Handwriting
Handwriting
Sacred Heart has adopted the 'Kinetic Letters' approach to teaching handwriting. We recognise that fluency in handwriting is an essential skill and foundational in nurturing success across the wider curriculum. Fluent and legible handwriting accelerates progress as children able to free-up their mind to focus on what they want to write rather that being held back by the physical process of writing (transcription).
Ensuring Transcriptional Fluency – Handwriting
Sacred Heart has adopted the 'Kinetic Letters' approach to teaching handwriting. We recognise that fluency in handwriting is an essential skill and foundational in nurturing success across the wider curriculum. Fluent and legible handwriting accelerates progress as children able to free-up their mind to focus on what they want to write rather than being held back by the physical process of writing (transcription). This prioritised in EYFS and KS1 and for pupils who have not yet achieved automaticity in their writing (Williamson, 2018).
Kinetic Letters is Broken into Four Main Threads:
1. Red Thread – Strengthening Bodies
2. Green Thread – Holding the Pencil
3. Yellow Thread – Learning the Letters
4. Blue Thread – Flow and Preparing to Join
This enables children to develop legible handwriting that is produced quickly and automatically. With the development of automaticity, handwriting becomes a valuable tool and not a hindrance to learning.
The Underlying Principles of Kinetic Letters:
- Building physical strength underpins handwriting, as poor writing may be due to poor strength.
- Children are not expected to do anything before they are developmentally ready for it.
- The different components of writing are mastered individually before being used in combination.
- Letters are learnt as movements not as visual shapes and movement remains central to developing flow and accuracy.
- When handwriting is automatic, the brain can concentrate on content.
- Reading and writing are a reciprocal process and so strengthening handwriting skills will support reading and writing development.
Kinetic Letters Resources:
- Every pupil has access to a triangular KL pencil.
- Class sets of KL Whiteboards for handwriting practise.
- Younger pupils have access to KL whiteboard pens.
- KL font on all school computers
Letter Families:
Children are taught letters as part of a grouping known as 'Letter Families' which emphasises patterns and trends between letters to help promote speedy and accurate writing:
The 'Jumper Family' all start with a down movement and then back up and over; r, p, n and m begin at Scared Monkey, h and b start from Brave Monkey.
The 'Abracadabra Family' all start with a ‘c’ shape before going ‘up like a helicopter’ and back down; c, o, a, g, q and s begin at Scared Monkey, d goes 'up like a helicopter' to Brave Monkey.
The ‘Special Squirter’ starts with a push across and then round: e
The 'Window Cleaner Family' come straight down; l and t from Brave Monkey, i and u from Scared Monkey.
The 'Fisher Family' start at Scared Monkey and their tails go down into the flooded pit underneath the line: y, g, f, j
The 'Slider Family' all contain diagonal strokes; v, w, x, z all start at Scared Monkey, k starts from Brave Monkey.
Timetabling Expectations of Handwriting
EYFS | Year 1 | Year 2 | Year 3 and 4 | Year 5 and 6 |
Daily opportunities to practice strengthening bodies which is led by adults.
Opportunities to strengthen bodies in the environment.
In Reception, daily handwriting lessons take place using the KL Long-Term Plan to introduce letters in a logically and coherent manner. | Daily handwriting lessons timetabled by teacher.
Handwriting lessons follow the progression of Air/Sand – Whiteboard – Paper throughout the week.
Transfer of focus letters/pairs into Handwriting books towards end of the week.
Targets set for next week based on transfer of target letters/pairs.
| Daily handwriting lessons timetabled by teacher.
Handwriting lessons follow the progression of Air/Sand – Whiteboard – Paper throughout the week.
Transfer of focus letters/pairs into Handwriting books towards end of the week.
Targets set for next week based on transfer of target letters/pairs.
When majority of class is ready, begin to introduce joining programme. | 3-4 handwriting lessons timetabled by teacher (depending on needs of class).
A greater emphasis on targeting gaps and improving flow and fluency.
Handwriting lessons follow progression of Air – Whiteboard – Paper throughout week.
Continue with joining programme to ensure majority of pupils are joining.
| Handwriting lessons mostly take place through dictation exercises during English lessons.
Teacher uses their judgement to target groups of pupils who may need further instruction and practice of handwriting.
Joined handwriting should be the norm. If it is not, the teacher will timetable handwriting lessons to close gaps. |
The whole school uses the following ‘animal positions’ to help strengthen bodies throughout the school day for different tasks: Meetkat – Reciting facts/listening/watching. Bear – Sitting on the floor e.g. carpet time or assembly. Penguin – Standing or lining up. Lizard – Floor tasks or writing. Lion – Floor tasks or as a challenge. |