RCHBISHOP SUMNER HANDWRITING POLICY (Draft)

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1 July 2014 RCHBISHOP SUMNER HANDWRITING POLICY (Draft) Handwriting is a skill which, like reading and spelling, affects written communication across the curriculum. Children must be able to write with ease, speed and legibility. Cursive handwriting teaches pupils to join letters and words as a series of flowing movements and patterns. Handwriting skills should be taught regularly and systematically through the use of our own Archbishop Sumner Script. AIMS A At Archbishop Sumner Primary School our aims in teaching handwriting are that the pupils will: Achieve a neat, legible style with correctly formed letters in accordance with Archbishop Sumner s chosen font. Develop flow and speed. Eventually produce the letters automatically and in their independent writing. In order to achieve these aims, the following principles are followed: TEACHING AND LEARNING Children should experience coherence and continuity in learning and teaching across the Nursery and School. Develop a recognition and appreciation of pattern and line and be given support in finding a comfortable grip. Understand the importance of clear and neat presentation in order to communicate meaning clearly. Be encouraged to take pride in the presentation of their work and therefore study handwriting with a sense of enjoyment and achievement. Be supported in developing correct spelling quickly through a multi-sensory approach to handwriting. Shown how to be able to write quickly to aid expressing themselves creatively and imaginatively across the curriculum and for a range of purposes. Be encouraged to use their skills with confidence and pride in real life situations. KNOWLEDGE, SKILLS AND UNDERSTANDING Our chosen font is the Kingston Cursive Style Early Years Children take part in activities including the Write Dance Programme to develop their fine and gross motor-skills and recognition of patterns, for example, to form letters using their index finger in sand or using paint. Children should begin to learn how to correctly hold a pencil and hold it effectively to form recognisable letters most of which are correctly formed. Key Stage 1 Children will continue to develop fine and gross motor-skills with a range of multi-sensory activities. Handwriting should be discussed within and linked to phonics sessions. Teachers and support staff continue to guide children on how to write letters correctly, using a comfortable and

2 efficient pencil grip. They should also begin to have experience of using a pen so that they are ready for Key Stage 2. Children should now be leaving spaces between words accurately. By the end of Key Stage 1 children will be able to write legibly, using upper and lower-case letters appropriately and correct spacing between words. Key Stage 2 During this stage the children continue to have direct teaching and regular practice of handwriting. Children will transition from pencil to pen during Year 3 when they will earn their pen licence. We aim for them to develop a clear, fluent style and by the end of Year 6 be able to adapt their handwriting for different purposes, such as: a neat, legible hand for finished, presented work, a faster script for note making and the ability to print for labelling diagrams etc. PROVISION FOR LEFT-HANDED CHILDREN At least 10% of the population are left-handed, the majority of whom are boys. All teachers are aware of the specific needs of left-handed pupils and make appropriate provision: paper should be positioned to the left for right handed pupils and to the right for left handed pupils and slanted to suit the individual in either case; pencils should not be held too close to the point as this can interrupt pupils line of vision; pupils should be positioned so that they can place their paper to their left side; left-handed pupils should sit to the left of a right-handed child so that they are not competing for space; extra practice with left-to-right exercises may well be necessary before pupils write left-to-right automatically. Special equipment is to be provided e.g non smudge pens Children to be encouraged to hold their writing equipment higher up so that they can see more of the page. Teachers to model some writing opposite the child, upside down. Children may need to be seated higher. Teachers are aware of the fact that it is very difficult for left-handed pupils to follow handwriting movements when a right-handed teacher models them. Teachers demonstrate to left-handers on an individual or group basis, even if the resulting writing is not neat. CAPITAL LETTERS Capital letters stand alone and are not joined to the next letter. Children must practice starting sentences and writing names using a capital letter and not joining the subsequent letter. This should be modelled by the teacher whenever they are writing and particularly in phonics and handwriting sessions. INCLUSION The vast majority of pupils are able to write legibly and fluently. However, some pupils need more support and provision will be made in consultation with the SENCO and outside agencies such as the Occupational Health Team. This could include: specialist pens, grips, desk slants, sitting wedges and use of ICT equipment. A small minority of children may have needs that require them to use the ball and stick method of handwriting. E.g children with visual perceptual problems

