The Teaching of Handwriting: a handbookThe Teaching of Handwriting: a handbookww PUBLISHING SERVICES Proustion nd Pulhing Savi rach Acknowledgments The Teaching of Handuriing: A handbook san outcome of the Primary Handwriting Curio Project and was writen by: Jan Boys, Project Officer, and Lorraine MeCulloch, Assistant Pincpa, Junio Primary, Sundamba State School, with the aistance of Barbara Nichol, Handwriting Coalant, and Julie Haysom, lustato. ‘The Primary Handwriting Curriculum Project was conducted by the Curcutum Series Branch on Behalf ofthe Pemary Language Arte Syllabus Committee under the chairmanship of Me John Dwyer ‘The writers wis to acknowledge Mr Tom Gourdie, Calligrapher and Hangwelting Consultant, Fife, Seotnd, for his salubleastance in ceading and eating to deat material Connected withthe project. Special thanks ve extended also to the staff and children of. the fellowing primary schools who have trialed the methods nd septs described in the Handbook Bardon Fisergeald Petrie Brooktetd Gympie West. Richlands East Bundamba ilview Talegala Glonesrry MeDowall Woodridge North GabbinbarSipe Se aw PUBLISHING SEaVICES Production snd Puig Seca rach Acknowledgments The Teaching of Handwriting: A handbook is2n outcome of the Primary Hanawiting Curlculue Project and was writen vy: Jan Boys, Project Officer, and Loraine McCulloch, Assistant Principal, Junior Primary, Bundamba State Schoo, withthe aistanes of Barbara Nichol, Handwriting Consultan, and Julie Haysom, Hstator ‘The Primary Handwriting Curiculom Project was conducted by he Curriculum Services Branch on behalf of the Primary Language Arts Silabus Committee under the chairmanship of Me John Dwyer. “The writers wish to acknowledge Mr Tom Sordi, Caligrapher and Handwsiting Consultant, Fite, Scotland, for his valuable asstance in teading and veaclng to deat material Connected withthe proiet Special thanks ae extended also tothe staff and children of the allowing primary schools who have tale the methods nd sripts ceseribed in the Handbook Bardon Ftzergerle Pere Brookfiela Gympie West, Richins East Bundimba Hilvtew Tallegalla Cloneury MeDovall Woodridge North GabbinbarContents SECTION ‘The teaching of hancwrting Introduction Aims ofthe Program 1 ‘The Technigues of Handveiting 1 ‘The Meenanice of Handwriting 4 Posture. 4 Penell Hold 5 Incorrect Pencil Holds 6 Wing Instuments. 6 Line sie 7 Pen resentation 7 4 LeteHanded Chileen 8 style 9 "Toe Beginns's Alphabet and Queensland Modern cassve 11 + Letter Descriptions — lower cise 12 “uppercase 18 Questions Teachers Ask 20 SECTION 2 ‘Asaggested teaching sequence 21 ‘A Suggested Timetable "21 Year One 22 Developing a Beginning Writing Progam Manipulative Sel activities) 24 1 Suggested Teaching Sequence 25 Yeir T9029 Sungested Teaching Sequence 29 Yeates 33 Suggested Teaching Sequence 33 Years Fourto Seven 3 ‘Pen manipulation 37 Speed. 37 Improved letter structure 38 Frourished capitals 38 Calligraphy 38 2 SECTION 3 Evaluation 39 Pre Writing Stage 40 Weng Stage Print Script 41 Wang Stage — Cursive Seript 42 SECTION 4 Corrective Techniques 43 [An Alphabetical List of Joins 46 SECTION 5 Appendix” 49 uments 49 Gomary of Technical Terms 50 ‘Acknowledgments 32SECTION The teaching of handwriting INTRODUCTION Despite the pid growth of ‘keyboard technology’ the ability torrie legibly and to cope with the demands of weltng a Speed remain Important and necessary skills Tr children ae to develop flexible handwriting skills whieh willow them to develop efficent, individual styles, Consistent iastruction based upon sound methodology i eure “This hanabook provides teachers with an outine of the techniques and mechanics of handwriting, makes suggestions but teaching methodology throughout the primary school, and ges some suggestions for thse students who encounter “ifcutis. AIMS OF THE PROGRAM To deslop in each child an understanding ofthe techniques af bandwrting ‘To deveiopproctca and flexible handwriting sls To introdve a asi print erp, whlch, with the adltion ofentry and ei stokes (ligatures), leads atecly toa Eusive erin + To teach children to writ legibly and with suficient speed {orl practical purposes. + To provide eildren and teachers with states for recognising and preverting hunting problems TTointroduceastylewnich wl lena isalf to indviualsation Inthe mature hand. ‘THE TECHNIQUES OF HANDWRITING (1) Waiting is produced in the following manner: {a} Werte with s combined fingerfhand) sim 2 ur fingers and hand plar ee letter shapes on the page;and + Sur hand and orm move the Hinges lang lke the Earcage ona sypewlter (hand iis along, doesnot plvc at wit) (b) Tae basic movements are "index finger pulls down; 1 idle finger pushes away; and 1 hum feces atthe first krckle to accommodate the finger movement sand an arm move from left right “This combined movement produces 2 relaxed tension ~ release ation, Win WA mM te Rotation {3} Letters contain