Handwriting Policy

Nelson Handwriting provides a clear, practical framework for implementing and developing a whole-school handwriting policy. Pupils are actively encouraged to explore different styles of handwriting and develop their own style. http://www.nelsonthornes.com/nelsonfamily/handwriting.html

Wroughton Primary Federation is working towards being a Rights Respecting School. School policies respect the UN Convention on the rights of the child. The Handwriting Scheme links to:

Article 28 (right to education)

Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this.

Article 29 (goals of education)

Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

Aims

It is the aim of this school that every child should be enabled to develop a fluent legible style of handwriting. Capital and lower case letters should be used appropriately and the letter size should be consistent. We will provide opportunities for children to develop, practise and perfect skills and provide targeted support to any child experiencing difficulty.

1. To know the importance of clear and neat presentation in order to communicate meaning effectively

2. To write legibly in both joined and printed styles with increasing fluency and speed by;

Having a correct pencil grip

Knowing that all letters start from the top, except d and e which start in the middle

Forming all letters correctly

Knowing the size and orientation of letters

Teaching time

Handwriting will be a discrete lesson taught three times a week for sessions of 15 minutes. It is vital teachers model the writing to the children and explicitly teach letter formation and joins in each of

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these sessions. Children will practise their handwriting in the back of their literacy books, so that it does not interrupt the teaching sequence and their work will be marked.

In the Foundation stage handwriting will be implemented as follows:

Children will develop hand eye co-ordination, gross and fine motor skills to support handwriting.

Children will use a range of tools to develop drawing lines and circles using gross motorskills e.g. swirling ribbons, batting balls, painting.

Children will use a range of materials to develop fine motor skills e.g. wax crayons, markers, pencils, sponges, chunky brushes, cotton wool balls, shaving foam, finger paints, etc.

Children will practice manipulative skills e.g. cooking, playing with constructions, threading and playing instruments.

Children will use variety of tools and paper, indoors and outdoors for purposeful writing. e.g. role play, labelling, making cards.

Children will physically develop the movements of letter shapes using gross motor skills (linked to music and sounds) to gain confidence with the basic movements and flow of writing. Teachers should:

Have high expectations; valuing work that is the child's best effort and supporting when it clearly is not

Identify left handed children and make sure they have sufficient space in which to work

Provide appropriate paper and pencils and/or pens (i.e. all pencils must be sharp and of a reasonable length)

Model how to hold a pencil correctly

Teach children how to form letters, using a variety of strategies and materials

Teach children how to join letters correctly

Monitor children's progress by observing how letters and numbers are formed

Encourage children to assume a correct sitting position in order to write - both feet on the floor etc.

Group children and provide differentiated tasks; engaging whole year teams in planning and support

Modelling good handwriting; on the board, in marking children's work, displays, use Nelson handwriting font on teaching materials where possible etc

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Allow children with very poor fine motor skills to print and not make joins. Children should:

Take pride in their work

Learn to write clearly recognisable letters and form them correctly

Know which letters join to others and which do not

Be able to join letters appropriately

Enhance speed and fluency in order to develop a legible individual style

Demonstrate correct letter formation and joins learnt in all handwriting across the curriculum Guidance on teaching and learning of handwriting.

Each handwriting session will have a clear focus and the children will watch the teacher modelling letter formation and/or joins. It may be that it will be more appropriate to group the children in order to differentiate, but the children must see an adult modelling the writing.

Work must be initialled, so over the course of the week every child will have had their letter formation observed by an adult. Some general points

Nelson Handwriting scheme provides photocopiable sheets and online resources, but nothing is more effective than a teacher modelling letter formation and joins.

We do not join descenders e.g. f g j y

When all the skills have been taught use the assessment sheets in Nelson Handwriting scheme to check:-

Are all the letters the same size?

Are all the down strokes parallel?

Are the height and length of ascenders and descenders regular?

Is the space between letters even? Is spacing between words even?

Is the writing a reasonable size?

Could presentation be improved?

Pen Licences

Teachers will introduce a pen when a child shows a consistent use of neat joined presentation.

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Model used

Wroughton Primary Federation uses the Nelson Handwriting Scheme with the following letter formation:

NB children must be taught individual letters first so that they see them as individual units BEFORE learning to join.

The Four Joins

1. to letters without ascenders

2. to letters with ascenders

3. horizontal joins

4. horizontal joins to letters with ascenders

Paper

As motor skills increase then the size of writing should decrease. Children should start writing in A4 plain books then as their handwriting improves then lined exercise books should be introduced.

Order of teaching

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Reception All children should write in A4 books. These books should have lines on before the children write. These lines should be well spaced (about 2cms apart).

Year 1 Children should start the year as above. When they are ready they should move on to wide lined exercise books. Handwriting books should be introduced at the appropriate time.

Year 2 The majority of children should be ready to start the year in narrow lined books. For some children they will need to continue on wide lined books until ready and for a small number of children, particularly those with SEN) it may be necessary to use a book which has printed handwriting lines.