3 THE LEARNING ENVIRONMENT In all classes, children have access to a writing equipment. It is the teacher s responsibility to ensure that pens and pencils are readily and easily available. Examples of the school handwriting policy are on display in every classroom and examples should also be seen on displays. ASSESSMENT A uniformed handwriting style should be consistent throughout the school; this will be evident on display boards and in book scrutinies. Handwriting is currently assessed and recorded on Assessing Pupil s Progress tracker. THE ROLE OF PARENTS/CARERS Parents/Carers are made aware of our agreed handwriting style and encouraged to practice this with their children at home. Parents will be modelled the handwriting style at the beginning of the school year through parent conferences. If a child is struggling with their handwriting, teachers will advise the parent to take the children for an eye test to rule out any visual problems. Beery s shapes will be provided to parents as a way to practise fine motor control at home. RESOURCES Resources are available on the shared system in the folder Handwriting Resources. Our handwriting style should be displayed in every classroom and available on tables for children to refer to. To be reviewed July 2016

4 Ten Reasons for Teaching KINGSTON CURSIVE WRITING 1. Aids left to right movements through each word and across the page. 2. Word treated as a unit - a joined style with loops under the line (top loops are unnecessary) enables the pupil to go from the beginning to the end of a word without a break. 3. Eliminates reversals and inversions - the differences in similar letters in cursive writing are not determined entirely by difference according to direction but are differences in appearance and MOVEMENT PATTERN. 4.More efficient use of movement - continuity of cursive script helps the flow of movement. 5. Smoother flow reinforces tactile learning- the sound and shapes can blend together as you go along. 6. No need to change or relearn shapes later- if cursive is taught from the start most children will have mastered the mechanics of writing by the time they are wanting to express their ideas more freely on paper. 7. Gives spaces between words - they stop when they get to the end of the spoken word. 8.Gives spaces between letters- automatically with the joining stroke. 9.Facilitates earlier development of personal style, 10.Gives potential for speeding up.

5 Year Group Skills to be Taught Writing Materials N Gross and fine motor skills development including a weekly Write Dance session. Children to learn to recognise letter shapes (non-cursive). Children to practise Beery s visual motor integration shapes. The correct formation of letters in their name (noncursive). Children will be introduced to different fonts including the Kingston style but only for experience. Getting ready to write routine introduced i.e how we hold a pencil, how we sit at a desk, how we place our paper in front of us, finger exercises. Wax crayons, chalks, marker pems, sponges, paint brushes, cotton buds, finger paints, shaving foam, whiteboard pens etc.. R Gross and fine motor skills development including a weekly Write Dance session. Teaching and practising letter shapes through phonics using handwriting script. A variety of movement and writing materials are used. A good, comfortable pencil grip. The correct formation of letters in their name. Letter patterns that introduce the children to the 4 main letter-shape families: Curly caterpillar family c,o,a,d,g,q,s,f and e. One-armed robot family r,n,m,h,b,p and k Long ladder family l,i,t,j,u and y Zig zag monster family v,w, x and z Letter formation on lines using the order of the letter shape families. Getting ready to write routine introduced i.e how we hold a pencil, how we sit at a desk, how we place our paper in front of us, finger exercises. Wax crayons, chalks, marker pens, sponges, paint brushes, cotton buds, finger paints, shaving foam, whiteboard pens etc.. 1 The formation of each letter using continuous cursive script, taught in letter-shape families using agreed script. The formation of capital letters Joining letters in the agreed order using the 4 letter joins. Joining words in rhyming families. Joining the letters in their name. For informal practise: Wax crayons, chalks, marker pens, sponges, paint brushes, cotton buds, finger paints, shaving foam, whiteboard pens etc.. For formal practise: Sharp pencils Wide lined paper Joining high frequency words and tricky words to aid spelling. Children practise different types of joins 2 When ready, joining letters in the agreed order using the 4 letter joins. Joining words in rhyming families Joining high frequency words and tricky words to aid For formal practise: Sharp pencils Handwriting books (red and grey lines)

6 spelling. Practising sentences in handwriting books. 3 Joining words related to weekly spellings Handwriting books (red and grey lines) Pens in handwriting books Sharp pencils until pen licence is earned 4 Joining words related to weekly spellings Handwriting books (lines as in Literacy books unless require Aim for a handwriting speed of 12 words per minute. intervention) 5 Joining words related to weekly spellings Developing own handwriting style Adapting handwriting for different purposes Aim for a handwriting speed of 12 words per minute. 6 Joining words related to weekly spellings Developing own handwriting style Adapting handwriting for different purposes Aim for a handwriting speed of 14 words per minute. Pens Handwriting books (lines as in Literacy books unless require intervention) Pens Handwriting books (lines as in Literacy books unless require intervention) Pens

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