HANDWRITING/GRAMMAR POSITION STATEMENT May 2005 Education and Recreation RATIONALE Our handwriting policy is designed in response to statutory guidelines in English Language 5-14. Handwriting is an essential enhancement of the quality and content of written work and is a skill, which should be taught and developed from Primary 1 to Primary 7. AIMS Children should be taught handwriting that culminates in a joined script that is neat, fluent and legible Children should develop an awareness of the importance of setting out work giving attention to presentation and layout Cater for all development needs and abilities Cater for left handed children Provide a programme of study guideline Provide a policy framework for assessment and raising standards Ensure an adequate resource provision TEACHING PROGRAMME Our teaching programme relates directly to English Language 5-14 – Programmes of Study (Handwriting). A resource provision is also incorporated. Towards Level A Activities to improve hand control, e.g. drawing, painting, colouring, modelling material, cutting, sticking, construction, lacing etc Begin a drawing programme Level A (Resource provisions:- Foundations of Writing, New Nelson Handwriting Book A plus support and extension copy masters) Level B (Resource provisions:- Foundations of Writing, Nelson Handwriting Book A/Book 1 plus support and extension material) Continue development of drawing programme Handwriting practise continues using letter tracks if necessary Consistent letter formation and appropriate spacing Move towards joined letter formations Level C (Resource Provision:- Nelson Handwriting Book 2 plus support and extension material) Continued development of a fluent legible style Develop an easy flow which will not hamper train of thought Ensure consistent lay out and presentation Level D/E (Resource provision:- Nelson Handwriting books 2/3/4 plus support and extension material) Experience provided via wide variety of writing forms (from verse – script, prose to diagrams) Emphasis on positive effects of careful imaginative layout and presentation Regular/varied presentation opportunities to publish/display work Ability to cope with a draft version and editing Individuality will develop in a child’s handwriting in due course. Such variations should be encouraged provided that the writing is legible Children should develop an awareness of the importance of clear, neat presentation Word processors should be utilised to extend/enhance the presentation of written work. Children should be able to utilise varied fonts, print sizes etc for this purpose Linkage between handwriting and spelling rules is encouraged at all times and via the use of the core “Nelson” scheme. CORE RESOURCES Foundations of Writing material/manual Nelson Handwriting (new edition) Pupil Book A (age 6-7) Pupil Book 1 (age 7-8) Pupil Book 2 (age 8-9) Pupil Book 3 (age 9-10) Pupil Book 4 (age 10-11) Levels A/B Level B Levels C/D Levels C/D Levels C/D/E Nelson Handwriting (New edition) – support and extension copy masters TEACHING METHODS/ORGANISATION Some basic principles are identifiable in teaching handwriting successfully: Careful observation, positive intervention and encouragement Early stages: the process is more important than the product – correct movement should be focused on Raise children’s awareness of the technical aspects of handwriting: (use of “fox boxes” in Nelson’s scheme highlights key points: initial and check list sections in pupil books encourage reflection on handwriting) Terminology should be consistent and age appropriate. Pupils should understand:1 2 3 4 5 6 Clockwise Anti-Clockwise Vertical Horizontal Diagonal Parallel 7 8 9 10 11 12 Ascender Descender Consonant Vowel Joined Sloped Regular practice of handwriting skills should be incorporated across the curriculum and pupils should gain experience across a wide variety of writing forms Frequency and length of handwriting will vary according to age and competence Infants – short daily lessons Older – one/two longer sessions each week Essential qualities are fluency, neatness and speed. Activities to develop speed writing begin in Nelson handwriting – Pupil Book 2. ASSESSMENT In order to focus on Raising Attainment in handwriting, assessment of handwriting should follow scheme basic principles: Ensure good quality feedback to children Clearly identify “Next Steps” in learning Track progress clearly using a range of assessment evidence Provide clear well documented information Assessment of handwriting at Marykirk Primary follows three focuses: A B C Whole-school Assessment Individual Assessment Self-Assessment RAISING ATTAINMENT (Handwriting) In focusing on handwriting, we aim to ensure that: a. b. c. d. effective monitoring of the handwriting structure within the school is in place teaching and learning programme is based on policy provision assessment techniques are effective liaison with parents includes information on progress in handwriting Whole-school assessment – handwriting progress will be included on an ongoing basis through monitoring and sampling. Individual assessment – page 48 of Pupil Book (Nelson Handwriting New Edition) and the related copy masters* are specifically designed for assessment purposes and are to be kept as a record. * Pupil Book A Pupil Book 1 Pupil Book 2 Pupil Book 3 Pupil Book 4 Copy masters 59 and 60 Copy masters 46 Copy masters 94 Copy masters 97 Copy masters 94 Criteria used within the classroom for individual assessment should include: Correct posture? Holding pen/pencil correctly? Correct movement in forming/joining letters? Are letters reversed/inverted? Is writing done fluently/rhythmically? Legibility? Appropriate speed? Self-assessment – “Getting ready to write” checklist at the front of each Nelson Handwriting Pupil Book reminds pupils about how to prepare themselves for writing. The check list at the back of each Pupil Book provides criteria to help a child focus on, and check, critically aspects of writing done. Specific handwriting difficulties are assessed via Nelson Handwriting Copy masters Book A – sheets 61 and 62 which are designed for use with pupils experiencing problems in learning to write. The sheets can indicate starting points for remedial treatment and should be updated as progress is achieved. GRAMMAR STRUCTURE JOLLY PHONICS P1 JOLLY GRAMMAR LEARNING TARGETS P1-3 (Grammar and Punctuation) NELSON GRAMMAR P2-3 P2 onwards COLLINS GRAMMAR P6-7 option JOLLY PHONICS GRAMMAR A further grammar focus has been introduced at the infant stage using “Jolly Grammar” which links teaching ideas for grammar and follows on from Jolly Phonics. A planning/recording format has been put in place to support its integration for Jolly Grammar 1 and 2. COLLINS PRIMARY GRAMMAR Available as a supplementary resource at Levels C-D (book 3) and D-E (Book 4). Planning/recording formats are available.
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