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Year 6 SATS Writing Evidence: A Diary Recount – Teacher Assessment Framework KS2

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Do you have enough independent writing to assess your year 6 pupils against the writing Teacher Assessment Framework for the end of Key Stage 2?

Plazoom has created a selection of writing activities linked to the foundation subjects to provide opportunities for cross-curricular writing.

In this writing task, pupils are asked to write a diary, recounting a key historical event. This could be used within a history topic, with pupils writing about a key event in history for example: the arrival of the Romans in Britain; Anglo-Saxon or Viking invasions; the coronation of a monarch in Britain; the death of an Egyptian Pharaoh; or a local historical event.

Year 6 writing checklists with TAF statements can be used to assess pupils against the year 6 writing standards for working towards, expected and greater depth, which could be used for internal or external moderation.

This resource pack includes:

  • Personal Writing Skills checklist
    for pupils to write their own writing checklists to encourage independent editing.
  • Diary Recount writing skills checklist
    a list of features, without modelled examples, for pupils to use as a checklist for editing writing.
  • How to Write a Diary poster
    a poster for display with the key features of diary recounts.
  • Jed’s Day Trip
    a picture prompt for writing
  • Sequencing cards
    an activity to help pupils organise their own ideas for writing
  • Diary Recount Planning Sheet
    to support pupils when planning and organising their ideas
  • Teacher Assessment Sheets
    for teachers to use to assess pupils against the year 6 writing TAF statements which could be placed in pupils books as a record of evidence seen

End of KS2 TAF Statements the writing could provide evidence for

WTS

  • To write for a range of purposes.
  • To use paragraphs to organise ideas.

EXS

  • To write effectively for a range of purposes and audience, selecting language that shows good awareness of the reader.
  • To select vocabulary and grammatical structures that reflect what the writing requires doing this mostly appropriately.
  • To use a range of devices to build cohesion within and across paragraphs.

GDS

  • To write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on models for their own writing.
  • To distinguish between the language of speech and writing and choose the appropriate register.

  • Teacher notes
  • Personal writing skills checklist
  • Diary recount writing skills checklist
  • How to write a diary poster
  • Jed's Day Trip image prompt
  • Sequencing cards
  • Diary planning sheet
  • Teacher assessment sheets
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