Hopemanprimary School

/ EDUCATIONAL SERVICES

HopemanPrimary School

HANDWRITING

POLICY

DOCUMENT HISTORY
Draft November 2007, August 2008, Nov 2009
AUTHORISATION AND REVIEW DATES
Davina Farquhar Headteacher To be reviewed Nov 2012
1.INTRODUCTION
‘We need to ensure that there is a smooth progression from young children’s early graphic attempts to the fast efficient hand that students need. Children need to be equipped with the skill to get their ideas down on paper. It is not a natural skill and must be taught carefully.’ ( Extracted from Nelson Thornes’ Teacher’s Handbook)
2.RATIONALE
Almost all pupils in PreSchool will be learning to experiment with symbols, letters and in some cases, words in writing.
Almost all pupils in P1 and P2 will be working towards Level A
‘Pupils will spend much of their time drawing and using material to develop hand- eyeco-ordination. Pupils will be introduced systematically to letter formation and word spacing. At an appropriate stage linking will be taught.’
Almost all pupils in P3, P 4 and P5 will be working towards Levels B & C
‘The process of development will continue with the aim being to help pupils build up an easy flow which will not hamper the train of thought. The teacher will take time to ensure pupils lay out and present their writing in a neat, legible form which aids the reader. The eventual outcome will be that the pupil can consistently employ a fluent, legible, style of handwriting.
Almost all pupils in P6 and P7 will be working towards Levels D & E
As pupils gain experience across a wide variety of forms, from verse to scripts, from
prose to diagrams, the teacher will point out the positive effects of careful, imaginative layout and presentation. This will be more significant if pupils are given regular opportunities to publish and display completed work both in and out of the classroom.
The programme of Learning and Teaching Handwriting is based on the popular and successful Nelson Handwriting course. This complements the Foundations of Writing approach used in the Early Years at Hopeman Primary.
The programme covers letter formation, basic joins, printing, speedwriting and slope.
Itsupports Long Term, Medium Term and Short Term planning. Each unit has clearly identified objectives and assessments and therefore provides useful guidance for the teacher when sharing with pupils the learning intention and the success criteria.
Pupils need to be taught in a meaningful context to include punctuation, spelling and vocabulary.
Formative Assessment is an integral part of the teaching and learning process and needs to be undertaken consistently by pupils and staff.
3.AIMS
HopemanPrimary Schoolaims to:

teach handwriting that culminates in a joined script that is neat, fluent and legible
develop an awareness of the importance of setting out work which is clear and neat in presentation
follow the guidance of English Language 5-14 Guidelines : Programmes of study for Handwriting and Presentation.
develop handwriting through the four capacities of A Curriculum for Excellence

4.IMPLEMENTATION PROCEDURES
Each class teacher should

be aware of the different stages as outlined in the policy.
make reference to the Teacher’s Handbook for guidance on methodology, learning intentions and success criteria.
include in the forward plans the stages which relate to the pupils in the class
highlight units covered during the block
use appropriate tools and resources
encourage pupils to self assess
assess pupils’ progress
prepare pupil profile for transition

5.ROLES/RESPONSIBILITIES
All members of staff need to be aware of policy and have high expectations of adult and pupil presentation.
Classteachers need to be familiar with the programme of learning and teaching.
Classteachers need to include Handwriting in the Class timetable as appropriate eg as a discrete unit or as a cross curricular activity.
The Depute Headteacher & Headteacher will monitor the learning and teachingof handwriting.
The Headteacher will lead parental involvement in pupils’ learning.
6.RESOURCES
Nelson Thornes Teacher’s Handwriting Book – 1 copy per class
Foundations of Writing Letter Forms
Sandpaper Letters
White Boards
Dry Wipe Pens
Handwriting Jotters P2 – P7
Pencils – chunky, triangular and standard
Pencil Grips
Handwriting Pens
Notewriters
Biro Pens
Italic Pens
Nibbed pens & Ink
Access to ICT Sassoon Infant Script , Sassoon Primary Script,
On Staff workgroup :

