[PDF] - CHEETWOOD COMMUNI TY PRI MARY SCHOOL PRESENTATI ON POLI CY Autumn PDF Document

SLIDE 1

CHEETWOOD COMMUNI TY PRI MARY SCHOOL PRESENTATI ON POLI CY

Autumn 2019 To be reviewed Autumn Term 2020

Judged to be GOOD by Ofsted in March 2018.

“This is a highly inclusive school, where everyone feels safe, respected and valued.

Pupils enjoy school and are very keen to learn”.

SLIDE 2

Overview At Cheetwood Community Primary School we teach pupils to write joined up using the cursive style. Pupils are actively encouraged to take pride in their work at all times and present it in a neat, legible manner. At the start of each year class teachers spend time over a number of sessions discussing expectations of presentation, neat handwriting, and how to set out work. English

The date is written in full on the top line, on the left hand side, starting at the margin and

underlined with a ruler; there will always be individual pupils especially those with a high level

f SEND for which this is not appropriate and in these instances the date may be written in

by the adult supporting the pupil, pre-printed and stuck in, stamped or any other suitable supportive method

The title is written on a new line, it is centred and underlined with a ruler
The learning objective does not have to be recorded
When pupils make an error, they are encouraged to use a small cross at the end of the error

(as this can provide evidence for the teacher that the pupil has thought about improving writing/spelling) and where appropriate pupils can rub out the error.

When starting a new paragraph, a blank line is left and the new paragraph is started on the

line below, there is no need to indent

When including speech in their writing pupils start a new line and indent the speech
Pupils write from the left margin to the end of the line, margins are used for numbers
Pupils do not rule off the work on the day it is finished, they leave space for the teacher’s

comments; the next time the pupil goes back to that book, they then rule off the work below the teacher’s comment (unless the teacher has yet to mark the work, in which case the pupil leaves a few lines for this purpose before ruling off)

The next piece of work follows under the ruled line
Pupils will not deface their books, teachers ensure pride is taken in written work at all times
Teachers encourage quality not quantity for all

Handwriting Handwriting is explicitly taught in EYFS and KS1 but then continues throughout the key stages when teaching phonics, GPS, new vocabulary and writing. Handwriting is assessed on a regular basis to ensure that pupils that need a higher level of input are identified. Pencil grips, sitting positions and

ther motor skills needed for writing is taught where necessary. The joins and letter families are

taken from ISHA programme of study and year group expectations are outlined in appendix two of this policy.

Pupils are taught a pre-cursive script from EYFS – Y2 lesson during phonics, following the

ISHA programme of study

From KS1 pupils are encouraged to join using diagonal and horizontal strokes as part of their

usual lessons

Targeted groups of pupils receive additional support to improve their handwriting where

needed Spelling

Continual errors are underlined by the teacher and written correctly at the bottom of the work

for the pupil to practise several times

Pupils are encouraged to check work/ proof read to rectify silly errors
The teacher corrects letter reversal (once is enough on each piece)

All of the above is started at the point which the teacher feels it is appropriate, Y1 onwards. High standards of presentation are a priority at Cheetwood Primary School. To encourage pupils to strive for this, pens are introduced from Y3 onwards. When deemed appropriate, a pupil is awarded a “Pen Licence” after samples of their writing are favourably judged by the school’s official handwriting panel. See appendix one at the end of this policy which outlines the procedure.

SLIDE 3

Maths

All maths work is completed in pencil
The numerical date is written on the top line, on the left hand side and underlined with a

ruler; there will always be individual pupils especially those with a high level of SEND for which this is not appropriate and in these instances the date may be written in by the adult supporting the pupil, pre-printed and stuck in, stamped or any other suitable supportive method.

The title is written on a new line, it is centred and underlined with a ruler
The learning objective does not have to be recorded
Pupils are encouraged to write one digit per square in their maths book; a maximum of two

digits per square may be used in upper KS2

Decimal points are placed on the vertical line between the two digits
When pupils make an error, they are encouraged to use a small cross at the end of the error

(as this can provide evidence for the teacher of the pupil’s workings out) and where appropriate pupils can rub out the error.