rotation, Be. ee es. rer mnbk por). [Anunderstandingof the rotation of letters essential ‘The wblity to change the gltection of rotavon at peed produces the mest fluent and legible writing (c) Many of the eters ofthe slpaber rotate anteclockse, eg ywadgoect (a) Some letters and numerals contain both rotations and are more difficult forthe beginning writer toproduce, eg ‘Therefor, the child needs to master directional changes, both horizontally snd-vertcally, eg wir §(3) Leters {a} The lowercase eters ofthe alphabet originate from the Roman capital. They allstart (withthe exception ffs and eat the top. RBLUF Most letters Hrs atthe bottom, with we exception of pant the top Finishers, 0, 1,6, (2) Joins (a) Entry and ext ligatures are necesary fr jining but arenot part ofthe leter structure, € 4. Imada Maange. The jn shoud te made h Sahota movement as posible (ie. straight ine) otherwise ‘vaggeration and distortion may oeeur, 8 accouminontty nccountonany (0) Bottom finishers jon at an angle of approximately 35°, ce-mimimenn (c} Top finsnersomhortontally, eg. wrooel (a) Speed oops (he. joining from the tall of etter to increase speed) are simply tace lines lt a the pen ‘skims towards the staring point of the next eter, es starting paint of 7h" BB gh Suchloopsate not partof etter structure, Some speed iops will oceur naturally in the handwriting of ‘mature writer Its generally not recommended that they be actively ‘taught slnce they can contribute toilet. (e} Penclifts should occur every 3-4 letters to prevent — 1 etter shape distortion, 4 sting into 2 bent wrist position (pivot writing) Lift assist te es well co-ordinated who find aifcuty sustaining a continuous writing movement (5) Paratitisy (2) Downstrokes in lecters are eaalel (at speed, a minor loss of paralelity may occu). [Mtg een, sRedinte {) Capital letters should be parallel to lower case letters Hehe Hage (6) A consistent angle for joining within ano between lector i necessary to achieve paralelity. “Vyesupport point (ke, the sige ofthe Rand) should Be moned every 34 letters, minimum minimum v v CConsstney with parallelity is more important than the degie of slope. (6) Lestbty (a) Clearly defines heads and tals increase legit. og we () Use of both clockwise and antislockwise movements In Teters produces maximum IegIly, eg man mumerate Speed may be Increased, toa deqre, by the use of anticlockwise stokes, but legibly decreases, eg Aearnfacturting meuusurete(7) Expansion and Compression {a} Consstentseparationpetween letters creates hythmle (ana thereore faster) wing, eg tang Many many (b) Increased, but eonsistentsepzaion is required to maintain lepilitytspeed, Thisallows time to change rotation more ely, eg many hand (8) Speed {a} The fingers need to work harder to, nese speed. (b) The scpe shouldbe increased, eg. 7 4nd tne size decreased to 3mm body size oes (c) The sistance Between the leters ang the Words should be increased, eg. The fren! be (a) Thewrtng syle becomes simplified bag tiny (0 Covering stokes ar ed es inf wen alt ap oll ap (Fewer on its occurat speed (after approximately tran 38 kts) (g) Chikdren taving primary schoo! should be able to write 100 letters ger minute, eg. “and! 25 times.(9). Pressure [G] Writing pressore shouldbe firm but not heavy. (b) suitable instrument canbe chosen, once the writers prea patn Shrown (arson paper can be ed Sub semen gstgemue [Pest ra Nv Fehon aig at “THE MECHANICS OF HANDWRITING Posture Arms supported on desk with elbow Straight back of the writing arm off the desk. The at approximately weight of the body is taken on the non- So-angle fo chair back, writing arm. ora little higher Feet touching the Floor Table or desk height approy. donb wrth childs waist tnePaper Positions nei ges my fe bt Simp rect hove til i\\ Giants Riga Rigi Pencil Hold Pencil should be held aginst the Inde inger on oF jst should not rest in the ‘web’ between the thumb and behing the frst knuckle Index finger. Pencil rests on the middle Finger “The nse finger and the sde of the fonthe nal fold hhand become te support pot ‘There should be a distance f approx. 22.5 cm from the pen Support the penll between the thumb and index Finger. Try point to the tip of the Index fer tower the tip af thumb not the “pad” underneathIncorrect penholds for ether hand Watch for these peoholds, nd corect immediatly ‘ bev bre redominane thm Sa ingest cured (Check the recommended penll hold on page $ Remember to check alto the child's ‘posture + positioning of paper + Sngle of presentation of pen to paper, is lof these ean affect peel hoe ‘Tareesided pencil rips (which are commercially produced, and fit over the pene) may be useful in helping Some chilaren to master the recommended rip. However, don’ overdo thelr Wein nsteuments Children should be encouraged to sea wide variety of writing “astermens. Flore and nylon tipped pens are more easily Controlled tian ball point and rlling ball pens They are