SATs Writing Preparation Guide
Unlike reading, maths, and GPS, writing at KS2 is assessed by teacher judgement, not an exam paper. This guide explains exactly how the SATs writing assessment works, what evidence you need to collect, and how to prepare Year 6 pupils to demonstrate their best independent writing.
What This Question Asks
Writing is the only core subject at Key Stage 2 that is not assessed through an externally marked test paper. Instead, it is assessed by the class teacher using the Teacher Assessment Framework (TAF) and reported as part of the KS2 SATs results alongside reading, maths, and grammar/punctuation/spelling scores. This creates a unique challenge: there is no single writing “test” to prepare for, but rather a year-long process of evidence collection and judgement. The teacher’s writing assessment is submitted alongside SATs scores and is subject to external moderation by the local authority. Schools can be selected for moderation visits where a moderator reviews pupil evidence portfolios and may adjust judgements if they are not adequately supported. Preparing for the SATs writing assessment therefore means two things: ensuring pupils can write independently at the highest standard they are capable of, and ensuring that sufficient evidence of independent writing is collected and annotated to support accurate teacher judgements. Many schools use “assessment windows” — designated weeks where pupils complete writing tasks under controlled conditions — alongside ongoing classwork evidence. The most effective preparation combines regular independent writing practice with explicit teaching of the skills the TAF demands at each standard.
Mark Scheme Breakdown
- Writes for a range of purposes with some features of the intended text type.
- Uses paragraphs to organise ideas.
- Demarcates sentences with capital letters, full stops, question marks, and exclamation marks mostly correctly.
- Uses some co-ordinating and subordinating conjunctions.
- 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 awareness of the reader.
- Describes settings, characters, and atmosphere with carefully chosen vocabulary in narratives.
- Uses organisational devices in non-narrative writing (headings, bullet points).
- Uses cohesive devices including adverbials, conjunctions, and pronouns.
- Uses verb tenses consistently and correctly.
- Uses the range of KS2 punctuation mostly correctly, including commas for clarity and inverted commas.
- Spells most words from the Year 5/6 statutory spelling list correctly.
- Selects appropriate form and draws on reading as models for writing.
- Distinguishes between language of speech and writing with conscious register control.
- Exercises assured control over formality through precise vocabulary and grammatical manipulation.
- Uses colons and semicolons correctly to mark clause boundaries.
- Varies clause structures and their position within sentences.
How to Structure Your Answer
Plan the Year 6 writing curriculum around TAF requirements
Map the TAF criteria onto your yearly plan and ensure pupils have taught opportunities to write in every genre the framework requires: narrative, persuasion, discussion, explanation, recount, formal letter, informal writing, and report. Plan at least one independent “assessment piece” per half-term from autumn onwards so evidence accumulates steadily.
Autumn 1: narrative linked to class novel. Autumn 2: formal persuasive letter. Spring 1: balanced discussion. Spring 2: explanation text. Summer 1: historical recount. Summer 2: informal diary entry and formal report.
Teach independent writing skills explicitly
Many pupils write well with scaffolding but struggle independently. Build independence gradually: model writing together, then remove supports one at a time. Practise “cold writes” (writing in a genre without prior genre-specific teaching) to build confidence and reveal genuine independent ability. These cold writes also produce the strongest moderation evidence.
Focus on the skills that distinguish EXS from WTS
The biggest jump in the TAF is from WTS to EXS. Target these areas: consistent verb tense control across a whole piece, varied cohesive devices (not just “and” and “then”), accurate use of commas for clarity and inverted commas for speech, and vocabulary that shows reader awareness rather than just recounting events.
Build stamina for sustained independent writing
Year 6 pupils need to produce extended pieces of writing independently. Practise timed writing sessions of 30–45 minutes where pupils plan, write, and check a complete piece without teacher intervention. This builds both writing stamina and the habits of independence that produce strong evidence.
Prepare evidence portfolios systematically
Create a folder per pupil from the start of Year 6. Include 6–8 dated, annotated independent pieces across genres. Add a cover sheet with the TAF grid showing which pieces evidence which criteria. Annotate each piece with colour-coded highlights matching the TAF statements. For borderline pupils, include a brief rationale note.
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You have been asked to write an article for the school website persuading parents to support a new after-school reading club. Include a clear argument with reasons and evidence, address potential objections, and use a formal but friendly tone appropriate for a parent audience.
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