabulary and detail.
- In non-narrative writing, uses simple organisational devices such as headings and bullet points.
- Uses paragraphs to organise ideas around a theme, with opening and closing statements.
- Uses a range of cohesive devices including adverbials, conjunctions, and pronouns.
- Uses verb tenses consistently and correctly throughout their writing.
- Uses the range of punctuation taught at Key Stage 2 mostly correctly, including commas for clarity, apostrophes, and inverted commas.
- Spells most words correctly from the Year 5/6 statutory spelling list.
- Maintains legibility and fluency in joined handwriting across the piece.
- 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 Key Stage 2 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
Build a diverse evidence portfolio across the year
Collect 6–8 pieces of independent writing from Year 6 across different genres and contexts. Include narrative, persuasion, explanation, discussion, letter writing, and at least one piece from a cross-curricular context. Ensure writing is genuinely independent — produced without sentence starters, modelled text, or significant teacher intervention during the writing process.
A narrative inspired by a class novel, a persuasive letter to the local council, a balanced discussion about screen time, a science explanation of the circulatory system, a historical recount from a World War 2 evacuee perspective, and a formal letter of complaint.
Annotate evidence against each TAF statement
Systematically annotate each piece of writing to show where specific TAF criteria are met. Use a consistent highlighting system — for example, colour-coding for composition, grammar, punctuation, spelling, and handwriting. Ensure annotations are clear enough for an external moderator to follow without explanation.
Assess consistency across the whole collection
Each TAF statement must be demonstrated consistently — not just in one piece. Review the annotated collection as a whole and check that skills appear across multiple pieces. Pay particular attention to the EXS criteria around verb tense consistency and punctuation, which are common areas of inconsistency even in otherwise strong writers.
Determine the overall judgement
A pupil meets a standard when they demonstrate all the statements within it. Apply the judgements in order: does the pupil meet all WTS statements? If yes, do they also meet all EXS statements? If yes, do they also meet all GDS statements? The judgement is the highest standard where all statements are met. Occasional slips in otherwise consistent work are acceptable under the “best fit” principle.
Prepare moderation-ready evidence folders
Create a folder per pupil with a cover sheet listing the judgement and a grid mapping each TAF statement to the pieces that evidence it. Include photocopies or originals of annotated writing. For borderline pupils, add a brief rationale note explaining your reasoning. Ensure all evidence is dated and clearly labelled as independent.
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Write a persuasive letter to your headteacher explaining why Year 6 pupils should be allowed to organise a charity event. Include formal language, a clear argument with reasons and evidence, and a polite but firm conclusion.
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