Can a pupil meet the Expected Standard with printed (unjoined) handwriting?

Yes. The Expected Standard does not require joining — it requires correct letter formation, appropriate sizing of capitals and digits, and proportionate spacing. Joining is only required at Greater Depth. A pupil with neat, correctly formed printed handwriting can achieve the Expected Standard.

What counts as "some letter joining" for Greater Depth?

The TAF requires pupils to use “the diagonal and horizontal strokes needed to join some letters.” In practice, this means consistent joining of common letter combinations (e.g. th, in, an, er) in independent writing. One or two accidental joins are not sufficient — the skill must be demonstrated deliberately and repeatedly across the evidence portfolio.

How do I support a left-handed pupil with handwriting?

Ensure the pupil sits with the paper tilted to the right (clockwise), uses a tripod or adapted grip that avoids the “hooked” wrist position, and sits to the left of a right-handed table partner to avoid bumping elbows. Left-handed pupils may form some letters differently (e.g. horizontal strokes moving right to left) and this is acceptable as long as the final letter is correctly formed and legible.

Should I be concerned about letter reversals in Year 1?

Letter reversals (commonly b/d, p/q, and sometimes s and z) are very common in Year 1 and are a normal part of development. Most children grow out of reversals by the end of Year 2 with consistent teaching. If reversals persist beyond Year 2, or if a pupil reverses many letters frequently, consider whether an assessment for specific learning difficulties might be appropriate.

KS1 Handwriting

KS1 Handwriting Assessment Guide

Handwriting is explicitly assessed as part of the KS1 Writing Teacher Assessment Framework and can determine whether a pupil meets the Expected Standard or Greater Depth. This guide covers what the TAF requires at each standard, how to assess handwriting fairly, and how to teach the skills pupils need.

What This Question Asks

Handwriting is not a separate assessment at KS1 — it is embedded within the Writing Teacher Assessment Framework (TAF) and assessed as part of the overall writing judgement. However, handwriting criteria appear at every standard and can be the deciding factor in borderline cases. At Working Towards the Expected Standard, pupils must form lower-case letters in the correct direction, starting and finishing in the right place, and use spacing between words that is generally consistent. At the Expected Standard, pupils must form capital letters and digits of the correct size, orientation, and relationship to one another and to lower-case letters, with spacing that reflects the size of the letters. At Greater Depth, pupils must use the diagonal and horizontal strokes needed to join some letters. These criteria mean that a pupil with excellent composition and grammar but poor handwriting may not meet the Expected Standard, and a pupil whose writing is otherwise Greater Depth quality cannot achieve GDS without evidence of letter joining. The TAF assesses handwriting within the context of independent writing, not in handwriting practice books or worksheets. Moderators will look at the evidence portfolio as a whole and expect to see the handwriting criteria demonstrated consistently.

Mark Scheme Breakdown

Working Towards — Handwriting CriteriaWTS

Forms lower-case letters in the correct direction, starting and finishing in the right place.
Uses spacing between words that is generally consistent.
Letters sit on the line most of the time.
Writing is legible, even if letter formation is not yet fully consistent.

Expected Standard — Handwriting CriteriaEXS

Forms capital letters and digits of the correct size, orientation, and relationship to one another and to lower-case letters.
Uses spacing between words that reflects the size of the letters.
Lower-case letters are correctly formed and consistent in size.
Ascenders and descenders are clearly differentiated (e.g. b, d, p, y extend above or below the line correctly).
Writing is fluent enough that handwriting does not impede the composition process.

Greater Depth — Handwriting CriteriaGDS

Uses the diagonal and horizontal strokes needed to join some letters.
Joined letters maintain correct formation and consistent sizing.
Joins are used in independent writing, not just in handwriting practice.
Writing demonstrates increasing fluency and automaticity in letter production.

How to Structure Your Answer

Assess letter formation systematically

Review each pupil’s independent writing for correct letter formation. Check that lower-case letters start in the right place (most start at the top or on the line) and move in the correct direction. Common formation errors include starting “a” at the bottom, forming “d” as a reverse “b”, and writing “s” from bottom to top. Use a letter formation checklist to identify which letters are consistently correct and which need reteaching.

