Key Stage 1 - Kent Trust Web

Key Stage 2 

Assessment Arrangements 

2013 

Guidance to Kent Schools 

For Year 6 and Year 7 Teachers

TABLE OF CONTENTS 

Purpose of this booklet 4 

Target Audience 4 

Contacts 4 

End of Key Stage 2 Assessment 2013 5 

Relevant publications and websites 5 

Page 

Key Actions for Year 6 teachers from January to May 6 - 7 

Guidance on the Assessment of Writing 7 - 8 

Key Stage Writing Moderation 2013 8 

Writing Moderation Visits 8 - 9 

District Moderation of Writing 9 - 12 

Agreement, Appeals and Quality Assurance 12 - 13 

Data Collection 14 

Criteria for writing assessment Levels 1-3 15 

KS2 Writing Level Descriptors 16 

Spelling and Handwriting Level Descriptors 17 

Moderation Strands 18 

Composition and effect Levels 2-6 19 - 20 

Sentence structure and punctuation Levels 2-6 21 - 22 

Text structure and organisation Levels 2-6 23 - 24 

Writing: flow chart for completing assessment guidelines using APP 25 

APP assessment grids Levels 2 and 3 26 




Appendix A: Forms for use at Writing Moderation 30 

Appendix B: Suggested tests for applying for Additional Time 31 

Appendix C: National Curriculum L2-6 descriptors 32 - 40 

Appendix D: Suggested tests for applying for Additional Time 2013 41 - 42 

Appendix E: Guidance for notification of a pupil unable to access KS2 tasks/tests 43 - 44 

Appendix E: Moderation Dates and Venues - P scale Agreement Trialling and 

Moderation 

45 

3

PURPOSE OF THIS BOOKLET 

This booklet contains information and guidance on assessment for the end of Key Stage 2 in 

2013. 

It does not replace the Standards and Testing Agency’s (STA’s) Key Stage 2 Assessment and 

Reporting Arrangements 2013 (ARA), but concentrates on issues specific to the moderation 

process in Kent schools. 

Readers of this document should be familiar with, and have access to the Key Stage 2 ARA 

2013. Maintained and Independent schools with KS2 pupils received one copy of the 2013 KS2 

ARA in November 2012. Additional printed copies are not available, although can be accessed 

online at: www.education.gov.uk/assessment 

Target Audience 

The booklet is relevant to all involved in the end of Key Stage 2 assessment: 

• Headteachers 

• Key Stage 2 Leaders 

• Assessment Co-ordinators 

• KS2 subject leaders 

• Year 5 teachers 


• KS3 Head of English Department 


• Administrative staff involved with inputting and submitting data 

The booklet or relevant sections from it may be photocopied for distribution as required within 

schools. 

Key Contacts 

Margo Barraclough 

Kent Challenge Adviser and Key Stage 2 

Moderation Manager 

01233 898700 

margo.barraclough@kent.gov.uk 

Katherine Atkinson 

01622 696202 

katherine.atkinson@kent.gov.uk 

Management Information: for support on KS2 

data collection 

Assessment and Moderation Support 

assessment@kent.gov.uk 

Jan Bennett 

01622 696001 

jan.bennett@kent.gov.uk 

Management Information: for general enquires 

about access arrangements and RAISEonline 

support 

Diana Robinson 

01622 694299 

diana.robinson@kent.gov.uk 

For guidance on disapplication from the curriculum. 

4

END OF KEY STAGE 2 TEACHER ASSESSMENT 2013 

• Schools will need to report ‘informed’ Teacher Assessment results for each pupil at the end of KS2. 

• In English, mathematics and science, schools will need to report a Teacher Assessment level for each 

attainment target and an overall subject level as one of the following: W, 1, 2, 3, 4, 5 6, A, D, L, F* or 

P**. 

• Regardless of whether the writing tests are marked internally or externally schools should use the 

results to inform a teacher assessment judgement of a pupil’s work across Year 6. 

• Schools selected for the writing sampling test should use the results to inform but not dictate teacher 

assessment levels. 

• Pupils’ reading test results will be combined with their writing teacher assessment to calculate the 

overall English level. 

• The Mathematics level will be calculated in the usual way by assigning different weightings to each 

attainment target: 

- (M AT1) Using and Applying Mathematics weighting = 2 

- (M AT2) Number and Algebra weighting = 5 

- (M AT3) Shape, Space and Measures weighting = 2 

- (M AT4) Data Handling weighting = 1 

• The Science level will be calculated in the usual way by assigning different weightings to each 

attainment target: 

- (Sc AT1) Scientific Enquiry weighting = 2 

- (Sc AT2) Living Processes and Living Things weighting = 1 

- (Sc AT3) Materials and their Properties weighting = 1 

- (Sc AT4) Physical Processes weighting = 1 

• The reporting of P scales is statutory. Schools will need to record the achievement of pupils with SEN 

using the P levels where they are working below Level 1 of the National Curriculum. The P scales are a 

set of optional indicators for recording the achievements of these pupils. 

• For more details on P scales, visit the STA website at: 

https://orderline.education.gov.uk/gempdf/1445950839/P_scales_level%20descriptors_2009.pdf 

• Schools will need to provide the LA, parents and the next school/Key Stage with the consolidated 

Teacher Assessment data for each pupil. 

• * F = Pupil will reach the end of the programme of study and take the relevant key stage test in the 

future. 

• ** P = Pupil has already completed the programme of study, the relevant key stage test has been taken 

and a teacher assessment result has been reported in the past 

Relevant publications and websites 

• Assessment and Reporting Arrangements KS2 2013 at www.education.gov.uk/assessment 

• Implications for teaching and learning from the English and Mathematics tests up to 2006 

http://orderline.education.gov.uk/bookstore.asp?FO=1307446&action=SearchResults 

5

KEY ACTIONS FOR YEAR 6 TEACHERS FROM JANUARY TO MAY 

(from the Primary Strategy) 

Month 

Action 

January • Set curricular targets for term 3, share with pupils and display (may need to adjust 

planning to address targets). 

• Use ‘Using curricular targets in Y6: materials for teachers’ to support planning, teaching 

and assessment linked to curricular targets. 

• Use assessment information to target children for the booster groups. Use Securing level 

… and Overcoming barriers materials throughout the year. 

• Start Booster programme (focusing on areas of need, linked where possible to the work 

going on in class). 

• Hold a meeting to discuss with parents how they can best support their children’s 

preparation for the Y6 national tests 

• Moderate teacher assessment of children’s work to ensure a shared understanding of 

standards. 

• Include in teaching sensible preparation for the tests – help children to develop 

confidence in their own knowledge and skills to enable them to achieve success. 

• Use test questions (eg: from Testbase CD Rom) in lessons. 

• Share mark schemes with the children to establish expectations and use to support 

peer and self-assessment. 

• Plan in order to secure children’s understanding of the mathematics Y5 Key 

Objectives. 

• Provide opportunities for children to practise timed tasks e.g ensure mental 

mathematics questions are timed, emphasising the importance of answering in 5, 10 

or 15 seconds; 15 minutes reading and 45 minutes answering questions; planning 

and writing in timed conditions for the short and long writing tasks. 

Own action 

points 

February • Y6 children sit national test papers from the previous year. 

• Mark, then analyse data (including booster children): 

• What are their strengths and weaknesses, areas of misconceptions etc? 

• Adjust medium term planning if necessary. 

• Go through papers with the children, modelling and encouraging children to model 

how questions could be answered, and emphasising annotations in mathematics. 

• Provide opportunities for children to discuss with one another their own strengths and 

areas for development. Support individuals/groups of children in making progress in 

particular identified areas. 

• Assess children’s progress against curricular targets and the key objectives covered 

that term. Use this to inform planning 

• Set curricular targets for term 4, share with pupils and display (may need to adjust 

planning to address targets). 

Own action 

points 

6

March • Prepare pack of materials for the Easter holidays (e.g. consolidation of key grammar 

areas, past reading questions, mathematical problems and puzzles linked to areas of 

development identified in the February test). Go through the pack with the children to 

ensure they understand its purpose and how to use it. 

• Plan a tight teaching schedule for the four-week run up to the national tests, focusing 

on key areas identified and drawing on the unit plans for mathematics and the literacy 

exemplification units. 

Own action 

points 

April/May • Go through the Easter homework with the children, showing children how questions could 

be answered. 

• Teach four week teaching schedule (see above) using day-to-day assessment to inform 

planning. 

• In the first week of May, plan experiences for children to reflect on what they have 

learnt (e.g. produce mind maps.) including the skills they have learnt. 

• Ensure there is a range of evidence across the genres for writing moderation. 

Own action 

points 

GUIDANCE ON THE ASSESSMENT OF WRITING 

Teacher Assessment of Writing 

There will not be an English writing test or English writing sample in 2013. Instead the English writing test 

will be replaced by a new statutory test of English grammar, punctuation and spelling. This change follows 

the Government’s acceptance of Lord Bew’s recommendation that writing composition should only be 

subject to teacher assessment, with the more ‘technical’ aspects of English assessed via an externally 

marked test. 

However, at least 25% of schools will receive a moderation visit and those schools not receiving a visit, will 

be invited to attend the County moderation of writing in May and June. 

To ensure accurate and consistent Teacher Assessment of Writing you are encouraged to refer to: 

• The performance descriptions for Writing as defined in the National Curriculum. 