Policy
Interactive Whiteboard CD ROM Blue Level
Interactive Whiteboard CD ROM Red Level
Interactive Whiteboard CD ROM Yellow Level

7.LEGAL REQUIREMENTS
It is the right of every child of school age to be provided with an education – Standard in Scotland’s Schools Act (2000)
All teachers are required to meet the Standard for Full Registration

Professional Knowledge and Understanding

Professional Skills and Abilities
Professional Values and Personal Commitment

8.QUALITY IMPROVEMENT, MONITORING ANDEVALUATION
Monitoring will be undertaken throughout the session.
The school will review the policy every three years.
Members of Staff and the Parent Council
9.STAFF DEVELOPMENT

In the early stages of implementing the policy staff will need time to become familiar with the programme and the resources.

Members of staff - particularly those teaching in P2, P3, and P4 will require to become familiar with the Interactive Whiteboard CD ROM. CPD will be available for those who wish to participate.

Once implemented members of the management team can be available to support any new members of staff.
10.CONSULTATIONS
The policy for this school is based on the needs identified by members of staff, the advice given by the 3-5 Curriculum, the 5 - 14 Guidelines and A Curriculum for Excellence.
All members of staff, pupils and The Parent Council have been consulted.

POLICY DOCUMENT – HANDWRITING

PROGRESSION FOR THE LEARNING& TEACHING OF HANDWRITING

APPENDIX 1

Stage 1 ( Level A )

During the first two weeks in Primary 1 pupils will be introduced to the capital letters which form the initial sounds of their name. This is to enable pupils to mark their identity on any piece of work.

Handwriting will then be introduced gradually. Until the October break only one letter per week will be introduced. Whiteboards will be used regularly as well as air writing which pupils will be used to as they are introduced to phonics. Classteachers will encourage pupils to self assess.

c o a d g

After the October break letters will be introduced at a faster pace and the rest of the alphabet will be introduced with the following groupings

i l t j

r n m h k

s f e

b p

q u y

v w x z

Each time a letter is introduced pupils will be given lots of practice in grouping the letters eg co co co ccc coa coa

This will encourage greater fluency. It will encourage consistency in spacing and improve presentation.

Alongside the teaching of lower case letters children will be learning to form numerals

0 1 2 3 4 5 6 7 8 9

Stage 2 ( Level A )

In Primary 2 most pupils will revise the groupings until the October break. The Interactive CD ( Blue Level) will be used regularly. Pupils will use the interactive whiteboard and will practise fluency and speed writing using personal whiteboards and dry wipe pens. They will continue to self assess their work.

After the October break red/blue lined jotters will be introduced.

Capital letters will be taught alongside lower case letters. Pupils will be taught that Capital Letters never join and will practise grouping letters to develop their speed writing. A Handwriting lesson will take place at least twice a week.

Cccc Oooo Aaaa Dddd Gggg

Iiii Llll Tttt Jjjj

Rrrr Nnnn Mmmm Kkkk

Ssss Ffff Eeee

Bbbb Pppp

Qqqq Uuuu Yyyy

Vvvv Wwww Xxx Zzzz

By mid February alphabetical order can be introduced. Pupils will be able to write their name, the teacher’s name and the school name. Pupils can be reminded that a sentence begins with a capital letter and ends with a full stop.

The classteacher should aim to complete the Blue Level by mid June and then be in a position to pass relevant information about each child’s progress on to the next teacher.

Stage 3

In Primary 3 most pupils will revise the groupings until the October break. The Classteacher will have received assessment information from the previous teacher and he/she will be able to assess progress and identify individual needs.(Assessment advice and helpful guidance is given in Nelson Handwriting Teacher’s Book pages 17 - 20)

Pupils will practise fluency and speed writing using personal whiteboards and dry wipe pens. They will use lined jotters as in Primary 2 and will continue to self assess their work.