Check sizing, proportion, and line use

At the Expected Standard, letters must be proportionate: lower-case letters like “a”, “c”, “e” should be roughly the same height; ascenders (b, d, h, k, l, t) should extend clearly above; descenders (g, j, p, q, y) should drop below the line. Capital letters should be taller than lower-case letters. Check that writing sits on the line and that spacing between words is proportionate to letter size.

Assess handwriting in independent writing, not practice books

The TAF requires handwriting to be demonstrated in the context of independent writing. A pupil who produces beautiful letters in handwriting practice but reverts to poor formation when writing independently has not met the criterion. Always assess handwriting from the same evidence portfolio used for composition, grammar, and spelling.

Look for evidence of letter joining at Greater Depth

Greater Depth requires “the diagonal and horizontal strokes needed to join some letters.” This does not mean fully joined handwriting — but there must be clear, consistent evidence that the pupil is beginning to join common letter combinations (e.g. “th”, “in”, “an”, “er”). Check that joins appear in independent writing across multiple pieces, not just in one handwriting lesson.

Consider handwriting in the context of the whole pupil

Some pupils have fine motor difficulties, specific learning differences, or physical conditions that affect handwriting. While the TAF criteria still apply, schools should ensure that reasonable adjustments are in place (e.g. pencil grips, sloped writing surfaces, adapted paper) and that pupils with identified needs are assessed fairly. Document any adjustments made.

Common Mistakes to Avoid

Ignoring handwriting because composition and grammar are the “important” parts of writing — handwriting criteria are explicit in the TAF and can prevent a pupil from meeting a standard if not evidenced.

Assessing handwriting from practice sheets or copywriting tasks rather than independent writing — moderators only accept evidence from independent writing contexts.

Accepting any mark that connects two letters as a “join” for Greater Depth — joins must be formed using the correct diagonal or horizontal strokes, not just letters that happen to touch.

Overlooking inconsistent capital letter sizing — the Expected Standard requires capitals to be the correct size relative to lower-case letters. Capitals the same size as lower-case letters, or lower-case letters as tall as capitals, do not meet the criterion.

Failing to reteach incorrect letter formation in Year 2 because “they should have learned it in Year 1” — ingrained formation errors need explicit, sustained correction, and Year 2 is the last opportunity before the TAF judgement.

Top Tips

Teach handwriting as a discrete daily session of 10–15 minutes, separate from writing lessons. This allows focused practice on formation, sizing, and joining without the cognitive demands of composition and spelling.

Use a consistent handwriting script across the school. If Year 1 teaches one letter formation style and Year 2 teaches another, pupils become confused. Agree on a whole-school approach and ensure all staff model it consistently.

Teach letter families rather than alphabetical order. Group letters by formation pattern: “c” family (c, a, d, g, o, q), “l” family (l, i, t, u, j, y), “r” family (r, n, m, h, b, p, k). This helps pupils see the common movements and transfer formation skills between letters.

Introduce joining strokes before full joining. Teach the exit stroke (a flick at the end of a letter) first, then practise common joins (th, in, an, er, ed) as discrete pairs before expecting joining in continuous writing. This prevents pupils from producing illegible “joined” writing.

Use lined paper appropriate to the pupil’s stage. Wide-lined paper with a midline for Year 1, then narrower lines in Year 2. The visual guides help pupils control sizing and proportion, which are explicit TAF criteria.

Practise This Question Type

Write three or four sentences about what you can see outside the window. Use capital letters and full stops, and try to make your letters sit on the line, with tall letters reaching up and letters with tails going down below the line. (ReMarkAble gives feedback on the writing itself — composition, grammar, punctuation and spelling — not on handwriting.)

Try it free — get AI feedback

Frequently Asked Questions

Related Guides

KS1 Writing Assessment Framework

Year 1 Writing Assessment

Back to KS1 Handwriting

Ready to Practise?

Write your answer and get National Curriculum-aligned feedback.

Try it free Browse All Subjects