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Handwriting Procedures

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									                The Manor School
                  Handwriting Procedures
Children who are able to form their letters correctly and join
their writing fluently have fewer difficulties with spelling and reading. (TRTS)
We use a simple joined script that begins each letter on the line, with a riser linking to the letter
form, and a connector finishing the letter. Please see attached examples. Letters are taught
and practised in families. It is expected that all children will be able to write fluently and neatly in
ink by the end of Key Stage 2. It is also expected that teachers and teaching assistants will
model the handwriting when writing in children’s books and when writing on the board or on
displays.


Handwriting in the Foundation Stage
Handwriting begins as exercises to improve dexterity – eg. threading beads, manipulating
playdoh etc. Children are taught the individual letters with risers and connectors. The
handwriting activities are multi-sensory and at a variety of scales. Eg. Writing large letters with
water bottles on the playground, shaving foam letters, letters in the sand. The classroom is a
print rich environment, much of which is joined script. There are often cross-curricular links
between spelling and handwriting.


Handwriting in Key Stage One
Handwriting builds on the multi-sensory activities of the Foundation Stage, repeating many
and introducing activities that require increased dexterity. Handwriting is taught each day,
modelled by the teacher, taking into account children’s learning preferences. Children complete
their daily handwriting on whiteboards and in their books. Every class has a handwriting blind
or smartboard screen that mirrors the format of the children’s handwriting books.


Handwriting in Key Stage Two
Handwriting is modelled by the teacher at the beginning of each week and practised by the
children on subsequent days. Handwriting is usually completed in handwriting books. It is
expected that the children use joined script in all their written work.


Pen Awards
All children begin by writing in pencil for everything. Pen Awards are given to the children to
encourage good handwriting.
   •   A bronze award allows the child to progress from pencil to pen in their handwriting book.
       This is awarded for correct letter formation, including risers and connectors.
   •   A silver award allows the child to use their pen in their handwriting book and English
       book, and for additional tasks at the teacher’s discretion. This is awarded when the
       child can form and join all letters correctly in pen, in their handwriting books.
   •   A gold award allows the child to choose when he or she will use his/her pen. It is
       awarded when the child has proven that he/she can write fluently, and of a consistent
       size without the support lines in a handwriting book.
   •   Certificates accompany the pen award and are sent home. Pen Awards are presented
       to the children during the celebration assembly each week.
Once given, a pen award cannot be removed. Temporary suspension is allowed but must be
approved by the Head Teacher.


Marking handwriting
Most errors in their handwriting books are highlighted by the teacher and modelled for the child
to copy again. This is best achieved with the child present, so they are able to see exactly how
the teacher forms and joins the letters. Handwriting is acknowledged by the teacher or TA’s
initials and a date. A Learning Objective is not normally written for handwriting tasks therefore
gold stars are not appropriate.

								
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