KS1 Writing Moderation Guide
External moderation of KS1 writing can feel high-stakes, but with well-organised evidence and accurate judgements it is a straightforward professional conversation. This guide covers everything you need to know: what moderators look for, how to prepare your evidence, and how to avoid the most common pitfalls.
What This Question Asks
KS1 writing moderation is the process by which teacher assessment judgements are checked for accuracy and consistency. Schools can be selected for external moderation by their local authority at any time — approximately 25% of schools are moderated each year. The moderation visit typically takes place in June, after teachers have submitted their provisional judgements but before they are finalised. A local authority moderator (usually an experienced teacher or adviser) visits the school to review a sample of pupil evidence portfolios and discuss the judgements with the Year 2 teacher. The moderator will usually select a range of pupils across the three standards (WTS, EXS, GDS) and focus particularly on borderline cases — pupils whose evidence could support more than one judgement. The moderator’s role is not to re-mark the writing but to check that the evidence supports the judgement and that the TAF criteria have been applied accurately. If the moderator agrees with the school’s judgements, they are confirmed. If the moderator finds that judgements are not supported by the evidence, they can require changes. In extreme cases, the local authority can require a school to re-assess all Year 2 pupils. Good moderation practice starts long before the visit: it begins with accurate, well-evidenced judgements made throughout the year and supported by regular internal moderation with colleagues.
Mark Scheme Breakdown
- A sufficient body of independent writing (typically 5–6 pieces per pupil).
- Evidence covers a range of genres and writing purposes (not all narrative or all recount).
- Each piece is dated and clearly identified as independent work.
- Writing is annotated to show where specific TAF criteria are demonstrated.
- A cover sheet or tracking grid links each TAF statement to the evidence that supports it.
- Writing was produced without significant scaffolding, word banks, or modelled text on display.
- Work across the class is varied (not every pupil writing the same sentences or following the same structure).
- The teacher can explain the conditions under which each piece was written.
- At least one piece per pupil was written under controlled/timed conditions.
- The judgement matches the evidence: every criterion within the standard is demonstrated.
- Borderline decisions are supported by a brief written rationale.
- The teacher can articulate why a pupil meets one standard but not the next.
- Judgements are consistent across the year group (similar evidence leads to similar judgements for different pupils).
How to Structure Your Answer
Begin internal moderation in the autumn term
Do not wait until the summer to moderate. Hold half-termly moderation sessions with Year 2 colleagues (and ideally Year 1 teachers) where you discuss sample pupil work and agree on TAF interpretations. Focus on the language of the TAF: what does “mostly correctly” look like? What counts as “some subordination”? Early agreement prevents inconsistencies that are difficult to resolve later.
Build evidence portfolios incrementally
Add pieces to each pupil’s portfolio throughout the year rather than assembling everything in May. Aim for one or two pieces per half-term. Date each piece, note the context (genre, level of independence, any support given), and annotate it against the TAF criteria. This steady approach produces well-organised portfolios and avoids a last-minute scramble.
Ensure genuine independence in all evidence
Independence is the issue moderators challenge most frequently. Before adding a piece to a portfolio, ask: Could any adult read this and believe a Year 2 child wrote it without help? If the class all used the same opening sentence, the same structure, or the same vocabulary list, the evidence is compromised. Include at least one “cold write” (a task given without prior teaching of the genre) per pupil.
Prepare borderline pupil rationales
For pupils whose evidence could support more than one judgement, write a brief rationale (3–4 sentences) explaining your decision. For example: “Pupil X demonstrates all EXS criteria consistently across six pieces. Two pieces show some GDS features (apostrophe use, vocabulary from reading), but these are not consistent enough across the collection to support a GDS judgement.” Moderators appreciate this level of professional reasoning.
Organise portfolios for the moderation visit
Present each pupil’s portfolio with: a cover sheet stating the judgement, a TAF tracking grid showing which pieces evidence which criteria, annotated writing samples in chronological order, and any rationale notes for borderline pupils. Moderators review multiple portfolios in a limited time — clear organisation speeds up the process and projects confidence in your judgements.
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Write a letter to a new pupil joining your class. Tell them about your school and what they can expect on their first day. This is your own writing — there are no word lists or sentence starters to use. Try your best.
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