Greater Depth Standard – KS2 Moderation

Worried about greater depth writing for KS2 moderation?

Here’s some advice on the statements, independent writing, what can prevent achieving the GD standard, and what to look for when assessing writing at that level.

Before we start, here are the criteria for working at a greater depth level. I find it best to think of them all as connected.

Statement 1:

  • Does the writing achieve what it sets out to do and does it do it consistently throughout?
  • Is there autonomy from the pupil? Have they used stuff they have been taught and from their own reading?
  • The writing should be convincing from start to finish, whatever the intention.

Be careful not to overscaffold – their writing must always be independent.

Keep these criteria in mind:

Statement 2:

  • Language choice is dictated by the purpose and audience they are writing for.
  • Which tone/register is appropriate for this?
  • ‘Speech and writing’ – it doesn’t mean always using speech, just that they know the difference.

Statements 2 & 3 are linked. Hard to achieve one without the other:

  • Formality is a continuum – very formal to very informal. Control of it comes from linking it to purpose/audience (statement 1).
  • Statement 3 refers to ‘shift’ – pupils must evidence how to write in both formal and informal contexts, as well as contexts that lie between them on the continuum.

Statement 4:

  • How does their use of punctuation help them achieve statement 1?
  • Punctuation should provide clarity for the reader and prevent ambiguity.

Certain things can prevent a pupil from achieving GD:
– Errors/omissions (i.e. using a piece of punctuation incorrectly a few times)

– Repetitive vocabulary (not for effect)

– Mismatched language and context (e.g. using slang in a formal letter of complaint)

– Weakness in tense/verb form

– Commas affecting clarity

– Repetitive/predictable clause structure

This is not an exhaustive list.

Lastly, when assessing their writing, consider these two questions:

Consider this when assessing:

– Is writing accurate? (e.g. language choice for context, use of punctuation)

– Does the pupil use complex language/sentence structure? (varies structure, uses different verb forms appropriate to style of writing)

STA talk about whether something *undermines* the overall impact of their writing. Keep that in mind when assessing – that’s where your feedback needs to lie.


Published by mrmorgsthoughts

Curriculum Advisor. Interested in curriculum and task design.

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