• Assessing Pupil Progress grids. 

• The level descriptors in the moderation strands of: 

o 

o 

o 

Sentence structure and punctuation 

Text structure and organisation 

Composition and effect. 

7

It is important to note that the Teacher Assessed level awarded to a pupil is based on a ‘best fit’ model that 

takes account of a pupil’s achievements across a broad range of work, not a single task. 

KEY STAGE 2 WRITING MODERATION 2013 

Purpose of the Moderation Process 

Kent has a statutory duty to ensure the end of Key Stage assessments take place, that the tests are 

correctly administered, and that judgments are fair and consistent. The purpose of the writing moderation 

is to ensure that teacher assessment is accurate and consistent with national standards. 

Kent is required by the Standards and Testing Agency (STA) to moderate a sample size of schools for 

writing. These visits will be carried out by experienced school-based moderators. 

Writing Moderation Visits 

LAs are required on behalf of STA to carry out a programme of moderation visits during the academic 

year. The purpose of these visits is to ensure that teacher judgements in Year 6 are accurate and 

consistent with national standards. 

Schools on the list from the Standards and Testing Agency (STA): will receive a writing moderation visit 

between 15 th April and 22 nd June. Schools will be informed of a moderation visit no more than two weeks in 

advance, so they can make any necessary arrangements, including ensuring the availability of staff to talk 

to the visiting moderator. 

The moderation visit will be carried out by a school-based colleague who works in a different district. This 

may involve: 

• Discussion with the Headteacher/Assessment Co-ordinator/Year 6 teacher about the process of the 

moderation visit. 

• Discussion with Year 6 teachers relating to the ways they have reached their Teacher Assessments 

including, where appropriate, the steps taken to ensure consistent assessments across parallel 

classes. 

• Discussion with a senior colleague with oversight of assessment within the school to gain an insight into 

the steps the school has taken to ensure consistency of judgement about pupils’ work from Year 5 to 

Year 6, and from Year 6 to Year 7. 

• Scrutiny of pupils’ written work from September onwards (eg: exercise books, “finished” and 

“rough/draft” work, writing across a range of genre and in other subjects, such as history and 

geography, project-based work), together with any outcomes of the tests already undertaken. See 

Appendix A for suggested range of writing evidence. 

8

Schools will need to provide the moderator with the class list of Year 6 pupils and their teacher assessed 

levels. The moderator will then select a sample of borderline pupils and review the evidence. It would be 

helpful if teachers could indicate how secure pupils were working in that level. See sample size below: 

Cohort Size Less than 16 pupils 16 to 40 pupils More than 40 pupils 

Level 2 

writing 

One highest achieving 

(if applicable) 

Two highest achieving 


Three highest achieving 


Level 3 

writing* 

One highest achieving Two highest achieving Three highest achieving 

Level 4 

writing 

One lowest achieving Two lowest achieving Three lowest achieving 


Level 5 

writing** 


Level 6 

writing 

All (if applicable) 



* If no Level 3s then make up the sample size with the lowest Level 4s. 

** If no Level 5s then make up the sample size with the highest Level 4s. 

NB: The pupils in the sample size should be working at borderline levels. 

Moderators may wish to see evidence from additional pupils if they are not satisfied that the evidence 

provided confirms accurate judgements. 

Moderators will complete a Note of Visit, which will be a summary of their visit, outlining their judgements 

and reasons. This will either be left with the school or sent to the school within the appropriate timescale. 

District Moderation of Writing 2013 

Moderation Meetings 

These will take place between 22 nd May and 14 th June 2013 at venues across the county following the 

District model. The meetings provide opportunities for discussions about consistency, standards and 

effective practice in assessment. Precise details will be provided to schools in March. 

Each moderation session will take half a day and will be from 1.00pm - 4.00 pm. Most Kent schools with 

Key Stage 2 pupils will be required to send one Year 6 teacher representative to attend the meeting. The 

LA feels that participation in the moderation process represents a valuable opportunity for professional 

development. Secondary schools will be invited to send two Year 7 English teachers to participate in the 

moderation process, and to bring samples of their pupils’ writing to moderate. 

Format of the Moderation Meetings 

During meetings Years 6 and 7 teachers will work in small groups scrutinising the samples of pupils’ work. 

If the groups agree on the assessments made by their colleagues, those assessments are confirmed. 

However, changes to the assessments are sometimes made by the groups and in cases where they cannot 

come to an agreement, the team of moderators act as in independent group to make and feed back a 

decision. 

9

The Role of the Moderation Team 

The Moderation Team for 2013 will consist of current Key Stage 2 practitioners, experienced Key Stage 2 

moderators, primary school Headteachers and Leading Assessment for Learning Teachers. The LA may 

be monitored in its duties by STA personnel. 

To ensure that fair and consistent assessments are made, members of the team will moderate the 

assessment of the lowest achieving Level 5 in Years 6 and 7 from each school – if there are no Level 

5s, then the highest achieving Level 4. 

All pieces submitted to the team will be looked at by at least two moderators to ensure a consistency of 

moderation within the team. 

The team will keep a log of all pieces of work submitted to it. The outcome is recorded as a means of 

quality assurance. 

The team may request extra samples from schools where their judgement differs. Further samples may be 

requested from any school where concerns are raised on the consistency of the levels awarded. 

The Moderation Manager (Margo Barraclough) will ensure that the Headteacher of the primary or junior 

school is formally notified where there are changes made to the awarded levels as part of the moderation 

process. 

Evidence to bring to the moderation 

For each pupil in the sample all Year 6 and Year 7 teachers must bring sufficient evidence* that best 

supports teacher assessments in: 

and 

and 

• Writing across a range of genres and curriculum areas (See Appendix A) 

• An annotated and highlighted copy of the guidelines or a similar resource used in the school, 

showing the level the pupil is working at and the extent to which the pupil was supported. The 

Assessing Pupil Progress grids are included in this booklet. 

• Writing tasks and spelling tests (end of KS2 and optional Year 7, if available) with the annotated 

mark schemes. 

Examples of evidence: 

• A range of pupils’ written work that shows most independence, ie. little or no adult support. It is 

recommended that work is briefly annotated with a code to show level of independence, eg: “I” for 

“independent work” and “S” for “supported work.” 

• Work from other lessons, such as topic work, science, RE, geography and history. 

• Notes on plans and evidence – annotations and jottings. 

• Pupils’ own reflections about their writing. 

• Teachers’ and additional adults’ observations. 

Evidence that is not helpful: 

• Homework tasks. 

• Closed tasks / photocopied worksheets (unless annotated). 

• Group or paired work. 

• Work that is not dated. 

10

Sufficient evidence*: enough evidence by which teachers are able to make a secure 

judgement about a pupil. 

Sample sizes for moderation of writing in districts: 

Year 6: 

Cohort Size Less than 16 pupils 16 to 40 pupils More than 40 pupils 

Level 3 

writing* 


Level 4 

writing 

One borderline 

(may be lowest or highest 

achieving) 

Two borderline 

(may be lowest and/or 

highest achieving) 

Three borderline 

(may be lowest and/or highest 

achieving) 

Level 5 

writing** 


Level 6 

writing 





* If no Level 5s then make up the sample size with the highest Level 4s. 


Each Year 7 teacher: 

Levels 

Sample size to bring to moderation 

Level 3 writing* 

One highest achieving 

Level 4 writing 

One borderline 

(may be lowest or highest achieving) 


One lowest achieving 


One lowest achieving 



11

Endorsement 

Endorsement is the formal agreement by the Moderation Manager that the pupils’ work submitted at 

moderation has been appropriately administered and assessed by the school. It enables schools to submit 

their data to the LA for the purposes of the national data collection. 

It is expected that the majority of schools will have their results endorsed at the end of the process. Where 

this is the case, the Headteacher will receive a completed form of endorsement from the moderation. 

The KS2 writing assessments of a school must be endorsed by the Moderation Manager before the data 

can be submitted to Kent’s Management Information. 

Where there are more significant concerns raised that cannot be addressed at the moderation meeting the 

manager will arrange with the Headteacher to visit the school and undertake a more detailed moderation of 

assessments. This is generally quite rare. 

Agreement, Appeals and Quality Assurance 

Agreement 

The Manager of the moderation process may request further evidence from a school before endorsing its 

results. This may include submitting additional evidence for individual pupils to ensure appropriate levels 

are awarded. The school’s Year 6 representative will be made aware at the moderation meeting if this is 

necessary. 

Appeals 

Schools wishing to appeal against any decision, either made at the district moderation or during a school 

visit, may resubmit their samples by post for the appeals meeting, which will be held on 25th June 2013, 

by 21 st June 2013 at the latest. They need to send the evidence in an envelope to the address below: 

FAO: 

Margo Barraclough 

KS2 Moderation Manager – Postal Appeals 

Education, Learning and Skills 

The Shepway Centre 

Maidstone 

Kent 

ME15 8AW 

Appeals protocol 

The following conditions will be met as part of the appeals and postal moderation: 

Where schools have presented samples for reconsideration: 

• Any member of the Moderation Team present at the original moderation meeting (either in school or at 

the district meeting) will not moderate any work for that school. 

• The level agreed by the Moderation Team will be the final level set for that piece by the LA. 