therefore ideal for use inthe early primary yeas, alongwith rayons, brustes and pencils. Children im the upper school "enjoy having the opportunity to use fountain pens, iaienbbed ers ine brushes and nylon tipped pers, ination tothe Familia eolling bal pens, bal point pens and pene. However when beginning writing Instruction, the following sugestons may prove useful Sane > fale D> Pest ote cu. 28) A Since many Year One children have ha preschool experiences” with avarety of manipulative {oys an writing instruments, Some Year One ehldren may be ready to begin wating st this point.Pen Presentation ‘The LeftHand _Eeltetand (not esPends) The Weng Line eS The aang (not recommended) Lafenana pation (isemerensed) cote “Te Right Mander oS (not recommened) behing ‘ecommended) ‘Weiters vary. So too does the angle 2t which te penis presented to the writing line. The diagrams above are pproximate guides oly 7 Line sie Soon piper Grom per ae i NOTE: The measorement refers to the distance between the ble lines, The terms: = “body letter teers toa letter which occupies the blue lines only, ea ‘head ad Body" leter is one with an ascender, 4's 4 body and titer sone witha descender, 8 Jenn i x i —Lefehanded stildren 1" Aletthanded child should be seated where he/she isnot ikely to bump elbows with a right-handed cil * Some left-handed writers present thelr pens tothe writing « Pencil hod iss shown on page 5, except thatthe fingers Tine in hook” or ‘dap’ positions. Ths is NOT recommended," should be places higher up the arte of the pen ‘The pen should be presented from below the wetng line (approximately Jem). Theallows the work tobe seen moreWy ase ti yet + the natura serisble movements of children provide the basis forthe letter shapes. CAL ALO FHT Ura VEL + leer contin are rece ‘ian ge definite charactersesby= th, Bese of tures {i cet ceed sender ae cede fase arin ptsaetnared by ‘etalon That ices and xis) are ed he aires ‘ifnae. noe Ia os een Meee hap and uses o sey arson tebe inte tote coo se Feit ti wor creat stand Puan of whi The sile lends self to incvivoity in the mature mand «Tatil shou remain eget spe Rote eter and de sald vare shat forte svc re whic ead osu Lgl wath inthe mtr hd Stan dean of he poco o erg“THE BEGINNER'S ALPHABETTHE BEGINNER'S ALPHABET ‘QUEENSLAND MODERN CURSIVE Pe si cae “Sara the top an he ie ie. Moves alone Treinen anamclokrbrdreton ten top down, Make lk un ae blo in ear to he staring pane hen eos ‘ov ike sre she fe Big weds eG Arbo eer no pene it ‘orth Bogner: Alphabet no with a a ‘Stars on te op nihad ae oy a ie and moves down oe neces up an aa <2 pate There shoal be Start onthe top ue ne nd moves in an ftiloce dren, Bad one oa dye — no perl Sunder nigh reaths te top red ine ‘fil Rx hele sng rar he had and boy iter" en ‘Abode no poet 0 C e octane, b C d. Nocars. e“THE BEGINNER'S ALPHABET ‘QUEENSLAND NODERN CURSIVE Lowercase | Lewer Dexrotan overcame | Lever Desertion Pri Sipe, Cerive Stars on the top adie andra bk for ier ‘Te dwn stoke sah but ope ‘The perl ited fo maue he hr sect ‘head ae body eter — perl Asforthe printed but ne dowetote is ‘tendo foes cescende an the rosa phy Sloped ‘Ta he nly leer which Hass hex, boy ad “he leer moi by a looped eneysoke wien there a etter procaing eb apg Toe prevent» woking monomer Teh these overt ob aba ha hconder wich ura the bottom rea ie, ‘xody an taht hope it No chang ft s] h Staton the tp reine ad owes own tot otom lating A revace movement mace ‘hic angus from he ae Thee shou big wedge, 8 FD Bedlam te PVP) aterm ‘Atte and bo lee “nape it Astor print but with am eit (uk directo charge poe ye ‘urs the top le ie aca own t J h i As fr int with short pane ery at 125% age and amet[TE BEGINNER'S ALPHABET ‘QUEENSLAND MODERN CURSIVE [Lower ise | Lever Doeption Lovercove—_| Lete Description {pane sere Gunn | stron he bute for but hat ‘Nene nots to he descend, ‘Rosy ane ta lee — peel ie J J | | IY) oa eer cea it.TTC BEGINNER'S ALPHABET ‘QUEENSLAND NODERN CURSIVE Lower Gee | LeterDesrption Priest Gare ‘sor leer Out with ig Bane Afr inn wit ounce ad an ex Startson the op bel stoped oa shape sich ne he staring poe ies iter open ie Astorpinta's ‘carder eetracd aa rane 20a Sporoxmately hatway up te bot, ienings i wea. by antes ~ no peri i, As or rind bt wih » pled ety ‘Rody and taller — 9 pan era dour mimage AS fr printed at with a eure ety Sat onthe tp tin and ones in an locos Geton Ragusa chage in ‘bate — psi 0 P r 5 ARQBSO No charge butte ltr moked yap etry“THE BEGINNER'S ALPHABET ‘QUEENSLAND MODERN CURSIVE TowerGe | Later Devin Lowercave | Lee Descipion Prim Sot Starts hllnay between the ope and bu ls ‘Adownard Sloped ovate folowedby shor, ero eriabar ‘ined ana bay ete ~ pene it sor pine tut with a ex ‘Therion reat hat above Staion he tp due ine ns a ere! aos loser no gee it [asta prineé bt wi aot entry and an Feing mare ound Deora slg en stoke made at an eorennately 3° angle str printed but with «ponte