Handwriting

Pupils at Arbourthorne Community primary School experience explicit, regular and systematic handwriting instruction from Foundation Stage 2. This is a key foundational skill (alongside spelling - transcription) which frees up pupils' working memory for composition (ideas).  

The structure of teaching handwriting is progressive and supports children in becoming automatic and fluent writers.

In order for children to achieve this, teachers focus on posture, grip (see images below), and precise letter formation (by movement families, not alphabetically) early on, ensuring legibility before expecting longer pieces of extended writing, and providing targeted support for pupils who are not making expected progress. 

Joined handwriting is not taught until pupils can form these un-joined letters (print forms) correctly and consistently. Once pupils can join letters to write words, they continue to practise handwriting discretely to develop automaticity.

We follow the Little Wandle - Handwriting guidance in Foundation Stage 2, and the Martin Harvey 'Excellence in Handwriting' scheme of work from Y1 to Y6. 

For all writing, handwriting lines are used. Wide lines are used predominantly in reception and Year 1, leading into narrow handwriting lines from Year 2 upwards. Where pupils have secured a strong, neat handwriting style, where clear ascenders and descenders are used, then movement onto normal lines will occur. The transition between the different lines is not specific to each year group as the various lines can be used for any pupil within the academy, dependent on their level of handwriting.

Teachers focus on the explicit teaching of both letter formation (controlling the size, speed and direction) and the physical elements (holding and manoeuvring the pencil, positioning the body, positioning the paper). Teachers model the correct way to hold a pencil and maintain posture when writing. Handwriting lessons use paper and pencil as pupils benefit from experiencing the friction these create.

Pupils are taught handwriting:

• daily, until pupils can write legibly and easily
• in small steps, with lots of opportunity for practice
• cumulatively: teachers should build on what pupils have learned previously
• accurately - new learning is consolidated before teaching moves on so that pupils do not practise letters incorrectly
• revisited when further practice is needed
• that is demonstrated by the teacher