• Each school will receive relevant written feedback where there is a difference between the school 

assessed level and the level decided by the team. 

12

Where schools have presented additional evidence at the request of the Moderation Manager: 

This additional evidence will form part of the postal moderation/appeals meeting. 

Additional samples may be required where the sample submitted during the original process is deemed 

inappropriate or insufficient for assessment. 

• The samples will be assessed by any members of the Moderation Team, whether or not they were 

present when work from the school was initially considered. 

• Schools will receive written feedback detailing outcomes where the Team’s assessment is different 

from the school’s assessment. 

Where schools were not present at their original moderation meeting: 

• Samples will be moderated by the team in the same way as they would have been at any district-based 

moderation session. 

• Individual schools will receive written feedback of the outcome of the postal moderation. 

Quality Assurance 

The Moderation Manager will approach specific schools to take a selection of scripts to the South East 

Regional Standardisation Meeting on 26 th June 2013. This standardisation meeting includes 

representatives from a large number of LAs in the South East. The purpose of the meeting is to moderate 

each LA’s decisions and to ensure consistent standards. The meeting is also attended by representatives 

from STA. 

Data Collection 

Precise information relating to data collection of KS2 National Curriculum Assessment results will be 

provided by Management Information in May 2013. The deadline for reporting teacher assessments to 

Management Information is Tuesday, 25 th June 2013. 

The results can only be submitted when the school's results have been formally endorsed by the 

Moderation Manager. As last year, at the request of STA, the LA will undertake a random sample of 

submitted assessments to Management Information, to ensure that the levels agreed at Moderation are 

reported correctly. 

Management Information will process endorsed pupils’ results on behalf of all schools and submit them to 

the DfE as part of the national data collection. 

13

Check for 

Writing 

Moderation 

Planning 

Structuring opportunities 

for pupils write across a 

range of genres 

Learning 

Build skills, curiosity, 

confidence and 

independence 

Managing ongoing 

evidence 

Quality, not quantity 

Preparing for the 

moderation 

Know the pupils and help 

others know them 

Plan regular opportunities 

for writing, including guided 

writing opportunities 

Give opportunities to write in 

different genres and allow 

choice and independence, 

especially in independent 

writing 

Make sure all work is dated 

Annotating work with a 

pupil’s quote helps to clarify 

his/her understanding 

Collect all the writing 

evidence from chosen 

pupils- if advice has been 

followed, this will show 

variety and independence 

Give pupils opportunities to 

plan and draft their writing 

Ensure the learning intention 

is clear and understood by 

all pupils (and written by 

adults for slow writers!) 

Share examples of good 

questioning/ verbal evidence 

with TAs so they can 

support evidence gathering 

Moderators will look for a 

range of independent work. 

Post-Its will help flag it up if 

the pupil’s handwriting is not 

clear 

Be aware of Level 4 and 

Level 5 expectations in 

every genre and offer 

experiences to appropriate 

pupils. 

Plan ahead for focussed 

use of observations/quotes 

to show practical application 

of learning by guided groups 

Use plain books for planning, 

as these allow for expansion 

of ideas and show 

development of writing 

Use the writing tasks and 

spelling test for further 

evidence. 

Plan opportunities for Level 

5 learning in all parts of the 

lesson, not just as an extra, 

for appropriate pupils 

Mark to the learning 

intention- how has progress 

been demonstrated? Have 

pupils responded to 

teachers’ feedback? 

Keep manageable evidenceannotations 

on planning, 

observations on post its, 

quotes, TAs’ comments, 

cross curricular writing 

Use examples in the 

standards files for in-school 

moderation, to ensure 

consistent judgements. Be 

prepared to justify them 

14 

**NB: The Year 6 Teacher representing the school at moderation needs to know about all the pupils in the sample.

Criteria for writing assessment (levels 1 – 3) for teacher assessment purposes only 

Content 

(Narrative Writing) 

Content 

(Non Narrative Writing) 

Sentences 

Level 1 Level 2C Level 2B Level 2A Level 3 

• Communicates meaning beyond a 

simple statement some 

characteristics of narrative writing, 

which may not be sustained 

• Communicates meaning 

through simple words and 

phrases 

• Writing is comprehensible 

without the need for a 

transcript 


through simple words and 

phrases 

• Writing is comprehensible 

without the need for a 

transcript 

• Communicates meaning beyond a 

simple statement 

• Some characteristics of non 

narrative writing, which may not be 

sustained 

• Simple words and phrases • Individual ideas developed in short 

sections 


• Narrative used with some consistency 

(tense, person, story-line 

• Some awareness of reader and 

purpose of narrative writing 


• Non-narrative used with some 

consistency 

• Some awareness of reader and 

purpose of non-narrative writing 

• May lack organisation of subject 

matter 

• Sufficient detail given to engage the 

reader 

• Effective variation in sentence 

structure 

• Communicates meaning in lively 

way generally holding the 

reader’s interest 

• Main characteristics of narrative 

writing are evident 

• Communicates meaning in lively 

way generally holding the 

reader’s interest 

• Main characteristics of nonnarrative 

writing are evident 

• Simple organisational features 

present e.g. (headings, sections) 

• Links between ideas/events 

mainly clear 

• Correctly structured sentences 

• Organised imaginative, clear 

• Main features of narrative writing 

used appropriately 

• Fluent writing style appropriate to 

intended reader 

• Technical aspects effective 

(index, headings, diagrams, 

captions) 

• Fluent writing style appropriate to 

intended reader, subject and 

purpose (recount, persuasion, 

non-chronological report, 

explanation, discussion, 

instruction) 

• Ideas extended logically in 

sequence of sentences 

Vocabulary 

• Simple words and phrases • Vocabulary appropriate to subject 

matter some words used effectively 

• Variation in choice of words 

• Ambitious words sometimes used 

• Some descriptive phrases add 

detail/emphasis 

• Words chosen for variety, 

interest and effect 

Grammar and 

Punctuation 

Spelling 

• Begin to show awareness of 

how full stops are used 

• Some recognisable 

representation of phonemes 

• More characteristics of spoken than 

written language 

• Some punctuation conventions 

used to demarcate units of meaning 

• Some common words spelt 

correctly 

• Alternative words reliant on phonics 

• Some recall of visual patterns (e.g. 

oa, ea) 

• Organisation reflects purpose of 

writing 

• Some sentences extended/linked 

through connectives other than 

‘and’ 

• Some sentence punctuation 

• Phonetically plausible 

• Growing knowledge of whole word 

structure 

• Awareness of visible patterns 

• Recall of letter strings (e.g. --ing, -ed) 

• Growing understanding of use of 

capital letters and full stops to 

mark correctly structured 

sentenced 

• Accurate spelling of many 

common monosyllabic words 

• Phonetically plausible attempts at 

longer polysyllabic words 

• Basic grammatical 

structure correct 

• Accurate use of full stops, capital 

letters and question marks 

• Mostly accurate (including 

common polysyllabic words) 

Handwriting 

• Most letters clearly shaped 

• Most letters correctly 

orientated 

• Legible 

• Some inconsistencies in letter size 

and orientation 

• Some inconsistencies in use of 

upper /and lower case letters. 

• Clear ascenders/descenders 

distinguishable 

• Upper/lower case letters not generally 

mixed within words 

• Letters accurately formed 

• Letters consistent in size 

• Joined and legible 

15

The Moderation Process 

Writing: making a level judgement 

Use these steps to formalise your assessment of pupils’ writing: You will need: 

• Evidence of pupil’s writing that shows most independence, including work in other subjects. 

• Other evidence about the pupil as a writer, e.g. notes on plans, pupil’s own reflections, your own 

recollections of classroom activities and questions. 

• A copy of the assessment guidelines for the level borderline that is your starting point. 

Step 1: Making assessment focus judgements 

For each AF, starting with AF5: 

- look at the evidence in relation to all the criteria for both the higher and lower levels at this 

borderline and highlight those that have been met. 

- make a best-fit judgement whether the higher or lower level has been achieved and tick the 

appropriate level-related box. 

- if there is some evidence for an AF but not enough to make a judgement at the lower level, tick 

the BL (Below Level) box. 

- if there is no evidence for a particular AF, tick the IE (Insufficient Evidence) box. 

If you ticked BL for more than one AF out of AFs 1 to 6, check whether you should be using the assessment 

guidelines for the level borderline below. 

If you have ticked all, or almost all, the criteria for the higher level, check whether you should be using the 

assessment guidelines for the level borderline above. 

Step 2: Making an overall level judgement 

Check your AF judgements against the requirements for each level: 

For level 2: ticks at level 2 for three out of AF5, AF6, AF1 and AF” and either AF7 or AF8. 

For all other levels: ticks at the level for any four AFs out of AFs 1 to 6. 

If you have ticked IE for more than two AFs, there may be insufficient evidence to make an overall level 

judgement, in which case IE should be awarded. 

Now finalise the overall level judgement by deciding whether the level is low, secure or high. 

Low – meets the minimum requirements for the level. 

Secure – meets the minimum requirements for the level with some additional highlighting of criteria at the level in 

most other AFs. 

High: the criteria for the level are highlighted across all, or almost all, the AFs, with some criteria in the level above 

likely to be highlighted as well. 

