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Year 6 SATS Writing Evidence: A Narrative (Fleeing Disaster) – 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 will write a narrative about a natural disaster. This could be used within a geography topic based around natural disasters such as a volcanic explosion, an earthquake, flood or hurricane.

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.
  • Narrative writing skills checklist
    a list of features, without modelled examples, for pupils to use as a checklist for editing writing.
  • How to describe settings, character and atmosphere poster
    a poster for display with the key features when describing characters, setting and atmosphere.
  • ‘Fleeing Disaster!’ story start
    an engaging start for pupils’ narratives to inspire fantastic writing.
  • Natural disasters image cards
    a collection of images to inspire creative writing.
  • Narrative planning sheet
    to support pupils when planning and organising their ideas.
  • Themed writing paper
    a PDF writing sheet for pupils to use when writing their final draft which includes the story start for ‘Fleeing Disaster!’
  • 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 describe settings and characters.
  • To use capital letters, full stops, question marks, commas for lists and apostrophes for contraction mostly correctly.

EXS

  • To describe settings, characters and atmosphere in narratives.
  • To integrate dialogue in narratives to convey character and advance action.
  • To use a range of punctuation taught at KS2 mostly correctly

GDS

  • To distinguish between the language of speech and writing and choosing the appropriate register
  • To use the range of punctuation taught at KS2 correctly and, when necessary, use such punctuation precisely to enhance meaning and avoid ambiguity.

  • Teacher notes
  • Personal writing skills checklist
  • Narrative writing skills checklist
  • How to describe settings, character and atmosphere poster
  • ‘Fleeing Disaster!’ story start
  • Natural Disasters image cards
  • Narrative planning sheet
  • Themed writing paper
  • Teacher assessment sheets
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