I have used the interim assessment materials (Feb 2016) and the new NC to develop stage related writing expectations for each year group/stage, and broken down into working towards, expected and working in greater depth. These targets can be stuck in children's English/Writing books so teachers can begin to evidence a range of writing. Each column can represent a half term's worth of evidence. Children can also highlight the targets they need to work on to achieve 'expected standard' for their stage. At the end of the year, teachers can use the 'collection' column to identify if pupil's are doing 'most' of the expected targets 'most of the time'.

'New Curriculum Writing Targets' for monitoring progress and expectations for Year 1 - Differentiated into: working towards working at expected working within greater depth Add to front of children's writing books and use for evidence /effective feedback and target setting. Collect half termly evidence in each column so build a picture of what each child can do by the end of the year.

Useful to monitor writing progress for Year 3 - (can also be used for children working below stage related expectations) Differentiated into: working towards working at expected working within greater depth Add to front of children's writing books and use for evidence /effective feedback and target setting. Collect half termly evidence in each column so build a picture of what each child can do by the end of the year. Children can also highlight the targets they need to work on to achieve 'expected standard' for their stage. At the end of the year, teachers can use the 'collection' column to identify if pupil's are doing 'most' of the expected targets 'most of the time'.

Useful to monitor writing progress for Year 5 - (can also be used for children with IEP's working below stage related expectations in Year 6) Differentiated into: working towards working at expected working within greater depth Add to front of children's writing books and use for evidence /effective feedback and target setting. Collect half termly evidence in each column so build a picture of what each child can do by the end of the year. Children can also highlight the targets they need to work on to achieve 'expected standard' for their stage. At the end of the year, teachers can use the 'collection' column to identify if pupil's are doing 'most' of the expected targets 'most of the time'.

Using the interim assessments published in Feb 2016, I have created a writing assessment grid. Differentiated into: working towards working at expected working within greater depth - All on one sheet, that can be added to front of children's writing books and used for evidence /effective feedback and target setting. Collect half termly evidence in each column so build a picture of what each child can do by the end of the year. Children can also highlight the targets they need to work on to achieve 'expected standard' for their stage. At the end of the year, teachers can use the 'collection' column to identify if pupil's are doing 'most' of the expected targets 'most of the time'.

Useful to monitor writing progress for Year 4 - (can also be used for children working below stage related expectations) Differentiated into: working towards working at expected working within greater depth Add to front of children's writing books and use for evidence /effective feedback and target setting. Collect half termly evidence in each column so build a picture of what each child can do by the end of the year. Children can also highlight the targets they need to work on to achieve 'expected standard' for their stage. At the end of the year, teachers can use the 'collection' column to identify if pupil's are doing 'most' of the expected targets 'most of the time'.

Differentiated Writing Assessment Resource for Early Years. Add to children's writing books and use for evidence /effective feedback and target setting. Useful to monitor writing progress for EYFS - split into: working towards working at expected working within greater depth Collect half termly evidence in each column so build a picture of what each child can do by the end of the year.

Year 6 SATs style Guided Reading comprehension questions for the first chapter of Letters From the Lighthouse.

Useful to monitor writing progress for Year 2 - Differentiated into: working towards working at expected working within greater depth Add to front of children's writing books and use for evidence /effective feedback and target setting. Collect half termly evidence in each column so build a picture of what each child can do by the end of the year.