Your decision should take account of how fully and consistently the criteria have been met and how far the pupil 

demonstrates independence and choice across a range of evidence. Where evidence for AF7 and AF8 is 

significantly better/worse than the evidence for other AFs, it is likely to influence your judgement of low, secure or 

high. 

Step 3: Checking the overall level judgement 

Finally, check the overall judgement by comparing the evidence with the relevant standard files. 

25

Writing assessment guidelines: levels 2 and 3 

Pupil name Class / Group Date 

AF5 - vary sentences 

for clarity, purpose and 

effect 

AF6 - write with 

technical accuracy of 

syntax and 

punctuation in 

phrases, clauses and 

sentences 

AF3 - organise and 

present whole texts 

effectively, sequencing 

and structuring 

information, ideas and 

events 

AF4 - construct 

paragraphs and use 

cohesion within and 

between paragraphs 

AF1 - write 

imaginative, 

interesting and 

thoughtful texts 

AF2 - produce texts 

which are 

appropriate to task, 

reader and purpose 

AF7 - select 

appropriate and 

effective 

vocabulary 

AF8 - use correct spelling 

Handwriting and 

presentation 

Level 3 

In most writing 

• reliance mainly on 

simply structured 

sentences, variation 

with support, eg some 

complex sentences 

• and, but, so are the 

most common 

connectives, 

subordination 

occasionally 

• some limited variation 

in use of tense and 

verb forms, not always 

secure 


• straightforward 

sentences usually 

demarcated 

accurately with full 

stops, capital letters, 

question and 

exclamation marks 

• some, limited, use of 

speech punctuation 

• comma splicing 

evident, particularly in 

narrative 


• some attempt to 

organise ideas with 

related points placed 

next to each other 

• openings and closings 

usually signalled 


sequence ideas or 

material logically 


• some internal 

structure within 

sections of text eg 

one-sentence 

paragraphs or ideas 

loosely organised 

• within paragraphs / 

sections, some links 

between sentences, 

eg use of pronouns 

or of adverbials 

• movement between 

paragraphs / sections 

sometimes abrupt or 

disjointed 


• some appropriate 

ideas and content 

included 


elaborate on basic 

information or events, 

eg nouns expanded 

by simple adjectives 

• attempt to adopt 

viewpoint, though 

often not maintained 

or inconsistent, eg 

attitude expressed, 

but with little 

elaboration 


• purpose established 

at a general level 

• main features of 

selected form 

sometimes signalled 

to the reader 

• some attempts at 

appropriate style, 

with attention to 

reader 


• simple, generally 

appropriate 

vocabulary used, 

limited in range 

• some words 

selected for effect 

or occasion 


• correct spelling of 

o some common 

grammatical function 

words 

o common content/lexical 

words with more than 

one morpheme, 

including compound 

words 

• likely errors 

o some inflected endings, 

eg past tense, 

comparatives, adverbs 

o some phonetically 

plausible attempts at 

content/lexical words 


• legible style, 

shows 

accurate and 

consistent 

letter 

formation, 

sometimes 

joined 

Level 2 

In some forms of 

writing 

• some variation in 

sentence openings, eg 

not always starting with 

name or pronoun 

• mainly simple 

sentences with and 

used to connect 

clauses 

• past and present tense 

generally consistent 


writing 

• clause structure 

mostly grammatically 

correct 

• sentence 

demarcation with 

capital letters and full 

stops usually 

accurate 

• some accurate use of 

question and 

exclamation marks, 

and commas in lists 


writing 

• some basic 

sequencing of ideas or 

material, eg timerelated 

words or 

phrases, line breaks, 

headings, numbers 

• openings and/or 

closings sometimes 

signalled 


writing 

• ideas in sections 

grouped by content, 

some linking by 

simple pronouns 


writing 

• mostly relevant ideas 

and content, 

sometimes repetitive 

or sparse 

• some apt word 

choices create 

interest 

• brief comments, 

questions about 

events or actions 

suggest viewpoint 


writing 

• some basic purpose 

established, eg main 

features of story, 

report 


features of the given 

form used 

• some attempts to 

adopt appropriate 

style 


writing 

• simple, often 

speech-like 

vocabulary 

conveys relevant 

meanings 

• some 

adventurous word 

choices, eg 

opportune use of 

new vocabulary 

In some forms of writing 

• usually correct spelling of 

o high frequency 


words 

o common single 

morpheme 



o inflected endings, eg 

past tense, plurals, 

adverbs 

o phonetic attempts at 

vowel digraphs 


writing 

• letters generally 

correctly shaped but 

inconsistencies in 

orientation, size and 

use of upper/lower 

case letters 

• clear letter 

formation, with 

ascenders and 

descenders 

distinguished, 

generally upper and 

lower case letters 

not mixed within 

words 

BL 

IE 

Overall assessment (tick one box only) Low 2 Secure 2 High 2 Low 3 Secure 3 High 3 

26



AF5 - vary sentences for 

clarity, purpose and 

effect 



syntax and 



sentences 






events 





AF1 - write 

imaginative, 




which are 



AF7 - select 


effective 

vocabulary 


Handwriting and 

presentation 

Level 4 

Across a range of 

writing 

• some variety in length, 

structure or subject of 

sentences 

• use of some 

subordinating 

connectives, eg if, 

when, because 

throughout the text 

• some variation, 

generally accurate, in 

tense and verb forms. 


writing 

• sentences 

demarcated 

accurately throughout 

the text, including 

question 

• speech marks to 

denote speech 

generally accurate, 

with some other 


• comma used in lists 

and occasionally to 

mark clauses, 

although not always 

accurately 


writing 

• ideas organised by 

clustering related 

points or by some time 

sequence 

• ideas are organised 

simply with a fitting 

opening and closing, 

sometimes linked 

• ideas or material 

generally in logical 

sequence but overall 

direction of writing not 

always clearly 

signalled 


writing 

• paragraphs/sections 

help to organise 

contact, eg main idea 

usually supported or 

elaborated by 

following sentences 


sections limited 

range of connections 


eg over-use of ‘also’ 

or pronouns 


establish simple links 

between 

paragraphs/sections 

not always 

maintained, eg 

firstly, next 


writing 

• relevant ideas and 

content chosen 

• some ideas and 

material developed in 

detail, eg 

descriptions 

elaborated by 

adverbial and 

expanded noun 

phrases 


viewpoint generally 

established and 

maintained, eg writing 

in role or maintaining 

a consistent stance 


writing 

• main purpose of 

writing is clear but 

not always 

consistently 

maintained 


selected form are 

clear and 

appropriate to 

purpose 

• style generally 


though awareness of 

reader not always 

sustained 


writing 

• some evidence of 

deliberate 

vocabulary 

choices 

• some expansion 

of general 

vocabulary to 

match topic 

Across a range of writing 


o most common 


words, including adverbs 

with –ly formation 

o regularly formed 

context/lexical words, 

including those with 

multiple morphemes 

o most past and present 

tense inflections, plurals 


o homophones of some 

common grammatical 

function words 

o occasional phonetically 

plausible spelling in 


Level 3 


• reliance mainly on 

simply structured 

sentences, variation 

with support, eg some 

complex sentences 

• and, but, so are the 

most common 

connectives, 

subordination 

occasionally 

• some limited variation 

in use of tense and verb 

forms, not always 

secure 



sentences usually 

demarcated 

accurately with full 

stops, capital letters, 

question and 

exclamation marks 

• some, limited, use of 


• comma splicing 

evident, particularly in 

narrative 



organise ideas with 

related points placed 

next to each other 

• openings and closings 

usually signalled 


sequence ideas or 

material logically 


• some internal 

structure within 

sections of text eg 

one-sentence 

paragraphs or ideas 

loosely organised 


sections, some links 


eg use of pronouns 

or of adverbials 

• movement between 

paragraphs / sections 

sometimes abrupt or 

disjointed 



ideas and content 

included 


elaborate on basic 

information or events, 

eg nouns expanded 

by simple adjectives 

• attempt to adopt 

viewpoint, though 

often not maintained 

or inconsistent, eg 

attitude expressed, 

but with little 

elaboration 


• purpose established 

at a general level 


selected form 

sometimes signalled 

to the reader 

• some attempts at 

appropriate style, 

with attention to 

reader 


• simple, generally 

appropriate 


limited in range 

• some words 

selected for effect 

or occasion 



o some common 


words 

o common content/lexical 

words with more than one 

morpheme, including 

compound words 


o some inflected endings, 

eg past tense, 

comparatives, adverbs 

o some phonetically 

plausible attempts at 



• legible 

style, 

shows 

accurate 

and 

consistent 

letter 

formation, 

sometimes 

joined 

BL 

IE 

27 

Overall assessment (tick one box only) Low 3 Secure 3 High 3 Low 4 Secure 4 High 4



