ST.JOSEPH’S RC PRIMARY SCHOOL HIGHFIELD Handwriting and Presentation Policy
Intent Using the EYFS curriculum, the National Curriculum and Come and See as our basis, we have built a curriculum which is right for St. Joseph’s. We have chosen to base our curriculum around three key drivers which we feel are the most important for our school. These are: • Our place in the global world – learning all about our local area as well as life, religion and diversity outside of Highfield both now and in the past. • Developing skills and experiences for life – enhancing cultural, creative and sporting experiences for all, as well as learning about how our pupils might use their skills in the future in the world of work and as parents. • Developing the whole child – in God’s lo ve, as rights respecting citizens and caring individuals English at St. Joseph ’ s is a rich, inspiring curriculum, but also provides skills which open the door to the depth and breadth of our curriculum as a whole. Aims Our pupils will: • Develop a handwriting style which is clear, cursive and swift. • Present their work clearly and efficiently • Take pride in the presentation of their work. • Understand that handwriting and presentation style can create a positive overall impression of work and a person ’ s standards Knowledge, Skills and Understanding Development Matters in the EYFS – non-statutory Guidance 40-60m • Shows a preference for a dominant hand. • • Begins to use anticlockwise movement and retrace vertical lines. • • Begins to form recogn isable letters. • • Uses a pencil and holds it effectively to form recognisable letters, most of which • are correctly formed. Early Learning Goal • Children show good control and co-ordination in large and small movements. • They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. The 2013 National Curriculum Statutory Requirements for handwriting are as follows: Year 1 Pupils should be taught to: • sit correctly at a table, holding a pencil comfortably and correctly • begin to form lower-case letters in the correct direction, starting and finishing in the right place
• form capital letters • form digits 0-9 • understand which letters belong to which handwriting ‘families’ (i.e. lett ers that are formed in similar ways) and to practise these. Year 2 pupils should be taught to: • form lower-case letters of the correct size relative to one another • start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined ** • write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters • use spacing between words that reflects the size of the letters. **We feel that, providing the children are confident and can form lower-case letters swiftly, with the correct formation and orientation, then they should be taught to join in Year 1 Years 3 and 4 pupils should be taught to: • use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined • increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the down-strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]. Years 5 and 6 pupils should be taught to: • write legibly, fluently and with increasing speed by: • choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters • choosing the writing implement that is best suited for a task. Implementation: Teaching and Learning We teach handwriting as a specific skill rather than an independent task. In Reception and Y1 the little and often approach is adopted; at least 10 mins per day but in KS2 2x30 minute sessions per week are timetabled. Year 5 from the Y5/6 class will join Y4/5 for these sessions. Getting ready to write - Handwriting checklist • Warm up. See appendix 1 and accompanying booklet. • Pen or pencil should be loosely gripped between the first finger and the thumb, using the second finger as a rest. This is the ‘pincer grip’. Check that the first finger is plac ed lightly on the pencil. There should be no ‘crook’ which leads to writer’s cramp. • Pen or pencil should be held at 45 degrees to the paper. Hand should be in line with their arm and not bent. • Non-writing hand should be used to support and guide the paper. • Children should be sitting with their backs supported by the back of the chair and their feet flat on the floor • Paper can be slightly angled to the left. (see below for left handed children) Left – Handed children
Teachers should be aware of the left-handed children in their class and make appropriate provision in all lessons. Paper should be positioned to the right and slanted to suit the child., Pencils should not be held too close to the point as this can interrupt their line of vision. Left-handers should sit to the left of a right handed child to ensure that they have enough room for their elbows and paper. Inclusion Some children need more support and provision will be made for them in an I.E.P. Teachers of children whose handwriting is limited by their fine motor skills should liaise with the SENCO to develop a programme tailored to their needs. The Learning environment In all classrooms, tabletop storage should be equipped with age appropriate writing implements (see Presentation Guidance table). There should be a model of the Nelson Handwriting style available on each table and prominently displayed on the wall. Handwriting in Reception Children need to develop their upper body strength, to develop dexterity in their wrists and finger and to deve lop a tripod or ‘pincer’ grip. This is because they are required to manipulate writing implements with control for increasing periods of time. They do this by participating in a well planned, varied programme of gross and fine motor activities. (See appendix 2) Meanwhile, they will be learning to recognise and write phonemes during phonics session, saying writing verses to aid formation. They will learn to trace letter patterns with a variety of implements and to write their names, When they are ready, they can use materials from the Nelson Handwriting Scheme. This holistic approach to writing should ensure that the majority of children should form lower-case letters correctly, with correct orientation. Parents and carers should be introduced to the Nelson handwriting style during the induction meeting when they will be given the information as part of their ‘Starting School’ Pack. A handwriting sheet could be included with the Autumn term curriculum sheet at the beginning of each sch ool year, with ‘joining update’ information sent home during Year 1 and Year 2. Teaching letters shapes There are 3 basic letter shapes from which most of the alphabet is made The cursive style is taught from the beginning ie, with joining ‘hooks’. When children are ready, sheets with tramlines should be used. Check… Letter group Curly caterpillar letters Main body of letter fits into middle of tram Anti-clockwise letters lines c a d e g o q f s Ascenders should touch the top line and descenders should go halfway between 0,6,8,9 the third and fourth tramlines. Long Ladder Letters Main body of letter fits into middle of tram Down and off in another direction lines I j l t u, Ascenders should touch the top line and descenders should go half way between
the third and 4 th tramline. One armed robot letters Main body of letter fits into middle of tram Down and retrace upwards lines r b h k m n p Ascenders should touch the top line and descenders should go half way between 2,3,5 (follow a clockwise direction like the third and 4 th tramline. Care to be taken with the bridge of the ‘r’. the top of the robot) Zig-zag letters Main body of letter fits into middle of tram v w x z lines 1 4 7
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