ey, [aod ie —o pec As fo rine but with» paintedenty x Sf Cl + Sats onthe tp Bueline and makes wo coed, opingsvake RFCea as fr med bt win 3 ound ity andan ox 16THE BEGINNER'S ALPHABET ‘QUEENSLAND MODERN CURSIVE ‘Loner Gare | Later Boron Lowe Ge ‘Yate Dorion Pie Sn Cave ‘Gia deseender, The tl rns sone the line ‘Roba ana eftr =o pen ie St on the tp bu ne nd ees othe ih. eye no perl ML ‘boy ind tlt ~ no peel i + No pencil itt acur within lower case letters escept inthe case of dots and erosbar, All eters (except and stark atthe top ofthe eter. 1 Cutan? sng we eon esac cnet ecu se LEMOS at earned ncn che natn nesta preceding ten, og 26 se All exits are mage using quick directional changes, hud wor WER” Nor Pere sow directonalchange ‘pine + All lettersin the pent and cursive style are sloped,[Snow se lst Tie Dawinion vlc brat soe: has a downward sok, peel Hf. and wo ‘hetap secon big say sma “Crs Be same sap the owe ese eter ‘haa downward stoke ape Htanda avedine {hata downward stoke wth hee horn Ines or equl gh hes tenanenaic sige nth of wo dora strokes jones by “hat dowwardstrole wih (wo sor Sake te top and te bse “1 the same shage soe lower ase eter baths sharon sea eon the Lathe sane a he owe a even ee. ‘has we downward suoks, joined by alone “OF isthe are ape a he lowercase ete, "9" at with one cared roe onyUpper Cae ‘eter Desption UppeGom| Later Deeiption ime vie @ Gonings cbosiees mn 4 R | “chop om ie pnt 6° stor eon cee, SB | Pisasnessuete wi snot! neaos “nade ino sok. (sta actor aye OYAZ [zrmremienmnimrniinie | oygr— | orveune mia “e 2 isa amal wit pes i tana °F. |AS forthe lower case ete Some sist renontt Upper cae eters oie wice se ody height, for simplicity (je they stat onthe topline. Thay canbe reduce in Yer 3. 1 Groaned and body ete isan top. aie ie fe gprs Aas nd esi Moen Cus, Goorin tothe folowing leer, 0g sume the same sone =the lowercase letes,eg. Pa inmost instances have pene ifs‘QUESTIONS TEACHERS ASK. Should my chars ans activities ben the same sve athe ‘one the cilere ae being taught? Chitdren appear to havea ery flexible image of ete shapes so, 'ftyey are acing an activity, the syle doesnot appear 0 However, i they are copying directly from the script, ea activity work, thestyle te are being taught to write sna be eed What should I do with newty-envoled children who have been taught another style? Pressure shoud not be placed on children to change their style slong it seat and legible. Modiiations canbe made when Ghidren are enpecencing problems, Will children wn have learnt this style be able to read looped cursive style? (Once children ace proficient withthe Modein Cursive style, {comparisons can be made with over styles, The majority Fetter shapes re smilar, bot pacular attention could be paid to the upper cee letters. Wiat style wil te children use for mapping in the mide and upper school? ‘The Beginners Alphabet is hghly state Does this style cequice any special type of pen? ‘The style is designed tobe written with any instrument. Encautagechliden tory a wide variety of Instruments 0 that they can enoose thove which best ult hel needs 20SECTION 2 A suggested teaching sequence Year Too Year Te Yeuss7 Pater mating fe ne esopment oF ake oa) Gane + Inodtion eer formations (a lowercase oper case {Gln an nes pape) |_ leet prem. PRESCHOOL EXPERIENCES. an = ataion ofbaie tte shapes, + techanin of + Induction of ons ti) ny ee winged" + Pn maiplaton ets fun ‘avery of stumens ete shoes 1 Giese ang use in 1 tera of Reaicton of ase of > akin ot be Fete stapes. regent loptonan + Penmanipaliton = Paral rad res claus perimetaton with > HANDWRITING INSTRUCTION. A suggested timetable ‘To.evelop an understanding of the techniques used it hnawritng, 5 important that consistent instruction be tives throughout Years 1-7. Because ofthe heavy demandsof time, thisinstructon coulé be nteyrated with ‘other subjects teas, particularly in the middle and upper Schools, ew Socal Studies, Science, Spring [ Yer Ove YarTwe Yoo Thee Yen [Fl oat 2-3 time per wet Aero. wa Byg [toot (ops 18) iB i: Opportunies continual throught the a: orPetene an conc poten umoleYEAR ONE When they ist come to school, eilren differ in their woos 1 perceptual development trnpoetant: 2 motor development 1 emotional develope {Wot which affect tei ability to weite, ‘They have diferent ideas about we sf ater peone oe ehathandriting for ve ie Fores por DIU ioots tke wee fovea = what we do when we write * Thy they wl be leaving to wrt their motivation ta learn For example, children in week 1¥o of Yeat One weote the following samples, and put forward the following opinions ooh hen “hase esa be ft in therntrs in wing, nin Look ar Ka te Ws for eeading| woth \ A eB ang yer reootste nat um l » fe I ly é oe M550 we can sen letters "09h i, lots op . So, before any formal handwriting instruction cammences, the ( teacher should entre that each ola 1 has some dea of the functions of handwcting {has the opportunity to develop skils, according to Individual need. 2Developing beginning writing program ‘Swans Approach 1 Assess the cil’ skills through careful teacher ‘observation, These base movements are required to form the letters ana numerals “HILL 00 2toe WNL 00 TW S2 ym ts Assesment could be made on blank paper then mm strips (seepage 7 ) Note: Penola 1 Support point (ste hand esting on the table?) + Prefered patter size 1 Movernens (top to bottom, et to right, clockwise-antilockwse, 2, Gaileren requiring extended developmen in ‘manipulative sil seepage 28), 3. Children needing further development with diectora Equal attention need not be pal to al pattern types, The asiessment wll ndeate which areas need developing {See above} 4. Children ready to begin ounal letter instruction (seepage 23 A child needs to have had plenty of opportunites to develop ‘the following before intuctan can Begin — 1 visual esrimination 1 Maual memory 1 manipulative skills (handleye coordination, fine motor Contr, instrument ho) Visa Discmiation [As the letters ofthe alphabet iffer in shapeto varying degrees (some are simply inverted or revered) itis essttal tat ‘nid i able to discriminate fine aiferences ‘Suggested activities ehool home made games 1 matching ames, eg. Dominoes, Snap" 4 recognising the ‘odd one out” ina sequence 4 finding hase objects m pictures, environmental materal ‘A wide range of ides favaable in commercial texts and fun ads avalable from supermarkets AXchla needs t beable to remember shape and then feproduce i from memory. Suggested actnties| ' memory games — objects are shown then covered an attempt ig mace to real he items + feproducing after a bref exposureto the orignal, a sequence of shapes 1 objects 1 Testers 1 coloursThee | alae a ee 1] + Rime ams Doon nt PV + Sore nN Fay | ie, | Sa * out rn. ] 12. “= Animal Shapes eee a iene | Sune Tesh Seence Yen 1-3 I ‘Content “Teacher's Notes, (i) Monette Aco oe 24). (2) Paes 0 Cel econ! Mvement 9.23) Anenshsivispiceson AWA Ossie (©) Imvoduon tines 9.7). (Gm tenis pip “Trepatorn proce fx ont bank pe, then on the | Bie a eh tint sig poms en Year One lusunding of the postloning on 2s The iepest one ti ded on eB i ok “These actives can ely Be integateint other suet ress an paper sgt itl to alow coeentation on NOTE: Chiron ony intros to tines wen hey ave veloped mle manta sls The shapes ae pat fs on Sank pape, hen on seas of Pape ‘vid ith ve Sm eo fo anes ex (One ata ere Confusing st estat 9 hl epeeagdq pb) obec aceimnros UVWXZ nmrhkuvwy « mnhkpbr) (0) lees carping sei ines itlxz (3) heantitocowie ete uuwadqoectNOTE: Aste cutset sama rum of shire may hae ay in ehlevng ne ae of one sie nae een soe Same may prose Tees sick reverie Te sity repwced ov deeomet ford Fach hae aun that te dope occu, gen tine Conte Teachers Nove one Ye “Nesd an body tes bdfhtlk ‘ody anda eves gj) POY Folowng lable acs, tech ug x story wich the mace rts athe cid aces ot an ate wes, (Srl aug re sugested fortes atts ina, Alte ches hae ntermalaed the overt) NOTE: Any ashy ilving ne racing ts or mama, ‘mas mot be undracen ntl he cid sno te cack ‘aringpoine saa ntl te moves nae, (6) Cuties Weng Acontes Sule short sentences ae practise conjuction with ‘ter aspects of thescool propa, esc sue musi, adn (7 Sett Levers Upper ene rs cata lete) arenvdued teat ‘heyear the not artes (ep Bor deta deren ete: mover (8) Suerte (Ser pae4pfora dete dept of mvement) O1L2Z24567584 Peni its cea vig te formation ofan tr, Fer simplicity upper cate letra inroads te bo} ig Tne re resuced in Yoo 1 Setanstnly sore ofthe protens encountered by lfthnded swear oe 8 aBy the end of YEAR ONE, children should know that 1 Allietters except "and start atthe top. + Usually, the penell not lifted when making a lower ease leter fvcept for dots and crossbars). ‘he pencl canbe ited when making capital letes Big wedges area feature of many ofthe leters, e.g. @ J Weing'sfstr if retracing ket toa minimum Ainge hand arm movements used ta it, Letters nave heads oodles and tals and should be placed on the lines in the correct position, + The penel should mot be hed inthe web of the handTear Not Year Two (9) Brame 1 feterfomation tomer ene + sel arenes (eupng inthe, body and tal Sto (oR cic aes Benes Alte!) (ingen Quer en ue case edt aia sed 1 enti and ute are aed ot ower ne tes Gap eters do mot ehang a tage Thechitens names can be inoduced on Maads or recoptonpupons. ieay, oe ors shuld be aight ‘etore chen wie thes rene However, on il Seesgrto ty so weld we we fo te time now ‘eh end ho! to wie her nae. (12) Aton of entre an (mine) (3) Exts ony axing ag ois) acdehklt Joins pettom of bay to op of boy le ae at ce ob de dt et ac aa wdo we Yo devi lated hand movements hho and walking mayreorctehen Le £7997 1 vm scan now nrc fr meen + Seep. ali fa oss ee join, apres in) ca beter agonal eg, A orborzonta + The jon should ese hatany up te 00 igh MOM 2»Concent “each Nee (©) Rounded