Pupils show their working out in their books, not on whiteboards or scrap paper
Questions are indicated by numbering them
Pupils do not rule off the work on the day it is finished, they leave space for the teacher’s

comments; the next time the pupil goes back to that book, they then rule off the work below the teacher’s comment (unless the teacher has yet to mark the work, in which case the pupil leaves a few lines for this purpose before ruling off)

The next piece of work follows under the ruled line
The teacher corrects number reversal (once is enough on each piece)
Pupils will not deface their books, teachers ensure pride is taken in maths work at all times

All of the above is started at the point which the teacher feels it is appropriate, Y1 onwards. General presentation in books

Pupils use pencil crayons when illustrating work, colouring in diagrams in books
The guidelines for English will also be followed for other subjects eg topic where written work

is also produced

Teachers encourage a good standard of presentation overall

Labelling books

Labels are printed for the front of all books; the label will indicate:
Child’s full name
Subject and number of book
Year group identifier

Modelling by teachers/teaching assistants

On whiteboards and interactive whiteboards teachers/TAs model the date as being left

aligned and underlined: full date with digital date underneath

The title of the work is centred and underlined
Handwriting by teachers/TAs is clear, legible and fluent, this also applies to marking
Teachers/TAs model the appropriate formation of the different letter families and the joins
utlined in the handwriting scheme of work

Marking

When self marking, pupils use green and orange writing tools in the same way as teachers;

to differentiate self marking from other marking, pupils write ‘self marked’ or SM

Work in progress and redrafting by pupils is done using pink polishing pens
When peer marking, pupils use green and orange writing tools in the same way as teachers;

to differentiate peer marking from other marking, pupils write ‘peer marked by ……..(name)’

When teachers have marked work and left written feedback, pupils are given time to read

and respond to that feedback

SLIDE 4

In accordance with the Equality Act 2010 and our inclusion ethos, reasonable adjustments are made to avoid less favourable treatment and to enable all pupils to present their work in a manner that is commensurate with their abilities. APPENDIX ONE PEN LICENCE PROCEDURE Aims:

To improve standards in writing across the school.
To encourage all pupils to take pride in their written work and to present their work as neatly as

possible.

To celebrate the achievements of pupils and allow them to celebrate these achievements with

their families at home. Process:

1. Pupils (Y3 and above) will show evidence of high standards in handwriting across at least 5

consecutive pieces of work, in a combination of both literacy and topic books.

2. Once a teacher feels pupils have met the required criteria to be awarded a pen licence (see

below) the teacher will need to arrange a time for the pupils’ work to be submitted to the ‘Handwriting Panel’ (headteacher, deputy headteacher and literacy leader)

3. If the criteria has been sufficiently met, the panel will judge that the licence can be awarded
4. Once this decision has been made, the headteacher will announce successful pupils’ names in

the celebration assembly and will then go into the relevant class to award pupils with their certificate, licence and pen (black), provided by school

5. The certificate may be taken home so that the pupils can celebrate their achievement with their

family; the pupils will also be given recognition in the newsletter and on a display in school.

6. Pupils will then be allowed to use their pen for any written work (although pencil will still be used

for maths work, art work or any other work where a pencil is deemed more appropriate).

7. After a period of time, assuming that the standard of presentation has been maintained, pupils

will be allowed to bring their own (appropriate) black pen to use at school.

8. At the start of the school year, if a pupil was awarded a pen licence in the previous year group,

teachers will give those pupils the opportunity to settle into their new class and show they are still eligible to continue using a pen.

9. In the rare event that there is evidence pupils have not maintained the standard of presentation,

the teacher is at liberty to suspend the licence and the process will begin again Pen Licence Criteria To earn a pen licence, evidence of high standards in handwriting across at least 5 consecutive pieces of work, in a combination of both literacy and topic books, shows the following:

All letters are correctly formed
All short letters are the same size
All ascenders and descenders are the correct height/length
All letters are joined correctly
Capital letters are bigger than lower case letters
Spaces between letters are the correct size (not too squashed or stretched)
Spaces between words are the correct size (not too small or big)
The date and title are underlined with a ruler
The work looks neat
The date is consistently spelled correctly