Level 5 

AF5 - vary sentences 

for clarity, purpose and 

effect 



syntax and 



sentences 


writing 


writing 

• a variety of sentence • full range of 

lengths, structures and punctuation used 

subjects provides clarity accurately to 

and emphasis 

demarcate 

sentences, including 


• wider range of 

connectives used to 

clarify relationship 

between ideas, eg 

although, on the other 

hand, meanwhile 

• some features of 

sentence structure 

used to build up detail 

or convey shades of 

meaning, eg variation 

in word order, 

expansions in verb 

phrases 

• syntax and 

punctuation within the 

sentence generally 

accurate including 

commas to mark 

clauses, though some 

errors occur where 

ambitious structures 

are attempted 






events 





AF1 - write imaginative, 




which are 



Across a range of Across a range of writing Across a range of writing Across a range of 

writing 

• paragraphs clearly • relevant ideas and writing 

• material is structured structure main ideas material developed with • main purpose of 

clearly, with sentences across text to support some imaginative detail writing is clear and 

organised into 

purpose, eg clear • development of ideas consistently 

appropriate paragraphs chronological or logical and material 

maintained 

• development of 

links between paragraphs appropriately shaped for • features of 

material is effectively • within paragraphs / selected from, eg 

selected form 

managed across text, sections, a range of nominalisation for clearly established 

eg closings refer back devices support 

succinctness 

with some 

to openings 

cohesion, eg secure use 

• clear viewpoint 

adaptation to 

• overall direction of the of pronouns, connectives, 

established generally purpose 

text supported by clear references back to the 

consistent, with some • appropriate style 

links between 

text 

elaboration, eg some, clearly established 

paragraphs 

• links between paragraphs 

uneven development of to maintain 

/ sections generally 

individual voice or reader’s interest 

maintained across whole 

characterisation in role throughout 

text 

AF7 - select appropriate 

and effective vocabulary 


Across a range of writing Across a range of writing 

• vocabulary chosen for • correct spelling of 

effect 

o grammatical function words 

• reasonably wide 

o almost all inflected words 

vocabulary used, though o most derivational suffixes and 

not always appropriately prefixes 

o most common content/lexical 

words 



plausible spelling of unstressed 

in content words 

o double consonants in prefixes 

Level 4 


writing 

• some variety in length, 

structure or subject of 

sentences 

• use of some 

subordinating 

connectives, eg if, 

when, because 

throughout the text 

• some variation, 

generally accurate, in 

tense and verb forms. 


writing 

• sentences 

demarcated 

accurately throughout 

the text, including 

question 

• speech marks to 

denote speech 

generally accurate, 

with some other 


• comma used in lists 

and occasionally to 

mark clauses, 

although not always 

accurately 


writing 

• ideas organised by 

clustering related 

points or by some time 

sequence 

• ideas are organised 

simply with a fitting 

opening and closing, 

sometimes linked 

• ideas or material 

generally in logical 

sequence but overall 

direction of writing not 

always clearly 

signalled 


• paragraphs/sections help 

to organise contact, eg 

main idea usually 

supported or elaborated 

by following sentences 


sections limited range of 

connections between 

sentences, eg over-use 

of ‘also’ or pronouns 


establish simple links 

between 

paragraphs/sections not 

always maintained, eg 

firstly, next 

Across a range of writing Across a range of 

• relevant ideas and writing 

content chosen • main purpose of 

• some ideas and material writing is clear but 

developed in detail, eg not always 

descriptions elaborated consistently 

by adverbial and 

maintained 

expanded noun phrases 


viewpoint generally 

established and 

maintained, eg writing in 

role or maintaining a 

consistent stance 


selected form are 

clear and 


purpose 

• style generally 


though awareness 

of reader not 

always sustained 

Across a range of writing Across a range of writing 

• some evidence of • correct spelling of 

deliberate vocabulary o most common grammatical 

choices 

function words, including 

• some expansion of 

general vocabulary to 

match topic 

adverbs with –ly formation 

o regularly formed context/lexical 

words, including those with 

multiple morphemes 

o most past and present tense 

inflections, plurals 


o homophones of some common 

grammatical function words 


plausible spelling in 


BL 

IE 

Overall assessment (tick one box only) Low 4 Secure 4 High 4 Low 5 Secure 5 High 5 

28



Level 6 

AF5 - vary sentences for 

clarity, purpose and effect 


• controlled use of a variety 

of simple and complex 

sentences to achieve 

purpose and contribute of 

overall effect 

• confident use of a range 

of sentence features to 

clarify or emphasise 

meaning, eg fronted 

adverbials (‘Reluctantly , 

he …, Five days later, it 

…’), complex noun or 

prepositional phrases 



syntax and 



sentences 


writing 

• syntax and full range 

of punctuation are 

consistently accurate 

in a variety of 

sentence structures, 

with occasional 

errors in ambitious 

structures , eg only 

occasional comma 

splices, some use of 

semi-colons, not 

always accurate 






events 


• material is clearly 

controlled and 

sequenced, taking 

account of the reader’s 

likely reaction, eg 

paragraphs of different 

lengths, use of flashback 

in narrative, anticipating 

reader’s questions 

• a range of features 

clearly signal overall 

direction of the text for 

the reader, eg opening 

paragraphs that introduce 

themes clearly, 

paragraph markers, links 







• construction of 

paragraphs clearly 

supports meaning and 

purpose, eg paragraph 

topic signalled and then 

developed, withholding of 

information for effect, 

thematic links between 

paragraphs 

• within paragraphs, 

cohesive devices 

contribute to emphasis 

and effect, eg adverbials 

as sentence starters 

AF1 - write imaginative, 

interesting and thoughtful 

texts 

AF2 - produce texts which are 

appropriate to task, reader and 

purpose 


• imaginative treatment of appropriate materials, familiarity with 

conventions of a variety of forms, adapting them when needed to 

suit purpose and audience, not always successfully, eg deliberate 

use of inappropriate register for humour, clear emphasis on 

narration rather than plot 

• convincing, individual voice or point of view established and 

mostly sustained throughout, eg authoritative expert view, 

convincing characterisation, adopting a role 

• level of formality used for purpose and audience generally 

appropriate and a range of stylistic devices used to achieve effect 

not always successfully, eg controlled informality, generalisations 

or shifts between conversational style and more literary language 

AF7 - select 


effective 

vocabulary 


writing 

• vocabulary 

chosen generally 


purpose and 

audience 

• range of 

vocabulary 

generally varied 

and often 

ambitious, even 

though choices 

not always apt 



• generally correct spelling 

throughout, including 

some 

o ambitious, uncommon 

words 

o words with complex 

sound/symbol 

relationships 

o words with unstressed 

syllables 

o multi-letter vowel and 

consonant symbols 


o occasionally in complex 

words such as 

outrageous, 

exaggerated, 

announcing, parallel 

Level 5 


• a variety of sentence 

lengths, structures and 

subjects provides clarity 

and emphasis 

• wider range of 

connectives used to 

clarify relationship 

between ideas, eg 

although, on the other 

hand, meanwhile 

• some features of 

sentence structure used 

to build up detail or 

convey shades of 

meaning, eg variation in 

word order, expansions in 

verb phrases 


writing 

• full range of 

punctuation used 

accurately to 

demarcate 

sentences, including 


• syntax and 

punctuation within 

the sentence 

generally accurate 

including commas to 

mark clauses, though 

some errors occur 

where ambitious 

structures are 

attempted 


• material is structured 

clearly, with sentences 

organised into 

appropriate paragraphs 

• development of material 

is effectively managed 

across text, eg closings 

refer back to openings 

• overall direction of the 

text supported by clear 

links between paragraphs 


• paragraphs clearly 

structure main ideas 

across text to support 

purpose, eg clear 

chronological or logical 

links between paragraphs 


sections, a range of 

devices support 

cohesion, eg secure use 

of pronouns, connectives, 

references back to the 

text 

• links between paragraphs 

/ sections generally 

maintained across whole 

text 


• relevant ideas and material 

developed with some 

imaginative detail 

• development of ideas and 

material appropriately 

shaped for selected from, 

eg nominalisation for 

succinctness 

• clear viewpoint established 

generally consistent, with 

some elaboration, eg some, 

uneven development of 

individual voice or 

characterisation in role 


• main purpose of writing is clear 

and consistently maintained 

• features of selected form clearly 

established with some adaptation 

to purpose 

• appropriate style clearly 

established to maintain reader’s 

interest throughout 


writing 

• vocabulary 

chosen for effect 

• reasonably wide 


though not 

always 

appropriately 



o grammatical function 

words 

o almost all inflected 

words 

o most derivational 

suffixes and prefixes 

o most common 




plausible spelling of 

unstressed in content 

words 

o double consonants in 

prefixes 

BL 

IE 

29 

Overall assessment (tick one box only) Low 5 

Secure 5 High 5 Low 6 Secure 6 High 6

APPENDIX A 

Writing Text types 

30

APPENDIX B 

KS2/3 Writing Moderation 2013 

School: 

Pupil: 


School: 

Pupil: 

APPENDIX A 

Test and task level 

Class-based evidence level 

Overall Level 

Final moderated level 

Moderators’ initials: 

Sch. Table Mod. 

Date: 



Overall Level 




Date: 


School: 

Pupil: 



Overall Level 




Date: 


School: 

Pupil: 



Overall Level 




Date: 

31

National Curriculum L2-6 – Speaking and listening: 

APPENDIX C 

Level 2 

Pupils begin to show confidence in talking and listening, particularly where the topics interest them. On 

occasions, they show awareness of the needs of the listener by including relevant detail. In developing 

and explaining their ideas they speak clearly and use a growing vocabulary. They usually listen carefully 

and respond with increasing appropriateness to what others say. They are beginning to be aware that in 

some situations a more formal vocabulary and tone of voice are used. 