ens gor i) an am wy em ham ton din NOTE: Sts the sifeance between th et rope {nd its joming element, Dating he le may be wet (© ong nts (apna joins) tjpu v wy any Op an av aw in tm (ers sar change "Pow has a dacendr The crobar spent alow fer eof fining Ours shapes to allow ore of (0) Letra donor Hot eer that with clock movenent {hin cathe elowanglatr snares oe GIPSY 3 La whi move bach tye a no conn so rote ‘ithe ca, sped bore fling (ees opped oat then doesnt became ‘Always use the entry stroke for these letters, e.g VUE + one (7-70-98 Ihe aiden oe Renna wey | “Riera mre A mil dar ge Its cute wef for NOTE: Care mast te tater a his age with he wot slag On eee he dor nis sl bee | fo after : * odes brent svokewhormconay.ee A * gay a atau ae ten es enn Flower she ji ani 3 cach We, + Todtop eee, extend he nt of the previa er, «7 Iie tpn an tart he nest eter ste ual arng 2% No coring roe veges, epGone Teachers Noes Year two (a) Horizont atures Top finishing letters — orwyf wtonotbotsietense gp WO 0) retains waco rhe rf rb ot ch of ot ot wt uf ut (0 Later 1 gen oat to fig tr Woe comin oe we we oe (i) avoir combntions dott add seed room prity cross lass of hurry (8) song act. Thesetetes ae oines achtehiklmnsw frprivvnxy 3 Mare cay bese tnezall ejonshavetecram, nom Drona ma of aime WAL event aitaion 28 78 " * Apo Oh eee Ieuan ny auere + Daube ss may ako te joined stolons COS Lads TTRSRE lane ast snl 5° tevie + By theondot Vea 2 te majerity of iran wl Pe sing uveBy the end of YEAR TWO, children should know «Letters are joined to promote faster writing. 1 Writing shouldbe neat and quick. Wedges He to promote faster iting “The penll abe ited withina wor. Toomany pencil lifts within wars ean slow down writing 1 Some eters hve rounded entries and some have pointes ‘Some letters don't join ga se following ete, pital letters don jan to the following letter, Letters are retraced enly halfway up the body height, eg, By, otherwise time is wasted. Soin letters ea be ‘Sropped onto save making 2 slow comigsoisea ae CLG 4 How to hod the peneil in an aceptable way. ‘The following terms: pene lift, "drop/dropped on, eter, endry, ext, wedge, wed of hand, covering stoke, ascend ‘descenderContent Teacher's Notes Year Three (03) Renan he Beginner’ Alpha Reveal eet shoe See Yea One propa) (0a)Rerton oe jis Reve ieee Yer Two propa) (Pen mandolin cites (2) Anundestandng ofthe conc oof the grand hhend sexta “he finger and mass ofthe hand make he eer thipe an the ehand moves ong ‘tiv to develop ie corect movements by te nes She snd MOVER S10? tan (The acer tng Wiese) (0) time work an ation wn te bel Clete ptens + Cnn atin tte sid to sig nd mining evel poms sutan nook positon es Sep.) «+ Ghlrenmay tat rmmaringie se reduced to na hi ‘age. Some may edo Fontau ang es IWehlaon'pvo on she wise rng ne QQ {ti putespue het of paperunde he hand a pulley Tnesuese nae maybe en orleans ea. Soke con sopotnt staph fs bfore mong the ia + Theda setue fetes madeup of ation, ether locke or antec, ‘Trepenl sould be ited ate 3 or lens ronent ramping 3content Tear Tee {16} deetanment of Sota Aware: ees ust be every space. Tis raube 3 emonsaene Hdd 77 Clasewie = 000 Wu be LU (Petey + within tees, 770, Simin worse ara (sifener une — Silene ott ocear efor letes that are droped on, eg CA. + stele hat fini ina coc rection — oe oa, t.8 Vowittonnninie 70 90 7%) Discasan shuld ae place ato wee he jon oi) shouldbe mage, Thre no oe rh + Poor sok cont wl have 90 (e§. 1 PRChina comp Sion «FRYE + tfentaen west exerionsing elena lacing ees erect betweun tein ase nail 20ers as, WEE MAP TSWYKE 1 Reale Sectional range shold be una rater tan 9 tka Inotenerien POLH1 o-asow dectona charged. The pani can te placed on the downakes io eye hey ate ‘Vinal dicriinain atts could be wel a5 wold lowing ‘hen to aluate ti wn work Fd eo a me MY. man mi nan + Pon it aid in keep he and oving camo aos theomen Teather Notes Yor thee (09) sped oops cope may eccur naturally on sends or descends ‘the writen pe Howey, hey rt oto a (20) per Co Letters Capa) “Theta may now by rove ‘The floningproptons ali be wed — woteon A O GQ ratsque BEF JKLPR S Re“"A HN TUYV Tose quarter future C GD sate x Z (21am Leer Save dentro aces in teeter apes, pate the Benes ghabet by grupinginta morenent Stanstie @ WO) 1+ The op ia uk, vacingvstoke whieh hou dna tageted his would ditt the ter hap nd dese the ‘powssea. ene ey Loops shouldbe dics if ey bee open chiens wrk Ty area ear, they sala be aus ‘Tho proper se forte fener beet ny Chien shal not made to atemot te eae preortons ‘These provations at forthe ther bene only. Can sould Ss Asleter 8° ireated "Wt les may beat ovtmad coumBy the end of YEAR THREE, ciléen should know + How to hold the pencil carrey 1 The pencil canbe lifted within a word 1 Goptal letter do not join tothe flowing letter 1 Sometimes covering strokes ae neede 1 Slope o eters should be consent. 