SLIDE 5

APPENDIX TWO Handwritin ing G Guid uidance Y Year G Group up E Expectatio ions

Year ar Group up Term m Cov

verage

ge Wh When End nd of year r ex expec ectation ions

Nurs rsery ery Autu tumn Spr pring ng Summe mmer Squiggl gle W While You W Wiggl ggle – gross m

ss mot
tor
r f

formation

n. D

Dou

ugh

disc sco

– fine m

e motor d r dev evel elopmen ent As abo above p plus n nam ame w writing intr troducti tion (use

se r rhymes f s for f format ation fro rom re read, w wri rite i inc)

For

r p

pupils t s that a are ready, f foc

cus

s

n c

correc rect l let etter f er form rmation o

f

let etters ers i in n name a e and i intro ro t to phase se 2 2 p phon

nics/l

s/letter f for

rmation
n

(use LCP p planni nning ng f for sequenc nce o

f

phon

nics l

lesson

ns)

Squiggle/D /Dou

ugh d

disc sco

timet

etabled ed o

nce a

a w week eek Squiggle o e once a e a w wee eek Name w writ itin ing d dail ily Squiggle o e once a e a w wee eek Nam ame writ itin ing d dail

ily. Focus

let etter f er form rmation o

n c

children ren as as an and when r read ady Some pu pupi pils can w wri rite e let etters ers i in t thei eir r na name u using ng co correct ct fo format ation Rec ecep eption On g n going ng H/wri rite e se sessi ssion

n

Autumn mn 1 1 Autu tumn 2 2 Spr pring ng 1 1 Tea eacher m r model el l let etter f er form rmation

(use se r rhymes f s for f form rmation f fro rom re read, w wri rite inc) c) fol

llow
wing L

Letters a s and sou sounds seq equen ence e (LCP p

planni nning ng)

Upperc ercase l e let etters ers 1.The s e stra raight l line f e family 2.The c coat at h han anger fam family 3.The B e Bri ridge f e family Daily, d during ng ph phoni nics se sessi ssion

ns – pupils t

s to u

use

se h/wri riting guide s e stri rips w where ere ap appr propr priate Once a e a w week eek, 2 20-30m 30min ins se sessi ssion

ns, p

plus a s addition

nal e

eg – bef efore re l lunch l let etter ers i in the ai air, o

n p

par artners bac back etc tc Some pu pupi pils can an fo form let etters ers c corre rrectly an and ar are begi ginning t g to sh show

w e

evidence

f reg

regular r sizing ng a and nd using g ascen enders ers a and des escen enders rs

SLIDE 6

Year ar Gr Group up Term m Cov

verage

ge Wh When End nd of year r exp xpecta tati tions

Rec ecep eption

con

nt’d

Spr pring ng 2 2 Summe mmer 1 1 Summe mmer 2 2 4.The z zigzag ag fam family

5. T

The e smile f e family

6. T

The m mis isfit its Revi visit a t all

(Use A Achieving ng E Excellenc nce I In H n Hand ndwriting ng Programme mme - T:\___CUR URRIC ICUL ULUM UM\Li Literacy\Handwrit itin ing)

Ye Year 1 1 On g n going ng H/wri rite e se sessi ssion

n

Autumn mn 1 1 Autu tumn 2 2 Tea eacher m r model el l let etter f er form rmation fol

llow
wing L

Letters a s and sou sounds s seq equen ence e (LCP p

planni nning ng) Encoura

rage e pupils t s to u

use

se j joi

ins f

s for

r

digraphs/t s/trigraphs/ s/si simple H HFW ( (eg it, t, o

n w

we e etc tc.) Revi visit t Uppe ppercase let etters ers 1.The s e stra raight l line f e family 2.The c coat at h han anger fam family Revi visit t 3.The B e Bri ridge f e family 4.The z zigzag ag fam family

5. T

The e smile f e family

6. T

The m mis isfit its Daily, d during ng ph phoni nics se sessi ssion

ns, p

pupils t s to u

use

se h/writ itin ing guid ide s strip ips where a ere appropri riate Once a e a w week eek, 2 20-30m 30mins ns se sessi ssion

ns, p

plus a s addition

nal

eg g – bef efore re l lunch l let etter ers in t n the a air, o

n pa

n partne ners back e etc

tc. A

At s t sta tart o t of d day At st start of

f w

writing se sessi ssion

n

5 m mins ns w warm u ups ps (see

ee Ac Achiev eving E Excel ellen ence I e In Handwri riting P Pro rogra ramme)

