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Handwriting

            

The National Curriculum 2014 places a clear emphasis on handwriting and outlines its importance in the development of children’s compositional skills.

  • Pupils who do not learn to read and write fluently and confidently are, in every sense, disenfranchised (‘Purpose of Study’ p13)
  • Pupils should develop the stamina and skills to write at length, with accurate spelling and punctuation. (6.3 Language and literacy - Reading and Writing)
  • Writing also depends on fluent, legible and, eventually, speedy handwriting. (Programmes of study and attainment targets - Aims of English p15)

(National Curriculum 2014)

 

As a school we believe that handwriting is a skill that, like reading and spelling, affects written communication across the curriculum. Handwriting should be an automatic process which frees pupils to focus on the content of the writing.

 

 

THE SCHOOL SCRIPT

The School has adopted the cursive script as the style which will be taught and modelled to the children. Cursive handwriting teaches pupils to join letters and words as a series of flowing movements and patterns. This helps children to write clearly, fluently and quickly so that they can cope with the everyday demands of life and school.     

             

 

 

 

 

 

 

CORRECT POSTURE AND PENCIL GRIP FOR HANDWRITING

Pupils are taught and encouraged to sit correctly at a table, holding a pencil comfortably and correctly.

Sitting position:

  • Sit with a straight pack not leaning over the table
  • Sit right at the back of the seat
  • Pull the chair close to the table
  • Keep feet flat on the floor
  • Hold the paper with the hand that is not writing

The tripod pencil grip

Both right and left handed children are encouraged to use the tripod grip which allows the pen/pencil to be held securely whilst allowing controlled movements of the pen/pencil nib.

 

 

 

PROGRESSION AND TEACHING OF HANDWRITING

Stage One: Children will be given multisensory opportunities to develop mark making. Emergent handwriting is to be encouraged and valued. When appropriate, the school script should be introduced.

 

Stage Two: Children should be taught the school script.

 

Stage Three: Handwriting should now be joined. The focus should be on fluency and consistency in size, shape, proportion and joining.

 

Letters should be taught as families as below:

Long ladder letters (go to the top of the ladder and straight back down)

 i, l, t, u, j, y

Curly caterpillar letters (curl around the top then come back around)

a, c, f, e, s, g,

One armed robot letters (up to the head, down to the toes and back up to the arm)

b, h, k, m, n, p, r

Zig zag letters (backwards and forwards or up and down)

v, w, x, z

 

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