How we Teach Handwriting
Intent
Writing is a way of communicating our thinking to others. In school this can be through fiction, poetry and non-fiction, across all areas of the curriculum. In life this can be through email, letters, reports, lists, etc.
It is imperative that children learn to write and communicate effectively, as this is an important life skill.
At Victoria School, we intend for our children to leave as confident, capable and independent writers, who not only understand the purpose and importance of writing but also enjoy the writing process. We intend for children to use their writing skills across the curriculum.
Following the aims and objectives of the National Curriculum, we plan a progressive programme, which builds upon previous teaching and ensures that each child’s needs are met. We want our children to draw upon a rich exposure to quality literature so that throughout the writing process, they can write as a reader and read as a writer.
We intend for our children to be able to communicate and express themselves effectively for a variety of purposes and audiences.
We plan opportunities for children to develop their oracy skills by:
- Listening and responding appropriately to adults and their peers
- Using relevant strategies to build their vocabulary
- Articulating and justifying answers, arguments and opinions, giving well-structured descriptions, explanations and narratives for different purposes
- Using spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- Speaking audibly and fluently with an increasing command of Standard English
- Participating in discussions, presentations, performances, role play, improvisations and debates
- Considering and evaluating different viewpoints, attending to and building on the contributions of others
- Selecting and using appropriate registers for effective communication
Implementation
Nursery
Writing
Writing is developed in the nursery with a specific focus on gross and fine motor skills. All children take part in multi-skills every week, and this helps to develop their gross motor skills. Activities are planned through all areas of the provision both indoors and outdoors. These include different writing tools for mark making, lots of physical activity such as throwing and climbing, which all develop the children’s pre- writing skills.
Handwriting
During phonics sessions children begin to learn the formation of sounds using “air write” and then will progress to write the sounds in the summer term before starting Reception. Using the RWI handwriting phases, the children are encouraged to always form their letters correctly. This is then consolidated with letter and number formation tracing sheets, which are sent home as homework to develop their letter and number formation.
Reception
Spelling
Spelling is introduced to reception children using the RWI approach of Fred Fingers. This encourages children to sound out words before writing them. They will also learn how to spell non-decodable high frequency red words. The freeze frames in the environment help reinforce the correct formation of the sounds.
Writing
The children begin to learn how to write sounds during their RWI phonics lesson. Activities are then planned through small group work so that children can transfer their skills to their literacy work. This develops the children’s writing skills to be able to write simple sentences by the end of the Reception year. Effective provision planning ensures children are encouraged to mark make and write in all areas of the provision, both indoors and outdoors.
Handwriting
During phonics sessions children begin to learn the formation of sounds using “air write” and then practice writing the sounds in their phonics books. Using the RWI handwriting phases, the children are encouraged to always form their letters correctly. Visual reminders of letter formation are displayed within all areas of the Reception unit.
Children are set handwriting homework using the RWI writing mat and name practice so that they can write their name by the end of the year.
KS1 (years 1 and 2),
Spelling
Children are encouraged to use their Fred Fingers to spell words using the RWI programme. We encourage children to spell by segmenting words and finding their ‘special friends’. Children are also explicitly taught the common exception words in their year group. This is set as homework to learn. When writing, no more than 3 tier 1 spelling mistakes are corrected for children to practice. The resources displayed are used by the teacher to role model how to use our speed sound charts effectively.
Writing
Children transfer their writing skills taught in RWI and stand-alone English lessons across the Learning Challenge Curriculum.
Writing focusses on quality not quantity although we are always aware of the importance of stretching and challenging our writers to increase their writing stamina.
At Victoria School, pupils write independently at least once every two weeks, stimulated by the learning challenge curriculum, in order for grammar, punctuation and spelling skills to be applied and developed effectively.
In addition, pupils are given an opportunity to write freely once a week on a subject that encourages creativity and expression of thoughts.
All independent writing from the Learning Challenge Curriculum is titled and assessed against a specific learning intention. It is on yellow paper to differentiate it from the rest. It is marked and acknowledged in line with school’s feedback and marking policy.
Writing in Year 2 is assessed every 2 weeks against the Interim Assessment Framework criteria.
Handwriting
We follow the Letter Join handwriting scheme at Victoria School. Handwriting is modelled daily to pupils by their teachers. Children have time to practice their handwriting weekly, in Letter Join booklets and on the Letter Join app on their iPads. Some KS1 children will still be accessing the RWI handwriting phrases to help them with their letter formation.
Grammar and Punctuation (SPAG)
We have weekly grammar sessions for those children in year 2 who have passed their phonics screening in year 1. Those that have not passed or not taken the phonics screening test yet, have phonics sessions instead and their grammar is embedded through their Power of Reading lessons. We use Headstart assessments at the relevant check points.
KS2 (years 3-6)
Spelling
Victoria School follows the Read Write Inc Spelling program. Practice books, log books and teaching is supplemented by Oxford Owl (everyone has logins) where interactive teaching and assessment resources can be found. Spelling is explicitly taught daily for 15 minutes, focussing on the spelling rule and word list for that week. Spelling is also assessed at the end of each half term when pupils are assessed in writing.
Writing
Victoria School follows Read Write Inc Literacy and Language. Pupils are taught technical aspects of spelling, punctuation and grammar and creativity of writing through a text-based approach. Each week pupils are taught an explicity grammar and punctuation lessons that incorporates the skills needed in order to produce a successful piece Other opportunities for pupils to practice their independent writing skills are provided through Science, Geography and History. Shorter writing practice is provided in the other foundation subjects.
We plan lots of opportunities for writing throughout the school week including answering our weekly BIG questions (usually linked to current affairs) and we give children time to write for pleasure, offering the opportunity for free writing. Both of these pieces of writing are in our ‘As a writer books’.
Handwriting
Victoria School follows Letterjoin. Pupils write in pen from Year 3 unless their handwriting is difficult to read. Each year group works to the National Curriculum expectation that all pupils must write in cursive script and that it must be consistent and legible. Handwriting and/or fine motor skills intervention programmes are offered top pupils who are unable to form their letters or write using cursive script.
Grammar and Punctuation (SPAG)
In Key Stage 2, grammar is taught using both throught Read Write Inc and as explicitly at the beginning of English lessons. Each year group has a grammar and punctuation book which has their year groups grammar and punctuation objectives listed and covered with a breadth of writing practice activities. Teachers use baseline assessment as a starting point and resources can be used from lower down school to meet gaps in learning. All teachers can use their professional judgement when deciding to supplement the Skills Builders lessons. On going formative assessment in pupils independent writing and interweaving with RWI, determines the sequence of lessons for each class.
Assessment of writing:
The overall, termly writing assessments are updated in assessment week to give an overall assessment over time as to where pupils are performing.
Writing in Year 6 is assessed termly against the Interim Assessment Framework criteria.
Impact
The impact on our children is clear: progress, achievement, sustained learning and transferrable skills.
With the implementation of the reading, writing and speaking and listening journey being well established and taught thoroughly in both Key Stages, children are confident writers and communicators.
By the end of Key Stage 2, all genres of writing are familiar to each pupil. Pupils have developed creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills. Cross curricular writing opportunities which include creativity, spelling, punctuation and grammar are transferred and embedded into other subjects; this shows consolidation of skills and a deeper understanding of how and when to use specific writing styles.
Pupils are confident and clear communicators and can articulate themselves confidently in a wide range of contexts.
We aim to ensure that as children move on from Victoria School to further their education and learning that their creativity, passion for English and high aspirations travel with them and continue to grow and develop as they do.