Pupi pils c can n form rm l let etters ers co correct ctly a and are b beginni nning ng to to sh show

w

ev eviden ence o e of reg regular s r sizing and u using g ascen enders ers a and des escen enders rs Some H HF/ F/tr tricky words ds jo joined d co correct ctly

SLIDE 7

Year ar Group up Term m Cov

verage

ge Wh When End nd of year r exp xpecta tati tions

Yea ear 1 r 1

con

nt’d

Spr pring ng 1 1 Spr pring ng 2 2 Summe mmer 1 1 Summe mmer 2 2 Lesson ssons s on

n i

individual l letters s (see

e Ach chieving E Excellenc nce I In H n Hand ndwriting ng Programme mme)

20 l less sson

ns

s – really f foc

cus on

s on si sizing F For

r p

pupils w s who a

are r

ready fo focus o

n w

writing d dat ates ( (Cap apital al letters/si s/sizing f foc

cus)

s) U Use se of

f ruler

Some pu pupi pils writi ting d date te and u using g ru ruler d er duri ring summer t er ter erm Yea ear 2 r 2 Ongo going Au Autumn mn 1 1 Autu tumn 2 2 Spr pring ng 1 1 Spr pring ng 2 2 Summe mmer 1 1 Summe mmer 2 2 Tea eacher m r model el l let etter f er form rmation fol

llow
wing L

Letters a s and sou sounds s seq equen ence e (LCP p

planni nning ng) Encoura

rage e pupils t s to u

use

se j joi

ins f

s for

r

digra raphs/tri rigra raphs Writ itin ing D Dates ( (Capit ital letters/si s/sizing f foc

cus)

s) Revisi sit l lesson sson on in indiv ivid idual l letters

(see Ac ee Achiev eving E Excel ellen ence I e In H Handwriting Programme mme)

20 l less sson

ns

s – really f foc

cus on

s on siz izin ing Joining l let etters ers – 15 l lesson ssons (fol

llow
w

suggested l lesson n on n joini ning ng l letters i in n Ac Achiev eving E Excel ellen ence I e In H Handwriting Programme mme)

Revisi sit a any c com

mmon
n erro

rrors rs/tri ricky joi

ins.
s. F

Foc

cus on

s on w writing se sentences/p /poe

ems.
s. L

Look

k a

at ov

verall

layou

ut/p

/prese sentation

n

Daily, d during ng ph phoni nics se sessi ssion

ns, p

pupils t s to u

use

se h/wri riting guide s e stri rips w where ere appr ppropr priate Once a e a w week eek, 2 20-30 m 30 min ins discret rete h e handwri riting se sessi ssion

ns, p

plus ot s other

ppo

pportuni nities es eg eg – bef efore re lunch l let etters ers i in t the a e air, r, o

n

partn tners b back e etc

tc. A

At s t sta tart t

f d
day. A

At s t sta tart o t of w writi ting se sessi ssion

n 5 m

mins w s warm u ups s

(see Ac ee Achiev eving E Excel ellen ence I e In Handwrit itin ing

All p ll pupils ls begi ginning t g to joi

in som

some let etters ers – sh show

wing

awareness of ss of sizing ng/spa pacing ng and u using g ascen enders ers/ des escen enders rs Some H HF/ F/tr tricky words ds jo joined d co correct ctly

SLIDE 8

Year ar Group up Term m Cov

verage

ge Wh When End nd of year r exp xpecta tati tions

Y3 Y3 Autumn mn 1 1 Autu tumn 2 2 Spr pring ng 1 1 Spr pring ng 2 2 Summe mmer 1 1 Summe mmer 2 2 Joining l let etters ers – 15 l lesson ssons (fol

llow
w

suggested l lesson n on n joini ning ng l letters i in n Ac Achiev eving E Excel ellen ence I e In H Handwriting Programme mme)

Con

ntinue t

to p

prom
mot
te g

good

od

handwriting t g through gh s spelling g lesson sson a and ot

ther op
ppor
rtunities.