1 Spacing between words should be even, 1 Downstrokes should be parleYears 4-7 ‘The Year 47 section of this Handbook is to be expanded and presented in a separate booklet. ‘Students in the mile and upper primary school wil begin to-deelop their own distinctive handwriting styes Toast them inthe development of efficient lege persona tyes, teachers should + Provide consistent instruction inthe techniques of hindwing 1 Give studens the techniques to be able to evaluate their town handwriting + Provide asistance for those students who need further practice to improve letter structures, pen manipulation, or tering speed. + Give students the opportunity to experiment with diferent ‘ering instamente and different styles (1 Pen Manipuation ‘The tainingstrate control program initiated in Year One (seep. 23 | shouldbe cominuad Some time each week should be devoted to— = "Doodling exercises sat 10 music to develop finger ‘manipulation and ehythr, 2aQQ Ltltte TOVVD wr WU + Expansion exercises to covrdinate fingers and hands. It should be emphasised that thie raining ‘exercise only to inrease sped and leit, Aan edt bao ot hand 3 NOTE: The penhala should be monitored carefully dv”ng these atvtes, The orthodox penhold shouldbe uae, regardless of how the eld normally holge his pen, Ths will Increase tactile swareness ofthe correct hold and wuld the childs confidence im sing (2) Specs iRismecestary for each eld tobe able to write neatly legibly ana st speed. Speeds in excess of 10 letters per minute ae Tarely comfortable for primary school Sriente However they should be capable of short bursts of speed Regular speed tests lasting 1 minute followed by an assessment of legibility will encourage childten to bund Up speed Rhythm should not besaeriiced fr speed. Frequent coupldng of leters with’ wil develop 3 Balance betmeen speed and myth eg am om dm tm ama ome dmd eme(2) Improvement of Letter Structure Constant revision of eter shapes and joins should be part rnriting program (See Ved? One one letter aa time wth emphais cnentisndonesm bode fg tjhim wopqrstu vw ny 3 + Write the alphabet ines, eg, idomnarpgr stan 5 + rite the expanded alphabet, eg, school may be interested ital letters Te following pitas are provided as en examole, They are ABCDE FG HIJKLMN OPRRSTU VWXYZ (5) Gatterphy (not compulsory) ‘Tho at of calligraphy, if fostced, will — + improve stroke contrl {foster excellence in presentation of fnizned work, “Tho [tale style is recommended asa stating style. Broad ged pene in felt or ib form ate the coreat instruments. Crger ibs [or fet points! are recommended for beginners abcdefghij kimnop qrs tuvwxyZ ith the presnt revival of intrest in handwriting ag an art form, ther sno shortage of commercially praducad material tater for students 0s. Sooo and lea ieare wally hold copies of texts on lettering. graphics andor the at of calliganiy.SECTION 3 Evaluation [An understanding of the basic processes of handwriting lndelis the development of fst, epbie writing. t's therefore esential that chi'd Understands these processes ang isabletadlacusshis/herown work crtaly from te Beginning stage. 'As te witer matures, an indivi style will emerge This Goes nor mean thatthe chil’ handwriting be alowed to Geteviorate rather that citeia other than strict adherance to the made be evaluated, Such ertera would be — 1 Line quay thik and this strokes) Flueney of movement Joining capabitiies Simplification of strokes to increase speed Balanced proportions in letters + Even expansion = Consistent slope Evaluation stould be a two-fold process — 1 "Teacher abseration 1 Pupil Sein evaluation, »EVALUATION Pre Writing Stage Directional Movements e Fs stn 20 ‘etines ames Penhold Pencil Contr clockwise horizontal left ght sca) 09 0 bot clockwiseEVALUATION \Weting Stage ~ Prive Secoe Names Formation of Lower Case Letters fa? Family adgq (pb one ‘0! Family obec blank ned paper ‘we’ Family nmrhkud we blank tne paper bank itlfjsxz lines paper Formation of Upper case Letters Comments aWeiing Stage ~ Cursive Serpe EVALUATION Comments (seoy 300 nq wy) worse “nei 399103) spu0m woowang ‘Suto won soney una ‘on odond| posuere sot (sp20m ug voted 90g proweaa| 2 Names| SECTION | Corrective techniques‘CORRECTIVE TECHNIQUES dvegefighiJ Spal arene Roaice se abcde fyb, YYLOMN wo ‘cones sake pater Pen ei Inwebat(CORRECTIVE TECHNIQUES Some Problem eet evaces vbog efyh [J | SERS sn as AUS ‘o unaienised wrtg unh stating points mitered, Use es abcde fgh oe MAD YY mon 4 nt Pensheuldnot einwebaea |b A wt ue en AUaAR . 