Appendix 1- Guidelines for Handwriting THE AIM OF TEACHING HANDWRITING

In primary schools, the aim of teaching handwriting is to teach each child to write legibly, without strain, and with sufficient speed. Handwriting is still a necessary skill in our society, and the development of an efficient, individual style depends on the mastering of basic skills, which can be achieved only by competent teaching and regular practice.

Modification of letters may vary from child to child; however, the essential form of letters should not be distorted. Teachers need not rigidly insist on the precise standardised reproduction of model letter shapes but should emphasise the way the pencil or pen is held to ensure efficient movement for correct letter formation.

The main areas of handwriting at junior school are:

• teaching pencil grip, letter shapes, and movement

• teaching joins

• increasing speed and endurance without the loss of quality

Advice to Teachers

1. To raise standards in writing across the school.

2. Adopt a common approach towards handwriting by all teachers when writing in children’s books, on the white boards or on display/ resources.

3. Provide regular handwriting lessons to Classes 5, 6, and 7.

4. Emphasize correct posture.

5. Emphasize correct letter formation from the earliest stages in both printing and cursive writing.

6. Handwriting difficulties identified and corrected:

• incorrect letter formation

• inconsistent height of capital letters

• variable slant

• incorrect joins

• incorrect spacing between letters or words

• slower than normal speed

• poor presentation

Nursery And Kindergarten Classes

Students show their readiness to be taught how to form letters correctly through their physical dexterity, their ability to copy on their own, and by their request for assistance. This is the best time to teach them.

It is a mistake to try to teach students before they are ready. Do not make the writing task too demanding as it defeats the purpose of teaching.

The two important elements of handwriting are movement and shape. A typical handwriting lesson for young students should include verbalization of movement exercises to practise handwriting movement, instruction, the practice of specific letters, and the application of letters taught.

There are a variety of ways in which letters can be introduced. One method is to group letters based on similar movements. Teach letters with straight lines first because young students can make these more easily than others.

• i t l u y j k (line and anti-clockwise arch)

• v w x z (letters with diagonal strokes)

• n m r h p b (line and clockwise arch)

• c a d g o q e s f (anti-clockwise circular letters)

The basic movement in each of these groups of letters must be maintained. Letters with descending strokes and tails could be grouped too. The above groups of letters are arranged according to common movement, but students can discriminate more easily between letters, which are different.

Confusion may be reduced if teachers emphasize the distinctive features of letters and provide contrasts. Letters may be distinguished by their ascending or descending strokes, by bridges (as in ‘m and ‘n’), and by under curves (as in ‘u’ and ‘y’).

Class 1

An integrated approach has been adopted beginning with a print script, with minor modifications gradually leading to joined writing. As the onus of developing a standardized writing pattern falls largely on the shoulders of PreJunior teachers, they have a responsibility to master and practice this writing pattern so that they can set an example for their students.

Class 2 onwards

Introduction to joined script

The objective for classes 2 onwards is to teach students cursive writing by the addition of joins or ligatures. The achievement of this objective depends on a child's readiness. Some students may be capable of joining letters in junior classes; others may not achieve this skill until later on.

Although some students may begin to link letters without being instructed to do so, it is desirable to teach students how to do this for such joins or ligatures are the basis on which fluency and speed are built.

Students are not required to join every letter of a word nor, conversely, to keep every letter separate. They should join those letters that can be connected readily in rhythmical units. This permits them to reposition their hand and arm and provides a momentary rest for hand and fingers.