Level 3 

Pupils talk and listen confidently in different contexts, exploring and communicating ideas. In discussion, 

they show understanding of the main points. Through relevant comments and questions, they show they 

have listened carefully. They begin to adapt what they say to the needs of the listener, varying the use of 

vocabulary and the level of detail. They are beginning to be aware of standard English and when it is 

used. 

Level 4 

Pupils talk and listen with confidence in an increasing range of contexts. Their talk is adapted to the 

purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly. In 

discussion, they listen carefully, making contributions and asking questions that are responsive to 

others' ideas and views. They use appropriately some of the features of standard English vocabulary 

and grammar. 

Level 5 

Pupils talk and listen confidently in a wide range of contexts, including some that are of a formal nature. 

Their talk engages the interest of the listener as they begin to vary their expression and vocabulary. In 

discussion, they pay close attention to what others say, ask questions to develop ideas and make 

contributions that take account of others' views. They begin to use standard English in formal situations. 

Level 6 

Pupils adapt their talk to the demands of different contexts with increasing confidence. Their talk 

engages the interest of the listener through the variety of its vocabulary and expression. Pupils take an 

active part in discussion, showing understanding of ideas and sensitivity to others. They are usually 

fluent in their use of standard English in formal situations. 

Reading: 

Level 2 

Pupils' reading of simple texts shows understanding and is generally accurate. They express opinions 

about major events or ideas in stories, poems and non-fiction. They use more than one strategy, such as 

phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning. 

Level 3 

Pupils read a range of texts fluently and accurately. They read independently, using strategies 

appropriately to establish meaning. In responding to fiction and non-fiction they show understanding of 

the main points and express preferences. They use their knowledge of the alphabet to locate books and 

find information. 

Level 4 

In responding to a range of texts, pupils show understanding of significant ideas, themes, events and 

characters, beginning to use inference and deduction. They refer to the text when explaining their views. 

They locate and use ideas and information. 

32

Level 5 

Pupils show understanding of a range of texts, selecting essential points and using inference and 

deduction where appropriate. In their responses, they identify key features, themes and characters and 

select sentences, phrases and relevant information to support their views. They retrieve and collate 

information from a range of sources. 

Level 6 

In reading and discussing a range of texts, pupils identify different layers of meaning and comment on 

their significance and effect. They give personal responses to literary texts, referring to aspects of 

language, structure and themes in justifying their views. They summarise a range of information from 

different sources. 

Writing: 

Level 2 

Pupils' writing communicates meaning in both narrative and non-narrative forms, using appropriate and 

interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence 

of sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are 

usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible. In 

handwriting, letters are accurately formed and consistent in size. 

Level 3 

Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing 

are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend 

ideas logically and words are chosen for variety and interest. The basic grammatical structure of 

sentences is usually correct. Spelling is usually accurate, including that of common, polysyllabic words. 

Punctuation to mark sentences - full stops, capital letters and question marks - is used accurately. 

Handwriting is joined and legible. 

Level 4 

Pupils' writing in a range of forms is lively and thoughtful. Ideas are often sustained and developed in 

interesting ways and organised appropriately for the purpose of the reader. Vocabulary choices are often 

adventurous and words are used for effect. Pupils are beginning to use grammatically complex 

sentences, extending meaning. Spelling, including that of polysyllabic words that conform to regular 

patterns, is generally accurate. Full stops, capital letters and question marks are used correctly, and 

pupils are beginning to use punctuation within the sentence. Handwriting style is fluent, joined and 

legible. 

Level 5 

Pupils' writing is varied and interesting, conveying meaning clearly in a range of forms for different 

readers, using a more formal style where appropriate. Vocabulary choices are imaginative and words 

are used precisely. Simple and complex sentences are organised into paragraphs. Words with complex 

regular patterns are usually spelt correctly. A range of punctuation, including commas, apostrophes and 

inverted commas, is usually used accurately. Handwriting is joined, clear and fluent and, where 

appropriate, is adapted to a range of tasks. 

Level 6 

Pupils' writing often engages and sustains the reader's interest, showing some adaptation of style and 

register to different forms, including using an impersonal style where appropriate. Pupils use a range of 

sentence structures and varied vocabulary to create effects. Spelling is generally accurate, including that 

of irregular words. Handwriting is neat and legible. A range of punctuation is usually used correctly to 

clarify meaning, and ideas are organised into paragraphs. 

33

Mathematics: 

Attainment target 1: Using and applying: 

Level 2 

Pupils select the mathematics they use in some classroom activities. They discuss their work using 

mathematical language and are beginning to represent it using symbols and simple diagrams. They 

explain why an answer is correct. 

Level 3 

Pupils try different approaches and find ways of overcoming difficulties that arise when they are solving 

problems. They are beginning to organise their work and check results. Pupils discuss their 

mathematical work and are beginning to explain their thinking. They use and interpret mathematical 

symbols and diagrams. Pupils show that they understand a general statement by finding particular 

examples that match it. 

Level 4 

Pupils are developing their own strategies for solving problems and are using these strategies both in 

working within mathematics and in applying mathematics to practical contexts. They present information 

and results in a clear and organised way. They search for a solution by trying out ideas of their own. 

Level 5 

In order to carry through tasks and solve mathematical problems, pupils identify and obtain necessary 

information. They check their results, considering whether these are sensible. Pupils show 

understanding of situations by describing them mathematically using symbols, words and diagrams. 

They draw simple conclusions of their own and give an explanation of their reasoning. 

Level 6 

Pupils carry through substantial tasks and solve quite complex problems by independently breaking 

them down into smaller, more manageable tasks. They interpret, discuss and synthesise information 

presented in a variety of mathematical forms. Pupils' writing explains and informs their use of diagrams. 

Pupils are beginning to give mathematical justifications. 

Attainment target 2: Number & Algebra: 

Level 2 

Pupils count sets of objects reliably, and use mental recall of addition and subtraction facts to 10. They 

begin to understand the place value of each digit in a number and use this to order numbers up to 100. 

They choose the appropriate operation when solving addition and subtraction problems. They use the 

knowledge that subtraction is the inverse of addition. They use mental calculation strategies to solve 

number problems involving money and measures. They recognise sequences of numbers, including odd 

and even numbers. 

Level 3 

Pupils show understanding of place value in numbers up to 1000 and use this to make approximations. 

They begin to use decimal notation and to recognise negative numbers, in contexts such as money and 

temperature. Pupils use mental recall of addition and subtraction facts to 20 in solving problems 

involving larger numbers. They add and subtract numbers with two digits mentally and numbers with 

three digits using written methods. They use mental recall of the 2, 3, 4, 5 and 10 multiplication tables 

and derive the associated division facts. They solve whole-number problems involving multiplication or 

division, including those that give rise to remainders. They use simple fractions that are several parts of 

a whole and recognise when two simple fractions are equivalent. 

34

Level 4 

Pupils use their understanding of place value to multiply and divide whole numbers by 10 or 100. In 

solving number problems, pupils use a range of mental methods of computation with the four operations, 

including mental recall of multiplication facts up to 10 x 10 and quick derivation of corresponding division 

facts. They use efficient written methods of addition and subtraction and of short multiplication and 

division. They add and subtract decimals to two places and order decimals to three places. In solving 

problems with or without a calculator, pupils check the reasonableness of their results by reference to 

their knowledge of the context or to the size of the numbers. They recognise approximate proportions of 

a whole and use simple fractions and percentages to describe these. Pupils recognise and describe 

number patterns, and relationships including multiple, factor and square. They begin to use simple 

formulae expressed in words. Pupils use and interpret coordinates in the first quadrant. 

Level 5 

Pupils use their understanding of place value to multiply and divide whole numbers and decimals by 10, 

100 and 1000. They order, add and subtract negative numbers in context. They use all four operations 

with decimals to two places. They reduce a fraction to its simplest form by cancelling common factors 

and solve simple problems involving ratio and direct proportion. They calculate fractional or percentage 

parts of quantities and measurements, using a calculator where appropriate. Pupils understand and use 

an appropriate non-calculator method for solving problems that involve multiplying and dividing any 

three-digit number by any two-digit number. They check their solutions by applying inverse operations or 

estimating using approximations. They construct, express in symbolic form, and use simple formulae 

involving one or two operations. They use brackets appropriately. Pupils use and interpret coordinates in 

all four quadrants. 

Level 6 

Pupils order and approximate decimals when solving numerical problems and equations [for example, 

x3 + x = 20], using trial and improvement methods. Pupils are aware of which number to consider as 100 

per cent, or a whole, in problems involving comparisons, and use this to evaluate one number as a 

fraction or percentage of another. They understand and use the equivalences between fractions, 

decimals and percentages, and calculate using ratios in appropriate situations. They add and subtract 

fractions by writing them with a common denominator. When exploring number sequences, pupils find 

and describe in words the rule for the next term or nth term of a sequence where the rule is linear. They 

formulate and solve linear equations with whole-number coefficients. They represent mappings 

expressed algebraically, and use Cartesian coordinates for graphical representation interpreting general 

features. 

Attainment target 3: Shape, space and measure: 

Level 2 

Pupils use mathematical names for common 3D and 2D shapes and describe their properties, including 

numbers of sides and corners. They distinguish between straight and turning movements, understand 

angle as a measurement of turn, and recognise right angles in turns. They begin to use everyday nonstandard 

and standard units to measure length and mass. 