Year 3 Revision Practise the break letters b p g q y j z Practise capital letters See Nelson Handwriting Teacher’s Book p30 for learning outcomes and further information Further practise of the four handwriting joins in ine ut ute ve vi ok oh sh as es (practising two ways of joining the letter s) ri ru ry (practising joining from the letter r) oa ad as (practising joining to and from the letter a) ee ea ed (practising joining from the letter) ow ov ox (practising joining from the letter o) ky hy ly (practising joining to the letter y) ha ta fa (practising joining to the letter a) od oo og( practising joining from the letter o) er ir ur (practising joining to the letter r) ai al ay o you oi re oe fe (practising the horizontal join to the letter e) fu wu vu (practising the horizontal join to the letter u)

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ot ol ok (practising joining to ascenders) ai al ow ol (practising all the joins)

Single letters (YR and Y1) c a d g q o e s f i l t u y j k r n m h b p v w x z

Introduction of the four handwriting joins Year 1 and 2 First join; un um ig id ed eg an or ing ung Second join; ch sh th tl ll ill sli slu ck ack st sti ink unk Third join; od pg re ve oon oom Fourth join; wl vl of ff fl flo Practise the break letters b p g q y j z Practise capital letters

Year 4 ning ping ting oc od oo ake ome are fla flo fle who wha whe ie in il inly ky ny ap ar an ick uck ack practise writing with a slope he we re fte fir fin wra wri kni (silent letters) ii ll tt rr nn mm cc oo dd ss ff ee ew ev ex (spacing) th ht fl (proportions) ac ag af

Years 5 and 6 Practise consistency and size of letters Practising using a diagonal joining line Practising leaving an equal space between letters Practising joining to the letter y Practising using a horizontal joining line Practising the size and height of letters Practising joining from the letter i Practising joining to and from the letter v Practising consistency in forming and joining letters Practise speedwriting Practising crossing double tt Practising joining to and from the letter e Practising joining to and from the letter w Practising printing Practising drafting and editing Practising joining to the letter t

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Capital letters Decorated capital letters

Across the Year Group we are ensuring letters are consistent in height and size and: Practising with punctuation Practising break letters Practising joining from the letter m Ensuring the ascender on the letter t is the correct height Practising spacing within words Developing fluency Practising forming and joining the letter f Practising presentation Practising speed writing Teaching Sequence Hand and finger strength Physical preparation Tracing Patterns Over teacher’s writing (highlighter) Under teacher’s writing (directly under words – write in large letters, leave large spaces between words) Independence For the order of teaching letters and joins see Appendix 2 Techniques for teaching letter formation Model good handwriting all the time Demonstrate Talk through through the process Encourage children to verbalise the process Children form letters in the air Finger trace over tactile letters Write over highlighter pen (or dotted letters) Draw round templates Write in sand with finger or stick Write with chalk on chalkboard Wax resist letters Form letters with pegs on pegboard Form letters with beads in plasticine Finger trace the outline of letters on the back of the person in front of you

Pencil grip

Children should write with a pencil (or pen as soon as a neat cursive script has been developed) with a rounded nib. Pencils should be reasonably sharp.

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A tripod grip is the most efficient way of holding a pencil

NB It is very important that a right handed child is NOT seated on the left hand side of a left handed child as their elbows will collide!

Assessment

Year Group Leaders in team meetings and senior leaders should monitor children’s writing and presentation in books regularly (at least termly). The following should be considered:

Is the writing generally legible?

Are the letters correctly shaped and proportioned?

Are the joins made correctly?

Are the spaces between the letters, words and lines appropriate?

Is the size of the writing appropriate?

Is the writing properly aligned?

Are the writing standards achieved by the majority of pupils in line with the Level Descriptors in the National Curriculum?

Individual assessment

Children should be observed as they write during handwriting lessons – the teacher must circulate, monitor and intervene. Teachers also need to monitor and mark whole pieces of writing. The following should be considered:

Is the posture correct?

Does the child hold the pencil correctly?

Does the child use the correct movement when forming and or joining letters?

Are any letters revered or inverted?

Does the child write fluently and rhythmically?

Is the writing easily legible?

Is the pupil’s handwriting development in line with the Level Descriptors in the National Curriculum?

Links to spelling

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Linking handwriting with spelling is one of the most powerful ways of developing the visual memory. Handwriting should be practised using letters, blends, strings or digraphs so that patterns are internalised.

Two spelling strategies that link particularly well to handwriting are:

Look – Say – Cover – Write – Check

The child: Looks at the word carefully

Says the word Covers the word so that it can’t be seen

Writes the whole word from memory

Checks the word is written correctly

If not, repeat.

Resources

Nelson Handwriting Scheme

Handwriting CDRoms

Monitoring and Evaluation

Examples of the break letters

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Examples of the Joins

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Handwriting at EYFS, KS1 and KS2

Parent Leaflet

Many parents are keen to encourage their children to develop neat and legible handwriting. We have produced this short leaflet to explain the handwriting style that we teach.

On arriving at The Wroughton Primary Federation handwriting varies greatly from child to child. We aim to develop their style to be clear, uniform and legible following the Nelson Handwriting Scheme.

Good handwriting practice is encouraged in all written work; we believe that legible and fluent handwriting is an essential and beneficial skill, as well as having clear links with children’s learning and progress in reading and spelling.

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Examples of the break letters

Examples of the Joins

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