344° 7] acdgges BREOUNE | ace cenit adei vara disor preecing ‘rapped ete Lf rm wu Compreses wating hand sing sing SUds0vI assist ad oS or sour ALEK Ferman, &BCDEFGHIIk Uv 45Teach Esercer 46 | tay SEES" | ama cone amd eme st Addy ih _ fi 2 2 QO 47 Isa singers ges sco ccieqeeanas, | Pew hud exorcise daddeng eet Wil = 1 38 Joins Aa ab ac ae ad af ag ah ai aj ah ah am am ac ap ag ar a3 at au av aw ax ay ay. Bh As °b” moves im a clockurise direction, it dss not join to the letter following Co ow cd wf og th ch co or cs ot cw vy Dd da de dg di dh dh do dr ds dt du dv dw dy Ee ca ch wc od of 0g th ci oj te ch om en co ep og or “a am ww mY Fi fw RA RAP Re fyDoes not join to following lter: Wn ha hb he bi hh bom hw ho hr hs ht hw by ia th ce ihn f igh hid imin wo pay wad mw ww m iy % Dots not yon to following letter Khe ha hi ki bbe hb he hr ha ht hw hy LL la th le ld le Uf Ig Ue i Ve Wm bv lo Up Wr Us lw We lw by Mm ma mb me mad me mf mg mb mi my mle mb mom mn mo mp mr ms mb mu my RE® & Nn na nd ne ng ne nk mb mm mn no mp ms mm ny Oo oa ob a on 0 of 09 oh v a oh ot om om ov op og wr a ot ow ov ow ox vy % Pp. Does not jr to following butter Qg, Dots not goin to Plowing letter Rr re re rd re rf rg rh ri rh rt rm rw ro rp rr rs rt ru ry (Some writers prefer not to join “r”.) a7Ss Dow net yom to follourng letter. Tt at thw tf i fh th th tm mw bor bb th we Ww bw ty Wu wa ub we ud ue uf ug wh wi uj uke uh wm un ue up Wom vw ve fig th vith him mr tHe yy Ww wa wh we wh we wf wy wh wi wh wt wm wm wo up wr us wt we ww we wy Xx xa me th mh mw MY Yu. Dots not jor to folowing letter 24. Does nat yom to following letter Note: Letwrs bgj ps da rat join to the folourng Liter, (Gob elt, ste movement ia in w 1 urection. Letters acd g q are “dropped on” 30 that w covering sbroki ia nat required, og cat (“lit pencil)SECTION Appendix The Primary Mathematics Syllabus Committe has suggested some changes to the shapes of numerals. They have been Included inthis Handbook for the Information of teachers. OT 3 Some beginning writes fing an open’ eight easier to make ‘than lose” eight 0{Glossary of Techaleal Terms ascender ‘That par ofthe letter that ses above the top "body Tine, 8 cathe “eaterill’ writing Avriter who moves the support point while te fingers ‘momentarily stoptoaliow tstohappen, The pen snot hited from the paper compression ‘The action of drawing the finger into the palm of the hand see holding the pen covering stroke ‘Rstroke which occurs when an upstroke is covered by a ownstoke, © Dp descend “he part of eter which ie below the base Ine, 8. g iagonat join ‘Ain mae fram the bottom ofthe body of one letter tothe top ofthe body of the other eB ag “eropped' enters Letters within a word that havea penci it before them bot ive the appearance of continuous writing, 68 CAM extension ‘The ation of extending the fingers to teach up for ascenders orcapital. “ook wie ‘ metio'of presenting the pen where the wrist is curved out Placingtne hand on or above the writing ie. horizontal join - ‘A jlnemade rit the top ofthe body of one letter to the top of the bad of anothet, eg 30 letoring ‘Acarelal placement of individual letters ona page Hgatures ‘That part ofa letter which jin itt the succeeding or peaccing letter. line quality {An examination of the writing ine should revel thicker downstrokes and light upstokes. Ths willbe producea ratually by the fluent witer and no unnatural concentration Should de required “over the top’ writer Alettnand writing ation. The writer pushes the downstrokes down from the top. ‘pad ofthe thumb . ‘The Inner sat fleshy undesize of the thumb, near the tp. palm writer {The appearance of wrting into the palm ofthe hand, causing the pen ta Become more and more vertical Jowards the end of each woup of words parallity Fest to make pal strokes wthina word o8 halle pencil ite ‘The penci if ited from the paper and the support postion of thetand ls moved along. Peel Iifts may occur within words, continuous witing action in which the support point fs not ‘moved often enough predominan thumb ‘A penboldin whieh the thumb is placed ove the index finger for used Ins manor which overpowers the Finger movement print sri ‘style of writing using letters with no entry or ext strokes.progression ovement From lft to ight acros the page ‘pusher? Aster who pushes the tp of the pen along the pager so {hat the end of the pencil pointing to the let (or righe-nander Quick directional ehange (Q.0.¢] quick directional chang® Yo avoid too much angularty, eg ‘or excesive rounds, © Troe ¢ or ‘The stoke which oscus when a downstroke is covered by an upstroke, ythes Fluent writing in which an emphasis made onthe dovensroke eater than the join, eg. PECL “rocker! ‘A cantinuous writing motion which overemphasies the joins {nd does ot allow Tor pene its within words ‘he clockwise and anticlockwise finger movements within Slow diections change (S.0.) ‘Aslow siretional chaoge within a letter or yin which causes excuse roundness 8 9LeU ipl var ‘esate ie tee olin crete ome structure ofthe eter ‘The stating point, shape and finishing point ofa lester Formed by the comect movement support point ‘The point at which the writing hand ress onthe page st tension and release ‘Wetingshould be produced with balanced patter of tension and elesse movements e§ | by the Fingers, wedge ‘The space left between the upstroke and downstroke, eg bg