s. Once a a w week, k, 2 20m 0min ins discret rete h e handwri riting se sessi ssion

ns.
s. I

In A Autumn T Term. Then en t tea each t thro rough sp spelling l lesson ssons p s plus ot s other

ppo

pportunit itie ies e eg –At s t sta tart t

f d
day. A

At s t sta tart o t of w writi ting se sessi ssion

ns - 5 mi

mins w warm u m ups

(see Ac ee Achiev eving E Excel ellen ence I e In Handwrit itin ing)

Y4 Y4-Y6 Y6 Ongo going Encourag agement o

f h

f high s stan andar ards

f p

presenta tati tion a at a t all ti times At s t sta tart o t of d day/sta tart o t of writ itin ing s sessio ion (see Ac

ee Achiev eving Exce cellenc nce I In H n Hand ndwriting)

During sp spelling l lesson sson Lea earn rning h half t term ermly spe pelling ngs Addi dditional note tes

Some pu

pupi pils w will ne need pe persona nalised pr programmes i in a n addition t n to c class t teaching ng – eg m mot

tor
r

sk skills/sp s/specific i intervention

n, b

boost

ster g

grou

ups.

s.

All t

tea eachers ers t to g give h e high p pri riority to h handwri riting a and p pres resen entation s standard rds d duri ring f firs rst two w

weeks of

s of A Autumn 1 1

Always en

encoura rage c e corr rrec ect p pen encil g gri rip a and c corre rrect p posture re

If p

pupils m make a e a m mistake t e they ey are t re to u use a e a s small x ei x either s r side t to s show er erro ror.

r. N

No ru rubbers ers in p phas ase 1

1. R

Rubbe bbers may ay be u e used ed a at t the t e tea eachers rs d discret retion i in Phase 2 e 2 b but i if n not u using ru rubbers ers t they ey w will f follow t the e x m x met ethod

Tea

eachers rs i in a all cohort rts s should use t e the s e same l e language w e when en t talking a about l let etter er fo format ation -(see Ac

ee Achiev eving E Excel ellen ence I e In H Handwriting)

Be c

e caref eful w when en s set etting indep epen enden ent h handwri riting a activities es t that t they ey a are n re not em embed edding incor

rrect f

for

rmation
n

SLIDE 9

Addi dditional note tes

con

nt’d
Little a

and of

ften i

is t s the b best st e esp

sp. i

in P Phase se 2 2 – e. e.g. t tea eacher m er model els c corre rrect f form rmation sev evera eral t times es, exp explaining w which one t e they ey a are re happies est w with a and w why , , pu pupi pils h have o

ne

ne line o e of h h/wri rite p paper a er and a are g re given en 3 30sec ecs f for p r pupils t to d do f focus l let etter/ er/join t then en t they ey choose t e thei eir b bes est a and exp explain w

why. R

Rep epea eat f for s r sev evera ral j joins a at t the s e start rt o

f l

les esson t then en the exp e expec ectation i is t that you s see ee exa examples es of t thes ese w e within th the w writi ting. Pencil t to b

be u

use sed i in c cohor

rts N

s N-Y2. Y Y3 o

nw

nwards pu pupi pils m may y you u use pe pen a n after b being ng award rded ed t thei eir p pen en l licen ence. e. National C Cur urricul ulum: um: Year 1 r 1

sit correctly at a table, holding a pencil comfortably and correctly
begin to form lower-case letters in the correct direction, starting and finishing in the right place
form capital letters
form digits 0-9
understand which letters belong to which handwriting ‘families’ (ie letters that are formed in similar ways) and to

practise these Ye Year 2 2

form lower-case letters of the correct size relative to one another
start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when

adjacent to one another, are best left unjoined

write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case

letters

use spacing between words that reflects the size of the letters

Year ar 3 3 an and 4 4

use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when

adjacent to one another, are best left unjoined

increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the

downstrokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]

SLIDE 10

Year ar 5 5 an and 6 6 Write legibly, fluently and with increasing speed by:

choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
choosing the writing implement that is best suited for a task

EYF YFS Early learning goal – Handles equipment and tools effectively, including pencils.