Level 3 

Pupils classify 3D and 2D shapes in various ways using mathematical properties such as reflective 

symmetry for 2D shapes. They use non-standard units, standard metric units of length, capacity and 

mass, and standard units of time, in a range of contexts. 

Level 4 

Pupils make 3D mathematical models by linking given faces or edges, draw common 2D shapes in 

different orientations on grids. They reflect simple shapes in a mirror line. They choose and use 

appropriate units and instruments, interpreting, with appropriate accuracy, numbers on a range of 

measuring instruments. They find perimeters of simple shapes and find areas by counting squares. 

35

Level 5 

When constructing models and when drawing or using shapes, pupils measure and draw angles to the 

nearest degree, and use language associated with angle. Pupils know the angle sum of a triangle and 

that of angles at a point. They identify all the symmetries of 2D shapes. They know the rough metric 

equivalents of imperial units still in daily use and convert one metric unit to another. They make sensible 

estimates of a range of measures in relation to everyday situations. Pupils understand and use the 

formula for the area of a rectangle. 

Level 6 

Pupils recognise and use common 2D representations of 3D objects. They know and use the properties 

of quadrilaterals in classifying different types of quadrilateral. They solve problems using angle and 

symmetry properties of polygons and angle properties of intersecting and parallel lines, and explain 

these properties. They devise instructions for a computer to generate and transform shapes and paths. 

They understand and use appropriate formulae for finding circumferences and areas of circles, areas of 

plane rectilinear figures and volumes of cuboids when solving problems. They enlarge shapes by a 

positive whole-number scale factor. 

Attainment target 4: Handling data: 

Level 2 

Pupils sort objects and classify them using more than one criterion. When they have gathered 

information, pupils record results in simple lists, tables and block graphs, in order to communicate their 

findings. 

Level 3 

Pupils extract and interpret information presented in simple tables and lists. They construct bar charts 

and pictograms, where the symbol represents a group of units, to communicate information they have 

gathered, and they interpret information presented to them in these forms. 

Level 4 

Pupils collect discrete data and record them using a frequency table. They understand and use the 

mode and range to describe sets of data. They group data, where appropriate, in equal class intervals, 

represent collected data in frequency diagrams and interpret such diagrams. They construct and 

interpret simple line graphs. 

Level 5 

Pupils understand and use the mean of discrete data. They compare two simple distributions, using the 

range and one of the mode, median or mean. They interpret graphs and diagrams, including pie charts, 

and draw conclusions. They understand and use the probability scale from 0 to 1. Pupils find and justify 

probabilities, and approximations to these, by selecting and using methods based on equally likely 

outcomes and experimental evidence, as appropriate. They understand that different outcomes may 

result from repeating an experiment. 

Level 6 

Pupils collect and record continuous data, choosing appropriate equal class intervals over a sensible 

range to create frequency tables. They construct and interpret frequency diagrams. They construct pie 

charts. Pupils draw conclusions from scatter diagrams, and have a basic understanding of correlation. 

When dealing with a combination of two experiments, pupils identify all the outcomes, using 

diagrammatic, tabular or other forms of communication. In solving problems, they use their knowledge 

that the total probability of all the mutually exclusive outcomes of an experiment is 1. 

36

Science: 

Attainment target 1: Scientific enquiry: 

Level 2 

Pupils respond to suggestions about how to find things out and, with help, make their own suggestions 

about how to collect data to answer questions. They use simple texts, with help, to find information. They 

use simple equipment provided and make observations related to their task. They observe and compare 

objects, living things and events. They describe their observations using scientific vocabulary and record 

them, using simple tables when appropriate. They say whether what happened was what they expected. 

Level 3 

Pupils respond to suggestions and put forward their own ideas about how to find the answer to a 

question. They recognise why it is important to collect data to answer questions. They use simple texts 

to find information. They make relevant observations and measure quantities, such as length or mass, 

using a range of simple equipment. Where appropriate, they carry out a fair test with some help, 

recognising and explaining why it is fair. They record their observations in a variety of ways. They 

provide explanations for observations and for simple patterns in recorded measurements. They 

communicate in a scientific way what they have found out and suggest improvements in their work. 

Level 4 

Pupils recognise that scientific ideas are based on evidence. In their own investigative work, they decide 

on an appropriate approach [for example, using a fair test] to answer a question. Where appropriate, 

they describe, or show in the way they perform their task, how to vary one factor while keeping others 

the same. Where appropriate, they make predictions. They select information from sources provided for 

them. They select suitable equipment and make a series of observations and measurements that are 

adequate for the task. They record their observations, comparisons and measurements using tables and 

bar charts. They begin to plot points to form simple graphs, and use these graphs to point out and 

interpret patterns in their data. They begin to relate their conclusions to these patterns and to scientific 

knowledge and understanding, and to communicate them with appropriate scientific language. They 

suggest improvements in their work, giving reasons. 

Level 5 

Pupils describe how experimental evidence and creative thinking have been combined to provide a 

scientific explanation [for example, Jenner's work on vaccination at Key Stage 2, Lavoisier's work on 

burning at Key Stage 3]. When they try to answer a scientific question, they identify an appropriate 

approach. They select from a range of sources of information. When the investigation involves a fair test, 

they identify key factors to be considered. Where appropriate, they make predictions based on their 

scientific knowledge and understanding. They select apparatus for a range of tasks and plan to use it 

effectively. They make a series of observations, comparisons or measurements with precision 

appropriate to the task. They begin to repeat observations and measurements and to offer simple 

explanations for any differences they encounter. They record observations and measurements 

systematically and, where appropriate, present data as line graphs. They draw conclusions that are 

consistent with the evidence and begin to relate these to scientific knowledge and understanding. They 

make practical suggestions about how their working methods could be improved. They use appropriate 

scientific language and conventions to communicate quantitative and qualitative data. 

37

Level 6 

Pupils describe evidence for some accepted scientific ideas and explain how the interpretation of 

evidence by scientists leads to the development and acceptance of new ideas. In their own investigative 

work, they use scientific knowledge and understanding to identify an appropriate approach. They select 

and use sources of information effectively. They make enough measurements, comparisons and 

observations for the task. They measure a variety of quantities with precision, using instruments with 

fine-scale divisions. They choose scales for graphs and diagrams that enable them to show data and 

features effectively. They identify measurements and observations that do not fit the main pattern 

shown. They draw conclusions that are consistent with the evidence and use scientific knowledge and 

understanding to explain them. They make reasoned suggestions about how their working methods 

could be improved. They select and use appropriate methods for communicating qualitative and 

quantitative data using scientific language and conventions. 

Attainment target 2: Life processes and living things: 

Level 2 

Pupils use their knowledge about living things to describe the basic conditions [for example, a supply of 

food, water, air, light] that animals and plants need in order to survive. They recognise that living things 

grow and reproduce. They sort living things into groups, using simple features. They describe the basis 

for their groupings [for example, number of legs, shape of leaf]. They recognise that different living 

things are found in different places [for example, ponds, woods]. 

Level 3 

Pupils use their knowledge and understanding of basic life processes [for example, growth, 

reproduction] when they describe differences between living and nonliving things. They provide simple 

explanations for changes in living things [for example, diet affecting the health of humans or other 

animals, lack of light or water altering plant growth]. They identify ways in which an animal is suited to its 

environment [for example, a fish having fins to help it swim]. 

Level 4 

Pupils demonstrate knowledge and understanding of life processes and living things drawn from the Key 

Stage 2 or Key Stage 3 programme of study. They use scientific names for some major organs of body 

systems [for example, the heart at Key Stage 2, the stomach at Key Stage 3] and identify the position of 

these organs in the human body. They identify organs [for example, stamen at Key Stage 2, stigma, root 

hairs at Key Stage 3] of different plants they observe. They use keys based on observable external 

features to help them to identify and group living things systematically. They recognise that feeding 

relationships exist between plants and animals in a habitat, and describe these relationships using food 

chains and terms [for example, predator and prey]. 

Level 5 

Pupils demonstrate an increasing knowledge and understanding of life processes and living things 

drawn from the Key Stage 2 or Key Stage 3 programme of study. They describe the main functions of 

organs of the human body [for example, the heart at Key Stage 2, stomach at Key Stage 3], and of the 

plant [for example, the stamen at Key Stage 2, root hairs at Key Stage 3]. They explain how these 

functions are essential to the organism. They describe the main stages of the life cycles of humans and 

flowering plants and point out similarities. They recognise that there is a great variety of living things and 

understand the importance of classification. They explain that different organisms are found in different 

habitats because of differences in environmental factors [for example, the availability of light or water]. 

Level 6 

Pupils use knowledge and understanding drawn from the Key Stage 3 programme of study to describe 

and explain life processes and features of living things. They use appropriate scientific terminology when 

they describe life processes [for example, respiration, photosynthesis] in animals and plants. They 

distinguish between related processes [for example, pollination, fertilisation]. They describe simple cell 

structure and identify differences between simple animal and plant cells. They describe some of the 

causes of variation between living things. They explain that the distribution and abundance of organisms 

in habitats are affected by environmental factors [for example, the availability of light or water]. 