After the October break The Interactive CD ( Red Level) will be used regularly and pupils will follow the programme to develop skills as outlined in the Red Level ( Level A/B).

Each Unit gives clear objectives (learning intentions) and assessment (success criteria).

This unit teaches the

first joining set(twelve letters with exit flicks plus s )

a c d e h i k l m n s t u

second joining set( nineteen letters which start at the top of the x-height)

a c d e g i j m n o p q r s u v w x y

third joining set( six letters which start at the top of the ascender)

b f h k l t

fourth join(five letters which finish at the top of the x-height)

f o r v w

and the break letters( eight letters after which no join is made. Joins are not made to or from the letter z)

b g j p q x y z

Pupils will use blue/red lined jotters and the Handwriting lesson will take place once a week approximately.

The classteacher should aim to complete the Red Level by mid June and then be in a position to pass relevant information about each child’s progress on to the next teacher.

Stage 4 ( Level B)

In Primary 4 most pupils will revise the four handwriting joins. The Classteacher will have received assessment information from the previous teacher and he/she will be able to assess progress and identify individual needs.(Assessment advice and helpful guidance is given in Nelson Handwriting Teacher’s Book pages 17 - 20)

Pupils will practise fluency and speed writing using personal whiteboards and dry wipe pens. They will use lined jotters as in Primary 3 and will continue to self assess their work. The teacher will ensure that the correct technical terms are used:

Clockwise, anticlockwise, vertical, horizontal, diagonal, parallel, ascender, descender, consonant, vowel, joined, sloped, x-height.

The Interactive CD ( Yellow Level) will be used regularly and pupils will follow the programme to develop skills as outlined in the Yellow Level.

Each Unit gives clear objectives (learning intentions) and assessment (success criteria).

The classteacher should aim to complete the Yellow Level ( Level B ) by mid June and then be in a position to pass relevant information about each child’s progress on to the next teacher.

Stage 5 ( Level C )

In Primary 5 most pupils will continue to practice fluency and speed writing using personal whiteboards and dry wipe pens. They will use blue/red lined jotters and will continue to self assess their work.

The teacher will ensure that the correct technical terms are used:

Clockwise, anticlockwise, vertical, horizontal, diagonal, parallel, ascender, descender, consonant, vowel, joined, sloped, x-height.

The Classteacher will have received assessment information from the previous teacher and he/she will be able to assess progress and identify individual needs.(Assessment advice and helpful guidance is given in Nelson Handwriting Teacher’s Book pages 17 - 20)

Each Unit gives clear objectives (learning intentions) and assessment (success criteria).

The classteacher should aim to complete Book 2 ( Level C) by mid June and then be in a position to pass relevant information about each child’s progress on to the next teacher.

Stage 6 ( Level C/D )

In Primary 6 most pupils will be ensuring a consistency in their handwriting and beginning to look at different handwriting styles. The Classteacher will have received assessment information from the previous teacher and he/she will be able to assess progress and identify individual needs.(Assessment advice and helpful guidance is given in Nelson Handwriting Teacher’s Book pages 17 - 20)

Pupils will practise fluency and speed writing using personal whiteboards and dry wipe pens. They will use lined blue/red jotters and will continue to self assess their work.

Each Unit gives clear objectives (learning intentions) and assessment (success criteria).

The classteacher should aim to complete the units in Book 3 ( Level C/D ) by mid June and then be in a position to pass relevant information about each child’s progress on to the next teacher.

Stage 7 ( Level D )

In Primary 7 most pupils will be beginning to develop their own style of handwriting whilst considering a variety of different handwriting styles. They will use blue/red lined jotters and will continue to self assess their work.

Each Unit gives clear objectives (learning intentions) and assessment (success criteria).

The classteacher should aim to complete Book 4 ( Level D) by mid June and then be in a position to pass relevant information where appropriate on to the Secondary school.

Hopeman Primary School