Ben Jonson Primary School Handwriting Policy

Ben Jonson Primary School Handwriting Policy

SCHEMES OF WORK: Children are taught handwriting using a scheme prepared by staff members. The scheme is based on a mixture of the Nelson handwriting scheme, the National Literacy Strategy, expectations from New National Curriculum and the work by Ruth Miskin. We aim to develop all children s ability to communicate in writing, from the initial stages of mark-making to presenting texts in a variety of forms. TEACHING AND LEARNING: Primary education is a critical stage in children s development it shapes them for life. As well as giving them the essential tools for learning, primary education is about children experiencing the joy of discovery, solving problems, being creative through all subjects, developing their self-confidence as learners and maturing socially and emotionally. At Ben Jonson we want to continue to focus on raising standards while not being afraid to combine that with making learning fun. Getting ready to write Seating and posture Chair and table should be at a comfortable height. The table should support the forearm so that it rests lightly on the surface and is parallel to the floor. Encourage children to sit up straight and not slouch. The height of the chair should be such that the thighs are horizontal and feet flat on the floor. Tables should be free of clutter. Rooms should be well lit. Left handed pupils should sit on the left of their partners Pencil grip Children should write with a pencil (or pen when introduced in Y6) with a rounded nib. Pencils should be reasonably sharp. A tripod grip is the most efficient way of holding a pencil. For right handers Hold lightly between the thumb and forefinger about 3cm away from the point. The book should be placed to the right tilted slightly to the left. Use the left hand to steady the book. For left handers Hold lightly between thumb and forefinger resting on the first knuckle of the middle finger. Hold about 3cm from the tip. The hand should be kept below the writing line. The book should be tilted slightly to the right at about 20-30. Use the right hand to steady the book. 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. In Foundation stage children: Are encouraged to use a range of mark-making tools and different media. Given opportunities to record in all activities indoors and outdoors. Experiences are planned to develop children s fine and gross motor skills, this will prepare them to become confident writers. Sit correctly at a table, holding a triangular pencil comfortably and correctly Letter formation is linked to RWI/phonic teaching sessions. Children learn to print so they can read what they write. Children form lower-case & capital letters starting and finishing at the correct place. Leave spaces between words.

At Key Stage 1: Begin using the school scheme and are given support to develop fine and gross motor skills as appropriate. Handwriting is taught daily through RWI as children develop understanding of letter formations. They are taught to join letters when they can achieve correct letter formation. Handwriting is also linked to RWI/phonic and spelling work. Children learn to print so they can read what they write. When they can write legibly and quickly, they are taught to use a joined cursive style. Lessons should be short, pacey with a clear purpose. Before children write a mental checklist of pictures to visualize the shape of letters and joins should be provided (this allows children to focus on their own formation without having to copy from the board). At Key Stage 2 : Handwriting is taught either daily through RWI or in two sessions per week. Teachers model an even cursive style in all sessions but will focus teaching on a range of letter formations and joins during taught handwriting sessions. Children are encouraged to achieve a high standard of presentation with written work as this allows writers to communicate effectively with their readers. Children are encouraged to write with pencils for everyday work but are allowed to use pen when they have developed a fluent cursive, joined handwriting style. Handwriting sessions will link closely with learning in spelling, grammar and RWI sessions. The full date will be written at the beginning of every lesson e.g Friday 16 th December 2014. Order of teaching Single letters m a s d t i n p g o c k u b f e l h r j v y w z x (RWI set 1 teaching order) Joins th ch sh qu ng nk (RWI set 1 teaching order) ay ee igh o woo ar or air ir oy (RWI set 2 teaching order) ea oi aw are ur e row ai oa ew ire ear ure (RWI set 3 teaching order) Other common joins un um ig id ed eg an or ing ung tl ll ill sli slu ck ack st sti ink unk od pg re ve oon oom wl vl of ff fl flo in ine ut ute ve vi ok oh as es al you ri ru ry re ro ra (practising joining from and to the letter r) oa ad as oc (practising joining to and from the letter a) ee ea ed ew ev ex (practising joining from the letter e) ov ox od og (practising joining from the letter o) ky hy ly (practising joining to the letter y) ha ta fa ac ag af (practising joining to and from the letter a) re oe fe we te (practising the join to the letter e) fu wu vu tu su (practising the join to the letter u) ot ol ok ah el ed ab (practising joining to ascenders) im in it il ik id (practising joining from the letter i) va ve vo vi vu iv av ev (practising joining to and from the letter v)

wo wa we wi (practising from the letter w) at et ot it to ta te tu ti (practising joining to and from the letter t) ning ping ting ake ome fla flo fle who wha whe inly ky ny ap ar an ick uck ack fte fir fin wra wri kni ll tt rr nn mm oo dd ss ff ee th ht fl ASSESSMENT: Learning must be focused on individual pupils needs and abilities. Assessment for learning is a powerful tool for making sure that learning fits individual needs. A focus on individual children will help to mainstream support for children with particular needs. At Ben Jonson we will use tests, targets and tables to help every child develop to his or her potential, help the school to improve and help parents and the public to understand the progress and performance of the school. Teachers will make judgements about children s progress in handwriting at appropriate times during the school day and week. Children should be observed as they write during handwriting lessons the teacher must circulate, monitor and intervene. Teachers also need to monitor whole pieces of writing and handwriting is commented on as part of the presentation marking in the marking cycle. 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? Feedback is shared with children verbally or in marking comments so that children are clear about what they are doing well and what they must do to make progress. Books are monitored on a half-termly basis to ensure that progress is made by all children. Sue Salton 13/5/14 15:59 Deleted: RESOURCES: Class teachers have access to their own copy of the school handwriting style displayed in classrooms. Children have access to a range of writing tools and aids to support writing where required. There are multisensory resources such as chalk, sand and trays available in both buildings. TRAINING OPPORTUNITIES:

We believe that all staff working at the school are entitled to a framework of support to enable them to develop effectively, confidently and competently within their role. Staff development will raise achievement and improve the learning environment within the school. Support is being offered both from within the school, and through external agencies/institutions. EQUAL OPPORTUNITIES: The school is committed to the following: Opposing all forms of discrimination individual and institutional, direct and indirect. Challenging all forms of discrimination about different groups in society. Translating good equal opportunities principles into all our policies and practice. Maintaining and developing an inclusive culture where every individual feels valued and aspires to succeed. (See Equalities Information and Objectives)