An introduction to teaching hhandwriting

1. NELSON HANDWRITING
• Introduction
• Formation
• Joins
• Rules
• Fine Motors Skills
• Pre-Writing Skills
• Planning an Handwriting Lesson
• Transition from 2D to 2A
• Handwriting Policy at school

2. INTRODUCTION
Nelson Handwriting is a whole-school
programme designed to take the children
from the earliest stages of developing
motor skills through to developing a
confident, legible and personal
handwriting style.

3. LETTER FORMATION
• Getting ready to write
• Are you sitting comfortably with both
feet on the floor?
• Are you holding your pencils
correctly?
• Is your paper at the correct angle?

4. CAPITAL AND SMALL LETTERS

5. JOINS

6. Rules Guiding Letter Formation
• Ensure the pencils are sharpened and the length
should not be less than 8cm.
• The pen/pencil should not be lifted when
writing till the word is finished.
• Ensure that the letters rest on the lines.
• J and i are not dotted until the word is finished.
• T is not crossed until the word is written
completely.

7. • Capitals letter do not join.
• The break letters do not join to
other letters-b g j p q x y z
• Ensure that there are no loops in
the letters.

8. FINE MOTOR SKILLS
These involve the coordination of muscles and
movements of hands, fingers and eyes.

9. Pre-Writing Skills
These are lines, strokes or shapes pupils need to
master before learning how to write the
alphabets.

10. Handwriting Policy at School
• Handwriting should be a discrete
lesson taught at least three times a
week
• It is essential that the pupils have
acquired the appropriate skills in the
Foundation Stage and Key Stage1.
• Home work should be given weekly.

11. • Task should be given based on the pupils’
abilities.
• All notices, displays, titles and signs in the
classroom and around the school should be in
joined scripts if they are hand-written.
• When writing comments in children’s books,
Nelson handwriting should be used.
• A check list should be available in class for
personal assessment.

12. Handwriting CHECKLIST
Are you forming your letters correctly?
Are any letters too tall or too short?
Are the descenders of any letters too
long or too curly
Is there a space between your letters?
Is there a space between your words?

13. Introduction
The primary purpose of this publication is to support practitioners working in EYFS (nursery and reception
classes) with planning and developing a curriculum to meet the learning needs of the children in their school or
setting.
The document will be a useful tool for practitioners who are new to working in EYFS, as well as experienced
EYFS practitioners, subject leaders, EYFS co-ordinators, senior leaders within schools who are looking to
evaluate and further develop their existing EYFS curriculum.
Schools and setting can use this framework to plan an effective curriculum over a period of time, which can be
changed , and reviewed in response to meet the individual needs of each cohort in a nursery or reception class.
The EYFS document is not a scheme of work, but allows schools and settings the flexibility to plan a bespoke
curriculum to meet the needs of their children whilst ensuring the children are given the opportunities to
progress through the EYFS, and to support transition into key stage 1.

14. Overview of the Planning Framework to Support Curriculum Development
The Planning framework links to the Statutory Framework for the EYFS and the development bands 30-50
months and 40-60 months within the Non Statutory Guidance –Development Matters. All areas of learning and
development and their respective aspects as well as the three characteristics of effective teaching and learning
form the basic of the planning tool.
Section 1
This first section focuses on the three characteristics of effective teaching and learning and provides
practitioners to begin to reflect on whether their provision is effective in promoting the characteristics of
learning.
This section includes:
• A brief introduction of the three characteristics of effective teaching and learning.
• A description of each of the three characteristics - playing and exploring, active learning and creating and
thinking critically, as outlined in development matters.
• Unpicks the statement from the ‘positive relationship’ sections of the development matters and offers
suggestions as to how adults can support the development of each characteristic within the school or
setting.
• Unpick the statements form the ‘enabling environments’ sections within development matters and offers
suggestions of what schools or settings can provide to support the development of each characteristic.
• Offers questions for adults to consider when observing the ways in which children approach their learning.