38

Attainment target 3: Materials and their properties: 

Level 2 

Pupils identify a range of common materials and know about some of their properties. They describe 

similarities and differences between materials. They sort materials into groups and describe the basis for 

their groupings in everyday terms [for example, shininess, hardness, smoothness]. They describe ways 

in which some materials are changed by heating or cooling or by processes such as bending or 

stretching. 

Level 3 

Pupils use their knowledge and understanding of materials when they describe a variety of ways of 

sorting them into groups according to their properties. They explain simply why some materials are 

particularly suitable for specific purposes [for example, glass for windows, copper for electrical cables]. 

They recognise that some changes [for example, the freezing of water] can be reversed and some [for 

example, the baking of clay] cannot, and they classify changes in this way. 

Level 4 

Pupils demonstrate knowledge and understanding of materials and their properties drawn from the Key 

Stage 2 or Key Stage 3 programme of study. They describe differences between the properties of 

different materials and explain how these differences are used to classify substances [for example, as 

solids, liquids, gases at Key Stage 2, as acids, alkalis at Key Stage 3]. They describe some methods [for 

example, filtration, distillation] that are used to separate simple mixtures. They use scientific terms [for 

example, evaporation, condensation] to describe changes. They use knowledge about some reversible 

and irreversible changes to make simple predictions about whether other changes are reversible or not. 

Level 5 

Pupils demonstrate an increasing knowledge and understanding of materials and their properties drawn 

from the Key Stage 2 or Key Stage 3 programme of study. They describe some metallic properties [for 

example, good electrical conductivity] and use these properties to distinguish metals from other solids. 

They identify a range of contexts in which changes [for example, evaporation, condensation] take place. 

They use knowledge about how a specific mixture [for example, salt and water, sand and water] can be 

separated to suggest ways in which other similar mixtures might be separated. 

Level 6 

Pupils use knowledge and understanding of the nature and behaviour of materials drawn from the Key 

Stage 3 programme of study to describe chemical and physical changes, and how new materials can be 

made. They recognise that matter is made up of particles, and describe differences between the 

arrangement and movement of particles in solids, liquids and gases. They identify and describe 

similarities between some chemical reactions [for example, the reactions of acids with metals, the 

reactions of a variety of substances with oxygen]. They use word equations to summarise simple 

reactions. They relate changes of state to energy transfers in a range of contexts [for example, the 

formation of igneous rocks]. 

Attainment target 4: Physical processes: 

Level 2 

Pupils know about a range of physical phenomena and recognise and describe similarities and 

differences associated with them. They compare the way in which devices [for example, bulbs] work in 

different electrical circuits. They compare the brightness or colour of lights, and the loudness or pitch of 

sounds. They compare the movement of different objects in terms of speed or direction. 

Level 3 

Pupils use their knowledge and understanding of physical phenomena to link cause and effect in simple 

explanations [for example, a bulb failing to light because of a break in an electrical circuit, the direction 

or speed of movement of an object changing because of a push or a pull]. They begin to make simple 

generalisations about physical phenomena [for example, explaining that sounds they hear become 

fainter the further they are from the source]. 

39

Level 4 

Pupils demonstrate knowledge and understanding of physical processes drawn from the Key Stage 2 or 

Key Stage 3 programme of study. They describe and explain physical phenomena [for example, how a 

particular device may be connected to work in an electrical circuit, how the apparent position of the Sun 

changes over the course of a day]. They make generalisations about physical phenomena [for example, 

motion is affected by forces, including gravitational attraction, magnetic attraction and friction]. They use 

physical ideas to explain simple phenomena [for example, the formation of shadows, sounds being 

heard through a variety of materials]. 

Level 5 

Pupils demonstrate knowledge and understanding of physical processes drawn from the Key Stage 2 or 

Key Stage 3 programme of study. They use ideas to explain how to make a range of changes [for 

example, altering the current in a circuit, altering the pitch or loudness of a sound]. They use some 

abstract ideas in descriptions of familiar phenomena [for example, objects are seen when light from 

them enters the eye at Key Stage 2, forces are balanced when an object is stationary at Key Stage 3]. 

They use simple models to explain effects that are caused by the movement of the Earth [for example, 

the length of a day or year]. 

Level 6 

Pupils use and apply knowledge and understanding of physical processes drawn from the Key Stage 3 

programme of study. They use abstract ideas in some descriptions and explanations [for example, 

electric current as a way of transferring energy, the sum of several forces determining changes in the 

direction or the speed of movement of an object, wind and waves as energy resources available for use]. 

They recognise, and can give examples of, the wide application of many physical concepts [for example, 

the transfer of energy by light, sound or electricity, the refraction and dispersion of light]. They give 

explanations of phenomena in which a number of factors have to be considered [for example, the 

relative brightness of planets and stars]. 

40

Suggested tests for applying for Additional Time 2013 

APPENDIX D 

41

APPENDIX E 

GUIDANCE FOR NOTIFICATION OF A PUPIL WORKING AT THE LEVEL OF THE KEY STAGE 2 

TASKS, OR TESTS, BUT UNABLE TO ACCESS THEM 

Introduction 

The form Notification of a pupil working at the level of the tests but unable to access them is provided to assist 

schools in recording details for such pupils. Schools may prefer to use their own format or one provided by their 

local authority (LA). 

Please note, in most cases where pupils are not able to access an individual task or test their teacher will still be 

able to make an overall teacher assessment based on the work of that pupil throughout the year. This form is for 

those pupils. For pupils who need to be disapplied from teacher assessment in one or more attainment targets you 

should use the form Notification of disapplication from teacher assessment at key stage 2. 

Before completing the form 

Please ensure that you: 

• refer to the appropriate section in the 2013 Key Stage 2 Assessment and Reporting Arrangements booklet 

and Access Arrangements booklet. 

• discuss the arrangements with your LA assessment co-ordinator. 

Important note 

• You do NOT need to complete a form for pupils working at W. Such pupils should be recorded as W in 

your school’s management information system 

Guidance 

Provide a brief explanation setting out the reasons why this pupil will not be able to access some or all of the key 

stage tasks and/or tests in 2013. The explanation should: 

• include a brief description of the pupil’s present circumstances 

• refer to any action already taken, or special support already offered, and to any procedures the school has 

used to analyse and monitor the pupil’s needs, or if this information is documented elsewhere, indicate 

where it can be found 

• indicate whether these circumstances are likely to be long term or short term 

• refer to discussions with the pupil’s teachers and parents or carers 

• where appropriate, refer to any consultations with educational psychologists, medical officers or other 

specialist staff. 

Pupils who have been disapplied from teacher assessment should be recorded as D for the appropriate attainment 

targets in your school’s management information system. 

43

National curriculum assessment 2013 

NOTIFICATION OF A PUPIL WORKING AT THE LEVEL OF THE KEY STAGE 2 TESTS, BUT UNABLE TO 

ACCESS THEM 

Please ensure that you have read the guidance before completing this form 

School name 

LA/DFE 

number 

/ 

Pupil’s surname 

Pupil’s first name 

Reason for disapplication 

Headteacher’s signature: 

Date: / / 

Copy to: 

Pupil’s parents/carers 

Chair of school’s Governing Body 

LA Assessment Co-ordinator 

Pupil’s educational record 

44

APPENDIX F 

Dates and Venues of Writing Moderation Meetings in 2013 

Date Venue District 9.00 – 12.00 

Y2 and Y3 

teachers 

1.00 – 4.00 

Y6 and Y7 

teachers 

20 May 2013 Kent Life Maidstone SCH 13/362 SCH 13/374 

21 May 2013 Kent Event Centre Swale SCH 13/363 SCH 13/375 

22 May 2013 The Hythe Imperial Shepway SCH 13/364 SCH 13/376 

23 May 2013 The David Lloyd Centre Dartford SCH 13/365 SCH 13/377 

4 June 2013 Aldingtno Eco Centre Ashford SCH 13/366 SCH 13/378 

5 June 2013 The Thistle Hotel, Brands 

Hatch 

Gravesham SCH 13/367 SCH 13/379 

6 June 2013 Hadlow Manor Sevenoaks SCH 13/368 SCH 13/380 

10 June 2013 Kent Life Tonbridge & Malling SCH 13/369 SCH 13/381 

11 June 2013 St Augustine’s Ltd. Thanet SCH 13/370 SCH 13/382 

12 June 2013 The Ark Christian Centre Dover SCH 13/371 SCH 13/383 

13 June 2013 The Mercure Hotel Tunbridge Wells SCH 13/372 SCH 13/384 

14 June 2013 The Woodside Centre Canterbury SCH 13/373 SCH 13/385 

25 June 2013 Oxford Road, Maidstone Postal / appeals moderation 

Dates and Venues P Scale County Moderation Meetings in 2013: 

Date Code Times Venue 

23 April 2013 SCH 13/356 2:00 – 4:30 Five Acre Wood School 

24 April 2013 SCH 13/357 2:00 – 4:30 Ifield Smile Centre 

25 April 2013 SCH 13/358 2:00 – 4:30 St Julian’s Club 

30 April 2013 SCH 13/359 2:00 – 4:30 Ashford Business Hub 

1 May 2013 SCH 13/360 2:00 – 4:30 Aspen, Dover 

2 May 2013 SCH 13/361 2:00 – 4:30 MIDAS Centre, Meadowfield School 

45

Key Stage 1 - Kent Trust Web

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