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Year 6 SATS Writing Evidence: A Formal Letter (Complaint) – 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 letter of complaint about a faulty product (a game). This could be used within a design technology unit, evaluating existing products, before creating their own.

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.
Formal letter writing skills checklist: a list of features, without modelled examples, for pupils to use as a checklist for editing writing.
How to write a formal letter poster: a poster for display with the key features of a formal letter.
Using the subjunctive form posters: a series of posters to display explaining the subjunctive form.
Game image cards: a collection of images to inspire writing.
Collecting ideas: a PDF worksheet for pupils to record initial ideas for writing.
Formal letter 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.
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 simple devices to structure writing and support the reader.

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 (modal verbs, passive voice).

GDS
To exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this.
To use the range of punctuation taught at KS2 correctly (colons and semi-colons)

  • Personal writing skills checklist: for pupils to write their own writing checklists to encourage independent editing.
  • Formal letter writing skills checklist: a list of features, without modelled examples, for pupils to use as a checklist for editing writing.
  • How to write a formal letter poster: a poster for display with the key features of a formal letter.
  • Using the subjunctive form posters: a series of posters to display explaining the subjunctive form.
  • Game image cards: a collection of images to inspire writing.
  • Collecting ideas: a PDF worksheet for pupils to record initial ideas for writing.
  • Formal letter 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.
  • 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.
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