Development of the Curriculum
(HGIOS4 & HGIOELC 2.2)
Writing
Gore Glen Primary School
Handwriting Policy
January 2018
RATIONALE
Children must be able to write with ease, speed and legibility.
If they have difficulty, this will limit fluency and inhibit the
quality and quantity of their work. It is important that the
child’s handwriting becomes a skill that requires little effort and
thought so that creative and physical energy can be focused on the
content of the writing rather than upon the act. Cursive
handwriting teaches children to join letters and words as a series
of flowing movements and patterns. The style is quick and easy to
learn, particularly when it is practised from an early age.
Children initially learn to form individual letters appropriately
and accurately using the Jolly Phonics programme and then they
learn to join letters using a cursive style.
AIMS OF THE POLICY
We aim for children to:
· achieve a neat, legible style with correctly formed letters in
cursive handwriting
· develop fluency and speed
· produce letters automatically and in their independent
writing
· understand the importance of clear, neat presentation in order
to communicate their meaning clearly
· take pride with the presentation of their work and therefore
study handwriting with a sense of achievement, to boost their
self-esteem
We aim for adults to:
· adopt a common approach towards handwriting when writing in
children’s books, on the whiteboard or on displays / resources
LEARNING AND TEACHING
In order to achieve these aims:
· handwriting is taught regularly and systematically in classes,
groups or with individuals, as appropriate
· patterns are used initially, by writing with a variety of
tools and using multi sensory methods to develop fine motor
skills
· correct pencil hold, pressure and letter formation are taught
from the beginning
· when marking, writing comments, or in guided writing members
of staff use cursive handwriting
· all staff teach the agreed letter formation and joins for both
lower and upper case letters to ensure consistency as children move
through year groups
· letter formation is shared with parents to ensure the
continuity at home
· excellent examples of handwriting are displayed in every
classroom and around school
· children of differing abilities are provided with appropriate
and achievable goals
· all teachers are seen to put a high value on teaching
handwriting through demonstration
PLANNING
Correct posture and pencil grip for handwriting
Children should be taught to sit correctly at a table, holding a
pencil comfortably and correctly.
Sitting position
The tripod pencil grip
Both right and left handed children should be encouraged to use
the tripod grip which allows the pen/pencil to be held securely
whilst allowing controlled movements of the pen/pencil nib.
Left-handed children
Left-handed children may find it difficult to follow
right-handed teachers as they demonstrate letter formation (and
vice versa). Teachers should demonstrate to left-handers on an
individual or group basis.
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All children are encouraged to take pride in the presentation of
their work and teaching and support staff have high expectations
that children will always produce their best work in all areas of
the curriculum.
Focus for children working within Early Level:
movements to enhance gross motor skills such as air-writing,
pattern making, dancing
exercises to develop fine motor skills such as making marks on
paper, whiteboards, blackboards, sand trays and ipads
letter learning to familiarise letter shapes, formation and
vocabulary
Focus for children working within First Level:
gross and fine motor skills exercises
cursive handwriting reinforcement, learning and practise
numerals, capitals and printed letters: where and when to use,
learning and practise
Focus for children working within Second Level:
cursive handwriting re-enforcement
form-filling/labelling using printed and capital letters
dictation exercises to teach the need for quick notes and speedy
handwriting
Where necessary children will be provided with specialist
equipment such as pencil grips or wider ruled lined paper. Children
experiencing significant difficulties will receive additional
support to practise pre-writing skills and fine motor
coordination.
Handwriting is a cross-curriculum task and will be taken into
reinforced during all lessons. Formal teaching of handwriting is
carried out on a daily basis for approximately 15 minutes.
We use the Letter-join programme to support the teaching of
handwriting. Each child learns in a progressive manner and parents
can support children at home to reinforce joins taught in class.
Children should only practise familiar joins at home that they have
already learnt in school.�
HANDWRITING GUIDELINES FOR PARENTS
We hope the following information will help you support your
child at home when practising handwriting joins. Please speak to
the class teacher with regards to which joins have already been
taught in class. Children should only practise familiar joins at
home that have already been taught in school. Your child’s class
teacher will also provide you with the parent log in for
Letter-join. We are limited to the number of users who can log in
to this account, so please only log in with this username and
password/swipe code for your own personal use.
Children need to have good fine motor skills in order to develop
their handwriting.
Included is a list of activities that children may use to
develop their fine motor skills. Please speak to the class teacher
if you would like suggestions as to which of these activities would
be most appropriate for your child.
making patterns/writing letters in trays filled with
salt/soil/sand/shaving foam/glitter
using buckets of water and decorating paintbrushes to paint
patterns, shapes, letters and words
using tweezers to pick up small items
scissor skills
threading beads
letter formation with fingers in the air/on the carpet/on palm
of hand/on friend’s back
lacing
finger painting
peg boards
chalk – outside on concrete as well as on chalk boards
tracing activities
dot to dot puzzles
lego and small world toys
colouring, painting and collage letter outlines
white board and dry wipe pens
Paper position for right-handed children
Pull the chair close in to the table
Keep feet flat on the floor
Sit right back in the seat
The table reaches to below elbow height
Sit with a straight back, not leaning over the page
1) Grip the pencil with your index finger and thumb with the nib
pointing away.
2) With your free hand, spin the pencil from underneath.
3) Use your middle finger to support the underside of the
pencil.
Paper position for left-handed children
Left-handed children should sit to the left of a right-handed
child so that they are not competing for space.
Children should position the paper/book to their left side and
slanted, as shown.
Pencils should not be held too close to the point as this can
interrupt the child’s line of �vision.
Extra practise with left-to-right exercises �may be necessary
before children write �left-to-right automatically.
Hold a pencil in an effective manner for writing and be
encouraged to correct any errors in grip or stature.
Understand that letters are written on a base line and that all
cursive letters ‘start on the line’ and ‘end with a hook’.
Begin to form some recognisable joined-up cursive letters,
capital letters and numerals.
Have an understanding of writing their own name.
Understanding different shaped letter families.
Early Level
Sit in the correct position and hold a pencil correctly to allow
fluid movement of the nib.
Improve fine and gross motor skills by enjoying drawing
pre-cursive patterns in a variety of writing materials such as
modelling clay, air writing, sand trays, felt pens, crayons,
pencils, IWB, iPads/tablets.
Understand the language need to describe pencil movements in
preparation of letter formation.
Second Level
Improve quality, speed and stamina of handwriting.
Quality: Ensure letters are consistently sized with equal word
spacing and that ascenders and descenders are parallel and do not
touch words on the lines above and below.
Speed: Improve speed of handwriting to allow creative writing to
take precedence over the task of handwriting and be able to take
‘quick notes’ at a faster pace.
Stamina: Have the strength and mobility to be able to write for
longer periods of time without fatigue.
Have full knowledge and ability of the different forms of
handwriting for different purposes:
Neat, joined, cursive letters for writing passages and large
amounts of text, lists and letters.
Printed or capital letters for posters, notices, headings,
labelling, and form filling.
Speedy handwriting for note-taking and dictation where neatness
is not as important and shortcuts, such as + instead of ‘and’, can
be used.
First Level
Write legibly using upper and lower case letters with correct
joins.
Ensure that letters sit on the base line and are consistent in
size with ascenders and descenders that are the correct length and
formation.
Leave the correct space between words.
Form capital letters and use where appropriate.
Form numerals that are consistent in size and sit on the base
line.
Begin to form printed letters and understand when they are to be
used.
Improve the speed of writing and begin to write automatically so
promoting creativity in independent writing.
